majority
of the children in the class. Leaving out of consideration the
possible presence of subnormal children, the language used must be
clear and simple enough to be comprehended by all; the great majority
of the questions must be intended for all to find answers to; the
stories, illustrations, incidents, pictures, and various devices
employed must be reasonably within the range of experience and
comprehension of all members.

"At the same time, it is important to recognize the fact that, after
all, the class as a whole does not in any very fundamental,
pedagogical sense constitute the objective unit of instruction.
Though it seems natural for most teachers to look upon the class as a
more or less uniform mass, and the exigencies of the situation make
this to some extent unavoidable, still the individual child remains
always the real unit, and furthermore the units are all different--in
appearance, training and temperament.

"In general the methods and material will be uniform for all, but
there will still be abundant opportunity for exercising little
individual touches and tricks in relation to individual pupils,
especially those who vary somewhat widely from the average. Even such
a superficial matter as size, especially superior size, might
profitably receive a little special consideration by the teacher and
thus at times save some pupil a little physical embarrassment. The
boy unusually active might be given some physical task to perform,
even if it has to be provided for the occasion, though it must not be
too artificially created, as this is sure of detection.

"Questions requiring more than ordinary mental ability to answer may
be directed to those of superior alertness and intelligence, who may
also be given more difficult subjects to look up for presentation to
the class. Special interests in animals, flowers, books, aeroplanes,
industries, vocations, should be discovered and utilized by the
watchful teacher. Even though the connection may be a little remote,
any contribution of real interest and value is legitimate in order to
relieve the monotony of a dull class.

"Pupils differ very widely in temperament and disposition as well as
in capacity. The timid boy or girl should be given special
encouragement and commendation, while the over-bold will take no
injury from a mild "squelch" occasional