72 TWENTY-FIRST REPORT. 



the reason why two pupils of the same age do not progress in school at equal 

 rates. The reason has commonly been ascribed either to stupidity or to the 

 work of the devil. But thanks to modern psychology, we now see that the 

 difference is, in large measure, the result of difference in intelligence. Last 

 year in the examination of over two hundred school children, I found that in 

 no grade was there a range in the intelligence of the pupils of less than three 

 years, and in some cases the range was five years. 



It is at this point that a new and important problem arises in education, 

 which psychology must solve. Some educators maintain that if a pupil is one 

 or several years older mentally than others of his chronological age and school 

 grade, he should simply be given some additional work and kept in the same 

 grade ; others maintain that such a pupil should be rapidly advanced until he 

 reaches a grade of his own intellectual level, regardless of the chronological 

 age of the pupils of that grade. Now, this educational problem presents three 

 psychological problems. First, Does the mind of the bright pupil grasp ideas 

 and thoughts differently from the way that the slow pupil does? If so, how? 

 Or, putting the question somewhat more specifically. Just wherein is the differ- 

 ence between pupils whose mental ages are 8 and 12, 10 and 15, and so on? 

 Second, What is the effect upon the child's mental development of keeping 

 him in the same grade with those who are decidedly below him in mental age? 

 That is, does he become intellectually lazy and indifferent, or does he remain 

 just as keen and progressive as though he moved along as rapidly as his capaci- 

 ties would permit? Third, What is the effect upon the slow pupil of advancing 

 him beyond the standard of work adapted to his intelligence? Does it tend to 

 strengthen him intellectually, or does the failure which frequently results dis- 

 courage him and lead him to cease putting forth effort? Education may, of 

 course, discover the answer to these questions, if given sufficient time ; but 

 we need at once a careful psychological investigation of the problems and a 

 statement of the underlying principles. 



The ultimate aims of education must be determined very largely from the 

 point of view of sociology, but the character of work that a child can pursue 

 profitably at a given point in his development must be determined by psychology. 

 Accordingly, the psychological problem which arises out of this educational 

 question pertains to the relative strength — I use "strength" for want of a 

 better term — of the mental capacities at different mental ages. Much of the 

 effectiveness of education depends upon our knowledge of this problem. There 

 is a common belief that children's imaginations are more active than tho.se of 

 adults ; that their memories are superior both in regard to ease of learning 

 and retentiveness ; and that children possess only little ability to think before 

 the age of 14 or 15. These beliefs influence the whole character of elementary 

 education. An examination of the content and method of elementary educa- 

 tion will show that the chief emphasis is placed upon memory and imagina- 



