limitations probably must prevent the use of more than one course of study in a
single elementary school. But as the work of the grammar grades is
departmentalized, and as junior high schools are developed, it will become
possible to offer alternative courses in these grades. Those practically certain of
going on to higher educational work requiring foreign languages and higher
mathematics should probably be permitted to begin these studies by the sixth or
seventh grade. On the other hand, those who are practically certain to drop out of
school at the end of the grammar grades or junior high school should have full
opportunities for applied science, applied design, practical mathematics, civics,
hygiene, vocational studies, etc. When the necessary studies are once organized
and departmental work introduced, it is not difficult to arrange for the necessary
differentiation of courses in the same school.
Finally, courses of study should provide for children of differing natural ability.
Extra materials and opportunities should be provided for children of large
capacity; and abbreviated courses for those of less than normal ability. In
departmentalized grammar grades and junior high schools this can be taken care
of rather easily by permitting the brighter pupils to carry more studies than
normal, and the backward ones a smaller number than normal. Under the present
elementary school organization with classes so large and with so many things for
the teachers to do, it is practically impossible to effect such desirable
differentiations.