Rated at 10 3 6
Rated at 11 3 8
Rated at 12 3 3
Rated at 13 1 2
Rated at 14 1 1
Rated at 15 0 1
Rated at 16 1 1
Rated at 17 0 0
Rated at 18 0 0
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Results similar to those recorded above will be found if any accurate measurement is made of the knowledge possessed by children in history or in geography, or of the ability to apply or derive principles in physics or in chemistry, or of the knowledge of vocabulary in Latin or in German, and the like.

All such facts indicate clearly the necessity for differentiating our work for the group of children who are classified as belonging to one grade.  Under the older and simpler form of school organization, the one-room rural school, it was not uncommon for children to recite in one class in arithmetic, in another in geography or history, and in possibly still another in English.  In our more highly organized school systems, with the attempt to have children pass regularly from grade to grade at each promotion period, we have in some measure provided for individual differences through allowing children to skip a grade, or not infrequently by having them repeat the work of a grade.  In still other cases an attempt has been made to adapt the work of the class to the needs and capacities of the children by dividing any class group into two or more groups, especially in those subjects in which children seem to have greatest difficulty.  Teachers who are alive to the problem presented have striven to adjust their work to different members of the class by varying the assignments, and in some cases by excusing from the exercises in which they are already proficient the abler pupils.

Whatever adjustment the school may be able to make in terms of providing special classes for those who are mentally or physically deficient, or for those who are especially capable, there will always be found in any given group a wide variation in achievement and in capacity.  Group teaching and individual instruction will always be required of teachers who would adapt their work to the varying capacities of children.  A period devoted to supervised study during which those children who are less able may receive special help, and those who are of exceptional ability be expected to make unusual preparation both in extent and in quality of work done, may contribute much to the efficiency of the school.  As paradoxical as the statement may seem, it is true that the most retarded children in our school systems are the brightest.  Expressed in another way, it can be proved that the more capable children have already achieved in the subjects in which they are taught more than those who are tow or three grades farther advanced.