Penn'orth of Chips

The present conditions of classroom instruction to numbers of children still too large to be adequately handled, makes it nearly inevitable that the problem of educafor teachers of backward children should become largely a question of measuring abilities, testing attainments and organising children into more homogeneous grades; and within those grades, diagnosing and treating by individual methods, the special academic disabilities of each. Of a number who cannot read, some must approach the problem in one way, some in another?by learning to write or by word building, or by the added emotional stimulus and more exciting content of a manual or story activity. The conscientious teacher proceeds to devise, make and use a quantity of apparatus which will induce children to eke out their share of a fiftieth of a teacher by a little self-help, and then to consider further, methods of school organisation and time-table management which may help in the solution of this seemingly endless situation. At the end of it all, much has been done, and it may be only the teacher herself can assess the disproportion of achievement to effort.