An Experimental-Critical Study of the Problem of Grading and Promotion
نویسنده
چکیده
The old ungraded school, whatever else may bo said about it, had one splendid feature that the graded school has never attained; namely, its instruction was individualistic. On the other hand, the graded school has come to us as an administrative necessity; its economic aspect is unmistakable, and it has made possible the education of the masses. Once with us, we were quick to discern that the graded school was a mighty, social institution. We have
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