5. What evidence is available to show the fallacy of the common idea
that children of the same age are equal in ability?
6. How important is heredity in determining the achievement of men and
women?
7. To what extent, if any, would you be interested in the immediate
heredity of the children in your class? Why?
8. To what extent is the environment in which children live responsible
for their achievements in school studies?
9. What may be expected in the way of achievement from two children of
widely different heredity but of equal training?
10. For what factor in education is the environment most responsible?
Why?
11. If you grant that original nature is the primary cause of individual
differences in intellectual achievements, how would you define the work
of the school?
12. Why are you not justified in grouping children as bright, ordinary,
and stupid?
13. Will a boy who has unusual ability in music certainly be superior in
all other subjects?
14. Why are children who skip a grade apt to be able to skip again at
the end of two or three years?
15. Are you able to distinguish differences in type of mind (or general
mental make-up) among the children in your classes? Give illustrations.
16. What changes in school organization would you advocate for the sake
of adjusting the teaching done to the varying capacities of children?
17. How should a teacher adjust his work to the individual differences
in capacity or in achievement represented by the usual class group?
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