from Ghent to Aix_ would be particularly
interesting to boys, while _The Romance of a Swan's Nest_ would be of
greater interest to girls. As to mental capacities, boys are usually
superior in those fields where logical reasoning is demanded, while
girls usually surpass boys in those fields involving perceptive powers
and verbal memory. For instance, boys succeed better in mathematics,
science, and the reflective phases of history; girls succeed better in
spelling, in harmonizing colours in art work, in distinguishing fine
shades of meaning in language, and in memorizing poetry. The average
intellectual ability of each sex is nearly the same, but boys deviate
from the average more than girls. Thus while the most brilliant pupils
are likely to be boys, the dullest are also likely to be boys. It is a
scientific fact that there are more individuals of conspicuously clever
mind, but also more of weak intellect, among men than there are among
women.

=A Caution.=--While it has been stated that the teacher should take
notice of individual differences in his pupils, it may be advisable also
to warn the student-teacher against any extravagant tendency in the
direction of such a study. A teacher is occasionally met who seems to
act on the assumption that his chief function is not to educate but to
study children. Too much of his time may therefore be spent in the
conducting of experiments and the making of observations to that end.
While the data thus secured may be of some value, it must not be
forgotten that control of the subject-matter of education and of the
method of presenting that subject-matter to the normal child, together
with an earnest, enthusiastic, and sympathetic manner, are the prime
qualifications of the teacher as an instructor.

APPENDIX

SUGGESTED READINGS FROM BOOKS OF REFERENCE

CHAPTER I

Bagley The Educative Process, Chapter I.
Colvin The Learning Process, Chapter II.
Strayer A Brief Course in the Teaching Process, Chapter I.
Thorndike Principles of Teaching, Chapter I.

CHAPTER II

Bagley Educational Values, Chapters I, II, III.
Strayer A Brief Course in the Teaching Process, Chapter III.
Thorndike Elements of Psychology, Chapter I.
Welton The Psychology of Education, Chapter VI.

CHAPTER III

Bagley The Educative Process, Chapters IV, XIV.
Colvin The Learning Process, Chapter I.
McMurry The Method of the Recita