velop a critical attitude toward
their work upon the part of children?

11. Of what factors in habit formation must children become conscious,
if they are to study to best advantage in this field?

12. How may we hope to have children learn to study in the fields
requiring judgment? Why will not consciousness of the technique of study
make pupils equally able in studying?

13. What exercises can you conduct which will help children to learn how
to use books?

14. How can a teacher study with a pupil and yet help him to develop
independence in this field?

15. How may small groups of children work together advantageously in
studying?

* * * * *

XV. MEASURING THE ACHIEVEMENTS OF CHILDREN

The success or failure of the teacher in applying the principles which
have been discussed in the preceding chapters is measured by the
achievements of the children. Of course, it is also possible that the
validity of the principle which we have sought to establish may be
called in question by the same sort of measurement. We cannot be sure
that our methods of work are sound, or that we are making the best use
of the time during which we work with children, except as we discover
the results of our instruction. Teaching is after all the adaptation of
our methods to the normal development of boys and girls, and their
education can be measured only in terms of the changes which we are able
to bring about in knowledge, skill, appreciation, reasoning, and the
like.

Any attempt to measure the achievements of children should result in a
discovery of the progress which is being made from week to week, or
month to month, or year to year. It would often be found quite
advantageous to note the deficiencies as well as the achievements at one
period as compared with the work done two or three months later. It will
always be profitable to get as clearly in mind as is possible the
variation among members of the same class, and for those who are
interested in the supervision of schools, the variation from class to
class, from school to school, or from school system to school system.
For the teacher a study of the variability in achievement among the
members of his own class ought to result in special attention to those
who need special help, especially a kind of teaching which will remove
particular difficulties. There should also be offered unusual
opportunity and more than the ordinary demand be mad