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more rapid rate than the average? Or shall he be given an enricbed curriculum on bis proper social level ? In Wilmette the schools are or- ganmzed to provide extra activities for the pupil who learus rapidly in order to keep himi working up to bis ca- pacity in 'the room with other pupils of bis own stage of milaturity. Such aprocedure offers a btter opportun- ity for training"superior. pupils for leadership,1 as pupils are trained to iead by Icading. >ust as, they are tràined to write by writing. Fre- quently.pupils are skipped over one year on the primary level, but in cases only. in which the, physicai, mental, and. social development, war- rants the advancement. and always after the pupils bhas mastered the reading process. As bas been explained i a pre-. yiousý article, the curriculum for ýeach subject is organized into large units of learning -or large blocks of work. Certain activities are essential to the learning .in each unit. But there are ail types of possibilities for ýadditional activities for a .pupiI vhô is genuily interested in that field of learning. A pupil in social science, for example, may do ail the required activities in onie-third the time needed by the ma- jority of the group. Hîe does flot be- gin a new unitalone because of that fact, neither does he use bis social- science class period to work on arith- metic goals or language goals. In- stead, lie carrnes on other activities on '-thiat same unit of social scienice- wider reading, drawing diagrams to be used in explaining soxne process to bis classmates, ecpressing some idea gaiined from bis. study in o riginal drawings, construction work, compo- sitions or original verses. *?bundant suggcsations are put before hirn, but he is free to choose the fine of ac- tivity w.hich appeals to bim with the restriction only that bis work mnust ceontribite.>.to the understanding of the unitbeing studied.- Because of bis wider reading and. greater activity in expressing, bis idea, lie bas more to contribute. to bis classma 's-ei prprdto lead in discussion and in Planning otber class 'projects. Opep* Broader Fields l .. . . . . spenci an unclue amount of urne on arithmetic to get rapidly into higber goal sheets, though they are held to mastery of the goals set up for their group. Pupils advance. througb te units in ail subjects together, but the amount done on each unit differs greatly for the individual members of the grô'ups, and, to an equal degree thé learnings of the, individuals: of the groups differ. Byý simplifying the goals in ýthe tool subjects, carefully measuring to keep pupils informed of ýtheir own, pro- gress, and excusinig fromn practice on any goal,' ail who bave mýtastered. it, the school helps, tbe brigh t pupil to ec onomize on the time giveh to the Some parents will remember being entertained by a class in the attic at one of the schoois, because that *as the onfly available roomn for tbeir pro.- ject work. -Naturally the task of training young pupils in habits' of roo citizenship is rendered very dfficuit, if pupils do mucb -work in room.is 50 far removed from, the' teacher. (A discussion-of how the sehools are attempting to 'bandle. .probiem cases, will appear next week.): Neile E. Moore,.spervisor of1 Elementary Eduation, Wil- mette -Public Éscbools. DRAMATIZI NO THE ECQNQMY ISSUE. *~EA 2 AL'L ,COATSI REDUCED 3 Ne. lFlorida Ornges for Nice sixe, % BALDWIN per peck Jersey: APPLES 490 M.Iorteuhausr m* paintu and D.cottot 8: le» Gt.o.hf PhasDe JUNIORS' 1168 WaIm.tte Av.. Ef, INC. GIRLS' WEAR Di-Fe WiImtte 3 12 Sweet Potatoas off Lambg ý, U ,