ABSTRACT
WORKERS IN junior schools have one of the most interesting and at the same time most difficult tasks that can fall to the lot of educators. They receive into their schools children whose chronological age is round about seven while their mental age may be anything from five to eight and a half. Nor is this the only problem, for the children may up to the age of seven have worked in a most formal school where initiative is taboo and speech for the most part confined to answering questions; or in a school where the children grew naturally and healthily and were given instruction only when they needed it and in the form in which it would be most useful to them.
