ABSTRACT
The point of view of the teacher in the school, like that of the research worker concerned with the study of abilities, has changed in certain very definite fashions.
At the opening of the twentieth century strong emphasis was laid upon intellectual stimulation. In the second decade there was much questioning as to the suitability of existing curricula and prevalent methods of class instruction;* and in the third decade there was a concern with sociological values which encouraged a study of the relevance of each school subject to the demands of society and the later requirements of adult life. Enquiries were begun as to the social uses of Arithmetic, Spelling, Reading, Modern Languages or Science; and marked improvements were effected by the introduction into the classroom of more individualised methods of work.1
