ABSTRACT
From consideration of research into motivation, learning, and growth a return may now be made to the classroom with its assembling of prospective learners face-to-face with a teacher. This collocation of teacher and pupils is the classroom's most characteristic pattern and it may usefully be examined from without as well as from within, in the light of what is known as to its meaning for pupils and teachers. There may be a certain sameness of age, of years, months or days of attendance at school, and of legalized expectations as to the amount and the duration of schooling. There may be uniformity of sex, of language, of geographical background, and of religious affiliation. Boys and girls are in all these respects more like their teachers than their teachers have often been led to suppose. Pupils differ from time to time in their immediate reaction to differing types of social climates.
