ABSTRACT
School principles and practices were quite unlike those of contemporary method whether in the teaching or administrative area. The increasing demands for administration were met, as the school grew, by a natural division of labor among the teachers according to individual interest and ability. All the teachers in actual daily contact with children of all ages furnished, in these reports, the data for further inquiries and conclusions. Classroom Method is varied with the personality of the teacher, her training, and her background of experience and that of the children. In the meantime, making records was a necessary part of the classroom process. The children of the elementary school were grouped according to their interests and social compatibility which implied some correspondence to chronological age. Persons selected on the basis of their ability to respond to the needs of an educational situation and to cooperate socially and intellectually with others develop ability to work out and organize subject-matter and methods.
