Fitting the School to the Child. Este artículo no está disponible.Fitting the School to the Child

"Fitting the School to the Child" is a seminal work in the movement for progressive education. Written by Elisabeth A. Irwin and Louis A. Marks, this study details a significant experiment conducted within the New York City public school system to transition away from rigid, standardized curricula toward a more flexible, child-centered approach. The authors explore how psychological testing and individual assessment can be utilized to better understand a student's unique needs, interests, and capabilities.

By reevaluating the traditional classroom structure, the work advocates for an educational environment that adapts to the diverse requirements of the individual student rather than forcing the child to conform to an inflexible institutional system. This volume serves as a vital historical document for educators, psychologists, and historians interested in the evolution of modern pedagogical practices and the early 20th-century shift toward nurturing the whole child. It remains an essential study on the challenges and successes of implementing deep-seated educational reform within large-scale urban institutions, emphasizing the importance of school as a place for personal growth.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you may see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.

This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.

As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.