dividual differences. Differential treatment was issued to those who were slow learners but also for those students who were fast or keen learners. Mass group teaching was no longer a sufficient approach in the 1930's. Students required individualized praise or remedial help to ensure overall growth within a subject. The quality of learning was much more important than the quantity being taught in the contemporary system.
             Although child-centeredness was the ultimate focus in progressive education, other components within the new education complimented the core focus. To achieve a child-centered approach, an ever-changing environment was essential. Children must learn by doing and to achieve this the unit system was developed. A unit consisted of a central thought, such as, the weather or transportation, and could be merged with all subjects in one way or another. Student interaction and group work outplayed traditional rote, repetition, drill, and standardization methods of learning. The success of the unit depended entirely upon
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