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4. That teaching techniques, materials’and equipment be adapted to pupils of differing abilities, interests sand background, so that each pupil is accepted as a person possessing a normal yearning for recognitidn, new experiences, achievemeijrt and security.
5. Thajt practices in relation to standards! promotion, policy-making systdms and graduation re'quiremenis be made consistent with a philosophy which emphasizes individual differences.
6. That since the varied abilities and' inte -ests of youth make a thorough study and understanding of each ii dividual necessary before effective "ducational and vocation-, al needs can be made, a planned alneeds can be made, a planned guidance program beginning in the elementary schools and continuing in all hi jh schools be established without delay.
7. Thit school administrators take the lead in inviting voluntary cooperation and technical assistance from labor and management in planning for universal high school education.
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