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the untrained observer. Many pupils, who have observable peculiarities, 
ure very capable mentally and give normal response to training; while 
Inany, Who baffle the most conscientious teaching, present no outward 
signs of disordered organizations at all. 
To remedy all cases of mental and physical deviation, there must be 
definite localization of the defects, which only thorough medical, psycho- 
logical and pedagogical examination will reveal. 
The earlier suspected abnormalities are discovered, and proper cor- 
rective treatnient and training are given, the greater chance these chil- 
dren have to become more nearly like normal beings. Brain energies 
are broken by physical irritations and other strains. This is why certain 
conditions produce retardation and an arrest or paralysis of the inhibitory 
or Moral sense, and explains why removal of disturbances is often closely 
related to moral and mental regeneration. 
For years psychologists have been endeavoring to formulate some 
intelligence measuring scale that could be applied to the age and grade 
of the average pupil. The great benefit that would accrue to both pupils 
and teachers from an accurate intelligence standardization can hardly be 
estimated. Then, only, can training be given each child that will insure 
full individual development. 
The Binet-Simon Measuring Scale of Intelligence is a series of ques- 
tions “arranged in groups according to their difficulty as determined by 
age difference in performance”. The questions relate to general intelli- 
gence, to information that the average normal child should absorb from 
every day associations and not to what he is taught at school. The insuffi- 
ciency or retardation of backward children is later estimated by com- 
parison of their results with those of normal schildren. The series is 
merely a sorting test; but, in the hands of experts, it has been amply 
demonstrated that it is very valuab!te, and gives a surprisingly close esti- 
mate of a child’s mentality. 
A child who has for no adequately known reason fallen behind two 
years in his school work, should be carefully tested and watched. He may 
be ill; his mind may be “slowing down”. When children are found three 
or four years behind children of their age, the intelligence tests will 
undoubtedly disclose more serious conditions. It is well recognized that 
minds of most educated persons reach the limit of intellectual develop- 
ment between the ages of twenty and forty. Minds of the great mass of 
