ON MENTAL AND PHYSICAL FACTORS INVOLVED IN EDUCATION. 197 



established even when the class teacher is also present. A ■priori the 

 results of an admission examination should be below the teacher's 

 estimate; in practice the reverse happens in a large proportion of 

 cases, especially when the child comes from a senior department. 

 Notes on observation, imitation, and special tastes are conspicuous 

 by their absence ; attention and memory are usually described in 

 negative terms ; reading, writing, and calculation as Standard O. 



It is only right to say that there are many exceptions in which 

 most accurate and valuable information is afforded, and the deficiency 

 in others is doubtless to be attributed to a failure to recognise the 

 real value of the information on the schedule as a corrective to the 

 direct observations and conclusions of the medical officer. 



The question as to whether a child is affectionate elicits little 

 information, and again is confused with spitefulness. Question 11 is 

 too indefinite, but may elicit information in regard to any sexual 

 irregularities. The remaining questions need no comment. 



The schedule is of value in giving some indications of the line of 

 inquiry to pursue, but does not fulfil expectations. As time goes on 

 the value will probably increase, particularly when head masters and 

 mistresses have closer acquaintance with modern methods of psycho- 

 logical diagnosis. 



At the time of the examination the child attends accompanied by 

 his parents, if they choose, and by the class teacher, when possible. 

 The examination usually begins by inquiries addressed to the parent 

 as to the general state of health of the child, his conduct, and any 

 points to which she may draw attention. The results when to the point 

 are entered in a special record-book, but the real object is to enable 

 the child to become accustomed to the room and to enable observa- 

 tions to be made as to his behaviour and general carriage. 



The child may be restless or apathetic, his attention may be given 

 to some object in the room, he may start playing on the floor, pick 

 restlessly at objects, or even take up and begin to destroy some object 

 which attracts his attention. On the other hand, many are shy and 

 cling to their parents. 



The child is spoken to and asked his or her name, and the 

 attention attracted if possible by something such as a picture-book. 

 The order of the succeeding tests and those employed must depend 

 on the response obtained and the willingness displayed. The less 

 ready the response, the more the early stages must be made attractive 

 or even to resemble a game. The tests cover such medical observa- 

 tions as may explain any deficiency or backwardness, including rough 

 tests of the acuity of the senses, muscular control, carriage, presence 

 of adenoids, and," if necessary, a more complete examination of the 

 body generally. The tests which might be classed as psychological 

 cover spontaneity, motor and sensory response, immediate and remote 

 memory, will-power, as shown perhaps with memory in responding to 

 a series of commands. Finally, partly pedagogical and partly psycho- 

 logical tests in relation to reading, writing, and calculation. 



Medical tests or observation. — General aspects; whether under- 

 grown or otherwise. 



