328 REPORTS ON THE STATE OF SCIENCE.—1912. 
In regard to (2) the Committee thought the most useful work could 
be accomplished by inviting certain persons to draw up statements of 
actually ascertained fact. They divided the subject into three heads :— 
(2) The psychology of the reading process in the case of those 
actually able to read. 
(b) The psychology of the process of learning to read. 
(c) The psychology of the writing process. 
On the nomination of Dr. C. S. Myers, Mr. Frank Smith undertook 
the first ; on the nomination of Professor Spearman, Mr. B. Dumyille 
did the second; and Dr. W. Brown undertook the third. The three 
reports are given below. The Committee have also arranged for papers 
bearing on the theoretical and practical aspects of these problems to 
be read at the meeting. 
The Committee desire to express their gratitude to those who have 
so kindly helped them in their work. They desire to be reappointed. 
SUGGESTIONS FOR THE EXAMINATION OF MENTALLY DEFECTIVE 
CHILDREN. 
Report of the Sub-Committee, consisting of Drs. G. A. Auprn, C. S. 
Myers, F. C. Surupsau, and Professor C. Spearman (Convener). 
In attempting to draw up suggestions for the examination of 
defective children it is necessary to bear in mind that this examination 
has several more or less distinct purposes. In the first place, we require 
to ascertain whether the child, in his present state, is likely to profit 
by the instruction given in the normal school. No one should be 
able to answer this question so authoritatively as the teacher who has 
been trying to impart this instruction to the child. Even the necessary 
checks on the teacher’s verdict, to secure uniformity of standard in 
different schools, to protect children against personal bias, &c., would 
seem wholly a pedagogical concern, although under existing cireum- 
stances these duties devolve very largely upon the school medical 
officer. But it is insufficient to prove that the child is unfit for normal 
instruction; we have further to determine whether his state admits 
of any remedy. Often it is more or less due to imperfect nutrition, 
adenoids, abnormalities of the ductless glands, nervous diseases, and 
so on, which may admit of considerable betterment. Here we have 
an excellent reason why the final verdict on the child in these cases, at 
least, should rest with the school medical officer. 
The above, however, does not exhaust the purposes of the examina- 
tion. Intellectual, emotional, or volitional disturbances may arise 
from very obscure causes, and be almost solely accessible to investiga- 
tion from the psychological aspect. Such investigation may reveal 
them to be of so limited a character that useful instruction becomes 
perfectly feasible, if somewhat modified to suit the child’s special 
requirements. It is therefore desirable to submit at any rate some 
of the defective children to a more exhaustive examination than would 
come within the ordinary pedagogical or medical scope. 
In these circumstances it is natural to turn for help to psychology. 
And here we find, among other things, that a large number of ‘ tests ’ 
