330 REPORTS ON THE STATE OF SCIENCE.—1912. 
in any one kind of discrimination does not necessarily involve 
inferiority in other kinds, and similarly as regards memory, reason- 
ing, &e. The popular habit of regarding these different forms of 
intellectual operation as distinct ‘ faculties’ has no foundation in 
psychology. In further respects opinions as to the significance of these 
tests still remain much divided. Theories, indeed, have been advanced 
which may prove of great importance; but it would be premature for 
the present committee to formulate any view until a more general 
consensus of opinion has been reached, 
Lastly, it cannot be too strongly emphasised that the successful use 
of these tests depends very largely upon the observer’s training in 
psychology, experience of testing, and sympathetic understanding of 
children. 
On the whole, then, it would appear that to get all the possible 
use out of these tests requires an elaborate procedure. In the more 
obvious cases of mental defect the current system of examination 
scarcely admits of radical change at present. For the more doubtful 
cases, on the other hand, the existing resources seem entirely insufii- 
cient. To send a child to a school for defectives has very serious 
consequences for him and for his parents, and there is a possibility of 
the matter becoming still more momentous in connection with eugenical 
measures. Nothing can be satisfactory short of a systematic examina- 
tion at properly equipped central institutions. Such institutions are 
further and urgently needed for the purpose of research, since one 
of the main lessons to be drawn from the previous investigations 
is the desirableness of extending them. And as one of the chief 
difficulties in carrying out such a plan would be to find the necessary 
scientific experts, it seems eminently desirable to take some steps 
towards encouraging the study of psychology among medical men. 
Several universities have recently instituted a systematic course of 
training and an examination qualifying for a diploma in psychological 
medicine. But this training will be of little avail for the present pur- 
pose unless its pedagogical, no less than its psychological, aspect be 
duly regarded. 
APPENDIX. 
PsycHOLOGICAL FACTORS INVOLVED IN LEARNING TO READ AND 
WRITE. 
(a) The Psychology of the Reading Process. By F. Surrn, B.A., B.Sc. 
1. Individuals differ greatly in their speed of reading, and rapid 
readers, in general, show the better comprehension of what is read. 
Speed of reading is influenced greatly by the general quickness of a 
person’s visual perception, and also by other factors. 
2. The eyes move forward, when reading, in a series of quick move- 
ments separated by rest periods. The movements vary greatly in 
extent, but occupy a fairly regular time, and do not seem to be under 
direct voluntary control. The intervening pauses occupy much longer 
time than the movements, but vary greatly eyen in the same person. 
