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tlit- untrained observer. Many pupils, who have observable peculiarities. 



are very capable mentally and give normal response to training; while 

 many, who baffle tbe most conscientious teaching, present no outward 

 signs of disordered organizations at all. 



To remedy all cases of mental and physical deviation, tbere must be 

 definite localization of tbe defects, which only thorough medical, psycho- 

 logical and pedagogical examination will reveal. 



Tbe earlier suspected abnormalities are discovered, and proper cor- 

 rective treatment 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-vSimon Measuring Scale of Intelligence is a series of cpies- 

 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 sortin.tr test; but. in the hands of experts, it has been amply 

 demonstrated that it is very valuable, 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 

 lie ill : his mind may lie "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 twentv and forty. Minds of the great mass of 



