W. H. GlLBY 
95 
School No: 2. Whilst the children attending this school are poorer than 
those in No. 1, yet none are really poor. No free dinners are provided. 
School No. 3. This school is of the same type as No. 2. 
School No. 4. The children attending this school are still poorer than those 
above, about 1 °/ 0 having free dinners in the winter months. No free dinners are 
required in summer. 
School No. 5. This school is attended by a very mixed class of children. 
While a few are very poor, the greater proportion are well clad and well fed. 
Between 1 °/ 0 and 2 °/ 0 of the children have free dinners in the winter months, 
but none during the summer. 
School No. 6. This school is in a poor neighbourhood and the children are 
decidedly worse clothed and fed than those in the former schools. About 7 °/ D of 
the children have free dinners in the winter, and 1 % in the summer. 
School No. 7. This school is of a similar type to the one above. Between 
7 °/o an ^ 8 °/ Q have free dinners in the winter. 
School No. 8. This school is situated in a very poor district. The children 
are much worse clothed than in any of the other schools, and the school is of a 
much poorer type than the others. The number of free dinners could not be 
ascertained ; it was considered as confidential. 
The total number of children from all schools — all boys — about whom particulars 
were obtained was 1725. 
(3) Categories used and Particulars recorded. The standard in which each 
child was working, the age on a given date, the position occupied in class as 
determined by examination, and the percentage of marks gained in the last term's 
examination conducted by the headmaster were obtained for each child. These 
particulars were abstracted from the school records. An estimate of each child's 
" general intelligence " was made by the class teacher according to the categories 
provided by Professor Pearson : see Biometrika, Vol. VIII. p. 93. Each teacher 
had been in charge of his class for nearly 12 months when the estimate was 
made ; hence ample opportunity had been afforded for observation, and each 
teacher had sufficient personal knowledge of the children in his class to form a 
just estimate of their intelligence*. Instructions were given that age, standard, 
etc., were not to be considered in forming the estimate of general intelligence, 
but that the teachers were to proceed from the verbal definitions of the categories. 
The results show that age and standard had little influence on the teachers' 
judgments. 
So few children were placed in Class A, that of the mentally defective, that 
those occurring (7 altogether) were for statistical purposes included in Class B. 
At the present time nearly all really mentally deficient children are removed from 
the ordinary schools and attend special centres. 
* This point is of very great importance. No real appreciation of intelligence can be formed by 
placing the child under novel conditions with an unfamiliar inquisitor. 
