Part 10 (1/2)

Here is a most pitiful case of the overstiing at the boy and urging his which are ience, his parents should take him out of school and put him at some kind of hich he could do If the boy had been the son of a common laborer he would probably have left school early and have become a dependable and contented laborer In a very simple environment he would probably not be considered defective

_C P Boy, age 10-2; uese boy, son of a skilled laborer One of eleven children, ence Has attended school regularly for four years Is in the third grade, but cannot do the work Except for extreme stubbornness his social developarded as impossible in his school work Like his brother, M P, the next case to be described, he will doubtless become a fairly reliable laborer at unskilled work and will not be regarded, in his rather siical point of vieever, his deficiency is real He will probably never develop beyond the 11- or 12-year level or be able to do satisfactory school work beyond the fifth or sixth grade

[Illustration: FIG 10 WRITING FROM DICTATION C P, AGE 10-2; MENTAL AGE 7-11]

_M P Boy, age 14; e 10-8; I Q 77_ Has been tested four successive years, I Q being always between 75 and 80

Brother to C P above In school nearly eight years and has been pro poor work in the sixth grade Good school advantages, as the father has tried conscientiously to give his children ”a good education”

Perfectly normal in appearance and in play activities and is liked by other children Seehly dependable both in school and in his outside work Will probably become an excellent laborer and will pass as perfectly norence which will not develop above 11 or 12 years

[Illustration: FIG 11 BALL AND FIELD TEST M P, AGE 14; MENTAL AGE 10-8]

What shall we say of cases like the last thich test at high-grade h endowed in moral and personal traits to pass as nor to the classical definition of feeble-mindedness such individuals cannot be considered defectives Hardly any one would think of theirls there are thousands like them They are the world's ”hewers of wood and drawers of water” And yet, as far as intelligence is concerned, the tests have told the truth These boys are uneducable beyond theNo aent voters or capable citizens in the true sense of the word Judged psychologically they cannot be considered nor to note that M P and C P represent the level of intelligence which is very, very co Spanish-Indian and Mexican faroes Their dullness seems to be racial, or at least inherent in the family stocks from which they come The fact that oneIndians, Mexicans, and negroes suggests quite forcibly that the whole question of racial differences in mental traits will have to be taken up anew and by experimental methods The writer predicts that when this is done there will be discovered enorence, differences which cannot be wiped out by any scheroup should be segregated in special classes and be given instruction which is concrete and practical They cannot master abstractions, but they can often be made efficient workers, able to look out for the society that they should not be allowed to reproduce, although frorave proble

DULL NORMALS (I Q USUALLY 80 TO 90) In this group are included those children ould not, according to any of the commonly accepted social standards, be considered feeble-h below the actual average of intelligence a races of western European descent that they cannot ress or e children are equal to A few of this class test as low as 75 to 80 I Q, but the majority are not far froo much below this (in California, at least) are usually Mexicans, Indians, or negroes

_R G Negro boy, age 13-5; e 10-6; I Q approximately 80_ Nor fifth-grade work in a special class, but is failing

Froes

In the exaoes, but stops rather abruptly after the 10-year tests Will unquestionably pass as norence will never exceed the 12-year level and he is not likely to advance beyond the seventh grade, if as far

[Illustration: FIG 12 BALL AND FIELD R G, AGE 13-5, MENTAL AGE 10-6]

_F D Boy, tested at age 10-2; I Q 83, and again at 14-1; I Q 79_ Mental age in the first test was 8-6 and in the second test 11 Son of a barber Father dead; ood ho unsatisfactory work in the fourth grade, and at 12 unsatisfactory work in low sixth Good-looking, norh occasionally obstinate is usually steady Any one unacquainted with his poor school work and low I Q would consider him perfectly normal No physical or moral handicaps of any kind that could possibly account for his retardation Is si, but rade with low e 12-4; e hoes and no physical handicaps At 12 years was doing very poor work in fifth grade

Appearance, play life, and attitude toward other children noro beyond the 12- or 13-year level and is not likely to get as far as the high school

Those testing 80 and 90 will usually be able to reach the eighth grade, but ordinarily only after from one to three or four failures They are so very numerous (about 15 per cent of the school enrollment) that it is doubtful whether we can expect soon to have special classes enough to accommodate all The most feasible solution is a differentiated course of study with parallel classes in which every child will be allowed to ress of which he is capable, without incurring the risk of failure and non-pro similar to it, is e need

AVERAGE INTELLIGENCE (I Q 90 TO 110) It is often said that the schools are e child does not exist” He does exist, and in very large numbers About 60 per cent of all school children test between 90 and 110 I Q, and about 40 per cent between 95 and 105 That these children are average is attested by their school records as well as by their I Q's Our records show that, of e and with I Q between 95 and 105, not one was ress

Four were two years retarded, but in each case this was due to late start, illness, or irregular attendance Children who test close to 90, however, often fail to get along satisfactorily, while those testing near 110 are occasionally able to win an extra proroup are seldom school problems, as far as ability to learn is concerned Nor are they as likely to cause trouble in discipline as the dull and border-line cases It is therefore hardly necessary to give illustrative cases here

The high school, however, does not fit their grade of intelligence as well as the eleh schools probably enroll a disproportionate nue intelligence ae for the population in general It is probably not far froe students are, of course, a still e above 115 The child whose school rades, when eneral, will ordinarily earn soh school, and perhaps excessively poor e

SUPERIOR INTELLIGENCE (I Q 110 TO 120) Children of this group ordinarilysoe child Perhaps rades in seven years as easily as the average child does in eight years They are not usually the best scholars, but on a scale of excellent, good, fair, poor, and failure they will usually rank as good, though of course the degree of application is a factor It is rare, however, to find a child of this level who is positively indolent in his school work or who dislikes school In high school they are likely to win about the average ence of 110 to 120 I Q is approxi children of superior social status as a the for the latter only 5 per cent of all The group is ely of children of the fairly successful mercantile or professional classes