In other cases it seems clear that it is the intelligence of the child that is at fault. For example—
Jeanne L——, age ten years (two years behind); attends school regularly; stupid and lazy.
Hortense G—— (two years behind); irritable temper; very backward in arithmetic and spelling; intelligence mediocre.
Marie R—— (two years behind); intelligence very mediocre; inattentive; progress very slow.
Blanche B—— (three years behind); intelligence much below the average; has some slight aptitude for sewing and arithmetic, but very backward otherwise; incapable of giving a reply indicative of good sense and reflection.
Jeanne B—— (two years behind); intelligence decidedly mediocre; none of her answers particularly sensible.
When the inspector has read these notes and formed an opinion on the children, and obtained as far as necessary additional information about their school attendance,[7] etc., he will make his first choice. He will decide which children are to be examined, and will have them brought to him.
Be it understood, then, that the child must now be presented, and that it is by questioning him that the inspector will form an opinion of his mental level. This examination is important. The inspector must observe the child, induce him to talk, watch the play of his features. In this way he receives a living impression which rarely deceives an experienced eye. He will even chat with him a little about something—for example, the occupation of his parents.... After these preliminaries, the examination proper begins. It includes the estimation of the degree of instruction and the degree of intelligence.
Tests of Instruction.
A child is presented to the inspector, for example, as belonging to the intermediate course, first year. Is this correct? It may be that the child is at the foot of the class, or is even incapable of following the lessons. Thus, it may be that his class gives a very poor indication of his capacity. There are plenty of cases where the head-master, in order to please the parents, puts a child in a class too high for him. A rapid examination will suffice to test the grading. This testing is absolutely necessary, and presents no difficulty to the inspectors. They have the fortnightly report brought to them, examine the pupil's marks and his exercises, whereby they form a first impression. It is then necessary to ask some questions, and on this point we have something to say with respect to method.