We now understand the manner of judging the capacity of a child in arithmetic, reading, and spelling. Which of all these tests is of the greatest value? We shall reply to this question by giving a summary in a few words of the tests we applied to twenty children in a special class. The amount of retardation varied considerably from one child to another, and for the same child from one test to another. On the average, the amount of retardation was 3.3 years for spelling, 4 years for reading, and 4.5 years for arithmetic. These children did not do so badly in spelling; there was even one who was at the normal level. It was especially in the problems that their deficiency was noticeable, because the problem requires not only memory, but some understanding. They have great difficulty in defining what is the proper arithmetical operation. When addition is necessary they have a tendency to subtract, and if they ought to divide they will more readily multiply. These mistakes lead to absurd results, which usually do not put them about, unless their attention is drawn to the absurdity. A defective will admit quite readily that if I have 604 apples, and sell 58, I shall have 662 left. These results show that in the ordinary school they do, we will not say too much spelling, but too little arithmetic in comparison to the amount of spelling. Finally, we again insist upon the evidential value of methodical tests. We demand that the elementary school inspector should have these tests carried out without assistance to the pupils, without intervention to indicate the solution or the step to take. He must neither assist nor do the lesson, but simply note the result achieved. He must therefore reduce himself to the easy rôle of a benevolent spectator.
Retardation and Knowledge Percentage.—We said above, in estimating retardation, account should be taken of the course to which the pupil belongs—that is to say, the grade of instruction to which he has already attained. A child of nine years of age who has a retardation of three years has learned absolutely nothing; on the other hand, a child of twelve years who has a retardation of three years has learned something, since he has reached the intermediate course, first year. The difference between the two pupils is apparent; probably it will increase still more as years go on. To understand the matter clearly, it is necessary to compare the amount of retardation with the period of school attendance. The latter may be represented by the figure 100. Thus, our child of nine, who has learned nothing, has a retardation of three years in three years at school—that is to say, a percentage of 0; our child of twelve, who is in the "intermediate course, first year," has made in six years half the normal progress; he has therefore a "knowledge percentage" of 50. Such figures have evidently a quite different significance from those of the amount of retardation. Our opinion is that it suffices to make use of the simple calculation of retardation in selecting the defectives, for it is an easy and useful method; but when one is in the presence of a child, and desires to estimate his knowledge, not only for the actual moment, but with reference to his future and his capacity for learning, it is necessary to note also, and more especially, his "knowledge percentage."
We suggest the following schedule to be filled up after the examination of the child:
Examination of Instruction of a Child proposed for Special Class.
Date of examination:
Place of examination:
Full name of pupil:
Date of birth of pupil:
This child has attended .......... school, ...... class.
Attendance regular or irregular?