Lastly, the volume is important as marking a new attitude towards educational problems, and as indicating the newer spirit in which we should undertake the training of all teachers. This new attitude and spirit are clearly set forth in the concluding words of the volume: "The essential thing is for all the world to understand that empiricism has had its day, and that methods of scientific precision must be introduced into all educational work, to carry everywhere good sense and light."

ALEXANDER DARROCH

University of Edinburgh,
July, 1914

CONTENTS

[CHAPTER I]
INTRODUCTORY
PAGE
Interest in Social Questions[1]
Some Definitions[4]
Some Statistics[7]
[CHAPTER II]
SOME FEATURES OF THE PSYCHOLOGY OF DEFECTIVES
What is a Defective Child?[11]
Distribution of Defective Children in the Public Schools[15]
Psychological Description of the Mentally Defective[19]
Psychological Description of the Ill-Balanced[21]
Intellectual Aptitudes of the Defective[23]
[CHAPTER III]
PEDAGOGICAL EXAMINATION OF DEFECTIVE SCHOOL CHILDREN
The Board of Examiners[37]
The Rôle of the Teacher: To pick out the Cases[38]
The Rôle of the Inspector: To act as Referee[50]
Tests of Instruction[52]
Reading[55]
Arithmetic[58]
Spelling[61]
Psychological Examination[67]
Tests of Intelligence[67]
[CHAPTER IV]
THE MEDICAL EXAMINATION OF DEFECTIVES
The Rôle of the Doctor[87]
The Doctor not to pick out the Cases[88]
The Physical Examination[91]
The Medical Examination[98]
Mental Deficiency or Intercurrent Mental Affection?[101]
Mental Deficiency amenable to Medical Treatment?[102]
Mental Deficiency complicated by Illness?[107]
The Medical Schedule[115]
[CHAPTER V]
THE EDUCATIONAL AND SOCIAL RETURN OF SCHOOLS AND CLASSES FOR DEFECTIVES
An Inquiry in the Hospitals[117]
The Educational Return[136]
The Social Return[140]
[Appendix][147]
[Diagrams][165]
[Index][180]