The tests in which the defectives are on a par with the normal are--(1) The comparison of short lines; (2) the memory of pictures. Let us give some details of the latter test, which appears to us typical. Each child individually was shown a sheet of paper, on which were pasted thirteen pictures of known objects. These pictures, drawn in black and very simple, almost reduced to outlines, represented a nose, a head of hair, a rose, two cherries, a bed, a barrel, a nail, a key, an omnibus, some eggs, a bell, a sun setting in the sea, and a mouth. We have here a test of sense memory, for the child is asked to recall a visual impression. Something more, however, is necessary, for he must understand the picture and give it a name. But this constitutes no real difficulty, and the whole exercise is a test of sense intelligence. We were quite surprised to find that in this case our defectives were at the level normal for eleven years. The average of their replies is seven, which is exactly the normal value. This is shown in the following table, which gives the comparison between them and normal children of eleven: NAMING BY MEMORY THIRTEEN PICTURES. Number of pictures remembered-- Normal children 4, 5, 6, 6, 7, 7, 8, 9, 10, 10. Defective children 4, 4, 7, 7, 7, 8, 8, 9, 11. Have we not here a very interesting confirmation of what we have already learned from the questionnaires? The exercise is one which certainly presents some difficulty, since the normal children forgot some of the pictures. If it had been too easy, one would not have been surprised at the fact that the two groups--the normal and the defective--were equally successful. Now, in spite of the difficulty, the defective shows no inferiority as compared with the normal. Any commentary would diminish the eloquence of this result. Without lingering over each of the other tests, let us select from the group one which forms a remarkable contrast to the preceding. Just as striking as the equality between the defective and the normal in visual memory of pictures is the difference between them in memory for phrases. The latter is a test of immediate memory. One repeats to the child a phrase of about twelve to fifteen words, and asks him to repeat it immediately afterwards. For this memory is necessary, and also voluntary attention, and some power of comprehension into the bargain; for if some of these phrases are quite easy to understand (_e.g._, Germaine has not been good; she did not want to work; she will be scolded), others, again, are a little involved (_e.g._, The chestnut-tree in the garden casts the quite faint shadow of its new leaves on the ground). The number of phrases which the defectives managed to repeat correctly is very small. It averages only two. Here are the figures: IMMEDIATE MEMORY OF PHRASES.