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 MENTALLY DEFECTIVE CHILDREN CHAPTER I INTRODUCTORY =The Present-Day Interest in Social Questions.=--Amongst questions of present-day interest, none are more discussed or attract a greater amount of attention than those which relate to social problems. The generous philanthropy of preceding generations seems to us to-day a little out of date, and we substitute for this virtue of the rich the otherwise fruitful idea that, by the very constitution of society itself, we are all in duty bound to occupy ourselves with the condition of our fellow-citizens, and especially of the less fortunate among them. This duty does not rest solely upon a sentiment of humanity. It is dictated equally by our own pressing personal interests; for unless, within a reasonable time, satisfaction is given to the just demands of the nine-tenths of society who are actually working for wages very little in harmony with their efforts and their needs, we already foresee that a violent revolution, from which the "haves" have very little to gain, will shake society to its very foundations.