--------+-------+---------+-------+--------------------------+------- All the |Average|Children |Average| |Average Children|Points.|in Proper|Points.| All Children in Class-- |Points. of-- | | Class. | | | --------+-------+---------+-------+--------------------------+------- 6 years| 1.45 | 6 years | 1 |Infant | 1.5 7 " | 3.93 | 7 " | 6 |Junior (first year) | 6.5 8 " | 7.00 | 8 " | 7 | " (second year) | 6.83 9 " | 9.65 | 9 " | 14 |Intermediate (first year) |16.00 10 " | 15.47 |10 " | 23 |Intermediate (second year)|22.42 11 " | 21.47 |11 " | 29 |Senior |28.45 12 " | 22.50 | | | | 13 " | 24.75 | | | | --------+-------+---------+-------+--------------------------+------- It will be noticed in the table that the averages are a little less when calculated on _all_ the children. We have indicated this difference already, and have explained the reason for it. We have based our scale upon the marks obtained by all the children. In practice we consider that M. Vaney's system of points is not indispensable. It is sufficient to find out whether or not the pupil can do the sum set. If he can, he is at that level; if not, he must be placed in the grade below. Some examples will show how we use these results. We select them from a class of defectives. _Roger B----_, age ten and a half years, is asked orally, for he cannot write: "If I had 19 apples and ate 6, how many would be left?" He replies first 9, then 6. One then tries easier sums. _Q._ "I have 4 apples, and eat 1?" _R._ "Three are left." _Q._ "I have 12 apples, and eat 2?" _R._ "There are 9 left." _Q._ "I have 8 apples, and eat 2?" _R._ "There are 7 left." Evidently this child does not clear even the first step. He has therefore four years and a half of retardation.