In a class of defectives of eleven years of age we obtained from seven children an average of replies equal to 1.3. This figure, therefore, is considerably less than that of the normal children regular in their studies, and even than that of the normal with a retardation of two years. Let us note in passing a very curious fact. We had had to examine these defectives before their admission into the special class. Now, the teachers sent us as defective two children who were clearly intelligent, for one of them obtained five marks and the other eight. Let us give the replies of the latter, whose name was Cler, age eleven years: 10. You would have to think. (Good.) 11. Because anger is less serious. (Absurd.) 12. Say nothing bad about him, because I do not know him well. (Good.) 13. Because words are not correct. It is not certain that he will do it. (Passable.) These replies are evidently not very brilliant, but they are so superior to the level of a defective that we have sent this child back to the ordinary school. We have since learned a fact which was not originally communicated to us. This child came from the country, and he did not begin to go to school until the age of ten. To sum up, we offer the psychological examination as a means of rehabilitating a child who has a marked degree of retardation. That is its sole utility. Never, in any case, must this examination be used to label as defective a child who keeps up with his lessons. * * * * * A last word regarding the necessity of these examinations. We know that, after having read the preceding pages, more than one inspector, more than one teacher, will exclaim, "What is the use of all this? I am quite accustomed to questioning children, and I don't require such precautions in order to distinguish between those who are intelligent and those who are not. By two or three questions which are quite familiar to me I can judge the state of instruction."