We strongly insist that the inspectors should be alive to this danger. They will be seated by the side of the manager of the special school. Let them take note that this manager has a direct vital interest to admit normal children. It is upon the inspectors that we rely to see that everything is done honestly and correctly. =Schedules of Particulars.=--Full and detailed particulars regarding every child admitted to a class for defectives should be furnished by the head-master and teachers of the school from which he came. They will do this easily, for when a child is a little peculiar he attracts attention. Abnormal children never escape unnoticed. It is of the greatest importance that the future teacher of the child in the special class should be correctly informed, and that what has already been observed should not be lost. Let it be remembered that the education of defectives should be individual, _made to measure_, as has been said with picturesque exaggeration. Now, if the child is to be individualised, he must be well known, well studied. The necessity of some definite method of collecting particulars has been experienced abroad. A scheme of questions has been prepared, to be answered by the teacher who sends the child. The plan is a good one. It avoids the worry of lapses of memory. We suggest the following questionnaire: PARTICULARS. SUPPLIED BY THE ORIGINAL SCHOOL. _Concerning_ .......... _Admitted_ .......... _to the special class at .......... school._ GENERAL PARTICULARS. Original school: Full name of child: Date of birth: Standard to which he belongs: Is the child considered mentally defective? Is the child considered ill-balanced? FAMILY HISTORY. Names of father and mother: Address of parents: Occupation of parents: Particulars of family which it would be useful to know: SCHOOL ATTENDANCE. How long has the child attended school? What standards has he passed through, and how long was he in each? Regularity of school attendance: How many days was he absent each year? What were the most frequent reasons for absence, if any? What other schools has he attended, and at what periods? INSTRUCTION. What amount of intelligence has he (count from 0 to 20)? What do you know of his memory? In which subjects does he do least badly? In which subjects is he weakest? How many years behindhand do you consider him in school instruction compared with average children of the same age? Annex to the present sheet one of his exercise-books and samples of his drawing and manual work. CHARACTER AND DISCIPLINE. Conduct in class. Does the child keep his place? Is he sleepy, unruly, talkative? Does he laugh without apparent cause? Does he disturb the class? Application. Is he attentive in class? Does he do his exercises? Does he learn his lessons? To what extent does his family assist him with the school work?