change to the dressmaking course, and persisted that she must graduate from the academic course and go to college. After the psychological examination this advice was repeated, the mother being told that the examination showed that the girl's ability lay in other directions than academic work. The girl seemed willing to follow our advice, but the mother will say nothing except, "I want her to keep at what she is doing."

No. 9-Age: 14 years, 6 months.

Mental age: 14 years, 10 months.

IQ: 102, average intelligence.

Attended New York elementary schools 9 years.

This child seemed to be in a state of high mental tension. She sometimes lost the power to speak in class, and said herself that this loss was becoming more frequent. She was doing fair work as a first-term academic student. She wishes to continue in the academic course, and is being encouraged to do so for the present. An examination at the Neurological Institute showed that she had glandular trouble, for which she is now receiving treatment. Special lessons in a speech class have helped her speech difficulty, and her own efforts to overcome a feeling of resentment which she had cherished have made her nervous condition more normal.

No. 10-Age: 14 years, 9 months.

Mental age: 15 years, 2 months.
IQ: 102, average intelligence.

Attended New York elementary schools 72 years; work A and B plus, conduct uniformly A.

She had failed in her work in the commercial course, had been absent a great deal for a year, seemed "queer" sometimes in class, had been disobedient to her mother. The psychological examination showed that she had enough intelligence to succeed in the commercial course.

Her physical condition was improved by the removal of her tonsils, by sending her to the country during the Christmas vacation, and by giving her work at the lunch counter so that she might have a good lunch every day. Study periods were added to her program so that she might study at school and be kept off

the streets. Financial help was secured for the family so that she might continue at school. Her health is in danger from the dark rooms in which the family lives, and further efforts are being made to help this girl. She is one of the two girls who, in spite of good intelligence, do not show much improvement in response to the efforts to help them.

CONCLUSIONS

These examinations point to the following conclusions:

1. The individual psychological examination should be used, as a supplement to group tests, to help determine what is the trouble with the boys and girls who are "problems" in our high schools. The findings of the examinations are just as valuable when they show that the trouble is not inferior intelligence, as when they show that it is. Individual examinations should also be given to first-term pupils who are low in group tests, with the aim of determining with exactness their intelligence levels and of preventing them from becoming "problems" and failures in their school work.

2. This examining should be done only by persons thoroughly qualified to do it, so that their findings may be reliable.

3. The examination should be followed by the most careful guidance. The time and effort taken for this and for the examination are justified if those who might become "sore spots" in the community through a sense of inferiority, through insanity caused by worry, or through wrong moral habits induced by the attempt to do a type of school work which is unsuited to their mentality, can be made successful and self-respecting citizens in the school and later in life.

4. A number of these cases show how difficult it is for the girl between 15 and 20 years of age to give up an aim which she has cherished for years; it is often even harder for parents to give up their ambitions for their children, after these have taken root in their minds and perhaps in the minds of neighbors and friends. The intelligence levels of children should be known early, much earlier than the high school age, and subsequent education adapted to the ability of the individual. A study of the elementary school records of children, plus their standing in psychological examinations, would easily select, before they come to high school, the ones who have not the type of mind

necessary for success in the academic and commercial courses. Certainly pupils of moron, borderline, or dull normal intelligence, respectively in the lowest 1%, 5% and 20% of the total school enrollment, should be guided into work of a more concrete nature. Those of low average intelligence, also, will probably fail in academic and commercial work, whereas they could succeed in other types of work.

5. The appointment of psychologists to work in the high schools would do much for the high school boys and girls. The psychologist could direct group testing, and could give individual examinations to those who were "problems" or in danger of becoming so. The cases cited above show how much better we understand our "difficult" girls after a psychological examination than before.-(Reprinted from Bulletin of High Points, Sept., 1921.)

JOY

When I am glad

There seems to be

A toy balloon

Inside of me.

It swells and swells

Up in my chest,

And yet I do

Not feel distressed.

And when I go

Along the street,

It almost lifts

Me off my feet.

Atlantic Monthly, October, 1921, Contributors' Club.

The World Book Company have printed a set of the Henmon French and Henmon Latin tests, which ought to prove valuable in determining the measurements of ability in these fields of study. They are aimed for the discovery of the scope and accuracy of vocabulary, the ability to understand connected discourse, and knowledge of grammar.

These tests have been given careful trial, and there should be a general demand for them by teachers of French and Latin.

EXCHANGES AND PAMPHLETS RECEIVED

Manuel General de l'Instruction Primaire. 8, 15, 22, 29 Octobre, 1921. Journal of the National Education Association. October, 1921. The State Program in Education, by George H. Reavis. Ethics for Teachers.

Mental Hygiene. October, 1921. The Elementary School and the Individual Child, by Esther Loring Richards. Speech Defects in School Children, by Smiley Blanton.

School Life. November, 1921. Campaign for the Conservation of Children's Lives. Hot Lunch Project is Self-Supporting.

Journal of the National Education Association. November, 1921. School Publicity in Oakland, by Elizabeth Madison. Education Division in Chambers of Commerce.

The Catholic World. November, 1921.

Father Cuthbert, O. S. F. C.

Socialism or Democracy, by

Department of the Interior. Bureau of Education.

Medical Education, 1918-1920, by N. P. Colwell, M. D.

Survey of the Schools of Wilmington, Delaware. Part 2. Developments in Nursing Education since 1918, by Isabel M. Stewart, A. M. R. N.

The Visiting Teacher, by Sophia C. Gleim.

Special Features in the Education of the Blind During the Biennium, 1918-1920, by Edward E. Allen.

Part Time Education of Various Types.

Facilities for Foreign Students in American Colleges and Universities, by Samuel Paul Capen.

Education of the Deaf, by Percival Hall.

Inglis Intelligence Quotient Values. Tables derived and arranged by Alexander Inglis. World Book Co., Yonkers, N. Y. $1.25. Professor Inglis, Professor of Education at Harvard University, has compiled a useful and valuable pamphlet for anyone making a large number of individual mental examinations.

BOOK REVIEWS

Silent Reading. By John Anthony O'Brien, Ph.D., Macmillan, 1921. Dr. O'Brien has made a thoroughly scientific investigation of this subject, which should be of interest to every teacher of reading or English. The thesis covers the problems of the "perpetual span," the vocalization of printed words, and the development of speed.

The book is especially valuable to high school teachers because the author shows that bad habits of reading, acquired in the primary grades, may be corrected and improved by conscious effort under able direction. Dr. O'Brien gives the results of experimentation along these lines, by many tables of statistics, which are very convincing.

Reading Ability and Disability of Subnormal Children. By Adeline White, in collaboration with L. E. Poull, Psychologist, New York City Children's Hospital, Randall's Island.

This most valuable pamphlet has recently been published by the Department of Public Welfare, of New York City. It is one of the very few contributions in that field concerning the reading disability of the subnormal child.

The study was made in the Psychological Laboratory of the Children's Hospital at Randall's Island. Two groups were selected for the tests; one a reading group as a control in the study of the other, a disability group.

The conclusions drawn were:

1. Physical defects, unless very serious, cannot alone be cause of inability to read.

2. Tests for attention and perception, and span of attention show no marked contrasts between subjects who show ability and inability to read.

3. The inability to read is not conditioned by lowered general intelligence within reading age.

4. A marked contrast between subjects with ability and inability to read is shown in learning tests of simple associative processes.

5. The indication is that the disability can be traced to more or less simple associative processes.

6. The results of the learning tests indicate that special methods based upon psychological principles should be adapted to disability cases. In a foreword, Miss Poull says, "The findings of Miss White's study are tentative but they contain a promising clue for further investigation. Although the subjects are subnormal, the method and the results are applicable to normal children as well, since the records have been placed in relation to mental age and intelligence quotient."