amounts ranging from one to two years. All of the epileptics were retarded in amounts ranging from two years for the girls (one case) and 4 years for the boys (two cases), to 10 years plus for the girls (2 instances) to 9 years for the boys (4 instances). On the other hand, 35 normal children (23 girls and 12 boys) were retarded from one to 4 years (one case) for the girls and from one to 3 years (one case) for the boys. 10 girls and 10 boys were "at age." 30% of the epileptic boys were doing first-grade work; 30% second-grade, and 40% third-grade work; 28.5% of the girls were in the first grade, 35.7% in the second, and 35.7% in the third; 30% of the entire group were in the first grade, 30% in the second, and 40% in the third grade. No one ranked above the third grade. The average school grade of the girls was 2.3 (median 2.), of the boys 2.1 (median 2.), and of the whole group 2.1 (median 2.). On the other hand, only 18.4% of the public-school children were in Grades II and III (none in Grade I), while 81.5% were in Grades IV to XI (Third High); 56.5% were in Grades II to VI, and 43.4% in Grades VII to XI (Third High). The average school grade for the boys was 6.2 (median 6.), for the girls 5.9 (median 6.), and for the entire group 6 (median 6.). These facts show clearly that the pedagogical superiority of the normal children is distinctly greater than their mental superiority. Evidently the epileptic children are unable to function even approximately at their mental level in the work of the schools. Bearing these preliminary facts in mind, we may now ask the question: How do the epileptic and normal children compare in the individual or separate mental traits which were measured in the serial tests? All that we can hope to do here is (1) to compare the " average efficiency" (final average) of the epileptic group in each test, regardless of sex, with the "average efficiency" of the normal group in the corresponding test, regardless of sex. We shall base the average efficiency on the general average for the five series of tests in each set, so that the average efficiency represents the averaging of all the scores made by all the subjects in the five monthly repetitions of each test. These averages certainly should yield a reliable representative value by which to compare each group in the tests in question. (2) We shall also compare the "average improvement " made in each test during the last four months. That is, the score made each successive month by each child in each test will be compared with the score which he made during the preceding month in the same test. The gains and losses made by all the epileptic and normal children will then be separately averaged and compared. We shall thus secure measures of the average efficiency during five months and the average amount of monthly improvement made in each test by each group of children. The "Epileptics' comparative efficiency" is obtained by dividing the normals' score into the epileptics' score. The results are shown in detail for each test in tabular and graphic form on pp. 370 to 375. CONCLUSIONS Attention will here be directed merely to some of the general conclusions deducible from the data in the tables. Comparative Efficiency 1. The epileptics were inferior in every one of the tests, ranging from 15% of normal efficiency in one test to 80% PSYCHOLOGICAL TESTS OF NORMAL AND OF EPILEPTIC SCHOOL CHILDREN N=Normal. Av. Mo. Im. = = = E=Epileptic. Av. Ef. Average Efficiency. Epileptics' Comparative Efficiency. Immediate Memory TABLE XXIV Results of Mental Tests on Normal and Epileptic Children I. MEMORIZING THREE-PLACE DIGITS.1 A1 TO A52 Time for memorizing, 45 seconds; time for writing, 60 seconds. III. SPONTANEOUS ASSOCIATION. BI TO B5 Writing words suggested by supplied key words as rapidly as possible during 60 seconds. 1 The first five tests have been described in "Experimental Oral Orthogenics," Dental Cosmos, April and May, 1912, and in The Mental Health of the School Child, 1914, pp. 257, 275, 313. Directions for administering all the tests (except F, H, K, and L) are given in No. 55,091 of the set prepared by C. H. Stoelting Company. A complete description of the tests and experimental results will appear in a forthcoming monograph. The scoring is based upon a percentage value assigned to each unit in each test. Tests IV and V are exactly the same, but the method of scoring is different. In II the subjects attempted to reproduce A2, given one month earlier in I; in IX, F1 and F2, each of which was given one month earlier in VIII; and in XI, G1 and G3, each of which was given one month earlier in X. Tests II, IX, and XI are essentially different (deferred reproduction) from Tests I, VIII, and X (immediate reproduction). Tests IV and V will be considered as two tests for statistical purposes (giving 16 tests), although the only difference is in the method of scoring. 2 Al was given in January, A2 in February, A3 in March, A4 in April, and A5 in May. Series 1 to 5 were similarly given in all the other sets of tests. 8 All the monthly improvements are based on the units employed in |