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150
Annual Report of the London County Council, 1911.
Failing the existence of a sorting house, which has often been suggested in these reports already,
doubtful cases, which have already been declared failures under ordinary methods, can only be admitted
to special schools and the results determined by a method of trial and error. The results of this
investigation, however, support the general accuracy of the diagnostic methods at present in use.
The medico-psychological and educational tests adopted indicate that the children in the special
schools may be classed as follows:—
(a) Those far behind their normal grade both academically and intellectually ; undoubted
defectives, many of whom will never be fit for any but the roughest work under strict supervision.
It is probable that these children who approach the ineducable do better in schools
at which special attention is paid to sense education. Those ceasing to progress in either
direction are noted as ineducable, or as having reached their mental limit. Both terms must be
understood in the sense that the children are unable to benefit to a reasonable degree by education
in day special schools. The term reached mental limit is not very satisfactory, as it is
possible that some children thus classified might improve under the conditions of life in
residential schools or colonies, while others are fit for some work, though they are unlikely to
make further progress in academic subjects.
(b) Those behind their grade intellectually, but more so academically. These are the
children who profit by special school education.
(c) Those somewhat behind their grade intellectually but distinctly so academically.
These are the disputable cases, one fraction being found in the special schools and another and
larger in the ordinary schools. Somewhere within this group is the boundary of the merely
backward. These are the suitable candidates for intermediate schools where such exist.
In my annual report for 1908 it was estimated by a special investigation that at least
some 900 children, one-fifth of the total in the special schools, would do better in such an intermediate
school. In the present inquiry a somewhat similar proportion was found, but the number
of children of the age of 11 and under examined was too small to admit of accurate deductions.
Intermediate schools would serve as clearing houses, through which doubtful cases would pass
before certification for special schools. In the schools for elder children a certain number improve
from grade (b) to (c).
(d) Children who are behind intellectually, but little behind academically. Few of these
are in special schools, and those that are there owre the position rather to moral than educational
defect. They are usually unreliable and cannot obtain employment after the school period.
(e) There is also the group of undoubted moral defectives. Intellectual tests entirely
fail to discover these children. There are many who answer intelligently when questioned about
their daily life or school work, and yet whose actions show they are incapable of forming a moral
conception or of conforming to the conditions of social life. Such seem to need continuous care
in residential institutions.
The children who pass from (b) to (c) and are able to undertake the work of Standard II. by
13 are those returned to the elementary school. It is not easy to say on which tests most stress should
be laid, the opinion of the teacher must have great weight as must the educational tests of reading understandingly,
dictation, and power of doing simple sums. If intermediate schools existed the prospect of
successful return would be increased.
In the investigation now recorded a child who could read a Standard II. reader straightforwardly,
give some report of what he or she had read, who responded to written commands, could write four or
five letter words nearly correctly from dictation, wrote down an intelligible answer spontaneously and
could do a simple sum, was regarded as suitable for an elementary school, if not well over the age of 13,
and provided the general tests had not indicated a very special degree of retardation. Any case over
three years behind the grade in the Binet tests or who showed a corresponding level in the series more
extensively tried, was regarded as likely to repay better a stay in an elder school until such period after
14, at which he might be deemed fit for suitable work.
The distinction between cases recommended for exemption which were regarded as certifiable,
and those not certifiable has been explained above.

There were only 13 children under 13 at South-grove and all were well past their 12th birthday.
The estimate for return to the ordinary school by the age of 13 was taken from 54 children of 10-12
at Priory-road and Offord-road, as it was felt that no reasonable forecast could be made of the prospects
of the 26 who were under 10 and had not long been in the special schools.
The proportion thought suitable for return has been a little higher than at routine examinations
(3.8 per cent. as against 1.7 per cent.), part of which may be due to personal equation and part to the
much greater allowance of time per child (6 to 7 per session as against 25 per session). It is clear that