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Dull or Backward Children.
Among the 188 children grouped as dull or backward, the
condition in 27 could be definitely attributed to severe illness.
In 30, bad or irregular atendance probably played some part
and in others, malnutrition and poor environment. For the
education of such backward children, no definite scheme has
been adopted in the Wimbledon Schools. In some departments,
where accommodation permits, a separate backward class is
formed; in other departments each class is subdivided into a
normal and a backward group, and in other schools again special
individual coaching is given to such pupils by Head Teachers
and Class Teachers. I desire to express my appreciation of the
work done by all teachers for these pupils, and that the parents
also appreciate it is evidenced by the fact that many desire
their children to remain in school after attaining the ''leaving
age.''
At the last examination at the end of the year those who
were still in school had all made some progress educationally.
Where the backwardness had been due to illness, the progress
was rapid in the majority of cases.
Doubtful or "Border-line" Children.
The problem presented by this group of children is one of
great difficulty both to the teacher and to the Medical Officer.
It is absolutely impossible in many cases to state with any certainty
how such children should be classified even after close
observation, and many points must be carefully weighed before
a decision is given.
Take, for example, the standpoint of the Head Teacher
who is in doubt whether he should call the attention of the
Medical Officer to some child who is making little or no progress
educationally. He knows the parents (perhaps taught them
himself) and he has had the other children of the same family
through his hands. There is nothing to account for the child's
backwardness, his behaviour is correct, and his " intelligence "
apparently is good. Similar children in school have, after some
years, "made a spurt, and competition with normal children
proves a stimulus." So he decides that the boy should not be
reported, for he is deriving "benefit" from the school though
accurately, not "proper benefit." So the boy remains in
school, a drag to the class and a trial to the class teacher. His
progress from class to class is automatic, he gives no trouble
by his behaviour, he learns little of future value to him, and
leaves probably to join the ranks of unskilled labour. Such
children are sometimes termed "social inefficients."
On the other hand, the same boy is discovered by the
School Medical Officer, the facts are elicited, and finally one on
other of the systems of Intelligence Tests is applied. By such
tests it is proved that he is below normal, but does not quite
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