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The measurement of intelligence: $b an explanation of and a complete guide for the use of the Standard revision and extension of the Binet-Simon intel
Paperback
Child PsychologyGeneral PsychologyMental Health
Publisher: Nishelle Books
Published: Sep 1 2026
Pages: 348
Weight: 1.03
Height: 0.72 Width: 6.00 Depth: 9.00
Language: English
THE USES OF INTELLIGENCE TESTS
I
NTELLIGENCE TESTS OF RETARDED SCHOOL CHILDREN. Nu-
merous studies of the age-grade progress of school children have afforded
convincing evidence of the magnitude and seriousness of the retardation
problem. Statistics collected in hundreds of cities in the United States show
that between a third and a half of the school children fail to progress through
the grades at the expected rate; that from 10 to 15 per cent are retarded two
years or more; and that from 5 to 8 per cent are retarded at least three years.
More than10 per cent of the $400,000,000 annually expended in the United
States for school instruction is devoted to re-teaching children what they
have already been taught but have failed to learn.
The first efforts at reform which resulted from these findings were based on
the supposition that the evils which had been discovered could be remedied
by the individualizing of instruction, by improved methods of promotion,
by increased attention to children's health, and by other reforms in school
administration. Although reforms along these lines have been productive
of much good, they have nevertheless been in a measure disappointing. The
4 LEWIS M. (LEWIS MADISON) TERMAN
trouble was, they were too often based upon the assumption that under the
right conditions all children would be equally, or almost equally, capable of
making satisfactory school progress. Psychological studies of school children
by means of standardized intelligence tests have shown that this supposition
is not in accord with the facts. It has been found that children do not fall into
two well-defined groups, the feeble-minded and the normal. Instead,
there are many grades of intelligence, ranging from idiocy on the one hand
to genius on the other. Among those classed as normal, vast individual dif-
ferences have been found to exist in original mental endowment, differences
which affect profoundly the capacity to profit from school instruction.
We are beginning to realize that the school must take into account, more
seriously than it has yet done, the existence and significance of these differ-
ences in endowment. Instead of wasting energy in the vain attempt to hold
mentally slow and defective children up to a level of progress which is nor-
mal to the average child, it will be wiser to take account of the inequalities
of children in original endowment and to differentiate the course of study
in such a way that each child will be allowed to progress at the rate which is
normal to him, whether that rate be rapid or slow.
While we cannot hold all children to the same standard of school progress,
we can at least prevent the kind of retardation which involves failure and
the repetition of a school grade. It is well enough recognized that children
do not enter with very much zest upon school work in which they have once
failed. Failure crushes self-confidence and destroys the spirit of work. It is a
sad fact that a large proportion of children in the schools are acquiring the
habit of failure. The remedy, of course, is to measure out the work for each
child in proportion to his mental ability.
Before an engineer constructs a railroad bridge or trestle, he studies the ma-
terials to be used, and learns by means of tests exactly the amount of strain
per unit of size his materials will be able to withstand. He does not work em-
pirically, and count up
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