Mentally Defective Children

The opening of this early‑twentieth‑century treatise revisits the Binet‑Simon intelligence tests, clarifying the original purpose behind their creation. It explains how educators and policymakers of the time began to use these measures to identify children whose learning needs fell outside the ordinary classroom, and it urges a careful, scientifically grounded approach to their selection and instruction. The author stresses that true assessment must involve teachers, doctors, and psychologists working together, rather than relying on crude physical examinations alone.

Beyond the historical backdrop, the work examines the emerging debate over special schools and classes, distinguishing between “feeble‑minded” and “ill‑balanced” pupils and discussing the social implications of each group’s education. It calls for a shift from empirical guesswork to precise, evidence‑based methods in schooling, arguing that well‑designed training can transform these children into productive members of society. Readers will gain insight into the foundations of special‑education policy and the early scientific efforts to tailor learning to diverse mental abilities.