ossible, and
should be held up to a high order of work. Such superior people should
be, as far as possible, in the same classes, so that they can the more
easily be given the kind and amount of work that they need. The schools
should find the children of unusual special ability, such as ability in
drawing, painting, singing, playing musical instruments, mechanical
invention, etc. Some provision should be made for the proper development
and training of these unusual abilities. Society cannot afford to lose
any spark of genius wherever found. Moreover, the individual will be
happier if developed and trained along the line of his special ability.

=Subnormal Children.= A small percentage of children are of such low
mentality that they cannot do the ordinary school work. As soon as such
children can be picked out with certainty, they should be taken out of
the regular classes and put into special classes. It is a mistake to try
to get them to do the regular school work. They cannot do it, and they
only waste the teacher's time and usually give her much trouble.
Besides, they waste their own time; for while they cannot do the
ordinary school work, they can do other things, perhaps work of a manual
nature. The education of such people should, therefore, be in the
direction of simple manual occupations.

For detecting such children, in addition to the tests given above,
elaborate tests for individual examination have been devised. The most
widely used is a series known as the Binet-Simon tests. A special group
of tests is provided for the children of each age. If a child can pass
the tests for his age, he is considered normal. If he can pass only the
tests three years or more below his age, he is usually considered
subnormal. But a child's fate should not depend solely upon any number
or any kind of tests. We should always give the child a trial and see
what he is able to achieve. This trial should cover as many months or
years as are necessary to determine beyond doubt the child's mental
status.

SUMMARY. Just as we differ in the various aspects of body, so also
we differ in the various aspects of mind. These differences can be
measured by tests. A knowledge of these differences should aid us in
grading, classifying, and teaching children, as well as in the
selection of occupation and professions for them. Mental traits have
some degree of independence; as a result a high degree of one trait
may be found with