from the objective points of view of the differences in social station and of future calling. Along with these a psychological method of regarding the matter is now beginning to have influence.
3. The Differences of the Sexes. The segregation of boys and girls in separate schools has always been undertaken chiefly on non-psychological grounds; and the supporters of co-education have likewise on their part been pursuaded that fundamental psychic differences do not exist. Certain psychological experiments seem to confirm this; but these again have been made upon elementary functions, and in these the true differences do not come to light. Studies dealing with complex and higher forms of activity (the relation of receptivity to spontaneity, the direction of interests, spontaneous drawings) show unquestionable differences, which cannot be attributed to influences of the outer milieu, but must be regarded as innate. The rhythm and tempo of development also are different in the two sexes.
As co-education is practiced in America to a greater extent than elsewhere, the opportunity for a purely psychological study of the problem is especially favorable.
4. Organization with Reference to Grade of Endowment. Differences in the intelligence of children were first recognized in school organization when schools for backward children (Hülfschulen) were introduced. The great mass of "normal" children, however, remained still undifferentiated, though they show extremely marked differences in endowment. The fact that there is "repeating" (the necessary repetition of a grade's work) shows clearly that a certain percentage of the pupils always falls behind the requirements of the class. This circumstance caused Schulrat Sickinger of Mannheim to arrange special classes for these less well endowed pupils. These classes (called Sonderklassen or Forderklassen) have a less amount to do, fewer pupils per class and a different course of study. They have already been initiated in the larger cities of Germany and seem to justify themselves.
5. Binet's Tests for Establishing a Scale of Intelligence. The practical efforts to classify children according to grade of endowment just mentioned demand, however, that reliance should not be placed on the unsupported judgment of the teacher, but that more exact means of determining the capacities of the children should be secured. Many efforts have been made to establish "tests," but all so far have gone to pieces, as far as their main purpose was concerned, for the following reasons: Too much was attempted; it was thought that one might secure by a short series of experimental probings, in a very brief time, a total picture of the individuality.
