This book by Mrs. Morgan, which is somewhat unique and certainly very
different from other books on the same subject, promises to be one of the
most widely read educational works which has recently appeared. It is based
on two years' experience in an experimental clinic for backward children in
New York City and the author states that, "It is an effort to persuade
teachers and parents, in spite of a hide-bound educational system, to study
the children that interest them as individuals and to recognize their
faculties and tendencies." It "Looks to a future when teachers will so
understand every child's mental structure that his whole education will be
directed to the fortifying of his weak points and the development of his
tendencies."

The author terms her process "mental analysis" and says it differs from the
Binet and Simon tests in that they are merely to classify children, and her
method discovers peculiarities and also gives the training necessary to
bring the child up to normal. She gives a psychological basis for her work
which will be surprising to many readers because of its great divergence
from the usual psychological treatment. The child's mind is considered as
having four primary processes, namely: (1) Sense Impressions, (2)
Recollections of Sense Impressions, (3) Association Channels (4) Abstraction
Processes. As the child grows older these are elaborated into Imagination,
Reasoning, and Expression. Attention is of three kinds: (1) Homogeneous
Attention or concentrating, which consists in attending to one thing for a
period of time; (2) Simultaneous Attention or observing, which consists in
giving attention to a number of things at once; and (3) Disparate Attention,
or giving attention to two or more things over a period of time. Memory may
be (1) Automatic, (2) Voluntary, or (3) Retentive. The function of the
tests is to determine just which one of these processes are weak or strong
and discover a method of education which is suited to the individual. Other
mental processes, such as sensation, perception, abstraction, and judgment