. Retardation in Cincinnati public elementary schools. GRAPH V By comparison, it should be noted that teachers mention mentalcauses as being a factor in 30 per cent of the failures, while parents mentionit as a cause in only 15 per cent of the cases. Retardation in Cincinnati Public Elementary Schaols 21 Mental dullness and absence overlap as causes of failure. Of thoseclassed as mentally deficient, 36 per cent were absent 20 days or should be compared with the 50 per cent of normally bright childrenwho failed who were absent for 20 days or more. The average amount ofabsence of the m
. Retardation in Cincinnati public elementary schools. GRAPH V By comparison, it should be noted that teachers mention mentalcauses as being a factor in 30 per cent of the failures, while parents mentionit as a cause in only 15 per cent of the cases. Retardation in Cincinnati Public Elementary Schaols 21 Mental dullness and absence overlap as causes of failure. Of thoseclassed as mentally deficient, 36 per cent were absent 20 days or should be compared with the 50 per cent of normally bright childrenwho failed who were absent for 20 days or more. The average amount ofabsence of the mentally deficient was 21 days, while the average for normalchildren who failed (excluding these dull children) was about 28 is due to the fact that normal children are less likely to fail than dullchildren, and that when bright children do fail, absence or some other causeis likely to be involved. OVERLAP OF ABSENCE AND DULLNESS AS CAUSES OF FAILURE. GRAPH VI The cross-hatched sector represents the 9 per cent, of the children who failed who wereboth dull and absent over 20 days, and whose failure may therefore have been due toeither or both of these causes. The connection between feeble-mindedness and poverty is worth in-vestigating. Of the 54 children found to be inferior, borderline ordefective, whose family incomes are known, 37, or per cent, were 22 Helen S. Trounstine Foundation below the poverty line. Of the 18 defective whose incomes were known,12, or 67 per cent, were poor. If we assume that all feeble-minded childrenbecome retarded, and if we assume that not over half of all families ofchildren in these schools were poor, the returns indicate that the proportionof mentally deficient children was twice as great among the families withinsufficient incomes as among other families. The data are too meager to be conclusive on this point. If the hypoth-esis that feeble-mindedness and poverty, among retarded children, areco
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