uch too favorable to the Negro
race, first because Negro high school pupils represent a more careful
selection than do the white pupils; but most of all because no
distinction was made between Negroes and mulattoes.

B. A. Phillips, studying the public elementary schools of Philadelphia,
found[137] that the percentage of retardation in the colored schools
ranged from 72.8 to 58.2, while the percentage of retardation in the
districts which contained the schools ranged from 45.1 to 33.3. The
average percentage of retardation for the city as a whole was 40.3. Each
of the colored schools had a greater percentage of retardation than any
of the white schools, even those composed almost entirely of foreigners,
and in those schools attended by both white and colored pupils the
percentage of retardation on the whole varied directly with the
percentage of colored pupils in attendance.

These facts might be interpreted in several ways. It might be that the
curriculum was not well adapted to the colored children, or that they
came from bad home environments, or that they differed in age, etc. Dr.
Phillips accordingly undertook to get further light on the cause of
retardation of the colored pupils by applying Binet tests to white and
colored children of the same chronological age and home conditions, and
found "a difference in the acceleration between the two races of 31% in
favor of the white boys, 25% in favor of the white girls, 28% in favor
of the white pupils with boys and girls combined."

A. C. Strong, using the Binet-Simon tests, found[138] colored school
children of Columbia, S. C., considerably less intelligent than white
children.

W. H. Pyle made an extensive test[139] of 408 colored pupils in
Missouri public schools and compared them with white pupils. He
concludes: "In general the marks indicating mental ability of the Negro
are about two-thirds those of the whites.... In the substitution,
controlled association, and Ebbinghaus tests, the Negroes are less than
half as good as the whites. In free association and the ink-blot tests
they are nearly as good. In quickness of perception and discrimination
and in reaction, the Negroes equal or excel the whites."

"Perhaps the most important question that arises in connection with the
results of these mental tests is: How far is ability to pass them
dependent on environmental conditions? Our tests show certain specific
differences between Negroes and whites. What these di