ing similarities, and
solving the "induction test." The girls were superior in drawing designs
from memory, aesthetic comparison, comparing objects from memory,
answering the "comprehension questions," repeating digits and sentences,
tying a bow-knot, and finding rhymes.

Accordingly, our data, which for the most part agree with the results of
others, justify the conclusion that the intelligence of girls, at least
up to 14 years, does not differ materially from that of boys either as
regards the average level or the range of distribution. It may still be
argued that the mental development of boys beyond the age of 14 years
lasts longer and extends farther than in the case of girls, but as a
matter of fact this opinion receives little support from such tests as
have been made on men and women college students.

The fact that so few women have attained eminence may be due to wholly
extraneous factors, the most important of which are the following: (1)
The occupations in which it is possible to achieve eminence are for the
most part only now beginning to open their doors to women. Women's
career has been largely that of home-making, an occupation in which
eminence, in the strict sense of the word, is impossible. (2) Even of
the small number of women who embark upon a professional career, a
majority marry and thereafter devote a fairly large proportion of their
energy to bearing and rearing children. (3) Both the training given to
girls and the general atmosphere in which they grow up are unfavorable
to the inculcation of the professional point of view, and as a result
women are not spurred on by deep-seated motives to constant and
strenuous intellectual endeavor as men are. (4) It is also possible that
the emotional traits of women are such as to favor the development of
the sentiments at the expense of innate intellectual endowment.

INTELLIGENCE OF THE DIFFERENT SOCIAL CLASSES. Of the 1000 children, 492
were classified by their teachers according to social class into the
following five groups: _very inferior_, _inferior_, _average_,
_superior_, and _very superior_. A comparative study was then made of
the distribution of I Q's for these different groups.[25]

[25] The results of this comparison have been set forth in detail in the
monograph of source material and some of the conclusions have been set
forth on p. 115 _ff._ of the present volume.

The data may be summarized as follows:--

1. The median I Q for ch