adenoids and bad teeth for retardation. No doubt
of child's mental deficiency.

_P. I. Girl, age 8-10; mental age 6-7; has been in first grade
21/2 years; school work "average"; teacher's estimate of
intelligence "average."_ The mother and one brother of this girl
are both feeble-minded.

_H. O. Girl, age 7-10; mental age 5-2; first grade for 2 years;
school work "inferior"; teacher's estimate of intelligence
"average."_ The teacher nevertheless adds, "This child is not
normal, but her ability to respond to drill shows that she has
intelligence." It is of course true that even feeble-minded
children of 5-year intelligence are able to profit a little from
drill. Their weakness comes to light in their inability to
perform higher types of mental activity.

THE INTELLIGENCE OF SUPERIOR CHILDREN USUALLY UNDERESTIMATED. We have
already mentioned the frequent failure of teachers and parents to
recognize superior ability.[7] The fallacy here is again largely due to
the neglect of the age factor, but the resulting error is in the
opposite direction from that set forth above. The superior child is
likely to be a year or two younger than the average child of his grade,
and is accordingly judged by a standard which is too high. The following
are illustrations:--

[7] See p. 13 _ff._

_M. L. Girl, age 11-2; mental age "average adult" (16); sixth
grade; school work "superior"; teacher's estimate of
intelligence "average."_ Teacher credits superior school work to
"unusual home advantages." Father a college professor. The
teacher considers the child accelerated in school. In reality
she ought to be in the second year of high school instead of in
the sixth grade.

_H. A. Boy, age 11; mental age 14; sixth grade; school work
"average"; teacher's estimate of intelligence "average."_
According to the supplementary information the boy is
"wonderfully attentive," "studious," and possessed of
"all-round ability." The estimate of "average intelligence" was
probably the result of comparing him with classmates who
averaged about a year older.

_K. R. Girl, age 6-1; mental age 8-5; second grade; school work
"average"; teacher's estimate of intelligence "superior"; social
environment "average."_ Is it not evident that a child from
ordinary social environment, who does work of average quality in
the second grade