CHAPTER- VI THE SIGNIFICANCE OF VARIOUS INTELLIGENCE QUOTIENTS Frequency of different degrees of intelligence.

Before we can interpret the results of an examination it is necessary to know how frequently an IQ of the size found occurs among unselected children. Our tests of 1000 unselected children enable us to answer this question with some degree of definiteness. A study of these 1000IQ’s shows the following significant facts:—

Or, to put some of the above facts in another form:—

Conversely, we may say regarding the subnormals that:—

Classification of intelligence quotients.

What do the above IQ’s imply in such terms as feeble-mindedness, border-line intelligence, dullness, normality, superior intelligence genius, etc.? When we use these terms two facts must be borne in mind: (1) That the boundary lines between such groups are absolutely arbitrary, a matter of definition only; and (2) that the individuals comprising one of the groups do not make up a homogeneous type.

Nevertheless, since terms like the above are convenient and will probably continue to be used, it is desirable to give them as much definiteness as possible. On the basis of the tests we have made, including many cases of all grades of intelligence, the following suggestions are offered for the classification of intelligence quotients:—

Of the feeble-minded, those between 50and70IQ include most of the morons (high, middle, and low), those between 20or25 and 50 are ordinarily to be classed as imbeciles, and those below 20or25 as idiots. According to this classification the adult idiot would range up to about 3-year intelligence as the limit, the adult imbecile would have a mental level between 3and7years, and the adult moron would range from about 7-year to 11-year intelligence.

It should be added, however, that the classification of IQ’s for the various sub-grades of feeble-mindedness is not very secure, for the reason that the exact curves of mental growth have not been worked out for such grades. As far as the public schools are concerned this does not greatly matter, as they never enroll idiots and very rarely even the high-grade imbecile. School defectives are practically all of the moron and border-line grades, and these it is important teachers should be able to recognize. The following discussions and illustrative cases will perhaps give a fairly definite idea of the significance of various grades of intelligence.[28]

Feeble-mindedness (rarely above 75IQ.)

There are innumerable grades of mental deficiency ranging from somewhat below average intelligence to profound idiocy. In the literal sense every individual below the average is more or less mentally weak or feeble. Only a relatively small proportion of these, however, are technically known as feeble-minded. It is therefore necessary to set forth the criterion as to what constitutes feeble-mindedness in the commonly accepted sense of that word.

The definition in most general use is the one framed by the Royal College of Physicians and Surgeons of London, and adopted by the English Royal Commission on Mental Deficiency. It is substantially as follows:—

A feeble-minded person is one who is incapable, because of mental defect existing from birth or from an early age, (a) of competing on equal terms with his normal fellows; or (b) of managing himself or his affairs with ordinary prudence.

Two things are to be noted in regard to this definition: In the first place, it is stated in terms of social and industrial efficiency. Such efficiency, however, depends not merely on the degree of intelligence, but also on emotional, moral, physical, and social traits as well. This explains why some individuals with IQ somewhat below 75 can hardly be classed as feeble-minded in the ordinary sense of the term, while others with IQ a little above 75 could hardly be classified in any other group.

In the second place, the criterion set up by the definition is not very definite because of the vague meaning of the expression “ordinary prudence.” Even the expression “competing on equal terms” cannot be taken literally, else it would include also those who are merely dull. It is the second part of the definition that more nearly expresses the popular criterion, for as long as an individual manages his affairs in such a way as to be self-supporting, and in such a way as to avoid becoming a nuisance or burden to his fellowmen, he escapes the institutions for defectives and may pass for normal.

The most serious defect of the definition comes from the lax interpretation of the term “ordinary prudence,” etc. The popular standard is so low that hundreds of thousands of high grade defectives escape identification as such. Moreover, there are many grades of severity in social and industrial competition. For example, most of the members of such families as the Jukes, the Nams, the Hill Folk, and the Kallikaks are able to pass as normal in their own crude environment, but when compelled to compete with average American stock their deficiency becomes evident. It is therefore necessary to supplement the social criterion with a more strictly psychological one.

For this purpose there is nothing else as significant as the IQ. All who test below 70IQ by the Stanford revision of the Binet-Simon scale should be considered feeble-minded, and it is an open question whether it would not be justifiable to consider 75IQ as the lower limit of “normal” intelligence. Certainly a large proportion falling between 70and75 can hardly be classed as other than feeble-minded, even according to the social criterion.

Examples of feeble-minded school children

F.C. Boy, age8-6; mental age4-2; IQ approximately 50. From a very superior home. Has had the best medical care and other attention. Attended a private kindergarten until rejected because he required so much of the teacher’s time and appeared uneducable. Will probably develop to about the 6- or 7-year mental level. High grade imbecile. Has since been committed to a state institution. Cases as low as F.C. very rarely get into the public schools.

R.W. Boy, age13-10; mental age7-6; IQ approximately 55. Home excellent. Is pubescent. Because of age and maturity has been promoted to the third grade, though he can hardly do the work of the second. Has attended school more than six years. Will probably never develop much if any beyond 8years, and will never be self-supporting. Low-grade moron.

Drawing shows two wavy blobs and then something like a pentagon.

Fig.4. DIAMOND DRAWN BY R.W., AGE13-10; MENTAL AGE7-6

M.S. Girl, age7-6; mental age4-6; IQ60. Father a gardener, home conditions and medical attention fair. Has twice attempted first grade, but without learning to read more than a few words. In each case teacher requested parents to withdraw her. “Takes” things. Is considered “foolish” by the other children. Will probably never develop beyond a mental level of 8years.

R.M. Boy, age15; mental age9; IQ60. Decidedly superior home environment and care. After attending school eight years is in fifth grade, though he cannot do the work of the fourth grade. Parents unable to teach him to respect property. Boys torment him and make his life miserable. At middle-moron level and has probably about reached the limit of his development. Has since been committed to a state institution.

Handwriting: The [Unclear: pretty?] little boy.

Fig.5. WRITING FROM DICTATION. R.M., AGE15; MENTAL AGE9

S.M. Girl, age19-2; mental age10; IQ approximately65 (not counting age beyond 16). From very superior family. Has attended public and private schools twelve years and has been promoted to seventh grade, where she cannot do the work. Appears docile and childlike, but is subject to spells of disobedience and stubbornness. Did not walk until 4years old. Plays with young children. Susceptible to attention from men and has to be constantly guarded. Writing excellent, knows the number combinations, but missed all the absurdities and has the vocabulary of an average 10-year-old. The type from which prostitutes often come.

R.H. Boy, age14; mental age8-4; IQ65. Father Irish, mother Spanish. Family comfortable and home care average. Has attended school eight years and is unable to do fourth-grade work satisfactorily. Health excellent and attendance regular. Reads in fourth reader without expression and with little comprehension of what is read. Fair skill in number combinations. Writing and drawing very poor. Cannot use a ruler. Has no conception of an inch.

R.H. is described as high-tempered, irritable, lacking in physical activity, clumsy, and unsteady. Plays little. Just “stands around.” Indifferent to praise or blame, has little sense of duty, plays underhand tricks. Is slow, absent-minded, easily confused, in thought, never shows appreciation or interest. So apathetic that he does not hear commands. Voice droning. Speech poor in colloquial expressions.

Three years later, at age of 17, was in a special class attempting sixth-grade work. Reported as doing “absolutely nothing” in that grade. Still sullen, indifferent, and slow in grasping directions, and lacking in play interests. “No apperception of anything, but has mastered such mechanical things as reading (calling the words) and the fundamentals in arithmetic.”

In school work, moral traits, and out-of-school behavior R.H. shows himself to be a typical case of moron deficiency.

I.M. Girl, age14-2; mental age9; IQ approximately 65. Father a laborer. Does unsatisfactory work in fourth grade. Plays with little girls. A menace to the morals of the school because of her sex interests and lack of self-restraint. Rather good-looking if one does not hunt for appearances of intelligence. Mental reactions intolerably slow. Will develop but little further and will always pass as feeble-minded in any but the very lowest social environment.

Circle has only 3 lines, from the gate to about 2/3 of the way up the field.

Fig.6. BALL AND FIELD TEST. I.M., AGE14-2; MENTAL AGE9

G.V. Boy, age10; mental age6-4; IQ65. Father Spanish, mother English. Family poor but fairly respectable. Brothers and sisters all retarded. In high first grade. Work all very poor except writing, drawing, and hand work, in all of which he excels. Is quiet and inactive, lacks self-confidence, and plays little. Mentally slow, inert, “thick,” and inattentive. Health fair.

Three years later G.V. was in the low third grade and still doing extremely poor work in everything except manual training, drawing, and writing. Is not likely ever to go beyond the fourth or fifth grade however long he remains in school.

V.J. Girl, age11-6; mental age8; IQ70. Has been tested three times in the last five years, always with approximately the same result in terms of IQ. Home fair to inferior. Has been in a special class two years and in school altogether nearly six years. Is barely able to do third-grade work. Her feeble-mindedness is recognized by teachers and by other pupils. Belongs at about middle-moron to high-moron level.

A.W. Boy, age9-4; mental age7; IQ75. A year and a half ago he tested at 6-2. From superior family, brothers of very superior intelligence. In school three years and has made about a grade and a half. Has higher IQ than V.J. described above, but his deficiency is fully as evident. Is generally recognized as mentally defective. Slyly abstracted one of the pennies used in the test and slipped it into his pocket. Has caused much trouble at school by puncturing bicycle tires. High-grade moron.

Two shapes drawn, both like a triangle with one wavy side.

Fig.7. DIAMOND DRAWN BY A.W.

A.C. Boy, age12; mental age8-5; IQ70. From Portuguese family of ten children. Has a feeble-minded brother. Parents in comfortable circumstances and respectable. A.C. has attended school regularly since he was 6years old. Trying unsuccessfully to do the work of the fourth grade. Reads poorly in the third reader. Hesitates, repeats, miscalls words, and never gets the thought. Writes about like a first-grade pupil. Cannot solve such simple problems as “How many marbles can you buy for ten cents if one marble costs five cents?” even when he has marbles and money in his hands. Described by teacher as “mentally slow and inert, inattentive, easily distracted, memory poor, ideas vague and often absurd, does not appreciate stories, slow at comprehending commands.” Is also described as “unruly, boisterous, disobedient, stubborn, and lacking sense of propriety. Tattles.”

Three years later, at age of 15, was in a special class and was little if any improved. He had, however, learned the mechanics of reading and had mastered the number combinations. Deficiencies described as “of wide range.” Conduct, however, had improved. Was “working hard to get on.”

A.C. must be considered definitely feeble-minded.

H.S. Boy, age11; mental age8-3; IQ approximately 75. At 8years tested at 6. Parents highly educated, father a scholar. Brother and sister of very superior intelligence. Started to school at 7, but was withdrawn because of lack of progress. Started again at 8 and is now doing poor work in the second grade. Weakly and nervous. Painfully aware of his inability to learn. During the test keeps saying, “I tried anyway,” “It’s all I can do if I try my best, ain’t it?” etc. Regarded defective by other children. Will probably never be able to do work beyond the fourth or fifth grade and is not likely to develop above the 11-year level, if as high.

Drawing resembles a square with two wavy lines coming from one corner, alongside another odd shape with a rough rectangle inside it.

Fig.8. DRAWING DESIGNS FROM MEMORY. H.S., AGE11; MENTAL AGE8-3

I.S. Boy, age9-6; mental age7; IQ75. German parentage. Started to school at 6. Now in low second grade and unable to do the work. Health good. Inattentive, mentally slow and inert, easily distracted, speech is monotone. Equally poor in reading, writing, and numbers. I.S. is described as quiet, sullen, indifferent, lazy, and stubborn. Plays little.

Three years later had advanced from low second to low fourth grade, but was as poor as ever in his school work. “Miscalls the simplest words.” Moral traits unsatisfactory. May reach sixth or seventh grade if he remains in school long enough.

I.S. learned to walk at 2years and to talk at 3.

The above are cases of such marked deficiency that there could be no disagreement among competent judges in classifying them in the group of “feeble-minded.” All are definitely institutional cases. It is a matter of record, however, that one of the cases, H.S., was diagnosed by a physician (without test) as “backward but not a defective.” and with the added encouragement that “the backwardness will be outgrown.” Of course the reverse is the case; the deficiency is becoming more and more apparent as the boy approaches the age where more is expected of him.

In at least three of the above cases (S.M., I.S., and I.M.) the teachers had not identified the backwardness as feeble-mindedness. Not far from 2children out of 100, or 2 out of 1000, in the average public school are as defective as some of those just described. Teachers get so accustomed to seeing a few of them in every group of 200or300 pupils that they are likely to regard them as merely dull,—“dreadfully dull,” of course,—but not defective.

Children like these, for their own good and that of other pupils, should be kept out of the regular classes. They will rarely be equal to the work of the fifth grade, however long they attend school. They will make a little progress in a well-managed special class, but with the approach of adolescence, at latest, the State should take them into custodial care for its own protection.

Border-line cases (usually between 70and80IQ).

The border-line cases are those which fall near the boundary generally recognized as such and the higher group usually classed as normal but dull. They are the doubtful cases, the ones we are always trying (rarely with success) to restore to normality.

It must be emphasized, however, that this doubtful group is not marked off by definite IQ limits. Some children with IQ as high as 75 or even 80 will have to be classified as feeble-minded; some as low as 70IQ may be so well endowed in other mental traits that they may manage as adults to get along fairly well in a simple environment. The ability to compete with one’s fellows in the social and industrial world does not depend upon intelligence alone. Such factors as moral traits, industry, environment to be encountered, personal appearance, and influential relatives are also involved. Two children classified above as feeble-minded had an IQ as high as 75. In these cases the emotional, moral, or physical qualities were so defective as to render a normal social life out of the question. This is occasionally true even with an IQ as high as 80. Some of the border-line cases, with even less intelligence, may be so well endowed in other mental traits that they are capable of becoming dependable unskilled laborers, and of supporting a family after a fashion.

Examples of border-line deficiency

S.F. Girl, age17; mental age11-6; IQ approximately 72 (disregarding age above 16years). Father intelligent; mother probably high-grade defective. Lives in a good home with aunt, who is a woman of good sense and skillful in her management of the girl. S.F. has attended excellent schools for eleven years and has recently been promoted to the seventh grade. The teacher admits, however, that she cannot do the work of that grade, but says, “I haven’t the heart to let her fail in the sixth grade for the third time.” She studies very hard and says she wants to become a teacher! At the time the test was made she was actually studying her books from two to three hours daily at home. The aunt, who is very intelligent, had never thought of this girl as feeble-minded, and had suffered much concern and humiliation because of her inability to teach her to conduct herself properly toward men and not to appropriate other people’s property.

Circle has one line entering at the gate and forming a scribble in the middle.

Fig.9. BALL AND FIELD TEST S.F., AGE17; MENTAL AGE11-6

S.F. is ordinarily docile, but is subject to fits of anger and obstinacy. She finally determined to leave her home, threatening to take up with a man unless allowed to work elsewhere. Since then she has been tried out in several families, but after a little while in a place she flies into a rage and leaves. She is a fairly capable houseworker when she tries.

This young woman is feeble-minded and should be classed as such. She is listed here with the border-line cases simply for the reason that she belongs to a group whose mental deficiency is almost never recognized without the aid of a psychological test. Probably no physician could be found who would diagnose the case, on the basis of a medical examination alone, as one of feeble-mindedness.

F.H. Boy, age16-6; mental age11-5; IQ approximately 72 (disregarding age above 16years). Tested for three successive years without change of more than four points in IQ. Father a laborer, dull, subject to fits of rage, and beats the boy. Mother not far from border-line. F.H. has always had the best of school advantages and has been promoted to the seventh grade. Is really about equal to fifth-grade work. Fairly rapid and accurate in number combinations, but cannot solve arithmetical problems which require any reasoning. Reads with reasonable fluency, but with little understanding. Appears exceedingly good-natured, but was once suspended from school for hurling bricks at a fellow pupil. Played a “joke” on another pupil by fastening a dangerous, sharp-pointed, steel paper-file in the pupil’s seat for him to sit down on. He is cruel, stubborn, and plays truant, but is fairly industrious when he gets a job as errand or delivery boy. Discharged once for taking money.

F.H. is generally called “queer,” but is not ordinarily thought of as feeble-minded. His deficiency is real, however, and it is altogether doubtful whether he will be able to make a living and to keep out of trouble, though he is now (at age20) employed as messenger boy for the Western Union at $30per month. This is considerably less than pick-and-shovel men get in the community where he lives. Delinquents and criminals often belong to this level of intelligence.

W.C. Boy, age16-8; mental age12; IQ75 (disregarding age above 16years). Father a college professor. All the other children in the family of unusually superior intelligence. When tested (four years ago) was trying to do seventh-grade work, but with little success. Wanted to leave school and learn farming, but father insisted on his getting the usual grammar-school and high-school education. Made $25 one summer by raising vegetables on a vacant lot. In the four years since the test was made he has managed to get into high school. Teachers say that in spite of his best efforts he learns next to nothing, and they regard him as hopelessly dull. Is docile, lacks all aggressiveness, looks stupid, and has head circumference an inch below normal.

Here is a most pitiful case of the overstimulated backward child in a superior family. Instead of nagging at the boy and urging him on to attempt things which are impossible to his inferior intelligence, his parents should take him out of school and put him at some kind of work which he could do. If the boy had been the son of a common laborer he would probably have left school early and have become a dependable and contented laborer. In a very simple environment he would probably not be considered defective.

C.P. Boy, age10-2; mental age7-11; IQ78. Portuguese boy, son of a skilled laborer. One of eleven children, most of whom have about this same grade of intelligence. Has attended school regularly for four years. Is in the third grade, but cannot do the work. Except for extreme stubbornness his social development is fairly normal. Capable in plays and games, but is regarded as impossible in his school work. Like his brother, M.P., the next case to be described, he will doubtless become a fairly reliable laborer at unskilled work and will not be regarded, in his rather simple environment, as a defective. From the psychological point of view, however, his deficiency is real. He will probably never develop beyond the 11- or 12-year level or be able to do satisfactory school work beyond the fifth or sixth grade.

Handwriting (legible though not straight): see the little dolly.

Fig.10. WRITING FROM DICTATION. C.P., AGE10-2; MENTAL AGE7-11

M.P. Boy, age14; mental age10-8; IQ77. Has been tested four successive years, IQ being always between 75and80. Brother to C.P. above. In school nearly eight years and has been promoted to the fifth grade. At 16 was doing poor work in the sixth grade. Good school advantages, as the father has tried conscientiously to give his children “a good education.” Perfectly normal in appearance and in play activities and is liked by other children. Seems to be thoroughly dependable both in school and in his outside work. Will probably become an excellent laborer and will pass as perfectly normal, notwithstanding a grade of intelligence which will not develop above 11or12years.

Circle has six lines entering at the gate and spreading out.

Fig.11. BALL AND FIELD TEST. M.P., AGE14; MENTAL AGE10-8

What shall we say of cases like the last two which test at high-grade moronity or at border-line, but are well enough endowed in moral and personal traits to pass as normal in an uncomplicated social environment? According to the classical definition of feeble-mindedness such individuals cannot be considered defectives. Hardly any one would think of them as institutional cases. Among laboring men and servant girls there are thousands like them. They are the world’s “hewers of wood and drawers of water.” And yet, as far as intelligence is concerned, the tests have told the truth. These boys are uneducable beyond the merest rudiments of training. No amount of school instruction will ever make them intelligent voters or capable citizens in the true sense of the word. Judged psychologically they cannot be considered normal.

It is interesting to note that M.P. and C.P. represent the level of intelligence which is very, very common among Spanish-Indian and Mexican families of the Southwest and also among negroes. Their dullness seems to be racial, or at least inherent in the family stocks from which they come. The fact that one meets this type with such extraordinary frequency among Indians, Mexicans, and negroes suggests quite forcibly that the whole question of racial differences in mental traits will have to be taken up anew and by experimental methods. The writer predicts that when this is done there will be discovered enormously significant racial differences in general intelligence, differences which cannot be wiped out by any scheme of mental culture.

Children of this group should be segregated in special classes and be given instruction which is concrete and practical. They cannot master abstractions, but they can often be made efficient workers, able to look out for themselves. There is no possibility at present of convincing society that they should not be allowed to reproduce, although from a eugenic point of view they constitute a grave problem because of their unusually prolific breeding.

In this group are included those children who would not, according to any of the commonly accepted social standards, be considered feeble-minded, but who are nevertheless far enough below the actual average of intelligence among races of western European descent that they cannot make ordinary school progress or master other intellectual difficulties which average children are equal to. A few of this class test as low as 75to80IQ, but the majority are not far from 85. The unmistakably normal children who go much below this (in California, at least) are usually Mexicans, Indians, or negroes.

R.G. Negro boy, age13-5; mental age10-6; IQ approximately 80. Normal in appearance and conduct, but very dull. Is attempting fifth-grade work in a special class, but is failing. From a fairly good home and has had ordinary school advantages. In the examination his intelligence is very even as far as it goes, but stops rather abruptly after the 10-year tests. Will unquestionably pass as normal among unskilled laborers, but his intelligence will never exceed the 12-year level and he is not likely to advance beyond the seventh grade, if as far.

Circle has one line entering at the gate and going to the centre, from which several more lines to the edge emanate.

Fig.12. BALL AND FIELD. R.G., AGE13-5, MENTAL AGE10-6

F.D. Boy, tested at age10-2; IQ83, and again at 14-1; IQ79. Mental age in the first test was 8-6 and in the second test 11. Son of a barber. Father dead; mother capable; makes a good home, and cares for her children well. At 10 was doing unsatisfactory work in the fourth grade, and at 12 unsatisfactory work in low sixth. Good-looking, normal in appearance and social development, and though occasionally obstinate is usually steady. Any one unacquainted with his poor school work and low IQ would consider him perfectly normal. No physical or moral handicaps of any kind that could possibly account for his retardation. Is simply dull. Needs purely a vocational training, but may be able to complete the eighth grade with low marks by the age of 16or17.

G.G. Girl, age12-4; mental age10-10; IQ82. From average home. Excellent educational advantages and no physical handicaps. At 12years was doing very poor work in fifth grade. Appearance, play life, and attitude toward other children normal. Simply dull. Will probably never go beyond the 12- or 13-year level and is not likely to get as far as the high school.

Those testing 80and90 will usually be able to reach the eighth grade, but ordinarily only after from one to three or four failures. They are so very numerous (about 15percent of the school enrollment) that it is doubtful whether we can expect soon to have special classes enough to accommodate all. The most feasible solution is a differentiated course of study with parallel classes in which every child will be allowed to make the best progress of which he is capable, without incurring the risk of failure and non-promotion. The so-called Mannheim system, or something similar to it, is what we need.

Average intelligence (IQ 90to110).

It is often said that the schools are made for the average child, but that “the average child does not exist.” He does exist, and in very large numbers. About 60percent of all school children test between 90and110IQ, and about 40percent between 95and105. That these children are average is attested by their school records as well as by their IQ’s. Our records show that, of more than 200children below 14years of age and with IQ between 95and105, not one was making much more nor much less than average school progress. Four were two years retarded, but in each case this was due to late start, illness, or irregular attendance. Children who test close to 90, however, often fail to get along satisfactorily, while those testing near 110 are occasionally able to win an extra promotion.

The children of this average group are seldom school problems, as far as ability to learn is concerned. Nor are they as likely to cause trouble in discipline as the dull and border-line cases. It is therefore hardly necessary to give illustrative cases here.

The high school, however, does not fit their grade of intelligence as well as the elementary and grammar schools. High schools probably enroll a disproportionate number of pupils in the IQ range above 100. That is, the average intelligence among high-school pupils is above the average for the population in general. It is probably not far from 110. College students are, of course, a still more selected group, perhaps coming chiefly from the range above 115. The child whose school marks are barely average in the elementary grades, when measured against children in general, will ordinarily earn something less than average marks in high school, and perhaps excessively poor marks in college.

Superior intelligence (IQ 110to120).

Children of this group ordinarily make higher marks and are capable of making somewhat more rapid progress than the strictly average child. Perhaps most of them could complete the eight grades in seven years as easily as the average child does in eight years. They are not usually the best scholars, but on a scale of excellent, good, fair, poor, and failure they will usually rank as good, though of course the degree of application is a factor. It is rare, however, to find a child of this level who is positively indolent in his school work or who dislikes school. In high school they are likely to win about the average mark.

Intelligence of 110to120IQ is approximately five times as common among children of superior social status as among children of inferior social status; the proportion among the former being about 24percent of all, and among the latter only 5percent of all. The group is made up largely of children of the fairly successful mercantile or professional classes.

The total number of children between 110and120 is almost exactly the same as the number between 80and90; namely, about 15percent. The distance between these two groups (say between 85and115) is as great as the distance between average intelligence and border-line deficiency, and it would be absurd to suppose that they could be taught to best advantage in the same classes. As a matter of fact, pupils between 110and120 are usually held back to the rate of progress which the average child can make. They are little encouraged to do their best.

Very superior intelligence (IQ 120to140).

Children of this group are better than somewhat above average. They are unusually superior. Not more than 3 out of 100 go as high as 125IQ, and only about 1 out of 100 as high as 130. In the schools of a city of average population only about 1child in 250or300 tests as high as 140IQ.

In a series of 476 unselected children there was not a single one reaching 120 whose social class was described as “below average.”[29] Of the children of superior social status, about 10percent reached 120 or better. The 120–140 group is made up almost entirely of children whose parents belong to the professional or very successful business classes. The child of a skilled laborer belongs here occasionally, the child of a common laborer very rarely indeed. At least this is true in the smaller cities of California among populations made up of native-born Americans. In all probability it would not have been true in the earlier history of the country when ordinary labor was more often than now performed by men of average intelligence, and it would probably not hold true now among certain immigrant populations of good stock, but limited social and educational advantages.

What can children of this grade of ability do in school? The question cannot be answered as satisfactorily as one could wish, for the simple reason that such children are rarely permitted to do what they can. What they do accomplish is as follows: Of 54children (of the 1000 unselected cases) falling in this group, 12½percent were advanced in the grades two years, approximately 54percent were advanced one year, 28percent were in the grade where they belonged by chronological age, and three children, or 5½percent, were actually retarded one year. But wherever located, such children rarely get anything but the highest marks, and the evidence goes to show that most of them could easily be prepared for high school by the age of 12years. Serious injury is done them by schools which believe in “putting on the brakes.”

The following are illustrations of children testing between 130and145. Not all are taken from the 1000 unselected tests. The writer has discovered several children of this grade as a result of lectures before teachers’ institutes. It is his custom, in such lectures, to ask the teachers to bring in for a demonstration test the “brightest child in the city” (or county, etc.). The IQ resulting from such a test is usually between 130and140, occasionally a little higher.

Examples of very superior intelligence

Margaret P. Age8-10; mental age11-1; IQ130. Father only a skilled laborer (house painter), but a man of unusual intelligence and character for his social class. Home care above average. M.P. has attended school a little less than three years and is completing fourth grade. Marks all “excellent.” Health perfect. Social and moral traits of the very best. Is obedient, conscientious, and unusually reliable for her age. Quiet and confident bearing, but no touch of vanity.

M.P. is known to be related on her father’s side to John Wesley, and her maternal grandfather was a highly skilled mechanic and the inventor of an important train-coupling device used on all railroads.

Although she is not yet 9years old and is completing the fourth grade, she is still about a grade below where she belongs by mental age. She could no doubt easily be made ready for high school by the age of 12.

J.R. Girl, age12-9; mental age16 (average adult); IQ approximately 130. Daughter of a university professor. In first year of high school. From first grade up her marks have been nearly all of the A rank. For first semester of high school four of six grades were A, the others B. A wonderfully charming, delightful girl in every respect. Play life perfectly normal.

J.R.’s parents have moved about a great deal and she has attended eight different schools. She is two years above grade in school, but of this gain only one-half grade was made in school; the other grade and a half she gained in a little over a year by staying out of school and working a little each day under the instruction of her mother. But for this she would doubtless now be in the seventh grade instead of in high school. As it is she is at least a grade below where she belongs by mental age. Something better than an average college record may be safely predicted for J.R.

E.B. Girl, age7-9; mental age10-2; IQ130. E.B. was selected by the teachers of a small California city as the brightest school child in that city (school population about 500). Her parents are said to be unusually intelligent. E.B. is in the third grade, a year advanced, but her mental level shows that she belongs in the fourth. The test was made as a demonstration test in the presence of about 150teachers, all of whom were charmed by her delightful personality and keen responses. No trace of vanity or queerness of any kind. Health excellent. E.B. ought to be ready for high school at 12; she will really have the intelligence to do high-school work by 11.

A rough anticlockwise spiral from the gate inwards to the centre.

Fig.13. BALL AND FIELD TEST. E.B., AGE 7-9; IQ130

L.B. Girl, age8-6; mental age11-6; IQ135. Tested nearly three years earlier, age5-11; mental age7-6; IQ127. Daughter of a university professor. At age of 8-6 was doing very superior work in the fifth grade. Later, at age of 10-6, is in the seventh grade with all her marks excellent. Has two sisters who test almost as high, both completing the eighth grade at barely 12years of age. L.B. looks rather delicate, and though a little nervous is ordinarily strong. We have known her since her early childhood. Like both her sisters, she is a favorite with young and old, as nearly perfection as the most charming little girl could be.

R.S. Boy, age6-5; mental age9-6; IQ148. When tested at age5-2 he had a mental age of 7-6, IQ142. Father a university professor. R.S. entered school at exactly 6years of age, and at the present writing is 7½years old and is entering the third grade. Leads his class in school and takes delight in the work. Is normal in play life and social traits and is dependable and thoughtful beyond his years. Should enter high school not later than 12; could probably be made ready a year earlier, but as he is somewhat nervous this might not be wise.

T.F. Boy, age10-6; mental age14; IQ133. At 13-6tested at “superior adult,” and had vocabulary of 13,000 (also “superior adult”). Son of a college professor. Did not go to school till age of 9years and was not taught to read till 8½. At this writing he is 15½years old and is a senior in high school. He will complete the high-school course in three and one-half years with A to B marks, mostly A. Gets his hardest mathematics lessons in five to ten minutes. Science is his play. When he discovered Hodge’s Nature Study and Life at age of 11years he literally slept with the book till he almost knew it by heart. Since age12 he has given much time to magazines on mechanics and electricity. At 13 he installed a wireless apparatus without other aid than his electrical magazines. He has, for a boy of his age, a rather remarkable understanding of the principles underlying electrical applications. He is known by his playmates as “the boy with a hobby.” Stamp collections, butterfly and moth collections (over 70 different varieties), seashore collections, and wireless apparatus all show that the appellation is fully merited. He chooses his hobbies and “rides” them entirely on his own initiative.

J.S. Boy, age8-2; mental age11-4; IQ138. Father was a lawyer, parents now dead. Is in high fourth grade. Leads his class. Attractive, healthy, normal-appearing lad. Full of good humor. Is loving and obedient, strongly attached to his foster mother (an aunt). Composes verses and fables for pastime. Here are a couple of verses composed before his eighth birthday. They are reproduced without change of spelling or punctuation:—

Christmas Hurrah for Christmas And all it’s joy’s That come that day For girls and boy’s.

Flowers Flowers in the garden. That is all you see Who likes them best? That’s the honey bee.

J.S. ought to be in the fifth grade, instead of the fourth. He will easily be able to enter college by the age of 15 if he is allowed to make the progress which would be normal to a child of his intelligence. But it is too much to expect that the school will permit this.

F. McA. Boy, age10-3; mental age14-6; IQ142. Father a school principal. F. is leading his class of 24pupils in the high seventh grade. Has received so many extra promotions only because his father insisted that the teachers allow him to try the next grade. The dire consequences which they predicted have never followed. F. is perfectly healthy and one of the most attractive lads the writer has ever seen. He has the normal play instincts, but when not at play he has the dignified bearing of a young prince, although without vanity. His vocabulary is 9000 (14years), and his ability is remarkably even in all directions. F. should easily enter college by the age of 15.

A smooth anticlockwise spiral from the gate to the centre.

Fig.14. BALL AND FIELD F. McA., AGE10-3, MENTAL AGE14-6

E.M. Boy, age6-11; mental age10; IQ145. Learned to read at age of 5 without instruction and shortly afterward had learned from geography maps the capitals of all the States of the Union. Started to school at 7½. Entered the first grade at 9a.m. and had been promoted to the fourth grade by 3p.m. of the same day! Has now attended school a half-year and is in the fifth grade, age7years, 8months. Father is on the faculty of a university.

E.M. is as superior in personal and moral traits as in intelligence. Responsible, sturdy, playful, full of humor, loving, obedient. Health is excellent. Has had no home instruction in school work. His progress has been perfectly natural.

The above list of “very superior” children includes only a few of those we have tested who belong to this grade of intelligence. Every child in the list is so interesting that it is hard to omit any. We have found all such children (with one or two exceptions not included here) so superior to average children in all sorts of mental and moral traits that one is at a loss to understand how the popular superstitions about the “queerness” of bright children could have originated or survived. Nearly every child we have found with IQ above 140 is the kind one feels, before the test is over, one would like to adopt. If the crime of kidnaping could ever be forgiven it would be in the case of a child like one of these.

Genius and “near” genius.

Intelligence tests have not been in use long enough to enable us to define genius definitely in terms of IQ. The following two cases are offered as among the highest test records of which the writer has personal knowledge. It is doubtful whether more than one child in 10,000 goes as high as either. One case has been reported, however, in which the IQ was not far from 200. Such a record, if reliable, is certainly phenomenal.

E.F. Russian boy, age8-5; mental age13; IQ approximately 155. Mother is a university student apparently of very superior intelligence. E.F. has a sister almost as remarkable as himself. E.F. is in the sixth grade and at the head of his class. Although about four grades advanced beyond his chronological age he is still one grade retarded! He could easily carry seventh-grade work. In all probability E.F. could be made ready for college by the age of 12years without injury to body or mind. His mother has taken the only sensible course; she has encouraged him without subjecting him to overstimulation.

E.F. was selected for the test as probably one of the brightest children in a city of a third of a million population. He may not be the brightest in that city, but he is one of the three or four most intelligent the writer has found after a good deal of searching. He is probably equaled by not more than one in several thousand unselected children. How impatiently one waits to see the fruit of such a budding genius!

B.F. Son of a minister, age7-8; mental age12-4; IQ160. Vocabulary 7000 (12years). This test was not made by the writer, but by one of his graduate students. The record included the verbatim responses, so that it was easy to verify the scoring. There can be no doubt as to the substantial accuracy of the test. This IQ of 160 is the highest one in the Stanford University records. B.F. has excellent health, normal play interests, and is a favorite among his playfellows. Parents had not thought of him as especially remarkable. He is only in the third grade, and is therefore about three grades below his mental age.

A very smooth anticlockwise spiral from the gate to the centre. The lines are closer together than in previous examples.

Fig.16. BALL AND FIELD. B.F., AGE7-8; MENTAL AGE12-4; IQ160 (This is a 12-year performance)

It is especially noteworthy that not one of the children we have described with IQ above 130 has ever had any unusual amount or kind of home instruction. In most cases the parents were not aware of their very great superiority. Nor can we give the credit to the school or its methods. The school has in most cases been a deterrent to their progress, rather than a help. These children have been taught in classes with average and inferior children, like those described in the first part of this chapter. Their high IQ is only an index of their extraordinary cerebral endowment. This endowment is for life. There is not the remotest probability that any of these children will deteriorate to the average level of intelligence with the onset of maturity. Such an event would be no less a miracle (barring insanity) than the development of an imbecile into a successful lawyer or physician.

Is the IQ often misleading?

Do the cases described in this chapter give a reliable picture as to what one may expect of the various IQ levels? Does the IQ furnish anything like a reliable index of an individual’s general educational possibilities and of his social worth? Are there not “feeble-minded geniuses,” and are there not children of exceptionally high IQ who are nevertheless fools?

We have no hesitation in saying that there is not one case in fifty in which there is any serious contradiction between the IQ and the child’s performances in and out of school. We cannot deny the existence of “feeble-minded geniuses,” but after a good deal of search we have not found one. Occasionally, of course, one finds a feeble-minded person who is an expert penman, who draws skillfully, who plays a musical instrument tolerably well, or who handles number combinations with unusual rapidity; but these are not geniuses; they are not authors, artists, musicians, or mathematicians.

As for exceptionally intelligent children who appear feeble-minded, we have found but one case, a boy of 10years with an IQ of about 125. This boy, whom we have tested several times and whose development we have followed for five years, was once diagnosed by a physician as feeble-minded. His behavior among other persons than his familiar associates is such as to give this impression. Nothing less than an entire chapter would be adequate for a description of this case, which is in reality one of disturbed emotional and social development with superior intelligence.

It should be emphasized, however, that what we have said about the significance of various IQ’s holds only for the IQ’s secured by the use of the Stanford revision. As we have shown elsewhere (p.62ff.) the IQ yielded by other versions of the Binet tests are often so inaccurate as to be misleading.

We have not found a single child who tested between 70and80IQ by the Stanford revision who was able to do satisfactory school work in the grade where he belonged by chronological age. Such children are usually from two to three grades retarded by the age of 12years. On the other hand, the child with an IQ of 120 or above is almost never found below the grade for his chronological age, and occasionally he is one or two grades above. Wherever located, his school work is so superior as to suggest strongly the desirability of extra promotions. Those who test between 96and105 are almost never more than one grade above or below where they belong by chronological age, and even the small displacement of one year is usually determined by illness, age of beginning school, etc.

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