nt. 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 I Q. All
who test below 70 I Q 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 75 I Q as the lower limit of
"normal" intelligence. Certainly a large proportion falling between
70 and 75 can hardly be classed as other than feeble-minded, even
according to the social criterion.

_Examples of feeble-minded school children_

_F. C. Boy, age 8-6; mental age 4-2; I Q 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, age 13-10; mental age 7-6; I Q 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 8 years, and will
never be self-supporting. Low-grade moron.

[Illustration: FIG. 4. DIAMOND DRAWN BY R. W., AGE 13-10; MENTAL
AGE 7-6]

_M. S. Girl, age 7-6; mental age 4-6; I Q 60._ 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
8 years.

_R. M. Boy, age 15; mental age 9; I Q 60._ 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.

[Illustration: FIG. 5. WRITING F