nt of
all school children test between 90 and 110 I Q, and about 40 per cent
between 95 and 105. That these children are average is attested by their
school records as well as by their I Q's. Our records show that, of more
than 200 children below 14 years of age and with I Q between 95 and 105,
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 I Q 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 (I Q 110 TO 120). 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 110 to 120 I Q 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 a