gment, like
business judgment, social judgment, or any other kind of higher thought
process, is a function of intelligence. Morality cannot flower and fruit
if intelligence remains infantile.

All of us in early childhood lacked moral responsibility. We were as
rank egoists as any criminal. Respect for the feelings, the property
rights, or any other kind of rights, of others had to be laboriously
acquired under the whip of discipline. But by degrees we learned that
only when instincts are curbed, and conduct is made to conform to
principles established formally or accepted tacitly by our neighbors,
does this become a livable world for any of us. Without the intelligence
to generalize the particular, to foresee distant consequences of present
acts, to weigh these foreseen consequences in the nice balance of
imagination, morality cannot be learned. When the adult body, with its
adult instincts, is coupled with the undeveloped intelligence and weak
inhibitory powers of a 10-year-old child, the only possible outcome,
except in those cases where constant guardianship is exercised by
relatives or friends, is some form of delinquency.

Considering the tremendous cost of vice and crime, which in all
probability amounts to not less than $500,000,000 per year in the United
States alone, it is evident that psychological testing has found here
one of its richest applications. Before offenders can be subjected
to rational treatment a mental diagnosis is necessary, and while
intelligence tests do not constitute a complete psychological diagnosis,
they are, nevertheless, its most indispensable part.

INTELLIGENCE TESTS OF SUPERIOR CHILDREN. The number of children with
very superior ability is approximately as great as the number of
feeble-minded. The future welfare of the country hinges, in no small
degree, upon the right education of these superior children. Whether
civilization moves on and up depends most on the advances made by
creative thinkers and leaders in science, politics, art, morality, and
religion. Moderate ability can follow, or imitate, but genius must show
the way.

Through the leveling influences of the educational lockstep such
children at present are often lost in the masses. It is a rare child who
is able to break this lockstep by extra promotions. Taking the country
over, the ratio of "accelerates" to "retardates" in the school is
approximately 1 to 10. Through the handicapping influences of poverty,
social n