PAPERS OX PSYCHOLOGY AND EDUCATION 365 



Tables 1. 2. 3, 4. 5, 6, 7 and 8 indicate the distribution 

 of chronological ages, mental ages and total scores in the 

 Otis Intelligence Tests, and the equivalents in Intelli- 

 gence Quotients in grades seven to nine inclusive after 

 the pupils had been distributed into groups according to 

 mental ability as determined by the teachers' judgment. 

 (In this connection account must be taken of the fact 

 that about twenty pupils, or approximately 6% of the 

 total number of pupils, could not be placed as recom- 

 mended by the teachers because of program complica- 

 tions.) 



This was done only in grades seven, eight and nine. 



Table 1 consists of a group of pupils that were 

 considered bright or accelerated by the teachers who 

 judged them. The Otis test shows a range of men- 

 tal ability in this group from I. Q. 33 to I. Q. 130 with 

 a median of I. Q. 103. Seven pupils, or sixteen per cent 

 of the group, have an I. Q. below 80 while only thirteen 

 pupils, or thirty-three per cent of the total, are clearly 

 in the accelerated class as measured on an I. Q. basis 

 only. The other Tables show equally striking differ- 

 ences between Intelligence as measured by the teachers' 

 judgment and as measured by the Otis Test. The sum- 

 mary shown in Table 8 presents further evidence of a 

 lack of conformity between the results of these two meth- 

 ods of measurement, e.g., in the normal group ninth 

 grade we find a rana'e in I. Q. including 157, which is 

 higher than any I. Q. in any of the accelerated groups. 

 In the seventh grade accelerated group we have an I. Q. 

 of 33 which is clearly a feeble-minded score. Aside from 

 individual discrepancies in scores, which may be re- 

 garded as exceptions or may be explained by circum- 

 stances not revealed by the test, we find the median of 

 the only retarded group greater than the medians of 

 two of the three normal groups and almost equal to the 

 median of the third normal group. 



It must be considered at this point that the seventh 

 and ninth grade normal groups contain all the slow or 

 retarded pupils in those grades, not enough in number, 

 however, to make the difference indicated in the distri- 

 bution as determined by the judgment of the teacher. As 



