RELATION OF INTELLIGENCE TO PROGRESS 229 



tal age will grow or increase as he becomes older. The average in- 

 telligence quotient for any given age is 100. For example, a pupil 

 has a mental age of six, according to the Stanford Revision Scale, 

 and his age in years is six. Divide his M.A. 6 by his real age 6 

 and the intelligence quotient will be 1.00. (This I.Q. is usually 

 expressed without a decimal, as 100.) Another pupil of 6 has a 

 mental age of five and a half and his real age is six. Dividing his 

 mental age, five and a half, by his age in years, six, we find that 

 he has an intelligence quotient of 92. If a pupil's mental age is 

 eight and his age in years (chronological age) is six, his intelligence 

 quotient is 133. The I.Q. of the average high school graduate 

 probably ranges from 90 to 105. 



Relation of intelligence to progress in school. In general, 

 pupils who have low intelligence quotients have difficulty in 

 making progress through 

 school. When pupils with 

 high intelligence quotients 

 have difficulties with their 

 studies, it is usually due to 

 physical defects, irregular 

 attendance, late entrance, 

 refusal to study, or some 

 other remediable condition. 

 If a child is retarded in 

 school, even though he puts 

 forth sincere efforts, and 

 there is no remediable con- 



dition interfering with his 



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schooling. Various voca- 



tional schools are endeavoring to provide courses for such children, 



so that they may take subjects which they can understand and in 



left school 4 gbaole 



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The schooling of the American population has 

 been graphically described in the above table. This 

 is based on a report of the Department of Labor. 

 Compare the distribution of schooling in this table 

 with the distribution of intelligence in the preceding 



table - 



