subjects, and that the same is true of pupils falling in the second or third groups. There may be, here and there, marked exceptions to this rule, but it is true in general. One is naturally led to the conclusion, therefore, that the pupils of the second type mentioned simply lack the general mental capacity to assimilate knowledge as rapidly as the other pupils. One is led to conclude also that the pupils of the third type mentioned possess a degree of native mental ability which enables them to acquire knowledge more rapidly than do their fellows.

This being the case, if it is possible to teach the "bright" pupils separately, so that they might progress as rapidly and to as great a degree of achievment as their capabilities would permit, then a great injustice is done them by holding them to the lockstep of the middle group. It is to these exceptional children that the nation must look for the creative genius and leadership by means of which society may evolve a greater civilization. Similarly, if the "dull" pupils could be taught separately at a slower rate of progress, which would permit them to keep up with the discussions, take an interest in the subjects, and learn all that their capabilities permitted, then, similarly, a great injustice is done these pupils by permitting them to more than waste their time in dragging through what is to them unintelligible discussion and to acquire "the habit of failure." The almost inevitable outcome of such maladjustment is the premature quitting of school and the consequent misfortune of a half-finished education accompanied by a feeling of malevolence toward the school and society.

The writer gave the Otis Intelligence Scale to 397 Junior High School pupils in Lawrence, Kansas, and classified them in classes according to their I. Q's. The teachers' estimate at times played some part in the classification. The correlation between the teachers estimate and Otis I. Q's was found to be .79-P. E. 0.-.45.

The Otis' classification of I. Q's is as follows:

Above 140, near genius. 130-140-18.7%, 74 cases.

110-120, superior intelligence.

90-110, normal.

80-90, dull.

70-80, borderline.

Below 70, feebleminded.

The result of this study gave the following:

Distribution of I. Q's-397 cases.

Above 140-12.5%, 49 cases. 130-140-18.7%, 74 cases.

110-120-10.8%, 43 cases.

90-110-27.2%, 108 cases.

80-90-16.8%, 67 cases.

70-80-7.8%, 31 cases.

Below 70-6.3%, 25 cases.

Percent of cases above normal, 42%.

Percent of cases normal, 27.2%.

Percent of cases above normal and normal, 69.2%.

Percent of cases below normal, 31%.

The high percent of feeblemindedness is due to the large number of retarded negroes. Fifty-seven negroes were enrolled and seventeen of this number or 29.8% were feebleminded according to the Otis Scale. Eight out of three hundred-forty white pupils were feebleminded, or 2.3%. In this Junior High School there are three rather distinct groups of pupils. The normal and accelerated group who will very probably continue their education beyond junior and senior high schools; the second group, a large percent in the "dull" classification have made somewhat normal progress through the elementary school and will very probably stop school before they reach the senior high school; the third group are mature pupils, who are retarded three and four years, and have not completed the elementary school, but who have been placed in junior high school and allowed to pursue subjects which their abilities and interests may permit. This accounts for the rather large percent of probable and definite feeblemindedness. With these three groups in junior high school, classification by the Otis Scale simplifies matters of discipline, subject matter and methods.

Two years comprise the junior high school course.

In the first half of the seventh grade there were ninety-one pupils and these were classified into three classes according to the I. Q's as follows:

Class I 112 to 140 and above,

Class II 87 to 110

Class III Below 70 to 80

33 pupils.

32 pupils.

26 pupils.

In the second half of the seventh grade there were one hundred and six pupils. This group was divided into four classes according to the I. Q's as follows:

In the first half of the eighth grade there were eighty-four pupils. This group was divided into three classes according to the I. Q's as follows:

Class I 120-140 and above,

Class II 90-120

Class III Below 70 to 85

26 pupils.

29 pupils.

29 pupils.

In the second half of the eighth grade there were one hundred

sixteen pupils classified according to the I. Q's as follows:

The point of division between any two groups is arbitrary and is determined largely by the size of the group. There will naturally be some overlapping between the groups. The writer feels that the distinguishing feature of the Otis Scale is in classifying the normal and lower end of intelligence, the dull, borderline and feebleminded.

The grouping must be flexible and wherever a pupil does a

better piece of work than the standard of his group he is placed in a higher group and likewise when a pupil fails to do the work of his group he is placed in a lower division.

This new classification will be of little value unless a new course of study is developed for each group. Unless we work out subjct matter and methods suited to the needs of these several groups, it will be impossible for the teachers to adapt their work to them. Without a definite course of study and definite methods for each group the teachers will continue to present the subject matter that is adapted to the normal pupil and the needs of the accelerate and retarded child will not be met.

Aver. Tot. Sc. 94.71+ 108.84+ 97.66+ 82.48+

F

HARMONY HILL

HELEN CARY CHADWICK,-RETIRED TEACHER.

I.

HARMONY WITHIN ONESELF

OR a good many years our family of "we two" have tried to climb what we call Harmony Hill, and the results of our simple experiment may interest others. It makes no difference in this matter what one's place or religion is, for Harmony Hill is a necessary part of any religious road, as well as of every highway to worldly success. Ah, as everybody knows the gloomy mornings! All of us have troubles, many severe ones, and the idea of cultivating happy thoughts in the face of such is apt to make us turn away with a surly feeling of reproach and defiance before what exists, the almost insurmountable notion that "someone has blundered" -the world isn't run right!

Right or wrong, we've got to help run it! Shall we clog its wheels with all sorts of hindrances from pebbles to bricks? Is this wise? Questions like these led us to establish Harmony Hill as a permanency in our daily walk.

We wake, the sun may or may not shine. With varying feelings we prepare for breakfast. What spirit do we carry with us to the day's opening meal? How the heart sinks before the expression of settled gloom, the sour look, the curt answer or no answer at all! We all know the wet-blanket person, who assumes, by his air at least, that none are troubled but himself, and even he, the prime sufferer, is hatefully and light-heartedly misunderstood! How it lightens the horizon on the contrary to greet one whose steady cheerfulness is dependable, to whom we turn trustfully for the bright look, the hearty goodwill, the determined buoyancy! Such people carry an atmosphere of healing, they are like a brimming well in a thirsty land. "All very well," I hear one say, "But if you had my trouble, you couldn't be like that."