The school test can give us still another practical cue as to feeble-mindedness in examining children. Ability to carry successfully school work of some grade certainly could be used as a systematic criterion of passable intellectual ability. What school grade indicates this is not at present possible to determine except as a rough practical check. With the great irregularity in school grading at present known to exist, it certainly would not be possible to say that fifth grade work indicates a passable intellect, although some of the oldest local schools for deficients, like those in Mannheim, do not pretend to carry children above the fourth grade work. Speaking of the school success of the intellectually deficient, Binet said: “One may draw the conclusion, which is of practical value, that one need not seek children of this group in the senior divisions of the primary schools” (_77_, p. 44). This would correspond to the sixth and seventh grades in this country. Tredgold gives a careful description of the highest work in a London special day-school for the highest grades of deficients. It shows that even fifth grade work would be beyond what is actually taught the children in this school. He says: “The work done by this class consists of reading and writing, equivalent to normal Standard II; compound addition and subtraction up to 1000, and simple multiplication and division. Excluding a few children—who, in my opinion, are not really defective—it may be said that the scholastic acquirements of none of these children come up to the Standard II. In occupations and manual work they are decidedly better, and a considerable portion of the children of this class can cut out and make simple artificial flowers, knit rugs and weave baskets, with a really very creditable amount of dexterity, which redounds in no small measure to the patient, persevering and systematic care of their teacher” (_14_, p. 173).