It is self-evident that a boy with ability to carry a higher grade of work cannot ordinarily be allowed to skip one or two classes without special instruction and be expected to succeed with studies which require preliminaries that he has had no opportunity to learn. The necessary knowledge and sufficient skill in particular habits of thought needed could probably be acquired in a brief time under the right sort of special instruction. It is not sufficient that special classes for pupils mentally backward should be provided in the schools. They will not take care of this problem, which has to do mainly with pupils intellectually capable of carrying the work of a higher grade than that in which they are placed. These children can now be found by means of mental tests and they should be assisted in making up the intermediate work by collecting them into redemption groups, so to speak, where they can have individual instruction. In the public schools of Faribault, Minnesota, the plan of thus picking out older minds in a class and promoting them one or two grades with very little extra instruction has been successfully tried in an experimental way. If all of the children in a school system who are thus seriously out of intellectual adjustment cannot be cared for, it is plain that the children in danger of delinquency might well receive the first attention, since the lack of adjustment with these may cause the most serious social consequences. That the problem is more acute among the serious offenders in juvenile court than among school children generally is indicated by a comparison with Goddard's figures for school children generally in a typical community tested with the same scale. If we select from his tables only that group of mental ages which could actually be in a class ahead or behind their mental development, we find that only 20% of this group would be outside the standard of 6 and 7 years in the first grade, etc., as compared with 52% of our detention home group on the same basis. On the other hand Terman's records with the Stanford scale (_193_) indicate 44% of ordinary children similarly maladjusted to school. This condition should probably be regarded, therefore, as a supplementary stimulus for delinquency rather than a fundamental cause comparable with mental retardation.