So long as the care of the feeble-minded is a state problem the percentage of passable intellects would apparently be determined for the available environment in that state. The problem of social care cannot mean that the state should care for college men because they cannot survive among college men or in the station of life into which they may have been born. So long as there are environments within the community where they can survive it is a problem of shifting them in their social habitat, not a problem for social care. The same is true for the low grades of intellect. It is not likely, however, that any portion of the community could absorb many more of the low degree intellects. For the problem of social care for the feeble-minded, the question: What environment will allow this individual to survive? becomes the question: Can he survive in any available environment in his community? It would seem very hazardous to suppose that the different opportunities for survival afforded by different localities in a state would be large enough to care for more than the group of doubtful cases which should be allowed for in a quantitative description of the border region. (3) _The Variation with Sex, Race, and Social Position_ has been carefully called to attention by Yerkes and Bridges in their studies with the Binet Point Scale (_225_, Chap. V and VI). It may very well be that not as high ability should be expected of certain groups as of others; as a matter of moral obligation, they are not as responsible for their conduct or their attainments. On the other hand this does not directly affect the question, what lowest percentage of intellects cannot get along in society? When that percentage is determined for the environment available in the community all those who fall within it might even turn out to be of one sex or of one nationality or of one social position, without affecting the question whether they should be cared for by society, or what grade of intellect is not socially passable? Temporary social handicaps, such as lack of familiarity with the language, lack of training, etc., must, of course, be allowed for so far as they affect the individual's test record. Whether the difference of 5% to 10% in the score of pupils born to non-English-speaking families compared to their companions' (_225_, p. 66) is due to the temporary handicap of language or to a permanent difference is, however, just the problem which the Yerkes and Bridges study does not answer. The fact that the difference is even greater for older children suggests that it may indicate an inborn difference between the groups compared.