Many more estimates of the number of feeble-minded among school children might be cited, but they would add little to these authoritative samples. At the present time an estimate by health officers or teachers who are not familiar with the results of mental testing has little significance, as the whole complexion of the problem has been changed since the work of Binet and Simon.[10] We may, however, cite three estimates based upon familiarity with test results, which fairly cover the range of estimates among school children. In connection with the Springfield, Illinois, survey conducted by the National Committee for Mental Hygiene under the direction of the Russel Sage Foundation, we find that three typical schools with a total of 924 pupils were studied. The report states that “the mentally defective children” constituted 3.8% of the number in attendance in March. The number of children in the schools examined, for whom instruction in special classes would be desirable, is about 7% of the entire enrollment of these schools (_203_, p. 10). In connection with the Stanford Version of the Binet Scale, Dr. Lewis M. Terman says: “Whenever intelligence tests have been made in any considerable number in the schools, they have shown that not far from 2% of the children enrolled have a grade of intelligence which, however long they live, will never develop beyond the level which is normal to the average child of 11 or 12 years.... The more we learn about such children, the clearer it becomes that they must be looked upon as real defectives (_57_, p. 10). Again in placing the borderline for feeble-mindedness” with the Intelligence Quotient used, he suggests that “definite feeble-mindedness” lies below an I. Q. of 70 which with 1000 quotients was found to exclude about the lowest 1%. Above this is a group with I. Q.'s 70-80 which he describes as “borderline deficiency, sometimes classifiable as dullness, often as feeble-mindedness.” This group would include, as judged by the results of these tests, over 4% more. Dr. Wallin, who has had wide experience in testing both school children and defectives, states: “I will venture the assertion, after years of teaching in the public schools and clinically examining public school cases, that the oft-repeated statement that 2% of the general school population is defective (if by this is meant feeble-minded), exaggerates the real situation. The actual number is probably about 1%” (_211_, p. 149).