In the case of G, the special talents in drawing and music, combined with average intellectual ability, made it possible to suggest very satisfactory adjustments. The idea of college was abandoned, and plans were made to pursue education in art and music, which had already been undertaken in a limited way, with excellent success. From the point of view of heredity, it is interesting to know that one of G’s grandfathers, a chemist by profession, played a church organ every Sabbath as a recreation, and spent leisure hours making drawings, many of which are still kept as ornaments. The psychograph of M shows special defect in musical capacity, combined with very superior general intelligence. M, a schoolboy, was recently brought for mental tests at the age of 10 years, because of disagreement among his teachers as to his mental ability. The regular classroom teacher believed M should be given a double promotion because of his brilliant work in reading, arithmetic, and elementary science. The teacher of music held that he should repeat the work of the grade in which he then was, as an utter failure from her point of view. The shop teacher took a midway position, saying that his work seemed fair, and warranted promotion, but no more, to the grade above, in due order. [Illustration: FIG. 26.—Psychograph of M, showing special defect in music, combined with very superior general intelligence. ] M’s psychograph explains the differences of opinion thus expressed by teachers. It is seen that in intellect he ranks well up in the top percentile of all children born, while in musical capacities he ranks in the lower percentiles. The difficulties in shop work arose from the fact that M is left-handed, and was at that time being trained into right-handedness by the teachers. This made him awkward in shop work, which he cordially detested. M’s IQ is 151, which accounts for his superiority in reading, science, and arithmetic. He will not be able to learn music, or to appreciate it, and to deprive him of his double promotion on this account seems contrary to his best interests. XII. CAPACITY TO APPRECIATE MUSIC Though it is probably true that those who can produce good music usually appreciate music also, the reverse need not be true. There are many who are sensitive to music and are greatly satisfied by it, who have not the ability to become musicians. Music as taught in the schools is concerned chiefly with learning to sing. It would seem that some time might profitably be devoted to hearing good music, and learning to form preferences.