As Garden City was a small school, adjustment of procedure to individual differences in intelligence, besides the grouping for subject matter, was done mostly by pushing children. Children were advanced whole years (the grade they “belonged to” was the one in which geography and history were taught; this was their home grade) besides the readjustment made by the special regrading in reading and arithmetic. A special treatment class was formed where pronounced negative deviates were given special attention. Regrading was also instituted for spelling. Children were promoted whenever it was considered advisable; teachers were switched from subject to subject whenever that was considered advisable by the principal and the author. The Thorndike _Arithmetics_ and other new texts were introduced to some extent. _Any change possible was made in order to bring EQ⁄IQ as high as possible._ That was the goal. The purpose was not to prove that any certain educational procedure would tend to promote abilities more rapidly than others, but that abilities could be promoted to the level of intelligence—that intelligence is substantially the exclusive inherited determinant of variety of product among school children. (It is to be understood that intelligence may be, and probably is, the summation of thousands of inherited factors,—neutral elements, here merged in the broader behavioristic concept of intelligence.) SCIENTIFIC QUESTIONS INVOLVED IN CLASSIFICATION If we were able to negate other influences upon disparity of product, we could conclude that these were not inherited. Hence it would be our burden as educators so to manipulate education as to prevent their operation. We will attempt to analyze the determinants of individual differences in product in these children, to see which influences besides intelligence are part of the inborn equipment which is not the province of education, but of eugenics, to correct. No absolute validity is held for any of the conclusions stated here. The subject is, at best, vague and complicated; but our conclusions can be used as the basis for a good guess in school procedure. We can judge general tendencies from the educational experiences of the two hundred children whose abilities for two years are here charted. The importance to educators of the subject in hand is excuse enough for its treatment. All educational procedure points a prophetic finger toward the classification of pupils and a reduction of the individual differences of product to the inherited bases of these differences. Classification, however, needs some more accurate psychological foundation than the mere awareness of individual variance. We must know: 1. What tests to use. 2. How to use them. 3. Whether abilities in reading, spelling, and arithmetic or their predispositions exist as special abilities, or whether children differ in these simply because of their innate differences of intelligence.