“What, then, is this common factor? The most obvious suggestions are that it is either (1) General Educational Ability or (2) General Intelligence. For both these qualities, marks have been allotted by teachers, quite independently of the results of the tests. The correlations of these marks with performances in the tests are given in the last two lines of Table XVIII. “Upon certain assumptions, the correlation of each test with the Hypothetical Common Factor can readily be deduced from the coefficients originally observed. These estimates are given in the last line but two of the table. They agree more closely with the observed correlations for General Educational Ability, especially if the latter are first corrected for unreliability. (Correlations: Hypothetical General Factor coefficients and General Educational Ability coefficients .86; after correction .84. Hypothetical General Factor coefficients and General Intelligence coefficients .84; after correction .77.) We may, therefore, identify this hypothetical general factor with General Educational Ability, and conclude provisionally that this capacity more or less determines prowess in all school subjects. “The high agreement of the estimated coefficients with the intelligence correlations suggest that General Intelligence is an important, though not the only factor in General Educational Ability. Other important factors are probably long-distance memory, interest and industry. It is doubtless not a pure intellectual capacity; and, though single, is not simple, but complex.”[18] PART III THE PSYCHOLOGICAL CONCLUSIONS OF THE EXPERIMENT THE NEGLECT OF GENIUS Schools of to-day are organized and administered so as to yield less chance to a child to obtain as much information as is possible for him to have in direct proportion to his mental ability. The correlation between accomplishment and intelligence (using AccR, the average of Reading, Vocabulary, and Completion Ratios with IQ) was -.61 in November, 1918, and -.49 in June, 1920, in the Garden City public school. The regrading and special promotion work from November, 1918, to June, 1920, reduced the handicap of brightness, but could not obliterate the sparsity of returns per increment of capacity in the upper reaches of the intelligence. Further, work along this same line done by A. J. Hamilton in the Washington School, Berkeley, California, indicates that this was not a peculiarity of the school at Garden City.