All disparity not due to intelligence was worked on as far as it was possible. Thereupon the association of intelligence and educational product increased markedly and the negative association of intelligence with achievement in terms of intelligence decreased somewhat. However, some association of abilities not due to intelligence remains. Exactly as much negative association of achievement in terms of intelligence, with intelligence, remains. So, when some of the disparities due to the environment have been removed and therefore the correlation of Arithmetic Ratio with Vocabulary Ratio and Reading Ratio has been decreased, the causes which contributed to a correlation such as lack of interest having been removed, there still remains some relation of school qualities. But there also still remains a negative association between this accomplishment and intelligence which means that we still have a remnant of such removable influence as is due to badly adjusted curricula. This enables us to interpret our partials. The partials are not nearer zero because although we have partialed out the effect of intelligence, we have not partialed out the factor which controls the negative relation to intelligence of these very partial resultants, since that is the effect of the methods and curricula. Though we did advance bright pupils and give them more chance, we have not given them a chance proportionate to the stupid children. And that is true since we often wanted to advance pupils and were not allowed to; whereas we were never allowed to demote pupils except in particular subject matter. The stupid children were always at the frontier of their intelligence at the educational cost of the others. It is this remnant which has usually been interpreted as “general factor” or as inherited factors basic to initiative, ambition, and industry. The fact of importance is that these remnants, these marks of children independent of their intelligence, are associated negatively with intelligence to the same degree that they are associated positively to each other. Unless we wish to assume that the “general factor” or the inherited bases of initiative and industry are associated negatively with intelligence we must account for the remnant in some other way. It seems far more reasonable to attribute this remaining association to the educational handicaps of intelligence which we were unable to remove.