At a recent test made before a prominent scientist, the question was asked, “How many are 12 less 3?” She thought for a moment, looked around the room and finally answered, “Nine.” “Correct,” said her questioner. “Do you know how I did it?” she asked, delighted at her success. “I counted on my fingers.” Some of the questions asked her and her answers are as follows:-- _Q._ There are ten people to eat dinner. Seven have eaten. For how many must you keep dinner warm? _A._ Three. _Q._ Suppose you had eight ergographs and sell six. How many would be left? _A._ (after twenty-eight seconds’ pondering). Two. _Q._ Suppose you had eight Deltas and gave two away. What would you have left? _A._ Five. _Q._ Suppose there are eight at the table and two leave. How many would remain? _A._ (after thirteen seconds). Six. By the Binet Scale this girl showed, in April, 1910, the mentality of a nine-year-old child with two points over; January, 1911, 9 years, 1 point; September, 1911, 9 years, 2 points; October, 1911, 9 years, 3 points. She answers correctly all of the questions up to age 7 except the repetition of five figures, where she transposes two of them. She does not read the selection in the required time, nor does she remember what she reads. In counting the stamps, her first answer was “ten cents,” which she later corrected. Under age 9, none of her definitions are “_better than by use_”--“Fork is to eat with,” “Chair to sit on,” etc. She can sometimes arrange the weights in their proper order and at other times not. The same is true of putting the three words into a sentence. She does not know money. Her definitions of abstract terms are very poor, in some cases barely passable, nor can she put together the dissected sentences. She rhymes “storm” with “spring,” and “milk” with “mill,” afterwards using “bill,” “will,” “till.” In the revised questions, she does not draw the design which is Question 2 in age 10, nor does she resist suggestion, Question 4 in age 12. To the first part of Question 5, age 12, she answered, “A bird hanging from the limb,” and to the second part, “Some one was very sick.” This is a typical illustration of the mentality of a high-grade feeble-minded person, the moron, the delinquent, the kind of girl or woman that fills our reformatories. They are wayward, they get into all sorts of trouble and difficulties, sexually and otherwise, and yet we have been accustomed to account for their defects on the basis of viciousness, environment, or ignorance. It is also the history of the same type of girl in the public school. Rather good-looking, bright in appearance, with many attractive ways, the teacher clings to the hope, indeed insists, that such a girl will come out all right. Our work with Deborah convinces us that such hopes are delusions.