_H. S. Boy, age 11; mental age 8-3; I Q approximately 75._ At 8 years tested at 6. Parents highly educated, father a scholar. Brother and sister of very superior intelligence. Started to school at 7, but was withdrawn because of lack of progress. Started again at 8 and is now doing poor work in the second grade. Weakly and nervous. Painfully aware of his inability to learn. During the test keeps saying, "I tried anyway," "It's all I can do if I try my best, ain't it?" etc. Regarded defective by other children. Will probably never be able to do work beyond the fourth or fifth grade and is not likely to develop above the 11-year level, if as high. [Illustration: FIG. 8. DRAWING DESIGNS FROM MEMORY. H. S., AGE 11; MENTAL AGE 8-3] _I. S. Boy, age 9-6; mental age 7; I Q 75._ German parentage. Started to school at 6. Now in low second grade and unable to do the work. Health good. Inattentive, mentally slow and inert, easily distracted, speech is monotone. Equally poor in reading, writing, and numbers. I. S. is described as quiet, sullen, indifferent, lazy, and stubborn. Plays little. Three years later had advanced from low second to low fourth grade, but was as poor as ever in his school work. "Miscalls the simplest words." Moral traits unsatisfactory. May reach sixth or seventh grade if he remains in school long enough. I. S. learned to walk at 2 years and to talk at 3. The above are cases of such marked deficiency that there could be no disagreement among competent judges in classifying them in the group of "feeble-minded." All are definitely institutional cases. It is a matter of record, however, that one of the cases, H. S., was diagnosed by a physician (without test) as "backward but not a defective." and with the added encouragement that "the backwardness will be outgrown." Of course the reverse is the case; the deficiency is becoming more and more apparent as the boy approaches the age where more is expected of him. In at least three of the above cases (S. M., I. S., and I. M.) the teachers had not identified the backwardness as feeble-mindedness. Not far from 2 children out of 100, or 2 out of 1000, in the average public school are as defective as some of those just described. Teachers get so accustomed to seeing a few of them in every group of 200 or 300 pupils that they are likely to regard them as merely dull,--"dreadfully dull," of course,--but not defective. Children like these, for their own good and that of other pupils, should be kept out of the regular classes. They will rarely be equal to the work of the fifth grade, however long they attend school. They will make a little progress in a well-managed special class, but with the approach of adolescence, at latest, the State should take them into custodial care for its own protection.