"
A. C. Strong, using the Binet-Simon tests, found[138] colored school
children of Columbia, S. C., considerably less intelligent than white
children.
W. H. Pyle made an extensive test[139] of 408 colored pupils in
Missouri public schools and compared them with white pupils. He
concludes: "In general the marks indicating mental ability of the Negro
are about two-thirds those of the whites.... In the substitution,
controlled association, and Ebbinghaus tests, the Negroes are less than
half as good as the whites. In free association and the ink-blot tests
they are nearly as good. In quickness of perception and discrimination
and in reaction, the Negroes equal or excel the whites."
"Perhaps the most important question that arises in connection with the
results of these mental tests is: How far is ability to pass them
dependent on environmental conditions? Our tests show certain specific
differences between Negroes and whites. What these differences would
have been had the Negroes been subject to the same environmental
influences as the whites, it is difficult to say. The results obtained
by separating the Negroes into two social groups would lead one to think
that the conditions of life under which the negroes live might account
for the lower mentality of the Negroes.
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