The Jensenites could give the same black injections to their children, enroll them in a different school and record what happens to them. Children learn efficiently if listening, reading, discussion, peer-group interaction, library resources and teacher-pupil interaction are all used efficiently.

The investigators might be very interested in the change of quality in the last four areas for their now black off-spring and to see who is to blame and how the situation can be improved. To add a spicy dimension, low IQ scores could be substituted in the transfer folders.

CREATION of multi-ethnic and multi-racial tests would also be a method of bringing some good out of the situation. If the only way to make exactly the same score on test items is to be of the same race, economic class, ethnic stock, and religious persuasion as the committee that developed the instrument, then we either must make intensive efforts to inter-marry, re-distribute income and institute religious purges and programs in this country or we must try to integrate more multi-racial and multi-ethnic material into the instruments. Said in the words of Dr. Nathan Wright, the Newark black power theorist, we must try to "dehonkify" the instruments.

Or we might decide that making exactly the same score is not important for all races and religions and come up with an Ethnic Success Quotient for tests based on validation studies of all the hyphenated groups we are going to study. Under such a system a Richmond-born-Episcopalian of English stock from a family with an income of $12,000 would be declared below average if his Binet score was below 120. A score of 100 would relegate him to success quotient oblivion as a low normal.

The Beaufort County, S. C. black children with worms might have a success quotient of 90 based on performance of adults from this sort of situation who somehow scrambled up the ladder. A black 100 score in this county would indicate a ESQ of potential genius.

FINALLY, the Jensenites might make their most important contribution if they could somehow join with Earl Schaefer of the National Institutes of Health and others at the Universities of Florida, Western Michigan, etc., who are fastening on early infant stimulation and teaching as the key to agility on standardized tests. (The problem of course may be in getting the Schaeferites to join with the Jensenites given the Klan types who have embraced the latter as their own.) Schaefer has already published some fine results of efforts with black children.

The logic here is simple and very much in the vein of Cronbach's rebuttal to the Jensen paper, i.e., if you want black kids to think like white kids, imprint this type of thinking habit early (5 days to 2 years of age) with simple thinking, concept cluster tasks. White tutors can do this in the homes or at drop-in centers or white teachers can enable black parents to learn how.

White disadvantaged children are being imprinted in the same manner in some studies. Ethnic and religious backgrounds have not been treated as yet.

There might be a problem or two here regarding people who might want to imprint their children with their own brand of thinking or who have deep affection and preference for certain racial, ethnic or religious ways of thinking. Other parents might not want the new imprints to attend their schools on an integrated basis or live in their neighborhoods and play in their recreation centers. Something in the imprinting would thus be lost in this sort of forced isolation.

But I am certain these reservations can be swept aside in the name of psychological research and the cognitive homogenizing process can progress.

"If the only way to make exactly the same 'score on test items is to be of the same race, economic class, ethnic stock, and religious persuasion as the committee that developed the instrument, then we either must make intensive efforts to inter-marry, re-distribute income, and institute religious purges and programs in this country or we must try to integrate more multi-racial and multi-ethnic material into the instruments."