In an earlier paper, the author made detailed methodological criticisms of Lynn's work on the social ecology of intelligence (Lynn, 1979; Kirby, 1980). These have been overlooked in a further study which extends the existing methodology to an analysis of French data (Lynn, 1980). In response, this present paper attempts three things: first, a reiteration of the critique of ecological studies; second, a detailed criticism of Lynn's causal reasoning with respect to the French data; and third, a brief review of the recent research that emphasizes the role of public provision in the process of educational attainment.