M - Institutional Repositories
M - Institutional Repositories
M - Institutional Repositories
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SOME TESTATXVE EFFECTS OF tUM DISCOVERY<br />
AKD USE OF MEHTAL TESTS OM<br />
EDUCATIONAL THEORY<br />
hMJj PRACTICE<br />
Thesis C^aaittea<br />
duate CosnULttes'<br />
~uAl^;iS^ ^tt^aST U^<br />
cioncca
SOBS TBBTATIVB EFFECTS OF THS DXSCOVMY<br />
ASD mU OP MEUTAL TESTS OH<br />
MDUGATI02IAL THfiOHY<br />
AMX> FRACTICI<br />
A Thesis<br />
by<br />
Ada Louis« Wolfe, B. A<br />
Smteittsd la partial fulfillmsnt of the<br />
raquiremints for the dsgrsS of<br />
Master of Arts<br />
of tha Oimduat© School of the<br />
Texas Ts^nological College<br />
Juns, 1954<br />
TEXAS TECHNOLOGICAL COLLEGE<br />
LUBBOCK, TEXAS<br />
LIBRARY<br />
.: ..• .:l
AC<br />
>.,/*<br />
/
**A11 classaa of intellasts, the weakeat as<br />
vail as the strongest, will profit by the appli*<br />
cation of thsir talents to tasks which are consonant<br />
with their ability* Whwi we have learned<br />
the lessons which intallig^afics tests have to<br />
teach, we a ha 11 no Xcngar blaais mentally dofoctivo<br />
workman for thsir industrial inafficisncy,<br />
punish vsak
TABIE OF oiMTmrn<br />
FO^int o f View *»»»»—••'«»—-'—•—•'»»''*»*
^hle of Contents<br />
Chapter Fagea<br />
Certain Obstacles to tha Advance<br />
Certain Accoinplis^isiissints<br />
The Kstabllstoaat and Use of<br />
Metliod and Gyst.?..m of I^ea^sur*<br />
ing M^it&llty<br />
Ths Biract fe^msls on the Used<br />
of Blffereritlsl Bdtooaticai<br />
1^0 Improv6!?i0tit in <strong>Institutional</strong><br />
Mfs<br />
A St inula t Ion of Activity in Other<br />
Lines of Hcsearch and St\»iy<br />
in. *Btm ^ture Field «^d Aims of<br />
Mental Testing -**•—«.• ^-«^—.-^ 95-103<br />
de^eral Ata^a<br />
Spacifie ifetties of 3c0lati.fi0 Alms<br />
speelfie IXitie© of Society a©<br />
Collaborator In the Field<br />
WtZt Ccmeluslons —.^*—.-—••^*-^*^^**—«.^^«^ 104-12<br />
V1IX« Salectjed Bihllogx»aj^-x;,
Point of Yisv<br />
The growth of the mormamnt to establish men<br />
tal measureaisnts of individuals is one of the most<br />
significant of tmnds viewed from the standpoint<br />
of the |»*esent and future of educational theory<br />
and praotiee. The movesisnt is very young* That<br />
it was prematurely accepted as a panacea for<br />
educatimisl problems is regrettable; since the<br />
limitations of the method are apparent.<br />
^0 following questions have arisen: Should<br />
the capacity of the few toe limited in Uieir<br />
development and sacrificed In order to maintain<br />
the staz3dard of the middle average n.vd make it<br />
supreme? Is it IncJimbent that s ojue method of<br />
establishing an instrux^nt of measuring ability<br />
be utilised? Must the activation of all latent<br />
and potential powers of individuals be attex-apted?<br />
In considering this nubject the writer has<br />
zoade no effort to represent either side of a<br />
bilateral opposition, but rather to suggest a "will<br />
to reapproachment." For this roason pert one of<br />
the thesis has been given over to a brief histori<br />
cal approach to mental tests, chapters one and two<br />
dealing with the examples of differentiations made<br />
in early society and chapter three covering the<br />
£ii0d0rn history of the tests. Chapter four gives a<br />
brief suflimary of material covered in part one.
Bart tve of tho ttesls tes hmma dovotod to<br />
mmm tentative effeota of mantel tests fm eduea-<br />
tlimal thmry and praetlee. Captain oliiHi^aclas<br />
to tte advanee of tte im^mmmt moTO tmmm& In ehsp<br />
t«? five fellowred by a dlaeuaslon of the four<br />
1^1 jar fields of mooompXitthmmiti A« t^a astablish-<br />
mant and uss of a systasn of mental massugremimts,<br />
B, the dix^et mmjfimmtm for the nm^ of differen<br />
tial edueatlon, C, the i^povi^ts^dt in the insti<br />
tutional life, and D« the stiiiul&tion of activity<br />
in other lines of ras^trch study, Ths futuro field<br />
m&4 aims of s^ntal tasting teve teen pointed out<br />
ia ehsptar si;K vhil© tw^aty-^tl^ee t^atativ© ccm-<br />
clusions have hmma listed In i^^ptsr saviHn.<br />
Mental tasters or, as sc^e have possibly cor<br />
rectly ssidy ths '^allagsd n^ntal testers" at their<br />
worst, tev© tm sch^^a of utilising an "Instrument<br />
of cruelty•** From a close association with test<br />
ers and the litarattir© of testing und the ppac-<br />
tiees of testing, one ftr^n no unsocial or anti<br />
social i^tives, but rmther, a dsop, sincere appre-<br />
ciatiiHi of the individi*al»s worth and value.<br />
Ttmt the test results hsve been poorly uti<br />
lised, oft®i boing exploited by unscrupulous and<br />
rsnkly ign€»*ant individuals; tlmt thoy often re<br />
present a mere waste of time and ©norgy because<br />
they ere given merely as a mattor of farm, ono<br />
cannot doubt» Thsy are facts reoognizod and<br />
JkJ
egretted as keenly by the instigators of the<br />
tests as by the educators« Bat if ths test re-<br />
eults give a pradictlori, even tbo^o^i a cru^<br />
measiu^e 00 mm^m of possible adjustm^:its, then at<br />
least they i^e w
••:-f^,%, ;<br />
FAI^ I<br />
A mXMW HISTOEICAL<br />
4FFB0ACH TO MMTAL TESTS
WAPTBH I<br />
BARx;r SJCAXFLBS Of m^wmfiAttm<br />
OF BTTFraiOB PSRSOHS<br />
la Primitive Life<br />
• ' . € . • • • - . ^ : - •<br />
fte eadi^inics of ineiiUAlity mssmim i^oprle is<br />
re^^gnisad and has slimys teen reco^ised, so far<br />
as we Imov, among all peoples* The Idas that<br />
•nature pecplss** live in a stats of ©quality with<br />
'•-'•<br />
tt nay te alleged by these vte are IcMith te<br />
telieve tte teaeMni^ ot dijtf^rential payetelegy,<br />
ttet tte eupmiority thas rmegnised anmig our bar-<br />
baria anaeatera vas mt brawn only (far nearly every<br />
one ateita ttet there are snpei^i^ritias and inferi«»<br />
oritiea mt pl^eifue), Kroeter vould saessi to teva<br />
little faith tn the idea of advanea thsma^i innate<br />
ability ef aartain individ^iAls,^<br />
Bl^ caste in terterlc soeisty was, however,<br />
vory prete^ly vcm by all around supi»E»lority«<br />
FIbQfSieal aupenerity undoubtedly played a part,<br />
but ttet this ims the only or mrmn tte priaisry<br />
fa©t0r ss^ui ^Ktrmisly ijspE^otebl©.^<br />
fter© 800ms to te s lar^^ numbsr of porsons<br />
in 0vi^>y gansz^tion who paraaive ths value of th©<br />
©mepti^ial mind in cont^nporary dealings. Msn<br />
faol tte need of gifted thlnk0rs wh©nev0r porsonsl<br />
or ^i»!sanity ©mari^ncias sriss. Advice is telng<br />
0am©stly snd s^mstsntly sought. Bspselally for<br />
purposes of gi^vemmsnt, dsf^asa, r0ligious intsr-<br />
oessiont and rsHof trcm pain, men nemA and sook<br />
with all tteir might for good thinkors. Fowsr comes<br />
^A* L, Ki»o0ter, **0n th© Prinoipl© of Ordor in CiviU-<br />
ESticn as Exemplified by (Hiangea in J^shion,** in<br />
,/»m^^ totm^polofi^sts, XXI, 1919, p. 268.<br />
^'^A porillA has groat superiority of bravn, but mon do<br />
net look to hla leadership in timea of strsss and<br />
peril* Tte capacity to gr&ap tte alim«ite of a<br />
aituatien, to aim effeetivelv at aolution of a prob><br />
laiB^ to ferass© sad to ilnvsni, must tevs te©n of<br />
lOdnary io^K^tsno© to our terbario snoostors, as<br />
with tta«<br />
^
to thoss vho 0sn act ably snd give general sst-<br />
iafSetiim in sueh msttsrs. tn oldsr countries,<br />
those vho asm© to b© id©ntifi©d as sbl© in th©<br />
triala and difflcultias of life were given par-<br />
tiaular designations, known as titlas, with ao-<br />
aosipanying mmoXmmntu* Thm JSto^iissdsy Book, for<br />
instsasa, eimvoys a definite id©a of th© ©aisting<br />
slassifiaatiim of men at the time records were<br />
©stablishad in madisvsl &^snd«^<br />
It is not altogethsr elsar just how titl©©<br />
tecast© hsreditsry, Th© ouatcm ©rigiaated of course<br />
in hiaasn psychology. It may have be^i due pri-<br />
»ftrily to par^atsl prid© and affection, to poT-'<br />
ccption o& the part of the populace that lite<br />
begets likSt or s isixture of various paycholo-<br />
gical factors. ,<br />
Bcwsvsr it may have come about, we know that<br />
tte irincipl© of hereditary title is fotmd even<br />
saiong tribes which are still too savage to have<br />
written archives* When ths eiiieftain dies, his<br />
son bfsomss chieftain. Inheritance of royal and<br />
nobl© titles, by blood kin, in line of direct<br />
descent or ascent,^and then in line of collateral<br />
descant or ascent, in a strict sequence of proba<br />
bility according to relationship and sex, becam©<br />
firmly ©stablishad as a human institution, snd<br />
mmmmm m l i m n n • <
pereisted in Buroj>e, Asis, snd other parts of tte<br />
world for himdrads of years unshaken.<br />
In Contes^porsry Civilisatii»©nt.<br />
»,y., 19215 L. Igrd.'^^pplicd Sociology. Bost
teeir IMlevet mod mkm translate tteir under a tending<br />
ft<br />
nere f^ymatly with tongna or hand.<br />
Wasf mmm thia recognition inevitably com©<br />
abeatt Wtet d^emiines test p©rfoinii»mes? What sr©<br />
tte faatora ot abiding latiinenca or the lack of it?<br />
Suparstiticm about 0
mark. Men ef av^»aga ability, constituting tte<br />
grttt BAjerity ot siankindt viev m«isbers of the<br />
Speeies as aj^HUPt from themselves in nature vhm<br />
they are bom to a eartsin dmg^m ot inferiority<br />
or aupariority la any respect • So vsry great is<br />
tte range of differences among the intslliganca of<br />
man that, *Tho typical m».n o&n hardly oompr©h 3.924.<br />
^^Lota S* Hollingworth, Oifted Children. N.Y.,<br />
1926, p. 3.<br />
"^"^J. H. Boblason, Th© Mind in the Making. N.Y..<br />
1921; W* F. Ogbumt, gocIsT'dEan^e, I^.Y.. 1922.
The test intellects find sieaning in subtle<br />
©l«m©nts of situations which ar© far too abstrsst<br />
to teve a»saing for th© aversga mind. Sv«n whon<br />
ttes© BMsnings are pointed out, thsy may not b©<br />
aomi^shended by ths majority. Thus th© intollacit;<br />
which first rsspondsd to those subtle signs which<br />
toll that th© earth is round was psrs0cut©d and<br />
mo0k©d by those of less intelligence i th© teachings<br />
'f. • * r ••<br />
Of Jsstis, St. Paul, mxxd Socrates were far ahead of<br />
*5-.<br />
.r-. •'<br />
their time, and in each case the leader paid the<br />
supr«Bi0 price for his id^ts.<br />
Bow, th^n, can we know when the mind of an-<br />
otl^ really comprehends a situation which to us<br />
is incomprehensible? This is the riddle of the<br />
relsticmship between the ^ftsd individual and th©<br />
people of his day, Xt is little wonder that geni\is<br />
3ms bean regarded with superstition, benevolent or<br />
malevol^it, acooi^dlng to circumstances.<br />
larly Soi^atlfic Study of the ]^nin0nt<br />
^* 0*>lton*s Studjs The most Important early at-<br />
ti^spts to proceed by taking nothing for granted,<br />
and in this frame of mind actually to colloct and<br />
sttidy data about superior persons, war© those of<br />
Oslton in Bngland, teginning about 1365. Oslton<br />
amassed facts about adults who had attained no<br />
table distincticn in the world's work and plsy—<br />
judges, writers, statesmen, musicians, scholars,<br />
snd vrestlsrs. H© studisd th©8e facts vith a vi©v
to dvteraining degr©©s of asainsncs, th© fr©qu«i0y<br />
of p©rsens in various degrees, and why simi© per-<br />
12<br />
sens beeene sninent vhil© othara do not.<br />
Aa a reault of his stiidies, Oaltcm coneludad<br />
ttet tte proportion of possible great mmi in a<br />
given population is limited by nature snd can te<br />
approaisiataly forotold trma generation te gen©ra-<br />
tic«i| that there sr© numaroua degr©©© of ©minonc©,<br />
tte fr©qu©n0y of para^ia vho attain each degree<br />
decreasing »ark©dly as the de^e© boeomes gr©at©r;<br />
and that only a vary few can achieve the highest<br />
status which w© call ''illustrious,**<br />
Thes© facts were rslatad by Oslton in his<br />
thinking to th© ^©qm^ay tables shich matheeisti-<br />
cians tevs shown to result whan a Isrge number of<br />
causes or faetcrs act together in countl
Oalteai fartter concluded ttet th© anin©nt have<br />
a greater mmhmv ot aminant relatives than vould<br />
te eaqpeeted by ehance* Be regarded thia aa avi-<br />
denee ttet mental ability is inheritad, coiKiitionod<br />
by aaemtryt aa phyaiaal traita rather obviously<br />
are. Ha realised that his data were ambiguous,<br />
for it eould be ccmt«aded that th© eminenae of a<br />
man with aminant ralativea might b© a result merely<br />
ef their aoclsl iaflis^^nca. Be, therefore, resaenad<br />
ttet if this were so and if emin©nt parformsnccs<br />
war© du« primarily to opportunityi th© adopted sons<br />
of superior j^rsoas should eqiial in aacc^plishmant<br />
the childr^a produced by psr«ats squally well placed<br />
Bf studying ths adopted sons of th© popes, te<br />
dissoverad ttet these adopted childnm, even neph<br />
ews, by no means equal the real sons of superior<br />
men, in respect to ^ninenae attained.<br />
^* Ctttsll»s Studj^s Cattell, a pupil of Oalton,<br />
lu sacking to study superior ability, chos© i^si©ri-<br />
can men of science living between the yesu:*© of<br />
1900*191§« He selected for his special sttuiy ths<br />
thousand mmx of science, most aminent according to<br />
IS<br />
th© judgment of their contemporsriss.<br />
Ha found that these intellectual workers c(m-<br />
stitute s very small proportion of th© total popu<br />
lation, snd that various sections of tte country<br />
J, «• Cattell, American Men of Science. N.Y.,<br />
1921; J. M. Oattoll, ^'A Sl^tTstical Study of<br />
aninont M©n,'* Popular Soionc© Monthly. May, 1903.
eentribute very laieqiially* Th© most sbl© Amarlesn<br />
men of acianoe ar© derived largely from fsthara in<br />
tte popefeasiona« Lstersr^a children are almost<br />
nsvar feund among them* ^0i«%tists originate larg0ly<br />
in cities, not on fsn^, as has bs^i popularly sup-<br />
14<br />
posed,<br />
3* ^ mSBMsML& ^^•^ ^« (todolle, a Fr^chman,<br />
studied on© hundr^ man disti^^tguished &s f orei^<br />
associates of the Paris A#adeiiy ef Sci^^c©. He<br />
foui^ that fc3?ty*one mmm tT
partmts ©ngs^^ in consaarc©, six percent fr
Few women ranking as eminent for mental gifts<br />
have been numbered in these early statistical studiss<br />
In his stia^ of the thousand moat famous p^E*sons in<br />
the history of ht^isn endeavor, Csttell was able to<br />
ineludo only a few women. Ivan of those to ia*iom<br />
sufficl^3it apace was given in historical accounts,<br />
many were diet ingui shed only by a kind of '*bad<br />
eminance."<br />
Oast la, uSio later made a study of the wor Id •s<br />
moat «08iiaeiit women, could find cora:paratively few<br />
who reached top rank through exerclae of their<br />
19<br />
own g^iiue.<br />
Lat«^ lafermati^m ^aeei^ing Oanius<br />
^» Vi^srys St,iidy of Bi^rthplaoes t Rec^itly, in<br />
formation has been compiled regarding the origin<br />
ot p^?s©ns listed in the 1922-1923 edition of<br />
fs Who in America, ^slnent Americans of the<br />
Ii iliiiiili II iiiillii^ wifMiHiin II •JiiiiiiiM* iiiiwl,ii|»iiiiiiiiiiiiiiir»iiiII-IIIII<br />
^mmmmut day seem to be VQTJ similar in derivations<br />
to the ^fcrainent of other timss &ad places. Replies<br />
obtained from atxjut four-fifths of thoae still<br />
living whan requests for information were sent<br />
showed that tw^ity-five and nine-tenths per cent<br />
"•" • ' - ,<br />
w^*© bom on fai»ms, twenty^fotir and five-tenths<br />
per cent in vill&ges, twenty-four and eight-tenths<br />
II I miiiiiii II 11 "•" " ~ ' " • '•"'• - ^ ^ — — — - ' ' J<br />
C* 3. Castle, Statistical Study of Bmijjient Women,<br />
Archives of Psycil^oiogy, floiumbla"lTniversi'ty,<br />
1915.
per cent in small cities, twenty and six-tenths<br />
per esnt in larg© cities, and four and on©-t©nth<br />
per cant in suburbs. In proportion to tho poi^ils*<br />
tion as distributed in 1870, when thes© p©ople were<br />
boing born, cities contributed nearly six tim©s as<br />
many as did farms, while villages contributed nine<br />
times as many, and suburbs eleven timos as many.<br />
As Tmm^&TdB paternal occupation whan the off<br />
spring subsequently wainent were bom, s©v©nty p©r<br />
omit of the fathers belonged to the professional<br />
or businsss class, thirty-foijr and three-tenths<br />
per Cffifit snd thirty-five and tJiree-tenths per<br />
cent, respeotively. The fathers were farmers in<br />
twanty-thre© and four-tenths per cent of the cases,<br />
and unskilled laborers in foiir-tenths per cent of<br />
*,v 20<br />
tho cases*<br />
Basing oomparlson on the distribution of<br />
frequency in various occupations as existing in<br />
1870, fatJ^rs in the j^ofesslons had a value of<br />
•a.Wj«iiwMiiw»«
1400 ia Idle production ef thes© ^ninsnt in our own<br />
timet fetters in business, a imhim of 600{ in famdngt<br />
of TOf in skillad and s^si-aikllad i^mnaal later,<br />
of 30| mnd in unskilled labor, oi 1. Fathers vte<br />
bad Tom^md th0 professions w^rc 19400 tis^s as litely<br />
to have mtt»pTis3kgB of distinction as ware fathers in<br />
u:rmkill0d labor. The cl^gymwn of 2BTO hi^ a very<br />
speeial ihkhm as lathers of notables, teving fsth«^ed<br />
2400 times us many of those at prasi^at s^iae^t as<br />
did ^0 unskilled ismis^xsl laborers of thdlr time.<br />
Summary of A^seii^nt as to the Fasts<br />
Investigators ef ©leliisnce a^as, therefore,<br />
upo£orG tarn Califo3?nla<br />
I^\v.crit.lonxil Ro3€;^i*cI Assocliitlon ia i:>an Joae,<br />
Californl'^i, >lay 13, 1927, egraes perfectly with<br />
these flnuJjmgs.
InterpretsticanLS ef th© Data<br />
j£ Mi^£SS^SSSh* ^ ^ fsets as teva be^Ei etsted^<br />
i^aadlag alone t ebviot?sly admit of conflicting in-*<br />
terj^atations, ^o thst'thay do not advanea far<br />
tmmrd miaqni'tocal ks^vl©%e mi mm.t^l mxpmTtmTtMf*<br />
Hu^t Bovertht Bsglay, Watson, and i^may ether e^*<br />
astors, iMlsathmpists, snd sociolc^ists interpret<br />
th#s0 facts as ac^clusivt pr«>»WI«S«H*»MMM**» «|IMIM» IMBIHIIllliHIHW IP 11—H—^ '<br />
^This ta^^arpretation app
2« Innate gatttr© as fet Pi*toe Dstonainsnt of Achieve-<br />
2j^j Oeltfm, Feareioa, i^oods, Davi^partt TkmnsM^sm,<br />
n< Tmrmm, eaad others have inter^ctM the facts tlsuei<br />
If cMl^^fi inherit tl^eir iri^ntal ahilitias is^snm^<br />
their parents, imd if inherited tiblllty la the<br />
|a?lm0 dstormlrxaut of aclilev^ment; th®3. we i^all ©ie*<br />
pact to find All ©min^t pBT^miB to hav# beasi<br />
tern 0^ i^re:its above average In the iioelal sta<br />
tus. Through cifeitisri0s cf caiipet:ltiv0 mifort, tte<br />
most able will In the lo-ng n^n, have oomm to oc<br />
cupy' the imBt comfof^tabls plaooa. Tli^lr oMldren<br />
will be superior hatjauoe of the aett^r tob#ritsncea<br />
p?«vid®d th©is by their su^^ior ancestry, iu^ediat©<br />
or rifeaots. Thsy iBtsrp^'st the olose c eiEinent, ex<br />
cept imo» 'Mommi ftimisii X^O-T parscsis of great em<br />
inenc®, jct, Asters of f^^eat m^jn uro equally of<br />
tho same ancestry m$ tlieli' ax^ofhoi'B , Their failure<br />
imist ho axplainod on soino otli©::'-^ hf-ais,<br />
3. Oround Midway hatwacn tte above Interpretation© i<br />
Oattoll pr©s
tte taet pmftmmmlf cited. Ha feels ttet it is<br />
evident that wtet a smn can do dmpoT.dm on his ee«i»<br />
gsstital equi|iiient* How far ^m.t ha dmm do dmpmmdm<br />
mm hia anvircivsient and hew far on his eimpmital<br />
eq:uiptent, or how far his congenital aquipm^it de*<br />
^«ids t:; concsming ina:ividiial dlffei^enoes, clearly<br />
indicates many inherent dof ccta of both matai»ial<br />
anc'- method.<br />
.^•(iKaiiwiMWKltO'. i»n"
first t esiln©n00 and supericir mantel aMlity<br />
sr© not idsntiesl* Sociolo^sts «aid i^yehel^ista<br />
beth agree with Cattail that what a pm^mon can do<br />
depimds «ai his cong^^t&l equip i^nt; tet they ^ist<br />
also agree tJmt we do not, frcin studies of emiiieiBt<br />
adults, know ham far what he notuall/ docs ^ do*<br />
l>an^ on his environineiit ^ ^A Darwin hc^m in China<br />
in 1009 could not have hecoiae a Bar^arin, nor cmiM<br />
a Lincoln bom her© on tha SSM# ,o lecstt, that pma?^<br />
son^l quslltlea other than intellect or tal^it act<br />
strongly as d^terssd^nsnts of aac
affect, ISf tho liiotbods available ' t the eai'liar<br />
date these ^aiablgulties oouM not be clarified, te-<br />
aau«© thmz**» was no pepoof OA g&nXu^ except emin^n#s«<br />
^^0 two st^idia.^, tcfidlnr; r^orJ: ^ff f.r^tlvely t^ima^d<br />
real toowled-z^e of: tha true sotirce c';r p^s^taammnoo<br />
are th.os?o of 0slton of adoptov^ sor.s of pop^s, and<br />
of Wood of royal fasdli^s. In tbfoe. oases, as. has<br />
t!^0B stagge^'ted, oppoptimit:.' 1*-. rou^Ij kept cortSimnt,<br />
aM yet aaooiaplishrter^.t varies seconding to ancastji^*<br />
A Ste^ of the Childhood of Oiftad MSKI<br />
In oTdm^ to clarii*y ths subjeet ai^ ipsin in*<br />
X'ox^ation landing toward prediction of ©ducatiotml<br />
o^portisaitles. It would ba nacssssrj to study tte<br />
chlldl^od of glft€Ki individuals, ^itil very re<br />
cently, tte^^ hag been i^ metJ^Jd of Identifying<br />
SU|I€I^NM^ chil42r^i. Yoder isade a careful atteisiiit<br />
to study tte ehildhood of great msn thapeugh bio-<br />
graphi^il data I his results far*© inter^B'ting, thea^i<br />
ent^jeet to all the sourci^ of mTT^^ already cited* ^<br />
Wrmi a systea^tic survey of Mograpl^ea of<br />
tte great, he traced outcaartaln unifaam facts about<br />
tte ©hildteod of fifty t^e^t persons and was sble<br />
to srrive at the following genay^li^'.ationst<br />
1, Tte child who will bacemts great :^ay be bom at<br />
aay time, ovoi* prsctleally th® whole rang© ef the<br />
l^nproduoti^^ psj^ioil. In tJio lives of th© parents*<br />
S3"""<br />
. F- ^SMler, 'A Suu^ly oT the 3oyiiaod of Great<br />
Ran sn.^ FyisftOKicsX Seminary. .3lmc, 1894,
116X0 matters of th© fifty studied, range in age trom<br />
ailJ^taea to fort;^^-fotii» ^nra vhai the great mm^ was<br />
horn, iTith a median at twoiity-aix^ and 0i^t-t«gcttte<br />
;j^^rs. 1^0 fathers rai3tged in age from twanty-three<br />
to sixty fmmTB, v/ith a riadian at thirty^s^v^a si^<br />
S0V0n-t^:iths yimrs*<br />
2, The avea^^ge mmhm^ of i3lhlln.ss of these p^^nmiB<br />
was fi^e plus {not includiij^ Imlf brotl^s said<br />
sisters)*<br />
3, la faiailies of more tl*an on© child, a strong<br />
Zfmdmioj was foimd (chancas at>0ut two to fTon*<br />
7, T;ba mother's place seer^od very oft:cn to be fillod<br />
hj anothsr psraon having to do with the educatiim<br />
of -»*ho £p»oat r.an: in rn,D:2t aaac3 axmt-S played th©<br />
proLiinent rola*<br />
8, i'hosa great poraonu WCI'G, in th
vera **seir«siad0«'' iiost of thori wore jr^'iy^itolf cd-<br />
mmted by tut^r?!,^*^<br />
Child Study and Mautal Tests<br />
In the daeadas during whic^ t^km sttHdies ot
of mental testing' x:t.B largely nade Imotm and dovol-<br />
op©d la AsTiarica hf Cattail, i^ofossop of ?syclK>logy<br />
in the l^iversity ot }^*ennsylvania ond later in<br />
OolumMa Ifeiversity. Cattell's aet»v^lc0 in the field<br />
of iTtental testing is well stated, hy his siost dis-<br />
tin0ilshe*'5 IKi'pll "^otesBov B* L.. *^.omdik^.<br />
Such Investl^tioa^ boian with asking qttostlons<br />
such es> ''HO^T quio>t:l:' can a persoe. react to a stian-<br />
ulus?*^ imd pj»ocoed*lo£!oal Hevleiy. Vol. Ill, 1896,<br />
pp. 62a-G4d.t t. i;, dattoil and S, liryaat. "Monts:<br />
Aisocl;^.tiari Investigation by ^-xperlment," rind.<br />
Vol. Ill, 10^, pp, 230-250. ^<br />
l^ht
(BApfm tt<br />
SARLT BTwAMFLBs OF mwmmwpnhTtm<br />
w HTF^M^oH wmmm<br />
The litermtm^a on the ipabjeet of the sub"»<br />
neraail iatelliganaa is rm^ ©a&ti^aiv©, s^oa^Uig 1^^^<br />
tte early period in vliich ^aitelly iMmttor childr^i<br />
ware a^^isidarad *
A More telereat attitude gradsmlly aBi«rged«<br />
lateeiles teaa»a ohimmtm ot div^^rsi^u and assuie-<br />
meat, pertiMlarly among i^te teaaoia, Siiue^^a vife<br />
tei^piag a Ultod teteeila (lUtaa) for thia purpose*<br />
^msm mmmam to te no real evidenee ttet K^ro,<br />
CteBEBiodus, BiiMpitelas, or ^ligula^^fc^op m^nm in<br />
pad.mM^'^^mm f eelile miieyli^ altte»i#i ^ay stiay tev©<br />
hmmn mentally mhnmrmml^ d^^es^ged, prefH^tet<br />
- • • 1 •<br />
laaaNLlly pervi^psa, mt mmmXXf vindietive*<br />
C9fa?ietii^ Wrm<br />
Thm ss^a ef tte feeble sOjnded, as well as tte<br />
^^esieniae'',^ tte j^fideaUy infira m? aflOicted, and<br />
tte poor ^imm msk^t^mtd hf lariat, 0
Christian )y vtio ware supposed to b© special favor<br />
ites of Ood^ m3£id whose senseless jmbberings were<br />
harkanad to and regarded as hesvmly ooassunicatiQna,<br />
even hf th© laamad Tyoho :^aka. Houses in ^ich<br />
feebls-stinded children w^re b^m were thou^t to te<br />
divinely blesaea.. iXjtrlns this period of sup^^sti--<br />
tiotis rev^^cncc, tho feabla-mlndsd l:c mwopQ were<br />
accorded apetsisl privilege a and allowed to Tomn<br />
unBolcstsd, In Tiirkey they have baen giv^i speaisl<br />
privil©f©3 as weird, m^oT&d h^ings. luring the<br />
roign of mwmrd tt (1307-* 27) hkiglmd placM "nat<br />
ural fools'' tmdar regal protect i^i, requiri'^ the<br />
king to adarinister theii* eats tes In their interests.<br />
But p
mamory of Saint I^ipns*), by ^int Vinoant d© fmol,<br />
137^1600, and hisj "Sistera ox" Or^a-rlty*' vho ^thOT^<br />
togfi»th
ef tte first te^B^eaa a^beola for ^e blind v^^e<br />
private, fte first piblie sateol class fc»r tte blind<br />
in the Iftiited Stetea vaa ep«aed in Chicai^ in 1900 •<br />
JHBiiassassiaatlisss nrfm^xmrn), wrm^<br />
etelei^att phyaieimi te an inatitutii^ for tte<br />
d^af in Baria mad a phileao^er, fi^iliar with<br />
fmrtmapm^m adn0ati^:ial method sM HOUSSIN^U*S theoriss,<br />
sad i^ereated in Wio aeluticm of the cc^troversy<br />
hm^wmm> tha ffi^irieists and nativists r^^irding tte<br />
origin of idi^s, was the ti^rmt to undi^r^sk© th©<br />
aysteiistio trainijig of a lew**grada msantal dsfactiv©,<br />
the eo«>eall©d ss^^mg© of Aveyr^Ei, Itard perhaps<br />
«a^y8 th© distinetion of being the first aduimtor<br />
te apply thia»eu|^ly the Ij^ividiml or clinical<br />
method te ati»dy imd obsi^vatiim of th© pu|^l* Tte<br />
nee^Masity of s^eh a method had ^rlier boon pointed<br />
0^ hf J^Sm. Loete 11632-1704}, fdio had ©isptesised<br />
that pu^ls steuld b© individually dXm^s^mmd in<br />
school b^iaus© ^%^T MiMs differ just as their<br />
bc^ULes do*<br />
Itsrd*s method was ©edifiad, syatsiaatisad, and<br />
elaborated by his sbl© pupil snd f©ll^ir eoimtrymsn,<br />
E^sin Seipin {1S]US*»1B80), iftio was on© of th© firat<br />
l^iiyaieUQeis to defina idiocy as a ccaadition of ar<br />
rested develeiai^iit mnd tmt a disease* Seg^dn,<br />
first a teacher, and thoa a physician and psycholo<br />
gist, devoted tha teat of forty-two years of hia<br />
life te tha study and training of th© feebloMninded,
«aad bettatt in truth th^ inspiriia^ p^ephet of t^<br />
h^&t v^rk doom nXnm his dfey for «.?i saaliox^tioi<br />
of 1^6 lot of tl'io fo^sbl^^-.^dndod* He p?^p@sed ^<br />
dev^I^ th^ **l!?!p0rfcct smee or^ns" of tha do-<br />
festiv-es by axm^eiMn^i the.-* H-d^ a.lifted "to lead<br />
the ehild from th© 6dxie.s.ti^^ of th-e i^isctilar systi^.<br />
to that of thS' nirvon-s syste^m a;:^^ the senses-^ and<br />
*ft^o?ii the- 'D^iucMtton of th© tmMm's to g^s-srs-l ^ti^as,<br />
tmm feaaaral tJ^tions to ethstritct thmx^t, tr^m<br />
»bstr-^Ct tlmti#tt ta morality." .^-er-iln, at the<br />
time of th^ tav^inticm (1846), ^ni.c^mt^ to As^riea<br />
vlisrc he assists in the ot*.'^aT:igrsticn of the first<br />
Mum'-'lmn institutitm'fcr the f^c^'bla-i^tofied*<br />
^-Oi^s ^i^ng Seg^iin^s eontamp^mries<br />
abuhl End Bmm[mrt* •cii.xr--'.,'jr;cyxhl, the<br />
«IMiiHM«i>n>.>.iii I am w wi» 1»T»«J limi' i ii11 i'lW '^^' "" *<br />
"patron arilnt* to tbt cr-ctiJi^, cpoiDcxi ^ colony<br />
th^lr 0du#ati€m and car# 1^-: 1042 tt B^rmc, Swit-<br />
s^sriand, paa^tit^^^ tl:-? f-lr-3t insti^^^ti^n conntructad<br />
ati the -eott^.ge plan, riDicb repi-'Mj' i^.ttainad fame<br />
it]f^ ws® vlBlted -by m^^:" seicntiit©, physicians,<br />
klri£^s s^d giHi*>t ph.ilt.i'thro.pists,. "mit trhlch came to<br />
Ln ingloricKis, nxiti?-el^ ^^-ad,,<br />
Sa6ge2:*t, In Ocj^^reny, «.>:pei'in>f5/:l5'i with th©<br />
iaeth^d of 'Nyiy^lolosical e=5u-^.tioA'' 'oa a few lev<br />
grad© ment^nl defectives ,:Ln th© asi^l---, for Doaf<br />
Irutea iii Berlin, ^nd in 1842 raundod a privnte<br />
Inr'tltutlon ..''or* the C/IT^'-; ?'-.r.-^ !¥iic.fttlOT^ of Idiots,<br />
thr firr- r^chool in CJc-y.^'-a'.y f:.r f. ft feebl©-mind©d,<br />
33^
idilali attvaeteA aanoqr ^sitors* Aeoerdiag to repcrtt<br />
'• . ^ ••• . - - i . . • •<br />
tSsie mmUm^iX etiU e^itinues as a dmpms^mmt ot a<br />
teei^tal far tiie »«xtally dia^rdio^*<br />
The eutatanding modmn disciple of Itard and<br />
Septin is Maris Monteasori, vho beeiaiie interested<br />
in tte eda^ition of tte fseble«^Ln^ied i^la ^m-<br />
neeted vith the payehiatric clinic ef tha tfeivarsity<br />
ef Berne and vte, in conss^uence of th© cmivietien<br />
reaslied in 1897 ttet Msntal defiid^mey presented<br />
chiefly a pe^it^^iaal rsth^r* than a^inly a m^ical<br />
probl«^,** m&dm s painstaking study of the i^irte of<br />
Itard «nd Begndn* The "M^itessori m^^mm^ is, in<br />
pmrt, an ads^atiim ef tte syst^n ^ ^^bi^iol^ical<br />
edmeatiim of Itard snd Saguin, but she goes teyend<br />
Eeguin in aetually applying the method to nonsal<br />
ehildrea^* She tes, moreover, resstiphssised a master<br />
idiieh at varioiis hiet
(MAfTm in<br />
f HB HISTOHY OF MIMTAL TI^TS<br />
History of Binet Sesles<br />
In 1004 tea FSp#nch psychologist, Alfrsd Binet,<br />
with his eellsborator, Simon, annotmcad a s^^ios of<br />
mimtal tests by means of which ^ey ted hm&n able<br />
to separate inc^mpet^it children fro^ ttes© of<br />
avarsg© ability* This schiavemcnt crowned Icmg*<br />
mistainad efforts of more than fifteen years, toring<br />
vhich Mnat had bean a d#vot0d st^Mant of child<br />
payaholi^y and of mmatml tasts,'^<br />
Bin^ was the firat actually to apply a work<br />
able series of tests for tSie practical purpose of<br />
classifying school ^jildrsn on the basis of intsl-<br />
ligtmce* His success was, hof^vcr, fouo^ed not<br />
om^ upon his own pfsvious researches, but upon<br />
those of many other j^ychologists as well. For<br />
over telf a ce^tuxy psychologists have been thinking,<br />
writingt ^t^ ees:piM*imenting upon the nature of in-<br />
telligsi^©* They teve been sacking to define in-<br />
taHigenc©, to anslys© it into its ©laments, to<br />
3mmmmmmm>'>mii'mim>'»0*»mmmmmit.aii iiiwj»wiinwi»*«wiiii|i-ri
^leeever bov pwrfcrmane^ are rslatad to eac^<br />
otteTt te find out h^r ability ©an te tested, mA<br />
'• • ' e •<br />
lAiy |»e4B^© differ so widely in capaeity to ii^st<br />
a test. Thes© efforts, psrti^Oarly those which are<br />
expariiai^tal^ had yielded mk^i infc^'iamtifai by the<br />
time Mnet ^mdtictad th© first practlesl tests,<br />
iy.s tests ware iadividual, not group tests.<br />
Mnat was a wm^^ct ot m aonmi^lssion giv^i tha<br />
specific t^sk of identifying ^illdren of inferior<br />
iatellsct in ^tris. In 1904, th^n, Binet, a<br />
ptt;3^te3U»gist, and Sii3K>n, a ^^sician, collaborated<br />
at the ri^ueat of, and in th© scrvic© of, the ^MIU-<br />
astional mithcrlties of Barls in the concreto work<br />
of applying a new instrumeEnt for astin^ting levels<br />
of intalllswics»<br />
Hevisions of Binet»s Scales<br />
^jsr<br />
Th© muterlal corxsisted of -flirty tests. Binet »s<br />
ti^smt scale appeared in 1905; it included thirty<br />
tests Mid was roughly standard!sied, Th© seal© of<br />
a^i^r is ad fifty-six tests, arranged for th©<br />
es from three to thijptaen. This seal© was re-<br />
Visad mii repxhlislied in 1911* In this final r©-<br />
vision hf Biiiat, there were five tests arraiigad<br />
fsa? ©v^ry y^^ar, except one, froii tliree to ten.<br />
Tests for th© sges of t^volvo «ad fift©©n were also<br />
ineltided.<br />
Ooddard, t^en ^t '^.In'rlan'', used Binet's<br />
SCSle in dealing vith his subnormal children. H©
alee measured BOOO nort^l children vith t^ese teste*<br />
Tha Haet tests have hmmm ©xt^fisivaly uaad in<br />
teeriea for a ^omdm^ and in the cours© ot thia tlmm<br />
th«y have been extended and revised. Ooddard mad©<br />
SGSEC slight r0visi
teate ftea et^sier eeareea* There is the Hi»:*ring He-<br />
viaien ef tte Binet* Otiat s pupil of Termaa^s,<br />
tes vfox^ced out a standardi^tion of an absolute peii^<br />
SMle en tha baais of th« Binet Testa*<br />
Of t^0 various ravisioiaa of the Binet teats,<br />
ttet by T^raMua swims to be the wmmt important*<br />
Methods Used to Xndisat©<br />
Child*s Intelliganse<br />
Bir^st «Kpresses tte child*a mai^tsXity hf^<br />
givl^ Us s^i^aJL Mpi in ralaticm to his .ehr^iolo**<br />
gi4^1 s(^« Yi^*tes in his poiat-a^tl© shews the<br />
i^iise facts hf giving the total ^iats stored by<br />
mo^pmmX
fte bdUtsdpy ef eduitetien reveals m^ itaiitel<br />
teats eere urgently needed hff edu^t^fs at tte<br />
beginning ef this eentaryt and i^ ^e firat mm^'<br />
vlees read«red in this Tmmpmmit by p^yctelogists bad<br />
te do with the least able ehil^an* In past tIjNi<br />
©duimtiim vas privately conducted snd had to be<br />
paid fi^ direotly 1^ those vho wiahed te tev© it#<br />
Obter th^0 circi^^tsnces only those children wars<br />
eduest^ vtes© i^rents had ^ausu^l forasi^t, love<br />
of leax^ng, mx^ ability to aecismlatc funds beyond<br />
the l^^ediatc ©saantisls for keeping slivs. This<br />
grimp of
•wr<br />
eaq^eyed in fsreing thouiMmda ef ^lildran tetve^n<br />
eix and aixtaen years of ag© to i^ter^ eebaol, A<br />
large nanbttS" of ttese truanta are teLsv average<br />
mental ability," tm past iM^tnriss ^bildran like<br />
theae aeldora earn© to scteei and ©^icstera did net<br />
have to aeoouant for thaei,<br />
Wmm ahildrtm, re^rdlaes of their inclinatic^<br />
or abilityt ^ff^^ eoiipallsd to go to si^beol on the<br />
theory that aH wo*© bom eqiml, ©ducmtcrs found<br />
t^iftt i^a^ig th^n vera tm&f who did net ©van sp«<br />
pti^xi^ate the rat© of lesj^iag expects of aU,<br />
Theae ^illdr^i gave tmch trouble arsi triad so oftim<br />
to mmmnpOp ttet there arose a prmmBting nmmd for<br />
sei^itific iafi^'s^Btticn regarding tteir msntal ^»t^<br />
dition* maXMrmii wte Immmmd ^isily and lovsd<br />
leamingt on th© other hmnd, ^v© ao trouble; so<br />
ttet m^ i^essia^ nmmd was felt to know more about<br />
th^. Their ©xeellanae was tak«i for granted, at-<br />
trib«^t^ to diligeno© and **vill power." It was<br />
i^st a teacher had a "right" to axpeot.<br />
Timm for years after tha first technical sue-<br />
cess of m«^tsl tests, psycOiologists used them only<br />
to at«^ the children wte occupy low places on tte<br />
seal© of intellect* It was supposed at first by<br />
educators that once th® incc^petaat were id^itifisd<br />
and sagragatod, some form of 0ducati
B<br />
would "briag tten v^ te nor»ial«" This hope has<br />
gredually deelined with th© passing cf the tee de-<br />
eates,^<br />
The (^owth of
Vith tte adv^it ef th© group intslligenc© test<br />
it hfiS bee® possibl© to utilise tests on a large<br />
seals. The Binet tests, i^iil© more sociirst© as<br />
a maeaura of th© ability ot the individtial child<br />
uader twelve or thirteen, dmrnM^s a imch gra&tar<br />
outlay of time mid expense as it sails t^ ^^mtm^<br />
m^pmrt tasting mnd hemrs of tlma In giving ms-d<br />
mmoTir^ the test. It ia mm over ttttomm. years ^nc©<br />
the $^ffmp intslligenc© testa began to give i^opla<br />
i^t occasics^al n^^nm^OB ot intelligence to be<br />
treastsrsd m%d aouated apart but millions of them to<br />
b® counted together on sMlng Ka^chines and with com*<br />
Iftiting tables, to be tt Misted, av-armi:*ad, trans-<br />
^aitad into age nooTBS and Intelligence quotients,<br />
sand used f^r various ©dminiatratlve and classifica-<br />
ti^fi jmr^ses*<br />
Ifhat do the meittal test^. neasure? sVhan th©<br />
tmm "geii^ral intelligence** is used, ona is is^^di-<br />
ately confronted with the lack of on/ daflnite,<br />
el^rly c^siesived, generally s.cc®ptv;^fl neanir^ of<br />
^m term. However, Int-ellig^ioe testing is con-<br />
ommmd in datsi^inini: vdiat psychologists have<br />
termed "general ilntelll^enoe.'' {Of course there<br />
ttgmmmmi » nwnn MIM iil. ii'iii».'i»w*»««i»—•.•WHIM iii 9mmMimmmt»mmmmmmmmmmmmHmmmmmmmmKm.ii • • iii——MM—••»—<br />
%h0 ff 0t that one doao not kiK>w whai a term<br />
means is no rsason, however, for not studying<br />
th© (Sbject or the pomor called by the term.<br />
For eaaa^^©* if man had waited until he knew<br />
sftmt ©Isetricity was snd all the "whip" about<br />
it, h© oertaialy would not have b©en able to<br />
utilise it today.
are teste fe# epeeial aptitudes and tte like, tet<br />
thia Tmtmrm to th© averag© mental teat*) At tha<br />
present writing there is s fair, though by no mesas<br />
a |»©rfeet, agre«iB«at in rm^pd to th© signifi^nce<br />
of th© term, Ify th© word ^gimeral" is eox^imly<br />
understeoa an innate ability or gr^p ef abilitiss<br />
that lis at th© tesis of ths aequired intslliganc©<br />
of aa iiKiividual* jntrnXlX^moo i>ts©lf J^s ^t in*<br />
^S£&0 ^J^ m& mmmi M ^^^
a eingle intern eapaeity te teeome intolligesit In<br />
ell aitaationai others that tte term "g^aieral"<br />
zaaana nothing mere tSama. ttet a parson is beam with<br />
a large mes^mat ot apoaific eapacitias, mere or lee a<br />
z^lated, v^ch enable him to a^i^2ir0 intelligent<br />
betevior in aany different activities,<br />
S^mmm the imppertars of th© first view, tte<br />
Siagliah Soteel of Fi^retelegy headed by %earman,<br />
Bart, Fyteg^ aiul Burt is notmmi^W* In contrast<br />
IRT<br />
we have ^ui imm^tomn i^ihool, led hj Thomdik©, Oat as,<br />
IMp^a, and otters vho ui^s^cld th© ides of "related<br />
"lo<br />
laipaeitias* B^^^kin^aaa mLps^m&mm th© sfmttar of<br />
intalliganee tests and tte nature of intelliganea<br />
in a telpfal mmj whan h© says that, n^mtevsr our<br />
views may be in regard to the nature of intslligi^aa<br />
Xn the atetr©^, w© sr© justified, from an a^im-<br />
tional point of vi^ir, in regaining it as ability to<br />
liM&m, and ss a measure to th© ecsLtent to which<br />
learning has trnkwa ^Jikom or mmf take pLse©*-^*^<br />
B@v can general ii^elligenc© be meastxradt If<br />
an individual war© bom with s vary high eapaeity<br />
to lasm, h© would possess no intelligence. There<br />
tes teen much argument in recast years as to wh©th©r<br />
nature (inherited oapsoity) or nurture (training of<br />
• 4"<br />
m0mmmmm>-^'"*"' iiiWi"*«w '• "•» ' •"' ' "•*"»'i •ii.wiwi— I.I.I • III •!••—•—<br />
^^mm ;^0umsl ef Hducstional Fayohelogy. March, April,<br />
and May, ISSi for a symposium on tho subject of<br />
''lat©llig©no© and Its M©aaur©m©nt." contributed by<br />
fetartean peyehologists, authorities on mental<br />
tasting.<br />
llJdamal of Sdnsstional Fsychology. Vol. XII, No* 5,<br />
pTBWr '
envlre^Reat) ia the marm iiaportant. Much of tte<br />
discussion is besid© the point snd quit© i^sl^ding<br />
beoaus© car© has not been tste^n to dofin© lecactly<br />
th© positions taken by the d^wttsrs. A porsca's<br />
innate ability is a limit beyond which h© csimot go*<br />
TT<br />
On th© other hand, the greatest potential intelli^ac©<br />
will navor bscort© higjily intelligent in an «avir?m-<br />
mmsit that affords scant opportisiity to learn. "What<br />
ever the native ability of a d^f isute, tliSt indi<br />
vidual ji^st actually grow up as rotarded unless<br />
special methods of Instruct Ion are ^nployed to<br />
XP<br />
To&oh his native ability and develop it.<br />
Capacities ar© measured indirectly throix^ what<br />
has bean Issmsd, t^irough acquired traits, not in<br />
their native parity. Thess capacities ar© indirectly<br />
mi^sursd suceassfully only when those testod have<br />
lisd coa^non experiencea in th© ©lamentr> to bo tested.<br />
Not only is a valid mental test 'oase
to th© abeolut© or r©lstiV0 intelll^ne© of the in<br />
dividuals in a group or in various groups whan the<br />
©xparii^aas msd interests of rasmbers of tte group<br />
or groups hav^ we
Intclligcnc© aM Charsctcr Tosts<br />
It has already becsi pointed out in this dis<br />
cussion that intslliganca tests m0a:5ur0 i^t only<br />
intallactuaX t.^llitj, but also opportijaity to<br />
l©arti, &nd interest In learning. Thar© ar© sav^nUL<br />
other faetors involved in the ability to perform<br />
thas© tests, One of the chief of these is idte<br />
*wiil-t0-do", the oiljncity to !iold the miad down<br />
to a task smd keep the attention alert sad ooacen-<br />
trated In the fnce of outside interests mid dis<br />
tractions, Mt it is not only in the p^rfen^mic©<br />
of th© tsst that "will-to-do" plays a part* It<br />
playa an Important p^trt In the acquired ability<br />
whioh ^aables th© p^i'son to s tod to ocmptohm^d tha<br />
smteri&la prssmitcd, f«s*, sis hiis rvlready homn said,<br />
an intelllgex^a tecit to a ccnsiderahl© degree<br />
mommx;£*^B ability to leam by mo^iSiiXlng iihat hss<br />
beer.! already leca^ned; ai-r! i.lds B.C-C-[XLTC6. knowledge<br />
tms been ^-imxi not merely througlx intelllgeno©<br />
imt tbroui^ li^lllngnoss to vovlz ^.j. v^cll as throu^<br />
effort • A p^racm*s char act r-x' end t ^vnperament ar©<br />
lik^^ls© important factors 1- Vils success or<br />
failure. Consequently, th© ^-wlll-to-do" a task<br />
rates large Xi\ th© total parformfmc©, end xt<br />
m0p I *r'• 111 itiii.
teuld iMSBi ttet tte praseat so-oallsd iateUigsnee<br />
teste are ia a measure ehsr^cter tests, as well,<br />
in a iBaall degri^,^<br />
^. t^€^\<br />
. ^ ' . ' ' . ^ ' ' . ^ ^ ^ • ^<br />
i^i^ ir-nfi..'-''^<br />
• v , •••:....-.<br />
jlii tiiiiii. i-iwtf iiiTii'li
C^EEAIfEE Xf<br />
A BRIEF .SUMMARY. AND mpHASrS OP THE ^ ^<br />
flBU) 00VB3»Pil^ IB FABT IWt<br />
tte taatae^^ ef ismkind te reeogaise dif«»<br />
fwai^iateA abilitiee even in 1^ very earliest<br />
ttMS tea teen reeeiN£^^* Bes^ tiie ata^iMi mate<br />
©^ sadMH^ peo^^ mre rs^triewed te mmm ^totaii,<br />
fte MatiKPieal btel^ppeuaad ot m» ppmmm ear© in<br />
md^amMm^ xseateliy Inf^a^er pi^mcsis tee been<br />
bs^efiy eiatllnei*<br />
la tteee at^yiea tes hmmo, f eaad tte m^^ nf<br />
tmMmrmit iM.©^ te ttm^ atiimljited tte resaareh<br />
iea^Lag to dmtiMMo ^^laiqaiMi of messur^iffifit * We<br />
tew paaeed mtmt tte Mrth of tte rn^m^m mm^tml<br />
teats ai^ teve analysed ^am aoi^evh&t, ia thidr<br />
iafanii^ m^ as they have bs^ei^anad ia nosig© and<br />
m<br />
te have seim ttet no on© mm. or group of ^an<br />
tea b^m rei^p^cMiibl© to^ tte In-^nticm, discovery,<br />
lap vmm ot tte varimis skills, tecteiques, snd<br />
aeMt^s mikdM^ pr^^^ed tha tests,^<br />
Osae i^euld rmm^^^mr ttet th© idea of stii^lying<br />
imtnre m^d tte rel&tioani^i^ of si»itel funetiems is<br />
for a popular versicm ot the idea of and emeeptioa<br />
of the isevement aa a veawa of tte ariatoerata, see<br />
Ottia :kSmmm.. "Tte Hlghbrova Revan^se,* 'fhm Hev<br />
^flttblie, Vel. XXXI, p, 270.<br />
48
net aaar« iSmmpiLm teve been mi^gmmmd mm.^<br />
mmmSimm tSmm ever i^laee ref leetive mm hmm re«*<br />
eiaNML th44r epemlatiima* FUite ia tte RegBOil^e<br />
eotttea^^ted tte impenrt«nae ^ fo^ailedga in thia<br />
neMt<br />
*We aiiat wmtmih t^mm trms^ tb^^ youth<br />
- ' " • • " - •ji- . ' ' . - • - .<br />
ly^aarda, imd laate the^ pmrtmrm aetiima<br />
in v^eh i^ey are meet Mlgaly te forget<br />
m^ to be d^ceiiNiidt *^ b© fd^ reii^^l^^s<br />
imd ia not ds^aivi^ is to te sel^M^^i and<br />
te vte fails in the tsi^l is -to be re-<br />
,'.-•»- •••'•<br />
JlNrted* 'Wmt viH te the lisy*"<br />
fte flbrst aMiital tests war© i^riginally mm*<br />
strneted te aid in Wm d
aayat if f^^ mx^ reaaen aoeiety ted been moTm in^<br />
tereeted iM tim diecov^^ c^ aapis^icd^ intellig^iee,<br />
tte early Matery ef s^mtal testing vould i^ve hmmn<br />
very diff^i^mtt end it vould have hmfa Tm^ia^md<br />
differently*<br />
BoareveTt vith i^km war pmMI^ and the us© of<br />
tte teats te aegra^t© ^ffia^rs, ttere teve baiai<br />
varieaa inti»»pretatiens ef t^t remits, and t^te<br />
aio'^vaiist tea ©merg^, momm^mt alesnsed of ita<br />
etipiis, and in th© 9^m ot th© public is being<br />
aeeepted «i^ li^s heMitility ms^d mvmp$,mtom* Today,<br />
teat rtealta are b^ng used sbo^t aa i»ieh for tte<br />
diaee^pt^y ef superior iateUigsnee as far tha dia-<br />
aovi^e^y of subnef^sality, and tte study of "super"<br />
9T gifted ii^Ulviduala is teing ai^phasised*<br />
mL^ wm^ hm to^md in eurr^at litez^tt^sre of<br />
i^ln^^tional m^isur^nants as to tha vmlidity,<br />
f^mga, reliability, m:od standardisation of various<br />
teste* It does not s^m nacesiNary to anumarat©<br />
thea tere* Ci^ainly, me^al tasting is being<br />
used widely in th© educational s^rld today snd<br />
tn eertain oth«^ fields to memo extant*
FAHf II<br />
mmM fm^hftm mwEms of THE macov^Y<br />
mt> OSB OF MMTAL TiSIB (M IDUCATIOIAL<br />
THmjRY AND mACTICl
OBAFTSB ?<br />
mmm mmAtim mmm OF<br />
•im..:i-<br />
AOCC^PUSHMBIITB IN<br />
Otetaeles te the Advasi^e<br />
mhmt has aetually beim aee^^plii^ed iM mi^tal<br />
testing neete te te cc^usid^rad t^sthi^ with tte<br />
mmmf obataeles ^bst steedt sM te a great ^itt^it<br />
still stan^, in the imy of its dmfm^mpmmt and<br />
fmitfy;! inveati#tti^a«<br />
1. M^ JE ^^^mm^-Sl ^^%§ ^^^m^m^ Th© iia*<br />
< » •<br />
pmtmt state ef ai^temi^ilt ^ysiolegieiilt payi^N»«»<br />
Xmi^mml^ mmd seeiologicml k^ic^ladg© has been a<br />
severe hiOQ^esp* Md a thoj^u^ basis ot p^rsiolo-<br />
^^il i^^ pmpB^Xmmi^mil messur^fimits be^:i p^rfacted,<br />
mi^ntal mmi«VETmmis^M ot intalligsnca or ability<br />
eouM have been imdm nor© raj^dly snd pi^isibly xrH^re<br />
aiKiiirataly* As it is, this new la^an^ of psychology<br />
ba^m^ differ^itisted, vhil© gmnmrml psycholi^y is<br />
itself very yotu^ mnd still i^arf©ctly tmdarstood.<br />
trne^ little is kno^m dafinitaly about the laws of<br />
her^ityt aboiit th© "oatcssl Actors" within the<br />
life ef ^e individiMil—th© l^tmad and unlearned<br />
refl«BBes, the jprepotent "drives," tte indoiMPlmal<br />
seeretiei^t ^o interactiv© ^schanii^s, and tha like*<br />
Ss^andid biK»te on tha eobjeet giv© little more<br />
than geaeralitieat nn^ nre laarkad by sauiy omiaaiona
Tir<br />
and isipB'feel4enet In special traatisss and periodi-<br />
tete tte UtMpatpare is lemoh rie^ar, hx^ in tte stmt tar<br />
ef deteila thme^m are imnnaKrebla laeunae^ Yatt de-<br />
teila are the ©sseatials of all ^owladg©, md ttey<br />
are indtepsnsable for aempsrative mmimX tasting.<br />
It veuLld alsieet mmm ttet tte movamisat bad begun<br />
pvSBiatarely in its Mrth, and had not th© urg©n0y<br />
ef its ne©^ tmv h^Bsanity hmmi so alter, this mi^t<br />
teve bewa true*<br />
2*^'|ia0k ofllstjgrials, j^ta.* $^^ ^%»nd^vdmi Th© lack<br />
of aelleetions cf re^pttisit© ^ttarisls in th© way ef<br />
aaores and'^^te ©orrsct standsrdisstixms of them on<br />
the vh#la
sod earrr on dili^mtiy and a^ttlnsially to thia end<br />
in mmnmVlsdxig ef th© mmnar ^vhleh tte ©dueaticmal<br />
"W<br />
iaatitutiena tevot mental tmmihi&m nan teNULy reaeh<br />
ite pMiaibility as a science.<br />
^* Jaafe M Iffltefl^ W^m' Th© dearth ©f properly<br />
trained vorloaen has been keenly fait* Tte work of<br />
mflidLng snd ateinistering tests and mmtT r©sults<br />
pi^parly raquirsa ©xt©nsiv© prspsration snd arduous<br />
appiieati^n for utiich only a i^dsrst© pacimisry c
partiaularly mim©rous in th© paths of measurss of<br />
illiterates, vhil© fears of dotaction of con0©sl©d<br />
d©f©ct8 curiously ar© met ssaong the otherwise «ft-<br />
lightimed psopls*<br />
Certain A0C€siiplia3:x^^mts Wmdm<br />
Begsrdless cf th© obstacles, including thos©<br />
l^aed in the way of th© ili-fitt©d trsvdiler, the<br />
inecmpetent investigator, and th© self-assumed<br />
authority axtsnding trom othar bi:>anch©s of sci^ace,<br />
TOT<br />
mental tasting has wfi^dm certain t^ai stive accomplish-<br />
A. Sstablisteent of a Method snd Byst^i<br />
It has stte(mpt©d to establish a method mad<br />
syst«» cf maasuring mants msntal capacitids—to b©<br />
sure not a precis© meastiremsnt^-so very difficult<br />
is th© task of ©liMinating other factors and of<br />
isolating a i^barscteristic known as pm?m Simon<br />
intslligsnce, but certain n©©d©d instrtiments for<br />
messuring have been fumish©d and considerable<br />
advance mad© in th© application of quantitative<br />
matheds*<br />
^ * O^atroversy of Hatur:©. versus Nujpture; On th©<br />
wtels, bdfore the time of mental testing, sociolo-<br />
giasl tenets have favored th© theory that mental<br />
mGdommmnt origixmtes in the ©nvironmont. Man has<br />
found the theory more to his liking. H© pr©fers<br />
to COTisider that he can himself determine what he<br />
will do sad be. This doctrine will not be tenable
.( ••..y* •<br />
if It is adaitted ttet talenta aod i^fiaianci©© ar©<br />
dateraiasd ia th© mitwrn^plmmm from #iich tte<br />
ergaaUa spriags} "ttet man can only us©, not<br />
«teees©, his airatsl ©adovaaat." Th© tentative<br />
results ef quantitative iiwsatiistioa have lad<br />
toward th© adoption of this Isttsr interpr©tstion<br />
by G©rtaln groups of^vsociety.^ .,<br />
62<br />
^* Bubstantiation of t^ "^© Typ©^ Th©ory; Th©<br />
application of ^quantitative methods to the study<br />
of jsental fuacti
ttey de in sueh ibfsiaal tt^ita as hsight and<br />
waii^t, "Ail shew the ssm© kinds of functions;<br />
but they show all dmspc'mmm of parforz^sno© in th©s0<br />
funetionst within limits vhich sr© extr«a©ly wid©,<br />
with th© Bsiltitudinous pessibilitiss of eosibins^<br />
tions of function in diffsrsnt amounts."<br />
"Typical imrvss" plottsd trom psychological<br />
m^ftsurssssnts hav© been msd© by 3©aahor© snd re<br />
cently by htmdrods of other investigators, showing<br />
th© rang© in variation by d©gr©es. Th© typical<br />
persiim, in,practically all cases maasursd, has<br />
b0©n Tmprmmmitmd by th© great m©disn mass.<br />
The distribution of individuals in a singl©<br />
1<br />
kind of perf^pmansst shd in r©sp©ot to th© c
ttet the tepid teemi»* loses his learning aere<br />
rapidly i*r readily than th© slow X9^vnmt$ that te<br />
wte exeela in aritteatic is likely to be surpaaaed<br />
at spallingi that th© besutiful are d^taabt sM tha<br />
intoUigftnt ar© ugly; has bean refuted 1^ th©<br />
investi|S^ti4ms wmdmm As for the (^igin of talonta<br />
aad dafi^ts psyctelogicsl tasting taa^aes ttet<br />
3ir<br />
m^ital
i* ,fi^^M>^g^ mi. lnh©rlt©d as a Sn^t Ctersctcr:<br />
Tha eld«?' theory ttet intalldct is inh^itad as<br />
a wiit chsraetsr, subjsct to but on© d©t©rmin©r<br />
in th© gorm-plasms, would identify m«atality as<br />
an "all or non©" capacity in its appcsrsno© sn»ng<br />
offspring of given matings. Childrsn should b©<br />
separabl© into distinct groups, ©ach having a<br />
diff©rent m«disn with respect to intellect; for<br />
^lan^le, thos© who have intellect and those who"<br />
laok it.^ '^<br />
Th© latsr methods of msntal imiasurem^nt<br />
tes^ plainly that Intellect is not inherited<br />
6<br />
in this way*<br />
Possibly, each of the indefinitely nxanerous<br />
functions which tJms appear to act together as<br />
man*s intellect, may be a unit character, in-<br />
hi«»it©d according to Mendel»8 formula. Such a<br />
possibility is at ppes^it purely speculative,<br />
S» P^^iction Values: Such investigations have<br />
4«*iiitiMtmMiNMiiii.iiMiw*M> mmmimmimtmmmm ^^<br />
1««1 to the conclusion that, although much further<br />
research Is required before one can Identify all<br />
th© mental functions which are inconsistent with<br />
«»M..M;»Wi—»-ll. Mil I • MW^ajMlliaM—>'WI»M«l^«lWII.»
gasieral intelligence, certain knovladg© of th©<br />
natter, uaeful for th© w©lfara of school ohildron<br />
tes been gained,<br />
Buecoas in music and in rsp^ss^tstiv© drawing<br />
is "vm^ slightly correlstsd with success in other<br />
scheol subjects, SpslUng is far frt«n psrfeotly<br />
l^*adi0tsble from ^ades in school generally.<br />
Machsnics is relatively independent (not skillsd<br />
mechanical ability but just meehsnicsl actions re<br />
quiring little thinking); whereas, ability in<br />
reading and in arithmetic is hi^ly, but not<br />
perfectly correlstsd with gen
67<br />
^^?.<br />
the aolving of aoeial problems, if shown to b©<br />
seaavbst ind©pendent tslftsts. '^''<br />
'^ fte attempt to measure^speeial ability and<br />
def©cts has b©©n th© att«apt,^ first, to scale total<br />
psrformaac© in ai© function, "and 8©«^nd, to scale<br />
porformsne© in nie various coordinating Ihnotions<br />
f^ntributing to total results.<br />
Measurement, moipe or less sdeqoste, can nov<br />
b© mad© ot aMlity to read, spell, drav, write,<br />
put medianieal ccntrivanccs togel^ier, and calcu<br />
late, ^is list does net by sny means exhaust the<br />
possibilities ^of ^©asurejaent in particular functions<br />
at present, but ©xempllfies them. Slovly, the<br />
appreacti is being made to thei point cf being in<br />
p^iiticm to tell not only how a child stands in<br />
general intelligence, but a3so to indicate his<br />
status in regard to special abilities and defects.<br />
Th© **picture" of the total relationship among a<br />
person*8 abilities is called a psychograpl-i. The<br />
pay#i0graph thus gives a type of a picture of<br />
individuality.^<br />
^* ApprecistiQgw of ^le Appearance of IMlvidusl<br />
Diffarenees Mad© Bsrly; In keeping with the in-<br />
t©rpr©tation of individual differences being in<br />
nate, smntsl testers believe that special talents<br />
'^For ©xaaples of psyo^iographs se© L. S. Bollingworth,<br />
Sa©cial falant© sad D©f©cte, N.Y., 1923, pp. 38,
tad Aefieieaties bseom© evident vory sarly in the<br />
life of graving individuals. They would say as<br />
ReiliagvcMPth, Oessll, and othars have ©aid, "Wa<br />
know al^e^st beyond any doubt that th© dagraa of<br />
g«si»rsl intslliganee is manifested from the te<br />
ginning of life, and could be measured then if<br />
our instrumsnts of precision were fin© enough.<br />
With p*©sant methods on© cannot undertake vith<br />
Scnfidsnce th© measurement ©f general intelligenc©<br />
imich before schocl age. Extreme deviations wkf<br />
b© reliably identified ss early as three years of<br />
age, or earlier, but slight amotmts of devistimi<br />
cannot be reliably detexifnined by available<br />
methods before the age of four or five; however<br />
gr-eat mdrune^ is being inad© in r.aasurement of<br />
the pr©-school age.<br />
As •early as six years, however, even by pre<br />
sent methods. It is pos^^iblo to determine objectively<br />
the individual's status in general Intelligence.<br />
Th© indications are that when measurement of spe<br />
cial talent has mSde similar progress, w© shall<br />
find that these become evident just as early as<br />
general ability does. If special talents are<br />
innate in the organism and manifested from the<br />
beginning of life, just as general intelligence,<br />
8<br />
they should be measurable at the same age.<br />
immmHmmmmmmimimmtmmmmmmmmmmmmfmm»mmmmmmmm^''^^''^»''t-' «* i ••• i ———._.i ^ .—~ .—^ — -, • ' —<br />
®Sie inadequacy of th© method with very young<br />
children arises, partly because It is so difficult<br />
to obtain non«»aelect childron und©r school<br />
ag© for purposes of ijtandardization, partly
7. Mm nm^ptmi Th© N©w Stanford Reviaion affords<br />
tve c^^plat© scales, each ©xtsndM to msssur© in*<br />
t©lligen0© as low as the twenty-four month l©v©l.<br />
8* ^mB^ In tht Mental Farsonnel of Institutions<br />
for Jh©^ Dof©otiv©s J The last twenty y©ars certainly<br />
hav© witnessed a marked change in the ohsracter of<br />
the admissions msde to the institutions for ths<br />
care of the defectives priTmrtly because of the<br />
widiaspread ^nployment of the Blnet-Slmon measta!»ing<br />
scale of intelligence, the adoption of very liberal<br />
standards for the ol^gnosis o:? feeble-rrindedness<br />
by means of this scale, the extension of th© con<br />
cept of fe6ble-srdnde
Society, now more th&n ever, is vitally con*'<br />
cerned in th© control of inontal defectives or<br />
other types of defeotlvGa who tlireaten to become<br />
a social menace.<br />
^' .ih^r^ss© In Oases of Montal lialedjuatments^<br />
•n,i.riW.,ii.lWIWii|l.l limn '•"•"'" .»'"» '• mi- i""* nnnr.iir.i i'iiniiiOrtiiiiiii,.i»Mw
tafitig t^ Sftetietiaal isethod, and aoneludod tbat<br />
the posnilatien of that state is growls lees in-<br />
telleattml generation by gsriamtic^.<br />
^^» ^^'^Qg l^d© of Dafectivj^ fbr Prediction JOuoi<br />
'*"*'—***——"—* «MMWMM« «MMM «!MM«IH«MMHM«l«M|M*l»iMM. JUMMWH* «W«nMiP«aifiMMMMH«MHW> MilMNM«WMM»<br />
Beeaus© of tha extant of mmtmX diseas© 9md die*<br />
ability* the possiblliti^ in treatment and ptmmmm^<br />
tion ef m€«ntal il-^-haslth, snd the hi^ly individual<br />
i^tura
edaeatian as a tital la^ctioet partin t^-zo basic ord^^a<br />
of dcKsonstrsblo faet.-3t first, the fact that larg©<br />
Indlvldcts^l dlffor@nc©B r^iiat in the -arigia^ml and<br />
acquired nature of children and in the rate of<br />
^o'.^rVu. and de'^elopuarit of t]^.^lr vartouii traita<br />
and capacities 1^^ second, tha fa::' l^ccaui^e It doeo not fuvi.lsh miffiolant<br />
oi^ortiriiity fox t':\o :;o:-o ]x>Glti-.'0 do\-^lop^:ont of<br />
jmtAjt'Ww^MiMfci^lMP«wiiiiiin^>iM>i lit III iiwiiiiiiwunniiKi iii>wnii."tii.wi'"»iTi >n-r'"''rT r i ••-—ITI—•• •--—• ^•. ...- >_... • — ., ^i...—..^^^M.———>—^_^fc——a.^,^^—^<br />
^%. M* Huch, The Oblsctlve or NC-*7«TTI:)O Examination.<br />
xi.Y., l9:^iJ|. p. 12, ^'- - •" ulifcr'o.^caa in pupals^<br />
msiital iKimpment, tho nost ir.portant single<br />
f&cto;;.' aoriti-oli.:..:-;^ 'Ci.G rat© ^J.: l-.r^.-ning j@t found,"<br />
results found tn tue studies of special groups.
th© ohildrsn* s speclsl o-^pfioltles. Tnere are edu<br />
cators of distinction "fl-io accept the firat of th©<br />
abov^ preiTiises^ 'o-at .not If-vs 3aco:.id, They accept<br />
the fact of individual differences but not the ©du-<br />
4. '''<br />
catlonal oonaequences ded-icrscl t>!o:"6from . They arc<br />
of th6 opijilon that tna difforcnce.^ ar© in large<br />
measuro oradloable, and can bo leveled or att^ixisted<br />
by a coamion prcc4s3 of educational treatment, l^ey<br />
believe ths.t th© best intoiosts of a democracy de<br />
mand thjptt at least all of the eblldr^i In the grades<br />
(excepting only the irost e-'^.trc^-.c sub-normal deviates)<br />
should be raculred to pursue a co^-rr-r.e of study which<br />
i3 unifornx in Its ciilt'ural and literary ingredients,<br />
and that only thiis /ill it bo o'osr::ihla to elevate<br />
the cultural BDXJ intelloot'i''?.! level of the mass of<br />
peoTilo of tho nation—f^ result o-aroh-^tically to be<br />
desired in .a country i;a which tho r&nk and file<br />
Tmist be trai:ced to cooper.ite ectivcly and partici<br />
pate in the proceeds OS and .fhinotlons of government.<br />
There Is irxicl: to ba so.id in fovo:£^ o:" such a view<br />
•,.f •"• •<br />
\#iich has been eloqvo;:tlr coo.^;iplonod by 7/. G. Bagley,<br />
12<br />
L, Ward, 1, Ccar^dy, H. Townseud, ar-.'. others.<br />
!,aQst authorities, irich:-din£ sooiolo£;iats such<br />
as H. S. Bogardus, G. H, .Davis, Todd, Giddlngs, and<br />
•«lmlMIIIMMMMk«ll*.»WMlilW*'>
th© majority of ©due©tors €uid leaders of clinics<br />
and institutions, aeeir^ convinced that the ©duos-<br />
tionsl n©eds of oMldreu \uio»^ deviations or ab-<br />
normalitiea exceed a certain point cannot b©<br />
adequately met by tho meulioas aad contents of th©<br />
regular ©lem^itary curriculum, and that they cannot<br />
receive th© amount of attention they require fnaa<br />
th© regular teacher a axid procedures,<br />
H# IambiIjty of TeaohJAg md i#earnlng in Heterogeneous<br />
Group Asai^mcntss To att^npt to provide a uniform<br />
-«MtM«M«MMRw jw««wi)»wi>»>.i|irii.iiiiiii)ii a ill III * ""^<br />
course of study In the regular olaases for cliildr^i<br />
wiK» amy vary tr^m Imboclllty to potontial genius is<br />
like using a plov/ horse as a stimulus horse in<br />
training for a race, or like hltorang a draft horse<br />
to a race horse and expecting him to win the ccmtest*<br />
The query has been raised as to what la th©<br />
hi^sst obligation of society. Th© sociologist has<br />
considered 'the greatest good to DUG greatest numbsr"<br />
to toe his slogan, and now, as of old, we are striving<br />
toward th© goal ox society,<br />
is not "uht; groatest social obligation due th©<br />
grei^it mass of norraal'and particularly the smaller<br />
per cent of very bright, gifted, and "'genius"<br />
childrsn, who arc destined to become the leaders<br />
or or^nizers or tho groat balancing or leveling<br />
force of society? Is it not ohllgatory tiiat society<br />
determine as soon as it can and activate the latent<br />
and potential powora of Qvory individual? Hence,<br />
64
the eteeational tdmX is amning to be interpreted<br />
thus—"To i»H>vid© eqasLlltar of opportunities to all<br />
ki grogortion to their oai^oity." ©quality in th©<br />
ehanc© to beome all that his nature partrdts him to<br />
bscaa©. In the words of some of the leaders in<br />
mental t©sting the perspective is expressed,<br />
S, L, Thorndiket<br />
Vlows of the i'sycliologists<br />
''Tho race of clvlllaatlun und ./cilfaro is not<br />
run to soo who can ^jo the farthest, hut to irake all<br />
go as far os oan bu.'^ and;<br />
"Tiio influoiioea of th© onvirnooiciat are differ<br />
ential, t.l;o product vai-ying not only in accord with<br />
tho onvii^orw:iental fo.rce li^seif, but ctlao in accord<br />
with the original nature which. 11 opex-ates. V^e may<br />
eve:.i expoct that educo.tlou ^111 b.j doubly ©ffoctlve,<br />
oncG society r€co^:,i2]ca tr
the m-©ntal sbility of unselectad school children,<br />
and o•<br />
"'•^L. M, Terman, Intelligence Tests and School Reorpcaniy,atjLon,<br />
xu f., 1922, p. o.<br />
®M* M, V/entworth, J^^i^^MAa^ Differenoea in tlio<br />
Intelllgeno© of Goho'bT'Olxlldr'on. Cumbridee, Mass,,<br />
igsS, p 40.
mmjimcL mommmw%msr*<br />
"All W0 ean do is to develop tha individaal<br />
to the highest possible standard, vrnioh standard<br />
amit be deteraiaad ixi tha ^x^cass amd tmt dmitm^tmd<br />
upen befare."<br />
B, R, Bu«Mn|^5ten!<br />
"Ia it net beeimaa of ititelligenea ratJ^r thsm<br />
because of fl^ysioal rissmtmkm that i^n is stip«*i0r te<br />
th© brute ^E^aation" l^eith^ir in str^igth n^p fleel^eii<br />
nor kd^einr of ^m mon^B hi$>m ao an mdvwatsg© over<br />
the higher forms of ania^l life. It is his e^ Wi4.cu his braiu .^c^het* pS3ibl© tlist<br />
he imiibits or redirects his own tendesicles to<br />
reapondg Xt ia by t;>iii in©*^-o t,mr i:r, csakes plans<br />
for the futurfs, c:m.v im bal^nce^ ou^ ^lurse of act lea<br />
against anat^ier, a-at. chooses ilie 0 colon which is to<br />
take plac
i^eoifi far ihs ©xercise of good judj^ant*"*^^<br />
"^h© greatest ja:*es6nt danger in th© testiig<br />
" '"' L' . —I"*'*" •" • • • ii»..« rt > irii,aji„i iiiM I I .mill I iii I t im II «MMm,» MMMMMMMMMMT<br />
movan^^t is, ssemin^ly. the danger in th© making of<br />
iM ^^tB to cover £ll the ground and do itll ^lo vcrk.<br />
?eopl© vho are ready enough to weigii ©vid©nc© snd<br />
• « . •<br />
to tske thought of conditioning circumstances un-<br />
accouxitably assume th« attitude in regard to testing<br />
that results mxist bo vuaequivocal, aeo^Jirate to a<br />
hair, and utterly reliable as a basis of action.<br />
Such a -phiiWi im.m»mm
adwieet elaeses based upon i^vilage c^ fr^^s of<br />
feirtune are a mmmo^ &xtd a drm^ weight*<br />
"But the socifti wastes th.x»oir/i inMMted<br />
talent and produirtivity, through ©xploitstir, Koo3 h^'o snia, ''Ah-iost ^.11 tho writers<br />
urge the recogirition of individual dlfforeiioes in<br />
^A> J> Tedd> Theoriss 9f Social frogroaa. K.Y., 1924,<br />
M^m<br />
ov
ability, interests, and needs, Th© parformanc© of<br />
this function beoomes an obligation as soon ag w©<br />
make progress toward popularisation, since wider<br />
diversity among the student oody will acccmipany any<br />
significant increase in the proportion of young<br />
people of given ages who enroll in the SC1K>O1S."^^<br />
Billet stated, "If groups were formed on basis<br />
of relatively unch*^*^«:'^abl© native abilities, homo<br />
geneity not only would be more enduring, but also<br />
one of the objections of teachers, namely, that of<br />
getting each pupil to aake the r^st of thos© ablH-<br />
ties, would be moro easily attained."<br />
Breed said, "There can be little doubt that<br />
th© appearance of group intelligence tests explains<br />
in large measure the rapid dovolopment of the move<br />
ment of homogeneous grouping. The two events were<br />
not only ooineidental; they v/ej.ui probably related<br />
causally, horeover, these tests have continued in<br />
Close association v/ith the development up to the<br />
present time. 9"f<br />
, Improve;i iu.it in<br />
Institutions 1 Life<br />
Throu^^h the utilij^Jiiion of .?(ro-^:ol tests a<br />
"4'W" '' * •»-———•"—-'—'—*'••'•-~*-'"—"'~~""'"• ""•- ^^^<br />
A9L. V, Koos, The Axaericaia Secondary School, Boston,<br />
^^ * * «r »-•
g«neral temleiMsy tcward th© Is^roven^it of css^&in<br />
social institutiona Ijis been r.ade. Bdui«&tionftl<br />
institutions hav© In mmn^ oose3 assumed the respon<br />
sibility of p»oviding differential training, a<br />
training varyiiig both In quality mmd qmntitj to^<br />
individual oap^.cltloa. :io othei' t.^--^^ of training<br />
ia norc prord^lnc for n denocracy.<br />
Thus far the studios nnde of toent&lly "axipar"<br />
Children hairc sho-n r, hlg}i corrol-tiofi between in-<br />
tolligj^cd nnd -t>rftlit:^, ?.nto'llicc---co and wide<br />
interests, intetll{;;o :ee arid miporlor physical ccm-<br />
•'r<br />
dltions, Intolligcnco rind ?sn ability to apj^eciate<br />
hro&d r;enornl conceptions, intelli^':once and incressod<br />
power of fle.xiMllt.7 -rrd reflect!".'-^ thinking, mid<br />
Intolllp-enco end high ^oholosotc ot->ndlng, altho^u^<br />
in lienor0.1 tr^ occormlish-ieiit ratio, of the dull and<br />
retarded In ustiolly '••.ls':or t^:r.n tho.t, of the io?mtally<br />
4m»migmmi'mmmmiMmmmmmmmf JMMSMP-. mmmmmmmmmtwpniwHiar>y i • aitn • ^——••• •••• •• »•• — ^.i MMMMMMM. n • M I -m • . IM* • iJff<br />
accelor-is.tcd«<br />
bnny ottoTopts hoYc boon (ir\C. cvo being •:mcB to<br />
provide mi crrichod cur:^boulu:: for t'iC superior<br />
nindcd pupll:^ . Ittporinc:oto ooon to indicate tlmt<br />
not onl7 i:nst vuriati'On l^o Ti-cido in the type of<br />
• 1 .<br />
subject natter offered,, bmt t.l-.r.t c different type<br />
of taachin:^ io roquirod for s'lporlon pupils, Ueneralizod<br />
f?aots. abst'i^oct tor-.o, ond Bv:.yll'-: o->o£:o:itl'>]:i3 oppear<br />
stir!ult5tin.r; to ^: cr;^- brit;ht yra'^Alii who foijo/ "r©ading<br />
betw0O:; t^o linen'' ond noo-o" b-^.^^ -^it now d:* scovorics.<br />
Such ja*oo0dtirf5s Y^ould K'O'O cftcn tJmn not bo tragic<br />
in olsssas of dull and retarded pupils.<br />
TX
o> aai^^^ird to the rstsrdod and dull ohlldren<br />
xaich has hmoxi aactaaplisacd In the way of bstter<br />
methods aijd teohaaiques and ek ills In teaohing th©m.<br />
It ia a^iggested that society may find a wealth of<br />
tmknown resources in thia class^ once th©y are giv«i<br />
all thsy omzi take*<br />
Th© differentiation of teaehing procedure has<br />
adv^anoad mxah tt^y^f^^v th6Si the differentiation cf<br />
subject matter, Snmll schools are differentiating<br />
teashing p^oeediKre within the class section mixch<br />
more extensively th^n large schools. Schools using<br />
homogeneous grouping are making extensive use of<br />
plans characterized by the unit assigrmient. These<br />
schools report the unit asslgmient to be more of-<br />
fectiv© in ho!»ogeneou3 than in heterog©n©ous groups,<br />
Oonsidersbl© moonomj in time, effort, and monsy<br />
has been reallEod frooi tho use of mental teats for<br />
classification and plaoement of pupils In schools.<br />
Mental tests have iji some instances in Institutions<br />
of hi^er learning been used as a Tueans of eli<br />
minating certain pupils, Leland Stanford and Coliisnbla<br />
University both, have used mental tests in this manner<br />
by reqiJiirlng that each person make a certain score<br />
in order to remain. In some California schools<br />
students Mist be able to make certain ratings.<br />
Guch abteiiipLs lijA^icfit'j tb'Ot socialj has In these<br />
*^'^R. 0. Billet, National Survey of Secondary iducation.<br />
Bulletin No, 17, "f-i'ovisions for iiidividual bifferences,"<br />
1932. p, 147.<br />
^ i »
initaaeee refused te epead t^ni^ on hi|^«r edu-<br />
eatisn tOT theae likely to fail in the pursuit of<br />
TW<br />
it* ^hmeAost eellegea, widened euvrieula, and diver*<br />
aified ratings are other afi^rta of adjustmrnt.<br />
la the poUtieal life tasting sj^arently has<br />
done little* Itots are used as an aid in S0l©0ting<br />
the Federal Service B^loyeesi in seleetiag certain<br />
i»inii4pal officers sad tl:^ like, but no coasidarabl©<br />
advene© has bean mads. The reel service is ex<br />
pected to b© dmrt'^md from th© use of th© oom-<br />
pet^itly trained leadars and ti^ined followers<br />
vhic^ the tasting ja^cass has helped to selsct*<br />
Politieally, tha world at the prasmt time is far<br />
behind its ©een^^c advances.<br />
The gns^rth of da^o^iNiay with its ©v©r widening<br />
opp
hereditary aitst©, there has novsr boon an applioa-<br />
tion of biologiaal laws, but leroly an sxkward and<br />
vsgu© attempt to apply tho general principlo that<br />
like begets llk©.^'^<br />
By the method of mental tests w© hsv© scwr<br />
learned that th^re is r* sfliSll amount of overlapi^lng<br />
^Fyy***—*——i*"***—*——wi« I • II «• Wi m'tii''tmmmmmmmtmmmmmmmm»immmmmmmmmt0mmmummmimm»mmti^<br />
The offspring of a gifted par«\t vmrf Sfnong i^mm^<br />
aelvas, and **^ *. groupi, regress toward th© wean<br />
of the general po^mlatlon, ihe ehancas are few<br />
that any ©yhild of a vsry i^rest man will ^usl tha<br />
fathai"* In aaj:^clty, a. d :?iwor a iii 11 that a partieulsr<br />
oaae, designated bafore birth, will be his<br />
©',,,UJal, Jat h^;^0ditai»y tiiilea descfaid to th©<br />
©Ideat s^a, if th^:»e is a son #^fo lives | and<br />
faiii:.ig tha^ii, to kin iii a proacr-i.bad O^^OT, detarmlaed<br />
hf factors irr©l©i^nt to mental ability*<br />
H©rodltaiv office 'tA^it i.^vs oa^aa a socially<br />
and politically successful davic©, if rasp^nsi*<br />
blllt/ had d.©iieended not to hla i..i ssqueaee prm*^<br />
scribed by irrelevant accidents, but in each<br />
ca^e tbio i;i0©t Intelligent ono £i..iojig kin in th©<br />
first degree, r^^gardless of order of birth mod<br />
of ^^x^ lii pju;t oentu:-ic no sciontlflc ii^thods<br />
of appriisins Immii faculty without trial by<br />
lifo itfself 0^5 ste(". "a ]irl:':o-guniture and preferment<br />
of males were set up for reasons unconnootcd<br />
;7lth dloj)loy of ahiUtj, ia ignorance of<br />
th© fact that such deteririnantQ, being biologiccill.'-<br />
irrelevant to C':.:p£'oit;/ for selective<br />
thlnlclng, would work .steadily to^v^aM intellectual<br />
inediocrtty in n^.louo r.-o' £;_iidos, oven thougln<br />
both parents were required to be of royal or<br />
noble stmtns, ""h^ •'.00+ onr^ €,ronz offsparliigs<br />
sOiould rationally hlvo^.>ean selects for the<br />
horoditary office ^r"^ tl.-flo, Inoi ©od of the eldest<br />
tmlo*<br />
Ths seccmd T;e=o.tor?.ess of atto-^nts to conssrv©<br />
tho i^lfttsd by nsran^ of cs^ute has bean that no<br />
alloimnee t^as o;iicG for tlio overla^nii-.^ of r.oxjuity<br />
between children of parents in different occupational<br />
Irrvels, bo mxoh Rlh^T/.^nco could bo<br />
iTiSd© for the reason that no scientific method<br />
ot appraisal had beoop'O ava-'lobie.<br />
Ini.Grojitiull;^, by vuii&tlon fnmi jr»Ar©ntal<br />
average, a sir a 11 nor con tare o^ the c-.lldro i of<br />
noblor in each gen Ji-at ion ySiOula fall automatically<br />
out of th^ pi^ronto* cs.r?to; wlillo at the<br />
same time u s.nall pureeatago of th© offsprings<br />
of peasants should rise ir.to the noble caste.<br />
r»
inrta titteeen effsjpring of dinars and lavyere^<br />
t«e eeeapatietia ealling for mn dtttmrmt dsgreee<br />
af lateUeetaal aMlity*<br />
rhmm are the raaults of vi^rlfiable «i^*i«<br />
stSEtta earried ©fut fer laere then tve di^dm indi-*<br />
eating that we mn select tm? apeeial ^tuaational<br />
w<br />
i% ^^wmW mmdm in ^^imr te ba^tain a ^m<br />
atan^ia^ of ability within a caste,) l&il^s mosm<br />
iseans be previ^ad t# allew far ^is i^iuE^lati^m<br />
mnd ev^lai^iag of effspring> mkmtm astablia^iad<br />
origixmUy 0^ a ^aia of bielagieal m«rit ia<br />
m^mm to dm&gqr ei^antmally, % r^reasioa to bielogiiNil<br />
medieerll^*<br />
In mmf mmmm thmsm t^m hmmm. i^i^^eit ^
opporttsiity ohildr0n vho are abl© to mak© us© of it,<br />
• •" • • * ' . • ' ' • • '<br />
W© can solsct children who can carry unusual rsspon*<br />
sibility to the school. Present indications ar©<br />
* < * *<br />
vary strong that by mental tests it will ©ventually<br />
b© possible to select indivldxials who hav© ©xtra-<br />
ordmary capacity to lead, rule, and advis© jMinkind.<br />
AltlK>ugh psychologically this seems possible,<br />
it 'Is rather improbable that suoh methods will ©v«r<br />
be put actually into operation. It is scarcely<br />
cen00ivabl0 that human natiire will ever establish<br />
^TA support 0 social-economic 9yf3t^nb''baaed upon ths<br />
impersonal date of mental Sind physical tests. Th©<br />
procedure would call for a clear rationality which<br />
at present certainly seems superhuman.<br />
Yet, society is definitely looking forward to<br />
theae groups a a n r^'ood'paying investment* Society<br />
is expecting a leadership of .Rervico and not ex<br />
ploitation fro:('> suoli groups,"^^<br />
TTT-<br />
Q^vsmxs: for ^jxaupio i^^iu rapui'ued public eduoational<br />
^s^perlmST^tatlon wit.h hi3hl:r endowed children since<br />
1918, at Berlin, Hamburg, iiresltiu, Mannheim,<br />
Leipslo, Frankfort, Oiiarlottenbiu^g, and CJottongaa.<br />
olnc© the war tiie selection of olaldren of promise<br />
—"Bornungskinder^*—has gone on i»apidly and systematically,<br />
i^o faj.' as may be .t. far red from<br />
literature, Gennany today pelves more official re-<br />
©o^tiitioii to sp«^olal odacatlon on the basis of<br />
m^ital ^adowment as determined by objective tests<br />
tlmn Aiiy othei- nation. In GorRmny there Is no<br />
erabarrassment in acting openly upon th© facts of<br />
biological nature, since the people have never<br />
'biiow indoctrinated witii the theory that all are<br />
born equal, hrigland haii limdo sou© advance in<br />
spocinl tralninr;;, J^nd t'-^e Unitol :tates is betinning<br />
to aoe differontiai ©ducaoion more v^idely.<br />
arvard Tiniv o^^sity :'akes a practice of choosing<br />
a certain nuinbcr of tho r.ioat procilnent boys fro^'<br />
certain sections of tho United States, allowsj<br />
each $1500 and a higlily stimulating cultural
Bey 0« ^Uett has nstde an extenaiva survey of<br />
the aj^Ueationa of honftogmiaous gr^piags in th©<br />
l^iitea Statea aine© 1910* Thia inveatigati^ pre<br />
ceded hia rei^rt giv^ in tha Kati
••**,• ^ *•. tarn vmpom of n^EIUied lOeaidUri^tion<br />
er bsaieipaeoiie grea^^ is to rs^ve or sdniaise<br />
eiOy t^ aeet eerieaa ^pediments te grwp learning<br />
end groap im^m^im^ sinee it is absurd te th^Uik<br />
that individual diffi^Nmees will be i^radi^ftted hf<br />
m^ kind ef e:i^aaifleatiim."^ "Bi^«t»red to praetiee<br />
it sen nmmT signJ^fy eemplet© hmm^^m^idMf but caily<br />
Tmdxmmd h^^m^m^Ltj^^^^<br />
Jkttmr diseiMNiiag v^sorious f esturas of plaiyi<br />
ppovidiag tm^ differantistsd Isminii^, mch as the<br />
i^priacii fXmHj^ the Dalton Plan^ and ^a Wiimatka<br />
Plan^ ^« mist s^tess<br />
"Probably no feature of a plan for tosiag^s^ma<br />
grouping eti^ls in l^po^rta^i^© tha y^taricaa; n^idi<br />
deterssinas the pup41*s plaea in the Totijsmd order<br />
of elsai^0|tien*"^<br />
•fit<br />
"Cf an tl^ %B lM»mi ot souping e^loysd ia<br />
th^e s^ioels (the 8,^4 m^^^ooXm used in his sur<br />
vey) the intelligsnse q^ctiant from a @roup mi^tal<br />
test is the i^st widely msed. Since m«:ital age or<br />
S0^*© frcei a gro^p i^ntal test is also widely usi^,<br />
it fol2«iRi that results ot th© group m€©tal test<br />
in ono towm or sii®tl^«p assume a position of out-<br />
atimdlng iiaportanc© mmon^ oriteris for fiai'ming hoiao-<br />
^movm groups."^^<br />
tfi,i,Mmmimmmmmmmmmmmmmmmm0mmmmmmmmmmimmmii^^'^'''i^'''^ < 11
••v<br />
in suBoaariaing a^sie of tha eeaitributiona of<br />
mental teata, I^* Breed vritea;<br />
*Intelligsnee teata are im^ving of great OOT--<br />
viee in the elaaaifieatic^ of pupila at in^rtaat<br />
«3twi]^ p
liaa IMmatmS *W Ufai tl?ie hath, more atelX be ginea"<br />
te ^fmr taite vto^ieeviffr aa^ is gfvsai, ef M»<br />
ehail %e mmA required, fer te vtscr. the ^HIS iNive<br />
tmndttei 910^, of him they will a^ the mmrmm''<br />
MTm aread eug^ets that both mmtml mmd a^aieve-<br />
ment test a aid ia ^Nitersiining prebli^B aasiNit<br />
"Bcr<br />
*St iS|^ thiir(^Na»e, eaggestad that beth aehieve-<br />
ment and Intellii^mee tests be used in a pregram<br />
ef elJtssifieatimi-^the intslliganee t^Mits to S4»>ve<br />
a diapteetie fte^ienp that is th© fuaeti
tlie fonelijaleae deftaecd. 1^ L« Steddard,<br />
WkniftUe fPiOAt, ileuld, and osbom mmmm to be<br />
tmmmd mm rseial eonsiderstions, vhic^ represfsits<br />
a jtWfweiea ef the prmpm atreaa
phasir repflNwiBtatiw ef m advanea trend in fcmdng<br />
e xsere ebjeetive pelitienl policy as eontrssted to<br />
the sntagoaiatie eeleetions v^iah hav© been based<br />
en pepijSiu* preJMiCM in th© past*^<br />
:..ii.*.>*Ajt.<br />
^ ladtaticm? Poaaibly, than, as hss been mg*<br />
§mmmd^ the ipreatast mrnktrthatlmm the tasting<br />
moveBgi«at hss glv^m in a social-politiimi way has<br />
bean to eS^upify 00gr»tain aonoai^ionsi n^»sely, civi-<br />
lii^ti^m t^rids to advance on mm tmo Xmw^ ot ^|n-<br />
y^tion md jesitstion* Ihtellii^ee is required<br />
te ai^preeiate intalligctiea, m^ idstcery is alras^S^<br />
replete vitli eseampl© of mesa in sdvi^aa© of th^ir<br />
tJ^e' or mm. 8^n!>rou3^0d h^ clods in^npabl© of dis-<br />
^•ii^nstiv© irttatden.<br />
1^0 e^^lexity of eulture, ©spiNSially in the<br />
fon^s of social st^gsmisation snd ©conomic intsr-<br />
dep^Qita^e, have davalopad hand in hsM with<br />
Society, for better* or worse, is organised on<br />
a damocratio basis mud tls*© diMitinias of s ©ivili-<br />
s»ti^n infinitely eoii^lax mrm in the hands of th©<br />
many* (^ahsm Wallas snd oth€a?s h*sv© clearly defined<br />
this pradi^tes^at. Masses of people determin© peac©<br />
or war mmd participation or n^-*parti0ipation in<br />
m^mmm0mMitl»»mmm'm'^m.i»tlmmtmmi»mmmimmmtmmmi»mmfm.»»m»mimit<br />
^C, larkpatriak. intelliKcnoc aj^ Ijabiigpatiw.<br />
Baltljsera, 1926, contsins a vsdc*y ciaar perspeetiv©<br />
of th© testing mcvsmaat along thia line<br />
vith eertain implieations made.<br />
^2^
mmM mtfrnam^ mtom rtmx elgaifieane© and im-<br />
pliwitioa they are likely net to sppaniaiata*^<br />
Bittoe the leaders i^re ohomrni, toe qrtislity ef<br />
the iaailaaqiihip and ita ebjsctivss dei^nd on tha in-<br />
telligsnee of the laany, fbr momt policies mrm tmmmd<br />
with an mfm te "popular p^ejt^lce and «ui ear ©eokad<br />
tt> hiair ths i«»srf9ari3rjs.t of ^e smss^i," Tha de-<br />
psia^Niiioa «n public opinion givss rise to mam:f ©x-<br />
sai^les'ef what Lin^uann would call, "a© cult of<br />
the Strand best." In iMgland thar© was a pepolar<br />
l^sssnre for a short sifted m.d iaf^asible i^c©<br />
treaty nfeicfti was forc^ upon the i^crld a^inst tha<br />
betti»? ja^^pent of the l^id^^s. Xdke^sa in the<br />
IfeiitM States, in internal ©conmsdc policy mid in<br />
th© matter of fori^gn debts, Issdars are forced to<br />
give their ss^eid best in l^id^rship,<br />
tmmmsmmf in fMo s«nse of control of pabli©<br />
ofdnion dmpmsdm on e^sati^n ^.nd enlightsnfmsnt^ and<br />
if it is #iovn that education depcfids on native in-<br />
tellig^mea, theaa this mmt be taken into account,<br />
fnt©Higgle© and the Products of it Bmm<br />
tiSmmmtmmmmfi^mmimmmmiimim iiiiwinniWi wwniiiiinn wi.inw.iiiii.iw an.Oimiiii mn .fnw mmmm iiiwiii.iiiiiM<br />
Bi^ly Valued by Societys Is not intaHigfanee r©mmmmiiimmm<br />
m tmrn 'mwmmmm^ niili,. iniiiiiiniiLMiww««MMia» ***<br />
quired tOT criticsl selection ^rvd appreciation of<br />
the mmmd leadership which is so necessary in a<br />
Hia,>»ali)il.WHfc^li»lilHlll. Illfiilr n,i lii|illll.n*lllpl.lWi.W.m»Kiiill»IW""in»l».W.WIIIWu»r' .i.«^^'Tir-^~^'TtrTTr~"'*T~" ^^^^^ ^^^^^^^^^^ ^^^^<br />
^3<br />
course.<br />
Th© importance of this entire ri0V©m«it, of<br />
is baaed on the tw^itieth ccfitury conception of<br />
the possibility of man's conscious progress. It<br />
s©e?5ffl to bo an attcr.pt to utilise th© rjcntal<br />
cspscity of msn for his advance. Withr^it suoh<br />
an ideai, the triovcrsent would have little signifieana©*<br />
^
eenftoc ««cia where tmXmm atepa may spell disaster?<br />
Ia it not better to utilise a system, mrm. in a<br />
atage of eJmdity, rather than leave tha mattTm proeass<br />
ef aeleeting, educating, and appreciating talimts<br />
and defects to a blind tri&l s^na ©rrca* H^thod of<br />
having ^0 gift ad survive if they oanf II .mriiiaiiilii «HMiMMMMHiMWwwiMK»<br />
of Both Sexes t Th© wid© us© of mesfttsl tests indi-<br />
o&te poaitiwly that g^aersl intelligenc© is dis<br />
trict ad re^iHr*dl0ss of sex. Thtn discov€a»y raises<br />
iat^NNiting questions of public policy in rsferanc©<br />
to gifted girls and w
Certain value attaohas to the de^^^natration<br />
by m©»tal tests, whi^ did not atta^ to th© dbB»*<br />
'WT<br />
onstration by scholastic tests, {Cirls hav© proved<br />
to be ef mmml m«itslity wi^ mm in seholsstic<br />
lines for ^omo tiir.©,) The mcntsl tests sr© known<br />
by ^parts to b© mi^ mors precis© mxd objeetive<br />
than ^0 si^olastic tests* Strictly c^aps^ativ©<br />
.groups sr© im^m easily secure for mental tests*<br />
The Qtmrmm. ^fo)mlo0.mtm ^ Pater and stern, have<br />
called attanti^m to the fast cf equal ratings on<br />
the tests snd have asked n^list im^liostions sre to<br />
be ilpsim for ©ducatioa*<br />
Ihviafse Emtio of Intelligence and Birth Ogm-<br />
•mmmmmm laiiiiwwi.iin mimmmmmmi'ii iiiiniilt,' Miiiiiini«in»i.iiiiii..iiniiiiiii,i>1wiii, mw n imiiimiii iiinniiiii w UHIT mniiiwuii<br />
ti^l WiH. Probably Cm.t%jmot Worn a gsf^r*! study<br />
^•MMNMinMWMiaMnMMIIMI. il IHI .l[Hll» Wl II»I HI 'nil mwillBi n «lMM!|WMIInWMMt>M«MilM'> ^^ ^<br />
of 4^us-#s mud effects of the differ^itisl birth<br />
rate, all thin^ ^^sideTSd, it looks certainly very<br />
difficult to .supply 0ffcctiv-s o^tivea for iacreassd<br />
pro«n*«iition by the intelligent, unless ©ug^aics<br />
^•l^t, pmvfm.pB, nmke an ef fectiv© pcrsimal appeal<br />
to the very intelligant if a way could be found to<br />
reader child b^tring bsn^ficial to health and<br />
©cont^Lc ssciirity* (A.ald@ from statistical inquiry,<br />
it ^ght be presupposed that w^taver would T^s^Smv<br />
rs^^o^ction lass painful snd lesa ey.per^lvo would<br />
render it also more freqt^nt air^cmg tho nost rational<br />
»41<br />
pmscm&an»)^'*<br />
^mgmgmmmmmmmmmmimiie'^''mmmmmm^^^ ' "—"'" '<br />
*^Th© following item "sras taken from the Uibbook,<br />
>?*^-^».r/ Atraiflnf^im^Jot^rnal of Sunday, itey 6, 1934, p* 1,
It S00ms vsry probabl© that the pr©s©nt trend<br />
of dlff©r©ntlstion will continue, of facing bsing<br />
born in inverse proportion to the power which their<br />
parents have of learning how to limit r©|a»oductioa*<br />
This will lead to a slow shifting downward, th^:i,<br />
of the intellectual norm of th© population. It<br />
will, of course, be a slow process* Any shift in<br />
the no3Pm of a larg© population requires t^h© passing<br />
of g©n©rations.<br />
Desire to lower the Reproduction of Mentally<br />
«Mw,MMWWM|iii.i •mamm * ' •inmiMii -mummmm. ^iiiiiiiM..»liii»ii wni.i 11 HI I* i,ninii.,i *mmm titmitmmttimmmimmmm<br />
Def©etives; The above conclusion has already<br />
0r0at©d c©rtain desires on the part of interested<br />
pf*oups to facilltat© a mov^nent for the decrease<br />
of the reproduction of th© subnormsal groups and<br />
mentally defectives. This is a grave social |£robl©m<br />
ond one wiidch society, it would seem, must face<br />
sooner or later, whether it is impleasant or not*<br />
EoonomiG Phases: Th© ec
ead utiliMitien ef paver* Certainly as Ogbum and<br />
other social thinkers have ccssmantcd, tl^r© is a<br />
laok ef adjustm^ait in the lives of nwinf ]^oplOu<br />
Jpop^^t^fif^^ ^Pyedi^ctioxis I Tast^ of general in-<br />
telligenee indioata, without ©XGaptitm, tImt th©<br />
duller child is Eior© Intaroat^ Xii routiri© work than<br />
th© bri^iter child^ tImt a cliild with s va^^ hi|3^<br />
I* Q* ia often dai\g©i^ua 'Wlimx giv©n too MscObtanically<br />
hwfjd^ed occupations, that th© p00ple of IdL^ mentality<br />
need a xmro mentally ^tiitiixl&tiaog field oi fis;pl0ratiim<br />
while th© dull©!* type of iilads -aood to Ijav© clear,<br />
definite, detailed ©xplaamti^n® and simple? tasks*<br />
Tests tor individiisl aptitudes ms^ abilities<br />
hSTs Ineraasad recently snd the field wm.j soon b©<br />
covarsd with specific spaoialised tssts in industry<br />
as w© have tha test© in tl^a ©ducatiorml world*<br />
Teats as a means of placing the i'lght indivi-<br />
dumX ia tho ri^t place would of coura© be a great<br />
b^afit to mankind, r^ulting in saviiigs in time,<br />
effort, mmm:^^ snd possibly greis^te^si, of all th©<br />
pravaatioa of the trm^J of f^lHu-u which so ifsmy<br />
find aeoc^pany their effort 3,<br />
UMitm%lmB M .^Tmm^ IS^M M JM In^ui^l^l^^^.i<br />
Hiatal tests ware rnaihs for acadsmlc purposea, for<br />
eLaesifioiitimia, oapcclally in tb.e schools, Thsy<br />
Imve been criticisf^d as not slvi^.g full justice in<br />
th® m©asua?lns of the Indtistrial perspoctus, (Thia<br />
critielSf.^' ses'^a well placcl, ITo^? tents w^ll need<br />
«M||W II I •<br />
• 11. H I II I<br />
•*^Ba^cingbatn, j»g* ©it*, p. 306| Hugo BSunatorburg,<br />
Payebelegy and Indoatrial iarfioienoy, N.Y*, 1913*
t# ia»ei»perst# SMWI ef tlie specific iniustrial<br />
te^adtquyse before they form aesurst© meaaureminta*}<br />
Mg4 i^ ienarsl Clsssifia^ti^onsa Aa a m^ns<br />
ef elaeaifying lesdara in th© %oosmndo world, amttital<br />
tests are proving of ^lue. Tha iB^lleatims of the<br />
present tend teward n belief that very hi^ily ia-<br />
talllg«it individuals with hi^ social idfmls are<br />
going to be d«Bmnd©d to solve thap^eat 000m^d.c<br />
probl^aa of th© war Id,<br />
Aaaaredly s-eaiaty is already objecting to tha<br />
inharitaac© laws vhi^ provid© for the maintmaanee<br />
in Itixury of the imbecila, uz^er the guardianship<br />
of tho cessipet^nt trust Bompsnf or seme other "moi^l"<br />
being,^<br />
Ci^rraspoada^e batwe^^ fiacoip an^ tn^fl^lj^^omt<br />
llhst is and what sh^M be th© scen^dc reward of<br />
intellect? i^bat is the ccrraspondenoe between in<br />
come and Intelligence tha world ov«p? Diraetly
the prebabie oorrelation,*^<br />
» ^ • - • • • - • '<br />
At the m^posite extreme of suffici^it incoms<br />
w© hav© psup«rs, and her© we hia.v^ actual test<br />
knowledge shewing a vm^f low standard of intslli'*<br />
45<br />
genee, only a few being above norsml,<br />
P^otn ©videinc© such as w© have at present it<br />
seeriis that there is a positive and fairly high cor<br />
relation b©tw##n intslloet snd econoi^c reward<br />
whsyev^ cn for such r#ffard is free* o£<br />
relatively fr:©o for all*<br />
mmmmmmam ii n iii mm^mmmm- IIIIIIMII,II.IIIIII •iiwuim» .»|> .n. ni.w»<br />
Factors liking for a Lew^sd Oorrelatlont<br />
M.^.
«^» ^ifieial Eestraintiit Obtain artificial<br />
ITVF<br />
reetrainta eperato to re^c© th® smetatt of r/<br />
eerrelation batwaen intelligenc© and ©cc«iomic<br />
status* %ion wages, flxad salaries, as of<br />
civil servants, and like devious for retraining<br />
differentiations of r^vard trnid te ©qtmlis© tSia<br />
• etmpid aj^ th0 intellig^t in tMs respect.<br />
If, !^rsov«r, no liir^t is .;:mda in t^e oorr©s»<br />
pimdi^C© to one se:?^, io one retce, or to on©<br />
age, but Include parsona of both sexes and of<br />
i^srieu;s rac^ and ages, the coir^clatlon will<br />
be stiU. further T^^&omd becauae age, race<br />
and sex ar© in tli0or.a#lv©s important In datar-<br />
mining a person's eoont^tic value* For exampl©,<br />
adulthood is an asset s so is rrmactillnity ia<br />
eertain lines of work*<br />
b« is?^ Intelligent Pi^'sons Prefer Interesting<br />
mmmmmmm wmmmtmrntiiimmSti IUMWUI I- I IM tmftmmmm .1 • inmt jjinnOnmniiiiiiw m tmmmmmmam^miimmimmimmimml'<br />
Work Bather Tkmn Pur sly Beimmerativ©; Mother<br />
«IIMMMtMM, MBMHMlMMMiaM. Wathy. Very
prilbiekbl^ these traits wo^ld act as an influsnce<br />
to r0st«>aia thmi trom the full ^^^reise of t&eir<br />
advantage in ©concrdc riltu&tions whsr© ruthl^ts-<br />
naas is likely to be e faot'Cr of success*<br />
^omio M, Society Greater ^x^ t^ Int^^t.©.<br />
S£. ^E lit,03,li|stmt es£ .^t^cttd: A »^^itiV0<br />
soeial-economic systor-; fostering th© Intarssts of<br />
the int03Lligent thr&o^ making it possibl© fox* thi^<br />
to obtain ©con^jsiic ^o^ by the exercise of their<br />
powers, thus secures t^ic full services of the gifted<br />
for th© cossiaon good* Tbioso s^^vices probably could<br />
not be secured in sny other way, human nature being<br />
as it is. Intellect is not apt to work hard snd<br />
losslbility of such ©cim^iic at-<br />
tainismt. Th^^ uomm to be no minium ocoupatlonsl<br />
1#^1 defining a lower limit for tbo ^-.antallg- best,<br />
but there i£ a iwy^jroim .,cou,^tionga l0,v©l m£^m<br />
M npp0r limit for s^ except the b^at* rhxm,<br />
socially desired work that can b© learned by ninety-<br />
five parsons out of a Jnmdred will probably be<br />
f^^evsr cheaper thsn v^orh thsit crin bo learned by<br />
only one or two in a hundrod.<br />
^ *
m^%^ W m ^tfuregt Cgi^^actsr Cannot Be<br />
Jduoated into Ffoglat IMs factor of "rarity" and<br />
ita in^laenee upon income aiii
©• Stiiaulated Progress in Oth^* lines<br />
As a general cooperative agciucy in prositi^<br />
and facilitating furthor process in ci^sin otht^*<br />
lines^ sisental testing l-ms proved t^eneflolal. It has<br />
directly fidvaneed and stlBSxlated the study of social<br />
causation axid social p:;t>gresfi, and has -emphasis^<br />
the thsor;^' ot t^mltlplicity of catiacs ss opposed, to<br />
th© idea of a single cauee* It has Instigated a<br />
laor© detGllea stiedy of anaboaiy, pai^ticularlx that<br />
of the S-kslstal systeios and tlie iKrain of wmt* aM<br />
other pi^iinateE, aj^ t^ study -of g©n^*al biol^^<br />
mS. sug^iios* Xt has also prm»t©d the- stt^y of<br />
rao© psy^iolofy, etlmiol^©-, and sr-chseology. It<br />
has given a smrkad iMpetus to searches for the<br />
iseans of man's progreas in the past and has ftt-<br />
tsisptad ^tmrn^'iM't to ©^Im^to the lAiysical, msntal,<br />
S3^ social finds.<br />
Xt h«.s brou^it about phy-slcal, social, and<br />
m^ital investigations, and through t>-os© 1ms ©a-<br />
hsaaoed @ool©ty»s kncwl^ge of school children and<br />
-%r^sr-<br />
th© school syst^is, orlBii:o.ala, delin^ents, defectives,<br />
mkd dependent classoo, /uic has loo to certain directly<br />
ppsctical systems ^.^f :or0Yo-ntini:^ certain iiml-ndjust-<br />
!i©nts In the social and Indlvidut-i "ife.<br />
It hac particip^'^ ted .5ai and Droeoted. stiidies in<br />
"t^mm, heredity, dent^net'ut:ion, and hybridity. It iias<br />
increased our knowle
ef the hamaa body and eapacially of the t^pain* It<br />
baa furth»^ed th© accumulation and use of vital<br />
atatiaties, &nd it hm& already oaken st©^ toward<br />
siding oth^'- Wmioi^OB in d©t0r-,fl:ilnc tho bosls of<br />
acquired knowledge *j.nd w&j^ toward aafagasrding sad<br />
improving th© isimam ras©*<br />
:f
^.- s<br />
1. ....... .(?. ...-'^ ..t.TVt*... •<br />
OHAPTBB 3n<br />
TBS TOTBEl flBZJ^ Agp<br />
bo ttirat-f?-^ ^«S 9F MS^AL fJ^TIBO<br />
J^*!r!Jf<<br />
'f^tur© Programa<br />
^* y^tad of ji JEEffiS* ^^ * ppo^wtes could b©<br />
perfeeted, it should itaalf mmn m importani step<br />
forvtrd, it vould, of course, diffst* from place<br />
te plac© and nati^ to nation but mi^t possaaa ea-<br />
aisitially tha asm© funda^antals.<br />
Ci»e»tainly th© future activitias of mental tasting<br />
s^ist be directed to th© Improvsmesit of its dm or<br />
ganisation and Wans, as well ss in th© dirsetimi of<br />
further research, a© imTo thoreu^ly snd ©fficidntly<br />
tha form«» is affects, th© more importsnt and pr^apfe<br />
will be the seiiimtific results*^<br />
Th© msin needs which logically bacom© th© aii?^<br />
not ontf of mental titters thisBselves but also of<br />
seeiety whi^ furnishes th© subjects to be tested,<br />
and r^ps the t^aafit or the loss, include iK^r©<br />
rs^lar mnd extended recruiting of their ranks, and<br />
a elosar gmnmt^l unity mid cooperation. This |s<br />
very urg^t* It conditicms furth^* devsloisneiit<br />
00Himmmt» tmmmmmimmm<br />
and speeialisation of academic instruction with<br />
ample opportunities at laboratory training; it<br />
i^mmmmmmmmmmm •mm •• ' " —' —<br />
^ e ^writer has personally int©rvi«w0d Dr. T,<br />
Kelley, Dr« Biles, T^. Tsrman* Dr* Almack, Dr*<br />
lHhippl©, "Dr. ^itacQuairra, 1>T» Thomdika, Dr* Da<br />
Voaa, Dr, Ystaa, lir^ Hansen, Dr* Herring, Dr*<br />
93
aiakea hii^ly daairabla ano extension of l©otur©s<br />
on psychic phenomsns in ths msdieal celldg©s; it<br />
neeeesitats8 pscuniary resources by means of which<br />
seholarahips may be off©r©d to anabl© workmmi to<br />
b© train©d in laboratory and fi©ld, with an im-<br />
.• •'. L<br />
prov©6i«at in th© pro»p©cts of their mmpXofmimit at<br />
r©ssonAbl© ccmipcnsation aft©r th© n©c©asary pr©-<br />
parstion. Dhtil ©ff©ctive i^ovisions are made to<br />
cover these points, it can not be ©xpect©d that a<br />
r©quisit© numb©r of students will be attracted by<br />
what mental testing offers in a way of lif© work,<br />
th© ©irportunities of ©n^loym^nt of w©ll-train©d<br />
t©st©rs a a diagnosticians are not so few, and they<br />
are bound to increase in the future. Th© principal<br />
problem is to acquir© money commensi^rabl© with th©<br />
r©quir©d preparation for the research and the service.<br />
2, Cooperation of All In vestigia tors i A closer<br />
unity and cooperation among th© testers' programs<br />
throui^out th© world is a foremost and chcrishsd<br />
aim, Tim© is ripe for a closer and more universal<br />
union of workers in this field, Loosl and national<br />
erganis^tic^s have their place and uses, but as the<br />
S|^©r© of int©r©st of mental measurements e:mbraces<br />
the idxole of irmnkind, and as the branch in its<br />
broader aspect is minently one and "pan-human," so<br />
we nmmd an institutional union of all investigators<br />
in this line.<br />
Staffl©baok, and T>T. Kldcr on this point, Th©y<br />
Virtually sgr©© as do th© oth©r psychologists and<br />
educators•<br />
v^
w* T»w>t,M»ji^iati0n and P©rf©ction cif Methods;<br />
Another aim of mental tasting is th© futur© stan<br />
dardisation snd par fact ion of th© testing m©thods<br />
sad inatrumants. Iha progress toward th© wbliostion<br />
* - ' • ' '.• .<br />
of suitable bullatins, snd the supsrvisicfici of if not<br />
th© control of, th© manufacture of standard instru<br />
ment a, adjtmats to psyohcmatric observations.<br />
4* Bstabliahment of an International Board?<br />
ll>i,l.lillll,|-||lili>i|ii[iM.lii>ln,iii,iijiiIII. Jill III .1 •ml 11.1,11 )iSiiwiii»i.,iiji in—III III IIIIIIIII mini ittmmmmimm<br />
; V •'' ' • • " ' • .•? •'<br />
Th© ultimate ©stablishment cf a p©rmsn©nt Int©r-<br />
national Psychomstric Board might be one of th©<br />
greatest stsps toward placing mental testing on a<br />
thoroughly d©finit©, modmrn, and scientific basis.<br />
At present, to a considerable ©xtent, ways of<br />
handling mAt©rials are still largely individual<br />
and empirical. The imperfections in old methods<br />
must b© abolished, and the limitations of the new<br />
n©©d to be found.<br />
5* H©©d of Clear, Concis© Presentation of Results:<br />
Although working largely with measurements and hence<br />
with Emthematical units, on© is dealing with series<br />
that ar© i3pregular, deficient in number, more or less<br />
impure and hence complicated in composition. Mathe<br />
matically sufficient and radically pure series are<br />
almost hopeless to expect. Th© task of the tester<br />
will, therefore, always essentially be analytic and<br />
analytic physiologically, psychologically, and socially<br />
rather than in a math©matical way. ^lor©ov©r, it is<br />
vary necessary that a superior, yet simple exposition<br />
of facts, approachalle by every educated person be
P»*»**rt. tbia 1*, AKM * aeoi*! potaft *f rxm, ao<br />
Ivnrteat wd smli an advantage that the mstt«r of<br />
eotteaelve nee ef algebraie fos^mlae in publiiNiti^^<br />
mmmt be paaeed over ligjbtly* Bat, mathaMtieal<br />
i^paatioa ef ^e eurvea mt diatribu^iea, matoe-<br />
aatieal treatment ef ^tm hmmt^^inm m variati^, and<br />
the nice are «i^g«itly ealled tm mmd will nMeemrily<br />
be ^ g^at le^iUty^ Tticawsn^ly praetieal, a^sible<br />
n^pi^bi^tiiaie ef a^ aature i^ieald be mnm ot the<br />
aala e^l^M^tivea ef the int^rsuitiCiial boaaNl referred<br />
tm above* me *el© matt^» da^ai^a ^atrly and eare-<br />
f^ atteatien*<br />
^» S^blie^^yhieal KegKgdas The importance of<br />
eaa^lete and oomttwm^ biblii^pmphi^l ro^^Tds of<br />
tte results m€ a^tal t^ts are iMlf«evidaat, and<br />
mmm m nmmd ealla tm' tbe esrlisst peasibla reali«<br />
»iti0BE^» Certain begSJSodngs lmi% be«i^ made, bat the<br />
meve^Siit respires dmtXs^to ot^pyaisstieii and ext^oaion*<br />
1^^ ideal ia ^is direetiiHi is a ei^patantli; an-<br />
n^et^ hthX^LmrmmSm univfr^l ^ sci^p© aiid l|>bfrel<br />
ef inetoiici^#<br />
7* ganeralisatii^ £10^ Im^ovemant of Isfc^-<br />
tipHi tmpp^mmmit in and f^^N^lisstion of informa-<br />
tien aene^mii^ eel lest ions of data, primary and<br />
s^^adary, are hii^ly desirable* Such isifer^tioa,<br />
f^iraiiti9ied ths^u^ pariodieally sapplam«atad r^iaters<br />
of aievl^ aetnirad materials, would greatly proinot©<br />
eellab^ratiens, aa will the extant ef roeearch.
xt ia requitlta, too« that large collacti^s 6f<br />
data b© gsth0r©d and uniform Methods for th© study<br />
ef gross, !faidium, snd sdnut© taristions in dsfinit©<br />
gpaups of Imasnity b© mad©*<br />
Bpeaific Sci©ntifi0 Ai^»<br />
Thia l©ads us to the specific scientific aims<br />
of msntal tsiting itiich ar© innum©rabl©, Th©y ©xt©nd<br />
frcai qu©stions of pure scisnce and aattirsl philosophy<br />
te thos© of high^p?acti©sl utility, and from problems<br />
of local interest to those applying to all humanity.<br />
Th©* discuss ion will now pass briefly over thos© of<br />
a mor© gesiaral wmtMS^m sad conclud© with those of<br />
mor© special American int©r©st.<br />
. •«-- 1.J ..i.e., ... ,.^„<br />
^* ^tu^. of MiSgs Th© paramount scientific<br />
objective of mllftbpration with tlx© anatomist, anthropologist,<br />
pSiQfsiologist, biologist, chemist, sociologist, snd<br />
educator of th© study of man with a vi©w of pr©-<br />
dicting possibilities of future conscious progrsss<br />
sad rac© p©rp©tuation and welfare. The knowledge<br />
must not extimd to th© average or mean condition<br />
alone, but to th© complete range of variation and<br />
to th© laws governing their relations (if there be<br />
laws in such cases). The ia?oblem is trem«idous and<br />
dap^ids up^n ]^h© valu© and the facility of all opm-<br />
P^y^tlve gos^*<br />
2, Primitive Racesi A continuous advance in<br />
th© study ef th© more primitive huroan races and
their subdivisiim as to i^ysical, m^ital, and social<br />
• i. »•' - -<br />
trait eerralations vould be of great beclMfit.<br />
g^ ^s&isi SisSs&i ¥mw^n SSL m Sfnmi^<br />
Associated with th© racial studies should be in<br />
vestigations into th© i^yslcsl, social, and mental<br />
©ff©cts of racial mixtures on their prog©ny. For<br />
©IKSmpl©, careful s titles should be mad© in Am©riea<br />
" • -> , *..0 . '.. i'.<br />
of the white sad negro laixtures, th© whit© and<br />
Indian, and the like. At th© pr©sent we have only<br />
th© s©n©ral results of such miscegenations. The<br />
subjsct calls urg^itly for mor® thorough investiga<br />
tion.<br />
4* Study of Result a of Mixt\a*©s of fyhites of<br />
HWii.iMinilii.nigli mUm IHTWIIIIII uni i,iiriiiiiii mmm mrwii,n mmmmmmmm m wrtMniMMMiiMtw. mmSf<br />
Diffsrent |x^t^acation.s Th© question of immigration<br />
of th© various whites of every extraction should be<br />
a field for exploration, Hist do these diverse<br />
strains bring in the way of physical and intellectual<br />
endowmmits? Arid what in these respects, are results<br />
of their mixture with the native population? These<br />
questi
^*HdfflM iSSMf ^E'^^ise^^iM^ atiidiea ef t^ie<br />
aewtelity ef tviaa, laentieal and ethimrieei ef the<br />
fartetion in mentality ef the aexeaf of earlier<br />
mnA later eMldrsas tl
the patholegieal groups of manldnd—the slac^^lics,<br />
epilepties, InMne, idiots, perverts, and oth^:><br />
defeetivee and degiaias^tes and of the erindlnala*<br />
.lAW<br />
Q^oHtrn an advanea has already ba«ci mad© in this field,<br />
bat cixaplet© informstion is far from availabla,<br />
Th© realisation of such ecmditions dmpmdm to a<br />
larg© extesit on a parfact understanding of th©<br />
normal eentingtmay of th© Jmman fiSEmily.<br />
^» ML '^^ ,4^4 ife PrMictiont Th© ultiii^t©<br />
aim of mental t#sting--that it imy, on tho basis<br />
of aeeumulatsd knowledge and together with other<br />
bamachas of resaareh, show the tetidencias of th©<br />
aetual and t^© future ©volution of msn, axid aid<br />
ia its possible regulation aisa impepove^^at—would<br />
suggest that intelligenc© tssts mi^t hmomio mn<br />
essential tool for ai^liad birth control and regu<br />
lation* Progress in this direction stipulates,<br />
besides other work, intensive studies in a human<br />
h^dity mad tho principles geveamii^ modifications.<br />
It also stipulatea the necessity of perceivii^<br />
or foraaulating cet»tain goals of samkind, j^iysical<br />
a lift intellectual, for tho t^o are ins@|»rable, and<br />
th^i w^^king toward l^sir realimtion.<br />
Speeific I^ties of Society<br />
Bo tmr as it may lis within their power,<br />
people ahoald contribute to knowladgo oone^ming<br />
iadividoala, as to tast rssults and child growth^<br />
partiealarly alee© attention snd oooporation boing
given te all Inveetigatiima iKiaeeming apeeial<br />
envlrenniantal greupa, pat;hol0gi^l groui^, snd<br />
gifted greupa of humanity. Of espaeial toportanee<br />
ia it that detailed iafon^tioa of ahildran be<br />
Of e
^HAPTSR VII<br />
CONCLDSIOHS<br />
^•ntsl T»stin^ nc$ a panacsai. In cmelusiw<br />
the writer dees net offsr Hiatal testing as a psaacsa<br />
for tha eur© of the social or individual suffering<br />
of maladjuataiwats* Such iialadjustments ar© ind©©d<br />
mmmmam mnd their ramifications ar© mmifold.* The<br />
testing movement, as s^ilissd by the writer^ from<br />
p©rs
*Viiatever the relative eontribiiticasta of nature<br />
•1^ attiPtidPe te the eubjeet^a praseaat intellectual<br />
atatae, tte det«%dnation of the prasaat atatua is<br />
of the utmeat lapertanae* This is true for ehildr^<br />
ef every age and of every laiNil of ability, for, un-<br />
leea ve knom where th© ©hiid is in his dovalopment,<br />
xuo<br />
t}mm ©an be no possibility of directing his training<br />
intelligently*"^<br />
It is well te TOmmmh^it that mei^tal tssts aot as<br />
thermaaaters to s^^sur© th« i».ffiut&l t^aporsture*<br />
t^m Mtmon in mnmoTin^ mm quastiim, "l^sa th© I* Q.<br />
give m fair and full indipc of the worth of an indi<br />
vidual to aooietyt" raitaratss the acc^gtsity of dis<br />
tinguishing between th© relsticmship which holds<br />
with great masses of data, and that which exists in<br />
a particular case, teim h© states, "Msntal tests<br />
ar© aot mich go^ for sisijig up a total personality,"^<br />
tm Is in agrea^ant with the mental testers* Csr-<br />
tainJ^, there ar© factors other than intelligenc©<br />
that eontribut© to actiisvem^it, At times these<br />
m«itsl thsr^metsrs fail to register correctly| at<br />
tiisas people m^Xmj too c^aap ones, but more often<br />
thm diffi^alties arise because th© tests ar© not<br />
**"!»• M* T#rmsii, "Editor's Hot©*" Ha
taken eei*reetly, tte reading is inaoewateXy dbme,<br />
or the reanlti are pe^Ply, ac^iiatimaa ^
107<br />
b© as im^riLctical as a bosMve exposed of que^ bees*<br />
iSmi^iMii Si. mt mSSSmk^ Ttemlytepe<br />
mental tasting telds, a*, tte writer viws it, ia la<br />
giving ^ecisty a maasura of individual diffia^cmicee*<br />
Tte maasur© is not always true and cans teat, but in<br />
most cases it is m aid. If society will avail itself<br />
of this aixilisry tool, then it mn possibly administer<br />
ti^lning with less waste and reap a full^* terveet*<br />
Testisig does not aim to ©ducatei it neither gives nor<br />
takss! it measures iiidlvldujals*'^<br />
fte ©valuations, tte app»eclati
xt is with much greater humility ttet 8tud©nt8<br />
of th© subject approaoh th© field today. There is a<br />
general greplag^^^a aaarohing for th© ©sswitials which<br />
is oneouraging and full of hope*<br />
ffntributipna j^f t^ ^o^SS^ Thus far th©<br />
us© of maatM&l t©sts tes assisted in aiding society<br />
to discard certain conceptions mnd to accept others.<br />
1*
B« tO^ile »«QL ef hig^ intslligefic© can ap^us'ttitly<br />
aueeeed at almeat imy
10» tm taoarel data prove that suparier atudenta<br />
JULU<br />
ere net suffieiently stisBOatad in the aehools,<br />
ttet tte see^pliiO^imaiit ratio of th© brii^t<br />
pupils ia li^s in proportion tteai is ttet of<br />
the dull pui^s,<br />
11, It is mar© teman© s»l economical to prevent<br />
IMividual snd social disaster than te piaiiah<br />
er cure« Basica, aeoietj mist provids p:'op0r<br />
snvireiss^its for thos© vtem i^tur© tes vmdm<br />
weak} care mast be givmx to tte d^sativcs,<br />
12, There mmorm to be no law of compeisiaition;<br />
thos© wte are beautiful ar© net ni^esi^upily<br />
Hamb, and those wte are intelligent ar© fre-<br />
ta^mtly beautiful*<br />
13* Althot^ mental tests do not #iow la^eciaely<br />
wtet students will accomplish xmdmr pres«at<br />
^»&gaditions, it may fSirly be claimed to r©v©al<br />
with reasonable acciiracy what could te ex<br />
pected trmn. ^©m If 3afflc0nt incentives, such<br />
as effort, datermiBation, and the dsaire to<br />
do vrmro present.<br />
14, A strong teaai^^ncy to acoept the atatsEi^it,<br />
^lifeiturc and nsjrtura are li:i20ptxrsbl©, ina«mich<br />
as the iahca?itanco of s-xxf individual is not<br />
alone what ho is bom with, but wtet h© can<br />
m^ d
ligene© at a tima, and to r©gard th© t©ating<br />
of general intslligenc© aa teving th«or©ti0al<br />
lnt0r©at rath©r than so much practical sppli-<br />
ostioa tepod for it in th© first flush of<br />
its invention,<br />
16* Th© f©©ling ttet th© pr©soteol period is<br />
pr©«min©ntly th© period for Individual training<br />
tea b©0n emj^asiaed by the psychologists and<br />
©ducators. This fact has caused th© ©xp©i*ts<br />
to insist ttet teachers of young childr©n<br />
more than teachers at any other level, need<br />
in<br />
to be trained in methods of individual diagnosis<br />
of abilities and personality, and be instructed<br />
in th© adisiaistration and interpretation of<br />
on© or mor© series of intelllgenoe tests so<br />
ttet every child in the ntirsery acted and<br />
kindergarten can be given an individual<br />
examination«<br />
17, It would seeiii ttet the present physical and<br />
mental equipment of irion is in no wise super<br />
ior to that of th© ancients, but the environ<br />
ments have changed, being apparently more stimu<br />
lating, more oimritablo to some individuals<br />
q<br />
than to others,<br />
i,(i,iiMM«'i'ii
ld# Besl pregraas seems to te mmdm, hiaterieally,<br />
aee^E^dixig to th© nu^cr and th© q^lity of tte<br />
leadwe in each of th© dif f«!-^t ages, si«i te<br />
the extoait ttet they wer© seaepted by the «aaa<br />
of la&nkind. This is ths conalusicm vMah tea<br />
so interested adaptors in utilisix:^ tast re«<br />
salts*<br />
IJ^<br />
19« Tte social Sacrists and tho ©ducational Xmmdmrm<br />
are int^^restsd in making uss of wtet ^b© pe|^^i0l«<br />
^^sts sell the "intsrsst motive" and tte<br />
"satisJNiSti^a theory*" m.n is not intsrastad<br />
in rsmoving tte "tejpa" of the iadividiisl, but<br />
h© is iiiteraated in preventing th© diM^ssiing<br />
effaet a of constant failure or tte stupefying<br />
Tmmnltm ef subnitimlation. MeniNil tests teve<br />
iMiaated ttet the lower maiitslities, espsaially,<br />
mstm hsxidicappod by this rapatiti^i ef failure<br />
!i^l0 tte.bi[^Lg^0r si^Monts fail to respond<br />
to the average stimuli off©re«l to tham in ^le<br />
scteols*<br />
BO, If ti^ining and environment can b© ??mde to<br />
adjipit tterns©Ives n^re benevolently to the<br />
individuals early in Ufa, educators f©©1 ttet<br />
sniah of tragic msladjustmant inay be ©liminat©d<br />
ang a richer social life may result. Tte use<br />
of mental tests tes pointed out problem osass<br />
and in some instsnoss has augg©8t0d troatanwits.<br />
flarraana snd Sdith Ga >^on 7er nme. Gharacter Eduostiai.<br />
B.Y., 1929, for an ©xc©ll©nt tr©stm©nt of oteraotor<br />
©duestion and a good bibliography on tha subjaot*
ai« The intalliganod testing of tte deaf $od blind<br />
tea led to on increasad knowl4^0 anei appre-<br />
* , & - •'••''<br />
eiation of ^© exact i^rebleins to te ^msl^erad<br />
ia th© ©dueati^m cif tli©^© cMldrsR*<br />
22« The value of mmtol testa in tha salactiism ef<br />
SBsi^i^rtes snd in tte c^ssifteati^ ef m^kmtm<br />
with a vi@fr to ^sr^ignmsnt snd prc^noti^s hss<br />
at l^nat be^i felt*<br />
23* M«ital tests arc at least beginning to find<br />
their plsee in ths larg^ field of vocational<br />
selection and ^idsncs*<br />
As tes been suggests, all thas© affc^!^© of<br />
soeii^y are based u-j^m tha :^oposition ttet msakixi^<br />
can eonsaiously improve his present status* In<br />
lOJS<br />
CSS© tliar© is no auoh mov0i8@nt of conscious projp^ass,<br />
as education pre-supposes, thea at least man can<br />
liv® his little day and probably livo it b©tt©r for<br />
teving ^isisidarad his responsibility to ids past,<br />
pressnt, and future.
•mm^ BIBUOimAfHY %<br />
•'•- •• .. • i..-..^/ i .^<br />
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Saperiia^ Pera^ia •<br />
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geiaen. AreHivea ef ^syabologyl ^oitni^ia<br />
TFnlv«rsity, 1913.<br />
a, Oattell, J* MeK* "A statistieal Study of<br />
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way, 1903* .f » f:|<br />
3* Cattail, J. McE. Amsrican Men of Science,<br />
mtmntmmmammtmmflm<br />
Beisne© Press, If. x*, 1921*<br />
4* Clarll, B* L* American Ian of L©tt©rs; Th©ir<br />
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7* Ellis, H, A Study Of British a©niu8.<br />
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21* Ward, L, ApiOJ^ft Sociology. Clan, Boston,<br />
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23. ^itta, S. Th© Educstiiai of Karl ^itt©.<br />
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Trsatmsnt of Young Saaocl Failures. D. S.<br />
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61. Cody, V. H, The EsUmation of Juvenile<br />
Inci^'rigibilliyT Journal of Delinquency<br />
Monograph io. u, Apr,, 1^3*<br />
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119<br />
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