20,3 Hartendorp: Some Results with Intelligence Tests 30] 
Table 12 shows the scores of all the boys and girls, and their 
frequencies. Table 18 gives the scores of the boys and girls by 
school grade. Figs. 4 and 5 show the same data graphically. 
The grade curve (fig. 5) is fairly regular, indicating that the 
grading in the school showed a close correlation with intelligence. 
This is as it should be. The age curve (fig. 4) is not so regular. 
The poor performance of the older pupils is due, of course, to 
Girls J 
70 sa = i a en) 
$ 7 ee =" 
5 / meee PS - A Boys 
n Bee Sane mS - 
60 a et 
ely 
10 I 12 13 \4 15 16 17 1g 9 20 
Age. 
80 Gils 7 
. p+ Boys 
60 
VA 
VY; WO NE 1s ed 
Grade, 
Fig. 5. Scores of boys and girls by school grade. 
the fact that they were repeaters in their grades with all that 
that means. It will be seen that the girls, at least between the 
ages of 12 and 16, did better than the boys. Somewhat similar 
results have been brought out in America.” 
Table 14 gives the averages at different ages for the pure 
Cuyonos and Agutaynos and for the various mestizo groups. 
Fig. 6 shows the difference between the scores of the Cuyonos 
and Agutaynos, the latter ranking much lower. Fig. 7 is a com- 
parison of the scores of the Spanish- and Tagalog-Cuyono mesti- 
* Yerkes, Bridges, and Hardwick, A Point Scale for Measuring Mental 
Ability. Baltimore (1915) 69 f.; Stern, Psychological Methods of Testing 
Intelligence. Baltimore (1914) 65 f.; Terman, The Measurement of In- 
telligence. New York (1916) 68 f. 
