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The Journal of Heredity 



rical. Asymmetry of this kind is fre- 

 quently observed in varieties which 

 have the ears closely oppressed to the 

 culm. If this analogy is correct, the 

 aspect shown in Fig. 7, No. 1, is 

 the axial side of the ear. The articula- 

 tion of the seeds with the cob can be 

 readily made out and individual seeds 

 are easily detached. The structure of 

 the cob is not apparent, at least without 

 sectioning. The seeds extend around 

 the base indicating that the pedicel 

 must have been very small. In size 

 and shape the specimen is similar to the 

 ears of Peruvian and Bolivian varieties, 

 illustrations of which are shown with 

 those of the fossil ear in Fig. 7. 



The gradually rounded butt is not an 

 uncommon character and is well illus- 

 trated in Nos. 4, 5 and 7. The shape of 

 the seeds cannot be exactly duplicated 

 by any specimen in our collection, but is 

 not unlike those of a Peruvian variety of 

 pop-corn shown as No. 5 that was grown 

 near Ollantavtambo. Pointed seeds are 



a common characteristic of Bolivian and 

 Peruvian varieties, but they are usually 

 much larger than those of Zea antiqua. 

 An example of these larger pointed 

 seeds is shown as No. 8. The irregular 

 arrangement of the rows is approxi- 

 mated by specimens of the Copacabana 

 variety from the region of Lake Titicaca, 

 No. 7. 



The extent to which the base is 

 covered by the seeds seems almost to 

 preclude the possibility of a pedicel able 

 to hold the ear in an upright position. 

 Equally small pedicels are, however, 

 not uncommon in Peruvian specimens. 

 See Nos. 6 and 9. In existing varieties 

 having very small pedicels, the pedicels 

 are also short and the ear is supported 

 chiefly by the subtending leaf-sheath. 



While the fossil ear is not duplicated 

 by any ear in our collection, it presents 

 no new characters, but rather a different 

 combination of characters found among 

 the existing types. 



Differentiation of Bright, Medium, and Dull Pupils 



Anyone who visits a typical public 

 school in which the pupils of each grade 

 number thirty or more can scarcely 

 avoid noting marked differences between 

 pupils in a single grade in the facility 

 with which they assimilate knowledge of 

 the subjects being taught. 



It is becoming a well-recognized fact 

 that a pvipil who falls in the first group 

 in one subject tends to fall in the same 

 group in all subjects, and that the same 

 is true of pupils falling in the second or 

 third groups. There may be, here and 

 there, marked exceptions to this rule, 

 but it is true in general. One is natu- 

 rally led to the conclusion, therefore, that 

 the pupils of the second type men- 

 tioned simply lack the general mental 

 capacity to assimilate knowledge as 

 rapidly as the other pupils, though their 

 having passed the grade below would 

 seem to indicate that if given sufficient 

 time they could understand the subjects 

 under discussion, at least fairly well. 



One is led to conclude also that the 

 pupils of the third type mentioned 

 possess a degree of native mental 

 ability which enables them to acquire 

 knowledge more rapidly than do their 

 fellows. 



The almost inevitable outcome of 

 such maladjustment is the premature 

 quitting of school and the consequent 

 misfortune of a half-finished education 

 accompanied by a feeling of malevolence 

 toward the school and society. 



Perhaps the chief purpose of intelli- 

 gence measurement, then, is the scien- 

 tific (as well as rapid and accurate) 

 classification of pupils in regard to their 

 native capacities to learn, in order to 

 provide for the separate teaching of 

 pupils of marked differences in ability 

 to progress in school. — -From the Preface 

 of a Manual of Directions for Adminis- 

 tering the Otis Group Intelligence Scale, 

 World Book Company, Yonkers-on- 

 Hudson, N. Y. 



