PAPERS ON PSYCHOLOGY AND EDUCATION 447 



"Does not read with any high degree of understand- 

 ing. A great deal of his reading is cursory and needs 

 to be interpreted for him by another. 



"He is easily discouraged in the face of any situation 

 which obliges him to think, but works well in a situation 

 where the work is routine and goes smoothly with a 

 minimum of thought. Is very fond of talking but sel- 

 dom has much to say. Is noticeably backward in dis- 

 cussing problems of vital importance in connection with 

 his work." 

 B. A high grade student — 



"A quiet, conscientious worker of a deliberative and 

 investigative turn of mind. Has the abilitv and the 

 initiative to think a problem through independently. 



"He is economical in the use of his time and seldom is 

 obliged to revamp poor work ; that is, he seldom has poor 

 work to revise. He is a very consistent performer. He 

 is going along in the same quiet efficient way at this 

 time that he was last October. 



"His ability is respected by the boys with whom he 

 comes in contact and he is not without influence among 

 them. He seems to possess all the elements which enter 

 into the making of a serious minded, effective citizen. ' ' 



Cumulative statements such as these mean a great deal 

 more than do grades of "A", "B", or "C" in shopwork, 

 drawing, mathematics or history. They are significant 

 especially in the employment of young workers who 

 have before them an extended period for adjustment. 



In addition to such a statement we should be interested 

 in bringing together a more complete measure of spe- 

 cific abilities such as speed and accuracy in typewriting, 

 rate and comprehension in reading, and corresponding 

 scores for accomplishment in other subjects where stand- 

 ard measures are available. Such factual evidence 

 could be interpreted in terms of promise in lines of work 

 requiring corresponding ability. 



In addition to any measures of capacity in terms of 

 accomplishment in the regular school subjects and in 

 extra curricular activities there should be ratings from 

 phychological tests which would cover as completely as 

 possible the learning abilities indicated above. Such re- 



