PAPERS ON PSYCHOLOGY AND EDUCATION 461 



) Recording and Systematizing Records, as in office 

 work, stenography, bookkeeping, library work. etc. 

 Entertaining People,, as musician, actor, speaker, etc. 



( ) Artistic Skill, as in decorating, window dressing, 

 millinery, costuming, printing arts. etc. 



( ) Artistic Creation, as in writing, designing, compos- 

 ing music, etc. 



( ) Field of Activity not on this list and described as 

 follows:" 



It is hoped that thoughtful consideration of the type 

 rendered by Dr. Miner will enable us to overcome several 

 obvious limitations of present blank forms. 



The most serious drawbacks in the use of self -analysis 

 are not due to the form of the blank, but rather to the 

 improper mental attitude of those doing the rating, and 

 woeful lack of proper objectives on the part of many 

 who are responsible for administration. The state of 

 mind of those putting in writing their life history, their 

 ambitions and ideals, and their character qualities is not 

 such as to secure accuracy, and in many instances, sincer- 

 ity of statement. Unless a great deal of precaution is 

 taken there is the natural feeling that the record is an in- 

 dictment to be used against the raters if at all unfavor- 

 able. Such questions as. "Will this be counted on my 

 grades :". "Will anybody else see results?", etc.. were 

 not uncommon among college freshmen. The degree of 

 seriousness with which most students rill out the blanks 

 indicates that there is much in their minds which they 

 dare not express. This feeling is the more common where 

 the use of self -analysis is a requirement. In this connec- 

 tion a psychological test record of a very brilliant girl is 

 recalled. Not understanding the reason for very unusual 

 and inconsistent answers to several exercises the young 

 lady was called in for a consultation. It developed that 

 she had accepted the test as a challenge. — that the test 

 was made up of a series of catch questions: therefore 

 she must be on the defensive from the very first moment. 

 She would decide upon the answer which appeared to be 

 correct, then would indicate the opposite response with 

 an "I'll show you" attitude. It should be added that 

 this young lady was a sophomore in college, and an on- 



