PAPERS OX PSYCHOLOGY AND EDUCATION 371 



tention was directed to "intelligence" in such a manner 

 as to differentiate it from "industry" and "scholar- 

 ship". 



In preparation for this attempt to compare the judg- 

 ments of teachers in determining intelligence with the 

 results obtained from Intelligence Tests, written in- 

 structions were distributed to each teacher as follows : 



November, 1921. 

 DIRECTIONS TO TEACHERS 



Follow these directions exactly: 



1. In the place indicated write the first and last names of each pupil 



being tested. 



2. Under "Age" sive the exact present age in years and months, as 



8-3. 



3. School Grade. Write 1. 2. 3. 4. etc., showing present school grade 



of pupil. Indicate grade exactly, including group, e. g., 1A, 2B, 

 4C. etc. 



4. Years in school. Write 3. 4, 5. etc., to indicate the exact length of 



the time pupil has been in school, from the time he first entered 

 school to the end of the school year June. 1921. Indicate in years 

 only, not years and months. 



5. Ratings by Teachers. These ratings are to be made on a five point 



scale, as follows: 



A means superior, about the score of the best 5 per cent of 



children of that race* and age in public schools. 

 B means high average, above the average, but not as good as A. 



About 20 per cent of the children make this score. 

 C means average, the score of the middle 50 per cent of that 



race and age in the public schools. 

 D low average, means below the best 75 per cent of school 



children of that race and age. i. e., below the middle 50 per 



cent, but not as poor as the lowest 5 per cent. 

 E means inferior, about the score of the poorest 5 per cent of 



the children of that race and age in the public schools. 



QUALITIES 



holarship. In rating a pupil in scholarship, think about how 

 well he does in his school studies. If he is average, mark him 

 C. If he is good as the best 5 per cent of children you have 

 known in the public schools, mark him A. If he is better than 

 the poorest 75 per cent of the public school children you know, 

 but not as good as the best 5 per cent, mark him B. If he is 

 poorer than the best 75 per cent you have known, i. e., poorer 

 than the middle 50 per cent, but not as poor as the poorest 5 per 

 cent, mark him D. If he is as poor as the poorest 5 per cent of 

 children in the public schools, mark him E. Proceed similarly 

 with every other child on the list. Compare him with school 

 children generally, not only with those in his own group, 

 b. Intelligence. Intelligence is not the same as scholarship. In scor- 

 ing pupils for intelligence, think of the skill with which they 

 are able to meet new situations, both in school and out. It is 

 not always true that the most intelligent pupil makes the highest 

 marks in school, nor that the pupil with the highest marks in 



• Colored children were in separate schools. 



