372 ILLINOIS STATE ACADEMY OF SCIENCE 



school subjects is the most intelligent child. An intelligent child 

 may earn high school marks if he is industrious, if he is physical- 

 ly well, if he is regular in attendance and if all other school con- 

 ditions are favorable. If these conditions do not maintain he 

 may still be intelligent and not earn high marks. Proceed in 

 estimating the intelligence by the same method as used in esti- 

 mating scholarship, scoring each pupil A, B, C, D, or E as indi- 

 cated, 

 c. Industry. In rating a pupil for industry, consider his ability to 

 apply himself to his school work, both in school and out, to 

 learn his lessons and to do other set tasks, as far as this 

 may be known to you. Proceed as in the case of scholarship 

 and intelligence and score each pupil A, B, C, D, or E as indi- 

 cated. 



The form (Appendix A) was supplied to each teacher 

 with the copy of the directions. Where there were differ- 

 ent ratings for the factors of "Intelligence", "industry" 

 and "scholarship", as actually appeared in sixty-three 

 per cent of the cases, it was evident that in the mind of 

 the teacher there was a difference between these elements 

 that are often considered under one head as a basis for 

 promoting or for estimating pupil mental ability. 



In order that the teachers might not be influenced by 

 giving too definite consideration to any one of the three 

 qualities to be rated, the purpose of this expression of 

 judgment was not made known to them. With these pre- 

 cautions it is reasonable to assume that we have as accu- 

 rate an expression of the ability of these particular 

 teachers to judge the intelligence of their pupils as it is 

 possible to get. It is also to be observed, in connection 

 with this effort to determine the relation between these 

 methods of measuring pupil mental ability, that most of 

 the teachers have now had two years' experience with the 

 use of intelligence tests and an organized effort to judge 

 pupil mental ability in connection with the tests. It is 

 also to be observed that the pupils being judged in this 

 study were allocated in groups known as accelerated, 

 normal and retarded, which fact would have its effect as 

 a general guide to the- teachers in making their estimates 

 and would in turn be modified by the fact that a pupil in 

 the first fifth of a retarded group would in all probability 

 not be judged as in the first fifth of an accelerated group. 

 In making our comparisons this latter fact has been pro- 

 vided for by segregating the reports of the estimates of 

 the teachers by groups as the pupils actually appeared in 



