APPRECIATION OF INTELLIGENCE 7 



boys were judged not only by different teachers, but also 

 in different schools. Now there was in this case available 

 at the same time the place of each boy in his class, so 

 that on this material we can test directly the value of such 

 estimates of general intelligence by teachers in elementary 

 schools. 



For a full discussion of this material, the reader must 

 be referred to the original paper, but the results may be 

 summarized here. The relationships between mental capa- 

 city, place in class, age, and standard were determined as 

 follows : 



Intelligence and Age 

 Intelligence and Place in Class 

 Intelligence and Standard 

 Place in Class and Age . 

 Place in Class and Standard . 

 Age and Standard . 



r,3= -.1830 



^4= --0558 (--2123) 



^'23= --O484 



r^,= .0580 (.1553) 

 '-34= -9366 



The alternative values are accounted for by the use of 

 different processes. 



The correlation between ' General Intelligence ' as 

 estimated by the teacher and Position in Class for constant 

 Age and Standard was then found to be : 



With lower values of r^ and r^ , . p-^^ = '*jo±'02 

 With higher values of ry^ and r^i . . /'i2 = "99±'Oi' 



Professor Pearson, in discussing these results, says : 

 'We may safely draw from these results the conclusion that 

 the teacher's estimate of general intelligence is not a purely 

 idle character, wholly valueless owing to the personal 

 equation of the teacher. Whatever else it may be, it is 

 highly correlated with the place which the student will take 

 in an examination test, and accordingly has at least one 

 quite definite significance. . . . Those who complain of the 

 different percentages of the divers grades of intelligence of 

 the children in the different standards of the same elemen- 



