ESTIMATION AND TESTING OF FINER GRADATIONS 127 



instance, right after the beginning of the school year. 

 Teachers that have accompanied a class and known 

 them more than a single year supply especially 

 favorable conditions for the work. 



3. Estimated Intelligence and School Performance 



These theoretical considerations may no^v be illus- 

 trated by a series of quantitative results that bear 

 on the relation between estimated intelligence and 

 school performance. I shall make use of some al- 

 ready published material of English origin and also 

 of some as yet unpublished material that has been 

 gathered as opportunity offered by members of the 

 psychological department at Breslau. 



In the English investigations (Table XV) the 

 school performance has been measured in different 

 ways; in some there were used the class-places, in 

 others the results of school examinations, which are 

 held regularly in all classes in England. Unfortu- 

 nately, the special methodological measures that 

 were taken in securing the estimated intelligence are 

 not precisely enough reported to permit us to pass 

 any judgment concerning the reliability of the re- 

 sults. 



In all cases there are clear, and in some high cor- 

 relations decidedly higher, it is to be noted, be- 

 tween intelligence and the results of examinations 

 than between intelligence and class-place (0.76 as 

 compared with 0.68). This result is not without in- 

 terest. So far as we may judge from the account 

 of the investigation, the estimation of intelligence 

 had been undertaken without the results of the ex- 

 aminations having been known indeed, in some 



