RURAL AND AGRICULTURAL EDUCATION 43 



In these qualities the inter-relations are all comparatively 

 high. The elimination of possible confusing factors seems to in- 

 dicate that general education is of greater value when not directly 

 functioning toward financial success. The partial correlations, 

 r(en) :i=.567 and r(ei) :n .356, suggest that those of highest 

 native (farm type) intelligence may not be most directly attract- 

 ed to education. 24 



Again let us study briefly the data bearing upon the re- 

 lation of education, information and intelligence to business 

 ability. 



r(ie)=.732 r(nb)=732 r(ib) :n=.463 



r(in)=.732 r(ie) :b=.527 r(eb) :i=.124 



r(en)=.801 r(in) :b=.403 r(nb) :i=.403 



r(ib)=752 r(en) :b=.659 r(nb) :e=.520 



r(eb) 606 r(ib) :e=.568 r(eb) :n=. 



Information and native intelligence again lead education in 



spite of the fact that intelligence bears the same relation both 



to information and to education. The 



General education business element seems also to affect the 

 as usually under- intelligence-education more than the intel- 

 stood in rural com- ligence-information relation. The intelli- 

 munities may not gence-business relation is more seriously 

 have any special at- affected by eliminating information than 

 traction for the by eliminating education r(ib) :n=.463 

 type of intelligence r(ib) :e=.568. Again, eliminating the in- 

 that seems to con- tclligence factor from the education-busi- 

 dition success. ness relation nearly nullifies that correla- 



tion, while the same elimination reduces 



the information-business relation from .801 to .403. Information 

 is important in buying and selling, etc., but it is information 

 strongly backed or conditioned by native intelligence. 



Finally let us use the broader criterion of community value 

 in the consideration of these mental values: 



24. The possibility of various types of intelligence should 

 be kept in mind. 



