112 



Miss Lee, Miss Lewenz and Prof. Pearson. [Nov. 3, 



The honours men, and presumably therefore the more intelligent class, are 

 slightly heavier and have slightly longer and broader heads ; they are not 

 quite as tall nor as strong, whether strength be 'measured by pull or squeeze, 

 and are slightly shorter-sighted than the poll-men, or presumably the less 

 intelligent class. In no single case, however, is the correlation between 

 intelligence and the physical characters sufficiently large to enable us to group 

 the honours men as a differentiated physical class, or to predict with even a 

 moderate degree of probability intellectual capacity from the physical characters 

 of the individual. 



(5.) While the above and the previously published results exhaust 

 the Cambridge data, as long as we preserve the division into honours 

 and poll-men, much more remains to be done on this material when 

 we consider subject groupings among the Cambridge graduates, or 

 when we turn to the much wider range of both physical and mental 

 characters recorded in our school measurements. 



A preliminary inquiry may, however, be recorded here as bearing 

 upon a rather vexed question at the present day, namely, the relation 

 of athletics to health and intelligence. In our school measurements 

 we had three categories : Health — divided into the classes : Very 

 Strong,* Strong, Normally Healthy, Bather Delicate, Very Delicate. Ability 

 or Intelligence — was divided into six classes : Quick Intelligent, Intelli- 

 gent, Slow Intelligent, Slow, Slow Dull, Very Dull. 



Lastly, we had the alternative category — Athletic, Non-athletic. By 

 Athletic we understand not only fondness for out-door exercises and 

 games, but good performance in them. There was a control entry in 

 the schedules under the heading Games or Pastimes, in which not only 

 what the children liked, but in addition what they were good at, had to 

 be entered. We were thus in a position to make that triple correla- 

 tion between health, ability, and athletic power, which seems really 

 needful, if a sane judgment is to be made on the part athletics should 

 play in the school curriculum. 



The following tables give the relations between health and ability, 

 ability and athletic power, and health and athletic power : — 



(I.) Health and Intelligence. 2253 Boys. 





Quick intelligent, 

 intelligent. 



Slow intelligent, slow, 

 slow dull, very dull. 



Totals. 



Very strong, strong. . 

 Normally healthy . . . 

 Rather delicate, very 



415 

 461 



12S-5 



453 

 542 



253 5 



868 

 1003 



382 





Totals 



1004 -5 



1243-5 



2253 





* Strong in these categories equals robust. 



