162 On the Inheritance of the Mental and Moral Characters in Man 
II. Ability, (a) Some account of this scale will be found in the Journal of Education for 
September, 1898, which it might be well for the observer to examine. The following may help 
to show the significance of the terms : 
Very Dull. Capable of holding in their minds only the simplest facts, and incapable of 
perceiving or reasoning about the relationship between facts. 
Sloiu Dull. Capable of perceiving relationship between facts in some few fields with long and 
continuous effort ; but not generally, or without much external assistance. 
Slow. Very slow progress generally, but with time and continual care progress will be made. 
Sloiv Intelligent. Slow generally, although ^^ossibly more rapid in certain fields. Quite sure 
of knowledge when once acquired. 
Intelligent. Eeady to grasp and ca2)able of perceiving facts in most fields ; capable of good 
progress without much effort. 
Quick Intelligent. Very bright and quick both in perception and in acquirement, and this 
not only of customary, but of novel, facts. Eeady to reason rightly about things on purely 
self-initiative. 
Inaccurate-Erratic. Capable of perceiving facts, but quick to form erroneous conclusions 
about them, illogical and erratic in reasoning. 
(6) Handwriting. If possible, in addition to this classification, get the pair under investi- 
gation to write the last lines of Lord Macaulay's Lay of Horatius, with their own signatures 
on the back of the data paper. 
(c) Work. If the individual be good at several subjects, put a cross against all these in 
the first row ; as well as the strongest subject in the next row ; if the individual be good at 
none, make no entry in the first row, but only in the second row, where best at must be 
interpreted in this case as least bad at. The individual should be asked his favourite subject and 
favourite game. Mathematics covers Arithmetic and Geometry: Descriptive Science includes 
Botany, Experimental Physics, Physiography, etc. 
III. Head Measurements. These are to be made with the head-spanner, full directions for 
the use of which are given in its case. 
IV. Hair. Comment seems unnecessary. 
V. Eyes. Light covers blue of all shades, light grey, very light green ; medium covers dark 
grey, green, light chestnut, orange and grey combined ; dark covers dark chestnut, light and 
dark brown, black. 
VI. Relative Characters. This entry is needful for the numerical reduction of the statistics 
in those cases in which both brothers have been given the same class, otherwise no use should be 
made of it. 
If the characteristic be equally strong in both, write equal, instead of putting a cross. 
VII. If the alternative characteristics are neither jDossessed in a marked degree, place the 
cross on the dividing line. 
VIII. General Re7na7-h. LTnder this heading it may be useful occasionally to note any 
marked physical or mental characteristic of the pair. Care should, however, be taken not to 
lay greater stress on points of resemblance than on points of diversity. 
4. It is most desirable that the head-spanners should not be kejDt longer than four to six 
weeks, in order that they may be sent on as rapidly as possible to other schools. They should 
be returned with the stamped and addressed labels. Any school anthropometrical laboratory 
desiring to procure a head-spanner of the present pattern, can do so at a cost of I9«. Qd., from the 
Cambridge Scientific Instrument Company, Carlyle Eoad, Cambridge. 
The spanners need to be carefully handled. Should any part be broken or lost the box with 
the spanner should be returned at once, in order that it may be repaired without delay and again 
sent out for use. 
Any special inquiries should be addressed to me, at University College, London. 
KAEL PEAESON. 
