Misi'A'llanea 
223 
characters, or what are the relative degrees of association between di'awing and these characters. 
It seemed therefore worth while considering the data from another standpoint, and expressing it 
in a form more readily intelligible to the statistician. Each characteristic is divided into three 
categories, a 'mean' group, and a grouj) above and a gi-oup below the mean. The classification of 
a group which contains 40 to 80°/„ of the total frequency as 'moyens' is not to be commended. 
It corresponds, however, to a division into markedly good, markedly poor, and a middle group of 
'indeterminates.' Thus for example Ivanoffuses for categories of attention 'Attentif,' 'Distrait 
and 'Indetermine,' and for temper 'Doux,' 'Violent' and 'Indctermine,' while for most special 
studies including drawing he uses a 'moyens' group. He does not give, but from his data it is 
possible to deduce, contingency tables with 9-fold groupings. The coefficients of mean square 
contingency deduced from such tables will be comparable among themselves, but possibly 30 to 
50 per cent, below the true value of the correlation coefficient ; eight tables were worked out by 
the fourfold table method and showed on a,n average 40 per cent, increase on the contingency 
values. It is only needful to bear this in mind when we are considering the absolute importance 
of the contingencies investigated. I divide Ivanoff's characters into the following classes: 
(A) Measures of General Ability, represented by ' Intelligence ' and ' General Work.' 
(B) Studies which we may a priori suppose to be associated with drawing, namely 
'Writing,' 'Geography,' on the assumption that it covers map-making, and 'Manual Work.' 
(C) Studies less obviously associated with Drawing, namely 'Composition,' 'Language,'* 
' History ' and ' Arithmetic' 
(D) Psycho-pedagogic Characters, i.e. such characters as are necessarily foremost in the 
estimate of the teachers. These are 'Attention,' 'Obedience,' 'Industry,' 'Cleanliness' and 
' Temper.' 
We reach the following values of the association of these characters with Drawing : 
Boys Girls 
A. InteUigence ... "ISj 
General work ... 'lOj 
•17 
B. 
Writing 
Geography 
Manual work 
Composition 
History 
Language 
Arithmetic 
•11 
•13 
D. Attention ... -16 
Obedience ... •IS 
Energy ... •OS 
Industry ... ^10 
Cleanliness ... -16 
Temper ... 06 
Mean of 15 contingencies 
We see from this table several results flow at once : 
(i) Ability in drawing is more closely associated with other characters 
This holds for every sub-group also, except the pedagogic characters, which ii 
slightly less associated with drawing capacity than in the case of the boy. 
(ii) If we can trust the data, drawing ability has extraordinarily little relationship to any 
other of the characters observed. If we increase the contingency values by 40 per cent, to reach 
* This is equivalent to ' reading ' and ' grammar. ' 
II girls than in boys, 
the girl are possibly 
