Miscellanea 
545 
TABLE VI. 
Class or Standard. 
Place in 
Class 
Infants 
I 
II 
III 
IV 
V 
VI 
Totals 
'OS 
2 
3 
5 
5 
2 
1 
18 
3 
I 
1 
2 
2 
2 
11 
•% 
3 
4 
1 
2 
1 
2 
2 
15 
■18 
4 
2 
2 
2 
2 
2 
3 
17 
■23 
1 
3 
4 
3 
3 
3 
17 
•28 
3 
2 
1 
5 
1 
12 
■S3 
1 
4 
5 
1 
1 
1 
13 
■38 
2 
2 
1 
2 
1 
3 
11 
■Ifi 
■48 
2 
1 
1 
1 
3 
2 
10 
3 
2 
2 
1 
1 
6 
20 
■53 
1 
6 
3 
1 
2 
1 
14 
■58 
1 
1 
1 
3 
2 
15 
■63 
1 
1 
2 
2 
3 
9 
■68 
2 
1 
2 
3 
1 
1 
10 
■73 
1 
5 
I 
2 
9 
■78 
1 
3 
1 
2 
1 
1 
9 
■83 
1 
3 
1 
2 
4 
11 
■88 
1 
2 
1 
1 
3 
2 
10 
■93 
2 
1 
1 
1 
1 
2 
8 
■98 
4 
2 
2 
2 
10 
Totals 
30 
46 
27 
35 
33 
39 
39 
249 
Let us look at the results of these Tables in succession : 
Table I. Mental Capacity and Age. The mean ages are as follows : 
E : 8-87 
G : 9-89 
M : 10-33 
D : 9-38 
There is thus a decrease of intelligence with age until we come to the worst class and here 
there is a drop in age. There are very certainly cross-currents at work, e.g. clever boys go 
young to school, and leave early, and extreme cases of dullness go to "special" schools at 
9 to 11, and school lessens at any rate the outward appearance of stupidity. Worked out by the 
correlation ratio method the correlation is 7; = '1830. This clearly should be considered as 
negative, but while the regression is not linear and therefore the correlation ratio sensibly 
greater than the correlation coefficient, we will take r= — '1830 because we believe the " dullness" 
of the younger children to some extent wears off with continued school life or the dull are drafted 
elsewhere*. 
* The reader should examine the last column of Table I. We think several of the younger children 
would ultimately pass into " special schools " or be sharpened by school life. The same bi-modal 
character is obvious in column M, if to a lesser extent. 
