546 
Miscellanea 
Table II. Mental Capacity and Standard. It is interesting to look at the data for this as a 
contingency table. This is given below as Table II bis : 
TABLE II bis. 
Class or Standard. 
Infants 
■ 
II 
III 
IV 
V 
VI 
Totals 
E 
4 
5 
3 
2 
1 
3 
1 
19 
G 
11 
19 
15 
18 
21 
10 
22 
116 
M 
10 
14 
7 
15 
10 
18 
14 
88 
D 
5 
8 
2 
1 
8 
2 
26 
Totals 
30 
46 
27 
35 
33 
39 
39 
249 
The greatest contributions to the contingency arise from (i) the defect of Dulls in 
Standard III and (ii) the excess of Dulls of Standard V, accompanied as it is by a defect of 
Good mental capacities. These may be personal to the teachers of these standards, or to their 
selection of children, which was made for the purposes of physical measurement. But the 
corrected contingency coefficient which should be much emphasised by personal equation is only 
•2123*. Now we shall see that the correlation between age and standard is very high, i.e. -9366; 
hence the correlation between mental capacity and age for constant standard = - ■0461, or is 
practically negligible. In other words, allowing for the personal equation of the master with 
regard to intelligence, age counts for very little in his estimate of general intelligence. If we 
even out the irregularities of the above table by forming out of it a mere four-fold table as 
in Table II we obtain r = - '0558. We expect that this is really the more correct measure of the 
true relationship between standard and general intelligence. 
Table III. Age and Standard. The correlation here is clearly very high ; determined as a 
correlation ratio it is '9366. Practically children are moved up a class or standard a year. 
Table IV. Mental Capacity and Place in Class. The correlation as found by correlation 
ratio is "7246. The actual mean places of each category are : 
E : -122 
G : -312 
M : -500 
D : -851 
This list itself shews that the teacher's estimate of general intelligence represents very closely 
the examinational place which a student will take and for many inquiries may quite legitimately 
replace that estimate of ability. 
Table V. Age and Place in Class. Found by the ordinary product moment method the 
correlation coefficient is '0484, shewing that with increased age a slightly worse class position is 
taken, i.e. any advantage from age is counterbalanced by the clever elder boys leaving school 
earlier. The value, considering the numbers dealt with, is, however, hardly significant. 
Table VI. Place in Class and Standard. The mean places are as follows : 
Infants "457 \ 
All catesfories : -456. 
I 
II 
III 
IV 
V 
VI 
•494 
■445 
■393 
•388 
•493 
•493 
This must be taken negative if 
All classes : '456. 
as a correlation coefficient. 
