H. Waite 
93 
The agreement here is considerably closer than in Tables XVI and XVII as 
might have been expected ; for a particular master's opinion of a boy's mental 
capacity given on two occasions separated by several months is less likely to vary 
than the opinions given by two masters about the same time from the point of 
view of the boy's achievements in their respective subjects. The defect of perfect 
correlation shown in Table XVIII may be due to (i) variation in the teacher's 
judgment, (ii) longer knowledge of the boy, or (iii) to development in the boy him- 
self. The last seems excluded by the small correlation of age and intelligence and 
the general character of the total frequencies of first and second judgments. The 
influence of longer knowledge on judgment has already been shown to be of 
importance, but the precise part played by (i) and (ii) cannot be fully evaluated 
until further experiments on the influence of the time factor on the teacher's 
judgment have been made. 
APPENDIX. 
Professor Karl Pearsons Scale of Ability. 
A. Mentally Defective. Capable of hold- 
ing in the mind only the simplest facts, 
and incapable of perceiving or reasoning 
about the relationship between facts. 
B. Slow Ddll. Capable of perceiving rela- 
tionship between facts in some few fields 
with long and continuous effort ; but not 
generally nor without much assistance. 
C. Slow. Very slow in thought generally, 
but with time understanding is reached. 
D. Slow Intelligent. Slow generally, al- 
though possibly more rapid in certain 
fields ; quite sure of knowledge when 
once acquired. 
E. Fairly Intelligent. Ready to grasp, and 
capable of perceiving facts in most fields ; 
capable of understanding without much 
effort. 
F. Distinctly Capable. A mind quick in 
perception and in reasoning rightly 
about the perceived. 
G. Very Able. Quite exceptionally able in- 
tellectually, as evidenced either by the 
person's career or by consensus of 
opinion of acquaintances, or by school 
record in case of children. 
