100 Teacher s Appreciation of General Intelligence 
(7) Age and Order in Examination, — '059 (Higher Age, lower place). 
(8) Age and Percentage of Marks, "119 (Higher Percentage, greater age). 
(9) Age and Clothing, "053 (Better Clothing, higher age). 
(10) Intelligence and Order in Examination, "679 (Higher Intelligence, higher 
place). 
(11) Intelligence and Percentage of Marks, '694 (Higher Intelligence, higher 
percentnge). 
(12) Intelligence and Clothing, "291 (Higher Intelligence, better clothing). 
(13) Order in Examination and Percentage of Marks, "798. 
(14) Order in Examination and Clothing, "207 (Higher Place, better clothing). 
(15) Percentage of Marks and Clothing, '306 (Higher Percentage, better 
clothing). 
(1G) School and Intelligence, *308 (Better School*, better intelligence). 
(17) School and Clothing, "362 (Better Clothing, better school). 
Of these correlations: (1), (3), (4), (6), (9), (10), (11), (14), (15) were found by 
the correlation ratio for the arrays of the quantitative variable; (2), (5), (12), (1G), 
and (17) were found by mean square contingency, corrected for the number of 
cells ; (7), (8), and (13), both variables being quantitative, were found by the 
fundamental product-moment method. 
As we might anticipate, there is no relation between order in class and 
standard. There is very little relation between age and order in class, or between 
age and intelligence. The really significant correlations are those between order 
in class and percentage in marks with grade of general intelligence. If we take 
the partial correlations for constant age and constant standard we find : 
Correlation of General Intelligence and Order in Examination for constant 
age and constant standard = *686. 
Correlation of General Intelligence and Percentage of Marks for constant age 
and constant standard = '671. 
Here it must be remembered that we are using eight different schools and the 
judgment of thirty-six different teachers to determine the general intelligence ; 
further the percentage of marks and the places in class were settled by eight 
different headmasters examining their schools independently of the class teachers. 
It will we think be evident from this that there is a very marked correlation 
between the teacher's estimate of general intelligence and the examination value 
of his pupil. The teacher's judgment of general intelligence will give at least an 
estimate of this value, and we believe is of even more importance. It is possible 
and we believe reasonable to hold that the lack of still higher correlation is not 
* The schools were arranged in order of poverty of school population, estimated chiefly by the 
pei'centage of free dinners. 
