I kj I III i'tate Qfallegc of 3kgric«lture At ((lornEll UntuErattg Htljaea. N. 5. Ilibtarjj Cornell University Library LB 1576.B7 English: determining a standard in accur 3 1924 013 056 191 SCHOOL DOCUMENT NO. 2-1916 BOSTON PUBLIC SCHOOLS ENGLISH DETERMINING A STANDARD IN ACCURATE COPYING Bulletin No. VI. of the Department of Educational Investigation and Measurement JANUA.RY, 191S BOSTON printing department I 9 I 6 B7 In School Committee, Boston, February 7, 1916. On motion of the Superintendent, it was Ordered, That four thousand (4,000) copies of a bul- letin relative to a test in accurate copying, to be prepared by the Department of Educational Investiga- tion and Measurement, be printed as a school document. Attest : THORNTON D. APOLLONIO, Secretary. <^-lh4h5 INTRODUCTION. This bulletin consists of a report on the Test in Accu- r|Kte Copying given to 4,494 first-year high school pupils in November, 1914. Mr. Arthur W. Kallom, who has been assigned to work in this department, has super- vised the further correction of the papers in the office, tabulated the results, and prepared thB manuscript for the printer. Further correction of the results in the office was necessary because it was found that some teachers had called some of the errors "Errors in Spelling" and other teachers had called the same errors "Wrong Words Used." For example: Should " of " written in the place of "for" be considered a misspelling or a wrong word used? In general, such cases were determined by the context and the grammatical construction. If the con- text did not admit of the correct use of the word, even though the spelling was correct, it was called a mis- spelled word. Lists of such decisions were kept in the department so that in another test of this kind all errors can be classified in the same manner as they were classified in this test. In the test reported in this bulletin, the department was not concerned with the value of accurate copying as an accomplishment. The department was concerned with finding' out to what extent elementary school graduates were able to meet a theoretical standard in accurate copying defined by the Committee on Stand- ards in English and ofiicially adopted and put into effect by the Board of Superintendents. It is well to point out here, however, that not only in school work but in many walks of fife one finds the need of exercising his ability to copy accurately. In school work, failure to obtain a correct answer in arithmetic is 4 SCHOOL DOCUMENT NO. 2. often due to inaccuracy in copying the numbers in the problem. Inaccuracy in copying is probably closely associated with inaccuracy in reading. Poor work in geography or history or English is often due to inability to read accurately the printed page. In industrial life the reader of the gas or electri meter, the bookkeeper, the stenographer, the druggij and others recognize the importance of being able t s make an accurate record. Likewise the lawyer, physi- cian, clergyman and educator find it necessary from time to time to make extracts from printed articles, and each knows the irfiportance of doing it accurately. Not infrequently the Press calls attention to the importance of the way in which a comma is placed in the interpre- tation of the meaning of a will or in the force or effect of a law. FRANK W. BALLOU, Director. DETERMINING STANDARD IN ACCURATE COPYING. 5 DETEEMINIl^G A STANDAED IlsT AOGUEATE OOPYIK'G. During the spring of 1913 a committee of twelve^ was selected from the teaching and supervising staff of Boston for the purpose of establishing standards in English. During the school year 1913-14 the committee issued four bulletins, the third of which was entitled, "Tentative Minimum Requirements in English for Graduation from an Elementary School." These requirements follow. A graduate of an elementary school should be able to do readily the fol- lowing things: 1. To copy twelve lines of simple prose or poetry, and a biU of at least seven items. (Copying is not an end in itself, but a means to an end. The pupil should be made to see that accuracy in arithmetic, language and other subjects may depend largely on accuracy in copying.) 2. To take down from dictation a passage of simple prose. (The pur- pose of dictation is to test language forms, punctuation and spelling already taught. It should never be used as a method of teaching. It should succeed and not precede a teaching lesson.) 3. To write from simple directions a friendly letter or an application for a position. (The letter is to be the pupil's own work, but he may be allowed to make corrections and to rewrite. There should be no correc- tions by the teacher.) 4. To write within a half hour a simple, original composition of not less than one page of letter paper, with every sentence grammatically com- plete. The pupil may make revisions, including interlinear corrections, but must not rewrite. In this composition the total number of serious errors in grammar, spelling and punctuation should not exceed five — such errors, for example, as "I seen," "we was," "had wrote," "he try" for "he tried," "a women," the use of "they" for "there," "there" for "their," "to" for "too"; the misspellingof such common words as "Wednesday," "February," "eighth," "which," "stopped," "nineteen," "minute," "father," "mother," "Enghsh"; the omission of the period at the end of a sentence. The committee consists of Mr. Charles L. Hanson, Head of Department of English, Mechanic Arts High School, Chairman, and the following members: James A. Crowley, Emeison School; E. Gertrude Dudley, Oliver Wendell Holmes School; Carolyn M. Ger- rish. Girls* Latin School; Arthur W. Kallom, assigned to Department of Educational Investigation and Measurement; Bertha L. Mulloney, Everett School; Lincoln Owen, Rice School; Henry Pennypacker, PubUc Latin School; Augustine L. Rafter, Assistant Superintendent; Helen M, Richardson, George Putnam School; Ellen L. Roche, Mary Hemenway School; Charles G. "Wetherbee, Prince School. 6 SCHOOL DOCUMENT NO. 2. 5. To recognize the parts of speecli in their common uses; to explain the construction of words and phrases in a simple sentence containing not more than one phrase modifier in the subject and one phrase modifier in the predicate; to have a practical understanding of the uses to which the dependent claiSse of a complfex sentence can be put — whether it be to serve as noun, adjective, or adverb; to know the principal parts of regular verbs and of the common irregular verbs, and their tense forms through the indicative mood. 6. To read at sight with readiness and good expression simple prose as difficult as "Little Men" or "Hans Brinker." 7. To quote either orally or in writing fifty lines, not necessarily con- secutive, of classic prose or poetry. (The pupil should look upon this not merely as something to be expected of him in the high school but also as a part of his equipment for Ufe.) 8. To stand before the class and talk clearly on some subject of personal, school or public interest. The above requirements were not based on any- extended experiments, but merely represented the con- sensus of opinion of the committee. It was thought that a pupil graduating from the elementary school should be able to meet these standards. No attempt was made to state how many errors there should be, or to indicate the nature of those errors. Purpose of the Test. In order to verify, correct and put on a fact basis one of these opinions, a test in accurate copying was given in November, 1914, to the 4,494 first-year pupils in fourteen of the fifteen high schools in Boston. The test was prepared by the Committee on Standards in EngUsh, which committee is cooperating with the department in attempting to establish standards in Enghsh through the measurement of educational results. Although the test was given to first-year pupils in the high school, for our purpose they have been considered as elementary school graduates. The fact that over 75 per cent of all elementary school graduates enter our high schools, makes the first-year class consist largely of graduates of the public elementary schools of Boston. One needs to note, however, in this connection, that there were some pupils who entered the high schools from sources outside the Boston PubUc Schools, and DETERMINING STANDARD IN ACCURATE COPYING. 7 also that some of the pupils tested had already spent one year or more in high school work. In spite of these considerations it seems fair to assume that what the first-year high school pupils could do in a test would be fairly representative of what any similar group of ele- mentary school pupils could do after graduation. The results of the test have been treated, therefore, as if they were directly from elementary school graduates, rather than from a group of pupils two school months removed from graduation. Instructions foe Giving the Tests. The tests were given and the papers corrected under the direction of the head of the Department of English in each high school. The essential instructions were as follows : 1. Read to the pupils the directions which are printed at the head of the selection they are to copy, but give them no further help. For example, do not specify possible errors which may be made. 2. Pupils ought not to see the selection until they are ready to copy it. Hence it should be placed on the desk face down until the signal is given to begin work. 3. Every error should be checked distinctly. 4. The errors which were to be noted were as follows : In spelUng, capitahzation, punctuation, un^dotted "i's," uncrossed "t's"; in omitting words, in adding words, ' in wrong words used, and in misplaced words. The Test Reproduced. A facsimile of the test is here reproduced: Test in Accurate Copying. November, 1914. Copy in ink as much of the following selection as you can copy accurately in fifteen minutes without hurrying. Accuracy, is more important than speed. LIEUTENANT OULESS. "In this story a young British lieutenant, in a moment of extreme irritation, strikes a private soldier. The act is one that calls for dismissal from the Queen's service. What is the officer to do? He cannot send money to the soldier — S who happens to be the redoubtable Ortheris himself — nor can 8 SCHOOL DOCUMENT NO. 2. he apologize to him in private. Neither can he let matters drift. Ortheris, too, has his own code of pride and honor; he too is "a servant of the Queen;" but how is the insult to be atoned for? The way out of this apparently hopeless muddle 10 is a beautifully simple one, after all. The lieutenant invites Ortheris to go shooting with him, and when they are alone, asks him "to take off his coat." "Thank you, sir!" says Ortheris. The two men fight until Ortheris owns that he is beaten. Then the lieutenant apologizes for the original blow, 15 and the officer and private walk back to camp devoted friends. That fight is the moral salvation of Lieutenant Ouless." — Bliss Perry, "A Study of Prose Fiction." Footnote. In determining the number of lines written the printed line was the basis. A pupil was arbitrarily given credit for copying a full line if he copied to or beyond a fixed point: if not, he was given credit for the last full line copied. The fixed point in each line is as follows : Line 6.— The word "Neither." Line 7.— The word "of." Line 8.— The word "how." Line 9. — The word "hopeless." Line 10.— The word "The." Line 11.— The word "and." Line 12.— The word "Thank." Line 13. — The word "Ortheris" (second one). Line 14.— The word "for." Line 15.— The word "to." Line 16. — The word "Lieutenant." This footnote was not a part of the original test and of course did/not appear on the test sheet. The Results op the Test. As has been stated, this test was given for the purpose of determining with what degree of success graduates of the elementary school are attaining the theoretical standard set up by the committee. While we may all agree that "every graduate of an elementary school should be able ... to copy twelve hnes of simple prose or poetry," it is important to determine on a fact basis to what extent they can do so. This is the province of educational measurement. Basing our standard on the median accomplishment, DETERMINING STANDARD IN ACCURATE COPYING. 9 i. e., that minimum achievement attached by 50 per cent of the pupils tested, the new requirements would read as follows : A boy graduating from the elementary school should be able to copy fifteen and one-half lines (4| inches long or 30 ems of 10-point type) of ordinary prose in fifteen minutes, making not more than five errors of any kind. A girl graduating from the elementary school should be able to copy sixteen lines of ordinary prose in fifteen minutes, making not more than three errors of any kind. A mixed class graduating from the elementary school should be able to copy sixteen lines of prose in fifteen minutes, making not more than four errors of any kind. The following pages show the basis of these definitions and also furnish additional information on several other attendant problems. Kinds of Errors. The errors noted consisted of nine different kinds and the number of each kind made in this test by 4,494 pupils is shown in Table 1. Table 1. Spelling 5,829 Capitalization 644 Omitted words 4,077 Added words . . 606 Wrong words used 840 Misplaced words 105 Punctuation . 5,876 Undotted "i's" , 8,794 Uncrossed "t's" 606 Total , . . 27,377 Average errors per pupil ./ 5.54 Misspelled Words. The test consisted of 170 words, 105 of them different words. It is a notable fact that every word was mis- spelled by somebody. It is also interesting that 92.2 10 SCHOOL DOCUMENT NO. 2. per cent of the words in the test are found in Jones's "Concrete Investigation of -the Material of English SpelUng.''^ In spite of the fact that these are wdrds commonly used by children in their writing, 11.8 per cent of them were misspelled more than 100 times. This does not mean that 11.8 per cent of the children missed these words, because one pupil might have missed the same word more than once. * It is impossible to make any statement in regard to the average because many of the words occur in the selection more than once and if misspelled by the same person each time it occurs, it is counted more than one error. Some children spelled a word incorrectly in one place and correctly in another. One boy spelled "lieutenant" wrong four out of five times and spelled it a different way each time. Then, not all the children finished the entire selection and no record was kept of the exact number of words each wrote. However, 4,494 pupils taking the test made 5,829 errors in spelling alone, the number of errors for each word varying from 1 to 1,045. It must be kept clearly in mind that this selection was being copied, and was not a dictation exercise. The printed selection was on the desk of each individual. Any error in spelUng, therefore, might have been due to any one or a combination of the following: (a) poor visualization, i e., not seeing the letters in their correct relation; (6) the glancing at the paper, catching a phrase, and then spelling some word in the phrase incorrectly because-of former habits of inaccuracy; (c) lack of motor control, which may lead to incorrect formation of letters which would not be recognized by the pupil at the time; (d) the "attitude of mind" of the individual, which may lead to inattention and therefore poor results in any one of the above. By this "attitude of mind" is meant the pupil's mental attitude as he approached the test. If he does not care whether he does it or not, or does it because he 1 Published by the University of South Dakota. DETERMINING STANDARD IN ACCURATE COPYING. U has to, feeling that it will not count either for or against him, he will have a tendency to make more errors and write less than he will if he puts forth his best efforts. There was evidence that some pupils took this attitude. For example, one pupil wrote nothing and one boy wrote only four lines; one girl wrote the first twelve lines, using French instead of English, when she knew the French words, and then wrote English for the remainder of the test. These are plainly types of this class of pupil. The errors made by leaving the "i's" undotted and the "t's" uncrossed comprise about one-third of the entire number of errors and are largely important because of their value to legibility, as pointed out by Ayres. In connection with these errors, it is very noticeable that most of them were confined to comparatively few pupils. If a child showed a tendency to dot his "i's " and cross his "t's" in the first few lines, the chances were that that individual would have but few errors. On the other hand, if the child made many errors in the first part of the paper, there were many throughout the copying. One boy went through the entire paper without dotting an "i." Many 6thers dotted only a small part of them. Other Errors. The other errors of omitted words, added words, wrong words used and misplaced words, simply confirm what has already been stated, that there is a strong possi- bility that it is largely a question of poor visualization. Distribution of Errors According to Sex. The above test was given to 4,494 pupils of the fresh- man class of the high schools, consisting of 2,862 girls and 1,632 boys, including those who were repeating their first year's work, for the purpose of determining how many errors one ought to expect from pupils graduating from the elementary schools when they are required to copy a simple piece of prose. How much direct value 12 SCHOOL DOCUMENT NO. 2. copying has may be debatable. That it has a positive relation to the pupil's work cannot be denied. Much of his school work> especially in arithmetic, depends upon his ability to copy accurately printed or written matter, either from the board or from a book. If it is done from the blackboard, the continual shifting of the line of vision and the necessary accommodation of eye muscles would probably mean more errors. In the present test each child was provided with a printed paper as shown on* page 7. Distributions of the errors were made according to kind, sex, number of lines written and age. Figure I. shows the percentage of children making any given number of errors. That is, 8 per cent of the boys and 12.5 per cent of the girls made no errors; whereas, 12 per cent of the boys and 14.7 per cent of the girls made one error. The curve is rather steep on the right, a very small percentage making any large number of errors. It is noticeable, however, that the percentage of boys who made more than six errors is, in all but two cases, larger than that of the girls. The median for the girls is 3.7 errors with a variation of 111.8 per cent, and for the boys 4.8 errors with a varia- tion of 115.6 per cent. This showing is in spite of the fact that the pupils who made the largest number of errors were girls, one making 117 and the other 125. The largest num- ber of errors made by a boy was 79. Outside of this relation the curve shows one striking point, viz., that the percentage who made one error is from 2 per cent to 4 per cent larger than those who made no errors. The two lines of figures at the bottom of the chart show the data upon which the curve is based. That is, 360 girls and 134 boys made no errors, while 425 girls and 202 boys made one error. At the other extreme there were seven girls and nine boys who made more than 55 errors. -" It is evidently difficult to reach perfection in th^ matter of copying at any fair rate of speed. DETERMINING STANDARD IN ACCURATE COPYING. 13 c O o a, e o Ml C '>, a o O CO lO CO 00 — .5 ffl J2 •a e I m cti IS Ul c o s o o .g fq O CO CD CO 00 d: 1 l ll „t<. l\ 1 I \f /} 1 1 \ ^ Vr • / 1 / / / / 1 1 ^ ^ i ,^^ y ' .--• ^' ,^^ ^ / / / '-~ "^ +gs N 0) fS-OS 10 IM 6f-Sf 10 to ^■7-OV in o 6e-se ■* = ve-oe FN rj 14 SCHOOL DOCUMENT NO. 2. DiSTHIBUTION OF ErROKS ACCORDING TO LiNES Written.^ The girls did a larger amount of work than the boys, the median ipr the boys being 15.55 lines, and for the girls something more than 16 lines. "It could not be determined just how much more by this test because not enough lines were given to keep half the girls busy for the full time. A glance at Figure II. shows how steep this curve is for both boys and girls, the girls dropping from 71 per cent who did 16 lines to about 7 per cent who were able to copy 15 lines. With the boys the drop was not so great, being from 47 per cent to 9 per cent for the corresponding number of lines. A great deal of allowance will probably have to be made in this large percentage for those who would have been able to copy more than 16 Unes. Just how much more there is no means of knowing. One girl began copying the selection a second time and wrote in all 26 lines. There is a slight rise in the curve for both boys and girls who wrote 13 lines. No satisfactory explanation can be offered for this at this time. Distribution of Errors. Table II. shows the distribution of errors for the boys according to the number of lines written, given in the form of percentages. This per cent was found by dividing the number of pupils making any given number of errors by the number of pupils writing the number of lines indicated in the left-hand column. That is, of the 777 pupils who wrote 16 lines, 63 pupils, or 8.1 per cent, made no errors, and 90 pupils, or 11.5 per cent, made one error; of the 154 pupils who wrote 15 lines, 8 pupils, or 5.2 per cent, made no errors, and 8 pupils, or 5:2 per cent, made one error, and so on throughout the table. The number directly above each per cent shows the figures upon which the per cent is based. A study of the table shows clearly that regardless of the number of 1 See page 7 for method o£ determining number of lines written. DETERMINING STANDARD IN ACCURATE COPYING. 15 FIGURE II. Comparison of Number of Lines Written by Boys and Qirls in Accurate Copying on Per Cent Basis. PER CENT 75 1 ! « i, i 1 [ ! / ^^-' ..^, ,.-' ^ '^. __ =r; ^ — - SCORE O 1 2 3 4 5 6 7 8 9 GIRLS 1 3 11 41 BOYS 1 1 1 1 3 8 28 46 lO II 12 13 14 15 16 39 82 136 171 148 196 2034 66 88 131 172 1S5 154 777 16 SCHOOL DOCUMENT NO. 2. B Id Da c u U b ■a c u 3 Z •a c cd C ii ';;i • •S £ o — • ^ S H rrl M ,J m £?£ CO > o o < m a 3 Z M C ■? o Xi w 3 X) + IC b- U3 * ■ CO ■ M ■ N -H -( _ 1> (N « U3 ^ Z ■ b-- 00- 00- O- CO- CO HO> NlO rHCO OS «-llO SO C b- 00 eg lo CD 1-1 OJ- OJ' 00- CO- O- y-l ■ CqCO »ft lO CO rHts. r^ d CO ■ -I • fH - M CO « • I-H • tH -" „« OS Oi o . . tCH> 1-^t^ ,Hrt r-lOO i-H Ti< to eo ■-• ■ O • M ■ O ■ b-Oi rHCD i-lr-l CS) i-t OOO MIO rncq Sffi ^OJ Sc^ "^ '^ •-" ,-H O ■ Th ■ I-Hi-H ■H< ^ -« ^3 S™ S™ Slf-- ^o- 2« "d DETERMINING STANDARD IN ACCURATE COPYING. 17 C c O u a. ■a c E s z ■a e ta 00 c 2 -■ .S g o ffl 3 !« . S I a 3 Z M c o u 3 lO o l> + o • (N • l-l o US ? CO ^ t* to . Tjl . 1-1 N © ■V ^ « O CO t-- t- • IN • (Mi-t o ro » U3 m _■* 00 »o CC CO . «s CO • M ■ t-CO 0- 1-1 a N OS -,"* ^ oc CD o 1-1 cC OS N ■ CO • CO CO • « ■ ID • N ■ 3 cor^ ^Oi rHO .-lt> CD CO c ■* cr «"5 -"= I> 00 OS T-t CO OS 9-,' "5-.: ■^ CO ■ TjH ■ ID ■ (M • ©* OM M (N M CO « ■* (0 o „"3 ^ O 03 OJ •^ IH C» ^ ti cq ■ o ■ CO w - "* ■ (N ■ N « • 00 t-co i-Hin « IM N (M ir -* O -« 1-1 O CO tH CO lO • (O - CO Tt* - t-- • CO ■ o IN 00-^ CO N cq lO CO ra _<^ l> 00 Ol iH CD CO (D ■ lO • o »o - t> - CO • r-t ■ « OiO ^I> rHCD N ID CO Cfl • t- ^ ^ 00 O OS ^ w t^ CD • M ■ iCi ■o • CO ■ Tt< ■ C4 ID ■ CJ ■ in if3t> l-HO iHO 1-100 iHOS ^^ ^IT (M CD >-l ^ CD O IN -^ CO CO t>- C^ cc ■ OS ■ -ii* CO ■ 00 - co • Tt* 1-1 ■«r 00 o> rHO> iHOi i-(l>. iHCO CO c CT rH -* 00 CO »C 00 Ol b. (N Cf t> ■ CO CO • CO ■ CO ■ to ID ■ 'tf f^ COrH t- I> « Tf< p- cc ■ lO ■ o • o • t> • o ■ CO O a;3 i-HI-- C^T! Cli-H W-Tji iHO iHOC "S N (N (N Cq cc CO ■<*< to (N m OS ^ C3S ii-S i^ CD 00 Ol o t> t- CO (N 00 1-7 o IN U3 (M ^ '"' ^ ^ S.3 ■^ CD 00 CO CM OS 1-1 tH CO ■93 « 03 Tt* t> CO 00 M 1* S3 o T-t ""• 3 cf zs z e g s ^ 01 « s h^ C£ tf: CO o O o= X l^ i 18 SCHOOL DOCUMENT NO. 2. lines written, those who made one error exceed those who made no errors, .except in the cases where a small number of hnes was written. This same fact was pointed out in the discussion of Figure I. when all pupils were con- sidered together regardless of the number of lines written. The exception noted is probably due to the small number of pupils who did the small amount of work. In many cases also the percentage of pupils who made two errors is larger than those who made one. At the other extreme, it is interesting to note that the percentage of boys who made from ten to nineteen errors comprise from nearly one-tenth to nearly one-sixth of the total number of boys who wrote any given number of lines. Table IV. Lines Wbitten. • Medlun Numbek of Ekbohs. Boys. Girls. 16 5,3 6.6 4.8 4.6 4.9 3 9 15 3 9 14 3 8 13 3.0 3 7 12 Similar facts are shown in Table III., which gives a corresponding distribution for the girls. The differences, however, are not as great as in Table II. This would, of course, be expected, owing to the fact that the median number of errors for the girls is less than for the boys. The third column shows the total number of errors made by the children writing the number of lines indicated in the first column. A study was made to see what relation exists between the number of errors made by those who wrote a smaller number of hnes (because of poor physical condition, poor motor response, poor coordination, or for any other reason), and by those who wrote the full 16 lines. Table IV. shows the median number of errors of those who wrote 16, 15, 14, 13 and 12 hnes. It is very high DETERMINING STANDARD IN ACCURATE COPYING. 19 for the boys who wrote 15 lines and lower fbr both boys and girls who wrote 13 lines. In all the other cases the medians are nearly the same regardless of the number of lines written. Table IV. is to be taken as indicating that those pupils writing the smaller number of lines made approxi- mately as many errors as those writing one, two, three or four lines more. This is what might naturally be expected, The lack of physical condition, slow motor response, or some other condition, causing less work to be done, would also tend to cause more errors of omission and commission. Miss Rose A. Carrigan reaches the same conclusion from the arithmetic testing. She says, "No evidence was found to prove that children who worked more slowly than before had a tendency to work more accurately. "^ Distribution of Errors According to Age. Figure III. shows the distribution of pupils according to age. It is very noticeable that although there are only about three-fifths as many boys as girls, the per cent of each of any given ^ge is practically the same, with the median at about 14.5 for both sexes. It also shows that approximately the same percentage finish their grammar school work quicker than eight years as take more than ten years to diO the same work. In other words, the percentage of children who are. somewhat advanced in their standing and those who are retarded more than two years is approximately the same. Two factors enter into this study of the errors made by children of any given age which render it unsatis- factory and show the need of more work before anything conclusive can be stated in regard to the relation of the age and the number of errors. First, there were only a small number of children of eleven and twelve years, and a correspondingly small number of children from sixteen to twenty. Second, not all children wrote the entire sixteen lines. > Page 25. Bulletin II. School Document No. 9 — 1914. , 20 SCHOOL DOCUMENT NO. 2. FIGURE III. Comparison of Ages of Boys and Girls in Accurate Copying on a Per Cent Basis. Boys. Girls. PER CENT 42 40 38 36 34 32 30 28 26 24 22 20 18 16 1 '. 1 1 1 11 1 1 1 1 1 1 \ \ \ \ I ■ I I 1 1 1 1 \ // // \ // \ \ ^ AGES U 12 13 14 ,5 ,g GIRLS 6 104 864 1119 568 161 BOYS 5 75 469 657 325 72 17 18 19 20 32 4 1 I 21 3 DETERMINING STANDARD IN ACCURATE COPYING. 21 •a c cd M < > 03 -I .S 05 tJ < ^ be c ■? o JS tf) to >^ o 03 3 Si . 1 umbe of rrors 19 t* •<*t U5 lO lO IQ 5 ?s g s => = s CO ^ ffl n i-T a w 1 '"' • CO ^ s S CO 00 t^ CO • fM t> CO CO i> Ttt U3 CO r-i cq «0 O) CO lO U3 -^ iH UD i-l o o> o> OS ■* -^ ^ " lO 00 rH rH fH Cs W — w d *: " S S 00 •«** .-1 CO CD K )_^ K o* i 00 CQ 00 t^ cq Tt< w • 00 « N •H ■ CO lA rH i - ■^ - i - f^ rl r-l 1-C - d • rH 1-< mber of oys. N t, CD U" eo CO 1 « iH s o t-05(M W.-H.-«|^ i> th 03 i-H r-l M ■ to us 10 GO CO ■* * *"* I-- M W [> CO CI i-H to o6oJc)-:§ '"' r-1 •^ •"I l-H i-" I I'l llilQ lis lllLLl'A y ...,-. iiji '>>. m I I i' I I m'\" i It li|if riii'i ' I 111 t § .' 'U !