192.0 THE UNIVERSITY OF MISSOURI BULLETIN VOI.UME 21, NUMBER 12 EXTENSION SERIES 29 EDITED BY CHARLES H. WILLIAMS A MANUAL FOR THE MENTAL AND PHYSICAL EXAMINATION OF SCHOOL CHILDREN '(Revised) BY WILLIAM HENRY PYLE ISSUED THREE TIMES MONTHLY; ENTERED AS SECOND-CLASS MAT- TER AT THE POSTOFFICE AT COLUMBIA, MISSOURI— 1.000 FEBRUARY, 1920 >rAfii THE UNIVERSITY OF MISSOURI BULLETIN VOLUME 21, NUMBER 12 EXTENSION SERIES 29 EDITED BY CHARLES H. WILLIAMS A MANUAL FOR THE MENTAL AND PHYSICAL EXAMINATION OF SCHOOL CHILDREN (Revised) BY WILLIAM HENRY PYLE ISSUED THREE TIMES MONTHLY; ENTERED AS SECOND-CLASS MAT- TER AT THE POSTOFFICE AT COLUMBIA. MISSOURI— 1,000 FEBRUARY, 1920 vt>3f; \^ i/> FOREWORD In this new edition of the Manual I have included the results ob- tained from measuring and testing many thousands more of children. The additional data give the age and sex norms greater reliability. In the tests of city children I have included one additional 'test, the analogues. Mr. P. E. Collings, working under my direction, gave the mental tests to all the children above the third grade in the rural schools of one Missouri county. He also took the physical measures of the country children. The results of Mr. Collings' work are included in this manual. In securing the additional data for city children, I wish to ac- knowledge the assistance of Miss Hazel Sumerfield, who gave the tests and made the physical measures in the City of Joplin, Missouri. W. H. P. LIBRARY OF CONGRESS DOCUMENTS uiV»S»ON ■1 A MANUAL FOR THE MENTAL AND PHYSICAL EXAMINATION OF SCHOOL CHILDREN (Revised) OBJECT OF MENTAL TESTS The object of mental tests is to assist the teacher in obtaining a knowledge of the individual child. Just as a dairyman, ito be success- ful, must know his cows — 'the best breeds, the best feed, and the best kind of treatment — so a teacher must know her pupils. It is true that she learns about them from their regular work in their classes, but there are various factors besides ability that determine whether a child does well or poorly in school studies. Progress in school studies is not, therefore, an accurate indication of ability. The j teacher needs an independent measure of ability. The tests constitute such a measure. A child often does poorly in a particular study because he was started wrong or at the wrong time or is poorly taught. The child may have come to believe, in such a case, that he has no ability in such a study, or perhaps in any study. The tests, being something new, arouse great interest; the child has no preconceived notion about his ability to perform them and is therefore very likely to do his best. A series of mental tests given at the beginning of the school year will give as good an idea of the pupils' ability as can be obtained ordinarily in a year in the ordinary school work. Moreover, 'the tests show in what aspects of the child's mind he is good and in what aspects, poor. However, too much reliance should not be placed on such differences unless several tests of the same kind are given. If each type of test were repeated about six times and the results of all the tests pooled, ithey would give an accurate indication of the abilities which the various tests measure. Inasmuch as these abili- ties are those demanded in school work, the tests give an indication of the child's ability to do the school work. One could not know from the tests whether the child would do the school work or not. Doing the school work depends on ability and effort. The tests measure only ability. They enable us to prophesy success only to the extent that suc- cess depends on ability. This is one thing the teacher very much needs to know, the child's ability. The tests, carefully given, will aid very much in determining this ability. Each child is, to some extent, a special prob- lem. We must, therefore, use every means at our command to learn all possible about each child. It requires but an hour and a half to give the mental tests, and only a few days to grade the papers. The information obtained abundantly justifies the time and energy expended. 4 Examination of School Children USE TO BE MADE OF THE RESULTS The results of the tests will help the teacher in the classification and gradation of the pupils. This help is not much needed except in the doubtful cases. One often needs to know whether a pupil has failed be- cause of lack of effort or lack of ability. The tests will help to answer this question. If a child fails because of lack of ability, he should prob- ably not be promoted. If he fails because of lack of effort, he should probably be promoted and an attempt made to get him to do the work of which he is capable. The progress of children through the grades should be in accordance with their ability and with the rapidity of their develop- ment. Some children develop much faster than others and can therefore acquire the skill and knowledge of the school subjects much faster than others. The tests will aid in determining the development of the chil- dren and should lead to greater economy of time and effort in dealing with them. An accurate knowledge of the child's ability and development will not only be a help in gradation and classification but should also help in the actual teaching. Every bit of information that a teacher can get about a child should be a help in dealing with that child. Studies made by the author indicate that there is a wide difference of ability possessed by the children ordinarily found in the same grade.. It will usually be found that there are children in the third grade with as great ability as that of some pupils in the high school. A more careful system of gradation will lead to more nearly equal abihty in the same grade and should make better teaching possible. If mental tests were given in a school every year, the development of the child could be traced and the rapidity of this development deter- mined. This information would be a great help in dealing with the indi- vidual child. It must be remembered that the mental tests are measures of the abilities possessed by individual children and are not measures of the efficiency of the teacher, except to the extent that the teaching may have affected the development of the child. PHYSICAL MEASURES AND TESTS It has been found that there is a close relation between mental and physical development. Therefore, it is important to know of the physical development of every child. If all the children of the same age in the 'schools are studied, it is found that the heavier ones, the taller ones, the stronger ones, etc., are in the upper grades. Therefore, the physical de- velopment of the child should be studied, and the records of this develop- ment from year to year kept. Norms of the more important physical measures and tests are given in this manual. The relation of physical to mental development is shown in the fol- General Directions 5 lowing table, which gives the height and muscular speed of the 12-year-old school children in McDonald County, Missouri. It will be seen that the 12-year-old boys in the higher grades have a better physical development than the boys of the same age in the lower grades. AVERAGE HEIGHT AND AVERAGE MUSCULAR SPEED, BY GRADES. Grade Cases Av. ht., cm. Av. musc.sp, I 4 134 143 II 4 139 151 III 14 145 154 IV 17 146 161 V 39 147 163 VI 13 146 165 VII 18. 148 166 VIII 3 149 167 GENERAL DIRECTIONS The results of the mental tests in the school will be worse than useless unless the tests are given with the greatest care and scientific precision. Every test should be most cai^efully explained to the children so that they will know exactly what they are to do. The matter must be so presented to them that they will put forth all possible effort. They must take the tests seriously. Great care must be taken to see that there is no cheating. The work of each child should be his own work. In those tests in which time is an important element, the time must be care- fully kept, with a stop watch if one is available. The papers should be distributed for the tests and turned face downward on the pupil's desk. The pupil, when all is ready to begin, should take the paper in his hand and at the signal "begin" turn it over and begin work, and when the signal "stop" is given, should quit work instantly and turn the paper over. Before the work begins, the necessary information should be placed on each paper. This information should be the pupil's name, age, grade, sex, and school. This should be on every paper. When the test is over the papers should be immediately collected. DETERMINATION OF MENTAL AGE A child's mental age can be determined by combining the results of several tests. For this purpose it will be most convenient to use tables XXXVII and XXXVIII. Find the mental age reached by the child in each test, add these together and divide by the number of tests. It 6 Examination of School Children must be remembered that in all the tables the age indicated is the age at last birthday. The norms in all cases indicate the averages of all chil- dren who have passed the birthday indicated by the age who have not yet reach the next birthday. The norm for age ten, for example, repre- sents the standing made by children whose average age is about ten-and- a-half. LOGICAL MEMORY Object. — The purpose of this test is to determine the pupil's facihty in remembering and reproducing ideas. A pupil's standing in the test may serve as an indication of his abihty to remember the subject matter of the school studies. Method. — The procedure in this test is for the teacher to read slowly and distinctly the story to be reproduced. Immediately after the reading the pupils are to write down all of the story that they can recall. They must not begin to write till after the reading. Ten minutes should be allowed for the reproduction. This is ample time, and each pu- pil should be told to use the whole time in working on his reproduction. At the end of ten minutes, collect the papers. Care should be taken to see that each pupil does his own work, that there is no copying. Before reading the story, the teacher should give the following instructions: I shall read to you a story entitled Willie Jones and His Dog (or A Farmer's Son, or A Costly Temper, as the case may be). After I have read the story you are to write down all you can re- member of it. You are not to use the exact words that I read unless you wish. You are to use your own words. Try to recall as much as possible and write all j'ou recall. Try to get all the details, not merely the main facts. Material. — For grades three, four, and five, use Willie Jones and His Dog; for grades six, seven, and eight, use A Partner's Son; for the high school, use A Costly Temper. The norms for the latter are based on eighth grade and high school pupils. WILLIE JONES AND HIS DOG Willie I Jones | was a little | boy | only | five years old. | He had a dog I whose name was Buster. | Buster was a large | dog | with long, | black, I curly | hair. | His fore | feet | and the tip | of his tail | were white. I One day | Wilhe's mother | sent him | to the store | which was only | a short | distance away. | Buster went with him, | fol- lowing behind. | As Buster was turning | at the corner, | a car i struck him | and broke | one | hind | leg | and hurt | one | eye. | Willie was I very | sorry | and cried | a long i time. | Willie's father | came | and carried | the poor | dog | home. | The broken leg | got well | in five I weeks | but the eye | that was hurt | became bHnd. I Material for Tests 7 A FARMER'S SON Will I was a farmer's | son | who attended school | in town. ] His clothes I were poor and his boots | often smelled | of the farmyard j although he took great | care of them. | Since Will had not gone to school I as much | as his classmates, | he was often | at a disadvantage, | although his mind | was as good | as theirs, — | in fact, he was brighter | than most | of them. | James, | the wit | of the class, | never lost an opportunity | to ridicule | Will's mistakes, | his bright | red | hair, and his patched | clothes. | Will | took the ridicule | in good part | and never | lost his temper. | One Saturday | as Will | was driving | his cows | to pasture, | he met James | teasing | a young | child, | a cripple. | Will's | indignation | was aroused | by the sight. | He asked | the bully | to stop, I but when he would not, | Will pounced | upon him | and gave him I a good | beating, | and he would not | let James go | until he prom- ised I not to tease i the crippled | child | again. | A COSTLY TEMPER A man | named John | Murdock | had a servant | who worried him | much by his stupidity. | One day | when this servant was more | stu- pid I than usual, | the angry | master | of the house | threw a book | at his head. | The servant | ducked | and the book flew | out of the window. | "Now go I and pick that book up!" | ordered the master. | The servant | started i to obey, 1 but a passerby | had saved him | the trou- ble, I and had walked oflf | with the book. | The scientist | thereupon | began to wonder | what book | he had thrown away, | and to his hor- ror, I discovered | that it was a quaint | and rare | little | volume | of poems, I which he had purchased | in London | for fifty | dollars. | But his troubles | were not over. | The weeks went by | and the man had almost | forgot his loss, | when strolling | into a second hand | bookshop, I he saw, | to his great delight, | a copy of the book | he had lost. I He asked the price. [ "Well," I said the dealer, | reflectively, | "I guess we can let you have it | for forty | dollars. | It is a very | rare book, | and I am sure | that I could get seventy-five | dollars for it | by holding on a while." | The man of science | pulled out his purse | and produced the money, | delighted at the opportunity of replacing | his lost | treasure. | When he reached home, | a card | dropped out | of the leaves. | The card was his own, | and further | examination | showed that he had bought back I his own property. | "Forty dollars | worth of temper," | exclaimed the man. | "I think I shall mend my ways." | His disposition | afterward | became so | good I that I the servant became worried, | thinking the man | must be ill. I 8 Examination of School Children The norms for country children are based upon the Marble Statue, which was given in all the grades. The norms for city children based upon this test are not given in this manual, but can be found in the au- thor's Examination of School Children. THE MARBLE STATUE A young I man | worked | years | to carve | a white | marble | statue | of a beautiful | girl. | She grew prettier | day by day. | He began to love the statue | so well that | one day | he said to it : "I would give | everything | in the world | if you would be alive | and be my wife." | Just then | the clock struck | twelve, | and the cold | stone began to grow warm, | the cheeks red, | the hair brown, | the lips to move. \ She stepped down, | and he had his wish. | They lived happily | together | for years, | and three | beautiful | children were born. | One day | he was very tired, | and grew |so angry, | without cause, | that he struck her. | She wept, I kissed | each child | and her husband, | stepped back | upon the pedestal, | and slowly | grew cold, | pale \ and stiff, | closed her eyes, | and when the clock | struck | midnight, | she was a statue | of pure | white I marble | as she had been | years before, | and could not hear | the sobs I of her husband | and children. | The Results. — The material for the test is divided into units as indicated by the vertical lines. The pupil's written reproduction should be compared unit by unit with the story as printed, and given one credit for each unit adequately reproduced. The norms for the tests are shown in the tables, which follow. In general, it will be noticed, there -s an im- provement of memory with age, but in the high school, in the Costly Tem- per test, there is a decline. This may not indicate a real decline in ability to remember ideas, but a change in attitude. The high school pupil prob- ably acquires a habit of remembering only significant facts. His memory is selective, while in the earlier ages, the memorj' may be more parrot- like, one idea being reproduced with about as much fidelity as another. This statement is made not as a fact, but as a probable explanation. ROTE MEMORY Object. — The object of the rote memory tests is to determine the pupil's memory span for unrelated impressions, — words that have no logi- cal relations with one another. Much scl'ool work makes demands upon this ability. Therefore, the tests are of importance. Method. — There are two lists of words, concrete and abstract, with six groups in each list. The list of concrete words should be given first, then the abstract The procedure is to pronounce the first group, cat, tree, coat, and then pause for the pupils to write these three words. I Rote Memory Test 9 Then pronounce the next group, mule, bird, cart, glass, and pause for the reproduction, and so on through the Hst. Give the following instructions: We wish to see how well you can remember words. I shall pronounce first a group of three words. After I have pronounced them, you are to write them down. I shall then pronounce a group of four words, then one of five words, and so continue with a longer group each time. You must pay very close attention for I shall pronounce a group but once. You are not required to write the words in their order, but just as you recall them. Material. — The words for the test are given in the following lists : Concrete Abstract 1. Cat, tree, coat 1. good, black, fast 2. mule, bird, cart, glass 2. clean, tall, round, hot 3. star, horse, dress, fence, man 3. long, wet, fierce, white, cold 4. fish, sun, head, door, shoe, block 4. deep, soft, quick, dark, great, 5. train, mill, box, desk, oil, pup, dead bill 5. sad, strong, hard, bright, fine, 6. floor, car, pipe, bridge, hand, glad, plain dirt, cow, crank 6. sharp, late, sour, wide, rough, thick, red, tight Results. — The papers are graded by determining the number of concrete words and the number of abstract words that are reproduced. No account is taken of whether the words are in the right position or not. A perfect score in each test would therefore be thirty-three. The norms are shown in the tables. THE SUBSTITUTION TEST Object. — This test determines one's ability to build up new associa- tions. It is a test of quickness of learning. Method. — The substitution test-sheets are distributed to the pupils and turned face down on the desks. The teacher gives the following in- structions : We wish to see how fast you can learn. At the top of the sheet which has been distributed to you there is a key. In nine circles are written the nine digits and for each digit there is written a letter which is to be used instead of the digit. Below the key are two columns of numbers; each number contains five digits. In the five squares which follow the number j-ou are to write the let- ters which correspond to the digits. Work as fast as you can and fill as many of the squares as you can without making mistakes. When I say "stop," quit work instantly and turn the paper over. Before beginning the test the teacher should explain on the black- board the exact nature of the test. This can be done by using other let- 10 Examination of School Children ters instead of those used in the key. Make sure that the pupils under- stand what they are to do. Allow eight minutes in grades three, four, and five, and five minutes above the fifth grade. Materia!.. — For material use the substitution test-sheets. Results. — In grading the work, count each square correctly filled in as one point, and reduce the score to speed per minute by dividing by eight in grades three, four, and five, and by five in the grades above. FREE ASSOCIATION Object. — This test determines the speed of the free flow of ideas. The result of the test is a criterion of the quickness of the flow of ideas when no restriction or limitation is put on this flow. Method. — The procedure in this test is to give the pupils a word, and tell them to write this word down and all the other words that come into their minds. Make it clear to them that they are to write whatever word comes to mind, whether it has any relation to the word that is given them or not. Start them with the word cloud. Give the following in- structions : I wish to see how many words you can think of and write down in three minutes. I shall name a word, you may write it' down and then all the other words that come into your mind. Do not write sentences, merely the words that come into your mind. Work as fast as you can. Results. — Score the work by counting the number of words that have been written. OPPOSITES Object. — This is a test of controlled association. It tests one aspect of the association of ideas. All thinking is a matter of association of ideas. Reasoning is controlled association. The test may therefore be taken as a measure of speed in reasoning. Method. — Distribute the opposites lists to the pupils and turn them face down on the desks. Use list one in grades three, four, and five, and list two in grades above. Allow two minutes in grades three, four, and five and one minute in grades above. Give the following instructions : On the sheets that have been distributed to you are fifty words. After each word you are to write a word that has the opposite meaning. For example, if one word were far, you could write near. Work as fast as you can, and when I say "stop," quit work in- stantly and turn your paper over. Word Building Test 11 RESULTS.-The score is the number of opposites correctly written. 1. good 2. big 3. rich 4. out 5. sick 6. hot 7. long 8. wet 9. yes 10. high 11. hard 12. sweet 13. clean 1. strong 2. deep 3. lazy 4. seldom 5. thin 6. soft 7. many 8. valuable 9. gloomy 10. rude 11. dark 12. rough 13. pretty OPPOSITES— 14. sharp 15. fast 16. black 17. old 18. up 19. thick 20. quick 21. pretty 22. heavy 23. late 24. wrong 25. smooth 26. strong 27 28 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. List No, dark dead wide empty above north laugh man before winter ripe night open OPPOSITES— List No. II. 14. high 15. foohsh 16. present 17. glad 18. strange 19. wrong 20. quickly 21. black 22. good 23. fast 24. clean 25. tall 26. hot 27. long 28. wet 29. fierce 30. great 31. dead 32. cloudy 33. hard 34. bright 35. fine 36. plain 37. sharp 38. late 39. sour 40. first 41. over 42. love 43. come 44. east 45. top 46. wise 47. front 48. girl 49. sad 50. fat 40. wide 41. drunk 42. tight 43. empty 44. sick 45. friend 46. above 47. loud 48. war 49. in 50. yes THE WORD BUILDING TEST Object.— This is a test of a certain type of inventiveness, namely linguistic invention. Specifically it tests the pupil's ability to construct words using certain prescribed letters. Methods.— The pupils are given the letters, a, e, o, m, n, r, and told to make as many words as possible using only these letters. Give the fol- lowing instructions: . I wish to see how many words you can make in five minutes using only the letters which I give you. The words must be real' Tn/ <.'^'"'. '■ \°" """'* "'^ °"^y the letters which I give you and must not use the same letter more than once in the same word. A wnrH ' T""""' ''^'■^ ^° "'^ ^" th^ '^"^"-s i" the same word. A word may contam one or more letters up to six. 12 Examination of School Children Material. — The pupils need only sheets of blank paper. Results. — The score is the number of words that do not violate the rules of the test as given in the instructions. THE COMPLETION TEST Object. — This test, to some extent, is a test of reasoning capacity. Of course, it is only one particular aspect of reasoning. The pupil is given a story that has certain words omitted. He must read the story, see what it is trying to say and determine what words, put into the blanks, will make the correct sense. The meaning of the word written in a particular blank must not only make the sentence read sen- sibly but must fit into the story as a whole. Filling in the blanks in this way demands considerable thought. Method. — Distribute the test-sheets and turn them face down on the desks. Allow ten minutes in all the tests. Give the following instruc- tions: On the sheets which have been distributed is printed a story, which has certain words omitted. You are to put in the blanks the words that are omitted. The words, which you write in, must give tlie proper meaning so that the story reads correctly. The word, which you fill in, must not only give the proper meaning to the sentence but to the story as a whole. Material. — Use the completion test-sheets, Joe and the Fourth of July, for grades three, four and five ; The Trout for grades six, seven and eight ; and Dr. Goldsmith's Medicine for the high school. Results. — In scoring the papers, allow one credit for each blank correctly filled. It will be noticed that the boys excel in the Trout story. This is doubtless because the story is better suited to them on the ground of their experience and interest. JOE AND THE FOURTH OF JULY Joe ran errands for his mother and took care of the baby until by the Fourth of July his penny grew to be a dime. The day before the Fourth, he went down town all by himself to get his fire works. There were so many kinds he hardly knew which to buy. The clerk knew that it takes a long time to decide, for he had been a boy himself not very long ago. So he helped Joe to select the very best kinds. "When are you going to fire them off?" asked the clerk. "I will fire them very early tomorrow," said the boy. So that night Joe set the alarm clock, and the next morning got up early to fire his firecrackers. THE TROUT The trout is a fine fish. Once a big trout lii'ed in a pool close by a spring. He used to stay under the bank with only his head show- f Analogues 13 ing. His wide-open eyes shone like jewels. I tried to catch him. I would creep up to the edge of the pool where I could see his bright eyes looking up. I caught a grasshopper and threw it over to him. Then there was a splash in the water and the grasshopper was gone. I did this two or three times. Each time I saw the rush and spl ash and saw the bait had been taken. So I put the sa me bait on my hook and threw it over into the water. But all was silent. The fish was an old one and had grown very wise. I did this day after day with the same luck. The trout knew there was a hook hidden in the bait. DOCTOR GOLDSMITH'S MEDICINE This is a story of good medicine. Most medicine is bad to take, but this was so good that the sick man wished for more. One day a poor woman went to Doctor Goldsmith and asked him to go to see her sick husband. "He is very sick," she said, "and I can not get him to eat anything." So Doctor Goldsmith went to see him. The doctor saiv at once that the reason why the man could not eat was because he was so poor that he had not been able to buy good food. Then he said to the woman, " Come to my house this evening and I will give you some medicine for your husband. The women went in the evening and the doctor gave /!<7r a small paper box tied up tight. " /f is very heavy," she said. "May I see what it looks like?" "No," said the doctor, " wait until you get home." When she got home, and she and her husband opened the box so that he could take the first dose of medicine, — what do you think they saw? The box was filled with silver money. This was the good doctor's medicine. ANALOGUES Object. — This is a test of one's ability to see logical relationships. It measures ability similar to that measured by the Opposites test, also similar to that measured by the Completion test. Method. — Distribute the test sheets and turn them face down on the desks. Read the samples at the top of the test sheet and let the pupills orally supply the fourth term. The replies will give the examiner an idea as to how well the test is understood. When jou are sure that all un- derstand, say: When I give the signal you may turn over the test sheet. You will find twenty-five analogies, each with the fourth term omitted. In the blank space you are to supply the fourth term, which must have the same relation to the third term that the second term does to the first. Give one minute and fortj^-five seconds in all grades. 14 Examination of School Children ANALOGUES Cold Stairs Conductor Hand Baby 1. Ring 2. Bird 3. Coal 4. Arm 5. Fish 6. Time 7. Water 8. Table 9. Purse 10. Water 11. Storm 12. Shoe 13. Man 14. Dog 15. Day 16. Horse 17. Apple 18. Chicken 19. Kitten 20. Pie 21. Sweet 22. Coal 23. Silk 24. Sheep 25. Uncle is to Hot is to Step is to Train is to Finger is to Man is to Finger is to Wing is to Stove is to Elbow is to Scales is to Clock is to Gallon is to Wood is to Money is to Boat is to Calm is to Foot is to Home is to Bark is to Sun is to Buggy is to Tree is to Coop is to Cat is to Pan is to Sugar is to Black is to Silkworm is to Flock is to Nephew as Black as Ladder as Captain as Foot as Lamb as Bracelet as Fish as Oil as Leg as Bird as Temperature as Wheat as Coat as Bucket as Air as War as Glove as Bird as Cat as Night as Engine as Tomato as Horse as Gosling as Coflfee as Sour as Chalk as Wool as Cow as Aunt is to White is to Rung is to Boat is to Toe is to Sheep is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to is to THE PHYSICAL TESTS AND MEASURES Object. — The object of the physical tests is to determine the physi- cal development of the pupils. Method and Material. — For accurately measuring height a stad- iometer is needed. Great care should be exercised in making the meas- urements. H the pupils are measured standing with their shoes on, the height of the heel should be deducted. The heel of the shoe can be ac- curately measured by means of callipers. For weight, accurate platform scales are needed. For testing strength use the Smedley dynamometer, and give three trials with each hand, re- cording the best result for each. For testing muscular speed, use tapping 1 Interpretation of Results 15 apparatus and electric counter, making a thirty seconds test with the right hand and then a thirty seconds test with the left hand. Before beginning the test, demonstrate to the pupil how it is to be done and al- low him to try a second or two to see that he holds the stylus properly.-. The stylus should be held vertically and the pupil should strike the plate lightly. The lung capacity test is made by means of a wet spirometer. The pupil is urged to fill the lungs as full as possible and then expel all the air into the spirometer. Give three trials and record the best result. The vital index is determined by dividing the lung capacity by the weight. Owing to the importance to the body of the aeration of the blood, the vital index is an important measure. Moreover, since the index is the ratio of the lung capacity to the weight, it has a value that the other physical measures do not have. When we have measured a child's weight or height, we can make no inferences unless we know whether the child belongs to a long stock or a short stock, a heavy stock or a light stock. But, when we have determined the am.ount of air-space in the lungs per pound of weight of the child, we have a measure that is of direct and special significance. The norms are shown in the tables. A more com- plete description of the.se tests and other tables of norms may be found in the author's Examination of School Children, or in Whipple's Manual of Mental and Physical Tests. MATERIAL AND APPARATUS Test sheets for the mental tests can be obtained from the Extension Division of the University of Missouri. Apparatus for the physical tests can be obtained from C. H. Stocking Company, Chicago. TABLES Tables I to XII contain the age and sex norms for the physical measures for both city and country children. In XIII and XIV city and country children are compared in physical development. In tables XV to XXXVI are found the norms for the mental tests. Tables XXXVII and XXXVIII are comparative tables for mental measures. Table XXXIX gives the mental norms for city children by grades. INTERPRETATION OF THE RESULTS The children measured are in all cases selected groups : namely, children in the public schools. For the physical measures, at least up to age fourteen, the norms are doubtless fairly representative of the general population. At age fourteen the children begin to drop out of school. 16 Examination of School Children The figures seem to indicate that those who drop out have somewhat better physical development, on the average, than those that remain, for in many cases in the later years the averages are lowered. The mental measures are still further complicated by the fact that in the Logical Memory, Opposites, and Completion tests, different tests are used for different grades. In such cases, the norms for the earlier ages are too high and those for the later ages are too low, for in any grade the youngest children are bright for their age and the oldest ones are dull for their age. However, if these facts are borne in mind, there need be no confusion in interpreting the results. It is probable that if there were no complicating factors the norm for any age would in no case be lower than that of the preceding age. It will be noticed that ''n the physical measures there is 'ittle differ- ence between city and country children, but a great difference in the men- tal measures, city children being much better. This difference decreases in the later ages. A comparison of the mental development of the sexes shows that in nearly all tests and at nearly all ages the girls are better than the boys. The rate of mental growth especially from age nine to twelve is greater for girls than it is for boys, just as their physical growth during these years is greater than that of boys. In order to have in the same grade children of the same ability, it would be necessary to have boys averaging several months older than the girls. TABLE I— STANDING HEIGHT, CITY CHILDREN Boys Girls Age Number Average Average Number Average Average cases Cm Inches cases Cm Inches 6 260 115.3 45.4 235 115.8 45.6 7 287 120.0 47.2 287 119.9 47.2 8 348 127.0 50.0 314 124.5 49.0 9 281 133.4 52.5 321 132.3 52.1 10 317 136.1 53.6 304 135.6 53.4 11 349 140.2 55.2 291 141.2 55.6 12 295 146.8 57.8 294 1483 58.4 13 304 150.1 59.1 326 152.4 60.0 14 231 155.4 61.2 263 156.5 61.6 15 181 163.1 64.2 233 158.0 62.2 16 125 166.6 65.6 197 161.3 63.5 17 70 171.2 67.4 119 160.3 63.1 18 50 172.0 67.7 71 160.3 63.1 Heights of Country Children 17 TABLE II— STANDING HEIGHT, COUNTRY CHILDREN Boys Girls Age Number Average Average Number Average Average cases Cm Inches cases Cm Inches 8 128 126.3 49.8 147 125.5 49.4 9 108 130.3 51.3 115 126.1 49.7 10 121 134.5 53.0 130 137.0 54.0 11 105 139.5 55.0 106 139.7 55.0 12 114 144.2 56.8 117 147.5 58.1 13 74 148.7 58.6 116 152.3 60.0 14 88 155.4 61.2 93 156.3 61.6 15 51 163.5 64.4 79 159.9 63.0 16 66 163.3 64.3 53 163.3 64.3 17 44 163.2 64.3 62 160.4 63.2 18 36 176.1 69.4 81 163.1 64.3 TABLE III— SITTING HEIGHT, CITY CHILDREN Boys Girls Age Number Average Average Number Average Average cases Cm Inches cases Cm Inches 6 260 62.0 24.4 235 62.5 24.6 7 288 63.5 25.0 286 63.8 25.1 8 348 67.1 26.4 314 65.5 25.8 9 280 69.6 27.4 321 68.1 26.8 10 317 70.6 27.8 304 69.9 27.5 11 347 72.6 28.6 291 72.9 28.7 12 295 75.4 29.7 294 76.7 30.2 13 304 76.5 30.1 327 79.0 31.1 14 226 79.8 31.4 256 81.0 31.9 IS 165 83.8 33.0 216 82.6 32.5 16 117 86.4 34.0 185 84.1 33.1 17 69 89.2 35.1 111 84.1 33.1 18 41 88.6 34.9 68 83.8 33.0 18 Examination of School Children TABLE IV— SITTING HEIGHT, COUNTRY CHILDREN Boys Girls Age Number Average Average Number Average Average cases Cm Inches cases Cm Inches 8 127 67.8 26.7 147 66.3 26.1 9 108 68.5 27.0 115 66.4 26.2 10 121 70.4 27.7 130 70.4 27.7 11 105 71.6 28.2 106 71.7 28.2 12 114 7?>.Z 28.9 117 75.1 29.6 13 74 75.6 29.8 116 77.4 30.5 14 88 78.3 30.9 93 80.5 31.7 15 51 81.9 32.3 79 81.5 32.1 16 66 82.1 32.3 53 82.2 32.4 17 44 87.4 34.4 62 83.5 32.9 18 36 89.7 35.3 81 83.9 33.1 TABLE V— WEIGHT, CITY CHILDREN Boys Girls Age Number Average Average Number Average Average cases Kg Lbs cases Kg Lbs 6 261 20.9 46.0 240 20.2 44.4 7 288 23.0 50.6 285 22.4 49.4 8 349 25.8 56.8 314 25.4 55.9 9 290 27.9 61.4 320 27.7 61.0 10 331 31.4 69.2 315 30.5 67.1 11 361 34.7 76.4 313 34.2 75.3 12 313 37.6 82.9 317 39.5 86.9 13 320 41.7 91.8 330 44.4 97.7 14 254 \7.7 104.3 281 48.7 107.2 15 210 54.4 119.9 246 50.9 112.1 16 138 57.7 127.3 210 53.1 117.0 17 79 62.5 137.7 114 56.0 123.4 18 52 64.2 141.3 81 55.3 121.7 Weights of Country Children 19 TABLE VI-WEIGHT, COUNTRY CHILDREN Boys Girls Age Number Average Average Number Average Average cases lbs. Kg. cases lbs. Kg. 8 127 57.6 26.2 147 52.9 24.0 9 108 6L0 27.7 115 58.5 26.6 10 121 67.3 30.6 139 65.9 29.9 11 105 72.0 32.7 106 73.6 33.4 12 114 79.2 36.0 117 86.1 39.1 13 74 85.1 38.6 116 94.1 42.7 14 88 99.0 44.9 93 103.8 47.1 15 51 113.6 51.6 79 117.3 53.3 16 66 128.0 58.1 53 118.6 53.8 17 44 130.6 59.3 62 115.0 52.2 18 36 144.0 65.4 81 120.4 54.7 20 Examination of School Children TABLE VII— LUNG CAPACITY AND VITAL INDEX, CITY CHILDREN Boys Age Number cases Cc. Cu. Inches Cc per Kg. Cu. Inches per lb. 6 270 1170 71.4 56.0 1.55 7 295 1262 77.0 54.9 1.52 8 355 1453 88.6 56.3 1.56 9 296 1582 96.5 56.7 1.57 10 326 1826 111.4 58.2 1.61 11 365 1981 120.8 57.1 1.59 12 315 2172 132.5 57.8 1.60 13 321 2384 145.4 57.2 1.58 14 251 2712 165.4 56.9 1.59 15 207 3189 194.6 58.6 1.62 16 140 3448 210.3 59.8 1.65 17 78 3781 230.6 60.5 1.69 18 62 3855 235.0 60.0 1.66 Girls Age Number cases Cc. Cu. Inches Cc per Kg. Cu. Inches per lb. 6 249 981 59.8 48.5 1.35 7 292 1143 69.7 51.0 1.41 8 316 1303 79.5 51.3 1.42 9 318 1440 87.8 52.0 1.44 10 314 1601 97.7 52.5 1.45 11 318 1829 111.6 53.5 1.48 12 334 2032 124.0 51.4 1.43 13 351 2252 137.4 50.7 1.41 - 14 287 2441 148.9 50.1 1.39 15 253 2476 151.0 48.6 1.35 16 214 2598 158.5 48.9 1.35 17 129 2614 159.5 46.7 1.29 18 80 2588 157.9 46.8 1.30 Lung and Vital Indices 21 TABLE VIII— LUNG CAPACITY AND VITAL INDEX, COUNTRY CHILDREN Boys Age Number cases Cc. Cu. Inches Cc per Kg. Cu. Inches per lb. 8 127 1439 87.8 54.9 1.52 9 108 1654 100.9 59.7 1.65 10 121 1781 108.6 58.2 1.61 11 105 1997 121.8 61.1 1.61 12 114 2105 128.4 58.5 1.62 13 74 2344 143.0 60.1 1.68 14 88 2719 165.9 60.5 1.66 15 51 3255 198.6 63.1 1.74 16 66 3257 198.7 56.1 1.55 17 44 3801 231.9 64.1 1.77 18 36 4496 274.3 68.8 1.90 Girls Age Number cases Cc. Cu. Inches Cc per Kg. Cu. Inches per lb. 8 147 1274 11.1 53.1 1.47 9 115 1427 87.0 53.7 1.49 10 130 1617 98.6 54.1 1.50 11 106 1856 113.2 55.6 1.54 12 117 2002 122.7 51.2 1.43 13 116 2231 136.1 52.2 1.45 14 93 2478 151.2 52.6 1.46 15 79 2583 157.6 48.5 1.34 16 53 2788 170.0 51.8 1.43 17 62 2805 171.1 53.7 1.49 18 81 2833 172.8 51.8 1.44 22 Examination of School Children TABLE IX— GRIP IN KG., CITY CHILDREN Boys Girls Age Number Right Left Number Right Left 1 cases hand hand cases hand hand 6 267 10.4 9.7 247 9.0 8.9 7 298 12.6 11.6 289 10.7 10.5 ' 8 351 14.9 13.5 311 12.5 11.4 9 299 16.9 15.4 320 14.6 14.4 10 332 19.4 17.8 322 16.3 15.1 11 372 21.6 19.9 320 18.4 16.9 12 321 24.0 21.9 334 21.7 20.3 13 316 27.2 25.1 343 24.9 22.9 14 258 31.2 28.4 285 26.9 24.4 15 209 36.6 32.7 255 28.3 25.5 16 139 41.0 38.0 215 28.7 26.8 17 82 45.3 42.9 129 28.8 28.1 18 65 45.3 42.9 81 28.8 26.6 TABLE X— GRIP IN KG., COUNTRY CHILDREN Boys Girls Age Number Right Left Number Right Left cases hand hand cases hand hand 8 127 14.3 13.1 147 12.5 11.4 9 108 16.4 15.2 115 14.3 13.1 10 121 17.6 16.4 130 15.6 14.9 11 106 19.6 18.2 106 17.4 16.3 12 114 21.8 20.5 117 21.0 19.6 13 74 23.9 22.5 116 21.9 22.2 14 88 28.3 26.3 93 25.3 24.3 15 51 32.6 31.3 79 28.4 26.8 16 66 40.5 37.9 53 29.5 27.9 17 U 42.0 40.0 62 30.7 28.4 18 36 50.5 46.3 81 31.5 29.2 Muscular Speed 23 TABLE Xr -MUSCULAR SPEED, CITY CHILDREN Number of taps in thirty seconds. Boys Girls Age Number Right Left Number Right Left cases hand hand cases hand hand 6 268 112 100 249 112 99 7 294 120 104 i292 124 104 8 353 131 111 315 129 111 9 296 137 118 315 138 119 10 320 148 126 310 146 126 11 361 155 132 314 155 133 12 316 161 138 227 162 142 13 319 172 146 347 168 147 14 248 172 150 275 172 151 15 206 183 160 251 174 153 16 140 186 164 212 181 160 17 79 195 173 138 184 166 18 61 206 176 82 185 167 TABLE XII— MUSCULAR SPEED, COUNTRY CHILDREN Number of taps in thirty seconds. Boys Girls Age Number Right Left Number Right Left cases hand hand cases hand hand 8 127 135 111 147 136 115 9 108 144 117 115 139 118 10 122 149 123 130 148 126 11 106 155 133 106 154 131 12 114 160 133 117 158 138 13 74 163 137 116 165 142 14 88 173 147 93 172 148 15 51 177 147 79 177 156 16 66 185 158 53 181 157 17 44 163 160 62 1&4 163 18 36 195 167 81 190 168 24 Examination of School Children > O m o u Q Eh < P-l O X! w < i-H X 13 en aj o C o c bi) St ^3 bo in C oi O 00 O; CO ■^ LO NO vO nC O NO On PO LO u-j O Tt LO vO LO O On eg ^ 1^ LO rt LO ro CM d^ nO LO <0 CO 0\ t^ nO rv ro O LO eg LO fr> Ov nO vO LO LO 2 =^ 00 LO NO LO o lo — ; o >o LO 00 00 lO O CO ■^ NO LO LO )Q On On 5, nO t-~. nO nO nD eg 00 t^ -^ ^ o\ — i o J^ On "2 NO NO vO On nO LO vO eg ro -<■ 00 ro eg <^ ON 00 LO U-) T-" 00 t^ \0 ■-H 00 LO CO 2; 2 ^^ eg On eg eg eg fo t^ nO M 00 00 t^ On O^ 00 NO O «^ eg p 00 eg eg ^ o NO nO ^ rg o NO (M 00 00 eg Cn] Tf cm' —1 og eg eg On r-H LO nO vO nO ^ ON LO LO lO LO O sO O 00 t^ CM Nj LT) vO S§8 vO <^ LO ^ ON '^ ^H LO CO ro Ix p LO o eg eg LO NO eg O eg O LO •* ^ On O t^ LO LO o eg < •OS -OS OS .t; o ■OS OS .t; o in i c a 3 a! c a ^ »-5 "O ^ •• ON*.: ^r-. rt .— I r-l 1) Table for Comparison of Girls 25 h4 Pi O >^ P^ O o Q < a 2 w I I— T !^ PQ Is < Pi < O o > w 1) c c bi o h5 O Ph bb u 5J ^ 6 Ph O ■^ CO 00 O T-H ro CO CO r^ LO LO 00 Tf LO (^ T-i CM 33 00 "^ 85 f^ 22 § 1^ ^ On CO CM CO CO O CM vd cm" LO LO SP5 On On CM Tf; 00 «^ ?5^ Sg ^o uo fO fO "St co oi CO CO —1 00 CO CO LO LO On 0\ LO 5n LO CO CO Tt ^^ LO 00 On CM CM S 2 LO CM O CM cm' CO CO ON CO O CO LO LO -H ON LO ON ■O CO CO '^ OCJ 00 CM CM SB '^ o o o o CO CO r^ .-c 00 t< On nO ^ n5 ^^ On CO nO LO CM -<' o CO CO t^ CO CO Tj- .— 1 LO On On ^ '-' CM CM 00 lO nO vC CM OC) 00 CM vO O On CO CM LO ^H ON ON CO CO 'i- 00 CM CM 32 CM CM CM 00 nO LO - On O t^ CM OCJ 00 CM CM CM Tf Tt^ CO CO CO 3S ^^ QO' »< LO '^ LO LO o '^ o lO U-) CM CM LO On O ON CO CM ^2 LO o CO NO nO LO ss a\ cm' 0\ lO ^ 00 CM CM CM CM CM §8o 3S NO CO 00 a CO CO 00 00 ^ LO O CM CM CM Cn] §§8 CM ti LO LO cm' cm' ss r-^ LO CM CM CM o '^. o CNJ o O ^ CM O CM S LO CO o C?N CM , c a 3 c« -6 o (5 speed Rt.Hd. 26 Examination of School Children TABLE XV- -ROTE ^ [EMORY, CONC RETE, CIT Y CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 176 17.46 172 18.59 9 249 19.77 297 19.76 1 10 348 20.82 321 20.94 i 11 376 22.03 330 22.81 i 12 346 23.30 347 24.22 1 13 339 24.12 358 .. 24.69 1 14 266 24.83 304 24.97 15 277 25.40 247 25.78 16 155 25.66 183 26.96 17 76 26.72 121 27.28 18 46 27.15 64 27.52 TABLE XVI— ROTE MEMORY, ABSTRACT, CITY CHILDREN Boys Girls ^^e Number Number Cases Average Cases Average 8 174 15.70 172 17.19 9 255 18.01 297 18.49 10 349 19.25 319 19.66 11 375 20.02 330 21.05 12 348 21.22 350 22.56 13 339 22.14 359 23.35 14 267 23.16 303 23.66 15 228 23.87 248 24.64 16 155 24.13 181 25.71 17 77 25.74 121 25.88 18 46 26.44 64 27.13 TABLE XVII— OPPOSITES, LIST I, CITY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 175 10.85 167 11.38 9 233 13.42 287 14.59 10 265 16.70 287 17.74 11 216 16.69 173 17.76 12 97 17.26 75 1836 Memory Tests 27 TABLE XVIII— OPPOSITES, LIST II, CITY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 10 81 8.31 70 7.44 11 180 8.74 183 8.50 12 250 9.37 301 10.13 13 293 10.19 349 11.05 14 243 11.28 292 12.28 15 213 13.10 224 14.64 16 134 14.12 179 16.69 17 62 15.55 98 19.29 18 39 15.34 57 17.77 TABLE XIX— LOGICAL MEMORY, WILLIE JONES, CITY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 235 25.14 222 27.31 9 320 27.83 371 29.21 10 379 29.98 133 32.31 11 275 31.56 143 31.69 12 138 31.04 101 34.10 13 81 31.38 49 33.48 TABLE XX— LOGICAL MEMORY, FARMER'S SON, CITY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 10 102 30.86 302 31.77 11 208 32.64 262 32.48 12 274 32.09 345 31.51 13 275 33.65 329 32.99 14 168 32.91 199 32.73 15 84 32.80 66 32.52 28 Examination of School Children TABLE XXI-LOGICAL MEMORY, COSTLY TEMPER, CITY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 13 88 50.41 109 53.23 14 130 50.66 146 51.51 15 191 49.23 214 50.54 16 142 48.91 207 51.37 17 92 47.17 140 49.64 18 54 47.24 72, 49.62 TABLE XXII— WORD-BUILDING, CITY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 172 5.74 182 5.73 9 249 6.02 295 6.69 10 339 7.49 321 7.80 11 365 8.41 322 9.01 12 339 9.28 336 10.38 13 318 10.53 355 11.82 14 249 11.42 287 12.82 15 193 12.62 212 14.29 16 138 14.21 167 15.30 17 70 15.27 102 17.12 18 30 15.31 57 17.49 TABLE XXIII— FREE ASSOCIATION, CITY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 186 21.51 186 24.50 9 264 25.29 316 28.92 10 366 31.21 337 35.45 11 384 34.77 352 40.39 12 359 38.96 376 45.07 13 346 42.91 2,77 49.74 14 264 46.58 309 53.56 15 222 51.70 236 54.49 16 150 53.57 182 59.12 17 87 53.74 115 59.59 18 40 52.79 66 58.27 Completion Tests 29 TABLE XXIV— SUBSTITUTION, CITY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 223 7.95 213 9.11 9 296 10.08 355 10.86 10 410 11.81 386 13.82 11 443 13.43 387 15.88 12 399 15.48 433 18.29 13 401 16.80 424 20.31 14 308 19.26 344 22.21 15 255 22.13 274 24.17 16 173 23.71 217 26.92 17 93 26.42 141 28.12 18 52 24.41 86 28.39 TABLE XXV— COMPLETION TEST, CITY CHILDREN Joe ? and the Fourth of July Boys Girls Age Number Number Cases Average Cases Average 8 243 10.6 233 11.8 9 326 12.1 385 13.0 10 363 13.7 141 14.5 11 270 13.5 149 15.1 12 121 13.2 101 14.2 13 72 13.1 41 15.3 TABLE XXVI— COMPLETION TEST, CITY CHILDREN The Trout Boys Girls Age Number Number Cases Average Cases Average 10 103 15.7 306 14.6 11 223 17.1 267 15.4 12 262 16.6 329 16.4 13 260 18.1 282 20.0 14 169 18.0 216 18.5 15 92 18.4 81 19.2 30 Examination of School Children TABLE XXVII— COMPLETION TEST, CITY CHILDREN Dr. Goldsmith's Medicine Boys Girls Age Number Number Cases Average Cases Average 13 7Z 41.1 69 42.4 14 120 38.6 125 43.8 15 169 39.4 197 42.9 16 129 40.2 199 43.6 17 82 42.4 130 44.1 18 50 41.1 74 44.6 TABLE XXVIII —ANALOGUES, CITY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 120 1.3 120 1.7 9 167 2.6 28?, 2.3 10 246 4.6 244 4.3 11 281 4.9 244 5.9 12 242 6.5 248 7.8 13 238 8.4 244 10.2 14 192 9.4 227 10.1 15 134 10.3 161 11.2 16 98 11.7 119 12.8 17 39 15.3 73 12.9 18 14 13.8 36 14.6 TABLE XXIX— LOGICAL MEMORY, COUNTRY CHILDREN The Marble Statue 3 Boys Girls Age Number Number Cases Average Cases Average 8 70 5.1 115 5.9 9 123 8.9 89 8.1 10 177 11.4 146 11.2 11 199 13.9 116 17.0 12 141 17.6 186 20.4 13 180 17.7 110 24.7 14 88 20.0 140 28.7 15 72 24.3 80 29.6 16 30 22.4 30 34 3 17 33 28.2 31 32.5 18 21 29.8 23 37.2 Opposite List, Country Children 31 TABLE XXX— COMPLETION, COUNTRY CHILDREN Joe and the Fourth of July Boys Girls Age Number Number Cases Average Cases Average 8 110 4.4 122 5.3 9 101 5.5 81 5.3 10 112 6.9 124 6.9 11 125 8.0 112 9.9 12 121 8.4 111 10.3 TABLE XXXI-FREE ASSOCIATION, COUNTRY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 151 16.5 152 21.2 9 152 17.3 120 22.1 10 152 23.6 172 27.1 11 148 30.0 171 32.2 12 120 30.5 164 36.6 13 136 35.0 156 34.0 14 136 32.8 128 36.4 15 112 34.3 124 36.2 16 84 36.0 64 46.4 17 21 35.5 34 45.6 18 24 39.9 37 42.9 TABLE XXXII -OPPOSITES LIST NO. L COUNTRY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 110 4.9 102 62 9 98 6.4 122 6.9 10 130 8.2 159 7.4 11 142 9.9 140 9.0 12 122 9.8 123 13.1 32 Examination of School Children TABLE XXXIII— OPPOSITES LIST NO. II, COUNTRY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 10 126 5.1 149 5.4 11 140 5.7 130 5.6 12 112 5.6 144 7.2 13 146 6.8 112 7.2 14 112 7.1 130 8.8 15 86 7.2 82 10.3 16 56 9.8 33 11.6 17 30 10.5 30 12.9 18 29 11.0 29 12.5 TABLE XXXIV— SUBSTITUTION, COUNTRY CHILDREN 1 Boys Girls Age Number Number Cases Average Cases Average 8 113 6.0 134 7.1 9 117 7.7 101 8.4 10 130 9.2 152 11.9 11 150 12.4 141 15.2 12 125 14.6 138 19.8 13 106 17.3 154 21.9 14 112 19.8 124 23.5 15 80 20.5 92 24.8 16 52 21.2 50 27.6 17 17 22.4 30 28.6 18 28 25.5 30 28.3 Rote Memory Test Results 33 TABLE XXXV— ROTE MEMORY, CONCRETE, COUNTRY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 120 13.4 138 14.5 9 120 14.8 98 16.5 10 146 18.3 150 18.2 11 124 21.0 138 21.5 12 108 21.8 128 22.7 13 122 22.2 118 25.7 14 104 22.4 130 26.2 15 74 24.6 94 27.5 16 54 24.4 52 26.8 17 30 26.5 23 27.7 18 25 25.8 32 27.3 TABLE XXXVI— ROTE MEMORY, ABSTRACT, COUNTRY CHILDREN Boys Girls Age Number Number Cases Average Cases Average 8 115 11.2 133 11.5 9 120 11.3 94 13.6 10 144 14.3 150 13.9 11 124 17.0 138 17.7 12 108 19.0 144 20.5 13 122 19.0 120 22.4 14 106 20.6 128 24.1 15 76 22.0 94 23.3 16 54 21.2 54 25.6 17 30 24.5 23 27.1 18 25 22.9 32 26.5 34 Examination of School Children O pq >^- D O u Q < O w ^ ^* < Oh o u > X X X! W PQ < '^ lO «v, OS ^ 00 o\ -* CM CO p 00 -^ trj -vi ch r^l LO cm" \d i/S iri ^ (M CM LO ro CNl (M CNJ CM tv» >* •* t^ LO t^ LO LO t^ 0\ lO LO o CM CO LO vd vd '^ LO Tf LO O CM CM un ro CM CM CM CM •o t^ y-i CO vd LO rt '^' -t CO ^ On 0^1 CM u^ CO CM CM eg Cvj LO lO t^ CO '+ vO O 00 vO —1 CM (vj o ^ Tf LO rf^ (NJ CO (M CO t^ eg CM uo CO CM (M rg eg '^ CO 00 LO 00 00 -t vO '-I t-^. (M —1 Tt 0\ o\ >0 CM ^ (NJ O CO ,—4 ^ K f-H Tf CO CM (M CM i>J to 00 CO 0\ o ^ (VJ o — - o ^ 00 ^ 00 sd t< (vj iri rt CM O^ CM ^ o vd CO On -1- CO (N CM r- CM ""■J -t vC CS LO CO 00 o eg rg 00 <0 vC CM '^ LO '^ CO 00 CO ^ o\ .— ■ 1< On On LO CO 00 CO CO '^j eg .-1 (V) Tl- ^ r^ o o o o o O O; r^ r^ LO O *— 1 rr> rM 't o rvj _' O t< \d ON 00 LO ro 00 'O c^ 'M CM CM ^ o °o CM CM O 00 CO CM CO t^ CM CO —1 t^ On I— 1 On r-^ CO O 00 0\ Tt vd 00 00 LO CO vd CO (M CM ^ Q^ o t^ CM CO t-x 00 O CO ^ 't LO y-l LO o r< uS t< 0\ Tt 00 ^ CO Nd CO CM LO (M ^ "" 00 0\ o VO LO Tt; -^ •> CM 00 On 00 NO Tf K ^ CO "^ 1-i O ^ CO O tT CM ^H 1-H T— ) *"* 1— f >> >> >> >, >. >> >> u L< u. ;-i u. u u. bo >> C d >'l >'l ^ 3 >>i >. 3 ^t < • ^ o ;-; o i-v O i-; o .« o .t; o •- O o O O CJ u O ^O U O a o Uo j: c o O §^ o E a; a "5 U) !A _o in o >-* o. '35 O '-I O. rt O o 3 3 in o o o -° a. a. c/1 < ^ O fS < O O Comparative Table 35 2; ;:3 o a Q < u S I pq Q W "a > s I— I tu < O o > X X X w pq < (*5 fO CM OS 10 CO .-1 \J-) vO t-^ LO 00 00 00 oc5 CM t< K i< vd vd K cm' CM CM 10 Tf CM CM CM CM -: ^ IT) \0 CM r^ 00 '-« Ov CM Ov ,„^ 00 00 On "^ i< tv! irj r< vd OS '>i fM CM UO '^ CM (M CM CM o\ ^ -^ 0\ 00 rv. vq t^ \0 NO vO t< o\ vd sd vd uo 10 vd ^j (M (M 10 ^ CM CM CM CM U-) ^ 00 Tf CM t-^ 10 vO fO vO f*^ ^ ^ Tt^ vd ui s< 't to irj ^ 2 CM CM IT) CO CM CM CM CM CM iri UO Tf ON CM vO .-1 00 CM 00 Tt- ■^ cvi ro CO ^ \d CO Tf '^ CM 00 CM CM CM LTj ro CM CM CM CM fO c> t^ vC 1-^ CO ^ ^ CM CO to ^' o> -^ -^ 10 to CM CM T-<" t< LO CM (>a -rr r^ CM CM CM CM OQ CM 00 (M r^ LO LO to ,-1 ^ CM CM CO 00 cK u-j vd ^ CM CM 00 to t< ^ C> Tl- CO CM CM CM CM 00 CM CO (N 00 LO t^ •^ p 10 vO r-^ Ov ,_4 LO uS C^i (vi ,-1 r-H K t< ON 00 10 LO ON ^ to : ^s; 10 Tt vd CO CM CM r-i >— 1 0\ 00 -rf OS ^ l^ to Tt vO LO On CO 00 00 cm' 0^ vd 00 to Tt vd in CO \ri CM CM I— 1 .—1 T-l 1— c T-H 00 10 (M 10 10 T-< LO CO CM Tf 00 to Os t< ^' r-i 00 -^ t< »-< r— vd rt ^ 10 (M CM ^H rH """ ^^ """^ >, >-> ^ >, >> >^ >> u. u. U U U u ^ < ^"1 .« .ti ."S ^1 C >. 3 .r ^1 u a a a ^ u u >> >> ii u _ j= c c Ji i E a; 6 ^ t/) (U en ■* ■5 "« 3 « ^ 2 -^ ■55 '-' 0, a '5! in a i ^ t^ 5 < ^ c§ < U h2. 36 Examination of School Children TABLE XXXIX— MENTAL NORMS BY GRADES, CITY CHILDREN Grade _o tj "5. E o bo •O C E « h o <; ►4S 3 o n < '5 o o. a O 3 Boys 9.3 4.6 20.4 6.5 16.8 13.7 23.1 1.2 10.9 Girls 10.4 5.1 23.7 6.8 15.6 14.3 23.6 2.2 11.5 4 Boys 13.0 6.1 28.4 9.8 18.7 17.3 29.2 2.8 16.3 Girls 14.0 6.5 33.2 11.2 20.2 18.4 30.9 3.4 18.5 5 Boys 15.4 7.2 35.8 13.2 21.4 19.6 32.8 3.9 21.1 Girls 16.5 7.6 39.7 14.6 21.6 19.7 34.8 5.2 21.3 6 Boys 14.3 9.3 41.9 14.4 23.0 20.7 28.7 6.8 7.4 Girls 13.8 10.0 45.1 15.9 23.2 21.2 29.6 7.4 8.0 7 Boys 17.2 10.4 50.5 16.4 23.8 21.9 33.0 8.6 9.1 Girls 16.9 11.2 51.6 19.5 24.1 22.8 29.9 8.9 9.8 8 Boys 18.8 11.3 49.8 20.6 24.7 23.0 34.2 10.4 11.0 Girls 19.5 12.3 55.8 21.5 24.9 23.7 34.6 10.8 11.1 9 Boys 42.7 13.7 54.5 21.8 25.3 23.9 48.4 11.3 12.4 Girls 42.5 14.6 58.8 22.0 25.0 24.0 50.8 11.4 15.4 10 Boys 41.3 13.8 58.0 24.5 25.8 24.3 50.6 13.0 17.6 Girls 43.7 15.7 64.1 26.2 25.8 24.6 53.9 12.7 19.6 11 Boys 43.7 17.2 65.3 27.3 26.1 24.5 52.6 15.4 16.1 Girls 45.7 15.2 66.7 28.6 26.8 25.7 54.9 14.6 19.4 12 Boys 44.0 16.5 63.1 28.2 27.0 25.0 52.4 15.0 15.9 Girls 44.8 18.7 67.0 27.9 26.6 25.8 51.7 14.1 19.4 Completion test, grades 3, 4 and 5, Joe and the Fourth of July; grades 6, 7 and 8, The Trout; grades 9, 10, 11 and 12, Dr. Goldsmith's Medicine. Opposites I in grades 3, 4 and S; 11 in grades above. Logical Memory, Willie Jones in grades 3, 4 and 5; Farmer's Son in 6, 7 and 8; Costly Temper in grades 9, 10, 11 and 12. TEST MATERIAL FOR THE MENTAL TESTS For Opposites: List I for grades three, four and five; list II, for grades s-x and above. For Analogues, the Analogues Test Sheets. For Substitution, the Substitution Test Sheets. For Completion, Joe and the Fourth of July, for grades three, four and five ; The Trout for grades six, seven and eight ; Dr. Goldsmith's Medicine for the high school. For the other tests no material is needed except writing paper. Grades Showing Average Height 37 u I / ■ — 6+ / 42 / ^^ 60 / /- Si ^;^ / 44 56 /y // 44 i+ y +2 52 / X / 4-0 SO / i« 48 / / -7 54 +h y /■ / 54 14 7— /^ <^ 3J ^■^"^ :;/ / 30 2S ^ ^ y^^^ ^ ■.f^^ 24 ^ ^- . 24 /« // /2 *3 Age 6 7 8 I. Height in inches. Upper graphs, standing height; lower graphs, sitting height. Solid line, boys; broken line, girls. 38 Examination of School Children 140 n no / ^ 110 y / 110 / ^,' 100 /' ^0 / / / / SO P^ 10 / 60 y>^ SO <^*' 60 U ^' V -/ 55 ^__ y "^ -^ ■^ — / 56 "^ 5f ,,'-' SI / .-''' N "--«, ■•^^ 60 / / '^- \ 4-S \ -'' 46 y^qe 6 8 /O // /2 /5 /f /f /6 /7 II. Weight in pounds, upper graph; vital index, Cc. per Kg. graph. Solid line, boys; broken line, girls. lower Graphs Showing Average Speed 39 100 M / m / / ISO / / — -- no /- ^ ^ lid ,< >/" <'' /so y y IH / y /iO / f 110 / ^^ iS I/O // y / u / / 35- y / M / y '"'' .... 15 ^ r' • 10 ^ IS ^ ,,'- ^^^' 10 h^ i r i \ \ i 1 1 1 X. 1 3 / f ' r / i 1 7 1 III. Tapping speed right hand, upper graphs; grip in Kg, hand, lower graphs. Solid line, boys; broken line, girls. right THE UNIVERSITY OF MISSOURI BULLETIN EXTENSION SERIES EDITED BY CHARLES H. WILLIAMS Secretary of Universiiy Extension Copies of the Extension Series of the Uni- versity of Missouri Bulletin may be obtained from the Secretary of University Extension, University of Missouri, Columbia, Missouri. Pubhshed by UNIVERSITY OF MISSOURI COLUMBIA, MISSOURI The University of Missouri Bulletin — issued three times monthly; entered as second- class matter at the postoffice Columbia, Mis- souri— 1,000. LIBRARY OF CONGRESS 021 339 744 8 f«-