Chapter IV for the proper coördination of the work of the Psychological

Examiner with the work of other officers in a camp.)

_Explanation of letter ratings._—The rating a man earns furnishes a fairly reliable index of his _ability to learn_, _to think quickly and accurately_, _to analyze a situation_, _to maintain a state of mental alertness_, _and to comprehend and follow instructions_. The score is little influenced by schooling. Some of the highest records have been made by men who had never completed the eighth grade. The meaning of the letter ratings is as follows:

A. _Very Superior Intelligence._ This grade is earned by only four or five soldiers out of a hundred. The “A” group is composed of men of marked intellectuality. “A” men are of high officer type when they are also endowed with leadership and other necessary qualities.

B. _Superior Intelligence._ “B” intelligence is superior, but less exceptional than that represented by “A.” The rating “B” is obtained by eight to ten soldiers out of a hundred. The group contains a good many men of the commissioned officer type and a large amount of non-commissioned officer material.

C+. _High Average Intelligence._ This group includes about fifteen to eighteen per cent. of all soldiers and contains a large amount of non-commissioned officer material with occasionally a man whose leadership and power to command fit him for commissioned rank.

C. _Average Intelligence._ Includes about twenty-five per cent. of soldiers. Excellent private type with a certain amount of fair non-commissioned officer material.

C−. _Low Average Intelligence._ Includes about twenty per cent. While below average in intelligence, “C−” men are usually good privates and satisfactory in work of routine nature.

D. _Inferior Intelligence._ Includes about fifteen per cent. of soldiers. “D” men are likely to be fair soldiers, but are usually slow in learning and rarely go above the rank of private. They are short on initiative and so require more than the usual amount of supervision. Many of them are illiterate or foreign.

D− and E. _Very Inferior Intelligence._ This group is divided into two classes (1) “D−” men, who are very inferior in intelligence but are considered fit for regular service; and (2) “E” men, those whose mental inferiority justifies their recommendation for Development Battalion, Special Service Organization, rejection, or discharge. The majority of “D−” and “E” men are below ten years in “mental age.”

The immense contrast between “A” and “D−” intelligence is shown by the fact that men of “A” intelligence have the ability to make a superior record in college or university, while “D−” men are of such inferior mentality that they are rarely able to go beyond the third or fourth grade of the elementary school, however long they attend. In fact, most “D−” and “E” men are below the “mental age” of ten years and at best are on the border-line of mental deficiency. Most of them are of the “moron” grade of feeble-mindedness. “B” intelligence is capable of making an average record in college, “C+” intelligence cannot do so well, while mentality of the “C” grade is rarely equal to high school graduation.

_Evidence that the Tests Measure Military Value._—It has been thoroughly demonstrated that the intelligence ratings are very useful in indicating practical military value. The following investigations are typical:

1. Commanding officers of ten different organizations representing various arms in a camp were asked to designate:

(_a_) The most efficient men in the organization;

(_b_) Men of average value;

(_c_) Men so inferior that they were “barely able” to perform their duties.

The officers of these organizations had been with their men from six to twelve months and knew them exceptionally well. The total number of men rated was 965, about equally divided among “best,” “average,” and “poorest.” After the officers’ ratings had been made, the men were given the usual psychological test. Comparison of test results with officers’ ratings showed:

(_a_) That the average score of the “best” group was approximately twice as high as the average score of the “poorest” group.

(_b_) That of men testing below “C−” 70 per cent. were classed as “poorest” and only 4.4 per cent. as “best.”

(_c_) That of men testing above “C+,” 15 per cent. were classed as “poorest” and 55.5 per cent. as “best.”

(_d_) That the man who tests above “C+” is about fourteen times as likely to be classed “best” as the man who tests below “C−.”

(_e_) That the per cent. classed as “best” in the various letter groups increased steadily from 0 per cent. in “D−” to 57.7 per cent. in “A,” while the per cent. classed as “poorest” decreased steadily from 80 per cent. in “D−” to 11.5 per cent. in “A.” The following table shows the per cents. for each letter group:

══════════════════════╤══════╤══════╤══════╤══════╤══════╤══════╤══════ │ D− │ D │ C− │ C │ C+ │ B │ A Total number │ 29│ 60│ 121│ 231│ 229│ 191│ 104 Classed with “best” │ 0.0%│ 6.7%│ 19.0%│ 26.0%│ 39.3%│ 53.4%│ 57.7% Classed with “poorest”│ 79.3%│ 66.0%│ 57.9%│ 31.2%│ 24.9%│ 16.7%│ 11.5% ──────────────────────┴──────┴──────┴──────┴──────┴──────┴──────┴──────

Considering that low military value may be caused by many things besides inferior intelligence, the above findings are very significant.

2. In an infantry regiment of another camp were 765 men (Regulars) who had been with their officers for several months. The company commanders were asked to rate these men as 1, 2, 3, 4, or 5 according to “practical soldier value,” “1” being highest, and “5” lowest. The men were then tested, with the following results:

(_a_) Of 76 men who earned the grade A or B, none was rated “5” and only 9 were rated “3” or “4.”

(_b_) Of 238 “D” and “D−” men, only one received the rating “1” and only 7 received a rating of “2.”

(_c_) Psychological ratings and ratings by company commanders were identical in 49.5 per cent. of all cases. There was agreement within one step in 88.4 per cent. of cases, and disagreement of more than two steps in only 7/10 of 1 per cent. of cases.

3. In another camp the company officers of a regiment were asked to designate the ten “best” and ten “poorest” privates in each company. The officers had been with their men long enough to know them thoroughly. Comparison of the officers’ estimates with the results of intelligence tests brought out the following facts:

(_a_) Of 156 men classed with the ten “best” in their respective companies, only 9 tested below C−.

(_b_) Of 133 men classed with the “poorest” ten in their respective companies, only 4 tested above C+.

(_c_) Men above C+ are 7.3 times as likely as men below C− to be classed with the ten “best.”

(_d_) Men below C− are 10.8 times as likely as men above C+ to be classed with the ten “poorest.”

(_e_) An “A” man is 11.7 times as likely as a man below C− to be rated “best”; but a man below C− is 13.5 times as likely as an “A” to be rated “poorest.”

4. The same experiment was made in still another camp. Officers of 36 different companies picked the ten “best” and the ten “poorest” men in each company. Of the “poorest,” 62.22 per cent. tested below C− and only 3.06 per cent. above C+. Of the “best,” 38 per cent. tested above C+ and only 9.72 per cent. below C−. According to this investigation, a man below C− is 6.4 times as likely to be “poorest” as to be “best.” A man above C+ is 12.5 times as likely to be “best” as to be “poorest.” A man rating A is 62 times as likely to be “best” as to be “poorest.” A man rating D− is 29.3 times as likely to be “poorest” as to be “best.”

5. Where commissioned officers are selected on the basis of trying out and “survival of the fittest” it is ordinarily found that about 80 per cent. are of the A or B grade, and only about 5 per cent. below the C+ grade. Of non-commissioned officers chosen by this method, about 75 per cent. are found to grade A, B, or C+, and only 5 per cent. below C. Moreover, there is a gradual rise in average score as we go from privates up through the ranks of privates first class, corporals, sergeants first class, O. T. S. candidates, and commissioned officers. This is seen in the following table:

═══════════════════════╤═══════════════════════════════════════════════ │ PER CENT. EARNING EACH LETTER RATING ───────────────────────┼─────┬─────┬─────┬─────┬─────┬─────┬─────┬───── Various Groups (Whites)│D− or│ │ │ │ │ │ │A and │ E │ D │ C− │ C │ C+ │ B │ A │ B 8,819 Commissioned │ │ │ │ │ │ │ │ Officers │0.0 │ 0.01│ .25│ 2.92│13.8 │34.6 │48.4 │83. 9,240 O.T.S. Candidates│0.0 │ 0.14│ .98│ 6.16│19.5 │36.4 │36.8 │73.2 3,393 Sergeants │0.0 │ 1.05│ 4.05│14.2 │27.3 │32.5 │20.9 │53.4 4,023 Corporals │0.0 │ 1.33│ 7.33│20.33│31.3 │26. │13.7 │39.7 81,114 Literate │ │ │ │ │ │ │ │ Privates │0.22 │10.24│21.48│28.79│20.48│12.38│ 6.37│18.75 10,803 Illiterate │ │ │ │ │ │ │ │ Privates │7.8 │41.16│29.11│14.67│ 4.43│ 1.95│ .52│ 2.47 ───────────────────────┴─────┴─────┴─────┴─────┴─────┴─────┴─────┴─────

6. Experience shows that “D” candidates admitted to Officers’ Training Schools almost never make good, and that the per cent. of elimination among the “C−” and “C” students is several times as high as among “A” students. For example, in one of the Fourth Officers’ Training Schools 100 per cent. of the “D” men were eliminated as unsatisfactory, 55 per cent. of the “C−” men, 14.8 per cent. of the “B” men, but only 2.7 per cent. of the “A” men. In another Fourth Officers’ Training School 76.2 per cent. of the men rating below C were eliminated in the first six weeks, 51.5 per cent. of the “C” men, and none at all of the “A” or “B” men. These findings are typical.

The psychological ratings are valuable not so much because they make a better classification than would come about in the course of time through natural selection, but chiefly because they greatly abbreviate this process by indicating _immediately_ the groups in which suitable officer material will be found, and at the same time those men whose mental inferiority warrants their elimination from regular units in order to prevent the retardation of training. Speed counts in a war that costs fifty million dollars per day and requires the minimum period of training.

_Directions for the Use of Intelligence Ratings._—In using the intelligence ratings the following points should be borne in mind:

1. The mental tests are not intended to replace other methods of judging a man’s value to the service. It would be a mistake to assume that they tell us infallibly what kind of soldier a man will make. They merely _help_ to do this by measuring one important element in a soldier’s equipment, namely, intelligence. They do not measure loyalty, bravery, power to command, or the emotional traits that make a man “carry on.” However, in the long run these qualities are far more likely to be found in men of superior intelligence than in men who are intellectually inferior. Intelligence is perhaps the most important single factor in soldier efficiency apart from physical fitness.

2. Commissioned officer material is found chiefly in the A and B groups, although of course not all high-score men have the other qualifications necessary for officers. Men below C+ should not be accepted as students in Officers’ Training Schools unless the score on the Officers’ Rating Scale indicates exceptional power of leadership and ability to command.

3. Since more than one fourth of enlisted men rate as high as C+, there is rarely justification for going below this grade in choosing non-commissioned officers. This is especially the case in view of the likelihood of promotion from non-commissioned rank. Even apart from considerations of promotion, it is desirable to avoid the appointment of mentally inferior men (below C) as non-commissioned officers. Several careful studies have shown that “C−” and “D” sergeants and corporals are extremely likely to be found unsatisfactory. The fact that a few make good does not justify the risk taken in their appointment.

4. Men below C+ are rarely equal to complicated paper work.

5. In selecting men for tasks of special responsibility the preference should be given to those of highest intelligence rating _who also have the other necessary qualifications_. If they make good they should be kept on the work or promoted; if they fail they should be replaced by men next on the list.

To aid in selecting men for occupational assignment, extensive data have been gathered on the range of intelligence scores found in various occupations. This material has been placed in the hands of the Personnel Officers for use in making assignments. It is suggested that those men who have an intelligence rating above the average in an occupation should be the first to be assigned to meet requirements in that occupation, and after that men with lower ratings should be considered.

6. In making assignments from the Depot Brigade to permanent organizations it is important to give each unit its proportion of superior, average, and inferior men. If this matter is left to chance there will inevitably be “weak links” in the army chain.

Exceptions to this rule should be made in favour of certain arms of the service which require more than the ordinary number of mentally superior men; e. g., Signal Corps, Machine Gun, Field Artillery and Engineers. These organizations ordinarily have about twice the usual proportion of “A” and “B” men and very much less than the usual proportion of “D” and “D−” men.

The first two columns in the following table illustrate the distribution of intelligence grades typical of infantry regiments and also the extreme differences in the mental strength of organizations which are built up without regard to intelligence ratings. The last column to the right shows a balanced distribution of intellectual strength which might have been made to each of these two regiments.

═════════════╤══════════════╤═══════════════════════════╤═════════════ INTELLIGENCE │INTERPRETATION│ ACTUAL DISTRIBUTION │ BALANCED RATING │ │ │DISTRIBUTION ─────────────┼──────────────┼─────────────┬─────────────┼───────────── │ │1st Regiment │2nd Regiment │ ─────────────┼──────────────┼─────────────┼─────────────┼───────────── A │Very Superior │ 1.0% │ 6.0% │ 3.5% B │Superior │ 3.0 │12.0 │ 7.5 C+ │High Average │ 7.0 │20.0 │13.5 C │Average │15.0 │28.0 │21.5 C− │Low Average │25.0 │19.0 │22.0 D │Inferior │31.0 │13.0 │22.0 D− │Very Inferior │18.0 │ 2.0 │10.0 ─────────────┴──────────────┴─────────────┴─────────────┴─────────────

Unless intelligence is wisely distributed certain regiments and companies will take training much more slowly than others and thus delay the programme of the whole organization.

7. “D” and “D−” men are rarely suited for tasks which require special skill, resourcefulness, or sustained alertness. It is also unsafe to expect “D,” “D−” or “E” men to read or understand written directions.

8. Only high-score men should be selected for tasks that require quick learning or rapid adjustments.

9. It should not be supposed that men who receive the same mental rating are necessarily of equal military worth. _A man’s value to the service should not be judged by his intelligence alone._

10. The intelligence rating is one of the most important aids to the Personnel Office in the rapid sorting of the masses of men in the Depot Brigade. _In no previous war has so much depended on the prompt and complete utilization of the mental ability of the individual soldier._ It is expected, therefore, that the psychological ratings will be regularly used as an aid in the selection, assignment, and classification of men.

APPENDIX B THE ARMY “ALPHA” AND “BETA” TESTS

With Instructions and Method of Scoring

_Instructions for giving Alpha Test 1._ (To be read aloud by Examiner.)

TEST 1, FORM 8.

1. “Attention! ‘Attention’ always means ‘Pencils up.’ Look at the circles at 1. When I say ‘go,’ but not before, make a figure 2 in the second circle and also a cross in the third circle.—Go!” (Allow not over 5 seconds.)

2. “Attention! Look at 2, where the circles have numbers in them. When I say ‘go’ draw a line from Circle 1 to Circle 4 that will pass _below_ Circle 2 and _above_ Circle 3.—Go!” (Allow not over 5 seconds.)

3. “Attention! Look at the square and triangle at 3. When I say ‘go’ make a figure 1 in the space which is in the square but not in the triangle, and also make a cross in the space which is in the triangle and in the square.—Go!” (Allow not over 10 seconds.)

4. “Attention! Look at 4. When I say ‘go’ make a figure 2 in the space which is in the circle but not in the triangle or square, and also make a figure 3 in the space which is in the triangle and circle, but not in the square.—Go!” (Allow not over 10 seconds.)

N. B. _Examiner._—In reading 5, don’t pause at the word “circle” as if ending a sentence.

5. “Attention! Look at 5. If ‘taps’ sounds in the evening, then (when I say ‘go’) put a cross in the first circle; if not, draw a line _under_ the word No.—Go!” (Allow not over ten seconds.)

6. “Attention! Look at 6. When I say ‘go’ put in the first circle the right answer to the question: ‘How many months has a year?’ In the second circle do nothing, but in the fifth circle put any number that is wrong answer to the question that you just answered correctly—Go!” (Allow not over 10 seconds.)

7. “Attention! Look at 7. When I say ‘go’ _cross out_ the letter just after F and also draw a line _under_ the second letter after I.—Go!” (Allow not over 10 seconds.)

8. “Attention! Look at 8. Notice the three circles and the three words. When I say ‘go’ make in the _first_ circle the _last_ letter of _first_ word; in the _second_ circle the _middle_ letter of the _second_ word, and in the _third_ circle the _first_ letter of the _third_ word.—Go!” (Allow not over 10 seconds.)

9. “Attention! Look at 9. When I say ‘go’ _cross out_ each number that is more than 50 but less than 60.—Go!” (Allow not over 15 seconds.)

10. “Attention! Look at 10. Notice that the drawing is divided into five parts. When I say ‘go’ put a 4 or a 5 in each of the two largest parts and any number between 6 and 9 in the part next in size to the smallest part.—Go!” (Allow not over 15 seconds.)

11. “Attention! Look at 11. When I say ‘go’ draw a line through every odd number that is not in a square, and also through every odd number that is in a square with a letter.—Go!” (Allow not over 25 seconds.)

12. “Attention! Look at 12. If 4 is more than 2, then (when I say ‘go’) cross out the number 3 unless 3 is more than 5, in which case draw a line _under_ the number 4.—Go!” (Allow not over 10 seconds.)

“During the rest of this examination don’t turn any page forward or backward unless you are told to. Now turn over the page to Test 2.”

FORM 8 GROUP EXAMINATION ALPHA GROUP NO. ____

Name _______________________________________ Rank ________ Age ____

Company ____________ Regiment ___________ Arm ________ Division ____

In what country or state born? ______ Years in U. S.? ____ Race ____

Occupation _______________________________________ Weekly Wages ____

Schooling: Grades, 1. 2. 3. 4. 5. 6. 7. 8: High or Prep. School, Year 1. 2. 3. 4: College, Year 1. 2. 3. 4. ========================================================================

_Instructions for Giving Alpha Test 2._

TEST 2.—ARITHMETICAL PROBLEMS

“Attention! Look at the directions at the top of the page while I read them. Get the answers to these examples as quickly as you can. Use the side of this page to figure on if you need to. I will say stop at the end of five minutes. You may not be able to finish all of them, but do as many as you can in the time allowed. The two samples are already answered correctly.—Ready—Go!”

After 5 minutes, say “Stop! Turn over the page to Test 3.”

=TEST 2=

Get the answers to these examples as quickly as you can. Use the side of this page to figure on if you need to.

SAMPLES 1 How many are 5 men and 10 men? Answer ( 15) 2 If you walk 4 miles an hour for 3 hours, how far do you walk? Answer ( 12)

1 How many are 60 guns and 5 guns? Answer ( )

2 If you save $9 a month for 3 months, how much will you save? Answer ( )

3 If 48 men are divided into squads of 8, how many squads will there be? Answer ( )

4 Mike had 11 cigars. He bought 2 more and then smoked 7. How many cigars did he have left? Answer ( )

5 A company advanced 8 miles and retreated 2 miles. How far was it then from its first position? Answer ( )

6 How many hours will it take a truck to go 42 miles at the rate of 3 miles an hour? Answer ( )

7 How many pencils can you buy for 60 cents at the rate of 2 for 5 cents? Answer ( )

8 A regiment marched 40 miles in five days. The first day they marched 9 miles, the second day 6 miles, the third 10 miles, the fourth 6 miles. How many miles did they march the last day? Answer ( )

9 If you buy 2 packages of tobacco at 8 cents each and a pipe for 65 cents, how much change should you get from a two-dollar bill? Answer ( )

10 If it takes 4 men 3 days to dig a 120–foot drain, how many men are needed to dig it in half a day? Answer ( )

11 A dealer bought some mules for $2,000. He sold them for $2,400, making $50 on each mule. How many mules were there? Answer ( )

12 A rectangular bin holds 200 cubic feet of lime. If the bin is 10 feet long and 5 feet wide, how deep is it? Answer ( )

13 A recruit spent one-eighth of his spare change for post cards and twice as much for a box of letter paper, and then had $1.00 left. How much money did he have at first? Answer ( )

14 If 3½ tons of clover cost $14, what will 6½ tons cost? Answer ( )

15 A ship has provisions to last her crew of 700 men 2 months. How long would it last 400 men? Answer ( )

16 If an aeroplane goes 250 yards in 10 seconds, how many feet does it go in a fifth of a second? Answer ( )

17 A U-boat makes 8 miles an hour under water and 20 miles on the surface. How long will it take to cross a 100–mile channel, if it has to go two-fifths of the way under water? Answer ( )

18 If 134 squads of men are to dig 3,618 yards of trench, how many yards must be dug by each squad? Answer ( )

19 A certain division contains 5,000 artillery, 15,000 infantry, and 1,000 cavalry. If each branch is expanded proportionately until there are in all 23,100 men, how many will be added to the artillery? Answer ( )

20 A commission house which had already supplied 1,897 barrels of apples to a cantonment delivered the remainder of its stock to 37 mess halls. Of this remainder each mess hall received 54 barrels. What was the total number of barrels supplied? Answer ( )

_Instructions for Giving Alpha Test 3._

TEST 3.—PRACTICAL JUDGMENT

“Attention! Look at the directions at the top of the page while I read them. ‘This is a test of common sense. Below are sixteen questions. Three answers are given to each question. You are to look at the answers carefully; then make a cross in the square before the _best_ answer to each question, as in the sample:

“‘Why do we use stoves? Because

☐ they look well ☒ they keep us warm ☐ they are black

“‘Here the second answer is the best one and is marked with a cross.

“‘Begin with No. 1 and keep on until time is called.’—Ready—Go!” After 1½ minutes, say “Stop! Turn over the page to Test 4.”

=TEST 3=

This is a test of common sense. Below are sixteen questions. Three answers are given to each question. You are to look at the answers carefully; then make a cross in the square before the best answer to each question, as in the sample:

SAMPLE Why do we use stoves? Because

☐ they look well

☒ they keep us warm

☐ they are black

Here the second answer is the best one and is marked with a cross. Begin with No. 1 and keep on until time is called.

1 It is wiser to put some money aside and not spend it all, so that you may

☐ prepare for old age or sickness

☐ collect all the different kinds of money

☐ gamble when you wish

2 Shoes are made of leather, because

☐ it is tanned

☐ it is tough, pliable and warm

☐ it can be blackened

3 Why do soldiers wear wrist watches rather than pocket watches? Because

☐ they keep better time

☐ they are harder to break

☐ they are handier

4 The main reason why stone is used for building purposes is because

☐ it makes a good appearance

☐ it is strong and lasting

☐ it is heavy

5 Why is beef better food than cabbage? Because

☐ it tastes better

☐ it is more nourishing

☐ it is harder to obtain

6 If some one does you a favor, what should you do?

☐ try to forget it

☐ steal for him if he asks you to

☐ return the favor

7 If you do not get a letter from home which you know was written, it may be because

☐ it was lost in the mails

☐ you forgot to tell your people to write

☐ the postal service has been discontinued

8 The main thing the farmers do is to

☐ supply luxuries

☐ make work for the unemployed

☐ feed the nation

9 If a man who can’t swim should fall into a river, he should

☐ yell for help and try to scramble out

☐ dive to the bottom and crawl out

☐ lie on his back and float

10 Glass insulators are used to fasten telegraph wires because

☐ the glass keeps the pole from being burned

☐ the glass keeps the current from escaping

☐ the glass is cheap and attractive

11 If your load of coal gets stuck in the mud, what should you do?

☐ leave it there

☐ get more horses or men to pull it out

☐ throw off the load

12 Why are criminals locked up?

☐ to protect society

☐ to get even with them

☐ to make them work

13 Why should a married man have his life insured? Because

☐ death may come at any time

☐ insurance companies are usually honest

☐ his family will not then suffer if he dies

14 In Leap Year February has 29 days because

☐ February is a short month

☐ some people are born on February 29th

☐ otherwise the calendar would not come out right

15 If you are held up and robbed in a strange city, you should

☐ apply to the police for help

☐ ask the first man you meet for money to get home

☐ borrow some money at a bank

16 Why should we have Congressmen? Because

☐ the people must be ruled

☐ it insures truly representative government

☐ the people are too many to meet and make their laws

_Instructions for Giving Alpha Test 4._

TEST 4.—SYNONYM—ANTONYM

“Attention! Look at the directions at the top of the page while I read them.” (Examiner.—Read slowly.)

“‘If the two words of a pair mean the same or nearly the same draw a line under “same.” If they mean the opposite or nearly the opposite, draw a line under “opposite.” If you cannot be sure, guess. The two samples are already marked as they should be.’—Ready—Go!”

After 1½ minutes, say “Stop! Turn over the page to Test 5.” (Pause.) “Now you have to turn your books around this way.” (Examiner illustrates the necessary rotation.)

=TEST 4=

If the two words of a pair mean the same or nearly the same, draw a line under _same_. If they mean the opposite or nearly the opposite, draw a line under _opposite_. If you cannot be sure, guess. The two samples are already marked as they should be

SAMPLES good—bad same—opposite little—small same—opposite

1 no—yes same—opposite 1 2 day—night same—opposite 2 3 go—leave same—opposite 3 4 begin—commence same—opposite 4 5 bitter—sweet same—opposite 5

6 assume—suppose same—opposite 6 7 command—obey same—opposite 7 8 tease—plague same—opposite 8 9 diligent—industrious same—opposite 9 10 corrupt—honest same—opposite 10

11 toward—from same—opposite 11 12 masculine—feminine same—opposite 12 13 complex—simple same—opposite 13 14 sacred—hallowed same—opposite 14 15 often—seldom same—opposite 15

16 ancient—modern same—opposite 16 17 enormous—gigantic same—opposite 17 18 confer—grant same—opposite 18 19 acquire—lose same—opposite 19 20 compute—calculate same—opposite 20

21 defile—purify same—opposite 21 22 apprehensive—fearful same—opposite 22 23 sterile—fertile same—opposite 23 24 chasm—abyss same—opposite 24 25 somber—gloomy same—opposite 25

26 vestige—trace same—opposite 26 27 vilify—praise same—opposite 27 28 finite—limited same—opposite 28 29 contradict—corroborate same—opposite 29 30 immune—susceptible same—opposite 30

31 credit—debit same—opposite 31 32 assiduous—diligent same—opposite 32 33 transient—permanent same—opposite 33 34 palliate—mitigate same—opposite 34 35 execrate—revile same—opposite 35

36 extinct—extant same—opposite 36 37 pertinent—relevant same—opposite 37 38 synchronous—simultaneous same—opposite 38 39 supercilious—disdainful same—opposite 39 40 abstruse—recondite same—opposite 40

_Instructions for Giving Alpha Test 5._

TEST 5.—DISARRANGED SENTENCES

“Attention! Look at the directions at the top of the page while I read them.” (Examiner.—Read slowly.)

“The words _a eats cow grass_ in that order are mixed up and don’t make a sentence; but they would make a sentence if put in the right order: _a cow eats grass_, and this statement is true.

“Again, the words _horses feathers have all_ would make a sentence if put in the order _all horses have feathers_, but this statement is false.

“Below are 24 mixed-up sentences. Some of them are true and some are false. When I say ‘go,’ take these sentences one at a time. Think what each _would_ say if the words were straightened out, but don’t write them yourself. Then, if what it would say is true draw a line under the word ‘true’; if what it would say is false, draw a line under the word ‘false.’ If you cannot be sure, guess. The two samples are already marked as they should be. Begin with No. 1 and work right down the page until time is called. ‘Ready—Go!’”

After 2 minutes, say “Stop! Turn over the page to Test 6.”

=TEST 5=

The words A EATS COW GRASS in that order are mixed up and don’t make a sentence; but they would make a sentence if put in the right order: A COW EATS GRASS, and this statement is true.

Again, the words HORSES FEATHERS HAVE ALL would make a sentence if put in the order: ALL HORSES HAVE FEATHERS, but this statement is false.

Below are twenty-four mixed-up sentences. Some of them are true and some are false. When I say “go,” take these sentences one at a time. Think what each would say if the words were straightened out, but don’t write them yourself. Then, if what it would say is true, draw a line under the word “true”; if what it would say is false, draw a line under the word “false.” If you can not be sure, guess. The two samples are already marked as they should be. Begin with No. 1 and work right down the page until time is called.

SAMPLES a eats cow grass true false horses feathers have all true false

1 oranges yellow are true false 1 2 hear are with to ears true false 2 3 noise cannon never make a true false 3 4 trees in nests build birds true false 4 5 oil water not and will mix true false 5 6 bad are shots soldiers all true false 6 7 fuel wood are coal and for used true false 7 8 moon earth the only from feet twenty the is true false 8 9 to life water is necessary true false 9 10 are clothes all made cotton of true false 10 11 horses automobile an are than slower true false 11 12 tropics is in the produced rubber true false 12 13 leaves the trees in lose their fall true false 13 14 place pole is north comfortable a the true false 14 15 sand of made bread powder and is true false 15 16 sails is steamboat usually by propelled a true false 16 17 is the salty in water all lakes true false 17 18 usually judge can we actions man his by a true false 18 19 men misfortune have good never true false 19 20 tools valuable is for sharp making steel true false 20 21 due sometimes calamities are accident to true false 21 22 forget trifling friends grievances never true false 22 23 feeling is of painful exaltation the true false 23 24 begin a and apple acorn ant words with the true false 24

_Instructions for Giving Alpha Test 6._

TEST 6.—NUMBER SERIES COMPLETION

(N. B. _Examiner._—Give these instructions very slowly).

“Attention! Look at the first sample row of figures at the top of the page—2, 4, 6, 8, 10, 12, the two numbers that should come next are, of course, 14, 16.

“Look at the second sample—9, 8, 7, 6, 5, 4; the two numbers that should come next are 3, 2.

“Look at the third sample—2, 2, 3, 3, 4, 4; the two numbers that should come next are 5, 5.

“Now look at the fourth sample—1, 7, 2, 7, 3, 7; the next two numbers would, of course, be 4, 7.

“Look at each row of numbers below and on the two dotted lines write the two numbers that should come next.—Ready—Go!”

After 3 minutes, say “Stop! Turn over the page to Test 7.”

=TEST 6=

SAMPLES 2 4 6 8 10 12 _14_ _16_ 9 8 7 6 5 4 _3_ _2_ 2 2 3 3 4 4 _5_ _5_ 1 7 2 7 3 7 _4_ _7_

Look at each row of numbers below, and on the two dotted lines write the two numbers that should come next.

3 4 5 6 7 8 ..... ..... 8 7 6 5 4 3 ..... ..... 10 15 20 25 30 35 ..... ..... 9 9 7 7 5 5 ..... ..... 3 6 9 12 15 18 ..... ..... 8 1 6 1 4 1 ..... ..... 5 9 13 17 21 25 ..... ..... 8 9 12 13 16 17 ..... ..... 27 27 23 23 19 19 ..... ..... 1 2 4 8 16 32 ..... ..... 19 16 14 11 9 6 ..... ..... 11 13 12 14 13 15 ..... ..... 2 3 5 8 12 17 ..... ..... 18 14 17 13 16 12 ..... ..... 29 28 26 23 19 14 ..... ..... 20 17 15 14 11 9 ..... ..... 81 27 9 3 1 ⅓ ..... ..... 1 4 9 16 25 36 ..... ..... 16 17 15 18 14 19 ..... ..... 3 6 8 16 18 36 ..... .....

_Instructions for Giving Alpha Test 7._

TEST 7.—ANALOGIES

“Attention! Look at the first sample at the top of the page: Sky—blue ∷ grass—table, _green_, warm, big.

“Notice the four words in heavy type. One of them—_green_—is underlined. Grass is _green_ just as the sky is blue.

“Look at the second sample: Fish—swims ∷ man—paper, time, _walks_, girl.

“Here the word _walks_ is underlined. A man walks and a fish swims.

“Look at the third sample: Day—night ∷ white—red, _black_, clear, pure.

“Here the word _black_ is underlined because black is the opposite of white just as night is the opposite of day.

“In each of the lines below the first two words are related to each other in some way. What you are to do in each line is to see what the relation is between the first two words and underline the word in heavy type that is related in the same way to the third word. Begin with No. 1 and mark as many sets as you can before time is called.—Ready—Go!”

After 3 minutes, say “Stop! Turn over the page to Test 8.”

=TEST 7=

SAMPLES sky—blue ∷ grass— table _green_ warm big fish—swims ∷ man— paper time _walks_ girl day—night ∷ white— red _black_ clear pure

In each of the lines below, the first two words are related to each other in some way. What you are to do in each line is to see what the relation is between the first two words, and underline the word in heavy type that is related in the same way to the third word. Begin with No. 1 and mark as many sets as you can before time is called.

1 shoe—foot ∷ hat— =kitten head knife penny= 1 2 pup—dog ∷ lamb— =red door sheep book= 2 3 spring—summer ∷ autumn— =winter warm harvest rise= 3 4 devil—angel ∷ bad— =mean disobedient defamed good= 4 5 finger—hand ∷ toe— =body foot skin nail= 5

6 legs—frog ∷ wings— =eat swim bird nest= 6 7 chew—teeth ∷ smell— =sweet stink odor nose= 7 8 lion—roar ∷ dog— =drive pony bark harness= 8 9 cat—tiger ∷ dog— =wolf bark bite snap= 9 10 good—bad ∷ long— =tall big snake short= 10

11 giant—large ∷ dwarf— =jungle small beard ugly= 11 12 winter—season ∷ January— =February day month Christmas= 12 13 skating—winter ∷ swimming— =diving floating hole summer= 13 14 blonde—light ∷ brunette— =dark hair brilliant blonde= 14 15 love—friend ∷ hate— =malice saint enemy dislike= 15

10 egg—bird ∷ seed— =grow plant crack germinate= 16 17 dig—trench ∷ build— =run house spade bullet= 17 18 agree—quarrel ∷ friend— =comrade need mother enemy= 18 19 palace—king ∷ hut— =peasant cottage farm city= 19 20 cloud-burst—shower ∷ cyclone— =bath breeze destroy West= 20

21 Washington—Adams ∷ first— =president second last Bryan= 21 22 parents—command ∷ children— =men shall women obey= 22 23 diamond—rare ∷ iron— =common silver ore steel= 23 24 yes—affirmative ∷ no— =think knowledge yes negative= 24 25 hour—day ∷ day— =night week hour noon= 25

26 eye—head ∷ window— =key floor room door= 26 27 clothes—man ∷ hair— =horse comb beard hat= 27 28 draw—picture ∷ make— =destroy table break hard= 28 29 automobile—wagon ∷ motorcycle— =ride speed bicycle car= 29 30 granary—wheat ∷ library— =read books paper chairs= 30

31 Caucasian—English ∷ Mongolian— =Chinese Indian negro yellow= 31 32 Indiana—United States ∷ part— =hair China Ohio whole= 32 33 esteem—despise ∷ friends— =Quakers enemies lovers men= 33 34 abide—stay ∷ depart— =come hence leave late= 34 35 abundant—scarce ∷ cheap— =buy costly bargain nasty= 35

36 whale—large ∷ thunder— =loud rain lightning kill= 36 37 reward—hero ∷ punish— =God everlasting pain traitor= 37 38 music—soothing ∷ noise— =hear distracting sound report= 38 39 book—writer ∷ statue— =sculptor liberty picture state= 39 40 wound—pain ∷ health— =sickness disease exhilaration doctor= 40

_Instructions for Giving Alpha Test 8._

TEST 8.—INFORMATION

“Attention! Look at the directions at the top of the page while I read them.” (Examiner.—Read slowly.)

“Notice the sample sentences: People hear with the—eyes—ears—nose—mouth. The correct word is _ears_, because it makes the truest sentence. In each sentences below you have four choices for the last word. Only one of them is correct. In each sentence draw a line under the one of these four words which makes the truest sentence. If you cannot be sure, guess. The two samples are already marked as they should be—Ready—Go!”

After 4 minutes, say “Stop! Turn over the page to Test 1 again. In the upper right-hand corner, where it says ‘Group No. —,’ put the number 101” (or 102, 103, etc., according to the number of this group in the examiner’s series of groups).

=TEST 8=

Notice the sample sentence:

People hear with the eyes ears nose mouth

The correct word is ears, because it makes the truest sentence.

In each of the sentences below you have four choices for the last word. Only one of them is correct. In each sentence draw a line under the one of these four words which makes the truest sentence. If you can not be sure, guess. The two samples are already marked as they should be.

SAMPLES People hear with the eyes ears nose mouth France is in Europe Asia Africa Australia

1 The apple grows on a shrub vine bush tree 1 2 Five hundred is played with rackets pins cards dice 2 3 The Percheron is a kind of goat horse cow sheep 3 4 The most prominent industry of Gloucester is fishing packing brewing automobiles 4 5 Sapphires are usually blue red green yellow 5

6 The Rhode Island Red is a kind of horse granite cattle fowl 6 7 Christie Mathewson is famous as a writer artist baseball player comedian 7 8 Revolvers are made by Swift & Co. Smith & Wesson W. L. Douglas B. T. Babbitt 8 9 Carrie Nation is known as a singer temperance agitator suffragist nurse 9 10 “There’s a reason” is an “ad” for a drink revolver flour cleanser 10

11 Artichoke is a kind of hay corn vegetable fodder 11 12 Chard is a fish lizard vegetable snake. 12 13 Cornell University is at Ithaca Cambridge Annapolis New Haven 13 14 Buenos Ayres is a city of Spain Brazil Portugal Argentina 14 15 Ivory is obtained from elephants mines oysters reefs 15

16 Alfred Noyes is famous as a painter poet musician sculptor 16 17 The armadillo is a kind of ornamental shrub animal musical instrument dagger 17 18 The tendon of Achilles is in the heel head shoulder abdomen 18 19 Crisco is a patent medicine disinfectant tooth-paste food product 19 20 An aspen is a machine fabric tree drink 20

21 The sabre is a kind of musket sword cannon pistol 21 22 The mimeograph is a kind of typewriter copying machine phonograph pencil 22 23 Maroon is a food fabric drink colour 23 24 The clarionet is used in music stenography book-binding lithography 24 25 Denim is a dance food fabric drink 25

26 The author of “Huckleberry Finn” is Poe Mark Twain Stevenson Hawthorne 26 27 Faraday was most famous in literature war religion science 27 28 Air and gasolene are mixed in the accelerator carburetor gear case differential 28 29 The Brooklyn Nationals are called the Giants Orioles Superbas Indians 29 30 Pasteur is most famous in politics literature war science 30

31 Becky Sharp appears in Vanity Fair Romola The Christmas Carol Henry IV 31 32 The number of a Kaffir’s legs is two four six eight 32 33 Habeas corpus is a term used in medicine law theology pedagogy 33 34 Ensilage is a term used in fishing athletics farming hunting 34 35 The forward pass is used in tennis hockey football golf 35

36 General Lee surrendered at Appomattox in 1812 1865 1886 1832 36 37 The watt is used in measuring wind power rainfall water power electricity 37 38 The Pierce Arrow car is made in Buffalo Detroit Toledo Flint 38 39 Napoleon defeated the Austrians at Friedland Wagram Waterloo Leipzig 39 40 An irregular four-sided figure is called a scholium triangle trapezium pentagon 40

_Directions for Scoring in Alpha Test._

GENERAL RULES

1. Each item is scored either right or wrong. No part credits are given.

2. In general, items evidently corrected stand as corrected.

3. In tests where the score is “Number Right,” only wrong items need be checked in scoring. In Tests 4 and 5, where the score is “Right minus Wrong,” wrong and omitted items must be separately checked.

4. Indicate the last item attempted by drawing a long line under that item and out into the margin.

5. Enter the score for each test in lower right-hand corner of the test page and encircle it. When the test has been rescored, a check mark may be made beside the circle.

6. Red or blue pencil increases accuracy of scoring.

TEST 1.

(Score is number right.)

1. No credit is given for any item in which _more_ is done than the instructions require.

2. In an item where something is to be written “_in_” a given space, give credit if a mark crosses a line from haste or awkwardness: give no credit if the position is really ambiguous.

3. Where something is to be underlined or crossed out, give credit if two or three underlinings are made in the required place, and give credit for any method of crossing out.

4. _Item 2._—The pencil line must begin and end either on the circumference or within the circles indicated. It may touch the intermediate circles, but must not cut through them.

5. _Item 6._—In the circle marked “not 12” there must be some number which is not 12, such as 5, 0, 27.

6. _Item 9._—The proper numbers must be crossed out to receive credit.

7. _Item 10._—In Form 5, “2” alone and “3” alone, but not “2 or 3,” in each of the two largest parts; “5” alone and “6” alone, but not “5 or 6,” in the next to the smallest part, are correct. Similarly for other forms.

8. _Item 11._—The lines must cross, or at least touch, the proper numbers; they may or may not cut the accompanying letters. Mere indication of the square, triangle, etc., is not sufficient.

9. _Item 12._—Underlining in place of crossing out is wrong.

TEST 2.

(Score is number right.)

1. Answer may be written on dotted line or elsewhere near its problem.

2. If two answers are given to any problem count as wrong.

3. If it seems clear that, by a slip, one answer has been put in the wrong bracket, and the next answers are all thus misplaced, give credit for the answers that are right even if misplaced.

4. Omission of dollar sign is permissible.

5. Omission of decimal point is permissible in items, 2, 9, 13, and 14. Fraction may be expressed as decimal in item 15.

TEST 3.

(Score is number right.)

1. Any clear method of indicating answer is given full credit—underlining, checking, etc.

2. If two answers are marked, count as wrong unless one is clearly indicated as final.

TEST 4.

(Score is number right minus number wrong.)

1. Any clear method of indicating answer is given credit.

2. When both “Same” and “Opposite” are underlined, counts as _omitted_, not as wrong.

3. If only “Same” is underlined right down the column, score for the test is zero. Similarly if “Opposite” is underlined right down the column.

TEST 5.

(Score is number right minus number wrong.)

Same rules as for Test 4.

TEST 6.

(Score is number right.)

1. If only one number is written, give no credit.

2. If only one of the numbers is right, give no credit.

3. If four numbers are written, as frequently happens with certain items (i. e., 33, 11 instead of 3, 3), give full credit.

TEST 7

(Score is number right.)

1. Any clear indication other than underlining receives full credit.

2. Underlining of any of the first three words of an item does not remove credit.

3. If two or more of the last four words are marked, give no credit.

TEST 8.

(Score is number right.)

Same rules as for Test 7.

TOTAL SCORE AND RATING

The result of examination Alpha is expressed in a total score which is the sum of the raw scores of the several tests. The raw scores are obtained as follows:

═════════════════════════════════════════ TEST METHOD OF SCORING MAXIMUM RAW SCORE ───────────────────────────────────────── 1 R 12 2 R 20 3 R 16 4 R − W 40 5 R − W 24 6 R 20 7 R 40 8 R 40 ——— Total 212 ─────────────────────────────────────────

Letter ratings are assigned on examination Alpha as follows:

══════════════ RATING SCORE ────────────── A 135–212 B 105–134 C+ 75–104 C 45–74 C− 25–44 D 15–24 D−[5] 0–14 ──────────────

Footnote 5:

Recalled for further examination.

All ratings above “D−” are entered and reported at once. Men whose scores are below “D” are recalled for examination Beta. Ratings of “D−” may not be given in Alpha, unless recall of the men for Beta is impossible.

_Method of Giving the Army Beta Tests._

In practice the Beta tests, reproduced in facsimile on pages 313 to 322 following, are given with the assistance of a blackboard chart on which the different tests are painted in white, so that the examiner can show them to the entire group before they see them on their examination papers. There are also required for giving the Beta tests a set of cardboard cubes for the examiner’s use in explaining Test 2, and a set of cardboard pieces cut to the shapes of the figures in Test 7, though of much larger size. The assistance of a demonstrator is also required.

_Procedure._

It is most important that examination Beta be given in a genial manner. The subjects who take this examination sometimes sulk and refuse to work. E. and his assistants will find it necessary to fill out most of the headings for the men before the examination begins. The time required for this preparatory work may be used to advantage in making the men feel at ease. As the demonstration preparatory to each test requires some time, the “pencils up” command is omitted in examination Beta. The examiner’s platform should be so high that he can readily see whether or not the subjects are working. Great care should be taken to prevent the overanxious from beginning work before the command “Go.”

Seating conditions should be such that subjects cannot copy from one another and the rule that copying shall not be allowed should be enforced strictly. The blackboard should at all times be kept clean so that the visual conditions may be excellent and constant. The blackboard figures for Test 1 should be exposed when the subjects enter the examining room. _As soon as a test has been demonstrated and the men have been told to go ahead, the blackboard should be covered and kept covered until time is called._ It should not be turned to the next test until the men have been ordered to stop work on a given test. Care should be taken to have the physical conditions of examination reasonably uniform.

With the exception of the brief introductory statements and a few orders, instructions are to be given throughout by means of gestures instead of words. These gestures accompany the samples and demonstrations and should be animated and emphatic.

It is absolutely necessary that directions be followed closely and procedure kept uniform and definite. Variations of procedure are more likely to occur in Beta than in Alpha, and there is serious risk that if allowed they will lessen the value of results. E. should especially guard against using more or fewer gestures or words for one group than for another. Oral languages should be rigidly limited to the words and phrases given in the procedure for the different tests.

Whether the men get the idea of the test and enter into it with the proper spirit will depend chiefly on the skill with which the examiner, the demonstrator, and the orderlies carry out their respective parts. Examiner and demonstrator especially should be selected with the greatest care. An examiner who succeeds admirably in giving Alpha may prove to be entirely unadapted for Beta. Both examiner and demonstrator must be adept in the use of gesture language. In the selection of a demonstrator the Personnel Office should be consulted. One camp has had great success with a “window seller” as demonstrator. Actors should also be considered for the work. The orderlies should be able to keep the subjects at work without antagonizing them and to keep them encouraged without actually helping them.

_The demonstrator should have the single task of doing before the group just what the group is later to do with the examination blanks._ The blackboard is his Beta blank. Before examination Beta can be given satisfactorily the demonstrator must be letter perfect in his part. Both E. and demonstrator must be very careful to stand at the side of the blackboard in order not to hide the drawings.

As soon as the men of a group have been properly seated, pencils should be distributed and also examination blanks with Test 8 up. While this is being done E. should say “Here are some papers. You must not open them or turn them over until you are told to.” Holding up Beta blank, E. continues:

“In the place where it says name, write your name; print it if you can. (Pause.) Fill out the rest of the blank about your age, schooling, etc., as well as you can. If you have any trouble we will help you.” The instructions given under segregation may be used for filling out the Beta blank. E. should announce the group number and see that it as well as the other necessary information is supplied. Before the examination proceeds each paper should be inspected in order to make sure that it is satisfactorily completed.

After the initial information has been obtained, E. makes the following introductory remarks:

“_Attention!_ Watch _this_ man (pointing to demonstrator). _He_ (pointing to demonstrator again) is going to do _here_ (tapping blackboard with pointer) what _you_ (pointing to different members of group) are to do on your _papers_ (here E. points to several papers that lie before men in the group, picks up one, holds it next to the blackboard, returns the paper, points to demonstrator and the blackboard in succession, then to the men and their papers). Ask _no questions. Wait_ till I say ‘Go ahead!’”

In general, when instructing the group to turn from test to test, E. holds up a Beta blank before group and follows his own instructions as he gives them. As soon as he has turned to desired test or page he says, “This is test X _here_; look!” (Pointing to the page.)

To suggest to the group the necessity of working rapidly the demonstrator, after proceeding very deliberately with the early samples of each test, hurries as soon as he has worked out the last sample problem.

(1) to record his response as fast as he can,

(2) then to catch E.’s eyes for approval and

(3) finally, to slip away from blackboard, drawing curtain as he does so.

After the personal data called for on page 1 of blank have been gathered and recorded, the orderlies’ vocabulary in Beta is rigidly restricted to the following words, or their literal equivalents in Italian, Russian, etc.: _Yes_, _No_, _Sure_, _Good_, _Quick_, _How many?_ _Same_, _Fix it_. Under no circumstances may substitutional explanations or directions be given.

TEST 1—MAZE

“Now turn your papers over. This is Test 1 _here_ (pointing to page of record blank). Look.” After all have found the page, E. continues, “Don’t make any marks till I say ‘Go ahead.’ Now _watch_.” After touching both arrows E. traces through first maze with pointer and then motions the demonstrator to go ahead. Demonstrator traces path through first maze _with crayon_, slowly and hesitatingly. E. then traces second maze and motions to demonstrator to go ahead. Demonstrator makes one mistake by going into the blind alley at upper left-hand corner of maze. E. apparently does not notice what demonstrator is doing until he crosses line at end of alley; then E. shakes his head vigorously, says “No—no,” takes demonstrator’s hand and traces back to the place where he may start right again. Demonstrator traces rest of maze so as to indicate an attempt at haste, hesitating only at ambiguous points. E. says “Good.” Then, holding up blank, “Look here,” and draws an imaginary line across the page from left to right for every maze on the page. Then, “All right. Go ahead. Do it (pointing to men and then to books). Hurry up.” The idea of working fast must be impressed on the men during the maze test. E. and orderlies walk around the room, motioning to men who are not working, and saying, “Do it, do it, hurry up, quick.”

At the end of 2 minutes E. says, “Stop! Turn over the page to Test 2.”

TEST 2—CUBE ANALYSIS

“This is Test 2 _here_. Look.” After everyone has found the page—“Now watch.” The order of procedure is as follows:

(1) E. points to the three-cube model on the blackboard, making a rotary movement of the pointer to embrace the entire picture.

(2) With similar motions he points to the three-cube model on shelf.

(3) E. points next to picture on blackboard and asks, “How many?”

(4) E. turns to cube model and counts aloud, putting up his fingers while so doing, and encouraging the men to count with him.

(5) E. taps each cube on the blackboard and motions to demonstrator, asking him “How many?”

(6) Demonstrator (pointing) counts cubes on blackboard silently and writes the figure 3 in proper place.

In the second sample of this test, when E. counts cubes of model he

(1) counts the three exposed cubes;

(2) touches the unexposed cube with pointer; and

(3) without removing pointer turns model, so that hidden cube comes into view of group. In other respects procedure with second and third samples is the same as with first.

In counting the 12–cube model, E. (1) counts the top row of cubes in the model (left to right), (2) counts the exposed bottom row (right to left), (3) taps with pointer the end cube of hidden row, (4) turns the entire model around and completes his counting. E. then holds model in same place as drawing and counts (in the same order as above) the cubes on blackboard, counting lines between front and top row as representing the hidden row. He then asks demonstrator “How many?” Demonstrator counts the cubes on blackboard (pointing but not speaking) and writes the response.

Throughout the demonstration the counting is done deliberately, not more rapidly than one cube per second.

At end of demonstration E. points to page and says, “All right. Go ahead.” At the end of 2½ minutes he says, “Stop! Look at me and don’t turn the page.”

TEST 3—X-O SERIES

“This is Test 3 _here_. Look.” After everyone has found the page—“Now watch.” E. first points to the blank rectangles at the end, then traces each “O” in chart, then traces outline of “O’s” in remaining spaces. Demonstrator, at a gesture, draws them in. E. then traces first “X” in next sample, moves to next “X” by tracing the arc of an imaginary semicircle joining the two, and in the same manner traces each “X,” moving over an arc to the next. He then traces outlines of “X’s” in the proper blank spaces, moving over the imaginary arc in each case, and motions to demonstrator to draw them in. Demonstrator, at a gesture, fills in remaining problems very slowly, standing well to the right of the blackboard and writing with his left hand. E. points to page and says, “All right! Go ahead. Hurry up!” At end of 1¾ minutes he says, “Stop! Turn over the page to Test 4.”

TEST 4—DIGIT—SYMBOL

“This is Test 4 _here_. Look.” After everyone has found the page—“Now watch.” E. points to first digit of key on blackboard and then points to the symbol under it. Same for all nine digits in key. E. then (1) points to first digit of sample, (2) to the empty space below digit, (3) points to corresponding digit of key, (4) points to proper symbol under digit in key, and (5) traces the outline of the proper symbol in the blank space under the digit in the sample. Same for first five samples. Demonstrator, at a gesture, fills in all the samples, working as follows: (1) Touches the number in first sample with index finger of right hand; (2) holding finger there, finds with index finger of left hand the corresponding number in key; (3) drops index finger of left hand to symbol for number found; (4) holding left hand in this position writes appropriate symbol in the lower half of sample.

Similarly with the other samples. While working, demonstrator should stand as far as possible to the left, doing all the samples from this side.

At the end of demonstration E. says, “Look here” and points to key on page, repeating the gestures used in pointing on the blackboard at the beginning of the demonstration. Then, “All right. Go ahead. Hurry up!” Orderlies point out key to men who are at a loss to find it. At the end of 2 minutes, E. says: “Stop! But don’t turn the page.”

TEST 5—NUMBER CHECKING

“This is Test 5 _here_.” After everyone has found the page, “Now watch.” In this demonstration E. must try to get “Yes” or “No” responses from the group. If the wrong response is volunteered by group, E. points to digits again and gives right response, “Yes” or “No” as the case may be. E. points to first digit of first number in left column, then to first digit first number in right column, then to second digit first number in left column and second digit first number in right column; nods head, says “Yes” and makes an imaginary cross at end of number in right column. Motions to demonstrator, who makes an “X” there. E. does the same for second line of figures, but here he indicates clearly by shaking head and saying “no” that certain digits are not identical. E. repeats for three more sets and after each, looks at group, says “Yes?” in questioning tone and waits for them to say “Yes” or “No.” He repeats correct reply with satisfaction. Demonstrator checks each after group has responded, or at signal from E. if group does not respond. Demonstrator then works out remaining items, pointing from column to column and working deliberately. E. summarizes demonstrator’s work by pointing to the whole numbers in each set and saying “Yes” (indicating X) or “No”; if “No,” he shows again where the numbers are unlike. E. then points to page and says “All right. Go ahead. Hurry up!” At the end of 3 minutes E. says “Stop! Turn over the page to Test 6.”

=Test 5=

650 650 041 044 2579 2579 3281 3281 55190 55102 39190 39190 658049 650849 3295017 3290517 63015991 63019991 39007106 39007106 69931087 69931087 251004818 251004418 299056013 299056013 36015992 360155992 3910066482 391006482 8510273301 8510273301 263136996 263136996 451152903 451152903 3259016275 3295016725 582039144 582039144 61558529 61588529 211915883 219915883 670413822 670143822 17198591 17198591 10243586 10243586 659012534 659021354 388172902 381872902 631027594 631027594 2499901354 2499901534 2261059310 2261659310 2911038227 2911038227 313377752 313377752 1012938567 1012938567 7166220988 7162220988 3177628449 3177682449 468672663 468672663 9104529003 9194529003 348465120 3484657210 8588172556 8581722556 3120166671 3120166671 7611348879 76111345879 26557239164 26557239164 8819002341 8819002341 6571018034 6571018034 38779762514 38779765214 39008126557 39008126657 75658100398 75658100398 41181900726 41181900726 6543920817 6543920871 6543920817 6543920871

TEST 6—PICTORIAL COMPLETION

“This is Test 6 _here_. Look. A lot of pictures.” After everyone has found the page, “Now watch.” E. points to hand and says to demonstrator: “Fix it.” Demonstrator does nothing, but looks puzzled. E. points to the picture of the hand, then to the place where finger is missing and says to demonstrator: “Fix it. Fix it.” Demonstrator then draws in finger. E. says, “That’s right.” E. then points to fish and place for eye and says, “Fix it.” After demonstrator has drawn missing eye, E. points to each of the four remaining drawings and says, “Fix them all.” Demonstrator works samples out slowly and with apparent effort. When the samples are finished E. says, “All right. Go ahead. Hurry up!” During the course of this test the orderlies walk around the room and locate individuals who are doing nothing, point to their pages, and say “Fix it. Fix them,” trying to set everyone working. At end of 3 minutes E. says, “Stop! But don’t turn over the page.”

TEST 7—GEOMETRICAL CONSTRUCTION

“This is Test 7 _here_. Look.” After everyone has found the page, “Now watch.” Examiner points to the first figure on blackboard. He then takes the two pieces of cardboard, fits them on to the similar drawings on blackboard to show that they correspond and puts them together in the square on blackboard to show that they fill it. Then, after running his finger over the line of intersection of the parts, E. removes the pieces and signals demonstrator, who draws solution in the square on blackboard. The same procedure is repeated for the second and third sample. Demonstrator works out fourth sample, after much study, pointing from the square to the forms.

Demonstrator first draws the two small squares in the upper half of the large square, then the two triangles in the remaining rectangle. Each small figure is drawn in by tracing its entire circumference, not merely the necessary dividing lines. While drawing each small figure in the large square, demonstrator points with index finger of left hand to the corresponding small figure at left of square, taking care not to obstruct the view. At end of demonstration E. holds up blank, points to each square on the page and says, “All right. Go ahead. Hurry up!” At end of 2½ minutes, “Stop! Turn over the page.” Papers are then collected immediately.

_Scoring the Beta Tests._

GENERAL RULES

1. In general, items evidently corrected stand as corrected. The only exception to this rule is in the maze test.

2. In tests where the score is number right, only wrong items need be checked in scoring. In Test 5, where the score is right minus wrong, wrong and omitted items must be separately checked.

3. Enter the score for each test in lower right-hand corner of the test page and encircle it. When the test has been rescored a check may be made beside the circle.

4. Red or blue pencil increases accuracy of scoring.

TEST 1.

1. One half point for each correctly completed half of maze. A half maze is correct if drawn line does not cross any line of maze (except through awkwardness) nor an imaginary straight line across the opening of a wrong passage.

2. Allow much leeway in the cutting of corners.

3. Spur running into any blind passage counts wrong for that half-item, even though erased.

4. When two lines are drawn, one straight across the page, the other correct, full credit is given.

TEST 2.

Score is number right.

TEST 3.

1. Score is number right.

2. Any incomplete item receives no credit.

3. Count any item correct if intended plan is carried out. Disregard additional unnecessary marks, such as circles between the crosses of items 2 and 4 in first part of line, etc.

TEST 4.

1. Score is one third of number of correct symbols.

2. Use leniency in judging form of symbol.

3. Credit symbol for 2 even though reversed.

TEST 5.

1. Score is right minus wrong (number of items checked that should be checked minus number of items checked that should not be checked).

2. If other clear indication is used instead of crosses, give credit.

3. If numbers which should not be checked are marked by some other sign than is used to check similar pairs, count as though not marked.

4. If all items are checked, the score for the test is zero.

TEST 6.

1. Score is number right.

2. Allow much awkwardness in drawing. Writing in name of missing part or any way of indicating it receives credit, if idea is clear.

3. Additional parts do not make item wrong, if proper missing part is also inserted.

4. Rules for individual items:

_Item 4._—Any spoon at any angle _in right hand_ receives credit. Left hand, or unattached spoon, no credit.

_Item 5._—Chimney must be in right place. No credit for smoke.

_Item 6._—Another ear on same side as first receives no credit.

_Item 8._—Plain square, cross, etc., in proper location for stamp, receives credit.

_Item 10._—Missing part is the rivet. Line of “ear” may be omitted.

_Item 13._—Missing part is leg.

_Item 15._—Ball should be drawn in hand of man. If represented in hand of woman, or in motion, no credit.

_Item 16._—Single line indicating net receives credit.

_Item 18._—Any representation intended for horn, pointing in any direction, receives credit.

_Item 19._—Hand and powder puff must be put on proper side.

_Item 20._—Diamond is the missing part. Failure to complete hilt on sword is not an error.

TEST 7.

1. Score is number right.

2. Allow considerable awkwardness in drawing.

3. Extra subdivisions, if not erased, make item wrong.

4. Rules for individual items:

_Item 1._—Line of division may be slightly distant from true centre, and need not be straight.

_Item 3._—Lines of semi-circumference must start from or near corners of square.

_Item 4._—Line must not start from corner.

4. TOTAL SCORE AND RATING

The result of examination Beta is expressed as a “total score,” which is the sum of the raw scores of the several tests. The raw scores are obtained as follows:

═════════════════════════════════════════════════ TEST METHOD OF SCORING MAXIMUM SCORE ───────────────────────────────────────────────── 1 Half point for each half maze 5 2 Number right 16 3 Number right 12 4 One third of number right 30 5 Right minus wrong 25 6 Number right 20 7 Number right 10 ——— Total 118 ─────────────────────────────────────────────────

Letter ratings are assigned on examination Beta as follows:

══════════════ RATING SCORES ────────────── A 100–118 B 90– 99 C+ 80– 89 C 65– 79 C− 45– 64 D 20– 44 D−[6] 0– 19 ──────────────

Footnote 6:

Recalled for individual examination.

All ratings above D− are entered and reported at once. Men whose scores fall below D are recalled for individual examination.

Ratings of D− may not be given in examination Beta, unless recall of the men for individual examination is impossible.

APPENDIX C METHOD OF CALCULATING THE COEFFICIENT OF COÖRDINATION

(See Pages 95–97)

A simple method of determining precisely the degree to which the mental test of 28 school children reflects or is related to their scholarship records and the teacher’s estimate, as shown in the table on Page 96, is to plot the relationship graphically, which has been done in the accompanying diagrams.

In each diagram a heavy diagonal line shows approximately where the plotted points would fall if the relationship were perfect between the numbers of errors in the educational measurements and the other measure of ability. It is clear that the relationship shown in each diagram is far from perfect, but it is not clear from the diagrams which rating of the teacher is most nearly approximated by the educational measurement scores. To discover this relative degree of relationship, a mathematical calculation must be made. For the purposes of testing the correspondence between the scores in the various Mentimeter tests and the production records or supervisor’s ratings of the group of persons tested, it is sufficient to calculate what is best called “a coefficient of coördination.”[7]

Footnote 7:

Calculated by a somewhat more complex formula, approximately the same measure of relationship might be found, called by the more familiar name “coefficient of correlation.”

The first step in the calculation of a coefficient of coördination is the transformation of the original scores into figures indicating order of merit. In the case of the sixth-grade class here referred to, the teacher’s ratings of intelligence need not be changed, for they are exactly the kind of ratings necessary: 1 indicating the brightest and 28 the dullest pupil, so far as the teacher was able to judge her pupils at the end of a year’s work. Since the educational measurements scores reported are the number of errors made by each child, the rank of the child making the smallest numbers of errors will be 1, while the rank of the pupil making the largest number of errors will be 28. On the other hand, the scholarship marks are the summaries of the teacher’s percentage marks for a half year, hence the best pupil is the one making the highest percentage. In scholarship, then, the highest percentage should get the rank of 1 and the lowest percentage a rank of 28.

The first three columns of the following table give ranks in the place of the original figures which indicated numbers of errors in measurements and percentage in scholarship. Where two or more individuals are entitled to the same rank, the figure used is the middle value of the ranks. Thus in the case of the educational measurements scores, two girls made 16.5 errors. There are but two pupils making better showings, and therefore Ruth and Helen would normally rank third and fourth, but since we have no evidence as to which should rank third and which fourth, each is given a rank of 3.5. Similarly it will be observed that Alexander, LaMonte, and Leo each obtained a percentage of 93 in scholarship, therefore the three boys named share equally the fourth, fifth, and sixth rank, each being given 5 as a rank; and the next highest pupil, Amelia with a percentage of 92, is given 7 as a rank.

═══════════════════════════════════════════════════ RANKING OF SIXTH-GRADE PUPILS ────────────┬────────────┬────────────┬──────────── Name of │ A │ B │ C Pupil │Educational │ Teacher’s │Scholarship │Measurements│ Ranking │ Marks ────────────┼────────────┼────────────┼──────────── │ │ │ ────────────┼────────────┼────────────┼──────────── Adelaide │ 12 │ 19│ 18.5 Ruth │ 3.5│ 15│ 9 Alexander │ 9 │ 7│ 5 LaMonte │ 14 │ 6│ 5 Earl │ 28 │ 18│ 24 │ │ │ Joseph │ 6 │ 20│ 18.5 Amedeo │ 27 │ 14│ 18.5 Leo │ 16 │ 3│ 5 William │ 17 │ 9│ 21 Isabel │ 8 │ 21│ 25 │ │ │ Ida │ 13 │ 4│ 3 Hazel │ 1 │ 10│ 9 Frederick │ 23 │ 26│ 16 Charles │ 20 │ 13│ 18.5 Edward │ 11 │ 1│ 2 │ │ │ Benjamin │ 22 │ 24│ 26 Bruce │ 19 │ 22│ 14 Alden │ 18 │ 12│ 14 George │ 21 │ 17│ 14 Alice │ 10 │ 11│ 12 │ │ │ Almira │ 2 │ 5│ 1 Helen │ 3.5│ 2│ 9 Elizabeth │ 24 │ 23│ 27 Amelia │ 7 │ 8│ 7 Edwin │ 5 │ 16│ 11 │ │ │ Robert │ 25 │ 28│ 28 Edna │ 15 │ 27│ 23 Samuel │ 26 │ 25│ 22 ────────────┴────────────┴────────────┴────────────

───────────────────────────────────────────────────

════════════╤═════════════════════════════════════════ │ DIFFERENCES IN RANKINGS ────────────┼─────────────┬─────────────┬───────────── Name of │ A to B │ A to C │ B to C Pupil │ │ │ │ │ │ ────────────┼──────┬──────┼──────┬──────┼──────┬────── │ d │ d^2 │ d │ d^2 │ d │ d^2 ────────────┼──────┼──────┼──────┼──────┼──────┼────── Adelaide │ 7. │ 49. │ 6.5│ 42.25│ 0.5│ 0.25 Ruth │ 11.5 │132.25│ 5.5│ 30.25│ 6. │ 36. Alexander │ –2. │ 4. │ –4. │ 16. │ 2. │ 4. LaMonte │ –8. │ 64. │ –9. │ 81. │ 1. │ 1. Earl │–10. │100. │ –4. │ 16. │ –6. │ 36. │ │ │ │ │ │ Joseph │ 14. │196. │ 12.5│156.25│ 1.5│ 2.25 Amedeo │–13. │169. │ 8.5│ 72.25│ 4.5│ 20.25 Leo │–13. │169. │ –11. │121. │ –2. │ 4. William │ –8. │ 64. │ 4. │ 16. │ –12. │144. Isabel │ 13. │169. │ 17. │289. │ –4. │ 16. │ │ │ │ │ │ Ida │ –9. │ 81. │ –10. │100. │ 1. │ 1. Hazel │ 9. │ 81. │ 8. │ 64. │ 1. │ 1. Frederick │ 3. │ 9. │ –7. │ 49. │ 10. │100. Charles │ –7. │ 49. │ –1.5│ 2.25│ 5.5│ 30.25 Edward │–10. │100. │ –9. │ 81. │ –1. │ 1. │ │ │ │ │ │ Benjamin │ 2. │ 4. │ 4. │ 16. │ –2. │ 4. Bruce │ 3. │ 9. │ –5. │ 25. │ 8. │ 64. Alden │ –6. │ 36. │ –4. │ 16. │ –2. │ 4. George │ –4. │ 16. │ 7. │ 49. │ 3. │ 9. Alice │ 1. │ 1. │ 2. │ 4. │ –1. │ 1. │ │ │ │ │ │ Almira │ 3 │ 9. │ –1. │ 1. │ 4. │ 16. Helen │ –1.5 │ 2.25│ 5.5│ 30.25│ –7. │ 49. Elizabeth │ –1. │ 1. │ 3. │ 9. │ –4. │ 16. Amelia │ 1. │ 1. │ 0 │ 0 │ 1. │ 1. Edwin │ 11. │121. │ 6. │ 36. │ 5. │ 25. │ │ │ │ │ │ Robert │ 3. │ 9. │ 3. │ 9. │ 0 │ 0 Edna │ 12. │144. │ 8. │ 64. │ 4. │ 16. Samuel │ –1. │ 1. │ –4. │ 16. │ 3. │ 9. ────────────┼──────┴──────┼────── ┴──────┼──────┴────── │Σd^2 = 1790.5│ 1411.5 │ 611.0 ────────────┴─────────────┴─────────────┴─────────────

The coefficient of coördination, being an index number to show the closeness with which two rankings correspond, is dependent upon the differences between the rankings of the various individuals in the two measures being compared. The formula used is ρ = (6Σd^2)/n(n^2 − 1), where ρ stands for the coefficient of coordination, d stands for the difference between an individual’s rank in the two measures, and n stands for the number of individuals ranked in the two traits. The capital sigma, Σ, stands for the sum of whatever follows it, in this case the squares of the differences between the two rankings.

We may now employ the formula to find the coefficient of coördination between rank in educational measurements and rank in the teacher’s judgment as to intelligence. The difference between the ranks in column A and column B of the above table is given in the fourth column. Adelaide had a 12 in column A and a 19 in column B, so the difference (7) appears in the fourth column and its square (49) in the fifth column. Similarly the difference between Ruth’s 3.5 and her 15 is 11.5, the square of which is 132.25. Finding the squares of all the differences between rank in A and rank in B, and adding these squares together at the bottom of the table gives 1790.5, which may now be substituted in the formula for Σd^2. n, the number of pupils is in this case 28, and therefore n(n^2 − 1) is 28 (28 squared less 1) = 28 (784 − 1) = 28 × 783 = 21924. The substitution in the formula then goes as follows;

ρ = 1 − (6Σd^2)/(n(n^2 − 1)) = 1 − (6 × 1790.5)/(28 × 783) = 1 − 10743./21924. = 1 − .490 = .510

The coefficient of coordination between rank in the educational measurements and rank in the teacher’s estimate of intelligence for the sixth grade class is .51, which suggests the question of how to interpret a coefficient after it is found.

A coefficient of 1.00 would mean perfect coördination and would only be found when there were no differences whatever between the two rankings considered. Such a perfect relationship will probably never be found, except by some freak of chance, for even when a group of persons is retested with the same test there is almost certain to be some change in their relative standings. A coefficient of 0.00 would indicate no relation whatever between the two rankings, while a coefficient of –1.00 would mean perfect correlation of a negative sort, the person getting highest in one measure getting lowest in the other, the person scoring next to the highest in one scoring next to the lowest in the other, and so on. Perfect negative correlation is as infrequent as perfect positive correlation.

The coefficient found between the teacher’s estimates of intelligence and the results of educational measurements, .51, indicates a really useful degree of coördination. Unless a Mentimeter test shows a coefficient of coordination of .25 or more with the production records (or other reliable measure of true ability), it may be considered as having little value in helping to select and differentiate men for that particular line of work. If the coefficient is above .5, the test is quite useful, and the nearer the coefficient approaches 1.00 the more confidence one may place in the test as a means of selecting and classifying men in that particular field.

The sixth column of the table on page 329 gives the difference between the test results rankings and the scholarship marks rankings, and the seventh column gives the squares of these differences, the sum of these squares being given at the bottom of the seventh column as 1411.5. By substituting in the formula,

ρ = 1 − (6Σd^2)/(n(n^2 − 1)) = 1 − (6 × 1411.5)/(28 × 783) = 1 − 8469./21924. = 1 − .386 = .614,

it appears that the tests more closely correspond with the average of the scholarship marks given by the teacher than with the teacher’s estimate of intelligence. This is partly to be explained by the fact that the tests given were measurements of ability in school subjects rather than tests of intelligence, and still more by the fact that the teacher gave scholarship marks on the basis of relatively objective examinations while her estimates of intelligence are always wholly subjective.

The eighth and ninth columns on page 8 give the differences between the ranks in the teacher’s estimates of intelligence and the ranks in the scholarship marks given during a half year. The coefficient of coördination worked out from these differences is

.833 (ρ = 1 − (6 × 611)/(28 × 783) = 1 − 3666/21924 = 1 − .167 = .833)

which would seem to indicate that the teacher drew very heavily on her knowledge of the relative scholarship of her pupils in making her estimates of their intellectual capacities.

The three coefficients worked out above for 28 pupils in a sixth grade are typical of the mathematical relationships the reader will wish to work out between known degrees of ability in a certain type of work and the results of the Mentimeter tests. The coefficients of coördination for the sixth-grade pupils studied above are, between

Educational Measurements and Estimated Intelligence = .51 Educational Measurements and Scholarship Averages = .61 Estimated Intelligence and Scholarship Averages = .83

No method of forecasting degree of success in one line of work from quality of performance in another task (or in a test) will give a perfect coefficient of coordination of 1.00, but the nearer the coefficient approaches 1.00 the more reliance one may put in the test which furnishes such a ranking of the individuals.

APPENDIX D CORRECT ANSWERS FOR MENTIMETER TESTS

The advantages of a carefully standardized test over an ordinary examination which any one might prepare for his own use are chiefly the characteristics implied in the word “standard.” A standard test is one which has been carefully prepared after extensive experience with similar tests; one which is made exact and objective by the most minute specifications as to how it shall be applied, marked, scored, and interpreted; and one on which many persons of varying degrees of proved ability have been tested and reported, for comparison with the results to be obtained later from testing other persons of undetermined degrees of ability. The purpose of this section of the appendix is to make definite and unmistakable the answers to the questions asked in the Mentimeter tests, in order that each reader may mark and interpret the results of these tests in exactly the same way, that is, in the “standard” way.

As was stated in the body of the discussion, each package of test booklets sold is accompanied by a “stencil” which fits over the pages of the printed test in such a manner as to bring the correct answer directly alongside the answer checked or written by the candidate examined, with the result that there is small opportunity for errors in the judgment of the persons marking the answers. If the word checked or written corresponds with the word or words printed on the stencil at that point, the question has been answered correctly, while if the word checked or written by the candidate is less applicable than the one appearing on the stencil, the response is to be marked incorrect. With the aid of the stencils the Mentimeter tests may be marked correctly by inexpensive clerical assistants in from one third to one tenth of the time that would be required for the same work by the most intelligent men working without the stencils.

No attempt has been made to print here an exhaustive list of correct answers to each question. The answers printed as correct are merely typical in most cases of the quality of replies that should be accepted. Anything as appropriate as or more appropriate than the printed answer may be given full credit, while anything less satisfactory is to be given no credit at all. To print here all of the correct answers to each question would take more pages than can be allowed for this section of the Appendix and would in many cases cause more confusion than clearness of thought. It is suggested that any question of right or wrong answers which is difficult to decide should be settled arbitrarily by the reader and that a note be kept of just how the matter was decided, in order that any later investigator may have the benefit of his judgment. In some of the tests new solutions will continually be appearing, even after it seems certain that all of the correct answers have been found and catalogued.

_MENTIMETER NO. 1_: Typical Performances of Young Children.

Success in this test is measured by performances in response to _situations_ created by the examiner to a much greater degree than by answers to _questions_ asked by the examiner. The directions themselves give the answers in most cases, and in the other cases the correct answers depend upon such facts as the name or sex of the individual being tested. No set of answers is printed here for these tests, therefore, since to do so would be to reprint exactly the directions appearing on pages 115 to 128, which the reader should consult carefully and even commit to memory before undertaking to apply the tests to any infants or young children.

_MENTIMETER NO. 2_: Pictorial Absurdities.

In order to receive credit the check mark on each picture should be placed in such a way as to indicate unmistakably the part of the picture which is incorrect—in such a way as to leave no doubt whatever as to the candidate’s having found and identified the incongruous element. The following are the elements that should be checked in each picture:

1. The front leg or foot.

2. The lower spout on the water pitcher.

3. The mouth on the forehead.

4. The horns (either one may be checked) on the horse’s head.

5. The candle on the right arm of the electric fixture.

6. The rat’s ears.

7. Either end of the spy-glass.

8. The next window to the rear on the third floor.

9. The postage stamp.

10. The sock used as a necktie.

11. The long stem of the lowest leaf.

12. The flag (flying in the opposite direction from the smoke and weather vane).

13. Either of the lights on the Ford.

14. The left front foot.

15. The man between first and second base (third man from the right).

16. The space between 4 and 5.

17. The claw hammer with which the man is driving the spike.

18. Either of the five fingers of the right hand.

19. The driver (facing the tail).

20. The ball being played by the man at the right.

21. The incandescent electric bulb.

22. Either of the roller skates.

23. The knife in the man’s right hand.

24. Either of the counterbalance weights on the drivewheels.

_MENTIMETER NO. 3_: Maze Threading.

No list of correct answers can be printed for this test. The stencil provided with the test blanks shows exactly what the correct and most economical threading of each maze is, but the reader can find this solution for himself if he will take the time and make the effort. No credit should be given for any maze not completely traced or for any maze in which a printed line has been crossed. A candidate who has gotten into a “blind alley” but has retraced his way and ultimately been successful in getting through the maze should have full credit for that particular maze.

_MENTIMETER NO. 4_: Dot Pattern Correction.

Here again, the only way of giving the correct solution of each problem is by means of the transparent stencil furnished with each package of test blanks. That dot which can be “cut out” and still leave a perfectly symmetrical figure is the one which should be circled in each pattern. This is frequently at the very centre of the pattern, although the centre is not the correct one if by removing it the pattern is left unsymmetrical.

_MENTIMETER NO. 5_: Dividing Geometric Figures.

Only a transparent stencil can give a clear impression of the correct solution of each figure. In dividing a circle into two equal parts it makes no difference in what direction the diameter is run—in other words, any correct solution should be accepted and given full credit.

_MENTIMETER NO. 6_: Completion of Form Series.

Only the stencil supplied with the test blanks can represent adequately the correct completion of each series. No credit is given in a series unless each blank is correctly filled.

_MENTIMETER NO. 7_: Checking Identity of Numbers.

1. Same

2. Different

3. Different

4. Different

5. Same

6. Different

7. Same

8. Same

9. Different

10. Same

11. Different

12. Same

13. Different

14. Different

15. Same

16. Different

17. Different

18. Different

19. Same

20. Different

21. Different

22. Same

23. Same

24. Same

25. Same

26. Different

27. Same

28. Same

29. Different

30. Same

_MENTIMETER NO. 8_: Digit-Symbol Substitution.

The reader may, by reference to the Key printed at the top of the test sheet, determine for himself the correctness of any symbol written by a candidate. The stencil furnished with the Test Blanks makes it possible for one to score this test very accurately with a very small expenditure of time and effort. In scoring this test with the stencil the correctness of the entire list of 100 characters can be checked in less than a minute by an ordinary clerk.

_MENTIMETER NO. 9_: Completion of Number Relation Series.

No credit is to be given on any line unless all of the missing numbers are correctly supplied. The score is the number of _lines_ completed correctly in every detail.

—— —— —— —— —— 6 —— —— —— —— Series 1 —— —— 14 —— —— 20 —— —— —— —— Series 2 —— —— —— 9 —— —— 6 5 —— —— Series 3 —— —— 5 —— —— —— —— —— —— 19 Series 4 41 —— —— —— —— —— —— 27 —— —— Series 5 —— —— —— 10 —— —— —— —— —— 49 Series 6 —— —— —— ⅛ —— —— 1 —— 4 —— Series 7 —— —— 22 —— —— —— 50 —— —— —— Series 8 —— 11 —— —— —— —— 25 —— —— —— Series 9 —— 10 —— —— 14 —— —— —— —— 10 Series 10 —— 8 —— —— —— —— 16 17 19 —— Series 11 1 —— —— —— —— 36 49 —— —— —— Series 12 2 —— —— —— —— 34 37 74 —— —— Series 13 —— 33 30 31 —— —— —— —— 24 —— Series 14 —— —— —— 15 16 16 —— —— —— 6 Series 15 —— —— 51 48 —— —— 45 —— —— 51 Series 16

_MENTIMETER NO. 10_: Addition Tests

Test A: Addition Knowledge or Power.

1. 5

2. 8

3. 17

4. 79

5. 56

6. 88

7. 142

8. 248

9. 1397

10. 1664

11. 5571

12. 50362547

Test B: Addition Speed

1. 6

2. 17

3. 6

4. 11

5. 6

6. 11

7. 3

8. 9

9. 15

10. 10

11. 13

12. 7

13. 10

14. 7

15. 3

16. 5

17. 16

18. 4

19. 12

20. 11

21. 13

22. 7

23. 8

24. 13

25. 14

26. 6

27. 11

28. 8

29. 12

30. 13

31. 15

32. 18

33. 5

34. 13

35. 13

36. 14

37. 10

38. 15

39. 15

40. 12

41. 11

42. 14

43. 11

44. 11

45. 16

46. 11

47. 15

48. 12

49. 9

50. 14

51. 4

52. 9

53. 5

54. 17

55. 11

56. 7

57. 7

58. 9

59. 13

60. 12

_MENTIMETER NO. 11_: Memory for Numbers.

1. 56

2. 27

3. 935

4. 416

5. 7493

6. 4857

7. 95738

8. 68124

9. 268359

10. 635927

11. 9583624

12. 8195263

13. 35268349

14. 28593614

15. 639481725

16. 714963528

_MENTIMETER NO. 12_: Repeating Numbers Backward.

1. 85

2. 46

3. 253

4. 948

5. 4937

6. 8625

7. 35291

8. 69824

9. 752638

10. 746951

11. 4857362

12. 5746283

_MENTIMETER NO. 13_: Memory for Sentences.

1. It snows in the winter.

2. Men usually have more dignity than boys.

3. There is no excuse for being thoughtless about the rights of other people.

4. The price of peace may sometimes be much greater than a nation can afford to pay.

5. It is unfortunate that war should ever be necessary among civilized nations.

6. Their harbour is a shallow body of water, connected with, but protected from, the open sea.

7. Conscience asserting itself as the voice divine within the human soul is nothing less than a real actuality.

8. Each state appoints a number of electors equal to the whole number of senators and representatives.

9. These discoveries—gunpowder, printing-press, compass, and telescope—were the weapons before which the old science trembled.

10. The use of italic type is indicated in the author’s manuscript by underscoring the letters, words, phrases, or sentences that are to be italicized.

_MENTIMETER NO. 14_: Speaking-Vocabulary Test.

_Any explanation, which demonstrates conclusively that the candidate knows the nature and use of the word or object mentioned by the examiner, should be accepted and given credit_, regardless of the logical or grammatical form of the statements. The explanatory words and phrases given below are not intended to serve as logical definitions or as exhaustive explanations, but merely to indicate the various types of thing that a given word might signify. In examining very intelligent adults, meanings not listed below but nevertheless correct and appropriate may be encountered. If any standard dictionary lists as authentic the meaning given by a candidate, it should be accepted without challenge. Repetitions by the candidate of the word to be explained should not be accepted as an explanation. For example, “buy” is not explained by “Buy is when you buy something.” An explanation, to be satisfactory, should be in terms entirely different from the thing to be explained, although explanations otherwise quite simple are acceptable here.

1. An article of clothing, a covering or something to wear.

2. Obtaining possession or rights in an object in exchange for a price or other consideration.

3. Written or printed matter, usually bound in covers for convenience in reading.

4. A supply of goods or a place where such goods are kept. To lay away or deposit such supplies.

5. A musical instrument or term.

6. To have or gain temporary possession or rights, in return for some price or favour. The price paid for such rights. An opening or torn place, especially in cloth.

7. The flesh of cattle, especially when used as food.

8. A custom or rule established by a legislature or governing authority, or by the nature of the facts concerned.

9. A malady, illness, or infirmity, frequently accompanied by pain or weakness.

10. Uncertainty or hesitation in belief; dread, fear, distrust, or suspicion.

11. An officer who decides disputes or acts as umpire. To decide, pass judgment, or compare the relative merits of ideas, opinions, or objects.

12. The coming or occurrence of something considered desirable but not foreseen as certain. Lucky.

13. One who attends to letters, papers, or business matters for another individual or group of individuals. A writing desk.

14. Kingly or magnificent. Characteristic of or related to a king or ruler.

15. A watercourse or channel, usually artificial. A tube or duct.

16. An eager desire or longing, usually of a selfish nature.

17. A person of fair hair, skin, and eyes. Light coloured.

18. Property or possessions having money value. Riches. Goods.

19. To allow, let, authorize, or give consent. A license or permission.

20. Sagacity, knowledge, discretion. Ability to judge or discern, especially in matters of conduct.

21. To direct or control action. To manage, supervise, or exercise authority.

22. Authority or permission to do or act. Excess of freedom or abuse of liberty. To authorize or grant permission.

23. To strive for the same prize or object. To contend in rivalry.

24. The largest of the planets. A Roman god.

25. Humility, self-control, diffidence. Proper delicacy and propriety about self and actions.

26. A scheme or plan to be followed. Procedure based on material interest rather than on higher principles. A certificate of insurance or of money due under certain conditions.

27. The act or instrument used in determining the exact degree or quantity of a thing. The unit of amount. A division or part of a tune or other object. To determine degree or quantity.

28. Inspiration, ecstasy, emotion, eagerness, or the object of such manifestations.

29. Rate of interest, commission, or discount. Number of parts concerned in a hundred.

30. A measure of distance or area. An agreement between two parties for accomplishing a common task. To combine for mutual support.

31. A theory or system of social reorganization. Social reform through political agencies. A theoretically ideal society or state.

32. The science of exact reasoning. The laws or method of abstract thought. A treatise on thinking or reasoning.

33. To regard with reverence, respect, or veneration. To adore.

34. Satire, ridicule, contemptuous remarks, bitter taunts.

35. Sarcastic reproach, invective. To deride, revile, or reproach with insulting words.

36. Not transparent, dark, impervious to rays of light. Unintelligible, stupid.

37. One making a first appearance in society or before the public.

38. Act of repairing or restoring. Giving satisfaction or compensation for a wrong or injury.

39. To take the tenth part of or to destroy a considerable proportion of a group.

40. An instrument used to regulate an electric current.

41. Knowing all things. Infinitely wise. One who is possessed of universal knowledge.

42. To curse or treat basely. Used in imprecations, frequently with little meaning.

43. A cat-like animal resembling the leopard found in India, Persia, and Africa.

44. A very large and strong animal—especially one mentioned in the Bible.

45. A bay window, particularly one which projects from the face of a wall.

46. One of the great stones or boulders used in prehistoric monuments.

47. A soft, white substance that forms a protecting sheath about the centre of medullated nerve fiber.

48. An ancient manner of writing. Ancient writings, or the study of such writings.

49. The branch of surgery that treats of adding artificial parts to the body to replace natural parts which are wanting.

50. The dried tubers of various orchids, used for food, like tapioca.

_MENTIMETER NO. 15_: Word Discrimination.

_Any real difference_ named by the candidate between the two words to be compared should be given credit _whether it appears in the following list or not_. The list merely points out some of the outstanding differences between the words of each pair, but does not attempt to list all of the possible differences. Any difference mentioned by the candidate which is confirmed by any standard dictionary should be sufficient to give full credit.

1. A bird lives in the air : A fish lives in the water flies swims has feathers has scales

2. A snake is long : A fly is short is a reptile is an insect crawls flies has no wings or legs has wings and legs

3. A pen writes only when it has : A pencil writes without ink ink is made of steel or is made of lead or soft hard metal material does not have to be has to be sharpened sharpened

4. An eagle flies very high and : A chicken flies very low and but long distances a short distance is wild is domestic is not good for food is good for food

5. A book usually has a hard cover : A magazine has a paper cover is usually one story, is several stories, by by one author different people is published once is published periodically

6. An orange has a reddish yellow : A lemon has a bright yellow colour colour is spherical in shape is oblong in shape is usually larger than is usually smaller than a lemon an orange is usually sweet is usually sour

7. A teacher works in a school : A preacher works in a church usually teaches usually addresses children grown-ups deals primarily with deals primarily with academic subjects religious subjects

8. Luck comes to a person by chance : Pluck is part of a person’s character is a temporary is a permanent advantage advantage comes to everyone is characteristic of a few

9. Stone is a natural product, made : China is made artificially of of mineral matter fine earth or clay is used for buildings is used for dishes is thick and coarse is thin and fragile

10. A balloon depends on the wind : An airplane is run by a motor for motion has a large gas bag has no gas bag moves slowly moves rapidly

11. To plod is to work or travel : To plot is to scheme or plan, slowly but steadily usually for evil to someone else is to toil, to drudge is to conspire, to intrigue

12. To wither is to fade, to lose : To shrivel is to dry up, to draw freshness into wrinkles is to languish is to shrink flowers wither vegetables shrivel

13. To surprise is to come upon one : To astonish is to strike one unawares, or unexpectedly with sudden wonder or amazement

14. Rash means overhasty in counsel : Reckless means careless, utterly or action heedless of consequences means undertaking a means indifferent or matter without thoughtless sufficient reflection

15. Lonely is to be without desired : Solitary is to be absolutely companions alone remote from society

16. Sorrow is pain of mind from loss : Sadness is being downcast or or disappointment unhappy is deep seated, lasting may be transient, passing

17. Plutocrat is one whose wealth : Autocrat is an absolute gives him power or influence sovereign, having usually inherited authority

18. A rascal is a mean, tricky : A rogue is an idle, mischievous person person

19. To plunder is to take goods by : To devastate is to lay waste, to force, to pillage desolate, to ravage

20. To relinquish is to abandon the : To resign is to formally return thing which has been or give up an office, to possessed, or the object of submit, to acquiesce, to pursuit abdicate

21. Shrewd means artful, malicious, : Sagacious means one of keen cunning, of less dignity than penetration and judgment, one sagacious with a comprehensive as well a penetrating mind

22. Dormant means sleeping, not in : Quiescent means resting, in a action state of repose

23. Reconstruction means to form : Rehabilitation means to invest anew again with some right or dignity means to build over again deals more largely with deals largely with material things mental and spiritual things

24. Reparation means restoration, : Indemnity means immunity from renewing, repairing damage loss or damage done remuneration for injury has more of the idea of has more of the idea of replacing things paying for things destroyed destroyed

_MENTIMETER NO. 16_: Naming Opposites.

Except in special cases indicated below, no credit should be allowed for adding “not” or “un” or any other negative prefix to the printed word. An entirely different word should be used as the opposite of the printed word. Those words printed in parentheses in the following list should not be given credit as being satisfactory opposites. Words not printed below but as satisfactory opposites as those printed should be given full credit, while words as unsatisfactory as those printed in parentheses should not be given credit.

1. bad, poor (not good)

2. poor, needy, indigent

3. big, large, great (tall)

4. old, ancient

5. easy, soft

6. light (white)

7. clean, pure

8. well, healthy

9. south

10. full, filled

11. pull

12. right, correct

13. end, ending

14. wide

15. evening, afternoon (night)

16. somewhere, everywhere

17. fresh

18. idle

19. to sink (to swim)

20. rough, ragged

21. tame, domestic

22. weakness

23. guilty

24. ignorance, stupidity

25. negative, uncertain

26. superior

27. modern, new

28. cause

29. generous, liberal

30. concrete, specific

31. justice, impartiality

32. dilatory, sluggish

33. extravagant, wasteful, uneconomical

34. genuine, real

35. depression, melancholy

36. delay, impede, hamper

37. confident, bold, immodest

38. heterogeneous

39. cowardly, irresolute, fearful

40. slanderous, scurrilous, vilifying

_MENTIMETER NO. 17_: Spelling Tests.

The word lists themselves furnish the correct answers and therefore no further set of answers is needed here. See pages 199–200 for the lists.

_MENTIMETER NO. 18_: Range of Information.

1. COW

2. CLUBS

3. CIGARETTE

4. CARPENTER

5. GREEN

6. AUTOMOBILES

7. DOG

8. ACTRESS

9. HUYLER

10. 1861

11. COUNTY

12. PAINTER

13. MOTORCYCLE

14. NOVELIST

15. FILING-CASE

16. DISTANCE

17. LEG

18. REEFS

19. WATER

20. STOWE

21. STATESMAN

22. POUGHKEEPSIE

23. LAW

24. TWO

25. DICKENS

26. ENGLAND

27. BIRD

28. ATHLETICS

29. DRINK

30. INK

31. FRUIT

32. ISOSCELES

33. 1066

34. HEART

35. PLANT

36. KOREA

37. OXYGEN

38. MUSIC

39. CLOTH

40. ANIMAL

_MENTIMETER NO. 19_: Reading Vocabulary.

1. BODY, TOOL

2. ANIMAL

3. CLOTHES

4. COLOUR

5. BIRD

6. CLOTHES

7. ANIMAL, BODY

8. TOOL, FISH

9. BODY

10. TOOL

11. BIRD

12. COLOUR

13. FISH

14. WAR

15. TIME

16. WAR

17. ANIMAL

18. FISH

19. TIME

20. CLOTHES

21. WAR

22. BODY

23. COLOR

24. BIRD

25. FISH

26. TOOL

27. TIME

28. ANIMAL

29. COLOUR

30. WAR

31. TIME

32. CLOTHES

33. BODY

34. BIRD

35. FISH

36. BODY

37. WAR

38. TOOL

39. ANIMAL

40. BIRD

_MENTIMETER NO. 20_: Reading, Directions.

1. The name should be written _on the line_.

2. There should be a cross or an x _in the square_.

3. There should be a cross or an x in the circle and a dot or period in the square.

4. There should be a 1 under the letter M and a 2 under the letter W, in the list of capital letters beginning A, N, etc.

5. The word “Yes” should be written _on the dotted line_.

6. The word “in” should be crossed out and the word “and” should have two lines or circles around it.

7. The word “seven” or the figure 7 should be written on the blank at the left, “twelve” or 12 on the middle blank, and “one hundred” or 100 on the blank at the right.

8. “Ten” or 10 should be written in the square on the left, a small circle should be written in the second square, and the letter “C” in the triangle at the right.

9. There should be a line drawn under the word “Peck.”

10. The word “thousand” or 1000 should be written in the circle.

11. The square in front of the word “diminished” should have a check mark or cross on it.

12. There should be a line under the word “Face.”

_MENTIMETER NO. 21_: Reading, Interpretation.

Answers must show conclusively that the questions and the sentences answering them were read and understood by the candidate.

1. Boys.

2. In the house.

3. Girls.

4. On farms, in stores, mines, and factories.

5. In the things they enjoy and in the things they are able to do.

6. Wheat, corn, and cattle.

7. To make clothing to keep us warm.

8. To protect us from rain and snow.

9. Differences between people.

10. Because the world has all sorts of work that must be done, or it makes possible the adjustment of people to the different tasks to be done.

11. Much of it would be poorly done.

12. The difficulty of the task.

13. Discontentment and unhappiness.

14. “Expeditiously” suggests a lack of economy in time and money.

15. Intellectual measurements.

16. The consummation of the science of personnel engineering.

_MENTIMETER NO. 22_: Disarranged Sentences.

The most frequent arrangement of the words in each sentence is indicated below by the last word. Any other arrangement of these words which produces a perfectly logical and grammatical sentence may be accepted. Very few sentences will be found that are not already provided for in the concluding words listed below.

1. WHITE.

2. ROBIN. BIRD.

3. WATER.

4. HOUSES.

5. WITH.

6. WEST.

7. COUNTRY.

8. COLDEST.

9. FOOD.

10. EARTH.

11. FOOD. VALUABLE.

12. TREES.

13. GERMANY. ENGLAND. FRANCE.

14. PUNISHED.

15. OCEAN.

16. MISTAKES.

17. NIGHTS. SEEN.

18. CLOTHING. USEFUL.

19. DEBATERS.

20. WARFARE. POISONOUS.

21. DEGRADING. UNFORTUNATE.

22. CRIMES. BIGAMY. PERJURY.

23. PSYCHOLOGISTS.

24. STEALING.

25. FACT. OBSERVED. APPLIED.

_MENTIMETER NO. 23_: Completion of Sentences.

It is impossible for any one to make out a complete list of all the possible completions of any group of twenty sentences such as those included in this test. The list of completions given below is therefore merely suggestive of the perfect sentences which may be made and is not intended in any way to be exhaustive. Anything which is as good as the completion listed below should be given full credit. Anything which is not so satisfactory should not be given credit.

1. _Is_ or _was_.

2. _To._

3. _Gave_, or _gives_.

4. _Girl_ or _child_ in the first blank, and _to_ in the second blank.

5. _And_ in the first blank, with _dogs_ in the second blank.

6. _Have_, _make_ or _gain_.

7. _Not_ or _never_ in the first blank, with _parents_, _friends_, or _sister_ in the second blank.

8. _Boy_, _man_ or _child_ in the first blank, with _fell_ in the second blank.

9. _Is_ or _was_ in the first blank, with _to_ in the second blank, and _windy_ in the third blank.

10. _Succeeds_ or _can_.

11. _Animal_ in the first blank, _his_ or _its_ in the second blank, and _size_ in the third blank.

12. _Man_ in the first blank, with _carried_ or _carries_ in the second blank, and _wore_ or _wears_ in the third blank.

13. _On_ in the first blank, _quenches_ in the second blank, _drink_ in the third blank, and _cold_ or _pure_ in the fourth blank.

14. _Patriotism_ in the first blank, _waving_ or _carrying_ in the second blank, _come_ or _go_ in the third blank, and _marching_ in the fourth blank.

15. _That_ or _which_ in the first blank, _worth_ in the second blank, _well_ in the third blank, _doing_ in the fourth blank.

16. _Does_ or _can_ in the first blank, _give_ in the second blank, _every_ in the third blank.

17. _When_ in the first blank, _better_ in the second blank, _practice_ in the third blank, _at_ in the fourth blank, _wrong_ in the fifth blank, _doing_ in the sixth blank.

18. _Which_ or _that_ in the first blank, _cause_ in the second blank, _are_ in the third blank, and _very_ or _most_ in the fifth blank.

19. _To_ in the first blank, _when_ in the second blank, _thirsty_ in the third blank, and _great_ or _real_ in the fourth blank.

20. _Whether_ in the first blank, _likes_, _desires_ or _welcomes_ in the second blank, _or_ in the third blank, _one_ in the fourth blank, _not_ in the fifth blank, _as_ in the sixth blank, _insult_ in the seventh blank.

_MENTIMETER NO. 24_: Analogies or Mixed Relations.

As with several of the other lists of answers, no attempt is made here to give an exhaustive list of the correct solutions. The words which appear below are standard. Anything as good as this standard list should be accepted while anything inferior to the printed solutions should not be given credit.

1. Dogs

2. Far, distant

3. Foot

4. Cat’s

5. Hot, warm, heat

6. Swims, swim

7. Hen

8. Drink

9. School, classroom

10. Her

11. Law

12. Colt, foal

13. Bought

14. Painting, picture, portrait

15. Sheep, ram

16. Floor

17. Bird, birds, fowl

18. Chauffeur

19. Was, were, been

20. School, shoal

21. Night

22. Risen

23. Drake

24. Sheep, animal, beast

25. Women’s

26. Give, donate, buy, return

27. Aviatrices

28. Criterion

29. Joneses’

30. Esoteric

_MENTIMETER NO. 25_: Handwriting.

The reader will be able to count the number of letters written per minute and thereby obtain the score in this test without any key. For the quality of the results of such a test the reader will compare the handwriting of each candidate with the samples printed on page 239.

_MENTIMETER NO. 26_: English Composition.

This test, like the test for handwriting quality, is a test of the quality of products produced by the candidates rather than of the difficulty of problems solved. Therefore, no set of correct answers is necessary. The quality of the candidate’s composition should be compared directly with the quality of the printed samples appearing on pages 242 to 244.

_MENTIMETER NO. 27_: Poetic Discrimination.

The correct order as determined by the judgments of scores of capable judges of English Poetry is as follows:

Best Middle Poorest In Set No. 1 Z Y X In Set No. 2 X Y Z In Set No. 3 Z X Y In Set No. 4 Y X Z In Set No. 5 Y Z X In Set No. 6 Y Z X

_MENTIMETER NO. 28_: Arithmetic Reasoning.

In giving the correct answers below each figure has attached to it the word indicating the commodity concerned. No answer should be considered incorrect, however, because it omits the words “dollars,” “lemons” or “men.”

1. 8 men

2. 12 dollars

8. 9 nickels

4. 5 benches

5. 8 cents

6. 23 cents

7. 16 lemons

8. 3373 quarts

9. 500 pounds

10. 51 cents

11. 750 people

12. 22 tons

13. $4.80

14. $1575.00

_MENTIMETER NO. 29_: Practical Judgment Test.

1. Get a drink of water.

2. It tastes good.

3. Wear a raincoat.

4. Ring the alarm and try to put out the fire.

5. Ask the person’s pardon.

6. The frost has killed them.

7. To protect them from the colder weather.

8. At the beach of a summer resort.

9. Try to make time by hurrying.

10. To display the flag and inspire patriotism.

11. Water always becomes solid at low temperatures.

12. Nail a piece of tin over it.

13. It is an easily digested and wholesome food.

14. An incandescent electric bulb.

15. To create a demand for special brands.

16. So that their strength may be utilized.

17. The low temperature keeps it fresh.

18. One could jump from one-story buildings.

19. Discover and remove the cause of its crying.

20. It has fewer impurities in it.

21. To avoid making the city smoky.

22. To remove the electricity from the air.

23. High and rapidly.

24. To help one decide where to read.

_MENTIMETER NO. 30_: Logical Conclusions Test.

1. Older than James.

2. Older than Mary.

3. Shorter than Dot.

4. Not heavier than May.

5. Slower than William.

6. Smarter than Bertha.

7. Not as rich as Mr. Jones.

8. Not noisier than Robert.

9. Less rapidly than Henry.

10. Not warmer than Thursday.

11. Not as frugal as Mrs. Brown.

12. Not larger than the second.

THE END

TRANSCRIBER’S NOTES

1. P. 98, changed “to errors” to “to make errors”. 2. Silently corrected typographical errors and variations in spelling. 3. Anachronistic, non-standard, and uncertain spellings retained as printed. 4. Footnotes have been re-indexed using numbers. 5. Enclosed italics font in _underscores_. 6. Enclosed bold font in =equals=. 7. Superscripts are denoted by a caret before a single superscript character, e.g. M^r.