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 olin 
 
HISTORICAL INFORMATION AND 
 
 JUDGMENT IN PUPILS OF 
 
 ELEMENTARY SCHOOLS 
 
 BT 
 
 MARVIN J. VAN WAGENEN 
 
 SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 
 
 FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE 
 
 FACULTY OF PHILOSOPHY. COLUMBIA UNIVERSITY 
 
 PUBLISHED BT 
 
 QCrotterg College, Columiifa tHntbereft; 
 
 NEW YORK CITY 
 
 1010 
 
Cornell University 
 Library 
 
 The original of this book is in 
 the Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924032498499 
 
HISTORICAL INFORMATION AND 
 
 JUDGMENT IN PUPILS OF 
 
 ELEMENTARY SCHOOLS 
 
 BY 
 
 MARVIN J. VAN WAGENEN 
 
 SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 
 FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE ^ 
 
 FACULTY OF PHILOSOPHY, COLUMBIA UNIVERSITY 
 
 PUBLISHED BT 
 
 areatters: CoUtgt, Cotumbia Wlnibttsiitp 
 
 NEW YORK CITY 
 
 1919 
 
Copyright, 1919 
 
 by 
 
 Mabvin J. Van Wagenen 
 
ACKNOWLEDGMENTS 
 
 It is a pleasure to the author to acknowledge the hearty coopera- 
 tion of the principals of the eight public schools in New York City 
 in which the tests were given: Albion S. Smallen, Stephen F. 
 Bayne, Miss Olivia J. Hall, Charles B. Jameson, Herman S. 
 Piatt, T. Adrian Curtis, Frank A. Schmidt, and Thomas C. 
 Halligan, and that of Miss Ella C. McNaier, assistant principal 
 in one of the schools. Not only was permission courteously 
 granted to give the tests in the various classes but every assistance 
 possible was rendered to make the giving of the tests a success. 
 In so far as these tests may prove of value, not a small part of it 
 is due to their cooperation together with that of the teachers in 
 charge of the various classes tested. To Professor Henry John- 
 son, Professor J. Montgomery Gambrill, and Professor Henry A. 
 Ruger, of Teachers College, and to Professor Robert S. Wood- 
 worth, of Columbia University, the writer wishes to express his 
 appreciation for their many valuable suggestions and criticisms. 
 To Professor Edward L. Thorndike, the author is under an 
 obligation which only the men and women who have worked 
 with him can fully appreciate. Without the encouragement 
 and assistance of his wife, Mary Adele Van Wagenen, in the 
 framing, giving, and scoring of the tests, the working up of the 
 results and the preparation of the manuscript, the work could 
 not have been carried out as successfully as it has been. 
 
CONTENTS 
 
 General Results 
 I. The Scales: Information A, Information B, Thought 
 A, Thought B, Character A, Character B, and 
 Character L . . 1 
 
 II. Individual, Grade, Age, and Sex DLEferences 7 
 
 III. Intercorrelations of the Three Abilities Tested 13 
 
 Dekivation of the Scales 
 
 IV. Grade Distributions 17 
 
 V. Overlapping and Difference between Median Diffi- 
 culties for the Different Grades 29 
 
 VI. Measuring the Difficulty of Each Question or Task 37 
 
 Keys 
 VII. Keys to the History Scales .... . 51 
 
 Appendix 
 I. Data on Correlations between Scales . . .66 
 
 II. Data on Sex Differences . . 70 
 
 III. The Scales . ... (Inserts after page 74) 
 
INTRODUCTION 
 
 This monograph presents the results of a study of means or 
 instruments for measuring historical knowledge and judgment, 
 and of the application of these instruments to measure differences 
 between grades, differences between ages, differences between 
 the sexes; the interrelations between (a) amount of knowledge, 
 (6) ability to draw inferences from historical data, and (c) ability 
 to judge character and motives from facts about persons, espe- 
 cially about their pubUc life. 
 
 SECTION I 
 THE SCALES 
 
 Information A, Information B, Thought A, Thought B, 
 Character A, Character B, and Character L 
 
 The final result of the first division of the inquiry consists of 
 seven series of questions or tasks graded in difficulty, and keys 
 whereby the achievement of a pupil in respect to any of the tasks 
 may be evaluated. These graded series are educational scales 
 of the type of the Binet-Simon Tests, the Thorndike Reading 
 Scales, the Trabue Language Scales, the Woody Arithmetic 
 Scales and the Hahn Geography Scale. With these scales a 
 group is measured by the degree of difficulty to which it can 
 respond with an assigned per cent of correct results (say 80 per 
 cent) . When the history scales have been increased by the addi- 
 tion of a sufficient number of alternative questions and tasks an 
 individual may be measured accurately in this same manner. 
 For the present an individual is more accurately measured by 
 using the number of correct responses which he makes to the 
 series. This number can, by proper treatment, be transmuted 
 into a statement of the degree of difficulty to which the individual 
 would probably respond with an assigned per cent of correctness. 
 
 The achievements selected for measurement are (1) those 
 relating to the ability to grasp and retain facts of American 
 
2 Historical Information and Judgment in Pupils 
 
 history, (2) those relating to the abiUty to draw inferences from 
 historical facts, and (3) those relating to the ability to recognize 
 different traits of character revealed in historical situations. 
 In each of these achievements there have been worked out two 
 similar series of questions or problems, each of the two series 
 containing problems of increasing difficulty for any one grade, 
 and being at the same time of an approximately equal difficulty 
 as a whole. These scales are shown in the Appendix. The num- 
 ber in italics before each task gives its position in the order of 
 difficulty. The second number is its identification number, by 
 which it will be designated throughout this monograph. 
 
 The Information Scales A and B are designed to measure the 
 range of information from the standpoint of quantity and diffi- 
 culty of comprehension. The questions used are such that, in 
 the rating of the pupils, variations due to differences in the 
 judgments of different scorers are reduced to a minimum. 
 
 In the Thought Scales A and B, certain facts are given from 
 which the pupil is to draw an inference in answer to the question 
 accompanying them. In the easier problems the difficulty lies 
 mainly in seeing the point to the question, while in the more 
 difficult problems the difficulty lies in the selection of appropriate 
 generalized information. Owing to the great variety of ways in 
 which a correct or partially correct answer may be expressed by 
 the pupil, variations in the ratings of the pupils due to variations 
 in the judgments of the scorers are not readily eliminated. Such 
 variations have been reduced in a large degree, however, by as- 
 signing to a number of answers given by pupils to each problem a 
 definite score, based on the judgment of from sixteen to twenty- 
 two advanced students in American history. 
 
 In the Character Scales A and B, an attempt is made to meas- 
 ure the ability to perceive traits of character on the basis of the 
 ability to select from a group of ten words the three words which 
 best describe the character or action of the individual or group 
 playing a leading part in each sketch. In these scales, three 
 words which were rated by at least four out of five competent 
 adults as being adequately descriptive and by not more than one 
 out of the five as being not more than partially descriptive, were 
 mixed in with seven other words which were rated by at least four 
 out of five competent adults as being not at all descriptive and 
 by not more than one as being even partially descriptive. In 
 
Information, Thought, and Character Scales 3 
 
 order to determine whether or not the Character Scales A and 
 B measure the abiUty to pick out traits of character or are merely 
 word discrimination tests, a supplementary scale, Character L, 
 was worked out. In this scale motives instead of words are used 
 for fourteen of the problems of Character Scale A, the motives 
 being selected on the basis of the median judgment of twenty- 
 eight advanced students of American history. 
 
 The chief desiderata in instruments for measuring achieve- 
 ment in American history are (1) that the tasks be symptoms of 
 important abilities really desired by the school, (2) that the 
 tasks be not too much disturbed by linguistic difficulties so that 
 ability in history, not in reading or composition, may be chiefly 
 measured, (3) that the measurement of a small group, such as a 
 class of twenty-five or more, be made with sufficient precision, 
 (4) that the tests be capable of extension to alternative forms so 
 as to reduce the harm done by special preparation or coaching 
 for the tests, and (5) that the administration and scoring of the 
 tests be convenient. 
 
 The reader may judge for himself concerning the first and sec- 
 ond of these points. Concerning the third the essential facts 
 are as follows: The tests being given to groups under ordinary 
 class-room conditions : Information Scale A correlates with Infor- 
 mation Scale B (using pupils of the same sex and grade) to an 
 extent of .71 ± .01. Thought Scale A correlates with Thought 
 Scale B (using pupils of the same sex and grade) to an extent 
 of .74 ± .01. Character Scale A correlates with Character 
 Scale B (using pupils of the same sex and grade) to an extent of 
 .83 ± .01. Character Scale L correlates with either Character 
 Scale A or Character Scale B to an extent of .70 ± .02. 
 
 The mean square error of placing an individual by one test is 
 
 then (by the formula (S = <rVl— r^) about .7 of the standard 
 
 deviation of the children of his sex and grade in the case of the 
 
 Information and Thought tests and about .6 of it in the case 
 
 of the Character tests. For a group of twenty-five the mean 
 
 .7 .6 
 
 square error would be . — S.D. and , — S.D. or .14 S.D. and 
 
 V25 V25 
 
 .12 S.D. respectively. 
 
 The detailed data on which these estimates are based will be 
 found in Appendix I. 
 
4 Historical Information and Judgment in Pupils 
 
 A composite score formed from the three A tests correlates 
 with a similar composite formed from the three B tests (using 
 pupils of the same sex and grade) to an extent of .876 with a 
 probable error well under .01. The three A or B scales when 
 combined and used to measure a class of twenty-five thus give a 
 mean square error of less than . 1 the S.D. of a grade. For a 
 group of 100 the mean square error will be under .05 S.D. or 
 about l/120th of the range for a grade. 
 
 As to extensibility, — the Information Scales may be increased 
 by alternates until the whole content of American history is in- 
 cluded, so that coaching would mean a good general course in 
 history! The Thought and Character Scales may be extended 
 indefinitely, under the limitations of industry and ingenuity in 
 finding and framing tasks. 
 
 As to convenience of administration and scoring, these tests 
 are at least notable improvements upon the ordinary form of ex- 
 amination. They may be given to groups of any size ; 50 minutes 
 is adequate to exhaust the abiUties of all save a very, very few; 
 most of the scoring can be done by the use of the keys printed 
 in Section VII without the use of expert judgment and without 
 any special preparation. With some special tuition and prac- 
 tice a person of very mediocre attainments in history and general 
 wisdom can score all the questions with sufficient precision for 
 such practical purposes as measuring the progress of a class, 
 comparing two schools, or reporting the results of tests under 
 different conditions. 
 
 In putting forth this series of tests the attempt to cover the 
 whole field of mental activity involved in the study of American 
 history has not been made. No scales, for instance, are included 
 which are designed to measure the capacity of the student to 
 grasp and comprehend the meaning and significance of historical 
 situations or of the changing standards of judgment, to measure 
 the ability of the pupil to judge of the degree of reliability or 
 validity of historical material or historical evidence, or to measure 
 his ability to distinguish between statements of fact and state- 
 ments of opinion. The attempt is here made to measure only 
 those phases of the work in American history which are at present 
 emphasized in the public elementary schools. 
 
 The difficulty of each question, defined and measured in a way 
 to be fully described later, is as shown in the following table. In 
 
Information, Thought, and Character Scales 5 
 
 this table, I is the difference in difficulty between an information 
 task which 50 per cent of the 4th grade children do correctly and 
 a task which possesses zero or just not any difficulty. T is the 
 difference in difficulty between a task for historical thought or 
 judgment which 50 per cent of the 4th grade children do correctly 
 and a task of zero difficulty. C is the corresponding difference 
 in the case of judgments of character, motive and the like. The 
 amounts of I,T and C are, at present, unknown. The somewhat 
 elaborate course of experimentation and statistical treatment 
 which results in these measures is given in Section IV. 
 
 
 
 
 
 
 TABLE 1 
 
 
 
 
 
 
 
 
 
 DlPPICtTLTT 
 
 OP Each Task 
 
 
 
 
 Information A 
 
 Information B 
 
 Thought A 
 
 Thought B 
 
 1. 
 
 I* 
 
 -0.4 
 
 1. 
 
 
 -1.0 
 
 1. Tt 
 
 +2.0 
 
 1. 
 
 T 
 
 +0.4 
 
 2. 
 
 
 +0.1 
 
 2. 
 
 
 -0.3 
 
 2. T 
 
 + 1.4 
 
 2a 
 
 T 
 
 + 1.5 
 
 3. 
 
 
 + 1.4 
 
 3. 
 
 
 +2.1 
 
 3. T 
 
 +2.6 
 
 25 
 
 T 
 
 +2.3 
 
 4. 
 
 
 +1.6 
 
 4. 
 
 
 + 1.5 
 
 4. T 
 
 +3.1 
 
 3a. 
 
 T 
 
 +4.6 
 
 5. 
 
 
 +2.1 
 
 5. 
 
 
 +2.0 
 
 5a. T 
 
 +4.2 
 
 36. 
 
 T 
 
 +4.0 
 
 6. 
 
 
 +2.8 
 
 6. 
 
 
 +2.6 
 
 56. T 
 
 +3.5 
 
 3c. 
 
 T 
 
 +4.1 
 
 7. 
 
 
 +1.8 
 
 7. 
 
 
 +2.8 
 
 5c. T 
 
 +3.0 
 
 4. 
 
 T 
 
 +3.4 
 
 8. 
 
 
 +3.3 
 
 8. 
 
 
 +2.8 
 
 6. T 
 
 +4.3 
 
 5. 
 
 T 
 
 +3.8 
 
 9. 
 
 
 +3.1 
 
 10. 
 
 
 +2.8 
 
 7. T 
 
 +3.9 
 
 6. 
 
 T 
 
 +3.7 
 
 10. 
 
 
 +3.7 
 
 11. 
 
 
 +2.8 
 
 8. T 
 
 +4.5 
 
 7a. 
 
 T 
 
 +4.3 
 
 11. 
 
 
 +4.1 
 
 12. 
 
 
 +4.3 
 
 10a. T 
 
 +6.7 
 
 76. 
 
 T 
 
 +3.3 
 
 12. 
 
 
 +3.6 
 
 13. 
 
 
 +4.2 
 
 106. T 
 
 +3.9 
 
 8. 
 
 T 
 
 +4.3 
 
 13. 
 
 
 +4.1 
 
 14. 
 
 
 +4.5 
 
 10c. T 
 
 +4.7' 
 
 9. 
 
 T 
 
 +4.0 
 
 14. 
 
 
 +4.2 
 
 15. 
 
 
 +3.0 
 
 11a. T 
 
 +4.0 
 
 10. 
 
 T 
 
 +4.6 
 
 15. 
 
 
 +4.8 
 
 16. 
 
 
 +4.2 
 
 116. T 
 
 +5.0 
 
 11. 
 
 T 
 
 +5.3 
 
 16. 
 
 
 +3.4 
 
 17. 
 
 
 +5.0 
 
 12. T 
 
 +3.5 
 
 12o. 
 
 T 
 
 +4.6 
 
 17. 
 
 
 +4.1 
 
 18. 
 
 
 +4.7 
 
 13. T 
 
 +4.3 
 
 126. 
 
 T 
 
 +5.1 
 
 18. 
 
 
 +5.6 
 
 19. 
 
 
 +4,9 
 
 14. T 
 
 +4.4 
 
 13a. 
 
 T 
 
 +3.7 
 
 19. 
 
 
 +4.8 
 
 20. 
 
 
 +5.5 
 
 ISa. T 
 
 +5.3 
 
 136. 
 
 T 
 
 +4.9 
 
 20. 
 
 
 +6.6 
 
 21. 
 
 
 +5.7 
 
 156. T 
 
 +6.2 
 
 14o. 
 
 T 
 
 +7.1 
 
 21. 
 
 
 +5.8 
 
 22. 
 
 
 +4.8 
 
 16o. T 
 
 +4.1 
 
 146. 
 
 T 
 
 +4.6 
 
 22. 
 
 
 +5.7 
 
 23. 
 
 
 +7.2 
 
 166. T 
 
 +5.2 
 
 15. 
 
 T 
 
 +4.3 
 
 23. 
 
 
 +6.3 
 
 24. 
 
 
 +6.0 
 
 17. T 
 
 +5.9 
 
 16. 
 
 T 
 
 +6.0 
 
 24. 
 
 
 +7.8 
 
 25. 
 
 
 +4.7 
 
 18. T 
 
 +5.3 
 
 17. 
 
 T 
 
 +5.3 
 
 25. 
 
 
 +5.9 
 
 26. 
 
 
 +5.8 
 
 19. T 
 
 +4.8 
 
 18. 
 
 T 
 
 +6.1 
 
 26. 
 
 
 +6.2 
 
 27. 
 
 
 +5.8 
 
 20a. T 
 
 +5.7 
 
 19. 
 
 T 
 
 +6.2 
 
 27. 
 
 
 +7.6 
 
 28. 
 
 
 +5.5 
 
 206. T 
 
 +6.0 
 
 20o, 
 
 , T 
 
 +4.6 
 
 28. 
 
 
 +5.4 
 
 29. 
 
 
 +5.9 
 
 21. T 
 
 +5.0 
 
 206. 
 
 T 
 
 +7.0 
 
 29. 
 
 
 +6.8 
 
 30. 
 
 
 +7.0 
 
 22. T 
 
 +6.1 
 
 21. 
 
 T 
 
 +6.7 
 
 30. 
 
 
 +6.5 
 
 33. 
 
 
 +8.6 
 
 
 
 22. 
 
 T 
 
 +7.7 
 
 33. 
 
 
 +8.1 
 
 34. 
 
 
 +6.9 
 
 
 
 
 
 
 34. 
 
 
 +9.9 
 
 
 
 
 
 
 
 
 
 * I is the difference in difficulty between an information task which 50 per 
 cent of the 4th grade children do correctly and a task which possesses zero or 
 just not any difficulty. 
 
 t T is the difference in difficulty between a task for historical thought or 
 judgment which 50 per cent of the 4th grade children do correctly and a task 
 of zero difficulty. 
 
Historical Information and Judgment in Pupils 
 
 TABLE 1—Contimied 
 Difficulty of Each Task 
 
 Character A 
 
 Character B 
 
 Character L 
 
 1. C* 
 
 + 1.8 
 
 1. 
 
 C 
 
 +1.3 
 
 1. C 
 
 + 1.7 
 
 2. C 
 
 +1.8 
 
 2a. 
 
 C 
 
 +3.1 
 
 2. C 
 
 +1.6 
 
 3. C 
 
 +2.4 
 
 26. 
 
 C 
 
 +2.4 
 
 3a. C 
 
 +2.9 
 
 4. C 
 
 +3.2 
 
 3. 
 
 C 
 
 +2.6 
 
 36. C 
 
 +2.8 
 
 5. C 
 
 +2.1 
 
 4. 
 
 C 
 
 +3.2 
 
 4. C 
 
 +3.0 
 
 6a. C 
 
 +2.9 
 
 5a. 
 
 C 
 
 +2.9 
 
 5. C 
 
 +2.9 
 
 66. C 
 
 +2.8 
 
 56. 
 
 C 
 
 +2.4 
 
 6. C 
 
 +2.7 
 
 7a. C 
 
 +3.0 
 
 6. 
 
 C 
 
 + 1.5 
 
 7a. C 
 
 +2.8 
 
 76. C 
 
 +3.3 
 
 7. 
 
 C 
 
 +3.8 
 
 76. C 
 
 +4.0 
 
 8. C 
 
 +3.0 
 
 8a. 
 
 C 
 
 +3.3 
 
 8a. C 
 
 +3.2 
 
 9. C 
 
 +2.8 
 
 86. 
 
 C 
 
 +4.1 
 
 86. C 
 
 +4.0 
 
 10. C 
 
 +3.2 
 
 8c. 
 
 C 
 
 +3.7 
 
 9a. C 
 
 +3.7 
 
 11. C 
 
 +4,0 
 
 9. 
 
 C 
 
 +3.2 
 
 96. C 
 
 +3.8 
 
 12. C 
 
 +4.2 
 
 10. 
 
 C 
 
 +3.5 
 
 10. C 
 
 +3.6 
 
 13a. C 
 
 +3.8 
 
 11. 
 
 C 
 
 +5.0 
 
 
 
 136. C 
 
 +4.5 
 
 12. 
 
 C 
 
 +4.1 
 
 
 
 14. C 
 
 +4.5 
 
 13a. 
 
 C 
 
 +4.5 
 
 
 
 15a. C 
 
 +4.5 
 
 136. 
 
 C 
 
 +5.0 
 
 
 
 156. C 
 
 +4.6 
 
 14. 
 
 C 
 
 +5.7 
 
 
 
 * C is the corresponding difference in the case of judgments of character, 
 
 motiye and the like. 
 
SECTION II 
 INDIVIDUAL, GRADE, AGE, AND SEX DIFFERENCES 
 
 As in the other studies of school achievements, so in history 
 wide differences in ability are found among pupils of the same 
 grade. The facts for the two tests of information combined are 
 given below. The maximum possible score was 63. The range 
 was from to 25 in Grade 4; from 4 to 35 in Grade 5; from 5 to 
 46 in Grade 6; from 6 to 48 in Grade 7; and from 10 to 51 in 
 Grade 8. 
 
 TABLE 2 
 
 Intobmation Scales A and B Combined 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 Range 0-25 4r-35 5-46 6^8 10-51 
 
 Medians 9.0 16.6 23.6 26.3 32.2 
 
 25% 6.8 12.9 18.0 19.5 27.3 
 
 75% 11.7 20.9 28.5 32.6 37.8 
 
 The facts for the two tests of inference and judgment, Thought 
 A and Thought B, are as follows, the possible maximum being 59: 
 
 TABLE 3 
 
 Thought Scales A and B Combined 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 Range 0-24 0-35 2-45 3-49 3-56 
 
 Medians 4.2 9.9 20.7 28.0 36.2 
 
 25% 2.5 6.5 14.6 20.5 28.7 
 
 75% 6.2 15.3 28.9 35.0 42.0 
 
 The facts for the tests of judgment of character, Character 
 A and Character B combined, are as follows, the possible maxi- 
 mum being 38 : 
 
 TABLE 4 
 Character Scales A and B Combined 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 Range 0-23 0-30 0-36 4r-36 4-36 
 
 Medians 3.6 8.1 13.1 18.7 22.1 
 
 25% 2.1 4.9 8.7 12.7 17.2 
 
 75% 5.9 12.3 18.9 24.4 28.1 
 
8 Historical Information and Judgment in Pupils 
 
 The facts for the test Character L are as follows, the possible 
 maximum being 14 : 
 
 TABLE 5 
 
 Character Scale L 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 Range 0-7 0-12 0-14 0-12 0-13 
 
 Medians 1.2 2.4 4.4 5.7 7.7 
 
 25% 0.6 1.3 2.5 3.3 4.9 
 
 75% 2.1 4.2 6.6 8.4 9.9 
 
 The differences between successive grades appear in the medi- 
 ans given above. They are : 
 
 Grades 5-4 6-5 7-6 8-7 
 
 Information 7.6 7.0 2.7 5.9 
 
 Thought 5.7 10.8 7.3 8.2 
 
 Character A+B 4.5 5.0 5.6 3.4 
 
 Character L 1.2 2.0 1.3 2.0 
 
 The differences between the grade medians being small in 
 comparison with the range within a grade, there must obviously 
 be much "overlapping." There is an amount that will be aston- 
 ishing to anyone who has thought of historical information and 
 power as chiefly produced by school study. There are many 
 children in Grade 4, who have hardly studied history in school at 
 all, who do better even in the information tests than some children 
 in Grade 8. The facts are given fully in Section IV. As samples 
 we may take the percentage of each grade who reach the median 
 of the grade above: 
 
 i5.8 in Information A and B 
 7.0 in Thought A and B 
 14.7 in Character A and B 
 
 f 14 .4 in Information A and B 
 Per cent for Grade 5 ^ 10 .6 in Thought A and B 
 1 20 .9 in Character A and B 
 
 Per cent for Grade 6 
 Per cent for Grade 7 • 
 
 36.0 in Information A and B 
 29.2 in Thought A and B 
 25.8 in Character A and B 
 
 26.8 in Information A and B 
 22.5 in Thought A and B 
 . 34.9 in Character A and B 
 
 These per cents would be somewhat lower for a combination 
 of the three historical abihties, but it is safe to say that a regrad- 
 ing of history classes on the basis of the absolute abiUty of pupils 
 to do the class work would, in Grades 6, 7, and 8, put nearly or 
 
Individual, Grade, Age, and Sex Differences 9 
 
 quite half of the pupils in a different grade from that in which 
 they were found. Much the same has been found true in the 
 case of language, reading, spelling, and arithmetic. 
 
 
 
 
 TABLE 6 
 
 
 
 
 
 
 Medians foe 
 
 Each Age in '. 
 
 Each Grade 
 
 
 
 
 
 Information A 
 
 
 
 
 
 
 8i 
 
 9^ 
 
 101 
 
 IH 
 
 121 
 
 13i 
 
 14i 
 
 151 
 
 Grade 4 
 
 5.5 
 
 (83) 
 
 5.0 
 (193) 
 
 4.7 
 (126) 
 
 4.2 
 (62) 
 
 3.3 
 
 (21) 
 
 2.8 
 (9) 
 
 2 
 
 (1) 
 
 
 Grade 5 . . . . 
 
 . 12 
 
 (2) 
 
 10.3 
 
 (46) 
 
 8.9 
 (166) 
 
 9.1 
 (106) 
 
 8.6 
 (49) 
 
 9.0 
 
 (36) 
 
 6.5 
 (13) 
 
 7.6 
 
 (7) 
 
 Grade 6 
 
 . 19 
 (1) 
 
 13 
 
 (8) 
 
 12.3 
 
 (91) 
 
 12.6 
 
 (181) 
 
 11.5 
 
 (115) 
 
 11.6 
 
 (74) 
 
 10.4 
 
 (44) 
 
 10.5 
 (10) 
 
 Grade?.... 
 
 
 
 17 
 (10) 
 
 14.4 
 (69) 
 
 13.3 
 
 (146) 
 
 11.9 
 (104) 
 
 10.7 
 (63) 
 
 9.8 
 (27) 
 
 Grade 8 
 
 
 
 17 
 
 (2) 
 
 19 
 
 (12) 
 
 16.8 
 
 (71) 
 
 15.6 
 (165) 
 
 15.9 
 (130) 
 
 13.9 
 
 (61) 
 
 
 
 
 TABLE 7 
 
 
 
 
 
 
 Medians foe 
 
 Each Age in '. 
 
 Each Grade 
 
 
 
 
 
 Infoemation B 
 
 
 
 
 
 
 8i 
 
 9i 
 
 lOi 
 
 lU 
 
 m 
 
 13i 
 
 14i 
 
 15i 
 
 Grade 4 
 
 5.8 
 (83) 
 
 4.8 
 (197) 
 
 4.6 
 
 (127) 
 
 3.9 
 
 (60) 
 
 3.4 
 
 (17) 
 
 4.5 
 (9) 
 
 3 
 
 (2) 
 
 
 Grade 5 
 
 12 
 
 (2) 
 
 10.0 
 
 (46) 
 
 8.3 
 (169) 
 
 8.2 
 (104) 
 
 8.6 
 (49) 
 
 7.3 
 (36) 
 
 7 
 (14) 
 
 4.5 
 
 (7) 
 
 Grade 6 
 
 . 21 
 
 (1) 
 
 12.5 
 
 (7) 
 
 12.3 
 (89) 
 
 12.5 
 (184) 
 
 11.6 
 (114) 
 
 11.4 
 
 (74) 
 
 8.2 
 (40) 
 
 7 
 (10) 
 
 Grade 7.... 
 
 
 
 19.3 
 
 (10) 
 
 15.7 
 (69) 
 
 14.0 
 (144) 
 
 13.3 
 (100) 
 
 12.3 
 
 (57) 
 
 10 
 
 (26) 
 
 Grade 8 
 
 
 
 18 
 
 (2) 
 
 21 
 
 (12) 
 
 18.7 
 (69) 
 
 16.6 
 (164) 
 
 16.8 
 (130) 
 
 14.9 
 
 (61) 
 
 
 
 
 TABLE 8 
 
 
 
 
 
 
 Medians foe 
 
 Each Age in 
 
 Each Grade 
 
 
 
 
 
 
 Thought A 
 
 
 
 
 
 
 8i 
 
 9i 
 
 lOi 
 
 111 
 
 12i 
 
 13i 
 
 14i 
 
 15i 
 
 Grade 4 
 
 3.2 
 
 (52) 
 
 2.5 
 (197) 
 
 2.2 
 
 (113) 
 
 2.5 
 
 (52) 
 
 1.8 
 (25) 
 
 2.2 
 (11) 
 
 
 
 (1) 
 
 1 
 
 (1) 
 
 Grade 5 . . . . 
 
 . 12.5 
 
 (2) 
 
 6.5 
 
 (34) 
 
 5.8 
 (134) 
 
 5.5 
 (98) 
 
 5.5 
 
 (58) 
 
 3.0 
 
 (44) 
 
 3.3 
 
 (15) 
 
 3.5 
 
 (8) 
 
 Grade 6 
 
 
 
 13.0 
 
 (59) 
 
 11.4 
 (139) 
 
 9.9 
 (99) 
 
 9.2 
 
 (64) 
 
 9.4 
 (40) 
 
 6.5 
 (13) 
 
 Grade 7 
 
 . 
 
 •• 
 
 18.7 
 (8) 
 
 17.3 
 
 (44) 
 
 14.8 
 (108) 
 
 12.3 
 (102) 
 
 11.9 
 
 (65) 
 
 11,3 
 
 (27) 
 
 Grade 8 
 
 . 
 
 •• 
 
 20 
 
 (1) 
 
 20.5 
 
 (5) 
 
 19.5 
 
 (48) 
 
 18.0 
 (150) 
 
 18.3 
 (122) 
 
 15.4 
 (55) 
 
10 
 
 Historical Information and Judgment in Pupils 
 
 
 
 
 TABLE 9 
 
 
 
 
 
 
 Medians fob 
 
 Each Age in Each Gbade 
 
 
 
 
 
 
 Thought B 
 
 
 
 
 
 
 81 
 
 9i 
 
 m 
 
 lU 
 
 121 
 
 13i 
 
 14i 
 
 154 
 
 Grade 4 . . . . 
 
 2.0 
 
 2.0 
 
 1.8 
 
 2.1 
 
 1.7 
 
 2.3 
 
 3.5 
 
 4 
 
 
 (52) 
 
 (196) 
 
 (111) 
 
 (59) 
 
 (24) 
 
 (11) 
 
 (3) 
 
 (1) 
 
 Grade 5 . . . . 
 
 12.5 
 
 6.0 
 
 5.7 
 
 6.0 
 
 6.4 
 
 4.0 
 
 3 
 
 3.3 
 
 
 (2) 
 
 (34) 
 
 (133) 
 
 (97) 
 
 (58) 
 
 (43) 
 
 (14) 
 
 (8) 
 
 Grade 6 
 
 
 
 13.5 
 
 .11.4 
 
 10.3 
 
 8.6 
 
 9.5 
 
 9 
 
 V^ X U^^-Al-' »J - • • ■ 
 
 
 
 (60) 
 
 (139) 
 
 (98) 
 
 (60) 
 
 (37) 
 
 (12) 
 
 Grade 7 . . . . 
 
 
 
 17 
 
 16.0 
 
 15.5 
 
 13.9 
 
 10.9 
 
 10.2 
 
 
 
 
 (8) 
 
 (44) 
 
 (109) 
 
 (100) 
 
 (63) 
 
 (27) 
 
 Grade 8 . . . . 
 
 
 
 
 20.5 
 
 20.4 
 
 19.3 
 
 18.4 
 
 16.0 
 
 Vh^XIA^'A^^ i_/ • • • • 
 
 
 
 
 (5) 
 
 (49) 
 
 (147) 
 
 (122) 
 
 (54) 
 
 
 
 
 TABLE 10 
 
 
 
 
 
 
 Medians for 
 
 Each Age in 
 
 Each Grade 
 
 
 
 
 
 
 Chabactek a 
 
 
 
 
 
 
 81 
 
 9J 
 
 101 
 
 IH 
 
 124 
 
 131 
 
 144 
 
 154 
 
 Grade 4 . . . . 
 
 2.4 
 
 2.5 
 
 1.9 
 
 1.3 
 
 1.6 
 
 1.3 
 
 1.3 
 
 
 
 (29) 
 
 (171) 
 
 (117) 
 
 (44) 
 
 (24) 
 
 (7) 
 
 (3) 
 
 
 Grade 5 . . . . 
 
 9.5 
 
 6.5 
 
 4.6 
 
 4.0 
 
 3.6 
 
 3.8 
 
 3.1 
 
 3.0 
 
 
 (2) 
 
 (25) 
 
 (102) 
 
 (96) 
 
 (43) 
 
 (35) 
 
 (13) 
 
 (8) 
 
 Grade 6 . . . . 
 
 
 15.5 
 
 8.2 
 
 8.0 
 
 6.5 
 
 6.2 
 
 5.9 
 
 6.8 
 
 
 
 (4) 
 
 (55) 
 
 (155) 
 
 (119) 
 
 (73) 
 
 (49) 
 
 (13) 
 
 Grade 7 . . . . 
 
 
 
 10.5 
 
 11.5 
 
 10.1 
 
 9.9 
 
 8.8 
 
 6.5 
 
 
 
 
 (3) 
 
 (41) 
 
 (115) 
 
 (97) 
 
 (75) 
 
 (17) 
 
 Grade 8 . . . . 
 
 
 
 19 
 
 13.6 
 
 13.6 
 
 12.3 
 
 11.6 
 
 11.0 
 
 
 
 
 (1) 
 
 (9) 
 
 (54) 
 
 (146) 
 
 (135) 
 
 (58) 
 
 
 
 
 TABLE 11 
 
 
 
 
 
 
 Medians fob 
 
 Each Age in 
 
 Each Gbade 
 
 
 
 
 
 
 Chabacteb B 
 
 
 
 
 
 Grade 4 
 
 1.9 
 
 2.2 
 
 1.8 
 
 1.3 
 
 1.3 
 
 1.1 
 
 1.2 
 
 
 
 (29) 
 
 (173) 
 
 (119) 
 
 (42) 
 
 (23) 
 
 (7) 
 
 (3) 
 
 
 Grade 5 . . . 
 
 8.5 
 
 5.9 
 
 4.5 
 
 3.9 
 
 3.3 
 
 3.3 
 
 4.5 
 
 3.3 
 
 
 (2) 
 
 (23) 
 
 (102) 
 
 (95) 
 
 (44) 
 
 (35) 
 
 (13) 
 
 (9) 
 
 Grade 6 . . . 
 
 
 12.5 
 
 8.4 
 
 7.1 
 
 5.8 
 
 5.8 
 
 5.2 
 
 6.3 
 
 
 
 (2) 
 
 (55) 
 
 (157) 
 
 (116) 
 
 (73) 
 
 (49) 
 
 (13) 
 
 Grade 7 . . . 
 
 
 
 9.5 
 
 9.8 
 
 9.5 
 
 9.6 
 
 7.9 
 
 3.9 
 
 
 
 
 (4) 
 
 (41) 
 
 (115) 
 
 (98) 
 
 (75) 
 
 (17) 
 
 Grade 8 . . . 
 
 
 
 10 
 
 14.5 
 
 12.1 
 
 11.3 
 
 10.2 
 
 9.5 
 
 
 
 
 (1) 
 
 (9) 
 
 (51) 
 
 (146) 
 
 (135) 
 
 (57) 
 
 It will be noted that there is a general tendency in all the scales 
 for the younger pupils in any grade to achieve a higher median 
 score than the older pupils of that grade. In the upper grades 
 the younger pupils of one grade tend to achieve as high or even a 
 higher median score than the older pupils of the next higher grade. 
 
Individual, Grade, Age, and Sex Differences 11 
 
 It will be noted, too, that in all the scales, despite the fact that 
 the younger pupils in the grade are likely to be promoted more 
 rapidly while the older pupils are more likely to be retarded, the 
 interval between the median achievement of the younger pupils 
 in the fourth grade and the median achievement of the younger 
 pupils in the eighth grade is greater than the interval between 
 the median achievement of the older pupils in the fourth grade 
 and the median achievement of the older pupils in the eighth 
 grade. The younger pupils in the grade not only tend to start 
 with a higher score in the lower grade and to advance more rapidly 
 from grade to grade but they also tend to accomplish more while 
 passing through the grades in a shorter time than the older pupils 
 tend to accomplish while taking a longer time to complete the 
 work of the same grades. 
 
 The boys of the schools tested do notably better than the girls 
 in all three of these abilities, especially in the Information Scales. 
 A summary of the facts is given below. The detailed facts are 
 given in Tables 59 to 65 in Appendix II. 
 
 TABLE 12 
 
 Per Cent of Bots Equalling or Exceeding the Median Accomplish- 
 ment OP Girls in the Same Grade 
 
 Informa- Informa- Thought Thought Charac- Charac- Charac- 
 tion A tion B A B ter A ter B ter L 
 
 Grade4 74.3 80.6 62.5 67.6 52.9 51.0 45.7 
 
 Grade 5 81.9 82.6 74.8 67.6 55.3 57.3 52.0 
 
 Grade 6 82.7 82.6 80.6 77.1 60.2 63.8 63.3 
 
 Grade 7 89.9 91.0 74.3 79.2 59.1 54.2 64.8 
 
 Grade 8 88.6 83.3 78.5 72.4 59.9 61.6 65.8 
 
 Average 83.5 84.0 74.1 72.8 57.5 57.6 58.3 
 
 TABLE 13 
 
 Per Cent op Girls Equalling or Exceeding the Median Accomplish- 
 ment OP BoTS IN THE Same Grade 
 
 Informa- Informa- Thought Thought Charac- Charac- Charac- 
 tion A tion B A B ter A ter B ter L 
 
 Grade 4 24.5 11.9 38.7 25.8 46.9 48.8 55.4 
 
 Grades 20.1 23.6 30.1 31.9 44.1 42.2 46.3 
 
 Grade 6 16.2 19.4 20.5 22.9 43.9 34.3 33.3 
 
 Grade 7 8.7 11.6 23.4 25.4 41.7 46,3 33.3 
 
 Grade8 15.0 20.4 23.7 27.6 40.0 39.1 36.6 
 
 Average 21.1 21.7 27.3 26.7 43.3 42.1 41.0 
 
 In the Thought Scales the per cent of boys who do more prob- 
 lems correctly than the median girl in each grade is less marked 
 than in the case of the Information Scales. The tendency for 
 
12 Historical Information and Judgment in Pupils 
 
 the per cent of boys excelling the median girl to increase from 
 grade to grade is also present at least up to the seventh grade. 
 
 In the Character Scales the per cent of boys who do more prob- 
 lems correctly than the median girl in each grade is still less 
 marked. The tendency for the percentage of boys excelling the 
 median girl to increase from grade to grade up to the seventh 
 grade is evident just as it is in the case of the other scales. The 
 facts given in these tables clearly show the increasing superiority 
 of the boys over the girls in doing these tasks from the fourth 
 grade up to the seventh grade at least, and, in the case of the 
 Information Scales, up to the eighth grade, the greatest superiority 
 being shown in the Information Scales and the least in the Char- 
 acter Scales, where the effect of class-room work is probably least 
 apparent. 
 
SECTION III 
 INTERCORRELATION OF THE THREE ABILITIES 
 
 The correlations in the following tables indicate clearly that 
 information ability — ability to answer correctly questions asking 
 for definite facts — is not antagonistic to or divorced from thought 
 ability, as is sometimes thought, but is closely related to it. To 
 learn facts with an understanding of their meanings requires 
 thought in so far as selective thinking is involved in the percep- 
 tion of the definite relations essential in a comprehension of the 
 meanings. The response in correctly answering an information 
 question which has not become a fixed habit of reaction requires 
 thought in order to interpret the question, — to locate clearly 
 what information is called for — and to reject all inappropriate 
 associations, selecting from the several associations that may be 
 recalled by the various words and phrases of the question or the 
 mental set peculiar to it, that one which actually answers the 
 question. Then, too, an inference depends in a large measure 
 upon the possession of information, either specific or generaUzed, 
 which has been acquired in situations in which similar elements 
 are probably involved. 
 
 In Tables 14, 15, and 16 are given the raw coefficients obtained 
 by correlating the scores of the seventh and eighth grade pupils 
 in each scale with those of every other scale, with the exception 
 of Character Scale L. By using the formula 
 
 ''ps , 
 
 (.''P1P2'' ^'"9132'' 
 
 to make correction for attenuation, the ability to answer the in- 
 formation questions evidently correlates with the ability to do 
 the thought problems above .80 in the seventh and eighth grades. 
 The next closest relationship is found between the abihty to do 
 the thought problems and the ability to do the tasks involved 
 in the Character Scales (.78). The correlation between the 
 ability to answer the information questions and the ability to 
 do the character tasks is a little below .70. 
 
14 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 14 
 Correlations between Information and Thought Scales 
 
 Scales 
 
 Grade 
 
 Sex 
 
 No. 
 
 r 
 
 Information A — Thought A 
 Information B — Thought B 
 Information A — ^Thought B 
 Information B — ^Thought A 
 
 8 
 8 
 8 
 8 
 
 Male 
 Male 
 Male 
 Male 
 
 115 
 115 
 115 
 115 
 
 .466 
 .516 
 .539 
 .483 
 
 Information A — Thought A 
 Information B— Thought B 
 Information A — ^Thought B 
 Information B — Thought A 
 
 7 
 7 
 7 
 7 
 
 Male 
 Male 
 Male 
 Male 
 
 79 
 79 
 79 
 79 
 
 .678 
 .823 
 .662 
 .657 
 
 Information A — Thought A 
 Information B — ^Thought B 
 Information A — Thought B 
 Information B — ^Thought A 
 
 8 
 8 
 8 
 8 
 
 Female 
 Female 
 Female 
 Female 
 
 141 
 141 
 141 
 141 
 
 .637 
 .611 
 .542 
 .658 
 
 Information A — Thought A 
 Information B — Thought B 
 Information A — Thought B 
 Information B — Thought A 
 
 7 
 7 
 7 
 7 
 
 Female 
 Female 
 Female 
 Female 
 
 111 
 111 
 111 
 111 
 
 .476 
 .648 
 .439 
 .731 
 
 Information A — Thought A 
 Information B — Thought B 
 Information A — ^Thought B 
 Information B — Thought A 
 
 8 
 8 
 8 
 8 
 
 Both 
 Both 
 Both 
 Both 
 
 256 
 256 
 256 
 256 
 
 .628 
 .625 
 .592 
 .653 
 
 Information A — Thought A 
 Information B — Thought B 
 Information A — Thought B 
 Information B — ^Thought A 
 
 7 
 7 
 7 
 7 
 
 Both 
 Both 
 Both 
 Both 
 
 190 
 190 
 190 
 190 
 
 .600 
 .757 
 .608 
 .718 
 
 TABLE 15 
 
 Correlations between Information and Character Scales 
 
 Scales 
 Information A — Character A 
 Information B — Character B 
 Information A — Character B 
 Information B — Character A 
 
 Information A — Character A 
 Information B — Character B 
 Information A — Character B 
 Information B — Character A 
 
 Information A — ^Character A 
 Information B — Character B 
 Information A — Character B 
 Information B — Character A 
 
 rade 
 
 Sex 
 
 No. 
 
 r 
 
 8 
 
 Male 
 
 115 
 
 .455 
 
 8 
 
 Male 
 
 115 
 
 .387 
 
 8 
 
 Male 
 
 115 
 
 .494 
 
 8 
 
 Male 
 
 115 
 
 .400 
 
 7 
 
 Male 
 
 79 
 
 .660 
 
 7 
 
 Male 
 
 79 
 
 .557 
 
 7 
 
 Male 
 
 79 
 
 .568 
 
 7 
 
 Male 
 
 79 
 
 .631 
 
 8 
 
 Female 
 
 141 
 
 .651 
 
 8 
 
 Female 
 
 141 
 
 .613 
 
 8 
 
 Female 
 
 141 
 
 .548 
 
 8 
 
 Female 
 
 141 
 
 .579 
 
Intercorrelation of the Three Abilities 
 
 15 
 
 TABLE 15— Continued 
 
 Correlations between Information and Character Scales 
 
 Scales 
 Information A — Character A 
 Information B — Character B 
 Information A — Character B 
 Information B — Character A 
 
 Information A — Character A 
 Information B — Character B 
 Information A — Character B 
 Information B — Character A 
 
 Information A — Character A 
 Information B — Character B 
 Information A — Character B 
 Information B — Character A 
 
 Grade 
 
 Sex 
 
 No. 
 
 r 
 
 7 
 
 Female 
 
 Ill 
 
 .452 
 
 7 
 
 Female 
 
 111 
 
 .621 
 
 7 
 
 Female 
 
 111 
 
 .459 
 
 7 
 
 Female 
 
 111 
 
 .673 
 
 8 
 
 Both 
 
 256 
 
 .526 
 
 8 
 
 Both 
 
 256 
 
 .546 
 
 8 
 
 Both 
 
 256 
 
 .543 
 
 8 
 
 Both 
 
 256 
 
 .557 
 
 7 
 
 Both 
 
 190 
 
 .521 
 
 7 
 
 Both 
 
 190 
 
 .575 
 
 7 
 
 Both 
 
 190 
 
 .492 
 
 7 
 
 Both 
 
 190 
 
 .626 
 
 TABLE 16 
 Correlations between Thought and Character Scales 
 
 Scales 
 
 Grade 
 
 Sex 
 
 No. 
 
 r 
 
 Thought A — Character A 
 Thought B— Character B 
 Thought A— Character B 
 Thought B— Character A 
 
 8 
 8 
 8 
 8 
 
 Male 
 Male 
 Male 
 Male 
 
 115 
 115 
 115 
 115 
 
 .596 
 .569 
 .560 
 .531 
 
 Thought A — Character A 
 Thought B— Character B 
 Thought A— Character B 
 Thought B— Character A 
 
 7 
 7 
 7 
 7 
 
 Male 
 Male 
 Male 
 Male 
 
 79 
 79 
 79 
 79 
 
 .666 
 .583 
 .529 
 .647 
 
 Thought A — Character A 
 Thought B— Character B 
 Thought A— Character B 
 Thought B— Character A 
 
 8 
 8 
 8 
 8 
 
 Female 
 Female 
 Female 
 Female 
 
 141 
 141 
 141 
 141 
 
 .748 
 .668 
 .724 
 
 .718 
 
 Thought A — Character A 
 Thought B— Character B 
 Thought A— Character B 
 Thought B— Character A 
 
 7 
 7 
 7 
 7 
 
 Female 
 Female 
 Female 
 Female 
 
 111 
 111 
 111 
 111 
 
 .617 
 .576 
 .597 
 .613 
 
 Thought A — Character A 
 Thought B— Character B 
 Thought A— Character B 
 Thought B — Character A 
 
 8 
 8 
 8 
 8 
 
 Both 
 Both 
 Both 
 Both 
 
 256 
 256 
 256 
 256 
 
 .702 
 .648 
 .674 
 .663 
 
 Thought A — Character A 
 Thought B— Character B 
 Thought A— Character B 
 Thought B— Character A 
 
 7 
 7 
 7 
 7 
 
 Both 
 Both 
 Both 
 Both 
 
 190 
 190 
 190 
 190 
 
 .640 
 .578 
 .571 
 .622 
 
16 Historical Information and Judgment in Pupils 
 
 TABLE 17 
 
 COHRBLATIONS BETWEEN ABILITIES 
 
 (r's of previous tables corrected for attemtation) 
 
 Scales 
 
 Grade 
 
 Sex 
 
 No. 
 
 r 
 
 Information and Thought 
 
 8 
 
 Male 
 
 115 
 
 .782 
 
 Information and Thought 
 
 7 
 
 Male 
 
 79 
 
 .845 
 
 Information and Thought 
 
 8 
 
 Female 
 
 141 
 
 .803 
 
 Information and Thought 
 
 7 
 
 Female 
 
 111 
 
 .801 
 
 Information and Thought 
 
 8 
 
 Both 
 
 256 
 
 .822 
 
 Information and Thought 
 
 7 
 
 Both 
 
 190 
 
 .845 
 
 Average within same sex 
 
 and grade .81±.01 
 
 
 
 Information and Character 
 
 8 
 
 Male 
 
 116 
 
 .620 
 
 Information and Character 
 
 7 
 
 Male 
 
 79 
 
 .723 
 
 Information and Character 
 
 8 
 
 Female 
 
 141 
 
 .711 
 
 Information and Character 
 
 7 
 
 Female 
 
 111 
 
 .768 
 
 Information and Character 
 
 8 
 
 Both 
 
 256 
 
 .686 
 
 Information and Character 
 
 7 
 
 Both 
 
 190 
 
 .689 
 
 Average within same sex 
 
 and grade . 
 
 71±.02 
 
 
 
 Thought and Character 
 
 8 
 
 Male 
 
 115 
 
 .750 
 
 Thought and Character 
 
 7 
 
 Male 
 
 79 
 
 .720 
 
 Thought and Character 
 
 8 
 
 Female 
 
 141 
 
 .890 
 
 Thought and Character 
 
 7 
 
 Female 
 
 111 
 
 .758 
 
 Thought and Character 
 
 8 
 
 Both 
 
 256 
 
 .839 
 
 Thought and Character 
 
 7 
 
 Both 
 
 190 
 
 .739 
 
 Average within same sex and grade .78±.02 
 
SECTION IV 
 
 THE DERIVATION OF THE SCALES: 
 GRADE DISTRIBUTIONS 
 
 During the months of May and June, 1916, preliminary tests 
 were given to about twelve hundred children in three public 
 schools of New York City. In only a few instances, however, was 
 it possible to give all the questions to any one group. The 
 easier questions in each series were tried by children in Grades 
 4 to 8, while the more difhcult questions and problems were tried 
 only in the sixth, seventh, and eighth grades. 
 
 From the larger lists of questions, — about two hundred for 
 the Information series, one hundred for the Thought series and 
 eighty for the Character series — such questions and problems 
 were selected as tended to decrease in difficulty from grade to 
 grade. These were then arranged in a tentative order of diffi- 
 culty for each series and paired off in two groups of approxi- 
 mately equal difficulty. A further selection was made from these 
 two groups by eliminating from each group those questions or 
 problems that tended to lower the correlation between the two 
 groups. 
 
 The two groups were then put together and rearranged into 
 two further groups, questions of approximately equal difi&culty 
 being included in each group. On the basis of this preliminary 
 testing. Information Scales A and B, Thought Scales A and B, 
 and a part of Character Scales A and B were thus constructed. 
 Character Scales A and B were extended to their present form 
 and Character Scale L was constructed on the basis of additional 
 tests given in one of the pubhc schools in New York City during 
 December, 1916, and January, 1917. 
 
 During the spring term of 1917 the history scales in their pres- 
 ent form were given in five more public schools of New York 
 City, the Information Scales being given during February and 
 March to nearly 2,350^ pupils in the second half of Grades 4 
 
 'The exact number of pupik who attempted each scale in each grade is 
 given in Table 23, Section IV. 
 
18 Historical Information and Judgment in Pupils 
 
 to 8; the Thought Scales being given during April and May 
 to neariy 2,050' pupils in the second half of Grades 4 to 8; the 
 Character Scales being given during April and May to neariy 
 2,0001 pupils in the second half of Grades 4 to 8. In two of the 
 five public schools the pupils tried all of the scales. In order to 
 insure uniformity in the results the tests were all given and scored 
 by the author and his wife. 
 
 The schools selected for the final tests differed widely as far 
 as the economic and social background of the pupils was con- 
 cerned. In fact, the differences were as great as one would prob- 
 ably find in any school system, and certainly very, very much 
 greater than the difference between any two school systems. 
 Despite these differences, as well as the other differences among 
 the schools selected, the order of difficulty for the questions is 
 nearly the same for the different schools, as well as for different 
 grades within the same school, as is shown below : 
 
 r for Information Scale^ A • 
 
 r for Thought Scale A 
 
 r for Character Scale A 
 
 in Grade 8 between Schools W and X = .97 
 in Grade 6 between Schools W and X = .97 
 in School W between Grades 6 and 8 = .96 
 in School X between Grades 6 and 8 = .95 
 
 in Grade 8 between Schools W and Y = .90 
 in Grade 6 between Schools W and Y = .94 
 in School W between Grades 6 and 8 = .88 
 in School Y between Grades 6 and 8 = .88 
 
 in Grade 8 between Schools W and Z = .93 
 in Grade 6 between Schools W and Z = .96 
 in School W between Grades 6 and 8 = .87 
 in School Z between Grades 6 and 8 = .87 
 
 The number of individuals who took the tests is thus sufficient 
 
 to give a useful grading of the tasks for difficulty for the kind of 
 
 pupils in question. It will be desirable to check through all the 
 
 ratings with children from different school systems in different 
 
 localities, using different courses of study in history. This can 
 
 be done in connection with the practical use of the scales. Even 
 
 as they stand, the scales are surely useful. After they have been 
 
 used in various places the author hopes to make a final revision 
 
 of the ratings of each task for difficulty. 
 
 ' The exact number of pupils who attempted each scale in each grade is 
 given in Table 23, Section IV. 
 
 2 These coeflBcients were calculated by the Spearman "Foot-rule" formula. 
 
Grade Distribution 19 
 
 Administration of the Tests 
 
 Inasmuch as the purpose of the work was to arrange a series 
 of questions or problems graded in difficulty and to determine 
 the distance each pupil could reach in these series, rather than to 
 measure the quantity that could be accomplished in a given time, 
 the pupils were given an opportunity to complete their work. 
 One school period of forty-five minutes was adequate for at least 
 90 per cent of the pupils to complete any one of the scales. Al- 
 though the pupils who did not finish within the forty-five minutes 
 were in nearly all cases given enough time in which to complete 
 their work, very little was achieved in the extra time allowed, as 
 the more difficult questions were answered correctly almost 
 entirely by the children who did their work quickly and who 
 completed the task somewhat before the end of the period. In 
 most cases the B scale was given during the period immediately 
 following that in which the A scale was given. In cases where 
 the pupils did not have to change rooms at the end of the period 
 the B scales were given out to each pupil as soon as the A scale 
 was finished and handed in. In all cases the pupils handed in 
 their work as soon as it was completed. As soon as the papers 
 for the A scales had been distributed the following directions 
 were given to the pupils, being repeated for the B scale only when 
 the B scale was given in a period that did not at once follow the 
 period in which the A scale was given : 
 
 Directions Used in Giving Information Scales A and B 
 
 Fill in the blank spaces at the top of the sheets. As soon as you have done 
 this begin answering the questions, writing your answers in the little boxes just 
 beneath the questions. Make your answers brief but clear and definite. For 
 instance, in answering the first question, if you think Columbus found the 
 Chinese in America, write the word "Chinese"; do not take the time to write 
 the senteDce: "Columbus found the Chinese in America." Make your answers 
 clear and definite. If, for instance, in answering a question you wish to use the 
 word "boat" and there might be several different kinds of boats, tell whether 
 you mean a steam boat, a row boat or whatever kind of a boat you do mean. 
 Read the questions carefully before answering them. In question 10, for in- 
 stance, it tells you to "Pick out the thing that you think happened first and 
 put the ' 1' in front of it," not after it. "Then pick out the thing which hap- 
 pened next and put the '2' in front of it and so on until you have put the '5' 
 in front of the thing which happened last." In question 19, for instance, it 
 asks " Which one of these things. . . ?" To put two or three of the things 
 down would, of course, make your answer wrong. 
 
20 Historical Information and Judgment in Pupils 
 
 Directions Used in Giving Thought ScAiiES A and B 
 
 Fill in the blank spaces at the top of the sheets. In each of the little boxes 
 you will find a paragraph or in some cases two or more paragraphs giving you 
 certain facts. Below the paragraph or paragraphs you will find a question, 
 and in some cases, two or three questions. These are not memory questions; 
 that is, they are not questions to which you aie expected to recall an answer 
 which you have learned at some time in the past. Read the paragraph or 
 paragraphs carefully, and from the facts given there think out the answer for 
 yourself. Do not write more than is necessary to make your answer clear and 
 accurate. 
 
 Directions Used in Giving Character Scales A and B 
 
 Fill in the blank spaces at the top of the sheet. In each of these boxes 
 you will find one or more paragraphs telling a story. Below the paragraphs 
 in each case you will find a direction similar to this one in question 1, — "Draw 
 a line under the three of the following words which you think best describe the 
 action of these white men." In each question draw a line under those three 
 of the ten words which you think best describe the people who are doing some- 
 thing in the story, or the action of these people, or the character of these people. 
 In each case, underline three words and only three. Your answer cannot be 
 correct if you underline only two words or more than three words. 
 
 Directions Used in Giving Character Scale L 
 
 Fill in the blank spaces at the top of the sheet. In each of these boxes you 
 will find one or more paragraphs telling a story. Below the paragraphs in each 
 case you will find a direction similar to this one in question 1, — "Put a check 
 mark in front of the three of the following motives which you think were the 
 ones which most hkely prompted Elizabeth Zane to go after the powder." 
 When you do something you usually have reasons or motives for doing it. In 
 the .same way these people probably had reasons or motives for doing what 
 they did. In each question put a check mark in front of those three of the ten 
 motives which you think most likely prompted the people to do what they did 
 in each story. Put your check marks on the dotted line just in front of the 
 capital letter with which the motive begins. 
 
 DiSTBIBUTION OF ScOBES 
 
 In Tables 18 to 21 are given the distribution of the scores made 
 by the pupils in Grades 4 to 8, the scores for Information Scales 
 A and B being combined, those for Thought Scales A and B being 
 combined, and those for Character Scales A and B also being 
 combined. Although the questions and problems vary widely 
 in difficulty, the ability to do each question or problem in any 
 set of scales is rated the same as the ability to do any other 
 question or problem in the same set of scales. In scoring the 
 
Grade Distribution 21 
 
 answers partial credits were given as indicated in the keys to 
 the scales in Section VII. A pupil getting three questions each 
 one-third' correct or one question two-thirds correct and another 
 question one-third correct received the same credit as he would 
 if he had done one question completely correct. 
 
 Tables 18 to 21 should be read as follows: Table 18 — in Grade 
 4, one pupil out of the 492 pupils did correctly less than one out 
 of the 63 Information questions, three pupils out of the 492 pupils 
 did correctly at least one but less than two out of the 63 Informa- 
 tion questions, two pupils out of the 492 pupils did correctly at 
 least two but less than three out of the 63 Information questions. 
 At the bottom of the tables, the median, 9.034, indicates that 
 the median pupil or the 246th pupil of Grade 4 did 9.034 ques- 
 tions correctly. The 25 percentile, 6.75, shows that the 123rd 
 pupil from the bottom, counting 25 per cent of the way through 
 the 492 pupils, did 6.75 questions correctly, while the 75 percent- 
 ile, 11.727, shows that the 369th pupil from the bottom, counting 
 75 per cent of the way through the 492 pupils, did 11.727 ques- 
 tions correctly. 
 
 ' Answers scored as one-third or two-thirds correct were in reality very much 
 more than one-third or two-thirds correct. 
 
22 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 18 
 Distribution op Scores in Information Scales A and B Combined 
 
 0—0.9 
 
 1—1.9 
 
 2—2,9 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 25 
 
 26 
 
 27 
 
 28 
 
 29 
 
 30 
 
 31 
 
 32 
 
 33 
 
 34 
 
 35 
 
 36 
 37 
 38 
 39 
 40 
 41 
 42 
 43 
 44 
 45 
 46 
 47 
 48 
 49 
 50 
 51 
 52 
 53 
 54 
 55 
 56 
 57 
 58 
 59 
 60 
 61 
 62 
 63 
 
 No. of pupils 
 Median 
 25 percentile 
 75 percentile 
 
 Grade 4 
 
 1 
 
 3 
 
 2 
 15 
 22 
 41 
 52 
 49 
 59 
 58 
 49 
 22 
 28 
 28 
 16 
 11 
 11 
 
 7 
 
 4 
 
 2 
 
 5 
 
 3 
 
 
 
 2 
 
 1 ■ 
 
 1 
 
 Grade 5 
 
 1 
 
 2 
 
 4 
 
 4 
 
 8 
 
 19 
 
 15 
 
 28 
 
 27 
 
 30 
 
 31 
 
 28 
 
 24 
 
 24 
 
 23 
 
 24 
 
 27 
 
 25 
 
 11 
 
 11 
 
 13 
 
 14 
 
 7 
 
 4 
 
 6 
 
 3 
 
 3 
 
 2 
 
 1 
 
 1 
 
 1 
 
 2 
 
 Grade 6 
 
 1 
 
 
 
 1 
 
 3 
 
 1 
 
 6 
 
 8 
 
 11 
 
 7 
 
 22 
 
 14 
 
 28 
 
 26 
 
 22 
 
 16 
 
 25 
 
 28 
 
 24 
 
 25 
 
 28 
 
 28 
 
 24 
 
 31 
 
 17 
 
 14 
 
 16 
 
 16 
 
 13 
 
 9 
 
 11 
 
 11 
 
 4 
 
 1 
 
 5 
 
 7 
 
 2 
 
 2 
 
 3 
 
 2 
 
 2 
 
 1 
 
 1 
 
 Grade 7 
 
 2 
 
 
 
 1 
 
 1 
 
 
 
 7 
 
 6 
 
 8 
 
 12 
 
 9 
 
 17 
 
 14 
 
 18 
 
 16 
 
 15 
 
 13 
 
 16 
 
 14 
 
 13 
 
 20 
 
 17 
 
 21 
 
 16 
 
 12 
 
 14 
 
 16 
 
 19 
 
 11 
 
 11 
 
 8 
 
 17 
 
 14 
 
 6 
 
 5 
 
 9 
 
 5 
 
 2 
 
 1 
 
 2 
 
 4 
 
 
 
 
 
 1 
 
 Grade 8 
 
 1 
 
 
 
 2 
 
 2 
 
 1 
 
 4 
 
 5 
 
 3 
 
 7 
 
 2 
 
 7 
 
 10 
 
 11 
 
 13 
 
 13 
 
 14 
 
 16 
 
 14 
 
 24 
 
 26 
 
 25 
 
 25 
 
 25 
 
 17 
 
 21 
 
 20 
 
 24 
 
 17 
 
 20 
 
 16 
 
 13 
 
 13 
 
 12 
 
 4 
 
 9 
 
 5 
 
 4 
 
 8 
 
 4 
 
 
 
 2 
 
 1 
 
 492 
 
 423 
 
 516 
 
 413 
 
 460 
 
 9.034 
 
 16.604 
 
 23.600 
 
 26.264 
 
 32.200 
 
 6.730 
 
 12.916 
 
 18.043 
 
 19.315 
 
 27.285 
 
 11.727 
 
 20.935 
 
 28.470 
 
 32.618 
 
 37.764 
 
Grade Distribution 
 
 23 
 
 TABLE 19 
 Distribution of Scores in Thought Scales A and B Combined 
 
 Grade 4 
 
 Grade 5 
 
 Grade 6 
 
 Grade 7 
 
 Grade 8 
 
 0—0.9 
 
 39 
 
 3 
 
 
 
 
 1- 
 
 -1.9 
 
 43 
 
 5 
 
 
 
 
 2- 
 
 -2.9 
 
 61 
 
 12 
 
 2 
 
 
 
 3 
 
 
 74 
 
 24 
 
 1 
 
 1 
 
 1 
 
 4 
 
 
 57 
 
 15 
 
 5 
 
 
 
 
 
 5 
 
 
 55 
 
 23 
 
 5 
 
 
 
 
 
 6 
 
 
 47 
 
 33 
 
 6 
 
 2 
 
 
 
 7 
 
 
 18 
 
 30 
 
 7 
 
 
 
 
 
 8 
 
 
 19 
 
 27 
 
 10 
 
 6 
 
 
 
 9 
 
 
 10 
 
 27 
 
 10 
 
 2 
 
 1 
 
 10 
 
 
 6 
 
 19 
 
 15 
 
 4 
 
 5 
 
 11 
 
 
 9 
 
 19 
 
 10 
 
 6 
 
 2 
 
 12 
 
 
 5 
 
 19 
 
 7 
 
 8 
 
 
 
 13 
 
 
 1 
 
 16 
 
 10 
 
 7 
 
 3 
 
 14 
 
 
 5 
 
 18 
 
 28 
 
 7 
 
 
 
 15 
 
 
 1 
 
 18 
 
 12 
 
 6 
 
 4 
 
 16 
 
 
 1 
 
 13 
 
 16 
 
 5 
 
 5 
 
 17 
 
 
 1 
 
 13 
 
 16 
 
 4 
 
 3 
 
 18 
 
 
 
 
 8 
 
 20 
 
 10 
 
 
 
 19 
 
 
 
 
 6 
 
 15 
 
 4 
 
 6 
 
 20 
 
 
 
 
 8 
 
 18 
 
 13 
 
 8 
 
 21 
 
 
 1 
 
 5 
 
 11 
 
 7 
 
 7 
 
 22 
 
 
 
 
 4 
 
 13 
 
 13 
 
 14 
 
 23 
 
 
 
 
 5 
 
 11 
 
 8 
 
 3 
 
 24 
 
 
 1 
 
 5 
 
 11 
 
 11 
 
 10 
 
 25 
 
 
 
 3 
 
 13 
 
 11 
 
 9 
 
 26 
 
 
 
 7 
 
 12 
 
 18 
 
 10 
 
 27 
 
 
 
 
 
 8 
 
 14 
 
 4 
 
 28 
 
 
 
 3 
 
 21 
 
 12 
 
 13 
 
 29 
 
 
 
 4 
 
 13 
 
 14 
 
 4 
 
 30 
 
 
 
 2 
 
 8 
 
 15 
 
 15 
 
 31 
 
 
 
 
 
 10 
 
 18 
 
 20 
 
 32 
 
 
 
 
 
 8 
 
 14 
 
 12 
 
 33 
 
 
 
 
 
 12 
 
 6 
 
 16 
 
 34 
 
 
 
 
 
 8 
 
 10 
 
 14 
 
 35 
 
 
 
 1 
 
 7 
 
 7 
 
 12 
 
 36 
 
 
 
 
 6 
 
 13 
 
 11 
 
 37 
 
 
 
 
 3 
 
 7 
 
 18 
 
 38 
 
 
 
 
 4 
 
 9 
 
 17 
 
 39 
 
 
 
 
 6 
 
 8 
 
 18 
 
 40 
 
 
 
 
 6 
 
 7 
 
 14 
 
 41 
 
 
 
 
 2 
 
 4 
 
 23 
 
 42 
 
 
 
 
 3 
 
 7 
 
 12 
 
 43 
 
 
 
 
 1 
 
 4 
 
 19 
 
 44 
 
 
 
 
 2 
 
 7 
 
 11 
 
 46 
 
 
 
 
 2 
 
 6 
 
 13 
 
 46 
 
 
 
 
 
 5 
 
 5 
 
 47 
 
 
 
 
 
 3 
 
 14 
 
 48 
 
 
 
 
 
 1 
 
 6 
 
 49 
 
 
 
 
 
 1 
 
 3 
 
 50 
 
 
 
 
 
 
 4 
 
 51 
 
 
 
 
 
 
 4 
 
 52 
 
 
 
 
 
 
 4 
 
 53 
 
 
 
 
 
 
 3 
 
 54 
 
 
 
 
 
 
 1 
 
 55 
 
 
 
 
 
 
 
 
 58 
 
 
 
 
 
 
 1 
 
 57 
 
 
 
 
 
 
 
 58 
 
 
 
 
 
 
 
 59 
 
 
 
 
 
 
 
 No. 
 
 of pupils 
 
 454 
 
 395 
 
 414 
 
 355 
 
 398 
 
 Median 
 
 4.175 
 
 9.944 
 
 20.666 
 
 28.041 
 
 36.181 
 
 25 percentile 
 
 2.516 
 
 6.507 
 
 14.553 
 
 20.519 
 
 28.654 
 
 75 percentile 
 
 6.244 
 
 15.347 
 
 28.881 
 
 35.035 
 
 42.041 
 
24 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 20 
 DisteibutionIof Scores in Character Scales A and B Combined 
 
 Grade 4 
 
 0—0.9 
 
 27 
 
 1—1.9 
 
 60 
 
 2—2.9 
 
 79 
 
 3 
 
 48 
 
 4 
 
 47 
 
 5 
 
 38 
 
 6 
 
 21 
 
 7 
 
 14 
 
 8 
 
 10 
 
 9 
 
 14 
 
 10 
 
 9 
 
 11 
 
 4 
 
 12 
 
 3 
 
 13 
 
 7 
 
 14 
 
 3 
 
 15 
 
 3 
 
 16 
 
 1 
 
 17 
 
 1 
 
 18 
 
 1 
 
 19 
 
 
 
 20 
 
 
 
 21 
 
 2 
 
 22 
 
 
 
 23 
 
 1 
 
 24 
 
 
 25 
 
 
 26 
 
 
 27 
 
 
 28 
 
 
 29 
 
 
 30 
 
 
 31 
 
 
 32 
 
 
 33 
 
 
 34 
 
 
 35 
 
 
 36 
 
 
 37 
 
 
 38 
 
 
 No. of pupils 
 
 393 
 
 Median 
 
 3.635 
 
 25 percentile 
 
 2.142 
 
 75 percentile 
 
 5.888 
 
 Grade 5 
 
 3 
 
 8 
 19 
 23 
 33 
 26 
 35 
 16 
 27 
 20 
 19 
 13 
 18 
 11 
 12 ■ 
 
 330 
 8.074 
 4.894 
 12.305 
 
 Grade 6 
 
 1 
 
 3 
 
 5 
 
 7 
 
 9 
 27 
 26 
 20 
 30 
 22 
 32 
 33 
 18 
 26 
 20 
 22 
 19 
 16 
 19 
 12 
 11 
 19 
 12 
 
 9 
 
 8 
 
 9 
 
 8 
 
 472 
 13.115 
 
 8.666 
 18.947 
 
 Grade 7 
 
 4 
 
 6 
 
 8 
 
 7 
 
 9 
 
 14 
 
 12 
 
 18 
 
 16 
 
 19 
 
 14 
 
 27 
 
 14 
 
 10 
 
 15 
 
 17 
 
 16 
 
 15 
 
 21 
 
 13 
 
 10 
 
 9 
 
 10 
 
 10 
 
 12 
 
 13 
 
 11 
 
 5 
 
 3 
 
 3 
 
 4 
 
 1 
 
 2 
 
 358 
 18.733 
 12.718 
 24.350 
 
 Grade 8 
 
 1 
 
 
 
 1 
 
 4 
 
 6 
 
 8 
 
 8 
 
 5 
 
 14 
 
 13 
 
 8 
 
 16 
 
 19 
 
 20 
 
 16 
 
 23 
 
 26 
 
 23 
 
 16 
 
 20 
 
 13 
 
 22 
 
 17 
 
 17 
 
 16 
 
 19 
 
 24 
 
 13 
 
 11 
 
 10 
 
 6 
 
 6 
 
 3 
 
 423 
 22.093 
 17.187 
 28.140 
 
 TABLE 21 
 Distribution op Scores in Character Scale L 
 
 Grade 4 
 
 0—0.9 
 
 170 
 
 1—1.9 
 
 121 
 
 2—2.9 
 
 65 
 
 3 
 
 24 
 
 4 
 
 10 
 
 5 
 
 7 
 
 6 
 
 1 
 
 7 
 
 1 
 
 8 
 
 
 9 
 
 
 10 
 
 
 11 
 
 
 12 
 
 
 13 
 
 
 14 
 
 
 No. of pupils 
 
 399 
 
 Median 
 
 1.243 
 
 25 percentile 
 
 .586 
 
 75 percentile 
 
 2.127 
 
 Grade 5 
 63 
 77 
 63 
 39 
 30 
 26 
 13 
 
 7 
 
 6 
 
 2 
 
 2 
 
 2 
 
 1 
 
 331 
 
 2.405 
 1.258 
 4.208 
 
 Grade 6 
 33 
 59 
 50 
 64 
 63 
 63 
 42 
 44 
 19 
 12 
 14 
 
 7 
 
 4 
 
 
 
 1 
 
 465 
 4.420 
 2.486 
 6.636 
 
 Grade 7 
 
 Grade 8 
 
 12 
 
 2 
 
 25 
 
 12 
 
 40 
 
 23 
 
 46 
 
 33 
 
 32 
 
 41 
 
 31 
 
 35 
 
 35 
 
 33 
 
 31 
 
 50 
 
 36 
 
 48 
 
 29 
 
 47 
 
 26 
 
 48 
 
 5 
 
 31 
 
 6 
 
 18 
 
 
 2 
 
 354 
 
 423 
 
 5.709 
 
 7.650 
 
 3.250 
 
 4.872 
 
 8.375 
 
 9.856 
 
Grade Distribution 25 
 
 Median Achievement of Each Grade in Each Scale 
 
 In Table 22 are given the median achievements of each grade 
 in each scale while in Table 23 are given the number of pupils 
 from whose scores the medians of Table 22 are derived. 
 
 TABLE 22 
 Grade Medians — Boys and Girls 
 
 Information Information Thought Thought Character Character Character 
 
 Scale A B A B A B L 
 
 Grade 4 4.895 4.577 2.539 1.902 1.958 1.766 1.243 
 
 Grades 8.859 8.250 5.473 6.163 4.188 3.981 2.404 
 
 Grades 11.800 11.872 10.560 10.680 6.914 6.226 4.420 
 
 Grade 7 12.464 13.638 14.141 14.103 9.750 8.928 5.709 
 
 Grades 15.679 16.739 17.571 18.580 11.885 10.678 7.650 
 
 TABLE 23 
 Number of Pupils Who Attempted Each Scale in Each Grade 
 
 Information Information Thought Thought Character Character Character 
 
 Scale A B A B A B L 
 
 Grade 4 499 498 459 457 400 397 399 
 
 Grade 5 432 434 400 401 331 332 331 
 
 Grade 6 532 527 428 419 472 473 465 
 
 Grade 7 426 415 362 360 358 358 354 
 
 Grade 8 460 462 404 402 427 426 423 
 
 Totals 2,349 2,336 2,053 2,039 1,988 1,986 1,972 
 
 Figs. 1 to 15 show graphically the facts given in Tables 18, 19, 
 and 20. The numbers along the base line represent the number 
 of questions or tasks correctly done, while those along the vertical 
 line represent the number of pupils. 
 
26 
 
 Historical Information and Judgment in Pupils 
 
 t. ^ 6 e 10 iz. 14 m le u zi 24 
 Fig. 1. Orade 4 
 
 1 4 fi B 
 
 Fig. a. Grade 5 
 
 ai 
 
 m^ 
 
 ^^1 
 
 ox 4 6 « 10 12 K 16 It u -1 ir X6 ai M) S2 34 
 Tig. 3. Grade e 
 
 H 31 40 4t 41 46 
 
 n 1-1 
 
 0""a TftB 10 IX H 14 IS to IL U 2t 2e M 31. M- as n -to 42 44 4« 41 1 
 
 Fig. «. Grade 7 
 
 C I 4 6 1 10 1% •* ■« ■« >:«'"■ 34 U its 30 at U K 
 
 .Pig- -5. Grtlde 8 
 
 Distribution for Information Scales A and B Combined 
 
Grade Distribution 
 
 27 
 
 ::^ 
 
 \ 
 
 s 
 
 a D. 
 
 B >0 (X H 16 II U U 14 
 
 rig. ». Orade 4 
 
 I 4 e « lO 11 14 <G Ifl : 
 
 Fig. 7. Grade 5 
 
 U_3 qr 
 
 I 4 « I 10 II. » N 19 U U 24 U n 30 aa 34 H M 40 d 4f M 
 
 Fig, tf. Grade « 
 
 2.0 
 
 I 4 6 • rOi?.l4KIB»>UMaCa«90»94-»6 3t404t444C<lt» 
 
 Pig. 9, Grade 7 
 
 Fig. 10, Gnde e 
 DiSTBIBUTION FOB THE THOUGHT ScALES A AND B COMBINED 
 
28 1^ Historical Information and Judgmentlin Pupils 
 
 \ 
 
 Jln 
 
 Z ■ 
 
 tig. 
 
 at 10 II 14 le It u u 14 
 II. Gralle 4 
 
 O Z 4 C t 10 IZ 14 W 14 10 £> 14 » 21 U » -M 3< 
 
 Fig. lA. Grad8 7 
 
 I 4 i 10 il S 14 ■• I« a M M 44 » M 
 
 rig. U. Grsde g 
 
 Distribution tor the Character Scales A and B ^Combined 
 
SECTION V 
 
 OVERLAPPING AND DIFFERENCE BETWEEN MEDIAN 
 DIFFICULTIES FOR THE DIFFERENT GRADES 
 
 It will be noted that wide variability in each grade and exten- 
 sive overlapping of grades are characteristics of the history scales 
 just as they are of the scales that have been worked out in speUing, 
 language, and arithmetic. Tables 24 to 27 give the number and 
 per cent of pupils in each grade who equal or exceed the achieve- 
 ment of the median pupil in each other grade. 
 
 Tables 24 to 27 should be read as follows : Table 24 — 29 pupils 
 out of 492 pupils, or 5 . 8 per cent of Grade 4, did as well as or better 
 than the median pupil of Grade 5; 3 pupils out of 492 pupils, or 
 . 6 per cent of Grade 4, did as well as or better than the median 
 pupil of Grade 6; 403 pupils out of 423 pupils, or 95.2 per cent of 
 Grade 5, did as well as or better than the median pupil of Grade 4; 
 61 pupils out of 423 pupils, or 14.4 per cent of Grade 5, did as 
 well as or better than the median pupil of Grade 6. 
 
 TABLE 24 
 
 NtTMBER AND PeR CeNT OF PUPILS IN EaCH GrADE WhOSE ABILITY EQUALLED 
 
 OR Exceeded That op the Median Pupil in Each Other Grade 
 
 Information Scales A and B combined 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 No. % No. % No. % No. % No. % 
 
 Grade 4 29 3 
 
 (No. =492) 5.8 0.6 0.0 0.0 
 
 (Med. = 9.034) 
 
 Grades 403 61 28 5 
 
 (No. =423) 
 
 (Med. = 16.604) 95.2 14.4 6.6 1.1 
 
 Grade 6 511 425 186 71 
 
 (No. = 516) 
 
 (Med. = 23.600) 99.0 82.3 36.0 13.7 
 
 Grade 7 410 357 250 111 
 
 (No. = 413) 
 
 (Med. = 26.264) 99.2 86.4 60.5 26.8 
 
 Grade 8 460 447 397 361 
 
 (No. = 460) 
 
 (Med. = 32.200) 100.0 97.1 86.3 78.4 
 
30 Historical Information and Judgment in Pupils 
 
 Number and Per Cent op Pupils in Each Grade Whose Ability Equalled 
 OR Exceeded That op the Median Pupil in Each Other Grade 
 
 TABLE 25 
 Thought Scales A and B combined 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 No. % No. % No. % No. % No. % 
 
 32 2 
 
 Grade 4 
 
 (No. = 454) 
 (Med. = 4.175) 
 
 Grade 5 
 (No. = 395) 
 (Med. = 9.944) 
 
 Grade 6 
 (No. = 414) 
 (Med. = 20.666) 
 
 Grade 7 
 (No. = 355) 
 (Med. = 28.041) 
 
 Grade 8 
 (No. = 398) 
 (Med. = 36.181) 
 
 Grade 4 
 (No. = 393) 
 (Med. = 3.635) 
 
 Grade 5 
 (No. = 330) 
 (Med. = 8.074) 
 
 Grade 6 
 (No. = 472) 
 (Med. = 13.115) 
 
 Grade 7 
 
 (No. = 358) 
 (Med. = 18.733) 
 
 Grade 8 
 (No. = 423) 
 (Med. = 22.093) 
 
 Grade 4 
 (No. = 399) 
 (Med. = 1.243) 
 
 Grade 5 
 (No. = 331) 
 (Med. = 2.404) 
 
 Grade 6 
 (No. = 465) 
 (Med. = 4.420) 
 
 Grade 7 
 (No. = 354) 
 (Med. = 5.709) 
 
 Grade 8 
 (No. = 423) 
 (Med. = 7.650) 
 
 7.0 0.4 0.0 0.0 
 
 348 42 10 
 
 88.1 10.6 2.5 0.0 
 410 369 121 34 
 
 99.0 89.1 29.2 8.2 
 
 354 344 264 80 
 
 99.7 96.9 74.3 22.5 
 
 397 396 367 306 
 
 99.7 99.5 92.2 76.8 
 
 TABLE 26 
 Character Scales A and B combined 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 No. % No. % No. % No. % No. % 
 
 58 18 3 1 
 
 14.7 4.5 0.7 0.2 
 
 285 69 25 15 
 
 86.3 20.9 7.5 4,5 
 
 459 372 122 74 
 
 97.2 78.8 25.8 15.6 
 358 332 262 125 
 
 100.0 92.7 73.1 34.9 
 
 423 417 376 289 
 
 100.0 98.5 88.8 68.3 
 
 TABLE 27 
 Character Scale L 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 No. % No. % No. % No. % No. % 
 
 82 15 4 
 
 20.5 3.7 1.0 0.0 
 
 249 76 41 15 
 
 75.2 22.9 12.3 4.5 
 
 418 353 158 72 
 
 89.9 76.9 33.9 15,4 
 
 336 301 218 113 
 
 94.9 85.0 61.5 31.9 
 
 418 400 336 287 
 
 98.8 94.5 79.4 67.8 
 
Overlapping and Difference between Median Difficulties 31 
 
 Assuming that these scales are reasonably valid means of 
 measuring the three kinds of ability selected for this study, Figs. 
 1 to 15 show that these abilities conform closely to the general 
 characteristics of the normal surface of frequency given in Fig. 16. 
 
 -4PE -SPE -2PE -IPE M +IPE ^ZPE *3PE ♦+PE 
 
 Fig. 16. Normal Surface of Frequency, with P.E. Distances 
 FROM THE Median 
 
 On the basis of this conformity, then, we may use the P.E. from 
 the median as a unit of measurement of the variability. The 
 P.E.,for median deviation, or semi-interquartile range, is the 
 distance cut off on the base line of the normal surface of fre- 
 quency by one half or 25 per cent of the cases lying on either 
 side of the median (M in Pig. 16). Since the curve tapers toward 
 the extremes the percentage of cases cut off by the distance 1 
 P.E. decreases toward the extremes: 
 
 25% of the cases lying between the median, M, and 1 P.E. 
 41.13% of the cases lying between the median, M, and 2 P.E. 
 47.85% of the cases lying between the median, M, and 3 P.E. 
 49.65% of the cases lying between the median, M, and 4 P.E. 
 
 Table 28, taken directly from Dr. Buckingham's Spelling 
 Ability — Its Measurement and Distribution, shows the amount of 
 each per cent from 0.1 per cent to 49.9 per cent expressed in 
 terms of P.E. This table is worked out on the basis of the fre- 
 quency table given by Professor Edward L. Thorndike in Mental 
 and Social Measurements, which is derived in turn from the 
 fundamental table by W. F. Sheppard. 
 
32 Historical Information and Judgment in Pupils 
 
 
 
 
 
 TABLE 
 
 28 
 
 
 
 
 
 P.E 
 
 . Values Corkbsponding to 
 
 Given Per Cents of the 
 
 Normal Stjr- 
 
 
 PACE OF Fbbq 
 
 UENCY, 
 
 Per Cents Being Taken from the 
 
 ; Median 
 
 
 
 
 .1 
 
 .2 
 
 .3 
 
 .4 
 
 .5 
 
 .6 
 
 .7 
 
 .8 
 
 .9 
 
 
 
 .000 
 
 .004 
 
 .007 
 
 .011 
 
 .015 
 
 .019 
 
 .022 
 
 .026 
 
 .030 
 
 .033 
 
 1 
 
 .037 
 
 .041 
 
 .044 
 
 .048 
 
 .052 
 
 .056 
 
 .059 
 
 .063 
 
 .067 
 
 .071 
 
 2 
 
 .074 
 
 .078 
 
 .082 
 
 .085 
 
 .089 
 
 .093 
 
 .097 
 
 .100 
 
 .104 
 
 .108 
 
 3 
 
 .112 
 
 .115 
 
 .119 
 
 .123 
 
 .127 
 
 .130 
 
 .134 
 
 .138 
 
 .141 
 
 .145 
 
 4 
 
 .149 
 
 .153 
 
 .156 
 
 .160 
 
 .164 
 
 .168 
 
 .172 
 
 .175 
 
 .179 
 
 .183 
 
 5 
 
 .187 
 
 .190 
 
 .194 
 
 .198 
 
 .201 
 
 .205 
 
 .209 
 
 .213 
 
 .216 
 
 .220 
 
 6 
 
 .224 
 
 .228 
 
 .231 
 
 .235 
 
 .239 
 
 .243 
 
 .246 
 
 .250 
 
 .254 
 
 .258 
 
 7 
 
 .261 
 
 .265 
 
 .269 
 
 .273 
 
 .277 
 
 .280 
 
 .284 
 
 .288 
 
 .292 
 
 .296 
 
 8 
 
 .299 
 
 .303 
 
 .307 
 
 .311 
 
 .315 
 
 .318 
 
 .322 
 
 .326 
 
 .330 
 
 .334 
 
 9 
 
 .337 
 
 .341 
 
 .345 
 
 .349 
 
 .353 
 
 .357 
 
 .360 
 
 .364 
 
 .368 
 
 .372 
 
 10 
 
 .376 
 
 .380 
 
 .383 
 
 .387 
 
 .391 
 
 .395 
 
 .399 
 
 .403 
 
 .407 
 
 .410 
 
 11 
 
 .414 
 
 .418 
 
 .422 
 
 .426 
 
 .430 
 
 .434 
 
 .437 
 
 .441 
 
 .445 
 
 .449 
 
 12 
 
 .453 
 
 .457 
 
 .461 
 
 .464 
 
 .468 
 
 .472 
 
 .476 
 
 .480 
 
 .484 
 
 .489 
 
 13 
 
 .492 
 
 .496 
 
 .500 
 
 .604 
 
 .508 
 
 .512 
 
 .516 
 
 .519 
 
 .523 
 
 .527 
 
 14 
 
 .531 
 
 .535 
 
 .539 
 
 .543 
 
 .547 
 
 .551 
 
 .555 
 
 .559 
 
 .563 
 
 .567 
 
 15 
 
 .571 
 
 .575 
 
 .579 
 
 .583 
 
 .588 
 
 .592 
 
 .596 
 
 .600 
 
 .603 
 
 .608 
 
 16 
 
 .612 
 
 .616 
 
 .620 
 
 .624 
 
 .628 
 
 .032 
 
 .636 
 
 .640 
 
 .644 
 
 .648 
 
 17 
 
 .652 
 
 .656 
 
 .660 
 
 .665 
 
 .669 
 
 .673 
 
 .677 
 
 .681 
 
 .685 
 
 .689 
 
 18 
 
 .693 
 
 .698 
 
 .702 
 
 .706 
 
 .710 
 
 .714 
 
 .719 
 
 .723 
 
 .727 
 
 .731 
 
 19 
 
 .735 
 
 .740 
 
 .744 
 
 .748 
 
 .752 
 
 .756 
 
 .761 
 
 .765 
 
 .769 
 
 .773 
 
 20 
 
 .778 
 
 .782 
 
 .786 
 
 .790 
 
 .795 
 
 .799 
 
 .803 
 
 .807 
 
 .812 
 
 .816 
 
 21 
 
 .820 
 
 .825 
 
 .829 
 
 .834 
 
 .838 
 
 .842 
 
 .847 
 
 .851 
 
 .855 
 
 .860 
 
 22 
 
 .864 
 
 .869 
 
 .873 
 
 .878 
 
 .882 
 
 .886 
 
 .891 
 
 .895 
 
 .900 
 
 .904 
 
 23 
 
 .909 
 
 .913 
 
 .918 
 
 .922 
 
 .927 
 
 .931 
 
 .936 
 
 .940 
 
 .945 
 
 .949 
 
 24 
 
 .964 
 
 .958 
 
 .963 
 1.009 
 
 .968 
 
 .972 
 
 .977 
 
 .982 
 
 .986 
 
 .991 
 
 .996 
 
 25 
 
 1.000 
 
 1.005 
 
 1.014 
 
 1.019 
 
 1.024 
 
 1.028 
 
 1.033 
 
 1.038 
 
 1.042 
 
 26 
 
 1.047 
 
 1.052 
 
 1.057 
 
 1.062 
 
 1.067 
 
 1.071 
 
 1.076 
 
 1.081 
 
 1.086 
 
 1.091 
 
 27 
 
 1.096 
 
 1.101 
 
 1.105 
 
 1.110 
 
 1.115 
 
 1.120 
 
 1.125 
 
 1.130 
 
 1.135 
 
 1.140 
 
 28 
 
 1.145 
 
 1.150 
 
 1.155 
 
 1.160 
 
 1.165 
 
 1.170 
 
 1.176 
 
 1.181 
 
 1.186 
 
 1.191 
 
 29 
 
 1.196 
 
 1.201 
 
 1.206 
 
 1.211 
 
 1.217 
 
 1.222 
 
 1.227 
 
 1.232 
 
 1.238 
 
 1.243 
 
 30 
 
 1.248 
 
 1.253 
 
 1.259 
 
 1.264 
 
 1.269 
 
 1.275 
 
 1.279 
 
 1.286 
 
 1.291 
 
 1.296 
 
 31 
 
 1.302 
 
 1.307 
 
 1.313 
 
 1.318 
 
 1.324 
 
 1.329 
 
 1.335 
 
 1.340 
 
 1.346 
 
 1.351 
 
 32 
 
 1.357 
 
 1.363 
 
 1.368 
 
 1.374 
 
 1.380 
 
 1.386 
 
 1.391 
 
 1.397 
 
 1.403 
 
 1.409 
 
 33 
 
 1.415 
 
 1.421 
 
 1.427 
 
 1.432 
 
 1.438 
 
 1.444 
 
 1.450 
 
 1.456 
 
 1.462 
 
 1.469 
 
 34 
 
 1.475 
 
 1.481 
 
 1.487 
 
 1.493 
 
 1.499 
 
 1.506 
 
 1.512 
 
 1.518 
 
 1.524 
 
 1.531 
 
 35 
 
 1.537 
 
 1.543 
 
 1.549 
 
 1.556 
 
 1.563 
 
 1.569 
 
 1.576 
 
 1.582 
 
 1.589 
 
 1.595 
 
 36 
 
 1.602 
 
 1.609 
 
 1.616 
 
 1.622 
 
 1.629 
 
 1.636 
 
 1.643 
 
 1.649 
 
 1.656 
 
 1.663 
 
 37 
 
 1.670 
 
 1.677 
 
 1.685 
 
 1.692 
 
 1.699 
 
 1.706 
 
 1.713 
 
 1.720 
 
 1.728 
 
 1.735 
 
 38 
 
 1.742 
 
 1.749 
 
 1.757 
 
 1.765 
 
 1.772 
 
 1.780 
 
 1.788 
 
 1.795 
 
 1.803 
 
 1.811 
 
 39 
 
 1.819 
 
 1.827 
 
 1.835 
 
 1.843 
 
 1.851 
 
 1.859 
 
 1.867 
 
 1.875 
 
 1.884 
 
 1.892 
 
 40 
 
 1.900 
 
 1.909 
 
 1.918 
 
 1.926 
 
 1.935 
 
 1.944 
 
 1.953 
 
 1.962 
 
 1.971 
 
 1.979 
 
 41 
 
 1.988 
 
 1.997 
 
 2.007 
 
 2.016 
 
 2.026 
 
 2.035 
 
 2.044 
 
 2.054 
 
 2.064 
 
 2.074 
 
 42 
 
 2.083 
 
 2.093 
 
 2.103 
 
 2.114 
 
 2.124 
 
 2.134 
 
 2.145 
 
 2.155 
 
 2.166 
 
 2.177 
 
 43 
 
 2.188 
 
 2.199 
 
 2.211 
 
 2.222 
 
 2.234 
 
 2.245 
 
 2.257 
 
 2.269 
 
 2.281 
 
 2.293 
 
 44 
 
 2.305 
 
 2.318 
 
 2.331 
 
 2.344 
 
 2.357 
 
 2.370 
 
 2.384 
 
 2.397 
 
 2.411 
 
 2.425 
 
 45 
 
 2.439 
 
 2.453 
 
 2.468 
 
 2.483 
 
 2.498 
 
 2.514 
 
 2.530 
 
 2.546 
 
 2.562 
 
 2.579 
 
 46 
 
 2.597 
 
 2.614 
 
 2.631 
 
 2.648 
 
 2.667 
 
 2.686 
 
 2.706 
 
 2.726 
 
 2.746 
 
 2.767 
 
 47 
 
 2.789 
 
 2.811 
 
 2.834 
 
 2.857 
 
 2.881 
 
 2.905 
 
 2.932 
 
 2.958 
 
 2.986 
 
 3.015 
 
 48 
 
 3.044 
 
 3.077 
 
 3.111 
 
 3.146 
 
 3.182 
 
 3.219 
 
 3.258 
 
 3.300 
 
 3.346 
 
 3.395 
 
 49 
 SO 
 
 3.450 
 
 3.506 
 
 3.571 
 
 3.643 
 
 3.725 
 
 3.820 
 
 3.938 
 
 4.083 
 
 4.275 
 
 4.600 
 
 Tables 29 to 32 show the percentage of pupils whose ability 
 lay between the median of each grade and that of each other 
 grade with the P.E. values corresponding to each per cent. These 
 tables should be read as follows: Table 29 — there are 44.2 per 
 cent of the fourth grade pupils whose ability in the Information 
 Scales is equal to or greater than the ability of the median pupil 
 of the fourth grade and only equal to or less than the ability of 
 
Overlapping and Difference between Median Difficulties 33 
 
 the median pupil of the fifth grade. This corresponds to a 
 distance of 2.331 P.E. between the median of the fourth grade 
 and that of the fifth grade. There are 49.4 per cent of the fourth 
 grade pupils whose ability in the Information Scales is equal to 
 or greater than the ability of the median pupil of the fourth grade 
 and only equal to or less than the abihty of the median pupil of 
 the sixth grade. This corresponds to a distance of 3.725 P.E. 
 between the median of the fourth grade and that of the sixth 
 grade. There are 45.2 per cent of the fifth grade pupils whose 
 ability in the Information Scales is equal to or greater than the 
 abihty of the median pupil of the fourth grade and only equal to 
 or less than the ability of the median pupil of the fifth grade. 
 This corresponds to a distance of — 2.468 P.E. between the fifth 
 grade median and that of the fourth grade. 
 
 The P.E. distances between the grade medians are determined 
 on the basis of the per cent of pupils whose ability lies between 
 the grade medians in question. Referring to Table 28, it will be 
 seen that the 44.2 per cent lying between the median of Grade 
 4 and the median of Grade 5 corresponds to 2.331 P.E. while the 
 45.2 per cent lying between the median of Grade 5 and the median 
 of Grade 4 corresponds to 2.468 P.E. 
 
 TABLE 29 
 
 Per Cent of Pupils Whose Ability Lay Between the Median of Each 
 Gkade and That of Each Other Grade, with the P.E. Values Cor- 
 responding TO Each Per Cent 
 
 Information Scales A and B combined 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 
 % 
 
 P.E. % 
 
 P.E. % 
 
 P.E. % 
 
 P.E. % 
 
 P.E 
 
 Grade 4 . . 
 
 
 44.2 
 
 2.331 49.4 
 
 3.725 
 
 
 
 Grade 5 . . 
 
 . 45.2 
 
 -2.468 
 
 35.6 
 
 1.576 43.4 
 
 2.234 48.9 
 
 3.395 
 
 Grade 6 . . 
 
 . 49.0 
 
 -3.450 32,3 
 
 -1.374 
 
 14.0 
 
 0.531 36.3 
 
 1.622 
 
 Grade 7 . . 
 
 . 49.2 
 
 -3.571 36.4 
 
 -1.629 10.5 
 
 -0.395 
 
 23.2 
 
 0.918 
 
 Grade 8 . . 
 
 
 47.1 
 
 -2.811 36.3 
 
 TABLE 30 
 
 -1.622 28.4 
 
 -1.165 
 
 
 Per Cent of Pupils Whose Ability Lay Between the Median op Each 
 Grade and That of Each Other Grade, with the P.E. Values Cor- 
 responding to Each Per Cent 
 
 Thought Scales A and B combined 
 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Gr 
 
 adeS 
 
 
 % 
 
 P.E. % 
 
 P.E. % 
 
 P.E. % P.E. % 
 
 P.E. 
 
 Grade 4 . . 
 
 
 43.0 
 
 2.188 49.6 
 
 3.938 
 
 
 Grade 5 . . 
 
 . 38.1 
 
 -1.749 
 
 39.4 
 
 1.851 47.5 2.905 
 
 
 Grade 6 . . 
 
 . 49.0 
 
 -3.450 39.1 
 
 -1.827 
 
 20.8 0.812 41.8 
 
 2.064 
 
 Grade 7 . . 
 
 . 49.7 
 
 -4.083 46.9 
 
 -2.767 24.3 
 
 -0.968 27.5 
 
 1.120 
 
 Grade 8 . . 
 
 . 49.7 
 
 -4.083 49.5 
 
 -3.820 42.2 
 
 -2.103 26.8 -1.086 
 
 
34 Historical Information and Judgment in Pupils 
 
 TABLE 31 
 
 Per Cent op Pupils Whose Ability Lay Between the Median of Each 
 Grade and That op Each Other Grade, with the P.E. Values Cor- 
 responding to Each Per Cent 
 
 Character Scales A and B combined 
 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Gi 
 % P.E. % P.E. % P.E. % P.E. % 
 
 ade8 
 P.E. 
 
 Grade 4 . . . 
 
 35.3 
 
 1.556 45.5 
 
 2.514 49.3 
 
 3.643 
 
 
 Grade 5 . . 
 
 . 36.3 -1,622 
 
 29.1 
 
 1.201 42.6 
 
 2.134 45,5 
 
 2.514 
 
 Grade 6 . . 
 
 . 47.2 -2.834 28.8 
 
 -1.186 
 
 24.2 
 
 0.963 34.4 
 
 1.499 
 
 Grade 7 . . 
 
 42.7 
 
 -2.156 23.1 
 
 -0.913 
 
 15.1 
 
 0.575 
 
 Grade 8 . . 
 
 48.5 
 
 -3.219 38.8 
 
 TABLE 32 
 
 -1.803 18.3 
 
 -0.706 
 
 
 Pee Cent op Pupils Whose Ability Lay Between the Median op Each 
 Grade and that op Each Other Grade, with the P.E. Values Cor- 
 responding TO Each Per Cent 
 
 
 
 Character Scale L 
 
 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 % P.E. % P.E. % P.E. % P.E. % P.E. 
 
 Grade 4 .. 
 
 
 29.5 
 
 1,222 46,3 
 
 2,648 49,0 3.450 
 
 
 Grade 6 . . 
 
 . 25,2 
 
 -1.009 
 
 27.1 
 
 1.101 37.7 1.720 45.5 
 
 2,614 
 
 Grade 6 . . 
 
 . 39.9 
 
 -1.892 25.9 
 
 -1,042 
 
 16.1 0.616 34.6 
 
 1.512 
 
 Grade 7 . , 
 
 . 44.9 
 
 -2.425 35,0 
 
 -1,637 11,5 
 
 -0.434 18.1 
 
 0.698 
 
 Grade 8 . . 
 
 . 48.8 
 
 -3,346 44,5 
 
 -2,370 29,4 
 
 -1.217 17.8 -0.685 
 
 
 On the basis of the assumptions that the abiHties measured 
 are normally distributed and that the grades are equal in the 
 variability of the abilities concerned, we should expect to find 
 but a small variability in the distances between grades whether 
 measured by the direct distances or the more remote distances. 
 Inasmuch, however, as the direct distances are likely to show 
 the least variability it would seem that they should be given the 
 most weight. The same system of weighting has been adopted 
 as that used by Dr. B. R. Buckingham in Spelling Ability — Its 
 Measurement and Distribution, page 39. The very small differ- 
 ence between the average of the direct and indirect measures and 
 the average of the same measures when weighted shows that 
 the system of weighting selected is of very little moment. 
 
 Tables 33 to 36 give both the direct and the indirect distances 
 between the grade medians, together with the average of these 
 distances and the weighted average. These tables should be 
 read as follows : Table 33 — the direct distance between the fourth 
 grade median and the fifth grade median is 2.331 P.E., the direct 
 distance between the fifth grade median and the fourth grade 
 median is 2.468 P.E., the indirect distance between the fourth 
 
Overlapping and Difference between Median Difficulties 35 
 
 grade median and the fifth grade median, found by subtracting 
 the distance between the fifth grade median and the sixth grade 
 median, 1.576 P.E., from the distance between the fourth grade 
 median and the sixth grade median, 3.725 P.E., is 2.149 P.E., 
 the indirect distance between the fifth grade median and the 
 fourth grade median, found by subtracting the distance between 
 the sixth grade median and the fifth grade median, 1.374 P.E., 
 from the distance between the sixth grade median and the fourth 
 grade median, 3.450 P.E., is 2.076 P.E. 
 
 The weighted average is found by giving the two direct dis- 
 tances a weight of six each and the two indirect distances a 
 weight of four each. The indirect distances found from the next 
 wider interval, 4-7 — 5-7 and 7-4 — 7-5, would be given a weight 
 of three each, while those found from the widest interval, 4-8 — 5- 
 8 and 8-4 — 8-5, would be given a weight of only one each. 
 
 
 
 
 TABLE 33 
 
 
 
 
 Direct 
 
 AND Derived Values op 
 
 Median Distances in 
 
 Teems op 
 
 P.E. 
 
 
 
 Information Scales A and B combined 
 
 
 
 Grade 4-5 
 
 Grade S-6 
 
 Grade 6-7 
 
 Grade 7-8 
 
 4-5 
 
 2.331 
 
 5-6 
 
 1.576 
 
 6-7 
 
 .531 
 
 7-8 
 
 .918 
 
 5-4 
 
 2.468 
 
 6-5 
 
 1.374 
 
 7-6 
 
 1.395 
 
 8-7 
 
 1.165 
 
 4-6—5-6 
 
 2.149 
 
 4-6 — 4-5 
 
 1.394 
 
 4-7—4-6 
 
 
 4-8-^-7 
 
 
 6-4—6-5 
 
 2.076 
 
 6-4—5-4 
 
 .982 
 
 7-4—6-4 
 
 
 8^—7-4 
 
 
 4-7—5-7 
 
 
 5-7—6-7 
 
 1.703 
 
 5-7—5-6 
 
 .658 
 
 6-8—5-7 
 
 1.161 
 
 7-4—7-5 
 
 
 7-5—7-6 
 
 1.234 
 
 7-5—6-5 
 
 .255 
 
 8-5—7-5 
 
 1.182 
 
 4-8—5-8 
 
 
 5-8—6-8 
 
 1.773 
 
 6-8—7-8 
 
 .704 
 
 6-8—6-7 
 
 1.091 
 
 8-4—8-5 
 
 
 8-5—8-6 
 
 1.189 
 
 8-6—8-7 
 
 .457 
 
 8-6—7-6 
 
 1.227 
 
 Average 
 
 2.256 
 
 
 1.403 
 
 
 .500 
 
 
 1.124 
 
 Weighted 
 Average 
 
 2.284 
 
 
 1.407 
 
 
 .494 
 
 
 1.107 
 
 
 
 
 TABLE 34 
 
 
 
 
 Direct 
 
 AND Derived Values of 
 
 Median Distances in 
 
 Terms op 
 
 P.E. 
 
 
 
 Thought Scales A and B combined 
 
 
 
 Grade 4-5 
 
 Grade 5-6 
 
 Grade 6-7 
 
 Grade 7-8 
 
 4-5 
 
 2.188 
 
 5-6 
 
 1.851 
 
 6-7 
 
 .812 
 
 7-8 
 
 1.120 
 
 5-4 
 
 1.749 
 
 6-5 
 
 1.827 
 
 7-6 
 
 .968 
 
 8-7 
 
 1.086 
 
 4-6—5-6 
 
 2.087 
 
 4-6—1-5 
 
 1.727 
 
 4-7-^-6 
 
 
 4-8-^-7 
 
 
 6-4—6-5 
 
 1.623 
 
 6-4—5-4 
 
 1.722 
 
 7-4—6-4 
 
 
 8-4—7^ 
 
 
 4-7—5-7 
 
 
 5-7—6-7 
 
 2.093 
 
 5-7-5-6 
 
 1.054 
 
 5-8—5-7 
 
 
 7-4—7-5 
 
 
 7-5—7-6 
 
 1.799 
 
 7-5—6-5 
 
 .940 
 
 8-5—7-5 
 
 
 4-8—5-8 
 
 
 5-8—6-8 
 
 
 6-8—7-8 
 
 .944 
 
 6-8—6-7 
 
 1.252 
 
 8-4—8-5 
 
 
 8-5—8-6 
 
 
 8-6—8-7 
 
 1.017 
 
 8-6—7-6 
 
 1.135 
 
 Average 
 
 1.912 
 
 
 1.836 
 
 
 .965 
 
 
 1.148 
 
 Weighted 
 Average 
 
 1.923 
 
 
 1.836 
 
 
 .946 
 
 
 1.139 
 
36 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 35 
 
 Direct and Derived Values of Median Distances in Terms of P.E. 
 
 Character Scales A and B combined 
 
 Grade 4-5 
 
 Grade 5-6 
 
 Grade 6-7 
 
 Grade 7-8 
 
 4-5 1.556 
 
 5-6 
 
 1.201 
 
 6-7 
 
 .963 
 
 7-8 
 
 .575 
 
 5-4 1.622 
 
 6-5 
 
 1.186 
 
 7-6 
 
 .913 
 
 8-7 
 
 .706 
 
 4-6—5-6 1.313 
 
 4-6^-5 
 
 .958 
 
 4-7-^-6 
 
 
 4-8—4-7 
 
 
 6-^—6-5 1.648 
 
 6-4—5-4 
 
 1.212 
 
 7^—6-4 
 
 
 8^—7-4 
 
 
 4-7—5-7 
 
 5-7—6-7 
 
 1.171 
 
 5-7—5-6 
 
 .933 
 
 5-8—5-7 
 
 .380 
 
 7-4—7-5 
 
 7-5—7-6 
 
 1.242 
 
 7-5—6-5 
 
 .969 
 
 8-5—7-5 
 
 1.064 
 
 4-8—5-8 
 
 5-8 — 6-8 
 
 1.015 
 
 6-8—7-8 
 
 .924 
 
 6-8—6-7 
 
 .536 
 
 8-4—8-5 
 
 8-5—8-6 
 
 1.416 
 
 8-6—8-7 
 
 1.097 
 
 8-6—7-6 
 
 .890 
 
 Average 1.534 
 
 
 1.175 
 
 
 .966 
 
 
 .691 
 
 Weighted 
 Average 1.545 
 
 
 1.174 
 
 
 .962 
 
 
 .681 
 
 
 
 
 TA 
 
 .BLE 36 
 
 
 
 
 Direct 
 
 AND Derived Values of 
 
 Median Distances in Teems op 
 
 P.E. 
 
 
 
 
 Character Scale L 
 
 
 
 
 Grade 4-5 
 
 Grade 5-6 
 
 Grade 6- 
 
 -7 
 
 Grade 7 
 
 -8 
 
 4-5 
 
 1.222 
 
 5-6 
 
 1.101 
 
 6-7 
 
 .616 
 
 7-8 
 
 .698 
 
 5-4 
 
 1.009 
 
 6-5 
 
 1.042 
 
 7-6 
 
 .434 
 
 8-7 
 
 .685 
 
 4-6—5-6 
 
 1.547 
 
 4-6-^-5 
 
 1.426 
 
 4-7-^-6 
 
 .802 
 
 4-8—4-7 
 
 
 6-4—6-5 
 
 .850 
 
 6-4—5-4 
 
 .883 
 
 7-4—6-4 
 
 .533 
 
 8-4—7-4 
 
 
 4-7—5-7 
 
 1.730 
 
 5-7—6-7 
 
 1.104 
 
 5-7—5-6 
 
 .619 
 
 5-8—5-7 
 
 .794 
 
 7-4—7-5 
 
 .888 
 
 7-5—7-6 
 
 1.103 
 
 7-5—6-5 
 
 .495 
 
 8-5—7-5 
 
 .833 
 
 4-8—5-8 
 
 
 5-8—6-8 
 
 1.002 
 
 6-8—7-8 
 
 .814 
 
 6-8—6-7 
 
 .896 
 
 8-4—8-5 
 
 
 8-5—8-6 
 
 1.153 
 
 8-6—8-7 
 
 .532 
 
 8-6—7-6 
 
 .783 
 
 Average 
 
 1.207 
 
 
 1.101 
 
 
 .607 
 
 
 .781 
 
 Weighted 
 Average 
 
 1.185 
 
 
 1,099 
 
 
 .592 
 
 
 .765 
 
 It will be noted that in all the scales the largest grade interval 
 falls between Grades 4 and 5, the second largest grade interval falls 
 between Grades 5 and 6, while the smallest grade interval, with 
 the exception of Character Scales A and B combined, falls between 
 Grades 6 and 7. The increase in the grade interval between the 
 seventh and eighth grades may be accounted for in part at least 
 by the extra effort that is put forth by many of the eighth grade 
 pupils to pass the examinations for graduation, the emphasis in 
 the class work probably being mainly placed on such subject 
 matter as would show the greatest influence in the Information 
 Scale and Thought Scale results. 
 
SECTION VI 
 
 MEASURING THE DIFFICULTY OF EACH QUESTION 
 
 OR TASK 
 
 Tables 37 to 43 give the per cent of pupils in each grade who 
 correctly answered each question or problem in the seven scales. 
 These tables are read as follows: Table 37 — in Grade 4, 86.3 
 per cent of the 499 pupils tested correctly answered question 
 1 of Information Scale A; in Grade 5, 97.7 per cent of the 
 432 pupils tested correctly answered question 1 of Information 
 Scale A. 
 
 TABLE 37 
 Pee Cent of Ptjpils Who Answered Each Qtjestion Cokrectlt 
 Information A 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 No. = 499 No. = 432 No. = 532 No. = 426 No. = 460 
 
 1 
 
 86.3 
 
 97.7 
 
 96.4 
 
 98.5 
 
 98.4 
 
 2 
 
 82.3 
 
 90.7 
 
 96.8 
 
 96.9 
 
 98.2 
 
 3 
 
 77.3 
 
 91.4 
 
 90.7 
 
 91.0 
 
 93.4 
 
 4 
 
 46.1 
 
 60.1 
 
 85.5 
 
 87.3 
 
 96.0 
 
 5 
 
 50.1 
 
 78.2 
 
 80.8 
 
 77.9 
 
 70.4 
 
 6 
 
 14.8 
 
 34.9 
 
 58.4 
 
 82.8 
 
 92.1 
 
 7 
 
 31.8 
 
 81.9 
 
 81.2 
 
 86.8 
 
 90.4 
 
 8 
 
 11.2 
 
 38.8 
 
 73.8 
 
 73.2 
 
 71.7 
 
 9 
 
 19.0 
 
 47.4 
 
 58.2 
 
 67.3 
 
 72.8 
 
 10 
 
 9.1 
 
 30.2 
 
 41.2 
 
 52.8 
 
 66.7 
 
 11 
 
 1.9 
 
 11.0 
 
 52.7 
 
 46.1 
 
 66.3 
 
 12 
 
 16.6 
 
 50.0 
 
 37.2 
 
 43.6 
 
 56.5 
 
 13 
 
 1.0 
 
 8.5 
 
 68.6 
 
 38.9 
 
 66.5 
 
 14 
 
 1.8 
 
 38.1 
 
 34.6 
 
 39.2 
 
 49.3 
 
 15 
 
 0.8 
 
 10.6 
 
 29.8 
 
 30.5 
 
 43.4 
 
 16 
 
 17.4 
 
 32.8 
 
 56.5 
 
 69.9 
 
 84.7 
 
 17 
 
 0.4 
 
 52.0 
 
 35.3 
 
 36.1 
 
 54.5 
 
 18 
 
 1 
 
 1.8 
 
 4.2 
 
 24.3 
 
 40.5 
 
 19 
 
 6.4 
 
 18.2 
 
 20.4 
 
 24.8 
 
 35.4 
 
 20 
 
 0.4 
 
 1.6 
 
 3.5 
 
 5.3 
 
 9.3 
 
 21 
 
 1 
 
 0.5 
 
 9.3 
 
 17.1 
 
 31.4 
 
 22 
 
 1 
 
 0.4 
 
 18.6 
 
 11.5 
 
 23.2 
 
 23 
 
 0.2 
 
 0.7 
 
 6.0 
 
 5.8 
 
 18.2 
 
 24 
 
 1 
 
 0.0 
 
 0.0 
 
 0.0 
 
 4.3 
 
 25 
 
 1 
 
 0.6 
 
 15.6 
 
 11.1 
 
 22.4 
 
 26 
 
 0.2 
 
 1.3 
 
 7.5 
 
 7.7 
 
 17.6 
 
 27 
 
 2 
 
 2 
 
 0.4 
 
 1.2 
 
 6.5 
 
 28 
 
 2 
 
 2 
 
 12.9 
 
 22.9 
 
 44.3 
 
 29 
 
 2 
 
 2 
 
 3.4 
 
 5.0 
 
 8.4 
 
 30 
 
 2 
 
 2 
 
 7.0 
 
 4.7 
 
 15.6 
 
 33 
 
 2 
 
 2 
 
 0.4 
 
 0.2 
 
 2,8 
 
 34 
 
 2 
 
 2 
 
 0.05 
 
 0.0 
 
 0.7 
 
 1 Indicates that no pupils in the grade answered the question correctly. 
 
 2 Indicates that the question was not tried by the grade. 
 
38 Historical Information and Judgment in Pupils 
 
 
 
 TABLE 38 
 
 
 
 
 Per Cent op Pupils Who Answered Each Qtjestion Correctlt 
 
 
 
 Information B 
 
 
 
 
 Grade 4 
 
 Grade 6 
 
 Grade 6 
 
 Grade 7 
 
 Grade 8 
 
 
 No. = 498 
 
 No. = 434 
 
 No. = 527 
 
 No. = 415 
 
 No. = 462 
 
 1 
 
 94.5 
 
 99.7 
 
 99.4 
 
 99.0 
 
 99.7 
 
 2 
 
 90.3 
 
 89.6 
 
 97.9 
 
 98.3 
 
 98.2 
 
 3 
 
 37.7 
 
 80.4 
 
 69.9 
 
 83.8 
 
 85.1 
 
 4 
 
 54.2 
 
 59.9 
 
 78.1 
 
 87.2 
 
 95.6 
 
 5 
 
 32.1 
 
 60.1 
 
 83.3 
 
 79.5 
 
 90.9 
 
 6 
 
 24.3 
 
 49.7 
 
 82.5 
 
 71.6 
 
 88.0 
 
 7 
 
 35.6 
 
 63.2 
 
 61.8 
 
 62.7 
 
 70.7 
 
 8 
 
 29.3 
 
 26.9 
 
 75.5 
 
 63.3 
 
 83.5 
 
 10 
 
 1.2 
 
 73.2 
 
 62.9 
 
 76.3 
 
 78.1 
 
 11 
 
 3.2 
 
 26.5 
 
 85.5 
 
 86.0 
 
 94.8 
 
 12 
 
 1.2 
 
 32.9 
 
 29.2 
 
 48.6 
 
 54.5 
 
 13 
 
 1.8 
 
 11.2 
 
 33.0 
 
 51.0 
 
 74.8 
 
 14 
 
 0.2 
 
 23.8 
 
 24.2 
 
 39.1 
 
 57.0 
 
 15 
 
 21.0 
 
 38.4 
 
 58.1 
 
 70.8 
 
 83.3 
 
 16 
 
 5.6 
 
 18.8 
 
 33.7 
 
 46.8 
 
 56.9 
 
 17 
 
 1.8 
 
 10.8 
 
 26.3 
 
 25.0 
 
 37.5 
 
 18 
 
 1 
 
 0.4 
 
 33.0 
 
 48.6 
 
 47.8 
 
 19 
 
 3.8 
 
 6.4 
 
 17.0 
 
 36.1 
 
 38.3 
 
 20 
 
 1 
 
 1 
 
 6.4 
 
 21.0 
 
 44.5 
 
 21 
 
 I 
 
 10.9 
 
 9.5 
 
 16.2 
 
 30.8 
 
 22 
 
 4.0 
 
 21.1 
 
 25.8 
 
 28.1 
 
 31.1" 
 
 23 
 
 1 
 
 1 
 
 3.7 
 
 2.1 
 
 2.8 
 
 24 
 
 0.3 
 
 0.9 
 
 6.4 
 
 12.8 
 
 22.2 
 
 26 
 
 0.6 
 
 11.1 
 
 25,4 
 
 34.2 
 
 50.5 
 
 26 
 
 0.1 
 
 0.4 
 
 16.5 
 
 7.1 
 
 22.9 
 
 27 
 
 2 
 
 1 
 
 6.2 
 
 14.9 
 
 37.0 
 
 28 
 
 2 
 
 
 
 12.3 
 
 21.6 
 
 38.2 
 
 29 
 
 2 
 
 2 
 
 15.0 
 
 11.7 
 
 24.9 
 
 30 
 
 2 
 
 2 
 
 1.1 
 
 1.2 
 
 13.2 
 
 33 
 
 2 
 
 2 
 
 0.05 
 
 0.2 
 
 1.0 
 
 34 
 
 2 
 
 2 
 
 3.0 
 
 3.2 
 
 8.0 
 
 
 
 TABLE 39 
 
 
 
 Per Cent of Ptjpils Who Answered Each Question Correctly 
 
 Thought A 
 
 Grade 4 Grade 6 Grade 6 Grade 7 Grade 8 
 
 No. = 459 No. = 400 No. = 428 No. = 362 No. = 404 
 
 55.1 72.7 73.8 78.4 87.8 
 
 62.8 72.5 80.9 87.8 91.8 
 
 3 
 
 32.1 
 
 58.9 
 
 64.7 
 
 69.9 
 
 80.1 
 
 4 
 
 26.3 
 
 45.0 
 
 57.7 
 
 67.1 
 
 72.2 
 
 5a 
 
 2.6 
 
 18.2 
 
 41.3 
 
 54.6 
 
 72.5 
 
 5b 
 
 4.5 
 
 20.5 
 
 60.7 
 
 78.5 
 
 83.8 
 
 5c 
 
 6.3 
 
 31.0 
 
 67.7 
 
 84.5 
 
 91.5 
 
 6 
 
 1 
 
 13.8 
 
 52.7 
 
 61.8 
 
 67.8 
 
 7 
 
 14.0 
 
 25.4 
 
 41.0 
 
 64.0 
 
 60.9 
 
 8 
 
 0.5 
 
 17.4 
 
 42.0 
 
 45.3 
 
 62.7 
 
 10a 
 
 1 
 
 1.0 
 
 2.5 
 
 7.4 
 
 19.5 
 
 10b 
 
 2.8 
 
 15.7 
 
 43.9 
 
 53.0 
 
 74.2 
 
 10c 
 
 0.2 
 
 5.9 
 
 22.9 
 
 37.0 
 
 63.1 
 
 11a 
 
 2.2 
 
 17.1 
 
 52.3 
 
 64.8 
 
 75.0 
 
Measuring the Difficulty of Each Question or Task 39 
 
 TABLE Z^— Continued 
 
 Per Cent of Pupils Who Answered Each Question Correctly 
 
 Thought A 
 
 
 Grade 4 
 
 Grade 5 
 
 Grade 6 
 
 Grade 7 
 
 Grade 8 
 
 
 No. = 459 
 
 No. = 400 
 
 No. = 428 
 
 No. = 362 
 
 No. = 404 
 
 116 
 
 0.3 
 
 6.0 
 
 29.9 
 
 41.7 
 
 53.8 
 
 12 
 
 11.9 
 
 25.2 
 
 45.7 
 
 57.4 
 
 75.4 
 
 13 
 
 2.8 
 
 24.5 
 
 41.0 
 
 48.2 
 
 63.7 
 
 14 
 
 1.9 
 
 8.2 
 
 55.8 
 
 55.2 
 
 58.6 
 
 15a 
 
 1.8 
 
 6.2 
 
 13.0 
 
 40.8 
 
 49.2 
 
 15b 
 
 1 
 
 1.5 
 
 2.1 
 
 26.5 
 
 19.5 
 
 16a 
 
 2 
 
 27.9 
 
 41.5 
 
 57.5 
 
 66.9 
 
 16b 
 
 2 
 
 7.0 
 
 20.3 
 
 41.4 
 
 47.2 
 
 17 
 
 2 
 
 3.5 
 
 14.0 
 
 23.0 
 
 28.5 
 
 18 
 
 i 
 
 12.8 
 
 22.7 
 
 27.6 
 
 35.9 
 
 19 
 
 2 
 
 19.4 
 
 28.9 
 
 45.7 
 
 51.8 
 
 20a 
 
 2 
 
 6.0 
 
 13.8 
 
 24.5 
 
 34.7 
 
 20b 
 
 2 
 
 2.0 
 
 11.2 
 
 22.1 
 
 35.2 
 
 21 
 
 2 
 
 19.1 
 
 22.2 
 
 40.4 
 
 43.3 
 
 22 
 
 2 
 
 2,0 
 
 7.3 
 
 16.4 
 
 37.6 
 
 
 
 TABLE 40 
 
 
 
 Per Cent of Pupils Who Answered Each Question Correctly 
 
 Thought B 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 No. = 457 No. = 401 No. = 419 No. = 360 No. = 402 
 
 1 
 
 68.8 
 
 80.8 
 
 93.5 
 
 96.3 
 
 98.3 
 
 2a 
 
 44.4 
 
 83.7 
 
 84.9 
 
 90.2 
 
 94,5 
 
 26 
 
 37.0 
 
 69.5 
 
 73.1 
 
 78.8 
 
 80.5 
 
 3a 
 
 6.3 
 
 7.9 
 
 26.4 
 
 46.1 
 
 65.6 
 
 3b 
 
 5.2 
 
 18.3 
 
 43.1 
 
 63.8 
 
 83.6 
 
 3c 
 
 2.2 
 
 8.0 
 
 40.0 
 
 61.1 
 
 80.3 
 
 4 
 
 13.4 
 
 41.7 
 
 59.5 
 
 68.0 
 
 68.4 
 
 5 
 
 4.4 
 
 19.4 
 
 62.5 
 
 60.5 
 
 76.1 
 
 6 
 
 1.3 
 
 6.4 
 
 71.8 
 
 73.0 
 
 77.3 
 
 7a 
 
 2.2 
 
 11.2 
 
 30.7 
 
 51.8 
 
 79.1 
 
 7b 
 
 6.6 
 
 31.5 
 
 63.3 
 
 75.6 
 
 83.8 
 
 8 
 
 1.3 
 
 21.9 
 
 46.7 
 
 50.8 
 
 64.1 
 
 9 
 
 3.8 
 
 18.1 
 
 51.6 
 
 62.9 
 
 72.6 
 
 10 
 
 5.0 
 
 19.4 
 
 36.5 
 
 38.3 
 
 47.7 
 
 11 
 
 1.3 
 
 4.2 
 
 8.3 
 
 27.5 
 
 36.0 
 
 12a 
 
 3.3 
 
 12.8 
 
 35.4 
 
 46.2 
 
 66.2 
 
 12b 
 
 0.1 
 
 6.4 
 
 20.6 
 
 38.2 
 
 57.7 
 
 13a 
 
 2.2 
 
 28.1 
 
 50.1 
 
 63.4 
 
 78.6 
 
 13b 
 
 1.3 
 
 13.9 
 
 25.7 
 
 38.0 
 
 55.2 
 
 14a 
 
 1 
 
 0.5 
 
 1.9 
 
 5.2 
 
 13.9 
 
 146 
 
 1.7 
 
 9.2 
 
 27.9 
 
 43.6 
 
 73.3 
 
 15 
 
 3.8 
 
 16.7 
 
 34.5 
 
 55.4 
 
 69.3 
 
 16 
 
 2 
 
 2.7 
 
 13.6 
 
 14.7 
 
 33.5 
 
 17 
 
 ' 
 
 2.9 
 
 15.9 
 
 39.2 
 
 55.3 
 
 18 
 
 ' 
 
 2.4 
 
 11.9 
 
 13.8 
 
 28.0 
 
 19 
 
 2 
 
 1.5 
 
 6.2 
 
 13.5 
 
 37.8 
 
 20a 
 
 2 
 
 11.4 
 
 41,6 
 
 45.5 
 
 62.6 
 
 20b 
 
 2 
 
 1.5 
 
 5.0 
 
 4.1 
 
 13.1 
 
 21 
 
 2 
 
 1.4 
 
 4.1 
 
 8.3 
 
 18.9 
 
 22 
 
 2 
 
 0.6 
 
 2.5 
 
 4.6 
 
 7 6 
 
40 Historical Information and Judgment in Pupils 
 
 
 
 TABLE 41 
 
 
 
 Per Cent of Pupils Who Answered Each Question Correctly 
 
 
 
 Character A 
 
 
 
 
 Grade 4 
 
 Grade 5 
 
 Grade 6 
 
 Grade 7 
 
 Grade 8 
 
 
 No. = 400 
 
 No. = 331 
 
 No. = 472 
 
 No. = 358 
 
 No. = 427 
 
 1 
 
 33.8 
 
 54.2 
 
 65.6 
 
 76.2 
 
 75.3 
 
 2 
 
 32.0 
 
 50.7 
 
 67.9 
 
 75.5 
 
 83.0 
 
 3 
 
 34.0 
 
 45.2 
 
 54.6 
 
 62.9 
 
 64.2 
 
 4 
 
 10.2 
 
 18.5 
 
 38.7 
 
 50.9 
 
 64.0 
 
 5 
 
 28.4 
 
 56.2 
 
 78.1 
 
 87.9 
 
 70,6 
 
 6a 
 
 15.5 
 
 25.6 
 
 44.5 
 
 54.8 
 
 67.9 
 
 6b 
 
 18.0 
 
 26.1 
 
 48.4 
 
 63.5 
 
 72.7 
 
 7a 
 
 8.5 
 
 24.9 
 
 45.4 
 
 62.2 
 
 73,3 
 
 76 
 
 10.8 
 
 22.2 
 
 35.5 
 
 45.5 
 
 66.9 
 
 8 
 
 12.9 
 
 23.9 
 
 43.5 
 
 58.3 
 
 67.1 
 
 9 
 
 19.6 
 
 38.1 
 
 63.0 
 
 68.5 
 
 81.1 
 
 10 
 
 16.5 
 
 26.0 
 
 33.5 
 
 45.6 
 
 58.4 
 
 11 
 
 3.2 
 
 8.5 
 
 20.4 
 
 36.7 
 
 50.0 
 
 12 
 
 2 
 
 8.1 
 
 19.5 
 
 34.0 
 
 51.2 
 
 13a 
 
 2 
 
 9.7 
 
 27.2 
 
 43.2 
 
 56.6 
 
 13b 
 
 2 
 
 6.3 
 
 15.0 
 
 26.3 
 
 40.9 
 
 14 
 
 2 
 
 3.3 
 
 14.5 
 
 25.0 
 
 43.8 
 
 15a 
 
 2 
 
 7.8 
 
 19.0 
 
 29.7 
 
 34.8 
 
 15b 
 
 2 
 
 6.0 
 
 14.6 
 
 23.3 
 
 38.0 
 
 
 
 TABLE 42 
 
 
 
 Per Cent op Pupils Who Answered Each Question Correctly 
 
 
 
 Character B 
 
 
 
 
 Grade 4 
 
 Grade 5 
 
 Grade 6 
 
 Grade 7 
 
 Grade 8 
 
 
 No. = 397 
 
 No. = 332 
 
 No. = 473 
 
 No. = 358 
 
 No. = 426 
 
 1 
 
 34.0 
 
 59.7 
 
 78.2 
 
 86.3 
 
 91.6 
 
 2a 
 
 10.5 
 
 20.8 
 
 39.3 
 
 57.9 
 
 68,7 
 
 26 
 
 20.9 
 
 32,9 
 
 57.7 
 
 73.4 
 
 77.8 
 
 3 
 
 29.8 
 
 36.5 
 
 48.9 
 
 54.2 
 
 60,7 
 
 4 
 
 8.9 
 
 22.4 
 
 39.6 
 
 54.1 
 
 62,8 
 
 5a 
 
 14.6 
 
 29.4 
 
 41.9 
 
 59.5 
 
 67,6 
 
 5b 
 
 15.3 
 
 37.6 
 
 55.9 
 
 70.4 
 
 78.8 
 
 6 
 
 36.4 
 
 62.9 
 
 71.9 
 
 81.5 
 
 87.4 
 
 7 
 
 5.3 
 
 11.0 
 
 24.1 
 
 38.1 
 
 54.8 
 
 8o 
 
 13.0 
 
 26.5 
 
 29.7 
 
 42.7 
 
 52.1 
 
 8b 
 
 3.0 
 
 6.5 
 
 16.7 
 
 35.0 
 
 46.8 
 
 8c 
 
 10.9 
 
 17.0 
 
 20.7 
 
 31.4 
 
 45.1 
 
 9 
 
 2 
 
 27.4 
 
 41.7 
 
 52.7 
 
 64.9 
 
 10 
 
 2 
 
 16.1 
 
 33.5 
 
 52.7 
 
 64.0 
 
 11 
 
 2 
 
 3.7 
 
 9.0 
 
 17.0 
 
 23.0 
 
 12 
 
 2 
 
 17.4 
 
 22.1 
 
 36.9 
 
 39.7 
 
 13a 
 
 2 
 
 9.5 
 
 13.5 
 
 29.7 
 
 30.4 
 
 13b 
 
 2 
 
 7.4 
 
 9.7 
 
 14.7 
 
 16.2 
 
 14 
 
 2 
 
 1.9 
 
 3.7 
 
 6.7 
 
 13.2 
 
 By making use of a reasonable assumption we now turn these 
 measures of difficulty of Tables 37 to 43 in terms of the per cent 
 of successes into measures in terms of deviation up or down from 
 the median difficulty for the grade in question, the assumption 
 being that the form of distribution of ability within any one 
 
Measuring the Difficulty of Each Question or Task 41 
 
 
 
 TABLE 43 
 
 
 
 Per Cent of Pupils Who Answered Each Question Correctly 
 
 
 
 Character L 
 
 
 
 
 Grade 4 
 
 Grade 5 
 
 Grade 6 
 
 Grade 7 
 
 Grade 8 
 
 
 No. = 399 
 
 No. = 331 
 
 No. = 465 
 
 No. = 354 
 
 No. = 423 
 
 1 
 
 26.8 
 
 42.5 
 
 63.8 
 
 72.5 
 
 76.9 
 
 2 
 
 39.7 
 
 50.3 
 
 67.0 
 
 71.4 
 
 74.3 
 
 3a 
 
 13.8 
 
 20.8 
 
 30.9 
 
 41.2 
 
 50.2 
 
 36 
 
 10.1 
 
 23.3 
 
 37.2 
 
 44.2 
 
 56.5 
 
 4 
 
 15.5 
 
 19.2 
 
 29.3 
 
 38.4 
 
 47.2 
 
 5 
 
 13.1 
 
 16.0 
 
 33.7 
 
 42.0 
 
 52.9 
 
 6 
 
 16.2 
 
 22.7 
 
 36.0 
 
 50.5 , 
 
 58.3 
 
 7a 
 
 2 
 
 21.6 
 
 38.5 
 
 48.9 
 
 67.0 
 
 76 
 
 2 
 
 6.5 
 
 14.7 
 
 20.9 
 
 34.2 
 
 8a 
 
 2 
 
 14.4 
 
 29.2 
 
 38.3 
 
 57.1 
 
 86 
 
 2 
 
 7.7 
 
 13.9 
 
 19.6 
 
 35.8 
 
 9a 
 
 2 
 
 9.6 
 
 18.7 
 
 28.7 
 
 42.1 
 
 96 
 
 2 
 
 10.6 
 
 18.4 
 
 23.3 
 
 31.0 
 
 10 
 
 2 
 
 13.4 
 
 24.2 
 
 29.5 
 
 40.0 
 
 grade is symmetrical and approximately that of the normal proba- 
 bility surface. The method is the familiar one used by Dr. 
 Buckingham. The result is a series of tables of which the one 
 for the Information Scale A is given here as a sample. This 
 table (44) should be read as follows: In Grade 4 question 1 of 
 Information Scale A is 1.622 P.E. below the fourth grade median, 
 in Grade 5 it is 2.958 P.E. below the fifth grade median, in Grade 
 6 it is 2.667 P.E. below the sixth grade median, in Grade 7 it is 
 3.219 P.E. below the seventh grade median, in Grade 8 it is 
 3.182 below the eighth grade median. 
 
 We may now refer all the tasks of one test to one point and 
 place them in relation one to another in the same scale by making 
 one further assumption: namely, that the grades (4, 5, 6, 7, and 
 8) are approximately equal in variability in respect to the ability 
 in question. This assumption is almost certainly somewhat in 
 error; but it is perhaps more nearly true than any other single 
 relation that would be suggested. It, therefore, may serve for a 
 first approximation. It has the additional merit that it is the 
 assumption which has been used for similar scales in other sub- 
 jects. The median difficulty for fourth grade pupils is the 
 arbitrary point of reference used here. 
 
 In Tables 47 to 53 are given the distances in terms of P.E. of 
 each question or problem above the fourth grade , median dif- 
 ficulty, first when the data of each grade in which it was given 
 are used separately, and, finally, when all data available are 
 combined into a single estimate. These tables should be read 
 
 4 
 
42 Historical Information and Judgment in Pupils 
 
 TABLE 44 
 P.E. Valtjes op Each Question 
 Information A 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 1 -1.622 -2.958 -2.667 -3.219 -3,182 
 
 2 -1.374 -1.962 -2.746 -2.767 -3.111 
 
 3 -1.110 -2.026 -1.962 -1.988 -2.234 
 
 4 +0.145 -0.380 -1.569 -1.692 -2.597 
 6 -0.004 -1.155 -1.291 -1.140 -0.795 
 
 6 +1.549 +0.575 -0.315 -1.403 -2.093 
 
 7 +0.702 -1.351 -1.313 -1.656 -1.935 
 
 8 +1.803 +0.422 -0.945 -0.913 -0.851 
 
 9 +1.302 +0.097 -0.307 -0.665 -0.900 
 
 10 +1.979 +0.769 +0.330 -0.104 -0.640 
 
 11 +3.077 +0.819 -0.100 +0.145 -0.624 
 
 12 +1.438 0.000 +0.484 +0.235 -0.242 
 
 13 +3.450 +2.035 -0,719 +0.418 -0.632 
 
 14 +3.111 +0.449 +0.588 +0.407 +0.026 
 
 15 +3.571 +1.851 +0.786 +0.756 +0.246 
 
 16 +1.391 +0.660 -0.243 -Q.773 -1.518 
 
 17 +3.938 -0.074 +0.559 +0.527 -0.168 
 
 18 1 +3.111 +2,562 +1.033 +0.357 
 
 19 +2.257 +1.346 +1.227 +1.009 +0.555 
 
 20 +3.938 +3.182 +2.686 +2.397 +1.962 
 
 21 1 +3.820 +1.962 +1.409 +0.719 
 
 22 1 +3.938 +1.324 +1.780 +1.086 
 
 23 +4.275 +3.643 +2.305 +2.331 +1.346 
 
 24 1 11 1 +2.546 
 
 25 1 +3.643 +1.499 +1.811. +1.125 
 
 26 +4.275 +3.300 +2.134 +2.114 +1.380 
 
 27 ' 2 +3.938 +3.346 +2.245 
 
 28 2 2 +1.677 +1.101 +0.213 
 
 29 2 2 +2.706 +2.439 +2.044 
 
 30 2 2 +2.188 +2.344 +1.499 
 
 33 2 2 +3.938 +4.275 +2.834 
 
 34 2 2 2 2 +3.643 
 
 ' Indicates that no pupils in the grade answered the question correctly. 
 2 Indicates that the question was not tried by the grade. 
 
 as follows: Table 47 — on the basis of the results obtained in 
 Grade 4, question 1 of Information Scale A hes 1.622 P.E. below 
 the fourth grade median; on the basis of the results obtained in 
 Grade 5, it lies .674 P.E. below the fourth grade median; on the 
 basis of the results obtained in Grade 6, it lies 1.024 P.E. above 
 the fourth grade median; on the basis of the results obtained in 
 Grade 7, it lies .968 P.E. above the fourth grade median; on the 
 basis of the results obtained in Grade 8, it lies 2.110 P.E. above 
 the fourth grade median; on the basis of these five determinations, 
 question 1 is given a value of —0.400 P.E.; that is, it lies .400 
 P.E. below the fourth grade median. 
 
 The last two figures in these tables (47 to 53) are not significant. 
 They are included in order to make the weighted averages more 
 
Measuring the Difficulty of Each Question or Task 43 
 
 TABLE 45 
 
 Distances of Each Grade Median Above Each Lower Grade Median 
 AND Above the Foukth Grade Median in Terms op P.E. 
 
 Information Scales A and B Thought Scales A and B 
 Distance Above Distance Above Distance Above Distance Above 
 
 Next Lower Fourth Next Lower Fourth 
 
 Grade Median Grade Median Grade Median Grade Median 
 
 Grades 2.284 2.284 1.923 1.923 
 
 Grade 6 1.407 3.691 1.836 3.759 
 
 Grade 7 0.494 4.185 0.946 4.705 
 
 Grade8 1.107 5.292 1.139 5.844 
 
 Character Scales A and B Character Scale L 
 
 Distance Above Distance Above Distance Above Distance Above 
 
 Next Lower Fourth Next Lower Fourth 
 
 Grade Median Grade Median Grade Median Grade Median 
 
 Grade 5 1.545 1.545 1.185 1.185 
 
 Grade6 1.174 2.719 1.099 2.284 
 
 Grade 7 0.962 3.681 0.592 2.876 
 
 Grade 8 0.681 ' 4.362 0.765 3.641 
 
 precise, and especially in order to facilitate any work that may 
 be done in extending these scales. 
 
 Tables 47 to 53 are constructed by adding to the P.E. dis- 
 tance of each question or problem above or below its own grade 
 median the distance its own grade median is above the fourth 
 grade median. In Grade 5, in Table 44, question 1 lies 2.958 
 P.E. below its own grade median. The median of Grade 5 is 
 2.284 P.E. above the median of Grade 4. Hence adding to 
 -2.958 P.E. the +2.284 P.E. we obtain -0.674 P.E., the loca- 
 tion of question 1 with reference to the fourth grade median as 
 given under Grade 5 in Table 47. In Grade 6, in Table 44, 
 question 1 lies 2.667 P.E. below its own grade median. The 
 median of Grade 6 is 3.691 P.E. above the median of Grade 4. 
 Hence adding to -2.667 P.E. the +3.691 we obtain +1.024 P.E., 
 the location of question 1 with reference to the fourth grade 
 median as given under Grade 6 in Table 47. 
 
 In Table 45 are given the P.E. distances of each grade median 
 above the fourth grade median. These are derived or taken 
 directly from Tables 33 to 36. 
 
 To determine the P.E. values assigned to each question in the 
 last columns of Tables 47 to 53 a weighted average of the five 
 determinations is taken. Inasmuch as the few dull pupils who 
 have been promoted into the upper grades unduly increase the 
 P.E. distances of the easy questions above the fourth grade me- 
 dian, the following system of weighting has been adopted. The 
 determinations by the grade distribution whose median is not 
 
44 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 47 
 
 The Position of Each Question in Each Gbade and Its Average Posi- 
 tion When It Is Refbreed to the Fourth Grade Median as a Point 
 OF Reference 
 
 Information A 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 25 
 
 26 
 
 27 
 
 28 
 
 29 
 
 30 
 
 33 
 
 34 
 
 Grade 4 
 -1.622 
 -1.374 
 -1.110 
 +0.145 
 -0.004 
 + 1.549 
 +0 .702 
 + 1.803 
 + 1.302 
 + 1.979 
 +3.077 
 + 1.438 
 +3.450 
 +3.111 
 +3.571 
 + 1.391 
 +3.938 
 1 
 
 +2.257 
 +3.938 
 
 +4.275 
 
 +4.275 
 
 Grade 5 
 -0.674 
 +0.322 
 +0.258 
 + 1.904 
 + 1.129 
 +2.859 
 +0.933 
 +2.706 
 +2.381 
 +3.053 
 +4.103 
 +2.284 
 +4.319 
 +2.731 
 +4.135 
 +2.944 
 +2.210 
 +5.395 
 +3.630 
 +5.466 
 +6.104 
 +6.222 
 +5.927 
 1 
 
 +5.927 
 +5.584 
 
 Grade 6 
 + 1.024 
 +0.945 
 + 1.729 
 +2.122 
 +1.800 
 +3.376 
 +2.378 
 +2.746 
 +3.384 
 +4.021 
 +3.591 
 +4.175 
 +2.973 
 +4.279 
 +4.477 
 +3.448 
 +4.250 
 +6.253 
 +4.918 
 +6.377 
 +5.653 
 +5.015 
 +5.996 
 1 
 
 +5 . 190 
 +5.825 
 +7.629 
 +5.368 
 +6.397 
 +5.879 
 +7.629 
 1 
 
 Grade 7 
 
 +0.968 
 + 1.418 
 +2.197 
 +2.493 
 +3.045 
 +2 .782 
 +2.529 
 +3.272 
 +3.520 
 +4.081 
 +4.330 
 +4.420 
 +4.603 
 +4.592 
 +4.941 
 +4.958 
 +4.712 
 +5.218 
 +5.194 
 +6.582 
 +5.594 
 +5.965 
 +6.516 
 1 
 
 +5.996 
 +6.299 
 +7.531 
 +5.286 
 +6.625 
 +6.529 
 +8.460 
 
 Grade 8 
 +2.110 
 +2.181 
 +3.058 
 +2.695 
 +4.497 
 +3.199 
 +3.357 
 +4.441 
 +4.392 
 +4.652 
 +4.668 
 +5.050 
 +4.660 
 +5.318 
 +5.538 
 +3.774 
 +5.124 
 +5.649 
 +5.847 
 +7.254 
 +6.011 
 +6.378 
 +6.638 
 +7.838 
 +6.417 
 +6.672 
 +7.537 
 +5.505 
 +7.336 
 +6.791 
 +8.126 
 +9.935 
 
 Weighted 
 Average 
 -0.400 
 +0.155 
 + 1.396 
 + 1.607 
 +2.125 
 +2.798 
 + 1.829 
 +3.314 
 +3.143 
 +3.694 
 +4.150 
 +3.650 
 +4.081 
 +4.202 
 +4.809 
 +3.440 
 +4.070 
 +5.597 
 +4.764 
 +6.557 
 +5.812 
 +5.703 
 +6.254 
 +7.838 
 +5.870 
 +6.161 
 +7.554 
 +5.407 
 +6.785 
 +6.497 
 +8.093 
 +9.935 
 
 ' Indicates that no pupils in the grade answered the question correctly. 
 2 Indicates that the question was not tried by the grade. 
 
 more than 1 P.E. from the location of the questions as given in 
 Table 44 are assigned a value of 10; the determinations by the 
 grade distribution whose median is more than 1 P.E. and less 
 than 2 P.E. from the location of the questions are assigned a 
 value of 6; the determinations by the grade distribution whose 
 median is more than 2 P.E. and less than 3 P.E. from the loca- 
 tion of the questions are assigned a value of 3; while the deter- 
 minations by the grade distribution whose median is more than 
 3 P.E. from the location of the questions are assigned a value of 
 1. This system of weighting gives the greater values to the loca- 
 tions of questions which are nearer the medians of the grade 
 distributions and at the same time gives to the locations of the 
 
Measuring the Difficulty of Each Question or Task 45 
 
 TABLE 48 
 
 The Position op Each Question in Each Grade and Its Average Posi- 
 tion When It Is Referred to the Fourth Grade Median as a Point 
 OP Reperence 
 
 Information B 
 
 Weighted 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Average 
 
 1 -2.370 -1.799 -0.034 +0.735 +1.209 -0.999 
 
 2 -1.926 +0.417 +0.676 +1.039 +2.181 -0.345 
 
 3 +0.464 +1.015 +2.918 +2.723 +3.749 +2.072 
 
 4 -0.156 +1.912 +2.541 +2.500 +1.354 +1.489 
 
 5 +0.689 +1.904 +2.259 +2.963 +3.313 +2.030 
 
 6 +1.033 +2.295 +2.305 +3.338 +3.550 +2.569 
 
 7 +0.547 +1.784 +3.246 +3.705 +4.485 +2.753 
 
 8 +0.807 +3.197 +2.667 +3.681 +3.848 +2.760 
 
 10 +3.346 +1.366 +3.202 +3.123 +4,142 +2.806 
 
 11 +2.746 +3,215 +2.122 +2,583 +2.881 +2.759 
 
 12 +3.346 +2.940 +4.503 +4.237 +5.124 +4.253 
 
 13 +3.111 +4.087 +4.343 +4.148 +4.301 +4.204 
 
 14 +4.275 +3.341 +4.729 +4.595 +5.031 +4.513 
 
 15 +1.196 +2.721 +3.388 +3.373 +3.860 +2.979 
 
 16 +2.357 +3.597 +4.315 +4.304 +5,034 +4,235 
 
 17 +3.111 +4.119 +4.631 +5.185 +5.764 +4.962 
 
 18 1 +6.222 +4.343 +4.237 +5.374 +4.702 
 
 19 +2.631 +4.541 +5.106 +4.712 +5.733 +4.863 
 
 20 1 1 +5.948 +5.381 +5.505 +5.535 
 
 21 1 +4.111 +5.635 +5.647 +6.036 +5.746 
 
 22 +2.597 +3.475 +4.654 +5.045 +6.023 +4.765 
 
 23 1 1 +6.339 +7.200 +8.126 +7.227 
 
 24 +4.083 +5.790 +5.948 +5.870 +6.427 +5.970 
 
 25 +3.725 +4.095 +4.673 +4.788 +5.273 +4,746 
 
 26 +4.600 +6.222 +5.135 +6.362 +6.393 +5.828 
 
 27 2 2 +5.972 +5.728 +5.784 +5.796 
 
 28 2 2 +5.411 +5.350 +5.377 +5.542 
 
 29 2 2 +5.228 +5.950 +6.297 +5.944 
 
 30 2 2 +7.086 +7.531 +6.948 +7.034 
 
 33 2 2 I +8.460 +8,742 +8.601 
 
 34 2 2 +6.480 +6,931 +7.375 +6.928 
 
 questions that are farthest from the medians of the grade distri- 
 butions some value. 
 
 Table 46 shows in detail the method of determining the 
 weighted average for questions 1 and 4 of Table 47. 
 
 TABLE 46 
 Method op Determining the Weighted-Average Values op the Tasks 
 
 Question 1 Question 4 
 
 Grade 4 6 x -1.622= -9.732 10 x +0.145= + 1.450 
 
 Grade 5 3 x -0.674= -2.022 10 x +1 .904= +19.040 
 
 Grade6 3 x +1 .024= +3,072 6 x +2,122= +12.732 
 
 Grade 7 1 x +0,968= +0.968 6 x +2,493= +14.958 
 
 Grade 8 1 x +2.110= +2.110 3 x +2.695= + 8.085 
 
 Weighted Average - . 400 + 1 . 607 
 
 Figs. 17 to 23 give the facts of the last columns of Tables 47 
 to 53 represented on a linear projection. These figures show the 
 location in terms of P.E. of each question or problem with refer- 
 
46 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 49 
 
 The Position of Each Question in Each Gbade and 
 TioN When It Is Referred to the Fourth Grade 
 OF Reference 
 
 Thought A 
 
 Its Average Posi- 
 Median as a Point 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5a 
 
 56 
 
 5c 
 
 6 
 
 7 
 
 8 
 
 10a 
 106 
 10c 
 11a 
 116 
 12 
 13 
 14 
 15a 
 156 
 16a 
 166 
 17 
 18 
 19 
 20o 
 206 
 21 
 22 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 -0.190 
 -0.484 
 +0.689 
 +0.940 
 +2.881 
 +2.514 
 +2.269 
 
 + 1 
 +3 
 
 .602 
 .820 
 
 +2.834 
 +4.275 
 +2.986 
 +4.083 
 + 1.749 
 +2.834 
 +3.077 
 +3.111 
 
 + 1.028 
 +1 .047 
 + 1.589 
 +2.110 
 +3.287 
 +3.145 
 +2.658 
 +3.539 
 +2.905 
 +3.314 
 +5 .373 
 +3.411 
 +4.241 
 +3.332 
 +4.228 
 +2.914 
 +2.947 
 +3.987 
 +4.204 
 +5.142 
 +2.792 
 +4.111 
 +4.609 
 +3.608 
 +3.202 
 +4.228 
 +4.967 
 +3.219 
 +4.967 
 
 +2.814 
 +2.463 
 +3.200 
 +3.471 
 +4.085 
 +3 .356 
 +3.078 
 +3.659 
 +4.096 
 +4.058 
 +6.664 
 +3.987 
 +4.860 
 +3.674 
 +4.541 
 +3.919 
 +4.096 
 +3.543 
 +5.429 
 +6.774 
 +4.077 
 +4.991 
 +5.361 
 +4.869 
 +4.584 
 +5.375 
 +5.562 
 +4.894 
 +5.914 
 
 +3.540 
 +2.977 
 +3.932 
 +4.049 
 +4.537 
 +3.535 
 +3.199 
 +4.638 
 +4.556 
 +4.880 
 +6.850 
 +4.593 
 +4.213 
 +4.142 
 +5.016 
 +4.428 
 +4.772 
 +4.511 
 + 5.050 
 +5.636 
 +4.475 
 +5.027 
 +5.801 
 +5.587 
 +4.865 
 +5.729 
 +5.845 
 +5.065 
 +6.155 
 
 +4.116 
 +3.780 
 +4.591 
 +4.971 
 +4.958 
 +4,382 
 +3.809 
 +5.159 
 +5.434 
 +5.364 
 +7.119 
 +4.881 
 +5.348 
 +4.844 
 +5.703 
 +4.825 
 +5.325 
 +5.522 
 +5.874 
 +7.119 
 +5.196 
 +5.948 
 +6.686 
 +6.379 
 +5.777 
 +6.427 
 +6.407 
 +6.094 
 +6.312 
 
 Weighted 
 Average 
 + 1.963 
 + 1.417 
 +2.644 
 +3.108 
 +4.209 
 +3.466 
 +2.962 
 +4.327 
 +3.902 
 +4.506 
 +6.740 
 +3.932 
 +4.725 
 +3.988 
 +4.981 
 +3.548 
 +4.310 
 +4.435 
 +5.251 
 +6.166 
 +4.135 
 +5.242 
 +5.906 
 +5 .328 
 +4.790 
 +5.743 
 +5.977 
 +5.008 
 +6.137 
 
 ence to the fourth grade median, which has been taken as an 
 arbitrary point of reference. In Fig. 17, for instance, the dis- 
 tance that question 6 is above this arbitrary point of reference 
 may be spoken of as being twice as far above the arbitrary point 
 of reference as question 3, but question 6 cannot be called twice 
 as diflficult as question 3. Only the determination of the absolute 
 zero point of history ability with respect to information would 
 enable one to speak in such terms as one class possesses twice as 
 much ability along information lines in history as another class. 
 An approximation to such an absolute zero could be obtained 
 by extending the scales at their lower extremes down to questions 
 or tasks so easy that experts would regard them as of almost zero 
 difHculty. The method used in this study applied to such ques- 
 tions in the case of American children in Grades 4, 3, 2, and 1 
 would then supply the measures of the distances, in terms of the 
 
Measuring the Difficulty of Each Question or Task 47 
 
 TABLE 50 
 
 The Position op Each Question in Each Grade and 
 TioN When It Is Referred to the Fourth Grade 
 OP Reference 
 
 Thought B 
 
 Its Average Posi- 
 Median as a Point 
 
 Grade 4 Grade 5 Grade 6 Grade 7 
 
 1 
 
 2a 
 2b 
 3a 
 36 
 3c 
 4 
 5 
 6 
 7a 
 76 
 8 
 9 
 10 
 11 
 12a 
 126 
 13a 
 136 
 14a 
 146 
 15 
 16 
 17 
 18 
 19 
 20a 
 206 
 21 
 22 
 
 -0.727 
 +0.209 
 +0.492 
 +2.269 
 +2.411 
 +2.986 
 +1.643 
 +2.530 
 +3.300 
 +2.986 
 +2.234 
 +3.300 
 +2.631 
 +2.439 
 +3.300 
 +2.726 
 +4.600 
 +2.986 
 +3 .300 
 1 
 
 +3.146 
 +2,631 
 
 +0.632 
 +0.467 
 +1.167 
 +4.016 
 +3.977 
 +4.006 
 +2.234 
 +3.202 
 +4.180 
 +3.726 
 +2.637 
 +3.073 
 +3.274 
 +3.202 
 +4.485 
 +3.608 
 +4.180 
 +2.783 
 +3.532 
 +5.743 
 +3.984 
 +3.355 
 +4.780 
 +4.734 
 +4.855 
 +5.142 
 +3.711 
 +5.142 
 +5.181 
 +5.648 
 
 + 1.514 
 +2.246 
 +2.846 
 +4.695 
 +4.017 
 +4.135 
 +3.402 
 +3.287 
 +2.904 
 +4.507 
 +3.255 
 +3.882 
 +3.700 
 +4.271 
 +5.813 
 +4.314 
 +4.976 
 +3.755 
 +4.727 
 +6.836 
 +4.628 
 +4.351 
 +5.388 
 +5.240 
 +5.508 
 +6.040 
 +4.064 
 +6.198 
 +6.338 
 +6.664 
 
 +2.057 
 +2.787 
 +3.519 
 +4.850 
 +4.182 
 +4.287 
 +4.012 
 +4.310 
 +3.796 
 +4.638 
 +3.677 
 +4.675 
 +4.216 
 +5.146 
 +5.591 
 +4.846 
 +5.150 
 +4.197 
 +5.158 
 +7.116 
 +4.944 
 +4.504 
 +6.261 
 +5.112 
 +6.321 
 +6.341 
 +4 .873 
 +7.284 
 +6.759 
 +7.203 
 
 Grade 8 
 +2.680 
 +3.474 
 +4.569 
 +5.248 
 +4.394 
 +4.580 
 +5.134 
 +4.792 
 +4.734 
 +4.643 
 +4.382 
 +5.309 
 +4.953 
 +5.929 
 +5.313 
 +5.224 
 +5.556 
 +4.668 
 +5.650 
 +7.453 
 +4.922 
 +5.096 
 +6.476 
 +5.646 
 +6.708 
 +6.305 
 +5.372 
 +7.507 
 +7.151 
 +7.968 
 
 Weighted 
 Average 
 +0.421 
 + 1.468 
 +2.228 
 +4.632 
 +3.984 
 +4.146 
 +3.427 
 +3.757 
 +3.708 
 +4.303 
 +3.256 
 +4.335 
 +4,005 
 +4.615 
 +5.304 
 +4.453 
 +5.135 
 +3.700 
 +4.860 
 +7,149 
 +4,633 
 +4,295 
 +5,959 
 +5,283 
 +6,104 
 +6,217 
 +4,593 
 +6,971 
 +6.721 
 +7.715 
 
 variability of a grade, of the zero-difficulty questions from the 
 fourth grade median. Such questions might be : For the Informa- 
 tion Scales — "In what country do you live?" "Is the United 
 States the name of a nation or of an animal"? "Was George 
 Washington an American or a Chinaman"? For the Thought 
 Scales they might be — " The Indians built wigwams. Then they 
 lived in the wigwams. Did they live in the wigwams before 
 they built them?" "The Indians used skins in making their 
 wigwams. They got the skins from animals. Did they have 
 to kill the animals before they built their wigwams?" "A man 
 built a house. Then he lived in it. Did he live in it before he 
 built it?" For the Character Scales they might be — "A girl 
 ate a peach. Then she said she did not eat it. She spent ten 
 cents for candy. Then she said she did not spend it. She bit her 
 sister. Then she said she did not bite her. Was the girl a liar?" 
 
48 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 61 
 
 The Position op Each Question in Each Grade and 
 TiON When It Is Repbbrbd to the FotrnTH Grade 
 OP Repeeencb 
 
 Character A 
 
 Its Average Posi- 
 Median as a Point 
 
 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
 
 1 
 
 2 
 
 3 
 
 4 
 
 S 
 
 6a 
 
 6b 
 
 7a 
 
 76 
 
 8 
 
 9 
 10 
 11 
 12 
 13a 
 13b 
 14 
 15o 
 15b 
 
 +0.620 
 +0.693 
 +0.612 
 + 1.884 
 +0.847 
 + 1.506 
 + 1.357 
 +2.035 
 + 1.835 
 + 1.677 
 + 1.269 
 + 1.444 
 +2.746 
 
 + 1 .389 
 + 1.519 
 + 1.724 
 +2.874 
 + 1.314 
 +2.517 
 +2.494 
 +2.550 
 +2.680 
 +2.597 
 +2.994 
 +2.499 
 +3.580 
 +3.619 
 +3.471 
 +3.814 
 +4.271 
 +3.648 
 +3.850 
 
 +2.123 
 +2.030 
 +2.547 
 +3 . 145 
 + 1.569 
 +2.924 
 +2.778 
 +2.891 
 +3.270 
 +2.962 
 +3.211 
 +3.351 
 +3.946 
 +3.994 
 +3.619 
 +4.256 
 +4.288 
 +4.021 
 +4.282 
 
 +2.624 
 +2.657 
 +3.192 
 +3.648 
 + 1.946 
 +3.502 
 +3.169 
 +3.220 
 +3.849 
 +3.370 
 +2.967 
 +3.845 
 +4.185 
 +4.293 
 +3.935 
 +4.621 
 +4.681 
 +4.471 
 +4.762 
 
 +3.348 
 +2.947 
 +3.823 
 +3.831 
 +4.559 
 +3.673 
 +3.467 
 + 3.440 
 +4.104 
 +3 .706 
 +3.055 
 +4.047 
 +4.362 
 +4.318 
 +4.116 
 +4.703 
 +4.593 
 +4.941 
 +4.815 
 
 Weighted 
 Average 
 + 1.836 
 +1.810 
 +2.379 
 +3.209 
 +2.102 
 +2.939 
 +2.765 
 +2.997 
 +3.317 
 +3.000 
 +2.801 
 +3.175 
 +4.003 
 +4.170 
 +3.820 
 +4.490 
 +4.526 
 +4.454 
 +4.558 
 
 It would be necessary in the experiment, of course, to separate 
 ignorance of facts from ignorance of language, and also inability 
 to infer from inability to understand words. Possibly tests with 
 pictures could be used to better advantage. 
 
 In default of such an experimental placing of the absolute zero 
 for these three types of scales, which the author hopes to under- 
 take later, the results of such a priori placings as may be made 
 can be shown by a sample. Suppose, for instance, that the 
 absolute zero for each scale be located provisionally at a point 
 representing the probable ability of the lowest pupil in Grade 2 
 ( — 4.5 P.E. from the median of Grade 2). Assume also that the 
 median for Grade 2 is as far below the median of Grade 4 as the 
 median of Grade 4 is below that of Grade 6. This, of course, is 
 purely a provisional arrangement, and would be used only when 
 it is absolutely necessary to make some assumption about the 
 absolute zero. 
 
 On the basis of these assumptions the values of Tables 47 and 
 48 would, when referred to the provisional absolute zero, be 
 increased each by 2.284+1.407+4.5, or 8.191; and the hardest 
 questions of the Information Scales would be counted as about 
 2| times as "hard" as the easiest. The values of Tables 49 and 
 50 would be increased each by 1.923+1.836+4.5, or 8.259; and 
 
Measuring the Difficulty of Each Question or Task 49 
 
 TABLE 52 
 
 The Position or Each Question in Each Grade and 
 TiON When It Is Referred to the Fotjrth Grade 
 OF Reference 
 
 Character B 
 
 Its Average Posi- 
 Median as a Point 
 
 1 
 
 2a 
 
 26 
 
 3 
 
 4 
 
 5a 
 
 5b 
 
 6 
 
 7 
 
 8o 
 
 86 
 
 8c 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13a 
 
 136 
 
 14 
 
 Grade 4 
 +0.612 
 +1.859 
 + 1.201 
 +0.786 
 + 1.997 
 + 1.563 
 +1.518 
 +0.516 
 +2.397 
 + 1.670 
 +2.789 
 + 1.827 
 
 Grade 5 Grade 6 Grade 7 Grade 8 
 
 + 1.181 
 +2.751 
 +2.201 
 +2.057 
 +2.670 
 +2.348 
 +2.013 
 +1.056 
 +3.364 
 +2.476 
 +3.790 
 +2.960 
 +2.436 
 +3.014 
 +4.193 
 +2.936 
 +3.489 
 +3.690 
 +4.622 
 
 + 1.564 
 +3.122 
 +2.431 
 +2.760 
 +3.110 
 +3.022 
 +2.499 
 + 1.859 
 +3.761 
 +3.509 
 +4.151 
 +3.930 
 +3.030 
 +3.451 
 +4.707 
 +3.859 
 +4.355 
 +4.645 
 +5.367 
 
 +2.059 
 +3.385 
 +2.754 
 +3.525 
 +3.528 
 +3.324 
 +2.886 
 +2.352 
 +4.130 
 +3.954 
 +4.252 
 +4,400 
 +3.581 
 +3.581 
 +5.096 
 +4.177 
 +4.471 
 +5.237 
 +5.903 
 
 +2.318 
 +3.639 
 +3.227 
 +3.959 
 +3.878 
 +3.685 
 +3.176 
 +2,663 
 +4,183 
 +4,284 
 +4.481 
 +4.545 
 +3.795 
 +3.831 
 +5.458 
 +4,749 
 +5.123 
 +5.824 
 +6.018 
 
 Weighted 
 Average 
 + 1.332 
 +3.074 
 +2.391 
 +2.617 
 +3.170 
 +2.894 
 +2.432 
 + 1,533 
 +3.802 
 +3,309 
 +4,124 
 +3,730 
 +3,210 
 +3,519 
 +4,958 
 +4.063 
 + 4.468 
 +5.014 
 +5.733 
 
 TABLE 53 
 
 The Position or Each Question in Each Grade and 
 TION When It Is Referred to the Fourth Grade 
 of Reference 
 
 Character L 
 
 Its Average Posi- 
 Median as a Point 
 
 Weighted 
 Average 
 +1.665 
 + 1.580 
 +2.921 
 +2.798 
 +2.985 
 +2,907 
 +2,680 
 +2.787 
 +4,009 
 +3,179 
 +3.997 
 +3.650 
 +3.765 
 +3.556 
 
 the hardest question of the Thought Scales would be about 1| 
 times as "hard" as the easiest. Each of the values of Tables 
 51 and 52 would be raised by 1.545+1.174+4.5, or 7.219; and 
 the hardest question of Character Scales A and B would be about 
 1| times as "hard" as the easiest. 
 
 Any investigator who needs to assume some absolute zero may 
 conveniently define his assumption in the way just illustrated. 
 
 
 Grade 4 
 
 Grade 5 
 
 Grade 6 
 
 Grade 7 
 
 Grade 8 
 
 1 
 
 +0.913 
 
 + 1,465 
 
 + 1.761 
 
 + 1.990 
 
 +2.550 
 
 2 
 
 +0.387 
 
 + 1,174 
 
 + 1.632 
 
 +2.038 
 
 +2.673 
 
 3o 
 
 + 1.616 
 
 +2.391 
 
 +3.024 
 
 +3.206 
 
 +3,634 
 
 36 
 
 + 1.892 
 
 +2.266 
 
 +2,768 
 
 +3.092 
 
 +3,398 
 
 4 
 
 +1.506 
 
 +2.476 
 
 +3,091 
 
 +3.313 
 
 +3,745 
 
 5 
 
 + 1.663 
 
 +2.660 
 
 +2,908 
 
 +3.175 
 
 +3,533 
 
 6 
 
 +1,462 
 
 +2.295 
 
 +2.815 
 
 +2.857 
 
 +3.330 
 
 7a 
 
 2 
 
 +2.350 
 
 +2,718 
 
 +2.917 
 
 +2.989 
 
 76 
 
 2 
 
 +3.430 
 
 +3,840 
 
 +4,077 
 
 +4.244 
 
 8o 
 
 2 
 
 +2.761 
 
 +3,096 
 
 +3.317 
 
 +3.376 
 
 86 
 
 2 
 
 +3.299 
 
 +3.893 
 
 +4.145 
 
 +4.180 
 
 9a 
 
 2 
 
 +3.120 
 
 +3.602 
 
 +3,710 
 
 +3.937 
 
 96 
 
 2 
 
 +3.036 
 
 +3.619 
 
 +3.957 
 
 +4.376 
 
 10 
 
 2 
 
 +2.828 
 
 +3.322 
 
 +3.675 
 
 +4.017 
 
50 Historical Information and Judgment in Pupils 
 
 tH Jf- 
 
 O 
 
 i 
 
 td 
 o 
 ■«i 
 
 o 
 
 m 
 •J 
 
 » s 
 
 5 ■< 
 
 " (B 
 
 >o_ M 
 
 
 o 
 
 »3 
 
 f^ 
 
SECTION VII 
 KEYS TO THE HISTORY SCALES 
 
 Answers to Questions of Information Scale A 
 
 Qtibstion Credit 
 
 1 3 = Indians (Indies in Grades 4 and 5); redskins, copper colored 
 
 people. 
 = Savages, natives. 
 
 2 3= Washington, Grant, Lee, Schuyler, Sherman, Jackson, War- 
 
 ren, Greene. 
 = Wolfe, Burgojme, Admiral Dewey. 
 
 3 3 = Wigwam, teepee, long house, tent. 
 
 = Caves, huts^ tents and mounds, forests, camps, tents and 
 canoes, in wigwams and log cabins, long houses and trees. 
 
 4 3 = Lincoln. 
 
 5 3 = Pilgrims, Plymouth, people of Plymouth, early settlers at 
 
 Plymouth. 
 = English, Americans, Indians, Puritans, Quakers, Christians. 
 
 6 3 = With Spain, Spain, Spanish; Spanish American War. 
 
 7 3 = Cabot, Vespucius, Sir Walter Raleigh, Drake, Champlain, 
 
 De Soto, LaSalle, Balboa, Lief Erieson, Eric the Red, Henry 
 Hudson, Pizarro, Coronado, Ponce de Leon, Marquette. 
 0=Americus or Amerigo, Magellan, Baltimore, Marco Polo, 
 America. 
 
 8 3 = Declaration of Independence. 
 
 = Signing of Declaration of Independence; Day of Independence, 
 Declaration Day, Independence. 
 
 9 3 = Fighting and hunting; hunting and war; hunting, fishing and 
 
 fighting; hunting and fishing; fishing and shooting; fish and 
 shoot animals; fishing and trapping. 
 
 = Fighting and fishing. 
 
 10 3 = 3-5-1-2-4. 
 
 1 =One interchange. (See note below, answer to question 25.) 
 
 11 3 = (a) Civil War. 
 
 (6) Revolutionary War. or War of 1776; with England and 
 colonies; or War for Independence, 
 (c) War of 1812. 
 1 = Any two of the three. 
 
 12 3 = Passage to the Pacific, Pacific ocean, water route across North 
 
 America, northwest passage, strait, route to the west, a short 
 or new way or route to India or Asia or China; short route, new 
 route; northwest passage to India, passage to India; shortest 
 passage to India; northern passage to India. 
 = East Indies or India; trading post, fur trade, new land, route 
 to West Indies, southern route to India. 
 
 13 3 = Jefferson. 
 
 14 3 = (o) Spain or Spanish. 
 
 (b) England, Great Britain or English. 
 
 (c) France or French. 
 
 (d) Holland, Netherlands or Dutch. 
 
 0= Inclusion of Portugal, Germany, Italy, or Russia as one of the 
 four. 
 
52 Historical Information and Judgment in Pupils 
 
 15 3 = (a) Burgoyne. 
 
 (6) Cornwallis. 
 
 16 3 = Civil War, or War of 1862, or War between the North and 
 
 the South. 
 = Monitor and Merrimac. 
 
 17 3 = Iroquois; Five Nations or Six Nations. 
 
 = Algonquins, Powhatan, Iroquois and Sioux. 
 
 18 3 = (ffl) Telegraph. 
 
 (6) Telephone, 
 (c) Wireless. 
 
 1 =Any two of the three, or three correct with inclusion of some- 
 
 thing not strictly applicable. 
 
 19 3= Working on farms, farming. 
 
 20 3 = (a) Stagecoach, stage, coach, wagon, or carriage. 
 
 (b) Horseback, horse. 
 
 (c) Sailboat, sailing. 
 
 = Boat, ship or water in place of sailboat or saihng; Flatboat, 
 
 barges, rowboat, ferry or canoe in place of sailboat or saiUng; 
 Canal boats pulled by horses or mules, steamboat, bicycle, 
 caravans, prairie schooners. 
 
 21 3 = (a) Cumberland road, National road, pubUc road, highways, 
 
 roads to the west. 
 
 (b) Erie Canal. 
 
 (c) Panama Canal. 
 
 1 = Any two of the three correct; two correct and subway. 
 
 = Inclusion of something not applicable as steam engine or 
 wireless. 
 
 22 3 = Cotton gin and steamboat. 
 
 = Eli Whitney and Robert Fulton. 
 
 23 3 = How to keep the Southern states in the Union, to hold the 
 
 Union together, preserve the Union, keeping of the Union, 
 holding of the Union, what to do about the secession of the 
 Southern states; secession, breaking up of the Union, disunion 
 or not, break between North and South; whether the states 
 were free to secede, should the states be let leave the Union, 
 whether the states had a right to leave the Union or not, states 
 rights, how to treat the seceded states, what to do with the 
 South. 
 0=War, Civil War, war with Confederates, fight over slavery, 
 putting down the Confederates, fight, to see after the Civil 
 War, whether he should declare war or not, war or peace; 
 slavery, slavery question, whether there should be slavery or 
 not, war or peace; how to set the slaves free, how to save the 
 Union and abolish slavery, he had to free the slaves, put the 
 Union together, question of slavery, slavery problem and 
 preserving the Union, for freedom, to stop slavery, whether to 
 admit the Southern states to the Union or not, to fight for the 
 Civil War. 
 
 24 3 = (a) Civil Service Commission. 
 
 (b) Interstate Commerce Commission. 
 
 1 = Civil Service Commission or Interstate Commerce Commis- 
 
 sion with the other omitted. 
 
 25 3 = 6-2-5-3-7-1-4. 
 
 2= One interchange, or two interchanges or one two-place dis- 
 placement. 
 
 l=One three or more place displacement or one two-place dis- 
 placement and one interchange; or one double interchange as 
 S-2-1 -4^5-6-7, or three interchanges. 
 
 Note. — The answer to this type of question may be easily 
 and quickly scored as follows: Assume that a pupil's order is 
 
Keys to the History Scales 53 
 
 5-2-4-3-7-1-6. By placing it below the correct order thus 
 6-2-5-3-7-1-4 
 5-2-4r-3-7-l-6 
 
 1 in the pupil's order corresponds to 1 in the correct order, 
 
 2 corresponds to 2 in the correct order, 3 corresponds to 3 in 
 the correct order, 4 corresponds to 5 in the correct order, 5 
 corresponds to 6 in the correct order, 6 corresponds to 4 in the 
 correct order and 7 corresponds to 7 in the correct order. 
 
 By writing down in a new order the numbers of the correct 
 order to which the numbers of the pupil's order correspond 
 when the latter are taken in the order 1-2-3—4-5-6-7 we 
 have 1-2-3-5-6-4-7. This is an illustration of what is meant 
 by a two-place displacement, the 4 being two places out of 
 order. This order would be the pupil's actual arrangement of 
 the events if the events themselves were arranged in the 
 order in which they occurred instead of being arranged by 
 chance. 
 
 1-3-^-4-5-6-7 is an illustration of what is meant by one 
 interchange, 1-3-2-6-4-7-6 is an illustration of what is meant 
 by three interchanges, 1-4-3-2-5-6-7 is an illustration of 
 what is meant by a double interchange. 
 
 26 3 = 7-6-l-5H^3-2. 
 
 2 = One interchange, or two interchanges or one two-place dis- 
 placement. 
 
 1 = One three or more place displacement or one two-place dis- 
 
 placement and one interchange; or one double interchange 
 as 3-2-1—4-5-6-7, or three interchanges. 
 
 27 3 = 12 correct. 
 
 2 = 10 or 11 correct. 
 1=8 or 9 correct. 
 
 a = Morse. 6 = Bell. c = Cyrus Field. 
 
 d = Jefferson Davis. e = Thomas Jefferson. / = Hamilton. 
 
 g = Robert Morris. h = Perry. i = Henry Clay. 
 
 j = John Jay. k = Edwin M. Stanton. I = Roger B. Tany 
 
 28 3 = 7 correct. 
 2 = 6 correct. 
 1=5 correct. 
 
 Morgan. 
 
 Farragut. 
 
 Dewey. 
 
 Taylor. 
 
 Thomas. 
 
 Grant. 
 
 Perry. 
 
 29 3=2-5-1-7-6-4-3. 
 
 2 = One interchange or two interchanges or one two-place dis- 
 placement. 
 
 1 = One three or more place displacement; one two-place displace- 
 ment and one interchange, or one double interchange as 
 3-2-1-4-5-6-7, or three interchanges. 
 
 30 3 = (a) Protection of slavery in the territories. 
 
 (6) The "gag rule" or suppression of abolition petitions in 
 Congress. 
 
 (c) Annexation of Texas. 
 1 =The above three and one other one checked or any two of the 
 above three and no others checked. 
 33 3 = Colonization and interference with South American repubhcs. 
 
 Estabhshing monarchies and recapture of Spain's colonies. 
 Shouldn't settle in America — keep hands off all colonies that 
 did not belong to them. 
 
54 Historical Information and Judgment in Pupils 
 
 Russia planting colonies on the Pacific — Spain trying to regain 
 her colonies. 
 = No more colonies to be planted — settlement by European 
 nations, no colonies and Holy Alliance; Holy Alliance or ex- 
 tension of Holy Alliance system; to keep the Holy Alliance 
 from helping Spain take back her colonies; no European 
 country could get land in America. 
 34 3 = 7 correct. 
 
 2 = 6 correct. 
 1=5 correct. 
 Polk. 
 
 McKinley. 
 Monroe. 
 Cleveland. 
 Roosevelt. 
 Arthur or Garfield. 
 Jackson. 
 Note : — To find the number of questions correctly answered by a pupil 
 divide the total of his credits by 3. 
 
 Answees to Questions of Information Scale B 
 
 1 3 = Henry Hudson, Hendrick Hudson, H. Hudson, Hudson. 
 
 2 3 = George Washington, Washington. 
 
 3 3 = Cruelly, harshly, badly, roughly, unjustly, mean, wicked, 
 
 barbarously, poorly; hostile, bad, cruel; abused them; fought 
 hard against them; made slaves of them, hke slaves, killed 
 and conquered, cheated them, robbed them. 
 = Kindly, very good, hated them; killed them, nice. 
 
 4 3 = Grant, Lee, Pickett, Johnson, Hood, McClellan, Thomas, 
 
 Sheridan, Hooker, Pope. 
 
 5 3= France. 
 
 6 3 = Lexington, Yorktown, Bunker Hill, Brandywine, White 
 
 Plains, Saratoga, Princeton, Ft. Moultrie, Camden. 
 
 = Burgoyne's defeat, Brandytown. 
 
 7 3 = Any two of these: bow and arrow; club; spear; tomahawk or 
 
 hatchet, or ax. 
 
 1 =Aiiy one of the above and knives. 
 
 = Bow and arrow; tomahawk, hatchet; bone crusher, stone 
 hammer, sword, daggers. 
 
 8 3=England, Great Britain, EngUsh, British. 
 
 10 3 = Cartier, Champlain, La Salle, Marquette, JoUet. 
 = De Soto, Ponce de Leon. 
 
 11 3 = Any two of these: Philippines, Gadsden, Louisiana, Florida, 
 
 Alaska. 
 
 = Hawaii, Oregon, Texas, Northwest territory. 
 
 12 3 = Spain, France. 
 
 13 3 = (a) Exploring. 
 
 (6) Settling. 
 
 (c) Nation-making. 
 
 14 3 = (o) Holland— Dutch. 
 
 (6) England — ^EngUsh. 
 
 (c) France — French. 
 
 (d) England — English. 
 
 1 = Any three of the four correct. 
 
 = Inclusion of Quakers or POgrims among the three. 
 
 15 3 = (o) Stagecoach, coach. 
 
 (6) Railroad, locomotive. 
 
 16 3 = 3-5-1^-2. 
 
Keys to the History Scales 55 
 
 l=One interchange. (See note below answer to 25 in Key to 
 Information Questions Scale A.) 
 
 17 3 = Any three of these : Washington, Lee, Greene, Putnam, Gates, 
 
 Stark, Marion, Schuyler, Warren, Sullivan, Herkimer. 
 1 = Any two of the above for the first two, with the third omitted 
 
 or wrong. 
 0=Any two of them with the first or second wrong, or including 
 
 Lee or Lincoln. 
 
 Robert E. Lee, Clarke, Gage, Howe, Clinton, Jones, Wolfe, 
 
 Lafayette. 
 
 18 3 = Reaper, harvester, machine for cutting grain, reaping machine. 
 O = lron plow and reaper, reaper and locomotive. 
 
 19 3 = Steam or steam engine. 
 
 0= Water power and steam, water power, steamboat, railroad. 
 
 20 3 = (a) Cotton gin. 
 
 (6) Sewing machine or Howe's machine. 
 
 21 3 = (a) CathoUcs. 
 
 (6) Piiritans. 
 (c) Quakers. 
 1= CathoUcs, Puritans and Protestants; or Cathohcs, Protestants 
 and Quakers. 
 
 Two out of the three correct, the other one being wrong or 
 omitted. 
 
 22 3 = Canoes walking, running, on foot, trails, or small paths, 
 
 Paddling, rowing walking. 
 
 = Boat or water walking. 
 
 Horse, horseback, or riding walking, running or canoe. 
 
 Canoe, walking snowshoes. 
 
 23 3 = Protective tarM; tariff, high or low tariff. 
 
 24 3 = (a) Steamboat. 
 
 (6) Raiboad, locomotive, or steam engine, 
 (c) Trolley car or automobile. 
 
 1 =Any two of the three correct, the other one being wrong or 
 
 omitted. 
 
 25 3 = 2-7-1-6-3-5-4. 
 
 2= One interchange or two interchanges or one two-place dis- 
 placement. 
 
 1 = One three or more place displacement or one two-place dis- 
 
 placement and one interchange, or one double interchange 
 as 3-2-1-4-5-6-7 or three interchanges. 
 (See note below answer to 25 in Answers to Questions of 
 Information Scale A.) 
 
 26 3=6-3-1-7-5-2-4. 
 
 2 = One interchange or two interchanges or one two-place dis- 
 
 placement. 
 
 1 = One three or more place displacement or one two-place dis- 
 
 placement and one interchange, or one double interchange as 
 3-2-l-4r-5-6-7 or three interchanges. 
 
 27 3 = 12 correct. 
 
 2 = 10 or 11 correct. 
 
 1 =8 or 9 correct. 
 
 Supreme Court judge statesman 
 
 general Supreme Court judge 
 
 inventor statesman 
 
 preacher inventor 
 
 president general 
 
 inventor president 
 
 28 3 = 7 correct. 
 
 2 = 6 correct. 
 1=5 correct. 
 
56 Historical Information and Judgment in Pupils 
 
 = 4 correct. 
 
 Revolutionary. 
 
 Civil. 
 
 Spanish-American. 
 
 Mexican, 1845-8. 
 
 Civil. 
 
 Civil. 
 
 1812. 
 
 29 3 = John Adams. 
 
 Alexander Hamilton. 
 Benjamin Franklin. 
 Abraham Lincoln. 
 George Washington. 
 Daniel Webster. 
 l=One of these not checked in addition to the other three not 
 checked. 
 One besides these checked. 
 
 30 3 = 16 correct. 
 
 2 = 14 or 15 correct. 
 
 1 = 12 or 13 correct. 
 
 Missouri. Henry Clay. 
 
 Kansas-Nebraska Act. Stephen A. Douglas. 
 
 South Carolina. John C. Calhoun. 
 
 Secession. Jefferson Davis. 
 
 Monroe Doctrine. Grover Cleveland. 
 
 Ordinance of 1787. George Rogers Clark. 
 
 Black people not citizens. Roger B. Taney. 
 
 War with Mexico. James K. Polk. 
 
 33 3 = Extension of slavery in the territories, slavery in the territories, 
 
 spread of slavery, slavery increasing. 
 1 = Slavery movement. 
 
 = Slavery, withdrawal of the Missouri Compromise, secession, 
 
 doing away with slavery, abohtion of slavery. 
 
 34 3 = (a) Protective tariff question. 
 
 (6) Demand for a shorter working day. 
 
 (c) Maintaining neutrahty. 
 
 (d) Extension of suffrage to another group of people. 
 
 1 =One besides the above checked. 
 
 One of these four unchecked, the rest also being unchecked. 
 = Two of these four unchecked, the rest also being unchecked. 
 Note. — To find the number of questions correctly answered by a pupi^ 
 divide^the total of his credits by 3. 
 
 Answers to Questions of Thought Scale A 
 Question Credit 
 
 1 3 = In sailboats, by the wind. 
 
 = ln steamboats, in row boats, in row boats and logs, rafts, 
 canoes, in wooden boats, boats, in flat boats, vessels, big ships, 
 wooden boats. 
 
 2 3 = A short route to India, India; western passage to India, 
 
 western route to India, northwest passage to India; a new way 
 to India, a way to India, an easy way to India. 
 
 2 = Indies or East Indies. 
 
 = Asia, a passage to the west. 
 
 3 3 = 100 years ago there were no railroads, no trains or steamships, 
 
 traveled by stagecoach or horses. 
 (Today we have railroads.) 
 
Keys to the History Scales 57 
 
 2 = Hard to travel, poor means of transportation; swift railroads 
 
 now. (Traveling was so slow.) 
 l = Did not have fast trains. (More mail carriers and railroads; 
 
 quicker boats and trains, no railroads and telegraph.) 
 = They had no steam; no means of transportation, no means of 
 
 traveling; they had sailboats then. 
 4 3 = The Northmen; Vikings, Lief Erioson. 
 
 = Columbus, Indians. 
 
 5a 3=Makeit cheaper; cheaper, lessen the cost, reduce the cost, 
 
 got low, would become cheap; it would be cheap, cheap; 
 (made cotton cheaper; made it more profitable.) 
 
 1 =50 times cheaper. 
 
 56 3 = Increase the amount, more cotton raised, more could be raised, 
 
 large amount, huge quantities. 
 1 = 50 times as much or 100 times as much. 
 5c 3= Lower the price, make it cheaper, make it cost less, go low, 
 
 go down, cheaper; much cheaper, less, lower, make it very 
 
 cheap, cheap cotton goods, cheap. 
 
 6 3 = SeU it to the United States (or to America); sold it to the 
 
 United States. 
 
 1 = (SeUit.) 
 
 0= (To give it to the United States.) 
 
 7 3= New inventions, invention of machinery, use of machinery. 
 
 (They had machines, had no machines to raise it.) 
 
 2 = By an invention; invention of some specific machine, i.e., 
 
 reaper; machinery. (Better machinery.) 
 1 = (Had different machinery or different tools, more machines, 
 factories and mine(s; mining and making tools.) 
 
 8 3 = Manufacturing and mining (mining and factories, mining and 
 
 smelting.) 
 1 = Manufacturing (or foundry work), (manufacturing of iron and 
 
 manufacturing of cotton), mining. 
 = Iron work, coal (manufacturing and farming, mining and com- 
 merce, manufacturing and shipbuilding; mining and railroads). 
 10a 3 = There was not much under cultivation, very Uttle cultivated, 
 
 very small, not much was cultivated, very little, only a part, 
 
 small parts; large amount of woodland. 
 = A great deal was cultivated, large proportion, large, it was 
 
 immense, more than half; people did not have much land; 
 
 people had large farms, large pieces of land. 
 106 3 = Cheap, not expensive, very cheap, cost very little, price very 
 
 low. ( 
 
 = Dear, expensive, not very cheap; cost nothing. 
 
 10c 3 = Did not know much about agriculture, very Httle knowledge, 
 
 very limited; knew very Httle about fertilizing; very httle 
 knowledge about agriculture, poor farmers, very poor; very 
 little, smaU. 
 
 1 = Did not know anything about agriculture, bad knowledge, 
 
 very ignorant, bad; little agriculture. 
 = Very good, plenty of knowledge of farming; good; knew a 
 great deal about agriculture; knew much about fertilizing. 
 llo 3 = Manufacturing of cotton goods, textile manufacturing, making 
 
 clothing; manufacturing of cotton, cotton manufacturing. 
 
 2 = Manufacturing. 
 
 = Importation or exportation of cotton; commerce, cotton, 
 cotton goods, making suits. 
 
 (For the values assigned to the answers in parentheses the 
 author alone is responsible.) 
 
68 Historical Information and Judgment in Pupils 
 
 116 3 = It woiild stop it, it would stop cotton manufacturing; prevent 
 
 England from getting the cotton, have no cotton to manu- 
 facture, cotton could not be sent to England. (Manufactur- 
 ing in England would be alrnost stopped.) 
 
 1 = Not as important, hurt the occupation; not good, very poor, 
 
 bad for England; throw lots of workers out, put people out of 
 work. 
 = England could not sell cotton or manufactured goods; stop 
 its exportation, could not export it, could not send it out; 
 stop England's trade with the South. 
 
 12 3 = Use of electricity or electric power; invention of electricity or 
 
 electric power, electric power; electricity. 
 
 13 3 = To make money, to enrich their merchants, to grow rich, to 
 
 gain, to make on the colonies, to get much out of their colonies; 
 betterment of England. 
 
 To gain trade, to gain control of the trade of the colonies; 
 England wanted all the trade herself, to receive all our products 
 and fix prices; to get Americans to send them their products. 
 
 2 = So the colonies would not sell their goods to other countries 
 
 for more money, not to trade with other countries, colonists 
 might get things from other countries, so they would be the 
 only country to get the benefit of their things; so she could get 
 the best; to make her commerce big. 
 
 To have full control over her colonies, to keep them from 
 gainmg their independence, to prevent the colonies from 
 becoming too wealthy, to make the colonies less rich. So they 
 could buy cheaper, to make the colonies pay more, to fix prices 
 on colonial goods. 
 l=To tax the colonies, to get the tariff, to get more money, to 
 pay the war debt. 
 
 To keep the colonies small and weak, to gain a greater foot- 
 hold, to oppress them. 
 
 To get all the trade from Holland; wanted England to become 
 mistress of the seas. 
 
 14 3 = Blockade the Southern ports, cut off the Southern trade with 
 
 England, stop cotton trade, prevent the South from exporting 
 
 cotton, prevent the South from selling cotton. 
 = Stop manufactured articles going to the South; build factories, 
 
 manufacture cotton goods, manufacture more things; to get 
 
 possession of the South. 
 
 (Blockade the ports and free the slaves.) 
 15a 3 =Iloyahsts, the king's favorites, people who believed in the 
 
 king; those who belonged to the Church of England; CavaUers. 
 2 = (High class people, rich people.) 
 156 3 = Virginia (to the Southern colony). 
 
 16o 3 = Knew nothing about iron, did not know about iron, did not 
 
 know how to use iron, did not know the use of iron. 
 2 = Knew little about iron, did not know much about iron, did not 
 
 use much iron, very rare, very poor knowledge, it was no good; 
 
 did not know the value of iron. 
 166 3= Inefficient, considered poor now, not very good, very poor, 
 
 not strong; crude, clumsy, hard to use. 
 = They did not have many, had only a few tools; efficient, 
 
 served their purpose all right, well-made, very useful, good, 
 
 sharp, tried to do the best they could. 
 17 3 = Immigration from Ireland increased on account of the famine 
 
 and declined when it ceased, Irish came over to escape the 
 
 famine, famine caused immigration to increase; more Irish 
 
 came to America when there was a famine in Ireland, number 
 
 increased at the time of the famine. 
 
Keys to the History Scales 59 
 
 2 = More food in the United States; came where there was no 
 famine. (When conditions were bad in Ireland they came to 
 America.) 
 
 1 = After the famine they did not come. 
 
 = The famine was over in 1851 or 1852; after the famine they 
 came to America; too many people in Ireland. (All the Irish 
 people came here during the famine.) 
 
 18 3 = Capturing British merchant vessels, attacking British mer- 
 
 chant vessels (turned pirates, capture or attack them). 
 l=Stop the trading, destroy the British vessels. 
 
 = Attack the British navy, build a navy. 
 
 19 3 = Made it by hand ; women wove it ; by spinning, using the loom, 
 
 weaving the cotton; women made it, made it themselves. 
 
 2 = Smuggle it in from England or other coimtries, miming the 
 
 blockade. 
 
 1 = Made their own clothes, made clothing by hand; slaves 
 
 made clothing. 
 
 = Trading with South American countries or other nations; 
 
 obtained it from South America; got it from Europe, sent it to 
 England to be made, build factories; eot it from the North. 
 20a 3 = Yes: Because they did not have to pay a large tax; because 
 
 it cost them nothing; their children would be educated free. 
 
 2 = Yes: Their children would become educated, their children 
 
 would learn more and it would be cheaper. 
 
 1 = Yes: Children would not learn at home, children in rural 
 
 communities had better opportunities; wanted as many chil- 
 dren as possible to attend school, wanted their children to 
 become educated ; wanted to educate their children (they want- 
 ed a free education), could not afford to educate their children, 
 workingmen were poor, had to pay to have their children edu- 
 cated. 
 206 3 = No : It would raise the taxes on their farms, the tax was so 
 
 high, could not afford to pay the tax; cost too much. 
 
 2 = No : Children could learn the necessary things at home, chil- 
 
 dren did not have to go to school; taught their own children. 
 
 1 = No: Children needed in the home or on the farms; could 
 
 afford to educate their children. 
 
 21 3 = Their own rehgious freedom, a rehgion for themselves, their 
 
 own kind of religion, religious freedom for themselves, for 
 their religion only, Puritan religion; all should have the same 
 religion, to get every one to worship as they did, to have one 
 rehgion. 
 
 2 =To worship as they pleased, as they saw fit, to beheve as they 
 
 wanted to, to go to a church of their own, to pray in their own 
 way; tyrannical rehgious freedom, compel people to come to 
 church or be punished. 
 
 1 = To run things their own way, government would have no say 
 over them, to do what they wanted to do. 
 
 = Did not want to belong to the Church of England, free from 
 Church of England, separate from the church; to purify the 
 church; Presbyterians, simpler form of worship; true religious 
 freedom; absolute religious freedom, free religious freedom, 
 strict rehgious freedom; to make money; church attendance 
 and Sabbath observance, to be a Christian and have hberty. 
 Baptist, CathoHc. (To belong to any church they wanted to.) 
 
 22 3 = They were Tories or loyalists; refused their aid to the colonies; 
 
 favored the king, with the king, took the part of England, 
 they had aided England against the colonists; they had fought 
 against the revolutionists. (They were English; they went 
 against the United States.) 
 
60 Historical Information and Judgment in Pupils 
 
 1= Traitors. 
 
 = They were in debt, government needed money; did not have a 
 
 strong government, very cruel and mean. (They did not 
 fight for America.) 
 Note. — To find the number of questions correctly answered by a pupil, 
 divide the total of his credits by 3. 
 
 Answers to Questions of Thought Scale B 
 
 Qtjestion Credit 
 
 1 3 = United States ought to help France, help them, help them with 
 
 men and ships; to become an ally of France, to fight with them, 
 to go on the French side; to go to war with England. 
 
 1 = United States ought to go to war, fight. 
 
 = To interfere, to stop the war. 
 
 2a 3 = Answer indicating refusal; " No," "it was theirs." 
 
 1 = Fight, war. 
 
 2b 3= Send an army to take it, attack the fort, fight for the fort, 
 
 attack the French, to have war (fight). 
 
 2 = Declare war, say they would fight; prepare for war, build a 
 
 fort and fight; capture the fort, take it. 
 = Chase them. 
 3a 3 = Increase it, more freight, more transportation, more extensive 
 
 trade. 
 
 = Carry a great deal; cheaper, less freight, decrease it. 
 
 36 3 = Increase the value, raise the value, make it higher, dearer, 
 
 more expensive, make it valuable, make it expensive, expensive, 
 big value, would be valuable. 
 
 1 = Good effect. 
 
 = Decrease the value, make the land cheaper, valuable for fac- 
 
 tories; new cities along the canal; people settled along the 
 canal. 
 3c 3 = Increase the settlement, help build up the West, West would 
 
 become more settled; more people went to the West, increased 
 population; settled more quickly; opened up the West, West 
 would become settled, West would become great, settlers would 
 begin to go West (settled more thickly). 
 
 2 = More people travelled to the West; more people went by the 
 
 canal; travelling made easier; quicker to go to the West. 
 
 4 3 = Food was scarce, lack of food, there was no food in that time, 
 
 starvation, the people had nothing to eat, there was not enough 
 food. 
 2= Hardships of the Jamestown colony, bad times, misery, suf- 
 fering. (They needed help.) 
 
 1 = Hunger, poverty. (They were hungry, they were poor.) 
 
 = Settlers did not cultivate the land, lazy and did not want to 
 
 work, careless; a government was needed; were not able to 
 support themselves. 
 
 5 3 = Monmouth, Lundy's Lane, Petersburg. 
 
 6 3 = Increased it (made it more profitable). 
 
 7a 3 = Increased, more money was invested in manufacturing, more, 
 
 greater, more people invested, a large amount was invested, 
 a lot of money was spent in manufacturing. 
 
 1 = More factories were built, more factories; more things were 
 
 manufactured, more manufacturing was done, manufacturing 
 increased, much manufacturing done. 
 = More than one-half invested. 
 76 3 = More goods manufactured, increased, more. 
 
 2 = More manufacturing, more factories, a lot of goods were man- 
 
 ufactured, large. 
 
Keys to the History Scales 61 
 
 = One-half amount of goods, more than one-half, one-half. 
 
 8 3 = Manufacturing, making our own goods. 
 
 = ln cotton; commerce, agriculture, mining. 
 
 9 3= Immigration was rapidly increasing, increase of immigration, 
 
 immigration rapidly increased, more people came over. 
 2 = More came to America every year; population was increasing, 
 United States was growing, growth, immigration steadily 
 increased. 
 
 1 = Much immigration, many people came to the United States, 
 
 one of the causes of the growth of America, growth of cities. 
 
 10 3 = Massachusetts. 
 
 11 3 = Right to vote, suffrage, the ballot, to choose their rulers. 
 = Right to hold oflSce, a law passed. 
 
 12a 3 = In the factories, in manufacturing places. 
 
 2 = They were working. (In some manufacturing state or city.) 
 = ln shops; at home or working on the farms; in the fields; no 
 
 more children born. 
 12b 3= Compulsory education, children must go to school until a 
 
 certain age; child labor laws, child labor is forbidden, law 
 forbidding children imider fourteen to work; they must have 
 a certain age, caimot work under sixteen, have to have working 
 papers. 
 2 = Against the laws, kept under a certain law, prevented by laws, 
 not allowed because of the law, there are rules which are 
 enforced. 
 
 = Because there are enough workmen, lack of money, child 
 
 labor is reduced, in hospital, in their graves, children would 
 have been found dead, teachers are not as mean as they were 
 in those days. (Board of Education would not let them, 
 forced to go to school.) 
 13a 3 = Shipbuilding. 
 
 1 = Lumbering. 
 
 = Commerce, transportation, carpentering. 
 136 3 = Injured, lessened, decreased or damaged it, destroyed, stopped, 
 
 killed, spoiled, ruined, bad effect, could not send them out. 
 
 = Stopped trading; ships could not go out. 
 14o 3 = Very Httle, not much, was not large. 
 
 = Increasing rapidly; schools began to increase, it became larger, 
 it was extending rapidly; it extended very much, there was a 
 steady increase, it increased; it had spread greatly; greatly 
 increased, was increased; increase. 
 146 3= Wanted it; believed in it; valued it, thought it important, 
 
 thought it good, favorable, greatly favorable, favored it, 
 friendly, very good, hked it; were pleased with it, showed 
 great respect toward pubKc education; interested ia pubUc 
 education; they were anxious to have an education, wanted to 
 be educated, wanted an education. 
 
 = Liberal education. 
 
 15 3 = They would decrease, become smaller, diminish, make them 
 
 small, smaller. 
 
 2 = They would be small, they were small, they were not large, 
 
 small, very small. 
 = Toobig. 
 
 16 3 = (a) Connecticut, (6) Virginia, (6) Pennsylvania, 
 
 (6) New York, (o) Rhode Island. 
 
 17 3= Because the first census was taken in 1790, we take the census 
 
 now and then we didn't, there was no census taken; because 
 the census was taken in 1790, but not in 1650. 
 2 =The census was taken in 1790; the census was taken, we were 
 counted in 1790. 
 
62 Historical Information and Judgment in Pupils 
 
 = Census is taken every ten years, because we were not a coun- 
 
 try until 1789. 
 
 18 3= More foreigners in the Northern cities, live in the Northern 
 
 cities or come to the Northern cities; Northern states or North 
 have more people of foreign birth; Southern states or South 
 have not as many foreigners; foreigners settled in the North. 
 2 = Many foreign people in the Northern cities. Southern cities 
 had few foreigners. 
 
 1 =A11 foreigners went to the manufacturing states of the North. 
 = Population of North larger than that of the South or vice-versa ; 
 
 Northern cities were settled by foreigners. 
 
 19 3 = A too strong central government; national supremacy, nation 
 
 has too much power; not having state rights, that they would 
 not have any state rights, their power would be taken away. 
 
 2 = Congress having too much power; powers were given to Con- 
 
 gress by the Constitution; Congress has the power to do every 
 thing. 
 l=Of Congress. 
 
 = A monarchy (of the Constitution). 
 
 20a 3= No cable; no direct means of communication, no means of 
 
 communication except by boat, no quick means of commun- 
 ication, took long to spread the news, because it took so long 
 for the news to cross the ocean, no easy way to send a message, 
 no means of quick transportation, had to come in sailing ships; 
 no wireless. 
 2 = No telegraph, no ocean steamers, no fast ocean steamers, slow 
 vessels. 
 
 1 = Slow traveling. 
 
 = Bad communication, did not have good transportation; de- 
 layed, few ships, no railroads; had to travel under water, 
 English kept it back, on account of the weather, mail traveled 
 slowly; no postmen, had no good roads; all American and 
 British ships were lost; (telephone not invented). 
 206 3 = No effect, nothing. 
 
 = Change them in favor of the American side, gave more to 
 
 America, more benefit to the Americans; we could make larger 
 demands; Americans could demand more. 
 Peace would be restored quicker; quicken arrangements. 
 Delay peace, take long; it would be prolonged; treaty would 
 be no good; have to make another, bust them up, there would 
 be no peace, change the treaty, bad effect, Americans would 
 be victorious. 
 
 21 3 = Dutch settlement was becoming stronger, more Dutch had 
 
 come to America, New Amsterdam settled in 1623. 
 
 1 = Dutch had been preparing, had been raising an army, had been 
 
 buUding a navy. 
 
 = Enghsh were trying to get New Netherlands. 
 
 22 3 = There were not railways to ship it around, no means of trans- 
 
 portation; not many railroads or ways to carry it. 
 
 1 =Too expensive to ship it around, it was too costly; water power 
 
 was cheaper than coal (poor means of transportation, could 
 not transport it quickly enough). 
 = People had water power; did not have the machinery to use it; 
 there was not enough, not found everywhere; water power 
 better, did not know its usefulness, did not need it, because 
 they could not get fuel, could not get it everyTvhere. 
 Note. — To find the number of questions correctly answered by a pupil, 
 divide the total of his credits by 3. 
 
Keys to the History Scales 
 
 63 
 
 Answers to Questions of Character Scale A 
 
 1 indifferent 
 
 cowardly 
 
 cautious 
 
 pohte 
 
 brave 
 
 courageous 
 
 spiteful 
 
 fearful 
 
 daring 
 
 timid 
 
 2 cowardly- 
 
 prudent 
 
 ignoble 
 
 fearless 
 
 daring 
 
 treacherous 
 
 cautious 
 
 courageous 
 
 selfish 
 
 faithless 
 
 3 ju^t 
 
 obstinate 
 
 irresolute 
 
 servile 
 
 resentful 
 
 compliant 
 
 honorable 
 
 patriotic 
 
 unfair 
 
 submissive 
 
 4 ignoble 
 
 meddlesome 
 
 courageous 
 
 reckless 
 
 foolhardy 
 
 crabbed 
 
 persistent 
 
 spiteful 
 
 undaurtied 
 
 peevish 
 
 5 cruel 
 
 timid 
 
 cowardly 
 
 mean 
 
 self-sacrificing 
 
 crafty 
 
 heroic 
 
 selfish 
 
 noble 
 
 treacherous 
 
 6a faithful 
 
 false 
 
 honest 
 
 unscrupulous 
 
 fearless 
 
 dishonest 
 
 resolute 
 
 gentle 
 
 revengeful 
 
 spiteful 
 
 66 timid 
 
 selfish 
 
 honest 
 
 unscrupulous 
 
 fearless 
 
 cowardly 
 
 spiteful 
 
 resolute 
 
 revengeful 
 
 dishonest 
 
 7a frightened 
 
 resolute 
 
 excited 
 
 terrified 
 
 careless 
 
 deliberate 
 
 wavering 
 
 timid 
 
 cowardly 
 
 cool 
 
 76 treacherous 
 
 brave 
 
 crafty 
 
 excited 
 
 cool 
 
 terrified 
 
 coiirageous 
 
 resolute 
 
 bold 
 
 irresolute 
 
 8 cautious 
 
 tactful 
 
 callotLS 
 
 generous 
 
 courteous 
 
 thoughtful 
 
 sympathetic 
 
 rude 
 
 insolent 
 
 considerate 
 
 9 heroic 
 
 treacherous 
 
 defiant 
 
 noble 
 
 deceitful 
 
 brave 
 
 untrustworthy 
 
 honest 
 
 daring 
 
 timid 
 
 10 humane 
 
 disloyal 
 
 merciftil 
 
 cruel 
 
 heroic 
 
 careless 
 
 kind 
 
 crafty 
 
 noble 
 
 stealthy 
 
 11 intrepid 
 
 dismayed 
 
 gentle 
 
 shrinking 
 
 resolute 
 
 cowardly 
 
 treacherous 
 
 timid 
 
 dauntless 
 
 deceitful 
 
 12 kind 
 
 bitter 
 
 sarcastic 
 
 generous 
 
 cautious 
 
 humorous 
 
 ignoble 
 
 abusive 
 
 sympathetic 
 
 ready-witted 
 
 13a negligent 
 
 courageous 
 
 zealous 
 
 rash 
 
 intrepid 
 
 ardent 
 
 shortsighted 
 
 capable 
 
 firm 
 
 undaunted 
 
 136 wary 
 
 selfish 
 
 cautious 
 
 cowardly 
 
 incautious 
 
 negligent 
 
 prudent 
 
 zealous 
 
 incompetent 
 
 defiant 
 
 14 tolerant 
 
 bigoted 
 
 fair 
 
 generous 
 
 narrow-minded 
 
 open-minded 
 
 I daring 
 
 prejudiced 
 
 liberal 
 
 deceitful 
 
 15a tactful 
 
 petty 
 
 noble 
 
 daring 
 
 impudent 
 
 generous 
 
 honorable 
 
 cowardly 
 
 amusing 
 
 courteous 
 
 156 prudent 
 
 tactful 
 
 impulsive 
 
 just 
 
 deUberate 
 
 modest 
 
 resentful 
 
 cool 
 
 generous 
 
 touchy 
 
 Note. — Three credits are given for each problem in which the three words 
 are correctly underlined or the three motives correctly checked. One credit 
 is given for each problem in which two out of the three words are correctly 
 underlined or two out of the three motives are correctly checked. One credit 
 is also given in case the three words are correctly underlined and also one 
 wrong word is underlined; and likewise when the three motives are correctly 
 checked and one wrong motive is also checked. To find the number of prob- 
 lems correctly done by a pupil divide the total of his credits by 3. Correct 
 answers are printed in italics. 
 
 Answers to Questions of Character Scale B 
 
 cautious 
 
 spiteful 
 
 faint-hearted 
 
 ignoble 
 
 timid 
 
 courageous 
 
 cowardly 
 
 stupid 
 
 1 careless 
 
 cruel 
 
 timid 
 
 courageous 
 
 foolish 
 
 heroic 
 
 noble 
 
 selfish 
 
 2a careless 
 
 enduring 
 
 disloyal 
 
 steadfast 
 
 wavering 
 
 seditious 
 
 persevering 
 
 treacherous 
 
 26 cowardly 
 
 deceitful 
 
 reckless 
 
 self-sacrificing 
 
 faint-hearted callous 
 
 faithful 
 
 unfeeUng 
 
 3 defiant 
 
 honorable 
 
 brave 
 
 false 
 
 servile 
 
 irresolute 
 
 unfair 
 
 gallant 
 
64 
 
 Historical Information and Judgment in Pupils 
 
 4 shiftless 
 
 careless 
 
 enduring 
 
 foolhardy 
 
 cowardly 
 
 timid 
 
 dauntless 
 
 lazy 
 
 stout-hearted 
 
 neghgent 
 
 6a treacherous 
 
 fearless 
 
 resentful 
 
 cowardly 
 
 deceitful 
 
 independent 
 
 selfish 
 
 resolute 
 
 submissive 
 
 crafty 
 
 56 prudent 
 
 faithless 
 
 dependable 
 
 just 
 
 false 
 
 upright 
 6 selfish 
 
 conscientious 
 
 loyal 
 
 untrustworthy 
 
 independent 
 
 treacherous 
 
 daring 
 
 cruel 
 
 spiteful 
 
 timid 
 
 fearful 
 
 brave 
 
 boU 
 
 cowardly 
 
 7 weak 
 
 timid 
 
 incapable 
 
 sympathetic 
 
 incompetent 
 
 cowardly 
 
 negligent 
 
 tactful 
 
 chivalrous 
 
 dishonest 
 
 8o spiteful 
 
 petty 
 
 independent 
 
 ignoble 
 
 daring 
 
 reckless 
 
 wavering 
 
 foolhardy 
 
 patriotic 
 
 timid 
 
 86 brave 
 
 patriotic 
 
 unjust 
 
 courageous 
 
 prudent 
 
 contemptibk 
 
 just 
 
 judicious 
 
 despicable 
 
 careless 
 
 8c imfair 
 
 just 
 
 timid 
 
 traitorous 
 
 free 
 
 despicable 
 
 submissive 
 
 cautious 
 
 independent 
 
 ignoble 
 
 9 rude 
 
 spiteful 
 
 blunt 
 
 clever 
 
 tactless 
 
 shrewd 
 
 abusive 
 
 imfair 
 
 humorous 
 
 discourteous 
 
 10 noble 
 
 rude 
 
 heroic 
 
 tactless 
 
 courteous 
 
 gallant 
 
 discourteous 
 
 considerate 
 
 tactful 
 
 courageous 
 
 11 cowardly 
 
 bold 
 
 considerate 
 
 judicious 
 
 weak 
 
 yielding 
 
 daring 
 
 dilatory 
 
 prudent 
 
 timid 
 
 12 self-seeking 
 
 patriotic 
 
 servile 
 
 defiant 
 
 independent 
 
 ignoble 
 
 insolent 
 
 stubborn 
 
 democratic 
 
 obstinate 
 
 13a cowardly 
 
 servile 
 
 obstinate 
 
 firm 
 
 stubborn 
 
 compliant 
 
 honorable 
 
 submissive 
 
 conscientious 
 
 irresolute 
 
 136 shrewd 
 
 unjust 
 
 suspicious 
 
 credulous 
 
 clever 
 
 servile 
 
 sagacious 
 
 false 
 
 deceitful 
 
 treacherous 
 
 14 just 
 
 simple 
 
 fair 
 
 careful 
 
 incompetent 
 
 wary 
 
 frank 
 
 honest 
 
 credulous 
 
 watchful 
 
 Note. — For computation of scores see note on answers to Character 
 Scale A, page 63. 
 
 Answees to Questions of Chabacter Scale L 
 
 1. She may have felt that they would probably all be killed and that she 
 
 would rather die fighting as the men did. 
 She may have felt that it was her plain duty. 
 She may have felt that it was worth risking her Ufe to save those in the fort. 
 
 2. He may have done it because he thought so much of his boy. 
 He may have felt that it was his duty. 
 
 He may have feared that he could never be happy again if his little son 
 were killed. 
 3a. They may have thought that the white soldiers had the advantage. 
 They may have been too frightened to oppose the white soldiers. 
 They may have wanted to save their own lives at any cost. 
 36. They may have wanted to make the Indians fear and dread them. 
 They may have wanted to defeat the Indians completely. 
 They may have felt that this was too good an opportunity of punishing 
 the Indians for past ravages to lose. 
 
 4. They may have wanted to take revenge on the white men for having 
 
 injured some one of their kin. 
 They may have been in a rage over some act which they thought the 
 
 white people had done to injure them. 
 They may have been at war with the white people and this action may have 
 
 seemed perfectly right to them. 
 
 5. He may have felt responsible for the lives of his men and the happiness of 
 
 their families. 
 He may have thought that there was nothing worth while to be gained by 
 shooting a few more of the enemy. 
 
Keys to the History Scales 65 
 
 He may have thought that the lives of his men were too precious to be 
 umiecessarily risked. 
 6, He may have done it because he beheved the right of petition should be 
 preserved. 
 He may have felt that it was his duty to try to break down the "gag-rule." 
 He may have done it to arouse popular opposition to the "gag-rule." 
 7a. He may just have wanted the adventure. 
 
 He may have been exasperated by the condition of affairs. 
 He may have felt that it was his duty. 
 
 He may have wanted to put a stop to the Indian outrages so that he and 
 his neighbors might live in security. 
 76. He may have wanted to show his own authority in the colony. 
 He may have been afraid of losing his own trade with the Indians. 
 He may not have cared enough about the welfare of the colonists to allow 
 them to put a stop to the Indian attacks. 
 8a. He may have wanted to expose what seemed to him a pubKc wrong. 
 He may have wanted to bring about a better condition in pubhc affairs. 
 He may have felt that it was his duty to make the attacks. 
 86. They may have feared that their party might be overthrown and that 
 they might lose their positions. 
 They may have been afraid to have their actions honestly exposed. 
 They may have thought that such attacks were dangerous for their own 
 welfare. 
 9o. He may have cared very Uttle about the welfare of the colony. 
 He may have needed the money to keep up his social position. 
 He may have wanted to make just as much money as he could. 
 96. He may have wanted to win the approval of the English Crown. 
 
 He may have wanted to improve the condition of the repressed and to see 
 
 that all received justice. 
 He may have felt that it was his duty to act as he did. 
 10. They may have wanted to rescue the man just because they felt sorry for 
 him. 
 They may have wanted to outwit the British. 
 They may have felt that it was their duty to rescue this man. 
 
APPENDIX I 
 DATA ON CORRELATIONS BETWEEN SCALES 
 
 In Tables 54 to 56 are given the coefficients of correlation 
 between each two of the related scales, A and B, worked out by 
 the Pearson products-moment formula. The grades designated 
 by an asterisk consist of those pupils in two of the schools who 
 tried all the seven scales. The other grades consist of all the 
 pupils who tried each of the related scale. Although the prob- 
 lems of Character Scales A and B extend over a much shorter 
 range of difficulty than do either the Information or Thought 
 Scales, as may be seen by consulting Figs. 17 to 22, the correlation 
 between these two related scales is somewhat higher than it is 
 between the two scales of the other related pairs. The higher 
 correlations obtained in most cases where the scores of the boys 
 and girls are used together are due to the wider range over which 
 the scores extend when combined. 
 
 TABLE 54 
 
 Correlations Between Information Scales A anb B 
 Scales 
 Information A— Information B 
 Information A — ^Information B 
 Information A — Information B 
 Information A — Information B 
 Information A — Information B 
 Information A — Information B 
 
 Information A — Information B 
 Information A — Information B 
 Information A — Information B 
 Information A — Information B 
 Information A — Information B 
 Information A — Information B 
 
 Information A — -Information B 
 Information A — Information B 
 Information A — Information B 
 Information A — Information B 
 Information A — Information B 
 Information A — Information B 
 
 Average of 6 coefficients for males = .718±.0135 
 Average of 6 coefficients for females = .697 ±.0094 
 Average of 6 coefficients for both = .773 ±.0047 
 
 Grade 
 
 Sex 
 
 No. 
 
 r 
 
 8* 
 
 Male 
 
 115 
 
 .642 
 
 7* 
 
 Male 
 
 79 
 
 .793 
 
 6* 
 
 Male 
 
 123 
 
 .696 
 
 8 
 
 Male 
 
 221 
 
 .689 
 
 7 
 
 Male 
 
 200 
 
 .751 
 
 6 
 
 Male 
 
 252 
 
 .745 
 
 8* 
 
 Female 
 
 141 
 
 .726 
 
 7* 
 
 Female 
 
 111 
 
 .650 
 
 6* 
 
 Female 
 
 107 
 
 .650 
 
 8 
 
 Female 
 
 237 
 
 .732 
 
 7 
 
 Female 
 
 214 
 
 .706 
 
 6 
 
 Female 
 
 266 
 
 .718 
 
 8* 
 
 Both 
 
 256 
 
 .759 
 
 7* 
 
 Both 
 
 190 
 
 .779 
 
 6* 
 
 Both 
 
 230 
 
 .761 
 
 8 
 
 Both 
 
 458 
 
 .768 
 
 7 
 
 Both 
 
 414 
 
 .808 
 
 6 
 
 Both 
 
 496 
 
 .764 
 
Data on Correlations between Scales 
 
 67 
 
 TABLE 55 
 Correlations Between Thottght Scales A and B 
 
 Scales 
 Thought A— Thought B 
 Thought A— Thought B 
 Thought A— Thought B 
 Thought A— Thought B 
 Thought A— Thought B 
 Thought A— Thought B 
 
 Thought A- 
 Thought A- 
 Thought A- 
 Thought A- 
 Thought A- 
 Thought A- 
 
 Thought A- 
 Thought A- 
 Thought A- 
 Thought A- 
 Thought A- 
 Thought A- 
 
 -Thought B 
 -Thought B 
 -Thought B 
 -Thought B 
 -Thought B 
 -Thought B 
 
 -Thought B 
 -Thought B 
 -Thought B 
 -Thought B 
 -Thought B 
 -Thought B 
 
 Grade 
 
 Sex 
 
 No. 
 
 r 
 
 8* 
 
 Male 
 
 115 
 
 .662 
 
 7* 
 
 Male 
 
 79 
 
 .765 
 
 6* 
 
 Male 
 
 123 
 
 .750 
 
 8 
 
 Male 
 
 177 
 
 .662 
 
 7 
 
 Male 
 
 182 
 
 .732 
 
 6 
 
 Male 
 
 218 
 
 .784 
 
 8* 
 
 Female 
 
 141 
 
 .761 
 
 7* 
 
 Female 
 
 111 
 
 .767 
 
 6* 
 
 Female 
 
 107 
 
 .727 
 
 8 
 
 Female 
 
 220 
 
 .774 
 
 7 
 
 Female 
 
 178 
 
 .735 
 
 6 
 
 Female 
 
 193 
 
 .744 
 
 8* 
 
 Both 
 
 256 
 
 .751 
 
 7* 
 
 Both 
 
 190 
 
 .783 
 
 6* 
 
 Both 
 
 230 
 
 .771 
 
 8 
 
 Both 
 
 397 
 
 .757 
 
 7 
 
 Both 
 
 360 
 
 .760 
 
 6 
 
 Both 
 
 411 
 
 .795 
 
 Average of 6 coefficients for males = . 726 ± .0128 
 Average of 6 coefficients for females = . 751 ± .0047 
 Average of 6 coefficients of both = .769 ±.0042 
 
 TABLE 56 
 Correlations Between Character Scales A and B 
 
 Scales 
 
 Grade 
 
 Sex 
 
 No. 
 
 r 
 
 Character A — Character B 
 
 8* 
 
 Male 
 
 115 
 
 .798 
 
 Character A — Character B 
 
 7* 
 
 Male 
 
 79 
 
 .863 
 
 Character A — Character B 
 
 6* 
 
 Male 
 
 123 
 
 .791 
 
 Character A — Character B 
 
 8 
 
 Male 
 
 201 
 
 .801 
 
 Character A — Character B 
 
 7 
 
 Male 
 
 164 
 
 .822 
 
 Character A — Character B 
 
 6 
 
 Male 
 
 248 
 
 .822 
 
 Character A — Character B 
 
 8* 
 
 Female 
 
 141 
 
 .863 
 
 Character A — Character B 
 
 7* 
 
 Female 
 
 111 
 
 .802 
 
 Character A — Character B 
 
 6* 
 
 Female 
 
 107 
 
 .903 
 
 Character A — Character B 
 
 8 
 
 Female 
 
 219 
 
 .838 
 
 Character A — Character B 
 
 7 
 
 Female 
 
 176 
 
 .837 
 
 Character A — Character B 
 
 6 
 
 Female 
 
 222 
 
 .844 
 
 Character A — Character B 
 
 8* 
 
 Both 
 
 256 
 
 .844 
 
 Character A — Character B 
 
 7* 
 
 Both 
 
 190 
 
 .831 
 
 Character A — Character B 
 
 6* 
 
 Both 
 
 230 
 
 .822 
 
 Character A — Charqcter B 
 
 8 
 
 Both 
 
 420 
 
 .823 
 
 Character A — Character B 
 
 7 
 
 Both 
 
 340 
 
 .833 
 
 Character A — Character B 
 
 6 
 
 Both 
 
 470 
 
 .833 
 
 Average of 6 coefficients for males = .816 ±0066 
 Average of 6 coefficients for females = . 847 ± .0084 
 Average of 6 coefficients for both = . 831 ± . 0020 
 
68 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 57 
 Correlations Between Character Scale L and Character Scales A 
 
 AND B 
 
 Scales 
 
 Grade 
 
 Sex 
 
 No. 
 
 r 
 
 Character L — Character A 
 Character L — Character A 
 
 8* 
 
 7* 
 
 Male 
 Male 
 
 115 
 
 79 
 
 .537 
 .754 
 
 Character L — Character A 
 Character L — Character A 
 
 8* 
 
 7* 
 
 Female 
 Female 
 
 141 
 111 
 
 .720 
 .829 
 
 Character L — Character A 
 Character L — Character A 
 
 8* 
 7* 
 
 Both 
 Both 
 
 256 
 190 
 
 ,659 
 .780 
 
 Character L — Character B 
 Character L — Character B 
 
 8* 
 
 7* 
 
 Male 
 Male 
 
 115 
 
 79 
 
 .622 
 .747 
 
 Character L — Character B 
 Character L — Character B 
 
 8* 
 7* 
 
 Female 
 Female 
 
 141 
 111 
 
 .694 
 .723 
 
 Character L — Character B 
 Character L — Character B 
 
 8* 
 7* 
 
 Both 
 Both 
 
 256 
 190 
 
 .686 
 .724 
 
 TABLE 58 
 Correlations Between All the A Scales and All the B Scales 
 
 Scales 
 
 Information A + Thought A + Charac- 
 ter A with 
 
 Information B+Thought B+Charac- 
 terB 
 
 Information A + Thought A + Charac- 
 ter A with 
 
 Information B+Thought B-|-Charac- 
 terB 
 
 Information A-f- Thought A-|-Charac- 
 ter A with 
 
 Information B -[-Thought B -f- Charac- 
 ter B 
 
 Grade Sex 
 
 Male 
 
 No. 
 
 115 
 
 Female 141 
 
 Both 
 
 256 
 
 .879 
 
 .872 
 
 .890 
 
 In Table 57 are given the correlations between Character 
 Scales A and B and Character Scale L. It will be noted that the 
 correlations obtained from the seventh grade scores are consid- 
 erably higher than those obtained frona the eighth grade scores. 
 Character Scale L evidently extends over too short a range of 
 difficulty, as may be seen by referring to Fig. 23. From the sixth 
 grade scores in the preliminary tests still higher coefficients were 
 found, the highest being .85 when the scores for the fourteen 
 problems of character Scale L were correlated with the scores for 
 the corresponding fourteen problems of Character Scale A. 
 
 In Table 58 are given the results when the scores for all the A 
 
Data on Correlations between Scales 69 
 
 scales are combined and correlated with the combined scores of 
 all the B scales. By the use of Brown's formula, 
 
 nr 
 
 l + (n-l)r 
 
 it is found that the scores from the six scales would give a corre- 
 lation of .94 with scores obtained from six similar scales. In 
 order to obtain a correlation, say, of .978 between two similar 
 groups of scales it would be necessary to use five times as many 
 scales or thirty scales, ten scales of each type instead of two. 
 
 Despite the fact that the yariabihty in the pupil's performance 
 precludes the use of these scales to accurately measure, for pur- 
 poses of comparison, the work of the individual pupils in a grade, 
 they are surely of value in measuring the work of a grade or 
 class as well as that of a school system for purposes of comparison. 
 The P. E. of the median for all the eighth grade pupils tested with 
 Information Scale A is .155. Thus the chances are even that 
 the true median of this group of 460 pupils will lie within the 
 limits of 15.52 and 15.83 questions; the chances are 1 to 5 that it 
 will lie within the limits of 15.35 and 16 questions for this sampling 
 of children. 
 
 Selecting at random from among the mixed classes a class of 
 eighth grade pupils, containing 21 girls and 21 boys, the median 
 is 16.33, with a P. E. of the median of .47. This means that the 
 chances are even that the true median of this class of 42 pupils 
 wiU lie within the hmits of 15.84 and 16.80; that the chances are 
 approximately 4 to 7 that the true median of this group will not 
 fall below the median for all the eighth grade pupils tested with 
 Information Scale A, nor rise above 1.3 questions above that 
 median, or above 17 questions. 
 
 Selecting at random from among the male classes a class of 
 eighth grade pupils, containing 36 boys, the median is 15.83, 
 with a P. E. of the median of .35. In the case of this grade of 
 boys, where the variability of the class is smaller than that of the 
 mixed class, as one would expect to find, the chances are even 
 that the true median lies within the limits of 15.48 and 16.18; 
 the chances are approximately 1 to 5 that the true median will 
 not lie outside the limits of 15.1 and 16.55 questions. 
 
APPENDIX II 
 DATA ON SEX DIFFERENCES 
 
 In Tables 59 to 65 are given the per cent of boys and girls of 
 each grade who did correctly each number of questions in each of 
 the seven scales. These tables should be read as follows: In 
 Table 59 — In Grade 4, 1.1 per cent of the girls answered less than 
 one question of Information Scale A correctly; 6.5 per cent of the 
 girls and 1.7 per cent of the boys answered at Ifeast one but less 
 than two questions correctly; 15.7 per cent of the girls and 3.8 
 per cent of the boys answered at least two questions but less than 
 three questions correctly. At the bottom of the table it is stated 
 that in Grade 4 the median girl answered 4.367 questions cor- 
 rectly while the median boy answered 5.591 questions correctly, 
 the median boy, of course, being the one who stands at the mid- 
 point, or in the 119th place from the bottom of the fourth 
 grade group of boys. These medians are grouped together in 
 Table 66 for the girls and in Table 67 for the boys. 
 
 TABLE 59 
 
 Pek Cent of Each Sex in Each Grade Cobrbctlt Answering Each 
 
 NiTMBEB OF Questions in Information Scale A 
 
 Grade 4 5 6 7 8 
 
 Sex F. M. F. M. F. M. F. M. F. M. 
 
 1.1 
 
 1 6.5 1.7 0.4 
 
 2 15.7 3.8 0.5 0.0 0.4 0.4 0.5 
 
 3 17.6 13.0 4.0 0.9 0.7 0.0 0.0 
 
 4 24.5 19.3 3.5 0.4 2,2 0.8 1.8 0.0 0.4 
 
 5 16.9 20.6 13.6 2.1 3.3 0.4 2.3 0.0 0.0 
 
 6 10.0 10.9 15.6 6.0 4.8 2.3 8.2 1.1 1.3 
 
 7 5.4 11.4 20.1 12.9 7.7 1.5 11.5 0.0 2.1 0.4 
 
 8 1.9 7.2 13.6 12.9 14.4 3.8 10.1 3.8 6.3 0.0 
 
 9 0.4 4.2 9.0 14.6 12.1 5.7 11.5 3.4 5.0 0.4 
 
 10 3.8 9.0 14.6 12.1 6.9 11.5 3.4 10.1 0.9 
 
 11 2.5 6.5 13.3 12.9 11.5 14.7 9.1 8.4 4.1 
 
 12 0.8 2.0 7.7 8.1 9.6 6.4 6.7 7.5 2.3 
 
 13 0.8 1.5 3.9 8.1 11.1 7.3 8.2 9.6 3.6 
 
 14 1.0 4.3 6.3 10.3 5.0 12.0 13.8 6.3 
 
 15 2.1 3.7 9.2 5.0 9.1 10.1 13.1 
 
 16 2.1 1.1 8.0 1.4 11.5 5.4 10.0 
 
 17 1.3 7.3 7.7 1.4 9.6 7.5 13.6 
 
 18 0.4 1.4 2.3 0.9 7.7 4.2 13.6 
 
 19 3.1 0.5 5.8 5.0 7.7 
 
 20 2.7 0.0 3.4 1.3 9.5 
 
 21 1.1 0.5 1.4 0.8 4.1 
 
 22 1.1 3.4 0.0 6.3 
 
 23 0.0 0.4 2.3 
 
 24 1.1 0.4 0.9 
 
 25 0.0 0.9 
 
 26 0.0 
 
 27 0.4 
 Number 
 
 tested 261 238 199 233 271 261 218 208 239 221 
 
 Median 4.367 5.591 7.637 9.985 10.348 13.638 10.400 15.210 13.934 17.650 
 
Data on Sex Differences 
 
 71 
 
 TABLE 60 
 Peh Cent of Each Sex in Each Grade Correctly Answering 
 Number of Questions in Information Scale B 
 
 Each 
 
 Grade 
 
 
 4 
 
 
 5 
 
 6 
 
 
 7 
 
 
 8 
 
 
 Sei 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 
 
 1.2 
 
 0.9 
 
 
 
 
 
 
 
 
 
 1 
 
 4.6 
 
 2.1 
 
 0.5 
 
 
 
 
 
 
 
 
 2 
 
 21.9 
 
 2.5 
 
 2.0 
 
 0.4 
 
 
 
 0.5 
 
 
 
 
 3 
 
 27.7 
 
 14.7 
 
 8.9 
 
 3.0 
 
 1.9 
 
 0.4 
 
 0.5 
 
 
 
 
 4 
 
 23.1 
 
 16.4 
 
 14.3 
 
 3.5 
 
 4.2 
 
 0.8 
 
 1.4 
 
 1.0 
 
 
 
 5 
 
 13.8 
 
 19.3 
 
 14.8 
 
 6.6 
 
 4.9 
 
 1.1 
 
 4.7 
 
 0.0 
 
 1.7 
 
 
 6 
 
 5.0 
 
 14.7 
 
 14.3 
 
 6.1 
 
 6.8 
 
 1.9 
 
 7.0 
 
 1.0 
 
 1.3 
 
 
 7 
 
 1.9 
 
 10.9 
 
 9.8 
 
 12.1 
 
 11.6 
 
 2.3 
 
 7.0 
 
 0.5 
 
 2.5 
 
 
 8 
 
 0.4 
 
 7.2 
 
 9.3 
 
 14.3 
 
 9.7 
 
 6.8 
 
 12,1 
 
 1.0 
 
 1.3 
 
 
 9 
 
 0.4 
 
 5.9 
 
 8.4 
 
 15.2 
 
 10.8 
 
 5.0 
 
 7.9 
 
 3.5 
 
 2.9 
 
 0.4 
 
 10 
 
 
 2.5 
 
 6.4 
 
 6.9 
 
 8.6 
 
 6.9 
 
 9.8 
 
 2.0 
 
 5.8 
 
 0.4 
 
 11 
 
 
 2.5 
 
 5.4 
 
 6.9 
 
 9.0 
 
 10.4 
 
 9.8 
 
 5.5 
 
 9.2 
 
 1.4 
 
 12 
 
 
 0.4 
 
 2.9 
 
 9.5 
 
 9.3 
 
 11.1 
 
 8.8 
 
 5.5 
 
 8.7 
 
 1.8 
 
 13 
 
 
 
 2.0 
 
 5.2 
 
 7.4 
 
 8.1 
 
 6.6 
 
 7.5 
 
 5.8 
 
 3.6 
 
 14 
 
 
 
 0.0 
 
 4.3 
 
 5.2 
 
 10.0 
 
 5.1 
 
 9.0 
 
 10.0 
 
 8.6 
 
 15 
 
 
 
 1.0 
 
 3.0 
 
 3.0 
 
 8.1 
 
 7.0 
 
 10.5 
 
 10.8 
 
 7.6 
 
 16 
 
 
 
 
 1.7 
 
 2.6 
 
 7.7 
 
 1.8 
 
 9.0 
 
 9.2 
 
 10.8 
 
 17 
 
 
 
 
 0.9 
 
 2.2 
 
 6.1 
 
 1.8 
 
 9.5 
 
 6.2 
 
 8.1 
 
 18 
 
 
 
 
 0.4 
 
 1.1 
 
 3.6 
 
 2.7 
 
 7.6 
 
 6.2 
 
 10.3 
 
 19 
 
 
 
 
 
 0.0 
 
 3.1 
 
 3.2 
 
 10.0 
 
 5.0 
 
 10.0 
 
 20 
 
 
 
 
 
 1.1 
 
 1.9 
 
 0.9 
 
 6.0 
 
 7.1 
 
 10.8 
 
 21 
 
 
 
 
 
 0.4 
 
 2.7 
 
 0.5 
 
 4.5 
 
 0.8 
 
 7.6 
 
 22 
 
 
 
 
 
 
 1.9 
 
 0.5 
 
 3.0 
 
 2.5 
 
 5.4 
 
 23 
 
 
 
 
 
 
 0.8 
 
 0.5 
 
 2.5 
 
 1.3 
 
 5.0 
 
 24 
 
 
 
 
 
 
 0.4 
 
 
 0.5 
 
 1.3 
 
 2.7 
 
 25 
 
 
 
 
 
 
 
 
 0.0 
 
 0.4 
 
 3.6 
 
 26 
 
 
 
 
 
 
 
 
 0.5 
 
 
 1.8 
 
 Number 
 
 
 
 
 
 
 
 
 
 
 
 tested 
 
 260 
 
 238 
 
 203 
 
 231 
 
 267 
 
 260 
 
 215 
 
 200 
 
 240 
 
 222 
 
 Median 
 
 3.944 5.696 
 
 6.672 
 
 9.271 10.021 
 
 13.524 
 
 10.928 
 
 16.333 
 
 15.077 
 
 18.695 
 
 
 
 
 
 
 TABLE 61 
 
 
 
 
 
 Per Cent of Each Sex in Each Grade Correctly Answering Each 
 Number of Questions in Thought Scale A 
 
 Grade 
 
 
 4 
 
 
 5 
 
 6 
 
 
 7 
 
 
 8 
 
 
 Sez 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 
 
 20.7 
 
 11.2 
 
 4.2 
 
 1.4 
 
 
 
 
 
 
 
 1 
 
 22.5 
 
 19.0 
 
 9.0 
 
 4.7 
 
 3.1 
 
 
 
 
 
 
 2 
 
 23.8 
 
 25.9 
 
 18.0 
 
 7.6 
 
 5.1 
 
 1.7 
 
 1.7 
 
 
 0.4 
 
 
 3 
 
 22.5 
 
 22.8 
 
 17.5 
 
 10.4 
 
 5.6 
 
 1.3 
 
 1.7 
 
 1.6 
 
 0.4 
 
 
 4 
 
 5.7 
 
 11.2 
 
 11.1 
 
 8.5 
 
 7.7 
 
 2.2 
 
 2.2 
 
 0.6 
 
 0.0 
 
 
 6 
 
 3.5 
 
 3.9 
 
 6.9 
 
 11.9 
 
 6.7 
 
 3.0 
 
 1.7 
 
 1.6 
 
 1.3 
 
 
 6 
 
 1.3 
 
 3.9 
 
 7.9 
 
 13.3 
 
 12.3 
 
 3.4 
 
 7.8 
 
 0.6 
 
 2.2 
 
 0,6 
 
 7 
 
 
 0.4 
 
 9.5 
 
 7.6 
 
 8.7 
 
 7.3 
 
 5.6 
 
 1.6 
 
 2.6 
 
 1.7 
 
 8 
 
 
 0.0 
 
 5.8 
 
 7.6 
 
 7.2 
 
 5.6 
 
 5.6 
 
 2.7 
 
 2,6 
 
 1.7 
 
 9 
 
 
 1.3 
 
 2.6 
 
 6.6 
 
 8.2 
 
 7.7 
 
 5.6 
 
 4.4 
 
 3.6 
 
 0.6 
 
 10 
 
 
 0.0 
 
 0.5 
 
 4.7 
 
 4.6 
 
 6.9 
 
 8.4 
 
 3.8 
 
 3.5 
 
 1.1 
 
 11 
 
 
 0.4 
 
 2.6 
 
 3.8 
 
 6.7 
 
 6.9 
 
 7.3 
 
 6.6 
 
 8.4 
 
 2.8 
 
 12 
 
 
 
 0.5 
 
 3.3 
 
 4.1 
 
 4.7 
 
 7.3 
 
 6.6 
 
 10.6 
 
 3.9 
 
 13 
 
 
 
 1.1 
 
 2.4 
 
 6.1 
 
 7.7 
 
 7.3 
 
 7.1 
 
 7.5 
 
 3.4 
 
 14 
 
 
 
 1.6 
 
 2.9 
 
 2.6 
 
 11.6 
 
 6.7 
 
 5.5 
 
 4.4 
 
 5.1 
 
 15 
 
 
 
 0.0 
 
 0.9 
 
 4.1 
 
 4.7 
 
 6.7 
 
 6.0 
 
 7.6 
 
 2.2 
 
 16 
 
 
 
 0.0 
 
 0.9 
 
 2.1 
 
 4.7 
 
 6.7 
 
 10.4 
 
 6.6 
 
 6.1 
 
 17 
 
 
 
 0.0 
 
 0.5 
 
 2.6 
 
 7.7 
 
 4.5 
 
 6.6 
 
 6,6 
 
 3.4 
 
 18 
 
 
 
 0.5 
 
 0.9 
 
 1.0 
 
 4.3 
 
 3.9 
 
 6.6 
 
 1.8 
 
 7.9 
 
 19 
 
 
 
 0.0 
 
 
 0.5 
 
 2.2 
 
 1.7 
 
 8.2 
 
 7.0 
 
 11.9 
 
 20 
 
 
 
 0.0 
 
 
 1.5 
 
 3.4 
 
 3.3 
 
 6.6 
 
 4.8 
 
 9.6 
 
 21 
 
 
 
 0.0 
 
 
 0.5 
 
 6.2 
 
 1.1 
 
 3.3 
 
 6.7 
 
 11.9 
 
 22 
 
 
 
 0.0 
 
 
 
 0.4 
 
 1.1 
 
 4.4 
 
 2.2 
 
 9.6 
 
 23 
 
 
 
 0.0 
 
 
 
 0.0 
 
 1.1 
 
 2.2 
 
 2.6 
 
 6.6 
 
 24 
 
 
 
 0.5 
 
 
 
 0.4 
 
 1.1 
 
 2.7 
 
 3.1 
 
 6.8 
 
 25 
 
 
 
 
 
 
 
 
 0.5 
 
 1.8 
 
 1.1 
 
 26 
 
 
 
 
 
 
 
 
 
 1.8 
 
 3.4 
 
 27 
 
 
 
 
 
 
 
 
 
 0.9 
 
 0.6 
 
 28 
 
 
 
 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 
 
 
 
 
 
 tested 
 
 227 
 
 232 
 
 189 
 
 211 
 
 195 
 
 233 
 
 179 
 
 183 • 
 
 227 
 
 177 
 
 Median 
 
 2.289 2.766 
 
 4.119 6.410 
 
 8.107 
 
 12.863 
 
 12.346 
 
 16.131 
 
 15.324 
 
 19.881 
 
72 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 62 
 
 Per Cent 
 
 OP Each Sex 
 
 IN Each Grade Coerectlt Answering Each 
 
 
 
 Number op Questions in Thought Scale B 
 
 
 
 Grade 
 
 
 4 
 
 
 5 
 
 6 
 
 7 
 
 
 8 
 
 1 
 
 Sex 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 
 
 29.8 
 
 19.2 
 
 7.5 
 
 2.8 
 
 0.5 
 
 
 0.5 
 
 
 
 1 
 
 31.2 
 
 20. S 
 
 10.1 
 
 6.6 
 
 2.0 0.4 
 
 1.1 
 
 0.0 
 
 0.4 
 
 
 2 
 
 14.5 
 
 11.4 
 
 10.6 
 
 4.7 
 
 3.1 1.8 
 
 1.7 
 
 0.0 
 
 0.0 
 
 
 3 
 
 13.6 
 
 27.9 
 
 17.0 
 
 13.6 
 
 7.1 0.0 
 
 2.3 
 
 1.1 
 
 0.9 
 
 0.6 
 
 4 
 
 4.8 
 
 8.3 
 
 12.2 
 
 12.2 
 
 9.7 1.8 
 
 4.5 
 
 0.0 
 
 0.9 
 
 0.0 
 
 5 
 
 2.6 
 
 4.4 
 
 11.7 
 
 11.3 
 
 8.2 4.0 
 
 3.4 
 
 1.6 
 
 1.3 
 
 0,0 
 
 6 
 
 0.4 
 
 3.5 
 
 9.1 
 
 10.3 
 
 5.6 4.0 
 
 7.3 
 
 1.1 
 
 0.4 
 
 0.6 
 
 7 
 
 1.3 
 
 1.3 
 
 5.3 
 
 7.0 
 
 8.7 7.6 
 
 3.9 
 
 2.7 
 
 1.8 
 
 0.0 
 
 8 
 
 0.9 
 
 0.9 
 
 6.4 
 
 8.5 
 
 8.7 5.4 
 
 6.2 
 
 3.8 
 
 1.8 
 
 0.6 
 
 9 
 
 0.4 
 
 0.9 
 
 3.2 
 
 6.6 
 
 6.6 4.9 
 
 5.6 
 
 2.7 
 
 2.7 
 
 1.1 
 
 10 
 
 0.4 
 
 0.4 
 
 1.1 
 
 5.2 
 
 8.7 8.5 
 
 9.0 
 
 4.9 
 
 3.6 
 
 0.0 
 
 11 
 
 
 0.0 
 
 1.6 
 
 1.9 
 
 6.6 8.1 
 
 7.3 
 
 3.3 
 
 4.9 
 
 2.8 
 
 12 
 
 
 0.4 
 
 1.6 
 
 4.2 
 
 3.1 7.2 
 
 5.1 
 
 8.7 
 
 5.8 
 
 0.6 
 
 13 
 
 
 0.4 
 
 0.5 
 
 1.9 
 
 3.6 7.6 
 
 5.1 
 
 5.5 
 
 5.4 
 
 2.8 
 
 14 
 
 
 0.4 
 
 0.0 
 
 1.4 
 
 2.5 4.9 
 
 8.5 
 
 7.7 
 
 6.7 
 
 5.0 
 
 15 
 
 
 
 1.1 
 
 0.9 
 
 2.0 4.0 
 
 4.5 
 
 8.2 
 
 5.4 
 
 3.4 
 
 16 
 
 
 
 0.5 
 
 1.4 
 
 3.6 8.5 
 
 5.1 
 
 8.2 
 
 5.8 
 
 8.4 
 
 17 
 
 
 
 0.0 
 
 0.0 
 
 5.1 5.8 
 
 2.8 
 
 8.2 
 
 8.0 
 
 6.7 
 
 18 
 
 
 
 0.0 
 
 0.0 
 
 2.5 4.9 
 
 6.8 
 
 5.5 
 
 8.5 
 
 6.7 
 
 19 
 
 
 
 0.0 
 
 0.5 
 
 1.0 2.3 
 
 2.8 
 
 3.8 
 
 7.6 
 
 10.1 
 
 20 
 
 
 
 0.5 
 
 
 1.0 2.3 
 
 1.1 
 
 5.5 
 
 6.3 
 
 8.4 
 
 21 
 
 
 
 
 
 2.3 
 
 2.3 
 
 4.9 
 
 6.3 
 
 11.8 
 
 22 
 
 
 
 
 
 1.3 
 
 0.6 
 
 4.9 
 
 7.6 
 
 9.0 
 
 23 
 
 
 
 
 
 0.9 
 
 2.8 
 
 2.2 
 
 1.8 
 
 6.2 
 
 24 
 
 
 
 
 
 0.4 
 
 
 3.8 
 
 1.3 
 
 6.2 
 
 25 
 
 
 
 
 
 0.4 
 
 
 0.5 
 
 1.3 
 
 4.5 
 
 26 
 
 
 
 
 
 0.4 
 
 
 0.5 
 
 2.2 
 
 3.4 
 
 27 
 
 
 
 
 
 
 
 
 0.4 
 
 1.1 
 
 28 
 
 
 
 
 
 
 
 
 0.4 
 
 
 29 
 
 
 
 
 
 
 
 
 0.4 
 
 
 30 
 
 
 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 
 
 
 
 
 tested 
 
 228 
 
 229 
 
 188 
 
 213 
 
 196 223 
 
 177 
 
 183 
 
 224 
 
 178 
 
 Median 
 
 1.648 
 
 2.904 
 
 4.391 
 
 5.895 
 
 8.588 12.468 
 
 11.654 
 
 15.766 
 
 17.277 
 
 20.062 
 
 
 
 
 
 TABLE 63 
 
 
 
 
 
 Per Cent op Each Sex in Each Grade Correctly Answering Each 
 Number op Questions in Chabactbr Scale A 
 
 Grade 
 
 
 4 
 
 
 5 
 
 i 
 
 > 
 
 3 
 
 
 8 
 
 
 Sex 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 
 
 21,3 
 
 21,2 
 
 6.8 
 
 4.7 
 
 0.9 
 
 0.4 
 
 
 
 
 
 1 
 
 31.3 
 
 28,6 
 
 11.2 
 
 11.8 
 
 3.6 
 
 2,0 
 
 0.5 
 
 
 
 
 2 
 
 17.1 
 
 16,4 
 
 18.6 
 
 16.5 
 
 7.6 
 
 4,8 
 
 2.6 
 
 1.8 
 
 0.9 
 
 
 3 
 
 13.3 
 
 10,6 
 
 13.7 
 
 11.8 
 
 7.6 
 
 8.4 
 
 2.1 
 
 1,8 
 
 0,9 
 
 
 4 
 
 6.6 
 
 7.9 
 
 13.7 
 
 13.5 
 
 13.9 
 
 7.6 
 
 6.7 
 
 6.1 
 
 4,9 
 
 0.5 
 
 5 
 
 6.2 
 
 3.7 
 
 11.8 
 
 11.8 
 
 13.5 
 
 12.1 
 
 10.3 
 
 6.7 
 
 4,4 
 
 2.0 
 
 6 
 
 1.9 
 
 4.8 
 
 8.1 
 
 5.9 
 
 7.6 
 
 12,1 
 
 7.7 
 
 4.9 
 
 4,4 
 
 4.0 
 
 7 
 
 0.9 
 
 4.2 
 
 4.3 
 
 7.0 
 
 6.3 
 
 11.3 
 
 9.8 
 
 7.3 
 
 3,5 
 
 7.4 
 
 8 
 
 1,4 
 
 0.0 
 
 3.7 
 
 4,1 
 
 7.2 
 
 5.6 
 
 7.7 
 
 9.8 
 
 8,0 
 
 6.9 
 
 9 
 
 
 0.6 
 
 2.5 
 
 4.7 
 
 7.6 
 
 5.2 
 
 9.3 
 
 8.5 
 
 10,7 
 
 6.9 
 
 10 
 
 
 1.0 
 
 1.2 
 
 1.2, 
 
 7.2 
 
 7.6 
 
 5.2 
 
 11.0 
 
 6.2 
 
 7.9 
 
 11 
 
 
 1.0 
 
 0,6 
 
 1.8 
 
 2,7 
 
 3.6 
 
 7.2 
 
 9.8 
 
 12.9 
 
 9.4 
 
 12 
 
 
 
 0.6 
 
 2.3 
 
 4,5 
 
 7.2 
 
 8.2 
 
 7.3 
 
 5,8 
 
 8.9 
 
 13 
 
 
 
 0.6 
 
 1.8 
 
 2,2 
 
 4,0 
 
 6.7 
 
 9.1 
 
 7,1 
 
 9.9 
 
 14 
 
 
 
 1.9 
 
 1.8 
 
 3.6 
 
 2,8 
 
 4.6 
 
 4.9 
 
 5.8 
 
 9.4 
 
 15 
 
 
 
 0.6 
 
 
 1.3 
 
 1,6 
 
 3.6 
 
 6.7 
 
 8.9 
 
 10.9 
 
 16 
 
 
 
 
 
 1.3 
 
 1.6 
 
 2,1 
 
 2.4 
 
 4.9 
 
 5,0 
 
 17 
 
 
 
 
 
 1.3 
 
 1.6 
 
 3,6 
 
 1.8 
 
 7.1 
 
 7,9 
 
 18 
 
 
 
 
 
 
 0.4 
 
 0.5 
 
 
 1.8 
 
 2.2 
 
 19 
 
 
 
 
 
 
 
 1.5 
 
 
 1.8 
 
 1.0 
 
 Number 
 
 
 
 
 
 
 
 
 
 
 
 tested 
 
 211 
 
 189 
 
 161 
 
 170 
 
 223 
 
 249 
 
 194 
 
 164 
 
 225 
 
 202 
 
 Median 
 
 1,916 
 
 2.016 
 
 3.977 
 
 4.391 
 
 6.382 
 
 7.232 
 
 9.277 
 
 10.277 
 
 11.465 
 
 12.555 
 
Data on Sex Differences 
 
 73 
 
 TABLE 64 
 
 Pbh Cent op Each Sex in Each Grade Cobhbctlt Answehinq Each 
 
 Number op Questions in Chabactbr Scale B 
 
 Grade 
 
 
 4 
 
 
 5 
 
 6 
 
 
 7 
 
 
 8 
 
 
 Sex 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 
 
 25. 3 
 
 27.7 
 
 6.6 
 
 4.1 
 
 2.2 
 
 1.2 
 
 
 
 
 
 1 
 
 32.9 
 
 28.3 
 
 9.9 
 
 12.3 
 
 6.8 
 
 3.2 
 
 1.6 
 
 1.2 
 
 
 0.5 
 
 2 
 
 23.0 
 
 19.6 
 
 21.1 
 
 15.8 
 
 11.6 
 
 6.4 
 
 4.1 
 
 0.6 
 
 1.3 
 
 0.6 
 
 3 
 
 8.0 
 
 7.6 
 
 18.0 
 
 14.0 
 
 12.9 
 
 9.2 
 
 4.1 
 
 8.5 
 
 2.7 
 
 0.5 
 
 4 
 
 6.6 
 
 7.1 
 
 10.6 
 
 14.0 
 
 10.7 
 
 8.8 
 
 9.8 
 
 6.1 
 
 7.1 
 
 1.6 
 
 5 
 
 1.9 
 
 3.8 
 
 15.6 
 
 9.4 
 
 11.6 
 
 12.9 
 
 11.4 
 
 6.7 
 
 4.9 
 
 2.0 
 
 6 
 
 0.6 
 
 1.6 
 
 5.0 
 
 8.8 
 
 10.3 
 
 7.6 
 
 7.7 
 
 9.2 
 
 8.0 
 
 6.5 
 
 7 
 
 2.3 
 
 1.1 
 
 5.0 
 
 8.2 
 
 4.0 
 
 10.5 
 
 6.7 
 
 7.3 
 
 7.1 
 
 8.0 
 
 8 
 
 0.0 
 
 0.6 
 
 2.6 
 
 3.6 
 
 8.0 
 
 12.1 
 
 6.7 
 
 9.2 
 
 8.4 
 
 7.4 
 
 9 
 
 0.6 
 
 0,6 
 
 1.2 
 
 2.3 
 
 5.8 
 
 9.2 
 
 7.7 
 
 5.5 
 
 11.6 
 
 12.4 
 
 10 
 
 
 1.1 
 
 1.2 
 
 2.9 
 
 3.6 
 
 5.2 
 
 6.7 
 
 14.6 
 
 6.7 
 
 6.6 
 
 11 
 
 
 1.1 
 
 1.2 
 
 2.3 
 
 3.6 
 
 4.0 
 
 6.7 
 
 7.9 
 
 7.6 
 
 10.9 
 
 12 
 
 
 
 0.6 
 
 1.8 
 
 4.6 
 
 3.2 
 
 7.2 
 
 6.5 
 
 8.0 
 
 11.4 
 
 13 
 
 
 
 1.2 
 
 0.6 
 
 2.7 
 
 3.6 
 
 3.6 
 
 6.1 
 
 7.1 
 
 10.4 
 
 14 
 
 
 
 0.6 
 
 
 1.3 
 
 0.4 
 
 4.1 
 
 7.3 
 
 5.8 
 
 7.4 
 
 16 
 
 
 
 0.6 
 
 
 0.4 
 
 1.6 
 
 6.7 
 
 0.6 
 
 6.2 
 
 8.0 
 
 16 
 
 
 
 
 
 0.9 
 
 0.0 
 
 2.6 
 
 2.4 
 
 5.3 
 
 3.6 
 
 17 
 
 
 
 
 
 
 0.8 
 
 2.1 
 
 1.3 
 
 2.2 
 
 2.5 
 
 18 
 
 
 
 
 
 
 
 0.6 
 
 
 
 
 19 
 
 
 
 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 
 
 
 
 
 
 tested 
 
 213 
 
 184 
 
 161 
 
 171 
 
 224 
 
 249 
 
 194 
 
 164 
 
 225 
 
 201 
 
 Median 
 
 1.760 1.788 
 
 3.741 
 
 4.270 
 
 5.577 
 
 7.057 
 
 8.692 
 
 9.222 
 
 9.904 
 
 11.385 
 
 TABLE 65 
 
 Pee Cent op Each Sex in Each Grade Correctly Answerinq Each 
 
 Number op Questions in Character Scale L 
 
 Grade 
 
 
 4 
 
 
 5 
 
 e 
 
 1 
 
 7 
 
 
 S 
 
 I 
 
 Sex 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 F. 
 
 M. 
 
 
 
 39.4 
 
 46.2 
 
 18.5 
 
 19.6 
 
 9.0 
 
 6.4 
 
 3.6 
 
 3.1 
 
 0.9 
 
 
 1 
 
 34.3 
 
 25.8 
 
 22.8 
 
 23.7 
 
 14.9 
 
 10.7 
 
 9.9 
 
 3.7 
 
 3.1 
 
 2.5 
 
 2 
 
 16.9 
 
 15.6 
 
 24.7 
 
 13.6 
 
 12.2 
 
 9.5 
 
 13.5 
 
 8.6 
 
 6.0 
 
 6.9 
 
 3 
 
 6.1 
 
 6.9 
 
 12.4 
 
 11.2 
 
 15.3 
 
 12.3 
 
 14.1 
 
 11.8 
 
 10.4 
 
 4.9 
 
 4 
 
 0.9 
 
 4.3 
 
 6.2 
 
 11.8 
 
 15.3 
 
 11.9 
 
 9.3 
 
 8.6 
 
 11.8 
 
 7.4 
 
 5 
 
 1.4 
 
 2.2 
 
 6.8 
 
 8.9 
 
 8.6 
 
 14.0 
 
 9.3 
 
 8.0 
 
 11.8 
 
 4.4 
 
 6 
 
 0.5 
 
 
 4.3 
 
 3.6 
 
 8.1 
 
 9.9 
 
 10.4 
 
 9.2 
 
 6.8 
 
 8.9 
 
 7 
 
 0.5 
 
 
 0.6 
 
 3.6 
 
 8.6 
 
 10.3 
 
 9.3 
 
 8.0 
 
 11.3 
 
 12.4 
 
 8 
 
 
 
 1.8 
 
 1.8 
 
 4.1 
 
 4.1 
 
 8.9 
 
 11.8 
 
 9.6 
 
 13.4 
 
 9 
 
 
 
 1.2 
 
 0.0 
 
 1.3 
 
 3.7 
 
 6.9 
 
 11.2 
 
 11.8 
 
 10.4 
 
 10 
 
 
 
 0.0 
 
 1.2 
 
 1.3 
 
 4.5 
 
 6.9 
 
 9.2 
 
 6.3 
 
 16.8 
 
 11 
 
 
 
 0.6 
 
 0.6 
 
 1.3 
 
 1.6 
 
 
 3.1 
 
 5.9 
 
 8.9 
 
 12 
 
 
 
 
 0.6 
 
 
 1.6 
 
 
 3.7 
 
 4.5 
 
 4.0 
 
 13 
 
 
 
 
 
 
 0.0 
 
 
 
 0.9 
 
 
 14 
 
 
 
 
 
 
 0.4 
 
 
 
 
 
 Number 
 
 
 
 
 
 
 
 
 
 
 
 tested 
 
 213 
 
 186 
 
 162 
 
 169 
 
 222 
 
 243 
 
 192 
 
 162 
 
 221 
 
 202 
 
 Median 
 
 1 308 
 
 1.146 
 
 2.350 
 
 2.600 
 
 3.911 
 
 6.014 
 
 4.944 
 
 6.666 
 
 7.020 
 
 8.268 
 
74 
 
 Historical Information and Judgment in Pupils 
 
 TABLE 66 
 Grade Medians — Girls 
 
 Informa- Informa- Thought Thought Charac- Charac- Charac- 
 
 Scale tion A tion B A B ter A ter B ter L 
 
 Grade4 4.367 3.944 2,289 1.648 1.916 1.750 1.308 
 
 Grade 5 7.637 6.672 4.119 4.391 3.977 3.741 2.350 
 
 Grade 6 10.348 10.021 8.107 8.588 6.382 5.577 3.911 
 
 Grade7 10.400 10.928 12.346 11.654 9.277 8.692 4.944 
 
 Grades 13.934 15.077 15.324 17.277 11.465 9.904 7.020 
 
 TABLE 67 
 
 Grade Medians — Boys 
 
 Informa- Informa- Thought Thought Charac- Charac- Charac- 
 
 Scale tion A tion B A B ter A ter B ter L 
 
 Grade4 5.591 5.696 2.766 2.904 2.016 1.788 1.145 
 
 Grade 5 9.985 9.271 6.410 5.895 4.391 4.270 2.500 
 
 Grade 6 13.638 13.524 12.863 12.468 7.232 7.057 5.014 
 
 Grade 7 15.210 16.333 16.131 15.766 10.277 9.222 6.666 
 
 Grades 17.650 18.695 19.881 20.062 12.555 11.385 8.258 
 
 AU the medians show an advance from each grade to the next higher grade, 
 the smallest advance being for the girls of the sixth grade in Information 
 Scales A and B. All the medians for the boys, with the exception of that of 
 Character Scale L in Grade 4, are higher in aU the scales than the medians for 
 the girls. 
 
VITA 
 
 Marvin James Van Wagenen, born at Ohioville, New York, 
 November 18, 1884. 
 
 Academic Training: Graduated from State Normal School 
 at New Paltz, N. Y., 1906. Student at Eastman Business Col- 
 lege, Poughkeepsie, N. Y., 1907-08. Student at Rutgers Col- 
 lege, New Brunswick, N. J., 1909-10. Student at Teachers 
 College, Columbia University, 1910-12, 1915-17. B. S. from 
 Teachers College, Columbia University, 1911. A. M. from 
 Teachers College, Columbia University, 1912. 
 
 Professional Experience: Principal of public school at 
 Pine Bush, N. Y., 1906-07. Secretary and instructor in Rutgers 
 Preparatory School, New Brunswick, N. J., 1908-10. Instructor 
 in education and psychology, Waynesburg College, 1912-13. 
 Director, Secretarial Department, Scudder School for Girls, 
 New York City, 1913-14. Instructor in psychology, Ohio State 
 University, 1914-15. Assistant-professor of educational psy- 
 chology. University of Minnesota, 1917- 
 
Name.. 
 
 VAN T\^AGENEN AMERICAN HISTORY SCAI.ES 
 
 INFORMATION SCALE A 
 
 Grade School 
 
 Sex 
 
 When was your last birthday? How old were you? Date 
 
 I I . What people did Columbus find 
 in America? 
 
 4 4. Who was President of the United 
 States during the Civil War? 
 
 2 2. Name any American general. 
 
 6 5. By what people was our Thanks 
 giving Day custom started? 
 
 J 3. In what did the Indians live? 
 
 5 7. Name any man besides Columbus 
 who made early explorations in Amer- 
 ica. 
 
 g 8. In honor of what event do we 
 celebrate the Fourth of July? 
 
 7 6. With what country did the United 
 States have war in 1898? 
 
 8 9. What were the two chief occupa-- 
 tions of the Indian men? 
 
 12 10. Arrange these events in the order in which they occurred by putting a "I" before the event that occurred first, a "2" 
 before the event that occurred second, and so on until you have put a "5" before the event that occurred last. 
 
 Struggle between the French and the English for control in America. 
 
 Rise and growth of the United States as a nation. 
 
 Discovery of America. 
 
 Settlement of America by European nations. 
 
 ..Struggle of the American colonies against European control. 
 
 IS 11. In what war was the battle of 
 Gettysburg fought? 
 
 The battle of Trenton? 
 
 The battle of Lake Erie? 
 
 i8 15. Who was the British general in 
 each of these battles: 
 
 Battle of Saratoga? 
 
 Battle of Yorktown? 
 
 II 12. What was Henry Hudson look- 
 ing for when he sailed up the Hudson 
 river? 
 
 14 1 3. Who was President of the 
 United States when Louisiana was pur- 
 chased? 
 
 16 14. What were the first four Europ- 
 ean countries to make settlements in 
 America ? 
 
 10 16. During what war did iron war 
 vessels first come into use? 
 
 20 18. What important means of com- 
 munication were invented and put into 
 use between 1835 and 1845? 
 
 Between 1870 and 1880? 
 
 I J 1 7. What group of Indian tribes 
 lived in the western part of New York 
 State? 
 
 Between 1895 and 1910? 
 
 17 19. Which one of these things were 
 most of the white people in America 
 doing before the Revolutionary War: 
 Working in stores, working in factories, 
 hunting and fishing, working on farms, 
 or fighting the Indians? 
 
 27 20. What were the three principal 
 ways besides walking in which the 
 American colonists travelled from one 
 place to another before 1775? 
 
 22 21. What public improvement was 
 under construction during each of the 
 following periods: 
 
 1806 to 1814? 
 
 1817 to 1825? 
 
 1904 to 1914? 
 
 21 22. What were the first two im- 
 portant American inventions? 
 
 25 23. What was the great problem 
 which Lincoln had to face when he 
 became President? 
 
 30 24. What important commissions 
 were created by the United States at 
 each of these dates: 
 
 1883? 
 
 1887? 
 
 2 J 25. Arrange these events in the order in which they occurred by putting a "I" before the event that occurred first, a "2" before 
 the event that occurred second, and so on until you have put a "7" before the event that occurred last. 
 
 Purchase of the Philippine Islands. 
 
 _ Missouri Compromise. 
 
 Introduction of secret voting or the Australian ballot system into the United States. 
 
 Annexation of Texas. 
 
 Building of the Panama Canal. 
 
 Passage of the first protective tariff act. 
 
 Secession of the Southern states. 
 
 24 26. Arrange these events in the order in which they occurred by putting a "1" before the event that occurred first, a "2" before 
 the event that occurred second, and so on until you have put a" 7" before the event that occurred last. 
 
 Invention of the telephone. Invention of the telegraph. 
 
 Completion of the first railroad to the Pacific coast. Completion of the first railroad in the United States. 
 
 Invention of the steamboat. ...Opening of the Erie Canal. 
 
 _ Laying of the first Atlantic cable. 
 
 
2g 27. (a) Who invented the tele- 
 graph? 
 
 (d) Who was the President of the 
 Southern Confederacy? 
 
 (g) What man raised money for 
 Washington's army during the Revo- 
 lutionary War? 
 
 (j) Who was the first Chief Justice 
 of the United States Supreme Court? 
 
 (b) Who invented the telephone? 
 
 (e) Who v^Tote the Declaration of 
 Independence? 
 
 (h) Who opened up our trade rela- 
 tions wdth Japan? 
 
 (k) Who was Secretary of War dur- 
 ing the greater part of the Civil War? 
 
 (c) Who laid the first successful At- 
 lantic cable? 
 
 (f) Who was the leader of the 
 Federalist Party? 
 
 (i) Who secured adoption of the 
 Missouri Compromise? 
 
 (1) Who was the Chief Justice of the 
 Supreme Court when the Dred Scott 
 decision was rendered? 
 
 ig 28. Which of these men won each of the following battles: 
 Dewey, Perry, Grant, Farragut, Morgan, Taylor, Thomas: 
 
 Battle of Cowpens 
 
 Battle of Mobile? 
 
 Battle of Manila?- 
 
 Battle of Buena Vista?.. 
 
 Battle of Nashville? 
 
 Battle of Vicksburg ?„.... 
 Battle of Lake Erie ?._... 
 
 28 29. Arrange these states in the order in which they were ad- 
 mitted to the Union by putting a " I " before the first one admitted, 
 a "2" before the second one admitted, and so on until you have 
 put a "7" before the last one admitted. 
 
 Indiana 
 
 California 
 
 Ohio 
 
 New Mexico 
 
 Colorado 
 
 .Texfis 
 
 Missouri 
 
 26 30. Put a check mark J in front of each of the following things which the Southern states were in favor of between 1840 
 and 1850. 
 
 .-WJlniot Proviso. 
 
 ..William Lloyd Garrison's "The Liberator." 
 ..Protection of slavery in the territories. 
 ..Free Soil Party. 
 
 -The 'gag rule' or suppression of abolition petitions in Congress. 
 
 ...Admission of California as a state. 
 
 Annexation of Texas. 
 
 Protective tariff on manufactured goods. 
 
 ji 33. What two possible European ventures was the Monroe Doctrine set forth to forestall? 
 
 j2 34. In front of each of the things givtn below write the name of the President during whose administration it took place. 
 
 War with Mexico. 
 
 Spaiish American War. 
 
 Purchase of Florida. 
 
 Assertion of the Monroe Doctrine in the Venezuelan dispute. 
 
 Beginning of the construction of the Panama Canal. 
 
 Passage of the Pendleton Civil Service Act. 
 
 Killing the United States Bank. 
 
VAN WAGENEN AMERICAN HISTORY SCALES 
 
 INFORMATION SCALE B 
 
 Name Sex Grade School 
 
 When was your last birthday? How old were you? Date 
 
 I I . Who discovered the Hudson 
 River? 
 
 J 4. Name any general who fought 
 in the Civil War. 
 
 7 7. Name two weapons which the 
 Indians used in fighting before the 
 white men came to America. 
 
 8 11. Name two purchases of land 
 that have been made by the United 
 States. 
 
 IS 14. From what European country 
 did the people come who settled along 
 the Hudson River? 
 
 At Philadelphia? 
 
 Along the St. Lawrence River? 
 
 At Plymouth? 
 
 2 2. Who was the first President of 
 the United States? 
 
 4 5. What European country sent 
 soldiers and ships to help the Ameri- 
 can colonies in the Revolutionary War ? 
 
 g 8. With what country did the 
 United States have a war in 1812? 
 
 14 12. By what two nations was the 
 Mississippi valley first explored? 
 
 II 15. Which of these first came into 
 use in America : the railroad, the stage- 
 coach, or the steamboat? 
 
 Which one was the last to come into 
 use? 
 
 5 3. How did the Spanish explorers 
 treat the Indians? 
 
 6 6. Name any one of the battles of 
 the Revolutionary War. 
 
 10 10. Name any Frenchman who 
 made early explorations in North 
 America. 
 
 12 13. Which of these things: settling, 
 nation-making, or exploring — was 
 chiefly being done in America between 
 1500 and 1600? 
 
 Between 1600 and 1700? 
 
 Between 1775 and 1800? 
 
 13 16. Arrange these conditions in the order in which they were to be found in the growth of America. Put a "1" before the 
 condition that came first, a "2" before the condition that came second, and so on until you have put a "5" before the condition 
 that came last. 
 
 The raising of unrotated crops of corn and wheat in thinly settled farming communities. 
 
 The building of factories and the rise of industrial cities. 
 
 The roving or wandering of the Indian hunter and Indian warrior. 
 
 The more intensive cultivation in more thickly peopled farm settlements. 
 
 The coming of the European explorer, conqueror, and trader. 
 
 20 17. Name two American generals 
 who fought in the Revolutionary War. 
 
 Name one more American general 
 
 16 18. What important agricultural in- 
 vention was made between 1825 and 
 1835? 
 
 21 20. What important invention con- 
 nected with the clothing industry was 
 made during each of the following 
 periods : 
 1790 to 1800? 
 
 who fought in the Revolutionary War. 
 
 ig 19. What kind of power was being 
 applied to manufacturing and trans- 
 portation between 1800 and 1850? 
 
 r 
 
 1840 to 1850? 
 
 23 21. People of what religious faith 
 settled in the Maryland Colony? 
 
 In the Massachusetts Bay Colony? 
 
 18 22. In what two ways did the 
 Indians get from one place to another? 
 
 27 24. What new means of transporta- 
 tion came into use in the United States 
 during each of the following periods: 
 
 1805 to 1815? 
 
 In the Pennsylvania Colony? 
 
 JO 23. What important internal politi- 
 cal question arose out of the conditions 
 following the War of 1812? 
 
 1830 to 1840? 
 1890 to 1900? 
 
 ly 25. Arrange these events in the order in which they occurred by putting a "1" before the event that occurred first, a "2" 
 before the event that occurred second, and so on until you have put a "7" before the event that occurred last. 
 
 Settlement of the Massachusetts Bay Colony. 
 
 Adoption of the United States Constitution. 
 
 Settlement of Jamestown. 
 
 Battle of Yorktown. 
 
 Capture of New Amsterdam by the English. 
 
 Declaration of Independence. 
 
 Fail of Quebec. 
 
2S 26. Arrange these events in the order in which they occurred by putting a " I " before the event that occurred first, a "2" 
 before the event that occurred second, and so on until you have put a "7" before the event that occurred last. 
 
 Purchase of Alaska. 
 
 Discovery of gold in California. 
 
 Purchase of Louisiana. 
 
 Settlement of the Venezuelan dispute with England by arbitration. 
 
 Issuing of the Emancipation Proclamation. 
 
 Missouri Compromise. 
 
 Dred Scott decision. 
 
 24 27. After the name of each of these men write whether he was a preacher, an inventor, a statesman, a President, a general, 
 or a Supreme Court Judge. 
 
 John Marshall Daniel Webster 
 
 George G. Meade Roger B. Taney 
 
 Cyrus M. McCormick Alexander Hamilton 
 
 Jonathan Edwards John Ericsson 
 
 Grover Cleveland William T. Sherman 
 
 Elias Howe, Jr James K. Polk 
 
 22 28. In what war was each of these battles fought? 
 
 Battle of Cowpens ? 
 
 Battle of Mobile ? 
 
 Battle of Manila ? 
 
 Battle of Buena Vista? 
 
 Battle of Nashville? 
 
 Battle of Vicksburg ? 
 
 Battle of Lake Erie? 
 
 26 29. Which of these men were in favor of a strong central 
 government? Put a check mark v' before their names. 
 
 John Adams 
 -Alexander Hamilton 
 John C. Calhoun 
 
 Benjamin Franklin 
 
 Abraham Lincoln 
 Thomas Jefferson 
 -George Washington 
 -Jefferson Davis 
 
 Daniel Webster 
 
 2g 30. Some of the following words, phrases and names belong together in the same way that "Battle of New Orleans — War of 
 1812 — Andrew Jackson" belong together. After each name or phrase in the first row write the name or phrase that belongs 
 with it, just as "War of 1812" is written after "Battle of New Orleans." In the last row of blank spaces write the name that 
 belongs with it, just as Andrew Jackson is written after War of 1812. 
 
 These are the words and phrases that go in the first row of blank spaces: South Carolina, War with Mexico, Black people 
 not citizens, Missouri, Secession, Monroe Doctrine, Kansas-Nebraska Act, Ordinance of 1787. 
 
 These are the names that go in the last row of blank spaces: James K. Polk, Jefferson Davis, Stephen A. Douglas, Henry Clay, 
 Grover Cleveland, John C. Calhoun, Roger B. Taney, George Rogers Clarke. 
 
 Battle of New Orleans 
 Compromise 
 
 War of ! 81 2 
 
 Andrew Jackson 
 
 Popular sovereignty 
 Nullification 
 
 Confederacy 
 Venezuelan dispute 
 Northwest Territory 
 Dred Scott decision 
 Admission of Texas 
 
 ji 33. Against what movement was the rise of the present Republican party a protest? 
 
 28 34. Of these present-day social problems, which ones were problems of wide concern in the United States before 1830? Put 
 a check mark 1/ before them. 
 
 Relation between capital and labor. 
 
 Protective tariff question. 
 
 Demand for a shorter working day. 
 
 Regulation and control of industrial corporations. 
 
 Maintaining neutrality during a European war. 
 
 Railway rate legislation. 
 
 Extension of the suffrage to another group of people. 
 
 ' n 
 
VAN W^AGENEA AMERICAN HISTORY SCALES 
 
 THOUGHT SCALK A 
 
 Name _ __ Sex Grade School 
 
 When was your last birthday? How old were you? _ Date ._ _ __.. 
 
 2 I . Before the steamboats were made people used to travel on 
 the ocean in sail boats. Steamboats were not made until a long, 
 long time after the European people came to make their homes 
 in America. 
 
 How do you think these early European settlers came to 
 .\merica ? 
 
 I 2. A little before the year 1500 the people of Europe were 
 anxious to find a new way to get to India. Some people thought 
 that India might be reached by sailing westward across the At- 
 lantic Ocean. Columbus was one of these people. It was at this 
 time that Columbus found America. 
 
 What do you think Columbus was looking for when he found 
 America ? 
 
 J 3. A hundred years ago it took a letter several days to go 
 from New York to Boston. Today it takes only a few hours. 
 
 Why do you think it took letters so much longer to go from 
 New York to Boston 100 years ago than it does today? 
 
 5 4. The Northmen probably came to America as early as the 
 year 1000, nearly 500 years before Columbus and the Cabots 
 sailed from Europe. There is no record of any one else having 
 come to America before the year 1000. 
 
 By whom do you think America was first discovered? 
 
 5. In 1 793, Eli Whitney invented the cotton gin, a machine 
 ior separating the cotton seed from the fiber. By the use of this 
 machine one slave could clean fifty times as much cotton in a day 
 as with the old machines or by hand. 
 
 12 (a) What effect would this invention have upon the cost of 
 raising raw cotton? 
 
 6 (b) What effect would it have upon the amount of cotton 
 raised ? 
 
 4 (c) What indirect effect would it have upon the price of cotton 
 '?oods ? 
 
 14 6. In 1800, Spain gave Louisiana up to France. The United 
 States, fearing that France might set up a colony and control the 
 Mississippi River, was anxious to get Louisiana. In 1803, Napol- 
 eon of France feared that Great Britain was about to seize his 
 American territory. 
 
 What would you expect Napoleon to do? 
 
 8 7. In 1829-30, it took over 160 hours of work to raise 50 
 bushels of wheat; in 1895-96, it took less than seven and a half 
 hours of work to raise the same amount. 
 How can you account for the difference? 
 
 16 8. After the close of the Civil War, coal and iron deposits 
 were opened up in various parts of the South. 
 
 What two occupations would you expect to find growing up 
 as a result of using these natural resources? 
 
 10. In 1750, Peter Kalm, a Swedish traveler in America, wrote 
 a book from which the following passage is taken. 
 
 "When a person had bought a piece of land, which perhaps 
 had never been plowed since the creation he cut down part of the 
 wood, tore up the roots, plowed the ground, sowed corn on it 
 and for the first time got a plentiful crop. But the same land 
 being tilled for several years successively, without being fertilized, 
 it at last must of course lose its fertility. Its possessor therefore 
 leaves it fallow and proceeds to another part of his ground, which 
 he treats in the same manner. Thus he goes on till he has 
 changed a great part of his possessions into cornfields, and by 
 that means deprives the ground of its fertility. 
 
 "He then returns to the first field, which now is pretty well re- 
 covered; this he again tills as long as it will afford him a good 
 crop, but when its fertility is exhausted, he leaves it fallow again, 
 and proceeds to the rest as before. But by leaving the land 
 fallow for several years together, a great quantity of weeds spring 
 up in it, and get such strength that it requires a considerable time 
 to extirpate them. From hence it likewise comes, that the corn is 
 always so much mixed with weeds." 
 
 2g (a) What does this passage from Peter Kalm suggest about 
 the proportion of land under cultivation in the colonies in 1750? 
 
 10 11. Previous to the Civil War a large part of the Southern 
 cotton crop was exported to England. 
 
 (a) What was evidently one of the chief occupations of 
 England ? 
 
 ig (b) What effect would the blockading of the Southern ports 
 by the North during the Civil War have upon this occupation? 
 
 7 12. It was not until about 1887 that electric power began to 
 come into use. After 1887 there was a great increase in street 
 railway building. In the cities of Massachusetts there were three 
 times as many miles of street railways in 1 897 as in 1 887. 
 
 What was evidently one of the things to which this sudden 
 rapid increase in street railway building was due? 
 
 g (b) What does it suggest about the cost of land in 1750? 
 
 J J 13. In 1660, the English Parliament passed the restrictions 
 that certain colonial products, called enumerated articles, includ- 
 ing sugar, tobacco, dyewoods and indigo, should be shipped from 
 America only to England or to other English colonies. 
 
 In 1663, an act of Parliament provided that all goods brought 
 to the colonies must come from or through English ports. 
 
 What do you think was the purpose of the English in thus 
 seeking to regulate the trade of the colonies? 
 
 17 (c) What does it suggest about the state of or the extent 
 of knowledge about agriculture among the American colonists? 
 
 J 5 1 4. During the years before the Civil War cotton growing 
 had been found more profitable in the South than manufacturing. 
 It was less profitable to manufacture the raw cotton than to ex- 
 change it with the Northern states and especially with England 
 for the various kinds of manufactured articles which were needed. 
 
 In order to take advantage of this situation, what would be 
 one of the first things which the North would attempt to do at the 
 outbreak of the Civil War? 
 
15. In 1649, Oliver Cromwell became the ruler of England, 
 the King, Charles I, having been driven from the throne and put 
 to death. The Royalists, who had favored the king, belonged 
 to the Church of England. During the next few years a large 
 number of people left England to settle in America. 
 
 22 (a) Who do you [hink theje new settlers \vere> 
 
 28 (b) To what colony in America would these people be 
 most likely to go? 
 
 2J 18. During the Revolutionary War many New England ves- 
 that came to the United States from Ireland during each year 
 between 1 842 and 1 849. 
 
 51,500 came in 1842. 
 26.000 came in 1843, 
 33.500 came in 1844, 
 45,000 came in 1845. 
 52,000 came in 1846, 
 106,000 came in 1847. 
 113,000 came in 1848, 
 160,000 came in 1849. 
 The number of Irish who came in 1852 was 62,000 less than 
 'in 1 85 1. In 1854 and 1855 the numbers again declined sharply. 
 In 1845 there was a severe famine in Ireland. 
 
 What do these statements indicate? 
 
 16. The Indian hatchets were made of stone, sharpened at one 
 end and with a notch all round the thick end. The handle con- 
 sisted of a stick, split at one end. In this split the stone was 
 placed so that the two halves of the stick came into the notches 
 of the stone. The two split ends were then tied together. 
 
 When the Indians wanted to cut a tree down they set 6re to 
 a great quantity of wood at the roots of the tree, wetting the 
 trunk of the tree so that the fire would not burn the wood too 
 far up. To hollow out the trunk of a tree for a canoe, they first 
 laid dry branches along one side of the trunk, and set fire to them. 
 As fast as they were burned they were replaced by others. The 
 rest of the trunk was kept wet to keep the fire from spreading too 
 far. The stone hatchets or sharp flints or shells were then used 
 to scrape off the burnt part of the wood. 
 
 // (a) What does the above passage suggest about the Indians' 
 knowledge of the use of iron? 
 
 21 (b) What does it suggest about the efficiency or goodness 
 of the Indians' tools? 
 
 2$ 17. The following table shows the number of immigrants 
 sels and thousands of sailors were out of work. The men in the 
 Revolutionary army were ill paid and the hardships were many. 
 At the same time there were many British merchant vessels trad- 
 ing with the West Indies and but a small British navy to protect 
 them. 
 
 What would you expect the American sailors soon to be doing? 
 
 18 19. At the outbreak of the Civil War there were compara- 
 tively few factories for spinning and weaving of cloth in the South. 
 They could no longer get cloth from the North and the Northern 
 blockade shut it out from England. Besides they had little ma- 
 chinery and no means of making machinery for spinning and 
 weaving. 
 
 In such a crisis how do you think the people of the South ob- 
 tained the cloth necessary for clothing? 
 
 20. In the rural communities in 1850 the children had an op- 
 portunity to learn many things in the home which they could 
 not learn in the city homes. When a tax was raised upon pro(> 
 crty the people in the rural communities, who owned their farms 
 for the most part, had to pay a larger proportion of the tax than 
 the workingmen of the cities. 
 
 24 (a) When in 1849 and in 1850 the bill for free public 
 schools was submitted to a vote oi the people of New York State, 
 what way would you expect the workingmen of the cities to vote? 
 
 Why? 
 
 20 
 
 21. The Puritans said that they came to America to get re- 
 ligious freedom. Presbyterians, Baptists, and Quakers of the 
 Massachusetts Bay Colony were fined or imprisoned or banished 
 for their religious dissent. Roger Williams was banished by 
 the General Court of the Massachusetts Bay Colony because 
 he believed the governments of the church and state should be 
 separate, and denounced the Puritan system of civil laws, com- 
 pelling church attendance and the observance of the Sabbath, 
 and taxing people for the support of the church. 
 
 What sort of religious freedom do you think the Puritans really 
 
 came to America for? 
 
 26 (b) What way would you expect the farmers in the rural 
 communities to vote? 
 
 Why? 
 
 2"] 22. .At the close of the Revolutionary War many of the 
 people in .America were driven from their homes by official acts 
 of a new state government, their property was taken and they 
 were deprived of the right to vote or to hold public offices. 
 
 How can you account for such action? 
 
 PUBLISHED BY 
 
 TEACHEKS COLLEGE, COLUMBIA UNIVERSITY 
 
 NEW YORK CITY 
 
 COPYRIGHT, 1920, BY TEACHERS COLLEGE 
 
VAN WAOENEN AMERICAN HISTORY SCALES 
 
 THOUGHT SCALE B 
 
 ^a"*"- - Sex. Grade School 
 
 men was your last birthday? How old were you? Date 
 
 I 1. During the Revolutionary War, France had helped the 
 colonies with both men and ships. Ten years after the close of 
 the Revolutionary War France was again at war with England. 
 What would the French people think the United States ought 
 to do? 
 
 2. In 1 754, the English claimed the Ohio valley. The French, 
 however, had built Fort Duquesne on the Ohio River, near where 
 Pittsburgh now stands. George Washington was sent by the 
 English to demand that the fort be given up to the English. 
 2 (a) What reply would you expect the French to make to 
 Washington? ... _ 
 
 3 (b) What would you expect the English to do next? 
 
 3. Before 1825 the freight rates from the West to New York 
 City were thirty-two dollars a ton by wagon for each one hundred 
 miles, wagons being the only means of inland transportation. The 
 freight rates on the Erie Canal, which was opened in 1825, were 
 one dollar a ton for each one hundred miles. 
 i8 (a) What effect would you expect the opening of the Erie 
 Canal to have had upon the amount of freight carried between 
 the West and the East? 
 
 ig (b) What effect would you expect the opening of the Erie 
 Canal to have had upon the value of the land near the Canal? 
 
 II (c) What effect would you expect the opening of the Erie 
 Canal to have had upon the settlement of the West? 
 
 5 4. During the winter of 1609-10 in the Jamestown Colony, 
 rats, mice, and snakes were relished, and fungi of various sorts 
 were eaten. It is even reported that an Indian who had been 
 slain in an assault upon the stockade was eaten by the poorer 
 men. 
 
 What do these statements show? 
 
 8 5. The battle of Lundy's Lane was fought in the War of 1812; 
 the battle of Petersburg was fought in the Civil War; the battle 
 of Monmouth was fought in the Revolutionary War. Arrange 
 the three battles in the order in which they were fought. 
 
 (a) 
 
 (b) 
 
 (c) 
 
 7 6. In I 793, Eli Whitney invented the cotton gin, a machine for 
 separating the seed from the cotton fiber. By the use of this 
 machine a slave could clean fifty times as much cotton in a day 
 as with the old machines or by hand. 
 
 In 1 790, 200,000 pounds of raw cotton were exported from the 
 United States. In 1800, nearly 20,000,000 pounds of cotton were 
 sent out of the United States. 
 
 What effect must the invention of the cotton gin have had upon 
 slavery in the United States ? 
 
 7 Between I860 and 1870 the number of employees in Ameri- 
 can factories increased more than one half. 
 ^3 (a) What does this fact suggest about the amount of capital 
 invested in manufacturing? 
 
 4 (b) What does it suggest about the amount of goods 
 factured? 
 
 14 8. In 1810, nine tenths of our foreign trade (980,000 tons) 
 was carried in American vessels. The War of 1812-14 stopped 
 the importation of foreign-made goods. 
 
 In what industry would you expect American capital soon to 
 have become invested? 
 
 10 9. During the year 1824, 8,000 immigrants came to America. 
 During the year 1 844, 78,000 immigrants came. During the year 
 1854, 427,000 immigrants came. 
 What do these statements show about immigration? 
 
 17 10. In 1850, the principal occupation of Virginia was agricul- 
 ture. In Massachusetts at that time there were as many people 
 engaged in manufacturing as in agriculture. 
 
 (a) In which state would you expect to find the more cities 
 at that time? 
 
 (b) In which state would you expect to find more foreign- 
 born people? 
 
 23 11. At the beginning of the 1 9th century voting and office 
 holding in the United States were for the most part restricted to 
 property holders. During the next thirty years with the growth 
 of manufacturing, the people who worked for wages, but owned 
 little or no property, became a larger part of the population. 
 These people wanted shorter hours of work and better educational 
 opportunities for their children. 
 
 In order to get these things what would you expect the laboring 
 people to demand? 
 
 ..1 I 
 
 12. After 1820 there was a large increase in the manufacturing 
 industry in the United States. 
 
 In 1820 there were 5,000 pupils on the rolls of the public 
 schools of Philadelphia; in 1821 there were only 3,000; in 1822 
 there were only 2,550; in 1823 there were less than 2,500. 
 15 (a) Where do you think the rest of the children would have 
 been found? 
 
 21 (b) Why could not this same thing happen in our cities today? 
 
 1 3. Previous to the War of 1 776 an oak vessel could be built 
 at Gloucester or Salem in Massachusetts for twenty-four dollars 
 per ton. Nowhere in England, France or Holland could a ship be 
 made of oak for less than fifty dollars per ton. 
 6 (a) Under such conditions what industry would get a firm hold 
 in the American colonies? 
 
 20 (b) During the Revolutionary War the English navy block- 
 aded the American coast. What effect must this blockade have 
 had upon that industry? 
 
14. Among the resolutions adopted by a, "General Meeting of 
 Mechanics and Working-Men" of New York City, held in 1829. 
 are found the following: "Resolved, that next to life and liberty, 
 we consider education the greatest blessing bestowed upon man- 
 kind. Resolved, that public funds should be appropriated (to a 
 reasonable extent) to the purpose of education upon a regular 
 system that shall insure the opportunity to every individual of 
 obtaining a competent education before he shall have arrived at 
 the age of maturity." 
 
 At an adjourned meeting of "Workingmen, Mechanics, and 
 others friendly to their interests," held in Boston in 1830, it was 
 resolved : "that the establishment of a liberal system of education, 
 attainable by all, should be among the first efforts of every law 
 giver who desires the continuance of our national independence." 
 
 From these paragraphs what inference would you make about : 
 2g (a) The extent of public education in 1830? 
 
 ig (b) The attitude of the working people of the cities toward 
 public education? 
 
 12 15. At the close of the Civil War many of the Southern negroes 
 would not return to work on the plantations for pay, but wanted 
 land of their own. There was also a scarcity of white laborers 
 in the South, and but little capital with which to buy agricultural 
 machinery. 
 
 What effect would you expect these conditions to have upon 
 the size of the farms in the South? 
 
 24 1 6. In the Constitutional Convention in I 787. two proposals 
 were made for the choice of a legislative body: one (a) that an 
 equal number of congressmen should be chosen from each state; 
 another (b) that the congressmen should be chosen on the basis 
 of the population of the several states. 
 
 Show which proposal you would expect each of these colonies 
 to favor by putting an (a) before each colony that would favor 
 an equal number of congressmen from each slate, and a (b) 
 before each colony that would favor the second proposal. 
 
 Connecticut 
 
 Virginia 
 
 Pennsylvania 
 
 New York 
 
 Rhode Island 
 
 22 1 7. We know that in I 790 there were about 3,929,200 people 
 living in the United States. We do not know at all accurately 
 how many people there were in the colonies at any previous year 
 after 1650. 
 
 Why do we know how many people there were in the United 
 States in 1 790, but do not know how many there were in any 
 year before that? 
 
 25 18. In 1900, Baltimore and Boston had each a population of 
 about 600,000; but there were 69,000 foreigners in Baltimore as 
 against 197,000 in Boston. New Orleans and Milwaukee were 
 not far apart in total numbers in 1900, but Milwaukee had 90,000 
 foreigners to 30,000 in New Orleans. Atlanta with a population 
 of nearly 100,000 had only about 3,000 foreign-born people in 
 1900. while St. Paul with a similar population had 47.000. 
 
 What do these figures, which may be considered as typical, 
 show about the population of the Southern cities as compared 
 with the population of the Northern cities? 
 
 26 19. The ninth and tenth amendments to the Constitution state 
 clearly that Congress shall exercise only those powers given to it 
 by the Constitution and that "all other powers are reserved to the 
 states." 
 
 Some of the states ratified the Constitution only upon being 
 assured that such a provision would be added to it. 
 
 Of what must the states have been afraid? 
 
 20. Although an agreement of peace was signed by the com- 
 missioners of both Great Britain and the United States at the 
 city of Ghent in the Netherlands on Christmas Eve. 1814, the news 
 did not reach America until after the Battle of New Orleans had 
 been won by the .Americans on January 8. 1815. with a loss of 
 nearly 2,000 soldiers to the British. 
 
 16 (a) Why do you think the news was so long in getting to 
 America? 
 
 28 (b) What effect would this victory of the American army 
 have upon the arrangements for peace? 
 
 27 21. In 1614 or 1615. Captain Argall of the Jamestown colony 
 on finding Hendrick Christiansen with a colony of Dutch traders 
 on the Hudson River ordered him under penalty of a broadside 
 to haul down the flag of the Netherlands and run up the English 
 flag. The order was promptly obeyed. 
 
 In 1635. when the English colony at Jamestown was several 
 times as large as in 1615, a party of Virginians went up the 
 Delaware River and took possession of an old blockhouse there 
 called Fort Nassau which the Dutch had abandoned; but a force 
 from New Amsterdam speedily took them prisoners and sent them 
 back to Virginia, with a polite warning not to do so any more. 
 
 What had evidently been happening between 1615 and 1635? 
 
 JO 22. Our inland cities began to arise as soon as it was possible 
 to build many factories in the same locality. Before this could 
 happen an abundant supply of fuel was necessary. Factories 
 were already in operation at the water falls in the New England 
 streams. The groups of factories and the inland cities, however, 
 did not appear until long after the discovery of soft coal and its 
 usefulness. 
 
 Why was not the new fuel immediately put into use every- 
 where? 
 
 
 ■ l.i;'i tiMil.ii,' 
 
 
VAN WAGENEN AMERICAN HISTORY SCALES 
 CHARACTER JUDGMENT SCALE A 
 
 Name Sex Grade School 
 
 When was your last birthday? _ How old were you? Date 
 
 2 I . In I 772, there was a frontier wedding. The guests had come 
 from many miles. After a night of rough merriment and dancing 
 the guests lay down to sleep under the roof of their host or in the 
 nearby barns and sheds. When morning came two of their horses 
 were missing. Not doubting that they had strayed away, three of 
 the young men started out to find them. Soon several gunshots 
 were heard and the three young men did not return. Believing 
 that it was a small scalping party of Indians eight or ten more 
 mounted the horses that stood saddled before the house and gal- 
 loped across the fields in the direction of the firing; while others 
 ran to cut off the enemy's retreat. 
 
 Draw a line under the three of the following words which you 
 think best describe the action of these white men. 
 
 indifferent cowardly cautious polite 
 
 courageous spiteful 
 
 fearful 
 
 daring 
 
 timid 
 
 I 2. After the British troops were driven from Boston by Wash- 
 ington's clever maneuvers, New York became the scene of war. 
 Here the military situation was most serious. The British num- 
 bered 25,000 well-equipped troops, with a large number of 
 cannon, generous stores of ammunition and even ships at their 
 command. The Americans numbered but 1 4,000 poorly-equipped 
 and ill-fed men. Washington saw that he must have certain news 
 of the enemy; he must know exactly the number of their troops 
 and how they were posted in the defense of New York. He 
 needed a spy, — one who would enter the lines of the British, learn 
 all he could, and return with the information to the commander- 
 in-chief. Then Washington would know the place and time to 
 make an attack. 
 
 With the alert eyes and ears of hundreds of enemies about him, 
 the spy rarely escapes detection. If discovered, he is not shot 
 but hanged. When Washington asked for volunteers, Nathan 
 Hale consented to enter the British lines as a schoolmaster who 
 was disgusted with the American cause. 
 
 Draw a line under the three of the following words which you 
 think best describe the action of Nathan Hale. 
 
 cowardly prudent ignoble 
 
 fearless daring 
 
 4 3. Long before the end of President John Quincy Adams's first 
 administration, Mr. Thompson, collector of customs of the Port 
 of New York, was known to be opposed to President Adams and 
 in favor of General Jackson for the next President. President 
 Adam's friends strenuously urged the removal of Thompson; but 
 he refused to comply with their request, though they assured him 
 that if he acted on the policy of retaining his active opponents in 
 office in New York State he would surely lose it at the next elec- 
 tion, — as he did. Mr. Adams took the same ground as he did in 
 the case of Mr. McLean, Postmaster General, that every man 
 had a right to exercise and act upon his own opinion, and if 
 officers of the government believed General Jackson a more fit 
 man for President than himself, they were right in supporting 
 him, and so long as they discharged the duties of their office 
 faithfully, he would not remove them. 
 
 Draw a line under the three of the following words which you 
 think best describe President Adams as he appears in this incident. 
 
 ]USt 
 
 obstinate irresolute servile resentful 
 
 compliant honorable patriotic unfair submissive 
 
 II A. Shortly after taking his seat in the House of Representa- 
 tives John Quincy Adams began to present petitions for the aboli- 
 tion of slavery. At first these petitions which people sent to Mr. 
 Adams attracted but little notice but as they multiplied the South- 
 ern Republicans became aroused. At first they assailed Mr. 
 Adams for presenting them, but finally there was passed what 
 was known as the "gag-rule" which prevented the reception of 
 these petitions by the House of Representatives. During the next 
 few years Mr. Adams put his whole force into breaking down the 
 "gag-rule" and defending the right of petition. On every petition 
 day, in spite of the "gag-rule," he would offer, in constantly in- 
 creasing numbers, petitions which came to him from all parts 
 of the country for the abolition of slavery. The Southern Repre- 
 sentatives came to hate Mr. Adams. In 1837 and again in 1842 
 the Representatives threatened to expel him from the House, but 
 Mr. Adams stood his ground and ably defended himself. Every 
 year Mr. Adams renewed his motion to strike out the "gag-rule," 
 and forced it to a vote. The majority against his motion kept 
 growing smaller and smaller until in 1844 it was passed, and the 
 right of petition had been won in the American House of Repre- 
 sentatives. 
 
 Draw a line under the three of the following words which you 
 think best describe this action of Mr. Adams. 
 
 treacherous cautious courageous selfish faithless ignoble meddlesome courageous reckless foolhardy 
 
 crabbed persistent spiteful undaunted peevish 
 
 J 5. A chief of the Minnesota tribe heard that his little son had 
 been captured by the Foxes, another Indian tribe. Knowing that 
 the child would be burned at the stake, the father hastened to 
 the enemy's camp. Coming up with the Foxes, the chief said, 
 "My little son, whom you are about to burn with fire, has seen 
 but few winters; his tender feet have never trod the warpath. 
 He has never injured you. But the hairs of my head are white 
 with many winters, and over the graves of my relatives I have 
 hung many scalps taken from the heads of the Foxes. My death 
 is worth something to you. Let me, therefore, take the place of 
 my child, that he may return to his people." The little boy was 
 set free and the father died in his stead. 
 
 Draw a line under the three of the following words which you 
 think best describe the action of the Indian father. 
 
 cruel timid cowardly mean self-sacrificing 
 
 crafty heroic selfish noble treacherous 
 
 6. Fletcher, who was the Royal Governor of New York from 
 1692 to 1698, was very strict in religious observances, was fond 
 of luxury, and had extravagant habits. Always in want of money, 
 he was in the habit of receiving gifts from the different pirate 
 ships. He allowed the wealthy merchants to disregard the laws 
 of trade. He granted the public lands to the ministry, the church, 
 and a few rich families, but repressed the freemen of small means. 
 
 The Earl of Bellemont, who was sent to New York in 1698, 
 enforced the laws of trade, put down smuggling, checked the un- 
 scrupulous greed of the great merchants, hunted and hung the 
 pirates, and forfeited such of the grants of public land as he con- 
 sidered to have been illegally secured. 
 
 7 (a) Draw a line under the three of the following words which 
 you think best describe the action of Governor Fletcher. 
 
 faithful false honest unscrupulous fearless 
 
 dishonest resolute gentle revengeful spiteful 
 
 5 (b) Draw a line under the three of the following words which 
 you think best describe the action of the Earl of Bellemont. 
 
 timid selfish honest unscrupulous fearless 
 
 cowardly spiteful resolute revengeful dishonest 
 
 7. In 1 724 the Massachusetts Colony determined to put a stop 
 to the Indian ravages. One of their armies of about eighty men 
 under Moulton cautiously advanced through a forest to the open 
 village of Norridgewock. Not an Indian was stirring, till at length 
 a warrior came out from one of the huts, saw the English, gave a 
 startled war-whoop, and ran back for his gun. Then all was dis- 
 may and confusion. Squaws and children ran screaming for the 
 river, while the warriors, fifty or sixty in number, came to meet 
 the enemy. Moulton ordered his men to reserve their fire until 
 the Indians had emptied their guns. The savages fired wildly 
 and did little or no harm. The English, still keeping their ranks, 
 returned a volley with deadly effect. The Indians gave one more 
 fire, and then ran for the river. Some tried to wade to the farther 
 side, others swam across, while many jumped into their canoes, 
 but could not use them as they had left the paddles in their huts. 
 Moulton and his men followed close, shooting the fugitives in the 
 water or as they climbed the farther bank. 
 
 8 (a) Draw a line under the three of the following words which 
 you think best describe the action of the English Colojnial soldiery. 
 
 frightened resolute excited terrified careless 
 
 deliberate wavering timid cowardly cool 
 
 12 (b) Draw a line under the three of the following words which 
 you think best describe the action of the Indian warriors. 
 
 treacherous brave crafty excited cool 
 
 terrified courageous resolute bold irresolute 
 
 g 8. General Grant had been very positive in demanding that 
 all officers of the Confederate army should enjoy their liberty. 
 Among those who had been imprisoned by order of the Secretary 
 of War, Edwin M. Stanton, was General Clement C. Clay, an ex- 
 United States Senator from Alabama. He was taken ill in prison 
 with asthma, and his wife came to Washington to solicit his re- 
 lease. She went to President Johnson, and he gave her the neces- 
 sary order, which she took back to Secretary Stanton. Stanton 
 read the order, and, looking her in the face, tore it up without a 
 word and pitched it into his waste-basket. TTie lady arose and 
 retired without speaking; nor did Stanton speak to her. 
 
 Draw a line under the three of the follovnng words which you 
 think best describe this action of Secretary Stanton. 
 
 cautious tactful callous generous courteous 
 
 thoughtful sympathetic rude insolent considerate 
 
6 9. The fort at Casco was held by Major March with thirty-six 
 men. When three well-known Indian chiefs from Norridgewock 
 appeared with a white flag, and asked for an interview, he had 
 no thought of danger. As they seemed to be alone and unarmed, 
 he went to meet them followed by two or three soldiers and ac- 
 companied by two old men. They had hardly reached the spot 
 when the three chiefs drew hatchets from under a kind of mantle 
 which they wore and sprang upon them, while other Indians, hid- 
 den in ambush near by, leaped up and joined in the attack. The 
 two old men were killed at once; but March, who was noted for 
 his strength and agility, wrenched a hatchet from one of his 
 assailants, and kept them all at bay till other soldiers came up and 
 drove the Indians off. 
 
 Draw a line under the three of the following words which you 
 think best describe the action of these Indians. 
 
 heroic treacherous defiant noble deceitful 
 
 brave untrustworthy honest daring timid 
 
 10 10. In war the Indians came upon their enemies as quietly as 
 possible and when least expected. Even then they were careful 
 to fight from behind trees and rocks if the enemy could possibly 
 shoot at them. When going into battle they gave out most pierc- 
 ing yells and shrieks, usually spoken of as war-whoops. If they 
 were successful, they cut off the scalps of the dead and wounded. 
 They sometimes took the captives taken in battle into their 
 families to fill the places of relatives who had died. More often, 
 however, the prisoners, whether white men or Indians, were put 
 to death. 
 
 Draw a line under the three of the following words which you 
 think best describe the action of the Indians at war. 
 
 humane disloyal merciful cruel heroic 
 
 careless kind crafty noble stealthy 
 
 14 II. During the years from 1703 to 1712 the frontier settle- 
 ments of the colonies were attacked, one after another, by mixed 
 bands of Indians and Frenchmen. The men were killed from 
 ambush as well as in open attack on the villages. The cabins 
 were burned. The women and children were captured and car- 
 ried off, or butchered in their cabins. Yet these outlying settle- 
 ments were not abandoned in spite of such ghastly and ever- 
 present dangers. 
 
 Draw a line under the three of the following words which you 
 think best describe the action of these frontier people. 
 
 intrepid dismayed gentle shrinking resolute 
 
 cowardly treacherous timid dauntless deceitful 
 
 15 12. General Smyth was remarkable for long, prosy, intermina- 
 ble speeches in the House of Representatives. On one occasion, 
 in the committee of the whole, after having wearied the patience 
 of the members more than usual, he said to Mr. Clay, who sat 
 near him, in a low voice, while he was pausing for a new start, 
 "You speak for the present generation; I speak for posterity." — 
 "Yes," replied Mr. Clay, "and you seem resolved to continue 
 speaking till your audience arrives." 
 
 Draw a line under the three of the following words which you 
 think best describes this action of Henry Clay. 
 
 kind bitter sarcastic generous cautious 
 
 humorous ignoble abusive sympathetic ready-witted 
 
 1 3. For a long time the Northwestern Indians had been ravag- 
 ing the frontier settlements but the United States government 
 had made no preparation for a determined attempt to put an end 
 to these outrages. At last an army was sent out under St. Clair 
 and Butler to put a stop to the Indian attacks. Most of the re- 
 cruits were from the streets and prisons of the seaboard cities, 
 who had enlisted for a salary of two dollars a month. These men 
 were hurried into a campaign against peculiarly formidable foes 
 before they had acquired the rudiments of a soldier's training, 
 and they never even understood what woodcraft meant. The 
 officers themselves were utterly without training, and had no time 
 in which to train their men. 
 
 On their way to the Northwest the little army had become 
 reduced to about 1400 as the result of desertions. They were 
 nearing the place where a conflict might be expected yet St. 
 Clair sent one of his two regular regiments in pursuit of a band 
 of deserters. The troops were camped on a narrow rise of ground. 
 All around the wnntry woods lay in frozen silence. In front, the 
 militia were thrown across a creek, about a quarter of a mile 
 beyond the rest of the troops. Parties of Indians were seen in the 
 afternoon, and at night they skulked around the lines so that the 
 sentinels frequently fired at them. St. Clair had been warned 
 when he set out to beware of a surprise attack. Neither St. Clair 
 nor Butler took any adequate measures to ward off a sudden 
 blow. Soon after sunrise, just as the men were dismissed from 
 parade, a sudden assault was made upon the militia, who lay un- 
 protected beyond the creek. The unexpectedness and fury of the 
 onset, the heavy firing, and the appalling whoops and yells of the 
 throngs of painted savages threw the militia into disorder. After 
 a few moments' resistance they broke and fled in wild panic to 
 the camp of the regulars, spreading dismay and confusion. St. 
 Clair and Butler bravely rallied their men but the struggle ended 
 in a complete rout of the little American army. 
 IJ (a) Draw a line under the three of the following words which 
 you think best describe the action of the men who were responsible 
 for sending such an army against the Northwestern Indians. 
 
 negligent courageous zealous rash intrepid 
 
 ardent shortsighted capable firm undaunted 
 
 ig (b) Draw a line under the three of the following words which 
 you think best describe St. Clair and Butler as shown by their 
 action previous to the Indian attack. 
 
 wary 
 
 elfish 
 
 cautious cowardly incautious 
 
 negligent prudent zealous incompetent defiant 
 
 I J 14. From an incident related by Henry Clay. 
 
 "I was travelling, in 1828, through I believe it was Spottsyl- 
 vania County, in Virginia, on my return to Washington, in com- 
 pany with some young friends. We halted at night at a tavern 
 kept by an aged gentleman. After a hurried and bad supper, the 
 old gentleman sat down by me, and without hearing my name, 
 but understanding that I was from Kentucky, remarked that he 
 had four sons in that state, and that he was sorry they were 
 divided in politics, two being for Adams, and two for Jackson. 
 He wished they were all for Jackson. 'Why?' I asked him. 'Be- 
 cause,' he said, 'that fellow Clay, and Adams, had cheated Jack- 
 son out of the Presidency.' — 'Have you ever seen any evidence, 
 my old friend,' said I, 'of that?' — 'No,' he replied, 'none, and I 
 wish to see none.' — 'But,' I observed, looking at him directly and 
 steadily in the face, 'suppose Mr. Clay were to come here, and 
 assure you, upon his honor, that it was all a vile calumny, and not 
 a word of truth in it, would you believe him?' — 'No,' replied the 
 old gentleman, promptly and emphatically." 
 
 Draw a line under the three of the following words which you 
 think best describe this old gentleman. 
 
 tolerant bigoted fair generous 
 
 narrow-minded 
 
 open-minded daring prejudiced liberal deceitful 
 
 1 5. When Jefferson Davis was Secretary of War under Presi- 
 dent Pierce he seemed to want to direct everything from a review 
 down to the purchase of shoe-blackening. He also changed the 
 patterns of uniforms, arms, and equipments several times, and it 
 was after one of these changes that he received a communication 
 from Lieutenant Derby, well known in literary circles as John 
 Phoenix, suggesting that each private have a stout iron hook pro- 
 jecting from a round plate, to be strongly sewed on the rear of 
 his trousers. Illustrations showed the uses to which this hook 
 could be put. In one, a soldier was shown on the march, carrying 
 his effects suspended from this hook; in another, a row of men 
 were hung by their hooks on a fence, fast asleep; in a third, a 
 company was shown advancing in line of battle, each man having 
 a rope attached to his hook, the other end of which was held by 
 an officer in the rear, who could restrain him if he advanced too 
 rapidly, or haul him back if he was wounded. When Secretary 
 Davis received this he was in a towering rage, and he announced 
 that day at a Cabinet meeting that he intended to have Lieutenant 
 Derby tried before a courtmarlial "organized to convict" and 
 summarily dismissed. 
 
 16 (a) Draw a line under the three of the following words which 
 you think best describe this action of Lieutenant Derby. 
 
 tactful 
 
 petty 
 
 noble 
 
 daring impudent 
 
 generous honorable cowardly amusing courteous 
 
 18 (b) Draw a line under the three of the following words which 
 you think best describe Jefferson Davis as he appears in this 
 incident. 
 
 prudent tactful impulsive just deliberate 
 
 modest resentful cool generous touchy 
 
VAN ^V^AGENEN AMERICAN HISTORY SCALES 
 
 CHARACTER JUDGMENT SCALE li 
 
 Name Sex Grade School 
 
 When was your last birthday? How old were you? Date 
 
 I 1 . h was in the autumn of 1 776 that a band of Indians 
 attacked Fort Henry on the Ohio River. There were some fifty 
 women and children crowded within the stockade with less than 
 twenty men and boys to defend it. Several times during the day, 
 again at midnight, and early the next morning the fort was 
 attacked. Then the stockade became short of powder. The Cap- 
 tain had a keg of powder in his cabin but the cabin was sixty 
 yards away. To cross the space meant death to any man who 
 attempted it. Without the powder the defenders would be at the 
 mercy of the Indians. Every man and boy was ready to go. 
 "Let me go," cried a young girl, Elizabeth Zane. "If I am killed 
 I shall not be missed as a man would be." The gate of the 
 stockade opened and the girl walked out and over to the cabin. 
 The Indians did not fire a shot* but when they saw her running 
 back to the fort with the keg of powder their fury was let loose. 
 Draw a line under the three of the following words which you 
 think best describe the action of Elizabeth Zane. 
 
 careless cruel timid courageous cautious 
 
 foolish heroic noble selfish spiteful 
 
 5 3. In a speech in the House of Representatives in 1826, Mr. 
 Randolph charged Henry Clay with being a blackleg. He also 
 charged Mr. Clay with having forged a certain dispatch which 
 purported to have been written and addressed to him by a foreign 
 minister. Upon Mr. Randolph's refusal to retract these charges 
 Mr. Clay challenged him to a duel. 
 
 The duel took place April 8, 1826. There was an exchange 
 of shots: Mr. Clay's ball cutting Mr. Randolph's coat near the 
 hip. Another trial was required by Mr. Clay. Mr. Randolph 
 received the fire of his antagonist, raised his pistol and fired in the 
 air, saying, "I do not fire at you, Mr. Clay," and immediately 
 advanced and offered his hand. 
 
 Previous to the duel Mr. Randolph had told a friend. Colonel 
 Benton, that he did not intend to fire at Mr. Clay as he felt he had 
 done him an inji^ry and that Mr. Clay could not do otherwise than 
 challenge him to the duel. 
 
 Draw a line under the three of the following words which you 
 think best describe Mr. Randolph as he appears in this, incident. 
 
 defiant honorable brave false cowardly 
 
 servile irresolute unfair gallant stupid 
 
 2. In July, 1806, Pike and Robinson started out with twenty- 
 one men to explore the country toward the head of the Rio 
 Grande and to find out everything possible about the Spanish 
 provinces. In January they left part of their band in a fort near 
 where Canyon City now stands, and with a dozen soldiers struck 
 through the mountains toward the Rio Grande. Their sufferings 
 were terrible. They were almost starved and so cold was the 
 weather that at one time no less than nine of the men froze their 
 feet. Yet only once in ail their trials did a single member of the 
 party so much as grumble. At this time, starvation stared them 
 in the face. There had been a heavy snowstorm; no game was 
 to be seen; and they had been two days without food. The men 
 with frozen feet, exhausted with hunger, could no longer travel. 
 Two of the soldiers went out to hunt but got nothing. 
 
 At the same time Pike and Robinson started, determined not 
 to return at all unless they could bring back meat. All day they 
 tramped wearily through the heavy snow. Towards evening they 
 came on a buffalo and wounded it; but faint and weary from 
 hunger they shot badly, and the buffalo escaped. That night they 
 sat up among some rocks, all night long, unable to sleep because 
 of the intense cold, shivering in their thin rags; they had not 
 eaten for three days. The next «lay trudging painfully on, they 
 at last succeeded, after another heart-breaking failure, in killing 
 a buffalo. At midnight they staggered into camp with the meat, 
 and all the party broke their four days' fast. 
 7 (a) Draw a line under the three of the following words which 
 you think best describe these soldiers from the way they acted 
 as pictured in the first paragraph. 
 
 careless enduring disloyal steadfast faint-hearted 
 
 wavering seditious persevering treacherous ignoble 
 
 J (b) Draw a line under the three of the following words which 
 you think best describe the act of Pike and Robinson as pictured 
 in the second paragraph. 
 
 cowardly 
 faint-hearted 
 
 deceitful 
 callous 
 
 reckless 
 faithful 
 
 self-sacrificing timid 
 unfeeling courageous 
 
 8 4. TTie frontiersmen were very poor. They worked hard and 
 lived roughly. They and their families had little beyond coarse 
 food, coarse clothing, and a rude shelter. In the severe winters 
 they suffered from both cold and hunger. In the summers there 
 was sickness everywhere, fevers of various kinds scourging all 
 the new settlements. The difficulty of communication was so 
 great that it took three months for the emigrants to travel from 
 Connecticut to the Western Reserve near Cleveland, and a journey 
 from a clearing, over the forest road, to a little town not fifty 
 miles off was an affair of moment to be undertaken but once a 
 year. Yet to the frontiersmen themselves the life was far from 
 unattractive. 
 
 Draw a line under the three of the following words which you 
 think best describe these frontier settlers. 
 
 shiftless careless enduring foolhardy cowardly 
 
 timid dauntless lazy stout-hearted negligent 
 
 5. William Berkeley, who had been appointed governor of 
 Virginia, increased his income by selling gunpowder to the Indians. 
 Although the Indians often attacked the settlers and carried off 
 cattle and sheep, the governor would not attack them. 
 
 At last Nathaniel Bacon, determined to lessen the settlers' 
 troubles, called his neighbors and formed a band to go out against 
 the Indians. Soon after the company started they were over- 
 taken by a messenger from the governor denouncing as rebels 
 all who should not at once return to their homes. Although only 
 57 out of 400 stuck by Bacon, they won a complete victory over 
 the Indians. 
 
 Upon their return to Jamestown Governor Berkeley promised 
 Bacon that he would return him to his former seat in the council 
 if he would live civilly. Bacon doubted the governor's sincerity 
 and fled. A short time afterward he returned to Jamestown, 
 accompanied by 500 armed men. While all was in confusion in 
 the settlement. Governor Berkeley suddenly appeared before 
 Bacon, and cried, "Here, shoot me! 'fore God, fair mark I Shoot!" 
 
 Bacon replied: "No, may it please your honor, we will not 
 hurt a hair of your head. We have come for a commission 
 to save our lives from the Indians and we shall have it before 
 we go." 
 
 The next day Bacon received his commission, giving him the 
 right to go against the Indians whenever he pleased. But when 
 Bacon next attacked the Indians, the governor again denounced 
 him as a traitor. When he heard that Bacon was returning to 
 Jamestown, he, himself, fled. 
 
 4 (b) Draw a line under the three of the following words which 
 you think best describe Nathaniel Bacon as he appears in this 
 incident. 
 
 treacherous fearless resentful cowardly deceitful 
 
 independent selfish resolute submissive crafty 
 
 4 (b) Draw a line under the three of the following words which 
 you think best describe Governor Berkeley as he appears in this 
 incident. 
 
 prudent faithless dependable just false 
 
 upright conscientious loyal untrustworthy independent 
 
 2 6. Two American soldiers, Jasper and Newton, returning from 
 scouting duty, were told that a man who had left the King's 
 cause had been captured by the British. Eight guards were now 
 taking him to Savannah, where he was to be hanged the next day. 
 They hastened toward a spring a few miles from Savannah, where 
 the guards would be likely to stop to get a drink. When the 
 British came to the spring, they stopped to get a drink. Two of 
 the guards were left to watch the prisoner. The rest stacked 
 their guns against a tree. Leaping from their hiding place, Jasper 
 and Newton each snatched a gun, shot the two guards, and seized 
 the rest of the muskets. The six unarmed guards surrendered and 
 were marched along back to the American camp with the rescued 
 prisoner. 
 
 Draw a line under the three of the following words which you 
 think best describe this action of Jasper and Newton. 
 
 selfish treacherous daring cruel spiteful 
 
 timid fearful brave bold cowardly 
 
 zj 7. At one time when there had been a general tightness in 
 money matters, many farms in the region northeast of Cincinnati 
 which had been but partly paid for, had to be forfeited to the 
 Government. In the discharge of his duties as Receiver of the 
 District Land Office, General Findlay had to offer these places 
 for sale. Soon after his appointment to the position he learned 
 that many speculators were on hand to purchase these farms. 
 Mounting a stump, he opened the sale. He designated the lands 
 forfeited, and said that he was there to offer them to the highest 
 bidder. He said that the original purchasers were honest men, 
 but that in consequence of the hard times they had failed to 
 meet their engagements. It was hard, thus to be forced from 
 their homes, already partly paid for. But the law was impera- 
 tive, and the lands must be offered. "And now," continued he, 
 "I trust that there is no gentleman — no, I will not say that, I hope 
 there is no rascal — here so mean as to buy his neighbor's home 
 over his head. Gentlemen, I offer this lot for sale. Who bids?" 
 There was no forfeited land sold that day. 
 
 Draw a line under the three of the following words which you 
 think best describe this action of General Findlay. 
 
 weak timid incapable sympathetic incompetent 
 
 cowardly negligent tactful chivalrous dishonest 
 
8. The first newspaper published in New York City, the New 
 York Gazette, was the organ of the governor and the aristocratic 
 or court party. Nine years later, in 1 734, the Weekly Journal, 
 edited by Zenger, appeared and was from the start the organ of 
 the popular party. At the time the governorship of the colony 
 was being used to pension off any court favorite otherwise un- 
 provided for, without reference to the result of his appointment 
 upon the colony. Zenger began publishing a continuous succes- 
 sion of attacks on the Crown officials, the governing class, and 
 finally upcm the governor, Crosby, himself. 
 
 Zenger was arrested and thrown into jail on the charge of libel. 
 .As the chief-justice at the time belonged to the popular party, he 
 was turned out of office and replaced by one of the stoutest up- 
 holders of the Crown. Even Zenger's lawyers were disbarred 
 from the court so that he had to be defended by one imported 
 from Philadelphia. The defense was that the statements asserted 
 to be libelous were true. The attorney-general for the Crown 
 took the ground that if they were true, the libel was only so much 
 the greater. The judges instructed the jury that this was the law, 
 but the jury acquitted Zenger. The acquittal was hailed with 
 clamorous joy by the mass of the population, and gave an im- 
 mense impetus to the growth of the spirit of independence. 
 10 (a) Draw a line under the three of the following words which 
 you think best describe the action of Zenger in thus attacking the 
 Court Party. 
 
 spiteful petty independent ignoble daring 
 
 reckless wavering foolhardy patriotic timid 
 
 15 (b) Draw a line under the three of the following words which 
 you think best describe the action of the governing class in thus 
 prosecuting Zenger. 
 
 brave patriotic unjust courageous prudent 
 
 contemptible just judicious despicable careless 
 
 12 (c) Draw a line under the three of the following words which 
 you think best describe the action of the jury in acquitting Zenger. 
 
 unfair just timid traitorous free 
 
 despicable submissive cautious independent ignoble 
 
 g 9. President Lincoln was quite ill one winter, and was not in- 
 clined to listen to all the bores who called at the White House. 
 One day, just as one of these pests had seated himself for a long 
 interview, the President's physician happened to enter the room, 
 and Mr. Lincoln said, holding out his hands: "Doctor, what are 
 those blotches?" — "That's varioloid, or mild small-pox," said the 
 doctor. "They're all over me. It is contagious, I believe?" said 
 Mr. Lincoln. "Very contagious, indeed," replied the physician. 
 "Well, I can't stop, Mr. Lincoln; I just called to see how you 
 were," said the visitor. "Oh! don't be in a hurry, sir," placidly 
 remarked the Executive. "Thank you, sir; I'll call again," re- 
 plied the visitor, executing a masterly retreat from a fearful con- 
 tagion. "Do, sir," said the President. "Some people said they 
 could not take very well to my proclamation, but now, I am 
 happy to say, I have something that everybody can take." By 
 this time the visitor was making a desperate break- for Penn- 
 sylvania Avenue, which he reached on the double-quick and quite 
 out of breath. 
 
 Draw a line under the three of the following words which you 
 think best describe the action of President Lincoln. 
 
 rude 
 
 shrewd 
 
 spiteful 
 abusive 
 
 blunt 
 unfair 
 
 tactless 
 discourteous 
 
 II 10. President John Quincy Adam's private secretary was his 
 own son, John Adams. One evening Mr. Russell Jarvis, who then 
 edited the Washington Telegraph, a newspaper which advocated 
 Jackson's election, attended a reception at the White House, 
 escorting his wife and a party of visiting relatives from Boston. 
 Mr. Jarvis introduced those who were with him to Mrs. Adams, 
 who received them courteously and they then passed on into the 
 East Room. Soon afterwards they found themselves standing 
 opposite to Mr. John Adams, who was conversing with the Rev- 
 erend Mr. Stetson. "Who is that lady?" asked Mr. Stetson. 
 "That," replied Mr. John Adams, in a tone so loud that the party 
 heard it, "is the wife of one Russell Jarvis, and if he knew how 
 contemptibly he is viewed in this house, they would not be here." 
 The party at once paid their respects to Mrs. Adams and left. A 
 few days afterwards Mr. Jarvis sent a note to Mr. John Adams, 
 demanding an explanation, but Mr. Adams replied that he had no 
 apology to make to Mr. Jarvis. 
 
 Draw a line under the three of the following words which you 
 think best describe the action of John Adams. 
 
 noble 
 gallant 
 
 rude 
 
 tactless courteous 
 
 discourteous considerate tactful courageous 
 
 77 II. During the Revolutionary War, when a body of American 
 militia had repulsed a party of invaders, and were pursuing them 
 to their ships, the commanding officer suddenly called them from 
 the pursuit. A citizen surprised and irritated at the order, seeing 
 the possibility of cutting off the retreat of the enemy, reproach- 
 fully observed, that before they could gain their boats, two thirds 
 might be dead or prisoners. "True," calmly replied the officer, 
 having first enforced the order for retreat; "We might possibly 
 with the loss of a dozen men, have deprived the enemy of some 
 hundreds, but what would have been the dozen? — sons, husbands, 
 fathers, and useful citizens. And what would have been the 
 hundreds? — men fighting for hire." 
 
 Draw a line under the three of the following words which you 
 think best describe the action of the commanding officer in thus 
 recalling his men. 
 
 cowardly bold considerate judicious weak 
 
 yielding daring dilatory prudent timfd 
 
 14 12. The year after John Quincy Adams left the White House, 
 he was told that he might be elected to the House of Represen- 
 tatives from his district. The man who told him suggested that 
 an ex-President would elevate the representative character in- 
 stead of degrading the individual. Mr. Adams replied that he had 
 "in that respect no scruples whatever. No person can be de- 
 graded by serving the people as their Representative in Congress, 
 nor, in my opinion, would an ex-President of the United States 
 be degraded by serving as a selectman of his town if elected 
 thereto by the people." 
 
 Draw a line under the three of the following words which you 
 think best describe John Quincy Adams as he appears in this 
 incident. 
 
 self-seeking patriotic servile defiant independent 
 
 ignoble insolent stubborn democratic obstinate 
 
 13. Mr. McLean, who had been Post-master General under 
 President Adams, had been an ardent supporter of General 
 Jackson for President. Jackson, when he became President, felt 
 that in adopting the policy of rewarding his friends and punishing 
 his enemies, Mr. McLean was entitled to a position. As Post- 
 master General, Mr. McLean, however, had always refused to 
 make appointments and removals upon the ground of party con- 
 nections, and had strongly condemned such a practice. President 
 Jackson sent for Mr. McLean, to whom he stated that he should 
 adopt the policy of removing from office such persons as had, 
 during the canvass for President, taken an active part in politics, 
 and asked Mr. McLean whether he had any objection to this line 
 of action. 
 
 To this Mr. McLean repHed that he had not; "but," said he, 
 "if this rule should be adopted it will operate as well against your 
 friends as those of Mr. Adams, as it must be impartially 
 executed." 
 
 After walking up and down the rooms several times. President 
 Jackson said, "Mr. McLean, will you accept a seat upon the 
 bench of the Supreme Court ?" McLean was later nominated 
 for the Supreme Court. 
 
 16 (a) Draw a line under the three of the following words which 
 you think best describe Mr. McLean as he appears in this 
 incident. 
 
 cowardly servile obstinate firm ■ stubborn 
 
 compliant honorable submissive conscientious irresolute 
 
 18 (b) Draw a line under the three of the following words which 
 you think best describe President Jackson as he appears in this 
 incident. 
 
 shrewd unjust suspicious credulous Ciever 
 
 servile saeacious false deceitful treacherous 
 
 ig \A. Isaac Newton of Pennsylvania had been placed at the head 
 I of the Agricultural Bureau of the Patent Office by President 
 Lincoln, and in due time he became the head of the newly created 
 Department of Agriculture. One year when the expenditures of 
 his department had been very great, and the Chairman of the 
 Committee on Agriculture called on him to ascertain how he had 
 used up so much money. Sir Isaac spluttered and talked learnedly, 
 and at last concluded by saying :"Yes, sir, they have exceeded my 
 j most sanguine expectations." The Chairman was not satisfied, 
 however. Looking over Sir Isaac's estimate for the year, it was 
 found that he had asked for five thousand dollars to purchase two 
 hydraulic rams. The Chairman could not understand what was 
 going to be done with these machines for lifting water. "Them, 
 gentlemen," said Sir Isaac, "are said to be the best sheep in 
 Europe. I have seen a gentleman who knows all about them, 
 and we should by all means secure the breed." 
 
 Draw a line under the three of the following words which you 
 think best describe Isaac Newton. 
 
 just simple fair careful incompetent 
 
 wary frank honest credulous watchful 
 
VAN WAGENEN AMERICAN HISTORY SCALES 
 
 CHARACTER JUDGMENT SCALE I. 
 
 - - Sex Grade. School 
 
 Name „ _ 
 
 When was your last birthday? _ How old were you? Date.. 
 
 2 1. It was in the autumn of 1776 that a band of Indians attack- 
 ed Fort Henry on the Ohio River. There were some fifty women 
 and children crowded within the stockade with less than twenty 
 men and boys to defend it. Several times during the day, again 
 at midnight, and early the next morning the fort was attacked, 
 riien the stockade became short of powder. The Captain had 
 a keg of powder in his cabin but the cabin was sixty yards away. 
 To cross the space meant death to any man who attempted it. 
 Without the powder the defenders would be at the mercy of the 
 Indians. Every man and boy was ready to go. "Let me go," 
 cried a young girl, Elizabeth Zane. "If I am killed I shall not be 
 missed as a man would be." The gate of the stockade opened 
 and the girl walked out and over to the cabin. The Indians did 
 not fire a shot, but when they saw her running back to the fort 
 with the keg of powder their fury was let loose. 
 
 Put a check mark in front of the three of the following mo- 
 tives which you think were the ones which most likely prompted 
 Elizabeth Zane to go after the powder. 
 
 She may have thought that she would get a lot of presents 
 
 if she brought the powder. 
 She may have wanted to do it just for the sake of the ad- 
 venture. 
 
 She may have felt that they would probably all be killed 
 
 and she would rather die fighting as the men did. 
 She may have wanted to do something to become the he- 
 roine of the fort. 
 
 She may have wanted to be killed because she thought that 
 
 people had not been good to. her. 
 
 She may have felt that it was her plain duty. 
 
 She may have wanted to outdo some other girl who had done 
 
 a brave deed. 
 
 She may have felt that it was worth risking her life to save 
 
 those in the fort. 
 
 She may have wanted to see if the Indians would really 
 
 shoot at a girl. 
 She may have done it because some one "dared" her to do it. 
 
 J 2. A chief of the Minnesota tribe heard that his little son had 
 been captured by the Foxes, another Indian tribe. Knowing that 
 the child would be burned at the stake, the father hastened to the 
 enemy's camp. Coming up with the Foxes, the chief said, "My 
 little son, whom you are about to burn with fire, has seen but few 
 winters; his tender feet have never trod the warpath. He has 
 never injured you. But the hairs of my head are white with many 
 winters, and over the graves of my relatives I have hung many 
 scalps taken from the heads of the Foxes. My death is worth 
 somethinc! to you. Let me, therefore, take the place of my child, 
 that he may return to his people." The little boy was set free 
 and the father died in hi? stead. 
 
 Put a check mark in front of the three of the following mo- 
 tives which you think were the ones which most likely prompted 
 the Indian father to give his life in place of that of his son. 
 
 He may have wanted to win the approval of his tribe. 
 
 He may have done it because he thought so much of his boy. 
 
 He may have wanted to win the admiration of his enemies. 
 
 He may have wanted to be looked upon as a hero. 
 
 He may have thought his enemies would let them both go. 
 
 He may have felt that it was his duty. 
 
 He may have feared that his own tribe would disown him 
 unless he gave his life for that of his son. 
 
 He may have feared that he could never be happy again if 
 his little son were killed. 
 
 He may have wan ted to prev ent his enemies from rejoicing 
 ;in; nii '' ■ ■-• he loss of his son. 
 
 al to the sympathy of his ene- 
 
 3. In 1 724 the Massachusetts Colony determined to put a stop 
 to the Indian ravages. One of their armies of about eighty men 
 under Moulton cautiously advanced through a forest to the open 
 village of Norridgewock. Not an Indian was stirring, till at 
 length a warrior came out from one of the huts, saw the English, 
 gave a startled war-whoop, and ran back for his gun. Then all 
 was dismay and confusion. Squaws and children ran screaming 
 for the river, while the warriors, fifty or sixty in number, came 
 to meet the enemy. Moulton ordered his men to reserve their fire 
 until the Indians had emptied their guns. The savages fired wildly 
 and did little or no harm. The English, still keeping their ranks, 
 returned a volley with deadly effect. The Indians gave no 
 more fire, and then ran for the river. Some tried to wade to the 
 farther side, others swam across, while many jumped into their 
 canoes, but could not use them as they had left the paddles in 
 their huts. Moulton and his men followed close, shooting the 
 fugitives in the water or as they climbed the farther bank. 
 
 7 3a. Put a check mark in front of the three of the following 
 motives which you think were the ones which most likely prompt- 
 ed the Indians to run for the river. 
 
 They may have wanted to lure the white soldiers on to where 
 
 they could fight them to better advantage. 
 
 They may have wanted to show the EngUsh soldiers how fast 
 
 they could get away. 
 They may have wanted to help the women and children 
 
 across. 
 They may have thought that the white soldiers had the ad- 
 vantage. 
 TTiey may have run toward the river to frighten the white 
 soldiers away. 
 
 They may have been too frightened to oppose the white sol- 
 diers. 
 
 They may have thought that the white soldiers only wanted 
 
 to burn their village and that they had better get away 
 and let them do it. 
 
 TTiey may have wanted to let the white soldiers kill the 
 
 Indian women and children. 
 They may have thought that the white soldiers would be 
 afraid to follow them up. 
 
 They may have wanted to save their own lives at any cost. 
 
 5 3b. Put a check mark in front of the three of the following 
 motives which you think were the ones which most likely prompt- 
 ed the English soldiers to follow up the Indians. 
 
 They may have wanted to win the admiration of their people 
 at home. 
 
 They may have wanted to make the Indians fear and dread 
 
 them. 
 
 They may not have wanted to be called cowardly afterwards. 
 
 They may have done it for the enjoyment of seeing the In- 
 dians perish. 
 They may have wanted to defeat the Indians completely. 
 They may have wanted the Indians to talk of them as cruel 
 and ruthless murderers. 
 They may have done it just because they enjoyed the adven- 
 ture. 
 They may have wanted to capture the Indians for slaves. 
 They may have felt that this was too good an opportunity 
 of punishing the Indians for past ra%'ages to lose. 
 .They may have wanted to vnn the friendship of the Indians. 
 
 8 4. The fort at Casco was held by Major March with thirty-six 
 men. When three well-known Indian chiefs from Norridgewock 
 appeared with a white flag, and asked for an interview, he had 
 no thought of danger. As they seemed to be alone and unarmed, 
 he went to meet them followed by two or three soldiers and ac- 
 companied by two old men. They had hardly reached the spot 
 when the three chiefs drew hatchets from under a kind of mantle 
 which they wore and sprang upon them, while other Indians, 
 hidden in ambush near by, leaped up and joined in the attack. 
 The two old men were killed at once, but March, who was noted 
 for his strength and agility, wrenched a hatchet from one of his 
 assailants, and kept them all at bay till other soldiers came up and 
 drove the Indians off. 
 
 Put a check mark in front of the three of the following mo- 
 tives which you think were the ones which most likely prompted 
 the Indians to do what they did. 
 
 TTiey may have done it just for the adventure. 
 
 They may have killed these white men just for the pleasure 
 
 of killing. 
 They may have wanted to take revenge on the white men for 
 
 having injured some one of their kin. 
 They may have done it to bring trouble upon their own kins- 
 men. 
 They may have been in a rage over some act which they 
 
 thought the white people had done to injure them. 
 They may have done it to please their gods. 
 Tliey may have done it to see if the white people were strong 
 
 enough to strike back. 
 TTiey may have been at war with the white people and this 
 
 action may have seemed perfectly right to them. 
 They may have done it to make the white people treat them 
 
 more fairly. 
 Tliey may have done it to see what the white people would do. 
 
 6 5. During the Revolutionary War, when a body of American 
 militia had repulsed a party of invaders, and were pursuing them 
 to their ships, the commanding officer suddenly called' them from 
 the pursuit. A citizen surprised and irritated at the order, seeing the 
 possibility of cutting off the retreat of the enemy, reproachfully 
 observed that before they could gain their boats, two-thirds might 
 be dead or prisoners. "True," calmly replied the officer, having 
 first enforced the order for retreat: "We might possibly with the 
 loss of a dozen men, have deprived the enemy of some hundreds, 
 but what would have been the dozen? — sons, husbands, fathers, 
 and useful citizens. And what would have been the hundreds? — 
 men fighting for hire." 
 
 Put a check mark in front of the three of the following mo- 
 tives which you think were the ones which most likely prompted 
 the commanding ofificer to recall his men. 
 
 He may have been afraid of losing his own life. 
 He may have wanted to show his authority before the vil- 
 lage people. 
 He may have wanted to show his contempt for public opinion. 
 He may have felt responsible for the lives of his men and 
 
 the happiness of their families. 
 He may have been afraid that his ammunition would not hold 
 
 out much longer. 
 He may have thought that there was nothing worth while to 
 
 be gained by shooting a few more of the enemy. 
 He may not have cared to win a victory. 
 He may have been afraid that the enemy might yet turn and 
 
 defeat his band of soldiers. 
 He may have feared that if this group of the enemy were 
 
 killed a larger group might try to avenge their death. 
 He may have thought that the lives of his men were too pre- 
 cious to be unnecessarily risked. 
 
 J 6. Shortly after taking his seat in the House of Representa- 
 tives John Quincy Adams began to present petitions for the abo- 
 lition of slavery. At first these petitions which people sent to Mr. 
 Adams attracted but little notice, but as they multiplied the 
 Southern Republicans became aroused. At first they assailed Mr 
 Adams for presenting them, but finally there was passed what was 
 known as the "gag-rule" which prevented the reception of these 
 petitions by the House of Representatives. During the next few 
 years Mr. Adams put his whole force into breaking down the 
 "gag-rule" and defending the right of petition. On every peti- 
 tion day, in spite of the "gag-rule," he would offer, in constantly 
 increasing numbers, petitions which came to him from all parts 
 of the country for the abolition of slavery. TTie Southern Repre- 
 sentatives came to hate Mr. Adams. In 1837 and again in 1842 
 the Representatives threatened to expel him from the House, but 
 Mr. Adams stood his ground and ably defended himself. Every 
 year Mr. Adams renewed his motion to strike out the "gag-rule," 
 and forced it to a vote. Tlie majority against his motion kept 
 growing smaller and smaller until in 1844 it was passed, and the 
 right of petition had been won in the American House of Repre- 
 sentatives. 
 
 Put a check mark in front of the three of the follov^ring mo- 
 tives which you think were the ones which most likely prompted 
 John Quincy Adams to continue presenting the abolition petitions 
 in the House of Representatives. 
 
 He may have wanted to win the admiration of the Northern 
 
 people. 
 He may have done it because he believed the right of peti- 
 tion should be preserved. 
 He may have hoped that by doing this he would win his re- 
 election to Congress. 
 He may have wanted to arouse some excitement. 
 
 He may have felt that it was his duty to try to break down 
 
 the "gag-rule." 
 He may have wanted to arouse the opposition of the South- 
 ern Representatives. 
 
 He may have done it just because he enjoyed the strife. 
 
 He may have done it to arouse popular opposition to the 
 
 "gag-rule." 
 He may have done it in the hope of winning enduring fame. 
 He may have done it just to sec how many enemies he could 
 make. 
 
7. William Berkeley, who had been appointed governor of 
 Virginia, increased his income by selling gunpowder to the In- 
 dians. Although the Indians often attacked the settlers and car- 
 ried off cattle and sheep, the governor would not attack them. 
 
 At last Nathaniel Bacon determined to lessen the settlers' trou- 
 bles, called his neighbors and formed a band to go out against 
 the Indians. Soon after the company started they were overtaken 
 by a messenger from the governor denouncing as rebels all who 
 should not at once return to their homes. Although only 57 out 
 of 400 stuck by Bacon, they won a complete victory over the 
 Indians. 
 
 Upon their return to Jamestown Governor Berkeley promised 
 Bacon that he would return him to his former seat in the council 
 if he would live civilly. Bacon doubted the governor's sincerity 
 and fled. A short time afterward he returned to Jamestown, 
 accompanied by 500 armed men. While all was in confusion in 
 the settlement, Governor Berkeley suddenly appeared before 
 Bacon, and cried, "Here, shoot me! 'fore God, fair mark! Shoot!" 
 
 Bacon replied: "No, may it please your honor, we will not hurt 
 a hair of your head. We have come for a commission to save our 
 lives from the Indians and we shall have it before we go." 
 
 The next day Bacon received his commission, giving him the 
 right to go against the Indians whenever he pleased. But when 
 Bacon next attacked the Indians, the governor again denounced 
 him as a traitor. When he heard that Bacon was returning to 
 Jamestown, he, himself, fled. 
 
 4 7a. Put a check mark in front of the three of the following 
 motives which you think were the ones which most likely prompt- 
 ed Bacon to attack the Indians when Governor Berkeley had re- 
 fused to grant him a commission. 
 
 He may just have wanted the adventure. 
 
 He may have wanted to become the popular leader of the people. 
 
 He may have wanted to stir up trouble with Berkeley just for the excite- 
 ment of it. 
 
 He may have been exasperated by the condition of affairs. 
 
 He may have wanted to be appointed governor himself in Berkeley's place. 
 
 He may have wanted to bring on a war between the Indians and the colony. 
 
 He may have felt that it was his duty. 
 
 He may have thought that Berkeley intended well but did not know what 
 
 was best to do. 
 
 He may have wanted to put a stop to the Indian outrages so that he and his 
 
 neighbors might live in security. 
 
 He may have thought that he could win friendship of Berkeley in this way. 
 
 14 7b. Put a check mark in front of the three of the following 
 motives which you think were the ones which most likely prompt- 
 ed Governor Berkeley to refuse to grant to Bacon a commission 
 to attack the Indians. 
 
 He may have feared that the Indians would defeat Bacon's army and de- 
 stroy the colony. 
 
 He may have wanted to show his own authority in the colony. 
 
 He may have thought that Bacon was not competent to undertake such a task. 
 
 He may have been afraid of losing his own trade with the Indians. 
 
 He may have feared that the colonists would oppoie such an attack upon 
 
 the Indians. 
 
 He may have feared that the English Government would remove him if he 
 
 permitted such an attack to be made upon the Indians. 
 
 ....He may have thought that he could put a stop to the Indian ravages by 
 
 some peaceful means. 
 
 He may have thought that the Indians were right in attacking the outlying 
 
 settlements made on the Indian hunting grounds. 
 
 He may not have cared enough about the welfare of the colonists to allow 
 
 them to put a stop to the Indian attacks. 
 
 He may have loved peace too well to allow a war with the Indians to be 
 
 started. 
 
 8. The first newspaper published m New York City, the New 
 York Gazette, was the organ of the governor and the aristocratic 
 or court party. Nine years later, in 1 734, the Weekly Journal, 
 edited by Zenger, appeared and was from the start the organ of 
 the popular party. At the time the governorship of the colony 
 was being used to pension off any court favorite otherwise un- 
 provided for, without reference to the result of his appointment, 
 upon the colony. Zenger began publishing a continuous suc- 
 cession of attacks on the Crown officials, the governing class, and 
 finally upon the governor, Crosby, himself. 
 
 Zenger was arrested and thrown into jail on the charge of libel. 
 As the chief justice at the time belonged to the popular party, he 
 was turned out of office and replaced by one of the stoutest 
 upholders of the Crown. Even Zenger's lawyers were disbarred 
 from the court so that he had to be defended by one imported 
 from Philadelphia. The defense was that the statements as- 
 serted to be libelous were true. The attorney-general for the 
 Crown took the ground that if they were true, the libel was only 
 so much the greater. Tlie judges instructed the jury that this 
 was the law, but the jury acquitted Zenger. The acquittal was 
 hailed with clamorous joy by the mass of the population, and 
 gave an immense impetus to the growth of the spirit of inde- 
 pendence. 
 
 p 8a. Put a check mark in front of the three of the following 
 motives which you think were the ones which most likely prompt- 
 ed Zenger to thus attack the governing class. 
 
 He may have wanted to achieve notoriety. 
 
 He may have wanted to expose what seemed to him a pub- 
 lic wrong. 
 
 He may have wanted to take revenge upon the governing 
 
 class for some wrong that he thought had been done to 
 him. 
 
 He may have thought that the attacks would increase the 
 
 subscription list of his newspaper. 
 
 He may have wanted to bring about a better condition in 
 
 public affairs. 
 He may have wanted to stir up trouble just for the excite- 
 ment of it. 
 He may have wanted to be made a martyr of by the gov- 
 erning class. 
 He may have felt that it was his duty to make the attacks. 
 He may have thought that many of the governing class 
 
 would themselves welcome such an exposure. 
 He may have thought that the governing class would give 
 him money to stop his attacks. 
 
 13 8b. Put a check mark in front of the three of the following 
 motives which you think were the ones which most likely 
 prompted the governing class to thus prosecute Zenger. 
 They may have wanted to win popular approval. 
 
 They may have thought that such attacks were dangerous 
 
 for the public welfare. 
 
 They may have feared that their party might be overthrown 
 
 and that they might lose their positions. 
 They may have thought that Zenger was really a criminal 
 who should be punished. 
 
 They may have been afraid to have their actions honestly 
 
 exposed. 
 They may have thought that they were doing right in thus 
 prosecuting Zenger. 
 
 They may have done it just to arouse some excitement. 
 
 They may have thought that such attacks were dangerous 
 
 for their own welfare. 
 They may have done it just because they enjoyed doing it. 
 
 They may have done it to arouse general dissatisfaction 
 
 with the English Government. 
 
 9. Fletcher, who was the Royal Governor of New York from 
 1692 to 1698, was very strict in religious observances, was fond 
 of luxury, and had extravagant habits. Always in want of 
 money, he was in the habit of receiving gifts from the different 
 pirate ships. He allowed the wealthy merchants to disregard the 
 laws of trade. He granted the public lands to the ministry, the 
 church, and a few rich families but repressed the freemen of 
 small means. 
 
 The Earl of Bellemont, who was sent to New York in !698, 
 enforced the laws of trade, put down smuggling, checked the 
 unscrupulous greed of the great merchants, hunted and hung the 
 pirates, and forfeited such of the grants of public land as he con- 
 sidered to have been illegally secured. 
 
 II 9a. Put a check mark in front of the three of the following 
 motives which you think were the ones which most likely prompted 
 Governor Fletcher to act as he did. 
 
 He may have wanted to vex the English government as much 
 
 as he could. 
 He may have thought that it was not worth the trouble to 
 
 rule the colony in any other way. 
 He may have thought that the way he followed was the 
 
 best way to manage the colony. 
 He may have cared very little about the welfare of the 
 
 colony. 
 He may have needed the money to keep up his social 
 
 position. 
 He may have thought that this way of managing the colony 
 would be the most pleasing to the English Government. 
 
 He may have thought that the way he followed was the 
 
 one that would make him the most popular in the colony. 
 He may have felt that he was really doing his duty. 
 
 He may have wanted to make just as much money as he 
 
 could. 
 He may have wanted to make the English rule seem just 
 as bad as he could to the colonists. 
 
 a: 9b. Put a check mark in front of the three of the following 
 motives which you think were the ones which most likely prompted 
 the Earl of Bellemont to act as he did. 
 
 He may have wanted to take revenge upon the wealthy 
 
 people of the colony. 
 He may have wanted to win the approval of the English 
 Crown. 
 
 He may have wanted to stir up some excitement in the 
 
 colony. .,^ 
 
 He may have done it to win fame. 
 
 He may have wanted to improve the condition of the re- 
 pressed and to see that all received justice. 
 
 He may have done it to win a place in future American 
 histories. 
 
 He may have done it because he had to do it to hold his 
 
 position. 
 
 He may have felt that it was his duty to act as he did. 
 
 He may have wanted to arouse as much discontent with his 
 
 administration as he could. 
 He may have wanted to keep the wealthier colonists in a 
 
 constant slate of anxiety. , 
 
 10 10. Two American soldiers, Jasper and Newton, rcttirning from 
 scouting duty, were told that a man who had left the King's 
 cause had been captured by the British. Eight guards were now 
 taking him to Savannah, where he was to be hanged the next 
 day. The two soldiers set out to rescue him. They hastened to- 
 ward a spring a few miles from Savannah, where the guards 
 would be likely to stop to get a drink. When the British came 
 to the spring, they stopped to get a drink. Two of the guards 
 were left to watch the prisoner. The rest stacked their guns 
 against a tree. Leaping from their hiding place, Jasper and 
 Newton each snatched a gun, shot the two guards, and seized the 
 rest of the muskets. The six unarmed guards surrendered and 
 were marched along back to the American camp with the rescued 
 prisoner. 
 
 Put a check mark in front of the three of the following motives 
 which you think were the ones which most likely prompted 
 Jasper and Newton to try to rescue this prisoner held by the 
 British. 
 
 They may have been afraid that their friends would taunt 
 
 them if they did not rescue the man. 
 They may have wanted to rescue the man just because 
 
 they felt sorry for him. 
 They may have wanted to be looked upon as heroes. 
 
 They may have thought that the risk would be less than in 
 
 fighting. 
 They may have done it to provoke or anger the British. 
 
 They may have wanted to win a place in future American 
 
 histories. 
 They may have wanted to outwit the British. 
 
 They may have thought th^t if they cornered the British 
 
 party they would receive money to let the British proceed 
 on their way. 
 
 They may have felt that it was their duty to rescue this man. 
 
 They may not have realized the danger there would be. 
 
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