FIRST SERIES No. 36 NOVEMBER, 1920 UNIVERSITY OF IOWA STUDIES | STUDIES IN CHILD WELFARE VOLUME I NUMBER 2 A SURVEY OF MUSICAL TALENT IN THE PUBLIC SCHOOLS by CARL HE. SEASHORE PUBLISHED BY THE UNIVERSITY, IOWA CITY Issued semi-monthly throughout the year. Entered at the postoffice at Iowa City as second class mail matter. Acceptance far mailing at special rate of postage pro- vided for in Section 1103, Act of October 8, 1917, authorized July 3, 1918. “LBIIOS 164 vw i:2 » re a . as ; \ a owa, UMNiversity, . t LA “| ae jug Vibe * hi ld we} rare UNIVERSITY OF IOWA STUDIES IN CHILD WELFARE Proressor Birp IT’. Baupwin, Px. D., Edit FROM THE IOWA CHILD WELFARE RESEARCH STATION VOLUME I NUMBER 2 A SURVEY OF MUSICAL TALENT IN THE PUBLIC SCHOOLS REPRESENTING THE EXAMINATION OF CHILDREN OF THE FIFTH AND THE EIGHTH GRADES IN THE PUBLIC SCHOOLS OF DES MOINES, IOWA WITH THE AUTHOR’S MEASURES OF MUSICAL TALENT by CARL E. SEASHORE PUBLISHED BY THE UNIVERSITY, IOWA CITY (2d edition, February, 1924) or) on oe STUDIES IN CHILD WELFARE VOLUME I The Physical Growth of Children from Birth to Maturity, by Birp T. BALDWIN A Survey of Musical Talent in the Public Schools, by Cart E. SEASHORE A Study in Corrective Speech, by Sara M, STINCHFIELD An Analytic Study of a Class of Five and Sia Year Old Children, by CLARA H. Town Investigations in the Artificial Feeding of Children, (Reprints) by AMy DANIELS, ALBERT BYFIELD, and ROSEMARY LOUGHLIN Child Legislation in Iowa, by FRANK HorAck Selectwe Migration as a Factor in Child Welfare in the United States, with Special Reference to Iowa, by HorNELL N, Hart VOLUME II The Mental Growth Curve of Normal and Superior Children, Studied by Means of Consecutive Intelligence Examinations, by Birp T. BALDWIN and LORLE I. STECHER Differential Fecundity in Iowa, by HORNELL N. Hart Iowa Child Weifare Legislation Measured by Federal Children’s Bureau Standards, by A. IONE BLISS A Test of Social Attitudes and Interests, by HORNELL N. Hart UNIVERSITY EXTENSION BULLETINS BY MEMBERS OF RESEARCH STATION STAFF Diet for the School Child, by AMy LOUISE DANIELS The Physical Growth of the School Child, by Birp T. BALDWIN Feeding the Baby, by AMy LOUISE DANIELS and Pages 411 36 36 87 24 36 150 61 40 52 40 ALBERT HENRY BYFIELD The School Lunch, by Amy LOUISE DANIELS Child Feeding Schedule, by the Staff TABLE OF CONTENTS EDITOR’S FOREWORD INTRODUCTION - Historical - Immediate Purpose Plan - - Two Grades-~ - Stages of the Survey Reports Filed References - SAMPLE OF REPORTS WITH EXPLANATIONS Table I A - - TableI B - - Percentile Rank - The Five ‘‘ Measures’? The Sense of Pitch The Sense of Intensity The Sense of Time The Sense of Consonance Tonal Memory Teachers’ Ratings Brightness” - Singing Rhythmic Action Enjoyment - Training GROUPING - Classes Recognized Basis of Grouping Incomplete Records Eliminated Objective Basis Danger of Averaging Exactness a Restriction Method of Grouping A Grouping ‘‘Scale’’ Table II—Very Superior Table III—Superior Table ITV—Excellent - eomoeomaoaonnrntnn or TABLE OF CONTENTS (Continued) Table V—Good - - Table VI-—Fair . - Table VII—Poor - : The Weighting - - The Secondary Criteria . Danger of Quantitative General Ratings Same for All Grades - - Uses of this Grouping - Keys, DISTRIBUTIONS, AND NORMS Reference to the Manual - Key to the Records” - - Table of Per cent Rank - Norms of Per cent Rank, Fig. 1 Distribution of Cases, Fig. 2 WHAT TO LOOK FOR IN THE MUSICAL TALENT Discovery of Talent - - Explanation of Talent * Certifying Absence of Talent The Magnitude of Individual Differences Verification of Findings Hill and Valley - - Bright and Dull - - Trained and Untrained - Those Who Sing and Those Who Don’t Likes and Dislikes’ - - Young and Old - Inheritance - Awakening of Musie Teachers SOME SUGGESTIONS ABOUT PROCEDURE Number of Trials - - When and Where - - By Whom - - - The Report, Fig. 3 - - Labor-Saving - - - The Talent Chart - - Follow-up Work - - Community and Home Tests Training Value - - Ultimately the Attitude of a Physician 33, 22 23 24 19 19 20 21 21 25 25 25 27 26 27 28 28 28 29 29 30 30 31 31 31 31 32 32 32 32 32 33 33 34 33 35 35 36 36 36 EDITOR’S FOREWORD The psychology of individual differences has made signifi- eant progress during the past ten years. In A Survey of Musical Talent in the Public Schools, Professor Seashore makes a marked! advance in the applications of psychology by formulating scientific means for analyzing and evaluat- ing special abilities in musical talent: by establishing norms for fifth and eighth grade children; by standardizing methods, apparatus, and technique for group procedure in schools; by presenting fundamental principles for discover- ing musical talent and conserving musical capacity; and by developing a science of vocational guidance within this field. This survey was made under the auspices of the Iowa Child Welfare Research Station, which is organizing a com- prehensive program for the investigation of individual traits and abilities of normal children with particular refer- ence to the earlier ages. The editor is glad to present this monograph by a recognized authority as a model of one type of applied scientific procedure in which the Station is en- gaged. The requests for this study which already have been received from this country and abroad assure it a wide field of usefulness. BIRD T. BALDWIN August 30, 1920 a A § Te 7 <)> “yale ae a ° J i. 4 & ve 7 4 ¢ r} 4 ‘ 4 : : ; = 4 e é aa 2 AP A { f ¢ “tele ae , f 4 tet etagee' eth. 2 & £ a3 ae E 55 as © vad vd r..3 /<) ht ¥ ¢. ne ; ri ¢ . * 4 ' { eg) eee Ob) oa 5 mt } TY ee +o 54 ‘ : Z » Sy «*F ; ry es a4s: ‘a . ¥ H 4 6 Ny F i i Pe, p | a2 ; i] o2 ; Ld A ‘ Be ¥ ; i* % : it ¢ " " a, ¢ i z z } y s > + > = é ¢ ? e * > > 9 1 2 6 _ AS AMS oe a ae ie *y 2 a a: sie oe ei i 4 isa é as Fee att ¥ a A eit Oe * ery ae. yah L ea eee OEE MEE LEAD ite * i oH) cates nthtd alps és Boi. dition fiat ie "e Pe sey Fits ee tee 0) ee Be 7 A : ee fo 4 he sayie a eee ee ee a Hh pra Y | gi ei, Soars Seton | | inalsaiees ake ole 1) * ae i em - t ) , < . i * . : : 4 i rn te Ge I ee « ; ae i t 7413 a = - f eee es : k 7 { etry & 7 «@ o” Sees Fa | > * ’ 8 7 A SURVEY OF MUSICAL TALENT IN THE PUBLIC SCHOOLS INTRODUCTION The first survey employing the group of tests now called “Measures of Musical Talent’ was made in Charles City, Iowa, in 1917 where we surveyed the grammar grades in the public schools. Immediately thereafter a similar survey was made upon the grammar grades of all of the children in Sioux City and Red Oak, Iowa, and upon the grammar grades in the Wyman School, which is the training school for the Teachers College in St. Louis. In these first surveys the tests were made with the original laboratory instruments; namely, tuning forks, an audiometer, a time-sense apparatus, and musical instruments. While these experiments were of great value in helping us to adjust pro- cedure to actual situations in the school, and are of some historical significance, they have not been published, because we later adopted the plan of putting the test material on phonograph records. Since the original instruments have been described elsewhere and are now abandoned for school use, and the phonograph records are to constitute the standard test material, we have chosen these experiments in Des Moines for the first general report of the school surveys. Immediate purpose. The purpose of the present survey was to have the laboratory: staff try out the new standardized 1 This survey was undertaken on invitation of the Des Moines Board of Education, with the personal codperation of Prof. Alfred H. Smith, Super- visor of Music. The Work of testing was divided between Mr. Henry M. Halverson and Miss Hazel M. Stanton, representing the Department of Psychology in the University of Iowa. Dr. Mabel Clare Williams and Dr. Esther Allen Gaw assisted in the study of the data. To all these the writer and the director of the Iowa Child Welfare Research Station herewith express thanks for hearty and very effective codperation. 8 IOWA STUDIES IN CHILD WELFARE test material, “Measures of Musical Talent,”? under actual school conditions. In doing this we had several objects in view: to secure the data for the establishment of norms; to try out various alternative details of procedure; to study the reactions of pupils and teachers; to collect material as pre- liminary to a further study of exceptional talent; to evaluate the fitness of this test material; and, in so far as that is pos- sible, to set a model for procedure with these measures, both in testing and in interpreting. These are the purposes from the point of view of the labor- atory staff. From the point of view of the city schools, the object was, of course, to obtain ratings of the musical talent of each child and communicate these appropriately to the authorities, and through them to the pupils. Plan. Normally these tests would be made in the regular course of instruction, but, since the work was to be done by the laboratory staff, it could not be scattered throughout the year, but had to be given at one time:in the form of a survey. This plan necessitated a certain amount of interruption of the school program which is not necessary in the regular use of the measures. Two Grades. We limited ourselves to two grades, the fifth and the eighth; the fifth, because that is the earliest stage at which children can take a responsible part in a group tests of the kind, and it is early enough for the stimulating of musical education; the eighth grade, because that is the sorting period in which it is most important to give guidance about special work in music in the high school, or about specialized musical interests for those who are entering the vocations. Stages of the Survey. A complete survey of this kind in- volves three stages: first, the making of the five basic tests; 1Columbia Reeords: A7536 Measures of Musical Talent. Sense of Pitch, No. 1A. 12 in. Measures of Musical Talent. Sense of Pitch, No. 1B. A7537 Measures of Musical Talent. Sense of Intensity, No, 2A. 12 in. Measures of Musical Talent. Sense of Intensity, No. 2B. A7538 Measures of Musical Talent. Sense of Time, No. 3A. 12 in. Measures of Musical Talent. Sense of Time, No. 3B. A7539 Measures of Musical Talent. Sense of Consonance, No. 4A. 12 in. Measures of Musical Talent. Sense of Consonance, No. 4B. A7540 Measures of Musical Talent. Tonal Memory, No. 5A. 12 in. Measures of Musical Talent. Tonal Memory, No. 5B. A SURVEY OF MUSICAL TALENT 2 second, the further intensive testing of cases selected on the basis of record in the basic tests, and of others presented by teachers or parents for examination for some sufficient reason ; and third, the follow-up work, representing conferences with pupil and parent, and a record of the resulting progress. The present report pertains only to the first of these three stages, the use of these basic measures, for the reason that this survey was made in the spring of 1919, just before the schools closed, and the after-war conditions have prevented us from going into the field and following up the same children through the second and’ third stages. It is hoped that our staff may have an opportunity in the near future to treat these last two field problems adequately. Reports Filed. Copies of the reports of all children exam- ined are on file in the office of the city supervisor of music and in the hands of the principal of each school. In the present report we shall only give samples of records, since the main object of this report is to serve as a guide for future work of this kind, rather than as a report of results to the local con- stituency.* The data from this Des Moines survey were used as the concrete material from which to compute distribution of ca- pacities, percentile rank tables, and norms in the form of ogives in the above named manual and text-book. It will therefore not be necessary to repeat that material here, par- ticularly as anyone who wishes to get an adequate acquain- tance with the nature of the tests and their interpretation must consult these two sources, together with his report, as the three dovetail into a single presentation of the same sub- ject from different angles without duplicating; that is, the text-book presents the psychological analysis of musical tal- ents with interpretations of measurements and evaluations; the manual contains merely the specific directions for the use * References. For the purpose of this report, it is necessary to assume that the reader has access to the Manual of Instructions, which is furnished free with the Measures of Musical Talent or may be obtained upon request from the Columbia Graphophone Company, New York; and to the author’s ‘“Psychology of Musical Talent’’ (Silver, Burdett & Co. 1919), in which the whole theory of the measurement of musical talent is explained and on which the tests are based. 10 IOWA STUDIES IN CHILD WELFARE of the phonograph records; and this report presents some data on the use of these tests in the school. With such “division of labor” there falls to this report essentially the following: sample of record with explanation of items; a grouping scale with suggestions for its use; com- parison of boys and girls; comparison of different schools; survey of several recommendations bearing on procedure. SAMPLE OF REPORTS WITH EXPLANATIONS Table I A and B is a sample of the final report as left on file. It represents the eighth grade pupils in the Elmwood School, and may be regarded as a fair sample of a natural set of records for a grade. In this table the pupils are represented by numbers, the girls, I A, by odd and the boys, I B, by even numbers. Since material of a personal nature should not be made public, the names of the children, which in the original report occupy a space after the age, are omitted from this printed report. The age given is that of their nearest birthday. The Percentile Rank. Then follow the records for the five measures, each expressed in terms of percentile rank, a com- mon unit, namely, the rank in a normal community of the kind represented; in this case, eighth grade children. The scale is 1-100, in which 100 represents the best found, 1 the poorest found, and 50 the average. The norms for these are based upon the total number of records obtained in this sur- vey. This rank is a very convenient means of conveying mean- ing of widely diverging types of measurements without any more technical concept than that of percent. © ere Number A SURVEY OF MUSICAL TALENT 11 TABLE I A. Elmwood School, Girls, 8th Grade rot dD ~~ £ Mm icy : b © é S "D eae & he = eg: = HH ot ° a = tet te = go gor = ° , = £ 8 § 3B Fas =“ a Ae eer es Mn cS ss One ig 9) > 9!” 36 Bee ek C a han 86° 67 » 84. 84. 25 Dir ice 1 29 14 40 24 80 Go BaD Te Lige Bs Loe Loe 70 Lae Eee DG OU oaks: 5S Fs, 90./-76 . 90 Dena DoD seat Cre oe HEEL OGY et Fetus GCG” 102..P. 47°" 6 97 ar «48 A Be & 50 P. 78 91 60 94 71 Gis D's D Dae 10-P. 41 87 11 99 92 Bere C None Doe Lon ou) ove OL Ca-D7G DeAZorP: Se 25> Vso, OF A BARA. 188 P. Berl hho OL Reg DP Ce LAsce; 68 67 93 97 67 Cad Soied &/ Cree Ts PY: 93 22 24 49 88 CHGr.C Gieris P: 78 56 70 84 98 Backs 8 BD Nee sion be a 2 44 78 93 58 80 GF-Dre CP 254 PR: 95 56 60 90 64 Ce, 04.6 Cae 275 Ps At et Yeo Bo Bea Chas Be De S8aV.7 See Slee tO Clete AGE OS5 4G Be 25-P: 33-+465--S71.58: 376 C2-B iG C 400 V. & P. TABLE I B. Elmwood School, Boys, 8th Grade te!) 8 2s = Ciel Udy eae: E 3 ee a ae Oe ee 3 =| oO 4 = =) “Bp ° A 2 = r= Oo 7 q B “™ MN a or: fo) meee ot =| ia Das Gog Soo On Re A 10 14 40 24 4 DRE B None FRM ao: Lae Ge Ov B None 41 14 40 18 38 10 AB OR B None 41 61 84 66 59 DerGrc Beia Te: (is Pi esta 8 Oro GC B None 9 91 3 = A CwC None Dasa oe GO, 9 E E &E B No Ree. Gs COIS .> 384 CAS re: Dy Br .GaR: 59 67 40 49 76 Fyne SGM 8: Da Tone Sees oO Law OS Dee B=. G Ceol: Be 86 93 98 99 91 Be Ree 100 Chi. P. & V. 44 61 93 66 89 Cs DY. C B No Ree. ooo coz clo. L& BOG B None 63 56 28 66 84 E E D B None ST eco) a Oe Co Co3 DD Deis. 82 98 55 84 90 CA A Dy 163. Coors Va be So? ply 80: 76: > 91 Cc CC D. 25 -Clar. 29 73 50 66 34 BuDeeD B None 388 46 55 49 51 Cat res We Ge 3a" V. BOM OLe Teo ko 9 D> Be 'C Bao 4hs 12 IOWA STUDIES IN CHILD WELFARE The Five “Measures.” The sense of pitch measures the least perceptible difference in pitch. This'is an index to the capacity for hearing musical values dependent upon pitch, and, therefore, indirectly for musical expression in pitch. The instructions were: ‘You will hear two tones which differ in pitch. You are to judge whether the second is higher or lower than the first. If the second is higher, record H; if lower, record L.”’ | The sense of intensity measures the least perceptible differ- ence in the intensity of the tone. This is an index to the nat- ural capacity for hearing musical expression in terms of loud- ness of the tone. The instructions were: ‘You will hear two tones which differ in loudness, or strength. You are to judge whether the second is stronger or weaker than the first. If the second is stronger, record S; if the second is weaker, record W.” The sense of time is measured in terms of the least per- ceptible difference in two short time intervals. This is an index to the basic capacity for appreciating time, tempo, and rhythm in music. The instructions to the pupil were: ‘You will hear three clicks marking off two intervals of time. If the second interval (that is, the time between the second and third clicks) is longer than the first interval, record L; if it is shorter, record 8S.” The sense of consonance is measured in terms of the ability to judge the relative degree of consonance or dissonance in a graded series of consonance-dissonances. It is an index to the basic capacity for the appreciation of harmony and melody. The instructions were: ‘You will hear two combinations of two tones each; one combination is better or worse than the other in consonance (harmony). A good combination is one in which two tones are smooth, and blend, tending to fuse together into one. A bad combination is just the opposite. If the second combination is better, record B; if worse, W.” Tonal memory was measured in terms of memory span for a sequence of unrelated tones. It is an index to the natural capacity for remembering, imaging, and imagining tones soon after hearing. The instructions were: ‘In each trial you will hear a series of tones played twice. In the second playing, A SURVEY OF MUSICAL TALENT 13 one note is changed. In listening count mentally; for ex- ample, 1, 2, in the first playing, and then likewise in the sec- ond playing, so that you may identify the one that was changed without error.” Teachers’ Ratings. Then following the three marks, sing- ing, brightness, and rhythm. These represent the judgment of the teacher rendered under the following instructions: “Let the principal and the teachers, who know the children best,.in the ward building, meet and classify the children as follows in each of the three items, brightness, singing, and rhythmic action: Select the best 10% of the children listed and mark them A. Select the poorest 10% and mark them E. Then, Select the next best 20% and mark them B. And the next poorest and mark them D. This will leave 40% who get mark C, or an average. Record the appropriate letter, A, B, C, D, or E, after each child’s name in the respective columns. Brightness: By brightness is meant the estimate of the natural ability to do the work that the school requires under favorable conditions. This does not mean school grades, be- cause these are often low on account of lack of effort. Singing: By singing we mean the ability to sing as shown in the public school music, taking everything that you can into account. Special features, such as the quality of the voice, skill in sight reading, and musical activities, may be mentioned under “remarks” if conspicuous. Rhythinic Action: For rhythmic action base the general classification on your general observation of the child’s ability to march, to skip, to dance, to take part in games requiring motor coordination, work in gymnastics, etc.” Enjoyment: In order to secure a record of children’s judg- ments about their own enjoyment of music, the children were directed as follows: “Put an X in front of the sentence which is true for you: I do not enjoy music. I like music fairly well. I am very happy with my music. Music is one of my greatest pleasures.” 14 IOWA STUDIES IN CHILD WELFARE These responses were entered in the report as D, C, B, or A, the notation assigned to the respective propositions in the order given. Thus A represents the highest and D the low- est rating. A study of these self-ratings shows that they do not cor- relate closely with the capacity measured or with the teach- er’s rating on the three items named. We should attach but little significance to these opinions in musical guidance. But the record may be worth having because it encourages us to ask why a child likes or dislikes or asserts that he likes or dis- likes music. From this point of view the material is most stimulating and might start very profitable inquiries. With this a number of other questions were included on opportunities for hearing music, character of music preferred, opportunities for musical performance, and questions bearing on heredity, but it does not seem worth while to burden the present report with that mass of material, although it is filed with the original report. The study of heredity which we in- tended to pursue here has been taken up on a larger scale by Miss Stanton in the systematic measurement of talents in famous musical families for the purpose of applying Men- delian principles to the problem. Training: The last column states the number of private music lessons that the pupil has had, according to his own re- port, after a conference with his parents or teachers. The figures are given in terms of whole hour private lessons; hence, for lessons of twenty minute periods, three would count as one hour, and for half hour periods, two would count as one hour. The letters designate the instrument: V, violin; P, piano; Cor., cornet; FIl., flute, etc. GROUPING Classes recognized. For the purpose of ready reference in the selection and interpretation of returns, it is convenient to adopt a provisional grouping based entirely on the evidences in the objective record, leaving out of account personal knowl- edge of the child. For this purpose we adopted the following classification : A SURVEY OF MUSICAL TALENT 15 98%—100% V.S. Very Superior 91%— 97% S. Superior 76%— 90% EK. Excellent 51%— 75% G. Good 26%— 50% | he Neh: 1%— 25% Dee Loor Basis of Grouping: The percentage ratings in this table denote the final rank assigned by the examiner on the basis of the showing in the five objective measures. It is not the average of these. It takes no account of case history, personal knowledge of the child, record of training, or rating on en- joyment. The three teachers’ ratings are regarded as only of secondary evidence and count only in case of doubt on the basis of the measures. The grouping is an interpretation of the net significance of the five measures as interrelated. Incomplete records eliminated. Before making this group- ing, all cases in which two or more of the five records of tests were missing were eliminated and designated as incomplete (1). The number thus ‘eliminated amounted to 23% for the fifth grade and 5% for the eighth grade. These gaps in the records are due to various causes: e. g., absence from the class at the time of a test; failure to respond satisfactorily to the test as noted by ‘the experimenter; and internal evidence in the record of misunderstanding or other error. These records are not rejected but are merely set aside to be handled with reserve, without prejudice. It should always be made clear that the designation “TI” is not itself any index to rank, al- though a record so classified may contain very definite infor- mation, favorable or ‘unfavorable, as far as it goes. Since they are thrown out on the ground of incompleteness, and not on the ground of quality, the elimination does not affect the above grouping in percentages seriously, although there is actually a tendency of poor observers to leave “incomplete” records. Objective basis. It is important to make this first group- ing entirely on the basis of the objective record, quite inde- pendently of the personal knowledge of the pupil, or other systematic information gathered. This is important from the scientific point of view because it presents the objective rec- 16 IOWA STUDIES IN CHILD WELFARE ords as such to speak for themselves. It is often in the resi- duals, z.e., the apparent discrepancies between objective records and expected results, that we make our most important findings. The reason for this becomes clearer when we bear in mind that the quantitative measures are specific and unbiased, whereas all other information is unanalyzed and usually loosely expressed, without either opportunity for exactness or realization of actual significance. After this concept of the objective record has been formu- lated, great stress should be laid upon the accumulation of personal history, personal evaluation of the pupil’s musical interests and achievements, outlets for musical expression, and countless other factors, often exceedingly intricate, which enter into the personal rating of talent and prospective achievement. The counsellor of the pupil will then have at command two profiles, as it were, of the talent, and can bring the two together for more effective analysis of the case than if personal bias or theory had entered into the objective record. Danger of averaging. The first temptation is to find the average for each case as an objective basis in grouping; but that must always be discouraged. The making of this rating must be a personal judgment on the part of one who under- stands the meaning of each measure, and can balance factors so as to arrive at the best estimate of the extent to which the child should be encouraged in any music whatever. We should discourage every tendency to rank the pupils by averages, al- though, in the long run, there will be some agreement between the averages and the grouping adopted. The reason for this objection to the use of averages lies in the fact that we are dealing with different kinds of talents, as opposed to different quantities of talent in general. One person may rank 99% in pitch and 9% in time; another, 9% in pitch and 99% in time. Both are capable of becoming musical; one through tonal accomplishment; the other through rhythmical accomp- lishment; although each will have specific limitations. Our grouping should, therefore, be merely an index figure to be used only for the convenience in handling records. When ad- vice is given, it should never be given merely in terms of this A SURVEY OF MUSICAL TALENT Li label, but in terms of details shown in the analzed objective record as interpreted in the light of supplementary data. Exactness a restriction. This necessity of using personal judgment in the grouping instead of resting on mathematical averages, makes the grouping difficult. It is well that it should be so, because that forces us to face the fact that we have here only a few selected measures; that these are very specific and do not represent talent as a whole; that they are measures of relatively different kinds of talent; that the value of each is dependent upon its relation to the other; and that some talents are more essential than others. Indeed, to the extent that we deal with exact facts, our conclusions must be restrict- ed, for the conclusion should never hold more than is involved in the premise . We must recognize countless varieties ‘of the possible inter-relations of talents and should be corresponding- ly cautious against artificial classifications and valuations. Method of grouping. In forming the typical groups or norms here presented, Tables II to VII, we took all records for this survey and proceeded as follows: We first marked all cases in which two or more test records were missing “I.” By writing this letter in front of these records we set them aside as not available for the purpose of grouping. We then went through all of the remaining records by direct inspection, and assigned a tentative grouping as a rough approximation to the required distribution. Procedure with the eighth grade may serve as an illustra- tion. We found that in this preliminary grouping we had marked more than 4% V.S. To correct this we reviewed the cases marked V and culled by dropping case after case, in the order of doubtfulness, until, by this process of elimination the V.S.’s had been reduced to 3% of the total number of avail- able records. The tentative V. S.’s thus dropped became cer- tain S’s. Computation showed that we still did not have enough S’s to make 7%. We, therefore, reviewed the E’s and selected from them, in the order of apparent excellence, enough to raise the number of 8’s to the required 7%. A similar pro- cedure was followed for the E’s. Since the distinction of those near the average is close and difficult to make we passed the next two groups and attacked the P group. Finding that we 18 IOWA STUDIES IN CHILD WELFARE had marked too many P’s, we proceeded to select enough of the best of this group, in the order of excellence, to be raised to the B group in order to reduce the P group to the required 25%. This left 50% of all of the available records to be dis- posed of as G’s and F’s. We first reviewed the tentative group- ing of these and checked all that were certain to be G’s and those that were certain to be F’s. This left a certain number of G’s and F’s in the margin ‘of doubt. As they were now isolated and reduced to a small number it was a comparatively simple matter to cast off from this group, in the direction of TABLE II. VERY SUPERIOR (V. C.) 98-100% # § a : fs ek pate ee ee a. fag ace ROE UM ek Te etc nleg So: BB ed Rod a a a he i ee 85. AH... 45.93 61: 84:< 90 OGNS AD wii eA ee 10: A. Hd, 13 7,98. 78, 90 697%. 83 95 [97 .*60''94 53. 9 DC Ds 0 sare 56 A.H. 18 82 91 93 66 56 C A A A _ 23 Trombone 6 ASG 1420-08) 278 TSO BIBS 67 ewCAL BR at ee BE GA PH, 92" 1097) (56970 .90-n71 LB eee Ol Ae No oresord SR! 71130 t 00 WS VIO eS) 178. (a Voto Vana er ay Ua 718 nT 1612000 O21 Ai ee me ae ETO ae 10°84. 18) 8R6 795 4975992 45 Oe Cer A No record Be Ra. kG. 10066 893 VOR NTA eee TBs 34) 8B.) 14: 363° 45698 68°980 7 Be aaa 10. eae. . 145407. 2414.65 06609 480 (Orn Bie 6Oas.> 18)) 163 87, °65" 18/59, CA BOO. RAL OTS ve 0 Dat 19, 490 667.80 66" 62. BWC. G+. Oo Bee: 95 Oak 1k 78 RT 75 84 97 6) 0B BO ee 36 Oat. 2018 i789)~5108 ) 66). 86- BCA ROB a! 7° Oro. 15 60938" (9850) 8488) O48) eBA Are! 97) Oro. | 12.0098 93). 60.449 °67 6B. AB Be Bee eee 43 Cro. 14: .O747938 98 Sl. 90. A No record 16), 13° 78.91 60 204 0°71 Oo oD) D eae ee 25 Elm. 12 68 67 93 97 67 CGC GC G B 14 P7¥. $4/ ‘Elm 11° 86 517/80 76 91° °G° O° @ > “Ave anrcies Danger of quantitative general ratings. We must persist- ently warn against the danger of assigning quantitative rating to undifferentiated factors. The beginner in the use of tests particularly needs to be impressed again and again with the A SURVEY OF MUSICAL TALENT 21 TABLE IV. EXCELLENT (E.) 76-90% £ +> = : p> é op : fs gz os dea cerca ne acai BPE a ©. 2 8 2 3 Bae rani E g's Pe dre ede) Pte eve Coa! Sie Pa toe Pay a As eee tot Go. tor 400- 662° 74 .. APBD ALS ULE: Diario ia 78. 464 36° 944977" (Bt ha B p. a-15 8 ag Tener 93-91 60. 66u 80" CY OLB Awe LOU Es Sueno ee tom So. ole 44. 907 59°": OL Ge. GC A No record Picea tier 1 Shar Ole 7001008 28,! Col ge G pone Spin a TeuerAwtiost tian) S28 Ols 32.76. 69.7 Bric -G ‘AL 46° P. fever Age lor To. Sar 60..66> 56° De RC C No record gop Aue. *15- 169) 462-874; 945-88. BSB B Ae 10a, Loe Ane ae 1tS) oo |. OU Se) Ot Cr Cae BR A. No record GaAs Hiya, 68204070" 944 (86) - Be BY) & A O65 BP. ByeAwiie) 1160, 86 Ob OS 49. 457 0 Ba Be A A No record pamnActics 140 (68 Sm 805. 240° 60." Ce AiR C No record Mie Aca ise OL tal, Ole oe he, be a A C No record Ate Aptos Vle? ia 608, GO 90 Tis Ce Ale © B No record P. een Hoek) live) GOr 1San Ga 66nn 7.1). AL Bit A C No record Gee etien tee Gan Gir Gon Laser OAS Con Bb C No record (ome Hoe Lees ote Oe 90% 840. ho Cc Ah KD C No record Mone to. Le LOO 2a 80> 660 782. Ay. Ov. C Re LiGs ve oe Ae a oo Se Goa O9> «Cn Coe D Pages RUSE AT tome Oa.) Olue fon, F007 OU Ore bo, A No record Tope tie® ba: Too San Go, 9457'80'° Ce OF B Aree L001 bs Beer Aas cioe O 7s, 9b 90. 18 745 C-- Boy. C No record 9 Bd Zee Oseroon DUS Gls 1 lite C AP oe. 15 Bd tae Tat OULU ole 95. G A No record 19 Bd 1a 9555169000184". 6a.. . A AL Lae: responsibility of using all quantitative records merely as con- crete cues which lead to a more penetrating analysis of the actual situation. ' Same for All Grades. This grouping of cases taken from 8th grade records is equally applicable to all grades as a scale, since all records are in equivalent terms, 7. e., per cent rank for each grade. Uses of This Grouping. The primary object in the group- ing is to facilitate the handling of records. It may be used, first, to secure a general designation which may be conveyed 22 IOWA STUDIES IN CHILD WELFARE TABLE V. GOOD (G.) 51-75% E 8 B 3 f= ve space sf (S048 pe ° Liar ee a reacs 5 2 : fog & Biers E a8 ff ob ao oe Beg tt eA SS. wees ss 1 AH. 13 63 91 55 13 59 E C EC Norecord 9 AH. 12 25 78 75.99 36 A. A B.A SP 23 A,B. 13 98 36 17.76 48 A.B A A 28P Bt OAH. 13 .)-41 56), 50.945 71.4. Baba Ope eee 65 AH. 13 68 73.84 49 8 .O0.¢0 © A 36P 67 = ANH. -J2-2/55. 86 B45 84a By Cure eee 71 AH. 13 63 32 70 94 78 B,A.G. A 7 P Bi AHH. 13) 88-61-5845 84, blac Ace aA a ee BY ADE. 3. 78 22 55.76 260-5) ano ee de P BAH 14 (78 19, 55 y Sher Sdee Ce aes ae eee 8 AH. 15:- 41. 10, 32, 995 88.5 Pa in 88° ASH. 15. 78 82,4) 76y B45 Go Omy Ce, (Be emonr ae 35 A.H. 15 82 73 28 58 88 C GC. A No record 41 AH. 15 41 46 75 90100 BE C C A 40P. 45 A.H. 16 12 73 84 39 62 G B CO Norecord 61. A... 13: 38 °32:560, 58. 100j4°Ds Cin Cun) Berl otee: 60, AH trld 43° 677 G04 bes Ore Che tae Can Ane Ste 71. AC © 16 947° 417.60 90-2 62, DOr Digs aa a 79 “APG A628 re RAO Bae Ace Ana An eee BSAC, 1% 68 Gl paddy Olas Co Cla Phage 93 2A AL. oc1500, 00 - 25.4 75840 81,4 Tk One, Ape 99 AH, 145 65 78 36 94,18,..6,°0.10,. A, 18, P 103) ASH 14-6 7-88 280 165 Boe BeBe Cea Gy ees 107° 7A. H.. 34,6 68 32-86 894) 6450 CanD a auene 409) AS as 1d 83 20 he 90 ek ee to those who are entitled to a report. Thus a record is Very Superior, Superior, Excellent, Good, Fair, Poor or Undeterm- ined. The “Poor” should be regarded as “Undetermined” un- til after verification of the record by repeating the test, thus giving them every benefit of the doubt. Where such a rating is given out in classifications and in- dividual reports it should always be accompanied with the charge to take the analyzed ratings into account. Thus, our twenty-five cases’ of Very Superior are all different as is shown by the specific record. They may all be Very Superior, although each has its own character. A SURVEY OF MUSICAL TALENT Wet yA, TABLE VI. FAIR (F.) 26-50% op eee 4S bo cy A py g on & S ce ee ee ee aux =| 4 aR m2 EEE 0 Bb aS pric aes ae aera a aaa Mea Pees. he eye eee SUe Oho SSa, ies Csi’ A No record ras He wkiaee oo Gly 24a Toe Gling Hee A B POE te RRA He ee ODT oly 40 OGs Ofe. Es Das Bed OP! Meee At. weld OO5: 936. S40 6H TSoo By Lk Co B No record cere ee tl aa por 1 Oe ey, Oder SAS Ro: De DT) eB PY OA be SU em ous’ sick, ean ae Lae 71s De: Din C No record GUS Tee los Are Olay Os 400 25 BR Boek A No record Poe ee ti ome 4 654 Olas Cae les DOaE Ae CaO Arie. bh, Pi pais wel te Gost aoe 200 Gre Com © Biol: RMA et oms Pad 25.4 -O0F. Out Soe, “Lite A No record BOMRAL EL. Bala foo oon 24. (Gy 40). Ba Geo A. 20.V. eee tt ey eee lio 40 ge BOL by x Gen O Or 455P% Siena eti bes On 1G ot. Deytoo., Co Din D C No record Pn Site as Ostia, OUI OS sei Sia Cory Avot ‘Ase oon eke era ey ee ih? loa Ou ty 4 Ce Cy DD PAT een ees Pee Og ope oor 0G 90.278: Bie eC B_ No record P. Per AN leg nl 4600 600 1S. 640). Bea CO ... No record P. jee eee es lle ae Oe TOs) 66; 598500 Cr Cir B A No record pore 2. Ade ole Ofek Or cGLw Ay biG BD A 48 P. Re lite GLAS Pie Lae aea Ook oon Ci Ot AY tO: Pena tie ibe) op 8, 407 667. 71ie? OOo AncoOsP- Dee otra lo oot oon OOe 107 ool AY bn oD Stet poe HOMEAa tise ore 0 Ola Os. 66,27. — D> By, B Ane Gabe LOY « Gomes Moe leet oo Oe OL olen GC B A No record REACT atte OS= toes Ut Le Cas * boa (GeO A No reeord The grouping is also convenient in the sorting of cases for follow-up work and further examination. The first three groups should be selected for special encouragement. All of these are good enough for professional or other highly in- tensive training in music, vocational or avocational, though many may not have studied music at all. They should be en- couraged to consult good teachers and, if possible, to take further tests of capacity. The Good and Fair should be en- couraged in music according to the internal evidence of the records. The Poor or Undetermined should be set aside for re- examination. 24 IOWA STUDIES IN CHILD WELFARE TABLE VII. POOR (UNDETERMINED) (P.) 1-25% m ~~ . amas Gaye. Bee as US FN OE | R= es Be SOR Rem eet tho | gee ce ae a ar =! 3 oY) ® r= a ~ Ae WORE P-L ihthe \e Foy eR apt pat pe mest tee pe se 7. Bs Ha ISG eS eeenl So OBB AL sESVve 1) As Bes ieee Ls to. Oo BuO Ac 6¢E: 13: A. 44. 925417 28° 94 20. C CD A No record I? ASE pec eee pene eee Leo) Oo. De oO. DD DNase? 0) 21 AH Oe eee ener 18. Si Os Der Nene Ted OTs 25 “As HOR e 94s.25 64-49 14°' Oo Bao A No record 27 A.H. 14 Bere ae.) ULI tee ie Ge C No record 29 A.H. 14 Jao e4 31°36. Dies > A No record 31. AXES os, 68:24 OAS 13! Daas Yeh So) B No record 87" Ale iplowearoel 1.14 30: 28.) We Oa Ae Loa 3D ATES i Gs AO aS oe Ae Ces C No record 41 TAs ioe eral 01 24 89s sO ea ek A 85 V. and P. 43 (Av He Ree: OO. Varl) seats hr eae ... No record 45. ACH. (140 °617 228 20. 24 ae Dee C No record 53 Ay ols 63 LOO SS eat ees C No record 56) Ag 46 ae BA Ve Vi bp Sd oat 6d 5 A No record ae Da ad & Balto 15) HaO. oO OL Van et Ln nie AY 1107. P; O30 AP He OI? ATi 14a 202 66.200 oie C No record 1OSeAS HS 1S." 20. Sa Oe A ieee ee C No record Be CAs je eae Bie ce Oe soe oath ar kaee Coane to No record fen ae SE A eee OD onal) EA tees Cees lady Foi Ny SP eee = Eis Ki Be a ae es, Ley A No record P. V. 19 A.H. 14 O16. ob. 24769) Bt eB Or 925. BASAL He “4A 27 F232 AD PAS See ay ee ee 7) SAS s V1 oo) Lr oO MOU OOP! carn eAtare AP C No record ROACH Sst posed $0 Parts felted @ tod Bhat 6: AB SP: For the study of one year’s record in a city school system, the examiners may group these records by themselves, but or- dinarily, in examining a school or a small number of schools, the present grouping may be used in the same manner that we use handwriting scales. What musical guidance shall be given for each group we are not yet in a position to state. We are, however, one big step in advance of practice in the past—we have some specific facts before us as a basis of advice. A SURVEY OF MUSICAL TALENT 25 KEY TO THE RECORDS Pitch Key fA GES AAO TD Deg Oe cok Carine s Cee Mere J SUM eee GL (enc cnet To. 2 °° °5 i ie re bare ete eo La aks 28g. Aeon Ta) YP 2. ieee toa es he oe ae ae Da 3. Ls dame lena Eee Pare EB TG Ty tic Ts 4. i Le ae Pelee mae bee ste A) Ae 5. Li oe ae Lee eae rg 1a EL Vids 6. Ione are kan eee Ls ve Ey) He 22 T Ue by oa) ea ee de ae SS 8. 1S) TB bye AS ped EA a Wed es es Be 9; BUSEY ok wy Oe a ed oes es Dn Wye 0 10. AMEE A Re aah es te 1s toned braked Blas Puma sj KEYS, DISTRIBUTIONS, AND NORMS Reference to the Manual. For the benefit of the casual reader the following samples of treatment are introduced from the Manual and Text-book. The illustrations are for the sense of pitch; the treatment of the other measures is analogous. The phonograph records of pitch were made with tuning forks very accurately standardized. The instructions given by the examiner are: “You will hear two tones which differ in pitch. You are to judge whether the second is higher or lower than the first. If the second is higher, record H; if lower, record L.” (Manual De L). The pitch disk contains one hundred trials, equally dis- tributed over ten intervals from one-half vibration up to thirty vibrations in a geometric ratio of the second order. These one hundred trials may be repeated as often as the time permits in order to secure a good average. After the record has been completed it is corrected by the following key which shows the actual order in which the trials were made, the numbers at the top being the difference between the two tones in terms of vibrations. One vibration is equivalent to one fifty-fourth of a tone. The number of mistakes is then counted and the per cent of right answers is computed. 26° IOWA STUDIES IN CHILD WELFARE - aE LY aA] Ht Be ue Hi - AT y fas as a ae aD ce at Ee val FBP TEE baa a o ae ol \ AS ESE 8 8 & $ & & ~ os & e ; Mn ce) 100 8 $ & $ 70 65 60 $5 50 Fig. 1. NORMS FOR THE CONVERSION OF PER CENT RIGHT INTO RANK The middle norm represents eighth grade children; the one above, fifth grade children; the one below, adults. This per cent of right answers is then converted into per- centile rank by reference to Table VIII in which the conversion figures are given for adults, eighth grade, and fifth grade. This table is represented graphically in Fig. 1, in which any per cent right for adults, eighth grade, and fifth grade may be converted into percentile rank by running vertically from the given per cent right indicated on the base line up to the ogive in question, then turning horizontally to the left where the scale shows the per cent right. A SURVEY OF MUSICAL TALENT 27 TABLE VII. Rank for Pitch OTe ey Str Pe ee SS ee % Right Adult 8th Gr. 5th Gr. %Right Adult 8th Gr. 5th Gr. 100-94 100 100 100 74 23 41 69 93 99 100 100 73 21 38 66 92 99 100 100 72 19 35 63 91 98 99 100 71 17 33 61 90 96 98 100 70 15 31 59 89 94 97 100 69 13 29 56 88 91 95 99 68 12 27 53 87 87 93 99 67 11 25 51 86 81 90 98 66 LOU Tee 49 85 76 86 97 65 9 22 47 84 70 82 95 64 8 20 44 83 63 78 93 63 7 19 42 82 56 73 91 62 6 17 40 81 50 68 89 61 5 16 37 80 45 63 87 60 5 14 35 79 40 59 84 59 4 13 32 78 36 55 81 58 4 12 29 77 32 51 78 57 3 10 26 76 29 47 75 56 3 9 23 73 26 44 72 55 3 7 21 In order to show distributions for various purposes it is convenient to present them, as in Fig. 2. The scale at the Fig, 2. DISTRIBUTION OF CAPACITIES IN THE SENSE OF PITCH Solid line, adults; dashes, eighth grade children; dots, fifth grade children. The numbers at the bottom denote per cent right; the numbers at the left the percentage of cases for each level. base runs from 50% right to 100% right. The cases are grouped symmetrically about the numbers given; e. g., 85% right means from 82.5 to 87.4 inclusive. The scale at the left gives the per cent of cases that occur for each per cent right. 28 IOWA STUDIES IN CHILD WELFARE WHAT TO LOOK FOR IN THE MUSICAL TALENT RECORDS It would take volumes to discuss adequately the material that the educator may draw from a survey of this kind in a city school. There is a mass of material for statistical treat- ment and for interpretation from the point of view of Psy- chology, Education, and Music. Much of this is discussed in the “Physchology of Musical Talent.” I can here merely draw attention to the presence of this rich source of material and urge investigation by this method. Discovery of Talent. The primary object of a talent survey is to locate talent. The investigator will be astonishingly gratified at the large number of items which constitute marked evidence of talent that has remained quite unrecog- nized and undeveloped. It is not claimed that these records reveal talent as a whole, but they do reveal specific talents which can easily be interpreted in terms of capacity for musi- cal achievement. It is to the interest of the communnity, the school, and the home that this talent should be discovered early enough that it may be directed into opportunities for full development. | Even the identifying of known talent by the objective veri- fying and analysis of the talent is in a sense also discovery. The objective encouragement for intensive achievement which comes of such a rigid inventory becomes a profound stimulus to sustained effort. Many persons of superior talent are not taking their music seriously because they are not aware of their exceptional powers. To be told that you are proved to be in the best three per cent, for example, is not only encourag- ment but becomes also a challenge. It is from the higher groups that we must get our great musicians, and in a survey of this kind we have for the first time an objective and stand- ardized method for the sorting of talents. Explanation of Talent. ‘Musical’ is a very loose term. These measures clearly characterize various kinds of talent; that is, they often show where the fortes as well as the faults lie. It is quite as important to know what kinds of talent the pupil possesses as to know their average magnitude. The teacher who may have worried about the rhythm of the pupil A SURVEY OF MUSICAL TALENT 29 exclaims, ‘“There it is!’’ when she sees the very low rank in the sense of time of this pupil who sings well in true pitch, for which he has a high rank. “It is uncanny!” says another teacher when she sees how quickly and clearly the measures identify weak and strong points. Let the thoughtful music teacher peruse a page of these records of her pupils and she will have not only explanations, but many challenges to meet the situations therein revealed. These challenges pertain on the one hand, to those cases in which a high talent may be the medium for a certain kind of musical achievement and, on the other hand, to those in which an impediment is of such a nature that it can not be removed but must be avoided. This recognition of difference in kinds of talent is the crying need of musical education today. One advantage of the objective record is that it will gradually bring the facts to the attention of the community whether the teacher is awake to their significance or not. Objective facts assert themselves. . Certifying Absence of Talent. One of the most cruel prac- tices in musical education is the blind procedure of forcing the untalented to perform as if they were talented. The objective identification of specific impediments and the exact verifica- tion of these therefore becomes an important factor in the conversion of energies of the child. This is true both for the ascertaining of flat or general limitations and for the isola- tion of partial or specific limitations. Educators and parents are facing the time when they must stand in horror in the realization of what cruelties are imposed by unreasonable demands upon those who suffer from impediments. It is not a question of depriving anyone sparingly gifted of music but rather that of directing the existing powers into feasible chan- nels of development. The Magnitude of Individual Differences. A study of the range of distribution in the magnitude of capacities for each talent, as shown by the graphs in the Manual of Instructions, brings the situation into the concrete, showing that we are dealing here not with differences of double, triple, or quad- ruple merely, but with differences of a ten-fold, fifty-fold, and one hundred-fold magnitude in actual quantitative measure- 30 IOWA STUDIES IN CHILD WELFARE ment. When the teacher inspects the report and finds that in actual quantitative terms one pupil has ten, fifty or one hun- dred times the capacity of another in the same class, she is faced with a concrete problem which has never been brought to her attention so forcibly before. Her traditional effort to treat the two alike or to be satisfied with approximately equal returns from different pupils has been tolerated merely be- cause, until we secured these quantitative measures, no one had realized that such enormous differences in musical gifts existed. There rests a moral obligation upon the school ad- ministration to use the means at hand for the discovery of the gravity of the actual situation. Verification of Findings. The first impression of one who is not acquainted with evidence of this kind is to think that those who are low or irregular can be brought up. But with material in hand standardized rigidly in content and pro- cedure, we are able to repeat the test as often as desired to show that, after one fair test has been given, the test may be repeated agiain and again only to be verified within the normal limits of fluctuation in observations of this kind. To make this all the more impressive pedagogically, those teachers who claim that they can create talent in the absence of talent should be forced to run a series of training exercises over months by their best method and then check up by actual measurement to find out the degree of their success, if any. Hill and Valley. Superintendents are often anxious to find in these measures a means of rating efficiency of training, social advantages, and race differences. The general feeling prevails that the record of the children on the hill should, of course, be better than the record of talent of children in the valley where the poor and neglected live. Barring differences due to favorable or unfavorable conditions in the making of the test, we find that in both cases we are dealing with human nature which is quite evenly distributed regardless of social, economic, or educational status. The measures, therefore, have a peculiar mission in bringing to the attention of the authorities the presence of neglected talent in the valley, 7. e., poorer districts, and the danger of allowing this talent to go to waste by neglect. A SURVEY OF MUSICAL TALENT 31 Bright and Dull. Except for the factor of musical intelli- gence as a talent in itself, musical talents are relatively inde- pendent of the general brightness or dullness of the child. This is shown in a striking manner in the comparison of teachers’ ratings on brightness with the grouping of the chil- dren on the basis of their measured talents. Here again in the problems of education, conservation, and social service, we must face some stern facts that should be taken into account. Trained and Untrained. Parents and teachers will find food for thought in a study of the distribution of the privileges of musical education as indicated by private lessons in compari- son with the measured talents. It is not enough to say that there is only a small indication to show that musical education goes to the musically talented. The teacher must be forced to collect the facts herself, verify them herself, keep them on her table, and ponder over them before she washes her hands of the responsibility of communicating the facts to parents and patrons, or the responsibility of taking them into account in organization of the music program. Those who have at heart community singing, social service, and the conservation of artistic energy will find in these figures indications of op- portunities of profitable expenditure of effort. Those Who Sing and Those Who Don't. ; The rating on singing’ gets an entirely new significance when interpreted in its relation to the measured capacities in talents. Very often children sing indifferently, badly, or do not sing at all without any excuse except that of maladjustment to the school, or some other fancied grievance. Others do not sing because they are not fitted to appreciate or perform the kind of music which is required of them. Still others make a bold effort, somewhat futile, in the face of limitations. The analyzed ratings should lead the teacher to a serious study of the extent to which the training in singing is developing the actually existing fac- ulties. Likes and Dislikes. A study of the children’s own rating of themselves in regard to “enjoyment” of music in the light of observed performance and attitudes in music, in the light of the rank in the measures, and in the light of personal fol- low-up work with individual cases, soon exposes the danger of 32 IOWA STUDIES IN CHILD WELFARE attaching much significance to such “opinion” in deciding upon character and extent of training, or judging what music means to the child. If it were not equally true of adults we should be prone to say that such judgments are notoriously irrespons- ible even under the best intentions.. Young and Old. The fact that musical talent is quite inde- pendent of age stands out clearly in the report. Gold is gold, and lead is lead, young or old. How fortunate it is to be able to discover the gold early, while there is still time to put it into the most profitable circulation! Inheritance. We have experiments now in progress to show that musical talents are inherited, not as “musical ability” as a whole, but in the form of specific talents, such as those here measured, and that each specific talent or trait in music may be as independent of other musical traits as color of hair is independent of stature. To the educator who is interested in heredity the data in hand contain most interesting informa- tion about the relation of the children to their respective musical or unmusical families. Awakening of Music Teachers. The administration will observe a striking reaction on the part of intelligent teachers to data of this kind. It stirs them to take a new point of view, to “question nature,” toj observe for themselves, to take an entirely new attitude toward this problem. They will first be baffled, but that is wholesome. To awaken an experimental or inquiring attitude toward the situation in music is a great step in advance. SOME SUGGESTIONS ABOUT PROCEDURE For the benefit of those who plan to introduce these meas- ures, some suggestions on the basis of our experience may be in place. Number of Trials. A fairly complete analysis of musical talent in an individual should contain two or three scores of items. It is our experience that, for a first preliminary drag- net to identify talent for hearing music, six tests seem de- sirable. These six include the present five “measures” and a measure of musical imagery, which requires no apparatus. A SURVEY OF MUSICAL TALENT 33 Directions for the measuring of imagery are contained in the Text-book (Chapter X). What supplementary data should be included, bearing on case history, musical heredity, musical associations, musical activities, etc., would depend upon local and personal interests of the time. When and Where. The testing should always be part of the regular instruction in music and should be done during music periods. The test should not only be used for securing a record, but it should be referred to in successive periods in teaching the nature and significance of musical factors such as pitch, time, intensity, consonance, memory, and imagery. If the tests are administered regularly in the fifth and the eighth grades all children will be surveyed twice, each time a period of adjustment in which this inventory should be of great value. By Whom. There should be in each school system at least one, usually a supervisor, who is competent to direct the use of these tests. Rather than expect every teacher to do her own testing it would be well to trust a few to do this either as supervisors or by exchanging rooms in the same building. Frequent conferences will be needed for the discussion of find- ings and the organization of instruction and follow-up work. The conducting of the tests is a very simple matter, but their interpretation should be left to the few who can give some time to the study of the matter. The Report. The data should be treated in the same man- ner that we treat records of achievement in other tests, such as arithmetic tests, spelling tests, or history tests; they should inform teacher, parent, and pupil of the existing situation, but they should:not be made public. Labor-Saving. Various devices may be used for labor-sav- ing in the checking of records.* As routine work it should preferably be done right in the class-room by the pupil him- * When large numbers of records are to be checked by the teacher, it will be found very convenient to take all of the records which have been made on the standard blank, make them into a pile and place on top of the pile a paper key made on the same blank. Then take a small nail and drive it through the whole pile of blanks in each of the blocks that have one of the two records, for instance, H in the H and L records for pitch. In this way all records are checked at the same time and all that is necesary is to count the mistakes. IOWA STUDIES IN CHILD WELFARE Sense of pitch - - Sense of intensity - - - Sense of time Sense of extemsity - - - Sense of rhythm - - - Sense of timbre - - - - Sense of consonance - - Sense of volume - - - - Control of pitch - Control of intensity - - Control of time - - - - Control of rhythm - - - Control of timbre - - - Control of volume - - - Auditory imagery - - - Motor imagery - - - - Creative imagination - - Auditory memory - - - Learning power. ~ \- °- - Musical association - - - Musical reflection’ - - - General intelligence - - - Musical taste - - - - Emotional appreciation - Emotional expression - - ee ee ee ee ee ee ee o 10 20 30 40 50 60 70 80 90 100 Observations, comments, and recommendations may be written on the back of this chart. Fig. 3. MUSICAL TALENT CHART* * In this case the record filled in is that of the first case in Table I. A SURVEY OF MUSICAL TALENT 35 self. The teacher will, of course, give each pupil his rank from the table in the Manual of Instructions on the basis of % right computed by the pupil with such help and scrutiny as may be necessary from the teacher. A blank chart on a ecard might well be mimeographed, or printed and supplied, so that the chart could be made out in duplicate, one for the teacher and one for the pupil. Fig. 3 shows a chart of this kind illustrating one record. The Talent Chart. In order to visualize the records and present them in clear relief in relation to other talents it is recommended that the report of the children be given in the form of the talent chart herewith presented* Such a chart is very quickly made and it has several advan- tages over the mere numerical record. It impresses the fact that the talents measured are only a few out of all that must be taken into account. It brings before all concerned a com- prehensive analysis of talent in such a way as to stimulate interest and activity in the effort of securing information in every available way on the points left blank. It holds before the pupil and the teacher bases for systematic observation and definite goals for achievement. A neat chart like this, of personal interest, is likely to be preserved and, therefore, to be brought to attention from time to time. It helps to broad- en the pupil’s conception of what is involved in music. Follow-up Work. Unless followed up in school and at home the record is of small avail. The main consideration here is a live teacher. In case of doubt the test should be verified out of school hours. The teachers should use the various devices practiced by good music teachers in testing ranks with refer- ence to actual capacity in performing. Talented children who have been neglected should be provided for at public school expense or through volunteer service of individuals or organ- * When the charts are required in large quantities for the school system a zine etching may be made from this page for use in printing. Where it is not thought desirable to do this, or where only a small quantity are needed, they may be obtained at cost from the Librarian of the University of Iowa. The record blank, page 5 of the Manual of Instructions and Inter- pretations, printed on both sides, may be obtained in the same manner. 36 IOWA STUDIES IN CHILD WELFARE izations. Particular pains should be taken to corral all talent- ed children into the approved musical organization of the school. Community and Home Tests. These tests should be con- ducted frequently at community centers. Home circles should be encouraged to conduct “scientific musical entertainments.” One evening should be devoted to each test. A hostess might perform a gracious service, not only by entertaining neighbors and friends, because the taking of the tests is a most interest- ing contest, but also by discovering and thereby encouraging talent. The records are no more expensive than ordinary phonograph records, but a single set might well be allowed to circulate from family to family. Children may well be allowed to play with them and test one another as often as they like so long as they pay due respect to the key to the right answers. Training Value. A strong case might well be made for the use of these measures for the sake of their training value. Few tests so completely engross the interest of the child as these do, and they furnish fresh illustrative material in the use of which the child acquires habits of accuracy and alert- ness in observation. Ultimately the Attitude of a Physician. To the question as to what tests we can use in diagnosing delinquency in children sent to our psychological clinic the writer had to reply. ‘‘We use no set tests; we take the attitude of the physician and use the best means at our command for diagnosing the situation.” Such will be the attitude of the music teacher and the musical examiner of the future. All “sets” of tests are at best frag- mentary. But a standardized series of tests, like this, consti- tutes the simplest and most effective means of approach for general use. In whatever way these may be supplemented in the future, the principles here involved will remain basic. ia