SCALES FOR MEASURING SPECIAL TYPES OF ENGLISH COMPOSITION SCHOOL EFFICIENCY MONOGRAPHS Jllexanbet: anb W\)tisitn Publicity Campaigns for Better School Support Education of Defectives in the Public Schools Rural Education and the Consolidated School PuttcrtDorti) Problems in State High School Finance Cobp Commercial Tests and How to Use Them €aton Record Forms for Vocational Schools Scales for Measuring Special Types of English Composition iHc^nbrcto The Public and Its School iHaijoncp Standards in English i¥leab An Experiment in the Fundamentals ^earsfon The Reconstructed School 3aeeb Newsboy Service i^icfjarbgon Making a High School Program ^ibpman The Teaching of Spelling SCHOOL EFFICIENCY MONOGRAPHS SCALES FOR MEASURING SPECIAL TYPES OF ENGLISH COMPOSITION BY ERVIN EUGENE LEWIS SUPERINTENDENT OF SCHOOLS, ROCKFORD, ILLINOIS FORMERLY ASSOCIATE PROFESSOR OF EDUCATION STATE UNIVERSITY OF IOWA [Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, in the Faculty of Philosophy, Columbia University] YONKERS-ON-HUDSON, NEW YORK WORLD BOOK COMPANY 1921 WORLD BOOK COMPANY THE HOUSE OF APPLIED KNOWLEDGE ^ (5 Established, 1905, by Caspar W. Hodgson ^^ ^ A YONKERS-ON-HUDSON, NeW YoRK VV^ \\ 2126 Prairie Avenue, Chicago '^ aS K Publishers of the following professional works: School Efficiency Series, edited by Paul H. Hanus, complete in thirteen vol- umes; Educational Survey Series, seven volumes already issued and others project- ed; School Efficiency Monographs, fourteen numbers are now ready, others in active preparation M 13 11:22 sem: lsmstbc-1 Copyright, 1921, by World Book Company AU rights reserved ^ -J CONTENTS CHAPTER PAGE I. Introduction 1 II. A Scale for the Measurement of the Quality of Order Letters 11 III. A Scale for the Measurement of the Quality of Letters of Application . . 41 IV. A Scale for the Measurement of the Quality of Social Letters of the First Type (Narrative) Q5 V. A Scale for the Measurement of the Quality of Social Letters of the Second Type (Problematic) 91 VI. A Scale for the Measurement of the Quality of Simple Narration . . . .114 Bibliography 141 Index 143 SCALES FOR MEASURING SPECIAL TYPES OF ENGLISH COMPOSITION CHAPTER ONE Introduction TWO types of scales have been devised for measuring the quahty of EngHsh compositions written by young people. The first type is represented by the Hillegas ^* and Thorndike ^ scales; the second by the scales invented by Trabue,^ Ballou,^ Breed and Frostic,^^ Willing,^^ and Hudelson,^^ and the five scales described in this monograph. COMPOSITION SCALES OF THE FIRST TYPE In making scales of the first type, no attention is given to the usual distinctions between different forms of written English, such as personal and business letters, narration, description, exposition, essays, etc. Rather the effort is made to measure composition quality regardless of the form. Such scales are based upon the assumption that all forms of written English possess, in a greater or less degree, composition quality. Hillegas, in describing his scale, says, "The effort is made to include all forms except poetry." ^ Thorndike, in his extension of the Hillegas Scale, also used mixed types of composition. A brief description of the two scales is suflScient to indicate their nature and purpose. (a) The Hillegas Scale The Hillegas Scale consists of ten compositions ranging from an artificial production the value of which on the * Reference numbers here and in following pages are to books or articles listed in the Bibliography on pages 141-142. 11] SCALES FOR MEASURING ENGLISH COMPOSITION scale is approximately zero, to the tenth composition, the value of which is 9.3. Three of the ten compositions are artificial, and "were conscious attempts by adults to write very poor English." ^ Five were written by high school pupils, and the remaining two by college freshmen. No two were written on the same topic, and they vary greatly in length and in style. The scale contains one arti- ficial business letter, one book review, four reproduction character sketches, one description, one argumentative theme, and two additional themes of an expository form. Limitations of the Hillegas Scale The limitations of the Hillegas Scale most frequently noted by students of educational measurement and teachers of English are: (1) Three of the ten samples are artificial compositions and are not typical of good school work. They are formal and bookish and contain no con- versation.^ (2) But one sample is given at each step of the scale. In handwriting scales it has been found desir- able to have more than one sample at a given step. Merit in English composition is more complex than merit in handwriting. Therefore, if more than one sample at a step is desirable in handwriting scales, it is much more desirable in composition scales of the first type. (3) Some of the samples are too short to afford the best evidence of their true quality.^ (4) The intervals between samples are too unequal. Trabue points out that the interval between the values of the first and second samples is 1.83 units, while the interval between the second and third samples is only .77 of a unit, and the interval between the eighth and ninth samples is only .66 of a unit.'^ (5) The scale attempts to measure too varied a product. This criticism is made by Ballon,^ Trabue,^ and other critical students of composition scales. (6) No distinction is made [2] INTRODUCTION between form and content values. Ballon/*' Johnson/^ and Kayfetz ^^ make this criticism, and many English teachers agree with it. Ballon believes that the specimens of compositions composing a scale should be analyzed as to merits and defects, and that the definitions of the qualities of merit and defect should be attached to each composition in the scale. "Without such a definition of qualities there is no certainty that the user of the scale will see in each composition the same merits and defects that the readers saw." Johnson states that in estimating the value of written composition there are two elements, form and content, and suggests the desirability of two scales for the deter- mination of the value of these two elements. Hillegas realized the limitations of his scale, but thought that it would serve "as the basis of further effort in this direction," and that "it could be refined and perfected part by part." ^^ The Thorndike extension and the supple- ment by Trabue are, as the authors claim, refinements of the Hillegas Scale. (b) The Thorndike Extension of the Hillegas Scale The Thorndike Extension of the Hillegas Scale contains twenty-nine compositions representing fifteen degrees of merit within approximately the same range of values as the Hillegas Scale. Seven of the original Hillegas com- positions are included. The scale contains two business letters; six book and pamphlet reviews, five of which are on Paine's "Common Sense" ; and three character sketches, and the remaining samples cover narration, description, exposition, and argumentation. Thorndike not only extended but improved the Hillegas Scale in three particulars, at least: (1) He eliminated one of the artificial samples and added a large number of [3] SCALES FOR MEASURING ENGLISH COMPOSITION samples typical of good school work; (2) he increased the number of samples at steps 50, 60, 70, and 80, the most frequently used steps in the scale; and (3) he selected samples of sufficient length to afford evidence of their true quality. In this manner Thorndike met three of the most common criticisms of the Hillegas Scale, but failed to meet the other three. The Thorndike Extension (1) attempts to measure an even more varied product than the Hillegas Scale; (2) the intervals between samples are but slightly reduced; (3) no distinction is attempted between form and content values. COMPOSITION SCALES OF THE SECOND TYPE Neither the Hillegas nor the Thorndike Extension of the Hillegas Scale attempts to measure special forms of composition such as friendly letters, business letters, etc., except in so far as these may be measured by comparison with other composition forms. All forms of written English possess composition quality and may, to a degree at least, be measured on a scale for general merit. The Hillegas and Thorndike scales were invented for this particular purpose. These two scales may properly be called "general merit scales." Hillegas, however, recognized the validity of two types of scales. ^^ He says: "Two methods of selecting samples from which a scale might be derived are possible. The first is to take only compositions that would be classified as narration or as description. The second method is to pay no attention to such distinctions; rather to make the effort to include all the various types. Either method is good." Teachers and investigators are not satisfied with "general merit" scales alone. There is a demand for scales that measure a particular form of written English. Driggs^^ expresses this demand as follows: "The multiplicity of [4] INTRODUCTION subjects represented in some of the scales is most discon- certing to those who attempt to apply the instrument. It is so unlike the ordinary class product as to baffle most teachers. Why should not the scale be made up of com- positions on one general subject of common interest?" The demand for a special scale has led to the invention of what may be called a second type of composition scale represented by the work of Trabue, Ballou, Breed and Frostic, Willing, and Hudelson, and the two scales for personal letters, the two scales for business letters, and the scale for simple narration described in this monograph. (a) Trabue' s Supplement to the Hillegas Scale The Trabue, or Nassau County Supplement to the Hillegas Scale, consists of ten samples ranging in value from approximately zero to 9.0, one sample at each step on the scale. Seven of the compositions were written by elementary school pupils upon the topic "What I Should Like to Do Next Saturday." Two of the other three are upon similar topics, and were selected from compositions previously pubHshed by Thorndike. The last sample was chosen from the Thorndike Extension. Trabue justifies his supplement by stating that, in measuring achievement in English composition, "there seemed to be a distinct need for a supplementary scale composed of compositions of the same general type." ^^ The supplement is, therefore, a scale for the measurement of narrative composition of one type. Trabue says further, "Each of the compositions tends to be of the same general type." Other distinguishing points are: (1) The supplement contains no artificial samples — each sample on the scale is as true a representation as can be made on the printed page of a child's written composition; (2) each composi- [5] SCALES FOR MEASURING ENGLISH COMPOSITION tion is sufficiently long to give the reader an appreciation of its real quality; and (3) the intervals between the values are less unequal than are the intervals in either the Hillegas or Thorndike scale. On the other hand, there is but one sample at each value on the scale, and no attempt is made to distinguish between form and content. The Trabue Supplement meets four of the six limitations of the Hillegas Scale (i.e., 1, 3, 4, and 5) but fails to meet the other two (i.e., 2 and 6). (6) The Ballou or Harvard-Newton Composition Scale Ballou, in 1914, with the cooperation of teachers and principals in the public schools of Newton, Massachusetts, invented four separate composition scales, one for each of the four common forms of discourse: description, ar- gumentation, exposition, and narration. Each of the scales was composed of six compositions WTitten by pupils in the eight grades of the public schools of Newton. Twenty-five samples were carefully selected from a large number of samples representing the work of about 25 per cent of all the eighth-grade pupils of the city. The twenty -four judges were instructed to: (a) Arrange the twenty-five themes in a series in the order of their merit. (6) To the theme considered to be the best give the arbi- trary rating of 95 per cent, or A. (c) Rate each of the remaining themes with reference to this standard, giving each theme a percentage value. It should be borne in mind that these samples are eventually to serve as standards for eighth-grade themes; it is important, therefore, in rating that all other considerations be set aside, and that an F, for example, be a reasonable eighth-grade F, etc. Compositions are selected for a place in the scales about which there is the greatest agreement in judgment, both [6] INTRODUCTION in percentage and rank. Each of the six steps in the scale is lettered in order: A, B, C, D, E, and F. An attempt was made to have B vary from A by the same percentage as C varied from B, etc. Ideally, the values in the scale would read: 95 per cent, 85 per cent, 75 per cent, etc. The closest possible approximation to this was obtained. Accompanying each composition in the scales is a statement showing why it is better than the one below it in the scale, why it is poorer than the one above it in the scale, and also its own intrinsic worth. The Harvard-Newton Scales, like the Trabue Supple- ment, overcome four of the six prevailing criticisms of the Hillegas Scale; namely, (1), (3), (4), and (5). These scales also have one feature not found in scales thus far described in this study. The most significant merits and defects of each composition are stated. However, but one sample is given at each step in the scale, and content and form values are not clearly distinguished. Furthermore, many investigators contend that in the upper elementary grades and in the secondary schools the distinction between exposition, description, narration, and argumentation is not an important one.^^: ^'^ ^^[ ^^' ^^ (c) The Breed and Frostic Scale The Breed and Frostic Scale is designed to measure the general merit of English composition of sixth-grade pupils. The scale grew out of an attempt to survey the instruction in English in a selected sixth grade m each of ten Michigan cities. The first part of a story called "The Picnic" was read aloud to the pupils of a given room, and they were asked to make up the rest of the story for themselves. A total of 481 samples were read, and grouped into ten groups, and finally twenty-five samples were chosen as representative. These were then scored by the same 17] SCALES FOR MEASURING ENGLISH COMPOSITION method as that employed by Hillegas, and a final scale evolved, composed of nine samples, one at each step. The values range from 0.2 to 9.7, with unequal intervals between only two of the samples. One additional feature of the scale is worthy of note. The samples from which the scale is derived were type- written in such a manner as to reproduce as exactly as possible the forms of the compositions, other than hand- writing, such as margins, paragraphing, relative length of lines, and erasures, in addition to errors in spelling, capital- ization, and punctuation. No other scale has attempted to reproduce margins, erasures, and relative length of lines. ^^ (d) Willing' s Composition Scale Willing, in the school survey of District No. 1, Denver, Colorado, asked the children of Grades 4A, 5A, 6A, 7A, and 8A of nineteen representative buildings to write in twenty minutes a composition on "An Exciting Experience." He then devised a crude scale from these compositions, consisting of eight samples ranging both as to form and content values from very poor to very good. Arbitrary values were assigned each of these eight compositions as follows : the best (A) was given a value of 90 (85-94) ; the next best (B), 80 (75-84); the third best (C), 70 (65-74); and so on do^^m to the poorest sample (H), which was assigned the value of 20 (15-24). Obviously, a scale built in this arbitrary fashion is, as Willing points out, "somewhat more crude in a scientific or statistical sense than the Hillegas and Thorndike [and Trabue and Ballon] scales." ^^ An interesting feature of Willing's Scale is the statement accompanying each of the eight samples, of the number of mistakes in spelling, punctuation, and syntax per every one hundred words. The sample B-80 has 5; C-70 has 8; [8] INTRODUCTION D-60 has 11; E-50 has 14; F-40 has 17; G-30 has 23; and H-20 has 30. In this scale a distinct attempt is made to measure form values. The method Willing used is simple and arbitrary and yields two scores for each composition, one for form value and the other for what WiUing called "story value." An average of these two values must be made in order to get a single score. Unlike the Harvard- Newton Scales, the Willing Scale has no statement covering quality of merit and defect. The arbitrary method of ar- ranging samples is unscientific, and this fact makes the scale of little worth aside from the above-mentioned features. (e) Hudelson's English Composition Scale The Hudelson Scale is composed of seventeen composi- tions written by first-year high school pupils of Virginia during the State Educational Survey, May, 1919. Approxi- mately one thousand compositions were scored on the Nassau County Supplement by a competent scorer. Then one hundred of these scored compositions were selected and finally scored by ninety-six composition teachers trained in using a scale. The Hillegas method was used in determin- ing the scale value of each composition. Hudelson gives as his reason for the prepara;tion of the scale the following : "Efforts at acquainting English teachers with the judi- cial use of existing measuring devices forces the conclusion that a scale is needed for the rank and file of teachers of composition in which the steps are uniform throughout." The values on Hudelson's Scale range as follows: 2, 2.5, 3, 3.5, 4, 4.5, etc., to 9.5. (/) The Five New Scales Described in This Study The preceding analysis of composition scales may be summarized as follows : Thus far efforts have been limited [91 SCALES FOR MEASURING ENGLISH COMPOSITION to the making of (a) general-merit scales; (6) special- merit scales for the measurement of the four traditional forms of written English; and (c) scales for a particular school grade. No attempt has been made to create scales for the measurement of social and business correspondence. A superficial survey shows that social and business correspondence constitutes practically the entire written expression of the average elementary and high school graduate. The teaching of letter writing constitutes a large part of the work in written expression in the elemen- tary school and receives some attention in the high school. While it is possible to measure, in a degree, the quality of letters by the scales now in use, such scales are not entirely satisfactory. There should be some easier and more accurate means by which teacher, supervisor, and sur- veyor may measure attainment and progress of pupils in letter writing. With this in mind, the writer has attempted to create five new scales, each for the measurement of a particular form of written English. Two are business-letter scales, one composed of simple order letters and the other com- posed of letters of application. Order letters and letters of application represent very common, if not the most common, forms of business letters ^Titten by elementary and high school graduates. Two of the scales are com- posed of friendly letters, one representing simple social letters such as one writes to friends and relatives narrating everyday events, and the other representing social letters written to develop an idea or explain a project or topic. The fifth scale is composed of narrative compositions, all written on the topic "One of My Most Interesting Expe- riences" and under typical school-survey conditions. It is chiefly for the use of supervisors and surveyors. Each of the five scales is described in a subsequent chapter. [10] CHAPTER TWO A Scale for the Measurement of the Quality of Order Letters PURPOSE NEARLY every one needs to write an occasional letter ordering a bill of goods. Pupils in elementary and high schools are taught how to write such letters in anticipation of their needs later in life. A scale showing very poor to very good examples of order letters affords the teacher an objective means for determining to what extent the pupils of a given class, grade, school, or school system have learned these forms. It may also be used as a teaching device. A pupil may be taught to compare his letter with the letters on a scale, and thus determine by comparison and analysis the merits and defects of his product. Books on business English agree that the order letter has little or no literary value. It is almost wholly a matter of form. The most essential features are: Heading. Address of sender: street, city, and state. Date: day, month, and year. Introductory address. Name, street, city, and state. Salutation. Suitable, no abbreviations except "Mr." and "Mrs." Body of letter. Brevity, accuracy, clearness, courtesy; orderliness of presentation; itemized list stating quan- tities, size, or numbers; if from catalogue, date or number of catalogue; exact sum stated, how money is sent; how goods are to be sent. Complimentary close. Signature. [Ill SCALES FOR MEASURING ENGLISH COMPOSITION General form. Paragraphing, spelling, punctuation, sen- tence structure, etc. METHOD OF SELECTING SAMPLES FOR THE SCALE To be of the greatest value to the teacher and the supervisor, it was felt that the scale should be made fi:om letters written under normal schoolroom conditions. Therefore, catalogues, pamphlets, magazines, newspapers, and other advertising matter, covering a wide range of articles such as groceries, books, furniture, clothing, tools, garden seeds, and flowers, were handed to pupils with the request that they examine the advertisements carefully, select a bill of goods, and write an appropriate letter ordering them. Pupils were allowed as much time as they needed in which to write the letters. Usually this did not exceed twenty minutes. No previous preparation was given. Letters were written by eight hundred pupils in Grades 5 to 12 in five school systems. Three hundred were pupils in commercial courses. Two hundred addi- tional samples were secured from commercial houses and business colleges and from books on business English. Two examiners, thoroughly familiar with the qualities of order letters, read each of the thousand letters and classified them into ten groups ranging in quality from very good to very poor. Fifty were then selected from the ten groups, and finally thirty-three, which the exam- iners agreed were representative of the entire group. These were typewritten to eliminate the factors of hand- writing, erasures, margins, spacings, and length of lines. Mimeographed copies w^ere then made for distribution to the judges. All the errors in punctuation, spelling, capital- ization, and syntax in the original letters were retained in the copies. For convenience in tabulating, a code number was assigned to each letter. [12] MEASUREMENT OF ORDER LETTERS METHOD OF SELECTING AND TRAINING THE JUDGES A group of from ten to twenty experienced teachers and supervisors were given copies of the Nassau Supple- ment to the Hillegas Scale. This was carefully explained to them together with the meaning of a unit of value. They were then instructed to rate ten compositions, the value of which had previously been determined by Thorn- dike.^^ Their ratings were compared with the standard ratings of the samples. Those who after ten such tests varied on the average more than .5 of a unit on ten samples were eliminated. Results were obtained from eighty-six teachers; of this number twenty-three were excluded because of their failure to qualify. Thus persons who were familiar with and fairly accurate in the use of a composition scale were selected as final judges. Of the sixty-three judges, forty-six were teachers and seventeen principals and supervisors. DIRECTIONS TO THE JUDGES On account of the formal character of order letters, it was decided to make the directions to the sixty -three final judges very specific. The instructions were: 1. Read each of the thirty-three order letters carefully, keeping in mind the essential elements of such letters : Heading, address of sender, street, city, state, date of letter (day, month, year); Introductory address, name, street, city, state; Salutation, suitable, no abbreviations except "Mr." and "Mrs."; Body of letter, brevity, accuracy and clearness, courtesy, orderliness of presentation, itemized list stating quantities, sizes, — if from catalogue, date or number of catalogue and number of article, — exact sum stated, how money is sent (check, draft, etc.), how goods are to be sent (express, parcel post; if by freight, name the railroad); Complimentary close; fl3l SCALES FOR MEASURING ENGLISH COMPOSITION 3. Signature; General form, paragraphing, spelling, punctuation, sentence structure, etc. Rank the thirty-three letters in their order of general merit, placing the code number of the letter you con- sider best opposite number 1 on the score sheet, and so on through to the poorest, which should receive the rank of number 33. Do not give any two letters the same rank. Use the score sheet below for your final statement. (The code number is the number which you find on the lower left-hand corner of each letter.) Score each of the thirty-three letters on the Nassau County Supplement to the Hillegas Scale. Write the Hillegas values opposite the code numbers on the score sheet below. CODE NUMBER OF LETTER VALUE ON NASSAU COUNTY SUPPLEMENT TO THE HILLEGAS SCALE CODE NUMBER OF LETTER VALUE ON NASSAU COUNTY SUPPLEMENT TO THE HILLEGAS SCALE 1 . 17 2 18 3 19 4 20 5 21 6 22 7 23 8. . . 24 9 25 10 26 11. . . 27 12 28 13 29 14. . . 30 15 31 16 32 33. . . Name. . Position . Address. [14 MEASUREMENT OF ORDER LETTERS NUMBER OF JUDGES The natural simplicity of order letters makes for great uniformity in the ranks assigned by the various judges. Table 1 (pages 16-17) shows the rank assigned by each of the sixty-three judges to each of the thirty- three order letters. The correlation between the ranks assigned by judge No. 1 and those assigned by judge No. 2 is .84; between the ranks assigned by judge No. 10 and those assigned by judge No. 20 is .90. Similar high correlations exist between the rankings of other judges. The average of the ranks assigned by the first twenty judges was correlated with the average of the ranks assigned by the second twenty judges. The correlation is .99. Brown ^^ gives a formula which furnishes a ready means of determining from the reliability coejBficient of a single judge the number of judges which it would be necessary to have in order to get a result of any desired degree of reliability. The formula reads: nri rn 1 + (n - 1) n If .84 is taken as the reliability coefficient of judge No. 1, the reliability coefficient for 63 judges may be computed as follows: 63 X .84 52.92 1 + (63 - 1) .84 53.08 = .996 + This would indicate that sixty-three judges are suf- ficient to give a very high degree of reliability to the results. EXPLANATION OF STATISTICAL TERMS In order to make a scale, it is first necessary to establish a unit of value. Composition quality is very complex. 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Until these factors are enumerated and weighted, one must depend upon the usual method of personal judgments. One should, however, make sure that the personal ratings represent well-trained and competent judgment. The method of obtaining com- petent opinion is described in the previous section. According to the theory of probability, when a large number of competent persons are asked to judge a com- position a few will rate it low, a few high, and the remain- der will place it about halfway between the two ex- tremes. The more competent the judges, the larger will be the agreement and the smaller the variability. It may be assumed that judgments concerning the quality of a composition will be distributed symmetrically above and below its true value, — that just as many will over- estimate as underestimate its value, and that large errors in either direction will balance each other and be much less frequent than small errors. This symmetrical surface is known as the normal surface of frequency. ^^ A line perpendicular to the midpoint of the base divides a normal surface of frequency into two equal and sym- metrical parts. To the right and left of this hne exactly 50 per cent of the surface lies. For this reason the line is called the median. The statistical name for the difference between the median point of a distribution and the point on the base which has 25 per cent of the distribution on one side and 75 per cent on the other is the median deviation (M.D. or P.E.). This distance represents a deviation from the median of such size that half of the deviations are larger and half are smaller. (18 MEASUREMENT OF ORDER LETTERS THE METHOD OF RIGHT AND WRONG CASES The method of right and wrong cases, used by Hillegas, was also used in making this scale. The theory of this method may be briefly described as follows: Differences that are equally often noticed are equal, unless the dif- ferences are either always or never noticed. This theory has been elaborated by FuUerton and Cattell.^^ When applied to the measurement of English composition, it means that if half of a given number of judges consider composition A better than composition 5, and half con- sider B better than A, the two compositions may be con- sidered equal in value. If all the judges consider A better than B, there is no unit by which to compare the quality of the two. If, on the other hand, exactly 75 per cent of the judges consider A better than B and exactly 25 per cent consider B better than A, then it can conveniently be said that A is one unit better than B. A unit is, there- fore, 1 P.E., or such a difference as exactly 75 per cent of the judges notice. This means that the median values of the two compositions, A and B, are separated on a common scale by a distance equal to the probable error. The term P.E. (probable error) is the median error, or, as it is also called, the median deviation (M.D.). TABULATION OF RESULTS The rank assigned by each judge to each of the samples is given in Table 1. The numbers across the top of the table are the code numbers of the order letters, and the numbers down the left-hand side represent the judges. The table should be read thus : judge No. 1 ranked order letter No. 47 first, etc. Table 2 gives the number of times a given letter was considered to be "better" than each of the other order letters. No. 53, for example, was considered to be "better" fl9l 1 ^ • —CO* ■ o o CO rlSO SO.-H ■ GO -soeo ^ S-^g^ : «^;:^ :5J ^ ^ ■* r-lOO ■* 0< ©< ■<*| -* ■* © CO ■* 0000© — © © •© ■* •00'* G< e*.-!,-. 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X < l^ ^ (NO KW hf 3C 5>< i 22 MEASUREMENT OF ORDER LETTERS than No. 59 by three of the sixty-three judges. In Table 3 the items in Table 2 are reduced to the per cent of the total number of judges. Table 4 gives the difference between the various samples in terms of the P.E. values multipHed by 100. The values are multiplied by 100 in order to avoid decimals in the computation. The P.E. values are taken from Table 2 in the study by Hillegas,^^ where there will also be found an explanation of these values. By means of the P.E. values it is possible to determine how far, in terms of P.E., each letter is from any given letter. Thus, letter No. 53 is 2.47 P.E. from letter No. 69. Table 5 gives the values assigned on the Hillegas Scale by each of forty judges. The relation of each letter to letter No. 53, the poorest, and the average and equivalent values on the Hillegas Scale, are shown in Table 6. In Table 6 the thirty-three order letters are arranged in their order of value from the poorest. No. 53, to the best, No. 47. Column (1) states the relation of each letter to the letter next higher in value. Thus, the poorest letter. No. 53, is related to the next higher in value. No. 59; No. 59 is then related to the next higher. No. 57, etc. Column (2) shows the relationship of each letter to the next higher in terms of percentages of judges. Thus, 4.81 per cent of the judges thought that letter No. 59 was better than letter No. 53; 34.9 per cent of the judges thought that letter No. 57 was better than letter No. 59, etc. Column (3) gives the amount, in terms of P.E., that each letter varies from each letter higher in value. Thus, letter No. 53 is 2.47 P.E. from letter No. 59. Letter No. 59 is .57 P.E. from letter No. 57, etc. Column (4) shows the amount in terms of P.E. that each letter varies from letter 53, the poorest of the group. Thus letter 47, the best, is 14.92 P.E. from letter 53, the poorest, etc. CO ~ « Si H ^ t, o O Q P H K * W g ^ 60 s 050 00 «C 00 ^ ei CO ^* r-; .-OOO r-oo o ic iOb-©00 00 ^©Jx^s^id 00 00©00© 00 CO id 00 id qooGOoo q rHodode^ed t- i> GO 00 q id ©5 ed cd r^ 3 oooccoot- q 00 ic ©* 00 »!®5 id »*•* CO q q » 00 00 id id ®< 00 O5 00©Q0© r-^ coded id GO © 00 05 00 CO d d id ed 0* q 00 i> 00 ■* id CO CO cd in 00 o 00 00 •^; o5 !>■ oJ S<5 id 00^ifl©O CO ed id od id ©©00©© id id odd id 0-. © © 00 CO 00 © 000 © ed -*< d CO ■* ^ GO -H_ 00 00 O o< d cd oJ •* q "# q q rH edod id r^-* 00 GO 00 q q ododcddd 00 oo®»oqt-; ©5 CO i-^ed id 00© 00 ®» 00 ed d CO t-' ed 00 O O 00 o « d «5 CO id © t^ © CO © -j^o^dodd © ©GO ©© id id CO d ed q t~ q a» q d 00 id t^ id lO ooioooo 00 to® »d id © »» CO © © CO ©{ id Tj! d o©©©© >d >d id d id 00©©©00 »J id id id id 00©O00© odedidai id in » O 00 O lO oddsJ id ■* q CO q 00 q 00 CO >d CO ■* G0_ q q q q CO id >d id id 00 q 00 q rH 10 qq rH 00 'f ■*" id '^ ©« O t- lO »» 00 »d t-' «>: t-' -J.' ©O © 00 o^ id ■* id CO id ©©00©© id id CO did 05©©©iC ■* iddid»d s< 00 q q q r> CO d id d OOOOOO id 00 id»d '^ IC CO© ©« t- ©« 00 t-^ ■* d q © © OJ o d id d i> id oo©»»©© oi id t-^ d id ©©© a»oo id i> d i-^ o» ^ oooooca d t-^ 05 00 00 q <5» q q rH dj>o6do6 a» q q q a* j>Gdad di> q q q q q d oo' CO d «> 00 »j q q q i-^i> o6Gdj> in m O -P O © lO d 00 00 »d t^ M5 0< S<©»> ^ ^* »>• d d ©©©(X© © ©<»< ©00 d t>-' t>: 00 t^ IC©© © ^ O Ci O G< 0» d d id i> id ©■o©©co CO Tj^ d d t> idd idid id ©©q©05 id 00 «3 d id o» 00© ©© «d 0' id id id S o o o q lo dot) 00 00 i-^ q q q o< q 00 <:^t^ t> 1> q q 'H q o^ d id t-^co (> CO q »« q q d id «>■ 00 d q o< q q 06 b-' 06 oo 06 o< a» q q q i> i> ododoo CO t-© ©< o* 00 ^ i>: t-: t-' ©»o©©© t-^dod 00 00 0»e*©<5»rH t-' t-* d i> i-^ ©©©©© 00 «>■ oD d d vO ©» oq q q lo OO 00 t* 00 00 © ifl o< o> .^^ i-^ id J> d 00 ©< 00 q © q «>' 00 GO d d q q ®j q «> 00 d 1-^00 t-^ 00 10 X © © «■ id CO d d 00 o< q >fl o» lO l>o6aoi>id q t- © lo q i> odd did © © © S: CO O©© 0*05 •d id d t-^ d ®< q q q q }>■ t-' d id id o< o< q q s* l> 00 00 00 t> © ® © © IC i> -^d idi> ©< s* i> 00 d di> o6 8>i> »*©<©©© i> i> d t-' b^ G< ex q e» i« »> d id t^ t^ «5 q q q q 00 id d id »> ©♦ q o< ®« q »> d i> i> d q q q o» CO ■* idoot-^ d ®« q o< a* o« t-' id i> i> i> 00 s* -- q ®» i> i> 00 i> J> t-' «5 © © lO CO oo' id d t-^ d © ©G* S< 00 d id t>i> ed j> oo' J> l> t-' © ©OJ o»o« t-' d i> i> i> g O-f ©0*0 05 »> idj> d © lO lO lO 00 id •* id ■* d q q q q q j> id idd id GO 0» CH (N J> 00 i> i-^ I-' d -* «5 q ©» s» i> Tf" id i> J> 00 r*5 q 00 q q q 00 id 05 00 00 00 "^ © lO OO o6«do6t-:i^ © e<©o< © 00 t-^o6 t>^d ©©©©Tf. d 00 CO 00 J> ©X©©© GO 06 06 d d S oeoooi> 00 00 00 00 00 t- q q 00 © o6-*i>d 00 ©» q o< q q b^ doo 00 id q q q q i« id d d 00 d i>; q q «5 ic 06 x' id d d q 00 q CN q oj d oot-^ i> © ooe* 00 ifl i>' ^ t^ ^" d ©©©©© to (6 (6 ai ui 00 o< » © o< ©< X © © X l> ■* GO d CO 0^ o CO lo © CO d i> d cdi> lO i> q ic q oo' ^ 00 d i> «s o d d t^ q o< q q q ic q q q 3< d GO d d i> q rH q q q o: t-^ (> 00 ei i> © CN xeo 00 d t-' -^ i> ©s<©©© id r> d d id ©©©(NiO id 00 d i> t>^ rH©®<©© i-^ d i> 06 06 o © © q © q d C5 oJ d »■ GO « G^ q ifl oo' »d J> 00 00 q o< ©» q o< GO 1> i> d l> q q q q q 00 00 060606 q 00 q q q © X X X X , ,Hoi>«o^© -HfSfO^in ^0t>00 0^0 »H »H ^H ^H (S S?<(N(N(S 24 ^_ C« nH O © © 00 r- © f-t (^^Oi^or-i q '"' 00 00 ooq q eo »«' «» 'J* "O rH «5 00 r-. © r-J ®< S< i-I^ ©0O©00© i-H -* oi a»' od CD 05 OO 00 Ol 0< i-H ®J ©i -h' ©00 OO©--! OO 0* e* * r-J rH © r-< © r^ 05 OS O O 00 ^ rn' «5 rH a<5 r-H ■* 00 -< © r-; i-h" ®< l-H r- ©©H* ©© O O 00 00 05 © © ©00 © ©00 © © © I— Ui -^ r-< od OOOOOO »j ©< d «5 "C 00 © * © l> si «5 CO ©' oi 00 © q 00 q si i-H ©i od ©< 00 O O 00 00 It^ T}! «5 OT crt © 00 00 oq J> 1-^ »« so ®> a» 00 >c q © t-; d « «5 © Tji O © ^, l> OO M5 CO oo' 00 ^ 00 00 GO si >d od od od r-H O ©00 00 00 © 00 s« © oo »O00 l> «5 oq oq q oq -h odsi »dcd ■* 00 so © a< © eo <« «5 t-* >c 00 OO © q i> OOOO »OCO<^ 00©©CO© od «i ■* od H* © w©©© © «5 CD «5 «5 ©©©00 00 «5 ©' «5 »<0 M5 00©©©© od "d «d id ©' 00©©©00 eo «c»o ©<« 00 © M 00 00 oo 00 00®<00 oooq©© od "5 od »d od e< 00 © © © >o eo «d ©■ «5 t-; q © q q t-' •«}<' «5 »0 »C t- oq o oq s< c^ ■*■ «d od »d d »ds! id od rH © ®< © © o6 00 i> 00 CO q q o< © cj*_ 00 © «>' 05 £-' oq CO q © rH t» 00 00 00 00 ©®< ®« Q<© © £-: !>■ i>' CO «5J>000© t^cdcot^cD o© i«o s» CO >d Tj; CO «>' eo©©o© t^CD«5 06«i ©©©©© CO so' "5 >0 «5 q s< q q oq ©i>©©t~ (N(N©i>o6i>«c q q o q q oo' H* »o »C 00 ©•c©s«© odi>i> j>od e< © © «>' 00 1> J> q q q q q 00 i> 00 CD oo' s«qoq©o< i>o6odcoj> © Oi q o< 00 © ©■ CO l> 00 © © q q q 00 ©' 05 00 OS oq uq s< q © od od j> oo' t-' ©©(NO© O COV «0 CO •C©G<©© »C <0 J>' CO ©* s< o* q q q «> i> i> ©' »d ©©©©©< «5 «5o6cO t> o<©©<©© t-: i>: t-' CD CO s< ©©s* © t-: od «>: i^: i>" © © © © © t-' CD CO «0 CO ®< q o< © o« CO »0 J> "O i> o< «i©S» © CO* l>: CO t-' 8> »c»oo<©»© l> !>!>«> CD q q ©* s< ®« 1> CD t>' t-' 1> s«s*«>©>c !>' i> od «d od 00 «5©0< © ©■ "C M5 t-^ «C ©< »o q »» a* }>■* COJ>l> -* q "o © 00 i>' ©' »d >d ©' «C«C> l> t> 00 00 © CO q '^j; a< GO t-' CD i> 00 q q oq s» oq od od od J> od ©_ OO © © 9< 00 CO OO CD J> ©©a<©© 00 00 i>' «5 i« oo q q s< © 00 od j> od od 00 9< oJ_ oq © 'ij! l> l> GO CD 00 00© ^ l> qqqq q OS J>' b-' CO l> oi>©o< © !>: ^ CO t~' CD «5q©©q CO 00 CO CO CO OS od x CO t-^ 00©< ©© (N qoqq®»q oo -^cd j>o6 i-< q i> s» i> i> ©' od i> od »o © © © © 00 oc5 oi oo" oo' q «o o< q q od 00 t-' od ©' q q s< «5 io OS ©' £>-■ od od ^J:5SS^ vOCnXOsO 25 TABLE 6 The Differences, in Terms of D/M.D., between Each Order Letter and Letter No. 53; and the Average and Equivalent Values on the Hillegas Scale (1) (2) (3) (4) (5) (6) relation PERCENTAGE amount amount average EQUIVALENT OF "better" "poorer" "better" VALUE ON VALUE ON IN terms IN terms HILLEGAS HILLEGAS OF P.E. OF P.E. THAN NO. 53 SCALE SCALE 53 is 53 53 is 1.19 1.53 53 to 59 4.8 2.47 59 2.47 3.30 2.67 59 57 34.9 .57 57 3.04 2.52 2.93 57 52 31.7 .71 52 3.75 2.31 3.26 52 48 49.1 .04 48 3.79 4.32 3.28 48 42 39.7 .39 42 4.18 4.02 3.46 42 58 38.1 .45 58 4.63 3.50 3.55 58 44 42.8 .27 44 4.90 3.09 3.79 44 43 41.3 .33 43 5.23 3.52 3.94 43 35 41.3 .33 35 5.56 4.75 4.09 35 51 47.6 .09 51 5.65 4.61 4.13 51 39 47.6 .09 39 5.74 4.39 4.37 39 56 34.9 .57 56 6.31 4.88 4.44 56 45 28.6 .84 45 7.15 4.27 4.82 45 36 47.6 .09 36 7.24 5.40 4.86 36 46 17.4 1.39 46 8.63 5.31 5.50 46 27 30.1 .78 27 9.41 5.82 5.86 27 50 42.8 .27 50 9.68 6.09 5.99 50 55 46.0 .15 55 9.83 6.41 6.05 55 68 42.8 .27 68 10.10 6.15 6.18 68 81 42.8 .27 81 10.37 6.87 6.30 81 54 38.1 .45 54 10.82 7.10 6.51 54 29 47.6 .09 29 10.91 6.32 6.55 29 73 38.1 .45 73 11.36 6.32 6.76 73 66 34.9 .57 66 11.93 6.87 7.02 66 32 41.3 .33 32 12.26 7.16 7.17 32 62 46.0 .15 62 12.41 7.27 7.24 62 24 44.4 .21 24 12.63 7.10 7.34 24 49 47.6 .19 49 12.72 6.82 7.38 49 61 38.1 .45 61 13.17 7.16 7.59 61 38 28.6 .84 38 14.01 7.85 7.98 38 60 42.8 .27 60 14.28 8.19 8.10 60 47 33.3 .64 47 14.92 8.04 8.40 Av. =8.45 Av.=5.42 S.D.=3.90 S.D.=1.79 1 P.E. (Lewis) =.46 P.E. (Hillegas) 26 MEASUREMENT OF ORDER LETTERS DETERMINING EQUIVALENT VALUES ON THE HILLEGAS SCALE It has been shown that letter No. 53, the poorest of the group, is 2.47 P.E. distance from letter No. 59, the next higher in value. But the exact value of letter No. 53, with reference to a zero point, is not known, and must be determined before it can be used as a starting point in the scale. This was done by having forty competent judges score each of the thirty-three order letters on the Hillegas Scale (Table 5). The average of the forty judgments for each of the thirty-three letters is given in column (5). Thus, letter No. 53 was given an average value of 1.19 on the Hillegas Scale; letter No. 59 received a value of 3.30, etc. The average of the items in column (4) is 8.45, and the standard deviation 3.90. The average of the items in column (5) is 5.42, and the standard deviation 1.79. It is apparent that 1 P.E. in column (4) is not exactly equivalent to 1 P.E. in column (5). By dividing the standard deviation for column (4) into the standard deviation for column (5) we find that 1 P.E. in column (4) is equivalent to .46 P.E. in column (5). The standard deviation for all the items in each column is more repre- sentative than the deviation of a single item in each column. For convenience we may call the items in column (4) Lewis' items, and the items in column (5) Hillegas' items. In other words, 1 P.E. on the Lewis Scale is the equivalent of .46 P.E. on the Hillegas Scale. By interpolating the Lewis values into Hillegas values it is possible to determine the distance each order letter is from the Hillegas zero point. This was done in the follow- ing manner: Letter No. 46 is valued at 8.63 in column (4). This is .18 from the average value (8.45) for that column. [27] SCALES FOR MEASURING ENGLISH COMPOSITION The Hillegas equivalent for .18 is obtained by multiplying .18 by .46, which gives a result of .0828. By adding this to the average for column (5), which is 5.42, the value on the Hillegas Scale is found to be 5.50. This result is found in column (6) . The other items in column (6) were similarly computed. SELECTING SAMPLES FOR THE FINAL SCALE The thirty-three samples arranged in their order of value from very poor to very good constitute a scale for the measurement of general merit of order letters.^ The poorest letter. No. 53, has an equivalent value of 1.53 in terms of Hillegas units. Two are valued between 2.0 and 2.93; six between 3.0 and 3.94; six between 4.0 and 4.86; three between 5.0 and 5.99; six between 6.0 and 6.76; seven between 7.0 and 7.98; and two above 8.0. A scale with seven nearly equal steps may be made by selecting from the thirty-three samples, samples valued as follows : SAMPLE VALUED INTERVAL NUMBER AT OF 53 1.53 57 2.93 1.40 43 3.94 1.01 36 4.86 92 27 5.86 1.00 73 6.76 90 61 7.59 83 47 8.40 91 If a scale containing a larger number of samples is desired, it may be derived by making a shorter interval between steps. For example, the interval of .5 to .7 P.E. may be used in place of the approximate interval of 1.00 P.E. as is used in the above scale. Since smaller differ- ences in merit are noticed in order letters than in general compositions, a scale of samples differing by approximately one half of a unit would seem desirable. The scale as 1 See Publishers' Note on page 140. [28] MEASUREMENT OF ORDER LETTERS printed contains fourteen samples at thirteen different steps. The letters used, the intervals between them, and the value of each are as follows : SAMPLE VALUED INTERVAL SCALE NUMBER AT OF VALUE 53 1.53 15 59 2.68 1.15 27 52 3.26 58 33 44 3.79 53 38 39 4.37 58 44 36 4.86 49 49 46 5.50 64 55 50 5.99 49 60 55 6.05 06 60 29 , .6.55 50 66 66 7.02 47 70 61 7.59 57 76 38 7.98 39 80 47 8.40 42 84 THE THIRTY-THREE ORDER LETTERS ARRANGED IN ORDER OF VALUE Following are the thirty -three order letters arranged in their order of value from the poorest to the best. The eight samples marked x are the ones that the writer in the previous paragraph suggested for a scale of seven nearly equal steps. The fourteen samples marked y are the ones used in the scale as printed. 1.53 Apr 17 Boston, Mas y. Dear Sir I wTote to ask you that you no I want want leggings or boots and y bicicles. yes sir quickly. Evan Kimpson [53] 2.67 April 19, 1918. Hillcrest Ave. Rear Vendome & Co, y Would you please send to Hillcrest Ave., N. Y a pink screen with pictures of birds on it and also a white kimmona with pink roses on it. per Constance Rowell. [59] [29] SCALES FOR MEASURING ENGLISH COMPOSITION 2.93 34 Cedar PI. April 19, 1918 Iveli Bros. Please send me two pakages of radisk seeds, two pakages of lettuce X seeds, a basket of pansys, two qts. of apples, and a pakage of corn seeds and rubarb seeds Yom"s Truly William Sims [571 3.26 20 Highland Avenue Des Moines, Iowa April 19, 1918. Boy Scouts of America, 200 Fifth Avenue New York City y Dear Sir, Pleas send C. O. D. to the abouve address the foling things a coat, hat, wast, trousers, beggings, and belt. Yours truly Clifford A. Chase. [52] 3.28 174 Linden Street London Book Company New York New York Inclose please sued me one copy of the "Skinners' Merry Tales." and one of "America First" Yours truly Marotta Reed [48] 3.46 16 Morris Street Springfield, Mass Boone & Co. New York City, New York. Gentlemen : Will you kindly send me a baseball mask, a baseball suit and a bat and a ball. And kindly send them as soon possible. Yours truly Leonard Sears [42] [301 MEASUREMENT OF ORDER LETTERS 3.66 29 Hamilton Ave Tanawanda N. Y. April 19, 1918 Dear Butler Brothers, I have the cataloge you sent me. I did not get it till yesterday. I would like you to send me a second class sewing mation. The one from the factory was too high a price for me. This one is $250. I saw in the cataloge a tent outfit that folded or up. I would like you to send me one by express. Send it C. O. D. Yours truly Edith Smith [58] 3.79 59 Hamilton Avenue Atlantic City, N. J. April 19, 1918 Boy Scouts of America 200 Fifth Avenue New York City y Gentlemen: Please send me the flowing: 8 tents, i uniform, 1 tellegraph outfit, 8 pocket size First aide outfits and 2 dozen of Binacqulors. Charge same to my account. Yours triJy, Fred Forbes [44] 3.94 125 Alta Avenue Ceres, Calif April 19, 1918. R. Keith & Co. Market Street San Francisco, Cal. X Gentlemen; Inclosed find check for flowing articles, one red (1) jersy size eleven (11) One pair of sneakers size (s) three. One pair of golf stockings to above address. Yom-s truly, Kenneth O'Brien [43] [31) SCALES FOR MEASURING ENGLISH COMPOSITION 4.09 10 Lanark Road Lead, S. D. April 19, 1918. Sunset Book Company. Dear Sirs: I have looked at your advertisment for books and wish you to send to. Miss Madeleine Hiers 10 Lanark Rd. Park Hill Dexter, New York the book entitled Baldwin's Fifty Famous Rides and Riders. Please send four as soon as possible. Yours truly (Miss) Madeleine Speare [35] 4.13 36 Highland Avenue Albany, New York April 19, 1918 Hudson Book Compny New York City Dear sir. Having heard about your books, I would like to read a few. Could you please send me these book.? They are: Skinner's Tales and Plays of Robin Hood, Wilson's Indian Hero Tales, and. Skinner's Merry Tales. I will send you the money in due time. Yours truly Edith E. Conrad. [51] 4.37 15 Fairfield Place Butte, Mont. April 19, 1918 The Providence Co. Chicago, Illinois. Dear Sirs: In your catalogue I saw a search light, a body of a car, and a wire wheel. Enclosed find a check for fifty-five dollars ($55) for which please send me these things as soon as possible. Yours truly Arthur Dennis [39] (82] MEASUREMENT OF ORDER LETTERS 4.44 307 South Broadway Oakland, Cal April 19—1918 Sunset Book Company New York City Dear Sirs, I have found a very interesting out-line of two of your books. The Title is Baldwin's Fifty Famous Rides and Riders, And the other is, McBrien's America First. I will enclose a check with the cost of the books. Yours Truly John Raith [56] 4.82 16 Culver Street Albany, New York April 19, 1918 Hudson Book Company. New York City, New York. Dear Sirs, An pamplet of your books you have for sale has been sent to me. On looking through it I saw two or three looks I would like to order from you. Please send me a copy of Skinner's Merry Tales, which you adver- tised at forty-eight cents a piece. Also two copies of Carpenter's Around the World with the Children at sixty cents a copy. Please send the books as soon as possible. I remain. Yours truly, Emma E. Avery. [45] 4.86 46 Sunnyside Dr. Atlas, New York April, 19, 1918 Rainbow Book Company New York City, New York ^ Dear Sirs, Please send to Miss Constance Rouillion the books of Wilson's y Hero Tales, Skinner's Tales and Plays of Robin Hood, and Stanley's Animal Fold Tales. Please send them C. O. D. I should like to have them here by Monday. Yours turely Constance Rouillion [36] [331 SCALES FOR MEASURING ENGLISH COMPOSITION 5.50 126 E. Lafayette St., Richmond, Va., February 19, 1917. Albert Coast, Don't know street New York, N. Y. y Dear Sir: — Please send to the above address the following: Senior-Quarterback — Barbour Four Afloat — Barbour Clansman — Dixon Inclosed is 1.50 in P. O. money order. Yours truly Donald White [46] 5.86 344 Riverdale Avenue Columbus, Ohio B. Benson & Company 43 Madison Avenue Los Angeles, Cal. Gentlemen: Inclosed please find twelve dollars ($12) for which please send me three yards of blue serge to match the enclosed sample at three dollars per yard ($3); one book at one dollar ($1) called "Over the Top" and one blue tie to match serge at two dollars ($2). Yours truly Grace Donovan [27] 5.99 Keokuk, Iowa. Apr. 19. 1918. Central Book Co. Inc. New York City. Gentlemen : Enclosed please find a money order for two dollars and twenty-four y cents $2.24 for which please send me Dorrance's The Story of the Forest, Wilson's Indian Hero Tales, Baldwins Fifty Famous Rides and Riders, and McBrien's America First at fifty-six cents ($.56), sixty cents $(.60) sixty $(.60) and sixty-four cents $(.64) respectively Yours truly Fred Long. [50] [34] MEASUREMENT OF ORDER LETTERS 6.05 37 Cliff Avenue Oakland, Cal April 19, 1918. The Atlas Company Boston, Massachusetts. 2/ Dear Sirs: Please send me the Century magazine for three years. Enclosed is a money-order for same. Yours truly Roger T. Finland \55] 6.18 102 Elliott Avenue Evanston, 111 April 19. 1918. A. Truman & Co. 34th St. and 10 Avenue Chicago, 111. Gentleman, Inclosed please find a money order for ten dollar ($10), for which please send to the above address two (2) yards of each of the inclosed samples. Yours truly Eric Mendall 6.30 154 Willow Street Willows, New York April 19, 1918. The New Book Company New York City New York Dear Sirs: Inclosed please find post-office money order for three dollars an twelve cents ($3.12) for six books of "Abbott's Adventures of a Country Boy." Yours truly (Miss) Anna Nero [81] [35] SCALES FOR MEASURING ENGLISH COMPOSITION 6.51 221 Herman St., Buffalo, N. Y. Feb. 13, 1917. Sunset Book Co. Chicago, 111., Gentlemen: Please send by C. O. D. the following to the above address. 1 copy of "In the Wilderness" by C. D. Warner $.50 1 copy of "The Lady of the Lake" by Scott $.60 1 copy of "Treasure Island" by Stevenson $.60 [54] Miss Lillian Stone $1.70 6.55 131 State St., Des Moines, la., Jan. 12, 1917. John Salamander, New York, New York. Dear Sir: Please send C. O. D. to the above address the following: y 1 Woman Haters by Jo Lincoln— $1.50 1 Lady of the Lake by Walter Scot— 1.25 1 Old Rose and Silver by Reed— 1.25 Oblige; (Miss) Dorothy Jennings [29] $4.00 6.76 114 State Street, Camden, N. J. January 22, 1917. John Smith Co. Asto Place, New York City Dear Sir: Please send to the above address the following, 1 copy "Boy Allies With the Tenor of the Seas at $.40 $.40 1 copy "Boy Allies In the Baltic at $.40 $.40 1 copy "Boy Allies With the Battleships at $.40 $.40 Enclosed find check for $1.20 in payment of above Yous truly George Doeinus [73] [36] MEASUREMENT OF ORDER LETTERS 7.02 198 Berry St., Cleveland, Ohio., January 22, 1917. John Wanamaker & Co., New York City, N. Y. Dear Sirs: y Please send to the above address the three following books for which you will find enclosed a check for five dollars ($5) ; One copy of Woodcraft by Seton at $0.75 One copy Webster's Home Dictionary at $3.25 One copy of Campcraft by Powell at $1.00 And oblige Alfred Bennet [66] 7.17 342 Nepperhan Avenue Carthage, New York April 19, 1918 Marshall, Matheson & Co. Oswego, New York Gentlemen : Please send me as soon as possible by parcel post the following articles : 1 pr. white kid gloves #6^ $2.00 1 white linen tablecloth 72x84 3.50 2 prs black silk stockings size 9" .50 1.00 Enclosed please find check for six dollars and seventy five cents to cover cost of articles and parcel post. Yours respectfully Fannie Mosgin [32] 7.24 158 Corporal St., Hartford, Conn. Oct. 25, 1904. Ditson, Spalding, & Co. 21 Bow St., Philadelphia Gentlemen : Please send by Adams Express the following articles : 1 doz. Keep well tennis balls $4.00 1 Kramer racket, 16 oz 4.00 1 Kramer racket, 14 oz 4.00 1 tennis net, "Quality A" 1.60 1 marker 75 You will find enclosed my check for the proper amount. Yours truly, WUliam H. Burbank [62J [37] SCALES FOR MEASURING ENGLISH COMPOSITION 7.34 77 Yonkers Ave. Riverdale, N. Y April 19, 1918 Mr. R. J. Arbiter 44 Prospect St. Ames, N. Y. Dear Sir: Will you send me by American Express, charges prepaid, before Tuesday, April 30, 1918, the following items: 16 doz. Eberhardt Faber, #2, Shorthand pencils, both ends sharpened, at $.40 — $6.40 14 doz. Stenographer's Pads at $.48 doz $6.72 7 doz. Waterman's Fountain Pen Ink, Blue-black Small size bottle at $.70 a doz $4.90 Am'tofBill $18.00 Kindly send the Waterman's Ink under separate package, and charge this order to my account. Yours respectfully The Riverdale Stationery Co. (per) Charles Wanderman. [24] 7.38 24 Chestnut Street, Yonkers, New York April 19, 1918 The Goldburg Furniture Company Dunkirk, New York Gentlemen: I have your letter of 14th. inst., to hand, quoting the terms on the articles I inquired about, and I hereby submit my orde for the follow- ing: 1 Mahogony Bookcase at $22 1 Mahogony Rocking chair at 12 $54 1 Mahogany Library Table at 20 The bookcase mentioned above is to contain five shelves, and have separate compartments for magazines and newspapers. I should prefer glass doors set into carved-wood designs, but if you cannot supply this I shall accept the plain doors. Enclosed you will find my check for fifty-four dollars ($54) to cover the amount of my order. Please send the order by your special delivery. Yours truly, H. Fitspatrick [49] 38] MEASUREMENT OF ORDER LETTERS 7.59 50 South St Rennsey Road, New York April 19, 1918 Adams Shoe Company 419 South Ohve Street Lynn, Mass. ^ Gentlemen: Kindly send to me by freight the following articles, which were y chosen from your "1918 Spring, Catalogue": 2 pairs Ladies' shoes, size 5A, in dark brown, No. 49 at $7.50 1 pair Men's shoes, size 8E, in black, No. 458 at $8.50 Enclosed, find cheque for the amount of order. Yours truly (Miss) Flora Kilpatrick [61] 7.98 2 Morris Place Watertown, N. Y. Apr. 19, 1918 The Goldberg Furniture Co. Spokane, Wash. Gentlemen: I have received your answer to my letter of inquiry with descriptive y catalogue enclosed, from which I have selected the following: 1 Morris Chair No 632 $24.50 $24.50 2 Willow Porch Chairs 246. 3.50 7.00 1 Willow Rocker 247 4.75 4.75 Enclosed you will find check for Thirty-six dollars and twenty-five cents in full payment of the bill. Please send the articles, express prepaid, to the address given above. Yours truly Lillian McCarthy [38] [39 SCALES FOR MEASURING ENGLISH COMPOSITION 8.10 697 Nepperhan Avenue Buffalo, New York April 19, 1918 Ludwig Manbaum Cor. 9th Ave. & 35th St. New Orleans, La. Gentlemen : Please send the following order to the above address. 6 Oak Dming Chairs no. 246 at $5.00 $30.00 1 " " Table no. 248 ' " 50.00 50.00 1 " Serving Table no. 250 " 25.00 25.00 $105.00 I enclose my check for One Hundred five dollars ($105.00) on the Westchester Trust Company to cover cost of order. The goods are to be sent by express, the charges to be prepaid by you. Very truly yours (Miss) Irene Smith [60] 8.40 104 South Maple St., Sioux Falls, S. D. March 2, 1916. The'A. L. Burnham Co. Amesbury, Iowa. Dear Sirs: Please send by American Express the following articles, listed in year catalogue No. 31, for which I inclose a post-office money order for $5.30: Roots and Bulbs Y2 doz. Digitalis Purpurea at $1.50 per doz. $.75 ^ Yi doz. Shasta Daisy 3^ doz. Gaillardia Grandiflora at $1.50 per doz. .75 at $1.50 per doz. .75 2/1 doz. Hardy Phlox-mixed colors at $1.50 per doz. 1.50 y^ doz. Tuberoses at .50 per doz. .25 Seeds Asters-HohenzoUern 2389 10 Asters- Carlson 2349 10 Asters-Improved Victoria 2193 25 Mignonette 3303 05 Nasturtiums, mixed 3365 05 Very truly yours, (Miss) Virgmia Hall. [47] [401 CHAPTER THREE A Scale for the Measurement of the Quality of Letters of Application introduction THE letter of application is another common form of business letter which practically every young person should know how to compose in good style. Its composi- tion quality is more complex than that of the order letter. While the form of the letter may vary slightly according to the writer and the kind of position sought, certain qualities are generally common to such letters. The writer must be extremely careful to be honest and yet to reveal the attractive qualities of his personality. The letter of application is essentially a sales letter. The reader's attention must be secured, his interest aroused, his confidence established, his desire stimulated, and his conviction begun. The writer should ordinarily state his training, experience, present occupation, reasons for being interested in a new situation, references, and possibly the terms he is willing to consider. These statements should be made briefly, courteously, modestly, and in good form. Punctuation, spelling, capitalization, etc., are all factors of importance, and are carefully scrutinized by the reader in his attempt to form a judgment of the writer. method of selecting samples for the scale Letters of application are perhaps most commonly written in answer to advertisements appearing in news- papers. At least, this forms an attractive device for motivating the writing of such letters. Furthermore, the device is easily utilized by teacher, supervisor, and surveyor in measuring the attainment of pupils. There- [411 SCALES FOR MEASURING ENGLISH COMPOSITION fore, cards containing advertisements clipped from "Help Wanted" columns of newspapers and periodicals were distributed to over one thousand pupils in Grades 5 to 12 of six school systems, with the request that they read the ad- vertisements carefully, select one describing a position which they might desire to accept, and write an appropriate letter of application. Following are samples of the cards: HELP WANTED — MALE HELP WANTED— FEMALE BOY, by New York Stock Ex- change house; one just out of school preferred; good chance for advancement for bright young man; state reUgion. V 328 Times, New Orleans. YOUNG WOMAN to take charge of an employees' lunchroom for girls; must have high school edu- cation and domestic science train- ing; salary $12 at start. 0296 Times Downtown. BOY. For long-established im- port and export house of W. H. & F. Jordan, Jr. Inc. good chance for advancement; $10-12 a week. 124 Water St., New York City. BOYS for filing and to otherwise assist in supply department of insiu-ance company. "Ocean," 88 Fulton St., St. Paul. GIRLS WANTED. Large whole- sale concern requires girls of intel- ligence to do both clerical and stock work; good position for in- dustrious workers; references re- quired. Pelgram & Meyer, 395 4th Ave., Des Moines, Iowa. YOUNG WOMAN, afternoon, for work with children in settlement house. Apply 1 P. M., 329 East 62d St. The pupils were to assume that they were qualified for one of the positions. Two hundred additional letters were secured from college students and commercial houses and from books on letter writing and business English. Applications were made for approximately one hundred different kinds of work. Samples were secured ranging in general merit from very poor to very good, but it is not claimed that samples better or worse could not be found. Pupils were allowed twenty to thirty minutes in which to write the letters. No special preparation was given. The idea was to test their ability and to secure samples representative of a wide range of attainment. [42] MEASUREMENT OF LETTERS OF APPLICATION SCORING THE SAMPLES Two competent persons read all the letters and sorted them into ten groups according to their general merit. These were then re-read and twenty-seven letters selected as representative of the entire group. The selected samples were mimeographed, with the errors in spelling, punctua- tion, capitalization, etc., retained. The instructions to the judges were as follows: 1. Read each of the twenty-seven letters carefully, keeping in mind the qualities that constitute general merit in letters of this type. 2. Rank the twenty-seven letters in their order of general merit, giving the best letter rank No. 1, the next best rank No. 2, and so on through to the poorest, which should receive rank No. 27. 3. Score each of the twenty-seven letters on the Nassau County Supplement to the Hillegas Scale. NUMBER OF JUDGES AND THEIR TRAINING Judges were selected as described in the preceding chapter. A total of eighty-one persons were asked to rank and score the samples. Of this number twenty-one had failed to reduce their variability to .5 or less in the pre- liminary training on the Thorndike samples mentioned on page 13, and it was decided to exclude their scores from the final tabulation. The ranks assigned by the remaining sixty judges are given in Table 7. Sixty judges, thus carefully selected, were sufficient to give a high degree of reliability to the results. The corre- lation between the ranks assigned by judges Nos. 1 and 21 is .48. The correlation between the average of the ranks assigned by the first ten judges, with the average of the ranks assigned by the second ten, is .81. 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In this calculation it is assumed that .48 is a reliability coefficient for one judge. Using .81 as the reliability coefficient for ten judges, the reliability coeffi- cient for sixty judges is .962. This indicates that sixty judges are sufficient to give a high degree of reliability to the findings. EXPLANATION OF TABLES Table 7 shows the ranks assigned by each of the sixty judges to each of the twenty-seven letters. Table 8 gives the number of times a given letter was considered better than each of the other letters. Tables 9 and 10 are derived from Table 8 and show the per cent and the P.E. values respectively. Table 11 gives the values on the Hillegas Scale assigned by each of the sixty judges. By means of the table of P.E. values, it is possible to determine how far, in terms of P.E., each letter is from any given letter. The relation of each letter to letter No. 59, the poorest, and the average and equivalent values of each letter on the Hillegas Scale, are shown in Table 12. EQUIVALENT VALUES ON THE HILLEGAS SCALE Table 10 shows that sample 59, the poorest in the group of 27, is .85 P.E. distance from sample 71. But the value of 59 is not exactly determined. If we assume that sample 59 is zero in value, it is possible to arrange, as is done in Table 12, the remaining samples with respect to their distance from 59. Column (4) in Table 12 gives such an arrangement. This column shows that sample 58, the best in the group of 27, is 9.42 P.E. distance from sample 59, the poorest. But we do not know that sample 59 is zero in value. Its value may be determined by having a sufficient number of judges score it on the Hillegas Scale. This was done, not only for sample 59, but for the other samples as well. 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NO. 59 IN TERMS OF P.E. SCALE SCALE 59 is 59 59 is 2.81 59 is 2.98 59 to 71 28.3 .85 71 .85 3.47 3.47 71 57 41.7 .31 57 1.16 3.58 3.65 57 52 50.0 .00 52 1.16 3.84 3.65 52 80 43.3 .25 80 1.41 3.81 3.79 80 69 41.7 .31 69 1.72 4.33 3.97 69 73 40.0 .38 73 2.10 4.33 4.19 73 61 50.0 .00 61 2.10 3.98 4.19 61 86 21.7 1.16 86 3.26 4.40 4.87 86 96 48.3 .06 96 3.32 4.53 4.90 96 55 41.7 .31 55 3.63 5.56 5.08 55 87 28.3 .85 87 4.48 5.64 5.57 87 95 48.3 .06 95 4.54 5.89 5.61 95 56 31.7 .71 56 5.25 6.14 6.02 56 88 45.0 .19 88 5.44 5.76 6.13 88 65 36.7 .50 65 5.94 6.73 6.42 65 50 48.3 .06 50 6.00 6.53 6.46 50 97 48.3 .06 97 6.06 6.31 6.49 97 98 41.7 .31 98 6.37 6.69 6.67 98 89 43.3 .25 89 6.62 6.72 6.81 89 99 48.3 .06 99 6.68 6.72 6.85 99 72 43.3 .25 72 6.93 7.22 6.99 72 60 28.3 .85 60 7.78 7.56 7.49 60 51 41.7 .31 51 8.09 7.70 7.67 51 94 40.0 .38 94 8.47 7.96 7.89 94 85 40.0 .38 85 8.85 8.07 8.11 85 58 35.0 .57 58 9.42 8.25 8.44 Av. = 4.73 Av.=5.72 S.D. =2.701 S.D. = 1.57 1 P.E. (Lewis) =.581 P.E. (Hillegas) 52 MEASUREMENT OF LETTERS OF APPLICATION were also asked to score them on the Nassau County Supplement to the Hillegas Scale (Table 11). The average of the sixty scores on each sample is given in column (5), Table 12. By this means the average value of sample 59 is found to be 2.81 on the Hillegas Scale. The standard deviation may be obtained by dividing the items in column (4), Table 12, into the standard deviation of the items in column (5), and applying the result in the following way. The standard deviation for column (4) is 2.70; for column (5), 1.57. A standard deviation of 1.00 for column (4) corresponds to a deviation of .581 for column (5). In other words, 1.00 P.E. on the Lewis Scale is the equivalent of .581 P.E. on the Hillegas Scale. Now composition 88 is valued at 5.44 on the Lewis Scale. This differs by .71 from the average value of the twenty-seven letters. The Hillegas equivalent is obtained by multiplying .71 by .581, which gives a result of .41. By adding .41 to the average for column (5), the equivalent value on the Hillegas Scale is found to be 6.13 as given in column (6). In the same way the equivalent value of each of the other samples may be determined. These values are also found in column (6). SELECTING SAMPLES FOR THE SCALE The twenty-seven samples arranged in their order of value from very poor to very good constitute a scale for the measurement of the general merit of letters of applica- tion. ^ The poorest, No. 59, has a value of 2.98. Five are valued between 3.00 and 3.99; four between 4.00 and 4.99; three between 5.00 and 5.99; nine between 6.00 and 6.99; three between 7.00 and 7.99; and two above 8.00. A scale with seven nearly equal steps may be made by selecting, from the twenty-seven samples, samples arranged at intervals of approximately 1.00 P.E. 1 See Publishers' Note on page 140. [ 53 ] SCALES FOR MEASURING ENGLISH COMPOSITION SAMPLE HILLEGAS LENGTH OF SCALE NUMBER VALUE INTERVAL VALUE 59 2.98 30 69 3.97 99 40 96 4.90 93 49 56 6.02 1.12 60 99 6.85 83 69 94 7.89 1.04 79 58 8.44 55 84 If a scale with a larger number of samples is desired, .50 P.E. may be used as the approximate interval between samples. The following is an example: SAMPLE HILLEGAS LENGTH OF SCALE NUMBER VALUE INTERVAL VALUE 59 2.98 30 71 3.47 49 35 69 3.97 50 40 86 4.87 90 49 87 5.57 70 56 88 6.13 56 61 98 6.67 56 67 72 6.99 32 70 60 7.49 50 75 94 7.89 40 79 58 8.44 55 84 By this means a scale is formed containing eleven samples with ten intervals of value. The length of the intervals is shown in the second column at the right. THE TWENTY-SEVEN LETTERS ARRANGED IN THEIR ORDER OF VALUE Following are the twenty-seven letters of application arranged in their order of merit. The letters marked x are those suggested for a scale of seven nearly equal steps. The letters marked y are suggested for a scale of eleven steps. 54] MEASUREMENT OF LETTERS OF APPLICATION 2.98 36 Main Street, Yonkers, Florida, May 2, 1918. J. Dear Sir, Since I have saw the job I learned in my schooldays, I would like to y take it. I will report Wednesday to this building My name is Ernest Holze. Yours truly, Ernest Holze [59] 3.47 67 Clinton Street Carthage, New York May 2, 1918 Dear Sir, I am a girl of 16 years and would like to work in your office. TMien y shall I come to work in the office. I am a girl who knows how to work in an office. I want to know my salary before I begin to work in your office Sir. I must have everything I need in the office because when I need it I must have it. This is all I can write to you about my posi- tion. Yours truly, Mary Fabachar [71] 3.65 35 Hawthorn Avenue Yonkers New York May 2, 1918 I have found that you have put an ad in the paper that you are looking for a good man that can copies in good English. I went through school and high school and I think I am fit for it. I was working in Yonkers about for three years in one place all the time if you want referance you can inquire at Mr. Diske I use to be his bookkeeper. Will you write me a letter and tell me how much is the salary? I am twenty-one years old. What are the hours.'' Yom-s truly Milton Smith [57] 3.65 12 Jefferson Street Oberlin, Ohio May 1, 1918 Dear Cambell, I am satisfied for the pay you are going to give and I will come next week to take the job. I have a good education and am a smart boy Yours truly, John Sivick m [55] SCALES FOR MEASURING ENGLISH COMPOSITION 3.79 34 St. Mary's Street Brownville, New York May 2, 1918 Dear Sir, I have seen the advertisement in the paper and I am willing to have this job. I went all over looking for a piece of work. I went through the Public High School of Yonkers. I will be at your office Monday morning and have this comfortable job. I thank you for your advertisement. Yours truly, John Motko [80] 3.97 186 Passaic St. St. Louis, Mo. April 30, 1918. J. B. Schoenfeld. X 25 Madison Ave. City, y Dear Sir. I have read (for) your advertisement in the paper and would like to apply for the situation. Yours truly, Marian Smith. [69] 4.19 82 North Broadway Ithica, New York. May 2, 1918 Dear Sir, Read your letter of help wanted. Thought I could do your work so I will wTite and tell you that I am ready to do your work anytime you let me know when you want me and tell me where to come. I have a dandy bicycle. Just the right kind to do your work. Yours truly Herbert Denton [73] 4.19 A. P. O. Box 302 Madison Square May 2, 1918 Dear Sir, I wish to secure the position which you have advirtised in the paper. I have worked this kind at Gimbel. If you can give me this kind of work it will suit me. Yours truly, Harry Adlerblum 1611 [56] MEASUREMENT OF LETTERS OF APPLICATION 4.87 184 Buena Vista Avenue Fairport, N. J. May 2, 1918 Dear Mr. Overhage, I would like to have this job as I have been experienced in this work. y I have been an errand boy in a butchershop and in two other stores. One store that I worked in was a large concern in New York. I have worked in a printing place before and I know a quite deal of printing. I have forgot to tell you that I worked in a Postal Teleagraph Office as a messenger. Please write me if you want me to see you. Yours truly, Arnold Kopper. 4.90 Albany, N. Y. May 1, 1918 To-New York Stock Exchange House; K 325 Times Downtown. Hearing of a vacant position, I would like to receive it. I have X graduated the Albany High School in Albany, N. Y. I didn't have any experience in this work but I will try my best to perform it. In case you are in doubt of anything, please apply to Mr. A. D. Arnold, principal of the High School. Yours truly Andrew McLaughlin [96] 5.08 Manning, N. J. May 10, 1913 Lord & Main, 279 Bdwy. New York City Sirs: I beg permission to announce my candidacy for the fulfillment of your needs advertised in the press. I am a high school boy, and feel that I can serve you in a clerical capacity commensurate to your highest expectations. Yours truly, W. P. True 57 Edge St. [57] SCALES FOR MEASURING ENGLISH COMPOSITION 5.57 5 Clinton Street Nashville, Tenn. May 2, 1918 New York Telephone Co. R251 Times, Downtown Gentlemen: y I have read your advertisement in the New York American. I would like to apply for that position as I am experienced in domestic science. My age is eighteen years. I have already worked in Brown and Co.'s lunchroom. If references are required, they can easily be obtained. Please notify me if you are willing to accept me. Yours truly Rose Lipschitz [87] 5.61 26 Washington Street Smith ville. Wash. May 2, 1918 Gentlemen: Having read your advertisement in the paper for a brainy and com- petent stenographer, that will develop into secretaryship if ability warrants, I wish to apply for the position. I have worked for Pitt & Son for three years and later worked for Larkin & Brown for two years. I received eighteen dollars and on account of not receiving a higher salary, I left and think that this position is a suitable one. Yours truly Josephine Schwartz. [95] 6.02 166 Sherman St. Passaic N. J. Apr. 30, 1917 Dear Sirs, In answer to your advertisement which I saw in the Passaic Daily Herald today, I am writing to you in hope that I am qualified enough rjf. to meet the requirements. I spent four years in the Passaic High School. I am nineteen years old and have seen two years of business with, J. C. Clark and Co. from whom I received a word of recommendation. I am a Protestant and attend the First Presbyterian Church. Hoping I will meet the requirements Yours truly Albert Johnson [56] [58] MEASUREMENT OF LETTERS OF APPLICATION 6.13 67 Grove St; St. Levege, Ohio. April, 30, 1918. Dear Sir: I am applying for a position as stenographer in your concern. I am a graduate of Drake's Business College. Am accurate and have y large knowledge of stenography. Am well recommeded by former ^ emphoyers. I am twenty-five years old and expect on an average of sixty dollars per month. Have had five years experience. Respectfully yours, Alice C. Parker [88] 6.42 Chicago, 111. May 9, 1913. My dear Captain Edgar — Knowing you to be an old friend of father's, I take the liberty of writing and asking you if you have a vacancy on your boat which I could fill. I have not had a great deal of experience in this line, but believe I could fill the position of purser creditably. I am anxious to do something this summer, and as I have friends in Duluth, I am sure the position would be a pleasant one. Hoping you will consider my request, I am very respectfully yours, Fyles Lang. 4629— Sheridan Road. [651 6.46 11 Sherman St. Portland, Me. Apr. 30, 1918 Dear Sir: — In reply to your advertisement in yesterdays paper I would like to apply for the position as typist if it is not already filled. My type- writing is accurate and I can make 100 words a minute. I am twenty years of age and have had three years of experience. The salary I expect to get is $20. Hoping to hear from you soon, I remain Yours truly Miss R. Runnell [50] [59] SCALES FOR MEASURING ENGLISH COMPOSITION 6.49 218 Monroe, St., Passaic, N. J. Apr 29/18 V.399 Times Gentlemen : — Seeing your advertisement in the Globe I wish to apply for the position you offer. I can speak French and Spanish and also some Italian. Have had experience in another firm in buying goods in the American Market and also have had experience in other markets of the world. Have several excellent recomimendations that I can send you for inspection and if you care you could write to the Principal of Passaic High School of which I am a graduate. Hoping to hear from you soon. I remain Yours respectfully Louis Rubin [97] 6.67 56 Prospect Street Springdale, Nevada. May 2, 1918 New York Leather Belting Co. South 11 St. Kent Ave. Brooklyn, N. Y. Dear Sirs: I read of your advertisement in the New York paper and I would y like to be given a chance at this position. ^ I am twenty-one years old and have experience in the kind of work that you require. I have graduated from School No. 10, Yonkers and have gone four years to the Yonkers High School. I have been em- ployed in the Overland Company in Yonkers, but due to the company leaving the city I was forced to give up the position. If references are required they may be secured at the above company on 57th St, New York and from Mr. Baker of the Yonkers High School. Yours respectfully Otilda Smith 6.81 245 Riverdale Ave. Youngstown, Ohio. May 2, 1918. P. 132 Times Dear Sirs: I have read your advertisement in the New York Times, and would like to apply for the position as salesman. [60] y MEASUREMENT OF LETTERS OF APPLICATION I am twenty-three years of age, and I am a high school graduate. I have been a salesman in the West, having experience with Mr. Holmes, a well known ribbon buyer. In regard to my ability, you may refer to Mr. Holmes of San Fran- cisco. Yours respectfully Samuel Mermer. [89] 6.85 36 Main St. Paterson, N. Y. May 2, 1918 Mr. Kellerson 70 Washington St. Brooklyn Dear Sir — Upon reading your advertisement in the New York Times' I think I can satisfy you of you will give me the opportunity to try I am eighteen years of age and have worked after school hours in ofl5ce of J. J. Holmes & Co. as office assistant. Mr. Holmes has given me permission to refer you to him. If you will allow me to call I can give you proof of my quickness and accuracy in figures. Hoping for a favorable reply, I am Yours truly Gustave Holze. 6.99 264 Capron Street January 4 Mrs. J. C. Simpson 239 May Street Dear Madam: I learn through your advertisement in to-night's Times that you desire a young girl to read to you and to write letters from dictation. Please consider me an applicant. I am sixteen, a high school senior. I am not a trained reader; that is, I cannot read with elocutionary effect. Nor can I claim to be unusually good in composition. It seems to me, however, that I should be able to read ordinary prose distinctly, and write with reason- able accuracy. By permission I refer you to Principal Wilbur F. Howells, who may be addressed at the high school. I shall be pleased to call at your home whenever it may be con- venient to you. Very truly yours, Adele M. Peberdy [72] [61] SCALES FOR MEASURING ENGLISH COMPOSITION 7.49 X 239 October 4, 1916 Bulletin Philadelphia, Pa. Gentlemen: I am a stenographer of two years' experience, and am looking for a position because my present employer, an attorney, is retiring. You will find inclosed a letter of recommendation from him. y I am a graduate of the Commercial High School, can write 125 words a minute, and read my notes easily. I am willing to go out of the city. May I hope for an interview? Very truly yours, Miriam C. Norton Miss Miriam C. Norton 1318 North Twelfth Street Philadelphia, Pa. [60] 7.64 82 Vine St., Hazleton, Pa., July 19, 1917. The Pennsylvania Quarry Co., Hazleton, Pa. Gentlemen: I have learned from Mr. Henry Sachs that you are looking for a bookkeeper who has had some general experience. I desire to apply for that position. I am twenty-four years of age, a graduate of the local high school and of McCann's Business College of Reading. For the past three years I have been in the employ of Jere Wooding & Sons. I am inclosing a letter of recommendation from their manager. If you care to give me an interview during this or next week, I shall be pleased to call any afternoon after four o'clock. Yours very respectfully, Frederick Howell [51] 7.89 680 East 13th St., Salt Lake City, Utah. August 1, 1917. P 19, Herald-Republican, Salt Lake City, Utah. Dear Sir: In reply to your advertisement in yesterday's paper for a boy over sixteen years old, who can use a typewriter, I should like to submit ^ my application. I am eighteen years of age, and have just completed a course in y typewriting at Henager's Business College. During the afternoons for [62] MEASUREMENT OF LETTERS OF APPLICATION the past two months, I have been doing special work in typewriting for several printing houses. Should you wish references, you may write to Mr. J. J. Brown, principal of the Business College, or The F. W. Gardiner Printing Co. At present I am at liberty in the morning and, if you care to consider my application and give me a personal interview, I shall be pleased to call upon you at any time you may suggest. Respectfully yours, Paul Kennedy [94] 8.11 1042 E. Thirde St. Mishawaka, Ind., May 9, 1913. Mr. E. C. Brown, 1223 N. Michigan St., South Bend, Ind. Dear Sir: Miss Smith, who is in your employ, informed me that you had a vacancy in your newspaper office. I wish to make an application for the position. I am nineteen years of age, and have completed a four years' com- mercial course in the Mishawaka High School, besides a term in the South Bend Business College, but have had no experience. For particulars regarding my character and other points you may wish to know, by permission, I refer you to Mr. B. Sanders, Cashier of the Q. B. Long & Co. Hardware Store; Mr. B. O. Miles, Commer- cial Teacher in the Mishawaka High School, and Rev. A. O. Orland, Pastor of the First Presbyterian Church — all of this city. Testi- monials will be furnished if desired. I might also mention that my father is Mr. E. B. Dele van. We will leave the salary question open until you have had an oppor- tunity to see what I can do. If you wish a personal interview, I shall be glad to call at your most convenient time. Yours truly, Eloise Delevan [85] 8.44 1221 Clay Street, San Francisco, California, March 26, 1918. Messrs. White, Harwood & Calkins, 1349 Market Street, San Francisco, California. Gentlemen: My friend John C. Henry employed by you in you draughting de- partment has told me of a new position in your shops caused by the installation of a Hartwell and Marsh No. 9 machine. I wish to apply for the position. [631 SCALES FOR MEASURING ENGLISH COMPOSITION While I was working in Lebanon, 111., in 1915-18, in the employ of J. William Henry Granger and Son, I ran a Hartwell and Marsh No. 8 nachine almost exclusively and so became thoroughly familiar with y the older model, which, I understand, is not very different from the new No. 9. My four years' training in the Cleveland (Ohio) Technical High School, where I completed in June, 1915, the prescribed general scientific course with the supplemental half-time work in the Hopkins Manufacturing W^orks of Cleveland, has given me practical experience, in running and repairing many machines similar to those manufactured by the Hartwell and Marsh Company. I am inclosing recommendations from Mr. William Henry Granger, whose employ I left because of our family's moving here, and from Mr. Frank R. Carpenter, under whom I did most of my machine shop work in the Cleveland Technical High School. Very respectfully yours, Edward D. Wilson. [58] 64] CHAPTER FOUR A Scale for the Measurement of the Quality of Social Letters of the First Type (Narrative) nature of social letters SOCIAL or friendly letters are informal in style, chatty in tone, spontaneous in nature, and express the individ- uality of the writer. As Webster says,^^ the social letter is in reality "a conversation committed to paper. . . . If your letter is so interesting and so well constructed that the recipient finds a delight in its contents and a desire to answer it immediately, you may feel reasonably certain that it is a good piece of work." TWO TYPES OF SOCIAL LETTERS There are two types of social letters, which may be described as (1) narrative and (2) project or problematic. The narrative type is by far the more common. It is usually written to a near friend or relative, and consists, for the most part, of recent events and experiences narrated in an intimate and personal manner. The problematic letter, as the name suggests, develops an idea or explains a topic or project, and may be argumentative, expository, narrative, descriptive, or mixed in form. For convenience in this study the narrative letters are called social letters of the first type, and the problematic letters, social letters of the second type. SECURING LETTERS OF THE FIRST TYPE Samples of social letters typical of school work were secured from 1255 pupils, in Grades 3 to 12 inclusive, in seven school systems. Pupils were asked to write letters according to the following instructions: "Write a letter to [651 SCALES FOR MEASURING ENGLISH COMPOSITION a friend or relative telling him what you are doing or think- ing about. The letter may be real or imaginary. Tell in your letter exactly what you would tell in a private talk." The letters were written as a class exercise, and the assignment was made and discussed one day in advance. Plenty of time for the writing was given, an average of about thirty minutes, but no corrections were made by the teacher. SELECTING THE SAMPLES The letters were collected and read by two competent judges, and sorted into ten piles representing roughly ten degrees of merit. From each of the ten piles, five repre- sentative samples were selected and typewritten. Finally, twenty-eight samples ranging in merit from very poor to very good were selected. Samples 49 and 32 were taken from Briggs' ^^ book on letter writing. This was done to enrich the final group of thirty samples. The thirty samples were then mimeographed as explained in previous scales, and distributed to eighty judges with directions for ranking and scoring. Judges were selected as described in Chapters Two and Three. INSTRUCTIONS TO THE JUDGES The specific directions to the judges were : 1. Read each of the thirty letters carefully, keeping in mind the qualities that constitute general merit in friendly letters of this type. 2. Rank the thirty letters in their order of general merit, giving the best letter rank No. 1, the next best rank No. 2, and so on through to the poorest, which should receive rank No. 27. Do not give any two letters the same rank. Write the code number (the number which you find on the lower left-hand corner of the letter) opposite the rank assigned by you to that letter. Use the score sheet for your final statement. 166] MEASUREMENT OF SOCIAL LETTERS 3. Score each of the thirty letters on the Nassau County Supplement to the Hillegas Scale. Write the Hillegas values opposite the code numbers on the score sheet. NUMBER OF JUDGES NECESSARY The ranks assigned by the various judges are given in Table 13. The correlation of the ranks assigned by judge No. 1 with the ranks assigned by judge No. 10 is .84. Applying Brown's formula, we get nr 1 80 X .84 67.20 1 + (n - 1) ri 1 + (79 X .84) 67.36 = .99 This indicates that, using .84 as the reliability coefficient of judge No. 1, the rehability coefficient for eighty judges is .99. It is thus evident that additional judges would not materially increase the reliability of the scale. EXPLANATION OF THE TABLES Table 13 gives the ranks assigned each letter. Table 14 shows the number of times each letter was considered better than each of the other letters. Tables 15 and 16 give the per cents and the P.E. values, respectively. In Table 18 the letters are arranged in their order of merit from the poorest to the best. The table should be read as follows: Letter No. 75 in column (1) is the poorest in quality. The nearest sample to No. 75 is sample 45. Of the eighty judges 38.8 per cent considered sample 45 to be "better" in quality than sample 75. This per cent converted into P.E. distance equals .42 as given in column (4). 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X X t- © t- © XX 0005 t- © »o ■* « © IC ^ «o »o 0*0 o* © O© © us © us © us X d 00 i^ 00 d X t- CO © X ©© X t- © t-XX © X XX © t- X t- t- t- X t- t-X © © © XX X X us OSICC^C© 00 r-H »fl «5 ,-1 © «5 ©X © iftX'jioo © X© © t- t- ©oo©© ©'*iO©'*i © xo © ■* t>-coo6ooo6 ©XXX © t- t-xt-© X©X t-X t- © XX X ©x©t-x X t- X X © X X X X t- :J552?S^J? vOtNOOO^O ■«*"«*< Tj< ^ Tf< S2SSI8 «5;gSS >CltN0OCv© 75 SCALES FOR MEASURING ENGLISH COMPOSITION TABLE 18 The Differences, in Terms of D/M.D., between Each Social Letter OF THE First Type and Letter No. 75; and the Average and Equivalent Values on the Hillegas Scale (1) (2) (3) (4) (5) . (6) relation percentage AMOUNT AMOUNT AVERAGE EQUIVALENT of "better" "poorer" BETTER VALUE ON VALUE ON D THAN NO. 75 HILLEGAS SCALE HILLEGAS M.D. SCALE 75 is 75 75 is 1.69 1.67 75 to 45 38.8 .42 45 .42 2.09 1.90 45 55 31.3 .73 55 1.15 2.37 2.26 55 40 48.8 .05 40 1.20 2.48 2.29 40 30 33.8 .62 30 1.82 3.00 2.61 30 71 32.5 .67 71 2.49 2.09 2.95 71 34 45.0 .19 34 2.68 3.04 3.05 34 61 17.5 1.39 61 4.07 3.64 3.77 61 42 20.0 1.25 42 5.32 4.85 4.41 42 31 35.0 .57 31 5.89 4.80 4.70 31 60 47.5 .09 60 5.98 4.41 4.75 60 28 12.5 1.71 28 7.69 5.87 5.63 28 48 45.0 .19 48 7.88 5.90 5.72 48 51 45.0 .19 51 8.07 6.14 5.82 51 63 35.0 .57 63 8.64 6.41 6.12 63 46 47.5 .09 46 8.73 6.00 6.16 46 38 43.8 .23 38 8.96 < .SS 6.28 38 44 47.5 .09 44 9.05 6.11 6.33 44 33 38.8 .42 33 9.47 6.61 6.54 33 56 26.3 .94 56 10.41 6.65 7.03 56 29 50.0 .00 29 10.41 6.90 7.03 29 43 48.8 .05 43 10.46 7.05 7.05 43 47 36.3 .52 47 10.98 7.24 7.32 47 50 41.3 .33 50 11.31 7.68 7.49 50 26 32.5 .67 ■ 26 11.98 7.46 7.83 26 66 48.8 .05 66 12.03 7.54 7.86 66 64 45.0 .19 64 12.12 8.06 7.90 64 57 50.0 .00 57 12.12 7.98 7.90 57 49 45.0 .19 49 12.31 7.68 8.00 49 32 40.0 .38 32 12.69 8.37 8.20 Av. = 7.54 Av. = 5.55 S.D. = 4.02 S.D. = 2.07 1 P.E. (Lewis) = .514 P.E. (Hillegas) [76 MEASUREMENT OF SOCIAL LETTERS Table 17. The average of sample 75 on the supplement is 1.69, and the value of sample 45 is 2.09. The equivalent values of each sample, obtained as described in Chapters Two and Three, are as given in column (6), Table 18. SELECTING SAMPLES FOR THE SCALE The thirty letters arranged in their order of merit from very poor to very good constitute a scale for the measure- ment of the quality of friendly letters of this type.^ The equivalent value of the poorest letter, No. 75, is 1.67; of the best. No. 32, 8.20. A scale containing sixteen samples and thirteen steps may be made by selecting letters as follows: SAMPLE VALUE ] LENGTH OF SCALE NUMBER OF INTERVAL VALUE 75 . . .1.67 17 55 ...2.26 . . .59 23 34 ...3.05 .. .79 30 61 ...3.77 .. .72 38 42 ...4.41 .. .64 44 60 ...4.75 .. .34 48 51 ...5.63 .. .88 56 63 ...6.12 .. .49 61 33 ...6.54 .. .42 65 56— (29) . . ...7.03— (7.03). . . .51 70 50 ...7.49 .. .46 75 64— (57) . . ...7.90— (7.90). .. .41 79 32 . . .8.20 .. .30 82 THE THIRTY SOCIAL LETTERS OF THE FIRST TYPE 1.67 209 So. Waverly St. Watertown, N. Y. April 19, 1918. Dear Brother I am very sory that you are out of sea. I what to if you fill good. If you go cosy harber I hope. If you right a letter. My mother said, "She wants to know if you fill good or noh. I am your dear brother Charles Bedda [75] 209 So. Waverly St- 1 See Publishers' Note on page 140. [77] SCALES FOR MEASURING ENGLISH COMPOSITION 2.26 157 Capitol Street Sacramento Calif. April 19, 1918. dear sister I was glad to see you. ' I wish I could see you again. Goldie Pearson April 19, 1918 \ Sacremento Cal [45] 2.40 176 Church Street Salem Mass. April 19, 1918 Dear Mary, I wish that you will have a good time this Spring. I wish the chil- dren will a way from sickness. I wish that you will buy a third liberty bond. I wish will have a fine reguars to all of you. Your lovely friend Gretchen Ruberg [55] 2.29 106 Maple Street Tanawanda, New York April 19, 1918 Dear, Harry I hope that you will soon come home. I forgot you I wish that you will soon come back. I wonder where you are now. Joseph Terra April 19, 1918. [40] 2.61 155 Willow April 19, 1918 Tacoma Wash Dear mother. I write you just a few more lines to let you no that we are all well. We are all well that is what I want to hear from you dear mother. I wish you have a happy time. Bertha Swanson [30] 2.95 112 State Street Cedar Falls, Iowa April 19, 1918 My dear cousin. How are you getting along. How is your family getting Our father has bought an Automobil. Wliere are you working My mother has a baby name Leo. He his one year old. How is Tony is he getting better Your cousin Samuel Gribner [71] [781 MEASUREMENT OF SOCIAL LETTERS 3.05 29 Willow Street San Jose, California April 19, 1918 Dear Cousin, My mother was going to send you a letter two weeks ago. But she din't haveno time to write it to you. Because she was sick. And if you like to come and see my mother we'll be glad to see you. I wish you bring all your family over my house. Try to bring your little baby with you, I wish to see him. I have a little present to give to him Your loving cousin Mario Toradio [34] 3.77 158 Oak Street, Columbus, Ohio April 19, 1918 Dear Mother We are having a lot of fun. We take baby down and play with him. We go and buy everything for him. He likes to play on the bed at night. Baby likes to play with the balls we give him I go to the druggist to buy medicine for sister Your loving Son Bertie Pinerio [61] 4.41 38 Park Ave. Chicago, Illinois. April 19, 1918 Dear Uncle, I am having a fine time in Chicago. It is a smaller City than New York. There is very fresh air. From my house I could see all the big lake. All the air comes from the lake to our house. It lookes like a country to me. There are woods hills and parks. Why don't you come for a week and stay. I'd think you would love to live here. It is a beautiful City and it is a very clean City. Your Loving Friend BeU Bridenstine [42] 4.70 68 Lakeview Avenue Buffalo, New York April 26, 1917 Dear Mother, I haven't much to do right now so I thought I would write you a line or two. How are grandpa and grandma and the rest of the folks.? [791 SCALES FOR MEASURING ENGLISH COMPOSITION Billy went to the bird lecture this afternoon so he, for once, isn't getting into mischief. Let me know when you are coming home and I will meet you at the station. Your son Wilfred [31] 4.75 144 Grant Street Albany, New York April 19, 1918 Dear Joseph, I am very happy on this beautiful farm. We play tag, I spie, and all sorts of games. My grandfather is very kind to us. We go down to the pond and see the ducks swim. We chase after the cows. I have a pretty pet it is a little pussy cat. We play, little boy blue. W^e Play Bo peep too. We sing songs while we play. Some times we go to the apple orchard and we eat apples. We have a grape vine by our self. We play with grand mother. We read fairy tales to grand mother. Sometimes grand mothere reads to us. We have great fun. Your friend Kenneth Pay [60] 5.63 486 Livingston Ave. Springfield, Mass. April, 19, 1918. My dear Alfred, I was very glad to receive your letter on the 16th. I was also glad that you enjoyed yourself as well as you did. I passed away the summer at a very pretty spot in Vermont called Simonsville. My brother and John Knapp went with me. John is a good swimmer and an excellent shot. He is what American people say "tip-(p) top." John has to go back to England on the 21st. You must plan to visit me before he sails. My brother learned the remarkable trick of arm breaking by falling from a green apple tree. He sits beside me reading now. he is unable to write, but before he started he said, "Tell Alfred to be sure and visit me soon." I sure hope you will consider that ofi'er. I am going to play on the Montclair baseball team this after-noon. I am due now. So I will close with my best regards for you health, I remain. Your true friend, Robert Fleming [28] [801 MEASUREMENT OF SOCIAL LETTERS 5.72 26 Magnolia St., Trenton, N. J., April 19, 1918. Dear Uncle Rob, It surely seems a long time since I last saw you. We are all going to Auntie's house on Sunday. She called us up last night and told us that you were coming. Elizabeth and I can hardly wait. Aunt Josie has a surprise in store for you. She is very proud of her new service flag with four stars. Evant sent us a letter from France. He said that he is getting along nicely. It was a cheerful letter for he is very pleased that he can now walk on his crutches. Papa suggests that you take the bus from the camp and then take the ferry from Alpine. You will save about an hour by that route. The whole family send their best regards. Little Robbie wants you to bring your gun so don't forget. Your niece, Virginia Simpson [48] 5.82 19 Belmont Ave Cedar Rapids, Iowa April 19, 1918 Dear Cousin Harry, Mother told me that you are at Havana, Cuba, now. I received your letter from the Bahama Islands, and I thought the account of sponge fishing very interesting, especially the part telling how they pack large sponges into bales of about 4"x4*x6". It doesn't seem possible and, I dont see how they do it. I received the tortoise-shell cuff-links yesterday and like them very much they are just what I needed, and I thank you so much for them. I hope you are having a pleasant stay at Havana and are well. I hope you are coming home soon so that you can tell me all about your stay at the Bahama Islands and at Cuba and your trip down and back. Your loving cousin, Edgar R. Powers [51] 6.12 126 South Broadway Albany, New York April 19, 1918 Dear Sister, You will have to excuse me for not writing to you for the last few days. I have been away for two days visiting Aunt Jennie. She took me down the lake with her Thursday and I had almost as much fun as you are having. I only tipped the canoe over once and then it was in shallow water so I didn't get a swim after all. It seems mighty lonely to stay all alone in our large house with only Delia. I received a letter from mother yesterday and she said that they were [81] SCALES FOR MEASURING ENGLISH COMPOSITION having a splendid time. I knew they would have; didn't you? Aunt Florence has invited me to come and stay with her over Sunday. I think that I have told you most of the news. I have been counting the days before you come home. Please don't change your mind and stay any longer. Your sister Bernice Benson. [63] 6.16 271 State Street St. Paul Minnesota April 19, 1917 Dear Father and Mother You have been away almost three weeks, I see the postman every day but I only get (a) one letter (once) a week from you. Albert asks me every day, "When are you coming home.'" Willie has gone to the beach today with his girl. I don't expect him home till about half-past ten. I am getting sick of eating (the) candy and cake and other things like that. Albert never tires of ice-cream cones and sodas. I am going to the lake tomorrow and spend the day there. I can ride there on my wheel as it isn't very far away. My bathing suit has had some wear this year and I guess I'll have to get another one. I am going to take my second-class scout tests a week from tomorrow and I think I can pass because Willie has helped me all the time that he can spare. I have bought a knife, a hatchet, and a first-aid kit so that I may keep up with the scout motto "Be Prepared." Our troop has a meet with another troop tonight to see which is the best in the city. We have been practicing for two weeks and a half. Your Son. George Albert Brown [46] 6.28 43 East Avenue Watertown, New York April 19, 1918 Dear Fran, Well Fran there certainly has been quite a bit doing about Water- town since you left. Charley Trowbridge is now on the U. S. S. Charleston, so you see he wasn't on the training-ship very long. We just received a card from Walter White. He is now down in Jackson Harbor on one of our destroyers. Herbert Cosson leaves for the Pelham Bay Naval Training Camp on Tuesday. Harold Jarvis is now an ensign on the U. S. S. President Grant. Mr. Mathews just told me that Johnny is now in a base-hospital in France. Dr. Brumfeld leaves to-day for France, as you know he intends to take up Y. M. C. A. work over there. I have been working for the Red Cross. We have made a Red Cross room our of the school gymnasium. When you return, Fran, you certainly [821 MEASUREMENT OF SOCIAL LETTERS will be amazed at the patriotism our street has shown. Service-flags and Red Cross posters hang in some window of every house. Now, Fran, you must write at least one letter to me. As ever John '^I . . 6.33 73 Livingston Ave. Boston, Mass. April 19, 1918 Dear David, I received your letter and I'm glad you are having a good time. We have had an unpleasant kind of weather First rain, then drizzle and then stifling hot days. I hope your weather behaves better. Do you know any of the boys up there at camp.? Aren't Douglas and Maurice there .^^ In the morning Helen goes into your room and runs over to your bed saying, "Where's Dabid.^^" Dorothy invited me to come to Kripplebush for a month so I'll be up there. The pussy is still alive and patient as ever. During a very hot spell, it ran away but came back again. Mother and Helen are going to the seashore for a month while I am gone, and Neddy will stay with them. Helen talks about the "Seasore" a great deal. Mother said to her, "Do you want to go away with me.'*" She answered, "Sure." I never saw such a youngster for saying queer things. Well, I hope you will have good health and come back soon. Your affectionate sister Dotty [44] 6.54 29 Highland Street Tanawanda, New York April 19, 1918 Dear Tom, Yesterday, I received a letter from Mr. Getty saying that he had found a farm in Connecticut, run by Americans, where the owners would be glad to have you and me work for them through June, July and August. I took it upon myseK to thank him for you for his much appreciated troubles. Oiu* baseball team played and defeated the Massee boys by a score of 15 to 12. BiUy Ganes was our star scorer making 5 runs. We are intending to meet the Crestwoods next Tuesday. This afternoon, I am going to the Hamilton with Bob Roden and Bob Reeves to see The Beast of Berlin. It sounds good. In my next letter I'll tell you all about it. All are well here, and all send their love to you. Be sure to write as soon as you have time. Your brother [33] Richard Bemis [83] SCALES FOR MEASURING ENGLISH COMPOSITION 7.03 111 Hillcrest Avenue Evanston, Illinois April 19, 1918 Dear Elanore, It certainly is lonesome since you left. There is no more music, no more dancing and no more home-made candy. Do they allow you to make candy at the school? We are preparing for graduation now. We have our class pins, and we are beginning to think about examinations. Last Saturday, Leona and I Avent down to see Seventeen. Do you remember what fun we had reading the book.'* Tom has the baseball craze now, and he is always over at the field by the lake. He hardly gives himself enough time to eat. Mrs. Smith received a card saying that Henry has arrived safly in France. She certainly was glad. That makes five boys from our block that are in France, doesn't it? I read Carry On the other day. It's great. You ought to read it. What time do you have to be in bed? Wednesday night, I went to Herbert Schumacher's birthday party. Everybody was wishing for you, because we wanted good music to dance by. We have new people in the house WTiitties used to live in. So far we have seen two boys, twins I think, about fourteen years old; and a girl about twelve. The young men of the church gave a play Tuesday, a comedy. It was fine. Your loving sister Ottilia [56] 7.03 187 Post Street Fairport, New York April 19, 1918 Dear Mother, It seems an age since you went away two weeks ago yesterday. I have certainly missed you. I received your letter from Boston yesterday morning. I will be looking for a letter from Portsmouth (about) today or to-morrow. There are several letters for you here, among them is one from the Lieut. I received a letter from Grandma this morning. She says everyone is well there and she is glad you are having a nice time. I went to the movies both yesterday and the day before. I went to Sidney's party last Thursday and had a fine time. Clem said in his letter that they had just come back from the trenches. He said that they only washed their hands and faces once from Thursday untill Sunday. Such a blow to immaculate Clem. He has been transferred from Company F to Company E, and he doesn't like that. He still sleeps in F Company though. 184] MEASUREMENT OF SOCIAL LETTERS He is the instructor in field fortifications. As soon as he is through instructing he expects to obtain a furlough. Ray will be east again some time this month or next. He doesn't like it much out there in California. Have a fine time. Love Your loving daughter [29] Elsa May 7.05 April 19, 1918 Dear Mother, i . • It seems such a long time since you went away although it is only a few weeks. There is somethmg missing in the atmosphere of the household without you. The baby is well. Little brother is in mischief all the time but I guess we can manage him some way. A large package came for you by parcel post. It looks very interest- ing on the outside. Shall we open it.? The wild flowers are all blooming up here. The blood-root is so massed that the blooms altogether look like a sheet of snow with yellow specs here and there. The pansies are also in bloom and they look like a little colony of people with their cute little faces of different colors. Please write again soon for your letters are such a comfort. t>yery time the postman rings, we all run to the like a tribe of wild Indians, hoping that it will be a letter from you. Give my love to all of the dear people down there and come home soon. All the children are crowding around sending theu- love too. Lovingly yours [43] Susan Thompson 7.32 266 Bellvue Place San Jose, California, AprU 19, 1918 Dear Gladys, j-j • We were all glad to hear that you are having such a splendid time. Atlantic City is the place to visit for that. Don't you think so? Father is very much interested in the fruit trees as is usual about this time. The two on the front of the lawn are all in blossom. Our flowers are coming up, too, and the pinks on the rocks look beautiful. We all went for a ride in the auto Sunday but missed you very much. "Baby Beverly" is not as frightened as she used to be in the car but, instead, rather enjoys it. , • o • I hope we may soon be able to meet you at the Pennsylvania Station for, though I know you are having an enjoyable time, it would be very lilce you to want to come home. Three weeks seem longer some- times than they really are. Mother says to tell you that she is sending a white dress for the warm afternoons and hopes you will be pleased with it. [851 SCALES FOR MEASURING ENGLISH COMPOSITION All your school friends want you to return soon. Robert, Leslie, Beverly, and of course, Mother and Father, send their love. I reckon yom* play things especially the dolls are longing for you. I do believe the painted smile has left Daisy's face. Come soon and cheer her up! Your affectionate sister, Jane McRaith [47] 7.49 55 Maple Avenue, Albany, N. Y. Dear Florence, It seems as though you had been away for ages yet it is barely two weeks. I just know you are enjoying yourself so won't bother you with that question. Everything at home is progressing quite well yet I can't say I enjoy the position as housekeeper and will return it to you with pleasure when you come home. You have probably heard from Father that Harry has a leave of absence for ten days before sailing for "Somewhere in France" and will reach home about the 21st. He wrote that he expected you would be home as he wants to see us all before he goes over. Did I wTite you about the Tennis Club at school? I don't think I did so will tell you about it. We organized last week and have joined in with the boys. We have to pay some money for the upkeep of the courts and the privilege of using them. As soon as we have open day we will know who makes the first team. I do hope I can play on it as they are the ones to play the outside schools and of course that is the best fun. This is the first time the girls have entered in any way in to the sports at school but I hope it won't be the last. I want to ask you another question pertaining to school. A unit has been formed at school for the girls to join the farm cadets. Do you think it possible for me to join them. Its outdoor w^ork and I like that very much beside I will be doing my little bit for Uncle Sam. Please don't say no right away but think it over and then let me know. I have told you all the news I can think of just now. You wTite us soon as we love to get your letters at home. Best love, Edith [50] 7.83 Bella Vista Place Los Angeles, Calif. AprU 19, 1918 Dear Ellis, How does it seem to be back at college once more? I suppose you so busy walking to Springfield, working on "The Dartmouth," and per- haps studying, that that is the reason I don't hear from you. I went to "Seventeen" last night and Willie certainly reminded me of a member of our family. Mother said that she recognized another Jane in our family, I wonder whom she meant? [861 MEASUREMENT OF SOCIAL LETTERS Newton wrote me that Mr. Nichols had bought a Chandler, and that he, Newton, had been driving it for two days and had gone three hundred miles. I think his imagination is marvelous, don't you.? Riverdale has been under going some excitement! For several nights difiFerent people, especially the Jones, have heard queer noises and murderous shrieks. They usually start at about twelve and keep up, off and on, for twenty minutes. I heard them last night and they certainly sound weu-d. The police are trying to locate the place from whence they come, but to no avail. I'll write you if anything more happens. Jack has been having a cold for about a month, and so he is not going to school any more. Last Sunday a French dirigible flew up the river as far as Mr. Dodge's landing. It came out over the river and then turned slowly downward. We had hoped to have it come up by our house but we were disappointed. Write when you have time. Your devoted sister Ella Bryson [26] 7.86 47 Livingston Avenue Buffalo, New York AprU 19, 1918 Dear Sister, Well they're really here, and how we wish you were too! They came yesterday on the 2:57. Uncle Fred telegraphed to Mother in the morning, so we were ready for them, in a measure. Aunt Elsie is thinner and paler, as you would imagine, then when she went away, but Uncle Fred and the children look very well and seem glad to be here. To see Kenneth and Elsie-Eleanor together is a picture, he is so dark, and she so fair, and so pretty! We had the j oiliest time imaginable at supper and afterwards. There were seventeen people around our table. Uncle Bob and Aunty Evelyn came up from New York you see. Jean and I had a terrible time trying to set the table. It took a regular mathimatician to do it. In the end we had to put the twins, much to their disappointment, at a little table at the side. Today Uncle Fred and Aunt Elsie have been looking for rooms. They finally found a very nice place on Morris Street, right accross from the Parish House. Aunt Elsie says that they are going back to China in the early summer. Mother was so disappointed, for she thought theu- furlough lasted a year. Give our dearest love to Grandpa and Grandma and loads for yourself. As ever, Constance Beolin [66] [871 SCALES FOR MEASURING ENGLISH COMPOSITION 7.90 10 Radford Street Watertown, N. Y. Apr. 19, 1918 Dear Daddie, We cannot and do not appreciate a darling and devoted father until he has been separated from us even for the short space of two weeks. Let me tell you, daddie, this home is dead without you. How we miss hearing those jokes and amusing stories at the dinner table every evening! Even little Bert, says, "Mother, won't you tell us some jokes since daddie isn't here? "We haven't laughed at all to-night." Of course we can easily endure all this when we know this trip is so beneficial and helpful to you. Is Mr. Jennings coming on with you upon your return home.'* I hope so. We enjoyed his company immensely during his last visit. I suppose you would like your usual report of my school work. Well, it isn't any better or any worse. You remember, I spoke to you about taking a Physics exam. To be sure the inevitable came yesterday and I didn't find it so difficult as I thought it would be. I know, dad, if you were here you would say, "Calamity Jane." We have all been well and brother and I have kept om* promise in seeing that mother is enjoying herself and is not worrying over house and home. Well, daddie, with a heart full of love, I remain. Your little girl (if you will have it so) Isabel Forbes [64] 7.90 70 Powell Avenue Trenton, New Jersey. AprU 19, 1918. Dearest daddy mine. Three long weeks it is since I've seen you! Oh how I miss you, and wish that you were home. I can scarcely wait until Monday night to hear you say, in that cherry way of yours, "Hello little daughter." You wrote and asked me to tell you of the things I am doing. First of all on the afternoon of her birthday, mother entertained grandma and "the folks." We had a lovely time, tho' we missed you terribly. Of course school as ever is keeping me more than busy, but this after- noon I am going to the city to spend the week-end with grandma. I expect to have a real good time, as Aunt Clare is going to take me to the theatre tomorrow afternoon, and tomorrow night I am going to the "Junior Hop" at college. Sunday I expect to go to Brooklyn to see "Fritzie," and as she is ever-ready for a good time we will sin-ely spend the day pleasantly. Just think, I've written all this without having asked you how business is ! Forgive me daddy dear but I do ask you now. And have you seen any shows in yoiu- spare moments, while away.? As the letter you will write to me in answer to this unreadable epistle must be as long as is this one, I will refrain from wTiting you [881 MEASUREMENT OF SOCIAL LETTERS further, because I realize that time to you is precious. Am I not sym- pathetic? Please do not keep me waiting long for a response, but write real soon to Your "ever-loving" daughter, Helen [571 8.00 Simsbury, Conn. October 13, 1904. Dear Mother: It seems an age since you left us, but I suppose you have barely arrived and begun to "do" the Fair. The post-cards came, and are almost as pretty as the German ones. We have sw^apped, because Fay liked mine better than hers, and she has taken her birthday money to buy an album. I have promised to help her put all her cards into it next Saturday, if it happens to be rainy so that we cannot go chestnutting again. Privately, I hope it will be pleasant. She and I take turns sitting at the head of the table, and you can imagine what a morsel she looked last night, sitting there so erect and dignified in your great carved chair. Katy had another accident with the china — only a common blue cup, — and you would have smiled to hear her say "It doesn't matter," just as kindly as you would have done. And she declined a second portion of pudding too, though it was the kind she ordered and was very good. I believe I promised to write you about my new teachers. I was so unreconciled to parting with my dear Mr. Graves, and I even dared to tell him so. But he smiled at me in his own pleasant way, and only said, "You see. Miss Dale, I can't be with you always!" I haven't had time to "size up" the new ones yet, but thus far one of them seems so stern and the other so lovely and expectant that I can't possibly slight either lesson, and so, between the two of them, I see strenuous days ahead. Your loving eldest Edith [49] 8.20 Dear Walter, It used to be very much of a pleasure to write to you, but since you have been taking that English course, and have learned just how, where, when, and why to write letters somehow I am afraid to, for I picture you as reading them with somewhat of the air that an English lord might look at a painting. So please let your literary monocle dangle at the end of its silken cord, and just be you, without any college frills or fancies. Margaret and I were shopping yesterday. She made a solemn vow that she would not go out with me again because I tempted her to spend money. Such slander! I never tempted anybody to do any- thing; not even so small a thing as to "cut" a period at college. Did I? [89] SCALES FOR MEASURING ENGLISH COMPOSITION Already the stores are getting out the left-overs from last Christ- mas and putting them on bargain tables. Such a mess of women (and a lot of women around a bargain table are messy) buying lorgnette chains, tacked on tissue paper! I think it is wicked to display them, for just imagine the number of polite lies that will be told concerning them! "It is just what I wanted" when the truth is "The old brass thing, what did she send me that for?" I was hunting favors for my luncheon on Saturday. I would invite you, only I am afraid the three old maids would swoop down on you like hawks after a young chicken, so for your sake you are only invited to come in the evening to eat the last of the sandwiches and salad and drink the warmed up coffee. Your friend, Lillian [32] 90 I CHAPTER FIVE A Scale for the Measurement of the Quality of Social Letters of the Second Type (Problematic) SOCIAL letters OF THE SECOND TYPE THE aim of the social or friendly letter is to give pleasure and to keep friends in touch with one another. There are two fairly distinct types of friendly letters. In the first type, with which we have dealt in Chapter Four, the writer narrates everyday happenings. In the second type, the writer may ask or give advice, offer an explana- tion, or state a point of view. If the letter develops a single idea or topic, it may conveniently be called prob- lematic. The scale described in this chapter is composed of specimens of this type. securing the SAMPLES Five hundred and fifty children in Grades 3 to 12 inclu- sive were given the following assignment: "Write a letter explaining how to do something at which you are fairly expert. For example, making sponge cake, playing first base, repairing a tire, etc., or it may be a letter on an argumentative topic such as the following: attempting to convince a friend he should go to your chosen college; attempting to convince a classmate who has left school, to return; stating why a certain girl should be invited to join your club; telling a friend of the vocation you expect to enter and why; or trying to con- vince a friend of your point of view." The letters were written as a class exercise, the assign- ment being made a day in advance. Additional samples were selected from the letters used in the preceding chapter. Letter No. 41 is such an example. Two other [91] SCALES FOR MEASURING ENGLISH COMPOSITION letters were chosen, one from Briggs' "Laboratory Manual of Letters," and one from Thorndike's "Extension of the Hillegas Scale/' The latter was included because it more nearly approached zero than any sample found in the preliminary judging. SCORING THE SAMPLES As in previous scales, two competent judges scored the entire group of letters and made a representative selection. These were carefully studied, and the number reduced to thirty-one representative samples, which were mimeographed and distributed to the sixty judges. The judges were selected and instructed as in the case of the social letters of the first type. The coefficient of correla- tion between the ranks assigned by judge No. 1 and those assigned by judge No. 10 is .64. If .64 is taken as the rehabihty coefficient of judge No. 1, by using Brown's formula we find that sixty judges are sufficient to give a reliability coefficient of .99. EXPLANATION OF THE TABLES Table 19 shows the ranks assigned; Table 20, the "better" judgment; Tables 21 and 22, the per cent and P.E. values respectively. Table 23 gives the Hillegas Scale values. Table 24, as in previous scales, is a summary of all the other tables. Column (1), Table 24, gives the relation of each letter to the letter nearest it in value, ranged from sample 44, the poorest, to sample 38, the best in the group. Columns (2) and (3), giving percentage "better" and amount "poorer," are deiived from Tables 21 and 22. Column (4) gives the amount that each letter was found to be better than letter No. 44, the poorest. The average and equivalent values on the Hillegas Scale are found in columns (5) and (6), computed as in previous scales. [92] MEASUREMENT OF SOCIAL LETTERS SELECTING THE SAMPLES FOR THE FINAL SCALE The thirty-one letters arranged in their order of merit from very poor to very good constitute a scale for the measurement of the general merit of this type of social letter. 1 The poorest, which is of zero value on the Thorn- dike Extension of the Hillegas Scale, has an equivalent value, as here computed, of .39. Two samples are valued between 1.00 and 1.99; one between 2.00 and 3.99; three between 4.00 and 4.99; six between 5.00 and 5.99; four between 6.00 and 6.99; and seven between 7.00 and 7.99. A scale containing ten samples and eight steps is suggested: SAMPLE EQUIVALENT LENGTH OF SCALE NUMBER VALUE INTERVAL VALUE 44 39 4 45 1.43 1.04 14 31 2.74 1.31 27 , 39 3.16 42 31 28 4.11 95 41 32 5.13 1.02 51 23 6.06 93 61 29 and 51 7.14 1.08 71 38 7.81 67 78 If a scale containing shorter intervals of value is desired, the following is suggested : SAMPLE EQUIVALENT LENGTH OF SCALE NUMBER VALUE INTERVAL VALUE 44 39 4 27 1.43 1.04 14 31. 2.74 1.31 27 39 3.16 42 32 30 3.61 45 36 28 4.11 50 41 21 4.51 40 45 32 5.13 62 51 33 5.47 34 55 23 6.06 59 61 50 6.47 41 65 29 7.14 67 71 43 7.51 37 75 38 7.81 30 79 1 See Publishers' Note on page 140. 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D. SCALE 44 44 is 44 is.53 .39 44 to 45 11.6 1.77 45 1.77 1.43 1.38 45 27 45.0 .19 27 1.96 1.45 1.43 27 31 5.0 2.44 31 4.40 2.68 2.74 31 39 30.0 .78 39 5.18 3.16 3.16 39 34 31.6 .71 34 5.89 3.52 3.54 34 30 46.6 .13 30 6.02 3.80 3.61 30 35 43.3 .25 35 6.27 4.05 3.74 35 48 46.6 .13 48 6.30 4.15 3.75 48 46 45.0 .19 46 6.49 3.98 3.86 46 20 46.6 .13 20 6.62 3.55 3.93 20 28 46.6 .13 28 6.95 3.52 4.11 28 24 43.3 .25 24 7.20 3.58 4.24 24 21 36.6 .51 21 7.71 4.03 4.51 21 32 21.6 1.16 32 8.87 5.14 5.13 32 22 46.6 .13 22 9.00 5.13 5.20 22 26 46.6 .13 26 9.13 5.25 5.27 26 47 41.6 .32 47 9.45 5.42 5.44 47 33 48.3 .06 33 9.51 5.37 5.47 33 37 30.0 .78 37 10.29 5.93 5.89 37 23 41.6 .32 23 10.61 6.07 6.06 23 42 41.6 .32 42 10.93 6.15 6.23 42 50 38.3 .44 50 11.37 6.53 6.47 50 25 26.6 .93 25 12.30 7.22 6.96 25 29 41.6 .32 29 12.62 6.94 7.14 29 51 50.0 .00 51 12.62 7.18 7.14 51 49 43.3 .25 49 12.87 7.36 7.25 49 36 43.3 .25 36 13.12 7.53 7.40 36 43 45.0 .19 43 13.31 7.61 7.51 43 41 41.6 .32 41 13.63 7.91 7.68 41 38 43.3 .25 38 13.88 8.16 7.81 Av. = 8.59 S.D. = 3.7 1 P.E. (Lewis) = Av.=4.98 S.D. = 1.98 .535 P. E. (Hillegas) [100 MEASUREMENT OF SOCIAL LETTERS THE THIRTY-ONE LETTERS ARRANGED IN THEIR ORDER OF VALUE Following are the thirty-one social letters of the second type arranged in their order of merit. The letters marked X are those suggested for a scale of eight steps. The letters marked y are suggested for a scale containing shorter inter- vals. .39 ^ Dear Sir : I write to say that it aint a square deal Schools is I say they is I went to a school, red /and gree green and brown aint it hito bit I y say he don't know his business not to-day nor saterday and you know it and I want Jennie to get me out. [44] 1.38 Dear Antoinette, I did not see you five or six years. I want to no the visiting day is. You all the Sisters have a Holy Sunday Day? and all X the Sisters. Your Neffue Adolf [45] 1.43 Dear Uncle 12 Columbus do you know April 10 1911 y what we are Austin Texas doing in school We are doing a letter to our friends / our Uncles are Ant and other people are very glad to to school. We are learning long divition now. [27] 2.74 90 Hill Avenye St. Louis, Mo. April 19, 1918 /p Dear Russell I wish toyou a happy year I hope you will be back this summer. I y hope you will be a good man I hope you will come and play ball with me when you come back We will go up in the woods an play tag. We will have much fun this summer I hope you will be here this summer ISl] [101] SCALES FOR MEASURING ENGLISH COMPOSITION 3.16 52 Columbus Ave. Akron, Ohio May 2, 1918 Dear John, ^ I am going to work when I am going to be big. When I graduate No 10. School I am going to trade school to take up engineering. When y I know engineering very well I will apply to this job. I am taking engineering because I will get a sum of money each week and this will help my father and mother. I must be very careful when driving it. Yours, truly Morris [39] 3.54 278 Winter Street Charlotte, N. C. May 2, 1918 Dear Friend, I hope you are enjoying the place you are working, but we would like, if you came to school again. We have another teacher and she is kind to every pupil. I think you would like best to work than to go to school, bit I think it isn't. We are out every day earlier than usual. If you would like to come to school back again we will receive you gladly. I would like to go to work too, but my mother wouldn't let me go because if you go to school you will learn something and when you work you will not learn anything. Come back to school and you will be glad you came. Yours truly, Marie [34] 3.61 99 Kansas St., Hackensack, N. J. June 28, 1917 Dear Alma, I was very sorry to hear that you were not promoted, and hearing that you are not going back in September. One thing that I can tell you is that to get your deplomer and say that you graduated, is to stay six months in school, and you could say to every one that you have your deplomors, which you will have for life. But if you stay out of school those six months I do not know what you will do, because every one no-a day wants a girl or boy that graduated at least from y grammar school, and I think you would like to stay, just six months more in school, because I know I would, and my one ask me, I could say yes, and not say well I only went as far as the eight grade and then left, and the people would think that you went so far in school you oughtnto graduate. I am telling you again go to school for at least six months and gradu- ate, and not stay home from school and not get your deplomoers. [102] MEASUREMENT OF SOCIAL LETTERS Because if I were you I would finish the grade out and then you know what you did. I remain your friend, AmeUa Klier. [30] 3.74 42 Temple St., Spencer, 111. June 8, 1917 Dear Philip, If you take my advice you would not leave school. You will be in my class and we will have a new teacher. If you go to work you will get a job of five dollars a week. You might be driving on a wagon your school mates will hold a high position. You might loose your job and go loafing around the streets instead of getting your education. I think you would do much better if you would stay in school a year or two longer. Yours truly, Stephen [35] 3.75 42 Main Street New Orlenas, La. May 2, 1918 Dear Mr. Jones. I am preparing for the trade of a mechanic. I am in the 6th grade now and when I finish the 8th grade I will start that trade. I will take a two years coarse. I like that trade because my brother is a mechanic and my friends are. They were going to this school. They took two years coarse to learn it. One of my friends are still going to school. That is all I have to write now. Yours truly [481 3.86 00 Jefferson Street Yonkers, New York. May 2, 1917 Dear Friend, I was thinking to become a machinist as I am a pupil of No. 10 School in which I expect to graduate. There are many reasons why I like this trade. It will help the United States government and after this great war I expect to leave for France and help building it up again. I was also thinking that you would like to become one also andwill study together. Think of the building destroy and also of the many factories. In this trade we shall help a great deal. We shall also receive a salary of $20 to $30 per week. Yours truly, Russell [4«J [103] SCALES FOR MEASURING ENGLISH COMPOSITION 3.93 19 Belmont St., Mount Vernon, N. Y. June 28, 1917. Dear Friend, Don't get discoiu-aged. Why should you Boys has been left back and the other boys don't laugh at you feel sorry. This summer the schools are going to have a summer schools for the ones who were left back, conditioned or the ones who want to get a double promotion. Why don't you enter and in the fall you can take your exams, over and most likely pass. I suppose you don't like the idea of going to school during vacation but summer school is from 8 or 9, to 12 o'clock and then you have the hot afternoon off. Take my advise and be wise. Let me know if you are going. Your true friend [20] 4.11 June 29, 1917. DearWiU: I am going to you that I cannot go to the party tonight, because my father has just returned from a trip, which to him three weeks. J. I am awfully sorry I cannot attend, but you understand how it is when you father has been away for a long time. You like to tell things y that have happened, and you also realize how you like to asked him every thing. When you have you vacation I want you to go camping with me along the River, I was camping last year, and I certainly enjoyed it. I remain John Jacobs [28] 4.24 72 Beech st Los Angeles Cal Dear Salvatore we are going to have a base ball gam Sunday April 21, 1918. Bring your bat and glove. I will bring the ball. From your best friend Pierce [24] 4.51 8 Harbor Road Port Jervis, N. J. May 4, 1918 Dear William, How are you getting along. I am fine. Why did you go out of the Baseball Club.? We are having a fine time now and are having a lot of fun. They all want you back. They said, "I should tell you to come y back because we want to pitch for our team." Come back and sign yorn- name in the book on Sunday afternoon. Tell me the reason why [104] MEASUREMENT OF SOCIAL LETTERS you went out of our club. Did some one tell you not to come and join their club? Tell me in the next letter why you went out of our club. Don't forget to come back. Yours truly, Thomas Burch [21] 5.13 Royal James Inn, Norwalk, Conn. March. 28. 1917 Dear De Witt, I received your letter yeasterday and am very glad to hear that you are getting such good results with your new wireless set. The sending reckord seames rather freakish to me however and I doubt if you can ever duplicate it. The uesual range as you know is hardly ever more than one hundred miles per K.W. with a decreas of 25% over 4. K.W. Therefor you have certainly acheived quite unuesual feat in sending ^ three hundred miles with your 1. K.W. I would advise you to look up yom* wave, and see that it is not over y 200 meters long. Otherwise you may get "pinched" by the Fedrel servise. That E. W. A. report you sent me the other day is certainly good reading. How often do they get them out. Dad gave em a 50,000 Cyl. rotary spark gap for my bu-thday and it increased my range 30%. I shure do hope that you and Margret can visit us for a while this summer. I feel as if I hadent seen you for ten years. Give my love to uncul George and the rest. Your affectionate cousin Laird [32] 5.20 264 Flax Hill Road, So. Norwalk, Ct., April 13, 1917. Dear Dick: Holo there Dick old scout how are you anyway. Say I want to know if you can come up to the farm this summer, Dad and my brother have joined the home guard and might be called out, so I want you to come up and help me do some of their work, "It's great fun" ! Mother said she will pay us seventy-five cents a day and let us have all the cherries and fruit we want. We have a little poney that I am learning to ride and if you come up you can learn to ride also. He can run as fast as a big horse but he likes to throw you off his back into the brook, he has done it to me two or three times this week. Dad say that he will not do that very long because as they grow older they lose all those tricks, so by the time you come up he might not throw you into the brook. [1051 SCALES FOR MEASURING ENGLISH COMPOSITION Say! I have two B. B. guns and when yo\i come up we can shoot chipmonks and small snakes, thats more fun the farming or rideing the poney. Well just write em and say that you can come up, and you will have all the fun and work you can do. Well Solong! Dick, I see you in a few weeks. With love to all, Joe [22] 5.27 114 Water St., So. Norwalk, Conn., April 13, 1917. Dear Herman, Hello, there Herman are you with us, say yes. We have planned a fishing trip for vacation. Some friends and I will be down about the latter part of Jime. Buy some tar and cotton and other things that is needed in preparing the skiff. Get Buddy to help you do the work and we will make it all right with you. We have bought a tent, and some cooking utensial. I have bought a steel rod and some artificial bait and two packages of steel hooks. About what time does the fish start to bite? Do you catch any more of them big whoopa's as we use to.^* My Uncle wrote to us, and he said that the fish was getting scarce. But any how we'll try them this summer. Herman, be sure to patch that seam on the star board side. That hole looks very dangerous and every time to much weight gets on that side, she takes in a barrel of water. I will bring my gun, because some stray bird might be off of his course and — oh for that pot pie he will make. Have your gun handy too for a submarine might appear at any moment and I pity us. But with my old trusty I can make it ok with any submarine From your trusty friend A. Charity [26] 5.44 48 Emerson Avenue Detroit, Mich. May 8, 1918 Dear Fred, I thought you would like to know the profession I am going to take up. It is dentistry and is an easy vocation. After I graduate from the grammar school, I will go to High School and take a four year general course, which will prepare me for college. After passing all my sub- jects in high school, I will go to college, and after graduating there I will get a diploma which makes me certified dentist and makes my title "Doctor" which I shall be proud of. The way I think, it is an easy task. WTiile I am going to high school, I shall try to get a position in [106] MEASUREMENT OF SOCIAL LETTERS some dentist's office so as to get a start in the profession. I surely know that it would be an easy thing for you. If you shall go to work now, you will only get from eight to nine dollars a week and if you shall take up dentistry you will get a great deal more money in one day than you shall get now. It also makes you an educated man and also a well known man. I hope you will take up the same profession and we can go to high school and college to gether. Your dear Friend Bert [47] 5.47 20 Woodlawn, Ave., Fairhaven, New York May 2, 1919 Dear Mr. Adams; Seeing that your lot is not occupied we are asking you to give us permission to use it as a baseball field. We would keep the lot in good y condition. We were going to get a field at Vandeveer Park but it was occupied by soldiers. According to our ability we will refer you to Miss Earle, principal of Number 2 School in which we are pupils. Hoping to hear from you at an early date. Yours truly, Peter Sawyer. [33] 5.89 58 Hudson Street York, Maine May 2, 1918 Dear Friend, I received your lovely letter and I was deeply interested in it. When you spoke of what you were doing to help our boys over in France, I thought you would like to know what our girls were doing. We have organized a club called. Willing Workers. I think that is a good name because anyone who loves their country will be a Willing Worker. We have received considerable favors. As we could not have a meeting room in church, our Sunday school teacher said that we may meet at the girl's houses, if it was convenient. When the girls meet twice a month, they sew for the Belgium Babies over there. We pay as much as we can for dues. The dues is saved and when we have enough, we buy testiments for the soldiers. The girls are willing to do this instead of spending the money for sweet things. I hope you are succeeding with yours. When you come this summer, I will take you to the meetings and hope you will be interested in it as I am. Yours truly, Alice Carter. [37] [1071 SCALES FOR MEASURING ENGLISH COMPOSITION 6.06 94 Lawrence Street, New York, March 19, 1918 Dear Howard, This summer I am going to a camp up in Maine. I have been asked to go by an old friend of mine. This morning I received the particulars about the camp from the /J, camp-master. The expenses are not very great and you get a great deal of fun out of the camp. It is to be open for two months. There y are many athletic appliances in the camp as bats, balls, gloves, dumb- bells, clubs, etc. There is also a baseball field and a gymnasium. I am hoping that your mother will let you come because it will be beneficial to you, giving you much needed health and exercise. Hoping that you and your family are feeling well, I remain. Your affectionate friend Mark Jacobs. [23] 6.23 225 State Street, Trenton, N. J., June 29, 1917. Dear Emma, I received your letter and was very glad to get it. Something very funny happed at our house last week and I will tell you about it. William came in the house and said, "Well mother, I have a new addition to the family." "What is it," said Mother calmly for she is used to such things as you know. "Here it is." He opened a basket and out jumped a baby bear. Her name is Baby," said William. "Oh," we cried "I think she just darling" I am glad you will be home soon so you can see it. Yesterday while I was baking a cake I heard a little cry. I ran to the dining room and there was the cat slapping Baby and biting her. I just sat down on the chair and laughed and laughed. Then I took the cat away and began to play with Baby. Wliile I was playin Anna May and Ethel came over to play. Just then Ethel said, "I smell something burning, Marie. "Oh, my cake," I cried My cake. It was burnt to a crisp so I made another one and sat it on the table with the icing. We played again for quite a while and then they wanted to see Baby. "She is in the kitchen," I said "Come right out. But what a sight greeted my eyes. There was Baby eating all the icing. The girls laughed loudly but to have two cake spoilt is no laughing matter to me. I baked another cake but I must tell you I put this out of Babys reach. I am yoiu- loving sister Alice Alexander [42] [1081 MEASUREMENT OF SOCIAL LETTERS 6.47 44 Grafton Street Cumberland, Md. May 6, 1918 Dear Hetty, When your mother visited us last week, she told us that your greatest ambition was to be an elocution teacher and she seemed distressed over it. We asked her why she was opposed to it and she replied that this was not a suitable position for a girl so delicate as you. Would you like to study to be a private secretary? After I convince you that it is a splendid, advantageous industry, I am quite sure you will agree with me in saying that it is a suitable position. It is my greatest ambi- tion to be a private secretary and, when I graduate, I shall begin to attend High School. y You must study a four year business course which includes two year general and two year business. Some of the most interesting subjects you must study are algebra, biology, typewriting, bookkeeping, and a correspondence course. We might go to school together and be great friends. WTien you have completed the work in High School which is quite a simple matter, you are ready to go forth into the business world, making an enviable salary. Hoping I have convinced you to study for this position, and anxious to receive an early favorable reply to ascertain whether you are really convinced, I am Your friend forever Sara Smith [50] 6.96 Scranton, Penn. June 29, 1917. Dear Ken, I received your letter saying that you intended to go to Harvard this fall. I was greatly disappointed because I had hoped that we could both attend the same college and possibly room together. But you know father went to Rugers and he wants me to go there too; in fact he had made nearly all the arrangements last fall. There is no possi- bility of my changing and I suppose you are in a like fix, so we will have to make the best of a bad situation. There is one comfort however; in both colleges there are chapters of my fathers fraternity and perhaps we may both get bids from it. We are going to Short Beach for this summer and as it is only twenty miles from your home you can come over for week ends. I hope we will be able to spend most of this summer to gether because it will probably be our last chance to be together for a long time. Your friend, Ted. [25] [109] SCALES FOR MEASURING ENGLISH COMPOSITION 7.14 Hackensack, N. J., June 29, 1917. Dear Kathryn: — Received you letter yesterday, and read it in one minute. This is the third long letter you promised me, and its the third short letter I received. Glad to hear that you're a full-fledged "Rose," and hope you'll have lots of fun dominating the "Buds." I expect some candy from that lovely Rose-kitchen of yours, as I suppose you will take advantage of your "Rose" privelege. The contents of your letter could be put in a telegram of eleven words — Passed all but French, Am a "Rose" now, preparing for Vassar. ^ You didn't even write about the Rose bush ceremony. I'm surprised to hear that you're going to Vassar, though many y prefer that. I heard one gentleman say he preferred Wellington because there was more practical knowledge than daisy chains. As I expect to go to Wellington I thought this was a very good argument. In Wellington you do your own work in your room, and learn a great many things. Do you expect to do special work in drawing.'* I haven't diceded what to specialize in, as yet. Bumps has advised me to specialize in taking care of him. You'd be surprised to see the number of cuts and bruises he accumulates. Shall expect letters at the "Cedars." Edgemer L. I. Your loving friend, Lally. [29] 7.14 340 Main Street Hackensack, New Jersey June 28, 1917. Dear Marion : You may be surprised to hear from me so soon, but while you were here I forgot to mention a most important fact. As you know, our club seems to be falling apart, and plainly needs a girl who can be leader, and one whom the girls will come to love. I have in mind just such a person, Mildred Skye, by name, who, I know, would fill the position. She has been the leader of a band of Camp Fire Girls here X in town, and has had great success in this line. Last summer the girls went camping, and all of them told me that their happy summer was due to Mildred's ability. The Camp, I believe, has broken up because of financial diflBlculties. In many ways, Mildred is an artist, for she knows how to do almost anything. I am sure the girls would like her, for she can teach them to do so many things, and yet give them a fine time. I hope you will con- sider this recommendation and let me know your decision soon. Your loving friend, Eleanor. [511 1110] MEASUREMENT OF SOCIAL LETTERS 7.25 20 Brown Street, Charleston, Conn. June 28, 1917. Dear Frank: — In reference to the person whose name was brought up in the last meeting of the Club, I wish to say that that fellow would make a good member. I've known him nearly all his life and have never heard of his saying or doing anything that would prove to be a detriment to himself or to any one around him. I am also quite sure that his is anxious to be a member of the club, and that he would like nothing better. He's steady and always has been. He has been working for five years with the same firm and now holds a responsible position. This fellow is cheerful and full of fun. He never gets offended over small matters but takes them in the right way. His ability to keep secrets is something wonderful. You couldn't get a secret out of him with a sledge-hammer and a chisel. In my mind he's just the type of fellow we want in the club. I cannot recommend him too highly and I think he should be taken in by a unanimous vote, and I trust that you, as a friend of mine, will try to have him come in that way. Your friend James A. Williams [49] 7.40 287 Park St. Hackensack, N. J., June 28, 1917. Dear Marion, I wonder if you know Lois At wood. Oh, no, I forgot you went to Chicago just before she came. She is a wonderful girl and I want her to belong to the A. C. F., but thought it only fair, since you are presi- dent to tell you what she is like first. Of course, everything about her can't be put in a letter very well, but I wanted you to get an idea of the kind of girl she is before you get home next week. She is, first of all, very pleasant, just the kind of gbl you want near you when you are blue and discouraged. She is always courteous, willing to do anything for her friends, and, above all, she is trust- worthy. You know that is one of our strictest requirements. I have never known her to tell even a "white lie," yet she never hurts anyone's feelings as some do. Now, don't get the impression that she is a prig, for she isnt. She is full of fun, always laughing and joking. And does appreciate any- thing you do for her. And how she does love the beautiful! She has the most wonderful room and she arranged it all herself. It is so artistic And everything harmonizes so well. I can't do it justice, so you will have to wait until you get home and see it for yourself. You see she is just the kind of girl we need and want in the A. C. F. [Ill] SCALES FOR MEASURING ENGLISH COMPOSITION I do hope you will like her when you get home. I can't think of a single requirement she doesn't fulfill. Waiting impatiently for yoiu* opinion, I remain, Yours hopefully, Bab. [36] 7.51 53 College Ave., Springfield, Mass., April 19, 1918. Dear Genevieve, As the summer vacation will soon be here, I am ^v^iting now, to ask you whether or not you will be able to accept cousin Grace's invitation to spend a month or so with her after school closes. Of course you are busy preparing for you college examinations, but as mother has written you the details of the trip, and since she has already consented to our going in July rather than August, I feel that the matter is up to you. Grace has already made arrangements to occupy the same cottage on y Lake Monomonack that she had last summer, and to entertain a num- ber of younger people at different times. I am sure that we will enjoy ourselves and I hope that you will be as interested in going as I. There is not much choice as to the route that we take when we go because the railway through Springfield and Gardner, Massachusetts, has been disconnected. I think that the best plan would be to meet at Boston, so that you will not have to make an unnecessary trip to New York. Please answer as soon as you can, for I would like to let Grace know of our plans. Your loving sister, Gertrude [43] 7.68 Dear Walter, It used to be very much of a pleasure to wTite to you, but since you have been taking that English course, and have learned just how, where, when, and why to WTite letters somehow I am afraid to, for I picture you as reading them with somewhat of the air that an English lord might look at a painting. So please let your literary monocle dangle at the end of its silken cord, and just be you, without any college frills or fancies. Margaret and I were shopping yesterday. She made a solemn vow that she would not go out with me again because I tempted her to spend money. Such slander! I never tempted anybody to do any- thing; not even so small a thing as to "cut' a period at college. Did I.' Already the stores are getting out the left-overs from last Christmas and putting them on bargin tables. Such a mess of women (and a lot of women around a bargin table are messy) buying lorgnette chains tacked on tissue paper! I think it is wicked to display them, for just imagine the number of polite lies that will be told concerning them ! "It is just what I wanted" when the truth is "The old brass thing, what did she send me that for?" [112] MEASUREMENT OF SOCIAL LETTERS I was hunting favors for my luncheon on Saturday. I would invite you, only I am afraid the three old maids would swoop down on you like hawks after a young chicken, so for your sake you are only invited to come in the evening to eat the last of the sandwiches and salad and drink the warmed up coffee. Your friend, Lillian. [41] 7.81 My darling Barbara, — Last week I was just a commonplace person living in a commonplace world, now I am a spirit dwelling in a land of miracles and mystery. Why? I've seen The Bluebird— only it ought to be The Blue Bu-d! Just think, child, three hours in the theatre can make you know all the wonders, all the beautiful secrets of the universe! So I want you to see the play when it comes to Richmond sometime this winter. It is the story of two blessed children who set off one night with Dog, Cat, Bread, Sugar, Fire, and Water to find the Blue Bird of happiness. And what wonderful adventures they have ! The Land of ^ the Past, the Land of the Futiu-e, and all the other Lands that we've heard of always, we see, and some are terrible and some are tender y but all are the most marvellously beautiful. The resurrection morn- ing in the cemetery, the poor old grannies awakened to happiness by lovmg thoughts, the unborn little souls, and Dog, dear Dog— I shall never forget them, never! Nor shall I ever forget the scratchy Cat sneakmg around or funny old Bread or Sugar breaking off his candy fingers for the children or the miserable little Cold in the Head. And in the end where do you suppose they found the Blue Bird of Happmess.? Right where our heads always know but our hearts refuse to blieve it is— at home! And I am looking for it myself— now! Go to see the play, Bobs, and WTite me how you feel. Yours lovingly . . Bess 113 CHAPTER SIX A Scale for the Measurement of the Quality of Simple Narration PURPOSE THE object of this study was to make a scale for the measurement of simple narration of one type. This object has been attained by (1) collecting and judging compositions written by over eight thousand pupils in fifty-four representative school systems distributed over the United States, all pupils writing on the same subject; (2) by selecting forty representative samples from the eight thousand; (3) by having these forty samples ranked in their order of merit and evaluated on the Thorndike Extension of the Hillegas Scale by 175 competent judges; (4) by mathematically computing the position of each sam- ple with reference to every other sample; (5) and finally by selecting from the group of forty samples seventeen representative samples that vary in quality by approxi- mately equal steps, ranging from very poor to very good. collecting and judging the samples In making a scale for the measurement of the quality of simple narration, it was thought best to secure composi- tions written under as nearly uniform and standard condi- tions as possible. The method adopted in many school surveys was considered typical. Pupils in Grades 4 to 12 were asked to write an account of one of the most interest- ing experiences they had ever had. The subject was not announced prior to the period of writing, and no advance preparation was made by any of the pupils. They were not allowed to rewrite or make revisions except as they were made in the period assigned for the work. A mini- mum of twenty minutes was allowed, and the compositions [114] MEASUREMENT OF SIMPLE NARRATION were collected at the end of thirty minutes. It is possible by this method to test a pupil's ability to write his experi- ences. By observing these conditions, compositions writ- ten at the end of several days' training on a subject were not compared with compositions written in the class period without previous preparation. Compositions were secured from 8654 pupils in fifty-four school systems located in thirty -five states. The fifty-four school systems were: Ann Arbor, Mich. Atlanta, Ga. Atlantic City, N.J. Aurora, 111. Austin, Texas Baltimore, Md. Bennington, Vt. Berkeley, Cal. Birmingham, Ala. Canton, Ohio Carson City, Nev. Carthage, Mo. Chester, Pa. Crawfordsville, Ind. Duluth, Minn. East Denver, Col. Eau Claire, Wis. Elizabeth, N.J. El Paso, Texas Fargo, N. Dakota Fort Scott, Kan. Fort Smith, Ark. Gardner, Mass. Gloversville, N.H. Grand Rapids, Mich. Greenwood, Ind. Jacksonville, Fla. Kearney, N.J. Louisville, Ky. Madison, Wis. Manchester, N.H. Memphis, Tenn. Michigan City, Ind. Minneapolis, Minn. Muskegon, Mich. Newark, N.J. New Britain, Conn. New Orleans, La. Newport, R.I. Norfolk, Va. Oklahoma City, Okla. Omaha, Nebr. Phoenix, Ariz. Providence, R.I. St. Paul, Minn. Salem, Mass. Seattle, Wash. South Manchester, Conn. Springfield, Mass. Syracuse, N.Y. Washington, D.C. Water ville. Me. West Waterloo, la. Youngstown, Ohio SELECTING TYPICAL SAMPLES From the 8654 compositions, thirty-eight were selected as typical of the group. Three competent judges made the selection. No composition was found that seemed to possess zero merit. Therefore, a sample was borrowed from Trabue's Nassau County Supplement. In order to compare the results of this investigation with those of Trabue's and Thorndike's, sample marked 9 on the Trabue Scale was included. The forty compositions were then submitted to the judges, with the following instructions: 1. Rank the forty (40) compositions in their order of merit, giving the best composition rank No. 1, the next best rank No. 2, and so on down to the poorest, fll5l . SCALES FOR MEASURING ENGLISH COMPOSITION which should receive rank No. 40. Do not give any two compositions the same rank. Use the score sheet below for your final statement. 2. Familiarize yourself with the Thorndike Extension of the Hillegas Scale or the Trabue Nassau County Supplement to the Hillegas Scale. Determine as accurately as possible the position of each of the forty (40) compositions on this scale. You may assign values intermediate to those given on the scale. For example, 05 to one, 10 to another, 43 to another, etc., even though there are no samples in the scale at these points. The forty compositions were identified by the initials of the writer and by numbers. They were mimeographed with all errors, in order to retain the characteristics of the original. Obviously, such characteristics as handwriting, neatness, and spacing were eliminated. EXPLANATION OF THE TABLES Table 25 gives the ranks assigned by 175 judges to each of the forty samples. From this table the three succeeding tables are derived as described in previous chapters. The results are summarized in Table 29. Column (1) in Table 29 refers to the different compositions; column (2) to the percentage of times one composition is judged better than another; column (3) and column (4) refer to the amount that one composition is better or worse than another in terms of P.E.; column (5) gives the median value on the Hillegas Scale; and column (6) the equivalent values. SELECTING SAMPLES FOR THE SCALE The forty samples, arranged in their order of value from very poor to very good, constitute a scale for the measure- ment of the general merit of simple narration of this type. The poorest sample. No. 40, has an equivalent value on the Hillegas Scale of .36. From Table 29 it is possible to [116] MEASUREMENT OF SIMPLE NARRATION make a scale of any desired number of samples up to 40. The original Hillegas Scale contained ten samples arranged in ten steps. Thorndike's Extension of the Hillegas Scale contains twenty-nine samples arranged in fifteen steps. After carefully weighing various possibilities, a scale of seventeen samples arranged in fifteen steps was decided upon. The code number of the samples, the equivalent value on the Hillegas Scale, and the length of the interval between samples are as follows : SAMPLE NUMBER 40 EQUIVALENT VALUE 36 LENGTH OF INTERVAL QQ 2.12 1.76 S8 .2.39 27 34 . . .3.14 75 qa ^^A cvri 3.29 15 ^2 3.83 54 24 4.83 1.00 25 .4.87 1.04 21 ..5.29 42 18 5.56 27 10 6.10 54 7 6.70 60 9 .6.71 61 4 .7.30 59 R 7.78 48 3 8.78 1.00 2 9.43 65 If a scale composed of fewer steps and samples is desired, the following selection is suggested with the approximate interval of 1.00 P.E.: SAMPLE NUMBER 40 EQUIVALENT VALUE 36 LENGTH OF INTERVAL 39 2.12 1.76 34 and 35 3.14 1.02 23 4.03 89 20 5.10 1.07 10 6.10 1.00 5 and 8 .7.23 and 7.25. . . 1.13 6 ..7.78 55 3 8.78 1.00 2 9.45 67 [m] P -6 W -2 < o ^ a U -2 .1^ pa K .s c o 8 P3 ^ O .ii «S'*o«5oo ost^eo-o-* 01001>0«5 ^«' s< <>» ®< !« ®» . vi « so w « CO co o» i "•CoTooToS «0 00 "O •* ©» ^ J> -- 05 l~- t^ i-O i »» a» O* (W »< 50 ®< ^ O* CO 50 G< 50 O* *( <>» G* - «C 1— •* •* 1> OS » — < uo »0 i> (5» l^ -^ Tfi 00 i> I O<»>»»C0»» S*00COO0 "5 CO CO »< a* o« 50 O* CO S» 50 CO so X CO CO CO CO G< soa* CO so 50 50 CO o o< o — « o< »< 'J" 00 i> fC »< ' 1— »0 O 50 50 a» i> 05 15* • 05 o< o »» 00 <5* 50 a« so t~ a* t^ 0> t^ e> Tf" «5 « o e> •* 5D •* ^ l:^ <»» 00 UO «♦"!}< 05 0» I 2: o o 50 e* « a( o* i-H 50 o* I 2: so e< o< a< 50 50 -H 50 ^ so as » 50 X -f o* « as OS o I - «a*ooocD o o OS so a* _ ^ o< ^ a* a* O 50 o o «5 a< rt a» a* .-H 2 I >caa»Oi oo OS 00 OS 00 00 a< »o » 00 o x » -* oo a<-*'ox^ •c^'O'oa* •* ■ a» OS ^ >o OS Tf. «oxt- X Tf. «oxr- « "O OS so O -^ e< "f o --I xoox' O 35 » -? » 12 I 50 f t- CO OS a<'*soi- ot-50i---o i> ?o CO a» »c a*oos^to r-» t^ CO o '-< o i> o I t~ CO CO CO CO >o OS < CO i> 50 a* o 50 "fl O X © 1 l> O X t~ OS J> ( 50 «5 -- CO OS »o OS a* OS X J> "OX l> -H 2 I so — 500^ uo-»}o osj>03a*t~ oi-ooxx o OS •* a< o 1 «o -o OS t~ t> o a» 0050CO-*© XW-OCO CO ■* CO 00 CO w •* a< •* CO •* us X »o •* «c «c '* so •* l> 1> .-I t- OS OS-*. , X o X t» o a« oo 50 ■* 00 05 a» o> ■* — «5 •* os uo x coso»o>c«io atTficoa^'o ooeocox>c a*cocoa<-^ e<>joa«coa* «5 X l> «5 a* «0 CO CO X CO OS X OS UO OS »■*'*' X CO I l> «0 l> lO CO — >0 50 "*• 50 i> l> J> •<*i «C CO CO O l^ ,-H 50 CO X GO a« ■<*! 00 e< p-' •* 00 e< 05 a< a* a< CN •* a< ^ a* os oo i-i so oo «s »« i-i oo a* s« •* os ia*occo«oa«-* ■* oo co «5 jc e< x o oo us -*i co oo i-h t- ^(Nfciofi ^o^soeo^o 118 ^ ©« CO eo e» eo eo «o ^^^^^ SSJSweo ^^^^di t- « t- 00 to CO CO CO G< 0< ©* 0> -^ rH i> CO ^®< CO CO O 00J> J>«S CO eoooco ^2^2S ^2§IS^ 2S2ii CO CO 0» I— 1 o» O O ^ 00 00 50 CO CO 1-1 t~ •CO »» 00 ^ .-1 ®J rt CO ^=°g?s;g ^^^^^ ^^s?i§ 2i22§§5? ^^^^^ f o* to t> -* CO 0< CO (S< s< ^ 00 OO 05 «5 eo i-H ^ ©«oo ^^^Si;; •O CXD »C OICO ©» rH 00 ®» CO g§^^^2 »CG0 t- CO e* CO o ®» so t^ CO CO CO OJ CO oo ^ f eo J> G* CO CO S< rH 2:22S;S S*S5iS 00»*eo CO ®< (N ex CO "O »» o» ■>*< »o !-i a* o* oo ®< I- i> coo 'J' CO CO CO CO 00 i?^s;22 S^22^5;^ ??^2S5; sssss? 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Do.] What I should like to do next Saturday I went going on to the Dox Saturdaye dnd day we the boys and I well going home and I well going the boys, and I will going these read in and they to night, and we or night. I well going a ground shalt and I gone out I well going a ground shalt and I gone out I will going to shea ehouse and I will shoe or the skill of the shea of night. 2.12 [E. H.] A Fire Drill Once upon a time when I was rideing on the Mississippi river one morning as we were dressing when the negers had a fire drill and the gong sounded and we thought it was a real fire and that was one of the exiciting times of my life. 2.39 [A. S. 5] An Accident One day when i was a baby i was on a Brick pile and i was swinging on a awning and i fell and cut my head open. They called the and he sewed it up and after that i stayed of the brick pile. 2.83 [E. 5. B. C] A Fire One day when I and some of my friends were going to the woods, we herd a fire whistle, we looked to see were it was. I was but about three blocks away from where we was, we run to it I was ad a blaze, and burning rapidly, all that was in the house burent, but just one or two things. The fire men throed water on it but it did not do much good, It burnt all most to the ground. 3.06 [H. S. E.] One of the Most Interesting Experiences that I Ever had As I have not been slept in an American bed in Japan, I did not know how to slepp when I arrived Seattle. I looked at a bed with a feell of curiousety in my mined I found two pillows on the bed. I didn't think to get in the bed but instead of that, I got on the bed and I had slept a night, without putting on any mattrus, so I took cold. The next day I went to the Japanese minister to tell about it he laughted at me and explained about the bed. I understood then the difference is that we have pillows in the bed but here you have put pillows on the bed. [124] TABLE 29 The Differences, in terms of D/M.D., between Each Narrative Composition and Composition No. 40 (Ru. Do.); and the Median and True Values on the Hillegas Scale CT.U^.— o.o S.JU.= 1.96 1 P.E. (Lewis) = .551 P.E. (Hillegas) 125 TABLE 26 The Number op Times Each Composition was Considered "Better" in Quality than the Other Thirty-nine Read the table left to right as follows: Composition 40 was considered to be "better" than composition 39 by 2.5 of the 175 judges.* 172.5 175 175 175 35 174 34 175 175 175 175 175 174.5 173 175 174 39 141.5 165 163.5 174 170 163 170.5 158.5 173 170 153 38 175 173.5 175 174 175 173 175 162.5 175 174 175 174 175 175 175 175 175 175 175 175 175 175 175 175 175 5 175 4 175 3 175 175 175 174 173.5 175 175 175 174 175 174 175 174 174 175 175 174 175 174 175 175 175 175 156 124.5 153 149 170 166 154.5 163.5 156 170 164 132 169 170.5 172 152.5 171 171 170 175 174 173 174.5 175 175 174 175 175 175 175 174 175 175 175 175 175 175 37 13 19 4L5 76 77 120.5 12 94.5 102.5 94 136 139.5 63.5 137.5 141.5 129 86 161.5 143 135.5 160.5 170 174 157.5 170.5 169.5 169.5 171 163 173 175 169.5 175 173 174.5 174 175 175 36 34.5 50.5 133.5 141 137 157.5 1.59.5 142.5 151.5 139.5 168 159 106.5 166 168 163 1.33.5 169 109 166.5 172 175 175 173 174.5 175 175 175 173 175 175 172 175 175 174 175 35 85.5 134 131 108 118.5 102.5 142.5 139.5 71 145.5 155.5 140.5 100 156 152 147 167 172.5 173 164.5 172 175 172.5 170 172 175 175 172 175 174 174 175 34 11.5 26 132.5 128 115 104.5 104 147 134.5 79.5 151 151 129.5 90 158 154.5 146.5 171 174 171 160.5 172 174 173 175 172 175 174 172 174 175 175 175 175 175 33 1 5 54.5 17.5 4.1 42.5 97 67.5 72 65 118 110.5 45.5 123.5 123.5 103 61 140.5 137.5 123 161.5 173 171.5 150 .5 170 172.5 172 167 171 174 169 174 173 173.5 175 173.5 175 32 67.5 58 111.5 13.5 44 119.5 126 101.5 59.5 140.5 128.5 122 163 169.5 172 147 169 172.5 168 172 168.5 172 173.5 168.5 173 172.5 172.5 175 175 174 31 12 20.5 80.5 32.5 67 60 107.5 106.5 94.5 82.5 117.5 119.5 61.5 124.5 122.5 111 78 141.5 134 125.5 151.5 168 167.5 144 168 30 4.5 11.5 72.5 23.5 56.6 70.5 103 107.5 80.5 88.5 126.5 124.5 52 131 136.5 114 71 148.5 141.5 131 161 168 171 152 169 171 .5 16.5 35.5 72.5 71 110 117 92.5 86.5 124 1.34 63 137.5 130.5 120 81 149.5 142 138 156.5 158.5 170 170.5 2 5 39 7 32.5 28 57 63.5 57.5 48.5 61 33.5 92.5 105 73.5 86.5 125.5 119.5 97 155.5 161.5 169 139 167.5 166.5 166.5 165 160.5 170 173 165.5 174 171 171 174 174 175 5 11 35.5 35.5 40.5 64.5 61.5 53.5 50.5 41 97 94.5 78.5 44 116.5 109.5 92.5 141.5 153.5 1 22 43 111.5 68.5 104 95.5 129.5 131 113.5 123 112 141.5 146 149.5 148 132.5 104 161.5 157.5 151.5 166 166 170 164.5 168 170.5 73.5 39.5 119.5 152 116.4 173 158.5 172 170.5 174 175 175 1 4.5 33.5 7 19.5 24 51.5 49 52.5 38.5 44.5 70 80.5 27 95 33 114 100 97.5 139.5 154.5 159.5 124 161.5 168.5 163 164.5 158.5 167.5 173 162.5 173 172 172 174 174 175 2 3 46 12 34.5 46.5 72 73.5 64 61 55 101.5 96.5 42.5 101.5 107 114 151 164 167 141 164 172 164.5 163 164.5 169 171 169 174 170 174.5 174 174 175 13.5 22.5 89 41.5 75 85 114 115.5 97 104 94 128.5 131 71 135.5 142 134.5 155.5 144 134.5 164 168 167.5 164 168.5 172 167 169.5 170 167 171 171.5 175 173 174 175 175 175 1 4 13.5 6 19 17 34.5 34.5 33.5 26.5 25.5 49.5 58.5 13.5 53.5 61 37 18.5 68.5 56.5 118 138.5 150.5 91.5 147.5 146 141.5 151 137.5 156.5 167 147.5 169.5 163 161.5 172.5 172.5 17- 20.5 37.5 46.5 41 33.5 33 55.5 65.5 17.5 72 75 47 31 106.5 70.1 132.5 151 158.5 109 150.5 161 155.5 158.5 152.5 163 172 154.5 171 165 173 173 175 174 19 1 1.5 5 39.5 8.5 28 28.5 52 53 49.5 44 37 78 82.5 23.5 86 77.5 61 40.5 118.5 104.5 142 161 162 123 160.5 167 160.5 163.5 159 167 172.5 159. 171 171 172 173 175 174 120 133 67.5 132.5 143.5 133.5 143 118.5 150.5 166.5 142.5 170.5 162 168.5 174 167.5 167.5 120 44 112.5 126.5 100 131.5 97 1.34.5 163 129.5 167 154 158 30.5 96.5 105.5 79 108.5 78.5 107. 146 101 161 141.5 142 52 107.5 131 144.5 142.5 154 140.5 154 136 159.5 165 148.5 172.5 167 166. 175 171 170.5 4.5 .5 3 3 5.5 5.5 7 6 5 7.5 15 7 14 13.5 11 6.5 27.5 24.5 14.5 42.5 62.5 78.5 32.5 104.5 76 107.5 31.5 48.5 69.5 21 70.5 61 86.5 68.5 53.5 80 102.5 94 112 145 131 155 107.5 90.5 115.5 160 162 160.5 138.5 131 143.5 136 138.5 150.5 170 171 170.5 16.3.5 1.55 168 161 158.5 168 34.5 99 114 lis 3 6 4 4 10 10 2.5 15 10.5 12 5.5 24 16.5 11.5 32 43.5 66.5 12 2 3 3 8 6.5 12 10 4 14.5 20 7 23 16.5 10.5 5 37.5 22.5 16 56.5 78 96, 21 39 67.5 106.5 88.5 121.5 57 95 54.5 8k5 140 94 156.5 126 134 170 163 164 3 5 7 1 10.5 7.5 6 8 18.5 12 8 24.5 40.5 67.5 15.5 72.5 81 63 120.5 90.5 45.5 129.5 153.5 139.5 113.5 84 158 155 1.55 126.5 1,50.5 131 170 168 165 1,58 160 155.5 2 2 4 4 8 3 2.5 8.5 12 24 10 30 44 20 35 21.5 35.5 43!5 123.5 77.5 88 165, 139 129 15 5 16.5 12.5 3.6 27.6 20.5 15.5 32.5 25.5 74 26.5 67.5 84.5 59.5 81 61.5 91 131.5 149' 123.5 131 170 157.5 147.5 31.5 49 20 48.5 97.5 51.5 130 90 164 146 123.5 1.5 2.5 4 1 1 4 2 2 4.5 3 .6 1 1S.6 2 3 6.5 17 33 39 36.5 24.5 41 24.5 44 87 44 123 155.5 140 119.5 5 4 4.5 5 5 7 9.5 7.5 4.5 12 4 11.5 20 7 12 10 17 36 17.5 72 11 19.5 34.5 24 1 1 7.6 7 8.6 4.6 14 16.5 7 11 15 19.5 46 27.5 51.5 56.5 151 116 Cases that were "equal' were distributed, one half to the "better" and one half to the "worse." TABLE 27 Percentage that Each Composition was Considered "Better" in Quality than the Other Thirty-nine Read the table from left to right as follows: Composition 40 was considered to be "better" in quality than composition 39 by 1.4 per cent of (he judges, etc. 40 39 38 37 36 ■7.4 iJ)'.' 35 .5 5.7 34 ■6.5 33 32 31 ' '6.8 30 ' '2.5 29 28 27 26 25 ' '.8 24 ' .5 23 22 21 20 ' .5 19 .5 .8 18 17 16 15 14 13 12 U 10 5 9 8 7 6 5 4 3 2 = 40 3«) '98..' 1.4 .S7 4 ' ' .5 ' "2.8 .2 9.4 ' '.i ' '2.8 .5 12.5 1.1 ' '7.1 ' ' .5 .5 .5 5 ".'5 .5 3 1 ^f^ 100 62.5 10.8 28.f 12.5 14.8 2.8 5.1 U.V 6.5 10.8 2.8 6.2 24.5 34 2.5 1.7 12.H 2.2 .2 2,8 .5 1.1 .2 .5 1.1 "]2 .... 7,7 100 92., -i 89,1 76.4 56.2 55.9 31.1 30.5 45.9 41.4 46.2 22.2 20.2 63.7 21.8 19.1 26.2 50.8 7.7 18.2 22.5 8.2 2.8 .5 99 2.5 3.1 3.1 2.2 6.8 1 1 ' '.'5 36 100 80.2 71.1 2.3.7 19.3 21.6 9.9 8.8 18.5 13 4 20.2 3.9 y.i 39.0 5.1 3.9 6.8 23.7 3.4 3.4 4.7 1.7 1.1 .2 1.1 1.7 .5 .... 35 99.4 94,2 87.4 43.7 80.5 51.1 23.3 25.1 38.1 32.2 41.4 18.5 20.2 59.4 16.8 11.1 19.7 42.8 10.8 13.1 15.9 4.5 1.4 1.1 59 1 7 1.4 2.8 1.7 - .5 .5 34 100 9.S.4 8.-5.1 43.9 78.2 48.8 24.2 26.7 34.2 40.2 40.5 15.9 23. 1 54.5 1.S.6 1.3.6 26.5 49.5 9.7 11.7 16.2 2.2 .5 2.2 8.2 1.7 ,5 1,1 1.7 33 100 99.4 97.1 68.8 89.9 76.5 75.7 44.5 61.4 58.8 63.1 32. 1 36.7 73.9 29,3 29.3 41.1 65.1 19.7 21.3 29.6 7.7 1.1 1.9 14,2 .3.1 2,8 1 4 1.7 4.5 2.2 5 3 4 5 1.1 .8 .8 32 100 97.1 94.8 69.4 91.1 74.8 7.3.1 55.3 60.8 61.4 66.8 3J.2 35.0 74.8 31.6 27.9 42.0 65.7 19.7 26.5 30.2 6.8 ,S.l 1.7 1.5.9 3.1 1.4 .3.9 1 7 3.7 1.7 .8 3.7 ■ ■■; 31 100 93.1 88.2 53.9 81.4 61.7 65.7 38.4 39.0 45.9 52.8 32.7 31.6 64.8 28.8 29.9 36.7 55.3 19.1 23.3 28.2 1.3.4 3.9 3.1 17.6 3.9 3.9 3.4 3.4 6.8 1.7 1.1 6.8 1.7 1.1 2.2 1.7 30 100 97.4 9.-5.4 68.5 86.2 67.6 59.7 41.1 38.4 53.9 49.4 27.6 28.8 70.2 25.1 21.9 34.7 59.4 15.0 19.1 25.1 7.9 3.9 2.2 13.1 .3.4 2.2 3.4 2.2 5.7 1.1 1 1 3.4 .5 3 1 5 5 5 29 99.7 90..5 89.1 53.6 79.7 .58.5 59.4 37.4 33.0 47.1 50.3 29.0 23.3 63.9 21.,'i 25.4 31.3 53.6 14.5 18.8 21.0 10.5 3.9 2.8 9.4 2.8 2.5 3.4 2.2 2.2 1.7 .5 39 .6 .6 28 100 98.8 97.7 77.7 95.9 89.4 83.9 67.3 63.7 67.1 72.2 71.1 49.1 80.8 47.1 39.9 57.9 73.4 28.2 31.6 44.5 11.1 7.7 ,3.4 20.5 4.2 4.7 4.7 5,7 8.2 28 1.1 5.4 .5 2.2 2.2 5 5 27 100 97.1 93.7 79.7 90.8 79.7 76.8 63.1 64.8 68.2 71.4 76.5 50.8 83.4 44.5 45.9 55.1 74.8 33.0 37.4 47.1 19.1 12.2 5.1 26.7 8.5 6.2 6.8 5,7 11.4 3,9 1.7 8 5 .5 2.8 1.1 26 99.4 87.4 76.4 36.2 60.8 40.5 25.9 25.1 35.0 29.6 35.9 19.1 19.1 16.5 14.5 15.3 24.2 40.5 7.7 9.9 13.4 5.1 5.1 2.8 5.9 3.9 2.5 3.4 1,4 3.9 .5 2.8 1.1 25 100 99.1 96.5 78.5 94.8 83.1 86.2 70.5 68.2 71.4 74.8 78.5 52.8 55.3 85.4 54.2 57.9 77.4 31.6 41.1 49.1 19.3 11.9 11.1 30.0 7.9 6.2 10.2 8,5 1.S.1 5.9 1.1 9,4 1,7 34 2.6 .6 24 100 99.4 97.4 80.8 95.9 88.8 86.2 70.5 71.9 69.9 78.0 74.5 60.0 53.9 84.5 45.7 61.0 81.1 34.7 42.8 44.2 20.2 11.7 8.8 29.0 7.7 3.7 6.8 5,9 9.4 4.2 2.1 7.1 1,1 1,7 1.7 .5 .5 23 100 98.8 98.2 73.7 93.1 80.2 73.9 58 8 57.9 63.4 65.1 68.5 42.0 44.8 75.7 42.0 38.7 76.8 21.0 26.7 34.7 13.6 6.2 4.5 19.3 6.2 1.7 5.9 6,8 5.9 3.4 2.2 3,4 .5 28 ,2 .5 .5 22 100 92.8 87.1 49.1 76.2 .57.1 51.4 34.7 33.9 44.5 40.5 46.2 26.5 25.1 59.4 22.5 18.8 23.1 10.5 17.6 23.1 6.1 3.9 4.2 6.2 3.7 1.7 4.5 3,1 2.8 4.5 2.2 1.9 1,1 .5 21 100 99.4 97.7 92.2 96.5 89.1 90.2 80.2 80.2 80.8 84.7 85.4 71.7 66.5 92.2 68.2 65.1 78.8 89.4 60.8 67.6 32.4 20.8 13.9 47.7 15.6 16.5 20.2 13,6 21.3 10.5 4.5 15.6 3.1 6.8 7.7 1.4 1.4 1.7 20 100 99.4 97.7 81.7 96.5 86.8 88.2 78.5 73.4 76.5 80.8 81.4 68.2 62.5 89.9 58.8 .57.1 73.1 82.2 39.0 59.7 24.2 13.6 9.4 .37.6 13.9 7.9 11.1 9.4 12.8 6.8 1.7 11.7 2.2 5.7 1.1 1.1 .5 19 99.4 99.1 97.4 77.4 95.1 83.9 83.7 70.2 69.7 71.7 74.8 78.8 55.3 .52.8 86.5 50.8 55.6 65.1 76.8 32.2 40.2 18.8 7.9 7.4 29.6 8.2 4.5 8.2 6.4 9.1 4.5 1.4 8.8 2.2 2.2 1.7 1.1 .6 18 100 100 100 91.7 98.2 96.4 97.7 92.2 93.1 86.5 91.9 89.4 88.8 80.8 94.8 80.5 79.7 86.2 9.'?. 9 67.3 75.7 81.1 31.3 23.9 61.4 24.2 17.9 23.7 18,2 32.2 13.9 4.7 18.5 2.5 7.4 3.7 .5 4.2 4.2 17 100 100 99.4 97.1 100 98,5 99.4 98.8 96.8 95.9 95.9 95.9 92.2 87.7 94.H 97.9 88.2 93.7 95.9 79.1 86.2 91.9 68.5 31.3 74.8 35.6 27.6 42.8 21.8 44.5 23.1 6.8 14.5 4.5 11.9 9.7 3.4 2.5 3.9 16 100 100 98.8 99.4 100 98.8 97.7 97.9 98.2 96.8 97.7 97.1 96.5 94.8 97.1 89.1 91.1 95.4 95.7 85.9 90.5 92.5 75.9 68.5 82.5 44.8 39.6 54.8 37,9 55.1 38.4 16.5 42.2 7.9 19.1 18.8 3.4 6.8 4.7 15 100 99.4 99.7 98.9 98.8 93.9 91.7 85.7 83.9 82.2 86.8 90,5 79.4 7.3.1 93.9 66.8 71.1 80.5 93.7 ,52.2 62.2 70.2 38.4 2.5.1 17.4 .... 18.5 11.9 19.7 12,2 22.2 8.8 5.7 15.0 1.4 4.5 4.7 2.2 2.5 14 100 100 100 97.4 99.7 98.2 98.2 96.8 96.5 95.9 96.5 97.1 95.7 91.4 95.9 91.9 92.2 93.7 96.2 84.2 85.9 91.7 75.7 64.2 55.1 81.4 40.2 56.5 38,4 60.8 41.4 17.1 38.4 8.5 20.8 22.2 2.8 6.5 7.9 13 100 99.4 100 96.8 100 100 99.4 97.1 98.5 95.9 97.7 97.4 95.1 93.7 97.4 93.7 96.2 98.2 98.2 83.4 91.9 95.4 81.9 72.2 60.3 87.9 59.7 65.1 50.3 69.4 46.2 25.1 48.2 7.4 25. 1 20.8 2.2 11.4 9.4 12 100 100 99.4 96.8 100 98.5 98.8 98.5 95.9 96.5 96.5 96,5 95.1 93.1 96,5 9S.7 93.1 93.9 95.4 80.8 88.8 91.7 76.2 57.1 45.1 80.2 43.4 34.7 32.4 54.2 35.9 11.4 33.9 8.2 17.9 13.9 2.5 3.9 3.9 11 100 99.4 100 97.7 100 100 100 98.2 98.2 96.5 97.7 97.7 94.2 94.2 98.5 81.4 93.7 93.1 96.8 96.2 90.5 93.4 91.7 75.1 69.9 87.9 61.4 49.4 67.3 .... 68.8 51.7 19.9 46.2 10.5 27.9 23.3 2.8 6.8 6.2 10 100 99.4 00 9.3.1 98.S 98,2 98,2 95.4 96.2 93.1 94.2 97,7 91.4 88.5 95.9 86.8 90.5 93.9 97.1 78.5 87.1 90.8 67.6 55.8 44.8 77.7 39.0 30.5 45.7 31.1 25.9 12.2 35.0 9.7 11.4 13.9 2.8 5.7 8.5 9 100 100 00 98.8 100 100 100 97 7 98 2 98.2 98 8 98 9 94 1 95.9 99 4 93,9 95.7 96,5 95,4 89,4 93,1 95.4 85.9 76.8 61.4 91.1 58.5 53.6 63.9 48,2 73.9 20.2 51.9 11.4 27.6 26.1 3.9 9.7 11.1 8 00 100 00 00 100 100 99,4 99 4 99 1 98 8 98,8 99 4 98 8 98 2 100 98.8 98.8 97,7 97,7 95,4 98.2 98.5 95.1 93.1 83.4 49.2 82.8 74.8 78.5 79,9 87.7 79.7 75.1 29.3 56.6 49.6 5.4 20.5 26.2 7 100 99.4 99.4 96.8 98,2 98 9 98.2 96.5 96.2 93.1 96.5 95.9 94.5 91.4 97.1 90.5 92,8 96 5 97.9 84 2 88,2 91,1 81.4 73.9 57.7 84.7 61.4 51.7 66.0 53,6 64.8 47.9 24.8 14.8 29.3 26.1 2.8 9.9 15.6 6 100 100 00 100 100 100 99.4 99.4 98.8 98.2 99.4 100 99.4 99.4 100 98.2 98.2 99.4 100 96.8 97.7 97.7 97.4 95.4 91.9 98.5 91.1 92.5 91.7 89,4 90.2 88.5 70.5 85.1 74.2 V0.2 10.8 41.1 55.9 5 00 99.4 00 98.8 on 99 4 100 98 8 98.5 98 8 96.8 99.4 97 7 97 1 100 96.5 98.2 97,1 98 8 93.1 94.2 97,7 92.5 87.9 80.8 95.4 71.1 74.8 81.9 71,9 88.5 72.2 44.2 70.5 25.6 48.5 6.2 16.5 29.8 4 00 00 00 99.7 99.4 99 4 100 99 1 98 5 97 7 99 4 99.4 97 7 98 8 98 8 97.4 98.2 99,7 99 4 92.2 98.8 98,2 96.2 90.2 81.1 95.1 77.7 71.1 85.9 70,5 85.7 74.6 50.2 74.8 29.6 6i.4 3 00 100 00 99.4 00 100 100 100 00 98 2 99 4 90 4 99 4 99 7 100 99.4 99.4 99,4 100 98.5 98.8 98.8 99.4 96.5 96.5 100 97.1 97.7 97.4 97,1 97.1 95.9 94.5 9V.1 89.1 93.7 79.9 68.2 86.2 66.7 2 00 .)0 00 00 00 100 100 99.1 100 100 99.4 100 99.4 100 100 100 99.4 99 4 100 98,5 100 100 95.7 97.4 93.1 97.7 93.4 88.5 95.9 93.1 94.2 90.2 79.4 89.9 58.8 34!2 00 100 00 00 100 100 100 100 99.4 100 100 100 100 100 100 100 100 100 100 98.2 99.7 99.4 95.7 95.9 95.1 97.4 91.9 90.5 96.9 93.7 91.4 88.8 73.7 84.2 ■ ■*■ TABLE 28 The Differences between the Compositions Expressed in Multiples of the Median Deviation on Terms of P.E. (Multiplied by 100) Read the table left to right: Sample No. 40 is 329 P.E. distance from sample No. 39, etc. 40 39 329 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 40 39 4' r 2K 18f 127 83 235 171 225 155 284 74 191 109 104 284 243 76 201 100 99 21 221 176 15 133 45 60 292 225 32 164 68 37 195 183 14 124 32 36 341 284 113 262 133 148 67 52 66 88 82 284 229 124 198 124 110 50 57 71 83 109 4 171 103 41 271 118 243 142 163 81 71 83 100 118 11 21 157 29i 130 262 181 163 81 87 78 115 98 38 15 152 341 317 94 221 127 93 34 30 50 58 73 104 218 168 107 27 6 36 38 300 211 271 183 193 127 127 130 154 157 85 65 211 71 58 120 185 300 135 271 166 176 118 93 109 130 131 71 47 191 34 27 92 138 284 112 249 148 146 80 77 85 100 120 21 11 164 4 21 58 110 206 317 252 300 211 221 164 209 185 181 130 243 129 124 163 230 67 104 131 284 329 341 277 262 262 262 211 173 243 175 176 229 262 121 163 209 73 341 341 300 309 317 277 300 284 271 243 284 181 201 252 257 161 195 215 106 73 37 191 341 232 206 159 148 138 166 195 123 92 232 65 82 129 229 8 47 80 292 317 317 277 277 262 271 284 257 203 262 209 211 229 266 150 161 206 104 55 20 133 277 284 329 262 300 292 249 229 292 229 266 317 317 144 209 252 137 88 38 175 37 277 329 341 329 262 271 271 271 249 221 271 188 221 232 252 124 181 206 107 27 127 300 284 317 317 271 300 300 235 236 329 203 232 221 277 163 195 225 135 101 45 173 43 221 341 317 317 252 266 221 235 300 206 179 262 166 195 232 284 118 168 198 68 21 113 341 300 317 317 341 317 284 262 232 257 271 252 185 221 252 161 110 43 201 32 14 53 96 341 341 341 317 341 341 300 300 252 317 329 249 221 144 235 141 100 179 126 173 124 277 317 317 317 329 266 221 271 262 239 203 284 195 218 271 309 150 176 201 133 157 29 154 43 6 61 14 57 341 36 35 34 107 '2: '2i 129 116 33 34 i 317 317 341 277 300 300 292 252 211 329 203 215 206 185 193 179 81 155 341 329 341 277 300 284 329 218 284 341 221 235 300 215 175 130 252 121 100 137 87 179 88 81 329 300 300 341 341 292 218 211 341 317 266 193 131 249 113 121 161 109 161 100 2 100 317 329 341 341 271 171 284 300 292 284 284 262 239 284 183 229 181 127 163 329 257 292 221 300 225 179 262 221 235 193 123 191 34 144 126 60 32 31 43 34 47 41 43 65 li 15 2 30 29 28 27 26 25 52 66 17 96 100 57 80 53 130 144 24 16 30 112 42 131 no 23 30 93 20 100 22 21 ■i 58 61 21 36 14 317 20 41 68 37 19 18 257 17 262 16 249 15 43 100 139 292 14 209 13 195 12 19 24 58 2 76 16 67 74 6 262 11 229 10 20 41 20s 9 181 8 94 7 7 101 I5U 6 5 21 97 80 '22 6 81 4 3 2 1 71 1 1 TABLE 29 The Differences, in terms of D/M.D., between Each Narrative Composition and Composition No. 40 (Ru. Do.); and the Median and True Values on the Hillegas Scale (1) (2) (3) (4) (5) (6) relation percentage AMOUNT AMOUNT MEDIAN "true" OF "better" "poorer" BETTER VALUE ON VALUE ON THAN HILLEGAS HILLEGAS NO. 40 SCALE SCALE 40 40 40 .36 40 to 39 1.1 3.41 39 is 3.41 39 is 1.84 2.12 39 38 36.5 .51 38 3.92 2.02 2.39 38 36 27.9 .87 36 4.79 2.48 2.83 36 26 38.2 .44 26 5.23 2.95 3.06 26 34 45.9 .15 34 5.38 3.02 3.14 34 35 49.9 .00 35 5.38 3.08 3.14 35 22 42.2 .29 22 5.67 3.20 3.29 22 37 49.9 .00 37 5.67 3.27 3.29 37 29 44.4 .21 29 5.88 3.22 3.40 29 31 48.2 .06 31 5.94 3.33 3.43 31 30 45.0 .19 30 6.13 3.51 3.52 30 33 41.7 .31 33 6.44 3.79 3.68 33 32 42.2 .29 32 6.73 3.86 3.83 32 23 39.9 .38 23 7.11 3.93 4.03 23 28 42.9 .26 28 7.37 4.20 4.16 18 27 47.9 .07 27 8.44 4.28 4.71 27 24 43.9 .22 24 8.66 4.54 4.83 24 25 47.6 .09 25 8.75 4.68 4.87 25 19 47.3 .10 19 8.85 4.22 4.93 19 20 41.2 .33 20 9.18 4.83 5.10 20 21 40.0 .38 21 9.56 5.06 5.29 21 15 46.7 .12 15 9.68 5.30 5.35 15 18 39.5 .40 18 10.08 5.70 5.56 18 17 30.2 .77 17 10.85 6.06 5.96 17 10 42.2 .29 10 11.14 6.21 6.10 10 12 47.0 .11 12 11.25 6.46 6.16 12 16 45.9 .15 16 11.40 6.59 6.24 16 14 43.9 .22 14 11.62 6.57 6.35 14 13 38.2 .44 13 12.06 7.01 6.58 13 11 48.4 .06 11 12.12 7.00 6.61 11 7 45.6 .17 7 12.29 7.03 6.70 7 9 49.3 .01 9 12.32 7.02 6.71 9 5 25.1 1.00 5 13.32 7.70 7.23 5 8 48.7 .05 8 13.37 7.74 7.25 8 4 47.3 .10 4 13.47 7.69 7.30 4 1 30.8 .75 1 14.22 8.09 7.69 1 6 45.3 .18 6 14.40 8.25 7.78 6 3 9.7 1.93 3 16.33 8.54 8.78 3 2 18.8 1.31 2 17.64 9.00 9.45 S = 366.05 S = 203.25 Av.= 9.15 Av.= 5.08 S.D.= 3.8 S.D.= 1.96 1 P.E. (Lewis) = .551 P.E. (Hillegas) 125 SCALES FOR MEASURING ENGLISH COMPOSITION 3.14 [O. G. B.] A Camping trip A bunch of school boys and a teacher went camping during sping hoHday. On our way there we had a few experience which were some of the best I had ever saw. First was spreading our blanket in barroom and going to bed. We cud not stay there long for The bar tender came and kick us out and told us that this was no state room. Next was going to sleep in the lift boats. Soon after we were a sleep a deck hand cam along a pinch and leg and told us he was going to have us arrest at The next town becaus we had no buissness in there. We are still running at large because the deck hand had forgotten all about what he had said 3.14 [E. S. C] An enteresting Experience. One day last summer my mother and I decided to go to Washington to see my cousins. So we went. As soon as we came there, I heard one of my cousins to speak some sort of an language. I asked what it was, she told that it was Latin. I took inderest in Latin and I asked her if I may take some of her Latin books and try to look up some of the Latin words. When I held the book started to have some experiences in latin. 3.29 [M. West] An Interesting Experience One day last summer as I was riding along a country road I saw a large mud-turtle. A little farther on I saw two smaller ones. A little farther on I saw three smaller ones still then I saw four small one. I rode on about a mile and I saw four small snakes. A little farther on I saw three larger ones. A little farther on two larger ones and last of all one large one. 3.29 [L, B. M.] One of The Most Interesting Experiences I Ever Had. The Most interesting experiences I ever had the first day I learn how to drive an auto. It was a nice summer day so I took the machine I though if no one will show me how to run it I'll learn myself. So steady how to shift the gears then I thought the engine will as long as it gets gas so started out everything went well untill I got a puncher in the back tire I had little experience in fixing tire so that did not bother me much. Mter I got that fixed every thing went well. I thought I get some of my friends and go for a joy ride we went to White Bear we got there all right butt coming back the engine stoped I looked the engine all over and every thing seem to be all right tell I look in the gas tank an it was empty, we where only two miles from town so two of us went and got some gasoline and the other two watch the machine. After we got and put tank ever thing went well we got home just in time for dinner. That was my first experience with an auto. [1261 MEASUREMENT OF SIMPLE NARRATION 3.40 [W. B. S.] One of the Most Interesting Experiences I ever Had This was in Canada, on a farm of my uncle, which I enjoyed very much. In one of my vacations I went to Canada to have my same experience about how it was, and I found it a very good place to go for a vacation, but to live there was not as pleasant as in the United States. What I appreciated most was the farming, to go in the fields and play or work to help the men in pushmg the hay down with our feet. One day I and my brother went to work of that sort and in goin there we were stopped by water and we had to take off our shoes to cross the water it was not very deep. When we arrived to work we got on the teams and and began to push down the hay and when it was almost full we had to cross that same stream of water we remained in the team to cross and when crossing my brother who was younger than I was fell over board in the water because he was holding himself. This little story is not want I found the most interesting of my experience, but the experience I had in looking over the different tools they worked with and different machines. 3.43 [R. C. W.l One day while going out on a hunt, having walked for about an hour, where we arrived to our place of hunt, we began to gather wood hay, and build a large fire, to make the rabbits come out of their hole, after a few acres of land having been hurt, not even seeing a hole nor rabbit tracks we decided to put the fire out, and to go out a little farther away in the praries, after leaving this place it was about half past four and took a little meal at a small restaurant which was in a little vUlage near by it was than about five o'clock when we took out for our next walk. Then again walking for about four hours, we arrived to a large prarie sky and dry grass about four feet in height was the only thing that could be seen, the first idea was to set it on fire, and the wind was blowing qiet hard. Walking along a ditch for about a mile decided to set it on fire, why hardly striking the match the wold take almost at once the only thing left to do was stay there, fortunately the wind was blowing in an easterly direction a large spot being burnt we stood in the middle, and the fire burning all around us, it was something very frightful, no one would believe the rate that this fire was traveling, the wind blowing the flames in an angle would cause a distant of about three hund feet to catch, leaping in that manner until everything is burnt in the surrounding. My experience in this, if any one is caught in a prarie seeing a fire approaching in that manner, the only thing to do is to light a fire where you are and to stay there. f 1271 SCALES FOR MEASURING ENGLISH COMPOSITION 3.52 [E. A. S.] One of the Most Interesting Experiences I Ever Had. The most interesting experience I ever had was when I was away in the summer, and had the experiences to learn farming, I used to get up with head farmer, and wear a sun bonnet on the farm, and start the farming of pulling up weeds and raking away the dead or decayed leaves, also of picking strawberry by the two or three basket full at a time, also of filling the farming boxes with nice sweet summer corn and tomatoes, carrots, turnips, beets, peas, and string beans. Farming is tiresome job but it is great fun when you have nothing else to do. To stand away from the farm you have been working hard all day and see a nice neat farm it is worth the time and labor. 3.68 [L. L. M. M.] One of the Most Interesting Experiences I Ever Had. One summer my Father said that I could go West for my summer vacation. I thought this would be grand to go West and see the great ruggy mountains, and Pacific, I could not hardly wait untill school was out at the end of the term. I was up good and early the morning that I was supposed to leave, I was going on the fast mail train so it would not take me so long to get there. I was anguish to get to the mountain an to the great oceon. One morning about sun down we could see the mountain. The next morning we were about five miles from these mountains. 3.83 [L. C. F.] My Most Interesting Experience On the morning of the tenth of June We left for a trip to the summit of the Mountainn. Our guide was a old man being a guide for all his life. After securing our burrows we left for the top. At thwelve o'clock we arrives at the top being very hungrey we ate a hearty meal. At two we left, a fair storm had been gathering and the clouds were so low that we could hardly see. Reaching home at five we were very wet after drying we ate a hearty supper and decided not to go on burrows any more. 4.03 [W. C. S.] One of the Most Interesting Experiences I Ever Had. When I first tried to swim I could not stay up so as to take strokes in the water. Every time that I went swimming I did this an I could do better every time. I would go out in the water and then swim in to shore. When I went under the water I thought that I had come [128] MEASUREMENT OF SIMPLE NARRATION up and I would open my mouth and I would get a lot of water in it. Sometimes when I thought I was swimming I would not be going at all. 4.15 [M. L. R.] The Most enteresting Experience I ever had. One afternoon I was to go skating, and my mother said no, and through disobedience I fell in. One cold day in December I wanted to go skating in a little pond not far from our house. I asked my mother but she said no, and I said that some of the others girl were going and I wanted to go to. I said the pond was frozen and many of the girls were going, and there were many more there, but she wouldn't give her consent. I went any how and not long after I had been skating I fell through and was nearly drown when they took me out, I never went again. When I got home my mother said it was good for me and that taught me a good lesson, never to disobey my mother again. 4.71 [F. K. S.] Riding Down HUl I rode down hill with my brother about five years ago when the crust was so hard that a horse could stand and not break through. We started at the top of the hill and would go about a mile. We had gone down once and had started down again when on coming too the four corners, there being a slight bend there, stood some children who had come watch us. In turning out for them we went on one runner about fifteen feet then righting again in which we were very fortunate because if woudd have turned over we would have gone in a gully and probably have broken something as it was we were pretty scared. 4.83 [J. F. D. S.] One of the Most Interesting Experiences I ever had. The most interesting experience I ever had was when I first fired a gun off. It was on a summer's day when I was playing with a boy. He asked me if I wanted to fire his gun off and I said yes, he went up into his house and got it. When he shot it off I got frightened and didn't want to shoot it. After he shot it off a few times I tried it, when I pulled the trigger I dropped the gun and ran a few steps. Then he laughed at me and said come here. He then put another bullet into it and let me shoot it without moving a step. 4.87 [I. F. R.] One of the Most Interesting Experiences I Ever Had. On November the twenty second, nineteen fifteen, I had the experi- ence of seeing the Liberty Bell, in Youngstown. When I saw this huge ornament, I thought of the day when that same bell rang the "Independence of the U. S." [1291 SCALES FOR MEASURING ENGLISH COMPOSITION The large crack on the side, made me feel like as if that man that rang that bell, must had rang it hard. The part that particularly interested me, was the large crowd that assembled to witness the bell. And after a long wait it had finally came in. The large crowd that had assembled, began to cheer, and the band played, "My Country tis' of The." And after a wait of forty minutes it continued on its journey. 4.93 [P. H. B. S.] One of the Most Interesting Experience I Ever Had. One morning where I was staying in N. H. three of the people there ask me if I would go with to the lake. We walked the tracks to the lake and there we got a boat. We went quite a ways out and started to dive off the boat when the large lake steamer came along and the waves washed our boat away some of the big waves took our boat broad side and tipped it over. The foiu- of us were out riding the waves and trying to catch our boat. When the boat and had gone by our boat was farther away than the land. We decided to swin ashore. When we got there we were quite tired. 5.10 [O. C. S.] My First Experience with a Dentist The first time I went to a dentist it was to have my teeth filled with silver, and when he told me to open my mouth, I shivered so, I thought Id faint. He then told me to spit out some of the rotten part of the tooth which I did. He then started to make the hole deeper so that the silver would hold and he touched my nerve. I jiunped so high, I thought Id faint. But I didn't. He then put some hot water on the nerve, and told me to spit it out, and I did. He then killed my nerve, and asked me if it hurt I told him no because I didn't want him to think I was a baby. He then took some silver and other medicine, and started to chop it together to make it in one piece. He then put it in my tooth, and it did hurt and this was the end of my experience with the dentist. 5.29 [A. C. C] One of the Most Interesting Experiences I Ever Had One of the most interesting experience I ever had was in my Biology class disecting the frog. The first important thing about the frog was he was jointed like as person and the next was the insides of the frog are similar to that of a person. The frog has one pair of lungs, one heart, intestesting like ours and an abdomen like we have. The day set for bisecting the frog was an interesting day. When we entered the class room there was a knife, pair of scissors and a pair pinchers on the table. First I cut the skin off the front or underneath [130] MEASUREMENT OF SIMPLE NARRATION part of the frog soas to see the interior of the frog. Next I moved a part of the intestines to find the lungs:— and an interesting thing about the lungs of my frog was; one lung was filled with air and the other wasn't. The lung that was filled with air was hard to find and the lung that had no air in it was easy to find. The most interest thing of the frog was the nervous system that ran all over his body and limbs. 5.35 [H. G. R. S.] One of the Most Interesting Experiences! Ever Had. I was at an entertainment one time and a girl spoke a piece. I thought it was cute. The name of it was Entertaing Her Big Sister s Beau. I wondered where I could get it. I remembered most of the first verse. Not long ago I was looking through some old scratch books when 1 came across it. As I am fond of poetry or stories in any form, I learned this piece by heart. I met the girl that I heard speak it, and it seems she staid at my house over Sunday one time when she was about twelve years old, and she had seen the piece in the book and had copied it, and learned it. , • . .j t j She is about seventeen years old now so that this incident happened about five years ago. 5.56 [Ft. L. R.] An Interesting Experience Once when I was a little boy, there came to Ft. Scott a man with an areoplane who was going to put on few flights. The people flocked to the park, and when it came time to fly the man announced that the engine was not pulling strong enough, but the people put up a cry of faker, and the man had to make the flight anyway. ^ ^ The man took the wheel and made the flight with his engine in not the best running order. He sailed south and chcled out over the shops and back by the water tower then back to the park. The man afterward said he should have let the people howl. Because with the engine not pulling right might have caused a great disaster. 5.96 [D. M. O.] One of the Most Interesting Experiences I Ever Had It was on a warm August day about five in the afternoon. Five boys and five girls decided that they would take there lunch and go up to Bear Hole, and back in the evening moon light. Upon arriving at Bear Hole and the air being so nice there, we decided to take a walk over to the pond behind the hill before having supper. „ One of the boys hid all of the lunches for safe keeping. The rest ot us going on to the pond. On returning to the place that we were to have supper we could not find our lunches. There was a lively hunt but we could not find them. Ben, the fellow who had charge of the lunches could not be found. We [1311 SCALES FOR MEASURING ENGLISH COMPOSITION called and called to him but of no avail. Going around a clump of bushes we found Ben and the table all set for supper on the green grass. There was a great deal of joking of the lost lunches. We started home about eight o'clock, crossing the fields instead of going around the road, we arrived home about nine-thirty after having a dandy evening sport. 6.10 [M. C. H. S.] One of the Most Interesting Experiences I Ever Had One of the most interesting experiences I ever had was my trip to and stay at Chicago. On the train I sat near two old ladies who had come from Boston and Canada. Both were bound for Los Angelos, California. The Bostonian it seems, had been a cook in some rich home for a number of years. She had left her work so as to be able to go west to finish up some matrimonial contract. She said, that she would never have made the trip but he had sent the expenses and an urgent request that she should come and she concluded, "If I don't fancy him, he'll have to pay my way back." The other old lady was bragging about her brilliant children, her "lovely" home in Canada and her prospective "lovely" trip out west. Their talk had come to a point where each was trying to outdo the other at boasting. They exchanged cards and each said that if the other would write each would be sure to answer. I reached Chicago late in the afternoon and as I had never traveled alone I was confused and frightened as I could not find the car. After having walked about eight blocks I met two little boys whom I asked about getting a west side car. One eagerly grabbed my suit case and started back in the direction of the way I had come. I had been about six blocks out of my way. I took a car and reach my destination safely. During my week's stay in the city I saw some of their most beautiful buildings, largest stores and beautiful parks. As this was in the summer we played tennis and rowed incessively. I heard beautiful pieces played by large bands and orchestras. All in all I had one long-remembered trip. 6.16 [L. H. S.] One of the Most Interesting Experiences I Ever Had. About three years ago this summer, I went with Father, to Plum Island, to spend a few weeks of my vacation. It is an island about two miles from Newburyport facing on the Atlantic Oceon. We reached there about two in the after-noon and found to our sorrow that the business part of the island comprising of a grocery store, souvenir store, dance hall and theater burned to the ground. The men were throwing sand on the smoldering timbers there fore the ground was fairly roasting. The cottage we were to stay at was quit a distance a way so it was not damaged. That evening there were fire works at Salisbury Beach so we sat out on the steps and watched them until late. [1321 MEASUREMENT OF SIMPLE NARRATION About midnight, I heard cousin Jack up and walking around and out of curiosity, I asked what was the matter. "Come and see, the bridge, is all on fire." The bridge the only way we had of getting into town. The next morning the inhabitants of the island found thernselves a country by them selves with one store and not a single electric car to ride in. The few people that had boats put them into real good use. I had a vacation that was very interesting for it was so different than the past vacations. 6.24 [Bl. K. W.] One of the Most Interesting Experiences I Ever Had. It happened only last Friday night. I was hear in the school gym playing a very interesting game of basket ball, when as soon as we were through playing I was told, that I was wanted at home. It seemed that my mother was very sick, and I must hurry. The girls on their part did all they could to hurry me, and excited as I was I did not take time to half lace my shoes and putting my dress over my gym suit, I made a hasty exit. All the way home you can imagine how I felt, when the thought came to me that mother was sick. This thought made me run all the way home; As I was approaching the house I noticed that it was quiet dark but never for a minute suspected anything. I burst into the kitchen all out of breath, and before I could say a word I was caught by a half dozen black figures, and given a good licking. I could not help screammg but they kept right on for dont you see; it was to remind me of my birthday. As to a surprise I cer- tainly was surprised. I call this an experience because, I certainly experienced a funny feeling out of it all. The best part of it was also, that all my girl friends who played basket-ball with me were in the secret, and I never suspected. 6.35 [A. T. W.] One of the Most Interesting Experiences I Ever Had. I think one of the most interesting experiences I ever had was last summer. I was staying at Mangus Head for a few weeks for a little vacation. One morning as I walked down to the beach for my daily swim I remarked how rough the water was to my friend. We had tune to take a little swim, for a storm was coming up. We kept a motor- boat in a mooring about two or three hundred yards from the shore. After I returned to the house I thought of the motor boat, the engine was uncovered; so I ran down to the shore. The water was beginning to get very rough. I pushed the tender, that is a small rowboat which is tied to the back of a motor boat in case of necessity, This was too small a boat to go out in such a day. But the engine must be covered. I reached the motor boat without much difficulty, although it was very strenuous. Now the hard part came, that was to get to shore. I knew it was impossible to row to my own landing in such water. After [133] SCALES FOR MEASURING ENGLISH COMPOSITION an hour of rowing and resting I reached another motor boat with a small cabin in it, and I knew the man that owned this boat would want his engine covered. WTien I got in his boat I tyed my tender to his mooring. But after I had covered his engine, I went to get the tender and it was adrift, away out past my reach. This happened in the morning about ten o'clock. So I had to go in his boat for shelter until late that night, when some one came after me in a row-boat. 6.58 [9. B. O.] One of the Most Interesting Experiences 1 Ever Had. The most interesting experience that ever happened to me was about ten years ago. My mother and father had gone down town and had left my older sister and I home alone. "VSTiile thinking of what to do we saw passing our house a crowd of bums. They all looked as if they had never had their faces washed or their hair combed. Just as they were about 60 yds. from our door, I stuck my head out of the door and cried, "Would you like something to eat?" Of course, at this, they turned around and ran to our front door. I invited them in and told them to be seated until I got them something to eat. WTiile I was preparing them a lunch, they were busily working in the front part of our house, helping themselves to my mother's silver ware, cut glass and jewerly, which were in our china-closet. When I went in to give them their lunch, to my amazement they were gone. After supper I told my mother of my experience and she said, "Think of all my silver ware. What would you have done if those bums would have taken that." "Well, mother," replied I, "maybe they did. Lets go in an see." "Yes, of course I might have known better than to have left you two imps at home here together but you have taught me a lesson, so I wont punish you this time," replied my mother. 6.61 [H. C. M. E.] One of the Most Interesting Experiences I Ever Had. It was on a warm July morning that I had an experience which I will never forget. It was such a beautiful day that we all decided to take a row on the river. When we went out in the small dory, the tide was high. Having a good time, the hours passed away very quickly When we decided to go back to the cottage, we found that we could not get near the shore as the tide was very low. The only thing that we could do, which, we did, was to go back into the channel to remain until the tide got higher. It was very unpleasant to sit there with the sun pouring down on us, scorching us badly. After a few hours had passed we decided to try again to get in. Going towards the shore, we found that the water was still a short distance from the [134] MEASUREMENT OF SIMPLE NARRATION bank. Still we were determined to go in; so we took off our shoes and stockings to work our way through the mud. At every step we would sink in up to our knees; but finally we all got on the bank in safety. When we entered the cottage the ones that stayed at home laughed and plagued us greatly. I think that this is an experience which will always be kept in our minds. 6.70 [S. L. S.] One of the Most Interesting Experiences I have Ever Had. One March morning as I was on my way to school, I noticed smoke issuing forth from a partly open window of an old fashioned dwelling. I immediately ran to the fire-box at the corner and sent in al alarm. Another passer-by noticed the smoke and ran to the same corner and sent in an alarm about two minutes after me. The two alarms sent nearly all the apparatus in town to the scene of the "fire." The great fire that caused so much excitement proved to be nothing more than a sulphure fumigating candle. 6.71 [R. H. P.] Canoeing is exciting. I found it to be so on an exceptionally windy day last summer. The waves were three or four feet high. A friend of my father had invited me to paddle out into the lake with him. We had kneeled on the flooring of the canoe and succeeded very well in maintaining our balance. At one moment the bow of the craft would be lifted by huge roller and at the next the stern would be elevated so that I, who was in the stern seemed to be suspended over my companion. At times a wave would bear us at a great speed, when it caught us amidships. I received an idea and communicated the thought to my fellow paddler. In accordance he came down to the stern and attempted to sit in front of me. If this scheme had been successful the bow would have been raised and the wind would blow it and carry us along at a great speed. Unhappily however he took a misstep. The canoe capsized and we were precipitated into the water. We were about a half a mile from shore which we reached after a hard swim. We found a boat and rowed home much the wiser for our experience. 7.23 [Y. C. A.] Most Interesting Experience One of the most interest experiences I ever had was that at the maneuver camp at Ft. Leavenworth, We were out drilling in com- panies, and the movement was "advance in thin lines." In this move- ment, a man on each end of the line jumps to his feet, and starts at a rapid walk to a point of advantage just ahead. It was in this deploy- ment that I had my experience. One of my comrades was a tall man who looked very much like 1 135 J SCALES FOR MEASURING ENGLISH COMPOSITION Irish. He was the man whom all jests and jokes were centured upon. His general appearance was very peculiar. When it came his time to advance, he jumped up and started forward at a lively rate evidently as though some one was shooting at him. The commander shouted "Quick time," which meant a rapid walk. My friend must have tho't he was not going fast enough and he increased his speed. The commander again yelled "Quick time" and our hero again quickened his pace. The commander becoming disgusted shouted, "Quick time there," which in this case meant slow down, but the victim misinterpreting the meaning now settled down and fairly skimmed over the ground arriving at his destination in a very short time. The whole company by this time were emitting shouts of derision, and it being my next time up, I could hardly run for the want of breath, as a result of my merriment. For the rest of the entire encampment, he never heard an end to "quick time". 7.25 [T. 4. C] One of the Most Interesting Experiences I Ever Had. The experience that I am about to relate occurred when I was very young, still the remembrance remaines as vivid in my mind as if it happened yesterday. When I was nine years old papa used to travel for a company and consequently was away from home a good deal. Mama and I did not mind it very much, except for the loniliness, until night, then we got really nerveous because our house was situated about a half mile back from the road on the border of a wood. One night we had been exceptionally excited by a tramp calling at the door as we had three hundred dollars loose in the safe. When it became really dark we heard more noises than there actually were. At last summoning up oin* courage to pass thru' the dark halls, we went up stairs and retired. We had no sooner closed our eyes than we heard a loud crash as if someone had broken in the window. We sat up in bed and held our breath. Our dog growled a little and then all was still. Mama got up, took a candle, and started downstairs. I refused to be left alone so followed her. We both went in fear and trembling. Mama boldly walked up to the safe and examined it — it was intact. She gained courage from this and went thru' every room and found everything safe. We sat down and patted the dog's head. He looked up and wagged his tail and (I fully believe it now) laughed in his dog fashion at us. We got up and started another torn- when mama exclaimed, "Why, daughter, there isn't any curtain at this window. Surely — " here she paused and look at me and began to laugh hysterically. The noise we had heard was not a burglar after our paltry sum of "green- backs," but only a curtain whose spring had broken and snapped up to the top of the window. [136] MEASUREMENT OF SIMPLE NARRATION 7.30 [0101] One of the Most Interesting Experiences I Ever Had. As I was shipping a boojk at the library desk, one day, I heard the door open and, upon looking up, beheld a middle-aged man coming up the steps. He appeared to be brown from tip to toe. His hat, overcoat and suit were brown though varying in shade. Even his face, which bore the marks of an out of door life, was brown. Glancing around rather inquiringly he advanced to the desk. In contrast to the other men who had come in, he did not remove his hat before reaching the desk. "Have you, ah—, is "Laddie" or "The Harvester" in now?" he inquired in an unusual voice. "Yes, "Laddie" is here. It just came m," I replied, while reaching to the truck for it. "Did you wish to read it here.^" "Yes, 111 read it here. I'm just in town for a short time, while serving on a jury. How much is it, bringing a handful of coins from his pocket. "Oh, we do not charge for the privilege of reading a book here," I replied. He glanced into the reading rooms and then, turning back, asked, "Is it necessary to take of my hat if I haven't combed my hair.'" I did not know what to reply. So, perhaps noticing this fact, he removed his hat and I discovered that his hair grew in a narrow fringe on the back of his head, only. I laughed, but he remained sober. "Is that the loafing room over there," he asked. I laughingly replied in the affirmative and pointed out a rocking chair, which in truth seemed the only one available. As he was about to leave, later in the evening, he brought the book back to the desk. 7.69 [7 P X] A NOCTURNAL ADVENTURE Mother and father had gone to the Opera and my sister and I were alone in the house. Mary's new dress had arrived from the dressmaker's only a few minutes before mother's departure, and she told me to hang it on the screen at the foot of sister's bed. About nine o'clock, we began to get sleepy, so although it was rather early for us, we decided to go to bed. While undressing we talked of the dance which was to be held the next evening at our best friend's house. I do not remember when I went to sleep, but it must have been soon after, for when I woke up, I heard the clock strike ten. I turned over and began to go to sleep again, when a curious noise attracted my attention. I sat up in bed and listened. "It was nothing at all," I said, "I must have imagined it." But I had hardly gotten the words out of my mouth, as it came again. "Clank! Clank!" "Goodness," I thought, "some one has seen mother and father go out and they have come to rob our silver!" Putting on my slippers I got quietly out of bed and crept down the hall. I stopped at sister's door to see if she was awake, and discovered something all in white [1371 SCALES FOR MEASURING ENGLISH COMPOSITION walking up and down the room. With a great effort, I checked a scream of terror and approached, when, behold I saw the white some- thing was my sister with her silver manicure set in her hand! "Mary!" I said, "What in the world are you doing!" "Oh! Is that you, sister? why I am just putting my new dress where the burglars can't get it." With a sigh of relief, I turned on the light and gently awakened my sister, who had been walking in her sleep. 7.78 [B 12 X] One of the Most Interesting Experiences I Ever Had. A golden flood of smilight streamed through my window. Another day of wonder and delight in Yellowstone Park. I dressed quickly and ran down to the lobby of the Yellowstone Lake Hotel. A servant unlocked the door for me and I found myself on the broad veranda drinking in the beauty of a new day. It was still early and I had the Park to myself. A long stretch of road lay invitingly to my left and conquering my fear of "Park terrors," I took it. I walked slowly, thinking deeply on the wonders of the Park. "Old Faithful Inn" in all its quaint beauty was occupying my mind when I heard a sound in some bushes about ten feet in front of me. I glanced up. A calm black bear halted in the middle of the road and looked at me. I stood perfectly still, frightened to much to move. The bear still stood there. I recovered my senses turn and fled in the opposite direction. 8.78 [8. T. Y.J My First "Discovery." One siumner night two years ago I had one of the most interesting experiences of my life. It took place on the roof of our house and I was the sole character concerned. I had climbed up on the roof shortly after midnight, in order to observe some of the morning stars, then brightly shining. I carried up my precious telescope, a small glass of two inches aperature, a dilapidated blanket, a pair of opera-glasses, several star-maps and a home-made telescope stand. Wrapping myself in the blanket, I strapped the telescope to the stand, placed the star-maps close at hand and, taking the opera-glasses, I commenced closely scanning the stary heavens. Here shone the beautiful star Vega, of the constellation Lyra. Far- ther to the west twinkled the brilliant Capella Aurigae. Ursa Major was rising in the north-east, I secured a clear cut, telescopic view of the great Spiral Nebula of Anckomeda. Suddenly, upon turning my opera-glasses to the constellation Ursa Major, which was now high in the heavens, I received the thrill of my life. There blazed a brilliant filmy-tailed comet! Feverishly I siezed the telescope to confirm my view. Surely there could be no mistake! In a flash I saw myself mentioned as a promising astronomer — a comet given my name! [138] MEASUREMENT OF SIMPLE NARRATION I observed the beautiful visitor until sunrise put an end to my work. After breakfast my brothe rushed n w th the morning paper and — asked if I had seen the new comet there mentioned I 9.45 [He. S.] The courage of the panting fugitive was not gone; she was game to the tip of her high-bred ears; but the fearful pace at which she had just been going told on her. Her legs trembled, and her heart beat like a trip-hammer. She slowed her speed perforce, but still fled indus- triously up the right bank of the stream. When she had gone a couple of miles and the dogs were evidently gaining again, she crossed the broad, deep brook, climbed the steep left bank, and fled on in the du-ection of the Mt. Marcy trail. The fording of the river threw the hounds off for a time; she knew by their uncertain yelping, up and down the opposite bank, that she had a little respite; she used it, however, to push on until the baying was faint in her ears, and then she dropped exhausted upon the ground. 139 PUBLISHERS' NOTE Scales for measuring quality of Order Letters, quality of Letters of Application, and qualities of Social Letters will be prepared and issued sepa- rately by the publishers of the present work if suf- ficient demand is shown for them in separate form. Teachers who could use the scales and would buy them if issued separately are asked to address World Book Company, Yonkers-on-Hudson, New York. 140 BIBLIOGRAPHY References for Chapter One 1. HiLLEGAS, MiLO B, Scale for the Measurement of Quality in English Composition by Young People. Teachers College Record, Vol. XIII, No. 4; September, 1912. 2. Thorndike, E. L. Extension of the Hillegas Scale for the Measure- ■ ment of Quality in English Composition by Young People. Bureau of Publications, Teachers College, Columbia University, New York City. 3. Hillegas, Milo B. Ibid., page 54. 4. Hillegas, Milo B. Ibid., page 22. 5. Ballou, F. W. Scales for the Measurement of English Composition. The Harvard-Newton Bulletins, No. 11, page 5; September, 1914. 6. Trabue, M. R. Supplementing the Hillegas Scale. Teachers College Record, Vol. XVIII, No. 1, page 52; January, 1917. 7. Trabue, M. R. Ibid., pages 52-53. 8. Ballou, F. W. Ibid., pages 5, 7, 8. 9. Ballou, F. W. Ibid., page 9. 10. Trabue, M. R. Ibid., page 57. 11. Johnson, F. W. The Hillegas-Thorndike Scale for Measurement of Quality in English Composition by Young People. School Review, Vol. XXI, No. 1, page 39; January, 1913. 12. Kayfetz, Isidore. A Critical Study of the Hillegas Composition Scale. Pedagogical Seminary, Vol. XXI, No. 4, pages 559-557 13. Hillegas, Milo B. Ibid., page 72. 14. Hillegas, Milo B. Ibid., page 54. 15. Trabue, M. R. Supplementing the Hillegas Scale. Teachers College Record, Vol. XVIII, No. 1, page 67; January, 1917. 16. Hillegas, Milo B. Ibid., page 54. 17. Brownell, Baker. A Test of the Ballou Scale of English Composi' tion. School and Society, Vol. IV, No. 103, pages 938-940. 18. Kayfetz, Isidore. A Critical Study of the Harvard-Newton Com- position Scales. Pedagogical Seminary, Vol. XXIII, No. 3, pages 325-347. 19. Hudelson, E. Standards and Measurements in English Composi- tion. Indiana University Bulletin, Vol. XIII, No. 11, pages 115-122; October, 1915. [141] SCALES FOR MEASURING ENGLISH COMPOSITION 20. Watson, P. M. The Harvard-Newton Composition Scale. Educa- tional Administration and Supervision, Vol. I, No. 1, pages 57-58; January, 1915. 21. Breed, F. S., and Frostic, F. W. A Scale for Measuring the General Merit of English Composition in the Sixth Grade. Elementary School Journal, Vol. 17, No. 5, pages 307-.S25; 1916-17. 22. Willing, M. H. Measurement of Written English Composition in the Public Elementary Schools of Denver, Colorado. (Master's Thesis, Chicago University.) Also in Educational Tests and Measurements, Monroe and others, pages 204-209. 23. Driggs, H. R. Our Living Language, page 150. References for Chapter Two 24. Thorndike, E. L. English Composition — 150 Specimens Arranged for Use in Psychological and Educational Experiments. Bureau of Publications, Teachers College, New York. 25. Bro-wtst, William. Essentials of Mental Measurement, page 102. 26. For a full discussion of the theory of probabilities and the normal surface of frequency see Thorndike, Mental and Social Measure- ments, page 59. 27. FuLLERTON and Cattell. On the Perception of Small Differences, pages 12 ff. 28. HiLLEGAS, Milo B, Scale for the Measurement of Quality in English Composition by Young People, pages 20-21. References for Chapter Four 29. Webster, Edward H. English for Business. 30. Briggs, Thomas H. A Laboratory Manual of Letters. 142 INDEX Application, letters of. See Let- ters. Argumentation, 6, 65. Artificial samples, 1, 5. Ballon, F. W., Composition Scale, 1, 6. Breed, F. S., and Frostic, F. W., scales, 1, 5, 7-8. Briggs, T. H., 66. Brown, William, formula, 15, 43, 67, 92. Business. See Letters. Cattell. See Fullerton. CoeflScient of reliability, 15, 43, 46, 67, 92. Composition, quality, 1, 4; merits of, defects of, 3; samples of, 1, 3, 5, 6, 7, 8, 9, 12, 29-40, 55-64, 65-66, 77-90, 101-113, 115, 124-139. Content value. See Value. Defects. See Merit. Denver, Colorado, 8. Description, 1, 4, 6, 65. Deviation. See Median deviation and Standard deviation. Directions, to judges, see Judges; for collecting samples, see Meth- od; use of scales, see Method. Driggs, H. R., 4. Essays, 1. Exposition, 1, 6, 65. Form value. See Value. Forms of written English. See Narration, Description, Expo- sition, Argumentation, and Let- ters. Frostic, F. W. See Breed. Fullerton and Cattell, 19. General merit. See Merit. Grade, scales for, eighth, Newton, Mass., 6; sixth, Michigan, 7; four A to eight A, Denver, 8; ninth, Virginia, 9; five to twelve, 12, 42; three to twelve, 65, 91. Harvard-Newton Scales. See Bal- lon. Hillegas, M. B., scale, 1; content of, 1; limitations of, 2; method, 9; equivalent P.E. values, 23, 26, 46, 52, 76, 93, 100, 125. See Thorndike and Trabue. Hudelson, E., Composition Scale, 1, 9. Instructions. See Judges. Interpolating P.E. values, 27, 53, 67, 92. Interval. See Steps. Judges, Directions to, 6, 13, 43, 66, 92, 116; selecting and train- ing, 6, 9, 13, 43, 66, 92, 115; number of, 15, 43, 67, 92, 114. [143] INDEX Letters, business -letter scales, 10; order letters, 10, 11-40; letters of application, 10, content of, 41; scale for measuring, 41-64; social letters — narrative, 10, 65- 90; social letters — problematic, 10, 91-113. Limitations. See Merit. Median, 18. Median deviation (M.D.), 18. Merit, degrees or qualities of, 3; general, 4, 10; special, 5, 10; intrinsic, 7. See Scales. Method, of selecting samples, 1, 3, 5, 6, 7, 8, 9, 12, 41, 65, 91, 115; of right and wrong cases, 19. Ranking. See Scoring. Samples. See Composition. Scales, Composition, general merit, 1-4; special merit, 4-10; particu- lar school grade, 7-9. See Let- ters. Scoring of samples, 13, 43, 92, 115. See Method. Social. See Letters. Special merit. See Merit and Scales. Standard deviation (S.D.), 27, 53, 76, 100. Steps, number of, 2; samples at, 4 variation in, 6, 7, 8, 28, 54, 77, 93. Narration, 1, 4, 5, 6, 65, 91; scale for measurements of quality of simple narration, 114-139. Nassau County Supplement. See Trabue. Newton, Mass. See Ballou. Normal curve of frequency, 18. Probable error (P.E.). See Median deviation. Problematic. See Letters, social — problematic. Project. See Letters, social — problematic. Quality. See Value. Thorndike, E. L., extension of Hillegas Scale, 1, 3, 4, 5, 93. 116, 117. Trabue, M. R., Nassau County Supplement to Hillegas Scale, 1, 5, 9, 14, 53, 67, 115. Value, form and content v., 3, 7,8, 9, 41; of order letters, i: I; of social letters. 65, 91. Virginia State Educational Sur- vey, 9. Webster, E. H. ,65. Willing, M. H., Composition Scale, 1,8. [144] VITA Ervin Eugene Lewis was born at Orwell, New York, July 20, 1882. After graduating from the elementary and high schools at Brownville, New York, he attended the high school at Water- town, New York, where he was graduated in 1902. He attended Oberlin College for one year and subsequently attended Leland Stanford Junior University, majoring in Education and gradua- ting in 1907 with the degree of B.A. in Education, and in 1909 with the M.A. degree in Education. He was graduated from the State Normal School at San Jose in 1907 and taught in that institution from 1907 to 1910 inclusive. During 1910-1912 he was a research scholar and later a research fellow at Teachers College, Columbia University. In 1912-1913 he was Director of the Training School of the Eastern Illinois State Normal School at Charleston, Illinois. In 1913 he accepted an associate profes- sorship in Education at the College of Education, the State Uni- versity of Iowa, where he remained for seven years. In 1920 he was appointed superintendent of the public schools of Rockford, Illinois, which position he now holds. His publications to date are as follows: 1. Vocational Guidance in High Schools. University Exten- sion Bulletin, No. 6, University of Iowa. 2. Work, Wages, and Schooling of 800 Iowa Boys. University Extension Bulletin, No. 9, University of Iowa. 3. Survey of the High Schools of Des Moines. University Exten- sion Bulletin, No. 37, University of Iowa. 4. The Common-Word Spellers, Books One and Two. Ginn &Co. Laboratory Manual of English Composition By STANLEY R. OLDHAM Principal of the High School, Norwood, Massachusetts THE aim of this book is to develop the power to speak and to write good English by making the high school student an independent worker in the field of oral and written expression. This is accomplished by means of the well-selected and or- ganized assignments that 1 Train the student in investigating and collecting data 2 Give him practice in arranging material 3 Enable him to recognize and appreciate enduring literature 4 Offer him a large number of opportunities to apply what he has learned in creative work. The book is one of assignments, not of definitions. The tren- chant, explicit assignments are what students want. In addi- tion, the student is taught how to carry out the directions. Each of the 813 exercises is as definite as mathematics assignment and holds to as definite a goal. Teachers like the method, because it transfers from the teacher to the student the burden that belongs to the student. There is no accumulation of staggering heaps of written work to correct. It aims to be comprehensive, hence the course may be made as difficult or as easy as the teacher desires. The book is built to meet the requirements of classes working under widely difi^erent conditions. Owing to the flexibility of the scheme, it may be used for a two-year, a three-year or a four- year course. The method of the book may be summed up in these words: investigation, comparison, and practice, and the greatest of these is practice. Cloth, viii + 148 pages. WORLD BOOK COMPANY YONKERS-ON-HUDSON, NeW YoRK 2126 Prairie Avenue, Chicago I "" i i THE HAWTHORNE CLASSICS | I FOR JUNIOR HIGH SCHOOLS I I i i Edited by Edward Everett Hale, Jr., Ph.D., Professor of English 5 i in Union College. In eight volumes. Uniformly bound in cloth. f I These classics are adapted to higher grammar grades and | I satisfy the universal demand for complete literary wholes. | I AMERICAN ESSAYS. 269 pages. I I Examples from our four greatest essayists, that can also be I I used in the lower classes of high schools. I I AMERICAN STORIES. 285 pages. | 5 Eight great American short stories from Washington Irving | I to Edward Everett Hale. Each is a model of the kind, and | I is distinct in subject and treatment. | I BALLADS AND BALLAD POETRY. 270 pages. S I Genuine ballads of the olden time with the true ballad flavor, g I a group of the best modern ballads, and three stirring poems | I of greater length which have the ballad character. . | I ENGLISH ESSAYS. 254 pages. | I By Lamb, Addison, Goldsmith, and Thackeray. Some are | I also well adapted to high school and normal classes. | I ENGLISH STORIES. 254 pages. I = Five great English stories of varied type. This volume with 5 I "American Stories" will help to develop the literary sense, | I while gratifying the love for a good story. Can be used as | I low as the sixth grade. | I GREEK MYTHS IN ENGLISH DRESS. 256 pages. | I Six immortal Greek myths retold by Nathaniel Hawthorne, | I Charles Kingsley, and Thomas Bulfinch. These are easy | 1 enough for the fifth and sixth grades. | I LONGER NARRATIVE POEMS. 271 pages. | I Ten of the best narrative poems of the nineteenth century, 5 I varied in style and meter, and of thrilling interest to pupils i I of the hero-loving age. These poems might be used in the | = high school for more critical study. | I SHAKESPEAREAN COMEDIES. 320 pages. I A Midsummer Night's Dream, As You Like It, and The | Tempest. One, at least, of these comedies should be read in i the grammar grades. | Price per volume 8o cents. | WORLD BOOK COMPANY f YONKERS-ON-HUDSON. NeW YoRK § 2126 Prairie Avenue, Chicago I nuiiiiiiiiiiiiinniiiiiiMiiiiiiiiiniiiiinMMiiMiiiniiiiiiiiiuniiiiiiniiiniMninninuiunnMiiiuiiiiiHitiniiiiiiuiiiiiiiiiiiiiiim ■UHmiiiiiiiiiiiiiiiiiiiitiiMniiiiiiiiniiiiiiiiMiiiiiiiinnMiiiMiMiiininiiiiMiMiiiiiiiniiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiii» I COURTIS STANDARD I I PRACTICE TESTS j I By ^^ I I S. A. Courtis and LenaAShaw | I Director of Educational Research Supervisor of Penmanship I I Detroit Public Schools | I '"T^HIS material, like the Courtis Standard Practice Tests | I X in Arithmetic, is thoroughly standardized. Three years' | I trial in schools, before it was placed on the market, left no doubt I I of its success in use. | I Convinced that writing is a trick which the pupil must learn for | I himself, though his teacher may help him at times, the authors | I have placed before the child definite, attainable goals, based on I I standards, and have provided exercises that enable him to reach | I those goals. Through these exercises, the individual needs of the | I children are met, and the routine of classroom work is avoided. | I Childrenlearnquickly how to use the material, and enjoy using it. | I Research and supervisory tests are included in the material; | I by their use it is easy to discover just what kind of drill work | I children need, and how much. | i The results from using the tests are very remarkable, many | I instances showing that even with less practice time than usual, | I children doubled their speed and quality of writing when they | I had used the Courtis Standard Practice Tests in Handwriting. | I Bulletin No. i gives complete information on the material. | i Student's Daily Lesson Book, lo cents net. | i Student's Daily Record Card ( including Graph Blank ) . 3 cents net. = I Teacher's Manual (including Class Record— Research Tests). | = 25 cents net. i 5 Measuring Scale for Handwriting (Ayres). 10 cents net. | I Class Record. (Daily Scores and Time Cost, for teacher's use). 5 = 5 cents net. i i Specimen Set. 50 cents postpaid. i I WORLD BOOK COMPANY | i YONKERS-ON-HUDSON, NeW YoRK E 1 2126 Prairie Avenue, Chicago 1 SiiiiiiiiiiiiiniiiiiiiiiiiiiiniiiiiiiiniiiiiiMiiiiiiiiiiiiiiiMuiiiiiiiuiMMiiiiiiiiMiiiiiiiiiitiiinuiiiiiiiiiiiiiuiruiiiniiiiuiiiinniii^ siiniiiiiiiiiiiiiiiiii iiiiiiiiiiiiiiiiiiiiiiiiiiiiinn = s I Especially designed for use in high schools | I (Also usable as low as Grade 6 and as high as first year in college) f TERMAN GROUP TEST of 1 MENTAL ABILITY | By Lewis M. Term an | Professor of Educational Psychology, Stanford University; joint author i of the National Intelligence Tests and of the army mental tests; i author of the Stanford Revision of the Binet-Simon Scale, and 5 of a number of books on the measurement of intelligence s This test is unique in many respects. Each of 886 | items was measured against a composite outside | criterion. A try-out resulted in a reduction to 370 | items, each helping to diflFerentiate bright pupils from | dull ones. The items retained are more highly se- | lected than will be found in any other group mental | test. s I The Terman Test is an eleven-page booklet. The I I pupil does no writing. The backs of the Scoring Keys | contain the scoring rules. Only 30 to 35 minutes will | be required to test a group with it. The procedure | has been so simplified that it can be mastered by any | teacher in a few minutes. The size of the booklets | makes their use without desks easy. | I Examination: Form A. Price per package of 25 booklets, | I including Scoring Key, Manual of Directions, and Record Sheet, | I $1.60 net. I I Examination : Form B. Price per package of 25 booklets, | i including Scoring Key, Manual of Directions, and Record Sheet, | I $1.60 net. I I Specimen Set. Price 1 5 cents postpaid. | I WORLD BOOK COMPANY J I YONKERS-ON-HUDSON, NeW YoRK 1 I 2126 Prairie Avenue, Chicago | I i flniiiiiiiiJiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMiiitiiiiiiiiMiiiiiiiiiiiMiiiiiii iiiiiiiiiiiiiiii iiiiiiiiiiiiiiiiniiiiiiiiu i ^1 I English Classics — Star Series I I English Required for College | I Entrance Examinations I s i I Edited by College Professors fully acquainted both nvitk | I the subject matter and with the requirements for college | I entrancCy as ivell as with the weak spots continually dis- | I covered. Full explanatory noteSy suggestions for study and | I interpretation^ bibliography ^ typical examination questions, | I illustrations and maps are provided wherever necessary. | I Addison and Steele. The Sir Roger de Coverley Papers from | I The Spectator. (Laura Johnson Wylie.) xlvi + 207 pages. | I Burke. Speech on Conciliation with the Colonies. (Mary A. | I Jordan.) lxxxviii + 152 pages. | I Carlyle. Essay on Burns. (William T, Brewster. ) xx+io8 5 I pages. I I Coleridge. The Rime of the Ancient Mariner. (Carleton | I Eldredge Noyes.) lxviii+75 pages. | I ^Cooper. The Last of the Mohicans. (William Strunk.) | I xviii+446 pages. I I Eliot. Silas Marner. (Arthur HobsonQuinn.) xxiv + 231 pages. | I Goldsmith. The Vicar of Wakefield. (William Hand Browne. ) | \- xiv+226 pages. I I Macaulay. Essays on Milton and Addison. (Thomas Marc | I Parrott.) lx+208 pages. ^ | I Milton. L' Allegro, II Penseroso, Comus, and Lycidas. (Edward | I Everett Hale. ) 1+ 140 pages. = I Pope. The Iliad of Homer. Books I, VI, XXII, XXIV. | I (William Cranston Lawton.) xxix+152 pages. | I ^Scott. Ivanhoe. (Carroll Lewis Maxcy.) xl+ 547 pages. | I Shakespeare. Julius Caesar. (Albert Harris Tolman.) lxvi+ | I 158 pages. .., I I Shakespeare. Macbeth. (Wilbur Lucius Cross.) xxvin+144 | I pages. i I Shakespeare. The Merchant of Venice. (Helen Gray Cone.) | I xxii + 137 pages. X .. o - I Tennyson. The Princess. (Mary Bowen.) xxu+ 138 pages. | I All cloth-bound. \ I Price 80 cents each, excef>t those starred, $1.20 each. \ I WORLD BOOK COMPANY | I YONKERS-ON-HUDSON, NeW YoRK f i 2126 Prairie Avenue, Chicago | iiniiiiiiiiiiiiiiiiiiiiiiiiiriiiiiniiiiiriiiiiiiiiiiiuiiiMuiiiiiiiiiiitiiiniuiiiiiiiiiiiiiiiiiiMiiiiiiiiiiiiiiiiniiiiiiiiiiiniiii> iiiiiiiiiiiiiiimiiiimiii I Complete list of the ^^66 I School Efficiency Series I Edited by Paul H. Hanus, of Harvard University I "One of the most noteworthy undertakings in professional education of the century." — Professor C. H. Johnston, University of Illinois I Frank P. Bachman. Problems in Elementary School Administration. i i Cloth, x+272 pages. Price $2.25. | 1 Frank W. Ballou. High School Organization. Cloth. Price $2.25. | S S. A. CotJRTis. Standards in Arithmetic. In preparation. a Ellwood p. Cubberley, Fletcher B. Dresslar, Edward C. Elliott, a J. H. Francis, Frank E. Spaulding, and Lewis M. Terman. The I Portland Survey. Cloth, xiv+441 pages. Price $2.25. i Calvin O. Davis. High School Courses of Study. Cloth. Price $2.25. I Edward C. Elliott. City School Supervision. Cloth. Price $2.25. I Henry H. GoDDARD. School Training of Defective Children. Cloth. $1.80. Paul H. Hanus. School Efficiency : A Constructive Study. Cloth. $1.80. Frank M. McMurry. Elementary School Standards. Instruction : Course of Study : Supervision. Cloth, xii+218 pages. Price $2.25. Ernest C. Moore. How New York City Administers Its Schools : A Con- structive Study. Cloth, xii+322 pages. Price $2.25. Herman Schneider. Education for Industrial Workers. Cloth. $j.8o. George D. Strayer, Frank P. Bachman, Ellwood P. Cubberley, William T. Bawden, and F. J. Kelly. Some Problems in City School s Administration. Cloth, xii+234 pages. Price $2.25. | Frank V. Thompson. Commercial Education in Public Secondary Schools. Cloth. xiv+ig4 pages. Price $2.25. 1 Books sent postpaid on receipt of price I Illustrated catalog of the Series for the asking I WORLD BOOK COMPANY I Yonkers-on-Hudson, New York I 2126 Prairie Avenue, Chicago nniiiniii»iiiiiiiiiiinnniniinnin Tnnriniiiii iiiiiiiiiiiiiiiiiiii ii:iiiiiiiiiiii iiiiiiiiiiiiiniiniiiiii jiiiiiniiii[niiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii:iii Prepared under the auspices of the National Research Council NATIONAL INTELLIGENCE TESTS By M. E. Haggerty, L. M. Terman, E. L. Thorndike G. M. Whipple, and R. M. Yerkes, Chairman THESE tests are the direct result of the application of the army testing methods to school needs. They were devised in order to supply group tests for the examination of school children that would embody the greater benefits derived from the Binet and similar tests. The effectiveness of the army intelligence tests in problems of classifica- tion and diagnosis is a measure of the success that may be expected to attend the use of the National Intelligence Tests, which have been greatly improved in the light of army experiences. The tests have been selected from a large group of tests after a try-out and a careful analysis by a statistical staff. The two scales prepared consist of five tests each (with practice exercises), and either may be administered in thirty minutes. They are simple in application, reliable, and immediately useful for classifying children in Grades 3 to 8 with respect to intellectual ability. Scoring is unusually simple. Either scale may be used separately to advantage. The reliability of results is increased, however, by reexamination with the other scale after an interval of at least a day. Scale A consists of an arithmetical reasoning, a sentence completion, a logical selection, a synonym-antonym, and a symbol-digit test. Scale B includes a completion, an information, a vocabulary, an analogies, and a comparison test. Scale A: Form 1. 12 pages. Price per package of 25 Exami- nation Booklets, 2 Scoring Keys, and 1 Class Record $1.60 net. Scale A: Form 2. Same description. Same price. Scale B: Form 1. 12 pages. Price per package of 25 Exami- nation Booklets, Scoring Key, and Class Record $1.60 net. Scale B: Form 2. Same description. Same price. Manual of Directions. Paper. 32 pages. Price 25 cents net. Specimen Set. One copy of each Scale and Scoring Keys and Manual of Directions. Price 50 cents postpaid. Experimental work financed by the General Education Board by appropriation of $25,000 WORLD BOOK COMPANY YONKERS-ON-HUDSON, NeW YoRK i 2126 Prairie Avenue, Chicago = I Educational Survey Series i educational survey material available A carefully selected list of the best new a ......... ...... ^..,:. ........ I SELF-SURVEYS BY COLLEGES AND UNIVERSITIES | By William H. Allen | With a referendum to college and university presidents. A practical, | workable book. Illustrated. Cloth. $3.00. = SELF-SURVEYS BY TEACHER-TRAINING SCHOOLS I By William H. Allen and Carroll G. Pearse | A book of questions with analyses of answers and tabulation of results; | problems of administration, and instruction. Illustrated. Cloth. $2.25. | SCHOOL ORGANIZATION AND ADMINISTRATION | By Ellwood P. Cubberley, and 4 Associates | Based on the Salt Lake City survey. There are 47 diagrams and charts. | Cloth. $3.00. i SURVEY OF THE ST. LOUIS PUBLIC SCHOOLS | By Charles H. Judd and a Staff of 15 Associates | I. Organization and Administration. | II. The Work of the Schools. I III. Finances. I The most important school survey made in 1918. Illustrated. Cloth. | Sold only in sets of three volumes. $7.50. | VIRGINIA PUBLIC SCHOOLS | By Harris Hart, Alexander J. Inglis, and a Survey | Staff of 10 Division Specialists, 22 Special Collaborators, | and 9 Special Consultants. I I. Report of Education Commission and Survey Staff. | II. Tests and Measurements. In press. | The first extensive survey of a Southern state, first to use group intelli- | gence tests, first to inquire into specific problems, such as negro education, g etc. Illustrated. Cloth. Part I, $3.00. | THE BOISE SURVEY i By Jesse B. Sears, assisted by Wm. M. Proctor and | J. Harold Williams | A concrete study of the administration of a small city school system. H- 3 lustrated. Cloth. $2.70. | Other volumes are in preparation | Detailed description of each book sent on request WORLD BOOK COMPANY YONKERS-ON-HUDSON, NeW YoRK 2126 Prairie Avenue, Chicago J jlUiii iiiiiiiimi iiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiii iiiiiiiiiiiiiiiiimnniininin /l llliniiiiiiiiiiiiiii iiimninm nnini I HAGGERTY READING I EXAMINATION s I 'T^HESE tests were arranged and standardized by Dr. M. E. i Haggerty, Dean of the College of Education of the Uni- I versity of Minnesota, who has had a long and special preparation I in making and standardizing tests. He was assisted in the prep- I aration of the Sigma i test by Margaret E. Noonan of Harris I Teachers College, St. Louis, and by Laura C. Haggerty in the I preparationof the Sigma2 and 3. The tests are definite measures I of the performance of children in reading. They represent stand- 1 ards which can be used to give a quantitative value to the teach- I ing of reading. They are group tests. The scores made with I the tests correlate closely with other measures of school progress. I Sigma i (for grades 1-3). E Combines a reading test with an intelligence test. A new type of test. Illus- 1 trations and other features attractive to children. Consists of four fore- s exercises, a first test with 25 parts, and a second test with 20 parts, which can = be given in 30 minutes. The examination is printed in a booklet of eight pages, I measuring 7X85 inches. Put up in packages of 25 examination booklets, with S I Class Record. Price $1.40 net. I Key for Sigma i . A one-page card the size of the examination booklet. Price I 9 cents net. I Sigma 2 (for grades 3-8) and Key for Sigma 2. In preparation. I Sigma 3 (for grades 5-12). E Consists of three tests : vocabulary, sentence reading, and paragraph reading. i Each test is preceded by directions for the pupil and a fore-exercise showing i what is to be done in the test. With the exception of the last paragraph all I the material was selected from textbooks generally in use. The examination I is printed in a booklet of eight pages, measuring S^Xii inches. Put up in i packages of 25 examination booklets with i Class Record. Price $1.50 net. I Key for Sigma 3. A two -page card the size of the examination booklet. p Price 10 cents net. E Manual of Directions. Gives full information on conducting and scoring Sigma i and Sigma 3 and on interpreting results. The use of intelligence tests in connection with achieve- ment tests is pointed out. Criteria by which to judge the value of tests are discussed in detail. The manual contains comprehensive norms for Sigma i and provisional age norms and grade standards for Sigma 3. Directions for Sigma 2 will be included when the examination is published. 48 pages. Price 30 cents. Specimen Set. An envelope containing : i Reading Examination : Sigma i ; I Reading Examination: Sigma 3; i Key for each examination; i Class Record; i Manual of Directions. Price 50 cents postpaid. Prices given are net, transportation extra. Specimen sets are sent postpaid. WORLD BOOK COMPANY YONKERS-ON-HUDSON, NeW YoRK 2126 Prairie Avenue, Chicago ,/ LIBRARY OF CONGRESS i 021 775 225 HAGGERTY INTELLIGENCE I EXAMINATION By M. E. Haggerty Dean of the College of Education, University of Minnesota 5274 D< Contains complete and detailed directions for giving and scoring. Indicates the proper interpretation of results and gives a brief discussion of the means of improving school work based on the results of the tests. Very reliable age norms and grade standards are included. Answers many pertinent questions about tests and testing. Directions for giving and scoring the Reading Ex- amination: Sigma I (about which further information will be furnished gladly) are also given. 64 pages. Price 40 cents net. Specimen Set. An envelope containing: i Intelligence Examination : Delta I ; I Intelligence Examination : Delta 2 ; i Key for each examination ; i Class Record for each examination ; i Manual of Directions. Price 65 cents postpaid. Prices are net, transportation extra. Specimen sets are sent postpaid. WORLD BOOK COMPANY YONKERS-ON-HUDSON, NeW YorK 2126 Prairie Avenue, Chicago |OCTOR HAGGERTY'S examinations, prepared after his early experience, years ago, at the University of Indiana, I after his work as Major in the Surgeon General's Office during I the war, and after he had completed his famous state survey of I Virginia and many cities, is most unusually successful. The I tests possess many exclusive features and several special advan- I tages. They are thoroughly standardized and have been ex- I ceptionally successful in use in nearly all parts of the world. I Delta i (for grades 1-3). I Can be given in thirty minutes. A group examination, and contains five non- = verbal tests and one verbal test. Arranged with a preliminary exercise for 5 each test. Nearly every page is illustrated. The examination is printed in a 5 booklet of twelve pages, measuring 8^X11 inches. Put up in packages of 25 5 examination booklets with i Class Record. Price $1.50 net. I Key for Delta i. A four-page card the size of the examination booklet. I Illustrated in colors. Price 15 cents net. I Delta 2 (for grades 3-9). | 5 Combines parts of the several army examinations in a single battery which can § I be given to classes or even in groups as large as 500 in the short space of thirty § s minutes. The results will be most satisfactory. The booklet is illustrated and a I comprises six tests which are modifications of the army intelligence tests Alpha 1 S and Beta. The examination is printed in a booklet of eight pages, measuring a 5 8JX11 inches. Put up in packages of 25 examination booklets with i Class | I Record. Price $1.50 net. 3 I Key for Delta 2. A two-page card the size of the examination booklet. | I Illustrated in colors. Price 10 cents net. g I Manual of Directions.