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UNIVERSITY OF ILLINole
HANDWRITING, No. 1 Published by the Copyright 1926
DIAGNOSIS " PUBLIC SCHOOL PUBLISHING CO. by the
@ Bloomington, Illinois Public School Publishing Co.
R dial and Follow-Up Work
emediaian OLLOW-UDP or
HANDWRITING
ELEMENTS OF DIAGNOSIS AND JUDGMENT
OF HANDWRITING
By PAUL V. WEST, Ph.D.
School of Education, New York University
I. INTRODUCTION
Basic Principles of the Plan of Diagnosis
Much time is wasted in handwriting instruction through the com-
mon method of teaching the subject, instead of teaching the special
activities through which skill in writing is developed. |
In a typical classroom, the pupils exhibit a wide range of ability in
penmanship. More than this, some are very good, if not perfect, in
one or more skills going to make the total of handwriting ability,
though poor in certain other skills. The question naturally arises:
Why should we instruct the child, day after day, in general penman-
ship, without recognizing and providing for the overcoming of in-
dividual faults?
Many teachers do give attention to individual pupils, and more
would do so if they knew what to look for in the way of defects, or
how to provide the remedial treatment. There is a growing use of
diagnostic materials, such as the Leamer Diagnostic Practice Sentences
in Handwriting, for the training of both teacher and pupil. It is essen-
tial that the teacher or supervisor of penmanship should know the
symptoms of defective work, and be able to prescribe a remedy along
sane, helpful, scientific lines.
The plan here presented can be made to fit into any schedule of
instruction that is in use, adding to but in no way interfering with
the values of that system. Standards of judging samples and pre-
scribing treatment, which are often artificial, personal and pseudo-
scientific, can be placed on a sound scientific basis.
The teacher may inspect the samples of writing of pupils, either
of formal tests or daily work in penmanship or other subjects, during
444-24p
2
free time outside of class. Such inspection will reveal, in as much
detail as desired, the class and individual needs. The short period
reserved for handwriting drill can then be devoted to intensive drill.
The general weakness of the whole group in any specific skill can be
discovered, and the whole class be ‘subjected to a very useful type of
drill, for such a time as is desirable or necessary to raise the standard
performance of the class in this feature. The members of the class
or school: can be grouped in several sections for drill, each group re-
ceiving the specific type of practice that it needs.
It is not only a waste of time but also quite unnecessary to give
a long course of instruction in skills that pupils have already mastered.
The plan here presented makes it possible for the instructor to under-
stand the pupil’s difficulties, to intelligently grade him on his pro-
gress, and to place him always within such a group of his fellows
that he can readily compete with them. When the pupil attains such
a standard of excellence as to no longer necessitate drill, he may be
excused from the penmanship class, so long as he maintains that
standard. The pupil-motivation which this plan provides is a very
significant feature.
There is a widespread conviction that much more time is com-
monly spent on handwriting than the results justify, and that much
of the teaching energy put forth is relatively fruitless. The saving
of time which is insured by the proper use of a diagnostic plan will
be welcomed by administrators and instructors. The plan is not spun
out of pure theory. It has been applied in practical school situations —
under rigid experimental conditions, and has been proved remarkably
effective.}
II. ELEMENTS OF DIAGNOSIS
Specific lines of training which are essential to secure speed and
legibility of penmanship are here listed. Each of these is described —
in detail, with the expectation that the reader will thereby learn to
differentiate the faults associated with training in the various skills.
The artificial samples clearly isolate and illustrate the faults, and the
samples of actual writing show how they appear in a natural setting.
1West P. V., An Experimental Application of a Diagnostic Plan in Hand-
writing, Journal of Educational Research, Oct. 1926.
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1. Speed of Writing
Speed and quality should progress together. Extreme retardation
in the speed of a good writer is to be deplored as a continuous prac-
tice. Habits of slow writing are thus developed and the forms are
drawn rather than freely written. On the other hand, undue em-
phasis on speed, as in the following of a very rapid rhythmic count,
ean result only in a neglect of satisfactory quality.
The question as to what is the standard speed desirable for any
grade cannot be easily answered.
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_ Figure 7. COMPARISON OF Poor AND GooD PAassAGES BETWEEN WORDS.
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12
between words. The pathway of the penpoint is shown by means of —
dotted lines. The observer may not be able to follow the movement of —
the writer between words in detail, as only a photographie method
will completely reveal it. The written form gives evidence of it, how-
ever, in the unfortunate types of final and beginning strokes. These
indicate reversals of direction, and hooks which show no direct con-
nection in the movement from one word to the next. In the sarfiple
here given, the movement is in the form of flourishes, resulting from
an emphasis on freedom of movement. In other cases, the writer lifts
his arm abruptly at the end of a word, and shifts it to a new position.
The crossing and dotting of letters if done between syllables introduce
wasteful backward movements. Part (b) illustrates how a direct pas-
sage may be accomplished, in such a way as to secure economy, and .
also good closing and beginning strokes.
Ill. TRAINING IN DIAGNOSING SAMPLES OF HANDWRITING
It is one thing to be able to recognize these defects when they are
pointed out, as in the preceding pages, but it is quite a different thing
ate nla2n- ff Ze
scat Mert MT a tO oe! SS,
FIGURE 8. SAMPLES OF WRITING SHOWING DEFECTS IN HABITUATION OF
LETTER FORMS.
13
to discover them in a sample of handwriting. The preceding samples
of handwriting (Figures 1-7) are artificial. All were drawn so as to
isolate and accentuate the fault being considered. .In actual practice
SLANT
FIGURE 9. SAMPLES OF WRITING SHOWING TYPES OF DEFECTIVE SLANT.
the handwriting of pupils very seldom portrays just one defect. The
instructor will learn to isolate one particular defect from many faults
which may be present. This ability comes through practice.
With a view to making the method of diagnosis more real, typi-
cal samples of children’s writing have been traced and reproduced in
the following figures. (Figures 8-14). These figures explain them-
selves. It is not claimed that each of these samples contains only the
14
dudeicuaheiels
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FIGURE 10. SAMPLES OF WRITING SHOWING TYPES OF INCOORDINATION.
Figure 11.
SAMPLES OF WRITING SHOWING DEFECTS OF Motor CONTROL.
FIGURE 12. SAMPLES OF WRITING SHOWING DEFECTS IN UNIT STROKE.
15
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BETWEEN LETTERS
W/DE — SORA A SEONG Re CON al EAI
GLEAN AG > _ 01412 1 fo AANL
NARROW- SAS be i a Cas SANs
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FIGURE 13. SAMPLES OF WRITING SHOWING DEFECTS OF SPACING.
one defect noted in connection with it. This defect merely character-
izes the sample to a marked degree, and therefore makes it a good
A-_Fittt~_nnttay, Pie te SAD
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FIGURE 14. SAMPLE OF WRITING SHOWING DEFECTIVE PASSAGE BETWEEN
WORDS.
16
illustration of the defect. The reader should analyze each of these
figures in detail, and practice the process of distinguishing the various
types of defect. It is a marked advantage to have two or more co-
Operate in the study. Combined observation and mutual comment and
criticism are very effective.
With the assistance of the preceding samples, one should now be
able to analyze samples of penmanship with some degree of certainty.
In order to provide opportunity for further practice in actual diag-
nosis, four samples of Fifth Grade writing are here reproduced and
analyzed. A study of these analyses will aid the instructor in gain-
ing independent ability in analysis. :
It is taken for granted that the instructor is able to use a standard
handwriting scale in the marking of samples. This is a prime essen-
tial. Mastery in the use of such a scale is basic to a valid estimate of
the general quality of the product.! ;
In Figure 15 is given a sample of poor writing which should yield
readily to remedial treatment when attention is centered on specific
faults. What are these faults?
SOE eT ER UMMM So MONE Mi MS pea tw ego
a eee, el i re a ee fir02 gto feo tk om tH
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FIcuRE 15. SAMPLE OF HANDWRITING OF FIFTH GRADE PUPIL.
Rate: The pupil was given two minutes to write the sample. He
wrote 114 letters, or 57 per minute. This is below the Fifth Grade
norm with the Ayres scale (64). Record the score of 57 in Col-
umn 1 of Table I.
Quality: This is poor, being about 40 on the Ayres Seale, compared
with the grade norm of 50. This grade is recorded also in Table I.
*Some of the most used Handwriting Scales are:
Ayres Handwriting Scale, Gettysburg Edition, Public School Publishing Company.
Freeman, F. N., Analytical Handwriting Scale, Houghton Mifflin Company.
Leamer, Scale for Grade Standards in Quality for Practice Sentences in Hand-
writing, Publie School Publishing Company.
Thorndike, E. L., Handwriting Scale. Bureau of Publications, Teachers College,
Columbia University.
FIGuRE 17. THIRD SAMPLE.
cre Meh ae bo ear agence
FIGURE 18. FourtTH SAMPLE.
Letier-form: There is a good deal of evidence of definitely wrong
habits. Note especially the ‘‘r’s’’ wherever they occur, and also —
the ‘‘t’s,’’ ‘‘h’s,’’ and ‘‘f’s.’’ It is possible that the defects in
letter forms may be due to the presence of other defects, and may
disappear when these are remedied. They are, however, prominent
enough to deserve attention. It is suggested that when no defect
is discovered a ‘‘0’’ be recorded in the Table opposite this element,
and that the figure ‘‘1’’ be used to indicate the presence of a defect
but to no serious degree. The symbol ‘‘2’’ may be used to call
attention to a serious defect that demands treatment. Using this
plan, the figure ‘‘0’’ is placed opposite ‘‘No Fixed Habit’’ and
‘*2’’ opposite ‘‘ Wrong Habit.”’
Slant: Not bad. There is some evidence of mixed slant, but this is
not serious, and may not be evident when other defects are cor-
rected. Record a ‘‘1’’ opposite this characteristic. There is also
a slight indication of changing slant. Record as ‘‘1.’’
18
Coordination: There is no evidence of a tendency to a wavering line,
but there is a good deal of angular incodrdination and this should
be recorded as ‘‘2.’’
Motor Control: The movement is restrained, and free control is lack-
ing to a very marked degree. In fact, this is the writer’s chief
fault. Stroke after stroke is not carried far enough, with the re-
sult that the letters are too short, and the alignment is poor. The
pupil is in need of immediate treatment in this phase. Indicate
the defect with a ‘‘2’’ in the table and place a parenthesis or circle
around the symbol to indicate the fault as of major significance.
Unit Stroke: There is some evidence of slighting of the stroke, as
_ shown in the last down stroke in “‘e,’’ ‘‘h,’’ ‘‘n,’’ and other letters,
but this is not very serious. Record as ‘‘1.’’ This defect may not
be evident when motor control and slant are remedied, or it may
show up more plainly, in which case, treatment may be given.
Spacing: Between words the space tends to be too narrow in some
eases, although all right in others. Record as ‘‘1.’’
Between letters, the space is too wide for the size of the letters
used, but this is not prominent, and may not be evident when
proper motor control is secyred. There is a slight tendency to a
mixing of spaces. Record both of these as ‘‘1.’’
Passage Between Words: Inspection of the terminal strokes shows
that the writer has little notion of direct transition from one word
to the next. This is not a matter of great immediate concern, how-
ever, at least until other defects are treated. Record as ‘‘1.’’
In summary, this writer needs emphasis on rate of writing as soon
as the quality will permit. His primary drill should be directed with
a view to gaining motor control, with freedom of movement, and the
overcoming of angularity of curves. Special attention should be given
to the form of certain letters, and habituation in making them prop-
erly.
In Table I, columns 2, 3, and 4 are placed the diagnoses of the
samples of handwriting given in Figures 16, 17 and 18 respectively.
19
TABLE I
DIAGNOSIS OF DEFECTS IN THE SAMPLES OF HANDWRITING
REPRODUCED IN FIGURES 15-18.
0=no defect, 1—slight defect, 2—serious defect
(2) = writer’s chief defect.
Characteristic Sample Grade
Diagnosed Defect 1 2 3 4 Norm.
lip Bate: (letters per minute)... 6... cscesecsence 57 59 70 73 64
BAILEY LUIRVEOR PSCGLO) pieavevessins cesses cusce 40 35 25 60 50
3. -Letter-form (a) No Fixed Habit..... 0 0 1 0
(b) Wrong Habit ....... 2 2 2 1
4, Slant (a) Wrong or Extreme... 0 0 1 0
Ry) MU ROM Se wae atte y fee's 1 1 (2) 0
(ey PU an iret a's ie iid ois ete’ 1 (2) 0 1
5. Codrdination CRD WOWGTIDE. ir sly ot caus hens 0 0 2 0
Ey AD OUIAY i) wel aiee sia ute 2 1 (2) 1
6. Motor Control CYT Le teats ta ee aha ss Arps 8 0 (2) 0 0
(by "Restrained yi) A). sek iis (2) 0 0 1
VEE foe ds Re, SR era 0 i 0
7. Unit Stroke HOU FOCOLNIZEG \o s\cigs's in sp 1 0 2 0
CAMEO WEE cis ieee ole) wa x 0 0 0 0
Words (b) Too narrow ......... a 2 2 (2)
8. Spacing CRATE Lae sates eae ek alte 0 2 2 us
F Favs OO Wide cic cic watdiae ap 1 2 2 0
Letters (b) Too marrow ......... 0 0 0 0
(eds MEEBO yy. Ve ote eal visi 1 2 2 2
2 2 1
9.) Passage, Between Words.:......ese+sese0e 1
—The reader who wishes to acquire skill in diagnosing should analyze
these remaining samples (Figures 16, 17 and 18), and compare his
analyses with those given in Table I. The diagnosis may be reviewed,
and revised until one is certain of the method and its use.
One should not expect perfect agreement of his results with those
of another observer. A difference of one step will be frequently found,
and this will not affect the data greatly. There should be no wide
difference between observers. The defect marked ‘‘0’’ by one should
not receive a ‘‘2’’ by another, or vice versa. The most evident defect,
or defects, of any writer should be easily recognized.
At this stage the instructor should attempt a thorough diagnosis
of several samples of penmanship. After this is completed the sam-
ples and results should be put to one side for some days. There
should then be another diagnosis made without reference to previous
findings. The two sets of diagnoses are now to be compared, and the
20
amount of agreement noted. In the case of wide disagreement on any
characteristics, special study of the samples and results should be
made, together with a review of Part I of this pamphlet, until a defi-
nite decision is reached. One’s consistency should increase with prac-
tice.
Codperative grading of samples by the members of a group is help-
ful. If each one will grade the samples independently of the others,
and then all compare their diagnoses with each other, with free dis-
eussion and study on points of disagreement, rapid progress will be
made in the ability to give reliable diagnoses.
Some further rules and suggestions are here given, which should
assist in the use of the diagnostic plan. :
One should become thoroughly acquainted with the list of charac-
teristics and defects by number and letter for the sake of ready ref-
erence and ease of handling data. One who has occasion to make
many diagnoses, as a supervisor of penmanship, should early memorize
the list in order.
There is nothing rigid about the marking system used. Instead
of the symbols here presented one may use quite other symbols, such
as plus and minus signs. Instead of four classifications as here given,
one may find it to advantage to use only three, or even two. Sim-
plicity is desirable so long as effective diagnosis results. It is well
to record a symbol for ‘‘no defect’’ rather than to leave the space
blank, to indicate that a Judgment has been made, and to prevent the
skipping of spaces by accident.
The frequency of the defects is not always in agreement with the
poor quality of handwriting. The writer may have a very poor pro-
duct because of the presence of only one defect to a marked degree.
Another writer may have a very fine quality but be very slow, with
very poor passage between words, and a wavering type of incoodrdina-
tion present to a marked degree. The quality may be up to standard,
yet may be improved by drill in a number of elements, none of which
may be serious. In Table I, adding the numbers indicating the degree
of defect for each column, the sums are found to be 18, 18, 23 and 10.
When these figures are compared with the scores for quality of each:
40, 35, 25, and 60 respectively, it is apparent that there is a relation
between the degree of defect and the general quality of the writing,
4
21
since the smaller the numbers are which give the sum of the defects
the higher is the score for quality.
Some of the defects need very close inspection to be properly de-
tected. Practice will make one expert in the matter of detecting types
of incodrdination, habits of wrong letter-form or other faults.
The diagnosis should be made as objective as possible. One is apt
to discover in the sample the defect for which one looks, whether it
is present or not. Constant reference should be made to the descrip-
tions and illustrations given in the preceding pages as a means of
refreshing the memory and of maintaining a certain standard.
The daily written work of pupils in the spelling, language and
other class subjects calling for writing should be taken into considera-
tion. Only in this way can an adequate idea of pupil habits be had.
These samples of spontaneous writing cannot be measured as to rate,
but all other characteristics may be analyzed. It has been noted that
possibly the greatest hindrance to good handwriting instruction lies
in the poor supervision of writing in phases of school work other than
the formal penmanship drill.
A NEW EXPERIENCE FOR TEACHERS
Publishers Statement
When I was a boy Hans Christian Andersen made me a convert
to the power that interest (I mean interest of that purposeful kind
which quickens thought and requires attainment) gives to study or
drill. A youthful character in one of his stories had difficulty in
learning his geography lessons until this interest fairy suggested put-
ting the geography lesson under his pillow at night so that together
they might, in his dreams, visit the places and the people. Each
night they entered into the work and play of the real folks in their
real homes in the land of the lesson with that feeling of actual ex-
perience which dreams give.
It was a new experience for me and, perhaps, it will be for you,
to start such an interest in attaining skill in handwriting.
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Copyright 1926
Public School Pub. Co.
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PUBLIC Ba HeBUT Haine 4 po
CHART FOR DIAGNOSING ELEMENTS OF HANDWRITING
By PAUL V. WEST
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Copies of this chart may be purchased from Public School Publishing Co. at following rates:—Per package of 25, 50 cts; single copies 3 cts.
A SCALE NEEDED TO
MEASURE PUPILS’ WORK UNDER CLASS CONDITIONS
The following record is an example of a pupil’s percent score record
on eight tests on school subjects and his average score, all related to his
aptitude age from three tests. Note that each score is translated into a
common seale age; and study where his difficulties are found. This pupil
_ number 4, is above the class average in attainment but a year below their
average in learning aptitude. He has a chronological age of 14-1. His
aptitude age is 12-7, and his average attainment scale age is 14-11, or
two years and four months above his aptitude age. His record on the
tests is as follows:
Pupiu NUMBER 4 His scores on the four read-
% | Seale ing tests are near or above the
Scoring Record Score | Age scale age of 16.0.
1. Rate of Reading
2. Read. Comprehension
3. Vocabulary
4, Spelling
D
6
| 16-1
| 16-8
| 15-10 Gy Yeah ei
| 16-0 seale age 12-5, and in division,
| 14-11 | where his age also is 12.5.
. Subtraction Lode 8 iid His difficulty in arithmetic is
| His low scores are in sub-
|
|
|
|
7. Multiplication : 5 [14-6 anticipated from his low scores
|
|
|
traction, where he makes only
. Addition
8. Division | 12-5 tL
on the aptitude tests for prob-
1A alleged aNd, tae lem solving of age 11-0 and
. Arith, Problems Pree: Eh a a : ¢
. Synonym-Antonym | 146 arithmetic ingenuity of age
. Arith. Ingenuity | 12-2 12-2.
. Mean Aptitude | ni How far is the school re-
___ Score (lines 10 to 12) | 12-7 sponsible for this difficulty in
14. Chronological Age......... 14-1 arithmetic for a pupil very
15. Attainment Scale Age 14-11 | bright in other ways? A study
16, Aptitude Age (three tone) Ma OUT of his work on the test exercises
Test 11 (Synonym-Antonym).... 14-6 indicates that he is a faithful
student in each subject. He
evidently learned and tried to apply the rules for doing the arithmetic
processes. His failures seem to come from difficulty to haldsi in mind two
or three steps of a process for lack of an understanding experience of the
relation of each step as a definite part of the thought process. In fact, he
has not learned the language of numbers.
With an aptitude score of 12 years and 7 months, which is obtained
on a scale in which two out of the three tests are on the relations of
numbers, a type of instruction that would develop the needed thought
experiences has chances in favor of success. The school might save him
from the limitation of only a one-track brightness. His present language
aptitude age (test 11) is 14-6 scale age.
The above record of scores shows the simplicity of bringing together,
under the one chronological age seale, the correlated scores of attainment
and aptitude.
THE MEASUREMENT PROBLEM
THE elementary school meets the minds of the pupils at a period of
erowth concerned, in a particular way, with the development of a grow-
ing brain. The equipment of the mind for the understanding of experi-
ences is quite largely accomplished by age fifteen. This is true not only
for immediate conduct but also for the acquisition of knowledge that
becomes a part of further experiencing ability. This is the basic equip-
ment for the guidance of judgment in the further self-development for
mature living.
The discovery of the growth of mind in relation to brain organization
was made possible through the measurement of mental age growth. While
the rate of mental age growth is uniform for each individual during the
years to age fifteen, or thereabout, it develops for some minds more slowly
and for others faster than the average growth. Mental age measurement
standards for each chronological age are determined by ‘‘intelligence
tests’’ as the average score made by many individuals having the same
chronological age. The mental age of any individual, however, is the
chronological age indicated by his score on the intelligence scale and
may vary much from his own chronological age. _
School instruction and training are recognized as closely related to
mental age growth, but only rough adjustments are as yet determined
for this relation. Such adjustments are now arrived at by the general
experiences of the schools with courses of study material and with dif-
ferent methods of instruction. A common measuring seale with units
applicable to both mental age and possible school attainment ages, can ©
be satisfactorily developed only by extensive codperation of the schools
together with studies of the details of instructional needs and with meth-
ods of adapting the course of study material to mental age abilities in a
way to secure the needed interest and effort of pupils.
TEST RELATIONS TO THE SCALE
The form for such a seale of reference provides for three relations of
the usual objective tests when they are validated, not only to the course
of study, but also to the instructional relations for each successive mental
age growth of the pupils. The first relation is that with the advance in
chronological age. There are evident reasons for beginning this advance
with age seven and extending it up to age seventeen. The second relation
is that for mental age (or for learning aptitude age as, perhaps, a better
term to use in this relation). The average learning aptitude advances
from that of grade two by one year intervals to grade eight or from age
seven for beginning second grade to age fourteen at the end of grade eight.
To measure the attainment of bright pupils the scale is extended through
grade eleven at the end of age sixteen. The third relation gives the
‘percent reference scale’’ for tests that cover the selected range of ten
years, from age seven to age seventeen. At the present rate of the average
pupil, the seven years from age seven up to age fourteen enables him to
master only about seventy percent of the course. This seventy percent,
however, is not to be taken as a standard for the attainment possible for
the average pupil at age fourteen, although his learning aptitude (mental
age) will remain at this age for the end of age thirteen, or of the eighth
erade.
Aptitude age is a statistically determined ability to respond success-
fully to a definite testable complexity of mental experience which has
been determined as the average ability of minds of that chronological age.
The aptitude age is, therefore, a definitely determined chronological age.
The age of fourteen is fixed as the aptitude age of the average person
of that chronological age.
Attainment age for success in acquiring a usable knowledge of the
elementary course of study is at present statistically determined as that
suecess found to be acquired under the teacher of average ability, with
the average textbook and other school equipment, and the average number
of years of schooling; and under these averages the success of pupils is
determined by a particular organization of test questions, and by scores
called standards for school success at each grade. Since there are so many
different variables in this educational situation, any plan to measure the
effect of a change in any one, or in all of them, falls back upon the adjust-
ment which can be made of one or all to the actual relations of the learn-
ing aptitude (mental age) of the individual pupils to teaching success.
To measure this relation evidently requires some way of measuring the
two different situations, one for aptitude age and the other for attainment
scores, on the same common scale of reference.
THE SCALE MAKES COOPERATIVE EXPERIMENT DEFINITE
But such a common scale of reference does not by itself give an answer
to the eritical educational problem of the school. Such a measurement in
common units is only a tool to be used by administrators, teachers, and
students of school problems, by means of which records of the results of
directed instructional experiences and careful experiments can be made.
The large problem concerns the instructional purpose and technique by
which school training and pupil interest and effort can secure that fuller
use by each pupil of his own learning aptitude needed to master more of
the elementary course of study by the age of fourteen, although his apti-
tude age is perhaps only thirteen or even less. There is evidence now
that some good schools get educational results of a year or more beyond
what present standards prescribe for the pupil’s grade learning aptitude.
The grade aptitude age given on the common seale of reference marks
the chronological age at which the average pupil has the ability to gain
the present grade standard in school work without the help of expert
teaching and equipment. He can make this grade, and does, in classrooms
providing for very ordinary instruction, since the standards accepted are
determined by using many such classrooms. Much carefully directed ex-
perience and experiment under actual school conditions is needed before
the possibilities of advance in attainment through expert instruction
within the ability of each learning aptitude age, will be discovered.
The question then is: How ean school training make the best use of
ability? Attainment age is a matter of that experience including experi-
mentation by which the full effect of instruction and of interest and effort
may become effective. It seems possible that at least ninety percent of the
elementary course can be accomplished by the average pupil at the end
of ninth grade at age fifteen, and he can then be ready to do good work
in the senior high school.
The following table of class scores gives the record of one teacher’s
SUCCESS :
INDIVIDUAL RECORD OF CORRELATED SCORES
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