Return this book on or before the Latest Date stamped below. University of Illinois Library L161—I1/41 en “") ee # oh, F | * 1 Ut Ae ne / ey — ww / hi} i RARY 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. ee Spleen ey tease t- 2 4 rae = ®. YY. 2 et A. - Las Ay a en 4 VWtasn 34 Row'd P. Y Leb 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. »* 4 ‘ ? a 4 ‘ ~~ ae ? ? = _ Figure 7. COMPARISON OF Poor AND GooD PAassAGES BETWEEN WORDS. - = = -_ ‘= a —y eee w we eee | & - ° -~—27 cd od q =< a e 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 evan Dacadeter cde) Coen AEE 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 Berweéeén Woros WIDE - Brawn ge ist ‘nck: ARASH ree Og, Cu frthear. Arvught farther thes crLinot oH NARROW ~rurdcorpancfaerner Our PUxED - Yr rare ASG eA eo, hs ent DD wet toc KH re BETWEEN LETTERS W/DE — SORA A SEONG Re CON al EAI GLEAN AG > _ 01412 1 fo AANL NARROW- SAS be i a Cas SANs | near git eee 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 / 2 3 a sg 6 7 £ 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 cer te ama tiHhecatd x AtRa fiw 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. Re eee ar | PEE C CECT Pesto lf F ol va) __ OR Eee ee ad 4 | C) ~M n 3 OE hoo 5 9 Aiea Between Words “s THIOL "[OOYIS w= BABS) ot) pe LSM ‘A ThVd 4a NILIMMGNVH AO SLNINATA DNISONODVIG YOd LUVHO suljiLumMpUudyy YOM [vIpawUay “TI ‘NOLDNINOO1d oy} 4q poystqng "090 DNIHSITENd IOOHOS OITANd "OD “qn jooyds d1qng oy} Aq OZ61 WyaIITAdOD al by the Copyright 1926 Public School Pub. Co. ) Grade ( ) Sec. ( PUBLIC Ba HeBUT Haine 4 po CHART FOR DIAGNOSING ELEMENTS OF HANDWRITING By PAUL V. WEST Oe TCR CT OT: Wee to petice eke 2s godless ofinale vey Wades U3 ce VNS OND CNR AUR GR 0) a AIM A MC Remedial Work Handwriting g ° ram SPIOM us9MJIg Wsesseg eae BEE EE HH EH = 4 SEB REREES aoe esol sl See ERERE He He “i a of roee -Peer ane PEEEEEEE BEEE Sess = SEE FBBERe = Se Pe eeaee eee Bee. eee eee eet tr SSP SeSRRRee se eeee AO ee joe SS BPeeeeeeeeae es —- aoe Bees 2 S| le eee op t OS ch {HAM UHR RRO EUORUEEREEEE Letters Spacing Words ofa a ones FECEEEHEE HES ee eee = 7a 2 i oS i Ge et n 5} 4 3 Sao | : 3 » i oS 9 BE 3 F > 0 OU 'E ¥ an, Lda g | : Q (ers a | * a 0a 0 &. & °o WE © 4 Anne : 4 Hou Ue Ul : os = =) onnan n wY 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 iy : ss is Ghuh) © | 4 o | € 1s |e g ae Ss d a7 0.8 | 4 2 a re 8 Roe ie | d gj Seg at, : ae) 8, | S3]e3l3e|3.| 218 12.188] £1831 Ce pee) fee 35 -d op PpSasi so] oo] on a re =i) Ee Be or Bus EO) os i) AA Od Attan|mOl|rSs!| a | 4 |as|as| A aa] «8H J