Mentimeter No. 25HANDWRITING

Scoring the Test.

The Analogies test is scored according to the number of lines in which the candidate has written the proper fourth word. With each package of test blanks a stencil is furnished by means of which any one may score the results very quickly. The stencil is to be placed along the page next to the written column of words, and where the written word on the page corresponds to the word or words printed on the stencil at that level the written word stands as correct. Where there is disagreement between the written word and the words printed at that level on the stencil, a diagonal line (/) should be drawn through the number at the end of the written word to indicate that an error has been made. Where no word has been written on the blank, the number at the end of the blank may be circled to indicate the omission.

The final score should be written in the lower right-hand corner of the front cover of the test booklet. This final score is found by adding all the correct responses (the numbers not crossed out or circled). Since there are thirty lines, the maximum score possible is 30.

Scores from 0 to 5 indicate Inferior AbilityScores from 6 to 12 indicate Low Average AbilityScores from 13 to 23 indicate Average AbilityScores from 24 to 26 indicate High Average AbilityScores from 27 to 30 indicate Superior Ability

Scores from 0 to 5 indicate Inferior Ability

Scores from 6 to 12 indicate Low Average Ability

Scores from 13 to 23 indicate Average Ability

Scores from 24 to 26 indicate High Average Ability

Scores from 27 to 30 indicate Superior Ability

About 30 per cent. of a group of college graduates should be expected to secure Superior ratings, about 50 per cent. High Average, and the remainder only Average ratings.

Mentimeter No. 25HANDWRITING

Many pseudo-scientists have claimed the ability to interpret character and intelligence, and the past and the future, by means of an individual’s handwriting. The present test has no relation to such misguided efforts. This test is designed to measure accurately the speed at which one can write, and to indicate the general quality of the product produced at that speed.

Large groups of individuals may be examined at the same time by this test, although it may be used as a test of an individual if necessary. It is quite certain that an individual who works at such a task as that set by this test in the company of other people will succeed better than if he works at it alone. The results obtained when an individual is tested alone are not exactly comparable, therefore, to the results which would be attained if he were tested in a group.

The general quality of one’s handwriting has very little relation to his general intellectual ability. Some of our most intelligent men write a hand which is hardly legible, and the authors have seen some beautiful handwriting produced by feeble-minded children. It is, nevertheless, worth while for many employers to have in their records of the qualifications of employees an exact record of the speed and quality of each employee’s handwriting. This record may never be of any use, but, on the other hand, it may at some time be of very great value unexpectedly.

In the public schools, measurements of handwriting quality may be crudely done with the present Mentimeter or more accurately done with the scales of Thorndike, Ayres, or Starch. It seems probable that by the time children have attained the “Average” quality contained in the Mentimeter and arewriting at “High Average” speed it would be worth while for the teacher to excuse them from further drill as long as they maintain that standard in their every-day work. It will hardly be found necessary in practical life outside the school to write a better quality than “Average” except in a very few specialized occupations.

Candidates should be supplied with pen and ink and seated at a convenient table or desk. The test leaflet should then be passed out and explanations given of how to fill out the blanks on the title page. When all of the identifying information has been entered on the title page, the examiner should direct as follows: “This test is intended to discover how rapidly and how well you can write with pen and ink. Turn your papers over and notice at the top of the page the two printed lines:

“Mary had a little lambIts fleece was white as snow.

“Mary had a little lamb

Its fleece was white as snow.

“When you are told to begin you are to copy these two lines over and over again just as many times as you possibly can before I call ‘Stop.’ Try to use your very best handwriting every time you copy. I shall allow you two minutes in which to write. As soon as I say ‘Stop,’ I want you to hold your pen up so that I can see you have obeyed the command. Remember that when I say ‘Write,’ you are to copy the two lines over and over again as rapidly and as well as you can. Ready, Write.” Exactly two minutes (120 seconds) after saying “Write” the examiner should call “Stop! Hold up your pens! Now lay them down on the table. Blot your paper and hand it to me.” All papers should be collected at once to avoid unfair work.

Directions for Scoring the Test.

Each handwriting leaflet is to receive two scores, one for quality of handwriting and one for speed. The score in speed should be obtained by counting the number of letters written and dividing the result by two, this will be simplified somewhat by remembering that the sentence, “Mary had a little lamb” contains 18 letters and that the sentence, “Its fleece was white as snow” contains 23 letters, which makes 41 letters for each time the two sentences are repeated. The score in speed thus obtained by taking half of the total number of letters written should be entered on the proper blank at the lower right-hand corner of the title page.

Speed score from 0 to 30 indicates Inferior AbilitySpeed score from 31 to 50 indicates Low Average AbilitySpeed score from 51 to 75 indicates Average AbilitySpeed score from 76 to 90 indicates High Average AbilitySpeed score from 91 and upward indicates Superior Ability

Speed score from 0 to 30 indicates Inferior Ability

Speed score from 31 to 50 indicates Low Average Ability

Speed score from 51 to 75 indicates Average Ability

Speed score from 76 to 90 indicates High Average Ability

Speed score from 91 and upward indicates Superior Ability

The score in quality of handwriting is to be determined by comparing the candidate’s handwriting with samples on the Mentimeter for Handwriting Quality:[3]a grade of “A,” indicating superior quality, should be assigned if the candidate’s handwriting is as smooth, beautiful and legible as the sample marked “A,” or if the quality more nearly approaches the quality of sample “A” than the quality of sample “B.” The sample should be given a rating as quality “C” if its general beauty and quality be nearer to the printed sample “C” than to printed samples “B” or “D.”Give to any sample that grade which indicates the printed quality that most nearly equals it in beauty, legibility, and general merit.

3. The samples in the Mentimeter are selected from the Thorndike list and have the following values on the Thorndike Scale E, “Inferior” equals 8.0; D, “Low Average” equals 10.5; C, “Average” equals 12.2; B, “High Average” equals 13.4; A, “Superior” equals 16.

In making a record of any candidate’s performance in the handwriting test both quality and speed should be recorded.“C–71” would mean that in the Mentimeter test this individual had written quality “C” at a speed of 71 letters per minute. The speed and quality together are necessary in order to know the entire truth about one’s handwriting, for many people produce a beautiful handwriting by taking great pains and wasting much time.

Mentimeter for Handwriting Quality

Mentimeter No. 26ENGLISH COMPOSITION

Only persons who have had the benefit of a fairly complete elementary school education will succeed very emphatically in this test of ability to write a composition in the English language. The test may be given to large numbers of people at the same time just as readily as to a single individual. The result of the test is, however, a very good index of the general intellectual capacity of the individual, unless he is handicapped by lack of familiarity with the language.

The most common use which most of us have for ability at composing in English is in writing letters to our friends or to those with whom our business brings us into contact. For this reason, the test consists in the statement of a condition under which any one of us might find ourselves and in asking the candidates to write an appropriate letter. The result is graded into one of five groups, according to its general quality.

The problem presented to the candidate is fairly complex. First of all, he must be able to understand the situation described by the examiner and to appreciate what type of letter would be most appropriate under these circumstances. He must also be able to write the words which would express his feelings in the described situation, and in order to make his feelings clearly understood he should be able to punctuate and organize his sentences effectively. The result is a useful index of the general efficiency and maturity of any candidate who has been taught to write in English.

In industrial life there are many types of positions for which persons whose ability to compose written English need not be better than “Inferior,” although there are other positions which would require “High Average” quality of English composition. The advantage of the following Mentimeter lies in the possibility it gives of identifying more exactly just whatquality is meant when one speaks of “High Average” composing ability.

In the public schools the Mentimeter will serve as a crude basis for classifying the general quality of the compositions written, but for highly scientific work it would be desirable to secure some form of the “Hillegas Scale” which is much more exact and well standardized. A very entertaining evening could be enjoyed by giving this test to a group of people gathered together for social purposes, especially with a group which had tired of the ordinary means of entertainment. Reading the products written should in such a case be entrusted to some one or two individuals of good reading ability and wise judgment. Frequently the results would contain very amusing paragraphs.

Each candidate should be comfortably seated and provided with writing material before any instructions are given. It will usually be well to furnish paper on which there are lines, as many people find the lack of ruling a distinct hindrance to the flow of their thoughts. When everyone is ready, the examiner should direct that each individual write his or her name, age, address, and any other information which seems desirable. The following directions should then be given:

“This test is planned to discover how well you can use the English language in expressing your thoughts and feelings. Imagine yourself employed in a large business house in the city. While you are waiting to find out whether or not you are going to be one of those fortunate people who will be granted a vacation, imagine that you receive a letter from a friend in the country asking you to spend your vacation on the farm. Since you do not know that you will have a vacation, it is impossible for you to accept the invitation at once, but it is necessary for you to acknowledge the fact that you have received the invitation. Write a letter to this friend in the country saying that the invitation has been received and that you appreciate it. Youneed not make the letter long, but write it just as well as you can.” At least twenty minutes should be allowed for the writing of this letter. At the end of twenty minutes all papers should be collected, whether the letters are complete or not—enough will have been written to demonstrate the quality of letter each can write.

My Dear Jean:—

Your letter made me peculiarly happy this morning. The joys of last Summer so wrapt themselves about me that, instead of hurrying down Broadway to business, I was sitting on the veranda with you and little Bobby at sunset watching the Hudson creep slowly in and out among the hills. One by one the little villages dropt out of sight as the fog came down from the Catskills, crept across the river, up through the woods and finally nestled among the neighbour’s fir trees. Black crows cawed as they flew lazily over the house, and the little birds came up close to the edge of the woods to sleep in the barberry bushes. Bobby said they came up close so we would hear if anything got them. The little dear! Tell him I have saved a number of stories for him—two new ones about light-houses.

I am rather doubtful as to whether I will be granted a vacation this year. Business conditions are so far from normal, and we are very short of help. However, I may be lucky, and if I am nothing would make me so happy as to spend every day of it with you and little Bobby. I expect to know definitely by the end of next week concerning my vacation and shall write to you immediately.

I thank you more than I can say, Jean. Your invitation has made me very happy.

Sincerely,

Quality: High Average, B.

My Dear Mr. Smith:

I appreciate your invitation expressing the desire to entertain me again at your farm during my Summer vacation. I should enjoy coming back this Summer, although I have occasionally been afraid that I was something of a hindrance to your work. It is such a change for me to get to the country that I shall certainly come if possible.

I shall let you know just as soon as I find out whether or not I am to have a vacation this Summer. Thanking you for your kind invitation, I remain,

Sincerely yours,

My Dear Friend:

Your letter of June 10th has been received, and in reply I would say that I am not sure that I will get my vacation this summer. The boss hasn’t said anything about vacations yet. I would like to come just as much as you would like to have me, but I can’t promise until the old man lets us know. I’ll write to you just as soon as I learn what to expect. Thanks for your invitation.

Yours,

Dear Friend

I got your letter alright, but it don’t look like I was going to get any vacation this summer. We have all been tryin to hint to the boss about how tired we all was but he has to be knocked down to take a hint I guess.

I sure do hope he lets me off. You know how I’d like to come and I want you to keep plenty of green truck growin in the gardin for me to eat.

Yours truly

Quality: Inferior, E.

Der Frend

id lik to cum out to yer farm ef the flise ant tou bad but i got to wate the boss hant told us we can tak ar vakashins yit hous the frut & burys this yere il cum ef i can

Each composition should be compared with the five contained on the Mentimeter for English Composition quality. Give the written composition a mark as “Average,” “Superior,” or “Low Average” according to its quality. If a composition seems to be better than the one on the Mentimeter which is called “Average” but poorer than the one called “High Average,” try to decide which it is nearer in general quality. “Average,” therefore, will mean that a composition is nearer in its quality to the sample printed as “Average” than it is to the sample printed as “High Average,” or to the sample printed as “Low Average.” Any composition which is distinctly better than “Superior” should be rated as “Superior,” and any composition which seems poorer than the one printed as “Inferior” should be rated as “Inferior.”

Differences in the intellectual abilities of people manifest themselves in three fairly distinct ways: first, in ability to accomplish results; second, in ability to think clearly about the situations in which they find themselves; and third, in the feelings which these situations arouse. Practically all of the tests now available for measuring educational achievements or intellectual ability are concerned primarily with the ability to do or to think about situations. This member of the Mentimeter familyis concerned chiefly with the way in which onefeelsabout different types and qualities of poetic expression. The test cannot be given to illiterate or foreign language speaking persons. It is planned as a group test of persons who read and understand English readily.

The test consists of six short stanzas selected from recognized English poets.[4]Two false versions of each stanza have been prepared and appear on the same page with the original. The group being examined are asked to read each version, trying to think how it would sound if read aloud, and to choose the one which they like “best” and the one which they consider the “poorest” poetry. The differences between the false versions and the true in the first set are smaller than the differences found in the succeeding ones. The score obtained by any individual therefore depends upon how small a difference he can notice.

4. The Best Version in each set is selected from the writings of recognized poets:Set IWilliam Wordsworth in “She Dwelt Among.”Set IIAgnes Millay in “My Tavern.”Set IIIPercy Bysshe Shelley in “To——”Set IVAlgernon Charles Swinburne in “Étude Réaliste.”Set VEdward Coote Pinkney in “Health.”Set VIJames Thompson in “Sunday Up the River.”Mr. Earl Hudelson contributed the Middle and Poorest Versions for Set II. One of the present authors is responsible for the mutilated forms of the other selections. A much more scientific and accurate instrument for measuring poetic discrimination is being developed by Prof. Allan Abbott and one of the present authors.

4. The Best Version in each set is selected from the writings of recognized poets:

Mr. Earl Hudelson contributed the Middle and Poorest Versions for Set II. One of the present authors is responsible for the mutilated forms of the other selections. A much more scientific and accurate instrument for measuring poetic discrimination is being developed by Prof. Allan Abbott and one of the present authors.

Although this test is very interesting and entertaining its reliability is not determined and its usefulness is as yet questionable. It certainly would have no great value in industrial life and only small importance in public school work; its chief service will be entertainment in the home and at social gatherings. It is surprising how poor the judgment of many people is regarding the quality of poetic products. It would be interesting at social affairs at which this test is used to make a tabulation of just how many of those present have selected each different version.

Directions for Giving the Test.

The examiner should distribute the examination booklets and writing materials with the following instruction:

“Do not open this booklet until I tell you to do so. Notice on the title page a number of blanks for your name, your age, and the like. Fill out these blanks at once but do not look inside the booklet.”

As soon as the blanks on the title page have been filled the examiner should ask the candidates to read carefully the directions while he reads them aloud.

“When you open your book you will find six different sets of poetic stanzas. Each set appears in three different versions. You are to read each version carefully, trying to think how it would sound if read aloud, and then to record on the blank space provided for it which version you think is ‘best,’ which version you think is ‘poorest’ and which version you think is of ‘middle’ value. If you decide that version Y is best then write ‘Y’ after the word Best. If Z is the worst, then write ‘Z’ after the word Poorest, and ‘X’ after the word Middle.

“Think carefully about each set and choose the one which you really think is the best poetry. You will be allowed fifteen minutes in which to read and decide about the six sets. Begin with set No. I and take them in order. Ready! Open your papers and begin work.”

Exactly fifteen minutes after saying “Begin” the examiner should call, “Stop! The time is up. Let me have your papers.” All papers should be taken up at once.

SET I

Read each version carefully and try to think how it would sound if it were read aloud.

Which version is the poorest poetry, and which is the best poetry?

Best........Middle........Poorest........

Best........

Middle........

Poorest........

Version X

Once there was a violet,Growing near a stone;It reminded me of a starAll alone in the sky.

Once there was a violet,

Growing near a stone;

It reminded me of a star

All alone in the sky.

Version Y

A violet grew by a mossy stone,Where it was hard to see;It looked like a star, for it shoneAs pretty as could be.

A violet grew by a mossy stone,

Where it was hard to see;

It looked like a star, for it shone

As pretty as could be.

Version Z

A violet by a mossy stoneHalf hidden from the eye!—Fair as a star, when only oneIs shining in the sky.

A violet by a mossy stone

Half hidden from the eye!

—Fair as a star, when only one

Is shining in the sky.

SET II

Read each version carefully and try to think how it would sound if it were read aloud.

Which version is the poorest poetry, and which is the best poetry?

I’ll keep a little tavernBelow the high hill’s crest,Wherein all gray-eyed peopleMay set them down and rest.

I’ll keep a little tavern

Below the high hill’s crest,

Wherein all gray-eyed people

May set them down and rest.

Best........Middle........Poorest........

Best........

Middle........

Poorest........

Version X

There shall be plates a-plenty,And mugs to melt the chillOf all the gray-eyed peopleWho happen up the hill.Ay, ’tis a curious fancy—But all the good I knowWas taught me out of two gray eyesA long time ago.

There shall be plates a-plenty,

And mugs to melt the chill

Of all the gray-eyed people

Who happen up the hill.

Ay, ’tis a curious fancy—

But all the good I know

Was taught me out of two gray eyes

A long time ago.

Version Y

There shall be dishes a-plenty,And something to take off the chillOf as many gray-eyed peopleAs are willing to climb the hill.’Tis truly an odd fancy,But everything good that I knowI learned out of two gray eyesMany years ago.

There shall be dishes a-plenty,

And something to take off the chill

Of as many gray-eyed people

As are willing to climb the hill.

’Tis truly an odd fancy,

But everything good that I know

I learned out of two gray eyes

Many years ago.

Version Z

And when those gray-eyed peopleHave entered in the gate,We’ll pass the cheering mug around,And also pass the plate.It may sound rather funny,But I was helped a lotBy someone who had gray eyesWhen I was a little tot.

And when those gray-eyed people

Have entered in the gate,

We’ll pass the cheering mug around,

And also pass the plate.

It may sound rather funny,

But I was helped a lot

By someone who had gray eyes

When I was a little tot.

SET III

Read each version carefully and try to think how it would sound if it were read aloud.

Which version is the poorest poetry, and which is the best poetry?

Best....Middle....Poorest....

Best....

Middle....

Poorest....

Version X

Music, when faint voices cease,Continues in the memory—Odours, when the violets fade,Linger where their smell was made.

Music, when faint voices cease,

Continues in the memory—

Odours, when the violets fade,

Linger where their smell was made.

Version Y

Music lives in the memory,Though the songster’s voice is done.Sweet odours haunt the nose,Though the violets that waked them are gone.

Music lives in the memory,

Though the songster’s voice is done.

Sweet odours haunt the nose,

Though the violets that waked them are gone.

Version Z

Music, when soft voices die,Vibrates in the memory—Odours, when sweet violets sicken,Live within the sense they quicken.

Music, when soft voices die,

Vibrates in the memory—

Odours, when sweet violets sicken,

Live within the sense they quicken.

SET IV

Read each version carefully and try to think how it would sound if it were read aloud.

Which version is the poorest poetry, and which is the best poetry?

Best....Middle....Poorest....

Best....

Middle....

Poorest....

Version X

No rosebud yet has e’er been seen,Or flower in tropic lands,To equal these, more beauteous e’en—A baby’s hands.

No rosebud yet has e’er been seen,

Or flower in tropic lands,

To equal these, more beauteous e’en—

A baby’s hands.

Version Y

No rosebuds yet by dawn impearledMatch, even in loveliest lands,The sweetest flowers in all the world—A baby’s hands.

No rosebuds yet by dawn impearled

Match, even in loveliest lands,

The sweetest flowers in all the world—

A baby’s hands.

Version Z

No flower that grows,In this or any other lands,Compares with these, of daintiest rose—A baby’s hands.

No flower that grows,

In this or any other lands,

Compares with these, of daintiest rose—

A baby’s hands.

SET V

Read each version carefully and try to think how it would sound if it were read aloud.

Which version is the poorest poetry, and which is the best poetry?

Best....Middle....Poorest....

Best....

Middle....

Poorest....

Version X

She speaks in tones of silverWith the voice of morning birds,And every word that’s spoken of herEchoes the music of her words.

She speaks in tones of silver

With the voice of morning birds,

And every word that’s spoken of her

Echoes the music of her words.

Version Y

Her every tone is music’s own,Like those of morning birds,And something more than melodyDwells ever in her words.

Her every tone is music’s own,

Like those of morning birds,

And something more than melody

Dwells ever in her words.

Version Z

Her tones are pure as silver chimes,Her notes of birdlike beauty;The words she speaks are at all timesReplete with life and beauty.

Her tones are pure as silver chimes,

Her notes of birdlike beauty;

The words she speaks are at all times

Replete with life and beauty.

SET VI

Read each version carefully and try to think how it would sound if it were read aloud.

Which version is the poorest poetry, and which is the best poetry?

Best....Middle....Poorest....

Best....

Middle....

Poorest....

Version X

A pipe and a book,By the side of the brook,With the world and her troubles forgot;Just to read and to smoke,Man forgets that he’s broke,—And he finds, after all, that he’s not.

A pipe and a book,

By the side of the brook,

With the world and her troubles forgot;

Just to read and to smoke,

Man forgets that he’s broke,—

And he finds, after all, that he’s not.

Version Y

Give a man a pipe he can smoke,Give a man a book he can read;And his home is bright with a calm delight,Though the room be poor indeed.

Give a man a pipe he can smoke,

Give a man a book he can read;

And his home is bright with a calm delight,

Though the room be poor indeed.

Version Z

Let a man smoke,And let a man read;A pipe and a book in any old nook,Lend peace which is wealth indeed.

Let a man smoke,

And let a man read;

A pipe and a book in any old nook,

Lend peace which is wealth indeed.

Directions for Scoring the Test.

The score in this test is determined in a somewhat more complicated manner than is the case of any other of the Mentimeter series. Two points are allowed each candidate for selecting as “Best” the original version in any set and one point of credit is allowed for selecting the poorest version as “Poorest.” It will be observed that the maximum score on any set will be three points if the candidate arranges the versions in the correct order, two points for selecting the best and one point for selecting the worst. This makes the total maximum score, for six sets, eighteen points.

The correct order of merit for each set of selections has been determined by the judgment of approximately one hundred competent judges. It is as follows:

Write the final score obtained on the total of the six sets in the lower right-hand corner of the title page of the examination booklet.

Scores from 0 to 3 indicate Very Inferior AbilityScores from 4 to 7 indicate Inferior AbilityScores from 8 to 11 indicate Average AbilityScores from 12 to 14 indicate Superior AbilityScores from 15 to 18 indicate Very Superior Ability

Scores from 0 to 3 indicate Very Inferior Ability

Scores from 4 to 7 indicate Inferior Ability

Scores from 8 to 11 indicate Average Ability

Scores from 12 to 14 indicate Superior Ability

Scores from 15 to 18 indicate Very Superior Ability

Mentimeter No. 28ARITHMETIC REASONING

Teachers in schools have for a long while based a large part of their judgment about any individual’s intellectual ability almost exclusively upon the facility with which he solved arithmetic problems. Although the ability to solve arithmetic problems has not been so frequently recognized by investigators as an index of intellectual ability as has ability in English, the teachers have found it much easier to estimate intellectual ability upon the basis of showing in arithmetic, because it is easier to judge of success in arithmetic than to judge of success in English or other fields. A child can either solve the problem or else he cannot. This objective nature of the subject of arithmetic has made it a very important subject for the teacher in deciding upon promotions.

In practical life, arithmetic has been recognized as being of value because the training in arithmetic was supposed to enable a student to keep other people from cheating him in financial transactions. The writers have known employers, on a small scale, who used certain tricky arithmetic problems as the basis upon which to judge the intellectual ability of prospective employees. Arithmetic problems have had and will continue to have a distinctive place in the measurement of intellectual capacity. It is probable that this place is well deserved.

As soon as the candidates are seated, they should be supplied with pencils, and the examination leaflet should be distributed with the instruction that it is not to be turned over until special instructions are given to that effect. In order to keep the candidates busy, the examiner should ask them to fill out theblanks on the title page, giving name, age, etc. When this information has been obtained, the examiner should ask the candidates to read the directions silently while he reads them aloud.

“On the other side of your papers you will find fourteen problems in arithmetic. The first problems are simple and easy and the last ones are more difficult. Begin with the first problem and solve as many as you can in the four minutes after I say ‘Go!’ Write your answer at the right-hand side of the questions on the dotted lines provided for the answers. You may figure on the left-hand side or on the back of the blank, if you wish. Solve as many problems as you can but be sure to get the answer right. Ready! Go!”

Allowing exactly four minutes after saying the world “Go!” the examiner should call “Stop! Turn your papers over. Give them to me.” All papers should be collected immediately.

The score in this test is the number of problems with absolutely correct answers. No credit should be given for partially correct answers. The total score of the test should be entered on the blank at the lower right-hand corner of the title page.

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