Chapter X: The Mentimeter Tests (4)

5. In what two ways are people said to differ early in life?

6. What kinds of food are mentioned?

7. For what purpose do people work with wool and cotton?

8. What reason is given for building houses?

9. What is the topic of the first paragraph?

10. Why are differences between people spoken of in the second
paragraph as a wise provision of nature?

11. Check the right answer to this question: What does the second
paragraph suggest as the probable result upon the world’s work if
all people were just alike?

☐ It would not be done.

☐ Some of it would be improved.

☐ It would be well done.

☐ Much of it would be poorly done.

12. What characteristic of a task needs to correspond to the ability of
the worker?

13. What is suggested in the third paragraph as the probable result of
failing to place men in positions suited to their abilities?

14. It is quite common to determine a man’s ability by trying him out
in the job. What objection to this plan does any word in the
third paragraph suggest?

15. What procedure is said to be a practical means of saving time and
money in the selection of men for positions?

16. What is stated as a probable cause for general gratification at
some future time?

_Directions for Scoring the Test._

The score in this test is the number of questions correctly answered. A stencil is provided with each set of test booklets by the aid of which it is fairly simple to mark an answer as right or wrong. An answer should be considered wrong if it does not prove in itself that the candidate had read the paragraph and obtained his information from it. Any answer which is true in general life but which is not suggested by the reading material on the previous page, should not be accepted.

Scores from 0 to 3 indicate Inferior Ability
Scores from 4 to 7 indicate Low Average Ability
Scores from 8 to 12 indicate Average Ability
Scores from 13 to 14 indicate High Average Ability
Scores from 15 to 16 indicate Superior Ability

MENTIMETER NO. 22
DISARRANGED SENTENCES

_Character of the Test._

Publishers and editors have for many years insisted upon having intelligent compositors and type-setters. The printer’s pi is probably as comprehensive a test of intelligence as any in the Mentimeter series. In the Binet tests, one of the most interesting parts of the examination is where children are asked to take certain words and rearrange them to make a sentence. This is not exactly the same problem that the type-setter faces with pi, but it is related to it. A disarranged sentence test was used in the military examinations, but in order to make the scoring simple and to include elements of intellectual capacity other than ability to rearrange words, the soldiers were asked to check the resulting sentence as “true” or “false.” Here again, without being able to read a single word of the sentences which had been disarranged, the soldiers would be able to make check marks in the correct place by mere chance in half the cases. The method of scoring used in the Army was calculated to overcome this difficulty, but even then the results were not as reliable as they should be in the case of the Mentimeter form presented below.

This test contains twenty-five sentences in each one of which the words have been mixed up and disarranged so that a real amount of imagination is necessary in order to guess what the sentence was in the first place. The first sentence contains only three words and is very easily arranged, while the later sentences are quite complicated and difficult. In order to indicate what the true arrangement of the original sentence was, each candidate is asked to place a period at the end of the word which would be last if the sentence were properly arranged. The resulting score may be taken as a fairly reliable index of ability to “unscramble” words in sentences.

This test is very closely related to several of the other tests which appear in the Mentimeter series in that it involves the ability to think about words and the things for which words stand and the relationships between these words and these things. The type of ability necessary for this test is the sort which makes for success in education and the learned professions, provided social and personal qualities are equal to the intellectual attainments.

This test is also very entertaining as a parlour game and may be used without offense to any one, if no mention is made of the relationship of the results to mental ability.

_Directions for Giving the Test._

When the candidates have been seated and supplied with pencils, the examiner should distribute copies of the test booklets with the direction that none be opened until the instruction to do so is given. After having the identifying information called for on the blanks of the title page filled out by the candidates, the examiner should ask that all candidates look carefully at their papers and read silently the directions while he reads them aloud: “A sentence is a list of words which says something that we can understand. When you open the papers, you will find on the inside twenty-five sets of words which are not good sentences as they stand, but which would make good sentences and would sound sensible if they were changed around and put in a different order. Look at the samples given below:

Sample A: KILL MICE CATS

Sample B: HAS BOOK IT PICTURES THE IN

“Sample A would make a good sentence if it were arranged in the order ‘CATS KILL MICE’ and therefore there should be a period after the word ‘mice’ to show the end of the sentence. In Sample B, we should have a good sentence if the words were changed around to read: ‘THE BOOK HAS PICTURES IN IT.’ The end of the sentence is ‘it,’ and therefore there should be in sample B a period after the word ‘it.’

“When you turn the page, begin with the first set of words and study out what the sentence would be, then put a period after the word which would come last. Work right down the page until time is called. You will have two minutes in which to put in the periods of as many sentences as possible. Ready! Open your books! Go to work.”

Exactly two minutes after saying the word, “work,” the examiner should call “Stop! Close your books! Give them to me.” The papers should be collected at once.

Put a period at the end of the word which would come last if the words on each line were arranged in a sentence.

1. IS WHITE SNOW 1
2. THE IS BIRD A ROBIN 2
3. WATER IN FISH SWIM 3
4. WHITE IN LIVE HOUSES PEOPLE 4
5. WITH TO ARE HEAR EARS OUR 5

6. THE IN SETS WEST SUN THE 6
7. GOOD FIGHT COUNTRY SOLDIERS THEIR FOR 7
8. WINTER THE COLDEST THE ARE MONTHS 8
9. IS A MILK AND FOOD HEALTHFUL GOOD 9
10. FROM EARTH DIAMONDS THE MINED ARE 10

11. FOOD VALUABLE POTATOES AS ARE A 11 12. AND ON GROW ORANGES TREES APPLES 12 13. FOUGHT FRANCE GERMANY AND AGAINST ENGLAND 13 14. ALWAYS DEEDS SHOULD BAD PUNISHED BE 14 15. SEVERAL OCEAN THE TAKES DAYS CROSS TO IT 15

16. FEW MAKING A IMPOSSIBLE AVOID IT TO IS MISTAKES 16 17. CAN NIGHTS ON BE MANY NOT THE SEEN MOON 17 18. CLOTHING USEFUL ARE FOR AND MAKING WOOL SILK 18 19. BY COMMONLY IS DEBATERS VERY METHOD IRONY A USED 19 20. EXTREMELY POISONOUS WARFARE MANY THE OF ARE IN USED GASES 20

21. UNFORTUNATE IT MANUAL CONSIDERED IS THAT SOMETIMES LABOUR DEGRADING 21 22. CERTAIN THE ARE OF AND CRIMES NAMES BIGAMY LEGAL PERJURY 22 23. THE BETWEEN BY AND ARE DIFFERENCES STUDIED REASONING PSYCHOLOGISTS HABIT BEING 23 24. MORE TRAITS DESIRABLE CHARACTER STEALING TIMIDITY OF AND ARE MEEKNESS THAN 24 25. FACT CAN OBSERVED MAY KIND METHODS TO APPLIED EVERY STATISTICAL THAT BE OF 25

_Directions for Scoring the Test._

The score in this test is the number of sentences in which the period has been correctly placed. If a mark appears to be accidental, it should not be held against the credit of the candidate. The stencil provided with the test leaflets simplifies very greatly the marking of this test.

The total number of points credit should be entered in the lower right-hand corner of the title page of the test leaflet.

Scores of 0 to 3 indicate Inferior Ability
Scores of 4 to 7 indicate Low Average Ability
Scores of 8 to 16 indicate Average Ability
Scores of 17 to 20 indicate High Average Ability
Scores of 21 to 25 indicate Superior Ability

MENTIMETER NO. 23
COMPLETION OF SENTENCES

_Character of the Test._

This is one of the most satisfactory group tests available for persons with a reading knowledge of the English language. The test consists of a series of sentences in each of which certain words have been omitted. Dotted lines appear at those places where words are missing. The persons being examined are asked to write on the dotted lines the words which have been left out. The blanks left in the sentences are all of the same length in order not to suggest the word to be used. The Mentimeter form of the test contains 20 sentences, graduated in difficulty, from very simple sentences which the average second-grade public school pupil can complete easily, to very difficult sentences which the average college student will be unable to complete satisfactorily within the time limit.

The ease with which one can understand what is to be done in this test makes it particularly useful with children in the elementary schools, and with adults of little education, as a measure of language ability and general intellectual capacity in the manipulation of ideas and words. Although it has been used by many teachers and supervisors as a test of reading ability, it should probably be classified rather as an intelligence test than as an educational measuring instrument. Teachers do not and should not give direct instruction in the art of writing missing words, for almost no situation will arise in practical life where this sort of skill would be necessary.

It is very difficult to determine just what mental powers are tested by the sentence completion test. Quite certainly the result obtained is a complex effect. The person who is successful in this test must first of all be able to read and understand the words which are actually present in any sentence; he must have certain habits of associating other words not present with those which do appear; from all of the words which come to his mind as associates of the printed words, he must choose those which fit most aptly the thought expressed; and from those words which would fit into the thought of the sentence he must use good judgment in selecting and writing the one which makes the smoothest and best sentence. Lack of mental ability or of familiarity with the English language will result in a poor showing at almost any step of the process and in a low score in the test as a whole.

This test will probably be found most useful in selecting those commercial and industrial workers who in the course of their work will be called upon to make extensive use of language and printed symbols, although it has been used successfully in many parts of the country in the selection of salesmen, shop foremen, firemen, policemen, and other non-clerical workers. The relationship between success in this test and general success in life is extraordinarily close.

In the public schools this test is particularly valuable as a first means of identifying pupils of unusual ability. Any child who makes five or more points above the average for his grade should be further tested with the Number Series Completion (Mentimeter No. 9) and the Analogies tests (Mentimeter No. 24). If his scores in these tests are distinctly above the average, he should be sent to the psychologist for special examination, and if the psychologist’s findings agree with the findings of these tests, as they usually will, then the child should be given special opportunities for rapid progress and more varied activities in school. Similarly, if a pupil obtains a score which is five or more points below the average for his grade, he should be examined with the Completion of Form Series test (Mentimeter No. 6) and the Pictorial Absurdities test (Mentimeter No. 2), and if his scores in these tests are also below the average, he should be referred to the psychologist for special examination and recommendations as to type of instruction best suited to his mental abilities.

_Directions for Giving the Test._

When all candidates have been seated and provided with convenient writing materials, one copy of the examination booklet should be given to each candidate. A general announcement should be given either before distributing the booklets or while they are being distributed, to the effect that no one is to open the booklet or turn it over until directed to do so. The candidates may be instructed to fill out the blanks on the title page if they are intelligent enough to understand what is wanted on these blanks. If young children are being examined, the examiner should state very clearly just what is to be done. For example: “Write your name on the dotted line after the word ‘Name.’ Write your age at your last birthday on the dotted line which follows the words ‘Age at Last Birthday’.” Care should be taken that no child gets an unfair advantage by opening his book and beginning work before the following directions have been read aloud by the examiner while the children read them silently from their booklets.

“When you open your booklets you will find on the inside twenty sentences, from each of which one or more words have been left out. You are to guess what words were left out and to write them on the dotted lines which show where these words should be. Be very careful to write the best word you can think of on each blank. Write only one word on each of the blanks. Make each sentence sound just as sensible as you can. You will have ten minutes in which to write. Work rapidly and carefully. Ready! Go!”

Exactly ten minutes after saying, “Go!” the examiner should call “Stop! Time up! Give me your papers!” All papers should be collected at once.

Write only one word on each blank.

1. The dog’s name .......... Jack.

2. Little children go .......... bed early.

3. The boy .......... two dollars to the Red Cross.

4. The little .......... likes .......... play with her dolls.

5. Puppies .......... kittens grow to be .......... and cats.

6. The best children .......... the most friends.

7. One should .......... be rude to his ..........

8. The poor .......... was hurt when he slipped and ..........on the
street.

9. It .......... amusing .......... watch men chasing their hats on
a..........day.

10. Almost any man .......... if he really tries.

11. The elephant is a favourite .......... with children because of
.......... .......... and shape.

12. The .......... who .......... a club and .......... a uniform was a
policeman.

13. .......... a hot day nothing .......... thirst so well as a
.......... of .......... water.

14. .......... is more than merely .......... a flag and cheering when
the soldiers .......... .......... home.

15. Anything .......... is not .......... doing .......... is hardly
worth .......... at all.

16. One .......... not .......... money to .......... worthy charity.

17. .......... learning a new operation it is sometimes .......... not
to .......... .......... all than to practise the .......... way
of .......... it.

18. Those things .......... .......... no fear .......... sometimes
.......... harmful.

19. .......... drink .......... one is .......... is a ..........
pleasure.

20. .......... one .......... their presence .......... not, ..........
does .........., .......... a rule, .......... one’s guests.

_Directions for Scoring the Test._

The score in this test is the number of sentences completed perfectly within the time limit. No credit should be given for any sentences in which the language is not smooth and meaningful, although errors in spelling should not be counted against the person tested. This test is intended to measure ability to complete sentences rather than ability to spell words. No credit should be allowed unless every blank in a sentence has been properly filled. One error in any one of the blanks will leave the sentence imperfectly done and therefore without credit.

The stencil for scoring this test is less convenient than those furnished with the majority of the Mentimeter tests. The reason for this is the very great possibility of new variations appearing, even after long experience in scoring the test. When more than one blank appears in a single sentence the question as to whether or not a certain word is proper for one of the later blanks depends entirely upon what choice was made in the first blank. It should be held in mind by those who score this test that the stencil does not give all of the possibilities, but only suggests the type of completion which should be considered correct. Anything that is as good as the completions appearing in the stencil should be given full credit, while anything which is not as perfect should be considered incorrect.

The final score obtained by counting the number of sentences perfectly completed should be entered in the lower right-hand corner of the title page of the booklet.

Scores from 0 to 5 indicate Inferior Ability
Scores from 6 to 9 indicate Low Average Ability
Scores from 10 to 16 indicate Average Ability
Scores from 17 to 18 indicate High Average Ability
Scores from 19 to 20 indicate Superior Ability

MENTIMETER NO. 24
ANALOGIES OR MIXED RELATIONS TEST

_Character of the Test._

The Analogies test lends itself easily to wholesale or group administration. It cannot be used with illiterate candidates but requires at least three years of educational background in order to give a satisfactory index of mental capacity. The test blank presents the tasks to be done in a manner so easily understood that little explanation needs to be given orally by the examiner. It is also simple in its method of scoring and yields a very reliable measure of an individual’s clearness of thought about the relations of words and the things for which the words stand.

Psychologists have used various forms of this test for many years and have found it unusually accurate and reliable. It is considered particularly valuable as a test of ability to adapt one’s self quickly and accurately to new situations, which is undoubtedly one of the most important elements in what is called “general intelligence.”

The method of the Analogies test is known as the “controlled-association method.” Two words are presented having a very definite relation to each other. A third word is then presented, followed by a blank space upon which the candidate is to write a fourth word which will have the same relation to the third word as the second word has to the first. The relation between the first two or key words in each element of the test differs from the relation between the key words of the previous element, resulting in a constant change in the problem to be solved, which requires quick readjustments in the candidate’s thought processes. The candidate must be intellectually alert to discover the true relation between the key words, his mind must be well supplied by experience with words and ideas associated with the third word, and then he must use good judgment and discrimination in the selection of that word which has the _proper_ relation to the third word. A slip at any of these points will mean failure. The value of the present series as a test of intelligence is greatly increased by the fact that there is a progressive increase in the difficulty of the elements presented, so that the _number_ of elements correctly supplied has a very definite relation to the _difficulty_ of the tasks the candidate can do.

Because of its relation to intelligence, the Analogies test will be found very useful in the classification of candidates for clerical and administrative positions in industry. Any group of tests selected for classifying such employees should contain a list of graded analogies such as that here supplied. Unless a candidate makes a record of at least fifteen correct responses out of a possible thirty in the three minutes’ time allowed in the test, he should be studied very carefully before being entrusted with a task where ideas and symbols must be handled quickly. Such a man might be able to work with things and people, but he will probably be found slow in his grasp of abstract principles and ideas.

In the schoolroom, the Analogies test may be used with some confidence in classifying pupils for instruction. If it is found that a pupil is far below his grade in ability in this test, and if he is also found below his grade in the Completion of Sentences and Number series, it may be assumed that the pupil will probably not succeed in the abstract work of the school. Such pupils should be sent to the clinical psychologist for special study, and a special type of training should be prescribed upon the basis of the psychologist’s diagnosis. In the same manner, pupils unusually brilliant in the handling of abstractions may be located through the use of this and other tests of this nature.

The Analogies test is also a very entertaining type of parlour amusement, especially when some of the absurd answers are read aloud for the amusement of the group. When it is so used, however, no suggestion should be made of the relation between ability in this test and general intellectual quickness, lest someone should take offence. If the test is given without the exact and formal directions, and if the spirit of fun is introduced by the examiner, certain clever persons are quite certain to write words which have very amusing associations with the words which serve to set the problems in the various lines.

_Directions for Giving the Test._

All candidates should be furnished with pencils and writing surfaces—either tables, chair-arms, or writing boards. One test booklet should be supplied to each candidate, the blank being presented unopened and with the title page up. The examiner should announce clearly as the papers are distributed that, “The booklets are not to be turned over or opened up until the signal is given to do so.” Candidates should also be directed to sign their names, ages, group numbers, and locations on the blank spaces provided on the cover of the booklet for this information. When each candidate has properly filled out the information blanks on the outside of the test booklet the examiner should speak as follows:

“This test is to find out how carefully and how rapidly you can think about the relations of words and of the things for which these words stand. Now look at your papers and read silently the directions, while I read them aloud.

“When you are told to open your booklets, you will find on the inside thirty lines of words—three words and a blank space being printed on each line. In each of these lines, the first two words are related to each other in a certain way which you are to study out. You are then to write, in the blank space at the end, a fourth word which has the same relation to the third word as the second word has to the first.

“Look, for example, at the first sample, in which the second word is the plural of the first. Boxes means more than one Box, so the fourth word should be Cats, meaning more than one Cat.

Write a fourth word which fits the
third in the same way the second
word fits the first.

1st Sample: BOX Boxes CAT ........
2nd Sample: DOWN Up IN ........
3rd Sample: EYES See EARS ........

“In the second sample, the fourth word should be Out, because Up is the opposite of Down, and Out is the opposite of In.

“In the third sample, the fourth word should be Hear, for See tells what Eyes are used for, and Hear tells for what Ears are used.

“You will have three minutes in which to write the fourth word in the thirty lines on the next pages. Work as rapidly as you can without making mistakes. Be sure to stop as soon as I call ‘Time up.’ Now turn your papers and begin.”

Allow exactly three minutes (180 seconds) after saying “Begin,” and then say “Stop! Time up! Turn your papers over.” All papers should be collected at once to avoid corrections with resulting unfairness.

Write a fourth word which fits the third in
the same way the second word fits the first.

FIRST SECOND THIRD FOURTH
1. CAR Cars DOG ........ 1
2. FRONT Back NEAR ........ 2
3. HAT Head SHOE ........ 3
4. BOY Boy’s CAT ........ 4
5. ICE Cold FIRE ........ 5
6. BIRD Flies FISH ........ 6
7. MEN’S Man HENS’ ........ 7
8. BREAD Eat WATER ........ 8
9. ACTOR Theater TEACHER ........ 9
10. HE Him SHE ........ 10
11. PRIEST Religion ATTORNEY ........ 11
12. CAT Kitten HORSE ........ 12
13. DO Did BUY ........ 13
14. SCULPTOR Statue PAINTER ........ 14
15. BOY Man LAMB ........ 15
16. TOP Bottom CEILING ........ 16
17. WATER Fish AIR ........ 17
18. TRAIN Engineer AUTOMOBILE ........ 18
19. STAND Stood BE ........ 19
20. CATTLE Herd FISH ........ 20
21. WORK Day SLEEP ........ 21
22. THREW Thrown ROSE ........ 22
23. GOOSE Gander DUCK ........ 23
24. BANTAM Fowl MERINO ........ 24
25. GIRL Girls’ WOMAN ........ 25
26. WRONG Right STEAL ........ 26
27. FOOT Feet AVIATRIX ........ 27
28. HOUSES House CRITERIA ........ 28
29. QUEEN Queens’ JONES ........ 29
30. PESSIMIST Optimist EXOTERIC ........ 30

_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 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. 25
HANDWRITING

_Character of the Test._

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 are writing 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.

_Directions for Giving the Test._

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 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 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.=

Footnote 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 NO. 26
ENGLISH COMPOSITION

_Character of the Test._

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 what quality 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.

_Directions for Giving the Test._

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. You need 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.

MENTIMETER FOR QUALITY OF ENGLISH COMPOSITIONS

Quality: Superior, A.

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,

Quality: Average, C.

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,

Quality: Low Average, D.

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

_Directions for Scoring the Test._

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.”

MENTIMETER NO. 27
POETIC DISCRIMINATION TEST

_Character of the Test._

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 family is concerned chiefly with the way in which one _feels_ about 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.

Footnote 4:

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

Set I William Wordsworth in “She Dwelt Among.”

Set II Agnes Millay in “My Tavern.”

Set III Percy Bysshe Shelley in “To——”

Set IV Algernon Charles Swinburne in “Étude Réaliste.”

Set V Edward Coote Pinkney in “Health.”

Set VI James 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.

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= ........

_Version X_

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 shone
As pretty as could be.

_Version Z_

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 tavern
Below the high hill’s crest,
Wherein all gray-eyed people
May set them down and rest.

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

_Version X_

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 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 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= ....

_Version X_

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.

_Version Z_

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= ....

_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.

_Version Y_

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.

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= ....

_Version X_

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 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 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= ....

_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.

_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.

_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.

_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:

SET I II III IV V VI
Best Z X Z Y Y Y
Middle Y Y X X Z Z
Poorest X Z Y Z X X

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 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. 28
ARITHMETIC REASONING

_Character of the Test._

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.