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The Intelligence of School Children 107364 THE INTELLIGENCE OF SCHOOL CHILDREN HOW CHILDREN DIFFER IN ABILITY THE USE OF MENTAL TESTS IN SCHOOL GRADING AND THE PROPER EDUCATION OF EXCEPTIONAL CHILDREN BY LEWIS M. TERMAN PROFESSOR OF 'EDUCATION LHLAND STANFORD JUNIOR UNIVERSITY HOUGHTON MIFFLJN COMPANY BOSTON NEW YORK CHICAGO G$e Ktitaeribe f&ce&l Cambribge TO MY GRADUATE STDDENTS 1916-1917 AND 1917-1918 EDITOR'S INTRODUCTION THREE years ago the author of the present volume published, in this series, The Measurement of Intelli- gence. This represented a number of years of care- ful scientific work, on the part of himself and his stu- dents, in testing out and adapting to American needs and conditions the very important foundation work of the French scholar Binet. It was predicted at the time that the volume would prove of fundamental importance in pointing the way to more intelligent school room procedure, and that in time the mental measurement of all children not maln'rig satisfactory educational progress would become a matter of rou- tine in the administration of a school The reception given to the volume, not only in this country but in Canada and England as well, has ex- ceeded expectations. With the entry of the United States into the World War, and the application of intelligence testing to our army recruits as a means of grading capacity'and sorting them for the serious busi- ness of war, an entirely new impetus has been given to intelligence measurements. As a result of the work done in the army, as much progress has been made during the past three years in the use of intelligence tests as ordinarily might have been expected in a decade. viii EDITOR'S INTRODUCTION In consequence, the large usefulness of intelligence testing has beten thoroughly demonstrated, and as a result the near future is almost certain to see the method applied somewhat generally in schoolroom practice to determine mental capacity and effect proper grade classification. Intelligence testing is also certain to play an important part in educational and vocational guidance. The question now is not. Are intelligence tests of value? but, How may teachers and principals be made masters of their use? To those responsible for the administration of both public and private education the question has become, What modifications of educational procedure will be neces- sary in consequence of the new light on mental devel- opment and school work which intelligence measure- ments have revealed? The questions of promotions, proper grading, types of courses of study, the skipping of grades, over-age children, juvenile delinquency, vocational guidance, special classes, and the proper education of gifted and sub-normal children have all acquired an entirely new meaning in the light of the results which the measurement of intelligence has already produced. In TheMeaswementcflnteMigencetihe author reduced the tests and the procedure for giving them to simple language, so that from a study of the book any careful student could be trained to give them. In the present volume he has done an even more significant thing, viewed either from the point of view of the teacher in EDITOR'S INTRODUCTION k our schools or from that of the principal or superintend- ent responsible for their administration. In this book he has set forth in equally simple language, backed up by the results of a number of concrete studies, and illustrated by curves, tables, and descriptions of many individual pupils who have been tested and studied the educational significance of intelligence, the great differences in the intelligence of school children, and what may be expected from and what ought to be done for pupils of different degrees of intellectual capacity. The book has been written primarily for the grade teacher, and as an introduction to the study of The Measurement of Intelligence. Its greatest usefulness probably will be as a book for Teacher Study Clubs and State Reading Circles, and as an introductory textbook for students in normal schools. A careful study of this book by the teachers of a city or State would contribute wonderfully to the intelligent han- dling of children, and the study of it by prospective teachers would open up entirely new conceptions as to educational procedure, and would lead to a far more satisfactory direction of the exceptional children found in every school. The book will also prove of much value to parents interested in the education of their children, and especially to those whose children vary much in either direction from the normal. While written primarily for the teacher in service and for parents interested in the mental development of their children, the book ought also to prove illtiminat- x EDITOR'S INTRODUCTION ing to principals and superintendents of schools gen- erally, by way of suggesting to them more intelligent educational procedure in the classification and promo- tion of children and the administration of courses of study. ELLWOOD P. CUBBEHLEY PREFACE THIS book lias been written for the rank and file of teachers, school supervisors, and normal-school stu- dents. Its purpose is to illustrate the large individual differences in original endowment which exist among school children and to show the practical bearing of these differences upon the everyday problems of class- room management and school administration. It does not treat, except incidentally, the psychological prin- ciples underlying intelligence tests. Some of these problems the writer has touched upon elsewhere. 1 The technique of giving the tests of the revised Binet scale and the general significance of mental tests for education have been set forth in some detail in another volume of this series, The Measurement of Intelligence,* which should be read in connection with the present volume. In the preparation of this volume the writer has drawn heavily upon the data from investigations made by a number of his students at Stanford University. His debt to them is very great, not only for the gener- ous way in which they have placed valuable data at his disposal, but if possible even more for the loyalty 1 See Tennan, Lewis M., The Stamford Revision and Extension of the Binet-Simon Measuring Scale of Intelligence. Warwick and York, Baltimore, 1917; pp. 179. 1 Houghton Mifflin Company, 1916; pp, 862. xii PREFACE and enthusiasm with which they have worked to- gether in carrying through cooperative undertakings of the most laborious nature. What a single individual working alone can accomplish in research with mental tests is well-nigh infinitesimal. Substantial progress can come only from the cooperative work of many on closely allied problems. This volume is in large measure the outcome of studies made by various mem- bers of the author's classes in intelligence tests during the years 1916-17 and 1917-18, the central topic for each year being the relation of school success to intel- ligence* Students who have contributed important data to the various chapters include the following: Virgil E. Dickson (tests of first-grade pupils); W. M. Proctor (tests of high-school pupils); Irene Cuneo (tests of kindergarten children); Margaret Hopwood Hubbard (tests of superior children); O. S. Hubbard (tests of fifth-grade pupils); Isabel Preston (analysis of discrepancies between mental age and school success); J. K. Flanders (tests of Express Company employ- ees); H. E. Knollin (tests of unemployed, prisoners, and businessmen); Dr. J. Harold Williams (tests of juvenile delin- quents); Lowery Howard and "Virgil Dickson (tests of re- tarded children in the schools of "X** County); PREFACE xui Various students who coSperated in gathering the data on which the Stanford Revision of the Binet . scale was based. Among these were Dr. George Ordahl, Dr. Louise Ellison Ordahl, Grace Lyman, Neva Galbreath, and Wilford Talbert. These studies are but parts of a larger investigation of mental growth and individual differences. Several of them are far from complete at the time of this writ- ing. Hundreds of children who have been tested in the vicinity of Stanford University are being followed up in order to discover the value of mental tests as a means of forecasting the educational achievements possible to children of various degrees of intelligence. The investigation also involves the re-testing of a large number of children in successive or alternate years in order that typical curves of mental growth may be established. The writer believes that studies of this kind should entirely replace the controversial litera- ture on the value of Binet and other mental tests. There is no other foundation for science, whether pure or applied, than positive, definitely verifiable facts. Psychology is no exception. Another study should be mentioned in this connec- tion, although circumstances prevent the publication of its results at present. With the assistance of a number of Stanford University students, the group intelligence scale devised for use in the United States Army was given during the school year of 1917-18 to approximately six thousand pupils from the third xhr PREFACE grade to the senior year of high school. The purpose of the investigation was to secure data on the reli- ability of the army tests, and to this end a large amount of supplementary information regarding each pupil was secured for correlation with the tests re- sults. This information included age, grade, years in school, nationality of parents, occupation of father, teachers' ratings of the children on intelligence, qual- ity of school work, and several character traits. Ap- proximately six hundred of the same pupils had been tested with the Stanford Revision of the Binet scale. In every respect the results of this investigation sup- port the data and conclusions presented in the vari- ous chapters of this volume. The army tests, which were given to approximately 1,700,000 soldiers, demon- strated beyond question that the methods of mental measurement are capable of making a contribution of great value to military efficiency.
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