A STUDY OF -THE RELATIOM,BETWEEN,DEGREE.OF,INDIAU Boydie Rich B. s. L'"'l Educe.tion Kansas University 1932 SU.b:nitted. to the Depa~tmont of_Eduoa.t1on and the Faculty of tha Graduate ·school of. the University of Kansas in par- tial fulJ:illment of the re- quirements for the degree of :tiaster of Science in Education. May 221 1936 AOKliOWL..~GifilNTS 'Ihe writer wishes to extend thanks to the adrniniatra.tion of Haskell Institute for the use or the o.fficial test scores a11d scholastic records of the Haskell students. Thanks are due Dr. A.H. Turney~ also. for his exeellent ·guidance and criticism dur- ing the preparation of this thesis. B. R. TABLE½. OF CONTENTS Chapter Page Ae Statement of Probl-em.•• -...... • •• ~-. • ·•• •- 1 1. ·survey of Experl.ments ·and Literature Bearing ori the Problem••• .••• ••·•.•·••· 4 2. SUmma.ry of Conclusions from J Literature • .,••.••·•...... •• ~.. •• • 32 II. PLAN OF .'THE IMVESTIOATIO.N • ., •••• •·• ••.• -~•·• • • •• ••• •• .- · 34 Ao The Te:rman Test..... ,... o•o•••••·••••••••••• 34 B. Degree of J:ndi.an Blood...... --~-•.._ •••• .••• ·o 39 o. Tribe...... _ •••.• • • • • • .. • • • • • • • • • • • • • • • • • 39 D. Scholastie Ma.rks ••: ...... •et• •• ,...... 3' III• RESULTS ...... • •·• • • .. • .... • .. ·•• ·•·• • • • ... • ., ...... • • • • 11 • • a 42 Ao Mental Ability by.Degree ·of Indian Blood. 42 B. Oo!§parison of Prinoi.Pal Tribes. • •. • • .•• • • • 63 IV• SUMMARY AMD C-OliOLUSIOllS ••••, ...... _. ,. ·U · ,. • • ·• 68 BIBLIOG RA.PHY' •••.••••• •,...... • ••••• • •••• _. -• •• •·• ., • o • • • • • 71 Al? PE!IDIX. •-. •-• . . ... -••• ·• ., • • ••, • • ·.~--• .•. -• •• -• ... •-••·••• , -• ...... ,. ....• •·. 73 LIST OF TABLES 'rabl.e Page 1., Ghrrinologica1 Ages by Degrees of Indian Blood. • 42 2. 14enta.l Age -in Months by Degrees ot Indian Blood , 43 3. I.. Qo, by Degree's ,.of Indian Blo:od ••••••••••••• ; • 44 4~, Median I •.. Q• • s of Indians by Grade in School.~.~ 46 s._. Average Scholastic l!a.rlts by Degrees or Indian Blood •••••••••••••••••••••••••••••••. • •- · ·~ • • .• -~• • • •. • • • • • • • t • 47 e. Sahqlas.ti~ Marks by Ora.des in Sclioo.l . ! ...... • 48 7,. Tota~ :_Scores oil•'•iexman Test'" by Degrees or Ind~ 1all B:Lood • ••••••••••••••••••••• • • • • • • • • • • • • • • • • 49 8-~ 'Median Total Scores of Tennon -Test b,J -Grade in -Soh.ool •••••• •••••••••••••••••• • ••• • • • • •• • • • • • 50 9... Soorae of ~est l-:t.l'lfonnat1on-by Degrees c:£ Indl. .ia;n. Blood •••••••••• • -. •• • • • • • • • • • • • .• • • • • • • • • • • 51 l•-~ Scores of Test 2-Best Answer-by Degrees or Ind- ia11 Blood •••••••••• • • . • • • • • • • • • • • • • • • • • • • • • • • • • •i.11 • • • 52 11. Scores of, Test 3-Word Meaning... by Degrees or .Ind- .ian l3lood •••• • •••• • • • • • • • • • • • • •. • • • • • • • • • • • • • •! ' • • 63 12. Score·a or Test 4~Log1cal Selection-J)y Degrees.. oi: Indian Blood • • • • • • • • • • • • • • • • • • • • • • • • • • • •• • • 54 13.-_score..a Lo:r Test 5-Arithmetio-by Degrees of Ind-· · .1 :i.a.Il Blood. •••••••••• • • • • • • • • • • • • • • • • • • • • • • • • • • • • 55 14•. ·Scores .of Test ·a-sentence 14ean1ng-by Degrees of Indian Blood •·• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 56 15. Scores of Test 7-Ana.1og1ee-By Degrees of Indian Bloocl. •••• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 57• 16. Scores of Test a... Miz.ed Sentences-by Degrees of Indian Blood • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 58• Table Page 17. Scores of Test 9-0lassi.fication- by Degrees~ Indian Blood•.• • • • • • • • • • • • • • • • • • • • • • • •••• ,. • • • • • • • 59 18. Scores of Test lO•Mumber Series.. by Degrees or Iv..dia.n Blood • • • • .. • •• •: • • • • ••,. • • • • • 0 • • • • • • • • • • •• • • • 60 19.. Median Scores of Separate Tests of Te:rman Test by Degrees of Indian Blood••• ,_ ••• ••••••••••••.••• 61 20. Summary of Chronological Ages for Each Principal Tribe •••••• ••••. o-.. •• •. •. •• •-. •·• •• ••• •·• ...... ,. • 63 21. Distribution .of Oases in Each of Principal Tribes by Degrees of Indian Blood... ,,. • ...... cH• ...... • •• • 64 ,, 2w• SUmmary of Mental. Ages of Principal Tribes •••••• 65 23. S1.llIDllary of I. Q..•s of Principal Tribes...... ~•·• 66 CHAPTER I Il.JTRODUCTION A• A STATE?mNT OF THE PROBLEM In recent years various scientific attempts have been made to determine whether the popular notion of race superiority is based upon fact or whether it is based upon prejudice toward a group of' people who a.re different from one• s mm group.• · Certain differences in physical characteristics are very marked. and obvious. Whether they are assoc- ia.ted with any real difference in mental traits is another question. Many measurements of physical diff- :' erences have been ms.de and many tests of sensory react- ions conducted. Slight differences have been found in sensory responses, such as visual and auditory acuity, motor roa.ct1on time, and response to colors, but the in- vestigators hesitate ~o state that their results indicate any real difference 1n native ability. The general con- clusion seems to be that racial differences in these re- spects are due to nurture0- J In recent years attempts have been made to measure general intelligence. Tests have been ma.de upon Negroes,, Indians, Filipinos• Chinese, Japanese,. and various other races. Al.though slight diffe.rences are evident and a def•. .. 1nite relation has been found between general intelligence and degree 0£ white blood "of the subjects teated, investi• gato.rs hesitate to s·tate;, because of deficiencies in our present testing equipment# that there is.undoubtedly a di.ff• erence 1n native ability; nor will any investigator venture to estimate th$ difference in mental ability betJJ.een any two races, provided there be a d1f'rerence. -itoo many .factors which cannot b& controlle.d enter into the situation. It may be that language handicap and environment, or nurture,. enter into the situation and if c~ntrolled would explain the slight differ-eneea v1hich show up 1n experimental studies. '·' All investigations .which have been made indicate the . . . need for further study of the problem and for more accurate ltlea.surements of native mental. ability. The purpose of this -thesis is to study the per.romance " o:r the .American Indian upon the Texman Group Test ofMenta.l .Ability and to determine it possible in the light of this and s1m11ar studies.whether there is any relation between general intelligence and the degree of _wh1te blood found in the various 1nd1v1dual.s. An attempt 1s made to study also the relation of sehool marks to gene1,al intelligence and the relation of tribal membership to intelligence.• · For this purpose the test scores and scholastie recoros·o:r 625 Indians of Haskell Institute, Lawrence• Kansas, v1ere used. Of the 625 Indisns# 360 were men and 265 were women. over 40 tribes were represented, but most ,of them were represented by .so few Indians that an intensive study of tribes was not profitable. In order to study the effect of degree of Indian blooa upon general intelligence, the group was divided into five small.er groupsi full-blood, $/4 I11dian blood~ 1/2 Indian blood, l/4 Indian blood• and less than 1/4 Indian blood• There vrerfl only ·six oases in the fifth group; there:rore very 1.ittle :could ba done v1ith it, and 1 t will not be con- sidered 1n any 1Jart of this study in which degree or Indian blood is .e. :_faoto·r• The ooncluslons reached in this study must be inter- preted 1n·the light of this pe.rtioula.r situation and in comparison with other studies ma.de in the -field. B, HISTORICAL SUMMARY 1.. A survey of Experiments and Literature Bearing on the Problem In this section the writer shall attempt to review briei'ly the experimental stlldies and theoretical d1acuss- 1ons of race difference.a 1n mental a.bili ty and particular• ly the d11:ferences 1n the mental ability of the American Indian compared to that of the white race. T.. R. Garth is., perhaps., one of the leading author• itiea on the ques,tion of race differences 1n mental abil- 1 ty. Because of the many studies and experiments he has made and the amount of literature he has written upon the subject. considerable ~pace will be given to a.review of' hia contributions. l We Shall consider first his book II Race Paychologyu • In Chapter I GttTth cal.ls attention to the fa.ct that we can measure only quantitative differences betv1een races and thatlwe·•oannot find .qualitative differences in the mental processes of memocy·and imagination between any two ra~es. Furthennore, he says,. we can measure d1:fferenoes only as they stand today, and before we can speak with authority upon the matter of race di.tferenoes we must take into 1. T. R. Garth. Race Psychology. McGraw-Hill Book Company •• New York• . 1931 account not on1y present,. but also pa.st and .future potent• 1alities. He sees another d1f.ficulty in the fact that in• nate behavior changes with environment,, and "native patterns" cannot be found i."l. mature 11£e because they a.re so modified by experience. In the same chapter Garth explains the etf'eot of. the urge of necessity upon the 1eaming and civilization of a people. He uses for an example the Pueblo cliff dtvellers of Meaa·verde ot eight hundred years ag~- who lived in houses built midway on the sides ot precipitloua oa11yon vra.lls • ., iniey leame 2. T. R. Garth. Race Psyahology. McGraw-Hill Book Co., New York. 1931. P• 17 ;--s- Inter.ferenoe of .one kind or learning with another. in addition to the urge of neces_sity before mentioned• Ga.rth -cont1nu«ro, ~s a f'aetor of mod1f1oat1on which should be considered 1n me.asuring racial differenees. It 1s:, .for example, often difficult .for one who has leamed to speak the language of one country to speak a different language in another countcy. Garth quotes teachers 1n government Indian schools as saying that the Indian child who is brought to them at the age or tive is more easily taught than if he -comes to school for the first time at the age of eleven or more. - Other important .factors to be considered in the study of the development of the culture of a particular race which Garth mentions are modification of feeling and emotion by education" 1deal.s,: -and attitudes._ and technique of the administrat.or of the test_. for it may be -that Negro and Indian children are not so much at ease with white experi- menters as white children are. . , In his summary of Chapter I Garth invites his reader to study the evidence and to decide .for himself whether or not there a.re racial di£.ferenoes in mental traits. bttthe says,. A•. •• the author is convinced after an exronination of the "iiterature that we have never,, w1th all our searching found indisputable evidence for belief in mental d1ffe·r• ences which ar~ essentially racial. Differences as found can usually be shown to be due to one of the- two causes. mod1.f1cat1on and nurture (or selection}# and often these are complicated by the results· of careless measuring•·" In Chapter II or "Race Psyeho1ogy" he disouases a. study made by himself and two graduate students 1n vr.h.ich 609 mi.Xed.-b1ood _Indians ._. , 89 f'ull•blood Indians,. and 67 whites were tested with the National Intelligence Test., The Indians were tested in indian schools on Indian reserv- ations ,in South Dakota, Oklahoma.., -lrew Mexico. and G:o1orado. The wb.ites came from a representative white population•. 'Iha investigators found a positive . correlation of' 0:.42 be• t,,eei-i degree of white blood and an approximate I. Q •. when· grade- pladement as a factor had beei1 held -constant.. There was a corra1ation of__ 0.45 between degree and school grade when r. Q. was held oonstont. In trying to detennine the influence of degree of White blood upon the National. In• telligeno-e Test I. Q• within a school grade• the indication in · was thatAthe 4th and 5th grades the degree of v1hite bl.ood is a stronger factor 1n detennining I. Q. than it is in the 1ast three grades., In Chapter III Garth mentions: severa1 experiments in which various primitive races were compare9- with vlhites 1n tests of audibility, keenneaa of smell and touch perception, and color matching. T.b.e general conclusion of Garth is that the prinutive man is 11either .superior nor inferior to the civilized man 1n these respects. In Chapter V Garth reviews a study ma.de by E. c.· Rowe,. using the Goddard fonn of the Binet test on 268 Indians in an Indian school and 547. white children of Michigan. School -8- grades included all from the kindergarten through tha eighth grade. Ro\ve .found that 94 per cent of the Indian ohild1-e11 were mentally below the whites. Resu1ts were given in tenn.s of relative mental age be-ca.use the I. Q• was not 1n general use at that time~ In Ohapter·v1 Garth discusses intelligence e.nd euthen- ics. In a study ma.de .:of Negroes,. li!exicans_. and Indiana with the National Intelligenoa Test to learn the e.ffeot of schooling upon the intelligenoe;1;. it ,~as ~ound that the D.1dians are retarded at fifteen years._. though othert1ise their curve shows a. slow but steady rise with age,.. even to the ages .of eighteen and nineteen. With age held con-- atant the oorrela.tion between school placement end test scores was found to be o.73e · The I.; Q. tor mixed bloods in both government end pub- lic schools is generally higher than for full bloods in either kind of school#.· Garth says on page 99. 0 Al.toget.h• er. the study seems to sho\v that the euthenic effect of the United States Indian schools on both mixed and full blood Indians is decidedly great. Some evidence ror this belief is .fourid when we exel1line coefficients of correla-· tion between grade and score for the respective groups. When age is held constant, school-grade placement seems A: to operate more powerfu.11y to vaise the score in the case of the student in the United States Indian schools than it does 1n the case of any of the public-school groups. Though the Indians in the government schools,, who gener- ally Calne .from reservations,. had farther to go in intell- igence teat peri'onne.nee.when they started than did the ~d- iane who attended the pub1ie schools• they,, if we may say 1ta probably had a more active• direct •. and st1mulat1.ng enviromnent, physically and mentally,. Consequently they - made a greater improvement~fl he says and concludes that schoo1 grade is a stronger factor .than age 1n de~enn.tnq:n.g intelllgenoe score« Garth, Serafini._., and Dutton made s. :study of· ~050 full . . blood Indian children .o.r the plains 811.d southeaatem tribes and those of the aouthwestem.pla.teau tribes including the 3 Pueblo,, .Navajo~. Apache• and other tribes.. Their conclus- ions were as follows: 1. The .approximate median I. Q. of f\111 blood Indians 0£ the plains and southwestern tribes is 69. 2. There is a constant,tendency £or I. ·Q,.•s as·.tound to increase with education. 3• The correlation of distributed I. Q.ts ro1d school grade is a ,small poa;t1ve one (0.25) wh1eh may s1gn1£y selection of Indians with increasing ability to pass the test with education. 4o The mental ages .of these Indians and whites-in the United States grade for grade stands 1n a ratio of ·l00-..114., the whites being 14 per cent better than the Indians. . 3. T. R. Garth• T. J. Serafini, and Dewey Dutton. "In-· telligence of Fu11.Blood Indians." Journal of Applied Psychology. 9:382-389. 1925 -10-, s. The social stat-us ·of the· Indians 1n a. United States Indian school is more nearly that of the average white than that of an Indian not so favorepo 6. Because of dif.ferencas in social status and temperament we cannot conc1ucle that our results are t1ue and final m.easurea of the intelligence or Indian,children. Schuellce and Abel1 asaiatod Garth 1n a st-udy 1n vlhich the subjects varied from 1/16 to 7/8 degrees of Indian 4 blood. Th~ subjects; were taken f'rom United States Indian achoo.ls. several important conclusions appeo.1~ in the SU!!l- mary of. ths report. They are aa follows:, 1. The results of the study suppor:t the belief that. intelligence as moasured is not p~eul1o.r to eny special race •. but is a variable factor 1n, all races. There .are no racial types. 2.: Although degree of white blood t~ds ,to improve ~l.lltelligence7 · being positively correlated with it (0.,42) ·• it is no guarantee of intelligence for the coefficient of corre1ation- is not t,ery high. 3o The I. Q. of 3/4 bl~oda is 74.l; of 1/2 bloods it is 75.3• and of 1/4 bloods it is 77.5. However_,, these ·meas- ures are rather hlgh in vnriability• 4. Intelligence as measu~d. by the National ·rntell• igenee ·Test is inf'luenoed: more by degree of white blood than by, school. educat.ion• \"lhich has only a. alight e.t.feet. 4• T• R. Garth:, Nathan Schuelke,, end Wendell Abell• "The Intelligence of Mixed Blood• Indians. 11 Journal of · Applied Psychology, ll:268-275. 1927 s. The degree of \'1h1 te blood is more i..?l.fluential in _1ower school gr~des than in the higher ones, reaching the highest influence , in the f_~fth grade. : . ' ' . . In the s1Xth1 sev- enth.. and eighth grades .it tends . to be a constant faetor but not a very strong one. In one stu~:1:y,, Garth compares mixed bloods of certain her~dity with.n9madia and :sedentary full blood Indians according to, intelligence as indicated by the National In•• 5 ·te111gence Test, Seale .. A# ranking them as i'ollows; I Mixed bloods II 1-r!exicana .III Plains and southeastern .. .i'ull-bloods IV Platee:u Indian~i.. full-bloods V _.;Navajo and Apache., full-bloods Garrett and Garth compared the intelligence of Indians in the United States Indian schools with the intelligence 6 of Indian and_white children ot the public schools. They 1 used· Scaler.A, . F01-m lit 0£ the National :tn~elligerice· Test wit4· ;sari wh1 te cllildre11 .from public scho~la and ·Indian children' i'rdm ·vt1riotls pubi:tc . schoo1s and .United States Ind• ian.Sohools. They round that the average score or ·the full bloods in the Indian schools begins lower and rises higher end more steadily than that of the i'ull bloods L11 the public . s. rr. R. Garth. Intelligence of Indians. Science., 56:63_5-636. Di!,eember, 1922. · s., · T• R. Garth and J •· E• Garrett. A Comparative Study of the Intelligence· of Indians 1n u. s.. Inditµi Schools and in the Public or Common Schools. School end Society, 27:178-184. 1928. sahool and that the same 1s true of the mixed bloods. They. !'ound also that I. Q••·s 0£ mixed bloods of both public and Indian schools are higher than the 1. Q., s o.f full bloods in the corresponding schools;. After comparing the backgrottnds of young children of various raoea Garth aaya., ttvihen comparisons .o·:r mental performances of two races or even of sooial- groups a.re ma.de .,,one must consider the environmental influence as a 7 very important factor to be controlled." 'Ihe conluaions of th.is study are as follows., 1.. Mixed bloods exe·all full-bloods by about 11 per cent 1n per.foxming teats of higher mental processes. ·. 2. Increased education produces an increase in score 1n the teats for both blood groups. 3., · ·The average score of mixed b1oods is alway.a above that of full bloods»; excepting in a. single instance vlhioh may pa attributed to p1~ctiee shovn.ng up in the latter group. 4. Tb.a easiest tests for t..l-ie full bloods in terms of mixed bloodperfonnance were teats of inventiveness and. of immediate mem.ory, the conerote variety being slightly easier than the abstract. 5. :Probably on account of language difficulty the log- ical memory test proved the most difficult test for the· full-- bloods. 7• T,. R. Garthe: A Oomps.rison of Menta.1 Abilities of Mixed and.Full Blood Indians on a Basis of Eduee.t.:ton. Psychological Revievr,, 29: 221-2360 1922. e. The other tests .found particularly difficult t"or them were those o.r controlled assooiation. " ·/ 7. The best scores ·we.re about equally divided be- tween the mixed and full blood Indians. Woodworth says,. in disousaing studies of racial diff'erences in tha senses m9;de by others at various times 8..1."'l.d by himself at the st. Louis Fair or 1904" "on the whole, the ·k.eenness of the. senses seems to be about on a par in the various races of mankind. Di!ferencea~exiat among the mam- be.ra of sny· race, and .it is not improbable that differences exi.st b.etween :the averages of certain gr·cmpa,. especially 8 when these are small.-. isolated and inbred•" He says also that· nwe are probably just1.fied in inferring fi~m the results cited that the aensocy and motor processes, and the element- ary bra.in activities~: though differing in degree from one individual to e.noth~r, are about the same from one race to 9 another. 0 Miss F1or.enee L. Goodenough, in speaking of the results o.f intel.ligence tests administered to iram.igra.nta from var-. 10 ious .foreign countries, says.-,, nTwo theories have been offer- ed to account fo~ these diffex•ences. The i'irst ascribes the inferi.or showing m.ade by the South Europeans and the Negroes '· a.. R. s. Woodworth.. Racial Differences in Mental. Traits. Science,. 31tl7l.-l86. 1900. 9.- · ·.Ibid• PP• 171•186. , 10 • .F1orenoa L. Goodenough. Racial Differences in the In- telllgence of Schoo.l Children. Jr. o:f Exp. Psyel1•••· 9:388-397. 1926, to such poat-natal fa.otors as inferior environmentiti poor phys1ca1 ·condition and 11nguist1o handicaps. ,,The second ; poi11t or v1ew1 while it reoognizes that the factors named may to some degree affect the test results,. nevertheless holds that it is imposa~ble to account for a11 the facts · which have been observed upon any other hypothesis than that of innate differences among the groups under cona1deration,tt ,, ' . .. "It 1s unquestionably true that the home surroundings ., 0£ certain raci.al groups, notably tha Italians and I~egroes, 1 are, as a rule~ tar less favorable than those of average .Am• erican children. Not only ~s this true of the foreign bom Italians.- but their American-born deseenrlents. frequently eon- tL..,.ue to live 1n the same neighborhoods and with little or no improvement 1n so9ial. ?r .hygienic condi~ions. In this respe-ct a notable _d1 .fference may be observed between the Italitm and the Jew.. . Both :find a home in the alum on first . . .. - . ··.. ·-~... -;~C:·•· - . - . coming to this country: . but while. the Ita11an remains there, the Jew soon moves tQ a better neighborhood .. .... _ ' n 'Soc1a.l pressure• or •race prejudice' 1s often urge4 .a~ a reason for the segregation of' eertain raeial groups within the poorer neighborhoods. In this connection it ,. ' should be remembered ·that while racial prejudice xnay bring·, e.bout segregatton» the character of the . neighborhoods thus set off is primari1y dependent upon the. people living w1th•· : 1n. them~ nll n.... Florence .L• . Goodenough. Racial. Differences 1n the Intelligence of School Childr·en•. ;Jr. of Exp. ·Psych, . . 9:388-397. 1926. «:tt seems probable• upon the vr.hole;, that the inferior environment is an effect as much as it is a cause of infer- ior ability,; as the latter is indioateci by intelligence teats. The person of low intelligence tends to gravitate to those noighbobb.oods where the economic requirement 1a minimal; and.,, once there_, _.along the line of least resistance. HJ.s children inherit his mental aharacterist1cs. n~e question of a possible handicap in language as a cause of low soores on intelligence tests iali however, more 12 aerious.n Hare Miss Goodenough rei'ers to studies made by Berry. Brown, Jorden1 Darsie_. and others who,, she _says •. '' ••have shown that children from foreign homes ra.nlt1 - on the average,_ somewhat lower in te~ts requiring the use .of English than they rank on non-language scales. On the other hand, the use of a non-language see.le does not result in equal ratings for the var.ious nationality groups. The Italian continues to rank l.ow even on the no?}-verbal tests;, while the average Japanese child who haa had three or _four years training in American schools makes a goo~ ahowing6 despite the hand1- 13 cap -0£ language on such a test .as the Stanford Binet.• n In her own study -of racial dlf.ferencas Miss Goodenough used the Goodenough intelligence test for young children• 12. Fl.orence L. Goodenough. Racial Dif.ferences in the lnte111gence of School Children. Jr. of Exp. Psych., 9:388-397. 1926 -16- which is based upon draw_ings of the humap. figure, end is completely independent of· language. ,Using the test upon various racial groups found 1n American schools, she -ob- 14 tained the ~ollowing reau.lta:· I. Q• a of .American children range from 50 to 100 Median 100.3 Mean 101.s 500 cases . S. D.. 18.3 Coerr. or Var. 1a.o I. Q• . , a of Hoopa Valley Indians of California range .from 50 to 1.20 • . . Median ss.s · Mean 85.6 79 oases s. D. 14.1 Coerr. of Var. 16.e,5 Fitzgerald made a study of 83 Indians,· to vlb.om he gave the Tennan.~ the Otis., and the :National Intelligence 15 _.;· tests. ~e median for the group was 87.5; the range was ., from 73 to 111. Forty per. cent of the Indians tested scored an I.- Q. which is considered average £or vrhites. r The results gave a slight indication that intelligence 1na.y- vary ·1nversely with increase _of Indian blood. The following table 11lustrates this ind.1cat1ont Blood 0•20% 21-40% 41... 60% 61.-80% 81-100% _.. , Cases 3. 15. 19. 1'7. is. Median 93. 94. aa. 89. 89. Arith. Mean 94.·'? 90.'7 8?.7 88.4 86.3 14. Florence L. Goodenough.·,, Racial Dif'te.rences .in the Intel..ligence of School Children. Jr, of Exp. Psych., 91388-397.- 1926 ,. ' 15.. - J • A. Fitzgerald and W.: Wo, Ludeman.. The Intell- igence o~ Indian Ch11dren. Jr. 'of Comparative Psych.,, 6:"317-328.· 1926.· Fitzgerald studied these results also· to determine whether scores were af.t'ected by knowledge of language. - In the National Intelligence Sea.le the median• 78,: in the s.y.mbol digit test was highest. The lowest •aoeomplish• ment· in the Otis scale· was shown in the proverb test,. the solution of which depends upon a knov,ledge of and exper- ience in the use of the English language. -The highest accomplishment was shovm in- the memory teat. In the Tenn.an scale the lowest median was me.de 1n the 11 word meaningll test. It is a nsame-oppos1te'* test and the solution depends upon lmowledge of meaning of. words. The beat work was done 1n the class1£1cation test which consists of five words in each exercise, one of which is not 1n the same class as the other four. The concl.uaions of F1tzgera1d·~d Ludeman are as ~ollows: 1. _The median I. Q. is 87 • 5~ This would seem to show that the Indian cldld may have a stightly inferior intellect as measured by our intelligen~e t~_,~a _ when.;._com- pared to white children. 2. Slight decrease in intelligence as Indian blood increases is found• Thia decrease may be due to environmental causes. 3. Indiana perfonn better when language is not a vital element. 4e lhile the evidence is not conclusive, there is some indication that the Indian considers answers to --18• be logical. and correct due to his environment end be,cause of hia experience. 5• Nurture~ or training., seems to af'f'eot the ability to -answer certain questj.ons and ~o eolve eerta.in specific tests.• Children of m.inisters and Y. M• a. Ae workers ware more• able to cope with the p.roverfa meaning teat than the children of Indiana 1n other vocations. Pintnerusas the following tigitrea in discussing a study made by Hunter of the per.fonnance of Indians on the Otis Test to show that with the increase of Indian blood 16 the I. Q.. decreases: Blood 1/4 l/2 3/4 4/4 25 percentile 'T'1 68 56 36 Median 109 91 78 67 75 percentile 128 118 108 94 In the discussion of the study we find the .fo1lowing quotation: "A child's abilities are de~ennined by his an- cestors, ~d all that environment can do is to give oppor- tunity for the development of his potentialities." The same study is reported in a more detailed account 17 by Hunter and Somennier. They made a detailed analysis of 10 individual tests and found that the score decreased 16. R• Pintner. Intelligence Testing. P• 520. Henry -Holt & co., New York. 1923,. 17• Eloise Somenn1er and w. s. Hunter. The Relation of Degree. or Indian Blood to Score on t-lie Ot1.s Intelligence Test. Jr. of Oompare.t.1ve Psych., 2:257-2'17 •. 1922•. with the decrease· of :the degree of ·white blood.- In Test One of the Otis-Test.-'.,50 per cent of the l./4 bloods made a ·score attained only ,by .•'.the bast 25 ~r cent of tne 4/4 bloods•· The 25. percentile .f'or the 1/4. bloods 1n eacll test was usual• ly equal to or above the median tor .. th~ 4/4 'Qloods a.i,.d the l/4 median held about-the same relation 1n gene.ml to the 4/4 blood 75 percentile• · Girls were- found to be slightly superior to boys in all bloods. save, th~ -1/4. zj,._each sex the median decreases with the ·dec~~ase· -in_ white blood. - _ P.untar' is: of the opinion that the Indian social status is inferior to the whites and that possible social. status rank 'deore:ases ,11th inorease of Indian blood. He ca11s attention, to the fact that inferior social·statue may be the ·resu1t: of low 1nte111gence rather th8.ll .1ts partial cause. He says,, 0 we have .felt certain in -our· own minds that no ava11able scale is .auf.ficiently accurate to 1ndj.cate 1 th~ fineness of the- differences that may exist. The, _positive ., . . ' reaulta -wh1°ch. we have secured would -therefore indicate that the differences between --..the degrees ot blood are greater than our tests reveal.. " This same study 1s reported by Miss Somermier 1n more 18 deta_U. She administered the · Otis test to 715 Ind18lls of the Haskell Indian---School at i;awrence.• Kansae. The opinion -~ . ,. . is advanced in the thesis Im.at ·the Indians of Haskell. are 10. Eloise Somennier.: Racial. Differences in General Intell1g~nee with Particular Reference to the American - Indian. Master's Thesis, Kou. •20•. above the average for their race because the lower type full-bloods woul9- probably not come to school for the reason that to be admitted an Indim1. child• s parent or . guardian mu.at apply to the agent 1n the reservation, who files an affidavit that the child naeds the help of the government, that he is of a certain degree of Indian blood and that he has at least the equivalent sohooting of the third grade• He nmst ha.ve also a phys101an•a cer- tificate stating his physical fitness to attend school. In this study the highest possible score was 230; the Indian scores ranged on a nonnal curve from l_ to 1691 v1ith the median at 82.64. Th.are was a tendency for the scores to group themselves below the 50 p.er cent mark,. 115• of the poasible,.score# and the median fell 32.36 pQints below that mark • .411 speaking of the performance on the various tests with the 'Otis Test, Miss Somennier says, "The median scores f'or each test show the same tendency to decrea.~e e.s the a- mount of Indian blood increases. In addition• the four bloods vary consistently 1n the different tests# that is, a test difficult for one blood,. or easy for one blood, proves ha.rd or easy as the ease may be .for the 9ther bloods.," She says al.so.,iQ,~e test in which the scores a.re lowest tor .all blood.a is Test 4 (proverbs)• Test 10 {memory of story) shows a higher median than any of the rest. This tendency is quite marked and the 4/4 median here 1s higher than the l/4 median of any other test. The medians for the various ·. bloods in the ·other tests show a tendency to group them-, selves at. about the same level on· the graph in Fig. IV. ,•The most constant median score. is in Test 6 (geome~~ical dtigurea) whe~ the difference from 1/4 to 4/4 blood is l , .105 points., . . In Test 9 (;1111ng in missing ,roros 1n ato::cy) , ;11es the :great- est ~ifterence• s.21 points from l/4 to 4/4., From this. date., the Indian shows h1.s greatest ability ·in memory •. his poorest in analyzing situations,. hia most va1"ied ab111t-y in lirud.ng the parts .ofa situation together11 and his most constant ability .in 1.nterpretiri.g geometrical l'ele.tionships." • ' ~.. t ·E •. c. Rov1e makes the following statement., based upon . . ·. 19 the results of an experiment: 0 It seems, therefore, that the only ~atis.factory eXpl8ll8.tion of their inferiority in '' / terms of the tests is to be found in an inferiority of na- tive ability.n Re says also that the tests show that the type ot education si1ited to white children is not suited to Indians,, _. that Indians are weaker in tests involving comprehension and definition than in teats of ~. more pure- ly pareeptual or memory nature-• and that nindians are eve.rywhere 1ni'er1or to the whites •. n Helmer studied the l.anguage handicap of the Indian 20 ch11dren by means of the StanfOrd•Binat Test. She says, 19~ E. c. Rowe. Five Hundred Forty-seven 'White and T\JO Hundred Sixty-eight Indian Children Teated by the .Binet• Simon 1'esta. Pedagogical Sell11na:cy• 211454-468. 1914. 20. Velma Helmer. T.he American Indian and '.Mental Tests. Ma.starts !lhesis, K. u. 1925. -22- "Indian superiority was sho~ 1n some tests of a distinct... ly verbal type. as well as 1n teats of a semi-verbal na~re• n But the evidence was not adequate to permit her to say _whieh of the test results were affected by the Indian's language handicap. She, thought that part of the Indian's inferior- -.. ,, 1ty indicated by the results or certain individual teats of both the Stani'ord.-~Binet and the National tes~;.s must be attrib-· uted to lack .of f'axniliarity with situations pre~ented in them. She ~tates that. 11 The In~ans showed t..11.eir greatest supar1or- 1ty over the whites ~· Test 5:.- digit s:vmbol• of .the Ne.tional Intelllgenoe·Test Scale. This would tend to show_ that a lang- uage difficulty was probably a .factor.in producing their in-. I ~-•- f e r!ority to :whites in three out of the four verbal tests of the scale." Ril.ey makes the following statements 1n his summa.ry .or conclusions ,.arrived. . at from his study of a group .• Of Ame~ ican Indians to whom he gave a number 0£ intelligence ·an.a. 21 educational tes,ts. non the whole it would seem., .then, that the. Indian displays _his greatest ability in memory and the classU1ca.tion of items• his ~east ability in distinguish• 1ng the meanings of word.a and 1n_reasonin31n ar1thmet1c1 his least variation of perfonnance in the non~l1nguiet1c type .of' test, and his greatest variation of perfo.nnance in supplying .,th& missing words 1n sentences. n · ,. "Even though r these pupils are presumed to have a lang• 21., R.. 'l-l• "Ril.ey. A Study of the Performance ot Some Am~ erice.niridian Students .in- selected Intelligence and Educ~- tional. Tests.. .Ma~tex,ts Thee1s. K. u. 1923. ·· uage disability,, those tests involving the use of language prove to be·more aatiafactory as measures of mental ab111ty• using the National and Tennan tests . as indioes,l than does the non-11ngu1st:1o type of test.n The '. Indian pu.pj_ls here .under consideration fall some.- what below the grade nor.ms established·for _white children in e majority of' the aubject•matter tests used. They should, . however., not be eon9,amned :for this fact •. but shotild_be com~ mended when they do approach. these standards." "Degree of Indian blood h,as little or. ~o effect upon the correlation bet,veen' .intel1igenoe teat• sco~es and scor~s in subject-matter tests and other measures used. n · ••silent reading ability,,_ as measured by the Burgess reading taat does not enter into ab-1lity to per.tom_in the national .Intelligence 1.rest#. the Terman Group Intelligence Teat,- or the Van Wagenen Thought See.le A to a sufficient extent to invalidate them. as tests f:or p11pils presumed to have a slight language disability•"' ·R• M. Baehe imports. ·:a study of reaction time of var.-. 22 -, l ious races. /-_ He found tliat ·negroes are quicker than whites a11d that Indians are •:qnicker than either whites or· negro~s. However,- he explained that the Indian develops consciously the abi11ty to react quickly to stimuli. Ria idea is that primitive races- resl)ond more qu.1oltly than intellectual races. 22., R. M. Bache,. Reaction Time with Reference to Race •. Psychoiogica1 Review,. 2:475-486. 1895. Bache says the J1egro is s1ov,e:t:" than the Indian and ad• vnnces the 1dea that the rea.aonmay be the infusion of white blood in the veins and the physiological.. effects 0£ slavery., R. s. Woodworth, in an article in .which he makes a comparison of races• quotes from Gob1neu1tf:~:e "The Inequal- ·. . 23 . .•:· . 1ty of _Human Racean (1853) • Gobineau believes. that : . • • ·! '. ;,. ~::-. ~.' t ..'. ~": ;: ·".. ·.:'"'. . . } dif.ferent races and stocks are naturally unequal in strength ...... ' . ... and ability and that they are unaffected by environmenta1 conditions. The decline 1n civilization that appears from time to time 1n one or another country does not.. he says., "'r,, mean a dec11ne 1n the strength of certain stock, but the I .disappearance of that stock through death or dilution with weaker stock•. , In direct contrast to Gobinea111 s ideas we offer the following' statement from Boasi- "We have found that the un• proved as·sumption of identity of ,,cultural achievement and of mental ability is. founded on an error of judgment; that the variations 1n cultural deve1opment can as well be ex- plained by a consideration of the general course of lu.stor- _1cal events without recourse to the . theory of material d1:f't- -_ ,...·.. , . . ·. . . . 24 erences ' 1. , of mental. taoul.ty in different races.u .. ,·· 23... -•R• s. Woodworth• . Comparative Paycho1ogy of Raeee. ,; Psyaho1og1-oa1 Bulletin• uo. 10:393.- 1916. 24 • . Boas. ,. The Mind of Primitive Man. p.29... Macmillan Company• 1911. After discussing ·the influence of e11vironmenti hered- ity, language, and other factors upon r~ees;1.- Boas concluded his book t~us: 11 J hope ~e discussions contained 111 these pages have shown that the data of anthropoiogy' tea.ch ua a greater, to1eranoa of £or.ms of civilization different from our own., and that we should learn to look upon foreign races with greater sympathy,. and with the conviction that. as all races have contributed in the past to cultural progress in one way or another$ so they will be capa1:>le of advancing the ' . . . interest of manltind, if we are only willing to give them a fair oppo)?tuni.ty.« Garth quotes. from Woodworth.,._ t?ho said in 1910 that if there are differences in mental traits among races they must be differences in degree and not 1n qualit:r, for memory will 25 always be memory,: percel)tion always perception., in all races~ ::.. In the same a.rtic1e Garth quotes. from itcDougall, also~· who says· there can be ll,.ttle doubt that there a.re ngreat differ- ences in menta1 traits of races. and that' these are probably perslst6nt for thousands of generations. Garth criticizes writers for stating arbitrarily without experimental proof that '\me white race is superior to any other race. Miller holds much the sanie. 01)inio11 in. th.is matter a.a 26 does Garth. Re says, "unquestioned superiority 0£ the wh1 te race is the honest -convictioD: of the great mas.a o:f 250 _ T. R. Garth. A Review of Racial Psychology. Psycho1ogiea1 Bulletin, 22:343-364. 1925.- · 26. Herbert Adolphus M:tl1er. Races. llations1 and Glasses. Oh. XII. J., B. Lippincott Co.• Chica.go. those in it.o Thi:a is not injustice nor immorality# but .. illusion. 'The other races. have had similar illusions a• bout their superiority.. Re.ca p~ejud1ce is strangely un- diaor1m.1nating• The .disdain for the Chinese who are .not allowed 1n certain restaurants in California; the saying that 'There is no good Indian but a dead one•; the English- man 1n India calling.the native a 'dirty begga.r',•••S.ll ex- press the same attitude as that held by those who fear soc1e.l equality with the Negro.fl 'l'ennanoffers,an opinion regarding the question of . 'i!l the relative intelligence of: racea,...... rtit. is interesting to note that la. P•- and o. P.. {.speaking of particular child• ren tested) represent the level of intelligence which is very6 vecy common among .Spanish-Indian and ,Mex1ce.n families of the Southwest .and .a1so among negroes., Their dullness se:ems to be racial or at 1aaat inherent in the . family stocks from .which they come. The fact that one meets this type with such extra-ordinary frequency among Indians, Mexicans and negroes suggests quite forcibly that the whole question of racial dif.ferenees in mental traits will have to be taken up anew and by experimental methods. The writer.predicts that when this is done there will be discovered enormously significant racial differences .in general 1ntelligen~~, diff. _ -erenees which cannot be, wiped out by any scheme of mental -27. L. Tann.an. Mea.aureme11t of Intelligence. Houghton Mi.fflin co • ., Mew York. 1916. --27- Gault., Pl· speaking of the di.fferenees found 1n men- . 28 te.l abili;ty between mixed and full-blood Indians, says,., "There is always the po~sibility that the Indian of mixed blood owes a degree of superiority to the social stimuli or on,e or the other parent dating from earliest infancyi stimu.11 that .t'rom the beginning have induced a level of reactions that otherwise would have been laclting• and have built up pers·onality complexes that are next to ·original nature as respects substantiality. The social stimuli that are most e:f:feetive ,in the long run are undoubtedly those that the infant :receives from its m~ther1 for the reason that the ·· child,. 1ts et!,rl~er years,.,,is in closer aaaoo- 1at1on with the mother than with the father. If the moth- er be white.,. therefore• and the father Indian.,it is probable that the personality complexes that have their rise in the intanoyof the offspring ·will account for an ind1v1dua1 more divergent rrom ihe. level -of the father's race than v1ould occur 1:f the situation aa to parentage were reversad._ft •· Ellis• book• w.aieh we Shall review in part,. contains several chapters which pertain to the subject of_ race diff- . 29 ere_ncas in mental ;ability. In Chapter II• nRnce Differ- ences in Mental Traits"#_he gives a.brief review of research 28. Robert R. Oau1t. Social Psychology, P• 104. Henry Holt- & Co • .• New York. 1923. 29. Fllis.. Peyohology of IndiViduo.1 Di1'.fe1'enoas. D.,.P..ppleton & Company, New York. 1930 which he.s ~een done in regard to race differences.. Although the popular· attitude is in favor of the inferiority of .other races., Boas and Gharn.be(rl.e.in have -~one work which would 1nd1• - ) i cata that popular op~on may be.Jtenied.- In regard to the oontroversy Ellis says• -"The bu.rden ·of. proof, rests on those ,vho maintain race differences. But in the wr!:ter's opinion. the attempt to maintain equality of races \Vithout adequate evidence is no more warranted than the rival viev,. u On page 280 he says;,. ''There is excellent reason for be·• lieving that one skin color• one re.ce,, one nationality may include peoples of ve1:3' diverse mental ca.pa.cities and char- acterist"ica.n on page 282 he says• non the whole-1, the. evidence of differoooas in anatomy and physiology is not sufficient 1n itself to enable us to malre any direct deductions as to prob- able mental d1£ferences• unless v1e accept the dif'ference in the weight of the cerebrum as being a reliable indication of dif'ferences 1n intell.igenca." Again we quote from Ellis._ "Ii' 1n the confession of our ignorance of exact quantitative differences. 1n detail- ed physical characteristics we seem to arrive at no con- clusion, there remains an argume~t ot the first import- ance which may be based on recognized dif1'erencas., Accord- ing to.prevailing scientific. conceptions. mind,.n~ less .. than body structures and .functions, 1s a product of evol- utionary t:orces. It is assooiatedwith body structures and functions and is inherited in the same way. If• then, the bodies or different raoas have develop~d_. ·aa ;we. lmow to be· the fact.,. along some~vhe.t di.f:ferent lines# why not also the minds ot these some raoes? •••• Since marked an- _atomical differences exist, it appee.re ,probable that men- tal d1f.ferencea also ~Xist •." .Another argument which Ellis presents is that since a hot climate does not favor great activity, the indust- rious and active type of individual would not survive so well as the more phlegmatic; while in a colder climate greater.intelligence in th~ making of clothes and shelter · 1s necessary and the low-grade individuals vrould tend to .. -be On page 284 Ellis continues his ar.gument. for d1.ffer• enoes in intelligence of races. :iuntil recently, : he says. 1 ·: the brown races have been little influenced by contact with other races. The . black races have been 1n oontaot for a longer time, but 1n neither case has the raQe devel- oped any con81derable degree of civilization of its own nor profited any more than necessity required when brought into contact with the c1.v111za.tion of the white man. "If a tree is -to be judged by its fruit,. if the intelligence 0£ a race bears any relation to 1ts aooompllshment--even with the most liberal allowances for circumstances~ it seems ·.difficult to draw any conclusion other than .·that the black and '.l)rown races are inferior to the white race,tisa.ys El11s•. Ch_apter VIII~ "Effect o-£ Environment~',1 Ellis says . that. envl:ronnient would not explain differences ~'l intall• igence~ He : says that .environment molds,·but it does not·· oree.te9' · Intelligence enables .man to change his environ- •· - mant tb--fit his needs ·and desires.• and the enviromnent in- to which a chiJ.d is born is an indication of the 1ntell- 1genee ha inh~r1ts., To illustrate this point., Ellis.,, on·~ page :289,,, reminds us that although Indians have often done good college work, the fu.11--bloodod Ind1andoes not show interest 1n advanced worlt. This laclt of interest. Ellis thinlts •. is ca.used by differences 1n emotional make-up and in environmental pressure. lie -mentions several ·facts which should be considered·· 1n judging the, intelligence of a raceo - He says that the reeu1ts of mente.l tests cannot-be accepted as strictly accurate because thef have been obtained under varyil1..g con- ditions and that different tests have been used.- Another -~ - difficulty 1s that when races are classified by color we must remember · that each race is composed or sub-groups of different mental capacities. , Therefore. we should not gen- eralize on the average mental level of a raee U..1'ltil we are intonn.ed as to the variations within the race. Speaking particularly of the Indian he says, "Studies of several tribes of North .American Indians have been·made. The gen- eral result of these studies shows that the Indians :_ are less 1nta1lj.gent than the whites and tlaat in those of mix- ed blood there is a . relatively high -correlation between the amount of white blood a.rid intelligence. Some o~ the Indians a.re ·loss susceptible to f' atigue than are the \>Vhi tea. A definite::, statement of the ainount or dif'.ferences between the average \Vhi te end the average Indian cannot safely be made.n Ellis then quotes i'rom Garth,. who reviewed recent re- cent literature on .race dit.ferences: '-These studies ,taken . a.11 together seem to indicate the mental superiority of the white race. There may be some question~ however, &.bout the indicated 111telleotua.l inferiority of the yellow races. Al- togethe.r, it may be said that the investigators recognize that these experimental results are crude and so must be taken tentatively. Nevertheless they and similar studies have real value1 since they are the beginnings of the appli- cation of scientific method to the problem of rac1a1 psych- ology•. 11 2o · Stumnacy of Conclusions from Literatu1~. 1. Mental differences between the Indian and white races are quantitative rather than qualitative 1n the oi)inion of many,, but there is a possibility that many students v1ho readily accept physical differences are strain- ing their interpretation of data regarding mental differ- ences, due to a J.)opular .fashion of thinking in regard to such d.ifferences0 2.o : Enuironment~ background• and lack of familiar- ·· . - . 1ty ·with the testing situation may prevent an accurate test of the Indian child's intelligence. 3o More aocurate measures of intelligence are need- ed. (Hunter thinks such measures might reveal greater diff_; erences than tests now indicate.) 4. •Garth believes primitive man neither superior nor inferior to civilized man in audibility• in keenness of smell and touch perception, and in color matching. 5. Intelligence scores o~ Indian children tend to rise with t~e degree of white blood. 6. There is a tendency for.·r. Q.. to incr.ea.se v1ith education. 7 • 'l'ests requiring kno\1ledge of and experience in using 1anguage are most di.fficult ?or.Indians. a. Indians ranked lower than whites on Goodenough non-langruige test.· (It may be,, as Miss Goodenough suggests, . . that poor environment is the result rather tha.nthe cause . of low intelligence.) · 9o If.. as Miss Somenn1er suggests~ the Indians in government schools are ·above the average for their race, there is a possibility tllat the dif~erence 1n intelligence between white and Indian races may be greater than tests · indicate. 10. Until we have more accurate meaau.res or intell- igence ana until we can-:. more nearly. control e.11 ·factors of the testing situation ,ve -can make no positive statement re- garding the intelligence ot the average Indian. We can say only _that- on a particular teat the indication is that the average I. Q. of the whites is so much more or less t..lian the average I. Q. or the Indians. __34_ CHAPTER .II PLAN OF THE INVESTIGATION A. The Terman Test. _ 'ThO--'Tenno.n_Group Test of Mental Ability• Forni A1 was ,"C : . ::, " •• g1ven _to the ~t,,1.dents of Haskell Institute,. Lawrence_, Kan• saa. by Macy Mac:f'arlane ·Dobson in the sohool yee.r 1932-33 and the tests were soared under her au.parvisiono Through the courtesy of Miss Dobson and the administration of Has- kell Inst~tu.te, the writer was allowed to use the results of the te"ot in the preparation of this pa.per. The TeIWln hroup Test of Mental Ability is designed to test orinee.sure general intelligence. It 1s divided 1nto·ten parts~ or tests. The total aoore of the entire test is used 1n computing the J.t. A. and the I.. Q.- of the individual. From the separa~e tests the examiner can leam whether the individual 1s particul.arly strong or weak 1n 1nfonna tion, analogy., interpreting sentence mean.. , 1ng, or 1n a.ritllmetie-• or whether he is above or below the average of his group in a part1cu1ar phase or mental activ- ity•-- In this study, the totJl.l scores made on the test were used to find the I. Q•'s of the individuals and to compare the several groups (divided according to degree of Indian blood) in regard to genera11ntell1genoeo The blood groups were compared also 1n regard to .scores made on the separate tests of the Terman Taste The total scores were used a.gain in comparing the perfonnance of Indian stu.;;. dents with that of white- students or the same grade. The nonns for this comparison ,,,ere obtained .from Tennan• a 30 "Manual. of Directions. n A description of the test follows: The. Tennan Test is divided into ten separate tests,, eaoh of which demands e. particular type of reasoning or judgment.. The tests are scored separately and the scores added together to find the total score.·1 The possible total score is 220.,.: A brief description of each test is given below:: . TEST · 1 INFORMATION· Draw a line under the ONE word that maltes the sentence true., as shown 1n the sample.,' S.Mt:PLE our first President we.a Adams Jefferson Lincoln Washington Possible score 20 •. ~,, • ' -t.,) i. · 30. L. Tennan. Manual or Directions. Po 9 World Book Oompa.ny, Yonkers-on-Hudson, New York • . 1926. TEST 2• BEST ANSWER Read each. question or statement and make a cross before the BEST answer•. as shown in the semple. Why do we buy clocks?: Beas.use ; \ SAMPLE 1. We like to he·ar them strilie •. 2. They have hands. x 3. They tell us the time • .Possible score 22 TEST 3• WORD MEANING When two words mean the SAME, draw a line under nsAMEu. -When they mean the OPPOSITE, draw a line under noPPOSITE." fall--drop same--opposite SAMPLE north--south same--opposite Pos~ible score 30 TEST 4. LOGICAL SELECTION In each sentence draw a line under the TWO words that tell what the thing ALWA";[S has. Underline· TWO, and ONLY T\VO~ in each line. A always has SJJ4PLE 'Pody cap gloves mouth money Possible score 20 ..... 37- TEST 5• ARITHMETIC Find the answers as quioltly as you can. Write the answers on the dotted lines. Use the bottom of the page to figure on. - 1. How many hours !Till 1 t take a person to go 66 miles at the rate of 6 miles an hour? .Ansv,e r. • • • • ., • • •, . .. Possible score 24 TEST 6• . SENTENCE MEANING Draw a . line under the right answer, as shown in the semples. Is ·co.al obt.a.ined· £rom ~inea? Yes No SAMPLE - Are e.11 men six feet tall? Yes !2. Possible score 24 TEST 7• AMALOGIES Ear is to hear as eye is to - table hand play SAMPLE Hat is to head as shoe is to - a.nii -co~foot leg Do them all like samples. Possible score 20 TEST 8, l4IXED SENTENCES The. words in ea.oh sentence below are mixed up. It' what . a aentence ,meens 1s TRUE, drnw a line under "TRUE"• . If vma.t it means is -FALSE, draw . .. a line under "FALSE.ti ·hear are with to ears . true false SAMPLE eat gunpowder. to good is · • •true ., ·,f.aJ.se Possible score 18 TEST 9. OLASSIFIOATIOM SAMPLES 1. bullet cannon gun sword pe~cil 2. . Canada Ch1x.ag~ China ·. India France In each. line cross out the word tp.at does not be- long there. oro~s out JUST ONE WORD in each line. Possible score 18 : ... .. TEST 10. NUMBER SERIES 5 10 15 20 25 -~ SAinPLES 20 18 l.6. 14 12 .• 10 • • i. In each row try to i'ind out how the numbers are made up, then on the two dotted lines write the , TWO numbers.that should come next. Possible score 24 B. Degree of Indian Blood . I From the records of Haskell Institute the degree of Indian blood of each student was obtained. All ·Indians of 3/4 and from 3/4 -up to and including 15/16 degrees of Indian blood were placed in the 3/4 Indian blood group. All Indians of 1/2 and froml/2 up to and including ll/16 degrees of ·Indian blood v1ere placed 1n the l/2 Indian blood group. Aµ Indians of 1/4 and from l/4 up to and incl.~ding 7/16 der~es of Indian blood were placed in the 1/4 Indian b1ood group.. All Indians of less than l/4 Ind- ian blood wera:plaoed in the "less than V4 degrees of Ind4'1t 1an blood: group. 0 c. Tribe over .forty Indian tribes were represented by these 625 students studied 1n the preparation-of-this pa.per. However, only nine tribes were numerous enough that they could be included in a study or tribes, which was an attempt to discover vb.ether any tribe or tribes were outstanding in general intelligence. D. ScholasticMarkso A complete record o'i} each student1 s academic work v1as obtained .from the ·records of Haskell Institute. on .these .records some grades were .. given in letters nnd some 1n numbers.-. Because moat of the.grades were,, given in .letters._. the numbers were translated into letters on the following ·scales 93 to 100 -----considered equal to A 85 to 92 . ---- .... '78 to 84 --·---- , .. ••• '70 to 7? ·------••• •• Below 70 ------•• •••• F In orde,r to .average the grades of the several. au b~. jects studied by each student,. 1he letters were given the followi~ numerice.1, values: ~----5 o~-·-3 A D-----2 F•--••l Subjects were divided into the _;~llowing groups: ,_ ; :$nglish public speaking English dramatics algebra geometry Mathematica. business arithmetic histocy sociology Social Science economics civics citizenship -41- general science agriculture physics Science botany biology chemistry bookkeeping Commerce typing shorthand Physic~ education., home econom1os1 and manual arts were not considered 1.'rl this study. _An average _mark was f _~und for each of these groups of subjects; then by using ~8.. average marks an average achol• aat!cmark was .found for each student. -42- CHAPTER III RESULTS A. Mental Ability by Degree o:f Indian Blood. In this chapter the results of the investigation will be presented end discussed·• A.n.y tables dealing with degree of Indian blood will not include 'e.n:y oases of less than l/4 degree Indian blood because there are on1y six cases in this group-and sueh data would.not· be. eign.1.ficant. TABLE I CHRONOLOGICAL AGES. BY DEGREES OF IlIDIAN- BLOOD Group 4/4 3/4 l/2 1/4 Oldest 25.5 yrs. 23.5 yrs. 24e5 yrs. 23e5 yrs. Median. Age l8o9 "' 18.7 rt is.a 11 18.5 " Youngest J.4. n ti 13.5 11 ft Number 169 125 144 l.81 Table I shows the range and median age found in each o.t the four groups of Indian blood. From the table 1.t may be seen that the median age varies from l8e5 years in the l/4 group to 18.9 years in the 4/4 group,_ a difference of only .4 years. we may conclude-., therefore,· that the chron-. ologioal age of the subjects of this study oan have no measurable effect upon the results of the intelligence test in so far as ditterencea apparently due to degree :0£ Indian blood are concerned. TABLE 2 MEMTAL AGE INMONTHE BY DEGREES OF INDIAN BLOOD ·Group 4/4. 3/4 1/2 1/4 High 216 210 210 216 iied1an 166 168.8 176.8 182.l Low 120 138 138 132 Number 169 125 144 181 Table 2 shows the range and median M, A~ in months of each blood group. . The median 1t. !t• ot the 4/4 Indian blood group is 166 months; that of 1he 1/4 Indian blood 1• • I t'l t, \ group is 182.J.montha, an increase of 16.l months• These ".,. -~ •;• .. scores indicate •. therefore~, that there is a tendency for ¥ .. ' ; , M.A. to increase as degree of Indian blood decreases, or to decrease as degree of Indian blood increasea0 We notice also that·ttie range of the 4/4 Indian blood group is .la.rge1.. and that there are. more low scores in this group. The highest M. A., however1 is· the ..same for both the 4/4 and the. 1/4 grpups ,· .~$~ !the range~ of; the 3/4. ·eiiiJi.1./2 1Indian :t,lood groups is ,, · less than that of either of.the other groups .. The highest H, A• j_n each of these groups is 210., six months less .than 216# the M. A.; of the other two groups:. The low• eatu_.:A• of the 3/4 Indian blood group is 138 monthso- .18 months h:tgher than the 1owest M. A. of the 4/4 and 6 ,~nths_higher than the 1owest M. A. of the 1/.4 Ind- ian :blood group• The ltl• A. of these tro Sr.oups 6 then-, ! . } runs neither a.o high nor so low as that 0£ the -4/4 ~and J/4 .Indian b1ood groups~ but there is a tendency for Ml to doore-a.se with degree of ,Indian blood.for the median 14a A• of the i/2 Indian blood group .is 176~8, eight months higher than the median M. A, of ·,. the 3/4 Indian blood group. : : · 1.lbere is a negative correlation of - • -259 ! ,025 between ltental :Ag~ and degree of Indian biood, showing that there is a slight tendency for Mental Age to de-. ;1 crease as degree of Indian blood incraa.ses;; or for Men~ ' . . A , • tal Age to increase-.as degree o:r· white blood increases•. TABLE 3 1_. Q._ BY. DEGREES OF INDIAli -BLOOD Gro1p 4/4 .3/4 1/2 l/4 High 110 110 115 115 Median 87.2 as.1 92.6 95-,,44 Low oo· l'/0 70 70 Number 169 125 144 ·181 Table 3 shows the . range· and median I.. Q,. of each b1ood .group. -The media.ll I. Q. increases .froin. 87.2 1n \ -45- the 4/4 Indian blood group to 96.44 in the 1/4 Indian blood group. This increase~;.of 9.24 points shows that there is a tendency for I. Q• to ·1norea.se as degree of Indian blood decreases. The lowest I. Q., 60._ is found in the 4/4 Indian blood gra1p. Three oases ,.n this group made scores ba- lo,v 70• the l.ow mark of .. the other three .groupso Five in the 3/4_, four in the l/2._ and one iri the l/4 Indian blood group had I. Q. •·a of' 70. . ·Three ·of, t.lle 4/4 Indian blood Broup and one o:f' the 3/4 Indian blood group reached the 110. mark. One of the l/2 and two of the,l/4 Indian blood group scored 115. These facts seem to indicate that there :ts a tendency l towarcl fewer high and more l.ow scores as degree of Ind- ian blood increases. Th.ere is a correlation of ••276 -+ .025 between degree of Indian blood and I. Q. This negative correla- tion indicates a tendency. for I. Q.. to decrease as degree of Indian blood increases• or to increase as degree of white blood increases. TABLE 4 :MEDIAN I•Q• 1 S OF Il:lDIANS BY GRADE IN SCHOOL Grade IX X XI XII High 105 110 115 110 Median 89.375 as.a 90.2 92.a Low 65 60 70 70 Number 44 111 105 128 'lJabl.e 4 ,shows the median I. Q.·ts by grade in school. With the exception of Grade x_. which falls below Grade IX .-,,.n median, score, there is a sli@"lt increase or median I. Q. nth each :grade. The median I. Q. of Grade IX may not be so reliab1e as the medians' of the other three grades be- cause of the-.mnaller population in the grade• 'l:.ne highest I.,, Q••s are found in Grade XI. Two students in th1s grade have I. Q..•s of 115.. The lowest I. Q •.1 s are found in Grade x. one student in this grade has an I. A. - or 600 From this data it appears that I. Q. may depend to some extent upon length of time spent in schoo1• or it may be due to selection; however the number of cases is not. large enough that one can draw sny positive conclua• ions in the matter. TABLE 5 AVERAGE SCHOLASTIC MARKS BY DEGREES OF INDIAN BLOOD Group 4/4 3/4 1/2 1/4 High . 605 s. 6. a.s Median 2.9 3.1 3.2 a.01 Low 1. 1. lo Number 167 124 139 179 , Te.ble 5 shows the range and median scholastic mark ' of ea.ch blood grou.p. There is a slight increase of the - median as degree of Indian blood decreases with the ex- .. . . oeption ~f ~he. l/4 Indian blood" gr~p,~1~ i'al.1s slight• . - ' . ly below the 1/2 and 3/4 1:11-dian blood groups but is higher than the 4/4 Indian blood group. ti i· • _- The 1oweat mnner1eal rating given. 1 (which means F), ,a • • , • .is found 1n each blood group. There are two cases in the 4/4, three in the~3/4 •. tlwo in the l/2- end one in the i/4~ Indian blood group having the average scholastic me.rk of 1. ,, No student in the entire group ms.de an average of A, represented numerically by the number 7. However" two cases 1n the 4/4 and three cases in 1:he 1/4 Indian blood group averaged -6.5; and one case in the· s/4 and three cases in the 1/2 Indian blood group ,averaged a. It· may be seen• then• that although,·the 4/4 IP..dian blood group is represent- ed by scores as high or higher than the highsst scores of each of the other g1~ps that there is a larger percentage of low scores in this group than 1n the other g1-aoups. '!here 1.a .a, alight negative C',0rrelation of ••.181 + .025 ' - between degree of Indian blood and sohool marks• indicating , that there is a slight tendency ~or school marks to increase as degree of Indian blood decreases. TABLE 6 ,SCHOLASTIC. MARKS BY GRADES IN SCHOOL Grade .· . IX X XI XII Rish .' :: · .s.:s a.s 5o5 s.s Median . s.29 3e06 3.25 Low l.5 1.s 1.5 Number 105 111 105 128 .. ·Table; 6 aho,vs the _range and median scho1astic marks of the students by grades·in school. Two cases in Grade IX made sc.holas~ic marks Ao.f l,,. ,'lbieh stands for F. The loweat mark• or average mark,:· made by the students in the other . "' three grades is 1 .•5. fJ.'his average was .made by 7 1n Grade x. 4 1n Grade XI~ and 3 in Grade nr. one case in Grade· IX,. one in Grade- x, and one' 1n Grade XII reached the scholastic mark of 6.S.. Four oases, in Grade XI reached 5.5 as·the highest ·scholast1o mark for that grade. c• These data do not indicate any apparent tendency for length of time spent in school to affect either negatively or positively the average · scholastic mark of Indian students. TABLE 7 TOTAL SCORES ON TERMJJi TEST BY DEGREES OF INDIAN BLOOD Group 4/4 3/4 1/2 1/4 Hi~ 180 175 175 185 Median 89.8 95.2 107.5 116.77 LOW 25 40 40 35 Number 169 125 144 181 Table ?'/ shows the range and median of ~e total scores 0£ the Tennant Test by blbOd groups•·· The median scores show a decided tendency for the, total score to increase as degree o£ Indian blood decreases. Two scores of the 4/4 Indian blood group are .five points higher than the highest score of the 3/4 and l/2 Indian blood, groups., but the lowest score of the .. 4/4 Indian bl.ood group is .fifteen points lowep th~ the 1ov1est score of the 3/4 and the l/2 degree or,. Inpian blo.od groups• c Two scores o; the JJ/4 Indian blood group are five points higher thazi ~e hie)!.est ilcores of'.. the 4/4 and ten points higb.8 er then the 3/4 and 1/2 dE:>grae Indian blood, groups., The low- est toto.l seora of the 1/4 degree In TABLE 8 MEDIAN TOTA£ SCORES 0¥ TERMAN TEST BY GRADE IN SCHOOL Grade IX X XI XII Med. Indian score 84.375 84e25 l0Oe357 10'7.5 lied. white score , 104. · 122. 138• 147., · · Table 8 shows the median total score ot both Indian ancl ,mite stt1dents or grades .IX. x,., XI,. and XIIe The med- ian Indian sco~aa were computed from data used in this in- . veatigat!on. The median white scores were obtained from. Te-v...aa.n'a "Manual of Directions" to the 'rennan Group Test of _ , 31 Mental Abi11ty. It ·:ma·f ,be ·noticed that in each grade the no:rms of the v1hite ·children exceed the median ·scores of the Indian child- ren. .The median or the ninth grade whites ' is 19.,625 points above, the median of the ninth grade Indians; the median of the tenth ., grade whites is 37.75 poi11ts above the median of the tenth grade Ind.tsnst the median of the eleventh grade . whites is 37.64 points above the median of tb.e el.eventh grade Indians; the median :Of the twelfth grade whites is. 39.5 points higher than the median of the t,velf th grade• Indie-.ns.• These figures would seem to indic·ate that! v1hite child• ren a:t~ superior· in -mental. ability to Indian children. of 32 the S8l!l8 grade. At this point let·us quote .frora Tennan, 31. L. Tennan. Manu,e.l -of Directions. Terman Grc,U,p Test. P• 9. World Book Co., Mew Yo~k. 1926•. 32. Ibid. who said 1n regard to the nonus used in this comparison, 1 ' !Iheae mxms v1ere revised. is October• 1922, ani are based on over 4.-0 .ooo .. scores., About· t,w-thirds of these were from California and the. remm1nder were chiefly 1'rom the Middle Weat.. Moms for the country as a 1.vhole \7ould probably bo slightly lowez.4) and doubt1ess much. lower for tna states whic.tl, have relatively poor schools or a. large proportion o.f relatively inferior population groups. The scores of Magro, Indian.• and' Mexican children wil+ u~a.l.ly be f om;;td far be-. low those of vm1te children of the aema grade or age. Con.. side-rable. dif.terences are £ound also bet,veen schools in good am poor sections -of the same city. City schools usually make a be;tter Sb.owing than rural or village schools• and :1m>. this comlection it should be noted that our nonns are chiefly from city sohools.n J\.lthough there· can be no doubt that as a grgup _the whites malte better scores on the Tenn.an Test than do the Indiana., some wo1µ.d not attribute tha difference e.n- tirely to mental ability_. for,part of it may be due to schoolinge TABLE 9 SCORES OF TEST 1-I!-IFORI\tATION-BY DEGREES OF IMDIAN BLOOD G:roup 4/4 3/4 1/2 l/4 High 20 20 20 20 ltledi.an ll.96 12.s 13.5 13.96 Low 1 2 0 .3 Number 169 l.25 144 181. Te.b1e 9 shows the range .and median score of each ., · blood -group on Test l,. Inf'onna.tion,., of the Terman Group -Test.;: Fonn lt• . The possible score on this teat was 20. · Two cases in the 4/iJ:• one 1n the 3/4• one in the 1/2• .am: three 1n · the 1/4 degree Indian blood · group made a score of 20,, . ,- the highest possi.ble scoroo · tfhe lowest scores -made in each gro1;1p were l in the 4/4•. ·2 in the 3/4,.,.0 1n the 1/2• end s in the 1/4 degree . . Ind:t.en ·bloodgroup.: W1th the exception ·of the 1/2 degree of Indian· blood group the low score rises as the degree ·-- ot· Indian-blood decreases. 'lhese figures show that the greater the· degree of Indian blood the lower. the scores tend. to -beo · . mne ··median scores oi' these groups rise slightly as tbe"degree TABLE 10 SCORES OF TEST 2•JIES'l ANSWER-BY DEGREES OF INDIAN BLOOD .Group 4/4 3/4 l/2 1/4 Bigh. 22 .22 22- 22· Median 16.35 16.42 18.5 17.a Low 2 0 0 .. 4 ., · Number 169 125 144 101· Table 10 shows the _range and median scores of each blood group on Test. 2• Best Answer# of the 1.rannan Teat. The highest possible soore is 22. Nineteen cases in the 4/4• fourteen in too 3/4. twenty-nine in the l/26 and forty-seven in the 1/4 degree Indian blood group mo.de.the 1Ji1snest possible scox,,e,, 22,. The J.owest score in the 4/4 degree Indian blood group was 2• _and was made by one case. One case in the 3/4 end one in.the l/2 degree Indian blood group scored o.. The low- est~score in the 1/4 degree Indian blood group \78.B 4; it v,as made by o:ne case• The medians An each group except the l/4 degree Indian . blood group inore.aee as degree of Indian blood decreases. The median of the 1/4 degree Indian blood group falls be- low the median of the 1/2 but is above the medians of the 3/4 and the 4/4 degree Indian blood groups. ,,. These data show that success of students on Test 2 ot the Tennan Test tends slightly to increase .as dee;ree of Ind- ian blood decreases. A However. the tendenoy is not consist- -ant throughout the four blood groups. TABLE 11 SCORES OF TEST 3--WORD lfIEANINO--BY DEGREES OF INDIAM BLOOD Group 4/4 3/4 l/2 l/4 High 30 29 30 30 Median 6.4'7 s.'15 9 10.20 Low 0 0 0 0 Iiumber 169 125 144 181 Te.bl.all. shows the range and median scores of each blood group on Test 31 Word .Meaning., of the Tennen Test •. -54-... ~a .highest possible sco~ is so. One oase in the 4/4. one in the 1/2. and three in the 1/4 degree ·Indian ~loocl group made the highest poas- ~ble _.sqore :a, ro. :The highest s.eore made by any ca.ea in /t.lie 3/4 degree Indie.n blood gro11p ·,7a.s 29; it was made by only :one cas.e•. Th.irty.-,threa .1n the· 4/4:• twenty-four· in the 3/4,. ei&itean _1n the l/2, and twenty-two 1n the 1/4 degree Indian bl•ood group scored o• .Tll.e -median scores show a steady. rise from 6e47 1n .. th.a 4/4 to 10.28 in the 1/4 degree Indian blood group. 'These de.ta shC>w a _tendancy tows.Id more high and .f.'ewer J.p\v .scc,,ros as the degree of ~!an :f?lood decreas• es1 there.fol;'e success on Test 3 .tends _t~increa.se as the - degre~ o.f Indian b1ood: decreases. . A , .TABLE ._, l2 SCORES OF TEST 4--LOGICAL .SELEOTIOli.;:.'.. BY DEGREES OF INDIAN 13LOOD __ Group 4/4 3/4 1/2 1/4 High 20 20 20 19 Med.ian 8098 9.1 11.4 11.s Low 0 0 0 0 ·Number 169 , , 125 144 181 Table l2 shows the range and median scores of each blood group on test 4, Logical. Selection• of the Tel1IJ.8.Il Test. The highest possible score is 20. One ease in the 4/41 · one 1n the ,3/4. one in the> 1/2 degree Indian blood group made the highest possible·soore.-, 20. None n1ade a. score of 20 in the l/4 degree Indian blood group• but four made a. score of l9e One 1n the 4/4, aiX 1n the 3/4, one in the 1/2, and four 1n the 1/4 degree Indian blo~d group scored o. Th.a medians increase from a.98 in the 4/4 to 11.s in the 1/4 degree Indian blood group, showing that there 1s a tendency toward more hi.gb. and fewer· low scores as the de- gree~ of .Indian blood decre}tses. SUcoeaa on Test 4 of the Terman Test increases sligb.t-- ly as the degree of Indian blood decreases. TABLE 13 SCORES OF TEST 5••ARITID!ETIC--BY DEGREES OF INDIAN BLOOD Group 4/4 3/4 l/2 1/4 High 22 18 22 24 ,.. Median 6.17 6.4 6.7 s.s Low 0 0 a 0 Number 169 125 144 181 Table 13 shows the range and median scores of ee.ch blood group on Test 51 Arithmetic, of the Terman Test. The highest possible score is 24. Of all the students teated only one made the high- est possible score, 24; that student was from the l/4 degree Indian blood groupo- Two eases in the 4/4 and- one -56- in the l/2 degree Indian blood group made a high score of 22.. The highest score the the 3/4 degree Indian blood group was 18 and was made by two cases. . fourteen of the 4/4, six of the s/4, eight of the 1/2., , and .fifteen or the 1/4 degree Indian blood group scored o. •, • / !fb.e- medians show a slight ino~ease from 6017 ,.in the 4/4 ·to s.s 1n the 1/4 degree Indian ,blood group. Therefore more high and f'ewer 10\v scores are found 1n the . blood groups as the degree of Indian blood decreases. These data show that success on Test 5 of the Terman Teat increase& as degree of Indian blood decreases.• TABLE 14 SCORES .OF TEST 6•SEHTENCE MEANING-BY DEGREE OF INDIAN BLOOD Group· 4/4 3/4 1/2 1/4 R1gh 19 22 20 24 Median 7.8 ~. 7.95 9o33 10.11 ' Low 0 0 0 0 Number 169 125 144 181 Tabla .. 14 shows the range and median scores or each blood group on ~est s_ Sentence Meaning, of the Tennan Test. The highest possible score is 24._ Only two cases made the highest possible score, 24,. and they were in the 1/4 degree Indian blood group• The next highest score,- 22. was made by one case 1n the: 3/4 degree Indian blood group. Two cases in the i/2 degree Indian blood group ma.de high scores of 20. The highest score, 19• of the 4/4 .degree Indian blood group vras made ,one case. Eight of the 4/41 .four of the 3/4* eight of· the 1/2• . and .two of the 1/4 degre_e Indian blood group scored Oo The median scores show .a steady rise from '7 .a in the• ·ti 4/4 to 10.11 1n the 1/4 degree Indian b1ood group. These figu;rea show that tl1ere is a larger proportion of high and a small.er proportion of low scores as the desree of Indian blood decreases. Sucees.s on Test 6 of the.. Tarman Test increases as the degree of Indian blood decreases• TABLE 15 SCORES OF TEST '7;_•AliALOGIES•-BY DEGREE OF INDIAN BLOOD Group 4/4 3ft 1/2 l/4 H1[91 20 19 20 20 Median 9.975 10.54 12 .. ,. Low s 2 3 3 Nulllber 169 125 144 181 · Table 15 shows the range and median scores of each 1 . . ; blood group on Test 71 Analogies, of the Terman Test. 'lb.ehighest possible score is 200 ...·"Folll' in the 4/4, 9ne in the 1/21 and two in the 1/4 degree Indian blood group made the highest possible sccre., · ~.. . 20. The highest score· of the 3/4 degree Indian blood group was made by five cases. ._,_50_ Six cases 1n the 4/4., one case in the 1/2,. and one case 1n the"l/4 degree Indian blood group made low scores ot .3. one case 1n the 3/4 degree Indian blood group made the low score,, 2 •. The median scores rise steadily with each blood group from9.975 1n the 4/4 to 13o'77 in the l/4 degree Indian b1ood group• showing a larger proportion ot high and amal1• er proportion ot low scores as the degree of Indian blood decreases. Sttccess on Test 7• Analogies, of the Terman Test in• creases as_- degree of Indian blood decreases • .. TABIE 16 SOORES OF TEST 8-l4IXED SEMTEMOES-BY DEGREES OF IlIDIAN BLOOD Oroup - ·4/4 3/4 l/2 - 1/4_ IB U Median s.21 7.7 6.98 Low 0 0 0 0 Humber 169 125 144 l.81 Table 16 shows the range and median scores o£ eaoh blood group on t.eest a•. Mixed Sentences,.. of the Teman· Test. The highest possible score is 1a., one in the 4/4 and three in the J./4 degree Indian blood group made the highest possible score, 18• The next highest score_,, l'? # was mads by two cases in the 1/2 degree Indian blood group. The highest score of the 3/4 degree Indian blood group was 16 and was made by one caseo- •59-. .. 4'Wenty•six in the 4/4, twenty-f1ve in the 3/4., eighteen 1n the .l/2 •. tmd twenty in the ·1/4 degree Indian blood group aeored o. Th.e median scores rise with decrease -0'£. Indi~blood ·from 6.,21 in the 4/4 to 7 •. 7 1n the 1/2 degree Indian blood group. The median ot the 1/4 degree Indian blood group, I?-owever, dropa to 6.98,. which is larger than the mediru.1. of the 3/4 and sma.lle~ than the medi.an of the 1/2 degree Ind• 1s.n blood group. ~ere 1s a slight. but neitller consistent nor depend~ able:,,, tendency £or sucoess on Test 8 of the Terman Test to . increase as degree of Indian blood decreases. TABLE 17 SCORES OF TEST 9••CLASSIFIOATION--.BY DEGREE OF INDIAN BLOOD Group 4/4 3/4 l/2 l/4 High J.8 > i'l 18 18 Median 13.24 13.15 13.68 13.65 Low 5 l. 3 l . Number 169 125 144 181· Table 17 shows the range and median aoo res of ea.oh - blood group on Test 9 1 Olaeelficat1on# of the Tennan Test. The high.eat possible score 1s 180 Three in the 4/4, three 1n the 1/2, and one in the 1/4 degree Indian blood group made the highest possible score, is. The highest .score of the 3/4 degree Indian . blood group., 17•, wa.a made py six cases. No ease 1n the entire group srored O on this ;teat. one caa~ the l./4 and one in_ the 3/4 degree Indian blood . . group ~de the low score of 1. The lowest score of the l/2 degr~e Indian, blood group _was 3 and was made by one case. ·'lhe 19west so..ore of _the 4/4 degree _Im.inn blood group was ··5 and was .made by one case. The -lowest median score on this test is found _;n the ~\/-~ est median Jsco~e . is 13.21.,,:i· : the median of the 4/4 degree Ind- 1an blood ~up. · Theil/~ degree .Indian .blood group ranka next with a~ ·median of 13-065 • . The highest median, 13.68, is found in the 1/2 degree Indian blood gro1J.P• It may be · nott9ed ti1.at the range of the :medians 1a only .53 po1ntss . . I . therefore the dif.ferenoea in medians it.re not reliable. The scores .. o.f 'rest 9 of . tne Tennan Tes_t do not show e.rry 1nf1uenoe of degree of Indian blood upon success in the test. · TABLE 18 SCORES OF TEST 10-NUMBER SERIES-BY DEGREE OF INDIAM BLOOD Group ·4/4 ~/4 -l/2 1/4 High 24 22 24 24 Median 10.3 10.5 12.6 14~07 Low 0 0 0 0 Number 169, l25 l.44 181 Table 18 shows the range and median scores or each r i~ b1ood group on Test 101 : Number Series,. of the Terman Test. The highest possible score is 24. Two cases o~ . the 4/4., one of t_tie l/2$ and four of .. the 1/4 degree Indian- blood group made the highest possible· score#: 24t1 The highest score ,of the s/4 degree Indian b1ood group was 22; it was ma.de by two cases. ·Eleven 0£. the 4/4* nine of the 3/4• four of the l/2_, a..1ld six of the l/4 degree Ip.dian blood group scored o. The median scores rise steadily from 10.3 in the 4/4 to-14.iO?--in the 1/4 degree Indian blpod group., showing that there are more higl.l ~d fewer 1ow scores in ea.ch blood group as the deg;ree of Indien blood decreases. Success pn. Teat 10 of. ~e Terman Test increases as degree' of Indian blood.decreases. TABLE 19 " ?" .MEDIAN SOORES OF SEPARATE TESTS OF TERld.Ai'i TEST BY DEGREE OF INDU\..N BLOOD Group 4/4 3/4. 1/2 l/4 Diff. between 4/4 & 1/4 Test l 11.96 12.a 13~5 13,96 2. ,2 16.35 ,16.42 10.5., 17.8 2.15 ,3 6,47 s.75 A 9~0 10.• 28 · 3.81 4 8.,98 9.1 11.4 11.a 2.a2 - 5· 6.17 604 a.7 · 8.5. 2.1 6 .. "I.a 7.95 9.33 10.11 2.31•··· ,:,c .. Ta 8.eB7.5 10.54 12• 13.77 3.795 6~98 9 l3i24 6.3 ·v.7 1.49 10 10•. § ·, 13~15 13.~8 13.65 -.53 10.s 12.6 14.07 3.77 Table 19 shows the. median score o~ each of 1he ten .. tests of the Te':rman Test and the 5lifterenee bet\veen the l.ov;est -a.rid the highest median score on ea.eh test. All. of the tests with the exception of Tests 2 •. a. and 9 shoyi a rise 1n median ~core with each blood group as the degree -of Indian blood decreases. The greatest differences between 1owest and higl;lestmedians are found 1n Test 3 (Word 14ea.ning).,. Test; 5 (Arithmetic)> and Test 10 (lrum.ber se1"Jies). The di££e:renoes 1n median· scores 1n these three tests are 3.81• . s.a. and- 3.77 respect.ively. · - Test ·9•- CJ.ass1£1oat1on, shows th.e most un1fonn. median scores•. the _dif.t.erence between highest and lowest scores be- ing ~53.,, : ,' In tests 2 •. a,. am 9 it may . be seen that the median scores of the 1/4 degree Indian l!lood group .fall below tho med1an scores of the 1/2 and above the median scores of the 3/4 and 4/4 ·degree In.di~ blood groups. Tests 2 and 8 show a alight tendeno:r for success to in- crease as degree of Indian b1ood decreases. Testa l., 3• 4_, fr, 6.,~ 7, and 10 sho~v a more decided tendency for success to increase as degree of Indian blood decreases. No d1£ference in the success of the four blood groups is shoim in Test 9. B. Gompa:r-ison of Principal Tribes. TABLE 20 SUMr~tARY OF OHROiiOLOGICAL AGES FOR EACH PRINCIPAL TRIBE . Oldest ?ledian Aga Yo1.mgest . No ... Onses Cherokee· 23 yrs. 19 yrs. 14 yrs. 105 ., ·Chippewa 23 n 18 n 15.5 n 62 ciuckasa.vi' 20 n 18 n ·· 13 n 15 n Choctaw 19 ta 14 54 Creek t 22.6 n 19 11 15 30 Sioux ,., 23 u 19 ts 13.5" 52 Ottawa 19 r: 21 Pottawatomie 22 u 18 u 14 r1 16 Sac & Fox 25 t1 1.9 ti 17 Table 20 shows the range and median chronological age of each of the principal trlbaa s tudiedo . It may be seen 't .• from the table that the median chronological age of each tribe is either 18 or 19 years. Ohronologi~al age, there~ fore• could have no measurable ei'i'ect upon .eny differences > . 1 in measures of mental ability .found in studying these tribeso It may b~ seen also.that the Sae & Fox, Pottawatomie, Chi.ckasaw, and Ottawa t:ribes are represented by so few cases that a fair and reliable comparison cannot be made between these tr1.bes and those represented by a large number ot cases. -64- · i.I'ABLE 21 DISTRIBUTION OF OASES lit EACH OF PRINCIPAL TRIBES BY DEGREE OF INDIAN -BLOOD Med. ·oroup - 4/4 3/4 l/2 l/4 Be1ow l/4 Degree Cherokee 23 21 19 39 3 9/16 Chippewa· 4 10 19 28 1 1/2 Chickasaw - l 1 6 7 1/a Choctaw 14 6 l.6 18 1/16 creek 9 9 4 8 3/4 Sioux 11 6 14 20 l 1/2 Ottawa ~o 6 1 4 15/16 Pottawatomie l 7 3 5 ll/16 Sac & Fox 9 3 4 1 15/16 Table 21 shows the distribution by degree of' Indian b1ood and the median degree of Ind.ian bl.ood of each of the principal tribes represented in th1~ study. . . It may be observed ihat the median degree of Indian blood varies 1n a.mount from 1/2 in the Chippewa# Chickaaa~. and Sioux tribes to ._ 15/16 degrees of Indian blood in the Ottawa and the Sac & Fox tribes. The degree -of Indian b1ood of these tribes varies so much that a.rry -data regarding the mental -ability of these tribes a.re only suggestive. -65- TABLE 22 Str.tll4ARY OF !!ENT.AL AGES OF PRIMCIPA.L TRIBES High .. Median. Low Range 216 ,,: .. 16~;~ 138 78 I Chippe'\-78. 210 178 138 72 Chickasaw 192 178 150 42 Choctaw 210 171 120 90 Creek 204 170 132 72 Sioux 210 172 132 78 Ottawa 210 181 150 -60 Pottawatomie 216 1'?7 144 72 Sac & Fox 204 1'11 150 54 ,. .. Tab1e 22 shows the range and median Mental Age of each - of the prinefipal tribeso .. The gre.Ltest range,. 90, is found in the Choctaw tribe, showing that the mental ages of the subjects of this tribe are more variable than the mental ages of the .subjects of any other tr~be 1n this group of tribes. The smallest range found ....is -: 1n the scores o_f the Chick- •· asaw tribe• indicating that the mental ages 4>f that tribe are less variable than the mental ages of any of the other tribes in th.is group. . The hig)lest median mental age# 181., was made by t.i?:e Ott- awa tribe. The, second highest median mental age, 178• was " made_byboth the Ohippewaand the Chickasaw tribes. Third 1n rank is the Pottawatomie tribe with a medien mental. age of 177. -66- ThG lowest median mental age 11 16'7, was made by the Cherokee tr1be. The Choctaw and the Sac· & Fox tribes have the same med- ian mental age• 171. The _Creek tribe is one point below with a median mental. age of 170~ and the Sioux tribe 1s ona point above with am~dianmanto.l. age of l.72. There is a difference of 14 points between the lovrest and the highest median mental ·ages. Because this dif.ference is so small and because several tribes have the same or near- ly the same median mental age. we cannot consider_ the de.ta s1gnif1oa.nt enol:l,gh to draw, final conclusions in ,regard to the mental ages of these tribes., but they indicate that there is no significant difference between the mental abilities of these tribes. , TABLE 23 a '\ SUMAU.RY OF I.Q.'S OF PRINCIPAL TRIBES :High Medim Low Range Cherokee. 115 89 70 45 Oh1ppe-wa 110 94 70 40 Chickasaw 105 94 75 30 ... . . Choctaw 115 00 60 55 creek 105 88 65 40 Sioux 110 92 70 40 Ottawa 110 94 80 30 Pottawatomie 110 93 80 30 Sac ft Fox 105 89 75 30 Table 23 shows the range and median I. Q•• measured by the Tenn.an Test of each of the principal tribes used 1n this atudy. The greatest range., 55• is found 111. the Choctaw ttlbG:, showing that the I. Q•'s of the members of this tribe are more varie.b1e than the I. Qo: 1 s of ttie members of ru:ry other of the principal tribes. The amall~st range,•. 30 • 1s .found .in the Cl'lioltnsaw. Ott- awa» Pottawatomie• and Sac & Fox tribes., showing that the I. Q.ts of these tribes are less var1ablo than the I. Q• ta or the other tribes in this group.• The highest median Ia Q. • 94,, is found 111 the Ohippe\1a, Ohicltaeaw, and Ottawa tribes~ The lowest med.1.an I. Q..,, ee. 1s found in ·the Creek t1--ibeo The range of I. Q. ta is only 6 points--.from 88 .. to 94• This smal.l difference and the faot ihat ;, the. number or. eases representing each tribe and the variability in degree of Ind- ian blood of the repreae~ta.tives of es.ch ·tribe ma.ka it 1m.. possible to draw any definite conclusions regarding the rel-r ative I. Q. ts of these .tribes. we. can say only that so f.ar as these data are conoerned6 there is apparently very little difference in the I. Q• • s of these tribes. '1 .,i..', -68- CHAPTER.IV St.ThllttARY AMD OONOLUS IONS 1• The chronological ages of the 625 Indians teated vary so little that pcyaicilmaturity_ean_have no measur• able effeot . upon the mental abil_1ty of these Indians as .far as the 1nte.rpretat1on of these data is concerned. 2. There is a slight tendency for M.A. to increase . . as degree 0£ Indian blood decreases. 3. There is a tendency for I. Q,. to increase as de- gree of Indian blood decreases. 4. There may be a slight tendency for I. Q. to 1n crease with length of time s1)ent in school, but· the data _of this study are not sufficient to juetify any final con- clusions -in regard to the matter. s. There·is a slight tendency .tor school marks to in- crease as degree of Indian blood decreases. a. Th.ese data do not 1nd1cate a tendency for 1ength of time s~ent in school to affect sehool marks. -G9-. 7. The total scor~a of the Tennan Group Test of Men- tal. Ability .indicate a tendency for scores to increase as degree of Indian blood decree.sea. a. Test 9 of the Tennan Test shows almost no tendency for score to increase as degree of Indian blood decreases. 9. Tests ·3, s, and 10 show a greater rise than do the f • other tests of the Teman Test as the degree of Indian blood decreases. 10. From the data used in this study there is very.. lit- tle indication of difference 1n the·mental ability of the nine principal tribes •. 11. There appears to be a small but positive tendency for mental ability as measured by ttie"Tennan Group Test of Mental Ability to increase as cl.agree of Indian blood de- crea.s~~• 12. White ch1l.dren make higher scores· on the Terman Test than do Indian children of the smne grade. 13. These data show~some difference between mental ability of the Indian and the white races. Goodenough, Hunter, and Somennier have presented data which show that the me.ntal. ability of the white race is superior to that 0£ the Indian race~ and these authorities believe the dif£erenoe to be racial. -70- 14., Frequently, however. we find an Emotional bias one way or another. For example•• Garth attempts to attrib- ute a great deal o:r the diff'erence between races to nurture, or environment•. and Ellis finnl:y believes that environment. cannot account for all the dif.f'erence • . "· 15. If the tests are regarded as measures o.f the ability to see relationships, (g) as Speannan conceives it~ there is no more reason to be emotionally exercised about it than a• bout skin col.or. 16~ It we accept the tests used in this study and those ,I used in the studies reviewed 1n this paper· as measures of general intelligence., it 1s plausible t"o :interpret the data as indicating d1f£erenoes too great to t>e ex.plained by en- vironmental influenceso BIBLIOGRAPHY 1. BACHE, R. m. Reaction Time with Reference to Race. P~ycb.olo,zica~ Review1 .2s47t5-486o 1895. 2. BOAS• FRANZ. ~he Mind ·of Primitive Man. p.29.Macmill- an Co., New York. 19ll. 3. ELLIS Psychology of Individual Differences. D. Apple-- . ton and Oo111pany, New York. 1930. 4. FITZGERALD_, J.. A. end LUDEMAN, W. w. The Intelligence of Indian Children. Journal of Comparative Psyoholosz, 6:317-328. 5. . GARTH, T,. R. A Comparison of the Mental Abilities of Full: and Mised•Blood Indians on a Basis of Education. Psyehologioa1 Rev1ew1 29:.221~236. . . s. GARTH,.--..-r. R. Intelligence of Indians. Science, 56:635-6 December# 1922. 7. GAR'11H1 T. R.. Race Psychology•· McGraw-Hill. Book Co., New York. 1931. · 8. GARTH, T. R. and GARRETT,. J. E. A Comparative Study of the Intelligence.of Indians in the United States Indian Schools and in the·' Pub11c or Common Schools. School and SocieW:, 27:178-184. 1928. 9. GARTH, T. R., assisted by NATHAN SCHUELKE and vVENDELL ABELL The Intelligence of Mixed-Blood Indians. Journal of Applied Psychology., 11:268-275. 1927. 10. GARTH, T. R.~ SERAFINI, T. J.,, and DUTrOlT, DEWEY. The Intelligence of Full Bl.ood Indians. Journal of Applieq, Psychology, 9:382-389. 1925. 11. GAULT, R•. H. Social Psychology. pp.88-121., Henry Holt and Company, Mew York. 1923. 12. GOODENOUGH, FLORENCE L. Racial Differences in the Intell- igence of School Children. Journal of.Experimental Paych- plogy1 9:382-389• 1926. 13. HELMER. VELMA. The American Indian and Menta1 Tests. Master's Tp.esis~ K. u. 1925. l A. ·'" Iit.TNTER, w. s. and SOMERMIER,. E. t The Relation oi' De- -· gree of Indian Blood to Score on the Otis Intelligence Test. Journal ot Comparative Ps1oholo311 2:257-277. 15. MILL.~R, lIERBERT. Races• Nations, ru.'ld .01asses. Oh~ XII• P• 140. ··· J. B. Lipp11;tcott Oo.• • Qhicago• 16. PIMT?iER, R. Intelligence Testing, P•5~ H~nry Holt and O~pany. New.York. ,1~23. · 17,. RIL.EY, R. M., A Study of ttl e J?e r.formai:lce oi: ·$ome Amer-· .. ican Indian 8tu4ents ui Se.lected,Intelligence and Edu- cational Tests. · Master• a Thesis• K. Tl. 1923. ROWE• ·1s., . C~ Five H,undred Forty-.aeven White and Two Hun• ·dred &1.xtr-eight Indian Children Tested by the Binet-· · · Simon Tests. Pedl;tSogica.1 Semina:ri, 21:454-468,. 191!!. · SOMEIThiIER,. EL0l:SE4' Racial. D1.f'ferences 1n General In~ telligence .with Particular Refere,noe to the .American India,..,_.· Master ts Thesis;· K~ U• 1920• · STONE; A; H: Studies in the .American ·naea ProlJlem, Ch. 9 Doubleday Page ··co., Philadelphia. 1908. · · 21~ TERMAN_,L.:. Me~rement of Intelligencei· Houghton Mifflin Company.,_ Boston. 1916. . 22~ THORN];jI~~ B~ L. Eduoa.tio'nai P8ychology'. Teachers• Col• lege. Co~umbia 'University, Ne,v York. 1923 •. Vol. 3: 169• 2Os, 270-.200; 2.os.~224:. . ., 23. W00DWqRTlh R,., s •.. Comparative Psycho1ogy of Ra.ces. Psychological Bulletin, 13:388.,. 1916. , W00D\V0RTH, ·"R• s. Indian Educational Program,,- 1935., School L1fe1 .20:127,_ 1~6, ,l.91,.. Feb. to Ap1~11., 1935. 25. WOODWORTH,. ,R. '"s. Jiac~al .D1ff.erenoes 1n Mental. Traits •. ' .. Science., 31:171-186. lf)lO. c ·. I . , . , . • ' ,, . • 26. TERMAM, L~. . Manual of p~reet~ons, Tennan Group Test of Mental Ability. WOJ?ld .J3ook co., Yonlcers-on-Hudson, New York. ·. 1926. ,; 27. GARTH.,, T. R... ,A Review of Racial Psychology. Psyeho- logical. Bulletin.1 22:343-364. 1925. AP.PENDIX ·· •V4- OOMPLETIE TABLE OF I. Q.. 1S BY DEGREE OF INDIAN BLOOD Group 3/4 1/8 1/4 115 1 2 110 ,3 1 l 9 l.05 9 3 15 22 '100 14 12 20 29 95 ·20 16 1$ 40 90 l.7 21 34 20 85 38 25 24 28 80 ·41. 36 21 19 ?5 17 6 5 11 ···•"- 70 7 5 4 l. 65 ·2 ,, 60 l Number 169 l.25 144 181 .7_5.- COMPLE-TE TABLE OF.l4ENTAL AGES BY DEGREE OF INDIAN BLOOD Group ~.4/4 3/4 1/4 216 2 5 . 210 . l 1 '·2 5 204 7. 2 9 14 198 10 5 10 16 192 6 6 13 16 186 11 7 12 21 180 10 13 1.7 21 174 11 12 l'?· 15 168 19 19 22- ·18 162 23 13 lQ 16 156 Z3 27 1'1 16 150 18 8 9 15 144 8 7 2 2 138 : 5 5 4 132 3 l 126 l 120 1 ?lumber 169 125 144 181 COMPLETE TABLE OF '?OTAL SCORES OM TERMAN TEST BYDIEGREE OF INDIAN BLOOD: . . Gl?OUP .. ·· _ l/2 . l/4 185 2 180 2 ·, 2 175 i 1 1 3 170 l · 1 165 2 1 3 160 3: 1 g '4 155 3 , 5 8 150 6 2 6 5 145 5 · 4 2 ·11 140 ' l. 2 8 ' '1' 135 5 4 -, 6 9 130 3 4 4 11 125 8, 1 6 11 120 8 7 6 ·9 ·116 ,, 2 ' 5 · 11 ' . '7 110 4 4 6 14 105 . 7 ? 10 .6 l.00 3 9 10 . 5 95 7 " 11 9 6 . 90 16 ll. 9 · 85 .. 13 6 l 10 80 6 10 8 12 75 1.0 9 6 6 '70 19 5 6 4 65 9 -9.· 6 3 60 '1 3 9 55 8 .1 3 2 50, 2 5 l ,, 45(:__ , 3: ,:5 3 40 3 3 1 1· 35 l 30 l 25 l , :. Number 169 125 144 181 -'77- COMPLETE TABLE OF GRADES BY DEGREE CF INDIAN BLOOD ·'. Group 4/4 3/4 1/2 l/4 7 0 0 0 0 ,., ,. s.s 2 ' ..., 3 6 .. l l 3 l 4 2 6 5 3 5 '1 11 - .,4.5 6 12 9 20 4 9 12 18 22 21 ll l.O 27 ,: 3 . 37 23 32 34 44 32 28 29 .2 35 16 20 20 7 5 8 5 1 2 3 2 l_ N .167 124 139 ·179 -