3 1822 00160 6938 
 
 I
 
 
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 UNIVERSITY OF CALIFORNIA, SAN DIEGO 
 
 3 1822 00160 6938 
 
 THE UNIVERSITY LIBRARY 
 W^VfRSITY OF CALIFORNIA, SAN 
 LA JOLLA, CALIFORNIA
 
 THE MENTALITY OF THE CRIMINAL WOMAN
 
 1El>itraltnttal j^anrl^ologg fiotiograyl|H 
 
 ti»itel> by (Suy Manttaat Mljtpplr 
 No. 14 
 
 The Mentality of the Criminal Woman 
 
 A Comparative Study of the Criminal Woman, The Working Girl, 
 
 and The Efficient Working Woman in a Series of 
 
 Mental and Physical Tests 
 
 BY 
 
 Jean Weidensall, Ph.D. 
 
 Formerly Director of the Department of Psychology, Laboratory of Social 
 Hygiene, Bedford Hills, New York 
 
 BALTIMORE, U. S. A. 
 
 WARWICK & YORK, Inc. 
 1916
 
 Copyright, 1916, 
 By Warwick & York, Inc.
 
 EDITOR'S PREFACE 
 
 The earlier criminologists, led by Lombroso, developed the idea 
 of a criminal type. The ''born criminal" was supposed to be 
 characterized by a typical and unmistakable physiognomy, and 
 much was said and written of the criminal nose, the criminal ear, 
 and the like. The later developments of criminology showed 
 that Lombroso and his followers had been carried away by the 
 enthusiasm of the pioneer and had fallen victims to the fallacies 
 of hasty generalization. In recent years the analysis of crimi- 
 nality has been directed, and rightly, more definitely upon the 
 mental traits of the criminal ; it has become evident that the mind 
 is more significant than the face, that the composition of motives 
 underlying conduct is more significant than the contour of the 
 mouth, that the presence of feeble-mindedness is more significant 
 than the presence of feeble bodily constitution. It is but natural, 
 then, that the rapid development of mental tests should include 
 their application to criminals of various types with the idea of 
 discovering empirically in what ways their responses to these 
 tests might differ characteristically from the responses of normal, 
 law-abiding citizens. 
 
 In the present monograph Dr. Jean Weidensall publishes the 
 results of an extensive investigation in which the responses of a 
 group of women at the Bedford Hills, New York, Reformatory 
 are compared, step by step, with the responses to the same mental 
 tests previously gathered by Dr. Helen T. WooUey and Mrs. 
 Charlotte R. Fischer in the Bureau of Vocational Guidance con- 
 nected with the public schools in Cincinnati, Ohio. 
 
 The results are of prime importance both to workers with men- 
 tal tests and to practical penologists who seek to individualize 
 punishment in such a manner as to meet the needs of the offender 
 as well as the needs of the offense. G. M. W.
 
 AUTHOR'S PREFACE 
 
 The preface to this monograph can only begin with grateful 
 acknowledgment to Dr. Helen Thompson Woolley, Director 
 of the Bureau of Vocational Guidance of Cincinnati, whose most 
 generous cooperation made possible the use of her tests and data 
 at the Laboratory of Social Hygiene before they had appeared 
 in published form. The extent of our indebtness to Dr. Woolley 
 the pages of the volume itself make explicit, I would also ex- 
 press my appreciation to Charlotte Rust Fischer, for her kind- 
 ness in giving us the method of administering and scoring the 
 Woolley tests. My sincere thanks are extended to Mary Au- 
 gusta Clark for drawing the curves of the third chapter and for 
 the larger part of the numerical work entailed by the tables 
 therein. I wish to make special acknowledgment to my mother, 
 without whose constant aid, in the compilation of tables and in 
 other ways less easy to set down in words, this book could not 
 have been written. Especially am I indebted to Dr. Katharine 
 Bement Davis for the history of the Laboratory, as it follows, 
 from its inception to the present. J. W. 
 
 September, 1916.
 
 INTRODUCTION 
 
 In publishing the first of a series of studies made at the Labora- 
 tory of Social Hygiene, it may not be amiss to present as a 
 preface a brief account of the history and purpose of the Labora- 
 tory. 
 
 The New York State Reformatory for Women at Bedford 
 Hills opened in May, 190L It was established by law to care 
 for women between the ages of sixteen and thirty convicted of 
 felonies, misdemeanors, or petty offenses. These women are 
 sentenced on an indeterminate sentence with a maximum of 
 three years. The law distinctly prescribes that persons com- 
 mitted for felonies shall be first offenders. While no such pro- 
 vision is made for other classes of offenses, the Reformatory was 
 distinctly intended to take care of young women offenders who 
 were of a reformable type and for whom the state could afford to 
 expend the necessary amount for education and industrial train- 
 ing, in the hope of their becoming useful women. 
 
 It very soon became apparent, however, that the problem 
 with which we had to deal was not a simple one. A great vari- 
 ety of types presented themselves. With the imperfect records 
 at the disposition of the various courts, many women were old 
 offenders. It w^as very soon evident that many were incapable 
 of profiting by much book schooling; and on the industrial side 
 could be trained only in the simplest sorts of unskilled operations. 
 The group, however, which was most perplexing was that of 
 young women who in many instances could readily pass through 
 the public school grades but who had no self-control. These 
 young women reacted to stimuli of various sorts in an abnormal 
 manner. Often with good intentions and capable of responding 
 to kind treatment so far as desire went, they lacked any sta- 
 bility or power of continuous effort. This group formed the 
 disciplinary problem not only of the State Reformatory but of 
 every other similar institution. As years went on, as superin- 
 tendent I began to realize that much of the precious three years 
 was being wasted in learning by experience to differentiate 
 among these different types, to classify them, and to determine 
 upon the special training needed in individual cases, so that not 
 enough was left to accomplish anything like a re-education.
 
 X THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Moreover, the three years at our disposal includes the parole 
 period. It follows that the longer a woman is retained in the 
 institution the shorter the time she will have on parole; while it 
 is true that the woman who needs the most training in the insti- 
 tution needs the longest outside supervision, if she is to make 
 good. Much time and thought were given to experimenting 
 and to thinking over this combined problem of time-saving and 
 of adaptation of treatment to need. 
 
 In the summer of 1909, Miss Jane Day, one of the staff of the 
 New York Public Education Association, spent the summer at 
 Bedford Hills. She was given access to a group of eight or ten 
 of the most difficult girls in the institution, who, for the most 
 part, were in constant disciplinary difficulty. Miss Day had 
 come to the Reformatory in the interest of the special classes in 
 the New York Pubhc Schools. She wished to study the results 
 in young women who had not had such training as the special 
 classes attempt to give. She was given free hand in her experi- 
 ments with this special type of young women, and in the con- 
 stant consultations and discussions with her over the problems 
 presented by these selected individuals came a crystallization of 
 much of that over which I had been pondering. One of the im- 
 mediate results was an invitation for the summer of 1910 to Dr. 
 Eleanor Rowland, at that time a psychologist at Mt. Holyoke Col- 
 lege, to spend the summer in making psychological tests as to 
 the mentality of a selected group of young women. Dr. Row- 
 land devoted six weeks to the study of thirty-six girls. The re- 
 sults of this study are printed elsewhere [see the Tenth Annual 
 Report of the New York State Reformatory for Women]. The 
 outcome of the summer's study to my mind indicated the possi- 
 bifity of using psychological tests to determine in a general way 
 the group to which a young woman belonged so far at least as her 
 mentality was concerned. 
 
 In the fall of 1910, application was made to the New York 
 Foundation for a grant sufficient to enable us to employ a trained 
 psychologist on the Reformatory staff. The appropriation was 
 made, and Dr. Weidensall was appointed. The appropriation 
 was continued for two years. At the same time, the Eugenics 
 Record Office at Cold Spring Harbor furnished us with one field 
 worker and the New York School of Philanthropy assigned us 
 one of its scholarship students for the same purpose. Thus the
 
 INTRODUCTION XI 
 
 psychological and the field work were well under way on a tem- 
 porary basis before the establishment of the I^aboratory of Social 
 Hygiene and furnished the nucleus for its more permanent work. 
 
 Meanwhile, in the early spring of 1910, before the visit of Dr. 
 Rowland, a group of gentlemen were entertained at the Reforma- 
 tory by Mr. James Wood, President of the Board of Managers, 
 and myself. This group included Mr. Lawrence Veiller, and 
 others of the Committee on Criminal Courts of the Charity Or- 
 ganization Society, who brought with them seven or eight of the 
 City Magistrates including Chief Magistrate McAdoo. In an 
 after-luncheon conversation, where the subject of discussion was 
 the difficulty which confronts magistrates in determining the 
 disposition of young women who are brought into court and es- 
 pecially into the Night Court, I made the suggestion that I be- 
 lieved the day would come when all cases convicted in the courts 
 would be studied by experts before sentence was passed as a 
 guide to the determination of the proper place of commitment. 
 I was asked by a member of the Committee on Criminal Courts 
 to put the suggestions which I had made into writing. This I 
 did immediately and a pamphlet entitled "A Rational Treat- 
 ment of Women Convicted in the Courts of New York City" 
 was printed for private circulation by that Committee. 
 
 One of these pamphlets reached Mr. John D. Rockefeller, Jr. 
 The previous winter Mr. Rockefeller had been chairman of a 
 Grand Jury which investigated vice conditions in New York Cit3^ 
 The pamphlet interested Mr. Rockefeller suflSciently to cause 
 him to arrange a meeting to discuss the plan proposed. The Lab- 
 oratory of Social Hygiene is the outcome of the discussions with 
 Mr. Rockefeller and others. Mr. Rockefeller had already con- 
 ceived the plan which developed into the Bureau of Social Hy- 
 giene. This Bureau, as is told elsewhere [Introduction to Com- 
 mercialized Prostitution in New York City. Kneeland, Geo. J. 
 The Century Company], was organized primarily to study the 
 whole question of prostitution, its causes, its extent, its control, 
 and possibly its remedies. The Laboratory of Social Hygiene 
 was established as one of the activities of the Bureau. While 
 committed for all offenses from manslaughter down, the women 
 at the State Reformatory with the exception of a very few have 
 led lives of sexual irregularity while a very high per cent, ac- 
 tually have been engaged in a life of prostitution [Chapter VIII,
 
 XU THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Commercialized Prostitution in New York]. Thus a careful 
 study of these women would afford data on causes, individual 
 and general, which lead to prostitution. Moreover, since the 
 Reformatory has jurisdiction over these women for three years, 
 there was opportunity rarely present in clinical studies for the 
 "follow-up" of original diagnoses. 
 
 A plan was worked out with the approval of the State authori- 
 ties, including the Attorney General, the Fiscal Supervisor, and 
 the President of the State Board of Charities, which arranged for 
 an affiliation between the State Reformatory and the Laboratory 
 of Social Hygiene. A tract of land adjoining the New York 
 State Reformatory was purchased by Mr. Rockefeller. On it 
 was erected a building capable of accommodating fifty inmates 
 and a staff of eleven persons. This building, known as Elizabeth 
 Fry Hall, receives every woman committed to the State Reform- 
 atory. Its maintenance is provided by the Board of Managers 
 of the Reformatory and the young women are at all times in the 
 jurisdiction of officers appointed and paid for by the State. A 
 laboratory building was similarly erected and the residence upon 
 the property remodeled for the use of the scientific staff. By 
 the terms of the agreement between the Laboratory of Social 
 Hygiene and the State Reformatory the latter has the use of the 
 Elizabeth Fry Hall and the services of the scientific staff in re- 
 turn for the privilege accorded the former of studying, through 
 the staff of experts which it employs, the women committed to 
 the Reformatory. The agreement was to cover a term of five 
 years and went into effect September 1, 1912. 
 
 Dr. Weidensall was psychologist until October 1914. This 
 volume presents some of the results of her careful and able work. 
 Following Dr. Weidensall's resignation Dr. Mabel R. Fernald 
 was appointed psychologist. The Laboratory, which is now 
 under the direction of Dr. Fernald, maintains three departments 
 at the present time: 
 
 7. Department of Sociology. 
 
 This department is in charge of a trained sociologist. Field 
 workers make a very thorough investigation into the social his- 
 tory of each woman committed, including her heredity, her envir- 
 onment, her industrial and school record, her previous institu- 
 tional record, if any, and in short, of all matters which concern
 
 INTRODUCTION Xlll 
 
 her relation to the various social groups in which she has been 
 placed. 
 
 II. Department of Psychology. 
 
 This department for several years has been making a series 
 of studies as to the mental capacity of the 3'oung women, but 
 perhaps its most important function up to date has been its test- 
 ing of tests. The results will appear as rapidly as is practicable. 
 
 III. Department of Psychiatry. 
 
 The psychopathic work was for a year and a half in charge 
 of Dr. Alberta S. Guibord. Her studies are to be published. 
 
 Feeling the need of more completely controUing the conditions 
 under which the psj'chopathic work was done, a special cottage 
 for the study of psychopathic cases has been built, and from the 
 1st of August, 1916, the psychopathic work is to be directed by 
 Dr. Edith R. Spaulding, formerly of the Massachusetts State 
 Reformatory for Women. In this hospital we plan not only to 
 study scientifically the psychopathic cases but to experiment with 
 methods of treatment. The routine life of the cottage is to be in 
 charge of Dr. Cornelia Shorer. The young women while in this 
 cottage will be in the legal custody of a matron appointed by the 
 State Reformatory for Women, and the maintenance of the pa- 
 tients will also be supplied by the Reformatory; all other ex- 
 penses being met by the Laboratory. All initial physical exami- 
 nations are made at entrance by the resident physician of the 
 Reformatory, Dr. Margaret S. Halleck, in quarters provided for 
 the purpose at Elizabeth Fry Hall. The proper blood tests for 
 both syphilis and gonorrhea were made in cooperation, at first, 
 with the Board of Health of New York City, but lately with the 
 State Board of Health. 
 
 The purposes of the Laboratory have been three-fold: 
 
 First: To work out a methodology which may be appUed in 
 the future in a clearing-house through which all cases, or at 
 least all cases which admit of a doubt, maj^ pass with a view to 
 determining their rational treatment. The working out of this 
 methodology includes a testing of tests. Dr. Weidensall in this 
 monograph presents our first publication of experiments along 
 these lines. At the present time there is very great need of 
 standardizing psychological tests and of evaluating them among 
 the groups of persons working in various parts of the country.
 
 XIV THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Toward this end, also, Dr. Weidensall has more recently given 
 the tests reported in this book, to a group of law-abiding sales- 
 women, factory operatives (cigarette factory and bookbinding), 
 waitresses and hotel chambermaids of New York City. 
 
 Second: It has been also our hope to make a practical use of 
 the results of our studies in determining more early in their career 
 the special needs of each individual committed to the Reforma- 
 tory with a view to classification and treatment. 
 
 Third: The whole study will in the course of time furnish a 
 large body of data as accurate as is obtainable under conditions 
 imposed, which will bear on the causes of prostitution and de- 
 linquency among women, and possibly point a way to, or em- 
 phasize, the need of special social reforms. 
 
 Recognizing that the study of the Bedford group includes only 
 such women as in the judgment of the Courts are proper sub- 
 jects for the Reformatory, the Bureau of Social Hygiene has 
 made it possible beginning August 1st, 1916, to extend the study 
 to include the various groups of delinquent women who are con- 
 victed in the courts of New York City. This study will include 
 a group of consecutive admissions to the Auburn State Prison, 
 to the New York Penitentiary and the Workhouse, to the Mag- 
 dalen Home as representing a private institution which receives 
 delinquent women (possibly individuals in other private insti- 
 tutions will be studied as well), and finally to the group of young 
 women put on probation by our courts. Therefore, this study 
 includes all groups of women who pass through the courts, and 
 will furnish a basis of comparison as to difference in character- 
 istics of the women who make up the several groups. It is 
 hoped that it may throw some light on the problem of a possibly 
 better correlation between the institutions which deal with de- 
 hnquent women. Such a correlation should also include the 
 possibility of commitment to a custodial institution for defective 
 dehnquent women. It is needless to say that it is already pos- 
 sible to commit a person who is manifestly insane to the proper 
 institution. Owing to lack of provision at the present time, 
 this is not true of the feeble-minded delinquent woman, whose 
 proper care presents one of the most serious problems with which 
 we have to deal. 
 
 Katharine Bement Davis. 
 
 New York City. September, 1916.
 
 TABLE OF CONTENTS 
 
 INTRODUCTION 
 
 By Katharine Bement Davis 
 
 CHAPTER I 
 
 Page 
 
 Problem and Selection of Tests 1 
 
 CHAPTER II 
 
 Tests, General Methods, Classification of Groups under Comparison, and 
 
 Original Records 18 
 
 CHAPTER III. Experimental Data and Results 
 
 Section 1. — Height, in Cm. Standing and Sitting 54 
 
 Section 2. — Weight, in Kg 58 
 
 Section 3. — Strength of Grip. Right and Left Hand 61 
 
 Section 4. — Steadiness of Hand 66 
 
 Section 5. — Rapidity of Movement. Tapping Test 70 
 
 Section 6. — Card Sorting 81 
 
 Section 7. — Cancellation Test 87 
 
 Section 8. — 'Memory Span and Per Cent, of Seven, Eight, and Nine 
 
 Nvmibers Recalled 96 
 
 Section 9.— Substitution Test 107 
 
 Section 10. — Completion of Sentences 127 
 
 Section 11. — Association by Opposites 142 
 
 CHAPTER IV. Tests Continued 
 
 Section 1. — -Facility and Character of Handwriting 159 
 
 Section 2. — 'Rapidity and Character of Reading 166 
 
 Section 3. — Directions Tests 173 
 
 Section 4.— Ability to Tell Time 201 
 
 Section 5. — -Tests of the Juvenile Psychopathic Institute of Chicago 
 
 1. Cross Lme Test A and B and the Code 202 
 
 2. Construction Tests A and B 214 
 
 Section 6. — Formation of New Motor Habits. Tracing Star in Mirror. 222 
 
 CHAPTER V 
 
 Social, Industrial and Physical Records 228 
 
 CHAPTER VI 
 
 Summary and Conclusion 250 
 
 Appendix 288
 
 INDEX TO TABLES 
 
 Table Page 
 1. — 'Height, in Cm., Percentiles, Quartile Variation and Limiting Scores 54 
 2. — The Distribution of the Height of 88 Reformatory Subjects with Re- 
 spect to the various Percentile Groups under which they come in 
 Smedley's Tables of Normal Indi\ iduals of Corresponding Ages . . 57 
 3. — Weight, in Kg., Percentiles, Quartile Variation and Limiting Scores 58 
 4. — The Distribution of the Weight of 88 Reformatory Subjects with Re- 
 spect to the Various Percentile Groujjs under which they come in 
 Smedley's Tables of Normal Individuals of Corresponding Ages. . 61 
 5. — Strength of Grip, in Kg. — -Right Hand. Percentiles, Quartile Varia- 
 tion and Limiting Scores 62 
 
 6. — Strength of Grip, in Kg. — Left Hand. Percentiles, Quartile Varia- 
 tion and Limiting Scores 64 
 
 7. — The Distribution of the Strength of Grip of 88 Reformatory Sub- 
 jects with Respect to the 'S'arious Percentile Groups under which 
 they come in Smedley's Tables of Normal Individuals of Corres- 
 ponding Age 65 
 
 8. — Steadiness of the Right Hand. Percentiles, Quartile Variation and 
 
 Limiting Scores 69 
 
 9. — Tapping. Niunber of Taps in 30 Seconds — Right Hand. Percen- 
 tiles, Quartile Variations and Limiting Scores 71 
 
 10. — Tapping. Nmnber of Taps in 60 Seconds — Right Hand. Percen- 
 tiles, Quartile Variations and Limiting Scores 71 
 
 11. — -Tapping. Nmnber of Taps in 30 Seconds — -Left Hand. Percen- 
 tiles, Quartile Variations and Limiting Scores 72 
 
 12. — Tapping. Number of Taps in 60 Seconds— Left Hand. Percen- 
 tiles, Quartile Variations and Limiting Scores 72 
 
 13. — Absolute Differences Between the Percentile Records in Tapping 
 of the Bedford 88, Grade Groups and Below-Grade Group and 
 the Percentiles of the Cincinnati 15-year-old Working Girls 75 
 
 14. — Tapping. Index of Fatigue — Right Hand. Percentiles, Quartile 
 
 Variation and Limiting Scores 78 
 
 15. — Tapping. Index of Fatigue — Left Hand. Percentiles, Quartile 
 
 Variation and Limiting Scores 79 
 
 16. — Index of Card Sorting in Seconds. Percentiles, Quartile Variation 
 
 and Limiting Scores 85 
 
 17. — Cancellation "A" and "M" Test. Accuracy. Percentiles, Quar- 
 tile Variation and Limiting Scores 89 
 
 18.— Cancellation "A" and "M" Test. Index. Percentiles, Quartile 
 
 Variation and Limiting Scores 91 
 
 19.— Nmnber Cancellation. Average Time, Mean Variation and Limits 
 for Cancellation of Nmnber 1 by College Women and Reforma- 
 tory Subjects 95 
 
 20. — Average Time, Mean Variation and Limits in Cancellation of Num- 
 ber 1 for Reformatory Grade Groups 95 
 
 21. — Memory Span. Percentiles, Quartile Variation and Limiting Scores 98 
 
 xvii
 
 XVlll THE MENTALITY OF THE CRIMINAL WOMAN 
 
 22. — Memory for 7-Place Numbers. Percentiles, Quartile Variation and 
 
 Limiting Scores 99 
 
 23. — Memory for 8-Place Nxmibers. Percentiles, Quartile Variation and 
 
 Limiting Scores 100 
 
 24. — Memory for 9-Place Numbers. Percentiles, Quartile Variation and 
 
 Limiting Scores 101 
 
 25. — Differences Between the Per Cent, of Eight and Nine Digits Recalled 
 by the Refoi-matory Subjects as compared with the Per Cent. Re- 
 
 caUed by C.15 107 
 
 26. — Substitution Page 1. Accuracy in Per Cents. Percentiles, Quartile 
 
 Variation and Limiting Scores 118 
 
 27. — Substitution Page 2. Accuracy in Per Cents., Percentiles, Quartile 
 
 Variation and Limiting Scores 119 
 
 28. — Substitution Page 3. Accuracy in Per Cents., Percentiles, Quartile 
 
 Variation and Limiting Scores 120 
 
 29. — Substitution Page 4. Accuracy in Per Cents., Percentiles, Quartile 
 
 Variation and Limiting Scores 121 
 
 30. — Substitution Page 1. Index. Percentiles, Quartile Variation and 
 
 Limiting Scores 122 
 
 31. — Substitution Page 2. Index. Percentiles, Quartile Variation and 
 
 Limiting Scores 123 
 
 32. — Substitution Page 3. Index. Percentiles, Quartile Variation and 
 
 Limiting Scores 124 
 
 33. — Substitution Page 4. Index. Percentiles, Quartile Variation and 
 
 Limiting Scores 125 
 
 34. — 'Differences in Substitution Scores 126 
 
 35. — Woodworth and Wells' Substitution Test. Average, Average Devi- 
 ation and Range in Time-Scores of University Students, and 
 
 Three Cottage Groups of Reformatory Subjects 127 
 
 36. — Sentences. Niunber Correct out of Thirteen. Percentiles, Quartile 
 
 Variation and Limiting Scores 131 
 
 37. — Sentences. Niunber of Ideas. Percentiles, Quartile Variation and 
 
 Limiting Scores 135 
 
 38. — Sentences. Index of Ideas. Percentiles, Quartile Variation and 
 
 Limiting Scores 138 
 
 39. — Sentences. Number with an Association Time of 2 Seconds or Less. 
 
 Percentiles, Quartile Variation and Limiting Scores 140 
 
 40. — Opposites Test. Number of Words which the Experimenter Pro- 
 nounced, Spelled or Wrote 145 
 
 41. — Per Cent, of Failures to Ten Verbal Opposites Among 198 Reforma- 
 tory Subjects 147 
 
 42. — Credits Given to Different Responses in Opposites Test 148 
 
 43. — Association by Opposites. Accm-acy in Per Cents. Percentiles, 
 
 Quartile Variation and Limiting Scores 149 
 
 44. — Rank of 20 Easy Opposites in Order of Difficulty for Bedford 88 and 
 
 College Maids 155 
 
 45. — Niunber and Per Cent, of Wrong Responses to 20 Easy Opposites 
 
 Among the Several Reformatory Groups 156
 
 INDEX TO TABLES XIX 
 
 46.— Distribution of the Binet 200 and the Bedford SS and Sub-Groups 
 
 with Respect to the Ligibihty of their Handwriting as measured 
 
 by the Ayres' Scale. . . 162 
 
 47. — Percentiles of the Hand\\Titing of the Binet 200, the Bedford 88 and 
 
 Sub-Groups and College Maids 162 
 
 48. — The Distribution of the Various Mental Ages of the Binet 200 with 
 
 Respect to the Legibihty of their HandwTiting 163 
 
 49. — Distribution of Bedford 88 and Sub-Groups, and College Maids with 
 
 Respect to the Quahty of their Handwriting as Measured by the 
 
 Thorndike Scale 165 
 
 50. — Distribution of Binet 200, Bedford 88 and Sub-Groups with Respect 
 
 to Time Required to Read Standard Passage 168 
 
 51. — 'Percentiles for Reading of Binet 200, Bedford 88 and Sub-Groups 
 
 and College Maids 169 
 
 52. — Estimated Reading Ability of Bedford 88 and Sub-Groups 172 
 
 53. — The Distribution of the Various Mental Ages of the Binet 200 with 
 
 Respect to Time in Reading 172 
 
 54. — Percentiles in Easy-Directions Test for College Maids. Total 122, 
 
 Bedford 88-60 and Colored Group. Showing Accuracy in Per 
 
 Cent., Time and Index in Seconds 180 
 
 55. — Easy-Directions Test. Average and Distribution of Time Scores in 
 
 Seconds 181 
 
 56. — Rank in Order of Difficulty of the Twenty Easy Directions, and the 
 
 Number and Per Cent, of the Total 122 of the College Maids and 
 
 of the Colored Group who Fail in Each 185 
 
 57. — Easy-Directions Test, Distribution of Time Scores for College Maids, 
 
 Total 122, Lab. Group, Bedford 88-60 and Sub-Groups, and 
 
 Colored Group 188 
 
 58. — Distribution of Index Scores of College Maids, Bedford 88-60 and 
 
 Sub-Groups, and Colored Group in Easy-Directions Test 189 
 
 59. — Distribution of Accuracy Scores for College Maids, Total 122, Lab, 
 
 Group, Bedford 88-60 and Sub-Groups, and for the Colored 
 
 Group in Easy-Directions Test 190 
 
 60. — The Number of Responses to Each of the Hard-Directions which are 
 
 All Wrong and the Number which are only Partly Wrong 200 
 
 61.— Abihty to TeU Time 201 
 
 62.— Number and Per Cent, of Bedford 88-43, Binet 185 and 16 Normal 
 
 College Girls who Solve and who Fail to Solve Cross Line Test A 211 
 63. — Binet Age Correlated with Number of Trials and Time in Seconds 
 
 Required for Solution of Cross Line Test A 211 
 
 64.— Number and Per Cent, of Bedford 88-43, Binet 182, and 17 Normal 
 
 College Girls who Solve and who Fail to Solve Cross Line Test B 212 
 65. — Binet Age Correlated with Number of Trials and Time in Seconds 
 
 Required for Solution of Cross Line Test B 212 
 
 66. — Binet Age Correlated with Number of Trials and Time in Seconds 
 
 Required for Solution of the Code 213 
 
 67. — Construction Test A. Average Number and Average Deviation of 
 
 Additional Moves, Impossible Moves, and Repetition of Impos-
 
 XX THE MENTALITY OF THE CRIMINAL WOMAN 
 
 sible Moves made by Each Quarter of the Bedford 88, Arranged 
 
 in the Order of Time Consumed in Completing the Test 217 
 
 68. — Construction Test B. The Total Number of Additional Moves (In 
 
 eluding Imi)ossible Errors and Repetition of Impossible Errors) 221 
 69. — Percentiles for the Various Groups in Time Consumed in Perform- 
 ing Construction Test B 221 
 
 70. — Tracing Star in Mirror. Percentiles, Averages and Range of Time 
 
 Scores in Seconds, Errors and Precision 223 
 
 71. — Scores in the Star Test for Three Groups of Bedford Refonnatory 
 
 Women 224 
 
 72.— Correlations for 5th Star. Tracing Star in Mirror 227 
 
 73. — 'Age at Leaving School; Alleged Reason for Leavmg; Age when first 
 went to work; Number of Jobs Held diu-ing the First Three Years; 
 Total Number of Weeks of Work Record; Average Wage per 
 Week; Amount of Wage Given to Parent; The Reason for Leav- 
 
 ' ing Each Job 228 
 
 74. — Age at Reception; Offense for which Committed; Previous Criminal 
 
 Institution Records; Previous Non-Criminal Institution Records 228 
 75. — Father's Occupation; Mother's Occupation; Inmate's Age when 
 Father or Mother died; Inmate's Age when Father or Mother 
 
 Remarried; Number of Brothers and Sisters 228 
 
 76. — Nationality; Number of Years in America; Married or Single; Num- 
 ber of Legitimate and Illegitimate Children; Religion 229 
 
 77. — Distribution Among School Grades 230 
 
 78.— Age at which the Bedford 88 and the College Maids Left School. . . 231 
 
 79. — Standard Group. Work Records 237 
 
 80.— Work Record. Bedford 88 238 
 
 81. — Nvmiber Positions Held First Year — Standard Group 239 
 
 82. — Number Industries Entered First Year — -Standard Group 239 
 
 83. — Weekly Wage Earned First Year — Standard Group 240 
 
 84. — Previous Court Histories 243 
 
 85. — Legitimate and Illegitimate Cliildi-en, Pregnancies and Miscarriages 
 
 of One Hundred Cases Studied 243 
 
 86. — Distribution of Offenses for Which Committed 244 
 
 87. — Age of Those Committed for Various Offenses 245 
 
 88. — Blood Tests for Syphihs and Gonori-hoea 247 
 
 89.— The Distribution of Age by Grade 252 
 
 90. — The Distribution of the Height, Standing and Sitting, of the Weight, 
 of the Strength of Grip of the Right and Left Hands of 206 Re- 
 formatorj^ Women with Respect to the Various Percentile Groups 
 imder which they come in Smedley's Tables of Noi-mal Indi- 
 viduals of Corresponding Age 254 
 
 91. — Memory Span — Binet Series 261 
 
 92. — 'Number and Per Cent, of Bedford 88 Whose Scores are At or Above 
 
 the ^'arious Standard Percentiles 270 
 
 93. — Per Cent, of Subject Above C.15 Median in Given Nimiber of the 
 
 Ten Tests 274 
 
 94. — The Number and Per Cent, of the Bedford 88 who are above the 
 
 Standard Median Score in a Specified Number of Tests 277
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 CHAPTER I. 
 Problem and Selection of Tests. 
 
 This investigation is the outgrowth of an earHer one begun 
 in the summer of 1911 under a grant from the New York Founda- 
 tion. In its present form it has been carried on as one of the 
 chief issues of the Laboratory of Social Hygiene. This laboratory 
 w^as established by the Bureau of Social Hygiene in 1912, in affilia- 
 tion with the New York State Reformatory for Women, for the 
 study of the mental, physical and social history and condition 
 of the criminal woman. 
 
 The original experiments were focused upon the possibility 
 of securing a body of mental tests that could be applied after a 
 woman's conviction and preceding her sentence and that would 
 prove prophetic of her reformability. Dr. Katharine Bement 
 Davis was at that time Superintendent of the Reformatory, and 
 the problem grew out of her conviction that women proved 
 guilty of crime might be more wisely sentenced than was possible 
 under existing conditions. Altogether, it seemed that the devise 
 of some method for making an early and reasonably certain 
 estimate of the criminal woman's reformability was as vital an 
 issue as was presenting itself to those who were dealing with her, 
 to the judge who convicts and must sentence, to the Reformatory 
 staff whose task is to fit her in approximately eighteen or twenty 
 months for future law-abiding behavior, to the State taxed to
 
 2 THE MENTALITY OF THE CEIMINAL WOMAN 
 
 make the best and least costly adjustment between her needs and 
 the welfare of society. 
 
 It is inevitable that an institution whose function is the refor- 
 mation of its charges must be more expensively equipped than one 
 whose function is merely to support and protect from themselves 
 a group of feeble-minded or entirely unfit individuals. This 
 being the case, it is short-sighted and uneconomical to sentence 
 to a Reformatory individuals who at best go through but the 
 external form of industrial training, which, though its cost is as 
 large per capita as though they could profit by it, is almost lost 
 upon them so far as their ultimate ability to adapt themselves 
 to social conditions at large is concerned or their capacity to 
 make use of their training. 
 
 Once established, such a basis for diagnosis would supplement 
 and facilitate the work of the court probation officers. It would 
 enable the judge better to deal with these women in terms of 
 their actual ability to be reformed, instead of, as at present, so 
 largely in terms of their crime and of the passing impression 
 different ones of them make upon him as he sits upon the case, 
 often in a crowded session. It would minimize the more obvious 
 and extreme instances of inadvisable sentences of the present 
 system under which a high percentage of insane, feeble-minded 
 and those physically too seriously handicapped to profit by its 
 training are committed to the Reformatory, and usurp the places, 
 meantime, of others more capable of direction and possible refor- 
 mation. It would tend to prevent the sentence to the reforma- 
 tory of those types whose presence makes its discipline unneces- 
 sarily rigid and complicated, who absorb a disproportionate 
 amount of the time and efforts of the teachers, matrons and 
 parole agents and without whom more freedom and opportunity 
 for self-government, more responsibility, could be given to 
 those possessed of sufficient insight to build up a new system of 
 better formed convictions of right and wrong conduct. It must 
 not be imagined that it would lead to the exclusion of all those 
 who are the troublesome ones, the disintegrating members of an 
 institution, for not infrequently it is this type who themselves 
 are most worth the ministrations of the Reformatory, simply 
 because their misconduct is precisely the result of their lack of 
 discipline and self-control. On the other hand, the capacity to
 
 PROBLEM AND SELECTION OF TESTS 3 
 
 absorb training and to attain equilibrium and self-control is 
 indispensable and the tests would be a device for the recognition 
 of this sine qua non for reformatory training. 
 
 The determination of such a body of tests was, of course, an 
 uncertain undertaking. In the first place, applied psychology 
 is in its infancy, except in certain of its educational phases. In 
 the second place, no one seemed altogether sure of what con- 
 stituted reformation, and there seemed to be even less certainty 
 as to what Avould constitute the exact circumstances under which 
 one might be justified in predicting that a woman was reformed 
 in any final sense. Were we to secure tests that might prove 
 her capable of temporary reformation under parole conditions, 
 or must they indicate capacity for more permanent reformation? 
 Here we set for ourselves the following arbitrary standard: if 
 an individual has the capacity to learn a trade, to be industrially 
 self-supporting, and is intelligent and stable enough to adapt 
 herself to ordinary social and industrial conditions, she is worthy 
 the chance of reformation. Whether a body of tests were dis- 
 coverable that would establish the possession of these virtues 
 was in itself problematical. 
 
 There were two ways to go about the possible isolation of the 
 reformable individual. One might first eliminate those who were 
 obviously unfit and then endeavor to draw finer individual dis- 
 tinctions among those who were left as to their varying needs 
 and possibilities of development. From such a point of departure 
 one might accept the popular assumption that the feeble-minded 
 need permanent custodial care, and seek for some method, 
 such as the Binet tests, to eliminate them. Or, one might ap- 
 proach the problem from the other side and begin first to de- 
 termine norms and the range of mental ability displayed by law- 
 abiding women whose schooling, social and industrial oppor- 
 tunities were akin to those of the women we wished to under- 
 stand. In the last analysis, without such norms for the law- 
 abiding woman's mentality, of her earning capacity, of the 
 amount and kind of training she has had, together with some 
 data respecting the character of her home conditions, we should 
 not be in a position to assume with any assurance on the basis 
 of any tests whatsoever how far a given individual who had 
 not been law-abiding varies from, and may be expected to ap- 
 proximate to, normal conditions and prove reformable.
 
 4 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 varies from, and may be expected to approximate to, normal 
 conditions and prove reformable. 
 
 With the first grant from the New York Foundation, in so 
 far as we knew, there was but one year in which to prove that 
 such a group of tests was not an impossibihty. The issue was 
 important and the time too brief to consume it in untried tests. 
 If there were any reasonably good ones that had already b6en 
 used and had to some extent proved successful, it behooved us 
 to incorporate them. Our one conviction was that to be most 
 useful as a means of practical diagnosis the tests ought to in- 
 volve a minimum of apparatus, time and laboratory technique. 
 
 Unfortunately, at that time almost nothing had been published 
 with respect to the mentality of the criminal woman or the 
 normal working woman, and more especially'' with respect to 
 mental tests as applied to either of them. Only the Binet tests 
 were available and they were in a preliminary stage of standard- 
 ization and had not been very extensively applied to the crim- 
 inal woman. It did not seem likely that as they stood they would 
 prove useful for purposes of close individual diagnosis for mature 
 women, yet it was impossible to overlook them, because so much 
 was being claimed for their reliability for the isolation of the fee- 
 ble-minded. None of the more recent criticism had then been 
 published and there was much in the method to make it seem 
 worth while to test its value for our purposes with a representa- 
 tive series of women. If the Binet tests proved successful only 
 as a means for isolating the feeble-minded from those who were 
 more intelligent, something definite at least could be attained 
 within the year. Accordingly we applied these tests to two 
 hundred successive commitments, as they came to the Reforma- 
 tory from the courts. The result of this investigation will be 
 published elsewhere. Suffice it to say that only one subject 
 succeeded in proving herself as old as twelve years by these 
 tests. It follows that, unmodified, they were inadequate for 
 our purpose, for all of the inmates of the State Reformatory are 
 not less than twelve years old mentally. Among those who failed 
 to pass all the Binet tests was one who was an expert stenographer 
 and another who had been a successful teacher in the Brooklyn 
 public schools for a number of years. Too, not a few were
 
 PROBLEM AND SELECTION OF TESTS 6 
 
 sure to prove reformable, i. e., become law-abiding for a period 
 of years at least, unless the practical experience of the Insti- 
 tution was not to be relied upon. We realized that part of the 
 difficulty inherent in these tests was due to the scarcity of those 
 beyond the ten year group; chance failures in the eleven and 
 twelve year tests could not be compensated for by possible suc- 
 cess in others of equal difficulty had they been available. The 
 thirteen and fifteen-year-old tests were confessedly only ten- 
 tative. Besides this they proved to be of distinctly unequal 
 difficulty and quite unsafe for purposes of diagnosis. The 
 scale at the younger ages was better. The chief difficulty was 
 one that has since been pointed out by Stern and others — the 
 scale was not finely enough graded to isolate significant indi- 
 vidual differences. There was no device to do more than dis- 
 cover that an individual was, or was not nine years old mentally. 
 To determine that she was an energetic, quick-minded nine- 
 year-old, capable of further development under fairer conditions, 
 or that she was a dull, slow, clumsy individual of nine mental 
 years who had already reached about the limit of her capacity 
 to develop, was for the most part outside the range of these 
 tests. It was not at all improbable that the Binet tests could 
 be modified to meet such conditions as ours. It seemed to the 
 writer, however, as the result of a number of preliminary tests 
 in reaction time, rate of learning, mental alertness, etc., which 
 had been given at the same time, that more useful and quicker re- 
 sults were likely to be reached along other lines of investigation. 
 The Laboratory of Social Hj^giene had meantime been estab- 
 lished, which assured the continuance of research for a period 
 of five years. Under these circumstances it seemed idle to 
 proceed further with any set of tests until norms for the law- 
 abiding woman had been established. To have secured these 
 standards for ourselves would have necessitated an immense 
 amount of time and experimentation. It would undoubtedly 
 have delayed the real issue by a number of years. However, 
 we had chosen a series of tests and had succeeded in testing 
 with them a small group of expert college maids, when, to our 
 good fortune, matters were greatly expedited by the discovery 
 that the norms and the data we so much needed were being in
 
 6 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 large part formulated by the Bureau of Vocational Guidance. 
 This Bureau is connected with the Working Certificate Office in 
 the Child Labor Division of the public schools in Cincinnati 
 and is under the direction of Dr. Helen Thompson Woolley. 
 They have furnished a timely and useful series of standardized 
 tests. 
 
 The application of these tests to the Reformatory women 
 constitutes the major portion of this monograph. 
 
 The norms furnished us by the Vocational Guidance Bureau, 
 in so far as they are already available, are for groups younger 
 than ours. This is really an advantage, in that they furnish 
 standards for fourteen- and fifteen-year-old working girls — 
 standards that are quantitatively graded to give both gross and 
 minute individual differences of ability and thus make it possible 
 to determine with exactness the per cent, of our charges that 
 are no older mentally than the fourteen- or fifteen-year-old 
 girl. Inasmuch as Dr. Woolley 's subjects at the age of fifteen, 
 after a year of work, tested higher in almost every respect than 
 they had at fourteen years of age, and inasmuch as the better 
 ones of our women tested very little better and sometimes less well 
 than the fifteen-year-old group in all the mental tests save one, 
 it proved really fortunate that the standard group was not older. 
 We have, however, given certain ones of these tests to a group 
 of eighteen college maids, who have had successful working 
 records and who represent the better type of servant of the same 
 age as the women who constitute the Reformatory group. Work 
 and school records and home conditions were secured for this 
 group also. There has not been time to test a larger number; 
 this will be done later, but it seems inadvisable to withhold from 
 publication such data as we now have at hand. 
 
 To quote from Dr. Woolley, the Bureau of Vocational Guidance 
 has for its ultimate object "the comprehensive study of the 
 problem of child labor with a view to furnishing scientific demon- 
 stration of the effect of child labor on children who enter indus- 
 try early. To make the study complete, it seemed necessary 
 to include the following phases: the educational history of the 
 children investigated; their physical development on going to 
 work and from year to year afterwards; their mental develop-
 
 PROBLEM AND SELECTION OF TESTS 7 
 
 ment on going to work and from year to year afterwards; the 
 industrial history of each individual; the home environment of 
 each individual; the general industrial conditions in children's 
 occupations. Facts along all these lines have been recorded 
 on a series of six schedule cards." The children tested were a 
 group of eight hundred of the boys and girls who came to the 
 Working Certificate Office first during the year 1911-1912 to 
 secure working papers. The law required that they be at least 
 fourteen years of age and that they should have completed at 
 least the 5B grade. Three-quarters of all who so presented 
 themselves were fourteen years old and of these as many were 
 tested as the laboratory force could handle. They were tested 
 as they came in serial order whenever a member of the staff was 
 free to examine another of them. The eight hundred tested 
 were distributed fairly evenly with respect to the grade they 
 were leaving, about one-quarter having finished the fifth, sixth, 
 seventh, and eighth grades, respectively. The original scheme 
 made provision that each of these children should be followed 
 for a series of five years of industrial history. To date they have 
 been re-tested with the mental and physical tests for each of 
 three succeeding j^ears, and, that the changes in their mental 
 and physical measurements — their improvement, lack of devel- 
 ment, or deterioration, as the case might be, together with in- 
 creasing or decreasing efficiency, might be evaluated, a control 
 group of children of the same age, in the same grades, who did 
 not leave school, have likewise been tested and retested each 
 year. 
 
 The group of mental and physical tests selected by Dr. Wool- 
 ley is a fortunate one for our purpose. In the first place they 
 are thoroughly representative; better still, they were so selected 
 that they may be given in an hour's time a distinct advantage 
 if they are to be used in a clearing house. The medical and home 
 conditions of the children have been recorded and are to be 
 tabulated with respect to norms and significant group differences. 
 Most important of all, perhaps, is the fact that the working 
 records, the number and kind of jobs held each year, the wages 
 and the increase in wages, the reasons for leaving each time a 
 job was abandoned, the disposal of wages, the reason for the
 
 8 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 girl's going to work, have been tabulated and interpreted for the 
 first years of working history. The data for the control group 
 — the children who are still in school — have not been tabulated 
 as yet. Most of the first two year's testing for the working 
 children is shortly to appear^ as one of the Monograph Supple- 
 ments to the Psychological Review. 
 
 For comparison in this study we have used only the records 
 of the working girls, those of the boys have been disregarded. 
 
 The women committed to the Reformatory belong almost 
 without exception to the industrial class: they are factory opera- 
 tives or domestic servants for the most part. Most of them left 
 school at fourteen or very nearly fourteen years of age ''to go to 
 work." Thirty-nine per cent, of them had not gone further in 
 school than through the 5A grade; sixty-one per cent, had com- 
 pleted the fifth, sixth, seventh or eighth grades, and so at the 
 beginning of their industrial career were presumably at about 
 the same stage of mental and physical development as the work- 
 ing children examined by the Bureau of Vocational Guidance. 
 
 A parallel investigation of these two groups, — the working 
 girl during her first five years of working history, and the type 
 of working girl who on the average within six years after leaving 
 school has become an inmate of a State Prison, ought to prove 
 valuable. Whatever correlation may be proved to exist between 
 the grade completed, the home and physical condition, the 
 amount of motor skill and mental ability of those girls who 
 prove most reliable and successful with respect to their working 
 history and those who prove unstable and unsuccessful, may 
 thus be finally determined and standardized. The Bureau of 
 Vocational Guidance has put its records and tables at our service. 
 For the reader's convenience we have printed Dr. Woolley's 
 account of the method and the critique of her tests practically 
 in full in the following pages as ''Standard Method.'^ We have 
 given these tests with such modifications as are indicated in the 
 descriptions of them to one hundred commitments as they came 
 
 ^Since this was ■written, the study to which reference is made throughout 
 the present monograph has been published. See Helen Thompson Woolley 
 and Charlotte Rust Fischer, Mental and Phj-sical Measurements of Work- 
 ing Children. Psych. Mon. 18: 1914, No. 77. Pp. 247.
 
 PROBLEM AND SELECTION OF TESTS 9 
 
 to US consecutively, omitting only the colored women and the 
 few who were discharged on writ or were too ill at the time of 
 entrance to be given the tests. 
 
 To repeat, the advantages of using the norms of the Vocational 
 Bureau as a basis for comparison are that they represent the 
 record of the working girl at the beginning and during the first 
 years of her industrial life, that the mental tests at fourteen and 
 fifteen years seem to correlate fairly well with school grade, a 
 familiar and available standard, that the same group in the near 
 future will be checked with respect to mental records, home con- 
 ditions, physical equipment, working record, wage earnings and 
 law-abiding record for a period of five years, furnishing norms 
 from fourteen through eighteen years of age; finally, that, if 
 at the end of all or any of these years' investigation there proves 
 to be a correlation between certain norms in the tests and given 
 degrees of industrial efficiency or with law-abiding or non-social 
 history, there will be furnished standards in terms of tests which 
 can be carried through in so short a time as to make them entirely 
 practical of administration in a clearing house. 
 
 The chief merit of these tests, beyond the fact that they estab- 
 lish norms for the fourteen- and fifteen-year-old girl in a fair 
 range of tests and thus supplement the Binet tests at a crucial 
 point, lies in the method of scoring. The tests and methods 
 are such as to admit of the measurement of small individual dif- 
 ferences and to furnish a sliding scale representing the varying 
 degrees of mental capacity or motor skill characteristic of the 
 groups in question. As Dr. Woolley points out, for young chil- 
 dren, who tend to differ more or less radically from year to year 
 and who on the average cannot do a given task at one age and 
 can a year later, the Binet method of treating a response as 
 either right or wrong is feasible. For adults, on the other hand, 
 and probably for children as young as eleven and twelve, indi- 
 vidual differences, unless the subject is mentally no older than 
 nine or ten years, are rather those of degrees of accuracy of per- 
 formance and rate of accomplishment than of absolute ability 
 or failure to do a test. A definite range of efficiency can be 
 established for each year beyond eleven at which there is improve- 
 ment, and the age at which improvement stops will mark the
 
 10 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 range of ability characteristic of the adult in any test in question. 
 With definite percentile records characteristic of the median, 75th 
 and 25th percentile records of any group, it is possible to deter- 
 mine whether a given individual on examination is average, above 
 or below average, in the best or poorest quarter, or outside the 
 range of the standard group. If the reference group includes 
 the entire gamut of individual scores, the subject's exact numer- 
 ical position may even be determined; that is, it may be deter- 
 mined whether he is 10th or 50th or 61st, etc. It is for this 
 reason that the total list of our subjects' scores have been included 
 in this manuscript. They constitute a scale representative of an 
 average and typical hundred criminal women who have been 
 sentenced to a Reformatory. The complete list of the Maids' 
 records is also given. Other tests than the ones herein used 
 should be standardized in the same way with normal subjects 
 and their relative usefulness thus determined. 
 
 At the present writing, the Vocational Guidance Bureau ha 
 established norms for the fourteen-and fifteen-year-old groups 
 only in the mental and physical tests and working records. From 
 duplicate record cards we have isolated those of the fourteen and 
 fifteen-year-old working girls who have passed only the fifth and 
 sixth grades, and who are thus, other things being equal, retarded 
 when judged in terms of their school standing. For this group of 
 retarded working children, which constitutes about fifty per cent, 
 of the total number of children leaving the schools to go to work, 
 we have computed norms. From a chart loaned to us by Dr. 
 Woolley, which tabulated the total number of jobs, the number 
 and kind held by each girl, the length of time each job was held, 
 and the wages received in each for the first year of working 
 history, we have made two tables indicating the differences in 
 industrial opportunity and record for these who had completed 
 the fifth and those who had completed the eighth grade respect- 
 ively, i. e., the poorest group and the best group of individuals as 
 rated by the schools and by the tests. From record cards we have 
 quoted a number of descriptive accounts which indicate the 
 differences in home conditions of these two groups — the fifth 
 and the eighth grades. The comparison is an interesting one 
 and suggestive of the significance of such data.
 
 PROBLEM AND SELECTION OF TESTS 11 
 
 With respect to school records where the actual record was 
 not obtainable, it was possible by cross-examination of the subject 
 to be reasonably certain how long each had remained in school 
 and what grade she had completed. A majority of them had 
 fairly definite ideas with respect to their reasons for leaving 
 school. They seldom liked it. They are greatly exercised for 
 fear they may have to go to school in the Institution, and we 
 find, in terms of those records which we have verified, that they 
 tend to set too low the grade they were last in at school, in order, 
 presumably, to impress us with the futility of putting them in 
 school again. 
 
 It was difficult to secure accurate data with respect to the 
 work records of the women under our care. The women know 
 that parole rests in large part upon their ability to work. This 
 leads them to exaggerate. Furthermore, they have held so many 
 of their jobs for so short a time and have taken their industrial 
 experiences with so little seriousness that they are literally 
 unable to tell us the facts. Here, as perhaps nowhere else, one 
 realizes how little meaning time has for most of these women. 
 They worked "until they were married," — and how long ago 
 was that? "About three years" — it may have been two or four. 
 "I began to work after my baby (illegitimate) was born." When 
 was that? "Well, let me see; I am twenty-one; the baby was 
 born when I was seventeen, no when I was sixteen, and that 
 makes the baby four years old now, and so I must have been 
 working about four years." Or "I held that job a long time." 
 How long? "Three or four months." Or "I was there six 
 months or a year — I don't know." The inquirer is baffled both 
 by their heedlessness and by their inventions. One can quiz 
 them incidentally about the type of work they did in the shop 
 they mention and assume that, if they can describe the process 
 with some degree of detail, they really worked there. If the 
 number of years they report having worked makes them older 
 or younger than they are, we can suggest that we begin over 
 again and find out what the trouble is, but they will simply 
 claim that they may not have worked quite so long as they 
 thought in certain of the jobs, though in which ones they cannot 
 say. Their attitude toward work has been one of indifference
 
 12 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 and their accounts of it are yet more so. The only points they 
 report with any promptness and certainty are their reasons for 
 leaving their jobs. Where we have been able to verify the 
 reasons for leaving, we have found that many times when they 
 report having left because they were "tired of the job," they were 
 really "dismissed" by the employer. But when one comes to 
 inquire more closely into the reasons for the dismissal, their 
 own reason is as true to the facts as the employer's, for the occa- 
 sion for dismissal often reduces to carelessness or staying out 
 late or impudence or some bit of irresponsibility which might 
 well be the result of weariness with the place or at least of an 
 entire lack of seriousness with regard to possible dismissal. 
 
 It is impossible to verify all of these records. Those women 
 who are over twentj^ often have not worked for a number of 
 years or have worked so interruptedly that it would be useless 
 to try to find their various employers. Their occupations 
 have been in factories and stores where a long succession of 
 employees have come and gone, unregistered and completely 
 forgotten by the employers. It is only by following a group 
 such as the Cincinnati working children during its first years of 
 work and contrasting the work records of those who do, and those 
 who do not become law breakers that we can hope to discover 
 with any degree of exactness the sort of industrial and economic 
 experiences peculiar, if such there be, to the criminal woman. 
 We have tabulated the records which we have obtained, but 
 claim for them no great measure of accuracy with respect to 
 the actual number of weeks worked, or number of jobs held. 
 Their chief significance lies in the dfficulty of obtaining them at 
 all and in the attitude of the subject toward work that is indicated 
 by the reasons she offers for leaving the jobs. Into the account 
 of these reasons we have incorporated enough of the subject's 
 story to indicate clearly how different even at the ages of fourteen 
 and fifteen many of their records are from those of the standard 
 group. 
 
 That portion of our records which is herein published is 
 limited largely to the data corresponding to that which the Vo- 
 cational Guidance Bureau has found it possible to tabulate thus 
 far. Without their standards our further results have so much
 
 PKOBLEM AND SELECTION OF TESTS 13 
 
 less value that we feel it best to withhold them for the most 
 part until such time as the standards are available. 
 
 For the standard group there are norms for the total groups 
 of the fourteen- and fifteen-year-old girls for each of the following 
 tests : 
 
 1. Height. 
 
 2. Weight. 
 
 3. Strength of Grip, Right and Left Hand. 
 
 4. Rapidity of Movement and Indexes of Fatigue. 
 
 5. Steadiness of Hand. 
 
 6. Card Sorting. 
 
 7. Cancellation of the Letter "a." 
 
 8. Memory Span and the Per Cent, of Seven, Eight, and 
 
 Nine Digits Remembered. 
 
 9. Substitution. 
 
 10. Completion of Sentences. 
 
 11. Association by Opposites. 
 
 There are also separate curves for the various school grades. 
 Of these we have for the most part reproduced only the extreme 
 grades, the fifth and eighth. In Card Sorting and Opposites, 
 we have tabulated all the grades separately, as typical of the 
 correlations that hold between grade completed and score in 
 test for our group throughout them all as for the standard. 
 There are separate standard curves for those who have had more 
 than half of their schooling in parochial or in pubHc schools. 
 This distinction we have not made, partly because the total 
 number of women tested was not large, but chiefly because only 
 a very small proportion of the total number of Catholic girls 
 have been trained in Catholic schools. ^ 
 
 With but few exceptions all the women herein tested are still 
 in the Institution. Until they have been paroled and discharged 
 at the expiration of their sentence, it will be possible only to 
 surmise the relation between even temporary reformability 
 and those who test best or poorest by any one, or any combina- 
 tion of these tests. In the last analysis, for practical purposes 
 
 ^This must not be taken to mean that the per cent, of the total number of 
 those so educated who are convicted of crime and sentenced to a reformatory, 
 is relatively less than of those not so trained.
 
 14 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 within the Institution at least, the final test of a test of reforma- 
 bility is that it isolates some one quality or quantity of response 
 in a given record or series of records that is characteristic in a 
 high percentage of cases to those who keep their parole. On the 
 other hand, to apply success on parole as a final measure of 
 these tests is somewhat unfair since the limitations of the appro- 
 priation to our state institutions make possible only a few of 
 the most simple and most important types of training. It is a 
 serious limitation, for example, to have but one teacher for cook- 
 ing and waitress classes in an institution where the daily popula- 
 tion is approximately five hundred, of whom a large majority, 
 when placed out on parole, must be placed as housemaids. 
 These women, like ourselves, are much more likely to become 
 dissatisfied in a place where they are not trained to do the work. 
 Nearly ten per cent, require and merit more specialized training 
 than the institution has facility for giving. Another difficulty 
 with parole conditions as a measure of the tests is that of finding 
 the right job for each individual. If we are to judge her re- 
 formability by her conduct on parole, she should, of course, be 
 placed where she will be fairly well treated, where she is able to 
 do the work, where she will not be too lonely, where she will be 
 in a neighborhood that will not subject her to more than ordinary 
 temptations. Until the last year there has been only one, and 
 there are now but two parole officers to conduct all newly paroled 
 girls to their positions, to bring all the dissatisfied ones back, to 
 settle all the disputes between mistress and maid, to visit every 
 girl on parole once a month. Most of the Jewish women are 
 paroled under supervision of a worker provided by the Jewish 
 Council of Women of New York City, who visits the New York 
 Reformatory weekly to give religious instruction and to become 
 acquainted with the women; some of the girls who have been con- 
 nected with the Episcopal Church are cared for by the Church 
 Mission of Help of New York City, but the Reformatory is ulti- 
 mately responsible for all of them and inevitably there is too little 
 supervision to let the present condition of parole play any very 
 final part in estimating the value of any set of tests. That with 
 careful analysis of the conditions of parole for each of them, the 
 parole records can be helpful is undoubted, and two years from
 
 PROBLEM AND SELECTION OF TESTS 15 
 
 now when these women have been discharged and when Dr. 
 Woolley has completed her five years of industrial records, a 
 supplement should be published to this report making final cor- 
 relations and interpretations. 
 
 The resident physician of the Reformatory was too pressed 
 with routine work to do much more than was absolutely essential 
 for institution purposes in the way of physical examinations. 
 Fortunately, during the summer of 1913, Dr. A. S. Guibord joined 
 our staff and gave a thorough physical examination to as many 
 of this series of one hundred women as she was able to see during 
 the three months of her residence. From her record cards we 
 have made the chart which appears in the following pages. To 
 this chart we have added the report of the Bureau of Contagious 
 Diseases of the Department of Health of New York City with 
 respect to blood tests for gonorrhoea and syphilis among these 
 subjects, carried on in the laboratories of New York City.^ The 
 physical examinations and histories taken in the Vocational 
 Guidance Bureau were of necessity slight and they have not as 
 yet been tabulated. 
 
 Of the one hundred women tested, only eighty-eight are used 
 in the following percentile tables and curves. The twelve 
 omitted w^ere foreign women who had so much less facility in 
 English than in their own language that, even though some of 
 their records were relatively high, they were appreciably lower 
 than they would have been, had we been able to give the tests 
 in Polish, Yiddish, Russian, etc. These omissions tend to 
 eliminate more of the less intelligent and less schooled ones, so 
 that the final tables and curves are a little better, rather than a 
 little worse than would have been the case could we have tested 
 the women in their own language and included the whole hundred. 
 Had we included them with their linguistic handicaps, the records 
 would have been certainly worse and it seemed to be better to err 
 in the direction of a slight overestimation than to underestimate 
 the group. Moreover, the group tested in Cincinnati was even 
 further limited to comprise only native born white children. 
 
 'The method pursued in the analysis is described in the chapter devoted 
 to the personal histories of prostitutes in the vohime pubhsiied by the Bureau 
 of Social Hygiene on "Commerciahzed Prostitution in New York City."
 
 16 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 The women herein reported upon were admitted between 
 the first of January and the end of October, 1913. The Annual 
 Report of the year Oct. 1, 1912, to Sept. 30, 1913, included all 
 but the last half-dozen of them. During the year two hundred 
 and eight in all were committed to Bedford, so that our one 
 hundred cases represent almost fifty per cent, of the admissions. 
 That the one hundred tested were fairly representative of the 
 whole group may be seen from the following tables. 
 
 
 Place of Birth 
 
 
 Total 208 
 
 Total 100 
 
 Bedford 88 
 
 12 Omitted 
 
 
 No. Per cent. 
 
 No. Percent. 
 
 No. Per cent. 
 
 No. Per cent. 
 
 Born in U. S.... 
 Foreign Born. . . 
 
 156 75.0 
 52 25.0 
 
 72 72.0 
 28 28.0 
 
 72 81.8 
 16 18.2 
 
 0.0 
 12 100.0 
 
 
 Religious Affiliations 
 
 
 Total 208 
 
 Total 100 
 
 Bedford 88 
 
 12 Omitted 
 
 
 No. Per cent. 
 
 No. Per cent. 
 
 No. Per cent. 
 
 No. Per cent. 
 
 Jewish 
 
 25 12.3 
 87 41.8 
 96 45.7 
 
 12 12.0 
 36 36.0 
 52 52.0 
 
 8 9.1 
 
 38 43.1 
 42 47.7 
 
 4 32,. Z 
 
 Protestant 
 
 Catholic 
 
 2 16.7 
 6 50.0 
 
 Dr. Davis has shown elsewhere that a comparison of these 
 figures with the percentages of Jews, Protestants and Catholics 
 in the total population of New York City can be indicated only 
 roughly, for there is no data, so far as we know, with respect to 
 the city that is inclusive of the entire population. The United 
 States Census Bureau in 1906, apparently the latest authoritative 
 study, leaves 43.4 per cent, of the population without church 
 connections. In the World's Almanac for 1913 one finds a 
 statement to the effect that there are 905,000 Jews (racially, not 
 merely rehgiously) in New York, i. e., about 19 per cent, of the 
 total population. The Census for 1906 indicates that 33.38 
 per cent, are Catholics and 8.8 per cent. Protestant. Among
 
 PROBLEM AND SELECTION OF TESTS 
 
 17 
 
 the remaining 38 per cent, there are probably more whose original 
 affiliations are Protestant than Catholic. There are more and 
 larger private Catholic institutions, the House of the Good 
 Shepherd, for instance, to which the Catholic girls may be com- 
 mitted, and accordingly the number of Protestant girls received 
 at. Bedford is high. Dr. Davis states that personally she believes 
 that "if we had the necessary data, we should find that, as in the 
 case of the Jewish women, the Protestants and the Catholics 
 would contribute in about their proportion to the community at 
 large to the whole group of prostitutes." 
 
 
 Age 
 
 
 Average Age of Total 208 
 
 Average Age of Bedford 88 
 
 21 years, 9.5 months 
 
 21 years, 5 months 
 
 
 Number Married 
 
 
 
 Total 208 
 
 Total 100 
 
 Bedford 88 
 
 
 No. Per cent. 
 
 No. Per cent. 
 
 No. Per cent. 
 
 Married 
 
 69 33.1 
 139 66.9 
 
 32 32.0 
 68 68.0 
 
 29 32 9 
 
 Single 
 
 59 67 00 
 
 
 
 The sections immediately following are concerned with the 
 procedure and the results of the mental and physical tests. 
 If the reader, before considering the reactions to the mental 
 tests, desires to know more of the type of offense committed, 
 the number of previous arrests, of the general social, industrial 
 and personal history of the women concerned, a brief sketch of 
 the data available on these points may be found in Chapter V.
 
 CHAPTER II. 
 
 Tests, General Methods, Classification of Groups Under 
 Comparison, and Original Records. 
 
 As the immediate purpose of this investigation was the de- 
 termination of the manner in which a representative group of 
 criminal women compare in physical development and mentality 
 with the working girl of fourteen and fifteen years, it was essen- 
 tial that we should duplicate as exactly as possible the methods 
 of testing and evaluating results that were in use with the stand- 
 ard group. We have presented the tests in the same order and 
 have divided them into the same groups of physical and mental 
 tests as did the investigators of the Vocational Guidance Bureau, 
 so that any one wishing to make further comparison of our 
 results with their published records may meet with the minimum 
 of difficulty in so doing. 
 
 In giving the directions to our subjects there has been through- 
 out one divergence from the standard; we have spoken much 
 more slowly and with greater emphasis than was necessary in 
 the case of the Cincinnati group. This was partly the uncon- 
 scious result of association with the defective type, but chiefly 
 a conscious effort to err in the direction of giving these women, 
 if possible, as clear an idea of what they were expected to do in 
 each test as the subjects in the standard group were sure to have. 
 With her own subjects Dr. Woolley's aim was to make the direc- 
 tions so clear and unequivocal that failure in any test should be 
 due to genuine lack of ability in the particular sort of performance 
 involved, not to failure to understand the directions. The need 
 for whatever additional emphasis we gave will become clear as 
 the account of the tests proceeds. 
 
 Testing this type of woman steadily for three years with many 
 varieties of test has brought the conviction that the essential 
 thing which lies at the basis of their variation from the normal is 
 a slowness to understand what is required of them that is quite 
 disproportionate to their absolute ability ultimately to comprehend 
 and accomplish the task in question. The moment the limits of 
 
 18
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 19 
 
 what one of these women has laboriously learned are exceeded, 
 whether it be in a matter of motor habit or of mental control, 
 it is as though she had suddenly become dull of hearing or had 
 lost al) clearness of vision. This characteristic exists in varying 
 degrees from the extreme instance of one whose dullness is so 
 impenetrable that no device can make her understand even 
 fundamental tasks and ideas, to one who is even above the nor- 
 mal understanding. The analogy of the sensory condition in 
 which the summation of stimuli will in the end bring a clear 
 consciousness of the specific bit of experience is a close one. 
 Their minds are, as it were, always at a greater distance from the 
 object than is the normal mind; if not too far, repetition and 
 emphasis will finally, and often suddenly, bring recognition of 
 the issue. So, we felt it best to speak emphatically and to 
 endeavor at all costs, short of actually helping them with the 
 content of the test itself, to insure a normal degree of under- 
 standing. In spite of this intention and of our acquaintance 
 with the type, they were not always made to understand what 
 was wanted, as will be pointed out. 
 
 To estimate the value of the tests for use in a clearing house 
 it was necessary to apply them as immediately following the 
 subject's conviction as we could. According to the rules of the 
 Institution, each newly admitted inmate must be kept in isolation 
 from the others for a period of two weeks after her reception 
 The women were tested during this quarantine period. In addi- 
 tion, the advantage of testing at this time was threefold. It 
 avoided communication with others who had already been 
 tested — a very real advantage; it obtained a record of initial 
 performance, so that retesting immediately preceding parole 
 would permit the determination of how much and in what ways 
 each had improved by the disciphne and training of the Reforma- 
 tory; most important of all, perhaps, after three or four days of 
 confinement, the women were so lonesome that it was a great 
 boon to be taken to the laboratory, which was some distance 
 away. If, during the test, a subject's interest flagged or her 
 attention wandered, it was only necessary to say, ''Are you tired? 
 Shall I take you back?" or " If you will do this test as quickly and 
 as well as you can, I will bring you back this afternoon and let
 
 20 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 you try some others." During quarantine there is little to medi- 
 tate on save the wish to be free. When they are told that, if they 
 do well in these tests, it will help them to an early parole, they are 
 vitally interested in doing their best. Communication with older 
 residents, who are apt to be suspicious or supercilious with respect 
 to "being tested," was thus ruled out and our subjects came to the 
 laboratory unprejudiced. With one exception we had their co- 
 operation and friendliness throughout. 
 
 The tests were all given by the author. The laboratory room 
 was quiet and pleasant. Frequently the first remark the sub- 
 ject made was: "Isn't this a pretty place!" During the prog- 
 ress of the test no one save the experimenter and the subject 
 was in the room. The tests were given uniformly in the same 
 order. If there was any suspicion that a woman was not well 
 or was temporarily not in a good humor, she was not taken to 
 the laboratory until a later day when she was in as fair a state 
 of well-being mentally and physically as might be expected of 
 her during these first two weeks. There were some few women 
 who were suffering from drug habits which could not be counter- 
 acted in the brief time of quarantine. These were tested on the 
 last day of the quarantine period. 
 
 The attention and co-operation of the subject were firmly 
 estabhshed before each test was given. No records had to 
 be discarded because of defective method or interruption. The 
 poorest quarter of our group, therefore, represents real subjective 
 limitations. This is not so true for the poorer quarter of the 
 Cincinnati records, for the tests were given under conditions such 
 that it was impossible to avoid occasional mishaps and interrup- 
 tions. We mention this fact only because it emphasizes that 
 the advantage is all with our group, so that if they fall below 
 the standard series, they do so with everything in their favor. 
 It was essential to secure ideal conditions of testing, since under 
 the standard method the subjects were not to be tested twice 
 with any of the tests. With less care, it would have been neces- 
 sary to test many more women. A larger number of subjects 
 would of course be an advantage in any case, but where the need 
 was so great to secure working results as quickly as possible, it 
 was necessary to stop with one hundred.
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 21 
 
 The standard tests which were given are: 
 Physical Tests. 
 
 1. Height. 
 
 2. Weight. 
 
 3. Strength of Grip. 
 
 4. Steadiness of Hand. 
 
 5. Rapidity of Movement and Indexes of Fatigue. 
 Mental Tests. 
 
 6. Card Sorting. 
 
 7. Cancellation of the Letter a. 
 
 8. Memory Span and the Per Cent, of Seven, Eight and 
 
 Nine Numbers Remembered. 
 
 9. Substitution. 
 
 10. Completion of Sentences. 
 
 11. Association by Opposites. 
 
 There were four standard tests in the Cincinnati fifteen-year-old 
 series which we did not give, — Visual Acuity, Auditory Acuity, 
 Vital Capacity, and the Puzzle-Box Test. 
 
 Besides the Cincinnati tests, the series already in use in our 
 own laboratory was given to this special group of 100 inmates. 
 In this way we were able to compare them with other, and larger, 
 groups of Bedford women. Of these tests there are included in 
 this monograph: 
 
 1. Woodworth and Wells' Cancellation of Numbers. 
 
 2. Binet's Memory for Number Series. 
 
 3. Facility and Character of Handwriting Checked in Terms of 
 Ayers' and Thorndike's Measuring Scales and Correlated with 
 Binet Age. 
 
 4. (a) Rate and Character of Reading, Correlated with Binet 
 Age. 
 
 (b) Number of Ideas Recalled. 
 
 5. (a) Woodworth and Wells' Standard Directions Tests, 
 Easy and Hard. 
 
 (b) Two New Verbal Directions Tests. 
 
 6. Abihty to Tell Time, Correlated with Binet Age. 
 
 7. Healy-Fernald Tests (a) Cross Line A. and B. and the Code, 
 Correlated with Binet Age, (b) Construction A. and B.^ 
 
 8. Formation of New Motor Habits, Mirror Drawing Test 
 as Described by Whipple." 
 
 ^The Vocational Guidance Bureau gave this test also, but their puzzle 
 was cut to have one piece fewer than the Healy form, and results are not 
 comparable. 
 
 = Gtjy Montkose Whipple: Manual of Mental and Physical Tests, Warwick 
 & York, 1910, p. 343.
 
 22 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Tables and curves sum up the differences and likenesses that 
 appear as a result (1) of the comparison of the Bedford group as a 
 whole with the working children of the Vocational Guidance 
 Bureau, (2) of the comparison of those among the Reformatory 
 subjects who had left school from grades as high as those attained 
 by the Cincinnati girls and (3) the comparison of those who had 
 not reached grades as high as the standard group. In our total 
 group there were 88 ; among the Cincinnati working children the 
 numbers varied slightly from test to test, and the numbers re- 
 tested at fifteen after a year of working record were of necessity 
 less than the total number tested at fourteen when the children 
 came for their working papers. There were from 330 to 317 in 
 the total number tested at Cincinnati at fourteen and from 281 
 to 278 of these were retested at fifteen. Upon these numbers the 
 percentiles for the working children have been based. The 
 maximal number in the various grade groups of the working 
 girls in any test was, at fourteen: 
 
 69 in the fifth grade, 
 102 in the sixth grade, 
 98 in the seventh grade, 
 61 in the eighth grade. 
 
 At fifteen: 
 
 60 in the fifth grade, 
 90 in the sixth grade, 
 86 in the seventh grade, 
 49 in the eighth grade. 
 
 In each test a few records of the working children had to be 
 discarded because of an error in giving the test or in recording 
 the score or from some unavoidable circumstance. There were 
 as many as thirteen omitted from an occasional test, but seldom 
 more than four or five. The exact number omitted in any test 
 may be obtained by consulting the published records of the 
 Bureau of Vocational Guidance. The exact variations were too 
 small to be of moment here. The curves of the total number of 
 working girls at fourteen and fifteen years of age are those of 
 the public-school girls only. Dr. Woolley has tabulated separ- 
 ately the public and Catholic-school girls, and since so few of our
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 23 
 
 subjects were educated in the Catholic schools, the public school 
 curve is probably the fairer for comparison. The maximal num- 
 ber in these groups was 172 public-school girls tested at fourteen 
 and 145 retested at fifteen. 
 
 For each of the standard tests which follows, there is a table 
 which gives the 25th, median and 75th percentile scores for: 
 
 (1) The total group of 88 Bedford women, referred to as the 
 
 Bedford 88. 
 
 (2) The total group of Cincinnati children retested at the age 
 
 of fifteen years, referred to as C. 15, 
 
 (3) The total group of Cincinnati children as first tested at 
 fourteen years, referred to as C. 14, 
 
 (4) Those of the Cincinnati group who may be regarded as 
 retarded, i. e., who have not succeeded in passing beyond 
 the 7A grade at fourteen years of age, referred to as C. 
 Ret. 14 and C. Ret. 15 according as one refers to the first or 
 second testing of this group, 
 
 (5) The thirty-four of the Bedford 88 who have had less 
 schooling than the completion of the 5B grade, i. e., less 
 than even the retarded group of working children, re- 
 ferred to as the Below-Grade Group, 
 
 (6) The fifty-four of the Bedford 88 who have succeeded in 
 
 passing at least the 5B grade, referred to as the Grade 
 Group, 
 
 (7) The nine of the Bedford 88 who have passed the 5B or 
 
 6A grades, referred to as B. V, 
 
 (8) The sixteen of the Bedford 88 who have passed the 6B 
 or 7A grades, referred to as B. VI, 
 
 (9) The sixteen of the Bedford 88 who have passed the 7B 
 
 or 8 A grades, referred to as B. VII, 
 
 (10) The thirteen of the Bedford 88 who have passed the 8B 
 
 or some higher grade, referred to as 5. VIII, 
 
 (11) The eighteen efficient College Maids. 
 
 The percentiles for the retarded group we have compiled from 
 dupHcate record cards of the fifth- and sixth-grade groups sent 
 to us by Dr. WooUey, The medians and percentiles for these 
 two groups and for the various Bedford groups were obtained 
 by counting the individual record cards and securing the literal 
 median, 25th and 75th percentile records. The percentiles for 
 the C. 14 and C. 15 were sent to us by the Vocational Guidance 
 Bureau. The method for obtaining them was based upon an
 
 24 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 estimated position in a group, not on a count of individual 
 records. For the larger groups of the Cincinnati children, this 
 method would vary but slightly from the actual median and 
 quartal record.* 
 
 For each test or phase of a test there are three sets of curves, 
 which have been differentiated by the following plan: 
 
 A. Bedford 88 — 
 
 15-year-old Working Girls (C. 15) 
 
 B. Bedford Grade Group 
 
 Bedford Below Grade Group ~* < ^ ^ - 
 
 15-year-old Working Girls (C. 15) 
 
 14-year-old Working Girls (C. 14) 
 
 C. (a) Eighth Grades 
 
 Bedford VIII 
 
 C. 15 VIII -^ 
 
 C. 14 VIII 
 
 (b) Fifth Grades 
 
 Bedford V 
 
 C. 15 V ■ — 
 
 C. 14 V 
 
 Throughout, the curves are so arranged that the values on 
 the abscissas read in the same direction with respect to degree 
 of achievement in the different tests. The better the record, 
 the nearer it is to the meeting of the ordinates, i. e., the nearer 
 to the left. This means that curves of time scores and indexes 
 follow the approved method of the lowest numerical score at the 
 left. In cases of per cent, of accuracy, however, the higher 
 numerical scores are at the left. The percentiles, too, quite 
 without respect for the numerical magnitude of the actual scores 
 themselves, have been arbitrarily arranged so that the 2oth 
 percentile always refers to that record which is one fourth of the 
 subjects from the best record. The 75th percentile is the record 
 which is one fourth of the distance from that lowest in achieve- 
 
 ' It is a method, however, which sometimes, as in Memory Span, gives 
 rise to a figure which is unhke anj' actual record and demands some accepted 
 method for comparative use. In Memory Span, for instance, shall an estim- 
 ated 7.5 numbers recalled be counted as 7 or 8 numbers in a test where there 
 is no actual score of 7.5?
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 25 
 
 ment, from the poorest record. This was done because when one 
 bases the order on numerical value of the scores, the 25th per- 
 centile in time measurements marks off the superior fourth of 
 the women, while in measurements of per cent, of accuracy, it 
 marks off the inferior fourth. It seemed less confusing to have 
 the poor record always at the same end of the curve and the 
 25th percentile always refer to the same relative position in 
 excellency of performance. 
 
 The percentages of the Grade Group were obtained by adding 
 together the per cents, of each grade, taken separately, and find- 
 ing their average. This was the method used in computing the 
 per cents, of the total number of the working children and we 
 have employed the same method to make our results comparable. 
 In both instances it was done because the number of individuals 
 differed in the different grades. 
 
 The correlations to be found in the text have been obtained 
 
 SD- 
 
 uniformly by the formula p=l — — ^^ . An identical interme- 
 
 n (n^— 1) 
 6 
 diate rank was given to all individuals having the same score. 
 The value of r was inferred from the value of p in terms of the 
 table given on page 168 of Thorndike's "Mental and Social 
 Measurements;" 1913 Edition. 
 
 Original Records 
 
 The following are the original, individual scores from which 
 the tables and curves have been made, arranged in the order of 
 their merit, with the score indicative of the greatest excellence 
 at the top. When there were a number of individuals with an 
 identical score, the scores have been arbitrarily arranged in the 
 numerical order of the subjects' institution numbers. The 
 smallest number, i. e., the earliest commitment, was given first 
 place.^ 
 
 '' The earliest commitment to whom these tests were given had an institution 
 number of 1702. The numbers given in this study are the last one or two 
 places of the whole number. For instance, from the whole number 1702, 
 170 was dropped and 2 was the number given. No. 1706 is 6, No. 1710 is 10, 
 etc. Because a few white girls were too ill to be tested while in quarantine
 
 26 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 The accuracy scores are readily understood. The index scores 
 are in every case the estimated time, in seconds, that it would 
 take each to perform the task accurately. This index was ob- 
 tained by dividing the time by the accuracy and multiplying the 
 result by 100. 
 
 The break between each ten records has no other significance 
 than to make it easier to consult them for purposes of comparison. 
 
 and because the colored girls were consistently omitted, it was necessary to 
 run beyond No. 1802 to complete a series of one hundred white girls for testing. 
 There were in all twenty-seven omissions, so that the series ends with No. 
 1829. Those whose numbers are in the eighteen hundreds are numbered as 
 follows: No. 1800 is 100, No. 1802 is 102, etc. The whole series began with 2 
 (No. 1702) and ended with 129 (No. 1829).
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 27 
 
 Standing Height, in Cm. 
 
 ubject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 83 
 
 173.5 
 
 23 
 
 159.5 
 
 70 
 
 155.0 
 
 55 
 
 150.2 
 
 52 
 
 173.0 
 
 112 
 
 159.3 
 
 26 
 
 154.6 
 
 33 
 
 150.0 
 
 125 
 
 170.2 
 
 117 
 
 159.3 
 
 129 
 
 154.5 
 
 56 
 
 149.8 
 
 9 
 
 169.5 
 
 22 
 
 159.0 
 
 8 
 
 154.0 
 
 127 
 
 149.8 
 
 12 
 
 169.2 
 
 104 
 
 158.7 
 
 57 
 
 153.5 
 
 84 
 
 149.7 
 
 5 
 
 166.8 
 
 
 
 34 
 
 153.2 
 
 
 
 39 
 
 166.8 
 
 65 
 
 158.6 
 
 108 
 
 153.2 
 
 7 
 
 149.0 
 
 2 
 
 166.0 
 
 100 
 
 158.5 
 
 124 
 
 153.2 
 
 128 
 
 148.9 
 
 66 
 
 166.0 
 
 72 
 
 158.4 
 
 42 
 
 153.0 
 
 73 
 
 148.0 
 
 71 
 
 165.5 
 
 95 
 
 158.4 
 
 64 
 
 153.0 
 
 94 
 
 145.6 
 
 
 
 114 
 
 158.4 
 
 
 
 24 
 
 144.0 
 
 25 
 
 165.4 
 
 123 
 
 157.8 
 
 92 
 
 153.0 
 
 103 
 
 141.8 
 
 3 
 
 165.3 
 
 97 
 
 157.5 
 
 20 
 
 152.5 
 
 109 
 
 140.5 
 
 30 
 
 165.2 
 
 122 
 
 157.5 
 
 36 
 
 152.4 
 
 44 
 
 138.4 
 
 31 
 
 165.0 
 
 .111 
 
 157.4 
 
 67 
 
 152.4 
 
 
 
 85 
 
 164.5 
 
 51 
 
 157.0 
 
 76 
 
 152.4 
 
 
 
 10 
 
 164.0 
 
 
 
 82 
 
 152.3 
 
 
 
 69 
 
 163.0 
 
 81 
 
 157.0 
 
 102 
 
 152.3 
 
 
 
 115 
 
 162.3 
 
 53 
 
 156.5 
 
 16 
 
 152.0 
 
 
 
 90 
 
 162.0 
 
 74 
 
 156.5 
 
 35 
 
 152.0 
 
 
 
 32 
 
 161.5 
 
 28 
 40 
 
 156.2 
 156.0 
 
 101 
 
 152.0 
 
 
 
 38 
 
 160.6 
 
 63 
 
 156.0 
 
 14 
 
 151.6 
 
 
 
 87 
 
 160.6 
 
 13 
 
 155.6 
 
 18 
 
 151.5 
 
 
 
 93 
 
 160.2 
 
 21 
 
 155.5 
 
 116 
 
 151.5 
 
 
 
 78 
 
 160.1 
 
 45 
 
 155.5 
 
 106 
 
 151.4 
 
 
 
 89 
 
 159.8 
 
 29 
 
 155.0 
 Weight, t 
 
 91 
 nKg. 
 
 151.2 
 
 
 
 ubject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 52 
 
 101.60 
 
 34 
 
 62.95 
 
 101 
 
 57.65 
 
 69 
 
 51.00 
 
 30 
 
 79.20 
 
 87 
 
 62.25 
 
 13 
 
 57.50 
 
 24 
 
 49.50 
 
 9 
 
 78.55 
 
 82 
 
 61.95 
 
 100 
 
 57.35 
 
 28 
 
 48.50 
 
 91 
 
 78.50 
 
 64 
 
 61.85 
 
 127 
 
 56.75 
 
 8 
 
 48.30 
 
 39 
 
 76.50 
 
 12 
 
 61.55 
 
 56 
 
 56.45 
 
 20 
 
 47.75 
 
 5 
 
 75.45 
 
 
 
 45 
 
 56.40 
 
 
 
 33 
 
 71.75 
 
 104 
 
 61.15 
 
 63 
 
 56.10 
 
 16 
 
 47.70 
 
 112 
 
 71.70 
 
 117 
 
 61.00 
 
 92 
 
 56.00 
 
 114 
 
 47.50 
 
 85 
 
 71.00 
 
 83 
 
 60.75 
 
 51 
 
 55.50 
 
 73 
 
 46.00 
 
 128 
 
 70.55 
 
 31 
 
 60.55 
 
 89 
 
 55.25 
 
 90 
 
 46.00 
 
 
 
 124 
 
 60.50 
 
 
 
 67 
 
 45.00 
 
 71 
 
 69.95 
 
 32 
 
 60.50 
 
 57 
 
 54.55 
 
 84 
 
 44.00 
 
 2 
 
 69.20 
 
 108 
 
 60.50 
 
 94 
 
 54.40 
 
 21 
 
 43.65 
 
 65 
 
 69.15 
 
 115 
 
 59.90 
 
 106 
 
 53.70 
 
 44 
 
 42.50 
 
 76 
 
 69.00 
 
 29 
 
 59.80 
 
 74 
 
 53.60 
 
 
 
 125 
 
 68.75 
 
 40 
 
 59.50 
 
 129 
 
 53.60 
 
 
 
 -81 
 
 66.75 
 
 
 
 18 
 
 53.55 
 
 
 
 36 
 
 66.20 
 
 102 
 
 59.05 
 
 7 
 
 53.00 
 
 
 
 35 
 
 65.50 
 
 53 
 
 59.00 
 
 55 
 
 52.90 
 
 
 
 3 
 
 65.45 
 
 97 
 
 59.00 
 
 122 
 
 52.75 
 
 
 
 111 
 
 65.20 
 
 10 
 70 
 
 58.80 
 
 58.75 
 
 78 
 
 52.75 
 
 
 
 23 
 
 64.20 
 
 123 
 
 58.45 
 
 38 
 
 52.55 
 
 
 
 66 
 
 63.75 
 
 103 
 
 58.25 
 
 93 
 
 52.50 
 
 
 
 95 
 
 63.75 
 
 25 
 
 58.00 
 
 109 
 
 51.75 
 
 
 
 22 
 
 63.50 
 
 72 
 
 57.85 
 
 26 
 
 51.65 
 
 
 
 116 
 
 63.00 
 
 42 
 
 57.75 
 
 14 
 
 51.30 
 

 
 28 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Strength of Grip, Right Hand, in Kg. 
 
 Subject 
 
 J Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 30 
 
 41.0 
 
 13 
 
 30.5 
 
 91 
 
 27.0 
 
 85 
 
 22.0 
 
 12 
 
 39.5 
 
 29 
 
 30.5 
 
 122 
 
 27.0 
 
 93 
 
 22.0 
 
 125 
 
 39.0 
 
 97 
 
 30.5 
 
 123 
 
 27.0 
 
 2 
 
 21.5 
 
 10 
 
 36.0 
 
 64 
 
 30.0 
 
 70 
 
 26.5 
 
 24 
 
 21.0 
 
 9 
 
 35.5 
 
 124 
 
 30.0 
 
 78 
 
 26.5 
 
 94 
 
 21.0 
 
 31 
 
 35.5 
 
 
 
 92 
 
 26.5 
 
 
 
 52 
 
 35.5 
 
 21 
 
 29.5 
 
 114 
 
 26.5 
 
 127. 
 
 21.0 
 
 5 
 
 35.0 
 
 67 
 
 29.5 
 
 117 
 
 26.5 
 
 103 
 
 20.5 
 
 18 
 
 35.0 
 
 71 
 
 29.5 
 
 129 
 
 26.5 
 
 74 
 
 19.5 
 
 34 
 
 35.0 
 
 81 
 
 29.5 
 
 22 
 
 26.0 
 
 95 
 
 18.5 
 
 
 
 87 
 
 29.5 
 
 
 
 63 
 
 18.0 
 
 101 
 
 34.0 
 
 112 
 
 29.5 
 
 66 
 
 26.0 
 
 65 
 
 17.0 
 
 108 
 
 34.0 
 
 116 
 
 29.5 
 
 69 
 
 26.0 
 
 53 
 
 15.0 
 
 16 
 
 33.5 
 
 7 
 
 29.0 
 
 20 
 
 25.5 
 
 73 
 
 9.5 
 
 32 
 
 33.5 
 
 35 
 
 29.0 
 
 40 
 
 25.5 
 
 
 
 45 
 
 33.0 
 
 39 
 
 29.0 
 
 100 
 
 25.5 
 
 
 
 104 
 
 33.0 
 
 
 
 42 
 
 25.0 
 
 
 
 89 
 
 32.5 
 
 106 
 
 29.0 
 
 102 
 
 25.0 
 
 
 
 36 
 
 32.0 
 
 28 
 
 28.5 
 
 115 
 
 25.0 
 
 
 
 38 
 
 32.0 
 
 57 
 
 28.5 
 
 128 
 
 25.0 
 
 
 
 76 
 
 32.0 
 
 3 
 8 
 
 28.0 
 28.0 
 
 33 
 
 24.5 
 
 
 
 84 
 
 32.0 
 
 14 
 
 28.0 
 
 56 
 
 24.0 
 
 
 
 51 
 
 31.5 
 
 25 
 
 27.5 
 
 109 
 
 24.0 
 
 
 
 82 
 
 31.0 
 
 23 
 
 27.0 
 
 55 
 
 23.5 
 
 
 
 83 
 
 31.0 
 
 72 
 
 27.0 
 
 26 
 
 22.0 
 
 
 
 111 
 
 31.0 
 
 90 
 
 27.0 
 
 44 
 
 22.0 
 
 
 
 
 
 Strength of Grip, 
 
 Left Hand, 
 
 in Kg. 
 
 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 30 
 
 43.0 
 
 71 
 
 27.0 
 
 66 
 
 24.0 
 
 103 
 
 21.0 
 
 9 
 
 36.0 
 
 76 
 
 27.0 
 
 129 
 
 24.0 
 
 115 
 
 21.0 
 
 89 
 
 34.5 
 
 106 
 
 27.0 
 
 25 
 
 23.5 
 
 128 
 
 21.0 
 
 108 
 
 33.0 
 
 111 
 
 27.0 
 
 42 
 
 23.5 
 
 26 
 
 20.5 
 
 5 
 
 32.0 
 
 116 
 
 27.0 
 
 95 
 
 23.5 
 
 63 
 
 20.5 
 
 31 
 
 32.0 
 
 
 
 97 
 
 23.0 
 
 
 
 12 
 
 31.0 
 
 13 
 
 26.5 
 
 24 
 
 22.5 
 
 94 
 
 20.0 
 
 18 
 
 31.0 
 
 28 
 
 26.5 
 
 57 
 
 22.5 
 
 44 
 
 19.0 
 
 51 
 
 31.0 
 
 67 
 
 26.5 
 
 70 
 
 22.5 
 
 65 
 
 19.0 
 
 101 
 
 31.0 
 
 92 
 
 26.5 
 
 104 
 
 22.5 
 
 69 
 
 18.5 
 
 
 
 72 
 
 26.0 
 
 
 
 55 
 
 17.5 
 
 82 
 
 30.5 
 
 84 
 
 26.0 
 
 33 
 
 22.0 
 
 53 
 
 17.0 
 
 10 
 
 30.0 
 
 112 
 
 26.0 
 
 74 
 
 22.0 
 
 22 
 
 14.0 
 
 36 
 
 30.0 
 
 29 
 
 25.6 
 
 78 
 
 22.0 
 
 73 
 
 10.0 
 
 32 
 
 29.5 
 
 3 
 
 25.0 
 
 85 
 
 22.0 
 
 
 
 8 
 
 29.0 
 
 16 
 
 25.0 
 
 90 
 
 22.0 
 
 
 
 52 
 
 29.0 
 
 
 
 91 
 
 22.0 
 
 
 
 87 
 
 29.0 
 
 56 
 
 25.0 
 
 100 
 
 22.0 
 
 
 
 14 
 
 28.5 
 
 109 
 
 25.0 
 
 127 
 
 22.0 
 
 
 
 34 
 
 28.5 
 
 117 
 
 25.0 
 
 20 
 
 21.5 
 
 
 
 38 
 
 28.5 
 
 123 
 
 7 
 
 25.0 
 24.5 
 
 93 
 
 21.5 
 
 
 
 83 
 
 28.5 
 
 21 
 
 24.5 
 
 114 
 
 21.5 
 
 
 
 64 
 
 28.0 
 
 35 
 
 24.5 
 
 122 
 
 21.5 
 
 
 
 124 
 
 28.0 
 
 40 
 
 24.5 
 
 2 
 
 21.0 
 
 
 
 125 
 
 28.0 
 
 102 
 
 24.5 
 
 23 
 
 21.0 
 
 
 
 39 
 
 27.0 
 
 45 
 
 24.0 
 
 81 
 
 21.0 
 

 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 29 
 
 Steadiness of the Hand — Right 
 
 Sub- Con- 
 
 ject Hole tacts 
 
 14 
 106 
 12 
 21 
 85 
 34 
 35 
 91 
 111 
 72 
 
 31 
 
 64 
 
 100 
 
 129 
 
 8 
 
 13 
 
 20 
 
 115 
 
 24 
 
 39 
 
 82 
 53 
 32 
 44 
 23 
 
 4 
 
 12 
 
 5 
 
 7 
 
 8 
 
 10 
 
 10 
 
 12 
 
 2 
 
 6 
 
 7 
 7 
 7 
 7 
 
 9 
 9 
 
 9 
 10 
 11 
 11 
 12 
 
 Sub- Con- 
 
 ject Hole tacts 
 
 36 
 56 
 84 
 45 
 76 
 
 116 
 
 87 
 
 101 
 
 117 
 
 7 
 
 89 
 
 16 
 
 69 
 
 2 
 
 3 
 
 83 
 70 
 95 
 
 124 
 103 
 74 
 5 
 26 
 52 
 57 
 
 12 
 
 12 
 
 1 
 
 2 
 
 2 
 
 2 
 3 
 3 
 3 
 4 
 4 
 5 
 5 
 6 
 6 
 
 6 
 
 7 
 
 7 
 
 7 
 
 8 
 
 9 
 
 10 
 
 10 
 
 10 
 
 10 
 
 Sub- 
 ject 
 
 78 
 
 30 
 
 102 
 
 125 
 
 9 
 
 55 
 
 71 
 
 51 
 
 40 
 
 97 
 
 18 
 
 67 
 
 104 
 
 112 
 
 109 
 
 38 
 
 127 
 
 29 
 
 42 
 
 65 
 
 92 
 94 
 123 
 66 
 90 
 
 Con- 
 Hole tacts 
 
 10 
 
 11 
 
 11 
 
 11 
 
 12 
 
 12 
 
 12 
 
 1 
 
 3 
 
 3 
 
 4 
 
 5 
 
 5 
 
 5 
 
 6 
 
 9 
 
 9 
 
 11 
 
 11 
 
 11 
 
 11 
 11 
 11 
 12 
 12 
 
 Sub- Con- 
 
 nect Hole tacts 
 
 108 
 93 
 22 
 33 
 10 
 
 25 
 
 28 
 
 63 
 
 73 
 
 81 
 
 114 
 
 122 
 
 128 
 
 3, 2 or 1 
 3, 2 or 1 
 3, 2 or 1 
 3, 2 or 1 
 3, 2 or 1 
 3, 2 or 1 
 3, 2 or 1 
 3, 2 or 1 
 
 Tapping — Number of Taps in 30" — Right Hand 
 
 Subject Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 117 
 
 235 
 
 5 
 
 178 
 
 71 
 
 210 
 
 28 
 
 178 
 
 9 
 
 198 
 
 72 
 
 177 
 
 26 
 
 196 
 
 89 
 
 175 
 
 3 
 
 195 
 
 102 
 
 175 
 
 31 
 
 195 
 
 
 
 78 
 
 195 
 
 106 
 
 175 
 
 94 
 
 192 
 
 7 
 
 174 
 
 100 
 
 192 
 
 81 
 
 174 
 
 76 
 
 190 
 
 30 
 
 170 
 
 
 
 69 
 
 169 
 
 112 
 82 
 87 
 16 
 45 
 
 188 
 186 
 186 
 185 
 185 
 
 91 
 
 42 
 70 
 
 85 
 
 57 
 
 166 
 165 
 165 
 165 
 
 164 
 
 51 
 
 185 
 
 
 
 84 
 
 185 
 
 29 
 
 160 
 
 93 
 
 185 
 
 33 
 
 160 
 
 67 
 
 184 
 
 103 
 
 160 
 
 111 
 
 183 
 
 122 
 
 160 
 
 
 
 13 
 
 158 
 
 12 
 129 
 
 66 
 90 
 97 
 
 182 
 182 
 180 
 180 
 180 
 
 25 
 36 
 83 
 128 
 32 
 
 157 
 157 
 156 
 155 
 153 
 
 125 
 
 153 
 
 34 
 
 152 
 
 44 
 
 152 
 
 114 
 
 149 
 
 24 
 
 145 
 
 115 
 
 142 
 
 21 
 
 140 
 
 18 
 
 139 
 
 52 
 
 137 
 
 92 
 
 137 
 
 22 
 
 134 
 
 20 
 
 130 
 
 8 
 
 129 
 
 101 
 
 126 
 
 40 
 
 125 
 
 63 
 
 121 
 
 56 
 
 120 
 
 14 
 
 119 
 
 104 
 
 116 
 
 2 
 
 115 
 
 124 
 
 112 
 
 95 
 
 103 
 
 35 
 
 102 
 
 10 
 
 101 
 
 53 
 
 100 
 
 Subject 
 
 Score 
 
 74 
 
 95 
 
 109 
 
 90 
 
 55 
 
 ^3 
 
 23 
 
 73 
 
 73 
 
 72 
 
 38 
 
 71 
 
 39 
 
 65 
 
 116 
 
 65 
 
 123 
 
 65 
 
 65 
 
 63 
 
 64 
 
 62 
 
 127 
 
 57 
 
 108 
 
 24
 
 30 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Tapping— Number of Taps in 60" — Right Hand 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 117 
 
 452 
 
 106 
 
 344 
 
 25 
 
 295 
 
 109 
 
 204 
 
 71 
 
 401 
 
 28 
 
 342 
 
 24 
 
 291 
 
 53 
 
 197 
 
 26 
 
 393 
 
 66 
 
 340 
 
 115 
 
 290 
 
 74 
 
 172 
 
 112 
 
 393 
 
 72 
 
 337 
 
 128 
 
 290 
 
 38 
 
 162 
 
 100 
 
 382 
 
 97 
 
 335 
 
 52 
 
 289 
 
 73 
 
 158 
 
 3 
 
 377 
 
 
 
 42 
 
 286 
 
 
 
 31 
 
 375 
 
 102 
 
 333 
 
 18 
 
 272 
 
 123 
 
 152 
 
 12 
 
 371 
 
 70 
 
 332 
 
 8 
 
 271 
 
 23 
 
 149 
 
 84 
 
 371 
 
 81 
 
 328 
 
 22 
 
 270 
 
 116 
 
 149 
 
 45 
 
 370 
 
 30 
 
 327 
 
 92 
 
 270 
 
 64 
 
 145 
 
 
 
 69 
 
 326 
 
 
 
 65 
 
 145 
 
 9 
 
 368 
 
 125 
 
 325 
 
 14 
 
 260 
 
 39 
 
 135 
 
 76 
 
 365 
 
 5 
 
 324 
 
 21 
 
 260 
 
 127 
 
 111 
 
 78 
 
 365 
 
 122 
 
 324 
 
 114 
 
 258 
 
 108 
 
 48 
 
 51 
 
 364 
 
 7 
 
 319 
 
 2 
 
 254 
 
 
 
 111 
 
 362 
 
 33 
 
 318 
 
 40 
 
 254 
 
 
 
 129 
 
 362 
 
 
 
 101 
 
 252 
 
 
 
 67 
 
 355 
 
 57 
 
 317 
 
 124 
 
 251 
 
 
 
 87 
 
 355 
 
 83 
 
 317 
 
 20 
 
 246 
 
 
 
 93 
 
 355 
 
 91 
 
 315 
 
 63 
 
 245 
 
 
 
 94 
 
 355 
 
 103 
 13 
 
 315 
 305 
 
 4 
 
 243 
 
 
 
 82 
 
 352 
 
 29 
 
 305 
 
 56 
 
 242 
 
 
 
 90 
 
 350 
 
 44 
 
 303 
 
 35 
 
 224 
 
 
 
 89 
 
 348 
 
 34 
 
 302 
 
 95 
 
 220 
 
 
 
 32 
 
 346 
 
 85 
 
 302 
 
 10 
 
 209 
 
 
 
 16 
 
 345 
 
 36 
 
 300 
 
 55 
 
 204 
 
 
 
 
 T 
 
 apping — Number of 
 
 Taps in SO"- 
 
 -Left Hai 
 
 id 
 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 117 
 
 208 
 
 83 
 
 160 
 
 8 
 
 139 
 
 63 
 
 108 
 
 76 
 
 185 
 
 93 
 
 160 
 
 25 
 
 138 
 
 35 
 
 106 
 
 112 
 
 182 
 
 14 
 
 159 
 
 115 
 
 137 
 
 21 
 
 103 
 
 32 
 
 180 
 
 45 
 
 159 
 
 29 
 
 136 
 
 22 
 
 102 
 
 72 
 
 180 
 
 70 
 
 158 
 
 128 
 
 134 
 
 30 
 
 102 
 
 111 
 
 180 
 
 
 
 104 
 
 133 
 
 
 
 13 
 
 179 
 
 91 
 
 158 
 
 57 
 
 132 
 
 23 
 
 93 
 
 100 
 
 179 
 
 102 
 
 157 
 
 34 
 
 131 
 
 74 
 
 93 
 
 85 
 
 176 
 
 28 
 
 155 
 
 97 
 
 130 
 
 127 
 
 93 
 
 31 
 
 175 
 
 3 
 
 154 
 
 101 
 
 130 
 
 64 
 
 88 
 
 
 
 2 
 
 153 
 
 
 
 39 
 
 85 
 
 71 
 
 175 
 
 109 
 
 152 
 
 53 
 
 129 
 
 116 
 
 85 
 
 129 
 
 171 
 
 7 
 
 151 
 
 12 
 
 127 
 
 73 
 
 78 
 
 26 
 
 170 
 
 81 
 
 150 
 
 56 
 
 127 
 
 108 
 
 20 
 
 95 
 
 170 
 
 89 
 
 150 
 
 20 
 
 125 
 
 
 
 106 
 
 170 
 
 122 
 
 150 
 
 90 
 
 125 
 
 
 
 125 
 
 168 
 
 
 
 65 
 
 124 
 
 
 
 84 
 
 167 
 
 103 
 
 149 
 
 114 
 
 122 
 
 
 
 87 
 
 167 
 
 94 
 
 148 
 
 18 
 
 118 
 
 
 
 51 
 
 165 
 
 42 
 
 147 
 
 123 
 
 118 
 
 
 
 52 
 
 165 
 
 55 
 24 
 
 147 
 146 
 
 36 
 
 117 
 
 
 
 5 
 
 162 
 
 69 
 
 145 
 
 10 
 
 115 
 
 
 
 82 
 
 162 
 
 9 
 
 144 
 
 16 
 
 115 
 
 
 
 33 
 
 161 
 
 66 
 
 142 
 
 38 
 
 114 
 
 
 
 67 
 
 160 
 
 44 
 
 140 
 
 124 
 
 112 
 
 
 
 78 
 
 160 
 
 92 
 
 140 
 
 40 
 
 111 
 

 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 31 
 
 Tapping — Number of Taps in 60" — Left Hand 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject Score 
 
 Subject 
 
 Score 
 
 117 
 
 413 
 
 67 
 
 307 
 
 101 
 
 268 
 
 63 
 
 210 
 
 112 
 
 355 
 
 33 
 
 305 
 
 104 
 
 267 
 
 21 
 
 203 
 
 76 
 
 348 
 
 93 
 
 302 
 
 115 
 
 267 
 
 35 
 
 202 
 
 111 
 
 342 
 
 5 
 
 300 
 
 29 
 
 265 
 
 127 
 
 200 
 
 95 
 
 335 
 
 28 
 
 298 
 
 128 
 
 265 
 
 22 
 
 195 
 
 72 
 
 332 
 
 
 
 24 
 
 264 
 
 
 
 129 
 
 332 
 
 3 
 
 297 
 
 25 
 
 264 
 
 116 
 
 188 
 
 125 
 
 330 
 
 102 
 
 293 
 
 81 
 
 260 
 
 23 
 
 185 
 
 100 
 
 329 
 
 109 
 
 292 
 
 97 
 
 260 
 
 74 
 
 185 
 
 13 
 
 328 
 
 89 
 
 290 
 
 12 
 
 255 
 
 64 
 
 182 
 
 
 
 122 
 
 290 
 
 
 
 39 
 
 180 
 
 31 
 
 325 
 
 7 
 
 289 
 
 57 
 
 255 
 
 73 
 
 155 
 
 32 
 
 325 
 
 70 
 
 287 
 
 123 
 
 255 
 
 20 
 
 152 
 
 85 
 
 325 
 
 55 
 
 286 
 
 90 
 
 246 
 
 108 
 
 43 
 
 106 
 
 323 
 
 91 
 
 285 
 
 56 
 
 236 
 
 
 
 51 
 
 322 
 
 103 
 
 285 
 
 65 
 
 235 
 
 
 
 84 
 
 322 
 
 
 
 38 
 
 233 
 
 
 
 52 
 
 321 
 
 2 
 
 284 
 
 53 
 
 232 
 
 
 
 14 
 
 320 
 
 34 
 
 282 
 
 114 
 
 231 
 
 
 
 71 
 
 320 
 
 92 
 
 282 
 
 40 
 
 230 
 
 
 
 26 
 
 319 
 
 94 
 9 
 
 282 
 280 
 
 36 
 
 226 
 
 
 
 83 
 
 317 
 
 42 
 
 277 
 
 16 
 
 225 
 
 
 
 87 
 
 315 
 
 8 
 
 275 
 
 124 
 
 223 
 
 
 
 78 
 
 312 
 
 44 
 
 275 
 
 10 
 
 220 
 
 
 
 45 
 
 311 
 
 69 
 
 273 
 
 18 
 
 220 
 
 
 
 82 
 
 310 
 
 66 
 
 270 
 
 30 
 
 216 
 
 
 
 
 
 Tapping — Index of Fc 
 
 iligue — Right Hand 
 
 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 42 
 
 40.0 
 
 3 
 
 10.2 
 
 103 
 
 0.0 
 
 108 
 
 —26.7 
 
 114 
 
 36.8 
 
 69 
 
 9.4 
 
 108 
 
 0.0 
 
 10 
 
 —31.7 
 
 94 
 
 34.0 
 
 76 
 
 9.2 
 
 111 
 
 0.0 
 
 16 
 
 —33.3 
 
 74 
 
 30.0 
 
 117 
 
 8.3 
 
 129 
 
 0.0 
 
 52 
 
 -^0.0 
 
 85 
 
 28.0 
 
 112 
 
 8.0 
 
 84 
 
 —1.1 
 
 125 
 
 -^0.0 
 
 9 
 
 20.2 
 
 
 
 122 
 
 —1.3 
 
 
 
 7 
 
 16.7 
 
 18 
 
 7.9 
 
 44 
 
 —1.4 
 
 32 
 
 -^0.6 
 
 66 
 
 16.7 
 
 90 
 
 7.6 
 
 87 
 
 —2.4 
 
 116 
 
 -^6.7 
 
 128 
 
 16.3 
 
 57 
 
 7.2 
 
 73 
 
 —2.5 
 
 64 
 
 -48.2 
 
 81 
 
 15.6 
 
 92 
 
 7.1 
 
 63 
 
 —3.3 
 
 38 
 
 —50.0 
 
 
 
 100 
 
 6.1 
 
 
 
 123 
 
 —53.2 
 
 102 
 
 14.6 
 
 30 
 
 5.7 
 
 83 
 
 —4.0 
 
 2 
 
 —53.3 
 
 29 
 
 14.5 
 
 12 
 
 5.6 
 
 101 
 
 —4:.9 
 
 124 
 
 —59.5 
 
 72 
 
 14.4 
 
 51 
 
 5.3 
 
 70 
 
 —5.5 
 
 55 
 
 —63.2 
 
 21 
 
 14.3 
 
 26 
 
 5.0 
 
 115 
 
 —7.1 
 
 
 
 82 
 
 13.9 
 
 31 
 
 5.0 
 
 127 
 
 —7.4 
 
 
 
 25 
 
 13.8 
 
 
 
 56 
 
 —8.8 
 
 
 
 28 
 
 13.7 
 
 106 
 
 4.5 
 
 40 
 
 —10.4 
 
 
 
 67 
 
 13.1 
 
 22 
 
 4.3 
 
 23 
 
 —13.9 
 
 
 
 78 
 
 13.0 
 
 34 
 
 3.9 
 
 95 
 
 — 16.0 
 
 
 
 5 
 
 12.9 
 
 24 
 33 
 
 2.8 
 2.3 
 
 39 
 
 —16.7 
 
 
 
 91 
 
 12.8 
 
 89 
 
 2.3 
 
 8 
 
 —16.9 
 
 
 
 71 
 
 12.7 
 
 97 
 
 2.3 
 
 104 
 
 —17.8 
 
 
 
 36 
 
 12.5 
 
 53 
 
 2.0 
 
 35 
 
 —19.2 
 
 
 
 93 
 
 12.4 
 
 20 
 
 1.8 
 
 14 
 
 —19.7 
 
 
 
 13 
 
 11.8 
 
 45 
 
 0.0 
 
 65 
 
 —20.0 
 

 
 32 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Tapping — Index of Fatigue — Left Hand 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 70 
 
 32.2 
 
 18 
 
 15.8 
 
 22 
 
 31.0 
 
 82 
 
 15.3 
 
 87 
 
 27.9 
 
 94 
 
 15.2 
 
 91 
 
 27.1 
 
 67 
 
 14.8 
 
 81 
 
 26.8 
 
 106 
 
 14.4 
 
 72 
 
 25.0 
 
 
 
 5 
 
 23.6 
 
 26 
 
 14.0 
 
 53 
 
 23.1 
 
 25 
 
 13.5 
 
 100 
 
 22.9 
 
 122 
 
 13.0 
 
 56 
 
 22.1 
 
 35 
 
 12.7 
 
 
 
 103 
 
 12.7 
 
 69 
 
 20.3 
 
 13 
 
 12.2 
 
 32 
 
 20.2 
 
 10 
 
 12.1 
 
 102 
 
 20.0 
 
 78 
 
 11.8 
 
 42 
 
 19.5 
 
 85 
 
 11.8 
 
 16 
 
 19.1 
 
 57 
 
 11.7 
 
 76 
 
 18.2 
 
 
 
 36 
 
 17.7 
 
 51 
 
 11.5 
 
 ii 
 
 17.6 
 
 128 
 
 11.4 
 
 66 
 
 17.3 
 
 29 
 
 11.1 
 
 2 
 
 17.1 
 
 90 
 
 10.3 
 
 
 
 63 
 
 10.2 
 
 71 
 
 16.7 
 
 7 
 
 10.1 
 
 3 
 
 16.5 
 
 125 
 
 9.8 
 
 28 
 
 16.5 
 
 115 
 
 9.7 
 
 93 
 
 16.5 
 
 44 
 
 9.3 
 
 89 
 
 15.9 
 
 84 
 
 9.3 
 
 Subject Scoie 
 
 78 
 
 33.5 
 
 93 
 
 34.0 
 
 23 
 
 34.3 
 
 125 
 
 34.6 
 
 66 
 
 34.8 
 
 109 
 
 35.0 
 
 9 
 
 35.3 
 
 97 
 
 35.5 
 
 16 
 
 35.8 
 
 76 
 
 35.8 
 
 71 
 
 36.8 
 
 101 
 
 36.8 
 
 94 
 
 37.2 
 
 90 
 
 37.3 
 
 32 
 
 37.6 
 
 45 
 
 37.8 
 
 13 
 
 38.0 
 
 63 
 
 38.0 
 
 129 
 
 38.0 
 
 34 
 
 38.2 
 
 95 
 
 38.2 
 
 114 
 
 38.6 
 
 70 
 
 38.8 
 
 83 
 
 39.6 
 
 89 
 
 39.6 
 
 Subject 
 
 129 
 9 
 
 45 
 
 65 
 114 
 112 
 
 73 
 111 
 
 83 
 
 95 
 21 
 52 
 55 
 31 
 30 
 24 
 117 
 14 
 97 
 
 104 
 
 109 
 
 124 
 
 23 
 
 92 
 
 Card Sorting Test — Index 
 
 Subject Score 
 
 82 
 
 39.7 
 
 28 
 
 39.8 
 
 29 
 
 39.8 
 
 106 
 
 39.8 
 
 72 
 
 40.0 
 
 12 
 
 40.2 
 
 31 
 
 40.2 
 
 92 
 
 40.4 
 
 69 
 
 40.6 
 
 123 
 
 40.8 
 
 40 
 
 40.9 
 
 51 
 
 41.0 
 
 55 
 
 41.0 
 
 84 
 
 41.0 
 
 112 
 
 41.6 
 
 102 
 
 41.7 
 
 30 
 
 41.8 
 
 8 
 
 41.9 
 
 67 
 
 42.0 
 
 100 
 
 42.0 
 
 18 
 
 42.3 
 
 56 
 
 42.6 
 
 10 
 
 42.8 
 
 44 
 
 43.1 
 
 57 
 
 43.8 
 
 Subject 
 
 26 
 
 117 
 14 
 52 
 
 124 
 25 
 
 103 
 36 
 64 
 
 115 
 
 38 
 42 
 87 
 39 
 53 
 7 
 73 
 
 111 
 21 
 
 104 
 
 3 
 85 
 91 
 33 
 
 2 
 
 Score 
 
 9.2 
 8.9 
 8.4 
 8.3 
 8.1 
 8.0 
 7.5 
 7.5 
 7.3 
 6.9 
 
 5.9 
 5.6 
 5.0 
 4.2 
 2.4 
 1.8 
 1.1 
 0.9 
 0.0 
 0.0 
 
 0.0 
 
 0.0 
 
 0.0 
 
 —2.2 
 
 -2.9 
 
 Score 
 
 44.2 
 44.3 
 44.4 
 44,6 
 47.0 
 47.6 
 49.0 
 49.2 
 49.6 
 49.8 
 
 50.0 
 50.0 
 50.0 
 50.8 
 51.0 
 51.3 
 52.1 
 52.2 
 53.3 
 53.6 
 
 53.7 
 53.7 
 54.6 
 
 54.7 
 54.8 
 
 Subject 
 
 12 
 20 
 40 
 101 
 34 
 
 38 
 
 74 
 123 
 
 64 
 
 39 
 127 
 108 
 116 
 
 Subject 
 
 5 
 122 
 
 20 
 
 35 
 128 
 
 81 
 
 24 
 127 
 
 22 
 
 65 
 108 
 
 74 
 116 
 
 Score 
 
 — 4.6 
 
 — 4.7 
 
 — 5.2 
 
 — 7.4 
 
 — 8. .8 
 
 —13.0 
 —14.8 
 —18.2 
 —21.4 
 —23.8 
 —27.9 
 —30.0 
 —32.5 
 
 Score 
 
 55.8 
 56.8 
 57.8 
 62.6 
 63.2 
 
 63.9 
 64.7 
 65.4 
 65.6 
 68.3 
 86.4 
 92.1 
 108.9
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 33 
 
 
 
 Card Sorting Test 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 93 
 
 100 
 
 112 
 
 100 
 
 125 
 
 100 
 
 30 
 
 100 
 
 66 
 
 100 
 
 67 
 
 100 
 
 109 
 
 100 
 
 100 
 
 100 
 
 16 
 
 100 
 
 56 
 
 100 
 
 76 
 
 100 
 
 
 
 101 
 
 100 
 
 10 
 
 100 
 
 94 
 
 100 
 
 57 
 
 100 
 
 32 
 
 100 
 
 26 
 
 100 
 
 45 
 
 100 
 
 14 
 
 100 
 
 
 
 52 
 
 100 
 
 13 
 
 100 
 
 124 
 
 100 
 
 63 
 
 100 
 
 25 
 
 100 
 
 129 
 
 100 
 
 103 
 
 100 
 
 95 
 
 100 
 
 36 
 
 100 
 
 83 
 
 100 
 
 64 
 
 100 
 
 89 
 
 100 
 
 
 
 106 
 
 100 
 
 38 
 
 100 
 
 72 
 
 100 
 
 42 
 
 100 
 
 12 
 
 100 
 
 39 
 
 100 
 
 31 
 
 100 
 
 53 
 
 100 
 
 
 
 104 
 
 100 
 
 92 
 
 100 
 
 91 
 
 100 
 
 69 
 
 100 
 
 2 
 
 100 
 
 51 
 
 100 
 
 35 
 
 100 
 
 55 
 
 100 
 
 128 
 
 100 
 
 84 
 
 100 
 
 22 
 
 100 
 
 -Per cent, of Accuracy 
 
 ubject 
 
 Score 
 
 Subject 
 
 Score 
 
 78 
 
 97.9 
 
 18 
 
 95.8 
 
 23 
 
 97.9 
 
 111 
 
 95.8 
 
 9 
 
 97.9 
 
 85 
 
 95.8 
 
 71 
 
 97.9 
 
 33 
 
 95.8 
 
 90 
 
 97.9 
 
 122 
 
 95.8 
 
 34 
 
 97.9 
 
 
 
 114 
 
 97.9 
 
 81 
 
 95.8 
 
 82 
 
 97.9 
 
 24 
 
 95.8 
 
 28 
 
 97.9 
 
 21 
 
 93.8 
 
 29 
 
 97.9 
 
 7 
 
 91.7 
 
 
 
 20 
 
 89.6 
 
 40 
 
 97.9 
 
 65 
 
 89.6 
 
 123 
 
 97.9 
 
 74 
 
 83.3 
 
 102 
 
 97.9 
 
 5 
 
 81.3 
 
 8 
 
 97.9 
 
 
 
 44 
 
 97.9 
 
 
 
 117 
 
 97.9 
 
 
 
 115 
 
 97.9 
 
 
 
 87 
 
 97.9 
 
 
 
 73 
 
 97.9 
 
 
 
 3 
 
 97.9 
 
 
 
 127 
 
 97.9 
 
 
 
 108 
 
 97.9 
 
 
 
 116 
 
 97.9 
 
 
 
 97 
 
 95.8 
 
 
 
 70 
 
 95.8 
 
 
 
 Cancellation "a" Test 
 
 Per cent, of Accuracy with Ranks for Each Accuracy Arranged in Order of Time 
 Subject Score Subject Score Subject Score Subject Score 
 
 21 
 
 100 
 
 106 
 
 100 
 
 32 
 
 100 
 
 71 
 
 100 
 
 55 
 
 100 
 
 78 
 
 100 
 
 129 
 
 100 
 
 23 
 
 98 
 
 45 
 
 98 
 
 125 
 
 98 
 
 28 
 
 98 
 
 69 
 
 98 
 
 30 
 
 98 
 
 117 
 
 98 
 
 66 
 
 98 
 
 100 
 
 98 
 
 111 
 
 98 
 
 22 
 
 98 
 
 12 
 
 98 
 
 89 
 
 98 
 
 64 
 
 98 
 
 103 
 
 98 
 
 8 
 
 96 
 
 72 
 
 96 
 
 31 
 
 96 
 
 115 
 
 96 
 
 73 
 
 96 
 
 82 
 
 96 
 
 85 
 
 96 
 
 18 
 
 96 
 
 91 
 
 96 
 
 7 
 
 94.12 
 
 13 
 
 94 
 
 25 
 
 94 
 
 84 
 
 94 
 
 83 
 
 94 
 
 63 
 
 92 
 
 16 
 
 92 
 
 52 
 
 92 
 
 70 
 
 92 
 
 95 
 
 92 
 
 10 
 
 92 
 
 3 
 
 92 
 
 123 
 
 90 
 
 90 
 
 90 
 
 87 
 
 90 
 
 44 
 
 . 90 
 
 112 
 
 90 
 
 65 
 
 90 
 
 109 
 
 88 
 
 34 
 
 88 
 
 57 
 
 62 
 
 14 
 
 88 
 
 38 
 
 62 
 
 53 
 
 88 
 
 104 
 
 62 
 
 51 
 
 86 
 
 114 
 
 59.60 
 
 76 
 
 86 
 
 20 
 
 50 
 
 29 
 
 84 
 
 
 
 40 
 
 84 
 
 42 
 
 48 
 
 102 
 
 84 
 
 127 
 
 46 
 
 97 
 
 82 
 
 24 
 
 40 
 
 56 
 
 82 
 
 81 
 
 36 
 
 
 
 122 
 
 34 
 
 5 
 
 82 
 
 108 
 
 Failure 
 
 35 
 
 82 
 
 128 
 
 Failure 
 
 94 
 
 80 
 
 116 
 
 Failure 
 
 2 
 
 80 
 
 
 
 92 
 
 80 
 
 
 
 39 
 
 78 
 
 
 
 26 
 
 78 
 
 
 
 74 
 
 76 
 
 
 
 9 
 
 75.47 
 
 
 
 33 
 
 74 
 
 
 
 124 
 
 74 
 
 
 
 36 
 
 72 
 
 
 
 67 
 
 68 
 
 
 
 101 
 
 66 
 
 
 
 93 
 
 64 
 

 
 34 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 
 
 Cancellation "a' 
 
 Test — Index 
 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject Score 
 
 9 
 
 102.3 
 
 55 
 
 190.0 
 
 82 
 
 236.3 
 
 103 361.0 
 
 23 
 
 120.4 
 
 123 
 
 192.2 
 
 111 
 
 238.8 
 
 104 370. 2 
 
 21 
 
 127.4 
 
 90 
 
 192.7 
 
 14 
 
 239.5 
 
 122 379.5 
 
 63 
 
 133.8 
 
 117 
 
 193.5 
 
 5 
 
 241.7 
 
 65 396.4 
 
 45 
 
 140.6 
 
 66 
 
 193.9 
 
 12 
 
 241.8 
 
 127 458.9 
 
 16 
 
 141.7 
 
 
 
 22 
 
 241.8 
 
 
 32 
 
 142.0 
 
 67 
 
 194.1 
 
 44 
 
 247.1 
 
 91 467.7 
 
 106 
 
 142.0 
 
 36 
 
 194.7 
 
 33 
 
 247.3 
 
 24 472.5 
 
 125 
 
 154.6 
 
 95 
 
 195.7 
 
 2 
 
 247.8 
 
 81 481.1 
 
 71 
 
 156.0 
 
 34 
 76 
 
 199.1 
 199.3 
 
 84 
 
 255.3 
 
 114 553:7 
 20 610.4 
 
 52 
 
 157.8 
 
 25 
 
 199.6 
 
 92 
 
 262.5 
 
 108 Failure 
 
 39 
 
 162.1 
 
 78 
 
 200.0 
 
 124 
 
 262.7 
 
 116 FaHure 
 
 28 
 
 162.2 
 
 94 
 
 200.3 
 
 57 
 
 266.1 
 
 128 Failure 
 
 29 
 
 163.1 
 
 100 
 
 201.0 
 
 102 
 
 268.1 
 
 
 97 
 
 163.4 
 
 51 
 
 207.7 
 
 93 
 
 293.8 
 
 
 101 
 
 163.9 
 
 
 
 85 
 
 295.9 
 
 
 13 
 
 164.7 
 
 31 
 
 210.4 
 
 89 
 
 298.0 
 
 
 69 
 
 168.2 
 
 87 
 
 210.7 
 
 112 
 
 300.0 
 
 
 70 
 
 168.9 
 
 10 
 
 210.9 
 
 83 
 
 301.1 
 
 
 26 
 
 169.0 
 
 115 
 56 
 
 221.3 
 223.2 
 
 35 
 
 303.7 
 
 
 30 
 
 169.8 
 
 129 
 
 228.0 
 
 42 
 
 322.9 
 
 
 8 
 
 171.9 
 
 3 
 
 230.7 
 
 64 
 
 330.2 
 
 
 109 
 
 173.6 
 
 73 
 
 231.3 
 
 18 
 
 336.7 
 
 
 72 
 
 184.4 
 
 7 
 
 233.3 
 
 38 
 
 337.0 
 
 
 74 
 
 189.5 
 
 40 
 
 235.3 
 
 53 
 
 355.9 
 
 
 
 
 Memory Span — Numb 
 
 jr of Digits Recalled 
 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject Score 
 
 3 
 
 9* 
 
 89 
 
 8 
 
 103 
 
 7 
 
 91 5 
 
 5 
 
 9 
 
 90 
 
 8 
 
 109 
 
 7* 
 
 93 5 
 
 23 
 
 9 
 
 100 
 
 8 
 
 114 
 
 7 
 
 115 5 
 
 26 
 
 9 
 
 106 
 
 8* 
 
 117 
 
 7 
 
 18 4 
 
 30 
 
 9 
 
 111 
 
 8 
 
 124 
 
 7 
 
 35 4 
 
 31 
 
 9 
 
 
 
 8 
 
 6 
 
 
 32 
 
 9 
 
 112 
 
 8 
 
 9 
 
 6 
 
 44 4 
 
 45 
 
 9 
 
 123 
 
 8 
 
 14 
 
 6 
 
 56 4 
 
 63 
 
 9 
 
 7 
 
 7 
 
 36 
 
 6 
 
 104 4 
 
 66 
 
 9 
 
 12 
 13 
 
 7 
 7 
 
 51 
 
 6 
 
 108 4 
 42 4^ 
 
 71 
 
 9 
 
 34 
 
 7 
 
 97 
 
 6 
 
 64 4— 
 
 72 
 
 9 
 
 39 
 
 7 
 
 127 
 
 6 
 
 116 4— 
 
 83 
 
 9 
 
 52 
 
 7 
 
 20 
 
 5 
 
 128 4— 
 
 85 
 
 9* 
 
 55 
 
 7 
 
 21 
 
 5 
 
 
 102 
 
 9 
 
 69 
 
 7 
 
 22 
 
 5 
 
 
 122 
 
 9* 
 
 
 
 24 
 
 5 
 
 
 125 
 
 9* 
 
 73 
 
 7 
 
 29 
 
 5 
 
 
 129 
 
 9* 
 
 76 
 
 7 
 
 33 
 
 5 
 
 
 2 
 
 8 
 
 78 
 
 7 
 
 38 
 
 5 
 
 
 10 
 
 8 
 
 82 
 84 
 
 7 
 7 
 
 40 
 
 5 
 
 
 16 
 
 8 
 
 87 
 
 7* 
 
 53 
 
 5 
 
 
 25 
 
 8 
 
 92 
 
 7 
 
 65 
 
 5 
 
 
 28 
 
 8 
 
 94 
 
 7 
 
 70 
 
 5 
 
 
 57 
 
 8 
 
 95 
 
 7 
 
 74 
 
 5 
 
 
 67 
 
 8 
 
 101 
 
 7 
 
 81 
 
 5 
 
 
 * Those starred recalled one or both of two ten place number series.
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 35 
 
 Per Cent, of Seven Numbers Recalled 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 3 
 
 100 
 
 117 
 
 100 
 
 39 
 
 78.6 
 
 127 
 
 50 
 
 5 
 
 100 
 
 122 
 
 100 
 
 89 
 
 78.6 
 
 14 
 
 46.5 
 
 12 
 
 100 
 
 123 
 
 100 
 
 93 
 
 78.6 
 
 56 
 
 46.5 
 
 13 
 
 100 
 
 125 
 
 100 
 
 103 
 
 78.6 
 
 74 
 
 46.5 
 
 23 
 
 100 
 
 55 
 
 92.9 
 
 8 
 
 75.0 
 
 24 
 
 39.8 
 
 25 
 
 100 
 
 
 
 30 
 
 75.0 
 
 
 
 26 
 
 100 
 
 57 
 
 92.9 
 
 73 
 
 75.0 
 
 64 
 
 39.3 
 
 28 
 
 100 
 
 78 
 
 92.9 
 
 92 
 
 75.0 
 
 53 
 
 35.8 
 
 31 
 
 100 
 
 85 
 
 92.9 
 
 114 
 
 75.0 
 
 42 
 
 32 
 
 32 
 
 100 
 
 87 
 
 92.9 
 
 91 
 
 71.5 
 
 35 
 
 30.0 
 
 
 
 109 
 
 92.9 
 
 
 
 18 
 
 21.5 
 
 45 
 
 100 
 
 HI 
 
 92.9 
 
 102 
 
 71.5 
 
 104 
 
 14.3 
 
 52 
 
 100 
 
 124 
 
 92.9 
 
 129 
 
 71.5 
 
 116 
 
 7.2 
 
 66 
 
 100 
 
 16 
 
 89.3 
 
 81 
 
 71.4 
 
 128 
 
 Failure 
 
 71 
 
 100 
 
 67 
 
 89.3 
 
 108 
 
 71.4 
 
 
 
 72 
 
 100 
 
 2 
 
 85.7 
 
 29 
 
 64.3 
 
 
 
 76 
 
 100 
 
 
 
 22 
 
 60.7 
 
 
 
 82 
 
 100 
 
 9 
 
 85.7 
 
 33 
 
 60.7 
 
 
 
 83 
 
 100 
 
 36 
 
 85.7 
 
 65 
 
 57.2 
 
 
 
 84 
 
 100 
 
 51 
 
 85.7 
 
 20 
 
 53.6 
 
 
 
 90 
 
 100 
 
 63 
 69 
 
 85.7 
 85.7 
 
 38 
 
 53.6 
 
 
 
 94 
 
 100 
 
 95 
 
 85.7 
 
 40 
 
 53.6 
 
 
 
 100 
 
 100 
 
 97 
 
 82.2 
 
 44 
 
 53.6 
 
 
 
 101 
 
 100 
 
 7 
 
 78.6 
 
 21 
 
 50.0 
 
 
 
 106 
 
 100 
 
 10 
 
 78.6 
 
 70 
 
 50.0 
 
 
 
 112 
 
 100 
 
 34 
 
 78.6 
 
 115 
 
 50.0 
 
 
 
 
 Per Cent, of Eight 
 
 Numbers Recalled 
 
 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 3 
 
 100 
 
 28 
 
 81.3 
 
 114 
 
 62.5 
 
 38 
 
 31.3 
 
 23 
 
 100 
 
 97 
 
 81.3 
 
 5 
 
 59.4 
 
 64 
 
 31.3 
 
 25 
 
 100 
 
 109 
 
 81.3 
 
 30 
 
 59.4 
 
 70 
 
 31.3 
 
 26 
 
 100 
 
 63 
 
 78.2 
 
 34 
 
 59.4 
 
 127 
 
 31.3 
 
 31 
 
 100 
 
 90 
 
 78.2 
 
 36 
 
 59.4 
 
 74 
 
 28.2 
 
 45 
 
 100 
 
 
 
 21 
 
 56.3 
 
 
 
 57 
 
 100 
 
 69 
 
 75.0 
 
 24 
 
 56.3 
 
 115 
 
 28.2 
 
 100 
 
 100 
 
 72 
 
 75.0 
 
 29 
 
 56.3 
 
 22 
 
 25.2 
 
 102 
 
 100 
 
 83 
 
 75 
 
 78 
 
 56.3 
 
 53 
 
 25.0 
 
 106 
 
 100 
 
 92 
 
 75.0 
 
 9 
 
 53.2 
 
 104 
 
 25.0 
 
 
 
 2 
 
 71.9 
 
 
 
 35 
 
 12.6 
 
 125 
 
 100 
 
 85 
 
 71.9 
 
 71 
 
 53.2 
 
 108 
 
 6.3 
 
 129 
 
 100 
 
 112 
 
 71.9 
 
 56 
 
 46.9 
 
 116 
 
 Failure 
 
 32 
 
 93.8 
 
 10 
 
 68.8 
 
 65 
 
 46.9 
 
 128 
 
 Failure 
 
 122 
 
 93.8 
 
 14 
 
 68.8 
 
 73 
 
 46.9 
 
 
 
 123 
 
 93.8 
 
 87 
 
 68.8 
 
 81 
 
 46.9 
 
 
 
 67 
 
 90.7 
 
 
 
 101 
 
 46.9 
 
 
 
 16 
 
 87.5 
 
 124 
 
 68.8 
 
 8 
 
 43.8 
 
 
 
 52 
 
 87.5 
 
 12 
 
 65.7 
 
 18 
 
 43.8 
 
 
 
 55 
 
 87.5 
 
 93 
 
 65.7 
 
 40 
 
 43.8 
 
 
 
 66 
 
 87.5 
 
 95 
 103 
 
 65.7 
 65.7 
 
 20 
 
 40.7 
 
 
 
 76 
 
 87.5 
 
 117 
 
 65.7 
 
 44 
 
 40.7 
 
 
 
 89 
 
 87.5 
 
 39 
 
 62.6 
 
 82 
 
 40.7 
 
 
 
 94 
 
 87.5 
 
 13 
 
 62.5 
 
 91 
 
 40.7 
 
 
 
 111 
 
 87.5 
 
 51 
 
 62.5 
 
 33 
 
 34.4 
 
 
 
 7 
 
 84.4 
 
 84 
 
 62.5 
 
 42 
 
 34.4 
 

 
 36 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Subject Score 
 
 3 
 
 23 
 
 26 
 
 125 
 
 129 
 
 5 
 
 66 
 
 71 
 
 122 
 
 45 
 
 63 
 31 
 
 106 
 7 
 16 
 25 
 67 
 82 
 
 109 
 12 
 
 57 
 78 
 85 
 92 
 102 
 
 100 
 
 100 
 
 100 
 
 100 
 
 100 
 94.5 
 94.5 
 94.5 
 94.5 
 91.7 
 
 91.7 
 86.1 
 86.1 
 83.4 
 83.4 
 83.4 
 83.4 
 83.4 
 80.6 
 77.8 
 
 77.8 
 77.8 
 77.8 
 77.8 
 77.8 
 
 Per Cent, oj Nine Numbers Recalled 
 Subject Score 
 
 52 
 S3 
 84 
 94 
 
 72 
 
 76 
 89 
 97 
 13 
 90 
 93 
 
 123 
 34 
 69 
 
 111 
 
 30 
 51 
 
 114 
 21 
 
 112 
 73 
 28 
 70 
 
 117 
 39 
 
 75.0 
 75.0 
 75.0 
 75.0 
 
 72.2 
 
 72.2 
 72.2 
 72.2 
 69.5 
 69.5 
 69.5 
 69.5 
 66.7 
 66.7 
 66.7 
 
 63.9 
 63.9 
 63.9 
 61.2 
 61.2 
 61.1 
 58.4 
 58.4 
 58.4 
 55.6 
 
 ibject 
 
 Score 
 
 Subject 
 
 Score 
 
 55 
 
 55.6 
 
 18 
 
 27.8 
 
 103 
 
 55.6 
 
 22 
 
 27.8 
 
 9 
 
 52.8 
 
 53 
 
 27.8 
 
 14 
 
 52.8 
 
 20 
 
 22.2 
 
 24 
 
 52.8 
 
 104 
 
 22.2 
 
 32 
 
 50.0 
 
 
 
 33 
 
 50.0 
 
 42 
 
 19.5 
 
 36 
 
 50 
 
 64 
 
 19.5 
 
 40 
 
 50.0 
 
 124. 
 
 19.5 
 
 95 
 
 50.0 
 
 108 
 
 16.6 
 
 
 
 35 
 
 13.9 
 
 29 
 
 47.2 
 
 74 
 
 8.4 
 
 44 
 
 47.2 
 
 116 
 
 Failure 
 
 127 
 
 47.2 
 
 128 
 
 Failure 
 
 100 
 
 44.5 
 
 
 
 101 
 
 44.5 
 
 
 
 2 
 
 41.7 
 
 
 
 10 
 
 38.9 
 
 
 
 81 
 
 38.9 
 
 
 
 91 
 
 38.9 
 
 
 
 8 
 
 36.2 
 
 
 
 87 
 
 33.4 
 
 
 
 38 
 
 33.3 
 
 
 
 115 
 
 33.3 
 
 
 
 56 
 
 30.6 
 
 
 
 65 
 
 30.6 
 
 
 
 Substitution Test — Accuracy in Per Cent. Page I 
 
 Subject Score 
 
 Subject Score 
 
 5 
 
 7 
 
 8 
 
 9 
 
 13 
 
 21 
 
 22 
 
 24 
 
 25 
 
 26 
 
 28 
 29 
 30 
 31 
 32 
 33 
 34 
 45 
 55 
 64 
 
 66 
 71 
 72 
 73 
 84 
 
 100 
 100 
 100 
 100 
 100 
 100 
 100 
 100 
 100 
 100 
 
 100 
 100 
 100 
 100 
 100 
 100 
 100 
 100 
 100 
 100 
 
 100 
 100 
 100 
 100 
 100 
 
 90 
 94 
 95 
 97 
 103 
 
 106 
 
 112 
 
 123 
 
 125 
 
 3 
 
 12 
 
 16 
 
 40 
 
 87 
 
 89 
 
 100 
 109 
 117 
 122 
 129 
 2 
 
 18 
 57 
 69 
 76 
 
 100 
 100 
 100 
 100 
 100 
 
 100 
 100 
 100 
 100 
 
 98 
 98 
 98 
 
 98 
 98 
 98 
 98 
 98 
 96 
 96 
 96 
 96 
 96 
 
 Subject 
 
 83 
 108 
 115 
 10 
 14 
 36 
 38 
 39 
 42 
 51 
 
 53 
 63 
 67 
 93 
 101 
 81 
 20 
 23 
 56 
 92 
 
 111 
 74 
 
 82 
 85 
 91 
 
 Score 
 
 96 
 96 
 96 
 94 
 94 
 94 
 94 
 94 
 94 
 94 
 
 94 
 94 
 94 
 94 
 94 
 92 
 90 
 90 
 90 
 90 
 
 90 
 
 Subject 
 
 Score 
 
 102 
 
 88 
 
 52 
 
 82 
 
 124 
 
 82 
 
 65 
 
 80 
 
 78 
 
 78 
 
 114 
 
 76 
 
 44 
 
 74 
 
 127 
 
 64 
 
 35 
 
 60 
 
 104 
 
 54 
 
 70 
 
 52 
 
 116 
 
 Failure 
 
 128 
 
 Failure
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 37 
 
 Substitution Test — Accuracy in Per Cent. Page II 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 2 
 
 100 
 
 84 
 
 100 
 
 101 
 
 98 
 
 85 
 
 92 
 
 7 
 
 100 
 
 87 
 
 100 
 
 111 
 
 98 
 
 56 
 
 90 
 
 9 
 
 100 
 
 89 
 
 100 
 
 114 
 
 98 
 
 102 
 
 90 
 
 10 
 
 100 
 
 90 
 
 100 
 
 117 
 
 98 
 
 65 
 
 88 
 
 12 
 
 100 
 
 94 
 
 100 
 
 122 
 
 98 
 
 127 
 
 84 
 
 13 
 
 100 
 
 
 
 123 
 
 98 
 
 
 
 14 
 
 100 
 
 95 
 
 100 
 
 125 
 
 98 
 
 70 
 
 78 
 
 16 
 
 100 
 
 103 
 
 100 
 
 3 
 
 96 
 
 78 
 
 76 
 
 18 
 
 100 
 
 108 
 
 100 
 
 5 
 
 96 
 
 44 
 
 72 
 
 22 
 
 100 
 
 109 
 
 100 
 
 24 
 
 96 
 
 52 
 
 66 
 
 
 
 112 
 
 100 
 
 
 
 104 
 
 64 
 
 23 
 
 100 
 
 124 
 
 100 
 
 29 
 
 96 
 
 35 
 
 50 
 
 25 
 
 100 
 
 129 
 
 100 
 
 38 
 
 96 
 
 116 
 
 Failure 
 
 28 
 
 100 
 
 8 
 
 98 
 
 39 
 
 96 
 
 128 
 
 Failure 
 
 31 
 
 100 
 
 21 
 
 98 
 
 53 
 
 96 
 
 
 
 32 
 
 100 
 
 26 
 
 98 
 
 63 
 
 96 
 
 
 
 33 
 
 100 
 
 
 
 67 
 
 96 
 
 
 
 34 
 
 100 
 
 36 
 
 98 
 
 91 
 
 96 
 
 
 
 40 
 
 100 
 
 42 
 
 98 
 
 92 
 
 96 
 
 
 
 51 
 
 100 
 
 45 
 
 98 
 
 20 
 
 94 
 
 
 
 55 
 
 100 
 
 64 
 66 
 
 98 
 98 
 
 30 
 
 94 
 
 
 
 57 
 
 100 
 
 69 
 
 98 
 
 74 
 
 94 
 
 
 
 71 
 
 100 
 
 83 
 
 98 
 
 76 
 
 94 
 
 
 
 72 
 
 100 
 
 93 
 
 98 
 
 106 
 
 94 
 
 
 
 73 
 
 100 
 
 97 
 
 98 
 
 115 
 
 94 
 
 
 
 82 
 
 100 
 
 100 
 
 98 
 
 81 
 
 92 
 
 
 
 
 Si 
 
 ibstitution Test — Acci 
 
 iracy in Per Cent. Pa 
 
 gelll 
 
 
 Subject Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 3 
 
 100 
 
 72 
 
 100 
 
 33 
 
 98 
 
 103 
 
 94 
 
 7 
 
 100 
 
 73 
 
 100 
 
 36 
 
 98 
 
 52 
 
 92 
 
 10 
 
 100 
 
 82 
 
 100 
 
 38 
 
 98 
 
 67 
 
 92 
 
 12 
 
 100 
 
 83 
 
 100 
 
 40 
 
 98 
 
 111 
 
 92 
 
 13 
 
 100 
 
 85 
 
 100 
 
 63 
 
 98 
 
 127 
 
 92 
 
 14 
 
 100 
 
 
 
 84 
 
 98 
 
 
 
 16 
 
 100 
 
 87 
 
 100 
 
 92 
 
 98 
 
 53 
 
 90 
 
 18 
 
 100 
 
 89 
 
 100 
 
 95 
 
 98 
 
 56 
 
 86 
 
 22 
 
 100 
 
 90 
 
 100 
 
 108 
 
 98 
 
 102 
 
 86 
 
 24 
 
 100 
 
 91 
 
 100 
 
 112 
 
 98 
 
 104 
 
 74 
 
 
 
 94 
 
 100 
 
 
 
 44 
 
 70 
 
 25 
 
 100 
 
 100 
 
 100 
 
 115 
 
 98 
 
 35 
 
 44 
 
 26 
 
 100 
 
 101 
 
 100 
 
 117 
 
 98 
 
 116 
 
 Failure 
 
 28 
 
 100 
 
 106 
 
 100 
 
 125 
 
 98 
 
 128 
 
 Failure 
 
 31 
 
 100 
 
 109 
 
 100 
 
 20 
 
 96 
 
 
 
 32 
 
 100 
 
 114 
 
 100 
 
 64 
 
 96 
 
 
 
 34 
 
 100 
 
 
 
 65 
 
 96 
 
 
 
 39 
 
 100 
 
 123 
 
 100 
 
 74 
 
 96 
 
 
 
 42 
 
 100 
 
 124 
 
 100 
 
 81 
 
 96 
 
 
 
 45 
 
 100 
 
 129 
 
 100 
 
 93 
 
 96 
 
 
 
 51 
 
 100 
 
 2 
 5 
 
 98 
 98 
 
 97 
 
 96 
 
 
 
 55 
 
 100 
 
 8 
 
 98 
 
 122 
 
 96 
 
 
 
 57 
 
 100 
 
 9 
 
 98 
 
 21 
 
 94 
 
 
 
 66 
 
 100 
 
 23 
 
 98 
 
 70 
 
 94 
 
 
 
 69 
 
 100 
 
 29 
 
 98 
 
 76 
 
 94 
 
 
 
 71 
 
 100 
 
 30 
 
 98 
 
 78 
 
 94 
 

 
 38 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Substitution Test — Accuracy in Per Cent. Page IV 
 
 ubject Score 
 
 34 
 
 125 
 
 71 
 
 23 
 
 10 
 
 45 
 
 95 
 
 9 
 
 106 
 
 66 
 
 26 
 16 
 109 
 129 
 55 
 32 
 28 
 90 
 72 
 69 
 
 94 
 97 
 13 
 67 
 117 
 
 104.0 
 106.2 
 107.4 
 109.1 
 110.9 
 112.8 
 115.6 
 116.0 
 116.4 
 116.8 
 
 117.2 
 118.8 
 121.4 
 122.5 
 124.0 
 124.2 
 127.4 
 131.4 
 132.8 
 133.1 
 
 135.0 
 136.0 
 137.6 
 138.3 
 139.4 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 2 
 
 100 
 
 10 
 
 98 
 
 12 
 
 76 
 
 65 
 
 50 
 
 3 
 
 100 
 
 16 
 
 98 
 
 20 
 
 76 
 
 114 
 
 46 
 
 5 
 
 100 
 
 87 
 
 98 
 
 26 
 
 76 
 
 44 
 
 42 
 
 7 
 
 100 
 
 108 
 
 98 
 
 33 
 
 76 
 
 42 
 
 38 
 
 21 
 
 100 
 
 124 
 
 98 
 
 39 
 
 76 
 
 13 
 
 36 
 
 23 
 
 100 
 
 
 
 78 
 
 76 
 
 
 
 28 
 
 100 
 
 71 
 
 94 
 
 22 
 
 72 
 
 69 
 
 34. 
 
 30 
 
 100 
 
 72 
 
 94 
 
 29 
 
 72 
 
 66 
 
 30 
 
 31 
 
 100 
 
 94 
 
 94 
 
 111 
 
 72 
 
 127 
 
 26 
 
 32 
 
 100 
 
 51 
 
 90 
 
 70 
 
 68 
 
 38 
 
 22 
 
 
 
 55 
 
 90 
 
 
 
 36 
 
 18 
 
 34 
 
 100 
 
 82 
 
 90 
 
 76 
 
 68 
 
 73 
 
 14 
 
 45 
 
 100 
 
 103 
 
 90 
 
 8 
 
 66 
 
 116 
 
 Failure 
 
 53 
 
 100 
 
 9 
 
 88 
 
 14 
 
 64 
 
 128 
 
 Failure 
 
 56 
 
 100 
 
 90 
 
 88 
 
 24 
 
 64 
 
 
 
 63 
 
 100 
 
 40 
 
 86 
 
 25 
 
 64 
 
 
 
 83 
 
 100 
 
 
 
 84 
 
 64 
 
 
 
 85 
 
 100 
 
 67 
 
 86 
 
 101 
 
 64 
 
 
 
 89 
 
 100 
 
 100 
 
 86 
 
 122 
 
 64 
 
 
 
 95 
 
 100 
 
 97 
 
 84 
 
 52 
 
 62 
 
 
 
 106 
 
 100 
 
 102 
 104 
 
 84 
 84 
 
 93 
 
 60 
 
 
 
 109 
 
 100 
 
 115 
 
 84 
 
 92 
 
 54 
 
 
 
 117 
 
 100 
 
 57 
 
 82 
 
 18 
 
 52 
 
 
 
 123 
 
 100 
 
 81 
 
 82 
 
 64 
 
 52 
 
 
 
 125 
 
 100 
 
 74 
 
 80 
 
 91 
 
 52 
 
 
 
 129 
 
 100 
 
 112 
 
 80 
 
 35 
 
 50 
 
 
 
 Substitution Test — Index, Page I 
 
 Subject Score 
 
 5 
 31 
 21 
 82 
 89 
 
 30 
 
 87 
 7 
 
 93 
 8 
 
 76 
 101 
 100 
 123 
 
 29 
 
 63 
 
 51 
 
 2 
 
 112 
 
 83 
 102 
 
 25 
 
 124 
 
 3 
 
 115 
 
 141.2 
 141.4 
 144.6 
 145.2 
 145.7 
 
 148.4 
 153.3 
 154.0 
 154.3 
 155.0 
 155.2 
 158.1 
 163.9 
 166.0 
 167.0 
 
 168.9 
 170.0 
 171.9 
 172.0 
 174.0 
 174.3 
 177.6 
 179.7 
 184.5 
 187.6 
 
 Subject Score 
 
 84 
 111 
 73 
 40 
 36 
 78 
 12 
 33 
 92 
 52 
 
 24 
 38 
 122 
 22 
 85 
 57 
 53 
 14 
 56 
 74 
 
 114 
 20 
 18 
 91 
 
 44 
 
 191.0 
 192.4 
 197.0 
 198.2 
 198.7 
 207.7 
 208.3 
 209.0 
 214.4 
 214.6 
 
 220.4 
 226.0 
 226.3 
 228.4 
 239.5 
 242.7 
 247.2 
 253.2 
 256.7 
 265.9 
 
 266.1 
 270.5 
 293.3 
 304.3 
 310.3 
 
 Subject 
 
 103 
 39 
 64 
 81 
 42 
 
 65 
 70 
 127 
 108 
 104 
 35 
 116 
 128 
 
 Score 
 
 314.6 
 314.8 
 320.4 
 324.4 
 337.2 
 
 413.5 
 
 492.7 
 
 511.2 
 
 601.7 
 
 807.4 
 
 958.3 
 
 Failure 
 
 Failure
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 39 
 
 Subslitution Test — Index, Page II 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 34 
 
 64.4 
 
 109 
 
 112 
 
 93 
 
 144.5 
 
 18 
 
 220.2 
 
 72 
 
 73.6 
 
 90 
 
 112.2 
 
 115 
 
 146.4 
 
 73 
 
 224.0 
 
 45 
 
 76.9 
 
 83 
 
 113.3 
 
 111 
 
 146.9 
 
 122 
 
 229.8 
 
 95 
 
 78.2 
 
 69 
 
 113.5 
 
 85 
 
 152.2 
 
 38 
 
 232.3 
 
 89 
 
 80.8 
 
 5 
 
 114.6 
 
 20 
 
 153.0 
 
 52 
 
 238.5 
 
 129 
 
 81.0 
 
 
 
 14 
 
 154.2 
 
 
 
 10 
 
 82.4 
 
 7 
 
 117 
 
 12 
 
 154.4 
 
 127 
 
 247.1 
 
 23 
 
 85 
 
 57 
 
 117.0 
 
 51 
 
 154.6 
 
 91 
 
 253.1 
 
 82 
 
 88.2 
 
 66 
 
 118.0 
 
 33 
 
 155.6 
 
 65 
 
 265.9 
 
 123 
 
 89.2 
 
 94 
 
 118.6 
 
 84 
 
 158.2 
 
 108 
 
 336.0 
 
 
 
 97 
 
 118.8 
 
 
 
 104 
 
 364.4 
 
 32 
 
 89.4 
 
 40 
 
 119.0 
 
 22 
 
 161.0 
 
 35 
 
 812.0 
 
 71 
 
 90.8 
 
 117 
 
 119.0 
 
 44 
 
 168.1 
 
 116 
 
 Failure 
 
 16 
 
 91.2 
 
 87 
 
 122 
 
 42 
 
 173.4 
 
 128 
 
 Failure 
 
 67 
 
 93.8 
 
 101 
 
 122.2 
 
 78 
 
 180.3 
 
 
 
 9 
 
 94.2 
 
 102 
 
 123.3 
 
 92 
 
 181.8 
 
 
 
 125 
 
 95.5 
 
 
 
 53 
 
 182.3 
 
 
 
 106 
 
 98.1 
 
 30 
 
 123.4 
 
 114 
 
 184.3 
 
 
 
 29 
 
 98.9 
 
 112 
 
 124.6 
 
 36 
 
 188.7 
 
 
 
 28 
 
 103.8 
 
 13 
 
 125 
 
 24 
 
 189.6 
 
 
 
 26 
 
 104.1 
 
 25 
 63 
 
 130.2 
 130.2 
 
 39 
 
 191.0 
 
 
 
 55 
 
 106.0 
 
 8 
 
 130.6 
 
 103 
 
 198.4 
 
 
 
 2 
 
 107.4 
 
 100 
 
 131.0 
 
 74 
 
 200 
 
 
 
 21 
 
 107.6 
 
 76 
 
 131.9 
 
 81 
 
 208.9 
 
 
 
 3 
 
 108.3 
 
 124 
 
 140.8 
 
 70 
 
 215.4 
 
 
 
 31 
 
 111.4 
 
 56 
 
 143.3 
 
 64 
 
 217.3 
 
 
 
 
 
 Subsiittdion Tes 
 
 t — Index, 
 
 Page III 
 
 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 72 
 
 65.2 
 
 67 
 
 96.5 
 
 66 
 
 131.4 
 
 52 
 
 194.8 
 
 129 
 
 69.2 
 
 90 
 
 97.8 
 
 115 
 
 132.0 
 
 38 
 
 204.7 
 
 95 
 
 70.4 
 
 83 
 
 102 
 
 22 
 
 136.0 
 
 42 
 
 205.0 
 
 45 
 
 72.0 
 
 55 
 
 103.0 
 
 117 
 
 136.1 
 
 91 
 
 215.0 
 
 32 
 
 74.4 
 
 28 
 
 104 
 
 57 
 
 138.0 
 
 73 
 
 222.0 
 
 34 
 
 75.0 
 
 
 
 8 
 
 138.8 
 
 
 
 123 
 
 75.6 
 
 94 
 
 104.2 
 
 51 
 
 139.0 
 
 108 
 
 242.2 
 
 125 
 
 75.7 
 
 40 
 
 105.1 
 
 25 
 
 149.8 
 
 65 
 
 255.0 
 
 89 
 
 76.6 
 
 56 
 
 105.3 
 
 92 
 
 152.2 
 
 127 
 
 257.2 
 
 10 
 
 78.0 
 
 78 
 
 105.5 
 
 76 
 
 154.0 
 
 64 
 
 283.6 
 
 
 
 109 
 
 106.6 
 
 
 
 104 
 
 283.8 
 
 82 
 
 79.0 
 
 30 
 
 113.7 
 
 12 
 
 154.2 
 
 35 
 
 756.8 
 
 31 
 
 80.2 
 
 2 
 
 116.1 
 
 39 
 
 155.0 
 
 116 
 
 Failure 
 
 106 
 
 82.0 
 
 112 
 
 116.1 
 
 44 
 
 155.7 
 
 128 
 
 Failure 
 
 21 
 
 87.9 
 
 85 
 
 117.2 
 
 36 
 
 158.3 
 
 
 
 29 
 
 88.2 
 
 101 
 
 117.8 
 
 74 
 
 159.4 
 
 
 
 124 
 
 89.2 
 
 
 
 18 
 
 160.0 
 
 
 
 102 
 
 90.7 
 
 69 
 
 119.0 
 
 84 
 
 161.2 
 
 
 
 7 
 
 91.0 
 
 100 
 
 120 
 
 114 
 
 168.0 
 
 
 
 9 
 
 91.2 
 
 93 
 
 121.2 
 
 70 
 
 168.5 
 
 
 
 16 
 
 91.2 
 
 63 
 20 
 
 121.8 
 121.9 
 
 24 
 
 176.2 
 
 
 
 23 
 
 91.2 
 
 13 
 
 125.0 
 
 33 
 
 186.3 
 
 
 
 87 
 
 92.4 
 
 111 
 
 125.2 
 
 53 
 
 187.8 
 
 
 
 3 
 
 94.2 
 
 14 
 
 128.0 
 
 81 
 
 188.5 
 
 
 
 26 
 
 95 
 
 97 
 
 128.3 
 
 103 
 
 190.6 
 
 
 
 71 
 
 95.0 
 
 5 
 
 130.6 
 
 122 
 
 193.1 
 

 
 40 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Substitution Test — Index, Page IV 
 
 ubjecfc 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 124 
 
 57.8 
 
 83 
 
 97.6 
 
 70 
 
 198.6 
 
 84 
 
 684.6 
 
 129 
 
 58.0 
 
 72 
 
 97.9 
 
 26 
 
 201.6 
 
 12 
 
 728.4 
 
 106 
 
 63.0 
 
 3 
 
 99.8 
 
 29 
 
 204.4 
 
 35 
 
 748.4 
 
 34 
 
 63.4 
 
 71 
 
 99.8 
 
 112 
 
 216.0 
 
 91 
 
 756.5 
 
 31 
 
 65.0 
 
 117 
 
 100.0 
 
 111 
 
 219.5 
 
 13 
 
 793.9 
 
 10 
 
 68.4 
 
 
 
 93 
 
 221.0 
 
 
 
 123 
 
 69.0 
 
 67 
 
 110.5 
 
 52 
 
 242.9 
 
 38 
 
 825.5 
 
 45 
 
 69.6 
 
 90 
 
 110.5 
 
 22 
 
 270.0 
 
 66 
 
 828.7 
 
 23 
 
 72.0 
 
 30 
 
 111.4 
 
 76 
 
 275.6 
 
 73 
 
 857.1 
 
 95 
 
 72.8 
 
 2 
 
 112.0 
 
 39 
 
 278.9 
 
 42 
 
 867.4 
 
 
 
 78 
 
 113.4 
 
 
 
 36 
 
 972.2 
 
 125 
 
 73.6 
 
 100 
 
 114.0 
 
 8 
 
 280.3 
 
 127 
 
 1130.8 
 
 89 
 
 75.0 
 
 40 
 
 115.9 
 
 101 
 
 283.1 
 
 116 
 
 Failure 
 
 5 
 
 79.8 
 
 63 
 
 116.6 
 
 44 
 
 283.8 
 
 128 
 
 Failure 
 
 102 
 
 80.5 
 
 65 
 
 123.2 
 
 92 
 
 303.0 
 
 
 
 7 
 
 85.6 
 
 97 
 
 123.8 
 
 115 
 
 313.1 
 
 
 
 21 
 
 85.6 
 
 
 
 108 
 
 331.6 
 
 
 
 87 
 
 87.1 
 
 94 
 
 135.1 
 
 24 
 
 338.4 
 
 
 
 16 
 
 89.0 
 
 55 
 
 138.2 
 
 14 
 
 343.8 
 
 
 
 109 
 
 90.4 
 
 57 
 
 140.2 
 
 122 
 
 376.3 
 
 
 
 85 
 
 91.6 
 
 20 
 81 
 
 154.7 
 160.2 
 
 69 
 
 391.2 
 
 
 
 32 
 
 95.4 
 
 51 
 
 165.6 
 
 18 
 
 423.1 
 
 
 
 9 
 
 96.6 
 
 104 
 
 172.2 
 
 64 
 
 453.8 
 
 
 
 28 
 
 96.6 
 
 33 
 
 177.6 
 
 74 
 
 486.3 
 
 
 
 82 
 
 96.7 
 
 53 
 
 183.6 
 
 25 
 
 501.6 
 
 
 
 56 
 
 97.6 
 
 103 
 
 190.0 
 
 114 
 
 597.4 
 
 
 
 
 
 Number of Sei 
 
 itences Correct 
 
 
 
 subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 3 
 
 13 
 
 78 
 
 13 
 
 97 
 
 12 
 
 65 
 
 7 
 
 5 
 
 13 
 
 83 
 
 13 
 
 109 
 
 12 
 
 74 
 
 7 
 
 7 
 
 13 
 
 84 
 
 13 
 
 122 
 
 12 
 
 20 
 
 6 
 
 9 
 
 13 
 
 89 
 
 13 
 
 8 
 
 11 
 
 35 
 
 6 
 
 10 
 
 13 
 
 90 
 
 13 
 
 12 
 
 11 
 
 91 
 
 6 
 
 16 
 
 13 
 
 
 
 21 
 
 11 
 
 
 
 23 
 
 13 
 
 92 
 
 13 
 
 25 
 
 11 
 
 38 
 
 2 
 
 26 
 
 13 
 
 93 
 
 13 
 
 85 
 
 11 
 
 18 
 
 1 
 
 31 
 
 13 
 
 94 
 
 13 
 
 101 
 
 11 
 
 40 
 
 Failure 
 
 32 
 
 13 
 
 95 
 
 13 
 
 112 
 
 11 
 
 44 
 
 FaQure 
 
 
 
 100 
 
 13 
 
 
 
 104 
 
 Failure 
 
 34 
 
 13 
 
 103 
 
 13 
 
 114 
 
 11 
 
 108 
 
 Failure 
 
 36 
 
 13 
 
 106 
 
 13 
 
 22 
 
 10 
 
 116 
 
 Failure 
 
 39 
 
 13 
 
 117 
 
 13 
 
 33 
 
 10 
 
 128 
 
 Failure 
 
 45 
 
 13 
 
 123 
 
 13 
 
 70 
 
 10 
 
 
 
 51 
 
 13 
 
 124 
 
 13 
 
 102 
 
 10 
 
 
 
 52 
 
 13 
 
 
 
 115 
 
 10 
 
 
 
 55 
 
 13 
 
 125 
 
 13 
 
 127 
 
 10 
 
 
 
 56 
 
 13 
 
 129 
 
 13 
 
 42 
 
 9 
 
 
 
 57 
 
 13 
 
 2 
 
 12 
 
 81 
 
 9 
 
 
 
 63 
 
 13 
 
 14 
 28 
 
 12 
 12 
 
 111 
 
 9 
 
 
 
 66 
 
 13 
 
 30 
 
 12 
 
 13 
 
 8 
 
 
 
 67 
 
 13 
 
 53 
 
 12 
 
 64 
 
 8 
 
 
 
 69 
 
 13 
 
 72 
 
 12 
 
 73 
 
 8 
 
 
 
 71 
 
 13 
 
 82 
 
 12 
 
 24 
 
 7 
 
 
 
 76 
 
 13 
 
 87 
 
 12 
 
 29 
 
 7 
 

 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 41 
 
 
 
 Sentences — Number of Ideas 
 
 
 
 Subject 
 
 Score 
 
 Subject Score 
 
 Subject Score 
 
 Subject 
 
 Score 
 
 31 
 
 48 
 
 7 29 
 
 78 23 
 
 38 
 
 13 
 
 89 
 
 43 
 
 30 29 
 
 52 22 
 
 73 
 
 13 
 
 26 
 
 41 
 
 45 29 
 
 76 22 
 
 65 
 
 12 
 
 84 
 
 41 
 
 112 29 
 
 85 22 
 
 74 
 
 11 
 
 5 
 
 40 
 
 82 28 
 
 129 22 
 
 35 
 
 10 
 
 32 
 
 40 
 
 
 21 21 
 
 
 
 63 
 
 40 
 
 117 28 
 
 28 21 
 
 18 
 
 7 
 
 69 
 
 40 
 
 124 28 
 
 66 21 
 
 64 
 
 7 
 
 125 
 
 39 
 
 71 27 
 
 8 20 
 
 40 
 
 Failure 
 
 9 
 
 37 
 
 95 27 
 
 12 20 
 
 44 
 
 Failure 
 
 
 
 114 27 
 
 
 104 
 
 Failure 
 
 92 
 
 37 
 
 122 27 
 
 33 20 
 
 108 
 
 Failure 
 
 34 
 
 36 
 
 2 26 
 
 39 20 
 
 116 
 
 Failxire 
 
 16 
 
 34 
 
 94 26 
 
 111 20 
 
 128 
 
 Failure 
 
 57 
 
 34 
 
 123 26 
 
 22 19 
 
 
 
 3 
 
 33 
 
 103 25 
 
 101 19 
 
 
 
 93 
 
 33 
 
 
 29 18 
 
 
 
 83 
 
 32 
 
 14 24 
 
 102 18 
 
 
 
 90 
 
 32 
 
 23 24 
 
 127 18 
 
 
 
 10 
 
 31 
 
 36 24 
 
 13 16 
 
 
 
 53 
 
 31 
 
 51 24 
 56 24 
 
 20 16 
 
 
 
 67 
 
 31 
 
 97 24 
 
 24 16 
 
 
 
 87 
 
 31 
 
 100 24 
 
 115 16 
 
 
 
 106 
 
 31 
 
 109 24 
 
 81 15 
 
 
 
 25 
 
 30 
 
 55 23 
 
 42 14 
 
 
 
 70 
 
 30 
 
 72 23 
 
 91 14 
 
 
 
 
 
 Sentences — Index of Ideas 
 
 
 
 Subject 
 
 Score 
 
 Subject Score 
 
 Subject Score 
 
 Subject 
 
 Score 
 
 26 
 
 3.4 
 
 100 6.5 
 
 111 10.7 
 
 74 
 
 27.4 
 
 57 
 
 3.8 
 
 117 6.5 
 
 32 10.8 
 
 35 
 
 28.5 
 
 31 
 
 4.2 
 
 85 6.9 
 
 114 11.0 
 
 12 
 
 30.2 
 
 125 
 
 4.5 
 
 94 6.9 
 
 83 11.2 
 
 65 
 
 35.5 
 
 84 
 
 4.6 
 
 123 7.0 
 
 10 11.9 
 
 73 
 
 39.4 
 
 71 
 
 4.8 
 
 
 76 14.2 
 
 
 
 7 
 
 5.2 
 
 69 7.5 
 
 25 15.0 
 
 18 
 
 40.4 
 
 90 
 
 5.2 
 
 3 7.8 
 
 28 15.6 
 
 64 
 
 40.4 
 
 129 
 
 5.2 
 
 53 7.8 
 
 39 16.0 
 
 40 
 
 Failure 
 
 109 
 
 5.4 
 
 63 7.8 
 
 14 16.7 
 
 44 
 
 Failure 
 
 
 
 97 7.8 
 
 
 104 
 
 Failure 
 
 45 
 
 5.5 
 
 23 8.0 
 
 56 16.8 
 
 108 
 
 Failure 
 
 52 
 
 5.5 
 
 103 8.1 
 
 2 18.0 
 
 116 
 
 Failure 
 
 106 
 
 5.6 
 
 87 8.2 
 
 8 18.9 
 
 128 
 
 Failure 
 
 51 
 
 5.7 
 
 122 8.2 
 
 38 20.2 
 
 
 
 67 
 
 5.7 
 
 124 8.2 
 
 29 20.9 
 
 
 
 92 
 
 5.8 
 
 
 21 21.7 
 
 
 
 9 
 
 5.9 
 
 101 8.3 
 
 22 22.2 
 
 
 
 66 
 
 6.0 
 
 78 9.1 
 
 24 22.9 
 
 
 
 89 
 
 6.0 
 
 34 9.3 
 
 20 23.8 
 
 
 
 95 
 
 6.0 
 
 70 9.4 
 16 9.6 
 
 102 23.8 
 
 
 
 72 
 
 6.2 
 
 55 9.6 
 
 13 24.7 
 
 
 
 93 
 
 6.3 
 
 115 9.9 
 
 127 25.5 
 
 
 
 112 
 
 6.3 
 
 30 10.0 
 
 81 25.8 
 
 
 
 5 
 
 6.4 
 
 33 10.1 
 
 42 26.9 
 
 
 
 82 
 
 6.5 
 
 36 10.3 
 
 91 26.9 
 

 
 42 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Sentences — Number with an 
 
 Association Time 
 
 oj 2 Seconds or Less 
 
 Subject Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 3 12 
 
 123 
 
 7 
 
 87 
 
 2 
 
 53 
 
 
 
 26 12 
 
 5 
 
 6 
 
 93 
 
 2 
 
 65 
 
 
 
 45 12 
 
 18 
 
 6 
 
 111 
 
 2 
 
 73 
 
 
 
 90 12 
 
 36 
 
 6 
 
 112 
 
 2 
 
 74 
 
 
 
 129 12 
 
 124 
 
 6 
 
 25 
 
 
 91 
 
 
 
 52 11 
 
 
 
 28 
 
 1 
 
 
 
 57 11 
 
 70 
 
 5 
 
 29 
 
 1 
 
 114 
 
 
 
 67 11 
 
 95 
 
 5 
 
 34 
 
 1 
 
 115 
 
 
 
 109 11 
 
 117 
 
 5 
 
 56 
 
 
 40 
 
 Failure 
 
 81 10 
 
 24 
 
 4 
 
 76 
 
 
 44 
 
 Failure 
 
 
 42 
 
 4 
 
 
 
 104 
 
 Failure 
 
 102 10 
 
 92 
 
 4 
 
 103 
 
 
 108 
 
 Failure 
 
 125 10 
 
 94 
 
 4 
 
 127 
 
 1 
 
 116 
 
 Failure 
 
 7 9 
 
 101 
 
 4 
 
 2 
 
 
 
 128 
 
 Failure 
 
 31 9 
 
 23 
 
 3 
 
 8 
 
 
 
 
 
 84 9 
 
 33 
 
 3 
 
 10 
 
 
 
 
 
 71 8 
 
 
 
 12 
 
 
 
 
 
 72 8 
 
 55 
 
 3 
 
 13 
 
 
 
 
 
 85 8 
 
 78 
 
 3 
 
 14 
 
 
 
 
 
 89 8 
 
 9 
 
 2 
 
 16 
 
 
 
 
 
 100 8 
 
 35 
 38 
 
 2 
 
 2 
 
 20 
 
 
 
 
 
 51 7 
 
 63 
 
 2 
 
 21 
 
 
 
 
 
 66 7 
 
 64 
 
 2 
 
 22 
 
 
 
 
 
 97 7 
 
 69 
 
 2 
 
 30 
 
 
 
 
 
 106 7 
 
 82 
 
 2 
 
 32 
 
 
 
 
 
 122 7 
 
 83 
 
 2 
 
 39 
 
 
 
 
 
 Opposites Accuracy, in Per Cent. 
 (With each Accuracy Arranged in Order of Time) 
 
 ubject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 Subject 
 
 Score 
 
 52 
 
 100.0 
 
 66 
 
 85.0 
 
 78 
 
 65.0 
 
 122 
 
 12.5 
 
 129 
 
 97.5 
 
 111 
 
 85.0 
 
 33 
 
 65.0 
 
 35 
 
 12.5 
 
 97 
 
 97.5 
 
 87 
 
 85.0 
 
 3 
 
 65.0 
 
 42 
 
 10.0 
 
 125 
 
 97.5 
 
 31 
 
 82.5 
 
 92 
 
 62.5 
 
 74 
 
 5.0 
 
 71 
 
 95.0 
 
 112 
 
 82.5 
 
 109 
 
 62.5 
 
 18 
 
 Failure 
 
 67 
 
 95.0 
 
 
 
 64 
 
 62.5 
 
 
 
 95 
 
 95.0 
 
 55 
 
 82.5 
 
 102 
 
 62.5 
 
 20 
 
 Failure 
 
 32 
 
 95.0 
 
 124 
 
 80.0 
 
 81 
 
 60.0 
 
 24 
 
 Failure 
 
 90 
 
 92.5 
 
 69 
 
 80.0 
 
 91 
 
 60.0 
 
 40 
 
 Failure 
 
 9 
 
 92.5 
 
 106 
 
 80.0 
 
 73 
 
 55.0 
 
 44 
 
 Failure 
 
 
 
 5 
 
 75.0 
 
 
 
 104 
 
 Failure 
 
 85 
 
 92.5 
 
 53 
 
 75.0 
 
 36 
 
 55.0 
 
 108 
 
 Failure 
 
 117 
 
 92.5 
 
 12 
 
 75.0 
 
 8 
 
 52.5 
 
 116 
 
 Failure 
 
 100 
 
 92.5 
 
 45 
 
 72.5 
 
 25 
 
 50.0 
 
 128 
 
 Failure 
 
 34 
 
 92.5 
 
 84 
 
 72.5 
 
 2 
 
 50.0 
 
 
 
 57 
 
 90.0 
 
 82 
 
 72.5 
 
 22 
 
 47.5 
 
 
 
 23 
 
 90.0 
 
 
 
 101 
 
 45.0 
 
 
 
 7 
 
 90.0 
 
 123 
 
 72.5 
 
 114 
 
 55.0 
 
 
 
 83 
 
 90.0 
 
 115 
 
 72.5 
 
 76 
 
 42.5 
 
 
 
 51 
 
 87.5 
 
 28 
 
 72.5 
 
 63 
 
 42.5 
 
 
 
 26 
 
 87.5 
 
 39 
 29 
 
 72.5 
 72.5 
 
 13 
 
 40.0 
 
 
 
 93 
 
 87.5 
 
 103 
 
 70.0 
 
 56 
 
 37.5 
 
 
 
 16 
 
 87.5 
 
 89 
 
 70.0 
 
 21 
 
 30.0 
 
 
 
 30 
 
 87.5 
 
 38 
 
 67.5 
 
 70 
 
 27.5 
 
 
 
 10 
 
 87.5 
 
 127 
 
 67.5 
 
 14 
 
 22.5 
 
 
 
 94 
 
 85.0 
 
 72 
 
 65.0 
 
 65 
 
 22.5 
 

 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 43 
 
 Subject 
 
 College Maids 
 
 Card Sorting — Index 
 
 Score Subject 
 
 Score 
 
 20 
 
 28.0 
 
 
 
 
 11 
 
 38.0 
 
 18 
 
 30.0 
 
 
 
 
 1 
 
 38.6 
 
 17 
 
 34.0 
 
 
 
 
 12 
 
 38.8 
 
 10 
 
 34.0 
 
 
 
 
 8 
 
 40.0 
 
 19 
 
 34.1 
 
 
 
 
 6 
 
 41.9 
 
 16 
 
 35.0 
 
 
 
 
 4 
 
 42.0 
 
 13 
 
 35.6 
 
 
 
 
 5 
 
 42.0 
 
 IS 
 
 35.9 
 
 
 
 
 3 
 
 44.4 
 
 14 
 
 36.0 
 
 
 
 
 2 
 
 45.5 
 
 
 
 College Maids 
 
 
 
 
 Cancellation, 
 
 "a" 
 
 Test- 
 
 - Accuracy 
 
 in Per Cent. 
 
 (With Each Accuracy Arranged in Order of time) 
 Subje'-t, Score Subject Score 
 
 18 
 
 100 
 
 1 
 
 94 
 
 17 
 
 100 
 
 11 
 
 94 
 
 13 
 
 100 
 
 6 
 
 92 
 
 4 
 
 100 
 
 20 
 
 92 
 
 19 
 
 98 
 
 8 
 
 90 
 
 3 
 
 98 
 
 12 
 
 88 
 
 10 
 
 98 
 
 2 
 
 70 
 
 16 
 
 96 
 
 14 
 
 60 
 
 5 
 
 96 
 
 16 
 
 48 
 
 
 College Maids 
 
 
 Subject 
 
 Subject 
 
 Cancellation, "a" Test — Index 
 
 Score 
 
 Subject Score 
 
 6 
 
 127.0 
 
 1 
 
 196.6 
 
 18 
 
 140.0 
 
 2 
 
 200.0 
 
 19 
 
 145.9 
 
 17 
 
 203.6 
 
 3 
 
 153.3 
 
 10 
 
 204.1 
 
 16 
 
 159.4 
 
 13 
 
 214.0 
 
 20 
 
 163.0 
 
 8 
 
 232.2 
 
 12 
 
 163.6 
 
 15 
 
 251.7 
 
 5 
 
 176.0 
 
 4 
 
 260.2 
 
 11 
 
 196.4 
 
 14 
 
 280.0 
 
 
 College Maids 
 
 
 Memory Span — No. of Digits Recalled 
 Score Subject Score 
 
 20 
 
 9 
 
 19 
 
 9 
 
 18 
 
 9 
 
 17 
 
 9 
 
 16 
 
 Q 
 
 15 
 
 9 
 
 14 
 
 9 
 
 13 
 
 9 
 
 12 
 
 9 
 
 11 
 
 3 
 6 
 10 
 8 
 4 
 5 
 2 
 1
 
 44 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 College Maids 
 Substitution Test — Accuracy in Per Cent. 
 
 Page 1 
 
 Page 2 
 
 
 Page 3 
 
 Page 4 
 
 Subject 
 
 Score 
 
 Subject Score 
 
 Subject 
 
 Score 
 
 Subject Score 
 
 1 
 
 100 
 
 1 100 
 
 1 
 
 100 
 
 4 100 
 
 4 
 
 100 
 
 2 100 
 
 5 
 
 100 
 
 5 100 
 
 6 
 
 100 
 
 5 100 
 
 8 
 
 100 
 
 8 100 
 
 10 
 
 100 
 
 12 100 
 
 11 
 
 100 
 
 11 100 
 
 12 
 
 100 
 
 15 100 
 
 12 
 
 100 
 
 18 98 
 
 13 
 
 100 
 
 18 100 
 
 13 
 
 100 
 
 19 96 
 
 3 
 
 98 
 
 19 100 
 
 18 
 
 100 
 
 2 88 
 
 5 
 
 98 
 
 4 98 
 
 19 
 
 100 
 
 6 88 
 
 8 
 
 98 
 
 6 98 
 
 20 
 
 100 
 
 1 86 
 
 11 
 
 98 
 
 10 98 
 
 2 
 
 98 
 
 10 86 
 
 15 
 
 98 
 
 11 98 
 
 10 
 
 98 
 
 20 86 
 
 17 
 
 98 
 
 20 98 
 
 17 
 
 98 
 
 13 84 
 
 19 
 
 98 
 
 13 96 
 
 3 
 
 96 
 
 16 84 
 
 16 
 
 96 
 
 17 96 
 
 4 
 
 96 
 
 12 72 
 
 18 
 
 96 
 
 8 94 
 
 14 
 
 96 
 
 15 66 
 
 20 
 
 94 
 
 14 94 
 
 6 
 
 94 
 
 14 62 
 
 2 
 
 92 
 
 16 94 
 
 15 
 
 94 
 
 3 60 
 
 14 
 
 86 
 
 3 92 
 
 16 
 
 94 
 
 17 54 
 
 
 
 College Maids 
 
 
 
 
 
 SubstitiUion Test — Index 
 
 
 Page l 
 
 Page 2 
 
 Page 3 
 
 Page Jf 
 
 Subject 
 
 Score 
 
 Subject Score 
 
 Subject 
 
 Score 
 
 Subject Score 
 
 11 
 
 113.3 
 
 11 81.6 
 
 10 
 
 71.4 
 
 11 62.6 
 
 10 
 
 118.8 
 
 10 83.1 
 
 11 
 
 76.0 
 
 5 66.4 
 
 19 
 
 120.6 
 
 19 93.0 
 
 5 
 
 78.8 
 
 4 73.9 
 
 17 
 
 123.7 
 
 5 95.4 
 
 4 
 
 82.4 
 
 18 87.0 
 
 20 
 
 137.2 
 
 4 103.1 
 
 1 
 
 86.2 
 
 10 89.5 
 
 12 
 
 138.0 
 
 20 103.5 
 
 19 
 
 86.6 
 
 20 99.8 
 
 1 
 
 150.0 
 
 12 104.0 
 
 18 
 
 87.2 
 
 19 118.8 
 
 6 
 
 151.0 
 
 2 105.8 
 
 2 
 
 96.5 
 
 2 122.7 
 
 13 
 
 153.2 
 
 1 112.0 
 
 20 
 
 97.2 
 
 16 136.9 
 
 16 
 
 160.2 
 
 18 120.6 
 
 12 
 
 101.4 
 
 8 137.0 
 
 4 
 
 161.8 
 
 16 121.7 
 
 16 
 
 109.4 
 
 12 142.8 
 
 3 
 
 172.4 
 
 17 127.1 
 
 13 
 
 115.4 
 
 1 161.6 
 
 8 
 
 176.9 
 
 6 128.0 
 
 17 
 
 130.4 
 
 6 181.8 
 
 15 
 
 190.6 
 
 15 128.0 
 
 15 
 
 136.5 
 
 13 193.3 
 
 18 
 
 200.0 
 
 13 135.2 
 
 6 
 
 138.3 
 
 15 200.9 
 
 5 
 
 209.2 
 
 3 153.0 
 
 3 
 
 146.0 
 
 17 225.9 
 
 2 
 
 285.0 
 
 8 210.4 
 
 8 
 
 165.2 
 
 3 455.0 
 
 14 
 
 428.6 
 
 14 312.8 
 
 
 14 
 
 229.4 
 
 14 544.2 
 
 College Maids 
 
 Opposites — Accuracy in Per Cent. 
 
 With Each Accuracy Arranged in Order of Time 
 
 Subject 
 
 Score 
 
 20 
 
 100.0 
 
 18 
 
 100.0 
 
 10 
 
 97.5 
 
 19 
 
 95.0 
 
 17 
 
 90.0 
 
 16 
 
 90.0 
 
 15 
 
 87.5 
 
 14 
 
 87.5 
 
 13 
 
 87.5 
 
 Subject 
 
 Score 
 
 12 
 
 85.0 
 
 1 
 
 85.0 
 
 8 
 
 82.5 
 
 11 
 
 80.0 
 
 4 
 
 62.5 
 
 6 
 
 60.0 
 
 5 
 
 52.5 
 
 2 
 
 25.0 
 
 3 
 
 10.0
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 45 
 
 OiRGiNAL Scores of Tests not in the Bureau of Vocational Guidance 
 
 Series 
 
 Original Scores. WrUing Standard Phrase. Time in Sees, and Ralings by 
 Ayres' and by Thorndike's Scale for Measuring Handwriting. Bedford 88. 
 
 
 
 
 Thorn- 
 
 
 
 
 Thorn- 
 
 
 
 Ayres' 
 
 dike's 
 
 
 
 Ayres' 
 
 dike's 
 
 Subject 
 
 Sees. 
 
 scale 
 
 scale 
 
 Subject 
 
 Sees. 
 
 scale 
 
 scale 
 
 84 
 
 7.0 
 
 40 
 
 11 
 
 56* 
 
 15.8 
 
 40 
 
 9 
 
 67 
 
 7.6 
 
 40 
 
 10 
 
 102* 
 
 15.8 
 
 30 
 
 9 
 
 7 
 
 8.0 
 
 50 
 
 12 
 
 122* 
 
 15.8 
 
 30 
 
 9 
 
 .94 
 
 8.0 
 
 40 
 
 11 
 
 2 
 
 16.0 
 
 50 
 
 12 
 
 106 
 
 8.6 
 
 70 
 
 13 
 
 12 
 
 16.0 
 
 40 
 
 12 
 
 89 
 
 8.8 
 
 50 
 
 12 
 
 22* 
 
 16.0 
 
 40 
 
 9 
 
 90 
 
 9.0 
 
 50 
 
 15 
 
 34 
 
 16.0 
 
 50 
 
 11 
 
 109 
 
 9.0 
 
 40 
 
 11 
 
 45 
 
 16.0 
 
 60 
 
 14 
 
 31 
 
 9.2 
 
 60 
 
 13 
 
 51* 
 
 16.6 
 
 40 
 
 11 
 
 66 
 
 9.4 
 
 50 
 
 12 
 
 73 
 
 . 16.6 
 
 70 
 
 14 
 
 71 
 
 9.4 
 
 50 
 
 12 
 
 92* 
 
 17.0 
 
 60 
 
 l.> 
 
 103 
 
 9.6 
 
 60 
 
 12 
 
 16 
 
 17.2 
 
 60 
 
 15 
 
 32 
 
 10.0 
 
 50 
 
 13 
 
 74 
 
 17.4 
 
 50 
 
 11 
 
 76 
 
 10.0 
 
 50 
 
 12 
 
 63 
 
 18.0 
 
 40 
 
 11 
 
 111 
 
 10.0 
 
 40 
 
 9 
 
 127* 
 
 19.0 
 
 30 
 
 8 
 
 5 
 
 10.2 
 
 60 
 
 14 
 
 28 
 
 19.0 
 
 40 
 
 12 
 
 26 
 
 10.2 
 
 40 
 
 14 
 
 3 
 
 19.6 
 
 80 
 
 15 
 
 30 
 
 10.2 
 
 60 
 
 16 
 
 81* 
 
 19.6 
 
 20 
 
 6 
 
 78 
 
 10.2 
 
 50 
 
 13 
 
 55 
 
 21.0 
 
 50 
 
 9 
 
 23 
 
 10.6 
 
 60 
 
 15 
 
 70 
 
 21.0 
 
 40 
 
 9 
 
 29* 
 
 11.0 
 
 50 
 
 12 
 
 39 
 
 23.0 
 
 30 
 
 9 
 
 57 
 
 11.0 
 
 60 
 
 11 
 
 65* 
 
 23.0 
 
 20 
 
 8 
 
 93 
 
 11.0 
 
 70 
 
 13 
 
 24* 
 
 25.4 
 
 30 
 
 8 
 
 123* 
 
 11.2 
 
 50 
 
 12 
 
 44* 
 
 27.6 
 
 40 
 
 8 
 
 82 
 
 11.6 
 
 40 
 
 11 
 
 114* 
 
 32.8 
 
 20 
 
 6 
 
 101* 
 
 11.8 
 
 40 
 
 11 
 
 53* 
 
 37.6 
 
 20 
 
 7 
 
 38* 
 
 12.0 
 
 30 
 
 9 
 
 20* 
 
 42.6 
 
 20 
 
 9 
 
 83 
 
 12.0 
 
 50 
 
 12 
 
 8* 
 
 52.0 
 
 40 
 
 9 
 
 115* 
 
 12.0 
 
 40 
 
 12 
 
 42* 
 
 70.4 
 
 20 
 
 7 
 
 125 
 
 12.0 
 
 50 
 
 11 
 
 91* 
 
 72.4 
 
 20 
 
 7 
 
 72 
 
 12.2 
 
 50 
 
 13 
 
 18* 
 
 Failures 
 
 20— 
 
 
 
 97 
 
 12.2 
 
 60 
 
 13 
 
 35* 
 
 Failui'es 
 
 20— 
 
 
 
 69 
 
 12.4 
 
 40 
 
 9 
 
 40* 
 
 Failures 
 
 20— 
 
 
 
 112* 
 
 12.6 
 
 60 
 
 12 
 
 64* 
 
 Failures 
 
 20— 
 
 
 
 129 
 
 12.6 
 
 50 
 
 15 
 
 104* 
 
 Failures 
 
 20— 
 
 
 
 14 
 
 12.8 
 
 50 
 
 12 
 
 108* 
 
 Failures 
 
 20— 
 
 
 
 100 
 
 13.0 
 
 60 
 
 14 
 
 116* 
 
 Failiu-es 
 
 20— 
 
 
 
 52 
 
 13.2 
 
 60 
 
 12 
 
 128* 
 
 Failures 
 
 20— 
 
 
 
 36 
 
 13.4 
 
 60 
 
 13 
 
 
 
 
 
 25 
 
 13.8 
 
 60 
 
 15 
 
 
 
 
 
 33 
 
 14.0 
 
 50 
 
 9 
 
 
 
 
 
 87* 
 
 14.0 
 
 50 
 
 9 
 
 
 
 
 
 124* 
 
 14.0 
 
 50 
 
 11 
 
 
 
 
 
 13 
 
 14.8 
 
 50 
 
 12 
 
 
 
 
 
 21 
 
 14.8 
 
 40 
 
 11 
 
 
 
 
 
 95 
 
 14.8 
 
 60 
 
 15 
 
 
 
 
 
 9 
 
 15.0 
 
 60 
 
 13 
 
 
 
 
 
 85* 
 
 15.2 
 
 50 
 
 14 
 
 
 
 
 
 10 
 
 15.6 
 
 40 
 
 9 
 
 
 
 
 
 117 
 
 15.6 
 
 60 
 
 13 
 
 1 
 
 
 
 
 •Below Grade Group.
 
 46 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Original Scores. 
 
 Reading q 
 
 Subject 
 
 Seconds 
 
 26 
 
 9.4 
 
 125 
 
 9.8 
 
 23 
 
 10.0 
 
 28 
 
 10.0 
 
 95 
 
 10.6 
 
 67 
 
 10.8 
 
 76 
 
 11.0 
 
 78 
 
 11.2 
 
 115 
 
 11.2 
 
 73 
 
 11.4 
 
 82 
 
 11.4 
 
 117 
 
 11.4 
 
 25 
 
 11.6 • 
 
 31 
 
 11.6 
 
 51 
 
 11.6 
 
 16 
 
 11.8 
 
 94 
 
 11.9 
 
 34 
 
 12.0 
 
 84 
 
 12.0 
 
 66 
 
 12.2 
 
 89 
 
 12.4 
 
 52 
 
 12.6 
 
 106 
 
 12.6 
 
 72 
 
 12.8 
 
 90 
 
 13.0 
 
 97 
 
 13.0 
 
 32 
 
 13.2 
 
 129 
 
 13.2 
 
 93 
 
 13.6 
 
 71 
 
 13.8 
 
 122 
 
 13.8 
 
 12 
 
 14.0 
 
 45 
 
 14.0 
 
 63 
 
 14.0 
 
 69 
 
 14.0 
 
 100 
 
 14.0 
 
 30 
 
 14.2 
 
 3 
 
 15.0 
 
 5 
 
 15.0 
 
 13 
 
 15.0 
 
 57 
 
 15.0 
 
 111 
 
 15.0 
 
 7 
 
 15.6 
 
 1 
 
 15.8 
 
 38 
 
 15.8 
 
 85 
 
 15.8 
 
 10 
 
 16.0 
 
 22 
 
 16.0 
 
 55 
 
 16.0 
 
 83 
 
 16.4 
 
 Reading of Standard Passage — Time in Sees. Bedford 88. 
 
 Subject Seconds 
 
 123 16.4 
 
 103 16.6 
 92 16.8 
 
 124 16.8 
 
 39 17.0 
 109 18.0 
 
 36 18.2 
 
 8 19.0 
 
 101 19.0 
 87 20.0 
 
 112 22.0 
 
 21 22.2 
 
 56 23.0 
 
 33 24.0 
 
 14 26.0 
 
 2 28.0 
 
 70 29.0 
 
 81 33.0 
 
 29 40.0 
 
 127 41.0 
 
 44 50.0 
 
 65 52.4 
 
 24 53.0 
 
 53 67.0 
 
 74 71.0 
 
 114 83.0 
 
 102 95.0 
 
 20 A few words in English. 
 
 91 A few words in English. 
 
 104 A little in own language. 
 
 108 A little in own language. 
 
 18 In no language. 
 
 35 In no language. 
 
 40 In no language. 
 42 In no language. 
 64 In no language. 
 
 116 In no language. 
 
 128 In no language.
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 47 
 
 Original Scores. 
 
 Subject 
 
 Ace. 
 
 126 
 
 100.0 
 
 45 
 
 100.0 
 
 94 
 
 100.0 
 
 100 
 
 100.0 
 
 99 
 
 100.0 
 
 30 
 
 100.0 
 
 69 
 
 100.0 
 
 10 
 
 100.0 
 
 51 
 
 100.0 
 
 66 
 
 97.5 
 
 87 
 
 97.5 
 
 23 
 
 95.0 
 
 84 
 
 95.0 
 
 7 
 
 95.0 
 
 34 
 
 95.0 
 
 55 
 
 95.0 
 
 25 
 
 95.0 
 
 89 
 
 95.0 
 
 85 
 
 95.0 
 
 73 
 
 95.0 
 
 5 
 
 95.0 
 
 63 
 
 95.0 
 
 28 
 
 95.0 
 
 90 
 
 92.5 
 
 52 
 
 92.5 
 
 83 
 
 92.5 
 
 31 
 
 92.5 
 
 78 
 
 90.0 
 
 57 
 
 90.0 
 
 71 
 
 90.0 
 
 iction Test 
 
 of Woodworth 
 
 and Wells 
 
 . Per Cent, of 
 
 d Time in 
 
 Sees. Bedford 
 
 88—60. 
 
 
 
 Seconds 
 
 Subject 
 
 Ace. 
 
 Seconds 
 
 87.0 
 
 67 
 
 90.0 
 
 
 97.2 
 
 87.0 
 
 32 
 
 90.0 
 
 
 102.0 
 
 89.8 
 
 9 
 
 90.0 
 
 
 108.0 
 
 99.0 
 
 12 
 
 90.0 
 
 
 164.8 
 
 104.0 
 
 13 
 
 87.5 
 
 
 144.8 
 
 134.6 
 
 8 
 
 87.5 
 
 
 204.6 
 
 136.8 
 
 38 
 
 87.5 
 
 
 220.0 
 
 142.6 
 
 76 
 
 85.0 
 
 
 136.2 
 
 145.0 
 
 56 
 
 80.0 
 
 
 330.0 
 
 77.8 
 
 22 
 
 80.0 
 
 
 340.6 
 
 146.0 
 
 21 
 
 77.5 
 
 
 191.0 
 
 70.0 
 
 29 
 
 77.5 
 
 
 250.0 
 
 86.6 
 
 72 
 
 75.0 
 
 
 137.0 
 
 96.6 
 
 2 
 
 72.5 
 
 
 201.6 
 
 109.8 
 
 36 
 
 70.0 
 
 
 147.0 
 
 114.8 
 
 65 
 
 67.5 
 
 
 371.8 
 
 118.4 
 
 74 
 
 67.5 
 
 
 397.4 
 
 128.0 
 
 92 
 
 60.0 
 
 
 122.2 
 
 130.2 
 
 33 
 
 52.5 
 
 
 199.0 
 
 146.6 
 
 39 
 
 52.5 
 
 
 279.0 
 
 151.6 
 
 24 
 
 47.5 
 
 
 235.8 
 
 164.8 
 
 14 
 
 47.5 
 
 
 252.6 
 
 173.6 
 
 70 
 
 35.0 
 
 
 241.6 
 
 72.0 
 
 18 
 
 
 Failure 
 
 
 76.0 
 
 20 
 
 
 Failure 
 
 
 92.0 
 
 35 
 
 
 Failure 
 
 
 98.0 
 
 40 
 
 
 Failure 
 
 
 87.0 
 
 42 
 
 
 Failure 
 
 
 91.8 
 
 44 
 
 
 Failure 
 
 
 92.6 
 
 91 
 
 
 Failure 

 
 48 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Original Scores. Hard Direction Test of Woodworth and Wells. Per Cent, of 
 
 Accuracy and Time in Sees. Lab. Group — SO 
 Subj. Ace. Sees. Subj. Aee. Sees. 
 
 171 
 
 97.5 
 
 160.6 
 
 165 
 
 77.5 
 
 270.0 
 
 197 
 
 97.5 
 
 228.0 
 
 929 
 
 72.5 
 
 523.0 
 
 198 
 
 97.5 
 
 134.6 
 
 860 
 
 70,0 
 
 123.0 
 
 180 
 
 95.0 
 
 158.0 
 
 183 
 
 70.0 
 
 188.4 
 
 923 
 
 95.0 
 
 193.6 
 
 170 
 
 70.0 
 
 202.8 
 
 161 
 
 92.5 
 
 169.2 
 
 184 
 
 67.5 
 
 314.2 
 
 192 92.5 226.0 933 65.0 235.0 
 
 906 92.5 256.0 928 65.0 369.8 
 
 175 90.0 210.0 951 65.0 570.0 
 
 935 90.0 520.0 169 65.0 204.0 
 
 947 
 
 90.0 
 
 297.0 
 
 172 
 
 62.5 
 
 269.0 
 
 901 
 
 87.5 
 
 319.0 
 
 909 
 
 60.0 
 
 290.0 
 
 911 
 
 87.5 
 
 216.0 
 
 937 
 
 57.5 
 
 251.6 
 
 946 
 
 87.5 
 
 140.2 
 
 186 
 
 55.0 
 
 252.0 
 
 181 
 
 85.0 
 
 218.0 
 
 168 
 
 52.5 
 
 300.0 
 
 917 
 
 85.0 
 
 326.0 
 
 939 
 
 52.5 
 
 223.2 
 
 957 
 
 85.0 
 
 227.0 
 
 903 
 
 52.5 
 
 413.0 
 
 941 
 
 82.5 
 
 156.0 
 
 189 
 
 50.0 
 
 328.0 
 
 955 
 
 82.5 
 
 139.0 
 
 193 
 
 47.5 
 
 381.6 
 
 164 
 
 80.0 
 
 144.0 
 
 908 
 
 42.5 
 
 285.8 
 
 958 
 
 80.0 
 
 153.8 
 
 959 
 
 40.0 
 
 425.0 
 
 173 
 
 80.0 
 
 163.0 
 
 163 
 
 37.5 
 
 227.4 
 
 199 
 
 80.0 
 
 165.0 
 
 194 
 
 37.5 
 
 432.0 
 
 916 
 
 80.0 
 
 228.0 
 
 177 
 
 25.0 
 
 485.0 
 
 922 
 
 80.0 
 
 233.0 
 
 167 
 
 Failure 
 
 
 926 
 
 80.0 
 
 246.0 
 
 178 
 
 Failure 
 
 
 927 
 
 80.0 
 
 328.8 
 
 904 
 
 Failure 
 
 
 919 
 
 80.0 
 
 511.6 
 
 918 
 
 Failure 
 
 
 910 
 
 77.5 
 
 212.0 
 
 925 
 
 Failure 
 
 
 930 77.5 252.0 956 FaUure
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 49 
 
 Original Scores. Easy Direction Test of Woodworth and Wells 
 Accuracy and Time in Sees. College Maids 
 
 Subj. 
 17 
 20 
 18 
 10 
 19 
 8 
 9 
 12 
 13 
 16 
 
 Ace. 
 
 100.0 
 
 100.0 
 
 100.0 
 
 100.0 
 
 97.5 
 
 97.5 
 
 95.0 
 
 95.0 
 
 90.0 
 
 90.0 
 
 Sees. 
 
 57.2 
 
 63.8 
 
 69.4 
 
 72.2 
 
 76.4 
 
 108.2 
 
 92.0 
 
 115.4 
 
 109.8 
 
 118.0 
 
 Subj. 
 11 
 
 7 
 
 1 
 
 6 
 
 2 
 
 5 
 15 
 
 3 
 14 
 
 4 
 
 Wells. 
 
 Per Cent, of 
 
 tO/S 
 
 \.cc. 
 
 Sees. 
 
 90.0 
 
 131.0 
 
 90.0 
 
 132.0 
 
 90.0 
 
 203.0 
 
 85.0 
 
 110.6 
 
 80.0 
 
 150.6 
 
 77.5 
 
 283.8 
 
 75.0 
 
 105.0 
 
 75.0 
 
 248.0 
 
 65.0 
 
 169.0 
 
 65.0 
 
 226.0 
 
 Original Scores. Hard Direction Test of Woodworth and Wells. Per Cent, of 
 Accuracy and Time in Sees. College Maids 
 
 Subj. 
 
 
 Ace. 
 
 Sees. 
 
 
 Subj. 
 
 Ace. 
 
 
 Sees. 
 
 13 
 
 
 97 
 
 5 
 
 232.2 
 
 
 11 
 
 87.5 
 
 
 184.8 
 
 19 
 
 
 92 
 
 5 
 
 133.4 
 
 
 20 
 
 82.5 
 
 
 125.8 
 
 17 
 
 
 90. 
 
 
 
 79.4 
 
 
 18 
 
 75.0 
 
 
 79.0 
 
 10 
 
 
 90.0 
 
 155.0 
 
 
 7 
 
 75.0 
 
 
 160.0 
 
 15 
 
 
 90.0 
 
 192.0 
 
 
 5 
 
 67.5 
 
 
 186.0 
 
 16 
 
 
 90 
 
 
 
 200.0 
 
 
 4 
 
 65.0 
 
 
 284.4 
 
 1 
 
 
 90. 
 
 
 
 251.0 
 
 
 14 
 
 62.5 
 
 
 283.0 
 
 12 
 
 
 90 
 
 
 
 255.0 
 
 
 2 
 
 55.0 
 
 
 170.0 
 
 9 
 
 
 90.0 
 
 256.0 
 
 
 6 
 
 47.5 
 
 
 257.4 
 
 8 
 
 
 90. 
 
 
 
 280.0 
 
 
 3 
 
 45.0 
 
 
 345.0 
 
 Original Scores. 
 
 Cross Line Test A. 
 
 Number of Trials and Time 
 
 in 
 
 Sees. 
 
 
 
 
 
 Bedford 88- 
 
 43 
 
 
 
 
 
 No. of 
 
 
 
 
 
 No. of 
 
 
 
 
 Subj. 
 
 Trials 
 
 
 Time 
 
 
 Subj 
 
 . Trials 
 
 Time 
 
 
 
 45 
 
 l-f 
 
 
 8.4 
 
 
 5 
 
 2+ 
 
 53.6 
 
 
 
 23 
 
 
 
 8.6 
 
 
 52 
 
 
 67.0 
 
 
 
 55 
 
 
 
 9.2 
 
 
 39 
 
 
 70.0 
 
 
 
 30 
 
 
 
 10.0 
 
 
 3 
 
 
 72.6 
 
 
 
 31 
 
 
 
 10.0 
 
 
 25 
 
 
 83.0 
 
 
 
 16 
 
 
 
 11.0 
 
 
 18 
 
 
 91.4* 
 
 
 
 10 
 
 
 
 12.8 
 
 
 38 
 
 
 240.0* 
 
 
 
 7 
 
 
 
 13.0 
 
 
 36 
 
 3+ 
 
 240.0 
 
 
 
 26 
 
 
 
 14.2 
 
 
 
 
 
 
 
 40 
 
 
 
 15.0* 
 
 
 57 
 
 
 458.0 
 
 
 
 
 
 
 
 
 22 
 
 3— 
 
 102.0* 
 
 (3 
 
 errors) 
 
 2 
 
 
 
 15.2 
 
 
 14 
 
 
 105.0 
 
 (2 
 
 
 34 
 
 
 
 15.2 
 
 
 33 
 
 
 105.0 
 
 (4 
 
 
 32 
 
 
 
 15.8 
 
 
 44 
 
 
 122.0* 
 
 (3 
 
 
 12 
 
 
 
 16.0 
 
 
 20 
 
 
 130.0* 
 
 (4 
 
 
 51 
 
 
 
 16.0* 
 
 
 28 
 
 
 131.6 
 
 (2 
 
 
 63 
 
 
 
 16.0 
 
 
 64 
 
 
 155.0* 
 
 (2 
 
 
 21 
 
 
 
 18.0 
 
 
 35 
 
 
 160.0* 
 
 (3 
 
 
 53 
 
 
 
 18.0* 
 
 
 24 
 
 
 170.0* 
 
 (2 
 
 
 8 
 
 
 
 18.2* 
 
 
 
 
 
 
 
 56 
 
 
 
 20.0* 
 
 
 65 
 9 
 
 
 185.0* 
 190.0 
 
 (3 
 (3 
 
 
 13 
 
 
 
 25.0 
 
 
 42 
 
 
 320.0* 
 
 (3 
 
 
 29 
 
 
 
 26.8* 
 
 
 
 
 

 
 50 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 In the column giving the scores, one plus means that the test was solved on 
 the first trial and two plus on the second trial after one reproduction of the 
 figure; three plus on the third trial after a second reproduction of the figure. 
 Three minus indicates that the third trial contained errors from one to four . 
 which the subject was unable to correct. Those starred are the Below Grade 
 Group. The others had finished at least the fifth B grade. 
 
 Original Scores. 
 
 Cross Ln 
 
 
 No. of 
 
 
 Subj. 
 
 Trials 
 
 Time 
 
 45 
 
 1 + 
 
 42.0 
 
 16 
 
 
 49.4 
 
 10 
 
 
 50.0 
 
 13 
 
 
 52.0 
 
 31 
 
 
 60.0 
 
 7 
 
 
 60.8 
 
 21 
 
 
 71.8 
 
 12 
 
 
 87.0 
 
 34 
 
 
 89.0 
 
 25 
 
 
 90.0 
 
 23 
 
 
 90.8 
 
 55 
 
 
 104.2 
 
 30 
 
 
 140.0 
 
 32 
 
 
 140.2 
 
 57 
 
 2+ 
 
 66.0 
 
 26 
 
 
 199.0 
 
 5 
 
 
 292.0 
 
 53 
 
 
 317.2* 
 
 28 
 
 
 373.0 
 
 29 
 
 3+ 
 
 302.4* 
 
 36 
 
 
 455.0 
 
 2 
 
 
 632.4 
 
 'st B. Number of Trials and Time in Seconds. 
 Bedford 88-43 
 
 
 No. of 
 
 
 
 
 Subj. 
 
 Trials 
 
 Time 
 
 
 
 24 
 
 3— 
 
 240.0* 
 
 (8 errors 
 
 42 
 
 
 258.0* 
 
 (9 
 
 (1 
 
 33 
 
 
 304.0 
 
 (8 
 
 (( 
 
 14 
 
 
 304.8 
 
 (6 
 
 ti 
 
 44 
 
 
 305.0* 
 
 (9 
 
 11 
 
 38 
 
 
 340.0* 
 
 (8 
 
 u 
 
 52 
 
 
 345.0 
 
 (8 
 
 tl 
 
 56 
 
 
 350.0* 
 
 (9 
 
 11 
 
 64 
 
 
 365.0* 
 
 (8 
 
 11 
 
 22 
 
 
 375.4* 
 
 (8 
 
 tl 
 
 9 
 
 
 455.6 
 
 (8 
 
 (I 
 
 63 
 
 
 480.0 
 
 (2 
 
 tt 
 
 40 
 
 
 480.0* 
 
 (5 
 
 l( 
 
 18 
 
 
 521.2* 
 
 (2 
 
 It 
 
 65 
 
 
 540.0* 
 
 (5 
 
 It 
 
 51 
 
 
 545.0* 
 
 (2 
 
 It 
 
 3 
 
 
 618.0 
 
 (8 
 
 tt 
 
 8 
 
 
 640.0* 
 
 (3 
 
 tl 
 
 39 
 
 
 658.8 
 
 (8 
 
 It 
 
 20 
 
 Failure 
 
 105.0* 
 
 
 
 35 
 
 Failure 
 
 120.0* 
 
 
 
 In the colmnn headed "No. of Trials," one plus means that the test was 
 solved on the first trial and two plus on the second trial after one reproduction 
 of the figure; three plus on the third trial after a second reproduction of the 
 figure. Three minus indicates that the third trial contained from one to nine 
 errors which the subject was unable to correct. Those starred are the Below 
 Grade Group.
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 51 
 
 Original Scores. Construction Test A. Time in Seconds, Number of Additional 
 Moves, of Impossible Moves and Repetition of ImpossibleMoves. Bedford 88 
 
 Rep. of 
 
 Rep. of 
 
 
 
 Add. 
 
 Imp. 
 
 Imp. 
 
 
 
 Add. 
 
 Imp. 
 
 Imp 
 
 Subj. 
 
 Time Moves 
 
 Moves 
 
 1 Moves 
 
 Subj. 
 
 Time Moves Moves Moves 
 
 72 
 
 5.2 
 
 
 
 
 
 
 
 26 
 
 60.0 
 
 6 
 
 9 
 
 3 
 
 102 
 
 7.4 
 
 1 
 
 
 
 
 
 65 
 
 60.0 
 
 6 
 
 
 
 
 
 95 
 
 7.8 
 
 
 
 
 
 
 
 51 
 
 61.8 
 
 10 
 
 5 
 
 3 
 
 45 
 
 8.6 
 
 
 
 
 
 
 
 94 
 
 62.8 
 
 18 
 
 
 
 
 
 82 
 
 9.4 
 
 
 
 
 
 
 
 55 
 
 65.6 
 
 3 
 
 3 
 
 4 
 
 5 
 
 9.8 
 
 
 
 
 
 
 
 39 
 
 74.0 
 
 5 
 
 6 
 
 3 
 
 87 
 
 10.0 
 
 
 
 
 
 
 
 100 
 
 80.0 
 
 18 
 
 1 
 
 
 
 111 
 
 10.0 
 
 1 
 
 
 
 
 
 2 
 
 82.0 
 
 9 
 
 7 
 
 2 
 
 18 
 
 11.0 
 
 
 
 
 
 
 
 14 
 
 84.0 
 
 7 
 
 8 
 
 2 
 
 66 
 
 11.4 
 
 1 
 
 
 
 
 
 85 
 
 88.0 
 
 17 
 
 5 
 
 
 
 71 
 
 11.6 
 
 
 
 
 
 
 
 108 
 
 90.0 
 
 8 
 
 2 
 
 1 
 
 109 
 
 11.6 
 
 
 
 
 
 
 
 64 
 
 91.8 
 
 10 
 
 8 
 
 3 
 
 117 
 
 12.2 
 
 1 
 
 
 
 
 
 127 
 
 95.0 
 
 18 
 
 4 
 
 1 
 
 30 
 
 13.0 
 
 3 
 
 
 
 
 
 33 
 
 97.0 
 
 13 
 
 13 
 
 7 
 
 90 
 
 13.6 
 
 2 
 
 
 
 
 
 35 
 
 108.0 
 
 15 
 
 13 
 
 6 
 
 69 
 
 14.0 
 
 1 
 
 
 
 
 
 22 
 
 121.4 
 
 6 
 
 14 
 
 5 
 
 106 
 
 14.0 
 
 1 
 
 
 
 
 
 74 
 
 123.4 
 
 12 
 
 3 
 
 5 
 
 123 
 
 14.0 
 
 1 
 
 
 
 
 
 92 
 
 133.4 
 
 26 
 
 4 
 
 2 
 
 31 
 
 15.2 
 
 2 
 
 
 
 
 
 97 
 
 134.6 
 
 28 
 
 8 
 
 1 
 
 16 
 
 17.0 
 
 4 
 
 
 
 
 
 52 
 
 135.0 
 
 14 
 
 12 
 
 6 
 
 32 
 
 17.0 
 
 3 
 
 1 
 
 
 
 115 
 
 149.0 
 
 18 
 
 7 
 
 2 
 
 53 
 
 18.0 
 
 4 
 
 1 
 
 
 
 128 
 
 152.0 
 
 23 
 
 22 
 
 7 
 
 81 
 
 18.0 
 
 3 
 
 
 
 
 
 83 
 
 158.8 
 
 35 
 
 1 
 
 
 
 112 
 
 18.0 
 
 
 
 
 
 
 
 103 
 
 167.0 
 
 35 
 
 12 
 
 10 
 
 13 
 
 18.2 
 
 
 
 
 
 
 
 104 
 
 177.0 
 
 22 
 
 5 
 
 7 
 
 101 
 
 18.4 
 
 4 
 
 1 
 
 
 
 44 
 
 203.6 
 
 30 
 
 23 
 
 13 
 
 34 
 
 18.8 
 
 1 
 
 
 
 
 
 70 
 
 218.0 
 
 57 
 
 19 
 
 26 
 
 63 
 
 19.8 
 
 1 
 
 1 
 
 
 
 122 
 
 248.4 
 
 49 
 
 11 
 
 25 
 
 78 
 
 20.0 
 
 6 
 
 1 
 
 
 
 12 
 
 296.2 
 
 31 
 
 14 
 
 13 
 
 36 
 
 21.0 
 
 4 
 
 
 
 
 
 91 
 
 319.0 
 
 19 
 
 10 
 
 8 
 
 84 
 
 22.0 
 
 2 
 
 1 
 
 
 
 38 
 
 372.6 
 
 28 
 
 16 
 
 22 
 
 40 
 
 23.2 
 
 2 
 
 5 
 
 
 
 10 
 
 411.6 
 
 58 
 
 5 
 
 
 
 73 
 
 25.6 
 
 3 
 
 
 
 
 
 56 
 
 432.2 
 
 25 
 
 13 
 
 35 
 
 57 
 
 26.0 
 
 3 
 
 5 
 
 
 
 42 
 
 516.4 
 
 41 
 
 23 
 
 34 
 
 76 
 
 28.0 
 
 3 
 
 1 
 
 
 
 3 
 
 618.7 
 
 56 
 
 25 
 
 2) 
 
 8 
 
 29.6 
 
 5 
 
 
 
 
 
 116 
 
 600.0 
 
 43 
 
 17 
 
 18 u< 
 
 28 
 
 30.0 
 
 6 
 
 2 
 
 
 
 25 
 
 635.0 
 
 23 
 
 27 
 
 19 P' 
 
 67 
 
 30.0 
 
 4 
 
 4 
 
 
 
 20 
 
 682.8 
 
 44 
 
 38 
 
 93) 
 
 23 
 
 33.0 
 
 4 
 
 2 
 
 
 
 
 
 
 
 
 114 
 
 34.4 
 
 6 
 
 
 
 
 
 
 
 
 
 
 93 
 
 35.0 
 
 9 
 
 1 
 
 
 
 
 
 
 
 
 129 
 
 35.0 
 
 6 
 
 
 
 
 
 
 
 
 
 
 21 
 
 35.4 
 
 3 
 
 3 
 
 
 
 
 
 
 
 
 7 
 
 36.0 
 
 10 
 
 1 
 
 
 
 
 
 
 
 
 124 
 
 47.0 
 
 4 
 
 2 
 
 
 
 
 
 
 
 
 9 
 
 48.0 
 
 6 
 
 9 
 
 2 
 
 
 
 
 
 
 125 
 
 51.4 
 
 5 
 
 4 
 
 1 
 
 
 
 
 
 
 24 
 
 53.0 
 
 8 
 
 7 
 
 
 
 
 
 
 
 
 29 
 
 53.6 
 
 8 
 
 8 
 
 2 
 
 
 
 
 
 
 89 
 
 55.2 
 
 16 
 
 2 
 
 
 
 
 
 
 
 
 Failures
 
 52 THE E.-TALITY OF THE CRIMINAL WOMAN 
 
 Coticfruction Test B — Arranged in Order of Time of Solution. 
 
 Character of Perf ormanoe 
 
 87* 18.0 Good 
 
 9* 
 
 20.0 
 
 6 
 
 
 
 
 
 u 
 
 102 
 
 20.0 
 
 20 
 
 8 
 
 
 
 Queer combination of in- 
 sight and lack of it 
 
 32 
 
 29.0 
 
 
 
 
 
 
 
 Good 
 
 76 
 
 30.0 
 
 4 
 
 
 
 
 
 << 
 
 117 
 
 31.0 
 
 
 
 
 
 
 
 11 
 
 31 
 
 31.4 
 
 
 
 
 
 
 
 " — Hurried 
 
 72 
 
 33.0 
 
 5 
 
 1 
 
 
 
 It 
 
 82 
 
 34.0 
 
 
 
 
 
 
 
 (( 
 
 5 
 
 38.0 
 
 2 
 
 
 
 
 
 (( 
 
 52 
 
 39.0 
 
 4 
 
 
 
 
 
 (< 
 
 93 
 
 39.2 
 
 2 
 
 
 
 
 
 (1 
 
 106 
 
 39.6 
 
 2 
 
 
 
 
 
 
 95 
 
 41.0 
 
 2 
 
 
 
 
 
 <( 
 
 111 
 
 42.0 
 
 3 
 
 
 
 
 
 " 
 
 7 
 
 43.0 
 
 1 
 
 
 
 
 
 (( 
 
 66 
 
 46.0 
 
 3 
 
 
 
 
 
 (1 
 
 10 
 
 47.8 
 
 
 
 
 
 
 
 11 
 
 53* 
 
 50.4 
 
 10 
 
 
 
 
 
 It 
 
 16 
 
 52.8 
 
 6 
 
 
 
 
 
 ti 
 
 89 
 
 57.0 
 
 3 
 
 
 
 
 
 tt 
 
 36 
 
 60.0 
 
 4 
 
 
 
 
 
 
 51* 
 
 60.0 
 
 18 
 
 
 
 
 
 It 
 
 34 
 
 61.0 
 
 6 
 
 
 
 
 
 tt 
 
 45 
 
 62.4 
 
 7 
 
 1 
 
 
 
 It 
 
 123* 
 
 66.0 
 
 12 
 
 
 
 
 
 tt 
 
 55 
 
 71.2 
 
 5 
 
 
 
 
 
 tt 
 
 115* 
 
 73.6 
 
 14 
 
 
 
 
 
 Quite good 
 
 57 
 
 75.2 
 
 12 
 
 
 
 
 
 It tt 
 
 23 
 
 76.4 
 
 13 
 
 
 
 
 
 It tt 
 
 12 
 
 80.0 
 
 11 
 
 1 
 
 
 
 it (( 
 
 90 
 
 85.0 
 
 2 
 
 
 
 
 
 Good 
 
 114* 
 
 85.4 
 
 3 
 
 
 
 
 
 Very good 
 
 14 
 
 86.8 
 
 15 
 
 
 
 
 
 
 124* 
 
 88.0 
 
 8 
 
 
 
 
 
 Good 
 
 63 
 
 93.0 
 
 9 
 
 2 
 
 
 
 Good on the whole 
 
 108* 
 
 97.6 
 
 8 
 
 
 
 
 
 Slow but good 
 
 24* 
 
 97.8 
 
 14 
 
 3 
 
 
 
 Fau- 
 
 78 
 
 98.0 
 
 29 
 
 3 
 
 
 
 Slow but fair 
 
 13 
 
 101.0 
 
 4 
 
 
 
 
 
 Good
 
 TESTS, GENERAL METHODS, CLASSIFICATION, ETC. 
 
 53 
 
 109 
 
 110.2 
 
 17 
 
 3 
 
 33 
 
 114.6 
 
 23 
 
 3 
 
 71 
 
 114.6 
 
 10 
 
 
 
 30 
 
 116.8 
 
 17 
 
 
 
 26 
 
 118.6 
 
 13 
 
 1 
 
 91* 
 
 118.8 
 
 8 
 
 
 
 125 
 
 122.8 
 
 34 
 
 
 
 94 
 
 126.8 
 
 32 
 
 
 
 42* 
 
 131.6 
 
 17 
 
 
 
 67 
 
 135.0 
 
 25 
 
 8 
 
 74 
 
 145.4 
 
 24 
 
 2 
 
 112* 
 
 146.6 
 
 34 
 
 2 
 
 84 
 
 156.0 
 
 34 
 
 
 
 83 
 
 160.6 
 
 35 
 
 
 
 129 
 
 166.0 
 
 34 
 
 
 
 81* 
 
 196.2 
 
 46 
 
 6 
 
 104* 
 
 199.0 
 
 30 
 
 2 
 
 73 
 
 209.4 
 
 5 
 
 
 
 2 
 
 220.6 
 
 29 
 
 
 
 101* 
 
 223.6 
 
 45 
 
 3 
 
 22* 
 
 227.6 
 
 17 
 
 6 
 
 3 
 
 229.0 
 
 17 
 
 2 
 
 28 
 
 232.0 
 
 46 
 
 
 
 64* 
 
 250.4 
 
 42 
 
 3 
 
 29* 
 
 255.0 
 
 64 
 
 4 
 
 8* 
 
 278.4 
 
 48 
 
 1 
 
 97 
 
 292.6 
 
 76 
 
 1 
 
 100 
 
 294.0 
 
 50 
 
 
 
 127* 
 
 294.8 
 
 73 
 
 
 
 20* 
 
 301.2 
 
 50 
 
 10 
 
 103 
 
 309.6 
 
 60 
 
 20 
 
 69 
 
 330.0 
 
 65 
 
 4 
 
 44* 
 
 372.0 
 
 216 
 
 
 70 
 
 390.0 
 
 65 
 
 4 
 
 116* 
 
 433.0 
 
 69 
 
 5 
 
 18* 
 
 443.6 
 
 66 
 
 8 
 
 40* 
 
 506.0 
 
 37 
 
 6 
 
 21 
 
 553.0 
 
 33 
 
 2 
 
 65* 
 
 900.0 
 
 38 
 
 
 56* 
 
 900.0 
 
 113 
 
 
 39 
 
 900.0 
 
 116 
 
 
 25 
 
 900.0 
 
 117 
 
 
 128 
 
 900.0 
 
 122 
 
 
 35* 
 
 900.0 
 
 135 
 
 
 38* 
 
 900.0 
 
 155 
 
 
 85* 
 
 900.0 
 
 160 
 
 
 92* 
 
 900.0 
 
 241 
 
 
 82* 
 
 900.0 
 
 239 
 
 
 Many 
 
 Many 
 
 
 
 Fairly good 
 
 
 
 Only fair 
 
 
 
 Good 
 
 
 
 (( 
 
 
 
 Fair 
 
 
 
 Pretty good 
 
 
 
 Fair 
 
 
 
 (1 
 
 
 
 a 
 
 
 
 Only fair 
 
 
 
 Slow but fair 
 
 
 
 Fair but not quick to see 
 
 
 
 Confased but fair 
 
 
 
 Only fair 
 
 
 
 Peculiar but fair. (Insane) 
 
 
 
 Poor perfectly bUnd 
 
 2 
 
 Not even trial and error; 
 
 
 
 Morphine habit; erratic 
 
 
 
 Fair 
 
 1 
 
 BHnd except for short inter- 
 
 
 vals when method was fair 
 
 3 
 
 Poor 
 
 
 
 (( 
 
 
 
 Fair 
 
 
 
 Very poor 
 
 
 
 Haphazard but finally saw 
 
 5 
 
 Morph. habit evident; er- 
 
 
 ratic, and haphazard 
 
 
 
 Fair, slow to see 
 
 
 
 Slow to see 
 
 
 
 Slow and dull 
 
 4 
 
 Not even trial and error 
 
 
 
 (( li U U (1 
 
 
 
 Fair. 
 
 
 Not even trial and error. 
 
 2 
 
 Blind in spots. 
 
 
 
 Poor but not absolutely 
 
 2 
 
 blind. 
 
 2 
 
 Trial and error. 
 
 
 
 K (( (( 
 
 Blind in spots. 
 
 Not even trial and error.
 
 CHAPTER III 
 
 Experimental Data and Results 
 
 Section I. Height 
 Materials: Stadiometer and milimeter rule. 
 
 Method of Measurement: As a usual thing in the Bedford laboratory height 
 was measured the subject's shoes removed. This method was not feasible 
 in the Cincinnati laboratory, and so \\'ith the Bedford 88 we followed their 
 method of not removing the subject's shoes. The height recorded is the height . 
 in shoes minus the height of the heel measured in miUhaeters with rule or 
 calipers. For the rest the Cincinnati procedure differed in no way from our 
 own routine. 
 
 ^. The subjects stood erect, heels, shoulders and head in contact with the rod. 
 Combs in the way were removed and the hair taken down if it was worn on 
 the top of the head. Care was taken that the head was held in a normal 
 position. The shding rod was then brought down to rest easily but firmly on 
 the head and the reading made. 
 
 Sitting height, the subject sat erect on the platform of the stadiometer with 
 spine and head well back against the measuring rod. Both heights were 
 recorded in centimeters. 
 
 TABLE 1 
 
 Height, in Cm. 
 
 Percentiles, QuartUe Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade 
 
 Groups and for the Standard Cincinnati Groups of 14, 
 
 15, and Retarded 14 and 15-Y ear-Old 
 
 Working Girls 
 
 
 
 
 
 a "S 
 
 
 
 
 
 o 
 
 
 c 
 
 d a 
 •d § 
 
 1 s 
 
 
 
 
 ^ 
 
 
 •*^ 
 
 v t, 
 
 " ^ 
 
 
 4S 
 
 Group* 
 
 a 
 § 
 
 
 
 d 
 
 § PM 
 
 5 <B 
 
 (0 43 
 
 a 
 3 
 
 
 
 pm 
 
 .2 
 
 PM 
 
 £, W 
 
 J2 iO 
 
 b 
 
 u 
 
 
 
 
 
 •" C^ 
 
 t^ 
 
 (0 
 
 <c 
 
 
 XI 
 43 
 
 01 
 
 Si 
 
 <M -C 
 
 !s "O 
 
 
 ^ 
 
 
 U5 
 
 s 
 
 
 5i 
 
 p§ 
 
 P 
 
 3 
 
 Bedford 88 
 
 160.4 
 
 156.1 
 
 152.3 
 
 4.3 
 
 3.8 
 
 173.5 
 
 138.4 
 
 C. 15 
 
 161.6 
 
 157.5 
 
 153.6 
 
 4.1 
 
 3.9 
 
 174.7 
 
 142.0 
 
 C. 14 
 
 159.0 
 
 155.0 
 
 150.5 
 
 4.0 
 
 4.5 
 
 170.0 
 
 137.2 
 
 Retarded C. 14t 
 
 
 
 
 
 
 
 
 Retarded C. 15t 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 158.4 
 
 153.6 
 
 152.0 
 
 4.8 
 
 1.6 
 
 164.5 
 
 138.4 
 
 Grade Group 
 
 165.0 
 
 157.4 
 
 152.4 
 
 7.6 
 
 5.0 
 
 173.5 
 
 140.5 
 
 Vth Grade 
 
 166.0 
 
 156.5 
 
 153.2 
 
 9.5 
 
 3.3 
 
 169.5 
 
 152.3 
 
 Vlth Grade 
 
 162.1 
 
 156.1 
 
 153.0 
 
 6.0 
 
 3.1 
 
 166.8 
 
 141.8 
 
 Vllth Grade 
 
 1 165.3 
 
 159.0 
 
 151.5 
 
 6.3 
 
 7.5 
 
 173.0 
 
 140.5 
 
 Vlllth Grade 
 
 160. 1 
 
 158.4 
 
 154.5 
 
 1.7 
 
 3.9 
 
 173.5 
 
 149.7 
 
 * For the definition of these groups see pages 2.3 and 24. 
 t We have not the data necessary to compute the percentiles in height of 
 this group. 
 
 54
 
 /tr.t* liij- 
 
 /59S /S/S 
 
 I fib IH3I, 
 
 Curve 1. — Bedford 88 and C. 15 
 
 CuHVE 3. — Bedford Vllltli Grade. C. 
 15 and C. 14 Vlllth Grade 
 
 40- 
 
 30- 
 
 20- 
 
 
 v\ 
 
 /o- 
 
 
 \\ 
 
 
 /■' 
 
 / 
 
 ,,i 1 1 
 
 V 
 
 1 1 
 
 ity.b^ nrf IS9.5- 'Sir /vj.r 
 isq.h isi.<= I'll I, 
 
 Curve 2. — Grade ,Group, Below Grade 
 Group, C. 15 and C. 14 
 
 «9- 
 
 30- 
 
 50 ■ 
 
 ej5 
 
 C.14- 
 
 /476-f i(.%r isrr ins- I'iis^ 
 
 Curve 4. — Bedford Vth Grade, C. 15 and 
 C. 14 Vth Grade 
 
 Height
 
 56 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Results: The members of the Reformatory group are on the 
 whole slightly shorter in height than the Cincinnati working 
 girl of 15 years (see Curve 1). There is among them, however, 
 no individual who is as short as the shortest working girl of 
 C. 14,1 i^ g,^ 137,2 cm. If the Bedford 88 are divided into two 
 groups according as they had or had not reached as advanced 
 a grade upon leaving school as the working children, the Grade 
 Group, with its equivalent schoohng, are 6.6 cm. taller than the 
 others, the Below-Grade Group at the 25th percentile, 3.8 cm. 
 taller in median height, and 0.4 cm. taller at the 75th percentile. 
 This Grade Group is taller than C. 15 only at the 25th percentile. 
 
 The Bedford 5th Grade is distinctly taller than the working 
 girl of the same grade (see Curve 4). Curiously enough, at 
 the 25th percentile the Bedford 5th Grade is taller than the 
 Bedford 8th Grade — a fact to be remembered when considering 
 the results of certain of the mental tests that follow. 
 
 Sitting height has not been tabulated for the working children 
 up to date. We have compiled Table 2, which gives the dis- 
 tribution of the Grade Group and the Below-Grade Group with 
 respect to standing height and sitting height in terms of the 
 norms established by the Child Study Department of the Chicago 
 Public Schools.- These norms were established by arranging 
 all the measurements for each age in the order of their increasing 
 height. The shortest record was called 0; the others were 
 divided into ten numerically equal sections, 0-10, 10-20, 20-30, 
 etc., percentile groups, respectively. The highest record of 
 each of these groups was then recorded as the 10th, 20th, etc., 
 percentile. Accordingly, 40-50 contains the median record, 
 70-80 the 25th percentile, and 20-30 the 75th percentile record. 
 The normal distribution of our records, then, after each has 
 been referred to a table of her own age, might be expected to 
 put 10 per cent, in each of the ten divisions of 0-10, 20-30, 30-40, 
 etc., and not more than one record at zero. We have added two 
 divisions at the extremes of the percentile scale for those of 
 
 ^For the definition of this and the following group abbreviations, see p. 23. 
 2 Child Study Report No. 3 of the Department of Child Study, 1903, by 
 Fred Warren Smedley, Chicago, pp. 23-25.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 57 
 
 our subjects who were taller than the 100th percentile record 
 of the normal subjects and "Below 0" for those who were shorter 
 than the standard zero record. 
 
 TABLE 2. 
 
 The Distribution of the Height of SS Reformatory Subjects with Respect to 
 the Various Percentile Groups under which they come in Smedley's 
 Tables of Normal Individuals of Corresponding Ages 
 
 
 Height Standing 
 
 Height Sitting 
 
 Smedley's 
 
 Percentile 
 
 Distribution 
 
 Grade-Group 
 
 Below-Grade 
 Grade 
 
 Grade-Group 
 
 Below-Grade 
 Grade 
 
 
 No. 
 
 Per 
 
 Cent. 
 
 No. 
 
 Per 
 
 Cent. 
 
 •NT Per 
 
 No. ^ ^ 
 
 Cent. 
 
 No. 
 
 Per 
 
 Cent. 
 
 Above 100 
 
 90-100 
 80-90 
 70-80 
 60-70 
 50-60 
 40-50 
 30-40 
 20-30 
 10-20 
 0-10 
 
 
 Below 
 
 
 6 
 6 
 3 
 2 
 1 
 5 
 3 
 6 
 6 
 16 
 
 
 
 0.0 
 11.1 
 11.1 
 
 5.6 1 
 
 3.7 1 
 
 1.8 1 
 9.3 4 
 5.6 1 4 
 
 11.1 ' 4 
 
 11.1 1 6 
 
 29.6 12 
 
 0.0 
 
 0.0 : 1 
 
 0.0 
 
 0.0 
 
 0.0 
 
 2.9 
 
 2.9 
 
 2.9 
 
 11.8 
 
 11.8 
 
 11.8 
 
 17.7 
 
 35.3 
 
 0.0 
 
 2.9 
 
 
 
 2 
 5 
 4 
 3 
 6 
 4 
 7 
 4 
 6 
 10 
 
 3 
 
 0.0 
 3.7 
 9.3 
 
 7.4 
 5.6 
 
 11.1 
 7.4 
 
 12.9 
 7.4 
 
 11.1 
 
 18.5 
 0.0 
 5.6 
 
 
 
 1 
 
 1 
 2 
 1 
 4 
 4 
 6 
 5 
 9 
 
 1 
 
 0.0 
 
 0.0 
 
 2.9 
 
 2.9 
 
 5.9 
 
 2.9 
 
 11.8 
 
 11.8 
 
 17.7 
 
 14.7 
 
 26.5 
 
 0.0 
 
 2.9 
 
 Total 54 
 
 34 
 
 
 54 
 
 
 34 
 
 25th Percentile 
 
 Median 
 
 75th Percentile 
 
 70-80 
 20-30 
 10-20 
 
 30-40 
 
 10-20 
 
 0-10 
 
 60-70 40-50 
 30-40 20-30 
 10-20 O-IO 
 
 Table 2 shows the Reformatory women to be distinctly below 
 the normal in height sitting and standing. They are ten per 
 cent, nearer the standard height sitting than standing which 
 means that they are disproportionately long waisted. The 
 Grade Group are slightly taller than the Below-Grade Group 
 at the 75th and median record points; they are decidedly taller 
 at the 25th percentile. One third of this group are above the 
 median height for normal persons of their own age, but 51 per 
 cent, of them are no taller than the shortest 30 per cent, of the
 
 58 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 normal group. Of the Below Grade Group only 7.8 per cent, 
 are above the median normal height and 67.7 are no taller than 
 the shortest 30 per cent. 55.9 per cent, of them are no taller 
 than the shortest 20 per cent, of normal individuals of correspond- 
 ing age. 
 
 In the Grade Group there is no individual taller than the 
 tallest normal individual and in the Below-Grade Group the 
 tallest individual is at the 80th percentile record point of the 
 normal series. 
 
 Section 2. Weight 
 
 Materials: The Standard anthropometric scale recommended in Whipple's 
 manual. 
 
 Method of Measurement: Here again the Cincinnati procedure did not differ 
 from that already in use at Bedford. The weight was taken with the subject 
 clothed. Our subjects were weighed in institution clothes, which are of 
 proportionally equal weight for all. The weight was read to twentieths of a 
 kilogram. 
 
 TABLE 3. 
 
 Weight, in Kg. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Vth, Vlth, Vllth and Vllth Grade Groups and for the 
 Standard Cincinnati Groups of 14, 15, and Retarded 14 and 15-year- 
 old Working Girls 
 
 
 
 
 
 o 
 
 
 
 
 
 
 
 
 
 — 
 
 
 
 
 
 
 
 a -5 
 
 fl '5 
 
 
 
 
 © 
 
 
 <D 
 
 .2 § 
 
 <2g 
 
 
 
 
 
 
 
 ■o U 
 
 •a w 
 
 
 
 
 
 
 4^ 
 
 5 t- 
 
 03 V, 
 
 *i 
 
 43 
 
 Group 
 
 a 
 o 
 
 a 
 
 a 
 
 O 
 
 CM 
 
 •° IN 
 
 Is 
 
 
 1 
 
 
 
 "•5 
 
 4^ 
 
 <J TS 
 
 «.; x) 
 
 p. 
 
 ^ 
 
 
 
 § 
 
 
 5^ 
 
 Si 
 
 t) 
 
 9 
 
 Bedford 88 
 
 63.7 
 
 58.8 
 
 53.3 
 
 4.9 
 
 5.5 
 
 101.6 
 
 42.5 
 
 C. 15 
 
 54.0 
 
 49.1 
 
 44.8 
 
 4.9 
 
 4.3 
 
 95.0 
 
 34.9 
 
 C. 14 
 
 49.7 
 
 45.4 
 
 40.2 
 
 4.3 
 
 5.2 
 
 86.3 
 
 29.5 
 
 Retarded C. 14* 
 
 
 
 
 
 
 
 
 Retarded C. 15* 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 63.0 
 
 59.3 
 
 55.5 
 
 3.7 
 
 3.8 
 
 78.5 
 
 42.5 
 
 Grade Group 
 
 64.2 
 
 58.1 
 
 52.9 
 
 6.1 
 
 5.2 
 
 101.6 
 
 43.6 
 
 Vth Grade 
 
 76.5 
 
 66.2 
 
 61.9 
 
 10.3 
 
 4.3 
 
 79.2 
 
 53.6 
 
 Vlth Grade 
 
 62.0 
 
 56.8 
 
 52.9 
 
 5.2 
 
 3.9 
 
 75.4 
 
 43.6 
 
 Vllth Grade 
 
 61.3 
 
 56.1 
 
 51.5 
 
 5.2 
 
 4.6 
 
 101.6 
 
 45.0 
 
 Vlllth Grade 
 
 63.7 
 
 57.3 
 
 52.7 
 
 6.4 
 
 4.6 
 
 71.7 
 
 44.0 
 
 *We have not the data necessary to compute the percentiles of these groups 
 in this test.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 59 
 
 50- 
 
 Ho- 
 
 G 15 
 
 10- 
 
 / C I 5 - ■ 
 M c I 4-- - • 
 
 _i I i_ 
 
 6001- iV7 W9 •/X9 
 
 J-O Vi JV 
 
 Curve 5 
 
 Curve 7 
 
 50- 
 
 20- 
 
 6flO+ 59;9 V?? y/? JS"} 
 
 So va jy ~ 
 
 •iO- 
 
 
 
 
 ..,.. 
 
 - 5 <r»»j. . 
 
 
 5- . - . 
 
 
 A / ^ 
 
 1 4- - " - 
 
 
 
 
 HO- 
 
 / \ I > \ 
 
 
 30- 
 
 / \ / \ 
 
 \ 
 
 \ 
 
 \ 
 
 ao- 
 
 / ' \ 
 
 \ 
 
 \ 
 
 10- 
 
 / / 
 //• 
 
 , r . . . 
 
 \ 
 
 \ 
 \ 
 
 1 
 
 7/.94 7H Si*} H9.«? "(i^*? 3J19 
 
 60 5* HO. 3*/ 
 
 Curve 6 
 
 Curve 8 
 
 Weight
 
 60 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Results: The Reformatory women are decidedl}^ heavier than 
 the 15-year-old working girl. They are 9.7 kg. heavier at 
 the 25th percentile, 9.7 kg. at the median and 8.5 kg. at the 
 75th percentile. The subject whose weight was least of all was 
 7.6 kg. heavier than the lightest working girl of fifteen. 
 
 There is a tendency for the Below-Grade Group to be slightly 
 heavier than the Grade Group, and the 5th Grade is decidedly 
 heavier than the 8th. The weight of the latter exceeds that of 
 the former by 12.8 kg., 8.9 kg. and 9.2 kg. at the three percentile 
 records. This, of course, means a negative correlation with 
 grade in the case of the Reformatory group, whereas the corre- 
 lation for the Cincinnati working children was a positive one. 
 This negative correlation does not maintain throughout. The 
 6th and 7th Grades are slightly less heavy than the 8th, but the 
 differences are less than in the case of the corresponding standard 
 grade groups. 
 
 The Below-Grade and the 5th Grade are conspicuously heavier 
 — over 10 kg. — than C. 15. 
 
 Since the Reformatory subjects are older than the working 
 girls, it is natural that they should exceed them in weight; it 
 does not follow, however, that their weight is normal for their 
 age. To determine this the weight of each girl was referred to 
 the Smedley^ tables of percentiles for normal groups of the same 
 age. The number and per cent, that come within each of the 
 various normal percentile groups are given in Table 4. Instead 
 of an even distribution of one-tenth of the records at each per- 
 centile point, with but few exceptions our subjects are very 
 much heavier than the average individual of their own age. 
 The distribution is even less normal for the Below, than for the 
 Grade Group. About 75 per cent, of the Grade Group are heav- 
 ier than the median of normal weight; over 80 per cent, of the 
 Below-Grade Group are heavier than the median of normal 
 weight. 
 
 Ubid. pp. 23-25.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 61 
 
 TABLE 4. 
 
 The Distribution of the Weight of 88 Reformatory Subjects with Respect 
 to the Various Percentile Groups under which they come in Smedley's 
 Tables of Normal Individuals of Corresponding Age. 
 
 Smedley's 
 
 Percentile 
 
 Distribution 
 
 Grade-Group 
 
 Below-Grade 
 Grade 
 
 No. 
 
 Per 
 Cent. 
 
 No. 
 
 Per 
 Cent. 
 
 Above 100 
 
 90-100 
 80-90 
 70-80 
 60-70 
 50-60 
 40-50 
 30-40 
 20-30 
 10-20 
 0-10 
 
 
 Below 
 
 1 
 
 18 
 9 
 7 
 3 
 
 9 
 
 2 
 2 
 3 
 
 
 
 1.8 
 
 33.3 
 
 16.7 
 
 12.9 
 
 5.6 
 
 0.0 
 
 16.7 
 
 0.0 
 
 3.7 
 
 3.7 
 
 5.6 
 
 0.0 
 
 0.0 
 
 
 10 
 11 
 3 
 2 
 1 
 3 
 
 1 
 2 
 1 
 
 
 
 0.0 
 29.4 
 32.4 
 8.8 
 5.9 
 2.9 
 8.8 
 0.0 
 2.9 
 5.9 
 2.9 
 0.0 
 0.0 
 
 Total 
 
 54 
 
 
 
 
 25th Percentile 
 
 Median 
 
 75th Percentile 
 
 90-100 
 80- 90 
 40- 50 
 
 90-100 
 80- 90 
 60- 70 
 
 Section 3. Strength of Grip 
 
 Materials: A Smedley Djoiamometer. 
 
 Method of Measurement: The Cincinnati procedure in this test, as in the 
 two preceding, is practically identical with that already in use at Bedford. 
 Dr. WooUey's directions were: "The experimenter showed the instrument 
 to the child, and then proceeded about as follows: 'This instrument is to 
 maasure how strong your hand is. I will show you how it works, I take it 
 in my hand this way (holding it down at the side) and then squeeze just as 
 hard as I can. The harder I squeeze, the farther those pointers move on the 
 scale, and one of them stays in place when I let go to show how hard I have 
 squeezed. See? Now hold out your hand and let me see how big it is. 
 (Adjust the instrument roughly to the size of the child's hand.) Now you 
 take it. Hold it down at your side, and see how hard you can squeeze.' 
 The experimenter watched the child closely, and if he saw him pushing against 
 his side with the instrmnent, he warned him not to do so again, and discarded 
 that reading." 
 
 We ordinarily said: "This is something that is used in gymnasiums to tell 
 people how strong they are. Let's see how strong you are! First we must 
 make the handle fit your hand (adjusts it). Now take it in your hand hke 
 this (experimenter illustrates) and hold it down by your side hke this. Don't
 
 62 
 
 THE MENTALITY OF THE CKIMINAL WOMAN 
 
 press it up against your side, just squeeze it with yoiu" hand. The harder 
 your squeeze the farther around these Uttle hands will go and one of them 
 will stay out there after you let go to show us how strong you are. Alright, 
 now you take it and give it the very hardest grip you can." It proved safer 
 not to say "instrument," after the standard directions, because so many of 
 the Reformatory women were afraid of strange machines as a result of electri- 
 cal shocks received at Coney Island. It is just as well, too, wdth defectives, 
 to warn them explicitly not to press the instrument up against their side. 
 Otherwise too many trials have to be discarded. After each trial we said 
 "Good! Now again!" In both the Cincinnati and the Bedford laboratories 
 the two hands were tested alternately, three times each. The percentiles 
 etc., are based on the best of the three readings. 
 
 Results: In strength of grip with the right hand the Reforma- 
 tory subjects exceed the working girl of 15 by 2.1 kg. at the 
 median records and by 3. and 1.8 kg. at the 25th and 75th per- 
 centiles. The Grade Group is stronger than the Below-Grade 
 Group by 2., 1.7 and 1. kg. at the three percentiles respectively, 
 but even the Below-Grade Group excel the working girl of 15. 
 The general shape of the curve of the Below-Grade Group is 
 
 TABLE 5. 
 Strength op Grip, in Kg. — Right Hand. 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 
 14 and 15-year-old Working Girls 
 
 
 
 
 
 a£ 
 
 d^ 
 
 
 
 
 2 
 
 
 ■S 
 
 a 5 
 
 .2 '-S 
 
 
 
 
 a 
 
 
 a 
 
 M U 
 ^ S 
 
 S§ 
 
 ts 
 
 _*s 
 
 Group 
 
 g 
 
 O 
 
 a 
 
 S 
 
 «5 
 
 s5 
 
 a 
 3 
 
 S 
 3 
 
 
 Ph 
 
 a 
 
 PM 
 
 .o S 
 
 .o o 
 
 u 
 
 u 
 
 
 
 
 
 N 
 
 t^ 
 
 o 
 
 (D 
 
 
 ^ 
 
 
 4^ 
 
 <J. -o 
 
 •^ 73 
 
 a 
 p 
 
 ^ 
 
 
 
 § 
 
 
 Qi 
 
 5 § 
 
 t> 
 
 o 
 
 Bedford 88 
 
 31.7 
 
 28.0 
 
 25.0 
 
 3.7 
 
 3.0 
 
 41.0 
 
 9.5 
 
 C. 15 
 
 28.7 
 
 25.9 
 
 23.2 
 
 2.8 
 
 2.7 
 
 35.0 
 
 13.0 
 
 C. 14 
 
 26.4 
 
 22.7 
 
 19.8 
 
 3.7 
 
 2.9 
 
 37.0 
 
 9.0 
 
 Retarded C. 14 
 
 27.0 
 
 23.0 
 
 20.0 
 
 4.0 
 
 3.0 
 
 33.0 
 
 9.0 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 30.0 
 
 27.0 
 
 25.0 
 
 3.0 
 
 2.0 
 
 35.0 
 
 15.0 
 
 Grade Group 
 
 32.0 
 
 28.7 
 
 26.0 
 
 3.3 
 
 2.7 
 
 41.0 
 
 9.5 
 
 Vth Grade 
 
 35.0 
 
 31.0 
 
 26.5 
 
 4.0 
 
 4.5 
 
 41.0 
 
 19.5 
 
 Vlth Grade 
 
 31.5 
 
 28.7 
 
 25.5 
 
 2.8 
 
 3.2 
 
 36.0 
 
 18.0 
 
 Vllth Grade 
 
 31.5 
 
 27.5 
 
 25.0 
 
 4.0 
 
 2.5 
 
 39.5 
 
 9.5 
 
 Vlllth Grade 
 
 32.0 
 
 27.0 
 
 26.5 
 
 5.0 
 
 0.5 
 
 39.0 
 
 18.5
 
 EXPERIMENTAL DATA AND RESULTS 
 
 63 
 
 HO- 
 
 
 
 
 y 
 
 -^^ e 15 
 
 
 
 
 ^ 
 
 
 
 
 r. 
 
 
 
 \ 
 
 30- 
 
 
 r 
 
 \ 
 
 \ 
 
 \ 
 \ 
 \ \ 
 
 10- 
 
 yj 
 
 
 
 
 \\ 
 
 10- 
 
 1 .1 
 
 1 
 
 
 
 1 1 1 ^^ 
 
 HO- 
 
 
 C 1 5 - ■ 
 C l<f- " 
 
 ^..de 
 
 30- 
 
 / / 
 
 1 y>'' ' 
 
 
 io- 
 
 / / 
 / / 
 / / 
 
 / \ 
 
 \ 
 
 10- 
 
 ' y' 
 
 1 1 \/ 
 
 1 
 
 304 
 
 30S ib.s- 
 Curve 9 
 
 3jr 
 
 /t 6 
 
 
 3¥b-t 3-yi- 3of 3.b_r a.i_r 
 
 Job HI' U «> 'f<> 
 
 Curve 11 
 
 /Tjr It s- 
 
 IH.b 
 
 HO- 
 
 f^ 
 
 8.d/c 
 
 
 
 
 
 C 1 5 
 
 CI4- 
 
 30- 
 
 10- 
 
 -J^- 
 
 V 
 \ 
 \ 
 \ 
 \ 
 
 
 J ^ 
 
 ^\A 
 
 \ 
 
 
 / / 
 
 n\ 
 
 \ 
 
 10- 
 
 1 1 1 
 
 
 1 1 . — 1 , 
 
 3t.n- J-tf 3o^s 2b_s iif /gr /-/y 
 
 30 (, 21, k 2.1b It b iTb 
 
 Curve 10 
 
 Curve 12 
 
 Strength of Grip — Right Hand
 
 64 
 
 J'HE MENTALITY OF THE CRIMINAL WOMAN 
 
 quite coincident with that of C. 15. (See Curve 10.) The 5th 
 Grade is obviously stronger than the 8th Grade as it was taller 
 and heavier. (See Percentiles.) 
 
 The same relative differences characterize the various groups 
 in the strength of grip with the left hand, except that they approx- 
 imate more nearly to the records of the standard group. Our 
 whole group of subjects are still consistently^ superior to the 
 15-year-old girl and the 5th Grade is still superior to the 8th. 
 There is one record in the left grip among the Bedford Group 
 that is lower than the poorest record of the 15-year-old girls. 
 All the other records, however, are markedly better than the 
 lowest of the working children at 15. 
 
 TABLE 6. 
 
 Strength of Grip, in Kg. — Left Hand. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 
 
 14 and 15-year-old Working Gii'ls 
 
 Group 
 
 
 
 
 c ° 
 
 c a 
 
 
 
 
 .5 '-S 
 
 a -^ 
 
 © 
 
 
 
 ■a ?, 
 
 ■B c 
 
 
 
 
 
 
 c 
 
 
 +2 
 
 ^^ 
 
 ^S 
 
 o 
 
 
 0) 
 
 ^ 
 
 Hi 
 
 
 c 
 
 
 «5 
 
 11 
 
 
 
 
 (N 
 
 
 
 
 
 
 
 ^ 
 
 (U 
 
 
 >^ -a 
 
 ej 'O 
 
 
 § 
 
 
 5 § 
 
 Q% 
 
 Bedford 
 
 C. 
 
 C. 
 Retarded C. 
 Retarded C. 
 
 15 
 14 
 14 
 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 28.0 
 
 24.7 
 
 22.0 
 
 3.3 
 
 2.7 
 
 27.6 
 
 24.5 
 
 21.3 
 
 3.1 
 
 3.2 
 
 25.7 
 
 22.7 
 
 19.5 
 
 3.0 
 
 3.2 
 
 26.0 
 
 22.0 
 
 20.0 
 
 4.0 
 
 2.0 
 
 28.0 
 
 24.5 
 
 21.5 
 
 3.5 
 
 3.0 
 
 28.5 
 
 25.0 
 
 22.0 
 
 3.5 
 
 3.0 
 
 30.5 
 
 28.5 
 
 22.5 
 
 2.0 
 
 6.0 
 
 27.0 
 
 24.7 
 
 22.0 
 
 2.3 
 
 2.7 
 
 28.7 
 
 26.2 
 
 22.7 
 
 2.5 
 
 3.5 
 
 25.0 
 
 23.5 
 
 22.0 
 
 1.5 
 
 1.5 
 
 43.0 
 
 35.0 
 37.0 
 34.0 
 
 33.0 
 
 43.0 
 43.0 
 34.5 
 32.0 
 
 28.5 
 
 10.0 
 
 11.0 
 8.0 
 8.0 
 
 14.0 
 
 10.0 
 21.0 
 17.5 
 10.0 
 21.0
 
 EXPERIMENTAL DATA AND RESULTS 
 
 65 
 
 Table 7 shows the number and per cent, of subjects whose 
 grip is high, low or average as compared with the normal records 
 of corresponding age.^ Each of the Bedford 88 was referred to 
 the Smedley table for her age and a record made of the normal 
 percentile group in which her grip fell. In strength of grip of 
 the right hand nearly 60 per cent, of the Grade Group are no bet- 
 ter than the poorest 30 per cent, of normal subjects; nearly 75 per 
 cent, of the Below-Grade Group are as poor as the weakest 30 per 
 cent, of the normal subjects; in strength of grip left hand nearly 
 81.5 per cent, of the Grade Group are poorer than the median 
 of the normal group, 66.7 per cent, are as poor as the lowest 
 30 per cent, of the normal group, and 75 per cent, of the Below- 
 Grade Group are as weak as the weakest 30 per cent, of the nor- 
 mal group. Accordingly, though they are absoultely stronger 
 than the working girl of 15, a very high per cent, of them are 
 below what is the normal strength of grip for their age. 
 
 TABLE 7. 
 
 The Distribution of the Strength of Grip of 88 Reformatory Subjects with 
 
 Respect to the Various Percentile Groups under which they come in 
 
 Smedley's Tables of Normal Individuals of Corresponding Age 
 
 
 Grip Right 
 
 Grip Left 
 
 Smedley's 
 Percentile 
 
 Grade Group 
 
 Below-Grade 
 Group 
 
 Grade Group 
 
 Below-Grade 
 Group 
 
 Distribution 
 
 No. 
 
 Per 
 
 Cent. 
 
 No. 
 
 Per 
 
 Cent. 
 
 No. 
 
 Per 
 
 Cent. 
 
 No. 
 
 Per 
 
 Cent. 
 
 Above 100 
 
 90-100 ^ 
 80-90 
 70-80 
 60-70 
 50-60 
 40-50 
 30-40 
 20-30 
 10-20 
 0-10 
 
 
 Below 
 
 
 2 
 1 
 4 
 
 4 
 3 
 2 
 7 
 5 
 5 
 
 16 
 1 
 4 
 
 0.0 
 3.7 
 1.8 
 7.4 
 7.4 
 5.6 
 3.7 
 
 12.9 
 9.3 
 9.3 
 
 29.6 
 1.8 
 7.4 
 
 
 
 
 
 
 2 
 3 
 2 
 2 
 3 
 7 
 
 11 
 2 
 2 
 
 0.0 
 0.0 
 0.0 
 0.0 
 5.9 
 8.8 
 5.9 
 5.9 
 8.8 
 20.6 
 32.3 
 5.9 
 5.9 
 
 1 
 1 
 1 
 
 3 
 4 
 6 
 2 
 4 
 9 
 20 
 
 3 
 
 1.8 
 
 1.8 
 
 1.8 
 
 0.0 
 
 5.6 
 
 7.4 
 
 11.1 
 
 3.7 
 
 7.4 
 
 16.7 
 
 37.0 
 
 0.0 
 
 1 5.6 
 
 
 
 
 1 
 
 
 3 
 2 
 2 
 6 
 4 
 12 
 1 
 3 
 
 0.0 
 
 0.0 
 
 2.9 
 
 0.0 
 
 0.0 
 
 8.8 
 
 5.9 
 
 5.9 
 
 17.7 
 
 11.8 
 
 35.3 
 
 2.9 
 
 8.8 
 
 Total 
 
 54 
 
 
 34 
 
 
 54 
 
 34 
 
 
 25th Percentile 
 
 Median 
 
 75th Percentile 
 
 50-60 
 
 20-30 
 
 0-10 
 
 30-40 40-50 
 
 10-20 10-20 
 
 0-10 0-10 
 
 20-30 
 
 10-20 
 
 0-10 
 
 'Smedley tables ibid. pp. 23-25.
 
 66 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Section 4. Steadiness of Hand 
 
 Standard Method. "Materials: Steadiness tester (see Whipple's Manual, 
 Test 13, illustration and description), stop-watch, electric sounder, dry bat- 
 tery. The steadiness tester is a metal plate set in a frame which supports 
 it at an angle of 45° to the surface of the table. The plate contains nine roimd 
 holes, arranged in two rows, four in the upper row and five in the lower. They 
 decrease in size from the left hand one in the top row, which is a half inch in 
 diameter, to the right hand one in the lower row which is Vei of an inch (see 
 Whipple, 1. c). The instrument has a binding post which is attached to a 
 battery composed of three drj' cells. The battery is attached at its other 
 pole to one binding post of a telegraph sounder. To the other post of the 
 sounder is attached a flexible wire, which leads to a metal pencil, having a 
 wooden holder. The metal pencil is about the size and shape of an ordinary 
 lead pencil, except that the metal rod projects two inches beyond the wooden 
 holder. 
 
 "Method of testing: The child was so placed with reference to the table that 
 his elbow was on a level with the surface of the table, and at such a distance 
 from the instrument that when the pointer was held just inside one of the 
 holes, the elbow was as far forward as the front surface of the body. The 
 adjustments of height were made by means of a wooden platform large enough 
 to hold the chair on which the child sat, and a series of wooden frames, each 
 about an inch thick, which could be placed under it. The shorter the child, 
 the more frames needed under the platform. The same device was used to 
 adjust the height of the child to the tapping board, and to the card-sorting 
 box.i 
 
 "When the child was correctly placed, the experimenter proceeded as follows: 
 'This is an instrument to measure the steadiness of your hand. When I put 
 this metal pencil into one of these holes, and hold it still, (illustrates) nothing 
 happens, but as soon as my hand moves a little and makes the pointer touch 
 the side of the hole, it causes that click (illustrates). Now I want you to 
 put the pencil straight into the middle of this hole (pointing to the fourth 
 one — the smallest in the top row) and see how still you can hold it — how few 
 chcks you can make. Now try it to let me see if you hold the pencil correctly 
 (corrects any errors of position). Now that is correct. I will tell you when 
 to put the pencil in, and when to take it out, and don't mind the first few 
 chcks when you put the pencil in. They don't count, anyway.' 
 
 ■' The stop-watch was started as the pencil was placed in the hole, but contacts 
 were not counted during the first three seconds. Contacts were counted for 
 fifteen seconds, making eighteen seconds in aU in which the pencil was held 
 in each hole. The point arbitrarily selected as the limit of the child's capacity 
 was the smallest hole in which not more than twelve contacts were made. 
 
 "It was necessary for the experimenter to watch the child very carefully 
 during this test, since many errors were possible. Often, in spite of the pre- 
 liminary warning, the pencil was put into the hole at an angle, and had to be 
 straightened before the test could proceed. Sometimes it was withdrawn 
 from the hole and held just barely in front of it instead of inside. Sometimes 
 it was held against the side of the hole, thus causing a continuous contact, but 
 only one sound. The same result could be accomphshed by thrusting the 
 pencil very far into the hole untU it touched the back of the instrument. Each 
 experimenter was trained to watch the child's hand continuously during the 
 fifteen seconds of the test, except for necessary glances at the stop watch. 
 
 ^In our laboratory the tester was fastened on a httle platform that was 
 attached to the wall and that could be raised or lowered to give the required 
 height. This introduced no difference save that it was easier to adjust.
 
 EXPERIMENTAL DATA AND RESULTS 67 
 
 If any of these errors occurred, the test was stopped, the error pointed out, 
 and the same hole tried again later. 
 
 "The experimenter began each time with the fourth hole in the top row, 
 using the child's right hand, and followed with a test of the left hand in the 
 same hole. The hands were alternated throughout the test, and the instru- 
 ment moved back and forth across the table to bring the required hole opposite 
 the hand to be tested. If more than twelve contacts were made in the fourth 
 hole, the next trial was given in the third hole — a larger one. If the number 
 of contacts was less than thirteen, but more than three, the next trial was 
 given in the fifth hole — a smaller one. If the number of contacts was three 
 or less, the fifth hole was omitted and the next trial was given in the sixth 
 hole. The object in omitting a hole in case the number of contacts was very 
 small, was to equahze the fatigue effects. In case there was a sudden jump 
 in the number of contacts made, or some disturbance occurred which affected 
 a given test, the same hole was tried once more. If everything went smoothly, 
 and the progression from hole to hole was normal, each hole was tried but 
 once with each hand. 
 
 ■' Criticisms: The chief source of error in this piece of apparatus is that very 
 Light touches are sometimes not registered, either because one of the metal 
 surfaces has become tarnished, or because the batteries begin to weaken. 
 The inner surfaces of the holes and the metal pencil should be kept polished, 
 and the batteries should be renewed every few months. 
 
 ''Method of dealing with results: The results were recorded in terms of the 
 smallest hole reached with each hand, and the number of contacts made in 
 that hole — a number which was, according to the rule adopted, always twelve 
 or less." 
 
 This test is difficult to explain so that the duller type of Bed- 
 ford subject will remember all of the directions. In a preliminary 
 series of tests it was found that they were more apt than not to 
 jerk the pencil out when it began to click too fast to suit them, 
 so we felt it wise to add this supplementary warning to the stand- 
 ard directions, "No matter what happens, or how many times it 
 may click, do not take the pencil out until I tell 3''ou that you 
 may do so." 
 
 Results: The Reformatory women have greater steadiness of 
 hand than the 15-year-old girl (see Curve 13). At all three 
 percentiles the records show that they held the pencil as steadily 
 or with even fewer contacts in the hole next smaller than the 
 one which marks the same record of the working girl of 15. 
 Both the upper and the lower limits are indicative of the greater 
 steadiness of our subjects. The lowest score of the working 
 girls is decidedly lower than the poorest record of the Bedford 
 Below-Grade Group, and there is no record among them as 
 good as the best Reformatory record. The Below-Grade Group 
 is not inferior to the Grade Group at the 25th percentile; at the
 
 68 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 I I 
 
 
 1 1 
 
 
 y ' 
 
 
 1 i 
 
 ^ 
 
 y 
 
 
 
 , ■ " 
 
 / 
 
 ' ' 
 
 ^ ■ 
 
 / 
 
 i -^ 
 
 ^^ 
 
 - 
 
 > 
 
 
 
 *3 
 
 '^ ^^^^ 
 
 
 p^. . 
 
 
 
 * 1 ' 
 
 < < 
 
 _ 
 
 -^^xl- 
 
 "V 
 
 
 
 \"-^ 
 
 
 
 
 -jOO 
 
 \ 
 
 
 CD 
 
 
 
 ^^ 
 
 \ 
 
 \ 
 \ 
 \ 
 \ 
 \ 
 
 Eh 
 
 X 
 
 o 
 
 < 
 
 H 
 O 

 
 EXPERIMENTAL DATA AND RESULTS 
 
 69 
 
 median and below it is poorer, but it is markedly superior to the 
 C. 15 group at all three percentiles (see Curve 14). 
 
 The 5th Grade is conspicuously better than the same grade 
 among the working girls and better than the 8th Grade of the 
 Reformatory group (see Curves 15 and 16). Part of the greater 
 
 TABLE 8. 
 
 Steadiness of the Right Hand. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vllth Grade Groups 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 and 15-year-old Working Girls. 
 
 Group 
 
 o 
 
 '•3 
 
 a 
 
 o 
 
 © 
 
 S3 
 lO 
 
 
 a 
 
 i 
 
 <B 
 
 a 
 
 3 
 
 u 
 
 a 
 p. 
 
 43 
 
 a 
 o 
 
 
 
 
 11 c 
 
 H C 
 
 H C 
 
 H C 
 
 H C 
 
 Bedford 88 
 
 C. 15 
 C. 14 
 
 Retarded C. 14 
 Retarded C. 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 7 10 
 
 6 11 
 5 8 
 
 5 9 
 
 7 10 
 
 7 11 
 7 9 
 
 6 3 
 
 7 6 
 6 1 
 
 6 7 
 
 5 12 
 4 6 
 
 4 9 
 
 5 2 
 
 6 6 
 6 6 
 6 10 
 6 7 
 6 6 
 
 5 9 
 
 4 9 
 
 3 2 
 
 3 5 
 
 5 11 
 
 6 12 
 6 9 
 
 4 5 
 
 5 5 
 
 6 11 
 
 9 4 
 
 8 9 
 8 10 
 8 10 
 
 8 8 
 
 9 4 
 8 10 
 
 8 7 
 
 9 4 
 7 7 
 
 4 minus 
 
 2 8 
 2 11 
 2 11 
 
 4 minus 
 
 4 minus 
 6 12 
 4 minus 
 4 minus 
 4 7 
 
 H = Number of Hole. 
 C = Number of Contacts. 
 
 success of our subjects over the standard group is doubtless due 
 to the fact that they worked in an absolutely quiet room. 
 Chiefly, it is because they are so phlegmatic; it is the result, 
 too, of their dullness. For the most part they foresee no possibil-
 
 70 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 ity of contacts and are spared the nervousness of anticipation. 
 They do not ihiJik nor become apprehensive, and so they do 
 not interfere with their muscular control, which, of course, by 
 virtue of their greater maturity should be superior. Such as it 
 is, it has a maximum opportunity to operate. 
 
 Section 5. Rapidity of Movement. 
 
 Standard Method. "Materials: Tapping board (see Whipple's Manual, ' 
 Test 10), electric enumerator, stop-watch. 
 
 "Criticism: The accuracy of recording contacts with an electric enumerator 
 has been frequently questioned. We found our instrument accurate for 
 any rate of speed which we obtained either from children or from adults. 
 
 "Method of administering the test: The child was adjusted with reference to 
 the tapping board at such a height that, when sitting up straight on his chair, 
 his forearm rested easily on the tapping board (for method of adjustment, see 
 steadiness test). The experimenter then explained the test as follows: 'I 
 want you to rest your arm on the board this way [does it] so that your arm 
 touches the board aU the way from the elbow to the wrist, and then see how 
 fast you can tap with this instrument on this metal plate, this way, just moving 
 your hand from the wrist [does it]. Do you see that pointer move once every 
 time this pencil touches the plate, so that by watching it, I can tell how fast 
 you are tapping? Now be sure not to hft Vour wrist from the board while 
 you are tapping. Now you try it. [Child is allowed to tap a very few seconds 
 — method criticized if wrong.] Now hold your hand aU ready, and the instant 
 I say "now," begin to tap, and tap just as fast as you possibly can until I 
 teU you to stop.' 
 
 "The experimenter then took the reading of the dial, placed the stop-watch 
 in his left hand, and gave the signal to start. He started the watch when the 
 child's hand moved down for the first tap, and then took the readings of the 
 dial when the second-hand passed the 15, 30, 45 and 60-second marks. 
 
 "Criticisms: This method of taking the readings is undoubtedly open to 
 criticism. To read one moving point by another is a difficult and uncertain 
 operation. None of the experimenters was allowed to give the test until he 
 had had a period of practice, and had tested his abihty by taking readings 
 simultaneously with a skilled person. Because of these sources of error, 
 small differences between one record and another cannot be considered signifi- 
 cant, but large differences certainly are. 
 
 "Method of dealing ivith results: The number of taps for each quarter of a 
 minute was obtained by subtracting each reading of the dial from the follow- 
 ing one. The number of taps for the first and second half-minutes, and for 
 the whole minute were then added up. As an index of fatigue we calculated 
 what per cent, of the first fifteen seconds' taps had been lost in the last fifteen 
 seconds. The justice of considering this value as an indication of the amount 
 of fatigue, depends upon whether or not the individual being tested was really 
 putting forth his best effort throughout the test. It is obviously impossible 
 to be sure of this in any case. The instructions were given in a way designed 
 to call out a maximum effort for speed, but of course not every child responded. 
 There are even a few negative indices in the series. The defect is one common 
 to all tests for fatigue."
 
 TABLE 9. 
 
 Tapping. Nuaiber of Taps in 30 Seconds — Right Hand. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls. 
 
 
 
 
 
 (D 
 
 ® 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 -S 
 
 S -2 
 
 
 
 
 — 
 
 
 S 
 
 •3 « 
 
 ^^ 
 
 
 
 
 
 
 
 
 
 
 
 Group 
 
 d 
 a; 
 o 
 
 
 
 
 
 a 
 
 3 
 
 a 
 
 3 
 
 
 PM 
 
 eS 
 
 a, 
 
 
 ^12 
 
 
 
 
 a 
 
 •c 
 
 a 
 
 tj "O 
 
 tj 'C 
 
 A 
 
 & 
 
 
 
 S 
 
 
 5 i 
 
 Q^ 
 
 ^ 
 
 J 
 
 Bedford 88 
 
 181 
 
 159 
 
 121 
 
 22 
 
 38 
 
 235 
 
 24 
 
 C. 15 
 
 181 
 
 171 
 
 161 
 
 10 
 
 10 
 
 234 
 
 105 
 
 C. 14 
 
 178 
 
 167 
 
 157 
 
 11 
 
 10 
 
 225 
 
 96 
 
 Retarded C. 14 
 
 175 
 
 166 
 
 158 
 
 9 
 
 8 
 
 225 
 
 96 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 160 
 
 136 
 
 102 
 
 24 
 
 34 
 
 188 
 
 24 
 
 Grade Group 
 
 185 
 
 175 
 
 152 
 
 10 
 
 23 
 
 235 
 
 65 
 
 Vth Grade 
 
 170 
 
 157 
 
 115 
 
 13 
 
 42 
 
 198 
 
 65 
 
 Vlth Grade 
 
 181 
 
 169 
 
 149 
 
 12 
 
 20 
 
 195 
 
 83 
 
 Vllth Grade 
 
 194 
 
 179 
 
 145 
 
 15 
 
 34 
 
 235 
 
 72 
 
 Vlllth Grade 
 
 185 
 
 180 
 
 156 
 
 5 
 
 24 
 
 195 
 
 73 
 
 TABLE 10. 
 Tapping. Number of Taps in 60 Seconds^Right Hand. 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 and 15-year-old Working Girls. 
 
 Group 
 
 o 
 
 
 
 
 
 
 
 
 a 
 
 
 <o 
 
 
 u 
 
 
 u 
 
 
 © 
 
 a 
 
 fk 
 
 eS 
 
 
 
 a 
 
 "O 
 
 +3 
 
 « 
 
 
 § 
 
 5 Ci 
 
 ^ lO 
 
 03 
 
 
 
 
 n 
 
 
 1^ 
 
 4S 
 
 1 
 
 4S Si 
 
 ,J] 
 
 
 
 
 U 
 
 ■^ f^ 
 
 o 
 
 5§ 
 
 a 
 a 
 
 U 
 
 Bedford 
 
 C. 
 
 C. 
 
 Retarded C. 
 
 Retarded C. 
 
 15 
 14 
 14 
 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 349 
 
 345 
 338 
 333 
 
 2(320 
 11303 
 2(363 
 1 1362 
 
 332 
 352 
 373 
 365 
 
 310 
 325 
 315 
 314 
 
 293 
 270 
 
 345 
 334 
 302 
 318 
 345 
 345 
 
 252 
 305 
 297 
 297 
 
 272 
 224 
 330 
 295 
 254 
 278 
 308 
 318 
 
 39 
 20 
 23 
 19 
 
 27 
 33 
 18 
 28 
 30 
 34 
 28 
 20 
 
 58 
 
 452 
 
 20 
 
 440 
 
 18 
 
 430 
 
 17 
 
 430 
 
 21 
 
 412 
 
 46 
 
 393 
 
 15 
 
 441 
 
 39 
 
 452 
 
 48 
 
 368 
 
 40 
 
 377 
 
 37 
 
 452 
 
 27 
 
 382 
 
 48 
 201 
 216 
 216 
 
 43 
 48 
 155 
 135 
 135 
 204 
 158 
 149 
 
 *For the Grade and Below-Grade Group opposite (1) are the percentiles 
 based upon the first trial, opposite (2) those based upon the second trial.
 
 TABLE 11. 
 
 Tapping. Number of Taps in 30 Seconds — Left Hand. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Groxip, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls. 
 
 
 
 
 
 
 <D 
 
 
 
 
 a> 
 
 
 © 
 
 '■5 p. 
 
 •a o 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Group 
 
 a 
 
 o 
 u 
 
 s 
 
 d 
 
 P 
 
 S 
 
 5 o 
 
 ^5 
 
 +2 JS 
 
 3 
 
 S 
 
 
 Ph 
 
 a 
 
 Oi 
 
 ^ o 
 
 s O 
 
 d 
 
 Li 
 
 
 
 
 
 
 t^ 
 
 
 
 
 S3 
 
 
 
 5i 
 
 5i 
 
 
 ^ 
 
 3 
 
 Bedford 88 
 
 162 
 
 147 
 
 123 
 
 15 
 
 24 
 
 208 
 
 20 
 
 C. 15 
 
 156 
 
 144 
 
 132 
 
 12 
 
 12 
 
 201 
 
 91 
 
 C. 14 
 
 153 
 
 139 
 
 127 
 
 14 
 
 12 
 
 198 
 
 86 
 
 Retarded C. 14 
 
 151 
 
 138 
 
 128 
 
 13 
 
 10 
 
 198 
 
 94 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 • 147 
 
 132 
 
 114 
 
 15 
 
 18 
 
 182 
 
 20 
 
 Grade Group 
 
 168 
 
 155 
 
 131 
 
 13 
 
 24 
 
 208 
 
 78 
 
 Vth Grade 
 
 153 
 
 131 
 
 102 
 
 22 
 
 29 
 
 162 
 
 85 
 
 Vlth Gr.ade 
 
 161 
 
 151 
 
 135 
 
 10 
 
 16 
 
 185 
 
 103 
 
 Vllth Grade 
 
 175 
 
 168 
 
 147 
 
 7 
 
 21 
 
 208 
 
 78 
 
 Vlllth Grade 
 
 168 
 
 160 
 
 130 
 
 8 
 
 30 
 
 179 
 
 93 
 
 TABLE 12. 
 Tapping. Number of Taps in 60 Seconds — Left Hand. 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, VHth and Vlllth Grade Groups 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 and 15-year-old Working Gii-ls. 
 
 
 
 
 
 o 
 
 .11 
 
 
 
 
 
 
 
 ■a S 
 
 •o ® 
 
 
 
 Group 
 
 1 
 
 
 a 
 o 
 u 
 
 4i a 
 
 4^ ja 
 
 43 
 
 3 
 
 4d 
 
 a 
 2 
 
 
 
 
 
 J) 4J 
 
 a ■« 
 
 
 
 
 Ph 
 
 2 
 
 ^ 
 
 
 •° 12 
 
 
 fe 
 
 
 
 
 +3 
 
 .J -a 
 
 5i 
 
 <« -a 
 
 p. 
 a 
 
 
 Bedford 88 
 
 314 
 
 281 
 
 233 
 
 33 
 
 48 
 
 413 
 
 155 
 
 C. 15 
 
 295 
 
 272 
 
 251 
 
 23 
 
 21 
 
 372 
 
 175 
 
 C. 14 
 
 287 
 
 263 
 
 243 
 
 24 
 
 20 
 
 372 
 
 167 
 
 Retarded C. 14 
 
 278 
 
 260 
 
 241 
 
 18 
 
 19 
 
 368 
 
 177 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 277 
 
 262 
 
 223 
 
 15 
 
 39 
 
 355 
 
 43 
 
 Grade Group 
 
 321 
 
 295 
 
 260 
 
 26 
 
 35 
 
 413 
 
 155 
 
 Vth Grade 
 
 284 
 
 280 
 
 216 
 
 4 
 
 64 
 
 310 
 
 180 
 
 Vlth Grade 
 
 301 
 
 290 
 
 260 
 
 11 
 
 30 
 
 348 
 
 203 
 
 Vllth Grade 
 
 324 
 
 320 
 
 278 
 
 4 
 
 42 
 
 413 
 
 155 
 
 Vlllth Grade 
 
 329 
 
 312 
 
 260 
 
 17 
 
 52 
 
 335 
 
 185
 
 EXPERIMENTAL DATA AND RESULTS 
 
 73 
 
 
 Curve 17 
 
 Curve 19 
 
 
 ©15 
 
 C I 4- 
 
 30- 
 
 \ /v 6,5-- • 
 
 Curve 18 
 
 HOI+ HOO 3 to 3iO 2.?0 IHo 
 
 ibi 33.1 XSl IHI 
 
 Curve 20 
 
 Tapping. Number of Taps in One Minute — Right Hand
 
 74 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Results: We illustrated the way to hold the stjdus, place the arm, 
 move only the wrist, etc., and we tapped once to show that the 
 counter clicked and once again to show that the hand on the dial 
 moved when the contact was made. We did not illustrate further 
 letting the subject tap "a very few seconds." In this we evidently 
 failed to carry out the standard method. Directions for our 
 tests were built up from notes taken on a short visit to Cincinnati 
 when Dr. Woolley had as yet no written formulation of the 
 method in use. Under the circumstances it is not so surprising 
 that this discrepancy should occur. 
 
 Perhaps this variation from the Standard Method was fortun- 
 ate rather than otherwise, because it has thrown into relief 
 how a direction that seems thoroughly clear to us may have 
 little significance for our subjects. The direction — ^' Tap- 
 just-as-fast-as-you-possihly-can until I tell you to stop" — seems 
 almost as concrete and simple a direction as one could well give, 
 yet the results show that to many of them it was an abstract re- 
 quest and curiously enough much less concrete than the request to 
 sort cards as quickly as possible into four compartments (Test 6). 
 They attacked the latter task with dispatch, whereas here they 
 nearly all began to tap very slowly, often at a rate not faster 
 than once a second. They were most painstaking and were 
 apparently trying hard to do what was required. It was equally 
 evident that they were puzzled and without any clear concep- 
 tion of what was desired. By the end of 30 sec. or a minute 
 they were beginning to comprehend what it meant to tap quickly; 
 by the end of the last quarter of the first minute many were 
 tapping much faster than at the beginning. 
 
 This failure to appreciate at the outset the requirement to 
 tap as fast as possible renders the indexes meaningless for many 
 of them as indexes of fatigue. Equally high negative indexes 
 result from tapping at a slow rate throughout the entire minute 
 but tapping disproportionately slowly at the beginning, or from 
 tapping at a fairly good rate all along but extremely fast at the 
 end. The first is a record quite without value either as a 
 measure of an individual's abihty to tap or of her fatiguableness. 
 The latter reveals an initial dullness of comprehension of what 
 is required with a final realization and gives evidence of a high
 
 EXPERIMEHTAL DATA AND RESULTS 
 
 75 
 
 degree of ability to tap rapidly. So it is we find that the major- 
 ity of the high negative indexes of tapping with the right hand 
 appear in the 8th-grade group on the one hand and in the Below- 
 Grade Group on the other (see Table 14). 
 
 We have made the assumption that the lower numerical 
 indexes are the better ones in the case of the standard group 
 and that for the most part when the percentiles of the Bedford 
 group correspond with the range of those of the standard group, 
 we are getting actual indexes of fatigue. In the tabulation and 
 interpretation of our records it was impossible to arrange the 
 indexes of our subjects in the order of their merit, however, for 
 we have no basis for estimating how much lower than the 
 standard an index might be merely by virtue of the greater 
 physical maturity of our subjects. The presumption is that 
 there is an increase with age in the rapidity of tapping within 
 definite limits and a decrease in the index of fatigue. As a 
 
 TABLE 13. 
 
 Absolute Differences Between the Percentile Records of the Bedford S 
 Grade Group and Below-Grade Group and the Percentiles of the Cin- 
 cinnati 15-year-old Working Girls. 
 
 
 In No. 
 
 In No. 
 
 In No. 
 
 In No. 
 
 Differences Between the Percen- 
 
 
 
 
 
 tiles of the Cin. 15-year-old 
 
 Taps in 
 30", Rt. 
 
 Taps in 
 60", Rt. 
 
 Taps in 
 30", Left 
 
 Taps in 
 60", Left 
 
 Group and those of 
 
 Hand* 
 
 Hand 
 
 Hand* 
 
 Hand 
 
 r2oth Per. 
 
 
 
 + 4 
 
 + 12 
 
 + 19 
 
 Total Bedford 88 1 < Median 
 
 — 24 
 
 —15 
 
 + 6 
 
 + 9 
 
 C75th Per. 
 
 — 80 
 
 —53 
 
 —18 
 
 + 18 
 
 r25th Per. 
 
 + 8 
 
 + 17 
 
 + 24 
 
 + 26 
 
 Grade Group < Median 
 
 + 8 
 
 + 9 
 
 + 22 
 
 +23 
 
 Usth Per. 
 
 — 18 
 
 —10 
 
 — 2 
 
 + 9 
 
 r25th Per. 
 
 i — 42 
 
 —42 
 
 —18 
 
 —18 
 
 Below-Grade Group< Median 
 
 — 70 
 
 —55 
 
 —24 
 
 —10 
 
 U5th Per. 
 
 —118 
 
 —81 
 
 1 —36 
 
 1 
 
 ! 
 
 —28 
 
 *The records have been multipUed by 2 to indicate the proportional number 
 of taps that would have been the result had they continued to tap for the 
 whole 60 seconds at the rate of the first 30 seconds. 
 
 tPlus signs indicate records among our subjects that are superior to the 
 standard in rate of taps; minus signs those that are poorer.
 
 76 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 matter of fact we did secure norms for the maximal rate of tapping 
 for 60 seconds with the right hand for a second trial was given 
 to each of the 88 from the 38th subject on. Index for maximal 
 rate of tapping proves the Grade Group less fatiguable at the 
 three percentiles by 4.3, 5.1, and 5.7 degrees respectively. In- 
 dexes for the Below-Grade Group are still somewhat anomalous. 
 They are, 11.9, 8.1 and 0.0 at the three percentiles and differ 
 from those from the C. 15 bj' -.1 + 7.9 and + 19.8 respectively'. 
 
 The fact that it is initial dullness which is the dominant 
 factor controlling the characteristics of the Reformatory group 
 and not absolute inability to tap rapidly, is shown clearly in 
 Table 13. The differences in rate of tapping between the 
 Reformatory group and the Cincinnati 15-year-old girls are 
 for the most part greatest at all three percentiles in the number 
 of taps in 30 sec. with the right hand. By the time our subjects 
 have tapped to the end of the first minute a marked gain in 
 almost every percentile has been made. Continuing to profit 
 by the discovery that it is possible to tap quickly, there is a yet 
 more marked approximation to the standard in the first 30 sec. 
 tapping with the left hand. This approximation to the stand- 
 ard is continued for the better half of the Bedford 88 during the 
 last 30 sec. tapping with the left hand. The record that was 
 attained at the end of the first 30 sec. with the left hand by the 
 Below-Grade Group is also improved upon to the end of the full 
 minute's tapping with the left hand. Part of these increasing 
 gains on the part of the left hand may be due to the tendency 
 among these women to be ambidextrous. It is not due to a 
 greater per cent, of left-handedness. 
 
 The 25th percentile of the Bedford 88 coincides in number of 
 taps among the first 30 sec. tapping with the right hand with 
 that of the C. 15; their median record is 24 and the 75th 
 80 taps slower than the standard. At these two last percentiles 
 they are below both the 14-year-old and the retarded 15-year- 
 old working girl. The Grade Group is superior to the Below- 
 Grade Group by 25, 39, and 50 taps at the three percentiles and 
 is better than the C. 15 group both at the 25th percentile and 
 the median b}^ 4 taps, whereas the Bedford Below-Grade Group 
 is below the C. 15 by 21, 35 and 59 taps, respectively. By the
 
 EXPERIMENTAL DATA AND RESULTS 77 
 
 time they have tapped 30 sec. with the left hand, the Bedford 88 
 have surpassed the median of the C. 15 by 6 taps and have raised 
 the 75th percentile from a deficit of 80 taps to a deficit of only 
 
 18 taps per minute. To the end, at the 75th percentile they 
 fail to surpass the 14-year-old Retarded working girl. The 
 Grade Group again shows its superiority by surpassing the 
 C. 14 by 8 taps per minute at the 75th percentile and is but two 
 taps per minute behind the C. 15 at the same percentile. 
 
 The standard curves are made only for the number of taps 
 in 60 sec. with the right hand. Even there, the differences 
 between the Grade and Below-Grade Group in ability to tap 
 and to understand directions is evident (see Curve 18). Curves 
 
 19 and 20 indicate that the Bedford 8th grade resembles more 
 uearly the 8th grade of the working girls than the Bedford 5th 
 grade resembles the standard 5th grade. Percentile Tables 9, 
 10, 11, and 12 show clearly that in number of taps in 30 sec. 
 and in 60 sec. with both the right and the left hand, each suc- 
 ceeding grade has a better record than the last. In 30 sec. with 
 the right hand tapping, 75 per cent, of the Below-Grade Group 
 were poorer than the 75th percentile of the 8th grade. That 
 this was in part due to greater slowness to understand the method 
 of the test and not to absolute inability to tap is shown by the 
 fact that by the end of the 60 sec. tapping with the left hand 50 
 per cent, instead of 25 per cent, of them surpass the poorer quarter 
 of the 8th grade as indicated by the 75th percentile. 
 
 The curves for indexes of tapping for 60 sec. with the right 
 hand (see Curves 21, 22, 23, and 24) are chiefly of value to 
 indicate how high a proportion of negative indexes there are as 
 compared with the standard. 
 
 Another point of interest and one that is characteristic of the 
 Reformatory group in other tests is the skewed distribution of 
 the upper and the lower halves of the groups. Q. for the group 
 of working children represents a fairly balanced measure of the 
 variation above and below the median. For the Reformatory 
 women the difference between the 75th and the median record 
 is in most instances much greater than that between the 25th 
 and the median. There is a tendency for the distance between 
 the 75th and the median to become greater as one goes from
 
 78 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 the higher to the lower grades. The lower limits are usually 
 far below those of the standard group 
 
 TABLE 14. 
 
 Tapping. Index of Fatigue — ^Right Hand. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old \^"orldng Girls. 
 
 
 
 
 
 s> 
 
 o 
 
 
 
 
 © 
 
 
 _© 
 
 a 3 
 
 c 3 
 
 
 
 
 a 
 
 
 c 
 
 5 (B 
 
 '^ CM 
 
 4i 
 
 -^ 
 
 Group 
 
 
 
 c 
 
 "a 
 
 a 
 
 
 (D 
 
 a 
 
 
 (B 4J 
 
 +i ■a 
 
 (0 *i 
 
 3 
 
 J 
 
 
 Ph 
 
 .2 
 
 PM 
 
 o lO 
 
 o U5 
 
 u 
 
 u 
 
 
 
 
 
 N 
 
 t- 
 
 S) 
 
 o 
 
 
 
 '•3 
 o 
 
 42 
 
 «►: -c 
 
 <^ -o 
 
 a 
 
 ^ 
 
 
 
 § 
 
 
 Si 
 
 (Si" 
 
 
 O 
 
 Bedford 88 
 
 12.6 
 
 2.6 
 
 —9.6 
 
 10.0 
 
 12.2 
 
 40.0 
 
 —63.2 
 
 C. 15 
 
 11.8 
 
 16.0 
 
 19.0 
 
 4.2 
 
 3.8 
 
 35.8 
 
 Neg. Index 
 
 C. 14 
 
 12.8 
 
 16.6 
 
 20.9 
 
 3.8 
 
 4.3 
 
 38.9 
 
 Neg. Index 
 
 Retarded C. 14 
 
 13.2 
 
 17.3 
 
 21.7 
 
 4.1 
 
 4.4 
 
 34.9 
 
 — 6.3 
 
 Retarded C. 15 
 
 * 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 2fll.9 
 11 8.0 
 
 8.1 
 
 — .7 
 
 0.0 
 —16.9 
 
 3.8 
 8.7 
 
 8.1 
 16.2 
 
 19.0 
 40.0 
 
 -^1.7 
 —59.5 
 
 Grade Group 
 
 2; 7.5 
 1112.7 
 
 10.9 
 5.0 
 
 14.1 
 —4.0 
 
 3.4 
 7.7 
 
 3.2 
 9.0 
 
 20.8 
 34.0 
 
 — 8.6 
 —63.2 
 
 Vth Grade 
 
 13.9 
 
 5.7 
 
 —5.5 
 
 8.2 
 
 11.2 
 
 30.0 
 
 —53.3 
 
 Vlth Grade 
 
 13.3 
 
 9.7 
 
 0.0 
 
 3.6 
 
 9.7 
 
 16.7 
 
 —63.2 
 
 Vllth Grade 
 
 12.9 
 
 5.3 
 
 —11.1 
 
 7.6 
 
 16.4 
 
 34.0 
 
 —40.6 
 
 Vlllth Grade 
 
 2.3 
 
 0.0 
 
 —13.9 
 
 2.3 
 
 13.9 
 
 13.0 
 
 —40.0 
 
 *See footnote, table 10.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 79 
 
 TABLE 15. 
 
 Tapping. Index of Fatigue — -Left Hand. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls. 
 
 
 
 
 
 03 S 
 
 2 S 
 
 
 
 
 
 
 
 .rt +5 
 
 
 
 
 
 
 
 
 ■c rt 
 
 -3 a 
 
 
 
 
 ffj 
 
 
 © 
 
 « Oi 
 
 at oi 
 
 
 
 
 a 
 
 
 
 ^ S 
 
 '5) ^ 
 
 
 
 
 vi 
 
 
 4^ 
 
 4) 
 
 OJ 
 
 +5 
 
 += 
 
 Group 
 
 V 
 
 c5 
 
 o 
 
 
 . CM 
 
 3 
 
 a 
 3 
 
 
 ^ 
 
 c* 
 
 Pl< 
 
 
 "0 
 
 u 
 03 
 
 
 
 
 1^ 
 
 
 5 g 
 
 5 i 
 
 a 
 a 
 t2 
 
 O 
 
 Bedford 88 
 
 16.5 
 
 10.3 
 
 1.5 
 
 6.2 
 
 8.8 
 
 32.2 
 
 —32.5 
 
 C. 15 
 
 13.4 
 
 17.7 
 
 21.9 
 
 4.3 
 
 4.2 
 
 40.3 
 
 Neg. Index 
 
 C. 14 
 
 12.7 
 
 17.9 
 
 21.9 
 
 5.2 
 
 4.0 
 
 44.3 
 
 NcLi. Index 
 
 Retarded C. 14 
 
 13.8 
 
 18.4 
 
 22.2 
 
 4.6 
 
 3.8 
 
 44.3 
 
 -6.1 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 15.8 
 
 8.8 
 
 —4.7 
 
 7.0 
 
 13.5 
 
 31.0 
 
 —32.5 
 
 Grade Group 
 
 16.5 
 
 11.8 
 
 5.6 
 
 4.7 
 
 6.2 
 
 32.2 
 
 —23.8 
 
 Vth Grade 
 
 17.1 
 
 8.9 
 
 —8.8 
 
 8.2 
 
 17.7 
 
 32.2 
 
 —23.8 
 
 Vlth Grade 
 
 16.5 
 
 12.5 
 
 10.2 
 
 4.0 
 
 2.3 
 
 23.6 
 
 4.2 
 
 Vllth Grade 
 
 17.0 
 
 14.2 
 
 1.7 
 
 2.8 
 
 12.5 
 
 25.0 
 
 4.6 
 
 Vlllth Grade 
 
 11.8 
 
 9.3 
 
 7.3 
 
 2.5 
 
 2.0 
 
 22.9 
 
 — 2.2
 
 80 
 
 THE MENTALTY OF THE CRIMINAL WOMAN 
 
 
 1 1 
 
 
 J 
 
 
 
 • 
 
 
 1 ! 
 
 y 
 
 
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 - 
 
 ^ 
 
 - 
 
 ^ 
 
 - 
 
 
 1 
 
 
 
 1 
 
 
 
 
 
 I r 
 
 
 • 
 
 \/ 
 
 
 1 
 
 
 l\ 
 
 
 1 
 
 
 / 
 
 
 1 
 
 
 1 \ 
 
 flO \t\ 
 
 
 
 OB — 
 
 
 
 ^ 
 
 ^ 
 
 \ 
 
 - o 
 
 y 
 
 \ 
 
 X. 
 
 ^ 
 
 \ 
 
 •* 
 
 ^ 
 
 
 v 
 
 y 
 
 \ 
 
 CQ 
 
 
 / 
 
 
 ( 
 
 y - 
 
 
 \ ^/"^^ 
 
 
 
 \ ^y^ 
 
 
 
 N. <; 
 
 - 
 
 
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 \ \ 
 
 
 
 \ \ 
 
 
 
 N \ 
 
 - 
 
 1 
 
 1 
 
 I I 1 
 
 
 5,2 C 
 
 Tapping. Index of Fatigue — Right Hand 
 100 — , Cincinnati scores were not analyzed beyond this point.
 
 EXPERIMENTAL DATA AND RESULTS 81 
 
 Section 6. Card Sorting. 
 
 Standard Method. "Materials: A black box with four compartments, each 
 marked with a circle of color — blue, green, yellow, and red. The colors used 
 were the pure colors of the Hering })apers. A pack of 48 cards each one marked 
 with a circle of one of the same colors, twelve of each kind — the pa(!k of cards 
 arranged so that no two cards of the same color followed one another, and so 
 that there were no rhythms of arrangement. A stop-watch. 
 
 "Method of administering the test: Children who were so short that they 
 could not reach the box comfortably when it was placed on a table, were 
 allowed to stand on a platform of the required height (see steadiness test). 
 The child was placed directly in front of the box, and close to it so that no 
 reaching was involved in the process of sorting.' 
 
 "The instructions were given as follows: 'You see this black box with the 
 four parts — each one marked with a color. Tell me what color this is, and 
 this one. Yes. Now each of these cards is marked with a circle of one of 
 those colors (showing hhn several). What I want you to do is to drop each 
 card into the part of the box marked with its own color, and see how fast 
 you can do it. You are right handed, are you not? Then take the pack of 
 cards in your left hand, turned face down, and hold them that way imtil I 
 tell you to begin. If you should make a mistake and drop a card into the 
 wrong division, don't stop to try to change or correct it, because that would 
 take too much time. Just go right on and see how fast you can get it done. 
 When I say "now," turn the whole pack over, and begin dropping them in 
 just as fast as you can.' The experimenter started the watch after the pack 
 had been turned over, when the child took hold of the first card, and stopped 
 it as he dropped in the last one. The time in seconds, and the number and 
 nature of the errors were recorded." 
 
 It was found necessary with our subjects to illustrate a mistake 
 and saj' "Don't reach in like this and take the card out because it 
 takes too much time, etc." — otherwise this idea is not retained 
 and they continuously'' do trj^ to change their mistakes, the 
 standard directions to the contrary. 
 
 In criticism Dr. Woolley indicates that the only doubt to be 
 thrown on this test as a valuable, simple measure of eye-hand 
 co-ordination is the fact that it may be modified by defects of 
 color vision. We tested each subject for color blindness, and so 
 far as could be determined by the Holmgren yarns, none was 
 color blind. 
 
 ^ In our work, if the girl was too tall or too short, the sorting box was raised 
 or lowered until for each it was in approximately normal position. The girl 
 stood directly in front of the box and, in accordance with Dr. Woolley 's method, 
 close enough to it so that no reaching was necessary in sorting. Often during 
 the test one of our subjects stepped back or to one side and when she did so 
 we did not interfere.
 
 82 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 "Method of dealing with results: The time was recorded in seconds, and the 
 accuracy in per cents. These two measurements were then combined into 
 an index bj^ dividing the time by the accuracy, giving the estimated time for a 
 perfect performance. Since there were rarely more than two errors, the index 
 does not differ widely from the time. The tables and curves are based upon 
 the index. 
 
 "Criticism: The index, as an estimated time for a perfect performance, has 
 in it a source of error in this case. The assumption is, of course, that a child 
 who makes errors could have done the sorting without errors by taking more 
 time. But since every child is conscious of his errors and invariably loses 
 time by becoming disturbed over them, the ver\' making of the error increases 
 the time. The index, therefore, seems to place a double penalty on errors. 
 Regarded as an arbitrary way of penalizing records which contain errors, the 
 index has a meaning." 
 
 As the individuals tested prove less intelligent they tend to 
 become more clumsy and to make more errors but they are 
 less disturbed and delayed by them. Again, stupidly dropping 
 three cards at a time, or clumsily letting two at a time fall in, 
 demand some form of time penalty. The time penalty for 
 errors becomes, then, more essential as one's subjects become 
 less intelligent. However, even the poorest ones make sur- 
 prisingly few errors. 
 
 Results: The records for this test are expressed only in terms 
 of indexes — the estimated time it would have taken to sort the 
 cards without error. If one considers the two factors of time 
 and accuracy separately, it becomes evident in this test, and in 
 those which follow, that there is a closer approximation of the 
 Reformatory tj'pe to the standard in accuracy, than in rate of 
 performance. Indeed, there is very little inaccuracy in each 
 group. To be slower, rather than less accurate, than the normal 
 is characteristic of everything they do. It is the most funda- 
 mental difference between them and the normal, and it becomes 
 more marked as one goes from the more intelligent (8th-grade 
 group) to the less intelligent (Below-Grade Group) subjects. 
 
 The operation of this test is a simple eye-hand co-ordination 
 which is quite like the type of factory work in which our subjects 
 have been, and are likely to be employed. It invites some 
 rapidity and precision of movement and a minimum of dis- 
 crimination of the material in hand. It does not seem to be a 
 task in which one would expect either school drill or the amount 
 or content of knowledge therein acquired to be of immediate
 
 EXPERIMENTAL DATA AND RESULTS 
 
 83 
 
 ^0- 
 
 
 
 30- 
 SO- 
 
 
 G IS- 
 
 10- 
 
 / \ 
 
 _ 1 1 1 
 
 s \ 
 
 
 1 1^-1 1 1 ^^l^-^""^! 
 
 35:0- 3S.I W./ ¥£l Sai 6Sl 601 6f/ 7«/ 7S.i 
 
 % Vf 50 SS &o fj- 70 7S' 
 
 Curve 25 
 
 VO- 
 
 f^ C" 1 5 
 
 / \ C 1 + 
 
 Curve 26 
 
 Card Sorting. Index
 
 84 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 
 
 
 i 
 
 
 \- 
 
 
 !\ 
 
 
 M 
 / 
 
 
 / 
 
 
 / 7 
 
 
 ' / 
 
 1 1 
 
 .'/- 
 
 
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 ^ - / 
 
 
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 / 
 
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 x" ^ - 
 
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 ■ ^-^^ 
 
 
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 W 
 
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 ^oo 
 
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 /' J 
 
 
 
 l2^^>-r^' 
 
 ^^--^ 
 
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 K
 
 EXPERIMENTAL DATA AND RESULTS 
 
 85 
 
 TABLE 16. 
 Indkx of Card Sorting in Seconds. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls. 
 
 Group 
 
 o 
 
 <B 
 
 
 
 
 
 .5 =1 
 
 a 3 
 .2 fl 
 
 
 "O ® 
 
 ■o S 
 
 
 
 
 
 1 fe 
 
 
 •| 
 
 *^ ja 
 
 « .a 
 
 ij 
 
 
 (U -ti 
 
 
 o lO 
 
 £ w 
 
 Ut 
 
 M 
 
 t^ 
 
 
 Dif. 
 
 and 
 
 tj -d 
 
 5i 
 
 t3 
 
 Bedford 
 
 88 
 
 38.7 
 
 C. 15 36.8 
 
 C. 14 41.1 
 
 Retarded C. 14 42.5 
 
 Retarded C. 15 38.8 
 
 Below-Grade Group 41 . 7 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 College Maids 
 
 37.6 
 38.8 
 38.8 
 37.4 
 
 35.5 
 
 34.1 
 
 42.0 
 
 40.8 
 45.3 
 46.2 
 42.4 
 
 50.0 
 
 40.1 
 41.8 
 43.3 
 40.2 
 
 37.8 
 
 37.0 
 
 51.7 
 
 45.2 
 49.9 
 51.2 
 47.4 
 
 62.6 
 
 44.6 
 50.8 
 51.8 
 44.2 
 39.6 
 
 41.9 
 
 3.3 
 
 9.7 
 
 33.5 
 
 4.0 
 
 4.4 
 
 28.5 
 
 4.2 
 
 4.6 
 
 31.4 
 
 3.7 
 
 5.0 
 
 33.5 
 
 3.6 
 
 5.0 
 
 31.7 
 
 8.3 
 
 12.6 
 
 36.8 
 
 2.5 
 
 4.5 
 
 33.5 
 
 3.0 
 
 9.0 
 
 35.3 
 
 4.5 
 
 8.5 
 
 34.0 
 
 2.8 
 
 4.0 
 
 34.8 
 
 2.3 
 
 1.8 
 
 33.5 
 
 2.9 
 
 4.9 
 
 28.0 
 
 108.9 
 
 83.3 
 83.5 
 83.5 
 83.3 
 
 108.9 
 
 92.1 
 92.1 
 
 55.8 
 52.1 
 54.7 
 
 45.5 
 
 value as such. The Reformatory women have the advantage of 
 greater physical maturity, strength of grip and steadiness of 
 hand. It would seem as though equal native ability ought to 
 enable them to perform this task more efficiently than the work- 
 ing girl of fifteen who, after a year of industrial experience has 
 out distanced her 14-year-old record. In spite of their physical 
 maturity, they are, however, slower by 1.9, 1.2 and 6.5 sec. 
 than the C 15. at the three percentiles. Their fastest and their 
 slowest records are poorer by 5 sec. and 25.6 sec, respectively. 
 The better quarter of them are quicker than the 14-year-old 
 working girl by 2.4 sec. at the 25th percentile; 50 per cent, are 
 quicker by 3.3 sec. as measured by the median record. The
 
 86 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 poorest quarter are slower than the poorest 25 per cent, of the 
 Retarded girls of 14. Even the Grade Group, who have had 
 an equivalent amount of schooling and on the average five 
 years of added experience, are scarcely more skillful in a first 
 trial in such a simple motor performance than the 15-year-old 
 girl. Those who have finished the 8th grade are an exception, 
 but they are only as good as, not better than, the working girl 
 of 15 who has completed the same grade upon leaving school. 
 
 The Maids excel the working girl of 15 at all three percentiles; 
 71.8 per cent, of them excel or equal the median score of C. 15, 
 and only one record is as slow as the 75th percentile record of the 
 standard group. 
 
 Curve 26 indicates the inferiority of the Below-Grade Group, 
 who are slower than the Grade Group by 4.1, 9.9, and 18 sec. 
 at the three percentiles. The best quarter of them are only a 
 little better than the poorest quarter of the Grade Group. This 
 Below-Grade Group is slower than C. 15 by 4.9, 9.2, and 17.4 
 sec. at the three percentiles and poorer than C. Ret. 14 by 3.8 
 and 11.4 sec. at the mechan and the 75th percentile. The best 
 quarter of them are 0.8 sec. better. 
 
 The positive correlation with grade that exists among the 
 standard groups obtains here too. There is evidently a close 
 correspondence between whatever makes for progress in school 
 and skill in a simple motor process like this. The 5th grade, on 
 the whole superior in strength to the 8th, is disproportionately 
 slower than the same standard grade. They are slower than C. 
 15 total by 2., 1., and 5.6 sec. at the three percentiles, whereas the 
 8th grade are quicker by 1.3., 3., and 5.6 sec. The best record 
 among the Bedford group is slower than the best record among C. 
 15, and the best record of the Bedford 5th grade, as well as of the 
 Below-Grade Group, is much poorer than the poorest standard 
 record. The slowest record of the Bedford 6th, 7th and 8th 
 grades is not as slow by 28 sec. as the slowest record of the C. 
 15. 
 
 The distribution of our records is skewed. The difference 
 between the 75th and the median is almost three times as great 
 for the Bedford 88 as between the 25th and the median records. 
 The upper and lower quartile variation in the C. 15 are each alike 
 within 0.4 sec.
 
 EXPEEIMENTAL DATA AND RESULTS 87 
 
 There is a positive correlation of r = + .58, P.E. = .05, 
 between the ranks of the index scores of the Bedford 88 and the 
 ranks in native capacity accorded them by the principal of the 
 Reformatory industrial school. Since a number of the individuals 
 who were ranked with respect to their card-sorting indexes had 
 had enough experience in factor}^ work to give them some de- 
 gree of fore-exercise, as compared with the others, this correction 
 becomes actually a fairly high one. 
 
 The clinical value of this test would be increased if the subject 
 were given opportunity to sort the cards three times and the 
 best of the three trials be taken as the measure of skill. Under 
 slightly different test conditions^ forty of these same cards were 
 sorted by another group of 106 inmates, tested consecutively as 
 they came from the courts. The results show that only 11 of the 
 106 sorted the cards most rapidly on the first trial. Twenty-eight 
 made their best record on the second, 67 on the third trial. The 
 reason that three trials were not given to the children tested by 
 the Bureau of Vocational Guidance was doubtless lack of time. 
 Wherever possible, however, it is advisable to give the three 
 trials. 
 
 Section 7. Cancellation Test. 
 
 Standard Method. "Materials: A standard printed page of small letters, a 
 stop-watch. (See Whipple's Manual, Test 26.) The page contains fifty of 
 each of the letters of the alphabet irregularly distributed through it." 
 
 In criticism, Dr. Woolley suggests that a standard page of 
 capitals similarty made up might be better because they are uni- 
 form in height. A number cancellation test, other things being 
 equal, would serve clinical purposes such as ours better since 
 numbers are more feasible for use with foreigners. The writer 
 is inclined to believe that the difficulty of the small "a" with 
 the test in its present form has not been without virtue, that it 
 has served to differentiate those without quickness of perception, 
 stable powers of selective attention or what not more clearly 
 than would the less trying page of capitals. The letter "a" was 
 cancelled by the Cincinnati 14-year-old working children; the 
 
 'Jastrow, Joseph. "A Sorting Apparatus for the Study of Reaction Time," 
 Psychological Review, Vol. V., p. 279.
 
 88 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Cincinnati 15-year-old children cancelled the letter "m". The 
 "m" was found to be easier to cancel per se than the ''a." For 
 this reason it is difficult to estimate just how much the gain of 
 the C. 15 is due to the year of growth and experience. Because 
 of this unequal difficulty between the "a" and the "m" we have 
 compared the Bedford women with the C. 14 only. 
 
 "Method of administering the test: The page to be marked was laid face down 
 on the table in front of the child. The other page, with a few sample letters 
 already marked, was in the hand of the experimenter, who showed it 
 to the child and instructed him as follows: 'On the other side of this page 
 [pointing to the one turned dowTi on the table] are some letters printed in 
 rows, like this. What I want you to do is to draw a single line with your 
 pencil through every 'a' on this page, just the way it is done here, and see how 
 fast you can do it. If you should make a mistake, and draw a Une through the 
 wrong letter, don't stop to erase it or try to correct it, because that would 
 take too long — just go ahead. Of coiu-se I want you to be sure to mark 
 every 'a' on the page, and do it just as fast as possible. When I turn the page 
 over, begin, and I will take your time with this watch.' The watch was 
 started after the page was turned over, just as the child began to look for 
 a's, and was stopped as he finished the last line. The most important 
 point about the instructions is to see that the factors of speed and accuracy 
 are equally emphasized." 
 
 Evidently with the working children it was not found neces- 
 sary to state specifically that the letters were to be cancelled one 
 row at a time, not in a haphazard fashion. Unless forewarned the 
 duller Reformatory women are more likely than not to skip all 
 about and to cancel the last a in the last line as soon as the first 
 a of all. To lessen this difficulty we added the specific admoni- 
 tion: ''Do the top line first, then the next line, then the next and 
 so on until you do the last line of all." Even then some of the 
 more unstable skipped about. In such instances the end was 
 recorded whenever the subject, having marked one or more a's 
 in the last line either stopped or went back to some other line.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 89 
 
 "Method of dealing with residts: The time of the test was recorded in seconds, 
 and the accuracy in per cents. When no wrong letters were crossed, the 
 accuracy was a simple matter of deducting two per cent, for every omission. 
 When wrong letters wei'e crossed, the accuracy was figured according to the 
 formula, expressed concretely for this test, 
 
 letters correctly marked 
 
 accuracy = 
 
 50 + letters WTongly marked 
 (See Whipple's Manual, Page 260.) An index which consisted of time divided 
 by accuracy, representing an estimated time for a perfect pei'formance, was 
 calculated in each case. 
 
 "Criticism: The method of estimating accuracy when incorrect letters were 
 crossed did not seem fair for the most frequent type of error. There were 
 very few cases in which a completely wrong letter was crossed. The usual 
 error was to cross the letter next the a instead of the a itself, an error due to 
 poor motor co-ordination rather than to defective perception, and although 
 we counted correct any a that was in any way marked, even though the line 
 went more definitely through another letter, the formula inflicts a double 
 
 TABLE 17. 
 
 Cancellation "A" and "M". Test. Accuracy. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls. 
 
 
 
 
 
 o 
 
 _2 
 
 
 
 
 
 o 
 
 
 ® 
 
 a 3 
 
 c 3 
 
 
 
 
 Group 
 
 +3 
 a 
 
 8 
 
 
 1 
 
 ^ PM 
 
 
 2 
 
 
 a 
 
 
 
 . a 
 
 
 "§ +3 
 
 
 hJ 
 
 
 J 
 
 
 Ph 
 
 rt 
 
 PM 
 
 o lO 
 
 ja ic 
 
 u 
 
 
 ti 
 
 
 
 
 
 (N 
 
 t^ 
 
 © 
 
 
 o 
 
 
 .a 
 
 '3 
 
 J3 
 
 <^ -a 
 
 <-■ -o 
 
 Q. 
 
 
 ^ 
 
 
 
 ^ 
 
 
 Sg 
 
 5 % 
 
 ;::> 
 
 
 o 
 
 Bedford 88 
 
 97. 
 
 90. 
 
 78. 
 
 7. 
 
 12. 
 
 100. 
 
 34. 
 
 (3 Failures) 
 
 C. 15 
 
 98.4 
 
 96.3 
 
 90.2 
 
 2.1 
 
 6.1 
 
 100. 
 
 52. 
 
 
 
 C. 14 
 
 90.3 
 
 81.6 
 
 70.7 
 
 8.7 
 
 10.9 
 
 100. 
 
 30. 
 
 8 
 
 Retarded C. 14 
 
 90.2 
 
 80.4 
 
 66.6 
 
 9.8 
 
 13.8 
 
 100. 
 
 30.8 
 
 Retarded C. 15 
 
 98. 
 
 96. 
 
 90. 
 
 2. 
 
 6. 
 
 100. 
 
 52. 
 
 
 Below-Grade Group 
 
 90. 
 
 83. 
 
 50. 
 
 7. 
 
 33. 
 
 98. 
 
 34. 
 
 (3 Failures) 
 
 Grade Group 
 
 98. 
 
 94. 
 
 86. 
 
 4. 
 
 8. 
 
 100. 
 
 62. 
 
 
 Vth Grade 
 
 92. 
 
 80. 
 
 76. 
 
 12. 
 
 4. 
 
 98. 
 
 72. 
 
 
 Vlth Grade 
 
 98. 
 
 94. 
 
 89. 
 
 4. 
 
 5. 
 
 100. 
 
 62. 
 
 
 Vllth Grade 
 
 98. 
 
 96. 
 
 88. 
 
 2. 
 
 8. 
 
 100. 
 
 68. 
 
 
 Vlllth Grade 
 
 98. 
 
 94. 
 
 92. 
 
 4 
 
 2. 
 
 100. 
 
 74. 
 
 
 College Maids 
 
 98. 
 
 95. 
 
 90. 
 
 3. 
 
 5. 
 
 100. 
 
 48. 

 
 so. 
 
 
 
 
 p.x^„,x--i) f. 
 
 
 e 1 4- 
 
 
 
 
 
 O-^JUJ. 
 
 VO- 
 
 
 
 
 
 30- 
 
 .^■ 
 
 \ \ 
 
 
 
 20- 
 
 
 
 ^- ^ 
 
 
 10- 
 
 .1. . 
 
 1 1 
 
 ■^ 
 
 ~-~.^ 
 
 
 
 
 I 1 
 
 1 1 1 
 
 1 00 
 
 9e(, 
 
 
 7o« 
 
 boh 
 
 6as 
 
 Sot, 
 
 50 5" 
 
 30k 
 
 10- 
 
 30 
 
 C I 4- . 
 
 ro(. 
 
 7«i 
 
 70S- 
 6o(, 
 
 eor 
 S'ab 
 
 soj 
 Hoi> 
 
 30 6 
 
 Curve 31 
 
 Curve 33 
 
 W- 
 
 \ 
 
 
 
 
 
 50- 
 
 
 
 
 G 14- 
 
 — 
 
 4fl- 
 
 \ 
 
 . 
 
 
 
 
 30- 
 
 y 
 
 }- 
 
 \\ 
 
 
 
 10- 
 
 / 
 
 I 
 
 V \ 
 
 V^...^ 
 
 
 (0- 
 
 
 
 
 \ -^ . 
 
 
 
 ^,.^^\~'"^^-^ " - ^^^^<^ 
 
 
 
 
 
 
 , 
 
 
 1 
 
 1 1 1 1 
 
 1 
 
 too 905- gor lof fcor ^oi" '^q_r 3or 
 
 9o.b gofc 7a6 60 fa 5o.b -yck 3ob 
 
 CunvE 32 
 
 fcO- 
 
 
 / 
 
 nr^|™>.x "7 A-.A. 
 
 50- 
 
 e 1 4- . . 
 
 ^0- 
 
 
 
 
 
 ■-■'/ 
 
 \ 
 
 
 30- 
 
 \ '■'' / 
 
 \ 
 
 
 40- 
 
 X / 
 
 
 \ 
 
 10- 
 
 / » 
 
 L_ 
 
 \ 
 
 \ 
 
 \ ..-'■■ "-v 
 
 — 1 1 1 1— < 
 
 lOo 9q_r iq.S 7ar 60_r SaT var 
 
 90.6 gOb 7ob 60.6 Sob fab 3a,b 
 
 Curve 34 
 
 Cancellation Test, Accuracy
 
 EXPERIMENTAL DATA AND RESULTS 
 
 91 
 
 penalty for such an error, since it counts off both for a omitted, and for the 
 letter wrongly crossed. In papers in which many errors of this type occur, 
 the injustice is glaring, but in most instances there were not more than one 
 or two such errors. Some modification of the formula for this special case 
 ought to be agreed upon."' 
 
 TABLE 18. 
 
 Cancell.\tion "A" AND "M" Test. Index. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 ■• Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls. 
 
 Group 
 
 
 
 
 o 
 
 » 
 
 
 
 
 
 
 
 
 © 
 
 
 ® 
 
 .2 CI 
 
 -a ?, 
 
 .2 a 
 •a S 
 
 
 
 
 
 CD ^ 
 
 ® ^ 
 
 
 
 
 
 
 a 
 
 O 
 
 
 a 
 
 o 
 o 
 
 5 o 
 
 ^^ 
 
 3 
 
 
 
 
 +3 -3 
 
 « si 
 
 >J 
 
 
 
 
 O -t^ 
 
 O +3 
 
 Oi 
 
 c8 
 
 Ph 
 
 n lO 
 
 X2 lO 
 
 tu 
 
 
 
 
 
 
 
 JS 
 
 73 
 
 X3 
 
 tj -a 
 
 <J 73 
 
 a 
 
 (M 
 
 S 
 
 
 Q§ 
 
 tig 
 
 Bedford 
 
 SS 
 
 C. 15 
 C. 14 
 Retarded C. 14 
 Retarded C. 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 College Maids 
 
 172. 8i222. 3,297.0 
 
 1 
 129.9 150.8ll77.2 
 164.31195.2 256.6 
 175.11202.6 250.8* 
 
 235.3 312.3 458.9 
 
 163.41194.5 233.3 
 168.9 189.5 199.1 
 
 177.4 220.8253.9 
 163.0 189.0 205.1 
 154.6 195.7 228.0 
 
 49.5 
 
 20.9 
 30.9 
 
 27.5 
 
 74.7 
 
 26.4 
 61.4 
 
 48.2 
 
 77.0 146.6 
 
 159.4 
 
 196.5 
 
 214.0 
 
 31.1 
 20.6 
 43.4 
 26.0 
 41.1 
 
 37.1 
 
 38.8 
 9.6 
 33.1 
 16.1 
 32.3 
 
 17.5 
 
 102.3:610.4 (3 Failures) 
 
 84.1402.4 
 
 111.5521.5 
 
 85.1521.5 
 
 163.1 
 
 102.3 
 102.3 
 
 610.4 (3 Failures) 
 
 361.0 
 247.8 
 
 127.4361.0 
 142.0 241.8 
 120.4J301.1 
 
 127.0280.0 
 
 ^ Cases in which the pencil stroke passes through an adjacent letter when 
 the subject plainly meant to cancel an a are obviously to be counted as one a 
 crossed and no error. Such was the intention of my directions for scoring 
 the test. — Editor. On the other hand, if a subject is too careless or too hasty or 
 too clumsy to make her stroke strike out the a, it seems to the author that the 
 full penalty should be paid. If a girl inspecting title pages in a book bindery, 
 for instance, should cast out the book following the defective one, it would 
 not only be a mistake but would cost both herself and others a loss of time. 
 
 *That the 75th percentile is better for the C. 1 1 retarded than for the Total 
 C. 14 Group is perhaps due to the fact that we obtained the former by count- 
 ing out the literal 75th record and Br. WooUey sec\u-ed the latter by an es- 
 timated count of the cards in the group in hich the 75 the record must fall, 
 treating the records as though they were evenly distributed therein.
 
 92 
 
 THE MENTALITY OP THE CRIMINAL WOMAN 
 
 
 -?'i: 
 
 
 ! 
 i 
 
 \ I 
 
 a 
 
 i 
 
 \ i 
 
 a — 
 
 / / 
 
 ■Jo 
 
 
 4- 
 
 / / 
 
 *0 
 
 
 
 / / _ 
 
 CG 
 
 / / 
 
 
 / 1 
 
 
 // 
 
 
 / / 
 
 
 / / 
 
 
 A 
 
 ^y 
 
 
 -- ' / 
 
 
 • ' y' 
 
 . 
 
 ^ ' y^ 
 
 
 x ' j/^ 
 
 
 ^ ' JT 
 
 
 ^ ' y^ 
 
 
 r' ^ 
 
 . 
 
 
 
 V ^""^Vs^ 
 
 
 X _ ^*'*««s^^ 
 
 
 ■N, ^^^^^ 
 
 
 ' -^ _ ^^ 
 
 ^ 
 
 
 ^ 
 
 2 
 <
 
 EXPERIMENTAL DATA AND RESULTS 93 
 
 Results. There are percentile tables for both accuracy and index 
 in this test. Clearly it is differences in rate rather than in accur- 
 acy of performance that separate most decidedly the more 
 intelligent from the less Avell trained and intelligent individual. 
 
 With respect to the percentiles of accuracy, the Bedford 
 group is at a distinct advantage throughout; except at the 75th 
 percentile even the Below-Grade Group excels. The Reforma- 
 tory women are 6.7, 8.4, and 7.3 per cent, more accurate than 
 the working girl of 14, as judged by the 25th, the median and 
 the 75th percentiles. The lowest score (complete failures ex- 
 cepted) is 3.2 per cent, higher than the lowest score among the 
 working girls. The Bedford 5th grade is poorer than the 8th, 
 though not markedly so, but both are superior to the working 
 girl of the same grade at 14 years of age (see Curves 33 and 34). 
 All these differences from the standard group are large enough 
 to make accuracy Avell worth considering in any final score used 
 for clinical purposes. 
 
 The indexes of the Bedford 88, prove them to be much slower 
 than the 14-year-old working girl in this simple task of checking 
 letters. It takes them 8.5, 27.1 and 40.4 sec. longer at the 25th, 
 median, and 75th percentiles than it takes the C. 14. 
 
 The Grade Group and the Below-Grade Group are unmistak- 
 ably differentiated by the time consumed in performing this 
 test (see Curve 32). Over 75 per cent, of the Grade Group is 
 superior to the Below-Grade Group. Moreover, the best 
 record of the Below-Grade Group is 60.8 sec. slower than the 
 best record of the Grade Group, and its poorest record is 249.4 
 sec. slower than the poorest record of the Grade Group. The 
 lowest scores for the Grade and Below-Grade and the C. 14 
 groups are respectively 361, 610 (three failures), and 521.5 sec. 
 Despite the fact that their scores have already been included in 
 the C. 14 group as a whole, the Ret. C. 14 are 10.8 and 7.4 sec. 
 slower at the 25th and median points, respectively. Obviouslj', 
 there is a correspondence in this test between its rate of per- 
 formance and the differences in intelligence as indicated by school 
 grade. 
 
 The correlation between the rank in ability to check off all 
 the a's — an operation not unlike a large variety of inspection
 
 94 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 jobs in factories, and the rank accorded these women in their 
 native intelligence as based upon inspection of their behavior 
 for over a year within the institution is r. = + .52, P. E. .055. 
 The College Maids were given this test. They excelled in 
 both time and accuracy the 14-year-old working girl at the 
 25th and at the 75th percentile but only 44 per cent, equalled 
 the best 50 per cent, of the standard group. On the other 
 hand, the best 50 per cent, of the Reformatory 8th grade excel 
 the Maids at the median and the 25th percentiles. In capacity 
 to cancel letters with skill and expedition a small per cent, of 
 the Reformatory women are as able as the more efficient type 
 of maid in a college dormitory. 
 
 Supplementary Cancellation Test. 
 
 Records in the cancellation of No. 1 in the number checking 
 test of Woodworth and Wells^ were secured for the first 43 of 
 these 88 Reformatory subjects. These records we have divided 
 into two groups, according as the subjects fell into the division 
 of the Grade or Below-Grade Group. Table 19 tabulates for 
 each of these grades the average time, the slowest and the quick- 
 est records, the average number of errors due to omissions and 
 due to the cancellation of wrong digits, together with the cor- 
 responding data given by Woodworth and Wells for twenty 
 college women. 
 
 Though few, these records point to a tendency for the longer 
 time scores to correlate with the lower school attainment. (See 
 Table 20). 
 
 Woodworth and Wells write: "On the basis of false reactions 
 the test has not shown in the writers' hands workable indi- 
 vidual differences in the 'accuracy' of performance. There 
 are perfectly distinct differences in the time of performance 
 and there seems little reason in the present test for extending 
 the score beyond this single factor" (p. 28). It is clear that in 
 dealing with groups such as ours and probably with the 14 
 and 15-year-old working girl, too, accuracy as well as time 
 furnish significant group differences. 
 
 *R. S. Woodworth and F. L. Wells: Association Tests, Psychological Mono- 
 graph, Vol. XIII., No. 5. 1911.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 95 
 
 Among our rate of learning tests there is included one which 
 consists of checking all the six-place numbers containing the 
 two specific digits 4 and 7.' Here, too, differences in accuracy 
 are less evident than those in rapidity of work. Again, too, 
 the dullest subjects succeed finally in attaining the standard 
 rate of performance. 
 
 TABLE 19. 
 Number Cancellation 
 
 Average time, Mean Variation and Limits for Cancellation of Number 1 by 
 College Women and Reformatory Subjects. 
 
 Subjects 
 
 20 
 College Women 
 
 27 
 Grade Group 
 
 16 
 Below-Grade 
 
 Average Time 
 M. V. 
 
 Limits 
 
 f Omissions 
 Errors | ^^^^^^ ^^^^^^^ 
 
 123 sec. 
 
 15 sec. 
 (Approximately) 
 
 Negligible 
 Very rare 
 
 136.5 sec. 
 
 20.6 sec. 
 
 • High 187 
 Low 100 
 
 1.11 
 0.44 
 
 192 sec. 
 
 45 f^ec. 
 
 High 423.6 
 Low 112.6* 
 
 6.2 
 0.2 
 
 "Only three scores are lower than 149 sec. 
 
 TABLE 20. 
 
 Average time. Mean Variation and Limits in C:i.ncellation of Number 1 for 
 Reformatory Grade Groups. 
 
 
 VIII 
 
 VII 
 
 VI 
 
 V 
 
 Below- 
 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 No. of Cases 
 
 4 
 
 6 
 
 11 
 
 6 
 
 16 
 
 Average time 
 
 120.9" 
 
 121.1" 
 
 140.3" 
 
 155.5" 
 
 192" 
 
 M. V. 
 
 19.7" 
 
 13.1" 
 
 17.8" 
 
 20.4" 
 
 45" 
 
 Limits 
 
 160.2" 
 
 142.6" 
 
 177.8" 
 
 187" 
 
 423.6" 
 
 
 101.2" 
 
 100" 
 
 114" 
 
 120" 
 
 112.6* 
 
 *Only three scores are lower than 149 sec 
 
 ^Woodworth and Wells, Op. cit. p. 52.
 
 96 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Section 8. Memory Span and Per Cent, of Seven, Eight and Nine 
 Numbers Recalled. (See Whipple's Manual, Test 38A.) 
 
 Standard Method. "Materials: Seven strips of card-board, one with five 
 digits, two with seven, two with eight, and two with nine digits, printed on 
 them in large black type. A metronome. 
 
 "Method of ad minister ing the test: The strips of card-board, in the order 
 indicated, were laid face downaward upon the table. The child was supplied 
 with pencil and paper, the metronome conveniently placed, and instructions 
 given as follows: 'On the other side of these cards are some numbers, printed, 
 in a row. I am going to turn the card face up and then I want you to read the 
 numbers out loud with me. When we have finished reading them, I will 
 turn the card down again, and I want you to see if you can ^\Tite the numbers 
 on your paper just the way they were on the card — -just the same numbers, 
 and in the same order. I will set this instrument ticking (does so at one a 
 second) just to show how fast to read the numbers. Read one every time it 
 ticks, like this (illustrates). The first card is just a sample to see if you under- 
 stand how to do it. but wTite the numbers down just the same. There arc- 
 five numbers on it.' The sample card of five is then read, and any errors in 
 procedure on the child's part corrected. The sample card may be used more 
 than once if necessary, since its result is never taken into account. When the 
 test has been correctly performed with the sample, the experimenter proceeds 
 with the other cards, stating each time how many numbers there will be on 
 each card, as — 'There will be seven numbers on this card,' etc. 
 
 "There are two precautions to be observed in the u.se of the metronome in 
 this test. The first is to time the turning of the cards wath the beat of the 
 metronome in such a way that the reading of the first number naturally and 
 umnistakably coincides vrith a beat. Otherwise the child and the experimen- 
 ter may begin reading on different beats, and thus disturb the test. The 
 second precaution is for the experimenter to postpone stoppitig the metronome 
 until the last series has been wTitten by the child. If the metronome is stopped 
 just after the reading, and before the child has written, the sudden cessation 
 of the sound serves as a distraction, and the conditions for the writing of the 
 last series are not uniform with those of the other series. 
 
 "Method of dealing with results: The evaluation of the results of this test is 
 by no means a simple matter, unless one takes into account only the perfect 
 series — in other words, measures only the memory span. None of the rules 
 so far devised for estimating results is satisfactory. The most serious failing, 
 common to them all, is that they make no allowance for crediting a correct 
 sequence of three or more digits in the WTong part of the series. The set of 
 rules we adopted for this series of tests is as follows : 
 
 1. For a correct digit in correct place in the series, allow two, giving a value 
 of 14 to a perfect seven-place series, 16 for an eight-place series and 18 for a 
 nine-place series. 
 
 2. For any series in which there is but one mista.ke, whether it is an omission, 
 an addition, or a misplacement, take off two only. For instance, if the correct 
 series is 7359624 and the child writes 7396254, count it only one error, since 
 the series can be made perfect b}^ changing the position of one digit — the 5. 
 
 3. In series in which there is more than one error — 
 
 a. allow two for every correct digit in the correct position, and one for 
 every correct digit one place removed (except in special case under b) . 
 
 b. allow no credit for a correct digit more than one place removed, unless 
 it forms part of a correct sequence of three or more digits. In every such se- 
 quence, allow^ full credit for all except the first digit, which should be given 
 no credit if it is more than one place removed, and half credit if it is one place 
 removed. For instance, if the correct series is the one already quoted — 
 7359624, and the child writes 7962453, the series should be marked as follows: 
 
 2 2 2 2 
 7 9 6 2 4 5 3 
 giving a value of 8.
 
 EXPERIMENTAL DATA AND RESULTS 97 
 
 "All the values for series were at once reduced to percentages, by reference 
 to a table made for each series. A numerical average of the record for the 
 two seven-place, the two eight-place, and the two nine-place series was then 
 recorded. Accordingly the test is reported in four tables, with their corres- 
 ponding errors, one for the seven-place series, one for the eight-place, one for 
 the nine-place, and one for the memory span. 
 
 "Criticism: While the series of rules for evaluating which we used seemed 
 more nearly fair than any of the usual methods, there were still injustices to 
 be found. Chief of these was the fact that our rules made no provision for 
 the correctness of the last digit in the series, when it was more than one place 
 removed. Next this in importance was the series in which the two digits not 
 next one aiiother were interchanged in position. Such a series was counted 
 as containing two full errors, though it seemed as though it should have re- 
 ceived more credit than a series in which there were two omissions. In view 
 of the great difficulty in estimating a series of digits fairly, and of the large 
 opportunity for guessing on the part of the child, we are inclined to think that 
 the span, lif determined with some care, is the most satisfactory measure of 
 such a series." 
 
 After the test had been carried through as above indicated, 
 two series of six, five and four numbers each were given in addi- 
 tion. This was done because 30 per cent, of our subjects failed 
 to remember all of the seven numbers. A set of two ten-place 
 numbers was also added. 
 
 There were a few cases where the subject was too ignorant 
 to write the numbers. Such as these were told to repeat the 
 numbers instead and the experimenter wrote them down. For 
 a time it seemed as though the WTitten reproduction was not 
 so good as a verbal repetition, that for the duller individuals 
 the process of making the numbers might inhibit their recall. 
 A control series of one hundred records was carried through 
 and has convinced us otherwise. The writing proved less dis- 
 turbing to recall than did the sound of their own voices. We 
 have elsewhere observed that these women follow spoken direc- 
 tions more successfully than written ones even when they are 
 able to read fairly well. The burden of proof seems to indi- 
 cate that they are by habit ear-minded. They very seldom 
 read and almost never write anything down when they wish 
 to remember it. Granted this assumption, it may be surmised 
 that the actual sound of their own voices repeating the first few 
 numbers might obliterate the auditory imagery of their own, 
 and the experimenter's reading of the succeeding ones. At all 
 events, these tests point to the fact that for our subjects as well 
 as for mature normal ones, the written method is the better.
 
 98 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 The number series used were 
 
 
 
 
 
 5 
 
 2 4 
 
 1 
 
 
 
 
 
 3 
 
 5 7 
 
 2 
 
 
 
 
 
 8 
 
 4 6 
 
 2 
 
 7 
 
 
 
 
 4 
 
 3 6 
 
 8 
 
 5 
 
 
 
 
 6 
 
 8 3 
 
 1 
 
 5 
 
 2 
 
 
 
 9 
 
 3 5 
 
 2 
 
 7 
 
 4 
 
 
 
 9 
 
 4 1 
 
 2 
 
 8 
 
 3 
 
 7 
 
 
 2 
 
 4 7 
 
 5 
 
 1 
 
 3 
 
 8 
 
 
 3 
 
 1 4 
 
 6 
 
 2 
 
 5 
 
 9 
 
 7 
 
 4 
 
 7 2 
 
 9 
 
 3 
 
 8 
 
 5 
 
 1 
 
 8 
 
 9 7 
 
 2 
 
 1 
 
 4 
 
 6 
 
 3 5 
 
 4 
 
 7 5 
 
 2 
 
 9 
 
 6 
 
 3 
 
 8 1 
 
 9 
 
 7 3 
 
 1 
 
 4 
 
 2 
 
 5 
 
 8 6 
 
 8 
 
 6 9 
 
 7 
 
 1 
 
 3 
 
 2 
 
 4 5 
 
 
 TABLE 
 
 2] 
 
 [. 
 
 
 
 Memory Span 
 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 and 15-year-old Working Girls, and for College Maids. 
 
 
 
 
 
 o 
 
 ID 
 
 
 
 
 £ 
 
 
 e 
 
 Pi 3 
 .2 p 
 
 .2 a 
 
 
 
 Group 
 
 
 
 a 
 
 O 
 
 ■^ Ph 
 
 
 a 
 
 *3 
 
 a 
 
 
 S 
 
 a 
 
 ID 
 
 as *s 
 
 4i -3 
 
 3 
 
 s 
 
 
 Ph 
 
 a 
 
 PM 
 
 -o s 
 
 J2 10 
 
 fe 
 
 ti 
 
 
 
 
 
 M 
 
 t^ 
 
 e 
 
 a> 
 
 
 a 
 ^ 
 
 ^ 
 
 4^ 
 
 <M 73 
 
 «*J 73 
 
 n 
 
 o 
 
 ^ 
 
 
 
 ^ 
 
 
 Si 
 
 5i 
 
 & 
 
 o 
 
 Bedford 88 
 
 8. 
 
 7. 
 
 5. 
 
 1. 
 
 2. 
 
 9. 
 
 4 minus 
 
 C. 15 
 
 9.0 
 
 8.1 
 
 7.3 
 
 0.9 
 
 0.8 
 
 9. 
 
 7 minus 
 
 C. 14 
 
 9. 
 
 7.9 
 
 7.1 
 
 1.1 
 
 0.8 
 
 9. 
 
 7 minus 
 
 Retarded C. 14 
 
 8. 
 
 7. 
 
 7— 
 
 1. 
 
 ? 
 
 9. 
 
 7 minus 
 
 Retarded C. 15 
 
 8. 
 
 7. 
 
 7. 
 
 1. 
 
 0. 
 
 9. 
 
 7 minus 
 
 Below-Grade Group 
 
 7. 
 
 5. 
 
 4. 
 
 2. 
 
 1. 
 
 9. 
 
 4 minus 
 
 Grade Group 
 
 9. 
 
 8. 
 
 7. 
 
 1. 
 
 
 9. 
 
 5 
 
 Vth Grade 
 
 7. 
 
 7. 
 
 6. 
 
 0. 
 
 
 9. 
 
 5 
 
 Vlth Grade 
 
 8. 
 
 8. 
 
 7. 
 
 0. 
 
 
 9. 
 
 5 
 
 Vllth Grade 
 
 9. 
 
 8. 
 
 7. 
 
 1. 
 
 
 9. 
 
 6 
 
 Vlllth Grade 
 
 9. 
 
 8. 
 
 7. 
 
 1. 
 
 
 9. 
 
 5 
 
 CoUege Maids 
 
 9. 
 
 9. 
 
 8. 
 
 0. 
 
 1. 
 
 9. 
 
 6
 
 EXPERIMENTAL DATA AND RESULTS 
 
 99 
 
 Results: (1.) Memory Span. The 88 Reformatory women 
 have on the whole a poorer memory span, as indicated at all 
 three percentiles, than has even the working girl of fourteen. 
 Over 38 per cent, of them are as poor as, or poorer than, the 
 poorest 13 per cent, of the working girls of fifteen years. 
 
 That this decreased retentiveness correlates with degree of 
 intelligence as indicated by the school grade attained is made 
 evident by Curve 40. The percentiles of the Grade Group 
 coincide almost exactly with those of the C. 15. The curve of 
 the Below-Grade Group is exactly contrasted to that of the 
 Grade Group. The two groups are thus unmistakably differ- 
 entiated with respect to memory span. The 25th percentile 
 of the less intelligent group is as low as the 75th percentile of 
 the Grade Group; no individual among the latter recalls less 
 than five numbers, while 29 per cent, of the former recall not 
 
 TABLE 22. 
 
 Memort for 7-Place Numbers. 
 
 Percentiles, Quart ile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 and 15-year-old Working Girls. 
 
 
 
 
 
 ID 
 
 (D 
 
 
 
 
 o 
 
 
 £ 
 
 •d g 
 
 fl3 
 
 
 
 
 
 
 
 m U 
 
 (D ^ 
 
 
 
 
 4^ 
 
 
 += 
 
 w «- 
 
 W ^ 
 
 42 
 
 
 
 a 
 
 
 a 
 
 ^ S' 
 
 S S' 
 
 ■a 
 
 •a 
 
 Group 
 
 
 
 
 '^ Pk 
 
 '^ 111 
 
 a 
 
 a 
 
 
 t4 
 
 (D 
 
 a 
 
 o 
 
 4i Xi 
 
 03 += 
 
 3 
 
 3 
 
 
 Ph 
 
 .5 
 
 Ph 
 
 .D lO 
 
 ^ K5 
 
 &! 
 
 Li 
 
 
 
 
 
 I> 
 
 t^ 
 
 0) 
 
 u 
 
 
 ja 
 
 
 ^ 
 
 v; -o 
 
 •A -d 
 
 p. 
 
 &: 
 
 
 
 ^ 
 
 
 Pi 
 
 s§ 
 
 t= 
 
 o 
 
 Bedford 88 
 
 100. 
 
 85.7 
 
 60.7 
 
 14.3 
 
 25.0 
 
 100. 
 
 7.2(1 Failure) 
 
 C. 15 
 
 98.2 
 
 95.8 
 
 88.4 
 
 2.4 
 
 7.4 
 
 100. 
 
 57.0 
 
 C. 14 
 
 96.7 
 
 91.7 
 
 80.4 
 
 5.0 
 
 11.3 
 
 100. 
 
 35.0 
 
 Retarded C. 14 
 
 92.9 
 
 85.7 
 
 75.0 
 
 7.2 
 
 10.7 
 
 100. 
 
 35.7 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 75.0 
 
 59.0 
 
 39.8 
 
 16.0 
 
 19.2 
 
 100. 
 
 7.2(1 Failure) 
 
 Grade Group 
 
 100. 
 
 92.9 
 
 78.6 
 
 7.1 
 
 14.3 
 
 100. 
 
 46.5 
 
 Vth Grade 
 
 85.7 
 
 78.6 
 
 75.0 
 
 7.1 
 
 3.6 
 
 100. 
 
 46.5 
 
 Vlth Grade 
 
 100. 
 
 92.9 
 
 78.6 
 
 7.1 
 
 14.3 
 
 100. 
 
 50.0 
 
 Vllth Grade 
 
 100. 
 
 100. 
 
 91.1 
 
 0. 
 
 8.9 
 
 100. 
 
 46.5 
 
 Vlllth Grade 
 
 100. 
 
 100. 
 
 85.7 
 
 0. 
 
 14.3 
 
 100. 
 
 60.7
 
 100 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 more than four, and their median record is no better than the 
 poorest record of all among the Grade Group. Two of the VIII 
 Grade, 2 of the VII Grade, 1 of the VI Grade and 3 of the Below- 
 Grade Group have a memory span for ten numbers. Seventy- 
 seven per cent, of the Maids have a span equal to or greater 
 than that of the median working girl of fifteen, i.e., eight digits, 
 and 60 per cent, can recall nine digits — the 25th percentile 
 standard score. 
 
 The memory span of the 8th and 7th grades is identical and 
 each remembers a series of digits longer by two digits at the 
 25th percentile and by one digit at the median and the 75th 
 percentile, respectively, than does the 5th grade at the same 
 points. 
 
 The decided group differences and grade correlations which 
 maintained in the standard group are even more manifest 
 among our subjects. As the working girl exhibited a larger 
 amount of positive correlation in this test than in any other, 
 
 TABLE 23. 
 
 Memory for 8-Place Numbers. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls. 
 
 Group 
 
 ® 
 
 si 
 
 s 
 
 
 _2 
 
 d 
 ® 
 w 
 
 CD 
 
 .2 fl 
 •d g 
 
 « " 
 
 '^ Cm 
 
 •^ IN 
 
 «^ -d 
 
 5i 
 
 .2 a 
 <M "d 
 
 5g 
 
 3 
 
 u 
 
 a 
 
 43 
 
 u 
 
 0) 
 
 o 
 
 Bedford 88 
 
 87.5 
 
 65.7 
 
 45.4 
 
 21.8 
 
 20.3 
 
 100. 
 
 6.3 (2 Failures) 
 
 C. 15 
 
 93.9 
 
 83.5 
 
 70.6 
 
 10.4 
 
 12.9 
 
 100. 
 
 22. 
 
 C. 14 
 
 92.0 
 
 78.6 
 
 64.5 
 
 13.4 
 
 14.1 
 
 100. 
 
 25. 
 
 Retarded C. 14 
 
 87.5 
 
 75.0 
 
 56.3 
 
 12.5 
 
 18.7 
 
 100. 
 
 25. 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 62.5 
 
 43.8 
 
 31.3 
 
 18.7 
 
 12.5 
 
 100. 
 
 6.3 (2 Failures) 
 
 Grade Group 
 Vth Grade 
 
 87.5 
 59.4 
 
 76.6 
 59.4 
 
 62.5 
 40.7 
 
 10.9 
 0.0 
 
 14.1 
 18.7 
 
 100. 
 71.9 
 
 28.2 
 28.2 
 
 Vlth Grade 
 
 87.5 
 
 82.9 
 
 65.7 
 
 4.6 
 
 17.2 
 
 100. 
 
 56.3 
 
 Vllth Grade 
 
 92.3 
 
 84.4 
 
 67.2 
 
 7.9 
 
 17.2 
 
 100. 
 
 46.9 
 
 Vlllth Grade 
 
 100.0 
 
 81.3 
 
 65.7 
 
 18.7 
 
 15.6 
 
 100. 
 
 34.4
 
 EXPERIMENTAL DATA AND RESULTS 
 
 101 
 
 not onl.y at the time she left school, but after a year of working 
 record, so our subjects, after being out of school five years 
 on the average, show the same positive correlation. This 
 further datum helps to answer Dr. Woolley's query as to whether 
 the high positive correlation with grade was merely a sad com- 
 mentary on the mechanical training of the school or an indication 
 that the test and the school alike are highly successful in distin- 
 guishing the more intelligent from the less intelligent individual. 
 The correlation between rank in these memory tests and the 
 rank in native intelligence of the Bedford 88 as based upon 
 observation of them for over a year within the Institution is: 
 
 Memory Span r = + ■ 66 P. £". = . 043 
 
 Memory for 7 Nimibers r = + . 65 P. E. = . 046 
 
 "• S " r = + .62 P.E. = .048 
 
 " 9 " r= + .60 P. E.= .050 
 
 {2.) The Per Cent, of Seven, Eight and Nine Numbers Recalled. 
 
 TABLE 24. 
 
 ^Memory for 9-Place Numbers. 
 
 Percentile, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade, Groups 
 and for the S andard Cincinnati Groups of 14, 15, and Retarded 14 
 and 15-year-old Working Girls. 
 
 
 
 
 
 
 §2 
 
 
 
 
 £ 
 
 
 as 
 
 1— t 
 
 .2 a 
 
 .2 a 
 
 
 
 Group 
 
 8 
 
 
 03 
 O 
 
 
 
 a 
 
 43 
 1 
 
 
 
 a 
 
 
 4i .d 
 
 
 3 
 
 3 
 
 
 Em 
 
 c€ 
 
 Pi 
 
 Si lO 
 
 ja lo 
 
 Li 
 
 u 
 
 
 
 
 
 N 
 
 t» 
 
 Qi 
 
 s> 
 
 
 4^ 
 
 '•B 
 
 Si 
 
 tj -a 
 
 tti -o 
 
 Pi 
 
 a 
 
 t3 
 
 ^ 
 
 
 
 ^ 
 
 
 (5i 
 
 5§ 
 
 o 
 
 Bedford 88 
 
 77.8 
 
 61.2 
 
 40.3 
 
 16.6 
 
 20.9 
 
 100. 
 
 13.9 (2 Failures) 
 
 C. 15 
 
 84.7 
 
 71.5 
 
 58.7 
 
 13.2 
 
 12.8 
 
 100. 
 
 22.0 
 
 C. 14 
 
 82.2 
 
 68.2 
 
 55.9 
 
 14.0 
 
 12.3 
 
 100. 
 
 22.0 
 
 Retarded C. 14 
 
 75.0 
 
 61.1 
 
 58.4 
 
 13.9 
 
 2.7 
 
 100. 
 
 27.8 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 52.8 
 
 34.8 
 
 22.2 
 
 18.0 
 
 12.6 
 
 94.5 
 
 13.9 (2Faihires) 
 
 Grade Group 
 
 83.4 
 
 72.2 
 
 58.4 
 
 11.2 
 
 13.8 
 
 100. 
 
 8.4 
 
 Vth Grade 
 
 63.9 
 
 55.6 
 
 50.0 
 
 8.3 
 
 5.6 
 
 83.4 
 
 8.4 
 
 Vlth Grade 
 
 83.4 
 
 70.9 
 
 59.8 
 
 12.5 
 
 11.1 
 
 100. 
 
 38.9 
 
 Vllth Grade 
 
 86.1 
 
 76.4 
 
 63.9 
 
 9.7 
 
 12.5 
 
 100. 
 
 50.0 
 
 Vlllth Grade 
 
 91.7 
 
 75.0 
 
 69.5 
 
 16.7 
 
 5.5 
 
 100. 
 
 44.5
 
 102 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 e I 5 
 
 50- 
 
 ^ RcS|o-r;f rrrr fr>^A, 
 
 HO- 
 30- 
 
 \ ^ \ 
 
 10- 
 
 \ \ 
 
 
 \ 
 \ 
 \ 
 1 1 1 1 1 
 
 Curve 39 
 
 Curve 41 
 
 50- 
 
 20- 
 
 10- 
 
 e 1 5 ., . 
 
 C /4- • . 
 
 Curve 40 
 
 Memory Span 
 
 Curve 42 
 
 *In this and the foUowing curves for memory span Une "a" indicates the total 
 per cent, that remember less than seven numbers, and compares exactly with the 
 standard distribution method; the Une "b" indicates the per cent, of those who 
 remember less than seven numbers whose span is actually 6-5-4 and less than four 
 numbers.
 
 9S(, 906 fiS 7ft 
 
 75r *£f 
 
 ^^>t^ Jilat^k 
 
 li.S^„^3 VIM ^A.»Je 
 C I 5 . 
 e I 4- .. 
 
 N- — -" I 
 
 9576 9S4 •S'i'fe 7x6 Art 
 
 Curve 43 
 
 Curve 45 
 
 
 
 
 
 
 50- 
 
 \ 
 \ 
 
 
 
 M 5«.S. 
 
 VO- 
 
 \ 
 
 \ 
 
 
 
 
 30- 
 
 1 
 \ 
 
 \ 
 
 \ 
 
 f 
 
 \ 
 
 /\ 
 
 30- 
 
 ;o - 
 
 ''i 
 
 r 
 
 \ ^ 
 \ / 
 
 .A 
 
 1 
 
 / \ / 
 1 V 1 .. 
 
 100 95 5" 9£r «£r 7J_J b£_y i"5'r 
 
 g^fc 'Jo.fc «lt 75b fcJb J"Jfa ~ 
 
 /flfl 9iT 9£J" ?£5- 7J:r 6£r fiS 
 
 1St> 9oh Sfb 7i-fe (,s(> S'f.b r 
 
 Curve 44 
 
 Curve 46 
 
 Memory. Seven-Place Numbers
 
 104 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 A. Seven Niwihers. The per cent, of seven numbers which 
 the Bedford group recall is less than that of the working girl 
 of either 15 or 14 years except at the 25th percentile. It is 
 equal at the median to the retarded group at 14 years of age 
 but poorer at the 75th percentile. Approximately three- 
 quarters of the working girls at 15 can remember more than 
 the poorer half of the Reformatory group. 
 
 The Below-Grade Group recall 3.6 per cent, less at the 25th 
 percentile than does the Grade Group at the 75th percentile. 
 This means but slight overlapping of the two groups. The 
 Vth and Vlth Grades recall decidedly less than the Vllth and 
 Vlllth at the median and 75th percentiles. The poorest record 
 of the Grade Group is lower than that of the C. 15, but higher 
 than that of the C. 14, and C. Ret. 14, and the Bedford Below- 
 Grade Group (see Curve 44). 
 
 B. Eight and Nine Numbers. In memory both for eight and 
 nine numbers the Bedford 88 are inferior to the C. 15. They 
 are also inferior to the C. Ret. 14. 
 
 The Grade Group is essentially as successful as the C. 15 in 
 its recall of nine numbers; of eight numbers on the other hand 
 it recalls no more than does the C. Ret. 14 at the 25th percentile, 
 and at the median and 75th percentile a little more than they 
 but still slightly less than the C. 14. 
 
 Of the Below-Grade Group three-quarters are as poor as, or 
 poorer than, the poorest quarter of the Grade Group in memory 
 for both eight and nine numbers. Within the Grade Group 
 each lower grade recalls less of nine numbers at each percentile 
 down to the Vth Grade, which is poorer by 5.6 per cent, at the 
 25th percentile than is the VIII Grade at the 75th percentile. 
 
 As contrasted with the standard groups, the Reformatory 
 women recall less, proportionately, of eight than of nine digits 
 with a tendency amoDg the Below-Grade Group to be equally 
 poor in both. (See Curves 47 and 51. The actual numeri- 
 cal differences at the three percentiles are given in Table 25.) 
 This capacity to come nearer to the working girl's ability to 
 recall nine digits than to her ability to recall eight can hardly 
 be accounted for in terms of an increasing adaptability to the 
 requirements of the test. It has rather to do, in our opinion,
 
 EXPERIMENTAL DATA AND RESULTS 
 
 105 
 
 'VO- 
 
 
 
 
 
 
 \ 
 
 
 Bei^ 
 
 ► TT ?S 
 
 
 \ 
 
 
 
 CIS 
 
 30- 
 
 \ 
 \ 
 \ 
 \ 
 
 
 
 
 20- 
 
 -V. 
 
 \ 
 
 
 ^ 
 
 iO- 
 
 \ 
 
 1 1 1 
 
 
 1 
 
 \ 
 \ 
 \ 
 1 • 
 
 iqO HO 5 80 5" 70 5- bOS- 505- v£ 5' 
 
 Curve 47 
 
 (,0- 
 
 \ 
 \ 
 
 
 
 50- 
 
 M 
 
 
 e / 5 .. „ 
 
 Cl4- . - 
 
 HO- 
 
 
 
 
 \ ' ^ 
 
 
 
 
 \ * ^ 
 
 
 
 30- 
 
 \ ^ ^ 
 \ ' ^ 
 \ \ \ 
 
 \> \ 
 
 
 
 20- 
 
 \> \ 
 \ " A . 
 
 
 
 
 \ -x 
 
 "X. 
 
 /o- 
 
 \ ^ 
 \ 
 
 ~'^ 
 
 -\ / 
 
 
 1 1 1 — 
 
 
 '7~~.^<7X-. 
 
 90 s lo J" 7o_s" 6a r SOS va r 
 90 6 tab "70 h boio Sob ^i.b 
 
 Curve 49 
 
 9oh Sot. 
 
 Sot 70S' t-o y 
 70 b 6a 6 So a 
 
 Sor 
 
 Curve 4S 
 
 
 50- 
 
 Btf^o-rT X *»o3a . 
 
 
 
 • £ / 5 . ., A 
 
 
 Ho- 
 
 c,^ .. .. ^._. /\ 
 
 
 30- 
 
 \ / \ 
 \ / \ 
 
 
 50- 
 
 \ / \ / ^ 
 
 V 
 
 10- 
 
 ... 1 .... 1 . J — 1 1 
 
 1 1 — 
 
 90 5- 
 «0b 
 
 30 r 70- r 
 
 70 (, 60- fc 
 
 Curve 50 
 
 60/ 
 
 Sol, 
 
 So i" vo r 
 
 Memory. Eight-Place Numbers
 
 106 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 si 
 
 
 Co S 
 
 02 
 
 P3 
 P 
 
 O 
 I
 
 EXPERIMENTAL DATA AND RESULTS 107 
 
 with the types of imagery involved. Nine digits fall easily 
 into three groups of three digits each, which have simpler and 
 more emphatic auditory-verbal rhythmic value than any group- 
 ing possible with eight numbers. An individual who has a 
 good visual memory, which he uses for all the number series or 
 upon which he can fall back when the auditory or verbal series 
 become unrhythmical, will be at an advantage over the indi- 
 vidual who must depend almost wholly on the auditory-verbal 
 imagery. The indications are that the Reformatory women 
 do lack facility in the use of visual imagery. 
 
 TABLE 25. 
 
 Differences Between the Per Cent, of Eight and Nine Digits Recalled by the 
 
 Reformatory Subjects as Compared with the Per Cent. Recalled by C. 15. 
 
 Groups Tests 25th Per. Median 75th Per. 
 
 Bedford 88 8 Digits 6.5 17.8 25.2 
 
 9 Digits . 7.0 10.3 18.4 
 
 Grade Group 8 Digits 6.4 6.9 8.1 
 
 9 Digits 1.3 .3 —.3 
 
 Below-Grade Group 8 Digits 31.4 39.3 39.3 
 
 9 Digits 31.9 36.3 36.5 
 
 Section 9. Substitution.! 
 
 Standard Method. "Materials: Four blank pages of geometrical figures of 
 nine different kinds, fifty figures on a page (see Fig. 1). A card bearing the 
 nine figures in a row, with the digits from 1 to 9 printed in the figures in order 
 (see Fig. 2). 
 
 "Method of administering the test: The experimenter laid the first page of 
 figures before the child on the table, set the card up where it could be easily 
 seen, and gave instructions as follows: 'You see this page of figures. Now on 
 this card I have the same figures, but each figure has a number on it. What 
 I want you to do is to write in each figure on this page, the number that you 
 see in the same figure on that card. For instance, what figure would you put 
 in here? (Experimenter points to one of the figures which might easily be 
 confused with another one — the triangle or the U. If the child makes the 
 WTong answer, the experimenter points out the error), and in here? (the experi- 
 menter takes one of the unique figures). I want you to begin here at the top 
 of the page, and fill the figures in in rows, just as you come to them. As you 
 finish each row, I will cover it up with this piece of card-board, this way. 
 Now begin, and see how fast you can get the whole page done.' 
 
 "The stop-watch was started as soon as the child began to look on the card 
 for his first number, and stopped as he finished writing the last one. After 
 the time for the first page was recorded, the child was given the second page, 
 with the instruction: 'Now fill in this page the same way, and see if you can 
 do it faster this time.' 
 
 "At the beginning of the third page, the experimenter said, 'Now fill in this 
 page, and try to do it stiU faster. When you finish this page, I will take the 
 card away, and then I want j^ou to try to fill in the last page just from memory.' 
 If the child noticed errors before the fine was covered, he was allowed to correct 
 
 ^This particular form of substitution test was devised by Dr. Woolley. 
 There were several keys. We used only the one here reproduced.
 
 108 THE MENTALTY OF THE CRIMINAL WOMAN 
 
 ncu aO uDunO 
 
 V>UDE nv>CA 
 
 u A V > n u DOn u 
 
 UEDOV AUO V 
 
 n> A c <>□> un 
 A vu UD EnO>n 
 
 E n >On > A u V u 
 
 >VAUU Duucn 
 
 DuuOn A> vOu 
 
 VU>CA vnuDA 
 
 uOvn> novEu 
 
 UEOHA ACOun 
 
 Dvocu onuun 
 
 >AUnV UDVAU 
 
 AOOn >cnOA 
 
 vuuDA nonn> 
 
 n>oc:n v >u au 
 nunc cnn>u 
 
 u A> vu oa> vu 
 E>uuv Auunv 
 
 Figure 1
 
 EXPERIMENTAL DATA AND RESULTS 109 
 
 them. The object of covering each line as soon as the child had filled it in, 
 was to make sure that in the first three pages he worked constantly from the 
 key, and on the fom-th page constantly from memory — never from his own 
 previous records. Some children who made no errors in the first few hnes of 
 page four, became uncertain and made errors toward the bottom of the page. 
 Others who were uncertain at first, seemed to gain confidence as they went on, 
 and were more correct in the latter part of the page than in the beginning." 
 
 □ r^ A W ><$>[2J W E 
 
 FiQ. II. Key 
 
 The apparent ability of the Reformatory subjects to make 
 the substitutions varied, we found in a series of preliminary 
 tests, with the distance which the key-sheet was placed from 
 the line containing the figures in which the substitutions were 
 to be made. In the case of the poorer six or eight per cent., 
 if the key was more than three inches from the top of the page, 
 they were unable to make the substitutions at all in the last 
 half of the substitution page, though they proceeded with fair 
 success in the first half. Their memory is so largely immediate 
 and so little retentive that in the presence of a series so complex 
 as nine different numbers and nine different figures it was too 
 difficult for them to remember from the bottom of the page 
 which figure they must find the correct number for in the key, 
 and then keep the association between the number and the 
 figure long enough to get back to the bottom of the page. In 
 order not to counteract the real issue of the test, viz., can an 
 individual learii to associate certain numbers with certain figures 
 in the course of one or more pages, we fixed the distance of the 
 key from each line of the substitution sheet at about four inches. 
 This was accomplished by fastening the key to the middle of 
 the cover pasteboard, which, by the standard method, was 
 pushed down to cover each succeeding fine as it was filled in 
 by the subject. 
 
 "Method of dealing ivith results: The time and the accuracy were recorded 
 for each page separately. Since there were just fifty figures on a page each 
 error or each omission meant two per cent, off from one hundred. The two 
 measm-es were then combined into an index, which was, again, time divided 
 by accuracy, or the estimated time of perfection." 
 
 The assumption implied in the index that if a longer time had 
 been taken for each, the several substitutions would have been 
 perfect, is sometimes not safe for our lower-grade subjects 
 some of whom are unable to make the substitution under any
 
 110 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 condition. Dr. Woolley herself indicates that the index of 
 the memory page must not be taken to mean that more time 
 spent in filling in this page would have resulted in a perfect 
 record. It does serve, however, as she points out, as a fair 
 measure of the combined part played by the two factors of time 
 and accuracy in the memory page. 
 
 This fourth page was found to have an additional value in 
 certain supplementary tests where it proved to be fairly indic- 
 ative of the number of learning -pages necessary to effect a perfect 
 learning. In these supplementary experiments we continued to 
 alternate a learning page with a memory page for all those 
 who did not succeed in getting on the fourth page an original 
 score of 98 to 100 per cent. In the case of those whose first 
 page was so poor as to be practically a failure it seemed incredible 
 that they would ever learn the associations; it seemed a ridicu- 
 lous performance to continue the test with them, but we did 
 so, and most of them formed the substitutions when given enough 
 practice. 
 
 The index of the first page of practice, also, proved to be pro- 
 phetic of the number of practice pages required to recall not 
 less than 94 per cent, of the associations. When the indexes of 
 this page were very low, it took twenty learning pages to effect 
 perfect learning; with indexes a little less, fifteen pages were 
 sufficient; finally, we found that those with the best indexes had 
 learned the substitution perfectly after only one and a half learn- 
 ing pages, although it took them a little longer to fill in the mem- 
 ory page than it would have had thej' had all three practice pages 
 of the standard series. 
 
 It appears then that the index is of clinical value as a fairly 
 
 reliable measure of individual differences in capacity to learn. 
 
 In institutions such as Bedford it is often an advantage to be able 
 
 to predict whether the time it will take to teach a given individual 
 
 a simple performance is one-half or ten times or twenty times as 
 
 long as the time required to teach a normal person. 
 
 "To assign a value to the performance of any individual in this test, all four 
 pages must be taken into consideration. We must know not only how vveU 
 he did on the foiirth page, but how much time he had put into the learning 
 process of the first three pages. In fact, the most significant fact about the 
 test seems to be the rate of the first three pages. In other words, two indi- 
 viduals may have arrived at the same degree of perfection on the fourth 
 page, but one of them may have taken twice the time of the other to arrive 
 there."
 
 EXPERIMENTAL DATA AND RESULTS 111 
 
 Something which at first sight approximates the reverse of 
 this is true of the duller ones of such a group as ours. Once 
 they understand what is required on pages one, two and three, 
 they make the substitutions with approximate rapidity, but fail 
 signally to learn the associations in the process and recall such 
 as they have formed with extreme slowness. At all events, 
 their scores are disproportionately below the normal on the 
 fourth page. After one passes beyond the group that can 
 learn readily in one, two or three pages of practice, it becomes 
 not so much a matter of the time it takes an individual to fill in 
 the substitutions on any given practice page, but of how many 
 times it is necessary for her to repeat a page of the substitutions 
 before they are finally learned. James's time-worn phrase "lowered 
 permeability of the nervous system" nicely describes their con- 
 dition, a condition which can be compensated for only by repe- 
 tition after repetition of the stimulus. 
 
 Results: There are percentile tables for both accuracy and 
 index in this test. There are curves for the indexes only. Table 
 34 tabulates the numerical results obtained by subtracting the 
 three percentiles of accuracy and index of the College Maids, 
 the Bedford 88, the Grade and the Below-Grade Group from 
 those of the C. 14, C. 15 and C. Ret. 14. 
 
 Inspection of these tables and curves shows three things. 
 (1) It is in rate of accomplishment more than in accuracy of 
 accomplishment that the various Reformatory groups differ 
 most from each other and the different grade groups from one 
 another. The working girls, too, vary from one another pro- 
 portionally less in accuracy than in rate of performance. (2) 
 Both the College Maids and the Reformatory subjects differ 
 from the standard group much more widely on pages one and 
 four than on pages two or three. Page one measures the rapid- 
 ity and skill with which the adjustment is made to a new situ- 
 ation. Here, in this ability to comprehend what is expected and 
 to act quickly, the advantage is entirely with the working girl. 
 Even the Maids are slower than the C. 15, bj^ 6.8 sec, 8.1 sec, 
 and 19.0 sec, respectively, at the three percentiles; the Bedford 
 88 are 6.5 sec, 24.5 sec. and 73.4 sec, slower than the same stand- 
 ard group at the same percentiles. Pages two and three tend to 
 measure simply the absolute ability of an individual to make the 
 substitutions per se. Here the 75th percentile of the Maids
 
 112 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 30- 
 
 20- 
 
 \o- 
 
 e 1 B 
 
 1 1 
 
 ■--^ 
 
 ~i 
 
 
 V 
 
 /fol i.op.1 
 a.oo lia 
 
 2VO 
 
 
 
 a.io.1 
 
 3oo 
 
 Curve 55 
 
 
 
 
 
 ;qo.i 
 /io 
 
 1 1 0.1 
 
 ino 
 
 If O.I 
 
 I bo 
 
 Ho- 
 
 
 
 
 
 
 
 / \ 
 
 / 
 
 / / 
 
 / / 
 
 / 
 
 / 
 / 
 
 
 
 / 
 
 / 
 
 30- 
 
 (0- 
 
 e 15 
 
 e 14- 
 
 / 
 
 
 \C"^j^ 
 
 / 
 
 
 ^^-.,J_^^~---, 
 
 ^ ' '""^^ 
 
 / 
 
 / 
 
 
 1 1 1 
 
 1 1 1 1 
 
 X^^-^-^ 
 
 
 / 
 
 1 
 
 IOC I lio.i iHci /to I /so.i ioo.i lio.i iHO.i ito^i atei Joat, 
 
 llo IHO iho 190 ioo aao S10 260 270 300 
 
 Curve 56 
 
 Index of Substitution. Page 1
 
 EXPERIMENTAL DATA AND RESULTS 
 
 113 
 
 m- 
 
 \ 
 
 1- 
 
 
 3 
 
 
 
 \ 
 
 
 
 
 £ / 5 ■ - , 
 
 
 \ 
 
 ' \ 
 
 
 
 C i^ - ■■ 
 
 3»- 
 
 ^^ 
 
 1 \ 
 
 W 
 
 
 
 a«- 
 
 1 
 1 
 
 1 
 
 
 \ 
 
 \ 
 \ 
 
 \ 
 \ 
 
 10- 
 
 1 
 
 1 
 
 \ 
 
 / 
 
 1 1 1 
 
 IhOi /foi JM-I 
 
 /HO aoo lio 
 
 Curve 57 
 
 e r & - - 
 e I -f •• ■ 
 
 i»o/ 3oa/»- 
 
 i20 X'. 
 
 Curve 58 
 
 Index of Substitution. Page 1
 
 114 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 l-l-o 
 
 . 
 
 
 ^ 
 
 O 
 
 PI >">' 
 
 
 a 
 
 1 >f ri. 
 
 
 > 
 
 — — 
 
 ^ Q 
 
 IS 
 
 Tej<2; 
 
 ^'l- 
 
 D 
 
 
 
 O 
 
 r 
 
 H 
 O 
 
 O 
 
 M 
 
 H 
 
 P 
 
 l-H 
 
 H 
 
 pq 
 
 CO 
 
 o
 
 EXPERIMENTAL DATA AND RESULTS 
 
 115
 
 116 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Curve 67 
 
 Curve 68 
 
 Index of Substitution. Page 4
 
 EXPERIMENTAL DATA AND RESULTS 
 
 117 
 
 e I s .. 
 
 (OO /20 
 
 Curve 69 
 
 Curve 70 
 
 Index of Substitution. Page 4
 
 118 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 excel the C. 15 on page two by 10.1 sec, versus a deficit of 19 sec. 
 on page 1 ; they are still slower at the Median but only by 2.3 sec. 
 as versus 8.1 sec. on the first page. In the case of the Bedford 88, 
 the per cents, on page two differ from those of the standard by 50 
 per cent, less than they differed on page one. The absolute 
 amounts are 3.9 sec, 11.2 sec. and 45.2 sec. Apparently, thus, 
 both the Maids and the Reformatory women have greater ability 
 to make the substitutions than facility to appreciate what is 
 expected of them and to proceed on the first page with readiness 
 and dispatch. Page four measures capacity to learn in terms of 
 the actual amount that can be recalled and the rapidity with 
 which it can be recalled. Here, again, the differences are greater 
 between the standard and the Maids and the Reformatory groups 
 
 TABLE 26. 
 
 Substitution Page 1. Accuracy in Per Cents. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls, and for College Maids. 
 
 
 
 
 
 <D 
 
 » 
 
 
 
 
 
 
 
 
 cJ ■•i^ 
 
 d +3 
 
 
 
 
 
 <D 
 
 
 _2 
 
 .1 § 
 •a u 
 
 
 
 
 
 
 
 
 4J 
 
 
 (D tH 
 
 4:> 
 
 +2 
 
 
 Group 
 
 a 
 o 
 o 
 u 
 
 .2 
 
 d 
 
 <S 
 ^1 
 
 i2 <3 
 
 4i .d 
 
 a 
 
 1 
 
 3 
 
 fe 
 
 
 
 J 
 
 -3 
 
 A 
 
 
 
 a 
 
 ^ 
 
 
 
 ■^ 
 
 o 
 
 
 v: -o 
 
 iw "O 
 
 p, 
 
 
 
 
 CI 
 
 S 
 
 
 5i 
 
 5§ 
 
 p 
 
 o 
 
 
 Bedford 88 
 
 100. 
 
 98. 
 
 91. 
 
 2. 
 
 7. 
 
 100. 
 
 52. 
 
 (2 Failures) 
 
 C. 15 
 
 99.0 
 
 98.8 
 
 96.2 
 
 0.2 
 
 2.6 
 
 100. 
 
 64. 
 
 
 C. 14 
 
 97.4 
 
 94.6 
 
 90.2 
 
 2.8 
 
 4.4 
 
 100. 
 
 70. 
 
 
 Retarded C. 14 
 
 98. 
 
 94. 
 
 90. 
 
 4. 
 
 4. 
 
 100. 
 
 70. 
 
 
 Retarded C. 15 
 
 100. 
 
 98. 
 
 98. 
 
 2. 
 
 0. 
 
 100. 
 
 64. 
 
 
 Below-Grade Group 
 
 99. 
 
 94. 
 
 82. 
 
 4. 
 
 12. 
 
 100. 
 
 54. 
 
 (2 Failures) 
 
 Grade Group 
 
 100. 
 
 99. 
 
 94. 
 
 1. 
 
 5. 
 
 100. 
 
 52. 
 
 
 Vth Grade 
 
 100. 
 
 94. 
 
 88. 
 
 6. 
 
 6. 
 
 100. 
 
 52. 
 
 
 Vlth Grade 
 
 100. 
 
 99. 
 
 95. 
 
 1. 
 
 4. 
 
 100. 
 
 90. 
 
 
 Vllth Grade 
 
 100. 
 
 100. 
 
 97. 
 
 0. 
 
 3. 
 
 100. 
 
 82. 
 
 
 Vlllth Grade 
 
 100. 
 
 100. 
 
 98. 
 
 0. 
 
 2. 
 
 100. 
 
 78. 
 
 
 College Maids 
 
 100. 
 
 98. 
 
 96. 
 
 2. 
 
 2. 
 
 100. 
 
 86. 

 
 EXPERIMENTAL DATA AND RESULTS 
 
 119 
 
 than on pages two or three, to the disadvantage of the two latter 
 The working girls recall a higher per cent, in distinctly less time. 
 (3) Pages one and four serve to divide the Reformatory women 
 into.tw^o clearly differentiated groups corresponding with and con- 
 firming the school's estimate of intelligence, i. e., the Grade 
 Group and the Below-Grade Group. On page four 55 per cent. 
 of the index scores and 56 per cent, of the accuracy scores of 
 the latter are as poor as the poorest quarter of the former. 
 Also the best quarter of the Below-Grade Group is equalled or 
 surpassed in accuracy by 61 per cent, and in index by 65 per 
 cent, of the Grade Group. Thus, the Grade Group are super- 
 ior to the Below-Grade Group in both the amount they have 
 learned and the rapidity with which they recall it. 
 
 TABLE 27. 
 
 Substitution Page 2. Accuracy in Per Cents. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups, 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 and 15-year-old Working Gii'ls, and for College Maids. 
 
 Group 
 
 
 
 
 (D 
 
 ® 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 C *= 
 
 
 
 o 
 
 
 © 
 
 
 
 
 
 
 
 
 
 
 a 
 
 
 
 
 SS 
 
 a 
 
 
 § 
 
 S3 
 
 
 li 
 
 3 
 
 u 
 
 .a 
 
 
 ^ 
 
 
 
 a 
 
 
 « 
 
 
 
 tj -o 
 
 a 
 
 10 
 
 ^ 
 
 lO 
 
 Qg 
 
 Q% 
 
 Bedford 
 
 C. 
 
 C. 
 Retarded C. 
 Retarded C. 
 
 15 
 14 
 14 
 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 VII th Grade 
 
 Vlllth Grade 
 
 College Maids 
 
 100. 
 
 98. 
 
 96. 
 
 2. 
 
 2. 
 
 100. 
 
 99.1 
 
 98.3 
 
 96.6 
 
 0.8 
 
 1.7 
 
 100. 
 
 98.8 
 
 97.3 
 
 94.3 
 
 1.5 
 
 3. 
 
 100. 
 
 100. 
 
 98. 
 
 94. 
 
 2. 
 
 4. 
 
 100. 
 
 100. 
 
 100. 
 
 98. 
 
 0. 
 
 2. 
 
 100. 
 
 98. 
 
 96. 
 
 90. 
 
 2. 
 
 6. 
 
 100. 
 
 100. 
 
 100. 
 
 98. 
 
 0. 
 
 2. 
 
 100. 
 
 100. 
 
 98. 
 
 94. 
 
 2. 
 
 4. 
 
 100. 
 
 100. 
 
 100. 
 
 97. 
 
 0. 
 
 3. 
 
 100, 
 
 100. 
 
 100. 
 
 98. 
 
 0. 
 
 2. 
 
 100. 
 
 100. 
 
 100. 
 
 98. 
 
 0. 
 
 2. 
 
 100. 
 
 100. 
 
 98. 
 
 96. 
 
 2. 
 
 2. 
 
 100. 
 
 50. (2 Failures) 
 
 82. 
 66. 
 74. 
 82. 
 
 50. (2 Failures) 
 
 78. 
 94. 
 66. 
 76. 
 
 92.
 
 120 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 There is a positive grade correlation that is as close as that 
 for the standard group. The VIII Grade is clearly the best in 
 capacity to learn, as measured by the index of the memory 
 page and by the shortened time spent in learning as measured 
 by the lower indexes of pages one, two and three. When capac- 
 ity to learn is rated bj' ability to remember (page four), the 
 8th-grade Reformatory women are better than the C. 15 in 
 both accuracy and time, but at all other points the Reformatory 
 women are less accurate than the standard and become increas- 
 ingly so as the grade at which they finally left school becomes 
 lower. The Grade Group with its equivalent amount of school- 
 ing is 3.7 sec, 7.9 sec. and 81.7 sec. slower than the fifteen-year- 
 old girl. At the 25th and 50th percentile points they are 0.8 sec. 
 
 TABLE 28. 
 
 Substitution Page 3. Accuracy in Per Cents. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups, 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 and 15-year-old Working Girls, and for College Maids. 
 
 Group 
 
 
 
 
 <D 
 
 <D 
 
 
 
 
 
 
 
 
 
 
 
 d '-S 
 
 G 'S 
 
 
 a> 
 
 
 « 
 
 =« 9 
 
 d d 
 
 
 
 
 a 
 
 "d u 
 
 •O o 
 
 
 +j 
 
 
 
 o U 
 
 
 42 
 
 d 
 
 
 § 
 
 SS 
 
 ss 
 
 fi 
 
 
 
 
 
 
 
 <D 
 
 d 
 
 ,* 
 
 
 i^ 
 
 h; 
 
 Pi 
 
 «e 
 
 (k 
 
 "^ (N 
 
 ^fO 
 
 
 .d 
 
 % 
 
 5 
 
 «J "O 
 
 <,-: -o 
 
 a 
 
 t3 
 
 
 § 
 
 "5 
 
 QiS 
 
 Q^ 
 
 Bedford 
 
 88 
 
 C. 15 
 
 C. 14 
 
 Retarded C. 14 
 
 Retarded C. 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 College Maids 
 
 100. 
 
 98. 
 
 96. 
 
 2. 
 
 2. 
 
 100. 
 
 99.2 
 
 98.4 
 
 96.8 
 
 0.8 
 
 1.6 
 
 100. 
 
 99.1 
 
 98.1 
 
 96.1 
 
 1. 
 
 2. 
 
 100. 
 
 100. 
 
 98. 
 
 96. 
 
 2. 
 
 2. 
 
 100. 
 
 100. 
 
 100. 
 
 98. 
 
 0. 
 
 2. 
 
 100. 
 
 100. 
 
 98. 
 
 92. 
 
 2.' 
 
 6. 
 
 100. 
 
 100. 
 
 100. 
 
 98. 
 
 0. 
 
 2. 
 
 100. 
 
 100. 
 
 98. 
 
 98. 
 
 2. 
 
 0. 
 
 100. 
 
 100. 
 
 100. 
 
 95. 
 
 0. 
 
 5. 
 
 100. 
 
 100. 
 
 100. 
 
 100. 
 
 0. 
 
 0. 
 
 100. 
 
 100. 
 
 98. 
 
 98. 
 
 2. 
 
 0. 
 
 100. 
 
 100. 
 
 99. 
 
 96. 
 
 1. 
 
 3. 
 
 100. 
 
 44. (2 Failures) 
 
 82. 
 78. 
 78. 
 
 44. (2 Failures) 
 
 92. 
 94. 
 92. 
 92. 
 94. 
 
 94.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 121 
 
 quicker than the fourteen-year-old girl at the same record points; 
 at the median they surpass the retarded working girl of fourteen 
 by 7.5 sec. but when these retarded girls are retested at fifteen 
 (after a year of working history), they surpass the Grade Group 
 of the Reformatory women at all percentiles. Of our Below- 
 Grade Group three-quarters are as slow as, or slower than, the 
 record that marks off the poorest quarter, not only of the C. 15 
 and C. 14, but also of the retarded girl when tested at fourteen. 
 The College Maids, too, are poorer than the retarded fourteen- 
 year-old girls, except at the 25th percentile. It may be that 
 universally, as under the conditions of this test, the Maids learn 
 
 TABLE 29. 
 
 Substitution Page 4. Accuracy in Per Cents. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Bclow- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups, 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls, and for College Maids. 
 
 Group 
 
 (D 
 
 
 
 
 
 
 
 
 a 
 
 
 a} 
 
 
 o 
 
 
 u 
 
 
 01 
 
 j3 
 
 ^ 
 
 c8 
 
 
 
 Si 
 
 ■d 
 
 43 
 
 <u 
 
 K5 
 IN 
 
 % 
 
 100. 
 
 84. 
 
 98.8* 
 
 97.2 
 
 98.6* 
 
 95.9 
 
 100. t 
 
 96. 
 
 100. 
 
 98. 
 
 86. 
 
 69. 
 
 100. 
 
 90. 
 
 100. 
 
 88. 
 
 100. 
 
 94. 
 
 100. 
 
 90. 
 
 100. 
 
 98. 
 
 98. 
 
 86. 
 
 d "-5 
 
 
 
 I- 
 
 V- 9 
 
 
 
 
 43 
 
 
 ^^ 
 
 
 +3 Xi 
 
 ^fl 
 
 ^ 
 
 
 .S{2 
 
 ^ 
 
 
 5S 
 
 p. 
 
 Bedford 88 
 
 C. 15 
 
 C. 14 
 
 Retarded C. 14 
 
 Retarded C. 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 College Maids 
 
 64. 
 
 89.1 
 
 84.7 
 84. 
 
 50. 
 
 76. 
 76. 
 70. 
 63. 
 
 84. 
 
 72. 
 
 16. 
 
 20. 
 
 100. 
 
 1.6 
 
 8.1 
 
 100. 
 
 2.7 
 
 11.2 
 
 100. 
 
 4. 
 
 12. 
 
 100. 
 
 2. 
 
 10. 
 
 100. 
 
 17. 
 
 19. 
 
 100. 
 
 10. 
 
 14. 
 
 100. 
 
 12. 
 
 12. 
 
 100. 
 
 6. 
 
 24. 
 
 100. 
 
 10. 
 
 27. 
 
 100. 
 
 2. 
 
 14. 
 
 100. 
 
 14. 
 
 14. 
 
 100. 
 
 14. (2 Failures) 
 
 24. (1 Failure) 
 24. (1 Failure) 
 
 22. (2 Failures) 
 
 14. 
 
 18. 
 36. 
 14. 
 64. 
 
 54. 
 
 *Estiniated as though individuals were evenly distributed from 98 to 100 
 per cent. No such record actually possible. 
 
 fActual 25th percentile records from count of cards.
 
 122 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 more slowly than the retarded working children, yet it seems 
 more likely that this form of learning test is disproportionately 
 difficult for older women than for the girl of fourteen or fifteen, 
 that if the association to be learned were between colors and the 
 places where they belonged, or between numbers and different 
 garments to be packed, the older women who had mentahty to 
 go as far in school as the working girl, would hold their own 
 much better than here where the number and the figure have 
 little meaning and depend largely upon rote recall. To obtain 
 an adequate measure of the capacity of women to learn, one or 
 more tests wherein the material is of concrete practical sig- 
 nificance ought to be added to the series of the Bureau of Voca- 
 tional Guidance. We have carried through two such tests but 
 they are to be published separately. 
 
 TABLE 30. 
 
 Substitution Page 1. Index. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls, and for College Maids. 
 
 
 
 
 
 ® 
 
 S, 
 
 
 
 
 
 
 
 c -2 
 
 (3 "•§ 
 
 
 
 
 o 
 
 
 £ 
 
 l§ 
 
 •|§ 
 
 
 
 
 
 
 
 ■a « 
 
 ■a y 
 
 
 
 
 
 
 
 0) >- 
 
 ® fc 
 
 +i 
 
 
 Group 
 
 
 
 a 
 
 o 
 
 ^(S 
 
 g ft 
 
 S 
 
 S 
 
 
 S-t 
 
 a 
 
 Li 
 
 ^- 
 
 «5 
 
 3 
 
 3 
 
 
 ^ 
 
 d 
 
 fc 
 
 ^s 
 
 ^12 
 
 
 
 
 S3 
 
 4i 
 
 -5 
 
 .a 
 
 4^ 
 
 <j -d 
 
 (^ -o 
 
 ft 
 
 ^ 
 
 • 
 
 
 % 
 
 
 5i 
 
 5§ 
 
 
 o 
 
 Bedford 88 
 
 136.9 
 
 173.1 
 
 245.0 
 
 36.2 
 
 71.9 
 
 104. 
 
 958.3 (2 Failures) 
 
 C. 15 
 
 130.4 
 
 148.6 
 
 171.6 
 
 18.2 
 
 23.0 
 
 98.4 
 
 307.8 
 
 C. 14 
 
 142.0162.6 
 
 185.6 
 
 20.6 
 
 23.0 
 
 83.3 
 
 419.5 
 
 Retarded C. 14 
 
 151.6172.0 
 
 195.3 
 
 20.4 
 
 23.3 
 
 83.3 
 
 419.5 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 179.7 243.4 
 
 324.4 
 
 63.7 
 
 81.0 
 
 153.3 
 
 958.3 (2 Failures) 
 
 Grade Group 
 
 122.5 143.0 
 
 191.0 
 
 20.5 
 
 48.0 
 
 104.0 
 
 492.7 
 
 Vth Grade 
 
 145.2,171.9 
 
 265.9 
 
 26.7 
 
 94.0 
 
 104.0 492.7 
 
 Vlth Grade 
 
 139.4 154.2 
 
 181.0 
 
 14.8 
 
 26.8 
 
 110.9:314.6 
 
 Vllth Grade 
 
 119.3.134.0 
 
 169.2 
 
 14.7 
 
 35.2 
 
 107.4 
 
 253.2 
 
 Vlllth Grade 
 
 115.6 
 
 131.4 
 
 174.0 
 
 15.8 
 
 42.6 
 
 106.2 
 
 209.0 
 
 College Maids 
 
 137.2 
 
 156.7 
 
 190.6 
 
 19.5 
 
 33.9 
 
 113.3 
 
 428.6
 
 EXPERIMENTAL DATA AND RESULTS 
 
 123 
 
 There is a positive correlation between the rank of the index 
 scores of the fourth page and rank in native ability to profit 
 by the training of the industrial school of the institution. This 
 correlation is r = + .48, P.E. = .057. 
 
 We append here the results of the substitution test described 
 by Woodworth & Wells,^ which was given to a group of girls 
 selected at random from each of the following Reformatory 
 groups: (1) the Honor Cottage, to which are sent those whom 
 the institution selects as most capable of self-control and self- 
 direction. These girls make their own house rules, have a 
 house Council, and are given all the freedom in self-government 
 
 TABLE 31. 
 
 Substitution Page 2. Index. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups, 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls, and for College Maids. 
 
 
 
 
 
 c 5 
 
 
 
 
 
 o 
 
 
 o 
 
 eS d 
 
 .2 ^ 
 
 
 
 
 13 
 
 
 
 ^ u 
 
 "O u 
 
 
 
 
 +3 
 
 
 '5 
 
 <v C 
 
 4) ti 
 
 ■^ 
 
 4^ 
 
 Group 
 
 
 
 d 
 u 
 
 M <0 
 
 SS 
 
 a 
 
 a 
 
 
 
 .2 
 
 
 
 4^ ^ 
 
 3 
 
 2 
 fe 
 
 
 Si 
 
 -3 
 
 Si 
 
 4^ 
 
 tj T3 
 
 <J -o 
 
 a 
 
 ^ 
 
 
 in 
 
 g 
 
 t2 
 
 a% 
 
 5§ 
 
 
 
 
 Bedford 88 
 
 107.5 
 
 130.2 
 
 183.3 
 
 227.0 
 
 531.0 
 
 64.4 
 
 812.0 (2 Failures) 
 
 C. 15 
 
 103.6 
 
 119.0 
 
 138.1 
 
 15.4 
 
 19.1 
 
 67. 4' 295.1 
 
 C. 14 
 
 108.7|130.4 
 
 154.0 
 
 21.7 
 
 23.6 
 
 68.0 298.4 
 
 Retarded C. 14 
 
 114.6 139.3 
 
 163.0 
 
 24.7 
 
 23.7 
 
 68.0 298.4 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 140.8 
 
 177.1 
 
 232.3 
 
 36.3 
 
 55.2 
 
 89.2 812.0 (2 Failures) 
 
 Grade Group 
 
 94.2 
 
 114.1 
 
 144.5 
 
 19.9 
 
 30.4 
 
 64.4238.5 
 
 Vth Grade 
 
 94.21123.4 
 
 191.0 
 
 29.2 
 
 67.6 
 
 64.4215.4 
 
 Vlth Grade 
 
 106.8|ll7.0 
 
 131.1 
 
 10.2 
 
 14.1 
 
 80.8 198.4 
 
 Vllth Grade 
 
 96.0112.8 
 
 136.6 
 
 16.8 
 
 23.8 
 
 73.6238.5 
 
 Vlllth Grade 
 
 85.0 112.2 
 
 131.0 
 
 27.2 
 
 18.8 
 
 76.9 180.3 
 
 College Maids 
 
 103.1 
 
 121.3 
 
 128.0 
 
 18.2 
 
 6.7 
 
 81.6312.8 
 
 *R. S. Woodworth and F. C. Wells. Association Tests. Psychological 
 Monograph XIII, No. 5, 1911, pp. 53-55.
 
 124 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 that they have the power to sustain — a system in theory that 
 is not unlike self-government in certain of our women's colleges, 
 (2) Lowell Cottage, which is a household made up of those 
 whom the institution recognizes as subnormal mentally, (3) the 
 Nursery, which is the cottage for women who have with them 
 children who are younger than two years. 
 
 The figures that follow in Table 35 show that the best score 
 of these Reformatory women is only a little better than the 
 poorest score of the university student. Furthermore, there 
 are characteristic differences between the average time-scores 
 of the several cottage groups into which the individuals have been 
 classified by the institution. The Honor-Cottage group is dis- 
 tinctly superior to the others. In this as in other tests, the girls 
 
 TABLE 32. 
 
 Substitution Page 3. Index. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups, 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 and 15-year-old Working Girls, and for College Maids. 
 
 Group 
 
 
 
 
 0) 
 
 (D 
 
 
 
 
 
 
 
 
 
 
 
 a "-S 
 
 a 'S 
 
 
 2 
 
 
 
 a a 
 
 (3 a 
 =5 S 
 
 
 
 
 
 
 
 
 § 
 
 
 a 
 
 g fin 
 
 ss 
 
 a 
 
 J3 
 
 '■3 
 
 
 
 bet. 
 75th 
 
 3 
 
 <0 
 
 
 to 
 
 
 cj "O 
 
 tw "O 
 
 p. 
 
 t3 
 
 N 
 
 ^ 
 
 
 5i 
 
 C (3 
 
 Bedford 88 
 
 C. 15 
 
 C. 14 
 
 Retarded C. 14 
 
 Retarded C. 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 College Maids 
 
 93.1 
 91.9 
 
 121.9 
 108.7 
 
 160.6 
 
 128.7 
 
 94.0 112.7 134.8 
 97.7 118.5 147.0 
 
 117.2 157.9215.0 
 
 91.o!l06.l'l36.1 
 91.2 116.1 158.3 
 92.71121.5 134.3 
 88.6,105.5 133.8 
 
 75.7 
 
 86.2 
 
 97.8 120.0 
 99.3 136.5 
 
 28.8 
 
 16.8 
 
 18.7 
 20.8 
 
 40.7 
 
 15.1 
 24.9 
 28.8 
 16.9 
 22.1 
 
 13.1 
 
 38.7 
 
 20.0 
 
 22.1 
 28.5 
 
 57.1 
 
 30.0 
 
 42.2 
 12.8 
 28.3 
 22.2 
 
 37.2 
 
 65. 21756. 8 (2 Failures) 
 
 59.2I248.6 
 59.8 242.9 
 59.8 242.9 
 
 75. 6 756. 8 (2 Failures) 
 
 65.2 222.0 
 75.0 168.5 
 76.6 190.6 
 65.2 222.0 
 69.2 186.3 
 
 71.4229.4
 
 EXPERIMENTAL DATA AND RESULTS 
 
 125 
 
 who come to the institution with illegitimate babies are, with 
 few exceptions, among the duller inmates of the Reformatory. 
 (The large average deviation of Lowell is due to the scores of 
 two or three very low-grade feeble-minded girls who were much 
 below the general average.) 
 
 In its present form this test is less useful as a learning test 
 than Dr. Woolley's substitution test. Its five substitutions 
 are too easih^ learned and differences among the brighter indi- 
 viduals are either lost or negligible. Only a few who tested under 
 eight years by the Binet tests failed to learn the associations 
 by the time the bottom of the page was reached. The longer 
 series of associations of Dr. Woolley's test and its specific memory 
 page offer advantages that admit of the isolation and measure- 
 ment of a greater range of individual differences. 
 
 TABLE 33. 
 Substitution Page 4. Index. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups, 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls, and for College Maids. 
 
 
 
 
 
 <D 
 
 2 
 
 
 
 
 
 
 
 d2 
 
 rt "-3 
 
 
 
 
 o 
 
 3 
 
 
 <s 
 
 
 ■d o 
 
 
 
 
 4^ 
 
 
 *4^ 
 
 <B U 
 
 S t< 
 
 ■*S 
 
 -^ 
 
 Group 
 
 
 
 i 
 
 SS 
 
 Sa 
 
 a 
 
 1 
 
 
 CD 
 
 a 
 
 <0 
 
 
 +i ■^ 
 
 3 
 
 ^ 
 
 
 P4 
 
 cS 
 
 fw 
 
 
 ^i 
 
 
 fe 
 
 
 
 'i 
 
 ji 
 
 •*:> 
 
 oi -O 
 
 t^ -d 
 
 Pi 
 
 ^ 
 
 
 
 ^ 
 
 
 5^ 
 
 5^ 
 
 0( 
 
 3 
 
 Bedford 88 
 
 96.6 
 
 157.5 
 
 335.0 
 
 60.9 
 
 177.5 
 
 57.8 
 
 1130.8 (2 Failures) 
 
 C. 15 
 
 85.3 103.9 
 
 139.3 
 
 18.6 
 
 35.4 
 
 50.6 
 
 19875.0 
 
 C. 14 
 
 88.5 112.6 
 
 150.5 
 
 24.1 
 
 37.9 
 
 52.0 
 
 525.4 (1 Failure) 
 
 Retarded C. 14 
 
 91.0 119.3 
 
 162.1 
 
 28.3 
 
 42.8 
 
 55.6 
 
 525.4 (1 Failure) 
 
 Retarded C. 15 
 
 87.4109.0 
 
 j 
 
 153.5 
 
 21.6 
 
 44.5 
 
 55.2 
 
 6987.5 
 
 Below-Grade Group 
 
 154.7 281.7 
 
 453.8 
 
 127.0 
 
 172.1 
 
 57.8 
 
 1130.8 (2 FaUures) 
 
 Grade Group 
 
 89.0'lll.8 
 
 221.0 
 
 22.8 
 
 109.2 
 
 58.0 
 
 972.2 
 
 Vth Grade 
 
 96.7 112.0 
 
 278.9 
 
 15.3 
 
 166.9 
 
 63.4 
 
 972.2 
 
 Vlth Grade 
 
 85.6 127.5 
 
 220.3 
 
 41.9 
 
 92.8 
 
 68.4 
 
 793.9 
 
 Vllth Grade 
 
 96.7 122.8 
 
 367.5 
 
 26.1 
 
 244.7 
 
 63.0 
 
 857.1 
 
 Vlllth Grade 
 
 72.8, 97.6 
 
 114.0 
 
 24.8 
 
 16.4 
 
 58.0 
 
 648.6 
 
 College Maids 
 
 89.5136.9 
 
 193.3 
 
 47.4 
 
 56.4 
 
 62.6 
 
 544.2
 
 126 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 34. 
 
 Differences in Substitution Scores* 
 
 Page 1. 
 
 Differences between 25th, 
 
 Accuracy 
 
 
 
 Index 
 
 
 Median and 75th Per- 
 centiles 
 
 
 
 
 
 
 
 25th 
 
 Median 
 
 75th 
 
 25th 
 
 Median 
 
 75th 
 
 Maids & C.15 
 
 1.0+ 
 
 .8— 
 
 .2— 
 
 6.8— 
 
 8.1— 
 
 19.0— 
 
 Maids &C. 14 
 
 2.6+ 
 
 3.4+ 
 
 5.8 + 
 
 4.8+ 
 
 5.9+ 
 
 5.0— 
 
 Maids & CRet. 
 
 2.0+ 
 
 4.0+ 
 
 6.0 + 
 
 14.4+ 
 
 15.3+ 
 
 4.7 + 
 
 Bedford 88 & C.15 
 
 1.0+ 
 
 .8— 
 
 5.2— 
 
 6.5— 
 
 24.5— 
 
 73.^- 
 
 Bedford 88 & C.14 
 
 2.6+ 
 
 3.4+ 
 
 .8— 
 
 6.0+ 
 
 10.5— 
 
 59.4— 
 
 Bedford 88 & CRet. 
 
 2.0+ 
 
 4.0+ 
 
 1.0 + 
 
 14.7+ 
 
 1.1— 
 
 49.7— 
 
 Grade Group & C.15 
 
 1.0+ 
 
 .2+ 
 
 2.2— 
 
 7.9+ 
 
 5.6+ 
 
 19.4— 
 
 Grade Group & C.14 
 
 2.6+ 
 
 4.4+ 
 
 3.8 + 
 
 19.5+ 
 
 19.6+ 
 
 5.4^ 
 
 Grade Group & Ret. C.14 
 
 2.0+ 
 
 5.0+ 
 
 4.0 + 
 
 29.1+ 
 
 29.0+ 
 
 4.3 + 
 
 Below Grade & C.15 
 
 1.0— 
 
 4.8— 
 
 14.2— 
 
 49.3— 
 
 94.8— 
 
 152.8— 
 
 Below Grade & C.14 
 
 .6+ 
 
 .6— 
 
 8.2— 
 
 37.7— 
 
 80.8— 
 
 138.8— 
 
 Below Grade & CRet. 14 
 
 0.0 
 
 0.0— 
 
 8.0— 
 
 28.1— 
 
 71.4— 
 
 129.1— 
 
 Page 4. 
 
 Differences between 25th, 
 Median and 75th Per- 
 centiles 
 
 Accuracy 
 
 Index 
 
 25th Median 75th 25th Median 75th 
 
 Maids & C.15 
 Maids & C.14 
 Maids & CRet. 
 
 Bedford 88 & C.15 
 Bedford 88 & C.14 
 Bedford 88 & CRet 
 
 Grade Group & C.15 
 Grade Group & C.14 
 Grade Group & Ret. C14 
 
 Below Grade & C.15 
 Below Grade & C.14 
 Below Grade & CRet. 14 
 
 2.0— 11.2— 17.1- 
 2.0— 9.9— 12.7- 
 2.0— 10.0— 12.0- 
 
 0.0 
 0.0 
 0.0 
 
 0.0 
 0.0 
 0.0 
 
 13.2— 25.1— 
 11.9— 20.7— 
 12.0— 20.0— 
 
 7.2— 
 5.9— 
 6.0— 
 
 13.1— 
 
 8.7—1 
 8.0—! 
 
 14.0— 28.2—39.1—! 
 14.0— 26.9—34.7—1 
 14.0— 27.0— 34.0— 
 
 4.2— 
 1.0— 
 
 1.5+ 
 
 11 
 
 3— 
 8.1— 
 5.6— 
 
 3.7— 
 
 .5— 
 
 2.0+ 
 
 33.0— 54.0— 
 
 24.3— 42.8— 
 
 17.6— 31.2— 
 
 53.6— 195.7— 
 
 44.9— 184.5— 
 
 38.2— 172.9— 
 
 7.9— 81.7— 
 
 . 8+ 70. 5— 
 
 7.5+ 58.9— 
 
 69.4— 177.8— 314.5- 
 66.2— 169.1— 303.3- 
 63.7— 162.4— 291.7- 
 
 * Plus signs indicate that the given group are better by so many seconds or 
 per cents, of acciu^acy than the C 14, C 15, or C Ret. l-l groups; minus signs 
 that their records are poorer than the standards.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 127 
 
 TABLE 35. 
 
 WOODWORTH AND WeLLS' SUBSTITUTION TeST. 
 
 Average, Average Deviation and Range in Time-Scorea of University Students, 
 and Three Cottage Groups of Reformatory Subjects. 
 
 Subjects 
 
 First Half 
 
 Second Half 
 
 Whole 
 
 Eleven University 
 students (men and 
 women) tested by 
 Woodworth & Wells. 
 
 Fourteen from Honor 
 Cottage. 
 
 Nineteen from Low- 
 ell Cottage. 
 
 Fourteen from Nurs- 
 ery Cottage. 
 
 Av. 
 A. D. 
 
 Range 
 
 79.6" 
 9.0" 
 58"_94" 
 
 65.1" 
 
 7.8" 
 53" — 83" 
 
 Av. 112.8" I 80.5" 
 
 A. D. 13.1" ! 14.1" 
 
 Range 96"— 141.5" 74" —119" 
 
 144.7" 
 12.5" 
 111" — 177" 
 
 193.4" 
 
 23.6" 
 
 171" — 260.5" 
 
 Av. 239.1" 
 
 A. D. 192.7" 
 
 Range 96"— 840" 
 
 Av. 178.7" 
 
 A. D. 79.7" 
 
 Range 112"— 360" 
 
 137.0" 376.0" 
 
 192.7" 255.5" 
 
 70.5"— 460" 177.5"— 1029." 
 
 137.2" 306.0" 
 
 36.8" 60.5" 
 
 81" —264" il95" —566" 
 
 Section 10. Completion op Sentences. 
 (See Whipple's Manual, Test 46B.) 
 
 Standard Method. "Materials: A blank containing the beginnings of thirteen 
 sentences, numbered from the bottom up. A piece of card-board the size 
 of the blank. A stop-watch. 
 
 "The number of sentences — thirteen — was the accidental result of the fact 
 that the first supply of blanks for the test was ordered from Stoelting of Chica- 
 go from Whipple's copy, and came in the form of two sheets, one containing 
 twelve and one thirteen sentences, numbered from one to twenty-five. The 
 twenty-five sentences seemed unnecessarily long and fatiguing, and so we 
 used only the first page, which contained thirteen sentences. As in the oppo- 
 site test, several forms were needed because of possible communication. The 
 new forms had to have the same number of sentences as the old. The five 
 forms are printed below. 
 
 13. If some one happens 
 
 12. The star 
 
 11. Because 
 
 10. If you do not 
 
 9. Smile 
 
 8. I hasten 
 
 7. It was evening 
 
 6. A stroke of lightning 
 
 5. When you have to 
 
 4. The house 
 
 3. It rains 
 
 2. One must have patience 
 
 1. I entered 
 
 b. 
 
 Because 
 
 The story 
 
 Since 
 
 If you tell 
 
 Run 
 
 I knew 
 
 In the morning 
 
 An accident 
 
 When vou see 
 
 The child 
 
 It seems 
 
 It is never right 
 
 I heard 
 
 If some child 
 The theatre 
 The reason why 
 Since 
 I told 
 Think 
 
 It was snowing 
 The death of 
 When you want 
 The factory 
 It is better 
 One must never 
 The boy went
 
 128 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 
 d. 
 
 e. 
 
 13. 
 
 In the evening 
 
 It is hard 
 
 12. 
 
 The newspaper 
 
 A strange 
 
 11. 
 
 I was sorry 
 
 Try 
 
 10. 
 
 Letter writing 
 
 He asked me 
 
 9. 
 
 The funeral of 
 
 The child learned 
 
 8. 
 
 A flash of lightning 
 
 I do not like 
 
 7. 
 
 If 
 
 The store 
 
 6. 
 
 Our dog 
 
 This summer 
 
 5. 
 
 The continuation school 
 
 A very good 
 
 4. 
 
 It is fim 
 
 Before 
 
 3. 
 
 Remember 
 
 In the rain 
 
 2. 
 
 You ought not 
 
 Boys often 
 
 1. 
 
 A year ago 
 
 When I 
 
 "Criticisms: The five forms — like the opposite blanks — are not strictly 
 standardized. In making them out, we tried to make them of equal difficulty, 
 and of equal stimulating power, but there has been no true standardization 
 of the pages. One defect, which can easily be seen, is that the pages are 
 unequal in their tendency to call out complex sentences. There are some be- 
 ginnings — -at least one and not more than three — on each page which cannot 
 be completed without forming a complex sentence, and there are others which 
 may be made simple but are most naturally completed as complex sentences. 
 
 "Method of administering the test: The printed sheet, covered by the piece 
 of card-board, was placed on the table in front of the child. The experimenter 
 was supplied with a piece of paper numbered to correspond with the thirteen 
 sentences to be used for recording association time, and a stop-watch, both 
 screened from the child. The usual method of screening was by holding 
 the child's folder with one half of it upright. All suggestion of speed or of 
 timing was carefully avoided in giving this test. The instructions were given 
 as follows : 'On this piece of paper under the card-board are the beginnings of 
 some sentences. Just the first few words of the sentences are printed on the 
 paper, and what I want you to do is to write something after those words 
 which will complete the sentence. You know what a whole sentence is, don't 
 you? You studied about that in grammar. You may wTite anything you 
 wish which makes sense, but be sui-e that what you write fonns a whole sen- 
 tence, not just part of one. For instance, if you saw the words "The horse" 
 on the paper, what could you wTite after that to make a whole sentence of 
 it? (The answer either approved or criticized.) I will show you these be- 
 ginnings of sentences one at a time, and you ■mite anything you wish. Here 
 is the first one.' At this point the experimenter puUs up the card-board, 
 exposing the first sentence, with one hand, and starts the stop-watch with the 
 other. The experimenter keeps his eye on the watch, and notes the niunber 
 of seconds elapsing between the exposure of the words and the beginning of 
 the writing, giving a rough measure of the association time for each sentence. 
 No attempt was made to distinguish intervals less than two seconds. Since 
 the timing and exposing process was rather difficult, each experimenter prac- 
 tised counting seconds as accurately as possible, and counted seconds from 
 the time the sentence was exposed until he could get his eye on the watch. 
 The longer intervals, therefore,— any longer than three or four seconds — -were 
 measured by the watch, while the shorter ones were often merely counted. 
 For this reason fine distinctions of association time are not taken into account. 
 No child was allowed more than 60 seconds to start any sentence. At the 
 end of a pause of that length he was told to omit the sentence and go on to 
 the next one. The time for the entire, test was recorded, as well as the asso- 
 ciation times for each sentence.
 
 EXPERIMENTAL DATA AND RESULTS 129 
 
 "Method of dealing with results: The following measurements of the sentence 
 test were recorded: 
 
 1. The nimnber of sentences attempted. 
 
 2. The number of sentences correct. In marking correctness, only the 
 form of the sentence was taken into account. A wrong tense, or the wrong 
 form of adjective or adverb, or slang and colloquial phrases did not constitute 
 wrong sentences. Only an error which rendered the result not really a sen- 
 tence at aU, classed it as wrong. 
 
 3. The number of sunple and of complex sentences. The distinction in 
 this case was made strictly in accordance to the grammatical rules for com- 
 plexity. 
 
 4. The average number of words used in completing the sentences. Two 
 averages were taken, in cases where one or more sentences were entirely 
 omitted, one based on the entire thirteen sentences, and the other based on 
 the number of sentences completed. 
 
 5. The number of ideas. In counting the number of ideas, the intention 
 was to find out how many distinct ideas — exclusive of repetitions — were 
 expressed on the page. Every noun, every verb other than forms of "to be," 
 all auxiliaries of mood, every adjective, adverb, or personal pronoun, was 
 counted a distinct idea. Personal pronouns when used in the singular and 
 plural were coimted both times, though differences of case were not counted. 
 Mere conjunctions, auxiliary verbs of time, prepositions, or relative pronouns 
 referring to words on the page, or modified forms of words already used, were 
 not counted. A mere negation of an expressed idea was not counted. Words 
 which were classed as nonsensical, that is, words which had no evident con- 
 nection with the beginning of the sentence they were supposed to complete, 
 were not counted as ideas. Words which were sensible, which, while not 
 completing grammatically the printed beginning of the sentence, indicated 
 a distinct idea in the child's mind were counted. It was found almost im- 
 possible for any two people to agree absolutely on a set of rules for marking 
 ideas. After trying it for some time and finding differences of judgment 
 which it seemed impossible to guard against, we decided to leave all the mark- 
 ing of ideas to one person. Accordingly, Mrs. Fischer, who was the final 
 authority on all matters of evaluation, marked every sentence page for ideas. 
 
 6. The total time of the test was recorded in seconds. 
 
 7. The association times for the sentences were simamed up in groups. The 
 first group comprised all the sentences begun in two seconds or less; the 
 second group included aU those begim in three to five seconds, inclusive; the 
 third group those begun in six to ten seconds inclusive; the fourth group those 
 begun ip eleven to twenty seconds inclusive; and the fifth group those begun 
 in twercy-one to sixty seconds. Since there were so few long association 
 times, these divisions seemed fine enough. 
 
 8. An index of ideas was calculated which consisted of the total time of 
 the test, divided by the number of ideas. In other words, the index represents 
 the average time per idea expressed. 
 
 Since the various factors of the sentence test which w^ere evaluated had 
 comparatively httle relationship, it will be best to discuss the results for each 
 one separately. Not all of the recorded measures were smnmarized." 
 
 After we had scored our records, Mrs. Fischer went over the 
 first fifty of them. The differences between her scoring and ours 
 proved negligible. 
 
 Of the 5 lists we used but 1, viz: list "d" since communication 
 was ruled out for our group. Our subjects were unfamiliar 
 with the continuation schools and so the 5th sentence of list 
 "d" was changed to begin with "The State Reformatory."
 
 130 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 It is to be recorded that we departed from the standard method 
 in a fundamental aspect. Instead of avoiding all idea of speed 
 we actually emphasized it. We said: "Take all the time you 
 need to complete the sentences correctly, but do not waste a 
 single minute. Be just as quick as you can." This error in 
 method was the fault of our own notes and observation of the 
 tests in the Cincinnati laboratory. As stated above Dr. Woolley 
 had not yet reduced her directions to written form when this 
 work was begun. It was in spite of the demonstration of the 
 tests by her staff that the misapprehension arose. 
 
 To permit the force of stimulus words to have full play, the 
 Cincinnati method is the only proper one. Yet, in spite of the 
 request for speed the Bedford group were slower, not quicker, 
 than the working girl and excelled the standard group in the 
 number of ideas called for and in the number of sentences cor- 
 rectly written. Once more it is evidenced that the value of 
 time is of secondary importance for the Reformatory group; the 
 idea of speed carries less weight than the idea of correctness or 
 the need for expression. This characteristic disregard for time 
 is interesting, and a testing of a later group, where the standard 
 conditions were fulfilled, showed that our urging of haste with 
 the Bedford 88 made less difference than might be expected. 
 
 So many of the Bedford group were ignorant of the meaning 
 of the term sentence that a fuller explanation was demanded for 
 them than for the standard group. In illustration we used the 
 same three sentences. In a set of prehminary tests we learned 
 that, irrespective of whether a subject said that she knew what a 
 sentence meant or not it was wise to take the precaution to ask 
 of each — ''How many sentences is this? 'I am sitting on the 
 chair.' 'There is green pencil on the table.' And, how many 
 sentences is this? 'I think it is going to rain for there are clouds 
 in the sky.'" If the response was incorrect, we proceeded to 
 explain as best we could what a sentence is, how in writing it 
 begins with a capital letter and ends with a period, etc. We 
 made no effort to point the distinction between a simple and a 
 complex sentence; both were used in illustration in order to 
 avoid setting either as a type. Beyond this additional explana- 
 tion of the term sentence, the standard directions were given 
 verbatim.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 131 
 
 TABLE 36. 
 
 Sentences. Number Correct out of Thirteen. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls 
 
 Group 
 
 
 
 
 <D 
 
 (D 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 fl ■s 
 
 fl -2 
 
 
 ® 
 
 
 
 .2 ^ 
 
 .2 nH 
 
 
 
 
 •a o 
 
 ■a o 
 
 
 
 
 
 II 
 
 1^ 
 
 
 
 
 
 a 
 
 o 
 
 a 
 
 fe 
 
 
 
 (a 
 
 ■w -^ 
 
 S- 
 
 H^ 
 
 Plh 
 
 ea 
 
 e^ 
 
 ■^ (N 
 
 ^le 
 
 t.< 
 
 ^ 
 
 •a 
 
 Ji 
 
 
 
 P, 
 
 
 <B 
 
 
 
 
 Ph 
 
 IN 
 
 S 
 
 1> 
 
 fii 
 
 Q§ 
 
 Bedford 
 
 C. 
 
 C. 
 Retarded C. 
 Retarded C. 
 
 15 
 14 
 
 14 
 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 13. 
 
 12. 
 
 10. 
 
 1. 
 
 2. 
 
 13. 
 
 13.5** 
 
 11.8 
 
 10.7 
 
 1.7 
 
 1.1 
 
 13. 
 
 12.9** 
 
 11.1 
 
 9.4 
 
 1.8 
 
 1.7 
 
 13. 
 
 12. 
 
 11. 
 
 9. 
 
 1. 
 
 2. 
 
 13. 
 
 11. 
 
 10. 
 
 6. 
 
 1. 
 
 4. 
 
 13. 
 
 13. 
 
 13. 
 
 12. 
 
 0. 
 
 1. 
 
 13. 
 
 13. 
 
 12. 
 
 12. 
 
 1. 
 
 0. 
 
 13. 
 
 13. 
 
 13. 
 
 12. 
 
 0. 
 
 1. 
 
 13. 
 
 13. 
 
 13. 
 
 12. 
 
 0. 
 
 1. 
 
 13. 
 
 13. 
 
 13. 
 
 13. 
 
 0. 
 
 0. 
 
 13. 
 
 1. (6 Failures) 
 
 5. 
 
 5.* 
 
 5.* 
 
 1 . (6 Failures) 
 
 10 
 
 *One complete failure — i. e., only one correct. 
 
 * * The percentiles were estunated as though 1 included measures up to 2 .
 
 132 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 SO- 
 
 \ 
 
 
 
 
 
 
 
 
 \ 
 
 
 
 
 
 
 e 15 
 
 w- 
 
 \ 
 
 \\ 
 \\ 
 \\ 
 
 
 
 
 
 
 
 30- 
 
 \ \ 
 
 \ \ 
 
 \ \ 
 
 
 
 
 
 
 
 10- 
 
 \ \ 
 \ \ 
 \ \ 
 V \ 
 
 
 
 
 
 
 
 10- 
 
 1 1 
 
 ^ 
 
 ^=^-^ 
 
 -- 
 
 c:^ 
 
 , 
 
 "'^^^^-^ 
 
 
 
 . , 1 .1, — 1 
 
 -.13 (X. II 10 <f 
 
 7 7- 
 
 CURVE 71 
 
 70- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 r?»lr>i« 1 -->■->- > 
 
 65- 
 
 
 
 
 
 
 
 e is 
 
 C 14- 
 
 So- 
 
 \ \ 
 
 \ \ 
 
 
 
 
 
 
 
 HO- 
 
 \\ 
 \\ 
 
 
 
 
 
 
 
 00- 
 
 k 
 
 
 
 
 
 
 / 
 
 10- 
 
 / \ ^ 
 
 \ \ 
 V \ 
 
 
 
 
 
 
 / 
 
 10- 
 
 1 1 
 
 \ 
 
 ^ 
 
 V. 
 
 x 
 
 X 
 
 --^J 
 
 
 1 
 
 
 .1 
 
 --—-^-■^ ^"^ 
 
 1 1 1 1 
 
 (3 la. II 10 q ST 7- 
 
 CURVE 72 
 
 Sentences. Number Correct out of Thirteen
 
 EXPERIMENTAL DATA AND RESULTS 
 
 133 
 
 eo- 
 
 
 
 
 
 
 
 70- 
 
 
 
 
 
 
 
 60- 
 
 \ \ 
 
 
 
 
 
 
 50- 
 
 \ 
 \ 
 
 \ \ 
 
 
 
 
 
 R.i+«,r VTTi ?..j- 
 
 £is . . 
 
 <^<4- . . 
 
 10- 
 
 \\ 
 \\ 
 
 \ 
 
 
 
 
 
 30- 
 
 
 \\ 
 
 \ 
 
 
 
 
 ic- 
 
 
 \ 
 \ 
 
 \ 
 
 \ 
 X 
 
 \ \_ 
 
 
 
 
 10- 
 
 
 
 \ 
 
 s 
 
 
 
 
 
 1 
 
 \ 
 
 1 
 
 N 
 
 _i 1 i ^ 
 
 13 11 II 
 
 Curve 73 
 
 C i4 - 
 
 IS It II lo q i -J ^_ 
 
 Curve 74 
 
 Sentences. Number Correct out of Thirteen
 
 134 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Results: 1. Number of Sentences out of Thirteen Correct. 
 The form of the curve for the Bedford 88 is bimodal, tho' less 
 extreme in its distribution than the corresponding curve for 
 most of the tests. The total 88 equal the C. 15 at the 25th per- 
 centile and median scores. Although slightly inferior to them 
 at the 75th percentile, they are superior to the C. 14. 
 
 It was fully expected that the Reformatory women would com- 
 pare unfavorably with the working girl in capacity to complete 
 sentences correctly. In this, with the exception of the poorest 
 quarter, they disappointed us. The Grade Group, with its 
 equivalent education, wrote at the median score as many sen- 
 tences correctly as did the working girl at the 25th percentile. 
 The 75th percentile record is slightly better than the median 
 of the C. 15 and the poorest score excels the standard by two 
 sentences correctly written. The curves for the 8th and 5th 
 grades parallel very closely the standard curves for the same 
 grades. (See Curves 73 and 74.) 
 
 The Below-Grade Group, on the other hand, is poorer even 
 than the Retarded C. 14 girls by one, one, and three sentences 
 at the three percentiles, respectively. In the standard group 
 the poorest score is five sentences correctly written; in the 
 Below-Grade Group there are five failures and a number of 
 scores less than five sentences correct. 
 
 This phase of the test served to set off the Grade Group and 
 the Below-Grade Group as two distinct groups. How little 
 overlapping there is between the two groups may be seen in 
 Curve 72. The Grade Group excels the Below-Grade Group at 
 the three percentiles by one, two and six sentences correctly 
 written. The 25th percentile record of the Below-Grade Group 
 is poorer by one sentence than the 75th percentile of the Grade 
 Group. Or, to state the degree of overlapping more exactly, 
 83.1 per cent, of the Grade Group write as many or more sen- 
 tences correctly than do the best 23.5 per cent, of the Below- 
 Grade Group. The poorest score of the Grade Group is seven 
 sentences correctly written, the poorest score of the Below- 
 Grade Group is failure.
 
 EXPERIMENTAL DATA AND RESULTS 
 
 135 
 
 TABLE 37. 
 
 Sentences. Number op Ideas. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and lo-year-old Working GirLs. 
 
 Group 
 
 
 
 
 V 
 
 (D 
 
 
 
 
 
 
 
 
 
 
 
 s? 
 
 11 
 
 ■a ?, 
 
 
 (D 
 
 
 (B 
 
 '■3 S 
 
 
 4J 
 
 
 a 
 o 
 o 
 
 
 
 a 
 
 0) 
 
 a 
 
 <a 
 
 4^ J3 
 0) « 
 
 
 ij 
 
 PL| 
 
 a 
 
 (U 
 
 XI lO 
 
 ^ lO 
 
 L« 
 
 
 
 
 
 
 
 
 o 
 
 ja 
 
 vj -a 
 
 tj -o 
 
 Q. 
 
 a 
 
 
 s 
 
 
 §■ 
 
 Qi 
 
 Bedford 
 
 C. 
 
 C. 
 Retarded C. 
 Retarded C. 
 
 88 
 
 15 
 14 
 14 
 15 
 
 Below-Grade Group 
 
 Grade Group 
 
 Vth Grade 
 
 Vlth Grade 
 
 Vllth Grade 
 
 Vlllth Grade 
 
 31. 
 
 24. 
 
 18. 
 
 7. 
 
 6. 
 
 48. 
 
 27.3 
 
 22.7 
 
 17.7 
 
 4.6 
 
 5.0 
 
 46. 
 
 21.7 
 
 17.5 
 
 14.2 
 
 4.2 
 
 3.3 
 
 39. 
 
 21. 
 
 17. 
 
 14. 
 
 4. 
 
 3. 
 
 37. 
 
 24. 
 
 17. 
 
 10. 
 
 7. 
 
 7. 
 
 37. 
 
 33. 
 
 28. 
 
 23. 
 
 5. 
 
 5. 
 
 48. 
 
 30. 
 
 28. 
 
 24. 
 
 2. 
 
 4. 
 
 37. 
 
 34. 
 
 30. 
 
 22. 
 
 4. 
 
 8. 
 
 43. 
 
 36. 
 
 27. 
 
 23. 
 
 10. 
 
 4. 
 
 48. 
 
 32. 
 
 27. 
 
 24. 
 
 5. 
 
 3. 
 
 41. 
 
 7. (6 Failures) 
 
 7. (1 Failure) 
 7. (IFaUure) 
 
 7. (6 Failures) 
 
 11. 
 11. 
 16. 
 13. 
 20. 
 
 2. Number of Ideas. As with the number of correct sentences, 
 so with respect to the number of ideas suggested by the begin- 
 ning of these thirteen sentences, the Reformatory women are 
 slightly superior at all three percentiles to the working girl of 
 fifteen (see Curve 75). The percentiles and Curve 76 point to 
 a separation of the Grade and Below-Grade Groups here, too. 
 When one checks the records of the C. 15 and the Reformatory 
 Grade Group the better 50 per cent, of the latter are better 
 than the 25th percentile of the standard, the 75th percentile 
 better than the standard median, and the lowest record of all 
 is richer by three ideas than the poorest record of the C. 15. 
 Only the best 29.4 per cent, of the Below-Grade Group equal 
 or surpass the number of ideas expressed by the 75th percentile 
 score of the Grade Group. The difference between the various 
 grade groups among the Reformatory subjects is greatest with
 
 136 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 
 
 
 
 X^ r 
 
 
 / 
 
 /■'\. 
 
 / 
 
 
 / \. 
 
 < 
 \ 
 
 \ 
 
 / 
 / 
 / 
 
 / 
 
 
 \ "^ 
 
 
 / _ 
 
 
 \ 
 
 ^ 
 
 
 
 / 
 
 / ' 1 
 
 
 / y 
 
 / 
 
 / 
 
 
 /X 
 
 
 
 Y 
 
 / 
 
 1 '■ 
 
 
 ^ 
 
 
 ' 1 
 
 
 ^ 
 
 
 1 ! 
 1 1 
 
 
 ^ 
 
 
 ^ 
 
 
 
 ^1 ^ - 
 
 Tj 
 
 \. 
 
 1 \ 
 
 2 ' 
 
 \. 
 
 1 \ 
 
 tw = = 
 
 
 \ 1 u 
 
 'J in * 
 
 
 
 \ 
 
 
 
 
 JGG 
 
 
 
 \ 
 
 -ST 
 
 - 5'5 00 
 
 < 
 
 I— I 
 
 o 
 
 « 
 
 n 
 P 
 
 t=(j 
 
 ^,0, 
 
 51:^ u 
 
 o 
 
 H 
 Eh 
 
 02
 
 EXPERIMENTAL DATA AND RESULTS 137 
 
 respect to the "fewest number of ideas" expressed. Neither 
 among our subjects nor the standard, however, is the correla- 
 tion for the separate grades as positive a one as in the other 
 tests. The fact that the Grade Group express more ideas 
 than the standard group is less surprising than their superiority 
 in the other phases of this test. Their arrest and separation 
 from their family and friends has made them introspective. 
 They are eager to find out about the Reformatory and possi- 
 bilities for their release. They have been put in quarantine, 
 where they have been unable to talk to anyone for a number 
 of days. During the preceding tests they were not allowed to 
 discuss their problems, then in this test certain of the stimulus 
 words suggest experiences in their lives and furnish a basis for 
 self-expression. "A year ago," "I was sorry," "Our dog," etc., 
 precipitate such sentences as "A year ago I was traveling in 
 Washington and I was having a grand time in a theatrical 
 show," "I was sorry that I didn't mind my mother and stay 
 home like she told me last j^ear for I wouldn't be here," "Our 
 dog is a little brown dog and he has a house in the yard and my 
 brother plays w^th him fine." 
 
 3. Index of Ideas. The distribution of scores in this test is 
 again bimodal (see Curve 79). The criminal woman at the 
 25th percentile and the median' expresses her ideas more rapidly 
 than does the working girl of fifteen, but at the 75th percentile 
 she is decidedly slower. This tendency for the good records to 
 be better and the poor records to be poorer than the standard 
 is particularly obvious in Curve 80, from which curve it may 
 be seen that the Below-Grade Group is so inferior to the Grade 
 Group that approximately 70 per cent, of them require at least 
 twice the time to think of each idea as the poorest quarter of 
 the Grade Group, or as does the median working girl. The fact 
 that we urged our subjects to hurry makes the slowness all the 
 more striking. The Grade Group is much quicker than the 
 C. 15 at all percentiles and in its best and poorest scores. The 
 index of ideas is a little better for each grade from the 5th to the 
 8th and the several Reformatory grades are slightly superior to, 
 but coincide pretty closely with, those of the C. 15 (see Curves 
 81 and 82).
 
 138 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 38. 
 
 Sentences. Index of Ideas. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls. 
 
 
 
 
 
 o 
 
 © 
 
 
 
 
 
 
 
 ri nd 
 
 i-i 13 
 
 
 
 
 ffl 
 
 
 <D 
 
 .2 a 
 
 
 
 
 
 5 
 
 
 'S 
 
 5 " 
 
 5 " 
 
 ^ 
 
 43 
 
 Group 
 
 id 
 
 
 
 5 o 
 
 ^;S 
 
 S 
 
 a 
 
 
 
 fl 
 
 
 4^ Si 
 
 <0 +^ 
 
 4i Si 
 
 3 
 
 3 
 
 
 PU 
 
 c« 
 
 Ph 
 
 ^ i2 
 
 ^ ^ 
 
 ti 
 
 u 
 
 
 
 
 
 N 
 
 t^ 
 
 ® 
 
 <B 
 
 
 
 
 l> 
 
 ti-< "O 
 
 5i 
 
 Q. 
 ft 
 
 1:3 
 
 o 
 
 Bedford 88 
 
 6.3 
 
 9.5 
 
 22.0 
 
 3.2 
 
 12.5 
 
 3.4 
 
 40.4 (6 Failures) 
 
 C. 15 
 
 8.1 
 
 10.2 
 
 14.7 
 
 2.1 
 
 4.5 
 
 4.2 
 
 90. 
 
 C. 14 
 
 8.3 
 
 10.7 
 
 14. 
 
 2.4 
 
 3.3 
 
 4.9 
 
 42. (IFaUure) 
 
 Retarded C. 14* 
 
 
 
 
 
 
 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 8.2 
 
 22.6 
 
 35.5 
 
 14.4 
 
 12.9 
 
 5.7 
 
 40.4 (6 Failures) 
 
 Grade Group 
 
 5.7 
 
 7.8 
 
 10.8 
 
 2.1 
 
 3.0 
 
 3.4 
 
 39.4 
 
 Vth Grade 
 
 9.3 
 
 10.0 
 
 16.0 
 
 .7 
 
 6.0 
 
 5.9 
 
 27.4 
 
 Vlth Grade 
 
 6.4 
 
 8.9 
 
 14.6 
 
 2.5 
 
 5.7 
 
 3.8 
 
 24.7 
 
 Vllth Grade 
 
 5.5 
 
 6.1 
 
 9.2 
 
 .6 
 
 3.1 
 
 3.4 
 
 39.4 
 
 Vlllth Grade 
 
 5.2 
 
 6.5 
 
 9.1. 
 
 1.3 
 
 2.6 
 
 4.5 
 
 11.2 
 
 * We lacked the data nece.ssary to compute these percentiles. 
 
 4. Number with an Association Time of Two Seconds. The 
 records of the number of sentences begun in two seconds is 
 altogether in favor of the working girls. In spite of the fact 
 that they were not told to hurry while our subjects were told 
 to do so, even the retarded ones among them at the ages of 
 fifteen and fourteen formulated and began to write a larger 
 number of sentences in two seconds than did the Reformatory 
 subjects. This tendency to be slow in their thinking character- 
 izes alike the Grade and Below-Grade Reformatory^ groups. 
 The Vllth and Vlllth Grades are superior to the C. 15 girls as
 
 EXPERIMENTAL DATA AND RESULTS 
 
 139 
 
 So- 
 
 . 
 
 
 Be*^oO 98 . 
 
 a IS 
 
 i/O- 
 
 \ 
 
 
 
 
 \ ^ 
 
 ^ 
 
 
 
 - \ 
 
 \ 
 
 
 30- 
 
 \ 
 
 \ 
 \ 
 \ 
 
 - 
 
 ao- 
 
 
 \ \ 
 \ \ 
 
 V \ 
 
 
 10- 
 
 1 
 
 1 L 
 
 
 g'b /XJ> /6J> 20(> S.'Si, 
 
 il.s 'bs 20.S- n.s ■*" 
 
 ?6 /IJo lbj> SOb SS.bi- 
 
 /jTr /«.*■ ^o.s' S.SS 
 
 Curve 79 
 
 Curve 81 
 
 5«- 
 
 \ 
 
 .. ra.i.w . 
 
 S<■»•^ov^ 
 
 Cl4- 
 
 m- 
 
 \ 
 
 
 
 30- 
 
 / 
 
 \ \'^ 
 
 ^ 
 
 io- 
 
 \ 
 
 \ \ \ 
 
 / 
 
 10- 
 
 ■ 1 
 
 \ \ "^^ 1 
 
 
 e 15 . ■■ _, 
 C 14- - " -• 
 
 J L 
 
 5- 
 
 ?J. /4_6 /66 J0.6 29.ki- 
 
 lA.S 'feS" 1.0 i iir 
 
 5" 
 S.5 
 
 J.fa /J fa /fe.t 22:<» aS-fet 
 
 /a,5- /^.f iO.r 2%S 
 
 Curve 80 
 
 Curve 82 
 
 Sentences. Index of Ideas
 
 140 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 39. 
 
 Sentences. Number with an Association Time of 2 Seconds or Ijess. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups 
 
 and for the Standard Cincinnati Groups of 14, 15, and Retarded 14 
 
 and 15-year-old Working Girls. 
 
 
 
 
 © 
 
 © 
 .S d 
 
 ■B © 
 
 © 
 .11 
 
 
 
 
 43 
 
 
 d 
 
 
 ^1 
 
 4^ 
 
 4» 
 
 Group 
 
 <0 
 
 
 
 a 
 
 a 
 
 
 
 d 
 
 © 
 
 4^ a 
 
 © 43 
 
 4:; .d 
 © 43 
 
 13 
 
 ^ 
 
 
 &4 
 
 .2 
 
 P^ 
 
 o lO 
 
 J3 iC 
 
 b 
 
 b 
 
 
 
 
 
 (N 
 
 t^ 
 
 © 
 
 © 
 
 
 43 
 
 "3 
 
 0) 
 
 .d 
 
 t^ -O 
 
 <h; -o 
 
 Q. 
 
 ^ 
 
 
 IN 
 
 ^ 
 
 
 Qi 
 
 5i 
 
 
 3 
 
 Bedford 88 
 
 7. 
 
 2. 
 
 0. 
 
 5. 
 
 2. 
 
 12. 
 
 0. 
 
 C. 15 
 
 7.9 
 
 4.9 
 
 1.4 
 
 3.0 
 
 3.5 
 
 13. 
 
 0. 
 
 C. 14 
 
 7.6 
 
 4.7 
 
 2.2 
 
 2.9 
 
 2.5 
 
 13. 
 
 0. 
 
 Retarded C. 14 
 
 8. 
 
 5. 
 
 3. 
 
 3. 
 
 2. 
 
 13. 
 
 0. 
 
 Retarded C. 15 
 
 
 
 
 
 
 
 
 Below-Grade Group 
 
 4. 
 
 2. 
 
 0. 
 
 2. 
 
 2. 
 
 10. 
 
 0. 
 
 Grade Group 
 
 8. 
 
 3. 
 
 1. 
 
 5. 
 
 2. 
 
 12. 
 
 0. 
 
 Vth Grade 
 
 3. 
 
 1. 
 
 0. 
 
 2. 
 
 1. 
 
 6. 
 
 0. 
 
 Vlth Grade 
 
 7. 
 
 2. 
 
 1. 
 
 5. 
 
 1. 
 
 12. 
 
 0. 
 
 Vllth Grade 
 
 10. 
 
 7. 
 
 1. 
 
 3. 
 
 6. 
 
 12. 
 
 0. 
 
 Vlllth Grade 
 
 10. 
 
 7. 
 
 3. 
 
 3. 
 
 4. 
 
 12. 
 
 0. 
 
 a whole, but inferior to the corresponding groups among the 
 working children. This is conspicuously true of the Vth Grade 
 (see Curve 86). If the last division on the scale of Curve 84 had 
 broken the number of sentences begun in two seconds into two 
 groups, separating out the one and the zero sentences and repre- 
 senting them at a point by themselves, the curve for the Grade 
 Group would have been more clearly differentiated from that 
 of the Below-Grade Group than it is at present. The percentiles 
 show that 50 per cent, of the Below-Grade Group begin at the 
 most not more than two sentences in two seconds.
 
 bo- 
 
 So- 
 
 
 J L 
 
 13, IX 11,10,9,9 'V.6,S',V 3.^,1,0 
 
 Curve 83 
 
 70- 
 
 y>- 
 
 30- 
 
 20- 
 
 - 
 
 
 w- 
 
 /N 
 
 
 '' ^ / 
 
 
 1' \' V / 
 
 // \ V / 
 
 36- 
 
 // \ ^-J 
 
 
 !' \ >^ 
 
 SO- 
 
 / \ 7 
 
 
 // \/ 
 
 
 // ^ 
 
 
 " n^ii^^-j ^iji Oi—j. 
 
 
 Il £ 1 5 .. " 
 
 
 1 1 1 . ._ _i 
 
 J 1 I L 
 
 /J,/4 l/./i.l.i 7.e>,i;f 2.i.l.0 13^11 i/.'Ot.t 7.l>.i.'* 3,2,1,0 
 
 Curve 84 Curve 86 
 
 Sentences. Number with an Association of Time of 2 
 Seconds or Less
 
 142 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Section 11. Association by Opposites. 
 
 (See Whipple's Manual, Test 34c.) 
 
 Standard Method. "Materials: A page containing twenty words, printed 
 one under another at the left side of the page. A stop-watch. 
 Seven' such pages were used, as follows : 
 
 12 3 4 5 6 7 
 
 Good 
 
 Bad 
 
 Front 
 
 Strong 
 
 Inside 
 
 Worst 
 
 Wise 
 
 Outside 
 
 Inside 
 
 Safe 
 
 Best 
 
 Tall 
 
 Never 
 
 Joy 
 
 Quick 
 
 Slow 
 
 Awake 
 
 Always 
 
 Enemy 
 
 Dry 
 
 Upper 
 
 Tall 
 
 Short 
 
 Raw 
 
 Front 
 
 Big 
 
 Foolish 
 
 New 
 
 Big 
 
 Little 
 
 Shut 
 
 Wet 
 
 Good 
 
 Weak 
 
 Busy 
 
 Loud 
 
 Soft 
 
 Easy 
 
 FooUsh 
 
 Sorry 
 
 Distant 
 
 Generous 
 
 White 
 
 Black 
 
 Rude 
 
 Pretty 
 
 Sick 
 
 Slow 
 
 Vacant 
 
 Light 
 
 Dark 
 
 Winter 
 
 Dead 
 
 Poor 
 
 Kind 
 
 Tender 
 
 Happy 
 
 Sad 
 
 Low 
 
 Honest 
 
 Similar 
 
 Horrid 
 
 Regular 
 
 False 
 
 True 
 
 Day 
 
 Cross 
 
 False 
 
 Cheap 
 
 Stale 
 
 Like 
 
 DisUke 
 
 Sharp 
 
 Bright 
 
 Prompt 
 
 Left 
 
 Absent 
 
 Rich 
 
 Poor 
 
 Late 
 
 Safe 
 
 Black 
 
 Honest 
 
 Heavy 
 
 Sick 
 
 WeU 
 
 Stupid 
 
 Smooth 
 
 Soft 
 
 Dull 
 
 Even 
 
 Glad 
 
 Sorry 
 
 Old 
 
 Summer 
 
 Rough 
 
 Pleasant 
 
 Certain 
 
 Thin 
 
 Thick 
 
 Sunny 
 
 High 
 
 Narrow 
 
 Rough 
 
 Love 
 
 Empty 
 
 FuU 
 
 After 
 
 Easy 
 
 Evening 
 
 Dirty 
 
 Few 
 
 War 
 
 Peace 
 
 Short 
 
 Long 
 
 Stout 
 
 Quiet 
 
 Raise 
 
 Many 
 
 Few 
 
 Right 
 
 Pohte 
 
 Rapid 
 
 Soft 
 
 Silent 
 
 Above 
 
 Below 
 
 Lazy 
 
 Lazy 
 
 Peace 
 
 Ugly 
 
 Shallow 
 
 Friend 
 
 Enemy 
 
 Alive 
 
 Right 
 
 Few 
 
 Patient 
 
 Orderly 
 
 "The first four hsts were easier than the last three. The first four were used 
 in the 14-year series, and the last three in the 15-year. 
 
 "Criticism: We are convinced that the test is one which is decidedly modified 
 by communication. It seemed very necessary, therefore, to have several 
 blanks, but it was impossible for us to standardize them with any accuracy. 
 The first four are easier than the last three, and do not differ very much in 
 difficulty. Of the last three, the one beginning 'Wise' is the hardest. 
 
 "Method of administering the test: The experimenter began as follows: 'Do 
 you know what I mean when I say that one word means just the opposite of 
 another word? For instance, what is the opposite of hot?' If the correct 
 answer was received, the experimenter continued with up and straight as addi- 
 tional illustrations. None of these words appear on any of the test sheets. 
 If the experimenter did not receive the correct answer to his original questipn, 
 he tried to explain the matter further. Sometimes it was necessary to tell 
 the child that cold was the opposite of hot, and then try the other illustrations. 
 Occasionally we had to resort to such leading questions as the following: 'If 
 you are moving in an elevator, and are not going up, in what direction are 
 you going?' A child who needed that kind of explanation, however, never 
 made a success of the test. When the experimenter felt that the child under- 
 stood the test as well as he was able, he continued as follows: 'On the other 
 side of this piece of paper there is a list of words printed one under another. 
 What I want you to do is to write on the paper after each word, the word that 
 
 1 Since this went to press the monograph of WooUey and Fischer has ap- 
 peared and contains eight instead of seven lists of opposites The added list 
 is the third in that monograph, so that what is list five here is list six of those 
 actually printed by Woolley and Fischer.
 
 EXPERIMENTAL DATA AND RESULTS 143 
 
 means just the opposite of the one you see there. For instance, if you saw 
 hot there, what would you write after it? Yes. Now begin at the top and 
 take the words in order. If you pass one, you can't go back to it, so trv to 
 get each one as you go along, and do it as fast as you can.' 
 
 "The stop-watch was started as the child looked at the first word and stopped 
 as he finished WTiting the last one. The experimenter sat with his eye on 
 the stop-watch, and told the child to pass on to the next word in case he paused 
 more than 30 seconds on any one word. 
 
 "Method of dealing icith results: For each list of words, a list of opposites 
 which were to receive full credit and of those to receive half credit, was made 
 out. Misspelled words were not counted as incorrect, but in case of change 
 of fonn, e. g. adverbs used for adjectives, one-half credit only was given. 
 The list was made up gradually as the papers were marked. Each new case 
 was made the subject of consultation, but the final decision always rested 
 with Mrs. Fischer, who supervised all the evaluating. The result of the test 
 was recorded each time in terms of the time of the total test, and the accuracy 
 of the series in per cents. In this case, a combined measure of time and ac- 
 curacy was of comparatively little significance. The accuracy was the im- 
 portant measure. Children who were uncertain and inaccurate were usually 
 slow, and there was no reason to think they could have done much better by 
 taking more time. The table of results and the comparative errors are ac- 
 cordingly based on the percentage of accuracy." 
 
 In the Laboratory of Social Hygiene, List 5 only was used. 
 
 We reversed the model pair of opposites hot — cold and instead 
 of asking "What is the opposite of hotf" we asked "What is the 
 opposite of colcU" This was done because subjects who are as 
 dull as many of ours persist in mistaking Jiot for heart or hard, 
 which is undesirable because soft — hard happened to be one of 
 the pairs of the regular test lists. 
 
 Dr. WooUey refers to the fact that a few among the working 
 girls had to be told that cold was the opposite of hot and that 
 leading questions and illustrations had to be used in further 
 explanation. This need of further explanation was true, not 
 of a few, but of many of the Reformatory group, some of whom 
 when once they understood did not do so badly in the test. It 
 was found illuminating to postpone the explanation, even when 
 a blind response was made to the first word, until after the oppo- 
 site to all three illustrative pairs had been asked for, because some 
 who couldn't see at first came later of their own accord to appreci- 
 ate what was wanted and needed no further explanation. For 
 this reason we departed from the standard directions by asking 
 for all three model words before taking it for granted that it 
 was necessary to explain what was meant by the opposite to a 
 word. This permits one to discriminate better between those
 
 144 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 who are merely slow, but capable of seeing the point of the test 
 for themselves, and those who cannot comprehend what is 
 meant by 'opposite' until it is explained. If the correct response 
 was given to one of the three, the others were repeated; if these 
 responses were correct, the test was continued according to 
 the standard; if not, we proceeded in this wise: ''By opposite 
 I mean the very most different thing you can think of. What is 
 the very most different thing from coldf From wpf From 
 crooked f If these were not correct, the explanation was con- 
 tinued. "If you are in an elevator and it is not going up, 
 which waj" is it going?" The reply was almost always "down." 
 "That's what we mean by opposite. Up and down are opposite. 
 Now what is the opposite of cold? Of crooked?" If the reply 
 was still incorrect, we asked, "If an elevator isn't going up, it is 
 
 going ?" "Down." "If the weather isn't cold, it is ?" 
 
 "Warm" (most frequent reply). "Yes, warm or hot. Now 
 up and down are opposites and cold and warm are opposites, so 
 what is the opposite of crooked?" If this was a failure, the exper- 
 imenter began again and went through all the explanation a 
 second time, repeating it until it was certain that the subject 
 could not appreciate what was meant by an opposite. When 
 an individual is very dull, merely telling her the opposite of 
 a word or two does no good, whereas it is often possible to make 
 her comprehend the idea, by repeating the explanation. Such 
 laborious explanation is worth while, since it secures a series 
 of scores varying from 5 per cent, to 50 per cent, correct, instead 
 of a large number of total failures. In this way there are 
 secured relatively small individual differences in maximal 
 capacity to comprehend and retain the idea of logical associa- 
 tion by opposites through a series of twenty words. Some lose 
 the idea entirely after the first word or two; some keep it until 
 deflected by a difficult word; others alternate it with words 
 that are associated by similarity throughout the entire list. 
 
 To minimize any difficulties due to unequal skill in reading 
 and spelling we added to the standard directions as follows: 
 "If there is a word you cannot read, ask me and I'll tell you 
 what it is. If you can't spell correctly a word you want to 
 write, it doesn't matter; I will know what you mean. If you
 
 EXPERIMENTAL DATA AND RESULTS 
 
 145 
 
 can't spell it at all, ask me and I'll tell you." In no instance 
 was the experimenter asked to spell or pronounce a word by 
 any of the 54 subjects who had finished at least the 5B grade 
 in school. Of the 34 who had less schooling than this — the 
 Below-Grade Group — the following were helped as indicated 
 in Table 40. 
 
 
 
 TABLE 40. 
 
 
 
 
 Number of Words Which the Experimenter 
 
 
 abject 
 
 ; Pronounced 
 
 Spelled 
 
 Wrot 
 
 112 
 
 3 
 
 
 
 
 
 
 127 
 
 9 
 
 
 
 
 
 
 24 
 
 All 
 
 
 
 
 AU 
 
 29 
 
 11 
 
 
 6 
 
 
 
 42 
 
 AU 
 
 
 
 
 AU 
 
 102 
 
 10 
 
 
 
 
 All 
 
 20 
 
 All 
 
 
 
 
 All 
 
 53 
 
 All 
 
 
 
 
 All 
 
 81 
 
 All 
 
 
 
 
 
 
 91 
 
 All 
 
 
 
 
 All 
 
 104 
 
 AU 
 
 
 
 
 All 
 
 114 
 
 10 
 
 
 4 
 
 
 
 18 
 
 All 
 
 
 
 
 AU 
 
 35 
 
 AU 
 
 
 
 
 AU 
 
 44 
 
 AU 
 
 
 
 
 AU 
 
 64 
 
 AU 
 
 
 
 
 AU 
 
 The correlation was so high between the time and the accur- 
 acy for those who needed no help in reading and writing (r + 
 .83, P.E. = .029), we decided to estimate the time for those 
 subjects who could not read or write at all to be like that of the 
 record corresponding most nearly to theirs in accuracy. In so 
 far as speaking a word brings a higher chance of accuracy, 
 these results are probably placed higher in the scale than they 
 should be. Until the relative differences between the probable 
 accuracy of response to a list when its stimulus words are spoken 
 or printed have been determined, this is a source of error that 
 cannot be accurately compensated for. 
 
 As a matter of fact with another similar list which was pro- 
 nounced to the subject to which her response was verbal the 
 accuracy was proportionally higher than were the written 
 response to the printed list. Individual differences, however, 
 were less evident, and, what is more significant from the point 
 of view of method, the results correlated less closely with the
 
 146 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 general efficiency and intelligence of the women. The greater 
 individual variation that results from the method used in the 
 Bureau of Vocational Guidances is due, we believe, not so much 
 to unequal ability to read and write, as to individual differences 
 in ability to comprehend what is read. Even after they have 
 pronounced the stimulus word and although the final writing 
 of the response may not be difficult for them, the response is 
 delayed. When the words are spoken to them, on the other 
 hand, they comprehend the meaning more quickly. The duller 
 ones, who could not be made to understand the idea of opposites, 
 gave fairly prompt free-association responses, which frequently 
 happened also to be the opposite. Whereas with us it makes 
 little difference in the speed and the accuracy of the actual asso- 
 ciation whether we read or hear the word bad, long, or black, 
 to these Avomen it seems to make not a little, and, as the degree 
 of their intelligence decreases, they apprehend the visual with 
 increasing laboriousness in comparison to the auditory cue. 
 There seems little doubt but that they are more deficient in 
 control of material that comes to them through visual, than 
 through auditory channels. 
 
 In addition to the group above referred to, to whom the test 
 list of auditory-verbal opposites was given, the Binet group of 
 200 was also given such a series of ten easy opposites. Two 
 records among the 200 were incomplete, so that the tables are 
 made on the basis of 198 records. The words were given in the 
 following order: good, outside, quick, tall, big, loud, white, light, 
 happy, false.^ The words were pronounced by the experi- 
 menter and if the correct response had not been given after a 
 pause of ten seconds, the word was marked a failure. Each 
 word entirely correct received a value of 10 and each half-right 
 a value of 5. Eighty-five per cent, of the test must be correct 
 to receive credit in the Binet series. The Hst contains no word 
 as hard as similar, peace or prompt of the Bureau of Vocational 
 Guidance list. For the pairs of opposites that are on both 
 lists, namely, good — bad, outside — inside, tall — short, big— little. 
 
 ''For details of method, see the Binet-Simon Measuring Scale for Intelligence. 
 The Training School, January, 1910, p. 13.
 
 EXPERIMENTAL DATA AND RESULTS 147 
 
 white — black, false — true, the per cent, of wrong responses to the 
 visual stimuU, that is, when the list is given to the subject in 
 printed form, is from two to three times as high as when the 
 list is read to our subjects. (See Table 41.) Even so, when 
 
 TABLE 41. 
 Per Cent, of Failures to Ten Verbal Opposites Among 198 Reformatory 
 
 Subjects.* 
 
 Failures Errors 
 
 No. Per Cent. No. Per Cent. 
 
 Outside 
 
 Tall 
 
 13 
 
 13 
 
 6.6 
 6.6 
 
 Big 
 
 14 
 
 7.1 
 
 Good 
 
 16 
 
 8.1 
 
 Light 
 
 20 
 
 10.1 
 
 White 
 
 Happy 
 
 Quick 
 
 Loud 
 
 22 
 
 26 
 
 29 
 
 32 
 
 11.1 
 13.1 
 14.6 
 16.2 
 
 False 
 
 69 
 
 34.9 
 
 
 
 0.0 
 
 21 
 
 10.6 
 
 25 
 
 12.6 
 
 3 
 
 1.5 
 
 2 
 
 1.0 
 
 6 
 
 3.0 
 
 9 
 
 4.5 
 
 5 
 
 2.5 
 
 13 
 
 6.6 
 
 6 
 
 3.0 
 
 the stimulus word is not presented in printed form and no writ- 
 ing of the response is involved, the ability to give the correct 
 opposite of these words when they are read to the subject is 
 much below the normal. Fifty-four per cent, fail in the test, 
 that is, they do not give the correct opposite to seven or more 
 of the words. Twenty-four have a score of ninety-five to one 
 hundred per cent.; twenty-two per cent, a score of eighty-five 
 to ninety per cent.; twenty per cent, a score of seventy-five to 
 eighty per cent, and eleven, seven, six, two, and nine per cent, 
 have scored respectively sixty-five to seventy, fifty-five to sixty, 
 forty-five to fifty, thirty-five to forty, and less than thirty-five 
 per cent, correct. The percents at the various Binet ages who 
 pass this test are as follows: 
 
 6 yrs. 7 yrs. 8 yrs. 9 yrs. 10 yrs. 11 yrs. 12 yrs. Total 
 
 No. % No. % No. % No. % No. % No. % No. % No. % 
 No. plus 2 14.3 2 15.4 9 19.6 39 52.7 39 81.3 1100 92 46.5 
 
 No. minus 2 12 85.7 11 84.6 37 80.4 35 47.3 9 18.7 106 53.5 
 
 No. tested 2 14 13 46 74 48 1 198 
 
 * For corresponding Figures for Bedford 88 and College Maids see Table 43.
 
 148 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Only twenty per cent, of those who test nine, whereas fifty- 
 three per cent, of those who test ten, and eighty-one per cent, 
 of those who test eleven pass this test. This test was given also 
 to a group of normal-school adult students, all of whom passed 
 the test, with only an occasional error. All but one of the 198 
 tested in the Binet series has an average reaction time that is 
 slower than the slowest time (1.5 seconds) of response among 
 the college students tested by Woodworth and Wells.' The 
 average times do not include the failures. They are the average 
 
 TABLE 42. 
 CREDrrs Given to Different Responses in Opposites Test 
 
 
 Full Credit 
 
 HaK Credit 
 
 INSIDE 
 
 outside; outdoors 
 
 out 
 
 TALL 
 
 short; low 
 
 little; tiny; small 
 
 ENEMY 
 
 friend; lover 
 
 
 BIG 
 
 little; small; tiny- 
 
 short 
 
 GOOD 
 
 bad; evil; poor 
 
 worst 
 
 SORRY 
 
 glad; happy 
 
 
 SICK 
 
 well; healthy 
 
 
 POOR 
 
 rich; wealthy, well- 
 to-do; good 
 
 
 SIMILAR 
 
 dissimilar; unUke; dif- 
 ferent 
 
 unsimilar; opposite; contrary 
 
 FALSE 
 
 true; real; natural; 
 faithful 
 
 truthful; right; truth; good 
 
 PROMPT 
 
 late; tardy 
 
 slow; delayed 
 
 BLACK 
 
 white 
 
 clean; Ught 
 
 SOFT 
 
 hard 
 
 harsh; rough 
 
 ROUGH 
 
 smooth; gentle; ten- 
 der; genteel 
 
 good; even; soft 
 
 NARROW 
 
 wide; broad 
 
 large 
 
 EVENING 
 
 morning; dawn 
 
 day; light 
 
 STOUT 
 
 thin; weak; sUm; 
 skinny; lean 
 
 small; light; frail 
 
 RAPID 
 
 slow; sluggish 
 
 slowly 
 
 PEACE 
 
 war; strife 
 
 fight; trouble; disturbance; noise 
 quarrelling 
 
 FEW 
 
 many; lots; most; sev- 
 eral; a number 
 
 p. 65. 
 
 much; more; crowd; plenty 
 
 » Op. cit., 

 
 EXPERIMENTAL DATA AND RESULTS 
 
 149 
 
 reaction time of the responses given in less than ten seconds. 
 The reformatory subject is very slow even in verbal response to 
 spoken opposites. 
 
 Table 42 is one that Mrs. Fischer furnished us for evaluating 
 the responses to list five. The words italicized are the ones 
 which were not on her list and were scored without her advice. 
 Those listed in the first column received full credit, i. e. 5 per 
 cent, each; those in the second column, receive half-credit, i. e. 
 2.5 per cent. each. 
 
 TABLE 43. 
 
 Association by Opposites. Accuracy in Per Cents. 
 
 Percentiles, Quartile Variation and Limiting Scores for Bedford 88, Below- 
 
 Grade Group, Grade Group, Vth, Vlth, Vllth and Vlllth Grade Groups, 
 
 for the Standard Cincinnati Groups of 14, 15, and Retarded 14 and 
 
 15-year-old Working Girls, and College Maids. 
 
 
 
 
 
 <D 
 
 © 
 
 
 
 
 
 
 
 ® 
 
 
 .2 a 
 rs S 
 
 
 
 
 
 "S 
 
 
 53 
 
 5 " 
 
 
 ^ 
 
 
 +a 
 
 Group 
 
 
 
 
 ^ !k 
 
 a 
 
 
 a 
 
 
 g 
 
 cl 
 
 
 
 ^^ xi 
 
 2 
 
 
 3 
 
 
 P^ 
 
 3 
 
 Ah 
 
 £ lO 
 
 O US 
 
 
 
 t. 
 
 
 
 <0 
 
 Si 
 
 4^ 
 
 
 
 t4 
 
 a 
 
 
 
 
 
 s 
 
 
 5i 
 
 p^ 
 
 t3 
 
 
 o 
 
 Bedford 88 
 
 87.5 
 
 72.5 
 
 45.0 
 
 15.0 
 
 27.5100. 
 
 5. 
 
 (9 Failiu-es) 
 
 C. 15 
 
 88.9 
 
 80.0 
 
 71.2 
 
 8.9 
 
 8.8 100. 
 
 7.5 
 
 
 C. 14 
 
 88.9 
 
 79.5 
 
 70.3 
 
 9.4 
 
 9.2 100. 
 
 20.0 
 
 
 Retarded C. 14 
 
 87.5 
 
 75.0 
 
 67.5 
 
 12.5 
 
 7.5100. 
 
 22.5 
 
 
 Retarded C. 15 
 
 87.5 
 
 77.5 
 
 70.0 
 
 10.0 
 
 7.5 
 
 100. 
 
 7.5 
 
 
 Below-Grade Group 
 
 72.5 
 
 50.0 
 
 Failure 
 
 22.5 
 
 50.0 
 
 92.5 
 
 5. 
 
 (9 Failures) 
 
 Grade Group 
 
 90.0 
 
 81.2 
 
 65.0 
 
 8.8 
 
 16.2 
 
 100. 
 
 5.0 
 
 
 Vth Grade 
 
 87.5 
 
 72.5 
 
 50.0 
 
 15.0 
 
 22.5 
 
 92.5 
 
 5.0 
 
 
 Vlth Grade 
 
 86.2 
 
 71.2 
 
 46.2 
 
 15.0 
 
 25.0 
 
 90. 
 
 30.0 
 
 
 Vllth Grade 
 
 93.7 
 
 83.7 
 
 70.0 
 
 10.0 
 
 13.71100. 
 
 22.5 
 
 
 • Vlllth Grade 
 
 95.0 
 
 90.0 
 
 72.5 
 
 5.0 
 
 17.5 
 
 97.5 
 
 65.0 
 
 
 College Maids 
 
 90.0 
 
 86.2 
 
 62.5 
 
 3.8 
 
 23.7 
 
 100. 
 
 10. 
 
 
 Results: The Bedford 88 are slightly less accurate at the 25th 
 percentile, 7.5 per cent, less so at the median, and decidedly so — 
 26.2 per cent. — at the 75th percentile than the working girl of
 
 150 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 too 
 90.1, 
 
 9 OS 90 J 
 
 tab 10 h 
 
 lOS bOS £0/S V£4" 305" 
 
 60 (, so (a VO.fe 30 lo 
 
 Curve 87 
 
 So- 
 
 lo - 
 
 100 90.5" sar no_s 6«^r sos 'io_j los- 
 
 fa.b fob 706 6(54. Sob '^Ob -iob 
 
 Curve 88 
 
 Opposites Accuracy
 
 JO- 
 
 \ 
 
 t40- 
 
 \ 
 
 
 
 30^ 
 
 
 10- 
 
 
 10- 
 
 
 «<0- 
 
 /oo foj 
 
 9a h ?0 b 
 
 Curves 89, 90, 91 and 92 
 
 Opposites Accuracy
 
 152 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 fifteen. While the lowest record among the latter is 7.5 per 
 cent, correct, there are nine failures among the former. Per- 
 centiles and curves have been formulated for the standard group 
 in accuracy only. 
 
 It is evident in Curve 87, as in the curves of the Bedford 88 
 in the other tests, that the distribution of the total scores differs 
 from that of the standard group, in that there is a higher per 
 cent, of poorer records. When, however, the women are di- 
 vided into two groups according to the school grade they had 
 succeeded in passing upon leaving school. Curves 88 and 89 
 are the result, and, as usual, it proves to be those who had 
 not passed beyond the 5B grade who are responsible for the 
 majority of the lower scores, while the curve of those subjects 
 who had succeeded in passing grades as high as those passed 
 by the standard group, coincides on the other hand with 
 that of the C. 15. These two groups — the Grade Group and 
 the Below-Grade Group — overlap very little; not more than 
 11 per cent, of the Below-Grade Group are as accurate as the 
 better 50 per cent, of the Grade Group, while two-thirds of 
 them are as inaccurate as the lowest quarter of the Grade Group. 
 The percentiles of the Grade Group also correspond closely to 
 those of the C. 15, if one bears in mind the basis for the estima- 
 tion of the latter and that their percentiles in consequence 
 sometimes fall below or above any actual score. In ability to 
 form these simple logical associations, then, the Grade Group 
 equals the working girl of fifteen, but has not developed beyond 
 the point attained by her at that age. Neither have the College 
 Maids outdistanced the working girls; their 25th percentile 
 record is identical, the median only slightly better, and the 75th 
 percentile a little poorer than the C. 15. 
 
 It is true, as Dr. Woolley points out, that there is a close 
 correspondence among normal individuals between the accur- 
 acy of their response and the time involved. There is also a 
 very high positive correlation between the rank in time and in 
 accuracy for the Reformatory subjects (r = -j- .83, P.E. = .029) 
 but, more of them attain a degree of accuracy equal to the best 
 and intermediate standard scores than equal their quickest and 
 intermediate scores in time. Moreover, the time scores for
 
 EXPERIMENTAL DATA AND RESULTS 153 
 
 those of our subjects whose accuracy corresponds to that of 
 a given range among the standard group are longer than theirs, 
 and these absolute differences in time become greater as the 
 accuracy decreases. To take a concrete example, the accuracy 
 of the eighteenth subject (arranged in the order of the per cent, 
 correct) has lost only 10 per cent, of the accuracy of the best 
 subject, whereas the eighteenth individual in the series ranked 
 with respect to the time has increased her time score by 76 per 
 cent, of the time consumed by the quickest individual. 
 
 On the basis of variation in accuracy, however, individual 
 differences are more marked in this test than in the accuracy 
 scores of any other of the tests of the Bureau of Vocational 
 Guidance. If one also takes into account the variation in the 
 time of performance, in so far as to arrange all identical accur- 
 acy scores in the order of their rank in time, the test has a high 
 positive correlation with the native ability of the Bedford 88, 
 as estimated by the Director of the industrial school of the 
 Reformatory after she had worked with this group of women 
 for from eighteen months to two years. This correlation is 
 r = + .79, P.E. = .026. 
 
 The name of each subject was written on a separate card. These were 
 given to Miss Murphy, the Director, so arranged that rather more of the intel- 
 ligent than of the unintelligent came first. To let the division of groups 
 begin at the top and work down we hoped would check the error that might 
 arise from a habit we have in the institution of giving the duU individuals the 
 benefit of all doubt. That the cards were arranged in this way, Miss Murphy 
 of course, was not aware; neither did she know what tests we had given this 
 group nor that we wished the Ust for pm^oses of correlation. She was told 
 merely that there were a series of girls of whom we wished her estimate and 
 was asked to divide them into four groups according to native intelligence, 
 as based on the relative fitness each had displayed to profit by the opportunity 
 for training offered by the institution. We suggested that she think of them 
 in terms of the effort required, provided each had received the same training 
 previous to commitment to Bedford, to give each the minimmn of schoohng 
 and industrial training sufficient to prepare them for parole. We suggested 
 that she might consider also, which ones, other things being equal, would make 
 the best use of this training during parole and thereafter. We were interested to 
 note that she did not divide them into four equal groups. We had intended 
 that the fom- groups should be separated by the median and the 25th and 75th 
 percentiles. But it was not her habit to consider the inmates statistically, and 
 we were glad, after all, that she made her divisions on the basis of those used in 
 the school classification — good, fair, poor and too-stupid-to-leam. The result 
 was a small group which she called the best, two slightly larger groups of equal 
 numbers whom she said were fair and dull respectively, and a large group — 
 about one-third of the total — whom she said ranged from very dull to feeble- 
 minded. Her classification of them into natural, qualitative groups thus was
 
 154 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 really a bimodal distribution, like that of the curves for the Bedford 88 in this 
 and the other tests. After this classification had been made, we asked that 
 the individuals in each group be arranged in the order of their individual 
 
 merits. , ^ , i • l . i 
 
 Since Miss Murphy has entire charge, not only of the teaching but also of 
 the placing of the women in the institution, we felt that her estimate of these 
 subjects would be the most rehable measure we could obtain of their native 
 intelligence, their relative industrial efficiency, and then- capacity to learn. 
 Some she had placed in the "book school" — grammar-school classes — , others 
 in cooking, sewing, waitress and model classes; others were assigned to the 
 farm to do out-door work, others to the kitchens of the various cottages as 
 cooks and waitresses. One was appointed assistant to the book-keeper, 
 another errand girl in the office, still others to weigh and divide supplies in the 
 store room, etc. AU were usually put in school for some portion of their 
 time. To divide and subdivide the population successfully, so as to let the 
 necessary work of the institution go on smoothly and at the same time to 
 give each individual a maximum of the sort of training she most needs, pre- 
 supposes considerable understanding of the inmates and of their needs and 
 possibiUties. 
 
 That a test which can be given in five or ten minutes to an 
 inmate during the first two weeks of her sojourn in the Reforma- 
 tory will correlate so uniformly with her proved capacity at 
 the end of eighteen months in the institution is a definite and 
 hopeful step toward indicating the usefulness of a clearance 
 house for the sifting of women convicted of crime before their 
 sentence is decided upon. 
 
 This correlation, + .79, is high as it stands, and there are 
 several factors which could easily be controlled another time 
 that would make it probably as high as + .90. For one thing, 
 about a tenth of the Bedford 88 had not come under Miss 
 Murphy's direct supervision and these had to be judged indi- 
 rectly from matrons' reports. There were two who were pro- 
 nounced insane shortly after entrance and transferred, and another 
 who was discharged early, before any institution officer felt 
 sure of an opinion of her. It is the differences in rank ac- 
 corded to these ten which are responsible for some of the larg- 
 est variations from the rank of the test. These could be 
 avoided if it were known from the first that an estimate of all 
 the girls would later be required. Then, there are at least two 
 factors in the method of scoring the test where a modification 
 would make its diagnosis of the inmates more rehable. These 
 are: (1) the redistribution, under standardized conditions, of 
 the per cent, of credit to be given each word — a device whereby 
 more credit would be given to the more difficult opposites and
 
 EXPERIMENTAL DATA AND RESULTS 
 
 155 
 
 TABLE 44. 
 
 Rank of 20 Easy Opposites in Order of Difficulty for Bedford 
 
 College Maids. 
 
 
 Bedford 88 
 
 Stimulus 
 
 College Maids 
 
 Stimulus 
 
 
 
 
 
 
 
 
 Ran 
 
 i Failures 
 
 Errors 
 
 
 Rank 
 
 Failures 
 
 Errors 
 
 Similar 
 
 1 
 
 82.9 
 
 6.8 
 
 Similar 
 
 1. 
 
 55. 
 
 16.5 
 
 Peace 
 
 2 
 
 68.2 
 
 13.6 
 
 Peace 
 
 2. 
 
 50. 
 
 11.1 
 
 Prompt 
 
 3 
 
 67.0 
 
 11.4 
 
 Prompt 
 
 3. 
 
 49.5 
 
 0. 
 
 Rapid 
 
 4 
 
 53.4 
 
 0. 
 
 False 
 
 4. 
 
 38.5 
 
 5.5 
 
 False 
 
 5 
 
 48.9 
 
 5.7 ; 
 
 Rapid 
 
 5. 
 
 33.0 
 
 5.5 
 
 Few 
 
 6 
 
 38.6 
 
 10.2 
 
 Soft 
 
 6. 
 
 27.5 
 
 5.5 
 
 Narrow- 
 
 8 
 
 34.1 
 
 0. 
 
 Enemy 
 
 7. 
 
 27.5 
 
 0. 
 
 Enemy 
 
 8 
 
 34.1 
 
 0. 
 
 Sorry 
 
 8. 
 
 22. 
 
 0. 
 
 Sorry 
 
 8 
 
 34.1 
 
 0. 
 
 TaU 
 
 9. 
 
 16.5 
 
 22. 
 
 Rough 
 
 10 
 
 31.8 
 
 11.4 
 
 Evening 
 
 10.5 
 
 16.5 
 
 5.5 
 
 Stout 
 
 11 
 
 31.8 
 
 0. 
 
 Narrow 
 
 10.5 
 
 16.5 
 
 5.5 
 
 Evening 
 
 12 
 
 28.4 
 
 12.5 
 
 Few 
 
 12.5 
 
 16.5 
 
 0. 
 
 Soft 
 
 13 
 
 23.9 
 
 7.9 
 
 Rough 
 
 12.5 
 
 16.5 
 
 0. 
 
 Sick 
 
 14 
 
 23.9 
 
 2.3 
 
 Stout 
 
 14.5 
 
 11.0 
 
 0. 
 
 Black 
 
 15 
 
 20.5 
 
 0. 
 
 Go9d 
 
 14.5 
 
 11.0 
 
 0. 
 
 TaU 
 
 16 
 
 19.3 
 
 21.6 
 
 Inside 
 
 16. 
 
 5.5 
 
 5.6 
 
 Big 
 
 18 
 
 17.0 
 
 1.1 
 
 Sick 
 
 18. 
 
 5.5 
 
 0. 
 
 Poor 
 
 18 
 
 17.0 
 
 1.1 
 
 Poor 
 
 18. 
 
 5.5 
 
 0. 
 
 Good 
 
 18 
 
 17.0 
 
 1.1 
 
 Black 
 
 18. 
 
 5.5 
 
 0. 
 
 Inside 
 
 20 
 
 13.6 
 
 4.5 
 
 Big 
 
 20. 
 
 0. 
 
 0.
 
 156 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
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 EXPERIMENTAL DATA AND RESULTS 157 
 
 less to the easier ones, and (2) a better method of estimating 
 the actual time consumed in securing any given number of cor- 
 rect associations. 
 
 An obvious thing about this list is the unequal difficulty 
 of its several words, at least for such groups as the Bedford 88 
 and College Maids. Table 44 gives the twenty words in the 
 order of their difficulty as signified by the total per cent, who 
 fail to give the correct response to each. It seems as though 
 more than an equal amount of credit ought to be given for 
 writing the opposite of "similar" than for the opposite of "in- 
 side." There is, moreover, a direct correlation between dimin- 
 ishing intelligence as measured by school grade and per cent, who 
 fail to find the opposite of any given word. (See Table 45.) 
 
 A few words of greater difficulty among a series of less difficult 
 ones has the advantage of not presenting too completely dis- 
 couraging a list. The establishment of a standard list made 
 up of groups of words of varying difficulty which would measure 
 ability of widely disparate orders would be exceedingly useful 
 for clinical purposes. 
 
 The time element is somewhat complicated by the fact that 
 a careless individual will not stop to think about a word that 
 presents the least difficulty, while the painstaking individual 
 with more stable attention and better powers of concentration 
 may spend the full allowance of thirty seconds on each difficult 
 word. This is as it should be when she succeeds in finding the 
 right opposite, but too frequently she only effects an increased 
 time score. At best the gain of 5 per cent, accuracy does not 
 seem to compensate the loss of thirty seconds of time. This 
 might be equalized by adding thirty seconds for every word 
 omitted were it not that it would penalize wrongfully those 
 instances when a word is straightway left by a more intelligent 
 girl, who realizes at a glance that she does not know its mean- 
 ing and so passes on. It is not always possible to tell whether 
 the rapid passing over of words is due to carelessness or due to 
 a quick and sure sense of what one doesn't know. To add 
 thirty seconds would be to obscure the differences between these 
 latter and the girl who does not recognize when she does not 
 know a word, who stupidly sits and stares at it until told to
 
 158 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 go on. The writer is inclined to believe that the best adjustment 
 of these time scores would be to record the time spent upon each 
 word that is omitted and subtract it from the total time. The 
 time would then be actually commensurate with the accuracy. 
 In any case, as it stands, this test of ability to give the op- 
 posites to a printed list of twenty words bids fair to have value 
 in diagnosis as a basis for estimating the degree of an individual's 
 native intelligence. In fact, with respect to immediate use- 
 fulness and practical significance one of the most important 
 outcomes of this investigation is the high correlation between 
 the control of these simple logical associations and the institu- 
 tion's estimation of relative efficiency at the end of the training 
 period and at the time for parole.
 
 CHAPTER IV. 
 
 Tests Continued 
 
 It seems best at this point to interrupt the comparison of the 
 Reformatory women with the working girls in order to present a 
 number of tests, not in the series of the Bureau of Vocational 
 Guidance. These additional tests establish norms for the Bed- 
 ford 88 in several important characteristics — facilit}^ and quality 
 of reading and hand-writing, ability to follow easy and hard 
 drections, intelligent vs. haphazard or blind methods of solving 
 aiproblem, etc. The time of the College Maids which was at 
 our disposal was limited but norms were determined for them in 
 as many of these tests as was possible. The chapter may be 
 omitted without disturbing the continuity of the rest of the 
 study. 
 
 Some of these tests are those of the Juvenile Psychopathic 
 Institute of Chicago. Their extensive use by Healy and their 
 standardization for normal children by his former assistant, Dr. 
 Clara Schmitt, furnish norms in terms of which the criminal 
 woman may be compared with the recidivists of the Juvenile 
 Court and with the pupils in the first six grades in "a certain 
 
 large private school attended by children from unusually 
 
 intelligent families." 
 
 i\Iost of these tests were carried over from a series previously 
 given to the 200 women mentioned above, to whom the 
 Binet tests had been given. This was done chiefly to make 
 certain that the 88 women, in terms of whom we were comparing 
 the criminal woman with the working girl, were a representative 
 group: it seemed safe to assume that if the distribution, norms 
 and range of their scores were like those of the Binet 200 in a 
 number of fundamental respects, their norms in the tests of the 
 Bureau of Vocational Guidance would not differ materially 
 from those of a much larger series of inmates. 
 
 * Healy, Wm., The Individual Delinquent; Little, Bro'mi & Co., 1915, p. 106. 
 
 1.59
 
 160 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Section I. Facility and Character of Handwriting. 
 
 Inasmuch as it was important to have some fixed measure of 
 the handwriting of the Bedford 88, one of the tests chosen as a 
 basis for the comparison of them with the Binet 200 was that of 
 the rapidity and the quahty of their handwriting. Each of the 
 latter had been requested to write from dictation the phrase 
 "The pretty httle girl." This phrase was selected, not because 
 of its merit as a writing test, but because it was in use at Vine- 
 land as a rough measure of the ability of the feeble-minded to 
 write, with whom we had thought in the beginning to compare 
 the writing of the Binet 200. The phrase is short, but has 
 served the purpose of measuring handwriting better than might 
 be expected. 
 
 The directions were: "Please write for me here — pointing to 
 a place on the back of one of the unruled record cards — ^'The 
 pretty little girl,' 'The — pretty — little — girl', "If the subject said 
 "I can't spell" or "I can't write very well," we said, "That's 
 all right, just do the best you can." If she asked how to spell 
 "pretty" or "little" or "girl," we said : "Do the best you can with 
 it yourself and I'll tell you about it afterwards." The time was 
 taken from the instant the pen touched the paper until the last 
 word was completed. It was so uncertain whether the subject 
 was going to put a period after the phrase or not that time was 
 recorded the moment the last word was finished. The test was 
 given before any of those in which the subject was asked to 
 work rapidly and the watch was not in evidence; the phrase 
 was thus written at a "natural" rate. 
 
 The samples of writing of the Bedford 88 and the College 
 Maids have been graded by the Thorndike measuring scale^ 
 of handwriting. The writing of the Reformatory women so 
 little resembled the samples of Thorndike's adult scale that his 
 scale for children from grades 5 to 8 was taken as the standard. 
 The College Maids' writing was graded by the children's scale 
 for purposes of comparison, although they wrote more like the 
 samples of the adult scale. The samples of the Bedford 88 
 
 ^ Thorndike, Edward L. : Handwriting, Teachers College, Columbia Univer- 
 sity, 1912.
 
 TESTS CONTINUED 161 
 
 were also graded by the Ayres' scale- to compare them with 
 the Binet 200 who had been checked in terms of the latter scale. 
 Ayres' scale is also based, it will be recalled, on the writing of 
 children in the "upper grammar grades." These scales permit 
 us to compare the records of the Reformatory women from a 
 new angle with those of pupils in the 5th to 8th grades. 
 
 Results: The surface of frequency of the distribution of the 
 Bedford 88 and the Binet 200 among the various degrees of 
 legibility of the Aj'res' scale are nearly coincident (see columns 
 1 and 2, Table 46). The percentiles are identical (see Table 47). 
 The smaller group of 88, apparently, is as typical of the criminal 
 woman as is the larger group, so far as the measurement of the 
 legibility of their handwriting is concerned. 
 
 The quality of the handwriting of the Binet 200, as measured 
 by the Ayres' scale, has been analyzed into groups of the differ- 
 ent mental ages (Table 48). The mental ages of the Binet 200 
 were obtained by the use of the Goddard 1911 adaptation of the 
 Binet tests. 
 
 They were originally calculated before the more recent changes 
 in the marking of some of the tests had been indicated by the 
 Vineland Laboratory. Though we have since changed the 
 Binet ages in accordance with the revised method it does not 
 seem worth while to re-edit those tables which had already been 
 compiled in terms of the old distribution. The two distributions 
 of the 200 subjects among the Binet ages according to the 
 earlier and the later marking differ only slightly with respect 
 to the total number at each age. 
 
 
 Original Marking. 
 
 Final Marking 
 
 ital Age 
 
 Distribution of 
 
 Distribution of 
 
 Subjects 
 
 Subjects 
 
 12 
 
 1 
 
 
 
 11 
 
 48 
 
 54 
 
 10 
 
 74 
 
 70 
 
 9 
 
 47 
 
 47 
 
 8 
 
 13 
 
 12 
 
 7 
 
 15 
 
 15 
 
 6 
 
 2 
 
 2 
 
 The percentiles for rapidity, legibility and quality of the 
 writing of the Reformatory groups and of the College Maids are 
 given in Table 47. 
 
 Ayres, L. P. A Scale Jor Measuring the Quality of Handwriting of School 
 Children. New York, Russell Sage Foundation, 1912.
 
 162 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 46.* 
 
 Distribution of the Binet 200 and the Bedford 88 and Sub-Groups 
 
 WITH Respect to the Legibility of Their Handwriting as 
 
 Measured by the Ayres' Scale. 
 
 
 
 
 
 
 
 
 Below-Grade 
 
 
 Binet 200 
 
 Bedford 88 
 
 Grade Group 
 
 Group 
 
 Scale 
 
 
 
 
 
 
 
 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. Per Cent. 
 
 Failure 
 
 14 
 
 7.0 
 
 8 
 
 9.1t 
 
 
 
 0.0 
 
 8 23.5 
 
 20— 
 
 
 
 0.0 
 
 
 
 0.0 
 
 
 
 0.0 
 
 0.0 
 
 20 
 
 12 
 
 6.0 
 
 7 
 
 8.0 
 
 
 
 0.0 
 
 7 20.6 
 
 30 
 
 13 
 
 6.5 
 
 6 
 
 6.8 
 
 1 
 
 1.8 
 
 5 14.7 
 
 40 
 
 37 
 
 18.5 
 
 21 
 
 23.8 
 
 14 
 
 26.8 
 
 7 20.6 
 
 50 
 
 61 
 
 30.5 
 
 24 
 
 27.2 
 
 19 
 
 35.2 
 
 5 14.7 
 
 60 
 
 43 
 
 21.5 
 
 18 
 
 20.4 
 
 16 
 
 29.0 
 
 2 5.9 
 
 70 
 
 10 
 
 5.0 
 
 3 
 
 3.4 
 
 3 
 
 5.5 
 
 0.0 
 
 80 
 
 9 
 
 4.5 
 
 1 
 
 1.1 
 
 1 
 
 1.8 
 
 0.0 
 
 90 
 
 1 
 
 0.5 
 
 
 
 0.0 
 
 
 
 0.0 
 
 0.0 
 
 Total 
 
 200 
 
 88 
 
 54 
 
 34 
 
 * These estimated qualities of writing represent the average judgment of 
 three competent judges. 
 
 t In the Binet series when the subject could not WTite from dictation, we 
 let her copy "The httle Paul" and graded her writing on this phrase. This, 
 unfortvmately, was not done for the Bedford 88, so naturally those who could 
 not write from dictation are included in the failure group, despite the fact 
 that those with legitimate language handicaps had akeady been excluded 
 from the Bedford 88. 
 
 TABLE 47. 
 
 Percentiles of the Handwriting of the Binet 200, the Bedford 88 
 and Sub-Groups and College Maids. 
 
 
 
 
 
 
 Limits 
 
 
 
 Group 
 
 25th 
 
 Median 
 
 75tli 
 
 , ^y — 
 
 -, 
 
 
 
 
 
 
 Upper 
 
 Lower 
 
 Is 
 c 
 
 m 
 
 Binet 200 
 Bedford 88 
 Grade Group 
 Below-Grade Group 
 
 60 
 60 
 60 
 50 
 
 50 
 50 
 50 
 30 
 
 40 
 40 
 40 
 20 
 
 90 
 80 
 80 
 60 
 
 Failure 
 Failure 
 
 30 
 Failure 
 
 < 
 
 
 
 
 
 
 
 m 
 
 Bedford 88 
 Grade Group 
 Below-Grade Group 
 College Maids 
 
 13 
 13 
 11 
 14 
 
 11 
 
 12 
 
 9-8 
 
 12 
 
 9 
 11 
 
 6 
 12 
 
 16 
 16 
 14 
 15 
 
 Failure 
 
 9 
 
 Failure 
 
 10 
 
 
 
 
 
 
 
 
 Time of 
 
 writing 
 
 phrase in 
 
 seconds 
 
 Bedford 88 
 College Maids 
 
 11 
 9 
 
 14.8 
 12.6 
 
 19.3 
 14.2 
 
 7 
 7 
 
 72.4* 
 19 
 
 * Eight failures.
 
 TESTS CONTINUED 
 
 163 
 
 TABLE 48. 
 
 The Distribution of the Various Mental Ages of the Binet 200 with 
 Respect to the Legibility of their Handwriting. 
 
 Scale 
 
 11 yrs. 
 
 10 yrs. 
 
 9 JTS. 
 
 8 yrs.' 
 
 7 yrs. 
 
 6 yrs. 
 
 Failure 
 
 
 
 
 
 1 
 
 2 
 
 7 
 
 
 
 20— 
 
 
 
 
 
 
 
 1 
 
 3 
 
 
 
 20 
 
 
 
 1 
 
 6 
 
 1 
 
 4 
 
 
 
 30 
 
 1 
 
 2 
 
 9 
 
 1 
 
 
 
 
 
 40 
 
 2 
 
 18 
 
 10 
 
 4 
 
 1 
 
 2 
 
 50 
 
 22 
 
 25 
 
 12 
 
 2 
 
 
 
 
 
 60 
 
 15 
 
 20 
 
 7 
 
 1 
 
 
 
 
 
 70 
 
 5 
 
 3 
 
 2 
 
 
 
 
 
 
 
 80 
 
 8 
 
 1 
 
 
 
 
 
 
 
 
 
 90 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 Total 
 
 54 
 
 70 
 
 47 
 
 12 
 
 15 
 
 2 
 
 Seventy-five per cent, of the Bedford 88 write this phrase 
 of 19 letters at least as rapidly as 1 letter per second. (See original 
 scores, p. 45.) Thorndike finds rapidity "in itself" to be a 
 good sign. Certainly, slowness proves a bad sign, since the 
 slowest quarter of the Bedford 88 includes only one specimen 
 better than Sample 9, one-third of those who write as poorly 
 as 9, and all but one of those who write less well than this. 
 
 There is very little difference in legibility, according to Thorn- 
 dike, above Quahty 11. Sixty-two and five-tenths per cent, of 
 the Bedford 88 and 85 per cent, of the College Maids write as 
 well as this or better, and at a rate not slower than 1 letter per 
 second. Forty-seven and seven-tenths per cent, of the former 
 and 80 per cent, of the latter write as rapidly as this and at 
 least as well as Quality 12, which Thorndike characterizes as 
 "a good plain hand" entirely adequate "for writing cash checks, 
 simple book entries, labels and the like."^ Twenty-eight and 
 four-tenths per cent, of the Bedford 88 and 45 per cent, of the 
 College Maids write as well as Quality 13, at a rate of 1 letter 
 per second — a point at which Thorndike would advise the trans- 
 fer of a child in the grades to training in typewriting. 
 
 As in the tests of the Bureau of Vocational Guidance, so here 
 in quality of writing, there is a close correspondence between the 
 records of the Reformatory women of the Grade Group and the 
 
 ' Op. cit., p. 37.
 
 164 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 records of the children actually in those grades from which our 
 Grade Group left school. The median for the Grade Group is 
 Quality 12, which we estimate from the data Thorndike gives 
 on page 30, is the median for his 7th and 8th grades. The rate 
 at which this group of our subjects write is also comparable to 
 that of Thorndike's children in corresponding grades. Thorn- 
 dike states that Quality 7 is nearly the worst of the 5th grade 
 samples and Quality 17 nearly the best writing of the 8th grade. 
 The poorest quality for the Grade Group is 7, the best 16. 
 
 The Below-Grade Group is, as usual, distinctly inferior. 
 Their median quality is 8.5, their median time one-half second 
 per letter slower than that of the Grade Group. Moreover, of 
 the above mentioned 47.7 per cent, who write "entirely ade- 
 quately," 85 per cent, are of the Grade Group, only 15 per cent, 
 of the Below-Grade Group. Or, stated in terms of the two 
 groups themselves, 66 per cent, of the Grade Group but only 
 17.6 per cent, of the Below-Grade Group write well enough and 
 with facility enough to be good cash girls. Of the remaining 
 third of the Grade Group only 5.4 per cent, write more slowly 
 than 1 letter per second. Of the Below-Grade Group 50 per 
 cent, either write more slowly than this or cannot write at all. 
 With respect to the quality of their writing, measured by the 
 Thorndike scale, none of the Grade Group write as poorly as 
 the poorer 50 per cent, of the Below-Grade Group, and only 
 13 per cent, of the former fall within the range of the poorest 
 73.5 per cent, of the latter. Besides not overlapping at the poor 
 end, only 5 per cent, of the Below-Grade Group come within 
 the range of the best 41.6 per cent, of the Grade Group (Table 49). 
 It is interesting to note in the light of recent comparisons of the 
 two scales that these per cents are about the same for the degree 
 of overlaping of the two groups when measured by the Ayres' 
 scale (Table 46). In terms of the latter none of the Grade 
 Group write as poorly as the poorest 44.1 per cent, of the Below- 
 Grade Group, and only 1.8 per cent, of them fall within the range 
 of the poorest 58.8 per cent, of the latter. Besides not over- 
 lapping at the poor end, only 5.9 per cent, of the Below-Grade 
 Group by this scale, too, overlap the better 36.3 per cent, of 
 the Grade Group.
 
 TESTS CONTINUED 
 
 165 
 
 TABLE 49. 
 
 Distribution of Bedford 88 and Sub-Groups, and College Maids 
 WITH Respect to the Quality of their Handwriting as 
 Measured by the Thorndike Scale.* 
 
 
 
 
 
 
 
 Below-Grade 
 
 
 College Maids 
 
 Bedford 88 
 
 Grade 
 
 Group 
 
 Group 
 
 Quality 
 
 
 
 
 
 
 
 
 No. 
 
 Per Cent. 
 
 No. Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. Percent. 
 
 Failure 
 
 
 
 8 9.1 
 
 
 
 8 23.5 
 
 4 
 
 
 
 0.0 
 
 
 
 0.0 
 
 5 
 
 
 
 0.0 
 
 
 
 0.0 
 
 6 
 
 
 
 2 2.3 
 
 
 
 2 5.9 
 
 7 
 
 
 
 3 3.4 
 
 
 
 3 8.8 
 
 8 
 
 
 
 4 4.5 
 
 
 
 4 11.8 
 
 9 
 
 
 
 15 17.0 
 
 7 
 
 13.0 
 
 8 23.5 
 
 10 
 
 3 
 
 15.0 
 
 1 11 
 
 1 
 
 1.8 
 
 0.0 
 
 11 
 
 1 
 
 5.0 
 
 13 14.8 
 
 10 
 
 18.5 
 
 3 8.8 
 
 12 
 
 7 
 
 35.0 
 
 17 19.3 
 
 13 
 
 24.1 
 
 4 11.8 
 
 13 
 
 4 
 
 20.0 
 
 11 12.5 
 
 10 
 
 18.5 
 
 1 2.9 
 
 14 
 
 2 
 
 10.0 
 
 6 6.8 
 
 5 
 
 9.3 
 
 1 2.9 
 
 15 
 
 3 
 
 15.0 
 
 7 8.0 
 
 7 
 
 13.0 
 
 0.0 
 
 16 
 
 
 
 0.0 
 
 1 1.1 
 
 1 
 
 1.8 
 
 0.0 
 
 Totals 
 
 20 
 
 
 88 
 
 54 
 
 34 
 
 * These estimated qualities of writing represent the average judgment of 
 three competent judges. 
 
 The poorer character of the writing of the Below-Grade Group 
 must be explained more largely in terms of unequal ability, or 
 incentive to learn, etc., than as a result of unequal opportunity. 
 They attended school almost as many years as the Grade Group 
 and the percentiles of the number of years of retardation which 
 stand to their credit best tells of their failure to profit by their 
 
 training. 
 
 25th Median 75th 
 
 Below-Grade Group Z14 5 7 
 
 Grade Group 1 2 
 
 Moreover, their rank in writing, as measured at entrance, 
 correlates -j- .70, P. E. .039, with their rank in native intelligence 
 estimated after eighteen months of individual drill in the indus- 
 trial and grammar school of the Reformatory. In this rating 
 of their native intelligence, facility in reading and writing did 
 not count for more than their share. Corrections were made for
 
 166 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 those who had had Hmited opportunity to learn before coming 
 to Bedford, and more weight was given to the abihty to learn 
 which each displayed in the institution school than to actual 
 attainment at entrance. As the school principal arranged the 
 women in order of merit, she said: "This girl has good native 
 abihty, she is making excellent progress in school. She is 
 ignorant and untrained and could not read or write at entrance, 
 but she didn't have the chance to learn which most of the others 
 had when she was younger. I've put her among the best in 
 native ability." In a number of instances she rated low a 
 woman who could read and write well because "she is dull, not 
 only in 'book school,' but is stupid and inefficient in industrial 
 classes as well." On such a basis of ranking there could not be 
 so high a co-efRcient as + .70 if many of those who wrote well 
 at entrance had proved otherwise dull or if more than a few of 
 those who could not write at entrance had proved themselves 
 among the best in learning ability. Of course, it must be re- 
 membered that the 12 per cent, with language handicaps had 
 already been eliminated from the 100 to whom the Bedford 88 
 belong. 
 
 As bearing upon the question of what part skill in writing 
 plays in ranking in the opposites test, the fact that the correla- 
 tion between opposites and writing is less than between oppo- 
 sites and native ability is worth noting. 
 
 Writing and native ability r = + . 70, P. E. .039 
 
 Writing and opposites accuracy r = + . 63, P. E. . 046 
 
 Opposites and native ability r = + .79 
 
 Section 2. Ra-pidity and Character of Reading. 
 
 The passage selected as a test for ability to read, like the 
 writing test, was carried over from the series of tests given to the 
 Binet 200. Choice, again, had fallen originally upon a passage 
 in use at Vineland to admit if desired, a comparison of the reading 
 ability of the criminal woman with that of the feeble-minded. 
 
 NEW YORK I JUNE 5. 
 
 A hig flood \ at Caye Maij \ last week \ sivept aivay \ five | boats | 
 full I of fish |. A little hoy \, the son | of a fisherman |, was 
 carried out I to sea I.
 
 TESTS CONTINUED 167 
 
 While trying \ to save | him | a man | in a row boat \ was washed \ 
 overboard | and nearly drowned \. The child| was saved|.^ 
 
 Memory for isolated ideas was estimated by giving a credit 
 of 4 per cent, to each of the unit ideas (separated by bars above) 
 which was recalled. A value of 2 per cent, or half-credit, was 
 given when only one of the italicized words within a bar was 
 recalled. Unessential words, if omitted, involved no loss. 
 
 The directions were: "Please read this aloud for me." The 
 time required for reading the passage was recorded, but not to 
 the subject's knowledge. When the reading was concluded, 
 the subject was asked, without warning, to recall what she could: 
 "Tell me all you can remember of what you just read. What 
 was it about?" The reply was taken down verbatim. When 
 the subject had finished with a free recital, unless she had recalled 
 all of the unit ideas, we said: "Are you sure that's all? Think 
 again and maybe you will think of something else." If she said: 
 "I can't," we replied: "Oh try! You may surprise yourself 
 and remember several more things." 
 
 Results: (1) In Table 50 Columns 1 and 2 point to a close 
 correspondence between the Bedford 88 and the Binet 200 in 
 rapidity of reading. Upon the whole the Bedford 88 read a little 
 better than the Binet 200, but this is probably accounted for by 
 the omission from their ranks of all those who could have read 
 better in their own language than in English and of all those who 
 had not been in America long enough to learn to read English. 
 So, as with ability to write, it seems that in ability to read the 
 Bedford 88 differ little from the range and distribution of the scores 
 of the longer series of 200 and may be considered to be as repre- 
 sentative of the criminal woman, accordingly, as a group three 
 times its size. The percentiles for the character of their reading 
 are identical for the two groups (Table 51). 
 
 (2) With respect to the criminal woman's ability to read, on 
 the basis of the Bedford 88, we may safely assume that 71.5 
 per cent, read at least "satisfactorily," i. e., are able to pronounce 
 correctly all the words of a passage no more difficult than the 
 
 ^Henry H. Goddard, The Binet-Simon Measuring Scale for Intelligence, 
 The Training School, 1911, p. 16.
 
 168 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 50. 
 
 Distribution of Binet 200, Bedford 88 and Sub-Grottps with Respect 
 TO Time Required to Read Standard Passage. 
 
 Time 
 Sec. 
 
 Binet 200 
 No. Percent. 
 
 Bedford 88 
 No. Percent. 
 
 Grade Group 
 No, Percent. 
 
 Below-Grade 
 
 Group 
 
 No. Per Cent. 
 
 9-10 
 11-12 
 13-14 
 15-16 
 17-18 
 18+ 
 
 13 
 28 
 39 
 48 
 9 
 63 
 
 6.5 
 14.0 
 19.5 
 24.0 
 
 4.5 
 31.5 
 
 6 
 
 18 
 
 13 
 
 17 
 
 3 
 
 1 ^1 
 
 6.8 
 20.5 
 14.8 
 19.3 
 
 3.4 
 35.2 
 
 6 11.1 
 
 16 29.6 
 
 12 22.2 
 
 11 20.4 
 
 3 5.6 
 
 6 11.1 
 
 0.0 
 2 5.9 
 
 1 2.9 
 6 17.7 
 0.0 
 
 25 73.5 
 
 Totals 
 
 200 
 
 
 ; 88 
 
 
 54 
 
 34 
 
 Those over 18 seconds analyzed further : 
 
 19-31 
 
 16 
 
 8.0 
 
 10 
 
 11.4 
 
 5 9.3 
 
 6 
 
 17.6 
 
 32^4 
 
 10 
 
 5.0 
 
 3 
 
 3.4 1 2 
 
 5.9 
 
 45-57 
 
 5 
 
 2.5 
 
 3 
 
 3.4 
 
 
 3 
 
 8.8 
 
 58-70 
 
 2 
 
 1.0 
 
 1 
 
 1.1 
 
 
 1 
 
 2.9 
 
 70+ 
 
 5 
 
 2.5 
 
 3 
 
 3.4 
 
 1 1.9 
 
 2 
 
 5.9 
 
 Few words only 
 
 8 
 
 4.0 
 
 2 
 
 2.3 
 
 
 2 
 
 5.9 
 
 Own lang. only 
 
 
 
 0.0 
 
 2 
 
 2.3 
 
 
 2 
 
 5.9 
 
 Can't read 
 
 17 
 
 8.5 
 
 7 
 
 8.0 
 
 
 7 
 
 20.6 
 
 Totals 
 
 63 
 
 
 31 
 
 
 6 
 
 25
 
 TESTS CONTINUED 
 
 169 
 
 TABLE 51. 
 
 Percentiles for Reading op Binet 200, Bedford 88 and Sub-Groups 
 AND College Maids. 
 
 
 Group 
 
 25th 
 
 Median 
 
 75th 
 
 ^.s . 
 
 Binet 200 
 
 13-14 
 
 15-16 
 
 19-31 
 
 ''S ?J s 
 
 Bedford 88 
 
 11-12 
 
 15-16 
 
 19-31 
 
 S s ^ 
 
 Grade Group 
 
 11-12 
 
 13-14 
 
 15-16 
 
 (^■^ 
 
 Below-Grade Group 
 
 15-16 
 
 32-^ 
 
 A little in o'rni lang. only 
 
 
 College Maids 
 
 11 
 
 14 
 
 16 
 
 IP a 
 
 Binet 200 
 
 WeU 
 
 Correct 
 
 Poor 
 
 
 Bedford 88 
 
 Well 
 
 Correct 
 
 Poor 
 
 P 
 
 Grade Group 
 
 WeU 
 
 Correct 
 
 Correct 
 
 -S^ 
 
 Below-Grade Group 
 
 Fair 
 
 Poor 
 
 A little in owa lang. only 
 
 Q o 
 
 College Maids 
 
 WeU 
 
 Correct 
 
 Correct 
 
 
 Binet 200 
 
 44 
 
 32 
 
 24 (Limits 76— 0) 
 
 i '2 
 
 Bedford 88 
 
 44 
 
 32 
 
 22 (Limits 72— 0) 
 
 o ^ 
 
 Grade Group 
 
 44 
 
 36 
 
 28 (Limits 72—12) 
 
 
 Below-Grade Group 
 
 32 
 
 25 
 
 (Limits 68— 0) 
 
 O'-- iS 
 . 03 CO 
 
 College Maids 
 
 
 No data 
 
 
 §3^^^ 
 
 20 Woman Students 
 
 
 
 
 Ph Ph 
 
 Normal College* 
 
 56 
 
 50 
 
 36 (Limits 72—24) 
 
 * These Normal CoUege women would score still better than the Reforma- 
 tory women if the thought of the passage as a whole were measured instead 
 of the detached unit ideas.
 
 170 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 above and will omit nothing. Fifteen and nine-tenths per cent, 
 read poorly, stumble, hesitate and struggle with the passage as a 
 small child would, while 12.6 per cent, are unable to read in 
 any language or read only an occasional word in their own 
 language. Many of those who cannot read at all have been 
 too dull to learn even their letters (Table 52). Their ability 
 to comprehend the meaning of the words they can pronounqe 
 is another matter. The direction tests reported in the following 
 section indicate that both the Grade Group and the Below- 
 Grade Group comprehend much less rapidly than they are able 
 to read the text. 
 
 With respect to the rapidity with which the passage can be 
 read, it seems that 61.4 per cent, complete the reading in 16 
 seconds. The writer can read it in a comfortable, leisurely 
 fashion in 14 seconds. Certainly a normal adult ought to read it 
 in 17.2 The Maids read it in 11, 14 and 16 seconds, respectively, 
 at the 25th, Median and 75th percentiles. 
 
 (3) Both in quality and time the Grade Group read better 
 than the Below-Grade Group. Of the former, 83 per cent, 
 read either well or excellently, while onlj'^ 23.5 per cent, of the 
 Below-Grade Group are this successful. In time all but 16.7 
 per cent, of the Grade Group read the passage in 16 seconds 
 or less, whereas 73.5 per cent, of the Below-Grade Group require 
 longer than 18 seconds to read it. Certainly the Below-Grade 
 Group is less able to read simple, easy prose at a standard rate 
 with reasonable success than is the Grade Group. As in writing 
 this does not mean, however, that lack of opportunity for school- 
 ing is the main cause of their poorer success for 41.2 per cent, 
 of them went to school until they were fourteen, all but 35 per 
 cent, until they were at least thirteen and the 75th percentile 
 individual until she was eleven, long enough, manifestly, to 
 learn to read if she had kept up to grade. It is undoubtedly 
 true that some of the increased time of the Below-Grade Group 
 
 ''The percentiles for the reading of this passage by a group of twenty woman 
 students in a normal college were 13-15.3 and 17 seconds respectively. The 
 average was 15.1 seconds and the limits 10.2 and 19.2, respectively. Some, 
 however, read for dramatic effect, so that these figures do not represent natural 
 rates.
 
 TESTS CONTINUED 171 
 
 over the Grade Group in the opposites test, direction test," etc., 
 is due to less facility in reading, but in the light of their school 
 retardation, and of the fact that about the same percentage of 
 them are slower also in sorting cards in doing puzzles and 
 performing other tests in which reading plays no part, this limi- 
 tation in reading appears to be only another phase of the general 
 slowness and inefficienc}^ of this group. 
 
 (4) The correlation between the rate of reading and the native 
 ability of our subjects as judged by the principal of the institution 
 industrial school is r = + .67, P. E. = 042. 
 
 (5) For any wdio may be interested the distribution of the 
 groups of different mental ages of the Binet 200 is given with 
 respect to the rapidity with which the passage is read (Table 53). 
 
 (6) Aside from the fact that so many of the Reformatory 
 women read the passage wdth ease (71.5 per cent, at least "satis- 
 factory," 61.4 per cent, in 16 seconds or less), the most important 
 result of this test is the fact that they apprehend so little of 
 what they read. Further tests on this point are necessary and 
 are in progress. Their account of the passage is fragmentary, 
 and not exact. If the same facts are told to them, on the other 
 hand, they give a more accurate and complete account of the 
 flood, the boats of fish, the child who was in danger, etc. After 
 reading the passage the 25th percentile individual recalls only 
 44 per cent, of the unit ideas into which it has been divided, the 
 median only 32 per cent, and the 75th only 22 to 24 per cent. 
 (Table 51). We quote below a number of these accounts selected 
 at random from the Bedford 88. We have punctuated them to 
 imitate as well as possible their recital. 
 
 Subject 7 reads "well" in 15.6 sees. "On June 5th there was a great flood 
 at Cape Maj' and the fisherman was drowned I guess. Well anyway a man in a 
 rowboat and he saved the little child. Something was washed away. 
 
 Subject 66 reads "well" in 12.2 sees. "A flood and a fishemian's son was 
 drowned and a fisherman went to save him and a boat was thro'svTi over- 
 board. The fisherman was drowned — the child was saved." 
 
 Subject 26 reads "well" in 9.4 sees. "A Uttle child went out in a boat and 
 a man was washed overboard. She was a pretty Uttle child that went out to 
 sea." 
 
 Subject 85 reads "nicely" in 15.8 sees. "Something about a ship. A 
 child was saved, the man was overboard. Something about fish, ain't it? 
 Cape May." 
 
 Subject 9 reads "fairly" in 15.8 sees. " Probably the little boy was fishing 
 and fell overboard and so probably a fisherman came along and saved him. 
 The child was 5 years of age. It happened in New York June 5th."
 
 172 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 52. 
 E!stimated Reading Ability of Bedford 
 
 AND StJB-GrOTJPS. 
 
 
 
 
 
 
 
 
 
 
 
 
 Below- 
 
 
 
 
 
 
 
 
 
 
 
 
 Grade 
 
 Grade 
 
 
 
 Group 
 
 VIII 
 
 Grade 
 
 VII Grade 
 
 VI 
 
 Grrade 
 
 V Grade 
 
 Group 
 
 Group 
 
 Bedford 88 
 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 WeU* 
 
 5 
 
 38.5 
 
 8 
 
 50 
 
 5 
 
 31.3 
 
 2 
 
 22.2 
 
 20 
 
 37.0 
 
 2 
 
 5.9 
 
 ?2 
 
 25.0 
 
 Correct* 
 
 7 
 
 53.8 
 
 7 
 
 43.8 
 
 9 
 
 56.3 
 
 2 
 
 22.2 
 
 25 
 
 46.3 
 
 6 
 
 17.6 
 
 31 
 
 35.2 
 
 Fair* 
 
 
 
 0.0 
 
 1 
 
 6.3 
 
 2 
 
 12.5 
 
 2 
 
 22.2 
 
 5 
 
 9.3 
 
 5 
 
 14.7 
 
 10 
 
 11.3 
 
 Poor Careless 
 
 
 
 
 
 
 
 ! 
 
 
 
 
 
 
 
 
 Stumbling 
 
 1 
 
 7.7 
 
 
 
 0.0 
 
 i ^ 
 
 0.0 
 
 3 
 
 33.3 
 
 4 
 
 7.4 
 
 10 
 
 29.4 
 
 14 
 
 15.9 
 
 A few words in 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 English 
 
 
 
 0.0 
 
 
 
 0.0 
 
 . 
 
 0.0 
 
 
 
 0.0 
 
 
 
 0.0 
 
 2 
 
 5.9 
 
 2 
 
 2.3 
 
 A little in own 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 language 
 
 
 
 0.0 
 
 
 
 0.0 
 
 
 
 0.0 
 
 
 
 0.0 
 
 
 
 0.0 
 
 2 
 
 5.9 
 
 2 
 
 2.3 
 
 Can't read in 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 any language 
 
 
 
 0.0 
 
 
 
 0.0 
 
 ! 
 
 0.0 
 
 ! 
 
 0.0 
 
 
 
 0.0 
 
 7 
 
 20.6 
 
 7 
 
 8.0 
 
 Total 
 
 13 
 
 
 16 
 
 
 1 16 
 
 
 9 
 
 
 : 54 
 
 
 34 
 
 
 88 
 
 
 " Well" = with expression, good enunciation and observation of punctuation. 
 " Correct" = Mechanically correct, but without very much expression. 
 " Fair" = Childishly, but not carelessly and no stumbling. 
 
 TABLE 53. 
 
 The Distribution of the Various Mental Ages of the Binet 200 with 
 Respect to Time in Reading. 
 
 Time in 
 Sec. 
 
 11 yrs. 
 
 10 yrs. 
 
 9 >TS. 
 
 8 yrs. 
 
 7 yrs. 
 
 6 rs. 
 
 9-10 
 
 7 
 
 5 
 
 1 
 
 
 
 
 
 
 
 11-12 
 
 12 
 
 8 
 
 8 
 
 
 
 
 
 
 
 13-14 
 
 20 
 
 16 
 
 3 
 
 
 
 
 
 
 
 15-16 
 
 14 
 
 31 
 
 3 
 
 
 
 
 
 
 
 17-18 
 
 
 
 
 
 4 
 
 
 
 
 
 
 
 18+ 
 
 1 
 
 5 
 
 28 
 
 12 
 
 15 
 
 2 
 
 Totals 
 
 54 
 
 70 
 
 47 
 
 12 
 
 15 
 
 2 
 
 Those over 18 seconds analyzed further: 
 
 19-31 
 
 
 
 
 
 12 
 
 3 
 
 1 
 
 
 
 32-44 
 
 
 
 2 
 
 7 
 
 1 
 
 
 
 
 
 45-57 
 
 1 
 
 1 
 
 2 
 
 
 
 1 
 
 
 
 58-70 
 
 
 
 
 
 1 
 
 1 
 
 
 
 
 
 70+ 
 
 
 
 2 
 
 3 
 
 
 
 
 
 
 
 Only few 
 
 
 
 
 
 
 
 words 
 
 
 
 
 
 2 
 
 3 
 
 3 
 
 
 
 In own 
 
 
 
 
 
 
 
 language 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Can't 
 
 
 
 
 
 
 
 read 
 
 
 
 
 
 1 
 
 4 
 
 10 
 
 2
 
 TESTS CONTINUED 173 
 
 Subject 15 reads "well" in 11.6 sees. "Something about a boat was drowned 
 at sea. The man was drowned and the child was saved. Cape May last 
 week." 
 
 Section 3. Directions Tests. 
 
 Some reliable measure of ability to comprehend and follow 
 directions is important for clinical and institutional purposes. 
 Especially useful from the immediate practical side would be 
 tests through which one could ascertain, if only roughly, an 
 individual's ability to understand and carry out the instructions 
 of the average employer under whom she will have to serve her 
 parole and earn her livelihood. Such tests might serve also to 
 supplement present a priori and inductive efforts to couch the 
 directions of our several tests in such terms as to insure an equal 
 understanding of their performance on the part of all subjects. 
 Such an equal understanding is, of course, essential if the time 
 and errors involved in its performance are to be taken as an 
 exact measure of the specific mental characteristic one desires 
 to gauge and shall not include time consumed or errors made in 
 grasping directions and technique. 
 
 Although the literature descriptive of the defective and delin- 
 quent makes constant use of such terms as "unalertness," ''lack 
 of comprehension," "slowness of apperception," and the like, 
 there is little experimental data in the field of mental tests es- 
 tablishing norms or defining individual differences in ability 
 to comprehend directions. This section represents at least a 
 step toward the establishment of such measurements for the 
 criminal woman. The standard directions tests of Woodworth 
 and Wells^ seemed the natural ones with which to begin. Ac- 
 cordingly, so far as these tests admit, we have aimed (1) to gain 
 some line on the complexity of the directions which the Reforma- 
 tory women are able to follow, (2) to estimate the range of individ- 
 ual differences among these subjects, as indicated by differences 
 in accuracy and rapidity of their responses, and (3) to calculate 
 how closely these individual differences correlate with relative 
 capacities to profit by the training of the institution. 
 
 Wp. cit., pp. 70 and 72.
 
 174 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Two sets of verbal directions were devised by the writer. 
 These also have been given to the Reformatory subjects but the 
 results are not yet ready for publication. It may be affirmed, 
 however, that they bid fair to be useful. They serve to indi- 
 cate that the Reformatory woman can follow verbal instruc- 
 tion somewhat more successfully than those she is required to 
 read. They serve also to isolate with considerable finality 
 those who are slow to comprehend simple, every-day direc- 
 tions. 
 
 (1) A doll's bed, some three feet long, and a supply of bedding were put 
 on a table. The directions were: "Pretend I am the lady of the house. I 
 will tell you how I wish this bed made and then I am going over to my desk 
 to work. When you have finished call me and we will see how well you have 
 been able to do what you were told. Now, listen carefuUy! Make the bed 
 as well as you can. Make it so that when I go to bed my head will be at the 
 foot, for you see I don't like the light from that window shining in my eyes. 
 Use the yellow, not the white, mattress pad. Use the plain, not the initialed, 
 sheets, and put on only one quilt." The women like this test and think it 
 great fun. 
 
 (2) Ten white metal, half-inch to three-quarter-inch high objects, a rooster, 
 engine, monkey, chair, cup, camel, shoe, street car, dog and hat, were put on a 
 table. The writer's attention was directed to these httle objects as good 
 material for tests by Dr. EUis of the Neurological Institute of New York City, 
 who was using them in a memory test. We tried roughly to let the du-ections 
 range in difficulty from the simplest sort, i. e., "tm-n the hat upside down," 
 to one which demanded a choice of reaction, which choice in turn depended 
 upon some discrimination of the material at hand. Before the test began the 
 objects were arranged in a procession facing to the subject's left in the order 
 designated rooster, engine, monkey, chair, pitcher, camel, shoe, car, dog and 
 hat. The subject was told that it was a test to show how quickly and well 
 she could follow directions, could do what she was told, that each direction 
 would be repeated onlj' once and she must Usten very carefuUy. She was 
 told that she must wait until we said ready each time before doing what was 
 asked. To illustrate the procedure, the two following directions were given. 
 
 1. Put the shoe on the chair. Ready! 
 
 2. TeU me what object comes after the street car, and then tell me what 
 one is just in front of it. Ready! 
 
 The watch is started with the ready signal and stopped when the subject 
 has finished each reaction. We also tuned the test as a whole, but if only 
 one stop watch is available, the former is a more significant measure to retain. 
 Care was taken to speak very distinctly and at a fairly slow rate. 
 Directions : 
 
 1. How many objects are there in the procession? 
 
 2. How many animals are there? 
 
 3. Name an animal that isn't there. 
 
 4. Turn the hat upside down. 
 
 5. If the rooster is green, put it at the other end of the procession behind the 
 hat, but if it is yellow, hand it to me. (If the subject fails to set the rooster 
 down behind the hat the experimenter must do so before the 6th direction is 
 given.) 
 
 6. Name every other object. 
 
 7. With yoiu- left hand, pick up the first three objects on the left, and with
 
 TESTS CONTINUED 175 
 
 your right hand, the last four objects on the right. 
 
 8. Hand me all together tlie things you picked up with your left hand, and 
 then hand me, one at a time, those you picked up with your right hand. 
 
 (After this direction the cup, the camel and the shoe should be on the table 
 in the order designated from left to right.) 
 
 9. Which of these three objects is the smallest? 
 
 10. Put the shoe between the camel and the cup. 
 
 11. Give a wTong answer to the question! What three objects are there on 
 the table? 
 
 12. Put anything you like beside the cup, something green beside the shoe, 
 and an animal beside the camel. 
 
 18. Change the position of three of these objects, but do not move the shoe 
 or the camel. 
 
 14. As I call the names of the different objects, you set them in a procession 
 facing the left as they wei-e in the beginning. 
 
 15. If the camel is bigger than the dog, give me a red object, but if the dog 
 is bigger, give me the hat. 
 
 16. Name as many objects as the rooster and the monkey together have feet. 
 
 17. Put the animals in a row facing yom'self . 
 
 18. Set the things to wear beside each other. 
 
 19. Make a procession of all the objects and this time be sure that the green 
 ones follow each other and that all the animals come one behind the other. 
 
 20. When I pick up one object you pick up two and when I pick up two 
 you pick up one. (The experimenter picks up first one, then two and then 
 one.) 
 
 The first Woodworth and Wells direction test is known as 
 the Easy Directions Test and is made up as follows:
 
 176 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Cross out the smallest dot • • • 
 
 Put a comma between these two letters . G H 
 
 How many ears has a cat ' 
 
 Make a Une across this line ; 
 
 Show by a cross which costs more : a hat or an orange. 
 
 Write 8 at the thinnest part of this line : ■ 
 
 Write any word of three letters. 
 
 Put a dot in one of the white squares : ■^^■d 
 
 Cross out the word you know best fish, brol. matzig. 
 
 Leave this just as it is ; ^^>> > ^0^ 
 
 Mark the line that looks most like a hill \y ) / \ 
 
 How many t's are there in twist? 
 
 Dot the line that has no dot over it • III 
 
 Write o after the largest number: 3 86 12 
 
 Mark the name of a large city : London, painter 
 
 Make a letter Z out of this: y 
 
 Join these two lines: 
 
 Write s in the middle square : 
 Write any number smaller than 10. 
 Put a question mark after this sentence 
 
 nna
 
 TESTS CONTINUED 177 
 
 This easy directions test was given before the hard one. The 
 instructions were: "I have a paper here on which there is a 
 Hst of things for you to do. It will help me to tell how good 
 a worker you are, how quickly and well you can do what you 
 are told. Take your pencil and when I put the paper down 
 on the table, do just what it tells you to do. If it says 'Make 
 a crooked line' you make a crooked line; no matter lohat it tells 
 you to do, even though it seems foolish to you, do it exactly, 
 and see how quickly you can finish the test. Take all the time 
 you need to do just what it says, but don't waste a single min- 
 ute. Ready, go!" 
 
 As for the method of scoring, 5 per cent, was given for each 
 direction exactly followed. Unless what was called for was 
 literally done, no credit was given, except in the 5th and 18th 
 directions, where if an "8" instead of an "s" was put in the 
 middle square, or if it was somehow indicated that a hat costs 
 more than an orange, though not by a cross, 2.5 per cent, was 
 given. Time was recorded for the total test. 
 
 This test was given, with the few exceptions noted below, 
 to the first 68 of the Bedford 88. Three of the 68 were trans- 
 ferred or taken out on a writ before their turn to be tested, and 
 5 were unintentionally omitted. We have, thus, records for 
 an unselected 60 of the Bedford 88, to whom we shall refer 
 as the "Bedford 88-60." In addition to this group the test 
 was given to a later series of 100 inmates, tested as they came 
 to the Reformatory from the courts. Of these, 25 were colored 
 women. Their records have been tabulated separately and 
 are referred to as the "Colored Group." Of the other 75, 5 
 were taken out on writs before the test could be given, and as 
 in the case of the Bedford 88, 8 records were omitted from the 
 tabulations because the subjects were foreign and much better 
 able to do the tests in their own language than in English. 
 There remain 62 white girls to be tabulated of the 75, to whom 
 we shall refer as the "Lab. Group." Thus the easy directions 
 test was given to 25 colored girls and to 122 white girls, of 
 whom 60 belong to the Bedford 88 and 62 to the Lab. Group. 
 To these 122 we shall refer as the "Total 122." 
 
 Results: Curve 92 makes graphic how closely the records of 
 the Bedford 88-60 parallel those of the Lab. Group. (See also
 
 178 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Tables 57 and 59.) Their records in this test coincide as closely 
 with those of the Lab. Group as they did with the Binet 200 
 in the foregoing tests. Had all three groups, the Bedford 88, 
 the Binet 200, and the Lab. Group been given this easy direc- 
 tions test, the range, percentiles, etc., would have differed little 
 from these which have been determined from the smaller group 
 above, 
 
 Be-c^/ord »S'-60 
 
 //////// LaS- Caclud 
 
 zo — 
 
 (0 — 
 
 
 ^g 
 
 
 Curve 93 —Surface of frequency of Time Records of Lab. group and Bedford 88-60. 
 Easy Direction Test of Woodworth and Wells. 
 
 According to Woodworth & Wells, these directions were 
 made "as concise as possible in order that the reading time 
 might not be a determining factor." With our subjects there 
 is inevitably a difference in reading time from subject to sub- 
 ject, which conciseness can minimize, but not obhterate. The 
 page of directions is approximately three times the length of 
 the standard passage used in the reading test. Estimating on 
 the basis of the percentiles of the latter, the best quarter of 
 our subjects should read these directions ''well" in not over 40 
 sees., the median subject "satisfactorily" in not over 50 sec, 
 and the 75th percentile subject, with help, in not over 90 sec. 
 If the Reformatory women comprehended as they read, i. e., 
 as they pronounced the text, the percentiles for the time re- 
 quired to complete the test ought to be but slightly longer than 
 those of the reading time. As a matter of fact, the time per-
 
 TESTS CONTINUED 179 
 
 centiles, without regard to accuracy scores, are over twice as 
 long as those of the reading time. They are approximately 
 100, 130, and 230 sec, respectively, at the 25th, median, and 
 75th percentiles; and a majority of the subjects were not able to 
 comprehend without actually reading the directions through at 
 least twice. The College Maids, too, in proportion to their 
 rate of reading, were slow to appreciate what they must do. 
 They required 76.4, 110.6, and 150.6 sec. at the three per- 
 centiles to complete the test. 
 
 The average time required by Woodworth and Wells' "edu- 
 cated adult" subjects is 3.6 sec. per reaction, or 72 sec. for 
 the whole, with limiting records of 46 and 114 sec. Only 3 
 of the Total 122 Reformatory women and only 4 of the College 
 Maids are as quick as this average. The average time for the 
 Total 122 (not including the 13 total failures, whose time scores 
 were indeterminate) was 151.9 sec, with limiting records of 55 
 to 397.4 sec 
 
 If one calculates an index of the time it takes to get 100 per 
 cent, correct (time divided by accuracy, multiplied by 100) 
 the percentiles are 104, 156.9, and 379 sec. for the Bedford 
 88-60, and 78.3, 130.1, and 188.2 sec for the College Maids. 
 (Indexes were not calculated for the Total 122 or the Lab. 
 Group.) These indexes are, of course, ideal standards of accur- 
 acy which some of our subjects could not attain under any cir- 
 cumstances, but they serve well as a combined measure of time 
 and accuracy. Upon this basis, to secure 100 per cent, it 
 would take the Reformatory women 25.7, 26.8, and 191 sec 
 longer at the three percentiles, respectively, than the College 
 Maids to follow the directions accurately. 
 
 The Bedford 88-60 approximate the scores of the College 
 Maids and of Woodworth and Wells' subjects — among which 
 latter errors are negligible — more nearly in the accuracy of 
 their scores than in the time it takes to accomplish them. The 
 actual percentiles of accuracy, without regard to time, are 97.5, 
 90, and 80 per cent, for the College Maids, 95, 90, and 75 per 
 cent, for the Total 122, and 95, 90, and 70 per cent, for the Bed- 
 ford 88-60. These scores seem good until one considers how 
 very simple the directions are and how much time has been 
 consumed in the effort to comprehend and perform them.
 
 180 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 54. 
 
 Percentiles in East Direction Test for College Maids. Total 122, Bedford 88-60, 
 
 AND Colored Group. Showing Accuracy in Per Cent., Time and 
 
 Index in Seconds. 
 
 25th Per- 
 centile 
 
 Median 
 
 75tli Per- 
 centile 
 
 Limits 
 
 Upper 
 
 Lower 
 
 Collese Maids 
 
 Total 122 
 
 Bedford 88-60 
 
 Accuracy 
 
 Time 
 
 Index 
 
 Accuracy 
 Time (approx.) 
 Index 
 
 Accuracy 
 
 Time 
 
 Index 
 
 Colored Group < Time 
 ( Index 
 
 ( Accuracy 
 
 97.5 
 76.4 
 78.3 
 
 95 
 100.0 
 
 95. 
 98.0 
 104.0 
 
 92.5 
 168.0 
 176.8 
 
 90. 
 110.6 
 130.1 
 
 90. 
 
 130.0 
 
 No Index 
 
 90. 
 142.0 
 156.9 
 
 85. 
 232.9 
 278.7 
 
 75. 
 150.6 
 188.2 
 
 75. 
 230.0 
 figured 
 
 70.0 
 235.0 
 379.0 
 
 70. 
 389.0 
 580.8 
 
 100. 
 
 57.2 
 57.2 
 
 100. 
 55.0 
 
 100. 
 70.0 
 73.6 
 
 97.5 
 
 89.2 
 
 101.9 
 
 65. 
 283.8 
 366.1 
 
 ? 
 397.4 
 
 35. 
 397.4 
 690.2 
 
 62.5 
 
 797.0 
 
 1099.3 
 
 (no failures) 
 
 (no failures) 
 
 (no failures) 
 
 (13 failures) 
 
 (13 failures) 
 
 ( 7 failures) 
 
 ( 7 failures) 
 
 ( 7 failures) 
 
 ( 3 failures) 
 
 ( 3 failures) 
 
 ( 3 failures)
 
 TESTS CONTINUED 
 
 181 
 
 The average, the distribution and the range of time scores for 
 the Total 122, as divided into four groups by the 25th, the 
 median, and the 75th percentile records of accuracy are given 
 in Table 55. There is a genuine correlation between time and 
 accurac3\ Of those who vary from 72.5 to per cent, in ac- 
 curacy there are only 3.3 per cent, who attain or surpass the 
 median time score of those whose scores range from 90 to 100 
 per cent., and only 12 per cent, of those with an accuracy from 
 87.5 to 75 per cent, overlap the latter. 
 
 TABLE 55. 
 
 Average and Distribution of the Time Scores, in Seconds, of those 
 
 OF the Total 122 Whose Records in Accuracy Ranges (1) From 100% 
 
 Through 95%, (2) from 92.5% Through 90%, (3) from 87.5% 
 
 Through 75%, and from 72.5% Through 0%.* 
 
 Time in Sec. 
 
 100—95% 
 
 92.5—90% 
 
 87.5—75% 
 
 72.5—0% 
 
 Average! 
 
 121.6 
 
 119.4 
 
 180.8 
 
 232.1 
 
 Range 
 
 55-200 
 
 72.5-224 
 
 78.6-340.6 
 
 108-397.4 
 
 No. Per Cent. 
 
 No. Per Cent. 
 
 No. Per Cent. 
 
 No. Per Cent. 
 
 90 or less 
 
 11 24.4 
 
 4 18.2 
 
 2 8.0 
 
 0.0 
 
 91-120 
 
 12 26.7 
 
 10 45.5 
 
 1 4.0 
 
 1 3.3 
 
 121-150 
 
 14 31.1 
 
 4 18.2 
 
 8 32.0 
 
 2 6.7 
 
 151-180 
 
 6 13.3 
 
 1 4.5 
 
 2 8.0 
 
 1 3.3 
 
 181-210 
 
 2 4.4 
 
 2 9.1 
 
 3 12.0 
 
 3 10.0 
 
 211-240 
 
 0.0 
 
 1 4.5 
 
 5 20.0 
 
 2 6.7 
 
 241-270 
 
 0.0 
 
 0.0 
 
 2 8.0 
 
 4 13.3 
 
 271-300 
 
 0.0 
 
 0.0 
 
 0.0 
 
 1 3.3 
 
 301-330 
 
 0.0 
 
 0.0 
 
 1 4.0 
 
 1 3.3 
 
 331-360 
 
 0.0 
 
 0.0 
 
 1 4.0 
 
 2 6.7 
 
 Failure 
 
 0.0 
 
 0.0 
 
 0.0 
 
 13 43.3 
 
 Total 
 
 45 
 
 22 
 
 25 
 
 30 
 
 *95%, 90%, and 75% are the 25th, the median and the 75th percentiles 
 of accuracy for the Total 122. 
 
 fAverage time for total 122 is 151.9 sec. (13 failures omitted from calcula- 
 tion). Range 55 to 397.4 sec. 
 
 The small group of colored women is poorer on the whole 
 than the white girls and just a trifle better than the Below- 
 Grade Group. (For their percentiles see Table 54.) Yet, we 
 may state dogmatically that they do better in the test in pro-
 
 182 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 portion to their opportunities for learning to read than do the 
 white girls. 
 
 The Grade Group is decidedly superior to the Below-Grade 
 Group, especially with respect to index scores. (See Curve 94 
 and Tables 57, 58 and 59.) Woodworth writes that this and 
 the hard list have been given to children in the various grades, 
 but that the scores are not yet tabulated. 
 
 ff/^M/HffJ, ^in&rr f^*4> "fr*-^ ' " 
 
 30 
 
 
 A V \ ..{./,: tA<,. 
 
 * ?. X, £ 
 
 Curve 94. — Surface of Frequency of Index Scores. 
 Easy direction Test of Woodworth and Wells. 
 
 The 20 easy directions were chosen by Woodworth and Wells 
 to be about equal in difficulty, at least for their subjects. For 
 our group, however, they vary from the least difficult, "How 
 many ears has a cat," which 14 of the Total 122 were unable 
 to achieve, to "Show by a cross which costs more, a hat or an 
 orange," which 62 failed to comprehend. The College Maids, 
 also, found four of the directions decidedly less easy than the 
 others. The 20 directions are arranged in the order of their 
 difficulty for our subjects in Table 56, where the easiest one is 
 given a rank of one.
 
 TESTS CONTINUED 183 
 
 The greater difficulty of a number of these directions is in- 
 herent in the text of the directions themselves, as the analysis 
 of responses indicates, but for the most part the inequalities 
 reflect the varying intelligence of the subjects themselves. To 
 secure what Wood worth and Wells intended this test to measure, 
 i. e., individual differences in rate of comprehending directions, 
 all of which are perfectly easy to understand, another and 
 easier set would have to be devised for the Reformatory women. 
 Meantime, the directions as they stand (if the time consumed 
 and the errors made may be taken to indicate, for all subjects 
 alike, actual differences in the mental characteristics under 
 investigation) serve to indicate roughly how simply the instruc- 
 tions of employers must be worded to be effective, and how 
 primer-like the directions of our mental tests. 
 
 Had these 20 directions been equally easy for all the Re- 
 formatory women, individual differences, in all probability, 
 would have been less marked and the coefficient of correlation 
 between rank in index scores in the test and rank in native 
 intelligence would have been not so high as it is. This correla- 
 tion is -j- .76, P.E. .038. The coefficient between native intel- 
 ligence and accuracy scores is somewhat less, + .62, P.E. .056. 
 It follows that the test as it stands is of considerable importance 
 as indicative of general intelligence and as prophetic of indus- 
 trial efficiency when measured by capacity to profit by the 
 training of the Reformatory. 
 
 It is interesting that the correlation between the accuracy 
 scores in this easy directions test and the accuracy scores of 
 the easy opposites test is + .72, P.E. .074. This is a genuine 
 correlation between ability to comprehend simple directions 
 and to control simple logical associations by opposites, not a 
 correlation between ability to comprehend the directions of 
 the directions test proper on the one hand and capacity to 
 comprehend the requirements of the opposites test on the 
 other. At least, we feel confident that each subject was made 
 to understand to the full extent of her ability, what was meant 
 by an opposite and exactly what was expected of her in the test. 
 The two tests undoubtedly have in common the discrepancy 
 between the relative rapidity with which material can be read
 
 184 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 and the slowness with which its meanings are comprehended. 
 How far the latter is a measure of mental defect, of absolute 
 incapacity to comprehend quickly, and how far it is a conse- 
 quence of bad reading habits which more modern methods of 
 training could eradicate, is a problem we have not tried to 
 solve. 
 
 Analysis of the responses of the total 122 to the 20 easy directions. 
 
 1. In response to "Cross out the smallest dot." 9 crossed out some other 
 dot than the smallest or crossed out all three. Another 13 — all low-grade 
 feeble-minded individuals — -failed to make any response at all either to this 
 or to any of the other directions.' 
 
 2. "Put a comma between these two letters," precipitated 26 wrong re- 
 sponses. Seventeen of these responses were among the best 75 per cent, in 
 total accuracy scores. The wrong responses were sometimes the result of 
 missing the quaUfication between and putting the comma in the wrong plaec ; 
 others said they did not know what a comma was. 
 
 3. "How many ears has a cat?" Aside from the 13 feeble-minded, who 
 failed to answer all the other directions too, only 1 subject was baffled by 
 this question; which goes to show that, if the content of the direction is simple 
 enough, it can not only be read, but can also be comprehended and followed 
 by a large majority of the total 122. 
 
 4. "Make a line across this line." Of the 8 who gave wrong responses to 
 this direction none failed to make a mark. The difficulty was that they 
 missed the adverbial qualification across and drew the fine either above or 
 below or parallel to the original line. 
 
 5. "Show by a cross which costs more: a hat or an orange." Of the 49 
 wrong responses to this direction 33 were by subjects among the best 75 per 
 cent, in total accuracy scores. Only 7 of the 33 failed to indicate in some man- 
 ner, though not by a cross, that the hat costs more, and these 7 said that they 
 did not understand "about the cross and the hat." Of the 16 who belong to 
 the poorest quarter in accuracy scores, 10 missed the idea of the cross, but 
 indicated that the hat cost more; the other 6 made no response. Forty per 
 cent, of the College Maids were unable to understand this direction as it 
 stands. It was the cross that puzzled them too. Had the direction read 
 "Which costs more: a hat or an orange?" only 13 of the Reformatory women 
 over and above the 13 who failed in all the other tests as well, would have 
 been unable to follow the directions. It was instructive and amusing to 
 watch them puzzle over what a cross had to do with the cost of a hat or an 
 orange. "A hat costs more," they would say, "but what about the cross?" 
 It will be recalled that we gave half -credit for the omission of the cross. 
 
 6. "Write '8' at the thinnest part of this line." All but 3 of the 13 in- 
 accurate responses to this direction were among the poorest quarter of the 
 accuracy scores. Of the 13, 3 wrote nothing, 2 made a mark instead of the 
 
 *To avoid repetition of this phrase, the 13 who failed in all 20 of the direc- 
 tions will not be included in the number of wrong responses analyzed. 
 These must be added to the number above in each case to obtain the total 
 number of wrong responses given in Table 59. This 13, obviously, belong 
 to the poorest quarter of the Total 122, which quarter is responsible for the 
 great majority of the incorrect responses.
 
 TESTS CONTINUED 
 
 185 
 
 
 H 
 
 
 tc 
 
 
 Eh 
 
 
 fe 
 
 
 O 
 
 
 f^ 
 
 
 ^ 
 
 
 H 
 
 
 u 
 
 
 b: 
 
 
 H . 
 
 
 Ph W 
 
 
 ^ u 
 
 
 s < 
 
 
 !^ w 
 
 
 « 5 
 
 
 § d 
 
 
 s < 
 
 
 t> p^ 
 
 
 ^ o 
 
 
 H W 
 
 
 e ^ 
 
 
 H . 
 
 
 
 
 S f= 
 
 
 Ejl O 
 
 
 
 
 . « 
 
 
 w o 
 
 
 w a 
 
 
 fH « 
 
 
 w o 
 
 
 o ha 
 
 
 o o 
 
 
 HO 
 
 
 IS B 
 
 W 
 
 O H 
 
 t-j 
 
 ► li, 
 
 « 
 
 O O 
 
 <1 
 
 « e 
 
 H 
 
 p ^ 
 
 
 fH M 
 
 
 M O 
 
 
 
 
 & H 
 
 
 S5 O 
 
 
 a m 
 
 
 Sg 
 
 
 K O 
 
 
 
 
 &S 
 
 t5 <N 
 (N 
 O ^ 
 
 C O 
 
 o 
 « 
 o 
 
 K 
 
 O 
 
 < 
 
 J3 
 
 5 
 
 ■^ ^^ x^ 00 
 
 a 
 
 3 
 O 
 
 o 
 
 o 
 o 
 o 
 O 
 
 IS 
 
 6 
 "A 
 
 CNVOOJCSfNCSOOOCNOOOOvOOCNOOOtN-^vO(M 
 
 ioioioioioio''3ioioLOiocoooiooooo 
 
 ▼H ^— (i^Hi-H T— (1— It-It-H^-Ht-HCN 
 
 03 
 
 "2 
 
 O 
 
 o 
 
 6 
 
 (8 
 
 
 OOOOiOOiOii^iOOOOiOOOiOiOiOOO 
 
 "-^ ^ ^.rt^^.^ ^ ro !>4 liO ^ 
 
 OOOO'-iO'^f^'^CNCNCNrOCSOrOt— lOOOO 
 iOiOU0"0OiOOOO"0iOiOOLO"0OOOOO 
 
 
 IN 
 
 O 
 
 6 
 
 CI 
 
 iOrCi^HO\OOOOCSOOOt^<r)rO'*CNOvCNOCNt~~00 
 
 ^HT-lt-(T-li-(T-ll>JCNCNCNlCNCSrO(^fOfOfO'^'00 
 
 '-HtNrOTt<"0"^f-OOONO'-H'-ioO'^i001^000sO 
 
 
 § 
 
 a 
 Q 
 
 How many ears has a cat? 
 
 Write any nmnber less than ten. 
 
 Leave this just as it is: 
 
 Join these two lines: 
 
 Dot the hne that has no dot over it: . 
 
 Put a dot in one of the white squares: 
 
 Make a hne across this hne: 
 
 Cross out the smallest dot: 
 
 Make a letter Z out of this: 
 
 Put a question mark after this sentence. 
 
 Cross out the word you know best: 
 
 Write 8 at the thinnest part of this Une: 
 
 Write s in the middle square: 
 
 Mark the line that looks most hke a hill: 
 
 Write any word of three letters. 
 
 How many t's are there in twist? 
 
 Put a comma between these two letters: 
 
 Mark the name of a large city: 
 
 Write o after the largest number: 
 
 Show by a cross which costs more: 
 
 O =3 
 
 Pi S 
 
 O <4- 
 
 tZJ 
 
 73 ,- 
 
 Tl 
 
 
 2 
 
 o 
 
 & 
 
 
 u 
 
 -i-i
 
 186 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 figure 8, and 3 put the number at the thickest instead of the thinnest part of 
 the hne. 
 
 7. "Write any word of three letters." Of the 21 wrong responses, 11 
 were among the better three-quarters in accuracy scores. Four wrote 
 3 words (one group was "cat, Atlantic, girl"), 5 wrote 3 letters ("BPR," 
 etc.), 1 read the direction aloud twice as follows: "Write any of these three 
 letters," shook her head and went on to the next, 1 wrote "httle," 1 "girl," 
 
 1 "three," 1 "letters," 1 "a", 1 "apple," and 5 made no response. 
 
 Of the 88 who wrote a word of three letters, 28 wrote "cat," 9 "dog," 9 
 "the," 4 "rat," 4 "yes," 3 "one," 3 "eat," 3 "any," 3 "two," 2 "you," 2 "and," 
 
 2 "let," and 2 "see." The following words were written by but one individual: 
 "God," "fur," "dry," "get," few," "he," "sum," "out," "are," "oak," "mat," 
 "man," "big," and "pan." 
 
 8. "Put a dot in one of the white squares." Three put a dot in each 
 square, 1 a dot outside the figure and 1 an "x" in the middle square. 
 
 9. "Cross out the word you know best." Three crossed out "matzig," 
 
 3 did nothing, 3 crossed out a word in the sentence, 3 crossed out the word 
 "brol," and 1 both "fish" and "matzig." The latter said that the word 
 "matzig" was a Jewish word for a kind of bread. 
 
 10. "Leave this just as it is." The 3 who failed in this all belonged to 
 the poorest quarter of the subjects with respect to accuracy. One joined the 
 two figures, 1 put a line under the arrow, and 1 put another circle around the 
 circle wath the dot in it. 
 
 11. "Mark the hne that looks most hke a hill." Seven marked the wroiig 
 line, 7 made a slanting hne, 3 copied the fine that looked like a hill and 2 did 
 nothing. A chief source of difficulty here was reading the word "mark" as 
 "make." 
 
 12. "How many t's are there in twist?" To this question there were 25 
 wrong responses, of which 13 were among the poorest quarter of the group in 
 accuracv scores. Eight wrote "1," 3 wrote "3," 1 wrote "5," 1 wTote "none," 
 
 4 said "1 don't know what that means," 7 did nothing, and 1 wrote "A branch" 
 and when questioned afterwards, re-read it and said "A grig" (meaning twig) 
 "is a branch, isn't it?" The expression "t's" is too technical for them. They 
 can't pronounce it and do not understand it. The point at which this expres- 
 sion becomes unintelhgible seems to be the same point which determines that 
 the subject wall not be able to answer accurately more than 72.5 per cent, of 
 the whole test. Very few, however, would be so poor that they could not 
 count the number of t's in twist if they only understood the expression. Of 
 the 8 who wrote "1," all explained afterwards that there was only one ts in the 
 word. 
 
 13. "Dot the line that has no dot over it." Two crossed out the first 
 of the three fines, and 3 put a cross over the first one. 
 
 14. "Put O after the largest number." To this there were 44 inaccurate 
 responses, of which 33 put the zero over instead of after, the largest number. 
 Moreover, 25 of these errors were made by the better three quarters of the 
 subjects. If one reads this direction, especially if one's auditory-verbal 
 imagery is strong the sound of the zero or the sound of the "O" if one pronounces 
 it as a letter seems to dominate over the first syllable of after and produces 
 what is almost an illusion of "zero over." There were 13 errors where the 
 zero was written either after a smaller number or omitted, or one of the num- 
 bers was crossed out. These latter were, of course, genuine errors. Eight of 
 the 11 colored girls who failed in this direction and 4 of the 10 College Maids 
 who faUed put the zero over the 86. The writer suggests that the text of 
 this direction be changed to read: "Put the number 1 after the largest number." 
 or "Put O over the largest number." 
 
 15. "Mark the name of a large city." To this, 5 said "I don't know what 
 that means," 11 did nothing, 1 gave an incoherent response, and the other
 
 TESTS CONTINUED 187 
 
 19 read "mark" as "make," and 12 of them wrote "New York," 2 "Paris," 
 1 "Philadelphia," 1 "England," 1 "Italy," 1 "Ohio," and 1 "Raphael." 
 
 16. "Make a letter Z out of this." One did nothing, 1 made an 8 out of 
 the figure, and 1 wrote "alphabet," 7 made a Z to one side. 
 
 17. "Join these two lines." Two did nothing, 1 made a copy of the two 
 lines unjoined to one side, and 1 under hned the first line. 
 
 18. "Write s in the middle square." To this direction there were 18 wrong 
 responses. Three wrote "8" instead of "s" in the middle square. These 
 women were all near-sighted and were given 2.5 per cent, credit. One wrote 
 s in the first square, 1 wrote s in all three squares, 1 wrote "square" in the 
 middle squai'e, 1 WTote "square" in the first square, 1 wTote "the" in the 
 first square, 1 wrote "the" in the middle square, 1 WTote "1" in all three squares, 
 1 ^\Tote "1st" in the middle square, 1 wrote "God" in the first square, 1 wrote 
 "4" in the middle square, 1 wrote "nine" in the middle square, 1 wrote "1" 
 in the first square, "2" in the second, and "3" in the third, 1 drew a line 
 through aU three squares, and 2 did nothing. 
 
 19. "Write any ntunber smaller than 10." In response to this there were 
 only two errors. One WTote "12," and 1 wi'ote "1" in a square of the preceding 
 test. 
 
 20. "Put a question mark after this sentence." Two put a period, 2 a 
 comma, 1 an exclamation point, 2 wrote questions, viz., "How many hours in 
 the day?" and "Can I have it?" and 4 did nothing. Evidently the failures 
 here are largely the result of lack of knowledge about punctuation marks. 
 
 2. The hard-directions test is reproduced here with the addi- 
 tion of a number of vertical bars to serve as division marks and 
 of Roman numerals to number these divisions for convenient 
 reference. 
 
 With your pencil make a dot over any one of these letters F G H I J, (I) || 
 and a comma after the longest of these three words: boy mother girl (II) |t 
 
 Then, if Christmas comes in March, make a cross right here (Ill) | 
 
 but if not, pass along to the next question, and tell where the sun rises 
 
 (IV) II If you beUeve that Edison discovered America, cross out what you 
 just wrote, (V) | but if it was some one else, put in a number to complete this 
 sentence: "A horse has . . . .feet." (VI) || Write yes, no matter whether China 
 is in Africa or not . . . . ; (VII) ] | and then give a wrong answer to this questi on : 
 
 "How many days are there in the week?" (VIII) || W>ite any letter 
 
 except g just after this comma,. . . . (IX) 1| and then UTite no if 2 times 5 are 
 
 10 (X) 1 1 Now, if Tuesday comes after Monday, make two crosses 
 
 here ; (XI) | but if not, make a circle here or else a square 
 
 here (XII) || Be sure to make three crosses between these two names 
 
 of boys: George Henry. (XIII) || Notice these two numbers: 3, 5. If 
 
 iron is heavier than water, write the larger number here ,(XIV) | but 
 
 if iron is hghter -RTite the smaller number here (XV) \ \ Show by a cross 
 
 when the nights are longer: in summer? in winter? (XVI) || 
 
 Give the correct answer to this question: "Does water run uphill?" 
 
 (XVII) II and repeat your answer here (XVIII) || Do nothing here 
 
 (5+7 = ), imless you skipped the preceding question (XIX); |1 
 
 but vvTite the first letter of your first name and the last letter of your last 
 name at the ends of this line: (XX) ||
 
 188 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 57. 
 
 Easy-Directions Test, Distribution of Time Scores for College Maids, 
 
 Total 122, Lab. Group, Bedford 88-60 and Sub-Groups, 
 
 AND Colored Group. 
 
 
 
 
 
 
 
 
 
 
 
 
 Below- 
 
 
 
 Time 
 
 College 
 
 Tota.1 1 22 
 
 Lab. 
 
 Bedford 
 
 Grade 
 
 Grade 
 
 Colored 
 
 in 
 
 Maids 
 
 
 
 Group 
 
 88 
 
 -6 J 
 
 Group 
 
 Group 
 
 Group 
 
 Sec. 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 Per 
 
 
 Per 
 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent 
 
 No. 
 
 Cent 
 
 No. Cent. 
 
 No. 
 
 Cent. 
 
 90 or less 
 
 5 
 
 25 
 
 17 
 
 13.9 
 
 8 
 
 12.9 
 
 9 
 
 15.0 
 
 9 
 
 21.4 
 
 0.0 
 
 1 
 
 4. 
 
 91-120 
 
 7 
 
 35 
 
 24 
 
 19.7 
 
 11 
 
 17.7 
 
 13 
 
 21.7 
 
 13 
 
 30.9 
 
 0.0 
 
 
 
 0. 
 
 121-150 
 
 2 
 
 10 
 
 28 
 
 22.9 
 
 15 
 
 24.2 
 
 13 
 
 21.7 
 
 9 
 
 21.4 
 
 4 22.2 
 
 5 
 
 20. 
 
 151-180 
 
 2 
 
 10 
 
 10 
 
 8.2 
 
 6 
 
 9.7 
 
 4 
 
 6.7 
 
 4 
 
 9.5 
 
 0.0 
 
 2 
 
 8. 
 
 181-210 
 
 1 
 
 5 
 
 10 
 
 8.2 
 
 6 
 
 9.7 
 
 4 
 
 6.7 
 
 3 
 
 7.1 
 
 1 5.6 
 
 2 
 
 8. 
 
 211-240 
 
 1 
 
 5 
 
 8 
 
 6.6 
 
 6 
 
 9.7 
 
 2 
 
 3.3 
 
 
 
 0.0 
 
 2 11.1 
 
 3 
 
 12. 
 
 241-270 
 
 1 
 
 5 
 
 6 
 
 5.0 
 
 3 
 
 4.8 
 
 3 
 
 5.0 
 
 3 
 
 7.1 
 
 0.0 
 
 
 
 0. 
 
 271-300 
 
 1 
 
 5 
 
 1 
 
 0.8 
 
 
 
 0.0 
 
 1 
 
 1.6 
 
 
 
 0.0 
 
 1 5.6 
 
 
 
 0. 
 
 301-330 
 
 
 
 
 
 2 
 
 1.6 
 
 1 
 
 1.6 
 
 1 
 
 1.6 
 
 
 
 0.0 
 
 1 5.6 
 
 1 
 
 4. 
 
 331-360 
 
 
 
 
 
 3 
 
 2.5 
 
 
 
 0.0 
 
 3 
 
 5.0 
 
 1 
 
 2.4 
 
 2 11.1 
 
 8 
 
 32.. 
 
 Failure 
 
 
 
 
 
 13 
 
 10.6 
 
 6 
 
 9.7 
 
 7 
 
 11.7 
 
 
 
 0.0 
 
 7 38.9 
 
 3 
 
 12. 
 
 Total 
 
 20 
 
 
 122 
 
 
 62 
 
 
 60 
 
 
 42 
 
 
 18 
 
 25
 
 TESTS CONTINUED 
 
 189 
 
 TABLE 58. 
 
 Distribution of Index Scores of College Maids, Bedford 88-60 and 
 Sttb-Groups, and Colored Group in Easy-Directions Test. 
 
 
 College 
 
 Bedford 
 
 Grade 
 
 Below-Grade 
 
 Colored 
 
 Index 
 
 Maids 
 
 88- 
 
 -60 
 
 Group 
 
 Group 
 
 Group 
 
 in 
 Sec. 
 
 Per 
 
 
 Per 
 
 Per 
 
 Per 
 
 Per 
 
 
 No. Cent. 
 
 No. 
 
 Cent. 
 
 No. Cent. 
 
 No. Cent. 
 
 No. Cent' 
 
 -75 
 
 4 
 
 1 
 
 
 1 
 
 
 
 
 
 76-90 
 
 1 25. 
 
 6 
 
 11.7 
 
 6 16.7 
 
 0. 
 
 0. 
 
 91-105 
 
 1 
 
 9 
 
 
 9 
 
 
 
 1 
 
 106-120 
 
 1 10. 
 
 5 
 
 23.3 
 
 5 33.3 
 
 0. 
 
 4. 
 
 121-135 
 
 4 
 
 3 
 
 
 3 
 
 
 
 
 
 136-150 
 
 3 35. 
 
 5 
 
 13.3 
 
 2 11.9 
 
 3 16.7 
 
 3 12. 
 
 151-165 
 
 
 
 4 
 
 
 4 
 
 
 
 2 
 
 166-180 
 
 0. 
 
 1 
 
 8.3 
 
 1 11.9 
 
 0. 
 
 1 12. 
 
 181-195 
 
 1 
 
 3 
 
 
 3 
 
 
 
 
 
 196-210 
 
 5. 
 
 2 
 
 8.3 
 
 1 9.6 
 
 1 5.6 
 
 1 4. 
 
 211-240 
 
 1 5. 
 
 1 
 
 1.6 
 
 0. 
 
 1 5.6 
 
 1 4. 
 
 241-270 
 
 1 5. 
 
 2 
 
 3.3 
 
 1 2.4 
 
 1 5.6 1 
 
 2 8. 
 
 271-300 
 
 0. 
 
 1 
 
 1.6 
 
 1 2.4 
 
 0. 
 
 2 8. 
 
 300 plus 
 
 3 15. 
 
 10 
 
 16.6 
 
 5 11.9 
 
 5 27.8 
 
 9 36. 
 
 Failure 
 
 0. 
 
 7 
 
 11.7 
 
 0. 
 
 7 38.9 
 
 3 12. 
 
 Total 
 
 20 
 
 60 
 
 
 42 
 
 18 
 
 25
 
 190 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 59. 
 
 Distribution of Accuracy Scores for College Maids, Total 122, Lab. 
 
 Group, Bedford 88-60 and Sub-Groups, and for Colored Group 
 
 In Easy-Directions Test. 
 
 P6r 
 
 College 
 
 Total 
 
 Lab. 
 
 Bedford 
 
 Grade 
 
 Below- 
 Grade 
 Group 
 
 Colored 
 
 Cent. 
 
 Maids 
 
 122 
 
 Group 
 
 88 
 
 -60 
 
 Group 
 
 Group 
 
 Cor- 
 rect 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 100. 
 
 4 
 
 
 16 
 
 7 
 
 9 
 
 8 
 
 
 1 
 
 
 
 
 
 97.5 
 
 2 
 
 
 4 
 
 2 
 
 2 
 
 1 
 
 
 1 
 
 
 1 
 
 
 95. 
 
 2 
 
 40. 
 
 25 
 
 36.913 
 
 35.5,12 
 
 38.311 
 
 47.6 
 
 1 
 
 16.7 
 
 4 
 
 20. 
 
 92.5 
 
 
 
 
 7 
 
 
 3 
 
 4 
 
 4 
 
 
 
 
 
 2 
 
 
 90. 
 
 5 
 
 25. 
 
 15 
 
 18.0 
 
 8 
 
 17.7 7 
 
 18.3; 7 
 
 26.2 
 
 
 
 0.0 
 
 1 
 
 12. 
 
 87.5 
 
 
 
 
 3 
 
 
 
 
 1 3 
 
 1 1 
 
 
 2 
 
 
 3 
 
 
 85. 
 
 1 
 
 5. 
 
 4 
 
 5.7 
 
 3 
 
 4.8 1 
 
 6.6 1 
 
 4.8 
 
 
 
 11.2 
 
 2 
 
 20. 
 
 82.5 
 
 
 
 
 5 
 
 
 5 
 
 
 
 ' 
 
 
 
 
 
 
 
 
 80. 
 
 1 
 
 5. 
 
 6 
 
 9.0 4 
 
 14.6 2 
 
 3.3 
 
 0.0 
 
 2 
 
 11.2 1 
 
 4. 
 
 77.5 
 
 1 
 
 
 4 
 
 i 2 
 
 2 
 
 1 1 
 
 
 1 
 
 
 1 
 
 
 75. 
 
 2 
 
 15. 
 
 3 
 
 5.7 2 
 
 6.4 1 
 
 4.9 1 
 
 4.8 
 
 
 
 5.6 
 
 1 
 
 8. 
 
 72.5 
 
 
 
 
 1 
 
 
 
 1 
 
 ' 1 
 
 
 
 
 
 1 
 
 
 70. 
 
 
 
 0. 
 
 2 
 
 2.5| 1 
 
 1.6 1 
 
 3.3, 1 
 
 4.8 
 
 
 
 0.0 2 
 
 12. 
 
 67.5 
 
 
 
 
 3 
 
 1 1 
 
 1 2 
 
 1 
 
 
 1 
 
 1 
 
 
 65. 
 
 2 
 
 10. 
 
 
 
 2.5 
 
 1.6 
 
 3.3 
 
 2.4 
 
 
 
 5.6 
 
 4. 
 
 62.5 
 
 
 
 
 1 
 
 1 
 
 
 
 
 
 
 
 
 1 2 
 
 
 60. 
 
 
 
 0. 
 
 2 
 
 2.5| 1 
 
 3.2 1 
 
 1.7 
 
 0.0 
 
 1 
 
 5.6l 
 
 8. 
 
 57.5 
 
 
 
 
 
 
 
 
 : 
 
 
 
 
 
 
 
 
 
 55. 
 
 
 
 0. 
 
 2 
 
 1.6 2 
 
 3.2' 
 
 0.0 
 
 0.0 
 
 
 
 0.0 
 
 0. 
 
 52.5 
 
 
 
 
 2 
 
 
 
 
 2 
 
 2 
 
 
 
 
 i 
 
 
 50. 
 
 
 
 0. 
 
 
 
 1.6 
 
 0.0 
 
 
 
 3.3 
 
 4.8 
 
 
 
 0.0 
 
 0. 
 
 47.5 
 
 
 
 
 3 
 
 1 
 
 2 
 
 1 
 
 
 1 
 
 
 
 
 
 45. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 42.5 
 
 
 
 
 
 
 
 
 
 
 i 
 
 
 
 
 
 
 
 
 40. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 37.5 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 35. 
 
 
 
 0. 
 
 1 
 
 3.3 
 
 1.6 1 
 
 4.9 1 
 
 4.8 
 
 
 
 5.6 
 
 
 
 0. 
 
 Failure 
 
 
 
 0. 
 
 13 
 
 10.6 6 
 
 9.7 7 
 
 11.7 
 
 0.0 
 
 7 
 
 38.9 
 
 3 
 
 12. 
 
 Total 
 
 20 
 
 122 
 
 62 
 
 60 
 
 42 
 
 18 
 
 25 

 
 TESTS CONTINUED 191 
 
 The instructions for the harder test were: "This is another 
 page of things for you to do. It is a little harder than the 
 other, so watch carefully and no matter what it tells you to 
 do, do it as well and as quickly as you can. As before, take 
 all the time you need to get it right, but don't take a second 
 longer than 3' ou need, for I want to see how quickly you can 
 work. Ready, — go!" 
 
 With respect to the matter of scoring, the passage was divided 
 as nearly as possible into twenty equal parts, which are indi- 
 cated by the bars in the copy above. Of these twenty I, II, 
 VII, IX, X, XIII, XVI, XVII, XVIII, and XX, are simple 
 unqualified directions but little, if any, more complicated than 
 those of the easy directions test. To this group of simple 
 directions VIII and XIX may be added because their modify- 
 ing clauses can so easily be disregarded by the subject without 
 affecting the success of the response. Ill and IV, V and 
 VI, XI and XII, XIV and XV, on the other hand, demand (1) 
 a choice of two alternative reactions which depend upon ability 
 to appreciate the force of a compound-complex sentence, and 
 (2) a correct choice which depends upon knowing whether 
 Christmas comes in March, whether Edison discovered Amer- 
 ica, whether Tuesday comes after Monday, and whether iron 
 is heavier than water. As a direction test per se, or as a measure 
 of ability to read complex sentences understandingly, the more 
 important of these two phases of the response is the apprecia- 
 tion that a choice of reactions is to be made; the less important, 
 whether it is made upon the correct or the wrong knowledge 
 of the conditioning factors. To illustrate: 4 College Maids 
 and 6 Reformatory subjects think that water is heavier than 
 iron "because it holds ships up", and upon this basis proceed 
 to omit the larger number from the first clause, and to put the 
 smaller number in the second. If each half of these alternate 
 directions be independently figured as a unit of jj; of the test, 
 such a subject, though she has made a choice of reactions, 
 receives no credit for either half. In fact, she receives a lower 
 score than one who missed the force of the complex sentence 
 altogether and who stupidly left both parts blank or who filled 
 in both parts, for marking each half alone would give 5 per cent.
 
 192 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 credit to either of the two latter types of reaction. It seemed 
 better to grade the two halves in terms of each other as parts 
 of the whole situation, especially as Woodworth and Wells 
 themselves state that the object of the hard directions test "is 
 to complicate the directions somewhat, by calling for addi- 
 tional and alternative responses, etc." By the latter system if 
 the subject proceeds on the basis that Christmas does not 
 come in March, that Edison did not discover America, that 
 Tuesday comes after Monday, or that iron is heavier than 
 water, and makes her choice of reaction accordingly, she is 
 given full credit for the two parts, or a total of 10 per cent. 
 If, on the other hand, her choice of reaction is made as though 
 Edison discovered America, or Tuesday comes before Monday, 
 etc., she is given 5 per cent., because a choice of reaction is 
 made, while the other 5 per cent, is withheld because it has 
 been wrongly made. If, however, she fills in both parts or 
 leaves both blank, no credit is given either half. 
 
 Another ambiguity encountered in marking the test and not 
 so easily disposed of, is the difficulty of determining how much 
 the success of stupid subjects who make an apparent discrim- 
 ination of reactions is due to their ability to grasp the force of 
 the interrelated parts of the sentence and how much it is merely 
 the result of skipping the more difficult part of the direction 
 and answering the more concrete command of the easier part. 
 For instance, "If Christmas comes in March make a cross 
 
 right here " puzzles the stupid girl. Presently she 
 
 leaves this portion unanswered to read hurriedly through "but 
 if," etc. When, however, she comes to "and tell where the 
 
 sun rises " this makes sense to her and produces the 
 
 relatively quick response: "The east." The only way to 
 determine her mental processes is to ask the subject afterwards 
 to explain her reaction, and this way is obviously unsatisfac- 
 tory. 
 
 Our aim in scoring was to register as many degrees of ability 
 to follow the more difficult directions as was possible. We soon 
 noted that some of the directions, such as "Make three crosses 
 between the names of these two boys," lent themselves to three 
 grades of response, viz.: (1) complete failure, (2) missing part
 
 TESTS CONTINUED 193 
 
 of the idea, such as the number of crosses or the place they were 
 to be put, but putting the wrong number in the right place or 
 the right number in the wrong place, (3) completely correct 
 response. To register these differences we gave to the first 
 type of response, 2.5 per cent, to the second, and 5 per cent., or 
 full credit, to the third. Certain ones of the proposed half- 
 credits, we found later, were so seldom called for that they 
 might be dropped with no appreciable difference in the results. 
 Others were so numerous and their distribution among the 
 brighter subjects was such as to suggest the need for modifica- 
 tion in the text of the directions themselves. The method we 
 used is given in detail below. The use of half-credits worked 
 out satisfactorily (see Table 60). Whereas the least accurate 
 quarter made approximately 13 failures to 1 error, the most 
 accurate quarter succeeded in getting almost 2 directions half- 
 right to every 1 totally wrong. Although some were not keen 
 enough to follow out the directions with entire correctness, 
 they were not so dull as those who totally missed the point. 
 Roughly the proportion of errors to failures are: 
 
 2 to 1 Best quarter in total accuracy scores. (23 Er. 13 Failures). 
 
 1 to 2 2nd best quarter (22 Er.— 47 Failures). 
 
 1 to 3 3rd quarter (30 Er.— 90 Failures). 
 
 1 to 13 Poorest quarter (16 Er.— 215 Failures). 
 
 1 to 4 Total Bedford 88-60 (91 Er.— 365 Failui-es). 
 
 1 to 2 College Maids (33 Er.— 69 Failures). 
 
 This method gave a higher positive correlation with rank in 
 native ability than any other scheme of grading which we 
 tried, (r = + .77, P.E. = .037.) 
 Method of Scoring: 
 
 I. If a dot is put over one letter — 5 per cent, credit. If a comma or some 
 other mark than a dot is put over one letter — 2.5 per cent, credit. 
 
 II. If entirely correct — -5 per cent, credit. If some other pimctuation 
 mark than a comma is put after the longest word, or if a comma is put after 
 some other word than mother — ^2.5 per cent, credit. 
 
 Ill and IV. If the first half is left blank and it is stated that the sun rises 
 in the "east" or "at the horizon" — 5 per cent, to both III and IV. If it states 
 that the sun rises in the west, south, north or in the sky — -a total of 7.5 per 
 cent, credit, {i. e. 5 per cent, to III and 2.5 per cent, to IV). If it states 
 when instead of where the sun rises, for instance, "in the morning,"— a total 
 credit of 5 per cent, to III and IV {i. e.. 5 per cent, to III and to IV). If the 
 cross is put in the blank in III and IV is left unanswered — half-credit since 
 the force of the alternative direction has been appreciated though the choice
 
 194 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 has been made on the wrong basis. (In cases like the last as a matter of lact 
 instead of markmg both III and IV 2.5 per cent, we marked III 5 per cent, 
 and IV per cent. This gave a total of 5 per cent, to the two parts, but it 
 shows such errors in Table 60 in the "all wrong" column instead of in the 
 "partly WTong" column. It might have been better to have given the 2.5 
 per cent, to each part though the final result is the same.) If both halves are 
 filled in, or both parts left unanswered — no credit to either alternate direction, 
 since no choice was made. 
 
 V and VI. If what was just written is not crossed out and a number put 
 in between "has" and "feet" — 5 per cent, to both V and VI. If more or, 
 less feet than four are attributed to the horse— no deduction. If the sentence 
 "The horse has. . . .feet" is not understood to be "this sentence" because 
 the force of the colon is not understood, and if in consequence the number is 
 put just after the colon — -5 per cent, to V and 2.5 per cent, to VI, whether or 
 not a number is also put in to tell how many feet the horse has. If the force 
 of the colon is not missed, but it is stated that the horse has big feet or hard 
 feet instead of giving the number of feet — 5 per cent, to V and 2.5 per cent, 
 to VI. If "what you just wrote" is crossed out and VI left blank— 2.5 per 
 cent, to both V and VI, on the basis that the subject comprehended the force 
 of the alternative direction and is merely mistaken regarding who discovered 
 America. If both V and VI are left blank or both answered — no credit to 
 alternate directions, since no choice was made. 
 
 VII. If "yes" is written — -5 per cent, credit, otherwise none. 
 
 VIII. If some number other than 7 is written — -5 per cent, credit, otherwise 
 none. 
 
 IX. If a letter other than g is written after the comma — ^5 per cent, credit. 
 If some number or word is written after the comma — 2.5 per cent, credit, 
 on the basis that to miss only "except g" is better than not to understand any 
 of the direction at all. 
 
 X. If "no" is written — 5 per cent, credit, otherwise none. 
 
 XI and XII. If two crosses are put in XI and neither a circle nor a square 
 in XII — 5 per cent, credit to each part. If two straight hues or checks, or 
 more or less than two crosses, or "yes," or "it does" is written in XI, and XII 
 is left blank — 2.5 per cent, credit to XI and 5 per cent, to XII. If the choice 
 is made as though Tuesday did not come after Monday — 2.5 per cent, credit 
 to each XI and XII. If both XI and XII are left blank or both answered — 
 no credit to either alternate direction, since no choice was made. 
 
 XIII. If three crosses are put between the two names — 5 per cent, credit. 
 If three crosses are put somewhere other than between the two names, for 
 instance, x George x Henry x, or where three marks other than a cross, or 
 more or less than three crosses, are put hetioeen the two names — 2.5 per cent, 
 credit, since these responses are better than none at all or than one that is 
 absolutely wrong. 
 
 XIV and XV. If the choice is made on the basis that iron is heavier than 
 water — ^5 per cent, credit to each XIV and XV. If the proper choice is made, 
 but the connection between the numbers 3 and 5 of the preceding sentence is 
 lost or not understood — 2.5 per cent, credit to XIV and 5 per cent, to XV. As 
 an example of this, sometimes 1,000,000 or some other large number is written 
 in XIV or the word iron is written there. If the choice is made on the basis 
 that water is heavier than iron — 2.5 per cent, credit to each XIV and XV. 
 (As a matter of fact one-tenth of the subjects thought water heavier "because it 
 holds ships up.") If both XIV and XV are left blank or both answered — no 
 credit to either alternate direction, since no choice was made. 
 
 XVI. If a cross is put after winter — 5 per cent, credit; 2.5 per cent, credit 
 (a) if long is WTitten after winter, (b) if long is WTitten after icinter, and short
 
 TESTS CONTINUED 195 
 
 after summer, or vice versa, or (c) if the cross is put after summer. (One- 
 third of the subjects took night to mean evening. They said "It stays light 
 longer on summer nights" and "You can staj' out later on summer nights.") 
 These have at least discriminated between summer and winter and deserve 
 more credit than those who leave both parts blank or put a cross in each. 
 
 XVII. If no is AATitten — 5 per cent, credit. If down or down hill — 2.5 per 
 cent. If sometimes or yes in a pipe, etc. — no credit. 
 
 XVIII. If the response is a hteral repetition of XVII, whether the latter 
 was correct or not — ^5 per cent, credit. If a paraphrase of the response to 
 XVII — 2.5 per cent, credit, otherwise none. 
 
 XIX. If the preceding question was omitted and the subject's attention 
 called to the fact by this direction, if the former omission is corrected — 5 per 
 cent, credit whether the siun is filled in or not. If the preceding question 
 was not omitted and the sum is not done, or if the sum is done and the pre- 
 ceding question was omitted — 5 per cent, credit. (This is an awkward unit 
 to grade and is not useful for stupid subjects, who skip it because they cannot 
 do it, quite without reference to whether they have, or have not, omitted the 
 preceding question. Some do it because "I was taught to wTite answers in 
 school," again quite without reference to the response to the preceding ques- 
 tion. The brighter subjects, too, who have chanced to skip the preceding 
 question, have their attention called to the fact by this one. If they go back 
 and correct the omission, they may, or may not, fill in the sum and have logic 
 on their side in either case.) 
 
 XX. If the first letter of the first name and the last letter of the last name 
 are put at the ends of the Une — 5 per cent, credit. If the right letters are 
 put in the WTong place or the wrong letters in the right place — -2.5 per cent, 
 credit. 
 
 The hard-directions test was given to the College Maids and, 
 with two omissions and two additional, to the Lab. Group. 
 The records of the Bedford 88 in all probability would have 
 been as like the latter in this as they were in the easy directions 
 test. 
 
 Results: The 25th, median and 75th percentiles for accuracy 
 are 85, 77.5 and 52.5 per cent, for the Reformatory women and 
 90, 90 to 87.5 and 67.5 per cent, respectively for the College 
 Maids. The hard directions draw a clearer line of demarca- 
 tion between the College Maids and the offender on the basis 
 of the accuracy with which the directions are followed than did 
 the easier list. In time, the percentiles for the College Maids 
 are 155, 192 to 200, and 256 sec, respectively, and for the 
 Reformatory women 202.8, 251.6 and 369.8 sec, respectively. 
 Only two of the College Maids finished the test in the average 
 time quoted by Woodworth and Wells for their subjects, i. e., 
 107 sec. Of the Reformatory women all but one were slower
 
 196 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 than 134 sec, the slowest time of the University subjects. 
 The one better record did 30 per cent, of the directions incor- 
 rectly. The percentiles for the indexes are 172.2, 238.1 to 275.5 
 and 309 sec. for the College Maids and 233.8, 348.3 to 361.5 
 and 639.5 sec. for the Reformatory women. Only 20 per 
 cent, of the College Maids are as poor in index score as the 
 poorest 50 per cent, of the Reformatory women and only 5 
 per cent, of them are as poor as the poorest 33 per cent, of the 
 latter. 
 
 Although the Reformatory women are less accurate and very 
 much slower at the three percentiles than the College Maids, 
 it remains a fact that a fair portion of the latter, entirely ef- 
 ficient law-abiding women, are themselves not very alert men- 
 tally, as judged by this test. How much this mental slowness 
 has proved a handicap to them economically can be answered 
 only after we have norms for other groups of working women 
 who have made their way successfully in other occupations 
 than as maids in a college dormitory. The latter certainly 
 calls for less versatility than is required to command high wages 
 in a private household. In the college the maid is called upon 
 to do but one or two things — iron, wait on table or corridor 
 cleaning. The work is well systematized and much less compli- 
 cated on the personal side than is work in a private house. The 
 girl who wishes to do right can better protect herself from 
 temptations than the factory girl or the clerk. Be this as it 
 may, the College Maids have selected work well within their 
 capacity and are stable and sensible enough to keep at such 
 work, once it is undertaken. 
 
 The records in this test of 60 young women students of the 
 Chicago Normal-College are enough poorer than the standards 
 set by Woodworth and Wells' subjects, to suggest that we not 
 take the low percentiles of the College Maids as too incriminat- 
 ing. The average time for the normal students is 118.8 sec. 
 which is 11.8 sec. slower than the university average and one- 
 fourth of them are slower than the slowest subject of Woodworth 
 and Wells. Their percentiles are:
 
 TESTS CONTINUED 197 
 
 
 
 
 
 
 Limits 
 
 
 25 ih 
 
 Median 
 
 75 th 
 
 Upper 
 
 Lower 
 
 Per cent, of Ace. 
 
 95 
 
 87.5 
 
 70 
 
 100 
 
 40 
 
 Time in Sec. 
 
 93 
 
 118.5 
 
 130 
 
 64 
 
 207 
 
 Index in Sec. 
 
 109.1 
 
 138.2 
 
 179.3 
 
 68 
 
 321.6 
 
 These 60 records were selected at random from those of a 
 larger number of students who had been tested with the hard 
 directions by Dr. Stella B, Vincent. We have graded them 
 according to our own method of scoring. 
 
 There is a marked difference in the way these students and 
 the Bedford 88 went at the test. Although the directions to 
 both groups called for the highest possible accuracy in the least 
 possible time, the Reformatory woman struggled at any cost 
 of time to get every direction as nearly right as she could, while 
 the students drove ahead sacrificing accuracy to speed. The 
 same tendency of the criminal women to work deliberately 
 and slowly toward the best possible results and of the more 
 intelligent group to work quickly with much less than their 
 maximal precision was evident again in a test reported later in 
 this chapter — tracing a star in a mirror. Whereas the Bedford 
 group plodded along trying to trace a perfect star though it 
 took forever, the college students who were tested seemed to 
 work on the principle that they would do best to accomplish a 
 reasonable degree of accuracy in the least possible amount of 
 time. These differences have industrial significance. The 
 one group lends itself happily to the monotonous work of a 
 factory where practise brings the time factor to an efficient 
 point and where the tendency to make the product absolutely 
 without flaw or variation is a practical necessity. The other 
 group, which is quite unfit for such wearisome perfection, is 
 alone efficient in a situation where new tasks must be met con- 
 stantly with reasonable success in as expeditious a manner as 
 possible. 
 
 These differences in method are equalized to a large extent 
 in the index score in terms of which, therefore, it is best to 
 compare the several groups. The test differentiates the Uni- 
 versity students, the Normal College girls, the College Maids 
 and the Reformatory Women into four fairly distinct groups 
 which overlap each other very little in index scores.
 
 198 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 The easiest of these hard directions are I, II and IX, yet 
 from 18 to 20 per cent, are unable to do even these correctly. 
 The relative difficulty of the 20 hard directions may be estim- 
 ated from Table 60. The hardest one is the 20th, which only 
 19 per cent, of the best quarter of the Reformatory women 
 and only 25 per cent, of the College Maids accomplish without 
 error. We are of the opinion that it would be better to re-word ■ 
 this direction so as to make more emphatic the fact that the 
 two letters are to be put one at either end of the straight line at 
 the bottom of the page, or if this change is not made, to deduct 
 nothing if the correct letters are put at the end of the last line 
 of print or any place on the straight line below. Another 
 modification which we suggest, to obviate the confusion in the 
 17th direction noted above, is to re-word the text as follows: 
 "Show by a cross when it grows dark earliest in the evening: in 
 summer or in winter " 
 
 Curiously enough, three of the simpler directions precipitated 
 more entirely wrong responses than did the more complicated 
 ones which required a choice of conditional reactions. The 
 former required that a wrong answer be given to some such 
 simple statement as the number of days in a week. The poor- 
 est quarter of the College Maids and all but the best quarter 
 of the Reformatory women react very characteristically. There 
 are 7 days in a week, Africa is not in China, 2 x 5 are 10 and they 
 refuse to state the matter other-^dse. Some are suspicious that 
 the question is a trap, most are unimaginative, and few get the 
 point or show the least sense of humor. "Yes of course it says 
 to write 'no' but 2x5 are 10 and I ain't a'going to lie for no- 
 body." "But it's just to see if you can do as you are told. 
 Don't you remember I said that no matter how foolish it seemed, 
 you were to do just what it said?" To this the usual reply is: 
 "I don't care. I was taught that 2x5 are 10, and you can't 
 catch me," or "It's silly to say 'yes'— China isn't in Africa." 
 Nearly 52 per cent, fail to see the point of VIII, or refuse to 
 give a wrong answer to the number of days there are in the week. 
 
 Of the alternate reactions, XIV and XV are the most difficult. 
 Twenty-five fail to make any choice of reaction, 6 make a choice
 
 TESTS CONTINUED 199 
 
 on the wrong basis, i. e., that iron is Hghter than water, and 3 
 others make minor errors in filling out their choice of reaction. 
 To XI and XII there are 17 total failures to make a choice of 
 reaction; 3 choices are made on the wrong basis and there are 
 
 4 in which a minor error was made in filling out the response. 
 To III and IV there were 15 failures to make a choice of reac- 
 tion, 3 choices made on a wrong basis, and 3 other minor errors, 
 such as saying that the sun rose in the sky or in the west, were 
 made. To V and VI there were only 11 failures to make a 
 choice of reaction and only three instances where the choice was 
 made on the wrong hypothesis, but 16 minor errors were made. 
 Most of these errors were instances where the force of the punc- 
 tuation was lost and the number was put just after the 
 colon. This mistake was made by only two of the College 
 Maids, both of whom belonged to the poorest quarter with 
 respect to their total accuracy scores. As high a percentage 
 of the normal college students as of the Reformatory women 
 fail to carry out correctly these alternate directions. The 
 latter, of course, fail not because they cannot understand but 
 because they work for speed and give insufficient time for clear 
 understanding. The single directions they Avere able to carry 
 out at a rapid rate with only a mistake now and then. To the 
 question as to whether the nights were longer in summer or 
 winter, 14 or nearly one-fourth of them wrote "summer." Dr. 
 Vincent questioned them and found that they, too, took "night" 
 as synonj^mous with "evening." This tends to confirm the sup- 
 position that the difficulty of this direction lies in the text. 
 None of this normal group was disturbed by the request to give 
 a wrong answer to the days of the week or to write no if 2 times 
 
 5 are 10, or to write yes no matter whether China is in Africa 
 or not. To take exception to these or regard them with sus- 
 picion seems peculiar to the less intelligent groups. 
 
 The correlation + .77 between rank in the indexes of this 
 test and in native ability is as high as in any test save Easy 
 Opposites. The writer found these hard directions very valu- 
 able for clinical purposes.
 
 200 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
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 IV.; 
 
 VI. 1 
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 XV. / 
 XVI. 
 XVII. 
 XVIII. 
 XIX. 
 XX. 
 
 -3 
 
 -s H
 
 TESTS CONTINUED 
 
 201 
 
 Section 4. — Ability to Tell Time. 
 
 A watch the size of a dollar Ingersoll was set at the following 
 hours and the subject asked the time: 
 
 4.30 5.27 
 
 11.56 3.45 
 
 5.13 1.30 
 
 11.40 6.57 
 
 8.17 6.35 
 
 11.23 9.50 
 
 10.20 4.55 
 
 2.15 
 
 Results: 1. All the College Maids were able to tell time 
 promptly and well. Of the Bedford 88, 51 per cent, tell time 
 accurately and promptly. In all, 58 per cent, of them can 
 tell time, but 3.4 per cent, of them do so slowly and another 3.4 
 
 TABLE 61. 
 
 
 8th. 
 
 7th. 
 
 6th. 
 
 5th. 
 
 Grade 
 
 Below- 
 
 
 
 
 
 
 
 
 
 Grade 
 
 Bedford 88 
 
 
 Gr. 
 
 Gr. 
 
 Gr. 
 
 Gr. 
 
 Group 
 
 Group 
 
 
 Manner of Telling Time 
 
 
 
 
 
 
 Per 
 
 
 Per 
 
 
 Per 
 
 
 No. 
 
 No. 
 
 No. 
 
 No. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 No. 
 
 Cent. 
 
 Prompt and accurate 
 
 10 
 
 11 
 
 10 
 
 6 
 
 37 
 
 68.5 
 
 8 
 
 23.5 
 
 45 
 
 51.2 
 
 Accurate and slow 
 
 
 
 
 
 2 
 
 
 
 2 
 
 3.7 
 
 1 
 
 2.9 
 
 3 
 
 3.4 
 
 Accurate but careless 
 
 
 
 1 
 
 1 
 
 
 
 2 
 
 3.7 
 
 1 
 
 2.9 
 
 3 
 
 3.4 
 
 Right on right side, but 
 
 
 
 
 
 
 
 
 
 
 
 slow on left side of 
 
 
 
 
 
 
 
 
 
 
 
 the clock 
 
 1 
 
 2 
 
 1 
 
 1 
 
 5 
 
 9.3 
 
 2 
 
 5.9 
 
 7 
 
 8.0 
 
 Right on right side, but 
 
 
 
 
 
 
 
 
 
 
 
 can tell minutes cor- 
 
 
 
 
 
 
 
 
 
 
 
 rectly only when min- 
 
 
 
 
 
 
 
 
 
 
 
 ute hand is on the 
 
 
 
 
 
 
 
 
 
 
 
 hours on left side of 
 
 
 
 
 
 
 
 
 
 
 
 clock, i. e., 5' past, 
 
 
 
 
 
 
 
 
 
 
 
 10' past, etc. 
 
 1 
 
 
 
 
 
 1 
 
 2 
 
 3.7 
 
 1 
 
 2.9 
 
 3 
 
 3.4 
 
 Can get the minutes 
 
 
 
 
 
 
 
 
 
 
 
 right only when the 
 
 
 
 
 
 
 
 
 
 
 
 minute hand is on 
 
 
 
 
 
 
 
 
 
 
 
 hours. 
 
 1 
 
 1 
 
 
 
 1 
 
 3 
 
 5.6 
 
 8 
 
 23.5 
 
 11 
 
 12.5 
 
 On hours only, i. e., one 
 
 
 
 
 
 
 
 
 
 
 
 o'clock, two o'clock. 
 
 
 
 
 
 
 
 
 
 
 
 etc. 
 
 
 
 1 
 
 2 
 
 
 
 3 
 
 5.6 
 
 7 
 
 20.6 
 
 10 
 
 11.4 
 
 Cannot tell even the 
 
 
 
 
 
 
 
 
 
 
 
 hours on left side of 
 
 
 
 
 
 
 
 
 
 
 
 clock. 
 
 
 
 
 
 
 
 
 
 
 
 0.0 
 
 2 
 
 5.9 
 
 2 
 
 2.3 
 
 Cannot tell time. 
 
 
 
 
 
 
 
 
 
 
 
 0.0 
 
 4 
 
 11.8 
 
 4 
 
 4.6 
 
 Total 
 
 13 
 
 16 
 
 16 
 
 9 
 
 54 
 
 
 34 
 
 
 88 

 
 202 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 per cent, are inexact from carelessness. Against this 58 per 
 cent, of the Bedford 88, 65 per cent, of the Binet 200 tell 
 time satisfactorily. The records for the latter were not kept 
 in so detailed a manner as for the former and it is not possible 
 to state how many were quick and exact, how many slow, nor 
 how many careless. It is evident, however, that upon the 
 whole the Bedford 88 are again like the larger group of 200. 
 
 2. Of the Grade Group, 85.2 per cent, tell time satisfactorily, 
 whereas only 35 per cent, of the Below-Grade Group can do so. 
 Of the latter group, 11.8 per cent, cannot tell time at all; 5.9 
 per cent, can tell time only on the right side of the clock, 20.6 
 per cent, only the hours, i. e., that it is ten or two or twelve 
 o'clock; 23.5 per cent, tell the minutes correctly only when the 
 minute hand is on the hours, i. e., five minutes past, ten minutes 
 past, fifteen minutes to, twenty minutes to, etc.; 2.9 per cent, 
 can tell the minutes correctly on the right side, but on the left 
 only when the minute hand is at the hours. 
 
 The per cent, at each mental age of the Binet 200 who can 
 tell time with fair success is as follows : 
 
 Binet Age 
 
 Per 
 
 cent 
 tell 
 
 . at 
 time 
 
 each age that can 
 1 satisfactorily 
 
 6 
 
 
 
 
 
 
 7 
 
 
 
 
 
 
 8 
 
 
 
 
 
 
 9 
 
 
 
 
 42 
 
 10 
 
 
 
 
 81 
 
 11 
 
 
 
 
 91 
 
 These ages are those of the final scoring of the Binet tests. 
 
 Section 5. — Tests of the Juvenile Psychopathic Institute 
 
 OF Chicago. 
 
 1. C7-0SS Line Tests A and B and the Code. 
 
 These tests are described by Healy^ under the heading "Rep- 
 resentation and Analysis." He points out that they involve 
 ability to recall a given situation in its entirety and then abil- 
 ity to see the relationship of its different elements, to discrim- 
 inate among them and analyze out the various portions sep- 
 arately. Any tests which, like these, demand the isolation of 
 
 * The Individual Delinquent, p. 90.
 
 TESTS CONTINUED 203 
 
 significant parts of a situation throw into relief powers of 
 selective thinking. 
 
 The method of procedure and the directions were essen- 
 tially those indicated in the Healy Monograph.^ Cross- 
 line test A was given first. The model was drawn for the 
 subject and then the angle to the right was made just below 
 and the subject asked to state what number belonged therein. 
 If a wrong number was suggested she was told, "No, that isn't 
 the right number. Look again at the whole figure and find 
 out what number is in the part like this — that goes in this 
 direction." As this last statement was made, we traced over 
 the isolated angle for which the number was being sought. 
 Every effort was made to explain in terms of this angle contain- 
 ing the "4", without actually telling the subject the number 
 and without pointing to the "4" in the model. If she was 
 unable to find the "4" for herself no other angle was used in 
 explanation.^ 
 
 After drawing the model and illustrating with section "4," 
 the directions continued: "Now look carefully where each num- 
 ber is and see the way they go in the figure for I am going to 
 take this picture away and draw each part down here by itself 
 as I made this one in which the *'4" goes and you must tell 
 me what number belongs in each." The subject was then 
 allowed to study the model for 15 seconds. The duller ones 
 were apt to push the model away before this time was up to 
 state "I can do it." These were asked, "Are you sure you can 
 do it all right?" If the reply was "Yes" the test was begun 
 
 ^ Healy, William and Fernald, Grace M., "Tests for Practical Mental Classi- 
 fication." Psych. Rev. Mon., No. 54, March, 1911, pp. 28-32. 
 
 ' As a matter of fact in every such case the test was carried through in the 
 hope that in the process of seeking numbers for all the angles the test would 
 become clear, but it was solved by no subject who was unable to find the 
 "4" in the preliminary explanation. In a few cases correct numbers were 
 suggested for some of the angles but were only chance successes for where 
 the same angles were repeated immediately thereafter in another order WTong 
 numbers were offered.
 
 204 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 at once. The parts of the figure were drawn one at a time in 
 the following order: On the first and third trials 2 — 3 — 1 — 4 
 and on the second trial 4 — 1 — 3 — 2. Whatever number was 
 offered for each we set down in the angle without comment; if 
 a correction was offered a line was drawn through the first 
 number and the new one substituted. If the four parts were 
 not correctly numbered, the page was turned over and the sub- 
 ject asked to draw the whole design from memory and to put 
 the numbers in it as they had been in the model. She was 
 given help in this reproduction, if necessary, but was not allowed 
 to see the model. When she had done the best she could, we 
 crossed out any numbers that were wrong and substituted the 
 correct ones, commenting merely: "Yours were not quite 
 right. This is the way they go. Remember them this way." 
 If she was not able to reproduce the two cross-lines, they were 
 drawn for her. Aid was given only on the first reproduction. 
 The watch was started as we drew the separate angles for the 
 first trial and stopped when the test was correctly completed or 
 terminated by failure at the end of the third trial at substituting 
 the correct numbers in the separate angles. 
 
 Test B. The directions here were essentially the same as 
 those employed in Test A. The figure consists of two parallel 
 vertical lines cut into three equal parts by two parallel hori- 
 zontal lines. The lines are all about 1^^ inches in length. The 
 nine spaces so formed were numbered from top to bottom be- 
 ginning with the upper left hand corner as follows: 1, 2, 3, left 
 column, 4, 5, 6, middle clumn, 7, 8, 9 right hand column. The 
 figure was first drawn for the subject and then the portion in 
 which the "7" belonged was drawn below in illustration of 
 what was meant. Twenty instead of 15 seconds were allowed 
 for study of the figure. The portions of the figure were pre- 
 sented for numbers in the following order: 5 — 1 — 6 — 7 — 4 — 9 — 
 2—3—8. 
 
 The Code. Cross-line tests A and B were given before the 
 code, a fact to be noted before comparing our results with those 
 in which the code was given as a part of the Binet tests without 
 these preliminary tests. First what was meant by a code was 
 explained. The idea of a secret language always met with a 
 quick and eager response. The figures were then drawn and
 
 TESTS CONTINUED 
 
 205 
 
 lettered for the subject. (See Figure III.) The subject then 
 asked what letter | contained, and so, represented. What- 
 ever letter she suggested was put in, but if it was not correct 
 we said: "That isn't right, look again." The next letter sug- 
 gested was set down and the first crossed out and this process 
 continued until the correct letter "h" was suggested. Then 
 she found the letter represented by |^ and wrote the word "war" 
 with the code before her. Finally she was told to study the 
 code for a minute when it would be taken away and she would 
 be asked to write in the code a message which we would give to 
 her. When the minute was up, the message "Come quickly" 
 was given her typewritten on a card and the stop watch started. 
 When the message was completed, time was taken out while 
 we looked through the result. If there was more than one 
 error, the subject was told that her message was not entirely 
 
 A 
 
 D 
 
 G 
 
 B 
 
 E 
 
 H 
 
 c 
 
 F 
 
 I 
 
 J-. 
 
 • 
 
 p 
 
 * 
 
 K. 
 
 • 
 
 . a 
 
 C 
 
 
 
 *R 
 
 Fig. hi 
 
 correct, the watch was started again, and she was given the 
 rest of the 15 minutes, which was the time-limit, for corrections 
 if necessary. The time recorded includes that consumed in 
 making corrections. 
 
 In Tests A and B there are records for the first 50 of the 
 group of 100 to whom the tests of the Bureau of Vocational 
 Guidance were given. Seven of the 12 who were omitted from 
 this 100 on account of language handicaps, thereby leaving the 
 Bedford 88, were among this first 50. There remain, accord- 
 ingly, 43 of the Bedford 88 with records for these tests. There 
 are records for 185 of the Binet 200 in Test A and for 182 of 
 them in Test B. The code was given to 182 of the Binet 200, 
 but not to the Bedford 88. These tests were not included 
 among those which time permitted us to give the College Maids. 
 
 In connection with another investigation the cross-line tests 
 A and B were given to a small group of young women students
 
 206 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 in the Chicago Normal College. Their records have been 
 included here as a prehminary adult standard. In testing this 
 group we were aided by Dr. Mabel R. Fernald. The list of their 
 original scores are as follows: 
 
 
 Cross Line Test A. 
 
 
 No. of 
 
 
 Subject 
 
 Trials 
 
 Time in Sec. 
 
 1 
 
 1 + 
 
 7.2 
 
 2 
 
 
 8.0 
 
 3 
 
 
 8.3 
 
 4 
 
 
 8.5 
 
 
 
 9.2 
 
 6 
 
 
 10.0 
 
 / 
 
 
 11.0 
 
 8 
 
 
 12.0 
 
 9 
 
 
 12.4 
 
 10 
 
 
 13.0 
 
 11 
 
 
 14.0 
 
 12 
 
 
 15.0 
 
 13 
 
 
 15.4 
 
 14 
 
 
 21.6 
 
 15 
 
 
 34.1 
 
 16 
 
 
 38.8 
 
 
 Cross Line Test B. 
 
 
 No. of 
 
 
 Subject* 
 
 Trials 
 
 Time in Sec. 
 
 16 
 
 1 + 
 
 17.5 
 
 10 
 
 
 19.5 
 
 18 
 
 
 30.0 
 
 3 
 
 
 31.4 
 
 4 
 
 
 42.5 
 
 12 
 
 
 43.0 
 
 1 
 
 
 44.0 
 
 9 
 
 
 44.7 
 
 8 
 
 
 45.0 
 
 2 
 
 
 46.8 
 
 11 
 
 
 49.0 
 
 7 
 
 
 50.0 
 
 13 
 
 
 50.0 
 
 17 
 
 
 57.0 
 
 14 
 
 
 75.8 
 
 6 
 
 
 119.0 
 
 15 
 
 2 + 
 
 99.0 
 
 (1 error; 1 correction) 
 
 (1 error; 1 correction) 
 
 (2 errors; 2 corrections) 
 
 * Subject No. 5 of Cross Line Test A is not included here because there is no 
 time record for this test. She solved B on the first trial. Subjects 17 and 18 
 in Test B had no time records for Test A. Both solved A on the first trial.
 
 TESTS CONTINUED 207 
 
 Results: While approximate!}^ one-half the criminal women 
 have difficulty with the substitutions in the dismembered sec- 
 tions of the model on the first trial in Test A, and about two- 
 thirds in Test B, few, at least of those who in the end pass the 
 test, have difficulty or need aid in the reproduction of the whole 
 figure. Clearly the power of recall is within the capacity of 
 more of them than is the power to analyze what they have 
 recalled. These tests really give one a very fair indication of 
 those w^ho are unable to think out effectively such a simple 
 situation as these typify. Healy holds that Test A is done by 
 nearly all his normal children of 10 by the first or second trial, 
 Schmitt that 90 per cent, of the 3rd-grade children and 100 per 
 cent, of the 5th grade are able to accomphsh it on the first trial. 
 These children were given one more trial than our subjects, 
 but another trial would have made no appreciable difference 
 in our results. We suspect that our directions were more ex- 
 acting, that our subjects were left a little more to their 
 own devices in thinking out the situation than were the chil- 
 dren. In any case, the test proved more difficult for the Re- 
 formatory women than the grades they had succeeded in passing 
 upon leaving school would seem to warrant, in terms of Schmitt's 
 results. Even so, however, there is a fair correspondence 
 between our group and hers. Nearly all of the Grade Group 
 succeeded on the first or second trial and the test was easy 
 enough so that it was passed by 50 per cent, of the Below- 
 Grade Group. 
 
 Twenty-seven and nine-tenths per cent, of the Bedford 88, 
 35.2 per cent, of the Binet 200, or about one-third of the Crim- 
 inal Women, fail in the test. In all the tests of the Bureau of 
 Vocational Guidance about one-third of the scores of the Bed- 
 ford 88 were found to pile up at the poorest end of the curves 
 that distributed the records of the working children. This 
 test seems to indicate that this poorest third really do less well 
 than the child of ten. 
 
 The list of original scores indicates that the degree of over- 
 lapping of the Grade Group and Below-Grade Group is slight, 
 only 12.5 per cent, of the latter overlap the median score of 
 the former. The median record of the Below-Grade Group is
 
 208 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Acc. 3+, Time, 121 sec, for the Grade Group, Ace. 1 + , 
 Time 16 sec. 
 
 In Test B, Schmitt finds that 84 per cent, of the 4th grade 
 and 94 per cent, of the 5th grade solved this test on the first or 
 second trial, that 100 per cent, of the 6th grade solved it on the 
 first trial. Only about one-third of our Grade Group solved 
 the test on the first trial and none of the Below-Grade Group, 
 all of whom save 12.5 per cent, failed in the solution. The 
 median of the two groups is: 
 
 Grade Group 1 + , 140 . 2 sec. 
 
 Below-Grade Group 3 — , 370 . 2 sec. 
 
 Test B, too, proves more difficult than for Schmitt's children 
 of corresponding grades. Healy found, however, that whereas 
 96 per cent, of his cases of recidivists from 11 to 15 years who 
 were unretarded in school solved the test, only 59 per cent, of 
 those who were retarded more than two years succeeded. Prac- 
 tically all of the Below-Grade Group and nearly half of the 
 Grade Group, or approximately two-thirds of the Bedford 88 
 were retarded more than two years upon leaving school and are 
 more comparable, therefore, to Healy's retarded group, between 
 whose records and ours there is a close correspondence. Fifty- 
 one and two-tenths per cent, of the Bedford 88, 48.3 per cent, 
 of the Binet 200 succeeded in solving this test. 
 
 The number of trials necessary for solution by those of the 
 various Binet ages for Tests A and B are given in Tables 63 and 
 65. (These Binet ages were obtained by the original count of 
 the Binet tests.) In Test A, 7.5 per cent, of the 11-year-olds, 
 22.9 per cent, of the 10-year-olds, 45.5 per cent, of the 9-year 
 group, 69.2 per cent, of the 8-year group, and 100 per cent, of 
 the 7 and 6-year groups fail to pass the test. In Test B, 17.9 
 per cent, of the 11-year-old group, 38.2 per cent, of the 10-year- 
 old group, 77.3 per cent, of the 9-year group, 76.9 per cent, of 
 the 8-year group and 100 per cent, of the 7 and 6-year-old 
 groups failed to solve the test. 
 
 Table 62 for Test A and Table 64 for Test B, include the per- 
 centage of the Bedford 88-43, the Binet 200, and the Normal 
 College girls who solved the test on the first, second or third
 
 TESTS CONTINUED 209 
 
 trial, respectively, and who made errors which they failed to 
 correct and so only partially succeeded in the substitutions. 
 Again it appears that the 88 whom we have compared with the 
 working girls of Cincinnati are as typical of the Reformatory 
 women as a much larger group would have been. 
 
 The list of original scores for Test A indicates that there is a 
 very close correlation between time and number of trials neces- 
 sary for solution. The scores for the Bedford 88-43 vary from 
 8.4 to 320 sec. The time for those who solved it on the first 
 trial varies from 8.4 to 26.8 sec, for those who solved it on the 
 second trial from 53.6 to 240 sec, for those who solved it on 
 the third trial from 240 to 458 sec. Those who failed to solve 
 it vary in time from 120 to 320 sec. For the Binet groups the 
 average time, the A. D., and the limits for the different Binet 
 ages are given in Table 63. 
 
 In Test B the time varies from 17.5 to 119 sec. for the normal 
 girls, from 42 to 658.8 sec. for the Bedford 88-43. Those who 
 solved it on the first trial vary from 42 to 142.2 sec, those who 
 solved it on the second trial from 66 to 373 sec, those who 
 solved it on the third trial from 302.4 to 632.4 sec, and those 
 who failed to solve it from 105 to 658.8 sec For the Binet 
 200 the average time, the A. D., and the limits for the various 
 Binet ages are given in Table 65. 
 
 If one wishes to infer from an individual's relative success in 
 solving this test, what her relative place among the inmates is 
 in general intelligence and in ability to profit by the training 
 of the Reformatory, it is useful to add the time of solution to 
 Healy's method of scoring. Without time scores the only basis 
 for individual differences is the number of trials necessary for 
 solution, and all who solve it on the first trial must have an 
 identical rank, and so for the second and third trials. If, on 
 the other hand, the test is timed, one can secure a finer scale 
 of individual difference by ranking those who solve the test on 
 the first trial in order of time, then those who solve it on the 
 second trial in order of time, etc. Between such a ranking and 
 general mental ability there is found to be a fairly good positive 
 correlation. The index in Test A is r = +.58, P.E. = .071; 
 in Test B, r = +.52, P.E. = .078.
 
 210 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 The data for the code are given in Table 66. Healy states 
 that 14-year-old court cases of "ordinary ability" ought to 
 write the message "Come quickly" with, at most, not more than 
 
 4 errors. Schmitt found that the 6th grade averages 3 errors. 
 Thirty-four and six-tenths per cent, of the Binet 200 were so 
 dull that it proved impossible to explain the idea of a code at. 
 all. Besides these, 36.6 per cent, made more than 1 error qf 
 which they failed to correct all but one. Of these, two made 
 2 errors, five 3 errors, two 4 errors, and fifty-seven more than 
 
 5 errors. Twenty-nine and one-tenth per cent, made not more 
 than 1 error or, if more were made, succeeded in correcting all 
 but 1 of them. Here again, as in the Woolley tests, about one- 
 third of the Criminal Women are as successful in the accuracy 
 of their solution as the 14-year-old child or as the average 6th- 
 grade pupil who is up to grade, and the poorest third extremely 
 dull. Healy does not give Schmitt's data for grades lower than 
 the 5th, so we cannot estimate to what grade the scores of the 
 poorest third of the Reformatory subjects most nearly corres- 
 pond. 
 
 As stated above, the idea of a secret language stronglj^ appeals 
 to such a group as ours. They work very hard to learn to use 
 it and the test presents an ideal opportunity to observe how well 
 they can manipulate material thus presented to them as a whole, 
 in a situation which requires analysis and abstraction of the 
 various elements when the material is no longer present in 
 perceptual form. Perhaps, as it stands, since it is so difficult 
 for the majority, it does not pay for the time it takes. If time 
 for testing is limited, a shorter message might be substituted. 
 Certainly, to succeed with the code, is excellent evidence of 
 good mental ability. 
 
 The writer has found Tests A and B rather more valuable 
 as a basis for diagnosis than the indexes of correlation with 
 general ability would seem to indicate.
 
 TESTS CONTINUED 
 
 211 
 
 TABLE 62. 
 
 Number and Per Cent, of Bedford 88-43, Binet 185* and 16 Normal 
 — College Girls who Solve and who Fail to Solve Cross Line Test A. 
 
 
 
 
 
 
 16 Normal— College 
 
 
 43 of the Bedford 88 
 
 185 of the Binet 200 
 
 
 Girls 
 
 
 No. 
 
 Per cent. 
 
 No. 
 
 Per cent. 
 
 No. 
 
 Per cent. 
 
 Test Solved 
 
 
 
 
 
 
 
 1+ t 
 
 22 
 
 51.3 
 
 95 
 
 51.3 
 
 14 
 
 87.5 
 
 2+ 
 
 / 
 
 16.2 
 
 16 
 
 8.6 
 
 2 
 
 12.5 
 
 3+ 
 
 2 
 
 4.5 
 
 9 
 
 4.9 
 
 
 
 
 
 Total 
 
 31 
 
 72. 
 
 120 
 
 64.8 
 
 16 
 
 100 
 
 Test not Solved 
 
 
 
 
 
 
 
 3 — t 
 
 12 
 
 27.9 
 
 45 
 
 24.4 
 
 
 
 
 
 Failure 
 
 
 
 
 
 20 
 
 10.8 
 
 
 
 
 
 Total 
 
 12 
 
 27.9 
 
 65 
 
 35.2 
 
 
 
 
 
 Grand Total. 
 
 43 
 
 99.9 
 
 185 
 
 100 
 
 16 
 
 100 
 
 *There were fifteen records which were either lacking or ambiguous and so 
 were omitted from the two hundred. Of these, eight were from the group 
 with the Binet age of 11 years, four from the 10-year-old group, and three 
 from the 9-year-old group. 
 
 1 1 + , 2 -|- , 3 + mean solved on 1st, 2nd or 3rd trial, respectively. 3 — 
 means errors on thii-d trial that were uncorrected. 
 
 TABLE 63. 
 
 Binet Age Correlated with Number of Trials and Time in Seconds 
 
 Required for Solution of Cross Line Test A. 
 
 Binet Age 12 Yrs. 
 
 11 Yrs. 
 
 10 Yrs. 
 
 9 Yrs. 
 
 8 Yrs. 
 
 7 Yrs. 
 
 6 Yrs. 
 
 
 
 +a 
 
 
 ^ 
 
 
 +2 
 
 
 « 
 
 
 _^ 
 
 
 ■ts 
 
 
 
 
 
 § 
 
 
 S 
 
 
 a 
 
 
 a 
 
 
 a 
 
 
 a 
 
 
 a 
 
 
 
 u 
 
 
 s 
 
 
 V 
 
 
 
 
 
 
 n 
 
 
 <0 
 
 u 
 
 
 
 to 
 
 o 
 
 fe 
 
 p^ 
 
 
 
 6 
 
 (D 
 
 d 
 
 Pk 
 
 6 
 
 u 
 CM 
 
 6 
 
 Oh 
 
 Test Solved 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1+* 
 
 1 
 
 100 
 
 31 
 
 77.5 
 
 41 
 
 58.6 
 
 19 
 
 43.2 
 
 3 
 
 23.1 
 
 
 
 0.0 
 
 
 
 
 
 2+* 
 
 
 
 5 
 
 12.5 
 
 7 
 
 10.0 
 
 4 
 
 9.1 
 
 
 
 0.0 
 
 
 
 0.0 
 
 
 
 0,0 
 
 3+* 
 
 
 
 1 
 
 2.5 
 
 6 
 
 8.6 
 
 1 
 
 2.3 
 
 1 
 
 7.7 
 
 
 
 0.0 
 
 
 
 0,0 
 
 Total 
 
 1 
 
 100 
 
 37 
 
 92.5 
 
 54 
 
 77.1 
 
 24 
 
 54.5 
 
 4 
 
 30.8 
 
 
 
 0.0 
 
 
 
 0.0 
 
 Not Solved 
 
 
 
 
 
 
 
 
 
 i 
 
 
 
 
 
 
 No. 3— * 
 
 
 
 2 
 
 5.0 
 
 16 
 
 22.9 
 
 15 
 
 34.1 
 
 6 
 
 46.1 
 
 6 
 
 40.0 
 
 
 
 0.0 
 
 No. Failures 
 
 
 
 1 
 
 2.5 
 
 
 
 0.0 
 
 5 
 
 11.4 
 
 3 
 
 23.1 
 
 9 
 
 60.0 
 
 2 100. 
 
 Total 
 
 
 
 3 
 
 7.5 
 
 16 
 
 22.9 
 
 20 
 
 45.5 
 
 9 
 
 69.2 
 
 15 
 
 100. 
 
 2 100. 
 
 Av. Time 
 
 
 50.3" 
 
 104. 1" 
 
 141.9" 
 
 358.2" 
 
 108.3" 
 
 Time 
 
 A. D. 
 
 
 55.2" 
 
 94.5" 
 
 83.2" 
 
 361.2" 
 
 52.2" 
 
 not 
 
 Limits 
 
 
 5-420" 
 
 6-360" 
 
 8-320" 
 
 25-900" 
 
 30-185" 
 
 given 
 
 See footnotes to Table 62.
 
 212 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 64. 
 
 Number and Per Cent, of Bedford 88-43. Binet 182*, and 17 Normal- 
 College Girls who Solve and who Fail to Solve Cross Line Test B. 
 
 
 43 of the Bedford 88 
 
 182 of the Binet 200 
 
 16 Normal— College 
 Girls 
 
 
 No. Per cent. 
 
 No. 
 
 Per cent. 
 
 No. 
 
 Per cent. 
 
 Test Solved 
 
 
 
 
 
 
 1+t 
 
 14 32.6 
 
 49 
 
 26.9 
 
 16 
 
 94.1 
 
 2+ 
 
 5 11.6 
 
 21 
 
 11.5 
 
 1 
 
 5.9 
 
 3+ 
 
 3 7.0 
 
 18 
 
 9.9 
 
 
 
 • 0.0 
 
 Total 
 
 22 51.2 
 
 88 
 
 48.3 
 
 17 
 
 100 
 
 Test not Solved 
 
 
 
 
 
 
 3— 
 
 19 44.2 
 
 52 
 
 28.6 
 
 
 
 0.0 
 
 Failure 
 
 2 4.7 
 
 42 
 
 23.1 
 
 
 
 0.0 
 
 Total 
 
 21 48.8 
 
 94 
 
 51.7 
 
 
 
 0.0 
 
 *There were eighteen records which were either lacking or ambiguous and 
 80 were omitted from the two hundred. Of these, nine were from the group 
 with the Binet age of 11 years, six from the 10-year-old group, and three from 
 the 9-year-old group. 
 
 1 1 + , 2 + , 3 + , mean the test was solved on the 1st, 2nd or 3rd trial, 
 respectively; 3 — means errors on the 3rd trial which were uncorrected. 
 
 TABLE 65. 
 
 Binet Age Correlated with Number of Trials and Time in Seconds 
 Required for Solution of Cross Line Test B. 
 
 Binet Age 
 
 12 Yrs. 
 
 11 Yrs. 
 
 10 Yrs. 9 Yrs. 
 
 8 Yrs. 
 
 7 Yrs. 
 
 6 Yrs. 
 
 
 
 4i 1 
 
 ^ 
 
 
 ■t^ 
 
 
 4S 
 
 
 += 
 
 
 +i 
 
 
 ^ 
 
 
 
 a 
 
 
 d 
 
 
 
 
 d 
 
 
 o 
 
 
 a 
 
 
 c 
 
 Trial 
 
 
 
 
 
 
 8 
 
 
 CD 
 U 
 
 
 8 
 
 
 <0 
 
 o 
 
 
 s 
 
 
 o 
 
 Oh 
 
 o 
 
 
 
 
 o 
 
 ^ 
 
 ew 
 
 o 
 
 PM 
 
 o 
 
 u 
 CM 
 
 
 
 Test Solved 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1+* 
 
 1 
 
 100 
 
 25 
 
 64.1 
 
 20 
 
 29.4 
 
 3 
 
 6.8 
 
 
 
 
 
 
 
 0. 
 
 
 
 0. 
 
 2+* 
 
 
 
 
 
 5 
 
 12.8 
 
 13 
 
 19.1 
 
 2 
 
 4.6 
 
 1 
 
 7.7 
 
 
 
 0. 
 
 
 
 0. 
 
 3 + * 
 
 
 
 
 
 2 
 
 5.1 
 
 9 
 
 13.2 
 
 5 
 
 11.4 
 
 2 
 
 15.4 
 
 
 
 0. 
 
 
 
 0. 
 
 Total 
 
 1 
 
 100 
 
 32 
 
 82.1 
 
 42 
 
 61.8 
 
 10 
 
 22.7 
 
 3 
 
 23.1 
 
 
 
 0. 
 
 
 
 0. 
 
 Not Solved 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 3—* 
 
 
 
 
 
 6 
 
 15.4 
 
 18 
 
 26.5 
 
 21 
 
 47.7 
 
 5 
 
 38.5 
 
 2 
 
 13.3 
 
 
 
 0. 
 
 Failure 
 
 
 
 
 
 1 
 
 2.5 
 
 8 
 
 11.7 
 
 13 
 
 29.6 
 
 5 
 
 38.4 
 
 13 
 
 86.7 
 
 2 
 
 100. 
 
 Total 
 
 
 
 
 
 7 
 
 17.9 
 
 26 
 
 38.2 
 
 34 
 
 77.3 
 
 10 
 
 76.9 
 
 15 
 
 100.0 
 
 2 
 
 100. 
 
 Av. Time 
 
 
 60" 
 
 219.4" 
 
 319.8" 
 
 482.7" 
 
 410.2" 
 
 120" 
 
 Time 
 
 A. D. 
 
 
 
 
 177.7" 
 
 176.5" 
 
 185.8" 
 
 155.2" 
 
 
 
 not 
 
 Limits 
 
 
 
 
 18-715" 
 
 33.2-840 
 
 95-900" 
 
 230-643 
 
 
 
 given 
 
 * See footnotes to Table 64.
 
 TESTS CONTINUED 
 
 213 
 
 
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 214 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 2. 
 
 Construction Tests A and B. 
 
 If V 
 
 
 /• X 
 
 
 
 
 
 
 
 
 
 
 
 
 Fig. IV.— Test A. 
 
 Fig. V— Test B." 
 
 Construction Tests A and B are shown in Figures IV and V, 
 which are one-fourth the actual size. In our form of A the 
 frame had a wooden bottom as well as sides and a wooden lid 
 which was hinged to the puzzle at the points marked "X." 
 This lid was shut down over the blocks when the puzzle was 
 first shown to the subject. Test B, like A, was made of wood. 
 
 These tests were used by Healy to bring out the capacity 
 of the juvenile delinquents "to plan a bit of work .... to 
 see the possibility and impossibility of situations before they 
 are actually attempted." They set a problem in the solution 
 of which one may (1) think, plan the procedure in such wise 
 as to make a minimum of errors, (2) proceed without thinking 
 and so make errors, but learn by mistakes and avoid their 
 repetition, or (3) stumble blindly ahead repeating errors, not 
 profiting by experience and either failing totally to solve the 
 
 ^ "The standard width of all the spaces in the pattern is one and three- 
 eighths inches. The spaces which have only one rounded end are five inches 
 long and the rectangle is two inches long." Healy and Fernald, Op. cit. p. 16.
 
 TESTS CONTINUED 215 
 
 test or accomplishing it merely by chance. In Test B, for 
 instance, if an individual thinks, he can at least avoid putting 
 a circle in a square place, or leaving the moon-shaped hole 
 vacant; if he can not think the puzzle out so as to make no 
 absurd, impossible moves, he may at least profit by his mistakes 
 and avoid repeating the more impossible ones. On the other 
 hand, the duller ones may not even employ a trial-and-error 
 method, but may continue indefinitely putting in and taking 
 out the blocks in a haphazard, foolish manner without apparent 
 awareness of the shape and the number of the holes or of the 
 pieces that are to fill them. 
 
 The directions for A were: "I have here a little box in which 
 there are some blocks. I will put them out on the table and 
 you see how quickly you can put them all back in. All the 
 pieces will go in and will fit so there will be no little empty 
 spaces. The space will all be filled up. You see the lid fastens 
 down tightly so that all the blocks are inside." The pieces were 
 then tumbled out in such a manner that the subject did not see 
 their arrangement in the frame. "Ready. Go!" The watch 
 lay face up on the table on a piece of felt so that its ticking 
 would not be distracting. If the subject said, "I can't do it," 
 or "I don't like puzzles," or "I never could do puzzles," etc., 
 which was not infrequently the case, we said: "Well, just try 
 your very best, because you want to have a good record in the 
 office. Besides it is easy and you may surprise yourself and 
 get it after all." 
 
 The directions for B were: "This is a puzzle something like 
 the other one, only a little harder. The pieces wdll all go in 
 and leave no empty spaces — not even little ones when you get 
 them right. If you find it's coming out wrong, you can take 
 any or all of the pieces out and put them in over again. Try 
 to get them all in as quickly as you can; and try not to make 
 foohsh mistakes." 
 
 If at the end of 10 minutes the pieces were not all in. Test 
 A was terminated and the performance credited as a failure. 
 Test B was similarly terminated at the end of 15 minutes. Only, 
 sometimes, if the subject was still absorbed in the task, she was 
 not interrupted. It is astonishing how long and uncritically
 
 216 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 some of the more stupid women will persevere in a task completely 
 beyond their understanding. In the event of a chance solu- 
 tion of the test after 15 minutes were up, the record was still 
 registered as failure. 
 
 The method of scoring followed as nearly as possible that 
 indicated in the Monographs The time was recorded together 
 with (a) the total number of moves in addition to and not in- 
 cluding the necessary five, (6) the number of moves that were 
 impossible, and (c) the repetitions of impossible moves. Impossible 
 moves are, according to Healy, "cases in which a piece is left 
 in an evidently impossible situation, that is, where it leaves a 
 space obviously unfitted to any of the remaining pieces." We 
 recorded as an impossible move, also, attempts to try to crowd 
 a piece into a space where there could be no doubt but that it 
 would not go, e. g., a circle in a square, a fairly good sized piece 
 in a crevice, etc. 
 
 These tests were given to one group only — the Bedford 88. 
 
 Results: Test A: The time scores, exclusive of failures, vary 
 from 5.2 to 516.4 seconds. (See original scores.) The 25th, 
 median, and 75th percentiles are 18, 36 and 108 seconds, respect- 
 ively. The number of errors become greater and the type of 
 error less excusable as one passes from the quickest to the slow- 
 est time score. Repetition of impossible moves is confined 
 almost entirely to the slowest quarter. The best quarter, as to 
 time-scores, make on the average but 1.1 additional moves and 
 only .09 impossible errors. The next quickest quarter make an 
 average of 3.9 additional moves, 1.3 impossible moves, and no 
 repetitions thereof. The third quarter average 9.8 additional 
 moves, 5.9 impossible moves, and 2.1 repetitions thereof, while 
 the slowest quarter average 32.6 additional moves, 14.3 impos- 
 sible moves, and 15.8 repetitions thereof. (Table 67.) 
 
 There are four failures to accomplish this test, which Healy 
 finds no normal person over 8 or 9 years should fail to do in 5 
 minutes. Twenty-three Reformatory women took longer than 
 2 minutes, the time set by Healy as the lower limit for the 
 majority of 12-year-old children who are up to grade. The 
 
 » Op. cit. pp. 14-17.
 
 TESTS CONTINUED 
 
 217 
 
 child of 12 solves the test, also, "without replacing pieces in 
 obviously impossible positions." « This, 33 of our subjects fail 
 to do. Seventeen of the 19 women who were slower than the 
 majority'' of the 12-year-old children were actually slower than 
 the average time (2'-7") required by Schmitt's 2nd grade chil- 
 dren. 
 
 The percentiles for the Grade Group and the Below-Grade 
 Group for time and errors are: 
 
 Grade Group 
 Below-Grade Group 
 
 25th Median 
 
 14" 
 1 er. 
 
 23" 
 7 er. 
 
 30" 
 7 er. 
 
 89" 
 16.5 er. 
 
 75th 
 
 81" 
 18.5 er. 
 
 117" 
 57 er. 
 
 Upper 
 Limit 
 
 5.2" 
 
 er. 
 
 7.4" 
 
 1 er. 
 
 Lower 
 
 Lim.it 
 
 600 + 
 
 68 er. (2 failures) 
 
 600 + 
 175 er. (2 failures) 
 
 TABLE 67 
 
 Construction Test A 
 
 Average Number and Average Deviation of Additional Moves, Impossible Moves, 
 
 and Repetition of Impossible Moves Made by Each Quarter of the Bedford 
 
 88, Arranged in the Order of Time Consumed in Completing the Test. 
 
 
 
 
 
 
 Range i 
 Number 
 
 n Total 
 of Addi- 
 
 
 
 Addi- 
 tional 
 Moves 
 
 Impos- 
 sible 
 Moves 
 
 Rep. 
 
 Imp. 
 
 Moves 
 
 tional Moves, Im- 
 possible moves and 
 R. I. M. 
 
 
 Highest 
 
 Lowest 
 
 1st Quarter in time 
 from 5.2" to 18" 
 
 Av. 
 A. D. 
 
 1.13 
 1.01 
 
 .09 
 .16 
 
 
 
 
 
 
 5 
 
 2d Quarter in time from 
 18" to 36" 
 
 Av. 
 A. D. 
 
 3.86 
 1.95 
 
 1.27 
 1.21 
 
 
 
 
 3 
 
 11 
 
 3d Quarter in time from 
 47" to 108" 
 
 Av. 
 A. D. 
 
 9.82 
 4.32 
 
 5.91 
 3.04 
 
 2.05 
 1.60 
 
 6 
 
 34 
 
 4th Quarter in time from 
 121 . 4" to four failures 
 in 600" 
 
 Av. 
 A. D. 
 
 32.59 
 11.46 
 
 14.32 
 7.42 
 
 15.82 
 12.50 
 
 27 
 
 175 
 
 * For these norms, see The Individual Delinquent, p. 107.
 
 218 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Test B: Arranged in the order of time involved in the solu- 
 tion of the puzzle, the best quarter range in a gradual progressive 
 series from 18 to 60 seconds, the next quarter from 60 to 116.8 
 seconds, the third from 118.6 to 278.4 seconds, and the poorest 
 quarter, in a much less gradual fashion, from 292.6 to 900 sec- 
 onds and over. All {ten individuals) who had not solved the 
 'puzzle in 9 minutes and 13 seconds had still not solved it at the 
 end of fifteen minutes. A time limit, therefore, of more than 10 
 minutes is unnecessary for a group such as this. (See original 
 scores.) 
 
 As with time scores, there is a wide range of individual dif- 
 ferences in the number and character of the errors. (Table 
 68). Those who solved the puzzle in 60 seconds or less made 
 3.9 errors on the average, with an A. D. of 3.34 errors. P.E. 
 is 2.09, and the variation from a normal distribution is due to 
 two extreme records of 10 and 28 errors, whereas none of the 
 others made over 6 errors. The highest number of errors made 
 by this group is 28; the mode is zero. The second best quarter 
 in time of solution make 12.41 errors on the average, with an 
 A.D. of 5.48 errors, a range from 2 to 32 errors and a mode of 
 8 to 12 errors. The third quarter, varying in time from 118.6 
 seconds to 278.4 seconds, make an average of 32.95 errors, with 
 an A.D. of 10.99, a range of 5 to 68 and a mode of 34 errors. 
 The poorest quarter ranges from 35 to 241 errors (including ten 
 failures), with an average of 107.55 errors and an A.D. of 48.55 
 errors. Only two of the poorest quarter overlap the next to 
 the poorest quarter, and they are both above the average score 
 of the latter. Of the next to the best quarter in time, all but 
 five make more than 6 errors, while all but two of the best 
 quarter make less than 6 errors. 
 
 There are few impossible errors or repetitions of them, in 
 contrast to the number in Test A. This seems in part to be 
 explained by the fact that there is a more obvious resemblance 
 between the places to be filled and the pieces that go into them 
 than in A. Not a few of our subjects spontaneously remarked 
 that B was easier than A and most of them took to it more 
 kindly than to A. Then, too, A had served as so much pre- 
 hminary training in this type of puzzle situation.
 
 TESTS CONTINUED 219 
 
 With respect to standards Healy finds that the majority of 
 his 12-year-old unretarded children solved the test in from 1 to 
 3 minutes and that it should be done normally with, at most, 
 26 moves. Since Schmitt found that there were no failures as 
 early as the 4th grade and that the average time record of this 
 grade, 130 sees., was not improved upon by the 5th or 6th grades, 
 we are not surprised to find 35 per cent, of the Below-Grade 
 Group solving the test in this time or less and with 26 errors 
 or less. The median time of this group is 239 sees., their aver- 
 age not far from the same figure. The median of the Grade 
 Group is 89.9 sees., which is a decided gain. (Table 69.) We 
 suspect that, had Schmitt obtained records for the 7th and 8th 
 grade groups, their average time would have been very appreci- 
 ably quicker than the average for the 4th, 5th and 6th grades. 
 
 The thing in our results which calls for explanation is the 
 fact that so many of the Grade Group do less well than Schmitt's 
 4th grade — 33 per cent, of them make more than the standard 
 26 errors and 31 per cent, are slower than 130 sees. In part, 
 this is a bi-product of the fact that the test calls for more con- 
 centration of attention than a number of the drug cases were 
 able to command; chiefly, however, it reflects the unhappy recep- 
 tion accorded puzzle-tests by a fair proportion of the brighter 
 women, who characterize the tests as "childish" and "silly," 
 and who stoutly assert that they "don't like puzzles," or dis- 
 interestedly and languidly affirm they "can't do it." Very few 
 of the women go at the solution of either A or B with the inter- 
 est and absorption commonly displayed by the court children. 
 Some of the lower time-scores of the Grade Group and their 
 haphazard methods of work indicated, in consequence, not so 
 much lack of initiative and ingenuity or of ability to plan work 
 as lack of foresight. They all knew that at some later time a 
 good record was likely to benefit them in the way of effecting 
 an earlier parole, yet, because the performance of the test held 
 no immediate interest for them and because the solution involved 
 effort and thought, they refused to try. 
 
 Any test which reveals a subject's unwillingness to work for 
 the sake of future welfare is valuable in individual diagnosis. 
 As they stand these tests are useful for this purpose. On the
 
 220 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 other hand, one must work disproportionately hard to stimu- 
 late a derived interest in the tests or to make impelling any 
 consciousness of their remote value, and even then one does not 
 always succeed in securing a measure of a woman's ability to 
 plan ahead in her undertakings or to profit by experiences. On 
 the whole, we are inclined to think that some modification of 
 these puzzles which would make them intrinsically more inter- 
 esting to all of such a group as we tested would lead to more 
 valuable data respecting their methods of work. 
 
 The usefulness of these construction tests for thoughtful 
 methods, trial-and-error methods or completely blind and hap- 
 hazard procedure on the part of the subject should, as in the 
 other tests, be checked in terms of the correspondence of their 
 results with some reliable estimation of the methods of work 
 and the response to training which has characterized the sub- 
 ject's actual conduct and work in the Reformatory. When 
 the scores of Test A are arranged in the order of time of solution, 
 their correlation with the ranks accorded the same individuals 
 in native capacity to profit by institution training is r = + .51, 
 P.E. = .055. The correlation with rank in Easy Opposites is 
 low (r = + .34, P.E. = .066). Rank in Test B in time, on the 
 other hand, has a correlation of 7- = + .57, P.E. = .050, with 
 estimated rank of their native ability and a correlation of 
 r = + .48, P.E. = .057, with accuracy in Easy Opposites, ar- 
 ranged in the order of time. In Test B the correlation between 
 general ability and rank on the basis of type of errors is r = 4-.60, 
 P.E. = .048, and with accuracy in Opposites, arranged in the 
 order of time, is r = + .53, P.E. = .53. The correlation, whether 
 between native ability and time of solution or type of error, is 
 practically identical.'^ 
 
 ' In rank on the basis of errors, a rank of one was accorded to the individual 
 with no impossible moves and the least number of additional moves, through 
 those who make the fewest impossible moves to those who make the most, 
 through those who make the fewest repetitions of impossible moves to those 
 who make the most. When any two scores in number of impossible moves 
 were aUke, the one with the fewest number of additional moves was given 
 the highest rank and where two or more had the same number of repetitions 
 of impossible moves, the number of impossible moves determined the rank 
 in the same way.
 
 TESTS CONTINUED 
 
 221 
 
 Test B is thus more useful than Test A. How much this is 
 a product of the order in which the puzzles were given, is a 
 matter of conjecture. As an introductory preparation for what 
 is expected in Test B, it is likely that Test A is equally useful. 
 
 
 
 TABLE 68. 
 
 
 
 CONSTKUCTION TeST B. 
 
 
 The Total Number of Additional Moves {Including Impossible Errors 
 Repetition of Impossible Errors). 
 
 Of Bedford 88 
 Best Quarter, 
 in time from 
 18" to 60" 
 
 
 Average 
 A. D. 
 P. E. 
 Mode 
 Range 
 
 Moves 
 3.91 
 3.34 
 2.09 
 
 0-28 
 
 Second Quarter, 
 in time from 
 60" to 
 116.8" 
 
 
 Average 
 A. D. 
 P. E. 
 Mode 
 Range 
 
 12.41 
 5.48 
 4.5 
 
 8 and 12* 
 2-32 
 
 Third Quarter, 
 in time from 
 118.6" to 
 278.4" 
 
 
 Average 
 A. D. 
 P. E. 
 
 Mode 
 Range 
 
 32.95 
 10.99 
 
 9.49 
 34 
 
 5-68 
 
 Poorest Quarter, 
 in time from 
 292.6" to 
 900." 
 
 
 Average 
 A. D. 
 P. E. 
 Mode 
 Range 
 
 107.55 
 48.55 
 37.55 
 
 None 
 35-241 
 
 *The mode is misleading as the greater frequency at these points is insig 
 nificant. In only the first quarter was there a real point of greatest frequency 
 in the distribution of the scores. 
 
 TABLE 69. 
 
 Percentiles for the Various Groups in Time Consumed in Performing 
 Construction Test B. 
 
 Groups 
 
 25th 
 Percentile 
 
 Median 
 
 75th 
 Percentile 
 
 Upper 
 Limit 
 
 Lower 
 Limit 
 
 Below-Grade 
 
 97.6 sec. 
 
 239. sec. 
 
 506. sec. 
 
 18. sec. 
 
 900. sec. 
 
 
 16. er. 
 
 45 . er. 
 
 76.0 er. 
 
 3. er. 
 
 239. er. 
 
 Grade Group 
 
 43. sec. 
 
 89.9 sec. 
 
 160.6 sec. 
 
 20. sec. 
 
 900. sec. 
 
 
 3. er. 
 
 11. er. 
 
 33. er. 
 
 er. 
 
 117. er. 
 
 Vth Grade 
 
 60. sec. 
 
 116.8 sec. 
 
 220. 6 sec. 
 
 20. sec. 
 
 900. sec. 
 
 Vlth Grade 
 
 42.5 " 
 
 73.2 " 
 
 230.5 " 
 
 30. " 
 
 1200. " 
 
 Vllth Grade 
 
 36. " 
 
 83.4 " 
 
 122.7 " 
 
 29. " 
 
 330. " 
 
 Vlllth Grade 
 
 76.4 " 
 
 114.6 " 
 
 160.6 " 
 
 41. " 
 
 294. "
 
 222 the mentality of the criminal woman 
 
 Section 6. Formation of New Motor Habits. 
 
 Tracing Star in Mirror. 
 
 As a measure of practice effect and the acquisition of skill, 
 the results of the Mirror Drawing test are to appear in a sep- 
 arate monograph as one of a group of factory and learning 
 tests designed to estimate the industrial efficiency and the 
 learning capacity of the criminal woman. A brief account of 
 the test is included here also, because it has served better than 
 any other which we tried out at Bedford to isolate the women 
 who are incapable of sustained effort or of emotional control. 
 
 The directions for the test were those of the first edition of 
 Whipple's Manual, with emphasis, for the Reformatory woman, 
 upon the fact that the more precisely and quickly she was able 
 to trace the red star, the better would be her record in the super- 
 intendent's office; that the better worker she thus proved her- 
 self to be, the sooner she might expect to be paroled. The 
 College Maids were informed that we wanted to secure, as a 
 standard in the work at Bedford, the best possible sample of 
 the skill and rapidity with which law-abiding, efficient, self- 
 supporting girls, like themselves, could trace the star. 
 
 Five successive stars, as indicated in the Whipple Manual, 
 were drawn by the subject and the errors counted as Whipple 
 indicated, i. e., each corrective movement, however slight, 
 that marked an effort to get back on the red line counted as 
 one error. The test was given to 69 Reformatory Women, to 
 16 College Maids and to 36 College Students. ^ 
 
 Results: In both the first and the last trial, both as to time 
 and errors, the three groups are consistently arranged in the 
 same order with respect to percentile records, average, and 
 limiting scores. The Students have the fewest errors and the 
 quickest time, the College Maids are intermediate and the 
 Reformatory Women have the slowest time and the largest 
 number of corrective movements to their credit (See Table 70). 
 
 1 We were aided in the testing of the two latter groups by EUzabeth The!- 
 berg and Helen Ciirley, students in one of the advanced psychology courses 
 at Vassar College.
 
 TESTS CONTINUED 
 
 223 
 
 TABLE 70. 
 
 Percentiles, Averages and Range of Time Scores in Seconds, Errors 
 AND Precision. Tracing Star in Mirror. 
 
 
 
 College Students 
 
 College Maids 
 
 Total Reformatory 
 Group 
 
 CO 
 
 Star I 
 
 Star V 
 
 Star I 
 
 Star V 
 
 Star I 
 
 Star V 
 
 C 
 O 
 
 25th 
 
 41.0 
 
 17.5 
 
 54.0 
 
 29.5 
 
 203.6 
 
 80.0 
 
 
 Median 
 
 66.0 
 
 28.7 
 
 127.5 
 
 44.5 
 
 420.0 
 
 117.2 
 
 a 
 
 75th 
 
 110.0 
 
 39.0 
 
 161.0 
 
 69.0 
 
 627.0 
 
 148.0 
 
 
 Average 
 
 82.6 
 
 31.3 
 
 133.6 
 
 48.6 
 
 473.1 
 
 124.0 
 
 o 
 o 
 
 Upper Limit 
 
 18.0 
 
 7.0 
 
 36.0 
 
 21.0 
 
 58.8 
 
 36.0 
 
 
 Lower Limit 
 
 252.0 
 
 76.0 
 
 409.0 
 
 85.0 
 
 2072.0 
 
 436.0 
 
 a 
 
 
 
 
 
 
 
 (two fail- 
 
 H 
 
 
 
 
 
 
 
 ures in 
 addition) 
 
 
 25th 
 
 30 
 
 22 
 
 28 
 
 23-24 
 
 72 
 
 33 
 
 
 Median 
 
 43-44 
 
 25 
 
 54 
 
 32-33 
 
 163 
 
 50 
 
 o 
 
 75th 
 
 53-54 
 
 31 
 
 81 
 
 43 
 
 282 
 
 70 
 
 
 Average 
 
 46.8 
 
 27.3 
 
 58.1 
 
 34. 
 
 204.6 
 
 58.0 
 
 
 Range Data 
 
 17-125 
 
 17-54 
 
 23-126 
 
 17-52 
 
 38-910 
 
 22-437 
 
 
 25th 
 
 No 
 
 2.1 
 
 No 
 
 6.6 
 
 No 
 
 
 
 .2 2 
 
 Median 
 
 data 
 
 7.5 
 
 data 
 
 11.5 
 
 data 
 
 
 
 11 
 
 75th 
 
 
 14.8 
 
 
 22.1 
 
 
 
 
 Average 
 
 
 8.85 
 
 
 14.5 
 
 
 4.1 
 
 CM o 
 
 Upper Limit 
 
 
 
 
 
 2.6 
 
 
 
 
 
 Lower Limit 
 
 
 26.0 
 
 
 29.2 
 
 
 40.8 
 
 ■ Table 71 shows a good correspondence between the average 
 time and errors for the tracing and the classification of the in- 
 mates made by the institution into three groups depending 
 upon outlook for reformation. The three groups differ more on 
 the first than on the fifth star. This does not mean that the 
 rate of acquisition of skill is greater for the poorer group than 
 for the better group, but rather that the former are slower to 
 adapt to the requirements of the test and require a longer time 
 and more corrective movements to reach approximately the
 
 224 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 same degree of skill. It is interesting to note, however, that 
 even the less promising group do learn in the end to trace a 
 fairly satisfactory star. The average deviations for these 
 groups have not been calculated. The limiting records are 
 fairly wide, but the distribution of their scores is normal and the 
 average is representative of the majority in each group. 
 
 TABLE 71. 
 
 Scores in the Star Test for Three Groups op Bedford Reformatory 
 
 Women. 
 
 Institutional Classification 
 
 First Star 
 
 Fifth Star 
 
 Time 
 
 Errors 
 
 Time 
 
 Errors 
 
 Most capable and promising. 
 
 Women with illegitimate children 
 under 2 years of age. 
 
 Backward and mentally feeble. Un- 
 promising. 
 
 320.9 
 562.9 
 610.5 
 
 117.7 
 211.3 
 264.4 
 
 105.4 
 123.1 
 127.2 
 
 36.0 
 45.6 
 55.1 
 
 We were surprised at first to note that while the College 
 Students worked more rapidly and with fewer corrective move- 
 ments, their fifth star was obviously less precisely drawn than 
 the fifth star of over seventy-five per cent, of the Reformatory 
 Women. A comparison of the three groups on the basis of 
 time and error alone seemed thus to neglect one important 
 difference, so that we added precision as a third measurement. 
 Precision was determined as follows: An aperture 2 milli- 
 meters wide and the length of one side of each point of the 
 star, i. e., 3.4 centimeters, was cut from a piece of millimeter 
 paper. This opening was placed over each side of the six 
 points of the star in turn, so that the red line of the star lay 
 directly through the middle of the long axis of the aperture. 
 The number of millimeters was then counted, wherein for a 
 distance of three or more consecutive millimeters the tracing 
 line made by the subject neither crossed the red line nor came 
 within a range of one millimeter on either side of it, i. e., within 
 the space uncovere'i bj^ the opening. The distances so obtained 
 for each of the twelve sides of the star were then added together
 
 TESTS CONTINUED 225 
 
 and expressed in centimeters. These records are tabulated in 
 Table 70. By adding to the average time and error scores of 
 the three groups the proportionate amount of additional time 
 and corrective movements necessary to secure absolute pre- 
 cision, the records still leave the three groups in the same order 
 of skill as before, College Students first, College Maids inter- 
 mediate and the Reformatory Women last. This method, how- 
 ever, when applied to individual records, gives a more homo- 
 geneous and a fairer basis of comparison than does time or 
 errors, uncorrected by the successfulness of the resultant tracing. 
 
 As pointed out above, in connection with the Hard Direc- 
 tions test, this test suggests that the Reformatory group lends 
 itself better to monotonous unerringly exact work of the type 
 of factory operations, whereas the College Girl is better fitted 
 for tasks where a reasonable degree of success is demanded, 
 under conditions where rapid adaptation to constantly chang- 
 ing problems is essential. In using this test for clinical pur- 
 poses, then, very painstaking procedure on the part of the sub- 
 ject is not always the better sign, if secured only at decided cost 
 of time and errors. Especially is this true if one is looking for 
 higher types of adaptation and skill, where a reasonable degree 
 of accomplishment in a minimum of time is for most purposes 
 more useful than more prolonged struggle for some higher de- 
 gree of perfection. 
 
 As noted above, this test isolates better than any we have 
 tried at Bedford those who are incapable of sustained effort 
 under difficulties. It isolates, of course, the extremely low- 
 grade feeble-minded, who, no matter how hard they try, can- 
 not succeed in tracing a precise star. The epileptics have a 
 characteristically bad time and their stars are all knotted up 
 with "blind spots" where they are caught and held indefinitely. 
 There were not enough of this type to generalize in this respect, 
 but it was unquestionably true of all whom we tested. Chiefly, 
 however, is the test of interest in the case of those who are 
 clever enough but too unstable to trace the star well. These 
 are invariably the girls who are difficult to manage in the insti- 
 tution. The tracing goes well enough until suddenly, at a 
 hard point, the pencil starts, and persists upon going, in the
 
 226 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 wrong direction. The subject then tugs and pulls, grows more 
 and more irritated, disturbed and excited, makes big black 
 circles and unprofitable markings, soon loses all control of her- 
 self and finally throws down the pencil and gives up. When 
 calmed, praised and urged, she will continue and, in the end, 
 usually draws a fairly good fifth star. No other test has so 
 uniformly and conspicuously precipitated this state of instabil- 
 ity on the part of the more excitable inmates, who work well 
 as long as they meet with easy success, but who have not reserve 
 force or stability in the face of a difficult situation which demands 
 of them patience and perseverance. Their behavior in tracing 
 these stars is surprisingly typical of their behavior in the insti- 
 tution where, when discipline, or the duties for which they are 
 responsible, become the least pressing or demanding, they lose 
 all control of themselves. Some such test as this is very essen- 
 tial in a clearing house which is to advise with reference to 
 the wisest disposal and the treatment of court cases. Tests 
 like Easy Opposites, Cancellation of Letters, etc., are for the 
 most part too easy for this unstable type (who are frequently 
 not dull), and thus fail to bring out the instability. 
 
 Other things being equal, had every member of each group 
 tried equally hard to be exact and to work with all possible 
 speed, those with most skill would have attained a given degree 
 of precision presumably in less time, surely with less need for 
 corrective movements, than the less skillful. If a rank of 1 was 
 given in each case to the subject who had greatest precision, 
 the quickest time and the fewest errors, one might expect 
 a positive correlation between time, errors and precision. If, 
 on the other hand, some tried and others were careless and 
 hurried, those who were most precise would require the long- 
 est time and there would be a negative correlation. The lat- 
 ter is more largely true of the Student group, of whom two- 
 thirds of those who constitute the quickest 50 per cent, were 
 the least precise and for whom there is a negative correlation 
 of — ,50 between time and precision. Apparently, the other 
 third tried to work slowly enough to trace an accurate star. The 
 Reformatory Group, consisting as it does of some proportion 
 of epileptics, low-grade feeble-minded and unstable Individ-
 
 TESTS CONTINUED 
 
 227 
 
 uals, is also unhomogeneous in its method of attack and suc- 
 cesses. There is, however, a positive correlation of +.57 be- 
 tween errors and precision for those who were bright enough 
 to complete at least the 5th B Grade upon leaving school. The 
 correlations calculated are given in Table 72. That between 
 time and errors is plus for all groups. 
 
 TABLE 72. 
 Correlations for 5th Star.* Tracing Star in Mirror. 
 
 
 Time and 
 
 Time and 
 
 Errors and 
 
 Groups 
 
 Errors 
 
 Precision 
 
 Precision 
 
 Bedford subjects who had 
 completed at least 5B 
 upon leaving school. 
 
 Bedford subjects who had 
 completed less than 5B 
 upon leaving school. 
 
 r equals +.52 
 RE. " .10 
 
 r equals +.81 
 P.E. " .07 
 
 r equals +.18 
 P.E. " .14 
 
 r equals — . 10 
 P.E. " .19 
 
 r equals +.57 
 P.E. " .10 
 
 r equals +.10 
 RE. " .19 
 
 Total Reformatory Group. 
 
 r equals +.61 
 P.E. " .05 
 
 r equals +.06 
 RE. " .09 
 
 r equals +.41 
 P.E. " .07 
 
 College Students 
 
 r equals +.63 
 P.E. " .07 
 
 r equals — .50 
 P.E. " .09 
 
 r equals — .24 
 P.E. " .11 
 
 College Maids 
 
 r equals +.87 
 RE. " .04 
 
 r equals — .11 
 RE. " .18 
 
 r equals — .28 
 P.E. " .16 
 
 I-east time, fewest errors, most precise tracing, each given rank of 1.
 
 CHAPTER V. 
 
 Social, Industrial and Physical Records 
 
 School, home and industrial histories of the Bedford 88 and 
 the College Maids, so far as the facts are available, are sum- 
 marized in Tables 73 to 76. The medical records are tabulated 
 in Chart A. These data have been so arranged that they may 
 be easily compared with the statistics being formulated for the 
 Standard Group of Cincinnati working girls by the Bureau of 
 Vocational Guidance. To this end the records begin with the 
 age at which the Reformatory women and the College Maids 
 leave school and the tables outline the histories of the Below- 
 Grade Group and each grade of the Grade Group separately. 
 These tables and Chart A are to be found in the appendix. 
 The data there presented are as follows: 
 
 TABLE 73. 
 
 (1) Age at leaving school. 
 
 (2) Alleged reason for leaving. 
 
 (3) Age when first went to work. 
 
 (4) Number of jobs held during the first three years. 
 
 (5) Total number of weeks of work record. 
 
 (6) Average wage per week. 
 
 (7) Amount of wage given to parent. 
 
 (8) The reason for leaving each job. 
 
 TABLE 74. 
 
 (1) Age at reception. 
 
 (2) Offense for which committed. 
 
 (3) Previous criminal institution records. 
 
 (4) Previous non-criminal institution records. 
 
 TABLE 75. 
 
 (1) Father's occupation. 
 
 (2) Mother's occupation. 
 
 (3) Inmate's age when father or mother died. 
 
 (4) Inmate's age when father or mother remarried. 
 
 (5) Number of brothers and sisters. 
 
 228
 
 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 229 
 
 TABLE 76. 
 
 (1) Nationality. 
 
 (2) Number of years in America. 
 
 (3) Married or single. 
 
 (4) Number of legitimate and illegitimate children. 
 
 (5) Religion. 
 
 CHARTS A AND B. 
 Medical record. 
 
 In Table 77 may be found the distribution, among the various 
 grades which were completed upon leaving school, of (1) The 
 Bedford 88, (2) the College Maids, (3) the combined group of 
 public and Catholic school working girls who were tested at 
 fourteen, (4) those who were retested at the end of the first 
 year of industrial experience, (5) the girls who left the public 
 school at 14, and (6) those of the latter who were retested a 
 year later. 
 
 Each percentile record of the grade from which the Bedford 88 
 left school registers them one or more grades behind the College 
 Maids. Only 10 per cent, of the College Maids, while 38.6 per 
 cent, of the Reformatory women failed to complete 5B, the 
 minimum amount of schooling required by law of the children 
 of Cincinnati before they were permitted to secure working 
 papers. Of the C.14 children, who went to work at fourteen 
 from the public school, 41 per cent, have completed the 7th or 
 the 8th grade, i. e., are unretarded. Of those who are still at 
 work a year later and are available for re-testing 39 per cent, 
 were unretarded. Such a group of working women as the 
 College Maids prove to have been drawn largely from the ranks 
 of the more intelligent group of children leaving school since 
 of them 55 per cent, had finished either the 7th or 8th grades. 
 As a matter of fact, 35 per cent, had completed the 8th grade, 
 whereas only 14 per cent, of the C.15 group had completed this 
 grade. Of the Reformatory group but 33 per cent, were unre- 
 tarded. 
 
 It should be noted, in passing, that the larger proportion of 
 the Bedford 88 left from some grade lower than 5B, or from 
 the 6th and 7th grades than from the 5th or 8th grade. The 
 same relation appears in an exaggerated form for a later series
 
 230 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
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 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 
 
 231 
 
 of 200 women who were sentenced to Bedford. It may be that 
 some explanation for this will be forthcoming at the end of the 
 five years' investigation of the working girls bj'' the Bureau of 
 Vocational Guidance. 
 
 The age at which the College Maids and the Bedford 88 left 
 school is given in the last two columns of Table 78. The table 
 also distributes the Reformatory women who left school at a 
 given age among the grades the}^ had completed. 
 
 TABLE 78. 
 Age at Which the Bedford 88 and the College Maids Left School. 
 
 Age at Leaving 
 School 
 
 VIII 
 
 VII 
 
 VI 
 
 V 
 
 Below- 
 Grade 
 Group 
 
 Bedford 88 
 
 College 
 
 Maids 
 
 Never went to 
 
 
 
 
 
 
 
 
 school at all 
 
 
 
 
 
 8 
 
 8 
 
 
 11 
 
 
 
 
 
 2 
 
 2 
 
 
 12 
 
 1 
 
 1 
 
 1 
 
 1 
 
 2 
 
 6 
 
 
 13 
 
 
 2 
 
 1 
 
 2 
 
 8 
 
 13 
 
 2 
 
 14 
 
 6 
 
 6 
 
 7 
 
 3 
 
 11 
 
 33 
 
 8 
 
 15 
 
 1 
 
 4 
 
 4 
 
 1 
 
 1 
 
 11 
 
 4 
 
 16 
 
 3 
 
 2 
 
 1 
 
 1 
 
 1 
 
 8 
 
 4 
 
 17 
 
 2 
 
 
 2 
 
 1 
 
 
 5 
 
 1* 
 
 18 
 
 
 
 
 
 
 
 1* 
 
 19 
 
 
 1 
 
 
 
 
 1 
 
 
 Unknown 
 
 
 
 
 
 1 
 
 1 
 
 
 Total 
 
 13 
 
 16 
 
 16 
 
 9 
 
 34 
 
 88 
 
 
 25th Percentile 
 
 14 
 
 14 
 
 14 
 
 13.5 
 
 11 
 
 14 
 
 14 
 
 Median 
 
 14 
 
 14 
 
 14 
 
 14 
 
 13 
 
 14 
 
 15 
 
 75th Percentile 
 
 16 
 
 15 
 
 15 
 
 14.5 
 
 14 
 
 15 
 
 16 
 
 Average age at which maids left school 15.85. 
 * Both High School. 
 
 Except the oldest quarter of the 8th grade, who are older 
 because there are included among them several who went into 
 the high school and business college, the age at which the 
 Reformatory women left school is the same for the 6th, 7th 
 and 8th grades at the three percentiles. Those who completed 
 only 5B, or who left school before completing this grade, are 
 slightly younger than the others. There is little in their per- 
 sonal histories, however, except among the foreign-born girls,
 
 232 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 to indicate that many of them were obliged to leave school for 
 any reason other than the limitations of their capacity to learn. 
 The presumption is that the school work became difficult for 
 them earlier than for the others. The median and 75th per- 
 centile indicate that the maids, on the other hand, remained in 
 school until they were one year older than were the Reformatory- 
 women. They had also gone one grade further. Here, again, 
 the presumption that they stayed in school longer because 
 they had more ability to learn is more likely than that they 
 attained a more advanced grade because they had opportunity 
 to remain longer in school. Studies in retardation show that 
 children who leave school early do so chiefly because the work 
 is beyond them, not because of economic necessity, etc. 
 
 One of the most convincing marks of difference between the 
 college Maids and a considerable proportion of the Reforma- 
 tory women is the contrast between their respective reasons for 
 leaving school (Tables 73 and 73 M). The maids discuss the 
 matter quite simply and naturally. In three cases only was 
 school actively disliked. Of these, two left German Catholic 
 schools from the 5th and 6th grades, and were obviously not 
 the type who would enjoy stringent discipline. All of the 
 maids left school because they were convinced that they would 
 like work better. None ceased to be absorbed in their work 
 and but one regrets that she did not stay longer in school. In 
 no case were the parents eager to have the girl leave school. In 
 only one instance was it really necessary for her to do so. A 
 few of the maids who work at Vassar do so to earn money with 
 which to secure training in domestic science, or as preparatory 
 to entering some hospital for a nurses' training course. There 
 were two such among those whom we tested. These seldom 
 remain at Vassar longer than two or three years, and every- 
 thing points to the fact that they are brighter and more efficient 
 than the average maid. Not only are they more ambitious, 
 but they have more initiative and greater ability than the others. 
 It is probable that the cleverer and more able ones of the work- 
 ing children, too, will not be found in domestic positions five 
 years from the time they leave school. The maids who are 
 content to continue on at the college are energetic, stable women
 
 SOCIAL, INDUSTRIAL ND PHYSICAL RECORDS 233 
 
 of good judgment who have found the type of work which they 
 can do well and which thej' enjoy. It is not surprising that 
 they do not greatly surpass the median records of the C.15 in 
 the mental tests. If they did, they, too, would have sought 
 occupations where larger intelligence is rewarded, such as nurs- 
 ing, housekeeper's positions, hotel management, etc. Their 
 reasons for leaving school may be summarized as follows: 
 
 9 Liked school but thought they would like work better; no case had to 
 work. 
 
 3 Didn't like school; preferred to work. 
 
 1 Nervous trouble. 
 
 1 Had to support mother and self after father's death. 
 
 1 Thought she ought to help support herself; father was an officer in the army 
 and went to the Philipinne War. 
 
 1 Thought she ought to help support herself because her father had died. 
 
 1 High school was too far from her home in the country and she could not 
 not afford to board in the town. 
 
 2 To earn money to take hospital training to become a nurse. 
 
 1 A Scotch girl who says it is the custom for girls of the class of society to 
 which she belonged to quit school at 14 and go to work. 
 
 The reasons given by the Reformatory women, on the other 
 hand, are such as these: "because I hated it," "because I 
 couldn't learn," "because I quarreled with the teacher," "be- 
 cause I got to running around," and one gave as her reason, 
 "because I had a miscarriage in school." Some left because 
 they were needed at home or because they "wanted to go to 
 work," but when their efforts at being helpful at home or their 
 work histories are followed up, it seems that they failed to be 
 responsible there, too, and liked their work as little as they had 
 liked school. The better type of foreign girl alone appreciates 
 the advantage of being able to read and write at least fairly 
 well or expresses a desire to be taught. That the public school 
 has not been meeting the problem of the retarded child is evi- 
 dent from the fact instanced below, that nearly two-thirds of 
 them are leaving school at fourteen with all desire for education 
 destroyed. The characteristic dislike of school on the part of 
 our women and their entire lack of regret that they know so 
 little is further evidence. Under other conditions, such as those 
 that maintain in the Reformatory school, for instance, even
 
 234 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 those who are at first most supercilious and most rebellious 
 about "going to school" soon come to say, "This is different, 
 it's sensible. I don't mind this, you learn things." The dif- 
 ference consists chiefly in using what seem to them practical 
 situations to think about and solve and in teaching them individ- 
 ually. All are not expected to learn a set amount in a given 
 time. Instead, each is allowed all the time she requires to 
 comprehend the "lesson" and "learn it," though each is kept 
 as near as may be to her maximal rate of development. Their 
 progress and interest, even with somewhat difficult arithmetical 
 problems, is surprising. Special classes for defectives in the 
 public schools are rapidly being provided. These are meeting 
 the problem of the dull child to better purpose and will suc- 
 ceed in keeping her in school long enough to develop her slug- 
 gish resources further than has heretofore been possible. 
 Chiefly, however, the gain will lie in avoiding the drive of regu- 
 lar classes where the slow child grows accustomed to never 
 understanding clearly what anything is about. Such a habit 
 is in itself demoralizing. In any case, the difficulty as it pre- 
 sents itself at Bedford is more often not so much that the women 
 are unable to understand what simple every day situations de- 
 mand or to foresee the consequences of their actions, as that they 
 are very slow in appreciating the meaning of things, and have 
 formed a habit of acting without stopping to think. 
 
 With respect to the reasons for which the working children of 
 Cincinnati leave school, Dr. WooUey says: "The children who 
 tell us that they would have preferred to stay in school are a 
 minority. Most of them are quite frank in saying that they 
 are quite tired of school and anxious to leave it. The dissatis- 
 faction is doubtless in part restlessness and desire for change, 
 adventure, and independence, characteristic of the age of 
 puberty, but perhaps an even more potent factor is the large 
 amount of retardation among working children. Two-thirds of 
 the children leaving our public schools are the failures — and like 
 the rest of humanity, they are tired of doing the things in 
 which they fail.''^ "The final estimate was that 73 per cent. 
 
 ^ "Facts about the Working Children of Cincinnati and Their Bearing upon 
 Educational Problems," Helen T. Woolley. The Elementary School Teacher, 
 Vol. XIV., Nos. 2-3, Oct.-Nov., 1913, p. 135.
 
 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 235 
 
 of the families did not need the child's earnings, while 27 per 
 cent. did. "2 These figures include both boys and girls. 
 
 How large a part is played by the kind of home and the 
 attitude and character of the parents, it is not possible to say 
 with any finality from the data at hand. The homes and 
 parents of the working girls who have reached the eighth grade 
 at fourteen appear to be of rather a better type than those of 
 the children who have reached only the fifth grade at this age. 
 These differences will doubtless be described and analyzed with 
 greater exactness by the Bureau of Vocational Guidance. Mean- 
 time, we quote from their record cards certain instances typical 
 of the larger proportion of each group. 
 
 Eighth-Grade Records. 
 
 1. Father dead. Home comfortable and wholesome and very attractive 
 for a tenement. The mother is fond of her children, has washed for a living, 
 and does her best for them. She is ignorant, but kind. The girl sews very 
 well. 
 
 2. The child's own father divorced. The mother a real companion to her 
 children. She is cheerful and the stepfather is thrifty. Both are ignorant, 
 but ambitious for the children. The girl expects to study stenography in 
 the spring. 
 
 3. Home comfortable, cheerful and attractive. Thrifty parents, who are 
 fairly intelMgent. The father thinks that, since the girl can't earn more than 
 $3 a week, she would do better to stay home and help her mother. 
 
 4. The father works in a furniture store; the mother is a dressmaker. They 
 are good, thrifty people and are buying their own home. They are strict 
 with the children. 
 
 5. The mother is a cheerful, pleasant, cahn woman. Both parents are 
 alert to the interests of their children and the movements of the times. They 
 are planning and ambitious for the children. The child only worked for the 
 summer and is back in the first grade of the high school this fall. 
 
 Fifth-Grade Reords. 
 
 1. Badly overcrowded home. Mother very ignorant, but shows some 
 sense and the home is as comfortable as conditions will allow. The father 
 works in a paper-house; the mother at tailoring. 
 
 2. The father deserted; the mother works irregularly. Poor, unattractive 
 home. The mother has few thoughts beyond the struggle for existence. 
 
 3. Father deserted; mother helps in a restaurant. Unattractive home sur- 
 roundings, probably due to poverty. The girl has sore eyes. 
 
 4. The mother reports the girl has always "lived like a baby" and does 
 not Uke to work, so she has gone to live with an aunt in Richmond. 
 
 5. The mother thinks the girl unruly; the girl found work unsatisfactory. 
 The mother has a good home for the girl and is willing to let her entertain 
 her company there. The girl prefers to go elsewhere. 
 
 6. The father is a butcher. The right atmosphere in the home, but very 
 poor and they have had bad control of the girl. The girl is superficial and 
 unappreciative of the mother. 
 
 7. Poor, dilapidated home and out-buildings. Mother hysterical, prob- 
 ably quick-tempered and weak. Father probably feeble-minded. 
 
 2 Ibid. p. 135.
 
 236 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 8. Father alcoholic. Father and mother disagree and the home is broken 
 up. 
 
 9. Child has gone away with a company of trapeze performers. Lives 
 in hotels and the mother seems well pleased with these opportunities for her. 
 
 10. Poorly ventilated and not very homeUke. 
 
 11. Interior conditions poor. One daughter "went wrong." Mother 
 tries, but does not know how to manage and control her children. 
 
 There are other records for this group in which the homes are 
 comfortable and the parents intelHgent, but the above are in 
 the majority. There are some among them that read not unlike 
 the early records of the Reformatory group and point to a 
 beginning of criminal careers. There are in both groups a 
 number of instances in which one or both of the parents have 
 deserted or died. This is a conspicuous factor in the social con- 
 dition of the Reformatory women. The exact proportion of 
 such cases among working children is not at hand, but the fact 
 of its frequency is evident from even a cursory reading of their 
 records. Here, again, it is a matter for question whether loss 
 of the parent is the cause of the child's leaving school and going 
 to work early, and of the ultimate unsocial conduct in the case 
 of the Bedford 88, or, whether loss of parent, retardation, mis- 
 conduct, etc., are not for the most part but manifestations of the 
 same thing — irresponsibility, mental, physical and social inferi- 
 ority on the part of both parents and child. The facts at our dis- 
 posal and eugenic investigations lead us to believe that the 
 latter is in the larger measure true. 
 
 The condensed individual histories of the Reformatory 
 women speak for themselves in contrast with those of the 
 College Maids. (Compare Tables 73, 73 continued, and 7o-M.) 
 The latter had been idle conspicuously little; the former con- 
 siderably more than the table would indicate. Table 79 gives 
 the number of weeks that positions were held by the working 
 children, who left the 8th and 5th grades respectively from the 
 public and Catholic schools, during the first year of their work- 
 ing history. Sixty-two and five-tenths per cent, of those 
 leaving the public school 8th grade and 48.7 per cent, of those 
 leaving the pubhc school 5th grade were employed through the 
 entire 52 weeks; 66.7 per cent, of the 8th and 67.6 per cent, of 
 the 5th grade public were emploj'ed not less than 48 weeks; 
 while 75 per cent, of both were emploj'ed for at least 40 weeks.
 
 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 
 
 237 
 
 This displays not a little stability. Too, it must not be over- 
 looked that a number of the children who secured working 
 papers worked only for the summer and then returned to school 
 in the fall. In such instances a minimal work record is far from 
 being a sign of instability. 
 
 Almost without exception, the Maids worked continuously 
 during their first j^ear. Although the long summer vacation 
 which is enforced by the college would permit at least that 
 much idleness or wandering about in quest of fun and excite- 
 ment, all but three of them engaged positions ahead as waitresses 
 in summer resorts in Connecticut and worked all summer. 
 Moreover, they go back summer after summer to the same 
 place. All who can stay at the college during the summer do 
 so — a thing which thej^ would not be apt to do if they were of a 
 restless type and eager for change. Some of the girls, when 
 younger, went home for the. summers, because their parents 
 wished them to do so. For them, this is the more wholesome, 
 normal thing to do. 
 
 TABLE 79. 
 
 Standard Group. Work Records 
 
 Number of weeks 
 
 Cincinnati VIII-Grade Girls 
 
 Cincinnati V 
 
 -Grade Girls 
 
 employed during 
 
 
 
 
 
 
 
 first year of work- 
 
 
 1 
 
 
 
 
 
 ing history 
 
 Public 
 
 Catholic 
 
 Public 
 
 Catholic 
 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 52 
 
 15 
 
 62.50 
 
 17 
 
 54.83 
 
 18 
 
 48.65 
 
 9 
 
 34.61 
 
 48-51 
 
 1 
 
 4.17 
 
 6 
 
 19.35 
 
 7 
 
 18.92 
 
 5 
 
 19.23 
 
 44-47 
 
 
 
 
 
 2 
 
 5.41 
 
 4 
 
 15.38 
 
 40-43 
 
 2 
 
 8.33 
 
 1 
 
 3.23 
 
 1 
 
 2.70 
 
 
 
 36-39 
 
 2 
 
 8.33 
 
 3 
 
 9.67 
 
 1 
 
 2.70 
 
 2 
 
 7.69 
 
 32-35 
 
 1 
 
 4.17 
 
 
 
 1 
 
 2.70 
 
 
 
 28-31 
 
 1 
 
 4.17 
 
 1 
 
 3.23 
 
 2 
 
 5.41 
 
 I 
 
 3.85 
 
 24-27 
 
 
 
 
 
 
 
 3 
 
 11.54 
 
 20-23 
 
 
 
 1 
 
 3.23 
 
 1 
 
 2.70 
 
 1 
 
 3.85 
 
 16-19 
 
 
 
 1 
 
 3.23 
 
 1 
 
 2.70 
 
 
 
 12-15 
 
 2 
 
 8.33 
 
 1 
 
 3.23 
 
 2 
 
 5.41 
 
 
 
 8-11 
 
 
 
 
 
 1 
 
 2.70 
 
 1 
 
 3.85 
 
 Totals 
 
 24 
 
 
 31 
 
 
 37 
 
 
 26 

 
 238 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Of the Reformatory women, eight have never worked at all, 
 seventeen less than a 3'ear, twenty-three less than two years 
 and only nineteen all of the first three years of their industrial 
 history. As stated above, these figures greatly exaggerate the 
 time they really did work and give the group the benefit of the 
 doubt. It is the Below-Grade and 5th-Grade Groups that 
 report having worked most continuously. They constitute 
 eleven of the nineteen who reported having worked the entire 
 three years and eleven of the seventeen who reported having 
 worked not all of three years, but more than two. There is an 
 undoubted tendency for the duller girls to work more steadily 
 — especially the foreign ones, who are rigorously under the 
 domination of parents who exact and appropriate their wages. 
 Then, too, they are slower to appreciate ways of escape from 
 the routine of factory and domestic work. Moreover, they go 
 to work at an earlier age and are less apt to be exploited for 
 purposes of prostitution on account of their extreme youth. 
 However, they have by no manner of means worked as con- 
 tinuously as they maintain; only they are too dull to remember 
 the breaks between jobs or to estimate the time they have been 
 idle. For a more recent series of two hundred subjects, whose 
 families a member of the staff has been able to visit, the parents 
 report more idleness and a larger number of different jobs held. 
 
 TABLE 80. 
 
 Work Record — Bedford 88. 
 
 Number of weeks employed during Bedford 88 
 
 first three years of working ^^ p^^ ^^^^ 
 history. 
 
 None at aU 8 9.1 
 
 Less than 52 weeks 17 19. 3 
 
 52-103 weeks 23 26. 1 
 
 104-155 weeks 17 19.3 
 
 156 weeks 19 21.6 
 
 Facts imknowTi* 4 4.5 
 
 The number of positions reported by the Reformatory women 
 during the first three years of their working history varies also 
 from the actual number. Some have forgotten. Some are too 
 
 * All too feeble-minded to give necessary data.
 
 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 
 
 239 
 
 feeble-minded to recall the exact number. The majority can- 
 not be incited to consider the matter of sufficient importance to 
 think hard enough to recount all of those jobs which they held 
 for no longer than a day or a few weeks. "What is the use?" 
 or "1 cannot remember" is the only response one gets for a 
 painstaking explanation of why all the jobs should be accounted 
 for. Apparently, it actually requires more concentration and 
 calculation than they are equal to. 
 
 TABLE 81. 
 Number Positions Held First Year — -Standard Group. 
 
 
 Cincinnati VIIl-Grade Girls 
 
 Cincinnati V-Grade Girls 
 
 Cases 
 
 
 
 
 
 
 Public 
 
 Catholic 
 
 Public 
 
 Catholic 
 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 1 
 
 14 
 
 58.34 
 
 18 
 
 58.05 
 
 16 
 
 43.24 
 
 6 
 
 23.07 
 
 2 
 
 5 
 
 20.83 
 
 10 
 
 32.26 
 
 8 
 
 21.62 
 
 8 
 
 30.77 
 
 3 
 
 3 
 
 12.50 
 
 3 
 
 9.68 
 
 8 
 
 21.62 
 
 3 
 
 11.54 
 
 4 
 
 2 
 
 8.33 
 
 
 
 4 
 
 10.81 
 
 3 
 
 11.54 
 
 5 
 
 
 
 
 
 1 
 
 2.70 
 
 3 
 
 11.54 
 
 6 
 
 
 
 
 
 
 
 2 
 
 7.69 
 
 7 
 
 
 
 
 
 
 
 1 
 
 3.85 
 
 Totals 
 
 24 
 
 
 31 
 
 
 37 
 
 
 26 
 
 
 TABLE. 82. 
 
 Number Industries Entered First Year — Standard Group. 
 
 
 Cincinnati VIII-Grade Girls 
 
 Cincinnati V-Grade Girls 
 
 Cases 
 
 Public 
 
 Catholic 
 
 Public 
 
 Catholic 
 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 P er Cent. 
 
 1 
 2 
 3 
 4 
 5 
 
 16 
 5 
 3 
 
 66.67 
 20.83 
 12.50 
 
 22 
 9 
 
 70.96 
 29.04 
 
 19 
 
 13 
 
 4 
 
 1 
 
 51.35 
 
 35.14 
 
 10.81 
 
 2.70 
 
 8 
 8 
 7 
 1 
 2 
 
 30.77 
 
 30.77 
 
 26.92 
 
 3.85 
 
 7.69 
 
 Totals 
 
 24 
 
 
 31 
 
 
 37 
 
 
 26 

 
 240 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 The 8th grade working girls are evidently more stable than 
 the 5th. A higher per cent, of them have worked the entire 
 fifty-two weeks of the year; they have changed their jobs less 
 frequently and have entered fewer kinds of industries than have 
 the latter. The persistency with which the maids have clung 
 to one type of industry is still more marked and the infrequency 
 with which they have changed their positions is too obvious to 
 need comment. (See Table 73-M.) The fact that the long 
 summer vacations enforce at least one extra occupation renders 
 an enumeration of the number of positions held and the number 
 of industries entered misleading. For this reason we have not 
 tabulated them. 
 
 TABLE 83. 
 Weekly Wage Earned First Year — Standard Group. 
 
 
 Cincinnati VIII-Grade Girls 
 
 Cincinnati V-(Jrade Girls 
 
 Wage 
 
 Public 
 
 Catliolic 
 
 Public 
 
 Catholic 
 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 No. 
 
 Per Cent. 
 
 0- .99 dollars 
 
 
 
 
 
 
 
 
 
 1-1.49 " 
 
 
 
 1 
 
 3.23 
 
 
 
 
 
 1.50-1.99 " 
 
 
 
 
 
 
 
 1 
 
 3.85 
 
 2.00-2.49 " 
 
 5 
 
 20.83 
 
 6 
 
 19.35 
 
 6 
 
 16.21 
 
 4 
 
 15.37 
 
 2.50-2.99 " 
 
 11 
 
 45.83 
 
 7 
 
 22.58 
 
 15 
 
 40.53 
 
 8 
 
 30.77 
 
 3.00-3.49 " 
 
 2 
 
 8.33 
 
 6. 
 
 19.35 
 
 10 
 
 27.03 
 
 8 
 
 30.77 
 
 3.50-3.99 " 
 
 1 
 
 4.17 
 
 4 
 
 12.91 
 
 4 
 
 10.81 
 
 3 
 
 11.54 
 
 4.00-^.49 " 
 
 3 
 
 12.50 
 
 3 
 
 9.67 
 
 2 
 
 5.40 
 
 1 
 
 3.85 
 
 4.50-4.99 " 
 
 1 
 
 4.17 
 
 2 
 
 6.45 
 
 
 
 
 
 5.00-5.49 " 
 
 1 
 
 4.17 
 
 
 
 
 
 1 
 
 3.85 
 
 5.50-5.99 " 
 
 
 
 1 
 
 3.23 
 
 
 
 
 
 6.0O- 
 
 
 
 1 
 
 3.23 
 
 
 
 
 
 Totals 
 
 24 
 
 
 31 
 
 
 37 
 
 
 26 
 
 
 Averages 
 
 3.15 
 
 
 3.25 
 
 
 2.94 
 
 
 3.03 
 
 
 Clearly, in the matter of wages the Reformatory women were 
 not at a disadvantage. It seems likely that the sums reported 
 are not very far from the true amount received for the type of 
 work in question. The factory wages of the Reformatory
 
 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 241 
 
 women have been distinctly better than those of the Avorking 
 children, though this difference may be equalized in the end 
 by the fact that living costs more in New York City. 
 
 The most fundamental point of departure of one group from 
 the other is in the matter of the reasons given by each for leav- 
 ing one job for another. The Maids have not left one position 
 without another in view, unless it was unavoidable. They 
 rarel}^ changed without a reason that would seem a good one 
 to a sensible person. One of the characteristic things about 
 their attitude has been a refusal to change work, even for 
 better pay, if the environment of the new job was undesirable 
 or demoralizing. Year after year, as already stated, they have 
 gone to the same resorts as waitresses in the summer. When 
 they were asked why they did not go to southern resorts for a 
 change, their reply was, "We like Connecticut better. Nice 
 plain people come there and take it for granted that you want 
 to be good." It is not that they do not feel the desire for ad- 
 venture, but their judgment tells them it is better not to change 
 their positions, go south, etc., and they abide by it. They 
 appreciate that socially it is superficially a gain to be a shop- 
 girl instead of a maid, "But," they point out, "the wages are 
 insufficient to live on; one can save nothing, the work is harder, 
 and one must constantly meet demands to be immoral." They 
 prefer their present work because the hours are regular, the 
 living fair, and because they enjoy the community life and the 
 privilege of the maids' club-house. This is true at least of those 
 whom we tested and to whom we talked, who represent doubtless 
 the better sixty per cent, of the help at the college. 
 
 They are conspicuously taller than our subjects and carry them- 
 selves better. They have their eyes and teeth cared for. They 
 dress quietly. Many of them can sew and speak with pride 
 of the dresses' they have made. They are stable, unaffected, 
 straightforward and dignified. They have very fair appreciation 
 of the value of their services to others and of the money they earn, 
 and the majority save some proportion of their wages. They 
 like their work in spite of a reaHzation of its limitations. They 
 imitate the students very httle, and whereas they might envy 
 them, they seem rather to enjoy them. They respect their
 
 242 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 work and themselves and are happy, healthy and self contained. 
 Indeed, they are more sensible in their decisions and more secure 
 in their conduct than we expected of working women of today. 
 
 Of the working children's reasons for leaving their jobs. Dr. 
 Woolley writes: "A study of the, reasons assigned in these 
 hundred cases showed that forty-one per cent, were included 
 under economic reasons. In sixty per cent, of these the cljild 
 had voluntarily left because the pay was low or because a better 
 position was offered him or because he wanted to learn a trade. 
 In the remaining cases the employer had either laid the child 
 off or reduced his earnings because of slack season. The extra 
 largest group of reasons, 21 per cent., was that of dissatisfaction 
 on the part of the child for reasons other than economic, such 
 as work too dirty, workroom too noisy, could not bear the smell 
 of paste, fellow employees too rough, afraid of lead poisoning, 
 foreman cross and 'hollered' at him, or unjustly charged with 
 spoiled materials. Phj'sical reasons, such as illness or work 
 which proved to be too hard physically, account for eleven 
 per cent, of the changes. This same proportion is due to fail- 
 ures on the part of the child, which the children themselves 
 report almost as frequently as the employers. Disagreement 
 with foreman or with fellow employees and incompetence make 
 up the most of this group. Reasons connected with the home 
 comprise nine per cent, of the whole number and conflicts with 
 the child-labor law the remaining eight per cent."^ Further 
 analj^sis of the histoiy of the children who continually leave their 
 jobs because their Avork is a failure or because they do not like 
 the work and fail to get along with their foreman, etc., may 
 lead to the isolation among them of the type who is finally sen- 
 tenced to a Reformatory. 
 
 In the condensed work histories of the Reformatory subjects 
 much of the crudeness and the unseemliness of their conduct 
 has been purposely omitted from the telling. The institution 
 records of the personal histories of the majoritj' of them are but 
 reiterations of the wretched manner of living portrayed in vice 
 
 3 Woolley, Helen Thompson, "Charting Childhood in Cincinnati" — Survey, 
 Vol. XXX., No. 19, p. 605.
 
 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 243 
 
 commission reports. Our design has been rather to indicate 
 the major facts of their work histories — their lack of discrimin- 
 ation in the selection of work, their thoughtless, reckless manner 
 of leaving jobs for trivial reasons, and, because their immorality 
 and illegal conduct has so often played the major part in the 
 interruption or conclusion of their industrial careers, certain 
 of these facts have been included. Sometimes before leaving 
 school quite universall}' not later than three j^ears after leaving 
 school, the}' have been sex offenders. Their previous court 
 histories are given in Table 84. 
 
 TABLE 84. 
 
 No. Per Cent. 
 
 No previous arrest 36 40. 
 
 One previous arrest 28 32.0 
 
 Two previous arrests 14 16.0 
 
 Three previous arrests 5 6.0 
 
 Four previous arrests 0.0 
 
 Five or more previous arrests 5 6.0 
 
 Had their families been visited, the facts with respect to the 
 number of legitimate and illegitimate children would probably 
 resemble those of a more recent one hundred inmates, in whose 
 case careful investigations have been made. These facts are 
 given in Table 85.^ 
 
 TABLE 85. 
 
 Number of Women out of 100 Who Have 
 
 One legitimate child 4 
 
 One illegitimate child 16 
 
 Two illegitimate children 4 
 
 Five illegitimate children 1 
 
 21 
 
 One miscarriage previous to entering 14 
 
 Two miscarriages previous to entering 3 
 
 One miscarriage since 2 
 
 19 
 
 Pregnant on entering 8 
 
 One child born since entrance 1 
 
 ■• "Recommendations of the Laboratory of Social Hygiene for Disposition of 
 First One Hundred Cases Studied." Published by the Bureau of Social Hy- 
 giene. 1914.
 
 244 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 86. 
 Distribution op Offenses for Which Committed. 
 
 Offense. 
 
 Below 
 Vth Grade 
 
 No. Per Cent. 
 
 Vth & Vlth 
 Grades 
 
 No. Per Cent. 
 
 Vllth & Vlllth 
 Grades 
 
 No. Per Cent. 
 
 Bedford 88 
 
 No. Per Cent. 
 
 Common Prostitute 
 
 Vagrancy 
 
 Petit Larceny 
 
 Associating with disorderly 
 
 and vicious presorts 
 Disorderly or ungovernable 
 
 child 
 Grand Larceny, second de- 
 gree 
 Disposing of Cocaine 
 Keeping a disorderly house 
 Disorderly conduct or per- 
 son 
 Attempt to commit grand 
 
 larceny, second degree 
 Habitual drunkard 
 Burglary, third degree 
 Grand larceny, first degree 
 Endangering health of minor 
 Adultery 
 
 47. 
 
 26.4 
 
 14.7 
 
 2.9 
 
 5.9 
 
 48. 
 
 12. 
 
 4. 
 
 48.2 
 
 24.1 
 
 3.5 
 
 3.5 
 
 3.4 
 3.4 
 6.9 
 
 3.5 
 
 3.4 
 
 2.9 
 
 34 
 
 25 
 
 29 
 
 42 
 19 
 
 7 
 
 3 
 
 4 
 
 2 
 2 
 2 
 
 47.7 
 21.5 
 
 3.4 
 
 4.5 
 
 2.3 
 2.3 
 2.3 
 
 1.1 
 
 Table 86 indicates the frequency of the offenses for which 
 the Bedford 88 were committed. It indicates also the number 
 and per cent, guilty of each offense who had finished the 7th 
 and 8th grades, the 5th and 6th grades, and who belonged to 
 the Below-Grade Group. Apparently it is the more intelligent 
 group, the Grade Group, that is responsible for the more in- 
 frequent types of crime, grand larceny first and second degree, 
 disposing of cocaine, keeping disorderly houses, burglary in the 
 third degree, endangering the life of minors, and habitual 
 drunkeness. The only exception to this is the one individual 
 found guilty of adultery and the circumstances hardly justify 
 the charge. It was the case of a feeble-minded girl who became 
 pregnant by the husband of her mistress. She was told to say 
 "yes" to all questions at her trial, which she did and so pleaded 
 guilty to the charge of adultery.^ 
 
 ^ It would be interesting to know what becomes of all the women who dis- 
 pose of cocaine, keep disorderly houses, commit burglaries, etc. Are they 
 regarded for the most part as irreformable and sentenced elsewhere or are 
 they cleverer than the women committed to Bedford and do they better escape 
 detection, arrest, or sentence?
 
 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 245 
 
 The histories reveal that the offense as stated is not always 
 indicative of the true circumstances out of which the arrest 
 grew, that the crime for which one is convicted is a technical 
 matter not to be trusted as representative of the character of 
 the individual. Forty-two individuals or but fifty per cent, 
 were arrested as common prostitutes, whereas the histories of 
 the other fifty per cent, show that they also had been soliciting 
 since an early age, that the specific offenses, vagrancy, larceny, 
 etc., for which they were convicted were in the great majority 
 of cases but incidents in a life of prostitution. Whereas the 
 descriptive value of such legal terms as "Common Prostitute," 
 "Vagrant," and "Disorderly Child" is quite unlike, the lives 
 of the individuals so convicted differ little save in age and in 
 some cases in the number of previous arrests. Of the 42 who 
 were arrested as common prostitutes, 33 were older than 20.5 
 years, the median age of arrest. Of the 26 arrested as vagrants, 
 disorderly children, associating with disorderly persons, one 
 was just 20.5, one was older, and all the others younger than 
 the median age. It may be indicated in passing that of the 
 twelve arrested for larceny, nine are younger than the median 
 age. The wonder has crossed our minds before whether the 
 judge regards the younger girl who steals more worthy reforma- 
 tion than the one who solicits, or whether it is that they regard 
 stealing as meriting a more severe punishment. 
 
 TABLE 87. 
 
 Age of Those Committed for Various Offenses. 
 
 20.5 Years Over 
 
 and Under 20.5 Years 
 
 Common Prostitute 9 33 
 
 Keeping a disorderly house 2 
 
 Vagrancy 18 1 
 
 Petit Larceny 5 2 
 
 Associating with disorderly and vicious 
 
 persons 3 
 
 Disorderly or ungovernable child 4 
 
 Grand Larceny, second degree 1 1 
 
 Attempt to commit grand larceny, second 
 
 degree 1 
 
 Disposing of cocaine 2 
 
 Disorderly conduct or person 1 
 
 Habitual drunkard 1 
 
 Burglary, third degree 1 
 
 Grand Larceny, first degree. 1 
 
 Endangering health of minor 1 
 
 Adultery 1 
 
 43 45
 
 246 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 In contrast with the maids, the Reformatory women in their 
 accounts of their working history for the most part show little 
 sense of the value of service or money and little foresight of ends 
 or endeavor to achieve them. They are quite without forbear- 
 ance and entirely childlike in their attitudes. They have had 
 no definite aim, worthy or unworthy; they have been easily 
 flattered and repeatedly led to do things which could not lead 
 to the happiness and the good times which thej^ sought, let 
 alone to their welfare. They are egotistical and untruthful and 
 lacking in any appreciation of social responsibility. Along 
 with their lack of control and their wrong-doing, they sometimes 
 possess a fair amount of formal knowledge with respect to what 
 it is customary to consider right and wrong, but their ideas 
 upon these subjects are chiefly verbal and very little a part of 
 their character or of their motives for acting. Even the more 
 intelligent use little judgment in the conduct of their lives, 
 act quite uniformly without thinking and profit little by their 
 mistakes. 
 
 There came a time when they were "too old to go to school," 
 when they "wanted to go to work," or when they were "old 
 enough to be their own boss." They gave no thought to what 
 work they had best select or what wage they might expect to 
 earn. Once at work, with an equal lack of reflection they left 
 because of some trivial thing to which they took exception; or, 
 without considering whether another job as good could be 
 secured, they left simply because "someone told them that the 
 pay was too small." In consequence they are often idle. They 
 may leave to secure a better wage and straightway uncritically 
 accept another job that pays no more than the first, simply 
 because "a friend was there," or they thought they "would like 
 it." Meantime, they are seldom without the need to be earn- 
 ing a wage. Again, it is characteristic of them that they go 
 to the other extreme and accept any position which means more 
 money irrespective of its desirability. When earning ten dollars 
 in a respectable manicurist shop, they will go to work in a barber 
 shop to earn two dollars a week more. Thus, they have drifted 
 casually along and are at a loss to understand why we take 
 seriously the matter of positions, how they were found, what 
 they were, whether the work was interesting or the pay adequate.
 
 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 247 
 
 Although man.}' of them ended their industrial careers with 
 "marriage," it was usually an inadvisable step. In many- 
 instances, the husband was alcoholic; he was seldom able or 
 willing to support the girl. Sometimes, he had no other in- 
 tention than to put her on the street to earn his support. 
 In few cases was she unaware of the character of the man she 
 was marrying, or need she have been, had she given the matter 
 a little consideration. In those cases where the husband was 
 in good standing and provided for his family, the girl soon grew 
 tired of him and the home and after a year or two deserted to 
 begin, or to go back to, a life of prostitution. "Marriage," 
 then, as a "successful ending" to an industrial career, without 
 some further analysis is no reason at all, inasmuch as those who 
 thereafter deliberately desert their homes and their children or 
 who unthinkingly enter into obviously undesirable unions are 
 the rule among such a group as we are studying. 
 
 The writer has not attempted to evaluate the findings of the 
 present physical condition and previous medical history of the 
 women examined. The data itself is to be found in the Ap- 
 pendix in Charts A and B. The facts about each individual may 
 be ascertained or the frequency of any particular disease, habit, 
 etc. The blood tests for syphilis and gonorrhoea are summarized 
 below in Table 88. 
 
 TABLE 88. 
 Blood Tests for Syphilis and Gonorrhoea. 
 Wassermann and Complement Fixation Test. 
 
 
 
 No. of 
 
 
 Syphilis 
 
 Gonorrhoea 
 
 Individuals 
 
 Per Cent. 
 
 Both Neg 
 
 rative 
 
 13 
 
 13. 
 
 Both Positive 
 
 35 
 
 35. 
 
 Both Doubtful 
 
 1 
 
 1. 
 
 Negative 
 
 Doubtful 
 
 15 
 
 15. 
 
 Doubtful 
 
 Negative 
 
 1 
 
 1. 
 
 Positive 
 
 Doubtful 
 
 6 
 
 6. 
 
 Doubtful 
 
 Positive 
 
 2 
 
 2. 
 
 Negative 
 
 Positive 
 
 23 
 
 23. 
 
 Positive 
 
 Negative 
 
 4 
 
 4. 
 
 45% Positive 
 
 60% Positive 
 
 
 
 4% Doubtful 
 
 22% Doubtful 
 
 
 
 51% Negative 
 
 18% Negative 
 

 
 248 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 The criminal woman seem to be stronger physically and much 
 less often ill than the average individual. There are occasional 
 cases of tonsilitis and sore throat, but in three years there has 
 been no case of contagious disease and almost no serious opera- 
 tion. The inmates are sometimes received into the Institution 
 in an anemic condition, with clinical symptoms of syphilis and 
 gonorrhoea. There have been a number of cases of acute tra- 
 choma, iritis, keratitis and gonorrhoeal opthalmia. Some 
 few have entered infected with tuberculosis, but these have always 
 been straightway transferred. 
 
 At Bedford the women are out in all sorts of weather; in the 
 winter they wear cotton dresses and short capes that are not 
 overly heavy. They rarely wear anything over their heads 
 even when their hair has been cut, yet they seldom have colds. 
 Headaches and indigestion are rare. With an average daily 
 population of 494.8 in the institution during the year that these 
 subjects were admitted, there were only 93 patients in the 
 Hospital during the twelve months. This number included 22 
 obstetrical cases and both the infants and the mothers were 
 counted in the 93 patients. The number includes also, 15 other 
 infants brought back from the Nursery to be specially cared for 
 in the Hospital. There was one operation where the ovaries 
 were removed and there were two deaths during the year, one 
 of peritonitis and one of apoplexy due to syphilis. Indeed, they 
 are apparently unusually robust as regards general health. 
 
 The record of the circumstances of their early sex offenses 
 and its effect upon their later experience, and of their reasons 
 for entering prostitution are meager, because their own accounts 
 were quite as slight. Here, too, their attitude is casual, inci- 
 dental and colorless for the most part. Their behavior seems 
 largely a matter of thoughtlessness, of failure to appreciate 
 social or personal reasons for acting otherwise, of circumstances 
 uncritically reacted to in the beginning, and then of habit, 
 rather than some unequal struggle with instinct and emotion. 
 They lament being separated from the noise and the lights and 
 the comradeship of the streets; they are restless and eager for 
 the suppers and rides that occasionally fall to their lot. Some 
 of the more intelligent among them have enjoyed the competi-
 
 SOCIAL, INDUSTRIAL AND PHYSICAL RECORDS 249 
 
 tion of the life of prostitution, but seldom is sex in itself referred 
 to by them or apparently present consciously or otherwise as 
 an impelling element in their desire to be "free." One could 
 almost wish that it were possible to plead for them some unusual 
 gift of emotion or impelling sex impulse to account for their 
 behavior. Instead, their conduct is to be accounted for by mere 
 lack of insight into, or appreciation of, its significance. 
 
 So it is we have found them — without foresight, uncomplex 
 in their emotions and reactions, and uncritical toward experi- 
 ience of every sort. Some share of this condition is undoub- 
 edly due to a lack of the kind of early academic and industrial 
 training that might have developed them, though there was 
 never a time when any considerable proportion of them had 
 alert minds. With proper educational and vocational guidance 
 two-thirds of them ought to build up fairly satisfactory habits 
 of conduct. The remaining third, under permanent custodial 
 care, have sufficient intelligence to become wholly self-support- 
 ing.
 
 CHAPTER VI. 
 
 Summary and Conclusions. 
 
 At the expense of some repetition, the results of the applica- 
 tion of the tests of the Cincinnati Bureau of Vocational Guid- 
 ance at Bedford are summarized here. The most striking fact 
 in the comparison of our subjects with this standard is the 
 bimodal distribution of their scores as over against the unimodal 
 one of the Working Girls. In practically all the tests the 
 curves of the Bedford 88 fall from one mode at a point near 
 the better end of the C. 14 and C. 15 curves, to rise again to form 
 a second mode at the poorer end of the standard curves. The 
 tests of Chapter IV, too, Reading, Writing, Direction Tests, 
 etc., have added evidence that the Reformatory inmates con- 
 stitute two pretty distinct groups with respect to their intel- 
 ligence. At least such was true of the women committed to 
 Bedford between 1911 and 1914. Why it should be so, and 
 why the charges sent to such an institution do not follow a 
 normal distribution curve as regards tests of their intelligence, 
 it is difficult to say. 
 
 The bimodal distribution of the Bedford 88 instead of the 
 unimodal distribution of the working girls may seem to the 
 reader only the establishment of a roughly hewn fact and the 
 comparison of their norms a prosaic task. It would seem 
 much less prosaic had he started out under the conditions 
 which confronted us some five years ago. There was the 
 request of institution and court for some reliable basis for 
 estimating the reformability of their charges, but there were 
 practically no standards in mental tests either for the criminal 
 woman or for the law-abiding woman of like industrial and 
 economic standing. We have now measured the mentality of a 
 representative group of women by a fairly large number of tests 
 in a number of which the results have been checked in terms of a 
 reliable set of norms — those for the working girl of Cincinnati. 
 That the latter are younger than our subjects, that the work 
 of comparison is only at its beginning, these and all other 
 limitations do not alter our belief that good ground has been 
 gained toward a working understanding of the mentality of 
 the criminal woman. It is of considerable interest, then, to 
 
 250
 
 SUMMARY AND CONCLUSIONS 251 
 
 note that one group of the Bedford 88 has clustered about the 
 better end of the standard curve, and another group toward its 
 poorer end. 
 
 To find a basis upon which the bimodal curves might be 
 analysed into their two unimodal elements we have divided 
 the Bedford 88 in many ways. The division which alone served 
 to separate the better from the poorer subjects was that of the 
 grade completed upon leaving school. Those who had ac- 
 complished the completion of at least 5B grade formed a curve 
 which paralleled very closely that of the Cincinnati girl of fif- 
 teen, while those who had not succeeded in passing 5B com- 
 prised the majority of those who collected at the poorer mode 
 of the Bedford 88 curves. Throughout, the grade completed 
 has proved to be more often a measure of our subjects' ability 
 to progress in school, less often a measure of their opportunity 
 to attend school. We found that the women could not recall 
 their age precisely in years and months on leaving school, so 
 that we could only estimate as closely as we could the number 
 of years that each was "going to school." When the grade 
 completed was subtracted from the grade that should have been 
 reached had one grade been passed for each year of school 
 attendance, it became quite evident that the Below-Grade Group 
 had progressed much more slowly in proportion to the gross 
 number of years of schooling than had the Grade Group. The 
 following figures give the number of years of retardation for 
 this group and contrast them with those who had passed the 
 8th grade. The differences between their retardation and that 
 of the 5th, 6th, and 7th grades is only sHghtly less. 
 
 No. of Years Below-Grade Group Sth Grade 
 
 Retardation No. of Individuals No. of Individuals 
 
 Seven 3 
 
 Six 1 
 
 Five 6 
 
 Four 6 1 
 
 Three and a half 3 
 
 Three 2 
 
 Two and a half 1 1 
 
 Two 2 2 
 
 One and a half 1 
 
 One 4 
 
 Zero 5 
 
 Unknown 1 
 
 Never went to school * 8 
 
 . 34 13 
 
 *For the most part these eight were not more than six, seven and eight 
 years old mentally.
 
 252 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Any correlation which has proved to exist between the better 
 records in the mental and physical tests and the greater mental 
 capacity of our subjects, as indicated by the completion of the 
 higher school grades, . cannot be reduced to differences in the 
 age of the women when tested: at least if there is any such 
 correlation between age and record in the tests, it has had an 
 equal chance to manifest itself in each grade. As a matter of 
 fact, the actual correlation between age (the oldest was given 
 a rank of one) and rank in two of the more important tests — 
 easy opposites arranged in order of accuracj^ and time, and 
 index of card sorting — is only + -13; P.E. = .074 and — .066; 
 P.E. = .0079 respectively. 
 
 The average age at entrance of the 208 commitments of the 
 fiscal year 1912-1913 is 21 j^ears, 9.5 months. At the time of 
 testing, the median age of the Bedford 88 was 20 years and 6 
 months, that of the College Maids exactlj^ 21 years. The 
 variations from the average and the per cent, at each age may 
 be seen from the accompanying table of distribution of ages, 
 under the columns headed Bedford 88 and Maids. This table 
 includes also the distribution of these groups at their present 
 ages among the several grades which they had completed upon 
 
 leaving school. 
 
 TABLE S9 
 
 The Distribution of Age by Grade 
 
 Age at 
 
 Below- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Com- 
 
 Grade 
 
 
 Vth 
 
 Vlth 
 
 Vllth 
 
 Vlllth 
 
 Bedford 
 
 College 
 
 mit- 
 
 GrouD 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 
 88 
 
 Maids 
 
 ment 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 No. 
 
 % 
 
 No 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 No 
 
 % 
 
 No. 
 
 % 
 
 15-16 
 
 3 
 
 8.82 
 
 
 
 
 2 
 
 12.50 1 
 
 6.25 
 
 1 
 
 7.69 7 
 
 7.95 
 
 1 
 
 5.00 
 
 17 
 
 4 
 
 11.76 
 
 
 
 
 4 
 
 25.001 2 
 
 12.50 
 
 2 
 
 15.38 
 
 12 
 
 13.64 
 
 2 
 
 10.00 
 
 18 
 
 4 
 
 11.76 
 
 1 
 
 11.11 
 
 1 
 
 6.25 3 
 
 18.75 
 
 
 
 
 9 
 
 10.24 
 
 2 
 
 10.00 
 
 19 
 
 2 
 
 5.88 
 
 
 
 
 1 
 
 6.25 2 
 
 12.50 
 
 1 
 
 7.69 
 
 6 
 
 6.82 
 
 2 
 
 10.00 
 
 20 
 
 3 
 
 8.82 
 
 3 
 
 33.33 
 
 2 
 
 12.50 1 
 
 6.25 
 
 1 
 
 7.69 
 
 10 
 
 11.35 
 
 
 
 
 21 
 
 3 
 
 8.82 
 
 1 
 
 11.11 
 
 
 
 
 
 
 
 1 
 
 7.69 5 
 
 5.68 
 
 4 
 
 20.00 
 
 22 
 
 4 
 
 11.76 
 
 2 
 
 22.22' 
 
 
 2 
 
 12.50 
 
 1 
 
 7.69 
 
 9 
 
 10.24 
 
 2 
 
 10.00 
 
 23 
 
 2 
 
 5.88 
 
 1 
 
 11. Ill 1 
 
 6.25 
 
 1 
 
 6.25 
 
 2 
 
 15.38 
 
 7 
 
 7.95 
 
 2 
 
 10.00 
 
 24 
 
 1 
 
 2.94 
 
 
 
 
 
 
 
 
 
 
 1 
 
 7.69 
 
 2 
 
 2.27 
 
 1 
 
 5.00 
 
 . 25 
 
 3 
 
 8.82 
 
 
 
 
 
 
 
 1 
 
 6.25 
 
 1 
 
 7.69 
 
 5 
 
 5.68 
 
 1 
 
 5.00 
 
 26 
 
 
 
 
 
 
 
 4 
 
 25. oo; 
 
 
 
 
 
 4 
 
 4.54 
 
 
 
 
 27 
 
 3 
 
 8.82 
 
 1 
 
 11.11 
 
 
 
 
 2 
 
 12.50 
 
 
 
 I 6 
 
 6.82 
 
 1 
 
 5.00 
 
 28 
 
 1 
 
 2.94 
 
 
 
 
 
 
 
 1 
 
 6.25 
 
 2 
 
 15.38; 4 
 
 4.54 
 
 1 
 
 5.00 
 
 29 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 5.00 
 
 30 
 
 1 
 
 2.94 
 
 
 
 
 1 
 
 6.25 
 
 
 
 
 .0 
 
 
 2 
 
 2.27 
 
 
 
 
 
 34 
 
 
 9 
 
 Il6 
 
 
 16 
 
 13 
 
 88 
 
 20
 
 SUMMARY AND CONCLUSIONS 253 
 
 The industrial and social history of twenty Maids was ob- 
 tained, although only eighteen were given the mental tests. 
 
 Summary. 
 
 Height. The Bedford 88 are shorter at all three percentiles 
 than the working girl of fifteen. Their height sitting is shorter 
 than the normal, but relatively less so in proportion to their 
 height standing than is true of the normal woman. The Grade 
 Group are taller than the Below-Grade Group at the three per- 
 centile points; they are taller than the working girl of fifteen 
 at the 25th percentile, not at the median or 75th percentile. 
 
 Weight. The Bedford 88 are decidedly heavier than the 
 working girl of fifteen. They are heavier, also, than the normal 
 woman of corresponding age. Indeed, 70 per cent, of the 
 Grade Group and 80 per cent, of the Below-Grade Group are 
 heavier than the median weight for the normal individual of 
 corresponding age. 
 
 Grip. The Grade Group is stronger in grip than the working 
 girl of fifteen, as measured at the three percentile points, and 
 with both the right and left hand. The Below-Grade Group is 
 even more superior to them than is the Grade Group. How- 
 ever, neither Reformatory group has a grip equal to that of 
 the normal individual of corresponding age. 
 
 Physical measurements of the College Maid were not secured, 
 but the majority of them were unquestionably taller than the 
 Reformatory group and not so heavy. Our descriptive account 
 of them, with but three exceptions, contains the comment 
 "slender and tall." 
 
 To the anthropometric records of the Bedford 88, we have 
 added measurements in height, sitting and standing, weight, 
 and grip, right and left hand, of another 118, who, like the 
 Bedford 88, were tested as they came consecutively from the 
 courts. The figures for these 118, plus the Bedford 88, making 
 a total of 206, are included in Table 90. Only about 25 per 
 cent, either sitting or standing are as tall as, or taller than, the 
 median normal individual of the same age. Over 76 per cent, 
 are as heavy and, for the most part, are heavier than the median 
 normal weight. Less than 25 per cent, have a grip with the 
 right hand which is as strong as that of the median normal 
 individual; with the left hand, only 19 per cent, equal or excel 
 the median normal grip.
 
 254 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 90. 
 
 The Distribution of the Height, Standing and Sitting, of the Weight, 
 OF the Strength of Grip of the Right and Left Hands of 206 
 Reformatory Women with Respect to the Various Per- 
 centile Groups Under Which They Come in Smedley's 
 Tables of Normal Individuals of Corresponding 
 Age. 
 
 
 Height 
 
 Height 
 
 
 
 Grip 
 
 Grip 
 
 Smedley's 
 
 Standing 
 
 Sitting 
 
 Weight 
 
 Right 
 
 Left 
 
 Percentile 
 
 
 
 
 
 
 
 
 
 
 Distribution 
 
 
 
 
 
 
 
 
 
 
 
 No. 
 
 Per 
 Cent. 
 
 No. 
 
 Per 
 
 Cent. 
 
 No. 
 
 Per 
 
 Cent. 
 
 No. 
 
 Per 
 Cent. 
 
 No. 
 
 Per 
 
 Cent. 
 
 Above 100 
 
 1 
 
 .5 
 
 
 
 
 
 2 
 
 4.9 
 
 1 
 
 .5 
 
 1 
 
 .5 
 
 90-100 
 
 9 
 
 4.4 
 
 5 
 
 2.4 
 
 53 
 
 25.7 
 
 4 
 
 1.9 
 
 3 
 
 1.5 
 
 80-90 
 
 16 
 
 7.8 
 
 11 
 
 5.3 
 
 41 
 
 19.9 
 
 8 
 
 3.9 
 
 5 
 
 2,4 
 
 70-80 
 
 7 
 
 3.4 
 
 9 
 
 4.4 
 
 21 
 
 10.2 
 
 11 
 
 5.3 
 
 7 
 
 3.4 
 
 60-70 
 
 7 
 
 3.4 
 
 10 
 
 4.9 
 
 17 
 
 8.4 
 
 10 
 
 4.9 
 
 8 
 
 3.9 
 
 50-60 
 
 10 
 
 4.9 
 
 16 
 
 7.8 
 
 14 
 
 6.8 
 
 14 
 
 6.8 
 
 15 
 
 7.3 
 
 40-50 
 
 18 
 
 8.8 
 
 16 
 
 7.8 
 
 19 
 
 5.3 
 
 9 
 
 4.4 
 
 14 
 
 6.8 
 
 30-^0 
 
 17 
 
 8.4 
 
 21 
 
 10.2 
 
 6 
 
 2.9 
 
 21 
 
 10.2 
 
 13 
 
 6.3 
 
 20-30 
 
 22 
 
 10.6 
 
 26 
 
 12.6 
 
 12 
 
 5.8 
 
 18 
 
 8.8 
 
 25 
 
 12.1 
 
 10-20 
 
 34 
 
 16.5 
 
 28 
 
 13.6 
 
 10 
 
 4.9 
 
 32 
 
 15.6 
 
 35 
 
 17.0 
 
 0-10 
 
 57 
 
 27.7 
 
 54 
 
 26.2 
 
 11 
 
 5.3 
 
 66 
 
 32.0 
 
 67 
 
 32.5 
 
 
 
 2 
 
 1.0 
 
 
 
 
 
 
 
 
 
 3 
 
 1.5 
 
 1 
 
 .'5 
 
 Below 
 
 6 
 
 2.9 
 
 10 
 
 4.9 
 
 
 
 
 
 9 
 
 4.4 
 
 12 
 
 5.8 
 
 25th PercentUe 40-50 
 Median 20-30 
 
 75th Percentile 0-10 
 
 40-50 
 
 90-100 
 
 40-50 
 
 40-50 
 
 20-30 
 
 70-80 
 
 20-30 
 
 10-20 
 
 0-10 
 
 40-50 
 
 0-10 
 
 0-10 
 
 Steadiness of Hand. In steadiness of hand, both the Below- 
 Grade Group and the Grade Group are markedly superior to 
 the working girl of fifteen. Seventy-five per cent, of the Bed- 
 ford 88 are as precise in their movements as the average working 
 girl or more so. Whatever superiority is theirs as a result of 
 greater maturity is unimpeded by any anticipation or dread of 
 mishap. This same unimaginative insensitivity to possible 
 accident characterizes their work in factories when they operate 
 unguarded and dangerous machines. They may be in continu- 
 ous danger because of clumsiness and inattention, but only 
 infrequently because of loss of control resulting from fear or 
 any appreciation that the danger of accident is increasing because
 
 SUMMARY AND CONCLUSIONS 255 
 
 of increasing fatigue. In this they differ radically from uni- 
 versity students when facing the same type of situation. This 
 statement is based upon data obtained from a duplication 
 of the factory experiments of Bogardus^ with a small group 
 of Bedford women. 
 
 ■ Tapping Test. The measure of the fatiguability of our sub- 
 jects by the tapping test was not altogether successful, because 
 so many of the women failed to grasp the direction: "Tap as 
 fast as you can." So far as one may judge by the results, how- 
 ever, the presumption is in favor of a division into two rather 
 clearly differentiated groups, one less fatiguable than the fifteen- 
 year-old girl or than the university student, the other more 
 fatiguable than either the normal girl or the more intelligent 
 adult. 
 
 The test affords an excellent example of the incapacitj^ of 
 many criminal womem to understand even very simple direc- 
 tions and emphasizes the need there is that greater care be 
 given directions than is commonly the custom. The Grade 
 Group are much quicker to understand the directions than is 
 the Below-Grade Groiip and the 8th Grade than the 5th Grade. 
 The test may prove valuable to separate out those who can 
 learn to perform simple factory operations rapidly from those 
 who learn slowly. When all have understood the directions 
 clearly and are tapping at their maximum speed in an initial 
 trial, one will not go far amiss if he assumes that about 75 per 
 cent, of the Reformatory women will tap as quickly as the median 
 working girl of fifteen. It may also be affirmed that they will 
 tap relatively better with the left hand as compared with the 
 right hand than will the normal individual. As the case now 
 stands, only the 25th percentile group of the Bedford 88 tap as 
 rapidly with the right hand in 60 sec. as the corresponding group 
 of the working girls of fifteen; the median record is 15, the 75th, 
 53 taps behind the standard at these points. More than 50 
 per cent, of the Grade Group tap as quickly, or more rapidly, 
 
 ^ Bogardus, Emory S. The Relation of Fatigue to Industrial Accidents. 
 American Journal of Sociology, Vol. XVII. 1911-1912. Weidensall, Jean. 
 Psychological Tests as ajjplied to the Criminal Woman. Psychological Review 
 Vol. XXI, No. 5, Sept. 1914.
 
 256 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 than the median working girl of fifteen, though they, too, are 
 in arrears at the 75th percentile record, though only by 10 
 taps. The Grade Group is superior at all points to the Below- 
 Grade Group. Perhaps the most frequent difference of our 
 subjects from that of the standard lies in the fact that the 
 maximum rate of tapping is not attained until the latter part of 
 the tapping period instead of at the beginning. The total 
 number of taps for the two groups may not differ appreciably, 
 for, while the one — the standard — taps as fast as it can during 
 the first half-minute and slows down from fatigue in the last 
 half, the other taps approximately as fast as it can the last half 
 minute and at a slower rate during the first half-minute because 
 of slowness to comprehend what was required. 
 
 Cancellation of Letters and Card Sorting. The next two tests 
 — card sorting and cancellation of a's — are of especial interest 
 because they entail so nearly the same t3^pe of co-ordination as 
 is involved in factory jobs. To mark out all the a's on a page 
 of letters is not unlike inspecting garments, or the labels on 
 dishes or handkerchiefs in a factory where the operator's task 
 is to set aside or check off all the defective ones. Sorting cards 
 is quite like sorting samples or packing plajdng cards. 
 
 In card sorting, the Bedford 88 prove as accurate as the work- 
 ing girl. Fifty of the 88 made no error, 23 made but one error, 
 9 made only two errors and the dullest individual of all sorted 
 81.3 per cent, of the cards accurately. When efficiency, how- 
 ever, is measured in terms of speed of performance — the time 
 required to secure a corresponding degree of accuracy — they 
 are upon the whole less efficient than the working girl of fifteen. 
 Only 12 of the 88, 13.6 per cent., work as rapidly as the 25th 
 percentile individual among the working girls, only 35 women, 
 or 39.8 per cent., equal, or excel, in speed the median standard 
 record, while 34, or 38.7 per cent., are as slow as, or slower than, 
 the poorest quarter of the fifteen-year-old girls and 16 per cent, 
 are as poor as, or poorer than, the poorest 2 per cent, of the 
 standard. The Grade Group, on the other hand, again com- 
 pare more favorably. They are as skillful and work as rapidly 
 in proportion to their accurac}'- as does the fifteen-year-old 
 girl. Whereas 32 per cent, of the Below-Grade Group are as
 
 SUMMARY AND CONCLUSIONS 257 
 
 poor as, or poorer than, the lowest 2 per cent, of the working 
 girls — only 2 per cent, of the Grade Group have scores this 
 low. It must be noted, however, that, whereas the working 
 girl of fifteen markedly surpasses her fourteen-year-old record, 
 our subjects, even those with equivalent schooling, although 
 they are twenty and a half years old on the average, are scarcely 
 better at the three percentile points than the working girl of 
 fifteen. 
 
 Of the Maids, 72 per cent, attain or surpass the median index 
 record of the working girl of fifteen, 50 per cent, her 25th per- 
 centile record; only 5.5 per cent, are as slow as the record that 
 marks the 75th percentile of the standard group. 
 
 It does not seem that ability to sort cards either quickly or 
 well ought to depend in any vital way upon the amount of 
 schooling an individual fortuitously secures. If skill in this 
 test correlates in any measure with school grade, as it does, 
 this skill must presumably be due to something inherent in 
 the individual's native ability, which has in turn enabled her 
 to keep up to grade. 
 
 The working girls of fourteen or of fifteen are better on the 
 average at card sorting if they have passed the 8th grade than 
 if they have passed only the 5th grade. The same differences 
 persist among our subjects who have been out of school 5 years 
 on the average. In other words, there is at least a rough cor- 
 respondence between efficiency as measured by this test and 
 general intelligence as graded by the schools. 
 
 The results of different investigators in the relation of motor 
 tests to general intelligence and native ability have not always 
 coincided. Terman and Bagley find a negative correlation; 
 Simpson, a slight positive one between intelligence and skill. 
 We find for the Bedford 88 a positive correlation of -1-.58 between 
 rank in the index of card sorting and +.52 between the a test 
 index and rank in general intelligence as estimated by the 
 principal of the Reformatory school. 
 
 In the cancellation of letters, the Reformatory group is again 
 more accurate for the most part than the standard group — in 
 this instance the working girl of fourteen. Forty-nine per cent, 
 cancel at least as many of the a's as does the working girl whose
 
 258 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 record marks the 25th percentile score; only 18 per cent, of them, 
 however, cancel an equivalent number of letters in the same 
 amount of time. Seventy-one per cent, equal or excel the 
 median working girl in accuracy, but only 36 per cent, have an 
 index score equal to the median standard index. Whereas 
 only 18 per cent, are as inaccurate as the least accurate quarter 
 of the standard, 32 per cent, are as slow as, or slower than, 
 the slowest standard quarter. Ten per cent, are as slow as, 
 and slower than, the least expeditious 2 per cent, of the stand 
 ard. 
 
 The scores of the Grade Group are superior to, and beyond 
 the range of, all save the best 25 per cent, of the Below-Grade 
 Group. The former are slightly superior but parallel pretty 
 closely the range and distribution of the fourteen-year-old girl's 
 index scores; none of them are as slow as the slowest 2 per cent. 
 of the standard, whereas 27 per cent, of the Below-Grade Group 
 fall at or below such a rate of performance. 
 
 The College Maids are superior both in time and in accuracy, 
 to the standard group. While but 44 per cent, are as quick as 
 the best 50 per cent, of the standard group, 38 per cent, equal 
 or excel the standard 25th percentile rate in speed and only 11 
 per cent, are as belated as the slowest standard quarter. Sev- 
 enty-eight per cent, of them are as efficient, when measured by 
 index score, as the median Reformatory subject. 
 
 Our 7th and 8th Grade Groups cancel the number "1" as 
 quickly and as accurately, on the average, as did the University 
 women who were tested by Woodworth and Wells. The 5th 
 and 6th Grades are slower in their average scores, by 17.3 sec. 
 and 32.5 sec, respectively, the Below-Grade Group by 69 sec. 
 and is much less accurate. All but 3 scores among the Below- 
 Grade Group are more than 15 sec. (the M.V. of the University 
 women) slower than the average score of the University women 
 or of the 7th and 8th Grade Groups of the Reformatory women, 
 and only one score is as good as the average of the Universitj' 
 group. These time scores are not an index but are the actual 
 average time consumed. 
 
 In the cancellation of both numbers and letters, there is a 
 tendency for individual differences to be more pronounced in
 
 SUMMARY AND CONCLUSIONS 259 
 
 the matter of rate than in accuracy of performance. There is, 
 however, a distinct range of inaccuracy, which is characteristic 
 of the dullest quarter of the Reformatory women. 
 
 Memory for Numbers. Of the Bedford 88 just 36 per cent, 
 have a memory span of eight numbers, i. e., that of the median 
 working girl of fifteen. Thirty-eight per cent, recall at least 
 one number less than seven, the score which marks off the 
 poorest quarter of the working children. The Cincinnati group 
 was not given series shorter than seven numbers, so that the 
 exact number of digits which can be recalled by those whose 
 span is less than seven is not known. The per cent, of seven 
 numbers which they recalled, however, may be taken as some 
 indication of its length. Only 25 per cent. — the poorest 
 quarter — of the working girls of fifteen recall Jess than 88 per 
 cent, of seven numbers, whereas 56 per cent, of the Reforma- 
 tory women recall no more than that per cent, of the seven 
 numbers series and 23 per cent, recall less than the least amount 
 recalled by aiiy of the working girls of fifteen, i. e., 57 per cent, 
 of seven numbers. The working children seldom fail to recall 
 all of the seven numbers in at least one out of two trials. Of 
 the Reformatory women, 38 per cent, have a memory span of 
 not more than six numbers and 30 per cent, fail to recall even 
 that number. Of the Maids, 78 per cent, recall as long a series, 
 i. e., eight nurnbers, as the median working girl of fifteen; 60 
 per cent, recall nine numbers — the 25th percentile score of the 
 working girl of fifteen. Longer series than nine numbers were 
 not given to the standard group. Two series ten numbers long 
 were given to the Maids and the Reformatory group. Of the 
 latter, eight, i. e., 9 per cent., recalled ten numbers; of the former 
 four, or 22 per cent. 
 
 The length of number series recalled by the group of the 
 Binet 200 is of interest here to indicate results obtained by a 
 different method of presentation of number series. The results 
 show that 53 per cent, of the Binet 200 fail to recall all of seven 
 numbers while of the Bedford 88, tested with the visual-audi- 
 tory-articulatory form of presentation, only 38 per cent, fail to 
 recall the seven digit series. To the Binet group the numbers 
 were read aloud by the experimenter at the rate of one each half 
 second; the subject herself did not see the numbers. In the Binet
 
 260 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 series the subject repeated the numbers verbally, in the Cin- 
 cinnati series she wrote them down. The Binet test gave three 
 trials for each series of a given length; the method of the Voca- 
 tional Guidance Bureau gave but two trials for each. The 
 advantage on the latter score lies with the group tested by the 
 Binet method but with the Cincinnati series in the rate at 
 which the numbers are presented to the subject. 
 
 Table 91 indicates the per cent, of numbers recalled by those 
 of the Binet 200 at the different mental ages as established by 
 the Binet tests. But 25 per cent, of those who test nine years 
 old, 17 per cent, of those who test eight years and zero per cent, 
 of those below eight, overlap, in memory span, the better 60 
 per cent, of those who test ten years old or the better 72 per 
 cent, of those who test eleven. 
 
 The distribution of their scores most nearly resembles that 
 of the retarded girl of fourteen, for 52 per cent, succeed in re- 
 calling as much as, or more than, the median among this group 
 of 5th and 6th grade working girls, and 42 per cent, recall at 
 least as many numbers as does the best quarter of this retarded 
 group of working girls. On the other hand, 28 per cent, recall 
 as little as, and less than, the amount recalled by the poorest 
 4 per cent, of the standard. 
 
 In memory for eight and nine numbers, the per cent, which 
 recall as much as the median of the standard group of fifteen 
 years, and the retarded girls are 
 
 8 Numbers 28.5 31.8 38.6 
 
 9 Numbers 37.5 42.0 52.3 
 
 In memory for eight numbers, they are thus inferior even to 
 the retarded group; in memory for nine numbers, equal to 
 them. In memory for nine numbers, 49 per cent, of the Bed- 
 ford 88 are as poor, or poorer than, the poorest 25 per cent, of 
 the working children of fifteen, and 25 per cent, recall as little 
 as, or less than, is recalled by the poorest 4 per cent, of the 
 standard. 
 
 Dr. Woolley found a more pronounced correlation between 
 general intelligence, as estimated by the schools, and (1) memory- 
 span scores and (2) the per cent, of seven, eight and nine num- 
 bers recalled than with any other test. Simpson found a higher
 
 SUMMARY AND CONCLUSIONS 
 
 261 
 
 positive correlation between estimated intelligence and memory 
 for words than in any test except hard opposites. 
 
 We, too, find that memory for numbers, presented as these 
 are in visual, auditory and articulator^' form, separates with a 
 very clear line of cleavage the Grade from the Below-Grade 
 Group. In memory span, and in per cent, of seven, eight and 
 nine numbers recalled, over 75 per cent, of the Below-Grade 
 Group overlap and lag behind the poorest quarter of the Grade 
 Group. And, while as few as 20, 10, 7 and 5 per cent, of the 
 Grade Group in these four tests, respectively, recall as little 
 as the poorest 13, 4, 2 and 4 per cent, of the standard group, 
 there are 70, 56, 35 and 59 per cent, of the Below-Grade Group 
 who recall this little. The Grade Group in span and recall of 
 nine numbers is the equal of the working girl of fifteen. In 
 per cent, of seven and eight numbers recalled, their scores are 
 inferior. The recall of eight numbers is relatively more difficult 
 for our subjects than for the standard groups, and the facts seem, 
 as indicated above, to point to possible limitations in the use 
 of visual symbols, to a difference in type of imagery customarily 
 used. 
 
 TABLE 91 
 
 Memoky Span — Binet Series. 
 
 
 
 
 
 
 
 < 
 
 6 Yrs. 
 
 7 Yrs. 
 
 8 Y'rs. 9 Yrs. 
 
 10 Yrs. 
 
 11 Yrs. 
 
 Total 
 
 Length of Number 
 
 
 
 
 
 
 
 Series Recalled 
 
 6 
 
 
 6 
 
 
 6 
 
 
 6 
 
 
 d 
 
 
 o 
 
 
 d 
 
 
 
 Z 
 
 5^ 
 
 ^ 
 
 fe? 
 
 2 
 
 ^ 
 
 ^ 
 
 fe^ 
 
 ^ 
 
 6^ 
 
 ^ 
 
 ^ 
 
 Z 
 
 6=; 
 
 ■ 7 Nos. 
 
 
 
 
 
 1 
 
 8.3 
 
 11 
 
 23.4 
 
 36 
 
 51.4 
 
 29 
 
 53.7 
 
 77 
 
 38.5 
 
 Total 7 or more Nos. 
 
 
 
 
 
 2 
 
 16.7 
 
 12 
 
 25.5'A2 
 
 60.0 
 
 39\72.2 
 
 95147.5 
 
 6 Nos. 
 
 
 
 
 
 2 
 
 16.7 
 
 18:38. 3i24 
 
 34.3 
 
 13 24.1 
 
 57J28.5 
 
 5 Nos. 
 
 
 
 7 
 
 46.7 
 
 4 
 
 33.3 
 
 1021.31 3 
 
 4.3 
 
 0.0 
 
 24:12.0 
 
 5— Nos. 
 
 2 
 
 100 
 
 8 
 
 53.3 
 
 4133.3 
 
 714.9! 1 
 
 1.4 
 
 2| 3.7 
 
 24112. 
 
 Total less than 7 Nos. 
 
 2 
 
 100 
 
 15 
 
 100.0 
 
 10 
 
 83.3 
 
 357-^.528 
 
 40.0 
 
 15;^7.5 
 
 105 
 
 52.5 
 
 Totals 
 
 2 
 
 
 15 
 
 
 12 
 
 
 47 :70 
 
 
 M| 
 
 200 
 
 These tests also serve the purpose of isolating fairly fine 
 gradations of individual differences. The correlation between 
 the rank of merit in these tests and the individual ranking 
 in native capacity accorded by the principal of the institution 
 school is:
 
 r = +.66 
 
 P.E. = .042 
 
 r = +.65 
 
 P.E. = .046 
 
 r = +.62 
 
 P.E. = .048 
 
 r = +.60 
 
 P.E. = .05 
 
 262 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Memory span 
 Recall of seven numbers 
 Recall of eight numbers 
 Recall of nine numbers 
 
 Substitution Test. A learning test which will differentiate 
 between those who are naturally dull and not able to learn and 
 those who have good native ability but who have had little 
 opportunity for education and development is important for 
 clinical and institutional purposes. It is likely that some 
 association that would approximate more closely the actual 
 learning conditions of factory and store, like the association of 
 stock number with pictured stockings of various colors, or of 
 stock number with postal cards of different seasons, viz., Christ- 
 mas card No. 804, Easter card No. 429, etc., would give a truer 
 measure of the normal adult's ability to form simple every day 
 associations than does the Cincinnati form of substitution test. 
 In any event we are finding that the less obviously associated 
 numbers and 'figures of the latter are proving more difficult 
 for the efficient working woman of twenty to learn than for 
 the working girl of fifteen. This statement is based pretty 
 largely upon the results we are now securing for a group of 
 fiist class saleswomen in one of New York's larger depart- 
 ment stores, who are doing excellently in other tests of the 
 Bureau of Vocational Guidance. Of the College Maids the 
 records for page four show that but 27 per cent, equal, or surpass, 
 the standard median in accuracy and only 33 per cent, in index 
 scores. 
 
 Two things are obvious from the results of this test: (1) The 
 Reformatory women are nearly as able to make the substitutions 
 from the key as are the working girls of fifteen, but they are 
 slower to adapt to the conditions of the test. This is evidenced 
 by the fact that a smaller per cent., not only of the Below-Grade 
 Group, but of the Grade Group reach the median of the Cin- 
 cinnati girl of fifteen on the first and last pages than do so on 
 the second and third. (2) The various Reformatory groups 
 differ more from the standard and from each other in the rate 
 of performance than they do in accuracy of their work.
 
 SUMMARY AND CONCLUSIONS 263 
 
 On page one, 35 per cent, of the Bedford 88, on page two, 42 
 per cent., and on page tln-ee 40 per cent, have an index score 
 as good as, or better than that of the median working girl of 
 fifteen. On page four, 34 per cent, of them recall as much as 
 does the median girl of fifteen. In index score, page one, 19 
 per cent, of the Bedford 88, on page four, 16 per cent, reach, or 
 surpass, the 25th percentile of the Standard group, while 52 
 per cent, on page one and the same per cent, on page four recall 
 as little as, or less than, did the poorest quarter of the working 
 girls. Indeed, on pages one and four, 32 per cent, recall as 
 little as the poorest three and five per cent, of the Standard 
 group, respectively. 
 
 Pages one and four divide the Reformatory Women into two 
 groups which confirm the public school's estimation of their 
 intelligence; they separate clearly the Grade Group from the 
 Below-Grade Group. On page one the median score of the 
 working girl of fifteen is accomplished by 65 per cent, of the 
 Grade Group in accuracy and by 57 per cent, in index, whereas 
 but 29 per cent, of the Below-Grade Group reach this standard 
 record in accuracy and zero per cent, in index. On page two 
 78 per cent, of the Grade Group in accuracy and 63 per cent, 
 in index attain the median standard score as over against only 
 44 per cent, of the Below-Grade group in accuracy and but 9 
 per cent, in index. On page three, of the Grade Group 80 per 
 cent, in accuracy, 52 per cent, in index reach the standard 
 median score; of the Below-Grade Group only 59 per cent, 
 reach this score in accuracy and but 21 per cent, in index. On 
 page four, of the Grade group, 43 per cent, attain the median 
 score of the working girl of fifteen in accuracy and 44 per cent, 
 in index; of the Below-Grade Group only 21 per cent, in accur- 
 acy and 18 per cent, in index. On page one only 13 per cent, 
 of the Grade Group, whereas 65 per cent, of the Below-Grade 
 Group are as slow or slower in their index scores than the poor- 
 est 3 per cent, of the standard: on page four 55 per cent, of the 
 latter as over against 22 per cent, of the former have scores as 
 low as those of the poorest 5 per cent, of the standard. 
 
 The correlation between estimated innate capacity and rank 
 in this test (index score of page four) proves to be somewhat 
 less than that in the other tests — r = -|-.48; P.E. = .058.
 
 264 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 The index of the first page is prophetic of the number of 
 pages necessary finally to learn the association. The data upon 
 which this statement rests will be published elsewhere in a 
 paper on the rate at which the Reformatory women learn to 
 perform such simple tasks as these substitutions at a normal 
 rate of speed and with a normal degree of accuracy. 
 
 Completion of Sentences. Sixty per cent, of the Bedford 88, 
 write at least as many sentences correctly as the median working 
 girl of fifteen, 48 per cent, write as many as the best quarter 
 of the standard. Over 75 per cent, of the Grade Group are 
 better than the median standard record. The Below-Grade 
 Group and the Grade Group scores overlap scarcely at all; 
 more than 75 per cent, of the former group write more incorrect 
 sentences than does the individual that marks off the poorest 
 quarter of the latter. Thirty-three per cent, of the Below-Grade 
 Group are poorer in their score of the number of sentences cor- 
 rectly written than any of either the Grade Group or the stand- 
 ard group. 
 
 In the number of ideas expressed in response to the initial 
 words of this test, the Reformatory group as a whole have out- 
 distanced the working girl of fifteen. Fifty-eight per cent, of 
 them reach or surpass the median standard record. Forty-one 
 per cent, reach or surpass the 25th percentile standard record. 
 The two groups, Grade and Below-Grade, are definitely segre- 
 gated, but curiously enough, the various grades are less clearly 
 separated among themselves than in other of the tests, which 
 are, supposedly, much less dependent upon school drill. Sev- 
 enty-five per cent, of the Below-Grade Group express as few 
 ideas as are expressed by the individual who marks off the 
 poorest quarter of the Grade Group. 
 
 In index of ideas, the Bedford 88 are clearly differentiated 
 into a good and a poor group. In the rate at which their ideas 
 are expressed, 56 per cent, attain or surpass the median rate 
 of response of the working girl of fifteen, i. e., 10.2 sec. per idea: 
 42 per cent, attain at least the score of the standard 25th per- 
 centile, i. e., 8.1 sec, and 36 per cent, are as poor as, or poorer 
 than, the 55th percentile standard record. Twelve per cent, 
 are as slow as, or slower than, the slowest 1 per cent, of the 
 standard.
 
 SUMMARY AND CONCLUSIONS 265 
 
 The Grade Group is superior to the working girl of fifteen at 
 all three percentiles and at its best and poorest records, while 
 almost 70 per cent, of the Below-Grade Group take at least one 
 and one half times as long to think of each idea as the poorer 
 quarter of the Grade Group or as did the median working girl 
 of fifteen. Fifty-two per cent, take twice, or more than twice, 
 as long. Of the Below-Grade Group 26 per cent., versus 3 per 
 cent, of the Grade Group, are to be found at the point on the 
 scale which marks off the slowest 1 per cent, of the standard. 
 There is a genuine grade correlation both among the working 
 girls and the Reformatory subjects; the curves of the various 
 Reformatory grade groups and the corresponding ones of the 
 working children coincide closely. 
 
 The Reformatory women as a whole lag behind the working 
 girl of fifteen in the speed icith which they formulate their ideas, 
 that is, as measured by the time that elapses before they begin 
 to write each sentence after its initial words are exposed. This 
 in many cases may be accounted for by the fact that they formu- 
 lated a larger number of ideas. Only 38 per cent, of them reach 
 the median record of the standard group in the number of sen- 
 tences which they begin to write without pausing for more than 
 two seconds. Of the Below-Grade Group, not 25 per cent, 
 begin as many as five sentences in this time, the number which 
 were begun by the median working girl of fifteen. Of the Grade 
 Group, however, approximately 45 per cent, begin the standard 
 five sentences in the given time and are superior in the number 
 of ideas formulated and the index of these ideas. Perhaps 
 those more capable of formulating a greater number of ideas 
 ought to do it with the same rapidity as the duller mind formu- 
 lates its fewer ideas. If so, then the Bedford 88, as a whole, 
 are slower than the working girl in this respect. 
 
 This test was the most difficult one to explain to our subjects 
 and to conduct, yet it has brought out a response apparently 
 more in favor of our subjects than did the other tests. For 
 this reason and because our method varied slightly from that 
 of the standard, further work should be done with it. Some 
 essay to explain the superiority of the Reformatory women in 
 the number of ideas expressed and in the number of sentences
 
 266 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 correctly written was ventured above. It is, in part, certainly, 
 the result of quarantine and the transient need it created for 
 greater self-expression. Under similar conditions, the working 
 girl would probably write more expansively also. On the other 
 hand, the ideas expressed by the criminal woman are often 
 diffuse and unorganized, quite lacking in the conciseness of 
 mature persons. 
 
 Easy Opposites Test. Of the Bedford 88 but 39 per cent, 
 attain or surpass the median record of the working girl of fifteen; 
 only 20 per cent, equal or surpass the 25th percentile standard 
 record, and 47 per cent, fall as low as, or below, the score of 
 71.2 per cent, of the 20 words correct- — which score marks off 
 the poorest quarter of the standard group. Of the Grade 
 Group, 54 per cent, attained this median record; of the Below- 
 Grade Group, only 15 per cent. Of the Grade Group, 31.5 
 per cent, attained at least the 25th percentile standard record 
 and 33 per cent, are at least as lacking in capacity to form these 
 simple logical associations as the poorest quarter of the stand- 
 ard, while 9 per cent, equal or surpass the poorest 1 per cent, of 
 the standard. Of the Below-Grade Group, 97 per cent, are un- 
 able to form these associations as well as the 25th percentile 
 standard girl; 73.5 per cent, are no more able to do so than 
 the girl whose record marks off the poorest quarter of the 
 standard; and 38 per cent, are as poor as, or poorer than, the 
 dullest 1 per cent, of the working girls of fifteen. Of the Maids, 
 72 per cent, prove as capable as the median working girl, and 
 33 per cent, equal the 25th percentile record of the standard. 
 
 The correlation between rank in time and accuracy in this 
 test for the Bedford 88 is r = +.83; P.E. = .029, but the time 
 required to attain each decreasing degree of accuracy increases 
 in proportion to the time required by the normal subject to 
 attain the same degree of accuracy. For this reason, index 
 scores in which the time and accuracy both figure, indicate more 
 decided individual differences than accuracy alone. 
 
 The easy opposites test is the one which has proved most 
 reliable for clinical use at our hands. It has given the largest 
 positive correlation among our tests with the rank in native 
 capacity as estimated by the school principal and with the 
 series of rate of learning tests above referred to, which have
 
 SUMMARY AND CONCLUSIONS 267 
 
 been conducted in addition to the tests of the Bureau of Voca- 
 tional Guidance. Between the rank that our subjects secured 
 for themselves in this opposites test during the first few days 
 after entering the institution and the rank they were accorded 
 by the school principal in capacity to profit by reformatory 
 training, after they had been watched for eighteen months in 
 the institution, r = +.79; P.E. = .026. This correlation warrants 
 the inclusion of this test in the group selected for use in a clear- 
 ance house. 
 
 The words of this test are of markedly unequal difficulty. 
 For the group as a whole, the words similar, peace, prompt, 
 rapid and false have the value of hard opposites. For the Below- 
 Grade Group, the words enemy, somj, black, soft, rough, narrow, 
 evening, stout, and /ew, in addition, are so difficult that from 41 
 to 81 per cent, fail to get the exact opposite of them, while 
 still others find only an approximately correct response. Even 
 for the 7th and 8th grades, the words similar and peace are so 
 difficult that 61 and 51 per cent., respectively, fail to write the 
 correct responses. Thirty-four per cent, fail in response to 
 prompt, 24 per cent, in response to few, 17 per cent, in response 
 to rapid, 14 per cent, in response to rough, soft, and false; to all 
 the others only 10 per cent., or less, fail to write the correct 
 opposite. There is opportunity here for the formation of a 
 list of increasingly difficult opposites which would be of genuine 
 clinical value. 
 
 Conclusions 
 
 In Table 92 are to be found the number and per cent, of the 
 Bedford 88 whose records (1) come within the range of the best 
 quarter of the working girl of fifteen, (2) equal or excel the 
 median of the working girl of fifteen, (3) the median of the 
 working girl of fourteen, (4) the median of the retarded working 
 girl of fourteen, (5) the 75th percentile score of the retarded 
 working girl of fourteen, and finally, (6) the per cent, of the 
 Grade Group, the Below-Grade Group and the Bedford 88 that 
 are to be found at, or below, that record point in the curves 
 for the working children which marks off their poorest 1 to 5 
 per cent. These figures are not given for all the tests, but for
 
 268 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 a selected group of ten. The basis of those selected is later 
 explained. 
 
 In comparing the per cent, of Reformatory women who have 
 equalled or surpassed the median record of the working girl of 
 fifteen, it is obvious that the number varies from test to test 
 and that it is not always 50 per cent, as in the standard group. 
 Neither is the per cent, of our subjects who come within the 
 range of the better 50 per cent, of the working girl of fifteen, 
 some constant lesser per cent, than 50, but ranges in the mental 
 tests from 28.4 per cent, in the "per cent, of eight numbers 
 recalled" to 60.3 per cent, in the "number of sentences correctly 
 completed." It is obvious that some of the tests are more 
 difficult than others for our subjects in comparison with their 
 difficulty for the working girls. The mode of the per cent, of 
 the Bedford 88 who are at least as good as the standard median 
 in the mental tests (including tapping test) is from 30 to 39 per 
 cent. 
 
 There are from 8 to 37 per cent, of the Bedford 88, depending 
 upon the test in question, whose records are at least as poor as 
 those of the poorest 1 to 5 per cent, of the fifteen-year-old work- 
 ing girls. In the ten selected mental tests, the average per cent, 
 of the Bedford 88 for whom this is true is 23, the median 25 and 
 the mode 32 per cent. It may easily be affirmed then that at 
 least 25 per cent, of the Bedford 88 have decidedly less abifity, 
 in whatever these ten tests measure, than the fifteen-year-old 
 working girl. 
 
 From 27.3 per cent, of the Bedford 88 in card sorting to 50 
 per cent, in page four, substitution index, scored as low as, or 
 lower than, the dullest quarter of the retarded group of work- 
 ing girls when retested at fifteen after a year of working ex- 
 perience. Of the Bedford 88 the median for the ten tests who 
 test this low is 38.2, the average is 39.5, the mode 37.6. We 
 may therefore set it down with some finality that approximately 
 40 per cent, of the Bedford 88 are decidedly less efficient in what- 
 ever these tests ineasure than is ihe average Cincinnati working- 
 girl of fifteen. The other 60 per cent, represents the Grade 
 Group for the most part, and all the curves and tables of this 
 volume show that they parallel in the range and the distribu- 
 tion of their records those of the total group of the fifteen- 
 year-old working girls. This means that it may also be affirmed
 
 SUMMARY AND CONCLUSIONS 2G9 
 
 that about S3. 3 per cent, of the Bedford 88 are at least as intelligent 
 and as efficient in whatever these tests nieasure as is the average 
 Cincinnati working-girl of fifteen. Whether this third, or some 
 proportion of them, are, in addition, normal adults in their ef- 
 ficiency cannot be decided at present. It will first be necessary 
 to determine norms for a larger group than that of the College 
 Maids of efficient, law-abiding, working women, such as suc- 
 cessful saleswomen, housemaids, laundresses, factory operators, 
 etc., who are as old on the average as are the Bedford women. 
 Such groups are being tested by the writer and at the present 
 time the work is well under way. 
 
 When the Cincinnati Bureau has completed its work and the 
 norms are available for the maximal development of its sub- 
 jects, when we have at hand data to tell us in what tests, to 
 what extent and for how many succeeding years the fourteen- 
 year-old girl continues to show increasing skill in the tests, we 
 shall also be well on our way to a safe estimate of how many 
 of the Reformatory women are normal for their age. In every 
 phase of every test Dr. WooUey reports that the working girl 
 at fifteen surpasses her record of fourteen years of age. If at 
 sixteen, seventeen and eighteen she still continues to do better 
 than at each preceding year, then there are very few of the type 
 of criminal woman that is sentenced to a reformatory such as 
 Bedford, who are normal adults in the mental characteristics 
 and abilities measured by these tests. 
 
 The records of our group of College Maids serve to give some 
 indication regarding the norms of the efficient working woman 
 and of what one may expect to find with respect to the develop- 
 ment of the working children upon their re-testing at sixteen, 
 seventeen and eighteen. Roughly speaking, in card sorting, 
 in memory span and easy opposites, 70 per cent, of the Maids 
 correspond to the better 50 per cent, of the working girls of 
 fifteen. In index, page four, and cancellation of a's, a smaller 
 per cent, parallel the better half of the standard. The number 
 of Maids is small, yet it may be surmised that since they do not 
 greatly surpass the records of the fifteen-year-old children of 
 equivalent schooling — the working children who enter occupa- 
 tion, and who prove to be efficient and law abiding — will them- 
 selves not greatly surpass during succeeding years their fifteen- 
 year-old median record in these tests. If the Maids' scores are
 
 270 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 typical of the ability of the majority of efficient working women, 
 then approximately one-third, i. e., half of the Grade Group and 
 some few of the Below-Grade Group, test up to the standard median 
 record of the normal working womeyi in a majority of such a group 
 of tests as these herein described. 
 
 I suspect that from 15 to 20 per cent, of women such as are 
 sent to Bedford equal the average of the better type of sales- 
 woman in abihty, that another 25 per cent, equal the average 
 housemaid or laundress and that the others are inferior to the 
 average, even of yet less skilled workers. 
 
 TABLE 92. 
 Number and Per Cent, of Bedford 88 Whose Scores Are 
 
 At or Above 
 
 At or Below 
 
 C.15 
 
 
 
 
 
 25th 
 
 C.15 
 
 C.14 
 
 C.14 
 
 C.14 Ret. 
 
 Per- 
 
 Median 
 
 Median 
 
 Ret. 
 
 75th Per 
 
 centile 
 
 Record 
 
 Record 
 
 Median 
 
 Record 
 
 Record 
 
 
 
 Record 
 
 
 ^ 
 
 fe? 
 
 ^ 
 
 1. Accuracy Opposites Test. 18 20.5'34 38.7 
 
 34 38.7 37 
 
 42.1 
 
 41 
 
 46.7 
 
 2. Index of Ideas — Completion 
 of Sentences Test. |37 
 
 42.149 55.8:51! 58.0 
 
 33 
 
 37. 6t 
 
 3. Index Page I. 17 19.331! 35.337 42.1441 50.0 
 
 4. Index Page IV. Suhstitu- \ \ 
 
 lion Test. 14, 15.930, 34.134 38.7381 43.2 
 
 42.1 
 50.0 
 
 5. Memory Span. 18 20.5 32| 36.4132 
 Recall of 7 Nos. 29 33.0 29 33.0 37 
 
 6. Recall of 8 Nos. Memory 12' 13.7'25; 28.4 28 
 RecaUof9Nos. Test 13 14.8|33 37.637 
 
 36.4 55 
 42.146 
 31.9 34 
 42.146 
 
 62.6 
 52.3 
 38.7 
 52.3 
 
 37.6 
 38.7 
 37.6 
 47.8 
 
 7. Index Cancellation Test. 1161 18.2|$ 
 
 33 
 
 37.539 
 
 44.4 
 
 30 
 
 34.1 
 
 8. Index Card Sorting Test. 12i 13.7 35 
 
 39.8 54 
 
 61.5 54 
 
 61.5 
 
 24 
 
 27.3 
 
 9. No. 7'aps in 60" Right Hand. 25 28.5 36 41.0|44 
 10. No Taps in 60" Left Hand. 31 35.3,49i 55.8 57 
 
 50.044 
 64.959 
 
 50.0 
 67.1 
 
 44.4 
 29.6 
 
 * No data. 
 
 t C. 14 75th Percentile substituted, for there was no C. Retarded 14 75th 
 percentile computed for this test. 
 t CanceUed "m's."
 
 SUMMARY AND CONCLUSIONS 
 
 271 
 
 TABLE 92— Continued 
 
 Per Cent, of Grade Group, Below-Grade Group, and Bedford 
 Whose Scores Are 
 
 At or Below 
 
 Bedford 
 Grade 
 Group 
 
 Bedford 
 
 Below-Grade 
 
 (iroup 
 
 Total 88 
 
 
 Per Cent. 
 
 Per Cent. 
 
 Per Cent. 
 
 1. Poorest one per cent, of C.15. 
 
 9.0 
 
 38.0 
 
 20.0 
 
 2. Poorest one per cent, of C.15. 
 
 3.0 
 
 26.0 
 
 12.0 
 
 3. Poorest three per cent, of C.15. 
 
 4. Poorest five per cent, of C.15. 
 
 13.0 
 22.0 
 
 65.0 
 55.0 
 
 32.0 
 32.0 
 
 5. Poorest one per cent, of C.15. 
 Poorest /our per cent, of C.15. 
 fi. Poorest tivo per cent, of C.15. 
 Poorest foiir per cent, of C.15. 
 
 12.0 
 
 10.0 
 
 7.0 
 
 5.0 
 
 63.0 
 56.0 
 35.0 
 59.0 
 
 29.0 
 28.0 
 17.0 
 25.0 
 
 7. Poorest one per cent, of C.14. 
 
 0.0 
 
 20.0 
 
 8.0 
 
 8. Poorest two per cent, of C.15. 
 
 2.0 
 
 32.0 
 
 16.0 
 
 9. Poorest four per cent, of C. 15. 
 10* 
 
 23.0 
 
 58.0 
 
 37.0 
 
 From a clinical point of view, when one has obtained the re- 
 sponses of a subject in these tests and checked each test with 
 respect to whether it is above, below, or equal to, the standard 
 norm, it becomes of immediate concern, if one is to summarize 
 the record, to know in addition in how many or in which spe- 
 cific ones of these tests her ability should be above the median 
 standard record to approximate the normal. It may be that 
 an individual whose rank is high, intermediate, or low, in one 
 of these eleven tests of the Vocational Guidance Bureau, or in 
 certain phases of them, will not have an identical or even ap- 
 proximately corresponding rank in the other tests. Too, it 
 may be that to be above the median of the fifteen-year-old girl 
 in some of these tests is a sign of immaturity rather than other- 
 wise. For the present we have not calculated correlations 
 between the various pairs of these tests. We have instead cal-: 
 culated the number of working girls and of Reformatory women 
 who are above the standard median score in from all (one
 
 272 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 hundred per cent.) to none (zero per cent.) of a selected group 
 of ten of these tests. 
 
 The tests selected for this comparison were those which seemed 
 to include all of the more important processes tested and to 
 exclude, as far as possible, any clear and extreme instances of 
 reduplication. The records selected are: (1) accuracy in oppo- 
 sites, (2) index of ideas in the sentence completion test, (3) 
 memory span, (4) above the median in two out of three of the 
 three memory tests (recall of seven, eight and nine numbers), 
 (5) substitution index, page one, (6) substitution index, page 
 four, (7) index in cancellation of a's, (8) index in card sorting, 
 (9) total taps of right hand in sixty seconds, (10) total taps of 
 left hand in sixty seconds. In the fourth item the memory 
 tests were combined, so that there should not be a dispropor- 
 tionate number of them. Substitution pages two and three 
 were omitted, so as not to duplicate the same type of process. 
 The index of tapping was not a success as such and was omitted 
 because the results were ambiguous. The steadiness test was 
 omitted, inasmuch as it seemed to be more largely a physical 
 test in which our subjects had a disproportionate degree of suc- 
 cess. The number of plus signs in this latter test would bring 
 up unduly the average number of mental tests in which the 
 Reformatory subjects were above the standard median as com- 
 pared with the number of tests in which the working girls were 
 themselves above their own median. Our aim at this point was 
 to compare the rank of the two groups in the more purely "men- 
 tal" tests. 
 
 The records which we used as a basis for the calculation of 
 the standard norms as to the number of tests in which the work- 
 ing girls are above their own median record were those of the 
 public-school girls as re-tested at fifteen. Of these there were 
 109 after all individuals had been discarded for whom a record 
 in any one of the ten tests in question was missing. The median 
 used was that recorded in the percentile tables in the preceding 
 pages. This median was compiled by the Bureau of Vocational 
 Guidance on the basis of both Catholic and public schools. 
 When we discarded some of the public school records and 
 omitted all of the Catholic school girls, we shifted the balance 
 somewhat, so that exactly 50 per cent, do not come above the
 
 SUMMARY AND CONCLUSIONS 273 
 
 score that was the median score of the original number. The 
 Catholic girls Avere omitted partly to save time, but chiefly 
 because so few of our subjects had been educated in Catholic 
 schools. 
 
 The 109 Cincinnati records were separated into two groups, 
 those of the 7th and 8th grades taken together and the 5th 
 and 6th grades together. These were then each again divided 
 into groups according to the number of tests in which an indi- 
 vidual's records was above the median standard score for each 
 test. Then the records were analyzed to see if there was a 
 tendency for those above the median in one test to be above in 
 all the others and for those who were below the median In one 
 to be below in all, or if the tests presented individual or group 
 differences in this respect. (See Table 94.) 
 
 Curve 95 gives the distribution of the three groups — the 
 Bedford Grade Group, the Bedford Below-Grade Group, and 
 the total C. 15 public school group — in the ten selected tests. 
 The ordinate marks the per cent, of individuals to be found at 
 any point on the abscissa; the abscissa marks off the number 
 of tests in which the subjects have a score above the median 
 of the working girls of fifteen, i. e., in ten tests, nine tests, eight 
 tests, etc. Table 93 indicates the number and percentages upon 
 which this frequency curve is based. 
 
 There proves to be a fairly wide range of distribution in the 
 standard group with respect to the number of tests in which 
 any individual among them may be expected to be above the 
 median record of the group. The median number and the mode 
 is 6 tests, Q is l}/2 tests. Certainly there is no marked 
 tendency for those who are above the average in one test to be 
 above in all of the ten, or for those who are poor in one to be 
 poor in all the others. Indeed, only 3.4 per cent, are above 
 the median in all ten tests, 6.2 above in nine. The median for 
 the 7th and 8th grades taken alone is 7 tests, the 25th percentile 
 is 8, the 75th is 6 tests. The 5tK and 6th grades alone are quite 
 inferior to these. The 25th percentile is 6, the median 4, the 
 75th percentile only 3 tests among the 10 above the median. 
 As compared with the working girls of fifteen, the Bedford 
 Grade Group is better at the 25th percentile by one test, and 
 is the same at the median and 75th percentile points. The 
 Below-Grade Group, on the other hand, is unmistakably infer- 
 ior. (See Table 93.) Only 20.5 per cent, are above or equal
 
 274 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 to the median in as many tests as is the number for the 75th 
 percentile score of the working girls; only 2.9 per cent, are equal 
 to the standard median in 6 tests, the number of tests in which 
 the median working girl is above the median score for each 
 individual test. Twenty-three and five-tenths per cent, are as 
 poor as the poorest 5.7 per cent, of the working girls and 41.2 
 per cent, are poorer than the poorest standard record, i. e., 
 above the median in fewer tests than they. 
 
 Thus when the mentality of the criminal women is measured 
 by the number of tests in which their ability is at or above that of 
 the median working girl of fifteen, again about a third of them 
 (35 per cent.) fall within the range of the better fifty per cent, 
 of the working girls of fifteen, about two-thirds below the 
 median, 54 per cent poorer than all but the poorest 25 per cent, 
 of the standard, 30.7 per cent, as poor as the poorest 5.7 per 
 cent, and 17 per cent, poorer than any of the working girls. 
 
 TABLE 93. 
 
 Per Cent, of Subjects Above C. 15 Median in Given Number of the 
 
 Ten Tests. 
 
 No. 
 
 of 
 
 Tests 
 
 10 
 9 
 8 
 7 
 6 
 5 
 4 
 3 
 2 
 1 
 
 
 C.15 7 and 8|C.15 5 and 6 
 Pub. GradesiPub. Grades 
 
 Total C.15 
 Pub. Grades 
 
 Bedford 
 Gr. Group 
 
 Bedford 
 Below-Gr. 
 
 Bedford 
 Total 
 
 No. Per I No. 
 Cent, i 
 
 3 
 
 4 
 
 10 
 
 5t 
 
 8 
 
 2 
 
 4 
 
 2 
 
 
 
 1 
 
 
 
 7.0 
 
 9.3 
 
 23.3 
 
 20.9 
 
 18.6 
 
 4.7 
 
 9.3 
 
 4.7 
 
 2.3 
 
 
 
 2 
 
 1 
 
 6 
 
 8 
 
 14 
 
 12 
 
 12 
 
 5 
 
 6 
 
 
 
 Per 
 
 Cent. 
 
 3.0 
 
 1.5 
 
 9.1 
 
 12.1 
 
 21.2 
 
 18.2 
 
 18.2 
 
 7.6 
 
 9.1 
 
 No. 
 
 3 
 
 6 
 
 11 
 
 15 
 
 16 
 
 16 
 
 16 
 
 14 
 
 5 
 
 7 
 
 
 
 Per 
 Cent. 
 
 3.5 
 
 6.2 
 
 12.2 
 
 15.0 
 
 15.4 
 
 12.9 
 
 13.7 
 
 11.4 
 
 3.8 
 
 5.7 
 
 No. 
 
 Per 
 Cent. 
 
 5.6 
 
 9.2 
 
 13.0 
 
 13.0 
 
 14.8 
 9.2 
 
 14.8 
 3.7 
 7.4 
 7.4 
 1.9 
 
 No. 
 
 Per 
 
 Cent. 
 
 2.9 
 
 11.8 
 
 5.9 
 
 8.8 
 
 5.9 
 
 23.5 
 
 41.2 
 
 No. 
 
 Per 
 
 
 Cent. 
 
 3 
 
 3.4 
 
 5 
 
 5.7 
 
 7 
 
 8.0 
 
 7 
 
 8.0 
 
 9 
 
 10.2 
 
 9 
 
 10.2 
 
 10 
 
 11.3 
 
 5 
 
 5.6 
 
 6 
 
 6.8 
 
 12 
 
 13.7 
 
 15 
 
 17.0 
 
 43 
 
 66 
 
 109 
 
 54 
 
 34 
 
 25th Percentile 
 
 Median 
 
 75th Percentile. 
 
 Q 
 
 Mode 
 
 7 Tests 
 
 6 
 
 4 
 
 lr2 
 
 6 
 
 8 Tests 
 6 " 
 4 " 
 2 " 
 6&4Tests 
 
 Tests 
 
 1 
 
 
 IH 
 
 
 * Obtataed by taking the average of per cents, for the 8th and 7th and 
 5th and 6th grades. 
 
 t Those italicized include the median record of the group.
 
 SUMMARY AND CONCLUSIONS 
 
 275 
 
 
 35- • 
 31 
 
 31 
 31 
 
 no.cfZis'a 
 
 '/ Be./ow ^rade ^.^Oc/p. 
 
 — c IS Pu/r Sao^s m 
 
 10 I ')\3\l\b\5\i\-3\2 ^ 
 
 Curve 95. 
 
 Per cent, of Below-grade, Grade and C. 15 public group who are above C. 15 median in 
 Ten, Nine, Eight, etc., of the Ten Tests Tabulated
 
 276 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Another question of importance from a clinical point of view 
 is whether the six tests in which the median working girls' 
 rank is as high as, or above, the median girl's are consistently 
 the same six tests. Do those who are above in nine of the 
 tests all fail on the same test or do the tests all fare alike and 
 does a chance ten per cent, of the failure fall to each of the ten? 
 To determine this the records of the working girls of the public 
 schools and of the Reformatory group were each divided into 
 the groups who were above the median score in nine, eight, 
 seven, six, five, four, three, two and but one of the tests. Each 
 of these groups was then checked with respect to the number 
 and per cent, who failed to reach the median score in each of 
 the ten tests. This data is tabulated in Table 77. The number 
 of subjects in each group is so small, however, that a chance 
 additional failure or success at any point makes a dispropor- 
 tionate amount of difference in the percentages. The data, 
 nevertheless, do show that none of the ten tests is markedly 
 easier or more difficult for those of the subjects who are above 
 the median in any given number of tests; nor are there any 
 very extreme differences between the working children and the 
 Reformatory subjects.
 
 4- 4S I -^ 
 
 o-^coooo ooo 
 
 
 "^OOOOO-ff^t-t^ 
 
 
 » 03 
 o ^ 
 
 1.2 
 
 DO 
 
 ^5 
 
 
 
 
 J^OOOOOWOCOOCC 
 
 Per No. 
 Cent. 
 
 rgor<irv)tS'.-iO»-^^00 
 
 r<t 
 
 
 lOt^l^I^t^t-.iOvO'OO 
 
 i^ 
 
 + ^ 
 
 en — 
 
 OOO'^OOOi^O'T) 
 
 
 
 oocooooooo 
 
 OOOOOCO'^OOOOVO 
 
 
 OOOr»;oO^OrOOro 
 OvOOoOOOOOOOrO 
 
 6 
 
 Is ■ 
 
 vO'»+i'^uD\CivO'*i>OOfN 
 
 o 
 
 
 '*'^'0'*lOfNLOLO'*fO 
 
 •O 
 
 Subjects + 
 in 3 Tests 
 
 Per 
 
 Cent. 
 
 ooooccoooo 
 
 
 
 
 
 OC'+COCOOOOTt<COOO 
 
 6 
 
 ■^fvjii-)'*T^rorOfSTj<.^ 
 
 lo 
 
 
 0^0'e'^CC^OC — >0r^ 
 
 Tf 
 
 + ]2 
 
 uO — 
 
 ^6 
 
 oooooooooo 
 
 OOOOCJOOOOCJ 
 
 
 
 O'^'^OOOroOOOOOO 
 OOvboooOOLOOCOO 
 
 ! 
 
 Per No. 
 
 Cent, i 
 
 O-*iOO000N00OiOr0 
 
 2 1 
 
 OOOC^OO'-HCvOOOl'rt-H 
 
 o 
 
 Subjects + 
 in 5 Tests 
 
 
 
 OOiOOOtCOOOOOi^OCO 
 r*! t~-! CO r-i r^' O 00 --^ i-W O 
 
 
 6 
 
 r^ — OOoou^ot^-^O 
 
 . ^ 
 
 
 t^O'r-lOt^OO'^lOt^OO 
 
 o 
 
 + m 
 
 3 3 
 GO — 
 
 35 a 
 
 
 
 
 rorore'^''0f0>fefe0<*0 
 
 
 6 
 
 't'-<"T<#-*fniOrJ<iOfO 
 
 Ov 
 
 
 •OOOt^iOvOvOOOO 
 
 o 
 
 Subjects + 
 in 7 Tests 
 
 Per 
 
 Cent. 
 
 0(5^^.^ fvi 00 Tt< -^ -^ 
 
 CN ^ !>. t^ .^ rs| .^ ^ _ 
 
 
 
 <~oO'~o'00'^foroO'D 
 
 
 
 d 
 is 
 
 tN-^lOlOO'OfN'^^H-H 
 
 1^ 
 
 
 lO'*lOt^i^lOLOCVI'^"0 
 
 LO 
 
 © '^ 
 
 3 C 
 00 - 
 
 a, o 
 
 ro re O CO O O 1^ vO 
 •^ ■^00 rviccoCrtHGO 
 
 
 
 ■>-iro-- if^iro iCr-Hroi'^ 
 O^^^O^C0^^ lOCvt^r^ 
 
 
 6 
 
 •^0'-Ht*^0'^<^<I(M'^f^ 
 
 t^ 
 
 
 '— 'i^ — CNfOOlO'— iroro 
 
 :: 
 
 + « 
 
 3 C 
 
 (V as 
 
 40.0 
 20.0 
 
 20.0 
 20.0 
 
 
 
 16.7 
 
 16.7 
 50.0 
 
 16.7 
 
 
 6 
 
 «N'^0000-^00-H 
 
 m 
 
 
 ^OOO'^rCO^OO 
 
 o 
 
 Bedford 88 
 
 03 
 
 1 
 
 1. Opjiositos Ace. 
 
 2. Sentence Index Ideas 
 8. Memory Span 
 
 4. Memory 7-8-9 Nos. 
 
 5. Sub. Pg. 1 Index 
 
 6. Sub. Pg. 4 Index 
 
 7. Index Cancelation "a" 
 
 8. Index Card Sorting 
 
 9. Tapping 60" Right 
 10. Tapjiing 60" Left 
 
 Total No. of Individuals 
 in each Group 
 
 C.1.5 Public (109 Girls) 
 
 Opposites Ace. 
 Sentence Index Ideas 
 Memory Span 
 Memory 7-8-9 Nos. 
 Sub. Pg. 1 Index 
 Sub. Pg. 4 Index 
 Index Cancellation "a" 
 Index Card Sorting 
 Tapping 60" Right 
 Tai)ping 60" Left 
 
 Total No. of Individuals 
 in each Group 
 
 
 ^ ci ro -^ LO '.o t^ X' C". o 
 
 4_ m O 05
 
 278 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 These are some of the facts established as a result of the 
 application of the tests of the Vocational Guidance Bureau 
 among the inmates of the New York State Reformatory. The 
 significance of the more purely physical tests is more or less 
 directly evident. The relative merits and value of the mental 
 and motor tests — card sorting, cancellation of a's, memory of 
 visual-auditory-verbal number series, substitution of numbers 
 in figures, completion of sentences and easy opposites — can 
 best be determined in terms of the normal subject. Which 
 and how many different mental functions they involve and 
 precipitate, which correlate best with maturity and with stand- 
 ard degrees of efficiency, can best be analyzed on the basis of 
 the normal groups of fourteen, fifteen, sixteen, seventeen and 
 eighteen-year-old school and working children and a group of 
 normal working women such as the Maids, when a larger num- 
 ber of them has been tested. There are however, certain 
 facts which become more evident in the case of their applica- 
 tion to a less normal group, such as the Reformatory one, which 
 should be noted. The most fundamental of these is that a 
 simple idea, a direction, a perception, does not penetrate and 
 lead out into successful execution for any save the better third 
 of our subjects, unless one speaks more slowly to some, repeats 
 several times to others, and explains and illustrates to yet 
 others, that some of them, even so, cannot be made to compre- 
 hend what is expected in even the simplest test. There is no 
 one of these tests in which there is not manifested for the duller 
 two-thirds of our subjects differences in the speed with which 
 stimuli reach comprehension and comprehension leads to exe- 
 cution. This lowered permeability must of necessity result in 
 differences in speed of performance. It need not, frequently 
 does not, lead to equally marked inferiority in the character of 
 the work accomplished once the directions have been made 
 emphatic enough for comprehension. Yet, even after one has 
 made the directions so simple that they are clearly understood, 
 the actual time consumed in perceiving and responding to the 
 various elements in the tests varies enormoush' from individual 
 to individual and marks off the poorer ones of our subjects
 
 SUMMARY AND CONCLUSIONS 279 
 
 distinctly from the better tj'pe of working girl of fifteen, when 
 sometimes the quality of their work would not differentiate them 
 so clearly. 
 
 In the card sorting test, there is delay in turning the next 
 card, in perceiving its color, in selecting the right box and in 
 dropping it in; in the a test, they are slow about finding the 
 a's in the line, in making a line through them, in satisfying 
 themselves that it is done and in passing on to find the next 
 line; in the substitution test, it takes a long time to fix the form 
 in mind, to carry it to the key, to find the correct number and 
 to put it in its place. Their recall of material to be remembered 
 presents the same spectacle of slowness in the very rate at 
 which a stimulus travels. The actual content of the memory 
 itself is much more likely to be satisfactory. If in recalling 
 numbers which had been read, the writer herself had to wait 
 so long before writing them down, they would meantime be 
 lost. The mind of these women at work is so slow and so 
 narrowed that these number series do not suffer apparently 
 from other thoughts and impressions slipping in between the 
 reading and the delayed writing of the series. The actual 
 complexity and the amount of content which they can remember 
 is certainly not safely measured b}^ a simple memory test of 
 the ordinary sort, repeated once, and under conditions that 
 move too quickly for their rate of comprehension. No matter 
 what particular process the test itself may be aimed to measure, 
 their responses are modified — increasingly so the more involved 
 the directions or the more difficult the performance may be 
 for them — by the ever-attendant slowness with which nearly 
 all new circuits of stinmlus and response, and some old ones 
 even, are completed in their nervous systems. Each test sets 
 forth the degree to which each has been accustomed to work 
 unintelligcntly . The habitually slow rate at which their minds 
 function leads to unthinking methods of work in the end, and 
 this, in turn, leads around in a circle to make their performances 
 slower than they actually need to be. Another result of their 
 habit of not thinking about what they are doing or about what 
 they wish to accomplish is to make them more clumsy in their 
 methods of work than such a group as the Maids or than they
 
 280 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 themselves actually need to be. Unless one watch unceasingly 
 they will begin to work without having understood the direc- 
 tions, without asking any questions, perhaps even having said 
 that they do understand exactly what it is ihey are to do. Their 
 unthinking methods are evident throughout all the tests. In 
 the card sorting, they fail to step squarely in front of the box. 
 They stand too far away to secure maximum speed, hold the 
 cards in an awkward fashion and frequently do not use the 
 thumb of the left hand to aid in the sorting. The mere method 
 of handling the cards is often so clumsy and slow as to take 
 almost as long to sort the same number of blank cards as to 
 sort the colors where discrimination is involved. In the a 
 test, the substitution test, and those where the response must 
 be written, whereas the Maids drew their chairs up to the table, 
 seated themselves m the most comfortable positions, adjusted 
 themselves so as to secure a maximum of efficiency, a majority 
 of the reformatory group sat in awkward positions, moved up 
 to the table and held the paper upon which they were writing 
 from slipping with the left hand only after they were told to 
 do so. 
 
 Under these conditions, "common factors" that tend to make 
 an individual among them who does poorly in one test do poorly 
 in the others, may not mean that she is equally lacking in 
 actual, final ability to remember, form simple associations, 
 discriminate between two figures that differ but slightly, per-, 
 form simple motor co-ordinations, complete sentences, and 
 think logically enough to produce simple ideas opposite to each 
 other in meaning. 
 
 The fact that in many of the foregoing tests these women 
 vary less from the normal in accuracy of performance than in 
 rate of performance is not without its educational significance. 
 Moreover, because an individual's initial effort in such motor 
 tests as cancellation of letters and sorting cards falls even far 
 short of the initial effort of the better type of Reformatory 
 subject, the working girl, or efficient working woman, it does 
 not of necessity follow that she cannot be taught in the end to 
 be as rapid and able a worker as they, though it is certain that 
 it will take a longer time, greater effort and more speciahzed
 
 SUMMARY AND CONCLUSIONS 281 
 
 training than has heretofore fallen to her lot, to bring her to 
 this degree of efficiency. 
 
 The series of rate of learning tests which has been carried 
 on simultaneously with this study proves that almost the 
 dullest among our subjects can attain, and maintain with fair 
 success, a normal rate of performance, but that this state of 
 proficiency is accomphshed only with many times the normal 
 amount of practice. It repeatedly happens that a subject who 
 has so completely failed to learn the substitution test in the 
 standard three pages that this simple mental habit seems to 
 be entirely beyond her, does, nevertheless, ultimately acquire it 
 and will succeed in making the substitutions as accurately and 
 as quickly as the standard group if given twenty instead of 
 three preliminary pages. Repeatedly the teachers of the Re- 
 formatory school may be heard to say: "I'd give up trying to 
 teach Emma if it were not that Annie and a dozen others who 
 were even more stupid if possible, suddenly began to learn one 
 day and actually read in the third reader and succeeded in cook- 
 ing and making paper boxes as well as some of the brighter girls." 
 
 When one has recognized and satisfactorily explained this 
 slow, yet really existent ability to learn and then has evalu- 
 ated it in terms of their social requirements and facilities for 
 training, the problem of how to understand and deal with the 
 criminal woman will have been in large part solved. The 
 maximal time that the institution can afford to spend in train- 
 ing any given individual must be estimated and the point in a 
 scale of intelligence must be determined where the duller ones 
 will fail to put their skill, once it is acquired, to good use after 
 they are paroled and discharged. Unquestionably, life de- 
 mands more than acquired technique in some given performance 
 and exacts upon manj^ occasions quicker powers of adaptation 
 than the slower ones of our group possess. 
 
 The Laboratory has secured an exact measure of how long 
 it may take to train typical individuals to do various simple 
 tasks of the sort that will be required in the occupations open 
 to them. There was found to be a very high positive correlation 
 between the speed at which certain typical operations — packing 
 spools, inspecting number combinations, etc. — were done in
 
 282 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 the beginning and the length of time required to bring the time 
 of performance down to a fair normal rate. With this fact 
 established, it remains only to determine, as stated above, 
 which subjects will make use of such training, and which ones 
 and how many the institution has the equipment to train. 
 
 The value of recognizing that with this type of woman initial 
 inabiUty to comprehend is not a sign of final inability to under- 
 stand and to accomplish, but rather a measure of her greater 
 slowness to do so, has been demonstrated in a practical way in 
 the method of teaching and re-education employed in the 
 Reformatory school. The method was largely the outcome of 
 Dr. Davis's patience with the women in her charge and of her 
 faith in the worth of putting forth every effort to make the 
 most of each of them. If it was possible, each was to be taught 
 to cook, to read enough to follow a simple recipe, to do simple 
 sums that would enable her to find out how many eggs and how 
 much sugar must be used if but one-fourth of a given recipe was 
 desired. It proved possible in the end to teach most of them 
 these things and the results were sometimes astonishing when 
 compared with the original stupidity. 
 
 Think when you ivork is the burden of the teaching in the 
 Reformatory school. The main endeavor is to teach these 
 women who have hitherto either not learned at all or learned 
 each new task blindly without comprehension, that their work 
 will be made easier and they themselves better workers if they 
 will but learn to formulate their problems, to consider the pur- 
 pose of their endeavor, to think exactly what it is they want to 
 do and then to form a clear idea of the means to be employed 
 in its solution and performance, to consider how best they may 
 accomplish it. After a few months in school, results appear. 
 The women begin to do everything better, even new things 
 which they have never clone before. It sometimes looks like 
 a striking instance of the transference of training but it is merely 
 the fruit of bringing to their unalert consciousness, by emphasis 
 and repetition and careful selection of problem, the method of 
 successful work, i. c, to think when trying to do anything new. 
 
 The method has worked so well in the training and develop- 
 ment of women already convicted of crime that those in charge
 
 SUMMARY AND CONCLrSIONS 283 
 
 of the classes for defective children in our public schools may 
 well expect to train some of this type, while they are yet children, 
 to be more efficient and thus to minimize that portion of crime 
 that is due merely to lack of training and failure to analyze 
 situations. This method will tend to lessen the number of 
 those who must be classified as feeble-minded if required to 
 learn at the average normal rate, of whom not a few are certain 
 to develop and become reasonably efficient when given special 
 training. 
 
 At best strong character cannot be the rule among indi- 
 viduals, two-thirds of whom have less intelligence than that 
 possessed ]:)y the average individual among a group of children 
 of fifteen (of whom half are themselves retarded), and almost 
 surely not when they have been too untrained industrially to 
 be efficient and too unschooled socially to have acquired simple, 
 everyday habits of restraint and inhibition. With no greater 
 capacity to appreciate logical relations and consequences than 
 they have, it is not surprising that there has been lacking in 
 their conduct the motive and ivill to select for themselves those 
 lines of conduct most reasonable and fortunate, let alone most 
 wholesome. Even if they deliberately disregard ordinary so- 
 cial requirements and standards, still they are too childish to 
 secure for themselves any but the most meager advantages 
 from their activities. The}' have made a failure of prostitu- 
 tion, even as thej' have made a failure of everj^thing else. 
 Scanty indeed is the comfort or happiness that has fallen to 
 their lot. They have not the wit to escape fine and arrest 
 and few come to the Reformatorj- who are not woefully ill-clad 
 and unkempt. 
 
 Even the more intelligent third of the Reformatory subjects 
 differ ver}^ obviouslj' and unmistakably in stability and emo- 
 tional control from the group of ^Vlaids. The ]\Iaids are more 
 self-contained; they consistently employ more mature judgment 
 in the conduct of their affairs. They are more consistent in 
 their aims and evaluation of themselves and their work. They 
 show more perseverance in their undertakings. They are with- 
 out the superstitiousness and egoism of the general run of Re- 
 formatory subjects. To most of them it was a simple matter
 
 284 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 to explain what the tests were for and to secure their co-opera- 
 tion. They were glad to do their best and were quite free from 
 selfconsciousness. The Reformatory women, on the other 
 hand, unless they were tested during quarantine, as the Bed- 
 ford 88 were, when there was no one to mislead them, demanded 
 elaborate and often repeated explanations of the need to do 
 their best, of what the tests were for, etc. 
 
 A certain amount of emotional stability is another pre- 
 requisite for reformation, and such stability may or may not 
 accompany a fair degree of mental ability. Other tests that 
 will give standard results with respect to these differences in 
 maturity of judgment, absorption in work, self-control, etc., 
 between the normal working woman and the reformatory type 
 must be added. Tracing, the star in a mirror and other tests 
 of rate of learning that demand adaptation and persistent at- 
 tention to the work in hand usually precipitate reactions that 
 are a fairly true measure of emotional control and capacit to 
 work steadily. 
 
 Whatever hope there may be of the development and reforma- 
 tion of these women lies in the firm establishment of saner 
 habits of conduct and in cultivating to the uttermost the intel- 
 ligence which they have. The problem of the reformability of 
 any given individual is largely a question of the character of 
 the habits of thought and behavior she already has, of their 
 persistence and force on the one hand, and of her emotional 
 stability and her capacity to acquire new habit formations on 
 the other. How the balance lies between these two factors is 
 the fundamental problem in their re-education. As might be 
 expected, many of them establish habits of action, not intelU- 
 gently, but in a trial and error fashion, reacting blindly to each 
 new situation. This has its advantage in that one set of habits 
 is not apt to inhibit the formation or the functioning of a new 
 set of responses. They are unresisting and willing to learn 
 whatever one wishes to teach them. The same happy-go-lucky 
 capacity to accept unreflectively each day's events as they 
 come, is, however, the real obstacle that one meets in the task 
 of reformation, because, when restored to their former environ- 
 ment, the habits they had previously formed will tempt them 
 back to their former waj's of living.
 
 SUMMARY AND CONCLUSIONS 285 
 
 The success the Institution has had in reforming so many of 
 its charges has been due to a variety of things, among which 
 two stand out most clearlj'. In the first place, it has been 
 due to the skill, patience, and persistence with which even the 
 dullest inmate has been taught better habits of work and 
 play. In the second place, the capacity of this type of woman 
 for personal devotion has been appreciated and fostered. No- 
 where does the childishness of these women became so appar- 
 ent as in their responsiveness to the interest and affection of 
 the officers. Inevitably, the call of old stimuli is often too 
 strong, but when these women mean to do right and do try to 
 keep their paroles, it is usually in part at least, because of ap- 
 preciation for some person, who has been for them a real ideal. 
 On the whole, it is rather encouraging that so many of them in 
 eighteen months learn to be more scrupulous in matters of personal 
 cleanliness, learn to develop enough resources within themselves 
 to enjoy being alone at times, learn to be responsible in the 
 face of considerable difficulty for some one piece of work, to 
 sew, to mend and to keep regular hours, that to so many there 
 comes some perspective and some realization of the fact that 
 freedom does involve responsibilitj^, that every privilege exacts 
 some service rendered. 
 
 In the Institution, the rank and file are uncomplaining, 
 cheerful and generous. They are far more loyal to each other 
 than women or men selected at random elsewhere would be. 
 Loyalty is one of the unwritten laws of the life they have led 
 and their responsiveness to this standard illustrates that school 
 and society may also hope to find ways to instill some of its 
 essential and accepted ethical concepts and rules of conduct. 
 They are naturally active. They like to cook and to scrub. 
 They are willing to be taught to do these things. They are full 
 of enthusiasm for out-door work, pitching hay, planting corn, 
 filling the silo, digging potatoes, cutting ice. Even the most 
 excitable and unstable like out-of-door work and will be self- 
 contained and "good" for days for the privilege of making a 
 cement walk. As already stated, they like school under insti- 
 tutional conditions. Of course, they are perpetually talking 
 about their "freedom" and are restless to be paroled. They
 
 286 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 are unreasonable at many points and are punished day in and 
 day out for childish quarrels or unreasonable outbursts of tem- 
 per. But, on the whole, two-thirds of them are tractable and 
 responsive and some appreciable number of them at least, other 
 things being equal, may be trained to be efficient and be taught 
 a reasonable measure of self-control. Perhaps this would be true 
 for more of them, if their sentences were longer. As this ^\''ork 
 has proceeded the writer has felt increasingly sure that it would 
 have been true for a much higher per cent, if each girl could be 
 put through a careful examination in a clearing house at the 
 time of her first offense, sentenced in accordance with her needs 
 and capacities, and then have been followed up until each 
 had received the discipline and the training found to be essential 
 to the development of her self-control, industrial efficiency and 
 good citizenship.
 
 APPENDIX
 
 THE MENTALITY OF THE CRIMINAL WOMAN- 
 
 TABLE 73. 
 
 B:elow-Grade Group. 
 
 o 
 
 60 
 
 
 43 
 
 ja CO 
 
 W 4i 
 
 
 
 c 
 
 a 
 
 
 03 
 
 « 
 
 d C 
 
 c 
 o 
 
 (4 
 
 
 ■ta _ 
 
 Alleged reason for leaving 
 
 
 ^ 
 
 en 
 
 
 a 
 
 6 
 
 
 M) j3 
 
 
 
 ^1 
 
 08 
 
 
 
 2 <D 
 
 S > 
 
 '^ 
 
 < ^ 
 
 
 < & 
 
 ^-o 
 
 ^ £ 
 
 < ^ 
 
 •< 'Si 
 
 38 
 
 13 
 
 To keep house for father. 
 
 15 
 
 2 
 
 15 
 
 4.25 
 
 
 
 65 
 
 15 
 
 Needed to go to work. 
 
 15 
 
 3 
 
 13 
 
 3.50 
 
 'A 
 
 122 
 
 16 
 
 Went 6 months to technical school. 
 Hated it. People wanted her to go on. 
 
 16 
 
 3 
 
 65 
 
 7.00 
 
 
 
 123 
 
 12 
 
 Mother wanted her wages and work. 
 
 13 
 
 6 
 
 52 
 
 2.50 
 
 AU 
 
 124 
 
 13 
 
 Left to earn her Uving. 
 
 13 
 
 1 
 
 156 B.+2.00 
 
 XI 
 
 8 
 
 13 
 
 Wanted to work. 
 
 13 
 
 2 
 
 156 B.+4.25 
 
 X 
 
 222 
 
 14 
 
 Didn't like school. 
 
 3 
 
 
 
 
 
 51 
 
 14 
 
 Liked school but wasn't well. 
 
 14 
 
 1 
 
 156 
 
 
 
 None 
 
 56 
 
 14 
 
 Didn't like school. 
 
 16 
 
 1 
 
 156 
 
 7.00 
 
 X 
 
 92 
 
 14 
 
 Out a lot. Didn't like school; didn't like 
 to work either. 
 
 15 
 
 2 
 
 13 
 
 4.00 
 
 X 
 
 101 
 
 •14 
 
 Very bad eyes made school hard. 
 
 14 
 
 2 
 
 65 
 
 4.50 
 
 X 
 
 112 
 
 11 
 
 Because of St. Vitus Dance. 
 
 11 
 
 2 
 
 156 
 
 4.00 
 
 
 
 127 
 
 13 
 
 From 2 to 13 in orphan asylum, St. Joseph's 
 Home in Brooklyn. At 13 sent home to 
 help her sister. 
 
 15 
 
 2 
 
 156 
 
 6.50 
 
 
 
 24 
 
 14 
 
 Didn't like school; couldn't learn. 
 
 14 
 
 1 
 
 104 
 
 6.00 
 
 All 
 
 29 
 
 13 
 
 Hated school. 
 
 14 
 
 1 
 
 104 
 
 12.00 
 
 X 
 
 42 
 
 14 
 
 Family large and she needed to go to work 
 
 14 
 
 1 
 
 104 B.+2.25 
 
 X 
 
 87 
 
 13 
 
 Father drank. Kept her out always. 
 
 15 
 
 2 
 
 156 
 
 5.25 
 
 All 
 
 102 
 
 14 
 
 Hated school; wouldn't go; couldn't learn. 
 
 14 
 
 2 
 
 64 
 
 5.00 
 
 All 
 
 115 
 
 13 
 
 On account of eyes. Liked school. 
 
 16 
 
 1 
 
 4 
 
 B.-I-2.00 
 
 
 
 20 
 
 14 
 
 Didn't like school; couldn't learn. 
 
 14 
 
 1 
 
 12 
 
 7.00 
 
 
 
 53 
 
 14 
 
 Played truant and left as soon as she could. 
 
 4 
 
 
 
 
 
 81 
 
 11 
 
 Family made lier go to work. 
 
 11 
 
 2 
 
 52 
 
 5.00 
 
 All 
 
 85 
 
 14 
 
 In CathoHc Protectory. They took her out 
 of school at 14. 
 
 16 
 
 ? 
 
 104 
 
 4.00 
 
 All 
 
 91 
 
 12 
 
 Didn't like teachers; couldn't learn; hated 
 
 it. 
 Too feeble-minded to tell her story. 
 
 14 
 
 5 
 
 156 
 
 B.+4.00 
 
 
 
 104 
 
 ? 
 
 ? 
 
 ? 
 
 ? 
 
 ? 
 
 
 
 114 
 
 13 
 
 In special class; couldn't learn. 
 
 14 
 
 i 
 
 8 
 
 5^00 
 
 All 
 
 18 
 
 
 
 Never went to school. 
 
 5 
 
 
 
 
 
 352 
 
 
 
 Had epilepsy and never was sent to school. 
 
 6 
 
 
 
 
 
 ^ In this and the following tables X indicates facts could not be ascertained; 
 ? that the subject was uncertain of the data. 
 
 - Subjects 22 and 35 are Lizzie Brown and Laura Lre, two of the 8 women of 
 the county study, referred to page 1 . 
 
 ' Never worked. 
 
 ^ Home 5 years. 
 
 5 Too dull to tell it straight. 
 
 ^ Too feeble-minded to tell her story.
 
 APPENDIX 
 
 289 
 
 TABLE 73— Continued 
 
 B 
 
 s 
 
 M 
 
 o 
 d 
 
 a 
 
 1 
 
 ® 2 
 
 SKI'S 
 
 Alleged reason for leaving 
 
 2.M 
 o c 
 
 2 
 
 6'^ 
 
 O 
 to 
 
 o 
 
 d o 
 
 V 
 
 Pi 
 10 
 bll 
 
 a 
 bo 
 
 as 
 
 Es g 
 o a 
 
 ii 
 
 ^ 
 
 «! fe 
 
 
 < ^ 
 
 ^5 
 
 ^ a 
 
 <) ^ 
 
 <i"a 
 
 40 
 
 
 
 Never went to school. Stayed home and 
 helped mother make lace collars. Earned 
 $2.50 a week. The mother died and 
 she went to hve with a sister and to 
 work in a laundry. 
 
 13 
 
 1 
 
 52 
 
 8.00 
 
 All 
 
 44 
 
 
 
 Never went to school. 
 
 14 
 
 1 
 
 36 
 
 6.50 
 
 X 
 
 64 
 
 
 
 Never went to school. Parents died when 
 she was 2 years old and her sister gave 
 her a home. 
 
 13 
 
 1 
 
 104 
 
 B.+ 1.50 
 
 AU 
 to sis- 
 ter. 
 
 128 
 
 
 
 No school in Russia. Came to America at 
 14. 
 
 14 
 
 3 
 
 130 
 
 X 
 
 X 
 
 108 
 
 
 
 Never went to school. 
 
 10 
 
 3 
 
 156 
 
 B.+ .19 
 
 All 
 
 116 
 
 
 
 No schooling. Was put in school in insti- 
 tution. Couldn't learn. 
 
 7 
 
 
 
 
 
 Vth Grade Group 
 
 16 
 14 
 15 
 14 
 13 
 
 13 
 
 17 
 
 12 
 14 
 
 To work; needed money. 
 
 Didn't care for school. Wanted to work. 
 
 Didn't Uke school. Stopped to get a change. 
 
 Didn't like school. Wanted to woi-k. 
 
 Put out at work by Dominican Sisters who 
 
 brought her up at 14. 
 Brother sent for her to come to America to 
 
 work. 
 To support herself. Parents dead. She 
 
 went to Holy Cross School, an especially 
 
 good Catholic school. 
 Aunt kept her home to help with work. 
 To go to work when father was killed. 
 
 16 
 
 2 
 
 52 
 
 14 
 
 3 
 
 143 
 
 15 
 
 3 
 
 117 
 
 14 
 
 3 
 
 156 
 
 14 
 
 3 
 
 134 
 
 14 
 
 3 
 
 86 
 
 17 
 
 3 
 
 85 
 
 15 
 
 2 
 
 156 
 
 14 
 
 2 
 
 104 
 
 6.00 
 
 10.00 
 
 5.50 
 
 5.50 
 
 6.00 
 
 B.+5.00 
 
 B.+3.00 
 
 3.40 
 B.+4.00 
 
 VIth Grade Group 
 
 3 
 
 14 
 
 Wanted to work. 
 
 14 
 
 2 
 
 43 
 
 4.00 
 
 X 
 
 5 
 
 12 
 
 X 
 
 12 
 
 3 
 
 156 
 
 7.50 
 
 X 
 
 7 
 
 14 
 
 Ran away from school. Stopped after 
 
 
 
 
 
 
 
 
 leaving Hudson. 
 
 17 
 
 3 
 
 29 
 
 B.+3.00 
 
 X 
 
 10 
 
 13 
 
 Parents died when she was 3 and she was 
 put in Home for 6 j'ears. 
 
 :o 
 
 
 
 
 
 13" 
 
 15 
 
 Needed to help out; so many in familv. 
 
 15 
 
 1 
 
 104 
 
 B.+3.00 
 
 All 
 
 21 
 
 15 
 
 In school when sent here. Didn't hke 
 school. 
 
 12 
 
 
 
 
 
 ^ Too feeble-minded to tell story. 
 
 " All to mother. 
 
 ^ Paid board to uncle. 
 
 " Has never worked. 
 
 '^ "Esther Wenn," another of the related group of the Community Study. 
 
 12 Never worked.
 
 290 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 VIth Grade Group — Continued 
 
 
 
 
 
 a 
 
 ■a p 
 
 t> 
 
 p. 
 
 ?r.2 
 
 1 
 
 a 
 
 
 1^ 
 
 =5 o 
 
 A CO 
 
 o 
 
 
 
 s 
 
 a 
 
 O 
 
 ■<3 o 
 
 Alleged reason for leaving 
 
 
 
 
 2^ 
 
 c ia. 
 
 d 
 
 ® 2 
 be -C 
 
 
 60 O 
 
 d ■£ 
 
 d^ 
 
 
 £ t 
 
 ^ 
 
 <! ^ 
 
 
 < ? 
 
 ^■o 
 
 ;< t 
 
 < s 
 
 < M 
 
 25 
 
 15 
 
 Didn't like school. Left to go to work. 
 
 15 
 
 2 
 
 12 
 
 4.00 
 
 X 
 
 28 
 
 17 
 
 To go to work. 
 
 17 
 
 1 
 
 156 
 
 B.+4.00 
 
 Some 
 
 55 
 
 17 
 
 To help step-mother; didn't hke school. 
 
 22^^ 
 
 7 
 
 35 
 
 5.00 
 
 
 
 57 
 
 14 
 
 Didn't hke school. 
 
 17 
 
 3 
 
 12 
 
 10.00 
 
 
 
 63 
 
 14 
 
 Didn't hke school. 
 
 15 
 
 1 
 
 78 
 
 4.25 
 
 All 
 
 76 
 
 14 
 
 To work. Didn't like school. 
 
 14 
 
 2 
 
 156 
 
 4.00 
 
 
 
 89 
 
 15 
 
 School got too hard for her. 
 
 15 
 
 3 
 
 8 
 
 5.50 
 
 All 
 
 93 
 
 14 
 
 To help grandparents. 
 
 17 
 
 i 
 
 52 
 
 5.00 
 
 
 103 
 
 16 
 
 Left to go to work. Didn't hke school. 
 
 
 
 
 
 
 
 
 Too old to go longer. 
 
 16 
 
 5 
 
 104 
 
 5.00 
 
 
 
 111 
 
 14 
 
 Finished country school. 
 
 14 
 
 1 
 
 156 
 
 B.+5.00 
 
 
 
 VIIth Grade Group 
 
 12 
 
 16 
 
 Didn't like school. 
 
 16 
 
 2 
 
 104 
 
 B.+3.25 
 
 
 
 14 
 
 15 
 
 Left to work. 
 
 15 
 
 1 
 
 52 
 
 6.00 
 
 X 
 
 26 
 
 14 
 
 Left to work. 
 
 14 
 
 2 
 
 90 
 
 7.00 
 
 
 
 31 
 
 19 
 
 Left to take up milhnery and dressmaking. 
 
 20 
 
 3 
 
 104 
 
 7.00 
 
 
 
 32 
 
 13 
 
 Left because angry with teacher and wanted 
 
 
 
 
 
 
 
 
 to work. 
 
 14 
 
 3 
 
 60 
 
 5.00 
 
 All 
 
 52 
 
 14 
 
 Didn't hke school. Always wanted to work. 
 
 14 
 
 1 
 
 78 
 
 8.00 
 
 X 
 
 66 
 
 14 
 
 Wanted to work. 
 
 14 
 
 1 
 
 156 
 
 5.00 
 
 X 
 
 67 
 
 14 
 
 Didn't like school. 
 
 14 
 
 2 
 
 14 
 
 None 
 
 
 
 69 
 
 13 
 
 Had St. Vitus Dance. Liked work better, 
 
 
 
 
 
 
 
 
 too. 
 
 15 
 
 1 
 
 78 
 
 3.00 
 
 All 
 
 71 
 
 15 
 
 Wanted to get away from aujit who was too 
 
 
 
 
 
 
 
 
 strict. 
 
 15 
 
 2 
 
 52 
 
 20.00 
 
 
 
 72 
 
 12 
 
 Didn't hke school. 
 
 13 
 
 3 
 
 60 
 
 7.00 
 
 X 
 
 73 
 
 15 
 
 Didn't like school. Wanted to work. 
 
 15 
 
 2 
 
 156 
 
 12.50 
 
 
 
 94 
 
 15 
 
 Too old to go to school. Preferred to work. 
 
 15 
 
 3 
 
 21 
 
 6.50 
 
 13 
 
 106 
 
 14 
 
 To work. Didn't care for school. 
 
 15 
 
 2 
 
 52 
 
 3.50 
 
 
 
 109 
 
 16 
 
 Left business college. It was too hard. 
 
 16 
 
 2 
 
 52 
 
 5.25 
 
 
 
 117 
 
 14 
 
 Didn't hke school. 
 
 14 
 
 1 
 
 8 
 
 7.00 
 
 
 
 " Those records itahcized are instances where the subject did not go to 
 work until more than three years after leaving school. 
 1* Off and on only. 
 15 None and father paid room rent besides.
 
 APPENDIX 
 
 291 
 
 VIIIth Grade Group 
 
 " Has never worked. 
 
 " Has never worked. 
 
 15 Did not work until after Parole from first sentence. 
 
 " Never worked. 
 
 2» $2.00 to mother. 
 
 
 a 
 
 
 -0 
 « o 
 
 2 
 
 J CO 
 »5 +a 
 
 t 
 
 (a 
 
 a a 
 1- a 
 
 S 
 
 a 
 
 h-t 
 
 o 
 
 3| 
 
 Alleged reason for leaving 
 
 S o 
 
 II 
 
 
 1 
 
 o a 
 o c 
 
 d 
 
 a| 
 
 
 
 5 s 
 
 68 
 
 > a 
 
 sS 
 
 ^ 
 
 <5 u 
 
 
 <^ & 
 
 ^■o 
 
 Z £ 
 
 < ^ 
 
 < '5 
 
 16 
 
 17 
 
 ? 
 
 16 
 
 
 
 
 
 23 
 
 14 
 
 Had been staj-ing out late. Father put her 
 
 
 
 
 
 
 
 
 in Cathohc Protector}' for o months. 
 
 15 
 
 3 
 
 64 
 
 6.50 
 
 
 
 33 
 
 14 
 
 Was in Brooklyn Industrial School and at 
 14 they sent her to uncle who put her 
 out to board where she was ruined. Child 
 born at 16. 
 
 17 
 
 
 
 
 
 45 
 
 14 
 
 To work. 
 
 14 
 
 3 
 
 52 
 
 4.25 
 
 
 
 78 
 
 14 
 
 To work. 
 
 14 
 
 1 
 
 156 
 
 1.00 
 
 
 
 83 
 
 14 
 
 Had scarlet fever and then went to work; 
 
 
 
 
 
 
 
 
 almost had St. Vitus Dance. 
 
 14 
 
 1 
 
 104 
 
 10.00 
 
 
 
 84 
 
 16 
 
 Had miscarriage in school. Finished one 
 year in High School. 
 
 18 
 
 
 
 
 
 90 
 
 17 
 
 Wasn't passing high school courses, so left 
 
 
 
 
 
 
 
 
 after one and one-half j'ears. 
 
 17 
 
 2 
 
 52 
 
 9.00 
 
 
 
 95 
 
 16 
 
 Began running wild; had been immoral 
 steadily since 13 years old. 
 
 19 
 
 
 
 
 
 97 
 
 14 
 
 Studied stenography and found it too hard. 
 
 14 
 
 2 
 
 104 
 
 5.50 
 
 20 
 
 100 
 
 16 
 
 Wanted to work. Had passed first year of 
 
 
 
 
 
 
 
 
 High School. 
 
 16 
 
 1 
 
 156 
 
 6.00 
 
 AU 
 
 125 
 
 12 
 
 Wanted to be an actress. 
 
 15 
 
 3 
 
 25 
 
 8.00 
 
 
 129 
 
 15 
 
 Left after completing second year of high 
 school to help support family. Had at- 
 
 
 
 
 
 
 
 
 tended high school for three years. 
 
 15 
 
 2 
 
 15 
 
 4.00 
 
 X
 
 292 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 CONDENSED WORK-HISTORY. 
 
 Below-Grade Group. 
 
 38. (1) Silk factory, wage $4.50 a week. Stayed home one week and was 
 discharged. Stayed home and worked for "a kjng time — ^over a year." (2) 
 Nurse maid. A man she had known four months persuaded her to steal 
 from her mistress. He was to pawn the things and marry her. Instead 
 be took them, hved with her a week and ran away. She secured another 
 position as nursemaid after two weeks. Was met by the mistress from whoin 
 she had stolen, when out v^ath her new charge, and was arrested. She pleaded 
 guilty to Petit Larceny. Has had no previous arrests. 
 
 65. (1) Domestic in boarding house. Left to work for rich New Yorkers 
 in their simimer home. When they returned to city, she lived at home and 
 (2) worked in a cigar factory after being idle five months. She met a brake- 
 man on the West Shore R. R. by whom after a few months she became preg- 
 nant. He left town and she went to the Coimty House for the birth of the 
 baby. There she had typhoid fever and was taken to the City Hospital. 
 A social worker, reahzing how feeble-minded she was, sent her to the Reforma- 
 tory as soon as she was weU enough. The baby died of simamer complaint 
 its first summer at Bedford. The matrons here say that this girl cannot do 
 housework, that she is slovenly and won't even comb her own hair, that she 
 quarrels with the other girls over insignificant trifles, and can onlj' do outside 
 work. 
 
 122. (1) Siegel Cooper's. Left after 6 months as a result of a quarrel with 
 the floorwalker. (2) Addressed envelopes in an office at $8 a week, lea"\ang 
 because she got tired of the job. (3) Was a shipping clerk in a neck-wear 
 department and after 3 months left because the girls were jealous of her 
 popularity with "fellows" and it made her angry. She stole a muff "because 
 a girl asked her to" and was put on probation. She then ran away from home 
 for five daj-s and was sentenced to Bedford. She tells very contradictory 
 stories, has disintegrated rapidly since her reception, and has recently been 
 transferred to an insane asylum. 
 
 123. A childish httle creature, who is certainly not guilty of her mother's 
 charges. She is too dull and nervous to remember things very accurately 
 and contradicts herself absurdly. The only thing that one can be sure of is 
 that the mother and stepfather have been hard drinkers and very cruel to 
 the child. The mother has secured one job after another for her and then 
 made trouble in each by demanding the wages in advance. The child was 
 arrested on the complaint of the mother. She had run away because they 
 were unkind to her. 
 
 124. • (1) Did housework in Vienna. Left to come to America. (2) Worked 
 in a factory for 7 years until her mother's death, during which time she went 
 to night school. Then, because there was more money in prostitution, she 
 deliberately went on the streets and was arrested for sohciting when she took 
 a detective into a colored house of prostitution. Her expression is dull, but 
 her voice pleasing; she is fairly intelligent, and mature in her point of view; 
 likes the street life and means to return to it when free. 
 
 8. (1) Chambermaid for 2 years. Left because she wanted more money. 
 (2) Worked in the family of the son of her first employer. Was ruined at 
 16 and was "disgusted" and ran away to enter a hfe of prostitution. Some 
 years later for 8 months she was cashier in a drug store in Washington at $8 
 a week, but this is the only work she has done since she was 16. Her people 
 are thoroughly respectable and are greatly distressed over her conduct. They 
 had thought that she was working legitimately.
 
 APPENDIX 293 
 
 22. This girl is the daughter of a small fanner and has always lived at home 
 and never worked. She was sent to the Reformatory by her family when 
 they found that she was pregnant for a second time illegitimately, because 
 they were ashamed to have the child bom at home and because they felt 
 that she must be punished. The first tune she was pregnant, an aunt ])ro- 
 duced an abortion. This time the child was bom at Bedford. The girl is 
 good-natured, ready and wiUing to work to the extent of her abihty. She is 
 not bright enough to learn to cook. The matron says she keeps herself and 
 her bab> clean, that she is truthful and not sly. Her left arm is crippled 
 with "rheumatiz" which the doctor saj'S is the result of a gonorrhoeal infec- 
 tion. 
 
 51. (1) Worked in her uncle's store as a clerk for 3 years, receiving no regular 
 wage. She got tii-ed of the work and left. (2) Worked in a nightgo-mi factory 
 on a power machine for a year at $8 a week. Left on account of her eyes. 
 (3) After 3 months at home, she became a waitress in a summer hotel at $5 
 a week and the tips sometimes amounted to $3 a day. She was at home all 
 winter and married soon after. She was a sex offender first at 13 wdth a man 
 whom she met at a bathing beach. She has a good home. A year after her 
 marriage she left her husband and went on the streets where she was earning 
 from $50 to $60 a week. Her stories to various members of the Institution 
 staff do not coincide, and it is apparently hopeless to get the exact truth. 
 She has been in the Florence Crittenden Home for 2 days and in the Workhouse 
 6 months. She was arrested for sohciting and sent to Bedford as a common 
 prostitute. 
 
 56. (1) Worked in a knitting mill for 9 years. When she was 23 years 
 she had an illegitimate child by a friend of her father's. After the baby was 
 born, her sister "taunted" her. (2) She then did housework but left after 10 
 months, because she was "so lonesome." (3) She then took another position 
 as a domestic, which she left after 3 months to go where she could have the 
 baby with her. (4) In the next position as domestic she became pregnant 
 by the man of the house. When she was arrested she was told to answer 
 "yes" to everything; this convicted her of adultery and she was sent to the 
 House of Good Shepherd to await Bedford. 
 
 92. (1) Worked in a doll factory one week at $5. Left because she did 
 not Uke it. (2) Worked in a sign factory for 3 months at $4.60 a week. In 
 the meantime she had begun to run around with a girl whose influence was 
 not good and she stayed out. until after ten and was so disobedient that her 
 father put her in the Brooklyn Training School at 13 years of age for S months. 
 When she came out she was still defiant and wayward, so she was put in the 
 Wayside Home. There she was so ill-behaved that they could not keep her. 
 She was finally put on probation and then became a sex offender with a boy 
 she had known four years. He -was wilhng to marry her, but, mistakenly 
 perhaps, the probation officer insisted upon her being sent here. 
 
 101. (1) Ran away from her first job as errand girl after 1 year, when 
 she was 15, with a "lover." She ran away with him because her stepmother 
 "beat her up" and was unkind to her. During this time her child was pre- 
 maturely born. Her father found her and had her sent to the House of the 
 Good Shepherd for one year and six months. (2) After leaving the House of 
 the Good Shepherd she worked as a domestic for a year, when she met and 
 married an Italian who put her on the street and forced her to earn at least 
 $10 a night. She was sohciting when arrested. She has defective vision, is 
 a mouth breather, has a high arched palate, defective speech, and Hutchinson 
 teeth. She is a frail girl with a weak back. Her dullness is in part a result of 
 physical handicap. 
 
 112. (1) Was an errand girl for 2 years. She stayed out too late one night 
 and did not go back. (2) She was a child's nurse at $14 a month for a year.
 
 294 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Was a sex offender first at 14. The man afterwards married her. He was a 
 gambler and was later sent to State's Prison for a year. She went back to 
 him after his release, but he wanted her to go on the streets and she refused. 
 At the birth of her baby the doctor gave her morphine and her husband told 
 her what it was and how to procm-e it. Her mother was cook for one of the 
 wealthiest famihes in New York, and when Anna was a Uttle girl put her in a 
 day nursery. She ran the streets and got into all sorts of wrongdoing. The 
 mother was strict with her and warned her not to be immoral. The mother 
 felt the need of putting her into a correctional institution when she was 13 
 but did not succeed in getting her in. The matron says that she is a good 
 worker, that she gets along well with the girls and will make a fair housemaid. 
 She was arrested for petit larceny. She says she had pawiied a locket a man 
 had given her to get money for morphine. He was angry because she refused 
 to marry him and when he discovered about the locket he had her arrested. 
 She has been living at home during the past 6 years keeping house for her 
 father and taking odd jobs in a button factory to earn money for morphine. 
 She claims not to have been immoral since her marriage. 
 
 127. (1) Worked in a factory for a year. Reason for leaving unkno'^\'Ti- 
 (2) In another factory 2 years. Reason for leaving unknown. She then 
 became a domestic and after a year was a sex offender for the first time. 
 She had known the man for 2 years. Her sister discovered her relations with 
 this man 8 months later and had her sent to the House of Good Shepherd. 
 She had become infected and was sent to the Flatbush Hospital for an opera- 
 tion and from. there to Bedford. She is ver>' unclean about her person. 
 
 24. This girl is a clear- voiced, brown-skinned, black-eyed little thing. 
 Time and money mean nothing to her. She is suspicious and easily frightened; 
 she is high-strung emotionally; is very duU and further handicapped by partial 
 deafness. (1) She worked in a cotton factory steadily for 2 years. One day 
 she became afraid of a man who followed her, ran from him and got lost. 
 She was taken to the Raphael Home, where she stayed for 11 months. Upon 
 her return home her mother insisted upon her marrying "an old man 39 years 
 old." In the meantime a friend of hers induced her — practically forced her 
 — -to go to Chicago with him. Her brother came and took her back; the man 
 was sent to Sing Sing and the girl to the Gerry Society, thence to a hospital 
 for treatment, and then to Bedford for associating with vicious persons. She 
 has since been transferred to Randall's Island. 
 
 29. (1) This girl claims to have been in a dressmaking shop for 2 years. 
 Was a sex offender for the first time when 17 under a promise of marriage. 
 She then ran away from home. After 8 days was found by her people and 
 sent to the House of the Good Shepherd. After 5 months she was sent to 
 the MetropoUtan Hospital to be treated for gonorrhoea. Escaped from there 
 after a month and went to a married sister who was so strict with her that 
 she ran away again with a man who wanted her to go on the streets. She 
 was with him in an opium den under the influence of the drug when arrested. 
 
 42. (1) Domestic on a farm. Was a continuous sex offender with one of 
 the farm hands. Her father finally heard of it and tried to arrest the man. 
 She was taken home. (2) She went to Poughkeepsie to take a place as domes- 
 tic and because the family was not in became frightened and told her story 
 to an Italian at the station. He took her to a hotel with him, bought her some 
 shoes, and finally paid her way home. She told her father about it and he 
 had her committed to Bedford after a short sojourn in the Albany Shelter. 
 
 87. The father was a gambler and a drimkard, very abusive and dangerous. 
 The mother and children worked at wig-making. The father was so violent 
 that finally the mother left him. Mary tried to keep house for him. The 
 Gerry Society forced him to send the children to school part of the time.
 
 APPENDIX 295 
 
 Mary couldn't stand it, so she ran away. She was put in the House of the 
 Good Shepherd on the Hudson for a year. (1) Her mother then took her and 
 she went to work as an errand girl, where she stayed for 2 years. (2) After 
 that she worked in a factory because she got a better wage. An uncle was 
 very dictatorial and she finally ran away again. She was moral until she met 
 an Itahan with whom she went to live. This was several years ago; he has 
 supported her and she has not done any work since. He contracted gonorrhoea 
 and she was infected. He gave her money to go to New York for treatment. 
 She spent the money for a good time and then was frightened and felt that 
 she must earn more, which she endeavored to do by prostitution. The first 
 man she soUcited was a detective. The stor}- is probably true. 
 
 102. (1) Worked in a rope factory at $5.50 a week. She left after 3 months 
 because the work made her ill. (2) Worked in a cigarette factory for a year. 
 Left to run away with a "lover." After a while her babj^ died and she grew 
 tired of the man. She ran away with some girls and began soliciting. She 
 has been arrested twice, sent to the Island the first time and put on probation 
 the second time. She was given work in a candy factory-, but stayed only 2 
 months. For breaking this parole she was sent to Bedford. 
 
 115. (1) A domestic. Left to Uve at home; the work was too hard and 
 the pay too little. At 14 she met a woman who took her on an excursion 
 and introduced her to a man. Her first sex offense was the result. She con- 
 tinued to consort with him and other men whom this woman introduced to 
 her. She had an illegitimate child and since the ?>irth of this babj- has taken 
 money for prostitution. She was arrested because she and this woman stole 
 some clothing from a clothes line. 
 
 20. (1) Pulled bastings in a shirtwaist factory. Was too slow and was 
 laid off. Was idle for a year. During this time she became intoxicated 
 while out with some "girls and fellows." Her first sex offense was the result. 
 After this she became a prostitute. She was married 3 years ago to an ItaUan 
 who earned a good Kving. She kept on soliciting and was arrested by plain 
 clothes man. She has been arrested seven times, was sent to Blackwell's 
 Island for five to fifteen days each time. 
 
 53. Lived home 5 years. Didn't want to work — wanted "freedom." 
 The mother wouldn't let her stay out after nine o'clock, so she ran away to 
 five with another girl whose mother let the girls do whatever they hked. 
 At a dance haU she met a man with whom she drank until intoxicated. Her 
 first sex offense followed. She continued to meet this man for over a j'ear, 
 when she married another man. After a year she grew tired of her husband 
 and home and was persuaded by a girl friend to go back to the street life. 
 She hved for a while with a ship's carpenter, but quarrelled with him shorth- 
 and went to soliciting again. She has been sent to the Island twice. Whife 
 out looking for her brother one evening in company with a girl who had been 
 drinking too much and was well known on the streets she was arrested and 
 sent to Bedford. 
 
 81. (1) Worked as a domestic for a short time and then for a change (2) 
 in a factory. The father drank and abused the mother and children. Finally 
 the mother went to live with another man who was kind to her. The father 
 then shot hmiself. The girl was 11 at this time. Her mother married her 
 second consort who abused his stepchildren. At 13 this girl was assaulted 
 by a man she was "going with." A Httle later was a sex offender mth another 
 man and at 14 married to still another because she wanted a home and because 
 she feared she was pregnant. He drank and wouldn't buy her necessary 
 clothing, so after two years she left him. She then solicited because some 
 girls told her it was foohsh to live with a man who would do nothing for her. 
 She made from $5 to $6 a week. After 3 months of this life she became in-
 
 296 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 volved in a murder trial, confessed to be a prostitute, and was sentenced to 
 Bedford. 
 
 85. The father drank and was abusive. The mother left him when the 
 girl was 10 years old. She tried to keep house for her father but she became 
 unruly and was associating with such undesirable companions that the father 
 put her in the Cathohc Protectory when she was 11. At 16 she went to live 
 with an aunt and (1) worked in Macy's at $4 a week. Her aunt was too strict, 
 so she ran away a few months and worked (2) in a restaurant and (3) in various 
 other places for a short time. She can not tell anything definite about these 
 jobs. Thinks it was two years when she met a "sporting man" who told her 
 about women who earned money on the streets and who tried to persuade her 
 to live with him. During this time she became a drunkard. After two years 
 she left this man and went on the streets. She loves the excitement of it. 
 When she hadn't been drinking too hard, made from $8 to $60 a week. 
 
 91. Will tell httle of herself. (1) Was a waitress for a year. Left because 
 the work was too hard. (2) Worked in a delicatessen for a year. There 
 were too many bosses, so left. (3j A waitress in White Plains in a private 
 house. Left because the woman couldn't afford to keep her. (4) In a paper 
 box factory in New York City for 2 months. Brother came and took her home. 
 (5) Packed olives for 2 months. Ran away and has never worked since. 
 Has been finger-printed seven times. Was sentenced to Bedford once before 
 and discharged. Sentenced this time for sohciting. 
 
 104. Held a "lot" of jobs for a short time each; discharged each time until 
 finally had no place to sleep but the parks. Her parents were both dead. 
 The girl is unable to tell any facts but these. Has been transferred to Mattea- 
 wan. Was feeble-minded before she became insane. 
 
 114. Held one job as domestic for a few weeks. Was a sex offender first 
 2 years ago with a man whom she knew fairly well. She hved with him for 
 2 months. He died and she went on the streets because the girls told her 
 that it was easy to earn money in that way. She made $4 a week. Had 
 syphihs badly when received at Bedford. 
 
 18. Too dull to tell about her working history. She was cook at $8 a 
 month in a restaurant for a time. She was a sex offender first a year and a 
 half ago. Two months after her child was born the man married her. Shortly 
 after some girls pointed out to her the "beautifully dressed women in houses 
 of prostitution" and persuaded her to leave her husband. One girl took her 
 to an Italian saloon. It was raided. The saloon keeper's wife took her out 
 on bail and she earned money for her by prostitution until her trial. The 
 judge sentenced her to Bedford. 
 
 35. This girl is too feeble-minded to tell her story. She is related by blood 
 or by marriage to eight other women' who were in the Reformatory at the 
 time of her arrest. Something of her history will be given elsewhere. 
 
 40. Never went to school; stayed home to help her mother make lace col- 
 lars. Earned perhaps $2.50 per week. The mother died and the girl went 
 to Uve with her sister and (1) to work in a laundrj'. She met two girls who 
 introduced her to an Itahan tailor with whom she went to hve. After 9 
 months she went home with a girl whom she knew. This girl "kept a house 
 where white girls hved with colored men." It was raided while she was 
 there and she was sent to Bedford as a common prostitute. 
 
 44. (1) Worked in a tailor's shop for 9 months, when she left to be married 
 at 15. After 2 years her husband died and she (2) worked for a little \yhile 
 in a canning factory at $5 a week. After a few months she left to live with a 
 machinist. The officers came in and arrested her there. 
 
 64. Never went to school. Parents died when she was 2 years old, and 
 her sister gave her a home. (1) Worked as a domestic; people beat her and
 
 APPENDIX ■ 297 
 
 were very hard to please. When 15 she was on the street crying because she 
 had stayed out a httle later than her mistress allowed. A woman comforted 
 her and took her home to supper. That night she gave her into the hands of 
 a man who took her to New York and put her in a sporting house. She lived 
 with the man and supported him for five years. Once during this time she 
 left him and married, but she left her husband in two months to return to 
 her "lover." She earned from $100 to $200 a week. The man ill-treated her, 
 "It's good to have a fellow." She has been seven times to the workhouse, 
 five times discharged and once fined. 
 
 108. (1) In Germany worked as a nursemaid at $10 a year. After a year 
 she wanted more money so (2) she minded cows at $18 a year. Then (3) 
 did farm work for a higher rate, i. e., $20 a year. Left to come to America 
 to earn some money. (4) Was a domestic for 4 months but the people were 
 mean. (5) Was a domestic for 7 months, but was discharged because the 
 lady wanted a better cook. (6) Domestic for 1 month; left because the people 
 moved to the country and she would not go. (7) Nursemaid for 5 months, 
 left because she stayed out late at nights and was discharged. (8) Nurse- 
 maid for one month; she stayed out late nights and was discharged. Claims 
 not to have been a sex offender except with one man whom she had arrested. 
 Was arrested while out in a park apparently homeless. Too dull to explain 
 her case satisfactorily, and she was sent to the Reformatory as a vagrant. 
 
 116. Never went to school. Was put in school in the Institution school? 
 and could not learn. Is too feeble-minded to give a coherent story. Was 
 married 6 years ago and has continued working in a factory, earning $5 a 
 week. Maintains she asked the judge to send her here 2 weeks after her hus- 
 band deserted her. 
 
 128. No school in Austria. Came to America at 14. (1) A domestic for 7 
 months, but work was too hard and she did not like the children. (2) Domes- 
 tic for 5 months; family moved. (3) After 6 months of idleness went into a 
 candy factory where she remained for a year and a half, when she got in with 
 bad company and has since lived in a house of prostitution, earning from $70 to 
 $105 a week. She has been arrested twice, spent 6 months on Blackwell's 
 Island, and the last 6 months in Bellevue Hospital. 
 
 Fifth-Grade Group. 
 
 2. (1) Carpet factory. Left because she had pneumonia. (2) Silk mill 
 as weaver, left to go to a dance. Ran away from home and was arrested 
 by family for vagrancy. Had been a prostitute for some time and had stolen 
 quite a little money from her sister besides. 
 
 9. (1) Rubber factory. Discharged after a year for insubordination- 
 (2) Gum factory. Left because work was too heavy. (3) Threadmill — ^too 
 noisy. Stayed home and kept house for her mother. Was sex offender first 
 at 18. Two years and a half ago she ran away and has been leading "a sport- 
 ing life" and has never worked since. She was arrested for soliciting on New 
 Year's Eve. 
 
 30. (1) Auditing Department in Fourteenth Street Store. Left to get 
 more money. (2) Auditing but got no more money and left at the end of 6 
 months because tired of work. Was home 8 months. (3) Saleslady, left 
 to be married after 3 months. Was a sex offender first at 17. She hved with 
 her husband 4 years. He was a cocaine fiend and carried the drug to women 
 in the Tombs. She was in the White Plains Temporary Home from 5 to 
 10 years of age, and in St. John's Hospital, Yonkers, for hip disease at 3 years 
 of age; at 13 she fractured her hip and was in hospital for 3 months.
 
 298 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 34. (1) Shirtwaist factory; left after 7 months because she did not like the 
 work. (2) Quilhng in a silk factory, left after 2 years because she quarreled 
 with the family. She then came to New York and (3) was a waitress for 6 
 months. Left to go home. After this she held two jobs for a very short time 
 each. Was a sex offender at 17 and shortly after began to support a man by 
 prostitution. She was paroled from Bedford at house work after 14 months 
 to an absolutely ideal place because of her father's death and the poverty 
 of her family. She stayed only a little while and ran away. 
 
 36. (1) A domestic for 6 months. Left because too lonesome and too 
 httle pay ($6.00 a month and board). (2) Domestic for 1 month, left for 
 the same reason ($19.00 a month and board). (3) Tobacco factory where 
 she worked for a j^ear and a half at $4.50 a week. She was ruined at 17 by 
 the son of her mistress. She left work and went with some girls she knew and 
 began to soUcit. For the last year she has been supporting a man by prosti- 
 tution; finally he forced her to steal. He beat her when she did not bring 
 home enough money to suit him. Apparently she was in no way discontented 
 with her lot. 
 
 39. (1) Domestic 1 year. Left because she was lonesome. After being 
 idle for 3 months, (2) was a domestic for 6 months. Left because woman 
 was "too cranky." After 4 months of idleness (3) was a chambermaid in a 
 private family. She quarreled with the "lady," ran away, was arrested and 
 sent to the House of the Good Shepherd for 2 years by her family. After 
 this she took a place, but left almost at once to live with a man who led her 
 into prostitution. She made about $25 a week. Was pregnant when received 
 at Bedford. 
 
 70. (1) In a mill where men's underwear was made. Left after 2 days 
 because she did not Hke the work. (2) Was a domestic. Left after 14 months 
 because she wanted more money. Tells several contradictory tales to every- 
 body who interviews her. (3) She was a domestic when arrested and had 
 stolen jewelry from her mistress and had bought things at the store and charged 
 them to her. She had an illegitimate child and was confined in the New 
 York Foundling Hospital. 
 
 74. (1) Cotton mill, left after 2 years because her father took her money 
 and drank it all up. (2) Electric factory. Left at the end of a year to leave 
 home because her father was so brutal. She straightway got in with bad 
 company. Was a sex offender at 15, and after 3 years she was married to a 
 sailor, but lived with him only a short time when he was ordered away. Dur- 
 ing his absence she lived with other men. 
 
 82. (1) Left domestic service at the end of 2 years to be married. Her 
 husband was a good man. He died after 4 years and she boarded with women 
 who were soUciting. She claims that she was never immoral and that her 
 arrest was merely a matter of spite work. She has been very good in the 
 Institution and there is some basis for suspecting that her statements are true. 
 
 Sixth-Grade Group. 
 
 3. (1) Made infants' dresses and earned from 30 cents to $5.00 a week. 
 After 6 months she ran away with a man she had kno^\^l for some time. Her 
 family found her and sent her to the House of the Holy Family for a year. 
 Thereafter she came home and (2) worked as an errand girl for 5 months 
 when a man persuaded her to run away with him. Three years later she was 
 arrested for soUciting. 
 
 5. (1) Cash girl in Ehrichs for 18 months at $3.25 a week. (2) Learned 
 the book-binding trade and then earned $14 a week. When trade was dull 
 (3) worked for the National Biscuit Company and earned $7.50 a week.
 
 APPENDIX 209 
 
 She was a sex offender from 15-16 continuously and her mother sent her to 
 the House of Mercy. She was well beliaved after that and was married in 
 1908. After 3 years she left her hu.sband to go on the streets. She was 
 arrested for loitering. Had been arrested several times before and this time 
 was sent to Bedford. 
 
 7. (1) Was adopted from an orphan asylum, but was so immoral when 
 only eight that she was returned to the orphan asylum ami transferred to 
 the Hudson Training School. She was afterwards taken back by her adopted 
 mother who died a year ago. Sunday-school teacher found her a domestic 
 position which she held for several months but was not strong enough to 
 remain. She became pregnant and was sent to Bedford. 
 
 10. When 3 years old her parents died and she was put in a temporary 
 home for 6 years. Has never worked. Her adopted parents were always 
 good to her.' Not long ago .she had saved up $22 \\-ith which she ran away 
 to Yonkers because she "just wanted to." When the money was gone she 
 became frightened and went to the house of an acquaintance who happened 
 to be away. She took a suit and a hat and went home with them, whereupon 
 she was arrested and sent to Bedford. 
 
 13. She left school because she was one of 16 children and needed to help. 
 (1) Took a position at house work. Stayed only 6 months because the family 
 did not need a girl in the winter. (2) She did two wa.shings a week at home 
 for $3.00. .\fter 6 months (3) went back to her first position. Stayed six 
 months when the woman got another maid. (4) Was a domestic for 7 months. 
 Left because pregnant. She was ruined at 17 by her own father by whom she 
 has had 2 children. 
 
 21. Has never worked. She was in school when sentenced to Bedford. 
 Was arrested by her parents when just 15 years old. 
 
 25. (1) A domestic at $22 a month, stayed only a few weeks when she 
 ran away with a girl to Coney Island. Her mother sent her to the House 
 of Alercy. After this (2) she worked in a carpet factory for 2 months when 
 she met' the girl ^^ath whom she had first run away, and again tried to run 
 away. Her mother then sent her to the House of the Good Shepherd for a 
 year. After that she behaved and did house work for a year until she met a 
 man whom she liked so much that she went to live with him. He put her 
 on the streets and she gave him all she earned, about $35 a week. Was 
 arrested for soliciting a detective. 
 
 28. (1) She worked for 3 years in a hotel where actors of third-class shows 
 board and where farmers put up their horses when they come into to-\vn. 
 Her father let her work in this hotel not realizing that it was dangerous. A 
 keeper of a disorderly house came to the hotel for breakfasts and told her 
 that it was fooUsh to work for so httle money. The result was that for a 
 year she Uved in a house of prostitution. There she met a man with whom 
 she went to live. He is a good machinist and wanted to marry her, but she 
 has refused. She was arrested while talking to a man on the street whom she 
 claims that she knew. 
 
 55. After leaving school she stayed home and helped her stepmother for 
 the first 3 years. She was then married. Her husband — an Italian — died 
 when her baby was one week old. She then worked (1) for 8 months in a 
 restaurant in Poughkeepsie. She got homesick and went to New York where 
 she was shortly arrested for soliciting and put on probation with her mother. 
 In a few months she came back to New York and was re-arrested as a common 
 prostitute and sent to Bedford. 
 
 57. After leaving school at 14 years she ran away with another girl and 
 two men. Mother found her and sent her to the House of the Good Shepherd 
 for 5 months. She was paroled and (1) worked for an uncle for 8 months
 
 300 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 for her board and clothes. Then her mother sent her to school to learn steno- 
 graph}\ After 3 months' trial she gave it up and went on the streets where 
 she was caught and paroled. She married a man who was absolutely worth- 
 less and (2) she then worked in a cabaret at $25 a week. Left because her 
 mother made trouble for her. She was hving with a "lover" at this time. 
 (3) Worked in a Five and Ten Cent Store for 4 months. Left to return to 
 the streets. She earned $40-$50 a week by prostitution besides singing at a 
 cabaret several nights a week. Gave her earnings to her lover. She was 
 arrested for soliciting and sent to the Florence Crittenden Home from which 
 she escaped by jumping out of a second story window. She went on the 
 streets again and was re-arrested in 3 days and sentenced to Bedford. 
 
 63. (1) Worked in a canning factory for a year. Gave her money to her 
 father. At 16 she was forced to be immoral by a boy whom she knew. The 
 father had the boy arrested and the girl was sent to a sister who is a mission- 
 ary in Kansas City. She was placed to board in Jefferson Home. She got 
 in with bad company and stayed out very late until the Home sent her back 
 to Waverly House where she stayed for 4 months. Was treated for thyroid 
 gland by Neurological Institute. Had an operation for appendicitis and was 
 discharged on probation. Returned home and (2) was employed in office 
 work. Was a constant sex offender and soon ran away from home; finally 
 her father had her sentenced to Bedford. 
 
 76. (1) Bottle factory. Discharged at the end of 2 j^ears. (2) Domestic. 
 Left to marry at 17. The man was "no good," but she was pregnant and 
 thought she had better marry him. The child died in a home when a few 
 months old. She tried to live at home, but her father was bitter over her 
 marriage, so she went to live with another man. She had a second child by 
 her husband and one b}' the second consort. He abused her, so she left him 
 after 5 years. In 2 weeks she was hving with another man and had one child 
 by hun. She had gone out leaving the baby alone for such long periods of 
 time that the neighbors complained and she was arrested for endangering 
 the life of minor children. The httle baby was in a room with only straw 
 to sleep on and without food. 
 
 89. (1) Worked in a candy factory. Was laid off in the slack season. 
 (2) Worked in a moving picture place as cashier until it was closed for repairs 
 and then (3) painted glass pearl pictures. She quarreled with the manager 
 and was discharged. She was unable to get work and her family were im- 
 patient with her. She was a sex offender while working in the moving picture 
 estabUshment. Her people had always been strict with her and she had to 
 be in by 9 o'clock. A short time ago she and another girl went driving with 
 two Itahans and did not get in until 11 o'clock. Her father was so angry that 
 she became afraid and ran away. He then took her before the Children's 
 Court. She was paroled at the end of 2 months to be married to the father 
 of her child. The mother had not known that she had been immoral until 
 after her arrest. After 3 months she and her husband got to quarreling; they 
 separated, and her people sentenced her to the Reformatory because she had 
 broken her parole. 
 
 93. She helped her grandparents with the housework for 3 years after 
 leaving school. When she was 18 her grandmother died and she (1) went to 
 work in a department store for .$5.00 a week. She left after a year because 
 the salary was too small. A girl in the store had told her about sohciting 
 and how much money there was in it, so she went on the streets. 
 
 103. (1) Folded and pasted covers. Was discharged after 5 months- 
 (2) Feather steaming factory. Was laid off after 4 months. (3) Printing 
 establishment. Laid off after 6 months. (4) Folding and pasting. Laid 
 off after 4 months. (5) Box factory. Laid off after 3 months. Held other 
 jobs, she thinks, but was alwaj's laid off. A year ago she was a sex offender
 
 APPENDIX 301 
 
 and her mother put her in the Florence Crittenden Home for 5 days. She 
 ran away, but was found and sentenced to Bedford as a common prostitute. 
 Her sister was here when she was committed. 
 
 111. (1) Domestic for 3 years in a doctor's family. She left to earn more 
 money. (2) Worked in a very good hotel for 53^ years. Began to drink. 
 Met and married a very good man, but she drank so hard that he finally 
 sentenced her to tlie Reformatory. She has been paroled to her husband and 
 is doing nicely so far. 
 
 Seventh-Grade Group. 
 
 12. (1) Domestic for 2 years. Left because her mother was ill. After 
 being home for a year (2) was a domestic. Left because family moved away. 
 (3) Domestic. Left after 8 months because she wanted to go to Poughkeepsie 
 with friends. (4) Caretaker to an invahd. Left because she was not needed 
 any more. (5) Domestic for 6 months. Left because she wanted to go back 
 to Poughkeepsie. (7) Worked in a boarding house. Left because work was 
 too hard. (8) Waitress in a home for the deaf. Left after 5 months because 
 too far out in the country. (9) Went to Poughkeepsie to Uve with a girl and 
 held one more job as domestic for a short time. Stayed out late nights and 
 was arrested and sentenced to Bedford. Has been immoral since she was 18 
 years of age. 
 
 14. (1) Cigarette factory. After a year was a sex offender and from that 
 time on went on the streets. A year later was arrested for sohciting. Sup- 
 ported a man by prostitution. Was out on probation to Miss Smith. Her 
 family are very respectable Italians. 
 
 26. (856) (1) Machine operator for 6 months in Scotland. Left to come 
 to America. (2) House work for a httle over a year. Shortly after coming 
 to America she met an Itahan whom she has since supported by prostitution. 
 Was arrested for steahng a watch when 16 and sentenced to Bedford. She 
 broke her parole to go back to her Itahan "lover." She was found and re- 
 turned to the Institution to finish her parole. Upon her discharge she returned 
 to the Itahan and continued to support him by prostitution until her rearrest 
 on February 15, 1913. She is still fond of this Itahan and will doubtless go 
 back to him upon her discharge. 
 
 31. After parents' death lived with an Aunt and did nothing until the in- 
 surance money ($500) was spent. Then (1) worked for 6 months as a domes- 
 tic. Left to work with Aimt in millinery business. (2) Aunt tried to keep 
 boarding house and the girl helped. Was first a sex offender at 22. The 
 man was an Itahan and since the birth of her baby she has not worked. She 
 has had a second illegitimate child. Arrested for keeping a disorderly house 
 in White Plains. 
 
 32. (1) Pocketbook-case factory for 3 months. Stopped on account of 
 the hot weather. (2) Pocketbook-case factory again in the fall for 3 months. 
 Left because her mother thought she was not strong enough for the work. 
 (3) Made lace collars at home intermittently for the next 2 years. A sex 
 offender first at 16 with the landlord's son. After her parents' death, because 
 her uncle refused to support her and expected her to help to earn her own 
 Uving, she went to hve with a gambler. He deserted her 2 years ago. Lived 
 with her sister. No. 31, and kept a house of prostitution. 
 
 52. (1) Worked as bookbinder in bookbinding establishment. After 78 
 weeks left to be married. Left her husband after 2 years because of his bad 
 habits. (2) She went back to her work in the bookbindery where she worked 
 steadily and supported her child until 4 years ago, when she got in with bad 
 companj^ and took to drinking. She has lived by prostitution ever since, 
 earning from $15 to $18 a week. Was arrested for soliciting.
 
 302 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 66. (1) Stock girl for 2 years, then promoted to saleslady. (2) After a 
 year left to be saleslady elsewhere for better pay. (3) Left to be checker in 
 Auto House for 4 months. She was a sex offender first at 19 years of age with 
 a "lover." After 4 years they quarreled and she has been supporting another 
 man by prostitution. She earns about $20 a week. Was arrested as a com- 
 mon prostitute. 
 
 67. (1) Worked intermittenly in a jewelry factory with her father. Earned 
 no wages until 17. (2) Was then a telephone operator for 2 years. She 
 married after 5 years. She quarreled with her husband and left him. Has 
 been soliciting ever since, making about $50 a week. Has been sent to the 
 Workhouse once. 
 
 69. (1) Clerical work. Her friends persuaded her not to work. First 
 a sex offender at 16 years of age, and shortly after left home because her 
 mother objected to her late hoiu-s. She "went to Hve with a lover." She 
 did not sohcit. Was arrested for vagrancy "in a row at Coney Island." 
 
 71. Had been on the stage with her mother intermittently since a child. 
 She was ruined by her stepfather when she was 12. After leaving school 
 (1) went on the stage. Left one show for (2) another because she got a better 
 w^age. Was discharged, and one of the actors invited her to live with him 
 as his wife. She did not like him, and after 2 weeks took about $4000 worth 
 of his jeweh-y and ran away. 
 
 72. (1) Housework at $7.00 a month. Left because she did not hke the 
 confinement. (2) Huyler's candy factory. Left after 1 year because her 
 friends were laid off. (3) Domestic. Left because she had stolen money 
 for a girl friend. She was arrested and put on probation. She persisted in 
 staying out late. Ran away to hve with some man; was found and sentenced 
 to Bedford. 
 
 73. (1) Worked in manicuring estabUshment and earned $10 a week. 
 Left after 1 year to work in a barber's shop where she would get more money. 
 After 23^ years she left to marry a widower with 2 children. After 6 months 
 she grew tired of hving with him and went on the streets. She has gone 
 back to him twice for a short time. Has contracted a morphine habit and 
 was arrested as a common prostitute. Has been sentenced to Blackwell's 
 Island twice. Was on probation for 6 months and in the Magdalen Home for 
 one day. 
 
 94. Mother died when the girl was six and she was put in the Brooklyn 
 Orphanage. (1) Domestic for 2 months. Left because the work was too 
 hard. (2) In a tile factory for 23^ months. Left because there was a strike 
 and her father took her to New York. (3) Tile factory for 2 months. Left 
 there to live with a man she had met a few weeks before. He left her after a 
 few weeks and she began to sohcit. A sailor had her arrested for steahng 
 his money when he was intoxicated. The probability is that it was not she 
 who was guilty of the theft. Had been drinking very hard and her father 
 urged that she be sent to Bedford. 
 
 106. (1) Clerk in a small store for a few months. Does not know why she 
 left. (2) Waitress. After a few months she got into bad company. She 
 claims that she has never been a sex offender and that she simply "ran with 
 the gang." She has always been so untruthful that her family could not 
 depend upon her, so they had her sentenced to Bedford. 
 
 109. (1) Macy's at $5 a week. After 8 months left and tried working (2) 
 in a cigarette factory where she could earn more, but got into bad company 
 and gave up working. Her mother sentenced her to the House of the Good 
 Shepherd because she had bought goods and charged them to the mistress of 
 another girl. She was put on suspended sentence. She was a sex offender
 
 APPENDIX 303 
 
 when 16. After the birth of her baby she ran away from home and hved with 
 "sporting people." She had no money and so forged a check using her aunt's 
 name. She has never taken money for immoral relations. She has syphilis. 
 117. (1) Office work. Was married at 17. Left her husband after 4 
 years. Had contracted morphine habit as a result of a doctor's prescription. 
 After leaving her husband lived with a number of other men, but claims not 
 to have solicited. She was arrested, for possessing morphine, as a misde- 
 meanor. 
 
 Eighth-Grade Group. 
 
 16. Left home because she could not get along with her stepmother. Went 
 to live with a sister and helped about the house. Was immoral first when 19 
 years old. She has been sohciting for 3 years. Was sent to the House of 
 Good Shepherd when about 17. A year ago she was married to a man whom 
 she had known 2 months. They quarreled very shortly and separated. She 
 has been arrested 11 times and has been sentenced twice to the House of the 
 Good Shepherd. 
 
 23. Has never worked. Married a year after leaving school. Had two 
 children. She left her husband, who drank, and lived with another man, by 
 whom she has had one child. 
 
 33. (1) China factory. Left to help at home. (2) Candy factory. Left 
 to help at home. (3) Cigarette factory. Left to be married. After a year 
 and five months left her husband because she was tired of him, and has been 
 on the streets ever since. 
 
 45. (1) Wrapper in Abraham Strauss at $5.00 a week. She left to get more 
 wages as cashier in a moving picture show. After a little she left to go to 
 New York with a "lover." She was a sex offender first at 15. Was found by 
 her mother, who discovered that she had gonorrhoea and that she was begin- 
 ning a life of prostitution, so she had her sentenced to Bedford. 
 
 78. (1) Worked steadily for 7 years and finally left because her father was 
 unkind to her. She had been seduced at 16 by a neighbor much older than 
 herself. She went to Boston and alternated between domestic service at 
 $4.00 a week, prostitution and traveling with a circus. She made $20 a 
 week in the circus and not less than $50 a week in prostitution. When ar- 
 rested she was in a disorderly house when it was raided. 
 
 83. (1) Weaver making from $9 to $11 a week. She was laid off because of 
 slack times. Her mother who was not a good woman left her to fare for her- 
 seK. She could not get work and got in with girls who were sohciting. She 
 herself sohcited for a little while, then convicted herself and asked to be sent 
 to Bedford where she hopes she can reform. 
 
 84. (803) Had miscarriage at 16 while in school. Was committed to Bed- 
 ford in 1908. When paroled she did housework for 2J^ years at $12 a month 
 in 3 different places, and was then rearrested and sentenced on second com- 
 mitment for disorderly conduct. 
 
 90. (1) Telephone operator. Left for more wages in (2) cigar factory. 
 Her people are well-to-do and she worked merely for spending money. Was 
 sex offender first at IS. She left home and began to sohcit, earning $40 a week. 
 She was arrested and put on probation. While on probation she was again 
 arrested for sohciting and sentenced to Bedford. 
 
 95. (904) Was sex offender fu-st at 13 years of age and has been immoral 
 steadily ever since. She was sentenced to Bedford when 17 years old. Was 
 given only a few months of parole. She was paroled home and did housework 
 in her parents' hotel until her parole time was up. She then began to soUcit 
 again and was rearrested on a complaint of her mother.
 
 304 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 97. (1) Office girl in Macy's. Asked for a raise and did not get it, so left 
 after a year. (2) Cashier in a grocery store. Left because she had to work 
 nights. She stayed home for a year and was then married to an ItaUan who 
 supported her nicely, but kept her pretty closely at home. She grew tired of 
 the monotony of living in her own home and went on the streets. Has been 
 twice arrested. 
 
 100. (1) Was clerk in Macy's. Was a sex offender at 18 with one of the 
 floorwalkers of the store. She was married at 20 and after a year and a half 
 found her husband too quiet, so that she left him and went on the streets. 
 After a year she went back to her husband. After the birth of her chUd she 
 contracted the morphine habit. Left her husband again after 2 years aind 
 began to solicit. She was arrested for sohciting, having been on Blackwell's 
 Island once, and sentenced to Bedford. 
 
 125. Father was a heavy drinker and the mother "too strict." When she 
 was 11, mother put her in Cathohc Protectory to finish school. In her 12th 
 year she came out and was supposed to be working. Instead she was taking 
 lessons to go on the stage and was a sex offender with the man who was teach- 
 ing her. Her mother discovered this and she was put in the House of the Good 
 Shepherd for 2 years. After her release she worked just one week, when she 
 ran away and began to sohcit. She earned about $50 a week. After a month 
 or so she hated the life of the streets so that she put on men's clothes and 
 went (1) to painting and (2) worked in an automobile factory. She remained 
 only a few months in each and was arrested for masquerading in men's clothes. 
 
 129. Her people are respectable, estimable people. She left school at 15 
 because it was necessary for her to help to support herself. She worked for a 
 few months and ran away with a man whom she had met shortly before. 
 She hved with him until discovered by the police, when she was sent to the 
 Refonuatory at Lancaster, Mass., for 18 months, where she behaved so badly 
 that she was transferred to Sherburne Prison. She was paroled after 8 
 months to her mother. She worked as saleslady for 3 months, when she ran 
 away with a man whom she had met in the store. She then drifted to New 
 York and joined an Italian gang, since which time she has been on the streets 
 sohciting and seUing heroin and morphine for the Italian with whom she lived. 
 Members of this gang were involved in the "Nash case" last spring and her 
 "lover" left New York to avoid arrest. She was arrested but discharged. 
 Has been using drugs over a year. Has syphiUs badly. 
 
 TABLE 73 M. 
 
 The College Maids* 
 
 1. Protestant. American born. 17 years, 6 months old. Both parents 
 Uving. Father a farmer. Brothers, 0. Sisters, 2. Left school at 16 years. 
 6-B grade (public school) completed. She felt that she would hke work 
 better than school. Secured work at Vassar and has been there ever since. 
 During summer she stays at home. Healthy and attractive girl, composed 
 and dignified. Said to be a splendid worker by Miss Barrett. 
 
 *Miss Blanche Barrett, Director of Halls, has entire charge of the employ- 
 ment of the maids at Vassar and superintends the housekeeping in the various 
 dormitories of the college. It was through her courtesy that the coopera- 
 tion of the maids in these tests was secured. She selected this group of 18. 
 She has taken not a little interest in the maids as individuals, and is con- 
 fident that the ones that we have examined are self-respecting and thor- 
 ouo-hly moral and law-abiding. She considers them all entirely efficient in 
 their work.
 
 APPENDIX 305 
 
 2. Protestant. American born. 22 years, 8 months old. Father and 
 mother hx-ing. Father a farmer. Brothers, 0. Sisters, 2. Left school 
 (public school) at 14 years, having completed 5-B grade. The mother had 
 been ill, and the girl was ont a considerable portion of the time as a result. 
 She secured work at ^"assar and has sent abnost all of her money home to 
 her mother. She found the position at Vassar through one of her girl friends 
 who had worked there. She Ukes the work very much. During summer 
 she stays at home to help her mother. Miss Barrett says she is a splendid 
 worker. She is sweet in her manner and self-contained, but dull and not 
 very quick to understand what is required in the tests. 
 
 3. CathoUc. American born. 21 years, 3 months old. Mother Uving. 
 Father died 2}/) years ago. He worked in a florist shop. Mother stays at 
 home. 3 brothers, 5, 9, and 12 years of age. 4 sisters. One works at Vassar 
 (see No. 5); one is married and the others still in school. Left school at 13 
 (German Catholic school). 5-B grade completed. She did not like school 
 and wanted to go to work. She secured work directly at Vassar and has been 
 there ever since. During summers remains at Vassar to do matrons' laundry. 
 Miss Barrett says she is one of the most responsible maids on the campus, 
 that she often acts in the capacity of manager of the laundry when the regu- 
 lar manager is not there. 
 
 4. Protestant. American born. 27 years, 2 months old. Both parents 
 living. Father's occupation unkno'wn. 3 brothers, 2 of whom are dead. 8 
 sisters, 3 of whom are dead. She herself is the oldest of the family. Left 
 school (public school) at just 15, having completed 4-B grade. She had 
 entered o-B, but failed first half-tenn. Was ill with some nervous trouble. 
 She liked school and did not need to go to work. Her father was willing that 
 she should go to school, but she "just got the idea that she would like to go 
 to work." She came directly to Vassar and has been there ever since. 
 She was told about the work at Vassar by a patron of the coUege. She was 
 put at laundry work and has remained in this work. Two of her sisters also 
 work at Vassar; one has been there 7 years and the other 4. During the first 
 summer she worked in a private family. During the second summer in the 
 Queens City Underwear factory and she did not like factory work. During 
 the 4 following summers she lived at home, and dm-ing the last 5 summers 
 she has done laundry work at a nearby Lake where she has been paid $20 a 
 month and living. She does not send any money home, but saves a certain 
 amount every year. She goes to the maids' club house at Vassar; is studying 
 the mandohn and Arithmetic and Enghsh. She is not very quick to compre- 
 hend situations, but is an efficient worker, according to Miss Barrett. 
 
 5. Catholic. American born. 18 years, 2 months old. Sister to No. 3 
 (see above). Finished 6-B grade (German Cathohc school) at 15 and went 
 into the 7th grade for 3 months. Did not like school. It was hard and 
 she wanted to go to work. Family would have kept her in school, but she 
 wanted to work. She seciu-ed work at Vassar immediately upon leaving 
 school and has been there ever since. During summers she remains at the 
 college and helps to house-clean. She gives all her money to her mother, and 
 the mother gives her car-fare and buys her clothes for her. She is a very 
 efficient worker, according to Miss Barrett. She is a pretty little, dark- 
 haired, bro\vn-eyed, stalky, good-natured girl. She tried very hard to do 
 her best in the test, and was fearful that she wo\ild not do well enough. She 
 has pleasing, quiet manners. 
 
 6. Protestant. American born. 23 years, 9 months old. Parents both 
 living. Father owns his own farm in U — County and raises raspberries 
 and strawberries. Twin brothers, of whom one died in infancy. One sister 8 
 years old. She went to a country school and left at 15, having finished the 
 highest class. She could not go to high school because it was too far away, and
 
 306 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 her father could not afford to let her board in the village. She stayed home for 
 2 years. About this time a neighbor who had worked at Vassar told her about 
 the coUege. She applied for a position and was taken as marker in the laundry, 
 where she has remained ever since. Each summer she has gone home, with the 
 exception of the summer before last when she stayed at the college and did din- 
 ing-room work. Her mother wants her to come home in the summer. She 
 goes to the club house to read and sew. She sends no money home, but is sav- 
 ing some. She earned $3.23 a week for the first 5 years and $4.61 the last year. 
 She is a pretty, fair-haired, self-contained, perfectly normal girl for her age. 
 She has a clear, happy voice, which is well modulated and her enunciatipn 
 is good. From her appearance at first I thought she might be one of the 
 college girls. Her attitude toward her work is perfectly sensible and she 
 likes work better than she liked school. Miss Barrett says that she is a very 
 efficient maid. She tried very hard in the tests, but it was evident that 
 she was not capable of understanding quickly the more complex ones. 
 
 7. Protestant. Born in Norway. 24 years old. Both parents living. 
 Father a carpenter. Number of sibhngs imknown.f Left school at 14, 
 having finished 8th grade (pubhc school). She left school because it is the 
 custom for girls of her social class in Norway to go to work when they have 
 finished the grades. A friend of hers was a maid in the donnitories at the 
 University of Chicago and through her she came to America. She has been 
 a waitress and doormaid in one of the University dormitories ever since. 
 The maids at Chicago work for 11 months and so have only one month's 
 vacation. She learned Enghsh in a remarkably short time. Is extremely 
 eflBcient, wide-awake, wholesome and intelligent. There can be no question 
 but that she is perfectly normal. She makes all her own clothes, which are 
 in very good taste, and besides sending money home to her mother, is saving 
 a portion of her salary for herseK. 
 
 8. Cathohc. American born. 17 years, 10 months old. Parents born 
 in Germany. Both parents living. Father is a carpenter. He was married 
 once before and had 2 sons by his first marriage. By the second marriage 
 there are 2 daughters, of whom the one we examined is the older by 22 months. 
 (The younger has worked in the laundry at Vassar and is efficient.) She 
 did not like school very well, but her mother insisted that she continue until 
 she had finished the 8th grade. She left at 14. Her mother was anxious to 
 have her go to high school, but she herself was eager to go to work. She did 
 general housework for the first year at $12 a month. She liked it, but her 
 mistress broke up housekeeping. A girl with whom she had gone to school 
 told her about positions at Vassar. She put in her apphcation and has been 
 in the laundry for the past 3 years. She Ukes the work very much. Has 
 never regretted leaving school and is coming back again next year. The first 
 year she earned $17.50 a month; the second year $18.50 and now $20. The 
 smnmer before last she went to New Jersey with her first mistress, who paid 
 her fare there and back and gave her a wage of $18.50 a month. The other 
 two simimers she stayed at home. She gives all her money to her mother 
 who buys her clothes. She says she likes to have her mother go with her to 
 buy her clothes, because she is a better buyer. She is a clean, pretty, neat, 
 self-contained girl, quite Uke the best type of small-town, high-school girl. 
 She has a sweet, refined voice and pretty, happy ways. She wears a little 
 diamond engagement ring. She has unusually deft and beautiful hands. 
 
 t We overlooked some items in questioning these girls. Unknown in their 
 histories does not mean that they do not know, as for the most part it does 
 in the records of the reformatory women.
 
 APPENDIX 307 
 
 9. Protestant. Born in Scotland. 21 years old. Both parents living. 
 Father a machinist. Siblings unknown. She left school at 14, having fin- 
 ished 7-B grade (public school). She liked school, but was anxious to go to 
 work. She came to America and secured work at the University of Chicago 
 through a cousin of hers who was employed there as a waitress. She has 
 remained there ever since, working 11 out of 12 months in the year, and doing 
 her work extremely well. She sends $5 a month home to her people and is 
 saving for herself a small margin of her wages. She likes her work and wiU 
 probably continue as a waitress in the dormitory until she marries. She is 
 a very attractive girl, and is well hked both by the other maids and the stu- 
 dents. 
 
 10. Cathohc. American born. Father a saloon keeper. IS years, 8 
 months old. Both parents living. Mother became insane and was put in 
 an asylimi when this girl was 5 years old. The child was put in a Home of 
 the Friendless. She came out at 12 years of age and was sent to hve with 
 an aunt. She entered the 5tli grade (German Cathohc school). She finished 
 the 6th grade and left school at 14 years of age. 2 brothers and 2 sisters. 
 She hked school, but has liked work better. It was not necessary for her to 
 go to work as her aunt was wilhng for her to remain in school, but she pre- 
 ferred to work. She first was a housemaid for over a year and received $5 
 a week, answering the telephone and door and waiting upon table. She left 
 this place to go to Vassar because she wished to be with her sister, who had 
 been a maid at the college for 3 years. Her sister has since left to go into 
 factory work. She is very clever with her needle and for this reason hkes 
 factory work which she is doing. Miss Barrett says that the girl we examined 
 is also a beautiful seamstress and will probably go with her sister. During 
 the summer she works in the factory with her sister. She is a pretty, re- 
 sponsive, well-balanced girl, who is saving money and hopes some day to be 
 a dressmaker. 
 
 11. Protestant. Born in Scotland. 21 years, 11 months old. Parents 
 hving. Father's occupation unknowm. 1 brother. 1 sister. Left school 
 at 14, having gone through the "supplementary" which is probably equivalent 
 to our 8th grade. She says that it is the custom among girls in her class in 
 Scotland to go to work after finishing this class. She was first a maid in 
 Scotland for 3J^ years, earning $3.46 a week and her board. She then came 
 to America because her brother and sister were here. She did housework 
 at $18 a month for 5 months and left this because the man of the house at- 
 tempted to make improper advances. She then went to New York to stay 
 with her sister. Her brother had worked in Poughkeepsie and through him 
 ehe came to the college shortly. She has been there 3 years, earning $4.26 a 
 week and her board. Since leaving school she has been idle but 20 weeks in 
 all. During the summer she waits on table in a httle summer resort in Con- 
 necticut. She has one of the more important positions at Vassar and is 
 thoroughly efficient. She is a pretty, dark-haired girl who carries herself 
 well. She looked very wholesome and healthy. Her cheeks are red and 
 her eyes bright. She has impacted molars and wears glasses. She enunci- 
 ates well and has a pleasing voice. Her hands were very pretty and 
 she used them well. She is very happy in the work at Vassar and intends 
 to remain. She hkes the little summer resort in Connecticut because it is 
 thoroughly respectable and a healthful place to be. 
 
 12. Protestant. American born. 23 years, 8 months old. Parents hving. 
 Father's occupation unkno^\'n. Number of brothers and sisters unknown. 
 Left school at 16, haining completed the 6th grade (pubhc school). She hked 
 school, but preferred to go to work. She worked in a shirt shop for a j^ear, 
 did side-filling, where she earned $7 a week at piece work. She left there to 
 come to Vassar, where a friend of hers was employed, because wages were
 
 308 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 better. She has been there for 6 years, earning $4.26 a week and Uving. 
 She is altogether happy in the work and intends to continue. She goes home 
 for the summers. She is a normal, wholesome girl. 
 
 13. Protestant. American born. 21 years old Father died 3 years ago. 
 Father was R. R. conductor. 4 brothers, 2 older and 2 yoimger than herself. 
 4 sisters, 2 of whom are older and 2 of whom are younger. None of her 
 siblings have gone into the high school. 2 of her sisters were doing house- 
 work and are now doing nothing. The older brothers support the mother 
 and family. She left school at 15, having finished the 7th grade, not because 
 she did not like school, but because she was anxious to earn money. She was 
 cash girl in a department store for 23^ years, earning $2.75 a week. She 
 was then a bundler for 6 months at the same wage, and clerk for 2 months 
 at $3.50. She left because she was tired of working in the store and because 
 she heard about the work at Vassar. She did not stop to consider the matter 
 of salary. She worked in the pantry for the first 2 years at Vassar at $4.00 
 a week and is now dining-room girl. She likes this work much better than 
 clerking, partly because when she was at home she gave her money to her 
 mother, but now she has it for herself. She clerked in the store the first 
 siunmer that she was at Vassar. Last summer she was at home and this year 
 
 she goes to as a waitress. She is a slender, well-poised girl, rather more 
 
 considerate of herself than others. She has perhaps less sease of the value 
 of money than som.e of the other maids, but is on the whole a sensible and 
 wholesome girl. More efficient than average, according to Miss Barrett. 
 
 14. Protestant. American bom. 25 years old. Parents both Uving. 
 Father game-keeper. 1 brother dead. 1 sister. She left school at 15, hav- 
 ing completed 2-B (public school). Worked in musical string factory. Came 
 to Vassar 3 years ago. Waitress in same summer hotel for seven years. 
 More efficient than average and very dependable. She is a very serious, 
 rather frail woman who does her work very thoroughly and conscientiously. 
 She is very religious and most puritanical in her attitude toward dancing 
 and card playing. 
 
 15. Catholic. American born. 19 years old. Mother died when the 
 girl was 4 years old. Father shoemaker. 1 brother. No sisters. He has 
 not married again. The girl lived with an aunt who was good to her and 
 wanted her to go further in school. She, however, knew that she wanted to 
 go to work, so she left school (Catholic) at 13, having completed 6-A. She 
 obtained a position at Vassar almost at once and has remained ever since, 
 earning $4.15 a week. She has worked each summer at the same resort in 
 Connecticut. She is a rather keen, self-possessed, sensible girl who likes to 
 work. She is saving money against possible illness or ill fortune. She goes 
 to the resort in Connecticut because it is quiet and respectable. 
 
 16. Protestant. American born. 16 years, 2 months old. Father a 
 carpenter, not very well, and the girl thought she ought to go to work. She 
 has one sister. Her parents would have preferred that she remain in school. 
 She left after completing 8-A (pubhc school) at 14. She woidd have gradu- 
 ated had it not been for being back in Sth-grade aritlimetic. She secured 
 work at Vassar almost immediately, and sends $4 a month home. Her 
 sister also has worked at Vassar for 3 years. One is pantr^^naid, the other 
 chambermaid. Each earns $4.26 a week and they go home for the siunmer. 
 She is a fair-haired, tall girl, with pretty voice and nice hands. She is alto- 
 gether unself conscious and happy in her work. She is the type of working 
 woman that it is a pleasure to meet, because she is so content with her work. 
 Instead of being embarrassed that she is only a maid, she dignifies the thing 
 she is doing.
 
 APPENDIX 309 
 
 17. Catholic. American born. 29 years, 5 months old. Father, a farmer, 
 died when she was 2 years old. Parents were both American born. She was 
 an onl}' child. She left school at 14 years of age, having completed 7-B 
 grade (country school). She was obhged to leave school in order to help 
 her mother, for the uncle who had been their support had married and gone 
 away. She did housework for the first winter at $12 a month and did not like 
 it. The second summer she worked at a summer hotel in her home town as 
 waitress and earned $12 a month. She had cousins who hve near Poughkeepsie 
 through whom she heard of the positions at Vassar. She put in an 
 application and secured work almost at once as an elevator maid, 
 where she remained for 5 years at $2.70 a week. For 5 months she worked 
 in a telephone office in her home town. After the fifth year at Va'^sar she 
 stayed on in the telephone office all winter at $12 a month and board because 
 they begged her to remain. Diu-ing that winter she learned telegraphy. 
 Then she took a position in the telegraph office at $15 in the winter and $20 
 in the simimer with board and room. This she held for 1 year and 5 months, 
 when she was married. She has had no children. Her husband was tele- 
 graph operator and they moved to a western city. There the office was short 
 of help for 9 months and she took a position as telegrapher at $57.50 a month. 
 They lived there 3 years. Then her mother was taken ill and she came back 
 to take care of her. The mother was old and afraid to go so far "out west." 
 The illness protracted itself until the husband grew lonely, gave up his 
 position in Kansas and came east to be with her. He then procured work 
 for a R. R. at $60 a month, and after the death of her mother she came 
 to Vassar thinking that after a year she would save enough money to start 
 housekeeping. In the days when she first went to Vassar, the wages were 
 not as high as they are now, which accounts for the fact that she then earned 
 only $2.70 a week. She now earns $16 a month, and if she remains will 
 probably succeed in being promoted to $25 a month. Much more efficient 
 than average. 
 
 18. Protestant. American born. 19 j^ears, 10 months old. Both parents 
 living, American born. Father is a wagon painter. He became crippled 
 5 years ago with rheimiatism. Mother is a cook in a wealthy neighboring 
 family. 2 sisters, one married and one in high school. Left school at 18 
 years of age, having completed 13-2 years of high school, because she wanted 
 to save money to take training to become a nurse. She had a cousin at 
 Vassar through whom she secured work. She is glad of the opportunity to 
 work at Vassar and is saving her money. After another year she expects 
 to leave and take her training in a Hospital in New York. It was her 
 school principal who interested her in the project. She earns $3.69 a week 
 at Vassar. She is a slender, rather refined looking girl. Her enunciation is 
 excellent. She is a person without much force, but absolutely normal and 
 sensible, extremely well-mannered and dignified. 
 
 19. Protestant. American born. 28 years old. Father dead. She is an 
 only child. Father was a soldier in the army. She was 16 and about to 
 finish the Sth grade when the Philippine war took her father away from 
 home. It was not necessary, but she felt that she ought to go to work. She 
 secured work as bookkeeper in a government post at $25 a month. After 
 a year her salary was raised to $30. She stayed 3 years and was then married. 
 Her husband supported her very nicely, but died after 5 years. They had 
 one httle girl. She then took the child and went back to her mother. She 
 secured her former position, again earning $35 a month. After a year her 
 salary was raised to $40 and at the end of the second year to $45 a month. 
 It was a government position and has lately been reorganized, so that the 
 soldiers themselves do the work and paid clerks were dismissed. She then 
 secured work at Vassar, where she has been for 1 year earning $3.69 a week.
 
 310 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Miss Barrett says that she is to have $25 a month next year. She is a quiet, 
 well-poised and dignified young woman. She has a refined voice and is 
 rather fine looking. She still mourns the death of her husband and regrets 
 that she can do so Httle for her child. She is saving all she can of her wages 
 in order to send the child to school some day. Much above the average in 
 efficiency. 
 
 20. Protestant. American bom. 22 years old. Both parents living. 
 Father's occupation unknown. 5 brothers, one of whom is dead. No sisters. 
 She left school, having completed the 3d year of high school at 17 years of 
 age, because she was convinced there were other things she would hke better 
 to do. She stayed at home for 2 years. Her family felt very badly about 
 her not going on to school. After 2 years at home she taught in a private 
 school for the feeble-minded where there were 10 children. She was paid 
 $25 a month and hving. After 14 months, the daughter of the man who 
 maintained this school returned from the Normal and supplanted her. She 
 stayed home a year and then came to Vassar. She wanted to go to the 
 Hudson State Hospital, but her people persuaded her to come to the College 
 instead. She has black hair and much color. She is really an unusually 
 bright girl. She carries herself well, is keen, attractive and mature. On 
 the whole she thinks it would be best for her to go back to school, but her 
 home is in a small town, and her pride won't let her. She thinks she will 
 become a nm-se. She enunciates well and has excellent control of language. 
 She is entirely stable and impressed me as being quite as able and intelli- 
 gent as the average college freshman. She reahzes she is capable of doing 
 something better than the work at Vassar and will probably not remain 
 longer than another year.
 
 APPENDIX 
 
 311 
 
 TABLE 74. 
 Below-Grade Group 
 
 
 Age 
 
 
 
 
 fc- s 
 
 
 
 Previous Inst. * 
 
 Previous Inst.* 
 
 oH 
 
 
 Offense 
 
 Record 
 
 
 ""J 
 
 
 Record. Criminal 
 
 Non-criminal 
 
 38 
 
 19:6 
 
 Indicted and ar- 
 rested for Granc 
 Larceny; pleadec 
 guilty to Petit 
 Larceny. 
 
 
 
 65 
 
 20:6 
 
 Vagrancy. 
 
 j 
 
 County House. 
 
 
 
 1 
 
 City Hospital. 
 
 122 20 
 
 Petit Larceny. 
 
 lOne arrest; probation, 
 1 broken. i 
 
 123' 16:1 
 
 Disorderly Person. 
 
 
 
 124 
 
 25:9 
 
 Common Prostitute. 
 
 
 
 8 
 
 22:10 
 
 Common Prostitute. 
 
 Workhouse, 10 days. 
 Workhouse, 5 days. 
 4 finger prints. 
 
 
 22 
 
 23:8 
 
 Vagrancy. 
 
 
 
 51 
 
 21:11 
 
 Common Prostitute. 
 
 Florence Crittenden 
 
 Home, 2 days. 
 Workhouse, 6 mos. 
 
 
 56 
 
 27:6 
 
 Adultery. 
 
 House of Good Shep- 
 herd, Troy, 3 mos. 
 
 
 92 
 
 17:9 
 
 Disorderly Child. 
 
 BrookljTi Training 
 
 School, 8 mos. 
 Wayside Home. 
 Probation. 
 
 
 101 
 
 21:2 
 
 Common Prostitute. 
 
 House of Holy Family, 
 N. Y., 18 mos. 
 
 
 112 
 
 22:4 
 
 Petit Larceny. 
 
 "Mother tried to have 
 her put away at 16." 
 
 Day Nursery. 
 
 127 
 
 20:3 
 
 Vagrancy. 
 
 House of Good Shep- 
 herd, 3 mos. 
 
 St. Joseph's Home, 
 
 Brooklyn, 11 yrs. 
 
 Kings Co. Hospital. 
 
 24 
 
 17:11 
 
 Associating with 
 
 Raffael Home, New- 
 
 Kings Co. Hospital, 
 
 
 
 vicious persons. 
 
 ark, 11 mos. 
 Gerry Soc. Home, 5 
 mos. 
 
 3 mos. 
 
 29 
 
 18:3 
 
 Vagrant. Chan. 887, 
 
 House of Good Shep- 
 
 Metropolitan Hosp., 
 
 
 
 Subdiv. 3, Code 
 
 herd, 5 mos. 
 
 1 mo. 
 
 
 
 of Criminal Pro- 
 
 
 
 
 
 cedure. 
 
 
 
 42 
 
 17:5 
 
 Vagrancy. 
 
 Albany Shelter, 4 mos. 
 
 
 87 
 
 23:11 
 
 Prostitution. 
 
 House of Good Shep- 
 herd, Peekskill. 
 
 
 102 
 
 18:6 
 
 Common Prostitute. 
 
 Blackwell's Island. 
 Probation. 
 
 
 115 
 
 18:6 
 
 Petit Larceny. 
 
 
 
 20 
 
 22:11 
 
 Common Prostitute. 
 
 Arrested 7 times. 
 6 times on Blackwell's 
 Is., 5 to 15 days. 
 
 
 *Blank space means there was no institutional record.
 
 312 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 74:— Continued 
 
 
 Age 
 
 
 
 
 ^ 9 
 
 
 Offense 
 
 Previous Inst. 
 Record. Criminal 
 
 Previous Inst. 
 
 o1? 
 
 
 Record 
 
 ° i 
 
 sj 
 
 
 
 Non-criminal 
 
 zs 
 
 >^§ 
 
 
 
 
 53 
 
 27:9 
 
 Common Prostitute. 
 
 Blackwell's Is. twice, 
 10 days and 30 days. 
 
 
 81 
 
 16:4 
 
 Vagrancy (Prosti- 
 tute). 
 
 
 
 85 
 
 28:3 
 
 Prostitution. 
 
 CathoUc Protectory at 
 
 11. 
 7 finger prints. 
 
 
 91 
 
 27:4 
 
 Common Prostitute. 
 
 
 
 
 
 Bedford once and dis- 
 
 
 
 
 
 charged. 
 
 
 104 
 
 19:2 
 
 Vagrancy. 
 
 Says she was with 
 Sisters once in a 
 place like this. 
 
 
 114 
 
 16:3 
 
 Vagrancy. Sec. 887, 
 Subdiv. 3 of Code 
 of Criminal Pro- 
 cedure. 
 
 Arrested once and held 
 as ■witness by Gerry 
 Society. 
 
 
 18 
 
 24:1 
 
 Common Prostitute. 
 
 
 
 35 
 
 33 
 
 Common Prostitute. 
 
 
 
 40 
 
 17:4 
 
 Common Prostitute. 
 
 
 
 44 
 
 21:6 
 
 Common Prostitute. 
 
 
 
 64 
 
 22:5 
 
 Common Prostitute. 
 
 Workhouse 7 times. 
 5 finger prints. 
 Discharged once; fined 
 once. 
 
 
 108 
 
 18:2 
 
 Vagrancy. 
 
 
 
 116 
 
 25:2 
 
 Common Prostitute. 
 
 One arrest for desert- 
 ing child. 4 days. 
 
 
 128 
 
 25:11 
 
 Petit Larceny. 
 
 Blackwell's Island, 6 Bellevue Hospital, 6 
 
 
 
 
 mos. 
 
 mos. 
 
 
 
 V. 
 
 Grade Group. 
 
 
 2 
 
 18:7 
 
 Vagrancy. 
 
 
 White Plains Tem- 
 porary Home from 
 5 to 10 }TS. of age. 
 
 St. John's Hospital, 
 Yonkers, for hip 
 joint disease at 
 3 JTS. of age. At 
 13 fractured hip 
 and in Hospital 
 3 mos. 
 
 9 
 
 22:11 
 
 Loitering (Common 
 Prostitute). 
 
 House of Good Shep- 
 herd, 3 mos. 
 2 finger prints. 
 
 
 30 
 
 22:10 
 
 Disposing of cocame. 
 
 3 arrests; once sen- 
 tence suspended; 
 sentence for 1 yr. to 
 
 Workhouse, 20 days. 
 
 
 34 
 
 20:5 
 
 Common Prostitute. 
 
 
 
 36 
 
 20:4 
 
 Attempting to com- 
 mit Grand Lar- 
 ceny, 2d degree. 
 
 
 Dominican Sisters, 
 Sullivan Co., 12 
 yrs.
 
 APPENDIX 
 
 313 
 
 TABLE 7i— Continued 
 
 
 Age 
 
 
 
 
 * 
 
 
 
 Previous Inst. 
 
 Previous Inst. 
 
 o a 
 
 
 Oflfense 
 
 Record. Criminal 
 
 Record 
 
 o y 
 
 2 o 
 
 
 
 Non-criminal 
 
 z^ 
 
 >^§ 
 
 
 
 
 39 
 
 21:7 
 
 Common Prostitute. 
 
 Arrested on false 
 charge of stealing; 
 discharged. 
 
 House of Good Shep- 
 herd, 2 JTS. 
 
 
 70 
 
 23 
 
 Grand Larceny, 2d 
 degree. 
 
 
 Confined in N- Y. 
 Foundling Hosp. 
 
 74 
 
 27:1 
 
 Common Prostitute. 
 
 
 
 82 
 
 20:1 
 
 Petit Larceny. 
 
 
 
 VI. Grade Group. 
 
 16: 
 26: 
 17: 
 17: 
 
 Common Prostitute. 
 
 Common Prostitute. 
 
 Vagrancy. 
 
 Burglary, 3d degree. 
 
 13 20:2 Vagrancy. 
 
 21 15: 10 Disorderly Child. 
 
 25 20:11 Common Prostitute. 
 
 57 
 
 17:2 
 
 19: 
 26: 
 
 89 17:1 
 
 Common Prostitute. 
 Common Prostitute. 
 
 Common Prostitute. 
 
 93 
 103 
 111 
 
 26: 
 18: 
 30 
 
 Common Prostitute. 
 
 Endangering health 
 of minor. 
 
 Associating with dis- 
 orderly persons. 
 
 Common Prostitute. 
 
 Incorrigible Child. 
 Habitual Drunkard. 
 
 House of Holy Fam- 
 ily. 1 JT-. 
 
 1 finger print. 
 
 House of Mercy, 9 mos. 
 
 Workhouse, 5 days and 
 10 days. 
 
 Hudson Training 
 
 School, 4 yrs. 
 
 House of Mercy, 1 yr. 
 'House of Good Shep- 
 ] herd, 1 yr. 
 
 IWaverly House, 30 
 
 days, 
 i Probation. 
 
 House of Good Shep- 
 herd, 5 mos. 
 
 Miss Westcott's Home, 
 3 wks. 
 
 Florence Crittenden 
 Home, 6 days. 
 
 Waverly House, 4 mos. 
 
 White Plains Temp. 
 
 Home, 17 mos. 
 Eastview Hospital. 
 White Plains Temp. 
 
 Home, 6 \ts. 
 
 Once before Children's 
 Court. 
 
 2 arrests. Blackwell's 
 Island. 
 
 Florence Crittenden 
 Home, 5 days. 
 
 St. Ann's Home, Al- 
 bany, 6 mos. 
 
 Neurological 
 
 Institute. 
 BelleviewHosp. 
 Jefferson Home 
 
 Kansas Cy.
 
 314 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 7 i— Continued 
 VII. Grade Group. 
 
 
 Age 
 
 
 
 
 <« ® 
 
 
 Ofifense 
 
 Previous Inst. 
 Record. Criminal 
 
 Previous Inst. 
 
 O rt 
 
 
 Record 
 
 ° i 
 
 £| 
 
 
 
 Non-criminal 
 
 ;?£ 
 
 >hS 
 
 
 
 
 12 19:4 
 
 Vagrancy. 
 
 
 
 14; 18:4 
 
 Common Prostitute. 
 
 1 arrest; probation. 
 
 
 261 20:3 
 
 Common Prostitute. 
 
 Bedford, 3 yrs. 
 
 
 31 
 
 27:11 
 
 Keeping Disorderly 
 House. 
 
 
 Lying in Hosp. for 
 birth of baby. 
 
 32 
 
 27:3 
 
 Keeping Disorderly 
 House. 
 
 
 
 52 
 
 28:1 
 
 Sec. 1458 Consol. 
 Act. (Counted as 
 C. P.) 
 
 1 arrest; probation. 
 
 
 66 23:4 
 
 Common Prostitute. 
 
 
 
 67 
 
 25:4 
 
 Common Prostitute. 
 
 Workhouse once; sen- 
 tence 6 mos.; did 2 
 mos. 
 
 
 69 
 
 19:1 
 
 Vagrancy. 
 
 
 
 71 
 
 17:4 
 
 Grand Larceny, 1st 
 degree. 
 
 
 
 72 
 
 18:2 
 
 Petit Larceny. 
 
 Probation. 
 
 
 73 
 
 22:5 
 
 Common Prostitute. 
 
 BlackweU's Is. twice. 
 Probation, 6 mos. 
 Magdalen, 1 day. 
 
 
 94 
 
 16:10 
 
 Vagrancy. 
 
 
 Beecher Home, 
 Brooklyn, 5 yrs. 
 
 106 
 
 17:2 
 
 Associating with Dis- 
 orderly Persons. 
 
 
 
 109 
 
 18:7 
 
 Grand Larcenj^, 2d 
 degree. 
 
 Suspended sentence, 
 May, 1912. 
 
 House of Good Shep- 
 herd, 3 mos. 
 
 
 117 
 
 22 
 
 Having Narcotics in 
 Possession as a 
 Misdemeanor. 
 
 Suspended sentence; 
 broke probation. 

 
 APPENDIX 
 
 315 
 
 TABLE 74 (Continued) 
 VIII. Grade Group. 
 
 
 Age 
 
 
 
 
 ^ ® 
 
 
 Offense 
 
 Previous Inst. 
 Record. Criminal 
 
 Previous Inst. 
 
 oti 
 
 
 Record 
 
 o i 
 
 s| 
 
 
 
 Non-criminal 
 
 ;?£ 
 
 >^§ 
 
 
 
 
 16 23:10 
 
 Common Prostitute. 
 
 Arrested 11 times. 
 
 
 
 
 
 7 times fined $10. 
 
 
 
 
 
 4 times, Blackwell's 
 
 
 
 
 
 Is., 5-30 days. 
 
 
 
 
 
 2 times House of Good 
 
 
 
 
 
 Shepherd, 5 wlcs. 
 
 
 1 
 
 
 and 6 wks. 
 
 
 231 28:5 
 
 Common Prostitute. 
 
 
 Brooklyn Industrial 
 
 
 
 
 
 School, 4 yrs. 
 
 
 
 
 
 Brooklyn Training 
 
 
 
 
 
 School, 2 yrs. 
 
 33 
 
 21:8 
 
 Common Prostitute. 
 
 Catholic Protectory, 5 
 mos. 
 
 
 45 16:6 
 
 Vagrancy. 
 
 
 
 78 23:3 
 
 Common Prostitute 
 
 (Vagrancy) . 
 
 
 
 83 17:1 
 
 Vagrancy. 
 
 
 
 841 28:1 
 
 Disorderly Conduct. 
 
 Bedford, 3 yrs. 
 
 
 90 19:3 
 
 Prostitution. 
 
 Probation once which 
 she broke. 
 
 
 95 20:5 
 
 Vagrancy. 
 
 Bedford, 3 yrs. 
 
 
 97, 25:11 
 
 Common Prostitute. 
 
 2 arrests 
 
 Blackwell's Island. 
 
 
 100 
 
 24:7 
 
 Common Prostitute. 
 
 BlackweU's Is. once. 
 
 
 125 
 
 17:8 
 
 Vagrancy. 
 
 Cathohc Protectory, 11 
 mos. 
 
 House of Good Shep- 
 herd, 2 yrs. 
 
 
 129 
 
 22:8 
 
 Common Prostitute. 
 
 Lancaster Reforma- 
 tory, Mass., 18 mos. 
 
 Transferred to Sher- 
 burne Prison, 8 mos., 
 twice discharged. 

 
 TABLE 75. 
 Below-Grade Group. 
 
 
 
 
 Inmate's Inmate's 
 
 Number 
 
 
 
 
 Age When 
 
 Age When 
 
 SibUngs 
 
 1 
 
 
 
 
 
 
 
 ti 
 
 Father's 
 
 Mother's 
 
 
 
 •d 
 
 01 
 
 •a 
 
 Ol 
 
 
 
 w 
 
 Occupation 
 
 Occupation 
 
 
 U 
 
 U, J- 
 
 d 
 
 
 
 O 
 
 d 
 
 
 
 
 5-0 
 §5 
 
 2 S 
 
 fa « 
 
 Bros. 
 
 Sisters 
 
 38 
 
 Coal yard. 
 
 None. 
 
 
 9 
 
 
 
 2 
 
 1 
 
 65 
 
 Water Supply- 
 Section Boss. 
 
 Shirt ironer. . 
 
 13 
 
 
 
 
 4 
 
 4 
 
 122 
 
 Presser. 
 
 None. 
 
 
 
 
 
 3 
 
 2 
 
 123 
 
 Foreman R. R. 
 Gang. 
 
 None. 
 
 2 
 
 
 X 
 
 
 
 3 own 
 3 half 
 
 124 
 
 Farm helper. 
 
 None. 
 
 17 
 
 23 
 
 
 
 
 (D* 
 
 8 
 
 QuarrjTnan. 
 
 None. 
 
 
 
 
 
 2 
 
 4 
 
 22 
 
 Fanns small farm. 
 
 None. 
 
 
 
 
 
 1 
 
 (1) 
 
 51 
 
 Shoemaker. 
 
 None. 
 
 
 
 
 
 1 
 
 2 
 
 56 
 
 Carpenter. 
 
 None. 
 
 
 6 
 
 
 
 1 
 
 3 
 
 92 
 
 Colors paper in fac- 
 tory. 
 
 None. 
 
 
 
 
 
 4(2) 
 
 2(1) 
 
 101 
 
 Street cleaner. 
 
 O^rtTi; none. 
 
 Step; sewing and 
 artificial flowers. 
 
 
 3 
 
 
 X 
 
 lown 
 2 half 
 
 1 own 
 
 2 half 
 
 112 
 
 Asst. Foreman in 
 feed store. 
 
 Housekeeper. 
 
 
 
 
 
 1 
 
 4 
 
 127 
 
 Peddler. 
 
 None. 
 
 2 
 
 3 
 
 
 
 1 
 
 11(9) 
 
 24 
 
 Painter. 
 
 Lace maker. 
 
 9 
 
 
 
 
 1 
 
 5 
 
 29 
 
 None; supported 
 
 by mother. 
 Step; chauffeur. 
 
 Day's work. 
 
 3 
 
 
 X 
 
 
 1 own 
 Ihalf 
 
 2 own 
 Ihalf 
 
 42 
 
 Farm laborer. 
 
 None. 
 
 
 
 
 
 6 
 
 5 
 
 87 
 
 Day's work; wig- 
 maker and gam- 
 bler. 
 
 Wigmaker. 
 
 
 
 
 
 3 
 
 (1) 
 
 102 
 
 Iron railer. 
 
 Hat maker. 
 
 3 
 
 
 
 
 2 (dead) 
 
 1 
 
 115 
 
 Step; butcher farm 
 hand. 
 
 None. 
 
 1 
 
 
 2 
 
 
 1 own 
 7 half 
 
 
 20 
 
 Fur cutter. 
 
 None. 
 
 
 
 
 
 2 
 
 
 53 
 
 Own; laborer and 
 
 express driver. 
 Step ; express driver. 
 
 None. 
 
 16 
 
 
 X 
 
 
 4 
 
 
 81 
 
 Driver. 
 
 Day's work. 
 
 11 
 
 
 
 
 
 1 
 
 85 
 
 Bricklayer. 
 
 X. 
 
 
 
 
 
 1 
 
 1 
 
 91 
 
 Own; driver. 
 Step; X. 
 
 Laundress. 
 
 7 
 
 
 X 
 
 
 lown 
 4 half 
 
 1 ovai 
 3 half 
 
 104 
 
 X 
 
 X. 
 
 bef. 
 birth 
 
 14 
 
 
 
 
 4 
 
 114 
 
 Baker. 
 
 Factory. 
 
 10 
 
 
 
 
 1 
 
 4 
 
 18 
 
 Baker. 
 
 Shirtmaker. 
 
 14 
 
 5 
 
 
 X 
 
 2 own 
 3haK 
 
 
 35 
 
 R. R. rod gang 
 worker. 
 
 Day's work. 
 
 18 
 
 
 
 
 2 
 
 2 
 
 40 
 
 Driver. 
 
 None. 
 
 9 
 
 12 
 
 
 
 5 
 
 4 
 
 44 
 
 Factory hand. 
 
 Day's work. 
 
 
 
 
 
 1 
 
 5 
 
 64 
 
 Farmer (owoied 
 small fami). 
 
 None. 
 
 2 
 
 2 
 
 
 
 
 1 
 
 108 
 
 Farm hand. 
 
 Farm hand. 
 
 8 
 
 
 X 
 
 
 4 own 
 (3) 
 
 3own(2) 
 1 step 
 
 116 
 
 Farm laborer. 
 
 None. 
 
 
 
 
 
 1 
 
 2 
 
 128 
 
 Travehng sales- 
 man. 
 
 None. 
 
 1 mo. 
 
 5 
 
 
 
 
 
 *Number of siblings includes those dead; the number not Uving is repeated 
 in paranthese.
 
 APPENDIX 
 
 317 
 
 TABLE 75 (Continued) 
 Vth-Grade Group. 
 
 
 
 
 Inmate's 
 
 Inmate's 
 
 Number 
 
 1 
 
 Father's 
 
 Mother's 
 
 Age When 
 
 Age When 
 
 Siblings 
 
 a 
 
 
 
 ■a 
 11 
 
 .2 
 
 
 
 o 
 
 Occupation 
 
 Occupation 
 
 b 
 
 
 03 U 
 
 t.1 u 
 
 
 
 
 
 
 to 
 
 ■S .2 
 fe c 
 
 Si5 
 
 
 5 S 
 
 Bros. 
 
 sisters 
 
 2 
 
 Insane last 20 yrs. 
 Was blacksmith. 
 
 Day's work. 
 
 
 
 
 
 3(1) 
 
 2 
 
 9 
 
 Millwright. 
 
 Step; carpenter. 
 
 Practical nurse at 
 home. 
 
 X 
 
 
 X 
 
 
 2 
 
 
 30 
 
 Physician. 
 
 None. 
 
 
 9 
 
 
 15:8 
 
 1 
 
 1 own 
 Istep 
 
 34 
 
 Master plumber. 
 
 Silk mill. 
 
 
 
 
 
 5 
 
 1 
 
 36 
 
 Laborer in gas 
 house. 
 
 None. 
 
 3 
 
 3 
 
 
 
 1 
 
 1 
 
 39 
 
 Farm laborer. 
 
 None. 
 
 1 
 
 11 
 
 
 
 5 
 
 3 
 
 70 
 
 R. R. engineer. 
 
 X. 
 
 10 
 
 10 
 
 
 
 
 
 74 
 
 Painter. 
 
 None. 
 
 15 
 
 2 m. 
 
 X 
 
 X 
 
 
 
 82 
 
 Carpenter; me- 
 chanic; farmer. 
 
 None. 
 
 14 
 
 
 15 
 
 
 5 
 
 4(1) 
 
 VIth-Grade Groui 
 
 '. 
 
 
 3 
 
 Marble polisher. 
 
 None. 
 
 
 
 
 
 2 
 
 3 
 
 5 
 
 Laborer. 
 
 Cleans offices. 
 
 21:4 
 
 
 
 
 1 
 
 
 7 
 
 X. 
 
 X. 
 
 X 
 
 X 
 
 2:6* 
 
 
 
 1 
 
 10 
 
 X. 
 
 X. 
 
 3 
 
 3 
 
 
 
 
 
 13 
 
 Carpenter and en- 
 gineer. 
 
 None. 
 
 
 
 
 
 6 
 
 4« 
 
 21 
 
 Gardener. 
 
 Day's work. 
 
 
 11 
 
 
 
 4(1) 
 
 4 
 
 25 
 
 Builder. 
 
 None. 
 
 
 
 
 
 
 2 
 
 28 
 
 Farm laborer. 
 
 None. 
 
 
 
 
 
 5 
 
 2 
 
 55 
 
 Blacksmith. 
 Step; laborer. 
 
 None. 
 
 3 
 
 5 
 
 4:6 
 
 
 
 
 57 
 
 Tailor. 
 
 Dyeing establish- 
 ment. 
 
 
 
 
 
 2 
 
 1 
 
 63 
 
 Works for Gas Co. 
 
 None. 
 
 
 X 
 
 
 
 1 
 
 2 
 
 76 
 
 Mason. 
 
 Day's work. 
 
 22 
 
 
 
 
 5(1) 
 
 5 
 
 89 
 
 Painter and decor- 
 ator. 
 
 None. 
 
 
 
 
 
 5(2) 
 
 3 
 
 93 
 
 Cabinet maker. 
 
 None. 
 
 5 
 
 6 
 
 
 
 
 
 103 
 
 None (sick). 
 
 Clothing factory. 
 
 
 
 
 
 
 1 
 
 111 
 
 R. R. laborer. 
 
 None. 
 
 
 
 
 
 5(1) 
 
 7(1)
 
 318 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 75 (Continued) 
 VIIth-Grade Group. 
 
 
 
 
 Inmate's 
 
 Inmate's 
 
 Number 
 
 s 
 
 Father's 
 
 Mother's 
 
 Age When 
 
 Age When 
 
 Siblings 
 
 s 
 
 £3 
 
 
 
 •a 
 
 
 
 
 1— 1 
 
 Occupation 
 
 Occupation 
 
 Ui 
 
 1^ 
 
 
 u u> 
 
 
 ■ 
 
 O 
 
 
 
 
 l-o 
 
 ^ g 
 
 2 :s 
 
 Bros. 
 
 Sisters 
 
 6 
 
 
 
 •^ .2 
 
 re "C 
 
 §5 
 
 1 » 
 
 
 
 12 
 
 Farm laborer. 
 
 None. 
 
 16:4 
 
 16 
 
 
 1 
 
 2 
 
 14 
 
 Bootblack. 
 
 None. 
 
 
 
 
 1 
 
 2 
 
 26 
 
 Slater. 
 
 Janitress. 
 
 
 
 
 
 2 
 
 2 
 
 31 
 
 Master mechanic. 
 
 Dressmaker. 
 
 18 
 
 18 
 
 
 
 (1) 
 
 1 
 
 32 
 
 Master mechanic. 
 
 Dressmaker. 
 
 18 
 
 18 
 
 
 
 (1) 
 
 1 
 
 52 
 
 Salesman. 
 
 None. 
 
 
 
 
 
 2 
 
 3 
 
 66 
 
 In freight house. 
 
 None. 
 
 
 
 
 
 1 
 
 1 
 
 67 
 
 Step; laborer in jew- 
 elry factory. 
 
 X. 
 
 X 
 
 
 X 
 
 
 4 
 
 3 
 
 69 
 
 Stableman. 
 
 None. 
 
 
 
 
 
 3 
 
 1 
 
 71 
 
 OwnX. 
 
 Step; actor. 
 
 Actress. 
 
 4 
 
 
 12 
 
 
 (1) 
 
 1 
 
 72 
 
 Teamster. 
 
 Day's work. 
 
 12 
 
 
 X 
 
 
 3 
 
 3 
 
 73 
 
 Fireman. 
 
 None. 
 
 
 
 
 
 4 
 
 5(2) 
 
 94 
 
 Steward on tow 
 boat. 
 
 None. 
 
 
 6:7 
 
 
 
 2 
 
 2 
 
 106 
 
 Hotel keeper. 
 
 None. 
 
 Sep. 
 
 
 10 
 
 11 
 
 
 3 
 
 109 
 
 Plumber. 
 
 None. 
 
 
 
 
 
 2 
 
 
 117 Telegraph operator. 
 
 Nurse. 
 
 
 
 
 
 3 
 
 2 
 
 * Foster parent. 
 
 * Plus five miscarrigaes. 
 
 
 
 VIIIth-Grade Group. 
 
 
 
 
 
 16 
 
 Engineer on boats. 
 
 None. 
 
 17 
 
 12 
 
 
 16 
 
 3 
 
 5(1) 
 
 23 
 
 Bookkeeper. 
 
 None. 
 
 5 
 
 22 
 
 
 
 (2) 
 
 (1) 
 
 33 
 
 Bootblack parlor. 
 
 None. 
 
 
 
 
 
 7(2) 
 
 6(1) 
 
 45 
 
 Machinist. 
 
 None. 
 
 
 
 
 
 3 
 
 2 
 
 78 
 
 Quarryman. 
 
 None. 
 
 
 
 
 
 3 
 
 6(1) 
 
 83 
 
 Plumber. 
 
 Boarding house. 
 
 
 
 
 
 1 
 
 1 
 
 84 
 
 Cook on boat. 
 
 Restaurant keeper. 
 
 16 
 
 
 
 
 2(1) 
 
 4(1) 
 
 90 
 
 Carpenter. 
 
 None. 
 
 
 
 
 
 1 
 
 (2) 
 
 95 
 
 Hotel keeper. 
 
 Housekeeper. 
 
 
 
 
 
 Ihalf 
 
 
 97 
 
 Machinist. 
 
 Housework. 
 
 
 
 
 
 (2) 
 
 1 
 
 100 
 
 Tailor. 
 
 None. 
 
 
 
 
 
 
 1 
 
 125 
 
 Stone cutter. 
 
 None. 
 
 Sep. 
 12 
 
 8 
 
 
 
 
 1 
 
 2 
 
 129 
 
 Made refrigerators. 
 
 Saleswoman. 
 
 
 
 
 
 1
 
 APPENDIX 
 
 319 
 
 TABLE 76. 
 Below-Grade Group. 
 
 o 
 
 2 
 
 
 
 
 No. of Children 
 
 
 5 
 
 Nation- 
 ality 
 
 Years In 
 America 
 
 Married 
 
 
 Religion* 
 
 Q 
 
 
 
 
 6 
 
 
 
 
 Leg. 
 
 Illegitimate 
 
 
 38 
 
 American 
 
 
 No 
 
 
 
 P. 
 
 65 
 
 American 
 
 
 No 
 
 
 1 
 
 P. 
 
 122 
 
 American 
 
 
 No 
 
 
 
 J. 
 
 123 
 
 American 
 
 
 No 
 
 
 
 C. 
 
 124 
 
 German 
 
 9:1 
 
 No 
 
 
 
 c. 
 
 8 
 
 Polish 
 
 20:1 
 
 No 
 
 
 
 c. 
 
 22 
 
 American 
 
 
 No 
 
 
 1 
 
 p. 
 
 51 
 
 American 
 
 
 Yes 
 
 
 
 c. 
 
 56 
 
 American 
 
 
 No 
 
 
 1 (died here) 
 
 c. 
 
 92 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 101 
 
 American 
 
 
 Yes 
 
 
 1 (died) 
 
 c. 
 
 112 
 
 American 
 
 
 Yes 
 
 
 1 (died) 
 
 c. 
 
 127 
 
 American 
 
 
 No 
 
 
 1 
 
 c. 
 
 24 
 
 Italian 
 
 14:1 
 
 No 
 
 
 1 miscarriage 
 
 c. 
 
 29 
 
 American 
 
 
 No 
 
 
 
 c. 
 
 42 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 87 
 
 American 
 
 
 No 
 
 
 X 
 
 c. 
 
 102 
 
 American 
 
 
 No 
 
 
 1 (died) 
 
 c. 
 
 115 
 
 American 
 
 
 No 
 
 
 1 
 
 p. 
 
 20 
 
 Russian 
 
 14:1 
 
 Yes 
 
 1(?) 
 
 
 J. 
 
 53 
 
 American 
 
 
 Yes 
 
 
 
 p. 
 
 81 
 
 American 
 
 
 Yes 
 
 
 
 p. 
 
 85 
 
 American 
 
 
 No 
 
 
 
 c. 
 
 91 
 
 American 
 
 
 No 
 
 
 1 (died) 
 
 c. 
 
 104 
 
 Polish 
 
 6:2 
 
 No 
 
 
 
 c. 
 
 114 
 
 American 
 
 
 No 
 
 
 
 J. 
 
 18 
 
 Austrian 
 
 8:1 
 
 Yes 
 
 
 1 (died) 
 
 J. 
 
 35 
 
 American 
 
 
 Yes 
 
 2 
 
 
 p. 
 
 40 
 
 American 
 
 
 No 
 
 
 
 c. 
 
 44 
 
 Italian 
 
 12:3 
 
 Yes 
 
 2 (Both 
 dead) 
 
 
 c. 
 
 64 
 
 Canadian 
 
 7:1 
 
 Yes 
 
 
 1 stiU bom 
 
 c. 
 
 108 
 
 German 
 
 2:2t 
 
 No 
 
 
 
 p. 
 
 116 
 
 Austrian 
 
 10:2 
 
 Yes 
 
 3 
 
 
 c. 
 
 128 
 
 Austrian 
 
 11:1 
 
 No 
 
 
 
 J. 
 
 * P = Protestant. C = Catholic. J = Jewish. 
 
 tThis girl was too dull even to understand the explanation of the tests in 
 her own language so was omitted because of language handicap.
 
 320 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 TABLE 76 (Continued) 
 Vth-Gbade Group. 
 
 V 
 
 
 
 
 
 
 g 
 
 
 
 
 No. of Children 
 
 
 a 
 
 Nation- 
 ality 
 
 Years in 
 America 
 
 Married 
 
 
 
 o 
 
 
 
 Religion 
 
 d 
 
 
 
 
 Leg. 
 
 Illegitimate 
 
 
 ^ 
 
 
 
 
 
 
 
 2 
 
 American 
 
 
 No 
 
 
 
 P. 
 
 9 
 
 Canadian 
 
 20:2 
 
 No 
 
 
 
 C. 
 
 30 
 
 German 
 
 20:2 
 
 Yes 
 
 
 
 C. 
 
 34 
 
 American 
 
 
 No 
 
 
 
 P. 
 
 36 
 
 American 
 
 
 No 
 
 
 
 C. 
 
 39 
 
 Irish 
 
 5:4 
 
 No 
 
 
 1 
 
 C. 
 
 70 
 
 American 
 
 
 No 
 
 
 1 
 
 C. 
 
 74 
 
 American 
 
 
 No 
 
 X 
 
 X 
 
 P. 
 
 82 
 
 American 
 
 
 Yes 
 
 1 (died) 
 
 
 C. 
 
 VIth-Grade Group. 
 
 3 
 
 American 
 
 
 No 
 
 
 
 C. 
 
 5 
 
 American 
 
 
 Yes (?) 
 
 
 
 P. 
 
 7 
 
 American 
 
 
 No 
 
 
 1 
 
 P. 
 
 10 
 
 American 
 
 
 No 
 
 
 
 P. 
 
 13 
 
 American 
 
 
 No 
 
 
 2 
 
 P. 
 
 21 
 
 American 
 
 
 No 
 
 
 
 C. 
 
 25 
 
 American 
 
 
 No 
 
 
 1 miscarriage 
 
 P. 
 
 28 
 
 American 
 
 
 X 
 
 
 X 
 
 C. 
 
 55 
 
 American 
 
 
 Yes 
 
 1 
 
 
 p. 
 
 57 
 
 American 
 
 
 Yes 
 
 
 
 J. 
 
 63 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 76 
 
 American 
 
 
 Yes 
 
 2 
 
 2 (one dead) 
 
 p. 
 
 89 
 
 American 
 
 
 Yes 
 
 
 
 J. 
 
 93 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 103 
 
 American 
 
 
 No 
 
 
 
 J. 
 
 HI 
 
 American 
 
 
 Yes 
 
 2 
 
 
 c.
 
 APPENDIX 
 
 321 
 
 TABLE 76 (Continued) 
 VIIth Grade Group. 
 
 1 
 
 a 
 
 
 
 
 No. of Children 
 
 
 c 
 
 Nation- 
 ality 
 
 Years in 
 America 
 
 Married 
 
 
 
 s 
 
 
 
 Religion 
 
 d 
 
 
 
 
 Leg. 
 
 Illegitimate 
 
 
 12 
 
 American 
 
 
 No 
 
 
 1 
 
 P. 
 
 14 
 
 American 
 
 
 No 
 
 
 
 C. 
 
 26 
 
 Scotch 
 
 6:6 
 
 No 
 
 
 1 (miscarriage) 
 
 P. 
 
 31 
 
 American 
 
 
 No 
 
 
 2 (one died; 
 one prema- 
 ture birth) 
 
 P. 
 
 32 
 
 American 
 
 
 No 
 
 
 
 P. 
 
 52 
 
 American 
 
 
 Yes 
 
 1 
 
 
 C. 
 
 66 
 
 American 
 
 
 No 
 
 
 
 C. 
 
 67 
 
 American 
 
 
 Yes 
 
 1 
 
 
 c. 
 
 69 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 71 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 72 
 
 American 
 
 
 No 
 
 
 
 c. 
 
 73 
 
 American 
 
 
 Yes 
 
 
 
 c. 
 
 94 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 106 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 109 
 
 American 
 
 
 No 
 
 
 1 bom dead 
 
 c. 
 
 117 
 
 American 
 
 
 Yes 
 
 1 
 
 
 c. 
 
 VIIIth-Grade Group. 
 
 16 
 
 American 
 
 
 Yes 
 
 
 
 C. 
 
 23 
 
 American 
 
 
 Yes 
 
 2 
 
 2 
 
 P. 
 
 33 
 
 American 
 
 
 Yes 
 
 1 stiU 
 bom 
 
 
 c. 
 
 45 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 78 
 
 Swedish 
 
 15:1 
 
 No 
 
 
 
 p. 
 
 83 
 
 American 
 
 
 No 
 
 
 
 c. 
 
 84 
 
 American 
 
 
 No 
 
 
 1 miscarriage 
 
 p. 
 
 90 
 
 American 
 
 
 No 
 
 
 
 p. 
 
 95 
 
 American 
 
 
 No 
 
 
 1 
 
 p. 
 
 97 
 
 American 
 
 
 Yes 
 
 1 miscar- 
 
 
 p. 
 
 100 
 
 American 
 
 
 Yes 
 
 1 dead 
 
 
 p. 
 
 125 
 
 American 
 
 
 No 
 
 
 
 c. 
 
 -129 
 
 American 
 
 
 Yes 
 
 
 
 c.
 
 322 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Chart A.* 
 
 Previous Health 
 
 No. Affected 
 
 1. Scarlet Fever 14 
 
 2. Measles 51 
 
 3. Smallpox 2 
 
 4. Diphtheria 12 
 
 5. Pneumonia 10 
 
 6. Typhoid Fever 8 
 
 7. Tonsilitis 10 
 
 8. Whooping Cough 15 
 
 9. Eheumatism 5 
 
 10. Chorea 3 
 
 11. Convulsions or Paintings 13 
 
 12. Migraine 5 
 
 13. Headaches 10 
 
 14. Enuresis 3 
 
 15. Abscess 5 
 
 16. Septic Infection 1 
 
 17. Cervical Glands 
 
 18. Tubercular and Bone disease 1 
 
 19. Epistaxis 1 
 
 20. Ear disease 7 
 
 21. Eye disease 7 
 
 22. Eczema 2 
 
 23. Malaria 1 
 
 24. Jaundice 1 
 
 25. Vertigo. Tabes Dorsalis 
 
 26. Injuries — Serious 5 
 
 27. Suicide — Attempted 
 
 28. Surgical Operations 17 
 
 29. Laparotomv 3 
 
 30. Syphihs...! 3 
 
 31. Gonorrhoea 7 
 
 32. Pregnancy 36 
 
 33. Miscarriage 8 
 
 ( Absinthe 'J 
 
 34. AlcohoUc fekey 1^ 
 
 ' Wine, Gin J 
 
 35. Opium 4 
 
 36. Cocaine 1 
 
 37. Tobacco 10 
 
 38. Tea 11 
 
 39. Coffee 11 
 
 Present Physical Findings. 
 Posture- A^tdrition. 
 
 40. Posture bad 7 
 
 41. Nutrition \ t\ Excellent condition 13 
 
 ( (b) Mai nutrition 4 
 
 42. Obesity 5 
 
 * Of the 100 subjects to whom the tests of the Bureau of Vocational Guid- 
 ance were given 26 were not given the special Physical Examination whose 
 results are tabulated in this and the following chart. These subjects omitted 
 are 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 16, 18, 19, 20, 21, 22, 23, 24, 25, 26, 
 29, 32, 39, and 129.
 
 APPENDIX 323 
 
 Orthopoedic. 
 
 43. Spinal Curvature 9 
 
 44. Flat Foot 12 
 
 45. Bowlegs 3 
 
 46. Pigeon Breast 2 
 
 47. Prognathism 2 
 
 48. Abdominal Ptosis 9 
 
 Stigmatae of Degeneracy. 
 
 49. Facial Asymmetry 11 
 
 -n T? f (^) Differing in color 3 
 
 ou. l^ye ^ ^^-^ Asymmetrical 1 
 
 (a) Lobes attached 17 
 
 ^1 Far (^^ Tubercle 3 
 
 bl. h.&r ^ ^^^ Asymmetrical 2 
 
 ( (d) Large or Long 5 
 
 52. High Palate 9 
 
 53. Tattoo 5 
 
 54. Bites Nails 18 
 
 55. Thick Lips 2 
 
 56. Deformed Toes 1 
 
 57. Deformed Thumbs 2 
 
 58. Ptosis of Eye Lid 1 
 
 59. Forehead Low 4 
 
 60. Mongohan Type 1 
 
 Cutaneous. 
 
 61. Naevus 4 
 
 62. Moles 6 
 
 63. Spots or Macules 7 
 
 64. Eruptions — Papular 5 
 
 65. Eczema Capitis 1 
 
 66. Acne Vulgaris 10 
 
 67. Vaso-motor 3 
 
 68. Freckles 6 
 
 69. Warts 1 
 
 70. Ulcers 
 
 71. New Growths 
 
 72. Nails — Deformed 1 
 
 73. Sallow 8 
 
 74. Scars — Non-surgical 25 
 
 Glandular. 
 
 75. Thyroid 5 
 
 76. Cervical 
 
 Enlarged 17 
 
 Senile 2 
 
 Teeth. 
 
 78. Spots on Enamel 2 
 
 79. Poor 21 
 
 80. False 
 
 81. Deformed 25 
 
 (a) Irregular 10 
 
 (b) Long or Large 10 
 
 (c) Hutchinson 1 
 
 (d) Furrowed 1 
 
 (e) Crowded or Impacted 6 
 
 82. Pyorrhoea 1 
 
 77. 
 
 Mammary ) Yy^.
 
 324 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Mouth and Throat. 
 
 83. Tongue— Coated 17 
 
 84 TnTi«;ik i ^^^ Enlarged 34 
 
 «4. Jonsils ^ (jj^ ^j^gg^^ 20 
 
 85. Adenoides 2 
 
 86. Chronic Nasal Catarrh 1 
 
 87. Nasal Obstruction 11 
 
 Lungs. 
 
 88. Suspicious. Tb 4 
 
 89. Asthmatic Dyspnoea 1 
 
 Heart. 
 
 90. Mitral Disease 3 
 
 91. Pulmonary Valve Disease 1 
 
 92. Hypertrophy — Simple 3 
 
 93. Tricuspid Mui-mur 1 
 
 94. Tachycardia 32 
 
 95. Bradycardia 8 
 
 96. Arrhythmia 5 
 
 97. Varicose Veins 
 
 98. Anaemia 
 
 99. Vaso-motor — Skin 
 
 Intestines 
 
 100. Hemorrhoids 6 
 
 101. Constipation 10 
 
 Sense Organs 
 
 < (a) Very poor 7 
 
 102. Vision \ (b) Poor. 15 
 
 (c) Astigmatic 21 
 
 103. Hearing 
 
 { 
 
 (a) Dull 12 
 
 (b) Very dull 3 
 
 104 Strabismus? I ^^^ Divergent 2 
 
 1U4. btrabismus | ^^^ Convergent 3 
 
 Genilo-Urinary Findings. 
 
 105. Deformity of Clitoris 7 
 
 106. Hypertrophy of Labia 20 
 
 107. Urethral Caruncle 2 
 
 108. Unruptured Hymen 4 
 
 109. Undeveloped — ^Infantile 5 
 
 110. Deformed — Double Vagina 
 
 111. Lacerated Cervix or Perineum or both 16 
 
 (a) Lacerated Perineum 12 
 
 (b) Lacerated Cervix 10 
 
 112. Displaced Uterus 14 
 
 (a) Antiflexion 3 
 
 (b) Prolapse 8 
 
 (c) Retroversion 6 
 
 113. Fibroma Uteri 2 
 
 114. Salpingo-vophoritis 1 
 
 115. Amenorrhoea 10 
 
 116. Dysmenorrhoea 4 
 
 117. Irregular Menses 3 
 
 118. Nocturnal Enuresis 1
 
 APPENDIX 325 
 
 119. Pehnc organs absent 1 
 
 120. Cystocele or Rectocele 5 
 
 (a) Cystocele 5 
 
 (b) Rectocele 2 
 
 Nervous System. 
 
 121. Reflexes — Abnormal 11 
 
 (a) Pupils 1 
 
 (b) Knees 9 
 
 (c) Babinski 1 
 
 122. Tremors 8 
 
 123. Epilepsy 7 
 
 124. Chorea 2 
 
 125. Speech Defect 2 
 
 126. Nystagmus 1 
 
 127. SyphiUs 
 
 128. Gonorrhoea 
 
 P. Positive reaction 31 
 
 N. Negative reaction 39 
 
 D. Doubtful reaction 2 
 
 X. Not tested 2 
 
 f P. Positive reaction 38 
 
 N. Negative reaction 14 
 
 D. Doubtful reaction 20 
 
 X. Not tested 2 
 
 CHART B. 
 
 Present Health and Present Physical Findings. * 
 Subject 
 28 —11, 12, 28, 31, 32(1), 74, 75, 77(a), 81a, 84a, 100, 123?, 127P, 128P. 
 
 30 —2, 9, 21, 28, 36, 73, 74, 79, 84b, 102a(right), 102b(left), 104divergent, 
 
 127P, 128P. 
 
 31 —2, 8, 32(2), 34, 51a, 69, 79, 81a, 84a, 94(96), Ilia, 127N, 128P. 
 
 33 —1, 2, 4, 31, 32(1), 34, 37, 51b, 54, 76, 84b, 101, 102b, 106, 127P, 128P. 
 
 34 —2, 4, 7, 11, 30, 34, 42, 48, 81e, 84a, 102b, 102c, 103a, 117, 121b, 127P, 
 
 128P. 
 
 35 —28, 32(2), 42, 43, 48, 51d, 54, 74, 79, 81b, 93, 94(84), 106, lllab, 121b, 
 
 123 127P 128P 
 
 36 —2, 4, 5, 32(1), 33(1), 49, 51a, 51d, 59, 68, 72, 75, 78, 79, 84a, 101, 105, 
 
 109, 127N, 128P. 
 37*— 2, 28, 32(3), 33(1), 37, 41b, 62, 68, 74, 78, 84b, lllab, 112b, 127P, 
 
 128P. 
 38 —2, 7, 8, 43, 44, 46, 51b, 57, 66, 77b, 84a, 94(84), 102c, 105, 108, 109, 
 
 127P, 128N. 
 40 —2, 4, 15, 34, 54, 74, 76, 77a, 81a, 94(100), 102c, 127P, 128P. 
 42 —2, 41b, 62, 66, 74, 77a, 81b, 83, 84a, 105, 109, 125, 127N, 128N. 
 
 44 —2, 32(2), 50a, 84a, 94(88), 106, 127P, 128D. 
 
 45 —21, 54, S3, 84a, 94(84), 103a, 107, 127P, 128P. 
 48*— 1, 2, 32(1), 68, 102c, Ilia, 112b, 127P, 128P. 
 
 50*— 1, 7, 29, 30, 32(2), 33(2), 62, 63, 74, 77a, 83, 84a, 94(96), 103a, 109, 
 112c, 127P, 128D. 
 
 51 —2, 5, 34, 37, 66, 79, 80, 84a, 88, 94(88), 96, 100, 112c, 122, 127P, 128P. 
 
 52 —2, 32(1), 34, 42, 79, 80, 83, 84a, 94(130), 102c, 122, 127P, 128N. 
 
 53 —1, 2, 4, 11, 20, 28, SJ,, 37, 53, 74, 77a, 79, 83, 89, 94(108), 102c, 106, 
 
 112bc, 121a, 122, 123, 127P, 128P.
 
 326 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 55 —2, 6, 28, 32(1), 38, 39, 41b, 49, 58, 83, 84b, 102c, 103b, 111b, 120a, 
 
 127N, 128P. 
 
 56 —1, 2, 8, 11, 20. 32(2), 38, 39, 44, 54, 74, 75, 77a, 79, 81a, 84b, 87, 102b, 
 
 103b, 104divergent, 123?, 127N, 128N. 
 
 57 —2, 13, 21, 26, 34, 37, 38, 41b, 51a, 51c, 77a, 102b, 102c, 127P, 128N. 
 58*— 32(2), 38, 39, 40, 43, 66, 87, 94(88), 102c, 106, lllab, 112b, 115, 127N, 
 
 128D. 
 
 63 —1, 2, 4, 13, 20, 28, 31, 34, 38, 39, 41b, 49, 51d, 54, 59, 75, 84b, 95(68), 
 
 103a, 117, 127N, 128N. 
 
 64 —2, 6, 12, 28, 32(1), 37, 38, 39, 48, 66, 79, 81a, 102b, 102c, 106, lllab, 
 
 115, 120ab, 127P, 128D. 
 
 65 —2, 4, 5, 6, 7, 8, 17, 32(1), 41b, 48, 51a, 51c, 62, 77a, 84a, 94(98), 102a, 
 
 102c, 106, Ilia, 112b, 127N, 128D. 
 
 66 —2, 16, 39, 43, 45, 46, 48, 74, 75, 79, 81e, 84b, 94(84), 112c. 127N, 128P. 
 
 67 —2, 8, 20, 26, 28, 29, 32(2), 33(1), 38, 49, 50b, 79, 92, 94(88), 103b, 
 
 lllab, 121b, 122, 127N, 128P. 
 
 69 —1, 6, 8, 10, 12, 52, 59, 63, 81a, 81c, 83, 94(100), 101, 102b, 102c, 103a, 
 
 106, 121b, 127N, 128D. 
 
 70 —1, 2, 3, 4, 6, 7, 11, 13, 28, 32(1), 44, 51a, 52, 54, 59, 73, 74, 77b, 80, 
 
 84b, 94(84), 102b, 120, 121a, 123, 127N, 128P. 
 
 71 —1, 2, 9, 13, 20, 48, 73, 77a, 84a, 94(88), 116, 117, 127N, 128N. 
 
 72 —13, 38, 41b, 44, 51a, 54, 84a, 102c, 105, 107, 108, 127N, 128N. 
 
 73 —1, 28, 35morphine, 41a, 45, 49, 61, 88, 94(105), 115, 127P, 128P. 
 
 74 —2, 9, 11, 24, 28, 32(2), 33(1), 44, 48, 53, 54, 79, 81a, 87, 90, 94(84), 
 
 106, 111b, 127P, 128P. 
 76 —2, 4, 5, 32(5), 41b, 68, 79, 84a, 94(96), 127X, 128X. 
 78 —2, 43, 53, 73, 94(82), 127X, 128X. 
 
 81 —6, 51a, 54, 67, 77a, 101, 106, 127N, 128P. 
 
 82 —1, 2, 5, 6, 11, 32(1), 41b, 51a, 63, 66, 68, 74, 84a, 95(68), 102b, 102c, 
 
 127N, 128P. 
 
 83 —2, 19, 20, 64, 68, 84b, 90, 92, 103a, 112b, 127N, 128P. 
 
 84 —2, 6, 7, 22, 32(1), 41a, 52, 73, 74, 81a, 81e, 95(68), 127N, 128N. 
 
 85 —1, 9, 34, 41b, 44, 66, 74, 100, 101, 112ab, 118, 127N, 128P. 
 86*— 29, 32(1), 60, 61, 62, 74, 76, 84a, 87, 100, 115, 119, 127P, 128P. 
 87 —4, 5, 31, 41b, 74, 84a, 94(84), 101, 103a, 115, 127P, 128P. 
 
 89 —1. 2, 13, 14, 74, 77a, 84a, 106, 127N, 128D. 
 
 90 —2, 14, 40, 76, 83, 84a, 88, 127P, 128N. 
 
 91 —32(1), 42, 74, 77a, 84b, 102b, 102c, 113, 121b, 127P, 128P. 
 
 92 —2, 5, 26, 40, 44, 51a, 77a, 84a, 102b, 102c, 105, 116, 127N, 128D. 
 
 93 —15, 28, 39, 41a, 49, 52, 79, 81a, 84a, 85, 100, 102c, 103a, 112bc, 127P, 
 
 128P. 
 
 94 —2, 5, 8, 12, 20, 21, 34, 39, 41b, 44, 50a, 77a, 84a, 87, 94(88), 102c, 103a, 
 
 109, 123, 127N, 128P. 
 
 95 —2, 5, 7, 22, 32(1), 38, 39, 48, 52, 64, 65, 81b, 84a, 85, 94(84), 102a, 
 
 102c, 106, 111b, 120ab, 127N, 128D. 
 96*— 2, 15, 49, 64, 79, 84a, 101, 105, 106, 112a, 113, 116, 127P, 128P. 
 97 —2, 7, 13, 32(1), 33(1), 81e, 84b, 87, 102a, 103a, 105, 106, 123, 125, 
 
 127N, 128P. 
 
 100 —2, 7, 8, 11, 32(1), 33(1), 34, 35heroine and morphine, 37, 49, 81a, Sle, 
 
 83, 87, 96, 101, 111b, 112c, 115, 120a, 121b, 122, 123, 127N, 128N. 
 
 101 —2, 3, 8, 15, 28, 30, 31, 32(1), 33(1), 37, 39, 40, 47, 52, 54, 56, 63, 74, 
 
 79, 81c, 87, 102a, 103a, 104convergent, 106, 112a, 127D, 128P. 
 
 102 —2, 8, 9, 11, 13, 15, 32(1), 34, 37, 38, 54, 74, 84b, 95(68), lUb, 127N, 
 
 128P. 
 
 103 —13, 39, 41b, 67, 77a, 84b, 94(88), 101, 102b, 127N, 128N. 
 
 104 —34, 66, 77, 84a, 102b, 122, 127N, 128D. 
 106 —2, 5, 51a, 54, 83, 94(120), 106, 127N, 128D.
 
 APPENDIX 327 
 
 lOS —66, 73, 74, 84a, 95(64), 127N, 128P. 
 
 109 —2, 8, 32(1), 43, 47, 51a, 52, 79, 81b, 83, 84a, 96, 106, 121bc, 122, 127P, 
 128D. 
 
 111 —2, 7, 8, 32(2), 34, 43, 49, 74, 76, 79, 83, 84a, 94(96), 100, 106, 115, 
 
 127N, 128D. 
 
 112 —2, 10, 32(1), Somorphine, 40, 48, 51b, 55, 62, 63, 76, 81b, 84b, 86, 90, 
 
 94(84), 102b, 102c, 115, 124, 127P, 128P. 
 113*— 2, 44, 74, 77a, 84b, 94(92), 127N, 128D. 
 
 114 —2, 11, 12, 14, 21, 31, 41a, 51d, 52, 53, 79, 81b, 84a, 87, 88, 94(84), 
 
 101, 102a, 116, 124?, 126, 127N, 128D. 
 
 115 —2, 8, 11, 32(1), 40, 45, 49, 52, 54, 67, 76, 81b, 83, 84a, 91?, 92, 102a, 
 
 104convergent, 11 lab, 123, 127P, 128P. 
 
 116 —32(2), 43, 51a, 54, 73, 81b, 83, 84b, 95(68), 106, Ilia, 115, 127N, 128D. 
 
 117 —2, '8, 11, 21, 28, 32(1), 35heroine, 79, 83, 84b, 96, 102c, 103a, 106, 
 
 Ilia, 127P, 12SP. 
 118*— 32(1), 44, 63, 83, 84a, 94(88), 115, 127N, 128N. 
 119*— 13, 40, 44, 49, 51a, 74, 81b, 84b, 108, 127N, 128D. 
 
 122 —1, 2, 4, 43, 51a, 61, 76, 83, 84a, 95(68), 102b, 121b, 123, 127N, 128N. 
 
 123 —8, 23, 38, 51a, 54, 104convergent, 106, 108, 127N, 128D. 
 
 124 —21, 26, 34, 51a, 54, 63, 73, 74, 95(52), 114, 127N, 128D. 
 
 125 —10, 26, 28, 37, 53, 54, 61, 64, 81e, 84b, 87, 96, 124, 127N, 128P. 
 
 127 —2, 4, 11, 28, 32(1), 50a, 57, 64, 82, 83, 84a, 94(96), 121a, 127P, 128P. 
 
 128 —2, 31, 42, 44, 51a, 51b, 55, 66, 79, 81d, 84b, 87, 127D, 12SD. 
 
 * The subjects starred are those who were not included among the Bed- 
 ford 88 because of language handicap. The other 65 are those of the Bed- 
 ford 88 to whom special phj-sical examination was given. Following the 
 niimber of the subject are the diseases attributed to her, hsted by the numbers 
 given in Chart A. For instance, to interpret the record of subject 28, by 
 turning to Chart A 11 is found to be convulsions or fainting, 12 to be migraine, 
 28 to be surgical operations, 31 gonorrhoea, 32 (1) one pregnancy, 74 scars — 
 non-surgical. The itaUcized numbers indicate excessive use of the drug or 
 stimulant indicated.
 
 INDEX 
 
 Age, at commitment to Bedford, 
 228, 245; at death of father or 
 mother, 228, 216 flf.; at first sex- 
 oflfense, 243; at first going to work, 
 11, 288-291; at leaving school, 
 228, 231 f.; 288 f.; 311-315; at 
 leaving school, correlated with 
 card sorting index and, with ac- 
 curacy in opposites test, 252; at 
 remarriage of mother or of father, 
 228, 216 ff.; average, 17; Binet, 
 see Binet-Simon tests; by grade, 
 252 
 
 Anthropometric measurements, 253; 
 see Height, Weight, Grip 
 
 Arrests, number of, 243 
 
 Auditory acuity, 21 
 
 Ayres, L. P., 45, 160 f. 
 
 Bagley, W. C, 257 
 
 Below-grade group, see Definitions 
 
 Bimodal distribution, 134, 250 
 
 Binet-Simon tests, comparison with 
 Woolley tests, 9, 159; discussion 
 of, 3 ff.; memory span, 261; mental 
 ages of, 201 ; Bedford inmates, 161 ; 
 see Code, Cross line tests A and 
 B, Directions tests, Memory, Op- 
 posites, Reading, Time-Telhng, 
 and Handwriting tests 
 
 Bogardus, E. S., 255 
 
 Bureau of the Department of Health 
 of New York City, 15 
 
 Bureau of Vocational Guidance, 
 connection of, with Cincinnati 
 public schools, 6; director of, 6; 
 norms of, 6, 10, 13; purpose of, 6 f.; 
 social, industrial and medical his- 
 tories of, 7, 228 f. 
 
 Burglary, third degree, See Offenses 
 committed for 
 
 Cancellation tests, 21, 33f., 43, 87-95, 
 advantage of small "a" and num- 
 bers for cancellation, 87; correla- 
 tion with school grade, 93; correla- 
 tion '^'.dth native intelligence and 
 reformability, 93 t.; likeness to 
 factory inspection jobs, 93 f.; 
 siunmary of, 256-259, 270; sup- 
 plementary foiTQ, 94 
 
 Card sorting test, 21, 32 f., 43, 81-87, 
 summary of, 256-259, 270; ad- 
 vantage of three trials, 87; clinical 
 value of, 87; correlation with 
 native intelligence, 87; correlation 
 with school grade, 86; efficiency 
 in, 256 f.; relation to physical 
 maturity, 85 
 
 Catholic, per cent, of, 13, 16 f. 
 
 Character, 283 
 
 Chicago Normal College, ability to 
 follow hard directions, 195 f.; 
 adidt standard cross Une tests A 
 and B, 206, 208; reading test per- 
 centiles, 169 f. 
 
 Child Study Department of the 
 Chicago Pubhc Schools, norms 
 for height, 56 f.; weight, 60 f., 
 grip, 65 
 
 Children, number of illegitimate, 
 243, 319 ff.; number legitimate, 
 319 ff. 
 
 Common factors, 280 
 
 Common prostitute, see Offenses 
 committed for 
 
 Communication, possibihty of in 
 tests, 20 
 
 Completion of sentences test, 21, 
 40 ff., 44, 127-141, summary of, 
 264 ff., 270; index of ideas, 137, 
 264 f.; nimiber of ideas, 137 ff., 
 264; number out of 13 correct. 
 
 328
 
 INDEX 
 
 329 
 
 134 f., 264; number with an as- 
 sociation time of 2 sec. and less, 
 140 f., 265; speed in formulation 
 of ideas, 265 
 
 Construction tests A and B, 21, 51 ff., 
 214-221; clinical value of, 219 f.; 
 correlation with native intelligence, 
 220; correlation with rank in easy 
 opposites test, 220; percentiles 
 for Grade and Below-grade group, 
 217; time limits for test B, 218 
 
 Correlation, formulae of, 25; age 
 with index of card sorting, 252; 
 age with accuracy in opposites 
 test, 252; easy opposites with 
 construction tests A and B, 220; 
 easy opposites with accuracy of 
 following easy directions, 183; op- 
 posites and handwriting, 166; op- 
 posites test, time with accuracy 
 for those who needed no help in 
 reading or writing, 145; mirror- 
 drawing test, time, errors, and 
 precision, 226 f.; native inteUi- 
 gence, with cancellation test, 93; 
 native intelligence with card sort- 
 ing index, 87, 257; native intelli- 
 gence and construction tests A 
 and B, 220; native intelligence 
 and cross line tests A and B, 209; 
 native intelhgence and easy direc- 
 tions test, 183; native intelligence 
 and hard directions test, 199; 
 native intelligence and memory, 
 102, 262; native intelligence and 
 opposites test, 153 f., 166, 266 f., 
 267; native intelligence and rate 
 of reading, 171; native intelli- 
 gence and substitution test, 123, 
 263; native intelligence and hand- 
 writing at entrance, 165, 166 
 
 Cross hue test A and B and Code, 
 21, 49 f., 202-213; clinical value 
 of, 210; correlation with native 
 intelligence, 209; distribution of 
 Binet 201 compared with distribu- 
 
 tion of Bedford 88, 207; distribution 
 of various mental ages, 208, 213 
 Curves, bimodality of, 134, 250; 
 general arrangement of, 24 
 
 Davis, Katharine B., 1, 16, 17, 282 
 
 Definitions, of curves, 24; of groups, 
 23; of index score, 26; of reform- 
 ability, 3; of standard method, 8 
 
 Directions tests, 21, 47 ff., 172-200; 
 comparison of Binet and other 
 groups, 178; correlation with other 
 tests, see Correlations; groups to 
 whom given, 177; index easy 
 form, 179 f.; methods of several 
 groups contrasted, 197; percen- 
 tiles for Normal School students 
 hard directions test, 197; relation 
 between rate and accuracy, hard 
 directions, 195 f . ; relative difficulty 
 of the several hard directions, 198 
 ff.; relative difficulty of the 20 
 easy directions, 182-187; Weiden- 
 sall verbal directions, 174 f. 
 
 Disorderly conduct or person, see 
 Offenses committed for 
 
 Disorderly house, see Offenses com- 
 mitted for 
 
 Disposing of cocaine, see Offenses 
 committed for 
 
 Domestic Servants, 8 
 
 Drunkard, habitual, see Offenses 
 committed for 
 
 Educational significance of tests, 
 280; methods of Reformatory 
 school, 282 
 
 Emotional stability, 225, 283, 284 
 
 Endangering health of minor, See 
 Offenses committed for 
 
 Epileptics, see Mirror-drawing test 
 
 Factory, accidents, 254 f., jobs, 225; 
 
 sunilarity of tests, 256 
 Fatigue, 254 f. 
 Fernald, Grace M., 203
 
 330 
 
 THE MENTALITY OF THE CRIMINAL WOMAN 
 
 Fernald, Mabel R., 206 
 Fischer, Charlotte R., 8, 129, 142, 
 149 
 
 Foreign born, elimination of, 15; per 
 cent, of, 16 
 
 General methods, 18 
 
 Grade group, see Definitions; num- 
 ber working children in each, 22 
 
 Goddard, H. H., 161, 167 
 
 Gonorrhoea, 15; blood tests for, 247 
 
 Grip, strength of, 21, 28, 61-65, 
 summary, 253 f. 
 
 Guibord, Alberta S., 15 
 
 Handwriting, character and faciUty 
 of, 21, 45; correlated with native 
 intelligence, 165 f.; correlated with 
 opposites test, 166; faciUty of 
 different grade groups, 164 f. ; 
 legibihty of measured by Ayres' 
 scale, 164; Quality of measm-ed by 
 Thorndike's scale, 162 ff.; legi- 
 bihty of and Binet age, 163; 
 rapidity of, 161 
 
 Healy. W. H., 159, 202, 203, 207, 
 208, 210, 214, 216, 219 
 
 Height, measurement of, 21, 27, 54- 
 58, summary of, 253, 254 
 
 Homes, character of, 235 f. 
 
 House of Good Shepherd, 17 
 
 Index, definition of. See Definitions; 
 Chnical value of index of substi- 
 tution, 110; Clinical value of index 
 of directions tests, 179 f.; Clinical 
 value of index of ideas, 132 f.; 
 Substitution test and rate of 
 learning, 110 
 
 Individual and work-histories, 232 
 f.; 236 f.; 292 f.; See work-record 
 
 Institutional records, criminal, 228, 
 311-315; non-criminal, 228, 311- 
 315 
 
 Jastrow, J., 87 
 
 Jewish, per cent, of, 16 f.; supervi- 
 sion of parole of Jewish inmates. 
 14 
 
 Juvenile Psychopathic Institute of 
 Chicago, 159, 202 
 
 Larceny, grand, petit, and second 
 degree, See Offenses committed 
 for 
 
 Law-abiding women, 250, 270; abil- 
 ity to follow directions, 196; mir- 
 ror-drawing test, 222 
 
 Learning tests, clinical value of 
 substitution test, 110 f., 260; de- 
 sirabihty of concrete forms, 19, 
 122, 262, 281 f.; initial effort and 
 final result, 280 ff.; mirror-drawing 
 test, 224 
 
 Marriage, 229, 319 ff. 
 Materials, See Method 
 Median scores, summary of, 271-277 
 Memory tests, 21, 34 ff., 43, 96-107, 
 summary of, 259-264, 270; Binet 
 series, 259, 261; correlation with 
 native intelligence, 102; correla- 
 tion with grade, 101 f. ; span, 34 f., 
 104 
 Mental functions measured, 278 
 Methods and Materials, advantage 
 of, 9; general procedure, 18 ff.; 
 for cancellation test, 88 ff.; for 
 card sorting test, 81 f.; for com- 
 pletion of sentences, 127-130; for 
 code, 204 f.; for construction tests 
 A and B, 214 ff.; for cross Une test 
 A, 203 ff.; for cross line test B, 
 204; for directions tests, easy 
 form, 175 f., 187; for directions 
 test, hard form, 191-195; for 
 direction test, verbal form, 173 f.; 
 for facility and character of hand- 
 writing, 160 f.; for measuring 
 height, 54; for measuring grip, 61 
 f.; for measuring steadiness of 
 hand, 66 f.; for measuring weight,
 
 INDEX 
 
 331 
 
 58; for memory test, 97 ff.; for 
 mirror-drawing test, 222, 224; for 
 opposites test, 142-149; for rapid- 
 ity and character of reading, 166 
 f.; for rapidity of movement, 70; 
 for substitution test, 107-111; for 
 time-telling test, 201 
 
 Mirror-drawing, test of, 222-227; 
 clinical value of, 225 f.; corres- 
 pondence of scores with outlook 
 for reformation, 223; correlation 
 between errors, time and preci- 
 sion, 226 f.; differences in method 
 of several groups, 224; epileptics, 
 procedure of, 225; first and fifth 
 stars contrasted, 223 f. 
 
 Movement, rapidity of, see Tapping 
 test 
 
 Murphy, Ida J., 153 
 
 Nationality, See Foreign born, 227, 
 319-321 
 
 Native intelligence, determination 
 of, 153 f.; 165 f.; relation of 
 motive tests to, 257 
 
 New York Foundation, 1, 4 
 
 Normal mentality, per cent, of Bed- 
 ford inmates who have, 259 f., 
 274 
 
 Occupation of inmate's father, 316 
 ff. ; of imnate's mother, 316 ff. 
 
 Offenses committed for, 228, 311- 
 315; distribution of, 244 f.; fre- 
 quency of different crimes, 244; 
 when committed, see Age; early 
 sex-offense, 248 f. 
 
 Opposites test, 21, 42, 44, 142-158, 
 summary, 266 f., 270; cUnical 
 value of, 158; correlation of ac- 
 curacy and time of response, 145, 
 152 f.; correlation with easy-direc- 
 tions test, 183; correlation with 
 Healy's construction tests A and 
 B, 221; correlation with merit in 
 handwriting, 166; correlation with 
 
 native intelligence, 153 f.; relative 
 abiUty to read and write, 145; 
 responses at various Binet ages, 
 146 f.; value of 20 words of Hst in 
 difficulty, 155 ff., 267 
 
 Parole, as index to value of tests, 13 
 flf.; officers of, 13 f. 
 
 Percentiles, definition of, 24 f.; 
 groups for which determined, 23, 
 See, Index of Tables 
 
 Physical history of inmates, 228, 
 247 f., 322-329 
 
 Problem, statement of, 1, 18 
 
 Prostitution, foreign women, 238; 
 marriage and, 247; convicted for, 
 244, 311-315; see Age and Com- 
 mon prostitute 
 
 Protestant, per cent, of, 16 f . 
 
 Puzzle-box test, 21 
 
 Reading test, 21, 46, 166-173; at 
 different Binet ages, 171; compre- 
 hension of text, 178 f.; correlation 
 with native intelUgence, 171; rate 
 of, and school grade, 170 f.; recall 
 of passage read, 171 f.; See Method 
 and materials 
 
 Record, original, 25 
 
 Reformation, hope of, 284 f. 
 
 Religious affihations, 16, 229, 319 f. 
 
 Retarded working children, per cent, 
 of, 10 
 
 Saleswomen, 262 
 
 School, grade completed, 228-234, 
 288 f.; record of working children, 
 11; reason for leaving, 232 ff.; re- 
 tardation of Bedford 88, 165, 251; 
 special classes, 233f., 282f. 
 
 Schmitt, Clara, 159, 207, 208, 217, 
 219 
 
 Self-government, see Honor Cottage 
 
 Sentence, see Completion of sen- 
 tences test 
 
 Sex-offense, See Offense
 
 332 
 
 THE MENTALITY OF THE CMMINAL WOMAN 
 
 Simpson, B. R., 257, 260 
 
 Smedley, F. W., 56 ff., 60 f., 61 f., 
 65, 254 
 
 Standard method, See Definitions 
 
 Steadiness of hand, 21, 29, 66-70, 
 Summary, 254 f. 
 
 Substitution test, Woodworth and 
 Wells form, 123-127; WooUey 
 fonn, 21, 36-40, 44, 107-123, 
 summary, 262 ff.; accuracy and 
 time of learning. 111; clinical 
 value of index. See Index; correla- 
 tion with native intelligence, 123 
 
 Tapping test, 21, 30 ff., 70-80, sum- 
 mary, 253 f. 
 
 Terman, L. W., 257 
 
 Thomdike, E. L., 25, 45, 160, 162, 
 163 
 
 Time-telling, abihty, 201 f., per cent, 
 at each Binet age, 202 
 
 Vagrancy, See Offenses committed for 
 Verbal directions test. See Direc- 
 tions tests 
 Vincent, S. B., 197 
 Visual acuity, 21 
 Vital capacity, 21 
 
 Wage, See Work-record 
 
 Weidensall, Jean, 255, See Verbal 
 directions test 
 
 Weight, 21, 27, 58-61, 253, 254 
 
 Whipple, G. M., 21, 58, 66, 70,87, 
 89, 96, 127, 142, 222 
 
 Woodworth and Wells, 21, 47 f., 94 
 f., 127, 148, 173, 175, 178 f., 182, 
 183, 192, 195, 196 
 
 WooUey, Helen T., 6, 8, 9, 10, 15, 
 18, 22, 23, 61, 74, 81, 87, 101, 109, 
 110, 125, 130, 142, 143, 152, 210, 
 234, 260, 269 
 
 Working Certificate Office, see Bur- 
 eau of Vocational Guidance 
 
 Work-record, age begun. See Age; 
 chief occupations of inmates, 8; 
 contrasted with College Maids, 
 246 f.; history of, 242, 292-310; 
 number of jobs, 11, 228, 238 ff., 
 288-291; reason for leaving, 11, 
 228, 241 f., 228-291; record of 
 Bureau of Vocational Guidance, 
 10; time employed, 11, 228, 240 f., 
 288-291; wage, 228, 240 f., 288- 
 291
 
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