THE MEASUREMENT OF EFFICIENCY
IN READING, WRITING, SPELLING
AND ENGLISH
By DANIEL STARCH
The University of Wisconsin
Published by
College Book Store
Madison, Wis.
1914
Copyright 1914
by
D. Starch
THE MEASUREMENT OF EFFICIENCY
IN READING, WRITING, SPELLING
AND ENGLISH
By DANIEL STARCH
The University of Wisconsin
Published by
The College Book Store
Madison, Wit.
1914
The measurement of efficiency in school studies by means
of objective tests is one of the most needed achievements in
the interest of the schools. Happily, quite a number of in-
vestigators interested in the scientific study of educational
problems are working in this field. This monograph con-
tains the test material, the instructions for administering
the tests, and the instructions for scoring the results of the
tests in four school subjects. These tests have been per-
formed thus far on approximately 10,000 pupils in forty-
two schools in twelve cities located in four states: Wis-
consin, Minnesota, New York, and West Virginia. On the
basis of these tests, tentative standard scores of attainment
to be reached at the end of each school year have been
computed. Any school, grade or pupil may be tested and
the performance may then be compared with the standard
curves or standard scores.
A critical discussion of the technique and the reliability
of the tests, together with.tl\e. i;esu4t obtained thus far will
be presented in We. 'Journ'^f f- *EcCudational Psychology for
January, Febru^y,, ^.nd, ]NJ^ c rch, fc 191< & The author hopes
that others f&$i r faSf in; afyEng^theJ tests. Test blanks
may be obtained from the author who will be glad to co-
operate in the use of the tests and to receive results for
verifying or modifying the present standard scores.
I. in: AIHXC; TF.STS
In- ing the Reading
Tt
(Hviim tin' i - ;.hiin to the pupils that they are to
;1 silently :ly as tl. time to
grasp as mu will be asked to
;ey read.
but ontinuously as rapidly
gras; >ad.
en grade the test blank that bears
n u i :
bla:. is. in tl;
9, or ,-y be us
;it no OIK
to read
and
do
B4 c tin*
till out '
ad stop at the san
by
number of words read per s
in-
. cadi ]
!1 1)" (I-''
i y will
per second.
The* OO1 i.don is d- rnantin^ tlie nnm-
fully read and all WO
of Hi' 1 test
nr)t in tin- (est, or r- ; ire-
out. T! 'i'ds
^ts is ta!< On
!ge based
pap' Qg will liav<- to be di^-
4J4.
No. 1.
Once there was a little girl who lived with
her mother.
They were very poor.
Sometimes they had no supper.
Then they went to bed hungry.
One day the little girl went into the woods.
She wanted sticks for the fire.
She was so hungry and sad!
"Oh, I wish I had some sweet porridge!"
she said.
"I wish I had a pot full for mother and me.
We could eat it all up."
Just then she saw an old woman with a little
black pot.
She said, "Little girl, why are you so sad?"
"I am hungry," said the little girl.
Name Grade
Sshcol City .
Date..
No. -J.
Betty lived in the South, long, long ago.
She was only ten years old, but she liked to
help her mother.
She had learned to do many things. She
could knit and sew and spin; but best of all she
liked to cook.
One day Betty was alone at home because
her father and mother and brother had gone to
town to see a wonderful sight.
t~*
The great George Washington was visiting
the South. He was going from town to town,
riding in a great white coach trimmed with
shining gold. It had leather curtains, and soft
cushions. Four milk-white horses drew it
along the road.
Four horsemen rode ahead of the coach to
clear the way and four others rode behind it.
They were all dressed in white and gold.
Name Grade
School City
Date..
No. 3.
Little Abe hurried home as fast as his feet could
carry him. Perhaps if he had worn stockings and shoes
like yours he could have run faster. But, instead, he
wore deerskin leggings and clumsy moccasins of bear
skin that his mother had made for him.
Such a funny little figure as he was, hurrying along
across the rough fields! His suit was made of war
homespun cloth. His cap was made of coonskin, and the
tail of the coon hung behind him, like a furry tassel.
But if you could have looked into the honest, twink-
ling blue eyes of this little lad of long ago, you would
have liked him at once.
In one hand little Abe held something very precious.
It was only a book, but little Abe thought more of that
book than he would have thought of gold or precious
stones.
You cannot know just what that book meant to little
Abe, unless you are very fond of reading. Think how it
would be to see no books except two or three old ones
that you had read over and over until you knew them
by heart!
Name Grade
School City
Date..
6
No. *
The red squirrel usually waked me in the dawn,
running over the roof and up and down the sides of
house, as if sent out of the woods for this very
In the course of the winter I threw out half a bushel
of ears of corn onto the snow crust by my door,
; was amused by watching the motions of the various
animals which were baited by it. All day long the
me and went, and afforded me much
inment by their maneuvt
One would approach, at first, warily through the
3, running over the snow crust by fits and
leaf blown by the wind. Now he would
go ; aces this way, with wonderful speed, making
-TS" as if it were for a wager; and
any paces that way, but never getting on
rod at a time.
Then suddenly he would pause with a ludicrous ex-
n and a so \ as if all eyes in the universe
were fixed on him. Then, before you could say Jack
Robinson, he would be in the top of a young pitch-pine,
winding up his clock and talking to all the universe at
Name Grade
School City
Date..
No. 5.
Once upon a time, there lived a very rich man, and a king be-
sides, whose name was Midas*; and he had a little daughter,
whom nobody but myself ever heard of, and whose name I either
never knew, or have entirely forgotten. So, because I love odd
names for little girls, I choose to call her Marygold.
This King Midas was fonder of gold than anything else in the
world. He valued his royal crown chiefly because it was com-
posed of that precious metal. If he loved anything better, or
half so well, it was the one little maiden who played so merrily
around her father's, footstool. But the more Midas loved his
daughter, the more did he desire and seek for wealth. He
thought, foolish man ! that the best thing he could possibly do
for his dear child would be to give her the immensest pile of yel-
low, glistening coin, that had ever been heaped together since
the world was made. Thus, he gave all his thoughts' and all his
time to this one purpose. If ever he happened to gaze for an
instant at the goldtinted clouds of sunset, he wished that they
were real gold, and that they could be squeezed safely into his
strong box. When little Marygold ran to meet him, with a
bunch of buttercups, and dandelions, he used to say, "Poll, poh,
child ! If these flowers were as golden as they look, they would
be worth the plucking!''
And yet, in his earlier days, before he was so entirely pos-
sessed of this insane desire for riches, King Midas had shown
a great taste for flowers.
Name Grade
School City _.
Date _
No. 6.
In a secluded and mountainous part of Stiria there was in old
>t surpi i luxuriant fertility It
P ami rocky iiiountains, ris-
"\ -eivd with snow, and from
{ in constant cataracts.
oi a crag so high that,
ing else, and all below was dark-
waterfall, so that it
ifId. 'hcrefoiv, called by the
1 1 was strange
tin- va!: :'. They all
!' the mountains, and wound away
lu( the clouds
uitly t,. i rested so softly
/lit and heat, when
all ' W9M still rain in the
litti ops were so heavy and its hay so high,
so red, ii <>s so bine, and its wine so
. that it was a marvel to everyone
Valley.
nged to three brothers
and Hans', the
uirly men, with overhanging
yes.
Grade
City
No. 7.
Captain John Hull was the mint-master of Massachusetts, and
coined all the money that was made there. This was a new line
of business', for in the earlier days of the colony the current
coinage consisted of gold and silver money of England, Portu-
gal, and Spain. These coins, being scarce, the people were often
forced to barter their commodities instead of selling them.
For instance, if a man wanted to buy a coat, he perhaps ex-
changed a bearskin for it. If he wished for a barrel of molasses,
he might purchase it with a pile of pine boards. Musket-bullets
were used instead of farthings. The Indians had a sort of
money called wampum, which was made of clam-shells, and this
strange sort of specie was. likewise taken in payment of debts by
the English settlers. Bank-bills had never been heard of.
There was not money enough of any kind, in many parts of the
country, to pay the salaries of the ministers, so that they some-
times had to take quintals of fish, bushels* of corn, or cords of
wood instead of silver or gold.
As the people grew more numerous and their trade one with
another increased, the want of current money was still more
sensibly felt. To supply the demand the general court passed
a law for establishing a coinage of shillings, sixpences, and
threepences. Captain John Hull was appointed to manufac-
ture this money, and was to have about one shilling out of every
twenty to pay him for the trouble of making them.
Name Grade
School City _
Date
10
No. 8.
6 a boy. He had
gr< d little notice from
r they saw nothing re-
nt of the day
i^aze and meditate upon
i of the matter,
\vas
ao duty for
:hat the
'id that the
.n.u r
iiaii
e a bet-
bookfl, il
s and afl'ee-
aiid at tin 4
f a
those \ it h him.
as dead aid hurird ; and
\vhieli \
ex 1st en
iving skt cov-
'e the melting
-d that
as no si ! i !( ,
> of :li.
No. 9.
To an American visiting Europe, the long voyage he has to
make is an excellent preparative. The temporary absence of
worldly scenes and employments produces a state of mind pe-
culiarly fitted to receive new and vivid impressions. The vast
space of waters that separates the hemispheres, is like a blank
page in existence. There is no gradual transition, by which,
as in Europe, the features and population of one country blend
almost imperceptibly with those of another. From the mo-
ment you lose sight of the land you have left, all is vacancy
until you step on the opposite shore, and are launched at once
into the bustle and novelties of another world.
In traveling by land there is a continuity of scene and a con-
nected succession of persons and incidents, that carry on the
story of life, and lessen the effect of absence and separation.
We drag, it is. true, "a lengthening chain," at each remove of
our pilgrimage ; but the chain is unbroken : we can trace it
back link by link ; and we feel that the last still grapples 1 us to
home. But a wide sea voyage severs us at once. It makes us
conscious of being cast loose from the secure anchorage of
settled life, and sent adrift upon a doubtful world. It inter-
poses' a gulf, not merely imaginary, but real, between us and
our homes a gulf subject to tempest, and fear, and uncertain-
ty, rendering distance palpable, and return precarious.
Such, at least, was the case with myself. As I saw the last
blue line of my native land fade away "like a cloud in the hor-
izon, it seemed as if I had closed one volume of the world and
its' concerns, and had time for meditation, before I opened
another.
Name Grade
School City
Date
12
STANDARD CURVES FOR READING
SPEED
Words
read
per
econd
Grades 1
COMPREHENSION
Words 50
Written
40
30
20
10
^
^
^
^
^-^
X*"
^
Grades
Standard scores on which the above curves are based.
Grades 1 2345678
Speed (words read per second) 1.5 1.8 2.1 2.4 2.8 3.2 3.6 4.0
Comprehension (words written) 15 20 24 28 33 38 45 50
13
II. WRITING TESTS
Instructions for Administering and Scoring the Writing
Tests
Giving the tests. Explain to the pupils that they are to
write repeatedly the line "Mary had a little lamb" as well
as they can and as rapidly as they can during the two
minutes that will be allowed for the writing.
Explain also that they are to write continuously and to
make no erasures or corrections.
The pupils are to write with pen and ink on ruled paper.
Before making the test have the pupils write at the top of
the sheet the name, grade, school, city, and the date.
When all are ready have them hold their pens up in the
air and then give the signal "start." Allow them exactly
two minutes to write over as many times as they can "Mary
had a little lamb." Both speed and quality of writing
count in this test.
If desired, a different sentence may be use insted of
"Mary had a little lamb." The sentence must not contain
more than five to seven words which must all be familiar
to the children. The pupils, however, must not have re-
ceived specific previous drill upon it. The sentence "Art is
long and time is fleeting" has been found suitable.
N. B. Make sure of allowing exactly 2 minutes. See
that all start and stop at the same time.
Scoring the test. The samples of writing are scored for
speed and quality. The speed of writing is determined by
ascertaining the number of letters written per minute.
Count the total number of letters written and divide by
two.
The quality is measured with the Thorndikee scale (or if
preferred with the Ayres scale), by what is called the
ascending-descending procedure. That is, a group of
thirty or forty samples is taken and each one is graded by
beginning at the lower end of the scale and ascending until
the quality is reached to which the sample is judged equal.
After the entire group has been rated in this manner, each
sample is judged again by beginning at the upper end of the
scale and descending until equivalence is reached. One
should, of course, not know or see what the first measure-
ment was, so as to have two independent measurements.
The average of these two determinations is taken as the
final measurement.
14
STANDARD CURVES FOR WRITING
SPEED
Letters 90
written
per
minute 70
50
30
10
Grades 1
^
^
.,,
^
^
^
x-"
^
1 3 4 5 6 7
Qua'itirs II
of the
Thorndlkelt
scale
QUALITY
7
,
Grades
Standard scores on which the above curves are based
Grades 1234567 8
Speed (letters per minute) 20 31 38 47 57 65 75 83
Quality Thorndike scale) 6.5 7.5 8.2 8.7 9.3 9.8 10.4 10.9
Equivalent values for qualitv en
the Ayres scale 27 33 37 43 47 53 57
15
HI. SPELLING TESTS
Instructions for Administering and Scoring the Spelling
Tests
Giving the tests. First, have the pupils write the name,
grade, school, city, and date at the top of the sheet.
Pronounce the words clearly but do not sound them
phonetically or inflect them so as to aid the pupils. Give
the meaning of words that sound like other words of a dif-
ferent meaning and spelling. The pupils are to write the
words and to number them in the order in which they are
given. Allow sufficient time for the writing.
Each grade is to be tested twice, once on each of two suc-
cessive days. Use any one of the six lists on the first day
and any one of the others on the second day ; . (When an
entire school is being tested it may be desirable, though not
necessary, to use on the first day the same list, say list 1, in
all grades and any other list on the second day.)
In the first grade use the first 40 words of the list, in the
second grade use the first 65 words, in the third grade use
the first 80 words, in the fourth grade use the first 90
words, and in all other grades use the entire list.
Scoring the tests. The tests are scored by checking off
all words spelled incorrectly and then counting the num-
ber of words spelled correctly. This number is the score
and also the percentage of words correct, since the lists
contain 100 words each. An average is taken of the scores
made in the two tests which is the final score for each pupil.
Omitted words are counted as incorrect. Words that may
be spelled in different ways are counted correct if they are
spelled according to any one of the permissible ways.
16
LIST 1.
1. add
but
3. get
4. 10W
5. rat
6. sun
1 u m
8. blow
9. <
10.
11. easy
lOUl
14. gold
15. 1
kiss
18. n
19. i
rest
pur
24. afoot
25. t:
26. brush
27. cl
28. dodge
iilnt
30. f
31. grape
32. honor
lince
34. paint
35. prism
38. steal
39. F
heat
42. accrue
43. bottom
46. fl
47. hearse
48. 1'
60. pilfer
51. rabbit
ool
53. shroud
54. starch
55. vanity
56. bizarre
57. compose
58. dismiss
59. faction
60. hemlock
61. leopard
62. omnibus
63. procure
64. rinsing
65. splashy
66. torpedo
67. worship
68. bescreen
69. commence
70. estimate
nourish
72. luckless
national
74. pinnacle
77. \
78. ascension
79. dishallow
80 ure
81. i
82. rebellion
8.". ing
84. unalloy
8f
86. cardinally
87. connective
88. efli
89. in
90. nun< i;if un-
91. sphericity
92. attenuat
fulminating
94. lam
secretar
96. apparitional
97. sive
98. subjectively
99. inspirational
100. ineffectuality
17
LIST 2.
1. air
2. cat
3. hop
4. man
5. row
6.. tap
7. awry
8. blue
9. cast
10. corn
11. envy
12. feud
13. game
14. grow
15. home
16. knee
17. look
18,. mold
19. part
20. ruin
21. take
22. tree
23. well
24. allay
25. blaze
26. buggy
27. clown
28. doubt
29. false
30. forth
31. grass
32. house
33. money
34. paper
35. quill
36. rough
37. shout
38. stick
39. swear
40. trump
41. whirl
42. action
43. bridle
44. charge
45. driver
46. finger
47. heaven
48. legend
49. motley
50. portal
51. recipe
52. scrape
53. simple
54. strain
55. weaken
56. breaker
57. congeal
58. disturb
59. foreign
60,. hoggery
61. meaning
62. onerate
63. provoke
64. salient
65. station
66. trample
67. abstract
68. bulletin
69. covenant
70. eugenics
71. friskful
72. luminous
73. opulence
74. planchet
75. reformer
76. thorough
77. watering
78. belonging
79. displayed
80. indention
81. mercenary
82. redevelop
83. senescent
84. uncharged
85. whichever
86. centennial
87. constitute
88. exaltation
89. invocative
90. personable
91. strawberry
92. concentrate
93. imaginative
94. mathematics
95. selfishness
96. collectivity
97. marriageable
98. agriculturist
99. quarantinable
100. relinquishment
18
LIST 3.
1. art
dry
3. ice
4. :
5. run
6. top
8. bond
9. chip
10.
11. <
16. lace
18. more
20. sand
21. tang
24. amuse
25. b
utch
ount
28. dress
30. freak
ross
33. n
ace
azor
36. |
38. stock
39. F
41. white
45. enfiino
irasy
'lmet
48. I*
50. potato
51. relate
season
53. single
54. supply
55. weight
56. captain
contour
58. earnest
59. fowling
60. inflate
61. measure
palaver
63. raising
64. seizing
65. sulphur
66.
67. adh*
68. buttress
69. dominate
70. exchange
governor
manifest
osculate
74. pleasure
75. revising
76. westward
'rse
78. capitally
i emism
80. indicated
81. monoplane
82. reper
83. stimulate
84. unlocated
85. accidental
86.
87. contrili
88. expertness
89. locomotive
90. prevailing
91. symmetrize
92. consolatory
93. incremental
94. penetrative
95. superintend
96. conterminous
97. naturalistic
98. artificiality
99. reexamination
100. sentimentalism
19
LIST 4.
1. bee
2. elk
3. key
4. new
5. saw
6. war
7. base
8. book.
9. clue
10. down
11. fall
12. flat
13. girt
14. hand
15,. iron
16. lime
17. make
18. move
19. plug
20. shop
21. tear
22. tusk
2 V 3. wire
24. apple
25. blood
26. chain
27,. craft
28. drawn
29. field
30. frost
31. guard
32. jelly
33. ocean
34. pitch
35. remit
36. scale
37. speak
38. stone
39. thick
40. under
41. widen
42. bearer
43. canine
44. create
45. eraser
46. garret
47. hollow
48. little
49. office
50. prince
51. retain
52. settle
53. sluice
54. swerve
55. withal
56. chicken
57. counter
58. emperor
59. freight
60. journal
61. neglect
62. passion
63,. reserve
64. serpent
65. surface
66. trouble
67. affected
68. calendar
69. enabling
70. external
71. greeting
72. mosquito
73. outfling
74. positive
75. romantic
76. undulate
77. adverbial
78. carpentry
79. franchise
80.. infatuate
81. promenade
82. rigmarole
83. stripping
84. vegetable
85. assignment
86. comparison
87,. coordinate
88. expressage
89. mayonnaise
90. recompense
91. untraveled
92. consumptive
93. infuriation
94. photosphere
95. terrestrial
96. horsemanship
97. regenerative
98. circumscribed
99. sculpturesque
100. verisimilitude
20
LIST 5
1. bow
fly
3. law
4. old
5. see
6. ache
ead
9. cold
10. <J
11. fast
foil
13. glue
14. bard
16. line
18. ii
test
23. v
24. armor
25. boast
hasp
28. enjoy
29. fixed
30. glean
31. p
32. j
34. point
36. F
37. q
38. s
oaver
tnnon
; ispy
rape
48. TI
49. oriole
60. p
51. rubric
52. shears
53. solace
54. trifle
55. yellow
56. circuit
58. enstainp
59. general
60. lat
nourish
placard
63. res<
64. sign
65. tabl
66. iini-
67. approved
68.. cerebral
69. entii
70. faro
lent
72. mountain
73. parallel
75. spe( i
aggrieved
78.
79. hydraulic
80. inheritor
81. purgation
82. sacrifice
83. h
84. vestibule
85. authorship
86. ion
87. on
88. fed
89. memorandum
90. regular
91. abn<
92. disseminate
ive
94. pred
95. unprevei
96. inarticulate
97. stupendously
98. communicating
99. anthropometric
100. emancipationist
21
LIST 6
1. box
2. gap
3. lay
4. pod
5. sex
6. alms
7. bird
8. camp
9. comb
10. dusk
11. fear
12. foot
13. goat
14. hawk
15. keep
16. life
17. mass
18. navy
19. raft
20. some
21. that
22. vice
23. work
24. aside
25. brawn
26. chime
27. crown
28. equip
29. flock
30. grand
31. hedge
32. knock
33. ought
34. poppy
35. river
36. shaft
37. stall
38. sugar
39,. throw
40. watch
41. young
42. begird
43. causal
44. discus
45. ferret
46. gutter
47. killed
48. middle
49. paddle
50. puzzle
51. sample
52. shield
53. spring
54. tubule
55. bicycle
56. commode
57. discard
58. excuser
59. gravity
60. leaping
61. obloquy
62. pontiff
63. retreat
64. society
65. tigress
66. vitiate
67. auditory
68. churlish
69. erosible
70. fetching
71. juncture
72. narcotic
73. parasite
74. probator
75. squeaker
76. vagabond
77. amphibian
78. clearness
79. impatient
80. intestine
81. quadruple
82. sauciness
83. ticketing
84. virulence
85. bafflement
86. condescend
87. disconcert
88. illiterate
89. metropolis
90. repression
91. animalcular
92. divestiture
93. intrinsical
94. prerogative
95. upholsterer
96. interference
97. subantarctic
98. convocational
99. imperturbation
100. irresponsibility
22
STANDARD CURVE FOR SPELLING
ferct. 1UU
of word*
correct
80
60
40
20
Grades
^
^~
r**^^
^x
^
/
<*
/
12345676
Standard scores on which the above cu ve is based
Grades 123456 78
Percent ge of words correct 10 30 40 51 61 71 78 85
23
IV. ENGLISH TESTS.
Instructions for Administering and Scoring the English
Tests.
Giving the Tests. Give the tests in the order in which
thev ari numbered. Distribute the test sheets with the
backs of the sheets up. Read and explain the instructions
to the pupils before each test, calling particular attention t<
the abbreviations that are used in each test. Allow three
minutes for each of tests 1 to 4 and fifteen minutes for
test 5.
The pupils should not be allowed to skip about but use
the material of each test consecutively.
When you are ready to make a test give the signal "turn"
and "start." Be careful to allow exactly the allotted time
and make sure that all pupils start and stop at the same
time.
In schools where different terminology has been taught, as
for example for the tenses, the teacher should have the
pupils use appropriate abbreviations for the terminology
taught.
Scoring the tests. Test 1. Cross off all words whose
parts of speech are indicated incorrectly. Count the num-
ber of words correctly designated^ This will be the score.
Test 2. Cross off the nouns and pronouns whose cases
are indicated incorrectly. Count the number marked cor-
rectly. This will be the score^
Test 3. Cross off all tenses and modes given incorrectly.
Each tense and each mode given correctly counts as one.
Thus every verb form for which both are given correctly
counts as two. The total number correctly indicated is
the score.
Test 4. Cross off all punctuation marks inserted incor-
rectly. Count the number placed correctly. Every mark
counts as one. In case of quotation marks, the one at the
beginning and the one at the end count each as one. The
total number inserted correctly is taken as the score.
Test 5. Check off all sentences marked incorrectly. A
sentence is considered incorrect if both alternatives are un-
derscored as right or if the correct alternative is crossed off.
The total number of sentences marked correctly is the score.
Keys for scoring these tests may be obtained from the
author.
24
a by
i OL'
A- ill
i n v c
pronoun pro in! i
preposit:
s had begun to s
flush and
gaining great influen. i r.i. The gypsies themselves
Maggie's por
10 old
.it the mention 01 is.
no! said Maggie.
found on i
us on him ai know
in of geograi rhaps it's rather too
long to tell befoi
home i
where we go fishing; hut I'm often I should
ng my books with me, but I came away in a
a almost
is in my bo<- -ad them so
n tell you something about geograi
too that's about the world we live in very us-
ratting."
"i c.i ad .
ENGLISH TEST 2. SCORE.
Indicate the case of each noun and each pronoun in the
following text by placing above each one the abbreviation
for its case. Work as rapidly as possible. Three minutes
will be allowed. Use the following abbreviations:
nominative n possessive p, objective o.
After crossing the gully and walking on through the
woods for what they thought a safe distance, they turned
into the path. They were talking very merrily about the
General and Hugh and their friend Mills, and were dis-
cussing some romantic plan for the recapture of their
horses from the enemy, when they came out of the path
into the road, and found themselves within twenty yards of
a group of Federal soldiers, quietly sitting on their horses,
evidently guarding the road.
"Where are you boys going?" he asked, as he came up
to them.
"Going home."
"Where do you belong?"
"Over there at Oakland," pointing in the direction of
their home, which seemed suddenly to have moved a thou-
sand miles away.
"Where have you been?" The other soldiers had come
up now.
"Been down this way." The boys' voices were never so
meek before. Each reply was like an apoligy.
"Been to see your brother?" asked one who had not
spoken before a pleasant looking fellow. The boys looked
at him. They were paralyzed by dread of the approaching
question.
"Now, boys, we know where you have been," said a small
fellow, who wore a yellow chevron on his arm. He had a
thin mustache and a sharp nose, and rode a wiry, dull,
sorrel horse. "You may just as well tell us all about it.
We know you have seen them, and we are going to make
you carry us where they are."
Name Date
School Grade
City
26
KXCL1SH TEST 3. SCORE.
Indicate the tense and the mode of the following verb
forms by placing abo --.iplo the abbreviation for
1 mode. Work as rapidly as possible. Three
minutes mill be allowed. Use the following abbreviations.
present pr future perfect fu. p.
past pa indicative mode in.
future fu subjunctive mode su.
-t pr. p. rative mode iin.
pa. j\
If a verb has the present tense and the indicative mode,
place above it pr. in.
it. I will have cut. You talked. If you become.
If he wished. We have played. Break
had shown. I stayed. If I drink. You
look. If you found. He has walked. Do your work.
had spun. We cry. They will have run. I will pr
If I punish* i have seemed. Wear your hat. He
has. He had called. We will have slept. If they begin.
gave. I have eaten. Seek your p ; .!. Vou had
seen. He spoke. He will have fallen. We will take. If
we drive. If they drew. You depart. They sell. I had
flown. They bought. v have been. They will
swim. If he go. They have stolen. If we bit. Lift your
Name
School
Date _
Grade
City .
ENGLISH TEST 4. SCORE
Punctuate the following sentences. Work as rapidly as
possible. Three minutes will be allowed.
You see John how I stand.
Next we went to Vienna the capital of Austria.
Everything being ready the guard blew his horn.
He did not go to Canada he went to Mexico.
There are three causes poverty injustice and indolence.
He asked what caused the accident.
He was satisfied I suppose with his situation.
Paris Illinois is a smaller city than Paris France.
The train moved swiftly but Turner arrived too late.
When darkness conies the candles are lit.
I saw no reason for moving therefore I stayed still.
Regarding questions of good or bad English there are
several common errors.
Ever since Betty has loved the flag.
A faithful sincere friend is prized highly.
There were blue green and red flags.
He said that he had lent his neighbor an ax that on the
next day needing the ax he had gone to get it and that his
neighbor had denied borrowing it.
Our national Capitol situated in Washington is a magnifi-
cent building.
But alas this was not the case.
Mr. Smith the letter has come.
We visited New York the largest city in America.
The guests having departed we closed the door.
The present situation however is very different.
The case was this I couldn't and he wouldn't.
He asked what is the matter.
Apples are not a vegetable they are a fruit.
Chicago Illinois is a large city.
I told him but he would not listen.
If you come bring my book.
Concerning the election there is one fact of much im-
portance.
The president bowed then Hughes began to speak.
On the path leading to the cellar steps were heard.
A tall square building is located on State street.
Last year I studied grammar history and geography.
When thou goest forth by day my bullet shall whistle past
thee when thou liest down by night my knife is at thy
throat.
Washington Irving whose personality was genial and
charming became very popular in England.
Oh come you'd better.
I like to work he said especially in the morning.
As in warfare a band of men though strong and brave
individually is collectively weak if it is not well organized
so a speech a report an editorial an essay any composition
though its parts may be forcible or clever is weak as a
whole it if is not well organized.
Name Date
School Grade
City
28
ENGLISH i sroui:
i of the folio Ifl two
stated. Cross out the one Unit
you orrect or bad. If you think both are in-
both out. If you think boti-. un-
derline both utes
been
instituted.
ghtened.
tie nor she (is; are) here.
4. Ti
roll 1
y one op
6. T: ul de-
8. It is
9. SI.
10. (Who; whom) do you m*
h are going, (he and she: him a:
is happi :
lii's assassina: assassination of Lincoln)
one; one's) 1
isic sour i is, has th<>
.
safe; saf :;h his keep-
it was ^
to go.
18.
20. If tl 'ild; s-hn I should rejoice.
ive gone; to go).
ing; and ar-
!y after-
ward; folio i bath.
24 o of age, (I took my son; my eon entered)
partnership with me.
(In; as th tho oth^r day, he told
me about tho race.
29
26. (When I was; when) six years old, my grandfather
died.
27. (The storm broke just as we reached the shore; just
as we reached the shore, the storm broke) with
great violence.
28. It is (the handsomest vase I almost; almost the hand-
somest vase I) ever saw.
29. (I walked out into the night as the moon rose; as the
moon rose, I walked out into the night) and wan-
dered through the grounds.
30. I went there in order to (inspect it personally; per-
sonally inspect it).
31. The fire was built and the potatoes (baked; v/ere
baked).
32. He did what many others (have; have done) and
are doing.
33. Fostoria is as large (if not larger than Delaware; as
Delaware, if not larger).
34. He had no love (or confidence in his employer; for
his employer and no confidence in him).
35. She watched her grandmother, (aunt, and mother;
her aunt, and her mother) sewing.
36. He came home with an increase in weight, but (hard
work soon reduced it; which hard work soon re-
duced).
38. The sheets of tin are laid in rows, (and care is taken;
with care) that all the sheets fit snugly.
39. He was only one among many (so; and so) was not
observed.
40. The crowd began to wave handkerchiefs and (shout-
ing; to shout) good-byes.
41. They would neither speak to him (nor would they;
nor) look at him.
42. The life of a hod-carrier is sometimes happier than (a
prince; that of a prince).
43. He is the tallest of (all the men; any man) in the
regiment.
44. It was so misty we (could hardly; couldn't hardly)
see.
45. (There were two hundred; two hundred) students
went.
46. (That's all I want, is a chance; that's all I want a
chance) to test it thoroughly.
47. The fact that I had never before studied at home, (I
was at a loss; made me feel at a loss as to) what
to do with vacant periods.
48. I was detained by business (is; that is) the reason I
am late.
30
49. Intoxication is (when Q is affected; a state of
;iused) b: :on of certain drugs.
50. The difference bet t) De Quineey
humorous and Macau lay is gni
.t set of k : were) put on
the table.
liox, including the apples, as) lost.
)^e or the other of those fello\\ ' stolen it.
54. Oak, aterial of the
structii
UL
id you sa;
Id bo leader arose.
58. Is it (we; us >
59. The gazette reported (he; him) to be d
60. 1
t;i II<- QK>ke to some of us, namely (she ami I; her and
i can do it as well as (they; them).
63. (The i.ind's benefactor)
is honor-
;rned at ni^ >ut any one)
ng)
you (shoi
68. v . iHll) not stir; i it.
70. A man who i i ) do tha be hated.
nded (to answer; to have ans
ng) founded in 1809.
af, (caused by; as the result of) an
attack of s<
74. T! eaten our lunch (the
we saw the steamboat dep;
ad point- i rors,
as dismissed.
0*k until ( thoroughly cooked;
it is thoroughly cook
: (stationed in the
of the square
who is station* d in tie of tin-
Do you (expr to go ag;i
He sprang; springing) to 'i the.
dead man lay (and hi ).
80. It is impossible (to in any way; in any way to) re-
move them.
81. He was a patriot, but all the rest (were traitors;
traitors).
82. We ate such a dinner as only laborers (can eat; can).
83. He is bigger (than Buck and fully as strong; and fully
as strong as Buck).
84. I shall always remember the town because of (the
good times I had; the good times) and the many
friends I made there.
85,. I asked what were the names of her puppies and (kit-
ten; her kitten).
86. He went to school (thereby; and thereby) improving
his mind.
87. On the way we met a Mr. Osborn from the neighbor-
hood of Denver, (and who; who) had the typical
western breeziness.
88. She sat on the ground dressed in a pretty frock, (and
her dog was; holding her dog) in her lap.
89. I paddled the boat for a while, (then; and then) fell
into a reverie.
90. I met many people there whom I had seen before (but
did not know their names; whose names I did not
know).
91. He is (not only discourteous; discourteous not only)
to the students but also to the teachers.
92. A fireman seldom rises above (an engineer; the posi-
tion of an engineer).
93. He is the richest of (any man; all the men) in the
city.
94. They are (allowed; not allowed) to go only on Satur-
days.
95. It has no relation (to; as to) time or place.
96. There were some people (whom; about whom) I could
not tell whether they were English or American.
97. Any man who could accomplish that task, the whole
world would (think he was a hero; regard as a
hero).
98. He had to earn money (that is; is) the reason he
stayed out of college.
99. Gravity is (when a stone falls; a force that causes a
stone to fall) to the ground.
100. The difference between summer and winter (is that;
is) summer is warm and winter is cold.
Name Date
School Grade
City
32
M <,(,i:^ i i ^< ORES i <>K I-:M;USH
her*
4th
!
THIS BOOK IS DUE ON THE LAST DATE
STAMPED BELOW
AN INITIAL FINE OF 25 CENTS
WILL BE ASSESSED FOR FAILURE TO RETURN
THIS BOOK ON THE DATE DUE. THE PENALTY
WILL INCREASE TO SO CENTS ON THE FOURTH
DAY AND TO $1.OO ON THE SEVENTH DAY
OVERDUE.
SEP 24 1934
JUN 24 1937
LD 21-100w-7,'33
. OF CALiri RV