LAMGF. LIL-KAf, , Of rDlJCAMOM 
 
 UNIVERSITT or CALIKO:-\NIA 
 
 BERKELEY. CALIFOHNIA. 
 
 *1 
 
^JyiM^ 
 
 A study of. absences in relation to grades and mental ratings 
 
 Bernice Bowman Scovell 
 A.B. (Colorado College) I9l6 
 
 THESIS 
 
 ubmitted in partial satisfaction of the requirements for the degree of 
 
 MASTER OF ARTS 
 
 in 
 
 Education 
 
 in the 
 
 GRADUATE DIVISION 
 
 of the 
 
 UNIVKRSITY OF CALIFORNIA 
 
 Appro V ed T ' ■ \i \-\ ^. \ t '.\ [ ;. .; ; 
 
 Instructor in charge. 
 
 Deposited in the University Library 
 
 Date Librarian 
 

L A ^ k Jk k I Jiiiiiliiiiis. 
 
 Introduction 1 
 
 Attencl.'xnce, rclatiosi to intelii:^ence 
 
 and other fp.ctors. 1 
 
 ',*orrei.'<tion of ^crndeo md hf-alth 1 
 
 Causes of irregulrir attendance 2 
 
 ly^ Hi hufilth , fin.uficial needs, truancy. 3 
 
 Utislth nnd ^^ttendance 3 
 
 ileeveu. 4- 
 
 DilTereace bet'Tcen defective and normfil 
 
 children. 5 
 
 kjuraexlc 5 
 
 iiewoeycr 6 
 
 i;efect8 and retardation 6 
 
 •: -. 7 
 
 . ti.e^.iajuioe -Jiu :;ciiDiarL;>iip '/ 
 
 ley era S 
 
 Coaauisbioner of duc^tion 
 
 ourtea 9 
 -efectH ;-nd "ro/^reso 
 
 Ayers /,x. 
 
iijck of /.greeueiit 
 oource !u\d iJeloctioit of .• t.a 
 oeniur Hi{^ lichool 
 Tests f<iven 
 iSelection of cooes 
 (Jorrelntion of tests 
 iller 
 
 Trabue 
 Attendance record 
 
 ..ectxririf; dnta 
 ijcholoxahip average 
 
 Fow derivnd. Table 1, 
 
 Breitwieser 
 Correi;-txoa of I, q,, arid L.cholarBhin. 
 jiata tfiken as a unit. "able II. 
 
 Other correlFitioiis 
 
 Trabue 
 
 CJaftibull 
 divided in thr- e grouiDS 
 
 Table III. IV 
 JiBtribution of I. Q/?, 
 
 nage 
 11 
 12 
 12 
 12 
 12 
 13 
 
 13 
 13 
 
 lA 
 15 
 
 15 
 16 
 16 
 17 
 17 
 17 
 18 
 
 iy-;?l, 
 
Table V I9 
 
 ?;'ble VI. Vll. 21 
 
 x.etter tirades 22 
 
 }fow derived 
 
 "ercent ii. thirds accordini.^ to 
 
 intelligence . . . Tnble VIII 2:?, 23 
 
 Correlatioj. vith iritc ili;:e/ice 23 
 
 ucholarahi*? according to iatilli,;f;nce 24 
 
 Tiible IX. 2^ 
 
 Aasijoied r.-tint;a tnd 1. Q, . comt»H.red 25 
 
 V. bie X 
 iicholrtrshi>-> and aueigiied ratin^rs com uired 26 
 
 Table XI, 27 
 
 Attendance and .-r-ides , 28 
 
 I. iB. nnd fitteadftiice 28 
 
 Tfible XII ( n) 29 
 
 ■\-ibie Ail (v>) 30 
 
 AbBetiice .md auaifjied i^r. des 3I 
 
 'r.ble All I 
 
 1. ^. , scholarahi-1 and median days of 32 
 absence. 
 
 Table /.IV 33 
 
Difference between I. 'i, and i>c>iolri.rshiT> 
 
 with laedian days o^^ absence 34»3I? 
 
 Table XV. 36 
 
 Canacity and effort c ran- '.red 36 
 
 Jjiffect of Absence on Scholar shin y/ 
 
 Personal observntiuns , five 37 
 Sunsmi'.ry • 
 
 ;>ix conclu^jio b, 3;^ ,4-0 
 
 SUv^gestions 4-0,41 
 
 Amcndix 43 
 
 I, T?ibliop;rf>nV,y. 4i,44 
 
 H. Drtr; used. 41>-ii3 
 
A ;^UDY OF ADSf':SCES IW RKLAl'ION 
 TO 
 OKAPKS /IND KE«T/^L RATIHOS. 
 
 IWTRODUCTIOM 
 
 /Vttend«ince hqs alw«»y8 been considered essentioil 
 to good school V/ork, The relation of attendance to 
 Intelllf^ence and to school nrndes Is a very Import t\nt 
 problem, ilow t^ at we have both intelligence ratings 
 and class fp^ades It becor-«s possible to get an answer 
 to tVls problem, Uhen a student is absent either be- 
 cause of lllnesn or lazlneas, tlie fact thqt be has ralssed 
 his clasP exercises should seriously affect his class 
 standing, lie misses the instruction, inspiration, co- 
 orx^ntlon, explanations, asGlgnwents, drill, in fact, if 
 the school should exist at all it ivould seom that It 
 should be attended, 
 
 UORRt;L\TION OF 0R4DKS AuD III /ILTIi 
 
 That there has been a close relationship betv.eon 
 111 health and school fprades hat; long been dlscunsed,' 
 
It ^qB not hern sqtlsf qctorlly proven thqt there ts q 
 
 ▼ery bir;h correlation between f^rqdes of ill hoqith, but 
 
 It V^ts be ^n shotn thnt 111 health doer, effect t}ie Gcbool < 
 
 work, esoeclTilly the j^rqdea. Thin factor in attendince 
 
 has not been the subject of much study in the High schools. 
 
 The I'lch School has been considered important because 
 
 rt its subject ni'^tter, t^ierefore grades have orobably 
 
 been considered niore important thqn attendance, health 
 
 and other general factors. Since compulsory education 
 
 lav. s are forcing more students into the High schools, 
 
 a study of attendance in secondary schools becoir«s more 
 
 import ant . 
 
 Causes of irregular attei^idajijce, '^ . 
 
 Irref^lar attendance might be found due to nurier- 
 ous factors. The occupations and financial status of 
 the student and his parents have considerable influence. ' 
 If both parents are employed,' ouite naturally the home 
 Influence is n-^t felt as Greenly as v;V>en the mother finds 
 no other duties outside the home, ' If the child is an 
 orphan, ?.ith one parent employed, the sai^ condition, 
 except in very unusual cases, v-ould exist. 111 healt-h 
 
on the pirt of eitl)er or both parent g often neces; ttites 
 frftouont absence is v.ell as 111 iiealth on the pgrt nf 
 the pupil bi isGlf . Cuite often hoine duties, because of 
 parental employment or illness, necessitates the pupil 
 remaining at hOi.ie at Irregul^ir intervals ft 1th the con- 
 sent of the parent, Tlien too, Irreg^ular attendance is 
 found qjtiong pupils whose lio:;»es arc not effected by finan- 
 cial needs, a distaste for school activities leads 3 it lor 
 to truancy or absence because of a very slight excuse. 
 But essentially, absence is caused by actual 111 health, 
 oving to our stringent attondartce laws if truqncy offi- 
 cers co-of>o'r te with the school officials and parents 
 of the students, 
 
 ... C, Reeves of t , Loiiio, ilir>aouri, aaoerta that 
 there "is a consistent relationship between physical de- 
 fects ^nd class standing, that the normal child excolls 
 those bavins ohyslcal defects, although tlie advantage in 
 completed v.ork is not as rmrked as that in clatss standing. 
 
 1, . G, U^ovns: :-;ierientar?f school Journ-il, Vol, 15, 
 The Kolatlon betv een Physical Health Conditions of 
 Children and their School ProKreas, 
 
th->t children jn-^rked one in nutrition stqnd bic;her than 
 those m^srked t?;o, Pbysicql defecto, 'jttendince qnd clqss 
 st«indlng are conducive to intermlttant absence, v'llch 
 In M>e conirse of the school ye^r Is destructive to q 
 hi her nerccnt^go of «ittend?^nce. The results of inter- 
 mlttant attendance m«»y not be seen in the prnp^resa from 
 gr-ide to gride, yet triey gre evident In tlie standing of ^ 
 the individual in tlic cl^isa," Thii5 is domonatrated in 
 Mr, Iieove*s table in which 34,9/i of tlis puoils in Glaus 
 I. have 95^ In attendance, while in Ca^sa il they hiva 
 25.5>iJ and in Class Hi, 16.3>», He groups the students 
 absent 54;i of ths school period or less, and 7,8;^ of 
 them qre in group III, <5,2>* in group II <^nd l;-* in group I, 
 
 Mr. Reeves states furtiaer that "these fqcts in- 
 dicate a casual relationship betveen p>iyslcal condition 
 and attendance, and a high correlation bett^een higher 
 standing in class and a high percentage in attendance; 
 
 . t'lqt physlcnl condition, attendance and home 
 environment as a rule are related factors, that they 
 seldon act as units on the ».ork of children in school 
 and because of this a correlation that v ould even apiaroach 
 mathematical accuracy vould be difficult to establish. 
 
as In most cat^os It would be Irnposarole to Isolate the 
 dilffcrence In tlieir TDearing to school progress, lioifcevor 
 ti:-e ntudy does not point out that correlatioi betv.Gon 
 any of the factors ^nO. c5n<\raGtor of vork done in school 
 Is -positive nnd as such noi^lts the careful consideration 
 of idrninlstrators* supervisors and teachers." 
 
 Ir'r, Keoves considered children of t^yo first 
 el^ht grades . 
 
 2 
 
 Dr. Gornelle'o investigations determine that 
 
 there is not much difference in the grades of defective* 
 children and normal. This would have some bearing upon 
 attendance, as normal children are logically more regu- 
 lar in attendance than the sub-normal. The tables of 
 Dr. CorncllQ give the folloving results: 
 
 Percentage in Studies, 
 Normal Children 75 
 
 Average Children 74 
 
 General Defectives 72,6 
 
 Adenoids and enlarged ton.silc 72 
 
 2, Cornelle. The Psychological Clinic, January 1908, 
 
lut In 'mother r/:.udy Ccrnolle found tbat tlie ii«r- 
 cent of dofcctivss waa hli-;ht>r anions; students no'> exempt 
 fro,.! cxau'iinitl nu th^n !5/,ionn thoso oxeimpt, 
 
 Dr, fiieuiaeyer of Philadelphia, In a sifiiilar study 
 ae qir)ted hy In, p. A?/rss in his article considering 
 children ©xeriiyt and non-oxempt froi; exaialnitlon, found 
 that the brii^irter children seemed to be afflicted about 
 the sxTte as those less bri;:;ht, nlf>o that tlicx'e ia little 
 difference betieen defective ho.-s and ^irls, Tlie study 
 brings o'jt t]n fact that "'rotii-'ded and ^' oS^q a^e pupils 
 have fewer defects than normal pupils". (Use if in iiu- 
 port-^nt factor, for ¥<ith the exception of vitiion, defects 
 tfer:d to decrease vith ago, "the nu..:>:er of defect ivos 
 amorj,':^ dull children does not differ from the number ajiong 
 bright children, but the dull child is found to be more 
 dcfoctive in degree." 
 
 DEFKCTS Mil) RliT-^PD-^IOW. 
 
 In a srtudy in New Jersey by Superintendent J. S, 
 Bryan of t^o thousand twenty children, found in the same 
 
 3, \yrc£., L. i . ^uerlcan Physical . lucation i\evletj. 
 Vol. 14, Physical Defects md bchool Progress. 
 
article, thit <Laoni; tho causes aosl^^ned fot* exccialve 
 ago In the raspectlve gridea, 20,5/- were due to absonce. '- 
 He determined that physical defects eere q cauoe but 
 not the cwse of retardation and th«»t the bearing <: i 
 phT^ical defoets on school x-etard^tl :n does not se;,,; vory 
 great. iiearly C0% of the ivientally normal children have 
 physical defect £i, v hile only Vo/b oi those above normal *^ 
 are defective. And again tlie percentage of defective 
 cMldrsn In the los.er grades iii higher th^n in the upf:>er - 
 grades. 
 
 ir. iiry-tn states Ir? hi a couciusion^ "V© have 
 8hoc?n that physical defects decrease ritb age, th<it age 
 is Important ar,d nnjst be considered. Medical inspection 
 can prevent nlsory and S'^v© lives, school doctors v. ill 
 iiinko it oasler and happier, but tlie royal road to learn- 
 ing cinnot be found in the surgeonfe loiife. Old faahioned 
 industry, aoplicnt ion, intelligence nnd regularity vlll 
 hold pv.'ay qnd reac ns for poor scholarship are starting, , 
 absence, laziness^ and stupidity," 
 
 ^c T, I It If. uses nbsenco ^»s ^i.c of the ctvitrl- 
 
butory cauaos of poor . cholqraliip. It eeemts to be the 
 lo.:;iC9l cone lu -lion that such v-ould be the caae, silt hough 
 
 7 
 
 it uight be ijore noticeable in the grades than in aecondary 
 ccliools. It Is such occaaiovial hirjts in v^srioua studies 
 that suggests this study. 
 
 We find ik^ycr's'* statoiienfc, "perhaps moat of tlie 
 nervous breakdcwna in school oi'e aid< ng tiia childi'en of 
 rasdiocrc abiiity, ouch childron, endov-od i^ith unusual 
 industry are keenly sensitive to anxiouu ptirents and 
 friends to the end that tiiey feel tiiiey .;roat rank tdtih or 
 among tlie best in their class. By undue expenditure 
 of effort tliese cltlldren soraeti/nes do attain high rank 
 ^nd even firot place In their class. But it ia at 
 tremendous cost," 
 
 Thus it V ould sec/-i that poor scliolarshlp jai.3>}t 
 be Contri""'!!''' '.>r"'r Ir nb,'-,;>nfii; • rid-i ;^oct. ly, 'V'hc? ^.vr. •■yvn <-.Th(^T*- 
 
 woven. 
 
 In a re?cent report of the Cormnissioner of duca- 
 tlrn, '. ashinnton, of tlie per cent of the school term -^ 
 
 not attended by tlie pupils of tlie United States, 25,4?t 
 of the achrol tprvi V. as I Titer*, 'j he loiest >>ercentage 
 
 4, i^eyers; ...cftBurini^ ;..inds - uoteon and Gaapany, 
 
was In Indiqnflk, 7,1;&, the highest 41, It* In Kentucky, 
 Cilifornla is recorded twenty seventh In the Hat f;lth "^ 
 28,5^, 
 
 o, C. Courtes^ of Detroit in his «jrtlcle, s^ya 
 that in the gvorq c school system <»bout forty per cent 
 of the children mqke the s<5une or lover scores it tVie 
 end of the ?rear gtnd that only one child in five rmkes 
 <i. reasonable gain, 
 
 DEFECTS xm PhOGRE.aS. 
 
 Laonard Ayres^ =issociite dl-'octor of t^q D'^o'^rt- 
 njent of Child Hygiene of tlie MuJinel -nrje Foundation, 
 says thqt the averai^e number of grades corvpleted by 
 pupils during tlie iihole tline there ras nine per cent 
 I'^SQ than those having no physic ql defects, 
 
 The follow Ig table tn'ren fror; his article gives 
 
 ^'-..-ii: A-incrlcan Physlc«il ' 'due it Ion. ev lev;. 
 Vol. 3::. .;1oai;jr3.;:-:'t oS .cl-:':l->n 
 between Fhysical 'and ontal'^Crroi.th. 
 
 G, (iyrae, Leonordx A^uerican Physicnl Kduc^ktlon Revieti, 
 Vol, 15, V;l\tinn hv^it-.e-'r! Phyalcal 
 Defects -Mid School Progress, 
 
the number of ye^ira necessary for eight gridee; 
 
 Kinds of Defects iiumber of Ycgrs. 
 
 Hone 8 
 
 Vision 8 
 
 Teoth 8.5 
 
 Bregtliinf; 8,6 
 
 Tonells 8.7 
 
 4denolds 8.1 
 
 "nlTTged glnnds 9,2 
 
 One half of the children have defective teeth, 
 one in r.even defective breath nr^, one in four defective 
 tonsils, one in eight adenoids and one half of them en- 
 larged plands. 
 
 In another article on the relation of tjchc^l and 
 college to liealth, Mr. ^yert says "Our health Is hr:tter 
 than thrst cf a generation a/re, statist ice nhoc vr are 
 rtronc^er, longer lived nnd Inrrrer t^an cjr for'^f ntvors, 
 '►■'ven the collefre f^lrl ic larger, rioro rcsey, less 
 nerTcws than'lior seminary predecessor. The School must 
 deal i;lth the physical as veil as tl>e r'^ntal man," 
 
 \G health bears a dose relntiort to attendance. 
 It is a most lmporta>^t factor to he fionridered. 
 
It is obvious fron the study of these cgtsea that 
 there is q lac'.r of ^tgreement. The relationships v-ere 
 est ah 11 shed In the ^ibovc Instances in terms of t^ndes 
 In school r or!? nnd <»ttend9oce records. Nor It v ojid 
 seem thqt the teqcher often •^llo«.'s the nttendqnce re- 
 cord to be a detcrmlnln/^ factor, esTeclally If thot re- 
 cord Is poor and the student in r.'^nd henilth. fruer 
 discussion Is derived from a comnarltion of the cnpaclty 
 of the student and his gr-^dos. This cmibln'^tlon v ill 
 possibly ^,1^6 a clear Insight Into tl:!0 relafclonfjaip. 
 Kov; we not only have the students attentonce record and 
 
 Is grades, but his actual Intelligence rating found 
 by standardized mental tests. There rrrust bo soine re- 
 lation bet57Gen them and montil tests, 
 
 Lo our schools of today deal ».lth the physical 
 as fcell as the mental man successfully? Is it possi- 
 ble to get this point of view and Its relation to lntelli>- 
 gencs and the high school grades from tha study of attend- 
 ance? 
 
SOURCE \>^D r-ilL^CTIOtv OF D^TA. 
 
 The d?ita for this study ftas gathered iron a 
 senior nir,h School of seventeen hundred pupils, qbout 
 f'-urteen hundred of rbosn had been given mental tests 
 which rere available at the time of the study, rhe 
 tests that had been given and tm results of ».hicb. v. ere 
 available in the files cere the 4rmy Mpha, Form c^ven, 
 the Oakland Edition form A of the Otis and the rerman 
 Test Form E, Of the canes studied one Imndred seven* 
 
 teen eerc Terman, thirty seven Alpha and live were ->t;ls 
 tests, ot ing to tlie fact that it v;as not possible to 
 select the three distinct types of students, su^^rlor, 
 aver ape and below average frrsn nne type f test. It 
 seemed adviDable to do this, for tl-je correlation of 
 the three tests runs fairly ' irjh, Tlie study is niore 
 definitely def Ixjed by confining tlie Cases strictly to 
 the three groups and using the three teets^ rather than 
 have the types selected entirely fro-oi one test and 
 merge gradually from one group to anotr'ci'. In a study 
 . Illci7 finds tl>e correlitlon between the lernian 
 
 7. The Twenty-First Yeir Book of the natl< nal Socic^ty for 
 the ^tudy of Iducqtlon:- 
 
 Si^lller, fe. S,: Administrative Use of Intelllr,ence in 
 the High Schools, 
 
qnd <Vlph«» scores to be ,825, and betv ■^'^n tT?c ^Is ^nd 
 Alph** to be .716, The correlation boti.oen the Otis 
 qnd Tenmn Is ,741, i^-o there is oract icilly no error 
 qnd t^ie rise of tl->e qb'^ve is qs reliable ^is if the "'errian 
 Tost '>nly hqd been used in the study. 
 
 In a Tunl'r High school study,' other tests correl<jted 
 qs follows: ,851, ,66&, ,587, indicating there is i close 
 correlation between the /mlority of the tests, although 
 the highest correlatlr.n was found betveen the .i-itlonal 
 Scale A and the r.ientimeter Test, tests not used in this 
 study. 
 
 ■^hese ' n« h»jr!dred fifty n\n<^ students thur. ^selected 
 r.pre «»l*>h9hetiC':>ll'r nrran^d and the attendance r^^cord 
 for tho f ntlrc rchool for ti-re^ --ears (>ein<':^ the longest 
 nsrlod any ore student had been in schnnl) war. e::anilned 
 in order to secure their respective records, '!-be at- 
 tendance records vere Hcept lr» h-olcs, tv. o for a '"'^riod of 
 fo'.ir TPe'-s, In rhlch the nnne of "^ach student v-as; re- 
 
 7, rabno, . r. : The Use oi" Intelligence restr. in the 
 -Tunior ^'ir' i?ch'-els. 
 
corded tith his nttendanc© history foi' pqch oorloc! nf 
 the day. This aystea rce«>nt tlie survey of sixty such 
 Voles, ond the number of tlines absent, the distribution 
 of iibsensep., and the roae ns ivhere oosPlble eer?? care- 
 fully notr.d. 
 
 Tlie schol«*sblp rec'^rd for each punll for his 
 entire period In hlc^ school fcas then securfjd froai the 
 Secretary's flleo, Fro-.n this record his scholarship 
 averane vas found. ks the grades were indicated by 
 
 a nuTnerlcal system (I.e. 1, 2, :■}, 4, 5,) the scholar- 
 ship average nas found by multiplying the number of 
 ones by n"ne, tTos by eli;ht, tlorees by se^rorj, fours by 
 six and fives by zero. ihc r'=;sultlnf>; nroAucts tiere 
 e»dded torrefeher and divided by the number of grades re- 
 corded. Table one reives the covdplcte process of se- 
 curing the Rrade index. 
 

 t«blt; 
 
 I. 
 
 
 EnRllch (l«i) 
 
 I 
 
 
 (lb) 
 
 I 
 
 Mathematics (Sc ) 
 
 I 
 
 II 
 
 
 
 LanGuage (5b^) 
 
 I 
 
 
 
 9 X 11 « 99 
 
 (2cl) 
 
 
 II 
 
 
 8x3 ■ 24 
 
 (5c2) 
 
 
 
 
 ^■-'^rm 
 
 (3b) 
 
 
 
 
 
 ijornestlc Scionce 
 
 I 
 
 II 
 
 I J. 
 
 
 (la) (2c) etcetera. 
 
 reproaent Univeroit-y nopienclature 
 
 cnl^, as -or.':>d on 
 
 tho 
 
 recoi'd cards. 
 
 In English tliis particular student bad tl^ree ones. 
 In Mathematics a one ind <> tv-o. In i>orrtestic Science tro 
 0-C3 and a tv;o, in Language five -nes ^nd ^ne tv.o, 
 Rjnklng a total of eleven ones and three tvos. 1 be tctal 
 number of ones las ;ttultlplled by nine and the total num- 
 ber of tftos by eight. li-je sjuia of these icroducta war; 
 one hundred twenty-three, ibis result v. gs divided by 
 fourteen, tiv? total nur^ibcr of grades conalderoc, sl'^'lns 
 a result of 8«78« j-Iie decimal polit v<aa moved one 
 place to if xi if. , . iviMi; J oCholarship average oi' 87 
 
In ♦■/Tie t«»rTns nf the Intol 'lr;ence Quotient vhlch in In 
 
 Q 
 
 tlio ritlo of -^ne hundred. 
 
 In taking the entire group gnd using tlie Pearson 
 coeffi -i i:it; of Gorrelgtlon, tne Intelllf^ence quotient 
 ■anci scholqrshlp nr<ide for tbc entire r,rnuo >i«id ?\ (jc.rel'^. 
 tlcn of ,657, tqbie two. 
 
 'ixBU-: I. 
 ^ - airvriq. ^x y) . 14.354.?. « 1.9 75.25 « 
 
 
 
 - 1 
 
 12.^81 
 
 nn -' T 
 
 j^t^CX •y'^ 3 
 
 :hl£ caefficlent of correlation qgrees Mth others 
 frund in reoent studies. In q study ^ JJ, R, Trabue,^ 
 assistant Professor of tiducition, TeacViers OoXlerfi, Colum- 
 
 bli, Iz found tK r.cliolJii'ahl.'j co-.-rc-lRt ioji bfrl.v eon \ he 
 
 Ths abovo nothod la one used by /rrofeaoor J. B. Breit- 
 r.leser In the Coinpilitl'-n of thP Thorndike College 
 'ntrnncc iegts -A t'te University of Calif ornl--*, tWb- 
 llRbed by tb«^ TJolvertjlty of 0-^ltfornl«» Press, herkelev, 
 ; ivj-^ry 192'J, 
 
 : :-:t7 First fenr i^ook. 
 Tr-^buo, ;,R, - Intelligence Testiun In Junlon I'lnb .^ho-l; 
 
^in t.^st f^nd scbnlarshlp to l^e »5S5 v-Mrln i;. nij^^e 
 coTir 1 st ?int. T'lth ^^-he iibov^ correlntlrn. om- 
 
 i-^rlson, t^"? ;a©nti::Tieter score b ^nc; Scholarship fnllas 
 Irv ^r .450. 
 
 In an-^t.lier etrcTy found in tl.. ^ ^m ./.■•:, ■^, >-. ........ i 
 
 10 
 
 ''7 'l^cssie Lee Gamtull of disk Jersey State Normal, the 
 
 correl'ticn of .56 appears, between the 'i.horndik© teat 
 scrre -^nc? *"''''" first Beinester of Kormal School vork. In 
 or!o*-h»r study of the firct ncmcster mnrks of five hundred 
 frp?lT:ner of E<rov.n, Coltonbl^i ^nd Rutgor, Thonndllcc v^-^r-^" 
 a cci'rel-.tlon of .55, 
 
 Iv tslrlnp: the dntg in ^;roupr of f if;, -M"b- 
 
 *ectn 5r} s^^cersdlng ordPr of Intclllg®'^^*^ mjotlentp, no 
 Rcrrelntl n betTeon the Intelligence nuo-^lent md rP^ades 
 R^G found. The lov est frroup gave t correlation of .12 
 ^Viz, the me -r? Ian of minvs ,07 plus, snd the hlghsBt of 
 ,14 plus, tqble three. This ir prob*?.blT due to the 
 fqct thit euch a simall nu.nirjor of cqisas ire Msed in e^ich 
 
 • • • • 
 
 10. TfientT first Yogy Book, 
 
 Oinbull, h. i>.: - \dnlnist.rqtive Use of IntolHf,ence 
 
 Tonta, 
 
TABIr. III. 
 
 Correlation of I, o, ind wera.-^ (irade. 
 
 {In rjro'jjpg of 55, qncendlng order r^f I,'^.) 
 
 Groups Correlation 
 
 Lowest ,1:3 plus 
 
 f;edlqn (i.;inus) ,07 plus? 
 lIlG'Test ,14 plus 
 
 The sorrslition betvecn the l-^^r>'^. •^roup is obvious 
 but for *bp GTi-sll ci'oup tb'sro s qw« to be little or no* 
 ce;'relatl-n. Uslnj^ the same 4«t9, but in th« descond- 
 ir}<-: rrdor of i^rndec, thorc rgs istlll. no corrolntion; 
 table four. 
 
 CorrelTtlon of I.C* ^.ricl Average n-i^^/je 
 
 !jr- ou p C or re 1 at 1 on 
 
 IllgViCst ,29 plus 
 
 •ledtnn .09 minus 
 
 Lovost ,04 
 
This simply corroborq-i-eg tVo fncts in the groiips 
 of cor el^t ions In t«sblo three. 
 
 The Iqck of ccrrolgitlon sU':;gested plotting tlie 
 curve Bind «.e found the curves lrregul«ir, table five. 
 Since this is true v/e cgn ^ot expect a bif^lier co-efficient 
 of correlation. Hovever if all ire talcen together, -and 
 all cases included, the distribution would be more near- 
 ly normal, tlous justifying the correlation of .557, 
 
 I.0< 
 
 T/^LK V 
 
 Distribution of I, Qs, 
 
 Cases 
 
 70-74 
 
 xxxxx 
 
 75-79 
 
 xxxxxxxxxxxxxx 
 
 SO- 
 
 xxxxxxxxxxxxxxxxxxxxxxxx 
 
 BS- 
 
 xz 
 
 90- 
 
 
 95- 
 
 
 100- 
 
 xxxx 
 
 105- 
 
 xxxxxxxxxxxxxxxxxxxxxxxx: 
 
 110- 
 
 xxxxxxxxxxxxxxxxxxxxxxxx: 
 
 115- 
 
 xxxx 
 
 120- 
 
 XX 
 
 125- 
 
 xxxx 
 
 loO- 
 
 
 155- 
 
 xxxxxxxxxx 
 
 140- 
 
 
 145- 
 
 XX 
 
 150- 
 
 xz 
 
 155- 
 
 X 
 
 160- 
 
 X 
 
 otal ' 
 
 15^ 
 
 ifumber , 
 
 5 
 14 
 24 
 
 2 
 
 
 
 5 
 
 4 
 28 
 30 
 
 4 
 
 2 
 
 4 
 23 
 10 
 
 
 
 2 
 
 2 
 
 1 
 
 1 
 
DISTRIBUTION OF I.Qs. 
 
 The distribution of Inteillf^ence ouotlentR In 
 table five are marked in groups of five, the first group 
 from seventy to seventy four, contains five cases; the 
 second, seventy five to seventy nine, contains fourteen 
 cases; the third, elglity to eighty four, etcetera. 
 
 In table six, the distribution of intelligence 
 nuotlents Is torlced out in groups of ten, Prwti seventy 
 nine there are nineteen cases, elf^hty to el^-hty nine, 
 ttonty six Cases et cetera. In this group the median 
 Intelligence ouotlent Is found to be one hundred nine, 
 the lowest intelligence quotient, seventy, the highest 
 one hundred sixty n'ne, w'^king a difference of forty 
 three betv,een the first and the fourth, and a difference 
 of eighty one between the lowest and the highest; table 
 seven , 
 

 
 TABLE VI. 
 
 
 
 I. Q. 
 
 
 
 
 C rases 
 
 70-79 
 
 
 
 
 19 
 
 3©-89 
 
 
 
 
 26 
 
 90- 
 
 
 
 
 3 
 
 100- 
 
 
 
 
 32 
 
 110- 
 
 
 
 
 34 
 
 120- 
 
 
 
 
 6 
 
 130- 
 
 
 
 
 33 
 
 140- 
 
 
 
 
 2 
 
 150- 
 
 
 
 
 3 
 
 160- 
 
 
 TABIS VII 
 
 
 1^ 
 
 Medlnn I. 
 
 Q. 
 
 
 109 
 
 
 f\i art rile 
 
 I 
 
 
 34 
 
 
 Quart rile 
 
 IV 
 
 
 127 
 
 
 Lore St I. 
 
 Q. 
 
 
 70 
 
 
 Highest I. 
 
 . Q 
 
 , 
 
 161. 
 
 
LBT-TER GRADES. 
 
 For t!ie sako of convenience In describing; the stu- 
 dents «k letter grade was assigned In terms of their In- 
 telligence quotient and grades plus the c lass If Ic 'it Ion 
 of their advisers. The oer cent nf letter grades was 
 found In thirds of students accto'ding to Intelligence, 
 In group A, ninety four per cent v-ero in the hlgliest third 
 and six percent in lowest. In group B, seventy five 
 per cent v.ere In the highest group, twenty five in the 
 Riedi ■•n group. In the C plus groups seven por cent v.ere 
 in the hJLghest, eigTity eight in the ifiedlan and five in 
 the lowest third. In group C, .<»ie hundred per cent came 
 in the lov.est third, in Group D, tvo per cent In the high- 
 est, none In the middle third and ninety eight In the low- 
 est. This demonstrates sotne correlation between teacher *£ 
 grides nna intelligence tests. The inental test results 
 of the Individual students are ;enerally unlanown to their 
 class teachers, i^one of the students rated A, or B, or 
 in the first and second section, fall in the lowest third. 
 Those in the third section plus, tlK5 C plus (p?oup, come 
 largely in the median group, a larger per cent In the 
 upper than in the lov,er. The C and C minus grades gall 
 
entirely in the lovest third, as do tlie D graden, tlth 
 the exception of tv«o per cent which surprisingly fnlls 
 in the highest third, table eight. 
 
 
 TABLE VIII. 
 
 
 
 Letter Grade 
 
 Highest 
 Third 
 
 Middle 
 Third 
 
 Lov;est 
 Third 
 
 k 
 
 94jg 
 
 6^ 
 
 
 B 
 
 75% 
 
 25?& 
 
 
 c+ 
 
 7% 
 
 88^ 
 
 5^ 
 
 C- 
 
 
 
 lOOfa 
 
 D 
 
 2% 
 
 
 98% 
 
 The tv<o p<^r cent in the highest third in the D 
 group Tias found to be comprised of students of foreign 
 birth r.ith a very Inadequate knowledge of the English 
 language. This handicap of course prevented them from 
 p«!SDing in tVi© general lonoi. ledge of the tests, chile by 
 intenclvc study they tere able to leirn tlieir daily 
 lessons in a language almost foreign to them and thus 
 attatrs high scholarship grades. It Is ouite apparent 
 that the letter rating correlates closely v,lth tl:ie In- 
 telligence quotient. 
 
SCHOLARSHIP ACCORD IbiO TO I, Os. 
 
 By dividing the students into tlirec groups accord- 
 inc to IntelHt^ence quotients, the hlgliest third wns one 
 hundred per, cent. In tlie middle eiglrty eight fjnd in the 
 lowest eijTiity six per cent. In the highest group the 
 median scholarship cas eighty six, the iTiedian scl-jolarship 
 in the v.iiddle third was seventy seven «»nd in the loisiost, 
 seventy five, V.hile In the lov-est scholarship ;:;roup 
 
 the highest tas sixty eight, the middle third, sixty and 
 In the lOGCst third, sixty, Tliere «;as a difference of 
 forty between the hisliest third of the highest group and 
 the irsv.est third of tlie locost scholarship {;roup. The 
 ^Igliest third of tV^ median schol^ufship is four points 
 los-er than the lotost third of tlie hlshest group, while 
 the lot^cst third of the nsedian scholarship is seven -points 
 higher than tj^ highest of the lowest group; table nine. 
 
TABLi: IX. 
 
 ocholarsbip by TLlrdB ox ^.^.^y.^ntB, 
 According to Intelligence Ouotlents, 
 
 
 Hlf^hest 
 Third 
 
 Kiddle 
 Tliird 
 
 Lev/ est 
 
 Third 
 
 Median Scholgarshlp 
 
 82 
 
 77 
 
 75 
 
 Lowest Scholarship 
 
 uS 
 
 60 
 
 GO 
 
 Highest ikJholarshlp 
 
 100 
 
 ao 
 
 86 
 
 Tliere is evidently ^ greater vari-Zuion betsicen 
 thoKe in the highest and middle thw betv.een the Middle 
 and the lo^-est, 
 
 ASSIGNED RATINGS AiJD I. Qs. CaiPARED. 
 
 The Intelligence otmtlents were listed according 
 to assigned ratings, median lntelllr;ence rnjotlent, high- 
 est Intelligence nuotient <ind the lowest compared. The 
 median Intelllnenoe Quotient of each group was lov^er than 
 the group above; as in group ^, median intelligence quo- 
 tient was 132,5; in group B 116,5 et cetera. In t?ie 
 sane order, ^^owever. In the highest intelllijence quotient 
 
grouplnr., the hlgi-est in the D group, vas t}>lrty blnhcr 
 than that of the C group, ilsr higher thin the C olus 
 and B r;roup. In the list of lovest Intelllcence ouo- 
 tlents, they also aere In the descending; order, ns were 
 the as'^lr.ned rf^tings, v 1th the exception of the Case of 
 the A and B group. The lowest intelligence ouotlent 
 in the A group »as 107 rhlle in the B group it cas 110; 
 table ten. 
 
 TABTJ2 X 
 
 Assigned 
 Rating 
 
 Median 
 I.Q. 
 
 Highest 
 
 I.Q. 
 
 Lof est 
 I.e. 
 
 Number of 
 caaes. 
 
 A 
 
 132.5 
 
 IGl 
 
 107 
 
 48 
 
 B 
 
 116.5 
 
 123 
 
 112 
 
 4 
 
 c+ 
 
 100 
 
 114 
 
 96 
 
 56 
 
 c 
 
 100 
 
 103 
 
 96 
 
 5 
 
 c- 
 
 89 
 
 
 
 1 
 
 D 
 
 80 
 
 133 
 
 70 
 
 45 
 
 Tlie a-une group were put together Rith reference 
 to ncholarshlp according to assi^pied rating. The high- 
 est grade v^r, one hundred, in group A, v^hile the lowest vae 
 
sixty eight, i<hlch ir neven points lover than the highest 
 grade in proup B. The V'ighest grade in gro vp 13 is two 
 points hif;lier than ttae median grade in A« The highest 
 grade in the C plus grade is (^eater than the highest 
 grade in the B group, as is the highest grade in t>>e C. 
 group. The median grade in C plus and C groups are the 
 same, and the median grade of C minus is greater tian 
 the median grade of both C plus and C, The lov-est grade 
 in the D group is eou'^xl t tlie lowest grade in tlie C plus 
 group, table eleven. 
 
 
 E<jbolarship 
 
 According to 
 
 Assigned 
 
 hatl 
 
 ngs. 
 
 as; igned 
 
 nedian 
 
 Klr;hest 
 
 Lowest 
 
 Jfunber of 
 
 Rating 
 
 Grade 
 
 Grade 
 
 Grade 
 
 
 cases. 
 
 A 
 
 82.5 
 
 100 
 
 63 
 
 
 4B 
 
 3 
 
 78 
 
 90 
 
 75 
 
 
 4 
 
 C4- 
 
 77 
 
 QB 
 
 60 
 
 
 56 
 
 c 
 
 77 
 
 ^1 
 
 76 
 
 
 5 
 
 c- 
 
 BO 
 
 
 
 
 1 
 
 D 
 
 77 
 
 100 
 
 GO 
 
 
 45 
 
 Entire gro»JD 77 100 GO 159 
 
 Fra.i t!ie tvo preceediug tables we see that the 
 scholarship does not agree with the assigned rating as 
 well as the Intelligence quotient does. This is probably 
 
due to the fact that grades arc, given by teachers who 
 '.tust necessarily be Inf luer^ced by personality, v.hlle the 
 Intelliserce quotients, agreeing T.lth the nsi.lgned rat- 
 ings, are more represent -nt ivc of the stuccnts' ^^ctual 
 cncacity. 
 
 In table eleven i hlch Ic a canp rlr.on of in' clll- 
 gence quotients and grades, there Is a correlation be- 
 trcer the assigned ratings and the Intelligence quotients 
 «lth the exception of '--ne or tv.o unusual esses, 
 
 ATTEKDAflCE WD GRADES. 
 
 Thg matter of attendance arj«.l ite correlation tlth 
 toacher'r, grades and Intelligence rruotlents Is still a 
 q^)«.'3tlon» ■ e are nM; endeavoring to bring a final co-.t 
 clurlon on t'^nt subject for it necessarily varies accord- 
 ing to tT?e c->idlticn3 of dlffsront sohooln, home onvlron- 
 in'^r.'- ■nnd tbc economic condition of the students. 
 
 I. Qs. AND ACTKifD Alios. 
 
 The f^ne hundred fifty nine Cases i ere segregated 
 Into three groups according to Intel Tl-ence nuotlents, 
 hlp.hest third, middle tbftd ind lovest third. The median 
 
nuinbor of absences in esich {^oup r;ere about the sgrne, 
 t>ie lovest number of absences in e«ich group v;as zero, 
 while the groatest number of absences occured in t>ie 
 highest third, f e«.er In tlie middle group -ind then 
 a.G'^eater nuinbor qggiin in the lousat third; tabic twelve. 
 It it possible th^t those in the middle group have better 
 health? Or is it that those in the upper i.roup foel 
 less in the need of attending school, while thasa ia 
 the lowest group find it irksonte? 
 
 TABLE XII (3) 
 Attend v)ce by Thirds of student r. Group 
 accrrdinrt to I. Ps, 
 
 J^edign wumber of absences 
 Lor est Nuribsr of absences 
 Greatest humber of absences 50,25 
 
 OR'ing tc the fact thnt one case, vhgt of 59,25 ab- 
 serces was rather except i"n9l, it seened odv^sa^ftle to omit 
 the highest numtoer of rsch group to see if there Eaa 
 any difference in the results; table tv.elve, b. 
 
 Highest 
 Third 
 
 WlddlG 
 
 Ti ird 
 
 Lc^.est 
 1 t.ird 
 
 1.5 
 
 2.0 
 
 2.75 
 
 
 
 
 
 
 
 1 50.25 
 
 21.5 
 
 00.75 
 
iiif^hest 
 
 Third 
 
 Middle 
 Third 
 
 Lov. e st 
 Third. 
 
 S 1.5 
 
 2.25 
 
 2,5 
 
 
 
 
 
 
 
 34,75 
 
 20.5 
 
 Z^2.b 
 
 TABUS XII (h) 
 
 We 41 an i>iuinber of absences 1.5 
 Lowest XJumber 
 Greatest Mu-nber 
 
 The results are practically the soaie as those 
 of table tr-elve (a). The median number of absoncea 
 shot.' n allf^ht v«rrlitlon of ttenty five hundredths in 
 the m'ddle gnd last group. Th© lovest number of absences 
 still l5 ze^o, t?hll«=» t>>e gresteet r:Tedlan number of ab- 
 sences continues to be the hlp;l)est, in tl^ '.-ighest third, 
 ftliiost ar. Mf,h in the lor.est third, t'hlle the greatest 
 nuviber of absences Is the least In tl>e ailddle t ird. 
 Tfclp s'lbstantlgites the state-nent previ-usl:?- made thst 
 children of raedlocro ability are ;r.ore regular it? attend- 
 ance becQ'jse of thPlr recognition of the fact that they 
 p;qln b"^ regular attendance, those in the A group find It 
 unneces'^'orT irsd t'^o^^p of the third group find it irksome. 
 So those highest In lntelll,2ence tend to h-ive the r.roat- 
 est- numhor -f tibsoncos, efpeciqll:/ since t^ho case of the 
 greatest nurnber of absences, fifty nine, »ts exco'^tlonal. 
 
th-st of a student of extremely poor iTO^ilth l)ut good niental 
 r«»tinn. There is not, liov.ever, en^ur,h difference to 
 msloo a definite conclusion, but it indicates thnt low 
 intelligence tends toRord irregular attondvice. 
 
 In t^ibulqt i.rir'; ^. -o d^ys of absence according to 
 «88lr;ned g«ides, the inedlan number of absences in the 
 uooer (proyp ras 1,5, In the median group it was 2,tj and 
 in t^e lof/eat third 2,5, The gt'oateat number of ab- 
 sences in the hlgliest intelligerjce "uotient group Kas 
 34,75, oralttinic; tVie case of 59,25 absences, in ti^ .aiddle 
 group it ?.no 21,5 and in tne lowest 53.75; tablo, -jliirteen, 
 
 'Hki^L'. XIII. 
 
 Da"^s of 4bsence According to As.^igned iiradOB, 
 
 Assigned grades Median Number Greatest Least Number 
 Absences iluiibar i-iumber of 
 
 Cases, 
 (av,7D or 52 or 
 
 Highest Third 1.5 (34,75 53 
 
 Middle Third 2.5 21,5 53 
 
 Lovcrt Tiiird 2.5 o5,75 53 
 
 -■'i.. OL-li-lJ v:-)-^;. liTMH ^.:'.; 3 ■lOi^ 'ir.'i^:' C...1T. T-iiC .KCl.lle 
 
RTOup realize their deflclercles and a'rtend regularly; 
 the upper find It not so necessary to attend regularly 
 tp retain Vigh standards; tlio Ic^eat group find it irk- 
 fane. The lowest number of absences v.a£ sero in c^ch 
 e^-oup. 
 
 I. Q., SCBOLARSHIP AWD INDIAN DATd OP ABtiSWCE. 
 
 The intelligence auotlont and scholarship were 
 tabulated in such a »9.y, as to shot; the median of days 
 absent frori each group, tabic fcurtsen. The caseL ?iere 
 grcooed acoordlns to ccliolarshlp^ In sections of five 
 points fran one iaandred to sixty, T^ach of these s3Ctions 
 was divided Into thirds ace .rdin;;- to intelligence ouotlentj 
 highest third, median and lowest third. Then faa .nedlan 
 days of absence of each group vvas determined. :hcre i-as 
 but r-ne CTse of 100% scholarship, found in the hi;;b3St 
 Intelligence group with no absences. Tbcro v&ve no 
 cases in the 9f>-99 group. The 90-94 £;roup the i;iedian 
 doya of absence v.io 6.265, This vras In tlie hlghost in- 
 telligence ouotlent group v.hlch contained only t?;o cases. 
 In the 85-R9 group the median day.-s of absence Is 11,125. 
 This group had rlxten cases. In the middle tl.ird the 
 
nedlon of dq*'S ofi nbeenco wrra 1,5, rlfh flvo cases. 
 The niedlan In the lovest tMrd rnR zoro, ; 1th tvo caoes 
 c^^nsldered, -+. cotor^. It is impoc:-lble to establish 
 n '3r?flnlte concl'inicn Tvrm taV-le foui'teen. 
 
 T&BIE XIV. 
 Table by I. Q. and Scholarship shov Ing the median 
 of days of -absence for each group, 
 (-) The rmmber of cosies, 
 
 , Groups, 
 
 scholarship 
 
 Highest 
 Third 
 
 aildla 
 
 Third 
 
 
 100 
 
 "(1) 
 
 
 
 95-9?? 
 
 r,.695<2, 
 
 
 
 00 -'^4 
 
 1.125 
 1-^10) 
 
 1-^5) 
 ^•'^(12> 
 
 ^(2) 
 
 30-34 
 
 6«5 (15) 
 
 ^•0(23) 
 
 3.75jy) 
 
 75-70 
 
 ^-^^3) 
 
 ^•''^(3) 
 
 ^•'^(20) 
 
 70-74 
 
 ^•°(li 
 
 l-^(o) 
 
 1.75, 
 
 (lb) 
 
 65-G9 
 
 
 11.1^5^,^ 
 
 =^•'^^(5) 
 
 60-64 
 
 
 
 ^•^'^4, 
 
DI?}?F,RnKC5 Hr:T EEl'I I. ^. Ain? SCHOLARSHIP, 
 VITI! !.ni:DI^! DAYS OP ^SS^HCK. 
 
 I'ben the cxic 'v-v.-"li.:i. r nr; -^ V"V.l^.*cd In j^roupr; of 
 ten, ?«3Cordlng to tlie differences betreen tlie IntelllceTice 
 ouctient ?ind scholarship, the greateet differonce belnG 
 set'enty-n^.nc ?ind the lot/cot a negative nine. 7.heY v ei'C 
 divided Into tliree 1 -te lllecnce Quotient groupr. and. tlie 
 medl'^n dn-^rv, of absence noted for each fproup. In the 
 hlri'ifist difference tiroup, riiere wore tv. cases, t}ie Median 
 days of absence noted 5.55? there were none in tlie rilddle 
 and lm;est third. In the 60-69 group, seven cases rere 
 In the highest third, the n»di£3:'i days of absence ?;ere 1,'^5, 
 again 1^8 find no ca£«s In the middle and lowest t'aird. 
 In ^lie 50-59 group, seventeen ca^es were in the Idg'iest 
 t>-»lrd, ?fedian 1.5 with ho cases In. the other two sections. 
 In ^hf> 40-49 f^oup f/ere eighteen cases In the highest 
 third, »ith a median of /:J.25, seven caces in the noddle 
 tlird, nedi-an ;3,5 gnd no cases In the third ,:^roup« For 
 the first time we have cases in each group in the o0-39 
 difference section. The greatest number of cases begins 
 to appear in the central group, diralnishes and lin^lly 
 disappears until ^n the cases are in the third np?oup. 
 
Prom this ?7e r6»<ic!T n conclusion nlinll<3r to t o^evlous one, 
 th«it. In cice?! of the bri'^ht students the difference be- 
 tween scholiirshlr) <ind lnt?lllr^nce nuotlent h-^d little 
 efr^iTt on nttendqr'Ce, The student Rlth hlr.h Intelli- 
 gence T.iotlfent and good grades oa^rs little attentl n to 
 at'''ond<jnce. The student making fp?ades about emnl to 
 lntelli,-:;ence quotient was refyjiqr in attendance » bilo tlie 
 student whose Intelllf^jerjco ouotlent ^nd scholar sMp both 
 are lov/, gets discouraged and irpegrjlar In attendance as 
 a result, table i'ifteon. 
 
TAi-'Lt. XV. 
 Table by I. Q. groups and Difference betwoen I. 
 Q. and Scholarship; with f<3dlnn Days of Absence noted 
 for Groups, 
 
 (•) Jannber of Cgses, 
 Dirferonce bet^^een I. q. Groups 
 
 I.Q. and scholftrship foedlan D«iya of Absence. 
 
 60-59 
 40-49 
 30-59 
 20-29 
 1.0-10 
 
 r.lnus 
 9-0 
 
 Highest 
 Third 
 
 Midaie 
 Third 
 
 LoKesi 
 Third 
 
 -^^Fa, 
 
 
 
 U25^^^ 
 
 
 
 ^•^(1.) 
 
 
 
 (IS) 
 
 2-5(7) 
 
 
 iv.O 
 
 (9) 
 
 2.0 
 
 1.5 
 2.12 
 
 (29) 
 
 (15) 
 
 ?2) 
 
 2.0 
 
 (2) 
 
 7.375 
 
 (o) 
 
 7.5 
 1.75 
 
 (11) 
 (27) 
 
 4.0 
 
 (7) 
 
 Only seven oi' the entire group are worklnj^ nbove 
 
their Intelligence nuotl.^nt and the greateEt of those is 
 only four points Mgher than the Gipacity gr«xnted by their 
 mfntql r.:eas',irerrtont» Twenty-sever) ?.re "brs'ikin;; even, 
 tb* difference l^ctr.een the iri-elli£;enee ouotlent and 
 cl\"£ "rades ranging from zero to nine, showlnc^ they 
 «ir9 pr-^ctlcally working up to their fullest c^.pnclty, 
 Ih"} r^reatest itramher of students, f'^^tT^, jn ^iny one group 
 of differences falls in the thirty to forty class; the 
 Tstedl^n group. The least auaber is in the highest group, 
 seventy to seventy nine, where re have only tso students. 
 Thsrs seems to be -^ i^r^dual dlmlnlehlng of the number of 
 etndsnts In both directions «lth the exception of the 
 next to the lo«est ;:^roup, zero to then, v. ere the number 
 ,^£t able to hold t^elr own lncre?vf;es« 
 
 The exceptional cases of low intelligence ouo-» 
 tlents and high grades are responsible for the devl^^tions 
 Ir order, but owln/; to the mture of these case&, «d has 
 loecn explained previously, they may be dropped entirely. 
 
 i.-'-T rzr.x)c i\T':inr- pnri-'-.r r.o -r,.-- j'-c: ■■- • ^i- ti:cr'r^ 13 
 lit hie if any effect of absence upon echolirshln, .ut 
 
a student, with g hli^h lnt.ell?,gt3.ice quotient is irregular 
 in nttendanoe, ^hila tho Tieo.iuin student aecns to ronllze 
 Mn sbrrt comings and attends vf^f^l'iTlj, thoiso of low 
 r-tlar; ^re ii'retjjlfir because studlee ars irlccarie taMcs, 
 
 rLR&^KAL OBSEKVAu?I0N£. 
 
 AS f-e are personally acquainted in tte Llgb ochool 
 in which the study was ir.idc wc v.ould suegest the follow- 
 ing additional observations; 
 (1) Tlie student of hln'a scho-:! an© is stronger physically 
 
 fhtxi the student cf ,:;r9i:-m3r school arc. 
 (-) It l£ evident ths^t the older the stuc^ent, tho 'esa 
 
 the correlation hetr-een health and school v;ork, 
 (w) 7. hat difference there is, i.=! talci^n ctire of by the 
 Physical T^ducgtion Departrr^ . ^t dopnrtment 
 
 undcrt9'<>s corrective f^yirinnclu-i, ;ives advice on 
 the subject of heslth, h^p;lene, proper conditions 
 for studYlnn and co-oner^tes vith the adviser of 
 the s^uients In tho r>renQr<ition of the individual 
 
 (1) The ^dr:iinl3ti"iti-n- and scVwol councilor co-oporate 
 with the pupilr '"■''' -♦-"enta effectively V '•^' ^^r- 
 
lalttlng the Btuder^ts to overdo and In placing tliem In 
 classes where they can retidlly adapt their capacltlea, 
 (5) l?he absence is carefully not.3d ind so-opcntloa on 
 the part of the teaclier riial^BS It possible for the 
 student to make up work, rhether thv-5 -absence Is 
 due to truancy or illness, 
 (G) Unnecessary absence in largely qivolded by tlis -ad- 
 ministration and an efficient attendance officer, 
 Scx^tie years afio, the lack of efloct of absence upon 
 the pupil's scholarship grades rn" ght have boen said 
 to have been due to the teacher 'n carelessness and 
 I'^xlty in rradlnfi, but now it cannot be 1udp?ed so 
 because of the close qnd active cc-operatlon of 
 the forces mentioned, 
 
 SUflV.ARY. 
 
 SmtttiarizlnK re draw the C'^ncluclonsj 
 
 (1) The asffl^-^tied i^adee and Intelligence quotient:: cor- 
 r'esr>on:' better than the Intelllcence puotlente and 
 tc^d'^^r's ratings. 
 
 (2) Tlie teacher's grncien anu -< ro ?. il^jp-^cn '^n '^■'- 1 -< > - ? cor* 
 rel-»+-e, but It Ir ->nt n •7'^rv Mrrh corrolat l-^n. 
 
(3) Ths attendance beooraes more regul^ir as ^e go from 
 high to median intelligence ouotlent, and rn re Irre- 
 fiular ae v.e go from median to lov. Intellip-ence quo- 
 tient. 
 
 (4) Attendance is ,icst irregular in tlie case of stucients 
 vhose grades are considerably lov.er than intelligence 
 quotients, 
 
 (5) For the bright student, dlsrop-ancles betv.een grades 
 and Intelligence ouotients have little or no effect 
 upon attendance, 
 
 (6) None of the conclusions have high en-ugh statistical 
 probability to be considered as having any extra- 
 ordinary influence upon attendance regulations and 
 the grading system, 
 
 tSUGGESriOWS, 
 
 /\lthrugh practlcqlly t11 of our schools keep attend- 
 ance records with accuracy, the detgilod account of attend- 
 ance histories, , reasons for absence, the cause of leav- 
 ing school, et cetera, vould do much In securing more 
 specific results In a study of this sort and be of value 
 to the administration of the individual school, as ^ell 
 
as the educational system as a whole. Data for indi- 
 vidual cases is hard to secure, especially if ncae time 
 has elapsed since fhe case occured. This 1 s being 
 recocalzed In general and the tendancy Is to secure an 
 accurate detailed record of tlie attendance hist cry of 
 tl-e individual, Ve need not only the mental rating, 
 tlie daily grades, the attendance record of tine student, 
 but a more detailed personal history record, accurately 
 Iccpt in en. junction v^ith them. 
 
/APPENDIX 
 
 I. ^"ibliOf^r-n'-'Miy 
 
 t; U5jfc(i lu tf'irj !.u(iy. 
 
J3 I H L 1 G R A P H Y. 
 
 Ayrtis , L. 0.: American PhyBical ilciucntion iievievr. 
 Volmne 1^; T»4(;e 19'/ • 
 'Physical Defects and Jichool I'rofjreea. 
 
 liowdon , A. 0.: School rmO .Jociety, Volume 6; T>age 447, 
 
 Kllrainfltion frow the f'if;h lichoolc of .jOuth Jikotc, 
 
 ireit^vieser, J. V.: ITniveraity of C.-'lifornir TTesa. 
 January, 1^;?.?, 
 
 The Vhomdike 'Jolle^je tijntrpnce Tests of the 
 University of California, 
 
 Cornelle, 13r. i f'sychological Clinic, I^OH, 
 
 Coioniissiouer of :;ducation, ashinf^ton, C C, 
 
 Percent of lichool f'.nd College to Health. 
 
 Courtes, 3. C: American Physical Education Kevie'v, 
 Volurae P.P.. 
 Physical nnd .iental (Jrowth. 
 
 aoule, A. ;i. : iJchoul ileyiew, December 1903. 
 
 Relation of uchool and Coll. r:e to Health, 
 
 Karrin^on, T. P.; American rhyaical Kducation iievie?/; 
 Voliuae 15, \mgfc 273. 
 Ue.-ilth and Kducution, 
 
 Meyers, 0. E. and ^ley>rB, 0. c. : Mewsome nnd Co. 
 ileaBurin^i L'inds, 
 
 Par 9 on u , li. D. &nd DhcTinard, ;. II.: tichool and i.ociety. 
 Volume 3, nnge 27 1. 
 Causes for Leaviup, ^^chool. 
 
 Heevea, /. c. ; sleoientary ochool Journnl, Volume li?. 
 
 The delation IVit./een TJhyaioal Health Conditions of 
 Children and their r>chool ^ro^^rcso. 
 
 iianford: rjental and Physical life of the iichool (;hild. 
 
Stevens, X. C.: School Revleo, Volume 24, pqge 450, 
 Survey of Retarded Children. 
 
 Tcrr/ian; Intellit^nce of the School Child, 
 
 The T?,enty-f irst Yesir Book of the dgtlonql Society fen* 
 the Study of i: due at Ion, 
 
 V.alces, i. • S.: Scho-^l Reviev;, Volume 26, page 349. 
 Failing Pupils In High School. 
 
DATA Wli.D iii Th'IS S'-ITDV. 
 
 In listinjr the datn used in this study ve h.- ve 
 six coiuinat 
 
 1. Vlie nuiaber of the utudf.nt asaitjned for idcntifi- 
 C'^tioa. 
 
 2. 'ihe ^i;rour> rrtiriK or lettrr frr; de 7?hich w;>s foiaid 
 in tejnas uf the intelligence QUotitnt ind grades 
 T>ius the cl.'ssific;,tion of the advisors. 
 
 3. '^he intellif^.-n^e quotient. 
 
 4, 'he students clans ^.^rrde ex-oressed in the s?Mne terras 
 r 8 the intf-llif;! nee quotient. 
 
 ^. he difference between the; intelligence quotient 
 
 ■ nd the cImss f^r^des. 
 t>, I'he aui'iber of dnya .-.bsent. 
 
 The last mentioned is c- rried out to tv/o deci- 
 mal r)lacea becf-use of the consider tion of the frac- 
 tional ^rurt of d.-ys Jibaent. 
 
..tucient arouD i.... 
 ;{atin{; 
 
 . r.ide 
 
 Abtieut 
 
 101 
 
 1^;^' 
 
 ao 
 
 75 
 
 .25 
 
 14!^ 
 
 161 
 
 86 
 
 75 
 
 10.5 
 
 it; 
 
 I3fi 
 
 77 
 
 6i 
 
 
 
 131 
 
 i.4<'5 
 
 7 
 
 61 
 
 .75 
 
 54 
 
 ■- V' 
 
 68 
 
 62 
 
 1. 
 
 C?. 
 
 x^7 
 
 82 
 
 65 
 
 1.25 
 
 10^ 
 
 li^u 
 
 l>5 
 
 <5 
 
 1.5 
 
 ;4 
 
 135 
 
 /^ 
 
 61 
 
 1. . *:; 
 
 IPA 
 
 13P 
 
 76 
 
 (2 
 
 .. 
 
 IP.'. 
 
 iL^;? 
 
 100 
 
 52 
 
 0, 
 
 126 
 
 i.-^^> 
 
 7<^ 
 
 57 
 
 0. 
 
 90 
 
 134 
 
 80 
 
 54 
 
 0. 
 
 li/- 
 
 139 
 
 86 
 
 53 
 
 »> 
 
 16^ 
 
 1 V1- 
 
 70 
 
 54 
 
 I. 
 
 i6( 
 
 U9 
 
 r^2 
 
 57 
 
 -. 
 
 iiy 
 
 137 
 
 80 
 
 57 
 
 i.5 
 
 iij 
 
 131 
 
 75 
 
 56 
 
 1..5 
 
 25 
 
 132 
 
 82 
 
 50 
 
 2. 
 
 iia 
 
 132 
 
 82 
 
 1,0 
 
 30 
 
 149 
 
 131 
 
 77 
 
 b4 
 
 5» 
 
tudent 
 
 iroun 
 
 1. ,. 
 
 i3i> 
 
 • r de 
 
 Uifference 
 
 58 
 
 j.ys 
 
 . botnt 
 
 5.75 
 
 Lt^ 
 
 
 137 
 
 ya 
 
 5i^ 
 
 7.35 
 
 45 
 
 
 i3l 
 
 n 
 
 54 
 
 i^;.25 
 
 19 
 
 A 
 
 135 
 
 /B 
 
 5'/ 
 
 32. 
 
 84 
 
 A 
 
 12/ 
 
 '/5 
 
 52 
 
 34.75 
 
 148 
 
 '* 
 
 134 
 
 ;i7 
 
 4/ 
 
 0. 
 
 8 
 
 
 130 
 
 B/ 
 
 43 
 
 0. 
 
 107 
 
 
 130 
 
 ^3 
 
 4/ 
 
 .25 
 
 128 
 
 
 130 
 
 {58 
 
 42 
 
 .25 
 
 i-1^ 
 
 ^V 
 
 130 
 
 M8 
 
 42 
 
 .25 
 
 47 
 
 A 
 
 130 
 
 87 
 
 43 
 
 .5 
 
 lijO 
 
 A 
 
 133 
 
 86 
 
 47 
 
 • 5 
 
 11 
 
 
 133 
 
 4 
 
 49 
 
 .5 
 
 iiV 
 
 
 iU 
 
 -5 
 
 46 
 
 i.5 
 
 9b 
 
 A 
 
 125 
 
 85 
 
 40 
 
 3. 
 
 67 
 
 A 
 
 130 
 
 84 
 
 46 
 
 3.25 
 
 55 
 
 
 132 
 
 8i> 
 
 43 
 
 '•-i; 
 
 12 
 
 
 l26 
 
 82 
 
 44 
 
 
 164 
 
 A 
 
 133 
 
 )^ 
 
 43 
 
 . .25 
 
 ii,4 
 
 
 1-31 
 
 9 > 
 
 41 
 
 /. 
 
 68 
 
 
 121; 
 
 4 
 
 41 
 
 '- ' . 
 
•tuuent 
 34 
 
 Group 
 liutiiit; 
 
 • A 
 
 132 
 
 «5 
 
 ;iifercace 
 
 47 
 
 -iysj 
 
 .vV>a(.nt 
 
 20. 
 
 5^ . 
 
 B 
 
 
 123 
 
 75 
 
 48 
 
 2^.75 
 
 laa 
 
 B 
 
 
 il6 
 
 80 
 
 36 
 
 1.5 
 
 109 
 
 s\ 
 
 
 124 
 
 a^ 
 
 35 
 
 3.5 
 
 ly/ 
 
 A 
 
 
 116 
 
 li 
 
 37 
 
 :^. 
 
 85 
 
 A 
 
 
 llB 
 
 »5 
 
 i.3 
 
 13. 
 
 61 
 
 B 
 
 
 11'/ 
 
 /» 
 
 )9 
 
 ^925 
 
 146 
 
 
 
 112 
 
 a3 
 
 2^ 
 
 12.7$ 
 
 ^3 
 
 B 
 
 
 110 
 
 ya 
 
 i2 
 
 19.25 
 
 10 
 
 A 
 
 
 1Q7 
 
 •/8 
 
 2^ 
 
 20.5 
 
 64 
 
 C 
 
 nlu 
 
 iJll4 
 
 75 
 
 39 
 
 2.> 
 
 3^^ 
 
 c 
 
 ^lll 
 
 3114 
 
 no 
 
 34 
 
 3. 
 
 1)0 
 
 ■:J 
 
 
 114 
 
 Mo 
 
 H 
 
 4.5 
 
 ■>'l 
 
 
 
 114 
 
 82 
 
 32 
 
 .5 
 
 -M 
 
 
 
 
 105 
 
 /3 
 
 32 
 
 4. 
 
 i>2 
 
 c 
 
 
 >6 
 
 /^' 
 
 16 
 
 ^2.5 
 
 ^2 
 
 c 
 
 
 1 )4 
 
 /4 
 
 3> 
 
 0. 
 
 44 
 
 ij 
 
 
 ^5 
 
 /6 
 
 1^ 
 
 6.25 
 
 121 
 
 
 
 1^3 
 
 // 
 
 26 
 
 7. 
 
 '/6 
 
 u 
 
 
 100 
 
 a 
 
 23 
 
 ''4.75 
 
 36 
 
 G 
 
 r»luali'^ 
 
 '.'■ ) 
 
 30 
 
 0. 
 
tudent 
 
 rtroup 
 
 ■ '■'lua 
 
 i.qi. 
 
 Orv.de 
 
 ifference 
 23 
 
 bticnt 
 
 1.5 
 
 i.i> 
 
 
 J» 
 
 iI2 
 
 B5 
 
 27 
 
 J. 
 
 4? 
 
 
 
 i ,6 
 
 8y 
 
 19 
 
 3.25 
 
 tb 
 
 
 
 
 i05 
 
 ■/4 
 
 ijc 
 
 .25 
 
 4i 
 
 C 
 
 
 ill 
 
 V4 
 
 37 
 
 1.5 
 
 20 
 
 
 
 114 
 
 73 
 
 41 
 
 2.>' 
 
 Ic 
 
 
 
 112 
 
 72 
 
 40 
 
 2.75 
 
 li.: 
 
 
 
 ■:\ 
 
 72 
 
 36 
 
 3. 
 
 El 
 
 
 
 
 ,3 
 
 33 
 
 4. 
 
 5\ 
 
 - 
 
 
 i-i6 
 
 y* 
 
 32 
 
 5.25 
 
 63 
 
 v» 
 
 
 l.^i 
 
 ?^ 
 
 3:> 
 
 v. 25 
 
 i', 
 
 - 
 
 
 iU^J 
 
 77 
 
 32 
 
 0. 
 
 33 
 
 
 
 113 
 
 n 
 
 36 
 
 0. 
 
 t3 
 
 
 
 105 
 
 Tj 
 
 30 
 
 0. 
 
 60 
 
 C 
 
 
 uo 
 
 7i? 
 
 35 
 
 u 
 
 33 
 
 •' 
 
 
 107 
 
 78 
 
 a 
 
 0. 
 
 iv>4 
 
 - 
 
 
 106 
 
 V7 
 
 2> 
 
 .25 
 
 46 
 
 
 
 
 112 
 
 "a 
 
 35 
 
 .75 
 
 120 
 
 c 
 
 
 1U7 
 
 'i'j 
 
 32 
 
 
 ^6 
 
 (' 
 
 
 112 
 
 ya 
 
 34 
 
 !• 
 
 65 
 
 c 
 
 If 
 
 106 
 
 75 
 
 31 
 
 1. 
 
tutiout 
 
 arou 
 
 ii« 
 
 I. I.. 
 
 113 
 
 'l-i 
 
 i)if fereuce 
 i4 
 
 .;..ya 
 batnt 
 
 ..P-5 
 
 y 
 
 c 
 
 -•iua 
 
 iO'> 
 
 76 
 
 33 
 
 '. 
 
 i,a 
 
 c 
 
 -nlus 
 
 iiO 
 
 'n 
 
 33 
 
 2.5 
 
 31 
 
 c 
 
 tt 
 
 112 
 
 ya 
 
 \^ 
 
 2.75 
 
 82 
 
 c 
 
 n 
 
 112 
 
 76 
 
 36 
 
 i. 
 
 73 
 
 G 
 
 M 
 
 113 
 
 77 
 
 36 
 
 3. 
 
 17 
 
 c 
 
 ft 
 
 iJ;> 
 
 7!? 
 
 34 
 
 5. 
 
 74 
 
 c 
 
 " 
 
 112 
 
 75 
 
 37 
 
 5. 
 
 114 
 
 G 
 
 " 
 
 111 
 
 75 
 
 36 
 
 6. 
 
 87 
 
 G 
 
 « 
 
 100 
 
 77 
 
 31 
 
 6. 
 
 23 
 
 C 
 
 •» 
 
 113 
 
 75 
 
 3« 
 
 13.75 
 
 57 
 
 C 
 
 ft 
 
 lOO 
 
 60 
 
 48 
 
 .75 
 
 i03 
 
 G 
 
 n 
 
 110 
 
 ^1 
 
 4i? 
 
 21.5 
 
 30 
 
 G 
 
 - 
 
 109 
 
 cn 
 
 41 
 
 .75 
 
 ^5 
 
 G 
 
 - 
 
 111 
 
 6 7 
 
 44 
 
 1. 
 
 69 
 
 
 " 
 
 112 
 
 <>'^ 
 
 47 
 
 2.5 
 
 26 
 
 
 
 ^12 
 
 RO 
 
 52 
 
 0. 
 
 7- 
 
 G 
 
 " 
 
 108 
 
 84 
 
 24 
 
 ■. 
 
 111 
 
 
 •t 
 
 ilJ 
 
 H2 
 
 28 
 
 0. 
 
 32 
 
 C 
 
 M 
 
 10-7 
 
 ai 
 
 26 
 
 0. 
 
 16 
 
 J 
 
 tl 
 
 loB 
 
 n.) 
 
 28 
 
 0, 
 
.>tuaent 
 113 
 
 : ttlUl 
 
 a 112 
 
 ni 
 
 • iffereuce 
 31 
 
 -aye 
 
 hac:ut 
 
 9-/ 
 
 ■J 
 
 " 
 
 10^ 
 
 V'l 
 
 2Q 
 
 2.5 
 
 14 
 
 >' 
 
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 105 
 
 l\2 
 
 23 
 
 2.5 
 
 155 
 
 c 
 
 w 
 
 107 
 
 80 
 
 27 
 
 3.75 
 
 ya 
 
 c 
 
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 10^ 
 
 v*)0 
 
 '^9 
 
 4. 
 
 3/ 
 
 c 
 
 1 
 
 105 
 
 H5 
 
 20 
 
 1. 
 
 35 
 
 c 
 
 H 
 
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 f'iB 
 
 19 
 
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 4 
 
 
 
 li3 
 
 76 
 
 57 
 
 0, 
 
 77 
 
 
 
 .. 
 
 5 
 
 -1 
 
 0. 
 
 144 
 
 
 
 ;Vf. 
 
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 -2 
 
 0. 
 
 79 
 
 
 
 ya 
 
 80 
 
 -2 
 
 0. 
 
 52 
 
 
 
 78 
 
 83 
 
 5 
 
 1. 
 
 127 
 
 •) 
 
 
 76 
 
 .'■0 
 
 -4 
 
 3.75 
 
 134 
 
 
 
 ^ ' 
 
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 -4 
 
 3.75 
 
 130 
 
 
 
 y'^ 
 
 i 
 
 15 
 
 7.5 
 
 139 
 
 u 
 
 
 103 
 
 ao 
 
 23 
 
 7.75 
 
 48 
 
 c- 
 
 
 89 
 
 80 
 
 9 
 
 ^'^5 
 
 159 
 
 D 
 
 
 80 
 
 r/ 
 
 73 
 
 0. 
 
 88 
 
 D 
 
 
 82 
 
 77 
 
 5 
 
 0. 
 
 40 
 
 
 
 ' 
 
 /5 
 
 5 
 
 0. 
 
 21 
 
 i) 
 
 
 //.^ 
 
 76 
 
 1.5 
 
 .5 
 
tudent 
 82 
 
 Grou':> 
 Hating 
 
 84 
 
 Gradea 
 Ti 
 
 Uifferenoe 
 7 
 
 Days 
 yvbaent 
 
 .5 
 
 LL-i 
 
 .) 
 
 CiO 
 
 Ti 
 
 3 
 
 l.> 
 
 ^) 
 
 iJ 
 
 82 
 
 75 
 
 7 
 
 1.75 
 
 12^ 
 
 jj 
 
 84 
 
 78 
 
 6 
 
 ^^15 
 
 y 
 
 1) 
 
 ye 
 
 75 
 
 3 
 
 2.5 
 
 143 
 
 li 
 
 7/. 5 
 
 75 
 
 2.5 
 
 3. 
 
 14-1 
 
 - 
 
 ai 
 
 76 
 
 5 
 
 i. 
 
 13<> 
 
 '> 
 
 rs2. 5 
 
 77.5 
 
 5.0 
 
 3. 
 
 4) 
 
 ■> 
 
 84 
 
 75 
 
 y 
 
 3.5 
 
 102 
 
 
 v-\ 
 
 75 
 
 6 
 
 4. 
 
 70 
 
 jj 
 
 a4 
 
 n 
 
 8 
 
 11. 
 
 106 
 
 i- 
 
 7i^ 
 
 a 
 
 2 
 
 11.5 
 
 163 
 
 1; 
 
 78 
 
 u^> 
 
 8 
 
 0. 
 
 28 
 
 D 
 
 ai 
 
 70 
 
 11 
 
 . -7^' 
 
 2^ 
 
 D 
 
 74 
 
 72 
 
 2 
 
 .75 
 
 135 
 
 D 
 
 yy 
 
 73 
 
 6 
 
 i.5 
 
 ^9 
 
 !> 
 
 7S.5 
 
 yi.4 
 
 7.1 
 
 1.5 
 
 133 
 
 i' 
 
 70 
 
 70 
 
 — 
 
 1.5 
 
 ;?! 
 
 - 
 
 7^ 
 
 70 
 
 9 
 
 1.75 
 
 153 
 
 IJ 
 
 80 
 
 74 
 
 6 
 
 2.5 
 
 12.'. 
 
 D 
 
 81 
 
 70 
 
 11 
 
 3.75 
 
•tuiit.nt 
 130 
 
 U'iting 
 
 n 
 
 70 
 
 iff erenoQ 
 
 1 
 
 Aba. nt 
 5* 
 
 ly2 
 
 i) 
 
 73 
 
 74 
 
 -4 
 
 6. 
 
 I 
 
 D 
 
 84 
 
 60 
 
 24 
 
 20.75 
 
 132 
 
 x; 
 
 72 
 
 V5 
 
 -3 
 
 '- • 1/ 
 
 140 
 
 ,. 
 
 86 
 
 73 
 
 13 
 
 IJ. 
 
 59 
 
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 82 
 
 ('7 
 
 15 
 
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 ib2 
 
 i- 
 
 7/ 
 
 68 
 
 9 
 
 ^.5 
 
 147 
 
 
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 16 
 
 
 l:?l 
 
 j.- 
 
 84 
 
 68 
 
 16 
 
 
 160 
 
 i^ 
 
 84 
 
 68 
 
 16 
 
 - 
 
 V3 
 
 i' 
 
 70 
 
 63 
 
 7 
 
 
 V5 
 
 
 B3 
 
 63 
 
 20 
 
 
 'A 
 
 j: 
 
 84 
 
 63 
 
 21 
 
 
lC 1 
 
 n5^,R a 
 
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