ix minutes. After a certain time, a bell
signal was given, and each then had to begin a new column. In this way
we could find out, first, how many letters were correctly crossed out
in those six minutes; secondly, how many letters were overlooked;
and thirdly, how the recognition and the oversight were distributed in
the various parts of the text. In every one of these three directions
strong individual differences were indeed noticeable. Some persons
crossed out many, but also overlooked many; others overlooked hardly
any of the 'a's,' but proceeded very slowly, so that the total number
of the crossed-out letters was small. Moreover, it was found that some
at first do poor work, but soon reach a point at which their attention
remains on a high level; others begin with a relatively high
achievement, but after a short time their attention flags, and the
number of crossed-out letters becomes smaller or the number of
unnoticed, overlooked letters increases. Fluctuations of attention,
deficiencies and strong points can be discovered in much detail.

[Sidenote: _Test for General Intelligence_]

"The third test, which was tried with the whole class, referred to the
intelligence of the individuals. * * * The psychological experiments
carried on in the schoolroom have demonstrated that this ability can
be tested by the measurement of some very simple mental activities. * * *
Among the various proposed schemes for this purpose, the figures suggest
that the most reliable one is the following method, the results of which
show the highest agreement between the rank order based on the experiments
and the rank order of the teachers. The experiment consists in reading to
the pupils a long series of pairs of words of which the two members of
the pair always logically belong together. Later, one word of each pair
will be read to them and they have to write down the word which belonged
with it in the pair." (For example, "thunder" and "lightning" are words
that "logically belong together," while "horse" and "bricks" are unrelated
terms.--_Editor's note._)

"This is not a simple experiment on memory. The tests have shown that
if, instead of logically connected words, simply disconnected chance
words are offered and reproduced, no one can keep such a long series
of pairs in mind, while with the words which have related meaning,
the most intelligent pupils can master the whole series. The very
favorable results which this method had yield