. The intellectual status of children who are public charges. r-^odel £-. Fig. 3. Standards for Grading ModelsD, E, F and G. We have then for each child a record like the following samples: Score Attained with ModelA B C D Individual 1 10 10 4 3 2 10 10 10 10 3 10 10 10 10 Credit for Time Total Score E0 F0 G0 0 27 10 10 3 0 63 10 10 10 8 78 In order to compare these dependent and delinquent children withordinary children it is necessary to have knowledge of the achieve-ment of ordinary children with the same test given under the sameconditions. The knowledge was obtained as follows: Four hundr
. The intellectual status of children who are public charges. r-^odel £-. Fig. 3. Standards for Grading ModelsD, E, F and G. We have then for each child a record like the following samples: Score Attained with ModelA B C D Individual 1 10 10 4 3 2 10 10 10 10 3 10 10 10 10 Credit for Time Total Score E0 F0 G0 0 27 10 10 3 0 63 10 10 10 8 78 In order to compare these dependent and delinquent children withordinary children it is necessary to have knowledge of the achieve-ment of ordinary children with the same test given under the sameconditions. The knowledge was obtained as follows: Four hundred and thirty-two children in two New York Citypublic schools^ ranging in age from 6 years to 16 years were tested in 3 These schools are frequented by children of parents of (roughly) the smallshopkeeper, artisan, and day-laborer classes. The school work is very desire to express here our appreciation of the cordial cooperation of Mr. Maxwell, superintendent of schools of New York City, and of Mr. C. B. Jame-son and Miss Ida Ikelheimer, principals of
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Keywords: ., bookcentury1900, bookdecade1910, bookidintellectual, bookyear1915
