TABLE I A. Elmwood School, Girls, 8th Grade

TABLE I B. Elmwood School, Boys, 8th Grade

The Five "Measures." The sense of pitch measures the least perceptible difference in pitch. This is an index to the capacity for hearing musical values dependent upon pitch, and, therefore, indirectly for musical expression in pitch. The instructions were: "You will hear two tones which differ in pitch. You are to judge whether the second is higher or lower than the first. If the second is higher, record H; if lower, record L."

The sense of intensity measures the least perceptible difference in the intensity of the tone. This is an index to the natural capacity for hearing musical expression in terms of loudness of the tone. The instructions were: "You will hear two tones which differ in loudness, or strength. You are to judge whether the second is stronger or weaker than the first. If the second is stronger, record S; if the second is weaker, record W."

The sense of time is measured in terms of the least perceptible difference in two short time intervals. This is an index to the basic capacity for appreciating time, tempo, and rhythm in music. The instructions to the pupil were: "You will hear three clicks marking off two intervals of time. If the second interval (that is, the time between the second and third clicks) is longer than the first interval, record L; if it is shorter, record S."

The sense of consonance is measured in terms of the ability to judge the relative degree of consonance or dissonance in a graded series of consonance-dissonances. It is an index to the basic capacity for the appreciation of harmony and melody. The instructions were: "You will hear two combinations of two tones each; one combination is better or worse than the other in consonance (harmony). A good combination is one in which the two tones are smooth, and blend, tending to fuse together into one. A bad combination is just the opposite. If the second combination is better, record B; if worse, W."

Tonal memory was measured in terms of memory span for a sequence of unrelated tones. It is an index to the natural capacity for remembering, imaging, and imagining tones soon after hearing. The instructions were: "In each trial you will hear a series of tones played twice. In the second playing,

one note is changed. In listening count mentally; for example, 1, 2, in the first playing, and then likewise in the second playing, so that you may identify the one that was changed without error."

Teachers' Ratings. Then following the three marks, singing, brightness, and rhythm. These represent the judgment of the teacher rendered under the following instructions:

"Let the principal and the teachers, who know the children best, in the ward building, meet and classify the children as follows in each of the three items, brightness, singing, and rhythmic action:

Select the best 10% of the children listed and mark them A. Select the poorest 10% and mark them E. Then,

Select the next best 20% and mark them B.

And the next poorest and mark them D.

This will leave 40% who get mark C, or an average. Record the appropriate letter, A, B, C, D, or E, after each child's name in the respective columns.

Brightness: By brightness is meant the estimate of the natural ability to do the work that the school requires under favorable conditions. This does not mean school grades, because these are often low on account of lack of effort.

Singing: By singing we mean the ability to sing as shown in the public school music, taking everything that you can into account. Special features, such as the quality of the voice, skill in sight reading, and musical activities, may be mentioned under "remarks" if conspicuous.

Rhythmic Action: For rhythmic action base the general classification on your general observation of the child's ability to march, to skip, to dance, to take part in games requiring motor coördination, work in gymnastics, etc."

Enjoyment: In order to secure a record of children's judgments about their own enjoyment of music, the children were directed as follows:

"Put an X in front of the sentence which is true for you:

I do not enjoy music.

I like music fairly well.

I am very happy with my music.

Music is one of my greatest pleasures."

These responses were entered in the report as D, C, B, or A, the notation assigned to the respective propositions in the order given. Thus A represents the highest and D the lowest rating.

A study of these self-ratings shows that they do not correlate closely with the capacity measured or with the teacher's rating on the three items named. We should attach but little significance to these opinions in musical guidance. But the record may be worth having because it encourages us to ask why a child likes or dislikes or asserts that he likes or dislikes music. From this point of view the material is most stimulating and might start very profitable inquiries.

With this a number of other questions were included on opportunities for hearing music, character of music preferred, opportunities for musical performance, and questions bearing on heredity, but it does not seem worth while to burden the present report with that mass of material, although it is filed with the original report. The study of heredity which we intended to pursue here has been taken up on a larger scale by Miss Stanton in the systematic measurement of talents in famous musical families for the purpose of applying Mendelian principles to the problem.

Training: The last column states the number of private music lessons that the pupil has had, according to his own report, after a conference with his parents or teachers. The figures are given in terms of whole hour private lessons; hence, for lessons of twenty minute periods, three would count as one hour, and for half hour periods, two would count as one hour. The letters designate the instrument: V, violin; P, piano; Cor., cornet; Fl., flute, etc.

GROUPING

Classes recognized. For the purpose of ready reference in the selection and interpretation of returns, it is convenient to adopt a provisional grouping based entirely on the evidences in the objective record, leaving out of account personal knowledge of the child. For this purpose we adopted the following classification:

Voreciza msis. It is important to make this first g***** my entry on the basis of the objective record, quits pendently of the personal knowledge of the pupil. systematic information gathered. This is important Bete point of view because it presents the obje

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