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176 cussed results have excited the ire of indignant philanthropologists, who have seen in them an attack upon the principles of democracy and an intention of creating a system of caste. Nothing could be more misconceived than such ideas of these flouters of science.

“In the average American city not more than 40 per cent of the pupils who enter the first grade remain to enter high school, and ordinarily not more than 10 per cent graduate from high school,’”’ says Terman. who continues “A nation falls short of the true ideals of democracy which refuses to furnish suitable training to a third of its children merely because their endowment does not enable them to complete a course of study which will satisfy the requirements for college entrance. ” And “instead of being undemocratic differentiation of courses and enlargmentenlargement [sic] of opportunities for vocational training of the humbler sort is a necessary corollary of the truly democratic ideal.

The examination of human intelligence is no mere fad of academic theorists but is a science that has long been developed and applied by educators. They have formulated scales of mental development according to age, these scales being the result of testing many thousands of subjects. They measure intellect, not education. Let me illustrate by citing a specimen inquiry. The examiner tells the subject that he is going to read a series of statements containing something nonsensical, which the subject is required to spot. The examiner reads “A man went from his home downhill to the village and then walked back downhill