making music. He frequently found that one person was able to discriminate when the pitch was changed one one-hundredth of a tone, while another would not notice a change of half a tone. Seashore's method of discovering and measuring creative imagination is unique. He gives the subject a set of words without music and allows him or her, as the case may be, to improvise a melody. The result is recorded on a dictograph disc, later to be studied in detail. Timbre, volume, upper and lower tonal range, emotional and affective qualities and powers of association, are all noted and evaluated. At one time a prominent concert singer suspected that she habitually sang a trifle flat. Her voice was tested in the psychological laboratory and such was found to be the case. Seashore states that if the singer practiced, meanwhile constantly watching the pitch-recording device, her defect would be corrected. At another time he served as the host to the members of an entire orchestra. These men consented to act as subjects for experiments. During the course of their visit many long-standing disputes between various members as to exactness of pitch were definitely settled. Seashore does not make any exaggerated claims for his work. He states very definitely that the methods cannot be reduced to mere mechanical forms so that every teacher can use them. A high degree of skill in administering the tests and using the apparatus is needed. Also, the tests only have significance when compared with previously established norms. At present that work is not completed. The value of such an analysis to a person who is considering seriously a musical career cannot be estimated. Insurmountable difficulties may be detected and years of profitless training be avoided. What has been done in the field of music may also be done with other professions and occupations. While assisting in the school survey in New York City, in the spring of 1912, Dr. Stuart A. Courtis made a study of individual differences as manifested by the work done in each of five arithmetic tests. He states that the most difficult record to find is that of an individual equally developed in all abilities. He presents charts in his report which show the great variety of differences that exist between children in the same class. Some are above the average in multiplication and far below in addition. Others make high scores in addition and are very poor in subtraction. During the course of the survey the records of a great number of twins were studied. Some were strikingly similar, their graphs followed the same lines; and others were widely dissimilar. In order to determine if this likeness and difference was due to chance or more stable factors, Courtis had all the twins undergo a practice series of twenty tests, four of each kind, to determine the effect. As a result, the contours of the graphs of the similar twins remained unchanged, but the graphs of the dissimilar twins showed fewer points in common; their differences were accentuated. Charts of mathematical ability never have been plotted accurately before, and they are of genuine interest to the vocational counsellor. They measure only one aspect of the individual. However, they contribute an important element when an attempt is made to make a complete psychograph of the individual. Professor Thorndike of Columbia University has said that it is quite possible that a high correlation exists between character and intelligence. In order to determine if such is the case, Miss June B. Downey, of the University of Wyoming, has developed the Will-Profile Test. This is an individual test and is a tentative scale for measuring the volitional pattern. With the Will-Profile Test the following aspects of the individual are indicated: co-ordination of impulses, accuracy, tenacity, resistance, assurance, motor impulsion, speed of decision, flexibility, freedom from inertia, speed of movement. The results are plotted on a percentile scale, and a character psychograph of the individual is obtained. The value of the will pattern always depends upon the intelligence level with which it is associated. Recently this test has been revised by Mr. Merrill J. Ream, of the Carnegie Institute of Technology, and issued in group form. In Hugo Münsterberg's "Vocation and Learning," he says, the "right guidance of youth to the special life occupations is a function of the community no less important and no less difficult than the right schooling." He goes on to say that a thorough analysis of the various vocations and the mental qualities that make for success in them must be made. So far, the reliable vocational psychograph, based upon a careful preliminary survey of the qualities required in a given work, and using specially adapted norms for the purpose of evaluation, is not available for any field with the single exception of music. Much of the work of the vocational bureaus along this line has been futile. They have attempted to get "clinical pictures" of individuals suited for various occupations, by sending out questionnaires to employers and then fusing the results into one set of qualifications for workers in that field. Hollingworth cites an example in his Vocational Psychology. He leaves out the name of the occupation to which the following applies, and doubts if many people will guess the specific trade in the mind of the writer: "If a girl wishes to succeed in......she must possess intelligence, (How much? asks H.) good judgment and common sense. She must have good eyesight, good hearing, and a good memory. She must have good perception and be able to concentrate her attention completely on any matter in hand. In addition to these, she must be neat in executing. . . . . . work and accurate to the last degree. It is absolutely necessary that she have a good education." The names of any number of occupations might be inserted in the blank spaces in the foregoing and all the statements would remain perfectly true. The vocational bureaus never will reach the point of maximum efficiency until they are provided with reliable individual and vocational psychographs. Then they may hope to make useful and intelligent decisions when their assistance is requested in selecting suitable occupations for psychically different individuals. BIBLIOGRAPHY. 1. Courtis, Stuart A. Report of Educational Investigation Committee on School Inquiry, City of New York. 1911-1913. Vol. 1, pp. 454-464. 2. Downey, June E. The Will-Profile-A Tentative Scale for Measurement of the Volitional Pattern. University of Wyo ming Bulletin, Volume XV, February 1919, Number 6a. Vocational Psychology. 1916. 3. Hollingworth, H. L. 4. Kallom, Arthur W. January, 1919. Journal of Educational Psychology, 5. Kitson, Harry D. The Scientific Study of the College Student. 1917. 6. Münsterberg, Hugo. 7. Seashore, Carl E. Vocation and Learning. 1912. Psychology of Musical Talent. 1919. Pupil-Training vs. Subject-Teaching WILLIAM J. SANDS, HIGH SCHOOL OF COMMERCE, A T a time of general unrest, such as we are now passing through, all who are engaged seriously in the work of education are casting about for an answer to the question the whole world is addressing to us: "How is education to remedy the ills of the present and future generation?" Everybody knows, or at least thinks he knows, that education is decadent, -that it is proving to be a disappointment. Is "more education" the answer? Or is the solution to be sought in changing the direction education is taking? Not so very many centuries ago popular education was championed because it meant information, knowledge, and greater general intelligence. This line of endeavor was found wanting, in that it tended to produce dreamers, and general aloofness from the world's work. A more practical education was demanded and provided; and manual training was acclaimed the remedy. Many attempts have been made to combine manual training with mental; but the attempts, for one or another good reason, have all been pretty clumsy. "Educate the man along the line of his work," has for some years now been the newer educational slogan. Not only has this principle been applied to the training of men and women who are already bread winners, but even boys and girls of twelve to eighteen years of age, now attending our secondary schools, have, in many cases, been sent there by parents who look upon education as a means of making a better living more easily than they themselves have made. The children are guided into "vocational" courses. They are on some way, but this way is very much over crowded, and very soon the traveler finds that if he decides to travel a less well-beaten trail and one for which he |