To illustrate concretely: in an office employing twenty stenographers on correspondence, it is not only necessary for the employer to know which of these stenographers is the most competent and which the least and whether the less competent are incapable merely because they are beginners or because they lack the necessary mental capacity ever to become competent. He should also be able to measure the mental capacity of the entire group by some standard based upon the performance of thousands and tens of thousands of stenographers of known degrees of ability. He may discover that the most competent of his entire staff is only as capable as the average of good stenographers everywhere. Obviously, his business is handicapped by having a stenographic force which is inferior in capacity and, consequently, in accuracy, speed, and other essential requirements, to the average of stenographic office staffs in business generally. Once this has been determined, the intelligent employer will proceed to replace the stenographers who are incapable of improvement, as indicated by the tests applied, with stenographers who respond to the standard tests with a score well above the average.
So, too, with the teacher. It is comparatively easy for the teacher to classify his or her pupils into bright, stupid, and mediocre, through observation alone. What is more important, however, is to determine several things about each pupil which observation alone does not tell. Are the stupid ones really stupid or merely inattentive? Have they the necessary mental capacity to perform the assigned work of the class or are they simply lazy? Few teachers can answer this question; none with any degree of accuracy without the application of scientific tests of mental capacity. Are the bright children really bright by comparison with other children of the same age and school grade or do they merely shine by contrast with the dull members of the class? This question can by no means be answered accurately except by the application of mental capacity tests. In another chapter some of the concrete applications of mental tests in education are described at length. The point to be emphasized here is that the measurement of the mental capacities of any group should be based upon standards that will not only determine the relative capacities of the members of the group but will, at the same time, compare them all with standards that reflect the known average and maximum capacities of all others of similar age and environment.
The purpose of these tests might be summed up somewhat as follows:
To measure, by comparison with the group average or with very carefully determined standards, some of the infinite number of qualities and abilities, the possession of which by the individual renders him more or less susceptible to education and training or more or less capable of successfully performing certain actions requiring conscious direction from the mind.
It requires no special argument to point out how a general application of tests that disclose actual mental capacities might profoundly affect our judgment of men of all classes and walks of life. Were it possible to ticket and catalogue the whole human race in accordance with the capacity of each individual as disclosed under properly devised psychological tests, we would no longer permit the superficial absence of polish and taste to blind us to the inherent powers and capacities of the self-made man, nor, on the other hand, would we be so ready to assume that the well-dressed, fluent talker, no matter how prepossessing in appearance and manner, was necessarily able and worthy of confidence. Likewise, once such a classification became universal, it is conceivable that many business men and others who are prone to criticize the universities and their products would be more tolerant of the recent graduate, whose mental capacity is in no wise reflected by the particular variety of contents with which his mind has been filled in college.
Besides the application of scientific mental tests as already indicated, in business and industry and in education, by the employer or the teacher, there is another and important use to which standardized tests, based upon determined capacities of groups and individuals of known ability, may be put. This is the use of such tests by the individual upon himself for the purpose of determining his own mental capacity in a particular direction or of a particular kind as compared with the mental capacity of others. The man or woman bent on self-improvement or advancement may thus, within certain limits, assess by the application of standardized tests his or her own mental quality and capacity.
Again it is unnecessary to point out the advantage to the young man or young woman endeavouring to decide upon a career or to determine what particular course of study to pursue or line of business to enter, in being enabled to obtain an accurate gauge of his or her own qualities, powers, and limitations. Taste and inclination are no safe guides to life unless there is coupled with them inherent capacity for the competent exercise of the faculties which make the gratification of one’s individual tastes and inclinations possible. Thus it may be that the individual’s inclinations and tastes run strongly toward music, toward art in any of its various forms, but that physical and mental inhibitions, the presence or absence of which may be readily determined, make it impossible for the possessor of such tastes to hope to be able to perform creditably the acts which a successful artist or musician must perform.
Properly devised and applied psychological tests may conceivably disclose the existence of mental powers and capacities unsuspected or neglected because overshadowed by strong inclinations in other directions; early knowledge of the possession of such capacities may easily direct their possessors into fields in which they can thrive and prosper and achieve far greater happiness and contentment than would ever be possible through a lifetime of striving to do that for which they are not fitted by inheritance.
CHAPTER III
WHAT THESE TESTS MEASURE
The most natural question and one that is frequently asked is: