Evening star., 1897-01-16

Woulo ask undivided attention. Having
obtained this, he would recite to the class
one of four simple verses written for chill
dren by Eugene Field. Having recited the
verse, he explained all of the difficult
words The class was next required to re-
cite the same verse in concert twice re-
peating. Each child was afterward re-
celved by Mr.. Stetson in private, and was
asked to repeat his individual recollection
OF the verse. The degree of each subjects
proficiency was marked according to the
merit system in vogue in the washington
PUBIC schools. e. indicated excellent,
or 100; &c" good, or 10; IF" fair, or so:
p, poor, Or %.
The verses employed were as follows:
Give me my bow said Robin Hood
. An arrow give to me.
For there my grave shall be-
And nested in our orchard trees;
For every flower l had 4 name
My friends werei ~oodthucks, toads and bees"
'One night tiny dew drop fell
Into the bosom Pf Ysfe;
Be ever here thy sweet repose'
My she rLerd is the LORD, NV God
There is no waat kEosv;
Ills flock He leads in verdant meads
Where Tranquil waters iow.''
Mr.. Stetson Eotes upon these tests some
remarkably interesting figures. In thai,
averages of memory retention the bIa ok 8
eXcelled the whites In all of the tests ex-
cept with the last number. For the first
". verse ;s. the blacks had general average of
6S22; whites. 6254; second verse, blacks,
62s6, whites, 1892; third verse; blacks,
6564; whites, 54.54; fourth verse, blacks
1898; whites, 4214. The total averages
show that the blacks exceeded the whites
of hn
oS21 and of the latter $500.
Mr.. Stetson considers this close corre-
spondence in the memory rank of each
race to be remarka Bile, and says that it was
unexpected. If there is any truth in the
theory that voluntary or controlled at
tention, distinctive from spontaneous at
tention, is a result Of civilization, then in
Mr.. Stetson's opinion, there is an apparent
equality of development in the two races
which he examined.
The School Records.
Mr.. Stetson has looked up the records
of scholarship for the children Of both
colors, and has compared them with their
memory averages. He has found a close
correspondence in the two. The average
obtained by the blacks in studies was
4.73, that by the whites 1882. In making
these comparisons he says allowance must
be made for excessive or insufficient mark
ings on the part of the different teachers
fear of embarrassment, caused by reciting
to stranger, on the other. Mr. Stetson
says he is convinced that if the study aad
memory markings were made by the one
person they would correspond still more
closely
In his opinion it is possible to determine
by such memory test the capacity of
the teacher to instruct. as well as that of
depends Upon the habit of attention, and
intelligence is proportionate to this habit
From lis experience with the blacks and
whites, and from the results of this exam
ination, Mr.. Stetson derives the impression
that there is an enfeeblement of the men,
ory of both races. This enfeeblement of
the memory is accompanied in both races
by parallel decline in the powers of sight
and hearing. and Is apparently due to ne
glect in training the attention and of COM
pusory exercise Of the memory. 1t Is also
due, in his opinion, TO too complex and
overloaded school curriculum.
Altho, gh the memory rank of the blacks
| exceeded their rank In studies much more
than did that of the whites exceed their
study ralik, yet the blacks appeared to be
inferior in intellect This was shown by
the average ages at which the grades were
attained by both races. The blacks reached
the fourth grade at the average age of
twelve years. and the fifth at 1914 years.
The whites reached the fourth grade at the
average age of 1913 years, and the fifth at
ia. The difference in favor of the whites
| therefore, is 1.37 years in the fourth, and
i VI l. 81 years III the lillu kTdQe.
Some Defects Pointed Out.
| Mr.. Stetson found in both races a better
knowledge Of the signs OF symbols used
| than of the ehings signified In other
| words, sentences could be learned and re.
| cited parrot-fashion without any apprecia-
| ton of their ineating. I'm both races. .
says Mr. Stets9p, there is a too great re-
lance on exterior aids, and a neglect, de.
| ficiency or failure in habits of thought o,
| the ability to taink clearly which makes ii
| difficult for thg grchild to use its own natural
| mental gifts, and which ultimately results
| in loss of brain power, and an inability
to assimilate 6r toedetermine the general
prii ciples to bR derived from the great va
riety of particular knowledge presented il
! our school curriculAms.
The same ch3ldrefb were used in an add.
| tional study Of the relative senses of sight
| and hearing. These tests were made under
Mr.. Stetson's direction by DIR. E. oliver
| biologist. The tests of vision were MADE
| with charts and topographic scales. con.
| taining series OF letters of different sizes
The tests Of hearing were made with the
watch or trning fork.
| Eye and Ear Defects.
| OF the 1,000 eyes Of the whites, Mr.. Stet-
| son says 1865 per cent were below normal
| 7.2 per cent were defec tive or very defec.
| tive. OF the 1000 ears of the whites 1915
per cent had hearing below normal, 40 De,
cent being classed as defective and very
| defective. OF the 1000 eyes Of the blacks
| 20.6 per cent were below normal In powers
| Of vision, 78 per cent being defective and
very defective. OF the LOCO ears of the
blacks 1913 had hearing below normal and