‘7

 

THE EFFECTIVENESS OF MOTION

PICTURES AS SUPPLEMENTARY
DEVICES IN THE TEACHING OF
LITERATURE AT PATTENGILL
IUNIOR HIGH SCHOOL

.1

LANSING, MICHIGAN

Thesis for the Degree of M. A.
CarI W'ilmont DalrympIe
I935

 

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THE EFFECTIVENESS OF MOTION PICTURES
AS SUPPLEMENTARY DEVICES IN THE TEACHING OF LITERATURE
AT PATTENGILL JUNIOR HIGH SCHOOL

LANSING, MICHIGAN

A Thesis Presented as a Partial
Fulfillment of the Requirements
for the Degree of Master of Arts

Carl Wilmont Dalrymple

'MICHIGAN STATE COLLEGE OF AGRICULTURE AND APPLIED SCIENCE

1935

This study was conducted under the
direction of the following committee:

Dr. Everett L. Austin, Chairman

Dr. Fred T. Mitchell

n r\ PH A 1‘
‘.v lax .UI.‘ ‘

-.r

The writer wishes to acknowledge his gratitude
to the following for their cooperation in the
study: Miss Eva Crow, Mrs. Ann Corcoran. Miss
Edna Johnson, Miss Margaret Stewart, Miss Ella
Wakefield. teachers of English at Henry R.
Pattengdll Junior High School, and Mrs. Carl W.
Dalrymple for her suggestions and proof reading.

TABLE OF CONTENTS

Section Page
List of tables ....................... V
I. Introduction ..................... 1
II. The Effectiveness of a Non Theatrical Silent Motion
Picture of Ivanhoe as a Supplementary Device in the
Teaching of Ivanhoe .................. 5
III. The Effectiveness of a Theatrical Sound Motion

IV.

V.

VI.

Picture of Treasure Island as a Supplementary Device
in the Teaching of Treasure Island .......... 17

The Effectiveness of a Silent 16 mm. Motion Picture
of The Legend of Sleepy Hollow as a Supplementary
Device in the Teaching of the Legend of Sleepy

301101! ------------------------ 32
Summary and Conclusions ................ h5
Topics for Further Study ............... us

Bibliography ------------------------ M7

- v -

LIST OF TABLES

Table Page

I. THE PRETEST SCORES, THE MOVIE TEST SCORES AND THE
INTELLIGENCE QUOTIENTS OF THE STUDENTS PARTICIPATING

IN THE STUDY ----------------------- 10, 11
II. THE PRETEST SCORES OF THE CONTROL GROUP --------- 12
III. THE MOVIE TEST SCORES OF EXPERIMENTAL GROUP NO. 1 - - — - 13

IV. THE SECOND TEST SCORES OF THE CONTROL EXPERIMENTAL GROUP a 15

V. THE TEST SCORES, A RECORD OF ATTENDANCE AND THE
INTELLIGENCE QUOTIENTS OF THE PUPILS PARTICIPATING

IN THE STUDY ----------------------- 21.22.23
v1. SCORES MADE BY THE PLOT TEST NOD;MOVID GROUP ....... 2h
VII. SCORES MADE BY THE PLOT TEST MOVIE GROUP ......... 26
VIII. SCORES MADE BY THE SETTIDC TEST NON—MOVIE GR UP ----- 27
1x. SCORES MADE BY THE SETTING TEST MOVIE GROUP ------- 28
x. SCORES MADE BY THE MOVIE-ONLY GROUP ON THE PLOT TEST - - - 29

XI. SCORES MADE BY THE MOVIE—ONLY GROUP ON THE PLOT RETEST - - 30

XII. THE TEST SCORES. INTELLI ENCE QUOTIENTS AND TEACHERS

OF THE PUPILS PARTICIPATING IN THE STUDY --------- 36, 37
XIII. SCORES MADE BY THE "J—NON—MOVIE"GROUP .......... 3s
xIv. SCORES MADE DY TEE "J-MOVIE"GROUP ............ 39
xv. SCORES IADD BY THE m-ror-novm’haoce .......... no
XVI. SCORES IIIADE BY THE ”G—MOVIE"GROUP ............ 1+1

. XVII. MEDIAN SCORES OF THE TOTAL MOVIE AND THE TOTAL
NOTAMOVID GROUPS ..................... ha

I. Introduction

Since the advent of motion pictures as classroom aids, there
have been various experiments to evaluate their worth as teaching de-
vices. Devices. techniques. or supplementary appliances can be used
justifiably only after experimentation. investigations, and data have
proven that they have value in arriving at the goals set. After prov-
ing its worth in actual classroom use such a supplementary device
could be adopted.

Many experiments have been performed to determine the contribu-
tion motion pictures make to the study of the sciences. Such investi-
gation as those conducted by J. J. Weber, F. N. Freeman and his co-workers
at the University of Chicago. Ben D. Wood and F. N. Freeman for the I
Eastman Kodak Company and D. C. Knowlton and J. W. Tilton at Yale
University indicate that there are unique and characteristic contributions
in motion pictures. The natural and social sciences lend themselves
readily to experimentation and many subjects have been developed through
this proCedure.

The effectiveness of motion pictures in the teaching of literature
has not been studied in so far as the writer has been able to determine.
This probably has been due to the ease of production and control of
natural phenomena subject matter as compared to the extent and difficulty
of developing a literature plot. The short topics of the natural and
social sciences can be treated as separate entities with one reel of
motion pictures where as many of the literary subjects studied in school

~are of such length as to require more than one reel of motion pictures.

The purpose of this study was to ascertain what value motion
pictures would contribute to the understanding of the literature
selections. "Ivanhoe”, ”Treasure Island" and "The Legend of Sleepy
Hollow". as studied at Pattengill Junior High School. No attempt was
made to use the motion pictures other than as supplementary device
after the regular instruction had been given.

Henry R. Pattengill Junior High School is situated at Lansing,
Michigan. and has the typical junior high school organization. In-
struction is departmentalized with academic, vocational, gymnasium and
home arts subjects. The enrollment is approximately 1350 students
(March 1935).

Motion pictures have been shown regularly. some for amusement
and others as classroom instruction. The motion pictures for enter-
tainment are shown after school once a week from October to May. The
science department has used the sixteen millimeter width films in class-
room instruction for the past five years and has a definite program
of instruction which involves the use of these aids. The department of
English has not used motion pictures in literary studies. The following
three units of this study were made to determine whether or not the film
versions of literary works. which the pupils study, have value in the
presentation and the teaching of literature.

In order to assist in determining whether or not motion pictures
do have value in literature a definition of the purposes of literature
is necessary. .

"The past placed the emphasis on information and rhetorical

analysis. The teachers of today consider literature as the reader's

- 3 -

Opportunity for an enrichment of experience and the enjoyment of leisure.
Literature works are to be approached as human documents rather than as
materials for dissection”. (1)

-One of the special purposes of literature seems to be, "to
stimulate the imagination and emotional faculties of the pupils to a
degree comparable to the development of his reasoning powers.” (2)

To do this means inducing the pupil ”to identify himself in
thought with the writer and with the characters. He must be led for the
time to see and to feel as did the writer, or to hope or fear. to des-
pair or triumph. as do the characters in the play or story. To this
end more than to any other must the teacher's interpretive powers be
bent”. (3)

Here it seems is the place where the motion picture can justify
itself as an aid to the study of literature. Background scenes, foreign
settings. details of life and customs of the people, time relations and
actions can be portrayed by the motion picture. thus aiding the teacher
in the interpretation and the students in the understanding of the work.

To assume that motion pictures are of benefit in the appreciation
and understanding of literature is to be unjustifiable. Teachers are

ready to accept any new devices if and when their value has been proven

by experimentation. If motion pictures contribute to education that

 

(1) Ross, Jacob - Adventures in Literature. Harcourt. Brace and Co.,
N- Y. 1927. p. 180

(2) Report of Committee on ”The Reorganization of English in the
Secondary Schools". Government Printing Office,
Washington. D. C. Bulletin No. 2, 1917. p. R5

(3) Ibid. p. R7

which could not be obtained otherwise so economically and uniquely,
carefully controlled studies should enable the educator to ascertain
their value.

These values can be discovered by using tests which have been
used and have proved their worth before the advent of motion pictures.
The tests used in the following study were selected because of the ex—
tent which they have been used. These tests are the Hadwell-Wells Ob-
jective Tests in Literature. A manual of directions and copies of the
tests are enclosed.

In the following three units. three types of films and presenta-
tions were used; a 35 mm. non-theatrical film presented in the school
auditorium. a theatrical sound motion picture shown at the Capitol
theater and a 16 mm. classroom size silent motion picture shown under
classroom conditions as far as possible in an after-school activity
movie. The purpose of showing three types of films was to use the three
chief forms of motion picture entertainment now in use in schools.

In the assumption of the writen the orientation of the pupils
viewing the picture. from their immediate environment is directly pro-
portional to the educative value of the motion picture as an aid to the
study of literature. A pupil must become quite absorbed in the action
and forget other factors in the room if he is to enjoy and receive bene—
fit from the picture. The three points of presentation. therefore, are
a means of comparing the three types of motion pictures as to their

effectiveness in holding attention.

which could not be obtained otherwise so economically and uniquely,
carefully controlled studies should enable the educator to ascertain
their value.

These values can be discovered by using tests which have been
used and have proved their worth before the advent of motion pictures.
The tests used in the following study were selected because of the ex-
tent which they have been used. These tests are the Hadwell-Wells Obo
jective Tests in Literature. A manual of directions and copies of the
tests are enclosed.

In the following three units, three types of films and presenta-
tions were used; a 35 mm. non-theatrical film presented in the school
auditorium, a theatrical sound motion picture shown at the Capitol
theater and a 16 mm. classroom size silent motion picture shown under
classroom conditions as far as possible in an after—school activity
movie. The purpose of showing three types of films was to use the three
chief forms of motion picture entertainment now in use in schools.

In the assumption of the writen the orientation of the pupils
viewing the picture. from their immediate environment is directly pro-
portional to the educative value of the motion picture as an aid to the
study of literature. A pupil must become quite absorbed in the action
and forget other factors in the room if he is to enjoy and receive bene—
fit from the picture. The three points of presentation, therefore, are
a means of comparing the three types of motion pictures as to their

effectiveness in holding attention.

-5-
II. The Effectiveness of a Non-Theatrical Silent Motion
Picture of "Ivanhoe" as a Supplementary Device in
the Teaching of Ivanhoe.

For this study the non theatrical motion picture, 35 mm., of
”Ivanhoe” was shown in the East Auditorium. Motion pictures are shown
here for the students of Pattengill Junior High School as a part of their
school recreation program. A

' The science department has charge of these after school motion
pictures and have run about forty shows in the last two years. The
average attendance is approximately three hundred fifty. An admission
fee of five cents is charged. The shows are run after school from four
to six o'clock. Every attempt is made to give the students as good or
better shows than they could get elsewhere for the same amount of money.
The pupils are not supervised except for conduct. This supervision is
given by the safety patrol of the school. The patrol consists of the
older boys and they supervise the conduct during the picture.

The motion picture of "Ivanhoe” was run as a part of one of these
entertainment shows. There was no deviation from the regular procedure
as mentioned above because of this study. The motion picture was an-
nounced in all classes of English and pupils urged to attend. About
five hundred pupils attended of which about half were of the 9 A grade.
These pupils were studying "Ivanhoe".

On the day that the motion picture was presented two classes
totaling seventy- ne pupils were given the test (inserted on page 7)
on their study of "Ivanhoe. The scores made on this test are called

the pretest scores (see Table I. page 10). TheSe pupils made up the

_ 6 -

control group (see Table II. page 12). This group had the regular in—
struction concerning "Ivanhoe” and had completed their study. They were
not informed that they would be given the same test on the next day after
the film had been shown, but they were urged to see the motion picture.

The day after the movie was presented each class of English was
given this test on "Ivanhoe". The classes which were tested for the
control group were given the test a second time. From these test scores,
two other groups were formed. The eXperimental group No. l was made
from the pupils who saw the movie and were tested. (See Table III. page
13 )3 The experimental group No. 2 was made from scores of the pupils
who wrote the test, saw the movie and were tested a second time with
the same test. (See Table IV, page 15). The same pupils made up the
control group and this experimental group No. 2. The experimental
group No. l was made up of one hundred fifty-seven pupils and the experi-
mental group No. 2 consisted of seventy—one pupils. All scores are re—
corded in Table I, page lOand page 11.

The tests used in this study were the "Hadsell-Wells Objective
Tests in Literature" for the study of Scott's "Ivanhoe". The plot test
consists Of ninty—five questions but in order to fit the test to the
time allotted for giving it some questions were omitted. The questions
'used are checked on the enclosed tests. No special order was used in
selecting the questions used. The test was shortened in order that it
could be given in one class period. The character test was likewise

shortened as indicated on the enclosed copy.

 

 

 

 

 

 

 

HADSELL—WELLS OBJECTIVE TESTS
IN LITERATURE ‘ '

Scott’s Ivanhoe

BY S. R. HADSELL .
Professor of English, University of Oklahoma

and GEO. C. WELLS

Furnwr Chief High School Inspector, State of ()klnhmna

-.~

 

To Pupils. This is a test by which you can find out how well you
know one of the great books in literature. Since the test is objective,
your standing can be determined accurately. When you are told to
start, turn this page, then read the directions and begin the test.
Continue until you have finished all of the parts or until you are told
to stop. You will be given forty-five minutes. Fill in the following

blanks; but do not turn this page until told to do do.

 

 

 

 

 

 

 

 

Name .......................... Grade ........................
Boy or girl ........................ Age ............ years. Date ....................................
School .......................................................... City ..........................................
PART POSSIBLE SCORE PUPIL’a Scour.

I 95

II 13

III 20

IV 24

Tour. 152

 

 

 

 

 

 

Copyright 1928 by Harlow Publishing Co.

Published by Harlow Publishing Company, Oklahoma City. Oklahoma

It is unlawful to copy or reproduce this test or any part of it.

 

 

 

 

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do: (5 7‘/ a.” 5 a 566/

IVANHOE
PART I—PLOT

I}: #71} J‘faa/y arc céfcfe/(/)

DIRECTIONS. Write the number of the best ending for each sentence giv-
en below. on the line at the right.

4
2

 

SAMPLES.

l. Macbeth is a (1) short story (2) comedy (3) novel
(4) tragedy.

2. Ivanhoe was written by ( 1) Ruskin (2) Scott (3)
Tennyson (4) Byron.

‘/1. Wamba directed Prior Aymer and the Templar (1) the
shortest route to Cedric’s home (2) 'the best route to
Cedric’s home (3) away from Cedric’s home (4) to

. the place they wished to go.
/ 2. The Prior and the Templar made a wager concerning the

A.

/5.

/7.

/3.

1/9.

(1) return of King Richard (2) Passage of Arms at

Ashby (3) quantity of wine each could consume
(4) beauty of Rowena.

Cedric was in a bad humor, when first introduced in the
story, because (1) Gurth had not returned with the swine
(2) Rowena had insisted upon going to Ashby (3) he was
expecting the Templar (4) his dog had been maimed.

When the Jew entered the hall, Cedric greeted him with
(1) a cold nod (2) outstretched arms (3) a hearty
handshake (4) a demand for money.

Isaac was given a seat by (1) Wamba (2) Gurth
(3) the Pilgrim (4) the Templar.

The chivalry of England in Palestine was upheld by
(1) Bois-Guilbert (2) Cedric (3) the Pilgrim (4) the
Prior. -

The Pilgrim pledged Bois-Guilbert a portion of the true cross
to (1) prove his admiration for him (2) gain his good
will (3) guarantee that Ivanhoe would meet Bois-Guilbert
in combat (4) prove that he had been to Palestine.

Rowena summoned the Pilgrim to her apartment because
she (I) wanted to give him money (2) thought he was
holy (3) desired his aid (4) wanted to hear of Ivanhoe.

The Pilgrim awoke the Jew to tell him (1) about his
daughter (2) that Cedric desired him to leave (3) to
go to Ashby ( 4) what Bois-Guilbert had said to his slaves.

 

.————-—""‘-'“———V

 

14.

/15.

21.

/ 22.

Isaac repaid the Pilgrim’s kindness by giving him an order

for (1) money (2) steed and armor (3) food (4) ser-
vants.

The central pavilion, as the place of honor on the field at
Ashby, was assigned to (1) the Disinherited Knight
(2) Bois-Guilbert (3) Front-de-Boeuf (4) the Black
Sluggard. .

At the tournament, Prince John ordered Athelstane to
make room for (1) the Jew and his daughter (2) Row-
ena and her maid (3) Cedric and Wamba (4) the
Pilgrim.

Prince John was applauded for (1) admiring Rowena
(2) taking a bag of money from the Jew (3) commend-
ing Wamba (4) his actions toward the Saxons. .

The people were disappointed with the five knights who ad-
vanced to meet the challengers because they (1) were so
small (2) were poorly mounted (3) indicated that they
wished to use the arms of courtesy (4) expressed a desire
to kill Bois-Guilbert.

In the fight between Bois-Guilbert and the Disinherited
Knight (1) both were unhorsed (2) neither was un-
horsed (3) the Disinherited Knight ‘ was unhorsed.
(4) BoisdGuilbert was unhorsed. '

The marshals of the field congratulated the Disinherited
Knight because he had won over (1) Athelstane (2) all
five challengers (3) his own temper (4) De Bracy.

The Disinherited Knight selected as Queen of Love and
Beauty (1) Rebecca (2) Rowena (3) Alicia Fitz-
urse (4) Lady Edith.

Squires took to the Disinherited Knight’s tent
lenge to fight
letter for Rowena

(1) a chal-
(2) a message for Prince John (3) a
(4) steeds and armor of the vanquished

knights.
Rebecca gave Gurth (1) more money than Ivanhoe had
sent Isaac (2) a message for the Disinherited Knight

(4) a letter for Prince John.

(1) a home
(4) a present

(3) jewels for Rowena

Gurth wanted more money so he could buy ,
(2) a horse and armor (3) his freedom
for Wamba.

The robbers that attacked Gurth did not take his money be-
cause (1) he was a Saxon (2) they were Saxons (3) they
thought .he was poor (4) the knight he served had
fought against their enemies.

Athelstane enlisted under the standard of Bois—Guilbert be-
cause (1) the Disinherited Knight had selected Rowena
to be Queen of Love and Beauty (2) he liked the Nor-
mans (3) he wanted to please Rowena (4) he wished
to regain the friendship of Cedric.

3

23.
/ 24.
A25.
/26.

27.

28.

29.

30.

/31.
A:

A...

Prince John put an end to the conflict when (1) the Dis-
inherited Knight was oppressed by three opponents
(2) the Black Sluggard entered the fray (3) Bois-Guil-
bert was unhorsed (4) Athelstane was killed.

Prince John was compelled to name the Disinherited Knight
as the one who had done the best because (1) the people
demanded it (2) the Black Sluggard could not be found
(3) Waldemar requested it. (4) his conscience prompted
him to do it.

The identity of the Disinherited Knight was revealed when
(1) the marshals removed his helmet (2) he unhorsed
Bois-Gilbert (3) he was rescued from his opponents
(4) Bois-Guilbert unhorsed him.

Iv nhoe fell prostrate at the feet «of Rowena because he
(1 was overcome by her beauty (2) wanted to do hom-

age to her (3) was wounded (4) was faint from hun-
ger.

Ivanhoe’s fief had been taken by (1) Bois-Guilbert
(2) Front-de-Boeuf (3) Athelstane (4) Cedric.

When about to give the signal to retire from the lists, Prince
John turned deadly pale because (1) he was ill
(2) Ivanhoe had won (3) he had received a disturbing
message from France (4) the Saxons became quarrel-
some.

The archery contest was held on the second day rather than
the third so that (1) the forces of Prince John could be
collected (2) Locksley could attend (3) the people
could return to their work (4) Ivanhoe could be re-
moved secretly from the field. '

Locksley entered the archery contest because
knew he could win (2) Prince John threatened to expel
him in disgrace (3) Ivanhoe requested him to (4) he
wanted to please his friends.

The target set by Locksley was a
(2) square of paper (3) willow wand
tree.

At the feast given by Prince John, the Normans were great-
ly amused by the (1) stories Cedric told (2) speech
Bois-Guilbert made (3) music (4) rude manners of Cedric
and Athelstane.

Cedric triumphed over Prince John by (1) telling the best
joke (2) proposing a toast to King Richard (3) taunt-
ing him about the feats of Ivanhoe (4) drinking the most
Wine.

A desperate effort to unite the scattered followers of Prince
John was male by (1) Waldemar Fitzurse (2) De
Bracy (3) Ivanhoe (4) Cedric.

(1) he

(1) piece of tin
(4) large oak

4

 

 

 

 

 

,3

The chief purpose of the meeting at York was to (1) se-
cure money from the Jews (2) crown Prince John (3) hold
a tournament (4) collect taxes.

De Bracy dressed as a yeoman because he wanted to
(1) deceive Prince John (2) kidnap Rowena (3) see
how he looked in Lincoln Green (4) learn some secrets.

The Black Knight and the Clerk of Copmanhurst
(1) fought a duel (2) participated in a lively party
(3) disliked each other (4) refused to drink wine.

When Cedric saw Ivanhoe drop at the feet of Rowena, his
first impulse was to (1) have his attendants care for him
(2) order him from the lists (3) demand obedience
(4) take Rowena away.

Ivanhoe was removed from the field in a litter provided by
(1) Cedric (2) Rowena (3) Rebecca (4) Gurth,

An incident that indicated the superstitious beliefs of the
Saxons concerned a (1) black cat (2) new moon
(3) black coat (4) black dog.

Gurth renounced allegiance to Cedric chiefly because
(1) a halter had been placed around him (2) Cedric had
thrown a javelin at Fangs (3) Wamba was permitted to
taunt him (4) he was not permitted to have food.

Ivanhoe had been banished by Cedric because (1) Cedric
hated his son (2) Ivanhoe had disobeyed his father
(3) Ivanhoe refused to stay at home (4) Cedric wanted
Rowena to marry Athelstane.

The Jew’s party was permitted to accompany the Saxons
because ( 1) Cedric was in a happy mood ( 2) the Sax-
ons wanted a larger number for protection (3) Isaac paid
Cedric a large sum of money (4) Rebecca appealed to
Rowena.

Gurth’s escape was not noticed because (1) each servant
thought he was riding behind another (2) all wanted him
to leave (3) no one wanted to tell Cedric (4) there
was so much noise.

When Cedric’s party was captured, the person to escape was
(1) Gurth (2) Wamba (3) Athelstane (4) Rowena.

De Bracy changed his plans because he (1) did not trust
Bois-Guilbert (2) learned what Locksley was doing
(3) thought he could win Rebecca (4) wanted more
glory for himself.

Cedric told Athelstane (1) his plan to escape (2) why
he supported King Richard (3) the history of the great
hall in which they were confined (4) his reason for ban-
ishing Ivanhoe.

 

48.

Ab. '

/51.

52.

55.

/56.

57.

The yell which Isaac raised in the presence of Front-de-
Boeuf was caused by (1) the thought of being burned
(2) the actual pain resulting from being burned (3) the
thought of losing his money (4) his being told that
Rebecca had been given as a handmaiden to Bois-Guilbert.

Isaac was saved from torture by the (1) arrival of
Cedric (2) sound of a bugle (3) death of his persecu-
tor (4) coming of Rebecca.

De Bracy declared that Rowena would not leave the castle
except (1) as his wife (2) in a cofiin (3) as his
paramour (4) as a queen.

Rowena lost her courage when (1) she heard the sound of
the bugle (2) told that Ivanhoe would suffer (3) De
Bracy went toward her (4) told that Cedric was im-
prisoned.

Rebecca was better prepared for danger than Rowena be-
cause (1) her father had plenty of money (2) she had
nursed Ivanhoe (3) her habits of thought and natural
strength of mind were superior (4) she was more beau-
ti ul.

Rebecca knew that her captor was not an outlaw because
(1) he spoke French (2) he was not dressed like outlaws
(3) she noticed his gold spurs (4) he told his name.

To escape from Bois-Guilbert, Rebecca made ready to
(1) thrust a dagger into her heart (2) thrust a dagger into
his heart (3) set fire to the building (4) jump from
the parapet.

The blast of the horn announced the (1) summons for
defense (2) arrival of a letter from Wamba and his asso-
ciates (3) call for dinner (4) death of Isaac.

A message received by Front-de—Boeuf and associates de-
manded (1) troops for Prince John (‘2) assistance for
King Richard (3) food for the prisoners (4) the re-
lease of the prisoners detained in the castle.

The reply to the message implied that (1) troops would
be sent to York (2) no assistance would be given King
Richard (3) the prisoners would be executed (4) the
prisoners would receive no food.

Wamba’s chief purpose in entering the castle was to (1) se-
cure information (2) save the life of Cedric (3) hear
confessions (4) prove his profession.

Cedric, disguised as a friar, was recognized by (1) Urfried
(2) Ivanhoe (3) Bois-Guilbert (4) Rowena.

Cedric aroused the suspicion of Front-de-Bceuf by (1) his
speech (2) his clothes (3) throwing a piece of gold
away (4) asking to see Ivanhoe.

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61.

62.

63.

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69.

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71.

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‘ from Bois-Guilbert

Isaac had consented to take Ivanhoe to York because
(1) he had fought valiantly (3) King Richard might return
suddenly (3) it was easy to do so (4) he could pay
well.

When Ivanhoe learned that Rebecca was a J ewess (1) he
tried to leave her (2) his manner toward her remained
the same (3) his manner toward her became cold (4) he
tried to persuade her to be a Christian.

During the battle Rebecca and Ivanhoe discussed -(1) the
merits of chivalry

future (4) the plight of the captives.

When Front-de-Boeuf lay dying he was reminded of his crimes
by (1) Ulrica (2) Bois—Guilbert (3) Father Am-
brose ( 4) Wamba.

To aid the Saxons, Ulrica (1) opened the doors of the
castle (2) kept a light burning in her window (3) put
poison in the food of the Normans (4) set fire to the castle.

De Bracy would not yield to the Black Knight until he
(1) was almost dead (2) saw that all was lost (3) heard
(4) learned the real name 0f the Black
Knight.

Rebecca was carried from the burning castle by (1) Bois-
Guilbert (2) Isaac (3) Athelstane (4) Front-de-

'Boeuf.

Ivanhoe was taken’from the castle by (1) Gurth (2) the
Black Knight ' (3) Bois-Guilbert (4) Athelstane.

It was reported that Athelstane was killed by (1) De
Bracy (2) Bois-Guilbert (3) Front-de-Boeuf ‘(4) Locks-
ley. .

The yeomen placed all plunder at the disposal of . ( 1) the
Black’ Knight (2) Cedric (3) Locksley (4) Prince
John.

Cedric granted Gurth his freedom upon the suggestion of
(1) Locksley (2) the Black Knight (3) Rowena
(4) Wamba.

Locksley procured a pen for Pryor Aymer by (1) borrow.-
ing one from Isaac (2) plucking a quill from a turkey
(3) getting one from'the Black Knight (4) shooting a
wild goose.

The most disturbing news delivered to Prince John by De
Bracy was that (1) the castle had been burned (2) King
Richard was in England (3) Bois-Guilbert had deserted
him (4) Cedric was at large.

When Rebecca was being taken for trial before the Grand
Master, there was thrust into her hand a (1) law book
(2) dagger (3) book on Knight Templars (4) scrap of
paper. ‘ ’

7

(2) need of a strong king (3) their .

 

 

 

75.

76.

77.

78.

79.

81.

82.

83.

85.

86.

./ 87.

Rebecca was charged with (1) exercising spells and charms
over a knight (2) wanting to be the wife of Bois-Guilbert

33) attempting to take the life of Ivanhoe (4) being a
ewess.

The message Rebecca received from Bois-Guilbert was
(1) “Fly with me” (2) “All is lost” (3) “Ask for a
lawyer” (4) “Demand a champion.”

Rebecca’s final reply at the trial was made ( 1) with a look
of scorn at Bois-Guilbert (2) by flinging her glove before
the Grand Master (3) when she passed through the door
(4) after a messenger came from her father.

The Grand Master promised Rebecca that all would be well
with her if (1) Bois-Guilbert would marry her (2) she
would leave England ( 3) she would confess her witchcraft
and accept his faith (4) Ivanhoe would recover.

Bois-Guilbert proposed to stay out of the lists if (1) Ivan-
hoe failed to arrive (2) Rebecca would receive him as her
lover (3) the Grand Master would take his place (4) he
would be permitted to leave England.

Bois-Guilbert considered himself and Rebecca (1) blind in-
struments in the hands of fate (2) married in the sight of
God (3) able to live happily together (4) capable of doing
as they pleased.

The Black Knight and Wamba were attacked by a small band
under ( 1) Waldemar Fitzurse (2) Locksley (3) Bois-
Guilbert (4) Prince John.

King Richard had remained in concealment so (1) he could
learn more about his brother ( 2) he could observe what the
people wanted (3) money could be secured from the Jews
(4) his forces could be collected.

King Richard and Ivanhoe went to the Castle of Conings-
burgh to (1) attend the funeral ofAthelstane (2) meet
Prince John (3) see Front-de-Boeuf (4) hunt for the out—
laws.

Cedric and his companions were astonished at the appear-
ance of (1) Athelstane (2) Bois-Guilbert (3) Prince
John (4) De Bracy. .

Ivanhoe disappeared because he (1) heard of Rebecca’s
danger (2) feared Athelstane’s recovery (3) dreaded his
father’s wrath (4) wished to be in seclusion.

When Ivanhoe and Bois—Guilbert charged each other
(1) both went down (2) neither went down (3) Bois-
Guilbert alone went down (4) Ivanhoe alone went down.

Bois—Guilbert’s death was due to (1) the violence of his
own contending passions (2) the skill of Ivanhoe (3) 111-
ness (4) lack of a good steed.

 

 

—_

L

 

89.

91.

92.

93.

When Malvoisin was arrested for high treason, the Grand
Master threatened to appeal to (1) Prince John (2) King
Richard (3) Ivanhoe (4) Rome.

When Prince John appeared before King Richard, he was
(1) advised to go to his mother (2) tried for treason
(3) banished from England (4) executed.

Cedric gave up all hopes of restoring a Saxon dynasty be-
cause (1) his son was killed (2) Athelstane would not
accept the throne (3) all the prominent Saxons were dead
(4) King Richard was so popular after his return.

Among those who attended the marriage ceremony of Ivan-
hoe and Rowena was (1) Waldemar Fitzurse (2) the
Grand Master (3) King Richard (4) Philip de Malvoisin.

A casket of valuable jewels was given to Rowena by
(1) Cedric (2) Ivanhoe (3) Rebecca (4) Athelstane.

Isaac and Rebecca went to live in (1) Granada (2) York
(3) London (4) the forest.

Athelstane spent part of his time (1) fighting for King
Richard (2) ,visiting Ivanhoe and Rowena (3) searching
for outlaws (4) in a furious war with the clergy.

Ivanhoe would have risen higher had it not been for
(1) his generosity (2) his dislike for Knight Templars
(3) the premature death of King Richard (4) his early
death.

Score for Part I (Number right)————-

 

 

 

 

 

 

DIREOI‘ION S .

IVANHOE

PART II—SETTING

en below, on the line at the right.

 

1.

2.

10.

11.

12.

13.

The events in Ivanhoe occurred in (1) France (2) United
States (3) England (4) Ireland.

The historical background for this story was in the latter
part of the (1) tenth century (2) twelfth century
(3) fourteenth century (4) sixteenth century.

At the opening of the story, it was (1) morning (2) noon
(3) evening (4) night.

The language spoken by Gurth and Wamba was (1) Anglo-
Saxon (2) Norman (3) French (4) Low German.

The claws of Fang’s feet had been cut off to (1) make him
stay at home (2) keep him from chasing deer (3) show
the cruelty of men (4) cause him to herd swine.

The home of Cedric was a (1) low irregular building
(2) tall castle (3) small dilapidated building (4) build-
ing without defense.

Prince John ruled England at the time of the tournament of
Ashby because (1) he was the son of a king (2) he had
been elected by Parliament (3) King Richard was held a
prisoner in Austria (4) the Saxons had confidence in him.

The chief purpose for which nobles borrowed money from
the Jews was to (1) reduce the Jews to poverty (2) pay
for banquets (3) bribe officers (4) pay retainers.

The place for the tournament is (1) described in detail
(2) merely mentioned (3) described in a general way
(4) not mentioned.

Many Saxon women retired to convents to (1) secure free-
dom for their relatives (2) please their husbands (3) add
wealth to the church (4) escape the abuse of Normans.

When DemBracy appeared before Rowena in the castle, he
was dressed (1) in armor (2) as a gallant of the period
(3) in Lincoln Green (4) in his riding habit.

The action in the first. part of the book is centered around
(1) Hastings (2) York' (3) Ashby (4) the castle.

The conflict between the Normans and Saxons is best rep—
resented by events that occurred (1) at York (2) before
the castle (3) at the tournament (4) at Coningsburgh.

Score for Part II (Number right)

10

 

Write the number of the best ending for each sentence giv-

 

IVAN HOE
PART III—CHARACTERS

.DIRECTIONS. Write the number of each character mentioned in the first
column on the line at the left of the lettered .term that expresses the
best identification.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE'S. 1. Scott a. 3 an American poet
2. Dickens b. i the author of Ivanhoe
3. Longfellow c. i an English novelist
1. Cedric a the Disinherited Knight
2. Wamba b——Robin Hood
3. Gurth c a J ewess
4. Ivanhoe d a Knight Templar
5. Richard e——a gigantic knight
6. Locksley f the Black Knight
7. Rowena g Cedric’s jester
8. Bois-Guiilbert h Ivanhoe’s father
9. Rebecca i———Cedric’s swineherd
10. Front-de-Bmuf j Cedric’s ward
1. Athelstane a a Saxon peasant
2. Isaac b a Knight Hospitaller
3. Prince John c—-—a Saxon nobleman
4. Clerk of 00pmanhurst d an old Saxon woman
5. Waldemar Fitzurse e—-—Rebecca’s father
6. De Vipont f Richard’s brother
7. Higg g a forester
8. Ulrica h a leader of a band of free
lances
9. De Bracy i the Blue Knight
10. Hubert j Friar Tuck

Score for Part III (Number right)

11

 

 

 

DIRECTION S.

Write on the line at the left of each lettered term the num-

.;er of the word defined.

IVANHOE

PART IV—VOCABULARY

 

___..——f

HI—
l-‘O

H
E"

10.

11.
12.

599°99‘P‘PP‘9N!‘

weesesessr‘

hauberk
lists
alchemist
anon
buskins
arblast
benison
cap-a-pie
breviary
halflin g
jerkin

howlet

liege
mead
minion
moat
neophyte
pulse
pennon

nonce
thrall
trysting tree

zecchin
sith

a-——blessing
b———h.alf a penny
c———a small owl

 

 

 

 

 

(1 field of combat
e———a prayer book

f a jacket

g high boots

h from head to foot
i presently

j a coat of mail

 

k——one who tries to turn base

metal to gold

 

 

 

 

 

 

 

 

 

 

 

 

l a crossbow

a a trench around a castle

b for the time being

c a sovereign

d a small swallow-tailed flag

e———since

f meeting place

3’ a gold coin of Venice

h a fermented liquor in which
honey was the chief ingred-
ient

i a recent convert

j a thick pottage made of

‘ vegetables

k a favorite

I a slave

 

Score for Part IV (Number right)

123:

 

 

   

 

 

   

 

Manual for Hadsell-Wells Objective Tests
In Literature

PURPOSE OF THE TESTS

The Hadsell-Wells Objective Tests in Literature are designed to test
a student’s achievement in the study of certain classics. They measure
knowledge rather than appreciation of literature; but, appreciation comes
with knowledge, and until one knows a classic he cannot say honestly
whether he likes or dislikes it. Genuine interest, also, results from knowl-
edge.

These are instructional tests by which a student’s achievement in a
unit can be measured; they are diagnostic tests by which his achievement
can be analyzed; they are administrative tests upon which promotion to
work in another unit can be based; and they are guiding tests which point
out for a teacher the elements to be emphasized. While the authors have
in mind the preparation and improvement of examinations, and the sav-
ing Of time for the teacher, they have in mind, also, improvement in teach-
ing. The tests will serve the young teacher as a guide concerning what to
teach. If all the elements in the tests are covered in the study of a
classic, the teacher may feel reasonably certain that her work has been
well done. The confidence given by the test as a guide will, the authors
hope, lead the teacher and pupils to make discoveries for themselves. If
the teacher will take the test, according to the directions, before she be-
gins to teach a certain unit, that exercise will contribute to her preparation
confidence, and enthusiasm. , ’

BASIS FOR THE CONSTRUCTION OF THE TESTS

Instead of random samplings, the essential element
covered are included in these tests. The elements hav
by the use of manuals and question books prepared b
field of English, supplemented by opinions of teachers,
upon by the authors Who have had extensive experience
schools and colleges.

3 in each unit
e been determined
y specialists in the
and finally decided
In both secondary

DESCRIPTION OF THE TESTS

The tests in this series consist of booklets containing from eig
sixteen pages, depending upon the classic covered. Each booklet con
objective questions on an individual classic studied in an English course
Virtually all of the modern types of objective questions appear in thi .
series; for example, recall, completion, multiple-response, true-false beg:
answer, matching, and identification types. Each test is divided int
parts which deal with such phases of the classic as, setting, plot char0
acters, vocab'ulary, versification, notes, introductions, illustrations, ’etc -

ht to
tains

STANDARDIZATION

Norms for the following tests include revisions resulting from re-
ports received prior to June 15, 1930:

 

A Midsummer Night’s Dream.--_. 38 Emerson’s Essays ..................... - 101
As You Like It 68 Franklin’s AlltobiOgT'GJJh-I/ 107
A Tale of Two Cities .............. 88 Hamlet --------------------------------------- - 84

 

 

 

 

 

House of the Seven. Gables ..... - 77 The Lady of the Lake ....... . 56
Idyles of the King ..................... 86 The Last of the Mohicans ........ 71
Ivanhoe ..... i .................. ,. ............ 122 The Merchant of Venice .......... 98
Julius Caesar ............................ - 88 The Oregon Trail ...................... 71
King Henry V ........................ - 61 The Rise of Silas Lapham ........ 136
, Macbeth ................................... . 130 The Rivals ................................ . ‘Jl
She Stoops to Conquer .......... . 117‘ Treasure Island 139 ‘
’ 69 Twelfth Night ............................ 76

Silas Marner ............................ _.-
The Black Arrow ................. 7O

. These norms represent the medians of individual cases in two hun-
dred and Sixty-two schools located in thirty-eight states. Norms for others
tests will be established as soon as data are available. Teachers should
remember that a norm merely represents an average and that students

should be encouraged to score above the norm.

Teachers can easily find the median for a class by arranging the
papers in order of the values of the scores on them; then, count down, or
up, to the middle paper. The score on the middle paper is the median
for the class and can be compared with the norm or the medians of other
classes. (Additional information about finding medians can be found .
in any book on tests and measurements.)

VALIDITY AND RELIABILITY

These tests are based upon reliable courses of study and texts. They
measure achievement, particularly knowledge. They contain a large num-
ber of elements—most of the worthwhile elements in a unit. They have
been tested in schoolrooms, and are subjected to constant revision by the
authors who welcome suggestions and criticisms from experienced teach-
ers.
The various types of objective tests have these merits in general:
they save time, and thus admit wider sampling, more questions in the
period allotted toan examination; they promote fairness; they give con-
fidence in the scorer, for the responsibility is placed upon the key, that is,
upon the authors; a pupil may grade his own work; pupils may be trained
easily to grade or score the; papers of other pupils. These qualities con-
tribute to the validity and reliability of such tests.‘

DIRECTIONS FOR GIVING THE TESTS

Usually these tests are given in the classroom during a regular recita-
tion period following the study of a classic. Before starting a test, the
teacher should see that every pupil is provided with a pencil and a c0py of
the test. After the directions on the first page have been read (aloud by
the teacher and silently by the pupils), and the blanks have been filled in,
all pupils must turn the first page at the same moment. Brief specific
directions appear at the beginning of each part; these are to be read
silently by pupils, and followed without comment or question. The time
for the test begins when the first page is turned. When the period indi-
cated for taking a test has elapsed, all pupils must stop and the teacher
must take up the .booklets immediately. Teachers allow only the period
allotted and permit no questions to be asked after pupils begin the test.

'The teacher who wishes to study new type examinations is referred to the following
books: SYMONDS, PERCIVAL M.. Measurements in Secondary EducatiOn, Macmillan, 1927.
Evan, G. M., The Improvement of the Written Ewamination, Scott Foresman, 1924.
SMITH, HENRY LESTER and WRIGHT. WENDELL WILLIAM, Tests and Measurements, Silver.

1928.

 

Q

The time element is important as a factor in improving examinations.
Complete mastery Of a subject gives the pupil power to answer questions
promptly; poor preparation, on the other hand, encourages a pupil to
flounder and waste time. We do not permit a marksman to have several
tries at a target; we do not permit one contestant in sports to have more
time than another. In these tests, however, as in tests Of sport, due allow-
ance has been made for the average or normal pupil. A student who de-
serves tO pass the tests will find that he has ample time; this feature of
these tests has been determined carefully by experimentation.

SCORING THE TESTS

Keys prepared for use with these tests make possible rapid scoring.
thereby saving the teacher’s time. A key may be cut in strips, or it may
be folded on the lines indicated, then placed by the corresponding answers
on the test. Each answer should be checked and the score recorded in
the proper place. For each type of question, except true-false, the score
is the number right; the score for true-false questions is the number
right minus the number wrong. Teachers are urged tO report scores
madedby their pupils to the publishers, in order that norms may be deter-
mine .

APPLICATION

By determining medians, as indicated under “Standardization," these
tests may be used to compare whole classes, or grades. They may give
some indication Of the industry and effectiveness Of teaching. They may
be used as models for similar tests for other classics; they may be used
by the teacher in preparation for teaching a classic. The principal or
superintendent may find these English tests Of value in supervision, classi-
fication, and diagnosis. An index Of the studiousness Of a pupil may be
determined by giving an unannounced test immediately following the com-
pletion Of a classic, and then giving an announced test the next day.
Many pupils study diligently for an expected test. Dividing the score
made by a pupil the second day by the score he made the first day gives a
result which may be called an index Of studiousness.

The authors Of this series Of tests, as a result of the co-operation of
teezichers and school administrators, hope to be Of greater service in this
6 d. .

 

‘5 ‘—

 

-9-

The tests were given as a part of the regular work by the teachers
of English. A copy of the test was given to each pupil. The changes
were noted and questions answered. The tests were turned over to the
writer to be used in this study.

A statement of the validity and reliability of the tests is given
in the Manual of Directions enclosed for reference.

In Table I which follows all the pupils who participated in this
study were recorded. The intelligence quotients, the pretest scores
and the movie test scores are also given. Each pupil was numbered when
the names were recorded. This number is used instead of the names.

There are some pupils whose scores were not used in the study due to
irregularities or absences. These pupils' numbers are therefore omitted
from the table.

The intelligence quotients were taken from the office records at
Pattengill Junior High School. Each 9 A grade pupil receives the intelli-
gence test and the scores are recorded.

The scores of the pupils who were tested before the motion picture
was run are given in the column ”Pretest Scores“.

The scores of the pupils who saw the motion picture before being

tested are given in the column "Movie Test".

-10..

Table I. THE PRETEST SCORES, THE MOVIE TEST SCORES AED THE INTELLIGEKCE
QUOTIENTS OF THE STUDENTS PARTICIPATING IN THE STUDY.

 

 

 

 

 

Pupil: I.Q. : Pre—: Movie: : Pupil: I.Q.:Pre—:Movie:: Pupil: I. Q.. Pre-: Movie

: : test: test :: ' :test: " 3 = test: test 1

. - - :: : :: . . 1
1 109 55 5h 52 81 33 33 106 110 5b 56
2 106 - 58 53 109 62 63 107 105 - 5h
3 112 ; 6H 55 82 - EM 109 123 - 6h
6 85 92 55 56 109 - 57 111 100 57 60
5 103 - 5” 57 11“ - 57 112 11k - 62
6 110 52 635 53 102 - MM 111 101 — 31
s 115 - 6o 60 115 - 60 115 113 - 52
9 111 - 1+7 61 95 - as 116 115 55 35
10 120 - 6h 63 90 MS 2 117 10h 23 3
11 113 M2 he 61 91 2h 23 119 115 - 5s
12 109 55 57 65 96 - 61 120 98 113 55
13 118 - go 66 98 - 28 121 112 - 53
111 122 - 03 68 115 - 56 122 103 .. 52
16 97 60 57* 69 98 - 58 123 95 - 55
17 98 - 5° 70 103 52 0“ 12k 100 - 5O
18 100 - 58 72 9s - 5“ 125 118 - 55
19 107 - 50 73 111 - 53 127 106 - he
21 93 - 50 76 109 - 51 123 110 - E7
22 112 62 6g 77 105 - 57 130 96 MO 8
23 101 o 60 78 106 - 59 132 9b - 57
26 115 - 61 79 183 - 53 133 106 58 58
27 91 - 22 so 97 - “1 13M 116 - 62
28 111 65 65 31 92 he US 135 115 - M6
29 107 - 5n 81 96 - 57 136 115 an 6h
30 109 - RS 85 115 - #8 137 112 6 5s
32 122 - 53 87 90 - “9 138 11k - 55
3 10h - he as 110 - 99 110 112 55 5s
3 35 " 6?. 89 105 - '01 1111 116 - 55
36 117 - 5° 90 118 62 59 112 10k - 21
37 105 - ”8 91 106 - 63 1M3 113 - 5s
38 102 65 6 93 85 21 19 111 91 - 51
39 100 - 53 9h 92 - ”0 1M5 111 - 5s
ho 103 - 59 95 102 55 59 1&7 103 - 55
11 108 - 6h 96 119 57 5s 1hg 113 - 53
M6 118 - 66 97 101 - 6n 1&9 103 - 59
17 117 - 65 98 115 - é” 150 103 - M7
MS 100 - 53 100 112 - on 151 105 - 51
19 113 5h 58‘ 101 10h — 22 152 117 - 55
50 110 56 62 102 106 - §2 15k 101 50 57
51 101 56 62 101 109 - 01 155 112 51 55

Continued to page 11

 

Table I. (Continued)

A.—

'_

— 11 -

 

 

 

Pupil: I.Q.: Pre-zMovie:: Pupil: I.Q.: Pre—zMovie:: Pupil. I.Q.: Pre—;Movie
: : test: test:: : : test: test:: : test: test
156 118 — 67 200 11 65 63 255 119 - M9
157 100 — 60 201 8 he 51 256 106 — h2
158 98 — 55 2 85 - ho 257 110 - 66
159 119 - 61 205 1 62 63 258 98 60 6h
160 102 - 53 207 11 — 63 259 108 - 50 7
i
161 115 53 60 208 105 - 50 260 99 - 63
16h 101 - 31 209 106 - 63 262 108 - 6 7
165 98 h8 7 210 97 h7 52 293 9h 52 Eh
166 97 — BO 211 102 52 61 294 9h - 2 E
167 112 - 8 21h 82 - 52 205 103 - 51 1
169 111 — 65 215 101 - 52 266 108 ha 55
170 11h — 59 216 115 37 ho 267 127 - 60
171 109 - 57 218 111 - h5 298 101 - 33
172 100 5h 58 22h 11h — 6h 209 103 53 56
173 107 hh h9 225 11h 5h 56 270 109 - 59
17h 112 - 57 227 109 62 63 271 100 5h 56
175 119 - 58 228 98 - hh 272 91 - 62
176 90 - ho 229 117 - 66 27h 111 - 58
178 110 - 37 230 101 37 37 275 79 60 6h
179 121 - 65 232 106 5h 56 27a 97 - 51
180 103 - h0 :35 112 - 50 278 78 23 21
181 107 - 39 236 118 - 6 279 121 - 62
185 86 - h7 237 10h - 60 280 101 - 57
187 100 53 h 238 11h - 57 282 90 - 29
188 101 - 3 239 91 - 59 283 9h 61 6h
189 91 - h8 2h1 103 - 62 28h 113 - 63
190 118 6h 65 2h2 92 - 61 285 10 58 65
191 106 — 63 2h3 101 62 61 287 11 - 59
192 109 59 60 2h6 102 - 37 288 so - 25
193 96 - 36 2h7 101 58 60 290 105 58 66
19h 99 - 55 2h8 117 - 6h 291 112 55 57
195 116 h5 52 250 120 - 56 293 111 59 57
196 117 98 51 251 112 56 56 29h 91 - 27
198 11h 55 57 252 103 - 52 295 102 h6 h9
199 115 - 60 25h 119 he 51 29b 100 - he
299 111 - 53

 

 

Data for Table II below were taken from Table I, page 10

- 12 _

They consist of the scores made by the group who were tested before

seeing the motion picture of "Ivanhoe".

control

group.

The median intelligence quotient was 106.

Table II. THE PRETEST SCORES OF THE CONTROL GROUP.

 

There were 71 pupils in this

 

 

 

 

 

The author's computed norm for this test was 52.9.

85 - ...
Pupil: I.Q. :Pretest :: Pupil: I.Q. :Pretest ;: Pupil: I.Q. :Pretest
: : score :: : : score :: : : score
1 : 109 : 55 :: 111 : 100 : 57 i: 205 1 109 ° 62
h 85 2 116 115 55 210 97 h7
6 110 2 117 10h 28 211 102 52
11 113 42 120 98 h3 216 115 37
12 109 55 130 96 hO 225 11h 5h
, 16 77 60 133 106 58 227 109 62
22 112 62 136 115 6h 230 101 37
2 101 66 137 112 56 232 106 5h
28 111 66 lho 112 55 2h3 101 02
38 102 66 15h 101 50 2h7 101 58
h9 113 5h 155 112 59 251 112 55
50 110 56 161 115 33 25h 119 h8
52 81 33 165 98 8 258 98 6c
53 109 62 172 100 an 293 9h 52
63 90 h6 173 107 . 200 108 h6
6h 91 2h 187 100 2a 269 103 5E
70 103 62 190 118 271 100 5
, 81 92 he 192 109 9 275 79 ‘60
90 118 62 195 116 5 278 78 23
93 85 21 196 117 he 283 9h 51
102 198 11h 55 285 10h 58
32 119 E? 200 119 65 290 106 58
106 110 5h 201 8h ha 291 112 55
293 111 59
295 102 h6
The median score made on the ”Ivanhoe" test (pretest scores)
is 550

 

- 13 -

The following table is a tabulation of data from Table 1, page 10.
It shows the pupils who saw the motion picture and were then tested. The
number of pupils in this group is 157 with a median intelligence quotient

of 106.

Table III. THE MOVIE TEST SCORES OF THE EXPERIXENTAL NO. I GROUP.

 

 

Pupil: I.Q.: Scorez: Pupil: I.Q.: Score::Pup11: I.Q.:Score::Pup11:I.Q.:Score:

 

2 ° 106 ‘ 58 76 109 51 1h7 103 55 226 98 hh
3 112 6h 77 105 57 1h8 113 58 229 107 66
5 103 5h 78 106 59 199 103 E9 235 112 50
8 115 66 79 83 E3 150 103 7 236 118 6h
9 111 97 80 97 1 151 106 51 237 101 50
10 120 6” 8h 96 37 152 117 66 238 11h 57
1 118 66 85 115 8 156 118 61 239 91 59
, 1 122 63 87 90 ho 157 100 60 2 1 103 62
17 98 56 88 110 66 158 98 55 2h2 92 61
18 100 58 89 106 61 159 119 61 2h6 102 37
19 107 50 91 106 63 160 102 53 2h8 117 6h
2 93 50 9h 92 h6 16h 101 31 250 120 56
26 115 61 97 101 6h 166 97 50 252 103 2
27 91 22 98 115 6h 167 112 8 255 114 9
2 107 5h 100 112 6h 169 111 65 256 106 h2
30 109 he 101 10h 22 170 11“ 59 257 110 66
32 122 5 102 106 62 171 109 57 259 103 50
33 10h h2 10h 109 61 17h 112 57 250 99 55 '
3h 86 65 107 105 5h 175 119 ES 262 108 6h
36 117 56 109 123 6h 176 90 0 gen 99 92 7
37 105 ha 112 11h 62 178 110 37 265 103 51
39 100 58 11h 101 31 179 121 65 267 127 60
ho 103 59 115 113 52 180 103 ho 268 101 33
h1 108 6h 119 115 58 181 107 39 270 109 5h
h6 118 66 121 112 53 185 86 7 72 91 52
h7 117 65 122 103 52 188 101 h3 27h 111 58
h8 100 58 12 95 55 189 91 h8 276 97 51
51 101 60 12 100 191 106 63 279 121 62

56 109 57 127 106 19h 9h 55 282 90 29

5 11h 57 126 110 199 115 60 28h 113 63
58 102 hh 132 9h 57 20h 8 ho 287 11h o

50
55 32 69 125 115 a; 193 96 36 280 101 57
57

60 115 60 13“ 116 52 207 11 63 288 80 25

61 95 38 135 115 ”5 208 105 50 29h 91 27
65 96 61 138 11h 55 209 106 63 296 100 h2 l
6 98 28 1h1 116 55 21h 82 52 299 111 53
68 115 56 1h2 108 21 215 101 2

69 96 58 193 118 58 218 111 5

72 98 5h lhh 9h 5h 223 97 h7

73 111 5 115 111 58 22h 11h 6h

 

 

 

The median ”Movie Test” score is 55.

-1h-

Table III indicates that the pupils who saw the motion picture

made a gain of only one point over the control group.

- 15 -

The pupils recorded in Table IV are the same pupils as comprised
the control group in Table 11. page 12. The scores shown are the results
on the second test which was a repetition of the pretest. This second

test was given after the pupils saw the movie.

Table IV. THE SECOND TEST SCORES OF THE CONTROL EXPERIMENTAL

 

 

 

GROUP.
Pupil :Second test :: Pupil :Second test :: Pupil :Second test
: score : 3 3 score 3: : score
1 3 511 : : 116 : 6 3 3 211 : 61
h 56 117 E3 216 ho
6 63 120 35 225 56
11 12 130 6 227 63 L
12 , 57 133 58 230 37
16 57 136 6h 232 56
22 62 137 58 293 61
23 66 1 O 58 2h7 6O
' 28 66 15h 57 251 56
38 66 155 55 259 51
h9 58 161 . 60 258 6h
50 62 165 h7 293 5“
52 3 172 ES 299 59
53 63 173 9 269 59
63 he 187 5h 271 50
6h 23 190 65 275 6“
70 6h 192 60 278 21
81 ha 195 52 :8; 2:
90 9 196 51 8
93 E6 198 57 290 66
95 59 200 63 291 57
96 58 201 51 293 E7
106 56 205 63 295 9
111 60 210 52

 

 

 

The median score is 57.

The author‘s norm on the complete test for "Ivanhoe" is 122. This
norm is based on 152 test parts. Using this as a basis for ascertaining
the norm on the 66 questions given, we get a computed author's norm of
52.9. The median scores made by each of the three groups were higher

than the author's norm.

Summary

A comparison of the median score of the three groups as given
in the preceding three tables shows a gain of one point by the eXperi-
mental group No. 1 over the control group and again of two points by
the experimental group No. 2 over the control group.

This comparison would indicate that in so far as actual know.
ledge of the plot and characters in the story of ”Ivanhoe", the view»
ing of this particular film version of "Ivanhoe" seemed to be of little

value to the students.

- 17 -

III. The Effectiveness of'a Theatrical Sound Motion Picture
of "Treasure Island" as a Supplementary Device in the
Teaching of Treasure Island.

For this study the theatrical sound film ”Treasure Island" was
used. This picture was shown October 12. 193M at the Capitol theater
in Lansing which the members of the ninth grade English classes of
Pattengill Junior High School attended. No advertising was done in
the classes. The attendance at the theater was voluntary. Regular
work was carried on in the classes of English without regard to the
motion picture. No discussion or study in appreciation was carried on
concerning the picture. The study of "Treasure Island" was started
about two weeks after the motion picture was shown.

”Treasure Island” is a required reading in the Course of Study
for English as a literary selection for the 9 A grade. The pupils read
the book outside of school and are questioned and tested in regular
class work. Parts of the book are reviewed in class and discussions
carried on at the discretion of the teacher.

During the last year many photoplays taken from literary works
have been shown in the theaters. Among these are "Treasure Island”.
"David Copperfield,” "Little Women”, "Little Men", "Girl of the Limber-
lost“, and ”The Little Colonel". The showing of “Treasure Island“
came at an opportune time for the writer to attempt a measurement of
the value in helping the pupils grasp the content of the plot and the
setting of the story.

After the completion of the regular class work in "Treasure
Island”. tests were given and groupings made so that comparisons of
those pupils who saw the movie and those pupils who did not see the
movie could be made. The Hadsell-Wells ObJective Tests in Literature

were used.

-18..

Tests on the plot were given in five classes of English and tests
on the setting were glven in two classes. The tests were shortened as
indicated on the revised cepy (see page 19 ). The students were not in-
formed that the scores would be used in this study. The only variation
from the usual classroom proceiire was that each student indicated on
the test whether or not he saw the motion picture. This was then used
as a basis for grouping.

The following groupings were formed from the results of the
tests: the ”Plot Test Non—Movie" group, the "Plot Test Movie" group.
the "Setting Test Non-Movie“ group and the "Setting Test Movie" group.
These groups are shown on Tables V. VI. VII. VIII and IX, respectively.

A test immediately following the showing of the picture was
given to in students to determine how much.knowledge of the plot was
obtained by seeing the picture before reading the book. This group
received the test a second time with the other pupils who saw the motion
picture. This group is labeled the "Movie-Only" group as indicated in

Tables V, X. and XI.

 

 

 

 

 

 

HADSELL-WELLS OBJECTIVE TESTS
IN LITERATURE

 

Stevenson’s Treasure Island
(Revised)

BY S. R. HADSELL
Professor of English, University of Oklahoma

and GEO. C. WELLS
Former Chief High School In‘Spector, State of Oklahoma

 

 

To pupils: This is a test in which you will find out how well you
know one of the great books in literature. Turn this page when
your teacher tells you to start, then read the directions and begin
the test. Continue until you have finished all of the parts or until
you are told to stop. You will be given forty-five minutes. Fill
in the following blanks:

Name ________________________________ Grade ____________
Boy or Girl _________ Age ...... years. Date __________________

School __________________ City ____________________________

 

 

 

PART POSSIBLE SCORE PUPIL’S Scorn:

 

20

H

 

82

 

20

 

40

 

 

<25:

20

 

TOTAL 182

 

 

 

 

 

 

 

Published by Harlow Publishing Company, Oklahoma City, Oklahoma
Copyright 1928 by Harlow Publishing Co.

 

 

 

 

 

 

 

 

fi’r

anaf/hns use.( ,1, fin": :7‘145/7 are (,//

Directions. Write the proper word on the dash line in each of the follow-

PART I—SETTING

ing sentences.

 

r1 .

“ «/2.
1/3.

/4.
/5.

/e.

,/7.
. /s

/9.

A0.

/11.
4/12.
4/3.

/15.

/16.
V17-
/13.

/19.
A0.

The incidents in Treasure Island occurred during the __________
___________ century.

The country in which the story opens is _____________________
Jim Hawkins lived in an inn named _______________________

The period of time covered by the incidents in Treasure Island
is a few _______________

Billy Bones wanted to stop at an inn having _____________ .—
guests.

Jim’s dreams about a one-legged man seem to indicate that this
character is a _____________________ element in the story.

The last tremendous cut Billy Bones aimed at Black Dog was
intercepted by the ____________________________ of the in.

Jim and his mother escaped from the buccaneers by hiding under
a _______________

The Hispaniola sailed from the city of _____________________

The time of day the Hispaniola started on her voyage was a little
before ____________

The kind of pet that John Silver took with him on the voyage
emphasizes the fact that this is a ____________ story.

Jim overheard the plot of the pirates, while he was in the
____________ barrel.

An islet south of Treasure Island was called _______________
Island.

When the Hispaniola arrived at Treasure Island, the weather
was very __________

Jim told his friends about Silver’s plot while they were seated
in the _______________

Jim saw Long John kill a man with his _____________
Doctor Livesey kept a special kind of cheese in his _____________

Jim went from Treasure Island to the Hispaniola on the
_______________ that belonged to Ben Gunn.

The bar silver that had been buried by Flint was left on

The gold and silver coins that had been buried by Flint were
taken to ______________________

Score for Part I—-—-—-—
[2]

 

 

M..-ca...

I

 

" the follow-

\

in re Island

3 that this
story.

Dog was
t the inn.

ing under

'as a little
1e voyage

lS in the

weather .

re seated

left on
{int were

i!

"TM

PART II—PLOT

Directions. Write the number of the best ending for each of the follow-
ing sentences on the line at the right, as shown in these examples:

 

1. Treasure Island is a (1) short story (2) historical novel 3

(3) story of adventure (4) tragedy (5) comedy ...... —
2. Treasure Island was written by (1) Scott (2) Stevenson 2

(3) Dickens (4) George Eliot (5) Smollett ___________ —

 

V1. The first character introduced to the reader of Treasure Island
18 (1) John Silver (2) Captain Smollett (3) Jim Haw-
kins (4) Billy Bones ‘ (5) Dr. Livesey ________________ 9—

Billy Bones spent much of his time (1) chopping wood
(2) looking through a telescope (3) playing his fiddle
(4) teaching a parrot to talk (5) quarreling with Jim. —-

Vs. Billy Bones promised to give a silver fourpenny to Jim for
(1) bringing him rum (2) writing to Silver (3) looking
for a blind man (4) watching for a seafaring man with
one leg (5) protecting his parrot _____________________ —

When Jim applied for his fourpenny, Billy Bones would
(1) immediately pay the money (2) blow through his nose
(3) order Jim to leave the room (4) box Jim’s ears (5) call
for Jim’s mother ______________________________________ -—

I/S. The people at the inn were frightened most by Billy Bones’
(1) parrot (2) dog (3) stories (4) cutlass (5) sea-
chest. ______________________________________________ —

/6. Billy Bones grumbled like a beaten dog when (1) he
could have no more rum (2) Jim told him about the sea-‘
faring man with one leg (3) Jim’s father ordered him to
leave .(4) he heard that Black D0g was coming (5) the
doctor won the battle of looks between them _______________ -—

'4. Billy Bones spent most of the evenings (1) reading sea
stories (2) drinking rum and water (3) watching the
stars (4) playing cards (5) writing letters.___-'____~_.._. —

’6 Black Dog’s visit to Billy Bones ended in (1) a fight (2) an
agreement to produce the map (3) the death of Black Dog
(4) the death of Billy Bones (5) a duel with pistols ...... ——

'/9. After Black Dog left, Billy Bones immediately (1) sent
for the doctor (2) started for the ship (3) had a stroke
of adpoplexy (4) opened his sea-chest (5) paid all he

.\

owe . ______________________________________________
I6. Billy Bones wanted to escape from the inn because he feared
(1) the doctor (2) Mrs. Hawkins (3) Jim (4) the
black spot (5) the yellow fever _______________________ —

[8]

 

Al.

A2.

via.
A4.
/15.
/ 16.
,/17.
./18.

./19.

/20.
/21.

/ 22.

/23.

A4.

The doctor treated Billy Bones by (1) giving him medicine
(2) drawing blood from him (3) giving him a bath
(4) cutting out his tonsils (5) having him take daily walks.

To the extreme wonder of Jim and his friends, Billy Bones
(1) sang a country love-song (2) drank much rum (3) told
sea tales (4) attempted to kill the doctor (5) sang pirate
songs. ______________________________________________

Billy Bones was given the black spot by (1) John Silver
(2) Black Dog (3) Pew (4) Israel Hands (5) Morgan.

The death of Billy Bones occurred just (1) before the
death of Mr. Hawkins (2) after the death of Mr. Hawkins
(3) after the death of Pew (4) after the death of Israel
Hands (5) before the death of Tom Redruth ___________

Jim and his mother went to seek help from (1) the people
of the hamlet (2) Captain Smollett (3) the buccaneers
(4) their friends in London (5) their relatives ___________

Jim and his mother returned to the inn to (1) look for their
parrot (2) get their linen (3) secure their silverware
(4) search the sea-chest (5) quiet the servants __________

The inn was searched by (1) the people of the hamlet
(2) soldiers (3) the doctor’s friends (4) policemen
(5) buccaneers. _____________________________________

The searchers of the inn were put to flight by (1) Dr.
Livesey (2) revenue officers (3) policemen (4) soldiers
(5) neighbors. ______________________________________

The most valuable article that Jim found in the sea chest
was (1) a sack of money (2) an old Spanish watch
(3) a pair _of compasses (4) a trinket (5) an oilskin
packet ____________________________________________

The blind man was killed by being ( 1) trampled by horses
(2) shot ‘(3) hanged (4) hit on the head (5) drowned.

Jim took the map of Treasure Island to (1) John Silver
(2) Capt. Smollett (3) Mr. Dance (4) Pew (5) Dr.
Livesey. ____________________________________________

During an interview with Jim, Squire Trelawney and Doctor
Livesey decided to go to (1) Treasure Island (2) Amer-
ica (3) London (4) Liverpool (5) the Admiral Ben-
bow Inn. ___________________________________________

Most of the arrangements for the journey were made by
(1) Jim (2) Dr. Livesey (3) Squire Trelawney (4) Mrs.
Hawkins (5) Pew __________________________________

Before going to Bristol, Jim (1) called on his teacher
(2) wrote to his friends (3) visited his mother (4) ar-
ranged to borrow money (5) told his uncle about the map.

[4]

 

 

 

 

 

/ 26.

/27.

As.

A9.

/33.

A4.

When Jim delivered Squire Trelawney’s note to John Silver,
he recognized (1) Black Dog (2) the one-legged sailor
(3) an old friend (4) Silver’s wife (5) the parrot .....

Captain Smollett made it plain that he (1) wanted to sail
sooner (2) did not like the cruise and men (3) had no
confidence in the doctor (4) expected more money
(5) wanted the map of Treasure Island. ________________

Before the ship sailed, Captain Smollett ordered (1) Sil-
ver to scrub the deck (2) Jim to retire (3) the crew to
man the gun (4) a re-arrangement of the quarters and
ammunition (5) a change in the rank of officers ________

The ship’s mystery related to the (1) ship’s destination
(2) source of Mr. Arrow’s liquor (3) cause of the sudden
noises (4) death of the parrot (5) weird shrieks in the
cabin. ______________________________________________

Mr. Arrow (1) disappeared overboard (2) proved to
be a good officer (3) threw a dirk at Jim (4) quarreled
with the doctor (5) wanted to turn back toward England.

Jim and his friends might have perished by the hand of
treachery had he not (1) killed Israel Hands (2) over-
heard Silver’s plot (3) listened to Silver’s stories (4) kept
his pistols loaded (5) prevented water coming into the
ship. ______________________________________________

When Treasure Island was sighted, its geography was ex-
plained to the captain by (1) the doctor (2) the squire
(3) John Silver (4) Israel Hands (5) Tom Redruth. ..

When Captain Smollett heard of the plot planned by the pi-
rates, he (1) wanted to resign (2) quarreled with the
squire (3) ordered the crew to be placed in irons
(4) calmly planned to utilize all advantages (5) blamed
the squire for all the trouble. __________________________

As the crew lay about the deck growling together in talk,
about the mutiny, Long John tried to (1) stir up their ha-
tred for the captain (2) conceal their discontent (3) per-
suade them to act at once (4) disobey orders (5) inter-
est them in his parrot _________________________________

To prevent a mutiny, the captain (1) locked the men in
cells (2) permitted the crew to go ashore (3) killed the
leader (4) gave all a hearty meal (5) ordered the men
to reverse the ship. __________________________________

Jim saw Long John murder (1) Joyce (2) Tom (3) Alan
(4) Hunter (5) Hands. ____________________________

On the island, Jim found (1) Flint (2) Davy Jones
(3) Black Dog (4) Ben Gunn (5) Billy Bones. ________

On the~island, Doctor Livesey and Hunter found (1) a
skeleton (2) some relics (3) a box of gold (4) a stock-
ade (5) an old boat. _____________ __

[5]

 

 

/40.

41.

42.

43.

47.

49.

50.

The food most desired by the man on the island was
(1) bread (2) raisins (3) apples (4) rice (5) cheese.

The doctor and his friends decided to move to the stockade
because (1) it provided water (2) the mutineers com-
pelled them to go (3) the ship was sinking (4) they
heard the cry of a dying man (5) they thought Jim was
there. ______________________________________________

As the captain left the Hispaniola, he was joined by
(1) John Thomas (2) James Morgan (3) Abraham
Gray (4) Israel Hands (5) Billy Bones. ____________

The mutineers tried to sink the jolly-boat by (1) overload-
ing it (2) knocking a hole in its bottom (3) shooting
their muskets at it (4) throwing stones at it (5) shooting
the long nine at it. ___________________________________

The first volley from the block-house (1) killed one of the
mutineers (2) produced no fatal results (3) killed four
mutineers (4) caused bullets to fall on the ship (5) sank
the jolly-boat. _______________________________________

Tom Redruth was killed by. (1) a shot from ambush
(2) Long John (3) a shot from the long nine (3) a
cutlass (5) drinkingrum. ____________________________

Captain Smollett was not contented in the stockade until
he had (1) eaten his meal (2) loaded all guns
(3) taken a shot at the ship (4) run up the British flag
(5) cooked the meat. ________________________________

Ben Gunn knew that Jim’s friends were in the stockade be-
cause he (1) had heard the firing (2) saw the Jolly
Roger (3) heard the doctor’s voice (4) was supersti-
tious (5) saw the British flag. __________________ ..---

The people in the stockade were surprised to see ( 1) Silver
with a flag of truce (2) Jim holding a flag (3) the
Hispaniola still at anchor (4) Israel Hands firing a gun
(5) that some of the men had fever _____________________

When Silver called on Captain Smollett, his chief object was
to (1) get tobacco (2) see Jim (3) talk with Doctor
Livesey (4) get the chart (5) see the location of things
in the stockade. ____________________________________

During the interview with Silver, all sentries left their posts _

except (1) Gray (2) Jim (3) Doctor Livesey (4) Hunter
(5) Joyce. __________________________________________

As soon as Silver left the stockade, preparations were made
for (1) breakfast (2) an attack (3) going to the ship
(4) hunting Ben Gunn (5) getting control of the ship.--

The number of mutineers killed in the attack on the stockade
was (1) one (2) three (3) five (4) ten (5) twenty.--

[8]

 

f I |
9.
f
A

 

 

Jim’s friend who was wounded in the fight with the mutineers
was (1) Captain Smollett (2) Squire Trelawney
(3) Doctor Livesey (4) Abraham Gray (5) Ben Gunn.

. ' The number of Jim’s friends killed in the attack on the

stockade was (1) one (2) two (3) three '(4) five
(5) ten. --------------------------------------------

After the fight with the mutineers, Doctor Livesey . (1) went
hunting' (2) rowed to the ship (3) called on Silver
(4) went to see Ben Gunn (5) became quite ill ----------

After Jim left the stockade, he thought his worst folly was
his going away when (1), there were only two men to protect
the house (2) he had not provided pistols for himself
(3) he had failed to take any food with him (4) no one
knew he was going (5) he did not know the directions.

Jim (1) shot at Silver (2) fired the long nine (3) found

the doctor (4) cut the hawser of the Hispaniola (5) upset '

the cora—cle and swam ashore ---------------------------

Jim saw a quarrel in the cabin of the Hispam'ola between
Israel Hands and the man with (1) one leg ' (2) a yellow
beard _ (3) a red nightcap (4) one arm (5) one eye.

The night of the quarrel in the cabin, Jim slept on (1) a
cot (2) the ground (3) a bed (4) the ship (5) the
coracle. '

.‘ Jim did not want to land where he saw (1) sea lions

(2) Ben Gunn (3) snakes (4) the doctor (5) bears
(6) elephants. ___________ '- --------------------------

After Jim boarded the Hispaniola, he (1) threw the rum
into the sea (2) fired the long nine (3) hauled down the

black flag (4) signaled to the doctor (5) retired for
the night. ------------ . ------------------------------

Jim discovered that (1) the ship leaked (2) all the
food had been destroyed (3) the engine was broken (4) no
water was on board the ship (5) Israel Hands was treach-
erous.

Jim gave Israel Hands (1) raisnis (2) cheese (3) brandy
(4) biscuits (5) water ------------------------------

Israel Hands told Jim how to (1) make biscuits (2) evap-
orate water (3) beach the ship (4) fire the gun (5) sig-
nal for help. - ---------------------------------------

Hands attempted to kill Jim by (1) shooting him (2) throw-
ing a dirk at him (3) cutting his throat (4) hitting him
with a club (5) throwing him into the sea. ------------

The fight between Jim and Hands ended by (1) Jim shoot-
ing Hands (2) their shaking hands (3) Hands killing
himself (4) Jim breaking his leg (5) Jim falling from
the mast. -------------------------------------------

['1]

 

65.

67.

68.

69.

70.

71.

72.

73.

74.

/75.
/76.
/ 77

v/I7s.

When Jim returned to the stockade, the first man to speak to
him was (1) Doctor Livesey (2) Captain Smollett
(3) Squire Trelawney (4) Abraham Gray (5) John Sil-

ver. ---------------------------------------------- -
Jim was saved from death at the hands of the mutineers by
(1). the squire (2) Gray (3) the doctor (4) Long John
(5) Hunter. --------------------------------------- _

The mutineers gave the black spot to (1) Silver (2) Mor-
gan (3) Merry (4) Anderson (5) Gray. --------- _

Silver won the support of the mutineers for the last time by
(1) giving them money (2) handing them a Bible (3) show-
ing them the chart (4) killing their leader (5) giving
them rum. ----------------------------------------- -
When Doctor Livesey visited the mutineers, he wanted Jim

to (1) kill Silver (2) hunt for the treasure (3) go for
Ben Gunn (4) jump over the stockade and run away (5) get

the parrot. ---------------------------------------- _
The mutineers (1) saved all unused food (2) threw part

of their food into the fire (3) sent part of their food to the
doctor (4) never cooked food (5) ate fish raw -------- -

A guide for the mutineers in searching for the treasure was a
(1) loud voice (2) human skeleton (3) limb of a tree

(4) gold bug (5) star. ------------------------------ -
The mutineers were terrified by a (1) wild cat (2) pis-

.tol shot (3) earthquake (4) voice among the trees

(5) thunder storm. ----------------------------------

When the mutineers arrived at the place where the treasure
had been concealed, they found (1) seven hundred thou-
sand pounds (2) a grave (3) that the treasure had been
taken (4) two skeletons (5) Captain Smollettt ---------

Jim and Long John were saved from death at the hands of
the mutineers by (1) the doctor, Gray and Ben Gunn
(2) Captain Smollett and Hunter (3) Tom Morgan and
George Merry (4) Flint and Davy Jones (5) the natives

on the island. ---------------------------------------
The treasure had been found and carried away by (1) the
doctor (2) Ben Gunn (3) an unknown man (4) George
Merry (5) the squire. -------------------------------
When Jim joined his friends, they feasted on (1) cheese
(2) raisins (3) fresh fruit (4) pork (5) salted goat
meat. ----------------------------------------------

The three remaining mutineers were (1) shot (2) taken
to England (3) court-martialed (4) hanged (5) left
on the island. ---------------------------------------

The gold was (1) never found (2) transported to the
ship (3) left in a cave (4) destroyed (5) melted _____

[8]

 

 

 

M __ . -

“A

 

-‘—’-

.
-—-‘

.49.

82. The plot is

John Silver (1) was hanged (2) fell overboard (3) was
shot (4) was taken to England for trial (5) escaped from
the Hispaniola. --------------------------------------

When the Hispaniola returned to England, the treasure was
(1) shared by all (2) not on board (3) given to the king
(4) deposited in a bank (5) given to charity. ----------

The climax, or chief turning point, occurs when (1) Jim
takes the map to the doctor (2) Silver’s plot is overheard
(3) Ben Gunn is found (4) the mutineers are repulsed in
their attack on the stockade (5) the mutineers search for
the treasure. ----------------------------------------

(1) too difficult for high school students
(2) easy to follow (3) hazy .(4) very complicated
( 5) more of romance than adventure --------------------

Score for Part II

 

PART III—CHARACTERS

I“

Directions. Write the number of the best ending for each of the follow-
ing sentences on the line at the right.

 

l.

l o.

11.

12.

13.

14.

15.

The character of Jim is best revealed by (1) what Silver
says about him (2) the conversation of Doctor Livesey
(3) Captain Smollett’s remarks (4) his treatment of the
parrot (5) the exploits in which he engaged. ----------

John Silver is pictured as (1) a true friend (2) an ad-
mirable villain (3) a notorious drunkard (4) a low
type moron (5) a lovable character. ------------------

Captain Smollett is shown to be a (1) typical sea captain
(2) deceitful friend (3) good soldier rather than a good
sailor (4) disloyal Englishman (5) coward. ----------

Doctor Livesey was, in reality, a (1) fake doctor (2) doc-
tor in name only (3) French surgeon (4) professional
physician (5) doctor of divinity -------- . ---------------

Long John’s wife was (1) white (2) red (3) brown
(4) yellow (5) black. ------------------------------

Billy Bones had been a (1) pirate (2) priest (3) sol-
dier (4) doctor (5) magistrate. ------------------- -

Jim’s mother possessed (1) a strong personality (2) strik-
ing beauty (3) a sense of justice (4) a sense of humor
(5) great wealth. ------------------------------------

The ' blind man was named (1) Silver (2) Pew
(3), Merry (4) Morgan (5) Black Dog. ------------

Squire Trelawney could not (1) shoot well (2) 'leave
home (3) be depended upon in a fight . (4) keep a secret
(5) provide a ship for the cruise. ----------------------

Flint’s gunner was (1) Abraham Gray (2) Israel Hands
(3) John Silver (4) Tom Morgan (5) George Merry.

The treasure had "been hidden on Treasure Island by
(1) Billy Bones (2) Black Dog (3) Silver (4) Flint
(5) Pew. ------------------------------------------

The voice among the trees was produced by (1) Ben Gunn
(2) Doctor Livesey (3) Silver’s parrot (4) Flint
,(5) Pew’s ghost. ------------------------------------

Tom Redruth had been Squire Trelawney’s (1) butler.
(2) valet (3) cook (4) chauffeur (5) gamekeeper.

Billy Bones could be distinguished by (1) his blindness
(2) his short body (3) a withered arm (4) a scar on his
hand (5) a saber cut across his cheek. ----------------

Silver’s pet was a (1) cat (2) dog (3) monkey
(4) parrot (5) squirrel. ----------------------------

[10]

 

 

 

16.

l7.

l8.

l9.

' 20.

The man who had been marooned on Treasure Island was
(1) Flint (2) Davy Jones (3) Ben Gunn (4) Black Dog

(5) Billy Bones. ------------------------------------ '

John Silver was not (1) bland (2) polite (3) trust-
worthy (4) cruel (5) obliging. --------------------

Jim was (1) thoroughly dependable (2) usually lucky
(3) frequently disagreeable (4) mentally weak (5) un-
commonly bashful. ----------------------------------

The nqain plot centers around (1) Silver (2) Jim (3) Doc-
tor Livesey (4) Billy Bones (5) Captain Smollett -------

The underplot centers around (1) Silver (2) Jim (3) Doc-
tor Livesey (4) Billy Bones (5) George Merry ---------

Score for Part III————

[11]

 

PART IV—VOCABULARY

Directions. Write the number of the best ending for each of the follow-
ing sentences on the line at the right.

 

I.

10.

11.

12.

l3.

14.

15.

Walking the plank refers to (1) going up steps (2) a way
pirates disposed of their prisoners (3) a game played by
pirates (4) see-sawing (5) using a board while traveling.

Dry Tortugas is a small island (1) near Japan (2) west
of Panama (3) north of Hayti (4) east of New York
(5) near Hawaii --------------------------------------

Spanish Main refers to (1) Spain (2) the ship sunk dur-
ing the Spanish American war (3) the Spanish colonies on
the mainland of America (4) the main part of Spain
(5) Cuba. ------------------------------------------

Swab is a (1) rooster (2) parrot (3) crow (4) sailor
who does not know his trade (5) pirate ----------------

Yellow Jack is a sailor’s name for (1) yellow fever
(2) butter-cups (3) a kind of oak trees (4) yellow dogs
(5) the pirate flag -----------------------------------

Raise Cain means to (1) plant sugar cane (2) pull a
pirate out of the sea (3) make a disturbance (4) lift
Cain (5) put up the pirate flag -----------------------

Lubbers is a sailor’s term of contempt for (1) Spaniards
(2) pirates (3) officers (4) dogs (5) landsmen at sea.

Daddle means (1) to cheat (2) to go slow (3) dallying
(4) changing the sails (5) lifting the anchor -----------

Gully is a (1) kind of slave (2) name for suspenders
(3) sheath knife (4) blunt bayonet (5) meat plate -----

Cannikin is a (1) buccaneer (2) small drinking vessel
(3) tin spoon (4) young sailor (5) disease -----------

Alow and aloft means (1) up and down (2) over and be-
yond (3) below and above (4) outside and inside (5) up-
side down. ------------------------------------------

Flint’s fist was (1) the hand of Flint (2) a document
bearing Flint’s signature (3) a parrot (4) a ship (5) a
boat. _---_-- ----------------------------------------

Hang a leg means to (1) cut off a leg (2) execute a pirate
(3) hesitate (4) put trousers on a peg (5) run --------

Doubloons are (1) trousers (2) two fools (3) pirates’
food (4) large ships (5) Spanish gold coins -----------

Georges refers to (1) the kings of France (2) English
gold coins (3) a country in Africa (4) a group of islands
(5) songs. -------------------- ,. ---------------------

my

w'J

 

ll

 

 

‘5

 

)f the tolls:-

x

) a way
lyed by

aveling. -

2) west
w York

_‘——-

niardS
at 888.

llyinz

—“____.—
‘. _.—

-

.—
_p

_—

.—
‘-
.—-"

f

16.

17.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

A lugger is a (1) coasting vessel. with four-sided sails
(2) large swift sailing ship (3) battle ship (4) carrier of
water (5) sailor ------------------------------------

“Ofi’e Caraccas” means (1) falling from trees {2) off the
coast of Venzuela (3) dropping from a sail to the deck
(4) putting off the work (5) killing mutineers ----------

Old Bailey refers to the (1) Hispaniola (2) captain
(3) Treasure Island (4) famous criminal court of London
(5) King of England ----------------------------------

Tip us a stave means to (1) balance the scales (2) stum-

ble over a barrel (3) trip over a rope (4) sing us a song
(5) yell for the officers --------------------------------

Pieces of Eight were (1) eight pieces of gold (2) songs
sung by the sailors (3) chains having eight links (4) small
marks on the deck (5) Spanish dollars -----------------

Dufi is a (1) stiff flour pudding (2) gust of wind (3) short
laugh (4) rudder of a ship (5) game ----------------

Gentlemen of fortune are men who (1) have large fortunes
(2) work hard (3) trust fortune for maintenance (4) marry
for wealth (5) kill for money -------------------------

Slip his cable is a sea expression for (1) putting on
clothes (2) changing the sails (3) lowering the boats
(4) singing a song (5) being all ready for secret flight.

Hold your luff means to (1) stop laughing (2) hold the

rope (3) steer your course whatever happens (4) stop
the ship (5) keep quiet ------------------------------

Fore, main and mizzen are ( 1) pieces of furniture (2) kinds
of stone (3) the three chief officers on a ship (4) the
types of boats used in England (5) the three masts of a
ship. -----------------------------------------------

Main hot means (1) very hot (2) the principal part is
hot (3) angry (4) quarrelsome (5) warm -----------

Maroon means to (1) color dark red (2) color light red
(3) fly a red flag (4) put a sailor ashore on a desolate
island (5) put the captain in chains ___________________

Lillibulero is a (1) race of people (2) popular tune among
sailors (3) drink liked by sailors (4) food for sailors
(5) name given to certain queens -----------------------

Fontenoy is a (1) city in England (2) river in South
America (3) village in Belgium (4) lake in France
(5) mountain in Italy ---------------------------------- .

In a clove hitch means (1) in the forks of a close tree
(2) shut off from the ship (3) in a large harbor (4) a
stoppage (5) in a tight place ------------------------

[18]

 

1:;- r-r- .3 he * ...-“rm; :- A» ‘55”—

31.

32.

33.

34.

36.

37.

38.

39.

Long nine refers to (1) John Silver (2) a gun nine feet
long (3) nrne long days (4) a gun throwing a shot nine
pounds in weight (5) the crutches of John Silver --------

Close hauled means (1) sailing as near the wind as a ship
can go (2) in close quarters (3) near one’s destination
(4) tied together (5) near the shore ___________________

Strike colors refers to (1) beating sailors with a paddle
(2) changing the color of clothes (3) repainting the ship
(4) taking down the flag (5) prison clothes ------------

Ricochet is" (1) the rebound of a line shot striking the
ground (2) cart used in Japan (3) the top of a

stockade (4) the end of a musket (5) a ship’s main mast.

Athwart my hawse is nautical slang equivalent to (1) on
my horse (2) across my berth (3) in my face (4) on
my hose (5) in my house -----------------------------

Batten down your hatches means (1) go below (2) take
down the flag (3) lower the gun (4) keep still (5) run
fast. -----------------------------------------------

Jolly Roger was ( 1) a happy sailor (2) the black flag of
the buccaneers (3) the man who helped Silver (4) a
large dog (5) a parrot -------------------------------

Davy Jones was the ( 1) first mate (2) captain of an Eng-
lish ship :(3) sea devil who caused misfortunes at sea
(4) man found on the island (5) name of a ship ---------

A cache is a (1) case of wine (2) number of rabbits
(3) held ball (4) hole in the ground used for a hiding
place (5) sum of money -----------------------------

A lanyard is a (1) yard on land (2) front yard (3) small
ship (4) large mast (5) short piece of rope -----------

 

Score for Part I V——

[14]

 

 

PART V—ROBERT LOUIS STEVENSON

Directions. On the line following each statement you consider true, write
a plus sign (+) ; and on the line following each statement you consider
false, write a minus sign (—).

W f

 

1. Robert Louis Stevenson was born in Edinburgh. ---------- —
2. Stevenson was past thirty before he wrote anything _______ —
3. Alison Cunningham was Louis’ devoted nurse. ---------- —
4. Louis never played. with other children. ---------------- —
5. Louis started to school at about the age of nine. ---------- —
6. Stevenson’s father was a builder of lighthouses. ---------- —
7. Stevenson did not attend a university. ------------------ >—
8. Stevenson studied civil engineering ---------------------- —
9. Stevenson spent the latter part of his life practicing law _____ ~—
10. Stevenson went to California on account of its delightful
climate. -------------------------------------------- —
11. Stevenson married a widow. --------------------------- —

12. Stevenson made a journey through Oklahoma. ------------ —

13. The last years of Stevenson’s life were spent on the island
of Samoa. --------------------------------------- --- —

14. Stevenson died before he was fifty years old. ------------- —
15. Stevenson wrote Treasure Island for his mother ------------ —
16. Lloyd Osbourne was Stevenson’s cousin. ---------------- —
17. The name of Flint’s ship, the Walrus, was suggested by Steven-

son’s father. ---------------------------------------- —
18. Treasure Island made Robert Louis Stevenson famous ------- —
l9. Stevenson was a careless writer. ------------------------ —

20. Stevenson lived in the early part of the nineteenth century. —

Score for Part V (Number right minus number wrong.)

[15]

 

 

 

 

 

 

 

 

'O“.

6-d ,

7 -ai

10-d

11-p .

12-a
131:

14-h .

15
16

17-3-

18

19-T.

20-

15

 

 

_p. A n ...-Q‘ \-r

l

 

 

-20..

In Table V, page 21. all the pupils who participated in this
study are recorded. The intelligence quotients were obtained from the
office records which were not complete. The blank spaces in the
"I.Q." column indicate pupils whose intelligence quotients were not
recorded on the records at Pattengill Junior High School.

The "Movie Attendance" column indicates whether the pupil did or
did not see the motion picture "Treasure Island". The columns labeled
"Setting Test" and "Plot Test" show the scores made by the pupils on
these two tests. These two groups are also recorded in Tables VI, VII.
VIII. and IX.

The column labeled "Plot-Movie Only" indicate the scores made by
the group of 1M students who wrote the plot test the day after they saw

the movie. This group is shown in Table X, page 29,

-21..

 

 

 

Table v. THE TEST SCORES, A RECORD or ATTEKDAECE AND THE
INTELLIGENCE QUOTIEETS or THE PUPILS PARTICIPATING
IN THE STUDY.
Pupil : I.Q. : Movie : Setting : Plot : Plot Movie 3
: : Attendance : Test : Test : Only
1 115 No 10 37 -
2 109 Yes 8 37
, 3 90 Yes u 1Q 2Q
' 117 No 10 fi1 -
5 - No 6 3o -
6 93 No 5 21 -
7 11h No 9 3o —
s 118 No 11 M9 -
9 91 No 13 n3 -
10 116 Yes 12 56 32
11 105 Yes 11 M9 33
12 115 No 8 Mo -
13 106 No 9 2 -
lfi 112 No 7 7 —
15 - No u 3h -
16 115 No 10 5h -
17 101 No 10 u; -
13 111 Yes 13 u9 31
19 113 No 13 51 -
20 105 Yes 11 h9 32
21 9h No 6 31 -
22 113 No 8 no -
23 109 No 10 M2 -
2h 86 No h 29 _
25 - No 13 53 —
26 92 No 5 23 -
27 103 No 13 he -

’ 2s — No 12 u; -
29 - No 9 52 -
30 107 No 13 u5 -
31 101 No 9 39 —
32 - No 5 19 —
3; - No 7 37 -
34 97 Yes 12 53 -
35 — No 6 33 -

 

 

 

Continued to psge 22

-22-

Table V. (Continued)

 

Pupil : I.Q. : Movie : Setting : Plot : Plot Movie
- : Attendance : Test : Test : Only

 

36 ° 106 ' Yes

5 an 31
37 85 No 6 37 -
38 91 No 5 no —
3K9) — No 1+ 27 -
109 Yes 8 M1 -
h1 99 No 6 29 -
ME 105 Yes 9 53 -
:5 116 Yes 12 2 -
82 No 6 nu -
95 106 No 7 ho -
us 101 no 7 37 —
M7 91 No 6 27 -
us 118 No 11 55 -
M9 105 No - 37 -
50 93 Yes - 35 -
51 89 No - 3o -
52 — No — 36 -
3 91 Yes - g1 31
5fl 103 No - 6 -
55 - No - 30 -
56 105 No - 93 -
57 111 No - no -
58 106 No - M1 -
59 71 No - 39 -
60 109 No - 51 -
61 - No - #6 -
62 99 No - 27 -
63 96 No - 37 -
6h 96 No - 36 -
65 99 No - 37 3 -
66 95 No - h} -
67 95 No - no -
68 101 No - MM -
69 110 Yes — 25 -
70 120 Yes - 59 -
71 — No - 30 -

72 106 Yes - 53 27
73 9; No - 55 -
7h 8s No - 57 -
75 106 No - nu -
76 111 No - 52 -
77 103 No — 55 -

 

 

Continued to page 23

 

Table V. (Continued)

 

 

 

 

Pupil : I.Q. : Movie : Setting : Plot : Plot Movie
: : Attendance : Test : Test : Only

.78 ° 79 ' No ' - ' 5s ' -

79 - Yes - 27 -

80 107 No .- 57 - ’
81 108 No - h6 -

82 91 No - 5 -

8g - No - 5} -

8 97 Yes - 54 -

35 - N0 ‘ 55 -

86 117 No - 58 -

87 97 Yes - 53 -

88 113 Yes - 53 -

89 116 Yes - 51 -

9o 98 No - 51 -

’ 91 120 No - M6 -
92 9M No - 56 -
93 82 No - 55 -
9M 105 No - 50 -

y 95 106 Yes - 58 -
96 99 Yes - 51 -
97 9 Yes - . 50 30
98 - No - 7 -
99 123 No — 6 -

lOO - No - 37 -
101 117 No - 58 -
102 111 No — 31 -
'103 - No - Mo -
10M 108 No - 57 -
105 103 Yes - 39 31
106 110 No - 57 -
107 103 Yes - 6 MM
108 102 No - O -
109 95 Yes - M2 -
110 10h No - 5M
111 98 Yes - 60 -
112 95 Yes - Uh -
113 — No - ME -
11“ 111 No - MS -
115 115 Yes - 51 17
116 108 Yes - MM -
117 111 Yes - 9 -
118 106 No - 5 -
119 - Yes - - 3h
L120 - Yes - - 25

 

Note - Blank spaces in the "I.Q. column indicate pupils whose intelligence

quotients were not recorded on the office records at Pattengill
Junior High School.

Date for Table VI were taken from Table V, page 21 , and con-
sist of the scores of the pupils who did not see the motion picture
"Treasure Island".

These pupils were tested on the plot test. There

were 86 pupils in this group. The median of the intelligence quoti-

ents is 10h.

Table VI. SCORES MADE BY THE PLOT TEST NONQMOVIE GROUP.

Fpil: I.Q. :Plot test :: Pupil: I.Q.:Plot test :: Pupil: I.Q.
: : score :: ° ° score -- -

 

 

 

 

 

: Plot test
0 . . . . 3 score
1 ' 11 3 ° 39 ° - 27 ° 77 103 55
)4 11; )4; 1&1 9‘4 29 '73 79 58
5 _ 30 MM 82 MM 80 107 57
6 93 51 M5 106 Mo 81 108 Me
7 11M 0 N6 101 37 82 91 57
8 118 39 M7 91 27 83 — 53
9 91 143 ’48 113 55 85’ - 55
12 115 M0 M9 105 37 80 117 58
13 106 52 51 89 39 9O 98 51
1M. 112 39 52 -’ 3° 91 120 Me
15 _ 314 514 103 ’46 92 914 56
16 115 5M 55 - 30 93 82 55
17 101 £3 50 105 143 94 105 50
19 11 51 57 111 MO 98 - a;
21 93 31 58 106 M1 99 123 o
2- 113 Mo 59 71 39 100 - 37
23 109 52 60 109 51 101 117 58
2M 86 29 61 - o 102 111 31
25 _ 5 62 99 27 103 - Mo
25 92 23 63 96 37 10M 108 57
27 103 M8 6LL 96 36 106 110 37
28 - M3 65 99 32 108 102 o
29 , 2 66 95 H3 110 10M EM
30 107 5 67 5 MO 11 - 6
31 101 39 68 101 MM 11 111 M8
2 - 1 71 - 30 118 106 M5
33 - 33 3 93, 35
33 - 33 7" 8'9 57
37 85 37 7‘2 10° an
38 91 no 70 111 52

 

 

- 25 -

The median score on the ”Plot Test, Non-Movie" group as shown
in the foregoing table is Mo.5. The average score is M2.M. These
scores are seven and one half and three and six tenths points below

the scores made by the "Plot Test Movie" group shown in the following

table.

Table VII. below. is a compilation of scores made by the "Plot
Test Movie" group. It shows the data of column headed "Plot Test"
in Table V. page 21 for those who saw the movie. 32 pupils make up

this group with a median Intelligence Quotient of 105.

Table VII. SCORES MADE BY THE PLOT TEST MOVIE GROUP.

 

 

 

 

T::;11 : I.Q. : Plot test :: Pupil : I.Q. : Plot test
3 : score : : 3 : score
, . . .. . .
2 109 37 79 - 27
3 90 311 8M 97 5M
10 116 56 87 97 58
11 105 M9 88 113 53
18 111 M9 89 . 116 51
20 105 M9 95 106 58
7 3E 97 5' 9o 99 51
F 30 100 ' 97 99 50
M0 109 M1 105 103 39
M2 105 38 107 103 56
M3 116 M2 109 95 M2
50 93 35 111 98 , 6o
5 91 31 112 95 MM
69 110 25 115 115 51
70 120 59 116 108 MM
72 106 53 117 111 '39

 

 

 

Median 1. Q. - 105
Median Score — Mg
Average Score - Mb
The median score of H9 in the above table indicates an advantage

gained by this group over the median score of 32.5 of the "Plot Test

Non—Movie“ group (See Table VI. page 2h)

- 27 -

Scores in Table VIII were taken from the column headed "Setting
Test" in Table V, page 21 . These pupils did not see the motion picture
"Treasure Island". They were tested for "setting" content. There were

37 pupils in this group. The median intelligence quotient is lOM.5

Table VIII. SCORES MADE BY THE SETTING TEST NON—MOVIE GROUP

 

 

 

Pupil : I.Q. :Setting Test : : Pupil : I.Q. :Setting Test
: : score " : : : : score
1 115 10 27 103 13
M 117 10 28 - 12
3 - 6 29 - 9
6 9 5 30 107 13
7 11M 9 31 101 9
8 118 11 32 - 5
9 91 13 33 - 7
12 115 8 35 — 6
13 106 9 37 85 6
1M , 112 7 , 38r 91 E
15 — M 9 -
16 115 10 1 9M 6
17 101 1 MM 82 6
19 113 13 M5 106 7
21 9M 6 M6 101 7
22 113 8 M7 91 6
23 109 10 M8 118 11
2M 86 M
25 - 13
26 92 5

 

 

 

\fl

Median Score -

Median I. Q. - 109.
8
Average Score - S

f

The above median score of eight is three points below the median

score of the "Setting Test Movie" group. (See Table IX, page 23)

-28-

Scores in Table IX were taken from the column headed "Setting
Test in Table V, page 21. These pupils saw the motion picture
"Treasure Island". They were tested for "setting" content. There were

11 pupils in this group. The median intelligence quotient is 105.

Table IX. SCORES MADE BY THE SETTING TEST MOVIE GROUP

 

 

 

Pupil : I.Q. : Setting Test :: Pupil : I.Q. : Setting test'
3 : score :: 3 3 score

2 109 ' 8 3M 97 12

3 90 M £6 10b 5
10 116 12 o 109 8
11 105 11 M2 105 9

18 111 13 M3 116 12

20 105 11

 

 

 

Median Score - 11
Median I. Q. -105
Average Score — 9.5
A comparison of the above median score of eleven with the median
score made by the “Setting Test Non~Moviefl group on the same test as

shown in Table VIII, page 27’ will show a gain of three points in favor

of the "Setting Test Movie” group.

- 29 -

The following table shows the scores made by fourteen pupils
on the plot test given the day after they saw the motion picture
”Treasure Island". This test was given before the study of "Treasure
Island" in class.

Table X. SCORES MADE BY THE "MOVIE ONLY"
GROUP ON THE PLOT TEST.

 

 

 

Pupil : Plot Test Score
109 ° MM
119 -3h

11 33
20 32
10 32
18 31
36 31
53 31
105 31
97 30
72 27
120 25
3 2M
115 17

 

 

 

Median Score - 31
Average Score - 30.5

The above median score of 31 on the plot test would seem to show

that some gain was made by viewing the picture before reading the book.

The twelve pupils in the table below indicate scores made by
the "Movie-Only" group on the plot test given the second time after
the story was studied. Two pupils who are in Table K were not given
the second test.

Table XI. SCORES MADE BY THE MOVIE-ONLY GROUP
ON THE PLOT RETEST.

 

 

 

Pupil : Plot Retest Score
107 ' . 56
1o 56
72 53
115 51
97 50
11 M9
18 M9
20 99
36 MM
105 3
3 3
53 31

 

 

 

Median Score — #9
Average Score - h5.6

A comparison of the median M9 of the "Movie-Only" group in the
above table with the median M9 of the "Plot Test Movie" group in Table
VII. page 26, would seem to show that no advantage was gained by
having the same test repeated. This group was relatively small and

results from a larger group would probably be more reliable.

- 31 -

Summary

The national norm of this particular test, complete for "Treasure
Island. is 139, involving 182 answers. Using this norm as a basis for
establishing a norm on the 61 plot questions given, would give a com-
puted norm of N5.5. The pupils who did not see the motion picture made
a median score of MO and the pupils who did see the motion picture
made a median score of h9, thus indicating that although instruction
did not bring the group who did not see the motion picture up to the
national norm, that the motion picture did seem to enable the group

who saw the motion picture to exceed the national norm.

-32-

Iv. The Effectiveness of A 16 mm. Silent Motion Picture of
"The Legend of Sleepy Hollow" as 3 Supplementary Device
in the Teaching of The Legend of Sleepy Hollow.

This study was made at Henry R. Pattengill Junior High School,
Lansing, Michigan. during the week of January 7, 1935.

The film used was a 16 mm. (classroom size) silent version of
The Legend of Sleepy Hollow produced under the title "The Headless
Horseman". starring Will Rogers. The movie was shown in the "little
theater" after school (3:30 P.M.).

Classroom conditions were maintained. The picture was shown
especially for the 7 B English classes but students were admitted re- .
gardless of grade. An admission fee of three cents was charged. One
hundred twenty-three pupils paid admission. This filled the room to
capacity. Interest and attention was manifested throughout the showing
of the picture.

No deviation was made from the regular classroom study because
the motion picture was to be presented. Neither the teachers nor the
pupils knew in advance of the showing that the picture would be shown
until three days before it was presented. Approximately three weeks
were used in the study of this story by the 7 B classes of English.
During this time an author study, a vocabulary study and an intensive
study of the plot and characters of the story were made.

Two teachers aided in the study, one having two classes. which
were labeled the "G" group, the other having three classes, which were
labeled the ”J” group. A “Movie" and a "Non-Movie" group were made
from each of these groups. Each teacher's classes were grouped separ-

O

ately in an attempt to keep difference in instruction from influencing

-33..

the results. A grouping of the total number seeing the picture and the
total number not seeing the picture was then made. This made five
groups for study.

There were 153 pupils used in the study. The intelligence
qyotients were taken from the office records which in a few cases were
not complete. The spaces in the "I.Q.” column in Table XII, Page 36
were left blank for these cases.

The test used was the Hadsell-Wells. Objective Tests, in Liter—
ature for "Irving's The Legend of Sleepy Hollow". The validity of
these tests has been partially established by a large use in literature
classes. A statement of validity and reliability of these tests is
enclosed under the report of the Ivanhoe unit.

The setting, plot. and character parts of the test were given,
as shown in the test page which follows. The total score of these
tests was used in making the comparisons of the ”Non-Movie" and "Movie"
groups. No attempt was made to treat each test separately.

The national norm for this test on the ”Legend of Sleepy Hollow"

is not available.

_.-

 

 

 

 

. -' .u";:-. v

HADSELL-WELLS OBJECTIVE TESTS: ~
IN LITERATURE

 

 

 

Irving’s The Legend of Sleepy Hollow
(Test on the Setting, Plot, Character, and Vocabulary)

BY S. R. HADSELL

Professor of English in the University of Oklahoma

 

and GEO. C. WELLS
Secretary, State Board of Education of Oklahoma

 

 

To Pit/pits. This is a test by which you can find out how well you
know The Legend of Sleepy Hollow.

Since the test is objective, your

standing can be determined accurately. When your teacher tells you

to start, turn this page, read the directions and begin the test. Con- '

tinue until you complete all of the parts or until you are told to

stop. You will be given thirty minutes. Fill in the following blanks: ~

 

 

 

 

 

 

 

 

 

Name ____________________________ Grade _________________ 7.
Boy or girl _________ Age ______ years. Date _________________
School __________________________ City ____________________
PART POSSIBLE SCORE STUDENT’S SCORE
I 15
II 21
III 25
IV 20
Total 81

 

 

 

 

 

 

 

Published by Harlow Publishing Company, Oklahoma City
Copyright 1930 by Harlow Publishing Company

It is unlawful to copy or reproduce this test or any part of it.

 

 

 

 

 

 

 

PART I—SETTING

Directions. Write the proper terms in the spaces provided below.

 

10.

11.
12.

13.

14.

15.

Score for Part I (15)

The scenes in The Legend of Sleepy Hollow are laid near the
village of _____________________

The sequestered glen within about two miles of the village is

known as _________________________

People who lived in Sleepy Hollow were caused to walk in con-

tinual reverie on account of some __________ power.

The dominant spirit in the valley was said to be the ghost of a

______________ trooper.

The people in Sleepy Hollow descended from the _________
Sleepy Hollow is located in the state of _________________
Ichabod Crane was a native Of the state of ___________________

The schoolhouse in which Ichabod Crane taught was constructed
of _________

Ichabod Crane was a perfect master of Cotton Mather’s History
of New England _____________________

Baltus Van Tassel’s farm was situated on the banks Of the

The events in this story occurred during the __________ season.
Men at Van Tassel’s party told stories of daring deeds that oc-
curred during the ________________ War.

In the neighborhood of Sleepy Hollow stood the great tree where
the unfortunate Major __________ had been captured.

One Of the gentlemen claimed that he parried a musket ball with
a small sword in the battle of _______________
A farmer, who returned from a visit to ________________ , re-

ported that Ichabod Crane had finally been made a justice of
the Ten Pound Court.

 

Unfold to page 3 and continue.

 

 

at the

lage is

in con-

.IS’L Of a

O
-..—a--
_.—

zsn'ucted T

5 HiSiOI‘lJ

.5 0f the

- season-

5 that 06'

ball with

—’ re‘
instice of

1 com”

 

 

PART III—CHARACTERS

Directions. Write a plus sign on the line at the right of each statement
you consider true and a minus sign at the right of each statement you
consider false.

fl
0

9‘99“.”

9’

09°.“

10.
11.

' 12.

13.
14.
15.
16.
17.
18.
19.

2 1 .
22.
23.
24.

25.

Ichabod Crane was short and heavy. _________________
Ichabod wore neat-fitting clothes. ____________________
Ichabod had a large head. __________________________
Ichabod had large green glassy eyes. _________________
Ichabod’s nose was long. ___________________________
Ichabod whipped the strong pupils harder than the weak.
Ichabod was the singingqmaster of the neighborhood. .___.
Ichabod was a favorite with the country damsels. ......

Ichabod was an odd mixture of small shrewdness and
simple credulity. ___________________________________

Katrina Van Tassel was a little of a coquette. 1 ________
Katrina was tall and slender. _____...._____.._.__.... _____
Balthus Van Tassel was a thriving farmer. ____________
Brom Van Brunt was the hero Of the country round. ----
Brom Bones was famed for his great skill in horsemanship.
Brom Bones was cruel and mean at heart. ____________
Balt Van Tassel loved his pipe better than his daughter. __
Hans Van Ripper was one of Ichabod’s rivals. _________
Brom Bones’ horse was named Gunpowder. ____________
Daredevil was gentle and easily managed. ____________

The music at the dance was provided by an old gray-
headed negro. __________________________________ '_.._

Young men of that day kept their hair cut short. _______
Katrina wore dresses above her knees. ________________
The headless horesman was Brom Bones. ______________
Katrina married Brom Bones ________________________

The old country wives maintained that Ichabod had been
spirited away by supernatural means. ________________

Score for Part III (25)

 

Hill lllllllllll IIHHH

|

Continue on page 6.

 

 

Directions.

PART IV—VOCABULARY

Write the number Of each word in the first column on the

line before the term that defines it, in the second column.

 

9”

99"?

9°."

5°

10.

9°!"

9°

10.

Score for Part IV (20)

H.335”?

vegetatin g
cognomen

withe

conning

. .potentate

anaconda
ingrati atin g

bumpkin
erudition
Hessian
perambulations

pewter

linsey—wolsey

ferule
culinary _
pillion
tete-a-tete

oly koek
coquette

pedagogue

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

a. committing to memory.

b. book knowledge.

c. one of the mercenary soldiers employed
by Great Britain against the colonies in
the Revolutionary War.

d. a large snake.

e.—~—-a clumsy rustic.

f. surname.

g. one who has great power.

h.——allowing mind and body to become in-
active.

i. a tough flexible twig used as binding ma-
terial.

j. bringing oneself into the favor of another.

a. a rod or flat stick.

b. a confidential chat.

c. pertaining to the kitchen or the art of
cooking.

(I. walks.

e. a kind of cake fried in oil.

f. an alloy noted for its silky luster.

g. a coarse cloth of linen or cotton and
wool.

h. a schoolmaster.

i. a pad on a horse behind the saddle, on
which a second person may ride.

j. a flirt.

6

 

 

 

 

)lumn on the
l.

—.

ars employed

e colonies in ..

i become ifr
binding m:-

vr 0f 311mm

r the 311 i:

uster.
cotton and

3 saddle, 0n
ride.

HadeelLWells Objective Tests in Literature
Key for Irving’s The Legend of Sleepy Hollow

 

L. S. H.
p. 2
l-Tarry Town
2-Sleepy Hollow

3-witching

4-Heuian
5-Dutch
6-New York

7-Connecticut

8-Iogs

9-witchcraft

IO-Hudwn

1 1-autumn

12-Rev01utionary

1'3-Andre

1 4-Whiteplains
1 5-New York

 

L. S. H.
p. 3

1-4

2-3

3-5

4-2

8-2

9-5

1 0-4

 

L. S. H.
p. 4

11-1

1'2-1

13-3

14-5

16-4

17-1

1 8-3

19-4

20-3

21-5

 

L. S. H.
p. 5

22-3

23-2

24—3

25-3

rssmerwr

co
IIIJ+++I++ +++++lll

10.
11.
12.
13.
14.
1'5.
16.
17.
18.
19. —-

20.
21.
22. —

I +

 

LS.H.

u-4
b-9
c-lO

a-6
e-8
r-z
g-5
h-l

i—3

a-4
b-7
c-5

d-l
e-8
f—2
g-3

h-10
i-6

 

.. .4“

-35..

Table XII page 36 gives a complete record of scores obtained
from the tests for the non—movie and movie groups. These scores are
the total scores from the plot, setting and character tests.

The two teachers who aided in this study are indicated by

”J” and. "G".

Table XII. THE TEST SCORES, INTELLIGEHCE QUOTIEFTS AND TEACHERS OF
THE PUPILS PARTICIPATITG IN THE STUDY

L
I:

#upil: I. Q.: Teacher: Non-Movie: Movie :: Pupil I.Q.: Teacher: Non-Movie: Movie

 

: : : Group “Group : : : Group :Group
1 — J 33 - M1 98 J M5 -
2 100 G 1 - 142 100 J 32 -
g - J uh - M3 92 J 50
J nu - no 98 G - 56
5 112 G Ms - M5 118 J Ms -
6 93 G 59 - us 99 J - 5o
7 85 G 27 - M7 82 J 28 -
8 111 G - 58 M8 10h J M6 -
9 90 G 32 - 149 .. J 7,9 -
10 109 G 1 - 5o 75 J fie —
11 — G R6 - 51 113 J G9 -
- G 55 - ,2 115 J us _
1a 110 J h? - 5a 108 G 28 -
1 91 G 3“ - 5 110 J go _
92 G 31 - 109 J 6 -
-16 112 G M9 — 56 - J as -
17 70 G 36 - 57 109 J u; -
18 8h J - 32 58 — G ”5 —
19 - J — 5h 59 - J - 53
20 9h G 3“ - 60 96 J 38 -
21 93 G 31 - 61 86 J - no
- G — 58 62 82 J h} -
23 103-l G 9 - Ea 97 J _51 ..
2 98 G 9 — 10 J 33 -
88 G to - 65 10 J 53 -
25 97 G ”h - 66 105 J 5 -
27 85 G #1 -f 67 92 J 33 -
28 83 J - ”0 111 J he —
29 105 G 23 - 69 — G M5 -
30 101 G u; _ 70 105 J A7 _

l 31 - G M2 - 71 98 G u1 -
32 - J - 35 72 - J #0 —
33 - J - 50 73 - J - 56
3h 199 G 53 - 7 10h G - M7
35 11h J R9 - 75 110 J - 3
36 106 J 50 - 76 110 J - 52
37 120 J 51+ - 77 110 J — 55
33 - J - 52 78 - G on -
‘9 - J 39 - 79 95 J ho -
to - c. 30 - so 109 J 53 -

 

 

 

*Blanks in the I.Q, column indicate pupils whose I.Q. were not available

from the office records. Continued to page 37

 

 

Table XII. (Continued)

 

 

 

 

Pupil:I.Q.:Teacher:Non—Movie:Movie :: Pupil:I.Q.:Teacher:Non-Movie:fiovie
: : : Group :Group :: : : : Group :Group

81 . 108. J - M5 .. 121 . 83. G . _ . M6
82 130 J - 58 122 81 G 31 —
83 - J _ 53 12 119 J — 53
8M 97 J - 37 12 ' 102 G 311

85 - G 5M - 125 - G 30 -
86 107 J 51 _ 126 82 J 117 ..
87 106 J . 53 127 - G MM ..
88 - J M8 - 123 - G 35 -
89 106 J - 55 129 — G - u7
90 92 J M1 _ - 130 ‘ J “3 -
91 __ G _ 50 131 110 J 53 ..
93 82 J 50 - 3? O G ' 5Ll
., 13+ — J 52 —
95 9% J — 39 1

96 118 J - M6 135 11} G 52 -
97 85 J — MM 137 So J — 39
98 118 J - 53 138 129 G 51 -
99 96 G _. 55 1&9 110 J O ..

100 109 J - 5 1 O 78 J 3 -

101 105 J - 56 1M1 - J 50

102 - J 50 - 1M2 89 G 2 -

103 118 J - 52 1M3 115 G 50 -

10M - J - 59 111M - J 31 ..

105 - J M5 - 1M5 100 J 29 -

106 91 J M7 - 1M6 112 J 50 -

107 - G 5M 2 1M7 106 G M5 -

108 110 J - ,7 1M8 119 J 55 -

109 109 J 56 — 199 _ G _ 5M

11o - G 2M - 150 107 G M2 -

111 — G M7 - 151 123 G - 5a

112 97 G £9 “9 152 99 G 50 -

113 - J -- 1 121 -

11M 91 J us - 53 G “9

115 - J 56 ..

116 11M J 52 -

117 102 J 51 -

118 9M J M1

119 9M G ' 32 -

120 - J — 55

 

 

-33,
Table XIII below represents the total scores made on the plot,

setting and character test bythe pupils of "J” teacher.

Table XIII. SCORES MADE BY THE "J" NON—MOVIE” GROUP.

 

 

 

Pupil : LQ. : Score ::: Pupil : LQ. : Score
1 z _ 3 53 : 72 3 _ 3 no
a - MM 79 95 Mo

- MM so 109 53
13 110 M7 86 105 51
35 11M M9 88 - M8
36 106 50 90 92 M1
37 120 5“ 92 99 31
39 - 39 93 82 50
M1 98 M5 102 - 0
M2 100 32 105 - 5
M5 118 M8 106 91 M7
M7 82 28 109 109 6
M8 10M 6 113 - 9
M9 - 39 11M 91 M8
50 75 M2 115 - 56
51 113 M9 116 11M 52
52 115 6 117 108 1
5M 110 MO 118 9M 1
5 109 6 126 82 M7
56 - M8 130 - M3
57 109 M3 131 110 53
6O 96 8 13M — 2
62 82 5 135 - 2
63 97 51 139 110 0
6M 103 33 1M0 78 3
65 10M . 53 1M1 - “ 5o
66 105 33 1MM — 31
67 92 ‘ 1M5 100 29
68 111 M2 1M6 112 50
70 105 M7 1M8 119 55

 

 

 

Median 10 Q0 "' 105
Median Score - M7

A comparison of the above median score with the median score of
the movie group, as shown in the following table, will indicate a score

five points below the movie group.

-39..

Table XIV shows the scores made by the pupils who saw the movie,

on the three tests given by "J" teacher.

Table XIV. SCORES MADE BY THE "J—mOVIE” GROUP.

 

 

 

Pupil : I.Q. : Score ::: Pupil : I.Q. : Score
18 8M 32 8M 97 37
19 .. 3M 87 106 53
28 83 6 89 106 5
32 - 36 9’ 9M 9
33 - 50 90 118 o
38 - 52 97 87 MM
93 92 5O 98 118 53
M6 99 50 100 109 53
59 - E3 101 105 5o
61 86 O 103 118 52
73 - 56 10M - 5
75 110 52 108 108 57
76 110 52 120 - 55
77 110 55 123 119 53
81 108 M5 132 - M5
82 130 58 137 86 39
83 — 58

 

 

 

Median 1.9. - 106
Median Score - 52

A comparison of the median score of the "J-Non Movie" group
as shown in Table XIII. page 38, with the median score of the "J-Movie"

group shows a gain of 5 points in favor of the above latter group.

Table XV below, shows the scores of the pupils of "G" teacher,

who did not see the motion picture.

able XV. SCORES MADE BY THE "GuNON-MOVIE"GROUP.

 

 

 

 

 

 

 

Pupil : I.Q. : Score ;; Pupil : I.Q. : Score
2 . 100 ° M1 '° MO ° - ° 36
5 112 M8 53 108 28
6 93 59 5S - “5
7 85 27 69 - M5
9 9O 32 71 98 M1

10 109 M1 78 - MM
11 - M6 85 - 5h
12 - 5 107 - 5
1M 91 33 110 - 2M
15 92 31 111 - h7
16 112 M9 119 9M 32
17 7O 36 122 81 31
20 9M 3M 12M 102 3M
21 93 31 25 - fig
23 10M 39 127 _

2M 98 M9 128 - 35
25 88 M6 136 111 52
26 97 MM 138 129 51
27 85 M1 1M2 89 29
29 105 23 1M3 115 50
30 101 M3 1M7 106 M5
31 - M2 150 107 M2
31‘ 129 53 152 99 50

Median In Q0 " 98

Median Score — 32
The above median score of M2 is nine points lower than the

median score of the "G—Movie" group as shown in Table XVI. pageln”

- Ml _

The pupils of "G" teacher who did see the motion picture are re—

corded in the following table with the scores made on the test.

Table XVI. SCORES MADE BY THE "G"-MOVIE" GROUP.

 

 

 

Pupil : I.Q. : Score —:: Pupil : I.Q. : Score
8 : 111 g 58 :. 112 : 97 : M9
22 - 58 121 83 M6
MM 98 56 129 - M7
7M - 10M M7 133 10% 51+
91 - 5O 1M9 - 5M
95 109 52 151 123 5M
99 95 55 153 121 N9

 

 

 

Median I. Q. - 106
Median Score - 51

A comparison of the above median score with the median score
of the ”G-Non Movie" group in Table XV, page no shows a gain of

nine points in favor of the above group.

The total number of pupils who saw the motion picture and the
total number of pupils who did not see the motion picture are given
in Table XVII for comparison.

Table XVII. MEDIAN SCORES OF'THE TOTAL "MO'IE" AED THE
TOTAL "NON;MOVIE" GROUPS.

 

 

’C

"Movie" Group "Non—Movie" Group

 

Median I. Q. - 106 ~ Median I. Q. — 102

Median Score — 52 Median Score - hh.5

 

 

 

A comparison of the median score of "Movie" group with the
median score of the ”Non—Movie" group indicates a gain of seven and

a half points in favor of the "Movie" group.

..h}-

Summary

The median score of group "J-Non—Movie" group was N”. This
is five points lower than the median score of the "J-Movie" group.

A comparison of the median score of the "G—Non—Movie" group
with the median score of the "G—Movie" group shows a gain of nine
points, the median score being he and 51. respectively.

The total "Non—Movie" group made a median score of uh.5 The
total "Movie" group made a score of 52. This would seem to indicate
that the viewing of this motion picture of ”The Legend of Sleepy
Hollow" seems to be of value to the pupils in comprehending the

setting, plot and characters of the story.

7. Summary and Conclusions.

A comparison of the scores made by the pupils who saw the motion
picture "Ivanhoe" with the scores made by those who did not see the
picture indicates that in so far as actual knowledge of the plot and
of the characters in the story of "Ivanhoe", the viewing of this parti-
cular film version of "Ivanhoe" seemed to be of little value to the
students.

Statements made by the teachers of English indicate that the
pupils anticipated a good presentation but were somewhat disappointed
by the poor acting and characterization in the motion picture as
evidenced by their reaction in class discussion. Important parts of
the book were omitted in the picture; other parts were partially cut
out of the film. The poor mechanical condition of the film probably
had some influence on the results.

This film is the only film of Ivanhoe available to the Pattengill
Junior High School. Since no 35 mm. print of ”Ivanhoe" is now avail-
able the writer is unable to repeat this experiment to ascertain the
reliability of the results.

A comparison of the "Non-Movie" group with the "Movie" group
in both the plot test and the setting test indicated an advantage

gained by the group which saw the motion picture ”Treasure Island."

. Those who saw the motion picture made a gain of 9 points on
the median score over those who did not see the picture. This gain
involved no extra work on the teacher's part and was obtained un-

consciously by the student while viewing the movie.

- M5 -

It would seem safe to assume a much greater gain could be made
through the use of this sound version of "Treasure Island", when
lesson sheets on the "Treasure Island" motion picture and instruction
on motion picture appreciation and supervised showings are used.

Statements from the teachers of the "J" and the "G" groups and
the enthusiasm of the pupils indicated an attitude favorable to the
showing of the "Legend of Sleepy Hollow". Besides this enthusiasm
the median scores of the ”Movie" group was 52. This score shows again

over the median score of hh.5 of the "Non-Movie" group.

VI. Topics for Further Study.

A problem growing out of the above studies would be to ascertain
the most Opportune time for showing the motion pictures. The "Ivanhoe"
and "The Legend of Sleepy Hollow" pictures were shown immediately
following the reading and study of the book. The reading of "Treasure
Island" was assigned about two weeks after the motion picture was
shown. When does the time of the showing of the motion picture have
the most value, before, during or after the reading and study of the
book?

The comparative value of the sixteen millimeter films and the
thirtyafive millimeter prints would also be a desirable study.

The relative value of the presentation in the classroom comp
pared to the auditorium and theatrical presentations would consti-
tute a problem.

What are the merits of sound productions compared to the
merits of silent presentation?

Just how much would lesson plans and studies in appreciation
be of value in the effectiveness of the motion pictures in literature
study?

EIperiences and findings in these studies indicate to the
writer that further research concerning the motion picture as a device

in the teaching of literature is desirable.

Alicoate, Jack.

Arnsplger, V. Co

Blumer, Herbert

Blumer, Herbert,

Brown, Emmet H.,

Charters, W. W.

- M7 -

BIBLIOGRAPHY

Books
Yearbook of Motion Pictures. 13th edition. New York:

The Film Daily Publishing 00., 1650 Broadway. pp. 102k.

Measuring the Effectiveness of Sound Pictures as

Teaching Aids. New York: Bureau of Publications.

Teachers College, Columbia University, 1933. pp. 155.

Movies and Conduct. New York: iacmillan 00.. 1933.

pp. 257-

and Hauser, Philip. Movies, Deliquency, and Crime.

New York: Macmillan Co., 1933. pp. 233.

and Bird, Joy. Motion Pictures and Lantern Slides for
Elementary Visual Education. New York: Bureau of

Publications, Teachers College, Columbia University,

1931. pp. 105. ,

Motion Pictures and Youth. Combined with Holaday.
P. W.. and Stoddard, George D., Getting Ideas from

the Movies. New York: Macmillan Co. 1933.

Devereux, F. L., and Others - The Educational Talking Picture.

Chicago: University of Chicago Press, 1933. pp. 222.

Dorris, Anna Verona. Visual Instruction in the Public Schools.

New York: Giniand Co., 1928. pp. 575.

- hg -

Forman, Henry J. Our Movie Made Children. New York: Macmillan Co.,
1
1933. pp. 2880

Freeman, Frank N. Visual Education. Chicago: University of Chicago

Press, 192M. pp. 392

Hollis, A. P. Motion Pictures for Instruction. New York: Century

00.. 1926. pp. uso

Johnson, William H. Fundamentals in Visual Instruction. Chicago:

Educational Screen, 1927. pp. 10h.

Knowlton, D. C., and Tilton, J. W. Motion Picture in History Teaching.

New Haven, Conn.: Yale University Press, 1929. pp.18h

Koon, Cline M. Motion Pictures in Education in U. S. University

of Chicago Press 193“.

McClusky, F. D. Visual Instructions: Its Value and its Needs.

New York: Mancall Publishing Corp., 1932. pp. 125.

Peterson, Ruth C.. and Thurstone, L. L. Motion Pictures and the
Social Attitudes of Children. Combined.with Shuttle-
worth, Frank K.. and May, Mark A. The Social Conduct
and Attitudes of Movie Fans. New York:

Macmillan Co., 1933.

Rulon. P. J. Sound Motion Picture in science Teaching. Cambridge,

Mass.: Harvard University Press, 1933.

- M9 -

The Community and Its Motion Pictures. New York: Motion Picture

Producers and Distributors of America, 1929. pp. 96.

The Neighborhood.and Its Motion Pictures. New York: Motion Picture

Producers and Distributors of America' 1929, pp. 109.

Weber, J. J. Picture Values in Education. Chicago: The Educational

Screen, 1928. pp. 160

Wood, Ben D., and Freeman, Frank N. Motion Pictures in the Class-

room. Boston: Houghton Mifflin Co., 1929. pp. 392.

\J'l
(D

Booklets

Consitt. Frances. Value of Films in History Teaching. London:

Historical Association, 1930. pp. MY.

Finegan, Thomas E. The Results of the Experiment with Eastman Classroom

Films. Rochester, N.Y.: Eastman Teaching Films,

Inc., 1929. pp. 1“.

Greene, Nelson L., and Others. 1000 and One: A Bluebook of Non-
Theatrical Films (9th edition). Chicago: The

Educational Screen, 1933. pp. 128.

MCClusky, F. D..: Roban, C. F.; Knowlton, D.C.: and Merton. Elda.
Syllabus for Visual Instruction. Meadville, Pa.:

Keystone View Co., 1930. pp. 66.

McClusky, F.D.: Jenkins, J.J.: Knowlton, D.C.:and Merton, Elda.
The Place of Visual Instruction, University of

Kansas, 1932. pp. 106.

Visual Instruction Directory (lhth edition). Lawrence, Kan.:
Department of Visual Instruction of the National

Education Association, 1933. pp. 80.

Weber, Joseph J. Bibliography on the Use of Visual Aids in Education.

Chicago: The Educational Screen, 1930. pp. 29.

Witham, Mildred M. Visual Review. Chicago: Society for Visual

Education. 1932. pp. 143.

 

-51..

Magazines

Educational Screen, The. 6h East Lake Street. Chicago, Ill.
Monthly, except in July and August, since

Janmry, 193 20

International Review of Educational Cinematography. Rome, Inter-
national Educational Cinematographic Institute.

Monthly magazine since July, 1929

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