Evening Star Newspaper, February 17, 1929, Page 5

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probably WE For Impaired V : —consutt an Eye Physician Some of the most serious cases of de- fective vision could avoided if the proper care had been given in the beginning. 0 N0 GLASSES [ g W Maxe T EDMONDS === O PTI CIAN—= 918 Fifteenth Street WA&!—:I NGTON Established 1899 sion have been 2 Dats‘:‘?/nz ENTERPRISE SERIAL BUILDING ASSOCIATION 7th St. & La. Ave. N. W. 6ist Issue of Stock Now Open for Subscription Money Loaned to Members on Easy Monthly Payments James E. Connelly 3 K. Som James F. Shea Secretary SAVE MONEY ON STORAGE MITH'S 2, FIRE-PROOF E AGENTS ALLIED VAN LINES LONG DISTANCE MOVERS CRATE AND PACK BY EXPERTS 1313 U ST. PHONE NORTH 3343 TODAY—Inspect and Make Reservations—TODAY See the Inaugural Parade and Aerial Review from the Unequaled Viewpoint of inside, the heated Washington Bldg. Overlooking the Court of Honor Directly Opposite the Treasury Be comfortable in this steam-heated buil Representative at building - | brighter than the av , free from all unequaled view- House, will exceed the supply. ivailable. of seats, $3, $4.40, $5.50, $6.60, mdudln&ux from 9 AM. to 6 P.M. daily Today (Sunday) from 1 to 4 P.M. For inspectio: n or reservation " ‘Apply Room 531, Washington Bldg. 15th and New York Ave. N.W. Open for Inspection and Reservation today, Sunday, from 1 P.M. to 4 P.M. You are assired -of Ff] good management-by the THE SUNDAY STAR, WASHINGTON, D. C., FEBRUARY 17, 1929—PART 1. NEW TESTS NEEDED TONEASURE BOYS Dr. Furfey Uses “Develop- mental Age” as Factor in Understanding. BY THOMAS R. HENRY. The 14-year-old boy falls violently in I&Yn with the 12-year-old girl down the ey. He starts doing extraordinary and in- comprehensible things. He combs his hair and scrubs out his ears. In de- flance of one of the most sacred of the traditions of boyhood, he asks to wear his best clothes to school. He stops plnyln! with the Boy Scouts and mopes around the house. He becomes polite and melancholy. Overnight he changes from the crudest sort of young savage into a ludicrously amateour little gen- tleman. His mother gets a trifle wor- ried. She thinks the child may have had some sort of premonition of death and wonders if it wouldn’t be best to call & doctor. The father, if he remem- bers his own boyhood, smiles a bit wist- fully as he conjures up pictures of by~ gone springtimes. ‘The boy’s conduct is not so extraor- dinary after all. It doesn't mean that he is sick or going crazy. He simply is passing through an experience which is almost universal with the male of the species. It is an experience, how- ever, that may have a profound effect on the development of his character and personality, because it influences all his other experiences for a time. Nearly every boy has such an ex- perience sooner or later, but for the | great majority who develop normally it comes within a year or two of a defl- nite age. But it may come at almost any time for some individuals. Therg are violent love affairs in the grade school as well as in the high school. Normally, however, the calf-love days probably start between 13 and 15. Pass Higher Tests. Now, it is well known that a boy may be 10 years old as his birthdays are counted, but 12 or 13 years old in intelligence—that is, he may be able to pass tests standardized for the older children. But the same boy may still be unable to fall asleep without taking his woolly bear to bed with him and may be overwhelmed with night terrors if he wakes up in the darkness and finds it is not there—the sort of be- havior which he should have outgrown at 5 or 6. Or he may have fallen in love when he was 7 years old, an almost pathological case. Besides the mental and chronological ages, says Rev. Dr. Paul H. Furfey, of the department of sociology at Catholic University, there is a third age which can be measured—the developmental age, or stage which the individual has reached in the common experience of the race. The recognition of this factor, Dr. Furfey holds, may enable teachers and psychologists - to under- stand children much better than is possible when only the chronological and mental ages are considered. Dr, Furfey has constructed a test for measuring this developmental age, based upon & study of 75 boys in a local boys' club. This iesulted in the classification of 18 traits characteristic of different ages. The tests apply only to boys, but Dr. Furfey holds that a similar work might be done to ad- vantage with dcvelopmf‘slrls. The im- portance of the test illustrated by Dr. Furfey in cases like the following: The Case of Donald. Donald was 14 years old and had an intelligence quotient of 106. Special showed that he was slightly e boy. He did good work in school. extremely effeminate boy. The other boys called him “sissy” and persecuted him to some omgn n;l&x;;vef‘ jok;e'g in rough games. He play wi the little girls in his block. The rea- son showed up quickly enough when Dr. Furfey's developmental measure- ment was applied. Intelligence and body were normal, but the child had a developmental quotient of only 66. That is, he was about 8 years old in this respect. “The adjective most frequently used to describe Phili) by those who knew him was ‘chil ' says Dr. Furfey. “Group intelligence tests showed him to have a very superior intelligence, and educational tests showed him to be some four years advanced beyond the average for his age. He was distinctly taller and heavier than boys of his age. Yet Philip was distinctly immature in many of his way. Instead of playing the conventional games with other bho{s of his age, he liked to tease them, tak- ing their hats or calling them names until they chased him away. ' “He talked loftlly about becoming a t he was an | ball foreign missionary, but his actlons did not mirror this same generosity and desire for self-immolation. When con- fronted with a fault he shifted the blame to some on else. He continually begged and teased for privileges. He joined the Scouts and was usually a center of trouble, for he liked to create disturbance rather than take part in the activities. He loved to attract at- tention to himself by his antics.” Application of the developmental test furnished the explanation of this bright but rather obnoxious boy. He had a developmental quotient of only 78, against a normal 100. Accelerated Development. James, on the other hand, was a remarkable case of accelerated devel- opment. “His degree of intelligence,” says Dr. Furfey, “amounted to pure genius. At the age of 12 he was five inches above the normal for his age in height and 30 pounds in weight. At 13 he took the Stanford achievement test, and he was at least five and a half ears accelerated educationally. The y's acceleration in developmental age was much less remarkable, He took the tests at 13, and obtained a DQ of 116. He was just outgrowing his interest in the Boy Scouts. He was still interested in rough, free play, and was just re- linquishing his interest in marbles and roller skating. He read scientific books with avidity. He used to perform re- markable experiments with odd chem- icals and bits of machinery in his cel- lar. He showed no interest in girls.” Joseph, on the other hand, was efar more developed mentally than intel- lectually and he fell violently in love when he was 13 years old. He gave up his old interests in scouting and team games and abandoned his old friends. e became,” says Dr. Furfey, “quite blase and a man of the world. His interests were all in dancing and keeping company with girls. He lost interest in school and became dignified and reserved.” . Something was wrong with such a boy. When he was 15 Dr. Furfey ap- plied the developmental test. It showed a DQ of 122. His intelligence quotient, on the other hand, was about normal for a boy of his age. It was simply a case of & man walking around with a boy’s brain and a boy's body. The first test consists simply in de- termining the boy’s reading preferences. He is given a list of book titles and asked to designate those he would like to read. Each title has a certain value in scoring the test. A boy, for instance, who would prefer to read an adventure story to a fairy story would be older developmentally. The boy who pre- ferred a love story would be still more advanced. Sports as Measure. The second test is concerned with play interests. The boy who likes to play tennis or read sport news is further advanced developmentally than the boy who likes to spin tops, fly kites, or play with the girls. The third test is used to determine the boy's attitude toward things. For example, he might have any one of three attitudes toward books “they teach you things, it's fun to read them, you have to study them.” The first would count 6 in the scoring, the second 4 and the third 2. The fourth is a test of activity preferences. “It is & recognized fact,” says Dr. Furfey, “that intelligence tests do not tell the whole story of the child’s de- velopment. Even when combined with various educational tests they measure only one aspect of the growth of per- sonality. Parallel with the growth of intelligence many other personality traits are constantly developing, whose growth is not measured by any of the standard tests. “Two boys may each be 10 years old, they may be doing equally satisfactory work in the same fourth grade, and in- telligence tests may show that they have the same mental age, yet there may be very marked differences in the maturity of these same two boys as shown by their general behavior. One may still be in the stage where he pre- fers individual games to team games. He may enjoy tag more than basket . In his weaker moments he may even admit his little sister as a com- panion in his sports. The other hoy may already have outgrown individual games. He may despise female com- panionship and show his loyalty to his own sex by joining a typical gang from which the weaker sex is rigorously ex- cluded. In the growth of personality gsch u:ond boy !&l-s qe‘:im evidently ed a more advanced stage than the Tg,rlt. “These facts have long been obvious to psychologists and we have become used to such terms as ‘later childhood, early adolescence, the period of com- petitive soclalization, the questioning age,’ and others, They are stages in the growth of a larger aspect in personality and they make themselves known not by successively increased powers to solve l] celmm type otl problem but by successively more mature types of ad- Justment to social situations. o “Thus, we say that the boy who en. Joys playing foot ball is more mature than the boy who =njoys playing house. The girl who goes to social dances is more mature than the girl ‘who plays with dolls. It is the kind of growth which I have ventured to call THIRTY-SEVEN YEARS AT THE A. 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