. The distribution and relations of educational abilities . SCALE or MARKS 0 ST. I 5x11 SxJJlA StIY 2or Figure 14. DICTATION DISTRIBUTION OF ABILITYWITHIN EACH SCALE OFLMARKS 0 iOO CORRECTLETTERS. 73 The most obvious reform, however, would be {so far as administrative con-siderations permit) to re-classify for different subjects or groups of subjects. Thochiklron have already been classified on the basis of general ?cholaKtic attain-ment ; yet in one particular kind of attainment, Mechanical Arithmetic, noapproach to homogeneity has been nmde. As far as this subject is conc
. The distribution and relations of educational abilities . SCALE or MARKS 0 ST. I 5x11 SxJJlA StIY 2or Figure 14. DICTATION DISTRIBUTION OF ABILITYWITHIN EACH SCALE OFLMARKS 0 iOO CORRECTLETTERS. 73 The most obvious reform, however, would be {so far as administrative con-siderations permit) to re-classify for different subjects or groups of subjects. Thochiklron have already been classified on the basis of general ?cholaKtic attain-ment ; yet in one particular kind of attainment, Mechanical Arithmetic, noapproach to homogeneity has been nmde. As far as this subject is concerned,tho children miglit almost as well have been left in their oiignial result, however, does not by any means reflect upon the skill with whichtho classes have been formed. It is an inevitable conseciuence of tho lowcorrelation of ability in mechanical arithmetic with General Educational Abilityas a whole. To classify for tho one is obviously not to classify for tho other. Re-classification for Special Groups of Subjects. For what subjects, then, must wo re-classify ? Is Aiithmetic tho onlysubject calling for such re-classification ? Or have we to re-cla
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