. Report of Committee on school inquiry, Board of estimate an apportionment, city of New York .. . .... R Average Number of Ex- amples 1 The subjects ■were more familiar with one edition than the other. In interpreting- these results, however, it must be remembered thatfew individuals reach the ideal, development called for in the assump-tions upon which the equality of the units is based. Nevertheless, itwill be seen that, except for the more difficult examples, the results arenot widely different in
. Report of Committee on school inquiry, Board of estimate an apportionment, city of New York .. . .... R Average Number of Ex- amples 1 The subjects ■were more familiar with one edition than the other. In interpreting- these results, however, it must be remembered thatfew individuals reach the ideal, development called for in the assump-tions upon which the equality of the units is based. Nevertheless, itwill be seen that, except for the more difficult examples, the results arenot widely different in the two trials, either in the comparison of thetwo editions of the test, or in the unit of either test. And part of theapparent irregularities must be ascribed to the small number in thegroups, and to the elimination of the more rapid workers. The length of the examples in this test has been frequently criti-cized. It must be remembered, however, that the ability in arithmetic,produced by school training, has been frequently attacked by the com- COURTIS TESTS IN ARITHMETIC SCORE ^ 16 413. I 23456789 niNUTE5 Fig. vm Relation between time and work completed in Test Xo. 7. showing approximateequality of units. First curve based upon average scores of thirteen subjects; the sec-ond on the average score of seven. Irregularities in both curves due to greater diffi-culty of the later examples and to the elimination of certain of the subjects. mercial world; that endurance is one important factor in commercialwork; and, finally, that choice must be made between a large numberof small examples, or a smaller number of large examples. Perhapsthe best answer that can be given is that per cent, of the childrenin the fourth grade were able to complete the first eleven examples inthe time allowed. For the rest, it only remains to-be said that all gradeswere affected alike by this or by any other feature. Details of Test No. 8 The final test—No. 8, Reasoning, shown in Fig. IX—has a
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