SET I II III IV V VI Best Z X Z Y Y Y Middle Y Y X X Z Z Poorest X Z Y Z X X Write the final score obtained on the total of the six sets in the lower right-hand corner of the title page of the examination booklet. Scores from 0 to 3 indicate Very Inferior Ability Scores from 4 to 7 indicate Inferior Ability Scores from 8 to 11 indicate Average Ability Scores from 12 to 14 indicate Superior Ability Scores from 15 to 18 indicate Very Superior Ability MENTIMETER NO. 28 ARITHMETIC REASONING _Character of the Test._ Teachers in schools have for a long while based a large part of their judgment about any individual’s intellectual ability almost exclusively upon the facility with which he solved arithmetic problems. Although the ability to solve arithmetic problems has not been so frequently recognized by investigators as an index of intellectual ability as has ability in English, the teachers have found it much easier to estimate intellectual ability upon the basis of showing in arithmetic, because it is easier to judge of success in arithmetic than to judge of success in English or other fields. A child can either solve the problem or else he cannot. This objective nature of the subject of arithmetic has made it a very important subject for the teacher in deciding upon promotions. In practical life, arithmetic has been recognized as being of value because the training in arithmetic was supposed to enable a student to keep other people from cheating him in financial transactions. The writers have known employers, on a small scale, who used certain tricky arithmetic problems as the basis upon which to judge the intellectual ability of prospective employees. Arithmetic problems have had and will continue to have a distinctive place in the measurement of intellectual capacity. It is probable that this place is well deserved. _Directions for Giving the Test._ As soon as the candidates are seated, they should be supplied with pencils, and the examination leaflet should be distributed with the instruction that it is not to be turned over until special instructions are given to that effect. In order to keep the candidates busy, the examiner should ask them to fill out the blanks on the title page, giving name, age, etc. When this information has been obtained, the examiner should ask the candidates to read the directions silently while he reads them aloud.