6. If the class in psychology is a large one, a graph should be prepared showing the distribution of abilities in the class. For this purpose, you will have to use the absolute measures instead of ranks. Find the average for each test used. Make these averages all the same by multiplying the low ones and dividing the high ones. Then all the grades of each student can be added. This will give each test the same weight in the average. The use of a slide rule will make this transference to a new average very easy. A more accurate method for this computation is described in the author's _Examination of School Children_, p. 65. The students should make a study of individual differences and the distribution of ability in some grade below the high school. The tests described in this chapter can be used for that purpose. 7. Is it a good thing for high school students to find out how they compare with others in their various mental functions? If you have poor ability, is it a good thing for you to find it out? If the teacher and students think best, the results of all the various tests need not be made known except to the persons concerned. The data can be used in the various computations without the students' knowing whose measures they are. 8. To what extent is ability a factor in life? You find people of only ordinary ability succeeding and brilliant people failing. Why is this? 9. None of the tests so far used measures ideals or perseverance and persistence. These are important factors in life, and there is no very adequate measure for any of them. The students might plan some experiments to test physical and mental persistence and endurance. The tapping experiment, for example, might be continued for an hour and the records kept for each minute. Then from these records a graph could be plotted showing the course of efficiency for the hour. Mental adding or multiplying might be kept up continuously for several hours and the results studied as above. 10. We have said that ideals and persistence are important factors in life. Are they inherited or acquired? 11. Do you find it to be the rule or the exception for a person standing high in one mental function to stand high in the others also? 12. Make a complete outline of the chapter. REFERENCES FOR CLASS READING MÜNSTERBERG: _Psychology, General and Applied_. Chapter XVI. PYLE: _The Examination of School Children_. PYLE: _The Outlines of Educational Psychology_. Chapter XVII. TITCHENER: _A Beginner's Psychology_, pp. 309-311. CHAPTER X APPLIED PSYCHOLOGY