How to be happy though human / by W. Béran Wolfe.

become an engineer. The result of the test, moreover, does not indicate the nature of the child's failure nor the direction of the failing child's ’pattern of life. The tendency of most school teachers is to take the results bf the intelligence tests as final evaluations of the child's intellectual ceiling. The child with a very high intelligence quotient demonstrates no more than that he is well prepared at the moment the test is taken to meet just such a test. Some children with exceptionally high intelligence ratings later deteriorate and become victims of dementia precox. The children with intelligence quotients indicating borderline intelligence can be improved almost without exception by psychological re-education. The chief value of the intelligence tests lies in the field of industry, for they are well adapted to the selection of individuals who can do this or that job on this or that machine. In individual cases they are absolutely valueless unless accompanied by some psychological analysis which indicates the potentiality of the individual for betterment. It has been our constant experience that the I. Q. can be raised in individual cases from ten to sixty points by psychological re-education. The besetting sin of much school education is the attempt to grade progress by marks, percentages, and the like. The fallacy tempts the child to go to school in order to “ get on ” instead of going to school to get an education in the fine art of living. The emotional astigmatism of teachers causes children to develop stealth, craftiness, flattery in order to “ get good marks ” by playing, on the emotional weaknesses of their teachers, or gives them an occasion to spoil their schooling by open rebellion against the artificiality of the “ system ”. In either case the true function of education is lost, and the child pays bitterly for his artificial school successes or failures in later life. Much of the sexual maladjustment of our times is due to the abnormal attitude towards coeducation still existing in our schools. The theories of the opponents of coeduca¬ tion are direct descendants of the belief that a woman