ABSTRACT
A substantial part of 'personality learning' consists in focusing correctly on our own limitations, and we should be grateful to any test which helps us objectively to 'know ourselves'. If we are serious about the school's goal of developing personality and character, over and above the mere imparting of skills and information, then personality and motivation measurement can bring new help also to the specifying of goals and the testing of claims to character education. The traditional tests were woefully misleading but the culture-fair stood firm. It is a commonplace among experienced observers in almost any field of endeavour that personality and ability together decide the outcome, their relative importance varying according to the form of achievement involved. It should be understood that the authors include here, under personality, also motivation and values. It is certainly a powerful one, but not always simple.
