ABSTRACT
The history of the development of the attempts to measure intelligence is at once interesting and instructive. They grew essentially from the needs of the educator and the employer for a method of classification and from the study of the mental growth of the child. The modern attitude towards this question may be taken to be that the definition of intelligence is comparatively unimportant since we at least can recognize intelligent behaviour when we meet it. The chief difficulty in the drawing up of Intelligence Tests has been the necessary discrimination between capacity and attainments. A cognate question of greater importance from the teacher's point of view is as to whether the intelligence quotient of a given child remains constant up to the time of fifteen or sixteen years of age. The intelligence tests which we have so far discussed were intended for use with individual children.
