ABSTRACT
No one, I imagine, doubts th a t effort, and the will to work, does m ake a great difference in intellectual achievem ent: m any teachers indeed will be found to ascribe a pup il’s success or failure, largely to the fact th a t he does or does no t ‘try ’. Such general opinions, however, need checking; and in any case they do not offer us evidence as to how far success in school study depends on ‘will9 and effort, or on ability; and they ignore the question as to how far the will to work itself depends on interest.
