Where students demand a greater amount of history or government or any other subject, it is suggested that for one evening per week other regular subjects be subordinated to them.

In such schools where some form of departmental work is possible, the programs of instruction will have to be arranged accordingly.

PART III

MEASUREMENT OF LANGUAGE AND

EDUCATIONAL ACCOMPLISHMENT

CHAPTER I

MEASUREMENT OF LANGUAGE ACCOMPLISHMENT AND CLASSIFICATION OF STUDENTS

Reasons for Testing.-Much of the ineffectiveness of the instruction in the school for the adult immigrant has been due to the lack of proper grading. In many instances dissatisfaction on the part of the student has been caused unconsciously by the failure of the teacher to evaluate properly the achievement of the student, and to make use of that achievement in furthering and broadening his education in the new land.

In the past the grouping of immigrant students has been accomplished on the basis of what have casually been called informational tests. These so-called tests consisted of securing from the student data as to numbers of years of schooling in his native land, length of time in America, occupation, age, and various other facts. With this information as a basis, principals and teachers have attempted to attain homogeneity in class organization. It has failed because the variations in adult mental and physical ability are so numerous that these superficial criteria have not been adequate measuring standards.

The natural inclination was to turn to intelligence testing for assistance. However, intelligence tests for use in the immigrant school have not yet been perfected. This perhaps is as it should be. For, regardless of the different degrees of native ability found among adult immigrant