Most of us are agreed that tests, in order to produce the best results, must be given by teachers. Only in a few school systems can they be administered either by the superintendent in person or by some one acting for him. Simple tests, therefore, will be in greatest demand-tests which are easily administered, objectively rated, and quickly interpreted. Monroe's Standardized Silent Reading Test and Courtis' Standard Research Tests in Arithmetic have been widely used largely because they possess these characteristics of simplicity. The test-maker's art is most clearly revealed when he is able to devise tests which are not only simple but valid as measures of significant school abilities. The superintendent, therefore, who contemplates initiating a testing program, or even the continuance of one already begun but not carried forward to a point where teachers have become relatively expert, will do well not to be too ambitious in the selection of the number and character of the measuring instruments which he will use. In a certain sense he will have to "sell" the idea to his teachers. He cannot do this if he imposes upon them a confusing and difficult task. I t is better for him to select a few tests, each concerned with important activities, than to try to cover a wide range of school subjects. One or two tests carefully administered and competently followed up will satisfy and convince; many tests may do no more than confuse and antagonize. This would seem to be particularly true in the case of rural schools. When, therefore, the Illinois Association of County Superintendents appointed a "Committee on Standard Tests" and when this committee, pursuant to instructions, met with us to plan a rural-school testing program, we were a t once convinced

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A number of investigators have given data to show that "ability" in arithmetic consists of several specific abilities rather than a single ability. It has been stated that there are as many different abilities as there are different types of examples. The purpose of this study was to analyze the ability to place the decimal point in the division of decimal fractions. The method of study was to construct a series of tests each of which called for the placing of the decimal point in slightly different types of examples. Since it was desired to test merely the ability to place the decimal point, the answers were given with the exception of placing the decimal point, as shown in the test which is reproduced below. Test I' is reproduced to illustrate the type of DECIMAL TEST I The correct answer for each example is given at the side immediately after the letters "Ans." Write it in its proper position and place the decimal point in its proper place.

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