The fact that we are not sure what intelligence is, and what is passed on, but it do not prevent us from finding it a very useful concept, and placing a certain amount of reliance on tests which measure it.
In an Intelligence test we take a sample of an individual's ability to solve puzzles and problems of various kinds, if we had taken a representive sample it will allow us to predict successfully the level of performance he will reach in a wide variety of occupations.
This became of particular importance when, as a result of the 1944 education act, secondary schooling became law, and grammer schools, with the except of a small number of independent foundations schools, became available to the whole education. Since the number of grammer schools in the country could accommodate at most apporximately 25% of the total child population of eleven plus, some selection had to be made. Narrowly academic examinations and tests were felt, quiet rightly, to be heavily weighted in favour of children who had the advantage of highly academic pramary schools and acedemicly biased homes. Intelligence tests were devised to conteract this narrow specification by introducing problems which were not on based on specifically scholastically-acquired knowledge. The intelligence is an attempt to assess the general ability of any child to think, reason, judge, analyse and synthesize by presenting him with situations, both verbal and practical, which are within his range of competence and understanding.
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