In each line the numbers are arranged according to some particular scheme

You may add, subtract, multiply, or divide; you may need to do two of these things in the same problem. In all cases the series is to be read from left to right. Write in the spaces at the margin the two numbers which should come next. The first four problems are answered correctly.

One of the many invaluable services which the parent or teacher can render a child who is preparing to take any test or examination is to emphasize the importance of always knowing exactly what is to be done and doing it as described to the last minute detail. Far more mistakes are made on tests and examinations because of some misreading or misunderstanding of instructions than from lack of knowledge pertaining to the subject involved. In the seemingly few and simple instructions given above for the arithmetical aptitude test, there are both important probabilities and certainties that have to be read and remembered. The numbers are arranged--how? According to a scheme--no; they are arranged according to some particular scheme. Consequently, more than one scheme can be expected. Is there a certain thing to be done, or are there several possibilities? "You may add, subtract, multiply, or divide." Here are four probable methods of solution. It is even more complicated: "You may need to do two of these things in the same problem." May and same are important words in this part of the instruction, and such words are usually called key words. It is well for the student to be taught to underline key words. "In all cases" allows no exceptions, so whatever procedure is here described is for all the problems. All is the key word. "Write in the spaces at the margin the two numbers" evidently provides a space for each number. But spaces is a word to be noted here, for there is ample room in one space for two numbers, and the examples of both numbers put in the first space appear only in about one out of twenty tests given. The careful second reading of instructions and questions should be constantly emphasized by parents and teachers, and practice provided whenever possible. Drill in picking out key words and study of key words that denote certainty or probability are activities that will rest almost entirely with the parent. Testing of any type is so infrequent in the public elementary school as to provide little training of any kind as regards tests and examinations.

The emphasis placed on reading and writing in the junior scholastic aptitude tests carries them into a field the surface of which is barely scratched in elementary public school--English grammar. A test is usually included which requires that the candidate know the parts of speech and the basic uses of each. Some questions also pertain to conditions under which a word which is generally one part of speech becomes another. Parents should check very closely with public school practices as regards the extent of the teaching of grammar. The absence of the teaching of any grammar beyond recognition of the most obvious examples of the parts of speech is often hidden behind a vague term called "functional grammar." Close investigation of "functional grammar" usually results in the conclusion that it is "functioning without grammar," the explanation being, "The child can use words to write a sentence, and after all that is the function of words, so why complicate matters by giving him names for words?" Be that as it may, the child is going to need the fundamentals of grammar if he takes junior scholastic aptitude tests; so if grammar is not taught sufficiently at school, grammar becomes a project for parent and child.

Passing notice has already been given arithmetical aptitude tests in the discussion of the importance of reading instructions carefully. They take up a prominent part of the booklet, usually two or three tests, and deserve careful notice. A thorough knowledge of addition, subtraction, multiplication, and division is necessary. Skill and efficiency in arithmetical procedures are tested by careful timing. There are usually several pages of word problems, testing the whole range of measurement tables, use of fractions, decimals, percentages, and further testing, of course, the student's ability to read and follow instructions--for a word problem is chiefly a set of instructions as to what is to be done, carrying within it an implication of how it is to be done.