Standardized measurement of educational product has won its way to a recognized place in the school life of this country. Many of our larger cities have research bureaus of tests and measurements, and advanced private schools have departments of measurement. The logic of the use of statistically derived evaluations versus the use of opinion, swayed as it is by the haphazard captions of emotion and condition, has become widely recognized. The case of scientific measurement in education has been argued and won. The objections to older forms of measurement have become the criteria of the value of the new. Still administrators, although they have been convinced theoretically of its importance, find it hard to see just what measurement does for their schools. They often object that measurements are made, the tests are carried away by the examiner, and some time later they are presented with a neat series of distributions and are told where their school stands in relation to certain other schools or to schools in general. This is undoubtedly a very important piece of information; since a determination of the extent to which a goal has been attained forms the basis of the commendation or condemnation of the methods, curricula, and text-books employed in the process. But administrators want to know which of the various elements of school procedure are to be praised and which are to be blamed. We cannot condemn or support a whole school system on the basis of composite results (unless all possible educational objectives have been measured, and show one common drift; or unless it is necessary that the system fall or stand as a whole) since then we should be throwing good and bad into a common discard. We must measure each thing separately. We must build our ideal system of education synthetically, taking the best methods from each of the prevalent groups of theories. There has been too much absolutism in education, too little of a realism that sees the good and bad in all and diminishes the bad and augments the good. If we adopt this point of view we become really empirical in our method, living through each educational experiment to incorporate it into a growing treasury of tested theory, not deducing success or failure from metaphysical or doctrinaire prejudice. In this administrators have been more scientific than those who measure. They have always objected that they wanted differential diagnoses. Here the answer to their needs must come through experimentation and it is only through nation-wide study and careful comparison and integration of results that methods of teaching can be scientifically established.