Three uses of measurement commonly stressed are: (1) Diagnosis of degree of attainment of goal; (2) selection of method of attainment of goal; (3) definitive outline of goals. We have seen that the first two are of little immediate value to the administrator. The first only gives him an accurate notion of where he stands in any one subject without pretending to tell him why; the second is a promissory note. Some day we shall be able to tell him the best methods for the attainment of his goal. The third has slightly more immediate value. Measurement splits up the goals of education, gives them concrete formulation, allows teachers to see an advance in the class in one function as separate from the rest; allows them, for instance, to distinguish more clearly than they otherwise would between oral reading and silent reading, or between addition and division. But this, too, is rather too general to appeal to administrative economy. One would find it very difficult to sell one’s services as a measurer to a school board or a superintendent on the basis of these three values. They answer that universities and scientific research give them as much as they want of these values. What an expert on measurement could add in interpretation of results would seem of small additional value to them. Still there is a very marked function that such an expert can perform; but he must serve a fourth and fifth use of measurement while he serves a particular school. When he serves the first three he is serving the science of education and, unfortunately, no one school will pay him to do that. The uses of measurement that directly benefit any one school are: (4) Classification by information and intelligence and (5) diagnosis of individual disability. For the proper prosecution of these aims individual measurements and age norms are essential. Only with such equipment can we make the prognoses of future school behavior which the administrator so urgently needs. Grade norms cannot be used to make individual diagnoses. Though we can see by them which children are below and which above the level that in their grade they should attain, we cannot see just what administrators most need to know; namely, whether the retardation and acceleration are justified or not—how many children are working at maximum. More than that, computations based on grade norms are very inaccurate in individual cases because the variability within any grade is so great. As it becomes necessary to use new norms for such purposes it is important to have them in terms that are directly comparable to intelligence mensuration.[2]