This would be a mark of the child’s effort, a mark of the concentration and interest that the child has in the school work, and as far as no inherited traits or capacities other than intelligence affect school work it is a measure of the efficiency of a child’s education thus far. If there are such other innate bases, it is also a measure of those inherited traits and capacities or their predisposition, such as concentration, effort, written expression, etc. At any rate it is a measure of the child’s accomplishment, and so of the effort and concentration as they really are at present working under those school conditions. It is an index of achievement irrespective of intelligence. A very convenient graph representing the same facts and easily interpreted by the teacher may be constructed thus: [Illustration: Age Scale +------------------------------------------------ Mental Age | _Reading Age_ +----------------------------------------- Chronological Age | _Spelling Age_ | _Arithmetic Age_ +---------------------------------------------------------- ] Here it can be easily shown that Spelling Age, Reading Age, Arithmetic Age, etc., are in some definite relation to both Chronological Age and Mental Age. Using the Mental Age line as a goal, these records may be kept constantly up to date. Another use of the Accomplishment Ratio is as the medium in which the children may keep records of their own work. As it is a mark in terms of intelligence, dull and brilliant children may compete on a parity to bring their Accomplishment Ratios as high as possible. Mainly we have advanced formal education. We have in many ways promoted the abilities to read, write, spell and figure. But our philosophy of education has advanced far beyond that. We have other aims in education, and consequently other methods and modes, which also must be measured and judged. We wish to promote such qualities as stability, self-reliance, concentration, and ambition. It does not necessarily follow that we must measure these things directly, although every one vitally interested in measurement cherishes the hope that we may some day measure their behavioristic correlates,—“For the quality of anything exists in some quantity, and that quantity can be measured.” “Some of us might be entirely willing to rest the case after asking whether in practical school life anyone ever saw a teacher thoroughly confident of teaching ideals but neglectful of reading and arithmetic. The fact is that the conscientious teacher always gives attention to both and the successful teacher is able, without omitting one, to cultivate the other. The theoretical possibility of thinking of the two results separately has little significance in dealing with real teachers and real schools. Good reading is a school virtue; and when one has measured good reading he has measured more than the trivial or formal side of education.”[3]