This I believe to be true, but I also believe that through measurement we can actually promote those other more ethical ideals in education. Through classification by information and by intelligence we gain a marked increase of attention, concentration, ambition, and other objectives, measured in part by Accomplishment Ratios. More discussion due to a greater homogeneity promotes powers of inference and insight; being only with equals promotes self-confidence and honor, and in many cases prevents a regrettable conceit among supernormals; having work to do which is hard enough prevents habits of indolence and carelessness so commonly found among intelligent children.[4] It is a well-known fact that much work must be done in classification to get homogeneity or real conditions of teaching. As it is, most teachers are talking to the middle of their classes. When they do they mystify the lower quarter and bore the upper quarter; they talk to the upper quarter and mystify the lower three quarters; or they talk to the lower quarter and bore the upper three quarters. When a child is bored or mystified his Subject Quotients become less while his Intelligence Quotient remains constant. Then his Accomplishment Ratios become less as long as he remains in a position where he is being mistreated educationally. This, then, is the proper measure to see whether a child is classified properly or not. At the Garden City public school I changed as far as I was able the conditions of education of each child in that subject wherein his Accomplishment Ratio was markedly below 1.00. The concentration and effort of the child were obviously low and my attempt was to change conditions and to promote habits of consistent work. When the Accomplishment Ratio increased I knew that the child was profiting, that he was working. Our objective was to increase Ratios of all children, not to attain any set standard. This Accomplishment Ratio would, to my mind, be an ideal school mark. Besides the inaccuracy of marks to-day, which are accurate marks only of the teacher’s opinion, biased as it is by the personal equation of her character with that of the pupil, there is another fault of prevalent school marking. It is based on average work. The mark is the link between education in the school and education in the home. It gives the parents an index of the child’s work and allows them to encourage or discourage the child’s attitudes. Such indices have no real significance when they are based upon average development, as the parent is generally mistaken about the ability of the child.