ng for the largest manhood and womanhood possible and providing
the community with efficient workmen in various lines.

THE EDUCATIONAL PSYCHOLOGIST

While there are many other activities, significant and interesting, that
might well be considered in such a treatment as this, I shall close with
a very brief mention of one more--the place and work of the educational
psychologist in our modern system.

One of the most significant of the newer movements in educational
procedure is that termed _educational mesurements_, perhaps better
called the _mesurement of intelligence_. About a generation ago it began
to be observed that many children did not pass thru the grades with the
regularity that was thought normal or desirable. Many were obliged to
repeat grades--they did not "pass," to use the language of the schools.
The more the matter was investigated, the more serious was it seen to
be. Investigation has gone on until at last carefully gathered
statistics tell us that almost, if not quite, one-half of all the
children in the schools fail to progress thru the grades at the expected
rate. For some reason, or for some combination of reasons, they are
retarded from one to three years. And of the $400,000,000 annually spent
to carry on the work of the schools it is estimated that from
$40,000,000 to $50,000,000 go every year in attempts to teach these
retarded ones what they have already tried but failed to learn. Here was
a double loss, a financial one of large proportions and a human one of
much more serious import. Why the retardation? And what could be done to
check it?

Thoughtful consideration was given to the matter with the following
revelation: it was seen that in educational procedure all matters of
grading, promotion, even choice of subject matter where there was a
choice, were being handled on the basis of results of tests of
information--possession of knowledge facts--rather than of ability or
intelligence. This might not be so bad if the knowledge sought in these
tests were knowledge necessary to have in order to function adequately
in the new or advanced environment. But usually no such relationship
could be traced. It was but another illustration of no present meaning
connected with the work of the school. A remedy was sought, and is being
sought, in trying to substitute for the information test a test of
intelligence. It is generally admitted that neither one is an adequate
mesure of the other. A child m