ay have a very high grade of intelligence
and yet make a very poor showing in the ordinary schoolroom test for
knowledge, not that he has been unable to learn such facts but merely
that his interests and attention have not been thus focust. On the other
hand, it is entirely possible for one of low-grade intelligence to
receive a very creditable "mark" in a test for information since it is
frequently a test of verbal memory, that "great simulator of
intelligence," as Binet calls it.

One of the most interesting of the books bearing upon this new
educational movement is _The Measurement of Intelligence_ by Professor
Terman of Leland Stanford University. In the thoughts just exprest I
have used material found in this book.

So, for a few years now, educational psychologists have been trying to
work out a series of tests of intelligence, so that children may be
located on the basis of their general intelligence, or ability to
accomplish results. The results so far are very promising as tending to
eliminate much of the loss mentioned above. And out on our firing lines
the educational psychologist is being looked upon as a necessity in any
system looking forward to real efficiency. It is thought that thru the
saving he could effect in the two directions cited his regular
employment would be a matter of economic foresight. A few years ago it
was the school physician who was being fought for out in the front
ranks. He is now a fixture in every up-to-date school system, and it is
the psychologist for whom battle is now being waged. And it is only a
question of time when his position will be secure and the line pushed
forward for another attack.

I have discust with you briefly some of the interesting points of view
of the education of to-day. I have tried to place before you, first,
what I think to be its dominant motive--social betterment, made
effective thru discovery and development of the individual's tastes and
dominant interests. To show how this program is becoming established and
worked out, I have touched upon various new lines of activity in
sympathy with and contributing to the general movement. Thus I discust
briefly the great child-study movement having for its goal knowledge of
the individual child as a basis for its educational treatment. Following
this I spoke of physical education--its beginning in many places and the
great need for extension. Another activity named was the educational
survey by means of whic