In practically all phases of education, a process of evaluation, reorganization, and readjustment has been going on for the last few years. This has resulted in a rapid evolution of the publicschool system. A part of this movement has consisted of an effort to apply the principles of a valid scientific management to teaching and to school organization and administration. There has been an especially pronounced and vigorous effort to secure better results in school by devising ways of accurately measuring present achievements, establishing more valid aims, formulating more economical types of procedure in teaching, and selecting better subject-matter for the content of the school curriculum. All of this is, of course, well known even to the superficial student of education. It is also a familiar fact that activity along these lines has brought about great changes in both elementary and secondary schools.