Journal of Education

Research that leads to nothing but filed reports is not the kind adopted by the public schools of Baltimore. Frequent testing is employed as a means to the better adapting of instruction to pupil needs. The Baltimore system is similar to the perpetual inventory kept by many business houses.

The author enters a strong plea for a secondary education recognizing diverse kinds of ability. He warns against an attempt at stratification of pupils according to imaginary grades of mental capacity. He regards determinism as a mask for aristocracy. This article deserves thoughtful perusal by every educator.