Setting up standards of ultimate attainment can be et but little service unless we have at the same time the necessary scales and methods for measuring the educational product so as to determine with at least reasonable accuracy whether the product rise to standard. Ordinarily, the teacher, if asked whether his eighth -grade pupils could add at the rate of 65 combinations per minute with an accuracy of 94 % could not answer the question or he needs a m scale that will serve him in measuring his product as well as the scale of feet and inches feet and inches serve measuring the product of the steel plant(Bobbitt, 1913, p 14)