One of the outstanding applications of psychology to education during recent years has consisted in the development of methods of measuring intelligence and the results have been so successful that intelligence tests now form part of the normal procedure in selecting pupils in school for higher forms of educational training. If intelligence tests had no other value, their use would be justified in that they have enabled us to find out many facts regarding the nature of intelligence; for example, we now know that “The observed facts indicate that all branches of intellectual activity have in common one fundamental function (or groups of functions) whereas the remaining or specific elements seem in every case to be different from that in all the others.” (Spearman.) Now it is well known that aesthetic abilities are generally regarded as standing quite apart from say ordinary vocational aptitudes. The musician and the artist have often been treated by educationists as being a class by themselves, an attitude which has been fostered by the musicians who have let the idea become current that their subject is not capable of being assessed in the same terms as those of the other school subjects. This is amusingly illustrated by the case of the musical adviser to a certain education authority who refused to attend schools at the same time as the inspectors of the ordinary school subjects.