“…The many studies which are .summarised from time to time in the Review of Educational Research, or in special articles such as those by Barrs in 1948, andDomas andTiedeman'< in 1950, do not carry us very far to the solution of the problems associated with measuring and predicting teaching competence. It seems that the judgment of an experienced observer based upon knowledge of classroom exigencies, and day-to-day acquaintance with students and teachers is still about as good as we ,can do.…”