In this article certain highlights of Thorndike's work are discussed. So that the reader may judge for himself the magnitude of Thorndike's contributions to our understanding of human learning and teaching, many of Thorndike's own words are used.

The author describes four routes by which a teacher can find out if her pupils are learning: 1. By asking them questions in class; 2. By checking their homework; 3. By scoring their tests which she devises; 4. By computing their scores on standardized tests.

This article discusses the differences between formal education and a newer educational age, in which pluralistic models of schooling will be thoughtfully matched with pluralistic models of evaluation.

The authors question the view that pupils are like scholars in their approach to a field of knowledge. Rather, they think scholars and pupils have quite different goals, and use quite different strategies to reach their goals.

The author deals with Jerome Bruner's "theory of instruction" from a reviewer's vantage point. Generous as she is, appreciative of the author's integrity and style, she expresses a significant "uneasiness" at various turns along the way.

Writing of the difference between the psychiatric model of human personality and the educational model (or between "the little white clinic syndrome" and "the little red schoolhouse syndrome"), the author presents a classic dilemma to practitioners on both sides.