The phrase “research in education,” when mentioned in the company of a group of professors of chemistry and physics, is apt to provoke sceptical smiles. Research to them means conclusions derived from the data obtained in controlled experiments. These experiments can be repeated by other workers and the truth or falsity of the conclusions established. But research cannot be so narrowly limited. There is research in history, in literature, in mathematics, even in philosophy and education. Any critical investigation in which the evidence is carefully weighed and evaluated is entitled to the name research. The main feature of research is care and accuracy—in fact scholarliness, and scholarliness is not confined to experimental findings, although it must be confessed that a reputation for scholarliness is easier to establish in physical and chemical laboratories than in most other places. But any investigation which brings into play those twin marks of the educated man, the weighing of evidence and knowing when a thing is proved, is research.