The standardized IQ tests which are in use in the schools are scientifically and pedagogically without merit. The construct "intelligence" is a hypothetical notion whose valid expression has yet to be born. IQ tests and the construct of intelligence can be discarded at present, and teaching strategies would be unaffected. To successful teachers the tests are at best a sure nuisance and at worst a reactive influence on teaching and learning. The tests are not simply culturally biased. That bias is only a symptom of the problem which is their scientific inadequacy. To say that "they are the best we have," is not to say that they contribute anything useful at all to instruction. The construct "intelligence" is embryonic and has heuristic value for research. Its utility for instruction remains to be demonstrated. School teachers and students should be relieved of the burden of this bad science and psychological ideology. Testmakers should come again when this product can help to make education better. (Author/RH)