It is probable that this test will have very little usefulness in the selection of employees in general, but that it may be found valuable in discovering within an organization persons whose mathematical aptitude would make them very useful in positions where the handling of figures is an important part of the employee’s duty. In schools the chief value of the test will probably be in assisting in the diagnosis of special mathematical ability or lack of ability among pupils entering high school. As a game for social amusement, it is not probable that this test will be highly popular, except among those who are mathematically inclined. _Directions for Giving the Test._ Having supplied each candidate with writing materials the examiner should announce as follows: “I am going to distribute to you copies of a test which is intended to measure certain special mental capacities. I shall pass it to you with that side up which contains the directions. Do not turn it over or examine the 20 problems which are to be solved. Write your name where it says ‘Name’ and fill in the other blanks on the title page.” The blanks should be distributed, taking care that each candidate receives the blank right side up and that no candidate turns it over before the command is given to begin work. When names, ages, and other identifying pieces of information have been entered the examiner should ask the candidates to look at the directions carefully while he reads them aloud. “The other side of this sheet has 20 series of figures, one or more of the figures from each series being left out. You are to look carefully at each series, to study out what kind of a series it is and then to write on the dotted lines those numbers which have been omitted. Look at the following samples. Write on each blank the number omitted 2 4 6 8 10 .. 14 16 18 20 Sample A 16 11 7 .. 2 1 1 2 4 7 Sample B 2 .. .. 2 2 3 2 4 2 5 Sample C “In Sample A each number is obtained from the previous number by adding 2 to it; therefore, 12 should be the number between 10 and 14. In Sample B, each number is obtained from the next previous number by subtracting 1 less than was subtracted from the number before it—that is, 5 is subtracted from 16 to obtain 11, 4 is subtracted from 11 to obtain 7, 3 should then be subtracted from 7 to obtain a 4 which is to be entered on the blank. In Sample C, every other number is a 2 and therefore the second blank space should contain a 2. Between the 2’s appear numbers, each one of which is one more than the one which preceded it. On the first blank in Sample C there should be a 1 in order to carry out this scheme.”