One of the most valuable measures of any individual or group of individuals is the extent of the vocabulary found necessary for communication and social activities. The Vocabulary test which is used in connection with the Stanford Revision of the Binet test, and which is quite similar to Mentimeter No. 14, has been shown to be unusually reliable as a measure of general intelligence. The Reading-Vocabulary test is probably not so widely usable as the Speaking-Vocabulary test, but it can be applied as a group test and is therefore probably destined to much more extensive usefulness than the individual test. The Reading-Vocabulary test cannot, of course, be given to individuals whose ability in reading is less than that ordinarily possessed by third-grade public school children. The candidate must not only be able to recognize the words that appear in the test and to know their meanings, but he must also be able to classify them as belonging to a particular group of objects. The method of the test requires the child to make a check mark under the family name which would include the particular word appearing on the vocabulary list. The instructions will not be understood except by fairly intelligent persons, but for those who can understand the instructions and who do their best on the test, a very useful measure will be the result. Although this test would seem at first glance to be particularly well adapted to the selection of clerical workers, past experience has convinced the writers that it is also useful in the selection of organizers and directors of men as well as of organizers and directors of thought. The relationship between the score in this test and the general efficiency of an employee is unusually high. Teachers will find the Reading Vocabulary a splendid index of the advancement attained by new pupils coming into their rooms for the first time or of the pupils who have been with them for some time. It is useless to try to have pupils explain the meaning of magazine articles or of selections from their geographies when they do not even understand the words used in these discussions. It would be very much worth while for a teacher, when she has employed this test, to compare the difficulty of the words which cause the majority of her class to stumble and fail with the difficulty of the words used in the ordinary text-books of the school. In any social group the classification of the forty words in this list would be found rather interesting particularly when the errors made by different members of the group were read aloud for the amusement of the entire group. It should not be suggested, when the test is to be used in this way, that there is any distinct relationship between achievement in the test and achievement in life, else some of the group will be very much disappointed in their scores.