The use of questions, in the answering of which thoughtful judgment about every-day affairs would be required, has always been a favourite method of discovering the degree of intelligence possessed by a child or by an adult. Binet, the French psychologist who developed the mental age scale for testing feeble-minded subjects, included in his series a number of test questions of this type. The Stanford Revision of the Binet tests includes three such questions in the Eight-Year-Old series, and three other more difficult questions in the Ten-Year-Old list. The chief modification of the method in adapting it for group testing was the supplying of three or four answers from which the subject should select the correct reply. This change makes the markings of the results quite simple, but it takes from the test itself some of its virtue as a measure of the richness of ideas possessed by the person tested. Instead of having to think out an appropriate answer, one needs only to read the answers printed and to use good judgment in selecting the one to be checked as “best.” The Mentimeter form of the test, although superior in its length and arrangement to the military version, is nevertheless not yet ideal as an intelligence test. The simplest questions and answers that can be printed are too difficult for first- and second-grade school pupils to read and understand, while the most difficult questions and answers one could devise would not be general enough in their subject matter to be included in a “general intelligence” test. In other words, the range of ability that this test will measure is not so wide as that measured by some other Mentimeter tests, with the result that the speed of reading and of making judgments plays a larger part in determining the final score than it would in a perfect intelligence test. In spite of the large part played by speed, the test is a useful index of _ability to learn_ in certain lines of work where rapid decisions on practical problems are necessary. It is probable that the Practical Judgment test will be found more useful in the measurement of intelligence among school children and clerical workers than in the classification of general employees, although the reader may find unexpected relationships between this test and certain routine occupations. Reliance should be placed upon it only after it has demonstrated in actual trials that it has a close relationship to the special ability desired.