During the first term of six months the _progress ranged from one to four grades_. No pressure of any kind was brought to bear. The children were allowed to advance as soon as they acquired the work of each grade. The younger children reaped the advantage of the experience of associating with those a trifle older. This privilege perhaps accounted for the greater rate of progress by the younger pupils. During the first term the average progress was two and two thirds grades and during the subsequent terms _two grades were accomplished each term_. The suggestion, of course, is obvious, that the general application of psychological tests of intelligence to school children everywhere would reveal similar exceptional mentalities in many schools and classes, and that we have at last, in tests of this character, an accurate method of distinguishing between mere parrot-like ability to memorize and repeat lessons and actual mental capacity. That there must result, from the wider application of the scientific method of mental measurement, a general regrading of school pupils, if not indeed a general reorganization of existing schemes and systems of education, goes almost without saying. The use of intelligence tests for college entrance has shown satisfactory results in several institutions. In one in particular, the Carnegie Institute of Technology of Pittsburgh, a group of the freshman girls in the Margaret Morrison Carnegie School for Girls, was experimented on with such success that the results have been widely discussed. All of the 114 freshmen were high school graduates. The first-year course, on which the instructors based their estimates of the students, contains the following subjects; physics, sewing, history, English, drawing and colour, hygiene, chemistry, foods, accounting, and social ethics. Six mental tests were used, designed to answer the following questions: (1) Can we demonstrate that we can reduce the number of students who are dropped for poor scholarship or placed on probation for poor scholarship by the use of our mental tests for admission? (2) How do our mental test ratings of all the students compare with the faculty opinion about the general ability of the students?