Two hundred and twelve men took Series I. Both the average and median were 66 on the basis of 100 as a maximum score. One hundred and seventy-eight men, all of whom had taken Series I, took Series II. It was administered after the students had begun military training of a rigorous nature and when they were far from fresh. The composite score of Series I and Series II, made from the records of one hundred and seventy-eight men who had taken both tests, showed that the Brown University Series proved as good as a measure of scholastic standing as did the Army test for military fitness. Prof. Stephen S. Colvin, of Brown University, writing on these psychological tests, says that in addition to the evidence obtained by correlating the test results and the students’ academic marks, as to the relation between the scores of the psychological tests and academic standing, there is further indication that the psychological tests proved of considerable value in showing the probable success of a student in his academic work. During the first half of the year, eighty students were reported as doing unsatisfactory work. Of these eighty students, thirteen had received a score of “good” or “very good” in the psychological tests; fourteen had received an average score: while in the cases of fifty-three the score was either “poor,” or “very poor.” During the second term, thirty-four men were reported as doing considerably above average grade. Of those thus reported, five ranked “superior” in their psychological tests; nineteen “very good”; seven “good”; two “average”; and one “poor.” Interesting results were noted in intelligence tests at the University of Illinois on March 6, 1919, when nearly 3,500 students, who were distributed in twenty-four different halls, were examined simultaneously. The Army test (Alpha) was used. Various members of the faculty, including deans, volunteered for special preparatory training to act as examiners and alternate examiners. It was an interesting spectacle to witness eminent men voluntarily in the rôle of students and being “tested.” In a summary of the results of the tests, Dr. David Spence Hill says: “_The smallness_ of difference between median scores of classes within each college of the large groups of students _is insignificant_. As between freshmen, sophomores, juniors, and seniors the extreme difference was less than 2 per cent. in the college of literature, arts and sciences; less than 4 per cent. in the colleges of engineering, and of agriculture; about 5 per cent. in the colleges of commerce, and less than 3 per cent. in the three years of the graduate school. Differences as small as these are safely to be accounted for by chance or by variations of one kind and another.” The report of the value as a whole of the intelligence test, signed by members of the University staff, says, in part: