“On the whole, the experiment performed by the energetic coöperation of nearly four thousand university people may be regarded as remarkably successful for the purposes intended. If for no other reasons, it has been worth while as a study of a device used already upon nearly two millions of men engaged as soldiers in the great historic undertaking—the World War. It has been a means of self-revelation to many persons on the campus. When the statistics are all worked out in careful detail we shall obtain new insight into some educational problems.” At Hamline University, St. Paul, Minn., the Alpha test was given to 74 men and 145 women, but reports on the results of the test are confined to 61 men and 145 women. The median for the men tested was 129 and 133 for women. The higher level for women was accounted for by the fact that there were more seniors and juniors among the women than among the men. The medians for these two classes of women were 138 and 150 respectively, but for the men in the same classes, 132 and 130 respectively. A somewhat higher standing for women was evident when the entire series of tests were considered, although the mathematical problems in the tests were harder for the women. In questions of practical judgment, disarranged sentences and analogies, all of which involved nimbleness of wit, the women showed superiority to the men. In questions of general information, however, the men established a lead over the women, but of only 2.5 per cent. Prof. Gregory D. Walcott, who reports the tests at Hamline, is not convinced that the Alpha tests, designed for military purposes, are the best for determining the fitness of students for college work. He says, however, that the degree of correlation obtained in the Hamline tests indicates that the Alpha tests are of tremendous value. Intelligence tests are being used at regular intervals at the University of Rochester. The method of application is described as follows by Louis A. Pechstein, Professor of Psychology at the University. “We call our freshmen to the campus a week early. The introductory week is given largely to lectures on college ethics and problems of study. During the first day of the week I give all the entrants both the Alpha and the Otis Group Intelligence tests. The marks and groupings are turned into the office and, so far as possible, we shall make up several representative classes of men supposedly of the same general mental make-up. “During the first term we shall test the entire student body and then begin to correlate with teachers’ opinions and grade records. In no sense are we committed, but we shall try to influence our programme making and section determination by the testing results. Then I shall issue a report to each student regarding his standing, apparent strong and weak processes, and try to help him in his development.”