ar the center
of the field toward the circumference.
5. The "fan plan," showing a number of lines radiating (usually)
from the gate and spreading out over the field.
6. "Fan ellipses" or "fan spirals" radiating from the gate like the
lines just described.
7. The "leaf plan," "rib plan," or "tree plan," with lines branching
off from a trunk line like ribs, veins of a leaf, or branches of
a tree.
8. Parallel lines which cross at right angles and mark off the field
like a checkerboard.
9. Paths making one or more fairly symmetrical geometrical figures,
like a square, a diamond, a star, a hexagon, etc.
10. A combination of two or more of the above plans.

_Type d_ (satisfactory at year XII). Performances of this type
meet perfectly, or almost perfectly, the logical requirements of
the problem. The paths are almost or quite parallel, and there
are no intersections or breaks. The possibilities of type _d_
are fewer and embrace chiefly the following:--

1. A spiral, perfect or almost perfect, and beginning either at
the gate or at the center of the field. 2. Concentric circles.
3. Transverse lines, parallel or almost so, and joined at the
ends.

Up to about 4 years most children failed entirely to comprehend the
task. By the age of 6 years the task is usually understood, but the
search is conducted without plan. Type _c_ is not attained by two
thirds before the mental level of 8 years, and score 3 ordinarily not
until 11 or 12 years.

Grading presents some difficulties because of occasional border-line
performances which have a value almost midway between the types _b_ and
_c_ or between _c_ and _d_. Frequent reference to the scoring card will
enable the examiner, after a little experience, to score nearly all the
doubtful performances satisfactorily.

REMARKS. The ball-and-field problem may be called a test of practical
judgment. Unlike a majority of the other tests, it gives the subject a
chance to show how well he can meet the demands of a real, rather
than an imagined, situation. Tests like this, involving practical
adjustments, are valuable in rounding out the scale, which, as left by
Binet, placed rather excessive emphasis on abstract reasoning and the
comprehension of language. The test requires little time and always
arouses the child's interest.

Our analysis of the responses of nearl