l "memories."

The selection we have used is, with minor changes, the same as Binet's.
His selection was divided into nineteen memories. The one here given has
twenty-one memories. Binet used the test both in year VIII and year IX,
requiring two memories at year VIII and six memories at year IX. When we
require eight memories, as we have done, the test becomes difficult
enough for non-selected school children of 10 years. Location in year X
seems preferable, because it insures that the child will almost
certainly have had the schooling requisite for learning to read a
selection of this difficulty, even if he has started to school at a
later age than is customary. Naturally, placing the test higher in the
scale makes it more a test of report and less a test of ability to
recognize and pronounce printed words.

X, 5. COMPREHENSION, FOURTH DEGREE

The questions for this year are:--

(a) "_What ought you to say when some one asks your opinion
about a person you don't know very well?_"
(b) "_What ought you to do before undertaking (beginning)
something very important?_"
(c) "_Why should we judge a person more by his actions than by
his words?_"

The PROCEDURE is the same as for the previous comprehension tests. Each
question may be repeated, but its form must not be changed. It is not
permissible to make any explanation whatever as to the meaning of the
question, except to substitute _beginning_ for _undertaking_ when (b)
seems not to be comprehended.

SCORING. _Two out of the three_ questions must be answered
satisfactorily. Study of the following classified responses should make
scoring fairly easy in most cases:--

(a) _When some one asks your opinion_

_Satisfactory._ "I would say I don't know him very well"
(42 per cent of the correct answers). "Tell him what I know and
no more" (34 per cent of correct answers). "I would say that I'd
rather not express any opinion about him" (20 per cent of the
correct answers). "Tell him to ask some one else." "I would not
express any opinion."

_Unsatisfactory._ Unsatisfactory responses are due either to
failure to grasp the import of the question, or to inability to
suggest the appropriate action demanded by the situation.

The latter form of failure is the more common; e.g.: "I'd say
they are nice." "Say you like them." "Say what I think." "Say
it's none of their business." "Tell them I mind my o