g is the completed building rather than
the nature of the scaffolding employed in erecting it. No one thinks of
blaming the ill construction of a building upon the kind of scaffolding
used, for if the architect and builder are competent satisfactory
scaffolding will be found. Just as little are deficiencies or
peculiarities of imagery the real cause of low-order intelligence. We
cannot increase intelligence by formal drill in the use of supposedly
important kinds of mental imagery, any more than we can transform a
plain carpenter into a Michael Angelo by instructing him in the use of
scaffolding materials such as were employed in the construction of St.
Peter's Cathedral.

This test is of our own invention and has been brought to its present
form only after a good deal of preliminary experimentation. It
correlates fairly well with mental age as determined by the scale as a
whole. It was passed by 55 per cent of high-school pupils and by
65 per cent of unschooled business men. Success in it is thus seen not
to depend upon schooling.

AVERAGE ADULT, 5: REPEATING SIX DIGITS REVERSED

The series used are: 4-7-1-9-5-2; 5-8-3-2-9-4; and 7-5-2-6-3-8.

PROCEDURE and SCORING, as in year VII, alternative 2.

REMARKS. The test is passed by approximately half of "average adults"
and by three fourths of "superior adults." It shows no effect of
schooling, the uneducated business men even surpassing our high-school
students.

For the higher levels of intelligence, especially, the test is superior
to that of repeating digits in the direct order. It is less mechanical
and makes heavier demands upon higher intelligence.

AVERAGE ADULT, 6: USING A CODE

PROCEDURE. Show the subject the code given on the accompanying form.
Say: "_See these diagrams here. Look and you will see that they contain
all the letters of the alphabet. Now, examine the arrangement of the
letters. They go_ (pointing) _a b c, d e f, g h i, j k l, m n o, p q r,
s t u v, w x y z. You see the letters in the first two diagrams are
arranged in the up-and-down order_ (pointing again), _and the letters in
the other two diagrams run in just the opposite way from the hands of a
clock_ (pointing). _Look again and you will see that the second diagram
is drawn just like the first, except that each letter has a dot with it,
and that the last diagram is like the third except that here, also, each
letter has a dot. Now, all of this represents a code; that is, a secret
l