cts slowly, and talks little. One
occasionally finds a feeble-minded adult, perhaps of only 9- or 10-year
intelligence, whose verbal fluency, mental liveliness, and
self-confidence would mislead the offhand judgment of even the
psychologist. One individual of this type, a border-line case at best,
was accustomed to harangue street audiences and had served as "major" in
"Kelly's Army," a horde of several hundred unemployed men who a few
years ago organized and started to march from San Francisco to
Washington.

BINET'S QUESTIONNAIRE ON TEACHERS' METHODS OF JUDGING INTELLIGENCE.[8]
Aroused by the skepticism so often shown toward his test method, Binet
decided to make a little study of the methods by which teachers are
accustomed to arrive at a judgment as to a child's intelligence.
Accordingly, through the cooeperation of the director of elementary
education in Paris, he secured answers from a number of teachers to the
following questions:--

[8] See p. 169 _ff._ of reference 2, at end of this book

1. _By what means do you judge the intelligence of your pupils?_
2. _How often have you been deceived in your judgments?_

About 40 replies were received. Most of the answers to the first
question were vague, one-sided, "verbal," or bookish. Only a few showed
much psychological discrimination as to what intelligence is and
what its symptoms are. There was a very general tendency to judge
intelligence by success in one or more of the school studies. Some
thought that ability to master arithmetic was a sure criterion. Others
were influenced almost entirely by the pupil's ability to read. One
teacher said that the child who can "read so expressively as to make you
feel the punctuation" is certainly intelligent, an observation which is
rather good, as far as it goes. A few judged intelligence by the pupil's
knowledge of such subjects as history and geography, which, as Binet
points out, is to confound intelligence with the ability to memorize.
"Memory," says Binet, is a "great simulator of intelligence." It is a
wise teacher who is not deceived by it. Only a small minority mentioned
resourcefulness in play, capacity to adjust to practical situations, or
any other out-of-school criteria.

Some suggested asking the pupil such questions as the following:--

"Why do you love your parents?" "If it takes three persons seven
hours to do a piece of work, would it take seven persons any
longer?" "Which would you rath