order of weight.
2. Copies drawings from memory.
3. Criticizes absurd statements.
4. Answers difficult "comprehension questions."
5. Uses three given words in not more than two sentences.

_Age 12:_
1. Resists suggestion.
2. Composes one sentence containing three given words.
3. Names sixty words in three minutes.
4. Defines certain abstract words.
5. Discovers the sense of a disarranged sentence.

_Age 15:_
1. Repeats seven digits.
2. Finds three rhymes for a given word.
3. Repeats a sentence of twenty-six syllables.
4. Interprets pictures.
5. Interprets given facts.

_Adult:_
1. Solves the paper-cutting test.
2. Rearranges a triangle in imagination.
3. Gives differences between pairs of abstract terms.
4. Gives three differences between a president and a king.
5. Gives the main thought of a selection which he has heard read.

It should be emphasized that merely to name the tests in this way gives
little idea of their nature and meaning, and tells nothing about Binet's
method of conducting the 54 experiments. In order to use the tests
intelligently it is necessary to acquaint one's self thoroughly with the
purpose of each test, its correct procedure, and the psychological
interpretation of different types of response.[10]

[10] See Part II of this volume, and References 1 and 29, for discussion
and interpretation of the individual tests.

In fairness to Binet, it should also be borne in mind that the scale of
tests was only a rough approximation to the ideal which the author had
set himself to realize. Had his life been spared a few years longer, he
would doubtless have carried the method much nearer perfection.

HOW THE SCALE IS USED. By means of the Binet tests we can judge the
intelligence of a given individual by comparison with standards of
intellectual performance for normal children of different ages. In order
to make the comparison it is only necessary to begin the examination of
the subject at a point in the scale where all the tests are passed
successfully, and to continue up the scale until no more successes are
possible. Then we compare our subject's performances with the standard
for normal children of the same age, and note the amount of acceleration
or retardation.

Let us suppose the subject being tested is 9 years of age. If he goes as
far in the tests as normal 9-year-old children ordinarily go, we can say
tha