LB 1131 H 11 11 IHII^^^^I ^^^Mu HEil^^ ra il i^E^ tf-ffl^^JS^ IR ^H Class i^BjJi Book ■'-^^'? HERRING REVISION OF THE BINET-SIMON TESTS EXAMINATION MANUAL: FORM A By JOHN P. HERRING Director Bureau of Educational Research Bloomsburg State Normal School Bloomsburg, Pennsylvania WORLD BOOK COMPANY Yonkers-on-Hudson, New York 1922 CONTENTS e\\ ^\ l''^A^°y Introductory Nature of the Examination. . . Directions for Administering. Directions for Scoring Directions for Recording Tests ^ PAGE 3 3 4 5 6 .7-51 1. Interpretation of Pictures. 7 2. Number Series Completion 16 3. Reproduction of Thought . 17 4. Digits Backward 18 5. Parts of Body 20 6. Repetition of Syllables ... 20 7. Size Comparisons 21 8. iEsthetic Discrimination . . 22 9. Naming Colors 24 10. Problematic Situations. ... 24 11. Reproduction of Thought. 25 12. Definition ofAbstract Words 25 13. Reproduction of Thought . 26 14. Problematic Situations ... 28 15. Absurdities 29 16. Sentence Building. ........ 30 17. Rhymes 30 18. Similarities 31 19. Proverbs 31 20. Reproduction of Thought. 32 21. Mixed Sentences 33 22. Problem Reading 34 23. Repetition of Syllables. . . 36 24. Following Directions 36 25. Following Directions 38 26. Similarities 39 27. Generalization 40 28. Comprehension 41 29. Sentence Completion 42 30. Problem Reading 43 31. Naming Objects 45 32. Form Comparison 47 33. Commissions 48 34. News Route 48 35. Digits Forward 49 36. Repetition of Syllables ... 49 37. Roast 50 38. Code 51 Standardized Answers '. . 53-56 1 These test titles do not indicate at all what psychological functions are tested; indeed, many of them are definitely misleading in this particular. They have been selected as a convenient means of designating the different tests. Their significance, in the mind of the examiner, should be confined to this function. hrbst:em:a-1 Copyright, 1922, by World Book Company. Copyright in Great Britain. All rights reserved PRINTED IN U. S. A. JUN 16 1922 ^C1A678171 EXAMINATION MANUAL : FORM A INTRODUCTORY Measurement of the results of teaching is a widespread practice, but this measurement by itself is insufficient, because, while it tells how well a child is doing in arithmetic, reading, and other school subjects, it does not tell how well he can do. We need to know both things. Educational examinations tell us how much a child has accomplished; intelligence examinations tell us how much a child can accomplish. The difference between the two is the child's un- used margin of ability. It is not difficult to measure this margin of unused ability, but it can no more be measured without an intelli- gence examination, than it can without educational examinations. Hence the importance of obtaining both measures. It would be shameful to allow another generation of children to pass through school unmeasured; with so many children and so few psychologists, teachers will have to accomplish this measure- ment. Public school teachers are as able to use individual examina- tions like the Herring-Binet, as they are to teach reading, and, if we consider merely the process of obtaining mental ages, certainly more so. See Terman, Intelligence of School Children, Chapter XIII, "Practical Suggestions for the Use of Mental Tests." nature of the examination The Herring Revision of the Binet-Simon Tests is an individual examination for the purpose of measuring mental ability. The questions are asked and, for the most part, answered orally. The examination contains many tests similar to those in the Binet-Simon Tests, such as repeating digits, detecting similarities, interpreting pictures, etc. The final score in the examination is expressed, as is that of the Binet-Simon Tests, as a mental age. The mental age by the Herring Revision of the Binet-Simon Tests has the same meaning and significance as the mental age by the Stanford Revision of the Binet-Simon Tests. The examination consists of thirty-eight tests. Each test con- sists of a short series of elements. A score in the examination as a whole is the sum of the scores obtained for the separate tests. IPageS] Provision is made also for obtaining the mental age by the use of fewer than the thirty-eight tests which constitute the complete examination. Thus, a mental age may be obtained by administering: Tests 1 to 4, called Group A, Tests 1 to 13, called Group B, Tests 1 to 22, called Group C, Tests 1 to 31, called Group D, or Tests 1 to 38, called Group E. A table is given showing the mental age equivalents of each total score. DIRECTIONS FOR ADMINISTERING It is indispensable to know and to master painstakingly and in detail the defined procedure, and to allow oneself no exceptions. For examiners who cannot trust their verbal memories, it is better to become very familiar with the words and then to read them to each subject. Before beginning to use the examination, read it over with close attention; administer it to some friend; or better, to some child whose mental age is already known; then study further the detail of the procedure, instructions, and scoring; then administer the examination to another examinee; study the details again and re- peat. Follow instructions exactly and do nothing not required. Never vary the wording. If a child does not understand, do not simplify or explain except as specified in the instructions. Every- thing that is said to the child is printed in black-face type. Although the words should be spoken by the examiner verbatim, they should not be read in an unnatural manner. The rate should be not far from three words per second. Give no help to children during, before, or after an examination. Never allow children to become familiar with the tests except so far as this cannot be avoided in their use. Give the examination as if it were nothing unusual. Do not make any child feel that pro- motion or demotion may result. Win the confidence of each child. If the examination cannot be given under circumstances in which the child responds without restraint or embarrassment, postpone it. A knowledge of other general rules for using individual intelligence examinations may be readily acquired from Terman's Measurement of Intelligence. I Page 42 Always begin with Test 1, follow at once with Tests 2, 3, and 4 in order, and then find the total score for these four (Group A). At the end of each group of tests are directions for the omis- sion of certain tests in the additional material for the next group. These omissions are always governed by the score in Group A and include those tests in which the examinee is certain to make either a perfect score or a zero score. Full credit is given for the former and none for the latter. If a test which should be omit- ted is given, disregard the score and credit as if the directions had been followed. If a test which should have been given is omitted, go back and give it. If this is impossible, one re- course is to employ the estimate of mental age obtained from the longest completely given group. Each group includes all preceding groups. Opposite the total score in the table of Mental Age Equivalents for Group A is found an estimate of mental age in months. This may be divided by the chronological age in months to find the Intelligence Quotient (IQ). For a chronological age above 16 years (192 months) divide the mental age in months by 192. For careful determination of a mental age the examiner will not stop with Group A but will administer Group B or C. Mental ages, which may be estimated on the basis of any group, have the same meaning as the Stanford-Binet Mental Ages, with which in the case of Groups C, D, and E they correlate 99 per cent in unselected age groups. Such words as: "Explain, I don't understand," may be used to clarify ambiguous responses (but not to elicit a better response after a wrongone has been given), in tests such as 10, 12, 14, 15, 18, 19, 26, 27, 29. Directions may be repeated except in Tests 4, 6, 23, 33, 35, 36, 38. Time limits are imposed in 21, 29, 30, and 38. Observe these strictly. One may be said to have learned to administer the Herring Revision when he can maintain a correlation of 0.97 with the Stanford Revision of the Binet-Simon Tests in unselected age groups (the Stanford should be given first, and the Herring not on the same day), or when he can obtain an average difference of about 4 points in IQ or less between the IQ's of the Stanford and of the Herring (or of two Herring-Binet examinations of the same children by two different examiners on dijfferent days). [Paged-] DIRECTIONS FOR SCORING In most of the tests the several elements are numbered. The score in a test is usually the number of elements correct. In Tests 11, 13, 20, 32, and 38 the score is one-half the number of elements correct. In Test 22 the score is twice the number of elements cor- rect. The methods of scoring are exceptional in Tests 1, 27, 28, 29, and 30. The manner of scoring each test is indicated in the direc- tions for that test. Samples of satisfactory and unsatisfactory answers are found in the Standardized Answers on pages 53 to 56. DIRECTIONS FOR RECORDING Before administering each examination, enter on an Individual Record Card the name of the examinee, grade, sex, and such other data as are called for. Enter the time of beginning and ending the examination in the spaces provided in the lower right-hand corner of the card. Indicate successes and failures in the parentheses by means of plus and minus signs; in Test 1 and similar tests, where more than one point may be given for a single response, record the number of points earned in each case. Enter the score for each test in the column headed "Score." The examiiler should, especially at first, record verbatim the answers to such tests as 1, 10, 14, 15, 18, and 26 in the spaces pro- vided on the back of the card. These responses may be compared later with those in the Standardized Answers. Call a response right or wrong according as it more closely approximates in value a response there listed as right or one listed as wrong. To find the total score in any group, add the scores of the tests constituting that group, by columns, and add the columns. Record the total score in the space provided. The mental age equivalent may then be found in the appropriate table of mental age equivalents. Enter the mental age and chronological age in months in the parentheses below the name. Divide the MA by the CA (never using over 192 months as CA) and record the IQ. [Page 6 '\ Test 1. Interpretation of Pictures "What is this picture about?" Repeat the question each time if necessary. If there is no response, or if the response is unsatisfactory, say, "Tell me what you see in this picture." Score: Credit for each picture 1, 2, or 3 points according to the nature of the response, as follows. Credit 1 point if examinee enumerates merely, 2 points if any part of the response is clearly on the descriptive level, 3 points if any part of the response is clearly on the level of interpretation. {See Standardized Answers.) Score: Sum of points credited in four pictures. Maximum score: 12. \_Page7-\ I Page 9] iPagein [Page 13 -[ I Page 1 5 '\ — — 9S 8 2 •11 — — 91 L S I •0 — — 9 9 f 9 £ f •/ -99111,66 6 '9 £^lf£^9f 8 'V — — ^8 91 8 f •0 — — OS 08 0^ '9 9 Z- 8 6 Test 2. Number Series Completion "In the first row of ntimbers tell me what two numbers should come next, — here and here. Go ahead." "The next row." Etc. See Key, 'page 19. Score: Number of rows correctly completed. Maximum score: 8. [Page 161 plOD aq:^ pu^ ss9udra^p aq:^ jo asn^oaq sp[oo :jq§nBD suosjad A%^^ :^sb9[ :^y •p9UAiOjp 9J9Ai suos -J9d u99:^jno^ -898110^ 9q:^ jo Amsm p9J9:^u9 pu^ s:^99j:^s 9q:^ p9J9AO0 j9:^^Ai 9qj^ -umoc^ |pras ts jis^u S5[U^q S^ P9MOUJ9AO J9AIJ 9§J^^ 18 J9:^mAi C^SBq^ Test 3. Reproduction of Thought 1. Last winter 7. Fourteen persons 2. a large river 8. were drowned. 3. overflowed its banks Q^ At least 4. near a small town. 10. fifty persons 5. The water covered the 11. caught colds -Streets 12. because of the damp- 6. and entered many of ness the houses. 13. and the cold weather. "Read this to yourself. Then begin at the beginning and tell me everything you have read." • If necessary, say, after the examinee has read the selection, "Tell me everything you have read." In all tests entitled "Reproduction of Thought," if the important idea of a num- bered passage is reproduced, credit that passage even though the language is changed. In elements 7 and 10, the numbers fourteen and fifty must be exactly reproduced. Score: Number of elements credited. Maximum score: 13. [Page 17] Test 4. Digits Backward "I am going to read some mmibers. When I am throxigh say thfc numbers backward. If I say 9, 2, you say 2, 9. Do you understand?" Read the digits at the rate of one digit per second. Repeat no series. (2) 2,8 6,9 4,3 (3) I, 9, 4 3, I, 8 6, 8, 5 (4) 5, 4, I, 7 4, 8, 2, 7 2, 5, 3, 8 (5) 4, 5, 8, 3, 6 3, 7, 2, 9, 4 3, 6, 2, 9, 7 (6) 3, 6, 9, 8, 4, I 4, 7, 2, I, 8, 3 6, 4, I, 5, 2, 7 C^) 5, 3, 9, 6, 2, 8, 4 3, 6, I, 4, 7, 2, 5 5,3,9,4, 1,8,6 (8) 6, I, 4, 2, 3, 7, 8, 5 3, 8, 7, 4, 2, 6, 5, I 7, 2, 6, 8, 4, 3, 7, I (9) 7, 2, 5, 3, 4, 8, 9, 6, 8 4, 9, 8, 5, 3, 7, 6, 2, 5 6, 1,5,7,4,2,8,3,9 On each level there are three series of digits. Give only as many series on each level as are necessary to get one correct repetition. Stop with the first level on which no series is correctly repeated. Score: Number of digits in longest successful series. Maximum score: 9. [Page 181 M ENTAL Age Equivalents for Group A POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. 5 74 12 87 19 Ill 26 149 33 192 6 75 13 90 20 115 27 155 34 198 7 77 14 93 21 120 28 160 35 204 8 78 15 96 22 125 29 166 36 210 9 80 16 100 23 131 30 172 37 216 10 82 17 103 24 137 31 179 38 22-2 11 84 18 106 25 143 32 185 39 228 PROCEDURE FOR GROUP B Group B consists of Group A and nine additional tests. It has a higher correlation with intelligence than Group A, and^ requires but httle more time. The examinee's score in Group A is a very reliable index of his performance in some of the tests of Group B. The following table tells what tests of Group B are to be credited but not given: Score in Group A 10 to 15 16 to 19 20 to 25 26 to 41 42 Credit in full but Total credit for do not give Tests: these tests 5, 6 5, 6, 7 5, 6, 7, 8 5, 6, 7, 8, 9 5, 6, 7, 8, 9, 10 7 10 14 17 If the examinee scores 5 points or less in Group A, omit and do not credit Tests 12 and 13. If the examinee scores 22 points or less in Group A, omit and do not credit Test 13. Key for Test 2 a. 5, 4 e. 5, 3 h. 10, /. 7, 6 or 4, 9 c. 64, 128 g. 31, 63 d. 0,1 h. 80,242 [Page 1 9'] Test 5. Parts of Body 1. **Show me your knee. Put your hand on your knee." 2. "Show me your fingers. Put one of your fingers here." 3. "Show me your ear. Put your hand on your ear." 4. "Show me your foot. Put your hand on your foot." If two or three repetitions of the instructions do not bring a response, point to the child's shoulder and say, "Is this your knee?" If no response is made, the score for this element is zero. If a negative response is made, say, "Show me your knee." Score: Number of correcf responses. Maximum score: I^. Test 6. Repetition of Syllables "Can you say 'Mother' ?" "Now say 'Nice kitty.' " 1. "Now say 'I want some bread and butter.* " 2. "Now say 'In winter it is cold.' " 3. "Now say 'We go to bed at night.' " These sentences should be read by the examiner at the rate of 3 words per second. (This same rate is used in similar tests which follow.) Items "Mother" and "Nice kitty" are for practice only. Score only the three numbered sentences. Each sentence must be repeated verbatim to receive credit. Score: Number of sentences repeated without alteration of wording. Maximum score: 3. [ Page 20 ] A Test 7. Size Comparisons "See these squares? Which one is bigger?" Or, "Put your finger on the biggest one." Or, "Show me the big one." If the child does not respond, say, "Show me which square is the biggest." Similarly with triangles and circles. Always cover the figures not yet shown with a sheet of opaque paper. A sheet of celluloid placed over the page will protect the figures from finger marks. Such a sheet should be used from the first, since a slight smudge or wear from erasing may suggest either a correct or an incorrect response. Score: Number of comparisons correctly made. Maximum score: 3. [Page 21 1 Test 8. ^Esthetic Discrimination "Which is prettier?" Lay a sheet of celluloid over the page, begin with the pair at the top of the page, nearest the examinee, and hold a sheet of opaque paper over those pairs not yet shown, and if necessary over all but the one pair in use. Score: Number of comparisons correctly made. Maximum score: If-. [ Page 22 ] I Page 231 Test 9. Naming Colors "What is the name of this color?" Point to the colors in the order as above, beginning with black. Score: Number of correct responses. Maximum score: 3. Test 10. Problematic Situations "What's the thing for you to do: "When you are lost and cannot find the way home?" "If your lessons at school are too hard for you?" "If the storekeeper does not have the things your mother sent you to buy?" "If you have nothing to eat and nobody will give you food or money?" "When you have failed in something you would like to do?" "Why can you not tell how good a man is by looking at his clothes?" If necessary, say, "Explain, I don't quite imderstand." Score: Number of elements credited. Maximum score: 6. [PageMl am^u J9JJ '5[0og s^J9i{q^^j jaq jo daaqs aq:^ J^^p 5[oo^ o:j. s^M :^i i[iom. asoqM '^jt§ 9]^::^u9^ pu^ poo§ ■B *J9:^q§n^p Ji9q:|. :;^s 9J9q:^ S9qDu^jq s^ J9pu]^ •99j:^ :}nuqo99q 9Snq 18 stsas. :^uojj ui ':^s9joj ts s^a\. :ji pmqaq t^^ods qi^u^s^9^d ts ui sem 9raoq Ji^qx •9jm siq pu^ J9inj^j jood i8 p9AT][ 9J9qq. 90u^j^ UI J9AIJ "B JO S5[u^q 9q:^ uo 9§^:^^09 ^l\m ^ uj Test 11. Reproduction of Thought 1. In a little cottage 9. in front 2. on the banks of a river 10. was a huge beechnut tree. 3. in France 11. Under its branches 4. there lived a poor farmer 12. there sat their daughter, 5. and his wife. 13. a good and gentle girl, 6. Their home was in a pleas- 14. whose work it was ant spot; 15. to look after the sheep 7. behind it 16. of her father's flock. 8. was a forest; 17. Her name was Alice. "Read this to yourself. Then begin at the beginning and tell me everjrthing you have read." Credit each numbered passage of which the important thought is reproduced. Score: Number of elements credited, divided by 2. If this is a mixed number, give the next higher whole number. Maximum score: 9. Test 12. Definition of Abstract Words "What does mean? What is ?" 1. obedience 2. hope 3. pride 4. culture 5. hostility 6. severity 7. prejudice If the reply is ambiguous, say, "I don't tmderstand. Please explain what you mean." Score: Number of elements credited. o Maximum score: 7. [ Page 25 ] •sdBj:^s:^ooq siq Xq jps -mii{ :^jT{ o:^ aoiAp^ s^ ^IR^J ^^ 9J^ *ranijqqmba siq sqjnc^sip pu^ uiit[ sa|qnoj:^ :|.^q:^ AJnog -jip 9nios JO 90U9iJ9dxa umo siq m 90U9q^STX9 9qq. JO 9Ai:^D9ds9JJi '^[uiq:^ o:|. (dn-uMOjS is o:^ jo) pfiqa ^ 0:1^ Sp9dd^ pj9U93 -^Ji S95[OA9 pUB SUOISE09O ipiqM ogi09ds §UTq:^9mos si 9J9qx 4/S9jdiouijd pj9U9§„ uo :jsnC jnooo :^ou s9op :^i f uo^snquioD sno9u^:^uods jo 9S^o ^ :jou si §m:^mqj^ •:jqnop .10 'uoisnjuoo 'i^:^tx9|dj9d 9raos si §ui5[uiq:^ jo uiStJO 9q:^ :^^qq. Sui^C^s ^q 9:^^{n:^td^D9j Aism^ji^ Test 13. Reproduction of Thought "Read this to yourself. Then begin at the beginning and tell me everything you have read." 1. We may recapitulate 8. General appeals to a child 2. by saying that the origin of 9. (or to a grown-up) ^ thinking 10. to think 3. IS some perplexity, contusion, ^ ^ . . • » i or doubt 11. irrespective ot the existence in 4. Thinking is not a case of spon- ^^^ ^^^ experience of some taneous combustion; difficulty that troubles him 5. it does not occur just on "gen- ^^d disturbs his equilib- eral principles." rium, 6. There is something specific 12. are as futile as advice to lift 7. which occasions and evokes it. himself by his bootstraps. If the examiner feels that the examinee can still reproduce more, he may say, "And what else?" Mere verbal repetition which is evidently unaccompanied by understanding is not to be credited. This may be tested by saying, "I do not understand what you mean. Explain what you mean." Credit irrespective of order. Score: Number of elements credited, divided by 2. Maximum score: 6. [ Page 26 ] The examinee's score in Group B is the sum of his scores in Tests 1 to 13, and hence includes those of Group A. Mental Age Equivalents for Gkoup B POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. 10 67 25 77 40 98 55 130 70 173 11 67 26 78 41 100 56 133 71 176 12 68 . 27 79 42 102 57 135 72 179 13 68 28 80 43 103 58 138 73 182 14 69 29 81 44 105 59 140 74 185 15 69 30 82 45 107 60 143 75 188 16 70 31 84 46 109 61 146 76 191 17 70 32 85 47 111 62 149 77 194 18 71 33 87 48 113 63 152 78 197 19 72 34 88 49 115 64 155 79 200 20 73 35 90 50 118 65 158 80 203 21 74 36 91 51 120 66 161 81 206 22 74 37 93 52 123 67 164 82 207 23 75 38 95 53 125 68 167 83 212 24 76 39 96 54 128 69 170 84 215 PROCEDURE FOR GROUP C Score in Credit in full but Group A do not give Tests: 30 to 31 14 32 to 37 14, 15, 16 38 to 42 14, 15, 16, 17, 18 Total credit for these tests 5 17 27 Score in Group A to 5 6 to 9 10 to 21 Do not give or credit Tests: 19, 20, 21, 22 20, 21, 22 22 lPage27'\ Test 14. Problematic Situations 1. "A little boy is coming into his home crying, and holding an empty paper bag with a hole in it. What has happened?" 2. "A man is holding to a big piece of wood in the ocean, many miles from land. What has happened?" 3. "A Httle boy is going home. The sun is shining and water is dripping from his cap, hair, and clothes. What has happened?" 4. "A little girl is crying. Her hands are muddy and have long, fresh scratches. Her nose, mouth, and chin are muddy, too. What has happened?" 5. "A big crowd has gathered around two automobiles on a busy street. The drivers are talking together and writing something. What has happened?" •No introductory statement is needed. Repeat if necessary. Score: Number of elements credited. Maximum score: 5. [Page 28 '\ Test 15. Absurdities "Tell me what is foolish about this" : 1. "A man said : 'All the money I have is five dollars. I am going to buy a house for my family and pay for it at once.' What is foolish about that?" 2. "A woman said: 'I shall have five friends at the dinner table tonight.' So she prepared the dinner table with four plates and four chairs. What is foolish about that?" 3. "A man said: 'I am going to ride in the street car. I must take one hundred dollars to pay the car fare.' What is foolish about that?" 4. "A man said: *A thief is coming tonight to steal my money from my strongbox, so I will stay all night in my neighbor's house.* What is fooUsh about that?" 5. "A ct)mmander of a thousand men said: 'I am expecting one man, named Smith, to attack my camp tomorrow at noon. I must bring another thousand men to my camp to defend it.' What is foolish about that?" 6. "A man had only twenty-five cents. He spent fifty cents for dinner, five dollars for a new hat, and had one dollar left. What is foolish about that?" 7. "One man and two men are ten men. What is foolish about that?" 8. "A man was working by the light of ten strong electric lights. He said : 'I cannot see well enough. There is not enough Hght. I must take away these ten electric lights and bring in my candle.' What is foolish about that?" Score: Number of elements credited. Maximum score: 8. [Page 29^ Test 16. Sentence Building "Make a sentence using the three words, , , and ." 1. hen egg day 2. play boys fun 3. money doll children 4. ball happy play If a child asks, say, "You may use other words, too." Give credit only if there are no more than two independent clauses. Score: Number of responses credited. Maximum score: 4- Test 17. Rhymes "Tell me a word that rhymes with ." 1. ball 2. map 3. bad 4. rim If needed add, "A rhyme is a word that ends with the same sound as another word. Cat, rat, bat, rhyme together." Score: Number of words for which a rhyme is given. Maximum score: ^. [ Page 30 ] Test 18. Similarities "In what way are alike?" 1. "a wheel, a penny, and the 4. "a star, the sun, and the moon." moon." 2. "a sling, a gun, and a pistol." 5. "a cloud, steam, and ice." 3. "ink, a pencil, and a pen." 6. "a stone, a nail, and a cannon." Explain the meaning of any words about which the exam- inee inquires upon his own initiative, and of no others. To "They are not alike," say, *'Yes, they are alike m some way. Tell me how they are alike." Score: Number of elements credited. Maximum score: 6. Test 19. Proverbs "A proverb tells some well-known truth. Here is a proverb: 'Every path has its puddle.' What does that mean?" If the child fails, explain: "That means that no matter what we try to do, we are apt to find something hard or impleasant in it." ''Here is another proverb": Read the proverb. "What does that mean?" 1. "Paddle your own canoe." 2. "The burnt child dreads the fire." 3. "Do not cry over spilt milk." 4. "Rome was not built in a day." 5. "Don't shout until you are out of the woods." (Pronounce "burnt," "spilt," "paddle," and "puddle" dis- tinctly.) If instead of an abstract reply another vahd con- crete illustration is given, credit. Literal interpretations are not accepted. If the examinee asks for the meaning of a word, give it. Score: Number of elements credited. Maximum score: 5. [ Page 31 ] •p[Oi[9q o; 9jaq:^ SI qsnq aq:^ ^R ^^ ^^ P^^ '^^^ ^^*^9 ^H^ -^^J §im:^ jagj^t E *pa9S aq:^ joj pa:^n:^i:^sqns si oSu^in aq:^ jo Biax^ y •uoT:^n:tT:isqns pu^q-jo-:tq§ia[s JO aoaid 'b iC^ajain si c^j -sc^unoa :^^qq. oqM :|nq :jEqAi :^ou si :^t aiS^ra ui *jaqraaraaj 'jo^ -iCiapnja saraic^amos pu^ XyjaAap saniTqaiuos — aajq^ oSu^ra aq:^ jo 5[aij:i. aqq. suijojjad ^ipuj ui ji:^t?j ^laAg; Test 20. Reproduction of Thought 1. Every fakir 8. It is merely a piece of 2. in India sleight-of-hand substi- 3. performs the trick tution. 4. of the mango tree — 9. A twig of the mango 5. sometimes cleverly 10. is substituted 6. and sometimes crudely. 11. for the seed, 7. For, remember, in magic 12. a larger twig for the it is not what but who first one, that counts. 13. and so on till the bush is there to behold. "Read this to yourself. Then begin at the beginning and tell me everything you have read." Say, if necessary, "And what else?" No credit for mere verbal repetition where content is not evidently understood. Score: Number of elements credited divided by 2. Maximum score: 7. [ Page 32 ] japun Suo^ spui5[ :^s^j 9raos jo b arai:^ pooM ja^^Ai -g SuoT sjnoq Suiddoc^s ua:^ ^[jom oo:^ :jnoq:^TAi o:^ si 'x Test 21. Mixed Sentences "This sentence (pointing) has the words all mixed up so that they do not make any sense. How should the sentence read?" If examinee does not respond in one minute, point to next sentence and repeat, "This sentence," etc. Score: Number of elements credited. Maximum score: 3. I Page 331 •UMop :^q§rej:^s s9|Tin g U9i{| *:js9Mq:^jou S9|iin g U9i[:^ *4S^9q:^nos S9|iin g U9q:|. ':js^9i[:^jou S9|ini g U9t[:^ '9UB[djre TTB ui dn :^qgi«j:^s S9[iin g :^U9Ai j ^sjij^ ^p^^lTS^S J 9J9i:[Ai niOJJ J ST8AS. JBJ AiOJJ •q:^nos s9[iTn |^ U9q:^ pu^ ':^s^9 S9[iin II U9q4 *:jS9Ai S9|lin 01 ll^^} *q:^nos S9|ira oi p95[pAi j :^sji^ ^•p9q^.re:^s J 9J9qM inojj j s^m jbj mojj •;s^9 5[DO[q X ii9q:^ puB 'i[:^nos 5[DO|q x ugq:^ ':^s^9 S5[DO[q f U9qx *q:^nos s:^oo|q g U9q^ Test 22. Problem Reading "Read this problem to yourself and then tell me the answer." Score: Two points for each correct response. Maximum score: 6. [ Page Sit ] The examinee's score in Group C is the sum of his scores in Tests 1 to 22, inclusive, and hence includes those of Group B. Mental Age Equivalents for Group C POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. 8 65 33 79 58 99 83 132 108 170 9 66 34 80 59 100 84 133 109 172 10 66 35 81 60 101 85 135 110 173 11 67 36 82 61 102 86 136 111 175 12 67 37 83 62 103 87 138 112 176 13 68 38 83 63 104 88 140 113 178 14 68 39 84 64 105 89 141 114 180 15 69 40 85 65 106 90 143 115 181 16 69 41 86 66 107 91 144 116 183 17 70 42 86 67 108 92 146 .117 184 18 70 43 87 68 109 93 147 118 186 19 71 44 88 69 111 94 149 119 187 20 71 45 89 70 112 95 150 120 189 21 72 46 89 71 113 96 152 121 190 22 72 47 90 72 115 97 153 122 192 ' 23 73 48 91 73 116 98 155 123 193 24 74 49 92 74 118 99 157 124 195 25 74 50 93 75 119 100 158 125 197 26 75 51 94 76 121 101 160 126 198 27 75 52 94 77 122 102 161 127 200 28 76 53 95 78 124 103 163 128 201 29 77 54 96 79 125 104 164 129 203 30 77 55 97 80 127 105 166 130 204 31 78 56 97 81 129 106 167 131 206 32 79 57 98 82 130 107 169 132 207 PROCEDURE FOR GROUP D Score in Credit in full but Total credit Group A do not give Tests : for these tests 26 to 31 23 4 32 to 42 23, 24, 25, 26 15 Score in Group A Oto 9 10 to 18 Do not give or credit Tests : 28, 29, 30 29,30 [Page 35] Test 23. Repetition of Syllables "Listen carefully and say after me just the same words that I say. Ready." 1. "We do not go to school every month of the year." 2. "In winter, boys and girls like to make snowballs." 3. "It takes a very long time to learn to add numbers." 4. "Water freezes in winter, and ice melts in summer." Score: Number of sentences repeated without alteration of wording. Maximum score: 4* Test 24. Following Directions Place a sheet of celluloid over the drawings and say: 1. "Put your finger so that it will cover the cross in the small circle." 2. "Now put it just to the left of the small cross in the large circle." 3. "Now put it just to the right of the large cross in the large circle." Give the three directions in order without repetition. Score: Number of elements credited. Maximum score: 3. [Page 36] Key for Test 22 4, 7,2 I Page 37] Test 25. Following Directions Place the celluloid over the drawings and say: "Put one finger so it will be : 1. In the diamond and in the oval at the same tune, but not in the rectangle." "Now put it so it will be : 2. In the rectangle, but not in the diamond or oval." 3. In the diamond, but not in the oval or rectangle." 4. In the rectangle, in the oval, and in the diamond, all at the same time." If the examinee shows initiative by asking which is the diamond, etc., he is told. If not, he is allowed to fail. Give each direction without repetition. A finger placed upon the periphery of a figure is counted in the figure. Score: Number of elements credited. Maximum score: Jf.. [ Page 38 ] Test 26. Similarities "In what way are alike?" 1. "A baseball and an orange?" 2. "Wood and paper?" 3. "Rain and milk?" 4. "A bed and a chair?" If necessary, say: "No; tell me in what way and are alike." Score: Number of elements credited. Maximum score: 4' [Page 391 •i^oquiBJ TB JO pus ^\j[\ Suiqonoj^ •:j9u T8 m puiAV 9q:^ guiqD:^^^ 'Aip ^9s 9L[:^ §iii:^[uijQ Test 27. Generalization "These four sayings all have just the same meaning. What is that meaning?" (May be read to examinee who cannot read them himself. Be sure examinee reads all four before responding.) Score: 5 points for a satisfactory answer, none for an unsatis- factory answer. Maximum score: 5. [ Page 40 ] :9q pu^ suop pu^ 'dnjji:^s aqq^ oq^ Su^jds j„ Test 28. Comprehension "Read these two lines to yourself, and then tell me who is meant by the word *he* at the end of the first line." Score: 3 'points for the correct response, none for an incorrect one. Maximum score: 3. [Page 41 -\ 'W8^DO Qj\\ JO ino:^:^oq 9i[:^ o:^ dojp |[iAi p^a| jo ao9id y •saouno g j9AO si{§i9A\. ss^jq jo qaui oiqiio e ' aouno ub jpq u^q:^ ss9| sqgi9Ai j9:^BAi JO (|njuoods9jq^:^ v :^noq^) qoui DiqriD y •9jppnd B JO rao:^:^oq 9qq. o:^ :>[uis ||iav iCuu9d y •9ZIS 9in^s 9q:^ jo J9:^^Ai jo dno t? SB qonra sb S9ini:^ q^ A[JB9U sqgi9Ai :^snp pjoS 9jnd jo dno y •q.Bog: :^ou ipM s|reu iiojj Test 29. Sentence Completion "All these sentences taken together have one meaning. Read them to yourself and then tell me what words you would put in these 4 blanks to show what that meaning is. You may use just 4 words, one for each blank. Do you understand?" If examinee does not respond satisfactorily within 2 minutes, say: "Tell me what the meaning is." Score: 5 ^points for correctly filling blanks; 3 'points for merely telling meaning; points for failure. Maximum score: 5. [ Page Jf2 ] 9l{:^ 5[uiq; noi^ op U9q^ •uoouj9:^p 9inBs 9i[:t (9Ag o:^ S9;nuira 9Ag) ^a^-A^^ jnoj :^^ p9ddo:is 5[Dop siq pu^ 'Suiujoni 9q:^ |p :^no s^Ai uqof ^/J9qranu ppo u^ ^oni^s ;t 9jns ra^ j pui? 9diio UBq; 9Jora 5[onj:^s :^t ^[uiq:^ j c^nq 's95[oj:^s 9q:^ ;unoD ^^^ pip I •p9jg ung :^sjg 9q:^ 9JOj9q S9;nuiin U9i 'iC^pj9:^S9i: 9>[U;S 5I0Op AUI pjB9l| J,, ipiBS Uqop Test 30. Problem Reading "Read this to yourself. Then answer the question at the end.'' If the examinee does not respond correctly witliin 2 minutes, the score is zero. Score: 5 points for correct response, none for incorrect response. Maximum score: 5. [ Page 43 ] The examinee's score in Group D is the sum of his scores in Tests 1 to 30, inclusive, and hence includes those of Group C. Mental Age Equivalents for Group D POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. 20 70 49 86 78 107 107 138 136 178 21 70 50 87 79 107 108 139 137 179 22 71 51 88 80 108 109 141 138 181 23 71 52 88 81 109 110 142 139 182 24 72 53 89 82 110 111 144 140 184 25 72 54 89 83 111 112 145 141 185 26 73 55 90 84 112 113 147 142 186 27 73 56 91 85 113 114 148 143 188 28 74 57 91 86 114 115 149 144 189 29 75 58 92 87 115 116 ] 151 145 190 30 75 59 92 88 116 117 152 146 192 31 76 60 93 89 117 118 153 147 193 32 76 61 94 90 118 119 155 148 195 33 77 62 94 91 119 120 156 149 196 34 78 63 95 92 120 121 157 150 197 35 78 64 96 93 121 122 159 151 199 36 79 65 96 94 122 123 160 152 200 37 79 66 97 95 123 124 162 153 201 38 80 67 98 96 125 125 163 154 203 39 80 68 99 97 126 126 164 155 204 40 .81 69 100 98 127 127 166 156 205 41 82 . 70 100 99 128 128 167 157 207 42 82 71 101 100 129 129 168 158 208 43 83 72 102 101 130 130 170 159 210 44 83 73 102 102 131 131 171 160 211 45 84 74 103 103 133 132 173 161 212- 46 85 75 104 104 134 133 174 162 214 47 85 76 105 105 135 134 175 163 215 48 86 77 106 106 137 135 177 164 216 PROCEDURE FOR GROUP E Score in Credit in full but Total credit for Group A do not give Tests : these tests 10 to 15 31 5 16 to 29 31, 32 10 30 31, 32, 33 14 Score in Group A 4 to 9 Omit and do not credit Tests 36, 37, 38 [ Page U ] Test 31. Naming Objects Point to each of the objects above and say, "What is this? Tell me what this is." For this test the examiner should procure the following articles : Piece of common white grocer's twine, 6 inches long ; common black coat button; wire hairpin; six-penny wire nail (2 inch); safety pin, 13^ inches long. These objects have been standardized and should conform to the descrip- tion above. It will be found convenient to mount the objects on white cardboard in the manner shown in the drawing above, and paste them into the book just over the drawing. In order to protect the opposite page, the cardboard may be made double length, folded to cover the objects and pasted with the fold at the right. It is probable that if the test is admin- istered by using the pictures instead of the objects the results will be rea- s6nably satisfactory, but this has not been determined. Score: Number of objects properly named. Maximum score: 5. ■[ Page ^.5 ] + u [Page 46 ] Test 32. Form Comparison Have at hand the set of drawings on small pieces of card- board similar to those on the ppposite page. Turn the book sidewise so that the figures are nearest the examinee. Place the circle of the duplicate set on the cross and say, "Show me one like this." Follow with the others, in the order indicated by the num- bers on the back, placing each form on the cross so it will have the same orientation as the corresponding form on the page. If the child does not respond at first, say, "Do you see all these things? Now find me another one just like this." If the first response is an error, say, "No, find one like this." Make no further corrections. In each case the card should be held in place by the examiner so that the subject cannot move it about. Score: Number of forms correctly indicated, divided by 2. If this is a mixed number, give the next higher whole number. Maximum score: 5. [Page 47^ Tests 33. Commissions Material needed: penny, nickel, sheet of paper. "Now I want you to do something for me. First, put this penny on one of the corners of this desk (or table), then take this five-cent piece and put it on that chair; and then put this piece of paper under the penny on the desk (or table). Go ahead." Be sure you have the child's attention, then speak somewhat slowly and impressively. Emphasize the words italicized and pause after each one. Repeat nothing. Score one point for each of the three commissions correctly ex- ecuted, and one point for correct order. Maximum score: 4^. Test 34. News Route Place the diagram found on the Individual Record Card before the examinee so that the arrow points toward his left, and say (indicating houses, doors, and streets when each is first mentioned), "Here are seven houses. Here is one door and here is another door, and all these are doors. Here is a street between these two houses, and here is another street, and all these are streets. Now suppose you have to take a newspaper to every door. I want you to mark out a path to show me just how you would go. Begin at the arrow" (pause, but no longer point), "stop at every door" (pause), "and mark out the shortest path you can. Take the streets in order. Go ahead." Then give the examinee a pencil, placing the point at the arrow. If examinee skips a door, say once only, "You must stop at every door." If the examinee starts to enter a house, say, "No, you must not go into the houses." Spontaneous correction by the examinee is allowed. Score one point for each street correct. A street is correct if the shortest possible path is marked out in it, beginning at either end. See Standardized Ansivers. Maximum score: 6. [PageJ^8'\ Test 35. Digits Forward "I am going to read some numbers. When I am through, say them over just as I do." Read the following digits at the rate of one digit per second. If the child does not respond to the first series, say, "Say 6, 8." On each level there are three series of digits. Give only as many series on each level as necessary to get one correct repetition. Stop with the first level on which no series is correctly repeated. Repeat no series. In reading the digits avoid all rhythm or grouping; merely let the voice fall at the end. (2) 6, 8 2, 9 4, 7 (3) 7, 9, I 2, 5, 8 3, 6, 4 (4) 5, 8, 4, I 3, 9, 6, 5 7, i, 5, 9 (5) 2, I, 6, 4, 8 5, I, 4, 9, 6 8, 9, 2, 5, 7 (6) 2, 8, 5, 7, 3, 6 4, I, 3, 8, 5, 7 I, 6, 4, 7, 9, 2 (7) I, 9, 7, 2, 3, I, 8 7, 6, I, 8, 3, 5, 4 9, 8, 6, I, 2, 9, 7 (8) 2, 8, 9, 5, 7, 3, 6, 8 5, 3, 9, I, 6, 4, 8, 2 8, 6, 3, 9, 2, 5, 7, I (9) 5, 7, 3, I, 7, 9, 4, 2, 5 6, 8, 3, 9, i, 2, 6, 3, 7 9, 6, 8, 2, 1,4,8,3, 5 (10) I, 7, 4, 6, 2, 5, 3, 8, 6, I 3, I, 2, 7, 4, 6, 3, 8, 5, 7 2, 7, 5, 8, 4, I, 7, 2, 4, 9 Score: Number of digits in the longest successful series. Maximum score: 10. Test 36. Repetition of Syllables "Listen carefully and when I am through, saj just the same words that I say. 1. *The brook runs by the house and sings a pleasant song to all who wish to listen.' "Listen again and when I am through, say just the same words I do. 2. 'After eating a good dinner, cats like to lie in the warm sun and sleep by the hour.' 3. 'Girls like to play with dolls more than boys do, but I have a number of boy friends who also like dolls.' " Score: Number of elements credited. Maximum score: 3. . [ Page 49 ] spunod aApAij;^ spunod .u9A9[g[ •sjnoq jpt[-9uo pu^ om:^ 'spunod sui^ 'sjnoq j9:^jBnb-9uo pu^ OAi:^ 'spunod ^qSig; spunod 9Ai^ spunod Jno^ •jnot[ 9UO 'spunod 99jqj^ • jnoq u^ JO sj9:^j^nb-99jq:^ :^s^oj ppoqs :^i?9ui jo spunod omj^ :^s^oj ppiot[s :j^9ui jo punod 9uq Test 37. !Roast "Read this to yourself and then tell me what you would put in each blank." Score: Number of elements correctly completed. Maximum score: 5. [Page 501 H ^ d X K 1 M ' r Test 38. Code "These diagrams contain all the letters of the alphabet. Examine the arrangement of the letters. They go (point), abcdefgh ijklmnopqrstuvwxyz, and there is no letter- here. The letters of each line of each diagram read from left to right, so : a b c, then d e f, then g h i, and then j k 1, and so forth. These lines (point) of this diagram slant this way (point), these lines (point) of this diagram go straight up and down (point), and these lines of this diagram slant so (point). "Now all this represents a code, a secret language. It is like one that was used in the Civil War to send secret messages. This is the way it works. We draw the lines that hold a letter, but leave the letter out. Here is the way we write 'enemy.' (Ilhistrate.) Here is the way we write 'taken.' Did I make any mistakes? (Pause while child examines.) "I want you to write something forme without looking at the code. Remember how the letters go, first (point) abcdefghi, then jklmnopqr, and then stuvwxyz, and no letter here. Don't forget that these lines slant so, these go straight up and down, and these slant so (point)." Take code away and ask subject to write ''push forward'* in the space provided on the Individual Record Card. Watch to see that the subject does not draw designs. Time limit: 5 minutes. Score: Number of letters correctly made, divided by 2. Maximum score: 6. [ Page 51 ] Mental Age Equivalents for Group E POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. POINTS M. A. 7 51 40 71 73 88 106 113 139 145 172 186 8 52 41 71 74 89 107 114 140 146 173 187 9 53 42 72 75 90 108 114 141 147 174 188 10 53 43 72 76 90 109 115 142 149 175 189 n 54 44 73 77 91 110 116 143 150 176 191 12 55 45 73 78 91 111 117 144 151 177 192 13 50 46 74 79 92 112 lis 145 152 178 193 14 56 47 74 80 93 113 119 146 154 179 194 15 57 48 75 81 93 114 120 147 155 180 196 16 58 49 75 82 94 115 121 148 156 181 197 17 59 50 76 83 95 116 121 149 157 182 198 18 59 51 76 84 96 117 122 150 159 183 199 19 60 52 77 85 96 118 123 151 160 184 201 20 61 53 77 86 97 119 124 152 161 185 202 21 61 54 78 87 98 120 125 153 162 186 203 22 62 55 78 88 98 121 126 154 164 187 204 23 62 56 79 89 99 122 127 155 165 188 205 24 63 57 79 90 100 123 128 156 166 189 207 25 63 58 80 91 101 124 129 157 167 190 208 26 64 59 80 92 101 125 130 158 168 191 209 27 64 60 81 93 102 126 131 159 170 192 210 28 65 61 81 94 103 127 132 160 171 193 212 29 65 62 82 95 104 128 133 161 172 194 213 30 66 63 82 96 105 129 134 162 173 195 214 31 66 64 83 97 105 130 135 163 175 196 215 32 67 65 83 98 106 131 136 164 176 197 217 33 67 66 84 99 107 132 137 165 177 198 218 34 68 67 85 100 108 133 138 166 178 199 219 35 68 68 85 101 109 134 139 167 180 200 220 36 69 69 86 102 109 135 140 168 181 201 222 37 69 70 86 103 110 136 141 169 182 202 223 38 70 71 87 104 111 137 143 170 183 203 224 39 70 72 88 105 112 138 144 171 184 204 225 [ Page 52 ] STANDARDIZED AIMSWERS ^ a, credit b, no credit 1:1 a (3) Fishing. A boy has been fishing and he's coming home in the rain. His mother is waiting for him; he's been fishing. a (2) There's a boy carrying a fishpole and two fish; his mother is waiting for him in the door. It's raining; the man is out in it and there's a woman at the door. A boy carrying a fishpole and two fish, a (1) There's a boy and a woman and it's raining. A woman and a boy and a fish and some rain. A woman and a boy. 1:2 a (3) An accident. A man is carrying a sick girl in to her mother. She fell asleep and he's bringing her into the house. It's a hospital; the girl has been hurt and the man is bringing her in. a (2) A woman, a man, and a girl; the man is carrying the girl. a (1) There's a house and a man and a woman and a girl. A man and a woman and a girl. 1:3 a (3) A girl applying for work. She's asking for a job. She's asking to use the telephone. a (2) An oflBce. A library. A store with a woman behind the counter; there's a man there too. a (1) A man, a woman, and another man, and two telephones. I see two women and a man, some books and shelves and a cupboard. Two women and a man. 1:4 a (3j A woman is telephoning, and she's so excited she's spilling what she was cooking. a (2) A woman is talking over the telephone and spilling something at the same time. a (1) There's a woman and a stove, and a telephone, and a pan, and a table. A woman and a telephone and a stove. 2 See page 19. 3: Credit reproduction of the thought regardless of the words used. Do not credit for the memories in which numbers appear, unless the numbers are exactly re- produced. Score is the number of memories correctly reproduced. 6: Credit only when syllables are repeated exactly as read. 10:1 a Ask somebody. Look at the sun. Look at the stars. Use a compass. (Credit last three only when examinee can explain.) b Go the direction you came from. Wait for somebody to find you. Don't cry. 10:2 a Go to the next grade below. Talk with the teacher about it. Go to summer school. b Study harder. Get the teacher to do it. Go back and get help. 10:3 a Find out why you failed. Make better plans next time. Try again. 10 : 4 a Go to another store. Get something else. Go home and tell your mother and find out what to do. (Credit last two only if child gives some explanation which shows that answer given actually would be the best thing to do under the conditions with which the child is familiar.) b Go back home without them. Don't get anything. 10 : 5 a Go to work. Earn some money. b Die. Borrow. Ask some one. Drink water. Ask your mother. ^ This is not intended to be a complete list of the possible or probable answers. It is to serve as a guide to the examiner, to enable him to judge answers more nearly as do the other examiners using this examination. A response is to be scored as the one most nearly equal to it in value is scored. [ Page 53 ] 10:0 a Lots of good men sometimes wear poor clothes. A man may be too poor to wear good clothes, and still be a good man. b Rich men sometimes wear old clothes. 12 : 1 a Mind. Obey when some one asks you to do something. Do as you're told. b Be good. 12:2 a You wish for something. You expect something. Hoping for something to come. b Hoping. You hope for something. 12:3 a Stuck up. You think other people are common. To take pride in something and do it very carefully and well. 12:4 a Cultivating land. You've got a good education. 12:5 a You don't like a person and you try to hurt them. b You don't like some one. 12 :G a Harshness. To be mean to some one. 12 : 7 a Unfounded dislike. You don't like them and you don't know anything about them. 14: 1 a Bag busted. He lost some stuff. The bag burst. He was carrying something wet and it made a hole in the bag and he lost it. b A hole got in the bag. 14:2 a The boat sunk. Shipwreck. Fell overboard. The boat upset. b He was trying to build a bridge. He was dro^^'ned. He saw the log and went out after it. 14:3 a Fell in a lake. Fell in the water. Somebody sprinkled him. He was caught in a sunshower. b It was a hot day. It rained. He fell down. He was drowned. He was sweating. 14:4 a She fell in the mud. b Played in the mud and the cat scratched her. She fell through a barbed-wire fence into the mud. 14:5 a Car broke. Accident. Wreck. Collision. They ran into each other. b Somebody is making a speech. 15:1 . a He couldn't buy a house for five dollars. He didn't have enough money. b I don't see why he'd pay for it at once. 15:2 a Not enough places. She lacked one place. b She only thought she was going to have five people. 15:3 a He took too much money. Didn't need that much. Doesn't cost that much to ride on the street car. b He might lose the money. He must have been going a long way if it took one . hundred dollars. 15:4 a He ought to stay home and take care of his money. Why didn't he take his money with him so the thief couldn't get it? The thief could easily get it if he didn't stay home. b How did he know the thief v/as coming? He was afraid the thief would stab him. 15:5 a He didn't need that many men. He had enough men. b How could he get a thousand men at a time? 15:6 a He didn't have that much money. He couldn't spend that much with only a quarter. b He had $2. He must have had them charged. He had more money. 15:7 a There aren't ten men, there are three men. You can't get ten men out of three men . b There must have been more men. [PageM^ 15:8 a The electric lights would give more light than the candle. b The lights blinded him. 16: a Credit plurals. Do not credit "played," "playing," "today," "yesterday," etc. 17: a Credit "doll" as a rhyme for "ball." 18:1 a All round. 18:2 a All shoot. All are weapons. b All long. 18:3 a You can write with all of them. b All black. All are long, like a pencil. 18:4 a All shine. All in the sky. All bright. All are planets. b All round. 18:5 a All water. All vapor. b All white. 18:6 a All hard. b You can hurt people with all of them. All heavy. 19:1 a Be independent. Do things for yourself. Tend to your own business. b When you're in a canoe, paddle it yourself. 19:2 a If something hurts you once, you're afraid of it afterward. b After he's been hurt he doesn't want to play with fire again. 19: 3 a Make the best of it and don't cry. Don't worry about it, because you can't help it. b Don't cry before you're hurt. Somebody will wipe it up. 19:4 a You can't do anything big in a hurry. Some things aren't easy. Don't do things hurriedly. b Took a long time to do it. You can't build a house or anything in a day. 19:5 a Don't brag till you've succeeded. b Don't play till your work is done. You'll draw wild creatures near you. You'll scare the birds. 21 : a Not one word may be used twice or omitted. 22: a 1. Four blocks. 2. Seven miles. 3. Three miles. 26:1 a Both round. Same shape. 26: 2 a Both burn. The pulp of a tree is made into paper. (Credit last if child can explain that this implies that wood and paper are alike by saying, "They are made of the same thing" or other explanation equally appropriate.) b Both are white. Both are flat. You can write on both. 26:3 a Both wet. Both liquid. Both run. b You can drink both. 26 : 4 a Both articles of furniture. You can sit on both. Both have four legs. b You can lie on both. 27: a Impossibilities. You can't do any of them. 28: a Dirk. This one (pointing to Dirk). b Joris. Another man. The horse. 29: a (5) Many metals (things, objects) are heavier than water. Many metals are able to sink. Many things are apt to sink. a (3) Some things are heavy and will sink. Some things will not float. 30: a Ten minutes after three. [Page 552 31: a String, twine, cord, rope. 34: a Credit one point for each street which the examinee has marked as shown in this diagram. Score each street separately. Credit if examinee has marked out the shortest path from the direction from which, he entered. Street 2 is correct only if not entered. ^^^S 37: 38: a>^hr. 1)4 ^rs. Ij^hrs. 3 hrs. 3>< hrs. VZ7J \^/^^L i Page 56 "i LIBRARY OF CONGRESS llPilll iii'iiniiiiiiiiiiiiiiiiiipi 021 337 951 3