Anomalies of make-up may be either temperamental or intellectual. For a more accurate study of the latter a system of tests has been devised by Binet and Simon, constituting a measuring scale of intelligence. These tests have been applied to normal children of various ages and have thus been standardized, so that it is now possible by means of them to estimate the degree of mental development of any subject in terms of the age at which such development corresponds to the normal average. The authors of these tests have taken special pains to eliminate the disturbing influence of education, having made it their aim to devise a measure of natural mental capacity and not of degree of training. The tests are here described partly as published in the memoir of Binet and Simon and partly as adapted for English speaking subjects by Goddard and by Whipple.1 In applying these tests to cases of insanity one must guard against mistaking temporary disability of acute psychotic conditions or acquired disability of states of dementia for inferiority of original mental endowment. In the presence of acute psychotic manifestations these tests are not to be applied, but one should rather wait until such manifestations have subsided and the patient is sufficiently composed to give full coöperation. 1 Binet and Simon. Le développement de l'intelligence chez les enfants. L'Année psychol., Vol. XIV, 1908. (English translation by Clara H. Town. Lincoln, Ill., 1913.) — H. H. Goddard. A Measuring Scale of Intelligence. The Training School, Jan., 1910. G. M. Whipple. Manual of Mental and Physical Tests. First edition. Baltimore, 1910. CHILDREN OF THREE YEARS. 1. Where is your nose? Your eyes? Your mouth? These questions test comprehension of language and can be answered by gestures. 2. Repetition of sentences. Papa. (2 syllables.) Slipper. Letter. (4 syllables.) It is cold and snowing. (6 syllables.) (10 syllables.) I have a dog; he's a fine one. (8 syllables.) Let's all go for a walk to-day. Please give me that big hat to Poor Helen has just torn her new dress. She will surely feel sorry for that. (18 syllables.) Why should any one want to do injury to such beautiful creatures as birds? (20 syllables.) We expect to have a great time at the seashore, digging in the white beach sand all day long. (22 syllables.) When the train crosses the road the engineer will blow the whistle and the fireman will ring the bell. (24 syllables.) My young brother Frank had a fine time on his vacation this summer; he went fishing almost every day. (26 syllables.) To start a fire in the open is one of those tricks that everyone thinks he can perform until he tries it. (28 syllables.) He sinks the net in the water and waits until he can see the fish distinctly, lying perfectly still and within reach. (30 syllables.) The average child of three years will repeat a sentence of six syllables but not of ten. At six years all children can repeat a sentence of sixteen syllables. At twelve a child should be able to repeat a sentence of twentysix syllables. The test is passed only when the sentences are repeated without a single error. 3. Repetition of figures: 3, 7; 6, 4. As a rule, a child of three years cannot repeat more than two figures. 4. Description of pictures.1 (Figs. 3, 4, and 5.) 1 Goddard recommends a special set of eight pictures because it is a larger series, because the subjects represented are better adapted to a child's intelligence, and because they are colored. Sets of these pictures may be obtained through the Training School at Vineland, N. J. What do you see there? At least three different types of responses are obtained, characteristic of different degrees of mental development. A child of three merely enumerates objects represented in the picture. A child of seven describes objects and action: "A man and a little boy drawing a cart." A child of twelve interprets: "A poor man moving his furniture." "These are some unfortunates who have no place to sleep." This is a prisoner." 5. What is your name? Children of three years know their given name; they do not always know their family name. CHILDREN OF FOUR YEARS. 6. Are you a little boy or a little girl? Children of three years often answer incorrectly, those of four years always answer correctly. 7. Naming familiar objects. What is this? (Key.) And this? (Knife.) And this? (Penny.) 8. Repetition of three figures: 7, 2, 9. 9. Comparison of two lines: Which line is longer? Draw two lines, parallel to each other, 5 and 6 cm. long respectively, 3 cm. apart. Hesitation is failure in the test. CHILDREN OF FIVE YEARS. 10. Comparison of weights: Which is heavier? Use weighted blocks of wood of equal size and appearance. Comparison is between 3 gms. and 12 gms. and between 6 gms. and 15 gms. If necessary the child may be assisted by the suggestion to take up the weights in the hands, but must not be shown how to handle and compare the weights. 11. Copying a square. One draws a square of 3 or 4 cm. and the child is asked to |