summaryrefslogtreecommitdiff
path: root/34307-h/34307-h.htm
blob: 464904ceb0922c55b691ad14cbc017ad2487a3b9 (plain) 
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
1051
1052
1053
1054
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
1068
1069
1070
1071
1072
1073
1074
1075
1076
1077
1078
1079
1080
1081
1082
1083
1084
1085
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097
1098
1099
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1112
1113
1114
1115
1116
1117
1118
1119
1120
1121
1122
1123
1124
1125
1126
1127
1128
1129
1130
1131
1132
1133
1134
1135
1136
1137
1138
1139
1140
1141
1142
1143
1144
1145
1146
1147
1148
1149
1150
1151
1152
1153
1154
1155
1156
1157
1158
1159
1160
1161
1162
1163
1164
1165
1166
1167
1168
1169
1170
1171
1172
1173
1174
1175
1176
1177
1178
1179
1180
1181
1182
1183
1184
1185
1186
1187
1188
1189
1190
1191
1192
1193
1194
1195
1196
1197
1198
1199
1200
1201
1202
1203
1204
1205
1206
1207
1208
1209
1210
1211
1212
1213
1214
1215
1216
1217
1218
1219
1220
1221
1222
1223
1224
1225
1226
1227
1228
1229
1230
1231
1232
1233
1234
1235
1236
1237
1238
1239
1240
1241
1242
1243
1244
1245
1246
1247
1248
1249
1250
1251
1252
1253
1254
1255
1256
1257
1258
1259
1260
1261
1262
1263
1264
1265
1266
1267
1268
1269
1270
1271
1272
1273
1274
1275
1276
1277
1278
1279
1280
1281
1282
1283
1284
1285
1286
1287
1288
1289
1290
1291
1292
1293
1294
1295
1296
1297
1298
1299
1300
1301
1302
1303
1304
1305
1306
1307
1308
1309
1310
1311
1312
1313
1314
1315
1316
1317
1318
1319
1320
1321
1322
1323
1324
1325
1326
1327
1328
1329
1330
1331
1332
1333
1334
1335
1336
1337
1338
1339
1340
1341
1342
1343
1344
1345
1346
1347
1348
1349
1350
1351
1352
1353
1354
1355
1356
1357
1358
1359
1360
1361
1362
1363
1364
1365
1366
1367
1368
1369
1370
1371
1372
1373
1374
1375
1376
1377
1378
1379
1380
1381
1382
1383
1384
1385
1386
1387
1388
1389
1390
1391
1392
1393
1394
1395
1396
1397
1398
1399
1400
1401
1402
1403
1404
1405
1406
1407
1408
1409
1410
1411
1412
1413
1414
1415
1416
1417
1418
1419
1420
1421
1422
1423
1424
1425
1426
1427
1428
1429
1430
1431
1432
1433
1434
1435
1436
1437
1438
1439
1440
1441
1442
1443
1444
1445
1446
1447
1448
1449
1450
1451
1452
1453
1454
1455
1456
1457
1458
1459
1460
1461
1462
1463
1464
1465
1466
1467
1468
1469
1470
1471
1472
1473
1474
1475
1476
1477
1478
1479
1480
1481
1482
1483
1484
1485
1486
1487
1488
1489
1490
1491
1492
1493
1494
1495
1496
1497
1498
1499
1500
1501
1502
1503
1504
1505
1506
1507
1508
1509
1510
1511
1512
1513
1514
1515
1516
1517
1518
1519
1520
1521
1522
1523
1524
1525
1526
1527
1528
1529
1530
1531
1532
1533
1534
1535
1536
1537
1538
1539
1540
1541
1542
1543
1544
1545
1546
1547
1548
1549
1550
1551
1552
1553
1554
1555
1556
1557
1558
1559
1560
1561
1562
1563
1564
1565
1566
1567
1568
1569
1570
1571
1572
1573
1574
1575
1576
1577
1578
1579
1580
1581
1582
1583
1584
1585
1586
1587
1588
1589
1590
1591
1592
1593
1594
1595
1596
1597
1598
1599
1600
1601
1602
1603
1604
1605
1606
1607
1608
1609
1610
1611
1612
1613
1614
1615
1616
1617
1618
1619
1620
1621
1622
1623
1624
1625
1626
1627
1628
1629
1630
1631
1632
1633
1634
1635
1636
1637
1638
1639
1640
1641
1642
1643
1644
1645
1646
1647
1648
1649
1650
1651
1652
1653
1654
1655
1656
1657
1658
1659
1660
1661
1662
1663
1664
1665
1666
1667
1668
1669
1670
1671
1672
1673
1674
1675
1676
1677
1678
1679
1680
1681
1682
1683
1684
1685
1686
1687
1688
1689
1690
1691
1692
1693
1694
1695
1696
1697
1698
1699
1700
1701
1702
1703
1704
1705
1706
1707
1708
1709
1710
1711
1712
1713
1714
1715
1716
1717
1718
1719
1720
1721
1722
1723
1724
1725
1726
1727
1728
1729
1730
1731
1732
1733
1734
1735
1736
1737
1738
1739
1740
1741
1742
1743
1744
1745
1746
1747
1748
1749
1750
1751
1752
1753
1754
1755
1756
1757
1758
1759
1760
1761
1762
1763
1764
1765
1766
1767
1768
1769
1770
1771
1772
1773
1774
1775
1776
1777
1778
1779
1780
1781
1782
1783
1784
1785
1786
1787
1788
1789
1790
1791
1792
1793
1794
1795
1796
1797
1798
1799
1800
1801
1802
1803
1804
1805
1806
1807
1808
1809
1810
1811
1812
1813
1814
1815
1816
1817
1818
1819
1820
1821
1822
1823
1824
1825
1826
1827
1828
1829
1830
1831
1832
1833
1834
1835
1836
1837
1838
1839
1840
1841
1842
1843
1844
1845
1846
1847
1848
1849
1850
1851
1852
1853
1854
1855
1856
1857
1858
1859
1860
1861
1862
1863
1864
1865
1866
1867
1868
1869
1870
1871
1872
1873
1874
1875
1876
1877
1878
1879
1880
1881
1882
1883
1884
1885
1886
1887
1888
1889
1890
1891
1892
1893
1894
1895
1896
1897
1898
1899
1900
1901
1902
1903
1904
1905
1906
1907
1908
1909
1910
1911
1912
1913
1914
1915
1916
1917
1918
1919
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929
1930
1931
1932
1933
1934
1935
1936
1937
1938
1939
1940
1941
1942
1943
1944
1945
1946
1947
1948
1949
1950
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
2025
2026
2027
2028
2029
2030
2031
2032
2033
2034
2035
2036
2037
2038
2039
2040
2041
2042
2043
2044
2045
2046
2047
2048
2049
2050
2051
2052
2053
2054
2055
2056
2057
2058
2059
2060
2061
2062
2063
2064
2065
2066
2067
2068
2069
2070
2071
2072
2073
2074
2075
2076
2077
2078
2079
2080
2081
2082
2083
2084
2085
2086
2087
2088
2089
2090
2091
2092
2093
2094
2095
2096
2097
2098
2099
2100
2101
2102
2103
2104
2105
2106
2107
2108
2109
2110
2111
2112
2113
2114
2115
2116
2117
2118
2119
2120
2121
2122
2123
2124
2125
2126
2127
2128
2129
2130
2131
2132
2133
2134
2135
2136
2137
2138
2139
2140
2141
2142
2143
2144
2145
2146
2147
2148
2149
2150
2151
2152
2153
2154
2155
2156
2157
2158
2159
2160
2161
2162
2163
2164
2165
2166
2167
2168
2169
2170
2171
2172
2173
2174
2175
2176
2177
2178
2179
2180
2181
2182
2183
2184
2185
2186
2187
2188
2189
2190
2191
2192
2193
2194
2195
2196
2197
2198
2199
2200
2201
2202
2203
2204
2205
2206
2207
2208
2209
2210
2211
2212
2213
2214
2215
2216
2217
2218
2219
2220
2221
2222
2223
2224
2225
2226
2227
2228
2229
2230
2231
2232
2233
2234
2235
2236
2237
2238
2239
2240
2241
2242
2243
2244
2245
2246
2247
2248
2249
2250
2251
2252
2253
2254
2255
2256
2257
2258
2259
2260
2261
2262
2263
2264
2265
2266
2267
2268
2269
2270
2271
2272
2273
2274
2275
2276
2277
2278
2279
2280
2281
2282
2283
2284
2285
2286
2287
2288
2289
2290
2291
2292
2293
2294
2295
2296
2297
2298
2299
2300
2301
2302
2303
2304
2305
2306
2307
2308
2309
2310
2311
2312
2313
2314
2315
2316
2317
2318
2319
2320
2321
2322
2323
2324
2325
2326
2327
2328
2329
2330
2331
2332
2333
2334
2335
2336
2337
2338
2339
2340
2341
2342
2343
2344
2345
2346
2347
2348
2349
2350
2351
2352
2353
2354
2355
2356
2357
2358
2359
2360
2361
2362
2363
2364
2365
2366
2367
2368
2369
2370
2371
2372
2373
2374
2375
2376
2377
2378
2379
2380
2381
2382
2383
2384
2385
2386
2387
2388
2389
2390
2391
2392
2393
2394
2395
2396
2397
2398
2399
2400
2401
2402
2403
2404
2405
2406
2407
2408
2409
2410
2411
2412
2413


<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">

<html>
<head>
	<meta http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
	<title>The Project Gutenberg e-Book of Condensed Guide for the Stanford Revision
	of the Binet-Simon Intelligence Tests, by Lewis M. Terman</title>
	<style type="text/css">
		<!--
		body {margin:10%; text-align:justify}
		h1   {text-align:center}
		h2   {text-align:center}
		h3   {text-align:center}
		h4   {text-align:center}		-->
		</style>
</head>

<body>


<pre>

The Project Gutenberg EBook of Condensed Guide for the Stanford Revision
of the Binet-Simon Intelligence Tests, by Lewis Madison Terman

This eBook is for the use of anyone anywhere at no cost and with
almost no restrictions whatsoever.  You may copy it, give it away or
re-use it under the terms of the Project Gutenberg License included
with this eBook or online at www.gutenberg.org


Title: Condensed Guide for the Stanford Revision of the Binet-Simon Intelligence Tests

Author: Lewis Madison Terman

Release Date: November 13, 2010 [EBook #34307]

Language: English

Character set encoding: ISO-8859-1

*** START OF THIS PROJECT GUTENBERG EBOOK CONDENSED GUIDE FOR THE ***




Produced by Ron Swanson





</pre>

<h1>CONDENSED GUIDE</h1>
<h4>FOR</h4>
<h2>THE STANFORD REVISION</h2>
<h4>OF THE</h4>
<h3>BINET-SIMON INTELLIGENCE TESTS</h3>
<br>
<br>
<center>BY</center>

<h4>LEWIS M. TERMAN</h4>

<center><small>PROFESSOR OF EDUCATION STANFORD UNIVERSITY</small></center>
<br>
<br>
<table align="center" border="0" cellspacing="0" cellpadding="6" summary="logo">
	<tr>
		<td width="86">
			<img src="images/logo.jpg" alt="logo">
		</td>
	</tr>
</table>
<br>
<br>
<h4>HOUGHTON MIFFLIN COMPANY</h4>

<center>BOSTON&nbsp;&nbsp;&nbsp;&nbsp;NEW
YORK&nbsp;&nbsp;&nbsp;&nbsp;CHICAGO&nbsp;&nbsp;&nbsp;&nbsp;SAN FRANCISCO<br>

<i>The Riverside Press Cambridge</i></center>
<br>
<br>
<br>
<br>
<center><small>COPYRIGHT, 1920, BY LEWIS M. TERMAN</small></center>
<br>
<center>ALL RIGHTS RESERVED</center>
<br>
<br>
<br>
<br>
<center><small><i>The Riverside Press</i><br>
<br>
CAMBRIDGE &middot; MASSACHUSETTS<br>
<br>
PRINTED IN THE U. S. A.</small></center>
<br>
<br>
<br>
<br>
<h3>PREFACE</h3>
<br>

<p>Since the appearance of the Stanford Revision of the Binet-Simon
Intelligence Scale I have been frequently urged to prepare a
condensed guide which would make the application of the tests easier
and more convenient. I have hesitated somewhat to act upon this
suggestion because I have not wished to encourage the use of the
scale without the supplementary directions and explanations which are
set forth in the original text of the Stanford Revision.<small><small><sup>1</sup></small></small> The
demand has become so insistent, however, that I have decided to heed
it. I have been led to this decision largely by the fact that my
revision is now so generally used by examiners who are sufficiently
experienced to be trusted to follow the correct procedure without the
necessity of constantly consulting the complete text. Those who are
thoroughly familiar with the contents of the latter will find the
<i>Condensed Guide</i> a convenient help. It is impossible, however, to
warn the inexperienced examiner too emphatically against the dangers
inherent in the routine application of mental tests without some
knowledge of their derivation, meaning, and purpose. The necessary
psychological background for the use of the Binet scale I have tried
to supply in <i>The Measurement of Intelligence,</i> and in <i>The
Intelligence of School Children</i> I have explained the practical uses
of mental tests in the grading and classification of school children.
It is only as a supplement to these books that the procedure of the
Stanford Revision is here presented in abbreviated form.</p>

<blockquote><small><small><sup>1</sup></small> Lewis M. Terman: <i>The Measurement of Intelligence</i>.
(Riverside Textbooks in Education.) Houghton Mifflin Company.</small></blockquote>

<p>For the further aid of the experienced examiner a condensed record
blank has also been prepared. Although this is considerably cheaper
than the original Record Booklet and in certain respects perhaps
somewhat more convenient, it is not recommended as a satisfactory
substitute except when used by thoroughly trained examiners.
Beginners, at least, should continue to use the complete Record
Booklet both because of the accuracy of procedure which it fosters
and because of the advantages of having a complete verbatim record of
the responses. Besides being indispensable for the analytical study
of the child's mental processes, the complete record makes possible
the correction of errors in scoring and permits interesting
qualitative comparisons between earlier and later performances by the
same subject. It is believed that only for the veteran examiner, and
perhaps even then only in special cases, are these advantages
outweighed by the lower cost of the abbreviated blank.</p>

<p>The labor of preparing this <i>Guide</i> was made considerably lighter
than it would otherwise have been by the fact that a similar guide
had been prepared in the Office of the Surgeon-General for use in the
army. I am greatly indebted to Dr. J. W. Bridges and to Major H. C.
Bingham for assistance in the preparation of the latter. Their
careful work has saved me many hours and has doubtless made the
<i>Condensed Guide</i> more accurate and serviceable than it could
otherwise have been.</p>

<div align="right">L<small>EWIS</small> M. T<small>ERMAN</small>&nbsp;&nbsp;&nbsp;&nbsp;</div>

<small>&nbsp;&nbsp;&nbsp;&nbsp;<i>Stanford University, March 31, 1920</i></small>
<br>
<br>
<br>
<br>
<h3>GENERAL DIRECTIONS</h3>
<br>

<p>General directions for the use of the Stanford Revision have been
fully set forth in chapter <small>VIII</small> of <i>The Measurement of Intelligence</i>.
As this guide is only a handbook of procedure for the tests
themselves, I shall not here undertake either to summarize that
chapter or to add to it. I trust it may safely be assumed that no
responsible person will attempt to apply the tests who is not
familiar with the book which explains them and presents the general
considerations which should govern their use.</p>

<p>However, extended observation of the difficulties which students and
teachers encounter in learning to use the Stanford Revision has
taught me that there are certain injunctions which cannot easily be
too often repeated. Among these the following "ten commandments" have
been selected for reëmphasis here:</p>

<p>1. The subject's attention and coöperation must be secured. Thanks to
the novelty and inherent interest of the tests, this is usually not
difficult to do. But there are degrees of <i>rapport,</i> and the examiner
should not be satisfied with his efforts until the subject becomes
wholly absorbed in the tasks set him by the tests. The importance of
tactful encouragement and a kindly, genial manner cannot be too
strongly emphasized, nor, on the other hand, the risk incurred in
allowing a parent to witness the test. Hardly anything is more likely
to spoil an examination than the presence of a critical or
over-sympathetic parent. Sometimes the teacher's presence is hardly
less objectionable.</p>

<p>2. The correct formulas should be thoroughly learned and strictly
adhered to. Unless this is done the scale used is not the Stanford
Revision, whatever else it may be. For the first fifty or hundred
examinations the tests should be given directly from this guide.
Little by little, as the procedure becomes memorized, the examiner
should attempt to free himself of the necessity of reading the
formulas, but for a long time it is necessary to check up one's
procedure by frequent reference to the Guide if practice in error is
to be avoided.</p>

<p>3. The examiner should early learn to withstand the temptation of
wholesale coaxing and cross-questioning. To do so often robs the
response of significance and is likely to interfere with the
establishment of <i>rapport</i>. A simple "What do you mean?" or, "Explain
what you mean," is sufficient to clarify most answers which are not
clear. At the same time the examiner should be on guard against
mistaking exceptional timidity for inability to respond. Persuasive
encouragement is frequently necessary, but this should not be allowed
to degenerate into a chronic habit of coaxing.</p>

<p>4. The record should always be made as the test proceeds. Memory
should never be trusted. As a rule enough of each response should be
recorded to enable one to score it at any time later. The great
advantage of the Record Booklet is that it permits this. Only the
most expert examiner should limit his record to pluses and minuses.</p>

<p>5. The examination should be thorough. It should include at least one
year in which there is no failure and at least one year in which
there is no success. When lack of time necessitates an abbreviation
of the examination, this should be done by using only the starred
tests rather than by shortening the range of the examination.</p>

<p>6. Success in alternative tests may not be substituted for failure in
one of the regular tests. Ordinarily the alternatives should be
omitted. They have been included in the scale chiefly as a
convenience in case materials are lacking for any of the regular
tests, or in case any of the latter should be deemed for some special
reason unsuitable. The ball and field test, for example, is often
rendered unsuitable by coaching, and one of the alternates should
always be substituted for the vocabulary test in the case of subjects
whose mother tongue is other than English. Other substitutions or
omissions are necessary in the case of subjects who are illiterate.</p>

<p>7. Care should be taken to ascertain the correct age. This is often
misstated both by young normal children and by defectives. The age
should be recorded in years <i>and months</i>.</p>

<p>8. In ordinary calculation of the intelligence quotient without any
mechanical aid (as slide rule, calculating chart, or table), both age
and mental age should be reduced to months before dividing.</p>

<p>9. <b>To avoid the danger of large error it is absolutely essential that
the adding of credits to secure mental age and the dividing of mental
age by chronological age to secure the intelligence quotient be
performed twice.</b></p>

<p>10. Finally, in calculating the intelligence quotient of subjects who
are more than sixteen years old, the chronological age should be
counted as sixteen. It is possible, as certain army data suggest,
that a lower age than sixteen should have been taken, but until the
matter has been more thoroughly investigated by the use of unselected
adult subjects the age sixteen will continue to be used in the
Stanford Revision.</p>
<br>
<br>
<br>
<br>
<h3>DIRECTIONS: THE TESTS<small><small><sup>2</sup></small></small></h3>

<blockquote><small><small><sup>2</sup></small> Detailed directions for administering Stanford-Binet
Scale and for scoring are available in Terman's <i>The Measurement of
Intelligence</i>. (Riverside Textbooks in Education.) Houghton Mifflin
Company.</small></blockquote>
<br>
<br>
<br>
<br>
<h4>Year III</h4>
<br>

<p><b>1. <i>Pointing to Parts of Body</i></b></p>

<p>Say, <b>"Show me your nose." "Put your finger on your nose."</b> If two or
three repetitions of instructions bring no response, say, <b>"Is this</b>
(pointing to chin) <b>your nose?" "No?" "Then where is your nose?"</b> Same
for eyes, mouth, and hair.</p>

<p>Credit if correct part is indicated (in any way) three times out of
four.</p>
<br>

<p><b>2. <i>Naming Familiar Objects</i></b></p>

<p>Show S., one at a time, key (not Yale), penny (not new), closed
knife, watch, pencil. Say each time, <b>"What is this?"</b> or, <b>"Tell me
what this is."</b></p>

<p>Credit if three responses out of five are correct.</p>
<br>

<p><b>3. <i>Pictures&mdash;Enumeration</i></b></p>

<p>Say, <b>"Now I am going to show you a pretty picture."</b> Show picture
(<i>a</i>) and say, <b>"Tell me what you see in this picture,"</b> or, <b>"Look at
the picture and tell me everything you can see in it."</b> If no
response, <b>"Show me the &mdash;&mdash;." "That is fine: now tell me everything
you see in the picture."</b> If necessary ask, <b>"And what else?"</b> Same for
pictures (<i>b</i>) and (<i>c</i>).</p>

<p>Credit if at least three objects in one picture are enumerated
spontaneously, or if one picture is described or interpreted.</p>
<br>

<p><b>4. <i>Giving Sex</i></b></p>

<p>If S. is a boy, <b>"Are you a little boy or a little girl?"</b> If S. is a
girl, <b>"Are you a little girl or a little boy?"</b> If no response, <b>"Are
you a little girl?"</b> (if a boy); or <b>"Are you a little boy?"</b> (if a
girl). If answer is "No," say, <b>"Well, what are you? Are you a little
boy or a little girl?"</b> (or vice versa).</p>
<br>

<p><b>5. <i>Giving Last Name</i></b></p>

<p>Ask, <b>"What is your name?"</b> If answer is only first or last name, e.g.,
Walter, say, <b>"Yes, but what is your other name? Walter what?"</b> and if
necessary, <b>"Is your name Walter Smith?"</b></p>
<br>

<p><b>6. <i>Repeating Sentences</i></b></p>

<p><b>"Can you say, 'nice kitty'?" "Now say, 'I have a little dog.'"</b> If no
response, repeat first sentence two or three times. Same procedure
for (<i>b</i>) <b>"The dog runs after the cat"</b> and (<i>c</i>) <b>"In summer the sun
is hot,"</b> except that these may be given only once.</p>

<p>Credit if at least one sentence is given without error after a single
reading.</p>
<br>

<p><b><i>Alt. Repeating Three Digits</i></b></p>

<p>Say, <b>"Listen. Say, 4, 2. Now say, 6, 4, 1."</b> Same for <b>3, 5, 2,</b> and <b>8,
3, 7.</b> May repeat (<i>a</i>), not others. Rate, a little faster than one
digit per second.</p>

<p>Credit if one set out of the three is given correctly after a single
reading.</p>
<br>
<br>
<br>
<br>
<h4>Year IV</h4>
<br>

<p><b>1. <i>Comparison of Lines</i></b></p>

<p>Show card (IV 1) and say, <b>"See these lines. Look closely and tell me
which one is longer. Put your finger on the longest one."</b> If no
response, <b>"Show me which line is the biggest."</b> Show twice more
(reversing card at second showing) and ask, <b>"Which one is the longest
here?"</b> If only two out of three are correct, repeat the entire test.</p>

<p>Credit if three responses out of three, or five out of six, are
correct.</p>
<br>

<p><b>2. <i>Discrimination of Forms</i></b></p>

<p>Use the forms supplied with the package of Test Material. One of the
two cards containing the forms is to be cut up, so that the forms may
be placed one at a time on the other card at "X."</p>

<p>Place circle at "X" on card and say, <b>"Show me one like this,"</b> at same
time passing the finger around the circumference of the circle. If no
response, <b>"Do you see all of these things?"</b> (running finger over the
various forms). <b>"And do you see this one?"</b> (pointing to circle
again). <b>"Now, find me another one just like this."</b> A first error
should be corrected thus, <b>"No, find one just like this"</b> (again
passing finger around the outline of form at "X"). Make no comment on
any other errors, but pass on to the square, then the triangle, and
the rest in any order. Commend successes.</p>

<p>Credit for 7 correct choices out of 10. The first error, if
corrected, counts as correct.</p>
<br>

<p><b>3. <i>Counting Four Pennies</i></b></p>

<p>Place four pennies in a horizontal row. Say, <b>"See these pennies.
Count them and tell me how many there are. Count them with your
finger, this way"</b> (pointing to the first one on the subject's
left)&mdash;<b>"One. Now, go ahead."</b> If S. gives number without pointing,
say, <b>"No, count them with your finger, this way,"</b> starting him as
before. Have S. count aloud.</p>

<p>Credit for correct count tallying with pointing.</p>
<br>

<p><b>4. <i>Copying Square</i></b></p>

<p>Show S. the square and say, <b>"You see that?"</b> (pointing to square). <b>"I
want you to make one just like it. Make it right here"</b> (showing space
on record blank). <b>"Go ahead. I know you can do it nicely."</b> Unless
drawing is clearly satisfactory, repeat twice more, saying each time
<b>"Make it exactly like this,"</b> pointing to model. <b>Pencil.</b></p>

<p>Credit if one drawing is satisfactory. Score liberally. (See scoring
card.)</p>
<br>

<p><b>5. <i>Comprehension</i></b></p>

<p>Be sure to get S.'s attention before asking question. Repeat if
necessary. Allow 20 seconds for answer.</p>

<p>(<i>a</i>) <b>"What must you do when you are sleepy?"</b></p>

<p>(<i>b</i>) <b>"What ought you to do when you are cold?"</b></p>

<p>(<i>c</i>) <b>"What ought you to do when you are hungry?"</b></p>


<p>Credit if two responses of the three are correct. (See <i>The
Measurement of Intelligence,</i> p. 158.)</p>
<br>

<p><b>6. <i>Repeating Four Digits</i></b></p>

<p>Say, <b>"Listen. I am going to say over some numbers and after I am
through, I want you to say them exactly as I do. Listen closely and
get them just right."</b> Give (<i>a</i>) <b>4, 7, 3, 9,</b> then (<i>b</i>) <b>2, 8, 5, 4,</b>
and (<i>c</i>) <b>7, 2, 6, 1,</b> if necessary. May repeat (<i>a</i>) until attempt is
made, but not others. Rate, a little faster than one digit per
second.</p>

<p>Credit if one set of the three is correctly repeated in order, after
a single reading.</p>
<br>

<p><b>7. <i>Alt. Repeating Sentences</i></b></p>

<p>Say, <b>"Listen; say this, 'Where is kitty?'" "Now, say this, &mdash;&mdash;,"</b>
reading the first sentence in a natural voice, distinctly and with
expression. May re-read the first sentence.</p>

<p>(<i>a</i>) <b>"The boy's name is John. He is a very good boy."</b></p>

<p>(<i>b</i>) <b>"When the train passes you will hear the whistle blow."</b></p>

<p>(<i>c</i>) <b>"We are going to have a good time in the country."</b></p>

<p>Credit if at least one sentence is repeated correctly after a single
reading.</p>
<br>
<br>
<br>
<br>
<h4>Year V</h4>
<br>

<p><b>1. <i>Comparison of Weights</i></b></p>

<p>Place the 3 and 15 gram weights before S., 2 or 3 inches apart. Say,
<b>"You see these blocks. They look just alike, but one of them is heavy
and one is light. Try them and tell me which one is heavier."</b> Repeat
instructions if necessary, saying, <b>"Tell me which one is the
heaviest."</b> If S. merely points without lifting blocks, or picks up
one at random, say, <b>"No, that is not the way. You must take the
blocks in your hands and try them, like this."</b> (Illustrate.) Give
second trial with position of weights reversed; third trial with
weights in same position as first.</p>

<p>Credit if two of three comparisons are correct.</p>
<br>

<p><b>2. <i>Naming Colors</i></b></p>

<p>Show card (V 2) and say, pointing to colors in the order, red,
yellow, blue, green, <b>"What is the name of that color?"</b></p>

<p>Credit if all colors are correctly named, without marked uncertainty.</p>
<br>

<p><b>3. <i>Æsthetic Comparison</i></b></p>

<p>Show pairs of faces in order from top to bottom of card (V 3). Say,
<b>"Which of these two pictures is the prettiest?"</b></p>

<p>Credit if all <i>three</i> comparisons are made correctly.</p>
<br>

<p><b>4. <i>Definitions: Use or Better</i></b></p>

<p>Say, <b>"You have seen a chair. You know what a chair is. Tell me, what
is a chair?"</b> If necessary urge as follows: <b>"I am sure you know what a
chair is. You have seen a chair." "Now, tell me, what is a chair?"</b> If
S. rambles say, <b>"Yes, but tell me; what is a chair?"</b> Same for <b>horse,
fork, doll, pencil, table.</b></p>

<p>Credit if four words out of the six are defined in terms of use or
better. (See <i>The Measurement of Intelligence,</i> p. 168.)</p>
<br>

<p><b>5. <i>Patience</i></b></p>

<p>Use two cards, each 2 x 3 inches. Divide one of them diagonally into
two triangles. Place the uncut card on the table with one of the
longer sides toward S. Then lay the divided card thus,</p>

<table align="center" border="0" cellspacing="0" cellpadding="6" summary="triangles">
	<tr>
		<td width="388">
			<img src="images/triangles.jpg" alt="triangles">
		</td>
	</tr>
</table>
<p>and say, <b>"I want you to take these two pieces</b> (touching the two
triangles) <b>and put them together so they will look exactly like this"</b>
(pointing to rectangle). If S. hesitates, repeat instructions with a
little urging. If first attempt is a failure, replace pieces, saying,
<b>"No; put them together so they will look like this"</b> (pointing to
rectangle). Do not suggest further by face or word whether response
is correct. If a piece is turned over, turn it back and don't count
that trial. Give, if necessary, three trials of one minute each.</p>

<p>Credit if two of the three trials are successful.</p>
<br>

<p><b>6. <i>Three Commissions</i></b></p>

<p>Take S. to center of room. Say, <b>"Now, I want you to do something for
me. Here's a key. I want you to put it on that chair over there; then
I want you to shut</b> (or <b>open</b>) <b>that door, and then bring me the box
which you see over there"</b> (pointing in turn to the objects
designated). <b>"Do you understand? Be sure to get it right. First, put
the key on the chair, then shut</b> (or <b>open</b>) <b>the door, then bring me the
box</b> (again pointing). <b>Go ahead."</b> Stress words <b>first</b> and <b>then.</b> Give no
further aid.</p>

<p>Credit if the three commissions are executed in proper order.</p>
<br>

<p><b><i>Alt. Giving Age</i></b></p>

<p>Say, <b>"How old are you?"</b></p>
<br>
<br>
<br>
<br>
<h4>Year VI</h4>
<br>

<p><b>1. <i>Right and Left</i></b></p>

<p>Say, <b>"Show me your right hand"</b> (stress <b>right</b> and <b>hand,</b> etc., rather
strongly and equally). Same for <b>left ear, right eye.</b> If there is one
error, repeat whole test, using <b>left hand, right ear, left eye.</b> Avoid
giving aid in any way.</p>

<p>Credit if three of three, or five of six responses are correct.</p>
<br>

<p><b>2. <i>Missing Parts</i></b></p>

<p>Show card (VI 2) and say, <b>"There is something wrong with this face.
It is not all there. Part of it is left out. Look carefully and tell
me what part of the face is not there."</b> Same for (<i>b</i>) and (<i>c</i>). If
S. gives irrelevant answer, say, <b>"No; I am talking about the face.
Look again and tell me what is left out of the face."</b> If correct
response does not follow, point to the place where eye should be and
say, <b>"See, the eye is gone."</b> Then proceed to others, asking, <b>"What is
left out of this face?"</b> For (<i>d</i>) say, <b>"What is left out of this
picture?"</b> No help except on (<i>a</i>). Order is eyes, mouth, nose, arms.</p>

<p>Credit if correct response is made for three of four pictures.</p>
<br>

<p><b>3. <i>Counting Thirteen Pennies</i></b></p>

<p>Place thirteen pennies in horizontal row. Say, <b>"See these pennies.
Count them and tell me how many there are. Count them with your
finger, this way"</b> (pointing to the first one on the subject's
left)&mdash;<b>"One. Now, go ahead."</b> If S. gives number without pointing,
say, <b>"No, count them with your finger, this way,"</b> starting him as
before. Have S. count aloud. Second trial given if only minor mistake
is made.</p>

<p>Credit if one correct count, tallying with the pointing, is made in
first or second trials.</p>
<br>

<p><b>4. <i>Comprehension</i></b></p>

<p>Say (<i>a</i>) <b>"What's the thing to do if it is raining when you start to
school?"</b></p>

<p>(<i>b</i>) <b>"What's the thing to do if you find that your house is on
fire?"</b></p>

<p>(<i>c</i>) <b>"What's the thing to do if you are going some place and miss
your train</b> (<b>car</b>)<b>?"</b> May repeat a question, but do not change form.</p>

<p>Credit if two of three responses are correct. (See <i>The Measurement
of Intelligence,</i> pp. 182-83.)</p>
<br>

<p><b>5. <i>Naming Four Coins</i></b></p>

<p>Show in order nickel, penny, quarter, dime, asking, <b>"What is that?"</b>
If answer is "money," say, <b>"Yes, but what do you call that piece of
money?"</b></p>

<p>Credit if three of four responses are correct.</p>
<br>

<p><b>6. <i>Repeating Sentences</i></b></p>

<p>Say, <b>"Now, listen. I am going to say something and after I am through
I want you to say it over just as I do. Understand? Listen carefully
and be sure to say exactly what I say."</b> Repeat, <b>"say exactly what I
say,"</b> before reading each sentence. Do not re-read any sentence.</p>

<p>(<i>a</i>) <b>"We are having a fine time. We found a little mouse in the
trap."</b></p>

<p>(<i>b</i>) <b>"Walter had a fine time on his vacation. He went fishing every
day."</b></p>

<p>(<i>c</i>) <b>"We will go out for a long walk. Please give me my pretty straw
hat."</b></p>

<p>Credit if one sentence out of three is repeated without error, or two
with not more than one error each.</p>
<br>

<p><b><i>Alt. Forenoon and Afternoon</i></b></p>

<p>If <small>A.M.</small>, ask, <b>"Is it morning or afternoon?"</b> If <small>P.M.</small>, <b>"Is it afternoon
or morning?"</b></p>
<br>
<br>
<br>
<br>
<h4>Year VII</h4>
<br>

<p><b>1. <i>Giving Numbers of Fingers</i></b></p>

<p>Say, <b>"How many fingers have you on one hand?" "How many on the other
hand?" "How many on both hands together?"</b> If S. begins to count, say,
<b>"No, don't count. Tell me without counting,"</b> and repeat question.</p>

<p>Credit if all three questions are answered correctly and promptly
without counting (5, 5, 10 or 4, 4, 8).</p>
<br>

<p><b>2. <i>Pictures; Description</i></b></p>

<p>Show card (<i>a</i>) and say, <b>"What is this picture about?" "What is this
a picture of?"</b> May repeat question, but do not change it. Same for
(<i>b</i>) and (<i>c</i>). Order, Dutch Home, Canoe, Post Office.</p>

<p>Credit if two of the three pictures are described or interpreted.
(See <i>The Measurement of Intelligence,</i> pp. 191-92.)</p>
<br>

<p><b>3. <i>Repeating Five Digits</i></b></p>

<p>Say, <b>"Now, listen. I am going to say over some numbers and after I am
through, I want you to say them exactly as I do. Listen closely and
get them just right."</b> Give (<i>a</i>) <b>3, 1, 7, 5, 9,</b> and if necessary
(<i>b</i>) <b>4, 2, 8, 3, 5,</b> and (<i>c</i>), <b>9, 8, 1, 7, 6.</b> Do not re-read any
set. Avoid grouping.</p>

<p>Credit if one set of the three is given correctly.</p>
<br>

<p><b>4. <i>Tying Bow Knot</i></b></p>

<p>Show S. a completed bow knot (shoestring tied around a pencil) and
say: <b>"You know what kind of a knot this is, don't you? It is a bow
knot. I want you to take this other piece of string and tie the same
kind of knot around my finger."</b> Give S. string of same length and
hold finger conveniently for S.</p>

<p>Credit if double bow (both ends folded in) is tied within one minute.
The usual half knot as basis must not be omitted. Single bow, half
credit.</p>
<br>

<p><b>5. <i>Giving Differences</i></b></p>

<p>Say, <b>"What is the difference between a fly and a butterfly?"</b> If S.
does not understand, say, <b>"You know flies, do you not? You have seen
flies? And you know the butterflies? Now, tell me the difference
between a fly and a butterfly."</b> Same for <b>stone and egg,</b> and <b>wood and
glass.</b></p>

<p>Credit if any real difference is given in two of three questions.
(See <i>The Measurement of Intelligence,</i> pp. 200-01.)</p>
<br>

<p><b>6. <i>Copying Diamond</i></b></p>

<p>Place diamond before S., and give <b>pen,</b> saying, <b>"I want you to draw
one exactly like this. Make it right here"</b> (showing space on record
blank). Give three trials if necessary, saying each time, <b>"Make it
exactly like this one."</b> (Note that pen and ink must be used.)</p>

<p>Credit if two drawings are satisfactory. (See scoring card.)</p>
<br>

<p><b><i>Alt. 1. Naming Days of Week</i></b></p>

<p>Say, <b>"You know the days of the week, do you not? Name the days of the
week for me."</b> If response is correct, check by asking, <b>"What day
comes before Tuesday?" "Before Thursday?" "Before Friday?"</b></p>

<p>Credit if correct response is given within 15 seconds, and if two of
three checks are correct.</p>
<br>

<p><b><i>Alt. 2. Three Digits Backwards</i></b></p>

<p>Say, <b>"Listen carefully. I am going to read some numbers again but
this time I want you to say them backwards. For example, if I should
say 5&mdash;1&mdash;4, you would say 4&mdash;1&mdash;5. Do you understand?"</b> Then, <b>"Ready,
now; listen carefully, and be sure to say the numbers backwards."</b> If
S. gives digits forwards, repeat instructions. If necessary, give
(<i>b</i>) and (<i>c</i>), repeating, <b>"Ready, now; listen carefully, and be
sure to say the numbers backwards." 2, 8, 3;&nbsp;&nbsp;&nbsp;&nbsp;4, 2, 7;&nbsp;&nbsp;&nbsp;&nbsp;9, 5, 8.</b></p>

<p>Credit if one set is repeated backwards without error.</p>
<br>
<br>
<br>
<br>
<h4>Year VIII</h4>
<br>

<p><b>1. <i>Ball and Field</i></b></p>

<p>Present "round field" on record blank with gate facing S. and say,
<b>"Let us suppose that your baseball has been lost in this round field.
You have no idea what part of the field it is in. You don't know what
direction it came from, how it got there, nor with what force it
came. All you know is that the ball is lost somewhere in the field.
Now, take this pencil and mark out a path to show me how you would
hunt for the ball so as to be sure not to miss it. Begin at the gate
and show me what path you would take."</b> If S. stops, say, <b>"But suppose
you have not found it yet, which direction would you go next?"</b></p>

<p>Credit in Year VIII for "inferior" plan (or better); in Years VIII
and XII for "superior" plan. (See scoring card.)</p>
<br>

<p><b>2. <i>Counting 20 to 1</i></b></p>

<p>Say, <b>"You can count backwards, can you not? I want you to count
backwards for me from 20 to 1. Go ahead."</b> If S. counts 1-20 say, <b>"No,
I want you to count backwards from 20 to 1, like this: 20&mdash;19&mdash;18 and
clear on down to 1. Now, go ahead."</b> Have S. try, even if he says he
cannot, but do not prompt.</p>

<p>Credit for counting from 20 to 1 within 40 seconds with not more than
one error. Spontaneous corrections allowed.</p>
<br>

<p><b>3. <i>Comprehension</i></b></p>

<p>Say, <b>"What's the thing for you to do:</b></p>

<p>(<i>a</i>) <b>"When you have broken something which belongs to some one else?</b></p>

<p>(<i>b</i>) <b>"When you are on your way to school and notice that you are in
danger of being late?</b></p>

<p>(<i>c</i>) <b>"If a playmate hits you without meaning to do it?"</b></p>

<p>Questions may be repeated once or twice, but form must not be
changed.</p>

<p>Credit if two of three responses are correct. (See <i>The Measurement
of Intelligence,</i> p. 216.)</p>
<br>

<p><b>4. <i>Finding Likenesses: Two Things</i></b></p>

<p>Say, <b>"I am going to name two things which are alike in some way, and
I want you to tell me <i>how</i> they are alike."</b></p>

<p>(<i>a</i>) <b>"Wood and coal: in what way are they alike?"</b> If difference is
given, say, <b>"No, I want you to tell me how they are <i>alike</i>. In what
way are wood and coal <i>alike?</i>"</b></p>

<p>(<i>b</i>) <b>"In what way are an apple and a peach alike?"</b></p>

<p>(<i>c</i>) <b>"In what way are iron and silver alike?"</b></p>

<p>(<i>d</i>) <b>"In what way are a ship and an automobile alike?"</b></p>

<p>Credit if any real likeness is given for two of the four pairs. (See
<i>The Measurement of Intelligence,</i> pp. 219-20.)</p>
<br>

<p><b>5. <i>Definitions: Superior to Use</i></b></p>

<p>Ask, <b>"What is a balloon?"</b> Same for <b>tiger, football, soldier.</b> Do not
comment on responses. May repeat questions.</p>

<p>Credit if two of four definitions better than use are given. (See
<i>The Measurement of Intelligence,</i> pp. 222-23.)</p>
<br>

<p><b>6. <i>Vocabulary</i></b></p>

<p>See <a href="#vocabulary">last section.</a></p>

<p>If both lists of words are given, credit if 20 definitions are
satisfactory; if only one list is given, the requirement is 10.</p>
<br>

<p><b><i>Alt. 1. Naming Six Coins</i></b></p>

<p>Show nickel, penny, quarter, dime, silver dollar, and half-dollar in
order, asking, <b>"What is that?"</b> If answer is "money," say, <b>"Yes, but
what do you call that piece of money?"</b></p>

<p>Credit if all six coins are correctly named. Spontaneous corrections
allowed.</p>
<br>

<p><b><i>Alt. 2. Writing from Dictation</i></b></p>

<p>Give pen, ink, and paper, and say, <b>"I want you to write something for
me as nicely as you can. Write these words: 'See the little boy.' Be
sure to write it all: 'See the little boy.'"</b> Do not dictate the words
separately, nor give further repetition.</p>

<p>Credit if sentence is written without omission of a word and legibly
enough to be easily recognized. Misspelling disregarded if word is
easily recognizable. (See scoring card.)</p>
<br>
<br>
<br>
<br>
<h4>Year IX</h4>
<br>

<p><b>1. <i>Giving the Date</i></b></p>

<p>Ask in order, (<i>a</i>) <b>"What day of the week is to-day?"</b> (<i>b</i>) <b>"What
month is it?"</b> (<i>c</i>) <b>"What day of the month is it?"</b> (<i>d</i>) <b>"What year
is it?"</b> If S. gives day of month for day of week, or <i>vice versa,</i>
repeat question with suitable emphasis. No other help.</p>

<p>Credit if there is no error greater than three days in (<i>c</i>) and no
error in (<i>a</i>), (<i>b</i>), and (<i>d</i>). Spontaneous correction allowed.</p>
<br>

<p><b>2. <i>Arranging Five Weights</i></b></p>

<p>Place 3, 6, 9, 12, and 15 gram weights before S. and say, <b>"See these
blocks. They all look alike, don't they? But they are not alike. Some
of them are heavy, some are not quite so heavy, and some are still
lighter. No two weigh the same. Now, I want you to find the heaviest
one and place it here. Then find the one that is just a little
lighter and put it here. Then put the next lighter one here, and the
next lighter one here, and the lightest of all at this end</b>
(pointing). <b>Ready; go ahead."</b> Give second and, if necessary, third
trial, repeating instructions only if S. has used an absurd
procedure. Do not show S. the correct method.</p>

<p>Credit for correct arrangement in two of three trials.</p>
<br>

<p><b>3. <i>Making Change</i></b></p>

<p>Ask, <b>"If I were to buy 4 cents' worth of candy and should give the
storekeeper 10 cents, how much money would I get back?"</b> Similarly for
<b>12-15</b> cents; and <b>4-25</b> cents. S. is not allowed coins or pencil and
paper. If S. forgets problem, repeat once, but not more. Spontaneous
corrections allowed.</p>

<p>Credit if two answers of three are correct.</p>
<br>

<p><b>4. <i>Four Digits Backwards</i></b></p>

<p>Say, <b>"Listen carefully. I am going to read some numbers, and I want
you to say them backwards. For example, if I should say 5&mdash;1&mdash;4, you
would say 4&mdash;1&mdash;5. Do you understand?"</b> Then, <b>"Ready now; listen
carefully, and be sure to say the numbers backwards."</b> If S. gives
digits forwards, repeat instructions. If necessary, give (<i>b</i>) and
(<i>c</i>), repeating each time, <b>"Ready now; listen carefully, and be sure
to say the numbers backwards." 6, 5, 2, 8;&nbsp;&nbsp;&nbsp;&nbsp;4, 9, 3, 7;&nbsp;&nbsp;&nbsp;&nbsp;8, 6, 2, 9.</b></p>

<p>Credit if one set is repeated backwards without error.</p>
<br>

<p><b>5. <i>Three Words in One Sentence</i></b></p>

<p>Say, <b>"You know what a sentence is, of course. A sentence is made up
of some words which say something. Now, I am going to give you three
words, and you must make up a sentence that has all three words in
it. The three words are 'boy,' 'river,' 'ball.' Go ahead and make up
a sentence that has all three words in it."</b> Repeat instructions if
necessary, but <b>do not illustrate.</b> May say, <b>"The three words must be
put with some other words so that all of them together will make a
sentence."</b> Give only one trial, and do not caution against making
more than one sentence. Do not hurry S., but allow only one minute.
Then say, <b>"Now make a sentence that has in it the three words 'work,'
'money,' 'men.'"</b> If necessary give (<i>c</i>) <b>desert, rivers, lakes,</b> in
the same way.</p>

<p>Credit if satisfactory sentence is given in two of three trials. (See
<i>The Measurement of Intelligence,</i> pp. 243-45.)</p>
<br>

<p><b>6. <i>Finding Rhymes</i></b></p>

<p>Say, <b>"You know what a rhyme is, of course. A rhyme is a word that
sounds like another word. Two words rhyme if they end in the same
sound. For example, 'hat,' 'cat,' 'rat,' 'bat,' all rhyme with one
another. Now, I am going to give you one minute to find as many words
as you can that rhyme with 'day.' Ready; go ahead."</b> If S. fails,
repeat explanation, and give sample rhymes for day, as <b>say, may, pay,
hay.</b> Otherwise, proceed, <b>"Now, you have another minute to name all
the words you can think of that rhyme with 'mill.'"</b> Same, if
necessary, for <b>spring.</b> Do not repeat explanation after "mill" or
"spring."</p>

<p>Credit if three rhymes in one minute are given for each of two out of
three words.</p>
<br>

<p><b><i>Alt. 1. Naming the Months</i></b></p>

<p>Say, <b>"Name all the months of the year."</b> If correct, check by asking,
<b>"What month comes before April?" "Before July?" "Before November?"</b></p>

<p>Credit if months are correctly named within 15 seconds with not more
than one error, and if two of three checks are correct.</p>
<br>

<p><b><i>Alt. 2. Counting Value of Stamps</i></b></p>

<p>Say, <b>"You know, of course, how much a stamp like this costs</b> (pointing
to a 1-cent stamp). <b>And you know how much one like this costs</b>
(pointing to a 2-cent stamp). <b>Now, how much money would it take to
buy all these stamps?"</b> (showing three 1-cent stamps and three 2-cent
stamps). Do not tell values, where not known; if values are known but
sum is wrongly given, give second trial, saying, <b>"Tell me how you got
it."</b></p>

<p>Credit if correct value is given in not over 15 seconds.</p>
<br>
<br>
<br>
<br>
<h4>Year X</h4>
<br>

<p><b>1. <i>Vocabulary</i></b></p>

<p>See <a href="#vocabulary">last section.</a></p>

<p>If both lists are given, 30 satisfactory definitions are required; if
only one list is given, the requirement is 15.</p>
<br>

<p><b>2. <i>Absurdities</i></b></p>

<p><b>"I am going to read a sentence which has something foolish in it,
some nonsense. Listen carefully and tell me what is foolish about
it."</b> After reading say, <b>"What is foolish about that?"</b> Give sentences
twice if necessary, repeating exactly. If response is ambiguous, ask
S. what he means.</p>

<p>(<i>a</i>) <b>A man said: "I know a road from my house to the city which is
down hill all the way to the city and down hill all the way back
home."</b></p>

<p>(<i>b</i>) <b>An engineer said that the more cars he had on his train the
faster he could go.</b></p>

<p>(<i>c</i>) <b>Yesterday the police found the body of a girl cut into 18
pieces. They believe that she killed herself.</b></p>

<p>(<i>d</i>) <b>There was a railroad accident yesterday, but it was not very
serious. Only 48 people were killed.</b></p>

<p>(<i>e</i>) <b>A bicycle rider, being thrown from his bicycle in an accident,
struck his head against a stone and was instantly killed. They picked
him up and carried him to the hospital, and they do not think he will
get well again.</b></p>

<p>Credit if four responses out of five are satisfactory. (See <i>The
Measurement of Intelligence,</i> pp. 256-58.)</p>
<br>

<p><b>3. <i>Drawing Designs from Memory</i></b></p>

<p>Give S. <b>pencil</b> and paper, then say, <b>"This card has two drawings on
it. I am going to show them to you for ten seconds, then I will take
the card away and let you draw from memory what you have seen. Look
at both drawings carefully and remember that you have only ten
seconds."</b> Show card (X 3) for 10 seconds, right side up. Have S.
reproduce designs immediately, and note on his paper which is the top
of his drawing.</p>

<p>Credit if one design is reproduced correctly and one at least half
correctly. (See scoring cards.)</p>
<br>

<p><b>4. <i>Reading and Report</i></b></p>

<table align="center" border="0" cellspacing="0" cellpadding="6" summary="reading1">
	<tr>
		<td width="542">
			<img src="images/read1up.jpg" alt="news report">
		</td>
	</tr>
</table>

<p>Show selection and say, <b>"I want you to read this for me as well as
you can."</b> Pronounce for S. all words he cannot make out, allowing not
over 5 seconds' hesitation. (Record reading time and errors.) When S.
has finished, say, <b>"Very well done. Now, tell me what you read. Begin
at the first and tell everything you can remember."</b> When S. stops,
ask, <b>"And what else?"</b></p>

<p>Credit if selection is read within 35 seconds with not more than two
errors, and if report given contains at least eight "memories" as
separated above. Minor changes in wording allowed. Scoring is done by
checking word groups on record blank.</p>
<br>

<p><b>5. <i>Comprehension</i></b></p>

<p>Ask in order,</p>

<p>(<i>a</i>) <b>"What ought you to say when someone asks your opinion about a
person you don't know very well?"</b></p>

<p>(<i>b</i>) <b>"What ought you to do before undertaking</b> (<b>beginning</b>) <b>something
very important?"</b></p>

<p>(<i>c</i>) <b>"Why should we judge a person more by his actions than by his
words?"</b></p>

<p>May repeat but not change question except to substitute <b>beginning</b> in
(<i>b</i>) in case <b>undertaking</b> seems not to be understood.</p>

<p>Credit if two of three replies are satisfactory. (See <i>The
Measurement of Intelligence,</i> pp. 269-71.)</p>
<br>

<p><b>6. <i>Naming Sixty Words</i></b></p>

<p>Say, <b>"Now, I want to see how many different words you can name in 3
minutes. When I say ready, you must begin and name the words as fast
as you can, and I will count them. Do you understand? Be sure to do
your very best, and remember that just any words will do, like
'clouds,' 'dog,' 'chair,' 'happy'&mdash;ready; go ahead."</b> Whenever there
is a pause of 15 seconds, say, <b>"Go ahead as fast as you can. Any
words will do."</b> Don't allow sentences or counting; if attempted,
interrupt with <b>"Counting</b> (or <b>sentences</b>) <b>not allowed. You must name
separate words. Go ahead."</b></p>

<p>Credit if 60 words, exclusive of repetitions, are given in three
minutes. If time is limited one minute may be given and 28 words
required.</p>
<br>

<p><b><i>Alt. 1. Repeating Six Digits</i></b></p>

<p><b>"Now, listen. I am going to say over some numbers and after I am
through I want you to say them exactly as I do. Listen closely and
get them just right."</b> Give (<i>a</i>) and if necessary (<i>b</i>). <b>3, 7, 4, 8,
5, 9;&nbsp;&nbsp;&nbsp;&nbsp;5, 2, 1, 7, 4, 6.</b></p>

<p>Credit if one set is given without error.</p>
<br>

<p><b><i>Alt. 2. Repeating Sentences</i></b></p>

<p>Say, <b>"Now listen. I am going to say something and after I am through
I want you to say it over just as I do. Understand? Listen carefully
and be sure to say exactly what I say."</b> Repeat, <b>"Say exactly what I
say,"</b> before reading each sentence. Do not re-read any sentence.</p>

<p>(<i>a</i>) <b>The apple tree makes a cool pleasant shade on the ground where
the children are playing.</b></p>

<p>(<i>b</i>) <b>It is nearly half-past one o'clock; the house is very quiet and
the cat has gone to sleep.</b></p>

<p>(<i>c</i>) <b>In summer the days are very warm and fine; in winter it snows
and I am cold.</b></p>

<p>Credit if one sentence out of three is repeated without error, or two
with not more than one error each.</p>
<br>

<p><b><i>Alt. 3. Healy-Fernald Puzzle</i></b></p>

<p>Place frame (short side toward S.) and blocks on table and say, <b>"I
want you to put these blocks in this frame so that all the space will
be filled up. If you do it rightly, they will all fit in and there
will be no space left over. Go ahead."</b> Do not suggest hurrying. Note
procedure, especially tendencies to repeat absurd moves, and moves
which leave spaces obviously impossible to fill.</p>

<p>Credit if S. fits blocks into place three times within a total time
of five minutes for the three trials.</p>
<br>
<br>
<br>
<br>
<h4>Year XII</h4>
<br>

<p><b>1. <i>Vocabulary</i></b></p>

<p>See <a href="#vocabulary">last section.</a></p>

<p>40 satisfactory definitions if both lists are given; 20 if only one
list is given.</p>
<br>

<p><b>2. <i>Definitions: Abstract Words</i></b></p>

<p>Say <b>"What is pity?" "What do we mean by pity?"</b> etc. If response
contains word to be defined, ask, <b>"Yes, but what does it mean to pity
some one?"</b> Same for <b>revenge, charity, envy, justice.</b> Question S. if
response is not clear.</p>

<p>Credit if three of the five words are satisfactorily defined. (See
<i>The Measurement of Intelligence,</i> pp. 282-84.)</p>
<br>

<p><b>3. <i>Ball and Field</i></b></p>

<p>Present "round field" on record blank with gate facing S. and say,
<b>"Let us suppose that your baseball has been lost in this round field.
You have no idea what part of the field it is in. You don't know what
direction it came from, how it got there, nor with what force it
came. All you know is that the ball is lost somewhere in the field.
Now, take this pencil and mark out a path to show me how you would
hunt for the ball so as to be sure not to miss it. Begin at the gate
and show me what path you would take."</b> If S. stops, say, <b>"But suppose
you have not found it yet, which direction would you go next?"</b></p>

<p>Credit in Year VIII for "inferior" plan (or better); in Years VIII
and XII for "superior" plan. (See scoring card.)</p>
<br>

<p><b>4. <i>Dissected Sentences</i></b></p>

<table align="center" border="0" cellspacing="0" cellpadding="6" summary="reading2">
	<tr>
		<td width="494">
			<img src="images/read2up.jpg" alt="dissected sentences">
		</td>
	</tr>
</table>

<p>Point to the first group of words (<b>For the,</b> etc.), and say, <b>"Here is
a sentence that has the words all mixed up, so that they don't make
any sense. If the words were changed around in the right order they
would make a good sentence. Look carefully and see if you can tell me
how the sentence ought to read."</b> Do not hurry S., but allow only one
minute. If S. fails on the first sentence, read it for him slowly and
correctly, pointing at each word as you speak it. Same procedure for
second and third, except that no help is given.</p>

<p>Credit if two sentences of three are correct, or one correct and two
nearly correct. Time, one minute each. (See <i>The Measurement of
Intelligence,</i> p. 288.)</p>
<a name="fables"></a>
<br>

<p><b>5. <i>Interpretation of Fables</i></b></p>

<p>Present fables in order given below. Say, <b>"You know what a fable is?
Fables, you know, are little stories which teach us a lesson. I am
going to read a fable to you. Listen carefully, and when I am through
I will ask you to tell me what lesson the fable teaches us."</b> After
reading, say, <b>"What lesson does that teach us?"</b> Question S. if
response is not clear. Proceed with (<i>b</i>), (<i>c</i>), (<i>d</i>), and (<i>e</i>)
thus: <b>"Here is another. Listen again and tell me what lesson this
fable teaches us."</b> After each ask, <b>"What lesson does that teach us?"</b></p>
<br>

<center>(<i>a</i>) <b>Hercules and the wagoner</b></center>

<p>A man was driving along a country road, when the wheels suddenly sank
in a deep rut. The man did nothing but look at the wagon and call
loudly to Hercules to come and help him. Hercules came up, looked at
the man, and said: "Put your shoulder to the wheel, my man, and whip
up your oxen." Then he went away and left the driver.</p>
<br>

<center>(<i>b</i>) <b>The milkmaid and her plans</b></center>

<p>A milkmaid was carrying her pail of milk on her head, and was
thinking to herself thus: "The money for this milk will buy 4 hens;
the hens will lay at least 100 eggs; the eggs will produce at least
75 chicks; and with the money which the chicks will bring I can buy a
new dress to wear instead of the ragged one I have on." At this
moment she looked down at herself, trying to think how she would look
in her new dress; but as she did so the pail of milk slipped from her
head and dashed upon the ground. Thus all her imaginary schemes
perished in a moment.</p>
<br>

<center>(<i>c</i>) <b>The fox and the crow</b></center>

<p>A crow, having stolen a bit of meat, perched in a tree and held it in
her beak. A fox, seeing her, wished to secure the meat, and spoke to
the crow thus: "How handsome you are! And I have heard that the
beauty of your voice is equal to that of your form and feathers. Will
you not sing for me, so that I may judge whether this is true?" The
crow was so pleased that she opened her mouth to sing and dropped the
meat, which the fox immediately ate.</p>
<br>

<center>(<i>d</i>) <b>The farmer and the stork</b></center>

<p>A farmer set some traps to catch cranes which had been eating his
seed. With them he caught a stork. The stork, which had not really
been stealing, begged the farmer to spare his life, saying that he
was a bird of excellent character, that he was not at all like the
cranes, and that the farmer should have pity on him. But the farmer
said: "I have caught you with these robbers, the cranes, and you have
got to die with them."</p>
<br>

<center>(<i>e</i>) <b>The miller, his son, and the donkey</b></center>

<p>A miller and his son were driving their donkey to a neighboring town
to sell him. They had not gone far when a child saw them and cried
out: "What fools those fellows are to be trudging along on foot when
one of them might be riding." The old man, hearing this, made his son
get on the donkey, while he himself walked. Soon they came upon some
men. "Look," said one of them, "see that lazy boy riding while his
old father has to walk." On hearing this the miller made his son get
off, and he climbed upon the donkey himself. Farther on they met a
company of women, who shouted out: "Why, you lazy old fellow, to ride
along so comfortably while your poor boy there can hardly keep pace
by the side of you!" And so the good-natured miller took his boy up
behind him and both of them rode. As they came to the town a citizen
said to them, "Why, you cruel fellows! You two are better able to
carry the poor little donkey than he is to carry you." "Very well,"
said the miller, "we will try." So both of them jumped to the ground,
got some ropes, tied the donkey's legs to a pole and tried to carry
him. But as they crossed the bridge the donkey became frightened,
kicked loose, and fell into the stream.</p>
<br>

<p>Credit in Year XII if score is 4 points or more; in Year XVI if score
is 8 points or more. Allow 2 points for each fable for correct, and 1
for partially correct response. (Note carefully scoring directions in
<i>The Measurement of Intelligence,</i> pp. 290-97.)</p>
<br>

<p><b>6. <i>Five Digits Backwards</i></b></p>

<p><b>"Listen carefully; I am going to read some numbers, and I want you to
say them backwards. For example, if I should say 5&mdash;1&mdash;4, you would
say 4&mdash;1&mdash;5. Do you understand?"</b> Then, <b>"Ready now; listen carefully,
and be sure to say the numbers backwards."</b> If S. gives digits
forwards, repeat instructions. If necessary, give (<i>b</i>) and (<i>c</i>),
repeating each time, <b>"Ready now; listen carefully, and be sure to say
the numbers backwards." 3, 1, 8, 7, 9;&nbsp;&nbsp;&nbsp;&nbsp;6, 9, 4, 8, 2;&nbsp;&nbsp;&nbsp;&nbsp;5, 2, 9, 6, 1.</b></p>

<p>Credit if one set is repeated backwards without error.</p>
<br>

<p><b>7. <i>Pictures; Interpretation</i></b></p>

<p>Show in succession Dutch Home, River Scene, Post Office, and Colonial
House, saying each time, <b>"Tell me what this picture is about. Explain
this picture."</b> May prompt with, <b>"Go ahead,"</b> or <b>"Explain what you
mean."</b></p>

<p>Credit if three of the four pictures are satisfactorily interpreted.
(See <i>The Measurement of Intelligence,</i> pp. 303-04.)</p>
<br>

<p><b>8. <i>Finding Likenesses; Three Things</i></b></p>

<p>Say, <b>"I am going to name three things which are alike in some way,
and I want you to tell me <i>how</i> they are alike. Snake, cow, and
sparrow; in what way are they alike?"</b> May repeat or urge with, <b>"I'm
sure you can tell me how a snake, a cow, and a sparrow are alike,"</b>
but do not change form of question. If difference is given, say, <b>"No,
I want you to tell me how they are <i>alike</i>. In what way are a snake,
a cow, and a sparrow alike?"</b> Same for (<i>b</i>) <b>book, teacher, newspaper;</b>
(<i>c</i>) <b>wool, cotton, leather;</b> (<i>d</i>) <b>knife-blade, penny, piece of wire;</b>
(<i>e</i>) <b>rose, potato, tree.</b></p>

<p>Credit if any real similarity is given in three out of five trials.
(See <i>The Measurement of Intelligence,</i> pp. 307-08.)</p>
<br>
<br>
<br>
<br>
<h4>Year XIV</h4>
<br>

<p><b>1. <i>Vocabulary</i></b></p>

<p>See <a href="#vocabulary">last section.</a></p>

<p>50 satisfactory definitions if both lists are given; 25 if only one
list is given.</p>
<br>

<p><b>2. <i>Induction Test</i></b></p>

<p>(If XVIII 2 is to be given, it should precede this test.) Provide six
sheets of tissue paper, 8&frac12; by 11 inches. Take the first sheet, and
telling S. to watch what you do, fold it once, and in the middle of
the folded edge cut out a small notch; then ask S. to tell you <b>how
many holes there will be in the paper when it is unfolded. Whatever
the answer,</b> unfold the paper and hold it up broadside for S.'s
inspection. Next, take another sheet, fold it once as before and say,
<b>"Now, when we folded it this way and cut out a piece, you remember it
made one hole in the paper. This time we will give the paper another
fold and see how many holes we shall have."</b> Then proceed to fold the
paper again, this time in the other direction, cut out a piece from
the folded side, and ask <b>how many holes there will be when the paper
is unfolded.</b> Then unfold the paper, hold it up before S. so as to let
him see the result. Whatever the answer, proceed with the third
sheet. Fold it once and say, <b>"When we folded it this way there was
one hole."</b> Fold it again and say, <b>"And when we folded it this way
there were two holes."</b> Fold the paper a third time and say, <b>"Now, I
am folding it again. How many holes will it have this time when I
unfold it?"</b> Again unfold paper while S. looks on. Continue in the
same manner with sheets four, five, and six, adding one fold each
time. In folding each sheet recapitulate results, saying (with the
sixth, for example): <b>"When we folded it this way there was one hole;
when we folded it again there were two; when we folded it again there
were four; when we folded it again there were eight; when we folded
it again there were sixteen; now tell me how many holes there will be
if we fold it once more."</b> Avoid saying, "When we folded it once,
twice, three times." After sixth response, ask, <b>"Can you tell me a
rule by which I could know each time how many holes there are going
to be?"</b></p>

<p>Credit if answer to sixth question is correct, and governing rule is
correctly stated.</p>
<br>

<p><b>3. <i>President and King</i></b></p>

<p>Say, <b>"There are three main differences between a president and a
king; what are they?"</b> If S. stops after one difference is given, urge
him on, if possible, until three are given.</p>

<p>Credit if two of the three correct answers are given.</p>
<br>

<p><b>4. <i>Problem Questions</i></b></p>

<p>Say, <b>"Listen, and see if you can understand what I read."</b> Then read
the problem slowly and with expression. If necessary, re-read
problem.</p>

<p>(<i>a</i>) <b>A man who was walking in the woods near a city stopped suddenly
very much frightened, and then ran to the nearest policeman, saying
that he had just seen hanging from the limb of a tree a &mdash;&mdash; a what?</b></p>

<p>If response is not clear, say, <b>"Explain what you mean."</b></p>

<p>(<i>b</i>) <b>My neighbor has been having queer visitors. First, a doctor
came to his house, then a lawyer, then a minister</b> (<b>preacher</b> or
<b>priest</b>). <b>What do you think happened there?</b></p>

<p>If response is simply "a death," etc., check up by asking what the
lawyer came for.</p>

<p>(<i>c</i>) <b>An Indian who had come to town for the first time in his life
saw a white man riding along the street. As the white man rode by,
the Indian said: "The white man is lazy; he walks sitting down." What
was the white man riding on that caused the Indian to say, "He walks
sitting down?"</b></p>

<p>Credit if two of the three problems are satisfactorily answered.
Spontaneous corrections allowed. (See <i>The Measurement of
Intelligence,</i> pp. 316-18, for important scoring directions.)</p>
<br>

<p><b>5. <i>Arithmetical Reasoning</i></b></p>

<table align="center" border="0" cellspacing="0" cellpadding="6" summary="reading3">
	<tr>
		<td width="538">
			<img src="images/read3up.jpg" alt="dissected sentences">
		</td>
	</tr>
</table>

<p>Show S. the problems one at a time. Have S. read each problem aloud
and, with the printed problem still before him, find the answer
without the use of pencil or paper. In the case of illiterates,
examiner reads each problem for S. two or three times.</p>

<p>Credit if two of the three problems are correctly solved, within one
minute each, not including time spent in reading.</p>
<br>

<p><b>6. <i>Reversing Hands of Clock</i></b></p>

<p>Say, <b>"Suppose it is six-twenty-two o'clock, that is, twenty-two
minutes after six; can you see in your mind where the large hand
would be, and where the small hand would be?" "Now, suppose the two
hands of the clock were to trade places, so that the large hand takes
the place where the small hand was, and the small hand takes the
place where the large hand was, what time would it then be?"</b> Repeat
the test with the hands at 8.08 (8 minutes after 8),<small><small><sup>3</sup></small></small> and again with
the hands at 2.46 (14 minutes before 3).</p>

<blockquote><small><small><sup>3</sup></small> 8.08 is substituted instead of 8.10, formerly used,
because it is capable of more accurate solution and is less
confusing.</small></blockquote>

<p>Credit if two of the three problems are solved with error of no more
than 3 or 4 minutes.</p>
<br>

<p><b><i>Alt. Repeating Seven Digits</i></b></p>

<p><b>"Now listen. I am going to say over some numbers and after I am
through, I want you to say them exactly as I do. Listen closely and
get them just right."</b> Give (<i>a</i>) and if necessary (<i>b</i>). <b>2, 1, 8, 3,
4, 3, 9;&nbsp;&nbsp;&nbsp;&nbsp;9, 7, 2, 8, 4, 7, 5.</b></p>

<p>Credit if one set is reproduced without error.</p>
<br>
<br>
<br>
<br>
<h4>Year XVI</h4>
<br>

<p><b>1. <i>Vocabulary</i></b></p>

<p>See <a href="#vocabulary">last section.</a></p>

<p>65 satisfactory definitions if both lists are given; 33 if only one
list is given.</p>
<br>

<p><b>2. <i>Interpretation of Fables</i></b></p>

<p>See <a href="#fables">above in XII 5</a> for procedure.</p>

<p>Allow 2 points for each fable correctly interpreted, and 1 if
response is somewhat inferior to the standard. Credit in XII if score
is 4 points or more; in XVI if score is 8 points or more. (Note
carefully scoring in <i>The Measurement of Intelligence,</i> pp. 290-97.)</p>
<br>

<p><b>3. <i>Differences Between Abstract Terms</i></b></p>

<p>Ask, <b>"What is the difference between&mdash;</b></p>

<p>(<i>a</i>) <b>"Laziness and idleness?</b></p>

<p>(<i>b</i>) <b>"Evolution and revolution?</b></p>

<p>(<i>c</i>) <b>"Poverty and misery?</b></p>

<p>(<i>d</i>) <b>"Character and reputation?"</b></p>

<p>If answer is ambiguous, get S. to explain. If he merely defines the
words, say, <b>"Yes, but I want you to tell me the difference between
&mdash;&mdash; and &mdash;&mdash;."</b></p>

<p>Credit if three of the four answers are given correctly. (See <i>The
Measurement of Intelligence,</i> pp. 325-26.)</p>
<br>

<p><b>4. <i>Enclosed Boxes</i></b></p>

<p>Show S. a small cardboard box, and say, <b>"Listen carefully. You see
this box; it has two smaller boxes inside of it, and each one of the
smaller boxes contains a little tiny box. How many boxes are there
altogether, counting the big one?"</b> Allow one-half minute, record
answer, then show second box, saying, <b>"This box has two smaller boxes
inside, and each of the smaller boxes contains <i>two</i> tiny boxes. How
many altogether?"</b> Similarly for (<i>c</i>) and (<i>d</i>), using three and
three, and four and four. Emphasize slightly the words "three" and
"four."</p>

<p>Credit if three of the four problems are solved correctly within
one-half minute each. Spontaneous corrections are counted as correct.</p>
<br>

<p><b>5. <i>Six Digits Backwards</i></b></p>

<p>Say <b>"Listen carefully. I am going to read some numbers, and I want
you to say them backwards. For example, if I should say 5&mdash;1&mdash;4, you
would say 4&mdash;1&mdash;5. Do you understand?" Then, "Ready now; listen
carefully, and be sure to say the numbers backwards."</b> If S. gives
digits forwards repeat instructions. If necessary, give (<i>b</i>) and
(<i>c</i>), repeating each time, <b>"Ready now; listen carefully, and be sure
to say the numbers backwards." 4, 7, 1, 9, 5, 2;&nbsp;&nbsp;&nbsp;&nbsp;5, 8, 3, 2, 9, 4;&nbsp;&nbsp;&nbsp;&nbsp;7,
5, 2, 6, 3, 8.</b></p>

<p>Credit if one set is repeated backwards without error.</p>
<br>

<p><b>6. <i>Code</i></b></p>

<p>Show S. the code given on card (XVI 6). Say, <b>"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</b>
(pointing) <b>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</b> (pointing again), <b>and the letters in the other two
diagrams run in just the opposite way from the hands of a clock</b>
(pointing). <b>Look again and you will see that the second diagram is
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 language. It is a real code, one that was used in the Civil
War for sending secret messages. This is the way it works: We draw
the lines which hold a letter, but leave out the letter. Here, for
example, is the way we would write 'spy.'"</b> Then write the words <b>"spy"</b>
and <b>"trench,"</b> pointing out carefully where each letter comes from,
and emphasizing the fact that the dot must be used in addition to the
lines in writing any letter in the second or fourth diagram. Then
add: <b>"I am going to have you write something for me; remember, now,
how the letters go, first</b> (pointing, as before) <b>a b c, d e f, g h i,
then j k l, m n o, p q r, then s t u v, then w x y z. And don't
forget the dots for the letters in this diagram and this one"</b>
(pointing). At this point, take away the diagrams, give S. pencil and
paper, and tell him to write the words <b>"come quickly."</b> Say nothing
about hurrying. Do not permit S. to reproduce the code and then to
copy the code letters from his reproduction.</p>

<p>Credit if the words are written within six minutes with not more than
two errors, omission of dot counting as half error.</p>
<br>

<p><b><i>Alt. 1. Repeating Sentences</i></b></p>

<p>Say, <b>"Now, listen. I am going to say something and after I am through
I want you to say it over just as I do. Understand? Listen carefully
and be sure to say exactly what I say."</b> Repeat <b>"Say exactly what I
say"</b> before reading each sentence. Do not re-read any sentence.</p>

<p>(<i>a</i>) <b>Walter likes very much to go on visits to his grandmother,
because she always tells him many funny stories.</b></p>

<p>(<i>b</i>) <b>Yesterday I saw a pretty little dog in the street. It had curly
brown hair, short legs, and a long tail.</b></p>

<p>Credit if one sentence is repeated without a single error.</p>
<br>

<p><b><i>Alt. 2. Comprehension of Physical Relations</i></b></p>

<p>(<i>a</i>) Draw a horizontal line 6 or 8 inches long. An inch or two above
it draw a horizontal line about an inch long parallel to the first.
Say, <b>"The long line represents the perfectly level ground of a field,
and the short line represents a cannon. The cannon is pointed
horizontally</b> (<b>on a level</b>) <b>and is fired across this perfectly level
field."</b> After it is clear that these conditions of the problem are
comprehended, add, <b>"Now, suppose that this cannon is fired off and
that the ball comes to the ground at this point here</b> (pointing to the
farther end of the line which represents the field). <b>Take this pencil
and draw a line which will show what path the cannon ball will take
from the time it leaves the mouth of the cannon till it strikes the
ground."</b></p>

<p>(<i>b</i>) Say, <b>"You know, of course, that water holds up a fish that is
placed in it. Well, here is a problem: Suppose we have a bucket which
is partly full of water. We place the bucket on the scales and find
that with the water in it it weighs exactly 45 pounds. Then we put a
5-pound fish into the bucket of water. Now, what will the whole thing
weigh?"</b> If S. responds correctly, say, <b>"How can this be correct,
since the water itself holds up the fish?"</b></p>

<p>(<i>c</i>) <b>"You know, do you not, what it means when they say a gun
'carries 100 yards?' It means that the bullet goes 100 yards before
it drops to amount to anything."</b> When this is clear, proceed, <b>"Now,
suppose a man is shooting at a mark about the size of a quart can.
His rifle carries perfectly more than 100 yards. With such a gun is
it any harder to hit the mark at 100 yards than it is at 50 yards?"</b></p>

<p>Credit if two of the three problems are satisfactorily solved.</p>

<p>For (<i>a</i>), line must begin almost on a level and drop more rapidly
toward the end.</p>

<p>For (<i>b</i>), S. must adhere positively to right answer.</p>

<p>For (<i>c</i>), S. must know that a small deviation at 50 yards becomes a
larger deviation at 100 yards.</p>

<p>(See <i>The Measurement of Intelligence,</i> pp. 333-36 for important
scoring rules.)</p>
<br>
<br>
<br>
<br>
<h4>Year XVIII</h4>
<br>

<p><b>1. <i>Vocabulary</i></b></p>

<p>See <a href="#vocabulary">last section.</a></p>

<p>75 satisfactory definitions if both lists are given; 38 if only one
list is given.</p>
<br>

<p><b>2. <i>Paper-Cutting Test</i></b></p>

<p>When this test is given it should precede XIV 2.</p>

<p>Take a piece of paper about 6 inches square and say, <b>"Watch carefully
what I do. See, I fold the paper this way</b> (folding it once over in
the middle). <b>Then I fold it this way</b> (folding it again in the middle,
but at right angles to the first fold). <b>Now, I will cut out a notch
right here"</b> (indicating). Cut notch, keeping fragments out of view.
Leave folded paper exposed, but pressed flat against table. Then give
S. a pencil and a second sheet of paper like the one already used and
say, <b>"Take this piece of paper and make a drawing to show how the
other sheet of paper would look if it were unfolded. Draw lines to
show the creases in the paper and show what results from the
cutting."</b> Do not permit S. to fold second sheet, and do not say,
"draw the holes."</p>

<p>Credit if creases are correctly represented, with correct number of
holes correctly located.</p>
<br>

<p><b>3. <i>Repeating Eight Digits</i></b></p>

<p>Say, <b>"Now, listen. I am going to say over some numbers and after I am
through, I want you to say them exactly as I do. Listen closely and
get them just right."</b> Give (<i>a</i>), and if necessary (<i>b</i>) and (<i>c</i>).
<b>7, 2, 5, 3, 4, 8, 9, 6;&nbsp;&nbsp;&nbsp;&nbsp;4, 9, 8, 5, 3, 7, 6, 2;&nbsp;&nbsp;&nbsp;&nbsp;8, 3, 7, 9, 5, 4, 8,
2.</b></p>

<p>Credit if one set is reproduced without error.</p>
<br>

<p><b>4. <i>Repeating Thought of Passage</i></b></p>

<p>Say, <b>"I am going to read a little selection of about six or eight
lines. When I am through I will ask you to repeat as much of it as
you can. It doesn't make any difference whether you remember the
exact words or not, but you must listen carefully so that you can
tell me everything it says."</b> Read (<i>a</i>), and if necessary (<i>b</i>),
recording response verbatim. Urge S. to give thought of selection in
his own words, if he hesitates.</p>

<p>(<i>a</i>) <b>Tests, such as we are now making, are of value both for the
advancement of science and for the information of the person who is
tested. It is important for science to learn how people differ and on
what factors these differences depend. If we can separate the
influence of heredity from the influence of environment, we may be
able to apply our knowledge so as to guide human development. We may
thus in some cases correct defects and develop abilities which we
might otherwise neglect.</b></p>

<p>(<i>b</i>) <b>Many opinions have been given on the value of life. Some call
it good, others call it bad. It would be nearer correct to say that
it is mediocre; for on the one hand our happiness is never as great
as we should like, and on the other hand our misfortunes are never as
great as our enemies would wish for us. It is this mediocrity of life
which prevents it from being radically unjust.</b></p>

<p>Credit if main thoughts of one of the selections are given in
reasonably consecutive order. (See <i>The Measurement of Intelligence,</i>
pp. 340-43.)</p>
<br>

<p><b>5. <i>Seven Digits Backwards</i></b></p>

<p>Say, <b>"Listen carefully, I am going to read some numbers, and I want
you to say them backwards. For example, if I should say 5&mdash;1&mdash;4 you
would say 4&mdash;1&mdash;5. Do you understand?"</b> Then, <b>"Ready now, listen
carefully, and be sure to say the numbers backwards."</b> If S. gives the
digits forwards, repeat instructions. If necessary, give (<i>b</i>) and
(<i>c</i>), repeating each time: <b>"Ready now, listen carefully, and be sure
to say the numbers backwards." 4, 1, 6, 2, 5, 9, 3;&nbsp;&nbsp;&nbsp;&nbsp;3, 8, 2, 6, 4, 7,
5;&nbsp;&nbsp;&nbsp;&nbsp;9, 4, 5, 2, 8, 3, 7.</b></p>

<p>Credit if one set is repeated backwards without error.</p>
<br>

<p><b>6. <i>Ingenuity Test</i></b></p>

<p>State problem (<i>a</i>) orally, repeating it if S. does not respond
promptly. Do not allow S. to use pencil or paper, and ask him to give
his solution orally as he works it out. Record his statement in full.
If S. resorts to some such method as "fill the 3-pint vessel
two-thirds full," or "I would mark the inside of the 5-pint vessel so
as to show where 4 pints come to," etc., inform him that such a
method is not allowable; that this would be guessing, since he could
not be sure when the 3-pint vessel was two-thirds full, or whether he
had marked off his 5-pint vessel accurately. Tell him he must measure
out the water without any guesswork and explain also that it is a
fair problem, not a "catch." Say nothing about pouring from one
vessel to another, but if S. asks whether this is permissible, say
<b>"yes."</b> If S. has not solved (<i>a</i>) correctly within five minutes,
explain the solution in full and proceed to (<i>b</i>). State (<i>b</i>) orally
and allow S. five minutes for its solution. Do not explain in case of
failure. If S. succeeds on either (<i>a</i>) or (<i>b</i>), but not with both,
give problem (<i>c</i>) orally, allowing five minutes for this also.</p>

<p>(<i>a</i>) <b>"A mother sent her boy to the river and told him to bring back
exactly 7 pints of water. She gave him a 3-pint vessel and a 5-pint
vessel. Show me how the boy can measure out exactly 7 pints of water,
using nothing but these two vessels and not guessing at the amount.
You should begin by filling the 5-pint vessel first. Remember, you
have a 3-pint vessel and a 5-pint vessel, and you must bring back
exactly 7 pints."</b></p>

<p>Same formula for (<i>b</i>) <b>5 and 7, get 8. Begin with 5;</b> and (<i>c</i>) <b>4 and
9, get 7. Begin with 4.</b></p>

<p>Credit if two of the three problems are solved correctly, each within
five minutes.</p>
<br>
<br><a name="vocabulary"></a>
<br>
<br>
<h4><i>Vocabulary</i></h4>
<br>

<p><b>"I want to find out how many words you know. Listen; and when I say a
word, you tell me what it means. What is an orange?"</b> etc. If S. can
read, let him see the words on the vocabulary lists. Continue in each
list till 6 or 8 successive words have been missed. If S. thinks
formal definition is required, say: <b>"Just tell me in your own words;
say it any way you please. All I want is to find out whether you know
what a &mdash;&mdash; is."</b> May ask S. to explain what he means if it is not
clear.</p>

<table align="center" border="0" cellspacing="0" cellpadding="4" summary="vocabulary">
	<tr>
		<td>&nbsp;</td><td><b>List 1</b></td><td>&nbsp;</td><td><b>List 2</b></td>
	</tr>
	<tr>
		<td align="right">1.</td><td>gown</td>
		<td align="right">1.</td><td>orange</td>
	</tr>
	<tr>
		<td align="right">2.</td><td>tap</td>
		<td align="right">2.</td><td>bonfire</td>
	</tr>
	<tr>
		<td align="right">3.</td><td>scorch</td>
		<td align="right">3.</td><td>straw</td>
	</tr>
	<tr>
		<td align="right">4.</td><td>puddle</td>
		<td align="right">4.</td><td>roar</td>
	</tr>
	<tr>
		<td align="right">5.</td><td>envelope</td>
		<td align="right">5.</td><td>haste</td>
	</tr>
	<tr>
		<td align="right">6.</td><td>rule</td>
		<td align="right">6.</td><td>afloat</td>
	</tr>
	<tr>
		<td align="right">7.</td><td>health</td>
		<td align="right">7.</td><td>guitar</td>
	</tr>
	<tr>
		<td align="right">8.</td><td>eye-lash</td>
		<td align="right">8.</td><td>mellow</td>
	</tr>
	<tr>
		<td align="right">9.</td><td>copper</td>
		<td align="right">9.</td><td>impolite</td>
	</tr>
	<tr>
		<td align="right">10.</td><td>curse</td>
		<td align="right">10.</td><td>plumbing</td>
	</tr>
	<tr>
		<td align="right">11.</td><td>pork</td>
		<td align="right">11.</td><td>noticeable</td>
	</tr>
	<tr>
		<td align="right">12.</td><td>outward</td>
		<td align="right">12.</td><td>muzzle</td>
	</tr>
	<tr>
		<td align="right">13.</td><td>southern</td>
		<td align="right">13.</td><td>quake</td>
	</tr>
	<tr>
		<td align="right">14.</td><td>lecture</td>
		<td align="right">14.</td><td>reception</td>
	</tr>
	<tr>
		<td align="right">15.</td><td>dungeon</td>
		<td align="right">15.</td><td>majesty</td>
	</tr>
	<tr>
		<td align="right">16.</td><td>skill</td>
		<td align="right">16.</td><td>treasury</td>
	</tr>
	<tr>
		<td align="right">17.</td><td>ramble</td>
		<td align="right">17.</td><td>misuse</td>
	</tr>
	<tr>
		<td align="right">18.</td><td>civil</td>
		<td align="right">18.</td><td>crunch</td>
	</tr>
	<tr>
		<td align="right">19.</td><td>insure</td>
		<td align="right">19.</td><td>forfeit</td>
	</tr>
	<tr>
		<td align="right">20.</td><td>nerve</td>
		<td align="right">20.</td><td>sportive</td>
	</tr>
	<tr>
		<td align="right">21.</td><td>juggler</td>
		<td align="right">21.</td><td>apish</td>
	</tr>
	<tr>
		<td align="right">22.</td><td>regard</td>
		<td align="right">22.</td><td>snip</td>
	</tr>
	<tr>
		<td align="right">23.</td><td>stave</td>
		<td align="right">23.</td><td>shrewd</td>
	</tr>
	<tr>
		<td align="right">24.</td><td>brunette</td>
		<td align="right">24.</td><td>repose</td>
	</tr>
	<tr>
		<td align="right">25.</td><td>hysterics</td>
		<td align="right">25.</td><td>peculiarity</td>
	</tr>
	<tr>
		<td align="right">26.</td><td>Mars</td>
		<td align="right">26.</td><td>conscientious</td>
	</tr>
	<tr>
		<td align="right">27.</td><td>mosaic</td>
		<td align="right">27.</td><td>charter</td>
	</tr>
	<tr>
		<td align="right">28.</td><td>bewail</td>
		<td align="right">28.</td><td>coinage</td>
	</tr>
	<tr>
		<td align="right">29.</td><td>priceless</td>
		<td align="right">29.</td><td>dilapidated</td>
	</tr>
	<tr>
		<td align="right">30.</td><td>disproportionate&nbsp;&nbsp;&nbsp;&nbsp;</td>
		<td align="right">30.</td><td>promontory</td>
	</tr>
	<tr>
		<td align="right">31.</td><td>tolerate</td>
		<td align="right">31.</td><td>avarice</td>
	</tr>
	<tr>
		<td align="right">32.</td><td>artless</td>
		<td align="right">32.</td><td>gelatinous</td>
	</tr>
	<tr>
		<td align="right">33.</td><td>depredation</td>
		<td align="right">33.</td><td>drabble</td>
	</tr>
	<tr>
		<td align="right">34.</td><td>lotus</td>
		<td align="right">34.</td><td>philanthropy</td>
	</tr>
	<tr>
		<td align="right">35.</td><td>frustrate</td>
		<td align="right">35.</td><td>irony</td>
	</tr>
	<tr>
		<td align="right">36.</td><td>harpy</td>
		<td align="right">36.</td><td>embody</td>
	</tr>
	<tr>
		<td align="right">37.</td><td>flaunt</td>
		<td align="right">37.</td><td>swaddle</td>
	</tr>
	<tr>
		<td align="right">38.</td><td>ochre</td>
		<td align="right">38.</td><td>exaltation</td>
	</tr>
	<tr>
		<td align="right">39.</td><td>milksop</td>
		<td align="right">39.</td><td>infuse</td>
	</tr>
	<tr>
		<td align="right">40.</td><td>incrustation</td>
		<td align="right">40.</td><td>selectman</td>
	</tr>
	<tr>
		<td align="right">41.</td><td>retroactive</td>
		<td align="right">41.</td><td>declivity</td>
	</tr>
	<tr>
		<td align="right">42.</td><td>ambergris</td>
		<td align="right">42.</td><td>laity</td>
	</tr>
	<tr>
		<td align="right">43.</td><td>achromatic</td>
		<td align="right">43.</td><td>fen</td>
	</tr>
	<tr>
		<td align="right">44.</td><td>perfunctory</td>
		<td align="right">44.</td><td>sapient</td>
	</tr>
	<tr>
		<td align="right">45.</td><td>casuistry</td>
		<td align="right">45.</td><td>cameo</td>
	</tr>
	<tr>
		<td align="right">46.</td><td>piscatorial</td>
		<td align="right">46.</td><td>theosophy</td>
	</tr>
	<tr>
		<td align="right">47.</td><td>sudorific</td>
		<td align="right">47.</td><td>precipitancy</td>
	</tr>
	<tr>
		<td align="right">48.</td><td>parterre</td>
		<td align="right">48.</td><td>paleology</td>
	</tr>
	<tr>
		<td align="right">49.</td><td>shagreen</td>
		<td align="right">49.</td><td>homunculus</td>
	</tr>
	<tr>
		<td align="right">50.</td><td>complot</td>
		<td align="right">50.</td><td>limpet</td>
	</tr>
</table>

<p>A definition is satisfactory if it gives one correct meaning for the
word, regardless of whether that meaning is the most common one, and
however poorly it may be expressed. (See <i>The Measurement of
Intelligence,</i> pp. 227-28, for illustrations of satisfactory and
unsatisfactory responses.)</p>

<p>Time may be saved, with little loss of accuracy, by giving one list
only, and in this case list 1 should be used. The standards required
for passing are as follows:</p>

<table align="center" border="0" cellspacing="0" cellpadding="4" summary="vocabulary">
	<tr>
		<td>&nbsp;</td><td align="center"><i>If both</i><br><i>lists given</i></td><td align="center"><i>If one</i><br><i>list given</i></td>
	</tr>
	<tr>
		<td>VIII</td><td align="center">20</td><td align="center">10</td>
	</tr>
	<tr>
		<td>X</td><td align="center">30</td><td align="center">15</td>
	</tr>
	<tr>
		<td>XII</td><td align="center">40</td><td align="center">20</td>
	</tr>
	<tr>
		<td>XIV</td><td align="center">50</td><td align="center">25</td>
	</tr>
	<tr>
		<td>XVI</td><td align="center">65</td><td align="center">33</td>
	</tr>
	<tr>
		<td>XVIII</td><td align="center">75</td><td align="center">38</td>
	</tr>
</table><br>
<br>
<br>
<hr>
<br>
<br>
<h4>By the same author</h4>
<br>

<p>THE INTELLIGENCE OF SCHOOL CHILDREN</p>

<p>How Children differ in Ability, the Use of Mental Tests in School
Grading, and the Proper Education of Exceptional Children.</p>
<br>

<p>THE MEASUREMENT OF INTELLIGENCE</p>

<p>An Explanation of and a Complete Guide for the Use of the Stanford
Revision and Extension of the Binet-Simon Intelligence Scale.</p>
<br>

<p>TEST MATERIAL</p>

<p>Eighteen Plates and one copy of the Record Booklet, being the Test
Material needed in giving the Tests to Children.</p>
<br>

<p>RECORD BOOKLET</p>

<p>Put up for general use in packages of 25, each forming a complete
test record for one child.</p>
<br>

<p>CONDENSED GUIDE</p>

<p>For the Stanford Revision of the Binet-Simon Intelligence Tests.</p>
<br>

<p>ABBREVIATED FILING RECORD CARD</p>

<p>For the Stanford Revision of the Binet-Simon Tests.</p>

<p>Put up for general use in packages of 25, each forming a complete
filing record for one child.</p>
<br>
<br>
<center>HOUGHTON MIFFLIN COMPANY<br>
  B<small>OSTON</small>&nbsp;&nbsp;&nbsp;&nbsp;N<small>EW</small> Y<small>ORK</small>&nbsp;&nbsp;&nbsp;&nbsp;C<small>HICAGO</small></center>
<br>







<pre>





End of the Project Gutenberg EBook of Condensed Guide for the Stanford
Revision of the Binet-Simon Intelligence Tests, by Lewis Madison Terman

*** END OF THIS PROJECT GUTENBERG EBOOK CONDENSED GUIDE FOR THE ***

***** This file should be named 34307-h.htm or 34307-h.zip *****
This and all associated files of various formats will be found in:
        http://www.gutenberg.org/3/4/3/0/34307/

Produced by Ron Swanson

Updated editions will replace the previous one--the old editions
will be renamed.

Creating the works from public domain print editions means that no
one owns a United States copyright in these works, so the Foundation
(and you!) can copy and distribute it in the United States without
permission and without paying copyright royalties.  Special rules,
set forth in the General Terms of Use part of this license, apply to
copying and distributing Project Gutenberg-tm electronic works to
protect the PROJECT GUTENBERG-tm concept and trademark.  Project
Gutenberg is a registered trademark, and may not be used if you
charge for the eBooks, unless you receive specific permission.  If you
do not charge anything for copies of this eBook, complying with the
rules is very easy.  You may use this eBook for nearly any purpose
such as creation of derivative works, reports, performances and
research.  They may be modified and printed and given away--you may do
practically ANYTHING with public domain eBooks.  Redistribution is
subject to the trademark license, especially commercial
redistribution.



*** START: FULL LICENSE ***

THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg-tm mission of promoting the free
distribution of electronic works, by using or distributing this work
(or any other work associated in any way with the phrase "Project
Gutenberg"), you agree to comply with all the terms of the Full Project
Gutenberg-tm License (available with this file or online at
http://gutenberg.org/license).


Section 1.  General Terms of Use and Redistributing Project Gutenberg-tm
electronic works

1.A.  By reading or using any part of this Project Gutenberg-tm
electronic work, you indicate that you have read, understand, agree to
and accept all the terms of this license and intellectual property
(trademark/copyright) agreement.  If you do not agree to abide by all
the terms of this agreement, you must cease using and return or destroy
all copies of Project Gutenberg-tm electronic works in your possession.
If you paid a fee for obtaining a copy of or access to a Project
Gutenberg-tm electronic work and you do not agree to be bound by the
terms of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B.  "Project Gutenberg" is a registered trademark.  It may only be
used on or associated in any way with an electronic work by people who
agree to be bound by the terms of this agreement.  There are a few
things that you can do with most Project Gutenberg-tm electronic works
even without complying with the full terms of this agreement.  See
paragraph 1.C below.  There are a lot of things you can do with Project
Gutenberg-tm electronic works if you follow the terms of this agreement
and help preserve free future access to Project Gutenberg-tm electronic
works.  See paragraph 1.E below.

1.C.  The Project Gutenberg Literary Archive Foundation ("the Foundation"
or PGLAF), owns a compilation copyright in the collection of Project
Gutenberg-tm electronic works.  Nearly all the individual works in the
collection are in the public domain in the United States.  If an
individual work is in the public domain in the United States and you are
located in the United States, we do not claim a right to prevent you from
copying, distributing, performing, displaying or creating derivative
works based on the work as long as all references to Project Gutenberg
are removed.  Of course, we hope that you will support the Project
Gutenberg-tm mission of promoting free access to electronic works by
freely sharing Project Gutenberg-tm works in compliance with the terms of
this agreement for keeping the Project Gutenberg-tm name associated with
the work.  You can easily comply with the terms of this agreement by
keeping this work in the same format with its attached full Project
Gutenberg-tm License when you share it without charge with others.

1.D.  The copyright laws of the place where you are located also govern
what you can do with this work.  Copyright laws in most countries are in
a constant state of change.  If you are outside the United States, check
the laws of your country in addition to the terms of this agreement
before downloading, copying, displaying, performing, distributing or
creating derivative works based on this work or any other Project
Gutenberg-tm work.  The Foundation makes no representations concerning
the copyright status of any work in any country outside the United
States.

1.E.  Unless you have removed all references to Project Gutenberg:

1.E.1.  The following sentence, with active links to, or other immediate
access to, the full Project Gutenberg-tm License must appear prominently
whenever any copy of a Project Gutenberg-tm work (any work on which the
phrase "Project Gutenberg" appears, or with which the phrase "Project
Gutenberg" is associated) is accessed, displayed, performed, viewed,
copied or distributed:

This eBook is for the use of anyone anywhere at no cost and with
almost no restrictions whatsoever.  You may copy it, give it away or
re-use it under the terms of the Project Gutenberg License included
with this eBook or online at www.gutenberg.org

1.E.2.  If an individual Project Gutenberg-tm electronic work is derived
from the public domain (does not contain a notice indicating that it is
posted with permission of the copyright holder), the work can be copied
and distributed to anyone in the United States without paying any fees
or charges.  If you are redistributing or providing access to a work
with the phrase "Project Gutenberg" associated with or appearing on the
work, you must comply either with the requirements of paragraphs 1.E.1
through 1.E.7 or obtain permission for the use of the work and the
Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or
1.E.9.

1.E.3.  If an individual Project Gutenberg-tm electronic work is posted
with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any additional
terms imposed by the copyright holder.  Additional terms will be linked
to the Project Gutenberg-tm License for all works posted with the
permission of the copyright holder found at the beginning of this work.

1.E.4.  Do not unlink or detach or remove the full Project Gutenberg-tm
License terms from this work, or any files containing a part of this
work or any other work associated with Project Gutenberg-tm.

1.E.5.  Do not copy, display, perform, distribute or redistribute this
electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg-tm License.

1.E.6.  You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form, including any
word processing or hypertext form.  However, if you provide access to or
distribute copies of a Project Gutenberg-tm work in a format other than
"Plain Vanilla ASCII" or other format used in the official version
posted on the official Project Gutenberg-tm web site (www.gutenberg.org),
you must, at no additional cost, fee or expense to the user, provide a
copy, a means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original "Plain Vanilla ASCII" or other
form.  Any alternate format must include the full Project Gutenberg-tm
License as specified in paragraph 1.E.1.

1.E.7.  Do not charge a fee for access to, viewing, displaying,
performing, copying or distributing any Project Gutenberg-tm works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8.  You may charge a reasonable fee for copies of or providing
access to or distributing Project Gutenberg-tm electronic works provided
that

- You pay a royalty fee of 20% of the gross profits you derive from
     the use of Project Gutenberg-tm works calculated using the method
     you already use to calculate your applicable taxes.  The fee is
     owed to the owner of the Project Gutenberg-tm trademark, but he
     has agreed to donate royalties under this paragraph to the
     Project Gutenberg Literary Archive Foundation.  Royalty payments
     must be paid within 60 days following each date on which you
     prepare (or are legally required to prepare) your periodic tax
     returns.  Royalty payments should be clearly marked as such and
     sent to the Project Gutenberg Literary Archive Foundation at the
     address specified in Section 4, "Information about donations to
     the Project Gutenberg Literary Archive Foundation."

- You provide a full refund of any money paid by a user who notifies
     you in writing (or by e-mail) within 30 days of receipt that s/he
     does not agree to the terms of the full Project Gutenberg-tm
     License.  You must require such a user to return or
     destroy all copies of the works possessed in a physical medium
     and discontinue all use of and all access to other copies of
     Project Gutenberg-tm works.

- You provide, in accordance with paragraph 1.F.3, a full refund of any
     money paid for a work or a replacement copy, if a defect in the
     electronic work is discovered and reported to you within 90 days
     of receipt of the work.

- You comply with all other terms of this agreement for free
     distribution of Project Gutenberg-tm works.

1.E.9.  If you wish to charge a fee or distribute a Project Gutenberg-tm
electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
both the Project Gutenberg Literary Archive Foundation and Michael
Hart, the owner of the Project Gutenberg-tm trademark.  Contact the
Foundation as set forth in Section 3 below.

1.F.

1.F.1.  Project Gutenberg volunteers and employees expend considerable
effort to identify, do copyright research on, transcribe and proofread
public domain works in creating the Project Gutenberg-tm
collection.  Despite these efforts, Project Gutenberg-tm electronic
works, and the medium on which they may be stored, may contain
"Defects," such as, but not limited to, incomplete, inaccurate or
corrupt data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other medium, a
computer virus, or computer codes that damage or cannot be read by
your equipment.

1.F.2.  LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right
of Replacement or Refund" described in paragraph 1.F.3, the Project
Gutenberg Literary Archive Foundation, the owner of the Project
Gutenberg-tm trademark, and any other party distributing a Project
Gutenberg-tm electronic work under this agreement, disclaim all
liability to you for damages, costs and expenses, including legal
fees.  YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE
TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE
LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR
INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH
DAMAGE.

1.F.3.  LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a
defect in this electronic work within 90 days of receiving it, you can
receive a refund of the money (if any) you paid for it by sending a
written explanation to the person you received the work from.  If you
received the work on a physical medium, you must return the medium with
your written explanation.  The person or entity that provided you with
the defective work may elect to provide a replacement copy in lieu of a
refund.  If you received the work electronically, the person or entity
providing it to you may choose to give you a second opportunity to
receive the work electronically in lieu of a refund.  If the second copy
is also defective, you may demand a refund in writing without further
opportunities to fix the problem.

1.F.4.  Except for the limited right of replacement or refund set forth
in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER
WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO
WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE.

1.F.5.  Some states do not allow disclaimers of certain implied
warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted by
the applicable state law.  The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.

1.F.6.  INDEMNITY - You agree to indemnify and hold the Foundation, the
trademark owner, any agent or employee of the Foundation, anyone
providing copies of Project Gutenberg-tm electronic works in accordance
with this agreement, and any volunteers associated with the production,
promotion and distribution of Project Gutenberg-tm electronic works,
harmless from all liability, costs and expenses, including legal fees,
that arise directly or indirectly from any of the following which you do
or cause to occur: (a) distribution of this or any Project Gutenberg-tm
work, (b) alteration, modification, or additions or deletions to any
Project Gutenberg-tm work, and (c) any Defect you cause.


Section  2.  Information about the Mission of Project Gutenberg-tm

Project Gutenberg-tm is synonymous with the free distribution of
electronic works in formats readable by the widest variety of computers
including obsolete, old, middle-aged and new computers.  It exists
because of the efforts of hundreds of volunteers and donations from
people in all walks of life.

Volunteers and financial support to provide volunteers with the
assistance they need, are critical to reaching Project Gutenberg-tm's
goals and ensuring that the Project Gutenberg-tm collection will
remain freely available for generations to come.  In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a secure
and permanent future for Project Gutenberg-tm and future generations.
To learn more about the Project Gutenberg Literary Archive Foundation
and how your efforts and donations can help, see Sections 3 and 4
and the Foundation web page at http://www.pglaf.org.


Section 3.  Information about the Project Gutenberg Literary Archive
Foundation

The Project Gutenberg Literary Archive Foundation is a non profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service.  The Foundation's EIN or federal tax identification
number is 64-6221541.  Its 501(c)(3) letter is posted at
http://pglaf.org/fundraising.  Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state's laws.

The Foundation's principal office is located at 4557 Melan Dr. S.
Fairbanks, AK, 99712., but its volunteers and employees are scattered
throughout numerous locations.  Its business office is located at
809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email
business@pglaf.org.  Email contact links and up to date contact
information can be found at the Foundation's web site and official
page at http://pglaf.org

For additional contact information:
     Dr. Gregory B. Newby
     Chief Executive and Director
     gbnewby@pglaf.org


Section 4.  Information about Donations to the Project Gutenberg
Literary Archive Foundation

Project Gutenberg-tm depends upon and cannot survive without wide
spread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can be
freely distributed in machine readable form accessible by the widest
array of equipment including outdated equipment.  Many small donations
($1 to $5,000) are particularly important to maintaining tax exempt
status with the IRS.

The Foundation is committed to complying with the laws regulating
charities and charitable donations in all 50 states of the United
States.  Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and keep up
with these requirements.  We do not solicit donations in locations
where we have not received written confirmation of compliance.  To
SEND DONATIONS or determine the status of compliance for any
particular state visit http://pglaf.org

While we cannot and do not solicit contributions from states where we
have not met the solicitation requirements, we know of no prohibition
against accepting unsolicited donations from donors in such states who
approach us with offers to donate.

International donations are gratefully accepted, but we cannot make
any statements concerning tax treatment of donations received from
outside the United States.  U.S. laws alone swamp our small staff.

Please check the Project Gutenberg Web pages for current donation
methods and addresses.  Donations are accepted in a number of other
ways including checks, online payments and credit card donations.
To donate, please visit: http://pglaf.org/donate


Section 5.  General Information About Project Gutenberg-tm electronic
works.

Professor Michael S. Hart is the originator of the Project Gutenberg-tm
concept of a library of electronic works that could be freely shared
with anyone.  For thirty years, he produced and distributed Project
Gutenberg-tm eBooks with only a loose network of volunteer support.


Project Gutenberg-tm eBooks are often created from several printed
editions, all of which are confirmed as Public Domain in the U.S.
unless a copyright notice is included.  Thus, we do not necessarily
keep eBooks in compliance with any particular paper edition.


Most people start at our Web site which has the main PG search facility:

     http://www.gutenberg.org

This Web site includes information about Project Gutenberg-tm,
including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how to
subscribe to our email newsletter to hear about new eBooks.


</pre>

</body>
</html>
generated by cgit v1.2.3 (git 2.25.1) at 2026-01-06 10:56:29 +0000