REMARKS. Contrary to what one might think, this is not to any great extent a test of "schooling." Practically all children of this age have had opportunity to learn to count as far as four, and with normal children the spontaneous interest in number is such that very few 4-year-olds, even from inferior social environment, fail to pass the test. While success requires more than the ability to repeat the number names by rote, it does not presuppose any power of calculation or a mastery of the number concepts from one to four. Many children who will readily say, mechanically, "one, two, three, four," when started off, are not able to pass the test. On the other hand, it is not expected that the child who passes will also necessarily understand that four is made up of two two's, or four one's, or three plus one, etc. Binet, Goddard, and Kuhlmann place this test in the 5-year group, but three separate series of tests made for the Stanford revision, as well as nearly all the statistics available from other sources, show that it belongs at 4 years. IV, 4. COPYING A SQUARE PROCEDURE. Place before the child a cardboard on which is drawn in heavy black lines a square about 1¼ inches on a side.[49] Give the child a pencil and say: "_You see that_ (pointing to the square). _I want you to make one just like it. Make it right here_ (showing where it is to be drawn). _Go ahead. I know you can do it nicely._" [49] No material is needed if the regular Stanford record blanks are used, as these all contain the square and diamond. Avoid such an expression as, "_I want you to draw a figure like that._" The child may not know the meaning of either _draw_ or _figure_. Also, in pointing to the model, take care not to run the finger around the four sides. Children sometimes have a deep-seated aversion to drawing on request and a bit of tactful urging may be necessary. Experience and tact will enable the experimenter in all but the rarest cases to come out victorious in these little battles with balky wills. Give three trials, saying each time: "_Make it exactly like this_," pointing to model. Make sure that the child is in an easy position and that the paper used is held so it cannot slip. SCORING. The test is passed if at least _one drawing out of the three_ is as good as those marked + on the score card. Young subjects usually reduce figures in drawing from copy, but size is wholly disregarded in scoring. It is of more importance that the right angles be fairly well preserved than that the lines should be straight or the corners entirely closed. The scoring of this test should be rather liberal.