VII, 1. GIVING THE NUMBER OF FINGERS PROCEDURE. "_How many fingers have you on one hand?_" "_How many on the other hand?_" "_How many on both hands together?_" If the child begins to count in response to any of the questions, say: "_No, don't count. Tell me without counting._" Then repeat the question. SCORING. Passed _if all three questions are answered correctly and promptly_ without the necessity of counting. Some subjects do not understand the question to include the thumbs. We disregard this if the number of fingers exclusive of thumbs is given correctly. REMARKS. Like the two tests of counting pennies, this one, also, throws light on the child's spontaneous interest in numbers. However, the mental processes it calls into play are a little less simple than those required for mere counting. If the child is able to give the number of fingers, it is ordinarily because he has previously counted them and has remembered the result. The memory would hardly be retained but for a certain interest in numbers as such. Middle-grade imbeciles of even adult age seldom remember how many fingers they have, however often they may have been told. They are not able to form accurate concepts of other than the simplest number relationships, and numbers have little interest or meaning for them. Binet gave this test a place in year VII of the 1908 series, but omitted it in the 1911 revision. Goddard omits it, while Kuhlmann retains it in year VII, where, according to our own figures, it unmistakably belongs. Bobertag finds it rather easy for year VII, though too difficult for year VI. Our data prove that this test fulfills the requirements of a good test. It shows a rapid but even rise from year V to year VIII in the per cent passing, the agreement among the different testers is extraordinarily close, and it is relatively little influenced by training and social environment. For these reasons, and because it is so easy to give and score with uniformity, it well deserves a place in the scale. VII, 2. DESCRIPTION OF PICTURES PROCEDURE. Use the same pictures as in III, 3, presenting them always in the following order: Dutch Home, River Scene, Post-Office. The formula for the test in this year is somewhat different from that of year III. Say: "_What is this picture about? What is this a picture of?_" Use the double question, and follow the formula exactly. It would ruin the test to say: "_Tell me everything you see in this picture_," for this form of question tends to provoke the enumeration response even with intelligent children of this age. When there is no response, the question may be repeated as often as is necessary to break the silence.