"A few men reading a newspaper and one has a basket of eggs and this one has been fishing." "There's a man with a basket of eggs and another is reading the paper and a woman is hanging out clothes. There's a house near." "There's a man trying to read the paper and the others want to read it too. Here's a lady walking up to the barn. There are houses over there and one man has a basket." "There's a big brick house and five men by it and a man with a basket of eggs and a post-office sign and a lady going home." "They are all looking at the paper. He is looking over the other man's shoulder and this one is looking at the back of the paper. There's a woman cleaning up her back yard and some coops for hens." "A man reading a paper, a man with eggs, a woman and a tree and another house. That man has an apron on. This is the post-office." Unsatisfactory responses are those made up entirely or mainly of enumeration. A phrase or two of description intermingled with a larger amount of enumeration counts _minus_. Sometimes the description is satisfactory as far as it goes, but is exceedingly brief. In such cases a little tactful urging ("_Go ahead_," etc.) will extend the response sufficiently to reveal its true character. REMARKS. Description is better than enumeration because it involves putting the elements of a picture together in a simple way or noting their qualities. This requires a higher type of mental association (combinative power) than mere enumeration. An unusually complete description indicates relative wealth of mental content and facility of association. Binet placed this test in year VII, and it seems to have been retained in this location in all revisions except Bobertag's. However, the statistics of various workers show much disagreement. Lack of agreement is easily accounted for by the fact that different investigators have used different series of pictures and doubtless also different standards for success. The pictures used by Binet have little action or detail and are therefore rather difficult for description. On the other hand, the Jingleman-Jack pictures used by Kuhlmann represent such familiar situations and have so much action that even 5- or 6-year intelligence seldom fails with them. The pictures we employ belong without question in year VII. No better proof than the above could be found to show how ability of a given kind does not make its appearance suddenly. There is no one time in the life of even a single child when the power to describe pictures suddenly develops. On the contrary, pictures of a certain type will ordinarily provoke description, rather than enumeration, as early as 5 or 6 years; others not before 7 or 8 years, or even later. VII, 3. REPEATING FIVE DIGITS