_Satisfactory responses_ are only those which suggest either excusing or overlooking the act. These ideas are variously expressed as follows: "I would excuse him" (about half of all the correct answers). "I would say 'yes' if he asked my pardon." "I would say it was all right." "I would take it for a joke." "I would just be nice to him." "I would go right on playing." "I would take it kind-hearted." "I would not fight or run and tell on him." "I would not blame him for it." "Ask him to be more careful," etc. _Unsatisfactory responses_ are all those not of the above two types; as: "I would hit them back." "I would not hit them back, but I would get even some other way." "Tell them not to do it again." "Tell them to 'cut it out.'" "Tell him it's a wrong thing to do." "Make him excuse himself." "Make him say he's sorry." "Would not play with him." "Tell my mamma." "I would ask him why he did it." "He'd say 'excuse me' and I'd say 'thank you.'" "He should excuse me." "He is supposed to say 'excuse me.'" REMARKS. All three comprehension questions of this year were used by Binet, Goddard, Huey, and others in year X; two of them in the "easy series" and one in the "hard series." The Stanford data show that they belong at the 8-year level on the standard of scoring above set forth. The three differ little among themselves in difficulty, but all of them are decidedly easier than the other five used by Binet. It would be absurd to go on using the comprehension questions as Binet bunched them, eight together, ranging in difficulty from one which is easy enough for 6-year intelligence ("What's the thing to do if you miss your train?") to one which is hard for the 12-year level ("Why is a bad act done when one is angry more excusable than the same act done when one is not angry?"). VIII, 4. GIVING SIMILARITIES; TWO THINGS PROCEDURE. Say to the child: "_I am going to name two things which are alike in some way, and I want you to tell me how they are alike. Wood and coal: in what way are they alike?_" Proceed in the same manner with:-- _An apple and a peach._ _Iron and silver._ _A ship and an automobile._ After the first pair the formula may be abbreviated to "_In what way are ... and ... alike?_" It is often necessary to insist a little if the child is silent or says he does not know, but in doing this we must avoid supplementary questions and suggestions. In giving the first pair, for example, it would not be permissible to ask such additional questions as, "_What do you use wood for? What do you use coal for? And now, how are wood and coal alike?_" This is really putting the answer in the child's mouth. It is only permissible to repeat the original question in a persuasive tone of voice, and perhaps to add: "_I'm sure you can tell me how ... and ... are alike_," or something to that effect.