The above questions may sound reasonable, but they are based on poor psychology. We must rest our case upon the facts. The first lesson which the student of child psychology must learn is that it is unsafe to set up criteria of intelligence, of maturity, or of any other mental trait on the basis of theoretical considerations. Experiment teaches that normal children of 5 or 6 years, also older feeble-minded persons of the 5-year intelligence level, define objects in terms of use; also that normal children of 8 or 9 years and older feeble-minded persons of this mental level have for the most part developed beyond the stage of use definitions into the descriptive or classificatory stage. An ounce of fact is worth a ton of theory. The test has usually been located in year IX, with the requirement of three successes out of five trials and with somewhat more rigid scoring of the individual definitions. When only two successes are required in four trials, and when scored leniently, the test belongs at the 8-year level. VIII, 6. VOCABULARY; TWENTY DEFINITIONS, 3600 WORDS PROCEDURE. Use the list of words given in the record booklet. Say to the child: "_I want to find out how many words you know. Listen; and when I say a word you tell me what it means._" If the child can read, give him a printed copy of the word list and let him look at each word as you pronounce it. The words are arranged approximately (though not exactly) in the order of their difficulty, and it is best to begin with the easier words and proceed to the harder. With children under 9 or 10 years, begin with the first. Apparently normal children of 10 years may safely be credited with the first ten words without being asked to define them. Apparently normal children of 12 may begin with word 16, and 15-year-olds with word 21. Except with subjects of almost adult intelligence there is no need to give the last ten or fifteen words, as these are almost never correctly defined by school children. A safe rule to follow is to continue until eight or ten successive words have been missed and to score the remainder _minus_ without giving them. The formula is as follows: "What is an _orange_?" "What is a _bonfire_?" "_Roar_; what does _roar_ mean?" "_Gown_; what is a _gown_?" "What does _tap_ mean?" "What does _scorch_ mean?" "What is a _puddle_?" etc.