The following are sample failures: "You could tell by his words that he was educated." "It shows he is polite if he acts nice." "Sometimes people aren't polite." "Actions show who he might be." "Acts may be foolish." "Words ain't right." "A man might be dumb." "A fellow don't know what he says." "Some people can talk, but don't have control of themselves." "You can tell by his acts whether he goes with bad people." "If he doesn't act right you know he won't talk right." "Actions show if he has manners." "Might get embarrassed and not talk good." "He may not know how to express his thoughts." "He might be a rich man but a poor talker." "He might say the wrong thing and afterwards be sorry for it," etc. (The last four are nearer correct than the others, but they fall just short of expressing the essential contrast.) REMARKS. For discussion of the comprehension questions as a test of intelligence, see page 158. Binet used eight questions, three "easy" and five "difficult," and required that five out of eight be answered correctly in year X. The eight were as follows:-- (1) What to do when you have missed your train. (2) When you have been struck by a playmate, etc. (3) When you have broken something, etc. (4) When about to be late for school. (5) When about to undertake something important. (6) Why excuse a bad act committed in anger more readily than a bad act committed without anger. (7) What to do if some one asks your opinion, etc. (8) Why can you judge a person better by his actions, etc. As we have shown, questions 1, 2, 3, and 4 are much too easy for year X. Question 6 is hard enough for year XII. We have omitted it because it was not needed and is not entirely satisfactory. X, 6. NAMING SIXTY WORDS PROCEDURE. Say: "_Now, I want to see how many different words you can name in three minutes. When I say ready, you must begin and name the words as fast as you can, and I will count them. Do you understand? Be sure to do your very best, and remember that just any words will do, like 'clouds,' 'dog,' 'chair,' 'happy'--Ready; go ahead!_" The instructions may be repeated if the subject does not understand what is wanted. As a rule the task is comprehended instantly and entered into with great zest. Do not stare at the child, and do not say anything as the test proceeds unless there is a pause of fifteen seconds. In this event say: "_Go ahead, as fast as you can. Any words will do._" Repeat this urging after every pause of fifteen seconds. Some subjects, usually rather intelligent ones, hit upon the device of counting or putting words together in sentences. We then break in with: "_Counting_ (or _sentences_, as the case may be) _not allowed. You must name separate words. Go ahead._"