SCORING. The test is passed if the child succeeds in fitting the blocks into place _three times in a total time of five minutes for the three trials_. The method of procedure is fully as important as the time, but is not so easily scored in quantitative terms. Nevertheless, the examiner should always take observations on the method employed, noting especially any tendency to make and to repeat moves which lead to obvious impossibilities; i.e., moves which leave a space obviously unfitted to any of the remaining pieces. Some subjects repeat an absurd move many times over; others make an absurd move, but promptly correct it; others, and these are usually the bright ones, look far enough ahead to avoid error altogether. REMARKS. This test was devised by Professor Freeman, was adapted slightly by Healy and Fernald, and was first standardized by Dr. Kuhlmann. Miss Gertrude Hall has also standardized it, but on a different procedure from that described above.[67] [67] _Eugenics and Social Welfare Bulletin_, No. 5, The State Board of Charities, Albany, New York. The test has a lower correlation with intelligence than most of the other tests of the scale. Many bright children of 10-year intelligence adopt the trial-and-error method and have little success, while retarded older children of only 8-year intelligence sometimes succeed. Age, apart from intelligence, seems to play an important part in determining the nature of the performance. A favorable feature of the test, however, is the fact that it makes no demand on language ability and that it brings into play an aspect of intelligence which is relatively neglected by the remainder of the scale. For this reason it is at least worth keeping as an alternative test. CHAPTER XVII INSTRUCTIONS FOR YEAR XII XII, 1. VOCABULARY (FORTY DEFINITIONS, 7200 WORDS) PROCEDURE and SCORING as in previous vocabulary tests.[68] In this case forty words must be defined. [68] See VIII, 6. XII, 2. DEFINING ABSTRACT WORDS PROCEDURE. The words to be defined are _pity_, _revenge_, _charity_, _envy_, and _justice_. The formula is, "_What is pity? What do we mean by pity?_" and so on with the other words. If the meaning of the response is not clear, ask the subject to explain what he means. If the definition is in terms of the word itself, as "Pity means to pity someone," "Revenge is to take revenge," etc., it is then necessary to say: "_Yes, but what does it mean to pity some one?_" or, "_What does it mean to take revenge?_" etc. Only supplementary questions of this kind are permissible. SCORING. The test is passed if _three of the five_ words are satisfactorily defined. The definition need not be strictly logical nor the language elegant. It is sufficient if the definition shows that the meaning of the word is known. Definitions which define by means of an illustration are acceptable. The following are samples of satisfactory and unsatisfactory responses:-- (a) _Pity_