Certain responses are not absolutely incorrect, but are objectionable as regards sentence structure, or else fail to give the exact meaning intended. These are given half credit. Full credit on one, and half credit on each of the other two, is satisfactory. The following are samples of satisfactory and unsatisfactory responses:-- (a) _Satisfactory._ "We started for the country at an early hour." "At an early hour we started for the country." "We started at an early hour for the country." _Unsatisfactory._ "We started early at an hour for the country." "Early at an hour we started for the country." "We started early for the country." _Half credit._ "For the country at an early hour we started." "For the country we started at an early hour." (b) _Satisfactory._ "I asked my teacher to correct my paper." _Unsatisfactory._ "My teacher asked to correct my paper." "To correct my paper I asked my teacher." _Half credit._ "My teacher I asked to correct my paper." (c) _Satisfactory._ "A good dog defends his master bravely." "A good dog bravely defends his master." _Unsatisfactory._ "A dog defends his master bravely." "A bravely dog defends his master." "A good dog defends his bravely master." "A good brave dog defends his master." _Half credit._ "A dog defends his good master bravely." "A dog bravely defends his good master." "A good master bravely defends his dog." REMARKS. This is an excellent test. It involves no knowledge which may not be presupposed at the age in which it is given, and success therefore depends very little on experience. The worst that can be urged against it is that it may possibly be influenced to a certain extent by the amount of reading the subject has done. But this has not been demonstrated. At any rate, the test satisfies the most important requirement of a test of intelligence; namely, the percentage of successes increases rapidly and steadily from the lower to the higher levels of mental age. This experiment can be regarded as a variation of the completion test. Binet tells us, in fact, that it was directly suggested by the experiment of Ebbinghaus. As will readily be observed, however, it differs to a certain extent from the Ebbinghaus completion test. Ebbinghaus omits parts of a sentence and requires the subject to supply the omissions. In this test we give all the parts and require the formation of a sentence by rearrangement. The two experiments are psychologically similar in that they require the subject to relate given fragments into a meaningful whole. Success depends upon the ability of intelligence to utilize hints, or clues, and this in turn depends on the logical integrity of the associative processes. All but the highest grade of the feeble-minded fail with this test.