One teacher, for example, questioned the children about some canals and sluices which were in the vicinity, asking what their purpose was and how they worked. Another showed the children some pretty pictures, which she had brought with her for the purpose, and asked questions about them. Showing the picture of a garret, she asked how a garret differs from an ordinary room. One teacher asked whether in building a factory it was best to have the walls thick or thin. As King Edward had just died, another teacher questioned the children about the details of this event, in order to find out whether they were in the habit of reading the newspapers, or understood the things they heard others read. Other questions related to the names of the streets in the neighborhood, the road one should take to reach a certain point in the vicinity, etc. Binet notes that many of the questions were special, and were only applicable with the children of this particular school. The method of proposing the questions and judging the responses was also at fault. The teachers did not adhere consistently to any definite formula in giving a particular test to the different children. Instead, the questions were materially altered from time to time. One teacher scored the identical response differently for two children, giving one child more credit than the other because she had already judged his intelligence to be superior. In several cases the examination was needlessly delayed in order to instruct the child in what he did not know. The examination ended, quite properly for a teacher's examination, with questions about history, literature, the metric system, etc., and with the recitation of a fable. A comparison of the results showed hardly any agreement among the estimates of the three teachers. When questioned about the standard that had been taken in arriving at their conclusions, one teacher said she had taken the answers of the first pupil as a point of departure, and that she had judged the other pupils by this one. Another judged all the children by a child of her acquaintance whom she knew to be intelligent. This was, of course, an unsafe method, because no one could say how the child taken as an ideal would have responded to the tests used with the five children.