In summarizing the result of his little experiment, Binet points out that the teachers employed, as if by instinct, the very method which he himself recommends. In using it, however, they made numerous errors. Their questions were often needlessly long. Several were "dilemma questions," that is, answerable by _yes_ or _no_. In such cases chance alone will cause fifty per cent of the answers to be correct. Some of the questions were merely tests of school knowledge. Others were entirely special, usable only with the children of this particular school on this particular day. Not all of the questions were put in the same terms, and a given response did not always receive the same score. When the children responded incorrectly or incompletely, they were often given help, but not always to the same extent. In other words, says Binet, it was evident that "the teachers employed very awkwardly a very excellent method." The above remark is as pertinent as it is expressive. As the statement implies, the test method is but a refinement and standardization of the common-sense approach. Binet remarks that most people who inquire into his method of measuring intelligence do so expecting to find something very surprising and mysterious; and on seeing how much it resembles the methods which common sense employs in ordinary life, they heave a sigh of disappointment and say, "Is that all?" Binet reminds us that the difference between the scientific and unscientific way of doing a thing is not necessarily a difference in the _nature_ of the method; it is often merely a difference in _exactness_. Science does the thing better, because it does it more accurately. It was of course not the purpose of Binet to cast a slur upon the good sense and judgment of teachers. The teachers who took part in the little experiment described above were Binet's personal friends. The errors he points out in his entertaining and good-humored account of the experiment are inherent in the situation. They are the kind of errors which any person, however discriminating and observant, is likely to make in estimating the intelligence of a subject without the use of standardized tests. It is the writer's experience that the teacher's estimate of a child's intelligence is much more reliable than that of the average parent; more accurate even than that of the physician who has not had psychological training. Indeed, it is an exceptional school physician who is able to give any very valuable assistance to teachers in the classification of mentally exceptional children for special pedagogical treatment.