ships and to control associations (6); perception of weight (13); motor control (11 and 12).

Physical Traits.

ture (10).

Height (7); weight (8); pulse (9); tempera

In describing the exact nature of these measurements I shall for convenience divide them into those obtained from whole classes simultaneously and those obtained from one individual at a time.

Class Tests:

1. Efficiency of perception (rate and accuracy combined): Marking A's.

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Fig. 1 was given out face downward. After I had ascertaine that each child could recognize capital A, they were told that the were to mark the capital A's on the paper, working as fast as the could. At the word of command the papers were turned over an marking began. At the expiration of 60 seconds, papers were turne over, names written and papers collected immediately. The sam method was followed with all similar tests. This test was repeate a day or two later, Fig. 2 being used for the purpose (1 b).

2. Efficiency of perception (rate and accuracy combined): Mar ing words containing both a and t.

A.

Dire tengo antipatia senores; esto seria necedad, porque homb vale siempre tanto como otro hombre. Todas clases hombres merit resumidas cuentas, sulpa suya vizxonde; pero dire sobrina pued contar dote viente cinco duros menos, tengo apartado; pardiez tamad trabajo atesorar-los para enriquecer estrano. Vizconde rico. Mic quiero ganado sudor frente salga familia; suyo, pertenence, tendra Conozco marido pueda convenirle Isabel: Carlos, sobrino. Don muchacho honrado, mejor indole, juicioso, valiente? Quieras sobrin and 23 lines more of the same general sort.

FIG. 3.

Fig. 3 was given out face downward.

The children were to

to mark each word containing both of the letters a and t. In t schools the work required was illustrated by samples put upon t blackboard. In the third this was not possible. Two tests we given in this experiment, a similar paper being given upon a subs quent day (2 b). Time allowed, 2 minutes.

3. Memory of related words, 2 tests.

The ten words in column 'a' were read, the reading taking about 7 seconds, and then the children were required to write all remembered. As some of the children wrote very poorly or not at all, the writing was done for them by myself and an assistant. Of course we put down exactly what was given by the children. The words in column 'b' were given in the same way. No time limit.

4. Memory of unrelated words, 2 trials.

The children were told to mark every word that was the name of a thing. In order to make sure that the directions were understood, they were first asked whether or not they would mark the following words: book, play and school. There was no time limit for this test.

6. Ability to appreciate relationships and to control associations, measured by the three following tests:

The children were told they were to write beside each word word that meant just the opposite to it,- meant 'just what the wor you see does not mean.' Correct answers were first elicited to th following examples: bad, long and well. In the second test, whic was given on a subsequent day, no samples were given. Time, 6 seconds.

The directions here were to write beside each word the name o that whole thing of which the given word is a part. Examples give were the words nose (face), button (dress, etc.), room (house, etc.) No time limit.

The directions were to write down the name of some particular thing, the class name of which is given. The words used as examples were name (John, etc.), dish (cup, etc.), tree (oak, etc.). No time limit.

Individual Tests:

7. Height. Taken standing in their shoes.

8. Weight. Taken in ordinary clothing.

9. Pulse.

10. Temperature. Taken at the mouth before and after the following series of tests.

The children were told to draw a line between the two lines of the maze in Fig. 4 without touching either and to work as fast as they could. The lines were 2 mm. apart, the entire maze being 125 mm. by 106 mm. Two tests were given for a time limit for each of 2 minutes.

12. Test of form perception and rate of movement.

A board 42.5 cm. by 30.5 cm. and 2 cm. thick had holes of the shapes shown in Fig. 5 cut in it to a depth of 8 mm. Blocks pro

vided with convenient handles and fitting snugly into these holes were placed beside the board. The child was told to fit each block into