UINET-SIMON TESTS ON ZULUS. 479 



in every case the subjects did it no better than those of 6 years, in 

 whose tests this comes. TelHng the month and year had to be 

 omitted, as being- unknown to most subjects. This is obviously 

 a thin<>' that our more complex hfe teaches us at an early age. 

 Unfamiliarity made us omit all the other tests: the subjects 

 simply could not understand them. 



Age 10. Here likewise we had to omit a test that dealt with 

 coins, since the children did not know more than the penny, half- 

 penny, threepence, sixpence, and shilling. We translated the 

 tests for drawing from memory, and for repeating numbers. In 

 the case of the tests of judgment, we had to make substitutions 

 throughout in order to get material familiar enough to allow of 

 judgment. We inserted such tests as: " What ought one to do 

 when the ])orridge has boiled over?" "What ought one to do 

 when he has killed a neighbour's goat by accident?" We trans- 

 lated the test on making a sentence from three familiar words, 

 making a change in the words : we used ox. hut, snake. 



Age II. In the tests for discovering nonsense in sentences 

 we had to make a few changes. One sentence has " ])olice " in 

 it in English : we substituted " chief " as being the i:)erson of like 

 authority among natives. We found that they knew the police 

 only as tax-collectors. We translated the test fc^r making a sen- 

 tence with three words, changing it as for age lo. In the test 

 for saying as many words as possible in three minutes, we found 

 it necessary to allow for the slow reaction-time of natives: 35 

 words in three minutes were all that most subjects could give. 

 The rhyming test we had to omit entirely, as being utterly foreign 

 to the Zulu language. We could not find a substitute. We 

 simph' translated the test of arranging words to make a sentence. 



Age 12. The test for repeating numbers was simply trans- 

 lated. Children in school at this age seemed able to do it as 

 easily in English as in Zulu. In the test of defining words we 

 found Binet's words unfamiliar: we substituted " love," "bright- 

 ness," " anger." Binet uses among other words " justice," which 

 • was totally unknown. Eor the sentence to be repeated we sub- 

 stituted a Ztilu sentence of the same length, 25 syllables. We sim- 

 ply translated the test ifor resisting suggestion by picking out the 

 longer line from successive pairs. 1lie last test for this age was 

 very difficult. W^e found that the problems which Binet used 

 were totally insoluble in most cases. Eor example, Binet asks 

 " If a man came from the forest and ran to the police, what did he 

 see?" The substitution of "chief" for "police" did not im- 

 prove matters very much. Most subjects answered, " A snake.'' 

 It was the same with the case of the lawyer, doctor, and minister 

 calling at a house : the Zulus simi)ly did not know what was mean', 

 since they had ne\'er seen such doings at a death. We devised 

 two substitutes: " If you saw a bird's nest, and the mother bird 

 flew in and out again \ery (luickly, and the father bird flew in 

 and out again very quickly, what was the matter?" " There Avas 

 a dance: somebody went and got the chief to come with his in- 



