IJINET-SIMDN TESTS OX ZULUS. 481 



Institute. Normal Department. Passed all tests throtigh 12 

 years. Passed three out of four tests in 15 years. Passed one 

 out of five in adult tests. Sixty-two words sriven in 3 minutes. 

 All tests were given in English. This student relied far niitre 

 than any others tested on verbal memory. Rection time was 

 very slow. Gave English and Zulu words mingled in test for 

 gibing words. 



7. Tested with translation of regular tests, and not with 

 substitutes. K. Nx. Male, age 14.8. Parents, Zulu. Standard 

 VI, Amanzimtoti Institute. Passed three out of five tests of 12 

 years, one out of two in 15 years. Twenty-nine words in 3 

 minutes. 



8. Tested as in number 7. L. G. AJale. age 14.9. Parents. 

 Zulu. Passed ifour out of live in 12 years, two out of three in 

 15 years. Gave definitions " in terms of the question." 



General Remarks. 



We noted the association-groups in the test of giving words 

 in all cases. They were in all cases many small groni^s, but not 

 connection between them. 



As I have remarked above, the greatest need is to extend 

 the work to uneducated natives. A comparison of the results 

 of such work with work similar to the present report would 

 show what the influence of education is u])on the rate, and more 

 especially upon the type of intellectual development. 



More extensive tests wotild show to what extent the current 

 forms of native edtication are effective as i^romoters of mental 

 power. Since native education in Natal shows forms ranging;- 

 from nearly an exact copy of the English schools of 30 years 

 ago to thoroughly modern curricula and methods, there is chance 

 for excellent work of great {practical \-alue. 



An extension of this work ought to show the truth or 

 falsity of the vulgar assertion that the native mind ceases its 

 growth at puberty. It would demonstrate to what extent educa- 

 tion prevents such an occurrence. Our results indicate, so far 

 as they go. that there is no check in mental growth at puberty. 

 but that the direction o"f growth is not the same as in adolescent 

 Europeans. 



To what extent this is a restilt of the educational systems 

 in use cannot as yet be told. To what extent it is due to dif- 

 ferent heme surroundings must likewise remain as yet unde- 

 termined. 



The tendency toward ])ure verbal memory, without associa- 

 tion, is noticeable in the subjects examined. This would appear 

 from the data at hand to be a product of education rather ihan an 

 innate character of the native mind. 



It will be noticed that many, if not most, of our changes 

 have had to be made to fit the cultural conditions of the natives. 

 The Binet-Simon tests, as originally devised, seem to test as 

 much cultural conditions as of mental ability. They are 

 based on things and customs not foimd excejjt in the older and 



