34 A METHOD OF MEASURING THE DEVELOPMENT 



Now go !" Very often the child only performs two of the 

 three commissions, or on reaching the door closes it on him- 

 self. Some are satisfied with themselves and others realize 

 that they have forgotten something and remain thoughtful. 

 The test is passed successfully when all three commissions 

 are executed spontaneously without the necessity of such help 

 as, "Well, and now? You forget something, etc." It is evi- 

 dent that the commissions may be varied a little to suit the 

 surroundings. They should, however, always be simple and 

 easily executed. Nothing that would intimidate the child 

 should be asked. If the experimenter placed his hat on a 

 chair, it would not do to use it in one of the commissions as 

 an object to be moved, for many a child would not dare to 

 touch it. 



IV.* Counts nine sous (3 single, 3 double). — On a cor- 

 ner of the table are arranged side by side three single and 

 three double sous. The subject is shown the money and 

 directed : "Count that money and tell me how much is there." 

 Some children do not touch the money ; it is necessary to 

 find some way to induce them to count. The difficulty of the 

 test lies in the mixing of the single and double sous. No 

 error is allowed. The slightest error constitutes a failure ; 

 and the child should not be allowed to repeat the test. The 

 only precaution necessary is to arrange the money so that 

 all the pieces are visible. The test takes from 5 to 10 sec- 

 onds. If it takes longer, there is a strong probability of a 

 failure. It is useless to wait 15 seconds. Children behave in 

 three different ways: 1. They count exactly, in the follow- 

 ing manner: 1-2-3-5-7-9; that is to say, they add 2 for each 

 double sou. 2. They count exactly, but for the double sous 

 they do not add by twos ; they say: 1, 2, 3, — then 4 and 5 (for 



♦TRANSLATOR'S NOTE.— As there is no two-cent piece circu- 

 lating in American currency, Dr. Goddard has substituted one and 

 two-cent stamps for the single and double sous. The test seems to 

 be an equivalent one, provided the experimenter makes sure that the 

 child knows the value of the stamps before he gives the test question. 



