OF THE INTELLIGENCE OF YOUNG CHILDREN 43 



then the one still a little less, and finally the lightest of all." 

 While giving these directions we point to the place on the 

 table where each box should be placed. This form of expres- 

 sion is not elegant, but we know that it is easily understood. 

 Three trials are allowed, and after each the boxes are mixed, 

 and the subject asked to begin again. The weights of the 

 boxes may be written on the faces of the boxes which rest 

 upon the table; it is easy to see whether the subject distin- 

 guishes the difiference in the weights or not. To pass the 

 test it is necessary that a child succeeds in two of three trials. 

 Many children do not understand the explanation and remain 

 motionless; so much the worse for them. Others place the 

 boxes in any order without lifting them; and from the little 

 attention that they give them, it is easy to see that they 

 make no comparison. Others understand that the heaviest 

 box must be placed first; and they distinguish between the 

 weights of the others most accurately, but they are incapable 

 of arranging the other boxes in the order of their decreasing 

 weight; this idea of decreasing weight is unintelligible to 

 them. They do not lack in sensibility to weight, but in the 

 ability to arrange. Others finally grasp the idea of the de- 

 creasing order, and they come a little nearer to applying it; 

 they arrange such series as 15, 12, 9, 3, 6, where a single box 

 is misplaced ; they can do better, they fail from lack of atten- 

 tion and care. This is not a grave error. Nevertheless, we 

 exact two absolutely correct arrangements. The time should 

 not exceed three minutes. 



We have already said that this test is one of those which 

 best detect intelligence without culture, as it is absolutely in- 

 dependent of all instruction. We also remarked that the kind 

 of intelligence indicated by it is of a very special nature. 

 There are some children, very intelligent otherwise, who fail 

 to arrange these boxes, while others do so accurately and with 

 facility. 



II. Copies drawings from memory. — The child is asked 

 to draw from memory two drawings (Fig. 8, Appendix) after 



