OF THE INTELLIGENCE OF YOUNG CHILDREN 



63 



PART II. 



Description of the conditions necessary for a satisfactory 

 ^JZll^n the hrst place use an i-lated^ .me roorn. 

 Be alone with the child as much as possible ^^.^ ^^e a sec 

 retary to take the child's replies verbatun. A child of ttoe n 

 or fourteen may be used for this purpose. ^^^ very intelli- 

 gent one is chosen and some supervision given Meet the 

 child pleasantly, do not stare at him when quesUoning him 

 if he seems timid, constantly reassure him, not on y by a 

 easa^t "Inner, but by using one of the tests wh.hsee^s 

 most like a game (pictures or making change). Encourage 

 rc::ta:!:iy in a kin'd'way tl^roughout tbe exammaUot, ; show 

 satisfaction with the answers whatever they are. f^^^''^'^ 

 cise and do not lose time by makmg a lesson of it. There 

 a time for all things. The object now .s to judge of he 

 mental plane of the child, not to instruct it. Above all, never 

 "d he'child by a supplemental explanation wh.ch may put 

 him on the right track. One is o'ten tempted to do th,s and 

 it is wrong: one feels uneasy and fears the chdd has not 

 underrtood Vain scruple, because the test .s the sort tha 

 Luld be understood. Hold closely, then, to the ^ormu^ ° 

 each test without addition or retraction. Encouragement 

 should be given by the tone of voice, or by words wholly 

 devoid of meaning which serve only to ^'.mulate: Go on 

 Quickly now! Hurry up! Good! Very good ! Perec ! Mar- 

 ;rus etc " H it is necessary to have a visitor, ms.st upon 

 htabsolute silence. How difficult to secure! Every teacher 

 w shes nterfere in the examination, to give a supplementary 

 Txplanation, especially if the child belongs to her class. Have 

 the courage to enforce silence. 



Commence with each subject by "sing the tests designed 

 for his age. If too difficult tests are tried at first he is d.s- 



