he book. | The scientist | thereupon | began to
wonder | what book | he had thrown away, | and to his horror, |
discovered | that it was a quaint | and rare | little | volume | of
poems, | which he had purchased | in London | for fifty | dollars. |

But his troubles | were not over. | The weeks went by | and the man had
almost | forgotten his loss, | when, strolling | into a secondhand |
bookshop, | he saw, | to his great delight, | a copy of the book | he
had lost. | He asked the price. |

"Well," | said the dealer, | reflectively, | "I guess we can let you
have it | for forty | dollars. | It is a very | rare book, | and I am
sure | that I could get seventy-five | dollars for it | by holding on a
while." |

The man of science | pulled out his purse | and produced the money, |
delighted at the opportunity of replacing | his lost | treasure. | When
he reached home, | a card | dropped out | of the leaves. | The card was
his own, | and further | examination | showed that he had bought back |
his own property. |

"Forty dollars' | worth of temper," | exclaimed the man. | "I think I
shall mend my ways." | His disposition | afterward | became so | good |
that | the servant became worried, | thinking the man | must be ill. |

* * * * *

[Illustration: FIGURE VIII--LOGICAL MEMORY--"A FARMER'S SON"]

=The Results.= The material for the test is divided into units as
indicated by the vertical lines. The pupil's written reproduction should
be compared unit by unit with the story as printed, and given one credit
for each unit adequately reproduced. The norms for the three tests are
shown in the accompanying Figures VII, VIII, and IX. In these and all
the graphs which follow, the actual ages are shown in the first
horizontal column. The norms for girls appear in the second horizontal
column, the norms for boys in the column at the bottom. By the _norm_
for an age is meant the average performance of all the pupils of that
age examined. Age ten applies to those pupils who have passed their
tenth birthday and have not reached their eleventh birthday, and the
other ages are to be similarly interpreted. The vertical lines in the
graphs indicate birthdays and the scores written on these lines indicate
ability at these exact ages. The column marked ten, for example,
includes all the children that are over ten and not yet eleven. The
graphs show the development from age to age. In general, it will be
no