d be conducted in a quiet room,
located where the noises of the street and other outside distractions
cannot enter. A reasonably small room is better than a very large one,
because it is more homelike. The furnishings of the room should be
simple. A table and two chairs are sufficient. If the room contains a
number of unfamiliar objects, such as psychological apparatus, pictures
on the walls, etc., the attention of the child is likely to be drawn
away from the tasks which he is given to do. The halls and corridors
which it is sometimes necessary to use in testing school children are
usually noisy, cold, or otherwise objectionable.

PRESENCE OF OTHERS. A still more disturbing influence is the presence of
other persons. Generally speaking, if accurate results are to be secured
it is not permissible to have any auditor, besides possibly an
assistant to record the responses. Even the assistant, however quiet and
unobtrusive, is sometimes a disturbing element. Though something of a
convenience, the assistant is by no means necessary, after the examiner
has thoroughly mastered the procedure of the tests and has acquired some
skill in the use of abbreviations in recording the answers. If an
assistant or any other person is present, he should be seated somewhat
behind the child, not too close, and should take no notice of the child
either when he enters the room or at any time during the examination.

At all events, the presence of parent, teacher, school principal, or
governess is to be avoided. Contrary to what one might expect, these
distract the child much more than a strange personality would do. Their
critical attitude toward the child's performance is very likely to cause
embarrassment. If the child is alone with the examiner, he is more at
ease from the mere fact that he does not feel that there is a reputation
to sustain. The praise so lavishly bestowed upon him by the friendly and
sympathetic examiner lends to the same effect.

As Binet emphasizes, if the presence of others cannot be avoided, it
is at least necessary to require of them absolute silence. Parents,
and sometimes teachers, have an almost irrepressible tendency to
interrupt the examination with excuses for the child's failures and
with disturbing explanations which are likely to aid the child in
comprehending the required task. Without the least intention of doing
so, they sometimes practically tell the child how to respond. Parents,
especially, cannot r