ford revision the regular Stanford record booklets be
used. These are so arranged as to make testing accurate, rapid, and
convenient. They contain square, diamond, round field, vocabulary list,
fables, sentences, digits, and selections for memory tests, the reading
selection barred for scoring, the dissected sentences, arithmetical
problems, etc. One is required for each child tested.[45]

[45] Houghton Mifflin Company will supply all the printed material
needed in the tests, including the lines for the forms for VI, 2, the
four pictures for "enumeration," "description," and "interpretation,"
the pictures for V, 3 and VI, 2, the colors, designs for X, 3, the code
for Average Adult 6, and score cards for square, diamond, designs, and
ball-and-field.

This is all the material required for the use of the Stanford revision,
except the five weights for IX, 2, and V, 1, and the Healy-Fernald
Construction Puzzle for X. These may be purchased of C. H. Stoelting &
Co., 3037 Carroll Avenue, Chicago. It is not necessary, however, to have
the weights and the Construction Puzzle, as the presence of one or
more alternative tests in each year makes it possible to substitute
other tests instead of those requiring these materials. This saves
considerable expense. Apart from these, which may either be made at home
(see pages 278, 279) or dispensed with, the only necessary equipment for
using the Stanford revision is a copy of this book with the accompanying
set of printed matter, and the record booklets. The record booklets are
supplied only in packages of 25.

CHAPTER IX

Instructions For Year III

III, 1. POINTING TO PARTS OF THE BODY

PROCEDURE. After getting the child's attention, say: "_Show me your
nose._" "_Put your finger on your nose._" Same with eyes, mouth, and
hair.

Tact is often necessary to overcome timidity. If two or three
repetitions of the instruction fail to bring a response, point to the
child's chin or ear and say: "_Is this your nose?_" "_No?_" "_Then where
is your nose?_" Sometimes, after one has tried two or three parts of the
test without eliciting any response, the child may suddenly release his
inhibitions and answer all the questions promptly. In case of persistent
refusal to respond it is best not to harass the child for an answer, but
to leave the test for a while and return to it later. This is a rule
which applies generally throughout the scale. In the case of one
exceptionally timid litt