ew or many changes) leaves them in some position. Whether he succeeds
after many moves, or leaves the pieces with approval in some absurd
position, or gives up and says he cannot do it, his effort counts as one
trial. A single trial may involve a number of unsuccessful changes of
position in the two cards, but these changes may not consume altogether
more than one minute.

REMARKS. As aptly described by Binet, the operation has the following
elements: "(1) To keep in mind the end to be attained, that is to say,
the figure to be formed. It is necessary to comprehend this end and not
to lose sight of it. (2) To try different combinations under the
influence of this directing idea, which guides the efforts of the child
even though he be unconscious of the fact. (3) To judge the formed
combination, compare it with the model, and decide whether it is the
correct one."

It may be classed, therefore, as one of the many forms of the
"combination method." Elements must be combined into some kind of whole
under the guidance of a directing idea. In this respect it has something
in common with the form-board test, the Ebbinghaus test, and the test
with dissected sentences (XII, 4). Binet designates it a "test of
patience," because success in it depends upon a certain willingness to
persist in a line of action under the control of an idea.

Not all failures in this test are equally significant. A bright child of
5 years sometimes fails, but usually not without many trial combinations
which he rejects one after another as unsatisfactory. A dull child of
the same age often stops after he has brought the pieces into any sort
of juxtaposition, however absurd, and may be quite satisfied with his
foolish effort. His mind is not fruitful and he lacks the power of
auto-criticism.

It would be well worth while to work out a new and somewhat more
difficult "test of patience," but with special care to avoid the
puzzling features of the usual games of anagrams. The one given us by
Binet is rather easy for year V, though plainly somewhat too difficult
for year IV.

V, 6. THREE COMMISSIONS

PROCEDURE. After getting up from the chair and moving with the child to
the center of the room, say: "_Now, I want you to do something for me.
Here's a key. I want you to put it on that chair over there; then I want
you to shut (or open) that door, and then bring me the box which you see
over there_ (pointing in turn to the objects designated). _Do yo