rst searching for a scar or some
other distinguishing mark which is known to be on a particular hand.
Others resort to incipient movements of writing, and since, of course,
every one knows which hand he writes with, the writing movements
automatically initiated give the desired clue. One bright little girl of
8 years responded by trying to wink first one eye and then the other.
Asked why she did this, she said she knew she could wink her left eye,
but not her right! One who is resourceful enough to adopt such an
ingenious method is surely not less intelligent than the one who is able
to respond by a direct instead of an intermediate association.

It seems that normal people never encounter a corresponding difficulty
in distinguishing up and down. The writer has questioned several hundred
without finding a single instance, whereas a great many have to employ
some intermediate association in order to distinguish right and left. It
is the "p's and q's" that children must be told to mind; not the "p's
and b's." The former is a horizontal, the latter a vertical distinction.

Considering the difficulty which normal adults sometimes have in
distinguishing right and left, is it fair to use this test as a measure
of intelligence? We may answer in the affirmative. It is fair because
normal adults, notwithstanding momentary uncertainty, are invariably
able to make the distinction, if not by direct association, then by an
intermediate one. We overlook the momentary confusion and regard only
the correctness of the response. Subjects who are below middle-grade
imbecile, however long they have lived, seldom pass the test.

This test found a place in year VI of Binet's 1908 scale, but was
shifted to year VII in the 1911 revision. The Stanford statistics, and
all other available data, with the exception of Bobertag's, justify its
retention in year VI. It is possible that the children of different
nations do not have equal opportunity and stimulus for learning the
distinction between right and left, but the data show that as far as
American and English children are concerned we have a right to expect
this knowledge in children of 6 years.

VI, 2. FINDING OMISSIONS IN PICTURES

PROCEDURE. Show the pictures to the child one at a time in the order in
which they are lettered, _a_, _b_, _c_, _d_. When the first picture is
shown (that with the eye lacking), say: "_There is something wrong with
this face. It is not all there. Part of it i