ay: "_No; you must mark out your path with the pencil so I
can see it plainly._" Other children trace a path only a little way and
stop, saying: "Here it is." We then say: "_But suppose you have not
found it yet. Which direction would you go next?_" In this way the child
must be kept tracing a path until it is evident whether any plan governs
his procedure.

SCORING. The performances secured with this test are conveniently
classified into four groups, representing progressively higher types.
The first two types represent failures; the third is satisfactory at
year VIII, the fourth at year XII. They may be described as follows:--

_Type a_ (failure). The child fails to comprehend the
instructions and either does nothing at all or else, perhaps,
takes the pencil and makes a few random strokes which could not
be said to constitute a search.

_Type b_ (also failure). The child comprehends the instructions
and carries out a search, but without any definite plan. Absence
of plan is evidenced by the crossing and re-crossing of paths,
or by "breaks." A break means that the pencil is lifted up and
set down in another part of the field. Sometimes only two or
three fragments of paths are drawn, but more usually the field
is pretty well filled up with random meanderings which cross
each other again and again. Other illustrations of type _b_ are:
A single straight or curved line going direct to the ball, short
haphazard dashes or curves, bare suggestion of a fan or spiral.

_Type c_ (satisfactory at year VIII). A successful performance
at year VIII is characterized by the presence of a plan, but one
ill-adapted to the purpose. That some forethought is exercised
is evidenced, (1) by fewer crossings, (2) by a tendency either
to make the lines more or less parallel or else to give them
some kind of symmetry, and (3) by fewer breaks. The
possibilities of type _c_ are almost unlimited, and one is
continually meeting new forms. We have distinguished more than
twenty of these, the most common of which may be described as
follows:--

1. Very rough or zigzag circles or similarly imperfect spirals.
2. Segments of curves joined in a more or less symmetrical fashion.
3. Lines going back and forth across the field, joined at the ends
and not intended to be parallel.
4. The "wheel plan," showing lines radiating from ne