tions. Experiment teaches that
normal children of 5 or 6 years, also older feeble-minded persons of the
5-year intelligence level, define objects in terms of use; also that
normal children of 8 or 9 years and older feeble-minded persons of this
mental level have for the most part developed beyond the stage of use
definitions into the descriptive or classificatory stage. An ounce of
fact is worth a ton of theory.

The test has usually been located in year IX, with the requirement of
three successes out of five trials and with somewhat more rigid scoring
of the individual definitions. When only two successes are required in
four trials, and when scored leniently, the test belongs at the 8-year
level.

VIII, 6. VOCABULARY; TWENTY DEFINITIONS, 3600 WORDS

PROCEDURE. Use the list of words given in the record booklet. Say to the
child: "_I want to find out how many words you know. Listen; and when I
say a word you tell me what it means._" If the child can read, give him
a printed copy of the word list and let him look at each word as you
pronounce it.

The words are arranged approximately (though not exactly) in the order
of their difficulty, and it is best to begin with the easier words and
proceed to the harder. With children under 9 or 10 years, begin with the
first. Apparently normal children of 10 years may safely be credited
with the first ten words without being asked to define them. Apparently
normal children of 12 may begin with word 16, and 15-year-olds with
word 21. Except with subjects of almost adult intelligence there is no
need to give the last ten or fifteen words, as these are almost never
correctly defined by school children. A safe rule to follow is to
continue until eight or ten successive words have been missed and to
score the remainder _minus_ without giving them.

The formula is as follows: "What is an _orange_?" "What is a _bonfire_?"
"_Roar_; what does _roar_ mean?" "_Gown_; what is a _gown_?" "What does
_tap_ mean?" "What does _scorch_ mean?" "What is a _puddle_?" etc.

Some children at first show a little hesitation about answering,
thinking that a strictly formal definition is expected. In such cases a
little encouragement is necessary; as: "_You know what a bonfire is. You
have seen a bonfire. Now, what is a bonfire?_" If the child still
hesitates, say: "_Just tell me in your own words; say it any way you
please. All I want is to find out whether you know what a bonfire is._"
Do not tort