Part 1 (1/2)

The Measureence

by Lewis Madison Terman

INTRODUCTION

The present volunificant books, viewed from the standpoint of the future of our educational theory and practice, that has been issued in years Not only does the volue so sie importance for public education of a careful ence of children, but it also describes the tests which are to be given and the entire procedure of giving them In a clear and easy style the author sets forth scientific facts of far-reaching educational importance, facts which it has cost him, his students, andlabor to accumulate

Only very recently, practically only within the past half-dozen years, have scientific workers begun to appreciate fully the iuide to educational procedure, and up to the present we have been able to make but little use of such tests in our schools The conception in itself has been new, and the testing procedure has beensomewhat popular presentation of the idea and of the raph which the author is publishi+ng elsewhere, serves for the first tiiving such intelligence tests

The educational significance of the results to be obtained froence of children can hardly be overesti to the choice of studies, vocational guidance, schoolroo of pupils, promotional schemes, the study of the retardation of children in the schools, juvenile delinquency, and the proper handling of subnorifted children on the other,--all alike acquire new ht of the uide to the interpretation of the results of other forress, and needs of children, intelligence tests form a very valuable aid More than all other forive the necessary inforrowth can be foretold, and upon which his further education can be most profitably directed

The publication of this revision and extension of the original Binet-Sience, with the closer adaptation of it to American conditions and needs, should mark a distinct step in advance in our educational procedure Itstick for evaluating educational practices, and in particular for diagnosing individual possibilities and needs Just now the method is new, and its use somewhat limited, but it is the confident prediction of ence tests will become as much a matter of necessary routine in schoolroonosis That our schoolrooent, and that all classes of children, but especially the gifted and the sloill profit by such intellectual diagnosis, there can be but little question

That any parent or teacher, without training, can give these tests, the author in no way contends However, the observations of Dr Kohs, cited in Chapter VII, as well as the experience of the author and others who have given courses in intelligence testing to teachers, alike indicate that sufficient skill to enable teachers and school principals to give such tests intelligently is not especially difficult to acquire This being the case itto enable them to handle these tests ical equipment of those who aspire to administrative positions in our public and private schools

Besides being of special importance to school officers and to students of education in colleges and normal schools, this volume can confidently be recommended to physicians and social workers, and to teachers and parents interested in intelligence measurements, as at once the sience tests, which has so far appeared in print

ELLWOOD P CUBBERLEY

PREFACE

The constant and growing use of the Binet-Sience scale in public schools, institutions for defectives, reform schools, juvenile courts, and police courts is sufficient evidence of the intrinsic worth of the nized, however, that the serviceableness of the scale has hitherto been seriously liuide and by a nunized imperfections in the scale itself The Stanford revision and extension has been worked out for the purpose of correcting as many as possible of these imperfections, and it is here presented with a rather minute description of the method as a whole and of the individual tests

The aim has been to present the explanations and instructions so clearly and in such an untechnical forist, but also to the rank and file of teachers, physicians, and social workers More particularly, it is designed as a text for use in nor-circles

While the use of the intelligence scale for research purposes and for accurate diagnosis will of necessity always be restricted to those who have had extensive training in experiy, the author believes that the tieneral purposes should be encouraged

However, it cannot be too strongly e may have been, canto learn thedown to the eneral acquaintance with the nature of the individual tests is by no means sufficient

Perhaps the best way to learn the h, in order to gain a general acquaintance with the tests; then, if possible, to observe a few examinations; and finally to take up the procedure for detailed study in connection with practice testing Twenty or thirty tests, made with constant reference to the procedure as described in Part II, should be sufficient to prepare the teacher or physician to make profitable use of the scale

The Stanford revision of the scale is the result of a nuations, raduate students Grateful acknowledgment is especially due to Professor H G Childs, Miss Grace Lye Ordahl, Dr Louise Ellison Ordahl, Miss Neva Galbreath, Mr Wilford Talbert, Mr J Harold Williams, and Mr Herbert E Knollin Without their assistance this book could not have been written

STANFORD UNIVERSITY, _April, 1916_

PART I

PROBLEMS AND RESULTS