RIVERSIDE TEXTBOOKS
IN EDUCATION
EDITED BY ELLWOOD P. CUBBERLEY
PROFESSOR OF EDUCATION
LELAND STANFORD JUNIOR UNIVERSITY
DIVISION OF SECONDARY EDUCATIONUNDER THE EDITORIAL DIRECTIONOF ALEXANDER INGLIS
PROFESSOR OF EDUCATION
HARVARD UNIVERSITY
THE MEASUREMENT
OF INTELLIGENCE
AN EXPLANATION OF AND ACOMPLETE GUIDE FOR THE USE OF THESTANFORD REVISION AND EXTENSION OF
The Binet-Simon Intelligence Scale
BY
LEWIS M. TERMAN
PROFESSOR OF EDUCATION
LELAND STANFORD JUNIOR UNIVERSITY
HOUGHTON MIFFLIN COMPANY
BOSTON NEW YORK CHICAGO SAN FRANCISCO
The Riverside Press Cambridge
COPYRIGHT, 1916, BY LEWIS M. TERMAN
ALL RIGHTS RESERVED
The Riverside Press
CAMBRIDGE · MASSACHUSETTS
PRINTED IN THE U.S.A.
To the Memory
OF
ALFRED BINET
PATIENT RESEARCHER, CREATIVE THINKER, UNPRETENTIOUS SCHOLAR;
INSPIRING AND FRUITFUL DEVOTEE
OF
INDUCTIVE AND DYNAMIC
PSYCHOLOGY
EDITOR’S INTRODUCTION
The present volume appeals to the editor of this series as one of themost significant books, viewed from the standpoint of the future of oureducational theory and practice, that has been issued in years. Not onlydoes the volume set forth, in language so simple that the layman caneasily understand, the large importance for public education of acareful measurement of the intelligence of children, but it alsodescribes the tests which are to be given and the entire procedure ofgiving them. In a clear and easy style the author sets forth scientificfacts of far-reaching educational importance, facts which it has costhim, his students, and many other scientific workers, years ofpainstaking labor to accumulate.
Only very recently, practically only within the past half-dozen years,have scientific workers begun to appreciate fully the importance ofintelligence tests as a guide to educational procedure, and up to thepresent we have been able to make but little use of such tests in ourschools. The conception in itself has been new, and the testingprocedure has been more or less unrefined and technical. The followingsomewhat popular presentation of the idea and of the methods involved,itself based on a scientific monograph which the author is publishingelsewhere, serves for the first time to set forth in simple language thetechnical details of giving such intelligence tests.
The educational significance of the results to be obtained from carefulmeasurements of the intelligence of children can hardly beoverestimated. Questions relating to the choice of studies, vocationalguidance, schoolroom procedure, the grading of pupils, promotionalschemes, the study of the retardation of children in the schools,juvenile delinquency, and the proper handling of subnormals on the onehand and gifted children on the other,—all alike acquire new meaningand significance when viewed in the light of the measurement ofintelligence as ou