7. The correlation between Binet I. Q. and block-design I. Q. is + -57 (P.E. ± .03) (291 school children).
8. The correlation between Binet I. Q. and block-design I. Q. is •+- .67 (P.E. ± .05) (75 feebleminded cases).
9. The correlation between teachers' estimates of intelligence and Binet I. Q. is + .47 (P.E. ± .03) (291 school children).
It may be worth remarking that although the correlation between block-design age and Binet age is + .82, teachers' estimates of intelligence correlate only one half as much with the Block-design I. Q.'s as with the Binet I. Q.'s. The reader may recall that one of the original objections to the Binet scale was that it measured school training. Only to a limited extent has this been denied, the explanation having been made that the tests measure intelligence through the medium of knowledge only partly influenced by school training. It has been admitted, true, that practically all children are exposed to these educational influences, but the ultimate difference in achievement is explainable on the basis of differences in endowment. However this may be, the results of the block-design test would perhaps tend to show that there is more to this charge than we have been inclined to admit.