The presented observations are primarily ethnographic and concern the way intelligence tests are given in schools, how biases in tests might be overcome and how black and white children are differently tested. Data on differences in testing patterns were collected via a 1978 survey of school psychologists in Illinois. The data concern the length of time psychologists report spending with each child they test and a closely related variable, the number of tests psychologists conduct during a school year. A strong negative correlation was found between the number of "child studies" psychologists conducted each year--more than twice as many in Chicago as compared with elsewhere in Illinois--and the time devoted to each one--3.6 hours in Chicago as compared with 6.6 hours elsewhere. As psychologists give more tests, which they do in the city, they spend less time on each child study--less time for thought, consideration, or special measures. This document offers a "sort of pneumatic theory" of time budgeting and testing patterns among school psychologists. (PN)