As far as possible, avoid comment or commendation until all the fables have been given. If the first answer is of an inferior type and we express too much satisfaction with it, we thereby encourage the subject to continue in his error. On the other hand, never express dissatisfaction with a response, however absurd or _malapropos_ it may be. Many subjects are anxious to know how well they are doing and continually ask, "Did I get that one right?" It is sufficient to say, "You are getting along nicely," or something to that effect. Offer no comments, suggestions, or questions which might put the subject on the right track. This much self-control is necessary if we would make the conditions of the test uniform for all subjects. The only occasion when a supplementary question is permissible is in case of a response whose meaning is not clear. Even then we must be cautious and restrict ourselves to some such question as, "_What do you mean?_" or, "_Explain; I don't quite understand what you mean_." The scoring of fables is somewhat difficult at best, and this additional question is often sufficient to place the response very definitely in the right or wrong column. SCORING. Give score 2, i.e., 2 points, for a correct answer, and 1 for an answer which deserves half credit. The test is passed in year XII _if 4 points are earned_; that is, if two responses are correct or if one is correct and two deserve half credit. Score 2 means that the fable has been correctly interpreted and that the lesson it teaches has been stated in general terms. There are two types of response which may be given half credit. They include (1) the interpretations which are stated in general terms and are fairly plausible, but are not exactly correct; and (2) those which are perfectly correct as to substance, but are not generalized. We overlook ordinary faults of expression and regard merely the essential meaning of the response. The only way to explain the method is by giving copious illustrations. If the following sample responses are carefully studied, a reasonable degree of expertness in scoring fables may be acquired with only a limited amount of actual practice. The sampling may appear to the reader needlessly prolix, but experience has taught us that in giving directions for the scoring of tests error always lies on the side of taking too much for granted. (a) _Hercules and the Wagoner_ _Full credit; score 2._ "God helps those who help themselves." "Do not depend on others." "Help yourself before calling for help." "It teaches that we should rely upon ourselves." The following are not quite so good, but are nevertheless considered satisfactory. "We should always try, even if it looks hard and we think we can't do it." "When in trouble try to get out of it yourself." "We've got to do things without help." "Not to be lazy."