_Half credit; score 1._ This is most often given for the response which contains the correct idea, but states it in terms of the concrete situation, e.g.: "The man ought to have tried himself first." "Hercules wanted to teach the man to help himself." "The driver was too much inclined to depend on others." "The man was too lazy. He should not have called for help until he had tried to get out by himself." "To get out and try instead of watching." _Unsatisfactory; score 0._ Failures are mainly of five varieties: (1) generalized interpretations which entirely miss the point; (2) crude interpretations which not only miss the point, but are also stated in terms of the concrete situation; (3) irrelevant or incoherent remarks; (4) efforts to repeat the story; and (5) inability to respond. Sample failures of type (1), entirely incorrect generalizations: "Teaches us to look where we are going." "Not to ask for anything when there is no one to help." "To help those who are in trouble." "Teaches us to be polite." "How to help others." "Not to be cruel to horses." "Always to do what people tell you" (or "obey orders," etc.). "Not to be foolish" (or stupid, etc.). "If you would have a thing well done, do it yourself." Failures of type (2), crude interpretations stated in concrete terms: "How to get out of the mud." "Not to get stuck in the mud." "To carry a stick along to pry yourself out if you get into a mud-hole." "To help any one who is stuck in the mud." "Taught Hercules to help the horses along and not whip them too hard." "Not to be mean like Hercules." Failures of type (3), irrelevant responses: "It was foolish not to thank him." "He should have helped the driver." "Hercules was mean." "If any one helps himself the horses will try." "The driver should have done what Hercules told him." "He wanted the man to help the oxen." Type (4): Efforts to repeat the story. Type (5): Inability to respond. (b) _The Maid and the Eggs_ _Full credit; score 2._ "Teaches us not to build air-castles." "Don't count your chickens before they are hatched." "Not to plan too far ahead." Slightly inferior, but still acceptable: "Never make too many plans." "Don't count on the second thing till you have done the first." _Half credit; score 1._ "It teaches us not to have our minds on the future when we carry milk on the head." "She was building air-castles and so lost her milk." "She was planning too far ahead."