GETTING INTO "RAPPORT." The examiner's first task is to win the confidence of the child and overcome his timidity. Unless _rapport_ has first been established, the results of the first tests given are likely to be misleading. The time and effort necessary for accomplishing this are variable factors, depending upon the personality of both the examiner and the subject. In a majority of cases from three to five minutes should be sufficient, but in a few cases somewhat more time is necessary. The writer has found that when a strange child is brought to the clinic for examination, it is advantageous to go out of doors with him for a little walk around the university buildings. It is usually possible to return from such a stroll in a few minutes, with the child chattering away as though to an old friend. Another approach is to begin by showing the child some interesting object, such as a toy, or a form-board, or pictures not used in the test. The only danger in this method is that the child is likely to find the object so interesting that he may not be willing to abandon it for the tests, or that his mind will keep reverting to it during the examination. Still another method is to give the child his seat as soon as he is ushered into the room, and, after a word of greeting, which must be spoken in a kindly tone but without gushiness, to open up a conversation about matters likely to be of interest. The weather, place of residence, pets, sports, games, toys, travels, current events, etc., are suitable topics if rightly employed. When the child has begun to express himself without timidity and it is clear that his confidence has been gained, one may proceed, as though in continuance of the conversation, to inquire the name, age, and school grade. The examiner notes these down in the appropriate blanks, rather unconcernedly, at the same time complimenting the child (unless it is clearly a case of serious retardation) on the fine progress he has made with his studies. KEEPING THE CHILD ENCOURAGED. Nothing contributes more to a satisfactory _rapport_ than praise of the child's efforts. Under no circumstances should the examiner permit himself to show displeasure at a response, however absurd it may be. In general, the poorer the response, the better satisfied one should appear to be with it. An error is always to be passed by without comment, unless it is painfully evident to the child himself, in which case the examiner will do well to make some excuse for it; e.g., "You are not quite old enough to answer questions like that one; but, never mind, you are doing beautifully," etc. Exclamations like "fine!" "splendid!" etc., should be used lavishly. Almost any innocent deception is permissible which keeps the child interested, confident, and at his best level of effort. The examination should begin with tests that are fairly easy, in order to give the child a little experience with success before the more difficult tests are reached.