, 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.

THE IMPORTANCE OF TACT. It goes without saying that children's
personalities are not so uniform and simple that we can adhere always to
a single stereotyped procedure in working our way into their good
graces. Suggestions like the above have their value, but, like rules of
etiquette, they must be supported by the tact which comes of intuition
and cannot be taught. The address which flatters and pleases one child
may excite disgust in another. The examiner must scent the situation and
adapt his method to it. One child is timid and embarrassed; another may
think his mental powers are under suspicion and so react with sullen
obstinacy; a third may be in an angry mood as a result of a recent
playground quarrel. Situations like these are, of course, exceptional,
but in any case it is necessary to create in the child a certain mood,
or indefinable attitude of mind, before the test begins.

PERSONALITY OF THE EXAMINER. Doubtless there are persons so lacking in