THE MODERN PRIZE SYSTEM.
It may be accepted as a principle that the education question admits of no final settlement in a state of progressive civilisation. Methods and forms, possibly the outcome of much thought and effort, established in one age, become cumbrous or altogether valueless in the next. They are found unsuited to the requirements of the later period, during which a demand has arisen for other kinds of knowledge, or for more advanced teaching in subjects previously treated in an elementary manner only. Hence it follows that the minds of enlightened nations become directed to educational matters with a certain degree of periodicity: from time to time the education question becomes a burning one.
The most superficial reader of the daily papers or magazines cannot fail to have been struck latterly by the increasing attention bestowed on such matters by the people of these countries. So decided an influence is exerted by these considerations on the public just now, that we find them furnishing a test in some districts for parliamentary or other representatives. At social and literary gatherings, such questions as the following are warmly discussed: Should the State provide and maintain schools for the people, or should these be largely left to individual enterprise, as at present?—Should State interference take the form it has done in recent educational experiments, wherein two universities and one gigantic scheme of intermediate education have been framed on the lines of mere examining boards, disbursing public prize-money?—What is the relative value of the kinds of instruction ordinarily given in schools?—How may the desire for information be aroused among the masses, and in what way may the stimulus be best applied?
These and other questions of a kindred nature occupy the thoughts of many at this time. It is not our present purpose to deal with the whole question of education, but to consider very briefly one aspect of it—namely, prizes and their distribution.
If we inquire what inducements are offered to pupils to excel in special subjects or to proceed to higher branches of them, we find that the same general plan is followed in all our institutions, from the most elementary to the highest—namely, money prizes or their equivalent in books or medals, the obtaining of which presupposes a competitive examination. In most instances, the prize-money is paid in cash to the successful candidate. The age in which we live is eminently competitive, a fact early recognised by children at school, and still better understood in after-life. In comparing ourselves with our neighbours, may it not be a fact that we are an over-examined people? We may further ask, are examinations always fair tests of ability? Is the reward system, as we have it, the best means of promoting a higher culture?
Those who have had any experience at all of examinations must have been over and over again surprised at the order in which candidates known to them are placed on the Honour list. There is a certain element of chance about examinations rapidly conducted that cannot be eliminated, and which may lead to the disappointment of the most confident hopes. A diligent student, who has perhaps overtaxed himself physically in preparation for, or who is over-anxious about the examination, fails utterly, or is surpassed by some one of very superficial attainments. It seems to us that the verdict of a teacher, or, to prevent favouritism, of several teachers, as to the relative merits of the pupils long under their training and observation, has some advantages over the examination method at present in vogue, success in which is as often attained by an unhealthy effort of ‘cramming,’ as by patient and honest study. Doubtless, examinations for some purposes cannot be entirely dispensed with, but must remain as necessary evils. Still, their frequency could be reduced considerably with decided benefit to the physical, and possibly also to the intellectual, condition of the rising generation.
The second part of our question remains to be considered: Is the present reward system the best means of promoting higher culture? Let us suppose a case. There is a class of twenty pupils engaged upon a subject for which a valuable prize is offered. Possibly seventeen of these, from their former experience of their class-fellows, conclude that the prize lies between the remaining three, and that there is no use trying for it. The prize and perhaps the subject also have no longer any interest for them; they cease to study, or at all events do little. The three amongst whom the prize lies are the most diligent, who probably like the subject, or learning generally for its own sake, or who, from vanity or ambition, are anxious to excel. These are they to whom the stimulus is applied; but they are the very pupils that need no further stimulus. The spur is virtually withheld from those requiring it, and applied to those who need it not.
If it be conceded that the need of reform is indicated in such cases, we must avoid rushing to the opposite extreme in trying to effect it. No one will suggest that the method of reward as applied to donkey-races would meet the case. With our present light, we are not prepared to recommend a thorough-going remedy. Much may, however, be done for the cause of true culture by modifying the distribution of prizes. The current notion of a prize is, that it is a reward for something well done, due as soon as the meritorious act is accomplished. Etymologically considered, the word conveys nothing more than that. A higher estimate of the function of a prize might advantageously be substituted for the one implied in the above definition. If it were regarded as not merely a reward for something past and done, but also as a stimulus to further effort in the same direction, more lasting good might be effected, and a modification of the present system of distribution would become a necessity. For example: a large money prize obtained in a junior school, instead of being paid directly to the successful candidate, might be divided into two unequal sums, the smaller to provide a medal or book, &c., as a tangible evidence of distinction; the larger, to be applied as fees at a neighbouring high-school or college where the favourite subjects could be studied for a longer period free of cost to the pupil. The payment of the larger instalment could be made contingent upon the successful candidate desiring to prosecute his studies further. In the event of the pupil electing to abandon study in favour of trade or business, or from mere disinclination, the medal, book, &c., showing the position attained, might alone be presented, and the balance of the prize-money be forfeited.
Among other benefits resulting from this scheme we might instance—that cramming would be diminished to an appreciable extent. A common practice nowadays with many who enter for prize examinations is to hurriedly prepare a large number of subjects, selected more with reference to their maximum of marks than to the tastes of the pupil, then to obtain the coveted prize, and subsequently to forget the mass of undigested information with which their memories have been surfeited, possibly never to return without disgust to the consideration of them.
We fancy such a modification as sketched above would influence favourably those who select a subject for its own sake and are desirous of knowing it perfectly. If successful in the elementary schools, the means are gained for following it up in a more advanced one till it is finally mastered, the information having been gradually imparted and more perfectly assimilated. On the other hand, the scheme would rather repel those alluded to before, who study hurriedly particular branches solely for the sake of the money to be gained, only so long as this is at once paid to them in the form of cash.
The plan recommended appears to be inconsistent with separate or private educational enterprises, many of which depend for their maintenance and efficiency on large fees. The want of uniformity in constitution and management of elementary schools, and the want of harmonious action resulting from the rivalry between them, scarcely offer the proper conditions for the full development of the plan. In a few large towns, where the relations between schools have rendered its introduction possible, it has been eminently successful. Pupils of marked intellectual power, belonging to the less opulent classes, have been induced by the operation of this system to proceed from primary to intermediate schools, and ultimately to the attainment of the highest distinctions at the English universities; following specially at each advancement the subjects of their choice.
Undoubtedly, a complete State-controlled educational scheme embracing all grades would render possible the general adoption of this method of applying large money prizes. In offering this suggestion as a plea in favour of State education we must bear in mind that the State system depends for its favourable reception on considerations of much greater moment, which cannot in our present limits be discussed.