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.
TREASURE TROVE.
A STORY IN FOUR CHAPTERS.—CHAP. III.
After a sleepless night of suspense and dread, Bertha, who was always up first in the little household, lingered in her room until long after her usual time, not daring to descend, for fear of meeting Jasper Rodley, and only did so at the personal summons of her father, who assured her that their visitor had gone.