himself accordingly. The tests should consist of
discussions, essays, and written and oral examinations; by means of
these it is not impossible to determine whether the aims of the
subject have been realized in the instruction or not. But the tasks
set should be of such a character as to test the student's power of
thought, his ability to understand what he has read and heard with all
its implications, his ability to assume a critical attitude toward
what he has assimilated, and his ability to try his intellectual wings
in independent flights. A person who devotes himself faithfully to his
work during the entire term, who puts his mind upon it, takes an
active part in the discussions, and is encouraged to express himself
frequently by means of the written word, will surely give some
indication of the progress he has made, even in a written
examination--it being a fair assumption that one who knows will
somehow succeed in revealing his knowledge. Care must be taken, of
course, that the test is not a mere appeal to the memory; it is only
when the examination makes demands upon the student's intelligence
that it can be considered a fair measure of the value of philosophical
instruction. It must not be forgotten, however, that the examination
may reveal not only the weakness of the learner but the weakness of
the teacher. It is possible for a student, even in philosophy, to make
a fine showing in a written examination by repeating the words of the
master which he does not understand, without having derived any real
benefit from the course. The teacher may set an examination which will
hide the deficiencies of the instruction, and the temptation to do
this in large classes which he knows have not been properly taught is
great.

FRANK THILLY
_Cornell University_

BIBLIOGRAPHY

COXE, G. C. The Case Method in the Study and Teaching of Ethics.
_Journal of Philosophy, Psychology, and Scientific Methods_, Vol. X,
13, page 337.

DAVIES, A. E. Education and Philosophy, _Journal of Philosophy,
Psychology, and Scientific Methods_, Vol. VI, 14, page 365.

HINMAN, E. L. The Aims of an Introductory Course in Philosophy.
_Journal of Philosophy, Psychology, and Scientific Methods_, Vol. VII,
21, page 561.

HOeFLER, A. _Zur Propaedeutik-Frage._

HOeFLER, A. Zur Reform der philosophischen Propaedeutik. _Zeitschrift
fuer die Oesterreichischen Gymnasien_, Vol. L, 3, page 255.