ble degree of intelligence and
then let her expectations be commensurate with their intelligence.

=Concessions.=--It is an affront to the intelligence of a child not to
concede that he knows that the days are longer in the summer than in
winter. We may fully expect such a degree of intelligence, and base our
teaching upon this assumption. In our examinations we pay a delicate
compliment to the child by giving him occasion for thinking. We may ask
him why the days are longer in summer than in winter and thus give him
the feeling that we respect his intelligence. Our examinations may
always assume observed facts. Even if he has never noted the fact that
his shadow is shorter in summer than in winter, if we assume such
knowledge on his part and ask him why such is the case, we shall
stimulate his powers of observation along with his thinking. If the
teacher asks a boy when and by whom America was discovered, he resents
the implication of crass ignorance; but if she asks how Columbus came to
discover America in 1492, he feels that it is conceded that there are
some things he knows.

=Illustrations.=--If we ask for the width of the zones, we are placing
the emphasis upon memory; but, if we ask them to account for the width
of the zones, we are assuming some knowledge and are testing for
intelligent thinking. If we ask why the sun rises in the east and sets
in the west we are, once again, assuming a knowledge of the facts and
testing for intelligence. If we ask for the location of the Suez, Kiel,
and Welland canals, we are testing for mere memory; but, if we ask what
useful purpose these canals serve, we are testing for intelligence. When
we ask pupils to give the rule for division of fractions, we are testing
again for mere memory; but when we ask why we invert the terms of the
divisor, we are treating our pupils as rational beings. Our pedagogical
sins bulk large in geography when we continually ask pupils to locate
places that have no interest for them. Such teaching is a travesty on
pedagogy and a sin against childhood.

=Intelligence of teacher.=--If the teacher is consulting her own ease
and comfort, then she will conduct the examination as a test for memory.
It requires but little work and less thinking to formulate a set of
examination questions on this basis. She has only to turn the pages of
the text-book and make a check-mark here and there till she has
accumulated ten questions, and the trick is done. But if sh