e is testing
for intelligence, the matter is not so simple. To test for intelligence
requires intelligence and a careful thinking over the whole scope of the
subject under consideration. To do this effectively the teacher must
keep within the range of the pupil's powers and still stimulate him to
his best efforts.

=Major and minor.=--She must distinguish between major and minor, and
this is no slight task. Her own bias may tend to elevate a minor into a
major rank, and this disturbs the balance. Again, she must see things in
their right relations and proportions, and this requires deliberate
thinking. In "King Lear" she may regard the Fool as a negligible minor,
but some pupil may have discovered that Shakespeare intended this
character to serve a great dramatic purpose, and the teacher suffers
humiliation before her class. If she were testing for memory, she would
ask the class to name ten characters of the play and like hackneyed
questions, so that her own intelligence would not be put to the test.
Accurate scholarship and broad general intelligence may be combined in
the same person and, certainly, we are striving to inculcate and foster
these qualities in our pupils.

=Books of questions and answers.=--When the examinations for teachers
shall become tests for intelligence and not for memory, we may fully
expect to find the same principle filtering into our school practices.
It is a sad travesty upon education that teachers, even in this
enlightened age, still try to prepare for examinations by committing to
memory questions and answers from some book or educational paper. But
the fault lies not so much with the teachers themselves as with those
who prepare the questions. The teachers have been led to believe that to
be able to recall memorized facts is education. There are those, of
course, who will commercialize this misconception of education by
publishing books of questions and answers. Of course weak teachers will
purchase these books, thinking them a passport into the promised land.

The reform must come at the source of the questions that constitute the
examination. When examiners have grown broad enough in their conception
of education to construct questions that will test for intelligence, we
shall soon be rid of such an incubus upon educational progress as a book
of questions and answers. The field is wide and alluring. History,
literature, the sciences, and the languages are rich in material that
can b