e used in testing for intelligence, and we need not resort to petty
chit-chat in preparing for examinations.

=The way of reform.=--We must take this broader view of the whole
subject of examinations before we can hope to emerge from our beclouded
and restricted conceptions of education. And it can be done, as we know
from the fact that it is being done. Here and there we find
superintendents, principals, and teachers who are shuddering away from
the question-and-answer method both in the recitation and in the
examination. They have outgrown the swaddling-clothes and have risen to
the estate of broad-minded, intelligent manhood and womanhood. They have
enlarged their concept of education and have become too generous in
their impulses to subject either teachers or pupils to an ordeal that is
a drag upon their mental and spiritual freedom.

QUESTIONS AND EXERCISES

1. What purposes are actually achieved by examinations?

2. What evils necessarily accompany examinations? What evils usually
accompany them?

3. Outline a plan by which these purposes may be achieved unaccompanied
by the usual evils.

4. Is memory of facts the best test of knowledge? Suggest other tests by
which the value of a pupil's knowledge may be judged.

5. Experts sometimes vary more than 70 per cent in grading the same
manuscript. The same person often varies 20 per cent or more in grading
the same manuscript at different times. An experiment with your own
grading might prove interesting.

6. Do you and your pupils in actual practice regard examinations as an
end or as a means to an end? As corroborating evidence or as a final
proof of competence?

7. How may examinations test intelligence?

8. Suggest methods by which pupils may be led to distinguish major from
minor and to see things in their right relations.

9. Is it more desirable to have the pupils develop these powers or to
memorize facts? Why?

10. Why are "question and answer" publications antagonistic to modern
educational practice? Why harmful to students?

CHAPTER XXIV

WORLD-BUILDING

=An outline.=--Education is the process of world-building. Every man
builds his own world and is confined, throughout life, to the world
which he himself builds. He cannot build for another, nor can another
build for him. Neither can there be an exchange of worlds. Moreover, the
process of building continues to the end of life. In building their
respective worlds all men have acc