ons with some reference to this requirement, then I believe that
we shall find the examination a dependable test.

One important point is likely to be overlooked in the consideration of
examinations,--the fact, namely, that the form and content of the
questions have a very powerful influence in determining the content and
methods of instruction. Is it not pertinent, then, to inquire whether
examination questions cannot be so framed as radically to improve
instruction rather than to encourage, as is often the case, methods that
are pedagogically unsound? Granted that it is well for the child to
memorize verbatim certain unrelated facts, even to memorize some facts
that have no immediate bearing upon his life, granted that this is
valuable (and I think that a little of it is), is it necessary that an
entire year or half-year be given over almost entirely to "cramming up"
on old questions? Would it not be possible so to frame examination
questions that the "cramming" process would be practically valueless?

What the pupil should get from geography, for instance, is not only a
knowledge of geographical facts, but also, and more fundamentally, the
power to see the relation of these facts to his own life; in other
words, the ability to apply his knowledge to the improvement of
adjustment. Now this power is very closely associated with the ability
to grasp fundamental principles, to see the relation of cause and effect
working below the surface of diverse phenomena. Geography, to be
practical, must impress not only the fact, but also the principle that
rationalizes or explains the fact. It must emphasize the "why" as well
as the "what." For example: it is well for the pupil to know that New
York is the largest city in the United States; it is better that he
should know why New York has become the largest city in the United
States. It is well to know that South America extends very much farther
to the east than does North America, but it is better to know that this
fact has had an important bearing in determining the commercial
relations that exist between South America and Europe. Questions that
have reference to these larger relations of cause and effect may be so
framed that no amount of "cramming" will alone insure correct answers.
They may be so framed that the pupil will be forced to do some thinking
for himself, will be forced to solve an imaginary situation very much as
he would solve a real situation.

Examination qu