Welsh Journals

will vary so much that equation seems impossible. But even if it is not impossible, where will you find your external examiners? Even now, with the same syllabus (in most cases) for all Colleges, we secure men of the highest standing only with difficulty. What shall we do when there are three times as many papers to set ? The third evil-that springing from our examina- tions—also needs comment. Whereas an examina- tion is set up to test the pupil's knowledge, too often he directs his work merely towards passing the examination. As everyone knows, this absurd and mischitvous practice is not confined to the Welsh Colleges, but nowhere is it more marked. It is pitiful to see the library thronged with men and women during the last frantic days, when the tennis- court and the hillside are calling. Many will actually sit up all night before the fateful day, or even two nights, with results that may be imagined. I know no parallel to the perversity of this system, except those sabbath-day's journeys under- taken in order to qualify for refreshment. This ludicrous scandal of result-hunting is another thing which must be stopped at all costs. Only a complete change of spirit can radically improve education, one agrees but there are two alterations of system which would help greatly. First, the examinations must be based on the work which has actually been done, whatever it is, and the student must know beforehand that this will be so. Here the reader may object But is not this always the case ? Have you not, for instance, in language- subjects, certain set books? Surely the question- papers are set upon these books, not others?' True, but no teacher worth his salt confines his lectures to the mere reading and explanation of the book prescribed. Can he teach Faust or Paradise Lost or Plato's Republic in the manner of the familiar examination-papfr, never entering the illimitable field of modern experience ? Till one has brought the subject into living relation with the pupil, one has scarcely begun the genuine work. Explanation of idiom and political allusion is the necessary preliminary-that is all. What do Faust and his tragedy mean to that youth from Ystrad Meurig who seems bored to extinction ? Nothing, perhaps, actually but potentially-who knows ? It is your business to change that potentiality into energy, as Aristotle would say. Till he has some notion of what he would do and feel in her place, what's Hecuba to him? How many examination papers has the reader seen containing questions like these ? What do you imagine would have been Plato's opinion of the following British statesmen ?* If you could meet (a) St. Paul, (b) Caius Gracchus, (c) Talleyrand, what is the first question you would ask each of them? Discuss their probable replies. Has any lecture in this Department affected your conduct or enjoyment of life ? If so, describe the experience. If not, endeavour to account for the absence of such an effect.' Such questions are tacitly considered unsuitable for an examination paper. Not that they are disregarded by the genuine teacher. But the student knows by the sudden change of voice, the new glance, that something is to be said which is "off the syllabus. His pen at once stops. He may be interested, but instinctively he records a note that all this is not to count. It will not appear in the examination paper. And it never does. Why not ? Partly, to be sure, from mere mauvaise honte. The academic mind would feel that there was something indecent about setting down in cold print such questions as I have indicated. But another cause is that there are pupils concerned who have been under various teachers. One man may indeed have outlined the policy which Pope Hildebrand would have adopted towards Gipsy Smith, but another may have passed the topic by. Since, then the candidates are of different origin, let our question- paper be the greatest common measure of all." Shall we never reflect that since they are taught separately, the only sensible plan is to examine them separately ? If the question-paper is but a collection of jaded and obvious queries, will not the teaching tend to become flat and jaded also ? Herein, perhaps, one may discern the origin of that dulness which is so often declared the main feature of a University lecture. If Mephistopheles is wrong in his terrible sneer Das Beste, was du wissen kannst, Darfst du den Buben doch nicht sagen1, as-thank Heaven !-he is, little credit is due there- for to the traditional system of examination. And the other expedient is to combine with the examination credit for the manner in which the student has acquitted hinself in his everyday activities throughout the session. When we adopt this plan of allowing the degree or the certificate to reflect naturally the real work done, we shall hear little more of the examination fetish. So far I have dealt with but two of the basic facts which I set forth at the beginning of this article. It remains to be considered whether they are right And still the best of all your knowledge You dare not tell the lads in College.'