IV EXAMINATIONS 187 



which is perhaps of more practical value than any 

 other objection, is this, viz. that one of the real 

 advantages of examination in connection with educa- 

 tion is lost when a stranger examines instead of the 

 teacher. That advantage is the observation on the 

 part of the teacher of the failure or success of his 

 methods of teaching. The importance of this experi- 

 ence to the teacher cannot be exaorcrerated. Where 

 external examiners act they necessarily give most 

 meagre reports as to the performance of the examinees ; 

 " reject," "pass," "honours," are the actual words which 

 convey all the information vouchsafed to the teacher. 

 At the University of London no proper reports on 

 the performances of unsuccessful candidates are ever 

 given, and no use is made of the examination for the 

 23urpose of correcting the teaching in the different 

 places of study which supply candidates. The reason 

 for not giving such reports is adequate and is condem- 

 natory of the whole system. It is this : There are so 

 many candidates that it w^ould be impossible to furnish 

 a full report of each candidate's work to his teacher.-^ 

 The opinion then which I hold in regard to ex- 

 aminations in the universities is that they are excellent 

 and useful only on the condition that they are con- 



1 The defenders of tlie examination system of the University of 

 London are in the habit of quoting the extremely large numbers of 

 its candidates as evidence of the success of the university. On the 

 other hand, it seems that really these large numbers are one of the 

 strongest objections to the system pursued — since it is impossible to 

 maintain uniformity of judgment with more than one hundred 

 examinees, or to give j^roper time and attention to the preparation of 

 reports on the work of each examinee which may serve as guides to 

 the teacher in each case for the future. 



