ing which testimonies with kindred ones coming from students and professors on all sides, we find the really noteworthy thing to be that examiners are concerned not so much to set questions fit for students as to set questions which make manifest their own extensive learning. Especially if they are young, and have reputations to make or to justify, they seize the occasion for displaying their erudition, regardless of the interests of those they examine.
If we look through this more significant and general fact for the still deeper fact it grows out of, there rises before us the question—Who examines the examiners? How happens it that men, competent in their special knowledge but so incompetent in their general judgment, should occupy the places they do? This prevailing faultiness of the examiners shows conclusively that the administration is faulty at its centre. Somewhere or other, the power of ultimate decision is exercised by those who are unfit to exercise it. If the examiners of the examiners were set to fill up an examination-paper which had for its subject the right conduct of examinations, and the proper qualifications for examiners, there would come out very unsatisfactory answers.
Having seen through the small details and the wider facts down to these deeper facts, we may, on contemplating them, perceive that these, too, are not the deepest or most significant. It becomes clear that those having supreme authority suppose, as men in general do, that the sole essential thing for a teacher or examiner is complete knowledge of that which he has to teach, or respecting which he has to examine. Whereas a coessential thing is a knowledge of Psychology; and especially that part of Psychology which deals with the evolution of the faculties. Unless, either by special study or by daily observation and quick insight, he has gained an approximately-true conception of how minds perceive, and reflect, and generalize, and by what processes their ideas grow from concrete to abstract, and from simple to complex, no one is competent to give lessons that will effectually teach, or to ask questions which will effectually measure the efficiency of teaching. Further, it becomes manifest that, in common with the public at large, those in authority assume that the goodness of education is to be tested by the quantity of knowledge acquired. Whereas it is to be much more truly tested by the capacity for using knowledge—by the extent to which the knowledge gained has been turned into faculty, so as to be available both for the purposes of life and for the purposes of independent investigation. Though there is a growing consciousness that a mass of unorganized information is, after all, of but small value, and that there is more value in less information well organized, yet the noteworthy truth is that this consciousness has not got itself officially embodied; and that our educational administration is working, and will long continue to work, in pursuance of a crude and outworn belief.
