=Illustrations.=—­If we ask for the width of the zones, we are placing the emphasis upon memory; but, if we ask them to account for the width of the zones, we are assuming some knowledge and are testing for intelligent thinking.  If we ask why the sun rises in the east and sets in the west we are, once again, assuming a knowledge of the facts and testing for intelligence.  If we ask for the location of the Suez, Kiel, and Welland canals, we are testing for mere memory; but, if we ask what useful purpose these canals serve, we are testing for intelligence.  When we ask pupils to give the rule for division of fractions, we are testing again for mere memory; but when we ask why we invert the terms of the divisor, we are treating our pupils as rational beings.  Our pedagogical sins bulk large in geography when we continually ask pupils to locate places that have no interest for them.  Such teaching is a travesty on pedagogy and a sin against childhood.

=Intelligence of teacher.=—­If the teacher is consulting her own ease and comfort, then she will conduct the examination as a test for memory.  It requires but little work and less thinking to formulate a set of examination questions on this basis.  She has only to turn the pages of the text-book and make a check-mark here and there till she has accumulated ten questions, and the trick is done.  But if she is testing for intelligence, the matter is not so simple.  To test for intelligence requires intelligence and a careful thinking over the whole scope of the subject under consideration.  To do this effectively the teacher must keep within the range of the pupil’s powers and still stimulate him to his best efforts.

=Major and minor.=—­She must distinguish between major and minor, and this is no slight task.  Her own bias may tend to elevate a minor into a major rank, and this disturbs the balance.  Again, she must see things in their right relations and proportions, and this requires deliberate thinking.  In “King Lear” she may regard the Fool as a negligible minor, but some pupil may have discovered that Shakespeare intended this character to serve a great dramatic purpose, and the teacher suffers humiliation before her class.  If she were testing for memory, she would ask the class to name ten characters of the play and like hackneyed questions, so that her own intelligence would not be put to the test.  Accurate scholarship and broad general intelligence may be combined in the same person and, certainly, we are striving to inculcate and foster these qualities in our pupils.

=Books of questions and answers.=—­When the examinations for teachers shall become tests for intelligence and not for memory, we may fully expect to find the same principle filtering into our school practices.  It is a sad travesty upon education that teachers, even in this enlightened age, still try to prepare for examinations by committing to memory questions and answers from some book or educational