=--This emphatic, albeit true, representation
of the type of examinations that still obtains in some schools has been
set out thus in some detail that we may have a basis of comparison with
the other type of examinations that tests for intelligence rather than
for memory. For children, not unlike their elders, are glad to have
people proceed upon the assumption that they are endowed with a modicum
of intelligence. They will strive earnestly to meet the expectations of
their parents and teachers. Many wise mothers and teachers have incited
children to their best efforts by giving them to know that much is
expected of them. It is always far better to expect rather than to
demand. Coercion may be necessary at times, but coercion frowns while
expectation smiles. Hence, in every school exercise the teacher does
well to concede to the pupils a reasonable degree of intelligence and
then let her expectations be commensurate with their intelligence.
=Concessions.=--It is an affront to the intelligence of a child not to
concede that he knows that the days are longer in the summer than in
winter. We may fully expect such a degree of intelligence, and base our
teaching upon this assumption. In our examinations we pay a delicate
compliment to the child by giving him occasion for thinking. We may ask
him why the days are longer in summer than in winter and thus give him
the feeling that we respect his intelligence.
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