The Gavelyte, April 1907

THE GAVELYTE, works hard but can't connect so I will make the exam. a little lighter to help him out, A will get ·them easily; won't have to work up to his abilities to get 100 per cent even, but I can't flunk B. There is, we will say a student C in the class that has a talent for mathematics but won't work, but on ac– count of the examination being lightened on account of B, he gets them easily. Now the process is unfaiT first to A because it brings him with his talents down to duller B's and lazy C's class, and he has not had to work up to his capacity thereby is cheated in his education, also. C has as much talent as A but never-the-less passes, not being fair to either A, B or C. ow this whole thing with the place of the students changed, applies in language where B is proficient a!1d A mediocre. I claim that students should be classified by each professor. Let us take again mathematics. He will judge their respective abilities and class them accordingly, the greater their ability the harder their examination. He can make as many different grades as the occasion demands. Their classification should then be given on reports and diplomas and then it would mean something. We would not have so many incompetently filled positions nor so many men out of their places. As things are do you realize that a very mediocre student's diploma will be as much of a recommendation to an utter stranger as would that of the very best? Is it fair? Is it honest? It may be said that some would be in the low classes of all branches. Very good. If they haven't the talent a college should not sign a diploma saying they ~ave. They have no bus– iness studying this line of studies. The Maker of all didn t make them for it and the college should not attempt to give him the lie. It is evident also what this would do for the fellow that wouldn't work. In this case he is to be classed not according to what he does but according to what he couI°d do if he worked and was examined accordingly. He would flunk! He would and should. I am iri favor of different examination for different abilities, the ex– aminations growing harder proportionally as the ability is greater and vice versa. The listment or grade of ability to be given on his credentials. This would result in a student using his · particular aptibilities to their utmost and he would not have to attempt and appear to reach that impossibility– proficiency in lines not hi own. A student should not be compelled to spend the greater part of his time on a study,for which he h_as no talent, but rather on that wh rein his talent lies.