The daily morning journal and courier., 1901-04-01
EXAMINATION HINTS.
How to Prepare for the Ordeal.

How to Prepare for the Ordeal.
 A writer gives in recent issue of tn
 Edinburgh Scotsman some suggestion!
 for persons desiring to pass examina
 tions which our contemporary describe:
 tips worth having" as follows:
 | l. Always endeavor to get the exami nation papers of previous years. The
 questions as rule run somewhat in g groove, and the same form of question even the identical questions themselves
 are continually cropping up. It is a
 great thing merely to accustom oneself
 to the phraseology of examination questions, as person unaccustomed to
 them Is sometimes puzzled as to what they mean, some of them being obscure
 at first sight. 2, Never omit to an-
 swer a question, even when you have
 not much to say. An attempt to an-
 swer always pleases an examiner, while 1 blank prejudices him. B. It is useful to have few quotations at one's finger ends with reference to authorities. A friend of mine, in the habit of going in
 for examination, once confessed to me that he was so confident of the value of tlIlS tHdL Wueu ot quOldllOIl lullSll
 and he wanted reference, he promptly
 made one up on the spot! This, how ever, though amusing, must be con- demned from a moral standpoint. 4. Don't give more than is asked, and cul- tivate a lucid style, avoiding more words than are necessary to explain your meaning. 5. Be methodical in your answers, ard write neatly and leg ibly.
 The above remarks apply to those who have to compete at examinations. Personally, however, I detest .eXamina- tions, though they are often necessary evils. The persons who come out in flying colors are often those who have a superficial knowledge and a happy knack of answering questions, while these whose knowledge is really deeper often do not appear so favorable.
 To candidates in an examination I can give one sound piece of advice. AL ways read round your subject, and learn more than is actually specified in the syllabus of the examination. For instance. if the reign of Charles II. is the period set for history, a student would deserve a whipping who merely crammed up the facts of that reign and studied it as an isolated epoch, distinct from what went before and what came after To understand anything of the character and significance of the reign, it is absolutely essential to study the reignss of the monarchs who came before and after that epoch.
 Indeed, a student of history who would cram up one epoch by itself would be like d student o1 physiology 1 who devoted his attention to one organ of the human body, distinct from the system of which it forms a l part, and separated from other vital or | gans on whose action it depends, and | so with every branch of study. A play | of Shakespeare's cannot be studied | alone, but must be compared and con- | trasted with other works by the same | master, and period of English litera- | -ure, such as the EliZabethan period, | must be traced from it's early growth | 70 it's maturity. Nor in architecture ,an one style be understood unless one | 1as followed it in it's gradual evolution | rom primitive forms, the early English, | ,or instance, gradually being evolved