Potosi journal., 1905-08-02
BY MARGARET F.. sANGsTER,

Examinations loom large in school
HE, because they are tests of prog
ress. When the school year is at an
end, and you look back over it's course
as ever a journey from one point to
another, the examinations stand out
i'll memory like milestOnes on the road.
In some schools there are weekly tests
in others reviews come monthly. and
III nearly every school there are half
yearly examinations which very fair
ly show the work that has been as
signed and demonstrate the faithful
ness with which it has been done.
A student whose work is fairly well
performed every day, who never brings
half-learned lessons to a recitation,
who never shirks a task or accepts
help, instead of working out problems
for herself, need have no dread of ex-
amlnations. They will take care Of
themselves. But there are girls who
have an easy way Of slinging through
their tasks, who are not at all
thorough nor diligent, and yet who
manage to seem prepared when they
are just the reverse. | have known
such girls. brilliant and superficial,
who glanced over their work at the
last moment, and hoped for an easy
question, or who hooked as if they
knew so much that the teacher passe 4
them over. and put her query to a
duller girl in the next seat These
sketchy girls when examination tima
comes are obliged tC cram They
spend frantic hours in making up in
a hurry what ought to have been at
their fingers ends throughout the
term They possibly pass written
examination, and send in pagers that
receive high marks. Blu. IN the enc
they will be distanced by other girls
who were faithful all through
Girls who are merely clever are like
merchants who put all their goods in
the shop windows, and have nothing
on the shelves. Unless we have plenty
to draw from besides what We put
in front for the public to see, VIC shall
soon find our working capital exhaust
ed, and our resources hopelessly
crippled.
wonder if you understand pre-
cisc!y what | mean? 1t is SO impor-
taat that a woman should in these
days he equipped at every point. for
her home life or her business o1por-
tuntins, or her profession, whatever it
may be, that no girl at school can af-
ford to waste her opportunities. You
have been told over and over unit!
the words seem but an idle tale, that
you are in life's morning. that these
are your best days, and that ii you do
not make the most of the present. il
will never be in your power to re-
trieye the loss.
Half the time you listen to this sort
of preaching with bored resignation,
when it comes from parents and
teachers. But, dear girl, it is true.
The mill will never grind again with
water that is passed. What you lose
to-day you cannot gain tomorrow,
The real value of education to girls,
is that it is preparing them to take
their places in the world, and to make
the world better in days to come. A
girl who does not make the mos. of
her time in school will not only be
sorry later on, but will be surpassed
by others less clever than herself, but
more conscientious.
Occasionally one meets very COM
monElace woman who has few ideas,
no conversation, and very little influ-
ence. People pass her by without
paying attention to anything she says,
and express surprise when told that
she is a graduate of some conspicuous
college. How did she ever manage
to secure a diploma? may be asked
Well, there may be more than one
explanation. She may have done her
work mechanically, or she may have
had a remarkably good memory. or
She may have studied hard for exam
nations and used up her strength too
lavishly. Unless one is developed
Systematically in brain and heart and
body, she will have to take back
seat in the audience when others are
on the platform, directing the pur-
poses Of the assembly. She will be
in the rear and the procession will
finally drop her from it's ranks.
want to say something to encour-
age the dull girls. who have to work
tremendously for all they secure. In
talking one day with noted educator
man under whose eyes hundreds of
pupils had passed. and who had made
profound study Of the possibilities of
young people. l was impressed with
something he said 1t was this: Il
am not very much interested in the
clever and brilliant girls who toss Off
their work as If it were a bagatelle
They may be trusted to achieTe some
good results, unless they depend too
much on their native quickness, or
they prove failures. A plodding pupil
who has to wage battle for every
inch of ground gained, awakens my en-
thuSasm and stimulates me to Offer
all The help that is in me. l love tC
see the triumph Of dogged persever-
ance when difficulties have thickened
in TIE way
Perhaps the point made here by the
teacher was to the effect that wha
we strive for we prize. and also thai
steady application. with a given OBJ
ject in view, in the long run, Is bettol
than swift spurts, with lapses O.
ldleness between them.
However, we are not all alike
Some of you have one method. some
another. Whatever else you leave un