The Richmond Virginian. (Richmond, Va.) 1910-1920, 1914-11-29
AFFIRMATIVE.
Resolved That Examinations Are Fair Test of Student
Ability

/ should like to warn my readers
that 1t Is not for our side to prove
that an examination is an "infAllible"
test of ones ability. for such would
be impossible; and / dare say that
some Of our worthy opponents will
name q case or two in, which the stu
dent who made the highest grade on
his final examinations at school failed
ito make good in after life.
All this we shall admit, but we
have only to prove that an examina-
ton is fair" test Of a students
ability. which VIE have no doubt will
be clearly seen by all who shall sit In
judgment on the discussion OF this
most interesting question now before
them. We most assuredly expect a
verdict in our favor.
LOUIS DAHL.
IL
I Affirmative.
Resolved. That examinations are
fair test of D students ability.
Aunt Nancy. the Judges and Circle
Members: have been assigned to the
affirmative side Of this debate. ! shall
try to do my best and try not to tax
your patience. My opponent will say
that examinations are not fair test
OF a students ability because many
pbplis Will VI ctudS III AAhS
recitations. but will cram" for ex-
aminations, and that they may pro-
dnce bad effect, for the pupils may
TRY the same Ilan outside their school
life.
Students DO Not "Cram.-
In reply to this I want to say that
examinations are a fair test. Most
children OF my acquaintance do study
for their daily lessons and do not
4 FRA ~ rJv,o ThArc
are some exceptions, but there are to
every rule. Examinations teach the
pupil to express conciscIy the sub
stance Of what he has learned dur
ing the year. They prove whether the
pupil understands what he has been
over. and show whether he should be
promoted or not. II pupil does not
understand what he has been Over 1t
will como to light on tho examinah ons
Though some pupils get nervous on ex-
animation they cannot forget al OF the
subject IL they thoroughly under
stand II.
Again there are pupils who can by
barely glancinx at tho lesson gain m
idea OF its contents and in class can
enlarge on the little they know, and
get good mark on the Lesson. But
when the examinations come they can
not by this method pass. All pupils
uttd AaC XbNoAOAtE ~ e'S
whether they know as much as the
others.
Catch Questions.
Again my opponents Will say that
the teachers esk catch-QuAsfions very
often and that many pupils have fall
ed because OF them. 1t is only a
small percentage OF teachers who do
this and very few pupils have failed
because OF them. OFTEN examina-
al h. .rfx tn~ what ira CT n rsr
has Of the pupils knowledge OF his
subject. There is no nxed standard
Of what q pupil shall know Of his
subject, and the teacher needs Some
means of ascertaininE what he knows
For instance. in my Latin class there
are II pupils; the teacher cannot
give The individual the attention that
she could with smaller class: each
pupil can rectte only occasionally. ard
she cannot form a fair estimate Of his
knowledge. Then you will say that II
liz too much work coming at the END
Of the year. when the pupils are tired
and rundown. II the examinations
are not crowded into too short a
period Of time they are not an unfair
test. Have any of you. my opponents,
ever feared an examination when you
conscientious " ork throughout the sea-
sion? OF course you haven't. and no
one else.
likes Examinations.
OFTEN one hears n pupil Say: TO-
morrow have an examination on such
study: but don't mind that: / like
IT," An, there is a secret he likes It..
and has, therefore. faithfully studied Il.
Again one says: Il certainly do dread
the examination on ---. hate II.
and I don't care II I never learn IT."
ThAre n 10 amin. he only dreads the
| one for which he IL not prepared. and
the fact. far from proving that ex-
aminations ar. unfair tests. go to show
that we need them as an impetus to
greater effort.
DOROTHY wINrREY.
Glen Allen.