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08923_Field_TCGG T688.txt
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1996-04-10
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ourselves of a modern opinion, that study exists for
examinations rather than examinations for study. Indeed,
to apply the measure of their prevalence and efficiency to
the education of past generations, would be to commit
an anachronism.
We might look in vain for any public examination to
justify the learning and research which in the seventeenth
century made English students famous:—whose efforts
were fostered, rather by the encouragement of tutors and
friends, than by the disputations in the schools.
Examinations in our modern acceptation there were none.
As books became cheaper, the quicker and the more
diligent students discovered that they could acquire
knowledge for themselves where previous generations had
been dependent on the oral teaching. Then arose the
necessity of examination, and as this has come to be