Examine for lightness and speed; trochee, dactyl, polysyllables. Examine for dignity; iambus, monosyllables. Number of syllables in individual lines. Character of consonants; stopped, unstopped, voiced. Character of vowels; back, front, round, harsh. Correspondence of sound to sense. It would be interesting, and perhaps somewhat humiliating, for each one of us who are teachers to take a list of the questions we have set for examinations in literature and with perfect honesty tell ourselves how many of them we could ourselves answer with any originality, and how many it is fair to suppose that our students could write about with any ideas except those gathered from teacher or text-book. With the pressure of a doubtful system and of unintelligent custom always upon us, few of us, it is to be feared, would escape without a sore conscience. When I speak of a school-boy or a school-girl as writing with "originality," I do not mean anything profound. I am not so deluded as to suppose this originality will take the form of startlingly novel discoveries in regard to the significance of work or the intention of authors. I only mean that what the boy or girl writes shall be written because he or she really thinks it, and that each idea, no matter if it be obvious and crude, shall have some trace of individuality which will indicate that it has passed through the mind of the particular pupil who expresses it. This, I believe, is what should chiefly concern the maker of examination-papers. He should especially aim at giving students an opportunity of showing personal opinions and convictions.