In order to maintain the proper relation between teacher and pupil, all pupils should be made to look to their teachers as their natural examiners and fairest judges, and therefore in every examination the report of the teacher ought to carry the greatest weight. This is the principle followed abroad in all examinations of candidates at public schools; and even in their examination on leaving school, which gives them the right to enter the University, they know that their success depends far more on the work which they have done during the years at school, than on the work done on the few days of their examination. There are outside examiners appointed by Government to check the work done at schools and during the examinations; but the cases in which they have to modify or reverse the award of the master are extremely rare, and they are felt to reflect seriously on the competency or impartiality of the school authorities. To leave examinations entirely to strangers reduces them to the level of lotteries, and fosters a cleverness in teachers and taught often akin to dishonesty. An examiner may find out what a candidate knows _not_, he can hardly ever find out all he knows; and even if he succeeds in finding out _how much_ a candidate knows, he can never find out _how_ he knows it. On these points the opinion of the masters who have watched their pupils for years is indispensable for the sake of the examiner, for the sake of the pupils, and for the sake of their teachers. I know I shall be told that it would be impossible to trust the masters, and to be guided by their opinion, because they are interested parties. Now, first of all, there are far more honest men in the world than dishonest, and it does not answer to legislate as if all schoolmasters were rogues. It is enough that they should know that their reports would be scrutinized, to keep even the most reprobate of teachers from bearing false witness in favour of their pupils. Secondly, I believe that unnecessary temptation is now being placed before all parties concerned in examinations. The proper reward for a good examination should be honour, not pounds, shillings, and pence. The mischief done by pecuniary rewards offered in the shape of scholarships and exhibitions at school and University, begins to be recognized very widely. To train a boy of twelve for a race against all England is generally to overstrain his faculties, and often to impair his usefulness in later life; but to make him feel that by his failure he will entail on his father the loss of a hundred a year, and on his teacher the loss of pupils, is simply cruel at that early age.