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“ CRAM.” *
A nrwm institution has, liko man, its sewn ages. In its
infancy, unknown nncl unnoticed, it escitcs in youth some
interest and surprise. Advancing tomawls manhood, everyone
is forward in praising its uscfulness. As it grows np nncl
1)ecolucs outabliuhed, tho popnllar tone begins to change.
Somo people nro unavoidably offcndcd or actually injured by
a new institution, and as it grows older and more powerful,
thcso pcoplo become more numerous. In proportion to the
SUCC~HJ of nn undertaking, will bo thc difficulties and jcalousic>s
which nro cnconntercd. It hcomcs tho interest of certain
pcrsons to find out tho .cr.cnk points of thi: system, and turn
them to their privnto advnutngc. Thus tho institution reaches
its critical age, which, safely surmounted, it progresses through
R prosperous middle lifc to a venerable old age of infirmities
and abuses, dying out in thc form of a mere survival.
There is no difficulty in seeing what period of life the
oxamination system has now reached. It is that critical age
nt which its progress is so marked as to raise wide-spread
irritotion. To abueo examinations is one of the most popular
commonplaces of public spcccfics and after-diuner conversation.
Everybody has something to sny iu dispraise, and the reason
is pretty obvious. Many persons have been inconvenienced
by examinations; somo regret the loss of patronage; others
the loss of patrons and appointments; schoolmasters do not
* “ Mind,” April, 1877 ; No. VI.