into his mind. Now, these faculties are by no means to be despised.
They are of great value in practical life, and are the making of many
an advocate, and of many a so-called statesman. But in the pursuit of
truth, scientific or other, they count for very little, unless they are
supplemented by that long-continued, patient "intending of the mind,"
as Newton phrased it, which makes very little show in Examinations. I
imagine that an Examiner who knows his students personally, must not
unfrequently have found himself in the position of finding A's paper
better than B's, though his own judgment tells him, quite clearly, that
B is the man who has the larger share of genuine capacity.

Again, there is a fallacy about Examiners. It is commonly supposed that
any one who knows a subject is competent to teach it; and no one seems
to doubt that any one who knows a subject is competent to examine in
it. I believe both these opinions to be serious mistakes: the latter,
perhaps, the more serious of the two. In the first place, I do not
believe that any one who is not, or has not been, a teacher is really
qualified to examine advanced students. And in the second place,
Examination is an Art, and a difficult one, which has to be learned
like all other arts.

Beginners always set too difficult questions--partly because they are
afraid of being suspected of ignorance if they set easy ones, and
partly from not understanding their business. Suppose that you want to
test the relative physical strength of a score of young men. You do not
put a hundredweight down before them, and tell each to swing it round.
If you do, half of them won't be able to lift it at all, and only one
or two will be able to perform the task. You must give them half a
hundredweight, and see how they manoeuvre that, if you want to form any
estimate of the muscular strength of each. So, a practised Examiner