a good fight, I have finished the course, I have kept the faith."
One of the stock arguments against examinations is that they are not fair.
"I could have answered almost anything else in the book," the boy who has just been through an examination protests. "He asked me just the things I didn't know."
This is, of course, virtually admitting that what the teacher had considered fundamental, the boy had thought of as trivial, and tends to prove that his mind had not been especially alert during the recitation periods. It is not possible that the teacher, in making a comprehensive set of examination questions, should have selected only those details with which the student was not familiar unless the student had shown little attention to what had been going on in the class recitation. Even a poor teacher makes pretty clear during the class work some of the points at least which he considers important.
I have never doubted that there are times when an examination strikes even a good student pretty hard, just as in playing a game one is sure at times to draw a poor hand or to have a bad run of luck. But just as surely he will stumble upon the easy test when everything seems to be coming his way. Sometimes, when he has apparently made little preparation, the quiz seems as easy as taking candy away from a baby. In such a case, however, I have yet to hear the first claim that examinations do not fairly
