The examination today dictate the curriculum instead of following it, prevent any experimentation, hamper the proper treatment of subjects and sound methods of teaching, foster a dull uniformity rather an originality, encourage the average pupil to concentrate too rigidly upon too narrow a field and thus him to develop wrong values in education.
Teachers, recognizing the importance of the external examination to the individual pupils, constrained to relate their teaching to an examination which can test only a narrow field of the pupil’s interests and capacities and so inevitably neglect the qualities which are more important though less tangible.