to smile, and so discount the work of the humorous student. Flattery and titles are absolutely fatal in an examination, for the average examiner will not stand them. In general, confidential notes appealing to some person who is interested or to personal relations of the examiner are not highly productive of scholastic success nor are graphic pictures on the last page (such as have been seen) showing a weeping female on her knees begging for A's (or at least for a D).

We should plan out the entire time allotted for the examination, allowing so many minutes for each question with an ample time for review at the end. It is a good plan, having done this, to remember the limit of time to be devoted to each question and, if necessary, return afterwards to an unfinished answer. On the other hand, provided the question can be satisfactorily answered or answered as fully as is possible, we should go immediately to the next question.

It is an extremely common error, and one highly harmful to the average student, to hurry through an examination and not really think, or at least succeed in recalling, what he really knows. Examinations test intelligence and this hurry shows that there is none of it present. There is no excuse

for this, save in highly professional examinations in which the examinee is given just time enough to write rapidly what he should, with scarcely a moment at all for search-thinking or for recall. An examination ordinarily should give some time for thought on each question, and it is highly important that this time should be so used.

It is a common error, also, to think well and hard at first, to push the mind well in the early part of the examination, but to stop the effort when a little tired, although the examination be only partly completed, the latter half, even, being slighted. Examinations test the entire intelligence, or they should do so, and one is not intelligent or a proper student whose mind is so little trained or so weak as to make this mistake. The old trick of writing one-half, or as much as may be, of the paper and then saying the "time is up" or "no time to finish," of course deceives no one. The last question is just as important as the first one, and it is the student's business to be sure that it be answered as well as the first, if he be looking for good marks. Bluffing is dead fatal to success in the long run, even if it does hit the pass-mark now and then. This occurs as a pretense of having knowledge which we know perfectly well we have

not, trusting that the hurried examiner will mistake mere words for the statements required. We might expect that the feminine mind would be more successful in this than the masculine. We should not confuse this with intuition, which is appreciated subconscious knowledge. Oftentimes there is more in our subconscious mind than we realize and only by the actual expressive motor reaction of trying to write it do the associations which occur in the mind show themselves in

consciousness.

We should not judge an examiner's mind by our own. It is generally true and germane, explicit, ideas that count, and not our particular notions of these essential ideas.

Examinations require above all things else (save learning) self-possession for a highly successful outcome. Adequate physical training, systematic and continuous, will help us to this self-possession like nothing else save actual practice in this highly human educational art. To avoid examinations is to cheat our learning mind; to flunk them, to cheat ourselves.