(_b_) _Objective_: Is the work very good, good, mediocre or bad,
compared with the normal human average?

After this the different domains of psychology and human activity are
passed in review, a thing which is quite possible in a school of this
kind whose object is to carry out the integral education of man.

1. _Bodily results_: Health, disease, weight of body, activity,
walking, running, swimming, cycling, games, ski, gymnastics.

2. _Conduct_: Order, cleanliness, punctuality. Conduct outside, etc.

3. _Moral and religious results_: Conduct toward parents, masters,
companions, self and others. Veracity, zeal and sentiment of duty;
honesty in the administration of his personal property and that
entrusted to him; sentiment of solidarity and disinterestedness. Is
the pupil worthy of trust? Is he conscientious? Strength of moral
sentiments, moral comprehension and moral will.

4. _Intellectual results_: Practical work; gardening, agriculture,
carpentry, turning, locksmith's work, work in forge. Drawing, writing,
elocution, music. Knowledge of literature and human nature, physics,
mathematics and natural science.

5. _General results_: Strength of character, physique and
intelligence; faculty of observation, imagination and judgment. Real
value of practical work, artistic and scientific.

Measured by such a standard, the human value of a pupil takes quite
another character to that judged by the results of examinations. By
means of this standard, it is possible to predict with much more
certainty what kind of man the child will become. There is no need to
add that there are no examinations in these schools, for the whole
life is a perpetual examination.

Samuel Smiles, in "_Self Help_" relates that Swift failed in his
examinations, that James Watt (the discoverer of the motive power of
steam), Stephenson and Newton were bad pupils, that an Edinburgh
professor regarded Walter Scott as a dunce. [The same with Darwin, who
says in his autobiography, "When I left the school I was, for my age,
neither high nor low in it, and I believe that I was considered by all
my masters and by my father as a very ordinary boy, rather below the
common standard in intellect."] These examples of the way in which the
school of tradition judges human mental value might be multiplied a
hundredfold, but they will suffice, especially if we compare them with
the future of the distinguished pupils of colleges in practical life.
These facts