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LEARNERS AS LEADERS
to prepare candidates for examinations. But the answer given me was that I was not asked to suit my teaching to an examination; the intention was the reverse. My students were to be the partners of my own studies, to which the examination should adapt itself. During that session I had a class of ten or twelve, half of whom were women. I knew the character of Manchester students too well to be surprised by the attention given to my lectures, but I was astonished and delighted to find, as the examinations enabled me to do, that every one of the class
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