It is a just reproach against the examination system that while, by its demand for outward results it does its best to destroy individuality, the essence of which is sincerity of expression, it also does its best to foster individualism, by appealing, with its offer of prizes and other "distinctions," to those instincts which predispose each one of us to affirm and exalt that narrow, commonplace, superficial aspect of his being which he miscalls his _self_.
Thus the hope of reward tends to demoralise the clever child by making an appeal to basely selfish motives.

At the same time it is probably deluding him with the belief that he has more capacity than he really has.

If the examination system is, as I have suggested, the keystone of the arch of Western education, it is by means of the prize system that the keystone has been firmly cemented into its place.

An examination which had no rewards or distinctions to offer to the competitors would not be an effective stimulus to exertion.
That being so, our educationalists have taken care that to every examination some external reward or rewards shall be attached.

Even if there are no material prizes to appeal to the child's cupidity, there is always the class-list, with its so-called "order of merit," to appeal to his vanity.