Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1848-03-16
G0uGnttonn1.
Examinations of Teachers.


teaching, in the belief that possesses very decided
advantages over the mode now ordinarily practiced
Let the superintendent write out, in advance series
of questions in each branch Of study in which he is to
examine This he can do at his LEISURE and with his
text books at hand to aid him. He prepare ques-
tons more less complicated and difficult, as he may
deem proper but his leading purpose should be to draw
up such as will elicit most full and satisfactory evil
dence in regard to the candidates acquaintance with
the branches to which they relate. Aud meanwhile,
he should he careful to have them brief as may be,
yet expressed to be clearly Ineligible. When
class is to be examined, let each of the candidates be
supplied with two or three sheets of paper and pen
or penc-a pen, if practlcable-and then let the eX-
amlne read the questions which he has prepared, or
many as he thinks proper requesting each candidate
to write them down-leaving, of course, sufficient
space between the successive questions for writing the
answers afterwards. When all the questions which he
wishes to put in particular branch, have been taken
down the answers--giVng them reasonable time tor
this purpose, which might be from Is to 30 minutes,
according to the number and difficulty of the questions
gwen The candidates should understand themselves
to be at liberty to take the questions such order as
they please In the meanwhile the examiner will have
nothing to do but to that there be communica
ton between the candidates.
When the proper time for answering the series Of
questions has elapsed the candidates will be requested
to write their names on their respective lists, and hand
them to the examiner, who will inspect them at his
convenience. And in this way he will go through with
the several branches in which he wishes to examine.
Probably the questions one, at most, two branch
es, would be sufficient to give out at once as alter
nation of the work would tend to relieve its WEAKNESS
1t will aid the examiner in ascertanlng the results
and getting them distinctly before him, to prepare
table IN which, under the appropriate heads, he will SET
down against the name OF each candidate the number
OF correct answers given to each series OF questions,
In deciding, however, the merits of candidates the
proportion Of correct answers probably should not
be regarded the test of satisfactory examination.
Some reference should obviously be had to the charaC
ter OF the questions on which the candidate has failed
To fail Of answering one involving some important
principle, would certainly be more serious failure
than to have forgotten isolated fact which the
Judgment, a knowledge OF general principles, could
afford no aid in recalling 1t would clearly be better
that candidate should have forgotten-or even never
have known-what channel lies between the coast Of
Africa and the island of Madagascar, AN be unable
to tell the difference between latitude and Longitude
to estimate the length of degree measured upon
globe or circle of thirty feet IN circumference. But
these considerations will readily suggest themselves to
the examiner.
The advantages of this mode Of conducting an ex.
animation are not merely numerous, but very gred.-
1t is, in the first place, saving of time. Much more
can, at least be done towards effecng satisfactory
examination in given time, than can by the oral mode
especially if the class to be examined be large
With large class the examiner may, in an oral eX
animation, 90 over wide field, and imagine that his
examination has been thorough one. And perhaps
it would have been had it been confined to a single
individual. But he must remember that numerous as
his questions may have been, he has yet received but
few answers from any single candidate. Perhaps with
class of only three or four, many questions could
be put to each and answered in given time by the
oral mode, as by that proposed. But assuming that
the comparative time required for asking and answer
ing questions by the two modes, be four to one, it Is
obvious that if class of twelve were to be examined
each OF the candidates could be asked, and answer,
series of ten questions, equal to 100 questions in the
same time that would be occupied in asking and an
swering 40 questions orally; which would be less than
four to each candidate.
But a still decisive advantage of the proposal
mode, is. that it renders the examination more COM
pete and satisfactory. 1t is, of course, the aim Of the
examiner to put such questions WILL in their answer
afford the most conclusive and satisfactory evidence Of
the attainment of the candidate; and it would obvious
y be difficult task land far more likely to fail
in the attempt to execute it, to put to each individual,
in class of 10 OF 20canddaes ten suitable questions
than frame at LEISURE series of 10 questions possessing
the requisite character And hence, granting that the
examiner could command all the time he might DESIRE
he could still make his examination of class more
complete and CO lclusve by the written, than by the
oral mode The embarrassment of oral examinations
is obVlHed under this plan, so that candidates can
cooly and fairly exhibit their actual knowledge of the
subject on which they are examined. And it will
readily be perceived benefit, that the process
itself of writing the questions and answers will be an
excellent practical test of the candidates knowledge of
punctuation photography, and other branches Of gram
mar and, perhaps, almost supersede the necessity Of
any more formal examination in these branches.
Another advantage of this mode is, that it bears
quay upon all, and will enable the examiner to COM
pare the scholarship of the different candidates in
class eXamined-and also that Of different classes
far at least the questions used, or those
which might be regarded as of equal difficulty and i'm
portance. BY this MEANS too statistical comparison
might be instituted between the different counties of
the State. But it would be especially convenient to
the examiner to be able definitely to compare the can
ddates whom he has examined, and to ascertain the
advancement from year to year. The time may come
when 1t shall be thought proper to note the grade Of
scholarship the license; but this is not advised at
present,
The last advantage to be named is that written ex-
amlnatons will enable the examiner to vindcate him
SELF in the Justice or correctness of his decisions
should afterwards be called in question. The answers
which will remain in his keeping will show the ground
and decide the proprety of his decision in each
1t would, however, be obviously improper that these
answers should be shown, unless for the purposes
named. But no hint on this point can be needed as
superintendent will readily perceive that delcacy and
kindness should mark all their conduct whether to.
wards teachers or candidates.
In conducting examinations upon the plan which
has been proposed the superintendent may need to be
upon his guard against giving out too many questions
until some experience shall have satisfied him how
much he can do in a given time. Doubtless few
trials will suggest many useful hints which could mol
well be given here Snperintendents will not, oil