Staunton spectator. [volume] (Staunton, Va.) 1849-1896, 1873-06-24
"no They Know What Thew Learn. F"


The closing of the schools for the summer
vacation. suggests the caption of this article as
text for the Philadelphia Ledger to predicate
some very sensible remarks upon. 1t says the
review and examination are supposed to exhibit
the progress made, and the average result is
ususally accepted as satisfactory to all concern
ed 1t is perhaps trife early to be thinking
of the next term and its exercises yet ambitious
pupils and conscientious teachers may spare,
even In vacation, thought upon what is the
main concern of their lives. The examinations
are suggestive; and it may be worth while for
the scholars to inquire. "What do we really
know?" The teachers may ask-"What have
we really tau0ht?"
Memory is powerful faculty, and is capable,
upon uncommon and urgent occasions, OF being
crowded up to extraordinary performances. =
Especially is this the case at examination times.
The multiplicity of text books, in all depart
ments, from the primary upwards, covers a
larger variety Of subjects than our grandparents
ever thought of. and the rapidity and correct
ness of the answers of the majority of pupils is
really something wonderful But questions not
in the examination routine remain still to be
answered and those questions are stated above.
Ia another form the inquiry may be stated: =
How much of all this apparent proficiency is
mere mechanical or rote work, not founded on
actual knowedge? How much is the product
of the weary work of memorizing. with no ex-
pectation of being retained for any purpose be-
yond that OF passing successful examination
The familiar word examining" suggests it.
self to all who have had experience In examina-
ton or in being examined. School books are
collections of results worked out and presented
to the learner, not SO much as aids to learning
as to be memorized as knowledge. Too many
branches are attempted at once to permit
thoroughness iu any. Teachers rely too much
upon the text books, and pupils are encouraged
in parrotlike performance, which dispenses
with substance provided the words be correct.
Let any adult try to read book which is full
of Misunderstood unfamiliar aud technical ex.
pressions, and how many ideas will he gather
from it? Ii he is resolved to master the sub.
ject, and commits the unknown tongue" tc
memory, what has he gained, except increased
labor? Now let him tura to some one who is
really versed in the subject, and who can pre-.
sent it to him in Ineligible, though perhaps
redundant expressions, strictly considered, and
he will learn more in half an hour than he coulc
from the book In a week.
The great qualities for teachers are thorough
knowledge of the subjects they undertake, ant
a capacity to impart their knowledge to thei
pupils 10 other words, to interpret to younl
minds the information which the text boot
must necessarily present in condensed ano
contracted form. If, in every school, portion
of the time now required for study, that is t.
say, as is usually understood, mere memorising
were occupied by familiar conversational lee
lures, explanations aud ''helps over hare
Places" the result might not be SO snowy, bu
would be much more practical, useful and per
mauent