New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1873-10-02
BDUCATfoN.I
rrAcnERs' EXAMINATIONS,

A significant comment upon the capacities OF
many teachers comes from Elisabeth, N. j. where ap-
pcanta for positions in the public schools have just been
examined dozen wouldbe teachers presented them
selves AZ one time The Committee proceeded TO ex-
anime them all There were several positions vacant.
and n was hoped that out OF the dozen sufficient num-
her would "pass" TO all the positions. The examlns-
ssou was emnently practcalas only primary grade
certificates needed only four Ave elementary
studies. The result anything but satisfactory
twenty-five words given out TO be spelled. They
all Of them practical and in common use every DAY
One applicant spelled correctly ont OF the 49, another
spelled three one or two only spelled nearly ALL but
spelled every one. "Mannagery," "Numona'
Parallel" mitch" "Bellea," "Crocha," mischief
oss" Croqus," "sehoharry"-tbese are some OF the
epeelmen words copied from the examination papers
themselves The Committee Teachers insists that
candidate must receive at least 70 per cent-ohy nVe
reached this standard in spelling Yet the ones VINO
deficient thought they could get aiohe tn0
committee would only give them chance In geog
raphy the examination showed several candidates In
hight that would have been oomieal under dinerehI
circumstances The questions and answers were DOM
written. Here is specimen:
eueston-"Name several of the principal seaport
Answer New.York, Massachusetts,, Maine and
FLORIDA" -,-,-,, =.
Answer" Delaware River, Delaware Bay, Atlantic
ID
These are actual written bona tide answers Of app
eants Cor positions teachers. In all the other studies
m which the candidates were there shown
shat same lack Of competency, and out of the twelve
who applied only very small proportion received the
requisite 20 per cent in all the studies.
TOO MUCH MEMORY WORK.
A Mobile newspaper sensibly says that the
"prme evil OF the prevailing method OF teaching consists
IN the careful cultivation Of the TO the neglect
If 4 he hfnki W
even highest grade down to the youngest child in
the school, there is almost slavsh adherence to the
mere language OF the text books. Teachers do not
trouble themselves study the lessons TO com
prehend thoroughly their full Significance but on the
contrary only frequently into the classroom and
have TO depend upon book in order 10 hear the les
son In theory this allowed but in practice 10 Is
pretty general Such being the the teacher having
no higher OF responsibility than the necessity OF
going through a certain form IN order TO secure the
quarters salary very well content TO find the scholar
perfect N the language OF teehncaes of the les
son The scholar. finding nothing further required, is
only too glad perform the comparatively task Of
committing so many lines paragraphs to memory,
leaving comprehension severely alone, or TO follow
bhndy rules without pains to discover their scope
and value. As consequence most school children have
their Kinds choked with dates facts, and the mere Ian
gago OF and principles OF which they have no I'M
derstandnC whatever and aside from the routine OF the
text absolutely nothing and have not made
their own, by mental Digestion appreciate portion
of the knowledge they have spent so many hours IN
attaining"