Martinsburg independent. [volume] (Martinsburg, W. Va.) 1875-1900, 1876-05-13
SCHOOL INTERESTS No. 2
Public Examinations OF
Public Schools.
TO the Editors Of he Independent

ScnOOlS accomplish any 8O0u LII 10
claimed by some that they do, and
hence are strong advocates of the
measure. They maintain that such
examinations are a test of the indus
try, ability and skill of the teacher,
and that they show the proficiency of
the pupils, while they enkindle in the
parent a zeal in the cause of educa-
tion. But while this may be true of
some schools, it is very questionable
in the case of the great majority
And, indeed, we may safely, and with
regret, say, that in some schools pos
tive harm is done. A designing
teacher may pass himself and his pu-
pills for more than they are worth;
and a good and unpretending teach
er-one who is strictly honest and
honorable may, with his pupils pass
for less than they are worth.
1t is very common in many places,
for the teacher to inform his pupils,
that at the close, or near the close of
the term there will be a public exam
ination, at which all their parents,
friends and the "public generally
will be present and that if they wish
to appear well on that occasion, and
do honor to themselves and their
teacher, they must study diligently
during the term. This indeed is but
natural, and seemingly there is no
wrong in it. But what is the result?
Pupils become aspirants not for
knowledge, but for fame. They go to
work, perhaps, with "might and
main," and possibly make some pro-
greSs, though they are actuated by
no higher motive than that of max
ing shoe at the closing exercises OF
the school. whole thing assumes
mechanical form and tends to SUI
perfciality; and thus the true object
of education, which is the develop
ment of the physical and mental ma
ture, to qualify them for acting we'll
their part in this life and to prepare
them for entering upon higher duties
hereafter, is in great measure lost
sight of, and supplanted by a most
understandable ambition.
Several weeks prior to the exami-
nation are almost exclusively devo-
ted to the preparation of pupils in
specialties for their appearance in
public.
The day having at length arrived,
the schOOl-room is gorgeouSly deco
rated--the parents and others are as
sembled and the exercises begin. A
class in arithmetic is called to take
their places at the black board. The
teacher gives each pupil problem,
which is solved with the greatest dis
patch, (having doubtless been ''post-
ed'' on it beforehand). Parrot-like
the explanation is gone through with,
and the pupil retires to his seat with
dissatisfaction, and amid the apprO-
val of a h,tnabugged audience.
In similar manner the eXamina-
ton of all the classes is passed over;
and the parents and others leave, at
the close of the exercises, perfectly
delighted, remarking that Mr.. M. or
Miss N. is certainly one of the best
teachers in the country. Thus the
whole affair is, in great measure, a
grand deception, because were some
one else to conduct the examination
upon the same branches and with
questions of the same import but
different language, or in reversed Or
der, the pupil would be very apt to
fail for lack of developed knowl-
edge of the subject.
A distinguished writer on Educa-
ton says, in speaking of this subject:
"They public examinations GER
tainly cannot be looked upon as cri-
teriens of the faithfulness or success
of teachers. A man with tact, but
without honesty may make his school
appear to far greater advantage
than better man can make a better
school appear. This has often hap
pened. 1t is not the most faithful
and thorough teaching that makes
the show and attracts the applause
at a public examination. 1t is the
superficial, mechanical, naemoriter
exercise that is most imposing. Who
has not seen class that recited by
note and in concert, win the largest
appreciation, when many of the indi-
viduals knew not even the import of
the acords they uttered. Names in
geography have thus been 1said and
sung" while the THINGS siqnifed were
to the children as really terrae incoq-
1.itae as the fairy lands of Sinbad the
Sailor"
1t may appear from the above that
we are opposed to examinations
This is not our position. We do not
advocate their entire abolition, but
we do advocate a fair and honest one.
LII they are conducted so as to test
the thoroughness of the instruction
given during the term--to show fair
" the progress of the pupils, then
they are of some utility. But not a
single hour should be spent-not one
lesson should be assigned with par
ticular reference to these closing ex-
ercises Of the schools. The teacher
must be strictly honest, and let his
school appear TO be what it really is.
We think that where public exami-
nations are required, the teacher