The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1877-02-05
State Committee of Instruction.

dALLOWELL, Feb. 3.
At the meeting of the Committee on H.
struction, Rev. A. w. Burr of Hallowell, read
paper on the marking system. Mr.. Burr
said the object of marking was either to stim-
ulate the pupil in the performance of his daily
task or to indicate the progress of the pupil for
the month or term. The system of marking
was determined to large extent by which one
of these was had in view. If the primary OBJ
ject was to stimulate the pupil in the perform
ance of his daily task system of daily marks
was employed. Sometimes the teacher mark
ed each scholar at the close of his recita-
tioD. Sometimes he waited till the close of the
recitation hour before deciding what marks
the pupil should receive Both plans had some
disadvantages. Marking during class exercises
caused frequent Interruptions aud used up con-
siderable time. 1t was likely to be more i'm
partial, however. than If delayed till the close
OF the recitation hour. Knowing how acute
pupils are to detect any deviation from blind,
even-handed justice, the teacher will be under
greater restraint; will teel more keeuly his re-
sponsibility while marking the recitation of
pupil In the presence of his fellows. Then,
again, bright, sharp answer will sometimes
make SO strong an impression upon q teacher
that it will be remembered TO the exclusion of
the general performance and if the marking is
delayed the author of it, even though his gen.
eral recitation has been had, will receive high
rank.
Those who employ marks simply as a
means OF signifylng the requirements of pu-
pll generally determine them by examination.
Examination upon a scholars whole work will,
if properly conducted, develope how success
ful he has been in comprehendlng it. A mark
based upon such examination will therefore
more accurately express the pupils real prog
ress than an average OF daily marks. The
vHrin ipo1 ahi to 81 stoA
they foster crammirg g, strain the mental pow
ers by reason of the great efforts pupils make
In preparing for them, and burden the teach
er. To be advantageous examinations mnst be
certain and searching The pupil must not be
able to anticipate the questions IT he Is, be is
likely to deceive the teacher by crsmming upon
the points suggested by the questions which he
anticipates. The result of such deception is
disastrous. Having succeeded once he is likely
to attempt it again. Pretence which skillfully
counterfets reality gradually becomes as valu-
able as reality itself, condition of things
which is scarcely less injurious TO his morals
than to his education. Scholarship and de-
pertinent should be kept entirely distinct and
pupils conduct should not be considered in
marking his scholarship. The results of any
system will depend largely upon the teacher
No system IS so perfect as tD be incapable of
producing bad results when placed in the hands
OF an inefficient and lndiscreet teacher, while
hardly any is so thoroughly bad that sound
good account.
In the discussion that followed, Mr. Corthell,
Of Calais maintained that the purpose of ex-
aminations was to ascertain whether or not the
pupil was prepared to advance. Oral examina-
tions, while quickening the attention of the
pupil and developing fuency of speech are un-
just to timid and nervous pupils, and hence are
unsafe guides to promotion. Written examina-
tions afford opportunity to present thought in
careful language. The promotion of pupils
should not be made to depend upon terni exam
nations alone. They should be promoted
whenever they need it.
Mr. Wilson, of Hallowell, thought the object
of marking was simply to signify the progress
of the pupil, and therefore no amount of good
intention, unaccompanied by performance,
should, be allowed to have any effect.
Mr.. Woodbury., of Pennington, said there
should be moral tests in the school, to prepare
pupils for similar tests in life. Everything like
deception should be sternly rebuked.
SATURDAYS SESSION.
1t was decided by the State Committee OF
Instruction to have a general meeting of the
Association, at Bangor, the I'd, Sd and 4th Of
May. The work of the meeting is to be ar
ranged by the officers of the Association, and
published, within one month, in the leading
papers of the State.
Report upon methods of teaching spelling
was presented by Mr.. Corthell. The following
points were urged:
1. Spelling should be taught orally and by
writing exercises
2. Words of written exercises should be re-
ceived orally.
3 Good spelling books should be used, from
which teachers can select words that pupils use
in recitation and general experience.
4. The formal study of lessons should con-
sist in writing the words,
5. Definitions should be learned in c0nnec-
tion with reading and general study; not con-
Dected with spelling lessons.
6. In oral lessons teachers should distinctly
pronounce the words once. The pupils should
pronounce after the teacher. Teacher should
not pronounce again.
Z. In writing pupils should separate syllables
by spaces.
s. Scholars should be obliged to spell words
upon which they have once failed. Before the
lesson closes all the pupils must be able to spell
every word.
9. Misspeled words should be reviewed, and
reviewed, and reviewed, until all words can be
spelled by all the scholars.
Reports on the schools of Hallowell were
made by Mr.. Crane aud Rev. Mr.. Burr.
After brief discussion of various topics sug-
gested, the meeting adjourned.