The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1878-10-02
re,t nooh. nnd ExnmInaton..

III superintendent oil funhc ScnoOls
in Boston, in his late report, made some
suggestions as to the use Of text books and
examinations that deserve the attention
Of those interested in education, whether
they give their assent or otherwise. He
deprecNtes the existing tendency to make
teachers and scholars subservient 10 an
iron system, instead Of making the system
elastic enough to conform tothe real needs.
Respect for child.nature, aud for the free
dom of teachers, would prevent many OF
the evils from which our school system
suffers. Especially would they Danish the
"cramming' process, which is to often the
hanc of education. \ course too full,
however important may be each OF its
parts, only weakens the power and vitality
Of both teacher and pupil. When every
nerve is on the strain TO fulfil its require
ments, there is no force left for the true
end of teaching the stimulation Of the
desire for knowledge and the infusion OF
a love for study. "Cmmming asks, How
much, how soon? Education, How well,
how long?" The determination OF the
pupil to selt-activity should bottle primary
and indispensable object of all teaching.
Too often this is quite lost sight OF, in the
strenuous efforts Of the teacher TO impart
and the scholar to acquire knowledge OF
the contents OF the many text books
prescribed in the course. The suggestion
Is made OF largely reducing the use OF text
book, and substituting much oral instrIc-
ton. This change would develop the
original thought and power OF the teacher,
and allow them TO act directly upon the
pupils mind. 1t would free him from the
mechanical fetten tina, bind him 10 adopt
another'S line Of thought; yet 1t would
tax far more severely his own mental
powers.
To learn to spell correctly demands far
less the spelling book than the free use OF
good reading, writing from dictation, exer-
ciSes, and the continual correction OF mis-
takes. Such are the means by which We
learn to spell the words of a foreign Ian
ruare; and such, il is claimed. is the most
natural and efficient way OF learning our
own, Text books in arithmetic, when
strictly adhered TO, lnterp0Se their rules
and definitions between the student and
the study, Supplying the faculties which
should be aroused by a true conception OF
the power OF numbers and their relations,
and %bswildering the mind with puzzles,
instead OF developing a comprehension Of
the laws OF mathematics. Geography and
history also are often rendered meaning
-. -. .nls.,,s lSstz nj nINpRl names
events and dates, mingled in 2 confused
mas, wearyiag the mind In tho effort to
retain them, and leaving no clear eoneeP-
ton, either OF the surface OF the earth or
OF mans doingS upon 1t. Were the text
books used merely IS a guide and for re-
ference. and were 1t simply read and con.
suited, instead OF memorizSd, these objec-
lions would be removed. The report
strongly recommendsthe reudingin schools
of valuable works, historical, literary and
scientific, instead OF the t%ragulentary read
es now in use; for the exercise thus
given in reading at sight, for the know
ledge thus conveyed, and most OF all, for
the opportunity it would afford the teacher
Of cuitivating familiar and instructive in
tercoune with his pupils on the thoughts
suggested. 1t is, indeed. the direct action
OF mind upon mind which Is the essence
OF good teaching, and the textbook should
be used, not to usurp the place OF this, hut
to lead and direct II.
Something tine same criticism is extend
ed to examinations. They are to often
made the final end and aim Of study,
rather than steps in the process. The
work is shaped TO meet hdr requirements,
and the student is urged to prepare fol-
them. Much OF the instruction given with
this end in view, instead OF being training
and development, assumes the character
OF coaching and examining. and inferior
work is the necessary consequence OF pur-
suing so inferior an end. Thus examina'
tons often Illustrate their own purpose,
and fail to furnish any reliable test OF the
pupils real progress. The strenuous eff.
iOrts to meetthem produce q reaction, and
the study is frequently dismissed from the
thought forever; the successful aspirani
surprising he has exhausted it, and the
unsuccessful one imagining that all his
previous efforts have been thrown away.
This is the fault, not OF examinations in
themselves, but OF the use now made OF
them. II thew were not considered 1.-THE
be-all and end.all' OF studies, If they were
not held up as the great aim for which
special preparation is TO be made, but
merely used from time to time a helps
and tests for the guidance OF both pupils
and teachers, as encouragcments to future
efforts, and as a means Of collecting the
knowledge that has been acquired and
presenting it in its true connections, they
would be most serviceable agents. Even
then they should be used in moderation,
and not allowed to absorb time and force
that belong to regularly study.
One very important effect anticipated
from such changes as have been suggested,
would he the improved moral tone given
to the schools. Much OF the dishonesty
which now soils them is the result OF
severe strain on both teacher and pupils.
There is so much mechanical work laid
out. 30 much effort in memorizing text
books, and preparing for. examinations,
and there are 30 many artificial stimulants
to ~cxertiOn, and artificial ends TO compass,
that temptations are numerous, and the
teacher has no time to guard against them.
A moderate course, involving less drive
and more thoroughnesS, les mechanism
and more inspiration, less Of the drudgery
OF memoriZing text books, and more infus.
ion OF the teachers own knowledge and
spirit, would purify and elevate the moral
as well Us the intellectual atmosphere Of
our schools