Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1879-11-05
The Fall Examinations.

This ofttimes least pleasant OF the superln-
tendents duties, and the teachers most
dreaded and vexatious ordeal, is upon us
again, and as usual whenever that season ap-
proaches, criticisms upon the law and COM
plants against the general mode of proce-
dure are freely INDUCED in.
The faults which seem to the average
teacher most prominent may generally be
included in the following:
First" They are too frequent" If any
teacher wishes to rid himself of this incon-
venience, his remedy is county certificate.
Second" A teacher is no better qualified
to teach, after having been examined than
before, therefore the candidates are in no
wise benefited and the practice is useless"
Those who look to the examination itself
as means of better qualifying them to
teach will, of course, be disappointed in the
present method. But do not such mistake
the object of examinations The benefit
arises, first, not from the requirement of
any special facts contained in the questions,
but in the discipline which comes in the
preparation for such an event; and, Sec
ondly, in placing the teacher for time en-
terely upon his own resources, and in reveal
ing TO him the exact amount of real knowl-
edge he possesses upon any given subject,
when weighed in the balance which actual
business is sure to use.
Thrd--"They afford little or no test of
the persons knowledge of the subject at
hand, because of the few questions used"
There is little ground for objection here,
for teacher who is thoroughly familiar
with a subject will not fail to exhibit that
familiarity and it will be as apparent in
the manner of his answers to five questions,
as to twenty-five.
But it seems TO us that none OF the above
t are the most prominent faults of the method
: or rather of its application. The long
continued practice OF most superintendent
of allowing candidates to spend nearly the
entire day upon the written work, eithel
giving the oral only trihing attention oi
= none at all, to say nothing OF leaving tht
theory of teaching entirely out of the ques
tion, has led teachers into the habit of think
ing that the main point to be reached, il
their preparation for teaching, is to be abl
TO give sufficiently correct written answer
to few questions TO be able TO obtain cer
4 tain per cent upon their certificates. w
believe superintendents are largely at faul
if this is the true condition of affairs.
Teachers will prepare themselves to tn
j. best of their abilities for just such things a
=, they have reason to expect will be demande
at their hands by the superintendent, and
that parsonage is one who will allow them I
D. go through the examination without so muc
as reference to the best methods of teacl
ing a certain subject, none 80 quick to fin
il out as they and few are more willing /
as leave that subject uninvestigated.
NJ What is a superintendent's duty in G.
I'VE amining teachers We believe it to be
~, ~, ascertain for himself and show by his cert
"' ficate to whom it may concern, not alor
whether an applicant possesses suffciel
!. knowledge of a subject TO answer a given s
OF questions, but whether, in his iudgmer
he is capable of imparting that knowled
TO others. Our opinion OF the object of
examination is that 1t is to arrive at
knowledge Of the qualifications of teach
Us as a teacher. In other words, the superi
tendent's business is not only to find o
how well versed in grammar n teacher
but also TO ascertain how competent tn
NJ person is TO teach grammar.
The question is not so much, Can u
teacher solve a problem in government
- railroad securities as, Is he thoroughly C,
II. yersant with the underlying principles
the subject and the best methods Of tea,
aua ing il That the examination should sh
lres, not only VINO Is the best scholar, which 10
tory no esptcial moment, but who is the b
AIRED teacher, which is all important to every |
'ss. committee and to the public generally.
''' Such an examination would not place
-B young student, who never has gwen
theory, practice, and best methods OF tea
ing thought, far above the superior, |
gressive teacher, who may have made d
as he should, his chief study.
SIS. 1t would follow that teaching would
recognized. II not as profession, at Il
as a calling requiring something more h
superficial knowledge OF some OF the c.
mon school branches.
The method OF combining oral and v
rher ten examinations, we think an excellent @
0S ays but also think that more prominence she
40, be given TO the oral.