Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1880-06-08

Mr.. Hinlsson proposed to introduce pupili
Of the class.
Mr.. Tracy said the pupils differed as to the
/ question of embarrassment, and therefore
all hearsay statements by them should BIZ
excluded.
Mr.. johnson said in behalf of Mr.. Melon
aid he should introduce pupils.
| The Chair held that pupils were competent
| witnesses.
Mrs. Folger Ito Mr. Johnson)-As pupil:
came to her with questions during the exam
ination she sent them to Mr.. Brier for an
swers, as he was presiding examiner. Per
| haps two or more came. She changed the
position of one pupil who was, she thought,
watching the work of another.
MIR. johnson offered to prove that witness
is sister-in-law of Mr. Hancock, and said
that his theory was that the whole matter
sprang from the High School and feeling felt
there He had heard that witness saw and
advised the card of Mr. Hancock prior to
publication.
Mr.. Hinkson said the matter did not spring
from tie High School.
The President said the High School was
not on trial.
Mr.. johnson said the actions of some
spoke OF their impression that the High
School is on trial.
The Chair held that the High School was
not on trial, and that all matters relative to
it should be ruled out.
Witness Ito Mr.. Tracyl-The young lady
she spoke to was not disconnected. She had
received call from her since and made no
complaint. She had told the young ladies to
hold their work so that none could see it, as
one looking up can scarcely avoid seeing work
on a desk near by. 10 Mr. Hinksou Had
taught many years here aud in New York.
She deemed the examination questions fair
tests. She prepared some of them.
E. C. ATKINSON,
Principal of the Business College, was called.
He had seen the questions spoken of. He
objected to testifying He was mere spec
tator He took no part in the matter; had
no prejudice against one or predisposition for
another. Being pressed, witness said ne had
been twenty-one years teacher. lie did
not know exactly what is required of first
grade in the Grammar School. Had once
seen the course of study, but not thor
oughly. (He asked questions relative to it, and
was answered Dy the Superintendent detail. J
Question / is a simple one in division of
decimals, the second part is in complex frac-
tions nothing intricate except the signs divid-
ing the quantities. The principle is one to be
thoroughly understood, and if so the problem
will not be difficult. Number 3 involves per-
centage it is simple find the size of the
after shrinllage, take it from the size before,
and give the superficial contents. In the
next one the cost is the base, % per cent.
added will give the amount received, which is
rs per cent. of the asking price. Number 5
he regarded as intricate, especially for an i'm
mature mind For such scholars as he sup
posed in the first grade he would leave that
question out. The seventh example is an
opo1,ySic Iifficu1E
The sixth example he worked out mentally
in detail Mr.. johnson desired it taken down,
as Mr.. Mcdonald claimed his class had so
worked it and had not been given credit for it..
When witness again worked it out to be taken
down he found the result as claimed to be by
Mr. Brier, the examiner, and witness being
questioned by Mr.. Mcdonald declared that the
method of working it and the result was I'M
deniably right.
MIR. Brier-It is right thirty-fve bushels
is correct.
difficult one 1t is in square root, two
operations. He worked it out. The ninth
is question in taxes. This might raise a
question as to whether the collector is to re-
ceive commission on his commission. To
him it was clear; it might not be to the
pupil Robinson's arithmetic has an exam
pie like it, and works it incorrectly. The
tenth is fair test of a students ability as to
commission. Question three is the simplest
of the ten. Scholars Of fair capacity, begin
ming with counting in the eighth grade, tax
ing up the progressive practical arithmetic
in the second grade, and completing it in the
first, ought to get 70 per cent. on the ten
questions. This opinion he gave reluctantly.
He required his pupils TO get SO per cent. of
such tests On graduating. His graduates
are from Is to % years OF age.
They are in the school from ten
months to two years. and on the average
are taught from one to one aud one-half hours
daily in arithmetic 60 Mr.. Johnson Had
seen the questions prior to being called as a
witness, but had worked only one. Age of
the pupil as to grasping problem not given
in It's textbook would make difference.
The elder mind ought ordinarily to grasp
such problem more easily. He saw nothing
est, or brokerage, or banking, or discount
Technically. AS to the second branch Of
the first question, il a pupil used some of
the signs incorrectly he would not show
a correct Knowledge of the principle involved.
Witness had taught twelve terms in public
schools before establishing business college
ITO MIR. Hinkson) -Questien might be
considered catch question, and anxiety on
examination day lead pupil into a puzzled
frame of mind. The same principle is in
volved in all the questions. Quite a per-
to witness school. He declined to state the
capacity of scholars coming from the Sacra-
mento Grammar School to his school. 1t
would force him to take sides. TO the ST.
perintendeutt-In examining his school he
goes thoroughly to powers and roots from the
beginning Of the book lie hoped other
teachers OF private schools would be called
lie had not been asked TO come to the meet
ing. [; so he'd have stayed away.
Mr. RowEIA
Is teacher for fifteen years. Had not been
asked TO coma az Il witness. Did not wish to
testify. Saw the questions in the RECORD
UNION. Knew the course Of study in tie
first grade, but not thoroughly. (I5 was eX-
planned to him. He considered the first
| question Of the ten simple, the second the
! same; the third is easy. The fourth might
| be regarded as unusual bpt is net at all diff
| cult. The first part of the fifth might blind
| a pupil somewhat if not thoroughly taught in
J the principles of proportion. Thesizth question
| is somewhat difficult for first grade. The
seventh is simple; the eighth is IN square
root. involving tao operations, or ore. The
ninth contains more than he deemed advise
ble The second part is a simple question in
taxation. The tenth Involves the same prin-
cipe set out in the Progressive Arithmetic.
| The second, third, seventh and eighth con-
tain principles embodied in problems in the
Progressive Arithmetic. The terms only are
slightly changed. Some of the terms per-
baps e.nbody more than they should. Schol-
ars should get S. per cent. on the ten ques.
tons. He judged from the Iowa High School
STANDARD. I5 may be higher there than here.
He should think FIST grade pupils here ought
to get 60 per cent. on the questions. These
questions are more difficult than for the same
grade in San Francisco.
Mr.. Hornblower-The course Of study Is
the same there as here-but we require more
here on examination.
Witness TO Mr.. Johnsonl-I do not regard
arithmetic as difficult study. 10 Mr.. Nc
! Donald -The second part of the first ques'
ton might mielesd class if it followed the
text book it uses. He thought as printed il
was well expressed. lie declined to be ex-
aminet as to his knowledge of the use CT tbs
parenthesis in mathematics.
W. $. HUNT
as called and did not wish to testify. HC
was asked as favor to testify, and told theirs
was no law to compel him. He said he had
been thirty years teacher-had taught arith
metic all that time. Thought he understood
the course of study in public schools in Sac
ranento. Saw the questions in the RECORD
I JT..,p. H. tIauorlt egraln nifghk Z,