Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1880-06-07
NOT OVER TWENTY-FIVE OUT OF ONE HUN
nppn

Nouiu pass on tnetn. lney need TO be mln-
gled with simple questions, 60 get at the prac-
teal knowledge Of the pupil. Eight Of the
questions or examples are not too difficult if
mingled with others.say twenty Others,
Two of the examples are altogether too diff
Gull. They are all in the nature of puzzles.
| The third example is .'catch, because the
shrinka.ge is not defined in character as to
inches, va rds or square contents. Had that
! example to DO, l should be in doubt how to
solve it.
Mr.. Hancock you see the word "per-
centage there N parenthesis!
| Mr.. Mann-Yes, SIR.
Mr. Hancock-I'o you know what it
meaus?
| Mr. Johnson prot sst against this inter-
ruption. 1t is neither courteous nor Just.
This gentleman is a strans 'er here. Let HIM
be treated with the courtesy due one invited
among us. To one of our own people it
would be different but to a st anger
| Mr. Mann-Mr. Hsncock's question is not
without point. take the word to refer the
pupil to the division under which the prob
blem is to be worked. To continue my re-
marks Regarding the third problem. find
one pupil in the Sacramento Grammar School
on her papers, solved it in inches, and she
should have had full credit for it but did not.
On the second part OF the first problem he
said he found from the papers that every
pupil was
CAUGHT BY THE METHOD OF STATEMENT,
| Though showing knowledge of the princi-
| pie involved-indeed an excellent understand
| ing, and they ought to have had the
credit in full. He had examined the papers
of the first grade of both Grammar Schools. !
The marking OF the Capital School was ex-
ceedingly high, unusually high. Then there
had been reduction of 10 per cent except |
| in two cases, and after careful examination |
of the papers he could find no sufficient
reason why it should have been done. Then
these Objectionable examples he found
ALL CORRECTLY SOLVED
| By the class in the Capital School, and all
the same way. The third example on 10
papers out of &c lie found incorrectly worked, |
and corrected by proper working at the bot |
tom of the paper. The marking seemed uni
form and impartial, though he thought rather
| liberal. He examined 80 of the papers of 4
the Sacramento Grammar School. He must |
say they are poor. They look bad, and are
not up to what they ought to be, even with |
this difficult lot of problems. He saw no |
evidences of deliberate intention to mark |
otherwise than fairly, but he saw evidences of
carelessness. Especially in cases where Che |
record is below 60. He found several cases
of credits given not deserved. AS to the |
complex fraction example, part 2 OF the first |
question, he knew it was right to expect |
pupils to use the signs properly and correo
the statement, but he thought
SUCH NICELY
On an examination unjust He would say
that he could not change the result of the
markings by the examiners III the Sacramento
Grammar School,
Mr.. Tracy-Do you know what our course
of study is in arithmetic
F., Mr.. Mann-No, sir.
Mr.. Tracy-I am told scholars in the Sec
ond grade, in some cases, can work The first
problem.
Mr. Mann-Oh, yes /; if they were informed
of the catch about the signs they could do it.
UNDER FIRE.
Mrs. Folger-Do you say, as an educator
and gentleman, that the papers of the first
grade, Sacramento Grammar School, were
creditable to the class?
Mr. Mann-They were not.
Mrs. Folger-I examined that grade. |
could not conscientiously change mark. l
spent day and night over them. l was
asked to raise the markings if could. l
| could not do it honestly. l pronounce the
| papers of the class miserable failures.
Mr.. MANI would not be SO severe in
| Judgment as that
MIR. Greenlaw here took up the questions
on arithmetic, and questioned Mr. Mann
closely concerning several OF them, and
| claimed that they were not difficult, amidst
|
not relish that style of debate.
| Mr. Mann finally said that the question of
difficulty was a very different one to four
teen-y ear-old child from the same question to
an adult.
Mr. Greenlaw-Ah. yes but these child.
rem have spent four years in the Grammar
School and that is more schooling than had
| in arithmetic.
Mr. Mann Ito Mrs. Hartley)-It would
have been eminently proper at the ex-
animation to have stated whether the
| shrinkage in that percentage question was
20 be found in yards, inches or square
measure.
Professor Adams-The statement is all in
yards. Is it not clear to an ordinary pupil
what the method of working must be?
Mr.. Mann-It might not be so considered
by children.
Mr.. Adams then set Mr. Mann upon a
metaphorical school bench. and proceeded to
examine him upon the questions the latter
had declared too hard, and as he went along
pointed out the reasons tor choosing the
questions, and repeatedly asked Mr.. Mann If
this or that was too hard, or if this or that
ought not to be understood by any first grade
pupil, to all which Mr.. Mann made but brief
replies, and chung tenacously to this answer:
" | insist that the questions are too difficult
PROFESSOR ADAMS STANDS UP.
Mr.. Adams-Now, want to explain about
the changes in my markings at the Capital
Grammar School, which Blr. Landes says
were done with intend to defraud,
Mr. Landes (rising)-I never said so.
Mr.. Adams-Let me see those papers you
say | made erasures on.
Superintendent Landes-Yo on shall not put
words into my mouth / never uttered. [
never said that. You shall not put wordsinto
my mouth.
Mr.. Adams-I don't want to, for | don't
want 30 use the kind that you do.
Superintendent Landes-Here are the pa
pers.
Mr.. Adams here took up one of the papers
and explained that he had examined the first
grade of the Capital Grammar School in
arithmetic on the ten questions referred 60.
He went on to say, Here, now, is an origi-
nal paper Opposite each answer is the mark
ten made by me, and there it stands. Here
are ten of these tens. They make up 100.
suppose any one can add them up. Now
up on the top of the paper | have
made the total 90. Is anyone so simple as to
suppose | hoped to lead anyone to believe
that ten tens only made 90? Does any one
think me so great fool as to suppose for
moment that if intended anything dishonest
in the matter that would have left any foot
prints for the Superintendent to discover?
Now these markings [ made, and | changed
the totals and for good reasons. What has
been said here by MT Mann wen KNEW
would be said, that these are high credits.
Mr.. Adams went on to explain that
he gave the papers a second and
critical examination, and made his
deductions so as to bring the credits TO what
the harshest critic could bring them to. He
did so with reason, because the pupils had
not solved the problem relative to shrinkase,
as he had told them to, in yards, but in per-
centage.
THAT ALONE
Would Justify all the reduction he had made.
So. too. relative to other questions the
, answers would show that while the results
would support the credits given, that also a
, critical examination of the methods employed
, would Justify the reduction. He had reason
to expect the papers would be overhauled,
! and he did not wish it said he had marked
! the pupils up to the highest possible notch.
, when critical analysis of the papers
would result in modified markings. He
had made no secret of what he
r had done, and complained bitterly
that his motive in so doing had been I'M
i purned and aspersicns made upon his integ-
! rity. AS to the first grade of the Sacra-
mento Grammar School, he had had nothing
to do with the examinations this year. MIR.
Z Brier and Mrs. Folger had conducted them.
(To Mr. Hornblower)-He did examine the