Louisiana capitolian. (Baton Rouge, La.) 1879-1881, 1881-06-11

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ture and painting may be taught esthet-
icaIly to all but few can, or will ever
become artists.
If such views be sound, then clearly
examinations should be only means
to mental discipline, and not tests OF
knowledge in subgraduate instruction.
AS snch they have their relative
weight and Importance comparatively
with recitations.
The boy whose mind has not attained
that development which grasps whole
subjects, and who contents himself with
imperfect comprehension, believes his
duty done when his daily lesson is reel.
ted, and wishes to forget it promptly
with all the painful effort it has cost
him. He reviews only detached portions.
as necessity of understanding may de-
mand and memory fail to recall.
Hence, the teacher should compel gen.
eral, as we'll as partial recurrence to past
studies. The maxim, cline upon line,
precept upon precept' applies to the de-
tails of daily work and duty; but gen.
eral review should be the Office of AGA
demic examinations. They also serve
another important end, the day of
examination isa sort of day ofjudgment,
to hold to final account the incorrigi-
bly, negligent
Without doubt, as mental gyinnas-
tics, daily exercises are the chief, if
not even almost the only, requisite to in
tellectual growth and vigor. And, if
boys were men instead of only boys, they
might be handled differently; but deal
ing with realities, and not imaginary
notions, we should take boys as they
are, children Of larger growth, not yet
men, and treat them accordingly.
The whole question seems, therefore,
to narrow itself down to the mere arith-
metical one of determining what per
cent should be attached, respectively
and relatively, to recitations and exam
il graded numerically as is
now generally done elsewhere, as we'll
as here.
Heretofore, in this school, recitatons
have been graded at the relative weight
of % per cent only, aud examinations
at Is per cent in the centesimal scale.
This has always seemed TO the dispropo-
tomato. And believe it was done only
to correct the evil Of marking recita-
tons too highly.
Of course, the question of the relative
valne of recitasious and examinations
demands, for its determination, that
both be justly and correctly estimated,
apart from caprices, prcjudices and
proclivities OF teachers, individually or
And if marking too
high be practiced, Intentionally or I'M
Intentionally, then some remedy should
be applied; but doubt whether it should |
be that Of undertaking recitations, and
overrating examinations.
! incline to the belief that equal
weight should be given to Rotations
and examinations, both being fairly |
and correctly estimated and admins
tered. And certainly, examinations
ought not actually to outweigh daily |
'ecitations. Here, | may say that use |
the word recitation as embracing all |
Of daily exercises, or work; and az |
Tor compositions, problems, notes
On lectures, declamatons etc., all |
that can be done is, believe, to
cave to the Judgment Of each instruc-
tor what value they have as part of the
laily work done and required in his
class.
am not prepared to say what inhu-
snce upon scholarship or rank should be
attached to dement's, and to profclcn.
" and exemplary conduct in military
discipline and drill. But deem these
If greatimportance for subjective train
ng requires that we urge young men
to be gentlemanly,. and to practice
III manly ways and virtues, respect
tor which should be rewarded, if disre-
gard thereof be demerited or punished.
Honors should form part of our sys-
TEN, and examinations for honors should
those for degrees without dis
jinctiOn.
AS for the relative weight of different
studies. that question disposes of itself,
lnder a curriculum, for the student
$ entitled to the full credit of all he ac-
'ually accomplishes; and studies, there
ore, weigh proportionately to the time
allotted to them respectively.
r. S. NJ.
A gentleman met a rather "uncer-