The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1884-04-07


To the Editor Of the Press:
notice in the Press of recent date a myigor.
Gus protest against the marking system in
schools by Supt Marble of Worcester.
1t is not for me to say that there is no need
of protest against the particular methods
which prevail in Worcester, but do not adj
init that the superintendent has made a con.
elusive argument against all use of "marks''
in schools. Certainly no one would deny that
the teacher should have at all times clear
idea OF the manner in which each pupil is
doing his work in the different branches. This
knowledge is necessary in order that the
teacher may properly direct his own efforts,
and also for the information of parents and
committee. But this estimate of the progress
of the pupil, which every teacher makes and
Is bound to make, is formed by judging and
averaging the results Of the various recitations
Of that pupil. Now the estimate NAV be
made in loose way, or in careful way. 1t
may be a general impression, or the result OF
systematic register.
In my opinion no judgment is SO fair and so
useful for basis for action of any kind as the
careful record OF many judgments. The
teacher OF large school, in order to know tho
whole history of his scholars progress, to see
terioration has begun, to contrast the results of
the work OF different terms, to compare .
pupils standing in one branch with his stand
ing in another, must have good memory or
memorandum book. 1t seems to me that 1t
Ia well to have both; and / think it would be
advisable for the teacher to mark, even IL the
results OF the marking we're not to be made
known. But the results should ba made
known. 1t is right and necessary that parents
should learn the standing of their children In
mud a otova - &
practicable way, in many cases, of imparting
that information.
Now, as to the effect on the pupils 1 am
free TO admit that the practice of ranking acts
as stimulus. Indeed, may say that in a
long experience [ never found pupil who was
wholly Indifferent to his frank" | am not
ready to grant that the slim illus is necessarily
an unhealthy or improper one, although I'M
doubtedly it may be made so,-just as any
means OF doing good may be perverted:
Superintendent Marble cannot mean to be-
taken literally when he says: "This compar-
ing OF one pupil with another is very obiec-
tionable." Comparisons are unavoidable. Be
tween the scholar who does we'll and the one
who does not there is a difference; and this
difference Is noted by class and teacher Few
would claim that good work should not be
commended, or that unsatisfactory work
should not be condemned. A judicious system
OF marking is merely an effective way of Civ
ing credit to the pupil who has patiently co.,
the delinquent reminder of his remissness
For the most part such marking reflects tbs
Judgment of the class as we'll as of the teacher
Nor do think 1t matter of regret that
pupils instinctiyely compare their work with
that of Others cannot believe that 1ft
faaala g. h Rps aSs to any pupil yhss bis
ones neighbor" for the sake of a triumph
over him is "a low motive; but the wish to
do we'll like ones neighbor is q very proper
one. Envy and jealousy are bad everywhere;
emulation is the life of society, in school and
ont. The ranking of a school need not "make
prominent the low motive" I am not quite
sure that the noblest aim in study is "the pure
delight of learning"
Many conscientious and successful pupils do
not, at least in the early stages of their educa-
ton, find that "pure delight" nor, from the
limited view of youth ,arelthey able fully to see
future advantages from their efforts in school.
am inclined to think that one of the noblest
aims possible to the pupil during greater
part of his course is to satisfy the just expecta-
tions Of his parents and friends. And think
that to many the chief pleasure of good
standing at school 10 the qualification it gives
to those at home. With this end in view,
working for rank" is not wholly ignoble. I
believe that 1t is entirely possible to have q
system Of marking that shall give due recog-
milton to successful effort without discouraging
pupils of moderate capacity who try to do their
best. The pupils should be given just what
they earn. The work should not be made too
exacting. A premium should not be put upon
mere smsrtness. Allowances should be made
for difficulties in expression. There should be
no hsir-splitting in ranking; if pupil does
we'll that should ba sufficient.
Superintendent Marble says that marking
tends TO poor teaching" / am sorry if it does
in Worcester, but 1 do not think it need to
anywhere. There is difference between Civ.
ing instruction and hearing recitations. A
part of the business of the teacher is to teach,
another part is to find out what the pupils
have acquired. 1t is not necessary to mark
the result of each question of each session OF
class. The teacher need not be slave to sys-
tenn. But there will always be certain work
required of pupils, from which it is right to ex.
pect definite results, and which may fairly be
| judged and marked. | venture to say that
these are many teachers who have ranked"
their classes for years, and have never felt that
questions. The simplest method is to mark
only deficiencies and in this way it is possible
for class to recite and be ranked without the
necessity of making single mark.
The superintendent says that admission TO
High School does not now depend upon the
that is change for the better. L see no harm
but macy advantages in written examinations,
not too difficult. or too long, or too frequent.
But do not think that these "tests" should
| wholly determine pupils standing, or the
| question of his promotion. That should be
| decided not by one judgment but by many.
But because it Is true that long and difficult
| test upon the result of which everything seems
| to depend is too great strain for many chill
dren, or because some teachers may have
made the idea OF STANDARD" ian idol whose
worship is worse than that of Juggernaut," [
| do not think that we need to discard all means
of making distinctions between good work and
bad. I doubt If it would be an improvement
to have our schools conducted ON the principle
that in the amount and quality Of the work to
be done each one is to be q law unto himself
and that the only motive to be placed before
the pupils is the pure delight of learning.
T. e. 9. r.