The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1884-04-03
The Marking System in sohools.
A Vigorous Protest Against IL by suPsriH-
Iendent A. p. Marble, of Worcester,

| tendent n. P' Marble OF WoreesSekS
Mass.
1t has long been the custom for teachers TO
Keep record of the scholarship of their pRpils,
both In the daily recitation and in the term
examinations, and to send to the parents Q re-
port showing the pupils standing in each study
| AMI, until recently, his rank In the class.
A few teachers think that the members Of
the class eau be wisely stimulated by marks,
with figures all the way from to 100; II one
child is marked 81 and the other 6S. both viii
strive, they think, with all their might to see
which will be ahead. In some schools the
plan has worked well, and no injury has been
apparent In some schools, on the other hand,
the evils Of that practice are apparent. How
ever well the plan may work in the hands Of
wise teacher, the principle at the bottom OF
marking, as often practiced, is wrong; aud the
time will come when everybody will ind
better way.
In the high school years ago there was
fund devoted to paying for prizes to be distrib-
ated among the pupils. 1t was found in prac-
tice that the effect was harmful; few OF the
best scholars simply ruined their health In the
attempt TO get tho prize, while the mass Of the
pupils. the very ones who most needed slim
illus, were not affected by 1t ut all; they had
no hope of getting it. The fund was after
wards devoted by the douer 10 the purchase OF
apparatus and books for the library.
Later in the history Of that school, an elab-
oraIe system OF bookkeeping was devised By
which the daily recitations, the behaviour, and
The natural ability Of every pupil could be- re-
corded and preserved for the perusal Of COM
lug generations. Twenty years hence, II the
record had been continued, John Smith,
Candidate, for mayor perhaps, might have 1t
tossed 10 his face by bis opponent that on
certain day OF a certain week he failed in the
Worcester high school to recite the binomiAl
theorem IL was abandoned, and the school
did not Ego to pieces"
Marking tends to poor teaching; for where
@veri answer Is to be marked, the question IL
likely to be framed with reference to marking
the answer rather than 70 instructiDg the
Rspil.
Ine ranking Of a school makes prominent
'ow motive for study, the wish, that is, to ont
do ones neiehbor; and In the haste to do this,
children not unirequently deceive, cheat and
lie. People are enough inclined by nature to
get ahead OF their neighbors. This sentiment
should not be encouraged.
Now is il not likely that, for the sake Of
arousing ambition, a better plan than marking,
ranking and comparing can be foundY Take
the time spent In this way and devote Is
thoughtfully and wisely to awakening pro-
found interest in the subject Of study with the
comparatively few pupils who Iced to be inter-
ested. The brightest three-fourths OF the class
do not need 1t. In the remaining quarter the
interest OF one will spread 20 the other.
This comparing Of one pupil with another IL
very Objectionable. II one does his best, moth
ing more should be required OF him, though
his neighbor has done twice as much. II
another has done only half he might have
done he 10 to be blamed, though no one slss
has done half as much as he. The only 1ass
comparison is between what one has done and
what he can do The only Just standard for
any one is his own possibilities. IL should b
immaterisl to any pupil what his neighbor has
done; bnt it concerns him whether he has
done bis best. There is every diversity OF
talent among our pupils. It is our duty not TO
make them identical but to develop them.
Children in the schools have all sorts Of homo
Influences to help or to hinder them. It Is the
teachers business, not to unity those influences
hut to help each pupil to adapt himself tc bis
surroundings; to show him that the adverse
must be witnstood and that favorable oppor-
tunities must demand greater achievements
There is nobler aim in study which the
youngest can be made to appreciate, the pare
delight OF learning. It may be said that chill
dren are slow to experience any such delight.
But it is seen in many q school. Perhaps 1t IL
not seen in more because Of this very ranking
and marking. Sweep all that away and spend
all the time in the otner direction, and see II
the real love Of study will not do more for
your pupils than all this artificial system Of
ranking.
Some one objects that without marking and
ranking we can not have a STANDARD" IL
there Is anything that will ruin schools, It 10
cerSaiG teacners IL Is an idol whose wor-
ship Is worse than that of JuggeFnaut. II
daughters children mercilessly and relentless.
~. worshiper of this idol forRets the inter-
est ct the Dupil, in keeping mp the standard Of
the school.
Some one else objects that this competition
and comparison is just what We all have 70
meet 10 life, and so il is beneficial for children
70 meet it in school. But it Is not Just what We
meet in life. Competition, the iostlinR for
place and power, and precedence, there IL OF
course. Bat who is the teacher to mark, and
rank and average? In this competition the
uniform concerning any individual We each
of us, have the satisfaction OF ranking high
among our friends, though others rank us low.
And such composition AS this, there may DO In
school without the ranking aud marking.
Il should be noted that less and less impoY-
lance is attached to mere marks year by year.
Admission to the high school does not now do.
pend upon the work OF one great day; II de-
Ponds upon the faithfnlness of pupil duriAa
the year. Promotion FROM grade to grade, or
advancement from class to class in the lower
schools is determined in the same way. Ad-
mission to some OF our best colleges is now
gained upon the recommendation OF the teach
or in the fitting schools and this plan meets
with favor more and more the professors
discover the improved quality OF the students
admitted. No lawyer from the professional
school, no doctor from the medical school, no
preacher from the seminary, and no teacher
from the Normal school or from the depart
ment OF pedagogy in the oolege-no one OF
these has in his diploma, whatever the perceu.
tage Of his rank any surety Of success in his
his calling. II Is the valedictorian in his coll
lege class or 10 the high school, and the boy
who franks one in 3 class Of fifty" that Il in
great danger OF turning out q fool; not that
the work implied is not beneficial; bot the
coDceit that goes with the frank" that sab
lime consciousness of superiority, is worse 10
withstand In many cases than an "army with
banners"
Now, in spite of all this, marks as a means Of
school discipline were invented to produce
good result. There is no doubt thatlthey have
been useful; there is no doubt that in some
places and with judicious limitations they
may be useful. Nor Is there any doubt that
the whole system of marking and ranking win
At no distant day give way to something better,
just as the staging, which has been erected in
putting up a building, and which has served
its purpose, must come down, and ne longer
oisfieure that which it was instrumental in
np0