Iowa County democrat. [volume] (Mineral Point, Wis.) 1877-1938, 1889-01-11
SCHOOL. EXAMINATIONS.

Frequent, regular and extensive
examinations have become y very inn
portant, ii not the chief part of modern
school work This tendency has grown
So abnormally in the public schools
that many thoughtful people are be
ginning to think that examinations as
generally conducted are rather a
hinderance than a help To pupils in the
requirement of useful and practical
knowledge The apprehension against
over examination is not confined to
american alone, but extends across
the water. 4 recent number of The
Ninctccth Century contains a protest
signed by over four hundred thought
ful, cultivated aud educated men, and
directed against various evils of
machine education, and especially
against the evil Of undue attention to
the work Of examination. The portion
Of the protest relating to this subject
is as follows:
- We hold that the prepOnderating
influence of examinations destroys the
best teaching. Under it the teacher
loses mis- own intelligent self direction.
lie can not devote his power to such
parts Of subject rs are most real to
himself and most deeply felt by himself
Though on this depends the impressive
ness Of MI teaching and the awakening
II permanent interest in those taught,
IA lie is constantly controlled by the
sense Of the coming examination, in
which of course he wishes his pupils to
succeed. The pupil, on the other hand,
allows himself to be mechanically guild
cd for the sake OF success HIS men
tal sympathies become bounded by the
narrowest horizon What will pay =
in the examination becomes his ruling
thought, and he turns away from the
many intellectual interests which
would spring up on all sides of one
who was allowed to be in love with
knowledge for its own sake, rs from
Injuries that must be sternly put aside
for the sake Of success in the all-lm-
partant examination. To young and
healthy mind the constant suggestions
that accompanies work done IN every
branch OF knowledge, the constant
openiug up of new interests, are the
great stimulants to selfdevelopment,
and they should ever be squirting the
student on to endeavor to know more
and 10 see more clearly. We hold that
these life giving interests can not
possibly coexist with the REFRESHING
influence of training for great eN-
nminationS.
We do not propose to discuss here
other more subtle evils which appear
ia many 81 us to result from doing
work simply for the sake of an all inn
portant examination. such as the
temporary strengthening of the rote
faculties to the neglect Of the rational
faculties. the rapid forgetfulness of
knowledge acquired, the cultivation OF
quick superticiallty and power Of
cleycrIy Swimming subject, the con
sequent incapacitv for undertaking
original work, the desire TO appear to
know rather than to know, the form
ing If Judgment on great matters
where Judgment should come later
the conventional treatment of sub
lect and loss of spontaniety. the de
pendence upon highly skilled guidance,
the belief in articles and formulated
answers, the beating out of small
quantities Of gold leaf to cover great
pSpanses, the diffusion of energies
over many subjects for the sake OF
marks, and the mental Discrimination
that superveneS 10 undertake work
which is not of directly renumerativt
character. after the excitement and
strain OF the race; nor will we discuss
another class of evils that falls less
directly on the student, such as the
waste Of very precious time inflicted or
the teacher by the drudgework Of ex
aminations II is enough now Il
affirm that the moral effect of the
system. viewed broadly, is distinct.
bad. We have made our education q
body without soul.