Baxter Springs news. [volume] (Baxter Springs, Kan.) 1882-1919, 1895-07-13
SHOULD WE DISPENSE WITH TnR Rx.
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tors have convinced themselves
that systems of written examina-
tons fail to disclose the true merits
as to general knowledge; that II is
detrimental to comfort and health
to that extent that it's use becomes
almost criminal. Thus they consci-
entiously advocate that IL should be
totally abolished. In these opin-
ions do many pupils heartily con-
cur. Those who thus believe are
certainly justified in advocating its
abolition, but we believe they do
not constitute the largest number.
We believe that great many teach
ers discourage written cxamina-
tons in the hope that their aboli-
ton would relieve them of n great
amount of labor which il burden
some to their minds. In this opin-
ion also do great many pupils
heartily concur. There are still
other teachers who need no other
reason for their advocacy than that
to them it is new theory. They
count it Il sign of progrcssiveness
10 accept and advocate every new
theory that comes along. especially
# il originated in some large city.
But in educational matters, as in
othcrthings, we find people inclined
to go to extremes, and with one
grand rush they would pass from
long technical examinations, which
perhaps may he largely useless and
in many respects detrimental, to
the other extreme aud do simply
nothing in this matter, Every gem
uine teacher of few years expert
ence will admit that some method
of determining the proficiency q!
pupils is necessary. Every super
intcndcnt will agree with us that ii
will not do to rest the promotions
of pupils upon the individual judg-
ments of the several teachers, and
that judgment based only upon
their general knowledge of the pu-
pills proficiency. We are reminded
that this is the method used in
most universities and institutions
of higher learning, but while we
are aware that it is not wholly sat
isfactory even in these institutions,
we must also remember that meth
dds that might be highly satisfac-
tory in university work with uni
versity students could not be up.
piled To the common school work.
And besides the teacher who might
he competent To thus Judge his pu-
pills, and would perform that duty
conscicntiousiy. would find that it
brings Il responsibility and an
amount of unpleasantness that
would he not less burdcnsome than
the labor OF written examinations.
Then if examinations must be held,
what manner of examinations will
we substitute for the periodic exam
ination: The only plan that the
opponents Of this method have
suggested is by grading in the daily
recitation. This g not new meth
cd and. indeed, has some good
points in its favor, but nine teach
ers ont of ten who have tried il for
any length of time will tell you that
il is not practical where the classes
are many aud large. and this IL
generally the case in the public
schools. II is indeed reasonable
that no teacher can hear twenty pu-
pills recite and Gradethem correctly
upon their knowledge of the entire
subject under consideration in
twenty minutes. The result is that
teachers who try this plan drift in
to the custom of giving their pupils
a grade each day which is based
more upon the teachers knowledge
of the pupils general ability than
upon his proficiency in this partic-
ular lesson. And the teacher may
be influenced by prejudice or deccp-
ton into an erroneous judgment as
10 the pupils general ability.
Let us notice the objections that
are urged against the periodic ex-
aminations. First, that it is not
true test of the pupils general
knowledge and the strength that he
has derived from the subject. Now
as to whether this is true or not
must depend entirely upon the ma
ture and extent of the examination.
Surely no teacher will argue that il
is impossible TO give an examina-
ton which will be a fair test of
proficiency of the subject.
Such examination might be long if
the subject was extensive. 1t might
not be conducted by written ques-
tons and answers; examinations
are not necessarily conducted in
this way, aud yetit is quite possible
to ask question which will elicit n
knowledge of the subject.
In fact it is possible to give an ex-
animation that will be fair test of
the knowledge aud strength the pu-
pil has derived from the study of
The subject, and if it does not do so
il is because the teacher is not will
ing TO give the necessary time TO it,
or he has not used proper judgment
in framing his work. The second
objection is, these examinations are
such as to produce a nervous straip