The record-union. [volume] (Sacramento, Calif.) 1891-1903, 1899-12-30
done the best until now, but Sacra-
mento has outdone them all.
TESn FOR PROMOTION.

done the best until now, but Sacra-
mento has outdone them ell.
TEST FOR PROMOTION.
T. o. Crawford, superintendent o.
Alameda County, presented paper OF
The Test for Promotion and Gradua-
ton of Pupils in the Grades" as fol
lows:
What shall the test be, in the promo
ton and in the graduation of pupils?
To answer this question by saying
Fitness simply puts off the final an
lswer, as we then must define fitness
| 1t is presumed that there will be DIFF
lferent answers to this question, conse-
lquept on diverse views held regarding
THE ultimate object to be attained This
comes of necessity and is right, but
there are other answers, which come
only through misunderstanding II
seems that the better way to discuss
this question is as follows:
If there are certain truths that are
accepted by all, these can be eliminated
from the range of discussion Some o,
these are, think, contained In the FOL
lowing propositions:
| We must consider classes, not mol
vidual pupils.
| For certain reasons, all the members
of a given class are expected to COM
plete a given amount Of work nerore
being promoted to a higher grade.
For certain reasons, the unit perloe
of time is generally one year, modlheo
| in some cities so as to be one-half year
1t has been thought best to name
and arrange the subjects to be studied
in a regular order, and to name such
orderly arrangement a course OF study
This is what the teacher has Tor q
guide in instruction. and 1t measures
the mass of fact to which the puplfs
thought and work are directed through
the period.
| This course Of study is what the av'
erage pupil can complete in the giver
time.
AT the end of the period those com
pleting the period-work are passed On
to the next period. There will be some
who will not complete the work during
the assigned period All such Will, OF
course, remain for another period, OF
until they have completed that year
work. 1t is presumed that the course
of study is logically arranged; thai
what is learned to-day Is a stepping
stone to the task laid out for to-mor-
row. 1t is presumed that what pupil
learns to-day is a real help towarc
conquering the educational foe OF TO-
morrow. 1t follows from this that II
| the pupil fails to acquire the work ielo
down in any grade he must be 80 mucn
the less fitted to attack the work IL
the next higher grade. For the purpose
of ascertaining this fact some kind OF
a trial or test is to be applied Those
measuring up to the standard are pro-
NOTED; those who fall below are re-
jected. This test is calculated to DC
absolutely fair, to measure the pupil
Acquisition and power. We promote the
pupil or hold him back as he measures
up to the testing standard or falls be-
low it.
So far, think, we are in accord, and
on these propositions there. need be nc
dispute. The main question to be an
swered, and which will cause discus
sion, is: How shall the tests be ap-
piled?
Generally speaking, there are two
grounds on which the promotion OF
pupils is based. One is, having been IN
the grade during the normal time ano
having gone over the work; the otnel
is. the having built into self a certain
number of facts, which has resulted
in self-growth, and the consequent
power of assimilating mentally, the
next higher group of consequent related
facts.
| There are advocates Of each Of these
systems of promotion. Those who adj
vocate the first or the opportunity
system tell us that all there Is in a
pupil will be brought out by oppor-
tunity, the co-work OF the instructor
and of time, and the consequent oeVei-
opment on the part of the pupil
They tell US that interest Is the ma u
thing; that it cannot be forced: tnat
the effort to compel interest in SUD-
iect is to make the unfolding an In
natural thing; the tearing open OF the
flower rather than the unfolding OF the
bud. They tell US that to force one &c
a line of study or Of work distastetul
to him is wrong, educationally. They
hold that if instruction IS given, If time
is ample, if opportunity presents itsei1
I
the pupil will get all that he is capable
of getting.
The answer to this proposition Is
Time and experience show the faislts
of the system. This go-as-you-pieass
doctrine leaves to an immature mex
perienood mind the question OF the de-
velopnient of that mind. Herein lies
the whole fallacy. The offer of oppor'
tunity in this scheme carries with 1t nc
guarantee of it's acceptance; conse,
quently one cannot look for results
Whether the pupil under this sys.
tenn will get the good that is offered
depends on his own inclination. AL
experience shows. however, that the
present fills the eye of the inexperi-
enced. and that so long as promotion
is gained without much self effort nc
great self-exertion will be made, ana
retarded development results.
| Assuming that our course OF study II
reasonable, necessary, logical In ar
rangement and within the scope OF the
average mind, the other ground OF pro-
y -