The record-union. [volume] (Sacramento, Calif.) 1891-1903, 1899-12-30

our discussion at this hour. I give the
generalizations and the consequent ag-
greGated answer.
l. Memory is the foundation OF
knowledge. Without the power to re-
member, to recollect that which was 9
part OF the past experience, future de-
velopment is impossible.
q Apperception, that is. added per-
ception, 10 possible only when the store
House Of memory contains the result
of experience
"Apperception In the psychology OF
Herbart Q776-1841) the coalescence OF
the remainder of a new isolated idea
with an older one, by a modification OF
one or of the other. Gent. Die. page
272.)
3. The power to add perception to
former perception grows by exercise
hence tests Of memory are necessary to
| show acquisition and power.
4. Reviews, are. in their nature, real
tests Of memory culture.
| 8. Every recitxtion is an examina-
ton so far as the pupil is required to
reproduce any exercise. using no help
! save his power to recall, to recollect.
q. Acquisition and power are In
creased every time there is an intel
ligent exercise Of the faculty Of mem
DRY.
Z. This increase shows itself in an
accumulation of facts and in an aug
mented power to add the new to the
| old.
8. This leads to the ideal in educa-
ton, as a process, the unfolding of the
unfolded powers.
| 3. 1t is not opportunity alone that
results in education There must be
apperception. real addition to the
stock in trade" and consequent in
| creased power to add.
1t must not be forgotten that we are
dealing with classes, with pupils In
| masses. that the economic use of time
| must be insisted on as an absolute ne
cessity; that it is impossible for a
teacher to know that status of the pupil
| regarding acquisition and power with
out tests for memory and for invention,
Every question asked by a teacher
is an examination, and has for It's pur-
pose one Of two things, either of testing
| the memory alone and thus recalling
| the fact Of perception, or of testing the
power to add to that already known,
and of thus measuring apperception.
| The true order Of these examinations
| is questioning on the line that leads
to the storehouse of fact, test Of men,
| DRY, and along the line leading from
| the storehouse of fact to the field where
related facts are found, test Of rea-
son, measuring power.
Oral examination is not sufficient
The best thinking is not possible while
any personality Is injected into a men
! tai problem.
The questions should be so stated as
TO direct mental processes clearly, def
1nltely and in order to the recalling, OF
the remembering of facts. or to the
acquisition Of new facts, by the act
which we call apperception. In both
| these exercises there is an increase OF
power which is true education
Frequent reviews or examinations are
necessary apd follow the law that re-
peated exercises result in a particular
habit, which Is the type of character.
Your habits make your character.
AS rule. examinations should be
| written, and for these among the nany
reasons:
| There is opportunity for thinking,
There is not the disturbing element OF
being waited for. There is the abb
sence OF the disturbing element of the
personality of the questioner. This is
sometimes so intense as to destroy the
necessary coordination of mental pro-
cesses. There is more care given to
the arrangement of expressed thought.
There is opportunity for deliberation,
a. aor f111
meaning of the words used in answers,
Ihere Is need of a more thorough
knowledge OF the subject Of examina-
ton. Our ignorance is ever before us
when we attempt to write what we
thought we knew.
Our actual knowledge as expressed in
our answers is in evidence for or
against us. By examining our record
the truth can be ascertained and JUS
tice done.
A written examination no matter
how much ignorance it reveals, is an
impartial friend. 1t shows, as no other
test can show, the emptiness of our
storehouse of facts, and the consequent
inability to reason inductively.
The effect Of thorough written ex-
animation on the one examined is most
beneficial. He finds from the record,
his weakness and resolves that It shall
not appear in evidence again. It in
cites to a critical, thorough "going-
over" of the whole ground. 1t in
duces more careful study as well of
reasons as Of facts.
proper system of written examine
tions will blot from the calendar the
crime, educationally. Of examining. ]
suppose there will be somewhere in
this audience the idea that this last
statement is a bit Of pleasantly, a
joke, perhaps. am not responsible
for the conclusions drawn, based upon
the abuse Of a thing. Just as logical
| conclusions can be drawn from the sin
of telling the truth If we base them
on the abuse CT truth. that is, lying.
Let US be careful Of our premises
they are sometimes false
From the foregoing congratulations, II
is possible to lay down a series of es-
sentials which shall answer the ques-
ton What shall the test be, in the
promotion and in the graduation OF
pupils?"