242

Application of principles to practical life.-A general review.

parts have a less intimate connection, as in geography,
natural philosophy, and some others, the reviews may
be at greater intervals. It would be well, I think, in
every common school, to have a review-day once a
week. This, besides the advantages already indicated
will lead the children to study for something beyond
recitation. Nor is it enough, at the review, that the
questions of the text-book be again proposed to the
children. If this be all, they will only exercise their
memories. As far as possible the subject should be
called up, and the application of principles to practical
life should be dwelt upon. If this course is expected
by the learners, they will think during the week, in
order to anticipate the examination of the teacher; and
this thinking is more profitable to them than the know-
ledge itself.

It is always well, besides the periodical reviews, to
have a general review at the close of any particular
study. This enables the teacher to detect any false
conceptions which the pupil has entertained during the
He can now present the subject as a
first course.
whole, and view one part by the light of another.
In natural philosophy, how much better the law of
reflected motion can be appreciated after the subject
of optics has been studied, in which the doctrine
of reflection in general has been fully discussed and
illustrated. In physiology, what light is thrown upon
the process of growth in the system, by the subse-
quent chapters on absorption and secretion. How
much clearer is the economy of respiration understood

An exception.-Examinations not without objections.

when viewed in connection with the circulation of the blood. A general review then is an enlightening process, and it is always profitable, with, perhaps, one exception. When it is instituted with reference to a public examination, it is very doubtful whether the evil is not greater than the good. It then degenerates into an effort to appear well at a particular time; it is again studying in order to recite; and I look upon it as no small evil, that the mind should have any object in view which comes in between it and the grand desire to know,―to master the subject for its own sake, and not simply for the purpose of being able to talk about it on one great occasion.

IT 10

SECTION VI.-PUBLIC EXAMINATIONS.

now the usage in all our schools to have public examinations, generally at the close of a term, or a portion of a term,-in order to test, in some measure, the industry and skill of the teacher, and the proficiency of the pupils. I am hardly prepared to oppose this usage, because I am inclined to believe examinations are of some utility as a means of awakening an interest in the parents of the children : perhaps they do something to stimulate school-officers, and also to excite to greater effort during the term both the teacher and the pupils. Still, public examinations, as frequently conducted, are not without serious objections. 1. They certainly cannot be looked upon as criterions of the faithfulness or success

244

Not to be taken as indices of proficiency.-Encourage deception.

of teachers. A man with tact, and without honesty.
may make his school appear to far greater advantage
than a better man can make a better school appear.
This has often happened. It is not the most faithful
It is
and thorough teaching that makes the show and
attracts the applause at a public exhibition.
the superficial, mechanical, memoriter exercise that
is most imposing. Who has not seen a class, that
recited by rote and in concert at a celebration, win
the largest approbation, when many of the individuals
knew not the import of the words they uttered.
Names in geography have been thus "said or sung,"
when the things signified were to the children as
really terræ incognitæ as the fairy lands of Sinbad
the Sailor.

2. Nor can such exhibitions be claimed justly to
indicate the proficiency of the pupils. Every expe-
rienced teacher knows that the best scholars often fail
at a public examination, and the most indolent and
superficial often distinguish themselves. The spec
tators, not unfrequently, in pointing out the talent of
the school, make the teacher smile at their blunders.
3. They present a strong temptation to dishonesty
Since so much stress
on the part of the teacher.
is laid upon the examination, and particularly, in some
regions, upon the Celebration, where several schools
are brought together to make a show for a few hours,
and
it must be rather an uncommon man who will have
sufficient principle to exhibit his school as it is,
refuse to make those efforts so very common to have

Preparation to make a show.-Sometimes useful.-When?

it appear what it is not.

The wish, expressed or implied, of the parents, and the ambition of the children, all conspire to make the teacher yield to a usage so common. Consequently, several weeks will be spent to prepare the children to appear in public. During this time, they study not for improve ment, not for future usefulness, but simply to make a show at the public celebration. An unworthy and unwarrantable motive actuates them during all this process; and, at last, unless strangely benighted, they are conscious of holding up a false appearance to the world. Now, under such circumstances, whatever of good is effected, by way of enkindling a zeal in the parents, is dearly purchased. The sacrifice of principle in a teacher-much more in the children -is a large price to pay for the applause of a few visitors, or even for an increase of interest among them in the cause of popular education.

Examinations, however, which are less showy, and which are of such a character as thoroughly to sift the teachings that have been given, and to thwart any ingenious efforts specially to prepare for them— examinations that look back to the general teaching of the term, or the year, and test the accuracy and thoroughness of the instructions—are unquestionably very desirable and useful. To make them so in the highest sense, and to exempt them from an evil tendency upon the minds of the young themselves, the teacher should be strictly honest. Not a lesson should be given with sole reference to the exhibition

246

Great motives.-Further caution.-Teacher should be honest.

at the close; not an exercise should be omitted The good because the examination approaches.

teacher should keep those great motives before the mind, which look to future usefulness, and to the discharge of duty. The child should be taught that he is accountable for what he acquires, and what he may acquire, and not for what he may appear to have acquired; and that this accountability is not confined to a single day, soon to pass and be forgotten; but it runs through all time and all eternity.

I know not but the expectation of an examination may stimulate some to greater exertion, and make them better scholars. If this be so, it may be well enough; and yet I should be slow to present such a motive to the mind of a child, because a special or secondary accountability always detracts from the general.and chief.

A strong reason, in addition to those already assigned, why special preparation should not be made for the examination, is, that where such preparation is ex pected, the pupils become careless in their ordinary exercises.

While, then, I think too much stress is at present placed upon showy exhibitions and celebrations, and that objections and dangers attend examinations, as frequently conducted, I would not recommend altoI would rather urge gether their discontinuance.

that the teacher, by his inflexible honesty, should make them fair representations of the actual condition of his school, without relying very much upon them