possible, and theoretical; and, second, to offer such suggestions and advices at the close of the examination, in the form of familiar talks, as shall have a practical bearing upon their school work. Let this be done in an impressive manner, clearly pointing out errors, and recommending order, system, and devotion to duty. Let examiners urge upon candidates the propriety of acquainting themselves with the school law and annual statistics, and direct them to the means of obtaining this information. Strange as it may seem, after an aggre. gate of educational tours of more than thirteen thousand miles by the present Commissioner during the present school year, there are still scores of teachers in obscure sections of Ohio, who have no knowledge of the fact that we have such an officer as a Commissioner of Common Schools; and, consequently, they know nothing of those valuable reports annually prepared by him. Let the examiner remember that our school system is still weak, in that there is still no county supervision, and therefore, as far as practicable and consistent with his position, let him give it strength in that direction. Let there be a freer interview and a more sociable intimacy between examiner and teacher; finally, let the county examiner guard well the "entrance to the outer chamber" of our common schools.

DISCUSSION OF MR. HARTZLER'S REPORT.

A. B. JOHNSON, of Avondale, opened the discussion os follows:

It seems to me, Mr. President, to be desirable that this discussion should take a wider range than that indicated by the wording of the question. Of all those who take any part in the execution of our school laws, the county school examiners possess the greatest power for good or for evil.

With regard to the mode of examining teachers, a union of the written and oral methods is, no doubt, the best. You will see, by referring to the last report of the School Commissioner, that in nearly one-third of the counties of the State a union of these two methods is employed by the examiners. The written method is, without doubt, the most favorable, except to the young teacher. Yet we may say that a teacher who can not readily and fluently express his knowledge of the common branches, is poorly prepared to appear before his pupils.

I believe with the essay, that none but teachers should examine teachers. 1 hope the time is not far distant when the teachers of the State will have an entire monopoly of this business. Of the 264 examiners in the State, only 124 of the present

incumbents are teachers.

Hundreds of unqualified teachers are licensed every year. As shown by the last report, forty-two per cent of all the teachers who received certificates last year, received certificates of the lowest grade, namely, for six months, and less than three per cent. received certificates of the highest grade, for 24 months. In response to circulars sent out by the last two School Commissioners, reports came from county examiners and auditors with regard to the condition and wants of our public schools. A careful reading of these reports shows nothing more prominent than the complaint in regard to the want of competent teachers; and against transient and itinerant teachers. They convey the impression that if this one want could be supplied, but little more would be needed to the perfect working of our common school system. This loud complaint, you understand, comes from the people. Now this is offset by a complaint on the part of teachers. They everywhere complain that the wages are too low, and the schools are losing, for this reason, many of their best

teachers, men and women, every year. They can not be held in the profession by the present wages. As a general thing teachers, wherever you find them, are poor. Men and women who have devoted their best years and their best talent to the labors of the school room, are hampered and embarrassed and rendered timid by poverty.

Now here are two demands, one from the people and one from the teachers. I claim, Mr. President, that it is in the power of the school examiners to satisfy both. The law does not restrain them. It gives them almost unlimited power with regard to the standard that they shall set up. Let them make the questions fair, comprehensive, and certain. Let them give ample time for an examination. Let the method, as far as it is practicable, be made the same throughout the State. Let an average of 75 per cent. of correct answers in all branches, be required for a certificate of the lowest grade, and let not a second certificate be granted to that class of teachers. Let this be done honestly and impartially, and my word for it, the incompetent teachers will be swept from the ranks. But it will be said in answer to this, that if the standard be set so high, the demand for teachers can not be supplied. A standard nearly equal to this has been tested in several of the best counties in the State, with happy results. It is a wonder to me that examiners are so dumb with regard to this matter. If the supply is diminished the demand will increase, and as the demand increases the wages will rise. The schools must be supplied with teachers. The people will maintain the schools; and they would maintain them at double their present cost; and they would, I believe, do this cheerfully, if they were assured that they got corresponding value in return in the shape of better services.

I tell you, sir, there are a few things we American people are in love with, and that we do not intend to part with. Among these are our liberty, our unity as a people—we have had pretty strong proof that we do not intend to part with these and another, sir, is our system of common schools. (Applause.) You need not be alarmed at the threats you hear from a few centers of bigotry and skepticism and corruption. I tell you, gentlemen, the disease is local; it is not dangerous. The general health is good. We might amputate these parts with no loss whatever. (Applause.)

Now, sir, if we wish to elevate our profession, if we wish to retain the best teachers, the standard must be raised. What would be the probable consequence of raising the standard as I have intimated? In all probability many would go to work and secure more capital that they might be entitled to an interest in the business, and the remainder would fall into occupations more in accordance with their capacity. We should get rid of a large number of young men who are hanging on to the profession with one hand and reaching for something better and more respectable with the other-forgetting the expression of our most distinguished American preacher, that any calling is honorable that has an honest man in it. (Applause.)

MR. TAPPAN: I only wish to add my testimony as to the facts. Mr. Johnson seems to have spoken theoretically his conviction of what would be the result. I know two counties in the State of Ohio where this has been tried, and all the results which have been described have actually taken place. The standard was raised; the consequence was better teachers and better pay.

MR. COWDERY: One or two things have been omitted in the discussion so far, which I hoped might come up in the Superintendents' Association. Do you not know that teachers who are not up perhaps to the average, and are not as familiar as they ought to be with the subjects taught in schools, yet in the matter of energy, enthusiasm, and kindly and gentle influences, in what we value in society, in all that we respect in a good teacher, are very far superior to those who may be more familiar with the subjects taught? The question, then, is how these qualifications are to be

taken into the account? Shall they be thrown out altogether, and the certificate granted wholly on the basis of per cents? Or is there discretionary power with the examiners to be a little indulgent on some matters of science, that the community may be blessed with the labors of a good teacher? I see but one way to get along with this, and that is by county supervision-the superintendent being examiner-inchief, and having discretionary power to make allowances aside from science. There is a little advantage to be gained by the county examiners making themselves acquainted with the applicants, especially after they have taught. County examiners might, perhaps, be a little more vigilant in ascertaining defects and failures, and causes of failure, when applicants come before them the second time.

A suggestion of Mr. Johnson, in regard to making the examinations uniform. I have not so far digested the suggestion as to indorse it exactly. Could not something be done in this direction by the Commissioner's issuing twelve sets of questions, one for each month, the examiners to receive under seal and under oath or on their honor that they should not be opened or distributed until the proper time. All teachers in the State should be required to come up to a certain standard in answering them. There would be a great deal of fault finding and agitation, but the question is whether it could not be carried through? In places where there was great ignorance, they would be shamed into acquiescence by the fact that others were doing the same thing.

MR. CURRAN: With reference to the remarks that have been made by my respected friend, Mr. Cowdery, I will simply say that it is a very poor plan to let the bars down, in regard to these good fellows, these persons of fine influence upon children. It is true that these things ought to be taken into consideration; but we have no unit by which to measure them--nothing by means of which we may test them. In cases of this kind the danger is great; there is every temptation to lead the examiners to fail to do their duty. If the questions submitted relate to matters necessary to be understood by the teacher, the examiners can not be asked to put the standard low to accommodate a certain class of teachers; and the answering of seventy-five per cent. of the questions asked on any given subject, is a standard low enough. How can a man instruct a child in reference to the principles of any science, if he does not understand those principles himself? I think the standard ought to be made higher instead of being put down. We need not cause a volcanic eruption by suddenly doing this, but let the examiners fall upon some general plan of raising the standard. Let the School Commissioner and this Association unite in some action. Let some general plan be determined; some machinery set at work to accomplish this matter by degrees, not in two, three, or twelve months, but in due time. Let us insist in getting rid of the weak, the halt, and the blind. Let there be a vacuum made in our profession, and it will soon be filled with a better class of teachers. We know, gentlemen, why it is that other professions are inclined to look down upon us. Is it not a disgrace for the teachers of Ohio to allow such a percentage of men from other professions to be placed over them as examiners, to decide whether they are to teach school? What if teachers were set to examine candidates for the profession of medicine or dentistry? Would it not imply a want of faith in the competency of doctors and dentists to examine the candidates for admission to their own profession? Why should lawyers, physicians, and preachers examine teachers? As soon as we refuse to submit to this course of things, we will receive that respect which we now fail to enjoy. Let us no longer submit to this. We have the men among us well qualified for this work, and who would keep up the standard.

MR. RICKOFF: I fear that some gentlemen who have spoken on the other side, have forgotten the very admirable lecture of last evening. They ask us, "What is the standard of measurement?" When we look to the higher qualifications, those

qualifications which enable the teacher to approach the young child and entice it upward, they ask, "What is the standard of measurement?" Aye, what is the standard of measurement of the ideal? I think that my friend Curran must have forgotten the lecture of last evening when he demands a standard which can be applied by boards of examiners once a year or once in two years, and the results be exactly percented. Is not there something higher and better in human influence than can be measured in this way? If there be not, then the raptures that thrilled through this audience last night were all in vain. It was something excited which we are not to remember in practical life.

In regard to this matter, I don't know whether county examiners may safely trust themselves to any other standard than that which is fixed upon in the examination. I don't think they safely can. Their acquaintance with teachers is limited; the opportunity to examine their schools is almost nothing; and this is the only opportunity they have for measuring the qualifications of teachers. I don't know that anything better can be done until that day comes when it shall be felt, as I believe it will be felt, in some good time coming, that the teacher should receive a special education for his profession. When it shall be felt that the examination of the teacher is worthy of the employment of the best talent for days and weeks together; when this work of teaching the young mind shall have assumed the position to which it is entitled as the most important of human pursuits, then, sir, we shall have standards applied to the qualifications of teachers higher and better than those that can be fixed upon to-day.

But, sir, I rose specially to call attention to the fact that boards of examiners within the cities might apply a better standard. I have here to reiterate the same sentiment with regard to teachers, to which allusion was made by Mr. Cowdery. Boards of examiners that have no higher standard for the measurement of teachers, no better tests than the mere results of the examination in reading, writing and arithmetic, have mistaken their vocation. I think there are gentlemen here who would bear me out in testifying that at one time in the city of Cincinnati, there came, within a short time, two teachers for examination. Of one I recollect it was said she was certainly one of the best teachers in the city. She presented herself for examination, and was found, or at least she seemed to be found, utterly incompetent, from the very first steps of the examination. She broke down; she tried it again, and broke down again; and the question was raised whether that teacher, known and acknowledged to be one of the best teachers in Cincinnati, one of the three very best to whose schools we took visitors with pride-the question was raised whether she should be excluded from her school, because she could not come up to the standard which was used, entirely outside the work which she, as a primary teacher, had to do in the schools. The examination went far beyond what she was required to teach. She had general literary culture, but for years she had not studied the branches necessary to get a certificate in geography, United States history, &c.

Until, gentlemen, we can raise ourselves to that idea which will enable us to judge of teachers as teachers; until we can thus separate ourselves from boards of examiners who determine the qualifications of teachers merely from standards that all educated men are familiar with; until we can fix upon, as a standard, something special to ourselves, that shall not belong to gentlemen of other professions, who shall have studied reading, writing, geography, and grammar-I mean the lawyers and doctors who have been spoken of on this occasion-unless there is a standard special to the profession, we need not speak of professional examinations. It is all in vain; it is all nonsense for us to denounce men of the different professions who stand in the boards of examination, while we would drive to the wall every teacher who can not stand examinations in reading, writing, arithmetic and geography, and

while we ignore qualifications for teaching. Don't they know grammar and arithmetic as well as we do?

I will not say that examiners whom gentlemen here may have known, are as well qualified to judge of teachers as they are themselves. But I ask you, sir, if any well educated man who has studied reading, writing, geography and arithmetic, is not as capable of judging of the qualifications of teachers in these branches, as if he had gone to the work of teaching? It is necessary, then, before denouncing men in other professions, to look to our qualifications in this respect; that we have a better standard; and if we ignore the qualifications as exhibited in the school room, where under heaven is that standard?

Not alone in the city of Cincinnati, but in Cleveland, I have been brought to the stand-point, either to permit teachers to pass through who could not pass examinations, or to lose teachers who have stood shoulder to shoulder with the very best we have, teachers whom gentlemen here have visited and have gone away full of their praise. I have not told gentlemen when they admired them, that they could not pass an examination.

Let it not be understood that I am advocating a low standard for our teachers. On the other hand, I am asking for the highest standards, the noblest standards. It may be standards that cannot be measured by comparisons, but standards which we acknowledge within our inmost souls to be the better and higher ones. I am not asking that leniency be shown those teachers; they do not ask that. It is not necessary to put it in that light; not leniency, not justice-I do not ask that even. But I ask that in this mattter of measuring the qualifications of teachers, the interests of our schools be protected from setting a standard which is aside, greatly aside from that which we wish in the primary teachers. I ask that the children be protected in this matter, and that teachers shall be employed who shall be able to approach them intelligently; teachers that shall take hold of the interests of the children, awaken their attention and hold it steadily; teachers who shall awaken earnestness and enthusiasm on the part of the pupil; teachers who shall, as Napoleon, wield the mass that is put under them, and train the whole as one mass to the end that is desired.

MR. ORMSBY: Mr. President, after all this talk about a standard of measurement, I ask myself, What standard shall we set up in our county examinations? What is to be our guide? Mr. Rickoff says we must have a different standard. What is that standard to be? I am sure that the remarks which have been made here, do not tell me.

Something has been said about the ideal, and we have been reminded of last evening's lecture. I am unprepared to tell just how much of these ideal qualities should be possessed by teachers. Now the fact is, Mr. President, facts must precede this. I don't care how much of the ideal teachers have, they must have factsknowledge. If the teachers have not facts, they are unfit to teach. I was not born in the last century, but I confess that I am somewhat of a fossil. When I come up to these teachers' associations and hear so much of the ideal, I am still inclined to think that our teachers, at least in the rural districts, will continue for the next four or five years to use some books in the school room. (Laughter.) We may talk about object lessons, and about requiring teachers to teach reading, writing and ciphering without books, and all that; it is a nice theory to talk about in the Ohio Teachers' Association, but when we go into the schools we find text-books in use, even down to McGuffey's First Reader. (Laughter.) Now, by what standard shall we measure a teacher's ability to teach the First Reader? Must we not ascertain the fact whether she can read the lessons? Some teachers cannot read correctly in the First Reader.