LETTER XXII.

SCHOOL EXAMINATIONS AND EXHIBITIONS.

MY DEAR FRIEND:

In this my last letter for the present, I will endeavor to give you my views on two other points in relation to which you have expressed an interest and a desire to have advice. These are "School Examinations and Exhibitions."

With many teachers and committees there seems to be a partial confounding of these two terms, so that an examination often degenerates into a mere exhibition; but we believe an exhibition in no true sense ever becomes an examination. Considering that the two are quite different in their character and results, and that each has its appropriate place and influence in the great work of education, I will briefly give you a few thoughts on each.

I. EXAMINATIONS. Many teachers have a serious dread of examinations. I think you have experienced something of this; and yet, if you will calmly view the subject, you will find that the earnest and faithful teacher need have no undue anx

Anecdote.

iety or trouble on this subject. The true object of an examination is to ascertain the nature and extent of mental discipline that pupils have gained. It is not simply and solely to ask them certain questions to be found in the books they have studied, but to test, in every proper manner, their understanding of the various principles, facts, and thoughts that should have been developed by the studies to which attention has been given during the term.

How, then, ought examinations to be conducted? It has frequently been the case, at public examinations, that teachers have asked all the questions; and, I am sorry to add, some teachers have done the profession injustice, by making special and individual assignment of questions and topics, and drilling their pupils on them preparatory to the day of examination. Says an experienced teacher, "We recollect an amusing anecdote of a class in geography, which the teacher had drilled in his set questions, till they could answer every one before it was asked; and he felt confident they would do themselves and him great credit. Indeed, his main reliance was on this class, and when he commenced their examination, it was with a very confident and triumphant air. As the questions passed along down the class, and were answered with the rapidity of thought, the village minister and the doctor and parents began to open their eyes with astonishment at the remarkable proficiency which the boys had made. The teacher was so elated at the result, that

The Lad who lived in Guinea.

he did not observe that one of the boys, whose place was at the foot of the class, was absent; and as he passed to the head again, the question was this: In what country do you live?' 'Guinea!? shouted the boy. What country?' repeated the teacher, wishing to give the pupil time to recollect himself. 'Guinea!' was again the thundering response; and the lad looked as though he was not to be frowned out of it either. You mean, no doubt, that you live in the United States of America,' quietly suggested the teacher. 'No, sir; the boy that lives in the United States of America is at home. He was sick to-day, and could n't come.' On another occasion, some small boys were undergoing examination in geography. They could readily point out, on the outline map, and give the names, of all the grand divisions, etc. A gentleman present, wishing to test the knowledge of the little fellows, said: "Boys, let me ask you a question. What is Asia?" Here was no response. land or water, or what is it?" The boys continued silent. They were not used to such questions as that. They could point out Asia on any map,they knew it by its shape, but they seemed to have no more idea of it than though it were an arbitrary character, like A or B.

"Is it

Some contend that the teacher should ask all the questions; others, that the teacher should be silent, and the examining committee propound the questions. We believe that neither of these is the true course, but that both parties should participate in

The True Mode.

the exercises. We will suppose a class is called in arithmetic. The teacher says to the examiners:

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This class has progressed as far as Proportion. Some of the members, I think, understand all they have passed over; others, who have been irregular in their attendance, or less studious than they ought to have been, may not be so perfect. In our daily recitations some uniformly do well, while others frequently fail. In questioning them to-day, unless they appear better than they usually do, you will find the same diversity." With remarks of this kind the examination may be introduced, and then questions may be asked by both teacher and committee. It need not annoy the teacher if some questions fail to receive correct answers. This is to be expected. Neither teachers, committees, nor pupils should expect to have the exercises of examination-day faultless. The true wish and aim should be to exhibit the correct standing of the scholars, to ascertain what they do not understand, as well as what they do.

With classes sufficiently advanced, it will be an excellent plan to have a quarterly examination, in which answers to the several questions shall be written by the pupils. This course has many advantages, which will be obvious to any one. In conducting an oral examination, I would recommend that some subjects or topics should be selected, and that pertinent questions be asked, without any reference to the phraseology of the questions in the text-book. In other words, let it be the aim

Exhibitions.

of both teachers and committees to ascertain whether the scholar has ideas, or merely words.

II. EXHIBITIONS.-The object of an exhibition is somewhat different from that of an examination; or, rather, the object is twofold: first, to interest and train the pupils in certain drill-exercises, in themselves important; and, secondly, to interest parents and friends, by exhibiting evidence of skill and correct instruction in certain departments. Such exercises may indicate what can be done, with special effort, in a particular direction; they will be beneficial to the pupils, if rightly conducted, and at the same time afford an opportunity for enlisting the interest of parents and citizens. Rightly managed, examinations and exhibitions are productive of much good; but, too often, the good effects of both are lost by the improper manner in which they are conducted. In the exercises of an exhibition, consisting usually of declamation and composition, special care should be taken to avoid such as are in the slightest degree of an immoral tendency. It is believed that many schools would be greatly benefited by giving a public and well-arranged exhibition once a year, only let it be distinctly understood that it is an exhibition, and not an examination; that it does not indicate the proficiency of the scholars in their usual studies, but is rather designed to show what they can do, with special effort and training, in particular departments. With this understanding, we may welcome school exhibitions as an important