1887.]

The work of the committee, however, did not cease with the return of these petitions to the members of the Legislature, but on the contrary only commenced. Suitable bills were introduced in both houses. The enactment of a law, such as we petitioned for, had been attempted at several of the preceding sessions of the Legislature, but always failed for want of the proper coöperation and united support of its friends. The first step, then, necessary to ensure success on this occasion was to secure the services of those in both houses who were willing to champion the measure we advocated.

In the Senate we readily found fast friends of our cause in the Chairman of the Committee on Education, Senator Stehman, and also in Senators Cooper, Gobin, Harlan, Reyburn, Martin, and others; and in the House we had an evervigilant and laborious advocate in the Chairman of the Committee on Education, Hon. Silas Stevenson. The committee would also make special mention of Hon. Horace B. Packer, of Tioga county, and Hon. John B. Robinson of Delaware county, whose eloquent speeches in favor of the bill won us victory in the House in spite of very determined and continued opposition-much of it, too, from a source entirely unexpected by this Association.

After leaving the House the bill was stealthily defeated or rather strangled, as a matter of compromise in the Senate. When all attempts at getting it back again on the calendar failed, the committee threw its influence in favor of obtaining an appropriation of an additional $500,000 for school purposes, with the hope, when this was secured, of again resurrecting the original measure, which, it was thought, would then be less objectionable to its opponents, because of the increased revenue to districts where it was claimed it would be burdensome to the people. After resorting to about all the rules and devices in good usage in parliamentary bodies, the friends of our cause succeeded in pulling both measures through during the closing hours of the session, and in securing to the State a minimum school term of six months and an additional appropriation of $500,000 for school purposes.

In concluding this report the committee desires to return thanks for the valuable assistance rendered by the Supt. of Public Instruction, Dr. E. E. Higbee, and his deputies, Hon. Henry Houck and Hon. John Q. Stewart. Without their aid, and especially without the constant watchfulness and untiring labors of the latter, together with the benefit of his thorough knowledge of men, measures, and parliamentary tactics, our efforts would undoubtedly have met with defeat. The committee also desires to make mention of the valuable assistance rendered by superintendents, teachers, and friends of education in all parts of the State, and to make public acknowledgment of the valuable work done by the educational periodicals and the daily newspapers of the Commonwealth.

117

Schools,' was opened by Prof. A. W. POTTER, of Wilkesbarre, as follows:

This question of the separation of the deserving from the undeserving, the promotion of those able to do the work of the next grade, and the detention of those who are not, is an important and difficult one in school management; for it is here assumed that a distinction is made between the two classes, and that pupils are not promoted en masse.

There are three methods employed to determine the worthiness of a pupil for promotion: 1. To promote on the knowledge and judgment of the teacher in charge. 2. To promote on the knowledge and ability displayed by the pupil in a test examination. 3. To promote on the judgment formed from the final test, combined with that formed from the year's work. The first method, with slight modifications, is the one asked for by the radical men of the "New Education." To them the teacher is the best and only judge of the pupil's fitness for promotion.

Dr. Hinsdale sums up the premises upon which this belief rests in the following postulates: 1. That the teachers have the judgment, tact, conscientiousness and freedom from bias to qualify them for the work of judging. 2. That they have the general knowledge of the school system of the city, the relation from grade to grade. 3. That promotions made in this way would be free from vexations and excitement; that there would be no disgrace; that children would cease to "race," grow "sick," or become "hysterical." Now it is no discredit to an intelligent teacher to say that some teachers have not the ability, experience, or knowledge of the schools to qualify them for this responsible work.

Says Supt. Hinsdale, "It is not going too far to say that, if promotions were put wholly into the hands of the teachers, the tendency would be in time to ungrade the schools." If all teachers were teachers of large experience, and if the superintendent had the absolute power in the selection of his teachers, there would be less objection to the plan. About ten per cent. of our teachers are new each year. Can these decide with judgment and consideration so important a question? I doubt if teachers when they consider carefully the responsibilities involved in such a plan of promotion would care to assume it. As a teacher, I should prefer to shield myself behind some indisputable data and external authority.

Some test should then be given that the pupil may show to all his fitness for the next year's work. From the condition of no test to that of the final test alone-taking into no account the year's work of the pupil-I should not go. A judicious combination of the two is a middle point between two great extremes. It would, indeed, be gratifying to note that such motives as sense of duty and love for knowledge are sufficient to prompt the student to honest endeavor. But human nature does not seem to run that way. Latham says: Because of the

ples of scholars who suffer from idleness or inaction." This supposed over-pressure in our schools is the scape-goat upon which many parents load the indulgence of their children in late hours, party going, novel reading, improper food, etc. The normal child, one whose mind is not filled with the frivolities and excesses of society, one who gets two hours sleep before midnight and good wholesome food, is little affected by school exactions and final examinations.

Again, this nervous condition of a child is frequently engendered or aggravated by references to the examination by the injudicious teacher, who unwittingly lays much stress on the ordeal, talking about it in such a way that she produces the very state of mind in the pupil she sought to avoid. It is a wonder that all her pupils are not in a state of mental disability. It ought to be considered strictly unprofessional for a teacher to thus allude to examinations. They should come as calmly and as unheralded as a recitation. Let the teacher "take care of everything but the examination and let the examination take care of itself."

A word here in regard to what is called cram. With us "cram" has come to mean dishonest preparation, crude study, unintelligent knowledge. In England this term is a legitimate word, meaning honest drill and study for examination. May not such an act be a healthy one? May it not be thoroughly honest and justifiable? If taken at its first meaning the act is to be disapproved. But is not an examination one of the best means of detecting the unhealthy state of the mind and the unassimilated condition of the knowledge therein? How can a pupil place himself in a false position in the subjects of reading, writing, drawing, or arithmetic? If he can do these things, he has permanent knowledge, and the examination will detect it. Here reward comes to the deserving. If, however, there is too much ground to cover, so that the teacher is obliged to goad her pupils on to undue efforts; or, if she forces the child to cover in two or three months what should have taken ten, the fault is in the course of study, or in the teacher, and not in the test. Even this,' Fitch says, "is greatly exaggerated. It is good for all of us, all through life, to have reserve power to put special energy into one's own work at particular emergencies."

Nearly as difficult as for the pupil to answer, is it for the examiner to frame the questions for examination. They should be broad in principle, natural and reasonable; they should be clear, terse, and to the point. There are, no doubt, poor questions asked by examiners, as there is poor work done by teachers who present pupils for examination. Here again the whole is judged from one unworthy part. This work of preparing the questions should be done by one well versed in the work and condition of the schools, one thoroughly acquainted with the work from grade to grade. It should, certainly, not be done by any board of examiners who live outside the atmosphere of school-life and work; but by the Superintendent. Questions should be so framed as to give the pupils

hints to valuable and permanent knowledge. The examination will be referred to, and it sets up before the school the standard toward which the Superintendent is aiming.

After the questions are given and answered, the next important step is the marking of papers. In cities, teachers must mark their own, as it is impossible for any one person to do it. But will they agree on their standards? New teachers, especially, will not. With some an incorrect answer, a single mistake in adding four columns of figures, involving perhaps from sixty to seventy additions, gives the question a zero. A single misstep in an analysis, although the numerous other principles involved are correctly interpreted, carries zero to the whole question. This is withholding due consideration for the child's knowledge of the subject, and is manifestly unjust.

On the afternoon of the first day of the final examinations with us, all teachers of corresponding grades meet in conference to discuss bases of marking and allowances, etc. They are specially urged to give due credit for unsuccessful effort. The papers are then marked on the basis of ten, and, after the examinations are over, they are filed in the principal's office for reference and scrutiny.

It has been said that some thought worthy by the teacher are not promoted, that all recom mended are not put up. In Cleveland, of the schools noted, 2,600 were promoted against 2,300 recommended. In our schools, the difference between the number of pupils recommended by teachers (the list being taken before examinations commenced) and those promoted on their averages, was about three per cent. in favor of those recommended. Many of these, on account of absence from one or more examinations or marks very slightly below the required average, will go up in the fall on special promotion.

The examination test is, however, not infallible. No one plan has yet been produced that can be regarded as entirely satisfactory. I would not have it the exact and only judge of ability to succeed in the next year's work above. It used to be the plan for the school officials— board of examiners-to rise above the teachers and decide from external evidence the worthiness of a child for promotion. I understand this plan is still in vogue in Cincinnati, and has been for thirty years. From this extreme the radicals have galloped their little horses to the other. The golden mean is the position to which reformers are found to retire.

It does seem that the result which represents actual knowledge at the end of the year should be combined with that representing progress, application and ability during the year. In most cases these results should not and do not widely differ. In all final examinations, one is surprised at some worthy ones who fail, and at some unworthy ones who pass. Now the term marks will in the first case aid, and in the second, perhaps, prevent promotion. This is a pleasant combination of the teacher's judgment and that of the examiner.

How shall the year's work of the pupil be es

timated? It is manifestly improper and unpedagogical for a teacher to trust to her transient knowledge of her work. Late impressions are liable to efface or overbalance former judgments. Poor work and disinterestedness during the first. part of the year are forgotten in the apparent effort and good-will in the latter. Some record of scholarship should, then, be maintained. Shall this record be taken from the recitation work or from stated reviews? Here again a proper combination seems most just. In one school I have had the term marks taken from monthly written reviews-examinations-in all grades above the second. I am decided, however, that this does not give sufficient prominence to the daily recitation; but agree with Dr. White in hesitating to recommend daily marking, I would have the teacher, at the end of each week, mark her pupils in a general way for the week's work. This will not be a difficult matter if she grades them o, 2, 4, 6, 8 or 9. Then at intervals of every six or eight weeks, or five, or four times a year, I would have the teacher give the written review test. The average of these two will represent the "teacher's judgment." These marks are retained by the teacher, are for her and the Superintendent a powerful defense when the parent presents his inquiry as to the reason his child was not promoted. "He is entirely competent for the next grade," says the visitor, "for I have tried him myself." "Well," we reply, "here is his record: what do you think of it ?"

I care not how scholarships are reported, but, if numerically, they should be within broad lines and should not be held up as a glory or a disgrace. Scholarship and deportment should not be summed together. A plan of reporting by terms as excellent, good, fair, or bad-as in Albany-is a commendable one. I would extend the list a trifle, however, and make the divisions excellent, very good, good, fair, poor, and very poor. In allotting these terms, I would grade 90 to 100 as excellent; 85 to 89, as very good; 80 to 84, as good; 75 to 79, fair; 60 to 74, poor; 50 to 59, very poor; below 50, bad.

These are the grade marks to be sent to the parents, yet the exact records are retained for the teacher's use at the end of the year.

Some system like this would avoid comparisons of pupils or teachers, which in some cases are made matters of public concern and comment.

In closing, I should like to lay two questions before this body for its consideration and my help.

Ist. What relative value should each of the subjects of arithmetic, reading, spelling, etc., have in casting up the average of scholarship? Spelling and writing, it seems to me, have too much weight. Poor spellers and writers are not inconsistent with high scholarship.

2d. Under a good teacher, and with an average class, what per cent. ought to pass? Of course the fundamental thing is, after all, good, competent teachers. No rigorous examinations can offset poor instruction.

SUPT. HARMAN: The teacher should examine frequently during the term, framing

Prof. NOETLING said all examinations would be failures until we have competent examiners-men and women who understand pedagogics, and can test for mindpower, and not mere verbal memory. An examiner who knows his business is not heard to complain of special cramming for answers; his questions cannot be answered in that way. The teacher who does not know the standing of pupils without special formal examinations, does not know much about his work.

Prof. G. L. MARIS had come here largely because this question was on the programme, and was disappointed at finding the paper had been read before its time. It is an important question, in its bearing upon professional progress. The discussion indicates that we are substantially agreed on the benefit of frequent tests during the term, and considering these results in making up the final decision; and most of us want also a final examination, whose results shall be weighed together with the others. But in many cases when they come up for promotion, we depend almost entirely upon the final test. It seemed to him wiser to combine the two, giving them equal weight.

Supt. BEVAN: Besides the verdict of the teacher from whom the pupil is sent, I believe in taking the judgment of the one to whom he comes. Let him have a month's probation in the new grade, and by that time we will know where he belongs.

Prof. MILLER: If I understand the combination proposed, it means that if the average of the pupil's monthly examinations is 80, and of the final test 70, he should receive 75. This is much better than depending on the final alone. He would leave examinations as far as possible in the hands of the teachers, who know the children best.

GREETING OF COLLEGE ASSOCIATION.

A telegram of greeting from the Association of College Presidents, in session at Lancaster, was read as follows:

To the President of the State Teachers' Association: The College Association of Pennsylvania to the State Teachers' Association at Clearfield, greeting: We congratulate you upon the increasing importance of the great work in which we are mutually engaged. Please report to us the time and place of your meeting next year. If you organize on Wednesday we should be glad to meet at the same place on Tuesday. THOS. G. APPLE, President.

To this telegram of greeting the following reply was promptly wired to Lancaster :

To Dr. Thomas G. Apple, President College Association: The Pennsylvania State Teachers'

Association cordially reciprocates the greeting | of the College Association. Scranton has been selected as the place of next meeting, and the Executive Committee will be glad to co-operate in the necessary arrangements for the session of 1888.. JAS. A. COUGHLIN, President State Teachers' Association.

THURSDAY AFTERNOON.

Dr. WALLER'S paper on the "Resources and Industries of Pennsylvania" was announced as open for discussion.

Dr. HORNE said the very excellent paper had omitted some of the productions of our State to which he wished to call attention. One of these was the quarrying of slate. Pennsylvania has almost a monopoly of the business in roofing slate. Good slate pencils are made from our slate. Every time our children use the slate and pencil or slated blackboard, they have a reminder of this industry. Then the Pennsylvania ladies are an incomparable product from Dakota to the Gulf he had found none to surpass them they are unsurpassable, east or west, north or south. We are rich, too, in educational institutions; a circle of 75 miles radius in Eastern Pennsylvania, just touching the Delaware river, will include a larger number of higher institutions of learning, with a larger aggregate attendance, than any equivalent area in the United States-Lafayette College, Lehigh University, Muhlenberg College, Kutztown Normal School, Franklin and Marshall College, Millersville, Bloomsburg and Shippensburg Normal Schools; and sweeping round to Philadelphia we take in the University of Pennsylvania, with its great medical school, and its sister, Jefferson Medical College, besides Haverford, Villa Nova, and hundreds of academies and smaller institutions. Then our churches-where else can we find edifices erected for the worship of God to compare with ours? But there is no end to this great subject, and one must stop somewhere.

Miss GLENN sang "Flower of the Alps." Miss A. LIZZIE RADFORD, of Reading, presented the following paper on

READING-ELOCUTION—ORATORY.

Thought is said to be the highest attribute of the human soul. But is not the power to control thought a higher attribute than thought itself? If so, what lofty position should be assigned to the arts of reading, elocution and oratory, by means of which thought is controlled.

These three arts have the handling of thought, but in three different ways. Reading is getting thought from written or printed characters, and is therefore a mental act. Elocution is express