Sidor som bilder
PDF
ePub

very successful.

Indeed, of the whole number of candidates no more than three failed in it. The total number rejected was 28 seniors and 8 juniors. . In English the failures were remarkably few. The examiners all speak well of the work sent up. In dictation half the girls obtained full marks. In the preliminary geography, the examiner speaks well of their performances. În English grammar 11 of the juniors got more than half marks; and in English composition 8 of the seniors more than three-quarters; 15 less than three-quarters and more than two-thirds; 17 from one-half to two-thirds of the marks. In English history about 37 per cent. of the girls got half marks or more. One obtained six-sevenths of the maximum number. The examiner thought the style of the girls' replies better than that of the boys. It was more straightforward and to the point, and there were fewer attempts at fine writing. In political economy, of the 7 girls who took it up none failed; the average of their marks was about 5 per cent. higher than that of the boys. In Shakspere the girls were very successful; one obtained the highest marks attained by any candidate in this subject. One of the examiners in religious knowledge writes: The answers of the girls were orderly and methodical, and the writing and expression good. The papers of many gave proofs of care and ability on the part of both teacher and scholar.' 3 junior girls attempted Latin. Of these none failed. Of 9 seniors 2 failed. The examiners say that the papers were extremely creditable. They appear to have been struck with the accuracy and good taste of the translations. No girl attempted Greek. 35 students, of whom none failed, and 65 seniors, of whom 7 failed, went in for French. Among the seniors the examiners observe little difference between boys and girls.

[ocr errors]
[ocr errors]

"With regard to the juniors the examiner writes:-'In the matter of grammar the girls are better than the boys. The former learn a French grammar, while the latter trust to their knowledge of Latin, which, it is almost needless to say, is often extremely defective. 5 juniors, of whom 1, and 19 seniors, of whom 2 failed, tried German; 3 juniors and 11 seniors succeeded in obtaining marks of distinction. In drawing 10 out of 24 seniors, and 4 out of 6 juniors passed; 3 obtained marks of distinction. The girls have been more carefully selected than the boys. One of them excelled all other candidates in the colour sketch, which was admirable, as was also her model drawing. 5 juniors attempted music, of whom all passed, and 20 seniors, of whom 12 passed.

"With regard to the general result of the examination, and to the interest taken in it by the girls, all the local examiners speak favourably. One writes :I conducted the girls' examination in London. Everything went on quite as regularly and quietly as at any examination at which I have ever been present. The girls seemed to take great interest in it, and worked at their papers in a very business-like way, and for the whole time allotted to them. I was quite struck with the easy way in which they bore the stress of the examination; I could not detect any flagging of interest in it, or any sign of weariness, or any ill effect upon them whatever.'

These extracts will suffice to show how far the experiment of last year succeeded, and they furnish an indication of the way in which the plan is likely to work, when it comes to be more generally extended to girls' schools. Indeed, there is nothing especially masculine either in the subjects of examination or in the nature of the test applied. There is no

reason which justifies the introduction of this system for boys' schools which does not apply, at least with equal force, to those for the other sex. Governesses need, quite as much as schoolmasters, the help and guidance which are furnished by such a scheme. They are subject even to greater temptations to acquiesce in an inexact aud superficial style of learning. For them and for their pupils the need of a thoroughly trustworthy external test of the value of the work they are doing, then, is peculiarly great. In the last years of a boy's school career he has many motives for diligence. He may be destined for the University. He may be entering on some one of the numerous careers in which young people are now confronted with trial examinations. At least he has the business of life before him; and he knows that all his culture and knowledge will come into play, and be roughly tested then. But a girl has, at present, no such motives to animate her to exertion. Society does not encourage her to suppose that school-learning has a very close relation to the life she is about to enter; and it often happens that from sixteen to eighteen her interest in learning slackens, and her reading becomes aimless and desultory. It is just at this moment when, if ever, the intellectual character of a girl is being formed for life, that the University examination would come in, as a motive for exertion, and a means of giving definiteness to her aims, and thoroughness to her methods of study. Moreover, there would not be the smallest reason to change the course of instruction already adopted in the best ladies' schools. It was a fortunate circumstance, that although the scheme of examination was determined on some years ago, before the admission of girls was ever contemplated; it is so comprehensive, both at Cambridge and at Oxford, that it includes every branch of instruction to which importance is attached by the most eminent teachers in ladies' colleges and schools. History, English literature, modern languages, drawing and music, and other subjects in which wellinstructed girls generally excel, receive quite as full and honourable recognition as classics, mathematics, and physical science. Fears had been sometimes expressed lest the adoption of such a system would produce unhealthy nervous excitement, and prove otherwise detrimental to

the

[ocr errors]

grace and modesty of the female character. Mr. Fitch says, In the course of his inquiries for the Royal Commission, it had been his duty to examine the pupils in many ladies' schools; and he had always found that all nervousness and trepidation soon disappeared, when pupils were presented with questions on subjects which they had properly studied, and in which, by wise teaching, they had been led to feel interested." The imagination of a young girl was always active, and while a proposal of this sort was new and strange, the prospect of an examination was apt to seem formidable. But it is the duty of teachers to consider what would be the effect of such examinations when the novelty and strangeness should have worn off, and when the pupils learned to look upon them as a natural and usual incident in their school career. There is no reason to suppose that girls were placed at any greater disadvantage than boys, when their knowledge came to be tested in writing. The University took the most careful precautions to secure the quietness and privacy of the examinations. At every local centre at which girls were admitted, there was a committee of ladies who gave to the examiner the great advantage of their own help and presence. There were on the part of teachers many doubts, and not unreasonable misgivings on the whole subject, and it might well be admitted that there were many high qualities, and much

valuable educational influence, which could not be tested by any examination, however good. But let them accept the scheme for such services as it was able to render, and not expect too much from it. It would increase the accuracy and the fulness of a learner's knowledge, it would induce more systematic and orderly habits of mind, it would encourage greater exertions; and it would enable teachers to measure better the worth of their own plans. Examinations have been long known to be the most efficient instruments for keeping up the standard of scholarship in colleges and in schools. It is impossible to believe that they could prove less efficient in their application to girls' schools. They do not necessarily encourage cramming. If the student did her work hastily, or prepared herself for examination in an unsound and dishonest way, that was the fault of the teacher. Wise and watchful supervision would easily counteract all the evils incidental to examinations, and it should be the object of every teacher to get from them all the good she can obtain.

BRITISH AND FOREIGN SCHOOL SOCIETY.

DONATIONS AND NEW ANNUAL SUBSCRIPTIONS, &c.,
From September 1st to November 30th, 1866.

[blocks in formation]

HAMMERSMITH, CHISWICK, AND TURNHAM GREEN SCHOOLS, per Robert

Watson, Esq....

PECKHAM GIRLS' RAGGED SCHOOL, per Rev. R. W. Betts

ROGET, J. L., Esq., 31, Warwick Road, Maida Hill, W.

AUXILIARIES, &c.

[merged small][ocr errors][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small]
[blocks in formation]

Subscriptions and Donations will be thankfully received by Messrs. BARNETTS, HOARES, HANBURYS, and LLOYD, Bankers to the Society, 60, Lombard Street; and at the Society's House, Borough Road, S.E.

J. AND W. RIDER, printers, 14, BARTHOLOMEW CLOSE, LONDON, E.C.

TO TEACHERS.-The Educational Record is supplied and forwarded quarterly, post free, for one year, on a payment of 10d. Additional copies of any single number will be sent if required, on a proportionate payment.

TheRevised Code for 1867," price 3d.; by post, 4d. per copy, is now on sale at the Depository. The Class Lists of the late Examination, the Questions then set, and the Syllabus of the next Examination, will be published early in April. Copies can be procured through the Depository, price 6d. ; or, post free, 7d. each.

Communications from Teachers in the form of queries, and correspondence on subjects of practical bearing upon the work of teaching, will be acceptable. We hoped by means of such correspondence to have given and received intelligence of general interest to teachers, and that this portion of the Educational Record would have been an attractive and instructive feature in the new series, the first volume of which was completed last quarter. In this matter we confess to disappointment, and we do so in the hope that some seasonable and useful topics may even now be introduced through this medium.

All such communications, and books for notice, should be addressed to the Editor, British and Foreign School Society, Borough Road, London, S.E.

RECENT EDUCATIONAL PUBLICATIONS.

Primary School Grammar. By J. M. D. MEIKLEJOHN, M.A. (Simpkin, Marshall, and Co.)

The Practical School Grammar. By JAMES CURRIE, A.M. (Hamilton, Adams, and Co.)

Outlines of English Grammar. By JOHN C. CURTIS, B.A. (Simpkin, Marshall, and Co.)

The several authors of the foregoing publications have long been engaged in the work of tuition, and may therefore be considered not only to be thoroughly conversant with the subject on which they write, but with the requirements of learners. Each of these little publications may be said to have merits of its own; all of them deserve the careful examination of practical teachers. They relate to a branch of instruction deservedly engaging prominent attention in all good schools, and with other books of kindred design, will tend to supersede the somewhat antiquated "grammar books' which for many long years have been in vogue.

The Advanced Reading Book, Literary and Scientific. Constable's Educational Series. (Hamilton, Adams, and Co.)—Without giving formal courses of instruction in various departments, the editor has sought to supply the means of cultivating the minds of youth, and has certainly succeeded in so doing. The prominent subjects included in the volume are Lessons in Natural History, Physics, the Human Body, Vegetable Products, Social Economy, Law, Property, and the Constitution. To these are added select literary extracts from the works of the best poets and prose authors. In the treatment of the scientific part of the work care has been taken to avoid mere technicalities, and to render the method and style clear and attractive. Shakspere's King Richard the Second. By Rev. H. G. ROBINSON, M.A. (Simpkin, Marshall, and Co.)—This work is adapted for the use of pupils in training colleges, for civil service and other examinations, and is illustrated by historical and critical introductions, to which are added grammatical, philological, and miscellaneous notes. The reputation of the author as a scholar and an educationalist is such as to render commendation unnecessary.

Murby's Excelsior Reading Books. Edited by FRANCIS YOUNG, F.R.G.S. (Thomas Murby.)-This is another addition to the already numerous sets of reading books for elementary schools, professedly adapted to the requirements of the Revised Code, and therefore embracing lessons in spelling, dictation, arithmetic, and writing.

« FöregåendeFortsätt »