To meet this state of things, we must either extend the period of scholastic and collegiate studies, or omit something hitherto taught, so as to make room for a newly developed branch, supposed to be of greater value to the majority of our pupils. In reference to schools and academies, the former is an easy and obvious resource; but our colleges have a fixedness of character, in this respect, which the hand of innovation will find exceedingly unmanageable. Your Committee, indeed, are of opinion, that all attempts to extend the collegiate course from four to five or six years, would, in the present state of public opinion, prove wholly unsuccessful. At the same time, they are convinced, that the study of anatomy and physiology, to a certain extent, should be made a regular exercise in all our higher institutions, not less than those which receive the popular epithet of schools and academies; and, to bring this about, they recommend abridgement. But which of the branches now taught can admit of this abridgement? The Committee believe, that on this question there would be much diversity of opinion; and they feel incompetent to indicate, in the form of a resolution, upon what the knife of excision should fall. It is obvious, however, that no subject could lie more legitimately within the jurisdiction of this Convention, and they would respectfully advise, that its moral power of recommendation be exerted on the institutions of the West, in a designation to them, of the branches which it believes can, with the least injury, be retrenched. In conclusion, they beg leave to submit the following resolutions:

1. Resolved, That it is expedient and proper that anatomy and physiology should, to a certain extent, be made branches of general elementary education in our high schools, colleges and universities.

2. That, to afford time in such of the latter as have a fixed term and course of studies, some of the branches of literature and science, now taught, should, if necessary be abridged.

XXI. EXAMINATIONS.

REPORT ON THE MOST EFFICIENT METHODS OF CONDUCTING EXAMINATIONS, IN COMMON SCHOOLS, HIGH SCHOOLS, AND ACADEMIES,

BY WM. H. McGUFFEY, A. M.

THE Committee on "The Most Efficient Modes," etc., beg leave to offer the following report:

The object of education in all schools, is twofold: the faculties; and second, to impart knowledge.

first, to develop

Examinations are intended to ascertain how far these ends are attained. The best methods, then, of conducting examinations, will be those which will give the greatest assurance of arriving at correct conclusions, in regard to the fidelity of teachers, and the sound proficiency of pupils.

Examinations should be so conducted as to serve as a stimulus to all concerned in their results; and to this end, should be fair, rigid, protracted, and thoroughly accurate.

The time spent in preparing the lessons upon which the examinations are had, should be accurately ascertained; the amount of instruction given to each pupil, should be carefully inquired into; and the general character of each pupil, should be rigidly scrutinized. In a word, examinations should be so conducted as to show at once the ability and the fidelity of the instructor; and the docility, industry and success of the learner.

To be more particular.

First. Examinations should not be conducted by those who have conducted the recitations of the class.

It too often happens, that there is a tacit understanding between the teacher and his class, as to what topics shall, or shall not come up, on examination. The class is drilled upon a given number of pages, and this is taken as an intimation of the ground over which

they are to be conducted, before the examiners and spectators; and so prompt does every pupil become, that they are sometimes known to mortify their teachers by answering questions before they are fairly put. Let disinterested persons conduct the examination and all collusion will be cut off.

Second. Examinations should, it is true, be conducted to some extent, upon the same plan pursued in recitation. But this plan, having its foundation in nature, will necessarily suggest itself to every mind, qualified either to examine or teach. It is the order of nature, to advance from particulars to generals; to begin with examples, and end with rules; and the mind of the pupil, both when receiving instruction, and when under examination, should be directed in the road of natural discovery. This being attended to, the greater the diversity between the modes of recitation, and the method pursued by the examiner, the better.

This diversity will present an old subject in a new light. It will induce the pupil to believe, that he knows more of the subject than he had supposed. It suggests to him that neither his author, nor his teacher, nor he himself, had exhausted the subject. The difference of manner between the teacher and the examiner, may and will puzzle the mere memoriter scholar-and this is one of its uses--to detect this very vicious habit of relying on memory alone. But it will give to the scholar whose mind has been disciplined, an opportunity of displaying that mental dexterity which the habit of thinking has given him.

Third. Examinations should be extended over the whole ground occupied by the studies of the term, and each pupil should be led to expect, that he, as an individual, will be examined' on every important principle, in the whole course of instruction, given since the last examination; and when his education is finished, that a review examination would test the accuracy of his knowledge, on all that he professes to have learned.

Fourth. Nothing less than this, can ensure fidelity on the part of either the teacher or the taught. Let a pupil or a preceptor know that there is a chance for escaping examination on a part of the studies of a term, and they will evince great sagacity in divining what part it is most likely to be. At least, they will be likely to satisfy themselves as to what part they will most probably be called to exhibit; and the results are - - neglect of the most important parts of their studies, and an undue memoriter accuracy, or rather flippancy in regard to others.

Fifth. But let the teacher know that every part of the course, or of a given study, will receive a proportional attention upon examination day, and he will be more likely to take care that every

part shall receive its due share of attention, during every day's recitation. And let every pupil fear, at least, that he will be called to give a continuous account of all that belongs to an entire subject, and he will have an additional motive, to study each subject entire.

Sixth. But it is easy (as easy as it is useless) to prepare a single subject well, (geography for example,) and after examination, to throw it aside, and allow it soon to be forgotten. Thus all the time and pains bestowed upon it are wasted; for it is useless to have learned that, whatever it may be, which we have now forgotten.

A few minutes more attention would often be sufficient to make an acquisition our own, with accuracy, and forever, which becomes irretrievably lost, for want of continuous thinking. Indeed a habit of attention may be formed, that without requiring more time, may make us permanently the masters of our acquirements which a more negligent method of study, would permit to escape.

Seventh. Examinations should be so conducted as to ascertain all that has been done by both teacher and pupil.

The experienced teacher will strive to combine as many advantages as possible, in his modes of giving instruction. He will cultivate the memory, by requiring an accurate recitation of numbers, dates and rules. He will cultivate the reasoning powers, by requiring the pupil to think for himself, on all subjects, where his knowledge of principles and facts is sufficient to furnish him with premises. He will cultivate not only his power of extemporaneous expression, by calling upon him to recite, without note, whole lessons, and even whole subjects, consecutively and in detail; but also his powers of extempore thinking, by proposing difficulties to the views he has taken, and encouraging him at first, and afterwards requiring him to defend his opinions, without previous preparation. Unless a man is able to think without embarrassment, in any situation in which he may probably be placed; unless he can express his thoughts on any subject with which he is acquainted, with accuracy, and without hesitation; unless he is able to generalize his knowledge with rapidity, so as to construct an argument, or defence, upon the shortest notice, he is not educated; at least he is not educated suitably for this country, and especially for the West. This then, the teacher must effect; and the business of the examiner is, to ascertain that it has been effected.

Eighth. In order to this, let the pupil be required to recite portions of what he has studied; without interrogation, and without prompting. This will test his ability to express what he knows, in his own language; the language of his author being in no case admissible.