It is proper to observe that close classification, in its best and worst forms, is hardly an evolution of the public school system. It is an attractive exotic, largely modified by different educational climates, originally imported from those higher and peculiarly distinctive institutions whose function is to act on the homogeneous few and not on the heterogeneous many.

Educational Classification.

Educational classification aims at the progress of the individual. It makes the class an economic convenience, rather than a necessity. When the pupil steps out of the broad domain of the conventional, to that which calls for experience and thought, it not only allows, but it compels, him to "break ranks." It makes no special effort to clothe each member in educational uniform. Class standing is an incident -not a standard or measure of the progress made, or the good received.

It demands that the teacher shall study the child before settling on methods and lessons-not the typical child, but the child sitting in his schoolroom.

The proper classification of pupils should receive the most careful attention of the supervisory force, and should never be left to the inexperienced, or to those who have difficulty in estimating mental faculty.

The size of a class and the number of classes to a teacher depend on material and location. A large class possessing many points of similarity is not so heavy a strain upon the teacher as a small one that has few or next to none.

Board rules that fix the minimum number of pupils to be assigned to a teacher are unpedagogical. This matter should be left entirely

in the hands of those who know the children best.

Close classification finds an ally in mechanical methods, and where such methods prevail, it perfects the mechanism, to have all the pupils in the room in the same class. Under exceptional circumstances, this would be allowable, but with the average run of schools. and pupils, two classes, at least, should be given to a teacher, and in case of the school of suburban make-up, the number may be increased to four, rather than have young children walk themselves weary, and into a dislike for education, by a daily struggle to reach a central school miles away.

V. Examination.

The examination of pupils should be subordinate to education,

serving merely as a factor in the operations of instruction. The idea that examination is education should have no place in the minds of pupils or teachers.

If otherwise, the teacher and those in his care will concentrate their energies upon gaining results that can be readily estimated by examinations. There is a radical difference between studying a subject for examination and studying it for possession.

Where examination is supreme in a school, the atmosphere is one of narrow criticism instead of enthusiastic learning. "Probable questions," like tormenting ghosts, haunt pupil and teacher, night and day, driving them with the cruel whip of per cents., into the kingdom of nervous restlessness and worry.

The kind of classification in force has much to do with the character of the examination.

Close, narrow classification moves in company with a corresponding examination.

Educational classification is satisfied with educational examination. The "no examination" advocates ask, "Why use an appliance that can easily be made mischievous?" The answer is, that the value of an instrument is not lowered in the least by the fact that, unless skilfully handled, it may do harm.

It is conceded that where the life and strength of a school are given to preparing for examinations, the tendency of the examination is to crush out spontaneity in pupil and teacher, and that although examination is of service as a criterion, its truer and higher function is to stimulate..

Examinations should be (a) written, (b) oral, and (c) objective. Since writing has entered so extensively into school exercises, examinations have largely taken the written form.

When the written examination cyclone struck Boston, over forty years ago, and the numbers of wounded and killed were presented in complicated per cent. tables for the inspection of the public, Horace Mann, in discussing the mortifying results, grew eloquent in praise of what he termed "the novel mode," and "the new method." To him, it seemed to meet every want, real and imaginary. In fact it seemed to him "a new education."

Without question, in some essential points, the written method stands preeminent; but it does not compass the whole circle of requirements.

Vocal expression has a place in our schools, and only by oral tests

can it be seen what readiness classes have in describing, reproducing, and conversing. Beside, the spoken word is a better test of assimilation than the written word. An English authority, speaking of the viva voce method, says, "Nothing so much defeats cram."

But the oral with the written method is only made completely effective by the addition of the objective. Since words and things have been joined in educational wedlock, in the teaching of the sciences, and sweet mother Nature visits occasionally the primary school, with the cheering promise that she will soon be around to stay, objects in examinations must soon take an honored seat.

Roughly speaking, examinations may serve (1) as approximative tests of class progress; (2) to bring to the front defects and oversights in the instruction; (3) to test exceptionally strong pupils recommended for individual promotion; (4) to determine whether a class, or most of it, are prepared or not for the work of the next higher grade; (5) to ascertain the fitness of a class to graduate from a course of study calling for a diploma.

As to who should take part in the several examinations outlined, the first is in the province of the class instructor. Nothing is better for a school and its teacher than to have the pupils occasionally take an educational stroll, without being led, inspired, or directed. Young people delight in showing their individual, unaided power.

The second should be under the control of the principal, or the supervisory force. The object being to correct the pedagogical vision of the teacher.

The third, which concerns individual promotions, may be conducted by the principal and the teacher of the grade to which the pupil is recommended for promotion, under supervisory direction.

The fourth, which relates to class promotions, should be in the hands of the principal, under proper supervision, the class teacher co-operating.

The fifth, which takes in the highest department of a system of schools, should be controlled by the teachers of the department, assisted, as far as practicable, by the superintendent. No outside, scholarly non-expert should be allowed to have a meddling hand in the business.

"Standing in examination" should never be used as a lever of disparagement. The child at the foot of the class may be the most deserving as a learner, though ranking low in power to receive and give back.

It

Nothing known to man is more sensitive than the human brain and as the examination deals with impressible immaturity, everything depressing, exciting, or startling, should be barred out. should be entered into by all concerned as pleasantly and as sympathetically as any other school duty that is the source of happiness and mental growth.

Questions and Time.

A word as to questions and time.

To question well is a fine art, and whether the questions are oral or written, they should have the foundation of preparation, and be so framed as to make the chief purpose of the examination to assist in education. They should be liberal in extent, shading from the very easy to the difficult, giving full opportunity to the several degrees of talent in the class.

The time should not be so limited as to cause a feeling of hurry. Some good minds when pressed for time become paralyzed; and if the time is short, "the single spirt people," those who have no disposition to revise and polish, outrank their betters.

V. Promotions.

Promotions have been referred to incidentally in what was presented under classification and examination. Individual and class promotions should not be determined by examination alone; the school history of the candidate should come in, and the guiding question should be, is he capable of taking the higher stage with profit to himself?

The act of promotion should not be magnified into an epoch.

As to frequency of promotions, the plan which embraces considerable flexibility seems best. Semi-annual promotions, especially in the lower grades, make it possible to adjust the classification during the school year, while yearly promotions tend to block the primaries and open no door of relief in line of readjustment.

DISCUSSION OF THE REPORT OF THE COMMITTEE.

[REPORTED BY J. M. GREENWOOD, OF KANSAS CITY.]

MR. HANCOCK-What is meant by "close classification," as employed by the committee in their report?

MR. HINSDALE was also in search of additional information upon this topic, to which the chairman of the committee replied by referring to the system of grading and promoting adopted at West Point.

MR. GOVE stated that the difference between West Point and the one employed in graded schools is, that only "picked material" can enter the Military Academy and remain there, while the common schools are for all, and hence are based upon a system of classification for all.

MR. HINSDALE wanted to know under what conditions classification is regarded as an economic or labor-saving invention.

MR. MOWRY held that the teacher should never lose sight of the pupils as individuals composing the class. The tendency is to treat the pupils in mass, to speak of them in mass, and to ignore and to crush out individuality. The true basis is the pupil, and not the collective unity. Let the teacher keep this point in view,

"What is best for the pupil ?"

MR. HANCOCK, while not objecting seriously to the expressions "close classification" and "loose classification," would recommend mechanical as a substitute for close.

MR. GOVE held that mass teaching in fact could not exist in any well-conducted modern school. That even the general questions reached pupils individually as well as the class collectively.

MR. ANDREWS believed that the impression intended to be conveyed in the report was to draw a close distinction between "massed teaching" and "individual teaching," and for the teachers to avoid the error of the former.

MR. HINSDALE agreed in the main with Mr. Mowry; yet he had observed a tendency occasionally among teachers to throw out or put back slow pupils. Furthermore, he believed the true theory to be this: to break up the grade as speedily as possible after the school commences,-that is, some to go forward, the main class to move onward, while the slow ones would drop back.

MR. HAILMAN asked for the central or subjective idea in the classification of pupils, and whether the pupils should be adapted to the course of study, or the course of study to the capacity of the pupils.

MR. SHELDON explained the process of classification in the large city schools of the East. He favored some system that would recognize the individual ability of each pupil to promotion and advancement. There is a great responsibility resting upon school superintendents. They demand too close attention to class work.

MR. PICKARD Would advocate two kinds of classification,-"a fixed classification" and a "mobile classification."

MR. ALLYN suggested that the committee make definitions of the terms "close" and "educational" as applied to classification, as these words appear to be the ones about which the members differ or question.

MR. MOWRY illustrated "Father Burroughs" arrangement of classes as conducted in Lancaster, Pa. Three classes were assembled in one room under their teachers, with two recitation-rooms. Two classes recited in the two recitationrooms, while the third class studied in the main room, being aided in their study by the teacher. At the close of the recitation, the classes changed, one of the others now taking the main room for study. Dr. Burroughs' idea was that school work was comprehended under three departments: 1. Study (by the pupils); 2. Teaching (by the teacher); 3. Examining (also by teacher).

MR. HANCOCK asked, Why have examinations at all? This query did not settle the question, but he would allow the examinations to count for one-half in promotions, and the other work to count for as much.

MR. PEASLEE would not mark per cents on United States history. As he understood it, history as a school subject is to arouse an interest in the pupil's mind for that character of literature. Let the taste be created, as it were, then guided and