THE EDUCATION OF GIRLS.
[TO THE EDITOR OF THE "SPECTATOR."]
SIR,—The system of examination which is now being brought forward and urged as so important a part of the education of women, no less than of men, is undoubtedly most valuable ; but all will admit that even in the case of learners examination is subject, in its practical application, to manifold difficulties, and open to- grave objections. Nevertheless, I quite agree with your correspon- dent, "A Teacher of Women," in thinking that schools which. send up pupils to the examinations, or are under regular inspection,. must have very great advantages over those in which such a course is not adopted ; for here examination is only an added educational influence, its use being, practically, to investigate, modify, and regulate the methods of teaching in use. But if it is to take the. position of serving, in the selection of teachers, as a test or• criterion of individual ability, I think its questionable features become much more prominent, and it should only be accepted with considerable caution. And for this reason, that the only things that, in our present state of education, can be strictly attested by examination are the possession of a certain amount of knowledge, and at best, an acquaintance with certain methods. Now these, though important elements in the art of teaching, are by far not the most so. Whether in the instruction given to large masses by means of lectures, or to smaller classes, as in private schools, or to individual pupils by their daily or resident teachers, the feature that will produce the most real educational result is. not the amount, or accuracy, or completeness of the knowledge possessed by the teacher, but the enthusiasm, the sympathetic. tone, the strong individuality, and at the same time, the power of adapting the mind to the needs of each pupil ; the resource in. illustration, the patience, the strong will that carries all with it,— in a word, all that subtle network of powers which makes what may truly be called the genius of the teacher, and all of which is entirely beyond the reach of test by examination.
What I wish to urge is, that one gifted with anything of this capacity, even though comparatively less proficient in accumulated knowledge, will make a better teacher,—be capable of producing, far more valuable educational results, in whatever sphere, than one who, lacking that capacity, has knowledge wide and accurate. enough to stand the test of any examination ; and that, as nG examination yet known is capable of detecting or measuring this capacity, examination is a fallacious test, used as the sole one, is the selection of teachers.—I am, Sir, &c., ELLEN B. DREWRY.
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