12

The Annual Examination

As the term drew nearer its close, the pupils began to look forward with eager expectation to vacation and to count the months that must elapse before that pleasant season of rest and recreation should arrive. By and by they began to count the weeks instead of months, and as the weeks diminished in number, they counted the days. All this time everyone was very busy preparing for the annual examination, which would take place just before the closing of the term. That was an event which almost all dreaded, and as the time approached some trepidation began to be felt.

The day on which the examination was to be witnessed at length came, and the classes, with their teachers, the superintendent, and a few chance visitors, gathered in the chapel. The members of the lowest class were first summoned to the platform. Crayons were furnished them, and their teacher told them, in signs, to write their names and addresses. In obedience to that order they turned to the row of large slate blackboards ranged along the wall, and soon their names and places of residence were displayed. Some of them were written in quite a neat and legible manner, others in awkward, uneven characters, which, however, could be deciphered by most of those present. The teacher gave orders to his pupils to erase their names. Then, placing the first two fingers of each hand on each side of his head—to form ears—he moved them gently to and fro. In response to that sign the class turned quickly to the slates and wrote the word horse, that being the word the sign represented. A number of other signs representing various objects followed, the class writing with almost uniform readiness the names of the objects as they were represented. Next the teacher made the signs of various words and phrases, the pupils writing, as before. A few words were then given as the basis for short, original sentences. The sentences, when written, were short indeed, but some of them were very creditable, considering the brief time the writers had been under instruction. That class was excused.

The next class was called up, and when the members had ranged themselves in order in front of the slates and were supplied with crayons, their teacher gave them a number of words as subjects for original sentences, which they proceeded to construct. Some simple questions were next asked and answered in written form. That class was dismissed, and the next class called. They were first examined as to their ability to construct sentences correctly. The test showed some improvement in the art, although, as in the other classes just examined, some peculiarities of expression common to deaf-mutes were observed. Next they were given simple examples in addition and subtraction to work out. That was done correctly by most of the class. Then came some questions relative to Bible truths, which had been studied in a simplified form. After which the class was excused. The examination was then suspended for a time, and all withdrew to make preparations for dinner.

Upon reassembling in the chapel, the work of examination was again resumed, commencing with the class next in order to the class last examined. That class was chiefly made up of pupils who had been under instruction four terms of nine months each, or thirty-six months in all. Geography, which had been studied by the class in a simple, comprehensive form, was first taken up. Then followed arithmetic, and, after that, questions on Scripture truths, which had been studied in a simplified form, as in the case of the preceding class. Each pupil had also written a short original composition, which had been conveyed to the superintendent for inspection previous to the examination.

The next class called up was examined in United States history, geography, and arithmetic. Examples in addition, subtraction, multiplication, and division were given, as was a lesson in the Scriptures. That and other advanced classes were aided in their study of the Scriptures by question books embracing a series of lessons taken from the historical and prophetical books, the epistles, and the psalms, all arranged in order of time, with a brief, connected history of the Old and New Testaments.

As the examination of the classes proceeded, it was a noticeable fact that those who were the poorest scholars in written language could, as a rule, comprehend the method of working out an example in arithmetic more readily than those who were more proficient in language.

The classes that followed were examined in higher branches of history, arithmetic, geography, and physiology, and also in the Scriptures. These classes, three in number, all of different grades, had also written original compositions, which had been submitted to the superintendent for his judgment.

The examination—which occupied the greater part of two days—being ended, the superintendent, aided by the teachers, proceeded to make out a report of the standing of each pupil. That was done by filling out blanks in printed statements prepared for the purpose. These statements—which included a report of the pupil’s average in examination, deportment, and promotion, if any had been made—were enclosed in envelopes bearing the names of the pupils to whom they belonged.

The following day, which was the last day of the term, the pupils, all dressed in their best, again assembled in the chapel, where they were joined by the superintendent and teachers. The classes were, one after another, called in front of the platform, where each pupil was given the envelope containing the report of his or her standing and instructed to take good care of it and show it to parents upon arrival at home. When the task of distributing these reports was concluded, the superintendent gave the pupils a few words of counsel, and then one of the teachers was invited to offer up a prayer. That being done, the assembly was dismissed.