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By O'Sullivan F., Roy S., Vernon C.

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Some masters and committeemen had attended college together or had family or other personal ties; at the least they shared the status of the well schooled and often well born. As enrollments grew along with expenditures, especially with the addition of primary schools after 1818, the favored position of the grammar schools attracted more critical attention. The spread of schools across the growing city meant that no one person or committee knew well what transpired in every building, despite concerted efforts by various examining committees.

How to begin? O! First your pardon crave, Lest I should make a blunder, or omission. . 45 Absent standardized test scores, a weighing of blunders and wonders helped determine whether pupils had done well and teachers deserved another contract. When citizens assessed oral performance, they did not expect examiners to ask every child a question but always praised ready responses. In 1786, the New Jersey Gazette covered the quarterly examination at an academy in Trenton. ” 30 Testing Wars in the Public Schools Most impressive was the “readiness of the answers, from a very large class, to a variety of critical questions” in English grammar.

Hearty rounds of applause were part of the ritual. Descriptions of the public event always mentioned how many people attended, which dialogues or orations received the most applause, and how well particular pupils answered questions. Everyone noticed good or bad behavior or if the mayor or some “literary friends” showed up, adding status to the affair. 44 Students played on the good will of the audience, exemplified by a clever nine-year-old girl who opened the festivities in Sterling, Massachusetts, in 1810: Our Master says, a prologue we must have, To usher in our little exhibition.

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