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giving early attention to the preparation of secondary teachers I omitted some that should have found a place in such an enumeration. It is true that several others might well have been mentioned. On page 286, line 5 (page 224, line 3 of this work), I might well have added the School of Pedagogy of New York University, also Clark, Stanford, California, and Teachers College, Columbia, and again, "and others." And on page 289, line 18 (page 228, line 18 of this work), I certainly should have added the School of Pedagogy of New York University and Clark University, possibly others, for the work is progressing rapidly. But it was the movement I had in mind rather than the specific contributions of various institutions. The omissions were not born of any desire to withhold from any institution the credit that it deserves. Since this matter is again open, let me add an interesting fact in regard to the New York University School of Pedagogy, just mentioned. If I mistake not, we have here the first real "teachers college," that is, the first instance in which we see a "Department of Education," having merely equal standing with other departments in a university, become, thru definite action of that university's governing body, "a professional school of equal rank with the other professional schools of the University." This change was made on March 3, 1890. Judging by results, it has been amply justified. The institution is doing a large and splendid work.--THE AUTHOR. X CREDIT FOR QUALITY IN SECONDARY AND HIGHER EDUCATION _From the "Educational Review," March, 1909, and the "Western Journal of Education" (now the "American Schoolmaster"), May, 1909_ In the _Educational Review_ for May, 1908, Mr. W. B. Secor had an article under the caption, "Credit for Quality in the Secondary School." Mr. Secor says, in his opening paragraph, "The present system of giving credit towards graduation in use in the secondary school, takes account mainly of the amount of work done.... The student who barely passes his work gets just the same amount of credit towards graduation as the one who passes high in the nineties. It is to be expected, then, that the student ... will reason something like this: I will be graduated if I pass my work in the seventies just the same as if I pass it in the nineties. What is the use of was
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