changed.

I have read and re-read Mr. Secor's article with both interest and
apprehension; with interest, because the "Credit-for-quality" idea has
been engaging my thoughtful attention on both its practical and its
theoretical sides for a considerable time; with apprehension, since the
article seems to recommend the system for use in our secondary schools.
I am sorry the recommendation has been made for the conclusions I have
reached from my double study are very different from those being held by
Mr. Secor. I seriously question the wisdom of extending the system at
all, even when dealing with students of college rank, much more
seriously, then, when applied to those of the secondary school who are
four years younger, much less mature, and therefore less able to profit
by the meritorious features and at the same time withstand the weakening
influences attendant upon the system. Indeed, I think its adoption in
the secondary schools would be nothing short of a calamity. Another
reason why I feel impelled to speak is that reference is made in Mr.
Secor's article to the working of the system in the institution with
which I am connected as "highly satisfactory." In justice to the system
itself and certainly in view of its suggested extension, that impression
should not be allowed to go forth without modification or correction. I
shall attempt, therefore, in this discussion, to do three things, tho I
shall not try to separate the three spatially: (1) to discuss this
marking system on its merits; (2) to report to the educational world our
findings after an experience with it of five years, and (3) to urge
against its extension into the secondary field.

Let me say, at the outset, that I have been connected with the
University of North Dakota for three years--the last three of the five
during which the system has been in use. I have had all the time from
one hundred to one hundred twenty-five students. The grading has had to
be done three times a year, since our school year, up to the present
time, has been separated into three terms. Let me also make plain the
fact that in all I say I speak upon my own responsibility, not for the
institution nor for its faculty, tho it is true that nearly, if not
quite, half the faculty hold practically the same views regarding the
system.

It is true, as Mr. Secor says, that "the present system of giving credit
towards graduation used in our secondary schools takes account mainly of
the