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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
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