ly the four-year or even the five-year student who would
better be excused at the end of the third year? Instead of being in a
hurry to send our choice students away, let us get them to do their high
quality of work just the same, but to do it during four years instead of
three. They are the very ones who will most readily respond to such
appeals and they will so respond unless we put other notions into
their heads. It is sometimes urged, in justification of the
"Credit-for-quality" idea, that one student in three years can
accomplish more, in gaining both knowledge and mental power, than
another in four. There is no doubt about it. Some can do more in two
years than others in four; some in one, and some with no college work
can easily outstrip others with the best advantages. Shall we say to
such an one, "you do not need to go to college--it would be time
wasted"? By no means. Above all others we want him because he can most
largely profit by what he gets, and we shall reap the reward later on.
But supposing one student at the close of his third college year is
better able to make his way in the world than another at the end of his
fourth year, that is not the question at all. The function of the
college is not to bring students to a level, but to develop each one to
the utmost. Each should be considered separately and the question asked,
"the longer or the shorter term--which will do the more for him?"

Some other developments here can hardly fail to be of interest.
Originally planned to operate in our entire institution, exclusive of
the College of Law into which it was not allowed to enter, this system
has gradually been eliminated from all the colleges save the College of
Liberal Arts and Teachers College. True, in these colleges of exclusion
the matter of content figures more prominently than in the others--the
curricula are more fixt--but that is far from being the only reason for
the exclusion. And even more suggestive as touching the secondary school
extension recommended by the article under discussion, is our recent
action excluding the system from our preparatory department, now being
transformed into a model high school for Teachers College. This
elimination, likewise, was in part due to the fixt number of courses
demanded of all secondary schools, but yet, not largely so. When this
matter came up for decision it needed no emphasis upon that point to
carry the recommendation. It would have carried without th