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