ting time and effort in securing a high
average?" He then suggests a system of marking which "would not only fix
a minimum of quality, but would also recognize different degrees of
quality by giving more credit toward graduation for high quality than
for low," which system, he thinks, would also tend to "a strengthening
of the intellectual life of the secondary school." Mr. Secor does not
claim to be the originator of the idea, giving to President Hyde of
Bowdoin that doubtful honor. He also refers to two articles in the
_Educational Review_, one in the issue of April, 1905, written by
Professor Thomas, of Columbia University, speaking of the system as just
introduced into that institution, and the other in the issue of
December, 1906, by Professor Kennedy, describing the system as then in
use in the University of North Dakota. After these references have been
cited, the system is discust from various points of view and its
extension into the secondary field favored, tho, in his closing
paragraph, Mr. Secor says, "Now the plan here proposed does not claim
perfection. It may not even be a workable scheme when put to the test."

Mr. Secor's article is but one of many evidences that the experiment now
being tried in a few of our higher institutions of learning, of
attempting to estimate and adequately reward quality as well as quantity
of work done by students, is attracting considerable attention. It is
not at all strange that these experiments are attracting attention, for
the idea is taking and its justice seemingly so apparent. Because of
this interest I desire to examine some parts of Mr. Secor's article and
in the process of that examination briefly discuss the so-called
"Credit-for-quality" idea. I shall be materially aided in such
discussion by my experience with the practical workings of the system in
the University of North Dakota, and shall take the opportunity of
letting the educational world know how the system is working and how it
is being regarded in the institution in which it has been receiving its
most extensive and thoro trial. For while the system did not originate
here, it was here first put into operation, and for years an earnest,
honest, heroic effort has been put forth in its behalf. I might say,
parenthetically, that the details of the system Mr. Secor suggests are
almost identically the ones that have been in use in this institution.
They were found to be faulty, however, and have been materially