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Updated: May 19, 2025
To accomplish these ends it continues to use its so-called "Credit-for-quality" system of marking. This is done, altho a large and steadily increasing number of the faculty members feel that it does not do the first and that it overdoes the second.
This entire matter is made clear by referring to one instance. Others could be cited. One of our graduates, Miss Ethel J. May, a very strong student, "profited" by the so-called "credit-for-quality" system to such an extent that she shortened her undergraduate period of study by an entire year, receiving her degree with honor.
In the first place, I should say that the "Credit-for-quality" system of marking as used by us places before the students unworthy ideals. Students of university rank can be led to seek knowledge for knowledge's sake, truth for truth's sake. They can be taught to see farther ahead than the close of the term, and something more precious than an extra three-tenths of a credit.
Let me again refer to the matter of content, upon our value of which, to quite an extent, our estimate of the merit of the "Credit-for-quality" system must rest. The young people in our colleges and universities, in planning for lives of usefulness and success, place themselves in our hands for direction and guidance.
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.
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.
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.
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