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Updated: May 22, 2025
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.
Of course he can say we saw only his lighted cigarette, or something like that, and where would we be?" "But there was the signal with the white cloth," added Joe. "Yes, we could tell that, too; but it isn't positive." "And there was Secor's running into me and spoiling our other films," said Charlie. "That, too, would hardly be enough," went on Blake.
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.
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."
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.
Secor's article. He says, "The plan, with some modifications, is at present being used in the University of North Dakota and in Columbia University with results that are reported to be highly satisfactory." To substantiate his statement he refers, in a foot-note, to the articles in the Educational Review from which he got his information. Now, the conclusion that Mr.
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