VOLUNTARY RECITATION, AND THE MARKING SYSTEM.

IT has been the practice in American colleges, until within a few years, to make as many rules as possible for the guidance of students, and to expect them blindly to obey. In German institutions, on the other hand, the greatest possible liberty is given the student, and the formation of his character is left to depend entirely upon himself. Both plans are open to censure. The first, by depriving the student of all voluntary power, does not teach him to rely upon himself. The second gives him so much liberty,- at the youthful and inexperienced age at which most students enter,-that opportunities are thrown away, and habits are thoughtlessly formed which are not discovered until too late for their correction. A mean between the two, which would give all possible liberty until some restraint was necessary, would seem to be the best plan.

In no direction is reform more urgently needed than in recitations,-the plan of conducting them, the system of work, and the requirements as to attendance. I submit to whom it may concern the following plan:-

On the results of the entrance examinations at the beginning of the Freshman year, the students should be divided into " A" and " B " divisions. All obtaining more than 60% in any branch should be placed in "A" for that department, and all below in "B" At the end of each month or six weeks, on the result of an hour examination at the regular recitation hour, a new allotment of "A" and "B" divisions should be made. Semiannuals and annuals should take place as at present. The instruction in the "A" divisions would naturally be of a higher order than in the "B" divisions. The "A" divisions should be voluntary, and the member not marked on recitation; while attendance on the "B" should be compulsory, and the recitation marks averaged with the marks of the monthly examinations. Those who preferred to be marked on recitations could remain in "B" divisions. The examinations should count as a certain number of recitations, say an hour examination equal to three recitations; a two-hour examination to six, and a three-hour to nine, recitations.

In the elective courses where there were enough men for "A" and "B" divisions the method would be the same as in the Freshman class. In small electives there would be but one division, as at present; but the "B" men would be required to attend and recite, while for the "A" men there would be no obligation. The attendance upon monthly examinations of those obtaining over 60% in all their studies should be considered sufficient evidence of residence at the University.

The requirements for a degree should be a certain number of examinations on required and elective studies, and students could take a degree whenever they had passed all their examinations, whether in three or five years. All students must obtain over 40% to avoid a condition; an average of 50% for a degree; over 60% on each examination for an "A" division; over 70% as an average for the Rank List; 75% to be a candidate for honors for an Essay at Commencement; 80% for a Disquisition; 85% for a Dissertation; 90% for an Oration; 95% for a "Summa cum laude." No marks between these tens, except the ones mentioned, should be given.

All students conditioned on any subject, and all those not satisfied with their mark on any subject, could go into examinations in following years as many times as they wished, by paying a small fee for the examination, and the mark obtained, if higher than the previous one, should be substituted for it. Students could carry at one time as many as six conditions before suspension. All the examinations of the year should be fixed and determined as soon as possible after the beginning of the term.

In the three-hour electives there should be at least four one-hour and two three-hour examinations a year; and in the two-hour electives, two one-hour and two three-hour examinations during the year.

While such a plan as the above could do no harm, it might do much good. The first result would be to raise the general average, and hence the standard of scholarship. Every one would know at least once in two months just how he was doing, and would be stimulated to improvement. The professors would be urged to do their best, because "A" men would not attend their recitations unless they considered they really could not afford to be absent. Such a plan unites the best features of German, American, and English universities. It gives a man every privilege and liberty until he abuses it, and needs to be disciplined. Nothing is left in an uncertain state. Those students who become sensible in the last part of their course to the failures of the first years would have a chance to make up their deficiencies and leave college with a creditable record behind them. It would promote higher culture, and create more interest in studies, than at present; and under this system it seems as if a greater number would become students for life. With the present system, if a student thoughtlessly wastes the first years of his course, or is prevented by any cause from doing his best, there is no remedy. He has lost all chance while in college of distinguishing himself as a student.

Harvard has tried the "shall" and the "may" systems. Unlike the man in the story-book, she began by throwing stones, and those failing she then threw grass. Suppose she sets the example to other institutions by adopting a middle course.

A.B.H.