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 shadow of question over the sincerity with which the proof is offered, that I find myself unable to confide in it. I should not think of trying to compare the statistics of the marks given under any two systems; or even—for that matter—under different decades of the same system. The marks of the average student are, of course, higher under the elective system. One reason is to be found in the fact that so many students choose their electives with reference to the marks they expect to attain under the chosen instructor. The teacher, as well as the pupil, is known by his marks. And it is more of a test of a pupil's real merits, under the elective system, to inquire how many courses he takes under teachers that give hard work and low marks than how high a mark he is able to attain by judiciously choosing his courses. Under a system of study largely prescribed, the various eccentricities of the instructors in marking nearly cancel each other. But under a system wholly elective the comparative statistics of the marks are quite worthless to indicate the grade of real scholarship secured.

I feel some hesitation about extending my comparisons so as to cover one of the points which Professor Palmer has made. He testifies to the improvement which the New Education has wrought in the spirit and work of the instructors themselves. His testimony is, of course, to be