Word: grade
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...existence of snap courses is responsible in no small degree for the disrepute of scholarship. For one thing, an indiscriminate distribution of A's inevitably lowers the value of an honor grade--if it does not deprive it of all significance whatever. An important incentive to mature scholarship is thereby greatly weakened. What is worse, snap courses cheapen the whole character of academic work. They parody true scholarship and bring university study into contempt...
...honor grade ought to represent some solid intellectual achievement. An A should not represent a mediocre student's best nor a good student's second best. It is an obvious corollary that the sliding scale of marking is bad. Its standard is not intelligent mastery of a subject, but the degree of mastery which the average in a particular class happens to have attained...
...attached to it in American schools and colleges. But so long as the marking system stands, so long as it is accorded a dominant place in the educational scheme, so long must it be dealt with seriously. If the University is not going to the extreme of abolishing course grades altogether, it ought to make certain that those grades in every case mean something definite about a student's grasp of a subject. The fact that in a few snap courses an honor grade indicates no real mastery of the field cannot fail to have a bad effect...
...Follette-Kohler campaign was bitter enough to split families, break old friendships. Governor La Follette had tackled the Depression with a relief program involving higher taxes on wealth, made work in the form of grade-crossing eliminations. His opponent's campaign slogan was "Cut Costs with Kohler." Harping on economy Candidate Kohler flayed the grade-crossing program as "La Follette roller coasters," warned that the La Follette tax program was driving industry and business from Wisconsin...
...been the boast of an acquaintance who likewise took History 1 as a Sophomore, that an honor grade might be attained with little or no attendance at lectures. The close parallelism (or perhaps a better term might be found, for parallel lines never meet!) of the lectures and reading make much of the work pure repetition. Only a very few exceptions, notably Professor Webster's masterpiece on the History of Modern Britain and the British Empire, discuss tendencies and movements, thus introducing a spirit of life which cannot in the nature of things be derived from readings alone. And surely...