the effect, before the semester is over, is to discourage the efforts of some students appreciably, 23 do not; 26 believe that the effect of the system has been good, 7 regard it as bad, and 23 as inappreciable.
TABLE IV
University of Missouri
Distribution of Grades, 1910
| Subjects of Study | %A | %B | %C | %D | %E | %Del. | Total |
| Class. Arch, and History of Art | 15 | 25 | 39 | 9 | 4 | 8 | 297 |
| Botany | 9 | 19 | 44 | 16 | 10 | 2 | 557 |
| Physical Education | 8 | 17 | 50 | 10 | 15 | — | 649 |
| Latin | 7 | 25 | 45 | 18 | 5 | — | 323 |
| Germanic Languages | 7 | 23 | 45 | 13 | 9 | 3 | 1006 |
| Animal Husbandry | 7 | 22 | 51 | 14 | 4 | 2 | 594 |
| Economics | 7 | 15 | 43 | 23 | 11 | 1 | 369 |
| Agronomy | 6 | 26 | 57 | 4 | 6 | 1 | 321 |
| Horticulture | 6 | 23 | 47 | 13 | 8 | 3 | 495 |
| Music | 6 | 20 | 58 | 4 | 11 | 1 | 280 |
| Law | 5 | 24 | 52 | 10 | 2 | 7 | 3984 |
| Experimental Psychology | 5 | 20 | 53 | 14 | 7 | 1 | 497 |
| Mathematics | 5 | 20 | 49 | 12 | 11 | 3 | 962 |
| Philosophy | 5 | 14 | 45 | 20 | 12 | 4 | 336 |
| Veterinary Science | 4 | 27 | 59 | 7 | 2 | 1 | 292 |
| History | 4 | 26 | 49 | 13 | 5 | 3 | 1023 |
| Sociology | 4 | 23 | 51 | 16 | 5 | 1 | 594 |
| Education | 4 | 22 | 50 | 16 | 7 | 1 | 751 |
| Journalism | 4 | 21 | 59 | 12 | 3 | 2 | 342 |
| Political Science | 4 | 21 | 44 | 22 | 3 | 6 | 280 |
| Philosophy of Education | 4 | 20 | 53 | 19 | 3 | 1 | 365 |
| Home Economics | 4 | 20 | 53 | 15 | 2 | 6 | 220 |
| Physics | 4 | 20 | 43 | 19 | 8 | 6 | 1030 |
| Electrical Engineering | 3 | 22 | 49 | 18 | 4 | 4 | 491 |
| Mech. Draw, and Hydr. Engin. | 3 | 22 | 49 | 12 | 8 | 6 | 726 |
| Mechanical Engineering | 3 | 21 | 53 | 16 | 6 | 1 | 642 |
| Romance Languages | 3 | 21 | 49 | 14 | 10 | 3 | 468 |
| Shopwork | 3 | 20 | 59 | 12 | 3 | 3 | 376 |
| Theory and Practise of Art | 3 | 19 | 48 | 15 | 9 | 6 | 289 |
| English | 3 | 18 | 50 | 18 | 8 | 3 | 1583 |
| Chemistry | 3 | 16 | 46 | 20 | 12 | 3 | 1379 |
| Elocution | 2 | 25 | 50 | 21 | 2 | — | 232 |
| Civil Engineering | 2 | 21 | 52 | 18 | 5 | 2 | 836 |
| Zoology | 2 | 19 | 49 | 20 | 8 | 2 | 391 |
| Geology and Mineralogy | 2 | 17 | 57 | 16 | 6 | 2 | 344 |
| Military Education | 2 | 16 | 52 | 6 | — | 24 | 293 |
Discarding the arbitrary divisions employed wherever undefined symbols and numbers are used, we may divide the area of the normal surface of frequency as it is always divided for other scientific purposes. We may mark off a middle area equal to the sum of the two areas left at the sides. Half the students of any group will be represented by this middle area. We may designate this group by the symbol C, or K, or 76, or 13, or 289, or we may name it after the chairman of the school board. Much will be gained when we rid ourselves of the notion that the letters and numbers we now use so widely necessarily have any particular meaning. What we call this group does not matter: the significant thing is that it stands for an ability above and below which half
