Page:Popular Science Monthly Volume 78.djvu/417

grades and low grades assigned to him. Thus, for example, instructor number 4 has the high rating of 41 in the quality of his students and the low rating of -23 in the assignment of grades. Instructor number 26, on the contrary, has the low rating of -21 in quality of students and the high rating of 52 in grades assigned. In other words, he has a conspicuously large proportion of the students whose general scholarship is low, and to these poor students he awards a conspicuously large proportion of high grades. Many a teacher would be surprised to discover his standing on such a scale, and the college administrator who undertakes to deal with such discrepancies, through discussion with individual members of the faculty, will do well to provide himself with a quantitative presentation of the facts.

TABLE V

A Rating of Elective Classes in Williams College

	I	II		I	II
1	113	0	16	2	41
2	113	0	17	1	42
3	77	27	18	-1	56
4	41	-23	19	-2	6
5	39	23	20	-4	-11
6	39	-21	21	-5	89
7	24	3	22	-7	63
8	20	49	23	-8	59
9	17	50	24	-14	40
10	15	34	25	-17	95
11	13	20	26	-21	52
12	9	41	27	-22	89
13	7	32	28	-30	114
14	6	58	29	-33	66
15	5	63	30	-40	73

Such regulation will be resented by many college teachers as an infringement on their rights. But academic freedom that allows each member of a faculty to do as he pleases in matters that reach far beyond the interests of his own department is intolerable license. As President Eliot has said:

A faculty can properly criticize the results of any professor's, or other instructor's, work as they appear in certain easily visible ways. Among such visible evidences are . . . the resort of obviously incompetent or uninterested students to his courses; examination papers of a trivial or pedantic sort; uniform high grades or uniform low grades returned by the professor; an extraordinary number of distinctions earned in his courses; or an extraordinary number of rejections and failures. These are legitimate subjects of inquiry by a faculty committee or by faculty officials, and can be dealt with by a faculty without impairing just academic freedom. The knowledge that this power of revision resides in a facility is a valuable control over individual eccentricities.

It is sometimes said that "there are usually some courses in a university which, from year to year, secure only an inferior grade of pupils, and other lines of work which, for various reasons, secure a dis-