In going over the "Confidential Guide" polls, there seems to be a common criticism of many men that personal Preju one Man's dice plays an important part in the grade. "Once a C man, always a C- man."

One Man's Thought; All Men's Joy

Most men took it as a matter of course and lamented that there was hot a more equal system of marking. But one genius came through with a suggestion: that each student be given a secret number, which he put on his paper, which, in turn, is handed to a different section man to correct each question. The students all suffer equally from the hard markers and benefit alike from the easy ones.

No doubt the man who made this suggestion thought it would be taken as a joke. But on the contrary, we know a good idea when we see one. This is one.

Of course it would have to be developed further, because with all the questions written in the same ink and in the same handwriting, the different section men would not know which one they were expected to correct. There are two remedies for this, which should both be used in order to leave no loopholes.

First, the efforts of the various instructors should be directed toward the field in which they are most qualified. In that way the same man would correct the same question all the way through. Every student would be judged from the same standards, whether they be strict or lenient.

Second concerns the question of ink and handwriting. It would, of course, be ridiculous to think of bringing a different color ink to class for each question. So we will direct our attention to the handwriting. It would be too difficult for a student to concentrate on answering a question, keeping an eye on the next man's paper, trying to look innocent, and also changing his handwriting for each question.

The obvious solution is for a different student to answer each question. This would allow each man to devote himself entirely to one aspect of the course, and even to do a bit of research in it. He would write as many answers to that question as there were men in the class, and pass each paper on to the man scheduled to do the next.

Incidentally, the instructor who corrected each question would then only have to decipher one handwriting. This would serve the manifold purpose of allowing each student to concentrate on a certain point, of getting the best opinion available among the section men on the value of the answers he wrote, of saving time both in the writing and in the correcting of quizzes, and of bringing about a standard system of grading for all men in all sections.

Reading this over, we feel that it is even a better idea than we had thought ourselves. It has proved infallibly successful so far, so we are encouraged to develop it to its logical conclusion.

Some men, as we said, are harder markers than others. Since the same student is doing all the answers to one question, he should naturally be given the same grade all through. But if he happened to strike a hard marker, he would feel justifiably hurt at receiving a lower mark than someone else. A par grade should be established for each question, which would total, say, 88 per cent.

If par for a question was 27 per cent and a hard marker gave it 21 per cent, he would have a handicap of 6 percent north, which would be added to the mark he gave. Similarly, if any easy marker gave it 32 per cent, he would have a handicap of 5 per cent south, which would be subtracted from the mark he gave. This would remove the last obstacle to a perfect system of grading--varying degrees of strictness in marking