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Page 12
4. DISTRIBUTION OF THE FAILURES IN REFERENCE TO THE SUBJECTS IN WHICH
THEY OCCUR
The following tabulation of failures will show how they were shared by
both boys and girls in each of the school subjects which provided the
failures here listed.
NUMBER OF FAILURES DISTRIBUTED BY SCHOOL SUBJECTS
Total Math. Eng. Latin Ger. Fr. Hist. Sci. Bus. Span. or
Subj's. Greek
B. 8348 2015 1555 1523 917 473 571 850 424 20
G. 9612 2300 1424 1833 812 588 1036 1013 593 13
Per Cent
of Total 24.1 16.5 18.7 9.6 5.9 8.9 10.3 5.6 .2
The abbreviated headings above will be self-explanatory by reference to
section 3 of Chapter I. The first line of numbers gives the failures
for the boys, the second line for the girls. Mathematics has 24.1 per
cent of all the failures for all the pupils. Latin claims 18.7 per cent
and English 16.5 per cent of all the failures. These three subjects
make a total of nearly 60 per cent of the failures for the nine subject
groups appearing here. But still this is only a partial statement of
the facts as they are, since the total enrollment by subjects is an
independent matter and far from being equally divided among all the
subjects concerned. The subject enrollment may sometimes be relatively
high and the percentage of failure for that subject correspondingly
lower than for a subject with the same number of failures but a smaller
enrollment. This fact becomes quite apparent from the following
percentages taken in comparison with the ones just preceding:
PERCENTAGES ENROLLED IN EACH SUBJECT OF THE SUM TOTAL
OF THE SUBJECT ENROLLMENTS FOR ALL PUPILS AND ALL SEMESTERS
Math. Eng. Latin Ger. Fr. Hist. Sci. Bus. Span. or
Subj's. Greek
17.3 24.0 11.9 8.5 6.8 10.2 12.5 8.3 .5
We note that the percentages for mathematics and English, which
represent their portions of the grand total of subject enrollments, are
virtually the reverse of the percentages which designate the amount of
total failures produced by the same two subjects. That means that the
percentage of the total failures produced by mathematics is really
greater than was at first apparent, while the percentages of failures
for English is not so great relatively as the statement of the total
failures above would alone indicate. In a similar manner, we note that
Latin has 18.7 per cent of all the failures, but its portion of the
total enrollment for all subjects is only 11.9 per cent. If the
failures in this subject were in proportion to the enrollment, its
percentage of the failures would be reduced by 6.8 per cent. On the
other hand, if the failures for English were in the same proportion to
the total as is its subject enrollment, it would claim 7.5 per cent
more of all the failures. In the same sense, French, history, science,
and the business subjects have a smaller proportion of all the failures
than of all the subject enrollments.
The comparison of failures by subjects may be continued still further
by computing the percentage of failures in each subject as based on the
number enrolled in that subject. Such percentages are here presented
for each subject.
PERCENTAGE OF THE NUMBER TAKING THE SUBJECT WHO FAIL IN THAT SUBJECT
Latin Math. Ger. Fr. Hist. Sci. Eng. Bus. Span. or
Subj's. Greek
18.7 16.0 13.5 11.6 10.4 9.8 8.2 8.0 4.1
It becomes evident at once that the largest percentage of failures,
based on the pupils taking the subject, is in Latin, although we have
already found that mathematics has the greatest percentage of all the
failures recorded (p. 19). But here mathematics follows Latin, with
German coming next in order as ranked by its high percentage of failure
for those enrolled in the subject. History has the median percentage
for the failures as listed for the nine subjects above.
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