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Page 45
The pupils who lack native ability sufficient for the work are not a
large number.
The high school graduates represent about a 1 in 9 selection of the
elementary school entrants, but in this group is included as high a
percentage of the failing pupils as of the non-failing ones.
The success of the failing pupils in the Regents' examinations, and
also in their repeating with extra schedules, bears witness to their
possession of ability and industry.
In the semester first preceding and that immediately subsequent to the
failure, 72 per cent of all the grades are passing, 20 per cent are A's
or B's. Many of them "can if they will."
The early elimination of pupils, the number that fail, and the notable
cases of non-success in school are evidence of something wrong with the
kind of education.
The characteristic culmination of failures for Latin and mathematics
can hardly be considered a part of the pupils' responsibility.
Of all the failures 68.5 per cent are incurred by instances of two or
more failures in the same subject.
Much maladjustment of the subject assignments is almost inevitable by a
prescribed uniformity of the same content and the same treatment for
all.
The traditional methods and emphasis probably account for more
disappointment and disgust than for valuable discipline.
REFERENCES:
47. Maxwell, W.H. _A Quarter Century of Public School Development_, p.
88.
48. Van Denburg, J.K. _The Elimination of Pupils from Public Secondary
Schools_, p. 183.
49. Annual Report of the U.S. Commissioner of Education, 1917.
50. Thorndike, E.L. _Educational Psychology_, Vol. II, Chap. I.
51. Swift, E.J. _Mind in the Making_, Chap. I.
52. Thorndike, E.L. _Elimination of Pupils from School_, U.S. Bull. 4,
1907.
53. Meredith, A.B. _Survey of the St. Louis Public Schools_, 1917, Vol.
III, pp. 51, 40.
CHAPTER VII
WHAT TREATMENT IS SUGGESTED BY THE DIAGNOSIS OF THE FACTS OF FAILURE?
It is not the purpose of this chapter to formulate conclusions that are
arbitrary, fixed, or all-complete. There are definite reasons why that
should not be attempted. The author merely undertakes to apply certain
well recognized and widely accepted principles of education and of
psychology, as among the more important elements recommending
themselves to him in any endeavor to derive an adequate solution for
the situation disclosed in the preceding chapters. The significance of
those preceding chapters in reference to the failures of the high
school pupils is not at all conditioned by this final chapter. Since as
a problem of research the findings have now been presented, it is
possible that others may find the basis therein for additional or
different conclusions from the ones suggested here. For such persons
Chapter VII need not be considered an inseparable or essentially
integral part of this report on the field of the research. Indeed the
purpose of this study will not have been served most fully until it has
been made the subject of discussion and of criticism; and the treatment
that is recommended here will not necessarily preclude other
suggestions in the general effort to devise a solution or solutions
that are the most satisfactory.
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