esters in school.

Another tendency to conceal important features in relation to the facts
of school failures may be found in the grouping together of
non-continuous and continuous subjects, the latter of which are
generally required. F.W. Johnson found in the University of Chicago
High School[31] that the percentage of failures by successive years
indicated little or no decrease for mathematics and for English (which
were 3- and 4-year subjects respectively). The figures were based on
the records for a period of two years. In regard to St. Paul, it was
possible to compute similar information from the data which were
available.[32] The percentages of failure are presented separately in
each case for Latin, German, and French, not more than two years of
which are required in the schools referred to above. A contrast is thus
presented that is both interesting and suggestive.

PERCENTAGES OF PUPILS FAILING, BY YEARS. (Johnson, F.W.)

YEARS
1 2 3 4

English 18.1 9.5 18.4 14.4
Math 12.9 12.9 13.6 5.6
Latin 14.1 9.0 2.9 ..
German 12.4 7.4 .. ..
French 14.3 9.6 3.1 ..

PERCENTAGES OF PUPILS FAILING, BY SEMESTERS. (St. Paul)

SEMESTERS
1 2 3 4 5 6 7 8

English and Math 17.8 18.0 16.3 16.9 8.1 14.0 .. ..
Latin, German, French 17.6 17.5 15.1 7.6 3.0 .. .. ..

Apparently the full story has by no means been told when we simply say
that there is a general decline in the percentages of failure by years
or semesters. First, the failures of the drop-outs should be included,
so far as it is at all feasible; second, the percentage should be based
on the total enrollment in the subject, not on the final product, if we
wish to disclose the real situation; third, the continuous or required
subjects should be distinguished in order to give a full statement of
the facts. On page 41 are presented the percentages of failure for the
1,125 failing graduates alone, as found in this study, the greater
portion of whose work, as it actually happ