. .. 0 2 7 8 9 2 4 1 0 .. 33
68
10 B. .. 2 2 10 2 7 6 10 0 .. .. 39
G. .. 2 1 6 5 9 4 4 0 .. .. 31
70
11-15 B. .. .. 1 8 7 27 14 22 5 2 0 86
G. .. .. 1 5 12 22 20 23 9 6 2 100
186
16-20 B. .. .. .. 1 0 8 3 6 3 3 0 24
G. .. .. .. 0 2 3 3 12 6 2 2 30
54
21-25 B. .. .. .. .. .. .. .. 2 1 1 .. 4
G. .. .. .. .. .. .. 1 3 3 1 .. 8
12
TOTAL B. 590 376 154 263 101 180 85 78 13 8 0 1850
G. 828 454 231 308 137 191 71 96 24 11 4 2355
4205

Table IX reads in a manner similar to Table VIII: 430 boys and 643
girls, having failures, drop out in the first semester; 35 boys and 46
girls drop out in the first semester with a single failure; 3 boys and
2 girls drop out in the first semester with five failures each.

For a small portion of these drop-outs the number of failures is
undoubtedly the prime or immediate factor in securing their
elimination. It seems probable that such is the situation for most of
those pupils who drop out after 50 per cent or more of their school
work has resulted in failures. Yet a few of these pupils manage to
continue for an extended time in school, as the following distribution
shows.

DROP-OUTS FAILING IN 50 PER CENT OR MORE OF THEIR TOTAL WORK,
AND THEIR DISTRIBUTION BY SEMESTERS OF DROPPING OUT

SEMESTERS
1 2 3 4 5 6 7 8 9 10

221 B. 81 69 17 24 7 15 4 2 1 1
264 G. 98 68 20 35 14 10 5 8 5 1

% of Total 36.9 28.2 7.6 12.2 4.3 5.2 1.9 2.0 1.2 .4

This grouping includes 485 pupils, or 11.5 per cent of the total number
of 4,205 drop-outs. But whatever the part may be that is played