ch beyond
the sphere of the high school records. In reference to the
differentiation by school courses, some facts were at first collected,
but these were later discarded, as the courses represent no
standardization in terminology or content, and they promised to give
nothing of definite value. As might be expected, the schools lacked
agreement or uniformity in the number of courses offered. One school
had no commercial classes, as that work was assigned to a separate
school; another school offered only typewriting and stenography of the
commercial subjects; a third had placed rather slight emphasis on the
commercial subjects until recently. Only four of the schools had pupils
in Greek. The Spanish classes outnumbered the Greek both by schools and
by enrollment. In the classification by subjects, English is made to
include (in addition to the usual subjects of that name) grammar,
literature, and business English. Mathematics includes all subjects of
that class except commercial arithmetic, which is treated as a
commercial subject, and shop-mathematics, which is classed as
non-academic. Industrial history, and 'political and social science'
are regarded along with academic subjects; likewise household chemistry
is included with the science classification. Economics is treated as a
commercial subject. At least a dozen other subjects, not classified as
academic or commercial, including also spelling and penmanship, were
taken by a portion of these pupils, but the records for these subjects
do not enter this study in determining the successful and failing
grades or the sizes of schedule. Yet it is true that such subjects do
demand time and work from those pupils.

4. SOURCES OF THE DATA EMPLOYED

The only records employed in this whole problem of research were the
official school records. No questionnaires were used, and no statements
of pupils or opinions of teachers as such were sought. The facts are
the most authoritative and dependable available, and are the very same
upon which the administrative procedure of the school relative to the
pupil is mainly dependent. The individual, cumulative records for the
pupils provided the chief source of the facts secured. These school
records, as might be expected, varied considerably as to the form, the
size, the simplicity in stating facts, and the method of filing; but
they were quite similar in the facts recorded, as well as in the
completeness and care with which the record