prehensive form. It may be necessary to admit that a
few teachers will hold opinions so strong that they will discredit all
testimony not in support of such opinions. But the high school
teachers in general seem fairly and earnestly disposed, even about
revising their notions concerning the truth in any situation. In regard
to the relative number and time of the failures, the actual and
relative success in repeated work, the advantage of repetition for
later work, the relation of success to the size of the schedule, the
influence of the number of failures on graduation, and numbers of other
vital facts, it could be said of the teachers in general that they
simply knew not what they were doing. They even thought they were doing
what they were not. The school records must be disclosed and utilized
more fully if their value and importance are to be realized. It will be
a large source of satisfaction if this report helps to direct attention
to the official school records, from which a frequent 'trial balance'
will help to rectify and clarify the school practice. Both are needed.

SUMMARY OF CHAPTER VII

The contributing factors found in the school must first be remedied,
before responsibility for the failures can be fairly apportioned to the
pupils.

The provision of uniform conditions for all is based on the false
doctrine of the uniformity of the human mind. Such conditions may prove
very unequal for some individuals, and achievement is not then a real
measure of ability.

By applying a functioning psychology to school practice, more
adaptation and specialization are required to meet the individual
differences of pupils.

No change of subjects is in general necessitated, but a change of the
attitude which subjects pupils to the subjects seems essential.

The genuineness of the pupil's response depends on the pupil and the
subject. A policy of coercion will usually beget only dislike or
failure.

Properly selected student advisers, appointed early, may transform the
school for the pupil, save the pupil for the school, and his work from
failures.

A relatively high degree of flexibility and specialization of the
curriculum will help the pupil find what he is best fitted for, and
thereby minimize waste. This will include a virtual parity between the
classical and scientific subjects.

The reduction of some subjects to smaller units will tend to facilitate
flexibility and a reduction of failures.

The provisio