n of Others 68

3. The Employment of School Examinations 69

4. The Service Rendered by the Regents' Examinations in
New York 70

5. Continuation of Subjects Without Repetition or Examination 73

6. Summary of Chapter, and References 74

VI.--DO THE FAILURES REPRESENT A LACK OF CAPABILITY OR OF
FITNESS FOR HIGH SCHOOL WORK ON THE PART OF THOSE PUPILS?

1. Some Are Evidently Misfits 76

2. Most of the Failing Pupils Lack Neither Ability nor
Earnestness 77

3. The School Emphasis and the School Failures Are Both
Culminative in Particular School Subjects 81

4. An Indictment Against the Subject-Matter and the Teaching
Ends as Factors in Producing Failures 83

5. Summary of Chapter, and References 85

VII.--WHAT TREATMENT IS SUGGESTED BY THE DIAGNOSIS OF THE FACTS
OF FAILURE?

1. Organization and Adaptation in Recognition of the
Individual Differences in Abilities and Interests 87

2. Faculty Student Advisers from the Time of Entrance 89

3. Greater Flexibility and Differentiation Required 90

4. Provision for the Direction of the Pupils' Study 92

5. A Greater Recognition and Exposition of the Facts as
Revealed by Accurate and Complete School Records 94

6. Summary of Chapter, and References 96

A STUDY OF THE SCHOOL RECORDS OF THE PUPILS FAILING IN ACADEMIC
OR COMMERCIAL HIGH SCHOOL SUBJECTS

CHAPTER I

GENERAL INTRODUCTION OF THE SUBJECT

1. THE RELEVANCE OF THIS STUDY

As the measuring of the achievements of the public schools has become a
distinctive feature of the more recent activities in the educational
field, the failure in expected accomplishment by the school, and its
proficiency in turning out a negative product, have been forced upon
our attention rather emphatically. The striking growth in the number of
school surveys, measuring scales, questionnaires, and standardized
tests, together with many significant school experiments and
readjustments, bears testimony of our evident demand for a closer
diagnosis of the practices and conditions which are no longer accepted
with complacency.

Th