. 62
----------------------------
71.6% 95

5 B. .. .. 0 2 1 0 3 0 .. .. 6
G. .. .. 1 0 0 4 1 2 .. .. 8
----------------------------
78.6% 14

6 B. .. .. .. .. .. 1 1 .. .. .. 2
G. .. .. .. .. 0 0 .. .. .. 0
----------------------------
100% 2

Tot. B. 157 192 214 237 240 240 204 163 48 15 1710
G. 203 218 265 305 310 316 242 185 49 11 2104
3814

This table reads similarly to Table III. There is not the element of
continuous dropping out to be considered, as in Table III, until after
the sixth semester is passed, for no pupils graduate in less than three
years. The failures represented in this table number 5,823. This same
distribution will be the subject of further comment later on. It
discloses some facts that Table III tends to conceal, for instance,
that the greater number of graduating pupils who have 2, 3, 4, 5, and
6 failures in a semester are found after the end of the second year.

4. DISTRIBUTION OF THE FAILURES IN REFERENCE TO THE SUBJECTS IN WHICH
THEY OCCUR

The following tabulation of failures will show how they were shared by
both boys and girls in each of the school subjects which provided the
failures here listed.

NUMBER OF FAILURES DISTRIBUTED BY SCHOOL SUBJECTS

Total Math. Eng. Latin Ger. Fr. Hist. Sci. Bus. Span. or
Subj's. Greek

B. 8348 2015 1555 1523 917 473 571 850 424 20
G. 9612 2300 1424 1833 812 588 1036 1013 593 13
Per Cent
of Total 24.1 16.5 18.7 9.6 5.9 8.9 10.3 5.6 .2

The abbreviated headings above will be self-explanatory by reference to
section 3 of Chapter I. The first line of numbers gives the failures
for the boys, the second line for the girls. Mathematics has 24.1 per
cent of all the failures for all the pupils. Latin claims 18.7 per cent
and English 16.5 per cent of all the failures