Their percentages are high for the shorter
time periods and low for the longer periods. But by reference to Table
VIII we quickly find that the slight extension of the time period for
the failing graduates is not at all commensurate with the number of
failures which they have. The failures are provided for in various
ways, as Chapter V will explain. No striking differences are observed
for the boys and girls in any division of this chapter.
A SUMMARY OF CHAPTER IV
The percentages of graduates and of non-graduates that fail are almost
identical.
The percentages of the failing pupils who graduate and of the
non-failing pupils who graduate are identical (31.5 per cent); hence,
graduation is not perceptibly conditioned by the occurrence of failure.
The non-failing non-graduates do not persist long in school, as
compared with the failing non-graduates. The short persistence partly
accounts for their avoidance of failure.
As the number of failures per pupil increase for the failing graduates,
the time extension is not commensurate with the number of failures.
For 11.5 per cent of the non-graduates who fail in 50 per cent or more
of their work, failure is probably a chief cause of dropping out.
Failure is probably not a prime cause of dropping out for most of the
non-graduates, as 80 per cent have only 5 failures or fewer.
The worst consequences of failure are perhaps in acquiring the habit of
failing, and in coming to accept one's self as a failure.
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