9 18.6 53.1 26.4
The facts not only show a lower percentage (by 6.9 per cent) of
unsuccessful grades in the new work, but they also show a higher
percentage of A's, of B's, and of C's than for the repeated subjects.
There is definite suggestion here that often the particular subject of
failure may be more responsible and more at fault than the particular
pupil. Certainly uniformity and an arbitrary routine of tasks ignore
the individual differences of interests and abilities. But by their
greater and their repeated failures in the same deficient subjects (see
p. 66) these pupils seem to have reasserted stoutly the facts ignored.
They have been asked to repeat and repeat again subjects which they
have already indicated their unfitness to handle successfully. This
pursuance of an unsuccessful method is not good procedure in the
business world. The doctor does not employ such methods.
_d. The Number and Results of Identical Repetitions_
It has become apparent before this that some pupils fail several times
and in identical subjects because of their unsuccessful repetitions
after each failure. Final success might at times justify multiplied
repetitions, but in such instances it becomes increasingly important
that the repetition should eventually end in success after the subject
has been repeated two, three or four times. If such is not the result,
then the method is at best a misdirection of energy; or still worse it
is an irreparable error, expensive to the individual and the school
alike, which only serves to accentuate the inequalities and perversions
of opportunity imposed by an arbitrary requirement of the same
subjects, the same methods, and the same scheme of education for all
pupils alike, regardless of their capacities and interests.
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