REFERENCES:
42. Briggs, T.H. Report on Secondary Education, U.S. Comm. of Educ.
Report, 1914.
43. Snedden, D. In Johnson's _Modern High School._ II, 24, 26.
44. Official Bulletin on Promotion and Students' Programs, 1917, from
Assoc. Supt. in Charge of Secondary Schools, for N.Y. City.
45. Lewis, W.D. _Democracy's High School_, p. 45.
46. Ruling of Board of Supt's., New York City, June, 1917.
CHAPTER VI
DO THE FAILURES REPRESENT A LACK OF CAPABILITY OR OF FITNESS FOR HIGH
SCHOOL WORK ON THE PART OF THOSE PUPILS?
In view of the fact that some of the pupils do not fail in any part of
their school work, there is a certain popular presumption that failure
must be significant of pupil inferiority when it occurs. That
connotation will necessarily be correct if we are to judge the
individual entirely by that part of his work in which he fails, and to
assume that the failing mark is a fair indication of both achievement
and ability. Although the pupil is only one of the contributing factors
in the failure, nevertheless it happens that cherished opportunity,
prizes, praise, honors, employment, and even social recognition are
frequently proffered or withheld according to his marks in school.
Still further, the pupil who accumulates failures may soon cease to be
aggressively alive and active; he is in danger of acquiring a
conforming attitude of tolerance toward the experience of being
unsuccessful.
Pages:
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132