Admirable and complete as are the records for the many schools of the
minority group possessing them, their more general value and
information are still quite securely hidden away in the files which
contain them. Peculiarly interesting was the surprise expressed by the
principals at the extensive and significant information which their own
school records provided, when they received individual reports on the
data collected and tabulated for this study. Yet they received only the
portions of the tabulations which seemed most likely to interest them.
The principals do not have the time or the assistance to study in a
collective way the facts which are provided by their own records, but
they are entitled to much credit for so courteously cooperating with
any competent person for utilizing their records for approved purposes
and in turn sharing their results with the school. To proceed wisely in
the administration of the school we must have a chance to know and
discuss the facts. It is not possible to know the facts without
adequate records. The absence of evidence gives prominence to opinion
and precedent. Accordingly, it is entirely incredible that the number,
the repetition, and the accumulation of failures would remain unchanged
after a fair exposition and discussion of the evidence presented in a
collective and comprehensive form. It may be necessary to admit that a
few teachers will hold opinions so strong that they will discredit all
testimony not in support of such opinions.
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