But the high school
teachers in general seem fairly and earnestly disposed, even about
revising their notions concerning the truth in any situation. In regard
to the relative number and time of the failures, the actual and
relative success in repeated work, the advantage of repetition for
later work, the relation of success to the size of the schedule, the
influence of the number of failures on graduation, and numbers of other
vital facts, it could be said of the teachers in general that they
simply knew not what they were doing. They even thought they were doing
what they were not. The school records must be disclosed and utilized
more fully if their value and importance are to be realized. It will be
a large source of satisfaction if this report helps to direct attention
to the official school records, from which a frequent 'trial balance'
will help to rectify and clarify the school practice. Both are needed.
SUMMARY OF CHAPTER VII
The contributing factors found in the school must first be remedied,
before responsibility for the failures can be fairly apportioned to the
pupils.
The provision of uniform conditions for all is based on the false
doctrine of the uniformity of the human mind. Such conditions may prove
very unequal for some individuals, and achievement is not then a real
measure of ability.
By applying a functioning psychology to school practice, more
adaptation and specialization are required to meet the individual
differences of pupils.
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