an education which purports to be for all
and to offer the highest training to each must abandon the inculcation
of attitudes of mind so detrimental to the individual and to the very
society which educates him.

4. THE PERCENTAGES THAT THE NON-GRADUATE GROUPS FORM OF THE PUPILS WHO
HAVE EACH SUCCESSIVELY HIGHER NUMBER OF FAILURES

By merely adding the columns of totals for Tables VIII and IX, we are
able to obtain the full number of pupils who have each number of
failures from 1 to 25. We may readily secure the percentages for the
non-graduates in each of these groups by referring again to the numbers
in the totals column of Table IX. The following series of percentages
are thus obtained.

THE PERCENTAGE FORMED BY NON-GRADUATES WITH 0, 1, 2, 3, ETC., FAILURES
ON THE TOTAL NUMBER WHO HAVE 0, 1, 2, 3, ETC., FAILURES

No. of Failures 0 1 2 3 4 5 6 7 8
Per Cent 68.4 65.7 68.5 77.2 69.0 68.0 70.6 67.3 63.5

No. of Failures 9 10 11 12 13 14 15 16 17+
Per Cent 61.8 63.6 69.0 61.2 66.0 65.3 70.0 61.5 69.4

That these percentages would be higher for the non-graduates than for
the graduates (that is, above 50 per cent) would certainly be expected
by a glance at their higher numbers in every group of their
distribution. But it would hardly be expected by most of us that the
percentages would show no general tendency to rise as the failures per
pupil increase in number, yet such is the truth as found here. The
reverse of these facts was found by Aaron I. Dotey, with a smaller
group of high school pupils[41] (1,397), studied in one of the New York
City high schools. Still he also asserts that failure in studies is not
a cause of elimination to the extent that it is generally supposed to
be. We may gain some advantage for judging the general tendency of the
extended and varied series of percentages above, by computing them in
groups of larger size, thus yielding a briefer series, as follows:

(A CONDENSED FORM OF THE PRECEDING STATEMENT)

No. of Failures 0 1 to 4 5 to 8 9 to 12 13 to 16 17 to 25
Per Cent 68.4 67.6 67.3 63.9 65.7 69.4

Not only do the percentages of non-graduates not increase relatively as
the numbers of failure go higher, but there is a slight general decline
in these percentages until we reach '17 or more' failures per pupil.
Then for '17 to