n the school subject or curriculum, but rather a change in
the attitude as to how a subject shall be presented--to whom and by
whom. The latter will also determine the character of the pupil's
response and the subject's educational value to him. By securing a
genuine response from the pupils a subject or course of study is
thereby translated into pupil achievement and human results. The
authority of the school is impotent to get these results by merely
commanding them or by requiring all to pursue the same subject. An
experience, in order to have truly educational value, must come within
the range of the pupils comprehension and interest. Quoting Newman,[55]
"To get the most out of an experience there must be more or less
understanding of its better possibilities. The social and ethical
implications must somewhere and at some time be lifted very definitely
into conscious understanding and volition." The pupil's responsiveness
is then much more important both for securing results and for reducing
failures than is any subject content or method that is not effective in
securing a tolerable and satisfying sort of mental activity.

2. FACULTY STUDENT ADVISERS FROM THE TIME OF ENTRANCE

Not only the failure of pupils in their school subjects but the failure
also of 13 per cent of them to remain in school even to the end of the
first semester, or of 23.1 per cent to remain beyond the first semester
(Tables V and VI)--of whom a relatively small number had failed (about
1/4)--make a strong appeal for the appointment of sympathetic and helpful
teachers as student advisers from the very time of their entrance. One
teacher is able to provide personal advice and educational guidance for
from 20 to 30 pupils. The right type of teachers, their early
appointment, and the keeping of some sort of confidential and
unofficial record, all seem highly important.

Superintendent Maxwell mentioned among the reasons why pupils leave
school[56] that "they become bewildered, sometimes scared, by the
strange school atmosphere and the aloofness of the high school
teachers." There is a strangeness that is found in the transition to
high school surroundings and to high school work which certainly should
not be augmented by any further handicap for the pupil. There are no
fixed limitations to what helpfulness the advisers may render in the
way of 'a big brother' or 'big sister' capacity. It is all incidental
and supplementary in form, but of inest