bility, and time allowance
for study, which indicated that the supervised pupils were the less
dependent as judged by their success in tests consisting of new
problems. The pupils also liked the method, in spite of their early
opposition, and no one failed, while two of the unsupervised class
failed. William Wiener also speaks of the wonderful self-control which
springs from the supervised study program.[63] As to the need of extra
teachers for the purpose there is not much real agreement, since the
plans of adaptation are so different in themselves. Increased labor for
the same teachers will rightly imply greater renumeration. Colvin makes
mention of the additional expense imposed by the larger force of
teachers required.[64] But J.S. Brown finds that the failures are so
largely reduced that with fewer repeaters there is a consequent saving
in the teaching force.[65] With a faculty of 66 teachers, he reports 38
classes in which there was no failure, and a marked reduction of
failures in general by the use of supervised study. It is interesting
and significant to note here that by allowing 100 daily pupil
recitations to the teacher the repeated subjects reported in this study
would require 87 teachers for one semester or 11 teachers for the full
four years. This fact represents more than $50,000 in salaries alone.
Buildings, equipment, heat, and other expenses will more than double
the amount. But such expense is incomparable with what the pupils pay
in time, in struggles, and in disappointment in order to succeed later
in only 66.7 per cent of the subjects repeated. As none of the eight
schools provided anything more definite than a general after school
hour for offering help, and which often has a punitive suggestion to
it, the possibility of saving many of these pupils from failure and
repetition by the wise and helpful direction of their study is simply
unmeasured. A conclusion that is particularly encouraging is reported
by W.C. Reavis to the effect that the poorer pupils--the ones who most
need the direction--are the ones that supervised study helps the
most.[66] There is nothing novel in saying that good teaching and good
studying are but different aspects of the same process, but it would be
an innovation to find this conception generally realized in the school
practice.

5. A GREATER RECOGNITION AND EXPOSITION OF THE FACTS AS REVEALED BY
ACCURATE AND COMPLETE SCHOOL RECORDS

It is unfortunate that the detai