5. A GREATER RECOGNITION AND EXPOSITION OF THE FACTS AS REVEALED BY ACCURATE AND COMPLETE SCHOOL RECORDS
It is unfortunate that the detailed and complete records which tell the whole story about the failures in the school and for the individual are found in relatively few schools, even when on all sides business enterprises find a complete system of detailed records, filed and indexed, altogether indispensable for their intelligent operation and administration. The school still proceeds in its sphere too much by chance and faith, forgetting mistakes and recalling successes. This is possible because there is no question of self-support or of solvency to face, and because neither the teachers nor the institution are in danger of direct financial loss by their waste, duplication, or failures. In the absence of records it is always possible to calmly assume that the facts are not so bad as for other schools which do report their recorded facts. The prevailing unfamiliarity with statistical methods may also favor a skepticism as to their proper application to education, since it is not an exact science. But the fact remains established that it is always possible to measure qualitative differences if stated in terms of their quantitative amounts.
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. 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.
No change of subjects is in general necessitated, but a change of the attitude which subjects pupils to the subjects seems essential.
The genuineness of the pupil's response depends on the pupil and the subject. A policy of coercion will usually beget only dislike or failure.