Monroe: Progress and Promotion 



43 



there is an increase in the per cent of failures from algebra 

 to geometry altho usually geometry is taken after algebra. 

 There is little logical sequence between algebra and geometry 

 and the increase in the per cent of failures is probably due 

 to the newness of the field. 



When we compare the boys with the girls we find that the 

 boys are much less successful than the girls. The difference 

 in the per cent of failures varies for the different subjects, but 

 in practically all instances the per cent of failures and also 

 the per cent of conditions is noticeably higher for the boys 

 than for the girls. In many cases it is more than double. 

 Even in mathematics the girls show a slight superiority. 



TABLE XVII 



Showing the Per Cent of Failures of Those Remaining for Boys and Girls 



Grade 



Boys 



Girls 



IB 





.18 



.14 



lA 





.11 



.09 



JIB 





.09 



.08 



IIA 





.10 



.05 



IIIB 





.11 



.08 



IIIA 





.08 



.08 



IVB 





.12 



.10 



IVA 





.11 



.07 



VB 





.16 



.09 



VA 





.09 



.09 



VIB 





.12 



.09 



VIA 





.06 



.07 



VIIB 





.11 



.07 



VIIA 





.06 



.04 



VIIIB 





.02 



.01 



VIIIA 





.09 



.05 









When we compare subjects we notice very significant dif- 

 ferences. In domestic science the per cent of failures is only 

 a fraction above 1 per cent. In the sciences the average per 

 cent of failures is 3.3 per cent. From these two subjects the 

 ,per cent of failures increases to 18.7 per cent for history. 

 The reason for this large variation in the per cent of 

 failures is not easily explained. The position has been 

 taken by Judd in his Psychology of High School Subjects 

 (page 19) that such variation is due to a difference in the 

 mental processes which the several subjects require. That 



