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Indiana University Studies 



the mental processes in the several subjects are different no 

 one would deny. We do not, however, know that the basic 

 abilities of these processes are distributed in fundamentally 

 different ways among the same group of children. For 

 example, we do not know that the distribution of mathe- 

 matical ability in a given group is fundamentally different 

 in shape from the distribution of linguistic ability or his- 

 torical ability. Our best evidence is that both tend to con- 

 form to the normal curve of distribution. This being the 

 case it is difficult to understand how the variation in the 

 per cent of failures can be explained by the difference in 

 the mental processes which the subjects call out. 



Success in any subject depends upon several factors. The 

 first factor, of course, is the ability of the pupil. A very 

 important factor is the effort which he exerts in his pursuit 

 of the subject, or, as we commonly say, the interest which 

 he takes in it. The degree of interest which the pupil exhibits 

 in turn depends upon several factors : the teacher, the morale 

 of the class, the textbook, the equipment, and so forth. The 

 pupil's success also depends upon a number of factors, such 

 as the order in which the subject is taken up, the assistance 

 which the textbook affords him, and finally upon the standard 

 of success. This standard for most subjects, particularly in 

 the high school, is generally an arbitrary one fixed by the 

 teacher. This makes it subjective and indefinite. 



In view of the fact that success in any subject depends 

 upon such a large number of factors, it is not possible to say 

 that any one is the cause of failure. It is possible that the 

 variation in the per cents of failure between the several sub- 

 jects is due largely to differences in standards in the different 

 subjects. It is, however, probable that this is not the only 

 case and there is no way of knowing the extent of its con- 

 tribution to the condition which exists. The determination 

 of the reason for these variations would make interesting and 

 valuable study. 



Relation of Course of Study in Elimination and Progress. 



Several writers have given the course of study as a funda- 

 mental cause of elimination and the retarded progress of 

 school children. That "the character of the course of study 

 is an important factor in the holding power of the school 



See Cubberley, E. P. Public School Administration, p. 295. 



