studied. Post-graduate records were not considered, neither was any
attempt made to trace the record of drop-outs who entered other
schools. Manifestly the percentage of graduation would be higher in any
school if the recruits from other schools and the drop-backs from other
classes in the school were included.

No attempt has been made to trace the elementary school or college
records of the failing pupils, for our purpose does not reach beyond
the sphere of the high school records. In reference to the
differentiation by school courses, some facts were at first collected,
but these were later discarded, as the courses represent no
standardization in terminology or content, and they promised to give
nothing of definite value. As might be expected, the schools lacked
agreement or uniformity in the number of courses offered. One school
had no commercial classes, as that work was assigned to a separate
school; another school offered only typewriting and stenography of the
commercial subjects; a third had placed rather slight emphasis on the
commercial subjects until recently. Only four of the schools had pupils
in Greek. The Spanish classes outnumbered the Greek both by schools and
by enrollment. In the classification by subjects, English is made to
include (in addition to the usual subjects of that name) grammar,
literature, and business English. Mathematics includes all subjects of
that class except commercial arithmetic, which is treated as a
commercial subject, and shop-mathematics, which is classed as
non-academic. Industrial history, and 'political and social science'
are regarded along with academic subjects; likewise household chemistry
is included with the science classification. Economics is treated as a
commercial subject. At least a dozen other subjects, not classified as
academic or commercial, including also spelling and penmanship, were
taken by a portion of these pupils, but the records for these subjects