of a high school.  At the same time there has been no decline in the importance of high school graduation for entering the learned or professional pursuits.  Accordingly, it seems highly probable that, with such an extended and authoritative sphere of influence, a stricter business accounting will be exacted of the public high school, as the great after-war burdens make the public less willing to depend on faith in financing so great an experiment.  They will ask, ever more insistently, for facts as to the expenditures, the finished product, the internal adjustments, and the waste product of our secondary schools.  Such inquiries will indeed seem justifiable.

It is estimated that the public high schools had 84 per cent of all the pupils (above 1,500,000) enrolled in the secondary schools of the United States in 1916.[1] The majority of these pupils are lost from school—­whatever the cause—­before the completion of their courses; and, again, the majority of those who do graduate have on graduation ended their school days.  Consequently, it becomes more and more evident how momentous is the influence of the public high school in conditioning the life activities and opportunities of our youthful citizens who have entered its doors.  Before being entitled to be considered a “big business enterprise,"[2] it seems imperative that our “American High School” must rapidly come to utilize more of business methods of accounting and of efficiency, so as to recognize the tremendous waste product of our educational machinery.

The aim of this study is to trace as carefully and completely as may be the facts relative to that major portion of our high school population, the pupils who fail in their school subjects, and to note something of the significance of these findings.  If we are to proceed wisely in reference to the failing pupils in the high school, it is admittedly of importance that such procedure should be based on a definite knowledge of the facts.  The value of such a study will in turn be conditioned by the scrupulous care and scientific accuracy in the securing and handling of the facts.  It is believed that the causes of and the remedies for failure are necessarily closely linked with factors found in the school and with the school experiences of failing pupils, so that the problem cannot be solved by merely labeling such pupils as the unfit.  There is no attempt in this study to treat all failures as in any single category.  The causes of the failures are not assumed at the start nor given the place of chief emphasis, but are regarded as incidental to and dependent upon what the evidence itself discloses.  The success of the failing pupils after they leave the high school is not included in this undertaking, but is itself a field worthy of extended study.  Even our knowledge of what later happens to the more successful and the graduating high school pupils is limited mainly to those who go on to college or to other higher institutions.  One of the more familiar attempts to evaluate the later influence of the high school illustrates the fallacy of overlooking the process of selection involved, and of treating its influence in conjunction with the training as though it were the result of school training alone.[3]