It is a noteworthy fact that the percentages of failure (based on the total failures for the graduates) run higher in mathematics, Latin, history, French, and science for the graduates than for the whole composite number (page 19). The non-graduates have a correspondingly lower percentage of failure in these subjects, as is indicated above. The school influences in respect to the failures of the non-graduates differ from those of the graduates chiefly in the fact that the failures of the former tend to occur to a greater extent in the earlier years of these subjects, since so many of the non-graduates are in the school for only those earlier years; while the failures of the graduates range more widely and have a tendency to predominate in the upper years of the subject, as will be further emphasized in the later pages of this report (see also Table IV). 5. DISTRIBUTION OF PUPILS DROPPING OUT--SEMESTERS--AGES Table V presents the facts concerning the time and the age at which the failing pupils drop out of school. Table VI furnishes the corresponding facts for the non-failing drop-outs. TABLE V DISTRIBUTION OF THE FAILING NON-GRADUATES, SHOWING THE SEMESTER AND THE AGE AT THE TIME OF DROPPING OUT AGES UNDIS- SEMESTERS 13 14 15 16 17 18 19 20 21 22 TRIB. TOTALS 1 B. 1 40 49 50 18 0 1 1 .. .. 1 160 G. 3 40 65 47 23 4 0 0 .. .. 3 185 345 2 B. .. 9 56 88 56 22 6 2 .. .. 3 242 G. .. 6 72 119 61 24 3 0 .. .. 6 291 533 3 B. .. 4 30 40 23 10 7 .. .. .. 0 114 G. .. 3 35 51 32 13 7 .. .. .. 1 142 256 4 B. .. 1 16 66 86 34 16 2 .. .. 3 224 G. .. 1 19 60 70 59 18 3 .. .. 0 230 454 5 B. .. .. 2 12 36 21 8 4 .. .. 3 86 G. .. .. 4 17 48 28 9 3 .. .. 1 110 196 6 B. .. .. 1 6 48 52 38 10 .. .. 1 156 G. .. .. 1 11 52 49 26 5 .. .. 2 146 302 7 B. .. .. .. 2 12 35 21 7 0 .. 1 78 G. .. .. .. 2 15 21 15 4 1 .. 0 59 137 8 B. .. .. .. 0 10 23 19 19 2 0 2 75 G. .. .. ..