Page:The High School Boy and His Problems (1920).pdf/85

 "Now, father," I heard Frank explaining to his parent when questioned as to the cause of a particularly modest showing in grades at the end of a half year, "I got a lot out of those courses which doesn't show in my grades."

He was really dodging the issue as was Adam when caught with the apple or Cain when his brother was missing.

If a boy has actually secured any logical or definite information from a course the chances are overwhelmingly in favor of his being able to make clear to the teacher that this is the case. The boy who writes a poor examination is in the same class as the teacher who presents his subject badly—ten chances to one the matter is muddled in his own brain. If you will pin such a person down to actual "brass tacks," you will find that his knowledge is not clear-cut and definite.

It is not at all difficult to find illustrations of the high school and college student whose scholastic record has been commonplace or poor who later in life has made a distinct if not a brilliant business or professional success. Neither is it impossible to find illustrations of the high school and college valedictorian whose place in middle life is commonplace and whose success was never attained. The fact, however, that such cases stand out so clearly, that they make such a vivid impression upon our minds, only tends to prove that they are rather rare. The dullard in school is not hopeless; he simply has far less chance to make good