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By Violet R. Bruce and F. H. Pedley (Auth.)

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CHAPTER 3 FAILURE A man may put the blame upon the political or economic system, he may think people have a grudge against him, he may magnify some trivial physical defect, and hold it accountable for his short comings, or he may just curse his luck. * Everyone has experience of failure. It is impossible to judge its measure because it is set against so many factors of circumstances and personality. W h e n talking to people about their failures a variety of attitudes emerge. M a n y speak immediately of financial failure.

FAILURE 53 that if a child is physically handicapped he is not the subject of ridicule by the well-behaved citizen, but if he is stupid he invites ridicule. It is by comparison that a child can fail in school. The individual normal growth of the child is not that by which he is measured, but by that which the educationalists and teachers consider to be normal at the time. Teachers raise the standards of the normal as soon as they are approached by the majority, and think of failure as an absolute.

In the junior school there is less likelihood of the children feeling different, but it is important that they have more than their share of any practical facilities. Unfortunately one does find too often the special class tucked away in a small room, not receiving a fair share of the hall or gymnasium because school plays and practices in which they too often take no part, are being held. In special schools, both residential and day, one finds great contrast and variety in conditions. There are some very old, drab buildings which the special school has been allocated as a makeshift measure.

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