MORAL INFL UENCE OF PUBERAL DEVELOPMENT 20 5
inconvenience of the diverse criteria with which the pupils are classified in conduct. It is evident that the error must reside in the manner of measuring the distance which separates abnormal conduct from normal, so that those who by some were consid- ered simply medium by others would have been called bad. If, therefore, we include in one single class all the good conduct.
CondoIlM flegll studeali tn rapporia aH'c-I*
Al-NI 11
.^^yI \2
AN»i 13
Akx 14
Axxi 1^ Akhi IC
Anwi 17
Akhi 18
76
76
74
/
73
/
73
/
71
/
70 09
/
\
66
67
\
/
66
/
66
\
/
64
\
■-"^
■
/
63
\_y
\
r=
62
\
/
61
\
/-
60
\ /
66
/
68
w
BuriUi 669 Cond.b, 51»-n li DL 83XM
\i. c. 22 Q-«
231 ..«
110 «<s
491
m c"
(8 ""
4J4
lit MX
497
259 00 00 MS ro » 1."
314 360 346
I'j; ttw 200 a.91 2iS '*" 9? »» fe «ii 60 11" 22 1.01 2; 3u 21 '^
Tohli ; lutfilLJ 30ia - Coidoll: Um m « e' *u - Id. IH. 7S^ ro m -^ , It Cill. !80 ? n i.
and in another the abnormal, medium, and bad, we shall be able more easily to form an idea of the variations presented by con- duct in the various ages, in spite of the different criteria used in judging them.
From this point of view I found that in the first inquiry the number of good conducts rises in the second year of attendance in the classical schools, as compared with the first year ; in the third year I found a diminution again, and this diminution con- tinued until it reached the lowest point of good conduct in the
