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For some students, the desire for freedom and the pull of their family combined with strong discontent caused them to run away. At Chemawa, for example, there were 46 "desertions" recorded in 1921, followed by 70 in 1922. Punishment of runaways was usually harsh, as the offenders became examples held up before their fellow students:
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Rod Ellis (1985) assesses, 'errors, according to the theory, were the result of non-learning, rather than wrong learning'. By comparing the L1 with TL, differences could be identified and used to predict areas of potential errors. The idea of the error as an effect to be avoided has been especially supported by behaviorism, being considered an obstacle to language learning. To them error has been a symptom of ineffective teaching or as evidence of failure and they believed that when they occur they are to be remedied by provision of correct forms; that is to say, use of intensive drilling and over-teaching. It was also believed that interference takes place whenever there is a difference between native mother tongue and the target language. A hypothesis based on Lado's suggestion in linguistic across cultures where he states "in comparison between native and foreign language lies the key to ease all difficulties in foreign language learning" (Lado, 1957)