GROUPING, comprehensive plans 


ABILITY 
of, 614-20, 621-25, 626-30: of slow learn- 
ing children, 437, 444, 449, 451, 458-59, 


464, 474-75, 615, 617, 626-30, 631-32; 
of superior children, 383-87, 388-90, 
397-98, 407-08, 409, 423-24, 615, 617; 
tests as basis for, 296-97, 313-14, 320-23, 
880, 389-90, 398, 614-15; to facilitate ad- 
justment of transient children, 553-54 ; 
within heterogeneous classes, 335, 341- 
42: within primary grades, 335, 341-42, 
415. See also Grouping of pupils, Meas- 
urement, Organization, and _ Special 
classes 

ACADEMIC ACHIEVEMENT, as. basis for 
selection of school leaders, 416-17; im- 
provement in, thru individual guidance, 
313-15, 329-30: of slow-learning chil- 
dren, 456-57; of superior children, 404, 
406, 413; program for testing, 614-15; 
ways of measuring, 276-77 

Activiry Units, for developing attitudes 
and appreciations, 371-73; for person- 
ality development, 356-60; for slow- 
learning children, 440-42, 461-63 ; for su- 
perior children, 385-86, 392-94, 399-402 ; 
stressing adequate food and rest, 537-40 ; 
stressing personal cleanliness, 540-43 ; 
writing group poems, 343-48. See also 
Creative activities, and Social studies 

ADMINISTRATION AND SUPERVISION, demo- 
cratic procedures in, 6438-44; of ability 
grouping, 614-20, 621-25; of classes for 
physically handicapped children, 497-98 ; 
of classes for slow-learning children, 
449-51; of enrichment classes, 407-11, 
4138-14; of program for measurement 
and conservation of hearing, 504-06; of 
program for remedial reading, 475, 631- 
38; of program for retarded upper-grade 
pupils, 626-30; of speech program, 639- 
42. See also Ability grouping, Grouping 
of pupils, Organization, and Promotion 

ALEXANDRIA, VIRGINIA, 474-80 

AMSTERDAM, NEW York, 574-79 

ARBUCKLE, MABEL, 422 

Arts. See Visual arts, and Creative activi- 
ties 

ATTITUDES AND APPRECIATIONS, changes in, 
of underprivileged children, 550-51; de- 
velopment of, in light of individual 
needs, 370-76; in classes for slow-learn- 
ing children, 451-52, 617, 619; in classes 
for superior children, 402-03 

BAcoNn, CLARA SPRINGSTEED, 574 

BAKER, Harry J., 530 

3ALTIMORE, MARYLAND, 437-42 

3ASIC SKILLS, arithmetic, 338-39, 439, 
446, 461, 519; English; 438-39; in 
classes for slow-learning children, 438- 
39, 445-46, 454-55, 460-61; in classes 
for superior children, 392, 399; in 
school for crippled children, 523-24; in- 
dividualizing instruction in, 3835-37; 
measurement of achievement in, 276-77. 
See also Reading 

3AXTER, EDNA DorotHy, 355 

BIRMINGHAM, ALABAMA, 407-15 

BLAIR, GLENN MYERS, 380 


BLIND AND PARTIALLY-SEEING CHILDREN, 
general provisions for, 495; responsi 
bilities of regular class teachers for, 


499-500; special classes for, 484-85 


INDEX 


BLock, VIRGINIA LEE, 560 

BOSTON, MASSACHUSETTS, 320-25 

BRESNEHEN, ELLA L., 320 

BROOKLYN, NEw York, 515-20 

BRUCE, CLARIBEL E., 349 

BURLESON, BOLETTA A., 580 

SUTLER, ISABEL McCook, 489 

CARDIOPATHIC CHILDREN, general provi- 
sions for, 487, 494; responsibilities of 
regular class teachers for, 502; special 
classes for, 515-20 

CASE STUDIES, in developing attitudes and 
appreciations, 374-76; in piano class in- 
struction, 350-53: of maladjusted chil- 
dren, 315-19, 328, 562-64, 576-79, 581- 
83, 585-87, 604-09: of slow-learning 
children, 451, 465, 629-30: of superior 
children, 412-13, 482-33; showing effect 
of rest program, 511-14, 597-602 

CHICAGO, ILLINOIS, 416-21 

CLASSIFICATION OF PupPpILsS. See Ability 
grouping, Grouping of pupils, and 
Measurement 

CLEVELAND, OHnI0, 397-406 

CLuBs, for developing personality, 360-61 : 
for superior children, 3838-84; reading, 
475 

CocHRAN, EpitxH, 428 

COMMITTEES, for superior children, 416- 
21; in homerooms, 363-69 

COMMUNITY, agencies aiding crippled chil- 
dren, 486, 524-25; agencies cooperating 


with the school, 288-89, 455, 534-35, 
550, 555; agencies providing health 
services, 492-96; in relation to under- 


privileged children, 534-35, 546-47, 550, 
555; relation of school guidance de- 
partment to other agencies in, 565. See 
also Environment 

Connor, Mary L., 363 

CREATIVE ACTIVITIES, class newspaper, 
871, 373-74; for children with behavior 


problems, 569-70; for slow-learning 
children, 440-42, 452-53, 461-63; for 


superior children, 394-96, 401-02, 409- 
11; in visual arts, 424-27; writing group 
poems, 343-48. See also Activity units 

CRIPPLED CHILDREN, responsibilities of 
regular class teachers for, 501; school 
for, 521-26; special classes for, 486 

CURRICULUM, enrichment of regular, for 
superior children, 382-84, 414-15; in 
cardiopathic classes, 517-19; in special 
classes for superior children, 391-96, 
398-402; infusion of guidance into, 306- 
07; special, for slow-learning children, 
437-42, 444-47, 451-55, 460-64 

DANIELSON, Cora LEB, 388 

DreAF AND HARD-OF-HEARING CHILDREN, in- 
struction in lip reading for, 485-86, 494, 
506-07, 508; measurement and conserva- 
tion of hearing, 504-06; responsibilities 
of regular class teachers for, 500-01, 
506-07 ; special classes for, 485-86, 506, 
507-08 

DEARBORN, MICHIGAN, 497-98 

DEMING, LEON J., 621 

DENVER, COLORADO, 343-48, 536-43 

DetTrROIT, MICHIGAN, 422-27, 603-10, 631-38 

DIAGNOSTIC AND REMEDIAL PRACTICES, for 
correcting speech disorders, 487, 524; 
in arithmetic, 338-39, 439, 446, 461; in 
guidance and adjustment of pupils, 308 
11, 565-66, 569-73, 576-79, 581-87; in 


[ 733 ] 





734 





ELEMENTARY ScHOOL PRINCIPALS 





reading, 324-25, 337-38, 460, 466-73, 
476-80, 603-09, 631-38; in school for 
crippled children, 523-24; with children 
possessing fatigue susceptibility, 591- 
601; with physically irregular children, 
489-96 

ELIZABETH, New Jersey, 488 

ENGLEWOOD, COLORADO, 355-62 

ENVIRONMENT, influences of, on _ child, 
281-83, 428, 573; methods of studying 
child’s, 283-88; of underprivileged chil- 
dren, 531-32, 534-35, 544-45; role of, 
in producing individual differences, 
247-50. See also Community 

FIKE, IRENE ALLEN, 313 

Foster, RicHarp R., 229 

FRANKLIN, BEATRYCER, 474 

FREEMAN, FRANK §&., 235 

FresH Arr Rooms, for generally under- 
privileged children, 544-51; for physi- 
cally handicapped children, 509-14; for 
undernourished children, 495-96 

FRIESNER, GLADYS M., 509 

GALVIN, CECELIA, 228, 229 

GATES, ARTHUR I., 466 

GIFTED CHILDREN. See Superior children, 
and Special abilities 

GLENCOR, ILLINOIS, 305-12 

Goetz, PeEarRL W., 437 

GRAND RAPIDS, MICHIGAN, 335-42 

GREENBERG, BENJAMIN B., 449 

GROUPING OF PUPILS, for experiment in 
personality development, 355-57, 361-62; 
for piano instruction, 349-50; in fresh 
air rooms, 509-10; into homeroom com- 
mittees, 363; with cardiac difficulties, 
515-17; with crippling handicaps, 521- 
22; with hearing difficulties, 506-08; 
with various physical handicaps, 497-98, 
509-10, 589-90; within class of under- 
privileged children, 549. See _ also 
Ability grouping, and Measurement 

GuIpANce. See Individual guidance 

HarTILui, Rurus M., 458 

HEALTH, activities for underprivileged 
children, 536-43 ; diagnostic and remedial 
program in, 489-96; fresh air rooms as 
contribution to, 511-14; in relation to 
mental development, 253-54; of children 
with social and cultural handicaps, 544- 
46, 550; promotion of, in a rural school 
system, 326-27. See also Medical exami- 
nation, Personality adjustment, and 
Undernourished children 

HEREDITY, and genetic theory, 244-45; role 
of, in producing individual differences, 
245-47 

HETEROGENEOUS CLASSES, children with 
speech defects in, 502-03; creative ex- 
pression in, 343-48; crippled children in, 
501; delicate children in, 502; develop- 
ing attitudes and appreciations in, 370- 
76; enrichment for superior children in, 
382-84, 414-15; for piano instruction, 
349-54; hard-of-hearing pupils in, 494, 
500-01, 506-08; homeroom committees 
in, 363-69 ; individualized instruction in, 


335-42; partially-seeing children in, 
499-500; personality development in, 
355-62 


HOLLINSHEAD, MERRILL T., 484 
HouMes, Eruer E., 343 


HoMEROOMS, committees in, to meet indi- 
vidual needs, 363-69 
Hupson, Jess S., 228, 229 
INDIANAPOLIS, INDIANA, 
509-14, 521-26 

INDIVIDUAL DIFFERENCES, causes of, 243- 
54; educational implications of, 254-56; 
helping teachers to recognize, 643-50 ; in 
physical characteristics, 260-64 ; in piano 
class, 350-51; nature and extent of, 
236-38; variations within same _ indi 
vidual, 238-43, 273-74 

INDIVIDUAL GUIDANCE, basic philosophy of, 
805-07, 420-21, 560-61, 569-73; case- 
study procedures, 283-88, 292-93, 323- 
24, 565-66, 574-76; comprehensive pro- 
grams of, 305-12, 313-19, 320-25, 326-31, 
560-66; helping teachers to give, 294, 
568-69, 580-88, 609-10, 643-50; in de- 
veloping attitudes and appreciations, 
870-76; in rural schools, 326-31; record 
ing information for use in, 287-88, 295- 


363-69, 


443-48, 


300, 3808-10, 583-84; thru homeroom 
committees, 363-69; use of tests in, 


295-97, 309-10, 313-14, 320-23, 593-94. 
See also Case studies, Diagnostic and 
remedial practices, Measurement, Meth- 
ods of instruction, and Personality ad- 
justment 

INTELLIGENCE AND MENTAL DEVELOPMENT, 
as basis for grouping pupils, 380, 388 
90, 397-98, 408, 437, 444, 449, 458, 615, 
621; as factor in individualizing instruc- 
tion, 254-56; causes of individual dif- 
ferences in, 243-54; individual analysis 
of, 273-74; measurement of, 275-79, 
593-94; nature of, 242-43 ; of underprivi- 
leged children, 545. See also Measure- 
ment, Slow-learning children, and Su- 
perior children 

INTERMEDIATE GRADES, 320-25, 329, 345- 
48, 355-62, 370-76, 383-84, 391-96, 399- 
402, 404-06, 409-11, 416-21, 437-48, 
458-80, 614-19, 621-25 

JACOB, WALTER, JR., 229 

JERSEY City, NEw JERSEY, 504-08 

KAWIN, Erur., 305 

LANGUAGE ARTS. See Basic skills, Creative 
activities, Reading, and Speech disorders 

LEARNED, Roy E., 552 

LELAND, BERNICE, 631 

LIND, NELLIE V., 228 

LORETAN, Joseru O., 458 

Los ANGELES, CALIFORNIA, 388-96, 580-88, 
589-602 

Lucas County, OnI0, 326-31 

MAHONEY, AGNES, 443 

MALADJUSTED CHILDREN. See 
adjustment 

MATERIALS AND Equipment, for cardio- 
pathic children, 502, 517; for children 
with visual deficiencies, 484-85, 499-500; 
for crippled children, 501, 524; for deaf 
and hard-of-hearing children, 485-86, 
500-01, 504-08 ; for development of indi- 
vidual child, 644; for school orchestra, 
431-32; for self-teaching, 339-40; in 
classes for slow-learning children, 460 

McC toy, C. H., 260 

MEASUREMENT, and interpretation of phy 
sical status, 264-71, 490-92; instruments 
for mental, 275-79 ; observation of motor 
reactions during mental, 593-94: of 
capacities, interests, and achievements, 


Personality 








\di- 


48, 


$3- 
6; 

in 
no 
of, 
dli- 


of, 


se- 


‘0- 





INDEX 735 





273-80, 553; of changes in age-grade 
status, 621-25; of effectiveness of ability 
grouping, 619-20; of effectiveness of 
special classes for superior children, 404, 
406; of hearing, 485, 500-01, 504-06; of 
needs of underprivileged children, 546- 
47; of personality improvement, 361-62 ; 
of reading ability, 466-73, 476-77; sug- 
gestions for schools in relation to phy- 
sical, 271-72; use of test results, 296-97, 
313-14, 320-23, 355-56, 389-90, 614-15, 
632 

Mecker, H. H., 626 

MEDICAL EXAMINATION, 264-71, 326-27, 
490-92, 504-06. 510, 536-37, 555, 594 

MEMBERSHIP LIST, Department of Ele- 
mentary School Principals, 664-732 

MENTAL ABiILiITy. See Intelligence and 
mental development 

MENTAL HEALTH. See Personality adjust- 
ment 

MENTALLY RETARDED CHILDREN. See Slow- 
learning children 

METHODS OF INSTRUCTION, for crippled 
children, 523-24; in arithmetic, 338-39, 
461; in cardiopathic classes, 519-20; in 
classes for slow-learning children, 451- 
55, 460-63; in classes for superior chil- 
dren, 391-96; in piano class, 349-54; in 
reading, 337-38, 460, 467-73, 477-80, 
634; in visual arts, 424-27; individu- 
alized, 254-56, 335-42 

MEUSEY, LORAINE, 370 

MILLER, ELVENA, 639 

Moore, T. E., 614 

Music, composed by children, 395; 
measurement of ability in, 277-78; piano 
class instruction, 849-54; school or- 
chestra for gifted children, 428-33 

New York City, 449-65, 544-51, 567-73 

Norris, Dorotuy E., 397 

OBENCHAIN, I. R., 407 

OLSON, WILLARD C., 290 

OpeN AIR Rooms. See Fresh air rooms 

ORGANIZATION, of classes for cardiopathic 
children, 516-20; of classes for physi- 
cally handicapped children, 497-98; of 
elasses for slow-learning children, 443- 
44, 449-51, 458-60; of classes for su- 
perior children, 388-90, 397-98, 407-12; 
of committees in homerooms, 363-69; 
of fresh air rooms, 509-11; of occupa- 
tional classes. 437-38; of program for 
adjustment of behavior problems, 564- 
65; of program for retarded upper-grade 
pupils, 626-30; of program in visual 
arts, 423-24; of pupils for self-directed 
study, 339; of school councils, 417-19; 
of school for crippled children, 521-22; 
of school orchestra, 431. See also Ability 
grouping, and Grouping of pupils. 

ORGANIZATIONS OF PRINCIPALS, local, 653- 
57; sectional, 657-62; state, 662-63 

Oyster Bay, New York, 621-25 

PARENTS, cooperation with school, 428-30, 
490-91, 494-95, 505, 510, 535, 538, 542- 
43, 550; guidance conference with child 
and, 592-93; interviews with teachers, 
308-09 ; of maladjusted children, 571-72 ; 
reports from, regarding children with 
fatigue susceptibility, 591 

PARKER, ISABEL, 603 


PENNSYLVANIA STATE DEPARTMENT OF 
Pusiic INSTRUCTION, 648-50 

Perry, SARAH M., 326 

PERSONALITY ADJUSTMENT, and reading 
disability, 603-10; fatigue susceptibility 
as factor in poor, 589-602; goals of, 
311-12; guidance in, 294, 315-19, 458- 
65, 560-88; in rural school program, 
327-29; in two sixth-grade classes, 355- 
62; major causes of poor, 562-64, 608- 
09; of nervous children, 583-85, 590-91 ; 
of physically handicapped children, 484- 
87, 497-98, 508, 511-14; of slow-learn- 
ing children, 443, 451-52, 455-56, 464- 
65; of superior children, 412-13, 432-33, 
585-87: of teacher, 568-69; of transient 
children, 554-56; of underprivileged 
children, 530-35, 550-51; principles of, 
290-91, 569-73, 609-10; studying specific 
problems in, 292-93, 569-79, 580-602; 
teacher's attitude toward child’s, 291-92, 
535, 568-69, 574-76, 581, 585-86; thru 
school orchestra, 432-33 

PHILLIPS, JOSEPH, 515 

PHYSICAL CHARACTERISTICS, in relation to 
mental development, 253-54; irregular, 
489-90 ; measurement and interpretation 
of, 264-71; responsibilities of regular 
class teachers for identifying irregular, 
498-503 ; types of differences in, 260-64. 
See also Medical examination, and Phys- 
ically handicapped children 

PHYSICALLY HANDICAPPED CHILDREN, diag- 
nostic and remedial program for, 489- 
96; fresh air rooms for, 509-14; respon- 
sibilities of regular class teachers for, 
498-503; special classes for, 497-98; 
types of provisions for, 484-88. See also 
separate headings for various types of 
physically handicapped children 

PINKSTON, Eva G., 22 

PRIMARY GRADES, 320-24, 329, 335-45, 443- 
48, 458-65, 537-438, 614-16, 621-25, 641- 
42 

Prosects. See Activity units 

PROMOTION OF PUPILS, from occupational 
classes, 442; in classes for slow-learning 
children, 450-51, 464; rapid, 381-82; 
special procedures in, 621-30 

Race AND NATIONALITY, in relation to 
mental ability, 250-52; of under-privi- 
leged children, 548, 544; special curricu- 
lum for retarded Negro children, 458-65 

READING, achievement in, as basis for 
grouping, 615; characteristics requiring 
examination at end of third grade, 466; 
disability and personality problems, 603- 
10; for slow-learning children, 439-40, 
445-46, 456-57, 460, 466-73, 474-80, 
531-38; in class of underprivileged chil- 
dren, 548-49; remedial methods in, 324- 
25, 337-38, 460, 466-73, 476-80, 608-09, 
631-38 ; unsupervised, 340-41 

Recorps AND Reports, in classes for 
mentally retarded children, 459; in 
remedial reading program, 633, 634, 
635-37 ; in studying personality develop- 
ment, 575-76; intelligent use of, 295- 
301; items found on newer types of, 
300-01; nature of adequate, 648; per- 
taining to child’s environmental back- 





736 


ELEMENTARY SCHOOL PRINCIPALS 





ground, 287-88; sources of data for 
cumulative, 308-09 

REMEDIAL METHODS. 
remedial practices. 

REST AND RELAXATION, effects of, on chil- 
dren in fresh air rooms, 511-14; for 
eardiopathie children, 518-19; for chil- 
dren possessing fatigue susceptibility, 
595-97; for transient children, 555; for 
underprivileged children, 539-40 

RETARDED Pupi.s. See Slow-learning chil- 
dren 

RICHARDSON, H. R., 474 

RICKARD, GARRETT FE., 416 

RIKER, JEANETTE, 521 

ROCHESTER, New York, 349-54, 489-96 

ROSENSON, LILLIAN, 544 

Rurat ScuHoors, individual guidance in, 
326-31 

SACRAMENTO, CALIFORNIA, 552-56 

St. LOvIS, MISSOURI, 626-30 

SALEM, OREGON, 370-76 

SAN FRANCISCO, CALIFORNIA, 428-33 

SCARSDALE, NEw York, 313-19 

ScuHMITT, CLARA, 589 

Science, for slow-learning children, 447; 
for superior children, 392-94 

SEATTLE, WASHINGTON, 564-66, 639-42 

SEGEL, Davip, 273 

SELECTION OF PupPiLs. See Ability group- 
ing, Grouping of pupils, and Measure- 
ment 

Sex, in relation to abilities and interests, 
252-53 

SILVERMAN, ESTELLE L., 567 

SKEEN, BEARNICE, 370 

SKILLS. See Basic skills 

SLOW-LEARNING CHILDREN, remedial read- 
ing for, 324-25, 337-38, 439-40, 445-46, 
456-57, 460, 466-73, 474-80, 608-09, 631- 
38; special classes for, 325, 437-42, 
443-48, 449-57, 458-65, 474-80, 615-19; 
special classification and promotion of, 
in upper grades, 626-30 

SocraL Stupies, units for developing atti- 
tudes and appreciations, 371-73; units 
for slow-learning children, 440-42, 446- 
47, 461-63; units for superior children, 
385-86, 392-94, 409-10; units in class of 
underprivileged children, 548-49 

SocIALLY HANDICAPPED CHILDREN. See 
Personality adjustment, and Underprivi- 
leged children 

SreciaL ABILITIES, fostering, thru rural 
school program, 331; measurement of, 
277-79; of slow-learning children, 452- 
53; providing for children gifted in 
visual arts, 422-27; school orchestra for 
children gifted in music, 428-33; utiliza- 
tion of, to correct behavior problems, 
569-70; variations in, within same indi- 
vidual, 238-43. See ‘also Superior chil- 
dren 

SpeciAL CLAsses, for blind and partially 
seeing children, 484-85 ; for cardiopathic 
children, 515-20; for crippled children, 
486, 521-26; for deaf and hard-of-hear- 
ing children, 485-86, 506, 507-08; for 
physically handicapped children in gen- 
eral, 484-88, 494-95, 497-98, 509-14; for 
slow-learning children, 325, 437-42, 


See Diagnostic and 


443-48, 449-57, 458-65, 474-80, 615-19; 


for superior children, 325, 384-87, 388- 
96, 397-406, 407-14, 422-27, 615-19; in 
speech correction, 486-87, 494-95 

SPEECH DISORDERS, among hard-of-hearing 
children, 507; general provisions for 
children with, 486-87, 494-95; reorganiz- 
ing a program for correction of, 639-42; 
responsibilities of regular class teachers 
for children with, 502-03 

STRANG, RuTH, 281 

Srreitz, Ruta, 295 

STUART, CECILIA UNZICKER, 643 

SUPERIOR CHILDREN, acceleration of, 381- 
82; definition of, 380; enrichment for, 
in regular classes, 382-84, 414-15 ; placed 
in charge of a school’s affairs, 416-21; 
providing for, in visual arts, 422-27; 
school orchestra for, 428-33; special 
classes for, 325, 384-87, 388-96, 397- 
406, 407-14, 422-27, 615-19; studying 
maladjustments of, 585-87 

SUPERVISION. See Administration 
supervision 

SWEET, MAYME, 536 

TEACHERS, attitudes of, toward children’s 
behavior, 291-92, 535, 568-69, 574-76, 
579, 581, 588; guidance and stimulation 
of, 568-69, 643-50; in fresh air rooms, 
510-11; of cardiopathic children, 517; 
pre-service training and selection of, 
649-50; professional study groups for, 
645-46; qualifications of, for piano 
classes, 354; qualifications of, for slow- 
learning children, 459-60; qualifications 
of, for superior classes, 390-91 ; responsi- 
bilities of regular, for physically handi- 
capped children, 490-92, 498-503; spe- 
cial, for speech correction, 487, 488, 494- 
95, 503, 640-41; special, of Braille, 484; 
special, of lip reading, 494, 506-07, 508; 
treatment of problem children by, 576-79, 
583-87, 609-10; visiting, for physically 
handicapped children, 487-88; work of 
remedial, 314-15, 474-80, 609 

TEACHING METHODS. See Methods of in- 
struction 

TENNY, JOHN W., 497 

TESTS AND TESTING. See Measurement 

TRANSIENT CHILDREN, adjustment of, 552 
56. See also Underprivileged children 

TULSA, OKLAHOMA, 614-20 

UNDERNOURISHED CHILDREN, care of, 495- 
96; class project stressing food and rest 
for, 537-40; fresh air rooms for, 509-14; 
from transient families, 555; problems 
of, 487, 532. See also Health, Physically 
handicapped children, and Underprivi- 
leged children 

UNDERPRIVILEGED CHILDREN, 
istics and needs of, 530-35, 544-46; 
health activities for, 536-43; school 
program for, 544-51. See also Transient 
children, and Undernourished children 

UrrPer GRADES, 320-23, 325, 329, 363-69, 
382, 409-10, 416-21, 443-48, 466-80, 525- 
26, 621-30 

VisvaL ARTS, measurement of ability in, 
277-79: providing for children with 
unusual ability in, 422-27 

WaLsH, Sara A., 504 

WEBSTER, ELISABETH, 335 

WILLS, VIVIAN W., 428 

WILSON, IRVIN A., 230 


and 


character- 





388- 
; in 


ring 


ions 
nsi- 
ndi- 


spe- 


hool 
ient 
lren 
3-69, 


025- 


in, 
vith