Meeting Special Needs 
of the 


Individual Child 


NINETEENTH YEARBOOK 





THE NATIONAL ELEMENTARY PRINCIPAL 


Bulletin of the Department of Elementary 
School Principals, National Education Association 


Vol. XIX, No. 6 July 1940 Price $2 


Copyright, 1940 
National Education Association 








THE EDITORIAL COMMITTEE FOR 1940 


CreceLiaA GALvIn, Chairman 


Lucretia Mott School, No. 3, Indianapolis, Indiana 


Jess S. Hupson 


Springdale School, Tulsa, Oklahoma 


Neuuirz V. LIND 


Washington Park School, Denver, Colorado 











» sl 


PREFACE 


QUALITY OF EDUCATIONAL OPPORTUNITY has long been a major ideal 
KE, of the American people. Only recently, however, have educators 
generally begun to understand the true implications of this ideal. 
Increasing knowledge of the variety and magnitude of individual 
differences among children is making it clear that real equality of 
opportunity does not mean providing the same school program for all 
children. Rather, such equality means providing programs which are 
equally suited to the varied characteristics and needs of different 
children. This yearbook deals with the problems of discovering and 
meeting the special needs of each individual child. 

There are, of course, many important needs which children have in 
common. The general objectives of education should be the same for 
all children. But the extent to which these objectives can be attained 
and the best means of attaining them will depend in part upon the 
capacities, interests, past experiences, out-of-school environment, phys- 
ical condition, and personality adjustment of the individual child. In 
stressing methods of discovering and meeting the special needs of 
individual children, the yearbook does not ignore the common needs 
of all children; it merely focuses attention on the necessity of meeting 
common needs in accordance with the varied characteristics of indi- 
viduals. 

In meeting the special needs of a particular child, the school must 
ever be concerned with the child as a whole. It cannot effectively adapt 
its program to one aspect of a pupil’s status, such as mental ability, 
without carefully considering his other characteristics. Since each child 
is an integrated unit, his various needs must be studied and met in 
relation to one another. 

The Editorial Committee is especially indebted to all persons who 
submitted manuscripts for this volume. It is grateful also to Dr. Richard 
R. Foster and his assistants in the Research Division of the National 
Education Association, who helped with the planning, editing, and 
typing. The Division of Publications checked the manuscript, read 
proof, assisted with charts and photographs, and supervised the print- 
ing. The Committee’s work was facilitated in many ways by Miss Eva 
G. Pinkston, executive secretary of the Department, and by her com- 
petent clerical staff. 

With the publication of this book Miss Cecelia Galvin completes 
her three years of service on the Committee and the chairmanship 
passes to Mr. Jess S. Hudson. The new member is Dr. Walter Jacob, 
Jr., of Jersey City, New Jersey. 

Tue Eprror1AL COMMITTEE 





[ 229 ] 








a naa i nal 


THE PRESIDENT’S MESSAGE 


HAT EACH CHILD is an individual personality, significantly differ- 

ent from any other child as to needs, capacities, desires, and inter- 

ests, is not new either to educational literature or to general lay 
understanding. To this statement none would take exception but most 
of us have been doing far too little about such differences in the schools. 
The chief reason has been not that we were indifferent to the problem, 
but that we lacked the knowledge, the time, or the facilities neces- 
sary to treat each child as an individual. This yearbook cannot provide 
us with additional time or more adequate facilities. It can, however, 
increase our understanding of pupil differences and of practical pro- 
cedures for meeting them. Our first tasks are to discover the special 
needs of individual children and to determine suitable methods of min- 
istering to those needs. Only as we succeed here can we make effective 
use of the time and the facilities at our disposal. 

This volume is especially timely in that it is being presented to the 
educational profession at a time when, in a war-torn and unbalanced 
world, it seems almost as if human values have been completely for- 
gotten and the individual human personality has become the pawn of 
mechanized force. May this publication serve to redirect our attention 
to the worth and importance of the individual child. 

It should not be assumed that authoritative answers are availabl 
for all the questions discussed in this book. Much remains to be dis- 
covered about children and their individual needs. Moreover, plans 
and procedures suitable in certain schools or communities may not 
be altogether feasible elsewhere. Administrators and teachers should 
carefully consider the practices described here in the light of their 
own local situations and then use only those practices which, with 
modifications, seem to offer the maximum of pupil growth. 

Readers of the yearbook will make their own evaluations of it as its 
principles and philosophy are applied to the education of real! children. 
Broad in scope and presenting a variety of actual school experiences, 
the book should have great suggestive value. I predict for it a de- 
served popularity among all types of workers in elementary education 

The Department is deeply grateful to the editors and authors of this 
volume, to the Research Division of the National Education Associa- 
tion, to our own Department headquarters staff, and to all who have, 
in any way, contributed to this publication. All these have done their ( 
work well. We take great pleasure in commending this yearbook to 
the educational profession. 

Irvin A. Witson, President 
Department of Elementary School Principals 


[ 230 ] 








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the 
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CONT ENTS PAGE 
PREFACE ...... ste are aid oad rue cee Krai kita vests doer 229 
The Editorial Committee 


THE PRESIDENT’S MESSAGE ........... ds r6S okt ib thames A be Ra ale 230 
Irvin A. Wilson, President, Department of Elementary School 
Principals 
CHAPTER I—THE CHALLENGE OF THE INDIVIDUAL CHILD ........... 235 


Frank S. Freeman, Professor of Education, Cornell University, 
Ithaca, New York 


I II oso 5 aoe ob Ws ie a heh eae 257 
Cuapter [I—Srupy1nGc THE CHILD 

@ EpitortaL COMMENT ... » vere Met Riis Giator ee Sae 259 

Tue Cuiw’s PuysicaL CHARACTERISTICS 260 


C. H. McCloy, Research Professor of Anthropometry and Physical 
Education, State University of Iowa, lowa City, Iowa 
Tue Cuivp’s Capacities, INTERESTS, AND ACHIEVEMENTS............... 273 
David Segel, Consultant in Tests and Measurements, United States 
Office of Education, Washington, D. C. 
Tue Cuit’s ENVIRONMENTAL BACKGROUND ......................---. 281 
Ruth Strang, Associate Professor of Educ ation, ‘Teache rs College, 
Columbia University, New York City 
ge Ree TS , er” 290 
Willard C. Olson, Director of Researc h in C hild Dev elopment, Uni- 
versity of Michigan, Ann Arbor, Michigan 
Tue Use or Tests, Reports, aNp Recorps Stel hyd ols eich eae ee . 295 
Ruth Streitz, Professor of Education, Ohio State U niversity, Colum- 
bus, Ohio 
SpeLectep REFERENCES Hadi 64 6.5 1k € leew 4 METRE RBIS ee ee . 302 


CHAPTER II I—CoMPREHENSIVE PROGRAMS OF INDIVIDUAL GUIDANCE 
ork = CIE ie os eh be eds 05 hanes Me ee 303 
Tue GuIDANCE PRrRoGRAM IN A Sul BURBAN COMMUNITY OF THE MIDDLEWEST 305 
Ethel Kawin, Director of Guidance, Public Schools. Glencoe, Illinois: 
and Lecturer in Guidance, University College, University of 
Chicago, Chicago, Illinois 


Tue GuIpANCE ProGRAM IN A SUBURBAN COMMUNITY OF THE East... 313 
Irene Allen Fike, Director of Child Study, Public Schools, Scarsdale, 
New York 
GUIDANCE AND ADJUSTMENT IN A LARGE City SYSTEM................... 320 


Ella L. Bresnehen, Director, Department of Educational Investiga- 
tion and Measurement, Public Schools, Boston, Massachusetts 
INDIVIDUAL GUIDANCE IN A Rurau Scuoon SysteM..................... 326 
Sarah M. Perry, Supervising Principal, Adams Township Schools, 
Lucas County, Ohio 
ee ee ere rer eee a ye 332 


CuHapTeR IV—MeEet1ING INpIvipvAL NEEDS IN HETEROGENEOUS 
CLASSES 
ie eR UMAR 9.5 a 5 ss GE Sad oe waded ovale dia Et ss 333 
INDIVIDUALIZING INSTRUCTION IN THE , Paral ARY Graves i Sua Radics fen thee 335 


Elisabeth Webster, Early Elementary Supervisor, Public Schools, 
Grand Rapids, Michigan 


[ 231 ] 





ENcourAGING INpIvipuAL CREATIVE EXPRESSION THRU THE Group PorM 
Ethel E. Holmes, Principal, Wyman School, Denver, Colorado 
ApaPpTING P1ano Ciass INstructIon To THE INDIVIDUAL CHILD 
Claribel E. Bruce, Principal, Frank Fowler Dow School, Rochester, 
New York 
Gurptnc Personality DEVELOPMENT IN THE SIxtH GRADE 
Edna Dorothy Baxter, Director of Personality Relationships, Public 
Schools, Englewood, Colorado 
MEETING INpivipvAL Neeps TtHru Homeroom CoMMITTEES 
Mary L. Connor, Teacher, Junior High School No. 76, Indianapolis, 
Indiana 
DeEvELOPING ATTITUDES AND APPRECIATIONS IN THE Licut or INDIVIDUAL 
oa iti tic oe ha aaeeiet. demain are Le 
Bearnice Skeen, Principal, and Loraine Meusey, Sixth-Grade Teacher, 
Bush School, Salem, Oregon 
Sunuctep REFERENCES ......................005. 


CHAPTER V—PROVIDING FOR CHILDREN OF SUPERIOR ABILITY 
@ Eprrortan COMMENT ................ 0. cece eens: 
Types oF PROVISIONS FOR CHILDREN | OF Su PERIOR ABILITY 
Glenn Myers Blair, Associate in Educational Psychology, College of 
Education, University of Illinois, Urbana, Illinois 
SpecraAL CLASSES FOR SUPERIOR CHILDREN IN A FAR-WESTERN CITY 
Cora Lee Danielson, Assistant Supervisor, Section of Education of 
Exceptional Children, Public Schools, Los Angeles, California 
Spectra, C.Lasses For SUPERIOR CHILDREN IN AN EASTERN CIty 
Dorothy E. Norris, Assistant Supervisor in Charge of Major Work 
Classes, Board of Education, Cleveland, Ohio 
PROVIDING FoR SurpERIOR CHILDREN IN A SOUTHERN CITY 
I. R. Obenchain, Director of Curriculum Department, Public Schools, 
Birmingham, Alabama 
Superior Puptts TAKE CHARGE OF THE ScHoo.’s AFFAIRS 
Garrett E. Rickard, Principal, LaFayette School, Chicago, Illinois 
~ProvipING OpporRTUNITIES FOR CHILDREN WITH UNUSUAL ABILITY IN THE 
WN MAMI gic ales Hiewmorios Sees 
Mabel Arbuckle, Supervisor of “Art Education, Public Schools, 
Detroit, Michigan 
A Scuoot OrcHestra ror Musicatty Girrep CHILDREN 
Edith Cochran, Principal, and Vivian W. Wills, Director of Orchestra, 
John Muir School, San Francisco, California 
SELECTED REFERENCES 
CHAPTER VI—PROVIDING FOR SLOW-LEARNING, DISINTERESTED, 


AND RETARDED CHILDREN 


@ EpirorraL CoMMENT 
A Spectra CurrRICULUM FOR Saw LEARNING Cc HILDREN 


Pearl W. Goetz, Supervisor of Intermediate Grades, Public Schools, 


Baltimore, Maryland 
Cuasses FoR MENTALLY RetarpED CHILDREN 
Agnes Mahoney, Principal, Vonnegut School, Indianapolis, Indiana 
CARING For Stow LEARNERS IN SPECIAL CLASSES 
Benjamin B. Greenberg, Assistant Superintendent, Division of Ele- 
mentary Schools, Board of Education, New York City 


[ 232 ] 





on 
o1U 


BY hy 


380 


397 


107 


116 


429 


428 


435 
on 


tui 








\GE 
343 


349 


300 


363 


379 
380 


388 


397 


407 


416 


422 


428 


434 


435 
437 


443 


449 











PAGE 
An EXPERIMENT IN THE IMPROVEMENT OF RETARDED AND MALADJUSTED 
II sass 55/8 arsine hi BR TET ee a ae 458 
Rufus M. Hartill, Assistant Superintendent, Board of Education, New 
York City, and Joseph O. Loretan, Principal, Public School No. 5, 
Manhattan, New York City 
CoRRECTING THE READING DIFFICULTIES OF CHILDREN IN GraDES III ro VIII 466 
Arthur I. Gates, Professor of Education, Teachers College, Columbia 
University, New York City 
A Poosucr mt Tmserptat, ROAGING...........5. ..sccicsccccsucsaedwsvavde swe 474 
H. R. Richardson, Principal, and Beatryce Franklin, Teacher, Jeffer- 
son School, Alexandria, Virginia 
| ee re ee eee STA Fo et ea ae 481 


CHAPTER VII—PRrovipING ror PHysICcALLY HANDICAPPED CHILDREN 


CGE CID sss i io 555 had SS RS i 483 
TyYPEs OF ProvISIONS FoR CHILDREN WITH PHysIcAL HANDICAPS......... 484 
Merrill T. Hollinshead, Psychologist, Public Schools, Elizabeth, New 
Jersey 
A Dtacnostic AND REMEDIAL ProGRAM FOR PHYSICALLY IRREGULAR 
I ashi 9 dia Biss ce ccBsieed a Sk Wis ROK LS Ce 489 


Isabel McCook Butler, Principal, General E. S. Otis School, No. 30, 
Rochester, New York 
CarRING FoR PuysicaLLy Hanpicappep Pupits IN REGULAR AND SPECIAL 


CA id oi Ana adkpwews inde es Rear O RS ea 497 ~ 
John W. Tenny, Principal, Harvey H. Lowrey School, Dearborn, 
Michigan 
Provisions FoR Dear AND Harp-or-HEARING CHILDREN.................. 504 


Sara A. Walsh, Supervisor of Speech Correction Classes, ‘Public 
Schools, Jersey City, New Jersey 
FresH Aik Rooms ror PHysIcaLty HANDICAPPED PUPILS.............. 509 
Gladys M. Friesner, Teacher, Lucretia Mott School, Indianapolis, 
Indiana 
Spectra, Ciasses FoR CARDIOPATHIC CHILDREN.................2.0200005 515 
Joseph Phillips, Principal, Public School No. 205, Brooklyn, New 
York 
A Scuoou ror CrippLep CHILDREN 
Jeanette Riker, General Supervisor of Special Education, Public 
Schools, Indianapolis, Indiana 
SeLectep RererENCES 


CuHapterR VIII—Provipinc ror CHILDREN wiTH CULTURAL AND 
Economic HANDICAPS 
> ONE GHAGRIING 55 625. «Ons. re aS oda vi andi w Ren ea 529 
THE PrRoBLEMS OF SOCIALLY AND ECONOMICALLY UNDERPRIVILEGED CHILDREN 530 - 


Harry J. Baker, Director, Psychological Clinic, Public Schools, 
Detroit, Michigan 


HeattH ACTIVITIES FOR UNDERPRIVILEGED CHILDREN.................... 536 
Mayme Sweet, Principal, Twenty-Fourth Street School, Denver, 
Colorado 


A ScHoou ProcraM For CHILDREN wITH SocrAL AND CutturaL HANpicaps 544 
Lillian Rosenson, Teacher, Open Air Class, Public School No. 4, 
The Bronx, New York City 


ADJUSTING THE Taansumnt Ae eee Pere Pee Be ee 552 
Roy E. Learned, Principal, Washington School, Sacramento, Cali- 
fornia 
II IID, i. a. occa o2cdakbads aeeu nud veleondaeie deaeuea ceed 557 








CHAPTER I[X—PROVIDING FOR CHILDREN WITH PERSONALITY PROB- 


LEMS 
ee 
A CoMPREHENSIVE APPROACH TO THBP SOLUTION oF BeHAvior PropLeMs 
Virginia Lee Block, Director, Child Guidance Clinic, Public Schools, 
Seattle, Washington 
ADJUSTING PERSONALITY DIFFICULTIES IN THE TRADITIONAL SCHOOL OrGAN- 


Estelle L. Silverman, Principal, Public School No. 25, The Bronx, 
New York City 
A Cooperative ATTacK ON PerRsoNALity PropLeEMs Seti 
Clara Springsteed Bacon, Assistant Superintendent of Schools, 
Amsterdam, New York 
A Cooperative Stupy or PERSONALITY DisTURBANCES 
Boletta A. Burleson, Principal, Latona Avenue School, Los Angeles, 
California 
Fatigue SusceptiBitiry AS A Factor 1n MALApsusTEeD BEHAVIOR 
Clara Schmitt, Assistant Supervisor, Educational Research and 
Guidance Section, Public Schools, Los Angeles, California 
~ PersonaLity PropLeMS AND READING DISABILITY 
Isabel Parker, Social Worker, Psychological Clinic, Public Schools, 
Detroit, Michigan 
SeLvecrep REFERENCES ....................... 
CHAPTER X—GENERAL ADMINISTRATIVE AND SUPERVISORY PRAC- 
TICES 
@ Epirorra, CoMMENT Dene Md se atte 
GroupIna@ Puptts AccorDING To THEIR ABILITIES AND NEEDS 
T. E. Moore, Principal, Eugene Field School, Tulsa, Oklahoma 
AN APPRAISAL OF CERTAIN PROCEDURES IN THE CLASSIFICATION AND Pro- 
MOTION OF PUPILS 
Leon J. Deming, Superintendent of Schools, Oyster Bay, New York 
SpectaAL CLASSIFICATION AND PrRoMOTION oF RetTarDED Upprer-Grabe PuPILs 
H. H. Mecker, Principal, Blow School, St. Louis, Missouri 
~ AN ADMINISTRATIVE PLAN FoR DIAGNOSTIC AND REMEDIAL TEACHING OF 
CHILDREN Wuo Cannot Reap 
Bernice Leland, First Assistant Supervisor, Psychological Clinic, 
Public Schools, Detroit, Michigan 
REORGANIZING THE SPEECH ProGcrRaM IN A City ScHoot SysteM 
Elvena Miller, Supervisor of Speech, Public Schools, Seattle, Wash- 
ington 
STIMULATING AND GuIpING TreacHers IN Meetina INpbIvinuaL PupPIL 
NEEDS Be Rea a ee eke «ae ee 
Cecelia Unzicker Stuart, Chief, Division of Early Childhood and 
Elementary Education, State Department of Public Instruction, 
Harrisburg, Pennsylvania 
Setecrep REFERENCES ................... ve 


RECORDS AND INFORMATION 


LocaL PRInNciIPpALS ORGANIZATIONS 
SECTIONAL PRINCIPALS ASSOCIATIONS 

State ELEMENTARY ScHOOL PRINCIPALS ASSOCIATIONS 
List or MEMBERS LR 5 ae se ential: 
INDEX .... : Tee eee eer Le ee 


PAGE 


559 
560 


567 


574 


580 


589 


603 


611 


613 


614 


621 


626 


639 


643 


651 














3 
4 


26 


31 


43 


651 


657 





CHAPTER I 


THE CHALLENGE OF THE INDIVIDUAL 
CHILD 


FrANK S. FREEMAN 


Professor of Education, Cornell University, Ithaca, New York 


have received widespread study and thought only within rela- 

tively recent years, the existence of such differences in mental 
abilities has long been known. They were recognized in the educational 
theories of Plato and Aristotle, as well as in the doctrines and practices 
of most educational theorists and pioneers since. Until about fifty years 
ago, however, the views of practical and theoretical educators were 
based almost entirely upon casual observation. In fact, the most im- 
portant and illuminating work in this field has been done in the last 
twenty-five years, approximately—that is, since the advent of ade- 
quately reliable and valid tests of mental abilities. 

In this period our knowledge of human variability in the higher, 
more complex processes (those measured by tests of mental abilities) 
has grown in range, detail, and validity, in spite of the fact that defi- 
nitions and theories of intelligence differ, and notwithstanding certain 
limitations inherent in the tests being used.’ Still, other things being 
equal, the best available standardized tests now provide the most re- 
liable method of determining mental ability. 

At present our knowledge of individual differences is not restricted 
to that complex of mental functions known as intelligence. Tests of in- 
telligence have been followed by tests of special aptitudes (e.g., me- 
chanical, musical, scientific), of school achievement (e.g., reading, 
arithmetic, history), of personality (e.g., extroversion-introversion, 
neurotic tendencies, moral judgment), of attitudes and opinions (e.g., 
religious, political, war), and of dominant interests (chiefly vocational). 
Each of these instruments has revealed a wide range of variation in the 
degree to which the measured trait is possessed by individuals compos- 
ing an unselected sampling of the population. 

Some of the tests have been further specialized according to the 
various purposes they are intended to serve. An achievement test, for 
example, may be concerned primarily with ascertaining a pupil’s level 
of attainment in a particular subject of study; or it may be concerned 


LTHO INDIVIDUAL DIFFERENCES and educational adaptations to them 


1See, for example: Freeman, Frank N. Mental Tests. Revised edition. Boston: Houghton Mifflin 
Co., 1939. Chapters 9, 10, and 11. 


[ 235 ] 








236 ELEMENTARY SCHOOL PRINCIPALS 





primarily with diagnosing a pupil’s particular difficulties in a given 
subject (such as the processes and special number combinations in 
arithmetic) ; or it may be designed to predict the quality of a pupil’s 
achievement in a certain subject (such as a foreign language or mathe- 
matics).? The more highly specialized tests have not only assisted in 
the practical solution of pupils’ learning problems but also have added 
to the valuable fund of knowledge about individual differences by per- 
mitting an analysis of the parts that make up the whole. Furthermore, 
they have facilitated the study of variations within the individual, 
as well as variations among individuals. 

Probably the chief conclusion to be drawn from the numerous in- 
vestigations of individual differences of all sorts is that every indi- 
vidual, considered as an integrated whole, is unique. This conclusion, 
altho widely accepted today, is too seldom reflected in the organiza- 
tion and procedure of the schools. 


Tue NATURE AND EXTENT oF HUMAN VARIABILITY 


It is obviously impossible to represent a given person in his entirety 
by means of a single index. There is no single psychological test or 
measure which will reveal the facets of an individual’s personality, 
his ability in arithmetic, language, general intelligence, ete. What any 
given test does is to measure an aspect or segment of the individual. 
The aspect measured may be relatively simple, as in the case of reac- 
tion times, or relatively complex, as in the case of intelligence. Thus, 
curves of distribution which portray human variability represent se- 
lected traits rather than the distribution of total personalities. 

There is no doubt about the existence of wide individual differences 
in mental abilities, in the mastery of school subjects, in the nonintel- 
lectual aspects of personality, and in physical traits. Numerous curves 
of distribution have been published showing such variation with re- 
spect to many psychological functions, as well as for a variety of 
physical and anthropometric measures. All these experimentally de- 
termined curves approximate more or less closely the well-known 
normal probability curve, and it is now the orthodox doctrine that 
human traits are so distributed. The fact that in any given investiga- 
tion the actual curve is more or less irregular is attributed to errors of 
measurement and to an incomplete sampling of cases. 

The so-called normal probability curve reveals a continuous and 
symmetrical distribution, that is, one in which there is a single mode 
about which the cases cluster and the frequencies of cases diminish as 
the distance from the mode (or average) increases. Thus, the system- 


2 This last type may also be regarded as an aptitude test. 





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THE CHALLENGE OF THE INDIVIDUAL CHILD 237 





atic study of individual differences has shown that, contrary to popular 
misconception, people do not fall into distinct types as far as psycho- 
logical and physical traits are concerned. Individuals cannot be classi- 
fied as “visual-minded” or “auditory-minded,” as “mechanical-minded”’ 
or “language-minded,” musical or unmusical, artistic or unartistic, 
athletic or unathletic, intelligent or unintelligent, of good disposition or 
bad disposition. It is equally unsound to attempt to divide the popula- 
tion into introverts and extroverts, the subjective and objective, the 
practical and theoretical, or the ascendant and submissive. Human 
beings can no more be classified as members of one or another of these 
types than they can as giants or dwarfs, geniuses or idiots. There are, 
of course, individuals at both extremes in all traits. But when the 
population in general is studied, there is found a continuous gradation 
from one extreme to the other, with a concentration of individuals 
about a central point (the average) and with the frequency of occur- 
rence decreasing as the deviation from the central tendency increases. 

If it were true that a group is divisible into clearly defined types or 
classes, statistical distributions of the measurements of a particular 
trait should reveal a bimodal or multimodal curve, that is, a curve 
having more than one point at or near which a large portion of the 
population will group themselves, with significant gaps between these 
points. In other words, there should be a mode for each alleged type. 
Such multimodal distributions have not been found for unselected 
groups. 

It is conceivable that under special conditions of growth and educa- 
tion rather well-defined groups might be created, altho even then there 
could be overlapping of groups. For example, there probably would be 
a bimodal curve of physical measurements if half the children were 
undernourished from birth or very early infancy, whereas the other 
half were nourished under ideal conditions. The same would probably 
be true in respect to attitudes if half the children were educated in 
the traditions of a culture diametrically opposed to the traditions of 
the other half. Similarly, a bimodal curve would probably result if, in 
linguistic ability (or any other), half were educated in an environment 
designed to foster and conserve that ability, whereas the other half 
matured in an environment barren of the necessary educational in- 
fluences. Under present conditions, however, the nature and extent of 
individual differences in a particular trait or ability, or complex thereof, 
are best represented by the unimodal curve. 

The educational implications of the distribution of human abilities, 
tho readily discerned, are very significant. First, since the general 
population is not divisible into two or three ready-made classes in any 





238 ELEMENTARY SCHOOL PRINCIPALS 





psychological traits that have been investigated, there are no fixed 
categories which the school can employ for the purpose of differentiating 
instruction. Second, the range of abilities is such as to make imperative 
differentiated educational procedures, whether by means of accelera- 
tion or enrichment, or both; whether by homogeneous classes or by 
groupings and individualized instruction within a single more or less 
heterogeneous class. Finally, because individuals do not fall readily 
into one type or another, each having its own exclusive characteristics, 
the importance of the individual rather than of his class is emphasized. 


VARIATIONS WITHIN THE INDIVIDUAL 


Not only do individuals differ from one another, but they may also 
vary within themselves. That is, a person’s abilities may not be uni- 
form. This, as well as other considerations, has given rise to an interest 
in mental organization. We should have to go too far afield if we 
attempted to describe even briefly the current theories of the nature 
of intelligence—their similarities, differences, and implications.’ It 
must suffice to say that regardless of the particular theory to which 
one subscribes, evidence shows there is a high degree of correspondence 
among abilities in the usual variety of school subjects, altho here, as 
always in matters of human psychology, there are exceptions. Not 
only do school and test data support this view of general correlation, 
but the view appears to be consistent with the most widely accepted 
theory of brain function. 

Correlated abilities—The fact that complex mental processes, such 
as those required in school subjects, are significantly correlated with 
one another (altho there are several exceptions to be noted later and 
altho the correlation is in no case perfect) means that abilities within 
persons in general do not occur in a haphazard fashion, whatever the 
underlying causes may be. Instead, there is a tendency for the indi- 
vidual to approximate the same level of ability in most mental activi- 
ties, particularly those required in the usual school and college cur- 
riculum. That is to say, other things being equal, in most individuals 
we may expect a marked degree of consistency of performance in 
various mental activities, with the exceptions to be noted. It often 
happens, however, that other things are not equal, thus accounting in 
part for the absence of perfect consistency. Interests vary; environ- 
mental forces differ; purposes of learning and behavior differ; different 
feelings and emotions permeate and affect favorably or unfavorably 





3 See, for example: Spearman, Charles E. The Abilities of Man. New York: Macmillan Co., 1927 
415 p. § Thorndike, Edward L., and others. The Measurement of Intelligence. New York: Teachers 
College, Columbia University, 1927. 616 p. { Thomson, Godfrey H. The Factorial Analysis of 
Human Abilities. Boston: Houghton Mifflin Co., 1939. 326 p. 








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1927. 
‘hers 
s of 





THE CHALLENGE OF THE INDIVIDUAL CHILD 239 








one’s performance in this or that activity. These varying factors ac- 
count for irregularities of performance level in some individuals, such 
irregularities being of different degrees of significance or seriousness. 

Until an individual has been studied, it cannot be said that he is or is 
not irregular in respect to this or that ability. If discrepancies exist, 
their degree can be known only thru study of the individual. Hence, it 
is desirable—in fact, essential—to have a “picture” of each child or 
adult if his individuality is to be recognized and educated. A complete 
psychological portrait would include developmental details of char- 
acter, temperament, interests, environmental forees—and perhaps a 
medical history—as well as details of intellectual development and 
equipment. Manifestations of intelligence do not occur in isolation 
from one’s other psychological traits. 

It is not true that generally if a person is weak in one field or sub- 
ject, nature will compensate by making him strong in another. The 
fact that some individuals are more or less irregular in their abilities 
does not mean that their abilities are at opposite poles, or even that 
their abilities are on opposite sides of the average. 

Special abilities—There are, nevertheless, two or three kinds of 
abilities that can be regarded as special; that is, they show little or no 
association with other abilities. Such abilities are found particularly 
in music and the graphic arts, and possibly in mechanical activities. 
Their designation as special abilities rests upon the fact that they 
show a negligible or low correlation with measures of general intelli- 
gence and that they require fortunate combinations of a number of 
specific mental factors which, within the individual, vary among them- 
selves and are independent of general ability. Experiment has estab- 
lished that in some of the more stereotyped and routine aspects of 
talent in the graphie arts an intellectually dull child may at times 
surpass a bright one, and that such abilities may occur in any degree 
at almost any intellectual level. Likewise, in music neither the sensory 
nor the motor aspects are associated at all closely with intellectual 
ability. 

It is essential, however, if a person’s achievements are to surpass the 





more mechanical aspects—such as mere graphic reproduction or tech- 
nically competent musical performance—that the specific factors of 
each ability be complemented by general intelligence of an appropri- 
ate level. Caricature, creativeness, interpretation, inventiveness, and 
symbolism in graphic art and music demand intellectual ability, as 
they do in other forms of thought such as language and number. 
Since musical and artistic talents are not closely related to other 
abilities, it is often assumed that they are “natural gifts,” that they 








240 ELEMENTARY SCHOOL PRINCIPALS 





appear very early in the lives of children who possess them, and that 
nothing much can be done about them one way or the other. This 
notion should be critically examined in the light of the history of in- 
struction in these fields. In the schools of the United States drawing 
and music—in fact all the fine arts—were long regarded as superfluities. 
By some educators and parents they are still thought of as fads and 
trivialities.* Instruction in these subjects is extremely meager in many 
schools, especially in comparison with the amount of time and effort 
expended upon the development of language and number mastery. 
These facts might account in large measure for the failure of children in 
general to progress in art and music as they do in fields commonly 
thought of as “intellectual.” We know, furthermore, that great artists 
do not “just grow.” All biographies of great musicians, for example, 
show a history of intensive, prolonged, and arduous musical labors, 
beginning in early childhood and continuing thruout their active 
careers. 

If drawing were taught like language, as a means of expression, and 
if it were as much a part of daily life, then speed, accuracy, and grace 
of graphic expression might be no less common than they are in verbal 
expression. This is not to say that eminent or equally good artists can 
be made of all persons thru education, any more than can eminent or 
equally good authors, scientists, or scholars be made of all persons. 
The point is that all degrees of ability in any field can probably be 
improved to some extent by suitable training. 

Some psychologists maintain that mechanical aptitude is also a 
special ability, for, they say, it does not follow that a person who is 
efficient in thinking with signs and symbols will be equally efficient in 
mechanical or manual activities. According to this view, the usual 
tests of intelligence are inadequate for one whose proficiency is greatest 
with concrete and practical materials. This viewpoint may be en- 
dorsed without necessarily subscribing to the assumed corollary that 
mechanical ability is a special innate trait, independent of what is or- 
dinarily meant by the term “intelligence.” In view of the known facts, 
we may well question the correctness of regarding mechanical aptitude 
as altogether a special ability. Let us examine these facts. 

Coefficients of correlation between intelligence test scores and those 
of mechanical aptitude are low—in the neighborhood of +.30.° Many 


4When the WPA promoted projects in the fine arts (painting, sculpturing, play production, 
dancing, and music) critics, in derision, labeled them ‘“‘boondoggling.”’ 

5 The coefficient of correlation is a mathematical measure of relationship between two series of 
factors. The lowest possible correlation is 0.00 and the highest possible is 1.00. Correlations can be 
either positive or negative. A positive correlation indicates a tendency for the factors to increase 
or decrease together; a negative correlation indicates a tendency for one factor to increase as the 


other decreases. 





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THE CHALLENGE OF THE INDIVIDUAL CHILD 241 





older dull or mentally retarded individuals do appreciably better on 
concrete or manual performance tests than on verbal tests of mental 
ability. In contrast, intellectually gifted young children, relative to 
their other abilities, often get low ratings on tests of manual or mechani- 
cal skill. These findings indicate that motor and manual skills do not 
necessarily keep pace with intellectual development, and vice versa. 
It must be noted, however, that such skills require varying degrees 
of sensory and motor development and coordination, and that neither 
sensory development nor motor development has any appreciable 
relationship with mental abilities. Since sensory and physical develop- 
ment act as limiting factors in mechanical performance, and since they 
are not closely related to mental growth, it is not surprising that an 
intellectually gifted child should appear to have relatively little 
mechanical aptitude, or that older dull and mentally retarded in- 
dividuals should manifest a degree of manual skill incommensurate 
with their mental levels. 

In addition, the character of our educative process makes it doubtful 
whether mechanical aptitude may be regarded as a special innate 
ability. The education of the mass of children deals primarily with 
verbal and numerical materials, while the manual and mechanical 
activities are reduced to a minimum, if not altogether absent. The 
interests of most children are directed away from the development of 
mechanical aptitude by the very nature of their educational environ- 
ment. This is especially true of intellectually gifted boys and girls. 
Thus, taking all factors into account, and barring sensory and motor 
defects, it appears that mechanical aptitude or lack of it is not en- 
tirely a matter of innate special ability or disability, but is due rather 
to a combination of the individual’s general intelligence, his sensory 
and motor development, and the forces of his education, both formal 
and informal. 

In arithmetic and language (reading, writing, and spelling), in- 
stances of more or less serious disability are occasionally found which 
are attributable neither to lack of intelligence nor to special innate 
mental disability. They are due, rather, to poorly formed habits or 
faulty mechanics, to physical and sensory defects, to neurological 
anomalies resulting in alexia, to poor or inadequate instruction, to lack 
of motivation, to complicating emotions, or to other factors of a non- 
intellectual sort. 

Thus disabilities occurring in language and arithmetic do not 
signify that these forms of mental activity are independent of and 
unassociated with other abilities. Children at or above average intelli- 
gence ordinarily learn reading, spelling, writing, and arithmetic 











242 ELEMENTARY SCHOOL PRINCIPALS 


—-- ——————_ 





without requiring a special kind of instruction, unless they happen to 
be handicapped by one or more atypical conditions such as those 
mentioned above. The small percent of normally intelligent or superior 
children who are thus handicapped will require special and intensive 
training. It is probable also that those who are not under handicaps of 
a nonintellectual sort would learn language and arithmetic even more 
effectively than they do if they too received instruction better adapted 
to their individual needs. 

The question of mental organizatton—Within the last few years the 
theory of “mental factors” or “primary” mental abilities has received 
increasing attention. As a result, some psychologists have stated that 
the term “intelligence” should be discarded and that we should hence- 
forth talk only of primary mental abilities, such as Thurstone’s number 
facility, word fluency, visualization of space, memory (for words, 
names, and numbers), perceptual speed, verbal reasoning, and induc- 
tion. Those taking this position urge also that each of these abilities 
should be tested separately. 

Complete acceptance of the doctrine of primary mental abilities 
and rejection of the concept of general intelligence are at present 
premature at best; for the entire subject of factor analysis and primary 
mental abilities is in its early and tentative stages. In fact, the exist- 
ence of a variety of primary factors has not yet been demonstrated by 
the development of tests which represent them in pure form. Further- 
more, different factor analysts find different primary abilities, altho 
all list some abilities in common. It is possible that the so-called pri- 
mary abilities are actually specialized forms created out of a primary 
general ability by common experiences and education. At least, the 
seven primary abilities listed above are strongly suggestive of those 
fostered and developed in our society and its schools. 

Intellectual ability, especially of the kind required in the school, is 
at present best manifested in the more complex rather than in the 
simple mental operations, in novel situations rather than in stereotyped 
behavior, in the ability to abstract and to generalize rather than in 
the manipulation of the particular and the concrete. This conception 
has been incorporated in the psychological tests that have proved most 
valid as measures of general ability or intelligence. 

However, regardless of the theoretical position one assumes with 
respect to mental organization, wise clinicians and educators do not 
take as their sole guides the general indexes provided by an intelligence 
test (mental age and intelligence quotient). It has been pointed out 
that altho general correspondence between various abilities in the 
same individuals is quite marked, the correlation is by no means per- 





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THE CHALLENGE OF THE INDIVIDUAL CHILD 243 





fect. Since this indicates some differences between abilities, some 
serious and others not, and since we cannot know beforehand in which 
individuals the inconsistencies will appear, the fundamental importance 
of the individual child as the unit of study and of education is once 
more apparent, regardless of whether inconsistencies are of a primary 
or secondary order.® 
The systematic study of the nature and extent of individual dif- 

ferences has, up to the present, been largely cross-sectional in charac- 
ter, employing one variable at a time. According to this method, a 
representative group of individuals is measured with respect to a given 
trait, such as intelligence, height, strength, or reading rate. The data 
are then ordered and analyzed, and the relative rank of an individual 
is determined by his position in the group. This type of study has been 
and still is very valuable, but it must be ‘recognized that a single meas- 
ure does not portray an individual. Nor is a series of such measures 
taken at a given time altogether satisfactory; for altho such a series 
provides a psychological “‘profile,” it does not show the dynamic inter- 
action of the individual’s various traits; it does not give the “organ- 
ismic” picture that is so essential. No trait exists in isolation within an 

indiyidual; every trait is a dependent part in a larger whole that acts 

as a unit, and it is this whole which gives every person his uniqueness. 

To portray this uniqueness, more recent investigations have been 

employing the longitudinal method, in which the same individual is 

measured over a span of years in respect to each of a variety of traits. 

Thus, each individual’s tempo and peculiarities of growth are por- 

trayed. After this is done, it is essential to organize all the facts 

regarding a given individual into a “case” and to attempt an interpre- 

tation of them in order best to understand how that person came to be 

what he is. In short, the cross-sectional normative study can be used 
to discover resemblances and differences among individuals, while the 
organized individual pattern, or case, can be used to explore and ap- 
praise more fully the individuality of each person. The extent to which 
these two purposes are fulfilled will depend upon the sympathetic 
cooperation of teacher, supervisor, and administrator. 


CAUSES OF INDIVIDUAL DIFFERENCES 


The fact that individuals differ in respect to mental abilities is 
unchallenged. But there is disagreement regarding the underlying 
tauses of these differences. Fundamentally, the question reduces itself 
to the perennial one of heredity and environment, or as Galton so 





*The reader who desires to acquaint himself at first hand with ‘factors’ and ‘‘primary’’ abilities 


should read: Thomson, Godfrey H., op. cit. [Thurstone, Louis L. Primary Mental Abilities. Chicago: 
University of Chicago Press, 1938. 121 p. 











ad 
i 

244 ELEMENTARY SCHOOL PRINCIPALS 

aptly called it, nature and nurture. These are the basic causes con- F 
tributing to individual differences. The other factors ordinarily studied 0 
in relation to human variability, such as “race,” nationality, sex, ¢ 
physique, and age, are really secondary in character. Altho these are i] 
readily seen to be particularized aspects of nature and nurture, they are 
nevertheless sufficiently important to warrant independent considera- t] 
tion. p 

Insight into the nature-nurture problem is especially desirable since ti 
it is important to know what mental equipment a child starts with, te 
how far environmental forces—including schooling—may be expected le 
to add to his equipment, whether a favorable environment can create hi 
or increase capacity, or whether environment can only supply the in- th 
dividual with materials to work on. It is doubtful whether biology pe 
and psychology can even now give unequivocal answers to these ques- lie 
tions. Evidence, however, is extensive and thoro enough to free the in: 
problem from mere bias and anecdote, and converging lines of evidence be 
offer some very plausible conclusions. 

Genetic theory—The science of genetics has provided insight into Fr. 
the biological basis of human variability. According to accepted genetic of 
theory, each parent contributes to the new individual one set of genes, the 
and the two sets unite to make a double set containing elements neces- pre 
sary for the formation of the characteristics of the newly conceived flue 
individual. The germ cell of each parent contains many thousands stu 
of genes; there are diversities among the sets within each parent; and twe 
in the newly fertilized ovum the substances of both parents are united to of 1 
form new combinations. It is therefore extremely improbable that any sets 
two individuals, even within the same family, will be developed from excl 
identical gene combinations (excepting identical multiple-birth chil- V 
dren who develop from the division of a single fertilized ovum). To inve 
state it differently, the germ cells within each parent do not all carry fam 
identical trait potentialities; moreover, they carry potentialities which | rese 
do not necessarily appear in the parent himself or herself. To the fore- [pers 
going add the fact that the biological inheritance of each child is bi- | men 
parental, and the probability of identity or near-identity of genetic | clus 
elements in siblings is seen to be so remote as to be completely It 
negligible. nam 

Another significant point is that a trait is not simply the product J ferer 
of a single gene. For example, to produce eye color in the fruit fly it has J ties ; 
been found that at least fifty genes interact. This being true of 4] was 
relatively simple trait, what must be the complexity of gene interaction .. 
in producing the highly complex physical correlates of those functions ment 
we call intelligence! ‘Complexity and extensiveness of gene intel _ 








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THE CHALLENGE OF THE INDIVIDUAL CHILD 245 





action provide one reason for the absence of complete correspondence 
of different abilities within an individual, as well as for the lesser 
correspondence of the same abilities among members of the same 
immediate family. 

Genetic theory emphasizes the individual. It makes clear the fact 
that a large degree of variation may occur among children of the same 
parents, and between parents and offspring, so far as genetic constitu- 
tion is concerned. An individual, then, cannot look forward with cer- 
tainty to having the same mental level as his parents, whether that 
level be high or low. Neither have his older siblings necessarily defined 
his status for him. In general, the new individual will tend to approach 
the levels of other members of his family, as shown by the significant 
positive correlations between the abilities of persons in the same fami- 
lies. Yet there are marked exceptions, as when a gifted or a very 
inferior child appears in a family where none such have appeared 
before. 

The role of inheritance—In the latter half of the nineteenth century 
Francis Galton, and then others, studied the frequency of occurrence 
of eminent persons within the same family, with a view to discovering 
the probable importance of inheritance. Galton and his followers inter- 
preted their results as showing the primary and perhaps exclusive in- 
fluence of inheritance in creating eminent men and women. Later 
studies, however, beginning notably with those of Cattell early in the 
twentieth century, yielded some telling evidence of the significance 
of nurture in the attainment of eminence. Consequently, today the two 
sets of forces need not be regarded as independent or as mutually 
exclusive. 

With the advent of mental tests, the role of inheritance was widely 
investigated thru the study of trait resemblances within the same 
family. Here the argument was that the existence of greater trait 
resemblances between members of a family than between unrelated 
persons must be due to inheritance solely. But similarity of environ- 
mental conditions within a family was ignored in reaching this con- 
clusion. 

It is relevant to point out the findings in a study of foster children,’ 
namely, that siblings reared in foster homes that were markedly dif- 
ferent in quality showed significantly less resemblance in mental abili- 
ties than siblings reared together in the homes of their parents. There 
was a marked degree of correspondence between the foster child’s 





‘Freeman, Frank N.; Holzinger, Karl J.; and Mitchell, Blythe C. “The Influence of Environ- 
ment on the Intelligence, School Achievement, and Conduct of Foster Children.’’ Nature and 
Nurture. Twenty-Seventh Yearbook, Part I, National Society for the Study of Education. Bloom- 
ington, Ill.: Public School Publishing Co., 1928. Chapter 9, p. 103-217. 








246 ELEMENTARY SCHOOL PRINCIPALS 





mental development and the quality of his foster home. At the same 
time, there was much more than a chance degree of similarity between 
the mental levels of foster children and of own children reared in the 
same home. This study justifies the conclusion that the decrease in 
similarity of siblings reared in different foster homes is influenced by 
the age at which they were separated, the length of time they were 
separated, and the differences in quality of the several foster homes. 

The possibility of influencing mental growth thru nurture is ad- 
mitted even by some writers of the hereditarian viewpoint. For ex- 
ample, Burks states: 


The maximal contribution of the best home environment to intelligence is ap- 
parently about 20 IQ points, or less, and almost surely lies between 10 and 30 
points. Conversely, the least cultured, least stimulating kind of American home 
environment may depress the IQ as much as 20 IQ points. But situations as extreme 
as either of these probably occur only once or twice in a thousand times in Amer- 
ican communities.* 


Possibilities of the IQ being influenced 20 or 30 points one way or 
another are of great importance. It remains to be seen, however, what 
the actual limits of influence and the actual frequencies may be. As 
yet, no experiment with optimal environments provided practically 
from birth have been carried out. What would happen, for example, 
if children of impoverished miners, share-croppers, and the like were 
placed in excellent surroundings very early in life? No one is in a posi- 
tion to answer this question now. 

The study of twins has yielded important evidence regarding the 
role of inheritance as well as that of environment. The usual coefficient 
of correlation found for traits of ordinary siblings is about +.50, 
whereas the coefiicient for fraternal twins is about +-.75. Yet since 
fraternal twins, like ordinary siblings, have developed from two inde- 
pendently fertilized ova, their genetic constitutions need not be any 
more similar than those of ordinary siblings. This being the case, the 
greater trait similarity of fraternal twins must be ascribed to the 
closer correspondence or constancy of the environments in which twins 
are reared, as compared with ordinary brothers and sisters. Thus, the 
study of fraternal twins reveals the importance of developmental con- 
ditions operating in conjunction with genetic constitution. 

Identical twins show a still higher degree of trait resemblance than 
do fraternal twins, the coefficient of correlation being in the vicinity 
of +.90. Examinations of identical twins reared apart, however, have 
shown varying degrees of difference among such twins in respect t 

8 Burks, Barbara S. ‘‘The Relative Influence of Nature and Nurture Upon Mental Development 


Nature and Nurture. Twenty-Seventh Yearbook, Part I, National Society for the Study of Educ 
tion. Bloomington, Il].: Public School Publishing Co., 1928. p. 309. 


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THB CHALLENGE OF THE INDIVIDUAL CHILD 247 





mental abilities and emotional, temperamental, and physical traits. 

Here, as in the case of foster children reared apart, it appears that 
differences between identical twins depend upon two considerations: 
(1) the age at which the twins were separated, and (2) the number of 
years they were separated. Differences are not only a matter of the 
amount of time spent apart, but also of the developmental period 
during which the separation took place. 

The outstanding conclusion from the study of identical twins reared 
apart is that each pair offers a distinct problem which must be studied 
with respect to the particular factors involved. It appears, nevertheless, 
that in an explanation of individuality the extreme hereditarian notion 
must be abandoned, since appreciable trait differences reported for 
these identical twins, as well as other evidence, demonstrate that human 
nature is susceptible to environmental influences. The fact that indi- 
viduality in contemporary communities is not simply a matter of 
hereditary determination makes the problem of the educator the more 
perplexing and challenging. 

The role of environment—An early method of investigating the ef- 
fects of nurture was to evaluate the environmental conditions of men 
and women of distinguished achievement. In the first such investiga- 
tion in the United States, Cattell studied the birthplaces and residences 
of a thousand leading scientists.? Striking inequalities were found in 
the production of scientists in different sections of the country. The 
study showed a close relationship between the environmental quality 
of geographic areas and the frequencies with which scientists were pro- 
duced in those areas. Cattell considered these inequalities “to be a 
forcible argument against the view . . . that scientific performance is 
almost exclusively due to heredity.” In 1915 and 1933 he published 
additional data'® bearing out the conclusions reached in the earlier 
study. Thus, while admitting the importance of the genetic basis of an 
individual’s capacities, Cattell attributed to environmental factors a 
major role in creating individual differences as they are manifested 
in performance. 

Another method used in studying the influences of environmental 
factors is to compare the intellectual status of children coming from 
various occupational and social groups. Data from such investigations 
are not unequivocal, for it is difficult to distinguish between conditions 
that are merely concomitant and those that are related thru cause and 
effect. If conditions are of the latter sort, it is still difficult to discover 





*Cattell, J. McKeen. ‘A Statistical Studv of American Men of Science.’’ Science 24: 732-42; 1906. 
©“Families of American Men of Science.’’ Popular Science Monthly 86: 504-15; 1915. {Cattell, 
J. MeKeen, and Cattell, Jaques, editors. American Men of Science. Fifth edition. New York: 
Science Press, 1933. p. 1261. 








248 ELEMENTARY SCHOOL PRINCIPALS 





which is cause and which is effect. However, the results of many and 
varied studies, each supplementing the others, help to clarify the 
nature of the relationships observed. 

A unique and significant study was made of the intelligence of g 
group of canal-boat children." Such children lead an unusual life, being 
cut off during most of the year from schools and ordinary social inter- 
course, except for the very limited contacts supplied by their own 
families. Many adults of the canal-boat population are unable to read 
or write, and their “intellectual life” is of the most meager kind. Thus, 
the children spend their plastic and developmental years in an environ- 
ment of social isolation and intellectual barrenness. 

The average IQ of the canal-boat children was 69.6; that is, accord- 
ing to the conventional classification, it was on the margin between the 
mentally defective and borderline groups. But the remarkable fact 
revealed was that the intelligence quotients of children within the same 
family decreased as age increased. The correlation coefficient between 
1Q’s and life age was —.75, indicating a high inverse relationship. The 
age group from four to six had an average IQ of 90, whereas the group 
from twelve to twenty-two years of age had an average of 60. These 
data indicate that the immediate consequences of the restricted and 
impoverished canal-boat environment were much less serious in the 
case of the younger children. Apparently performance on tests in the 
earlier years does not suffer from restricted social and intellectual 
surroundings to the same extent as in later years. The social and in- 
tellectual needs of young children are fewer and simpler; they are 
therefore more likely to find sufficient an environment which, as they 
grow older, is inadequate because it suffers from a paucity of social 
and mental stimulation and nurture. Thus, in this illuminating study 
we have evidence that the extent and form of mental development 
are dependent in part upon factors in the individual’s environment 
during his developmental years. 

Research has shown also that the higher the vocational ratings of 
parents, the higher are the average mental ratings of their children. 
This finding has often been interpreted as reflecting only the force ol 
inheritance, for it has been argued that in the long run persons o/ 
superior mental ability will find their way to the higher and preferred 
vocations, whereas people of inferior ability will in general gravitate 
toward the lower and humbler occupations. According to this view, it 
is only natural that children whose parents are on the higher occv- 
pational levels should surpass in mental capacity those whose parents 
are in the lower occupations. Such reasoning overlooks the fact that 4 


1 Gordon, Hugh. Mental and Scholastic Tests among Retarded Children. Educational Pamphlet 
No. 44. London: Board of Education, 1923. 








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Tue CHALLENGE OF THE INDIVIDUAL CHILD 249 





child’s intellectual, physical, and social environments are determined 
to a significant extent by the parent’s occupation. Thus, the relation- 
ship between children’s mentalities and the occupational levels of their 
parents may well be due in part to the influence of environment. 

In studies of the kind just mentioned, there has been a tendency to 
overemphasize the differences in group averages and to underempha- 
size the great overlapping of groups. The fact is that many children of 
vocationally superior parents fall below the average level of children 
of vocationally inferior parents, while many of the latter children sur- 
pass the average of the former. These facts can be explained by (1) 
genetic theory, (2) increasingly widespread knowledge of prenatal, 
infant, and child care, (3) the greater availability of agencies for child 
welfare, and (4) especially the character of education in the United 
States, which contributes to an equalization of intellectual environ- 
ments, altho free public education has by no means achieved a com- 
plete equalization. 

In this connection, a study of 508 pupils has shown that more than 
three-fourths of the children who are above average in intelligence come 
from the less favored economic levels; that is, their parents are in oc- 
cupations lower in rank than professions and executive positions in 
bigger business and industry.’? On the other hand, the highest occupa- 
tional group contributes much more than its proportionate share to the 
ranks of superior children. In the latter fact there is evidence of the 
genetic factor, but unless environmental factors also were operating, 
one would hardly expect to find three-fourths of all superior children 
coming from parents who, in general, are not of superior mental ability. 
In any event, our present knowledge of the extent and causes of indi- 
vidual differences in mental abilities offers no justification for dif- 
ferentiating educational opportunities on the basis of a child’s social 
or economic origin and status. 

Several studies indicate that nursery school attendance may per- 
manently affect mental ability.‘ This conclusion is based upon tests 
given the same children over a period of years, showing that nursery 
school attendance was related to increases in IQ. The results of these 
investigations do not contradict the prevailing view that under ordi- 
nary conditions—that is, under environments as they are and as held 
reasonably constant during the period of development—children show 
little change in intelligence. The results do suggest, however, that this 





Stoke, Stuart M. Occupational Groups and Child Development. Harvard Monographs in Edu- 
tation, No. 8. Cambridge, Mass.: Harvard University Press, 1927. 92 p. Essentially the same 
results were found by Lawrence, Evelyn M. An Investigation Into the Relation Between Intelligence 
and Inheritance. British Journal of Psychology Monograph Supplements, No. 16. London: Cam- 
bridge University Press, 1931. 80 p. 

3 Wellman, Beth L. ‘‘Growth in Intelligence under Differing School Environments.” Journal of 
Experimental Education 3: 59-83; December 1934. 

















250 ELEMENTARY SCHOOL PRINCIPALS 








— —__.., 


customary constancy may not be an inherent characteristic of the 
organism, but may be attributable in a measure to conditions of nur- 
ture under which children have developed. In other words, these studies 
indicate the possibility, tho not necessarily the fact, of flexibility of 
mental growth during early childhood. 

In the light of the investigations of nature and nurture sketched 
above, the importance of genetic constitution (inheritance) in the for- 
mation of individuality cannot be questioned. At the same time, these 
studies indicate the importance of environmental influences in indi- 
vidual development. Nature and nurture, therefore, may no longer be 
set against each other, for each is conceivable only as one factor, or 
set of factors, in a total situation. Human traits cannot be ascribed 
wholly to hereditary factors or wholly to environmental, but are the 
results of the dynamic interrelationship of the growing organism and 
its milieu, extending thru time. That is, whatever traits an individual 
possesses are the product of genetic equipment and the conditions of 
growth in the environment from the moment the ovum is fertilized. 
Moreover, according to this view, a person’s environment does not 
simply inhibit, warp, or permit the development of a part of his original 
nature. Instead, genetic constitution and environment interact in a 
single developmental process. 

Enlightened educational practice, therefore, will seek to furnish 
every individual with conditions as nearly optimal as possible, not 
because such conditions will directly change the inherited capacities or 
potentialities of the individual, but because ordinarily in no other way 
can it be known to what extent his constitution is capable of develop- 
ing. The earlier the optimal conditions are provided, the more closely 
the individual may approach the limitations imposed by nature. If, on 
the contrary, the extreme hereditarian viewpoint were adopted, it would 
imply that the chief or sole function of the educative process is the 
imparting of information and the formation of specific habits. In that 
event, education as growth, as development, and as the formation of 
individualities would be a fiction. Fortunately, the practices of the 
schools recognize, at least implicitly, the integral character of heredity 
and environment in the developmental process. 

Race and nationality—Much nonsense has been expressed concern- 
ing racial and national differences in intelligence, the burden of the 
argument being that some groups are by nature intellectually superior 
to others. The fact is that there are at present no “pure” races, par- 
ticularly in the United States and Europe. Anthropologists agree that 
at one time there were distinctive primeval races but that such groups 
have lost their definiteness thru intermixture.'* In any event, there are 


14 See, for example: Boas, Franz. Anthropology and Modern Life. New revised edition. New York 
W. W. Norton and Co., 1932. 255 p. 











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THE CHALLENGE OF THE INDIVIDUAL CHILD 251 





no demonstrable innate intellectual differences to be found at present 
between so-called racial groups, e.g., Alpine, Nordic, Mediterranean. 
What differences do exist may be attributed to cultural variations and 
discrepancies—environmental influences in the broadest sense.1* The 
most important point is that within every racial and national group 
there are wide variations in mentality, personality, and physique. There- 
fore, educational differentiation cannot rest upon racial or national 
membership but must become an individual matter. 

This doctrine applies to the North American Indian and the Ameri- 
can Negro as well as to other races. Psychological measurements have 
shown these two groups to be inferior to the white population in mani- 
fested intellectual abilities, but disparities in social, educational, eco- 
nomic, cultural, and health factors are so marked as to invalidate any 
conclusions at present with respect to inferiority of their innate poten- 
tialities. It remains for the future to demonstrate whether or not North 
American Indians and Negroes are by their genetic natures inferior to 
whites. What present data do show is that under existing conditions of 
environmental inequality they have, as groups, failed to reach the 
levels attained by contemporary whites. Nevertheless, mental tests re- 
veal that at least 25 percent of Negro school children reach or surpass 
the average performance of white children. 

Some writers have labored to show that altho “pure” races are not 
to be found, there are within political units rather well-defined groups 
which, with time, have advanced toward uniformity of language, mental 
traits, and physical characteristics. And, they maintain, some of these 
“national-racial” groups are by inheritance intellectually superior to 
others. The notion of Nordic superiority is a case in point. To support 
their argument, the proponents of this view cite the fact that mental 
tests of the foreign-born in the United States show in general that im- 
migrants from Nordic countries rank higher than those from Alpine 
or Mediterranean countries. Bagley, however, has presented a compel- 
ling counter-argument showing that there is a high correspondence 
between immigrants’ mental ratings and the educational and cultural 
status of their native countries.'® Indeed, in the light of more recent 
data some of the earlier advocates of the doctrine of national-racial 
superiority have appreciably modified their own views. 

In this country one study (among others) revealed no appreciable 
differences in average intelligence ratings when about 2600 school chil- 
dren were divided into “racial” groups on the basis of physical criteria 
commonly used for such a classification. On the other hand, when the 





% For a survey of materials on various aspects of the problem of race differences, see Klineberg, 
Otto. Race Differences. New York: Harper and Bros., 1935. 367 p. 
* Bagley, William C. Determinism in Education. Baltimore: Warwick and York. 1925. 194 p. 














252 ELEMENTARY SCHOOL PRINCIPALS 





et 


several nationalities included in each racial group were considered, dif- 
ferences in mental level were found. These results indicate that mental] 
abilities, as measured, are influenced not by membership in one or an. 
other of the racial groups, but rather by differences in the environments 
of national groups—social, cultural, economic, and educational. 

Perhaps the most convincing investigation in this field was made in 
Europe.’* Children were tested in Paris, Hamburg, and Rome, and in 
rural communities of France, Germany, and Italy. The results show 
that differences in mental ability are appreciable when the children 
are grouped according to environment—city or rural—but not when 
the grouping is made according to racial membership as inferred from 
the physical characteristics (such as shape of head, color of hair, color 
of eyes, and complexion) held by some to be typical of the several 
races. This study thus provides further evidence that differences in 
mentality are due in part to environmental conditions, but not to racial 
membership. 

The educational implications are clear. Since there is considerable 
overlapping of groups in respect to mental capacity, and since differ- 
ences within any group are vastly greater and more significant than 
those now existing between national and racial classifications, educa- 
tional guidance must be concerned primarily with each individual 
rather than with the group to which he belongs. Superior, average, and 
inferior mentalities have been found and will continue to occur in all 
groups, and the educational program should be adjusted to them where- 
ever they occur. 

Sex membership—aAs in the case of race and nationality, there is no 
evidence that innate differences in mental abilities exist between the 
sexes. On tests of general intelligence boys and girls as groups do 
equally well. Some minor group differences are found during childhood, 
such as the superior language ability of girls, the superior arithmetical 
ability of boys, and the superior mechanical and manual abilities o/ 
boys. In regard to mechanical and manual abilities, it is probable that 
physical differences between the sexes are important. An explanation 
of the slight differences in language and arithmetic is not readily avail- 
able, but it would not be difficult to find some cultural influences to 
account for the differences, at least in part. It is well known that from 
the cradle up, distinctions in toys and play activities and equipment 
are made between boy and girl. 

If sex membership is a significant factor in the determination of 
individual differences, it derives its significance from cultural influences 


17 Klineberg, Otto. A Study of Psychological Differences between Racial and National Groups ™ 
Europe. New York: Archives of Psychology, 1931. 58 p. 








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TH CHALLENGE OF THE INDIVIDUAL CHILD +258 





and from the social distinctions made between the sexes, which in turn 
are based partly on physical and biological differences. Excluding the 
effects of cultural, physical, and biological differences, girls show the 
same range, variation, consistency, and inconsistency of abilities, inter- 
ests, and purposes as do boys. Educationally, this can have only one 
implication: The schools are not justified in using sex membership as 
a basis of educational differentiation, except as such a procedure is 
indicated or made to seem desirable by the mores, culture, and economy 
of the society in which the individual is being educated. 

Physique and bodily health—Two questions are involved here:. (1) 
Does mental development take place at the expense of physical devel- 
opment? (2) Is there any relation between physique and intellect? The 
answer to the first is undoubtedly in the negative. In respect to the 
second, it is true that superior children as a group are somewhat accel- 
erated in physical development, whereas mentally retarded children 
as a group are somewhat inferior physically. In general, however, the 
relationship between physical and mental development is so very slight 
as to preclude the possibility of estimating an individual’s intelligence 
from a knowledge of his physique. 

This fact has led some people to the unwarranted assumption that a 
child’s physical and disease history has no bearing upon his mental 
status, except perhaps in a relatively few cases such as those of en- 
cephalitis, a disease known to affect mental status or behavior, or both. 
But studies upon which this unfounded assumption is based have been 
made with children who were relatively well advanced in their mental 
development. No one knows definitely the effect of adverse hygienic 
and health conditions in infancy and early childhood. There is, how- 
ever, some evidence indicating that such conditions may have serious 
consequences. For example, seriously malnourished children have shown 
improvement in mental status after a three-year period of proper feed- 
ing which was begun at about two years of age. In animal learning 
experiments, diets seriously deficient in essential vitamins have had a 
deleterious effect upon mental development. Conditions producing 
serious oxygen deprivation (where there is interference with the func- 
tioning of the organs supplying oxygen to the brain tissues) have been 
followed by brain cell deterioration, the higher human cerebral struc- 
tures being the more vulnerable. 

In contrast with the foregoing types of experiments, practically all 
available studies of health and mental development deal with school 
children suffering from malnutrition (after the age of six or seven), 
defective teeth, diseased tonsils, adenoids, simple goiter, hookworm, ete. 
The conclusion that such defects have little or no effect upon mental 





254 ELEMENTARY SCHOOL PRINCIPALS 


development is not valid for all children because, as already stated, the 
subjects were already well along in their development. One is not justi- 
fied, therefore, in maintaining that individual differences in mental] 
status are unaffected by factors of health beginning at birth or before, 
At least it is clear that if diseases and unwholesome conditions are 
reduced to a minimum, adverse effects upon mental development also 
will be at a minimum. The social and educational significance of this 
statement is too apparent to need explanation here, particularly in view 
of prevailing inequalities in prenatal care, diet, medical care, and 
hygienic conditions in home and community. 

Chronological age—For educational purposes it is important to know 
whether or not an individual maintains his relative mental status within 
a group for the duration of his life. If he does not, educational prognosis 
and prediction are not possible. Fortunately the answer, if accidental 
and other complicating factors are eliminated, is in the affirmative, 
since mental growth is neither capricious nor haphazard. There are 
exceptions, however, and to understand them we must discover and 
take account of extraordinary factors, whether these have been acci- 
dental or planned. 

Psychological changes that appear with increasing age are not merely 
quantitative, not merely accretions. As a child matures, he manifests 
qualitative changes in his responses and general behavior—new skills, 
interests, purposes, and insights; changed attitudes; richer and more 
highly differentiated perceptions. These are the emergents resulting 
from growing capacities and accumulated experiences which come with 
age and education. It is an educational truism, therefore, that the cur- 
riculum must be adjusted to meet these differences by means of new 
materials and methods which, psychologically speaking, are function- 
ally significant for the learner. 

A caution here regarding chronological age is desirable, tho probably 
not essential in addressing educators. Life age itself is an altogether 
inappropriate criterion for judging the status of any given child; for, 
as is well known, children of the same age vary widely in respect to 
every trait. Our concern is with changes taking place with age in the 
same individual. 

SumMMARY OF EpuCATIONAL IMPLICATIONS 

By the time children reach the first grade, differences in abilities are 
already marked. Whatever the reasons for these diversities, the school 
should deal with them by means of differentiated instruction and guid- 
ance so far as necessary and feasible. 

Because abilities in school subjects are well correlated, a pupil, othe 
things being equal, should not vary widely and capriciously in achieve- 





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THE CHALLENGE OF THE INDIVIDUAL CHILD 255 











ment in the several subjects, altho uniformity need not be expected. 
At the same time there are some whose abilities and performances are 
rather irregular, due to genetic or physical factors, forces of interest 
or emotion, habits, or environmental background. Ideally, it is the 
school’s responsibility not only to find each child’s general intellectual 
level, but also to discover his special aptitudes or weaknesses, if he has 
any, and to discern any nonintellectual factors which may be affecting 
his behavior and personality (such as problems of conduct, neuroses, 
psychoses, speech defects, sensory defects, and other physical disabili- 
ties). This may be accomplished thru careful observations by teachers, 
educational tests (achievement, diagnostic, prognostic), special clinical 
examinations, or any combination of these. 

Adequate provision for individual differences requires some modifi- 
cation in the general program of studies for certain children in both 
elementary and secondary schools, altho interests and abilities are more 
differentiated at the secondary level. In any event, since there are 
marked differences in aptitude within the same subject or field of study, 
it is necessary to provide means of instruction which will meet pupils’ 
special needs as to rate of progress and as to extensity and intensity 
of study within each field. Ability grouping is a first step that makes 
it easier to initiate instruction that will meet these individual needs. 
Where such groupings have been wisely made, and where both subject- 
matter and methods of instruction have been adapted to pupils’ needs, 
the psychological and educational advantages have been impressive 
enough to commend the practice to a large majority of educators who 
have had experience with it. Whatever the details of the particular 
scheme may be, differentiated instruction should attempt to provide 
for diversities of ability, interest, purpose, and other complicating fac- 
tors of individuality. The alternative, mass instruction, fails to foster 
and conserve superior abilities and special talent, just as it fails to 
develop the limited capacities of inferior children. 

Altho it is a major task of the school to discern and cultivate 
superior and creative minds and to bring the inferior to their maximum 
level of effectiveness, it is nevertheless true that the many individuals 
compassed within the “average” group also present their own idio- 
synerasies. In a literal sense everyone is exceptional; for altho classifi- 
tations are possible with respect to a given aspect of individuality and 
altho there is a concentration of cases about the central tendency in a 
given trait, it is the integration of numerous and varied characteristics 
that gives a person his individuality. The psychological fallacy of mass 
instruction is therefore apparent, even for so-called normal children. 

The principle is here advanced that the extent and form of mental 





256 ELEMENTARY SCHOOL PRINCIPALS 


—_—.. 





development are dependent in part upon conditions of the individual’s 
environments during his developmental period, and in particular during 
the years of infancy and early childhood. There is an optimal period 
for the nurture and exercise of genetic potentialities; unfavorable or 
impoverished environments during that period will retard or restrict 
mental development. This doctrine denies that mental development is 
a mere unfolding process or that mentality will develop in a vacuum, 
It denies also that environmental forces may only help or hinder the 
process of development. On the contrary, it states that conditions oj 
nurture are themselves an integral part of the process of development." 
If this doctrine were not true, it would be necessary to discard the idea 
that education is more than the absorption of information and the 
fixing of habits. On the contrary, however, educators are psychologically 
and biologically justified when they speak of education as growth, as 
the development of individuality, and as enabling the individual to 
approach the limitations imposed by nature. 

What are the specific implications of this concept of mental abilities’ 
It means (1) that an individual’s possibilities of development cannot be 
known or realized unless optimal conditions of growth are provided 
from birth, or even before; (2) that social and economic factors, and 
all they imply with respect to environmental forces, are as important 
in the determination of ability differences as are genetic factors; (3) 
that much potential talent is lost for want of proper physical and 
psychological nurture; and (4) that public education in a democracy 
that seeks to develop and foster all its human resources will have to 
contemplate providing pre-kindergarten education for all as a means 
of both physical and psychological development. The concept also 
has an implication for adult education, namely, that parents must 
receive sound training in regard to the pre- and post-natal care, diet, 
and mental nurture of children. 

It is not enough to urge that talented boys and girls, of whatever 
economic or social strata, should have opportunity for higher educa- 
tion. That, it seems, is to begin at the wrong end, important tho that 
end is. It is fully as important—and probably more so—that all chil- 
dren have an opportunity for optimal nurture and full growth in their 
earliest months and years when nurture is most vital. 


18 The principle here advanced in no way supports a current misconception of the intelligence 
quotient and mental development, or a current misinterpretation of some of the experiments 
results cited. At present there is a small number of persons on the periphery of the science ol 
mental testing who are broadcasting the unfounded notion that results of psychological test 
(principally the mental age and intelligence quotient) are not at all valid indexes of present intel- 
lectual capacity or of future intellectual competence. Such an uninformed notion can arise onl 
from inadequate knowledge of the experiments dealing with changes in mental capacities unde 
improved environments, or from ignorance of numerous data concerned with the constancy | 
intellectual level under ordinary conditions, or from lack of experience with actual mental testing 
or from any combination of these. 





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THE CHALLENGE OF THE INDIVIDUAL CHILD 257 








SELECTED REFERENCES 


1. Boynton, Paut L., and Boynton, J. C. Psychology of Child Development. 
Minneapolis: Educational Publishers, 1938. 519 p. 

2, Cuapin, Henry D. Heredity and Child Culture. New edition revised and en- 
larged. New York: E. P. Dutton and Co., 1928. 278 p. 

3. CorNELL, Erne, L. The Variability of Children of Different Ages and Its Re- 
lation to School Classification and Grouping. University of the State of 
New York, Bulletin No. 1101. Albany, New York: State Department of 
Education, 1937. 98 p. 

4. DurrELL, Donato D. “Individual Differences and Their Implications With 
Respect to Instruction in Reading.” The Teaching of Reading: Second 
Report. Thirty-Sixth Yearbook, Part I, National Society for the Study of 
Education. Bloomington, Ill.: Public School Publishing Co., 1937. Chap. 
11, p. 325-56. 

5, FREEMAN, Frank S. Individual Differences: The Nature and Causes of Vari- 
ations in Intelligence and Special Abilities. New York: Henry Holt and 
Co., 1934. 355 p. 

6. Garrison, Kart C. The Psychology of Exceptional Children. New York: 
Ronald Press Co., 1940. 351 p. 

7. GiLLiLAND, ApaM R., and Crarx, E. L. Psychology of Individual Differences. 
New York: Prentice-Hall, 1939. 535 p. 

8. LaRue, Danie, W. Educational Psychology: Personality and What Shapes It. 
New York: Thomas Nelson and Sons, 1939. 397 p. 

9. Leany, Atice M. Nature-Nurture and Intelligence. Genetic Psychology Mono- 
graphs, Vol. 17, No. 4. Provincetown, Mass.: Journal Press, 1935. p. 236-308. 

10. Lez, J. Murray, and Lez, Dorris May. The Child and His Curriculum. New 
York: D. Appleton-Century Co., 1940. Chap. 2-5. 

ll. Lrncotn, Epwarp A. “Stanford-Binet IQ Changes in the Harvard Growth 
Study.” Journal of Applied Psychology 20: 236-42; April 1936. 

12. NATIONAL EpucaTION ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL PRIN- 
cipaLs. Personality Adjustment of the Elementary-School Child. Fifteenth 
Yearbook. Washington, D. C.: the Department, 1936. Chap. 1, “The 
Nature and Needs of the Child,” p. 237-92. 

13. NATIONAL SociETY FoR THE Stupy or Epucation. Child Development and the 
Curriculum. Thirty-Eighth Yearbook, Part I. Bloomington, IIl.: Public 
School Publishing Co., 1939. Chap. 1, 18, and 19. 

14. NaTIONAL Society For THE Stupy or Epucation. Jntelligence: Its Nature and 
Nurture. Thirty-Ninth Yearbook, Parts I and II. Bloomington, IIl.: Pub- 
lic School Publishing Co., 1940. 471 and 409 p. 

15. PLANT, JAMEs S. Personality and the Cultural Pattern. New York: Common- 
wealth Fund, 1937. 432 p. 

16. Satispury, FranK S. Human Development and Learning. New York: McGraw- 
Hill Book Co., 1939. Chap. 14, “Interpreting Individual Differences,” 
p. 378-413. 

17. Sanpers, BarKev S. Environment and Growth. Baltimore, Md.: Warwick and 
York, 1934. Part II, “Differential Growth in Socio-Economic Groups,” 
p. 57-297. 

18, Stour, Humbert G. “Variations of Normal Children.” Journal of Experimental 
Education 6: 84-100; September 1937. 

19. TeAGARDEN, Fiorence M. Child Psychology for Professional Workers. New 
York: Prentice-Hall, 1940. 641 p. 

2. Youna-Masten, IsaBev. Behavior Problems of Elementary School Children. 
Genetic Psychology Monographs, Vol. 20, No. 2. Provincetown, Mass.: 
Journal Press, 1938. p. 123-81. 














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CHAPTER II 


STUDYING THE CHILD 
EDITORIAL COMMENT 


DAPTATION OF THE SCHOOL PROGRAM to individual differences re- 
quires the collection, recording, and interpretation of important 
facts about each child. All aspects of the child’s development 

must be considered—his general ability, special capacities and inter- 

' ests, physical health and maturity, social maturity and adjustment, 

'mental health, and educational achievement. Information is needed 

/also concerning his past experiences and his present environment. 

' Only as all these types of information are continuously studied and 

' utilized in relation to one another can the education of the whole child 

“proceed most effectively. P 

' Pertinent facts about each child are to be obtained in various ways. 

| Standardized and informal tests of capacity and achievement, health 

' inspections, physical and medical examinations, tests of attitudes and 

' interests, behavior rating scales, controlled observation of the child at 

"work and at play, and conferences with the child and his associates 

) are among the most valuable methods of appraisal. In some schools a 

large amount of special assistance is available for making such 

"appraisals. In other schools the principals and teachers must do most 

of the work involved. 

The most complete collection of information will contribute little 
‘unless pupil records and reports are carefully planned and skilfully 
used. There should be a complete, cumulative, and permanent record 
‘for each child, and these records should be so arranged and admin- 
istered as to be accessible and intelligible to teachers. Reports to 
‘parents should encourage parental cooperation in child guidance. 

In this chapter five specialists discuss methods of child study and the 
significance of data thus obtained. McCloy reviews methods of meas- 
uring physical status. Segel lists and describes instruments for dis- 
covering the child’s general intelligence, school achievement, special 
tapacities, and interests. Strang explains the nature of environmental 
‘influences, tells how these may be studied, and mentions social agencies 
‘which can assist the school in this field. Olson deals with the child’s 
total personality, stressing principles of behavior, the teacher’s plan of 
guidance, and methods of studying and treating behavior problems. 
Streitz decries the frequent misuse of tests and offers suggestions for 
the improvement of pupil records and reports. 

Additional help on the problems of pupil appraisal will be found in 
the references listed on page 302.—Editorial Committee. 





[ 259 ] 








260 ELEMENTARY SCHOOL PRINCIPALS 





‘THE CHILD’S PHYSICAL CHARACTERISTICS 


C. H. McCoy 


Research Professor of Anthropometry and Physical Education, State University 
of Iowa, Iowa City, Iowa 


N THE DEAR DEAD DAYS beyond recall (we hope), it was assumed 

that in physical status all children were potentially equal, that 

all could and should be equally healthy, and that all should 
weigh what the age-height-weight tables said they should. We either 
set as the standard an ideal child that scarcely existed, or assumed 
that the average child was the most desirable one. With such assump- 
tions, the task of the school physician, nurse, teacher, or school ad- 
ministrator in appraising the physical status of pupils appeared rela- 
tively simple. Recent studies, however, have shown the fallaciousness 
of these notions. We now know that a large proportion of children 
cannot reach an ideal status because of limitations in their inherited 
equipment. On the other hand, the average status in most public 
schools is probably not so high as it should be. In any event it is un- 
reasonable to apply the same standard to all children. We must study 
the physical characteristics of each individual child in order to help 
him achieve his optimum physical development and to adapt his 
educational program to his physical condition and level of develop- 
ment at any particular time. 


Types OF INDIVIDUAL DIFFERENCES IN PHYSICAL QUALIFICATIONS 

Rate of maturation—One important way in which children differ is 
in their relative physical maturation. We are accustomed to measuring 
maturation in terms of chronological age on the assumption that a 
fourteen-year-old child is, of necessity, more mature than an eleven- 
year-old child. Chronological age, however, is an untrustworthy index. 
Some children mature much more rapidly than the average of all 
children, while others mature much more slowly. Thus, from the stand- 
point of anatomical and functional development, one child at eleven 
may be “older” than another child at fourteen. This type of difference: 
is reflected in the wide range of ages at which children reach th 
period of puberty, but may be much more accurately studied by means 
of X-rays of the hands and wrists. 

Rate of growth—Another variable factor is the speed with which in- 
dividuals develop in size. If the growth curves of children from birth 
to maturity are plotted on the same cross-section paper, it wil 
frequently be seen that individuals who were of approximately th 
same size at birth and who have grown to the same size at maturity 








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STUDYING THE CHILD 261 





differed greatly during childhood. An individual may grow very 
rapidly and attain almost full size by the age of fourteen or fifteen, and 
then grow very slowly after that. Another may grow at a moderate 
rate thruout the whole period and, while much smaller than the first 
child at the age of twelve or fourteen, catch up to him by the age of 
eighteen or twenty. Still another may develop very slowly until the 
onset of puberty and then show a tremendous increase in rate of 
growth. Hence, we find individual differences both in rates of growth 
and in growth patterns. 

It should be noted that growth in size is not the same thing as 
maturation or aging of the body and its tissues, discussed in the preced- 
ing section. The development of the viscera and the general resistance 
to excessive fatigue are much more closely associated with the matur- 
ing of the body than with its size. The difference can perhaps be 
better visualized if one calls to mind certain very small but mature and 
well-functioning adults in contrast to the much larger but childish 
and physiologically immature pre-adolescents whom one has known. 

Glandular functioning—The next type of individual difference in- 
volves the child’s glandular equipment. This is too complex a problem 
to be discussed at length here, but it is one with which every teacher 
should be reasonably familiar. References are given below to concise 
sources of information on the subject.’ Suffice it to say that children 
of the same chronological age may differ in size, build, and sexual 
maturation because of differences in the amount of the hormones 
present in the blood from the pituitary gland, the thyroid gland, the 
adrenals, and the sex glands. Differences in the degree of energy, as 
contrasted with a feeling of chronic fatigue, may result from over- 
secretion or deficiency in the secretion of the cortex of the adrenal 
glands. The secretion of the thyroid may produce a nervous, irritable, 
energetic child or a dull, lethargic one. These are but two examples of 
a large number of such individual variations, all of which must be 
taken into consideration. 

Quality of tisswes—Another set of individual differences is found in 
the quality of the bodily tissues. To use an analogy, we may purchase 
shoes for two dollars a pair or for ten dollars a pair. If we get our 
money’s worth in each case, the ten-dollar shoes, unless subjected to 
undue abuse, will greatly outwear the two-dollar shoes. Similarly, 
some children inherit two-dollar organs, metaphorically speaking, and 
some inherit ten-dollar organs. One who inherits a two-dollar heart 
1 Hoskins, Roy G. The Tides of Life: The Endocrine Glands in Bodily Adjustment. New York: 
W. W. Norton and Co., 1933. 352 p. {McCloy, Charles H. Appraising Physical Status: Methods and 


Norms. University of Iowa Studies in Child Welfare, Vol. 15, No. 2. Iowa City, Iowa: University 
of Iowa, 1938. Chapter 8. 





262 ELEMENTARY SCHOOL PRINCIPALS 





that wears out at the age of twenty will die of old age at twenty just 
as surely as the individual with a ten-dollar heart will die of old age 
at ninety-five. The same is true with respect to other important or- 
gans—the kidneys, lungs, blood vessels, ete. Moreover, an individual 
with an inferior set of organs is apt to be less resistant to disease 
than the more normal person, as well as less resistant to the strains of 
fatigue and the general work of the day. 

This type of individual difference in quality is extremely hard to 
discover, and in the usual rather hurried school medical examination 
it is seldom if ever detected. This difficulty is due not to any lack of 
competence of the examining physician, but to the fact that medical 
science has not yet adequately developed this phase of physical evalua- 
tion; and even if it had, the five minutes or less usually given to the 
school examination would be wholly inadequate to supply such knowl- 
edge. 

Resistance to disease—The next type of individual difference is al- 
most a corollary of the one just mentioned. Differences in resistance to 
disease, however, depend upon more than the quality of tissues; they 
are due partly to differences in blood chemistry. Some children are 
more highly endowed with the antibodies which combat the various 
types of disease than are others. Some children, for example, contract 
almost every children’s disease that is current at the time; others are 
never ill. In many cases something can be done about such deficiencies. 
It is now possible to increase artificially the immunity to diphtheria, 
scarlet fever, smallpox, and typhoid fever, and in many places this 
is being done systematically. 

Muscular strength—A number of studies have shown that within 
normal limitations the degree of muscular strength, which varies widely 
in individuals, is positively related to the general physica! condition 
of the child. This relationship is partly due to the fact that the de- 
velopment of muscular strength is associated with a good program ol 
physical activity, which in itself is valuable in stimulating the various 
visceral systems to normal development. 

Adequate muscular strength is necessary in order to prevent undue 
fatigue. To illustrate this, let us assume that we are each wearing 
under our clothing a girdle that weighs from thirty to fifty pounds, and 
that we wear it from early morning until late at night. Obviously, w 
shall become greatly fatigued relatively early in the day. The in- 
dividual whose muscular strength is as low in relation to his own 
weight as our muscular strength would be in relation to our weiglil 
plus this thirty to fifty pounds, becomes fatigued and worn in the sam 
way. This result is partly a matter of the relative efficiency of th 





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STUDYING THE CHILD 263 





muscles, for a muscle is more efficient in doing its work under a normal 
or light load than under a heavy load. It is also partly a matter of 
bodily resistance to fatigue, which in turn is affected by the quality 
of tissues and organs as stated above. 

The special senses—Variations in vision follow the usual trend of in- 
dividual differences and distribute themselves roughly according to 
the normal curve. Frequencies vary from the majority with approxi- 
mately normal vision to smaller and smaller numbers as the eye be- 
comes near-sighted or far-sighted. It should be remembered that the 
moderately far-sighted eye frequently: appears normal in the ordinary 
Snellen-type test. 

The distribution of individual differences in hearing is more difficult 
to assess. The published studies on this subject have been concerned 
largely with detecting the diminution of hearing acuity. The distribu- 
tion of cases on the subnormal side resembles the lower half of a normal 
probability curve. Most of the tests, however, were made under condi- 
tions which precluded the measurement of hearing on the desirable 
or more acute side of the normal with as great a degree of accuracy 
as was achieved in the measurement of hearing defects. Hence, the 
published data seem to indicate that hearing is normal or slightly 
sharper than normal in a large majority of cases and then falls off 
gradually on the dull side. In any event, it is important for the teacher 
to be on the lookout for pupils whose vision or hearing is deficient, 
because nearly every classroom contains some such pupils. 

Body build—Children vary with respect to body build in at least 
two ways. First, they vary from the slender to the stocky, just as horses 
vary from the slender race horse to the stocky Percheron. The majority 
are about average in build, and as the departures from the average 
become more marked in either direction, the children exhibiting them 
become fewer. These variations in body build make the usual age- 
height-weight standards of doubtful value. A child of slender build, 
even tho fatter than the average for those of his own build, may be 
considered underweight by those standards, while a child of stocky 
build who is thin or almost emaciated for his build may seem quite 
normal when judged according to the average for all children of his own 
age and height. 

Structural pattern—A second type of difference in body build is 
found in the structural pattern. The recent studies of posture have in- 
dicated that there are wide innate or hereditary differences in bony 
structure. For example, the heads of some children are so hafted to 
the spine as to place more of the weight of the head in front of the 
joint between head and neck than is true of the average child. This 











264 ELEMENTARY SCHOOL PRINCIPALS 





increases the leverage of gravity and with it the likelihood of habitually 
poor posture. 

The spinal curves of some persons are almost obliterated in the lower 
back and resemble the curve of a bow from the neck to the hips, much 
after the fashion of the spinal structure of the higher apes. In others, 
the three curves of the spine characteristic of the human animal may 
be somewhat exaggerated but still be normal for those individuals. 

We find also that the normal range in the degree of torque or twist 
of the bones of the thighs and legs is so large as to alter greatly the 
way in which the foot points when placed on the ground. The normal 
range for the whole limb is as much as one hundred degrees, altho 
the average person toes out only about seven degrees from the midline. 
This is as true of African natives who have never worn shoes as it is 
of Americans. 

Some individuals are born with a foot structure which is less re- 
moved from the anthropoid foot, and which is therefore normally 
flatter as to the arch and shorter as to the length of the tarsal or ankle 
bones than is the average human foot. In others the arch is higher than 
average, with a longer set of tarsal bones and a much greater angle 
of the heel bone as shown by X-rays. 

Apparently any of these variations of skeletal structure involving 
the head, spine, legs, or feet may be normal for the individual and 
may function quite adequately, or they may be subject to strains and 
malformations. The chief problem that faces anyone studying the 
physical status of children is to appraise and treat each child accord- 
ing to his own norm as far as present knowledge permits, and not 
try to force him into the Procrustean bed of an alleged standard for 
all individuals. Children exhibiting individual differences of these 
types cannot be treated or judged alike. 


MEASUREMENT AND INTERPRETATION OF PHYSICAL STATUS 


When we consider the individual differences listed above, it is obvious 
that the measurement of physical status presents a difficult problem. 
This is particularly true in the public schools, where usually the 
number of hours of professional service available per child is entirely 
inadequate. A medical examination that averages three minutes in 
length cannot produce the same results that might be obtained from 
an examination lasting thirty minutes. It is important, therefore, that 
all agencies that may contribute to an understanding of the child’s 
physical characteristics and needs be brought into play. 

The medical examination—The medical examination attempts to 
discover defects. In this discussion we shall be concerned with the school 





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STUDYING THE CHILD 265 





medical examination—not with the type of examination that is possible 
where laboratory tests and X-rays may be freely used. In the public 
school this usually means a physical diagnosis with very little equip- 
ment other than a stethoscope and instruments for examining the acuity 
of vision and hearing. In such an examination the physician looks for 
positive signs of disease, and when such signs are found they are re- 
corded. Even tho no positive signs of disease appear, there may be 
wide differences in physical status; that is, the quality or functional 
effectiveness of the tissues may vary greatly. Without the aid of the 
more effective laboratory procedures the examining physician can con- 
tribute little more than an educated guess to the solution of this problem. 
This educated guess may be no better than that of the mother, the 
teacher, or the nurse. It is important to recognize this limitation of the 
typical school medical examination, altho the usefulness of such an 
examination must not be minimized. Medical examinations should be 
conducted in the schools at least every other year, with a minimum of 
ten or fifteen minutes spent per pupil. Where this is not feasible the 
school system should not delude itself into believing that it is meeting 
its responsibility by providing an inadequate examination. 

In many communities where the schools cannot afford to employ 
school physicians, the child is sent to his family physician and is re- 
quired to bring to school a statement about his health from that physi- 
cian. This procedure has the disadvantage of requiring payment from 
the family to the physician—a payment that may be very difficult for 
many poor families—but has the advantage of bringing the child into 
contact with the family physician at once and insuring a much better 
follow-up. Usually, however, the tests of eyes, ears, and teeth should 
be carried on in the schools. 

In recent years many standardized methods have been provided for 
increasing the efficacy of the school medical examination as a means 
of motivating effective action on the part of the parent. Such methods 
should be adopted more widely in order that the results of the exami- 
nation may be of the greatest usefulness to the child.? 

Examination of vision—The child’s vision is usually tested by means 
of the Snellen charts. These charts contain letters of various sizes and 
are usually placed at a distance of twenty feet from the examinee. 
Generally the results are recorded simply as twenty divided by the 
distance at which the smallest letters read should be visible. For 
example, if the smallest letters the child can read at a distance of 
twenty feet are those that he should be able to read at a distance of 


*See: McCloy, Charles H. Tests and Measurements in Health and Physical Education. New 
York: F. S. Crofts and Co., 1939. Chapter 19. 








266 ELEMENTARY SCHOOL PRINCIPALS 





sixty feet, the vision is recorded as 20/60. This method of examination 
has two drawbacks: (1) cases of moderate far-sightedness, which may 
cause persistent nervous strain, may still be recorded as normal be- 
cause of the child’s accommodation; and (2) very mild cases of astig- 
matism may be overlooked, particularly in the slightly far-sighted 
child. Under schoolroom conditions these drawbacks may be partially 
overcome by two devices. Much of the astigmatism may be detected 
by having the child look at the clock charts in which all the lines are 
equally black, or at adaptations of these charts. If certain lines appear 
blacker than others, the child is probably astigmatic. 

Where vision is less than 20/20, or where astigmatism is apparently 
present, the child’s parents should be advised to consult an oculist. 
Where the vision is apparently normal, however, the following pro- 
cedure is recommended: First, place a lens of the power of +-.75 
diopters in front of the eye. If the child sees as well or better, he is 
far-sighted. If he does not see as well, have him look thru a lens of 
—.75 diopters. If he sees better with this lens, he is probably near- 
sighted. If he has 20/20 vision and this is made worse by a +-.75 diopter 
lens, he probably has normal vision. 

These tests may be made by the school nurse or by any competent 
classroom teacher. The eyes should be tested separately, with a card 
held over the eye not being tested and with the chart hung in a good 
light. 

A much more convenient and more effective method of examining 
the eyes is available thru the use of the Keystone Telebinocular.® This 
method is an application of the principle of the stereoscope to eye ex- 
amination. It gives more information, and more accurate information, 
about the individual than do the tests which utilize the Snellen charts. 
The apparatus is relatively expensive but is recommended for schools 
that can afford it. 

Examination of hearing—The most satisfactory method of testing 
auditory acuity is with the 4-A audiometer. This is an instrument 
designed to test a large number of children at one time. One such instru- 
ment may be passed around among different schools from day to day 
and thus serve a very large number of children. Any intelligent person 
may be trained to administer these tests, altho they should not be given 
by anyone not so trained. 

In case an audiometer is not available, the tuning fork test, the 
acuometer, the watch-ticking test, or the whispering test, in that order, 


3 Obtainable from the Keystone View Co., Meadville, Pennsylvania. 





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STUDYING THE CHILD 267 





may be substituted with decreasing satisfaction. The methods of admin- 
istering them may be obtained from manuals devoted to this subject.‘ 

Examination of the teeth—The teeth are one important potential 
source of physical disability and should be examined in the schools 
by competent examiners. In the larger schools these examiners may 
be dental hygienists, but school nurses may be taught how to make 
such an examination quite satisfactorily. In small communities unable 
to afford a school dental examiner, the county dental assistant will 
frequently undertake the task of examining the children without charge. 

Anthropometric measurements—As indicated earlier, the zone be- 
tween the detectable medical defect and the normal condition is difficult 
to explore. There are now available, however, certain standards of body 
measurement which aid in bridging this gap. The methods involved 
may seem somewhat complex at first, but they are no more so than 
the methods of preventing reading disability or of diagnosing difficulties 
in learning arithmetic. These methods of evaluation are divided into 
several types, each of which is discussed briefly below. 

1. Determination of weight in relation to body build—As stated 
above, the ordinary age-height-weight standards are inadequate. To 
take their place, standards have been prepared which represent rather 
accurately the normal weight for an individual of a given build. Of the 
newer standards, those of the American Child Health Association,® 
those of Pryor and Stolz,® and those of the Iowa Child Welfare Re- 
search Station’ seem the most valuable. The first two of these are 
subject to certain errors because of a failure to correct for variations 
in the child’s degree of fatness. The third set of standards assesses 
normal weight from the sex, age, height, chest girth, width of hips, and 
width of the left knee. The chest girth and the width of the hips are 
corrected for varying degrees of fatness. According to the standards 
proposed, a variation of 4 percent under or 8 percent over the average 
weight is not looked upon as abnormal, but anything more than 6 per- 
cent under or 10 percent over the average should be referred to the 
physician. For children, of course, the accurate determination of under- 
weight is more important than that of overweight. 

2. Measurement of fat—A child may be overweight because of an 
excessive development of the musculature and still be lacking in a nor- 
mal amount of body fat. Fat may be measured by the fat calipers 


*For example: McCloy, Charles H. Tests and Measurements in Health and Physical Education. 
New York: F. S. Crofts and Co., 1939. p. 226-28. 

5 American Child Health Association. Nutritional Status Indices: Methods of Obtaining Measures 
of Musculature, Subcutaneous Tissue, and Weight, With Allowance for Skeletal Build. New York: 
the Association, 1935. 

*Prvor, Helen B. Width-Weight Tables. Stanford University, Calif.: Stanford University Press, 
1936. 15 p. 

™McCloy, Charles H. Appraising Physical Status: Methods and Norms. University of Towa 
Studies in Child Welfare, Vol. 15, No. 2. Iowa City, Iowa: University of Iowa, 1938. 260 p. 





268 ELEMENTARY SCHOOL PRINCIPALS 





originally devised by the American Child Health Association, and a 
combination of measurements taken in four places will indicate quite 
adequately the total amount of subcutaneous fat on the body.* 

3. Measurement of limb girth—Among the most valuable of the 
simpler measurements of physical status are those of the upper arm, 
forearm, thigh, and calf. Such measures are compared with norms which 
have been established from chest girth and elbow width for the arms, 
and from chest girth and knee width for the legs. The girth of the upper 
arm alone is almost as valuable as all four measures combined, except 
in the rather unusual cases of excessive muscular development of the 
arms. For simplicity, speed, and effectiveness in relation to the time 
required, the girth of the upper arm would probably be the best single 
measurement to take. 

4. Measurement of breathing capacity—A person’s breathing ea- 
pacity is the total amount of air that can be expelled from the lungs 
after a full inhalation. It does not correlate significantly with the other 
measurements but adds something very definite to the estimation of 
physical status. At present, adequate standards are available only for 
ages from twelve up,® but for each of these ages the norms are com- 
puted with reference to sex, height, and weight. Breathing capacity 
should be measured yearly because the actual capacity at any given 
time is not so important as changes in relative capacity. Thus, an indi- 
vidual whose breathing capacity was 10 percent above the average last 
year but is only at the average this year has experienced an alarmingly 
rapid decrease, and even tho he is now normal as far as the standard 
is concerned, he should be checked up by a physician. In addition, any 
child whose breathing capacity is 10 percent below normal should be 
under suspicion, while one 15 percent below the norm should be care- 
fully examined to discover the cause. 

5. Measurement of bodily strength—The total relative strength of 
the body has been found recently to have a rather high correlation 
with the results of medical examinations. Relative strength is expressed 
in terms of a quotient usually called the physical fitness index, which is 
simply the total strength of the individual divided by the average 
strength of a large number of individuals of the same sex, age, and 
weight. The major hindrance to more widespread testing of strength is 
that the necessary apparatus costs about $85. This apparatus may 
serve several thousand pupils, however. Standards are available for 


8 The coefficient of correlation between such a combination of measurements and the total amount 
of fat is +.95. 

9 See: Kelly, Helen G. A Study of Individual Differences in Breathing Capacity in Relation to 
Some Physical Characteristics. University of Iowa Studies in Child Welfare, Vol. 7, No. 5. Iowa 
City, Iowa: University of Iowa, 1933. 59 p. 





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STUDYING THE CHILD 269 





both sexes from the age of ten up.'® If tests of strength are made, the 
measurement of limb girths may well be omitted. 

Measurements of the type discussed above may be made relatively 
rapidly. A desirable program of anthropometric measurements, includ- 
ing those for underweight and overweight, under- and over-fatness, 
limb girths, and breathing capacity, can be carried on by a trained 
teacher or nurse with three or four student assistants at the rate of 
about fifteen pupils an hour. Strength tests may be conducted at the 
rate of about twenty an hour. These anthropometric and strength tests 
are frequently given by the teacher of physical education and the 
school nurse, and may well occupy the first few hours in physical edu- 
cation classes. For example, where gymnasium classes have forty pupils 
each and meet three times a week, the anthropometric measurements 
can be completed in one or two weeks and the strength tests in the next 
week or two. The necessary computations will probably occupy the 
evenings of another week in addition to the evenings of the weeks when 
the examinations are given. Most of the standards are readily avail- 
able in tables, and the divisions may be made on a slide rule. 

Appraisal of posture—As noted in an earlier section, the examination 
for posture of the body and feet is not as simple as it was once thought 
to be. Where appropriately trained teachers are available—usually 
teachers of physical education—such measurements may be made by 
them. Where such experts are not available, adequate directions for 
measuring posture should be consulted.’ In general, the important 
thing in standing posture is that the child stand erect, with the head, 
trunk, hips, and legs aligned one above the other and balanced easily. 
However, since a low hip or a short leg is frequently found, all children 
should be examined for lateral curvatures as well as for the ordinary 
proper standing posture. If no teacher in the school is competent to 
make the examination, it should be made by a physician, preferably 
an orthopedist. 

In examining the foot, the teacher should bear in mind that normally 
the foot in walking points almost straight ahead, and that the line of 
the heel and the tendon above the heel is vertical when viewed from 
behind. The most common defect is a lowering of the inside of the foot 
with a resulting knock-ankled effect. This is called a “pronation” of the 
foot and should be treated at once. Treatment and correction are usually 


1 See: McCloy, Charles H. Tests and Measurements in Health and Physical Education. New 
York: F. S. Crofts and Co., 1939. Chapter 4. { Rogers, Frederick R. Physical Capacity Tests. 
New York: A. S. Barnes and Co., 1931. 50 p. 

See: McCloy, Charles H. Tests and Measurements in Health and Physical Education. New 
York: F. S. Crofts and Co., 1939. Chapter 21. § Howland, Ivalclare S. The Teaching of Body 
Mechanics in Elementary and Secondary Schools. New York: A. S. Barnes and Co., 1936. 203 p. 








270 ELEMENTARY SCHOOL PRINCIPALS 





not difficult. If there is doubt, the best rule is to consult a competent 
orthopedic physician. 

The examination for posture is not a procedure to be used once a 
year and then forgotten. It should be repeated frequently, primarily 
as a motivator. Methods for doing this in the schools have been avail- 
able for many years.'? 

Detection of other difficulties—Occasionally other defects are present 
and usually their symptoms are readily detected by the observant class- 
room teacher. For example, the dull, lethargic pupil or the nervous, 
excitable, fidgety pupil is frequently one who deviates from the meta- 
bolic rate. Such individuals should be brought to the attention of the 
family physician. Their condition is generally caused by a departure 
from the normal of certain glands of internal secretion—a situation 
usually beyond the ability of the teacher to diagnose. Teachers who 
become interested in such problems, however, may well call suspicious 
cases to the attention of the parents. 

There are occasional children who depart so far from the normal for 
their ages as to be quite conspicuous. If adequate facilities are avail- 
able, the hands and wrists of these children may be X-rayed and their 
maturational ages read from the X-rays. This may usually be done 
rather adequately by any physician who is familiar with the appro- 
priate standards. 

Adequacy and significance of physical measures—In the use of all 
the methods suggested above, there may be various degrees of com- 
pleteness. The anthropometric measurements will frequently screen out 
rather rapidly the cases most in need of medical attention. In many 
school systems, medical examinations are made gradually thruout the 
year from September to June. Under such an arrangement many of 
the children most in need of attention may not be discovered until late 
in the school year. Where the anthropometric and strength tests are 
utilized by teachers or nurses, however, children who are markedly 
subnormal physically may readily be called to the attention of the 
examining physicians early in the year. 

In any case, whether medical and anthropometric examinations are 
superficial or thoro, the results will not be important unless adequately 
followed up. One study in a large metropolitan center’* revealed that 
a very expensive medical examining scheme was resulting in the cor- 
rection of only 2 percent of the defects found. Such a situation involves 
a great waste of money and time as well as of child health. 

12 See: McCloy, Charles H. Tests and Measurements in Health and Physical Education. New 
York: F. S. Crofts and Co., 1939. p. 258-63. 


13 American Child Health Association, Research Division. Physical Defects: The Pathway to 
Correction. New York: the Association, 1934. 171 p. 


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STUDYING THE CHILD 271 





In the process of appraisal, some children will be found whose 
physical characteristics are markedly inconsistent. For example, a child 
may be very heavily built below the waist and lightly built above it. 
Such an individual may be found to be overweight, while fat and arm 
girth may be under the norm. Hence, none of the specific medical or 
anthropometric tests should be applied slavishly. An examiner should 
never examine and measure a child objectively without looking at him 
and evaluating him in the light of common sense and experience as well. 

It must be remembered also that the health of some children fluc- 
tuates from day to day. Children occasionally become ill and need 
attention. Hence, in addition to the yearly examinations of physical 
status, there should be a quick inspection every morning in each class- 
room. The teacher should be taught to recognize the usual signs of 
probable disease and to send such children to the proper officer, such 
as the school nurse, the school physician, or the principal. The teacher 
can readily learn to note departures from the normal for the individual 
child; she does not need to attempt a diagnosis. 


GENERAL SUGGESTIONS FOR THE SCHOOLS 


It must be admitted that the available methods for assessing physical 
status are far ahead of the training of the typical teacher for this 
function. It is suggested, therefore, that we need first a larger number 
of teachers especially trained in the administration of anthropometric 
and strength measurements. Probably most of these will be teachers of 
physical education or home economics, altho regular classroom teachers 
also need a background in this field. Adequately trained school nurses 
can be of great assistance to teachers, but too often they are not avail- 
able. 

It is suggested further that special training be provided for school 
physicians, first to acquaint them with the standards for children in 
reasonably good health (since the average practicing physician sees 
sick children chiefly), and second to acquaint them with the content 
and usefulness of the anthropometric and strength measurements. In 
actual practice these tests should precede the medical examination, 
and the physician should have records of the former at hand when 
conducting his medical examination. 

The best results with any of these devices will accrue only when the 
teachers using them are experienced in their administration. A little 
knowledge is sometimes dangerous; hence, interpretations based on 
any method of assessing the physical status should be cautiously made. 
Defects that are marked by positive signs of disease, functional defects 
such as lack of strength, and nutritional defects such as underweight 





272 ELEMENTARY SCHOOL PRINCIPALS 





or lack of fat need different kinds of treatment. An underweight indi- 
vidual who has more than the usual amount of fat but who is greatly 
deficient in muscular development needs a more strenuous program of 
physical activity rather than more food. An individual with a low 
breathing capacity but no medical defects should have different treat- 
ment from that given to a person under suspicion of incipient tuber- 
culosis. 

The schools need not only to apply measures of physical status but 
also to do something about the results. Hence, the programs of detec- 
tion and of remedying defects must be integrated, and adequate admin- 
istrative facilities must be provided for doing this. The problems in a 
small rural school will be different from those in a large metropolitan 
system. The personnel will be different but the principles will be the 
same. It is hoped that in the near future our skills for such a task will 
catch up with our methods. 

In closing, it may be helpful to list some of the agencies from which 
additional information may be obtained concerning methods or source 
materials of value in the appraisal of physical status: 

National Tuberculosis Association 

American Heart Association 

National Society for the Prevention of Blindness 
National Committee for Mental Hygiene 
American Social Hygiene Association 


American Public Health Association 
National Organization for Public Health Nursing. 

All of the above are located at 50 West 50th Street, New York City. 
American Society for the Control of Cancer, 350 Madison Avenue, New York City 
American Society for the Hard of Hearing, 1537 35th Street, N. W., Washington, 

D. C. 


Metropolitan Life Insurance Company, 1 Madison Avenue, New York City 
Joint Committee on Health Problems in Education of the National Education 


Association and the American Medical Association (Charles C. Wilson, M.D., 


Chairman), Board of Education, Hartford, Connecticut 
American School Health Association, 3335 Main Street, Buffalo, New York 
American Student Health Association, University of Minnesota, Minneapolis, 
Minnesota 
American Medical Association, 535 North Dearborn Street, Chicago, Illinois. 





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STUDYING THE CHILD 273 





THE CHILD’S CAPACITIES, INTERESTS, AND 
ACHIEVEMENTS 


Davin SEGEL 


Consultant in Tests and Measurements, United States Office of Education, 
Washington, D. C. 


to the varying capacities of children. As yet, however, practice 

lags behind the progressive thought of the day. Altho this is 
partly due to the natural inertia of human beings, it is also due to 
the fact that the methods of analyzing pupils’ abilities and interests 
are still imperfect, and to the fact that not enough is known about 
adapting the school curriculum to discoverable abilities and interests. 
It is the purpose of this article to clarify the present status of the 
methods of analyzing elementary pupils’ capacities, achievements, and 
interests. Later chapters of the yearbook are concerned with the adjust- 
ment of the curriculum to the differences found. 


Me HAS BEEN WRITTEN about the adjustment of the curriculum 


Wuat Is InpivipuaL ANALYsIS? 


There are two main aspects of the analysis of pupil traits which 
need to be understood: (1) the essential nature of pupil analysis, and 
(2) the instrumentation of the process. A term which many people seem 
to think covers the analysis of the individual is “individual differ- 
ences.” This is a psychological term having a specific meaning, 
namely, the differences in score or rating between one individual and 
others in a particular trait. For example, if a class is given a read- 
ing test the pupils will ordinarily distribute themselves widely as to 
score values. The difference in score between any two pupils is called 
an “individual difference.” These are the differences with which the 
testing programs of our schools have been most concerned. Many pages 
and large quantities of data are devoted to such differences in the edu- 
cational psychologies of the day. By persisting in the idea that the 
analysis of a pupil should be concerned chiefly with how he differs 
from his fellow pupils, we are impeding our efforts to improve pupil 
adjustment. 

In order to see what kind of analysis is needed, let us turn to the 
practical situation in which the counselor finds himself. What does 
he want to know about a pupil? He wants to know the strength of 
each of the pupil’s traits as compared with his other traits. The most 
important single factor in counseling is a knowledge of those traits 
in which the individual is strong or weak relatively. For example, a 
certain pupil may be rather poor in all elementary-school subjects, 
but he is better in arithmetic and mechanical intelligence (or interest) 








274 ELEMENTARY SCHOOL PRINCIPALS 








than in the other fields. Knowledge of the fact that the pupil is low 
in almost every line—that the “individual difference” analysis shows 
him to be poorer than other pupils in various traits—is of limited value 
to the teacher or counselor. But if the counselor also knows that the 
pupil is better in arithmetic and mechanical intelligence than in other 
lines, he has a more adequate basis for judging what that pupil’s 
future educational program should be, provided the evident superi- 
ority persists over a relatively long period of time. The emphasis for 
adjustment should be upon an appraisal of the individual’s traits one 
against the other, rather than upon a comparison of his traits with 
those possessed by his fellows. Both types of information are needed, 
but in the writer’s judgment the major emphasis should be placed 
upon differences within the individual.' 

What are the effects of these different conceptions of pupil analysis 
upon the type of testing which is carried on in the schools? Under 
the “individual difference” type of analysis the tendency is to test 
as many pupils as possible with the same test or tests. Numerous 
treatises on individual differences confirm this statement; the mass 
distribution of scores on individual tests serves as the basis for dis- 
cussion of the topic. - In “individual analysis”? the picture is entirely 
changed. Emphasis is taken away from mass data on individual tests 
and placed upon the individual himself. Since a knowledge of the dif- 
ferences within the individual is desired, it is important that a large 
number of his traits be measured. The unit to be educated is the 
individual, not the group. 

In making an individual analysis the following principles are im- 
portant: 





1. A large number of measurements should be used. Some of the traits in which 
a pupil has particular strengths or weaknesses may be overlooked if only a few 
measurements are used. Theoretically, there is hardly any limit to the number of 
measures which should be applied to the pupil. Practically, those should be used 
which show the greatest promise of giving valid information about the pupil. The 
measures should be of as great a variety as possible. 

2. The measures used should be applied to the pupil over a period of time. A 
series of measures of a trait gives a more accurate picture than a single measure 
If a pupil is measured several times over a period of years the accuracy of the total 
appraisal increases because the chance errors of any one measure are thereby 
revealed. 

3. A cumulative record of the results should be maintained. If the two practices 
outlined above are necessary in any good pupil analysis, it follows that a cumula- 
tive record is required for the large number of trait scores that are obtained for 
each pupil. 


1 While some readers may not agree that one type of information is more important than the 
other, there can be no doubt that a combination of the two types is more valuable than either one 
alone. See Chapter I for a general discussion of both types of differences.—Editorial Committee 

2 This type of analysis has sometimes been called ‘‘differential diagnosis,’’ but the name is not 
important as long as the process itself is recognized as the important step in analyzing the individual 





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STUDYING THE CHILD 275 





How May Capacities, ACHIEVEMENTS, AND INTERESTS BE MEASURED? 


In many areas standardized tests for determining strengths and 
weaknesses are available. The validity of such measures is presumably 
given in the test literature. Other indicatious of ability and achieve- 
ment are the products of schoolwork, such as written compositions, 
works of art, and the like. If a product itself cannot be preserved in 
the record folder, some objective description of it should be recorded. 
Altho no accurate statement of the validity of such evidence can be 
given, any weakness in the use of actual pupil products or descrip- 
tions of such products for appraisal purposes usually lies not in the 
objective evidence itself, but in the ability of teachers and counselors 
to evaluate such evidence. 

A brief review of selected measures or types of evidence to be 
gathered is given below for those areas which seem to the writer to 
have promise for pupil analysis. As far as the measures cover the 
various levels of ability in the elementary school, they should ideally 
be applied at intervals thruout the child’s school career in order to 
make the analysis more accurate. 

Intelligence—Most tests of general intelligence are useful in differ- 
entiating pupils’ verbal ability as contrasted with other types of 
ability. That is, intelligence tests generally are designed to test the 
knowledge and use of words and the ability to reason from the basis 
of verbal descriptions. Another type of intelligence test is the per- 
formance test, in which the solutions of the problems presented are not 
dependent upon verbalization. Intelligence tests are valuable therefore 
in discovering both the academic or verbal ability of the child and his 
ability to solve problems which do not involve language. 

In a few cases the makers of intelligence tests have attempted to 
isolate various “unitary” mental traits. In such tests the subdivisions 
have usually been made on a common-sense basis. These tests are 
not very well developed as yet, but it seems reasonable to suppose 
that they will become of great service when the prognostic values of 
the different traits are known more definitely. So far as the writer 
knows, the only test attempting to differentiate such “unitary” 
abilities on the elementary-school level is the California Test of 
Mental Maturity. This test attempts to isolate such traits as (1) 
memory, (2) manipulation of areas, (3) reasoning, and (4) vocabulary. 

The following tests of intelligence are among those which may be 
used to advantage at the elementary-school level: 

California Test of Mental Maturity. (Group test) 


Pre-primary Series for Kindergarten-Grade I. 
Primary Series for Grades I-III. 








276 ELEMENTARY SCHOOL PRINCIPALS 





Elementary Series for Grades IV-VIII. 
California Test Bureau, 3636 Beverly Boulevard, Los Angeles, California. 
Detroit Intelligence Tests. (Group test) 
Primary Test for Grades II-IV. 
Alpha Test for Grades V-IX. 
Public School Publishing Co., Bloomington, Illinois. 
Kuhlmann-Anderson Intelligence Tests. (Group test) 
Separate tests for first half of Grade I, second half of Grade I, Grade II, Grad 
III, Grade IV, Grade V, Grade VI, and one test for Grades VII-VIII. 
Educational Test Bureau, Minneapolis, Minnesota. 
Otis Quitk-Scoring Mental Ability Tests. (Group test) 
Alpha,Test for Grades I-IV (non-verbal). 
Beta Test for Grades IV-IX. 
World Book Co., Yonkers-on-Hudson, New York. 
Revised Stanford-Binet Scales. (Individual test) 
Houghton Mifflin Co., Boston, Massachusetts. 
Cornell-Cozxe Performance Ability Scale. (Individual test) 
Examination Manual. 
World Book Co., Yonkers-on-Hudson, New York. 
Test Material. 
‘Ellen Wilson, 1013 North Madison Street, Rome, New York. 


Achievement in regular school subjects—One of the most important 
areas for pupil analysis is that of achievement in the regular work o! 
the school. In some schools it may be difficult to separate “regular” 
subjects from other activities. However, it makes no difference, as far 
as measurement for the purpose of pupil adjustment is concerned, what 
type of curriculum organization is followed. Pupils in all types of ele- 
mentary schools should gain in information, skills, and ability to reason 
Measures of knowledge, skills, and reasoning ability in various fields 
are indicative of strengths and weaknesses which are important for 
guidance. A number of test batteries have been evolved in which meas- 
ures of the several subjects thought to be fundamental in elementary 
education have been standardized on the same group of children, th 
group having been nationally selected in some cases.* Such a battery 
makes it possible to compare the standings of a pupil in two or more 
abilities more accurately than in the case of tests which have been 
standardized independently. Among the standard batteries in the ele- 
mentary-school field are the following: 

Metropolitan Achievement Tests: Revised. Several forms. 

Primary I Battery for Grade I. Includes word and phrase recognition, word 

meaning, and numbers. 

Primary II Battery for Grades II-III. Includes reading completion, paragray 

reading, vocabulary, arithmetic fundamentals and problems, language, and 
spelling. 

Intermediate Battery for Grades IV-VI and Advanced Battery for Grades VII- 

VIII. Includes reading, vocabulary, arithmetic fundamentals, arithmetic prob- 


% For a discussion of the difficulties in the use of norms in adjustment work, see: Ruch, Giles M 
and Segel, David. Minimum Essentials of the Individual Inventory in Guidance. U. 8. Dept. of the 
Interior, Office of Education, Vocational Division, Bulletin No. 202. Washington, D. C.: Govern- 
ment Printing Office, 1940. 83 p. 


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STUDYING THE CHILD 277 





lems, English (three parts), literature, history and civics, geography, and 
spelling. 
World Book Co., Yonkers-on-Hudson, New York. 
Modern School Achievement Tests. One form. 

For Grades IV-VIII. Includes reading (three aspects), arithmetic computation, 
arithmetic reasoning, spelling, health knowledge, language usage, social studies 
(two aspects), and elementary science. 

Bureau of Publications, Teachers College, Columbia University, New York 
City. 
New Stanford Achievement Test. Several forms. 

Primary Examination for Grades II-III. Includes paragraph meaning, word 
meaning, arithmetic computation, arithmetic reasoning, and spelling. 

Advanced Examination for Grades IV-IX. Includes paragraph meaning, word 
meaning, arithmetic computation, arithmetic reasoning, spelling, language 
usage, literature, history and civics, geography, and physiology and hygiene. 

World Book Co., Yonkers-on-Hudson, New York. 
Progressive Achievement Tests. Several forms. 

Primary Battery for Grades I-III. Elementary Battery for Grades IV-VI. 

Intermediate Battery for Grades VII-IX. Includes reading vocabulary, reading 
comprehension, arithmetic reasoning, arithmetic fundamentals, and language. 

California Test Bureau, 3636 Beverly Boulevard, Los Angeles, California. 
Public School Achievement Tests. Several forms. 

Battery A for Grades III-VIII. Includes reading, arithmetic computation, arith- 
metic reasoning, language usage, and spelling. 

Battery B for Grades VI-VIII. Includes grammar, history, and geography. 

Battery C for Grades IV-VIII. Includes nature study and health. 

Public School Publishing Co., Bloomington, Illinois. 
Unit Scales of Attainment. Several forms. 

Primary Battery for Grades I-III. For Grade III includes vocabulary, reading 
comprehension, problem solving, arithmetic fundamentals, and spelling. 

Complete Battery for Grades IV-VIII. Includes reading, arithmetic, spelling, 
English, literature, history, geography, and elementary science. 

Educational Test Bureau, Minneapolis, Minnesota. 


Capacity or accomplishment in special fields—In the main, the ap- 
praisal of special abilities in the elementary school will be made by 
means of actual pupil accomplishments in these fields. In most schools 
the pupils have a chance to exercise their artistic abilities in various 
subjects, especially the social studies, and in extracurriculum periods 
thru such activities as making notebooks, building exhibits or models, 
painting or drawing pictures, acting in plays, making stage sets, read- 
ing poetry aloud, singing or playing musical instruments in groups 
and individually, and constructing furniture or other objects which 
are useful in the school or home. 

Some of this evidence of the artistic and manipulative ability of the 
child can be preserved in the school. Descriptions of some of the activi- 
ties and the products thereof can be written by the teacher or counselor 
and preserved in the cumulative record. If marks are given in extra- 
curriculum activities, these also will indicate potential abilities in such 
activities. 

Accomplishment along these special lines is significantly indicative 











een aoe 


278 ELEMENTARY SCHOOL PRINCIPALS 





of capacity and ability because in many cases the pupils enter th 
activities of their own accord. Furthermore, superior accomplishment 
in these activities is certainly not demanded as it might be from 
bright children in the more formalized classes such as reading and 
arithmetic. In other words, accomplishment in these areas is likely to 
be the result of a voluntary or intrinsic drive on the part of the pupil 
Under such conditions the measures become very valuable, especially 
for adjustment purposes. 

There are not many standardized objective tests for some of these 
special abilities. In general, the school must create the opportunity 
for pupils to develop their talents and then use the resulting perform- 
ances as evidence of ability. The following tests are among thoy 
available: 


Art 


Tests in Fundamental Abilities of Visual Art. One form. 
For Grades III-XII. 
California Test Bureau, 3636 Beverly Boulevard, Los Angeles, California 
McAdory Art Test. One form. 
For Grades III thru college. 
Bureau of Publications, Teachers College, Columbia University. New Yor! 
City. 


Music 


Drake Musical Memory Test. Two forms. 

Age eight to adult. 

Publie School Publishing Co., Bloomington, Illinois. 
Kwalwasser-Dykema Music Tests. One form. 

Middle elementary grades to adult. A series of five double-faced phonogray 
records is used to measure the following elements of musical ability: tona 
memory, quality discrimination, intensity discrimination, tone discrimination 
rhythm discrimination, pitch discrimination, melodic taste, pitch imagery 
and rhythm imagery. 

Psychological Corporation, 522 Fifth Avenue, New York City. 
Seashore Measures of Musical Talent. One form. 

Middle elementary grades to adult. A series of six double-faced phonogra| 
records is used to measure sense of pitch, sense of intensity, sense of tim 
sense of consonance, tonal memory, and sense of rhythm. 

C. H. Stoelting Co., 424 North Homan Avenue, Chicago, Illinois. 


Manual Dexterity and Mechanical Ability 


Detroit Mechanical Aptitudes Examination. May be used in the seventh an 
eighth grades. Separate examinations for boys and girls. 
Public School Publishing Co., Bloomington, Illinois. 
MacQuarrie Test for Mechanical Ability. May be used in the seventh and eight 
grades. 
Psychological Corporation, 522 Fifth Avenue, New York City. 
Minnesota Paper Form Board Test. For Grades V-VIII. Measures ability ! 
visualize spatial patterns in two dimensions. 
Psychological Corporation, 522 Fifth Avenue, New York City. 





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STUDYING THE CHILD 279 





0’Rourke’s Mechanical Aptitude Test: Junior Grade. May be used in the seventh 
and eighth grades. 
Psychological Corporation, 522 Fifth Avenue, New York City. 


Interests—The appraisal of children’s interests presents a more dif- 
ficult problem than does the measurement of ability or achievement. 
Pupils of the elementary-school level often have not had a chance to 
develop special interests because of their lack of actual experience in 
or knowledge of various activities. However, as the pupil passes thru 
the grades the possibility of such development increases. Since interest 
and achievement are closely related, interests may be used as an in- 
dicator of possible achievement or capacity in those areas where direct 
evidence is lacking. For example, in many schools the child might 
not have a chance to develop his abilities in mechanical lines, but he 
may be working at home with tools and machines or he may read 
about mechanical appliances. In such a case the pupil develops an in- 
terest. Lacking a good mechanical aptitude test at the elementary- 
school level, one might bring this interest to light by using an interest 
questionnaire. However, too much faith should not be put in interest 
analyses at this school level because changes in the interests of young 
children can easily occur. Among the questionnaires which can be used 
in making such analyses are the following: 

Interest Analysis Blank. For Grades IV-VI. 
Association Press, New York City. 
Specific Interest Inventories. 
One for boys 10-16 years. 
One for girls 10-16 years. 
Psychological Corporation, 522 Fifth Avenue, New York City. 
A Verbal-Manual Interest Questionnaire. For junior high-school pupils. 

J. E. Davies, Adams State Teachers College, Alamosa, Colorado. 

Interest Questionnaire for High-School Students. (Boys) For eighth- and ninth- 
grade boys. 


Bureau of Publications, Teachers College, Columbia University, New York 
City. 


CONCLUSION 


Altho we probably have only scratched the surface in developing 
methods of analyzing pupils’ potentialities and accomplishments, the 
procedures now available represent a considerable advance from older 
methods of pupil diagnosis and adjustment. Some of these procedures 
are more economical than others. For example, the use of achievement 
test batteries and general mental tests is, in general, very valuable for 
the amount of time and money involved. On the other hand, to observe 
pupils’ reactions in the school, gather evidence here and there outside 
the school, and interpret these data in anecdotal records is difficult un- 
der present crowded conditions in our schools. However, it will be recog- 








280 ELEMENTARY SCHOOL PRINCIPALS 





nized more and more that an accurate diagnosis of pupils’ traits is as 
important a process for the schools as what is ordinarily thought of a 
instruction. Actually, diagnosis and instruction are complementary 
parts of the instructional process. Altho there probably always will 
be counselors to aid in serious behavior cases and in the use of new 
procedures for studying children, the primary process of pupil ad- 
justment will fall to the teacher’s lot. 

In order to carry on this adjustment our instruments of diagnosis 
should, as far as possible, be standardized so that we may be able to 
interpret correctly the individual scores on such instruments in relation 
to the group. The writer believes, however, that the comparison of a 
pupil’s potentialities or achievements in several different fields is just 
as important as a knowledge of his standing in his group on any singl 
trait or composite of traits. This differential type of individual analysis 
has been neglected in current treatises on the adjustment of children. 


2 


eee as a reconstruction of experience ought to be 
founded upon an insight into the individual’s capacities, 
interests, and habits. In order that these powers may be cor- 
rectly interpreted, a knowledge of social conditions is neces- 
sary. Specifically speaking, this definition of education means 
that continuous scientific study of pupil development is essen- 
tial in order to provide new insight into the psychological 
aspects of education. New tests and instruments of measure- 
ment will make it possible for teachers to gain these new 
insights. Education, as defined above, means, in addition, that 
the teacher must utilize findings in the social and natural sci- 
ences so that meaningful units of work may be built around 
present-day problems and activities—Wrightstone, J. Wayne, 
Appraisal of Newer Elementary School Practices, Teachers 
College, Columbia University, 1938, p. 221. (Quoted by per- 
mission of the publishers.) 





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STUDYING THE CHILD 281 





THE CHILD’S ENVIRONMENTAL BACKGROUND 


Ruts Srrana 


Associate Professor of Education, Teachers College, Columbia University, 
New York City 


children’s behavior by cultural, social, and economic factors. 

“You give it to her hard,” a father told the visiting teacher who 
had come to discuss his daughter, whom he was trying to force to con- 
form to his old-world standards of propriety. In this case conflict had 
arisen between the culture of the home and the standards of class- 
mates. In another situation a mother, lacking the social training com- 
mon in the other children’s homes, caused her daughter acute embar- 
rassment by coming to school and talking loudly to the teacher in 
front of the class. In a third situation a boy in danger of developing 
tuberculosis was living on a diet consisting largely of tea and bread. 
Until money could be obtained to buy him adequate food, the educa- 
tion supplied by the school was futile. Many other instances could be 
cited to illustrate the influence of environmental factors on growing 
boys and girls. 


Pisin AND TEACHERS daily recognize the influence exerted on 


Tue NATURE OF ENVIRONMENTAL INFLUENCES 


Cultural trends—Some of these factors, such as_ technological 
changes, specialization, urbanization, increasing governmental regula- 
tion and control, inequality in distribution of wealth and income, a 
variety of services for children and for the nation’s health, and partici- 
pation in recreation and the fine arts, permeate society as a whole; 
they are characteristics of culture in the United States. In part, these 
widespread modifications of the culture are reflected in the schools. 
A child who has recently moved from a rural to an urban community, 
or has changed his residence for financial reasons, or has remained in a 
residential district that has been invaded by an industrial development, 
has grave problems of maintaining his status in the new group. Social 
stratification is represented in many schools by coteries of children of 
employers and employees, children whose families are on relief and 
those whose families are in affluent circumstances, and children living 
on different sides of “the tracks.” The speech and language as well 
as the clothing of children are outward and visible signs of cultural 
influences. 

Children today are profoundly influenced by the radio and cinema 
and by forms of propaganda which frequently counteract school in- 








282 ELEMENTARY SCHOOL PRINCIPALS 





struction. Adult unemployment has exerted influences of a nature and 
extent as yet unexplored. A study of the 1486 inhabitants of a village 
near Vienna who had been unemployed for approximately three years 
showed great deterioration of health and resistance to disease. Wants 
and interests had markedly diminished. Even the children’s Christmas 
wishes were frequently expressed in the subjunctive: “If I could wish, 
I would like . . . .” Thus social forces impinge upon the elementary- 
school child. 

Specific social influences—Other social forces less closely related to 
major cultural trends likewise exert an influence on children. Pressures 
are brought to bear upon a child by parents and siblings. Excessive 
pressure of the school upon the child may result in his withdrawing or 
in his attempting to gain success in undesirable ways. It is a strain 
for a younger child to keep up physically and mentally with children 
who have longer spans of attention and greater endurance and mental 
alertness. On the other hand, the child who continually plays with 
less mature children is acquiring habits that may prevent him from 
establishing his status in his own age group. Culture conflict means 4 
“struggle for status” and is a necessary result of change in the culture 
situation in which the individual is placed. 

None of the factors just mentioned operate singly. They tug at the 
individual from all sides. Each social group to which he belongs 





competes for his loyalty and is not consistent in its demands from day | 
to day. A father may encourage his son to fight in self-defense; the 
mother may favor pacifism at any price; and the school may punisi | 
boys who fight. In such an unstable moral world the child is often at] 
a loss as to how to regulate his conduct. 

Psychological complexity of environmental factors—A fact fre- 
quently overlooked is that the same external circumstances are not 
perceived in the same way by different children. Individuals vary con- 
siderably in their sensitivity to environment.’ Similar situations bring 
out different behavior, depending upon the nature of the child, th 
meaning of the situation to him, and his momentary condition. Social 
facts such as dependence upon an adult or friendship with another 
child usually acquire more psychological significance as the child grows 
older. Economic deprivation is usually felt most keenly when thi 
adolescent tries to establish his status in his group. The older chili 
may be more keenly aware than the younger child of conflicts betwee 
two different cultures impinging upon him. In one mood a child is ready 


1 Bartlett, Frederic C., and others, editors. The Study of Society: Methods and Problem 


London: Kegan Paul, Trench, Trubner and Co., 1939. p. 4-5. 
2 Lewin, Kurt. A Dynamic Theory of Personality. New York: McGraw-Hill Book Co., 1935. p n 





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STUDYING THE CHILD 283 





to cooperate, while in another mood the same proposal may be rejected 
by him. The external environment is obviously not identical with the 
psychological environment of a particular individual. 

Accordingly, the various cultural, social, and economic factors must 
be studied with reference to the total situation, and not in isolation. 
They must also be studied with reference to their effect on and their 
meaning for the child, and not merely as objective facts. Knowledge 
of the bare, poorly heated, overcrowded tenement in which a child 
lives is not so important as an understanding of the way he feels about 
his living conditions. Likewise, the number of persons in the family 
is of far less significance than the friendliness or unfriendliness of 
the other members toward the child. The real problem in the study 
of children is to obtain psychologically critical facts, for it is these 
facts that determine the direction of a child’s behavior. Such facts 
are difficult to obtain because the child himself may not be aware of a 
particular influence or relationship, and because they cannot be studied 
apart from the situations in which they operate. 


Metruops or Stupy 


Appraising physical aspects of the social framework—The obvious 
features of the social framework within which a child develops may 
readily be ascertained by observation, conversation with pupils and 
parents, and judiciously formulated and tactfully presented ques- 
tionnaires. The general appearance of the child—his clothing, groom- 
ing, cleanliness, and manners—are not unimportant indications of his 
cultural, social, and economic status. A tour thru the school district 
permits observation of such indications as “linen on the line” and “the 
short and simple flannels of the poor.” One teacher, as soon as she 
had received the list of names and addresses of pupils in her new class, 
spent an afternoon locating their homes and noting the kinds of 
housing, opportunities for recreation, education, and worship, and pool- 
rooms, dance halls, saloons, and other subversive influences in the 
neighborhood. The teacher, school nurse, visiting teacher, district nurse, 
and relief worker who have opportunities to visit the children’s homes 
can readily obtain information about overcrowding, unsanitary con- 
ditions, ugliness, and physical discomforts to which the children are 
subjected. 

Altho appraisal by a home visitor is the more reliable method, 
questionnaires adroitly presented to children above the fifth grade 
have been found to elicit fairly accurate information about such 
objective features of the environment as the number of rooms in the 
home, the possession of a telephone, radio, bathroom, home library, 





284 ELEMENTARY SCHOOL PRINCIPALS 





auto, and other necessities and conveniences. The Sims scale * for rating 
the living quarters is a standardized questionnaire which has proved 
valuable as a measure of socio-economic level. “Its validity today, 
however, is somewhat influenced by changes that have occurred in the 
social significance of the items since the scale was validated. Thus, to 
have a telephone or a bathroom does not have the same social signifi- 
cance today that it did ten or twenty years ago.” * 

Instead of such direct questions as “How many rooms do you have 
in your home” the Burdick Apperception Test *® makes the following 
type of inquiry: “Name all the rooms in a house or apartment large 
enough for five people.” Thus, from children in Grades V to VIII 
some of the more intangible qualities relating to home background 
may be obtained. 

Studying specific social and emotional factors—The physical as- 
pects of the social framework are not so important for the under- 
standing of children as are the attitudes and emotional relationships 
existing within the home and the school. The teacher of the kinder- 
garten or first grade is particularly fortunate in having many con- 
tacts with parents and with older brothers and sisters who bring 
little children to school. Time should be provided for the teacher to 
make the most of these contacts. Three important items of informa- 
tion—the church affiliation, educational level, and occupational status 
of both parents—may be easily obtained. The father’s occupation is 
perhaps the best single index of socio-economic background because 
the size of his income has considerable bearing on the degree of eco- 
nomic security, the social relations, and the educational, recreational, 
and vocational opportunities available to the child. 

By observing the parent and child together, the teacher may obtain 
evidence of overprotection, indulgence, rigid and severe discipline, 
excessive affection, lack of affection, overambition for the child, or 
underestimation of his ability. Conversation with parents and children 
either alone or together will serve to confirm or correct impressions 
obtained by observation. In home visits likewise the teacher or nurse 
may gather valuable information about the child’s relationships with 
his parents and siblings, the parents’ relationships with each other, 
and their ideals and objectives. The importance of such information 
is stated by Allport as follows: 


Since personality is largely a matter of the interception and modification of 
social conventions, customs, and codes, it is instructive to know to what cultural 


Sims, Verner M. Sims Score Card for Socio-Economic Status. Bloomington, Ill.: Public School 
Publishing Co., 1927. 

4Strang, Ruth. An Introduction to Child Study. Revised edition. New York: Macmillan Co., 
1938. p. 405. 

5 Developed in connection with the Character Education Inquiry and published by the Association 
Press, New York City. 











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STUDYING THE CHILD 285 





stimuli and models the individual is exposed in the course of his development. 
Knowledge of this social frame is essential to a full appreciation of his personality. 
Much of his nature will be found to be essentially a reflection of prevailing stand- 
ards; but even his departures from these standards presume knowledge regarding 
them on the part of the investigator. For this reason it is always well to specify 
the racial, religious, and occupational groups to which a person belongs, as well 
as all other significant affiliations and memberships. . . . These models the indi- 
vidual may or may not adopt. 

The child’s social relations in school may be studied by observing 
him in his associations with classmates and by asking children such 
questions as, “Whom would you like most to sit next to? With whom 
do you like to do things when you are just fooling around or when you 
play games? Tell me the children you like the best.” Hardy * found 
that among children of the same socio-economic level as the majority 
of their classmates, those who were popular with classmates tended 
to be superior in physical appearance, athletic ability, freedom from 
physical defects, and nutritional status. Moreover, such children were 
not likely to be troublesome in the classroom. 

A child’s diary of his daily activities will usually supply the teacher 
with a wealth of detail about social and economic factors. One child’s 
schedule reflected a carefully regulated, child-centered home in which 
the only home duty performed by the child during a week was cleaning 
out her bureau drawers on Saturday morning. Trips to museums, con- 
certs, and music lessons offered special cultural opportunities. An- 
other child spent most of her leisure time feeding the pet lamb, doing 
farm chores for her father, and helping her mother with housework 
and the preparation of meals. Such information about the way chil- 
dren spend their time is invaluable to the teacher. 

The teacher may obtain additional information about children’s 
home backgrounds from the letters which they and their parents write. 
Some teachers ask children to write personal letters to them as part 
of the work in written English. Other teachers gain insight into the 
culture of the child’s family from a careful study of their correspond- 
ence with parents concerning absence or other matters. The manner 
of writing, the attitude of the writer, his language, and his concepts 
are indications of cultural status. 

Obtaining the child’s interpretation of environmental influences—The 
meaning of environmental influences to the child is still more difficult 
to discover. Fortunately, however, the teacher may obtain extremely 
valuable information of this kind in the course of her daily living and 
thinking with children. Before school, at recess, during the lunch hour, 


® Allport, Gordon W. Personality, A Psychological Interpretation. New York: Henry Holt and Co., 
1937. p. 371-72. 

™Hardy, Martha C. “Social Recognition at the Elementary School Age.” Journal of Social 
Psychology 8: 365-84; August 1937. 











286 ELEMENTARY SCHOOL PRINCIPALS 





and after school, children will individually confide in the sympathetic 
teacher. One child will perhaps reflect the anxiety over continued 
unemployment in his family and his parents’ futile efforts to make 
ends meet. Such a child may reveal to the teacher his feeling that he 
is an additional burden. He may even attempt to run away from a 
home in which he feels there are “too many.” Another child may 
accept his family’s being on relief as a matter of course, while still 
another may show both by words and action that he expects to use 
government relief as a substitute for honest labor. He says, in effect, 
“Why should I bother to prepare for any vocation? The government 
will support me.” 

Not only in individual conversations, but also thruout the school 
day, the observing teacher will acquire knowledge of children’s atti- 
tudes toward their home conditions. In an oral English period a third- 
grade teacher encouraged the children to relate incidents of interest to 
them. Many of these “stories” were about their home life and their 
friends. One child, for example, related an incident which revealed 
vindictiveness, suspicion, and antisocial attitudes on the part of the 
parents. Another child told the story of his birthday surprise, which 
gave unequivocal evidence of the happy family relationships in his 
home. In the children’s written work as well as in their oral discussions 
the teacher may obtain an understanding of each child’s world as he 
sees it. 

Autobiographies ranging from a series of brief statements on family 
membership, school history, recreation, vocational experiences, and 
interests to a freely written story of one’s life give the teacher pertinent 
information about each pupil’s idea of the factors which have influenced 
his development. Discussions of characters in books sometimes take a 
personal turn and lead to a consideration of the problems of indi- 
vidual pupils or problems common to many in the group. Written com- 
positions and other creative work of pupils frequently supply significant 
leads. 

The case-study method—If the child feels a need for help—that is, 
if he is in some kind of a fix or is worried and perplexed—he is likely 
to be frank and thoughtful in his cooperation with the teacher or the 
case worker. The latter, in turn, tries to enter into the psychological 
environment of the child and makes observations, gives tests, and 
holds interviews within this field. According to Allport, 


. . . this method is . . . the most comprehensive of all, and lies closest to the 
initial starting point of common sense. It provides a framework within which the 
psychologist can place all his observations gathered by other methods; it is his 
final affirmation of the individuality and uniqueness of every personality. It is a 
completely synthetic method, the only one that is spacious enough to embrace 





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STUDYING THE CHILD 287 








all assembled facts. Unskillfully used, it becomes a meaningless chronology, or a 
confusion of fact and fiction, or guess-work and misinterpretation. Properly used, 
it is the most revealing method of all® 

The method of the casual breakdown—This method of investiga- 
tion, as described by Plant,® involves case study but with a much more 
definitely sociological approach. The term “casual breakdown” is used 
to describe a short and dramatic dislocation of an individual’s usual 
relationships within any given social institution or social pattern. The 
problems revealed under special stress exist below the surface in ordi- 
nary life, waiting for sufficient emotional impetus to lift them into 
the field of awareness. These problems, when revealed, are studied with 
reference to the particular setting in which they occur, and are inter- 
preted in the light of pressures in the immediate environment. Thus, 
truancy is studied in relation to school adjustment, while stealing is 
studied in relation to school adjustment and also in relation to home 
and neighborhood conditions. All the findings in regard to the in- 
dividual are fitted into certain sociological constellations. It is this 
greater emphasis on the environmental influences incorporated in 
individual behavior that distinguishes the method of the casual break- 
down from the individual-centered case study. 

From this brief description of the method, it is obvious that the 
individual must be studied as close to his usual environment as possible 
and at a time when his relations with that environment are shown in 
high relief. These conditions are often provided in the classroom, but 
unfortunately the typical teacher is not specifically trained to make 
such a study and her attention is divided among thirty or forty children. 
Ina nontechnical way, however, the teacher employs this method every 
time she observes a child’s unusual behavior and seeks to discover its 
meaning in the total school situation, including her own relationships 
with the child. 

Recording essential information—Much of the knowledge obtained 
about the cultural, social, and economic factors influencing children in 
a particular situation will be put to immediate use for the good of 
the child without being recorded. In our better schools, however, the 
old-fashioned register with its meager information as to home ad- 
dress, birthplace, nationality, and occupation of parent is no longer 
considered adequate. Its place has been taken by a cumulative record 
ecard or folder for each child, designed to carry a number of especially 
significant items in addition to those just mentioned.’® Such a cumula- 
“8 Allport, Gordon W., op. cit., p. 390. 


*Plant, James S. Personality and the Cultural Pattern. New York: Commonwealth Fund, 1937. 
432 p. 

” For example, see: Strang, Ruth. Every Teacher’s Record. New York: Teachers College, Colum- 
bia University, 1936. 48 p. Also The Role of the Teacher in Personnel Work. Revised and enlarged 
edition. New York: Teachers College, Columbia University, 1935. p. 319-20. 











288 ELEMENTARY SCHOOL PRINCIPALS 





tive record is valuable in several ways. If each child’s folder is studied 
periodically, the teacher can interpret and summarize the information 
and thus see more clearly what further experiences, knowledge, and 
counsel the school can profitably offer the child. When special difficul- 
ties and problems arise, the cumulative record helps to give perspec- 
tive on the present situation and to prevent the most recent or most 
striking behavior from usurping the teacher’s or principal’s attention, 
It may also stimulate the teacher to study the situations which pupils 
are facing and to note precisely the ways in which they are meeting 
these situations. 


AGENCIES ASSISTING THE SCHOOL 


Social agencies such as Red Cross clinics, child guidance clinics, 
and health clinics can materially assist the school in discovering and 
resolving culture conflicts. Their services are intended primarily for 
the individual child, but hardly less important is the in-service educa- 
tion which they are capable of giving to teachers and principals. Rep- 
resentatives of the school may attend the staff conferences held by 
these agencies and may suggest adjustments within the school after 
listening to the evidence presented by other specialists. 

A child clinic is in a position to make cogent criticisms of the school, 
because to the clinic come many problems which the school has created. 
Among these are pupils who have been promoted by age rather than 
by achievement, only to bump up against inflexible standards of 
achievement later in their educational careers; pupils whose culture 
conflicts have been aggravated rather than resolved by the school; 
and pupils whose teachers have evoked the worst rather than the best 
aspects of their natures. 

Group work agencies such as the Boy and Girl Scouts, Camp Fire 
organizations, churches and Sunday schools, Y.W.C.A., Y.M.C.A., and 
settlement houses make an even more important contribution than 
do child guidance clinics to this aspect of child development because 
they offer avenues for social adjustment. Thru clubs and _ special- 
interest groups children may learn to get along with others, plan and 
carry out their ideas, become tolerant of others, develop special talents, 
build permanent interests, and satisfy their need for adventure, suc- 
cess, and affection. For example, the group worker of a local settle- 
ment house may be of the same nationality as several boys with whom 
the school has been unable to cope. Understanding intimately their 
culture, this worker may be able to help these boys by arranging 
suitable activities and by interpreting them to the school and th 
school to them. Group work agencies have expressed their desire to 








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STUDYING THE CHILD 289 





cooperate more closely with the school and thus to supplement its 
social program. 


CONCLUSION 


The value of studying cultural, social, and economic factors in 
relation to child development is twofold. First, such study helps us to 
understand the culture of our people, for the real content and organi- 
gation of a society can be determined only thru observation of its 
members. Second, a knowledge of the effects of specific home and 
school conditions upon the personalities and conduct of growing chil- 
dren supplies the best basis for curriculum revision and for reorganiza- 
tion of methods of instruction and school control. Only on such a basis 
can a new education be developed which will effectually attack the 
social evils of “ignorance, neglect, prejudice, ill health, boredom, 
neuroses, psychoses, delinquencies, and crimes.” ™ 


u Stoddard, George D. “Child Development--A New 


Approach to Education."’ School and 
Society 49: 33-38; January 14, 1939. 


_ would guide a child wisely must understand not 
only the nature of that child, but the setting in which he 
lives. Wise teachers and principals realize that the school is not 
the only important environmental influence in personality 
growth. Much has already happened to the child when he first 
enters school. Having entered, he seldom spends more than five 
or six hours a day in the classroom. In school or out, his life 
is a continuous stream of experiences which inevitably affect 
his health and his behavior. People like or dislike him; praise, 
ignore, or punish him; inspire fear or confidence in him; and 
set him good or bad examples of conduct. No guidance worker 
van afford to ignore these forces. No program of personality 
education can succeed unless it deals with the whole child in his 
total environment.—Editorial Comment in Personality Ad- 
justment of the Elementary-School Child, Fifteenth Yearbook, 
Department of Elementary School Principals, 1936, p. 293. 

















290 ELEMENTARY SCHOOL PRINCIPALS 





THE CHILD’S PERSONALITY 


Wiiarp.C. OLson 


Director of Research in Child Development, University of Michigan, Ann Arbor, 
Michigan 


and behavior of the child as a whole. For convenience in discus- 

sion we sometimes classify characteristics into physical, mental, 
social, and emotional traits. Actually, however, each attribute is inter- 
woven more or less closely with all others and cannot be properly 
interpreted apart from the total complex. It thus happens that one 
must understand the total person to understand how children achieve 
and behave. The personality of the individual child is intimately con- 
nected with his developing structures and functions and the relation- 
ships between them. Since the personality is the whole child in action, 
a teacher should be sensitive to all possible influences when she studies 
or guides a child and should look to all areas for the evaluation of 
child growth. The emphasis in the following discussion will be on those 
qualities usually described as social and emotional in character, since 
other articles in this chapter are devoted to physical and mental 
growth. 

Principles of behavior—A few guiding principles may assist in un- 
derstanding the many specific children and situations which teachers 
encounter. First, the personality of each individual child has a past, a 
present, and a future. To a very considerable extent the child carries 
his past with him, applies it to the present, and projects it into the 
future with such modifications as occur in living. Personality, then, 
tends toward continuity. This continuity implies more than passive 
reaction to environment; it is a dynamic system which creates and 
makes for selective awareness of the environment. The stability of per- 
sonality results in a large amount of resistance to displacement by tem- 
porary environmental variations. 

Personality develops in a cultural field of forces. The family and 
other associates are powerful in shaping personality from an early 
age. The teacher is one of society’s instruments for manipulating the 
cultural field. In her important task as a specialist in interpersonal 
relations, she commonly utilizes some of the findings of modern social 
and individual psychology. 

When the goal-seeking activities of the child are frustrated, one sees 
the phenomenon of a child attacking and becoming aggressive toward 
the frustrating circumstances (teacher, other children, parent, task, 
etc.), turning in upon himself (escape thru shutting off stimulation), 
or going out of the field of forces playing upon him (truancy, etc.). The 


Pesciacs is an inclusive term which emphasizes the growth 





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STUDYING THE CHILD 291 





child may utilize other types of adaptive behavior in striving for 
externally motivated goals which he cannot attain because of their 
difficulty or his incapacity. Cheating in connection with examinations 
and marking systems is a classic classroom illustration. 

In rigid (authoritatively imposed) as compared to flexible social 
situations, one may see evidences of social strain in the formation 
of competing subgroups, the creation of scapegoats, and the appear- 
ance of individual aggression. The roots of the social behavior of a 
child in school can sometimes be understood best by a study of his 
position in the social pattern of the community. 

Evidences of social conflict are usually readily discovered because 
of their overt character. The emotional or feeling side is less readily 
understood because such direct responses as occur are internal. A use- 
ful practical concept is that every evidence of social strain carries with 
it something approaching a “mirror image” in the feelings of the child. 
Of even greater importance for the teacher is the pleasant feeling-tone 
accompanying successful social experience and progress toward a goal. 

The teacher’s viewpoint and general plan—The role of the teacher 
in human relations may be thought of in terms of major strategy and 
minor tactics. Major strategy is concerned with ultimate objectives, 
general policy, and fundamental procedures, while minor tactics con- 
sist in the execution of immediate individual adjustments and details. 
If the major strategy is seriously at fault, problems multiply too 
rapidly to be handled by minor tactics. Under major strategy would 
be included the plan of frankly recognizing the impossibility of a fixed 
curriculum and minimum essentials and accepting the contributions 
of modern science in regard to individual differences. By such recog- 
nition, the fundamental frustration suffered by an immature child 
faced with an impossible task may to some extent be avoided, and the 
stimulus to aggressive behavior, attack, withdrawal, or escape may 
thus be removed. The same point of view also relieves the teacher 
of a major source of frustration, namely, that of being held profes- 
sionally accountable for the impossible instructional task of wiping 
out individual differences. The elimination of school marks and their 
attendant frustration for child and parent, together with the sub- 
stitution of a philosophy of growth and a conference on progress, 
corrects some of the evils created by poor planning. On the other 
hand, if the teacher assumes attitudes of condemnation, scolding, 
preaching, threatening, being shocked, making sentimental appeals, 
and instilling fear, she should first study herself rather than the 
children. 

The solution of social and emotional difficulties in school may well 











292 ELEMENTARY SCHOOL PRINCIPALS 





be viewed as an interesting professional opportunity rather than 
as a frustration in the attainment of intellectual goals. Even elemen- 
tary attention to attitude and speech yields large returns in teacher 
effectiveness in human relations. For example, the superiority of con- 
structive, positive, and approving methods over destructive, negative, 
and disapproving methods in speaking to children is clearly demon- 
strable. 

Studying specific problems—Assuming that her general planning and 
attitude are satisfactory, there will still be a sufficient number of prob- 
lems to challenge the teacher. Problems requiring help or solution are 
frequently revealed in conflict situations; that is, there is some dis- 
crepancy between the way a child behaves and the way his parent, 
teacher, or associates wish him to behave. The old-fashioned category 
“discipline” usually ranks first as an area of problems that both new 
and experienced teachers encounter in the conduct of their professional 
duties. As scientific study has revealed the deep-seated nature of 
conflict behavior, teachers have become increasingly aware that prob- 
lems are seldom solved by authoritarian technics. Conflict situations 
arise when the child violates, in some degree, existing social mores 
in his choice of language, in the relationship he establishes with 
other children or materials, or in his sex behavior. More subtle types 
of behavior may escape notice, even tho they are important in the 
development of personality, because they appear to have no large 
social significance for the child’s associates. Shy, fearful, and with- 
drawn children may be easy to live with even tho they are not happy 
living with themselves. Conflicts also arise in the discrepancy between 
a child’s educational achievement and what the parent expects him to 
achieve. The parent who lacks information or understanding of the 
roots of achievement in personality may all too readily blame the 
curriculum, the teacher, the method of teaching, or the child himsell. 

Since the need for understanding social and emotional problems 
ordinarily arises in connection with particular children, a case-study 
approach is usually the most fruitful one for the teacher to adopt. 
The case approach may be highly informal with a minimum of record 
keeping, or it may involve comprehensive records and staff considera- 
tion in the determination of recommendations. The first step in study- 
ing a problem is to be sure that it has been correctly described and 
properly understood in its various ramifications. The study may not 
need to go beyond this stage, for it is apparent that time and the 
normal course of experience are of fundamental value in many in- 
stances. If a mother complains that a child is not learning to read 
as well as he should, it is important to know, first, whether sub- 





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STUDYING THE CHILD 293 





jective appraisals and objective records actually show any deficiency 
in terms of his total growth, and second, whether the anxiety of the 
parent is due primarily to the child’s low achievement or whether it is 
a secondary irritation reflecting some other conflict in home relation- 
ships. After the situation has been accurately described, corrective 
attention may be applied. If a child keeps kicking, pinching, or hitting 
other children in school, the problem is not primarily to control the 
kicking by force, but rather to understand what the child is attempting 
to achieve thru this behavior. 

The most obvious technic for the teacher is observation of the 
conditions under which the particular types of behavior occur, to- 
gether with interviews to elicit the type of data not amenable to direct 
observation. If the teacher is in a school which keeps comprehensive, 
cumulative records, her task is somewhat simplified. If the school does 
not have records and is unable to supply these on a clinical basis on 
request, much can still be done. It is probably unfortunate that re- 
course to nonavailable specialists and records has been urged so 
strongly at times, because teachers have often been made to feel power- 
less to take steps by themselves. However, while the teacher may 
regularly make excursions into fields where she is not an expert, her 
major field is the supplying of conditions conducive to growth, learn- 
ing, and the achievement of desirable human relations. The enlarge- 
ment of her functions also tends to give her some responsibility and 
competence in the area of parent education and problems of the home 
and community. 

As indicated above, a basic technic in personal relations is the in- 
formal “talk contact” or more extensive interview. When a problem 
requires solution and is well defined in terms of the overt record, the 
teacher may talk with the child, secure his point of view, his feelings, 
and his analysis of the problem. Parent conferences also permit the 
sharing of experience, a discussion of alterable factors, and agreement 
on a course of action. The initiation of such an interview will be con- 
siderably simplified for the teacher if the school has adopted the 
parent-teacher conference as the chief method of reporting progress 
to the home. Establishment of rapport is facilitated when the inter- 
view is part of a recurring policy. The teacher and parents also have 
the tonic of successful experience and relationship when contacts are not 
solely on a grievance basis. 

It should be noted that the process of solving a problem has already 
begun as soon as the teacher contacts the persons concerned. The relief 
of tension accomplished in this manner may in itself permit the prob- 
lem to be viewed in the proper perspective. 








294 ELEMENTARY SCHOOL PRINCIPALS 





Giving suitable guidance—Let us assume that the teacher has a 
fairly adequate conception of a particular behavior problem. How 
should she proceed to give the proper type of guidance? Since behavior 
is both personally and socially determined, the teacher may advise 
that something in the environment be altered or that steps be taken to 
change the child. Possibly both can be modified to advantage. It is a 
truism in all guidance work that the more subtle environmental! modi- 
fications and reeducation technics should accompany and follow at- 
tempts to put the child in the best possible physical condition. Since 
the child functions as a whole, every addition to his total competence 
makes for added hopefulness with respect to his general behavior, 
Wherever resources permit, there should be remedial work on physical 
defects. If they are available, the teacher will naturally use special 
psychological, psychiatric, or social services. In the absence of special 
services, the teacher should be ready to do all those things which her 
common sense and special training justify. A teacher should not hesi- 
tate to give her best assistance in matters of food, rest, and hygienic 
practices when such help will be an advance over what the child would 
otherwise receive. 

In spite of the spectacular accounts of personality change some- 
times encountered, the teacher should be content with small gains. 
Fortunately, the growth of a child is not quickly and easily disturbed 
by spasmodic efforts in his behalf. It is accomplished by nurturing cir- 
cumstances over long periods of time. It will be the rule rather than the 
exception for a problem temporarily solved to recur in the same or a 
different form. Some of the child’s personality characteristics will re- 
main with him thruout his life; others will have a more transient 
existence. 

A teacher will usually have an advantage in the human relations of 
the classroom if she can develop a fairly consistent philosophy con- 
cerning her function and role in the group. Observation gives support 
to the statement that children seek the types of nurture needed to 
further their growth processes. The frustration of these seeking ten- 
dencies is a frequent source of behavior problems. One of the most 
certain ways of encouraging goal-directed behavior in school settings 
is to allow children of appropriate ages to participate in the determina- 
tion of the experiences they are to have. Ensuing programs reflect the 


richness and variety of human personality and allow for the nurture 


of individual aptitude in a framework which provides a common core 
of social responsibility. 





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STUDYING THE CHILD 295 





THE USE OF TESTS, REPORTS, AND RECORDS 


RutH StreitTz 


Professor of Education, Ohio State University, Columbus, Ohio 


FEW WEEKS AGO the writer overheard a child of seven or eight years 
A of age say to her small companion on the way home from school, 
“No kids like school.” Since there are some schools that children 
like to attend, such a remark reflects unfavorably upon any school 
whose pupils are uninterested in its program. Why is it that many 
children who start to school eagerly and with great joy and enthusiasm 
soon find their questioning spirit becoming dulled, their interest lag- 
ging, and their attitudes growing apathetic or rebellious? One reason 
is that school life often has little or no relation to those aspects of life 
outside the school which the child knows and has found of value. Ab- 
stract subjectmatter, rigid daily programs, formal and inflexible assign- 
ments, and curriculum requirements far removed from the normal in- 
terests and capacities of individual children have done much to make 
school a deadly place, where only those who have great perseverance 
or who are dominated by family pressure are able to achieve some 
semblance of learning. . 

The stress placed upon the more routine intellectual aspects of school 
life to tNe exclusion or neglect of spontaneous enjoyment, experimenta- 
tion, and investigation robs the child of many worthwhile educational 
experiences. Furthermore, disregard of the emotional and affective 
phases of experience, which are so important in child growth and 
development, often leads to maladjustments that prevent successful 
school achievement. It is the obligation of every teacher and principal 
not only to understand these interferences with school success, but to 
make possible the development and continuance of such deep and 
abiding interests that life in school and out of school will continue 
to be rich and meaningful for all children. 

In many schools the needs and interests of the individual child have 
been generally disregarded in order that the group may reach the 
“norm” for a particular grade on standardized tests of achievement, 
or meet the subjectmatter requirements for “passing” to a higher grade 
each year. This constant emphasis on group achievement at the expense 
of individual contribution and responsibility is one of the most im- 
portant causes of the present widespread lack of interest and accom- 
plishment in schoolwork. It is urgent, therefore, that workers in ele- 
mentary education give more attention to studying and understanding 
each child as an individual. Some of the available means of carrying 
on such a study—tests, reports, and records—are discussed here. 











296 ELEMENTARY SCHOOL PRINCIPALS 





Tests—Valuable as standard tests are in revealing various academic 
and intellectual deficiencies, they are not infallible when it comes to 
a complete diagnosis of the pupils’ ills. Some children are capable of 
making high scores on such tests but seem unable or unwilling to under- 
take the work of the school. Yet many school people accept test. scores 
as sufficient indication of a pupil’s ability in school. So widespread has 
been this acceptance that even the layman looks for a test score as 
evidence that an individual is able to undertake a certain line of work. 
Anyone familiar with the testing movement knows that ability to make 
a score on a test is not proof that the individual possesses Judgment 
or even common sense. Schools have erred seriously in placing so much 
weight upon test results without a corresponding analysis of the test, 
the pupil, the school situation, and the whole hereditary and environ- 
mental background. 

Excessive emphasis upon test results is felt by all children in schools 
where the attention is constantly focused on making high marks, get- 
ting ahead, standing at the top of the class, passing to the next grade, 
and the like. Pressure of this kind, plus the constant urge for speed 
in carrying out some bit of learning, has done much to make children 
dislike school. It has frequently produced extreme nervousness and 
fear in undertaking simple tasks, and in some cases has apparently 
caused a disintegration of personality. Children need an atfhosphere 
of calm and quiet in which to learn, an atmosphere devoid of haste, 
pressure, and feelings of failure if a task is not completed within cer- 
tain time limits. The field of reading has been one of the worst offend- 
ers in placing emphasis upon speed at the expense of other factors. 

Many schools have been more concerned with pupil achievement 
than with understanding the pupil and the reasons for his apparent 
success or failure. Little attention is paid to the child’s emotional re- 
actions, with the result that many cases of so-called reading failure 
are due not to inability to read but to emotional blockings. The writer 
has had occasion to study a number of children who seemed unable to 
read. Careful diagnosis revealed that often the mere mention of reading 
brought forth such evidence of distress on the part of the child that 
other tactics had to be used. One child with a high IQ and good family 
background was firmly convinced that he could not read because of 
the teasings of an older brother whom he adored. Another child about 
to enter upon reading suddenly began to stutter and to show other defi- 
nite signs of disturbance both mental and physical. These two cases ané 
many others have seemed to show a lack of learning ability when in 
reality the causes were much deeper and involved the whole organism 

Overemphasis upon memorization at the expense of deep, creative 





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STUDYING THE CHILD 297 


- 





thinking is another unfortunate result of accepting test results as final 
and absolute. In a majority of schools there is little opportunity to 
think and create. It seems so much more important for classes to meet 
on schedule, for groups to move when the bell rings, for certain stints 
to be accomplished by each pupil each day, that there is no opportunity 
for children to investigate, experiment, and create without hurry. 

Reports—As has been pointed out, test results do not always show 
the exact status of the individual’s learning or the causes underlying 
the numerical ratings assigned him. In like manner, the commonly ac- 
cepted school report does not tell much about the pupil, his abilities, 
successes, failures, whether or not he gets along well with others, 
whether he has definite personality difficulties, and the like. A report 
stating that the pupil made A, B, or C in certain subjects, or that his 
work is satisfactory or unsatisfactory, or that he receives a plus or 
minus for each subject tells practically nothing about his learning 
ability or the personality traits which later will contribute to or sub- 
tract from his suecess in life. 

The usual type of report has three major deficiencies. First, there is 
no agreement among teachers as to the standard of excellence to be 
used. What is A, E, S, or 95 percent? When we make out a pupil’s 
report do we compare his work with that of other members of the class 
in order to get his rating, or do we compare the pupil’s work with the 
commonly accepted standards determined by so-called experts in the 
field, or do we compare the pupil’s work at this particular date with 
the work previously done by him? Second, there is no way of inter- 
preting or giving full value to a pupil’s marks. For example, one child 
may achieve the mark of A only by putting forth every possible effort, 
while another child who also receives an A may have the advantage 
of an alert, keen mind or a special aptitude for memorizing. No espe- 
cially praiseworthy attitudes contribute to the latter’s achievement, 
while only the best attitudes are responsible for the success of the 
former. 

Third, the ordinary report tells nothing about the behavior patterns 
that accompany the academic learning. Some of the most brilliant 
students are poorly adjusted emotionally, and some of the slowest stu- 
dents are social problems. The “bad boy” who has failed in preceding 
grades due to misconduct and who later achieves higher marks because 
of better adjustment should have more recognition than the letter or 
the percent indicates. On the other hand, if a brilliant child is a dis- 
rupting influence, his high achievement record should be accompanied 
by an analysis of his poor adjustment to the group. 

A considerable improvement over the typical report card is the per- 








298 ELEMENTARY SCHOOL PRINCIPALS 





sonal letter or personal interview which enables parents, teachers, and 
administrators to work together for the child’s greatest good. Such con- 
tacts, in the writer’s judgment, should not be made at any stated time 
but should occur when the occasion demands. Reports, then, would 
not always go to the homes at stated intervals, nor would the parents 
of all children in the grade necessarily receive letters at the same time. 
In the kindergarten and first grade a letter might be sent early in 
October giving the teacher’s estimate of the child’s adjustment and 
suggesting ways of helping the child to make a better adjustment at 
school and at home. In late April or early May another letter might 
be sent to the parent indicating any improvement in the child’s abili- 
ties since the fall letter and suggesting a conference between parent 
and teacher in order to plan for the child’s summer experience. 

Letters from the second to the sixth grade inclusive might be sent 
three times a year, and from the seventh and eighth grades four times 
a year. In all cases the letters should reach the parents long before 
the term closes in the spring in order that suitable provisions may be 
made for summer study, camp, travel, or rest. Competitive school marks 
have no place in these personal reports, and parents, teachers, and 
children soon come to appreciate the fact that no such marks are given. 

A few simple suggestions for the use of the personal letter and inter- 
view follow: 

1. The school community should be thoroly acquainted with the purpose of the 


personal letter and interview in order that unwholesome competition and com- 
parison may be avoided. 

2. The letter is indeed personal and contains the school’s professional diagnosis 
of the pupil. Therefore, its contents must be regarded as strictly confidential. 

3. The teacher and the administrator must know why the child is not giving 
evidence of normal growth. 

4. The child’s achievements should be compared with his previous efforts and 
not with those of his classmates or older brothers and sisters. 

5. Mention should be made of the child’s growth—social, physical, and academic 

6. Parental help and cooperation should be solicited. 

7. The letter should begin with some encouraging comment and close with some 
concrete suggestions for further growth and development. 


This type of report indicates the growth of the individual as well 
as his relationship to the group. It emphasizes the pupil’s social, civic, 
and emotional progress as well as his academic growth. Cooperation 
in the interest of the pupil is sought. The working for grades is reduced 
or eliminated, and yet ability differences are recognized. Furthermore, 
such a report tends to discourage the development of inferiority com- 
plexes together with resulting behavior problems. 

A few letters sent to parents of children at different grade levels are 
reproduced here to show the extent and variety of such reports. 





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STUDYING THE CHILD 299 





Four-year-old kindergarten group 


At this time the . . . school is sending the first letter to parents for this year. 
It is our wish that thru these letters we may give you a word picture of your 
child as we see him (her) at school. We then hope that it will be possible thru the 
cooperation of home and school to work out a program that will provide for the 
greatest possible development of the child as an individual and also in his (her) 
relation to the group. May we ask, too, that you regard this communication as 
confidential ? 

Mary has adjusted nicely to the group. We have been most interested in noting 
the way she has grown from a most dependent child to an independent, self- 
assured little girl. She plays nicely with the other children, and has expanded her 
choice of playmates to include the whole group of children rather than just one 
child. Mary is willing to accept the ideas of other children and offers good sugges- 
tions which the children use in their play. She plays actively, but rarely becomes 
boisterous or over-stimulated. Her motor coordination is good and she climbs, 
runs, and walks with seeming poise and assurance. 

Mary is interested in the variety of materials in the school environment, using 
the paints, blocks, crayons, and other creative materials with growing skill. She 
seems to love music and sings, marches, and skips with great satisfaction. 

We would say that, in general, Mary is a very sociable little girl, and we shall 
be interested to watch and guide her future development. 


Sizth grade 


Tom has been doing very satisfactory work this term. His class preparation has 
been consistently and conscientiously done. He enjoys his classmates and they 
appreciate his natural, courteous ways. 

At the beginning his arithmetic was done slowly; now he works with more 
assurance, is more independent, and understands the principles involved. In his 
social studies, his naturally quiet ways keep him from participating unless called 
upon. But he is always alert and shows by his written work that he has been 
absorbing all that is being discussed. His record in social studies is a very good one. 

His success in his written composition in English is lessened by his poor spelling. 
He ought to put more effort into overcoming this difficulty. His style and expres- 
sion are improving; he has no special difficulties in grammar. He still reads less 
than the majority of his class. Maybe additional reading would help toward 
improvement in spelling, as he would be seeing and recognizing correct forms as 
he reads. 

Tom has shown considerable improvement over last year in industrial arts, fine 
arts, and work in the gymnasium. 


Seventh-grade social studies and English 


John continues to do excellent and outstanding work in English and social 
studies. Encourage him, however, to do more extensive reading along fictional 
lines. He needs the richer and wider experiences that good literature can give 
him. His natural interest in factual and scientific reading is pronounced and com- 
mendable, yet I fear that the more literary phases of his English study will be 
neglected unless we can awaken a keener and livelier interest in those other fields 
of narration and romance. 

John continues to do good work in social studies. His interest is keen and his 
contributions are often outstanding. He works with better understanding and 
prepares his work with greater care. There seems also to be less tension in his 
work. Real interest and enthusiasm often direct his activities and he seems more 
free from strain and nervousness. I sincerely hope that this naturalness continues, 
for a freed personality progresses much faster and has a greater chance to grow. 


Records—In our better schools the day is past when class records 
were merely filed in the principal’s or superintendent’s office and the 





300 ELEMENTARY SCHOOL PRINCIPALS 








pupil’s cumulative record showed only that he had spent time in cer- 
tain grades and had received certain marks while there. Most schools, 
however, could learn much from a study of the records kept in a good 
nursery school. Records should include all available material about 
each child and should be kept in an individual folder. Not only evi- 
dence of academic pursuits but behavior manifestations, the ability to 
get along with other children, habits regarded as desirable or unde- 
sirable, outbursts or evenness of temper, and special likes and dislikes 
should be carefully noted and the dates of their occurrence carefully 
recorded. By such means the child’s growth may be easily detected. 

School records may vary from a copy of the cursory little note sent 
to parents, to the elaborate records which some of the experimental 
schools maintain for study and research. Certainly the more informa- 
tion we have about the child, the more successful we are likely to be 
in providing for his growth and development. Those concerned with 
the educational progress of children from entrance to nursery school 
thru the entire elementary-school period are concerned with health and 
physical development, intellectual development, personality develop- 
ment, and esthetic development. With these major headings the records 
may be very simple or as extensive as the school facilities permit. 

Teachers should help in developing the types of records which the 
school believes to be desirable. In this way they become sensitive to 
the values of keeping such records as well as more analytical of 
pupils’ personalities and academic needs. One of the best ways of de- 
veloping a good esprit de corps in a school faculty is to work co- 
operatively upon a common problem such as records and reports. 

The following is an abbreviated list of items which are generally 
found on the newer types of school records and which will help to 
guide the teacher in analyzing and diagnosing each child in her group: 

1. Health and physical development: reports of the school doctor or the family 
physician; description of routine health habits such as responsibility for health, 
habits of cleanliness, and awareness of common precautionary measures; motor 
coordination with an account of the child’s participation in various physical ac- 
tivities such as games, rhythms, and the like; general physical appearance with 
mention of any outstanding characteristics 

2. Intellectual development: reports of any intelligence tests given, intellectual 
habits and attitudes, ability to solve problems, independence and quickness in 
seeing relationships and differences, background of information, ability to profit 
from experience, and ability to interpret data; language development, including 
interest in learning and using new words, size of vocabulary, ability to express 
thoughts clearly, ability to talk before the group, and speech difficulties 

3. Personality development and social behavior: reports concerning the pres- 
ence or absence of emotional strain; attitudes toward others, willingness to par- 
ticipate in activities, interest in securing the cooperation of others, dependence 
upon social approval, and dependence on adults in various situations; objective 


attitude toward self; ability to accept failure or encouragement; personal quali- 
ties, including sense of humor, dependability, and wholesome outlook on life. 





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STUDYING THE CHILD 301 





4. Esthetic development: reports of interest, ability, and achievement in music, 
literature, and the graphic and plastic arts. 


Another type of record is somewhat like a diary, giving a running 
account of all that concerns the child. The recording of such an account 
follows no formal procedure but enables the recorder to include any 
bit of information which he or she thinks valuable in understanding 
a particular child. Sometimes a very minor matter gives the clue to 
some disturbance or explains why a certain child behaves as he does. 

Records to be of real value must serve both the school and the parent. 
They should not be too elaborate but they should contain all pertinent 
data so as to give as true a picture of the child as it is possible to secure. 

Conclusion—The writer believes that low interest and achievement 
in schools today are due largely to the fact that we depend almost 
entirely upon words for the teaching of essential facts and relation- 
ships. Failure is to be expected when mere words, inadequately backed 
by experience, are repeated without a real knowledge of their implica- 
tions. Verbally acquired concepts cannot serve as an effective basis in 
forming attitudes and clarifying ideas. Too frequently words used daily 
in the classroom have such obscure meanings that even tho pupils use 
them in conversation they feel insecure because real understanding is 
absent. This in itself causes tension which may result in lack of interest 
and dislike of school as a whole. A closer integration of school subjects 
and activities would provide the superior social and intellectual adjust- 
ment of the individual whose efforts are significant to his group and 
whose self-respect is heightened by the satisfactions of true learning. 

It is obvious that elementary schools, generally speaking, must 
change. School administrators as well as teachers will have to recog- 
nize more fully the basic needs of the human organism before real 
interest and real achievement will be possible. First, the concept of 
mental hygiene should permeate the school. At present, many adults 
transfer their own fears and frustrations to the children. Often some 
minor misbehavior is treated as a moral issue. Children are humiliated, 
blamed, or punished because of some accident or minor occurrence that 
the adult does not want repeated. Second, children need the feeling of 
being adequate members of the group, and the school must provide for 
appropriate social recognition. Third, there must be opportunity for 
all to sueceed. Not only must the dull child find more satisfaction and 
success, but the brilliant child must be challenged by more difficult 
situations. This requires some change in subjectmatter content, but not 
so much as it demands a decided change in method. When elementary 
schools generally begin to function in the lives of individual boys and 
girls, many current educational and social problems will disappear. _ 














302 ELEMENTARY SCHOOL PRINCIPALS 





6. 


-~ 


10. 


11. 


13. 


14. 


15. 


16. 


17. 


18. 


19. 


SELECTED REFERENCES 


. Bartey, Epona W.; Laton, A. D. E.; and Bisnop, E. L. Studying Children in 


School. Second edition. New York: McGraw-Hill Book Co., 1939. 182 p 


. Broom, Mysert E. Educational Measurements in the Elementary School. New 


York: McGraw-Hill Book Co., 1939. 345 p. 


. Buros, Oscar K., editor. The Nineteen Thirty-Eight Mental Measurements 


Yearbook. New Brunswick, N. J.: Rutgers University Press, 1938. 415 p. 


. Driscott, Gertrude P. “The Behavior Summary as a Form of Pupil Report.” 


Teachers College Record 41: 116-23; November 1939. 


. FREEMAN, Frank N. Mental Tests: Their History, Principles, and Applications. 


Revised edition. Boston: Houghton Mifflin Co., 1939. 460 p. 

McC toy, Cuartes H. Appraising Physical Status: Methods and Norms. Uni- 
versity of Iowa Studies in Child Welfare, Vol. 15, No. 2. Iowa City: 
State University of Iowa, 1938. 260 p. 


. McCuoy, Cuartes H. Appraising Physical Status: The Selection of Measure- 


ments. University of Iowa Studies in Child Welfare, Vol. 12, No. 2. Iowa 
City: State University of Iowa, 1936. 126 p. 


. McCvioy, Cuartes H. Tests and Measurements in Health and Physical Edu- 


cation. New York: F. 8S. Crofts and Co., 1939. 392 p. 


. NATIONAL EpucaTIon ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL PRrin- 


CIPALS. Appraising the Elementary-School Program. Sixteenth Yearbook 
Washington, D. C.: the Department, 1937. Chap. 7, “Measuring the 
Progress of Pupils,” p. 464-522. 

NATIONAL EpucaTIon ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL Prin- 
cIpALS. Enriching the Curriculum for the Elementary-School Child 
Eighteenth Yearbook. Washington, D. C.: the Department, 1939. p. 507-22 

NATIONAL EpucaTION ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL Prin- 
cipaLs. Personality Adjustment of the Elementary-School Child. Fifteenth 
Yearbook. Washington, D. C.: the Department, 1936. Chap. 5 and 6. 


. NATIONAL SOCIETY FOR THE Stupy or Epucation. Educational Diagnosis. Thirty- 


Fourth Yearbook. Bloomington, Ill.: Public School Publishing Co., 1935 
563 p. 

PEecHsTEIN, Louis A., and Munn, Merton D. “The Measurement of Social 
Maturity in Children.” Elementary School Journal 40: 113-23; October 
1939. 

REINOEHL, CHARLES M., and Ayer, Frep C. Classroom Administration and 
Pupil Adjustment. New York: D. Appleton-Century Co., 1940. p. 49-55 
and Chap. 15, “Classroom Records and Reports,” p. 303-30. 

SHerwIN, May R. “Knowing Children Through Personality Studies.” Child- 
hood Education 15: 76-78; October 1938. 

Srrana, Rutu. An Introduction to Child Study. Revised edition. New York: 
Macmillan Co., 1938. Chap. 21, “Child Study and Guidance in the Elemen- 
tary School,” p. 541-79. 

Strane, Ruts. Every Teacher’s Record. New York: Teachers College, Colum- 
bia University, 1936. 48 p. 

Witson, Ciara O. “Anecdotal Records.” Childhood Education 15: 69-71; 
October 1938. 

Wricutstone, J. Wayne. Appraisal of Newer Elementary School Practices. 
New York: Teachers College, Columbia University, 1938. Chap. 8-14 


. Wricutstone, J. Wayne. “Appraisal of Tests and Measures for Young Chil- 


dren.” Childhood Education 15: 252-57; February 1939. 








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CHAPTER III 


COMPREHENSIVE PROGRAMS OF 
INDIVIDUAL GUIDANCE 


EDITORIAL COMMENT 


cerned with all aspects of the child’s development and with all 

factors affecting his development. An adequate program of pupil 
guidance, therefore, must include all types of contacts and procedures 
which contribute to desirable pupil growth and to a better adjust- 
ment between the child and his environment. Such a program will 
utilize the technies of child study discussed in the preceding chapter. 
It will also undertake to give each child the experiences he needs at 
each stage of his development. 

A guidance program so conceived is not limited to the classroom. 
Neither is it a group of special services carried on in addition to the 
regular work of the school. Rather, it is the total program of the school 
so organized and administered that the needs and progress of the indi- 
vidual pupil are given primary consideration. According to this con- 
cept, all members of the school staff must have a part in pupil guid- 
ance. Specialists in child health and child psychology are needed, but 
they can accomplish little without the enthusiastic and intelligent par- 
ticipation of teachers or without careful planning and direction by 
school administrators. In each school the responsibility for guidance 
should be centered in the principal so that the various aspects of the 
program may be properly coordinated. 

While individual guidance of some kind is provided in most schools, 
comprehensive and well-organized guidance programs are relatively 
rare. This chapter describes such programs in four different communi- 
ties. In the first article Kawin presents a broad philosophy of guidance 
and shows how this philosophy is applied in a suburban community of 
the Middlewest. Fike describes a similar program in a suburban com- 
munity of the East. Bresnehen outlines the guidance activities in a 
large city system, stressing the contribution of a central school de- 
partment of investigation and measurement in facilitating pupil ad- 
justment. In the closing article Perry tells how individual guidance 
in a system of rural schools promotes physical health, improves per- 
sonality adjustment, increases scholastic interest and achievement, and 
fosters special talents. 

For further discussion of pupil guidance programs the reader should 
see the references listed on page 332.—Editorial Committee. 


\ S EMPHASIZED in the preceding chapter, the school should be con- 


[ 303 ] 














COMPREHENSIVE PROGRAMS OF GUIDANCE 305 
THE GUIDANCE PROGRAM IN A SUBURBAN COMMUNITY 
: OF THE MIDDLEWEST 





ErHet KawIn 

Director of Guidance, Public Schools, Glencoe, Illinois ; and 
| Lecturer in Guidance, University College, University of Chicago, Chicago, Illinois 

ROBABLY the most crucial field of guidance for the majority of 

American children lies in the elementary school. This has been 

little recognized in the past, so that guidance as an organized 
movement has developed first at the secondary and college levels. 
There is, however, a rapidly growing recognition of the fact that suc- 
cessful guidance at the secondary-school level must be superimposed 
' upon more fundamental guidance or adjustment programs which reach 
‘children in their earlier and more formative years. There is also a 
recognition that the greatest number of children can be reached during 
| the so-called primary years, since more of them are attending school 
' at that level than in either preschool or later periods. Furthermore, 
preventive adjustment measures taken during these early years of 
‘childhood constitute guidance of a more significant type than do at- 
' tempts to remedy serious problem situations which have been allowed 
to develop. Thus it is becoming evident that the logical place to begin 
organized guidance is the point at which the child enters school—for 
‘most children the kindergarten-primary level. The results of research 
‘studies indicate that individual differences in the development and 
' “readiness” of children at first-grade entrance are sufficient to require 
> individualization of the school program and to provide a basis for an 
organized, cumulative guidance program. 

While elementary schools have perhaps progressed farther than 
‘secondary schools in recognizing and studying individual differences 
and in meeting the needs of individual children in the classroom, defi- 
nitely organized programs of guidance at the elementary-school level 

are still rare. The programs which have been established represent 
" promising beginnings. They have avoided, for the most part, a mistake 
"which weakened many of the early guidance programs at the high- 
school level, namely, a tendency to establish guidance as a highly 
specialized and separate department with only a slight relationship to 
' the general school program and activities. Guidance as it is developing 
in progressive elementary schools is regarded as an integral part of the 
whole educational program. Workers especially trained for guidance 
are available as resource specialists, but the classroom teacher is recog- 
| nized as the key person in the program. Educators are realizing that the 
“mental hygiene of the school will be as good or as bad as the mental 
thealth of its teachers, and that only a well-adjusted teacher can help 











306 ELEMENTARY SCHOOL PRINCIPALS 





pupils to develop well-adjusted personalities. The specific function of 
the guidance program is the satisfactory mutual adjustment of the 
school and the individual child. While specialists have an important 
contribution to make to this process, its success rests ultimately upon 
the shoulders of each individual classroom teacher. 

Five years ago a guidance program of the type just indicated was 
organized in the public schools of Glencoe, Illinois. Glencoe is a subur- 
ban community north of Chicago with a socio-economic status much 
above the average. Its school system comprises three elementary schools 
enrolling approximately 900 children. The guidance program in these 
schools places its major emphasis at the kindergarten-primary level 
and attempts the study and adjustment of every child from the day 
he enters the kindergarten or the first grade. The program has two 
major aspects: (1) the infusion of guidance, based on mental hygiene 
principles, into the total school program, and (2) the specific guidance 
and adjustment of individual pupils. Each of these aspects will be con- 
sidered in this article. 


INFUSING GUIDANCE INTO THE ToTAL SCHOOL PROGRAM 


Guidance, as conceived in the Glencoe schools, includes any kind of 
planned experience or contact with a child for the purpose of leading 
his development in certain directions. However, it implies personal 
help that is designed to assist the individual in finding his own diree- 
tion. It tries to help him discover his own needs, desires, and capacities, 
and to aid him in deciding what he wants to do and how best to accom- 
plish his purposes. Guidance implies volition in the individual guided; 
it involves direction but not compulsion. In the guidance of even a 
very young child we assume some capacity for self-understanding and 
self-direction on his part; we assume that his powers of self-under- 
standing and self-direction will increase, with wise guidance, as he 
grows older. From the kindergarten thru the eighth grade our guidance 
program is organized to help the individual make choices and adjust- 
ments for himself. 

In this sense all education may be considered guidance. Certainly no 
important aspect of education can be completely separated from guid- 
ance so conceived. In Glencoe we strive for a functional integration of 
guidance and the curriculum. The needs, interests, and abilities of 
children, as ascertained by teachers and guidance specialists coopera- 
tively, form the basis upon which meaningful and purposeful learning 
experiences for children are planned. Thus the curriculum evolves. In- 
dividual differences in the needs, interests, and abilities of children, 
as revealed thru participation in the group enterprises of the school, 








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CoMPREHENSIVE PROGRAMS OF GUIDANCE 307 








indicate the nature and amount of guidance needed by individual 
pupils at various stages of their development. This process determines 
the guidance services of the school. 

The curriculum in the Glencoe schools may be defined as those 
planned experiences of pupils which effect significant changes in per- 
sonality and behavior and over which the school exercises major direc- 
tion or control. The total environment in which pupils live is recog- 
nized as the source of significant learning experiences. The school, there- 
fore, tries to relate the experiences which it provides to those thru which 
the child is learning at home and in the larger community. Vital con- 
tacts between parents and schools are made continuously, and the 
schools participate in a community council, organized for cooperative 
community planning and action, in which all community agencies and 
interest groups are represented. 

Thus, guidance is not just a separate service or a department staffed 
with specialists to whom a child is referred when he presents difficulties. 
It is concerned with the whole structure and total functioning of the 
school. It has to do with curriculum, staff morale, teacher load, atmos- 
phere of classes, tensions of pupils and teachers, physical arrange- 
ments, and all the other phases of the school program. It is also con- 
cerned with the home situations of children. 

Obviously, teachers and parents play vital roles in such a guidance 
program. What, then, is the role of a guidance counselor? How does the 
“specialist” function in a program where guidance is so broadly con- 
ceived? How are his services integrated with the whole school program? 
In Glencoe the guidance staff consists of a part-time psychologist who 
serves two days a week as director of the program, an assistant psy- 
chologist whose chief functions are to give individual and group tests 
and to observe children, a reading counselor, and a part-time secretary 
in charge of individual cumulative records. The primary responsibilities 
of this staff are as follows: 

1. To plan and supervise the gathering of such facts as are essential to the 
understanding and guidance of each individual child in the school system—facts 
about his home and family background, developmental history, physical health, 
capacities, needs, interests, and achievements 

2. To make such facts available to teachers and then to help teachers use the 
facts in solving their own problems in the guidance of children, rather than to 
relieve teachers of these problems 

3. To assume direct responsibilities in the guidance of a child only when the 
principal and teachers have been unable to solve the child’s problems 

4. To carry on a continuous program of teacher-parent education in the fields 
of mental hygiene and guidance or adjustment technics 

5. To analyze systematically the facts gathered and the results obtained in the 


adjustment of pupils, so that the mutual adjustment of school to pupil and of 
pupil to school may be a continuously evolving process, 








308 ELEMENTARY SCHOOL PRINCIPALS 





GUIDANCE AND ADJUSTMENT OF INDIVIDUAL PUPILS 


In guidance we seek not only the immediate school adjustment of 
the child, but also his ultimate development as a well-adjusted member 
of society. The needs of the individual child must be met and his ca- 
pacities developed. To do this we must discover needs and capacities: 
we must ascertain the individual differences which exist among our 
pupils. The methods and technics available for these purposes are stil] 
far from satisfactory. Those included in the Glencoe program are used 
with full recognition of their limitations, in the hope that better in- 
struments of measurement and evaluation may constantly evolve. 

Gathering and recording essential information—A comprehensive 
system for recording the individual differences found among pupils has 
been developed jointly by the teaching and guidance staffs as an essen- 
tial aspect of the guidance program. A cumulative, permanent, indi- 
vidual record folder for each pupil is the basic unit of the record system. 
This folder is augmented by several types of special records. The chief 
sources of data for these records are discussed in the following para- 
graphs. 

1. Parent-teacher interviews—Shortly after the child enters school, 
an interview takes place between the parent and the teacher. The out- 
lines for these interviews were developed by the teachers in cooperation 
with the guidance staff. Thru this contact the teacher learns and records 
significant facts about the child’s home background and family rela- 
tionships, his developmental history, his preschool interests and ex- 
periences, the problems that he has presented at home, and what his 
parents hope he may gain from his school experiences. A supplementary 
interview between parent and teacher takes place at the third-grade 
level. 

Such an interview at the beginning of the child’s school life is very 
valuable in establishing a friendly relation between the school and the 
home in the interests of the child. It gives the teacher a background 
for understanding the child and helping him to make his first important 
adjustments to the school. Ordinarily, if a child develops problems 
which baffle the school and the parent has to be “sent for,” the latter is 
at once on the defensive and all concerned “get off to a bad start.” 
When a friendly contact between teacher and parent has been routinely 
made before there are any particular signs of difficulty, tension is much 
less likely to arise in those cases in which the teacher must make 4 
further approach to the parent because specific problems have arisen in 
the child’s school progress or adjustment. In addition, periodic analyses 
of the data gathered thru parent-teacher interviews give the school 
considerable insight into the home backgrounds, parental attitudes, 











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COMPREHENSIVE PROGRAMS OF GUIDANCE 309 





family situations, and other characteristics of the community as a 
whole which may be significant for the school program. 

2. Teacher ratings of pupil behavior and personality—While the 
child is still in the kindergarten, records of his behavior and personality 
are begun. Using a series of specially developed scales,! the teachers 
rate all pupils twice a year (in the autumn and again in the spring) 
in regard to intellectual characteristics, work and study habits, emo- 
tional adjustment, social adjustment, and scholastic achievement. 
Anecdotal or descriptive records of behavior and personality reactions 
supplement these formal ratings. The ratings comprise a cumulative 
individual record, two new reports being added each year. 

While such ratings are highly subjective, reflecting the attitude of the 
teacher as well as the reactions of the pupil, the cumulative record of 
teachers’ ratings over a period of years furnishes a valuable indication 
of whether or not a maladjusted pupil is improving in his school adjust- 
ments. At present, especially under the limiting conditions of most 
school situations, rating scales cannot have the reliability and validity 
essential for truly scientific measurement of a child’s personality and 
behavior. Nevertheless, these scales have practical values which justify 
their use in combination with other school procedures and devices. 
They are especially valuable in helping teachers to observe and under- 
stand their pupils, and in selecting those pupils who appear to deviate 
seriously from their groups and who should be given special study 
thru more objective methods of examination and appraisal. 

3. Reports to parents—The pupil records are further augmented by 
copies of the reports sent to parents three or four times a year. In these 
reports the teacher indicates the child’s progress in terms of growth 
as an individual personality, growth as a member of the group, and 
growth in fundamental knowledge and skills. In pursuance of our 
guidance philosophy, children often are encouraged to evaluate their 
own behavior and school progress as a part of these reports. 

4. Other sources—Into the records also go the results of periodic 
health examinations, intelligence and achievement tests, diagnostic and 
other special tests. In the individual cases which are especially studied 
by the guidance staff, much additional material of the case-study 
type is filed. 

The testing program—The major testing program of the Glencoe 
schools is under the general direction of the guidance staff. First-grade 
readiness tests are given to the incoming first-grade children; group 
intelligence tests are generally given to all pupils during the first grade 
and again during the third grade; and standardized achievement tests 





'Freeman. Frank N., and Kawin, Ethel. Teachers’ Rating Scales for Pupil Adjustment. Chicago: 
University of Chicago Press, 1937. 14 p. 





310 ELEMENTARY SCHOOL PRINCIPALS 





are given at least once a year in grades above the second. Individual] 
intelligence tests and individual diagnostic examinations are given to 
pupils who present problems, especially to those who appear to have 
difficulties in learning. 

Thru inspection of the chronological age, mental age, intelligence 
quotient, and readiness test scores of each pupil in the first grade, it is 
possible to detect any obvious unevenness of development and thus 
identify those children whose adjustment to the first grade needs careful 
watching. Marked individual differences in these factors are found in 
all first-grade classes, even in such a suburban community as Glencoe, 
where most of the children come from so-called privileged homes 
Such differences exist at school entrance and appear to increase with 
age and experience. When ascertained at the first-grade level, they 
may be used as one basis for individualizing the school program and 
adjusting it to each child’s needs and capacities. Standardized tests 
however, have genuine limitations which should always be recognized 
and considered in any guidance program. 

Guidance services for children with special needs—As teachers gain 
greater knowledge of mental hygiene principles, they become increas- 
ingly able to help their pupils to good adjustment. The usual data 
gathered in each child’s cumulative record are available to the teacher 
to help her understand the child. However, there are always some boys 
and girls whose problems the principal and teachers find themselves 
unable to handle. Such cases are referred to the guidance staff for 
special services. Special record forms have been developed for this 
purpose. 

Individual studies are made of these children, the scope and intensity 
of the study depending upon the seriousness and complexity of the case 
The guidance staff consults the school physician and nurse, or the 
family’s private physician, in regard to the child’s physical condition 
and needs. In occasional cases of severe personality difficulties, families 
are advised to consult a psychiatrist for more specialized and intensiv 
help with the child’s problems. 

The type of help given by the guidance staff is varied. Children in 
need of special study and treatment are given tests and examinations 
of various sorts and are carefully observed in classrooms and in various 
school activities. Conferences are held with their fathers and mothers 
and there may be a series of interviews with the child himself. In each 
case, effort is directed to discovery of the underlying causes of the 
maladjusted behavior. Detailed records of these case studies are kept 


in a confidential file in the guidance office, but summarized reports 
and recommendations designed to lead to better personal and social 





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COMPREHENSIVE PROGRAMS OF GUIDANCE 311 





adjustment of the child are made to principals and teachers. Sugges- 
tions are also given to the parents and sometimes to the pupil himself. 
In many instances some modification of the child’s school program, 
made possible by a flexible curriculum, provides effective therapy. 

Not all personality deviations in children should be subjects for 
study and treatment. In each case the school asks, “Is the deviation an 
undesirable one?” If it will handicap the child in his adjustment, in 
getting satisfaction out of life, or in making his contribution to society, 
the school seeks to modify the disability, provided it can be partially 
or completely overcome. Otherwise, individual differences are accepted 
and efforts are made to adjust the educational process to them. It is 
obvious that in a democracy functional differences have positive values. 
The task of education is to discover how varying capacities may ulti- 
mately be developed and mobilized for the purpose of satisfying com- 
mon human needs, and how individual differences can be used to nourish 
and enrich group experience. 

Remedial help for the individual child—For children whose learn- 
ing problems are not being met satisfactorily in the regular classroom, 
individual programs of remedial help are furnished. When teachers 
recommend special help in reading, whether in a remedial group or 
thru a private tutor, they fill out and send to the guidance office a 
referral blank designed for this purpose. As soon as the reading coun- 
selor receives a referral blank, she consults the cumulative guidance 
records for all the data gathered regarding the pupil. With his whole 
school history in mind, the reading counselor begins to observe the 
child. If his reading difficulties appear to be complicated by emotional 
and social adjustment problems, a guidance counselor also studies and 
observes the case. 

Diagnostic and remedial procedures follow. In most cases we find it 
possible to work out solutions for the reading problems of our pupils 
within the school organization. Often, however, treatment involves 
case work beyond purely remedial procedures; that is, it includes 
methods for overcoming emotional problems and for improving social 
adjustment. Sometimes both home conditions and school conditions are 
greatly modified in the light of our knowledge of the child after careful 
study. We strive always to see specific reading difficulties against a 
background of broader personality and behavior patterns and to treat 
them accordingly. 


Masor Goats OF THE GUIDANCE PROGRAM 


In setting up a guidance program a school must formulate ultimate 
and comprehensive goals as well as more immediate and specific ob- 








312 ELEMENTARY SCHOOL PRINCIPALS 





jectives. The school has an obligation to help every child develop his 
highest potentialities. This obligation is not limited to the development 
of such fundamental skills as reading, writing, number calculation, and 
the like, or to the acquisition of such significant facts and knowledge 
as have long been regarded a function of the school program. While the 
school cannot assume responsibility for all aspects of a child’s growth, 
progressive educators recognize that wholesome personality develop- 
ment of children is one of the school’s most important objectives. The 
school shares this responsibility with the home and with other com- 
munity agencies. 

In Glencoe we believe that the foundations of good adjustment for 
any individual include the following: 


. Physical health 

. The ability to face reality 

. The ability to use intelligence in solving problems 

. Feelings of security (a sense of “belonging”) 

. Feelings of adequacy (not feeling “inferior”) 

The integration of discipline and freedom in one’s life pattern 
. The ability to understand and cooperate with one’s fellows 

. An understanding of one’s physical and social environment 
. The establishment of goals in life 

10. Abilities for self-expression, for creative living 

11. The ability to see oneself objectively and in perspective 

12. A constructive philosophy built upon acceptance of eternal change. 


COWNMAR WH 


It is obvious that any attempt to incorporate such vast objectives into 
an educational program involves a school in an enormous task. Only 
slowly, thru the cooperative efforts of home and school and other com- 
munity agencies, can any community hope to help its young people 
achieve these goals in the development of well-adjusted personalities. 
Nevertheless, it is in such a setting that guidance should be viewed. 
The daily tasks and routine of a school classroom take on significant 
meanings and even a certain grandeur when seen against a background 
of ultimate objectives such as these. 

These goals of personality development are closely related to sub- 
jectmatter goals. The school’s efforts to achieve them cannot be sep- 
arated from its efforts to help children acquire common knowledge, 
learn fundamental skills, and master certain technics whieh are re- 
garded as necessary for successful adjustment to the world in which 
we live. Scholastic objectives and personality objectives must be inte- 
grated in any sound guidance program. 





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COMPREHENSIVE PROGRAMS OF GUIDANCE 313 
THE GUIDANCE PROGRAM IN A SUBURBAN COMMUNITY 
OF THE EAST 





IRENE ALLEN FIKE 


Director of Child Study, Public Schools, Scarsdale, New York 


York City. Its population, slightly over 12,000, is composed of 

business and professional people. In the ten-year period from 
1926 to 1936 its school population doubled and there are now approxi- 
mately 2500 pupils in the schools. Over 90 percent of the pupils gradu- 
ating from the high school in June 1938 continued their school educa- 
tion; over 60 percent went to liberal arts colleges. The character of the 
community, therefore, requires the public school system to maintain 
academic standards which meet college entrance requirements. Yet, 
while the system must conform to community demands as well as to 
state requirements, it seeks to discover and to help meet the educa- 
tional, social, and emotional needs of individual children. 

In the three elementary schools there are about 1200 pupils. Each 
school includes a kindergarten and six grades. Each has a special 
teacher for music, art, physical education, and remedial work, as well 
as the services of a nurse. Since there are no special classes for atypical 
children, all adjustments have to be made within the regular groups. 
The teachers are women of background and culture whose qualifica- 
tions for their positions are generally very high. Many of them, thru 
courses in mental hygiene, have recently increased their understanding 
of the child’s normal developmental needs. 

There is a child study department for the entire system, with a 
psychologist who spends approximately one day a week in each ele- 
mentary school. The psychologist plans and supervises the testing pro- 
gram and gives individual Binet tests. She observes and counsels 
individual pupils. She has conferences with principals, teachers, and 
parents to guide them in carrying out specific recommendations. 


G onc is an entirely residential community suburban to New 


IMPROVING ACADEMIC ADJUSTMENT 


Use of standardized tests—The testing program includes standardized 
group tests of intelligence and achievement. The intelligence tests are 
administered by the director of child study and are given in the first, 
third, and sixth grades. The achievement tests, usually administered 
by the teachers, are given at the end of the year in all six grades and 
at midyear in the second, third. and fourth grades. Reading only is 
tested at the end of the first year, but gradually other subjects are 
added until at the end of the fourth year a complete battery of tests 








314 ELEMENTARY SCHOOL PRINCIPALS 





is used. The results of such tests are carefully recorded on individual 
cumulative record cards at the end of each testing period. Gains, or 
losses if there are any, are frequently discussed with individual pupils 
and with parents. 

Pupils transferring from other school systems to ours are given the 
same tests for placement. Recently a boy entered a third grade from 
another state. He was large for his age, and tests revealed him to be 
quite capable in scholastic aptitude but very much below our standard 
in reading achievement. The remedial teacher and the regular class 
teacher, with some help from the family, worked together so that the 
boy was enabled to cover about two years’ work in three months. He 
was then able to engage on an equal footing with his classmates in 
reading as well as in the other activities of the group. This case amply 
illustrates the value of such placement tests at the time of entrance 
from another school system. 

Tests for reading readiness are used to supplement the teacher’s 
study of the older kindergarten children in order to determine which 
ones are ready for advanced work. Since admission to the kindergarten 
is in September only and is limited to children who are five then or 
will be five years old by December 31, the entering group always in- 
cludes some who are sufficiently mature in language development and 
vocabulary to begin reading. The children thus chosen are allowed to 
cover the work of the first three years in two years. If their number 
is not sufficient to form an accelerated group, special provision is made 
for each child individually. 

Children whose progress in reading is not up to standard during thie 
first two years are helped for an hour in the afternoon by their own 
class teacher. This is feasible because our first and second grades have 
only a morning session. 

Work of the remedial teacher—For the older pupils we have in each 
elementary school a full-time, trained remedial teacher. To her class- 
room come children who need help temporarily or permanently in order 
to maintain their placement in the group to which they are well ad- 
justed physically and socially. It is our opinion that for good social 
groupings, pupils should not be more than a year or so over-age for 
the grade. With the additional help of the remedial teacher, most slow 
pupils are able to proceed with no more than a year’s retardation, and 
frequently not even that much. Some naturally slow pupils need this 
extra teaching and individual explanation during most of their school 
careers; others are slow in one subject, such as arithmetic, but quite 
up to grade in all other subjects. Pupils with real subject disabilities 
which need diagnostic study and treatment are the particular responsi- 





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COMPREHENSIVE PROGRAMS OF GUIDANCE 315 





bility of the remedial teacher and she works with such cases individu- 
ally. In this category was a boy who received a half hour daily of 
highly specialized training to overcome “mirror reading” difficulties. 
After two years of such individual training he was able to work in his 
group with only occasional help. 

Other pupils go to the remedial teacher because they have missed 
work due to long absence. They usually go to the remedial room in 
groups of five or six and for work periods of fifteen or twenty minutes. 
When their achievement approximates the level of the class according 
to the teacher’s judgment and the evidence of standard tests, they drop 
out of the extra-help groups. 

In the case of the occasional pupil for whom acceleration seems wise, 
the remedial teacher again plays an important part by helping him 
cover material needed in the transition from one group to the other. 
This is always found necessary in arithmetic. It is essential that an 
accelerated pupil not “skip” a grade and thereby miss learning funda- 
mental processes, the lack of which may cause him difficulty later. 
For a large majority of the more capable pupils a program of enrich- 
ment is planned in preference to acceleration. 


IMPROVING SOCIAL AND EMOTIONAL ADJUSTMENT 


Testing, placement, remedial help, acceleration, and enrichment all 
aid in the academic adjustment of the individual child. More important, 
however, is the child’s all-round development in which he achieves 
normal emotional adjustment to himself, his family, and the larger 
group. The remainder of this article is devoted to brief descriptions 
of case studies illustrating several types of social and emotional dif- 
ficulties and showing the treatment given by the school in each case. 

Meeting the need for security—The feeling of security that comes to 
one who knows he is loved and wanted in the home is essential to 
normal emotional development. The lack of this feeling is frequently 
evident in a child at school, and then it becomes the school’s task to 
fulfil the need. The following case report tells how the school was able 
to help such a child. 


Mary was about eight years old when she entered our school four years ago. 
Thin, pale, and emaciated, carrying her head so that her chin rested on her chest, 
she was a pathetic, lonely child. An occasional side glance was all that she be- 
stowed upon anyone who tried to talk to her. Mary had had a most unfortunate 
background. She had already attended six schools, private as well as public. In 
presenting her to our school, her mother intimated that Mary was a great dis- 
appointment to her parents, and said that she thought the child must be feeble- 
minded. 

It was decided first of all to win Mary’s confidence and to make her feel at 
home regardless of any school accomplishment. To this end the teacher was only 





316 ELEMENTARY SCHOOL PRINCIPALS 








too glad to assume the role of parent substitute. Under this influence of sym- 
pathetic love it was fascinating to watch Mary gradually come out of her shell, 
Other teachers and the principal made it a part of their daily program to speak 
to Mary and show her little attentions. 

Mary’s progress was noted in various ways but most encouraging was the 
improvement in her speech. When she first entered our school, her speech had 
been so emotionally blocked that she was able to give forth only a few jerky 
sounds when she did attempt to talk. Meeting her in the hall one day, the writer 
was amazed and delighted to be called by name and asked to come into the room 
to see some interesting activity in which Mary was participating. At the end of 
the school year Mary took a speaking part in a play given by her group for the 
whole school. Other teachers had protested, “But she will stammer so badly no 
one will understand. Children will laugh at her.” However, Mary’s teacher had 
faith in her and Mary knew it. 

Mary’s academic work showed unexpected improvement as well. When the read- 
ing tests were given, she surprised everyone by making a score near the median 
of the group. 


Overcoming inferiority feelings—Feelings of inferiority also inter- 
fere with good emotional adjustment. Perhaps physical handicaps and 
facial disfigurements create the greatest personality disturbances and 
present the greatest difficulties to the teacher who would assist the 
child to adjust successfully to his particular handicap. If a child with 
a facial malformation is to learn to withstand the inevitable comments 
of other children and to develop an understanding of himself and of 
what has led him into a pattern of antisocial behavior, he will need 
careful guidance and sympathetic understanding from the teacher and 
the school. The story of John describes our treatment of one such case. 


John had a serious facial disfigurement which was a result of an unsuccessful 
harelip operation. He was keenly aware of it and his feeling of inferiority was 
manifested by most unruly conduct. He had been difficult when a little boy in 
the kindergarten, but when about ten years old he broke out into the most un- 
controlled behavior and defied all authority. It was necessary to keep him at home 
for a time under the care of the physician who had always attended him. Upon 
his return to school it seemed best to give him an entirely new program with a 
different group of children. Some of his difficulties, such as lack of temper control 
were discussed with this new group. Their sympathies were aroused and they were 
ready to receive him in a spirit of helpfulness. John was surly and rude and 
rebuffed all advances at first, but little by little he began to respond and to show 
an interest in the school life. 

When John began to show signs of fatigue and strain, the teacher would send 
him to the nurse’s room where he could rest quietly, or she would quickly invent 
some errand to distract him from the source of his irritation. He was given special 
duties in his room and was made to feel important and essential to the group. He 
had shown some talent in art and so was called upon to help the art teacher on 
many occasions. 

At first John and the teacher discussed his conduct daily. The occasions which 
had resulted in unhappiness were carefully and patiently rehearsed, so that John 
learned how to meet his problems more successfully and how to make the best 
of a hard situation. This guidance, necessary even in the most simple of life 
situations, is helping him to understand himself and to learn that he can take his 
place in his group and be respected in spite of his unfortunate facial dis 
figurement. 








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COMPREHENSIVE PROGRAMS OF GUIDANCE 317 





Helping the timid child—The child with abnormal fears and inhibi- 
tions needs special consideration to enable him to attain a healthy 
outlook on life. It is often difficult to get at the root of such fears even 
in a young child, but mental hygienists assure us that it is essential to 
do so because an irrational fear may develop into an anxiety and later 
in life become a real neurosis. Many children who enter kindergarten 
are having their first experience outside the home and often it is their 
first experience with other children. It is not unexpected for such 
children to show signs of timidity, but they usually adjust after a few 
weeks. The following report indicates our experience with a child whose 
fear and timidity persisted far beyond a normal period of adjustment. 


Dick was an undersized little fellow with sensitive, delicate features. He cried 
easily and seemed to show real suffering when his mother left him at school. He 
tried to become interested and would appear to be happy the first part of the 
morning; then around eleven he would watch the clock and cry and fret until his 
mother appeared for him at noon. When the teacher tried to reason with him he 
only became more upset and cried the harder. Altho his mother never failed to 
call for him, this fear persisted so that it became a source of disturbance for the 
whole group as well as a serious matter for Dick in his own adjustment. 

Dick’s mother was brought in for a conference with the school psychologist, 
whereupon many of his difficulties came to light. Dick was an only, much-wanted 
boy in a very sheltered home. The mother, a highly sensitive person, had been 
overprotective and too anxious ever since Dick’s birth. The father wanted a male 
child who would excel in sports, and the mother feared Dick was going to develop 
into an artistic type whose interests would be like her own and thus disappointing 
to the father. Dick had an experience shortly before he entered school which was 
probably the final contributing factor in his present situation. He had been left 
alone in a strange home for over an hour, quite by accident, and when finally 
called for he was hysterical. Since then, fear that he might not be called for had 
dominated him in any similar situation. 

Dick’s mother gained insight into her own personality difficulties and was able 
to see how her overprotectiveness had been handicapping her child in his emotional 
life. She endeavored to cooperate by making his home experiences more con- 
ducive to the development of self-confidence and independence. 

Dick’s school day was so planned that the last hour would be directed toward 
some especially absorbing activity. Finally, the day came when he was so busily 
engaged in his work that it was twelve o’clock and his mother stood beside him 
before he realized the time. He was delighted with the surprise, and from that 
time on real gain was seen in his mastering of his fear. 

His final triumph came when he informed his mother that he would like to walk 
home alone. This was a triumph not only for Dick but also for his mother, who 
fearfully awaited his safe arrival. Dick gradually developed into a leader in his 
school and while he never excelled in the more competitive athletic games, he 
was able to take his part creditably in sports. 


Solving a behavior problem due to scholastic maladjustment—Many 
behavior problems are due essentially to lack of interest and challenge 
in the academic field. Problems of this type are frequently baffling at 
first because the unacceptable behavior is so difficult to analyze. The 
following statement describes such a case. 


a 








318 ELEMENTARY SCHOOL PRINCIPALS 





Jane was a bright, attractive child who seemed to spend all her time thinking 
of ways to annoy and irritate her teacher. She was the ringleader of all dis- 
turbances in her group. She kept things constantly stirred up. Her intelligence 
quotient was above 130. She disliked arithmetic, however, and used all possible 
means of evading assignments. She also disliked written English and usually re- 
fused to do the regular work of the group. If she did do an assignment it was 
very poorly done and scarcely legible. 

Jane’s parents were much distressed at the reports from the school and finally 
came to discuss the whole situation with the principal and the psychologist. After 
much consideration Jane was placed in the next higher grade against the judgment 
of her teacher, who rightly contended that the promotion was not an earned one, 

Jane had a friend in the higher group whom she admired very much. Jane’s 
remark when told she was to go into that group was quite revealing. She said, 
“Oh, Sue is in that class. I’d love to be there, only she won’t like me any more if 
she knows the tricks I’ve been playing.” 

After a few days in the new group Jane herself asked her parents to plan for 
extra work for her in arithmetic, as she realized the other children were far ahead 
of her. This was just what the principal had hoped would happen. 

Altho at first Jane seemed inclined to pursue her original behavior, gradually 
she became ashamed, especially when her friend showed disapproval. Jane soon 
began to take an interest in her work and to show some pride in accomplishment 
At the end of a month her attitude was noticeably changing for the better and 
her work habits showed decided improvement. 

As Jane found the new group more challenging to her intellectual ability, her 
uncooperative behavior gradually decreased. Her achievement on standardized 
tests at the end of that school year was slightly above the class median, even in 
arithmetic. This represented more than two years’ gain over her record of the 
year before. 


Attacking a complex problem of social maladjustment—Often, in- 
stead of a single disturbance, many difficulties combine to cause a 
pattern of behavior wholly out of sympathy with children and adults 
alike. Such a problem presents a need for expert study, analysis, and 
guidance. The following is an interesting example. 


Jim came to us from another state. He was accompanied to his new school by 
both parents, who insisted on telling the principal in Jim’s hearing what a terrible 
child he was. He had been under the care of a psychiatrist in connection with his 
former school but the results had been negligible. His antisocial acts had been 
acclaimed thruout the neighborhood as well as at school. Jim glowered and 
scowled, indicating that he intended to live up to the reputation that his parents 
were giving him. He was placed in a primary grade on trial, as it seemed best to 
omit the customary placement tests. 

He made no response to his introduction to the teacher but glared at her and 
said, “You needn’t ask me to do anything because I do not intend to do it.” The 
teacher merely showed him to a seat and went on with the class work. A few 
minutes later he interrupted her to make the same remark. At the end of a week 
he was placed in another group better suited to his achievement level. He made 
no effort to do any work assigned or even to conform to simple requirements 
which the teacher made. 

Jim’s parents came to school frequently to discuss the situation and expressed 
their willingness to do anything the school suggested. Jim’s attitude was having 
an unfavorable reaction on the group, and his reading was so weak that a program 
was finally worked out whereby he was in school in the morning and had help at 
home during the short afternoon session. At this time his achievement was three 
years below his mental age level. Several times Jim’s tutor wanted to give him 





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COMPREHENSIVE PROGRAMS OF GUIDANCE 319 





up, but was persuaded to continue as occasionally she saw a glimpse of the real 
boy underneath these unruly manifestations. 

Gradually Jim’s teacher began to win him. He liked animals and had been found 
to calm down during periods of temper when allowed to fondle the white mice. 
One day he was asked if he would like one for his own. His face lighted up and 
he was all smiles; then almost immediately the usual sullen expression returned 
as he murmured, “She won’t let me have it.” His mother was telephoned and 
with some reluctance gave her consent. Jim took the mouse home. 

A few days later he invited his teacher to come home with him to see the cage 
he had built for his pet. Jim’s progress was so important that she accepted without 
hesitation, altho the visit caused her great personal inconvenience. That began a 
real friendship between Jim and his teacher. 

Altho Jim had no desire to go to camp, with the teacher’s help he was persuaded 
to spend the summer there, and upon his return to school in the fall he began 
to show definite improvement. Jim’s parents were encouraged and his father, 
following our suggestions, planned to spend more time with the boy. Jim was 
thrilled with the sightseeing trips on which he alone was privileged to enjoy his 
father’s society. 


Implications of case studies—These briefly summarized case studies 
indicate the importance of training in mental hygiene and child psy- 
chology for the classroom teacher. Mental hygiene should be a required 
course in all teacher-training institutions. To the lack of such training 
in the past, perhaps, can be attributed the error of treating the symp- 
toms—and that usually negatively and with punishment—instead of 
attempting to discover the causal factors and treat them constructively. 
In the treatment of problem cases a psychological counselor is powerless 
to bring about desirable adjustments without the wholehearted and 
intelligent cooperation of principals, teachers, parents, and others who 
may come into the picture. 


SUMMARY OF THE PROGRAM 


Thus the Scarsdale child enters the kindergarten, proceeds thru the 
six grades, and enters junior high school, meeting various experiences 
and the usual vicissitudes in his progress. During these years he is 
aided in making satisfactory adjustments not only by the regular 
teaching staff with its special provision for art, music, physical educa- 
tion, and health, but also by a remedial teacher and by a child study 
department with its testing program and diagnostic conferences. Our 
aim is to be constantly aware of children’s scholastic, social, and emo- 
tional needs and to be analytical of antisocial behavior in order that 
each child may have the opportunity for normal growth and develop- 
ment. The attempt to give each child this opportunity calls for great 
flexibility in placement, treatment, and adjustment. We are limited 
only by the necessary consideration of the good of the group as a whole 
in our provisions for the individual child. 


320 ELEMENTARY SCHOOL PRINCIPALS 





GUIDANCE AND ADJUSTMENT IN A LARGE CITY SYSTEM 
Euia L. BRESNEHEN 


Director, Department of Educational Investigation and Measurement, Publi: 
Schools, Boston, Massachusetts 


N THE PUBLIC SCHOOLS of Boston a comprehensive program of guid- 
ance and adjustment is carried on to help principals and teachers 
meet the needs of individual children. This program is based on 

the belief that all children have some needs in common, and that the 
satisfactory adjustment of pupils to a graded curriculum built around 
these common needs is prerequisite to providing for the special abilities 
and interests of individuals. This fact should be kept in mind as one 
considers the various phases of the program. 

Use of intelligence tests—Prominent in the plan of adjustment is the 
administration and interpretation of standardized tests of intelligence 
and achievement. Each year the superintendent of schools, thru the 
department of investigation and measurement, requires that group in- 
telligence tests be given to all sixth-grade pupils in the city and to 
pupils in the last grade of each intermediate‘ (junior high) and of 
each eight-grade school. Approximately 21,000 tests are administered 
annually under this requirement. In addition, about 11,000 tests are 
given to children in other grades from I thru XII at the special request 
of principals. The following are the group tests used: 


EES 2 y'c-sahu i aa Detroit Beginning First-Grade Intelligence Test’ 
Detroit Advanced First-Grade Intelligence Test’ 

Grades II-III ... Detroit Primary Intelligence Test * 
Kuhlmann-Anderson Intelligence Tests * 

GradesIV-VI .......1 ational Intelligence Tests * 

Grades VII-XII ..... Terman Group Test of Mental Ability.’ 


If a child’s intelligence rating on a group test does not seem to be 
warranted by the quality of his schoolwork, he is tested by the depart- 
ment of investigation and measurement with the Revised Stanford- 
Binet Scales.* | 

To obtain a reasonably adequate basis for pupil placement, the re- 
sults of intelligence tests are expressed not only in terms of mental 
age and IQ, but also in terms of mental readiness for the work of a 
particular grade. The degree of such readiness is referred to as the 
pupil’s success expectancy or achievement possibility. Its computation 
requires the establishment of a definite “grade age,” a standard which 
progresses from grade to grade and from month to month within each 


1 Published bv the World Book Co., Yonkers-on-Hudson, New York. 

2 Published by the Public School Publishing Co., Bloomington, Illinois. 
8 Published by the Educational Test Bureau, Minneapolis. 

* Published by Houghton Mifflin Co., Boston. 





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COMPREHENSIVE PROGRAMS OF GUIDANCE 321 








grade. For any given grade the “grade age” approximates the normal 
or average age of unselected pupils in that grade. Hence, if a pupil’s 
mental age is the same as a given grade age, he is expected to do about 
average work in that grade, other factors being normal. If his mental 
age is higher or lower than the grade age, he is expected to do better 
or poorer work than the average, as the case may be. The numerical 
measure of this expectancy is a percent obtained by dividing the child’s 
mental age by the given grade age. 
Suppose, for example, that we wish to find the success expectancy of 
a pupil with respect to the work of the beginning fifth grade. The 
formula to be used is as follows: 
Pupil’s mental age ———== Pupil’s success expectancy for beginning Grade V 
Beginning fifth-grade age 
If the pupil’s mental age is exactly eleven years and the beginning 
fifth-grade age is exactly ten years, the pupil’s suecess expectancy for 
that grade is computed thus: 
1l years 
10 years 





= 1.10 (or 110 percent) 


The same pupil’s success expectancy for any other grade may be found 
in like manner by merely substituting the appropriate grade age for 
the one used above. 

The work of each grade is of such difficulty that the pupil whose 
mental age is equal to the grade age (success expectancy = 100 per- 
cent) can be expected to do fairly good work (C+) in that grade. A 
pupil whose mental age is only 90 percent as high as the grade age 
should not be expected to do better than low passing work (C—), 
while one with an expectancy of 125 percent ought to do very superior 
work (A). The other achievement ratings fall at five-point intervals 
between these two extremes, as indicated below: 


Success expectancy Probable marimum achievement rating 
a Ee Ar Pe In re eee A 
IN oo ys Ue Hei eE ee bias koa re bee A— 
Se ee teen Perera ates B+ 
DN aia v5 eds 0 hla dideeeeIEOR Grd Ras B 
II ooo he ris ate new dale oa eee B— 
ee ere reat ee Some a C+ 
i ahs tetas ees ae -€ 
SN 5. isis e i eided ob s-a oy ate Were aisle nseeee ee . C— 


Each of these ratings indicates the highest achievement which seems 
possible for a pupil having the corresponding percent of success ex- 
pectancy and working under normal conditions in the grade for which 
the computation was made. However, since conditions are not always 








322 ELEMENTARY SCHOOL PRINCIPALS 





normal; some deviations from the expected achievement are bound to 
occur. No measure of mental ability will predict future performance 
in any field with perfect accuracy. Hence, the value of such measures 
depends upon the understanding and judgment of the persons who use 
them.' A program of educational adjustment must take into account 
also the child’s physical condition, attitudes, and emotional stability 
as well as the quality of instruction and other environmental factors 
in the school and the home. Likewise, allowance must be made for 
the limited validity of any intelligence test, especially that of group 
tests. 

Nevertheless, in Boston the interpretation of intelligence test results 
in terms of possible or probable achievement in particular grades has 
been of great assistance to teachers in locating problems within their 
groups. It has helped to dissipate the notion that a high intelligence 
quotient necessarily forecasts high achievement and that a low quotient 
portends inevitable failure. It has emphasized the fact that laziness or 
lack of effort is not often the cause of low attainment. It has revealed 
the necessity of modifying learning requirements and methods of teach- 
ing within each unselected group. It has given the teacher a basis for 
judging whether or not a pupil is working to the limit of his ability, 
and has stimulated her to discover the reasons for any differences be- 
tween his actual achievement and his expected achievement. 

To the principal of a school, a knowledge of the mental readiness 
of each child for a particular grade is what a knowledge of his liquid 
assets is to the businessman. With this knowledge the principal may 
efficiently and economically organize his school. He may group his 
pupils so as to bring about a maximum of individualization with a 
minimum of added expense. He can thereby eliminate many school 
problems which are nothing more than defense reactions to academic 
maladjustment, and thus clear the way for more effectual educational 
and vocational guidance. 

Use of achievement tests—To enable the teacher to diagnose the 
difficulties of her pupils and to check their progress in different school 
subjects, standardized achievement tests are employed. Under a re- 
quirement of the superintendent an achievement test chosen by the 
director of investigation and measurement is given in every grade 
from II thru VIII at the beginning of the school year. Approximately 
70,000 tests are given annually under this requirement. The test chosen 
is usually a diagnostic test in reading or arithmetic, and the results 

5 The wise administrator or teacher will beware of the dangerous assumption that under a plan 
of this kind pupils should be given school marks in accordance with predetermined measures of 


their probable achievements. Such a procedure would nullify the value of these measures for 
pupil guidance and adjustment.—EZditorial Committee. 





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COMPREHENSIVE PROGRAMS OF GUIDANCE 323 


are used by the teacher to plan her work with the individual pupil. 
In addition, achievement tests in any subject may be requested by 
school principals at any time during the school year. During the past 
year approximately 122,000 such tests were distributed at the request 
of principals. 

For the past four years a survey test in reading has been admin- 
istered at the end of the year to ninth-grade pupils thruout the city. 
This test has been administered and corrected by students from the 
Teachers College of the City of Boston. It has been given primarily 
to assist pupils in their high-school work, and after the results have 
been assembled the names of all pupils six or more months below grade 
have been sent to the high schools which these children expected to 
attend. This has been done to enable the high schools to plan for 
remedial reading work and to adapt instruction in other subjects to 
those pupils who have difficulty with printed material. 

Individual case work—An important service of the department of 
investigation and measurement—a service which reaches every school 
in the system—consists of case work with individual children who 
present problems. The department has a director and three research 
assistants, all of whom are trained psychologists-with ten or more years 
of teaching experience. The research assistants give practically full 
time to individual case studies. The cases are referred for study by 
members of the board of superintendents, head masters, and principals 
of schools. Problems involving truancy, misbehavior, retardation, ac- 
celeration, reading disability, questionable intelligence rating, or mal- 
adjustments of any kind may be referred. 

In making a case study, all possible information is secured from the 
application which is made out by the classroom teacher. This applica- 
tion reports the physical status, personal history, social compatibility, 
special interests, special abilities, school history, and current school 
marks of the child. A research assistant then visits the school and 
administers the Revised Stanford-Binet Scales, together with any per- 
formance and achievement tests which might contribute significant 
information about the pupil. She talks with the child concerning his 
problem and visits the home in order to confer with the parents or 
guardians. If contacts with other organizations or agencies are desir- 
able she makes them. After careful study of the accumulated data the 
research assistant formulates conclusions pertinent to the case and 
ofiers recommendations for treatment. The case study is then brought 
before the full staff of the department in conference. A summary of 
all findings, including test results, data from the home visit, and clin- 
ical reports, if any, together with conclusions and recommendations, 








324 ELEMENTARY SCHOOL PRINCIPALS 





is sent-to the person by whom the case was referred. There is an annual 
follow-up by the department of all open cases of the previous years, 
All cases remain open until adjustment has been accomplished. 

A fine spirit of cooperation has developed between the department 
of educational investigation and measurement and the social and med- 
ical agencies of Boston. Many children whose maladjustments were 
traceable to physical or social problems, as well as a few who showed 
definite psychotic or neurotic tendencies, have been satisfactorily 
adjusted thru the cooperation of these agencies. 

Some of the cases referred to the department are very simple and 
concern only the possibility or advisability of promotion for the pupil, 
Many others, particularly in the intermediate and upper grades, have 
to do with serious problems which affect not only the child’s school 
adjustment but also his home and community adjustment. According 
to the reports of head masters and principals of schools, however, over 
80 percent of the more than 1500 cases referred during the year 1937-38 
had been satisfactorily adjusted by January 1939. 

Meeting needs of immature entrants—Many maladjustments are the 
result of too early entrance to school. The experience of the department 
of investigation and measurement justifies the conclusion that the child 
who enters Grade I before he is mentally five years and six months 
of age, or before his physical growth and background of experience 
are equivalent to those of a normal child of five years and six months, 
will be handicapped thruout his school career. While many immature 
entrants survive without actual retardation until they reach Grade II] 
or IV, indications of maladjustment and future failure are apparent 
even in Grade I. To counteract these unfortunate effects of early en- 
trance, several important steps have already been taken. The Boston 
School Committee has recently made a chronological age of at least 
four years and six months on September 1 a requirement for entrance 
to kindergarten. In most of our schools the principals call for indi- 
vidual studies of all kindergarten children whose readiness for the work 
of Grade I is questioned by the kindergarten teacher. Many hundreds 
of these children have been individually tested each year, and entrance 
to Grade I has been denied those whose mental ages, physical develop- 
ment, or emotional conditions indicate lack of readiness for the work 
of the grade. Plans are progressing for the establishment of pre-pri- 
mary classes for immature children. 

Treating special difficulties in reading—To care for children whose 
reading difficulties cannot be adequately handled by ordinary classroom 
methods, there are five remedial reading centers in Boston. Children 
whose reading achievements on a standardized test are more than 4 








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COMPREHENSIVE PROGRAMS OF GUIDANCE 325 





year below grade may be referred by the teacher to the department of 
investigation and measurement as possible candidates for a reading 
center. These children are tested by the department with other stand- 
ardized reading tests and with the Revised Stanford-Binet Scales. They 
are often referred to the department of hygiene for examination in such 
fields as vision, hearing, nervous stability, muscular control, and nu- 
trition. An attempt is made to correct any physical defect before fur- 
ther investigation is made of the reading situation. If there is no phys- 
ical hindrance, any child who is reading more than a year below his 
mental-age grade is referred to a reading center. Children who attend 
such a center receive private tutoring two or more sessions each week. 
They are periodically tested for reading progress and remain in attend- 
ance at the center until they are brought up to their capacities in 
reading. 

Special classes for superior and retarded children—In three elemen- 
tary districts and one intermediate district are rapid advancement 
classes in which superior children complete the work of three grades 
in two years. In the elementary schools the children are chosen for 
acceleration on the basis of their scores on group intelligence tests 
and reading tests. Only those whose computed achievement possibilities 
indicate ability to do work of B quality or better thruout the two-year 
period are recommended for trial. In doubtful cases a check is made 
with the Stanford-Binet test. In the intermediate school, candidates 
for the rapid advancement class are chosen on the basis of group in- 
telligence test scores and past achievement. 

Special classes are maintained also for those pupils who are mentally 
more than two years retarded. These pupils are chosen, after an inter- 
view by the director of special classes or her representative, on the 
basis of their ratings on the Stanford-Binet test. and other tests of 
performance. 

Other provisions—Beyond the elementary school there are many dif- 
ferentiated courses of study and many specialized schools. Careful guid- 
ance is necessary in order that a wise selection may be made by each 
pupil in his progress from Grade VI thru high school. Teachers who 
act as counselors in intermediate schools and members of the vocational 
guidance department who counsel in high schools constantly refer to 
test results. Many individual studies are made, and often tests of 
mechanical aptitude are given to aid in the selection of a course or 
school. While there is flexibility which permits a change of school or 
course from Grade VII thru Grade XI, a definite standard of attain- 
ment, within the course is required in passing from grade to grade in 
the Boston schools. 








326 ELEMENTARY SCHOOL PRINCIPALS 





INDIVIDUAL GUIDANCE IN A RURAL SCHOOL SYSTEM 
SaraH M. Perry 


Supervising Principal, Adams Township Schools, Lucas County, Ohio 


O FAR THIS CHAPTER has dealt only with guidance programs in city 
school systems. This article describes such a program in a rural 
school system, that of Adams Township in Lucas County, Ohio. 

With the city of Toledo as the county seat, the rural schools of Lucas 
County are probably in a better position to obtain certain specialized 
services than are those farther removed from metropolitan centers, 
Nevertheless, it is believed that the following description will have 
suggestive value for rural schools in general. The program in Adams 
Township will be presented under the following heads: (1) promoting 
physical health, (2) improving personality adjustment, (3) increasing 
scholastic interest and achievement, and (4) fostering special talents, 

Promoting physical health—The five schools of this township ar 
fortunate in having a capable and conscientious nurse assigned to them 
by the county health department. Every year this nurse, with the help 
of the teachers, undertakes to examine all the thousand or so school 
children in the township. The children’s heights and weights are recorded 
and special note is made of those who appear to be underweight or 
whose tonsils, teeth, or eyes need attention. These findings are followed 
up by the nurse, the classroom teachers, the school principals, and th 
supervising principal of the system. The nurse visits the homes or 
sends notices calling the parents’ attention to their children’s physical 
needs. The teachers, especially in cases of children who are not “mak- 
ing the grade” in any respect, repeatedly notify the parents that 
physical defects may be causing the scholastic difficulties. The school 
principals and the supervising principal discuss the matter with mothers 
at club meetings and at parent-teacher meetings. 

When parents report to the nurse during her visit to the home that 
they are unable to buy glasses or to have children’s teeth attended to, 
the respective parent-teacher associations or the Women’s Auxiliary 
of the township are called upon for help. In such cases these organi- 
zations have invariably paid for the glasses and for the necessary 
dental work, the latter being arranged for at low cost by the nurse 
Whenever necessary, the nurse has also been able to arrange for fret 
tonsil and adenoid removals at the county hospital. 

Since it takes some time to make formal physical examinations ol 
all the children, the principals and teachers do not wait until thest 
have been made but are constantly on the watch for obvious defeets 
such as near-sightedness and mouth-breathing in the classroom. Thi 











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COMPREHENSIVE PROGRAMS OF GUIDANCE 327 





supervising principal visits every class at least once a week and makes 
a point of looking for these two handicaps. It is understood that when- 
ever a teacher suspects either of these defects, she is to ask the nurse 
to call and investigate the case. 

In addition to the nurse’s examination, the county physician every 
year examines the first and fifth grades for defects that are more seri- 
ous and less obvious than underweight. To all children whose parents 
give their consent, he also gives the Schick test followed by immuniza- 
tion against diphtheria, vaccination against smallpox, and the Mantoux 
test for discovering the presence of the tubercle bacillus. If the Mantoux 
test is found positive, parents are urged to have X-ray pictures taken. 
Those who ean afford it have this done by their own physicians; those 
who are destitute are attended to by the county hospital clinic; and 
those who can afford a little but not much are helped by money from 
the sale of Christmas seals. In every case the X-ray pictures are made 
by qualified specialists who cooperate with the county physician. 

The schools themselves contribute significantly to the care of chil- 
dren with physical deficiencies. Each school tries to discover thru the 
nurse and the attendance officer just which children should receive free 
lunches or free milk, or both. Such food is paid for by the school’s own 
fund or by the parent-teacher association. Also, the township board of 
education employs a bedside teacher for children whose disabilities 
prevent their attending school. The pupils of this teacher have included 
an epileptic, a heart case, a crippled child, and an arrested case of 
tuberculosis. Being adjacent to Toledo, the township has sent pupils 
to the Feilbach School for Crippled Children and to the sight-saving 
class in the Lincoln School of that city. Tuition for these children is 
paid by the township board of education. 

Improving personality adjustment—Personality maladjustments in 
children are often apparent to teachers and parents but the underlying 
causes are sometimes difficult to discover. In trying to locate and re- 
move or counteract these causes the township schools have received 
much help from the Child and Family Agency of Toledo, specifically 
from the staff psychologist of that organization. If a child is frequently 
sullen and uncommunicative, repeatedly hands in blank papers, is a 
habitual liar or thief, or is nervous and uncontrolled to the point of 
interfering with normal class progress, he is referred to this specialist 
for examination. The school sends as much information as it can obtain 
concerning the youngster’s physical, emotional, moral, and mental 
make-up to the psychologist in advance of the interview, and urges 
that a parent go with the child to the conference. The purpose of re- 
questing the parent’s presence is to present as complete a view as pos- 








328 ELEMENTARY SCHOOL PRINCIPALS 





sible of the child and his background. After the interview and the tests, 
the school receives a report of the psychologist’s findings and recom- 
mendations. Below are some excerpts from such a report on R.H., a 
nine-year-old boy with a mental age of 8-6 and an IQ of 94. This child 
had been tested by the Revised Stanford-Binet Scales,’ the Woodworth- 
Mathews Personal Data Sheet,? and the Monroe Silent Reading Test. 


Mrs. H. (R’s mother) said that she felt R. was an unusually nervous boy; that 
she had been trying to help him with his arithmetic at home; and that sometimes 
he appeared unable to remember things which he knew very well, particularly 
when he was being pressed for an answer. He had been accused of having some 
sexual contacts with a little girl in the neighborhood about a year ago. While 
Mrs. H. doubts that anything actually happened between the children, she feels 
that R. has been disturbed because of the suspicion with which he was regarded 
at that time. She also said that he was frequently enuretic, erratic in his food 
habits, and apparently very dependent on her for attention. . . . 

While we (the psychologist) were able to have him under observation for only 
a short time, we feel that this boy is laboring under a definite emotional diffi- 
culty which is intimately connected with a fear that his sexual experience has 
somehow made him unworthy for association with adults. This is a serious matter, 
as such.an attitude, if allowed to go unchecked, may result in deep-seated neurotic 
attitudes and symptoms which will be very difficult to eradicate in later life. We 
cannot say that there is a direct connection between his feelings of inadequacy 
and his failure in school, but there is a strong probability that such a connection 
would be discovered over an extended period of observation. 

The health history is negative and the intelligence is normal. We did not test 
his vision and do not know to what extent this is a factor in his reading difficulty. 
We have two suggestions for treatment thru the school. The first is that his 
arithmetic teacher help him to discover what to do in problems involving concrete 
situations. For such a boy, dealing with things which can be felt and seen is 
always easier than dealing with abstractions. The second suggestion is that a 
special effort be made to bring him into contact with girls thru supervised activities 
to which there can be no moral objection. We would appreciate further knowledge 
of the depth and breadth of the suspicion which has been directed against him in 
the neighborhood. 

We have requested Mrs. H. to bring him in again in June if he is not making a 
better adjustment. We have also suggested that she keep in close contact with 
the teacher about any help which she gives him at home, in order to correlate 
her lessons with those given in school and to keep from confusing him by getting 
ahead of the work being done by the other children. The opportunity offered 
the teacher thru these interviews should help her in calming Mrs. H.’s over- 
anxiety about her son. If the teacher feels that his mother is putting undu¢ 
pressure upon him, the situation can then be dealt with directly. 

The examiner feels that this boy would benefit from a chance to discuss his 
problems, particularly his attitude toward his parents and toward other adults, 
with a responsible person who will be able to give him understanding and to accept 
his feelings without making him feel more guilty or more suspicious. 


During the past three years our schools have sent at least ten chil- 
dren to this psychologist. One of these, he advised, should not be 
retained in a public school, and the child is now in a class in a private 

1 Houghton Mifflin Co., Boston. 


2C. H. Stoelting Co., Chicago. 
3 Public School Publishing Co., Bloomington, Illinois. 








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COMPREHENSIVE PROGRAMS OF GUIDANCE 329 





home under the guidance of a former public school teacher who is 
specializing in the care of exceptional children. Four of the other boys, 
of whom R.H. is one, have been successful in their schoolwork and have 
made very noticeable and satisfying improvements in cooperating with 
their teachers and classmates. Two children have been examined too 
recently to report on. In all cases the school has obtained a better under- 
standing of the reasons underlying the maladjustment and is thus 
better able to help the boy or girl. 

In addition to giving special attention to the troublesome child the 
schools try to bring about a better social adjustment of the child who 
is too shy and retiring. All classes thruout the grades are required to 
have “gym” periods totaling at least ninety minutes a week, besides 
the twenty-minute period of supervised play at noon each day. In all 
these periods the boys and the girls play team games together for a 
part of the time. No child is excluded or excused except on written 
request by a parent. The teacher is instructed to see that the shy child 
is given his share of responsibility as leader of a team. 

Class parties, picnics, and trips to points of interest are frequently 
arranged. One teacher unobtrusively managed to have three girls who 
were planning to ride their bicycles to a picnic include a fourth rider 
in their group. This fourth girl had been almost speechlessly shy all 
year. She told her teacher later, without being asked, that she had 
had lots of fun at the picnic. Another teacher reported that a certain 
very shy boy had been the “life of the party” at his eighth-grade class 
party. Parents are urged to attend these parties, especially those 
parents who have usually refused their children permission to go on 
pienies or trips. 

Increasing scholastic interest and achievement—Standardized 
achievement tests are given each year in Grades II thru VIII. In 
Grades II and III we use the Primary Battery of the Metropolitan 
Achievement Tests ;* in Grades IV, V, and VI, the Intermediate Battery 
(complete) of the same tests; and in Grades VII and VIII, the New 
Stanford Achievement Test, Advanced Examination. The test results 
are studied by the teachers and discussed with the individual pupils so 
that the latter may themselves be given an incentive to correct specific 
weaknesses. One eighth-grade boy, whose general performance on the 
test he took in October placed him at the fourth-grade level in achieve- 
ment, was so disturbed by the discovery that in May, when he took a 
different form of the same test, he placed at the eighth-grade level, an 
improvement of four grades in one year. In addition to this emphasis 
on the performances of individual pupils, the test results in general are 


* World Book Co., Yonkers-on-Hudson, New York. 











330 ELEMENTARY SCHOOL PRINCIPALS 





studied and one or two weaknesses found thruout the township are 
especially recommended for attack. 


Only the cover of each child’s test booklet is preserved, the remainder 


being destroyed after essential records have been made. The test results 
are recorded not only on the class record sheets but also on each child’s 
cumulative record card. The latter is a large, durable cardboard folder 
with appropriate printed rules and headings.’ Inside the folder the 
child’s achievement-test covers and his yearly register sheets accumu- 
late from year to year, and on the folder itself the whole cumulative 
picture of his school life and the conditions affecting it are recorded, 

Because low interest in school subjects is often due to reading diffi- 
culties, the teachers are urged to use, in addition to the achievement 
survey tests mentioned above, a series of diagnostic reading tests ® in 
connection with their class reading of My Weekly Reader® or Current 
Events.® These tests show the child’s grade level in reading as well as 
his specific reading difficulties. For pupils whose reading abilities are 
above or below their actual grade levels, three types of supplementary 
reading materials are available: (1) sets of supplementary books for 
group work, (2) individual copies of many books of widely varying 
content and difficulty, and (3) regular public library books furnished 
by the Lucas County Library. One school has a branch of this library 
located in the building, and the others are served by the traveling book- 
mobile every two weeks. Teachers who have several pupils of low read- 
ing ability often arrange a program—perhaps every Friday afternoon— 
to which another class or an adult visitor is invited. At these programs 
the slow readers read stories which they personally have selected from 
books of their own choice and which they have studied during the week. 

To provide for high interest and achievement, courses of study are 
laid out and textbooks are selected with the intention of providing 
ample material for optional achievements. There are certain minimum 
requirements, such as mastery of the multiplication facts thru the 9's 
by the end of the third grade, but there is scarcely any limit to what a 
gifted child may accomplish in regard to the number or difficulty of 
books read, poems memorized or composed, drawings made, or materials 
prepared for a geography notebook. Some third-graders can and do use 
the World Book to “look it up.” One second-grade group took a trip 
from New York to Los Angeles via their notebooks. Four seventh- 
graders wrote their own versions of The Legend of Sleepy Hollow in 
verse. Some fourth-graders initiated a hobby show in which their whole 
school eventually participated before the Mothers’ Club. 


5 Form 29, Miami Valley Publishing Co., Osborn, Ohio. 
6American Education Press, Columbus, Ohio. 














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COMPREHENSIVE PROGRAMS OF GUIDANCE 331 





Fostering special talents—Every year each class in the township takes 
part in some program, usually at Christmas or Easter, to be presented 
before the general public. These programs rarely fail to “bring out” 
several children in each school. In one class a boy who had been com- 
paratively unnoticed became the hit of the show as a scared and stut- 
tering cowhand. In another class a boy who had been almost unbearably 
uncontrolled was discovered to have very good singing ability and 
remarkable poise while singing. In a third group the singing of a can- 
tata was done so well that the participants became the nucleus of a 
group which represented the township in a county musie program at 
the University of Toledo. These and many other instances show that 
such activities as plays, operettas, skits, and rhythm bands are valuable 
in discovering special abilities in individual children. In all school and 
public programs the teachers are expected to discover and to use any 
special entertainment ability a child has. These abilities are to be 
incorporated in the show, whether originally called for or not. 

Children who show special art ability are given extra lessons once a 
week. They are the ones who create stage scenery and make little 
theaters and puppets for puppet shows, posters for school events, and 
place-cards and favors for parties. Frequently these children are out- 
standing in other abilities also, but sometimes art is the one ability. 
What a personality-saver it is then! Here is a boy in the sixth grade, 
who is sixteen years old, oversize, and seemingly dull, but who draws 
beautifully, as tho he were seeing fairy tales. Here is another, heart- 
rendingly painstaking but unsuccessful in arithmetic, who makes prize- 
winning poppy posters. 

Classroom duties, such as care of the reading table, bulletin boards, 
classroom decorations, aquariums, plants, class newspapers, bell-ring- 
ing, getting the mail, blackboards—all these are delegated in succession 
to all children in each class. All these jobs contribute a feeling of im- 
portance to the doers. So it is also with school duties, such as safety 
council work, messenger duties, and monitor duty. Basketball clubs and 
scout troops also bring out special abilities and achievements. 

To help the bud to blossom, our schools give as much publicity as 
possible to the special achievements of children. Outstanding original 
stories or poems are not only posted on class bulletin boards but are 

also sent to the township newspaper. The best pieces of art work and 
the best class newspapers are kept for exhibit at the county fair. 
Photographs of the casts in the skits or programs are published in the 
Toledo Blade. Such publicity, we believe, helps to build confidence in 


the youngsters and acts as a powerful incentive to further effort and 
success. 











332 ELEMENTARY SCHOOL PRINCIPALS 








SELECTED REFERENCES 


1. ALLEN, Ricuarp D. Organization and Supervision of Guidance in Public Edu- 
cation. New York: Inor Publishing Co., 1934. Chap. 5, “Foundations of 
Pupil Adjustment,” p. 67-89. 

2. AMERICAN ASSOCIATION OF ScHOOL ADMINISTRATORS, A DEPARTMENT OF THE 
Nationat Epucation Association. Schools in Small Communities. Seven- 
teenth Yearbook. Washington, D. C.: the Association, 1939. Chap. 3 and 4, 

3. AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS, A DEPARTMENT OF THE 
NaTIonaL Epucation Association. Youth Education Today. Sixteenth 
Yearbook. Washington, D. C.: the Association, 1938. Chap. 7, “The Adjust- 
ment and Guidance of Pupils in the Regular Day Schools,” p. 169-205. 

4. Berrs, Emmett A. “Reorganization of the Elementary School To Meet the 
Needs of Children.” National Elementary Principal 18: 159-65; April 1939 

5. Catvert, Everett T. “An Extensive School Guidance Program.” School Exec- 
utive 56: 446-47; July 1937. 

6. Camppe.i, Atex B. “Guidance in the Schools of Ann Arbor, Michigan.” Pro- 
gressive Education 17: 167-70; March 1940. 

7. Driscott, Gertrupe P. “Guidance at the Elementary Level.” Teachers College 
Record 40: 25-33; October 1938. 

8. Eumorr, Cuartorre D. “The Organization and Administration of a Mental 
Hygiene Program in the Santa Barbara City Schools.” Journal of Juvenile 
Research 20: 167-79; October 1936. 

9. Foster, Cuartes R., Jr. Mental Hygiene in New Jersey Schools. Studies in 
Education, No. 12. New Brunswick, N. J.: School of Education, Rutgers 
University, 1939. Chap. 2, “Practices in Some New Jersey School Systems,” 
p. 17-51. 

10. Grave, CHarvotte E. “Twenty-Five Years of Progress in Education at the 
Woods Schools.” Journal of Exceptional Children 6: 83-90, 95; December 


1939. 
11. Martens, Euise H. Clinical Organization for Child Guidance Within the ( 
Schools. U. 8. Dept. of the Interior, Office of Education, Bulletin, 1939, 


No. 15. Washington, D. C.: Government Printing Office, 1939. 78 p. 
12. Munson, Grace. “Adjustment Service—Chicago Schools.” Educational 
Method 19: 327-35; March 1940. 
13. NATIONAL EpucaTion ASssocIATION, DEPARTMENT OF ELEMENTARY SCHOOL 
Principats. Personality Adjustment of the Elementary-School Child. i 
Fifteenth Yearbook. Washington, D. C.: the Department, 1936. 448 p. 


14. Reavis, WiLuIAM C.; Pierce, Pau R.; and StutLKeNn, Epwarp H. The Ele- ’ 
mentary School: Its Organization and Administration. Revised edition. c 
Chicago: University of Chicago Press, 1938. Chap. 6, “Administration of g 
Pupils,” p. 109-34. i 

15. Roure, Stanuey H. “Child Guidance in a Public School System.” Understand- 
ing the Child 8: 9-11; October 1939. 

16. RosENSTENGEL, WILLIAM E., and Drxon, Frep B. “Elementary School Guid- p 
ance.” Nation’s Schools 23: 55-56; May 1939. p 

17. Ryan, W. Carson, Jr., and orners. “Mental Hygiene in the First Grade.” a 
Understanding the Child 7: 1-32; October 1938. 

18. Scort, J. Irvine E. Living With Others. Boston: Meador Publishing Co., 1939 d 
110 p. r 

19. Srotz, Hersert R. “Guidance in the Elementary School.” National Elementary 9) 
Principal 17: 12-18; October 1937. 

20. Stotz, Hersert R. “Individual Guidance.” Journal of the National Education W 
Association 27: 189, 194, 240, 277; September-December 1938. 28: 19, 55, 

69; January-March 1939. pl 











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CHAPTER IV 


MEETING INDIVIDUAL NEEDS IN 
HETEROGENEOUS CLASSES 


EDITORIAL COMMENT 


them roughly into grades according to chronological age and 

academic achievement. The difficulty of meeting the wide range 
of pupil abilities and needs in each grade under this plan has led many 
schools to experiment with ability grouping and with special classes 
for atypical children. Most schools, however, have too few pupils to 
permit the formation of two or more sections of a grade under different 
teachers. Moreover, many school systems are unable to provide the 
equipment and special teachers needed for certain types of special 
classes. In such situations each regular teacher must make special 
efforts to meet the varied needs of her pupils thru grouping within 
the classroom, differentiated assignments, individualized instruction, 
and class projects to which each child may contribute according to his 
abilities and interests. 

This chapter focuses attention on the problems and technics of meet- 
ing a wide variety of pupil needs within a single class group. Whereas 
the subsequent chapters deal with various kinds of atypical children 
only, this one is concerned with the guidance of typical as well as 
atypical children in heterogeneous classes. Six separate descriptions of 
actual class organization and procedure suggest many possibilities for 
individualizing the work in such classes. 

Webster opens the chapter by describing a program for individualiz- 
ing instruction in the primary grades. Holmes tells how group poetry- 
writing in the third and sixth grades was used to stimulate individual 
creative expression. Bruce outlines a plan of class instruction in piano 
and shows by an illustrative lesson how the work was adapted to the 
individual child. 

The next three articles deal chiefly with methods of developing 
personality traits, habits, and attitudes in the light of individual ca- 
pacities and needs. Baxter reviews a controlled experiment in which 
sixth-grade children studied their own personality problems and took 
definite steps to improve their behavior. Connor describes a home- 
room program involving the activities of eleven special committees. 
Skeen and Meusey show how desirable attitudes and appreciations 
were fostered in a sixth-grade class. 

The publications listed on page 377 should be helpful in improving 
pupil guidance in heterogeneous classes.—Editorial Committee. 


[ 333 J 


T" TRADITIONAL METHOD of classifying pupils has been to group 

















MEETING NEEDS IN HETEROGENEOUS CLASSES 335 











INDIVIDUALIZING INSTRUCTION IN THE PRIMARY 
GRADES 


ELISABETH WEBSTER 


Karly Elementary Supervisor, Public Schools, Grand Rapids, Michigan 


we have never had mass learning. Learning has been and always 

will be an individual matter, regardless of the number of children 
in a group. As we recognize this fact we are forced to consider the 
provision of opportunities for more effective individual learning. We 
have formed the habit of saying that individual instruction is impos- 
sible with large groups of children and so, until recently, there has 
been little effort in most schools to provide the child with guidance 
in self-instruction and self-directed effort. 

Children differ in their responses because of differences in their men- 
tal and emotional maturity, interests, attention spans, and rates of 
learning. These are conditions which we cannot change, but we can 
learn to meet them more efficiently even with large groups of children. 
Definite efforts to meet such differences are being made in the first and 
second grades of Grand Rapids, Michigan, where the groups range from 
thirty to forty children in a room. This article tells about some of the 
preliminary experiments in these groups and describes the program of 
individualized instruction now in operation. 


f° MANY YEARS we have had mass instruction in the schools but 


PRELIMINARY EXPERIMENTS 


For a number of years teachers of the advanced first grade and the 
second grade have followed the practice of dividing a room group into 
two or three classes of twelve to fifteen children each, and then dividing 
each of these classes into two or three smaller groups which met at 
the same time for supervised silent study of reading materials. Each 
of these smallest groups was composed of children of similar ability 
with respect to power and rate of reading. Each group read material 
of different length and difficulty in accordance with the abilities of its 
members. The word difficulties of each group were recorded by the 
teacher as she helped the children, and were used for class study at 
another period in the day. After such study each group had opportunity 
to read orally to the other groups. This established a real audience 
situation and led to marked improvement in the quality of the oral 
reading, as well as in the power to listen to and discuss material which 
had not been previously read by the audience. 

This procedure is still followed by many teachers with the basic 
reading materials used to develop reading skills as well as reading 











336 ELEMENTARY SCHOOL PRINCIPALS 





interests. However, even with the smallest groups, it was found that 
not all children in a group could proceed at the same rate and that 
different children met different problems. Words readily recognized 
and retained by some were difficult for others. Consequently some chil- 
dren were held at too slow a pace, with resulting habits of inattention 
and boredom, while others were forced beyond their powers and hence 
failed to master their own difficulties. Further opportunities for indi- 
vidual study and learning were necessary. Procedures of two distinct 
types were sought, one for the mastery of specific individual difficulties, 
and the other for the extension of free individual reading. 

Efforts in these directions were initiated by the experiments of a 
few teachers during the year 1936-37. Their success was marked but 
the details of checking progress appeared burdensome. Nevertheless, in 
the fall of 1937 forty teachers volunteered to undertake a program of 
individualizing instruction in reading in the first grade and in reading 
and arithmetic in the second grade. Special meetings of these teachers 
were held to set up tentative guiding principles and to suggest experi- 
mental procedures. Emphasis was placed on individual experimenta- 
tion, and each teacher was encouraged to criticize, evaluate, and change 
her methods in whatever way seemed best to her. 

In some instances the teacher and the supervisor worked together 
with the children in the classroom. In the spring a few demonstrations 
were given to show some of the possibilities to all teachers of the early 
elementary grades. The discussion following these demonstrations indi- 
cated healthy differences of opinion concerning the best methods to 
follow. While certain principles were established by the group as being 
psychologically sound, variations in the application of these principles 
were encouraged. Consequently, while nearly every first- and second- 
grade room in the city now has a program of individualized instruction, 
the scope of these programs and the methods employed vary greatly. 
We believe that such a plan promotes continuous experimentation and 
growth on the part of each teacher. 

By the close of the year certain conclusions regarding the experi- 
mental programs emerged quite clearly. The guiding principles were 
more firmly established; means of locating individual difficulties were 
suggested; methods of organizing children for individual study were 
advised and materials necessary for self-instruction were developed. 
Means of determining and checking results were recommended and 
values to children and teachers were defined. As a result, a mimeo- 
graphed bulletin was prepared by a large group of teachers for the 
use of the entire staff. This work involved such broad participation 
and cooperation that it is impossible to give credit to the individual 





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MeEeEtTING NEEDS IN HETEROGENEOUS CLASSES 337 





teachers by name, but their assistance as a group is gratefully ac- 
knowledged. The remainder of this article is based largely on the 
bulletin which they prepared. 


THE PRESENT PROGRAM OF INDIVIDUALIZED INSTRUCTION 


Overcoming difficulties in reading—A background of reading readi- 
ness and reading interest is assumed as essential for all primary reading 
and therefore will not be discussed here. In addition, good social habits 
and good study habits should be developed with each group or class 
before individualized instruction is attempted. For this reason begin- 
ning first-grade children usually need approximately six weeks of class 
instruction in groups small enough to be conveniently handled. In Grand 
Rapids this instruction consists of teaching the children to read the 
short sentences on their reading charts, to locate the phrases and 
words, to match these independently, and to recognize them in new 
situations. The children must become responsible for recognizing their 
own difficulties and for making these known by pointing to the un- 
known words on the chart. 

In the beginning first grade, where experience reading of charts pre- 
dominates, observation of the child’s performance in class is the most 
direct way of locating his difficulties. When the child begins to use 
books he should be held increasingly responsible for recognizing his 
own problems. But informal tests, if made by the teacher and based 
on the reading material used, are frequently helpful. 

As the teacher recognizes the reading difficulties of each child, she 
provides materials which can be used by him for self-instruction and 
practice. Always she must bear in mind these three principles: (1) 
such materials must be of direct interest to the child; (2) they must 
be recognized by him as meeting his specific needs; and (3) they must 
provide an incentive and an opportunity for self-teaching. The mate- 
rials not only must be adjusted to the child’s needs but must be offered 
at a time when he realizes his need of them. Class exercises frequently 
fail to meet these requirements; they often retard the child’s growth 
by having him repeat practice which he does not need or by failing 
to give him the exact practice which he does need. 

As the child realizes that the materials provided help him to read 
more successfully and enjoyably, he takes pleasure and pride in using 
them. Each child varies in the amount of practice required for over- 
coming a difficulty, but the more insight a child gains as to the mean- 
ing of his efforts the less practice or drill he will need. The teacher 
should never concoct materials which simply keep the child busy but 
do not promote useful learnings. The foundation of individual growth 








338 ELEMENTARY ScHOOL PRINCIPALS 
is self-determined effort, and the teacher’s part is to guide and stimu- - 
late each child so that he will grow according to his own capacity and ee 
interests. nat 
When the child is reading story charts, duplicate words matching hie 
those on the chart are provided. At the time assigned for individual pre 
study the child takes these words by himself and matches them with | 
the ones on the chart which have been difficult for him. The sentence nis 
content usually recalls their meaning to him and he continues to match ten 
and study them until he can recognize them without matching. He is Th 
taught to test himself by turning his back on the chart and saying dril 
the words to himself. ial 
When the child begins to use books a supervised silent-study period defi 
is instituted. As he comes to unknown words he is led to recognize 0 
them both by the context and by the form, but always with attention this 
to the meaning in the sentence. If these aids are not sufficient the for 
child is told the word. In any case, the teacher immediately writes teac 
the word and the page number on a 3” by 5” card which the child the 
keeps in his book. At individual study time the child studies each dwt 
word on this card by referring to the page indicated. The context hr 
usually recalls the word. The child’s task is to study the words until ite 
he can recognize them without referring to the book. The teacher checks a 
his success in this respect before he reads his material aloud in class. begi 
This method of locating and recording each child’s word difficulties Hale 
is extremely simple and has been very successfully used thruout our hia ¢ 
first and second grades. Under this plan each child, even in a pre- W 
primer group, is allowed to read at his own speed and is not obliged mate 
to wait while other children are struggling with their problems. Also, Som 
the plan permits the use of a variety of books in one class. Some teach- profi 
ers start everyone in the class with the same pre-primer, but allow 9s te 
each one to complete it at his own speed and then begin another book. 8 % 
Provision for oral reading with these beginning first-grade children prae 
is made sometimes by allowing them to read to the teacher one at a a tee 
time while the others are studying or engaged in other activities, and As 
sometimes by having a child who has completed a short story read it work 
to a small group. Some provision for oral reading in a group situation feel { 
is essential. been 
Overcoming difficulties in other subjects—The need for learning I giv 
addition and subtraction combinations in arithmetic is brought to the Sel 
child’s attention thru various second-grade activities such as buying comil 
milk or foods for cooking, buying and selling postage stamps, flower ment; 
and vegetable seeds, or other articles in a play store, and keeping score natur 
in games. But these activities afford insufficient practice for mastery In 











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Meetinc NeEeps IN HETEROGENEOUS CLASSES 339 


by every child of all the combinations thru 10 as required in the second 
grade. Therefore, simple informal tests are given to locate each child’s 
weak points. Then he is given the number-combination cards on which 
he needs to work and is allowed to study them individually. Similar 
procedures are used for individual difficulties in writing and spelling. 

In all instances the child concentrates his effort on his own recog- 
nized weaknesses and does not waste time or develop habits of inat- 
tention and indolence by overlearning things which he already knows. 
The individualized procedure overcomes these faults as found in class 
drill and in mass seatwork. The interest remains keen as success is 
achieved in each succeeding step and the child realizes that he has 
definitely increased his powers. 

Organization for self-directed study—When children first undertake 
this type of work, a period of about twenty minutes a day is assigned 
for study on individual difficulties as discovered in class periods. The 
teacher does not conduct a class at this time, for her part is to teach 
the children how to work independently and she gives them her un- 
divided attention. Many teachers find it advisable to start the work 
by teaching one small group after another to work by itself before 
attempting to organize the entire room on this basis. Also, instruction 
in the proper use of materials is given in class before the children 
begin to work with them alone. After this each child selects the mate- 
rials on which he feels that he needs practice. The teacher observes 
his choice and offers suggestions if necessary to help him choose wisely. 

When the child feels that he has mastered his difficulty he lays the 
material on his table or desk until the teacher comes to check him, 
Sometimes he asks another child to check him. It has been found that 
proficient children are helpful to others as testers or checkers, but not 
as teachers of small groups as was attempted at first. Poor study habits 
as well as bad behavior habits are likely to result from the latter 
practice. Also, the same child should not be used too frequently as 
a tester, for it deprives him of his own opportunities for growth. 

As the children acquire skill in self-directed study, much of this 
work is carried on during the so-called seatwork time. Many teachers 
feel that this is the ideal time as soon as effective study habits have 
been acquired, and it certainly eliminates the old ery of “What shall 
I give for seatwork?” 

Self-teaching materials—The materials and procedures used for over- 
coming difficulties are so varied that only a few general types can be 
mentioned here. The essential thing is that they be of a self-teaching 
nature. 

In the first grade certain types of words which are not suggested 











340 ELEMENTARY SCHOOL PRINCIPALS 





by the context often continue to cause difficulty, and it is not always 
convenient to refer the child to the original story in which such a word 
appeared. Therefore, some of these words are grouped on special charts, 
such as a color chart showing several colors and the corresponding 
words, or a number chart containing arabic numbers together with 
corresponding words and pictures. A preposition chart shows pictures 
accompanied by sentences or phrases containing prepositions, as “A 
book on the table.” A difficult-word chart offers pictures accompanied 
by sentences containing the hard words, as “Who is that?” or “Puppy 
wants to play.” Duplicate word cards are given the child to mateh 
with these charts. When the words can be readily recognized apart 
from the chart, the child receives a check on his own record card, 
which bears the names or numbers of the charts studied. 

Word games utilizing sets of picture word cards with a picture on 
one side and the word on the other increase the children’s sight word 
vocabulary and stimulate their interest. The sorting of picture cards 
for initial letter sounds of the words pictured is helpful in learning to 
recognize beginning consonant sounds. In arithmetic the game of Lotto 
is useful in establishing number recognition. For counting by 5’s and 
10’s, paper strips printed with the numbers from 1 to 100 are used. 
The child encircles every fifth or tenth number and checks himself 
by a marked copy. 

Addition and subtraction cards with the combination on one side 
and the combination and answer on the other provide each child with 
a tool for individual study and drill. Like the cards bearing words and 
page numbers, they enable the child to concentrate on his own special 
difficulties as long and as frequently as necessary. 

Free reading—Children who do not have difficulties and those who 
are waiting to be checked are free to select books from the library 
table for free reading. In addition, special periods for such reading are 
arranged for all children during the week. These opportunities are 
highly stimulating to an interest in reading. At first the children need 
guidance in choosing books within their reading ability, but they soon 
learn to select these for themselves and give each other advice as to 
which are “good and easy stories.” 

The teacher does not check vocabulary mastery in this type of read- 
ing as she does in the basic reading material. It would be impossible 
to do so because the children read so eagerly and so rapidly. Fre- 
quently when a child has prepared a complete story independently 
he is asked to read it aloud to the group. The assortment of books pro- 
vided has stimulated many groups to create their own library corners. 
The children often build bookcases, chairs, and bookends, which when 





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MEETING NEEDS IN HETEROGENEOUS CLASSES 341 





—— 


painted and decorated make a most attractive reading center in the 
room. 

Oral reading—The problem of maintaining standards in oral reading 
became prominent under the individual method of study. In the first 
grade the teachers were inclined to let each child in turn read to them 
alone. This procedure lacked the values found in a true audience read- 
ing situation. The child was merely showing the teacher how well he 
could read. He felt no responsibility for expressing the thought and 
feeling of a story to the group for their enjoyment, and this lack was 
often apparent in the quality of the oral reading. A better procedure 
was found in bringing small groups together to listen to the reader 
and to discuss the story or the information presented. In this way a 
responsibility was placed upon the listeners as well as upon the reader. 

In some second grades the children give story reports to any in the 
room who care to listen. Part of the story is told and part is read. 
At first the teacher may be the only listener, but soon a large majority 
in the room will stop their own work to listen to a good reader. 

It is obvious that under the plan just outlined a great variety of 
books must be supplied rather than many copies of a few books. It is 
evident, too, that the child has a much wider reading experience during 
a year than under the older procedure which required an entire class 
to use the same book. 


VALUES OF THE PROGRAM 


As one enters a classroom and watches interested, eager youngsters 
engaged in many different activities, observes the popularity of the 
reading corner, and sees little faces light up with confidence as new 
ideas are grasped and difficulties are overcome, one cannot doubt the 
value of this type of work. Certain specific advantages both to child 
and to teacher have clearly emerged during the past two years. Every 
child has broadened his reading interests and experiences to a marked 
degree. Each child has had the satisfaction of accomplishing his own 
purposes. He has made intelligent choices of work according to his own 
recognized needs. He has been freed from pressure and frustration 
because he has been allowed to progress according to his own ability 
and rate of speed. 

Under this plan each child knows what materials will be helpful to 
him, where he may find them, and how he can use them with daily in- 
creasing power of self-direction. He learns to overcome obstacles rather 
than evade them, and to take pride in so doing. He learns to take and to 
give helpful criticism in a group of companions. He thinks of the 
teacher as a helper rather than as a dictator. 








342 ELEMENTARY SCHOOL PRINCIPALS 





The teacher has become more conscious of the individual child’s 
needs and improvement. The room organization has given her more 
opportunity to study children—to note how each one attacks his prob- 
lems and to see whether he uses good work habits. It has enabled 
her to give freedom to the child who is capable of working indepen- 
dently, and to offer encouragement and guidance to the weaker child. 
Discipline problems have disappeared, for each child is interestedly 
engaged in work within his power to accomplish. The method of teach- 
ing has relieved the teacher from excessive strain and pressure because 
she no longer seeks to make every child reach the same standard of 
achievement. 

On first undertaking this work teachers are frequently confused and 
somewhat disturbed by the different type of organization required. But 
as they perfect their methods of individualizing instruction they be- 
come enthusiastic over the interest and progress of the children. They 
are impressed by the fact that no weak links need be left in the chain 
of learning. For some children the chain will not be as long as for others 
but it will be sound thruout. 

The teachers are beginning to extend the individual plan to fields 
other than those discussed in this article. Lovely bits of creative writ- 
ing are appearing even in the first grades. Writing and spelling are 
used as tools to express the children’s own thoughts and feelings as 
their spirits are set free to seek their own modes of expression. School 
life for both children and teachers is becoming a thrilling adventur 
along many lines of fresh endeavor. 


HIS new and wider concept of individualization rejects the 

traditional concept of a common standard of achievement 
for all, and even the notion that three or four different stand- 
ards of achievement in terms of ability groups will suffice. 
The new program takes its cue from the concept of democracy 
that holds that the maximal growth of the individual can best 
be attained through a situation in which the individual is 
stimulated and encouraged to make his unique contribution to 
common ends and purposes—without raising the question as 
to the relative values of these contributions.—Alberty, H. B., 
and Brim, O. G., in The Grouping of Pupils, Thirty-Fifth Year- 
book, Part I, National Society for the Study of Education, 
1936, Chapter 7, p. 125. (Quoted by permission of the Society.) 








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MEETING NEEDS IN HETEROGENEOUS CLASSES 343 





ENCOURAGING INDIVIDUAL CREATIVE EXPRESSION 
THRU THE GROUP POEM 


EruHet E. Hotmes 


Principal, Wyman School, Denver, Colorado 


Milton,” ideals and methods of teaching have radically changed. 

Development of the individual child is now a major aim in all 
progressive schools. An essential aspect of such development is growth 
in the child’s power of self-expression. The school, however, is faced 
with two serious problems in its attempt to develop self-expression 
thru language, especially in the field of poetry. One of these is the 
tendency of the teacher to glorify poor or mediocre expression on 
the part of children. The other is the failure of the teacher to provide 
adequate opportunities for creative pupil expression because of her own 
lack of experience and self-confidence. 

The first difficulty cannot always be eliminated but it can usually 
be minimized by determined individual effort. Such activities as read- 
ing and hearing good poetry, studying standard criticisms, and making 
an effort to write poetry will help the teacher to overcome the weak- 
nesses of ignorance and an untrained ear. The second difficulty, altho 
related to the first, calls for wise guidance on the part of the principal 
or special supervisor in addition to individual study and practice by 
the teacher. The technic presented in this article has been found helpful 
by many teachers who recognized classroom situations favorable to the 
writing of verse but hesitated because of their own lack of experience 
in this field. The procedure involves two phases: (1) the use of a single 
effective phrase or line, often found obscured by meaningless words 
or hazy thoughts, as the motivation for a group poem; and (2) the 
use of the group poem as a springboard for individual expression. 

A third-grade exercise in completion—The first of these phases is 
illustrated here by the work of a third-grade class. These children 
had studied African animals and had expressed their enjoyment of the 
subject in numerous drawings, in descriptive paragraphs, and in three 
original dances, the Dance of the Elephants being particularly effective. 
Following these activities, many animal poems on the third-grade level 
were read. Rhymes from At the Zoo, a small volume of block-prints 
by Kendrick Bell,! were enjoyed. Animals were listed on the board 
along with a word or two intimately associated with each. The query, 


Si THE DAY when Thomas Gray grieved for a “mute inglorious 


1 Bell, Kendrick. At the Zoo. Milwaukee, Wis.: WPA Handicraft Project (793 N. Jackson Street). 





344 ELEMENTARY SCHOOL PRINCIPALS 








“Has -anyone an idea for a first line?” brought several responses, 
Eventually this jingle developed: 


The leopard has spots, 
Lots and lots. 

The elephant has an enormous trunk 
All in one chunk. 

The giraffe has the longest neck 
By heck! 


By the time the shock resulting from the acceptance of “By heck!” 
had worn off, most of the children were at work on their own jingles 
At the end of the period these rhymes were collected without comment 
for evaluation by the teacher. The evaluation was based on the belief 
that if three or four worthwhile lines appear in a class collection of 
original writing by little children, the effort has proved valuable 
Gleanings from this group showed many possibilities. They were put 
on the board in such skeletal forms as the following, the complet, 
lines being taken directly from the work of individuals: 


1. The zebra barks with a yap, yap, yap. 


tap 
Re eet eee Cee See EY clap 
slap 
rap 
2. The lion has a cine cane eso Ke. 
He roars so very loud 
He scares me almost to death 
proud 
Pen ork Hin See alae mie oll peer ae bowed 
cowed 
3. Ho! Ho! Ho! Crocodile, 
So big and strong! 
long 
ecb we ee RA ee wrong 
song 


The group was then invited to fill in the missing lines and did so 
with some assistance from the teacher. Children of this age, whil 
strongly individualistic in play, seem to feel that group expression is 
as normal as any other class project. Occasionally a child said with 
some satisfaction, “I said that,” or “That line was mine,” or “T think 
I wrote that, didn’t I?” but there seemed to be no feeling as to indi- 
vidual rights and no holding back in the final effort, which resulted in 
some very creditable lines. Linoleum block-prints (ten by twelv 
inches) were made to illustrate each jingle. Alternating the red and 
black prints with the printed verses produced a most attractive frieze 
in which the class showed genuine pride. Here are the completed 
verses: 











Cs, 


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and 
ene 
ted 





MEETING NEEDS IN HETEROGENEOUS CLASSES 345 





The jungle has its elephants, 
The river its crocodiles. 

If I saw either out of his place, 
I’d run for miles and miles. 


The elephant has a great big trunk, 
And a great big hump on his nose. 

He swings his trunk and flaps his ears 
As up and down he goes. 


The lion is the king of beasts 
He rules the forest too; 

And if you are not nice to him 
He’ll jump out and gobble you. 


The zebra barks with a 
Yap, yap, yap! 

He drinks at the waterhole, 
Lap, lap, lap! 


Here’s a leopard creeping 
Through a cave. 
How he snarls and roars! 
Hear him rave. 


The monkey swings from tree to tree. 
How I wish he could talk like me. 


Ho! Ho! Ho! Crocodile, 
So big and strong! 
You stay in the river; 
That’s where you belong. 


The zebra has stripes; 
He’s round like a log. 

He looks like a horse, 
But barks like a dog. 


The elephant’s ears are enormous, 
But they don’t do him much good, 
For he makes such awful noises 
He can’t hear as he should. 


The elephant is so big and lumpy! 

He thumps through the forest—thumpy, thumpy. 
He has long ears just like a flap. 

Don’t you hear them? Clap, clap, clap. 

Stimulating individual expression in Grade VI—The use of group 
thought as an aid to individual expression is illustrated by the work 
of a VI-A class whose members were filled to the point of inspiration 
with their study of Mexico. The third-grade animal rhymes were 
merely jingles, but the efforts of older brothers and sisters approached 
true poetry. During the period of writing, a supervisor who challenged 
their efforts met with this answer: “Everyone likes to express him- 
self. Some people sing. Some dance. Some paint or draw. But we like 
to write.” 








de 


346 ELEMENTARY ScHOOL PRINCIPALS 





After members of the class had been asked to close their eyes, think 
“Mexico,” and report what pictures came to mind, such items as the fol- 
lowing were listed on the board: 


winding roads pedlars ignorance 
dusty trails peons gayety 
old mines seflors poverty 
markets senoritas simplicity 
stalls bandits sleepiness 
pinatas herd boys music 
voleanoes rancheros dancing 
hills donkey boys flowers | 
weaving old men vines 
toy-making wrinkled women cactus 
pesos bull fighters sombreros 
centavos sheep herders serapes 
balloons Indians rebosas 
straw toys spices lace 
painted pigs tortillas sandals 
glass figures frijoles blankets 
jumping jacks mangoes dark skin 
pottery peppers long black braids 
donkeys watermelons silver 
bulls gourds jewelry 
dogs oranges precious stones 
parrots peanuts ear rings 
Josephine initiated the group poem and by united class effort the tl 


following resulted: 


I’ve played at being a Mexican child. 

I’ve woven strips for blankets gay, 

I’ve modeled pigs and painted clay, 

I’ve learned to dance the Tipica way. 

I’ve eaten queer foods, both spiced and mild. 


The final class suggestion was to exchange the first and fifth lines, 
making the last line read, “For I’ve played I was a Mexican child.” 
While this group effort was admirable, the subsequent work of indi- 
vidual pupils proved to be more artistic. From the latter, the following 
ten selections were chosen to form a block-print book. The only sug- 
gestions made by the instructor are noted after each poem to which 
they applied. 


co 


pr 


Once he was pretty—was yellow and pink— 
Once was a pig of high favor and fun. 

But now he is black 

With mud on his back— 

And now he’s in pieces 

Where once he was whole— 

The painted pig from the toy-maker’s pack. 











MEETING NEEDS IN HETEROGENEOUS CLASSES 347 





. & When I was watching the sheep, 

(Valgame Dios) I fell asleep. 

I dreamed that I was fearless, 

And the leader of the braves, 

And that I was driving white men away. 

Then I thought some one attacked me; 

But it was nothing but my dog trying to tell me 
The sheep were in the valley. 


‘ 
tare a NS 


Monty had written ‘Goodness gracious” in the second line. The teach- 
er’s query was “I wonder what the little Mexican boy really might 
have said.”” Monty knew just the right person to ask and came back 


proudly with “Valgame Dios.” 

I was a Mexican bandit in the long ago, 
I used to live in Mexico. 

Through the dark night I would ride 
And stolen jewels I would hide. 
Emeralds, rubies, sapphires too, 

All this robbing I would do. 

I’ve sent my thoughts to a far off day, 
For now I’m old and grizzled and gray. 
Now I’ve reformed from the time gone by, 
Honest. and true I'll be till I die. 


This is the effort of a demure twelve-year-old girl. There was no 
he thought of the bandit’s reform until her classmates insisted. 


While I sit at my loom all day, 

I dream of the outer world, 

It has shows and skyscrapers tall. 

But with dreams alone I cannot paint a picture. 


But if I were an American boy, 

And could go to a great city, 

I would have many adventures, 
But glorious dreams don’t come true. 


es, 

A. The original effort consisted of four lines. Then the possibilities of 
di- contrast were commented on and other lines were added. However, the 
ing product was more artistic with its original lines alone. 

1g- 

ich I wish I had lived in Mexico 


To see the bullfights come and go. 


To see the sefiors wave the red— 
To see el toro charge straight ahead. 


To see the toreador leap aside 
And dodge the bull with powerful stride. 


To hear the crowd respond with a roar 
As the bull goes prancing off the floor. 











348 ELEMENTARY SCHOOL PRINCIPALS 





The market is a very gay place 

With all its weavers and makers of lace. 
With brightly dressed people in their stalls 
With gay rebosas (we call them shawls), 
With pottery and pictures in a row 

And painted pigs that are just for show. 


In the latter verse the only assistance given by the teacher was in | 
line four. To secure the very obvious rhyme for “stalls,” the question 
was asked, “What is another name for rebosa?”’ 

Have pity for this poor crippled peon who cannot walk or stand 
He sits in his lonely room and thinks of the day when he was young and \ 


wishes he were young again. 
But now all that he can do is to sit in his chair and weave. 


He likes to weave but it gets tiresome. { 
He thinks of the other days when all of his tribe were happy and gay. fi 
Now he is the only one left. . 
Poor old crippled man! : 
The thing I like in Mexico 
Is watching the donkeys come and go— 
Their hooves clattering on the cobble-stone street, I 
And the grizzled old driver with clothes none too neat, Ay 
Who walks behind with a stick in his hand, T 
Crying “Burro! Burro!” to the slow ones in his band. 
a 


I know a place 

Where eyes shine like fire 
And the music is sweet and low, b 
Where the people are quaint and quiet— 


It’s down in old Mexico Dp 


I am an old sefior today, fr 

I am too old and bent to play. " 

And now I sit and think of the time | 

When Mexico was in her prime. te 

When Spaniards raided our old town, m 

And put the Aztec chieftains down. ini 

Value of the activity—The sixth grade’s response to the inquiring th 

supervisor summed up the argument for this kind of work very neatly. - 

It surely is as desirable to be able to corner an elusive thought and Cis 

bring it to life in meaningful and beautiful words as it is to indulge in te 
any other form of self-expression. Moreover, many of us who can 

achieve but little satisfaction in graphic art, music, or dancing may pe 

Sh 


walk together in good fellowship down the avenue of poetic writing. 








nd 


ay 








MEETING NEEDS IN HETEROGENEOUS CLASSES 349 





ADAPTING PIANO CLASS INSTRUCTION TO THE 
INDIVIDUAL CHILD 


CLARIBEL E.. Bruce 


Principal, Frank Fowler Dow School, Rochester, New York 


metic, reading, or social studies classes, demands that we carefully 

consider pupil welfare rather than ease of administration. By a 
group or class lesson in piano the writer does not mean a short, indi- 
vidual period in which each child has an isolated five-minute session 
devoted to his playing and his problems. The type of class referred 
to here is a group of not more than six children who meet for two forty- 
five minute periods each week to study together around one piano 
various technical and musical situations. This is the plan followed in 
the publie schools of Rochester, New York.' 

Class lessons in piano are not looked upon by children as different 
from other class lessons. They are held during school hours, at a time 
convenient for both the piano teacher and the homeroom teacher. 
They are especially good for children studying music because, before 
a child can learn to play well, he must first become an individual who 
ean work with others sympathetically and intelligently, and who can 
benefit from hearing the performances and criticisms of his classmates. 

The most essential factors in successful piano class lessons are the 
professional training and equipment of the teacher and her freedom 
from fads and prejudices which work directly against efficiency in her 
work. Heretofore, we have been accustomed to consider a piano class 
teacher as a pedagog who either did or did not possess any particular 
musical talent, one who taught the facts and drilled diligently but 
inspired little. More and more it is demanded of us as administrators 
that we employ teachers of rare ability, musicians gifted with genuine 
musical feeling, who continually work in cooperation with other musi- 
clans, sharing experiences, clarifying ideas, and striving to make the 
teaching process more effective. 

Classification of pupils—The piano teacher, during the organization 
period, is immediately confronted with the problem of classification. 
She faces a group of individuals whose intellects, emotions, aptitudes, 
and abilities are widely varied. There are the carefree and the timid, the 
keenly alert and the dormant, the ambitious child and the dreamer, 
the exceptionally talented and the less musically endowed. The first 
step in the classification of these children is to separate those who have 


To ORGANIZATION OF PIANO CLASSES, like the organization of arith- 


1 Grateful acknowledgment is made to Miss Doris Moore and Miss Helen Thompson, teachers of 
piano in the Rochester public schools, from whose classes the content of this article is drawn. 











350 ELEMENTARY SCHOOL PRINCIPALS 

previously studied piano from those who have not. Taking the group 
with experience, the teacher listens to their playing, discovers how 
long they have studied, what material, and their experience with 
music in general. The children who match up with more or less the 
same level of experience and accomplishment are grouped together, pro- 
vided there is not a difference in age of more than two years. The teach- 
er’s greatest problem in this group is with the child who received 
twenty free lessons from the company from which his father purchased 
the piano. 

The inexperienced children are roughly classified upon an age basis 
at first, with some consideration of their general ability. To help dis- 
cover talent among these children, the vocal music teacher, regular 
classroom teacher, or parent observes and records specific evidences of 
the presence or absence of interest and ability in music. Each child 
selected is encouraged to venture into the field of music because he is 
wild with joy over the chance to take music lessons. The fact that more 
than a thousand children in the schools of Rochester are now taking 
group piano lessons is indicative of the new enthusiasm of children 
for music. These children understand and enjoy what they are playing 
and practicing. Lessons are no longer dull and practicing is no longer 
a bore. In cases where coordination, desire, and mental equipment are 
lacking, the child is not encouraged to take lessons. 

Individual differences found in a particular class—The chief con- 
cern of a piano class teacher should be the satisfactory adjustment of 
her class work to the individual differences of the pupils. The pupils 
are not born equally talented or equally capable of pursuing a music 
course. Before describing an actual class lesson, let us consider briefly 
the backgrounds and personal characteristics of the four children in 
the class. These pupils all had considerable musical ability and had 
studied with the same piano class teacher for at least four years. 

ANNE—Aged 12; comfortable middle-class home; an older brother and sister: 
father and mother socially ambitious; both “self-educated.” Characteristics: 
Timid, friendly, strained, painfully self-conscious, easily embarrassed, worried, 
afraid, repressed, withdrawing, and seclusive. Watches others to see what they do 
Hopes never to make a mistake. 

BETTY—Aged 12; only child; comfortable home; father and mother com- 
patible and popular. Characteristics: Socially adjusted, good mixer, animated, 
popular, alert, talented, tends to be careless, attention easily diverted, enthusiastic. 
Quite idealistic. Would like to be a good musician, but it takes a little too much 
thought and effort. 


EDWIN—Aged 10; only child until nine years of age; comfortable home; pro- 
tected and sheltered. Characteristics: Friendly, aggressive, attention-getting 
laughs easily, good ability, impulsive, physically active, explosive, somewhat 
purposeless, but responsive and loving. Enjoys music better than “anything else 
in the world.” 








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MEETING NEEDS IN HETEROGENEOUS CLASSES 351 








MARJORIE—Aged 11; younger of two children; parents professional people, 
egocentric, generally socially inactive. Characteristics: Rapid, accurate thinker, 
alert, active, curious, energetic, confident, magnetic, gracious, persistent, generous, 
considerate. Desires to be like others of her age. 


An illustrative lesson—Keeping in mind these varied characteristics, 
let us see how the piano teacher dealt with the individual problems of 
each child in an actual teaching situation. The class was beginning the 
study of a Mozart sonatina. The children engaged in a brief discussion 
about Mozart and about sonatinas, after which the teacher played a 
phrase or two of Mozart, demonstrating certain characteristics of the 
composer. Then, because the class, after four years of study, had con- 
siderable equipment with which to attack a new piece, the teacher 
turned the children loose on the sonatina, assigning a certain portion 
of it and allowing them to read thru the entire selection at home if they 
wished. She was careful not to assign too much, but at the same time 
she set no limitations. 

At the class lesson three days later, each child played the assigned 
portion while the others listened and reacted to the general effect, 
which was obviously different with each playing. After the key of the 
piece was discussed, the teacher, working for a few minutes with each 
child, helped correct wrong notes and wrong meter. She also touched 
upon certain points concerning hand and arm movements, fingering, 
and tonal quality. She then turned the attention of the children more 
specifically to the subject of accentuation. Each child was asked to 
play the first few measures of the sonatina and to experiment with the 
accentuation, interpreting as he wished. 

Marjorie, who knew in what instances the meter should be accentu- 
ated, played the phrase with precision and in true tempo, used good 
fingering, and produced the proper accentuation. When asked to criti- 
cize her own work, she said that she felt the accent should be placed 
where she had placed it and that she was quite satisfied with her rendi- 
tion of the phrasing—not only that it sounded good but that she played 
it without difficulty. The comment of the other children was that it 
sounded “almost perfect.”” The teacher assured Marjorie that she had 
read the piece well and complimented her upon the use of her knowl- 
edge that in this particular selection the meter is accentuated. She 
also indicated that there are other laws of aeccentuation which they 
would try to discover during the lesson. Then she called on Anne to 
play the same section. 

Anne played laboriously, working out the several measures with 
hesitation and often looking to the teacher for approval. After com- 
pleting the phrase, she did not look enthusiastically to the others for 





352 ELEMENTARY SCHOOL PRINCIPALS 





suggestions, but sat at the piano, embarrassed, and stared at the page 
before her. The teacher hastened to assure Anne that her reading of 
the passage was good, in spite of certain technical defects, and compli- 
mented her on the steady improvement in her reading. The teacher 
realized that the atmosphere of competition was stimulating for Anne 
and that, because of her timidity, the child must be helped to main- 
tain confidence in her own ability. The other children, also aware of 
Anne’s fear, said encouragingly that they thought her playing was 
even better than Marjorie’s because of the way in which she gave 
emphasis to high sounds. By this time Anne was sufficiently absorbed 
by the remarks and criticisms to lose herself in the subject of the lesson. 
She asked a specific question relative to the accentuation of the long 
notes that introduce the piece, whereupon the teacher suggested that 
they wait to discuss that aspect until the other two children had 
played. 

Edwin’s attention was directed by that remark to the long beginning 
notes, which he now accentuated to advantage, producing a good effect. 
In fact, the result pleased his ear so much that he said he would like to 
“try that part again.” As he continued, he became impatient because 
the remainder of the phrase did not go smoothly. The teacher persuaded 
him to play at a somewhat slower tempo to enable him to improve his 
reading. With careful direction he played again, making some of the 
necessary corrections. The teacher, having instructed Edwin to con- 
tinue this careful, thoughtful, and patient practice at home, asked the 
fourth member of the class to play the phrase. 

She anticipated that Betty, because of her good ear and abundance 
of talent, would produce the best accentuation and wisely called on 
her last. She was not surprised that Betty played with the best inter- 
pretation, accentuating the long notes and the high notes, as well as 
the meter. The other children looked approvingly at each other as she 
played, for they enjoyed the good general effect. Yet, while the class 
decided that Betty’s playing was the most musical, no child could state 
clearly why her playing had so much more character. The teacher then 
asked the children to recall what each member had done to contribute 
to good accentuation. Together they worked out an understanding and 
application of some of the laws of accentuation. Betty was requested 
to play again to show the children that in the last analysis these laws, 
like any other principles'in music, must be tested by the ear, which 
is the final judge of the quality of a piece. Toward the close of the 
lesson, the children wrote in their assignment books the rules of accen- 
tuation which they had discovered and tested for themselves. For the 
next assignment they were to go over the same section and then con- 








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MEkEtTING NEEDS IN HETEROGENEOUS CLASSES 353 





tinue with the sonatina, marking all the notes that should receive 
accentuation and determining the reason why. 

Finally, the teacher gave each child a brief suggestion to help him 
in his practice at home. She asked Marjorie to listen more attentively 
and to discover whether closer listening made her feel differently as 
she played. She suggested that Anne continue her good work in read- 
ing, and asked her to try to feel the big sweep of the music, the rela- 
tionship of one phrase to another. She assigned Edwin the specific duty 
of preparing the assigned portion in slow tempo and then in true 
tempo as a means of improving his reading. Betty was to prepare the 
entire sonatina, going over each phrase carefully to test the rules they 
had evolved. 

Summary of teaching procedures—As indicated in the foregoing 
illustration, the piano class teacher carefully evaluates the perform- 
ances and the reactions of children as they play and as they criticize 
themselves and their classmates. She deals with the children individu- 
ally while meeting needs common to all. She praises them for improve- 
ments, always encouraging them to do a little better the next time. 
In addition to their study of accentuation, as in the lesson described 
above, the children and teacher consider together such technical prob- 
lems as good reading, correct fingering, the mechanics necessary to 
produce certain tone qualities, and good rhythmic development. Piano 
class instruction of this kind gives pupils opportunities for observation 
which are lacking in private lessons. The private lesson centers atten- 
tion and criticism on one individual, while the class lesson helps chil- 
dren lose their self-consciousness by focusing their attention first upon 
the musical situation at hand, and then upon the reaction of each 
child to that situation. 

Since some children will grasp certain technical points more quickly 
than others, the teacher must repeat such points in different ways, 
using various means of illustration to clarify ideas for each child 
according to his needs. She must remember that altho basic principles 
remain the same, no two children will arrive at an understanding of 
those principles in exactly the same way. By working with others in a 
musical environment of this kind, the child is encouraged to express 
himself, to release his own emotional experiences thru a creative 
activity. His creative tendencies are stimulated by the teacher and he 
is led to make the most of his natural capacities. He develops from 
the class work a type of musical equipment with which he may become 
increasingly self-directing, self-motivating, and self-evaluating. The 
teacher does not want him to conform unthinkingly to any standard. 
She does not require him to follow directions slavishly regardless of 


354 ELEMENTARY ScHOOL PRINCIPALS 





his own convictions, but rather helps him to develop technical equip- 
ment, comprehension, and appreciation that can withstand the severest 
test. 

Importance of qualified teachers—The best course of study or sys- 
tem of methods comes to naught under the direction of an uninterested, 
incompetent, dull teacher. It becomes something quite different if em- 
ployed by one who is alert, enthusiastic, talented, and inspired. Hence, 
the chief responsibility of administrators in any department of music 
is to see that children come under the influence of a teacher who not 
only knows what and how to teach, but who also loves children and 
is interested in their personal development as well as in their musical 
progress—a person who is well adjusted, mature, unafraid of work, 
and emotionally healthy, and who naturally creates a happy, stimu- 
lating classroom atmosphere. The thoroness and inspiration of such a 
teacher produce a vigorous and ambitious response on the part of the 
average and superior pupils, while even the least talented and least 
interested child also reacts favorably to such an influence. Successful 
class instruction in piano, as in other fields of learning, requires a 
teacher whose professional training, teaching skill, and sympathetic 
understanding of children lead each child to make the most of his own 
capacity by increasing his power of expression and his ability to 
become self-motivating, self-directing, and self-evaluating. 


UPILS who might be passed by, lost in the crowd, or else 

regarded with indifference are discovered, by their contri- 
butions to the music period, to be individuals with distinctive 
and often colorful personalities. Solo singing and playing, lead- 
ership in group work, enlightening and sympathetic comments 
and reports relevant to subjects at hand, engaging associations 
with other studies, and ingenuity in using talents in related 
fields are some of the means of stimulating and coordinating 
individual initiative with group cooperation.—Pitts, Lilla B., in 
Music Education, Thirty-Fifth Yearbook, Part II, National 
Society for the Study of Education, 1936, Chapter 2, p. 20. 
(Quoted by permission of the Society.) 








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MeetTinc NEEDS IN HETEROGENEOUS CLASSES 355 





GUIDING PERSONALITY DEVELOPMENT IN THE SIXTH 
GRADE 


EpNnA Dorotuy BAXTER 


Director of Personality Relationships, Public Schools, Englewood, Colorado 


virtue require a tutor.” Today desirable personality development 
is widely accepted as a function of the school. Blatz and Bott 
have stated that “the aim of education is to prepare the individual so 
that the reins may be safely passed over to him in terms of self-con- 
trol.” ? At present there is great interest in studying and guiding per- 
sonality, for it is believed that behavior aberrations and emotional 
instability are closely associated with social and individual disruption. 
The purpose of the experiment described here was to determine, as 
far as possible, the effectiveness of a constructive, preventive, and 
remedial personality program in a typical class of sixth-grade children. 
The experimental procedure involved the following steps: (1) a pre- 
liminary program of personality and intelligence testing; (2) matching 
of the children in pairs with regard to various factors; (3) division of 
the children into two approximately equivalent groups, one to par- 
ticipate in the guidance program (experimental group) and the other 
to proceed as usual without such a program (control group); (4) a 
seven-month program of personality guidance for the experimental 
group; and (5) a retesting of both groups to see if the personality 
and intelligence scores of either group had changed. 


[> AGO Socrates said, “No man is born wise; but wisdom and 


PRELIMINARY TESTING AND MATCHING oF GROUPS 


Two typical sixth-grade classes were chosen for the preliminary test- 
ing. The personalities of the pupils were measured by means of the 
Baxter Child Personality Test,? which consists of a Child’s Test, a 
Mother’s Test, and a Teacher’s Test. The first of these tests was given 
individually to each child; the second was answered by each parent 
for her child; and the third was filled out by the teacher for each child. 
In addition, the Stanford Revision of the Binet-Simon Intelligence 
Scale ® and the Sims Score Card for Socio-Economic Status * were ad- 
ministered to each pupil. 

Each section of the Baxter Child Personality Test consists of four 

1Blatz, William L., and Bott, Helen. The Management of Young Children. New York: William 
Morrow and Co., 1930. p. 263. 

* Baxter, Edna Dorothy. ‘‘The Baxter Child Personality Test."” Journal of Applied Psychology 
21: 410-30; August 1937. . 

’Terman, Lewis. The Measurement of Intelligence. Boston: Houghton Mifflin Co., 1916. 


‘Sims, Verner M. Sims Score Card for Socio-Economic Status. Bloomington, Ill.: Public School 
Publishing Co., 1927. 











356 ELEMENTARY ScHOOL PRINCIPALS 





questions about each of the following traits of personality: friendli- 
ness, responsiveness, obedience, dependability, unselfishness, day- 
dreaming, honesty, courtesy, compliance, cheerfulness, kindness, fair- 
ness, generosity, self-control, courage, respect, studiousness, creativity, 
concentration, temperance, tidiness, carefulness, and grace and poise, 
For example, the questions relating to “friendliness” on the Child’s 
Test are as follows: 


1. Do you like to play alone even when there are others to play with? 

2. Do you prefer to play with some of your friends? 

3. Do you like to play with boys and girls you don’t know very well? 

4. Do you like to go to parties or places where there are many other children? 


The corresponding questions on the Mother’s Test are these: 


1. Does child like to play alone a great part of the time? 

2. Does he prefer to play with some of his friends? 

3. Is he usually friendly with strange boys and girls? 

4. Is he very fond of going to parties or places where there are other children? 


The method of scoring these tests, together with data on their validity 
and reliability, has been reported by the author in another publication‘ 

When the results of all preliminary tests had been compiled, the 
children were matched in pairs as far as possible according to sex, 
child’s personality score, mother’s score for child, intelligence quotient, 
mental age, and socio-economic status. One child from each matched 
pair was then placed in the experimental group, while the other joined 
the control group. Each group contained thirty-five children. 

As shown in Table 1, these two groups were practically equivalent, 
in terms of averages, with respect to the child’s own personality score, 
the mother’s personality score, the child’s mental age, his intelligence 
quotient, and the socio-economic status of the home. On the teacher's 
test of pupil personality the average score of the control group was 5.9 
points higher than that of the experimental group. The average per- 
sonality scores on the child’s test and on the mother’s test were about 
the same as the norms of these tests for eleven-year-old children. 


Tue PRoGRAM OF GUIDANCE 


In general, the guidance program for the experimental group followed 
Burnham’s idea of the needs of every individual, namely, a task, 4 
plan, and freedom.® In addition, it was recognized that achievement 
and praise in the tasks accomplished are requisite for an integrated 
personality. Every child needs to feel that he is accomplishing some- 
thing, that his tasks have definite limits, and that he can attain the 


5 Baxter, Edna D., op. cit. 
6 Burnham, William. The Wholesome Personality. New York: D. Appleton Co., 1932. p. 96-8 








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MEETING NEEDS IN HETEROGENEOUS CLASSES 357 





——————— 


TABLE 1—Comparison or EXPERIMENTAL AND ConTROoL Groups AT BEGINNING 
oF EXPERIMENT 














EXPERIMENTAL GROUP ContTrot Group 
MEASURE Probable Probable 
Mean error of Mean error of 
mean mean 
(1) (2) (3) (4) (5) 
Child’s personality score.......... 65.0 1.3 64.7 1.2 
Mother’s personality score........ 66.5 1.3 66.0 1.3 
Teacher’s personality score........ 72.0 1.8 77.9 1.1 
ES ia nih Kha dbhdw es Kaine 11-3 1-3 114 1-8 
Intelligence quotient............. 98.0 1.6 97.9 1.6 
Socio-economic status............ 12.6 1.8 11.8 i i 

















Read table: The mean score of the experimental group on the child’s personality test was 65.0 with 
a probable error of 1.3, while the mean score of the control group on the same test was 64.7 with 
a probable error of 1.2. For the experimental group the probable error of 1.3 indicates that the 
chances are even that the mean of 65.0 lies within 1.3 score points of the mean which would be 
found in an infinitely large group of sixth-grade children under identical conditions. Similarly read 
figures for the other measures listed in column 1. 





satisfaction of well-earned praise. These general aspects of the program 
may be summarized as follows: 


1. The task of each child in the experimental group was to improve his per- 
sonality. When the test data had been compiled, each child was acquainted with 
the six traits on which he had scored lowest according to all three personality tests, 
and on which he should work to improve his personality. The task was thus care- 
fully motivated. The child was given a workbook and his six traits were listed in 
the forepart of this book. Whenever he opened it he could see these six construc- 
tive goals. 

2. The plan of developing the child’s personality involved education as to the 
nature and significance of admirable traits of conduct as well as the provision of 
opportunities to experience good behavior. It undertook to broaden the child’s 
knowledge of the many ways in which he might develop, and made a definite 
effort to help him become objective in interpreting his own and others’ behavior. 
The procedure included an individualized method of analyzing a problem, group 
discussion, and evaluation, and finally a meeting of minds when the problem was 
solved. 

3. Considerable freedom in choosing his own behavior was given each child. 
Motivation toward developing admirable traits of conduct was supplied, but no 
child was actually required to show evidence of tidiness, unselfishness, studious- 
hess, or any other trait. 

4. Knowledge of his own achievement, with suitable praise therefor, was used 
effectively with each child as an incentive to further development. 


The various units of the program are described in the following 
paragraphs. 

Unit I—Each pupil was asked to prepare a short talk about a child 
that he liked and to tell why he liked the child. A class chairman for 











—- 


358 ELEMENTARY SCHOOL PRINCIPALS 


- = _ 





each day was appointed to lead the group and to direct the discussion | 


after each talk. The teacher’s purposes in this project were to discover 
each child’s background of understanding in regard to personality, to 
see each child as an individual, to estimate the amount of poise each 
child possessed, and to observe the reactions of the group to the indi. 
vidual speakers and to discussion situations in general. 

It was found that the pupils had little or no understanding of why 
they liked other children or of what types of behavior were admirable, 
Almost all the criticisms made by each speaker were negative. That is 
the group tended to note every wrong thing which an individual did 
and very few compliments or constructive remarks were offered. Thy 
teacher took this occasion to establish the ideal of constructive help 
for one another and of praise for a thing well done. This ideal was 
emphasized thruout the experiment, no child being permitted to make 
a remark about another unless it was helpful or constructive. 

Unit II—The second unit was planned by the group as a discussion 
The meanings of the various personality characteristics included in 
the workbooks were discussed and clarified. Different ways in which 
these characteristics might be developed were discussed thoroly, special 
emphasis being placed upon the trait that each child had listed as 
most important for his development. The activity was worthwhile 
because it stimulated self-appraisal. As the unit progressed, the chil- 
dren’s improvement in discussion and in insight into good personality 
was quite noticeable. Evaluations and reevaluations were made every 
day. 

Unit IIJ—Each child gave a pantomime before the class showing 
ways in which his second weakest trait might be developed. Every day 
a different class chairman presided, calling upon members of the class 
and leading a general discussion after each pantomime. The children 
seemed to enjoy these motor activities, and within a short time many 
suggestions as to better behavior were given before the class. 

Unit IV—The third unit proved so enjoyable that most of the group 
wanted to repeat the procedure of that unit. Accordingly, they studied 
their third traits and ways in which they could develop them, and then 
gave individual pantomimes to show how they were working out prob 
lems concerned with these characteristics in actual life situations. 

Unit V—The next unit was the result of the children’s suggestion 
that they obtain more information about behavior from outside sources 
It consisted of reading stories with good lessons in conduct, listing all 
the positive types of behavior found in each story, pointing out the 
places in the stories where the characters did not do good thinking 
and discussing how these mistakes could have been avoided. The 








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MeeEtTInG NEEDS IN HETEROGENEOUS CLASSES 359 





stories were found in school books and in other good books and maga- 
zines for children. 

Unit VI—Since the preceding unit had stimulated an interest in 
dramatic characterization, the group decided to study their fourth 
traits thru plays. The traits were listed and appropriate short stories 
from magazines and books were read and dramatized. In many in- 
stances the children changed the stories so they could show the devel- 
opment of their individual traits, and in several cases the dramatiza- 
tion bore only a slight resemblance to the original story. As a result 
of this activity, the poise of the children before the group seemed to 
improve and creative expression became more spontaneous. Consid- 
erable ingenuity was shown in devising methods of bringing their own 
individual traits to the foreground. 

Unit VII—In this unit the children were guided in developing crea- 
tive pantomimes to exemplify their fifth traits. They were to illustrate 
these traits as they had exhibited them in daily life. When a pantomime 
was presented, no announcement was made as to the trait to be illus- 
trated. The child’s action was supposed to be so clear that the class 
could tell which trait he was exemplifying. This activity seemed to 
help the children become more objective in their evaluations of be- 
havior. 

Unit VIII—Each child was allowed to choose any way he desired 
to show the class what he had learned about his sixth trait and how he 
had developed it. Some of the pupils gave talks, some gave pantomimes, 
a large number engaged in motor activities with another child, and 
many worked out stories. This unit concluded the intensive work of the 
children on their six weakest traits. By the time it was finished most 
of them could see the results of their efforts. 

Unit IX—Each trait was rediscussed and reevaluated in the light 
of the children’s greater knowledge about behavior. Whenever the class 
could not readily arrive at a meeting of minds about a certain char- 
acteristic, a panel discussion was held. A chairman was selected and 
he chose three members of the class to uphold one side of the question 
and three members to defend the other side. Each of these six pupils 
spoke once, expressing his own views about the subject. In no panel 
discussion was there any arguing, discourtesy, or other evidence of 
negative attitudes toward one another. 

This activity grew out of class needs. It seemed to stimulate deeper 
thinking because in many instances the basic urges of the children 
conflicted with what they thought might be the best thing to do. The 
apparent results of the unit were especially gratifying. The dominant, 
basic urges which were at variance with good behavior were discussed 








360 ELEMENTARY ScHOOL PRINCIPALS 





openly and frankly in the class. The children learned to reflect about 
distressing everyday problems. Anger, fear, and other emotional dis- 
turbances were discussed in relation to actual experiences, and an effort 
was made to guide the youngsters toward self-control and mastery of 
the difficulty. Following are a few of the many questions used as the 
basis for panel discussions: 

1. If someone hits you, should you hit him back? 

2. Should one cooperate always? 


3. Is it ever right to be untruthful? 
4. Is dishonesty ever right? 


On all such issues the group decided to (1) understand the problem, 
(2) think of how the other person feels, and (3) try the best possible 
solution for the good of all. 

Unit X—This unit was one which ran thruout the experiment. Any 
child who had a problem originating at home or at school and who 
wanted class discussion and help became chairman for the day, ex- 
plained his problem to the class, and led the group discussion. Some 
of the problems brought before the class were stated by the children 
as follows: 

1. My mother always stands up for a five-year-old child in our neighborhood 
against me. I hate this girl. What does the class think about it? 

 * wouldn’t give me any of his candy yesterday, and because I won’t 
give him some of mine today he tells everyone I’m stingy. 


3. If my mother is bossy and mean to me I don’t think I should have to mind 
her. Do you? 


The class discussed each problem with direction and guidance from 
the instructor, and what seemed to be the best possible solution was 
offered to the child who had raised the problem. The child then tried 
out the solution and reported the results to the class. Thus the attitude 
of the group changed from one of negativism toward each other to one 
of cooperation and helpfulness. 

Pupil activity club—Another activity which grew out of the class 
work was the Bad Habit Breakers’ Club. Each child who had shown 
improvement in each of his six weakest traits in three different types of 
situations, as attested by either parents or teachers, was chosen by a 
class committee for membership in this club. Altho the club had other 
functions, its main purpose was to help members of the class who were 
having personal or social difficulties in school or elsewhere. The group 
selected such a class member and befriended him until he showed some 
improvement, whereupon another member of the class was selected. 
The name of the child receiving this assistance was kept secret among 











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Meetinc NEEDS IN HETEROGENEOUS CLASSES 361 





club members, and all activity in his behalf was supposed to be under- 
taken without his knowledge. This development of the desire to serve 
was valuable in correcting some of the petty habits among the children. 
Wealthier girls who had been somewhat snobbish with the very poor 
girls became less intolerant and kinder in their attitudes, and several 
other unpleasant relationships among class members were corrected 
thru this activity. The club befriended and helped eight children during 
the course of the experiment. 


RESULTS OF THE EXPERIMENT 


As indicated above, the procedures employed in this experiment to 
bring about an improvement in pupil personality included individual 
talks, group analysis and discussion of life problems, creative panto- 
mime, creative plays, panel discussions, and the pupil activity club. 
It would be difficult to estimate the relative effectiveness of these 
methods. Each unit seemed to add to the general effectiveness of the 
plan as a whole. The children were questioned as to which unit had 
seemed most beneficial to them. Most of the group felt that knowing 
what personality goals they should work toward was one of the most 
important factors in the program. 


TABLE 2—MEan Test Scores oF EXPERIMENTAL AND Controt Groups 
AT BEGINNING AND END OF EXPERIMENT 








EXPERIMENTAL GROUP ContTrot Group 
MEASURE 
Prelim- , Crit- | Prelim- . Crit- 
: : Final : , . Final ‘ ; 
inary | ‘esti Gain ical inary | testin Gain ical 
testing | *°SUne ratio? | testing seas ratio¢ 





(1) (2) (3) (4) (5) (6) (7) (8) (9) 





Child’s personality score | 65.0 


7.0 | 12.0 | 7.6 | 64.7 | 62.6 |—2.1 |-1.3 
Mother’s personality 


EE eee re 66.5 | 77.8 | 11.3 | 6.9 | 66.0 | 70.1] 4.1] 2.5 
Teacher’s personality 

Serre 72.0 | 91.1 | 19.1 8.3 | 77.9 | 80.7; 2.8) 1.5 
Mental age............ 11-3 |11-10 | ad i ree 11-4 |11-10 a Ae 


Intelligence quotient...| 98.0 | 98.0| 0.0]...... OF .9 | 97.8 [—Gitd f....5. 





























Read table: The mean score of the experimental group on the child’s personality test was 65.0 
at the first testing and 77.0 at the final testing, showing a gain of 12,0 points. This gain was 7.6 
umes as large as its probable error (see ‘‘critical ratio’’ in column 5). Similarly read figures for the 
control group and for the other measures listed in column 1. 

* The critical ratio is found by dividing the gain by the probable error of the gain (probable error 
not shown in table). If the critical ratio equals or exceeds 4.0, the gain is considered statistically 
teiable; that is, the chances are very great that a gain would have been found, on the average, if 


the experiment had been conducted with an infinite number of sixth-grade children under identical 
conditions. 








362 ELEMENTARY SCHOOL PRINCIPALS 








At the end of the experimental period each child in both the experi- 
mental and control groups was retested with the personality test and 
the intelligence test. Each home was visited again and the parents 
answered the questions on the Mother’s Test. The teachers likewise 
answered the questions on the Teacher’s Test. Table 2 compares the 
averages obtained for each group on these final tests with those ob- 
tained on the preliminary tests as presented in Table 1. 

Table 2 shows that on each of the three personality tests the experi- 
mental group made a substantially higher average score at the end 
of the guidance period than at the beginning. That these gains were 
statistically reliable is indicated by the “critical ratios” in column §, 
These ratios, computed by dividing each gain by its probable error, 
are all higher than 4.0, which means that the gains found were in all 
probability not due merely to chance errors of sampling. In other words, 
gains would very probably occur, on the average, if the experimental 
program were conducted with an infinite number of sixth-grade chil- 
dren under conditions identical with those existing in this study. 

In contrast, the control group made no reliable gain in average 
score on any of the personality tests, and it actually experienced a 
slight loss on the Child’s Test. From these facts it may be concluded 
with a high degree of certainty that the improvement of the experi- 
mental group was due, in part at least, to the personality guidance 
which that group received, and that some improvement in personality 
scores should be expected of other similar groups of children under the 


same conditions.’ 


7 Since this experiment was completed, other activities have been added to the program of per- 
sonality development described here, including creative music, art, creative poetry, chalk talks, ete 
Further information about the program may be obtained from the writer of this article. 


UIDANCE of the elementary-school child with respect to per- 
G sonality development through experience involves, first 
of all, providing work and play suited to his capacities. These 
experiences, while geared to his level of maturity, should at the 
same time stimulate him to make progress toward greater 
maturity. Choice is possible within a wide range of suitable 
activities and a little guidance in making wise choices is all 
that is necessary. Numerous situations in which children may 
exercise their initiative and accept responsibility for their own 
behavior arise every day.—Strang, Ruth, in Guidance in Edu- 
cational Institutions, Thirty-Seventh Yearbook, Part I, Na- 
tional Society for the Study of Education, 1938, Chapter 7, 
p. 219-20. (Quoted by permission of the Society.) 








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MEETING NEEDS IN HETEROGENEOUS CLASSES 363 





MEETING INDIVIDUAL NEEDS THRU HOMEROOM 
COMMITTEES 


Mary L. Connor 


Teacher, Junior High School No. 76, Indianapolis, Indiana 


velopment of the individual child. Whether in the elementary 

school or in the junior high school, the welfare of each pupil 
should be the primary concern of the homeroom teacher. Usually, how- 
ever, the time allotted to guidance activities in the homeroom is very 
limited in proportion to the importance of such activities. In our school 
we are fortunate in having one fifty-minute period each week, as well 
as five minutes before school each morning and afternoon, for home- 
room guidance. This article describes the organization and activities 
for meeting individual needs of pupils during these periods in the 
writer’s homeroom. While this room is in a junior high school, it is 
believed that the plans and procedures used are no less suitable for 
elementary schools. 

Homeroom organization—In our school the homerooms are organ- 
ized alphabetically and each one contains almost equal numbers of 
pupils from the five classes in the seventh and eighth grades. Two 
weeks at the beginning of the school term are used to organize the new 
homeroom. Getting acquainted is a simple procedure since the only 
new homeroom members are the VII-B group. Each individual remains 
under the guidance of the same homeroom sponsor for two years. A 
president, vicepresident, and secretary are elected by the group every 
nine weeks on the basis of dependability, courtesy, leadership, and 
good sportsmanship. Boys and girls alternate in these offices. Special 
committees are appointed by the executive committee, which consists 
of the homeroom officers and sponsor. A business meeting which lasts 
about fifteen minutes is held each week during the homeroom period. 
At these meetings the committees make formal reports and old and 
new business is discussed. 

No other single force in the homeroom is so potent in the develop- 
ment of the individual child as is the special committee. Such a com- 
mittee is appointed in each of the following fields: citizenship, scholar- 
ship, program, health, housekeeping, homeroom newspaper, service, 
hobby, safety, radio, and library. These committees have arisen from 
actual homeroom needs and are used whenever. they are needed. 

Citizenship committee—Report cards in the Indianapolis schools 
include an appraisal of certain personality traits. It was to create 


T* HOMEROOM is fundamentally an integrating center for the de- 





364 ELEMENTARY ScHooL PRINCIPALS 





enthusiasm for the development of these traits that the citizenship 
committee was initiated. The chairman appoints one member from each 
grade represented in the homeroom, and each member reports back 
to the chairman weekly the name of the “best citizen” in his group. 
The committee members record daily in special notebooks the industry, 
courtesy, dependability, cooperation, and punctuality of the pupils for 
whom they are responsible. Often pupils who are failing in one or more 
of these citizenship traits respond more readily to correction from the 
committee than to correction from a teacher. John Green, for example, 
was reported to the committee several times for discourtesy. The mem- 
bers felt that John was failing as a good citizen. He was asked to 
report to them at the next committee meeting, and at that time the 
chairman showed him the facts. Each week thereafter he reported at 
the meeting and soon became enthusiastic in promoting courtesy 
himself. 

Individual citizenship failures of many kinds are corrected by the 
citizenship committee, and those with which the committee has diffi- 
culty are turned over to the teacher. Thus, the individual child has 
the benefit of the judgment of other children as well as that of the 
teacher. At the end of the report card period the “good citizens” are 
those who were not checked in any personality trait in any class by 
any teacher. It is remarkable how often the judgment of this home- 
room committee concurs with that of the various teachers. 

Scholarship committee—The committee on scholarship is similar to 
the citizenship committee in organization; that is, it consists of a chair- 
man and five members. Its duties are (1) to supply assignments to 
pupils returning after absence, (2) to assist pupils who need extra 
help, (3) to inspect notebooks and make suggestions for their improve- 
ment, and (4) to help children who are new to the building. Each com- 
mittee member is responsible for about eight pupils. It is reasonable 
to assume that some of this number will never need help from the com- 
mittee. Because each committee member belongs to the group in which 
the pupils for whom he is responsible recite, he has the advantage of 
being able to note individual improvements and failures in class. In 
the daily mathematics drill, for example, Marie had difficulty with 
division of decimals. The teacher helped her and then asked the mem- 
ber of the scholarship committee in that group to give her some drill 
in this subject. Marie met the “coach” in the homeroom each morning 
before school until she had mastered the operation and achieved some 
speed. 

The list of “good students” posted by the scholarship committee at 
the end of each six-week period includes those who have received 





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MEETING NEEDS IN HETEROGENEOUS CLASSES 365 





twelve points computed by prorating the letter grades on the report 
card. It should be noted that the work of this committee and of the 
teacher is concerned entirely with individual improvement. The teacher 
meets each week with the committee and at that time special cases 
are reported and procedures are planned. Individuals become conscious 
of the responsibility of requesting help when they need it, and this 
procedure prevents many serious adjustment problems. 

Program committee—The program committee has a chairman and 
three members. Its first duty is to keep a card file of the names and 
entertaining abilities of homeroom members. Committee members also 
explore the special-days outline provided for all the schools, as well 
as other available program material. In addition to the usual types of 
program, the committee plans a guidance lesson each week. Appropri- 
ate topics are discussed as they arise, for example, Halloween. Cour- 
tesy and citizenship lend themselves readily to a nine-week discussion 
period. Dramatized lessons in courtesy encourage discussion and are 
good from the teaching standpoint. On the whole, guidance lessons that 
are fairly impromptu have as great a value as those prepared long in 
advance. 

Plans submitted by the program committee on February 1, 1939, 
were as follows: 


February 7 March 7 
Courtesy at school—in class Courtesy in public places—streetcar 
THE WRITINGS OF ABRAHAM LINCOLN and bus 
February 14 TALENT SHOW 
Courtesy at school—in the halls March 14 
LIVING VALENTINES Courtesy at the theater 
February 21 OWEN’S DREAM—RADIO PLAY 
Courtesy at home March 21 
ANECDOTES—GEORGE WASHINGTON Courtesy in stores 
February 28 READINGS—SPRING POEMS 
Etiquette at table March 28 
HOBBY SHOW Courtesy in visiting friends 


HOBBY SHOW 


Changes are made in these plans as the weeks progress, and the 
“after production” report is quite different from the original plan. 
It is apparent that the plans of the program committee give oppor- 
tunity for many individuals to take part. Thru such participation the 
children develop poise and self-confidence which later become valuable 
social assets. 

Attendance and health committee—This committee has two mem- 
bers: the chairman and one assistant. They check attendance and 
tardiness twice each day and receive and record written excuses, which 
are then filed by the teacher. This committee is under the direct super- 
vision of the teacher, altho a report is made by the chairman each 








366 ELEMENTARY SCHOOL PRINCIPALS 





week at the regular homeroom meeting. This report gives the pupil 
pride in perfect attendance and leads to discussions of health questions 
which are vital to every individual. 

Housekeeping committee—The housekeeping committee has as many 
members as the chairman feels are necessary for the execution of its 
duties. These duties include such daily tasks as dusting, cleaning black- 
boards, inspecting bookcases, caring for flowers, filling inkwells, and 
changing bulletin board notices. Such responsibilities develop in the 
individual an interest in keeping the homeroom beautiful which is hard 
to achieve in any other way. Marjorie, for example, was found to be 
an indifferent housekeeper. She was assigned to the duty of dusting 
but did it very poorly. Finally the chairman gave her the duty of 
caring for the teacher’s desk, polishing the glass, and dusting it daily. 
She took great pride in this task, remaining after school to accomplish 
it. One day during the homeroom meeting she even felt moved to add 
to the remarks of the housekeeping chairman the thought that every- 
one should do his part to make the homeroom a pleasant place in which 
to live. Such a contribution, altho of minor importance in itself, rep- 
resents an individual victory of the type which makes the homeroom 
essential in an effective school program. 

The chairman of the housekeeping committee records duties and the 
names of pupils responsible for them. Housekeepers receive one point 
for the satisfactory completion of an assigned duty. Points are posted 
each week on the bulletin board and are read during the homeroom 
meeting. 

Service committee—The service committee has three members and 
was originated for the purpose of giving service to the school as well 
as to the homeroom. Its duties include mimeographing, covering and 
repairing books, assisting the housekeeping committee, selling the school 
paper, and promoting paper sales. This committee appoints “helpers” 
who have the necessary abilities for each task as the occasion for it 
arises. The service committee helps to keep school spirit alive in in- 
dividuals, gives them a sense of responsibility for their school, and 
fosters all impulses to render voluntary service. 

Safety committee—The committee on safety is made up of three 
homeroom traffic officers. Anyone who has been tried in the school traffic 
court must appear before this committee. The committee studies the 
case and, if the offense is a recurring one, tries to devise some way 
of helping the offender to overcome his difficulty. An interesting case 
was that of Evelyn, who had been tried and convicted in traffic court 
for crossing at a corner where no patrol boy was stationed. She was 
sullen and indifferent when corrected by the officer and said that it 





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Meetinc NEEDS IN HETEROGENEOUS CLASSES 367 





was “out of the way” for her to go by the route prescribed. Appearing 
before the homeroom safety committee, however, she seemed contrite 
and said that her mother was ill and that she had to hurry home as 
soon as school was out. When it was explained to her that a temporary 
shortage of patrol boys made the change imperative, she promised to 
assist with smaller children at this crossing. Thus, individual misunder- 
standings of school traffic rules are corrected and good fellowship be- 
tween pupils and patrol boys is promoted. 

Newspaper committee—In studying the individual child an analysis 
of his leisure interests and activities is invaluable. The remaining com- 
mittees discussed here have as their purpose the stimulation of these 
activities. One means of stimulation is the homeroom paper, a two- 
page organ published weekly. On the paper committee are the editor- 
in-chief and two assistants, one of whom is the art editor and the other, 
the editor of the page known as the “Broadcaster.” Each editor may 
have an assistant. The paper is under the direct supervision of the 
teacher, and the layout is submitted to her before it is prepared for 
mimeographing. Contributions are voluntary. 

The first page of each issue is devoted to the guidance topic of the 
week. For example, on the subject “Courtesy at Home” the layout in- 
cluded several quotations on courtesy, an article on courtesy at home, 
several local problems for discussion, and one general problem taken 
from the guidance course of study. In addition, the art editor prepared 
an illustration of the guidance lesson. Thus the paper becomes a tool 
for the program committee to use in connection with the guidance 
program. The second page, the “Broadcaster,” is a series of letters 
presenting the opinions of pupils on every subject from the “state of 
the Union” to the “state of the homeroom.” 

Individual children develop considerable skill in preparing articles 
for a weekly publication of this type. Moreover, the fact that their 
work appears in print stimulates them to write. There was the case 
of Paul, who was inspired one term by a great desire to write poetry. 
After considerable editing, each of his attempts was published in the 
room paper. These he painstakingly clipped and pasted in his notebook. 
While Paul probably will never become a great poet, his improvement 
in verse-making was remarkable, due to his participation in this 
activity. 

Hobby committee—The duties of the three members of the hobby 
committee are (1) to set a date each month for a hobby show, (2) 
to arrange the exhibit, (3) to provide cards for entrants to sign (these 
are filed for reference), (4) to make pertinent books and pamphlets 
in the homeroom library available to interested pupils, (5) to appoint 








368 ELEMENTARY SCHOOL PRINCIPALS 





a judging committee for the hobby show, and (6) to make awards. 
The awards have no intrinsic value and are made of ribbon or felt. 
yet they create a friendly rivalry. The card file is kept as a check on 
fluctuating interests. Sometimes a boy will have as many as four or 
five well-developed leisure activities during the two-year period in the 
homeroom. Another child will have only one but will become remark- 
ably proficient in that activity. 

A night meeting was the scene of an extremely interesting hobby 
show in which nearly every member of the room had an exhibit. The 
names and entries of exhibitors were mimeographed, and interested 
patrons of the school were directed to the various exhibits by the 
committee. 

During one nine-week period publication of the homeroom paper was 
suspended and pages of a hobby book were published each week in- 
stead. Each pupil in the room contributed the story of his hobby. 
These stories were illustrated by the art manager and were mimeo- 
graphed and stapled by the service committee. This publication aroused 
keen interest and gave individuals who had not been able to exhibit 
hobbies an opportunity to participate. 

On the day of the hobby show each month the program committee 
asks the exhibitors to talk to the homeroom about their hobbies. These 
brief talks often serve to interest others in absorbing hobbies. Some 
time ago a pupil exhibited and discussed a model airplane which he 
had made. The other boys became so fascinated with his experiences 
that several of them asked him to help them with their models. The 
result was that a group of neighborhood boys engaged in a worthwhile 
leisure activity. Teachers studying the individual child at this level 
will find no more fascinating and enlightening field than that of his 
leisure pursuits. 

Radio committee—This committee is comparatively new and was 
originated to satisfy specific interests of the children. The chairman 
calls for volunteers for the production of certain radio plays to be 
given at homeroom meetings. Another activity of this group is the 
analysis of home radio listening. Pupils are asked to listen to chosen 
programs, answer questionnaires, and report to the group at the regular 
homeroom meeting, where a discussion about radio offerings is part o! 
the regular business. Findings of the committee stimulate listening to 
the best in radio and arouse interest in this entertaining avocation. 
For the thoughtful teacher this activity also provides an index to the 
home environment and habits of the individual child. 

Library committee—The two members of the library committee work 
in cooperation with the school librarian of the Indianapolis Public 





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MEETING NEEDS IN HETEROGENEOUS CLASSES 869 





Library. One term this librarian very courteously allowed the home- 
room committee to choose the books for the homeroom collection. This 
collection of about thirty books was kept in the homeroom thruout the 
term and the books were lent to the children for reading at home. In 
the group of books chosen by the committee there was a nice balance 
among the fields of travel, biography, fiction, and hobbies. 

The public library furnishes a circulation card for each book. The 
homeroom librarians are then responsible for the lending and returning 
of books. The homeroom library is open before school and during the 
homeroom period. Facts about the leisure reading habits of the indi- 
vidual child are thus accessible to the teacher, and often she can guide 
the indifferent reader into a field of interest that amazes even himself. 
Children who do not like any other hobby frequently love to read, 
and a list of the books they choose tells a story of its own. Edwin, who 
had never liked to read before, suddenly became interested and read 
all the books on stars in the homeroom library. The librarian also 
obtained several very technical books on the subject for him. And then 
Edwin appeared at school one day proudly displaying a telescope that 
he had made himself. 

Conclusion—There is, of course, a human factor in homeroom plan- 
ning as in any other activity. Some homeroom officers are not depend- 
able. Some committees do not achieve maximum results. Sometimes a 
teacher is not available for committee meetings. However, when a plan 
is made and the pupils are aware of it, a great deal is accomplished 
in spite of the failures of children or teacher. There is no greater op- 
portunity for an alert teacher to observe and study the individual 
child, no greater opportunity for the child to develop into an enthusi- 
astic and intelligent citizen, and no greater opportunity to produce a 
happy, wholesome atmosphere which permeates the school than is found 
in a homeroom where activities are planned so that every individual, 
regardless of his ability, is encouraged to make his contribution. 








370 ELEMENTARY SCHOOL PRINCIPALS 





DEVELOPING ATTITUDES AND APPRECIATIONS IN THE 
LIGHT OF INDIVIDUAL NEEDS 


BEARNICE SKEEN, Principal 
and 
LoraAINE Meusey, Sizth-Grade Teacher 


Bush School, Salem, Oregon 


the needs of individual children in the development of democratic 

attitudes and ideals. The class with which this work was carried on 
consisted of thirty-four sixth-grade pupils. Like most such classes, it 
was a heterogeneous group with reading abilities ranging from second- 
grade to eighth-grade level and chronological ages from ten to thirteen 
years. The children came from homes of unskilled laborers, clerks, mill 
workers, machinists, druggists, teachers, lawyers, and ministers. Some 
had “best friends” in the group, while others were total strangers. Two 
children had definitely made their marks upon the school as rather 
unpleasant personalities. Two others presented equally serious prob- 
lems because of extreme shyness, feelings of insecurity, and undesirable 
inhibitions. The members of this group, brought together in school for 
the purpose of acquiring and helping to preserve the culture of the 
society in which they lived, were at first highly individualistic and 
selfish in their attitudes and points of view. It was evident that they 
needed to grow in attitudes of tolerance, open-mindedness, intelligent 
curiosity, and social responsibility, and that each child’s needs were 
somewhat different from those of his classmates. 

Scope of the program—tThe general steps taken to meet these needs 
were as follows: (1) The teacher and principal observed some of the 
attitudes and appreciations evidenced by the children. It was impera- 
tive that the actual accomplishments of the children be accepted as 
a starting point for improvement. (2) Objectives for the group were 
then listed, with special notations for individual children. (3) Lines 
of interest, a unit of work in the social studies, and other activities 
were found which gave individual children opportunities to grow in 
the attitudes and appreciations desired. (4) These activities were 
guided patiently and understandingly so that each child experienced 
satisfaction at his own level of achievement. (5) Records were made 
of the actions and statements of each child which indicated changes 
in his attitudes and appreciations. As far as possible, observations were 
made when the children were unaware of the observation or were not 
supervised. The children were observed in the classroom, on the play- 


Ti ARTICLE reviews one year’s work planned specifically to meet 





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MeEeEtTING NEEDS IN HETEROGENEOUS CLASSES 371 





ground, in the auditorium, backstage, in the library, in the office when 
working on the mimeograph, making out the cafeteria order, answering 
the telephone, and meeting new children. The steps mentioned in (4) 
and (5) were repeated many times during the year because as the chil- 
dren grew in the desired attitudes, the plans were changed and re- 
evaluations were made. 


Outline of activities—The specific opportunities which permitted the 
children to grow in the desired attitudes are indicated in the following 
outline: 


I. The social studies unit, “Building a New World” 


. Working in groups 

. Finding and assembling materials 

. Working out reports, exhibits, booklets, etc. 

. Working without the immediate supervision of the teacher 

Organizing work so as to utilize special abilities in drawing, lettering, 
and construction 

. Explaining plans and work to visitors 

. Pooling information and evaluating contributions thru general dis- 

cussions 
H. Making field trips. 


HOW > 


QQ 4 


lI. The school newspaper, “Bush Booster” 


A. Understanding the function of a newspaper 
B. Gathering news and writing articles—becoming aware of the value of 
what others were doing in the school 
C. Establishing the editorial policy 
D. Cartooning 
KE. Developing the exchange list 
I. Planning and executing the subscription sale 
G. Doing the bookkeeping for the paper 
H. Preparing the mailing list and delivering papers to the rooms 
I. Organizing the material for each issue 
J. Doing the stylus work 
K. Mimeographing the paper 
L. Caring for the materials—stencils, paper, stylus, mimeoscope, stamps, 
and list of subscribers 
M. Setting up a press office. 


[II. Assembly programs presented by the sixth grade 


A. Choosing the type and topic of each program 
B. Getting or making costumes and scenery 
C. Assigning parts—respecting each other’s special abilities and showing 
tolerance for each one’s best offerings or his reasons for not par- 
ticipating 
D. Announcing numbers—gaining poise in speaking before an audience. 
IV. Miscellaneous activities 


A. Attending assemblies 
1. Showing courtesy as an audience 
2. Sitting with friends rather than in a prescribed arrangement 

B. Using lavatory periods—developing responsibility for quiet, orderly 
periods without supervision 





372 ELEMENTARY ScHooL PRINCIPALS 





C. Passing to other rooms—showing courtesy to other classes ne 
D. Selecting radio programs for class listening | 
E. Entertaining guests at luncheon—the principal of the junior high school to 
at one time, and at another time a prominent dentist whose hobby Tl 
was making health movies or 


1. Telephoning the invitations 

2. Arranging flowers and place cards 

3. Greeting the guests 

4. Introducing classmates to the guests pa 

5. Conversing interestingly at the table . 
F. Participating in discussions 


1. Discussing general policies of our school, city, state, nation, col 
or world the 
2. Discussing specific problems or controversial questions arising 
in the room - 
G. Selecting and posting material for bulletin boards hal 
H. Doing special school jobs fro’ 
1. Caring for the music room 
2. Mimeographing material for other teachers and the principal - 
3. Caring for the school milk and cafeteria order 1 
4. Turning the radio on at scheduled hours age 
5. Making booklets for primary children =f 
6. Helping with the construction work in the second grade bili 
7. Helping dress the second-grade children for their assembly play 


I. Engaging in child-directed dramatizations 
1. Using noon periods to good advantage on rainy days 

2. Developing clever, entertaining dramatizations of well-known It 

stories (Snow White and the Seven Dwarfs, Ferdinand, and 

The Night Before Christmas) without costuming or staging 


if yc 
self. 


facilities feht 
3. Presenting the dramatizations in other rooms when invited. gn 

Social studies unit—The unit of work in the social studies gave the 
I] 


children insight into the development of one social institution—shelter. fe se 
The study was limited to the western hemisphere, and for this reason | jaye 
the unit was named “Building a New World.” As the children studied, [one | 
they became cognizant of the contributions of various peoples and — 
generations to the usefulness, convenience, and beauty of the best of | — 

modern buildings. They perceived the effects of climate, topography, TI 
and natural resources upon the type of shelter used by primitive J one! 
peoples. The title of the unit became ever richer in meaning as the} the | 
children gained in understanding and appreciation of man’s achieve- | invit 
ments in his struggles against the forces of nature, and of the possi- f Bush 
bilities offered for the future by modern inventions. The subjectmatter Th 
gave them some realization of the progress of mankind thru the ages, f Matu 
and awakened a respect for the ingenuity and resourcefulness of the > confi 
human race. This perception of the evolution of one phase of our cul- f when 
ture was broadened to include such fields as arithmetic and language. Pa 
These were viewed by the children as inventions and tools which have f durin 
been changed and improved thru the centuries to meet the growing f tions 





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MEETING N&EEps IN HETEROGENEOUS CLASSES 373 





needs and demands of life. In consequence, the children’s attitudes 
toward acquiring these tools for their own use improved markedly. 
Thus, the material] studied helped the children form a background for 
growth in openmindedness, intelligent curiosity, tolerance, and social 
responsibility. 

Class paper—The experiences centering in the newspaper seemed 
particularly rich in opportunities for the child to grow in the qualities 
just mentioned. The class as a whole realized how important the paper 
could be in helping the school. They discussed what was expected of 
the children coming to Bush School and what the paper could do to 
encourage courteous attention in the assemblies, quiet walking in the 
halls, soft voices, cleanliness on the schoolgrounds, protection of the 
front lawn and shrubs, and safety at school, on the streets, and at 
home. 

Two editorials written by children of almost the same chronological 
age are given here to illustrate the different levels of social responsi- 
bility represented in the class. 


SPORTSMANSHIP 


It is very poor sportsmanship to fight some one smaller than yourself, because 
if you hurt them you are making it bad for Mrs. Skeen, your teachers, and your- 
self. So be a good sport and if you have to fight, fight at home and with someone 
your own size. Whoever fights smaller children is a coward and a bully. Don’t 
fight someone bigger, or they may beat you up.—Maurice Starr. 


OUR ASSEMBLIES 


I have noticed that our assemblies have been most quiet. I think that we are 
very fortunate to have this new school and the new auditorium. We certainly 
have been using the auditorium well and often. We have assemblies twice a week, 
one for the upper grades on Friday and one for the lower grades on Wednesday. 
I think that the boys and girls should be highly commended for their fine spirit 
toward the assemblies and the assembly singing —Marcia Moore. 


The first editorial apparently had little or no effect, but the second 
one resulted in the “Bush Booster Hour.” At this meeting, held weekly, 
the editorial policy of the paper was extended and all pupils were 
invited to report over the public address system the good things which 
Bush “boosters” had done for the school. 

The cartoons drawn for the paper offered to Janet, a retiring, rapidly 
maturing child, a chance to express herself. She gained enough self- 
confidence from this venture to volunteer to become exchange editor 
when the pupil holding that position moved to another room. 

Paul, the school reporter, interviewed the principal six or seven times 
during the year. At the first conference he was ill at ease and his ques- 
tions were haltingly voiced. He wanted the principal to tell him just 








~_ 


374 ELEMENTARY SCHOOL PRINCIPALS 


$$. 





what to write. She refused to do this but did help him with the spelling, | 


With each succeeding interview his questions became better framed, 
and instead of trying to take down exact wordings, Paul learned to 
make brief notes which he later used in writing his news stories. 

Other activities—A few specific cases will indicate some of the 
changes taking place in children as a result of activities other than 
those just described. For example, Richard, who was inarticulate and 
negativistic, admired the children who dramatized “Snow White” and 
later he volunteered to be in “Ferdinand,” pantomiming with gusto 
a “pic-a-dero.” The satisfaction engendered by this venture motivated 
him to increase his efforts in group work, in arithmetic (which he had 
hated), and in contributing to the newspaper. Richard’s attitude 
changed during the year from a morbid wish to “fail” in the sixth 
grade to a normal interest in entering junior high school. 

Donald had always been a “problem” in the sense that he was re- 
served and ready to agree with any adult’s suggestions. An excellent 
student with a quiet sense of humor, he needed to use his abilities in 
contributing to the social welfare of the group. Don was asked if he 
would like to take charge of the milk and cafeteria orders. This task 
did not entail group work but involved summarizing correctly the 
orders from twelve rooms and the cook, phoning the dairy, unlocking 
the cafeteria, placing the daily orders for the cook in the proper place, 
accepting late orders, and eventually, answering the phone, receiving 
the messages, and delivering them accurately. At first Don would slip 
into the office, diffidently say, “Good morning,” perform his work 
and slip out again. As he grew in confidence, he became direct in his 
conversation, offered to do more work, and answered the telephone 
courteously and clearly. This self-confidence permeated his associa- 
tions with others. He became a most efficient business manager for the 
school newspaper. To the astonishment of his teachers, he displayed an 
unknown flair for histrionics in his characterization of Little Eva in an 
all-boy burlesque of “Uncle Tom’s Cabin.” Still cooperative and de- 
pendable, Donald no longer accepts unquestioningly all things from 
all persons but has learned to stand on his own feet. 

Harry, a red-haired, quick-tempered, intelligent child with no broth- 
ers or sisters, had always managed to be the center of interest in his 
immediate surroundings. He seemed to resent anyone who detracted 
from the attention that he felt was due him. He demanded that his 
efforts and achievements be continually recognized, altho he did not 
expect credit if he did not deserve it. If he failed to get attention legiti- 
mately, he resorted to other methods. 

The general discussions which helped most of the children gain ai 








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MEETING NEEDS IN HETEROGENEOUS CLASSES 375 





understanding of desirable attitudes were especially valuable to Harry. 
His quick intelligence could grasp such ideas and use them in develop- 
ing for himself principles and standards to guide his conduct and 
thinking. These discussions also served to create a sort of “public 
opinion” in the group, whose approval Harry naturally desired. A 
variety of activities encouraged him to apply his principles in specific 
situations, sometimes with marked success and sometimes with disap- 
pointing failure. But Harry could be helped to understand how even 
failures may be valuable. 

In the course of the year Harry did not become a thoroly generous 
and thoughtful person, but he did grow in his consideration of others 
as evidenced by mere courteous manners and a more selfless attitude. 
One instance of the latter was his remark to Betty, with whom he had 
collaborated on a lengthy news article for the school paper. Betty was 
a bit disappointed that their names had not appeared as the authors 
of the front page story and suggested that there was more satisfaction 
in writing editorials because they were signed. But Harry, who had 
once been so covetous of recognition, asserted, “I don’t see that it mat- 
ters—if we get out a good paper.” 

Jacqueline was very quiet, showed no initiative whatever, and did 
not respond well to suggestions. Late in the year she worked in a small 
group on the unit, “Building a New World.” She realized that the rest 
of the children were depending upon her contribution to the New 
World’s Fair, and she forgot herself in her work of presenting a display 
that would be meaningful, helpful, and attractive to the others. She 
showed initiative and ingenuity in getting materials and arranging an 
attractive exhibit. Her self-consciousness disappeared and she became 
more animated and pleasing in manner. She even volunteered to an- 
nounce an assembly number and did it with poise. 

Bill was a charming fellow—friendly, enthusiastic, and dependable. 
He was always willing to help with any job, but he was a slow thinker 
and a poor reader (his vision was poor) and he was below grade in 
arithmetic and spelling. If emphasis had been put on academic achieve- 
ments, Bill would have been under a constant strain and doomed to 
continual disappointment and failure. As it was, he learned to do excel- 
lent work with the stylus and mimeograph, and did much of the 
mimeographing of the school paper, cafeteria menus, and seatwork 
for the primary teachers. He was a faithful worker in any social studies 
group, learning from the discussion of the others and applying what 
he learned to some type of construction work. He broadened his inter- 
ests, and his reading and arithmetic improved as his experiences in- 














376 ELEMENTARY ScHOOL PRINCIPALS 





creased his general information. Bill was happy and secure in a feeling 
of “belonging” and of ability to make worthy contributions. 

Most of the children showed a measure of growth in the desired 
attitudes during the year. That the methods used were not always suc- 
cessful, however, is evident in the case of Wilber. This boy had been 
a problem to his teachers, parents, and friends for at least six years. 
He was thirteen years old, irresponsible, erratic, and at times charm- 
ingly good-natured and generous. He seemingly had average intelli- 
gence but was a poor student in reading, spelling, and arithmetic. He 
had as many opportunities as the other children to grow in the desired 
attitudes, but to him they were not opportunities; they were baffling 
situations which resulted in unthinking, annoying, and often antisocial] 
reactions. He was given jobs involving responsibility, such as working 
in the cafeteria and preparing bulletin boards and posters. He soon 
had to be removed from the cafeteria because of the temptation offered 
by the money which was brought there each day. However, he carried 
thru his share of work on the bulletin board, working an hour and a 
half after school to complete it. 

Last year Wilber was punished a great deal for his misdemeanors, 
being subjected to several whippings by his parents, many lectures by 
teachers, parents, and police, and almost daily banishment from the 
classroom. This year no attempt has been made at school to inflict 
punishment other than the natural and inevitable results of his mis- 
deeds. He was incarcerated in the city’s juvenile jail cell for several 
days as a result of repeated thefts. Wilber’s needs, as far as attitudes 
and appreciations are concerned, have not been met by the school. 

Conclusion—While attitudes and appreciations are difficult to guide 
and evaluate, they are of the utmost importance in education. Their 
development must begin where the child now is. His growth must be 
judged with reference to his own level of achievement and not with 
reference to adult standards. As the child experiences satisfaction in 
situations and activities such as those mentioned above, there is created 
in him a desire to raise his level of response. 

The methods described in this article require a democratic type of 
school administration and classroom control. A successful program 
depends upon democratic processes rather than autocratic supervision 
or coercion. Moreover, there must be no discouragement or cessation 
of efforts because of the failures of some children in specific situations. 


When such failures occur, the stage must be reset to stimulate further 


efforts toward the desired outcomes. 





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MEETING NEEDS IN HETEROGENEOUS CLASSES 377 





SELECTED REFERENCES 


. Berry, Cuartes 8. How the Teacher May Help the Exceptional Child. Revised 


edition. Columbus, Ohio: Ohio State University, 1935. 24 p. 


. CALIFORNIA CurricuLUM Commission. Teachers’ Guide to Child Development 


in the Intermediate Grades. Sacramento: State Department of Education, 
1936. Chap. 5-22. 


_ CALIFORNIA ELEMENTARY ScHoo.t Princrpaus’ AssocraTIon. Current Curricular 


Trends in Elementary Education. Ninth Yearbook. Sacramento: the 
Association, 1937. Chap. 2, “Individualizing Instruction,” p. 46-62. 


. Corn, Lugiia. Teaching in the Elementary School. New York: Farrar and 


Rinehart, 1939. Chap. 15, “The Individualization of Instruction,” p. 332-50. 


. Davis, Georcta. “Procedures Effective in Improving Pupils of Poor Reading 


Ability in Regular Reading Classes.” Elementary School Journal 31: 
336-48; January 1931. 


. Harats, Atpert J. How To Increase Reading Ability. New York: Longmans, 


Green and Co., 1940. Chap. 13, “Individualizing Reading in the Class- 
room,” p. 350-74. 


. Harrison, M. Lucie. Reading Readiness. Revised and enlarged edition. 


Boston: Houghton Mifflin Co., 1939. 255 p. 


. Hartman, Gertrupe, and SHumaker, ANN, editors. Creative Expression: The 


Development of Children Through Art, Music, Literature and Dramatics. 
Second edition. Milwaukee: E. M. Hale Co., 1939. 350 p. 


. Hevsetu, INGA Oxia. Living in the Classroom. Ann Arbor, Mich.: Edwards 


Brothers, 1939. 309 p. 


. Hocxett, Joun A., and Jacossen, E. W. Modern Practices in the Elementary 


School. Boston: Ginn and Co., 1938. Chap. 8 and 9. 


. NATIONAL EpucaTIon ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL PRIN- 


crpaALs. Enriching the Curriculum for the Elementary-School Child. 
Eighteenth Yearbook. Washington, D. C.: the Department, 1939. p. 542-58. 


. NationaL Epucation AssociATION, DEPARTMENT OF SUPERVISORS AND DIRECTORS 


or Instruction. Newer Instructional Practices of Promise. Twelfth Year- 
book. Washington, D. C.: the Department, 1940. 379 p. 


. NicHotas, FroreNce W.; Mawunoop, Neue C.; and Trina, Manet B. Art 


Activities in the Modern School. New York: Macmillan Co., 1937. 379 p. 


. Taptin, Winn L., and Pearson, Irvine F. “Contributions To Individual In- 


struction.” Newer Types of Instruction in Small Rural Schools. Yearbook, 
1938. Washington, D. C.: Department of Rural Education, National Edu- 
cation Association, 1938. Chap. 8. 


. Tippett, JAMEs S. Schools for a Growing Democracy. Boston: Ginn and Co., 


1936. Chap. 8-13. 


. WASHBURNE, CARLETON W. Adjusting the School to the Child. Yonkers-on- 


Hudson, N. Y.: World Book Co., 1932. 189 p. 


. WesseL, Herman M. “Instances of Adaptations To Meet Individual Differ- 


ences.” Junior-Senior High School Clearing House 10: 285-87; January 
1936. 


. Witt1AMs, CATHERINE. “Guidance in the Classroom.” Educational Method 


19: 343-48; March 1940. 


. Worrorp, Kate V. Modern Education in the Small Rural School. New York: 


Macmillan Co., 1938. Chap. 6 and 10. 


. WricHTsTonE, J. WAYNE. Appraisal of Newer Elementary School Practices. 


New York: Teachers College, Columbia University, 1938. Chap. 2-3, 
5, 15. 








CHAPTER V 


PROVIDING FOR CHILDREN OF 
SUPERIOR ABILITY 


EDITORIAL COMMENT 


sion for children of superior ability than for those whose abilities 
are only average or below. Since the curriculum has been planned 
primarily for average pupils, the gifted child usually makes high 
marks and is seldom considered a problem by teachers. The slow- 
learning child, however, finds it difficult to meet the standards for 
average children, and his need for different standards as well as for 
additional help from the teacher is readily observed. Hence we find 
remedial programs and special classes for slow pupils in many schools, 
but relatively meager opportunities for superior pupils in most schools. 
If the potentialities of superior children for competent leadership are 
to be fully realized, the school must adapt its program to the capacities 
and needs of these children. 
Most educators agree that the curriculum should be enriched for 


(sion tor SPEAKING, our schools have made less adequate provi- 


© superior children, but there are sharp differences of opinion as to 





© how this can best be done. Some favor the more rapid progress of 
' these children thru the regular curriculum. Others believe that the 
| program at each grade level should be enriched for superior children 
in the regular classes. Still others contend that adequate enrichment 
' is not likely to be provided unless superior children are grouped to- 
_ gether in special classes. Each of these methods appears to have merit 
' when used under favorable conditions. Each one is discussed and 
illustrated in this chapter. 
| In the opening article Blair gives a critical review of school provi- 
sions for children of superior mental ability. The next two authors, 
' Danielson and Norris, describe the programs in special classes for 
j such children in two large cities. Obenchain tells of a program involving 
| special classes, enrichment in regular classes, and ability grouping. 
' Rickard reports a plan in which only pupils of unusually high scholar- 
© ship are selected for membership on the central school councils. 
' The last two articles deal with provisions for children gifted in a 
particular field. Arbuckle tells how one city provides for children with 
» exceptional ability in the visual arts. Cochran and Wills explain the 
' organization and functioning of a school orchestra. 
Readers wishing to extend their study of this topic should consult 
' the references mentioned on page 434.—Editorial Committee. 


[ 379 ] 














380 ELEMENTARY SCHOOL PRINCIPALS 





TYPES OF PROVISIONS FOR CHILDREN OF SUPERIOR 
ABILITY 


GLENN Myers Bia 


Associate in Educational Psychology, College of Education, University of Illinois, 
Urbana, Illinois 


1916 classed as superior all children who scored an IQ of 110 

or higher on the Stanford Revision of the Binet-Simon Intel- 
ligence Scale.1 Among unselected children it was found that this classi- 
fication included those who ranked in the highest 20 percent. On the 
Revised Stanford-Binet Scales, which made their appearance in 1937, 
a change was made with respect to what should be considered superior 
intelligence.” On these tests the authors classify as superior only those 
children whose IQ’s reach 120 or higher. This would include those 
who rate in the highest 12.6 percent when a group of unselected chil- 
dren are tested. Children who make IQ’s of 140 or above on the 
Revised Stanford-Binet Scales (highest 1 percent, approximately) are 
referred to as “very superior.” 

Mental superiority is thus largely judged on the basis of scores 
made on well-standardized intelligence tests. The results of these tests, 
however, are not the only means of identifying superior children. 
“Every teacher has at times been astonished by the keen insight and 
the reasoning ability of some child in his room who not only learns 
quickly the lessons which are assigned to him but who reaches far 
beyond them in the questions which he asks and the problems which 
he solves. The gifted child is essentially the thinker and the problem- 
solver of a group. He is not content with merely learning what other 
people say but is eager to think thru his own problems and to extend 
his interests beyond the immediate present into unknown fields. Cre- 
ative ability is his and creative ability it is which the world needs 
in its onward march of progress.” ® 

In this article the “superior child” is defined as the child who pos- 
sesses exceptional intelligence which expresses itself in the ability to 
carry on reasoning and creative thinking at the higher levels. He is the 
child who will be the leader of tomorrow. The kind of leader he will 
be depends largely upon the type of training the school of today 
gives him. 


We IS MEANT by “children of superior ability”? Terman in 


1 Terman, L. M. The Measurement of Intelligence. Boston: Houghton Mifflin Co., 1916. p. 78-79. 

2 Merrill, Maud A. “The Significance of I.Q.’s on the Revised Stanford-Binet Scales.” Journal 
of Educational Psychology 29: 650; December 1938. 

® Martens, Elise H. Teacher’s Problems with Exceptional Children: II—Gifted Children. U. 8. 
Dept. of the Interior, Office of Education, Pamphlet No. 41. Washington, D. C.: Government 


Printing Office, 1933. p. 8. 





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CHILDREN OF SuprrRion ABILITY 381 





There are at least three major methods which schools have employed 
in an effort to provide optimum opportunities for the educational de- 
velopment of superior children. They are as follows: (1) rapid ad- 
vancement (acceleration), (2) enrichment of the regular curriculum, 
and (3) special classes. These methods are not mutually exclusive in 
every respect, for all three are concerned to some extent with enrich- 
ing the school programs of superior children. In the next few para- 
graphs a detailed description of these three methods will be given to- 
gether with a careful consideration of the merits of each. 

Rapid advancement (acceleration)—This is the oldest and probably 
the most common method of providing for children of superior ability. 
One of the chief characteristics of this method is the time-saving ele- 
ment, for under it a child can complete his schooling in much less than 
the regular time. Acceleration is brought about thru one of the two 
following procedures: (1) giving extra promotions to individual pupils 
(“skipping grades”), or (2) sectioning superior pupils in rapidly-mov- 
ing classes (doing two years’ work in one, or three years’ work in two). 

According to the first procedure a bright child who has just finished 
the third grade might, for example, be promoted to the fifth grade with- 
out ever taking the fourth grade. As a rule the bright third-grader who 
finds himself elevated to the fifth grade has little trouble in keeping 
up with his new class. He is “kept out of mischief” and in general 
finds the new studies, which are more commensurate with his ability, 
challenging to him. In many school systems this is often the only 
avenue open for the effective education of superior children. This 
procedure, however, possesses several rather objectionable features. In 
the first place, children who skip grades often miss much basic content 
material which is never covered in their further studies. Altho the 
child may not immediately recognize that large gaps exist in his 
scholastic experience, sooner or later he may find himself without a 
specific tool or skill which was taught in the grade he skipped. A sec- 
ond criticism of this plan of acceleration arises from the possibility 
that the child may be placed in a social group for which he is unfitted. 
His physical, emotional, and social development may be normal for 
his age, but grade acceleration forces him to associate with children 
who are much more mature in these respects than he. Many undesir- 
able consequences may affect the child who is placed in such an un- 
natural environment. The skipping procedure is probably the least 
satisfactory of the various methods that have been used for meeting 
the needs of superior children. 

The second acceleration procedure, namely, that of sectioning 
superior pupils to rapidly-moving classes, has certain distinct ad- 


382 ELEMENTARY SCHOOL PRINCIPALS 





vantages over the plan of giving extra promotions. The most important 
advantage is that no serious gaps are allowed to occur in the child’s 
scholastic experience. No grades are skipped. The entire work of two 
grades will often be covered in one year. An example of this type of 
arrangement is found in the experimental school of the University 
of Illinois. Children of the schools in the vicinity of the university 
who have finished the sixth grade with at least a B average in all 
their elementary-school subjects are eligible to take the examinations 
for admission to the sub-freshman group of the University of Illinois 
High School. The examinations consist of a battery of achievement 
tests and an intelligence test. Those children ranking highest on these 
tests are admitted to the sub-freshman class where they complete the 
work of the seventh and eighth grades in one year. In addition to 
covering the regular two years’ work in one, the children participate 
in a number of enrichment activities such as the study of art and 
music appreciation. 

The Chicago public schools * are experimenting with rapidly-moving 
classes for superior pupils. Children with superior general ability 
are identified after their first half-year in school and are placed 
in classes where they will complete the first seven grades in six years. 
They spend a full year in the eighth grade, but they save one year 
in completing the entire grade school course. 

A limited amount of acceleration such as is provided in rapidly- 
moving classes is no doubt desirable. Allowing a bright child to ad- 
vance somewhat more rapidly than the ordinary child automatically 
provides for certain benefits of enrichment.’ Furthermore, there is 
evidence to show that a moderate amount of acceleration produces no 
detrimental effects upon a superior child.* Besides saving a possible 
year of time, the superior pupil will tend to avoid habits of indolence 
which he might acquire if he were not allowed to occupy himself with 
studies which constitute a real challenge to his intelligence. When 
the accelerative process is carried to extremes, however, it can easily 
be a major factor contributing to a child’s maladjustment. 

Enrichment of the regular curriculum—lIn order to avoid any un- 
desirable effects that may result from accelerating superior pupils, 
a number of schools have set up enrichment programs which do not 
call for special or rapid promotions of any kind. The superior pupil 


4“New Plan for the Chicago Schools.’’ School and Society 45: 450-51; March 27, 1937. 

5 Freeman, F. N. “The Treatment of the Gifted Child in the Light of Scientific Evidence.’ 
Elementary School Journal 24: 652-61; May 1924. 

6 Wilkins, W. L. ‘‘The Social Adjustment of Accelerated Pupils.’’ School Review 44: 445-55; 
June 1936. f Engle, T. L. “Achievements of Pupils Who Have Had Double Promotions in Elemen- 
tary School.” Elementary School Journal 36: 185-89; November 1935. 


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CHILDREN OF Superior ABILITY 383 





remains at his grade level and in his regular room, but carries on a 
wide variety of activities in addition to the regular class work. These 
activities often take the form of supplementary reading, the develop- 
ment of special problems and projects, and simple research. 

The St. Louis schools * furnish an example of an attempt to provide 
for superior children and at the same time leave them in their regular 
room and grade. Each teacher is made responsible for meeting the 
individual needs of all types of pupils in his class, superior as well 
as average and retarded children. One fourth-grade teacher, for ex- 
ample, guided a ten-year-old boy with an IQ of 137 in supplement- 
ing his regular work in science with special] exhibit pictures, and in 
enriching his work in history with a report on Andrew Carnegie and 
the Palace of Peace. This boy also wrote an original play. Another 
teacher of an eighth-grade class reported that a twelve-year-old girl 
who had an IQ of 143 performed the following supplementary activi- 
ties: (1) wrote a series of book reviews, (2) conducted make-believe 
radio broadcasts in which other pupils participated, (3) set up a 
scientific laboratory in her home and reported her experiments to the 
class, and (4) served as the leader of a reading club. 

From a theoretical standpoint this method of having each teacher 
provide for her own gifted pupils by encouraging and supervising ap- 
propriate supplementary work is very desirable. Many obstacles, how- 
ever are encountered in its practical application. The typical teacher is 
often too busy with her average and slow-learning pupils to devote 
much time to the one or two very superior children in her classroom. 
Furthermore, it is too much to expect that every teacher in charge 
of a class will be sufficiently versatile and ingenious to arrange suitable 
activities for certain children of unusual ability. It might, for example, 
be desirable to teach a modern foreign language to an especially 
gifted sixth-grader or to assist him with some complicated science 
project. It is questionable whether the average teacher would have the 
qualifications for directing such work. However, if sufficiently high 
standards for teacher personnel can be met, the method of enrichment 
in regular classes is ideal. 

A somewhat different type of enrichment program for gifted children 
has recently been carried out in Washington, D. C., at the fourth-, 
ifth-, and sixth-grade levels.* Hobby clubs have been formed to give 
opportunity for enrichment to children who possess unusual talents 


Cm 

"Bear, M. V. ‘How St. Louis Schools Serve Their Bright Pupils.” Journal of the National Edu- 
tation Association 28: 121; April 1939. 

‘Hahn, Julia L. ‘Hobby Clubs for Children with Special Gifts.” Educational Method 18: 21-26; 
October 1938. The description given here conforms with the present program in Washington and 
differs slightly from that described in Dr. Hahn’s article. 











384 ELEMENTARY ScHOOL PRINCIPALS 

and interests along specific lines. There is a glee club, a creative writ- I 
ing club, an art club, a science club, and a creative dramatics club, R 
These groups are guided by teachers who are skilled in these respective 
areas and who are interested in working with gifted children. The . 
clubs meet once a week at two o’clock in the afternoon. At this time , 
the selected children leave their regular classrooms and go to a centrally ‘ 


located school where the club activities are carried on. From one to D 
three children are chosen from each of eighteen schools for participation A 
in each of the five clubs. Admission to membership in the clubs is 51 


not based upon scores made on an intelligence test, but upon the basis of ar 
interest and unusual ability in the work to be undertaken by the club, ks 
Experience has shown that the majority of the qualifiers are also chil- or 
dren of superior general mental ability and outstanding achievement. mi 


Administrators of the cooperating Washington schools have praised 
this plan highly. One principal had the following to say regarding} 4p 
a boy of outstanding ability in science who was enrolled in the science | pp 
club: “This child has made fine contributions from his contacts with | 7} 
the club. He made a telephone switchboard for school use.” Another | po, 
principal reported of a child with an IQ of 134 who has an achieve- | 4p; 





ment rating five years above his grade level: “The club is very r 
desirable for M as it gives a wider scope for his interest in music } jg g 
and brings him in contact with other children of similar talents.” } 7), 


This method of enrichment by means of clubs for children with special | oy, 
gifts is undoubtedly very valuable. It is unlikely, however, that this} the 
one procedure can, by itself, adequately meet the needs of all superior tra, 
children. hay 

Special classes—An increasing number of schools have set up special typ 
classes for children of superior general mental ability. These classes > ¢hj), 
differ from the rapidly-moving classes discussed earlier under the oy, 
heading of acceleration in that their sole concern is enrichment with} gon4 


no attempt at shortening the period of formal education. abil; 
Cleveland® was one of the first cities to establish this type 1} oi, 
special class. In this school system, classes enrolling twenty-five t C] 


thirty superior children each pursue an enriched curriculum, usually at 
by the use of the project method. Many field trips are made; Frene a 
is taught; wide supplementary reading is done; and every child learn the ] 
to typewrite out of curiosity. Discipline is no problem. Goddard state} ,,..; 
that in observing these classes for five years he has never seen a chili > —— 


10 Lo: 


that needed disciplining. The children are apparently too interestei — 


in what they are doing and too busy to get into mischief as so ofte Pte 
ecora 

® Goddard, H. H. School Training of Gifted Children. Yonkers-on-Hudson, N. Y.: World Boo —. 
Co., 1928. 226 p. 4: 173.2 








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CHILDREN OF SUPERIOR ABILITY 385 





happens when superior pupils are left to their own devices in the 
traditional classroom. 

Los Angeles*° has also developed promising classes for children of 
superior ability. The stated aim of these “opportunity rooms,” as they 
are called, is to keep the minds of the pupils happily and purposefully 
active. Each room is turned into a laboratory where the child is 
permitted to work, experiment, and learn to the limit of his ability. 
A teacher who wishes to be selected to guide the activities of these 
special classes must satisfy the following conditions: (1) be a quick 
and eager learner herself, (2) be a student of mental hygiene, (3) 
know literature, the arts, and the sciences, and be able to recognize 
creative ability in these fields, and (4) have among her teaching tools 
music, drawing, and a modern language. 

Probably the most carefully planned and complete program of 
enrichment that has yet been developed for superior children is to 
be found in Public School 500 (Speyer School), New York City.™ 
The classes conducted there are composed of children whose IQ’s 
range between 130 and 200 (Stanford-Binet). The age range of the 
children at the time of this writing is from nine to twelve years. 

The chief enrichment project which the classes have undertaken 
isa study of what has been called “The Evolution of Common Things.” 
The children, being of such a high level of intelligence, are unusually 
curious and enjoy tracing the history and development of many of 
the common things which are customarily taken for granted. Clothing, 
transportation, communication, shelter, illumination, and sanitation 
have all been investigated by the pupils from this point of view. This 
type of activity not only provides much stimulating work for the 
children, but also gives them an acquaintance with the evolution of 
our civilization which is so essential for one who would make further 
contributions to what now exists. It is from children of the mental 
ability range found in these classes that we may expect the leaders, 
scientists, and philosophers of tomorrow to emerge. 

Closely related to the unit on “The Evolution of Common Things” 
at Speyer School is one on biography which has an important place in 
the curriculum. The children are also being taught to read and speak 
the French language. There is further special work in general science, 
music, dramatics, and handicrafts. One hour each week is devoted 





Los Angeles City Schools. Fourth Yearbook of the Division of Psychology and Educational 
Research. School Publication No. 211. Los Angeles, Calif.: the Schools, 1931. p. 67-87. 

1 Hollingworth, Leta S. ‘The Founding of Public School 500; Speyer School.”’ Teachers College 
Record 38: 119-28; November 1936. § Hollingworth, Leta S. “An Enrichment Curriculum for 
Rapid Learners at Public School 500: Speyer School.” Teachers College Record 39: 296-306; 
January 1938. § Schuck, M. I. “Curriculum Enrichment for Rapid Learners.’’ Social Education 
3: 173-76; March 1939. 











v 


386 ELEMENTARY ScHoot PRINCIPALS 





to meetings of the Games Club, where the children learn skills re- 
quired in various games in order to insure worthy use of their leisure 
time and to aid them in their social development. Reading, writing, 
arithmetic, and other tool subjects are not neglected, for the mornings 
are spent in mastering the established elementary-school curriculum 
by means of the “contract method.” Tests have shown that the children 
are well in command of these fundamental subjects. For example, when 
the median chronological age of the members of the classes was nine 
years and six months, the average educational standing as measured 
by the Stanford Achievement Tests ?* was found to be in the middle 
of the seventh grade. 

At this point a brief evaluation of the special class should be made, 
It is apparent that one distinct advantage of the special class is that 
the teacher is free to give his full and undivided attention to the 
problems of gifted children. In a heterogeneous class the superior child 
is very likely to receive inadequate attention even tho the intentions 
of the teacher may be the very best. Certain objections, however, 
have been raised against the special class. Among them are the follow- 
ing: (1) that the procedure is undemocratic, (2) that the children 
placed in such classes are very likely to become conceited, and (3) 
that the superior children are needed in the regular classes to serve 
as pacemakers for the other children. 

These objections, in the writer’s opinion, are somewhat superficial 
and scarcely square with the facts. If democracy stands for anything, 
it stands for equality of opportunity and the right of each individual 
to develop to the limit of his ability in order that he may be of maxi- 
mum service to society. The children in special classes are given no 
special privileges. They are merely given a chance to fully develop 
the superior abilities which they possess. To the complaint that 
special classes may make gifted children conceited, Goddard makes 
the following reply: “Out of some five hundred children who have 
been in the Cleveland special classes from one to four years, we have 
yet to hear of one who has been made conceited.” ** Furthermore, it 
would appear that the regular class would afford greater opportunity 
for a superior child to become conceited if he were so inclined, because 
of the fact that he is likely to be by far the brightest in the group 
In the special class a bright child finds himself surrounded by obvious 
competition. As to the third objection that the dull and average children 
need the stimulation of the superior pupils, it may be said that instead 
of being stimulated these children are more often discouraged by the 


12 Published by the World Book Co., Yonkers-on-Hudson, New York. 
18 Goddard, H. H., op. cit., p. 27. 








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CHILDREN OF SuPERIOR ABILITY 387 





presence in the class of those with whom they cannot successfully 
compete. In general, the literature of the field shows that special 
classes for superior children have been surprisingly successful in the 
places where they have been established. 

Summary—Since children of superior mental endowment are the 
most valuable assets that our nation possesses, it is becoming more and 
more apparent that suitable provision must be made for their educa- 
tional development. In this article, three methods of meeting the 
needs of superior children have been considered: (1) rapid advance- 
ment (acceleration), (2) enrichment provided thru regular class- 
room facilities, and (3) enrichment provided by special classes. More 
detailed illustrations of these methods are given by other contributors 
to this chapter. 

Of the two plans for acceleration, the rapidly-moving class has 
been shown to be superior to the “skipping” procedure. The former 
method, when supplemented with enrichment activities, has many 
points to commend it if the amount of acceleration involved is not 
excessive. The plan of enriching the superior pupils’ educational experi- 
ence thru regular classroom channels has excellent possibilities pro- 
vided “master teachers” are placed in charge of each class. Special 
classes for superior children have an advantage over other methods in 
that more careful attention can be given to working out programs 
especially suited to the needs of these children. The special class is 
particularly adaptable to the larger schools and communities where 
sufficient numbers of gifted children of the various ages are available 
to make the formation of such classes feasible. 











388 ELEMENTARY ScHOoOL PRINCIPALS 





SPECIAL CLASSES FOR SUPERIOR CHILDREN IN A 
FAR-WESTERN CITY 


Cora Lee DANIELSON 


Assistant Supervisor, Section of Education of Exceptional Children, Public Schools, 
Los Angeles, California 


in gifted children and in their adequate training. Professional 

associations of educators are devoting an increasing number of 
their meeting sessions to discussion of the problem of the gifted child. 
Educational literature is giving more space to consideration of the 
subject. Teachers colleges are impressing upon their students the 
importance of special attention to pupils with unusual capacity. The 
federal Office of Education has for some time been actively engaged 
in studying the needs of and provisions for mentally superior children 
in the United States. 

Efforts to provide for the education of gifted children have taken 
different forms due to divergent opinions as to the kind of learning 
situation that is preferable. Some authorities believe superior children 
should find their places as the leaders in regular heterogeneous class 
groups; others maintain that such children should be allowed to ad- 
vance thru the standard curriculum at a rapid rate; a third group 
believes that the needs of mentally gifted children are best served in 
special groups of a more or less homogeneous nature. 

The Los Angeles public schools were among the first to organize 
special classes for children of superior general mental ability. These 
so-called opportunity classes in elementary schools are conducted 
according to the philosophy that curriculum modification and en- 
richment in homogeneous groups are the most desirable means of 
conserving and developing the capacity for creative leadership among 
superior children. The application of this philosophy in Los Angeles 
is described in the following pages. 


T IS ENCOURAGING to find in our schools an upward trend of interest 


SELECTION AND ORGANIZATION OF PUPILS 


Opportunity classes are organized in elementary schools upon the 
request of the principal if the number of pupils of superior mental 


ability indicates the need for such classes. There must be approximately 


thirty pupils with IQ’s of 125 or above in the school or within easy 
transportation distance of the school. 

Plan of grouping—To afford reasonable social homogeneity the 
chronological age range is limited. A group in one school, for example, 
is made up of pupils from the four sections of the fifth and sixth 


— 





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CHILDREN OF SupERIOR ABILITY 389 





—— 


grades; in another school an opportunity class may draw from five 
grade sections. After the group is organized, grade designations and 
boundaries are forgotten. The class becomes a social working unit, 
not a combination of grades. 

If it were administratively feasible, classes would be organized in 
three neighboring schools. One would enrol children seven and eight 
years of age; another, children of nine and ten years; and a third, 
children of eleven and twelve years. The age grouping, however, would 
be left sufficiently flexible to permit an individual pupil to be enrolled 
in the group best suited to his developmental needs. Eleven-year-old 
children often have the social maturity as well as the intellectual 
ability of pupils four to seven years older. The following example of 
such social maturity was pointed out by the late Leta S. Hollingworth: 

An eleven-year-old boy, of IQ close to 180, decided to run for the office of class 
president in the senior high school to which he had been accelerated. His class- 
mates were around sixteen years of age. During the electioneering a proponent 
of a rival candidate arose to speak against the eleven-year-old; and he said, among 
other things, “Fellows, we don’t want a president in knee pants.” 

In the midst of the applause following this remark, the eleven-year-old arose, 
and waving his hand casually in the direction of the full-length portrait of George 
Washington on the wall, he said, “Fellows, try to remember that when George got 
to be the Father of our country he was wearing knee pants.” 

Our eleven-year-old was elected by a large majority. He gave evidence not only 

of an IQ of 180, but also of the additional qualities of political leadership of a 
high degree: audacity, presence of mind, good humor, grace, and, above all, the 
genuine desire to be a popular leader. He knew how to bridge, by a debonair 
gesture, the great gap between him and those to be led? 
Altho Los Angeles does not advocate or practice to any extent the 
acceleration of pupils, an adaptable plan of opportunity class grouping 
by chronological age would probably place such a boy among his 
social as well as his mental equals. 

Use of examinations—Children are selected for the special classes 
by mental examinations. Candidacy for the examinations is indicated 
by the routine counselor surveys of schools or by teachers’ recom- 
mendations. 

It is easy for teachers of large classes to err in their judgment of 
mental ability. Oftentimes children who have been unnecessarily 
troublesome and puzzling are recommended for testing for possible 
admission to a class for the mentally retarded. Not infrequently a 
high degree of intelligence is revealed by examination of those children, 
much to the surprise of the parents, teachers, and school principals. 

“He shows no interest in his schoolwork and does not do the assign- 
ments; he delights in annoying other pupils” was written of one boy 


1 Hollingworth, Leta S. ‘‘What We Know About the Early Selection and Training of Leaders.”’ 
Teachers College Record 40: 580; April 1939. 








390 ELEMENTARY SCHOOL PRINCIPALS 





on the blank requesting an examination for placement in a class for 
the mentally retarded. This boy’s score on a Stanford-Binet test gave 
him an IQ of 162. Enrolled in an opportunity class, he did outstanding 
work in research and in creative writing. His use of English was 
exceptionally good and his vocabulary rich. His choice of reading 
material was mature both in quality and in variety. In his first 
semester in junior high school, however, his teacher of English gave 
him a failure mark, which she explained was based on his “lack of 
interest and failure to hand in the assignments.” In the same semester 
he was given a three-hour college entrance examination with four 
hundred entering freshmen. His score on the examination exceeded 
the scores of 48 percent of the freshmen. 

Following that episode an understanding and cooperative school 
counselor so arranged the boy’s program that he finished his three 
years of junior high school in a year and a half. He completed his 
senior high-school courses “with recommendations” in two and a 
half years, altho he confessed that he “was always irked by the un- 
necessary dullness of the courses.” At eleven, when the first acceleration 
was made, this boy was nine inches taller than the average for his 
age. His physical and social maturity as well as his mental superiority 
made rapid advancement advisable. 


QUALIFICATIONS OF TEACHERS 


Perhaps the most difficult phase of administering the Los Angeles 
program for superior children is the selection of qualified teachers 
for the opportunity classes. The legal code of the state of California 
takes care of the least important of the qualifications when it stipulates 
the basis for certification of elementary-school teachers. Assuming, 
then, that all certified teachers possess the minimum academic and 
professional training required for a bachelor’s degree, what other 
qualifications are sought? 

Groups of children who test in the highest 1.5 percent for intellect 
have been gathered together. The purpose in so grouping them is that 
each may, according to his developmental needs, “live the good life” 
as part of a social group while he is acquiring the skills, perfecting 
the cultural practices, and developing the attitudes that will help him 
to continue to live fully and usefully. Adequate realization of this 
purpose demands a teacher who is herself in the highest 1.5 percent 
in general mental ability and is a well-integrated person capable of 
living a life of satisfying cultural pursuits. Such a teacher should 
be acquainted with the tools of fine living: books and bookmakers, 
music and musicians, art and artists of all kinds, people and their 





th 


- 


CHILDREN OF SuPERIOR ABILITY 391 





_—_— 


institutions. These she should know, and her knowledge and apprecia- 
tion should grow from day to day. 

Further, a teacher of superior children should possess the habit 
of tolerance and appreciation of the efforts of all with whom she comes 
: in contact in order that she may cultivate such a habit in the children 
} she guides. Hollingworth has said, “Failure to learn how to tolerate 
in a reasonable fashion the foolishness of others less gifted leads to 
: bitterness, disillusionment, and misanthropy, which are the ruin of 
: potential leaders.” ? 

, Well-qualified teachers of gifted pupils know children and their 
needs. They recognize the desires and drives of childhood. They under- 
stand thoroly the laws of mental hygiene and how to apply them to 
| individual cases under specific conditions. They are leaders of the 
: type that expect pupils to take the initiative wherever possible, and 
g they exercise no thwarting dictatorship. If teachers claim to know all 
2 the answers, they fail in the endeavor to assist pupils thru an ex- 
- perience curriculum. For the most part, competent teachers of superior 


n children know how to find the answers and have the ability and the 
§ willingness to help children search for them. 
y Difficult tho it may seem to find a teacher thus qualified to lead 


a group of very superior children thru worthwhile experiences for 
two or three years of school life, Los Angeles has been privileged to 
select from the large number employed in elementary schools just 


28 such teachers for the opportunity classes. They all have, to a marked 
rs degree, the spirit of the one who, in summer school sessions, took 
ia courses in the history of art, nature study, stagecraft, and drama 
es construction in order that she might be better prepared to lead the 
g, children and to enjoy these subjects with them. This teacher wanted 
ad a master’s degree in education, but she substituted these courses for 
er others which were prerequisites for such a degree because she- knew 
the children did not need the technical courses in education. With such 
et teachers the intellectual and emotional development and the personal 
at integrity of each child are safe as far as the school can make them so. 
: CurRICULUM ADJUSTMENTS AND TEACHING METHODS 
im A paramount consideration in the instruction of gifted children is 


his the type of curriculum which they shall experience. What are the 
nt basie requirements to which enrichment procedures shall be applied? 
of What constitutes curriculum enrichment for the children in these 
ald special groups? Los Angeles has come to believe, after eighteen years 
rs, of experience with opportunity class children and their teachers, that 
eit 





* Hollingworth, Leta S., op. cit., p. 586. 











392 ELEMENTARY SCHOOL PRINCIPALS 





enrichment is largely a matter of methods of instruction rather than 
of changes in subjectmatter or materials. Course-of-study require- 
ments, where such exist, can be made to enrich the lives of the children 
if they are “pupil purposed” and taught thru actual pupil experiences, 

Acquisition of basic skills—Children with high IQ’s need, as much 
as any other children, to acquire skill in arithmetic, spelling, the gram- 
mar of language usage, and the other tools of learning. In fact, these 
boys and girls are the ones who will make the most valuable use of 
the tools. Imposed drill, as such, is meaningless to them and usually 
unnecessary. They seek for meanings and relationships in what they 
do, and they work with definite purposes in view. In the opportunity 
classes tool subjects make up an integral part of the enriched ex- 
periences of the pupils thru the methods of instruction employed. The 
philosophy of that instruction involves no formal lesson assignments 
and no required “recitations.” Each pupil is encouraged to watch his 
own progress and improvement. 

Occasionally it is found that relying largely upon the child to attend 
to his own deficiencies fails to produce the desired end. On one oc- 
casion the principal of a school, an expert teacher of penmanship, 
undertook to teach a course of formal writing lessons when it seemed 
that the handwriting of the children was especially poor. A marked 
improvement resulted. Also, there were amusing discussions of the 
unaccustomed silent march to and from the penmanship room, the 
rising and passing at signals, and the writing in time to rhythmical 
counting. There was, however, general agreement with one child who 
said, “We deserved it because we did not do our independent 
practicing.” 

Research problems and projects—Adjustment of the curriculum to 
meet the needs of these groups also involves giving the children daily 
practice in creating, discovering, inventing, adapting, and problem- 
solving on their own levels. A major field of experience is set up for 
each group, the selection of the field being governed by the interests of 
the pupils. In theory, approximately one semester’s study is devoted 
to the general field of science or the “evolution of common things.” 
The second semester’s work is built around the cultural aspects and 
institutions of some period in the history of civilization, including the 
people of that period and their achievements in art and literature. 

Each unit is organized, as far as possible, as a problem to be in- 
vestigated and solved. The units are not presented as opportunities 
for collecting facts or acquiring knowledge for its own sake, since it 
is recognized that such activity requires little or no exercise of critical 
judgment. Rather, each project grows out of pupil interest, has 4 





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CHILDREN OF SuPERIOR ABILITY 393 





specific purpose, and evolves thru careful pupil planning. Among the 
subjects chosen for unit study have been the following: (1) food and 
nutrition; (2) what people know of astronomy and how they use the 
knowledge (an observatory and a planetarium in the vicinity aided 
in this study); (8) weather; (4) publishing a newspaper; (5) music 
on the pages of our history (the production of a pageant showed the 
connection between the stages of our historical development and their 
music) ; (6) illumination; and (7) plant propagation and chemiculture. 

One class spent a profitable and interesting period investigating 
the question of why Los Angeles is bringing water thru mountains and 
across deserts to the city. The study developed until it included the 
consideration of the uses, conservation, and control of water in general 
and the history of the city’s water system. The group took advantage 
of opportunities for much firsthand investigation and research, numer- 
ous observation expeditions, and many illustrations of means of water 
control and transmission. 

When this project was completed, the saturation point of interest 
in the development of the city had not been reached. The group had 
caught glimpses of early life and conditions. They wanted to spend 
more time in learning how the city, as they knew it, had grown up 
from the past. They had, however, been troubled by the scarcity of 
books on any phase of the history of Los Angeles. Why not write 
their own book? The discussion finally ended with a plan for the 
children to write a child’s book of history stories of early Los Angeles. 
It was an ideal problem. It had a concrete, accessible goal which was 
not too distant. Materials were gathered, scrutinized, criticized, and 
sifted. Historic spots were visited, pictures studied, and people inter- 
viewed. Something had to be learned about the writing of books. 

When a historical incident was chosen as the basis for a story, the 
children lived over again that particular occasion. This was done in 
dramatic play on the schoolgrounds or on the school stage. Conferences 
and evaluations preceded and followed the dramatizations. Stories 
were written and illustrated by individuals and committees, and were 
subjected to editing by the entire group. Some stories were dramatized 
for the parents. This necessitated a study of stagecraft and costume- 
making and gave practice in obtaining the right amount of help from 
the community. 

The finished manuscript now consists of twenty-nine stories and 
several poems of real merit. It is hoped that other children will enjoy 
them in the future. However, the writers have yet to learn some- 
thing of publishing and publishers before their manuscript will become 
the finished book that has been planned. 

The problem for each unit of study is the socializing bond for the 


a 











394 ELEMENTARY SCHOOL PRINCIPALS 





group. Each boy and girl contributes his or her part to the accomplish- 
ment of the common goal. The development of habits of working 
together is essential. It is equally essential that each child follow his 
own interests and develop his special abilities. Practical provisions 
are made for, and encouragement is given to, pupil investigation, re- 
search, and production. The class is assembled whenever a child or 
group of children wants to report or to ask for assistance from others, 
In each group there are a number of clubs, pairs, and individuals 
working informally on their particular contributions to the unit. 

The various aspects of science are most popular with the children. 
Microscopes and magnifying glasses are treasured and in constant use, 
as are any other bits of laboratory apparatus. The scientific investi- 
gations carried on are entirely worthy of the intelligence of the children 
and they amply justify the amount of time consumed. 

Creative activities—The creative ability of children of superior 
general intelligence is of high order and needs only the right soil in 
which to flourish. The encouragement of appreciative attention brings 
forth original expression in simple inventions, music, dances, stories, 
and poems. The workshop period, during which all are free to engage 
in the “making of things” or in such creative work as drawing, paint- 
ing, and modeling, is an established part of the program. Another 
part of the program is the individual contribution time, or “class 
meeting,” when the group listens to its own members as they present 
their offerings for information or appreciation. 

In the opportunity classes most major units engage much creative as 
well as research ability. For example, one class wrote the verse and 
composed the music for a pageant illustrating the development of 
music. Some of the music has been sung by professionals. ““The Hebrew 
Song of Thanksgiving” and the Negro spiritual, “They Warn’t Afraid,” 
received high praise from the director of music in the local schools. 

The class newspaper furnishes incentive for writing and for illustrat- 
ing. However, the children often write, draw, or model purely for 
the pleasure of expression. It is not a rare phenomenon for a pupil to 
write a book of poems or to fill a portfolio with sketches. The follow- 
ing was selected from one eleven-year-old girl’s collection of fifty 


poems. THE SEA 


The clouds were floating lazily; I saw them as I ran. 

I could not tell where the sea left off or where the sky began. 
The waves were rolling languidly, softly at my feet, 

And as they dropped upon the shore I seemed to hear the beat 
Of eternal footsteps, pounding ever on the sand, 

Sweeping, keeping, beating time with the waters of the strand. 


—M. G. H. 





— 





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CHILDREN OF SUPERIOR ABILITY 395 





THEY WARN'T AFRAID 





1. Jonah in the whale's mouth, He warn't afraid, He warn't 
2. Noah in the big ark, He warn't afraid, He warn't 
3. David fit the gi - - ant, He warn't afraid, He warn't 
4e Joseph in the dark pit, He warn't afraid, He warn't 
5- Daniel in the lion's den, He warn't afraid, He warn't 





afraid, He warn't afraid, Jonah in the whale's mouth, 
afraid, He warn't afraid, Noah in the big ark, 
afraid, He warn't afraid, David fit the gi-- ant, 
afraid, He warn't afraid, Joseph in the dark pit, 
afraid, He warn't afraid, Daniel in the lion's den, 





He warn't afraid, ‘Cause he had faith in God. 
He warn't afraid, ‘Cause he had faith in God. 
He warn't afraid, ‘Cause he had faith in God. 
He warn't afraid, ‘Cause he had faith in God. 
He warn't afraid, ‘Cause he had faith in God. 


FIGURE I—Negcro SprrirvaL Composep IN A CLAss oF GIFTED CHILDREN 


Nor are the children with high IQ’s one-sided possessors of a single 
creative ability. One ten-year-old boy with an IQ of about 170 made 
up a dance and taught it to a group of companions. In the next half 
hour he happened to see the face of a classmate express appreciation of 
a joke and he described it thus: 


CYNTHIA SMILES 
A joke! 
The lips begin to part! 
The forehead wrinkles. 
A thing within her tinkles. 
The wave of laughs begins 
Then, like unto a dart 
She laughs. 


It has broken! 
Now it ebbs 
And fades away. 


—D. W. 


On another occasion this same ten-year-old handed the orchestra 
teacher an originally arranged orchestration with the piano part left 
out. The arrangement was good. The teacher liked it, but she pointed 











396 ELEMENTARY SCHOOL PRINCIPALS 





out the omission of the part for the piano. “I omitted that intention- 
ally,” said the boy. “I resent the piano. It dominates the whole orches- 
tra, and I resent it.” The teacher explained that a children’s orchestra 
needed the piano to “hold the music together.” The boy, still holding 
to his point of view, later wanted to know if he might substitute an 
accordion part for the piano. 

This boy, in addition to his creative ability along many lines, has a 
well-developed social sense and exceptional qualities of leadership, 
He is an amateur scientist and is the best informed and most liked boy 
in the group. Yet when he first entered the class he was emotionally 
unstable and a puzzle to his school and his parents. 


GENERAL APPRAISAL OF THE PROGRAM 


Los Angeles is not entirely satisfied with its provisions for gifted 
children and is constantly studying means of improving them. For 
that reason the curriculum has not been and probably will not be put 
in permanent, written form. However, certain things seem to be true 
of opportunity class training. The experiences of pupils and teachers 
have convinced all who have watched the program thru its experi- 
mental stages that it (1) brings to the children happiness in work and 
freedom for development, (2) trains for leadership, (3) brings out 
initiative and research ability and teaches children how to study, (4) 
develops a sense of responsibility to others, and (5) relieves teachers 
in regular classes of their responsibility to these superior children, 
and thus makes way for special attention to the needs of children of 
lesser ability. 

Records show that children from the opportunity classes hold more 
than a normal percent of the positions of leadership in high schools and 
colleges. Also these children, upon completion of their high-school work, 
are known to receive a greater proportion of college recommendations 
than other children of like ability. Finally, it is believed that special 
classes for superior children in Los Angeles help to forestall such in- 
cidents as that related by a teacher in one of the junior high schools. 
This school enrols pupils of all abilities in each of its classes. In one 
class a boy with an IQ of 72 was reporting to the class on bacteria- 
produced diseases. When the report was ended a boy with an IQ of 
165 rose and said, “I want to make three comments on that report: 
First, he didn’t have his facts. Second, the whole report was poorly 
organized. Third, I resent having my time wasted listening to such 4 
report.” Obviously, such a cruel comment needed a teacher’s skilful 
handling. But who will deny that it may have had some justification’ 








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CHILDREN OF SuPERIOR ABILITY 397 





SPECIAL CLASSES FOR SUPERIOR CHILDREN IN AN 
EASTERN CITY 


Dorotuy E. Norris’ 


Assistant Supervisor in Charge of Major Work Classes, Board of Education, 
Cleveland, Ohio 


ber 1921, when a class of pupils with high IQ’s was established 

in one of the elementary schools. The same year a group of 
women from the Women’s City Club formed a committee to foster 
the education of gifted children. This committee invited a university 
specialist in psychology to act as adviser for both the civic group 
and the teachers of superior children. It was arranged that he should 
spend two days a month in Cleveland in connection with this work. 

The committee also met with the superintendent of schools and the 
assistant superintendent in charge of elementary education to ask 
whether it could assist in providing more adequate opportunities for 
gifted pupils. This offer of assistance was readily accepted and the 
committee has cooperated with the school authorities ever since. One 
of its contributions has been the donating of funds to purchase special 
equipment for the special classes, including maps, globes, charts, 
pianos, typewriters, books, and other accessories not provided for in 
the school budget. Today most of the money for this purpose is given 
by a Cleveland woman who has broad civic and cultural interests. 

As a result of this cooperative interest and effort the city now has 
classes for superior children in ten elementary schools, four junior 
high schools, and three senior high schools. The total enrolment in these 
classes is about 1600, of whom a third are in the elementary grades. The 
groups are Officially called “Major Work Classes,” a name which avoids 
the objectionable connotations of such a term as “High IQ.” 

In establishing and maintaining these classes, Cleveland schools have 
recognized that the superior child needs special study and treatment no 
less than does the child of inferior ability. Those responsible for the 
program believe, moreover, that while some of the necessary educa- 
tional opportunities can and should be provided in heterogeneous 
groups, the peculiar needs of the gifted pupil can best be met by placing 
him in a relatively homogeneous group for a major part of his class- 
room work. 


(Cer o2, SPECIAL INTEREST in superior children began in Octo- 


ORGANIZATION OF CLASSES AND SELECTION OF PUPILS 


The children in each Major Work Class at the elementary-school 
level are drawn from several schools within reasonable traveling dis- 


1 Assisted by the teachers of Major Work Classes in the elementary schools of Cleveland. 








398 ELEMENTARY SCHOOL PRINCIPALS 





tance of the school in which the class is housed. The grade range of 
each group depends upon the number of superior children available 
from each grade in these neighboring schools. Ideally, there would 
probably be only one grade in each class. However, owing to the small 
number of candidates at each grade level, the children of Grades I, 
II, and III are usually grouped in one room, and those of Grades IV, 
V, and VI in another room. It is felt that more than six half-grades 
in a room is undesirable. The enrolment of each class is between thirty 
and thirty-five pupils. 

The children are selected by means of standardized intelligence tests. 
Each semester a program of group tests? is given in all elementary 
schools. From the results of these tests a “probable learning rate” is 
computed for each child, and each child whose rating is 125 or more 
is referred to the psychological clinic for an individual Stanford-Binet 
examination. If the resulting IQ is 125 or higher, the child is placed 
in a Major Work Class at the earliest opportunity, providing such 
placement is satisfactory to his teachers and his parents. 

The school hours for these classes are the same as for the regular 
classes. In fact, each Major Work Class is an integral part of the 
school, enjoying and participating in all its functions. The gifted chil- 
dren mingle freely and democratically with the other children on the 
playground, in physical education periods, in school assemblies, and in 
special-interest clubs. On the other hand, the program of the Major 
Work Class provides a special stimulus to creative effort, encourages 
critical thinking, and helps to keep the children working up to their 
high levels of mental ability. 


PROVIDING A SUITABLE CURRICULUM 


The content of the curriculum for superior children, like that for 
ordinary children, is not a fixed, permanent thing. It must evolve 
gradually in accordance with social changes, progress in science, and 
increasing knowledge of the needs and development of children. Never- 
theless, there are certain enduring principles on which the program of 
Major Work Classes is based. 

The development of essential skills and understandings in the chil- 
dren is of first importance. The innate ability of the gifted child, how- 
ever, enables him to master such content with much less than the 
usual expenditure of time and effort. Since sustained effort at chal- 
lenging tasks is essential to maximum growth, the school environment 

2Each pupil takes one of the following tests: Kuhlmann-Anderson Intelligence Tests, Grade II 
(Educational Test Bureau, Minneapolis); National Intelligence Tests (World Book Co., Yonkers- 
on-Hudson, New York); Cleveland Classification Test (Bureau of Educational Research, Board 


of Education, Cleveland); California Test of Mental Maturity, Primary Series (California Test 
Bureau, Los Angeles). 








CHILDREN OF SuPERIOR ABILITY 399 





of the gifted child should provide superior intellectual stimulation and 
furnish significant and satisfying outlets for his superior energy and 
ability. His unusual readiness of comprehension, his power to draw 
conclusions from specific data, and his capacity for leadership must be 
developed and turned into constructive channels thru a variety of 
mental and social activities. 

To bring about the maximum growth of each child, the curriculum 
must be sufficiently broad and flexible to care for the diverse needs of 
all the children in a class. Even in Major Work Classes there are wide 
differences among pupils. Moreover, there is usually some unevenness 
in the abilities of the individual pupil. Hence, each child must be given 
the space, the freedom, and the materials necessary to develop his 
powers to the full, and an incentive to use those powers for the good 
alike of himself and of society. 

Basic skills and understandings—Like all other pupils in the Cleve- 
land schools, the children in Major Work Classes are expected to master 
a common core of basic skills and essential information. These essen- 
tials are covered in a series of separate subjects, including reading, 
writing, arithmetic, spelling, language, history, geography, civics, and 
science. Each pupil is responsible for learning the essentials prescribed 
in the regular curriculum for his particular grade. The administration 
and enrichment of this curriculum are the responsibility of the indi- 
vidual teacher under the guidance of the school principal and the 
assistant supervisor in charge of Major Work Classes. Such a situa- 
tion is necessary to permit desirable teacher and pupil growth. It 
results in a wide range of activities reflecting the interests and needs 
of the group and its individual members but at no time anticipating 
the work of the next grade. 

Integration of subjects and activities—An integrated program co- 
ordinates a large part of the work in each class around one central 
theme or interest. Most of these units are in the field of science or 
social studies and help to acquaint the pupils with the history and 
evolution of civilized man. Among the topics studied are lighting, 
communication, transportation, colonial life, and the nationality back- 
grounds of pupils in the class. For example, one class of fourth-, fifth-, 
and sixth-graders whose parents were either first- or second-generation 
Hungarians planned and executed a unit to satisfy their curiosity about 
the land of their ancestors. When a comprehensive plan had been 
developed, individuals and small groups accepted responsibility for 
exploring the various subtopics. Much research was done in the school 
library and in books sent to the classroom from the library. Separate 





_ 


400 ELEMENTARY SCHOOL PRINCIPALS 





objectives and outlines were set up under various subject headings, 
The objectives were as follows: 


1. Geography—To gain a clear understanding of the relationship of Hungary to 
the surrounding countries of Central Europe thru their natural resources, and to 
know more about the activities motivated thru these resources. 

2. History—To become better acquainted with the Magyar people and to know 
about their background and how it relates to their present status. 

3. Language and literature—(a) To further the understanding of the Hungarian 
people by knowing something of their language and literature. (b) To under- 
stand, thru an intensive study of two presentday children’s books on Hungary, the 
life of the peasant people of Hungary. 

4. Music—To understand and appreciate the distinctive features of Hungarian 
music thru a detailed study of Franz Liszt, Karl Goldmark, and Johannes Brahms. 

5. Recreation thru the dance—To get an appreciation of Hungarian dancing 
thru a detailed study of the steps which are common to all Hungarian dances. 

6. Art—To gain an appreciation of Hungarian design and color thru the making 
of a Hungarian frieze and thru the construction of a stage and the costuming of 
Hungarian characters for a marionette show. 

In all such units the active participation of individual pupils and 
their unique contributions to the group are strongly emphasized. Group 
discussions around a table with a class member acting as leader—com- 
parable to the seminar method of the college—provide opportunities 
for synthesizing and evaluating the results of individual research. This 
method involves the use of dictionaries, encyclopedias, and other re- 
ference books as well as slides, motion pictures, charts, maps, ordi- 
nary pictures, exhibits, radio programs, and phonograph records. The 
entire procedure is especially suited to and enjoyed by superior pupils, 
who like to share knowledge with one another. The teacher’s function 
is to guide rather than to dominate the work. 

The study of biography contributes to practically all fields of learn- 
ing and is coordinated with all the other work of the classroom. Em- 
phasis here is placed on knowledge which will help the children to 
adjust themselves successfully to their opportunities and responsibili- 
ties. They acquire much information as to how eminent persons have 
made adjustments, built their careers, and contributed to human prog- 
ress. As a result, the children gradually acquire ideals of sustained 
effort, of high achievement, and of efficient self-management. Thi 
teacher does not need to stress particularly the inspirational aspects of 
great men’s lives, since most of the children are sufficiently sensitive 
and inclined to hero-worship to discover and appreciate these aspects 
without assistance. 

In addition to books and other aids to learning in the school, trips 
to places of interest are an integral part of the curriculum. Civic 
activities of the community are investigated. Close cooperation is main- 
tained with museums. The children attend suitable performances in 











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thi 
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chi 
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CHILDREN OF SupeRIOR ABILITY 401 





theaters as well as concerts, lectures, and exhibits. Thus, the teacher 
seizes every opportunity to enrich the superior pupil’s program with 
an abundance of worthwhile and stimulating experiences. A special 
teacher directs the art and handwork, but these also are frequently 
correlated with the major activity in progress. 

Enrichment in literature—The purpose of the literature periods is 
to develop an acquaintance with the best the world has to offer in the 
field of literature suitable for the children’s level of maturity. Almost 
all bright children are omnivorous readers and therefore need tactful 
guidance in the selection of books. Teachers make a constant effort 
to develop tastes for the finer types of reading. Much is accomplished 
thru club work and weekly discussions. Booklists and club programs 
are prepared by the children. Some of the procedures used to improve 
children’s tastes are illustrated by the fifth- and sixth-grace activity 
on the enjoyment of poetry which is outlined in part below: 


A. Objectives 


1. To become familiar with many poets and to est: lish wide contact with 
poetry. 

2. To write some poetry (if this could be done spontaneously). 

3. To present an auditorium program of poems chosen by the class. 

4. To develop a pleasing voice, clear enunciation, and correct phrasing 
in the reading of poetry. 

5. To learn some of the elements and characteristics of various kinds of 
poetry. 


B. Procedures 


1. Weekly class poetry periods were held. The programs at these meetings 
were presented largely by the children, with only a brief contribution 
from the teacher. 

2. Two poetry clubs were formed within the class. These clubs stimulated 
wide reading of poetry in the search for class program material, and 
provided a training ground for good oral reading of poetry. They 
alternated in planning, organizing, and presenting the weekly room 
programs. 

3. The programs were varied in nature and some of them showed con- 
siderable originality and ingenuity on the part of the children. One 
program consisted entirely of poems by Carl Sandburg. In another, 
poems illustrating a variety of very pronounced rhythms were as- 
sembled. Sometimes a program had no particular unity but included 
a miscellaneous collection of materials about which the readers were 
enthusiastic. Some poems were presented with musical accompaniment; 
others were pantomimed while the reader was heard in the background. 
One program was presented with a campfire setting. In another, some 
of the gory old melodramatic ballads were dramatized in an exaggerated 
or burlesque manner, to the hilarious enjoyment of participants and 
audience. The clubs kept a record of all proceedings and materials 
presented. 

4. At the close of each weekly poetry period the class undertook to 
evaluate the program, considering both the material presented and the 
excellence of its presentation. 

















402 ELEMENTARY SCHOOL PRINCIPALS 





5. Sometimes a “request program” followed the regular, prepared pro- 
gram. In this way, much fine poetry was given repeatedly and so be- 
came truly the possession of the class. 

6. At intervals during the class poetry meetings, new aspects or charae- 
teristics of poetry were considered. This kept the children’s interest 
refreshed and gave new impetus to continued reading. 

7. An auditorium program for the rest of the school and a program for 
parents during National Poetry Week were presented as the climax of 
the entire activity. The children wrote an “introduction” and “cop- 
tinuity” for each program. 

8. A booklet of “choice lines” was compiled. The children tried to make 
this book truly beautiful and utilized their best performances in pen- 
manship and art. 

9. Some children wrote original poems. 

10. Some children listed in notebooks all the poems they had enjoyed, thus 
making their own personal anthologies. 

11. Some individuals made lists of poems on special subjects, such as War 
nd Peace Poems, Star Poems, Lincoln Poems, and Family Poems, 

12. '.‘he class did a little verse-speaking as a choir. 


Instruction in French—Each Major Work Class devotes one hour 
each day to the Fren h language under the tutelage of a special instruc- 
tor. Special emphasis is placed on the conversational phase of the lan- 
guage, and most of the talking during the class period is done in French, 
especially in the upper grades. Current happenings are discussed, 
stories are told or dramatized, and questions are asked and answered— 
all in French. The children learn rapidly, as a rule, and are enthusiastic 
about being able to use the language of another nation. 


RESULTS OF THE PROGRAM 


It is not easy to evaluate the results of the Major Work program 
because many of its most important and most emphasized objectives 
cannot be adequately measured. Moreover, no controlled experiment 
has been carried on to determine whether progress in basic skills and 
subjectmatter learning is greater among superior pupils in the special 
classes than among superior pupils in heterogeneous classes. Neverthe- 
less, a subjective appraisal indicates that the special classes facilitate, 
rather than impede, personality growth and adjustment, while objective 
measurement shows that these classes are not neglecting the academic 
phases of schoolwork. 

Social and civic attitudes—The informal, attractive classrooms in 
which Major Work Classes are housed provide a suitable setting for 
desirable social relationships among the children, and here good social! 
habits are carefully fostered. Release from unnecessary routine affords 
opportunity for exercise of the child’s self-control and judgment. Here 
in his small community he learns to accept responsibility willingly 
His school situation calls for constant cooperation. His program of 





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CHILDREN OF SUPERIOR ABILITY 403 





work is so adjusted that his time is fully occupied and he seldom 
creates a disciplinary problem. 

While the Major Work Class permits the gifted child to work on an 
enriched program with his mental equals, he is at the same time asso- 
ciating with children of all intellectual levels in cooperative social 
activities. Like all the others, he is a citizen of the school, takes part 
in its clubs, entertainments, and other activities, and shares in its 
responsibilities. Thus he tends to become a well-rounded member of 
the entire school group. In addition, group work within his class helps 
him in the cultivation of important civic qualities. He learns that each 
person is entitled to his own opinion but is responsible to the group 
in many ways. He learns to respect the rights and opinions of others. 
He learns to be cooperative in work and play, and to be a “good sport.” 

In a segregated group of this kind the pupil is challenged by other 
children who are of similar mentality. He soon comes to respect and 
enjoy the achievements of the others and is stimulated to emulation. 
The attitude of aloofness or superiority which the superior child some- 
times manifests toward the average or inferior child is thus counter- 
acted to a large extent. 

Mental and emotional health—To develop as a happy, capable, and 
well-rounded individual, every child needs a feeling of security. The 
below-average size of Major Work Classes helps to accomplish this 
for the gifted pupil. Since he can and does receive more individual 
attention, the child feels that he is understood. His confidence in 
himself and his world rises accordingly and his capacities are free to 
grow. 

The activity program with its life-like situations creates a real need 
for knowledge, and the child experiences satisfaction in his accom- 
plishments. In his freedom to express himself his talents are released. 
Sometimes these abilities develop as hobbies. Club work, likewise, 
provides opportunity for developing special talents. Initiative and 
originality are thus encouraged and the feelings of futility and frus- 
tration so detrimental to mental health are largely eliminated. 

Studies have shown that the gifted child usually possesses a strong 
love of beauty. The special work offered in art and music, as well as 
the enrichment provided by radio and the symphony concert, is con- 
tributing greatly to the nurture of this quality, which is so important 
in the development of a well-rounded personality. Thus, in many ways 
the special class fosters the personality adjustment of the gifted child, 
who, with his larger capacity for emotional feeling and his greater 
social and civic insight, should have an environment unusually rich 
in opportunities for self-realization and service. 








404 ELEMENTARY SCHOOL PRINCIPALS 





Objective test results—Data concerning achievement in basic skills 
and subjectmatter learning are presented in Figure I. This chart 
shows the median achievement, in April 1939, of the Major Work 
pupils in each half-grade from III-A thru VI-A on the National 
Achievement Tests, and compares this achievement with the test 
norms for pupils of “normal” and of “superior” intelligence,* and with 
the median mental age (Stanford-Binet) of the Major Work pupils. 
All the achievement test scores are expressed in terms of grade and 
age equivalents for pupils of normal intelligence. Each grade equivalent 
given is an arithmetical average of ten separate grade equivalents 
representing the ten parts of the achievement battery (reading com- 
prehension, reading speed, spelling, arithmetic fundamentals, arith- 
metic reasoning, English, literature, geography, history and civics, 
and health). The age equivalents are those provided for ‘pupils of nor- 
mal intelligence by the authors of the tests. 

Interpretation of the four lines in Figure I may be facilitated by 
the following statements about pupils in Grade III-A: 


1. Lowest line—The composite achievement-test norm for pupils of normal 
intelligence (IQ’s of 90-109) in the eighth month of Grade III is expressed as 
a grade equivalent of 3:8 (left-hand vertical scale), while the corresponding ag 
equivalent is 8-9 (right-hand vertical scale). 

2. Second line—The composite achievement-test norm for pupils of superior 
intelligence (IQ’s above 109) in the eighth month of Grade III is the same as 
that for pupils of normal intelligence in the eighth month of Grade IV. The 
norm for superior pupils is therefore expressed as a grade equivalent of 4:8, and 
the corresponding age equivalent is 9-8. 

3. Third line—The composite median achievement-test score of Cleveland Major 
Work pupils (IQ’s of 125 or above) in the eighth month of Grade III (April 1939) 
was the same as the composite norm for pupils of normal intelligence in the fourth 
month of Grade V. The Major Work achievement is therefore expressed as a grade 
equivalent of 5:4, and the corresponding age equivalent is 10-4. 

4. Highest line—The median mental age of Cleveland Major Work pupils in the 
eighth month of Grade III (April 1939) was 11-0 (right-hand scale). 


In every grade the composite median achievement of the Cleveland 
Major Work pupils was above the test norms for pupils of normal 
and superior mental ability in that grade. In terms of grade equivalents 
the difference between Major Work achievement and the norm for 
pupils with IQ’s above 109 ranged from four school months in Grade 
V-A to fourteen months in Grade VI-A. This superiority in achieve- 
ment may be attributed in part to the higher average intelligence o/ 
the Major Work pupils and in part to their enriched program of work. 

Perhaps the most striking fact in Figure I is that the median achieve- 

8 Municipal Battery for Grades III-VI, and Municipal Battery for Grades VI-VIII, published 
by the Acorn Publishing Co., Rockville Centre, Long Island, New York. 


4 Separate sets of norms on these tests are available for pupils with IQ’s above 109, pupils with 
1Q’s from 90 to 109, and pupils with IQ’s below 90. 





lls FIGURE I—Composire ACHIEVEMENT oF CLEVELAND Masor Work Puvupits IN 






















































































art Grapes III-A Toru VI-A on THe Nationa ACHIEVEMENT Tests (MUNICIPAL 
rk BATTERY) IN AprRIL 1939 
val Grade Age 
ast equivalent a/ equivalent a/ 
10:5 15=9 
ith 
Is, 9:10 =7r4] 15-3 
nd “ 
¢ 
nt 9:5 Lt u-9 
ats a 
m- 8:10 - an L 4-3 
g a 
th- 8:5 ee a. 
cs a 4 ” 
] $e’ 
or 7:10 <8 LA 13=2 
by -7 
12-1 
nal 
as 
- 11-6 
rior 11-0 
as oe o77 4h e 
The 5:5 bt whe? we ber 10=5 
and Yi ye? a 
a 1°" 
jor soa ae 5, ems ma 
39) Lo eo wr 
s pr a 
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9210 panne 
the ea = 
3:5 B=6 
and 
III-A IvV-B IV-A V=-B V-A VI-B VI-A 
nts Grade placement of pupils 
for 
ade Sources of data: (1) Bulletin No, 5 (Sept. 27, 1939) of the Bureau 
ve of Educational Research, Cleveland Board of Education, (2) Pupil Ef- 
; ere oo -aaghoe a Achievement Tests, Acorn Publishing Co,, 
wi) ‘oc e Centre, Long Island, N, Y. 
The pupils in Grades III-A thru V=-A were given the Municipal Battery 
rk. of the National Achievement Tests for Grades III-VI, while those in 
vee ae ap a or ae te. the Municinal Battery for Grades VI-VIII, 
a/ For pupils o - e 
ished 


with 








406 ELEMENTARY SCHOOL PRINCIPALS 





ments of Major Work pupils, altho above the norms, are considerably 
below the median mental ages of these pupils. This is not necessarily 
a reflection on either the skill of the teachers or the habits and attitudes 
of the children. In the first place, since no attempt is made to accelerate 
the progress of Major Work pupils thru the grades, these pupils have 
had no systematic opportunity to learn the subjectmatter content of 
the grades which correspond to their mental ages. In the second place, 
the achievement tests used do not represent adequately the enrichment 
in subjectmatter provided at each grade level in the Major Work 
Classes. It would undoubtedly be possible to raise the achievement 
of these pupils, as measured by standardized tests, to levels commensu- 
rate with their mental ages, but in the writer’s judgment this would 
result in neglect of more important objectives. While there may be a 
need for greater mastery of subjectmatter, it is even more desirable 
that the children learn to search for truth, to evaluate their findings, 
to enjoy hard work, to maintain high standards of accomplishment, to 
meet and attempt to solve their own problems fearlessly, to respect 
their fellowmen, and to appreciate their responsibility for using their 
superior talents in socially constructive ways. If, as the writer believes, 
superior children can learn these things better in Major Work Classes 
than in heterogeneous classes and can do so without loss in the more 
measurable aspects of learning, the Major Work program is amply 
justified. 


— of the fear that segregation of the able in school 
will produce class consciousness subversive of the ideals of 
democracy, seems to imply that at present in adult society men 
are mingling equally and freely with persons of all degrees 
of intelligence, in work, neighborhood, conversation, and rec- 
reation. No such condition exists, or ever has existed, in adult 
society. As life goes on, like-minded men are winnowed into 
social groups, partly by the outcomes of economic competition, 
partly by preference for the same kinds of shelter and recrea- 
tion, and partly by ability to perform the same acts of thought. 
—Hollingworth, Leta S., Gifted Children, Macmillan Co., 1926, 
p. 304-05. (Quoted by permission of the publishers.) 

















CHILDREN OF SuPERIOR ABILITY 407 





PROVIDING FOR SUPERIOR CHILDREN IN A 
SOUTHERN CITY 


I. R. OpencuHatin 


Director of Curriculum Department, Public Schools, Birmingham, Alabama 


cerned about adequate provisions for the education of children 
with superior general mental ability. Our philosophy of educa- 
tion implies that every child has a right to both physical and mental 
health and to intelligent participation in family and communal re- 
sponsibilities. To insure those rights it is deemed the obligation of the 
schools to offer as far as possible opportunities for the development 
of individual aptitudes; for worthy use of leisure time; for the mastery 
of certain fundamentals, appreciations, and skills; for guidance in 
making evaluations; and for the pursuit of vocational interests. In the 
ease of superior children a unique problem is presented. Because of 
their ability to undertake greater responsibilities and to progress more 
rapidly than those children for whom a conventional curriculum is 
generally planned, special efforts should be made to incorporate in 
the educational experience of superior children certain activities which 
will allow them to grow to the maximum of their native endowment. 
On the basis of this philosophy, Birmingham has endeavored to 
evolve a program which would more nearly meet the needs of superior 
children than the conventional type of school organization. Three pro- 
cedures have been used: (1) segregation of the children in special 
classes involving an enriched curriculum; (2) provision for individual 
differences thru an enriched curriculum and individualized instruction 
in conventional classes; and (3) ability grouping of children in the 
primary grades. Recognizing the conflicting points of view regarding 
these various methods of providing for superior children and the merits 
and demerits of each method, Birmingham has, nevertheless, pro- 
ceeded along all three lines. 


f= MANY YEARS the Birmingham public schools have been con- 


4 
ENRICHMENT CLASSES 


Classes established by the central school administration—One of the 
first efforts to make special provision for superior children was the 
establishment of two enrichment classes in an elementary school in 
1929-30. These first classes were something of an experiment. By the 


1The writer gratefully acknowledges the help of the following persons connected with the Bir- 

mingham schools: J. R. Gardner, principal of Lakeview School; Minnie Rosenbloum, enrich- 
ment class teacher, Lakeview School; T. M. Kegley, principal of Minor School; Valera McInnis, 
enrichment class teacher, Elyton School; Elsie Kennedy, enrichment class teacher, Central 
Park School; Dorothy Rogers, formerly eighth-grade teacher, Acipco School; and Mrs. John 
Roberts and William Y. Elliott of the Curriculum Department. 











408 ELEMENTARY SCHOOL PRINCIPALS 





close of the year, however, it was felt that the experiment was success- 
ful enough to warrant not only the continuation of the classes already 
begun but also the organization of additional classes. As a result, in 
1930-31 four more classes were organized in two other widely separated 
schools. From the beginning, candidates for these classes have been 
selected from all schools in the city on the basis of teachers’ and prin- 
cipals’ recommendations, achievement test results, physical condition, 
and psychological examination records indicating an IQ of 120 or 
above. All these criteria are reviewed carefully, and if it is thought 
that the child may profit materially from instruction in the enrich- 
ment class, his parents are invited by the superintendent’s office to 
permit him to enrol in the class. If the parents accept the invitation 
and the responsibility of providing the child’s transportation to a 
different school, the child is immediately enrolled. No pressure that 
would tend to make him feel that he must send his child to the enrich- 
ment class has ever been brought to bear on any parent. 

Because the Birmingham schools are organized on the platoon basis, 
it has been necessary to fit the enrichment classes into the platoon 
schedule. This means that the enrichment class teacher has charge of 
two groups, each of which spends one-half day with her. During the 
time that these pupils are not under her supervision, they go to special 
teachers where they receive instruction in such subjects as art or par- 
ticipate in auditorium or playground activities. This, of course, does 
not mean that the children have none of these subjects under the 
enrichment class teacher, for, as a matter of fact, wherever art, dra- 
matics, music, and other similar subjects are involved in the unit of 
work that is under consideration, they are integrated into the study 
plan. 

Children are usually selected for these classes from the low and 
high fifth grades of the regular classes in the various schools of the 
city. Since Birmingham schools are organized on the 8-4 plan, these 
children remain with the same enrichment class teacher until they 
have completed the high eighth grade. Altho it has been our purpose 
to have children remain in the enrichment class for four years, 4 
number of them have finished the four years’ work in three and one- 
half years. Even so, the extended contact with the enrichment class 
teacher permits more effective guidance than would be possible other- 
wise. Lack of extended contact with one teacher has been a common 
criticism of the platoon system of organization, but in the enrichment 
classes, where the homeroom teacher advances with the children, this 
objection is nullified to a great degree. 

Teachers of enrichment classes have not had previous experience 


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CHILDREN OF SUPERIOR ABILITY 409 








with such work. Usually they are selected on the basis of their educa- 
tion and experience, enthusiasm and alertness, understanding of the 
child, capacity for leadership, interest in creative education, and 
cultural background. 

“Unofficial” classes in individual schools—In addition to the officially 
organized enrichment classes, in some of our larger schools the prin- 
cipals have permitted certain groups of superior children to evolve. 
No efforts are made to handle these situations thru the superintendent’s 
office as is done in the case of the special enrichment classes described 
above. All the children live in the same school community and 
there is no transportation problem. No special examinations are 
given and no specific standards are set up as bases for enrolment. The 
principal may make a few shifts from class to class to make sure 
that only pupils who can do outstanding work are included in each 
group. These groups, consisting of from thirty to forty children, are 
usually somewhat larger than the officially organized enrichment 
classes. In most cases the pupils remain with the same teacher until 
they have completed the high eighth grade. The teacher, as in the 
special enrichment classes, has two sections which function in accord- 
ance with the regular platoon schedule. By way of example one such 
class will be described. 

In the fall of the school year 1936-37 twelve mentally alert low 
sixth-graders in a class of forty-six attracted the attention and interest 
of their principal and homeroom teacher. Because of their special 
ability, they, together with nineteen pupils of similar ability in the 
high fifth grade, were united as a single group at the beginning of 
the second semester. During the first two weeks the more advanced 
pupils were assigned work (largely reference and research) which 
kept them busy and interested while the other pupils were drilled 
in the fundamentals that were essential for carrying on all work in the 
upper group. Less than ten days were necessary for this stage of the 
process, as each pupil had a goal that he was determined to attain. 

On the theory that no work should be “skipped,” a general review 
was then instituted by the teacher. History was reviewed as a “game 
of trees.” Each period of civilization was studied as a separate tree. 
A small group of pupils from each division worked together drawing 
the body and branches of a tree to indicate the important achieve- 
ments of each historical era. Discussion and question hours were 
devoted to the development of all possible chronological character- 
istics of the periods of civilization represented by the trees. Thus a 
worthwhile study and interesting review was accomplished. Among 
other projects developed before the end of the year was an outstanding 





a 


410 ELEMENTARY SCHOOL PRINCIPALS 





unit on the American possessions, entitled “How do far away children 


under the United States flag work, play, and live?” gt 

In the seventh grade the children continued as a group. Tool sub- tic 
jects were taught at their face value—purely as tools. Correct spelling in 
and punctuation were shown to be essential to all phases of each child’s na 
work. A misspelled word was a bad reflection; good penmanship was vii 
a requisite; and “general excellence” became the motto. Leadership, pl 
initiative, and an attitude of “let’s do something” dominated the sp 
will of the group. Two days after a project was finished, the whole Th 
class was begging for another. ths 

The closing of a project was made an important occasion. A program wo 
or party was planned in order that invited guests might see and hear am 
about the activities just concluded. The programs were not given to on. 
show off what the children had done but in the spirit of sharing spi 
pleasurable experiences with interested friends. This particular year ( 
the class made and presented to the school a 4’ by 24’ mural on wh: 
“Transportation thru the Ages.” This mural still serves as an incentive hel 
and inspiration to all who look upon it. con 

The special class work of these children was the finest and broadest of j 


when they were in the eighth grade. “Nothing is impossible” became edit 
the watchword, and the class never hesitated to try any task at hand. spe 


There was a marked absence of hard feelings, petty jealousies, and the 
laziness. Intelligent argumentation became an important feature of ball 
their work, and much time and effort were spent in search for proofs of Reg 
conflicting contentions. The climax of this year’s study was a project cont 
entitled, “How can we as American citizens actively participate in the rem. 
preservation of the American democracy?” This was effectively devel- upo 
oped in three ways: (1) by acquiring a knowledge of the past, (2) by A 


a study of the present, and (3) by working out in a simple way a plan of tl 
for the future. In connection with the project Alabama and United the 


States flags were made to scale and presented to the school. A play, sittiz 
“A Big Stick for Uncle,” summarizing this work, was written and given duri 
by the pupils to a large audience. We | 

This class worked always in small groups with rotating leadership, Every 
frequently changing officers. No pupil monopolized the center of atten- a . 
tion and no one shirked his responsibilities. Many extracurriculum | [he ; 
activities were enjoyed by the children thruout their years together. rem 


They participated in oratorical contests, athletics, orchestra, band, glee Ly 4 
clubs, and dancing parties. When they graduated these children left § We ¢, 
their fellow elementary schoolmates a record worthy of emulation and § We d 
carried with them a memory of school days filled to overflowing with uly 


interesting achievements and happy experiences. We le 








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CHILDREN OF SuPERIOR ABILITY 411 





In the fall of the school year 1937-38 a special class of thirty fifth- 
graders was adopted by this same homeroom teacher as her other sec- 
tion. This class soon caught the spirit of the older group and followed 
in its footsteps. The pupils made attractive booklets and wrote origi- 
nal plays which were produced for other classes in the school and for 
visitors. When this group passed into the sixth grade it specialized in 
play-writing and play-production. Now, as the present seventh-grade 
special class, it is rapidly assuming the position of school leadership. 
The pupils are known as “The Workers,” and are no less determined 
than the original group to “go places and do things.” Their textbook 
work is to them a “must have,” but it consumes only a minimum 
amount of school time. Always there is an extra interest urging them 
on. They are a healthy group of “live wires” who have caught the 
spirit of enriched study with fellow pupils of similar superior ability. 

Class organization—Often enrichment classes are organized some- 
what after the manner of a city government. In one class an election is 
held each year at a designated time to fill the following positions: first 
commissioner, second commissioner, third commissioner, superintendent 
of instruction, tax assessor and collector, radio announcer, newspaper 
editor, librarian, Red Cross representative, and banker. Campaign 
speeches are made over an improvised radio. Notices are placed on 
the bulletin board and a committee arranges and prints a ballot. The 
ballots are counted by the pupils and the results announced by them. 
Regular board meetings and town meetings are held at which problems 
concerning the group are discussed. The teacher makes it a point to 
remain in the background and to enter the discussion only when called 
upon or when it is absolutely necessary. 

At one town meeting the “first commissioner” discussed the duties 
of the officers and of citizens in general. The question arose as to what 
the pupils thought of their own classroom procedures. The teacher, 
sitting in the rear of the room, recorded the following expressions made 
during the discussion: 


We learn to work together. 

Everyone has a chance to do something he wants to do. 

We learn to be original. 

We get more done than we used to. 

The teacher guides us but we get the information for ourselves; therefore we 
remember more. 

We can set up our own problems. 

We don’t have to ask the teacher if we can do things. 

We can leave our seats whenever we want to. 

We don’t have to worry about report cards; it’s what we learn that counts. 

We learn to work with a purpose. 

Each fellow can learn what he needs and not spend time on what he already knows. 

We learn to be orderly. 


_ 














412 ELEMENTARY SCHOOL PRINCIPALS 





The following statements were made at another time by the same 
pupils relative to their impressions when they first entered the enrich- 
ment class: 


It seemed so strange to us. 

We were used to doing everything everybody else did. 

We were used to waiting for the teacher to tell us what to do. 

pedis used to keeping our seats until the teacher gave us permission to get out 
of them. 


We didn’t draw cartoons, make maps or murals, write plays, or have radio programs, 
We didn’t keep our own progress charts and were worried about grades. 

To date, Birmingham has found that the enrichment class groups 
represent small socio-economic democracies, for their memberships 
are composed of children from all strata of life. In every group are to 
be found children from both rich and poor, cultured and uncultured 
families. By far the predominant number of enrollees, however, come 
from families in the average income brackets. 

Contributions to pupil adjustment—While some contend that chil- 
dren in enrichment classes tend to become socially maladjusted, our 
experience in Birmingham seems to prove that the opposite is true, 
From the beginning we have had many problem children enter these 
classes. Only one pupil has failed to make a satisfactory adjustment. 
The following description of an actual case is somewhat typical of 
our general experience. 

John was eleven years old and very small for his age when he en- 
tered the enrichment class. His vocabulary was the most extensive 
that any teacher in the school had known a child to have. In fact, 
probably very few adults have a vocabulary that would be comparable 
to John’s. He was interested in almost every subject. Neither world 
affairs nor mechanics confused him. His difficulty, however, was that 
he never would complete any task he undertook. Instead, he was con- 
stantly telling the other children how to do their projects, and because 
of his skill in the use of words, he would impress them with his knowl- 
edge. Furthermore, he would draw himself to his greatest height and 
say what he had to say so convincingly that many times it was hard 
for even the teacher to tell whether or not he was bluffing. Frequently 
John assumed the air of knowing more about a subject than a fellow 
classmate who had made special preparation in it. His arrogant at- 
titude, after a time, became so obnoxious that other members of the 
group made complaints to the teacher. They grew tired of doing the 
work and having John belittle their efforts. 

Finally, the pupils decided to use a plan which they thought would 
correct the situation. The group was to cooperate in an intensive study 
of one subject regarding which they were sure John knew very little. 





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CHILDREN OF Superior ABILITY 413 








When discussion time came and John assumed his customary manner, 
members of the group were so well informed that they could prove 
to him that he was wrong in many instances. For a semester some of 
the children carried out this plan and during discussions would kindly 
show John how he was drawing on his imagination or using his exten- 
sive vocabulary to say the same things other children had already said 
simply and correctly. Thru the courteous manner in which the children 
helped John, his difficulty was eventually overcome. The teacher learned 
that he had a “stature complex” as evidenced by his fear of being small 
like his parents. Because of the helpful spirit of the group he soon forgot 
his much-hated nickname of “Pee Wee” and began to face the reality 
of the situation. 

This was a case of children themselves calling another child’s bluff 
and proving to him the uselessness of such an attitude. It was, however, 
only thru great care and cautious manipulation that it was possible 
for group action to be instrumental in bringing about John’s satisfac- 
tory adjustment. 

Individual achievement after leaving school—As far as possible a 
record is kept of the adjustment of enrichment class children after they 
leave school. Such records show that many of these pupils have gone out 
into the fields of journalism, radio work, music, chemical engineering, 
military service (West Point), naval service (Annapolis), medicine, 
teaching, and dramatics. In many instances these boys and girls, 
while members of the class, showed interest in the professions for 
which they later began to train. Scholarships were received by several ; 
top grades on college entrance examinations and evidence of outstand- 
ing participation in high-school and college activities are on record. 
One class of seventeen furnished six members to the National Honor 
Society in high school. Two of the same group, thru competitive exam- 
inations, earned appointments to West Point and Annapolis, respec- 
tively, and a third one was chosen as alternate to Annapolis. 

Administrative and instructional problems—The problems encoun- 
tered in connection with the administration of enrichment classes are 
those common to most similar endeavors. They have to do with arrang- 
ing for the transportation of the children; providing sufficiently for 
their individual differences even in the special groups; cultivating an 
objective attitude toward the classes in both elementary- and high- 
school teachers of regular pupils, and in some parents of regular and 
enrichment class students; surmounting mechanical or administrative 
dificulties involved in coordinating the special class work with that 
being done thruout the school (of great importance in this connection 
is recognizing the full value of the contributions which the teachers 














414 ELEMENTARY SCHOOL PRINCIPALS 





ee 


of regular classes are able to make, and providing sufficient social con- 
tact between superior and regular pupils); making available proper 
equipment, such as movable chairs, maps, tables, globes, and charts: 
helping the child to overcome personality difficulties, such as shyness, 
lack of desire to play, or a tendency to have too limited interests; and 
preventing the development of a feeling of superiority in enrichment 
class children. It is to be said, however, that altho these problems have 
not been adequately solved in every case, they are not so formidable 
as to preclude good work or to overshadow the obvious contributions 
the classes are making to the education of superior children. 


ENRICHMENT IN REGULAR CLASSES 


Provision for superior children is also made in regularly organized 
classrooms but the program is not so clearly defined as it is in the 
enrichment classes. Efforts are made, however, thru special assign- 
ments, extracurriculum activities, and the development of special units 
of work, to provide the superior child with an enriched program that 
will keep him working at a pace commensurate with his abilities. Par- 
ticularly in the development of special units of work is sufficient lati- 
tude for enriching the curriculum to be found. The regular teacher 
guides these projects in addition to her more conventional class pro- 
gram. Here, as in the enrichment classes, it is desired that pupils de- 
velop those attitudes, appreciations, and skills which will serve to 
round out their personalities and to render them disposed to live up 
to the social responsibilities that go with superior capacity. Subject- 
matter and pupil experiences are developed about real life centers 
of interest. The following social areas have been considered by superior 
pupils in various regular classes: assuming the responsibilities of citi- 
zenship, earning a living, providing for health and safety, protecting 
the consumer, making a home, conserving natural resources, providing 
for transportation and communication, engaging in recreation, express- 
ing esthetic impulses, expressing religious impulses, and securing an 
education. 

Studies are usually undertaken as functional problems. Pupils are 
encouraged to consider the improvement of existing conditions by dis- 
cussing such questions as, “How can I make my community a better 
place in which to live?” Little difficulty is experienced in getting super- 
ior children interested in studying such problems. Indeed, most of the 
units grow largely out of pupil interests and self-initiated experiences 
Pupils help set up objectives, plan activities, suggest references and 
supplementary materials, and evaluate procedures and results. Methods 
used to develop individual projects often include forums, radio pro- 





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CHILDREN OF SUPERIOR ABILITY 415 





grams, posters, cartoons, booklets, bibliographies, committee work, 
movie making, excursions to points of interest, classroom newspapers, 
surveys, interviews with authorities, correspondence with outside agen- 
cies, cooperation with community groups, the holding of classroom elec- 
tions, and arrangement of bulletin board displays. 

Units are set up so that the activities will cut across and integrate 
material from many branches of study. The tool subjects are empha- 
sized in their place. Teachers of all subjects are freely called upon 
to make specialized contributions. In all cases special attention is given 
to individual differences among the pupils. The results of this program 
have been very gratifying, and it is felt that not only has provision 
been made for the needs of the superior child, but also the average and 
slow-learning children have been stimulated by the contact with the 
enriched activities. 


ABILITY GROUPING FOR PRIMARY CHILDREN 


Still another effort is being made by Birmingham to provide for the 
superior child, as shown by what has been done for a number of years 
with primary children. In the first grades of the larger schools, where 
there are enough enrollees for more than one teacher, the children are 
frequently grouped according to learning ability at the beginning of 
each semester. In some instances, there have been as many as three or 
four different divisions. In these cases the upper group is usually com- 
posed of superior children and efforts are made to provide for their 
educational needs thru emphasis on an enriched curriculum and indi- 
vidualized instruction. No special attempt is made to continue these 
groups intact thru the elementary school. It is true, however, that in 
some schools these groups of superior children eventually become un- 
official enrichment classes. 

CoNCLUSION 


In this article the writer has tried to give a general picture of the 
ways in which the Birmingham public schools have attempted to make 
special provision for the needs of superior children. These provisions 
have been shown to be (1) segregation in special classes involving an 
enriched curriculum, (2) nonsegregation in conventional classes with 
special provision for individual differences thru an enriched curriculum 
and individualized instruction, and (3) ability grouping of children in 
the primary grades. It is felt that the results of the various attempts 
have been reasonably successful. The greatest handicap has been the 
lack of funds, a difficulty which has made it impossible to extend the 
program into a number of areas where the need for such provision is 
particularly evident. 








416 ELEMENTARY SCHOOL PRINCIPALS 





SUPERIOR PUPILS TAKE CHARGE OF THE SCHOOL’S 
AFFAIRS 


Garrett E. Rickarp 


Principal, LaFayette School, Chicago, Illinois 


mentary schools larger in population than some incorporated 
cities and, like cities, these schools have rather intricate com- 
munity affairs which must be administered in the public interest and 
to the satisfaction of their citizens. Who shall take charge of the affairs 
of such a community? Presumably, the most competent people in it. 
What is the surest way of providing for control by competent people? 
LaFayette School has answered this question by selecting for mem- 
bership in central councils the two pupils from each homeroom in 
Grades III-B thru VIII-A who have the highest scholastic standings. 
These councils are the legislative bodies and, thru their officers and 
committees, the executive bodies which act in all affairs of a public 
nature affecting the citizens of the school community. 
In brief, the practice at the LaFayette School involves the following 


four points: 


1. The most able 5 percent of the pupils manage the school’s affairs according 
to the ideals of the United States Civil Service, which call for competent, skilful, 
technically trained servants of the public interest. 

2. These pupils are trained in the exercise of leadership and in the technical 
skills necessary to enable them to render expert service to the school. 

3. Rules which are definite, explicit, and precise are made and enforced by the 
group. 

4. Two ends are achieved: (a) efficient student government, and (b) vitalization 
of the education of superior children by giving them an opportunity to serve the 
public interest. 


SCHOOL is a community in itself. It is not uncommon to find ele- 


Advantages of the plan—By providing that the central councils 
shall be composed only of superior pupils, LaFayette School insures 
from the outset that each member has earned his right to that position. 
This procedure is thoroly understood by every child in the school. 
Each one knows he can be on one of the councils only if he merits 
selection by virtue of his scholastic standing. Thus, leadership in the 
school community is in the hands of the intelligent and competent, an 
ideal toward which all democratic government should strive. 

Under this system, pupils are not being trained in the art of dema- 
gogy and in the use of vote-catching phrases and political chicanery, 
but rather in the virtues of the upright, intelligent, and skilful public 
servant. The leaders are being imbued with the ideals of civil service 
rather than those of the “spoils” system. Teachers give up neither 





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CHILDREN OF SUPERIOR ABILITY 417 





their authority nor their responsibility, but they work cooperatively 
with those pupils who, by their mental maturity, have shown them- 
selves capable of assuming a certain amount of responsibility for their 
own school affairs. 

There are many advantages in placing student government on this 
basis. Superior students in general have a special concern for the good 
name of the school. Also, they can best spare the time to devote to 
community affairs. The ablest pupils are capable of developing a more 
mature point of view and they will learn to consider the problems of 
the school community in a broad sense much more quickly than the 
less competent. Pupils of high standing will be adept at understanding 
the public and social business of the school just as they understand 
the subjectmatter and study technics in their classrooms. 

A basic assumption in this plan for pupil government is that leader- 
ship is not a gift but a complex skill built up by the exercise of certain 
special abilities thru purposing, planning, executing, and judging. To 
attain this skill such psychological factors as problem-solving, trial- 
and-accidental success, repetition and the fixing of correct response, 
and specific technics applicable in the attainment of complex skills 
are involved. To give opportunity for the intelligent interplay of these 
factors, LaFayette School has in reality set up classes in leadership 
to which only the most capable pupils are admitted. Thus, skill in 
leadership is being learned, not as it is going to be used, but as it 
actually is used. 

Organization of school councils—The LaFayette plan includes a 
senior central council of forty members from twenty homerooms of the 
departmentalized division of the schools, Grades VI-B thru VIII-A, 
and a junior council of twenty-eight members from fourteen home- 
rooms of the nondepartmentalized division, Grades III-B thru V-A. 
The senior council holds a general half-hour session each Wednesday 
from 11:30 a.m. to 12:00 noon under the sponsorship of the assistant 
principal. The junior council meets on Monday from 1:30 p.m. to 2:00 
P.M. under the sponsorship of an intermediate teacher and confines 
its activities to matters pertaining to the lower grades. Since the home- 
rooms average about forty boys and girls, these councils represent 
nearly 1400 pupils, or approximately 1900 pupils including the primary 
homerooms. They are thus the custodians of the “public interests” of 
a good-sized community. 

The representatives from each room are obligated to take back 
from council meetings a weekly summary of activities and accomplish- 
ments. Homeroom pupils are asked to contribute suggestions to mem- 
bers of the councils, and the ideas for many policies of the governing 








418 ELEMENTARY SCHOOL PRINCIPALS 





group have their origin outside the immediate membership. There is a 
constant two-way flow of advice and counsel between the council mem- 
bers and those whom they represent. 

Each council has its own president, secretary, and treasurer elected 
by the council at the first meeting of the semester. Robert’s Rules of 
Order are followed in this procedure. Actual execution of decisions of 
the councils is in the hands of a special committee or, as is usually the 
case, one of the many standing committees. A committee may meet at 
times other than the regular council sessions, but only upon condition 
that it presents in advance to the teacher-sponsor a memorandum of 
the time, place, and purpose of the meeting, as well as the names of 
the persons involved. The faculty sponsor will either attend the meet- 
ing or give permission to the committee to proceed without her. The 
time and place of all such meetings are scheduled on the calendar of 
the central council. These committees are all essentially the executive 
arms of the central council. Their practical nature and purposes are 
indicated by their titles: 


1. Flower boxes 10. Landscaping 

2. Window curtains 11. Library assistance 

3. School paper 12. Chartering of clubs 

4. School posters 13. Licensing of monitors 

5. Health and posture 14. Assembly hall—rules, ushers, 

6. Traffic announcers 

7. Reduction of noise 15. New business—steering committee 
8. Prevention of defacement 16. Mimeographing 

9. Office monitors’ schedule 17. Reception. 


The committees on chartering of clubs and on licensing of monitors 
have duties which require some explanation. In the matter of chartering 
clubs the senior council has exclusive power. No club can exist at the 
LaFayette School until it has been chartered and thus given adminis- 
trative standing. The proposed club must apply for a charter by sub- 
mitting to the charter committee of the central council a formal re- 
quest designating membership, purpose, constitution, faculty sponsor- 
ship, and time and place of regular meetings. The committee examines 
this request and submits it to the council at the next regular meeting. 
If the charter is authorized, it is filed in the office of the central council 
and the club is notified. 

Just as every club must be chartered in order to have administrative 
standing, every pupil who serves as monitor must have a “license” 
designating name, time, and post of duty. A monitor must carry this 
license at all times when on duty. Duplicates of these license cards 
are kept on file by posts, names, and time-schedule in the office of the 
central council. The standing committee on licenses has charge of this 
file, and the members must be skilful file clerks so as to keep the cards 





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CHILDREN OF SUPERIOR ABILITY 419 





of approximately 300 children in order. There are seventy-five monitors 
in the boys’ yard, twenty-five in the girls’ yard, ten boys’ basement 
monitors for first floor recess, fifteen boys who operate moving picture 
machines, forty monitors each hour during the passing in the depart- 
mentalized section, sixty fire-drill marshals, and fifty patrol boys who 
are coordinated with the monitors but who are responsible to the 
physical education instructor instead of to the council. 

Procedure in council meetings—At one typical meeting of the senior 
council the president called the group to order, the minutes of the last 
meeting were read by the secretary, and four committees reported. 
The first committee to report had been responsible for a recent talent 
show. Pupils having special talents had performed in the assembly hall, 
and the proceeds from the admission charge were to be turned over to 
the School Children’s Aid Fund collected annually at Thanksgiving 
time. The committee had sent representatives to the various rooms to 
ask for their aid in giving publicity to the show and in scouting for 
talent. The total revenue derived from this performance was reported 
and recommendation was made to the council that there be certain 
changes in procedure next year to make the show more attractive both 
to the performers and to the pupils who paid to look on. 

A second committee reported on the matter of ushers at assemblies. 
Certain definite routines had been established by the group. The ushers 
were to see that no one entered the assembly hall during the salute to 
the flag or the singing of “The Star-Spangled Banner.” Other routines 
for the better accommodation of visitors were discussed and rules were 
set up. In at least one case an usher who was regarded as being ill-suited 
to his duty was relieved of his post. His card was taken out of the 
usher-duty file and he was marked as being transferred to a different 
responsibility. Another usher was, by the same procedure, installed at 
the former usher’s post. 

A third committee reported upon the supervision of the supply room. 
The members had checked supplies which had come in on the board 
of education truck and had indicated to the school clerk what materials 
were lacking. This committee also told of the good housekeeping it had 
been doing in labeling supplies and setting them in convenient order. 
Since the supply room is large, the task of stock-keeping requires the 
efforts of a large number of children. Actually, the clerk of the school 
is responsible for supplies, but there are many phases of checking and 
taking of inventory wherein intelligent children can be of great help. 
As in other school activities, the adult in charge shares responsibility 
and authority with the children. 

The report of the committee on monitors was taken up for the most 





420 ELEMENTARY SCHOOL PRINCIPALS 


ss 





part with an explanation which the council members were to carry 
back to their rooms. It had been decided that if any child coming under 
the observation of a monitor was misbehaving and needed a reprimand, 
this child should be taken to his homeroom teacher, who would either 
adjust the case or bring it to the attention of the principal. One will 
note in this decision of the committee no intention on the part of the 
children to punish misbehavior, but rather an earnest desire to perform 
for the school a service which the homeroom teacher might not be in 
a position to perform. 

Underlying philosophy—The administration of such an extensive 
pupil personnel requires a very high degree of competence on the part 
of every member of the central council. The work of the committee on 
monitors, particularly, is of such a delicate and complicated nature 
that it could not be carried on by the unintelligent. It is only by capital- 
izing on the mental resources of the most capable members of the school 
that its public interests can be efficiently administered. Superior pupils 
are at the same time being educated thru their service to the group. 

The superior intelligence of the leaders in LaFayette School mani- 
fests itself in the three abilities originally set forth by Binet as char- 
acteristic of intelligent persons: ? 

1. To make adjustments in order to attain desired ends—managerial ability, 
administrative ability, ability to control an environment of persons and materials 

2. To take and maintain a definite direction—ability to hold a problem in mind 
until it is solved or hold to a purpose until it is accomplished. 


3. To be self-critical—ability of the pupil to see wherein he is correct or incorrect 
and to constantly direct his efforts toward self-improvement. 





Since administrative ability is an important aspect of intelligent 
behavior, and since the system at the LaFayette School brings the 
intelligent pupils to the top in the school community, placing them in 
power and training them day by day in the exercise of administrative 
skill, a contribution is being made not only to student government 
but also to the education of gifted children. Under this plan the gifted 
child is not a unique individual to be set apart and considered peculiar, 
but is a leader in service to the school. As long as superior knowledge 
is looked upon as a treasure, a sort of precious jewel which others thru 
limitations of intelligence cannot acquire, little progress is made in 
educating gifted children. But if the gifted person is given guidance 
in becoming, by virtue of his gifts, the most serviceable person in his 
group, the whole process of educating such children takes on a new 
and more significant aspect. 


Too often superior children have been overtrained on the receptive 


1Terman, Lewis M. The Measurement of Intelligence. Boston: Houghton Mifflin Co., 1916. p. 45 














CHILDREN OF Superior ABILITY 421 





side. They are saturated with factual information because they are 
frequently insatiable readers. Too often the creative and expressive 
sides of their development have been neglected. However, when they 
are confronted with problems which call for creative and expressive 
ability they can usually learn readily to solve them. When such children 
take charge of the school’s affairs they are given an opportunity for 
training at the precise point where the need is greatest. Purpose and 
vitality are given to the education of superior children at the same 
time that the objectives of efficient student government are being 
attained.” 





2 Few readers will question the value of this plan for children of superior ability. Two questions, 
however, will undoubtedly be raised: (1) Should the training in leadership afforded by membership 
on a central school council be given only to pupils who stand either first or second in scholarship 
in their respective homerooms? (2) Should the rank and file of pupils in an elementary school be 
given practice in the wise selection of leaders? These questions will need to be answered for any 
school in such a way as to yield the greatest benefits for the greatest number of pupils.—Editorial 
Committee. 


o achievement in the world depends upon more than 
a high intelligence. The leader of men needs not only to 
think clearly, deeply, and accurately; he needs the power of 
initiative, the capacity for hard work, and the ability to get 
along with other people. The creative genius in science or litera- 
ture or art has not only the ability to invent, to write, to draw; 
he has an emotional drive which makes him lose himself in his 
work and press on untiringly toward the realization of his 
ideal. There is no field of great accomplishment which does 
not require great power of concentration and at least a fair 
measure of adjustment to the life about one. The capacity 
which the gifted child possesses can reach its highest expres- 
sion only if there are developed along with it traits of char- 
acter that will make him overcome obstacles and give his 
best to the world—Martens, Elise H., Teachers’ Problems with 
Exceptional Children—II: Gifted Children, U. 8. Dept. of the 
Interior, Office of Education, 1933, p. 12. 





422 ELEMENTARY SCHOOL PRINCIPALS 





PROVIDING OPPORTUNITIES FOR CHILDREN WITH 
UNUSUAL ABILITY IN THE VISUAL ARTS 


Maset ARBUCKLE 


Supervisor of Art Education, Public Schools, Detroit, Michigan 


GROWING RECOGNITION of responsibility for the child who has 
above-average capacity is one of many significant changes tak- 
ing place in our thinking about education. The lack of leader- 

ship today in certain areas of creative living is evidence that educa- 
tors have placed relatively too much emphasis on the education of 
average and below-average children. The increasing tendency to train 
purposefully those who indicate unusual ability, rather than to ex- 
pect them eventually to emerge, without special guidance, from the 
great mass of average children, is promising. In the field of creative arts 
this tendency has been especially welcomed by teachers and parents 
alike. 

In the creative arts, ways and means of directing and conserving 
individual talents are being effectively developed and evaluated. Many 
public school systems are carrying on experiments or well-established 
programs in the fields of language arts, drama, music, and graphic, 
plastic, or industrial arts. In many instances this work is being offered 
as part of the regular curriculum and during school hours. 

Thru art education classes it is comparatively easy to discover a 
child’s dominant interest and ability in visual art expression. This 
presupposes that the instructor is giving the child freedom to experi- 
ment, is providing opportunity for growth in imagination and indi- 
vidual interpretation of ideas, is stimulating and broadening the 
child’s interests, and is guiding him in self-criticism. Under such teach- 
ing methods the child with above-average capacity readily responds. 
Strong and dominant abilities develop and a resourceful teacher will 
help the child give purpose to these abilities. Thus, the child builds 
his own peculiar type of creative leadership. 

Early provisions—In the Detroit publie schools the art instructors 
first attempted to provide for talented children by organizing after- 
school classes on all levels of instruction. This was originally an exper'- 
mental program, initiated by the instructors and the children but car- 
ried on with all necessary supervisory and administrative aid. 

In these after-school classes, children with outstanding ability to th 
point of genius in the visual arts were discovered. It soon became 
advisable to separate those with real genius from others with less 
talent and aptitude. Accordingly, a Saturday morning class for th 
very unusual children was organized, drawing its personnel from all 








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CHILDREN OF SUPERIOR ABILITY 423 





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sections of the city and from all colors and races. These children had 
in common only their capacity, creative power, and high endowment 
of natural art ability. 

The class first met in the Children’s Museum, where the boys and 
girls were surrounded by rare examples of the art of other peoples and 
other times. They profited by this rich environment and studied it 
thru research sketches and notebook work. Their own ideas, however, 
were interpreted by means of clay, paint, crayons, wood, and other 
simple materials. Teaching service for this class was provided by the 
art supervisory staff. Materials and necessary transportation were 
furnished thru a fund set up by the art instructors. 

The whole program of after-school and Saturday classes met with 
the interested support and cooperation of the principals and the gen- 
eral school administration. When the public began to demand that 
these services be made available to more children, the classes were 
opened not only to all the public schools but also to the parochial and 
private schools of metropolitan Detroit. This extension provided the 
basis of the present extracurriculum program in art. 

Organization of present program—The school administration has 
made these classes a part of the program of art education for the 
entire educational system by providing a stated budget for teaching 
service and art supplies. Rigid entrance standards require evidence of 
exceptional talent before a child can be admitted to a class. Classes 
are organized for all school divisions according to the recommendations 
of the principals as to the needs of each division. 

In the twelve districts of the elementary division, each district prin- 
cipal reports to the art supervisor the number of classes necessary 
after he has made a survey of the probable number of eligible children. 
The district principal also designates which school buildings within 
his district should be used as centers for the classes. In the elemen- 
tary schools the classes meet from 3:45 to 4:45 P.M. on one day a 
week set by the district principal. Approximately twenty after-school 
classes are in operation in this division. In addition, one class for very 
exceptional children is held each Saturday morning in the Detroit In- 
stitute of Arts. 

In the intermediate or junior high division, the selected children 
meet in intermediate schools on Saturday mornings from 9:15 to 11:45. 
There are eleven classes in this division. The selection of school centers 
is made by the supervising director of the intermediate division ac- 
cording to the same procedure used in the elementary division. There 
is also a Saturday morning class at the Institute of Arts for excep- 
tionally talented intermediate-division children. 

In the high-school division six classes meet each Saturday morning 


~ 


424 ELEMENTARY SCHOOL PRINCIPALS 





— 


from 9 to 12 in the Institute galleries. Since art education is elective | 
in the high-school curriculum and the time allotted in the regular schoo] 
program is much more generous than in the other school divisions, this 
special extracurriculum work has been limited to carefully selected 
students having unusual ability. These students, in the main, are plan- 
ning to build life careers in the field of visual arts and they have 
had continued guidance from the early elementary grades.’ 

A room in the Institute of Arts is assigned to students for class work 
and supplies. Instruction is provided by the board of education. Al] 
classes are conducted by art instructors selected from the art teaching 
staff and are supervised by the art supervisory staff of the public 
schools. Requisitions for art supplies are handled in the art super- 
visory office and an inventory of tools and supplies for each class is 
made at the close of the school year. 

The educational staff of the Institute does no teaching or super- 
vising because of a specification in the city charter under which the 
Institute operates. The entire Institute staff, however, cooperates for 
the improvement of the art program in the schools, thus giving enriched 
opportunities not only to the talented child but also to the entire 
school body. 

As children of ability are discovered during a school year they are 
either immediately enrolled in a class or are placed on a waiting list 
if the class limit of thirty pupils has already been reached. Special 
enrolment cards are distributed by district principals to the principals 
of the respective schools. A facsimile is shown in Figure I. These 
cards must be signed by parents, principal, and art teacher. They also 
serve as records of attendance and performance, and space for com- 
ments by the special class instructor is provided on the back. The cards 
are returned at the close of the school year to the art supervisory office, 
where they are filed for reference thruout the child’s school life. 

Method of instruction—Students are encouraged to use and experi- 
ment with all types of material and processes. They use watercolor 
and oil paints, chalk and crayons, pencil, and pen and ink. They 
try the reproduction processes of lithography, etching, and_ block 
printing. They experiment in clay modeling, soap and wood carving, 
pottery-making and ceramics, and textile design in weaving and dyeing. 
Designs and compositions are the children’s own creations. As they 
grow and develop, these boys and girls learn to express their ideas in 


1Some high-school graduates are given additional opportunity for development of talent thm 
annual scholarships offered by the art school of the Society of Arts and Crafts. The director 0 
this school visits the Institute classes to become acquainted with the selected group of young 


artists and to aid in guidance and stimulation of their ambitions. 














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CHILDREN OF SupERIoR ABILITY 425 





——— 


ART CLASS FOR TALENTED CHILDREN 





ART EDUCATION DIVISION OF INSTRUCTION DETROIT PUBLIC SCHOOLS 
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or 12.397-4M—P 

he FIGURE I—Repvucep Facsitmitz or Inpivinvat Recorp Form ror CHILDREN 

for ENROLLED IN SpectAL Art CLASSES 

ed 

ire many mediums and by means of various tools. Thruout the year they 
accumulate their work in individual portfolios and cabinets. 

are In the galleries of the Institute of Arts, research on the permanent 

list collections is constantly being done with sketches and notes. Discus- 


ial sion and analysis of displays of contemporary work and transient ex- 
als hibitions clarify for the children trends and tendencies of modern art 
ese expression in various mediums. 


Iso The method of instruction is exceptionally important because these 
m- children present an unusual problem. Their individuality must be re- 
rds | spected and they must be given continued and challenging opportunities 
ice, for growth. From the first years in elementary school they are more 

imaginative and more actively curious and investigative than the 
eri- average child. That period in child development when certain creative 


lor | technics and processes are important for personal satisfaction comes 
hey | earlier for talented children. They must learn to balance vital factors 
ock | of personality and of predominant interest with other less creative 
ing, | but necessary qualities for growth and enjoyment of life. Unfortu- 
ing. | nately, many children with one outstanding ability do not readily 
hey | acquire the strength of purpose to exercise that ability to its utmost. 
sin | They lack personal poise and direction, and these qualities the in- 
a structor must attempt to develop. Wise guidance of talented children 
ora | Tequires the constant provision of widening opportunities and new 
experiences, assistance in organizing these experiences into creative 








, 











CHILDREN OF SUPERIOR ABILITY 427 





—— 


expression, and recognition of achievement in accordance with the 
child’s individual capacity. 

Group activity in the special classes provides for recognition of per- 
sonal characteristics and for development of superior capacity. It also 
gives opportunity for socialized endeavor. Within a class one group 
is organized around subjectmatter or content and a second group around 
materials and processes. In the content group every pupil contributes to 
the total solution of one project, and many materials may be used to 
produce a unified whole. In the group organized around materials and 
processes the subjectmatter is more apt to be highly individualized 
while each child uses the same type of materials and tools. In the 
latter group the emphasis is on the individual creation rather than on 
a pattern made from separate pieces. 

A balance between collective organization and interpretation and 
individual organization and expression is desirable. Extreme inde- 
pendence is often quite evident in highly gifted individuals, and such 
children have to be taught to work together as well as alone. Occa- 
sionally a teacher needs the assistance of the psychological clinic. 
In problem cases anecdotal records and examples of the child’s art 
work from his early years to the present are submitted to the psycho- 
logical staff. Often the child is called to the clinic for personal inter- 
view and observation if he shows characteristics which need either 
correction or development. 

Conclusion—An annual exhibition of work selected from all these 
classes is held in the print galleries of the Detroit Institute of Arts 
the last two weeks in September. In addition to the class work, in- 
dividual case studies showing the sequence of one child’s work from 
his first school years are included in the exhibit. The latter serves to 
interpret the evolving artistic ability of such a child thru various stages 
and ages. The exhibition is opened with a tea for principals, teachers, 
professional artists, and the interested public. 

This extracurriculum program is the result of fifteen years of experi- 
ment and practice in the Detroit public schools. Many of the contem- 
porary artists in metropolitan Detroit received their original direc- 
tion and stimulation from instruction in these special classes. This fact, 
alone, justifies the belief that this phase of art education in the public 
school curriculum is filling a vital need for children with unusual 
ability in the visual arts. 














428 ELEMENTARY SCHOOL PRINCIPALS 





A SCHOOL ORCHESTRA FOR MUSICALLY GIFTED 
CHILDREN 


EpitnH Cocuran, Principal 
and 
Vivian W. Wis, Director of Orchestra 
John Muir School, San Francisco, California 


tary-school orchestra over a period of five years has served to 

promote recognition of the value of instrumental music in the 
elementary-school curriculum. Such an activity provides for the special 
guidance and training of musically gifted children and also gives all 
children an opportunity for the development of certain cultural 
appreciations. 

The school has an enrolment of nearly one thousand pupils. Since 
it is located near the business district of a large city, most of the 
families live in apartments or rooming houses. It is necessary, there- 
fore, that teachers give sympathetic and effective attention to the 
children from these homes in order that they may make desirable 
social adjustments and continued progress in school. 

A survey of the neighborhood showed that over 50 percent of the 
children had no parent awaiting them at home when school was dis- 
missed in the afternoon. On being asked the question, “What do you 
do after school?” a child usually answered, “I play in the street.” 
Replies to the question, “What would you like to do?” disclosed the 
need for providing directed activities and cultural opportunities for 
children who had few advantages because of a restricted environment 
or the low economic status of their families. To meet this need the 
school’s curriculum was broadened to include activities planned around 
varied and desirable leisure-time interests. Thru the cooperation of 
the faculty and the recreation department, after-school classes were 
organized. 

One enthusiastic, talented young teacher who has special certifica- 
tion in music, and plays most of the orchestral instruments herself, 
felt that her contribution to these special activities might be to organize 
a school orchestra. A survey of the school showed that few children 
played any instrument, so arrangements were made to form beginning 
instrumental classes. Because of this teacher’s responsibility for a 
regular class, the instrumental classes were scheduled from 8:00 to 
9:00 in the morning, and from 3:10 to 4:00 in the afternoon. 

Arousing the interest of parents—No new activity outside the regu- 
lar school hours can succeed without the cooperation of the homes, 
so a letter was sent to all the parents of children in Grades III, IV, 


T THE JOHN MUIR SCHOOL the successful functioning of an elemen- 








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CHILDREN OF SUPERIOR ABILITY 429 





Vy, and VI announcing the classes and inviting all interested parents 
to encourage their children to participate. The letter read as follows: 


Dear Parent or Guardian: 


Good news for you! 

John Muir school is especially fortunate in being able to offer free instruction 
in instrumental music. Thru these lessons, it is our hope to develop in our pupils 
the love of music and an ability to play for their own satisfaction and for the 
enjoyment of others. 

Lessons are given for the violin, viola, cello, bass viol, trumpet, flute, clarinet, 
trombone, alto saxophone, or any other instrument of an orchestra. Children who 
wish to have lessons must own their instruments. Violins should be the correct 
size for the child. 

We are also privileged in having a children’s orchestra which will lead to under- 
standing and appreciation of good music thru playing and interpreting the music 
of the great masters. Participation in an orchestra develops a keener sense of 
intonation, rhythm, and style. Citizenship ideals are fostered and worthy use of 
leisure is encouraged. 


Daily Schedule 


The daily schedule for the lessons is as follows: 
String Instruments: 


Advanced Group 8 :00—8 :25 Auditorium 

Beginning Group 3:10—4:00 Activity Room 
Brass Instruments: 

Advanced Group 8 :00—8 :25 Room “C” 

Beginning Group 8 :00—8 :25 Activity Room 
Wood-Wind Instruments: 

Advanced Group 8 :00—S8 :25 Lunchroom 

Beginning Group 8 :00—8 :25 Activity Room 
Orchestra Rehearsals 8 :30—9 :00 Auditorium 


Parents’ conferences with teacher planned on request. 
Instruments must be taken home every night as the school cannot be responsible. 


If you are interested in having your child take advantage of this opportunity, 
please sign and return. 


Registration closes 
Name of child 


es Instrument 











Beginner Advanced player 








Parent’s signature 





The response was immediate. In most cases particular enthusiasm 
was shown by parents of children who had developed a background 
thru previous school music experiences. It was a promising indication 
when the children expressed their own choice of instrument. Rarely did 
parents ask that a child learn to play a certain instrument because 
“Uncle was a violinist” or there was “an old violin in the family.” 

Members of the faculty also suggested girls and boys who showed 
special ability in music. A number from the first and second grades 
and two from kindergarten wished to join the classes. After a confer- 
ence with the music teacher and the parents, some of the children were 








430 ELEMENTARY SCHOOL PRINCIPALS 





accepted and assigned to a group. It was not the policy to exclude any 
child because his particular “gift” had not yet been discovered. 
Providing the instruments—Since musical instruments are furnished 
by the board of education for pupils of the junior and senior high 
schools only, it was necessary for the elementary-school group to make 


its own provisions. Parents were advised to interview the music teacher 


regarding the correct size of instruments which they intended to pur- 
chase. Relatives in other cities or states sent instruments that “had 
been in the family a long time.” By restringing some old violins and 
by restoring a few missing parts to others the orchestra built up its 
equipment. Secondhand music stores profited. An enthusiastic parent- 
teacher association was generous in supplying a few of the more un- 
usual instruments that could not be secured otherwise. One father who 
was a violin maker made two violas as his contribution. 

It is hoped that in the future the commissioners of education will be 
convinced of the value of the elementary-school orchestra and will be 
able to provide not only instruments, but also the special teachers 
for instrumental music. 

Placing responsibility on parents and pupils 
any orchestra must depend upon the competence and regularity of 
attendance of each member, it seemed necessary to make both parents 
and children aware of their responsibilities. The obligations to be 
punctual at rehearsals or classes and to practice regularly and carefully 
at home were impressed upon the parents and the child in the applica- 
tion form for admission to instrumental classes. The statements were 
as follows: 


Since the success of 





Parent’s Responsibility: 

Realizing that the greatest progress is made by those children whose parents 
are interested, we urge you to cooperate with us in having your child report to 
instrumental class promptly and regularly. 

At least forty-five minutes of daily, correct home practice in a quiet room is 
required. To avoid fatigue or strain, this practice should be divided into periods 
of fifteen minutes. Parents or guardians should sign the practice sheets on which 
the child records the number of minutes of daily practice. These practice sheets 
will also bring to you a weekly report of your child’s progress. Your sympathetic 
understanding and encouragement are essential for continued growth. 

Parents are always welcome to visit the music classes or to attend assembly 
programs and hear the orchestra. 


Parent’s signature 





Child’s Responsibility: 

I promise to be prompt and regular in my attendance at my music classes. 

I shall practice correctly and faithfully at home and at school so that I may 
learn to play for my own and for others’ enjoyment. 


ar asians 





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CHILDREN OF SUPERIOR ABILITY 431 





Obtaining assistance from student teachers—The ability of the 
teacher, plus the interest of pupils, parents, and other members of the 
faculty, inspired an amazing accomplishment. As enthusiasm spread, 
however, classes grew so rapidly that it became difficult for one teacher 
to handle the various groups in her limited time. The city’s school 
music director, Mr. Charles Dennis, came to the rescue by making 
arrangements with the music department of the nearby state teachers 
college for the practice-teaching services of students working for their 
special music credentials. Under the general supervision of the college 
and the immediate supervision of the orchestra teacher, these students 
are working with various instrumental groups and are giving invaluable 
assistance to the progress of the entire orchestra. 

Providing for adequate practice—Daily supervised practice periods 
foster continued interest. The children meet in homogeneous groups, 
according to their ability and the type of instrument, to develop skill 
and technical facility. The entire group meets for another half-hour 
period for orchestra rehearsal. In addition, each child does home 
practice. Everyone in the orchestra is required to record on a special 
form the total number of minutes of practice he has done each day. 
The parents are urged to visit the school classes as often as possible 
so as to enable them to supervise home practice. 

Organization of the orchestra—The orchestra includes both the ad- 
vanced and beginning groups. As soon as beginners gain a degree of 
control over their instruments they are welcomed into the orchestra. 
Easy harmony parts containing only familiar notes are written by the 
teacher and mimeographed for the new children. The advanced pupils 
play the regular orchestral arrangements. 

In this cooperative enterprise the child learns teamwork and realizes 
that he may not play the melody all of the time. He learns to listen 
and to recognize the contribution of others when the melody moves 
to another section. 

Providing music materials—The orchestra is indebted to Dr. Charles 
Lamp,’ supervisor of instrumental music in the junior and senior 
high schools, for use of his system of exercises for homogeneous groups. 
This system has developed careful listening and good intonation in the 
children. The exercises include a wealth of beautiful folk tunes and 
themes from the classics which children delight in playing. 

As to music for the entire orchestra, particular enjoyment has come 
from playing selections from the Fox “Old Masters” folios, Rubank’s 





1Dr. Lamp included several of the beginning children in his series of case studies, which indi- 


Seated that physical development is not the determining factor in successful instrumental playing. 








432 ELEMENTARY SCHOOL PRINCIPALS 





“Symphonette Orchestra” folios, and individual orchestrations which 
are purchased separately. Every child is expected to own copies of the 
exercises and the orchestra music in addition to mimeographed scale 
exercises that are given to him by the teacher. Group chairmen are 
responsible for filing and checking all music materials. 

By selecting and teaching the music of the masters, folk music, and 
carols in simplified form, the children are learning to know and to 
prefer the best in music. It is not unusual to hear the children humming 
or whistling themes from classical music as they work and play. The 
orchestra teacher arranges and mimeographs folk songs, carols, and 
other music adapted to special school interests and activities. A few 
children have written original orchestra compositions to interpret the 
action in school plays and pageants. 

Contributing to pupil adjustment—One case study will illustrate the 
contribution to pupil adjustment that the orchestra is making. 


Robert M. had been socially unadjusted in his former school. He was quarrel- 
some and disobedient, largely because of friction in his home. Tests had revealed 
his intelligence but, due to his emotional instability, he was not working up to 
capacity. Even when he was supplied with glasses to correct a strabismus of his 
left eye, his problem continued to be serious enough to require the attention of 
the mental hygiene clinic. 

Robert, however, enjoyed singing and listening to music. When the instru- 
mental classes were announced, he appeared with a little old violin and applied 
for instruction. In an unbelievably short time his personality difficulties disap- 
peared and he was displaying unusual talent for his instrument. With great 
rapidity he mastered the musical scores and his intonation was perfect from the 
start. Every piece he played seemed to possess a rare emotional quality. 

After two terms with the orchestra Robert had advanced far enough to become 
concert master. Eventually he was recommended to the Federal Music School 
for free instruction because his family was unable to provide private lessons. 

Successful social and scholastic adjustment followed his security in the orchestra 
No longer a “problem child,” he became an outstanding member of his group 
Furthermore, harmony reentered his home as his father and mother were drawn 
together in a mutual pride in the success of their child. Both parents brought 
their friends to hear the boy perform as concert master. Mrs. M. became an 
enthusiastic worker in the parent-teacher association. 

At the time of his graduation from the sixth grade, Robert had the following 
standings: 

Chronological age: 10-11 
Mental age: 12- 1 
Reading age: 11- 6 
Achievement age: 11- 2 


He also made a score of 155 out of a possible 165 in the Strouse Music Test: 
When he entered junior high school he was placed in the advanced ninth-grade 
orchestra immediately and was made concert master there after five months. He 


2 Bureau of Educational Measurements, Kansas State Teachers College, Emporia, Kans. 





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CHILDREN OF SUPERIOR ABILITY 433 





still returns frequently to John Muir School to report his progress. Rich returns 
have come from this investment in music. 


Opportunities for community service—The important place that this 
group enterprise has assumed both in the school and in the community 
is providing worthy recognition for each musically gifted child. About 
eighty pupils attend instrumental classes and sixty-five are members 
of the orchestra. Participation in community affairs is anticipated 
by all members with keen enthusiasm. The orchestra has played for 
parent-teacher meetings, programs sponsored by the recreation depart- 
ment, music conferences, the teachers institute, and events during Pub- 
lic Schools Week and American Education Week. A climax to the 
public appearances came when the children were invited to appear 
before the Department of Elementary School Principals at the con- 
vention of the National Education Association in San Francisco in 
June 1939. 

Other enriching experiences—Special opportunity is given to the or- 
chestra members to attend the Young People’s Symphony concerts, 
and pupils are encouraged to listen to the weekly symphony radio 
broadcasts. Also, the Federal Symphony Orchestra has appeared at 
the school assembly programs. Members of the school orchestra assist 
in the school music appreciation program by playing themes from the 
classics. This contribution adds to the cumulative music repertoire of 
those who play. 

Inspired by their children’s desire for greater achievement, parents 
who are financially able employ private teachers. Gifted pupils who 
cannot afford private lessons have been accepted for free instruction by 
the Federal Music School and the Community Music Center. 

Outcomes of the project—The educational philosophy at John Muir 
School recognizes the school’s responsibility in discovering the needs 
of each child and in meeting those needs as far as possible. It is be- 
lieved that participation in the elementary-school orchestra has brought 
about the following results: (1) adventure in musical enjoyment for 
the child who plays an instrument, (2) satisfaction from creative self- 
expression released thru cooperative musical experiences, (3) pleasure 
in worthy achievement as the child acquires the necessary skill to 
enable him to play successfully, (4) refinement of inner feeling that 
influences wholesome personality development, (5) social understand- 
ing as the group cooperates for the enjoyment of many, (6) apprecia- 
tion of the music of great artists, and (7) knowledge that music is a 
universal language which breaks down the barriers between all the 
children of the world. 





434 ELEMENTARY SCHOOL PRINCIPALS 











~I 


10. 


11. 


12. 


13. 


14. 


15. 


16. 


SELECTED REFERENCES 


. Deppensrock, Auprey R., and oruers, compilers. “Enrichment Activities for 


Capable Pupils.” Baltimore Bulletin of Education 16: 165-75; May-June 
1939. 


. DransFietp, JoHN E. Administration of Enrichment to Superior Children in 


the Typical Classroom. Contributions to Education, No. 558. New York 
Teachers College, Columbia University, 1933. 107 p. 


. FisHer, Auice 8. “The Gifted Child in the School Without Special Classes.” 


School (Elementary edition) 28: 193-98; November 1939. 


. Gopparp, Henry H. Special Training of Gifted Children. Yonkers-on-Hudson 


N. Y.: World Book Co., 1928. 226 p. 


. Grover, Cuares C. “Gifted Children in Elementary School.” Nation’s Schools 


16: 12-16; July 1935. 


. Hann, Jui L. “Hobby Clubs for Children With Special Gifts.” Educational 


Method 18: 21-26; October 1938. 


. Hottincwortn, Leta 8. “An Enrichment Curriculum for Rapid Learners at 


Public School 500: Speyer School.” Teachers College Record 39: 296-306; 
January 1938. 


. HottincwortH, Leta 8. “What We Know About the Early Selection and Train- 


ing of Leaders.” Teachers College Record 40: 575-92; April 1939. 


. Martens, Eutse H., and orners. “The Education of Gifted Children.” School 


Iafe 25: 115-19; January 1940. 

Martens, Euise H. Teachers’ Problems With Exceptional Children. Part II 
Gifted Children. U. 8. Department of the Interior, Office of Education 
Pamphlet No. 41. Washington, D. C.: Government Printing Office, 1933 
44 p. 

Martin, Lewis C. “Education of Gifted Children.” Journal of Exceptional 
Children 4: 101-109; February 1938. 

Roserts, Bertua E. “Curriculum Enrichment for Gifted Children.” Enriching 
the Curriculum for the Elementary-School Child. Fighteenth Yearbook 
Washington, D. C.: Department of Elementary School Principals, Na- 
tional Education Association, 1939. p. 523-31. 

Scuuck, Myrna I. “Curriculum Enrichment for Rapid Learners.” Social Edu- 
cation 3: 173-76; March 1939. 

Sotis-CoHen, Bertua F. “Especially for the Gifted.” Nation’s Schools 24 
64-66 ; 57-58; November-December 1939. 

TerRMAN, Lewis M. “Educational Suggestions from Follow-up Studies of 
Intellectually Gifted Children.” Journal of Educational Sociology 13 
82-89; October 1939. 

Warp, WIniFRED. Theatre For Children. New York: D. Appleton-Century Co 
1939. 335 p. 


. Witxins, Watter L. “Social Adjustment of Accelerated Pupils.” School Re- 


view 44: 445-55; June 1936. 


. Winsor, Frepertck. “Educating the Gifted Boy.” Atlantic Monthly 159 


570-78; May 1937. 


. Youncert, Eucene. “Is It Desirable To Organize Special Classes for Gifted 


Students?” Teachers College Record 39: 375-88; February 1938. 


. ZorsAucH, Harvey W., editor. “Gifted and Talented Children.” Journal of 


Educational Sociology 10: 65-108; October 1936. 





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0l 


a 


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ok. 


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CHAPTER VI 


PROVIDING FOR SLOW-LEARNING, DIS- 
INTERESTED, AND RETARDED 
CHILDREN 


EDITORIAL COMMENT 


child distinctly below the average either in general mental ability 

or in a specific aptitude. A pupil who lacks interest or is retarded 
in his schoolwork is not necessarily slow-learning, but limited mental 
capacity is often a significant factor in educational retardation. The 
slow-learning child will surely lose interest and fall behind scholas- 
tically unless the work is adapted to his abilities and needs. 

Altho slow learners have received more attention than pupils of 
superior ability in most schools, there is a widespread need for more 
adequate treatment of the slow-learning group. Curriculum enrich- 
ment is needed as much for these children as for their more capable 
fellows. Too little emphasis has been placed on practical activities 
which challenge the slow child’s interest. While such children need to 
master certain essentials of reading, language, and number, these 
essentials must be practiced in situations which are significant to 
persons of limited intelligence. Specialists agree that such pupils need 
less reading in books, more experience with visual aids and concrete 
illustrative materials, more manipulative and constructional activity, 
and more opportunity for firsthand observation in the community. 

This chapter deals chiefly, altho not exclusively, with provisions 
for children who are below average in mental ability. Goetz describes a 
three-year curriculum for older elementary pupils who have become 
at least two years retarded in the regular schoolwork. Mahoney out- 
lines a special-class program for mentally retarded children at several 
school levels. Greenberg tells about an experimental program for 
children with IQ’s of 75 to 90. Hartill and Loretan report an experi- 
ment involving special classes for boys who are educationally or so- 
cially maladjusted. These articles contain suggestions of value for the 
care of slow-learning children in regular as well as special classes. 

The remainder of the chapter deals with remedial instruction in read- 
ing. Gates reviews the available technics for correcting reading diffi- 
culties in Grades III to VIII, while Richardson and Franklin describe 
a remedial project in the upper grades of their school. 

On page 481 is a list of other valuable readings on the education of 
slow-learning and retarded pupils——Editorial Committee. 


SLOW-LEARNING CHILD, as the term is used in this chapter, is a 


[ 435 ] 





SLow-LEARNING CHILDREN 437 





A SPECIAL CURRICULUM FOR SLOW-LEARNING 
CHILDREN 


Peart W. Goetz 
Supervisor of Intermediate Grades, Public Schools, Baltimore, Maryland 


pupils within classes according to ability and of providing inten- 

sive remedial work to overcome the weaknesses of some pupils in 
certain subjects do not adequately meet the needs of slow-learning, 
retarded, and over-age children. Consequently, the Baltimore public 
schools began in the year 1927 to offer a program which is now known 
as occupational education. This program consists of a special three- 
year curriculum for boys and girls who, because of several failures, 
have become two or more years retarded in their schoolwork. Occupa- 


[ BALTIMORE it is believed that the usual procedures of grouping 


© tional centers are located in schools in all sections of the city so that 





| pupils will not have to travel great distances in order to take advantage 
' of the special curriculum. Each occupational class enrols about twenty- 
five pupils, either boys or girls, thus making it possible for the teacher 
' to give individual instruction. Since 1927 the program has been greatly 
' enlarged, with the result that there are now about twenty-three occu- 
pational centers which care for a group of approximately 2800 pupils. 
| Selection of pupils for occupational classes—In order to be con- 
_ sidered for placement in an occupational class, pupils must be at least 
thirteen years of age and must have reached at least fifth-grade 
| achievement levels in reading and arithmetic. They must also have an 
intelligence quotient of at least 80. Mentally subnormal children are 
not considered for this work since there are other divisions in the 
school system which provide special curriculums for the mentally 
handicapped. When slow-learning pupils who are of similar size and 
age, and who have similar interests, are grouped together in special 
classes or centers, the problem of caring for their needs is made less 
difficult than when such pupils remain in regular classes with faster- 
learning, younger, and smaller children progressing at a normal rate 
thru the elementary grades. 

Types of activities and apportionment of time—As shown in Figure I, 
the instructional program for occupational classes provides for a six- 
hour school day. One-half of this time is used for shop activities for 
boys and home economics activities for girls; the other half is devoted 
to related work. In the related work, English, arithmetic, reading, and 
' other subjects similar to those included in the regular elementary- 
' school curriculum are emphasized. The activities provided in the shop 
and home economics programs offer opportunities for the boys and 












































438 ELEMENTARY SCHOOL PRINCIPALS 
FIGURE I—Tue S1x-Hovur OccupationaLt ScHoot Day 
L 
Related Practical U Related Practical 
N 
Subjects Work C Subjects Work 
H 
8:30 to 10:00 to 11:30 12:00 to 1:30 to 3:00 
ae ~y SA ~~ mal ail 
Morning Session Afternoon Session 


girls to learn good work habits in preparation for employment or 
homemaking when they leave school. The complete list of subjects and 
activities undertaken in these classes is as follows: 


Related Subjects Practical Work 


Reading History Boys Girls 
Arithmetic Geography Wood shop Clothing 
English Science Metal shop Cookery 
Handwriting Spelling Freehand drawing Household 
Physical education Art Electricity management 
Music Child care 











The following sections deal largely with the academic phases of the 
program, since these phases require special adjustment to the abilities 
and needs of slow learners. 

English—Altho the subjects included in the related work for occu- 
pational pupils are similar to those provided for typical pupils of in- 
termediate-grade level, the content in each subject differs for these 
two groups of pupils. Since most of the occupational pupils terminate 
their education in the occupational centers, the content of each subject 
must include work which has practical value. Such work must also 
appeal to the mature interests of these boys and girls. Curriculum 
materials for occupational classes, therefore, have been and are being 
developed and improved with these two factors in mind. For example, 
in a recently revised English course of study for intermediate grades 
special note is made of English activities which should be provided for 
occupational pupils. Some of these activities are: 

. Acknowledging introductions properly 

. Getting railroad, express, or other similar information by telephone 

. Discussing vocational interests 

. Discussing current events of local, national, or international importanc: 

. Reporting a message 

. Applying for a position 

. Applying for opportunity to share in special office duties or in helping with 


certain school duties 
&. Securing information from salespeople about the prices of materials 


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SLow-LEARNING CHILDREN 439 





——- 


9. Applying for a certificate to sell newspapers 

10. Writing messages on postcards 

11. Writing replies to classified “ads” such as “Help Wanted” or “Lost and 
Found” 

12. Writing the information requested on various cards and questionnaires 

13. Writing the necessary information in applications for membership in the 
class, school, or Enoch Pratt Library. 


These experiences in English are among those for which the boys and 
girls can recognize a real need and in which their interest may be easily 
aroused. 

Arithmetic—The arithmetic program now being planned for these 
pupils provides, first, for emphasis on the fundamental processes with 
which the pupils have become acquainted in their intermediate-grade 
experience but which many of them have not mastered to a sufficient 
degree. To overcome the difficulties which might occur because of the 
pupils’ feeling of “going over something they already know,” the 
course of study will contain many suggestions for close integration of 
the fundamental processes with home economics and shop experiences, 
as well as with the occupational activities in which these boys and 
girls engage after school hours and during their summer vacations. 

Second, the arithmetic program will emphasize certain topics for 
which the pupils, as future wage-earners or homemakers, may have 
need. They will be given experience in such activities as budgeting and 
banking and in making out and interpreting sales slips, bills, and 
receipts. 

By arranging the arithmetie program for the three-year occupa- 
tional course so that the pupils do not feel pressed to accomplish the 
work of the regular intermediate grades, it is hoped that they will 
master the number skills which are necessary for their daily life 
activities. 

Reading—An important part of the reading program for occupa- 
tional classes centers around the use of the newspaper. Since success 
in many positions depends upon the worker’s knowledge of and ability 
to understand the daily news, the boys and girls in these classes are 
given instruction which will acquaint them with the various parts 
of the daily paper and the kind of information found in each part. 
At the same time, it is hoped that they will be encouraged to use the 
newspaper as a means of keeping well informed as citizens. The news- 
paper material that is read, interpreted, and discussed during the 
reading period may also be utilized to advantage by the pupils in 
many of their other school activities. 

Work on important reading skills, including the noting of details, 
vocabulary building, and location and evaluation of material, is carried 











— 


440 ELEMENTARY SCHOOL PRINCIPALS 





——___ 


on with these pupils as with those who follow the regular grade cur- 
riculum. However, the reading material differs in that it is selected 
with the idea of making an appeal to the interests of these “teen age” 
boys and girls. 

Social studies—A three-year program of units in social studies for 
use in occupational classes has been planned to accomplish the fol- 
lowing objectives: 


1. To make the daily school life of the pupil a worthwhile and satisfying ex- 
perience 
2. To stress the fact that cooperation between individuals, groups, and govern- 
ments is essential for 
a. The happiness and security of all people 
b. The maintenance of goodwill among nations 
c. An intelligent solution of world problems 
d. The conservation of natural resources 
e. The progress of industry 
3. To further the individual’s knowledge and appreciation of the opportunities 
afforded him by his immediate community, city, state, and nation so that he will 
a. Desire to take advantage of these opportunities 
b. Be better able to assume civic responsibilities. 


Some of the units in the social studies program are concerned with: 
(1) how Baltimore has been able to take a leading part in the develop- 
ment of the flying clippers; (2) how women of modern times have 
contributed to progress and social welfare; (3) how Baltimore pro- 
vides opportunities for spending leisure time; (4) how training in the 
office duties of the school will benefit boys and girls who are pre- 
paring for business; (5) why the weather bureau is important to all 
people; (6) how the newspaper influences the lives of many people; 
(7) why crime does not pay; (8) how Baltimore industries provide a 
variety of opportunities for occupations; (9) how Baltimore affords 
many opportunities for part-time and seasonal occupations; (10) legal 
aids in industry; and (11) how our country carries out a program of 
conservation. In planning for the use of such units it was found desir- 
able to prepare the following materials: 

1. A manual for the teacher’s use 

This manual contains a list of objectives, an outline of content, suggested 
integrations particularly suitable for occupational pupils, a list of activities in 
which the boys and girls may participate during their study of the unit, and 
an extensive bibliography of references for teachers and pupils. 

2. A textbook for the pupils 

Since there is little available printed material on the topics treated in the 
units, or if such material is available the reading content is too difficult for 
the pupils, the preparation of textbook material constitutes a major part of 
the curriculum work in social studies. 

3. A series of checks which may be used to test the pupils’ understanding of the 


reading matter 
4. A collection of maps, charts, graphs, and pictures to enrich the pupils’ work 





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SLtow-LEARNING CHILDREN 441 





A part of the content for one unit in the teacher’s manual appears 
as follows: 


I. How Baltimore affords many opportunities for part-time and seasonal occupa- 
tions 
A. Problems of boys and girls which make a part-time occupation desirable 
1. Desire to increase spending money 
2. Desire to purchase something which parents cannot provide 
3. Need for sharing cost of personal up-keep because of financial difficulties 
at home 
4. Need for experience in order to secure permanent employment 
5. Desire to help out a friend to whom the individual’s services are valuable. 
B. Value of a part-time job 
1. Effect on the worker 
a. Development of a proper attitude toward work 
b. Development of an appreciation of the dignity of labor 
c. Desire to accept his share of responsibility in the home 
2. Value to the community 
a. Worthy use of spare time as an aid to keeping individuals out of 
trouble 
b. Development of habits which make for good citizenship. 


A typical story from the pupils’ textbook for the same unit read as 
follows: 


HOW AN IDEA WAS PUT TO WORK 


It was getting warm outdoors; spring was close by. Mrs. Smith decided to 
bring out her porch furniture. “I didn’t realize that these porch chairs looked 
so shabby!” she exclaimed. 

“T have an idea, Mother,” said John, who was near by. “Let me paint them.” 

“Certainly, son, if you think you can dao it right,” replied his mother. 

“I know how to do it. First, I’ll wash the furniture to cut the grease and 
dirt. Then I’ll sandpaper any rough places and scrape off old bits of paint. 
After that I’ll be ready to put on my first coat of paint. I don’t have to use 
regular paint for this first coat. There is a flat paint sold which is cheaper and 
better to use. When the first coat is completely dry, I’ll be ready for the second 
coat. I’ll be sure to use an outdoor paint on any porch furniture, porch steps, 
window boxes, or fences. The second coat of paint has to be put on much more 
carefully than the first. I’ll make sure that my brush is clean, dry, and of good 
quality. Brushing the paint on with even, smooth strokes is very important. 
I must try to follow the grain of the wood when possible. I’ll make sure that 
there are no teardrops of paint running down the sides.” 

When John had completed his job on the porch furniture it looked as good as 
new. 

“Mother, I wonder if Mrs. Brill, next door, would like me to paint her porch 
furniture, too?” asked John one day. 

“Go and ask her, son, I think she would like to have it done,” answered his 
mother. 

John got not only Mrs. Brill’s porch furniture to paint, but many other jobs 
in the neighborhood. Then he painted Mrs. Norton’s window boxes, Mrs. Smith’s 
front steps, and even a fence. 

One neighbor, who saw what fine jobs John was turning out, asked him to 
paint her kitchen furniture. This time he remembered to use a fine glossy 
indoor paint. He knew that the best way to paint chairs was to turn them 
upside down, begin working at the bottom of the legs and then turn them right 








442 ELEMENTARY ScHOOL PRINCIPALS 





side up, and stand them on a clean newspaper to complete the work. The same 
was true about tables. 

Each time John finished a paint job, he remembered to clean his brushes care- 
fully and rinse them in turpentine. He stored them by suspending them in 
linseed oil. He wanted to be sure he would be asked to do other jobs for the 
same people. 


Special activities—In addition to the activities provided thru the 
subjects already mentioned, there are many others which aid the occu- 
pational pupil to gain pleasure and value from his schoolwork. Glee 
clubs, hobby clubs, athletic events, and excursions to many and varied 
places of interest are conducted under teacher supervision. Sometimes 
it is thru these extracurriculum activities that boys and girls are 
stimulated to put forth the effort necessary for successful work in 
other phases of school life. 

Opportunities for advanced pupils—Pupils who show ability to do 
a high type of work in the regular occupational centers are promoted 
to occupational schools where a larger number and a more advanced 
type of shop activities are provided. At the present time there are 
three such schools. Recently an entire house, known as the Practice 
House, has been given over to practical activities in homemaking for 
certain girls who show particular aptitude for this work. Under the 
supervision of a teacher these girls are given guidance in all problems 
relating to the care and management of a home. In addition, a few boys 
and girls may go from the advanced occupational classes into the 
vocational schools. For a majority of pupils, however, the occupational 
program serves as the terminal of formal education. When their work 
in the occupational centers is completed they leave to seek employment. 


E no longer think it a disgrace that Joe does not learn 
W arithmetic as well as John any more than it is a disgrace 
for Peter not to be able to make a kite or to handle a hammer 
as well as Paul. The wise and skillful teacher knows the child’s 
weaknesses, but he knows also his strengths. He knows that 
education is not limited to book learning. He knows that it 
consists rather of the development of those capacities which 
the child possesses—whether they be academic or manual or 
social or musical or of any other type—to the end that he may 
live happily as a social being in a social world—Martens, 
Elise H., Teachers’ Problems with Exceptional Children—II1: 
Mentally Retarded Children, U.S. Dept. of the Interior, Office 
of Education, 1934, p. 15. 














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SLow-LEARNING CHILDREN 443 





CLASSES FOR MENTALLY RETARDED CHILDREN 


AGNES MAHONEY 


Principal, Vonnegut School, Indianapolis, Indiana 


tarded, whose behavior is perplexing, whose mental and emo- 

tional adjustment is poor, or whose physical condition requires 
special attention are to be found in every school. Whatever the type 
of difficulty, the past few years have seen a significant change in our 
attitude toward, and handling of, these children. An increasing 
number of school systems are giving early attention to the difficulties 
with which such children struggle, and thus are striving to prevent 
the development of more serious problems and to effect a better adjust- 
ment for each handicapped child. While there is still much to be 
learned about the nature and effective treatment of such children, 
considerable progress has been made. In Indianapolis, for example, 
there are special classes for the crippled, the malnourished, the hard of 
hearing, the defective in speech, the blind and partially seeing, the 
emotionally unstable, and the mentally retarded. This article is con- 
cerned with the purposes, organization, and program of the classes for 
mentally retarded children in this city. 


(( erie, WHOSE SCHOOL PROGRESS is erratic, puzzling, and re- 


GENERAL OBJECTIVES 


The general objectives of all special education classes in Indianap- 
olis, including those for mentally retarded children, are as follows: (1) 
to teach the handicapped child to understand his abilities and his 
shortcomings, and to help him develop in every desirable way up to 
the limit of his abilities; (2) to teach the child to live happily with 
himself and his neighbors; (3) to develop his physical body so that he 
will enjoy as good health as his heredity permits; (4) to develop in 
him the ideals, attitudes, and emotional control necessary for adequate 
social adjustment; (5) to help him cultivate as great an interest as 
possible in the life about him—in good friends, nature, sports, litera- 
ture, and music; and (6) to develop in him the desire to be of service 
to his fellows. 

ORGANIZATION OF CLASSES 


The special classes for mentally retarded pupils are established in 
centers in different parts of the city. One of the largest of these centers 
is the Vonnegut School (No. 9), which was chosen for this purpose 
because of its downtown location and easy accessibility. In this 
school there are nine homerooms for mentally retarded children and 











———oa 


444 ELEMENTARY ScHoOL PRINCIPALS 





thirteen homerooms for normal children. Enrolment in the special class 
homerooms averages thirty pupils, while that of the regular clags 
homerooms averages forty-two. This does not mean, however, that 
there are always that many pupils in a given class period. 
Grouping of pupils—The classes for mentally retarded children are 


organized in two main divisions, A and B. The A division is composed | 
of children whose mental retardation is more than four years—that is, | 
children whose mental ages are more than four years below their chron- | 
ological ages. The B division includes children whose mental retarda- | 


tion is four years or less. Each of these divisions includes classes at 
the primary, intermediate, and advanced levels. In general, the pri- 
mary level is for children who are socially, physically, and chrono- 
logically eight, nine, or ten years old; the intermediate group com- 
prises children from ten to thirteen years old; and the advanced group 
is for children thirteen or more years old. However, there is no hard 
and fast rule that a pupil must remain in any certain class because 
of his chronological, social, or mental age. Pupils are moved to another 
class if proper adjustment is not secured under the first classification. 

Admission to classes—A regular procedure is followed in admitting 
children to these classes. Each candidate is referred to the social worker 
either by the principal or teacher of the home school or by the parent 
or guardian of the child. The social worker makes all arrangements 
for the various tests required. A complete physical check-up is de- 
manded, including special examinations of the eyes and ears. It is 
highly desirable that each child be given at least one individual mental 
test, one group intelligence test, and a performance test. The social 
worker, with the assistance of a psychologist and a psychiatrist, makes 
a complete survey and report on the child’s characteristics, his home, 
the neighborhood in which he lives, the schools he has attended in the 
past, and the school he is now attending. Personal interviews are 
frequently arranged between the child’s parents and the principal of 
the school which he will probably attend if admitted to a special class. 


Tue EpucaTIONAL PRoGRAM 


The problems of the mentally retarded child are not solved merely 
by discovering his level of ability and placing him in a special class. 
Ways of forming better habits and of developing the child to the limits 
of his capacity must be worked out. The teachers of such children 
must not look upon them as inferior or as having “character defects.” 
They must not set definite standards of attainment for these pupils 
but must encourage and challenge them to reach as high standards 
as possible. 














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Stow-LEARNING CHILDREN 445 





Individual guidance—At the Vonnegut School each mentally re- 
tarded child is studied individually and a special program is arranged 
for him. If he shows unusual aptitude for a subject, whether it be 
an academic subject, art, music, or any of the vocational subjects 
offered, he is permitted to devote more than the normal number of 
periods to it. If a pupil needs special help in a fundamental or tool 
subject, he may be assigned to more than one class in that subject 
or he may be given individual instruction until he has achieved some 
measure of success and recognition in that particular field. Pupils 
from the mentally retarded classes may also be assigned to certain 
classes with the normal children, while children from the normal 
classes who are greatly retarded in certain subjects may be assigned 
to mentally retarded classes until they are able to participate success- 
fully in the regular classes. 

A system has also been worked out with the Arsenal Technical High 
School whereby certain mentally retarded pupils take some advanced 
work at the high school while continuing to attend the Vonnegut 
School for other subjects. For instance, one sixteen-year-old boy goes 
to Tech High for advanced instrumental music classes with the 
opportunity of playing in the high-school band. He also takes ad- 
vanced cabinet shopwork there but his academic subjects are cared 
for at Vonnegut. This plan has two advantages: (1) It gives the 
child an opportunity to establish himself successfully in high school, 
thereby bridging a gap which usually is difficult for a mentally retarded 
child to span; and (2) it affords an opportunity for the pupil to ad- 
vance in the things he is capable of doing, thereby contributing to 
the first objective of special education. 

Vocational work—The special curriculums for mentally retarded 
pupils include a variety of vocational activities. The boys have an 
opportunity to learn the essentials of messenger service, stockroom 
work, filling orders, delivery service, routine office work, woodwork- 
ing, simple repair work requiring soldering, simple electrical repair 
work, printing, janitor service, care of lawns and shrubs, and various 
jobs connected with a lunchroom. The girls have an opportunity to 
learn the skills involved in cooking for family meals or for a lunch- 
room, sewing (with emphasis on repairing and making over clothes), 
crocheting, knitting, laundry work, messenger service, routine office 
work, waiting on table, answering telephone calls and relaying mes- 
sages correctly, buying supplies for lunchroom and kitchen, taking 
care of small children, and planning menus for the home or lunch- 
room on a limited budget. 

Tool subjects—In the tool subjects the course of study varies with 
the group. For instance, in an A group composed of boys who are 














446 ELEMENTARY SCHOOL PRINCIPALS 





fourteen or fifteen years old chronologically but only four or five years 
old mentally, reading instruction is based on the signs and notices 
frequently encountered in life, such as “Fire Escape,” “Exit,” “En- 
trance,” and “This Way, Please.” In arithmetic such children learn 
to tell time, make change, compute simple bills, count articles, read 
house and telephone numbers, and read and interpret the amounts 
of money specified on bills such as those for water, gas, and electricity, 

In a group having higher intelligence the reading level is some- 
what higher. Certain current papers prepared for primary children, 
such as My Weekly Reader, are used in such groups. We find it detri- | 
mental to have these children read from books which are marked for use 
at the first-, second-, or third-grade level. While the content of such 
books is often appropriate, their labels call attention to the children’s 
retardation and thus create an unfavorable attitude toward reading. 

In arithmetic these more intelligent pupils are given as much work 
in the four fundamental processes as they are able to master. They 
also discuss as thoroly as possible the social aspects of arithmetic. A 
good example of the latter is found in the unit on taxation. At the 
end of this unit a pupil does not know how to solve tax problems but 
he does know what a tax-paper is, where taxes are paid, the purposes 
for which taxes are used, the kinds of taxes that affect him or his 
family, the penalty for failure to pay, and so on. Some classes have 
visited the courthouse where property taxes are paid in Indianapolis. 
They have also learned about special taxes or licenses and have visited 
the state house and the city hall where such taxes are paid. 

Social studies—All mentally retarded pupils are given as many social 
experiences as possible in order that they may (1) develop a better 
understanding of all peoples and their various contributions to civilized 
living, (2) appreciate the work and sacrifice necessary for the develop- 
ment of civilization, and (3) realize that progress is characteristic of 
society as a whole and that each person can and should have some 
part in that progress. Experiences contributing to the attainment of 
these objectives are provided thru visits to factories, stores, govern- 
mental agencies, and other community institutions; thru visual aids, 
including exhibits at the Children’s Museum, traveling exhibits and 
films from the visual education department of the Indianapolis schools, 
pictures from the Indianapolis public library, and the school’s or the 
teacher’s private collection of pictures and slides; thru lectures by 
public-spirited businessmen who understand the problem and are will- 
ing to aid in making a better citizenry; and thru talks given by chil- 
dren of the various nationalities in the school. 


1 Published by the American Education Press, Columbus, Ohio. 





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SLtow-LEARNING CHILDREN 447 





One of the most successful units developed in the social studies was 
concerned with transportation. The purposes of this unit were (1) to 
develop a growing interest in the country beyond the child’s immedi- 
ate environment and to realize that changes are taking place contin- 
ually, (2) to develop a keener observation of one’s environment, (3) 
to learn what the barriers to transportation were and are, and how 
they have been and are being overcome, (4) to learn that continuous 
progress is necessary to satisfy man’s demands for greater speed, 
efficiency, and safety in transportation, (5) to learn that the develop- 
ment of transportation helps to bring the peoples of the world closer 
together, (6) to understand the need for growth in transportation to 
keep pace with other phases of development in the world, in a par- 
ticular country, or in an individual city, (7) to develop concepts 
of time and distance in relation to travel, and (8) to note the voca- 
tional opportunities available in the field of transportation and the 
types of work in this field which these children might expect to pursue 
successfully. These purposes were accomplished thru the use of a sound 
motion picture entitled “The Development of Transportation”; ? slides 
showing various aspects of transportation; two radio broadcasts on the 
subject; visits to a railroad station, an airport, and a streetcar barn; 
talks by a railroad executive, a railroad engineer, and a repairman 
at one of the roundhouses; an exhibit and explanation of an automobile 
motor; and talks by children in the school who were born in other 
countries, comparing methods of transportation in those countries 
with the methods used in this country. Among these children were 
representatives from Canada, Mexico, China, Italy, Greece, Venezuela, 
and England. It is hardly necessary to add that the devices and activ- 
ities mentioned here produced results which could not have been 
achieved by trying to read textbooks on transportation. 

Other fields—The classes in art, instrumental music, and science 
include only those pupils who show special interest and aptitude in 
these fields. All children, however, participate in some form of physical 
activity, and all are enrolled in health and safety units. Certain 
pupils are given opportunity for rest periods if the examining physician 
so directs. In clubs, auditorium work, and massed choruses, normal 
and mentally retarded children are combined. 


CONCLUSION 


People often ask if the mentally retarded child really can be edu- 
cated. To the person who insists that education means successful aca- 
demic achievement in a standard elementary and high-school program 


‘Issued by Erpi Picture Consultants Inc., New York City. 








448 ELEMENTARY SCHOOL PRINCIPALS 





of studies the answer is “no.” But most of us have progressed beyond 
that conception of education. We have grown away from the idea 
that every child must be like every other child and that all childrey 
should be expected to master the same types of school problems. We 
know, too, that education is not limited to book learning. Just as ther 
are tasks that the short person can do better than the person of averag 
or above-average height, there are tasks better suited to the mentally 
backward child than to the normal or bright child. We must therefore 
train the backward child to do such tasks as well as his capacities will 
permit. It is not the specific character of his job that makes a person 
happy or unhappy; the thing that counts is his inward sense of success 
and effectiveness or of failure and ineffectiveness in that job. Hence 
if family, school, and other social influences are appropriately shaped 
success, happiness, and a place in the world may be attained by a 
person of any except the very lowest levels of intelligence. 

In America, the highest type of education consists in developing the 
capacities which the child possesses—whether they be academic, social, 
musical, artistic, manual, routine, or of any other type—to the end 
that he may live happily as an individual and as a member of a demo- 
cratic society. Each child should be held responsible for the maximum 
development and optimum use of his abilities, and it is our privileg 
and responsibility as educators to help him reach these goals. Accord- 
ing to this conception of education the mentally retarded child can 
be educated as successfully as his more intelligent fellows. 


VEN at its best, the class program which must provide for 
the mentally deficient child in the same group with the 
mentally superior child is usually not the most desirable plan 
for either pupil or teacher. Much more satisfactory conditions 
may obtain if seriously retarded children can be gathered to- 
gether into a separate class assigned to an understanding 
teacher. Then there is every possibility of centering the class 
work about the needs of this particular level of intelligence — 
Martens, Elise H., Teachers’ Problems with Exceptional Chil- 
dren—III: Mentally Retarded Children, U. 8. Dept. of the 
Interior, Office of Education, 1934, p. 29. 








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SLow-LEARNING CHILDREN 449 





CARING FOR SLOW LEARNERS IN SPECIAL CLASSES 


BENJAMIN B. GREENBERG 


Assistant Superintendent, Division of Elementary Schools, Board of Education, 
New York City 


conjunction with the Advanced School of Education of Teachers 

College, Columbia University, set up in Public School 500, known 
also as Speyer School, an experiment in the education of two groups 
of atypical children. The purpose has been to develop new technics, 
new methods, and new materials of instruction for fast learners with 
1Q’s of 130 or higher, and for slow learners with IQ’s ranging from 75 
to 90. There are two classes of fast learners and seven of slow learners, 
each with an enrolment of twenty-five children. 

The slow-learner group was organized in order to find out just what 
could be accomplished with children commonly classified as dull nor- 
mal if they were placed in the care of teachers and supervisors who 
were sympathetic with their needs and who would endeavor thru co- 
operative effort to provide adequate individual instruction. This ex- 
periment signified more to the staff than merely helping the children 
attain certain standards of accomplishment in the school subjects. It 
meant taking the child’s health into account, studying his environ- 
ment, and enlisting the aid of every element in his home and com- 
munity which would be effective in meeting his needs. Furthermore, it 
meant providing for the child the kind of school life that would enable 
him to realize his potentialities as an individual and as a member of a 


group. 


I’ FEBRUARY 1936 the board of education of New York City in 


ADMINISTRATIVE ASPECTS OF THE PROGRAM 


Organization of classes—When the slow-learning children were ad- 
mitted to Public School 500 they were placed in the grades which 
they would have attended had they remained in their former schools. 
However, the classes were not designated by grade numbers but 
were known by the names of the teachers, as Mrs. Cook’s group or 
Miss Berken’s group. This was done to enable the children to form a 
new concept of the term “‘my class” so they would not feel that they 
had been temporarily thrown together to achieve certain academic 
accomplishments, but that with their teacher as a guide and friend 
they were embarking on a program of cooperative work and play. 
Each child was made to understand that he had a definite place in 
the group and that the success of the group’s undertakings was de- 
pendent on the contribution of every member. 





450 ELEMENTARY ScHOOL PRINCIPALS 








Assignment of teachers—In order that the teachers might acquire 
an intimate knowledge of their children, it was planned to have each 
teacher remain with her class for a period of five years. This has not 
been possible in all cases because of unavoidable changes in the teach- 
ing staff. However, the children have had fewer changes of teachers 
during the four years of the experiment than they would have had in 
other public schools. Three of the classes still have their original teach- 
ers; the remaining four classes have had two teachers each. 

This plan of assignment has resulted in each teacher’s knowing 
her children almost as well as their own parents do. It has given her 
opportunities of making frequent visits to each child’s home and 
has enabled her to watch each child’s growth over an extended period 
of time. She gains an accurate knowledge of those elements in the 
child’s environment which are possible sources of harm to him and 
she can help to build up his resistance to their influence. She knows 
his character, its strengths and weaknesses, and can plan a long-term 
program for the development of a personality in which the good 
qualities will be firmly established and the bad ones eliminated. 

Promotion of pupils—Since each class remains intact at the end of 
each term and moves on as a unit, promotion day has ceased to mean 
much to these children. Because June 30 and January 31 are pro- 
motion days in the neighboring schools, the children like to be reas- 
sured and generally ask whether they have been advanced a grade. 
However, no child ever “fails,” and there is little to mark the fact that 
one term has ended and a new one begun. On February 1, each group 
continues with its activities of January 31. As one of the children 
said, “Every day is promotion day in Public School 500. You just go 
a little bit further every day.” 

This does not mean that a child is not held to standards of accom- 
plishment. He is expected to show regular growth according to his 
capacity. The teacher determines his growth to the best of her ability 
with the aid of such objective measurements as are at her command 
and such knowledge of the child as can be obtained from her daily 
contacts in the classroom. If the child does not seem to be working 
to his capacity, the teacher tries to discover the reason. Sometimes it 
can be found in his physical condition; sometimes he is under a severe 
emotional strain. Recently, one of the children who had made slow 
but steady progress for two years began to do very poor work. His 
test results on the New Stanford Achievement Test * at the end of the 
sixth term were lower than they had been at the end of the fifth term. 
When the teacher learned that the boy’s parents were obtaining 4 


1 Published by the World Book Co., Yonkers-on-Hudson, New York. 


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SLtow-LEARNING CHILDREN 451 





divorce and that he was sorely distressed by the situation at home, 
she understood his inability to concentrate on school problems. 

Occasionally, but not often, a child is actually lazy and does not 
want to make the effort to do the thing that is difficult for him. Re- 
tarding such a child has never solved this problem. The teacher of a 
lazy child talks the situation over frankly with him and with his 
parents and tries to enlist the cooperation of both. 

Reclassification of pupils—Some adjustments have been made in the 
placement of children in the various classes. Usually, in any group of 
slow learners selected from traditional school organizations, one will 
find children who have been retarded so often that they are much 
older than the other members of the group and, consequently, have 
serious social maladjustments. Wherever such cases have occurred, 
placements similar to the following have been made. 

Harvey and Harriett were two colored children who had been in the 
youngest group for a year. They had entered public school at the re- 
spective ages of eight and eight and a half years, had not been pro- 
moted from Grade I-A, and were enrolled at Public School 500 on that 
level. Little was known about them except that they were nonreaders. 
During their third term in the school, they began to develop behavior 
difficulties which seemed to be caused by their placement with younger 
children. Harvey bullied his classmates and Harriett became increas- 
ingly infantile in her reactions. She cried very easily and developed 
an excessive shyness. Both children were removed from the Grade II-A 
group and were placed in Grade IV-A with children who were approxi- 
mately as old as they. A change for the better occurred almost at once. 
Harvey ceased bullying because the older boys would not take it. 
Harriett began to participate in the activities of the other children and 
has become increasingly self-reliant and confident. Both of them still 
read on a level far below any of their associates, but the class carries 
on so many activities from which their poor reading ability does not 
exclude them that they feel themselves integral parts of the group. 

We have made eleven adjustments of this type in a school popula- 
tion of 175. All except one have been made by placing the child in 
a higher grade. In this one ease, serious illness had kept the child 
out of school for several months. She is delicate and physically im- 
mature, and finds herself much happier with a group younger than 
that with which she was originally placed. 


INSTRUCTION AND GUIDANCE 


Development of pupil personality—The needs of slow-learning chil- 
dren are not essentially different from those of other children but 








452 ELEMENTARY SCHOOL PRINCIPALS 





greater relative stress must be placed on meeting certain of these 
needs than is the case with children of higher intelligence. One reason 
for this is that the slow child has very often developed feelings of 
inferiority in his associations with brighter children, and these feelings 
may lead to many personality maladjustments. Therefore, the primary 
concern of the slow child’s teacher is to help the child build a healthy 
and happy personality. In so doing, the teacher organizes her program 
around the six cardinal objectives for elementary education, namely, 
to help every child 

. To understand and practice desirable social relationships 

. To discover and develop his own desirable individual aptitudes 

. To cultivate the habit of critica] thinking 

. To appreciate and desire worthwhile activities 


. To gain command of the common integrating knowledge and skills 
. To develop a sound body and normal mental attitudes.’ 


aomr WON 


Development of desirable social relationships—An individual can- 
not live a happy and useful life, either as a child or as an adult, if he has 
not learned to get along with other people. In all the slow-learner 
groups the children are given many opportunities to practice desir- 
able social relationships. The teacher and children together plan their 
work for the day. Often small groups of children pool their resources in 
planning and carrying thru a project which interests them and prom- 
ises to be of value to the class or the school. In one of the groups, 
three boys have been preparing a daily newspaper which they post 
on the school bulletin board. They have shown initiative in adding 
new features to the paper and they display good judgment in plan- 
ning and in making group decisions. The teachers are alert to en- 
courage any manifestation of an interest which may lead to this type 
of group activity because they know that the child acquires desirable 
social traits only thru opportunities for practicing them. 

The children are learning to criticize each other’s performances 
fairly and to accept criticism if it is justified. It is a common sight 
to see a child testing three or four of his companions in spelling and 
then helping them to learn any misspelled words. These boys and girls, 
altho slow, are learning the science and the art of successful living in a 
democratic society. 

Discovery and development of aptitudes—The development of any 
special aptitude will do much to overcome a pupil’s feeling of inferior- 
ity. A slow learner’s special talent may be of a very humble sort but 
an alert teacher endeavors to uncover it. One of the boys in the young- 


2 New York Council of Superintendents, Committee on Elementary Education. Cardinal Objectives 
in Elementary Education. Second report. Albany, N. Y.: State Education Department, 1929. p. 13. 





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SLtow-LEARNING CHILDREN 453 








est group has a remarkable sense of rhythm. The fact that he is often 
chosen to lead the singing in his class or in the assembly has com- 
pensated for his extreme slowness in learning to read. He has one of the 
lowest IQ’s in his group and has a special disability in reading and 
spelling. Even the remedial work in these subjects does not seem to 
facilitate his learning. But his ability to beat out complicated rhythms 
has commanded the admiration of his classmates and has built up his 
own self-respect. 

Finding worthy interests and objectives—In the majority of cases, 
the slow-learning child in Public School 500 belongs to a family in the 
lower economic brackets. Therefore, the teachers keep in mind the 
resources of the home and the community in planning their classroom 
activities. The children are led to see that interesting and worthy 
activities may be followed without the expenditure of large sums of 
money. 

During the past term one of the older groups made equipment for 
developing and enlarging pictures. They made this equipment almost 
entirely from secondhand material, most of which was obtained from 
the junk shop next door to the school. These children have learned 
how to engage at comparatively little cost in a hobby which most 
people consider very expensive. Other children have used their shop 
periods to construct frames on which they are making hooked rugs for 
their bathrooms at home. The backing of the rugs consists of burlap 
bags which were supplied by a feed store. The rugs themselves were 
contributed by the entire school. In the pursuit of activities such as 
these the child feels the thrill of successful accomplishment and com- 
mon things take on a new significance for him. 

Trips to places of interest—The children in the slow-learning 
groups, in common with many other children of similar mentality 
and family background in New York City, have been extremely lim- 
ited in the range of their experiences. Most of them have been un- 
aware of the rich opportunities for worthwhile experiences offered 
by the city in which they live. From the beginning, therefore, the classes 
have taken excursions. On these trips some of the children have en- 
tered a large department store for the first time in their lives. They 
have seen the treasures of the Museum of Art and have become 
acquainted with the variety of exhibits in the Museum of Natural 
History. They have watched radio broadcasts, have seen the harbor 
from the deck of a ferryboat, and have visited factories, milk-bottling 
plants, and storage warehouses. Out of these excursions have grown 
interests which have led to keeping scrapbooks, to extensive reading 
in certain fields suggested by visits, and to sharing with parents an 








454 ELEMENTARY SCHOOL PRINCIPALS 

enthusiasm for museums and parks. Drab and disinterested little { 
personalities have blossomed out under the stimulus of rich and varied 
experiences. 

Aids to critical thinking—Critical thinking is by no means impossible ( 
for the slow learner, but thinking in abstract terms is much more diffi- ( 
cult for him than for the bright child. The trips have been a means g 
of giving the children many and varied perceptual experiences, and 
discussion of these experiences has presented opportunities for the f 
development of habits of clear and concise thought. Q 

Another form of perceptual experience which has been used as a a 
basis for developing critical thinking has been that gained thru movy- s 
ing pictures, slides, and other visual materials. For example, a child of ¢ 
third-year reading ability has seen a picture of the cattle industry and d 
asks: “Why do farmers feed corn to cattle before sending them to 
market? Wouldn’t it be less work to turn them out on the range than g 
to raise corn and cut it to feed to them? There must be some reason t] 
for it.” Clearly this form of presentation provides concepts which a 
stimulate thinking of a critical form, concepts which a slow child never | 
could have obtained from a book because of his limited reading V 
ability. P 

Development of skills—The staff is fully cognizant of the fact that tl 
all children, slow learners as well as fast learners, must acquire a 0! 
certain amount of facility in reading, writing, spelling, understanding tl 
of number situations, manipulation of numbers, and specialized skills G 
such as the reading of maps and the perception of time relationships. 

Not all children are capable of developing an equal degree of skill in of 
any of these areas. Therefore, all that is expected is that a child shall to 
work to his capacity as determined by the best available tests. If a fo 
child’s achievements in any area are below what should be expected at 
in the light of what is known about him, efforts are made to find the of 
reason for his failure and remedial instruction is given. Some of the pe 
remedial instruction has been given by WPA teachers of remedial di 
reading and arithmetic; other instruction is given by the class teacher. tr 

The skills are not taught apart from the rest of the school program or 
but are integrated with all activities. The spelling words studied by 
the children are those which they need in their written work or those 
which are rich in meaning to them because they have been used in 
discussion of a class activity. The form of a business letter was learned th 
in one class by writing letters to chambers of commerce in various er 
cities in order to obtain information for the teacher who was to take ch 
a summer trip thru the West. One of the youngest groups is learning de 
the meaning of the processes of multiplication, subtraction, and addi- tin 








tp 





SLow-LEARNING CHILDREN 455 





tion, and the technics necessary for working examples, by keeping the 
scores of games played during the daily game period each morning. 

Curriculum organization—In each class the curriculum has been 
organized around broad units of activity, each of which has grown out 
of some dominant interest of the majority of the group. Sometimes 
a unit offers opportunity for major experiences in one area, sometimes 
in another. Each class has had opportunity for experience in many 
fields. It has never been felt that all the children’s experiences at a 
given time need necessarily be an integral part of the unit. There has 
always been enough flexibility in planning to allow for the pursuit of 
spontaneous interests and minor activities which may develop con- 
currently with the major unit of work. The skill of the teacher is 
demonstrated in her handling of these spontaneous activities. 

School and community relations—One element in the school’s pro- 
gram should be mentioned specifically; it has already been implied in 
the discussion of trips and of the close relationship between the teacher 
and the home. The school recognizes the futility of its educational 
efforts if the forces influencing the child outside the school are moti- 
vated by ideals which conflict with those of the school. Therefore 
Public School 500 strives to break down in the community and in 
the home the idea that organized education is the only concern 
of the school. The teachers have not hesitated to use the services of 
the churches, the hospital clinies, the Girl Scouts, the Bureau of Child 
Guidance, and other community agencies to supplement their work. 

Thru a frequent interchange of visits, teachers and parents have 
often been able to agree on a consistent course of action for a child 
to follow both at home and in school. For instance, if a child has 
formed the habit of not finishing his jobs, it is essential that the parent 
at home, as well as the teacher in school, work toward the formation 
of a desirable habit. The parent must make the child feel the im- 
portance of finishing such tasks as polishing his shoes, drying the 
dishes, or tidying up his room if the teacher is to be successful in 
training him to keep working until he has learned his spelling lesson 
or finished a letter that he has begun to write. 


EFFECTIVENESS OF THE PROGRAM 


Personality changes—It is difficult to measure the effectiveness of 
the kind of program which is being followed in these slow-learner 
groups. No adequate instruments for the measurement of personality 
changes or for ascertaining the degree of social adjustment have been 
developed. It is necessary to trust to personal observations over a con- 
tinued period of time. These the teachers record in their daily logs. 








456 ELEMENTARY ScHOOL PRINCIPALS 





—. 


TABLE 1—Cnances ErrecTep In Personatity Traits AND Hearn Hasirs op 


CERTAIN CHILDREN IN Five SLtow-LEARNER GrRovups® 





























NUMBER OF CHILDREN 
a PERCENT 
UNFAVORABLE TRAIT OR Showing Showing Showing | Com- 
Hears Hazir this trait nities eaten ta ¢ ompletely | PLETELY 
pee seen provement | provement fe ge Apsustep 
to Public after two after two aN 4 
School 500 — — ; 
(1) (2) (3) (4) (5) | (6) 
Inability to get along with 
a aici pease . Sa eee 13 13 0 
Insistence on having own 
Mr AdWaweceh ee deca eeuws 22 1 1] 10 45 
Dishonesty in work......... 36 l 8 27 75 
Poor sportsmanship......... 27 1 14 12 44 
Extreme selfishness......... ae Sere 2 9 8] 
Extreme shyness........... a Pere 7 | 16 70 
Quarrelsomeness............ 24 1 17 | 6 26 
Discourteousness........... i a ee 10 | 6 37 
Poor habits of: 
I 5 ck is ecu Me) Bante das 17 9 35 
aha a ag hobs 23 3 10 10 44 
NS eid ie 6 pic's. ncn oon baie 21 3 10 8 38 





Read table: Of the 26 children showing inability to get along with others at time of admission, 
none showed no improvement after two years, 13 showed some improvement, and 13 (or 50 percent 
showed complete adjustment in this trait. Similarly read figures for other traits and habits listed in 
column 1. 

2 Only extreme cases have been included. 





One of the first entries made in a teacher’s log three years ago tells 
about a boy’s throwing a book across the room in a violent fit of 
temper. A few months ago this same teacher was able to write, “Robert 
has changed so that I hardly know him. He never quarrels with the 
other children. In spite of his speech difficulty, he is anxious to enter 
into class discussion. He asks very intelligent questions.” As the entries 
on this boy are followed, it is possible to trace a history of gradual 
changes in attitudes marked by frequent relapses but also by steady 
improvement. 

Table 1 presents a summary of individual reports made by five of the 
teachers of slow-learner groups. Only ninety-one children who had 
been in their classes for at least two years are involved. Two classes 
were not reported because their teachers had been with the children 
for less than two years. 

Growth in reading skills—In all but the oldest group most of the 





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SLtow-LEARNING CHILDREN 457 





children are reading above or near their mental ages. The exceptions 
are all children with serious behavior problems. These problem chil- 
dren have been receiving remedial reading instruction for two years 
with little effect because their behavior difficulties are deep-seated and 
will require years of treatment. Such is the case of Fred, who is a half- 
orphan living in an institution. He has a brother in a home for the 
feebleminded, and his father is an epileptic and a typical “down and 
outer.” At the child guidance clinic it was found that Fred is hounded 
by a constant fear of being like his father. The school is trying to 
help him overcome his fear and build up some self-confidence, but 
success is coming very slowly because the boy’s difficulty is a well- 
established part of his personality. 

In the oldest group the reading ages and the mental ages ap- 
proached each other much more closely a year ago than they do today. 
Despite daily practice in reading, most of these children’s reading 
ages, as measured by standard tests, have not been raised during the 
past year. The boys and girls seem to have reached a limit with respect 
to the type of concepts with which they are able to deal successfully. 
In the more advanced textbooks many paragraphs deal with highly 
abstract material and these children do not seem to have the mental 
ability to cope with such material. 

As far as achievement in skills is concerned, all that can be done is 
to continue to study each child’s problems and attack them from every 
possible angle and with every known device. In Public School 500, the 
slow learners are liked and respected because of what they can and do 
accomplish and are not condemned because of what they cannot do. 
The school is attempting to provide intelligent and sympathetic guid- 
ance so that each child will develop responsibility for making the most 
of his limited ability. 


tigen society is committed to the program of educat- 
ing all the children of all the people regardless of their 
intellectual level. Every child would be educated to develop 
his fullest capabilities so that he can live a happy useful life. 
This does not mean that the educational system can educate 
all by the same methods or to the same levels of achievement. 
Through appropriate education, however, even those at the 
lower intellectual levels can be aided.—Kirk, Samuel A., and 
Monroe, Marion, Teaching Reading to Slow-Learning Chil- 
dren, Houghton Mifflin Co., 1940, p. 13. (Quoted by permis- 
sion of the publishers.) 








458 SLEMENTARY SCHOOL PRINCIPALS 





AN EXPERIMENT IN THE IMPROVEMENT OF RETARDED 
AND MALADJUSTED CHILDREN 


Rurus M. Harri. 
Assistant Superintendent, Board of Education, New York City 
and 
JoserH O. LoreTAN 
Principal, Public School No. 5, Manhattan, New York City 


LLEGATIONS OF SHORTCOMINGS in the prevalent methods of prevent- 
ing delinquency challenged the New York City public schools 
to work out some technics whereby anti-social boys would be 

given greater opportunity and encouragement to indulge in worth- 
while conduct. Accordingly, in February 1937 the board of superin- 
tendents inaugurated, under the direct charge of Associate Superin- 
tendent Stephen F. Bayne and Assistant Superintendent Benjamin B. 
Greenberg, an experiment on a citywide basis in about twenty selected 
problem schools. The classes organized for this purpose were designated 
as Special Opportunity A, B, C, and D classes. 

One of the schools selected for this experiment was Public School 
No. 5, Manhattan, enrolling 1715 children, all of whom are Negroes. 
This school includes sixty-three classes from kindergarten thru the 
sixth grade, the classes being coeducational thru the third grade only. 
The staff includes a principal, two assistants to the principal, and two 
teacher-clerks in addition to the classroom teachers. The average IQ 
of the pupils, based on group tests, is 85. Repeatedly, however, in- 
dividual intelligence tests of a nonlinguistic character have shown the 
average IQ to be significantly higher. 

Because of the many problems of retardation and delinquency in this 
school, four special opportunity classes—the greatest number of such 
classes in any one school in the entire city—were organized to partici- 
pate in the experiment. Approximately 300 boys have had this special 
guidance in the last three years. Altho no time limit for placement 
in these classes exists, most boys have been in them for a comparatively 
short time. Thus far the average length of time spent in this atmosphere 
has been two terms and only one boy has been enrolled for more than 
two years. At present seventy-one boys are being taught in these rooms. 





ORGANIZATION OF CLASSES 


Pupil selection—The prime criteria for selecting these boys are con- 
crete evidence of antisocial actions, retardation, and apathy or hostility 
toward schoolwork. A definite routine has been established for placing 
them in the special opportunity classes. Teachers of regular classes, 





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SLtow-LEARNING CHILDREN 459 





D | having made serious but unsuccessful attempts to adjust the boys, 
bring them to the attention of the principal or an assistant to the 
principal. The boys and the environment from which they come are 
then studied by an adjustment committee composed of the principal, 
assistants to the principal, social worker, school nurse, recreation- 
center worker, and attendance officer. A psychological test is adminis- 
tered either before or after the boys are admitted to the class. Achieve- 
ment tests in arithmetic and reading are also given to ascertain the 
t- extent of the boys’ retardation in these subjects. 

Chronological age is an important factor in determining the par- 
ticular opportunity class in which a boy is placed. The age range of 
¥ the classes varies somewhat from term to term; at present it is as 
follows: Opportunity A, eight to nine years; Opportunity B, nine to 
ten years; Opportunity C, ten to eleven years; and Opportunity D, 
B. eleven to twelve years. Exceptions are always in order. Several grades 
are usually represented in each class. This term the grade range in 
Opportunity A is from I-B thru III-B and the median grade is II-B. 
In Opportunity D the range is from IV-A thru VI-A and the median is 
V-A. Within each of these classes wide ranges of ability and achieve- 
ment are expected. Individual approaches are imperative. 

The case history of each boy is recorded on a special form which 
includes data pertaining to his educational status and his behavior 
difficulties. Dated information on his school grade, intelligence quotient, 
Q mental age, reading age, arithmetic age, number of terms retarded or 
accelerated, special educational abilities, and special educational needs 


sls 


~ is reported. Under the heading of behavior difficulties, notations are 
made as to why the boy is recommended for special treatment, how 
™ long the type of behavior has been manifested, the parents’ attitude, 
ak the recommendation of the psychological clinic, and the opinions of the 
of truant officer, social worker, and assistant to the principal. 
sal Teacher personnel—Securing adequate teaching personnel for these 
” classes has been one of the greatest difficulties. Teachers must be able 
be and willing to learn the remedial reading and arithmetic technics that 
i are part of the work in these classes. They must have a broad back- 
“a ground enabling them to carry on a modified activity program. At the 
a same time they must be familiar and sympathetic with the principles 
of mental hygiene; otherwise they cannot cope with the apathy or 
truculence evidenced by many of the children who are placed in these 
n- classrooms. In addition, the teachers must be able to justify their 
ity work to parents who are suspicious of any departure from normal 
ing classroom situations. In other words, the program calls for superior 
eS, teachers. Mere willingness to undertake the special teaching is not 








eo 


bs ill 


460 ELEMENTARY ScHOOL PRINCIPALS 





sufficient; it must be accompanied by the proper emotional attitude 
and by the intellectual and artistic gifts necessary for conducting work 
of this type. 

Several of these classes were supplied with a WPA remedial-reading 
teacher, trained by a reading specialist. Inasmuch as WPA assistance 
has been curtailed, the administration has prepared to continue this 
remedial work thru in-service training of regularly appointed teachers, 
As a result, these teachers have learned to use valuable materials and 
special technics in reading and arithmetic. These materials and technics 
are explained later in this article. 

Room equipment—The classrooms are equipped in a distinctly mod- 
ern fashion. Movable furniture of the most advanced type, a cabinet 
for records and case histories, a workbench or two, tools, paints, one 
moving picture camera for the four classes, and hundreds of slides are 
essential parts of their equipment. In addition, the boys have the 
facilities of a shop, a gymnasium, and a central library. 


THE CurRRICULUM 


The curriculum in these classes is difficult to describe. What is pre- 
sented here as a curriculum is a series of approaches which have been 
found valuable but which are still being tested by the teachers and by 
outside experts working with the principal. The general result at 
present seems to be a modified version of activity procedures with 
materials correlated with the course of study, plus definite class pro- 
cedures in remedial reading and remedial arithmetic. Remedial reading 
and arithmetic are not incidental to the general work in these classes; 
they are definite assignments conducted during definite periods. Inci- 
dental reading and arithmetic are carried over into many of the 
activities of the class. For instance, deciphering a blueprint to build 
aircraft as part of a unit on transportation obviously calls for much 
reading and arithmetic. 

Reading—Reading disability is one of the significant causes of mal- 
adjustment among the children in these classes. To eliminate this, a 
highly individualized procedure is followed. Each child is given a 
silent reading test and an oral reading test. Results from these tests 
give the teacher a basis upon which to do intensive diagnostic and 
remedial work. A pre-test, taken from exercises based on essential 
words, is then given. The number of errors made on these pre-tests 
indicates the particular level of exercises a boy is prepared to do, and 
he is subsequently confronted with material with which he can cope. 
Thus, his confidence in himself is often reestablished and a basic 
step has been taken to put him in a state of readiness for more ad- 
vanced reading. 








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SLtow-LEARNING CHILDREN 461 





Arithmetic—Problem children are frequently retarded in arithmetic 
and, as in reading, the first step in the special classes is to find the 
causes. The goal is to increase the knowledge and skill of the boys 
so they will become independent in their approach to arithmetical 
problems. They are first given a standardized test and an individual 
pre-test according to their chronological ages and school grades. On the 
pre-test they are permitted to proceed until they are seen to be ob- 
viously floundering. They are then stopped and their work is checked 
to ascertain what they have done correctly. At the point where they 
began to make a few errors, a more intensive diagnosis based on a 
refinement of the general test is made. If it is apparent that practice 
is needed on a particular phase of arithmetic, the boys are referred to 
specific examples designed to provide drill in that phase. As soon as 
these are mastered, the boys proceed to the next set of materials. 
Further testing follows from time to time and the boys sometimes 
skip ten or fifteen units of work if it is clear that the barrier which had 
hitherto prevented them from progressing has been removed. 

Activity approach—In these classes the day is roughly programmed 
to provide for activities growing out of large, clearly-analyzed units of 
work connected with the course of study. The class and the teacher 
plan these units around such topics as transportation or the New York 
World’s Fair. The general progress of activity on such a unit is illus- 
trated in the following paragraphs. 

Transportation was chosen as the topic for one term’s unit of work. 
Several published bulletins on transportation units were consulted 
by the teacher before objectives were set up and an outline was made. 
The usual class procedure included a discussion period from 2:30 to 
3:00 each afternoon, during which the plans for the next day were 
drawn up; a morning work period devoted to reading, research, library 
work, and the writing of compositions; and another afternoon hour 
from 1:00 to 2:00 when the class was divided into small groups and 
engaged in various construction activities. 

The teacher decided that the best way of introducing the unit was to 
contrast several dramatic stories on early methods of travel with 
stories of modern heroic exploits. Two books on transportation: were 
found to be of great aid in holding the interest of the boys; both 
the textual content and the drawings attracted attention. 

Soon the class began to take over the storytelling, and group discus- 
sions ensued. Retelling of favorite stories refined them to the place 
where there was no objection to the teacher’s suggestion that they be 


1Petersham, Maud, and Petersham, Miska. Story Book on Transportation. Philadelphia, Pa.: 
John C. Winston Co., 1933. 32 p. § Petersham, Maud, and Petersham, Miska. Story Book of 
Wheels, Ships, Trains, Aircraft. Philadelphia, Pa.: John C. Winston Co., 1935. 








462 ELEMENTARY ScHOOL PRINCIPALS 





put in writing. A “Travel Book” was planned in which the writtey 
stories were pasted; then the boys immediately had the desire to 
illustrate the book. Sometimes a drawing was made to accompany a 
story; at other times the drawing came first and a boy would write 
story to explain his picture. Thus, drawing and written composition 
were correlated. 

The teacher discovered that two boys had unusual talent for draw- 
ing, and so they were frequently asked to make the outlines for pic- 
tures while the remaining pupils filled in the colors. Copies of plates in 
the storybooks supplanted the pictures of guns and gangsters that 
these boys had previously preferred to draw. After a trip to the 
Museum of Science and Industry and the Museum of Natural History, 
the use of murals to depict advances in civilization was pointed out, 
Thereupon, the boys decided to undertake mural painting and a com- 
mittee was selected to lay out the scenes chosen by the class to show 
each stage of transportation. An outstanding mural depicting man’s 
advance in transportation methods was done on wrapping paper and 
mounted on a wall of the classroom. 

While the committee worked on the mural the teacher guided the 
rest of the class, in groups of three, in building actual models of 
transports. The necessity for planning before constructing was instilled 
in the boys and drawing periods were utilized for paper work. 
Frequent trips were made to the Museum of Science and Industry to 
study models and life-sized vehicles. 

Results of the boy’s efforts were exceptionally good. One boy, work- 
ing best alone, constructed a primitive drag consisting of two poles 
held apart by two crossbars and tied with raffia to represent the vines 
used by early man for ropes. The first attempt at a wheel was shown 
by a model of an Egyptian god attached to rollers. Three covered 
wagons were built with cheese boxes for bodies and reeds for the 
canvas supports. An Eskimo sled was made and dogs were cut from 
“oaktag,” colored, and fastened by thumb-tacks to a long strip so they 
would stand upright. A model of a Viking ship was built by one 
group after careful study of a large model at the museum. Tongu 
depressors supplied by the school nurse were used for oars, and copper 
wire was run thru the sail to give it form and the appearance of being 
filled with wind. 

When it was discovered that several boys were building model alr- 
planes at home, the teacher suggested that they bring their materials 
to school and add their hobbies to the class work on transportation 
This appealed to many boys, and for weeks blueprints were spread 
out on tables and balsa-wood spars and struts were being glued to- 


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Stow-LEARNING CHILDREN 463 





— 


gether. Three hangars were soon built to house the planes and the 
need for a landing field arose. The three boys who made the hangars 
spent several afternoons looking thru aviation books for the layout of 
an airport. 

The contrast between the covered wagons and the airplanes pro- 
voked class discussion. The group decided to work out a relief map 
of the routes followed by these old and new methods of transportation. 
History books were consulted for information regarding the Oregon 
Trail and the Mormon and Pony Express routes. Airplane folders 
secured from air-travel agencies were sources for determining the 
plane routes. A committee was appointed to place the models on the 
trails and routes, which were plainly marked in contrasting colors. 
Plaster of Paris formed the foundation and was painted blue for water 
and brown for earth. Thus, to a more limited extent, the stages of 
transportation were shown in three dimensions as they had been 
painted in two dimensions on the mural. 

The development of this unit on transportation created a wholesome 
attitude in most of the previously antisocial boys. One boy, who had 
been with the group only a week and who had been a particularly 
difficult problem before admission, was observed to be voluntarily 
explaining his work to three superintendents who were visiting the 
special class. The trouble the boys went to in order to bring scrap 
lumber, cheese boxes, paints, and brushes to class was evidence of 
their interest. Ten boys spent from ten to twenty-five cents each for 
airplane models. When the type of boy found in these special classes 
voluntarily spends money for special school supplies, the teacher should 
be pleased with her accomplishment. 

Reading periods became library periods for the class and the collec- 
tion of travel and geography books saw much service. The writing of 
compositions was no longer an unwelcome assignment, but a means 
of putting in permanent form “the story about the first boat” or “how 
the primitive man may have discovered the idea of a drag.” School took 
on a new significance for the boys, and their behavior difficulties be- 
came fewer and less serious. 

Excursions—The excursion program in these classes has been a 
welcome departure from the traditional type of school activity that 
these boys so thoroly disliked. The classes have participated in two 
different types of excursions: (1) those that are definitely of a 
recreational type, with important byproducts in health and enjoyment, 
and (2) those with a particular instructional purpose. The four classes 
went to the Museum of Science and Industry 14 times, to Inwood 
Park for nature study 8 times, and to the American Museum of 





— 


464 ELEMENTARY SCHOOL PRINCIPALS 





Natural History 6 times. Altogether, 104 excursions have been taken, 
an average per class of about 26 trips. Lest the reader question the 
amount of time the children spend out of school, it must be emphasized 
that all the excursions are carefully planned, the boys and the teachers 
discuss what will be seen, and trip booklets containing written reports 
of observations are kept. As an outgrowth of some of the excursions 
to the American Museum of Natural History, the boys have seen many 
slides and traveling exhibits. These visual aids have added to the 
instructional value of the trips. 


REPLACEMENT OF PUPILS IN REGULAR CLASSES 


The success or failure of this experiment in special classes depends 
upon the ability of the boys to readjust in a normal classroom, since 
they are destined to return to the regular school organization by the 
time they enter the junior high school. A major purpose of the experi- 
ment, therefore, has been to try out these boys in normal classroom 
situations to ascertain whether the rehabilitation accomplished in 
the special class will carry over. It is obvious, however, that to 
plunge a boy immediately from one environment into another without 
any intervening period of adjustment is wasteful. Consequently, when 
a teacher of a special class feels that a boy has built up sufficient 
interest and ability in reading or arithmetic to warrant his replacement 
in the conventional atmosphere, the teacher informs the principal and 
suggests the particular class to which she feels this boy should adjust. 
The principal then assigns the boy to a regular class for a part ol 
his work. If he adjusts satisfactorily, the time spent in the tradi- 
tional atmosphere is gradually extended until a complete transfer te 
the regular class is effected. 

In practically every case boys who have been returned to conven- 
tional classrooms in the same school where the experiment was being 
conducted have adjusted fairly well. On the other hand, there have 
been some recidivists. The reason for replacement in the conventional 
atmosphere is not necessarily that this atmosphere is considered 
superior, but that special class facilities are limited and a great many 
boys are in need of their therapeutic advantages. Boys cannot remain 
indefinitely in these classes but must pass on to make room for 
others who present greater problems. 


RESULTS OF THE EXPERIMENT 


As in all experiments involving the correction of maladjusted chil- 
dren, adequate objective measurement of improvement in attitude has 
not been possible here. Furthermore, since this particular experiment 











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SLow-LEARNING CHILDREN 465 





has run but three years, little credence can be placed in reports 
as to the permanent adjustment of the boys. There are, however, some 
indications of temporary adjustment. 

Investigation of the attendance records of boys who had been in 
the special classes for at least a year showed that in the great ma- 
jority of cases the proportion of absences had been markedly re- 
duced in comparison with absences during the years previous to place- 
ment in the class. Moreover, most of the boys who returned to the 
conventional classrooms had records superior to those they had made 
during the years previous to their special class experience. 

Evidences of psychological adjustment are available also in the case 
studies reported by teachers. For example, James was a fidgety, dis- 
obedient, stubborn, and slow-learning child who was placed in a 
special class from Grade I-B. He had no interest in his schoolwork 
and objected to the simplest assignment. He was doing poorly in read- 
ing and number work. As soon as he received individual attention and 
instruction his attitude began to change. A little praise and encourage- 
ment spurred him on to learn to spell and write simple words. He was 
given a speaking part in the class play and performed well. The activ- 
ity work, especially carpentry, appealed strongly to him. Soon he be- 
came a daily watcher of the progress chart and admitted that his new 
class work gave him much more satisfaction than he had experienced 
previously. 

Peter was admitted to a special class from Grade I-B with a mark 
of D in deportment and in his schoolwork. He had the reputation of 
being extremely aggressive, fighting and bullying younger children. 
He became sullen when reprimanded and grumbled at any restriction 
or assignment. In the special class his interest picked up during the 
arts and crafts period. When allowed to work on his own, he developed 
enthusiasm for handicraft and soon asked for additional assignments. 
At the same time his arithmetic, spelling, and reading showed marked 
improvement. He was seldom provoked to the point of starting a 
fight and, if aroused, he would make an obvious effort to exercise 
self-control. His whole social attitude changed for the better after a 
short time in the class. 

Many similar examples of apparent adjustment could be cited. 
Teachers concede, generally, that the number of boys who benefit by 
the special classes warrants their continuance. 

















—_— 


466 ELEMENTARY ScHOOL PRINCIPALS 


a - a. 





CORRECTING THE READING DIFFICULTIES OF CHILDREN 
IN GRADES III TO VIII 


ArTHUR I. GATES 


Professor of Education, Teachers College, Columbia University, New York City 


HE THIRD GRADE is one of the most critical periods in the course 
of reading development. It is critical for two reasons. First, it is 
a period of transition between primary reading habits and teclinies 
and the more advanced forms required in the intermediate grades, 
Second, it is a period during which preparations must be made to 
enable as many pupils as possible to clear the “fourth-grade hurdle.” 
The fourth-grade hurdle was first demonstrated by Lee in 1933." She 
found that if a child enters a typical fourth grade with a reading 
ability less than that represented by a grade score of 4.0 in a series 
of carefully standardized tests, he is almost certain to be handicapped 
in most of his school subjects thruout the fourth, fifth, and sixth 
grades. This is due to the fact that in a typical school the difficulty 
and amount of reading required for the various school subjects in 
these grades are considerably greater than in the preceding grades. 
It seems advisable, therefore, to give particular attention to each 
pupil’s progress during this transition period. In the early part of 
the third year the following reading characteristics or technics should 
be examined by means of standardized or informal examinations, or 


by observations, or both: 
1. Ability to survey words and sentences from left to right 
2. Technics of word perception and word analysis 
3. Habits of phrasing and reading by thought units 
4. Speed of reading 
5. Accuracy and fullness of comprehension 
6. Level or power of comprehension 
7. Efficiency of single reading, rereading, and skimming of long selections. 


It would also be highly advisable to reexamine the pupils, at least 
informally, near the middle of the year and again about two months 
before the end of the year. Thus, changes in status and needs may be 
detected and instruction adjusted to them. There are now availabl 
several series or batteries of diagnostic tests? which include devices 


1 Lee, Dorris M. The Importance of Reading for Achieving in Grades Four, Five, and Six. Con- 
tributions to Education, No. 556. New York: Teachers College, Columbia University, 1933. 64 | 


2 Some of these diagnostic batteries are described in the following references: Betts, Emmett A 
The Prevention and Correction of Reading Difficulties. New York: Row, Peterson and Co., 198 


402 p. § Durrell, Donald D. Durrell Analysis of Reading Difficulty. (A set of materials for testing 
and recording skills and habits in reading.) Yonkers-on-Hudson, New York: World Book C 
{ Gates, Arthur I. The Improvement of Reading. Revised edition. New York: Macmillan Co., 1935 
668 p. § Harris, A. J. How To Increase Reading Ability. New York: Longmans, Green and Co 194( 
403 p. § Monroe, Marion, and others. Remedial Reading. Boston: Houghton Mifflin Co 1937 
171 p. § Witty, Paul, and Kopel, David. Diagnostic Child Study Record. Evanston, Illinois 
Northwestern University. 





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SLtow-LEARNING CHILDREN 467 








for diagnosing some or all of the abilities listed above. Most of these 
abilities may also be appraised by informal methods in combination 
with various reading tests. 

If difficulties in these areas are not corrected in the third grade they 
often persist for many years. Pupils in Grades IV to VIII may there- 
fore reveal the same difficulties and require similar treatment. The 
following suggestions for diagnosis and corrective instruction are ap- 
plicable to pupils in any of these, or even higher, grades. 

Ability to survey words and sentences from left to right—During the 
first two grades the typical. child reveals some departures from the 
rule that a line or word must always be viewed from left to right. 
Several types of confusions, including reversal errors such as was for 
saw, or own for now, and other mistakes that look like wild guesses 
are common results. By the time the typical child enters the third grade 
he has fairly well established the systematic left-to-right procedure. 
Some children, however, need help in perfecting this habit. Defects in 
the direction of perception of words and sentences may be noted fairly 
well by observing and recording the pupil’s errors in oral reading, as, 
for example, with the Gray Standardized Oral Reading Paragraphs.* 
Some of the diagnostic batteries referred to above contain special tests 
for this purpose. These consist of paragraphs which include a number 
of words likely to be reversed or partially reversed by a pupil whose 
orientation is not perfected, or a series of independent words most of 
which form real words when reversed. A teacher can secure copies of 
one or more of these tests or find the substance thereof in one of the 
books on reading diagnosis. Such tests are readily administered. 

For the pupils who are still faulty in the direction of their attack, 
several types of instruction may be employed. One type involves a 
careful explanation and demonstration of the correct direction of at- 
tack. This may be conducted first with materials on a chart or black- 
board and later with a book of suitable difficulty. The teacher may 
continue the demonstration and to a certain extent lead the pupil’s 
eye by moving a finger or pointer, at first slowly and later more rap- 
idly, across the line and individual words. She may give some special 
instruction in moving consistently from left to right across a word 
which the pupil is trying to work out by phonetic or other clues. In 
a second type of instruction the pupil may use his own finger or pencil 
as a guide for a period of time. When he clearly gets the idea of 
moving from left to right, however, the use of such a crutch should 
be dropped. A third method which brings results includes giving the 
pupil actual experience in writing, printing, or typing materials. This 





* Published by the Public School Publishing Co., Bloomington, Illinois. 








468 ELEMENTARY ScHOOL PRINCIPALS 





method is usually reserved for the more serious or stubborn cases. A 
fourth procedure involves the use of a variety of games and special 
exercises similar to anagrams.* 

Technics of word perception and word analysis—In the primary 
grades children may work out the recognition and pronunciation of 
unfamiliar words by many devices. Some of these devices are adequate 
for primary needs, but they are either too superficial to insure con- 
sistent accuracy or too detailed and analytic to permit sufficiently 
quick word recognition as the child grows older. During the third grade 
it is important to note the way in which a pupil recognizes reasonably 
familiar words, the way in which he attempts to work out the recog- 
nition and pronunciation of less familiar words, and the way in which 
he studies a word in order to be able to recognize it later. Very little 
material is needed to secure this information. Most of the diagnostic 
batteries contain some type of graded word list which begins with 
simple words and extends to words that are very difficult and rarely 
recognized by third-grade pupils. The teacher may make up her own 
list by choosing five or ten words from each thousand of the first ten 
thousand in the Thorndike list.’ The child is handed such a list of words 
and is asked to read them. When he hesitates, he should be encouraged 
to try to work the word out. The teacher should observe his methods 
of attack and his procedure in studying the words missed. She should 
also note hesitations, repetitions, speed of word recognition, and meth- 
ods of attack upon individual words when he is reading a selection 
orally, as in the Gray Standardized Oral Reading Paragraphs. 

Suggestions for instruction or remedial work to improve word recog- 
nition can be found in a number of modern texts on reading methods 
and in most manuals accompanying basal reading books. The writer 
would particularly recommend such a program of activities as that 
outlined in the Thirty-Sixth Yearbook of the National Society for 
the Study of Education.® 

Habits of phrasing and reading by thought units—Deficiencies in 
phrasing and reading by thought units can usually be detected in one 
or more of the following ways: 

1. Note the pupil’s speed in silent reading. If his reading is very slow, l« 


may be suspected of defects in phrasing and reading by thought units. 
2. Note the pupil’s phrasing and expression in oral reading. 


*See, for example: Russell, David H.; Karp, Etta E.; and Kelly, Edward I. Reading Aid: 
Through the Grades. New York: Teachers College, Columbia University, 1938. 90 p. 

5 Thorndike, Edward L. Teacher's Word Book of the Twenty Thousand Words Found Most 
Frequently and Widely in General Reading for Children and Young People. Revised edition. New 
York: Teachers College, Columbia University, 1932. 182 p. 

® McKee, Paul. ‘‘Vocabulary Development.” The Teaching of Reading: A Second Report. Thirty- 
Sixth Yearbook, Part I, National Society for the Study of Education. Bloomington, Illinois: Public 
School Publishing Co., 1937. Chapter 9, p. 277-302. 1 





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SLtow-LEARNING CHILDREN 469 





3. Note the pupil’s skill in getting the headings in a news sheet or in recog- 
nizing lists of phrases written on the board, printed on cards to be flashed at a 
distance, or typed on cards to be read at the pupil’s desk. Compare the speed 
of pupils in the class. 

4. Employ a simple tachistoscope or other rapid-exposure apparatus. Such a 
mechanized procedure, however, is rarely necessary. 


When the reading speed of a child is represented by a grade of ap- 
proximately 3.0 on a standardized test, several devices to develop 
phrasing and reading thought units can be safely used. A demonstra- 
tion by the teacher of phrasing in oral reading and of reading phrases 
or thought units from cards at a single glance is often helpful. The 
exposure of phrases singly or in sequence by means of flash cards, 
lantern slides, or tachistoscopes is usually helpful but not always 
necessary. The teacher can guide the pupil in glancing quickly at 
phrases placed on the blackboard, on posters, or on the bulletin board, 
and she may encourage him to read headings or legends on pictures, 
billboards, or store signs. She must remember, however, that it is pos- 
sible for a pupil to read flash cards and billboards at a glance without 
carrying the same skills over to the normal reading of books. The 
carry-over process may be facilitated by encouraging the pupil to read 
at a glance the headings and subheadings found in supplementary 
readers and in children’s newspapers or magazines. As a next step the 
teacher may type for the pupil some material with longer blank spaces 
between the thought units than between the words in the units, or with 
every other thought unit underlined. Eventually the teacher must en- 
courage the pupil to find and perceive quickly the thought units in 
typical reading matter. 

Speed of reading—The speed of reading may be determined by the 
use of one or more standardized tests, or by noting the rates at which 
children in the class read, with reasonable understanding, easy mate- 
rials from supplementary readers or other books. Unfortunately, it is 
very difficult to determine exactly the optimum speed for a given 
child. This is due to the fact that the optimum speed will differ with 
the difficulty of the material, and to the fact that some children seem 
to be “just naturally” slower readers than others. The most sensible 
thing to do is to give all the children in the class a standardized speed 
test and compare them with one another as well as with the national 
norms. The slowest quarter of the class should be studied for some 
time to see whether they are making some increase in rate or whether 
they have become habituated at a rather low level. In general, it may 
be said that a child should learn, during the first half of the third 
grade, to read silently at a rate equal at least to his natural speaking 
rate. Most children can learn to read more rapidly. 








470 ELEMENTARY ScHOOL PRINCIPALS 





If the teacher has a reason to believe the child reads too slowly, 
it is important for her to discover the exact cause or causes of the 
low rate. Most prominent among the possible causes are deficiencies 
in the directional orientation, in the technics of word perception, and 
in the phrasing or reading by thought units. Where defects in these 
technics are found, instruction designed to improve them is the most 
important step toward making increased speed of reading possible. 
Other causes are to be found in the abnormal persistence of certain 
habits which children often establish in the first year and which they 
usually eliminate without special assistance. One of these is the use 
of the finger or pointer to lead the eye in reading. Another is the habit 
of articulating words too definitely, either semiaudibly or quite in- 
audibly in “inner speech.” Still another cause of slow reading is failure 
to break away from the slow pace typical of first- or second-grade 
reading. This habit may exist without the use of the finger or without 
whispering or otherwise articulating each word. It is simply a matter 
of moving along at a slow pace. 

After a suitable explanation of the facts, most children can learn 
to eliminate the use of a pointer and can reduce articulation. Artificial 
devices, such as reading with the tongue curled up or with a clean 
spoon in the mouth, are of assistance but are rarely necessary. When 
slowness in reading is due primarily to the fact that the child has not 
tried to advance his speed, good results can be obtained by encouraging 
him to read more rapidly and by providing him with a series of pass- 
ages of similar length and difficulty and recording his time in reading 
these on successive days. 

Slowness in reading is sometimes caused by factors which interfer 
with accuracy and level of comprehension. These factors are discussed 
in the next two sections. . 

Accuracy and fullness of comprehension—Accuracy of comprehen- 
sion can be measured by using standardized tests or by comparing th« 
number of comprehension exercises correctly answered by different 
pupils in the grade after they have read a passage of about third-grad 
difficulty. 

All the reading difficulties previously mentioned affect accuracy of 
comprehension. In addition, difficulties in comprehension may be due 
to the fact that the pupil lacks an intelligible standard of accuracy. 
Some pupils attempt to be too accurate; they try to remember every 
detail and thus are unable to see the forest for the trees. Other children 
content themselves with very superficial understanding and recall. The 
cure for these difficulties is to provide the pupils with clear-cut checks 
upon understanding. The use of reasonable comprehension exercises oF 
oral questions and problems after reading will serve the purpose. 





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Stow-LEARNING CHILDREN 471 





Another cause of poor comprehension is failure to make much use of 
the material after it has been read. Such failure is sometimes found 
in classes in which the teacher is unduly concerned with the mechanics 
of reading rather than with getting and using the ideas. The remedy 
here is to plan more projects and enterprises, such as continuing con- 
versations, developing plays, relating experiences, and drawing illus- 
trations on the basis of the material read. The method of raising ques- 
tions and problems before the pupil reads a selection and then dis- 
cussing these questions and problems after the reading is an excellent 
device for encouraging pupils to focus their attention on the more 
important ideas rather than on the mechanics of expression or miscel- 
laneous details of fact. 

Level or power of comprehension—In the third and higher grades 
some children who are able to comprehend reasonably well materials 
of a low level of difficulty are unable to read satisfactorily texts of a 
higher level. A number of standardized tests are available for deter- 
mining the approximate level of comprehension. A good test of this 
type consists of a series of paragraphs ranging from very easy to very 
dificult, for the reading of which the child is allowed as much time 
as he desires in order to reach as high a level as he can. In such a test 
the factor of speed is largely eliminated. If standardized tests are not 
used, informal ones can be made by selecting passages from supple- 
mentary readers or other books at each grade level from the second 
to the eighth or higher. 

Like his accuracy of comprehension, a pupil’s level or power of 
understanding may be limited by any of the deficiencies previously 
considered. Certain other factors also may contribute to difficulty in 
this phase of reading. A child who reads very little except what he is 
required to read in school is likely to be deficient because power of 
understanding is increased by wide reading of many types and on 
many levels of difficulty. An inquiry into the amount and kind of 
reading a child does out of school is therefore important. 

Occasionally one finds a pupil who is very competent in reading one 
type of material but whose deficiency in vocabulary and concepts in 
other fields limits him when he tries to read a representative range of 
texts. Sometimes a child’s difficulty results in part from his habit of 
reading only very easy books. The remedy here is to encourage him to 
read increasingly complex materials. 

In some instances a low level of comprehension may result from 
lack of skill in making a thoro analysis of the content of the selection. 
Often, however, a limited reading vocabulary, especially one which is 
deficient in words and concepts seldom found in primary materials, 





472 ELEMENTARY ScHooL PRINCIPALS 





—.. 


is responsible for difficulties in comprehending more complex ma- 
terials. To distinguish between comprehension difficulties due to 
limited reading vocabulary and those due to inability to make ap 
effective analysis of the passage, it is advisable to give the pupil q 
vocabulary test. Such a test should consist of a series of key words 
combined with several possible synonyms of which only one is satis. 
factory in each case, rather than connected sense material such as 
sentences. If the teacher gives the pupil a vocabulary test and 4 
level-of-comprehension test which have been standardized on the same 
population, she will be able to determine his relative position in the 
two. If the pupil’s age or grade score on the vocabulary test is approxi- 
mately as high as, or higher than, his score on the comprehension test 
the indication is that the deficiency in comprehension is not due to a 
limited vocabulary alone. 

If the vocabulary is deficient, one of the best ways of increasing it 
is to get the child to read more widely in a variety of fields and to 
help him give special attention to the meanings of words and concepts 
If the vocabulary is not deficient, special attention should be given to 
the solution of problems or comprehension exercises based on the 
content of the selections read. The teacher should also review the 
pupil’s responses to these exercises and work with him in rereading 
the selections to discover the data which bear on the points in question. 
A teacher should start with materials and exercises easy enough to 
guarantee a successful attack and should gradually increase their 
complexity as the pupil gains in power. 

Sometimes a teacher may diagnose a pupil’s difficulty as due pri- 
marily to lack of interest in reading. For an otherwise normal child 
to lack interest in reading when a good range of choice is provided 
is very unusual. The cause is almost always to be found in one or more 
of the deficiencies or deprivations of opportunity previously mentioned. 
Nevertheless, when interest has been dormant for some time, simply 
concentrating on the development of technical skill in reading is not 
always sufficient. In some instances, the teacher must take pains to find 
the areas of special interest to the pupil in order to start him on suitable 
materials and to find purposes which his reading may serve. It 1s 
often advisable to provide him with extra opportunities to feature 
socially the results of his reading by making reports to the class or pre- 
paring book reviews for the school newspaper. 

Efficiency of single reading, rereading, and skimming of long selec- 
tions—In history, geography, and general science, as well as in mis- 
cellaneous reading, it is important to be able to comprehend and 
remember the more important facts. Occasionally one finds pupils who 





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SLow-LEARNING CHILDREN 473 





can comprehend a short selection very well but who become confused 
or indefinite in their comprehension and recall of a longer selection 
such as a chapter or article of ten to twenty pages. The latter ability 
may be tested by asking the pupils to read once at a sitting a selection 
of ten or more pages appropriate to the grade. Before the pupils begin 
to read they may be given three or more main topics, areas, or issues 
concerning which they are to find data. The teacher can get a 
record of reading speed by putting the number “1” on the board at 
the end of ten seconds, changing it to “2” at the end of the second ten 
seconds, and so on. The pupils should be instructed to write on their 
papers the number that is visible when they finish reading. The group 
is then given a series of true-false, multiple-choice, or other objective 
questions calling for pertinent details in the article. The score on the 
test gives a rough measure of fullness and accuracy of comprehension. 

When the pupils complete this test, they may be requested to locate 
certain additional facts of a more difficult or subtle character. These 
should be items which most pupils will not get completely during a 
single reading, and should be so chosen as to require covering the 
entire selection. The pupils are told to locate these facts as rapidly as 
possible. As before, the time required to read or skim the article a 
second time should be noted and a test for knowledge of the items in 
question should be given. 

These skills are obviously important in many types of study in 
school and elsewhere. They are valuable also in recreational reading, 
including fiction. Difficulty in them may result from weakness in any 
of the basic skills—word perception, phrasing, speed of reading, and 
accuracy or level of comprehension. It may also result from lack of 
proficiency in the specific technics of reading and skimming a long 
selection selectively. In the latter case, improvement may be effected 
by providing experiences similar to those outlined above for the pur- 
pose of testing. If the results of the first readings are made the 
subject of discussion, any disagreements or uncertainties which arise 
will provide realistic incentives for a rapid review. If the pupil has 
difficulty in breaking away from literal reading he should be encouraged 
to force the pace of skimming on himself. Gradually the ability to 
comprehend during the process will emerge. 

It is easier to skim during rereading than during first reading. For this 
reason, it is suggested that skimming be undertaken at first during re- 
reading. Once skimming during review has been achieved, ability to 
skim during a first reading may easily be accomplished. To assist the 
pupil it is admissible at first to give him, before he begins to read, 
some questions to be answered or points on which data are to be 
sought during the reading. 








474 ELEMENTARY SCHOOL PRINCIPALS 


A PROJECT IN REMEDIAL READING 


H. R. Ricuarpson, Principal 





and 


BEATRYCE FRANKLIN, Teacher 
Jefferson School, Alexandria, Virginia 


N FEBRUARY 1938 the board of education of Alexandria, upon the 
recommendation of the superintendent of schools, authorized an 
experimental program of character education and personality ad- 

justment in the schools of the city. The purpose of this experiment was 
to discover and demonstrate methods of meeting the personal and social 
needs of children so that they might live happily and effectively in 
their group relationships. From the beginning it was recognized that 
satisfactory personality adjustment depends in part upon successful 
progress in school, which in turn depends largely upon the ability to 
read. Many children with personality and behavior problems are fail- 
ing to make adequate adjustments because they cannot read efficiently. 
Hence, much emphasis was placed on the improvement of reading in 
all schools. 

Each elementary school was asked to develop its own program of 
attack on the reading problem, including the in-service training of 
teachers, the development of teaching methods, the selection of mate- 
rials, the stimulation of children to want to read better, and the 
measurement of results. In the Jefferson School we decided to carry 
on a special remedial program for those pupils in Grades V, VI, and 
VII whose reading abilities did not measure up to appropriate stand- 
ards. One teacher was relieved of regular classroom duties so that she 
could give her full time to this remedial work. Three problems then 
demanded consideration: (1) How were the pupils to be selected? (2) 
How was the program to be administered? (3) What methods were 
to be used in individualizing instruction to meet specific needs? 

Selection of pupils—Consideration was given to three possible bases 
for the selection of children for remedial work, namely, teachers’ judg- 
ments, the results of informal tests, and the results of standardized 
tests. In view of the limitations of the first two methods, the third 
method was the chief one used. The Stanford Achievement Test‘ was 
administered to all children of the three grades, and from each grade 
those children were selected whose reading ability fell below the indi- 
cated test norm for their particular grade status. These children were 
given intelligence tests, reading tests of different types, spelling tests, 
and arithmetic tests requiring reading. The remedial teacher then chose 


1 World Book Co., Yonkers-on-Hudson, New York. 








> 








SLtow-LEARNING CHILDREN 475 





the reading disability cases primarily on the basis of reading age scores. 
She first selected all cases whose reading ages were below their chron- 
ological ages, and then sifted these cases for those whose reading ages 
were below their mental ages. It was necessary to eliminate some of 
the poor readers in order to keep the group small enough for effective 
remedial teaching, and it was thought best to eliminate those who were 
least in need of such teaching as well as those who probably would 
profit from it least. When the final selection had been made, personal 
conferences were held with the regular teachers of these pupils to obtain 
a more complete picture of each child’s personality. 

Reading disabilities are usually the result of several contributing 
factors rather than one isolated cause. Among these factors a rather 
common one is poor vision. Consequently, each child was given an eye 
examination by means of the Keystone Telebinocular? and several 
whose vision proved a serious handicap to their reading were eliminated 
from the group temporarily. 

Administration of the program—The next question was how to ad- 
minister the program. It was realized that any kind of remedial work 
is most effective when given individually, but that such work can 
usually be given effectively to small groups if individual needs are not 
overlooked. Since there were practical difficulties in the way of wholly 
individual work, the pupils from each grade were grouped into small 
classes. A careful individual study was made of every case, and the 
remedial teacher sought to discover the specific difficulties of each child. 

Remedial reading requires a supply of interesting and varied reading 
materials suitable to the child’s particular needs and reading level. 
For carrying on this work a complete library was purchased, consisting 
of attractive books which combined easy reading vocabularies with 
more mature interests. Textbooks labeled for certain grades were 
avoided and attractive stories or informational materials of high in- 
terest value were chosen instead. Besides the storybooks a number of 
workbooks were acquired; the mimeograph and hectograph were used 
to advantage; a variety of teacher-made material was collected and 
kept for reference; and all school libraries cooperated by making avail- 
able such books as could be used effectively and wisely by the remedial 
groups. 

These groups were called “reading clubs” and met in the remedial 
teacher’s regular classroom, which had been transformed into an at- 
tractive meeting place. The children worked around small tables in 
an informal, homelike atmosphere. Each one sought to improve his 
reading without feeling embarrassment because of his particular diffi- 
culty. 


a 
2 Keystone View Co., Meadville, Pennsylvania. 








476 ELEMENTARY SCHOOL PRINCIPALS 





Diagnosis of difficulties—To be effective, remedial reading must be 
preceded by careful diagnosis. So many factors have recently beep 
brought to light by investigations of reading disabilities that teachers 
often become confused and uncertain in trying to reconcile conflicting 
theories and points of view. However, there are a few general prin. 
ciples of procedure, and these were used in making diagnoses of the 
children who could not read. Diagnosis and treatment went hand jp 
hand, the treatment being based on the first tentative diagnosis, and 
the diagnosis being modified or confirmed according to the outcomes 
of remedial instruction. 

The diagnosis of reading disabilities should include two types of 
analysis, the descriptive and the causative. In the first type the teacher 
detailed as completely as possible the nature of the child’s reading 
disability and indicated something about his other characteristics and 
his background of experience. Both subjective observations and objec- 
tive test data were recorded. The following plan of analysis was used: 


1. What reading level has the child reached? This question was answered by 
means of data obtained from standardized tests. 

2. How far below expectation is this reading level? This was answered by 
comparing the child’s reading grade with his actual grade placement, his chron- 
ological age, his mental age, the number of years he had attended school, and 
his achievement in nonreading subjects. 

3. Is the child equally retarded in all types of reading? This was answered 
by comparing the child’s grade scores on different types of reading tests—silent 
reading, oral reading, word recognition, vocabulary, particular types of reading 
comprehension, and reading rate. 

4. What are the particular characteristics of the child’s reading? This question 
was answered by analysis and description of the child’s most frequent reading 
errors, his errors as compared with typical errors at his own reading level, his 
eye movements in reading across the page, his articulation and phrasing in oral 
reading, and the methods of self-help he employed such as spelling, sounding 
and pointing. 

5. How does the child respond to his reading difficulty? This was answered 
by a description of the child’s reaction to reading, such as aggressive disliky 
withdrawal, compensatory activities, and discouragements. 

6. What is the child like as an individual, apart from reading? This question 
was answered by a general description of the child, including his personality, his 
physical appearance, and his physical and social conditions. 

7. What has been the child’s experience? This was answered thru conferences 
with the parents and the regular teacher in which the remedial teacher obtained 
a personal, social, and school history of the child. 


The next step was to discover why the child had failed to learn t 
read. In general, the factors which contribute to reading disabilities 
may be classified in five areas as follows: (1) constitutional factors, 
such as visual defects, auditory defects, difficulties in motor control, 
and other physical defects; (2) intellectual defects, such as low gen- 
eral intelligence and specific mental disabilities; (3) emotional factors, 
such as general emotional immaturity, excessive timidity, and predilec- 





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Stow-LEARNING CHILDREN 477 





tion against reading; (4) educational factors, such as deficiencies in 
early preparation or in readiness for reading at the time reading was 
initiated, poor adjustment of reading material to the child’s present 
level of achievement, poor adjustment of reading methods to indi- 
vidual differences, poor methods of motivation, and inadequate ad- 
ministrative arrangements for taking care of children who have dis- 
abilities; and (5) environmental factors, such as lack of cooperation 
between home and school, emotional or economic insecurity at home, 
frequent moves from one neighborhood to another with no stability 
of social life, and illiteracy or foreign language in the home, with in- 
adequate reading interest or insufficient language background for 
reading. 

After studying a particular case of reading disability, the remedial 
teacher found it helpful to list these five general causative areas and 
to itemize under them all the factors discovered which helped to explain 
the child’s difficulties. Often one or more areas were ruled out at once 
as not contributing to the problem, while others showed numbers of 
listed items. Each item was then checked as to the possibility of its 
correction. Some factors were corrected at once while others, altho 
questionable, were not hopeless and were modified as the work pro- 
gressed. 

Filing cabinets were placed in the room and complete data on the 
diagnosis and treatment of each child could be referred to at any time. 

Correction of difficulties—The remedial teacher met the selected 
children from each grade for a forty-five minute period each day. 
The following types of data served as a simple and direct approach 
to the difficulties of each child: 

1. Name 
2. Chronological age 
. Mental age 
. Intelligence quotient 
. Average reading grade 
. Characteristic reading errors: 
a. Vowel errors 
b. Consonant errors 
c. Reversals 
d. Addition of sounds 
e. Omission of sounds 

f. Substitutions 

g. Repetitions 

h. Addition of words 


i. Omission of words 
j. Refusal to attack words 


oor 


Several children making the same type of error were given similar 
traning for the elimination of that type, even tho the reason for 








478 ELEMENTARY ScHOOL PRINCIPALS 





making the error may not have been the same in every case. Sever, 
children who made excessive consonant errors, for example, were abj 
to profit from consonant discrimination exercises, even tho the diff. 
culty in some cases was due to faulty visual discrimination of thy 
letters, in other cases to faulty auditory discrimination of the sounds 
and in still other cases to never having discovered that letters have any 
relation to sounds. All these cases were successfully taught together 
The teacher set up exercises which required correct consonant discrimi. 
nation, and then helped some of the children to listen, others to look 
and a third group to form correct association of sounds and letter 
Thus, while the exercises were prepared on the basis of the type oj 
error involved, the method of presenting them was modified according 
to the reason for each child’s confusion. 

In all instances, appropriate exercises were prepared from origina 
material on the basis of errors made by the pupils. These include 
exercises for correcting the faulty pronunciation of vowels and cop- 
sonants, for eliminating the persistent confusion of consonant blends 
for discriminating between long and short vowels, and for correcting 
the mispronunciation of “tongue twisters.” 

Reversals were often overcome by giving the child a kinesthetic cu 
to direction. Sliding a pencil or pointer under the text helped to keg 
the eyes moving to the right until the correct habit was formed. Ora 
reading in concert with the teacher or with the class also helped thos 
children who made regressive eye movements. 

The addition or omission of sounds, which consists of inserting o 
omitting letters and syllables in words, was overcome most effectively 
by word discrimination drills in which words were paired with or with- 
out the inserted or omitted sounds. The most frequently inserted 
sounds were 7, l, s, and n, as these sounds are most easily blended 
with other consonants. Sometimes entire syllables were added a 
omitted, and in such cases specific work on syllables was helpful. 

In word substitutions the substituted word is different from the ont 
in the text but may be similar to it in meaning. Those substitution 
which did not disrupt the meaning greatly were ignored by the remedia 
teacher as being ordinarily unimportant. Substitutions which change 
the content, however, were corrected. Often the substitutions gradual} 
disappeared with the correction of other errors thru the word discrim: 
nation exercises, since these exercises stimulated careful observation | 
words and their details. 

It is fairly easy to supply unknown words from the context when thi 
child recognizes a large majority of the words. The context method | 
attacking unknown words is a helpful and natural one, but it cannot 








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Stow-LEARNING CHILDREN 479 





be employed successfully without a fair-sized context of accurately 
recognized words. In overcoming substitutions, therefore, the first req- 
uisite is to reduce the difficulty of the material until only a few words 
on each page are unknown. Then the child will have a fair chance 
of supplying these words correctly from the context. A review of 
phonies, particularly initial sounds, is also helpful in overcoming sub- 
stitutions. 

Repetitions of words or phrases reduce speed and interfere with 
fluency in reading. When a child encounters an unknown word he 
sometimes repeats the entire sentence in an effort to get a cue to its 
meaning. This often occurs when the text contains long, involved sen- 
tences which the child does not understand. In the Jefferson School, 
repetitions were overcome most effectively by concert or choral reading. 

The addition or omission of words consists of inverting words, skip- 
ping words, or omitting whole lines in the text. Choral reading was 
found to be helpful in eliminating such errors. In endeavoring to har- 
monize his reading with that of the teacher or group, the child’s atten- 
tion was directed to those errors which caused discord. Moreover, in 
concert reading the child was relieved of sole responsibility for each 
word. He could drop out when he was not sure of a word or phrase 
and chime in again when he felt secure. All the time he was experiencing 
amore rhythmical and normal type of eye movement in following the 
group than he could have maintained alone. 

Refusal or reluctance to attack words without help often indicates 
instability and a need for building up the child’s confidence. Substitu- 
tion of easier reading material frequently gave such children greater 
confidence and eliminated a number of refusals. Praise for an attempt 
as well as for success was also effective. When a child began to attack 
words, his method of attack was determined, his errors were analyzed 
according to the types previously mentioned, and appropriate exercises 
were used to overcome the errors. Sometimes the child simply had no 
method of attacking words and was intelligent enough to realize that 
fact. In such a case the instructor gave the child a method of attack, 
either contextual or phonetic, and usually succeeded in overcoming his 
habit of refusal. 

While the teacher necessarily gave much attention to locating and 
overcoming specific difficulties in the mechanics of reading, she real- 
ized that a remedial reading program which leaves the child mechan- 
ically efficient but with no interest or zeal for reading falls short of 
its goal. Therefore, she also assisted the child in achieving other ob- 
jectives in reading, including the development of a harmonious balance 
among oral reading, informational silent reading, and recreational 














—- 


480 ELEMENTARY SCHOOL PRINCIPALS 





silent reading. A part of each class period was devoted to oral reading | 
and a number of devices for giving practice were used. The reading} 1 
of plays, with each child taking the part of a character, provided ex. 
cellent motivation. Two children often enjoyed reading a book to eag) 
ther. Choral reading provided a greater amount of reading than wal, 
possible when each child had to wait his turn. 

Ample opportunity was given for silent reading and considerabj 1. 
emphasis was placed on developing proper habits of study. A numbe 
of reading workbooks were used for this purpose. By using a variety 
of such material and checking carefully the pupil’s response to tes 
questions, the teacher could locate any difficulties which the pupil 
might have in getting thought from the printed page. Recreation; 
silent reading likewise was made available to all children in the reme-. 
dial groups. A number of easy books were always left on the table} ; | 
for browsing, and the children were encouraged to look them ove 
during free periods. Occasionally a child enjoyed reporting to the clas} 8. ! 
on a book he had read, but otherwise this type of reading was never 
checked. 

Conclusion—At the end of the year a careful evaluation of this reme-| 19 1 
dial project led to two chief conclusions: (1) that the project had bee | 
of definite value both to the pupils involved and to the entire schol! 1. I 
faculty—especially to the latter because the regular classroom teacher | 
became more conscious of specific reading problems and ways of soly-/ 
ing them; and (2) that remedial work of this kind should be a par) 32 7 
of the regular class work rather than a separate program. The second 
of these conclusions was based on the following observations: 





12. K 


14. M 


1. The segregation of pupils in remedial reading classes tended to give ther 
the impression that reading was dissociated from other subjects. 

2. Since the lowest reading scores were usually associated with the lowes 5. M 
1Q’s, the pupils chosen for remedial work were usually among those who coul = 


profit from it least. 
3. The remedial teacher did not have an opportunity to “follow thru” wit 


her pupils in their regular class work. ~ 
4. Children who were not selected for the remedial groups tended to devel 16. Pa 


the idea that they had no reading problems. 
5. There was considerable lost motion in having pupils go to and from tb 


remedial groups. 

In view of these facts, it was decided to transfer most of the neede 
remedial work to the regular classrooms and to make each teache! 
responsible for all such work in her own room. — 

) I 


17. Ro 


18. Ws 


20. Wr 














SLow-LEARNING CHILDREN 481 








SELECTED REFERENCES 


ling 
ling 1. ApterBLUM, YeTra. “A Demonstration Class for Dull Children.” Educational 
es Method 14: 23-30; October 1934. 


2. Burt, Cyrit. The Backward Child. New York: D. Appleton-Century Co., 
ach 1937. Chap. 16, “Summary and Practical Conclusions,” p. 564-626. 
Was F) 3. Corre, Mary P. “An Adjusted Curriculum for the Dull-Normal Pupil.” 
% Occupations 17: 34-39; October 1938. 


able 4, Curtis, Francis D. “Specific Suggestions for Teaching Dull-Normal Pupils.” 

he School Review 44: 525-32; September 1936. 

wi 5. Gray, WILLIAM §., compiler. Recent Trends in Reading. Supplementary Edu- 

lety cational Monographs, No. 49. Chicago: University of Chicago, Depart- 

test ment of Education, 1939. Chap. 7, “Diagnostic and Remedial Procedures 

upil in Elementary Schools and in Clinics,” p. 151-78. 

onal » 6. Hanxins, Ruru. Principles of Teaching Exceptional Children in the Ele- 
mentary Schools. Child Research Clinic Series, Vol. 3, No. 1. Langhorne, 

me- Pa.: Child Research Clinic of the Woods Schools, 1939. 24 p. 

ble: 7, Hiprern, Gertrupe H. “Educational Provisions for Slow-Learning Pupils.” 

over Educational Administration and Supervision 25: 491-512; October 1939. 

lass) 8. Hiorern, Gertrupe H. Learning the Three R’s. Minneapolis: Educational 

we Publishers, 1936. Chap. 12-24. 


_IncraAM, CuriIstINE P. Education of the Slow-Learning Child. Yonkers-on- 
‘ Hudson, N. Y.: World Book Co., 1935. 419 p. 

“Mme- §& 10. Inskeep, ANNIE D. Teaching Dull and Retarded Children. New York: Mac- 
been & millan Co., 1926. 455 p. 

hoo! | 11. Kennepy-Fraser, Daviv. Education of the Backward Child. New York: D. 
Appleton and Co., 1932. 236 p. 


i) 


‘hers ; ; 

© 12. Kirk, Samuet A. Teaching Reading to Slow-Learning Children. Boston: 
solv Houghton Mifflin Co., 1940. 225 p. 
part » 13. Lyncu, Katuertne D. “Enrichment of the Program for Subnormal Chil- 
cond & dren.” Journal of Exceptional Children 5: 49-53; December 1938. 


14. Martens, Exise H., compiler. A Guide to Curriculum Adjustment for Men- 
q tally Retarded Children. U. S. Dept. of the Interior, Office of Education, 
then F Bulletin, 1936, No. 11. Washington, D. C.: Government Printing Office, 

q 1936. 133 p. 

owes! 15. Martens, Exise H. Teachers’ Problems With Exceptional Children. Part III— 

coult 3 Mentally Retarded Children. U. S. Dept. of the Interior, Office of Edu- 

eo cation, Pamphlet No. 49. Washington, D. C.: Government Printing 

wil B Office, 1934. 42 p. 

16. Parrerson, Emma L. “The Case of Edward Finchley.” Clearing House 14: 
131-85; November 1939. 

Rocers, Wituiam C. “An Experimental Curriculum for Retarded Pupils.” 
Enriching the Curriculum for the Elementary-School Child. Eighteenth 
Yearbook. Washington, D. C.: Department of Elementary School Prin- 

sede F cipals, National Education Association, 1939. p. 532-37. 

ache 18. Watsu, Exizaperh A. “The Slow Learning Child in Our Public Schools.” 

Journal of Exceptional Children 6: 12-15, 32; October 1939. 

19. Wirry, Pau, and Kore, Davm. Reading and the Educative Process. Boston: 
Ginn and Co., 1939. Chap. 4, “Remedial Programs in the Elementary 
School,” p. 83-118. 

» 20. Wirry, Paut, and orners. “Mental Hygiene of Subject Disabilities.” Under- 
standing the Child 7: 1-30; April 1938. 


velop 


m the fe 17. 


(oo) 

















CHAPTER VII 


PROVIDING FOR PHYSICALLY 
HANDICAPPED CHILDREN 


EDITORIAL COMMENT 


N NEARLY every school there are children whose physical condition 
prevents their profiting fully from a program of activities planned 
for physically normal pupils. Among the most serious physical 

handicaps are poor vision, defective hearing, crippling conditions, 
speech defects, cardiac disease, respiratory difficulties, and low vital- 
ity due to a variety of causes. In many cases such disabilities can be 
corrected or greatly improved thru proper care. In any case the school 
should take steps to have the condition expertly diagnosed and ade- 
quately treated, and should adapt the child’s educational program to 
his physical limitations. 

Some types of physical handicaps call for segregation of the children 
in special classes. Whether or not such classes are provided, the teachers 
of regular classes have a responsibility for discovering physical handi- 
caps and enlisting any expert assistance available. If there are no 
special classes, the regular teachers must also meet the peculiar needs 
of handicapped children in their own classrooms. Moreover, it is often 
desirable for pupils in special classes to do a part of their work in 
regular classes. Hence, a broad understanding of the symptoms and 
proper treatment of physical disabilities is needed by every teacher. 

In certain types of special classes, and particularly in a special 
school, care must be taken to avoid a disproportionate emphasis on 
the therapeutic side of the program. While corrective treatment is 
important, a reasonable balance between physical and intellectual con- 
siderations is desirable. Physically handicapped children should not 
think of the school as primarily an institution for convalescence. 

This chapter discusses school provisions for a wide variety of physi- 
eal handicaps. Hollinshead gives a general review of such provisions. 
Butler describes a citywide program for diagnosing and treating all 
types of physical irregularities. Tenny points out the need for more 
special classes but stresses the responsibilities of regular class teachers. 
Each of the remaining articles is concerned with a particular type of 
handicap. Walsh outlines a program for deaf and hard-of-hearing 
children. Friesner tells how frail youngsters are cared for in fresh air 
tooms, and Phillips describes the operation of special classes for cardio- 
pathic children. Riker tells of a special school for crippled children. 

A list of other helpful publications on the topic of this chapter ap- 
pears on page 527.—Editorial Committee. 





[ 483 ] 











484 ELEMENTARY SCHOOL PRINCIPALS 





TYPES OF PROVISIONS FOR CHILDREN WITH PHYSICAL 


HANDICAPS 


Merritt T. HouiinsHeap ' 
Psychologist, Public Schools, Elizabeth, New Jersey 


HE PHYSICALLY HANDICAPPED CHILD in the public schools may be 


defined as one who, because of his physical condition, is unable 

to profit fully by participation in the procedures of the ordinary 
classroom. Since the White House Conference on Child Health and 
Protection in 1930 the problems of physically handicapped children 
have been frequently set forth in the literature, and most educators 
now recognize the need for discovering and diagnosing the deficiencies 
of such children and for organizing special programs for their treat- 
ment and for the enrichment of their learning experiences. 

It is not necessary here to review in detail the numerous types of 
physical handicaps. Roughly speaking, the children who have such 
handicaps fall within the following general classifications: (1) children 
with visual deficiencies, (2) deaf and hard-of-hearing children, (3) 
crippled children, (4) children with speech and motor disorders, and 
(5) children who suffer from such handicaps as chorea, epilepsy, and 
cardiac conditions. This article discusses briefly the characteristics 
and needs of each general type, and some of the provisions which are 
made for meeting these needs in the schools. 

Children with visual deficiencies—Large urban communities have 
sometimes provided day schools or classes for blind children under the 
management of the local boards of education. As an alternate type of 
arrangement, private and state residential schools are available for 
these children. For the more serious cases in which there is still some 
residual vision, special classes have been organized in many publi 
schools. Altho approximately one child in five may be said to have 
less than normal vision, only about one in five hundred would qualify 
as needing special sight-saving class attention. In these classes instrue- 
tion in Braille is given, attention is paid to the provision of optimum 
lighting conditions, and special visual supplies and equipment are on 
hand. This type of situation offers a more adequate educational oppor- 
tunity for these children than could possibly be furnished in the 
regular classroom. The sight-saving classes literally conserve sight, in 
that the strain placed on poor eyes in regular classes ordinarily tends to 
make for a diminishing acuity. The types of visual deficiencies found 


1The writer has been assisted in the preparation of this article by the friendly advice ot 
principals and the supervisor of elementary education in the 


committee of elementary-school 
Elizabeth schools. 





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PHYSICALLY HANDICAPPED CHILDREN 485 











in the special classes are varied and the classes themselves are usually 
quite small, so that a great deal of individual attention is given to 
each child. 

The selection of children for sight-saving classes is primarily a 
medical problem but the development of an educational program com- 
mensurate with these children’s needs falls within the province of edu- 
cational psychology. After a few years in a sight-saving class, some 
of these children are able to carry on a modified special program in the 
secondary schools, where they spend their time with seeing children 
and enter into as many of the socializing experiences of the high school 
as are appropriate to their physical conditions. There is little evi- 
dence that the child with poor vision has a peculiar psychology; there- 
fore the learning problems of these children are to be met in the same 
manner as the problems of normally-seeing children. 

Deaf and hard-of-hearing children—The totally deaf child is most 
frequently placed in a state or private residential school, altho some 
of the larger cities have day classes for these children. Thru the use 
of group and individual audiometric testing, it is possible to select for 
special classes those children who suffer appreciable hearing losses 
but who are not entirely deaf. With a group testing device such as the 
4-A audiometer, it may be expected that from 6 to 10 percent of a 
school population will show a loss of serviceable hearing (nine sensa- 
tion units or more). Of this group only a very small proportion will 
be found with hearing losses so great that they will profit by being 
placed in special classes. Special class experience of this type is usually 
profitable for about one of every thousand elementary-school children. 
For the larger group who have shown losses on the 4-A audiometer, a 
follow-up test with an individual clinical audiometer is indicated. 
Group lip-reading instruction should be available for all these children 
and they should be referred to an otologist for examination and pos- 
sible treatment. In special classes for hard-of-hearing children, in- 
dividual lip reading is stressed and considerable attention is paid to 
the development and conservation of normal speech. Group hearing 
aids are frequently installed in these classes. 

There is not sufficient evidence concerning the personalities of hard- 
of-hearing children to indicate whether such children have a peculiar 
psychology. It is likely, however, that a hearing handicap will accentu- 
ate many unfavorable personality characteristics, and a great deal of 
the work of the teachers of these children should be directed toward 
bolstering up their morale and toward activities which fall under the 
general heading of guidance. 

Experience shows that when a hard-of-hearing child has had the 








486 SLEMENTARY SCHOOL PRINCIPALS 





advantage of special class training at the elementary-school level for 
three or more years, with a large amount of attention to lip reading and 
speech, he is usually equipped to go along “on his own” thru the see- 
ondary school, making the necessary adjustments with normally-hear- 
ing children. If he has sufficient ability he may go thru college, become 
established in a profession, and make a very satisfactory adjustment 
and a substantial contribution in his chosen field. 

Crippled children—The physical limitations of the average schoo] 
building loom as a great obstacle in the education of crippled children, 
The crippled child is not able to move around as actively or to partici- 
pate in as strenuous a program of learning and recreational activities 
as do normal children. For such a child, segregation in a special class 
is usually a matter of expediency and follows naturally from the seri- 
ousness of his handicap. In classes of this kind the stress is placed upon 
corrective postural exercises and physiotherapy. It is important that 
each child have the best available medical attention. In many cases 
the child can be restored to normal or nearly normal condition thru 
operative procedures. It is not uncommon to see a badly crippled child 
spend his elementary-school years in a special class and then by virtue 
of his special school program, plus medical treatment, go on to the 
high school and fit in naturally with normal children. There are usually 
many agencies which work hand-in-hand with the psychologist in the 
guidance of these children; service clubs, fraternal organizations, and 
philanthropically-minded persons provide much needed assistance. 

We should not leave this type of child without mentioning the physi- 
cal handicaps which may be designated by the general term ‘cerebral 
palsies.” Congenital and birth-injury factors are sometimes responsibk 
for acute motor disorders of the spastic type, involving the arms and 
legs primarily. Children handicapped in this fashion frequently show 
mental retardation, and an elaborate program of physical and occupa- 
tional therapy and exercises is indicated. Several states have set up 
treatment centers for such children, particularly for those of normal 
intelligence. It is difficult to provide for this kind of service in local 
communities because of the specialized medical resources which must 
be available. In all cases of crippled children the services of the public 
schools must be rendered in close cooperation with public and privat 
medical agencies if the fullest results are to be obtained. 

Children with speech disorders—Organic speech defects, as well as 
reading disability cases which illustrate the Orton-Monroe hypothesis 
with their characteristic confusions and strephosymbolias, must be 
included in any listing of physical disabilities. Remedial measures may 
be of the group type if the difficulties are discovered in the early grades, 


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PHYSICALLY HANDICAPPED CHILDREN 487 

" a : 
yr but at the secondary-school level the disabilities are usually so per- 
d sistent that individual measures must be employed. With these diffi- 
C- culties the aim is to restore the children to normalcy and their segre- 
r- gation in special groups is rarely indicated. 
re Small groups of children with speech defects may be given correc- 
nt tive exercises by special itinerant teachers who make periodic visits 

to various schools. The incidence of speech defects in a school popu- 
ol lation will vary from .5 to 9 percent, with the lower grades contributing 
D. the larger numbers. Preventive and corrective work with these chil- 
‘| dren is very important and should not be left to the wisdom and leisure 
es time of the typical classroom teacher. Remedial work should be sched- 
88 uled regularly and the speech correction teacher must depend on the 
n- classroom teacher to watch for improvement in a child’s speech and 
on to see that he follows the remedial suggestions as he participates in 
at the regular work of the class. 
eS Other handicapped children—The resources of educational psy- 
TU chology likewise must be tapped to meet the special problems of other 


ld types of physically handicapped pupils. In the case of severe cardiac 
ue | defects a lightened academic program is frequently necessary, and part- 


he | time assignment to a special class is sometimes indicated because of 
lly | the difficulties which these children encounter in climbing stairs and 
he in moving to various classrooms. The tendency here is to insist that 
nd } the children take as much of their work as possible with regular 
; groups in an effort to minimize their feelings of isolation. Children who 
sr TF are epileptic, choreic, or encephalic, as well as those who suffer from 
ral nervous disturbances of an organic origin, must have their needs met 
~ also. Usually there are no special groupings for these children because 
al of their small numbers, but a modified program must be arranged for 
ee them according to their physical and personality needs. Children suf- 
w fering from malnutrition present characteristic problems, and while 
ol these problems are not primarily psychological the educational progress 
a of such children must be scrutinized from time to time. Factors of 


ust | Malnutrition and even of overweight must be taken into consideration 
lie | When these children are placed in regular classroom groups. 
‘ate Function of the visiting teacher—In meeting the special needs of 
pupils with physical handicaps, attention should be given to the work 
| as | ofthe visiting teacher. Contacts with the home are extremely important 
esis | inthe cases of these children, as the parents often tend to be suspicious 
be | of special education programs. The visiting teacher helps to convince 
nay | ‘uch parents of the value of special education facilities in the schools. 
des, | Inher role of social worker and liaison officer between the home and 











488 ELEMENTARY SCHOOL PRINCIPALS 





the school, she brings an attitude of scientific friendliness to bear op 
the common problems of both institutions. 

The program in Elizabeth, New Jersey—It is obvious that an ade. 
quate program for meeting the needs of physically handicapped school 
children cannot be put into effect over night. The development of this 
work in the Elizabeth schools, for example, has been quite gradual 
during the last twelve years. Elizabeth has a public school population 
of 16,000 children. A class for crippled children at the elementary level, 
a Braille class, a sight-saving class, two classes for the hard-of-hearing 
and an advanced sight-saving group were established in that. order 
Careful surveys were undertaken before each group was set up. For in- 
stance, lists were established of those children who had vision of 20/50 
or less according to the Snellen Chart, and the first sight-saving-class 
children were selected from this group. The hard-of-hearing classes wer 
made up of children who had failed the 4-A audiometer test given t 
all the third, fourth, and fifth grades in the city and who had show 
serious hearing losses when checked with the clinical 2-A instrument 
In addition to the classes just mentioned, two speech teachers giv 
weekly assistance to small groups of children organized as speech cor- 
rection classes. The teachers selected for this work were encouraged 
to broaden their training not only in speech correction but also in th 
entire field of special education. The program as a whole has proceeded 
gradually with the result that the costs have not been felt prohibitively 
in the community. The results have borne out the conviction of th 
superintendent of schools that public acceptance of educational pro- 
cedures of this sort is facilitated when one builds slowly and carefully 

Conclusion—It is possible to plan for the individual needs of phys- 
ically atypical school children thru special class programs and thru 
individualized approaches in regular class situations. Local, state, and 
even federal aid is available to school systems in their efforts to pro- 
vide for these children. Without an immediate and drastic reorganiza- 
tion of current practices and without a prohibitive outlay of funds i 
is possible gradually to organize the resources of the schools for ai 
adequate program of special education. Such a plan entails no “segre- 
gation” of children in the unfavorable sense in which this word is fre- 
quently used. It is good mental hygiene, however, to group childre 
according to their needs so that they may be given opportunity t 
function at their highest levels. 





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PHYSICALLY HANDICAPPED CHILDREN 489 





A DIAGNOSTIC AND REMEDIAL PROGRAM FOR 
PHYSICALLY IRREGULAR CHILDREN 


IsaBeEL McCook ButTLer 


Principal, General E. 8. Otis School, No. 30, Rochester, New York 


NDIVIDUAL HEALTH TRAINING is an integral part of the health pro- 

gram in the publie schools of Rochester, New York. There is 

concerted action on the part of school administrators, the depart- 
ment of health education, trained school nurses, health education 
teachers, and regular classroom teachers to study the children as they 
participate in their daily activities, to note physical irregularities or 
defects, and to focus on ways of bringing about greater efficiency in 
ach individual. Physical health is thought of not as a static thing 
apart from the rest of life but as a way of living—as something going 
along from day to day with the intellectual, emotional, social, and 
spiritual growth of the individual. The greater the degree of health, 
the better prepared is the boy or girl to meet the problems of today 
and those of an unpredictable future. Providing conditions conducive 
to desirable physical development is therefore a major responsibility 
of the Rochester school system. 


Types oF PHYSICAL IRREGULARITIES FOUND IN SCHOOL 


In the typical publie school many types of physical irregularities 
and sensory disabilities are to be found. In one Rochester school of 
645 children there are actually seen in classrooms some children with 
traces of spastic and infantile paralysis, hydrocephalus, club and pro- 
nated feet, twisted or shortened arms, legs bowed from rickets, curva- 
tures of the spine, stooped or lowered shoulders and hips, prominent 
abdomens, wry necks, thyroid or other glandular difficulties, poor pos- 
ture from malnutrition and other causes, lowered vitality, and poor 
muscular coordination. Many children, otherwise well, function less 
efficiently because of sensory defects, which include strained and 
crossed eyes, granulated eyelids, reddened or inflamed eyes, pink eye, 
muscle strain, and near- and far-sightedness. Ear difficulties include 
impairment of hearing in one or both ears, which is either congenital 
or caused by hardened wax or some foreign obstruction within the ear, 
running ears, and mastoid conditions. There are also many disorders 
of speech, such as stuttering, lisping, baby talk, and impediments 
caused by cleft palate, harelip, tongue-tied condition, tonsil and ade- 
noid complications, or nervous tension. 

Here and there are found a few cardiac cases, rheumatic fever vic- 
tims, tuberculosis suspects, and children having single or double 








490 ELEMENTARY SCHOOL PRINCIPALS 





hernia, to say nothing of those who bear the after effects of scarlet 
fever, measles, and whooping cough. Pitiable are those who suffer 
from croup, asthma, hay fever, and other irritations of the respiratory 
tract, all of which may result in a lower level of physical efficiency. 
Two cases of epilepsy have been found in this school within a period 
of six years. Several cases of chorea have been discovered among ex- 
cessively nervous children. Acne, hives, fruit rashes, impetigo, scabies, 
and other skin ailments as well as nutritional upsets are ever present 
and need individual attention also. 

The school feels that it cannot afford to ignore physical irregularities 
any more than it can ignore differences in intelligence or antisocial 
deviations. Therefore, every available means is employed to discover 
physical handicaps and to promote improved conditions for each indi- 
vidual case. 


PROCEDURES FOR DISCOVERING DISABILITIES IN THE INDIVIDUAL SCHOOL 


At the opening of school each year and at short intervals thruout 
the year the school nurse in each school makes purposeful visits to all 
grades, beginning with the nursery school and kindergarten. With a 
keen eye she observes every child in each room and attempts to discern 
any physical irregularities. She confers with each teacher, and together 
they make notations for follow-up work, giving the most urgent cases 
immediate attention. A conference with the school principal and the 
health and physical education teacher ensues, and then the visiting 
teacher or nurse goes into the home for a friendly visit with the parents 
so that the school may obtain as much pertinent information as possible 
before further plans are made. 

In some instances deformities are observed when a child appears 
for the first time in a gymnasium suit. The health and physical educa- 
tion teacher immediately makes a notation of such a problem, refers 
the case to the nurse, classroom teacher, and principal, and arranges 
for an interview with the parents. Often the parent or the child him- 
self calls the teacher’s attention to, or asks the nurse about, some hidden 
deformity or ailment. 

It is the policy of the writer’s school to have every new entrant visit 
the nurse on the day of his entry. At this time the nurse examines the 
child and records anything needing attention. In extreme instances 
children are excluded because of some physical ailment. 

Whenever problems are noted, the nurse or the health and physical 
education teacher telephones or writes the parents to come to school 
for a friendly conference about conditions as she finds them. She 1s 
careful at all times to have the parents feel that the school is eager 





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PHYSICALLY HANDICAPPED CHILDREN 491 





to obtain advice and, if possible, to procure assistance in order that 
the difficulty may be remedied. Thru health talks given yearly to the 
school parent-teacher association, the nurse and the health and physical 
education instructor keep parents informed about available services 
and stress the desirability of parents’ inculcating in the child a desire 
to be helped as well as a desire to help himself overcome his difficulty. 

Occasionally notes from private physicians advise the school that 
strenuous exercises should be avoided or that rest periods should be 
planned for certain children in their care. These are authentic warn- 
ings which the school endeavors to heed. In addition, perennial visits 
of a staff of doctors and nurses employed by the Rochester Health 
Bureau, including specialists in eye, ear, nose, throat, cardiac, and 
orthopedic troubles, assist all schools in discovering the individual 
children who need glasses, nose and throat operations, and cardiac or 
orthopedic treatment. 

During the annual visitation by the city Health Bureau staff all 
children in the city and parochial schools are inspected. The findings 
are recorded by nurses on the individual cumulative health cards kept 
in the school nurse’s office. From time to time remedial measures also 
are recorded. When necessary, notices are sent home advising either 
hospital treatment or a more detailed examination by the family’s 
private physician. Children also are urged by the nurse and the health 
and physical education teacher to see a physician. Special arrange- 
ments are often made by the school nurse for the care of indigent or 
borderline cases. 

Immediately following this check-up by the Health Bureau in all 
schools the school nurse frequently goes into the homes—especially 
the foreign homes—to explain the advised procedure. Happily, there is 
a growing confidence in, and acceptance of, these helpful suggestions 
on the part of the parents. Proof of this fact is the increased number 
of telephone calls in the writer’s school with queries such as these: 
“May I speak to the school nurse?” “When may I see the health edu- 
cation teacher?” “When can the nurse call at our home?” This mutual 
understanding makes it much easier to probe to the heart of school 
health problems. 

Daily health inspection in all city schools, conducted intensively 
and thoroly but more informally than in preceding years, offers the 
classroom teacher an opportunity to detect any unusual conditions 
needing attention. These individual cases are listed by the teacher 
and the list is passed on to the school nurse. Further attention is 
focused on each case by the nurse, who, with the health and physical 
education teacher, develops a detailed plan for obtaining diagnosis and 








492 ELEMENTARY SCHOOL PRINCIPALS 





———., 


corrective treatment. When a communicable disease is detected, the ip. 
fected child is immediately sent home with an explanatory note signed 
by the nurse and the principal. 

First-aid procedures are followed in all cases of accidents happen- 
ing on the school premises. If a case is serious enough to warrant it, th; 
child is taken to a hospital specified by the board of education fo, 
further diagnosis or treatment. 

The individual health training program includes height and weight 
surveys by the health and physical education teacher with the assist- 
ance of the regular classroom teachers in all schools. Special plans in 
regard to diet, rest, and exercises are made for children who are 1} 
percent or more underweight, while special diets and exercises are sug- 
gested for those who are overweight. 

A periodical examination of the feet of all children attending gym- 
nasium classes discloses any diseased condition such as athlete’s foot 
or any defect such as fallen arches. If serious foot conditions are found 
they are listed and referred for diagnosis to the orthopedic consultant 
of the board of education. This service is available to all city schools 
which desire a consultant. A pedograph machine is employed to show 
the children and their parents a condition of falling arches. At in- 
tervals the child’s footprints are compared with his former prints t 
check conditions after prescribed exercises have been followed. 

Standard physical tests are given from time to time in all schools 
and a modified gymnasium program is arranged for individuals wit! 
special needs. Examinations by the health and physical educatio 
teacher also disclose individuals who need special help in attaining cor- 
rect posture. Spinal or other orthopedic conditions needing attentior 
are referred to the orthopedic consultant, who makes further examina- 
tions and recommendations. 


COOPERATION OF VARIOUS AGENCIES IN DIAGNOSIS AND TREATMENT 


All publie school children of Rochester are particularly fortunate 1 
having available many facilities for the diagnosis and treatment ‘ 
individual difficulties. The services of specialists in the field of psy- 
chology, psychiatry, pediatrics, dentistry, nursing, and health educa- 
tion are provided either directly by the board of education or thr 
arrangements made with other local agencies. All these skilled worker 
help to safeguard normal development and to correct remediable phys: 
cal defects. 

The health education department, as a part of the regular healt 
and physical education program in all schools, arranges special health 


? dur- 


emphasis periods. One such period is “Eye Conservation Week,” di 





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PHYSICALLY HANDICAPPED CHILDREN 493 





—_—— 


ing which the children, parents, and teachers meet to become familiar 
with eye physiology and eye hygiene, including the importance of 
proper lighting in the schoolroom and the home, the need for proper 
glasses, etc. This activity often leads to eye examinations and appro- 
priate recommendations by either private physicians or clinics. The 
school nurse, the health and physical education teacher, and the regular 
classroom teachers all check to see that children who should be wearing 
glasses are doing so. 

When a request is made by the health and physical education teacher 
to the director of health education, a temporary orthopedic clinic-may 
be arranged for in any public school. Before the clinic begins, invita- 
tions are sent to parents urging them to be present and to consult with 
the orthopedic specialist in charge. At the clinic this specialist examines 
each child individually in the presence of his parents. He diagnoses 
each case and makes recommendations for corrective treatment. The 
following is the orthopedic consultant’s report on thirteen children who 
were examined at such a clinic in the writer’s school: 

Recommendations 


Name Age Complaint or diagnosis 


Angelina V. 8 
Marion H. 5 


Wedges (4% inch) inside shoes 

Operation advised as soon as 
possible (possibility of state 
aid) 


Pronated feet 
Congenital torticollis—right 








Anna C. 9 Poor posture; pronated feet; Exercises (posture, breathing, 
had rickets; pot belly; old pronated feet); wedges for 
rachitic chest deformity shoes 

Mario D. 8 Poor posture; double pro- Exercises (feet and posture) ; 
nated feet wedges in shoes 

Augustine T. 10 Pronated feet; poor posture Supports or wedges; exercises 

(pronated feet; posture) 

Angela R. 8 Pronated feet; fair posture; Wedges; foot exercises 
had rickets 

Ida T. 11 Poor posture; pronated feet Wedges; foot exercises 

Aldo D. 11 Poor posture Postural exercises 

Robert K. 13 Very pronated feet; anemia? Arch supports and exercises; 

physical examination ad- 
vised 

Madeline O. 12 Second right dorsal lumbar Postural exercises; Dr. _ 
rotary lateral curvature; to see her next year 
also slight assymetry of 
chest 

Dean B. 11 Pigeon chest Postural exercises 

John B. 10 Double pronated feet; poor Foot exercises; postural exer- 
posture cises 

Harry C. 8 Short achilles’ tendon—left— Surgery advised (possibility 


spastic 


of state aid) 


As the result of this clinic Marion H. had the suggested operation and 
is greatly improved. Some of the other children listed have been ad- 
vised to attend an orthopedic school operated by the board of education. 





494 ELEMENTARY SCHOOL PRINCIPALS 





In the school of which the writer is principal the importance of good | 
posture is constantly stressed and classes are formed for children need. ' 
ing certain types of exercises. These exercises are carried on three times ; 

, a week in school under the health and physical education teacher and 
daily at home with the parents’ cooperation. Such a program is faeili- ; 
tated by a health coordinating plan in some schools. A school com- 
mittee composed of four teachers, the principal, the school nurse, the 
health and physical education teacher, and representative parents holds 
meetings thruout the school year to talk over health needs and to plan 
special emphasis periods. 


This particular school and many others also have special! foot classes, 
speech correction classes, and classes for underweight children. Al] 
city schools have traffic and safety meetings as well as the regular out- 
door play and exercise program. In some schools, including the writer's, 
cots are placed out of doors (except in inclement weather) for ex- 
treme underweight, cardiac, or convalescent cases that need rest rather 


than exercise. The resting periods take place during the regular gym- ' 
nasium periods. Rest periods are arranged also for children who are . 
very inattentive or listless or who show excessive fatigue, nervousness, 
or excitability. These rest periods are under the direct supervision of , 
the health and physical education teacher. In many schools all the chil- , 
dren are trained to relax and to have regular and sufficient sleep habits, 
while the nervous individuals are helped to cultivate poise. | 
The child study department of the school system cooperates in many : 
ways with the program of individual health training. Thru this depart- ! 
ment trained operators are sent to all schools to give audiometer tests : 
to groups or individuals for the detection of hearing impairments. ; 
When cases of a serious nature are found, retests are given to assure 
absolute accuracy. An ear specialist later comes to the school to diag- : 
nose individual difficulties and recommend treatment. Both the school . 
and the parents are notified as to the recommendations. The regular 
teachers follow directions given for special seating arrangements in ? 
order that hard-of-hearing children may obtain maximum benefit 
from regular class work. A teacher of lip reading comes from the child . 
study department for a few hours each week where needed to hold lip- . 
reading classes for children who have a substantial or growing loss 
of hearing. When the physician finds a child to be deaf or nearly deal, . 
that child is transferred to another school where a hearing-conservation . 
class is held daily. . 
Upon request, a trained speech teacher from the child study depart- d 
a 


ment visits all schools to examine individually all children reported as 
having speech difficulties. This speech expert diagnoses each case and 








= = 





ds 





PuysicALLyY HANDICAPPED CHILDREN 495 





furnishes to teachers and parents typed directions and exercises for the 
correction of minor impediments. She also arranges for a school physi- 
cian to verify her examination and to make recommendations in more 
serious cases. In all cases the parents and teachers are invited to co- 
operate in furnishing past history or other necessary data. 

The exercises prescribed by the speech teacher are used in speech 
correction classes and become a part of the health training program. 
The children are taught to relax, to speak slowly, to repeat certain 
phrases distinctly, and to do other simple exercises in the spirit of 
play. They are also encouraged to keep their own records of improve- 
ment. Each child is urged to help himself as much as possible and to 
report his progress or difficulties in practicing the assigned exercises. 
Assistance and encouragement are given by the health and physical 
education teacher and the regular class teachers. 

Children with eye difficulties are urged by the school nurse in each 
school to have an eye examination by a specialist. Indigent cases ob- 
tain free examinations at hospital clinics when appointments have been 
arranged thru the school nurse. Glasses are procured for some indigent 
children thru the city Department of Public Welfare in cooperation 
with the Rochester Health Bureau, and for others thru private funds 
or thru a fund established by the board of education for that purpose. 

Twice a year dental chairs and other necessary equipment for pro- 
phylactic service are set up in each public and parochial school in the 
city. This service is performed by graduates of the Rochester Dental 
Dispensary or by dental hygienists in training and is free to all school 
children thru the generosity of the late George Eastman. Following the 
teeth-cleaning process, notices are sent home with all children who need 
to see a dentist. Indigent children may have the services of dentists 
at the dental dispensary for the nominal sum of five cents per visit. In 
addition, a young woman comes to the schools from the dispensary, 
bringing pictures, puppets, and interesting stories to arouse in the 
children a desire to clean their teeth several times daily. 

The dental dispensary also takes care of tonsillectomy and adenoid 
cases among borderline children for five dollars each. This fee includes 
short-time hospitalization. 

The child study department makes arrangements whereby the frail, 
undernourished, and underweight child in any school may attend the 
open-air school which is a part of the city school system. At this school, 
classes and rest periods are held out of doors in an atmosphere con- 
ducive to well-being, and good food is advised and milk is provided as 
an aid to growth. The children return to their homes at night. For 
children with orthopedic defeets still another source of help is available 











496 ELEMENTARY SCHOOL PRINCIPALS 

thru the child study department, namely, the Convalescent Hospital, 
which is located near Rochester on the shore of Lake Ontario. Teachers 
are provided by the board of education to carry on a modified schoo! 
program for these children. 

All the Rochester hospitals have out-patient departments in whiel 
clinies are held for indigent and borderline cases needing medica! at- 
tention. The school nurse in each school makes appointments, and when 
parents give their consent the hospitals notify the nurse as to diagnoses 
and recommendations. 

Several other agencies are of great assistance to the schools. The 
Tuberculosis and Health Association, in connection with the Rochester 
Board of Health, furnishes many free appointments each year for 
examination of tubercular suspects in the schools. The Red Cross So- 
ciety and the Shelter give aid in diagnosing the cases of children in 
whom they are interested, and they also furnish free clinical servic 
The Rochester Health Bureau furnishes full-time nurses in the large: 
schools and part-time nursing service in the smaller schools. It also 
furnishes school physicians who report to the school at least once a 
week, and a corps of doctors and nurses who make periodic health 
inspections. Clinies for children of preschool age are held thruout th 
calendar year by the school nurse and doctors, and all school nurses 
also accompany children of school age weekly to and from the dental 
dispensary for dental care. 

CONCLUSION 


If presented rightly the subject of good health has a universal appeal 
A sound program of education for health performs wise magic. In con- 
ducting such a program one of the largest tasks of the Rochester public 
schools is to discover and diagnose physical defects in children, to 
reeducate handicapped children in new health practices, and to pro- 
vide favorable environment, opportunity, and encouragement for th 
continued exercise of these practices. The facilities and procedures 
described in this article, we believe, are contributing substentially t 


the successful accomplishment of this task. 











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PHYSICALLY HANDICAPPED CHILDREN 497 
CARING FOR PHYSICALLY HANDICAPPED PUPILS IN 
REGULAR AND SPECIAL CLASSES 


JoHN W. TENNY 


Principal, Harvey H. Lowrey School, Dearborn, Michigan 


ELATIVELY FEW SCHOOL SYSTEMS provide special class facilities for 
physically handicapped children and only a small percent of such 
children are cared for in special day or residential schools.' 

Evidently a large number of children with more or less serious handi- 
caps either are receiving no educational opportunities at all or are in 
classes with normal children. In the latter case, most teachers lack 
the necessary training to care for the atypical children or they are so 
heavily loaded with large classes that little time is available for meeting 
the needs of these children. To overcome these difficulties two steps 
seem necessary: (1) to increase the number of special classes, and (2) 
to increase the knowledge and skill of regular teachers so that they 
may care more adequately for those atypical children who are enrolled 
in their classes. 


ORGANIZATION AND ADMINISTRATION OF SPECIAL CLASSES 


The need for more special classes, particularly in the smaller cities 
and towns, may usually be met best by organizing special education 
departments or classes in school buildings which house normal children 
rather than by constructing new buildings for handicapped pupils. 
Such departments or classes are less expensive than special schools and 
they make it possible for a considerable number of handicapped chil- 
dren to attend some classes with normal children. The second of these 
considerations is important from the standpoint of mental hygiene. 
Handicapped children want very much to be normal and to be con- 
sidered so by others. Usually the greater portion of their lives will be 
spent in association with normal individuals and they should be helped 
toward this adjustment rather than hindered, as is likely to be the 
vase if they are housed in isolated schools. 

During the past several years the writer has had charge of a special 
education department in a building housing a junior high school of 1000 
pupils and an elementary school of 500 pupils. The special education 
department of 150 pupils includes classes for the crippled and eardio- 


1 White House Conference on Child Health and Protection. Special Education: The Handicapped 
and the Gifted. New York: Century Co., 1931. 604 p. { Foster, Emery M., and Martens, Elise H. 
“Statistics of Special Schools and Classes for Exceptional Children.’’ Biennial Survey of Educa- 
tion in the United States: 1934-36. U. S. Dept. of the Interior, Office of Education, Bulletin, 1937, 
No. 2. Washington, D. C.: Government Printing Office, 1938. Vol. II, Chapter 6, 179 p. 
(Advanced pages.) 





498 ELEMENTARY SCHOOL PRINCIPALS 





pathic, the deaf and hard-of-hearing, the partially sighted, and the 
mentally retarded. Transportation and care under the direction of 
proper medical specialists are provided in the manner prescribed by 
the Michigan State Department of Public Instruction. As nearly as 
possible the course of study prescribed for normal children is followed. 

In these special classes it has been found increasingly desirable to 
send certain of the handicapped children to regular classes for a part 
of their work. This is always done with the advice of the specialist 
concerned and under the immediate direction of the special class 
teacher. The latter determines the classes which each pupil may safely 
attend with normal children, makes the necessary arrangements with 
the teachers involved, and keeps constantly informed of the situation 
to insure a satisfactory adjustment on the part of the pupil. There is 
hardly a regular class in the school that has not been found suitabk 
for some handicapped child who is regularly enrolled in a special class 


RESPONSIBILITIES OF REGULAR CLAss TEACHERS 


Regular class teachers who receive handicapped children from special 
classes must understand and appreciate the needs of such pupils so as 
to guide them wisely and prevent harmful situations from arising 
Moreover, such understanding is necessary for the detection of handi- 
capped children and for their proper care when a special class is not 
available or when their handicaps are not sufficiently serious to require 
transfer to a special room but do require some modification of the 
regular classroom situation. 

General activities—When a teacher receives a new group of pupils, 
she should take a careful inventory early in the semester to determine 
the physical characteristics and needs of each pupil. Health and school 
records should be carefully studied and the knowledge accumulated by 
previous teachers of the group should be freely used. In addition, th 
teacher should make frequent and painstaking observations of each 
child, particularly after an illness. The high fevers accompanying many 
childhood diseases frequently leave disabilities of the heart or o! 
hearing and vision. 

If the teacher discovers or suspects the presence of a physical dis- 
ability, she should quickly inform the school nurse or the proper school 
authority. In small schools it may be necessary for the teacher to con- 
tact a social agency or the proper division of the state department ol 
education or of public welfare. In no case should she be indifferent t 
the situation and she should always be free to offer her suggestions 
about pupils to the proper authorities. On the other hand, no teacher 
is qualified to diagnose a case and it is usually unwise to force an issue 








sly 
ith 








PHYSICALLY HANDICAPPED CHILDREN 499 





against indifferent parents. If a child is evidently neglected there are 
local officials in a better position than the teacher to bring the issue 
before the juvenile court. A teacher confronted with a handicapped 
child in her class should feel free to call upon the division of special 
education in the state department of public instruction. Thru that 
division suggestions may be obtained for proper care of the child or 
contact may be established with a special class nearby. 

Partially-seeing children—The teacher should ever be on the lookout 
for behavior which may indicate visual difficulties. She may reason- 
ably suspect such a difficulty if the child 


1. Is irritable, has temper tantrums or crying spells. 

2. Is inattentive during reading lessons, map study, blackboard presentations, 
and discussions of excursions. 

3. When reading, holds book at distance from face, holds face close to book, 
moves position of book frequently, pauses frequently, tends to lose place, blinks 
eyes frequently, shuts or covers one eye, tilts head to one side, looks cross-eyed, 
guesses, or screws up face. 

4. Prefers to read rather than play. 

5. Appears to brush away a blur. 

6. Holds body tense, screws up face, or thrusts head forward when looking at 
distant objects. 

7. Rubs eyes. 

8. Does not write in straight lines. 

9. Confuses reversible letters, such as b-d, g-q, n-u, and m-w. 

10. Confuses similar letters, such as o-a, e-c, n-m, h-n-r, and f-t. 


Suspected visual difficulties may be checked with the Snellen letter 
charts.* Most parents will secure professional advice following a report 
of unsatisfactory school progress and failure on the Snellen test. 
Individual pupils should be taught to avoid rubbing the eyes, wiping 
them with dirty towels, using the eyes strenuously after an illness, 
looking at bright lights, and reading while riding on a train or streetcar. 
They should be taught to read with a good light coming over the 
shoulder, with the reading material at a right angle to the line of 
vision, and with occasional periods of rest. In administering her room 
with the thought of protecting the children’s vision the teacher should 


1. Arrange seats so that no window is in the field of vision of any child (so 
that he cannot see out of a window unless his head is turned). 

2. Eliminate highly polished, reflecting surfaces (a blotter may cover the pol- 
ished desk of a pupil sensitive to light). 

3. Provide adequate light. Ten foot-candles of light is a minimum, and light 
meters may usually be borrowed from electric light companies. Shades should be 
drawn only to exclude direct or reflected sunlight. To insure adequate light on 
the corridor side of the room the top portion of the windows should not be cov- 
ered unless absolutely necessary. In addition, the row of lights nearest the corridor 
wall will usually be needed except on the brightest days. 

Ss Sean 

*These charts may be secured from the C. H. Stoelting Company, Chicago, Illinois, or from 
the National Society for the Prevention of Blindness, New York City. See the description of 
this method by McCloy in Chapter II. 


500 ELEMENTARY SCHOOL PRINCIPALS 





4. Avoid the use of books or writing materials made with glazed surfaces 

5. Keep blackboards clean and write with soft chalk in a large, clear style 

6. Never stand on the window side of the room when conducting recitations 
Such a position forces the pupil to look at the bright expanse of window spac 
and places the teacher’s face in a shadow. . 


Deaf and hard-of-hearing children—Deaf children (those with no 
usable hearing) will be unable to get along in a regular classroom with- 
out the help of a special teacher. They must be taught to read lips, t; 
acquire a language sense, and to speak as clearly as possible. With such 
training by a special teacher and with the understanding and sympathy 
of the regular teacher, a deaf child may participate successfully in 
many situations with hearing children. He should, however, be enrolled 
also in an oral class for deaf children. 

The hard-of-hearing child (one with some usable hearing) may 
even with a serious hearing loss, avoid detection by an untrained 
teacher and perhaps be classified as dull or queer. The writer has had 
experience with a hard-of-hearing pupil who attended classes for an 
entire semester under regular teachers without detection altho she was 
considered a poor student and queer because she sometimes failed t 
respond to questions. With the consent of her parents she had decline 
available assistance from a special teacher and had developed such a 
complex over her ailment that she preferred to be considered a poo 
pupil rather than publicly acknowledge her hearing loss. She had some 
self-taught lip-reading ability. 

Hard-of-hearing pupils may often be detected by one or more of thy 
following signs: 

1. Poor speech, lacking inflection and tending to omit certain sounds 

2. Turning head to favor the better ear 

3. Tendency to watch speaker intently and frequent failure to respond wher 
speaker’s face cannot be seen (self-taught lip reading) 

4. Earache and running ears 

5. Requesting that questions and statements be repeated 

6. A dull, sometimes stupid, appearance. 


Suspected cases may be checked by a voice test in the following 
manner: Have the pupil stand twenty feet distant and face at a right 
angle to the examiner. Have him tightly plug, with his finger, the ea’ 
away from the examiner. Questions should then be asked in a norma 
speaking voice. If necessary, the distance should be gradually lesseneé 
until the child can respond accurately to all understandable questions 
The second ear should be checked in a similar manner with the chil 
facing in the opposite direction. The child should not be permitted t 
look at the examiner. The closer the child must stand in order to mak 
successful responses, the greater his hearing loss. If there appears t 











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PuysicALLy HANDICAPPED CHILDREN 501 








be a hearing loss the parents should be advised to have the child 
examined by a medical specialist. 
Teachers may assist hard-of-hearing pupils in the following ways: 


1. Seating them in the front of the room near the teacher or in the middle 
of the room for class discussions 

2. Standing in such a position when speaking to the child that the speaker’s 
face will be in good light 

3. Speaking distinctly, with good enunciation and reasonable slowness 

4. Checking vision to make sure there is not a double handicap. Good vision is 
necessary for good lip reading 

5. Advising the child’s parents and other associates to give equal considera- 
tion to the above suggestions. 


Crippled children—A crippled child is usually quite easily identified. 
Often he comes to school following an illness or disabling injury. There 
are, however, certain postural defects, including spinal curvatures, 
which may first be detected by the teacher because of the contrast 
with other children. The school nurse should be consulted in such a 
case or the parents should be advised to see their family physician. 
If a child is known to be crippled the teacher should acquire as com- 
plete information about the case as possible, particularly as to restric- 
tions in activity. Teachers may assist crippled children in the follow- 
ing Ways: 


1. Restricting activities in accordance with the physician’s instructions. 

2. Not attempting any corrective physical exercise unless definitely requested 
to do so by the physician. This is usually the work of a specially trained person, 
the physiotherapist. 

4. Providing regular rest periods if prescribed by the physician. 

4. Adjusting the desks to support the body properly in comfort. This may 
involve leg rests and modifications in the form and height of the seat. 

§. Arranging for classes on the ground floor. 

6. Arranging a plan of assistance during fire drills or emergency exits. 

7. Encouraging other children to assist in avoiding further injury to the 
crippled child. 

8. Helping the child to acquire and maintain a normal emotional attitude. 
Many crippled children have been so pampered that they are quite unadjusted. 

9. Emphasizing the child’s strength rather than his weakness. and thinking 
constructively of what he can do rather than of what he cannot do. 

10. Securing vocational guidance if the child is past twelve years of age. If 
there are no competent local agencies, the state department of rehabilitation can 
be very helpful. 





Epileptic children—Epilepsy is usually evidenced by convulsions, 
which fortunately occur more often at home than at school. Children 
who have frequent or severe attacks have no place in the regular school- 
room because of the detrimental effect upon other pupils. Many epilep- 
tie children are excellent students and appear perfectly normal between 
seizures. Mild cases have been known to continue in a regular school, 
hut others have been generally excluded from public schools because 











502 ELEMENTARY SCHOOL PRINCIPALS 


of the lack of special class provisions. Exclusion from public schoo! hag 
usually meant private care at home or enrolment in a private schoo! 
or state institution. The city of Detroit has established a special schoo] 
(the White School) for epileptics which has aroused national interest, 
The writer is personally acquainted with a student enrolled in this 
school who is making a very excellent adjustment. Incidentally, the 
state of Michigan has included epileptic children in its special educa- 
tion program and gives financial aid for their special care.* Epilepsy 
is a condition that requires careful medical supervision and no teacher 
should attempt its care in a schoolroom without definite advice from 
the physician in charge of the case. 

Delicate children—Heart disabilities are classified as crippling con- 
ditions in Michigan.* Usually, however, they are classified with other 
conditions of lowered vitality such as the malnourished, the anemic, 
and the tubercular. These conditions are difficult for a teacher to deteet 
unless health records based upon thoro periodic physical examinations 
are available. In the absence of such records those children whos 
appearance or actions indicate reduced energy and vitality should be 
referred to the family physician or the local social service agency 
Since good health is essential to happiness and good schoolwork, th 
first consideration with children of lowered vitality should be restora- 
tion to a condition of good health. Schoolwork should be entirely see- 
ondary. Teachers may assist such children by 


ta- 


1. Becoming thoroly informed of the physician’s diagnosis and recommen: 
tions for care 
2. Modifying the regular school program freely to meet the child’s needs 
. Limiting the child’s activities 


b 


4. Providing daily rest periods, preferably with the child in a reclining positior 

5. Attempting to insure good nourishment and warm, comfortable clothing 

6. Providing good ventilation in the room 

7. Avoiding need for stair climbing 

8. Providing substitute recreation for recess and gym periods that is not 
strenuous. 


] 
| 


Speech disorders are easily de- 





Children with speech disabilities 
tected but are not always easily corrected. A few of the more commor 
types are stammering, stuttering, lisping, nasality, thick speech, hoarse- 
ness, baby talk, and foreign accent. Some conditions are physiologica 
and others psychological. A cleft palate will result in nasality, as will 
an improperly functioning soft palate. Disorders of the vocal cords 
will result in hoarseness or other abnormalities of voiced speech. Partial 
paralysis or faulty muscle structure may result in thick speech or lisp- 


T 


ing. Baby talk will usually be overcome thru association with childre 
3 Elliott, Eugene B. A Statement of Policies and an Interpretation of Act 319 of the 
Acts of 1927 as Amended. Lansing, Mich.: State Department of Public Instruction, 1939. (Mime 














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PuHysicALLy HANDICAPPED CHILDREN 503 
tec eters om eerie ict Be ee 
with normal speech and the constant pressure for good speech on the 
part of the teacher. Foreign accent may be overcome in a young child 
but is likely to persist in an older pupil to a certain degree. 

Regardless of whether a speech correction teacher is available or not, 
children with speech defects will spend most of their time in regular 
classrooms under the care of regular teachers. If a speech correction 
teacher is handling such a case the regular teacher should cooperate 
fully with her. If there is no speech correction teacher and the child 
has a serious speech defect, assistance should be sought from a qualified 
physician or an available speech clinic. If none are known, advice is 
usually available from the division of special education in the state 
education department. In dealing with speech correction cases a regular 
classroom teacher should 


1. Try to develop a sympathetic attitude on the part of other children. 
Teasing and ridicule should be avoided. 

2. Encourage the handicapped pupil to participate naturally in classroom 
activities. His recitations should be voluntary and he should not be corrected 
publicly. 

3. Give correction exercises individually, secure relaxation, speak with absolute 
clarity, develop exercises for teaching correct sounds, and praise the child freely 
for effort and improvement. 


CONCLUSION 


In closing, it should be reemphasized that even a high degree of 
understanding and skill on the part of regular classroom teachers 
cannot take the place of adequate special class provisions for certain 
types of physically handicapped children. Yet there is much that 
regular teachers should do in discovering and caring for such children, 
whether or not special classes are provided. If special classes are avail- 
able, it is often desirable to send some of the children in them to the 
regular classes for part of their work. If there are no special classes 
the responsibilities of regular teachers are obviously much heavier. 
In any event, these teachers must share the task of detecting the dis- 
abilities and needs of individual children, meet such needs as ade- 
quately as possible while the children are in their classrooms, and enlist 
whatever expert assistance is available outside the regular classrooms. 
The need of most teachers for special study and training in this field, 
as well as for sufficient time to discharge their responsibilities effec- 
tively, should receive the careful attention of administrative and super- 
visory officers. 








504 ELEMENTARY SCHOOL PRINCIPALS 


PROVISIONS FOR DEAF AND HARD-OF-HEARING 
CHILDREN 
Sara A. WALSH 


Supervisor of Speech Correction Classes, Public Schools, Jersey City, New Jersey 


HE JERSEY CITY BOARD OF EDUCATION is striving constantly to 
place its educational provisions for all handicapped children op 
a high plane. It adheres as closely as possible to the democratic 
ideal of an equal opportunity for every pupil. The common aim ip 
the education and care of all types of handicapped pupils is to prepare 
them to live successfully with persons who are not handicapped 
This article deals with the provisions made for deaf and _ hard-of- 
hearing children. 
MEASUREMENT AND CONSERVATION OF HEARING 
Essentials of the program—The Jersey City program for the meas- 
urement and conservation of hearing is based on that promulgated 
by the eminent otologist, E. P. Fowler, and advocated by the New York 
League for the Hard of Hearing. Its essential elements are as follows: 


1. A preliminary hearing test of all pupils with the 4-B audiometer.’ This 


test is given to groups of forty pupils or less, in a quiet classroom, by a com- 


petent tester and assistant. The history of each pupil is obtained as required 
on the test sheet. 

2. An inspection of these test papers on the same day in order to determin 
which pupils should be retested. 

3. A retest on the following day of those showing a certain hearing deficiency 

4. A tone range (2-A audiometer) test of those still found to be low in hearing 
capacity. 

5. A careful otological examination and diagnosis of each case of marked 
hearing deficiency by an otologist employed for the purpose. (Professional otolo- 
gists have their own procedures for examination and diagnosis.) 

6. The recording on a prepared sheet of all the important data from the abow 
tests for each hard-of-hearing child. 

7. A note to teachers, thru the principal, directing that front seats be given 
to the hard-of-hearing children. 

8. A note to the parent or guardian of each hard-of-hearing child stating that 
the child is slightly, moderately, or markedly hard of hearing in one or both ears 
and that he should be sent to a reputable otologist or a recommended ear clini 
to determine what, if anything, can be done to improve his hearing and preven 
the progress of his condition. The parents should know that a seat near the frot 
of the classroom will be provided for the child. Such a statement will aid in im- 
pressing on them the fact that the hearing difficulty is a real one 

9. A check-up to learn whether the child has been cared for as prescribed abov 
If this has not been done, a duplicate notice is sent to the parent or guardian 

10. The careful filing of records so that any changes in a pupil’s condition maj 
be noted thereon from time to time. This provides cumulative information on 
the progress of difficult or promising cases. 


11. The regular yearly testing of the school population by the foregoing pro 


cedure. 


1 This instrument is essentially the same as the 4-A audiometer (mentioned by MeCloy in Chapter 
II) but is a newer model. 





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PHYSICALLY HANDICAPPED CHILDREN 505 





—— 


The staff in Jersey City consists of two testing technicians (one for 
group testing by the 4-B audiometer, and one for individual testing 
by the 2-A audiometer), six trained teachers of lip reading, and a 
school otologist. 

Administration of the program—A marked hearing deficiency is 
readily recognized, yet it is surprising how often a child may be 
considered dull or inattentive when the real trouble is that he cannot 
hear. To guard against such mistakes the hearing of all children 
should be tested annually. Severe illnesses, mastoid operations, and acci- 
dents can cause a serious loss of hearing within a year. 

Altho Jersey City has not as yet been able to give annual tests 
to the entire school system, all pupils from Grades III-A thru I[X-B 
are tested every two years. In addition, any pupil suspected of having 
a hearing loss, regardless of grade, may be recommended for a 2-A 
audiometer test. Many of the pupils in the lip reading classes are 
examined annually upon the otologist’s recommendation. 

The 4-B audiometer test is conducted by a school nurse who is a 
trained technician. The close cooperation of the school principals has 
resulted in as near ideal conditions for the testing program as it is 
possible to attain. By arranging for a quiet room in the building, 
changing the schedule of school activities for a day or two, notifying 
pupils at assembly that a hearing-test program is going on, and sched- 
uling the classes efficiently for the program, the principal may have 
his school tested quickly and accurately. 

The technician marks all papers on the day of the test and pupils 
showing a loss of nine sensation units or more in one or both ears 
are scheduled for a retest. If they still show this deficiency their names 
are sent to the administration building, where a 2-A audiometer or 
individual hearing test is arranged. 

The individual hearing test is given in a sound-proof room. It is 
conducted by a school nurse who is a trained technician but who gives 
only part time to this work. An audiogram is plotted for each pupil 
and all pupils showing a loss of nine sensation units or more, in one 
or both ears, are scheduled for an examination by the school otologist. 

The otologist consults the pupil’s history, which has been recorded 
in advance by the school nurse, and then gives him a thoro examina- 
tion. Parents are notified when the otological examination is to be 
given and it is their privilege to be present. Records of the examination 
are made out in duplicate. One copy is kept in the school and the other 
goes to the administration building to be filed with the child’s audio- 
gram. 

In a majority of cases the otologist gives some medical reeommenda- 





~~ 





506 ELEMENTARY SCHOOL PRINCIPALS 


tion such as the removal of impacted cerumen or of septic tonsils and 
adenoids. The child may be referred to his own physician or a clinic 
for treatment for adhesions or chronic catarrh. It is the duty of the 
school nurse to notify parents who are not present of the results of the 
examination, and if they cannot afford to take the child to a physician, 
preferably an otologist, they are asked to take him to the ear Clinic. 
In cases where the parent is working and cannot accompany the child 
to the clinic, a school matron will go with him, provided the parent 
signs a consent slip. 

When the medical recommendations are carefully followed, many 
children are saved from complete deafness in later life. A considerable 
number have been restored to normal hearing after medical treatment 
by competent otologists, both private and in clinics. 


EDUCATIONAL PROVISIONS 


On the basis of the amount of hearing loss, the type of deafness, and 
the family and medical history of each individual child, the otologist 
makes recommendation as to the type of class instruction needed. 

Classes for deaf children—In the case of the child who is con- 
genitally deaf or who became deaf before speech was acquired, the 
usual recommendation is a class for the deaf. There are four such 
classes in Public School No. 6, each under the guidance of an especially 
trained teacher. Forty-four pupils are enrolled in Grades I-A thru 
VIII-B. 

Hard-of-hearing pupils in regular classes—Deafened or hard-of- 
hearing pupils constitute the majority of those examined. These chil- 
dren can speak and can understand language but they have developed, 
thru illness or accident, an impairment of hearing. They are sound- 
conscious and have a normal, or almost normal, attitude towards the 
world of sound in which they live. The otologist recommends that 
they not be put in special classes but that they remain in the regular 
grades of their present schools and receive instruction in lip reading 
It is especially advisable that these pupils remain in the normal class- 
room. In this environment they can preserve a normal mental outlook, 
normal speech, and customary social relations. 

In order to carry out the program of instruction in lip reading, four 
itinerant teachers have been appointed. They teach in each of the 
thirty-seven elementary schools and the four high schools. The deaf- 
ened pupils in all the schools receive one lesson a week. In the lower 
grades the instruction lasts for one-half hour and in the higher grades, 
for one class period of forty-five minutes. No group has more than 
twelve pupils; the average class has eight to ten. 








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PHYSICALLY HANDICAPPED CHILDREN 507 








_ 


There is a special teacher of speech correction in every school, and 
as soon as a child is assigned to lip reading instruction he is given a 
special speech test. Most of these pupils were originally in the speech 
correction classes and were recommended for a hearing test by the 
teacher, who suspected impairment of hearing. 

Careful attention is paid also to the vision of the deafened children. 
An inadequate sense of hearing places an added strain on the eyes 
of these boys and girls, and the teacher of lip reading must frequently 
check to see if they need glasses. If they have glasses, the teacher must 
insist that they wear them. Cooperation between the nurse, the class 
teacher, and the teacher of lip reading is necessary to insure the 
proper seating of the pupil in the front of the room, correct lighting 
conditions at all times, and a favorable speech environment—all of 
which are essential in lessening the handicap of deafness. 

Hearing conservation classes—Among the deafened pupils there are 
some whose hearing loss is so great and for whom the otological 
prognosis is so poor that the otologist recommends them for a hearing 
conservation class. These pupils come from different parts of the city 
and are transported by bus at public expense. They usually have school 
histories of grade repetition, but there are some in the lower primary 
grades whose histories are purely medical. 

There are two hearing conservation classes in Public School No. 22, 
one for the primary grades and the other for the intermediate grades. 
Both classes are conducted by trained teachers of lip reading. A Sono- 
tone Group Hearing Aid? for fifteen pupils has been installed in one 
of the rooms. Each pupil has been fitted with an earpiece, either air 
or bone conduction, according to his particular need. The teachers 
arrange their schedules so that each one has use of the machine for 
one class session each day. In addition to the use of the electrical 
group hearing aid, the pupils have daily instruction in lip reading and 
special help in speech correction. 

These hearing conservation classes are the homerooms for the 
severely deafened pupils. The schedules of these children are arranged 
so that they go to regular grade classes for some of their studies, and 
in these rooms they are obliged to make use of their lip reading in- 
struction. They report to their respective grades for arithmetic, history, 
and geography. They go to the domestic science rooms, manual train- 
ing shops, and to the gymnasium for special activities. All other sub- 
jects are taught by the conservation class teacher, who must keep 
in constant touch with all regular teachers to ascertain just where 


—_ 

? An apparatus manufactured by the Sonotone Corporation of Elmsford, New York. It is equipped 
with microphones and earphones to amplify class discussion so that all participating pupils can 
hear their own voices and the voice of the teacher. 








508 ELEMENTARY SCHOOL PRINCIPALS 











her pupils need the most help. Thus, she can correlate her work with 
the pupils’ regular grade work. 

It is always desirable for these pupils to mingle with children of 
normal hearing, to live with hearing members of their own families, 
and eventually to take their places in a hearing world. Thus, it is on 
of the aims of the hearing conservation classes to prepare the deafened 
children to be expert lip readers. Thru the use of the electric hearing 
aid and a special radio, a world of information and beauty has bee 
opened to them. The training and reeducation of their residual hearing 
will be a lifelong asset. 

A staff of well-trained teachers of lip reading is most essential i; 
carrying out a successful program of hearing conservation. The Jersey 
City board of education, realizing this need, has adopted a resolutic 
making it mandatory for a candidate wishing to take the writter 
examination for the teacher-of-lip-reading certificate to have thre 
year’s experience as a teacher and 124 credit hours in the theory and 
practice of lip reading instruction, speech correction, and the psy- 
chology of the exceptional child. Our six teachers in this field hay 
taken their work at Teachers College, Columbia University, and at 
the New York League for the Hard of Hearing. 

Since the testing program is continuous and progressive in natur 
new pupils are being recommended daily for lip reading instruction 
The educational department does not dismiss these hard-of-hearing 
pupils from lip reading as soon as feasible, but arranges the genera 
program so that they will continue in these classes until they graduat 
Thus, it is hoped that thru constant practice these handicapped chil- 
dren will become skilful lip readers who can cooperate and compet 
socially and economically with normal, hearing people. 


HE hard-of-hearing form the largest single group of the 

handicapped in the country. The extent of this handicap 
varies greatly between individuals and also from year to year. 
The hard-of-hearing have made such valiant and successful 
efforts to accomplish their own rehabilitation that their vast 
numbers are unrealized. But the cost to them psychologically, 
spiritually, and economically has been greater than anyone 
can ever know who has not been hard of hearing and traveled 
the rough road with them—Frampton, Merle E., and Rowell, 
Hugh G., Education of the Handicapped—V ol. II—Problems, 
World Book Co., 1940, p. 217. (Quoted by permission of the 
publishers.) 














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PHYSICALLY HANDICAPPED CHILDREN 509 








FRESH AIR ROOMS FOR PHYSICALLY HANDICAPPED 
PUPILS 


Guapys M. FrigsNner 


Teacher, Lucretia Mott School, Indianapolis, Indiana 


HE MARION COUNTY, INDIANA, TUBERCULOSIS ASSOCIATION Was re- 

sponsible for the establishment of the fresh air program for phy- 

sically handicapped children in Indianapolis. For ten years this 
association paid the costs of food, carfare, nurses, a cook, cots, 
blankets, and the special suits necessary for children in open-window 
rooms. At the end of that time the work was taken over by the city 
board of health and the board of school commissioners. At present all 
such classes are under the control of the school department of special 
education. One entire building is devoted to this work and seven other 
rooms are set aside in those schools of the city where the need seems 
to be greatest. 

The first two fresh air rooms were established at the Lucretia Mott 
School (School No. 3) in 1913. These original rooms were organized 
for physically normal children by people who believed that any child 
would benefit by placement in such a room, but in 1916 the arrange- 
ment was changed to provide an opportunity for anemic children to 
regain their health. In 1914 an entire school for anemic children was 
opened. This school is now known as the Theodore Potter Fresh Air 
School and it cares for physically handicapped children from the 
second grade thru the first two years of junior high school. 

Five other rooms have since been organized: one at School No. 26, 
one at School No. 22, and three at School No. 12. The work of these 
various rooms is successfully conducted despite the fact that they are 
in buildings organized for traditional classes. Close cooperation be- 
tween teacher, principal, and the children is necessary for the success 
of such a program within a regular building. The following account 
of the set-up at Lucretia Mott School shows how fresh air rooms may 
be successfully conducted in buildings organized for a regular school 
program. Here the two original fresh air rooms are still being operated 
with good results. At present the personnel consists of two teachers, 
a nurse, a doctor, and a cook, all under the direction of a principal 
who is especially interested in this phase of schoolwork. 


PuRPOSE AND GENERAL PLAN 


The purpose of these rooms is to provide opportunity for physically 
debilitated children to regain their normal physical and mental vigor 




















510 ELEMENTARY SCHOOL PRINC!PALS 





and at the same time to maintain their normai progress in schoo) 


Teachers in these special classes: attempt to help frail boys and girk| 


develop into strong, healthy children who know how to care for they. 
selves, how to live together in an organized group similar to a good. 
sized, well-ordered family, how to share pleasures and shoulder rp. 
sponsibilities, and how to build normal, cheerful attitudes toward tly 
environment. In stressing the principles of personal hygiene that ay 
necessary for the well-being of these children, academic study and th 
elements of healthful living are integrated in a balanced education, 

The types of children admitted to these rooms include those wh 
are definitely undernourished and have a history of absence due 
illness, those experiencing a retarded recovery from an operation o 
recent illness, those known to be tuberculosis-contact cases but wh 
have no symptoms of the disease themselves, and those suffering fron 
asthma, chorea, or minor nervous tendencies. To enter a fresh air room 
each child must undergo a complete physical examination before « 
immediately after school opens in the fall. A parent or someone els 
close to the child is requested to be present at this examination sine 
recommendations for correction are made by the examining doctor 
If parents are financially unable to pay for recommended medical 
attention or hospitalization, this is taken care of thru the city clini 
If a parent refuses to allow the necessary treatment, the child is not 
allowed to enter the special class. Every effort is made to secure th 
intelligent cooperation of the parents in order to carry out an effectiy 
program. A qualified nurse is appointed to visit the homes, obtain 
family histories, and learn what cooperation can be expected. 

The children whose parents are financially able pay a small fe 
which helps to provide the necessary food. The board of health makes 
up any deficit in the cost of grocery supplies. Other school needs an 
taken care of thru the social service department of the school system 
Each child is furnished with one woolen and one cotton blanket, 
cot, an open-window coat, and an eye band to be used when resting t 
protect the eyes from the light. Since eye bands have been used thi 
children respond much more quickly to rest and relaxation. 

The air in the rooms is always fresh, the room temperature being 
held at about 68 degrees Fahrenheit. Each child soon learns that li 
is responsible for his own physical comfort. If he feels the need 0 
more air, he may open a window; likewise, if he feels chilly, he maj 
get his open-window coat or close a window. 

Teachers for these rooms are selected from the regular licensed 
group in the Indianapolis publie schools. The qualifications expected 
of these teachers are alertness, resourcefulness, a wholesome personal- 





a 


— — = 


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PHYSICALLY HANDICAPPED CHILDREN 511 
































ity, willingness to work, cooperativeness, tact, and recognition of crea- 
girk tive ability. The teacher must be patient and must have the ability 
hem- to adjust herself to whatever situations arise. Emergencies often upset 
‘00d: a well-ordered program in these special rooms. 


hool, 


r Te 
1 the 
t are Each child is weighed and measured in September and each month 
d the thereafter until June. Records showing losses and gains are kept. 
on. If a child is losing weight the cause is sought. Such cases must be 
who checked for home cooperation and the rest program at school must 
ue to be supplemented by a similar extra rest program at home. Many of 
mM or these children are taken to the city clinic at regular intervals. The 
who fresh air nurse looks after hospitalized cases and follows up each 
from ease after the child is returned home. 

room The number of children per teacher is limited to twenty-five, since 
Te ot it is necessary to have several grades in a room and all the essentials 
> else required by the regular school curriculum are part of the schedule. 
since The program includes a mid-morning lunch and a substantial noon 
ctor, meal, preceded by a thirty-minute rest and followed by a fifty-minute 
odical period of relaxation. There is no physical training and no recess except 
slinie & to eat and sleep. As soon as a child arrives in the morning he takes 
isnot} up an unfinished task from the day before. The following is the daily 
re the} program for the children in Grades II-B thru IV-A: 

ective 8:30- 9:40 Social studies * 

ybtain 9:40-10:15 Morning lunch (hot soups or cereals) 

10:15-11:20 Language arts 

11:20-12:00 Supervised rest 

Il fee 12:00— 1:00 Supervised lunch period 

nakes 1:00— 2:00 Supervised rest 

Js are 2:00— 2:45 Formal arithmetic and arithmetic drill 

i 2:45— 3:00 Reading or writing 

rstem. 


ket, 4 SoME TypicaL CASES 
ing to 


od the 


PROGRAM OF ACTIVITY AND REST 


Case 1—Margaret had a heart affliction caused by rheumatic fever. 
She hated to stay at home in bed, taking the proper nourishment and 
following the doctor’s orders, and she begged to be allowed to come 
to school. Finally, with the assurance that she could recline all day, 
doing all schoolwork in this position, she was permitted to enter the 
fresh air room. Without complaint she pursued all school activities 
from her reclining chair, morning and noon lunches being brought 
to her. She was happy and contented. Not being deprived of the 
companionship of other children, yet getting rest, relaxation, and 


being 
vat he 
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censed 
pected 


‘sonal- 1Part of this period may be used for music or extra reading activities. 














































































PuysIcALLyY HANDICAPPED CHILDREN 513 


——_———— 


extra nourishment, she gained twenty-two pounds in less than six 
months. In the early spring the family moved to the country and so 
a complete follow-up of the case was impossible. However, several 
years later she returned to visit the room which she had enjoyed so 
much. She was married and appeared to be well. 

Case 2—David lacked coordination; in fact, his muscular control 
was so bad that after writing a word or two all further efforts were 
illegible. He was about ten years old when he was placed in the fresh 
air room. He was thin and undernourished, having been unable since 
early babyhood to take milk and other foods necessary to build bone 
and nerve structure. He had not been in the special class many months 
before he was taking cocoa and soups made with milk. In two years 
he was of normal weight, looked the picture of health, and showed 
much improvement in muscular control. He is now in high school and 
doing very well. He returns every year to visit the fresh air room. 
More grateful parents than his could not be found. 

Case 3—Albert was a tuberculosis-contact case, very much under- 
weight. He began his experience in the fresh air room with a rebellious 
spirit, for he did not like to lie down and there were many required 
foods which he refused to eat. An attitude of selfishness and a lack 
of home training were evident. When told that he was growing to be 
different from all the other children, he soon began eating everything 
without complaint. His room attitude became one of helpfulness. He 
had a constructive mind and soon proved to be a leader in the group. 
He gained in personality as well as in physical health. The half-hour 
rest before the noon meal, along with the mid-morning lunch, brought 
this boy to normal weight, ready to enter the junior high school in 
September with his physical handicap removed. 

Case 4—Gene entered the fresh air room when in Grade II-A. He 
came from a large family and his food habits were very poor. He had 
tantrums when certain foods were served for morning lunch, but 
otherwise his disposition was rather sad and unresponsive. Now that 
he is in Grade IV-A he has good table habits and eats anything which 
may be served. He has developed a pleasing sense of humor, rests 
quietly on his cot during regular rest periods, and is doing good school- 
work. 

Case 5—Norma was in Grade II-A when she entered the fresh air 
toom. She was a very nervous, underweight child, doing average work 
for her grade. After she was fitted with glasses her nervousness dis- 
Appeared and her work improved. Her general health is better and she 
‘ooperates in all the activities of the class. 

Case 6—Barbara entered the class when in Grade II-B and is re- 











514 ELEMENTARY SCHOOL PRINCIPALS 
peating the grade because of absence due to an attack of diabetes 
She has a speech defect which is being given special attention and 
treatment once a week by a speech teacher. She would not talk whey 
she first came, her muscular coordination was poor, and she could 
not write. This semester she talks a great deal and is able to write 
plainly. She reads fairly well and understands what she reads. Her 
scholastic improvement seems to be due to her gain in weight and 
her adherence to rigid rest procedures. She rests well, eats all foods 
served, and does fair schoolwork. 

These and other cases indicate that, for the most part, children 
in the fresh air rooms are happy, improving in health, and progressing 
in their schoolwork. The rest and relaxation, plus the extra nourish- 
ment which they get each morning, have continued to produce satis. 
factory gains in weight. Figures kept for nineteen years show that 
when the rest period was increased from one hour to two hours per 
day the average gain in weight increased. The average gain per year 
during this entire period was 6.7 pounds, while the highest averag 
gain in a single year was 15.5 pounds. It is generally believed that 
extra rest is of more value than extra food, since the children hay 
shown greater physical improvement with the extended rest period 


| we some years stress was laid upon fresh-air classes. They 

seemed to obtain certain advantages as compared with the 
unsatisfactory ventilation of the average schoolroom, where 
fresh air, properly conditioned, was not available in proper 
quantity or quality. ... As air conditioning of classrooms 
has improved, less and less stress has been placed upon open- 
air projects for normal children. The issue, at present, is con- 
sidered controversial. However, fresh-air classes continue to 
exist in certain urban communities in which they receive en- 
thusiastic approval. In any case, the values of rest periods and 
superior classroom hygiene cannot be questioned.—Frampton, 
Merle E., and Rowell, Hugh G., Education of the Handi- 
capped—V ol. I—History, World Book Co., 1938, p. 152-53. 
(Quoted by permission of the publishers.) 





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PuHysicaLLyY HANDICAPPED CHILDREN §15 





SPECIAL CLASSES FOR CARDIOPATHIC CHILDREN 


JOSEPH PHILLIPS 
Principal, Public School No. 205, Brooklyn, New York 


(OR BOYS AND GIRLS who deviate so markedly from the average 
that regular class procedures are unsuitable for them, special 
facilities must be provided to permit equality of educational op- 

portunity. However, a special educational program for atypical chil- 
dren should not brand them as different from their fellows or as 
recipients of special favors. Regardless of the type of program offered 
or the cost of providing it, if children are thereby enabled to develop 
their powers and capacities to the maximum, it is a normal type of 
education for them. In accordance with this philosophy the needs of 
cardiopathic children in a large section of Brooklyn are met by provid- 
ing special classes in a regular building, Public School No. 205. 


CLASSIFICATION OF CARDIOPATHIC CHILDREN 


Children with heart disease are classified by the division of physi- 
cally handicapped children in the New York City publie schools as 
follows: 


Type I (organic)—Includes pupils with organic heart disease who are able to 
perform without discomfort any physical activity ordinarily expected of a pupil 
with a normal heart. Ordinary physical activity should not cause undue fatigue, 
dyspnea, palpitation, or chest pain, nor should the pupil show physical signs 
of congestive heart failure or signs of active heart infection. These pupils attend 
regular classes. 

Type II (organic)—Includes pupils with organic heart disease who are unable 
to perform ordinary physical activity without discomfort. They are subdivided 
into two groups, A and B. Group A includes those whose physical activity is 
slightly limited and in whom ordinary physical exertion causes undue distress. 
Pupils in this group rarely show physical signs of congestive heart failure or 
symptoms of active heart infection. However, they are assigned to classes of 
cardiopathic children. 

Group B under this type includes those pupils whose physical activity is greatly 
limited. Less than ordinary physical activity causes fatigue, dyspnea, palpitation, 
or chest pain. Children in this group usually show one or more signs of congestive 
heart failure or symptoms of active heart infection. In general, they are not per- 
mitted to attend school. 

Type I1I (organic)—Includes pupils with organic heart disease who have symp- 
toms or signs of heart failure while at rest. They are unable to perform any phy- 
sical activities without discomfort and they show marked symptoms of conges- 
tive heart failure or signs of active heart infection. Such pupils cannot attend 
school. 

Type IV (nonorganic)—Includes pupils who show abnormal signs or symptoms 
referable to the heart (possible heart disease) but in whom the diagnosis of 
heart disease is uncertain. These pupils may attend regular classes or, depending 
upon the etiological diagnosis, may be assigned to open-air classes. 

Type V (nonorganic)—Includes pupils without heart disease whom it is advis- 
able to keep under observation due to the presence or history of an etiological 
factor which might predispose to heart disease. These pupils attend regular classes. 








516 ELEMENTARY SCHOOL PRINCIPALS 


Special classes in the regular school building are provided for chil. 


dren with organic heart disease who cannot engage in ordinary physica] 
activity but who do not show marked signs of congested heart failuy 
or symptoms of active heart infection. Boys and girls who have symp. 
toms or signs of heart failure are given home instruction. All othe 
eardiopathie children are general school health problems but attey 


regular classes. 
DiscoveRY OF CHILDREN WITH CarpDIAC DISEASE 


The New York state education law requires every child entering 
school for the first time to present a certificate of physical examinatio 
signed by a licensed physician. As an additional precaution, the schoo 
medical inspectors make regular routine physical examinations of al 
pupils thruout their elementary-school lives. Altho many children wit! 
heart disease are discovered thru these two methods, by far the largesi 
number of cardiopathic cases are reported by parents. 

When a cardiopathie case comes to the attention of the school, it 
becomes the duty of the principal to furnish the parents of sue 
pupils with an official hospital and clinic card. This card is presented t 
the child’s physician, who answers the various printed questions. Thes 
relate principally to the child’s ability to indulge in physical exer- 
cise, to the presence of other physical defects, and to the state 
nutrition. The physician is asked to give his opinion as to wheth 
or not the child should be in a hospital or in a convalescent hom 
whether school attendance is advisable, and if so, whether a speci: 
class for cardiac cases is prescribed. Answers to these questions an 
based on the physician’s appraisal of the pupil’s condition in terms 
the cardiac-type classification presented above. 

The hospital and clinie record cards are sent directly to the assistan 
director of health education in charge of handicapped children. He i 
turn interprets and administers the doctor’s recommendations. T! 
school principal is then instructed in the procedure for the care of t! 
pupil in school. He places a red-colored seal, indicative of heart dis 
ease, on the pupil’s record card and enters the child’s eardiae classif- 
cation and date on the seal. One copy of this card is kept in tl 
teacher’s desk and another in the principal’s office. 

ORGANIZATION AND OPERATION OF CLASSES 

The policy of the board of education of New York City has beent 
place cardiac children requiring a modified activity program in speci 
classes in regular schools so that they may have, as far as possibl: 
the same contacts as the normal child. In this way transition to reguli 





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PuysicALLY HANDICAPPED CHILDREN 517 











ee 


classes later can be accomplished constructively. The theory is that 
these contacts will help a physically handicapped child to take his 
place in the community in which he will live after leaving school. 

Classrooms and equipment—The special classrooms for cardiopathic 
children are generally located on the ground floor near emergency exits 
and playgrounds. In Publie School No. 205, since there are no rooms 
on the ground floor, the children are accommodated on the second 
floor. Corner rooms with southeast or southwest exposures have been 
selected to give cross ventilation and to provide maximum sunshine. 

Each cardiae class is provided with twenty-five adjustable desk 
chairs which can be moved for group work or to provide space for 
the rest period; there are also twenty-five reclining rest chairs. Blankets 
are furnished to each of the children for use during the rest period. 
Also the following clinical equipment is found in each room: 3 clinical 
thermometers, 25 test tubes, 2 quarts of medicated alcohol, 2 pounds of 
absorbent cotton, 250 temperature charts, 1 test tube rack, 1 quart of 
green soap, and 1 box of tongue depressors. 

Pupils and teachers—The cardiopathic classes are generally com- 
posed of children from several different grades and the enrolments are 
limited by law to a maximum of twenty-five pupils each. 

These special classes are considered transitional groups. Children 
with weak and damaged hearts may here continue their education 
under special supervision and protection until they are able to perform 
the activities of regular classes. If their condition does not improve, 
they may be transferred to home instruction. In a similar manner, 
home-bound cardiopathic children may be transferred to these transi- 
tional classes when their physical condition improves instead of 
making an abrupt change to a regular class which might bring dis- 
astrous results. 

The teachers of such physically handicapped children are selected 
thru competitive examinations. Special qualifications are required of 
them and they are paid higher salaries than regular grade teachers. 
Most of them have had wide experience in teaching regular classes 
in all grades and they are technically trained to supervise, guide, and 
instruct the special types of children to which they are assigned. 
These teachers not only should understand children but should have 
a special aptitude for this type of work in order to be successful in it. 
They need to be in excellent health, cheerful, sympathetic but firm, 
and resourceful to a very high degree. 

Curriculum and daily schedule—In planning the courses of study 
for children in special classes, stress has been placed upon a thoro 
elementary education in the basic subjects studied by children in regu- 






















































































O18 E LEMENTARY Sc HOOL PRINCIPALS 
FIGURE I—Trypicat Dairy Program For A SINGLE CLaAss 
Group One Group Two Group Three ie, 
Time (Grades I-A thru III-A) | (Grades III-B and IV-A) | (Grades IV-B and V-a) 
9:00 = 9:10 Daily morning inspection and opening exercises a 
9:10 = 9:25 Individual remedial instruction in arithmetic and reading 
9325 = 9245 Arithmetic - oral Arithmetic - written, Arithmetic - written, 
or study tables or study tables 
9245 = 10:05 Arithmetic - written Arithmetic - oral Study spelling or 
reading 
10:05 - 10:25 Study spelling }/ Study spelling or read- | Arithmetic - oral 
ing 
10:25 = 10:35 Recess and quiet games 
10:35 = 12:05 Spelling 2/ Spelling 2/ Spelling 2/ tiéz| 
11:05 = 11:25 Reading 3/ and memory Reading 4/ and memory Reading 5/ and memory 
work work work 
11:25 = 11:35 Preparations for lunch 
11:35 = 12:20 lanch | 
12:20 - 12:3 Placement of rest chairs and distribution of blankets — 
12:30 = 1:25 6/ Rest period 
1:25 = 1:35 Removal of rest chairs | 
1:35 = 2:05 7/ | English composition 8/ | English composition | English composition 
} 
2:05 = 2:10 Game 
2:10 = 2:20 Reading - oral Reading - silent Study | 
2120 = 2:30 Reading = silent, in _| Reading ~ oral Reading = silent, in | 
workbooks (or coloring) workbooks | 
2:30 - 2:40 9/ | Reading - silent Study Reading - oral 
2:40 = 2:50 Preparations for departure 
3:00 Dismissal 
)/ Grades I-A thru Il-a study in library. 
2/ Groups rotate oral and written work. 
2, Msintne seating gunee ant with SOS heckth teste. 
4/ History substituted on Monday and Tuesday. 
Geography substituted on Wednesday and Thursday. 
Slides, 1:15 - 2:00 on Thursday (entire class 
Health period, 2:00 - 2:30 on Thursday (entire “class). 
Sewing on Tuesday; puzzles or on Thursday. 
xy seca, 2:30 = 3:00 om Thursday, and yard, 2130 - 3200 on Friday (entire class). 
Time is also allowed for speech improvement Monday afternoon, dwork on Wednesday, 
and library work on Friday. a 





lar classes. 


destructive breaks to retard the children. In the cardiac classes thy 


curriculum must necessarily be modified and adapted to suit the needs 


of the individual child. 
The daily program must be flexible, permitting frequent adjustments 


Teachers are free to make changes in their plans and time schedules 


as the need arises. Usually class schedules must provide for childre 


of different grade levels; not infrequently a teacher must plan simul- 
taneous activities for three groups of children. A typical daily program 


for a single class is shown in Figure I. 


These courses of study permit transition from the special 
to the regular classes in an orderly and continuous manner without 





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PuHyYsIcALLY HANDICAPPED CHILDREN 519 





A constructive and successful health program to aid in the rehabilita- 
tion of the children is in operation in all of the special classes. Thru 
the helpful cooperation of family physicians, specialists from children’s 
heart clinics, and the nurses affiliated with the special classes, physical 
defects found upon examination of the children are corrected as far 
as possible and all foci of infection are removed in order to lessen 


' the tendency to a recurrence of cardiac disability. Thru a program of 


health instruction under the supervision of the division of physically 
handicapped children, the children are taught not only to practice 
good health habits but also to understand the methods of maintaining 
their improved physical condition after they leave the special class. 

Class procedures—As a method of instruction in the special class 
organization the contract system has proved to be most successful. 
Each Friday afternoon the following week’s contracts for each grade, 
and for each subject in grades above the third, are posted on the 
class bulletin board. 

Each day, upon completion of the opening exercises, salute to the 
flag, morning inspection, and pulse-taking, the child consults his con- 
tract in arithmetic. New work is denoted by a red star which means 
“see your teacher about this.” If the class has been divided into groups 
according to ability or is composed of different grades, the child must 
wait the turn of his group or grade. If the teacher is occupied in help- 
ing another group, the child automatically studies his tables or some 
other subject. After the new work has been explained, the child pro- 
ceeds with his arithmetic contract. 

As a child studies his spelling he may ask a friend in the same 
grade to dictate words to him. In this way children test each other to 
see what words need further attention. The dictionary is frequently 
consulted for pronunciation and meaning, and words are used in origi- 
nal sentences. 

A child of normal reading ability consults his contract for his work 
inreading. He is expected to read certain assigned pages, to consult 
a glossary for new words, to write answers to questions on what he 
has read, and to do parallel work in the reading workbook. Opportunity 
isalso given to correlate reading with art work done with wood or on 
paper. 

After lunch there is an hour’s rest period when the child may sleep, 
recline, or do some light recreational reading. After this hour the pupil 
may read his assignment in history or geography, or the class as a unit 
will have a common composition lesson. Once a week all children visit 
the auditorium for an assembly program. 

Thru this method of individualized instruction, the cardiopathie child 








520 ELEMENTARY SCHOOL PRINCIPALS 





is enabled to progress at his own rate of speed. If he is forced to by 
absent frequently because of poor health, he does not “get behind” 
but merely begins again where his work was interrupted. A rapid 
learner has free time to spend on his own projects and supplementary 
work or to help his slower classmates. 

Transportation to school—Cardiopathic children residing at grea 
distances from the school must be brought to the special classes. Bus 
service is therefore provided by the New York City board of education 
for those children who live more than five blocks away. Transportation 
schedules are planned so that no child need spend more than thirty 
minutes on a bus. The conveyances are especially selected to insure 
the comfort and safety of these frail boys and girls. 


CONCLUSION 


Each ecardiopathic child is receiving individual attention and care at 
Public School No. 205, Brooklyn. Subjectmatter, schedules, and ad- 
ministrative procedures are properly subordinated. The children in the 
special classes are happy because they live in a schoo] atmosphere of 
sympathetic guidance. This environment serves to build personal satis- 
faction and self-confidence. 

It is gratifying to note that, despite the unavoidable irregularity of 
their school attendance and the reduction of time allotted to school 
subjects because of the required daily rest period, the children in thes 
special classes show as great progress on standardized achievement 
tests as do the boys and girls in regular classes. Of the cardiopathic 
children, those who have normal mentality usually make achievement 
scores equal to the grade standards and those with superior mentality 
make scores from six to twelve months above the norms for the grade. 

In helping these handicapped children to become useful, happy, self- 
supporting citizens, the city of New York is turning her liabilities into 
definite assets and is contributing to equality of educational oppor- 
tunity for all boys and girls. 





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PuysicALLy HANDICAPPED CHILDREN 521 





A SCHOOL FOR CRIPPLED CHILDREN 
JEANETTE RIKER 


teneral Supervisor of Special Education, Public Schools, Indianapolis, Indiana 
re I ’ ’ 


N VIEW OF THE FACT that even young people who are physically 

normal find it difficult to secure a place for themselves in the eco- 

nomic world today, the preparation of a crippled child for self- 
support and social adjustment has become a difficult problem. While 
it is true that most communities are interested in the welfare of their 
physically handicapped children, in many instances providing espe- 
cially equipped schools for their training and treatment, it is also 
often true that these same communities prefer, as a rule, to employ 
only the physically fit to work in their offices and factories. This is 
a natural tendency in these days of speed and keen competition. 

Consequently, in educating crippled children it is particularly neces- 
sary to begin a wise guidance program early. Such a program should 
be designed to discover and develop in the children latent talents on 
which they may capitalize in the future, to discourage the choice of 
occupations for which they cannot qualify as adults, and to inculcate 
in them a wholesome attitude toward their handicaps. 

In special schools the educational program is not infrequently 
hampered by overemphasis of those features that relate to the child’s 
physical development. If therapeutic treatments are allowed to have 
precedence over all other activities, the child is quite apt to under- 
estimate the academic side of school life and to feel that the school 
exists chiefly as a convalescent institution with the learning of the 
three R’s only an incidental part of its regime. 

The maintenance of a proper balance between the physical and 
intellectual phases of the school, the adherence to reasonable academic 
standards, and the development of those social abilities which make 
for well-rounded personalities present administrative problems that 
are not easily solved. Only constant vigilance on the part of the school 
principal and his entire staff can prevent the whole educational plan 
from being unwittingly sidetracked in favor of the physical therapy 
provided by the school. 

General character of the school—At the James E. Roberts School 
in Indianapolis, that clause in the Indiana state law which allots state 
funds for the education of the crippled child has been accepted literally. 
An attempt is being made to meet, as nearly as possible, the academic 
requirements established for the regular elementary and junior high- 
school groups and to set up as normal a school situation as time and 
existing conditions will permit. Established in 1925 as a one-teacher 











522 ELEMENTARY SCHOOL PRINCIPALS 


unit of twenty children, the Roberts School grew steadily until 1935 
when a modern, thoroly equipped special school was built to accom- 
modate 225 children. The present enrolment is approximately 200 
and the staff consists of a principal and nine teachers, four physio- 
therapists, one occupational therapist, a dietitian, a nurse, three 
matrons, one male attendant, and two cooks. 

The school accepts for enrolment infantile paralysis and cerebral] 
palsy cases, inorganic heart and orthopedic tuberculosis cases, and 
children with congenital deformities or deformities resulting from 
accident, malnutrition, or illness. Referrals for admission come thru 
school or private doctors, hospitals, school nurses, principals, teachers, 
and school patrons. The school nurse visits the home of each child so 
referred and the physician’s recommendations are secured before the 
child is enrolled in the school. When doubt exists as to the ability 
of a child to profit from an educational program, a psychological test 
is given by the school psychologist. When there is no conclusive evi- 
dence of low mentality, the child is enrolled for a trial period. 

Transportation and lunches—According to the provisions of the 
state law, school corporations are permitted to establish special classes 
for physically handicapped children who “cannot be taught advan- 
tageously in the regular classes” and to provide both free transporta- 
tion and lunches for the children in these classes. The law further 
provides that: 

Any school corporation which establishes, organizes, and maintains special 
classes as provided for in this act shall be entitled to be reimbursed by the 
state in an amount equal to three-fourths of the cost of instruction in such special 
classes in excess of the cost of instruction of the same number of children in the 
regular classes of the schools of such corporation, based upon the average daily 
attendance.’ 

As a result of this law, free taxi transportation is provided for all 
children attending the Roberts School and free lunches are furnished 
to those unable to pay for them. Recommendations for free lunches 
are made after an investigation by a home visitor from the social 
service department of the public schools. Care is taken to keep lunch 
fees from being a financial burden for any family but it is felt that 
parents should assume as much of this responsibility as their circum- 
stances will permit. The actual cost of lunches is the maximum amount 
charged any child, regardless of the financial status of his family. 

Children are served a mid-morning or a mid-afternoon milk lunch 
and a substantial, well-balanced noon meal planned and supervised 
by the school dietitian. As a part of her service, the dietitian confers 


1 Baldwin, William E., and others, editors. Indiana Statutes, Annotated, 1934. Cleveland, Ohio 
Banks-Baldwin Law Publishing Co. (3730 Euclid Ave.), 1934. Chapter 34, Article 6, Section 608! 





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PHYSICALLY HANDICAPPED CHILDREN 523 





mn —— 


5 | with the parents of children who for some reason have developed an 
i- aversion to certain wholesome foods. The psychological effect of per- 
0 mitting children to make a choice between two foods of equal value 
)- has been noticeable. Many children who refuse to eat certain dishes 
pe when no choice is given, voluntarily choose those same dishes when 
allowed to make their own decisions. 

al Plan of time distribution—To minimize interruptions in classroom 
id routine and to provide periods when teachers may have their entire 
m groups of pupils together at one time, Roberts School has established 
ru time blocks of approximately an hour and a half each, during any 
'S, one of which physical and occupational therapy may be scheduled only 
sO for children from rooms assigned to that period. Teachers have ex- 
he pressed their complete satisfaction with this plan of procedure, which 
ty has proved advantageous in the following ways: 


1. Those subjects that can best be presented to the whole group in an un- 
r- broken sequence can be definitely programmed. 

2. A more efficient use of time is possible since much repetition of material 
is not necessary. 
he : 3. Individual remedial work can’ be arranged during those periods when a part 
eS of the group is absent for treatment. 

4. Program planning is much simplified because important subjects need not 
be juggled from one period to another in order to include all children at least a 
‘a- part of the time. 
er 5. A keener interest in group projects in social studies and language arts comes 
from having all children present at the time the planning takes place. 

6. Work habits show a decided improvement since the children are not con- 


‘ial tinually disturbed by the coming and going of their classmates. 

the 7. A closer check-up of group and individual accomplishment is possible, and 

‘ial children who may be inclined to offer a slip-shod piece of work are denied the 

the usual alibi for a poorly prepared assignment. 

ily a i 
There is no doubt that this system of time distribution has facilitated 

all a smoother and more effective functioning of room activities with- 

al out interfering with any other phase of the school program. Adjust- 

sa ments have been necessary on the part of both teachers and therapists, 

“al and the success of the program has been due largely to the coopera- 


- tive spirit displayed by all concerned. 
Remedial work in basic skills—Children whose physical handicaps 





a have caused frequent absences from school often need remedial work, 
ail particularly remedial reading. It is not always possible, however, 

for the regular class teacher to devote as much time to retarded indi- 
ai viduals as the severity of their reading disabilities would require. Thus, 


al some special arrangements have been made. 
Limited transportation facilities make it necessary for the children 


ers ; ; 
to be taken to and from school in two groups. This means that no 
—y teacher has her entire class present during the first period in the 








a 





524 [ISLEMENTARY SCHOOL PRINCIPALS 

morning or the last period in the afternoon. These two periods are givey 
over to individual or small group drill work and every child who 
needs special help is cared for to some extent at these times. Furthe 
individual instruction is given by several of the regular teachers when 
they are relieved of classroom responsibilities by Scout leaders 
special shop, home economics, and art teachers. 

Speech improvement drills are included in the daily word-study 
lessons in Grades III thru VI. The speech of many children is vastly 
improved by this daily practice, and both interest and pride in indi- 
vidual accomplishment are developed. There are, however, children 
whose speech defects are too marked to profit by remedial help in 
the regular classroom. Working under the guidance of the speech cor- 
rectionist, several teachers have assumed responsibility for specifi 
corrective treatment of some of these cases. Periodic recordings of th 
speech of these children are made to indicate difficulties and show 
progress. These records are valuable both to the teachers and to thy 
children who have made them. 

Use of public address system—A public address system given to thi 
school by an Indianapolis citizen has opened many avenues for train- 
ing and appreciation. Actual pupil broadcasts from one school group 
to another have proved invaluable in developing poise, clear enuncia- 
tion, and ability in self-expression and reading before an audience 
The director of radio in the city schools has given generously of her 
time in order to instruct the children in the technics of broadcasting, 
the writing of radio scripts, and the appraisal of their own perform- 
ances or those of their classmates. It has been possible to have record- 
ings made of some of the programs, and critical studies of these record- 
ings are sometimes made in the English classes. In such studies bot! 
the good and weak points of a program can be emphasized and subse- 
quent broadcasts can thus be greatly improved. 

All classrooms are granted opportunities to give radio performances 
for the rest of the school. Even the very timid children are anxious 
to try out their talents on an invisible audience. These programs have 
furnished an incentive for some excellent original efforts in poetry, 
music, social studies, and safety education. In fact, practically every 
phase of school life has been incorporated in some way in these weekly 
appearances before the microphone. 

Out-of-school activities—Because physically handicapped childret 
are frequently denied participation in the out-of-school activities ol 


the normal child, there is a place in the school program for some ol 


these activities in modified form. Both the Girl and Boy Scouts hav 


school troops. The children’s eager response to the opportunities these 





PHYSICALLY HANDICAPPED CHILDREN 525 











organizations offer and the apparent carry-over of the principles they 
advocate are convincing proof of their worth as service clubs, socializ- 
ing agencies, and promoters of healthful mental attitudes. A local de- 
partment store and the Red Cross have cooperated with the Scout 
leaders by sending trained persons to give the Scouts instruction in 
home nursing, child care, and life saving. Last summer an enthusiastic 
group of girls spent a period at the Girl Scout camp. They took an 
active part in the general camp life and, even tho they had to substitute 
certain quiet activities for the more active sports, they had a rollicking 
good time with girls who were physically normal. The mental hygiene 
value of such an experience cannot be over-estimated. 








Additional educational opportunities available to the girls and boys 
at the Roberts School include excursions to the Children’s Museum, to 
the Art Institute, and to downtown stores to see special exhibits; weekly 
visits of a city librarian who provides the children with books for home 
reading; and a school orchestra in which members and parents alike 
are very much interested. 

the Articulation with the high school—Unfortunately (or perhaps fortu- 
Ne . nately, since in time the crippled child must take his place on an equal 
es footing with the normal child) this school makes no provision for 
MF the education of its pupils beyond the eighth grade. The children must 
ef transfer from a school that provides every facility for their comfort and 
ue > convenience to large high schools which are planned for the physically 
ns normal. Ordinarily, a transition from elementary school to high school 
a presents some problems even for those with no handicaps. Realizing the 
2 possible difficulties incident to a change as drastic as this one, an 
pe attempt has been made to bridge the gap between the sheltered environ- 
al ment of the special school and the new environment in which all chil- 
' dren must make their own way. 

” The first efforts are concerned with the children themselves. Group 
me discussions, personal conferences followed by conducted tours of the 
ont high schools, and careful guidance in the selection of their high-school 
try. studies help to prepare these boys and girls for their new environment. 
ne Intelligence, achievement, and personality test records are sent on to 
kly the high school together with any information that will help the high- 

‘ school counselor to have a better understanding of the children’s abili- 
Iren ties and needs. Special consideration is not requested for these boys 
: of and girls in the high school because it is felt that they need to develop 
> of independence and an ability to meet and solve their own problems. 
ave The staff of Roberts School, however, does try to make the adjustment 


nese to high school as easy as possible, and in most instances the graduates 











> 


526 ELEMENTARY SCHOOL PRINCIPALS 





have been able to adapt themselves to their new environment very 
successfully. 

Conclusion—Aside from the fact that there are some irregularities jp 
daily programs to allow for physical care, there is little that differenti- 
ates the Roberts School academically from any of our city schools, 
We use the courses of study of the regular groups and our extracur- 
riculum activities are much the same as theirs, physical limitations 
being the only reason for any curtailment. Parents have expressed 
surprise as well as gratification at the rapid progress made by their 
children when they are placed in a school environment where their 
physical disabilities are accepted in a matter-of-fact manner and 
their learning opportunities and abilities emphasized. Maintaining 
academic standards that approximate those of the regular schools, we 
believe, helps to create a feeling in our children of the importance 
of school achievement as preparation for a rich experience in later 
years. 


_ education of the crippled child is not philanthropy—it 
is enlightened self-interest. 

This statement made more than thirty years ago by an 
English barrister, during a campaign to arouse interest in the 
education of crippled children, expresses the spirit of the 
movement in behalf of these children which has swept this 
country during the last ten years. Slowly but surely, the re- 
sponsibility for their care and training is being shifted from 
the shoulders of clinics, hospitals, convalescent homes, and 
private schools, philanthropically supported, to agencies main- 
tained at public expense. The most effective of these, experi- 
ence has shown, are special schools and classes for crippled 
children organized within local public school systems.—W hite 
House Conference on Child Health and Protection, Special 
Education—The Handicapped and The Gifted, Century Co., 
1931, p. 19. (Quoted by permission of the publishers. ) 





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PHYSICALLY HANDICAPPED CHILDREN 527 





SELECTED REFERENCES 


Anperson, Hitma A. “The Smouse Opportunity School.” Journal of Excep- 
tional Children 4: 110-15; February 1938. 


. Bryne, May E. “Preparing the Handicapped Child To Live.” Public Health 


Nursing 30: 734-37; December 1938. 


. Davis, Louise F. “The Teaching of Reading to the Visually Handicapped 


Child.” Peabody Journal of Education 16: 201-205; November 1938. 


. Enpres, Josepu J. The Education and Care of Physically Handicapped 


Children. Bulletin of the University of the State of New York, No. 1132. 
Albany: the University, 1938. 21 p. 


. Farson, Maser R. “Education of the Handicapped Child for Social Com- 


petency.” Journal of Exceptional Children 6: 138-44; January 1940. 


. Hester, Marsa 8S. “The Education of the Deaf Child.” California Jour- 


nal of Elementary Education 7: 85-91; November 1938. 


. Hur, O. J. “Another Beam of Light Through the Darkness.” Journal of 


Exceptional Children 6: 129-37; January 1940. 


. INTERNATIONAL Society FoR CrippLep CHILDREN. Digest of Federal and State 


Legislation Affecting Crippled Children and the Physically Handicapped. 
Elyria, Ohio: National Society for Crippled Children of the U. S. 
(Masonic Bldg.), 1938. 75 p. 


. Los ANGELES City ScHoo.t District, Division or INSTRUCTION AND CuURRICU- 


LUM, SECTION OF EpucaTION oF EXcEPTIONAL CHILDREN. Education of 
the Physically Handicapped. School Publication No. 281. Los Angeles: 
the School District, 1936. 35 p. 

LoMMEN, Otaa L. “School Programs for the Handicapped.” Journal of Health 
and Physical Education 9: 350-52; June 1938. 

MatuHerson, Creve L. Hospital Schools in the United States. U. 8. Dept. of 
the Interior, Office of Education, Bulletin, 1938, No. 17. Washington, 
D. C.: Government Printing Office, 1939. 79 p. 

McLeop, Beatrice. Teachers’ Problems With Exceptional Children. Part I— 
Blind and Partially Seeing Children. U. S. Dept. of the Interior, Office of 
Education, Pamphlet No. 40. Washington, D. C.: Government Printing 
Office, 1933. 32 p. 


. McLeop, Beatrice. Teachers’ Problems With Exceptional Children. Part IV— 


Deaf and Hard-of-Hearing Children. U. 8. Dept. of the Interior, Office of 
Education, Pamphlet No. 54. Washington, D. C.: Government Printing 
Office, 1934. 29 p. 


. McLeop, Beatrice. Teachers’ Problems With Exceptional Children. Part V— 


Crippled Children. U.S. Dept. of the Interior, Office of Education, Pam- 
phlet No. 55. Washington, D. C.: Government Printing Office, 1934. 
18 p. 


. McLeop, Beatrice. Teachers’ Problems With Exceptional Children. Part VI— 


Children of Lowered Vitality. U. S. Dept. of the Interior, Office of Edu- 
cation, Pamphlet No. 56. Washington, D. C.: Government Printing 
Office, 1934. 16 p. 

NATIONAL SocreTy FOR THE PREVENTION OF BLINDNESS. Conserving the Sight 
of School Children: A Program for Public Schools. Revised edition. 
Publication No. 6. New York: the Society, 1935. 54 p. 

OrTTinceR, KATHERINE B. “An Experiment in Teaching Physically Handi- 
capped Children at Home.” Mental Hygiene 22: 245-64; April 1938. 
“Open-Air Classes Are Criticized.” Education Digest 5: 24-25; February 1940. 
SILveRMAN, S. Ricuarp. “Central Institute for the Deaf.” Educational Forwm 

4: 299-309; March 1940. 

Starrorp, Georce T. Sports for the Handicapped. New York: Prentice-Hall, 

1939. 302 p. 

















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CHAPTER VIII 


PROVIDING FOR CHILDREN WITH CULTURAL 
AND ECONOMIC HANDICAPS 


EDITORIAL COMMENT 


ENTAL and physical disabilities are not the only handicaps 

which children may bring to school. Economic, cultural, and 

social limitations also create problems of pupil adjustment. 
Children who lack adequate food, clothing, or shelter, whose parents 
are poorly educated and indifferent or antagonistic to the school, or 
whose close associates habitually ignore generally approved standards 
of conduct—these need special attention no less than do pupils who 
are mentally slow or physically deficient. Unless such environmental 
eonditions can be improved or counteracted, they may seriously impair 
the child’s schoolwork, his health, and his behavior. 

From the standpoint of mental health, cultural and economic handi- 
eaps are most likely to be detrimental when the child’s own status con- 
trasts sharply with the standards of a group in which he is placed. 
The effect of such a contrast depends, however, on the attitudes of 
other people toward the child and on the child’s interpretation of the 
total situation. One handicapped pupil may be accepted by his more 
fortunate fellows while another child of similar status is ridiculed or 
ostracized by the group. Likewise, one child may be stimulated to 
succeed in spite of his handicaps while another becomes discouraged 
or disgruntled and rebellious. The school should try to discover the 
reasons for such differences and then adjust its program accordingly. 

Often the school can do something to improve the child’s out-of- 
school environment. In addition, the child needs sympathetic under- 
standing, encouragement, and wise guidance in school. If necessary, he 
should be provided with extra food and suitable clothing. Curriculum 
adjustments should help to compensate for his lack of cultural advan- 
tages at home. If the entire school community is underprivileged, the 
program for all children should take account of their common handicaps. 

This chapter reviews the problems of underprivileged children and 
shows how certain schools have attacked such problems. Baker analyzes 
the needs of these children from the psychologist’s point of view. Sweet 
describes school health activities in an underprivileged area. Rosenson 
outlines a broad program for underprivileged children whose physical 
and mental health has been seriously affected. Learned tells how his 
school attempts to meet the needs of transient pupils. 

The interested reader will wish to examine also the publications 


listed on page 557.—Editorial Committee. 


[ 529 | 











530 ELEMENTARY SCHOOL PRINCIPALS 





THE PROBLEMS OF SOCIALLY AND ECONOMICALLY 
‘UNDERPRIVILEGED CHILDREN 


Harry J. BAKER 
Director, Psychological Clinic, Public Schools, Detroit, Michigan 


OCIALLY AND ECONOMICALLY UNDERPRIVILEGED CHILDREN do not con- 
stitute a group which needs special segregation for instructional 
purposes. They may exist as occasional individual cases among 

children who are more favored, or they may constitute entire groups 
or classes in certain sections of cities or other areas. In either case they 
merit special study and consideration. 

In considering the problems of underprivileged children there is 
usually less need for emphasis upon adjustments of curriculum and 
teaching materials than for understanding their social and psycho- 
logical problems. Therefore, this discussion is aimed toward the char- 
acteristics and needs of the child rather than toward the curriculum. 

Our first point of interest is the individual case found among chil- 
dren who seem to be more favored in material and personal ways. 
In practically every classroom there are one or more children who do 
not and cannot measure up to the economic standard of the immediate 
area. In the average neighborhood there are always a few who “live 
over by the railroad track.” Even in very well-to-do districts there are 
a few who meet only an average or moderate standard. All these chil- 
dren are economically and socially underprivileged in comparison to 
the group with which they are associated. This idea may serve as a 
convenient steppingstone for a general understanding of the entire prob- 
lem. Being underprivileged is a relative matter whose effects upon 
children may be profound at all economic and social levels. 

Acceptance or rejection of the individual pupil by his class because 
of these handicaps seems almost unpredictable. At one extreme is the 
malicious and cruel practice of children in making complete outcasts 
of such unfortunates. The teacher often finds it practically impossible 
to bring about favorable changes, and sometimes the rejection is prac- 
ticed in such subtle forms that only the pupils know about it. At the 
other extreme are cases in which children of equally poor social back- 
grounds are accepted wholeheartedly by the group. In such cases the 
teacher and the school administration have a much less difficult prob- 
lem, and one of their chief concerns is to determine what factors have 
operated to bring about such a happy situation. 

The writer recalls what now appears to have been a pathetic case— 
that of a brother and sister in the small country high school which he 
attended, whose family was completely ostracized. None of the high- 





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CHILDREN WITH CULTURAL HANDICAPS 531 





school pupils would ever discuss the matter. The reason was not clear; 
possibly there was no good reason. However, the ostracism had become 
a tradition and no one dared to break it. Even tho the school teachers 
may have known about it, it is doubtful if they could have brought 
about any change. In fact, offers of substantial sums of money would 
scarcely have affected the pupils’ attitude. Many similar cases could 
probably be found. Social stigma is a realm comparatively not under- 
stood and the ways of overcoming it are not well developed. 

Evidences and results of economic handicaps—Fortunately, the cases 
of many underprivileged children are less difficult to understand than 
the one just mentioned. For example, clothing below standard in quality 
and condition is a tangible evidence of economic handicap. Other chil- 
dren quickly notice such evidence and begin to form their opinions 
accordingly. Unless the underprivileged child shows some social char- 
acteristics which compensate for his deficiency he loses ground and 
never establishes himself with the group. In this respect dirty and torn 
clothes are quite different from clean and repaired clothes even if both 
are of low quality. Proper care of clothing indicates a determination 
to make the best of a bad situation, whereas a lack of such care 
suggests the opposite. Frequent drives to get clothes for underprivileged 
children tend to improve these conditions. In such drives the practice 
of exchanging the collected clothing with another school building be- 
fore distribution may help to prevent embarrassment on the part of 
the recipients. 

Getting parents and children to accept gifts of clothing requires tact. 
Privacy and the absence of a patronizing air are the first rules of pro- 
cedure. When the giving is most successful the teacher or principal is 
held in esteem for doing it as a personal service rather than as an 
indefinite and impersonal service which a school or social agency might 
otherwise seem to render. The writer has heard many parents pay high 
tribute to individual teachers and principals in this connection. 

A curious yet common type of economic handicap is found at all 
economic levels when younger children must always wear only the 
“hand-downs” from older brothers and sisters. Altho the quality and 
condition of these clothes may be good, the effect of such charity is 
often very unpleasant. The insult is increased manyfold when jeal- 
ousies and rivalries have already existed between older and younger 
children. Teachers and principals with good foundations in mental 
hygiene often perform invaluable services to children in tactfully 
interpreting these effects to parents. The amount of money saved by 
the hand-down procedure is probably outweighed many times by the 
unfavorable social and psychological effects on the children. 











re 


532 ELEMENTARY SCHOOL PRINCIPALS 


A second obvious handicap to economically underprivileged childrey 
is a lack of sufficient clothing for very cold days and of umbrellas o 
‘raincoats for stormy days. When such a child must sit at home and 
watch his fellow pupils come and go as usual, the psychological effec 
of his economic handicap cannot be overestimated. Any situation, y 


1 


matter how trivial, which prevents children from “belonging” or doing 


what the group does leads to poor mental attitudes, discouragement 
feelings of inferiority, and a host of related troubles. 
Children of this general status are likely to be kept at home mony 


often than others to help take care of younger brothers and sisters and 


to help with housework when parents are ill. While these practices an 


not usually carried to such extremes as to cause court action, they con- 
stitute a potential hazard to promotion or effective scholarship. Many 
such children may easily miss a total of one year’s school time in g 
period of six or eight years. Altho some who are less favored mentally 


may be required to repeat a semester or term in the upper grades 


this repetition does not make full amends for units or lessons missed 


in the first or second grades. Only the most gifted pupils are able t 

withstand chronic poor attendance, and even they can do much bette 

scholastically and otherwise if their attendance is more regular. 
Among the less extreme results of poor economic status is lower 


vitality from inadequate and unsuitable food. In some school systems 


the children with such deficiencies are placed in special classes as 
health measure. Their home diets are supplemented by schoo] lunches 


and rest periods are provided as an additional safeguard against over- 


exertion. In small schools where the provision of special rooms fo 
groups of such children is impracticable, principals and teachers shoul 


find ways of caring for them individually. Altho deficiencies and 


difficulties due to faulty diet are spread rather thinly over a large num- 
ber of children so that they do not constitute a spectacular problem 
the effects of all these minor deficiencies in terms of pupil inefficiency 
discouragement, and failure would, if added together, make an ap- 
palling total. 

Social handicaps—There are some children whose handicaps are pr'- 
marily social rather than economic, altho many children have bot! 
types of handicaps. The psychological problems are essentially tht 
same for both types. 

In the field of social handicaps poor personality, poor personal looks 
bodily abnormalities, slow motor reactions, unusual emotional reactions 
of fear, anger, and excitement, selfishness, poor sportsmanship, general 
untidiness of dress and person, and similar characteristics cause mall 
difficulties. To this list may be added the occasional haughtiness ané 








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ect 

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tree 





CHILDREN WITH CULTURAL HANDICAPS 533 


silly importance of the newly rich, the too immaculate dress of over- 
protected children, the defense reactions of children whose parents are 
outeasts in the neighborhood or whose fathers are in jail, and similar 
evidences of nonconformity. While many of these traits are personal 
or individual they all have important social consequences. 

Problems of the individual pupil—In the preceding paragraphs the 
predicaments of pupils suffering from social and economic handicaps 
have been discussed in a general way. These problems will now be con- 
sidered from the point of view of the individual child—his behavior 
and attitudes. Naturally all handicapped children are not affected in 
the same way and for convenience three types will be sketched. 

The first type of child is the one who surmounts all obstacles and is 
highly suecessful in school and social adjustment. The odds against 
him are a challenge and he rises to meet them. He may develop even 
greater strength of character and purpose than others who are more 
favored. We marvel at him often without really knowing upon what 
factors his success is based. A small proportion of the children who 
are socially or economically handicapped achieve this happy ending. 

The second type of child is probably the most common. He accepts 
his undesirable conditions in a more or less resigned manner and in 
the main he tends to drift with the tide. Discouragement and feelings 
of inferiority often hold the balance of power so that he is inelined 
to be cowed and defeated. The therapeutic practices of psychology and 
mental hygiene could swing many of these doubtful cases to the favor- 
able side of the seales if such practices were more widely known and 
practiced by school staffs under the guidance and direction of com- 
petent specialists. 

The third type of handicapped child makes the poorest adjustment. 
His case is often known as the worst behavior problem in school. He 
reacts to rejection and to lack of social approval by rebellion. He must 
have some recognition, which is a universal need of all children. If he 
cannot get it by acceptable behavior he resorts to unacceptable forms 
of conduct. Lying is to him an obvious way of presenting himself as 
better than he is, and it seems useful in tearing down and bringing to 
his level others who seem to be more favored. Imaginative lying in 
which he was the best dressed person at some distant party or the 
victor in some physical combat is a natural temptation. Stealing also 
serves similar ends by taking something away from the more favored 
children and giving him temporary benefits which he could not ordi- 
narily have. Stolen money is often used to treat others to candy, ice 
cream, and the movies so as to buy acceptance and goodwill. Truancy 
from home and from school needs no more explanation than running 








534 ELEMENTARY SCHOOL PRINCIPALS 
away from unpleasant realities. Jealousy, cruelty to smaller children 
and to animals, setting fires, and similar deeds are part of the same gen- 
eral picture. Many of these outlets apparently arise from subconscious 
and unrecognized drives, which do not yield to punishment but to 
understanding. 

It is exceedingly difficult for many teachers and school administrators 
to accept the principle that these outbursts should be dealt with not 
in terms of discipline and bad behavior, but in terms of deep-seated 
urges and drives which the child himself does not understand. Long 
and patient analysis and understanding together with sound measures 
for rehabilitation form the more difficult but effective way. Methods 
of study and treatment are considered in detail in the next chapter 
of this yearbook. 

Group problems—In addition to the problems of the individual child, 
there are problems when entire groups or classes are distinguished by 
social and economic handicaps. Certain entire sections of large cities 
as well as rural communities and small cities are sometimes character- 
ized in this manner. While the whole group may have a vague and in- 
definite feeling of inferiority and inadequacy, the same phenomenon of 
individual comparison observed elsewhere works to bring discomfort 
to the least favored among the group. At this point, however, we ar 
interested in the group aspects of the problem. 

An unsatisfactory level or standard of general culture, schooling, and 
neighborhood citizenship is apparent. The school is often the only 
agency which reaches and affects all the people and their children 
Under favorable conditions it sets a standard of good living, cleanli- 
ness, orderliness, and general culture which promotes better conditions 
in the homes and the community. By contrast, schools in the more for- 
tunate areas usually have difficulty in competing with individual homes 
in these matters, particularly in furnishings and in experience mate- 
rials for children. In the less favored areas the school has a much 
better chance to exercise leadership. 

More specifically, such material aids as free or partly free lunches, 
clothing, shoes, and more liberal allowances of textbooks and auxiliary 
supplies comprise a part of the school’s possible contribution to such 
children. All of these matters must be handled in such a diplomatic 
manner that there is no feeling of patronage. This end may be accom- 
plished by developing the concept that the school will furnish the 
material things if the children will develop and furnish good habits 
of school and community citizenship. Emphasis upon the contributions 
of the children will minimize attention to the material contributions of 
the school, At best the task is not an easy one. 




















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atic 
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the 
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10ns 
s of 





CHILDREN WITH CULTURAL HANDICAPS 535 


a — ee 





General school adjustments—Since the problem of handling socially 
and economically underprivileged children is not usually one of special 
segregation, it concerns all teachers and school administrators. A more 
thoro and workable knowledge of child psychology and the application 
of the principles of mental hygiene are the most important needs from 
the standpoint of professional training and preparation. A sympathetic 
understanding of, and personal interest in, these problem children are 
essential if the children are to be rehabilitated. Obviously, these quali- 
ties are desirable also for any teacher who is so fortunate as to have 
no problem children. 

In matters of curriculum adjustments, materials, and teaching meth- 
ods the most important principle is that these factors must be governed 
in such a manner that the children in question may get a taste of suc- 
cess and approval in place of rejection, discouragement, and failure. 
The application of this principle has many ramifications. There should 
be two sources of help in making such adjustments: (1) some type of 
special bulletin or handbook of suggestions for teachers, and (2) the 
individual resourcefulness of the teacher herself. 

The problem of school-home relationships is a much wider question 
than can be adequately considered in connection with this group of 
children alone. It involves a whole new and promising movement which 
has undoubtedly been stimulated by individual maladjustments and 
their solutions. This movement will be successful if it achieves the 
goals of replacing disciplinary measures by genuine understanding of 
children’s problems, of bringing the school and the home to a common 
ground of helpful and mutual understanding rather than distrust and 
hostility, and of making the child rather than the curriculum the cen- 
tral concern of education. 

Conclusion—Altho socially and economically underprivileged chil- 
dren do not constitute a class or group in need of special segregation, 
they merit individual study and rehabilitation equally as much as the 
blind, the deaf, or the crippled. The problem concerns every teacher 
and every school. This discussion has attempted to sketch the most 
important features of the problem with the hope that when the prin- 
ciples are understood, correct solutions will be applied thru the origi- 
nality and resourcefulness of the teaching profession. 











536 ELEMENTARY SCHOOL PRINCIPALS 


HEALTH ACTIVITIES FOR UNDERPRIVILEGED CHILDREN 


MayYME SWEET 
Principal, Twenty-Fourth Street School, Denver, Colorado 


EALTH Is BASIC to the good life and must be emphasized jy 
any school program. The baffling problem in health educatio 
is how to make it real to children. Much of the teaching has 

been lip service to a few ideals. Emphasis on outward appearances has 
frequently led to a superficial regard for sound health practices 
“Haven’t you a handkerchief?” queried a teacher of one child why 
had a bad ease of sniffles. “Oh, ves, but I’m saving it for health inspee- 
tion,” the child responded. How can such absurdities be avoided 
While there is a close cause-and-effect relationship between the healt 
habits and physical condition of children, physical breakdowns whic 
are the result of poor health habits do not usually come until lat 
years, when the man or woman is forty or thereabouts. How can sue 
a remote end be made of immediate concern to children so that thei 
interest and cooperation may be enlisted? 

The problem of guiding children in the establishment of good healt! 
habits is exaggerated in an underprivileged community where parent: 
encouragement and resources are limited. It is true that the school 
cannot do the whole job but the principal and teachers should as! 


themselves these questions: Are we doing all we can? Are the com- 


monly accepted limitations real? Some of the health activities carry 


on in a school of socially and economically underprivileged childrer 
are described in the following pages. 
Tue HEALTH EXAMINATION 


A health program fittingly begins with a health examination in ord 


to give the program direction. Enough cannot be said about the impor- 
tance of this initial step. In the first place, the principal, teachers, chil- 
dren, and parents must be prepared for it and must be led to see its 


significance. It should not be regarded as an interruption of schor 
routine but rather as an opportunity for effective school service. li 
the elementary school, and particularly in the school located in al 
area where this is the only health examination a child receives, on 
parent should be present. The examination is of little value from t! 


standpoint of fixing responsibility for treatment and improvement un- 


less a parent 7s there. So important is this matter in our school that 
only 5 percent of the children have been examined without the presene 
of their parents. Mothers frequently give the excuse of a “sick baby 











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tion 
has 
has 
ces, 
who 
pec- 
led? 
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hich 
ater 
such 
heir 


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rried 
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, un- 
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ence 
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pei oe 





CHILDREN WITH CULTURAL HANDICAPS 537 





ae 


daily washings, or “can’t speak English,” but these can all be over- 
come by sympathetic understanding and by arrangement of the exami- 
nation schedule to meet the individual parent’s convenience. To have 
the school nurse relay the doctor’s findings to the home is no adequate 
substitute for a parent’s firsthand observation. The nurse’s time is bet- 
ter spent in following up the doctor’s recommendations—in securing 
glasses, arranging for tonsillectomies, caring for dental defects, or ad- 
vising with parents on rest and diet, as the case may be. Teachers also 
should be present at examinations as far as possible—at least at the 
examinations of those children who have apparent health problems. 
Some school examinations have unfortunately been perfunctory and 
not as thoro as they should be. Not only should the heart, lungs, ears, 
eyes, nose, teeth, feet, and state of nutrition be examined, but also tests 
for venereal disease and tuberculosis should be given and toxins for 
smallpox, diphtheria, and the like should be administered when ad- 





visable. 

The doctor’s attitude is of utmost importance. It is essential that 
he be sympathetic with the problems of the people with whom he is 
working. Would that all doctors might be students of psychology! They 
should recognize that only as the need for and the plan of treatment 
are made clear can we hope to have cooperation among parent, child, 
and teacher. A doctor’s explanation of his recommendations takes time 
but it is not costly for it brings the desired results. 


A CLass Prosect STRESSING ADEQUATE Foop AND REsT 


The health examination in the first-grade room of our school revealed 
malnutrition, weak hearts, infected tonsils, persistent colds, headaches, 
and dental caries. The teacher’ proceeded to use the health reports 
as a basis for classroom discussion. She believed that the children 
would enjoy setting up helpful ways to take good care of their bodies 
if the health problems were meaningfully presented. The following 
questions were among those which arose as a result of the examina- 
tion and were used to guide discussion: “What is nutrition?” “I have 
‘fair’ nutrition; does that mean ‘good’?” “What makes us grow?” “Why 
do teeth decay?” “What makes headaches and stomachaches?” “Why 
do we need rest, play, and sunshine?” These questions led directly to 
plans for improving the children’s general health. The plans were that 
all the children should (1) eat the lunch served daily by the WPA; (2) 
eat different vegetables and fruits regularly at ten o’clock in the morn- 
ing; (3) rest twenty minutes before lunch and go to bed at night at 
eight o’clock; and (4) play in the sunshine twenty minutes during the 





1 Katherine Allgire, first-grade teacher, Twenty-Fourth Street School, Denver, Colorado. 








538 ELEMENTARY ScHOOL PRINCIPALS 








day and before and after school. A chart showing the respective heights 
and weights of all members of the class was made for use in checking 
monthly improvement. 

The children were enthusiastic about the plans but soon discovered 
that they could not carry these plans out by themselves. They needed 
the cooperation of their parents, and so the following list was made 
of the ways mothers could assist: 

. Help children prepare their fruits and vegetables every morning 
. Wash glasses, plates, and cups every day 

. Help children earn money for milk 

. Help children earn money for vegetables and fruit 

. Serve at home the fruits and vegetables children eat at school 


. Make sleeping mats 
7. Check children’s sleep charts accurately. 


oun rk WN 


Contributions of parents—Letters were written to parents inviting 
them to come to school for a conference. The response was gratifying. 
Nineteen mothers, four of whom could not even speak English, came 
to participate. The children seemed to feel a responsibility for seeing 
that their mothers understood the seven ways in which their help was 
needed. Each child showed his record on the height and weight chart 
and thus demonstrated his own individual need for working to develop 
better health habits. The mothers, after hearing the plans, agreed to 
do all they could to help. 

After discussing the importance of rest, the mothers agreed that their 
first worthwhile contribution would be to make the sleeping mats. 
Those mothers who were unable to come to the school were given ma- 
terials to make the mats at home. It was each child’s responsibility to 
instruct his mother how to make his mat. Six layers of newspaper were 
placed inside a heavy wrapping-paper cover, which was folded over on 
all sides and sewed with string or yarn. To make hanging possible each 
mat had a handle of cloth sewed on each end. All the mats were 
neatly made. Some had fancy stitching around them; others were bor- 
dered with colorful material to make them stronger as well as more 
attractive. Some mothers stitched their mats on a machine. 

Also the mothers volunteered to help with the food servings. Com- 
mittees of three were formed for each day of the week. They came to 
school at nine o’clock to prepare the fruits and vegetables and then 
remained to wash the dishes that were used. They all seemed interested 
and eager to do the things they realized were helping their children. 
Frequently they would stay and watch class activities during the rest 
of the day. 

Obtaining fruits and vegetables—Buying seasonal fruits and vege- 
tables every day was the most expensive part of the experiment. How- 








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Wi 
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to 


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be 
at 


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we 
en] 
hes 


An 








CHILDREN WITH CULTURAL HANDICAPS 539 











ever, this expense did not exceed three dollars per week and often it 
was less than that, depending on the kinds of food served. Dried fruits 
such as prunes, raisins, and peaches were the cheapest; dried apricots 
cost more. Carrots were not as expensive as cabbage, spinach, or let- 
tuce. Apples and oranges were served only when they were cheap. 
Market prices were watched each week so that the more expensive 
foods could be bought when the market price was favorable. The chil- 
dren saved their pennies and contributed almost $5 to the cost of food 
during the semester. It was suggested that each child bring a penny 
a week but if he didn’t he still received the same food as those children 
who made a contribution. 

Lunch and rest periods—The children looked forward to the ten 
o’clock period when they ate the fruits and vegetables, some of which 
they had neither seen nor tasted before. No point was made of the 
vitamin content but the fact that each food helped build their bodies 
in certain ways was stressed. Time was spent in learning how to chew 
food properly. Conversation was encouraged and the children frequently 
told how their mothers had prepared food at home according to recipes 
used at school. The practice of washing hands before eating was empha- 
sized daily and encouraged as a regular habit. Scrub brushes and plenty 
of soap were always available in the “keep clean” corner. Toothpicks 
were used as finger-nail cleaners. 

There was a definite need for a rest period after the morning session 
and several children consistently went sound asleep. All the class looked 
forward to that quiet twenty minutes every day when the tables and 
chairs were pushed against the walls, mats were placed on the floor, 
window shades were drawn, and all activities were suspended. Every- 
one rested in the way most comfortable to him, but care was taken 
to keep children from lying too close to each other. 

The sleeping charts brought from home showed that the children did 
not get enough hours of restful sleep. Many children had to sleep with 
other members of the family. Some families had only one room and a 
child going to bed at seven o’clock got very little rest amid family 
confusion. The sleeping charts did influence some children to get to 
bed earlier, however, and the result of this added sleep was noticed 
at school. 

Results of the project—The health experiences were recorded from 
day to day and this became an interesting activity. Many new words 
were added to the child’s vocabulary as the months passed. The children 
enjoyed reading the various charts to one another, and some phase of 
health education permeated the whole program during the semester. 
Anemic and malnourished children showed evidences of better health; 


540 ELEMENTARY SCHOOL PRINCIPALS 


only one skin infection in the entire room persisted. Altho no marked 
changes in weight and growth could be noted in so short a time, they 
was a distinct improvement not only in physical appearance but als 
in attitude. The children seemed much more alert. The doctor’s state. 
ment was gratifying and the assistant director of the health service fo 
the Denver public schools was high in her praise of the project. Th 
outstanding feature of the experiment was the great interest shown by 
parents in the health examinations and in the discussion of healt! 
habits. They seemed eager to have their children’s defects corrected as 
soon as possible and the children were thereby stimulated to cooperat 
in all the classroom experiences. One little boy who had suffered fron 
St. Vitus dance and whose tonsils had been removed on recommenda- 
tion of the school doctor was so proud of his improvement in health thai 
all trace of nervousness left him. He volunteered, “I like to eat vege- 
tables and fruit now. I like to rest, too.” 


ACTIVITIES STRESSING PERSONAL CLEANLINESS 


The emphasis in other activities was on personal cleanliness. Cleanii- 
ness is very much dependent on the facilities at hand. Automatie hot 
water heaters and electric washing machines make possible a degre 
of cleanliness far greater than that usually attained where the laundn 
tub is still in use and the water is heated on the back of the stove 
especially if fuel for the stove must be picked up on the railroad tracks 
However, if a home cannot guarantee the minimum degree of cleanli- 
ness essential to good health, necessary facilities should be offered by 
the school or community. 

Bathing—Because many of our children apparently did not hav 
satisfactory bathing habits a shower program was inaugurated at 
school. A letter describing this service was sent to parents urging 
their cooperation as a matter of publie health. Most parents wer 
glad to have their children make use of the facilities offered, but 
where there was resistance and embarrassment much skill and _ taet 
had to be exercised. Fear that their children would take cold was th 
chief objection, but gradually the plan was accepted. Each child i 
Grades IV, V, and VI was made chairman of a committee and was 
assigned four or five children in the lower grades to help in th 
shower. These upper-grade children were also expected to take | 
shower themselves. Each committee had a fifteen-minute period and: 
regular schedule was worked out. 

The teachers discussed ways and means of taking a “good”’ shower 
and the examining pediatrician cooperated by giving specific direction 
to the boys. He called attention to the dirtiest parts of bodies—elbows 





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CHILDREN WITH CULTURAL HANDICAPS 541 


knees, and heels. Brushes were provided and the children learned to 
scrub vigorously these particular spots. As the weather grew warmer 
and short socks and short sleeves were being worn, the girls became 
especially sensitive to clean elbows and knees. All had formed the habit 
of cleaning fingernails daily with toothpicks and so it was not hard to 
get them to clean their toenails after showers. The program was car- 
ried on by the children alone with only occasional supervision until an 
NYA youth was assigned to the building as a general supervisor of 
this activity. The school paid for the soap and the laundering of the 
towels. 

Care of clothing—One teacher,’ sensitive to the needs of the children 
as revealed thru the shower program, carried on with further activities 
pertaining to the neatness and cleanliness of her pupils. The families 
from which the boys and girls came were large, sometimes with more 
than eight persons, and they lived in two to four housekeeping rooms 
or in poorly-equipped cottages. They frequently knew little of certain 
standards of decent living. The children’s clothing was provided by 
social agencies and little attention was given to the care of it. Crowded 
conditions and lack of sanitary facilities hindered any attempts at 
bodily cleanliness in many homes. Children frequently came to school 
with soiled clothing pinned on with safety pins. Usually they wore 
sweaters under their shirts or dresses. When stockings were worn they 
were rarely darned and almost as rarely washed; there was also a very 
apparent absence of garters and shoestrings. 

The need for clean, stockings being apparent, a pair was bought by 
the school for each child in the class. After his shower, if his own stock- 
ings were not clean, he put on the “school socks,” and then washed his 
own and hung them on a rack in a sunny room. The last thing in the 
evening each child put on his own stockings, washed the school stock- 
ings, and left the latter to dry overnight. Thus washing stockings be- 
came the “opening exercises” and the “finale” for each day. Preparing 
and emptying water was done entirely by the children. 

Shoestrings were sold for a penny a pair and enough elastic for gar- 
ters was available at the same price. The children bought shoestrings 
and garters not only for themselves but for their brothers and sisters as 
well. A growing sensitivity to laced-up, well-tied shoes and to stockings 
without wrinkles became apparent. 

The director of home economies was asked to show the class the easi- 
est methods of darning and she gave helpful suggestions on the general 
care of stockings. Most of the holes in the stockings were much too 
large for the children to try to mend. In fact, they had been neglected 





*Carol Suddith, second-grade supply teacher, Twenty-Fourth Street School, Denver, Colorado. 





542 ELEMENTARY SCHOOL PRINCIPALS 








so long that the stockings should have been discarded. Personal notes 
were written to the parents asking their cooperation and inviting them 
to school. Seven mothers and one father came. They were enthusiastic 
about the school’s interest in their children. They agreed to come every 
week and darn the biggest holes so their children could assume the care 
of their own stockings. They did not need to come many times, how- 
ever, for the big holes began to disappear, and “heelless” stockings 
began to be discarded for new ones. The growth in appreciation of 
clean, whole stockings was satisfying. The children took great pride 
in showing their freshly washed stockings each morning and they were 
always eager to darn the holes. The number of stockings to be washed at 
school declined. The activity was never abandoned, however, because 
of circumstances preventing a certain number of children each day 
from caring for their stockings at home. A few children did washing 
and darning regularly in school. 

The children also began to collect buttons. A box was put on the desk 

with the caption “Our Button Box.” Soon there were buttons for all 
needs. A few needles were brought from home, and some thread, cards of 
snaps, and hooks and eyes were provided. Scraps of colored yarn were 
collected to mend sweaters. Safetypins were “on the spot” at once. The 
boys were as ready to discard them as the girls. It soon became a part 
of the routine of the day to sew all buttons on cuffs, collars, overalls, 
coats, and even underwear. If a button was missing at a point inacces- 
sible to the wearer he solicited the services of a friend. This mutual 
assistance furnished an excellent social situation. Some of the older girls 
became very skilful with the needle; they learned to sew rips and tears 
in their dresses and to match colors in thread, darning cotton, yarn, 
and buttons. 
_ One of the most difficult habits to establish was that of caring for 
materials. All the children profited by the teacher’s insistence that they 
put away the things they used. There was a container and place for 
everything. 

When it became evident that many children lacked space in their 
homes to keep their clothing, the class undertook the job of making 
wardrobes. Large corrugated boxes were found, a frame of laths was 
glued inside each box for reinforcement, and a pole for hangers was 
fastened to the top. Some of these containers were made with one door 
and others had two doors fastened together in the middle. Spools were 
used for knobs and tiny hooks held the doors shut. Several wardrobes 
had extra boxes glued to the top to provide a compartment for hats 
and shoes. In decorating these boxes the children had an opportunity 
to express themselves artistically; they painted and papered with all- 








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gil 
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Mi 
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sa 


pa 
the 
on 
ful 
in 


of 








CHILDREN WITH CULTURAL HANDICAPS 543 


————— 








over designs on a fiber paper and applied decorative panels, borders, 
and stencils. 

Rules for cleanliness—As the project progressed the boys and girls 
made a list of rules for cleanliness. They posted the following principles 
where they could constantly refer to them: 

If you want to look neat you must: 

Be clean 

Keep buttons, snaps, and hooks sewed on 
Avoid use of safety pins to fasten clothing 
Wash your stockings every day 

Darn your stockings 

Wear good garters that hold up your stockings 
Have good shoestrings and keep them tied 
Brush and shine your shoes 

Comb your hair whenever it needs it 

Wash your hair every two weeks 

Take one bath at home each week besides the shower at school on Wednesday. 


CONCLUSION 


The benefit of these health activities for our underprivileged chil- 
dren can scarcely be measured. The least that can be said is that as 
a result we have many cleaner, neater, healthier, and happier boys and 
girls. Furthermore, enlisting the assistance and cooperation of parents 
has stimulated wide community interest in the entire school program. 
Mothers found common ground as they worked at school in the friendly 
atmosphere of service to their children. Nationalities were forgotten; 
Spanish Americans, Chinese, Japanese, Greeks, Jews, and Anglo- 
Saxons prepared vegetables or mended stockings side by side. 

In the words of Lawrence Frank, “The problem of child health is 
part of the general problem of creating a frame of mind receptive to 
the newer knowledge of hygiene and health, especially mental health, 
on the part of parents, teachers, and others caring for children. A hope- 
ful indication of the future is the growing interest of school authorities 
in child welfare and in the need for better health, physical and mental, 
of the school teachers themselves. They are also coming to recognize 
the home and parents as essential factors in the child health program. 
A successful program must be based on cooperation.” * We at the 
Twenty-Fourth Street School feel that we have made some contribution 
to a sound child health program. 





Frank, Lawrence K. “Childhood and Youth.’’ Recent Social Trends in the United States. Vol. 
II. New York: McGraw-Hill Book Co., 1933. p. 767. 








544 ELEMENTARY SCHOOL PRINCIPALS 


A SCHOOL PROGRAM FOR CHILDREN WITH SOCIAL 
AND CULTURAL HANDICAPS 


LILLIAN RosSENSON 
Teacher, Open Air Class, Public School No. 4, The Bronx, New York Cit 
’ I 2 4) ; j 


ROVIDING FOR CHILDREN With social and cultural handicaps can be 

a routine matter consisting of an imposed curriculum, inflexib| 

courses of study, and subject-centered programming, or it can be 

a high adventure. The writer, teacher in one of New York City’s under- 

privileged areas, has attempted to make it the latter. Because of the 

results in terms of human values which have come from her experiences 

and those of her children in the classroom, the school, and the commu- 

nity, she feels that some of these experiences may be of interest to 
others. 

Characteristics of the group—The writer’s class ordinarily consists of 
twenty-five children selected on the basis of poor physical condition. 
Technically it is called an open air class. Because of the large number 
of children on the waiting list and the limited number that can be ad- 
mitted at one time, only the most urgent cases find their way here. On 
the physical side, these children include tuberculosis contact cases, ar- 
rested tubercular cases, and cases of marked malnutrition ranging from 
10 to 22 percent underweight. These physical conditions have their con- 
comitant factors on the emotional.and mental side. A lack of interest 
and a conviction that failure is inevitable—leading in some instances to 
maladjustment, retardation, and truancy—are frequent. Many children 
come into the class in a highly nervous and overworried state, and ar 
-asily fatigued and discouraged. They seem to have lost the zest fo 
life. 

These children are of varied racial and religious backgrounds, includ- 
ing Italian, Polish, Slovak, Irish, German, and Turkish, with Italian 
predominating. The parents are chiefly foreign-born. The children fee! 
the pull between their foreign homes and the American process at 
school. Many feel ashamed of their parents because they do not read 
or write English or because they speak with an accent. The parents in 
turn often repudiate the culture inherent in their European  back- 
grounds, and they have very little opportunity because of their circum- 
stances to assimilate the American way of life. The families are in the 
lowest income brackets, many of them on relief, and a majority ol 
them are known to almost every social service agency, private or public, 
in the city. The family of one child in the class had histories in fourteen 
such agencies. These people live in overcrowded tenements, some with 
toilets in the hall. One family of eleven persons lives in three rooms. 











SU 
th 


tic 
las 


Wi 


anc 
tio 


for 
tery 
env 
cult 





be 
ble 
be 
er 
the 
CES 
Wu- 
to 


ren 
are 
for 


pen 
ith 
ms. 





CHILDREN WITH CULTURAL HANDICAPS 545 





Many of the children carry to school the burdens and worries which 
surround them at home. They see at home the pattern of failure and 
this is reflected in their attitudes at school. 

The intellectual equipment of children entering the class is extremely 
meager. Those who have been tested usually rate between 75 and 90 IQ. 
Standardized achievement tests show retardation of from one to several 
terms. Reading for pleasure is unknown; earlier association with books 
has been unpleasant in most cases. A paucity of experience is evident in 
the written and oral work. Most of the children have never been out of 
their own neighborhood. Few have visited the museums, the zoos, or the 
larger parks, even in their own boroughs. Only occasionally is there one 
who visits the neighborhood library regularly. In one group the ques- 
tion, “What did you do yesterday afternoon?” or “How did you spend 
last Saturday and Sunday?” elicited the following responses: 

“Went to the movies.” 

“Sat around the house—did nothing.” 

“Had a fight with my mother and slept in the hallway.” 

“Went out shoe-shining to get money for ‘eat’.” 

“Stayed in bed—I didn’t feel like getting up.” 

“Took a walk by myself along Tremont Avenue and looked in all the 
windows and saw such beautiful toys. I wish I had some like that.” 

“Took care of the baby—helped my mother.” 

“Sat around the house and waited for my mother to come home.” 

“Mother, a widow, works till 7:00.” 

“Went out with my gang—had a fight with the Tremont gang—the 
Tremont gang gypped—they had guns.” 

Special needs of the growp—The needs of these children as a group 
are clearly indicated. On the physical side there is need for a program 
that provides for the following: 











1. Rest and a moderate amount of activity 

2. Additional nourishment 

3. Relaxation from pressure and nervous tension 

4. Establishment of normal mental attitudes 

5. Individual guidance—medical, social, emotional, and educational. 


A way of living must be developed which will lead to a normal social 
and emotional adjustment, including confidence in oneself, rehabilita- 
tion of self-respect, satisfaction in achievement, and a sense of security. 

On the academic side there is need for a program which will provide 
for enriching experiences, well-planned, intensive remedial work, mas- 
tery of basic skills, and development of critical thinking in a happy 
environment free from excessive nervous tension and fatigue. On the 
cultural side the program should provide for the following: 








546 ELEMENTARY SCHOOL PRINCIPALS 


. Understanding and appreciation of different cultures (tolerance) 
. Appreciation of art, fine music, and good literature 

. Self-expression thru creative activities 

. Pleasurable experiences in reading and writing 

. Participation in worthwhile leisure activities. 


or Whe 


What type of program can best provide for these needs? It must be 
informal and free from tension and strain if it is to meet the health 
needs of the group. It must be flexible if it is to provide for the varied 
and unique needs of each individual child. It must be rich in experi- 
ences and in subjectmatter content if it is to meet their needs on the 





academic side. It must be in accordance with child nature and thus be | 


acceptable to the child if it is to build up pleasant associations with the 


learning process and overcome the feelings of hostility which these chil- | 


dren have had toward learning in the past. A way of living such as an 


activity program provides seems especially suitable for meeting these | 


needs. 
Planning the program for individual children—Within the limits oj 


the general needs for the group as a whole, each child has his own indi- 
vidual needs depending upon his abilities, interests, physical condition, 


and cultural background. These factors are studied in the following | 


ways: 
1. Medical examinations at school, at the neighborhood settlement house, and 
at clinics 
2. Mental and educational testing at the Educational Clinic, College of the City 
of New York, and at the Bureau of Child Guidance of the Board of Education 
. Achievement testing at school 
. Individual conferences with the child 
. Listening to discussions and conversations of the child in his group 
. Observing the child’s choice of activities 
. Examining the children’s logs or diaries 
. Visiting the home and talking with parents 
. Taking neighborhood walks with the children. 


OOS Cre 


In studying the individual needs of one group of sixth- and seventh- 
grade children (ten to fifteen years of age), the names of the families 
were put thru the Social Service Exchange. The information thus ob- 
tained was very helpful and pointed the way toward further guidance 
in many cases. The following excerpt from the teacher’s diary is per- 
tinent in this connection: 


Today the visiting teacher lunched with me to talk over the children. I had 
previously given her the identifying material so that she could clear the childrens 
names thru the Social Service Exchange. She now reports that children in this 
group are known to over twenty different social agencies. It is gratifying to know 
that there are so many resources at our disposal. The visiting teacher plans t 
confer with these agencies, report to them on what the school is doing for the 
children, and find out what the agencies are doing for the children’s families 
Then, together we can make plans for each child. Here are some of the agencies 
to whom these children are known: 


1 | 











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ing 
the 
T 
liste 
of tl 
ire 
heal 
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our 
own 
M 
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of th 
and 
Tods 
looks 


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alth 
ried 
erl- 
the 
3 be 
the 
hil- 
; al 
Lese 


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ndi- 
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ving 


and 


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ob- 
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per- 


had 


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this 
know 
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r the 
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ncies 








CHILDREN WITH CULTURAL HANDICAPS 547 





1. Home Relief Bureau (we are hoping that special allowances for diet may be 
obtained for these children and that in Freddie’s and Johnnie’s cases better living 
quarters may be provided) 

2. Bronx House (provides after-school activities and summer care either thru 
the day camp, summer play school, or vacation camps outside the city) 

3. Bureau of Child Guidance of the New York Board of Education 
4. Association for the Aid of Crippled Children 

5. Bronx Tuberculosis and Health Committee 

6. Community Service Society 

7, Magistrate’s Court 

8. Family Court (Children’s Division) 

9, Board of Health (dental clinics, eye clinics, x-rays, etc.) 

0. Bellevue Hospital (psychiatric social service) 

1. Henry Street Visiting Nurse Service. 


— 


In the case of Walter F. I have asked the visiting teacher to delve into the 
cause of his apparent inability to write, altho there is no evident physical dis- 
ability; also to look into the question of Morris’ infantile behavior. She will 
arrange for complete physical, psychological, psychiatric, and educational checkups 
so that we can begin to follow recommendations and suggestions as soon as pos- 
sible. 

The visiting teacher reported about Freddie. His general conduct, including 
his cigarette smoking, is not so inexplicable when one knows about the dark, 
dirty three rooms where Freddie’s mother lives with his so-called stepfather, 
the fifth in the three-year period since his own father’s desertion. (This house 
was subsequently condemned and boarded up as unfit for habitation after the 
visiting teacher had reported it to the Board of Health and the Tenement House 
Department.) 


The children were examined at the Educational Clinic of the College 
of the City of New York and the findings and recommendations were 
carefully noted. This examination included a complete physical checkup 
as well as a psychological examination. All recommendations and sug- 
gestions for treatment were followed as closely as possible by the visit- 
ing teacher and the class teacher. Following is a pertinent excerpt from 
the latter’s diary: 


Today we (children and teacher) made individual health and weight charts. We 
listed the doctor’s findings and the clinics to be attended. We will make a note 
of the dates on which the clinics are to be visited and check them off as the visits 
are made. Each child will be responsible for his or her own follow-up altho the 
health committee, it has been decided, will check up as a routine matter. This 
check-up, as impersonal as the arithmetic progress charts, will enable us to meet 
our health needs without becoming too much involved and concerned over our 
own state of health. 

Mrs. Bishop, the school swimming teacher, has arranged for the girls to use 
the pool twice a week for swimming lessons. The girls come back to the class 
looking bright and spic and span. It is interesting to see how well this type of 
exercise agrees with them; other large-muscle activities seem too fatiguing at 
present, but not this. The boys, too, enjoy their swimming period and are envious 
of the girls’ two periods to their one. I have put up a mirror on the wardrobe door 
and both girls and boys are beginning to take an interest in their appearance. 
Today Fred came with a pocket comb. He has certainly “spruced up” and now 
looks quite different from the disheveled boy who came to us just a month ago. 











548 ELEMENTARY ScHOOL PRINCIPALS 








The daily class program—A daily program for the group mentioned 


above was developed as follows by the children and teacher together 


Morning 
1. Conference 
Reporting our work 
Planning our work 
Selection of centers of interests 
Organization of materials 


Social studies (what is happening in the world around us; includes his 


tory, geography, current events, nature study, and appreciation of ar 
and music) 

2. Skills (learning how to do what we have set out to do as need arises in con. 

nection with each activity) 
Remedial work 
Reading 
Arithmetic 
Other skills as need arises (how to saw a straight line, how to sew 4 
fine seam, etc.) 
3. Recreation and health education 
Rhythmics 
Dancing 
Games 
Swimming 
4. Language arts 
Reading 
Writing 
Stories 
Poems 
Plays 
Afternoon 
5. Rest period (followed by music appreciation or story) 
6. Creative activities 
Arts 
Crafts 
Hobbies 
Sewing 
W oodworking 
No definite time allotments were made for the various parts of this 
program. It was kept flexible and subject to change at any time in orde! 
to provide for a trip, a visit to the library or auditorium, a radio pro- 
gram, an exhibit, or any other matter of immediate concern. 

Learning experiences—The work in social studies is organized around 
large centers of interest. The selection of these is based first on the 
needs of the group and second on the children’s interests. Since health 
needs are usually predominant in open air classes, a unit is often devel- 
oped around some phase of health or health care. Some of the center 
of interest selected and developed by the sixth- and seventh-grade 
group already mentioned were as follows: 








ned 
ner: 


his- 
f art 


con- 


this 
rder 
pro- 


und 

the 
alth 
vel- 
ters 
rade 





CHILDREN WITH CULTURAL HANDICAPS 549 











| 


. Homes 

. Exploring our community 

. Health service (first aid to the injured, baby clinies, etc.) 
. Health puppet show; health exhibit 

Romance of medicine 

. Building America 

. Our grandfathers (investigating our cultural heritage) 


NOOR WN 


The procedure followed in initiating the units is well illustrated by 
the one on health service. After an approach had been made in terms 
of the health needs of the group, a trip was taken to the Mott Haven 
Health Center. The physician in charge of the center gave a brief talk 
on “keeping fit” and then conducted the children on a tour of inspec- 
tion, including the dental clinic, the child care clinic, the prenatal care 
clinic, and the exhibit on protection of workers from occupational 
diseases. The boys were very much interested in the masks worn by 
miners, the gloves provided for workers in chemical plants, and similar 
devices. Booklets on the prevention of disease by immunization, dental 
care, rules of diet, personal hygiene, and other pertinent topics were 
distributed. The group had prepared many questions to ask the physi- 
cian and among them was this one: ‘How can our class start a health 
clinic?” He looked startled at this question but explained how Mott 
Haven Health Center had been started, as well as the other centers of 
the project. The next morning there was little doubt in the minds of 
these children as to how to proceed. They were going to start a health 
center of their own and they eventually did so with considerable success. 

At another time a radio program stimulated an interest in the study 
of housing. The children wrote to Washington, D. C., for government 
publications on the subject and gathered some information from other 
sources as well. In designing and painting a mural on “Building Amer- 
ica” they learned much about America and the American way of life. 

The program as a whole involved a great deal of reading. There were 
weekly visits to the school library and to the public library. Interest 
in good literature grew rapidly. A remedial reading group gathered 
daily in the library corner. No child was forced to read before he was 
ready for it; reading was learned as the need arose and no other stimu- 
lus was needed. Intent upon carrying out his plans, each child wel- 
comed reading experiences because they were purposeful. 

Groupings of pupils were based on interests as well as needs. Chil- 
dren often worked with more than one group at a time. Thus Johnny, 
who was editor of the “Weekly Splash” (our own newspaper), was also 
amember of the Hammer and Saw Club, the Mural Committee, and the 
First Aid to the Injured Service. Children contributed to each group 
according to their abilities. 


550 ELEMENTARY ScHOoOL PRINCIPALS 





Contacts with parents and the community—Parents are cordially 
invited to visit the classroom and they usually become much intereste; 
in the work the children are doing. Many a parent has said, “I wish y 
had had a school like this when I was young. Maybe my life would hay, 
been different.” Parents are also asked to contribute to the school lif 
from time to time and many of them do so very effectively. Anothe 
excerpt from the teacher’s diary indicates the children’s general rege. 
tion to the presence of visitors: 

Company is good for the children. They are gaining in poise and other desirab\ 
aspects of personality. They have learned to be socially gracious and to go about 
their work in a most unselfconscious fashion when visitors are present. I, j; 
turn, find that I am able to give more attention than formerly to parents and 
to the social workers who come from the various agencies to see me about thy 
children. I feel free to sit down and discuss the children with them and to work 
out plans, for I know that the children are all engrossed in whatever they ar 
doing, will ask and receive help from a classmate if they need it, and will bid 
their time if it is something they must see me about. 


Thru frequent walks the children become acquainted with their 
neighbors in the community. Talks with the Italian vegetable man, th 
old Jewish grocer, and the woman who sells Russian candy and halval 
at the corner have made these people seem very real. The group has 
become familiar with Bronx House, which is a settlement house 4 
few blocks away. There the children have taken an interest in th 
afternoon clubs. The visits to Bronx House have resulted in a project 
whereby that institution is developing a program of leisure activities 
for the children and is thus supplementing the resources of the school 
with those of the settlement house. The Tremont Library and thy 
Bronx Tuberculosis and Health Association also have been very 
cooperative. 

Outcomes of the program—The following statement of results at- 
tained thru the program outlined above is based on a combination o! 
objective data and the teacher’s careful observation and judgment: 

1. Remedial physical defects have been corrected or are now under 
treatment. The children have acquired a substantial knowledge about 
proper diet and hygienic practices and they have built up many good 
habits with respect to cleanliness, eating, resting, and attending clinics 
Mentally they have happier and more wholesome attitudes. 

2. Truancy is nonexistent. 

3. Wider and more desirable interests have been developed and thes 
are reflected in the after-school activities of the children. Several chil- 
dren have joined clubs at Bronx House. Trips to the public library ar 
frequent and some youngsters go regularly to the Saturday morning 
story-hour period. Many revisit the museums with their parents on 














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| 


CHILDREN WITH CULTURAL HANDICAPS 551 





Saturdays and Sundays. Often a group will arrange to meet on Satur- 
day or Sunday for a walk in the park or for games. 

4. Most of the children now read for pleasure and are learning to 
appreciate good books. Kate Seredi, Dorothy Lathrop, and Lois Lenski 
are among their favorite authors. Story Parade is their most fre- 
quently read magazine. Written work reflects their many new experi- 
ences. These children who formerly found it difficult to write two or 
three consecutive sentences now pour out large quantities of material, 
including stories, poems, and reports. They have acquired skill in writ- 
ing letters and they obtain much enjoyment from this activity. 

5. The children have learned to love and know really good music. 
They show considerable discrimination in the selection of radio pro- 
grams and often prefer a high-grade musical program on station 
WQXR to the more popular ones on other stations. 

6. The essentials of the course of study have been learned in addi- 
tion to much other information. Several children have made three 
semesters’ progress in a year. This does not necessarily mean that they 
have gone beyond their actual grade levels altho two children have 
done so. It means, rather, that in one year they have progressed three 
half-grades beyond the point from which they started. 

7. The children are generally friendly to one another. Evidences of 
personal or race prejudice are fewer than before. A very wholesome 
relationship exists between the boys and the girls and there is a kindli- 
ness that was lacking earlier. 

8. The children are inclined to assume and carry out responsibilities. 
Leadership has developed in many cases and all have learned to par- 
ticipate in a large cooperative undertaking and to help bring it to a suc- 
cessful culmination. They work harder than before and have more fun 
doing it. They have learned to live together and like it. They have lost 
their prejudices and built up a fine respect for one another’s differences 
and special contributions. 

9. The children now have a different attitude toward their parents 
and their homes. They seem glad to have their parents visit the school 
and encourage them to do so. The parents in turn seem friendlier to 
the school and more willing to cooperate. Above all, the boys and girls 
seem to have found a way of living that affords satisfaction to all 
concerned. 














552 ELEMENTARY ScHOOL PRINCIPALS 





ADJUSTING THE TRANSIENT CHILD 


Roy E. LEARNED 


Principal, Washington School, Sacramento, California 


WENTY YEARS AGO, when the Washington School was new, it served 

the children of leading residents of Sacramento. Today their once- 

beautiful homes are subdivided into cheap-rent apartments oceu- 
pied by ever changing tenants. It is the old story of an encroaching 
industrial section coupled with the more recent story of an economic 
depression and migratory families. 

Transiency, practically unknown to this neighborhood a decade ago, 
began in earnest in 1932 and has progressed at an increasing tempo 
until today Washington School has by far the most mobile population 
of any school in the city of Sacramento. Not long ago it was discoy- 
ered that fewer than 135 children of nearly 500 in Grades II thru VI 
had received their entire public school education at Washington. In a 
second-grade class of thirty-one pupils all but five had already at- 
tended two or more schools. 

The school staff has become so accustomed to the wide and unpre- 
dictable fluctuations in enrolment that it is not disturbed when a new 
group of children awaiting registration crowd the school office every 
Monday morning for several consecutive weeks. Furthermore, the office 
is only mildly surprised to have thirty children appear for transfers 
on the same Friday. When four out of every five new pupils consist- 
ently apply for admission to the same grade, or, as if prompted by 
a conspiracy against their teacher, half a class takes flight within a 
few days, routine is upset but administrative adjustments are made 
as quickly as possible. 

The problem of the transient child—What of these transient children 
who often spend only a few months with us and, at best, seldom more 
than two or three years? Their lot is one of bewildering insecurity in 
the most acute form. Washington School may be the eighth or ninth 
school they have attended while their parents or guardians have wan- 
dered about the state in a futile attempt to find regular employment. 

The occasional pupil smilingly faces this life of uncertainty and 
makes the most of it. Such was the case of a little twelve-year-old boy 
who assumed the role of a tourist and made it a point to learn all he 
could about every city and town in which he chanced to sojourn. One 
morning about ten o’clock, only a week after he had arrived, his mother 
came to the school and announced that the family was moving before 
noon. He greeted the news with a big grin which portrayed his expecta- 
tion of adventure. 











id 
Ny 
1e 
1 
er 
re 











CHILDREN WITH CULTURAL HANDICAPS 553 





The majority of these wanderers, however, are worried little urchins, 
aged beyond their years, restless and emotionally disturbed. Not in- 
frequently their homes are broken and they have been the victims of 
a rapid succession of guardians, a situation which inevitably tends to 
create unwholesome social attitudes. 

Washington School has accepted the plight of these youthful nomads 
as a great opportunity for service. Over a period of years, thru a con- 
stant process of refinement, it has developed a technic for absorbing 
them rapidly into school life and has been reasonably successful in 
keeping them happy. 

Welcoming and appraising the child—Since it is believed that a 
child’s first impression of a school is vitally important, a sincere wel- 
come is extended to the new entrant, and to his parents also if they 
are with him, as soon as he steps into the office to register. With such 
a steady stream of strangers it would be easy to fall into that in- 
different, detached attitude of “here’s one more to put thru the grind.” 
However, this attitude is never assumed. Friendly inquiry about the 
child’s previous school experience and the community from which he 
has just come, an invitation to the mother to attend the next parent- 
teacher meeting, and other pleasantries all help to make the newcomer 
feel at home. 

From the office the new pupil is sent to the “receiving teacher” of 
his grade, who welcomes him in the same cordial manner. At present 
there are three teachers for every grade and the one who is designated 
as the receiving teacher assumes the responsibility of rapidly diagnosing 
the school needs of each new entrant. She studies his social reaction to 
the other pupils and notes his physical development and his age. She 
gives him the Los Angeles Primary Word Recognition Test,’ the Los 
Angeles Primary Reading Test,’ or the Los Angeles Elementary Read- 
ing Test,’ depending upon his grade classification. These tests are easy 
to administer, correlate highly with other standardized reading tests, 
and are of diagnostic value for instruction. The results not only are 
significant in determining the child’s reading ability, but also serve as 
an excellent indication of achievement in other subjects such as social 
studies and science which require considerable reading. In addition, the 
receiving teacher informally checks the child’s spelling and arithmetic. 
On the basis of all this information, which she is able to obtain rapidly 
and accurately because of her continuous practice, the teacher assigns 
the child to the class where he will have the best prospect of academic 
and social success. 

Grade placement and grouping within grades—Sometimes the en- 





1 Published by the California Test Bureau, Los Angeles, California. 











554 ELEMENTARY SCHOOL PRINCIPALS 





trant is placed in a higher grade than the transfer or report card indi- 
cates. Also, with the consent of the child and the parents, he may be 
placed in a lower grade. This initial adjustment is very important as 
a preventive measure. Usually the teacher’s recommendations are 
readily accepted for the school has been able to impress parents with 
the thoroness of its findings and the sincerity of its purpose. 

Three levels of instruction have been set up for each grade. In the 
sixth grade, for example, one class contains about forty children who 
seem socially well adjusted and have the general mental ability to 
take advantage of an enriched program. They are rapid, intelligent 
readers and possess considerable potential creativeness. In another 
class approximately thirty-five pupils of average ability carry on the 
regular sixth-grade work. A third class includes about twenty-five 
children who are low in achievement, emotionally unstable, and socially 
immature. Few of this latter group can read above a standard fourth- 
grade level and most of them are over-age. 

The significant factor in this plan of grouping on three levels is 
that in actual practice teachers can accept these children where they 
find them and begin their training at that point. The school is materi- 
ally assisted in its program of pupil adjustment by the fact that the 
Sacramento curriculum in spelling, reading, and arithmetic is set up 
on an individualized basis. 

The process of pupil adjustment—As soon as he is settled with a 
permanent homeroom teacher the process of the new pupil’s adjust- 
ment to the school goes into full swing. Individual adaptation to the 
class work is not difficult for the majority of pupils because of the 
flexibility of the program. A committee of pupils immediately sets to 
work to familiarize the newcomer with the traditions, customs, and 
rules of the school in order to prevent him from making mistakes which 
would cause embarrassment or conflict with others. 

The new boy or girl is urged to participate in the numerous extra- 
curriculum activities. Intramural baseball contests are popular before 
school and during the noon recess. Talent shows are frequently held 
in the auditorium under the auspices of a committee of upper-grad 
pupils. If a boy or girl can dance, sing, impersonate, or play an instru- 
ment he is invited to share his accomplishment whether he has been 
at Washington five days or five years. 

The mobility of the school population constantly creates vacancies 
in classroom and student-body positions such as those of motion-pic- 


ture operator, mimeograph and “ditto” operator, office messenger, and 
member of the junior traffie patrol. The homeroom teacher guides 
promising pupils toward these positions which require regular at- 








; 











1e 
re 
to 


ch 


es 


nd 
es 
it- 








CHILDREN WITH CULTURAL HANDICAPS 555 





tendance, courtesy, and dependability. Recently one of the new boys 
so quickly proved his responsibility, popularity, and leadership that 
he became assistant junior traffic chief within eight weeks after his 
registration. 

Not infrequently the transient children who have attended so many 
schools and who register with a belligerent, “just-watch-me” attitude 
respond favorably to the regular procedure at Washington within a 
short time. However, many boys and girls defy ordinary methods of 
adjustment. The homeroom teacher scrutinizes such children for con- 
tributing physical defects. She looks for symptoms of defective eye- 
sight, for evidence of malnutrition or cardiac difficulty, for skin in- 
fection, and for bad teeth, adenoids, and tonsils. The nurse is notified 
and the pupil in question receives a thoro examination. Frequently 
the cause of maladjustment is found to be of a physical nature and 
steps are taken immediately to correct the condition. Each month 
of the year several needy pupils secure glasses for the first time in 
their lives. The city clinic gives the examination, the local optometrist 
association prepares the glasses on a cost basis, and the parents of 
the children and the Washington parent-teacher association share 
equally in the payment. It is advisable for the parents to participate 
in the purchase of glasses even tho they must make great financial 
sacrifices to do so. Such parents are more likely to see that the glasses 
are worn regularly and that breakage is prevented. 

When underrested and undernourished children are found, the 
nurse assigns them to a rest and nutrition unit in the building. It is 
the only one of its kind in the city and is operated by the Charity 
League, a civic welfare organization composed of young women, prin- 
cipally the wives of professional and business men. These women pro- 
vide the funds and supervise the project which furnishes an abundance 
of cod-liver oil, fresh milk, and bread and butter to supplement the 
lunches of forty undernourished children each day. This group also 
sees that each child takes an hour’s nap every day in a quiet, well- 
ventilated room. This treatment has frequently worked magic in an 
irritable, distraught child when all other guidance technics have failed. 
Lack of adequate, regular sleep at home and overattendance at lurid, 
thriller-type movies are the curses of far too many of these children. 
There is little that the school can do as yet to prevent this home situ- 
ation but a good midday rest is a helpful recourse. 

The principal keeps in close touch with all these elements of child 
adjustment thru frequent informal conferences, especially with the 
homeroom teacher. In some of the more refractory cases a conference 
is held between the principal, the teacher, and the child in an attempt 











556 ELEMENTARY SCHOOL PRINCIPALS 


to convince the child of the school’s sincerity in aiding him and of 
his social responsibility for cooperating with the school. Occasionally 
the problem of maladjustment cannot be settled until the parents an 
called in around the conference table. 

Washington School is always on the alert for new tools of diagnosis 
For more than a year the Durrell-Sullivan Reading Capacity Test* 
has been used to study the retarded pupils who are in the small, low- 
achievement classes in each grade. It is frequently found that these 
children are potentially very capable but are working two, three, or 
four years below their capacity. Once these pupils and their parents 
are made conscious of possibilities which have long lain dormant, their 
enthusiasm is aroused. This enthusiasm, coupled with specialized class- 
room methods of instruction, produces results that are often amazing. 

Conclusion—The adjustment of this steady stream of transient chil- 
dren to their new school is never altogether complete. Often such chil- 
dren have great difficulty in doing concentrated mental work. They 
require patient understanding as well as placement in a flexible school 
program. If these boys and girls with motley backgrounds and un- 
certain futures can be given some scholastic advancement and oppor- 
tunity for pleasurable school contacts, Washington School is making 
a worthy contribution to their unsettled lives. 


2 Published by the World Book Co., Yonkers-on-Hudson, New York. 


NE of the ways in which tension can be relieved in class- 
O rooms for these children is to have each room in the build- 
ing take on some of the desirable characteristics of a one- 
teacher school. There should be no feeling of strict grade lines 
in a school serving the needs of children of seasonal workers. 
Miss Smith’s room and Miss Brown’s room should be the ac- 
cepted way of designating classrooms rather than third grade 
or fourth grade. The child himself will feel more at home in 
a group of his own size and age, and he belongs where he will 
fit best socially. Each room above the third grade should have 
the variety of material that is commonly found in an ungraded 
school.—Potter, Gladys L., in California Journal of Elemen- 
tary Education, February 1939, p. 140. 











4 ai 





_ 


~I 


— 
ie 2) 


CHILDREN WITH CULTURAL HANDICAPS 557 





SELECTED REFERENCES 


_ Anperson, Rutu. “Pride of Birth?” Social Education 3: 108-10; February 


1939. 


_ Beecu, Gout. “Schools for a Minority.” Survey Graphic 28: 615-18; Octo- 


ber 1939. 


. Bernarp, Jessie. “The Neighborhood Behavior of School Children in Relation 


to Age and Socio-Economic Status.” American Sociological Review 4: 
652-62; October 1939. 


. Braptey, Lita P. “Migrant. Children.” Sierra Education News 35: 21; May 


1939. 


. BursBANK, Neuson L. “Achievements in Teaching in Slum-Area Schools.” 


National Elementary Principal 19: 48-50; October 1939. 


. Carney, Masev. “Special Phases of Rural Education.” Teachers College Rec- 


ord 41: 366-76; January 1940. 


. Crowper, FarnswortuH. “Crossroads Schools.” Survey Graphic 28: 604-606; 


October 1939. 


. “Education for Spanish-American Children in San Antonio, Texas.” School 


and Society 50: 824; December 23, 1939. 


. Henperson, H. Rutu. A Curriculum Study in a Mountain District. Contribu- 


tions to Education, No. 732. New York: Teachers College, Columbia 
University. 1937. 189 p. 


. Jutrus RoseNwaLp Funp. “Rural Schools in New Mexico.” Journal of the 


Rural School Exploration 6: 1-14; July 1935. 


. Jones, Lance G. E. The Jeanes Teacher in the United States, 1908-1933. 


Chapel Hill, N. C.: University of North Carolina Press, 1937. 146 p. 


. MeriaM, J. L. Learning English Incidentally: A Study of Bilingual Children. 


U. 8. Dept. of the Interior, Office of Education, Bulletin, 1937, No. 15. 
Washington, D. C.: Government Printing Office, 1938. 105 p. 


. Murpuy, Laura F. “Experiment in Americanization.” Tezas Outlook 23: 


23-24; November 1939. 


. NATIONAL EpucaTIoN AssociATION, DEPARTMENT OF Rurat Epucation. Adjust- 


ments in Rural Education. Bulletin, 1937. Washington, D. C.: the Asso- 
ciation, 1937. Part V1, “Education for Negroes in Rural Areas,” p. 91-119. 


. Porrer, Guapys L. “Adapting Curriculum to the Needs of Foreign Language 


Groups.” California Journal of Elementary Education 6: 105-14; Novem- 
ber 1937. 


. Porrer, Guapys L. “Specific Suggestions for the Organization of Instruction in 
} 


” wd 


Emergency Schools.” California Journal of Elementary Education 7: 


138-48; February 1939. 


. Powers, Francis F., and Herzter, Marsorin. Successful Methods of Teaching 


English to Bilingual Children in Seattle Public Schools. U. 8. Dept. of the 
Interior, Office of Education, Pamphlet No. 76. Washington, D. C.: 
Government Printing Office, 1937. 17 p. 


. Scumipt, Bernarpine G. “Learning to Live in a Lower Vocational Center.” 


Chicago Schools Journal 21: 116-20; December 1939. 


. WatLace, ALBERTA. “Teaching Reading to Foreign Children.” Educational 


Method 10: 363-67; March 1931. 


. Wiuson, Everett K. A Pine Mountain Study in Civics. Pine Mountain, Ky.: 


Pine Mountain Settlement School, 1937. 97 p. 








Courtesy of Public Schools, New York City ( from “‘All the Children’’ ) 








CHAPTER IX 


PROVIDING FOR CHILDREN WITH 
PERSONALITY PROBLEMS 


EDITORIAL COMMENT 


HILE the yearbook thus far has emphasized other aspects of 
pupil growth, scarcely a chapter has failed to mention the 
child’s personality development. Chapter IT has diseussed pro- 

cedures for appraising personality and the influences which affeet it. 

Chapter III has described school guidance programs in which good 

personality adjustment is a major objective. Portions of Chapter IV 

have dealt with methods of improving social attitudes and habits of 

conduct in heterogeneous classes. Subsequent chapters have pointed 
out that, owing to social pressures, children markedly handicapped in 
mental ability or in physical, cultural, or economic status are somewhat 
more likely than other children to develop serious personality problems. 

In general, the earlier chapters have been concerned with the preven- 

tion of maladjustments thru adapting each child’s school program to 

his eapacities and needs. This chapter focuses attention on the study 
and treatment of children with relatively serious behavior difficulties. 

In the opening article Block reviews major causes of maladjustment 
and tells how a child guidance department helps to solve the problems 
of maladjusted pupils. Silverman discusses the adjustment of behavior 
difficulties in schools having a traditional type of organization and 
administration. The next two articles show how groups of teachers have 
cooperated in the study of personality problems in their classes. Bacon 
describes a project carried on by all teachers in a small city, while 
Burleson summarizes the work done at one school in a large city. Both 
authors conclude that under proper supervision teachers not only can 
profit personally from a study of pupils’ maladjustments but also can 
help correct such maladjustments. 

The last two articles deal with certain factors closely related to poor 
behavior. Schmitt reviews a study of seventy-nine maladjusted children 
who were unusually susceptible to fatigue. Special rest and play periods 
produced marked improvement in the behavior of these children. 
Parker gives examples of behavior problems associated with reading 
disabilities. She shows that a personality problem may be either the 
cause or the result of a reading disability, and that effective treatment 
depends on the nature of the case. 

Four years ago this Department published an entire yearbook on the 
personality adjustment of children. The reader will find that book as well 
as other helpful references listed on page 611.—Editorial Committee. 


559 | 





560 ELEMENTARY SCHOOL PRINCIPALS 





A COMPREHENSIVE APPROACH TO THE SOLUTION OF 
BEHAVIOR PROBLEMS 


VirciniA Leg Biock 
Director, Child Guidance Clinic, Public Schools, Seattle, Washington 


ALADJUSTED CHILDREN are found in every school. There is always 

a Jimmy who insists upon using profanity, a Mary who takes 

things which do not belong to her, a Peter who seems to de- 

light in prevaricating, or a Helen who apparently enjoys inflicting 

physical and mental pain upon those smaller than she. Also, teachers 

are confronted with Grace who antagonizes others by her “tattle tales,” 

Tim who lives in a world of daydreams, Jean who is almost obnoxiously 

aggressive, Nancy whose shyness and retiring behavior make her un- 

popular with others, and Bill who will not face reality. Schools are 

becoming increasingly aware of their responsibility for helping chil- 
dren to overcome such behavior problems. 

In the past, and unfortunately to some extent today, the attention 
given maladjusted children has taken the form of punishing thei 
antisocial or undesirable acts, rather than of discovering the basic 
causes underlying their behavior and of applying treatment to these 
causes. Recently, however, there has been a healthy tendency in educa- 
tion, as well as in other fields of human interest, to shift emphasis from 
the act or symptom to an understanding of the individual involved 
Criminology, for example, has transferred its emphasis from the 
crime to the criminal. Juvenile courts are working on the philosophy 
that delinquency cannot be treated unless the delinquent is first under- 
stood. Social workers, in the use of their casework methods, are more 
concerned with the building and utilization of positive attitudes and 
habits than in the mere distribution of relief money or food. Physicians 
consider the patient in relation to his difficulty rather than the 
patient’s disease alone. Education has shifted from the teaching of 
subjectmatter per se to the teaching of children. We are realizing the 
need for getting at the causes of inadequate behavior and for treat- 
ing children sympathetically and individually in an effort to remove 
or minimize these causes. 


Tue Basic PHILOSOPHY OF GUIDANCE 


The economic pressure of the day, the rapidly developing technolog- 
ical changes, and the uncertainties of social living are imposing stresses 
and strains beyond the adjustive capacity of many individuals. The 
school is faced with this problem on the child’s level and is challenged 
and privileged to fashion a program for each pupil in terms of his pecu- 








k 
4 








ie 
es 
he 
ed 


Se eee 





CHILDREN WITH PERSONALITY PROBLEMS 561 





liar mental health needs. Such a program must be designed to help the 
child become a comparatively happy, well-adjusted, and useful mem- 
ber of society. To accomplish this aim, the school must study the needs 
of each child in order to stimulate and guide him in the solution of his 
problems. The more the school can do to shape the environment and 
provide experiences which will give the basis for sound mental health, 
the better. Such a program requires that the school staff agree upon 
a basic philosophy of education and work cooperatively to help the 
child experience the satisfaction of being a happy, interested, and 
efficient member of the group in various activities. 

In spite of all that may be done in school to prevent maladjustments, 
some children will develop undesirable personality traits. Then the ap- 
proach must be curative and the school needs to consider a program of 
clinical adjustment. In attempting any diagnosis or recommending any 
treatment of behavior maladjustments, it is essential that the whole 
child be as thoroly understood as the evidence at hand will permit. 
Expert study and analysis of his physical and mental health, his motor 
coordination, his likes and dislikes, and his interests, abilities, and 
needs must be made. Furthermore, information as to his home condi- 
tions, successes, failures, plans, frustrations, and difficulties is essential 
in order to identify the reasons for his behavior. As emphasized above, 
any diagnosis and treatment should relate to the causes underlying the 
behavior, and not to the symptoms alone. Also, a given cause may 
require different treatment for different boys and girls because of other 
complicating factors. 

If we are to help the child make a better social and personal adjust- 
ment we must enlist the cooperative effort of the home, the school, and 
certain community organizations. Above all, we must gain the confi- 
dence and respect of the child. In school and out of school, situations 
must be provided which will be favorable to positive satisfaction of the 
basic needs revealed by his behavior. We need to help the child select 
a goal to which he attaches importance and in which he has possibilities 
of success. He must be given opportunity to participate in activities in 
which he is vitally interested and which challenge him but also help 
him gain a feeling of security. He may require help in obtaining the 
affection he craves from those close to him. School situations must not 
be excessively complex and the child should experience the feeling that 
he has an important place in the group activities. He and his situation 
must be studied together, and highly specialized services should be 
enlisted for diagnosis and treatment when necessary. Also it is of utmost 
importance that all adults working intimately with the child be well 
adjusted and emotionally stable. 











562 ELEMENTARY SCHOOL PRINCIPALS 





Masor Causes oF MALADJUSTMENT 

Why do some children exhibit undesirable personality traits? There 
are three basic causes which should be considered as possibilities in any 
case of maladjustment: (1) lack of security, (2) lack of proper amount 
of attention, and (3) lack of satisfaction. 

Lack of security—Every child needs to feel that he is wanted in his 
home, school, or community—that someone cares and is really inter- 
ested in his welfare. The economic situation in the home, the marital 
adjustment between parents, or the absence of either mother or father. 
the overindulgence or neglect evident in the parent-child relationship, 
and the attitude of other children toward him all do much to influence 
the child’s feeling of security. 

Johnny Jones’ behavior showed his lack of security. Johnny was a 
healthy, lively youngster of nine years. For two years he had caused 
his parents much worry by teasing his schoolmates mercilessly, fre- 
quently being untruthful, and taking small amounts of money fron 
home. His mother was at a loss as to what caused these tendencies 
especially since she and the father were trying their utmost to do 
everything for him. Johnny was a child of more than average intelli- 
gence. His home environment was good and his personality had been 
pleasing. 

When Johnny entered the office of the director in the child guidane 
department he looked about and said, ‘What a dirty looking place!’ 


It was true that the offices needed painting and the interviewer ex- 


plained that the department was moving at the end of the month. Hold- 
ing his coat in his arm, the boy then asked, “Where does a guy put 
his coat?” The interviewer explained that the coat rack had been moved 
and he could put his coat on the table. He ran his hand across the tab 
and complained, “What dust! If I had a janitor like that I’d fire him.’ 


After a few more critical remarks Johnny sat directly in front of the | 


interviewer, put his elbows on the desk and his head in the palms oi 
his hands, and stared straight into her eyes. Without shifting his gaz 


he said, “Well, shoot. What do you want?” In the interviewer’s mind | 


the question arose, ‘““‘Why this defense? What was causing the child t 
garb himself in this coat of veneer?” 

Just then the fire engines came down the street and stopped outsid 
the window to extinguish a fire in a car. Johnny’s eyes virtually poppe 
out of his head. In rapid succession he asked, “Do you know the volum 
of water coming out of that hose? Gee, did you ever see the hose on thy 
fireboat? And have you been to Coulee Dam?” The child knew thi 
actual volume of water in the hoses and gave a remarkable account | 
the Coulee Dam project. 








— 


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wil 
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7 


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CHILDREN WITH PERSONALITY PROBLEMS 563 








The fire over, the interviewer felt that she had gained the confidence 
of the child and invited him to call again. As Johnny went to the door 
he said, “Miss X, do you know why I’m a bad boy?” The interviewer 
said, “But John, you are not a bad boy.” “Oh, yes, I am!” he retorted. 
“And you'd be, too, if your Mummy and Daddy didn’t like you, if the 
teachers thought you were a ‘pain in the neck,’ and if the kids thought 
you were good when you were bad.” When the interviewer asked the 
child how he accounted for his mother’s bringing him to the clinic if she 
didn’t like him, he said, ‘“‘I never thought of that. The reason I know 
that she doesn’t like me is because I heard my aunt say several months 
ago when my mother was in the hospital having a new baby, ‘Isn’t it 
too bad that John and Ellen adopted a child and named him after John 
and now have a little boy of their own’.” At this he burst into tears. The 
interviewer saw her chance and took advantage of the situation. When 
she explained how much parents must love a little boy in order to adopt 
him as his parents did, and how much they must have cared for Johnny 
in particular to choose him from among so many others, his face bright- 
ened and he said, “Then they do love me!”’ 

Some work with the parents and teachers helped to establish the 
child’s feeling of security, and Johnny is now much happier. 

Lack of adequate attention—Children must receive their due share 
of attention and recognition. The amount depends upon the needs of 
the individual child. Too much attention may negatively affect be- 
havior as readily as too little. Often adults are aware of the necessity 
of satisfying this urge in children, but they fail to gratify the child’s 
desire because they have not discovered the avenues along which atten- 
tion can be satisfactorily given. 

Helen’s behavior resulted from her desire for attention. She was one 
of seven children, a rather unattractive, ill-kempt little person of eight 
years. She had been brought to the attention of the clinic because of the 
exaggerated tales she was telling and her mounting tendency to take 
such things as books and small sums of money which did not belong to 
her. The other children in the school did not particularly like Helen as 
a playmate but at noon crowds would gather around her to hear the 
wild stories she told and to share in the candy she frequently had to 
give them. Before long she began to exhibit other types of unaccepted 
behavior. She would make faces or comical remarks to attract other 
children and would pass notes during class sessions. 

A study of the home situation revealed that Helen was the fifth child. 
The family was on relief and the parents paid little if any attention to 
Helen. She was not always clean, her clothes were unattractive, and the 
other children in the school seemed to resent her. Helen was hungry for 





564 ELEMENTARY ScHOOL PRINCIPALS 


affection and a little recognition. She could get the latter by bribing 
children with candy, engaging in antisocial activities, and cutting 
capers. Altho this behavior usually ended in some type of punishment 
for her, she was willing to endure anything for the sake of attention, 

Lack of satisfaction—Chiidren need to experience certain satisfae- 
tions. They should know the feeling of being better than most childrey 
in a few things and as good as some children in most things. Likewise. 
they should learn to appreciate the fact that others will surpass them 
in many accompl’shments. However, children who are continuously 
challenged beyond their abilities in social situations, physical activities, 
or academic work, who never experience the satisfaction of being at the 
head of the class or of winning the race, or who receive blame for lack 
of achievement and fail to get praise when working to capacity an 
having the stage of maladjustment set for them. 


THE SEATTLE PROGRAM FOR ADJUSTMENT OF BEHAVIOR PROBLEMS 


Organization and general plan—The point of view outlined above is 
basic to the Seattle program for adjusting behavior problems. To help 
the schools obtain objective and reliable data on boys and girls in their 
classrooms and to make recommendations as to how the data may be 
utilized for the optimal growth and development of these children ar 
the primary purposes of the child guidance clinic in this city. 

In the Seattle program every teacher in each school is encouraged to 
take responsibility for the guidance of pupils under her charge. The 
administrative plan also provides for the services of counselors, ad- 
visers, and master teachers. These staff members are aided in the organ- 
ization of their work and in the utilization of knowledge about girls 
and boys by the supervisor of secondary-school guidance for the junio 
and senior high schools and by the director of the child guidance clinic 
for the elementary schools. 

The child guidance clinic thru its staff of psychologists provides th 
entire school system with a highly specialized service. Problems which 
present unusual difficulty and which have failed to respond to local 
treatment are referred to this center. The service is generally recom- 
mendatory since actual provision for adjustment must usually be mad 
in the school, the home, or the community. 

The child guidance department consists of the director of the child 
guidance clinic, the supervisor of secondary-school guidance, and 4 
staff of psychologists. The department also avails itself of the services 
of the school physician, social agencies, and psychiatric services in the 
community. The child guidance department serves a threefold function 
as follows: 











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to 
rel 
for 


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ou 


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the 


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in 


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CHILDREN WITH PERSONALITY PROBLEMS 565 





— 





FIGURE I—ReE .aTiIonsHie or THE CHILD GUIDANCE DEPARTMENT OF THE 
SEATTLE Pusiic SCHOOLS TO OTHER AGENCIES IN THE CoMMUNITY 


ng 



































ing 
nt MEDICAL AGENCIES SOCIAL AGENCIES PUBLIC SCHOOLS HOME 
On. . Physicians Catholic Charities Superintendents Parents 
: Hospitals Character Building Supervisors Relatives 
AC Red Cross Clinic Agencies Principals Guardians 
. City Health Clinic Family Society High-School Counselors Boarding Home Mothers 
en School Nurses Jewish Welfare Society and Advisers Interested Friends 
: Juvenile Court Attendance Department 
Se, King County Welfare Vocational Department 
Department. 
em Ff Ryther Child Center 
sly 
es, 
the 


CHILD GUIDANCE DEPARTMENT 





ick 
Director of the Child Guidance Clinic 
are Supervisor of Guidance in Secondary Schools 
Four School Psychologists 
Supervisor of Remedial Reading 


ie hie. 









































» js 
Medical examination Supervision of home Home teacher Habit training 
elp j Correction of physi- or child Academic reclassi- Emotional adjustment 
cal defects Boarding home fication: Cooperation on 
elr General health super- Economic assistance Special classes or academic work 
vision Summer camp adjusted program Recreation 
be Individual help 
are 
to 1. It seeks to help interpret to the community the aims and purposes of a 
‘he | guidance program, to aid in the solution of the problems of the individuals and 


ud- J  sroups in the school, and to enlist. the cooperation of the community in helping 
to solve such problems. 

2. It aims to assist principals and teachers in setting up a preventive and 
irls remedial program of group and individual guidance. 
ior 3. It aims to obtain a relatively complete clinical picture of children referred 
for study by the individual schools, to help the schools diagnose the difficulties 


an- 


ne of any pupil, and to help the faculty work out on the basis of such a diagnostic 
study a program of preventive or remedial treatment. 

the 

sch Figure I indicates the relationship between the department and vari- 

cal ous community organizations. The pupils are referred thru various 

m- channels to the department for study. The causes of the behavior prob- 

ade lems are determined, plans are evolved, and the pupils are referred to 
the agencies best equipped to carry out the treatment. 

sild Figure II indicates the specific contribution made by the school, the 

la medical field, the social agencies, and the child guidance department 

ces in the study and treatment of individual children. 

the Follow-up work with maladjusted children—In Seattle the child guid- 

ion ance department, in cooperation with the schools, makes a follow-up 


study of every child referred to it. This procedure serves three pur- 





wy 





566 ELEMENTARY ScHOOL PRINCIPALS 


FIGURE II—Tue Srupy anp TREATMENT OF THE INDIVIDUAL CHILD IN TH» 
SeaTtLe Pustic ScHOooLs 


CONTRIBUTIONS TO THE STUDY OF THE INDIVIDUAL CHILD 





























nee 
School Medical Department Child Guidance Department Social Agencies 

Report of Record of Study of Summary of a 
Academic record Health history Mental abilities Family history 
Social adjustment Physical defects Special disabilities Economic condition 

environme: General health Behavior patterns Parental attitudes 
— - inter- Secial problems Emotional relations 
e 
$$ 
METHODS OF STUDYING THE INDIVIDUAL CHILD 
School Medical Department Child Guidance Department Social -Agencies 

Analysis of Examinations by Interpretation of Case records | 
Academic records School murses Intelligence tests Home visits 
Group tests Physicians Diagnostic tests Conferences 
Achievement tests Clinics Vocational tests Clearance thru the 
Conferences Hospitals Interviews Social Service 

Exchange 
METHODS OF TREATING THE INDIVIDUAL CHILD 
School Medical Department Child Guidance Department Social Agencies 

Grade placement Correction of health Formulation of plan thru Parental education | 

Sl sectiors problems thru the study of reports and | Foster home placement 

Adjustment classes Supervision by test results, and thru Recreational opportu- 

Special classes School mrses conferences with child, nities | 
Deaf Medical Department parents, school, and Economic assistance j 
Sight-saving Health Education De- social agencies Summer program and | 
Speech partment camps | 

Program modification Clinic services | 

Remedial instruction Private physicians 

Vocational education 




















poses: (1) to determine whether the department’s analyses have cor- 
rectly ascertained the causes underlying the child’s maladjustment; 
(2) to see whether the individual is reacting to recommended treat- 
ment; and (3) to decide what further treatment may be necessary. I! 
Mary continues to take as many things which are not hers, if Peter 
still insists on prevaricating, if Helen delights as much as ever in tor- 
menting others, and if Nancy continues to go off into a corner alone and 
look longingly at the group, then our efforts have failed and we must | 
continue our study, enlisting all the help we can get. If, on the other 
hand, these children have begun to substitute desirable behavior for 
the undesirable, we will pursue our work with them further along the 
lines being followed, until each child is experiencing success and happi- 
ness in behavior that is useful, effective, and socially acceptable. 





CONCLUSION 


It is extremely difficult to identify in the life of any individual thos 
elements which have been responsible for a particular behavior disturb- 
ance. It is also difficult to separate behavior that is symptomatic of 
temporary disturbance from that which is symptomatic of deep-seated 
maladjustment. However, persons concerned with the solution of chil- 
dren’s behavior problems should not beceme discouraged or pessimistic 
but should realize that helping boys and girls to face life realistically, 
happily, honestly, and usefully will produce some of the greatest satis- 
factions educators can experience. 





m 
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di 


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fr 
al 


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CHILDREN WITH PERSONALITY PROBLEMS 567 





ADJUSTING PERSONALITY DIFFICULTIES IN THE 
TRADITIONAL SCHOOL ORGANIZATION 
Estetite L. SitverRMAN 
Principal, Public School No. 25, The Bronx, New York City 


lems of adapting the curriculum and methods of the elementary 

schools to a changing social order, those of us who are working 
in the field are confronted with “a condition, not a theory.” Paradoxical 
as it may sound, thousands of elementary-school workers are doing a 
very good job in a thoroly bad setting. Many who are serving in large 
and intricately organized school systems are powerless to make funda- 
mental changes in policy or significant modifications in the prescribed 
courses of study. However, these obvious limitations do not preclude 
marked variations in the degree of success with which different workers 
in the same school system may handle problems in personality adjust- 
ment. 

In the following discussion those technics will be set forth which 
have proved valuable in a school in a polyglot section of New York, 
where pupils of some twenty-odd racial origins have in common only 
the fact that practically all of them come from homes in the low 
income group, whether the parents are dependent upon public relief 
or are employed at unskilled labor in private industry. 

The undesirable personality traits arising from this background are 
many. There are the children whose difficulties are associated with the 
need for escape from an unsatisfactory environment, such as the day- 
dreamer, the hypochondriac, and the child who, from sheer lack of 
normal self-confidence, fails to work up to his native capacity. Other 
children seek to compensate for disappointments and inadequacies by 
aggressively antisocial acts. Here are included the rebels, the bullies, 
the children who give way to violent temper tantrums at the slightest 
provocation. In all these cases it is essential that control be built up 
from within, rather than imposed from without, if there is to be real 
and lasting modification of undesirable traits. 

Of course, in a community like New York there are numerous, but 
by no means adequate, medical and social agencies to which some of 
the most extreme pathological cases may be referred. There is legal 
machinery, too, for removing children from homes where improper 
guardianship exists. However, it is not the purpose of this article to dis- 
cuss community facilities for dealing with personality problems. The 
aim is, rather, to describe what the school itself can do to create a 
wholesome emotional atmosphere in which warped personalities can 
find their way to more nearly normal development. 


Wie EDUCATIONAL THEORISTS are concerned with the larger prob- 








568 ELEMENTARY ScHooL PRINCIPALS 


UNDERSTANDING AND GUIDING TH® TEACHER 


In a program of personality adjustment the work of the principal 
falls into two main categories—teacher guidance and child guidance. 
If teachers are to be led to take a mental hygiene approach to their 
classroom problems, it is essential that administrative procedures jy 
the school be such as to enable the teacher to function as a calm. 
well-balanced person, free from unnecessary anxieties. Too often, the 
very supervisors who advocate sympathy, tolerance, and a sense of 
humor in teacher-pupil relations fail signally to exemplify these traits 
in their own dealings with teachers. Teachers, it must be recognized. 
are only human; they cannot be expected to act with infallible wisdom 
under all the complex stresses and strains of the classroom, nor ean 
they reasonably be expected to produce results in subjectmatter mastery 
beyond the natural capacity of the pupils they are teaching. 

It must be frankly recognized that there are times when the best 
teachers need assistance in dealing with behavior problems. The super- 
visor, who has the advantage of being able to give undivided attention 
to any disturbing pupil in complete privacy, must assume responsi- 
bility for giving reasonable assistance to teachers without making 
them feel that their prestige is being jeopardized when they refer a 
problem to the principal. There are times when merely removing a 
pupil with exhibitionist tendencies from his audience will effect a 
letdown of intolerable tension in a classroom. 

Destructive tension in a classroom is often induced by unnaturally 
high standards of attainment in subjectmatter mastery. In school sys- 
tems where homogeneous grouping on the basis of intelligence quotients 
is required, it is essential that the teachers of dull classes be made to 
realize that they are going to be judged not only in terms of test 
scores, but principally in terms of character building. (It is a signifi- 
cant fact that where the teacher is primarily concerned with building 
self-respect, improvement in scholastic achievement comes almost as 
a byproduct.) Even with teachers of normal or bright pupils, undue 
emphasis on subjectmatter mastery will lead to unwholesome compe- 
tition, professional jealousy, and often to distinctly unethical practices. 
The wise principal will resist the temptation to lay the emphasis upon 
high marks, even tho this may be the obvious way to win recognition 
from his own official supervisors. 

A large insurance company recently conducted a survey of teachers 
health problems. A strikingly high correlation was found between 
teachers’ attendance and the character of the school administration. 
Absences were least frequent in those schools where supervision was 
friendly and democratic. If the physical health of teachers improves 








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CHILDREN WITH PERSONALITY PROBLEMS 569 





— 


with sympathetic, intelligent supervisory relations, how much more 
must mental health respond! It is almost axiomatic that teachers who 
are themselves hard-driven will, in turn, become “drivers” of children; 
while those who are working in a situation that makes for self-respect 
and security are almost certain to create something of the same emo- 
tional climate for their pupils. 


UNDERSTANDING AND GUIDING THE CHILD 


If teachers, who are presumably mature people with a measure of 
security, need patience and sympathy from their supervisors, it is 
obvious that the need of the maladjusted child for understanding must 
be even greater. To the mental hygienist every “problem child” is a 
“child with a problem.” One need not be a sentimentalist to recognize 
that a misbehaving child is not a happy child, and that something con- 
structive must be done for children who show undesirable personality 
traits. In the case of the shy child, self-respect must be built up thru 
providing satisfactions that are new to him. In the case of the aggres- 
sive child, there must be sublimation of energies that have been directed 
toward unworthy ends and the development of an attitude of honest 
self-criticism. 

The shy child—The child who is shy and lacking in confidence must 
be given a taste of success; he must be given a feeling of belonging. 
Sometimes, when a child is quite incapable of doing the usual work 
of the grade, giving him special assignments that are within his power 
will have a therapeutic effect. This is particularly true if the child 
has a special aptitude that can be utilized. For instance, a child who 
is very unsuccessful in academic work may be skilful in the use of 
tools or may have a fine sense of color that enables him to turn out 
artistic products. Utilizing the talents of such a child will build up 
his self-esteem in two ways: There will be the inner satisfaction which 
comes from successful creative work, and also that sense of being 
respected by one’s own group which arises from the admiring approval 
of classmates. 

Schools with an activity program are in an excellent position to pro- 
vide such experiences for the child with a special talent. Even the 
traditionally organized school, however, often affords excellent outlets 
for creative ability thru extracurriculum activities. An art club may 
be the means of giving real satisfaction to a child with an overwhelm- 
ing sense of inferiority. Even when the right kind of club at the right 
age or grade level is not available, the resourceful teacher will suggest 
special jobs to be carried out at home. Given a few simple materials, 
a boy who has a knack with tools can make for use in a history or 








570 ELEMENTARY ScHoo, PRINCIPALS 





geography lesson a model that will completely offset his inability tg 
contribute to the verbal discussion of the subject. 

With a child who has no special talent, the problem of building up 
self-respect is more difficult. However, there are useful but unskilled 
tasks that -ch children may be called upon to perform. One instance 
comes to mind of a boy whose attendance was very irregular because 
he often felt sick in the mornings when it was time to get ready for 
school. A medical examination revealed no serious physical defect, 
so it was decided that his lack of success in schoolwork was a probable 
cause for this quite unintentional escape mechanism. When he was in- 
vited to come to the principal’s office early in the mornings to help sort 
the mail and distribute it to the teachers, he not only came to school 
regularly but showed a degree of alertness in the classroom that was 
as gratifying as it was unexpected. Every experienced teacher can 
recall instances of this kind. However, a word of caution is necessary 
about monitorial assignments. A child with personality inadequacies 
such as this boy evidenced must never be put in charge of other chil- 
dren; he should be asked to deal with inanimate objects or to carry 
simple messages so that there will be no risk of an untoward incident 
that might undermine his self-confidence. 

Another problem of the nonaggressive variety is presented by the 
child of average, or better than average, mentality, who is failing to 
work up to normal expectations because of a sense of inadequacy. 
Remedial work, given individually or in small groups, is sometimes 
helpful in these cases. Sometimes, where there is homogeneous group- 
ing, placing these children with a dull group may give them a needed 
sense of superiority, provided that they are made to realize that the 
transfer is intended not as a punishment but as a means of letting 
them “catch up” before rejoining a group of more rapid learners. Often 
these children will profit by being transferred to the class of a tactful 
and understanding teacher who will know how to give wise encourage- 
ment. 

The aggressive child—Not only is a tactful teacher valuable in help- 
ing the retiring pupil; she is indispensable in training the aggressive 
type of maladjusted child. Her attitude is never punitive; it is rather 
that of a kind but firm counselor who is interested in helping the 
pupil to find himself. Rewards and punishments, other than the natural 
and inevitable ones of social approval or disapproval, should not enter 
into the treatment of these pupils. Most of them are inured to punish- 
ment and are proud of their ability to “take it.” The child must be made 
to realize that one can hate the offense without hating the offender. 








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CHILDREN WITH PERSONALITY PROBLEMS 571 








se a 


The more objective both the adult and the child can be about the 
offense, the better the chances for correction. 

Sometimes the simple statement, “You know, I really can’t help 
liking you, in spite of your being such a little nuisance,” will establish 
real rapport; more often than not the young rebel is a neglected child 
who, for all his “tough” demeanor, is really hungry for a bit of kind- 
ness. A technic that never fails to surprise and disarm a child who 
has been referred to the office for reproof is to begin the interview 
with some show of solicitude over his physical condition. An inquiry 
about a bandaged finger or a broken shoe, or a suggestion to an 
anemic-looking girl sagging under the weight of a pile of textbooks 
that she lay her books down and take a chair, will invariably elicit 
a courteous response. 

Another good procedure is to give the child a chance to state his 
side of the story almost at once. Sometimes sullen silence is the only 
response to such an offer. In that event, the teacher or supervisor can 
always find other work to keep him occupied for the next fifteen or 
twenty minutes. Usually the experience of being ignored for that length 
of time will make the child very ready to reply when again addressed. 

More often than not, however, a request that the child state his case 
will lead to a very voluble, perhaps hysterical, recital of grievances, 
imagined or real. It is important not to appear shocked at the language 
or the tone of such an account. If it is honest—and it generally is—the 
adult knows exactly what he has to deal with. Usually there are mis- 
conceptions on the part of the child to be cleared up; and more often 
than not some injustice or lack of tact on the part of the teacher will 
appear as an important element in the situation. There is nothing 
that will do more to build up cooperation in such a child than a willing- 
ness to help in straightening out a difficulty of this kind. A real in- 
justice should never be glossed over. There is nothing that rankles like 
injustice. Every adult still remembers with real acerbity some experi- 
ences of his own childhood that he has never ceased to resent. 

In addition to the inarticulate child and the overwrought child, there 
is the one who, when asked for his version of a difficulty, will admit 
with real embarrassment that he just lost his temper, or that he doesn’t 
quite understand what did start it all. Such a child needs help no less 
than the others altho his problem may be somewhat different. 

More often than is generally realized, disturbing scenes in the class- 
room are the result of emotional disturbances at home. Resentment 
against a parent may translate itself into rebellion against authority 
in the classroom, as personified in the teacher. It does not necessarily 
take a psychiatrist to discover a situation of this kind. It is surprising 








572 ELEMENTARY ScHooL PRINCIPALS 





how often a leading question, based on nothing more than a good 
guess, will uncover a serious conflict in the home. It can be done quite 
casually with such a remark as: “You must have got out of bed with 
the wrong foot first this morning. Did you have a scrap with someone 
before you came to school today?” Often a torrent of invective against 
some member of the household will follow a question of this kind, 
Usually the mere act of talking about a grievance will give an emo- 
tional release that will enable the child to calm down for the rest of 
the day. It is important, of course, to listen sympathetically and to 
refrain from sermonizing. One must try, as a first step, to build a 
hopeful attitude toward the school environment. Let the child think 
of the school as a place where patience and fair play are assured. 
With growing maturity he may be led to take a more sympathetic and 
understanding attitude toward the home situation. 

Very often an offer to talk things over with the parents and to 
present the child’s point of view is eagerly accepted. Sometimes it is 
refused; in such a case it is generally better not to force the issue. 
Rarely are parents of seriously maladjusted children capable of effect- 
ing intelligent cooperation with the school. This is one reason why 
it is generally inadvisable to notify the parents of the child’s miscon- 
duct in school. Moreover, the fewer people that know of his misbe- 
havior and the less he is reminded of past offenses, the better for his 
self-respect. 

For the same reason public apologies should not be demanded. A 
forced apology is almost always followed by fresh acts of aggression. 
The best way that a child can manifest his regret for a rebellious 
attitude is by willing compliance with the rules upon his return to 
the classroom. Often when nothing has been said about an apology, 
a child will spontaneously express his regret for what has occurred 
or his intention of doing better. Such a reaction means a genuine, tho 
not necessarily lasting, change of outlook. Certainly no sensible person 
would expect an emotionally unstable child to be “reformed” by a 
single experience of this kind. The same symptoms will undoubtedly 
recur; but if the recurrences tend to become less frequent and less 
severe, and if the child becomes increasingly self-critical, one may feel 
that genuine control is developing. 

A more complicated problem is presented by the child who, in addi- 
tion to being resentful and nervously irritable, is given to exhibitionism. 
In this case, more than in any other, an attempt at public reproof is 
bound to defeat its own purpose. In dealing with these children it is 
essential to be calmly impersonal, no matter how great the temptation 
to show resentment or annoyance. Nothing gives a child of this type 





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CHILDREN WITH PERSONALITY PROBLEMS 573 





greater satisfaction than to feel that he has “got a rise” out of the 
teacher or supervisor. On the other hand, the adult can only acquire 
added prestige in the eyes of the other pupils by the ability to keep 
his temper in a trying situation. Often if the exhibitionist develops a 
liking for the teacher he will go to extraordinary lengths in perform- 
ing little courtesies, a distinctly more acceptable expression of his need 
for attention. 
CoNCLUSION 


The longer one deals with maladjusted children, the stronger grows 
the conviction that success or failure in modifying undesirable person- 
ality traits is more a matter of attitude than of action on the part of 
supervisor or teacher. There is a French proverb to the effect that “to 
understand all is to forgive all.” Certainly the more a teacher can learn 
of the child’s home background, and the better he can know him as 
a person, the greater the likelihood of his being able to give the child 
the moral support he needs in making a satisfactory adjustment. The 
physical restlessness of a boy who stays out on the stairs half the 
night waiting for a drunken father to fall asleep becomes tragic in- 
stead of annoying in the eyes of the teacher who knows the cause. 

If every child who is the victim of unsuitable home surroundings 
could be transplanted to an ideal environment, our task would be a 
simple one. As things are, the best we can hope to accomplish is to 
make the maladjusted child realize that there are decent people in 
the world, and that there are decent ways of meeting difficult situa- 
tions. We can do this not by sermonizing, but by our own exemplifica- 
tion of the traits we wish to teach, namely, tolerance, patience, sym- 
pathy, and above all, essential respect for personality. 








574 ELEMENTARY SCHOOL PRINCIPALS 





A COOPERATIVE ATTACK ON PERSONALITY PROBLEMS 


CLARA SPRINGSTEED BACON 


Assistant Superintendent of Schools, Amsterdam, New York 


OW CAN WE FIND TIME to give adequate attention to individual 
needs, interests, abilities, and personality problems in the 
course of the school day, packed as it is to overflowing? This is 

the reaction of many teachers to discussions of the need and value of 
adapting school life to individual differences. It is not that teachers 
still believe in mass production or that they are satisfied with group 
instruction, which is a step in the right direction. Rather, it is the 
eternal question of infinite demands upon a limited amount of time. 
With the present tendency of organized taxpayers, and even some 
educators, to urge a heavier teacher load as a means of economy in 
school administration, the amount of time which can be devoted to 
individual needs is in danger of being further curtailed. However, there 
are teachers with enough real idealism, enough devotion to the children 
entrusted to their guidance, and enough courage and grit to attack the 
problems of the individual child in spite of almost unsurmountable 
obstacles. 

What can teachers limited as to time, specialized training, and 
available funds do? What are they doing? This article relates how the 
teachers of Amsterdam, New York, attacked one phase of the problem 
and how they have attempted to guide their pupils in building desir- 
able personality traits. 


ScoPE AND PROCEDURE OF THE PROJECT 


Being aware of the fact that it is much more difficult to measure 
growth in personality than in subjectmatter, the teachers decided to 
experiment in organizing and carrying on a study of children’s per- 
sonality traits. The type of study to be undertaken, its limitations, 
the organization of procedures, and the technics to be used were de- 
termined cooperatively in a series of discussion meetings with the 
assistant superintendent. All agreed that such a study must start 
with the child where he is and as he is, rather than with preconceived 
standards or notions as to what he ought to be. The following ques- 
tions regarding each child were considered: 

1. What is this child like? 

2. What are desirable personality traits from the point of view of the child 
and his relations with others? 


3. What are this child’s special needs in the light of (2)? 
4. How can we help the child to satisfy those needs? 





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CHILDREN WITH PERSONALITY PROBLEMS 575 





The teachers decided that the first thing to do was to write a descrip- 
tion of the child, including his physical, mental, emotional, and social 
qualities as well as information regarding his home and other out-of- 
school environment, since all phases of the child’s life interact and 
combine to make him what he is. 

Next they indicated some traits generally desirable from the point 
of view of children and their relations with others. Among the physical 
traits listed as desirable were good posture, healthy color, bright, 
clear eyes, adequate weight for height and age, cleanliness, orderliness 
in care of self, appropriate muscular development, and an inclination 
toward activity. It was felt that an adequate description of mental 
attributes should include the IQ and other evidences of general in- 
telligence or achievement; the degree of readiness and skill in securing, 
organizing, and using knowledge; and any outstanding knowledge or 
ability. Among the traits considered as indicative of emotional sta- 
bility were security, self-control, self-confidence, happiness, frankness, 
naturalness, persistence, ambition, industriousness, interest, and self- 
dependence. Socially, it was agreed, the child should be considerate of 
others, participative, cooperative, fair, responsible, courteous, and 
prompt. 

Consideration of the child and his background made apparent cer- 
tain specific needs or objectives. These objectives were set up in one 
of three ways: (1) by the teacher without the knowledge of the child, 
(2) by the teacher in consultation with the child, or (3) by the child 
with the advice and help of the teacher. The choice of procedure for 
setting up objectives was determined by the kind of child and the 
type of need. Plans for growth were also outlined in one of these three 
ways. Evidences of growth toward objectives were kept in the teach- 
er’s record, in the child’s record, or in both. 

Some of the means used for noting evidences of growth were the 
teacher’s daily observations, the child’s daily observations, observa- 
tions by other children in the class group, conferences with parents 
or other relatives, conferences with leaders of groups to which the child 
belonged, and observations by special subject supervisors, the prin- 
cipal, the school nurse, the attendance officer, and the county agent 
for dependent children. 

Evidences of growth were recorded by means of charts devised by 
teacher or child or both, “anecdotal behavior journals,” weekly or 
monthly records, reports of activity units, and letters or statements 
from parents or other interested members of the community. 

Toward the close of the school year a series of discussion meetings 
was held to review records of individual children and to note par- 





+ 


576 ELEMENTARY ScHoon PRINCIPALS 





ticularly effective ways for getting information about children, the 
most helpful means of developing certain desirable traits, and the dif. 
ferent types of evidences of growth. This series of discussions had to 
do mainly with an evaluation of the year’s experimental study. 


TREATMENT OF INDIVIDUAL CHILDREN WITH PROBLEMS 


Probably the best means of showing the individual treatment used 
with children who had personality problems is to describe in detail 
certain specific cases. The cases of Elsa, Harold, and Richard are 
typical. 

Elsa—When Elsa appeared in the third grade at the beginning of 
the year she was noticeably underweight, carelessly dressed, and 
slumped in posture. She had’ poor color and dull eyes, and there wen 
signs of faulty diet, lack of sleep and rest, and lack of fresh air. She 
was also handicapped by a slight speech defect. An intelligence tes 
indicated average mental ability but she was unusually slow in get- 
ting, organizing, and using knowledge. She maintained an antagonistic 
and overbearing attitude toward other children, was quick to take 
offense at their actions, and frequently became sulky. She seemed very 
anxious for attention and would try to secure it by refusing to cooperate 
with the other children. 

A visit to the home revealed a domineering father who thought his 
child had above-average ability and was just being “picked on” by 
the teacher and the other children in the class. The mother also was 
convinced that the child was just as bright as a neighbor’s child who 
was particularly alert, and she resented the fact that the teacher was 
providing special help in speech correction for her child. The grand- 
mother lived in the home and waited on the child constantly, dressing 
and undressing her, picking up her clothes, and putting away her toys 
The child had become so dependent upon the elders of the family that 
she demanded their constant attention. 

The teacher set out upon a remedial program designed to do fou 
things: (1) to develop Elsa’s responsibility for tools and for work 
in school, (2) to awaken in her a desire to participate in class activi- 
ties and to cooperate with the other children, (3) to help her acquire 4 
feeling of appreciation rather than of resentment for special help, 
and (4) to aid her in building health habits (especially those associated 
with food and sleep) that would lead to an improvement in nourish- 
ment and weight. The teacher’s plans for helping Elsa to grow toward 
these objectives were as follows: 


1. Make her responsible for the care of books, pencils, paper, and other 
equipment which she used. 








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CHILDREN WITH PERSONALITY PROBLEMS 577 





2. Insist upon her completing a job which she had started. (At first the job 
was very simple and easily and quickly accomplished.) 

3. Praise her for the completion of a job and the quality of the work, pro- 
vided the latter deserved praise. 

4, Provide opportunities for group work. Make clear that her part was essen- 
tial to the work of the group. 

5. Emphasize the gain in speech correction so that she would feel a sense 
of adequacy and power. 

6. See that she was given a mid-morning lunch of crackers and milk. 

After the teacher had been working patiently along these lines for 
two months, she called again at Elsa’s home. This time the mother 
received her more cordially, said she had noticed changes in her child, 
and asked how she could cooperate with the teacher in her plans for 
Elsa. To the mother the teacher made the following suggestions: 

1. Elsa should be encouraged to dress and undress herself, take care of her 
clothes, and take care of her toys. 

2. She should be encouraged to help her grandmother instead of accepting 
so much attention. 

3. The grandmother should make Elsa feel happy in helping. 

4, Elsa should drink milk at least twice a day. 

5. She should sleep at least ten hours with window open. 

6. She should not be expected to achieve, in school or at home, what was 
beyond her. 

7. She should be helped to evaluate her own work honestly. 

The following evidences of growth were indicated in the diary of 
the child as kept by the teacher: 

1. Elsa did assume responsibility for the care of her tools and other possessions 
Loschool and at home. 

2. She gradually participated more and more in class and group activities. 

3. She cooperated willingly with the teacher and other children. 

4. She began to find joy in doing things for the mother and grandmother at 
home on her own initiative. 

5. She gained weight, looked brighter and happier, and her posture improved. 
6. She was fair in appraising her own work and was willing to evaluate the 
work of other children as better than her own. 

The mother no longer made the child unhappy by expecting her to 
do work beyond her ability and no longer compared her with her 
neighbor’s child. The most convincing of all signs of improvement was 
that Elsa cried when she could not go to school. At the beginning of 
the year she cried because she had to go to school. 

Harold—One day the father of this sixth-grade boy met the boy’s 
teacher on the street and asked her what she thought of his son. The 
father said, “I know Harold has good stuff in him, but I can’t seem 
to bring it out.”” The boy was very tall for his age, thin, wiry, nervous, 
and the leader of a “gang.” He seemed to be of average mentality but 
had special aptitude for drawing, for using tools, and for dramaties. 
Moreover, he was prompt, honest, courteous, and responsible but not 





578 ELEMENTARY ScHOOL PRINCIPALS 





very industrious. The teacher found out from conversation with the 
father that the boy spent most of his time out of school prowling 
around with his gang. The teacher suggested that the father provide 
activities for him out of school hours and asked if the boy might work 
on scenery for the dramatization of Pinocchio which the class was 
planning. The father said, “Sure, anything you can give him to do 
outside of school will help me.” Harold made most of the scenery him- 
self, but the father became so interested that he helped him with 
parts of it. The boy became so absorbed in the play as worked out by 
the class that he memorized the whole script and appointed himself 
official prompter at the presentation. 

Richard—Richard, a second-grader, was a tall, slim, delicate-looking 
child with wistful brown eyes. His quick and constant movements 
indicated lack of nervous stability. His health habits were fair, tho he 
was apt to neglect his nails, hair, and teeth. He had an IQ of 96, 4 
chronological age of seven years and seven months, and a mental age 
of seven years and four months. Richard liked to read, and in answer 
to the teacher’s question, “Why do you want to learn to read?” he 
replied: 

So I can read library books 
So I can read the Recorder (Amsterdam newspaper) 
So I can read the funny papers 


So I can read big, thick books 
. So I can read a valentine, if I get one. 


ore Oo ko 


He was good in arithmetic and he had some original ideas in drawing 
but lacked the ability to organize his ideas to make a satisfying 
picture. 

Richard’s associates considered him happy, self-confident, persistent, 
ambitious, and industrious, but he was not always frank or honest in 
certain situations. He was inclined to be quick-tempered and had 
temper tantrums at home. In dealing with others he seemed to be co- 
operative, courteous, prompt, and fairly resourceful. On the other 
hand, he was frequently unfair, irresponsible, and rather inconsiderate. 

Richard’s mother and father were of foreign birth. They both workeé, 
with the result that Richard and his older brother were alone a great 
deal. The mother was apt to discipline the children by bribery. 

The teacher first tried to develop responsibility and trustworthiness 
in Richard by test situations which involved his evaluation of his own 
work. He was asked to serve as leader of his group or of the class 
in the absence of the teacher. He was appointed “head painter” for 
the Mother Goose library in his room and he showed marked interest, 
meticulous care, and decided responsibility in carrying out this project. 

In this case the teacher discussed with the child his particular needs, 








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CHILDREN WITH PERSONALITY PROBLEMS 579 





and together they planned for meeting those needs. They checked evi- 
dences of growth in personal conferences and made further plans on 
the basis of progress already made. Some of the values of this study 
to the teacher are given by her in the following statements: 


1. I have had a feeling of satisfaction in seeing a child respond to objectives 
which I thought would be of help to him in making his life happier and more 
worthwhile. Also I feel that I have helped him to adjust his personality so that 
he will make a better citizen. 

2. As I worked with Richard I became more alert to see where I could help 
other pupils in my grade, and I feel that next year I will know better how to 
cope with difficult cases and so help the children with their problems. 

3. My study of Richard required research work which helped me not only 
with him but with this class, and which will help me with other classes too. 

4, At first I did not understand Richard. He was likely to get on my nerves 
and I would feel very much provoked with him. After I had studied him espec- 
ially I grew to understand some of the little things that had annoyed me and 
treated them in a different way. For instance, I found that he was not the 
“smarty” type I had thought, but nervous, excitable, and desirous of attention 
and praise. 

5. I have felt, too, that the other children understand Richard much better. 
Now they seem to like him and do not look for his faults. They choose him to 
work with them. 


CONCLUSION 


Any appraisal of these technics for correcting personality maladjust- 
ments is difficult. Thoroly objective measurement is impossible. How- 
ever, the following statements by children themselves indicate not only 
consciousness of growth but also joy and satisfaction in it: 


1. I learned to be interested in things that are said and done and to show 
it by the expression on my face (Helen). 

2. I learned to listen to other people’s opinions and to receive corrections 
on my Own opinions without “blowing up” (Leonard). 

3. I noticed that the chairman was thoughtful of others and made the most 
of what was said (Geraldine). 

4. I learned to cooperate with my classmates for the good of the class (Peter). 

5. I have learned not to vote for my friends just because they are my friends, 
but to vote for the ones I think would make the best officers (Florence). 

6. I have learned how to converse with strangers (Beulah). 

7. I learned not to speak too long because there are others to consider (Helen). 

8. Knowing how to introduce people to each other and what to say when I 
am introduced gives me a comfortable and easy feeling (Beulah). 

9. I have learned to help people correct their mistakes instead of laughing at 
them (Florence). 


The assistant superintendent in charge of the project feels that thru 
participation in the study and treatment of maladjusted children her 
own point of view was enriched by (1) keener awareness of the objec- 
tives of the elementary school, (2) realization of the necessity of con- 
tinually reinterpreting and clarifying these objectives in accordance with 
changing needs, and (3) appreciation of the value of planning definitely 


_ to attain the objectives and of recording evidence of their attainment 


as a basis for further growth. 








580 ELEMENTARY ScHooL PRINCIPALS 


A COOPERATIVE STUDY OF PERSONALITY 
DISTURBANCES 
Botetta A. BURLESON 

Principal, Latona Avenue School, Los Angeles, California 


HIS ARTICLE SUMMARIZES three years of experience with a cooper. 

ative study of personality disturbances among children at ¢| 

Latona Avenue School in Los Angeles.' Three significant facts 
have been revealed, namely, that such a study can be carried thru, 
that it is possible to secure the expert help of many school agencies, 
and that teachers willingly cooperate in a study when the findings 
apply directly to their own situations. It is believed that an account 
of such an experience may indicate to others the value of group con- 
sideration of certain difficult personality problems found in children, 


e 


DEVELOPING PLANS AND PROCEDURES 

The study began in 1936. The superintendent of instruction in refer- 
ring to the unsocial behavior of a child asked the teachers, “What ca 
vou do for him? What are you doing for him?” The teachers took 
inventory of their procedures and found only vague generalities, wit! 
little of constructive or permanent value. Then and there it was decided 
to make an organized effort to help the unadjusted child. 

In September each teacher was asked to select a child to be th 
subject of a semester’s study. The instructions were to choose a pupil 
who had been unusually troublesome and annoying. At the next staff 
meeting each teacher reported in detail on her selected child. Most o 
the reports were colored with emotion, some quite vividly. Boys and 
girls were described as “terrible,” as “lying, stealing, and cheating, 
and as “biting, striking, and kicking.” 

This was the most difficult phase of the entire three years of study 
It was apparent that the teachers were sadly off the track. So far al 
group discussion had been entirely negative. The experiment was o! 
the verge of being discontinued when the district counselor met wit! 
the staff and helped to change the negative attitudes. She directed th 
teachers’ thinking with such questions as, “Are you not describing 
symptoms? Is the child’s behavior really so awful? Have you made : 
real search of causes?” Wickman’s Children’s Behavior and Teacher 
Attitudes * was suggested for basic reading and it proved invaluabl 

1 "Fhe author wishes to express acknowledgment aad supreciation to the following perme @ 
collaborated in the study: Elizabeth Sands, superintendent of instruction, 1936; Clara Schmitt 
assistant supervisor, educational research and guidance; Cora Lee Danielson, assistant supervis 
education of exceptional children; Cora Bacon, counselor; Ruth Blanton, elementary-sch 
principal; Marie Wilson, nurse; Arthur R. Timme, psychiatrist; and the teachers of Lato 


Avenue School. 
2 Wickman, E. K. Children’s Behavior and Teachers’ Attitudes. New York: Commonwealth 


Fund, 1928. 247 p. 





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CHILDREN WITH PERSONALITY PROBLEMS 581 








Analyzing teachers’ attitudes—Acting according to the new point 
of view, the teachers next listed types of undesirable behavior and tried 
to analyze their own reactions to such behavior. Each one attempted 
to answer the question, “How do I feel about it and why do I feel this 
way?” To quote Wickman, “Teachers’ reactions to the behavior prob- 
lems of children are largely determined by the direct effect which the 
behavior produces on the teachers themselves.” * 

The thinking of the group changed as they asked themselves these 
questions: “Are we pleased or displeased with a child because he 
reflects our own good or poor judgment? Is the child’s behavior actually 
unsocial or does it just challenge our authority? Why is the child 
repeatedly tardy? Is there something in the school situation he wishes 
to avoid? Are we sincerely trying to find the difficulty or do we merely 
want behavior which does not offend our sense of order? Do we com- 
pensate by dominating?” Consideration of these questions was inval- 
uable to all. As their insight developed, the teachers were much less 
inclined to condemn children whose conduct was unsatisfactory. 

During the second month a chart with these headings was used: 


| | 
Behavior (of child) } Teacher's attitude | Explanation (of attitude) 








1. Defiant, unruly; runs about | Anger. |Too much time necessary to 
room. | force issue. 
| 
2. Untidy; leaves books and | Annoyance. | Sense of order offended. 


papers scattered on floor. | 


3. Boisterous; persistently | Disgust; deter-|An unlovely, unattractive 


pushes in front of others.| mined patience. | child. 


As these reports were discussed more tolerance and understanding 
developed. The headings were rewritten and the teachers tried again. 





Behavior Suggested remedy Teacher's attitude Result to child 





l. Consistently| Use charts to check | Determined effort |Some control ac- 


evades respon- | daily habits; pro-| tostaywith prob-| quired; enthusi- 
sibility. | vide for personal lem. astic response to 
| attention, re- personal atten- 
| ward, rest, affec- tion. 
| tion. 


2. Slaps and_ bites 
playmates; con- 
tinually in| 


trouble on| 
grounds. | 


® Wickman, E. K., op. cit., p. 181. 


Reward if able to|Child’s very great | Some realization of 
play quietly. need sensed. ability to control 
her own life. 














582 


ELEMENTARY ScHOOL PRINCIPALS 





Extending the scope of investigation—The limitations of these meth. 
ods were soon recognized. Home conditions were such a vital factor 
A divided home, economic stress, disagreement among parents as to 
ways of handling a child—all were important in understanding unsocia| 
behavior. A much closer contact between home and school had to be 
established. 

The teachers also tried to find out something of the child’s reactions 
to specific situations. The following questions, similar to those sug- 
gested by Adler, were among those used: 


. Is the child’s manner confident or hesitating? 

. Is he a friendly spirit? 

. Does he meet your glance frankly? 

. Does he shrink or withdraw when you speak to him? 

. Can he face reality? 

. Does he tend to degrade others? 

. Is he friendly only as long as he can dominate? 

. What would he do if allowed to do exactly as he wished? 


CONTOuorwne 


The writer followed thru with one case study and the little girl in 
question gave this enlightening answer to the last question: ‘I would 
never, never go to school; I would never, never make my bed; and | 
would never, never, never dust in the corners.”” Evidently a very great 
conflict existed here between impulses and restraints. The problem was 
to reconcile the two, at least partially. The following summary of four 
of the twenty cases studied gives some indication of the remedial 
treatment used and the results after one year’s effort. Any one of the 
cases could be discussed at length. 


| 





Behavior Remedy Teacher's attitude Result to 








1. (IQ 114—in sec-| Kept child actively | Baffled; frustrated;| No gain in child's 


2. (IQ 102—in third 


ond grade). De-| occupied under| angered;butreal-| confidence or co- 
fiant; nervous;| close supervision;| ized child was| operation; teach- 
uncontrolled;| made _ provision compensating for, er finally resorted 
somewhatcruel;; for rest periods;| domination of an to compulsion. 
deliberatelypro- | gave chance for older brother and 


voked others. 
| 
grade). Stub-| 


born; sullen re-| 
fusal. 


leadership; _en- 
deavored to re- 
direct child’s 
energies. 


| Tried to restore 


self - confidence; 
used no compul- 
sion; attempted 
to improve physi- 
eal condition by 
insisting on baths 
and breakfast. 


| 





needed an en- 
tirely changed 
home situation. 


Sympathy; sincere 
desire to help. 


| Real improvement 


| 


4 Adler, Alfred. Education of Children. New York: Greenberg Publisher, 1930. 309 p. 








co 
qu 
ne 























CHILDREN WITH PERSONALITY PROBLEMS 583 
Behavior Remedy Teacher's attitude Result to child 

3. (IQ 109—in fifth} Used charts to| Annoyed, but in-|Some control — in 
grade). Nerv-| check daily} _ terest was chal-| personal habits; 
ous; emotion- habits; gave lenged; desired to excellent educa- 
ally disorgan-| training in con-| find cause of diffi-| tional progress; 
ized and uncon-| centration; pro-| culties. improved _ social 
trolled; had fre-| vided for rest, re- adjustment. 
quent play- wards, affection. 
ground difficul- 
ties. 

4. (IQ 125 — in| Behavior evaluated | Desired to help! Benefit from dis- 
seventh grade). by class group. child face reality. cussion; appre- 
Overcritical; ciation of group 
poor sport; approval. 
crabby; quarrel- 
some. 











These cases show primarily the change in teacher attitude from one of 
emotion to one of greater objectivity. 

All discussions of the children took place during the time allotted 
for regular teachers’ meetings. Each teacher made some contribution 
each time. The professional reading of the staff centered around prob- 
lems uncovered by the study, and the reading thus took on added 
meaning. The enthusiasm and progress of the group led to a continua- 
tion of the study a second year. 

All types of personality disturbances came before the teachers for 
consideration. Active, turbulent behavior proved easier to analyze than 
quiet, repressed tendencies. Of the various problems noted, those of 
nervous children and of maladjusted children of superior ability re- 
ceived particular attention and are specifically discussed below. 


STuDYING PROBLEMS OF NERVOUS CHILDREN 


During the second year nervous children were selected for group 
study. Many of these children stammered, fidgeted, and cried easily. 
The staff attempted to find the underlying causes of their behavior 
and to eliminate those conflicts arising from the school situation. 

Gathering essential data—The children selected were first given a 
thoro physical examination by the school physician. Of the twenty 
studied, six were found to have weak hearts, eight were undernourished, 
three came from broken homes, one was newly adopted, one lived in 
a boarding home, and one had recently been discharged from an insti- 
tution after treatment for venereal disease. Most 6f the group were 
restless and unable to adjust themselves to classmates. Their educa- 


tional accomplishment was poor. 
The parents were interviewed and as complete a picture of home 





584 ELEMENTARY SCHOOL PRINCIPALS 





conditions as possible was obtained. The counselor gave each boy and 
girl the Stanford-Binet intelligence test. The personal conversation 
with the counselor often revealed hidden hopes, fears, and griefs. AJ] 
the children had at least normal intelligence and four were superior. 

Applying remedial treatment—A psychologist from the research de- 
partment met with the teachers monthly. She summarized the findings 
for each case reported and gave advice as to its handling. Among her 
general suggestions were the following: 

1. Build up the child’s health. Test his hearing and eyesight accurately. 

2. Adjust schoolwork to the child’s mental and health level. 

3. Respect individual differences. Strive only for socially desirable conformity, 

4. Help the child to realize his own ability to control his behavior and to face 
the consequences, good or bad. 

5. Evaluate behavior in social terms. 

6. Consult frequently with parents. 

The writer’s part in this study of nervous children was chiefly to 
coordinate the group—children, teachers, and parents—with the psy- 
chologist. When a rest period was recommended it was necessary to 
rearrange the child’s program and find a quiet room, for the problem 
of relaxation in a noisy, busy school is a difficult one. Adequate equip- 
ment and supervision also had to be provided. 

The most important thing these nervous children had to learn was 
how to relax. The writer worked with them during the rest period, 
using this suggestion to good advantage: “Make your head, your 
shoulders, your arms, and finally your whole body as heavy as pos- 
sible—just like a sack of sand.” The children were weighed period- 
ically, and frequently a gain of from two to four pounds in a month 
was noted. In most cases an improvement in control and emotional! 
stability accompanied the gain in weight. Much of this gain could be 
directly attributed to the required rest and relaxation. 

As the home problems of the various cases were discussed it was 
realized that some difficulties were almost insurmountable. One slender, 
pale little boy in the sixth grade had many nervous mannerisms such 
as throwing his arms as he walked, grimacing, and making noises in 
his throat. A thoro physical examination revealed his condition to be 
serious and a note to that effect was sent to his parents. The following 
reply was received: 

Please do not send any more trash papers about my boy being defeeted one 
way and another, and if you want me to take him out of that school just come out 
and say so. His tonsils stay in and as far as the food he is getting, I do my best 
and I don’t want any outside information as to how to raise children and what | 
shall put on the table. You expect too much out of a 90-pound mother and a 
130-pound father. 

This child had been gaining weight and improving under the rest 
program. Since he was old enough (twelve years) to exercise judgment, 





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CHILDREN WITH PERSONALITY PROBLEMS 585 





—— 


he was permitted to decide whether or not he would continue to rest. 
He chose to continue. His mannerisms were discussed with him and 
he was told how he looked to others. It was impressed upon him that 
he could control himself better and he was quite happy to find this 
out for himself. Because this child is intelligent (IQ 116), he may find 
some measure of adjustment despite adverse home conditions. 

By the end of the second year of the study the teachers were con- 
yinced that they should provide opportunity for more children to rest 
regularly during the school day. They saw that a fifteen- or thirty- 
minute relaxation period quieted shrill voices and soothed sharp tem- 
pers. They also realized that happy, natural living every day, with 
absence of pressure, brought definite relief to taut nerves. Thus the 
teachers made renewed attempts to give these boys and girls reason- 
able security and some chance for success and happiness in school. 


StuDYING MALADJ USTED CHILDREN OF SUPERIOR ABILITY 


Children with above-average intelligence but with marked emotional 
and social maladjustments offered the greatest challenge of the three 
years of study. During the third year especially, the teachers tackled 
the problem of helping these children to make the most of their native 
capacities. In the Latona Avenue School there are two opportunity 
rooms for superior children and there are also many bright children 
in the regular classrooms. Thus, the field for study was wide. 

The supervisor of the opportunity rooms was the teachers’ con- 
sultant and she met with them regularly. Two cases were presented 
each month. The teachers made a careful analysis of each child, using 
blanks formulated by the department of educational research and 
guidance. In addition to the problems of the children, the teachers 
were confronted with questions concerning their own adequacy and 
they proceeded with great caution. They continually asked them- 
selves, “Is our personal adjustment adequate? Do we know how to 
educate emotions? Can we analyze fears and help these children to 
face reality? Are we wise and sure enough to counsel parents and sug- 
gest changes in home relationships? What knowledge are we most in 
need of? What expert help can we secure?” 

A case history—The following case history of T. shows the problems 
encountered with one superior boy and illustrates the fine cooperation 
obtained from agencies outside the immediate school: 


TEACHER’S DIAGNOSIS 


1. Background of experience: Child’s mother divorced, a seamstress on PWA 
project; child alone during day, had been enticed into a rooming house and 
abused hy a man; mother has built up and fostered an intense dislike for child’s 
father and has bound child to her emotionally. 





586 ELEMENTARY ScHOOL PRINCIPALS 





2. Physical condition and maturity: Child developed feminine characteristics 
in early adolescence—marked bust and hip development, girlish face, and rounded 
arms; body overweight and reactions sluggish; given endocrine treatment for las} 
two years; enuresis since birth. 

3. Mental maturity: IQ 120; great reader but comprehension immature; reads 
wholly for story content, interests very narrow; plays childish games, kicks ball 
out of field in organized games. 

4. Emotional adjustment: Infantile reactions; flirtatious, evasive, and deceitfy]: 
senses companions do not like him and makes many futile overtures for friendship: 
baffled and unhappy; teases, trips, and pinches to gain attention. 

5. Social attitudes and habits: Bites, kicks, and fights when frustrated; unab} 
to adjust to playmates; is reported constantly because of disregard for rules of 
games, etc. 

6. Work attitudes and habits: Reads incessantly; avoids any work he dislikes 
especially arithmetic and spelling; needs constant supervision ; untidy and careless 

7. Dominant interests: Reading; playing with tin soldiers, guns, and _ othe 
childish toys. 


NURSE'S FINDINGS 


To his mother, T. was not an unsatisfactory son. He was affectionate and clung 
to her so closely that he was a compensation to her for a life drab with poverty 
and warped by unhappiness. Their home was usually in disorder but T. would say 
proudly, “We have the coziest home on the street.”” He would leave for school after 
his mother had gone to work and would come home to a house looking just as hy 
had left it, with beds unmade and dirty dishes in the sink. Yet he preferred to stay 
in the house and read, waiting for his mother to come home, rather than go outside 
for play. Other children did not seek him out. Some even commented frankly or 
his unpleasant odor due to the enuresis which was an ever-present problem. 

As T. became more difficult his mother at last admitted that his unpopularity 
with other children, his irresponsibility, and his immaturity might mean adult 
failure and unhappiness for him. She asked for advice and tried to follow it. Sh 
gave him responsibility for a few household chores when it was harder for her 
coming home tired from work, to hold him to them than it would have been to d 
them herself. She had him sleep alone instead of with her and encouraged him or 
the days he showed sphincter control. She saw that he took regularly the medicin 
that had been prescribed for him by the psychiatrist. He was sent out to play wher 
she was home and they gave up their Saturday movies together so he could g 
swimming with the boys at the Y. M. C. A. For the mother, each of these littl 
adjustments meant a personal sacrifice. Most important of all, it meant that shy 
was facing the fact that T. was not like other boys of his age and would ne 
help if he was to learn to lead a normal life. 


PSYCHIATRIST’S SUMMARY 


T. first came under clinical observation in June 1934 when he was eight year 


old and in the second grade. He was referred to the psychiatrist by the scho 


principal because of his seemingly uncontrollable habit of biting other children | 


His mother, who accompanied him to the office, said he had been nervous sine 
his birth, which had been especially difficult and could have produced too great 


a pressure on his head. She reported his “delicateness,” his frequent attacks o!| 


“nervous stomach” accompanied by headache, vomiting, and fever, and _ his 
chronic enuresis. 

In the examining room T. was so restless that he could hardly control hims 
His hands were markedly unsteady and he showed poor muscular coordination 
His reflexes were sluggish; his genital organs were discovered to be extreme! 
small and undeveloped; and he was beginning to show fat deposits around t! 
hips and girdle. Laboratory tests showed an underactive thyroid gland. These an 





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CHILDREN WITH PERSONALITY PROBLEMS 587 








other physical findings, coupled with his behavior, indicated damage to certain’ 
brain centers either during birth or as a result of an early attack of pneumonia. 

For four years following this examination T. did not return to the psychiatrist. 
During this time he received some endocrine treatment for the thyroid inadequacy. 
Despite the constant effort of teachers and the clinic he showed only slight im- 
provement and continued to grow fat, exhibited poor muscular coordination, and 
persisted in his aggressive, uncontrollable behavior. 

When he was ready for junior high school he was again referred for treatment. 
This time he was placed on a medical routine designed to reach the damaged 
brain centers. Soon there were evidences of improvement. The enuresis, which 
had persisted thru the sixth grade, came under control. 

The move to junior high school also worked a favorable change in T.’s be- 
havior. He was no longer tempted to bite and shove his schoolmates, for they 
were larger than he. The new and diversified curriculum challenged his superior 
intelligence. It was not many months before he appeared to be a different boy, 
controlled and intent on being an accepted member of his group. 

The successful outcome of this difficult case is due not only to the treatment 
of physical disorder and the change to junior high school, but also to skilful 
handling by interested teachers, long and patient work on the part of the 
counselor and the psychological clinic, and last but not least, the processes of 
normal growth and maturation. The injuries to T.’s brain centers were such 
that his superior intelligence was not affected. When treatment was given to 
reach the afflicted brain areas and his behavior became controlled, his intelli- 
gence aided him in making the final adjustment. 


Implications for teachers—The study of T. led to wide and varied 
reading by the teachers of Latona Avenue School. Rosanoff’s Manual 
of Psychiatry ® was a basic reference. The entire staff learned thru 
this case and related studies that teachers need understanding, infinite 
kindness, and accurate knowledge to help slightly abnormal children 
orient themselves in a social group which condemns physical irregu- 
larities and any evidence of nonconformity to the accepted social 
pattern. Such children need to find satisfactions in life which will com- 
pensate in a measure for their abnormalities. 

The following principles for dealing with children who have per- 
sonality disturbances were gleaned from group discussions: 


1. Create an environment which offers stimuli conducive to the unfolding 
process. 

2. Remove obstacles in the child’s own make-up, such as indecision, doubt, 
and timidity. 

3. Seek freedom in order to promote freedom. 

4. Cultivate those qualities of personality and character that make for good 
living. 

5. Give unadjusted children an opportunity and an incentive to develop into 
self-directing individuals who are adequately considerate of all the consequences 
of their acts. 

6. Use compulsion only as you use medicine: 

7. Establish acceptable fundamental skills. 

8. Encourage self-expression thru handicrafts. 





* Rosanoff, Aaron J. Manual of Psychiatry. Revised and enlarged edition. New York: John 
Wiley and Sons, 1937. 697 p. 








588 ELEMENTARY SCHOOL PRINCIPALS 


TEACHERS’ REACTIONS TO THE STUDY 


In answer to the questions, “What has been most valuable to you?” 
and “What need has this study shown you?” the teachers of Latona 
Avenue School made a number of enlightening observations. The fol- 
lowing excerpts from the report of one teacher ® are rather typical: 

“The most intellectually stimulating experience in all my years of 
teaching has been my participation in these studies of the personality 
problems of children. This stimulation has been due primarily to the 
earnestness of all concerned and to the variety of viewpoints repre- 
sented by the teachers of all grades (including the classes of subnorma! 
and superior children), by the principal and the supervisors of superior 
and poorly adjusted groups, by the school nurse and counselor, and by 
the psychologist from the department of research and guidance. 

“Our study of behavior problems in general passed naturally into 
an analysis of the problems of nervous children. The highlight of the 
past year has been a new awareness of those obscure physical handi- 
caps which radically change personality. The indications are that next 
year’s study may well be devoted to acquiring a still keener sensitivity 
to the presence of these physical irregularities and a greater skill in 
dealing wisely with the handicapped child. For me the emphasis wil 
still be placed on personality adjustment, for I believe that the most 
important thing is not the handicap itself but the way in which the 
handicapped person adjusts to it. 

“My conclusions concerning the study and treatment of maladjusted 
children are as follows: 

“1. Analysis must begin with the physical and proceed to the psy- 
chological factors. All possible corrections must be made. 

“2. Unchangeable handicaps must be faced. They are a part of 
reality. They must not be used as excuses for a lower level of living 
than is possible. Thruout the course of history many great characters 
(Homer, Demosthenes, Milton, Charles and Mary Lamb, Pasteur 
Emerson, Madame Curie, Beethoven, the Roosevelts—Theodore and 
Franklin D.) have achieved success in spite of great handicaps. 

“3. The psychology of personality is still the most important facto! 
in building beautiful lives. Beautiful living comes from within. 

“4. We can help our children and their parents to overcome their 
handicaps only as far as we have come to triumph over our own. 
Every human being has some handicap. Happy is the man who has used 
his defects as a stimulus to high achievement. Such a person is often 
the best teacher because he can understand the difficulties of others.” 


® Annette Lingstrom, teacher of an opportunity room. 


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CHILDREN WITH PERSONALITY PROBLEMS 589 





——— 


FATIGUE SUSCEPTIBILITY AS A FACTOR IN MALADJUSTED 
BEHAVIOR 


CLARA SCHMITT 


Assistant Supervisor, Educational Research and Guidance Section, Public Schools, 
Los Angeles, California 


HE CHILDREN who are referred to the guidance division of the Los 

Angeles schools fall into two large groups: (1) those who are re- 

tarded in one or more subjects of the curriculum or who are 
apparently unable to do acceptable schoolwork, and (2) those who 
have behavior problems. Many individuals fall into both groups. Chil- 
dren with physical handicaps are not included in these groups. 

School retardation is usually due to one or more of the following 
general causes: mental retardation, poor health at present or in the 
past, lack of opportunity, foreign language or residence, and emo- 
tional disturbance. Maladjusted behavior may usually be attributed 
to unsatisfactory personal relations, inadequate training, or lack of 
security in the home, to an early false start in social relations with 
other children, to poor health and fatigue, or to educational malad- 
justment. 

The causes which bring about maladjustment in children, altho 
often simple in their inception, may become cumulative and interre- 
active as time goes on, thus presenting at some point a complex 
situation to be unravelled. This process is shown vividly in children 
who have a tendency to fatigue more quickly than the average. The 
characteristics of such children and the procedures used in studying 
and treating them in Los Angeles are described in the following pages. 


CHARACTERISTICS OF THE GROUP STUDIED 


This report is based on experience with seventy-nine children in 
whom there existed an individual quality of fatigue susceptibility. 
No other primary factor was involved in these cases altho there were 
secondary factors which had evolved from the original quality of 
fatigue susceptibility. 

General health, mentality, and environment—When referred to the 
guidance division these children presented no health problems or only 
minor ones. In such cases as were doubtful in the opinion of the exam- 
ining school physician, further special examinations were obtained 
thru our own parent-teacher clinic or thru private physicians. If there 
was some doubt as to the private physician’s thoroness, the child was 
rechecked in our own clinic. Thus the child was given tests of the 
eyes, heart, chest, and urine, as well as neuro-psychiatric, endocrine, 








590 ELEMENTARY ScHOOL PRINCIPALS 





and other special types of examinations whenever these were con- 
sidered desirable by either the first or later examining physicians. No 
child handicapped by a health defect is included in this group with 
the exception of two mild cases of eye-muscle imbalance and four 
cases of enlarged tonsils and adenoids which did not receive medica] 
correction. The health histories of most of these children were not 
markedly different from that of the average school child. 

Only children with intelligence quotients of 90 or above are in- 
cluded in the group. No case involving sex activities is included. Al] 
are white American children except one Negro child of educated 
professional parents. No case is included where family friction, 
economic insecurity, criminality, or affectional imbalance was indi- 
cated so far as reasonably careful judgment could discern. In some 
cases, however, there were family complications connected with the 
problem of the child himself. Such difficulties at times took the form 
of disagreement between the parents as to discipline, a mutual be- 
wilderment and despair concerning a problem which they could not 
understand, or disappointment with the child’s inability to live up 
to their own and the general social standards of behavior and achieve- 
ment. 

Behavior difficulties—These children, altho normal in health and 
mental development and living in a normal environment, presented 
serious behavior problems and, in some cases, problems of educational 
retardation. Their behavior, as reported by teachers and parents, 
varied widely. For example, one boy was described as “very unstable 
emotionally, a definite behavior problem, continually fighting, delib- 
erately disobedient, a great bully, always taking balls from younger 
children, poor in reading and spelling, seldom finishing any task, and 
failing to apply himself in the adjustment room altho he was given 
much individual help.” In contrast, another child was described as 
“too quiet, languid, not playing with the usual vigor, daydreaming, 
and not applying himself to work.” The parents’ reports contained such 
terms as these: restless, nervous, always on the go, plays wildly, 
can’t sit still, cries easily, feels himself abused when corrected, has 
temper tantrums, is easily made angry, tires easily, becomes unduly 
excited at shows or radio programs, does not sleep well, is a finicky or 
poor eater, bites his nails, sucks his fingers, has enuresis, forgets easily 
what he has been directed to do, cannot be trusted to go on errands, 
gets into trouble in play, dawdles at any task, is disorderly in care 
of possessions, is untidy with clothes, quickly loses interest in any 
activity, and does not finish what he has started. The emotion of 
anger predominated, altho in many children the weaker responses of 








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CHILDREN wWitH PerRsONALIty PROBLEMS 591 








weeping, fears, and feelings of inferiority were displayed. Many were 
described as irresponsible and untrustworthy, while others indulged 
in behavior calculated to attract attention to themselves. There were 
also a few cases of mild truancy and stealing. 

Diagnosis—All the children in this group may be classified as 
“nervous,” which means “that condition of the nerves which leads to 
too ready a response to irritation.” This definition, however, pro- 
vides no clue as to causes or suitable modes of treatment. For the 
practical purposes of guidance the term is too inclusive. The type of 
behavior usually termed “nervous” or “emotional”—these terms are 
used almost synonymously by teachers and parents—is displayed by 
all children in whose lives there is a marked lack of balance among 
the factors necessary to mental health.t For this reason we have 
adopted the term, “fatigue susceptibility,” as a more accurate means 
of characterizing such children as those described above. 


DIAGNosTIC PROCEDURE 


In each individual case the diagnosis of “fatigue susceptibility” is 
arrived at thru elimination of other factors, thru reports by parents 
and teachers, thru the child’s report of himself, and thru observation 
by the several persons in the guidance office as well as by the examin- 
ing physician. 

Reports by parents—The parent usually states that the child’s 
symptoms have always been present or that they appeared soon after 
he learned to walk or after an early illness. The parent often observes 
also that the symptoms are more pronounced when the child is tired. 
Parental treatment has generally consisted of putting the child to 
bed, isolating him, talking to him, depriving him of privileges, re- 
ducing his allowance, having a medical examination, or arranging for 
extra moral training such as that given at Sunday school. Reports on 
the efficacy of these measures indicate that none is of any permanent 
value and that many of them serve merely to increase the symptoms. 
Putting to bed and isolation, however, are nearly always reported to 
be of considerable immediate value. In fact, our clue to correct treat- 
ment came from the reports of mothers who had practiced putting 
children to bed for temper tantrums. After an hour or more of such 
rest the child would be good-natured for a considerable period, some- 
times as long as several days, before another outbreak. What we 
term the “rest program” was adopted several years ago for these and 
many other children. 





‘Los Angeles City School District. Fourth Yearbook of the Division of Psychology and Edu- 
cational Research. Los Angeles: the School District, 1931. ‘‘The Nervous Child,” p. 128-48 








592 ELEMENTARY SCHOOL PRINCIPALS 





The guidance conference—In addition to the reports of parents and 
teachers, observation of the child during the guidance conference pro- 
vides highly significant data. Before discussing this procedure, jt 
may be helpful to describe briefly the arrangements in the guidance 
offices. There is a large room in which two secretaries work, and ip 
a corner of this room is a table with small toys, books, crayolas, 
blocks, and similar materials. Here the child waits while the psycholo- 
gist has a preliminary interview with the mother to obtain certain 
essential information. The psychologist’s room contains only the 
necessary furniture, with as little as possible that may distract the 
attention of the child from the business at hand. The desk, table, and 
certain other articles of furniture are of the kind usually found in the 
schoolroom, thus giving the child a feeling of familiarity with his sur- 
roundings. Occasionally a child remarks, “That’s like what we have 
at school.” In addition, the psychologist’s room contains a comfortable 
couch and a comfortable chair. These two pieces of furniture are im- 
portant because the child who is susceptible to fatigue often reacts 
to them in a characteristic way. 

This brief description indicates our limitations of space as well as 
the kind of equipment available. There are other limitations but we 
find that they sometimes work to our advantage. For example, since 
the professional social worker was eliminated for reasons of economy 
some years ago, we must obtain the child’s history after the parent 
and child appear rather than before, as is the practice in the stand- 
ard child guidance clinic. For tactical reasons we cannot usually ask 
the »arent to appear for the purpose of history-taking before she brings 
the child. However, these are not great disadvantages and they may 
be quite the opposite. Taking the child’s history at the first meeting o! 
the parent and psychologist eliminates repetition and the need for the 
parent to adjust to two personalities. After contact with the child the 
psychologist is in a position to judge the significance of the items of 
the history and can extend it as far as may be necessary at that time 
or in future contacts. Histories unfold as mutual understanding and 
confidence is gained. 

On arriving for the first conference, the parent and child are met 
together in the outer room and are greeted as desired visitors by the 
two secretaries. A bit of talk is exchanged with the child, this being 
adapted to his degree of maturity and type of response. He is then 
told that we have something to show him or talk over with him but 
that we would like first to get acquainted with his mother or father 
(or both), and he is asked if he would like to occupy himself for a 
short while with the materials on the table. Occasionally a child may 








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CHILDREN WITH PERSONALITY PROBLEMS 593 


indicate fear of having the parent leave him but this situation can be 
managed in various ways. Children are capable of recognizing sincere 
friendliness and goodwill and they nearly always assent to what is 
asked. The two secretaries are usually tactful in caring for the child 
in the outer room, and they also make note of certain aspects of his 
behavior. Much credit for the establishment of rapport is due also to 
the school principal who has arranged the conference with the parent. 
Most of the principals are sympathetic with the aims of guidance and 
are very successful in making parents understand that we have a 
common problem upon which we will work together. 

When the child’s turn to be interviewed arrives, he has had about 
an hour of interesting occupation, a drink, and a trip to the bathroom, 
and he has come to feel at home and with friends. Hence, both he 
and the parent are quite likely to behave naturally. At one or more 
points during the conference they are interviewed and observed to- 
gether. Since few people can inhibit their characteristic reactions ex- 
cept for short periods, these mutual conferences provide much further 
insight into parent-child relations. 

The mental examination—The conference with the child includes a 
mental examination (Stanford-Binet) which yields much significant 
information concerning his qualities of mind and temperament in addi- 
tion to the intelligence quotient. Such characteristics as self-confidence, 
persistence, thoughtfulness or flightiness, type of attack or problems, 
interest in mental work or tendency to boredom with it, adaptability 
to instruction, and courtesy or deference to another person are care- 
fully noted. Most important for the child who is easily fatigued are 
his motor reactions during the examination. Nearly all children, whether 
unduly susceptible to fatigue or not, become weary before the conclu- 
sion of the first stage of the examination. There is, however, a great 
difference in the type of fatigue displayed by the average child and 
the one who is susceptible to fatigue. The former reacts with a shifting 
of his whole body to gain relief. Moreover, he knows when he is 
fatigued and if the psychologist is slow in suggesting it, will ask to 
be allowed to stand up for a moment. The fatigue-susceptible child 
reacts with a more or less general dispersiveness of the muscles and 
he begins to do so within a very few minutes. He wriggles the feet and 
knees and makes unnecessary and aimless movements of the hands 
and arms. If he is subject to tics they at once become evident. He 
handles and twiddles with things in reach and frequently indulges in 
unnecessary talk in answer to a simple question. He usually does not 
know that he is fatigued and will deny it if asked. However, in nearly 
every case he is quick to accept the suggestion of rest and it is here 








594 ELEMENTARY ScHoo. PriINCIPALS 


that the couch is of use. The child is told that he may lie down for g 
short time while the psychologist does something else. The blinds are 
lowered and the child is unobtrusively observed attempting to rest. 
Many children cannot become quiet during the time available and 
continue to wriggle and twist, sometimes emitting the soft groans of 
& person in a state of painful fatigue. 

After perhaps two or three such short sessions of rest the first stage 
of the mental examination is completed or left for completion in th 
future. During this time the psychologist has been acquiring from 
chance remarks some information about the child’s attitudes toward 
school and home, and he may have obtained a fairly accurate picture 
of the child’s own estimate of himself in relation to the various fae- 
tors of his social life. The picture is then enlarged by further talk 
about these factors. The child is led to state how soon he becomes tired 
of the school routine and at which times of the day, how well he en- 
dures in play, and what happens when things go wrong in play or 
when he has a fight. Some fatigue-susceptible children are aware of 
their limitation. They will report, “My legs ache and I just have t 
get up,” “I feel nervous,” “I get tired when I sit still a while,” “T get 
to feeling hot and I just don’t want to do anything,” or “T feel funny.’ 
Some boys know that they cannot play as vigorously as others. In de- 
scribing fights and their causes they indicate a sensitiveness to th 
physical impacts which other children do not find painful. In the giv. 
and take of the game they are more easily hurt and therefore hit back 
or become angry and disrupt the play. It is often this which causes 
teachers to report that the child will strike others without provocation 

The medical examination—After these first conferences are over the 
child is taken to the school physician. If the child is quite young, he is 
told that in a room down the hall there are some scales and that he 
may go there to be weighed and measured. It is mentioned also that 
he may see a doctor there. Older children are merely told frankly 


99 66 ” 66 


that they are to have a medical examination. Parent and child wait 
in the physician’s outer office until the psychologist has given the 
physician the health history and all other significant informatior 
about the case. After the medical examination the physician and 
psychologist cooperate in explaining the problem to the parent and 
in recommending treatment or further examination. In every case 4 
rest program is advised pending any further examination that may 
be desirable. To the psychologist is left the responsibility of helping 
the parent, child, and school in carrying out the recommendations 
made. 














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CHILDREN WITH PERSONALITY PROBLEMS 595 





THE Rest ProGRAM 


The next step is to convince the parent, the child, and occasionally 
the school of the need for the rest program. The effect of fatigue upon 
behavior, concentration of effort, and temper is discussed with the 
parent and the program is outlined for her. The program may vary 
somewhat to meet special conditions and the severity of the child’s 
need. After some experimentation, however, the following plan has 
been found most effective: (1) about an hour of rest lying prone 
immediately before the luncheon period and a quiet noon hour; (2) 
a period of play in the sunshine after school with other children, sub- 
ject to parental supervision if necessary to avoid fatigue and conse- 
quent trouble with playmates; (3) an hour of rest lying prone before 
the evening meal; and (4) quiet, unexciting occupations before the 
usual bedtime hour. 

The rest period before meals has been adopted for various reasons, 
including the physiological effect of reducing bodily strains before 
eating and the frequent report of poor appetite. In a number of cases 
the parent has been advised by the family physician to have the child 
rest after school. In no case is this reported as successful. The child 
rebels at more inactivity after the hours of schoolroom confinement, 
protests that no other child has to rest, and expresses fear of the 
opinion of other children about this infantile performance. These ob- 
jections are valid. The child needs the play activity and the sunshine 
and there is scarcely any other time for him to obtain it. Moreover, he 
cannot live outside the standards of his own social group, in whose 
opinion only babies and kindergarten children rest during the day. 
However, all children return to the house from play at some time be- 
fore the evening meal, and no one need know why a particular child 
returns at a certain time. If a child is called in from play for his rest, 
the mother is instructed to make it appear to the other children that 
he is called for some especially pleasant reason. Another reason for 
choosing eleven o'clock for a rest hour is found in reports of teachers 
that the child begins to show fatigue about that time. Some children 
know that their trouble begins then. 

Mothers sometimes ask what will be the effect upon the night sleep 
if the child sleeps before six o’clock. They are told that it will prob- 
ably be more normal, since restless or too heavy sleep is due to 
overfatigue.* 

In addition to the regular program of rest, restrictions upon radio 
programs must be made. The type of program designed for children’s 





Forman, Henry J. Our Movie Made Children. New York: Macmillan Co., 1933. 288 p. 








596 ELEMENTARY SCHOOL PRINCIPALS 





entertainment is reported by nearly all mothers as especially devastat- 
ing to nerves. Tenseness, nail biting, inability to get to sleep, and other 
signs of nervous tension are reported as effects of thrilling radio epi. 
sodes.* Some parents have of their own accord restricted their chil- 
dren’s listening. Others have not felt strong enough to go counter 
to their children’s insistence upon hearing certain programs and the 
general acceptance of such programs by acquaintances. In such cases 
the advice of the psychologist and physician is especially needed. 

Showing the child how to rest—The value of the rest program has 
already been impressed upon the child during the preceding activities 
He has told of his various difficulties, has had one or two short periods 
of rest, and has consciously experienced relief. There remain the fina] 
details of understanding and arrangement to be achieved. The child 
is advised as to how he can relax. He is asked to lie down and think 
of himself as a rag doll. With small children a sleepy monotonous tone 
is used. “Imagine you are a rag doll; it has no bones; it just lies all 
limp; ete.” In a few moments the child has fallen into a relaxed con- 
dition. Then the psychologist says, “When a doll lies down its eyes 
are all heavy; it can’t hold them open.” For this lesson the room has 
been partially darkened. It requires a few minutes for the child to be- 
come quite relaxed. He is then told that he may rest like that for 
a few minutes while the psychologist does something else. He is told, 
too, that if he feels like moving he may do so but he should keep on 
thinking he is a rag doll. When he is allowed to get up he is told that 
if he rests like that every day for a while he will be able to do his 
schoolwork better or will be less likely to get into fights or any of 
the other difficulties which he has been having. He is told, too, that 
on some days perhaps he will forget to take his rest, but that the psy- 
chologist would like to know how many times he does rest. He is given 
a small box of gold stars and a ecard upon which to paste the stars 
for each time that he rests “like a rag doll.” The stars are very 
interesting to all small children and are acceptable to older ones as a 
vivid and easy way to keep a record. When this lesson is over, a date is 
set for a return visit. 

Provisions in the school—The child’s school is then informed of the 
recommendation for his care. At first the rest program seemed a novel 
experiment to teachers, but during the past three years it has come 
to be accepted as wholly reasonable. The counselors for individual 
guidance, working in the schools under the supervision of the writer, 
have spread its philosophy and the results have proved its worth. Many 


3 Eisenberg, Azriel L. Children and Radio Programs. New York: Columbia University Pres: 
1936. 240 p. 





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CHILDREN WITH PERSONALITY PROBLEMS 597 





schools have made arrangements for rest facilities in the building, 
even if only a cot behind a screen in the classroom, on the principle that 
any bit of rest is better than none, and children are allowed to use 
such facilities when fatigue becomes evident. This practice has now 
become so common that children no longer consider it a questionable 
thing to do. 

AN ILLUSTRATIVE CASE 


The extremity of avoidance behavior to which a child may resort 
when unduly susceptible to fatigue is shown in the case of B. This 
little girl, age eight years and nine months, was referred to the guid- 
ance division in December 1937. Her intelligence quotient was 101. 
She had been attending the same school continuously, beginning with 
the kindergarten. Her progress had been normal and her social rela- 
tions good. She was considered a fine child in every way. A few weeks 
before coming to our attention, however, she had experienced a feeling 
of revolt toward school, had cried and begged to stay at home prac- 
tically every morning, had had frequent headaches which made her 
hysterical, and had refused to remain at school when taken there. 
She had given no reason for her discontent. The principal had sug- 
gested a half-day program, realizing that the child was under severe 
nervous strain. The parents had taken the child to the family physician 
who could find no physical cause for her trouble but strongly advised 
against “giving in” for fear of establishing an undesirable type of 
behavior. 

The home situation was entirely wholesome. The parents were Dutch 
immigrants and, judging from their accurate and literate acquisition 
of English and their success in adjusting themselves economically and 
otherwise to a new country, were above average in character and 
personality. The girl had a brother three years older who was entirely 
satisfactory in school and home. There were no home conflicts, no 
special worries or strains. The parents were thoughtful and kind. The 
child’s health history was almost entirely clear. There had been three 
contagious diseases in mild form at the age of two years. She had 
always eaten and slept well until the last few weeks, when she some- 
how acquired a fear of the dark. Her height and weight were equivalent 
to the median for twelve-year-old children. 

In conference with the psychologist the parents described the child’s 
distressing behavior. She would become highly nervous after breakfast, 
not want to go to school, seem to “get a fear,” develop a headache and 
stomachache, and have violent bowel eliminations at that time. At 
three years of age she had had a similar period of behavior for which 





a 





598 ELEMENTARY SCHOOL PRINCIPALS 

no cause could be found. During the past few weeks the parents ha 
taken her to school at times, hoping that she would be all right afte 
getting there. They knew of no difficulty with other children on th 
way and said that she played well, read well, and liked to read. Th 
parents had always been in good health except that, as he later cop. 
fessed, the father had at times experienced the same kind of physicg 
reactions as the child when facing a new and difficult situation. Thi 
had not prevented him, however, from living successfully in many 
parts of the world in his employment with a rubber company. 

B. was a large-boned, robust-looking child, similar to her mothy 
physically. During her interview with the psychologist she was friend} 
and responsive and showed no signs of nervousness beyond a readiness 
to giggle and laugh somewhat immoderately. In talking about he 
school, home, and relationships with other children she had no criticisn 
or complaint. She was very cooperative in trying to think about what 
would cause her not to want to go to school, but considerable tin 
was required before the significant answers came. To the questior 
“What comes into your mind?” she finally said, “I think of the read. 
ing.” “Is it too hard?” “No,” she replied, “I know all the words 
Finally, after further attempts to think, she said, “My eyes get sor 
and tired.” In a similar fashion she finally said of the games, chiefly 
kick ball, “It makes me tired.” She did not like to walk to school alth 
that was a period of pleasant association with the other children along 
the way, but liked it if her father took her in the car. “It’s so far t 
walk (six blocks); my legs hurt.” At night she imagined there was 
man in her room but no other association was brought out to account! 
for this. In the morning if she waked up facing the ray of sunlight that 
came thru her window, she was frightened. The parents had notice: 
the sensitiveness of her eyes to sunlight. When asked to tell how sh 
felt in the morning when she thought of going to school, she said, “Ii 
makes me feel jittery.” 

As a result of these findings, the child was put on half-time schoo 
attendance. She was told that she could go to school in the morning 
if she felt like it; that if she did not wish to go she could stay at hom 
and spend part of the morning in bed after breakfast; and that if, at 
school, she felt she did not want to stay, she did not need to ery but 
should tell her teacher who would let her either come home or g 
to the room where the rest couches were. Her mother would take her 
to school and bring her home in the ear. 

This program was followed for two months. There were two slight 
recurrences of the before-school resistance but these were quickly over- 
come and the child went to school. An eye examination had discloseé 





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CHILDREN WITH PERSONALITY PROBLEMS 601 





only a very slight visual defect, but glasses were provided as a further 
preventive measure. At the time of the child’s second visit to the psy- 
chologist (after two weeks) all things were going well. When asked 
what she did if she got to feeling bad in school, the child said, “I can 
lie down on the couch.” At the end of two months she returned to a 
full school day and has had no further trouble. 


RESULTS OF THE PROGRAM 


Space does not permit a detailed statement of the results of the 
rest program in all of the seventy-nine cases mentioned earlier in this 
article. Table 1, however, gives certain pertinent items of information 
for twenty of these cases selected more or less at random. In addition 
to these data, a few statements are made here about the group as 
a whole. 

The boys outnumbered the girls, sixty-six to thirteen. Thirty children 
were average in height for their ages; forty-eight were above average 
in height by from one to four years; and one child was a year below 
average in height. Evidently the group was not below par in physical 
development. The physical health of the children was also normal with 
the few exceptions noted earlier. Cooperation with the rest program was 
good in all but three cases. Of the seventy-nine children, thirty made 
entirely satisfactory adjustments to life within periods ranging from one 
month to seven years; thirty-two made very noticeable improvement; 
ten made slight but noticeable improvement; and seven made no notice- 
able improvement during the time they were under the psychologist’s 
observation. 

Many of the parents have reported that in addition to helping their 
children, the rest program gave them a better understanding of child 


management. One mother said, ‘You don’t know what it has done for 


the whole family.” The reports of the children have been equally grati- 
fying. “I feel rested,” “I’m not so tired,” “I don’t get into so many 
fights,” “I’m not so crabby as I was,” “I don’t get mad so easy,” “My 
teacher says I’m doing my work better,” “I sleep and when I wake 
up I’m so hungry I ean eat everything in the house’—such comments 
are definite indications of improved adjustment. 

A letter received in March from a ten-year-old boy said: “I have fol- 
lowed your advice. I have been resting every day since February 
10. I feel just fine. The teacher said I do better than I used to do 
before. Thanks for your help.” His teacher reported three months later 
as follows: “D.’s classroom work is good. He completes all his assign- 
ments. His behavior is much improved; he seldom loses his temper now. 
When he is angry he refrains from throwing things as he used to do. 











602 ELEMENTARY ScHOOL PRINCIPALS 





The children like him as a leader and choose him on their teams, | 
believe our efforts with D. have been very worthwhile. His mother 
has commented upon his changed behavior at home, too.’”’ The origina] 
complaint eight months before had stated: “Behavior very poor—has 
fits of temper, throws things, kicks, and hits when he doesn’t get his 
own way—is mean to other children who aren’t bothering him.” 


CONCLUSION ° 


In carrying on this program of study and treatment for children who 
are susceptible to fatigue, the school system is obviously handicapped 
by a lack of sufficient personnel in the field of individual guidance, 
It is not possible to give as much time and attention to each case as 
might be desirable. A choice must be made, with such adjustments as 
seem imperative, between intensive and long-continued work with 4 
few children and a reasonably adequate amount of attention to a larger 
number. In general, our decision has been made in favor of the latter 
procedure. Contacts with the psychologist are terminated when the 
school and home report that the child’s problem is fairly well in hand, 
and attention is turned to other children whose needs are greater. The 
results obtained seem to justify this procedure. 

In looking to the future, one may expect that with the growing 
knowledge of endocrine therapy and nutritional needs, as well as 
more expert care in infancy and early childhood, there will eventually 
be eliminated many problems which have actively engaged the atten- 
tion of psychologists, psychiatrists, and criminologists. It is equally 
important, however, to recognize the need for reducing the strains of 
school, home, and other aspects of social life on children. The lessoi 
to be learned from the borderline group whieh succumbs to thes 
strains is that they constitute a potential danger for all children. 


pea whether chronic or temporary, is a destructive fac- 
tor in growth. Chronie fatigue in a particular child may 
be discovered by the routine physical examination or by the 
child’s teacher. Direct measures should be taken to determine 
the cause of the fatigue, first, in terms of any physical strain 
or infection, and second, in terms of the child’s daily schedule. 
A fatigued child suffers a definite handicap, as he is unable to 
take full advantage of opportunities offered for growth and 
development.—Driscoll, Gertrude P., in Teachers College Rec- 
ord, October 1938, p. 28. 





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CHILDREN WITH PERSONALITY PROBLEMS 603 





PERSONALITY PROBLEMS AND READING DISABILITY 


ISABEL PARKER 
Social Worker, Psychological Clinic, Public Schools, Detroit, Michigan 


EFORE ATTEMPTING TO ANALYZE THE RELATION between reading dis- 
ability and personality maladjustment we should take an over- 
view of the meaning of mental health as a goal for all education 

and for society. Unquestionably, the positive and constructive side of 
mental hygiene is the one to be increasingly emphasized and accepted 
in education. Mental hygiene offers a philosophy or objective in terms 
of optimum personality development. We may think of this objective 
from the standpoint of the individual in his striving to get along 
happily and effectively in his work or with his family and associates; 
or it may be considered from the standpoint of the study and pre- 
vention of the various forms of mental maladjustment. The aim in 
either case—mental health—involves the adjustment of individuals to 
themselves and to the world at large with the maximum of effective- 
ness, satisfaction, and cheerfulness. It implies socially considerate be- 
havior and the ability to face and accept reality. 

Let us, as educators, face reality ourselves and try to discover what 
some of the emotionally weighted factors are which make for a com- 
bination of reading disabilities and personality problems. These com- 
binations are noted in many otherwise normal children who are re- 
ferred for clinical study. 

A necessary principle to accept is that there is a cause for the chil- 
dren’s behavior. Behavior does not merely “happen” or proceed from 
something called “stubbornness” or “willfulness,” but comes as the 
result of a chain of circumstances that need to be understood. We even 
discover that this behavior is “purposive” in the sense that the young- 
ster acts as he does, not only because of a chain of events of which 
he may or may not be conscious, but also because he is definitely 
trying to reach some goal. The diagnostician must investigate each 
case with the hope of locating as many contributing factors as possible, 
study their interrelationships, and weigh their importance in the light 
of the child’s reactions to his difficulties. 


PERSONALITY PROBLEMS AS A CAUSE OF READING DIFFICULTIES 


Among the many possible factors which contribute to reading diffi- 
culties, emphasis will be placed upon the emotional and the environ- 
mental. Continued observation indicates that a great many children 
are emotionally unprepared to meet any of life’s competitive situa- 
tions because of early experiences long before the reading failure. 








604 ELEMENTARY ScHoot PRINCIPALS 





By means of purposeful interviews with parents it is frequently dis- 
covered that this immaturity is the result of early home treatment, 
Parents and parent-substitutes are not always aware that emotional 
patterns formed thru habits of weaning, eating, sleeping, sphincter 
control, and dressing, thru care during illness, and thru other condi- 
tioning make up a very important part of the child’s pre-school edu- 
cation. It is in the emotional values with which these early experiences 
are endowed that children’s feelings and attitudes toward the mor 
complex experiences of later life are rooted. 

Emotional immaturity due to overprotection at home—Frequently 
the child designated as “lazy” or “inattentive” who fails to grasp 
reading from the start has been overprotected at home. He may have 
experienced pleasure only thru fostered dependency. He may have had 
no practice in gaining feelings of satisfaction thru self-direction in 
accomplishing tasks for himself and others in his home environment. 
Such a child lacks any general attacking attitude toward reading which 
requires an independent approach. School requirements on a competi- 
tive level may be met with infantile indifference which is often inter- 
preted as “stupidity” or “stubbornness.” Some of these children project 
their unconscious patterns of domination by maintaining infantile de- 
pendency patterns toward all adult requirements. They have learned 
thru early experience that “holding out” brings its reward in attention 
where they are the center of the stage. When the child is comfortable 
and attached to such dependent relationships, reading may mean a 
step in growing up which he resists. 

Frank, an eight-year-old boy referred for study when in Grade II-A, 
was discovered to be an overprotected child. His insecurity was noted 
in his generally confused manner and his extreme shyness. He never 
looked anyone in the face, and he frowned and bobbed his head from 
side to side when he talked. His reading attempts were marked by long 
pauses, by pointing to every word, and by losing his place. He ex- 
pressed a dislike for school. Since his test results showed him to have 
an IQ of 126, there was a real challenge to discover why this intelli- 
gent boy was so emotionally and educationally blocked. 

Diagnostic reading tests indicated that he made definite reversals 
of certain letters, words, and parts of words. He substituted words 
similar in appearance or with like phonetic elements and was u1.able 
to recognize the letters of the alphabet. 

Interviews with the mother revealed many instances of unwise 
maternal handling which, no doubt, had set up feelings of inadequacy 
in any situation outside the protected home atmosphere. Due to his 
keen intellect, his problem was fast becoming intensified by his struggle 





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CHILDREN WITH PERSONALITY PROBLEMS 605 





to free himself from the infantilism forced upon him by his mother. 
Thru treatment interviews the mother came to look at the whole situ- 
ation more objectively. She came to understand that her excuses for 
doing everything for Frank “because his ways did not suit her esthetic 
fancy” were really rationalizations. They were based on her uncon- 
scious desire to keep her only child a baby as long as possible. 

Each of the following plans contributed to a change in this boy’s 
whole outlook on life. First, a physical examination was given. All the 
family had feared that a slight heart condition, a residual of diphtheria 
when he was two years of age, might mean losing him. The examina- 
tion revealed no heart trouble and this served to eliminate much need- 
less worry and apprehension. His mother stopped calling him “Sonny,” 
which had irritated him, and began using his own name. She ceased 
washing and dressing him. She allowed him to comb his hair in pompa- 
dour fashion even tho it covered up his natural wave. Frank’s wishes 
were respected in being provided knickers, tuck-in shirts, and a leather 
jacket to take the place of the shirts with button-on shorts which he 
considered “sissy.” 

Frank was assigned household duties and the responsibility of keep- 
ing his playroom in order, a task which had always been done by his 
mother. He was given a weekly allowance, which he saved to buy 
Christmas gifts for others. His mother accepted the boys he brought 
home to play with, the same boys whom she had previously consid- 
ered “dirty” and “rough.” She had come to understand his need to 
identify himself with such “real” boys because of his inferiority feel- 
ings about being a “sissy.” 

About one month after these new home procedures, along with reme- 
dial reading lessons with a special teacher, had been initiated, Frank 
developed a bold swagger in front of his group. His attitudes in the 
homeroom changed to those of a very outgoing, talkative boy which 
the regular teacher called “insolent” and “defiant.” However, the 
teacher’s acceptance of these performances as wholesome indications 
was obtained thru helping her to relate them to his new experiences in 
emancipation from overprotection. Her cooperation was sought in giv- 
ing him praise to counteract and satisfy his “show-off” attitude until 
he could become accustomed to success. 

Progress in reading was very slow at first and much encouragement 
was needed to release his fears. Before the end of the first six months, 
however, his improvement was spectacular. He was changed from a 
nervous, timid, ingoing boy to an enthusiastic one who hurried in and 
out of class independently, sometimes whistling on the way. During 
the second term of special reading lessons he was placed in the B 








606 ELEMENTARY SCHOOL PRINCIPALS 





group in reading in his own class, and it was proposed that he be 

moved into the highest group at the earliest opportunity. 
Emotional conflict due to insecurity at home—Turning from Frank's 

case, we find other cases with home situations which produce such 


severe emotional blockings that no amount of pressure can make con- 
i ’ : as ee ae 
centration on schoolwork possible. Such general feelings of insecurity | 





' 


often grow out of broken homes, parental incompatibility, adult domi- 
nation, constant association with alcoholic parents, financial worries, 
and conflicting or inconsistent discipline. To this list may be added | 
rivalry of brothers and sisters, being displaced by a younger child, | 


being rejected, unloved, or unwanted, and being overshadowed thru | 
comparisons with more favored members of the family. It is necessary | 


t 


not only to ferret out these relationships and feelings but also to help | 


the parent realize that they exist because of his own emotional needs, 
One case of insecurity at home was that of Fred, who had deep 
feelings of rejection. He was the fifth of seven children of a college- 
graduate mother who had taught school for eleven years. He was re- 
ferred for diagnosis at nine and one-half years of age from Grade 
III-B of the school he had always attended. Test results indicated nor- 
mal intelligence, yet he could make no headway in reading. His ability 
to pay attention and follow directions was very poor. He daydreamed 
and had a tendency to take things which did not belong to him. 
Altho his mother was aware of Fred’s conditioning, she was so in- 
volved in certain marital conflicts that little cooperation in removing 
any of the contributing causes was obtained from her over a two-year 
period. After Fred’s birth, and for two years before the arrival of the 
next boy, Fred had been called their “good luck” baby because about 
the time of his birth the father had secured a good position after long 
unemployment, had received a rapid salary raise, and thus had saved 
their home. When Fred was displaced by the next baby he became 
what the mother still calls him—her “problem child.” Thinking to undo 
the spoiling, the father had abruptly withdrawn his attentions from 
Fred, and the boy developed strong feelings of not being wanted by 
either mother or father. Enrolment in school meant added rejection be- 
cause he had to share his teacher, whom he identified as a mother-sub- 
stitute, with all his classmates. Meanwhile his rival brother remained at 
home, using Fred’s toys and having the undivided attention of their 
mother. Fred sought satisfaction by taking objects from the kindergar- 
ten classroom. The rejection cycle evolved. Unwise punishment followed, 
accompanied by the father’s avowed disdain. For sometime Fred was 
deprived of his part of the candy allotment which was regularly given 
to all the children after the evening meal. No wonder he found accept- 


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CHILDREN WITH PERSONALITY PROBLEMS 607 





__— 


ance of school requirements distasteful, especially in reading, because 
the reports from school had caused these latest forms of rejection at 
home. 

Finally, when a baby girl arrived to completely dominate the house- 
hold, Fred’s “hatred of reading” knew no bounds. The mother, who 
attributed his reading difficulty to mishandling by the second-grade 
teacher, failed to relate the condition to his whole regressive pattern y 
The situation was further aggravated by his need for glasses, which 
were not provided until his second term in Grade III-B. However, he 
had little benefit from these glasses, since he deliberately left them off 
for long periods. Finally his older brother removed the lenses and used 
them for magnifying glasses. 

Fred’s escape into daydreams became more pronounced during the 
weeks of his rival brother’s illness, when he often accompanied his 
parents as far as the hospital. They went there twice daily, often taking 
presents to the sick boy and leaving Fred out in the car alone. Later 
Fred frequently had to be reminded not to hurt the recuperating boy. 
He was forced to share a bed with two other brothers, and a conflict 
between Fred and the thirteen-year-old brother developed. Defensive 
personality traits appeared in his relationships with all boys and he 
became generally disliked. What he stole he often gave to boys to buy 
back their friendship. No one seemed to realize that his aggressive 
acts toward these boys were a projection of his hatred toward his 
younger brother. 

His poor marks in reading brought persistent criticism from his 
mother, so Fred determined to “get revenge against her” by pulling 
his marks still lower. Other means of revenge were breaking windows 
which she must pay for and reporting her to his father in order to 
hear him “bawl her out” in front of the children. 

In September, two years after his mental test, Fred had reached 
Grade V-A but diagnostic reading tests indicated that his reading was 
still at the second-grade level. At that time the service of the remedial 
reading teacher was offered, to begin as soon as his eyes were refitted 
with glasses. This remedial service could not be started until Decem- 
ber, however, due to a series of reasons given by the mother for not 
providing the glasses. Among these reasons was her contention that 
she had to take care of her own eyes first. 

Despite the delay, anticipation of special attention from the remedial 
teacher proved a turning point in Fred’s unhappy school career. He 
voluntarily went to this teacher several times and reported that his 
doctor was having difficulty getting his eyes fitted but that he would 
have the glasses soon. In the meantime, the teacher and Fred discussed 











608 ELEMENTARY ScHoont PRINCIPALS 





plans for a change in his activities and he was advised to join the Boy 
Scouts. While he was still waiting for his mother to take him for the 
eye examination, he voluntarily took part in a program for the 
mothers’ visiting day by showing samples of various kinds of wood 
which he had learned about in his Boy Scout work. Upon this occasion 
the mother visited in his rival brother’s room but not in Fred’s. 

« After five months of work with the remedial teacher there was 
evidence of Fred’s becoming more stable and secure. He volunteered to 
read in the homeroom. Thru the efforts of several teachers to praise 
him and give him certain classroom duties he began to feel less re- 
jected. In one class, where he had daydreamed excessively, he was 
made the secretary; thus a constructive, pleasant experience was sub- 
stituted for a destructive one. At home, bunk beds were provided in 
the boys’ sleeping quarters, thereby relieving the friction caused by the 
brothers’ having to sleep together. 


PERSONALITY PROBLEMS AS A RESULT OF READING DIFFICULTIES 


In many cases emotional upsets may arise from the child’s reading 
disability itself. Normal, wholesome personality development in the 
social group demands that the child function on a satisfying level so 
that he gains a sense of “belonging.” He acquires his feeling of having 
“status” by realizing that he is acceptable and is making a contribu- 
tion. Inferiority feelings are almost certain to result from reading fail- 
ure because of the child’s own frustration or his parents’ disappoint- 
ment. Attempts to relieve this tension may involve the child in all sorts 
of antisocial or regressive behavior. Resistance to authority, aggres- 
siveness toward other children, or bullying may be used to gain the 
attention which the child would actually prefer to get thru successful 
school achievement. 

John, a curly-headed, only child, showed such tendencies toward 
aggressiveness when referred for clinical study while he was in Grade 
III-B and ten years of age. His intelligence was found to be dull 
normal. He was failing in reading, was considered “lazy,” and con- 
stantly ignored directions. He was a disturbing influence in all his 
classes, talking, hitting, pinching, crawling on the floor, and sometimes 
attempting to choke others on his way thru the aisles. 

The mother reported that in her efforts to help her boy adjust she 
had become acquainted with every teacher he had had in the two 
small towns where they had lived before coming to Detroit. She was 
of the opinion that all the reading John knew was what she had 
taught him in the “hours and hours” she had labored with him eve- 
nings and during summer vacations. She little realized that the un- 





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CHILDREN WITH PERSONALITY PROBLEMS 609 





fortunate thing she had taught him was to dominate her. He had 
learned this thru seeing her become exasperated with him. She had 
conditioned him to get the attention he craved on a negative level. 
Little wonder that reading was associated in his mind with punishment 
in having to stay in after school to study. Recommendations that a 
tutor in remedial reading be provided and that home study be discon- 
tinued were both ignored. Diagnostic reading tests, given nine months 
after his first referral, indicated that his outstanding handicap was 
that he laboriously spelled out each word according to his mother’s 
method. He seemed to have no conception of a visual pattern of words. 

Finally, tutoring with a remedial reading teacher was arranged for 
daily half-hour periods. After two months of this help he knew 300 
words. His manner changed gradually. At first when confronted with 
an obstacle he would say, “I guess we won’t do that today,” but he 
was not permitted to give up. He was made to face responsibility for 
his own behavior. 

Within three months John was reading from a second reader and 
he urgently requested to be allowed to read a particular story from 
a more difficult reader. When he was ready for Grade IV-A he was 
heard to say on a certain occasion, “It’s a fifty-fifty proposition. 
I do my part so my teacher can do hers.” He said he was prepared 
to live in friendly relationship with other children. Recalling his 
former feelings of inadequacy in reading, about which the children 
teased him, he said, “But, by golly, now I can show ’em.” He benefited 
greatly by being transferred to a different school where his earlier 
behavior was not known. His tutoring was gradually decreased over 
a fourteen-month period until he now stands on his own feet in Grade 
V-B. The school has recognized that John has personality traits which 
need special managing, and allowances are made for his achievement 
in accordance with his dull normal level. Thru frequent personal inter- 
views with the principal on a friendly basis, and thru his teachers’ 
ignoring his attention-getting devices and allowing him special atten- 
tion in art, for which he shows some aptitude, he is making a good 
adjustment. He attends the Y. M. C. A. regularly, going there alone 
on the bus. 


SoME PRINCIPLES OF MENTAL HYGIENE FoR THE TEACHER 


As indicated in the foregoing examples, the teacher’s task is not 
solely one of “understanding” the maladjusted child, but of helping 
him to do something constructive about his problem in a way that 
develops his personality. Corrective treatment is aimed at helping the 
child to free himself from dependency, to gain courage and self-control, 








610 ELEMENTARY SCHOOL PRINCIPALS 





a 


and to face reality thru confidence in human beings. The following 
observations may be helpful in this connection: 

1. A consistently sincere and sympathetic atmosphere in the class- 
room has distinct therapeutic value. A simple, friendly attitude helps 
the child to make a positive transference to the teacher’s requirements, 
In adjusting disturbed personalities, mental hygiene values these fac- 
tors highly. 

2. Status in a group is of major importance, and for the child who 
cannot compete in reading a plan should be made whereby he can 
gain approval in other ways. 

3. Those who have had experience in both the teaching and social- 
work fields are agreed that the teacher whose efforts are the most 
constructive is the one who can lead the child to discuss his feelings 
about his life experiences, both in and out of school, and who can 
withhold criticism or comment until a friendly rapport has been thoroly 
established. At that time only can the child afford to accept the teach- 
er’s opinions because a mutual confidence exists between them. Fre- 
quently the teacher-pupil relationship is charged with emotion because 
the child identifies her, as a person in authority, with either a loved 
or hated parent. 

4. The teacher’s personality is a most important factor. She must 
view the whole problem objectively, with an awareness of its many 
involvements. She must not allow her security as a “good teacher” 
to be threatened under perplexing deviations. Not the least signifi- 
cant result of such a wholesome attitude on her part is her own inner 
growth and the resulting benefits to all the children with whom she 
deals. 

5. Ability to interpret children to their parents and to gain the 
parents’ cooperation and understanding is for the teacher a requisite 
in developing the mental health of her pupils. 














19 


20 





CHILDREN WITH PERSONALITY PROBLEMS 611 





— 


w 


- 


10. 


ri. 


12. 


13, 
14. 


15. 


16. 


17, 


19. 


SELECTED REFERENCES 


. Aruirr, Apa H. “Mary, Mary, Quite Contrary.” National Parent-Teacher 34: 


9-11; October 1939. 


. Baker, Harry J., and TrapHacen, Virarnia. The Diagnosis and Treatment of 


Behavior Problem Children. New York: Macmillan Co., 1935. 393 p. 


. CAMPBELL, NELLIE M. The Elementary School Teacher's Treatment of Class- 


room Behavior Problems. Contributions to Education, No. 668. New 
York: Teachers College, Columbia University, 1935. 71 p. 

CHALLMAN, Rosert C. “Personality Maladjustments and Remedial Reading.” 
Journal of Exceptional Children 6: 7-11; October 1939. 


. GrirritH, Harriet L. “Planning a Curriculum for the Maladjusted Child.” 


Enriching the Curriculum for the Elementary-School Child. Eighteenth 
Yearbook. Washington, D. C.: Department of Elementary School Prin- 
cipals, National Education Association, 1939. p. 538-41. 


. Jones, Mary C., and Burks, Barsara 8. Personality Development in Child- 


hood. Monographs of the Society for Research in Child Development, 
Vol. 1, No. 4. Washington, D. C.: National Research Council, 1936. 
205 p. 


. LOWENSTEIN, Peart, and Svenpsen, Maraaret. “Experimental Modification of 


the Behavior of a Selected Group of Shy and Withdrawn Children.” 
American Journal of Orthopsychiatry 8: 639-53; October 1938. 


. Macrartane, JEAN W. “Family Influences on Children’s Personality Devel- 


opment.” Childhood Education 15: 55-59; October 1938. 


. Moraan, Joun J. B. The Psychology of the Unadjusted School Child. Revised 


edition. New York: Macmillan Co., 1936. 346 p. 

NaTIONAL EpucaTion ASSOCIATION, DEPARTMENT OF ELEMENTARY ScHOOL 
Principats. Personality Adjustment of the Elementary-School Child. 
Fifteenth Yearbook. Washington, D. C.: the Department, 1936. Chap. 5-8. 

O’SHEA, Harriet E. “A Psychologist in a University Nursery School.” Mental 
Hygiene 23: 40-48; January 1939. 

REINOEHL, CHartes M., and Ayer, Frep C. Classroom Administration and 
Pupil Adjustment. New York: D. Appleton-Century Co., 1940. Chap. 
18, “Children With Behavior Difficulties,” p. 374-97. 

Rivurn, Harry N. Educating for Adjustment. New York: D. Appleton-Century 
Co., 1936. 419 p. 

StranG, Rutu. “Guidance in Personality Development.” Guidance in Educa- 
tional Institutions. Thirty-Seventh Yearbook, Part I, National Society 
for the Study of Education. Bloomington, IIl.: Public School Publishing 
Co., 1938. Chap. 7, p. 197-228. 

SrutitKen, Epwarp H. “Education for Behavior Deviates.” Chicago Schools 
Journal 21: 104-10; December 1939. 

VocaTIONAL ADJUSTMENT Bureau For Girts, MentaL Hyciene CoMMITTEE. 
Mental Hygiene Project at Kindergarten Level, 1937-1939. Report to the 
Board of Education, City of New York. New York: the Committee (421 
E. 88th Street), 1939. 190 p. 

Wauurn, J. E. Wattace. Personality Maladjustments and Mental Hygiene. 
New York: McGraw-Hill Book Co., 1935. 511 p. 


. Wickman, E. Koster. Teachers and Behavior Problems. New York: Common- 


wealth Fund, 1938. 40 p. 
Witty, Paut A., and Sxinner, C. E., editors. Mental Hygiene in Modern 
Education. New York: Farrar and Rinehart, 1939. 539 p. 


. Zacury, Carouine B. Personality Adjustments of School Children. New 


York: Charles Scribner’s Sons, 1929. 306 p. 














CHAPTER X 


GENERAL ADMINISTRATIVE AND 
SUPERVISORY PRACTICES 


EDITORIAL COMMENT 


studying and meeting the needs of each individual child. Major 

emphasis has been placed on the responsibilities of classroom 
teachers and other specialists in carrying on an adequate program of 
pupil guidance. Obviously the successful discharge of these responsibili- 
ties requires competent school management, and many contributors 
have touched upon administrative and supervisory matters in describ- 
ing particular programs. There are, however, a number of pertinent 
problems of administration and supervision which have received little 
or no direct consideration in the earlier parts of this book. One of the 
most important is the general problem of pupil classification and pro- 
motion. This chapter discusses several such problems and shows how 
certain schools or school systems have attempted to solve them. 

Moore begins the chapter by describing a plan of classifying the 
pupils of each grade into three groups according to reading ability, 
chronological age, mental age, social background, and teachers’ judg- 
ments. He shows that when the curriculum is adjusted to the ability 
level of each group, the children are happier and do better work in 
relation to their abilities than the pupils in schools which make less 
provision for individual differences. Deming appraises a similar plan 
of grouping and concludes that while no such scheme is entirely satis- 
factory, ability grouping within grades is helpful if factors other than 
ability are considered also. In the third article Mecker reports on the 
special classification and promotion of retarded upper-grade pupils in 
his school. 

The next two authors discuss the administration of remedial instruc- 
tion in specific fields. Leland outlines a plan involving the assignment 
of remedial teachers to assist regular teachers with children who cannot 
read. Miller tells about the evolution of a speech training program. At 
first all children with speech handicaps attended special correction 
centers for two half-days each week; then an itinerant teacher of speech 
correction was provided; more recently a preventive speech program 
has been initiated in the primary grades. The closing article, by Stuart, 
reviews the efforts of a state department of education to stimulate and 
guide teachers in meeting the needs of individual pupils. 

A selected bibliography on the administrative and supervisory aspects 
of pupil adjustment is given on page 651.—Editorial Committee. 


Te preceding chapters have dealt with a variety of methods for 


[ 613 ] 











614 ELEMENTARY ScHooL PRINCIPALS 





GROUPING PUPILS ACCORDING TO THEIR ABILITIES 
AND NEEDS 


T. E. Moore 
Principal, Eugene Field School, Tulsa, Oklahoma 


we have tried to fit him into a school planned for the average 

pupil. In the Eugene Field School an attempt has been made to 
fit the school to the child thru a flexible plan of grouping according 
to abilities and needs. This plan is not an experiment but is the result 
of ten years of experience in attempting to give every child an equal 
opportunity, not only in academic fields but also in citizenship train- 
ing and the development of habits, attitudes, and ideals which con- 
tribute to happy living. The following pages give a brief description 
of the plan, together with some of the results obtained. 

General character and organization of the school—Eugene Field is 
a kindergarten and six-grade school in an industrial section of the 
city. About two-thirds of the children are somewhat handicapped 
socially and economically and are somewhat below normal mentally 
and educationally. The average IQ for all the pupils is 93. The total 
enrolment is 956 and the number of teachers is nineteen. The school 
has a platoon organization of sixteen sections, including one section 
of first-grade pupils and all sections in Grades II thru VI. In addition, 
there are six sections of first-grade and kindergarten children which 
are not platooned. The pupils in each platoon spend one-half of each 
day with the homeroom teachers and the other half in special classes. 
The subjects studied in the homeroom are reading, social studies, pen- 
manship, and arithmetic, while the special classes include art, music, 
library, auditorium, science, and physical education. Since double 
sections attend the library and physical education classes, the sixteen 
platoon sections are supervised by only fourteen teachers. The aver- 
age number of pupils per section in the platoon organization is approxi- 
mately forty. 

Achievement testing program—In Tulsa a battery of achievement 
tests is administered each year in April or May to the pupils in 
Grades II thru VI. The sixth grade is given the New Stanford Achieve- 
ment Test; the fourth and fifth grades, the Modern School Achieve- 
ment Tests; ? the third grade, the Gates Silent Reading Tests: Grades 
3 to 8 Series; and the second grade, the Gates Silent Reading Tests: 


Te ATYPICAL PUPIL has always been a problem, chiefly because 


1 World Book Co., Yonkers-on-Hudson, New York. 
2 Bureau of Publications, Teachers College, Columbia University, New York City. 

















ADMINISTRATIVE AND SUPERVISORY PRACTICES 615 





Primary Series.* In addition, the pupils in Grades III thru VI at Eugene 
Field are given the Public School Reading Test.* 

Reading is considered the most important academic subject. A read- 
ing grade level is determined for each child by averaging the grade 
scores made on all reading tests taken by the child in the spring. 
Figure I shows graphically the wide range of reading ability in Grades 
III, IV, and V. Each dot on this chart represents one pupil’s average 
reading grade level in the spring of 1937. In the fifth grade the poorest 
pupil had a reading grade level of 2.7 and the best pupil a reading 
grade level of 9.2, thus revealing a range in reading ability of 6.5 school 
years. Obviously, not all the fifth-grade pupils were ready to begin 
sixth-grade work. 

Figure I may give the impression that the Eugene Field School is 
a type all its own. It should be observed, however, that the Eugene 
Field medians and the standard medians were not far apart. In the 
third and fifth grades the pupils as a group, were only one month 
retarded and in the fourth grade they were five months retarded in 
reading. Nevertheless, the marked differences in ability within each 
grade called for some kind of administrative adjustment. 

Plan of grouping—Before school begins in September, the children 
of each grade from I thru VI are divided into three groups, “1” (high), 
“2” (middle), and “3” (low). These groups are not strictly homo- 
geneous but the pupils in each one are similar in a number of respects. 
Five criteria are used in making the divisions: (1) reading ability 
as determined by standard tests, (2) teachers’ judgments, (3) chrono- 
logical age, (4) mental age, and (5) social background. Figure II 
gives a picture of the grouping in the fourth, fifth, and sixth grades 
as far as reading ability is concerned. The overlapping between sections 
is due to the four other factors used in grouping the children. Such 
groupings are not final. A number of children are shifted from one 
group to another during the year, usually at a teacher’s request but 
sometimes at the pupil’s request. Many are shifted also in the annual 
grouping before school begins. 

Grouping children has some disadvantages but many advantages. 
The chief reason for such procedure is to make it possible for the 
teacher to meet the pupils’ needs more efficiently. These needs are not 
confined to academic work. The writer believes that citizenship traits 
also may be developed more successfully in groups of children with 
somewhat similar abilities. How often does a slow child in an average 
or bright group become president of the group? How often is he selected 


Bureau of Publications, Teachers College, Columbia University, New York City. 
‘Public School Publishing Co., Bloomington, Illinois. 





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ADMINISTRATIVE AND SUPERVISORY PRACTICES 617 





to take an important part in a play? Very seldom. Instead, such a 
child usually opens and closes the windows. But in a group of rela- 
tively slow pupils someone must be president, someone must be a 
member of the student council, and someone must take the lead in 
dramatic productions. While the finished product may not be as good 
as the brighter group produces, the actual training received may be of 
greater importance for the children in the slower group. The actual 
participation in such activities will certainly be more valuable than 
opening and closing the windows. 

Curriculum adjustments—Figure II clearly shows that the children 
in the VI-3 section are not ready to do normal sixth-grade work. 
| Neither are the children in the low fifth grade ready to do normal fifth- 
' grade work. Yet if these children of low ability were not segregated 
they would probably be exposed to the regular work of their grades. 
Instead of following the usual program regardless of their ability, the 
children at all levels are given work they can do. The high sections, 
VI-1, V-1, and IV-1, follow the regular Tulsa curriculum with some 
enrichment. The middle sections, VI-2, V-2, and IV-2, follow the 
curriculum one year below their regular classifications wherever read- 
ing is concerned. For example, the VI-2 class follows the fifth-grade 
curriculum. In the low sections, VI-3, V-3, and IV-3, we have the 
real cases of retardation. For instance, the VI-3 pupils are the older 
pupils of the sixth grade but have reading abilities of about fourth- 
grade level. To give these children typical fourth-grade materials 
would not be satisfactory since their interests are those of older chil- 
dren. The reading materials must be kept on the fourth-grade level 
of difficulty and yet be the kind that will interest twelve- and thirteen- 
year-old pupils. 

' All the children remain in their reading-level groups during the 
' major part of the day but at certain periods some regroupings are 
made to challenge their abilities in music, art, and arithmetic. 

Pupil attitudes—In some schools a certain amount of stigma is at- 
tached to the segregation of slow children. At Eugene Field, with few 
exceptions, such children have never seemed to feel any embarrassment 
after they were placed in the low sections. On the contrary, they have 
seemed very happy. Several reasons contribute to this wholesome atti- 
» tude on the part of the retarded child. First, he is separated from the 
_ brighter children only during the time he is studying the subjects in 
which he is retarded. Second, he has an equal chance of promotion at 
the end of the year if he makes an honest effort. Third, he has equal 
representation on the student council and the school patrol, and he has 
equal opportunity and encouragement to join any of the other pupil 





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ADMINISTRATIVE AND SUPERVISORY PRACTICES 619 





organizations such as the school chorus, art club, grade Y. M. C. A., 
Cubs, Scouts, and the school ball team. The fourth and undoubtedly 
the most important reason is the teachers’ philosophy in regard to 
the slow child. The teachers at Eugene Field cannot be praised too 
highly for their splendid attitude toward this child. They recognize his 
personal weaknesses and his environmental handicaps; they strive to 
minimize these weaknesses and handicaps in every possible way; and 
above all they try to make him feel that he has an important part 
to play in society. 

Measurable results—Everyone asks about the results of this plan. 
The disappointing thing is that the most important results cannot be 
measured or must be measured indirectly. Progress in subjectmatter 
ean be and has been measured carefully. Extensive tables could be 
given showing the progress of each section in each subject, but sub- 
jectmatter hardly deserves that much emphasis. The available data 
indicate that the average yearly progress in reading is about one and 
one-third that of unselected pupils in other schools, and that the out- 
comes in other subjects are correspondingly satisfactory. 

Some people feel that the retarded sections should eventually catch 
up to the other sections. A few pupils do catch up or go from a low to 
a high section in two or three years and a few others move from a low 
to a middle section. On the whole, however, the low sections cannot 
be expected to catch up, for the average IQ of these pupils in the 
fourth, fifth, and sixth grades is only 80. A more reasonable expecta- 
tion is that such pupils should do better than they would have done in 
typical heterogeneous groups. Recently a comparison was made be- 
tween the progress of children who were retarded one year or more 
at Eugene Field and children who were retarded the same amount in 
other Tulsa schools where very little curriculum adjustment was being 
made. The Eugene Field pupils showed 50 percent greater progress 
per year than the retarded children elsewhere who were trying to do 
work too difficult for them. 

One of the most important outcomes of education, and one of the 
most difficult to measure, is the child’s philosophy of life. If a child is 
happy we may perhaps assume that he is developing a desirable philos- 
ophy. We may also assume that if he is happy he will attend school 
more regularly and have fewer discipline problems while there. Some 
objective evidence is available concerning both discipline and at- 
| tendance at Eugene Field. During the four years the present plan of 
grouping has been in effect, the average number of discipline cases 
sent to the principal’s office has been reduced from fifteen per week 








620 ELEMENTARY SCHOOL PRINCIPALS 








to three per week. This, we believe, indicates a definitely better adjug. 
ment between the pupil and the school. 

School people generally seem to feel that the children with low IQ) 
are the most serious attendance problems. To check on this point, th; 
writer made a study of the attendance of different IQ groups belo 
100 in six Tulsa schools. The results, summarized below, indicate thy 
the percent of attendance does drop in the groups with lower IQ’s, 


Number of Percent of 

IQ groups pupils attendance 
95-99 110 92 
90-94 120 92 
85-89 98 90 
80-84 74 89 
Below 80 91 87 


A different picture of the slow child’s attendance is obtained, hoy. 
ever, after attempts have been made to adjust the school to him, 4 
shown in the following summary, the percent of attendance for a 
pupils at Eugene Field is higher than that for the city as a whol 
while the percent of attendance for sections VI-3, V-3, and IV-3 » 
Eugene Field, where the greatest adjustments have been made, j 
higher than that for all pupils at this school altho the average IQ i 
those sections is only 80. 


Percent of 
Average IQ attendance 
Ieee I WO ke a a inp crs cra ee sae 103 90.5 
All pupils in Eugene Field School...... 93 91.7 
Sections VI-3, V-3, and IV-3 in Eugene 
PU OR ce ci endkssaensanaeies 80 93.7 


In conclusion, the writer believes that the pupil who is common); 
called slow because he does not master subjectmatter readily can }: 
made into a happy citizen if he is placed with other pupils of simila 
ability and if every effort is made to adjust the curriculum to bhi 
individual needs. 





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ADMINISTRATIVE AND SUPERVISORY PRACTICES 621 





| AN APPRAISAL OF CERTAIN PROCEDURES IN THE CLASSI- 


FICATION AND PROMOTION OF PUPILS 


Leon J. DEMING 
Superintendent of Schools, Oyster Bay, New York 


improvement has occurred in the age-grade status of elemen- 

tary pupils in the Oyster Bay public schools. Detailed fig- 
ures for the earlier year appear in Table 1, while similar figures for 
the later year are shown in Table 2. The following is a summary of 
these data for all pupils in the kindergarten and first eight grades. 


[Dim THE ELEVEN-YEAR PERIOD from 1927-28 to 1938-39 a marked 


1927-28 1938-39 
Percent under-age for grade............. 16 6 
Percent over-age for grade.............. 19 1 
Percent at normal age for grade......... 65 93 
NE Fido GAPS cancers Brae in on a 100 100 


This change in age-grade status is merely an outward indication of 
the better care and adjustment of individual children during the period 
under consideration. It is the result of a changed educational philosophy 
and of certain administrative and instructional policies established to 
make that philosophy effective. The chief aim of the school during this 
period has been to help boys and girls live and work happily to- 


| gether while each one proceeds at his optimum speed in the accom- 


plishment of tasks adapted to his particular needs and abilities. The 
individual child has been the center of emphasis, and the school has 
tried to be a well-ordered home in which facilities are provided for 
all children and are adjusted to the requirements of each. 

Method of grouping—The size of the school made necessary some 


.— grouping of pupils within grades, since there were too many pupils of 


each chronological age for one teacher to handle. Ability as measured 
by intelligence tests and achievement as measured by achievement 
tests and by the teacher’s judgment were used as criteria for sectioning 
the boys and girls at each chronological age level. If, on the basis of 
these criteria, a pupil would have been placed with much younger 


» children, one or more extra promotions were made so that he could have 


the advantage of being with children of his own chronological and 
social age. To expedite such extra promotions two special classes were 
organized to help the pupils make up the work of the grades skipped. 
These classes have served their purpose and are no longer in use. 
Today the school is organized with three sections, A, B, and C, in 
each grade. Each A and each B section is under a separate teacher, 








622 ELEMENTARY SCHOOL PRINCIPALS 





TABLE 1—Ace-Grape Status or Pupits in THE Oyster Bay ELEMENTARY Scxoq, 
SEPTEMBER 1927 























7 
Acs - PERCENT 
GRADE — - $e | Num- | .. At 
4 5 67 8 9 10 11 12 13 14 15 16 17] Ber | UP4) pormal| Ov 
} age age age 
Kinder- 
garten |23 43 7 2 1 | 76 30.3 | 65.8] ¢ 
I 17 46 31 3 6 | 103 | 16.5 | 74.8] 8 
II 7 40 25 13 3 1 | 8&9 7.9 | 73.0 | 19 
III 1k of 76 WS 8 tf CO 84 | 138.1 | 63.1 | 233 
IV of ts Ss 3 1 da | 11.0 | 72.6 | a 
V 6 381316 7 2 51 | 88] 7.2] 55.4] 37 
VI 4 2717 14 5 4 | 71 | 43.7 | 43.7] 12 
Vil 42128 5102 | 65 6.1 | 67.7 | 2%) 
VIII 2317010 71 1 84) 14.71 58.812 
All 
grades (23 60 60 84 74 72 102 47 60 47 21 23 4 l| 678 | 16.5 | 64.8 | 187 





Read table: Of the 76 pupils in the kindergarten, 23 were four years old (under-age for grade 
43 were five years old and 7 were six years old (at normal age for grade); 2 wer e 
old and 1 was eight years old (over-age for grade). Thus, 30 percent of these pupils y 
under-age, 66 percent were at normal age, and 4 percent were over-age for the n 
read figures for the other grades listed. 


7 
I 





TABLE 2—Ace-Grabe Status or Pupits IN THE Oyster BAY ELEMENTARY ScuHo0l 
SEPTEMBER 1938 





| AGE | ' PERCENT 
| TOTAL 
GRADE |— —_—_____—- a a Num- | ,. At 
i 5 6 7 8 9 10 11 12 13 14 Ber | UPd) normal | OF 
| “et age ” 
Kinder- | 
garten (3 54 | 57 5.3 | 94.7 | 0.0] 
I | 56 2 | 58 | 0.0 |100.0 | 0. 
II 5 650 | 55] 9.1 | 90.9) 0. 
III 2 62 4 | 68 | 2.9 | 97.1 | 0. 
IV 6 54 Il 71 8.5 | 91.5 | 0. 
V 4 61 10 1 66 6.1 | 92.4} 1. 
VI 468 9 3 | 79| 5.1] 91.1] 38 
VII 1 46 21 1} 68 1.5 | 97.0] 1.5 
VIII 1 9 68 15] 93 | 10.8 | 89.2 | 0. 
All 
grades [3 54 61 54 68 62 66 75 64 92 16) 615 5.7 | 93.5 | 08 
| 








Read table: Of the 57 pupils in the kindergarten, 3 were four years old (under-age for grade 
while 54 were five years old (at normal age for grade). Thus, 5 percent were under-age 
95 percent were at normal age for the grade. Similarly read figures for the other grades liste 

















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bu 
bu 
int 


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SHO 


Over. 
age 


3.9 


19. 
23. 
16.4 
37.4 
12.4 








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CHOOL 








grade 
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0.8 





Cees 


ADMINISTRATIVE AND SUPERVISORY PRACTICES 623 





but the C sections for Grades I, II, and III are placed together with 
one teacher and the C sections for Grades IV, V, and VI with another 
teacher. The latter two groups might be considered special classes. 
Operation of the plan—The staff of the school has made several 
studies at different age levels to evaluate this method of sectioning. 
The central fact that emerges from all the studies is that there is a 
great overlapping in ability and achievement among the various sec- 
tions of a grade. Table 3 shows this situation for three sections of 
fifth-grade pupils. It is apparent that altho there are distinct dif- 
ferences in the medians of these sections with respect to intelligence 
quotients and composite achievement ages, there is marked overlap- 
ping of individuals in the three groups. As a result of such findings, 
the operation of the plan of grouping has been studied to obtain ad- 


TABLE 3—CuHrRoNoLoaIcAL AGES, INTELLIGENCE QUOTIENTS, AND ACHIEVEMENT 
Aces or THREE Sections or FirtH-Grape Pupiis, 1937-38 












































NUMBER CHRONOLOGICAL AGE 
SECTION OF — = 
Puris | nedian 10-0 10-6 11-0 11-6 12-0 12-6 
V-A 26 11-0 3 9 13 1 
V-B 22 11-1 1 8 10 3 
V-C 27 11-3 1 6 13 5 1 1 
NUMBER INTELLIGENCE QUOTIENT® 
SECTION OF 
Purits | Median | 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 
V-A 25 108 231342 1 
V-B 21 98 2 oS 8a 8 2 i 
V-C 21 81 1 638332 3 8 
NUMBER Composite ACHIEVEMENT AGE> 
SECTION OF 
Purits | Median | 7-0 7-6 8-0 86 9-0 9-6 10-0 10-6 11-0 11-6 12-0 12-6 
V-A 25 11-3 1 1 © to .-2 
V-B 22 10-2 1 § 138 2 1 
V-C 25 9-8 1 1 9 5 8 1 














Read table: The 26 pupils in section V-A had a median chronological age of 11 years and no 
months. Three of these pupils had ages of 10-0 but less than 10-6; nine had ages of 10-6 
but less than 11-0; thirteen had ages of 11-0 but less than 11-6; and one had an age of 11-6 
but less than 12-0. Similarly read figures for the other sections and for the measures of 
intelligence and achievement. 

*® Kuhlmann-Anderson Intelligence Tests (Educational Test Bureau, Minneapolis). 
ms Metropolitan Achievement Tests, Intermediate Battery (World Book Co., Yonkers-on-Hudson, 
New York). 

















624 ELEMENTARY SCHOOL PRINCIPALS 








ditional light on its advantages and limitations. Thru the past few 
years conferences with the teachers of the groups, individual cage 
studies of some of the pupils, and examination of the school records 
of all of them have revealed some pertinent information. Of the seventy- 
five pupils represented in Table 3, forty-four have continued in the 
same sections in which they were placed in the first grade. Nineteen of 
these are and always have been in an A section, nine have been in a 
B section, and sixteen in a C section or special class. Apparently origi- 
nal placement at the highest and lowest levels has been more accurate 
and less subject to change than the placement of the middle group. 

The history of the class as a whole shows considerable shifting 
among groups during the years the pupils have been in school. Six 
pupils now in the A section have previously been in a B section and 
one of them has also been in a C section. Seven of the pupils in the 
present B section were formerly in a C section or in a special class, 
while six of them were formerly in an A section. Six of the pupils in 
the present C section were formerly in a B section and four of them 
had previously been in an A section. It is significant that of th 
pupils whose sectioning has been changed, nineteen are boys and only 
ten are girls. Probably the natural docility of most girls leads us to 
overlook their needs of adjustment, while the boys more often indulge 
in overt activity as the first indication of poor adjustment. 

Attempts have been made to characterize the different sections in 
terms which would indicate clearly why the teachers and the superin- 
tendent feel that there is enough distinction between the sections to 
make the plan of grouping worthwhile. The pupils who seem to fit best 
into an A section are those who are independent and capable of going 
ahead on their own initiative, who take considerable responsibility for 
their own as well as their fellows’ actions, and who question, examine, 
and, in general, do critical thinking at their own level. The pupils who 
appear best suited to the B section are the average boys and girls 
who lack the sparkle and fire of the superior pupils in the A section, 
but who work hard and diligently altho they find few problems oi 
their own to study and explore. The pupils who naturally fall in th 
C section are those who are slow-learning or mentally retarded, whos 
parents are not academically inclined, and who may be physically and 
socially retarded because of poor health and limited environment 
These boys and girls cannot be expected to achieve in the course of 4 
school year the work done by average pupils in the grade. Pupils in 
the C sections are promoted every year to the next grade, but th 
teachers of these sections continue with the same pupils and _ the 
work of the advanced grade is presented on the children’s own level 








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ADMINISTRATIVE AND SUPERVISORY PRACTICES 625 





——_ 


Certain other factors operate even more strongly than those already 
mentioned in determining the composition of the various sections. For 
example, there often arises the necessity for placing a child in an A sec- 
tion instead of a B section because his mother and father are friends 
of the parents of other pupils in the A section. Outside the school he is 
thrown with boys and girls in the A group and his whole adjustment 
to life will be happier if he is placed with them in school. In such a case 
the work is adjusted to the pupil’s level of ability and he has the oppor- 
tunity to win the approval of his parents because of his associates. 

It has been our observation that many children drop from a B to 
a C group as the work grows more abstract. Often the environment in 
a home where a foreign language is spoken keeps a child from develop- 
ing his full powers until he has been in a C section for several years. 

The teachers, the supervisors, and the superintendent of the school 
are constantly on the alert for indications that might merit a change 
in sectioning. The purely artificial limit of three divisions inevitably 
makes the sectioning a little less functional than is desirable. 

The continuing teacher—In recent years the school has experimented 
with having a teacher continue for a period of several years with the 
same group of children. Since one building houses the first three grades 
and another contains the remainder of the elementary school, it has 
been convenient for one teacher to begin with a group of pupils in the 
first grade and carry them to the third, and for another teacher to 
carry the same pupils from the fourth thru the sixth grade. In junior 
high school, also, this scheme is carried on by having one teacher keep 
the same group of children in more than one subject and in study hall. 
This arrangement not only gives the pupils an opportunity for con- 
tinuous, integrating experiences but it also aids the teacher in recog- 
nizing that the individual pupil rather than subjectmatter or a set series 
of experiences is the fulcrum of the school. It further gives the teacher 
additional responsibility and incentive for helping each pupil to show 
improvement during the period in which he is under her guidance. 

Conclusion—Examination and evaluation of the factors involved in 
sectioning have led the writer to conclude that such grouping at best 
is an artificial administrative necessity and that no hard and fast line 
can be drawn between groups. Each child should be studied care- 
fully by himself and in relation to his fellows. Then he should be placed 
in the group that seems most favorable on the largest number of 
counts. While any classification of pupils according to ability is some- 
what arbitrary, it is believed that the advantages of such a plan can 
be increased and its disadvantages minimized by using the methods 
described above and by keeping always on the alert for better ones. 














626 ELEMENTARY SCHOOL PRINCIPALS 


SPECIAL CLASSIFICATION AND PROMOTION OF RETARDED 
UPPER-GRADE PUPILS 





H. H. Mecxker 


Principal, Blow School, St. Louis, Missouri 


NE OF THE MOST DIFFICULT PROBLEMS facing the schools today is 

the adjustment of retarded pupils. All school systems have a 

considerable proportion of these pupils; yet often not much is 

done about them. These boys and girls have abilities but they do not 

respond to the regularly organized school programs. They are the square 

pegs in round holes and they usually drop out of school sooner or 

later, disgusted and out of tune with the social order in which they 

find themselves. Many of them, no doubt, follow bad leadership and 
end up in a life of crime, petty if not serious. 

Being mindful of this situation, the administrators of the St. Louis 
school system have attempted during the past five years to deal with 
the problem in a very definite and concrete way. In different parts 
of the city, under varying school conditions, different methods are 
being used in meeting the needs of retarded children in the upper 
grades. The particular plan described here is used in the Blow School. 

Pertinent facts about the St. Lowis organization—A few statements 
regarding the organization of the St. Louis school system are essential 
to a clear conception of the plan. The city has the 8-4 plan of organi- 
zation. Due to overcrowded conditions in the high schools and the 
existence of many vacant rooms in elementary-school buildings, eleven 
eight-grade schools have added the ninth grade and are offering the 
first year of high-school work. Running parallel with this academic 
setup, two vocational schools of high-school rank have been established 
in which there is no college preparatory work. 

For the past few years the pupils of the eighth-grade graduating 
classes have been divided into two groups known as Lists I and II. 
Those placed on List I have good records, have received a regular 
eighth-grade diploma, and are recommended for admission to the ninth 
grade of either the regular high school or the vocational school. Those 
placed on List II are fifteen years or more of age and have done only 
a fair grade of work in the elementary school. They have not suc- 
ceeded well in a purely academic atmosphere and yet there is no reason 
for the elementary school to hold them longer. They receive diplomas 
which permit them to take the high-school entrance examinations, but 
unless they can pass these examinations they are not admitted to the 
ninth grade of either the high school or the vocational schoo! without 

















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aly 


son 
nas 
but 
the 
out 





ADMINISTRATIVE AND SUPERVISORY PRACTICES 627 





further preparation. To give such pupils further opportunities, groups 
known as “high-school preparatory classes” have been organized. 

In addition to the List II pupils just mentioned, there are a number 
of retarded children designated as List III pupils. These pupils are 
already fourteen or fifteen years of age but have not yet completed 
the eighth grade. They are potential List II pupils and their difficulties 
are such that they also need a special type of treatment which necessi- 
tates their withdrawal from the regular elementary grades. Like the 
List II group, they are placed in “preparatory”’ classes. 

Organization in the Blow School—The Blow School was among the 
schools chosen to offer these differentiated types of work because its 
elementary enrolment has been diminishing and the building could 
readily be altered to house the new program. The building now has 
seventeen regular rooms and eleven special rooms (manual training 
shop, general vocational shop, foods laboratory, clothing laboratory, 
typewriting room, mechanical drawing room, science room, girls’ gym- 
nasium, boys’ gymnasium, assembly room, and lunchroom). During 
the second semester of 1938-39 the building housed the following pupil 
groups: 


IN oo cc wiles ciscaiece sar pvatere esate 350 pupils 
REPOONE NEI 05 oo ews Jaceamas eas ii 
WO TI 555 csi soe eidin Hewes 200 * 
Preparatory (Lists II and III)............. 210 “ 


The elementary unit, which serves the immediate community, occu- 
pies one wing of the building and has no direct relation to the other 
three units. The last three types of pupils listed above have been organ- 
ized into an integrated unit as a junior high school might be. The fol- 
lowing principles have served as guides in this organization: 

1. The unit is treated as a secondary-school unit made up of sixteen advisory 
groups. 

2. The school day consists of a fifteen-minute advisory period and seven 
forty-five-minute periods. 

3. The vocational, high-school, and preparatory units are not set apart from 
one another. Most of the teachers come in contact with all types of pupils. 

4. The high-school pupils are promoted by individual subjects but the voca- 
tional and preparatory pupils are promoted on the basis of their entire programs. 

5. The vocational and preparatory pupils are classified by sex, and special 
emphasis is placed upon their vocational interests. 

6. All groups are “homogeneously” classified in terms of their abilities and other 


characteristics. 

Characteristics of retarded pupils—An analysis has been made of 
the pupils enrolled in the different divisions of this junior high-school 
unit. Table 1 shows some of the measurable characteristics of four 
typical pupils in the retarded or high-school preparatory group (Lists 
II and III). 














628 ELEMENTARY SCHOOL PRINCIPALS 


TABLE 1—Cuaracteristics oF TypicaL Puprts 1x Certain Rerarpep Groups. 
Biow ScuHoo., St. Louis 


CHARACTERISTIC | List III Boy List III Git | List II Boy List II Grr 
(1) (2) (3) (4) 5) 
| | 
Chronological age. ...| 15-0 to 15-5 | 14-6 to 14-11} 15-6 to 15-11) 15-6 to 15-11 
Mental age...... ...| 11-0 to 11-5 | 11-0 to 11-5 11-0 to 11-5 | 12-0 to 12-5 
Intelligence quotient. . 75to79 | T5to79 | T75to 79 80 to 84 
Educational achieve- 

ment age *..... 11-6 to 11-11} 11-6 to 11-11) 12-0 to 12-5 | 11-6 to 11-11 
Educational achieve- 

ment grade"... .. 6:0 to 6:5 | 5:6 to 5:9 | 6:0 to 6:5 6:0 to 6:5 
Reading grade*......| 6:0t06:5 | 5:6to05:9 | 6:0 to 6:5 7:6 to 7:9 

= ' 

Read table: The typical List III boy has a chronological age of 15 years-0 months to 15 
years-5 months; a mental age of 11 years-0 months to 11 years-5 months; an IQ of 75 to 79 
and an educational age of 11 years-6 months to 11 years-11 months. He rates in the first half 
of the sixth grade on total educational achievement and also on achievement in reading Sin 
larly read figures for the other types of pupils. 

“On the New Stanford Achievement Test (World Book Co., Yonkers-on-Hudson, New Yorl 


Programs for retarded pupils—The special curriculums for the List 
II and List III pupils are planned to cover from two to four semesters. 
During the first semester a List II pupil follows a special program on 
an eighth-grade level. If his achievement is above average, he may be 
promoted directly to Vocational II, which is the second half of the 
ninth-grade vocational work, and at the end of his second semester 
he may pass to Grade X of the regular vocational school. On the other 
hand, if a List II pupil finishes his first-semester program with only 
average achievement, he is promoted to Vocational I (the first half 
of the ninth-grade vocational work), then to Vocational II, and finally 
to Grade X of the regular vocational school. Thus the typical List II 
pupil requires three semesters instead of two to reach Grade X. 

The List III pupil follows a somewhat similar curriculum for either 
three or four semesters. First, he pursues a special program on a 
seventh-grade level for one semester. Then, if his accomplishment is 
above average he is promoted either to the first-semester program for 
List II pupils or directly to Vocational I. After a semester in one or 
the other of these programs he passes to Vocational II, and from there 
he goes to Grade X of the regular vocational school at the end of his 
third semester. If he is only about average in achievement, however, 
he may require four semesters to arrive at Grade X. In this case he 
progresses from the first-semester program for List III pupils to the 
first-semester program for List II pupils, and thence to the two semes- 
ters of ninth-grade vocational work. 





15 
if 


l- 











ADMINISTRATIVE AND SUPERVISORY PRACTICES 62 








The first-semester programs for the List II and List III pupils are 
the same as far as the names of the courses are concerned, but in each 
case the difficulty of the work and the expected level of accomplish- 
ment are based upon the ability of the group. The boys and the girls 
engage in different types of activities according to their needs, the 
activities being largely prevocational in nature. The program for boys 
includes English, practical arithmetic, social science, shop and related 
drawing, science, typewriting, and physical education. The course for 
girls includes English, junior business training, social science, home 
economics with related home problems, typewriting, physical educa- 
tion, and music. All pupils do such academic work as they can, but this 
work is directed chiefly along vocational lines. 

Theoretically, these pupils may be admitted to regular high-school 
work whenever their teachers feel they are qualified to carry it, but 
so far, practically all the pupils who continue in school have chosen 
to go on with the vocational program, which the school emphasizes. 

Progress of pupils—To give some idea of the progress made by these 
preparatory pupils, brief histories are presented for three such cases. 


Case A—Girl 





1. Born 1922-10-26; IQ—81 

2. Enrolled in preparatory class from Blow Elementary School (Grade VI)—age 
14 years 

3. In List III program one semester—scholastic average, 81 percent; List II 
diploma awarded 

4. In List II program one semester—scholastic average, 85 percent; List I 
diploma awarded 

5. In Vocational II program one semester—scholastie average, 78 percent; pro- 
moted to Grade X of Hadley Vocational School—age 15 years, 4 months 

6. Time saved by this procedure in progressing from Grade VI to Grade X— 
five semesters. 

Case B—Boy 

1. Born 1921-4-15; IQ—89 

2. Enrolled in preparatory class from a parochial school (Grade VII)—age 15 
years, 5 months 

3. In List III program one semester—scholastic average, 87 percent; List II 
diploma awarded 

4. In List II program one semester—scholastic average, 81 percent; List I 
diploma awarded 

5. In Vocational II program one semester—scholastic average, 71 percent; pro- 
moted to Grade X of Hadley Vocational School—age 16 years, 10 months 

6. Time saved by this procedure in progressing from Grade VII to Grade X— 
three semesters. 

Case C—Boy 

1. Born 1922-4-3; IQ—92 

2. Enrolled in preparatory class from Blow Elementary School (Grade VII)— 
age 14 years, 5 months 

3. In List III program one semester—scholastic average, 87 percent; List I 
diploma awarded 
4. In Vocational I program one semester—scholastic average, 83 percent 














630 ELEMENTARY SCHOOL PRINCIPALS 





5. In Vocational II program one semester—scholastic average, 77 percent; 
promoted to Grade X of the Hadley Vocational School—age 15 years, 9 months 

6. Time saved by this procedure in progressing from Grade VII to Grade X— 
two semesters. 

Case D—Girl 

1. Born 1924-8-6 ; IQ—89 

2. Enrolled in preparatory class from another state (Grade V1)—age 14 years, 
1 month 

3. In List III program one semester—scholastic average, 81 percent; List II 
diploma awarded 

4. In List II program one semester—scholastic average, 87 percent; List I 
diploma awarded 

5. In High-School I (first half of ninth grade) program one semester—scholastic 
average, 77 percent 

6. In High-School II (second half of ninth grade) program one semester— 
scholastic average, 75 percent; promoted to Grade X of the high school—age 
15 years, 8 months. 

7. Time saved by this procedure in progressing from Grade VI to Grade X 
three semesters. 


Conclusion—Altho a few of these pupils find their way into the 
regular ninth-grade classes of the high school, the chief objective of 
the program is not to require the academic performance demanded of 
normal pupils, but to test and develop the vocational outlook and abili- 
ties of the retarded pupils with a view to getting them into the tenth 
grade of the vocational school as soon as possible so they may begin 
learning a trade. They are reaching the point where they will soon drop 
out of school and they must be prepared to do some useful work. The 
school does not measure the success of the pupils in terms of academic 
achievement as much as in terms of the development of an interest, 
a willingness to try, a desire to get into trade training, and a disposi- 
tion to act according to approved social standards. The adjustment 
which these pupils have made to their new environment has convinced 
us that they are making progress, that they are gaining renewed con- 
fidence in themselves, and that they are beginning to enjoy the feeling 
of success. 


T 





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ADMINISTRATIVE AND SUPERVISORY PRACTICES 631 





AN ADMINISTRATIVE PLAN FOR DIAGNOSTIC AND REME- 
DIAL TEACHING OF CHILDREN WHO CANNOT READ 


Bernice LELAND 
First Assistant Supervisor, Psychological Clinic, Public Schools, Detroit, Michigan 


rehabilitating children of normal intelligence who are handicapped 

by severe difficulty in learning to read. This plan, which is now 
in operation in the Detroit schools, was formulated in the interests of 
(1) children with very high degrees of disability, whatever the source 
or general character of their difficulties may be, and (2) classroom 
teachers who do not know what to do about such problems. Only the 
essential features of the program are described here. The discussion is 
not directly concerned with symptoms and sources of reading disability. 


Ts PURPOSE OF THIS ARTICLE is to present a practical plan for 


PuRPOSES AND Basic PRINCIPLES 


The general purposes of the plan are as follows: 


1. To discover those children whose symptoms indicate as early as the kinder- 
garten or first grade that they will have difficulty in reading. 

2. To discover and to analyze those most aggravated cases (primarily within 
the first three grades) who are not eligible for placement in classes for the 
mentally retarded. 

3. To treat their difficulties by diagnostic and remedial teaching to the place 
where the homeroom teacher may continue the teaching independently. 

4. To assist homeroom teachers in becoming informed and increasingly inde- 
pendent in the solution of reading problems, thus reducing to a minimum the 
number of children requiring attention outside the homeroom. 


In achieving these purposes the following principles are fundamental: 


1. Case analysis is an effective approach. 

2. Effective treatment is intensive treatment. It is highly individualized, and 
the removal of the source of difficulty is the goal. 

3. A careful record of analysis and teaching is essential. 

4. Certain personality traits in the teacher selected for diagnostic and remedial 
work are of major importance. Specialized training in the major field of reading 
difficulty and in such allied fields as testing, mental hygiene, and social case work 
is a necessary requirement. 


ORGANIZATION OF PERSONNEL 


Each diagnostic teacher is assigned to three buildings and she be- 
comes a member of the teaching staff in each one. She carries a maxi- 
mum total teaching or case load of approximately fifty children. 

Two full days each week are scheduled for the school which, for 
any reason, is the most needful. Two half-days each week are given to 
each of the other two schools, and the teacher devotes one day each 
week to coordinating activities such as interviews with parents and 








632 ELEMENTARY SCHOOL PRINCIPALS 


teachers, testing, devising teaching materials, visiting classes, and 
keeping records. 

The children are selected for the class by the diagnostic teacher 
and the supervisor in charge on the basis of requests submitted by 
classroom teachers in the building. A blank form is provided for this 
purpose (see Figure I) and teachers make requests as freely as they 
choose, provided they are able to state their problems accurately and 
to give the necessary supplementary information. The obvious needs 
of the child and of his teacher are the principal criteria for selection 

It is expected that the number of diagnostic teachers will always be 
relatively small, the number of eventual appointments corresponding 
to or being no greater than the number of districts into which the city 
is divided for purposes of school administration. There are twelve such 
districts at present. The diagnostic teacher will rotate among the schools 
of her given district. 


DIAGNOSTIC AND REMEDIAL PROCEDURES 


The diagnostic and remedial procedures consist of testing, teaching 
recording, and interpreting. 

Testing—Diagnostic reading tests! are used to reveal significant 
behaviors which offer clues to the degree, nature, and source of the 
difficulty. The same test is not given to all children in a routine man- 
ner. Rather, the test or tests are carefully selected on the basis of 
available clues as to a particular child’s problem. 

Reading achievement tests? are used to discover as accurately as 
possible what the child’s grade competency is and in what general 
areas of the reading performance he is least competent. There are ad- 
vantages in using a series of tests which are not in general use in tl 
school. All diagnostic and achievement tests are administered by the 
remedial teacher. 

Intelligence tests are given by the psychological clinic and the results 
are obtained from the clinic file. This record from the clinic includes 
a profile of the test results, a careful case history, and a summary 
of interpretations and impressions by the psychological examiner. 

Symptomatic behavior is noted in reading and in other situations 


1 Betts Ready to Read Tests, Keystone View Co., Meadville, Pennsylvania. § Diagnostic Read 
Tests (M. Monroe), C. H. Stoelting Co., Chicago, Illinois. § Gates Reading Diagnosis Test 
Teachers College, Columbia University, New York City. § Monroe Reading Aptitude Test 
Houghton Mifflin Co., Boston, Massachusetts. 

2 Gates Silent Reading Tests: Primary Series, Teachers College. Columbia University, New 
York, New York. § Gray Standardized Oral Reading Paragraphs, Public School Publishing C 
Bloomington, Illinois. { Haggerty Reading Examination: Sigma I, World Book Co., Yonkers-or 
Hudson, New York. { Instructional Tests in Reading (Sangren and Wilson), Public School Put 
lishing Co., Bloomington, Ilinois. 


t 




























































































and FIGURE I—Form Usep sy Teacuers IN Requestina A Pupit’s PLACEMENT IN 
A RemepiaL Reapina Cass 
cher Detroit Public Schools 
by Pile Ko. 68760 Date 9-29-1937 
this REQUEST FOR DIAGNOSTIC TEACHING IN READING 
hey 
. Name Doe School x Grade___2B __Room _104 __ 
and (Last) (First 
mo. day year 
ees Date of Birth 9 1 30 Address 6423 B St. Sex Male 
‘ion Name of ~~~ Occupation____ Housewife _ Ecunomic Status__ Poor _ 
' . (separated 
s be SCHOOL PROBLEM 
ling Cannot read. He doesn't even know how to write, He prints everything. 
city - 
such PHYSICAL AND MENTAL DATA 
On gland 
ools Anemia O | Mouth breathing |0 | Hearing | 0 | treatment Yes No ___No 
Date Group Rate [CA | MA J 10 
Thyroid O | Teeth 1_| Speech fe) ABC (CG) DE 
Referred Detroit Learning 
Tonsils 2x| Vision O | to Gland | No Aptitude 7-3| 7-0) 97 
Clinic 
; EDUCATIONAL DATA 
ing ; Average Half days Test results 
o) : Room mark 
66 Test Score 
the | 162 
aan- § 
s of & 
r 103 176 
y as & - 
eral 7 SYMPTOMATIC BEHAVIOR (Check) 
. ; (Record others which seem significant to you) 
ad- Oral reading Silent reading 
. the 
the 
sults 
udes 
nary § 
F 
ions, 
eading 
Tests Signed 
Test:, & Mary Smith Teacher 
New Willigm Brown Principal 
z Co. & 
rs-on- © Approved for Diagnostic Teaching Bernice Leland 
Pub- 


Date 9-30-1937 








634 ELEMENTARY SCHOOL PRINCIPALS 





and a general interpretation of the information obtained from al] 
sources provides a working hypothesis for starting the treatment. 

Teaching—A teaching schedule of thirty-minute periods is set up 
in each building. The diagnostic teacher then directs herself to uncoy- 
ering any additional factors contributing to the difficulty and to remoy. 
ing as far as possible the sources of each child’s inability to read, 
The classes are regarded as informal teaching “clinics.” 

Every possible school adjustment favorable to recovery is made 
for each child. Materials and exercises best suited to the individual 
are devised by the diagnostic teacher, and as many children are taught 
in a group or within a thirty-minute period as the nature of their diff- 
culties warrants. Sometimes only one child has the attention of the 
teacher for an entire period. 

It is important to maintain flexibility in schedules and in groupings, 
and to shift children readily from one group to another as their per- 
formances indicate the desirability of some new arrangement. Each 
child has the benefit of two such carefully planned teaching periods 
each week. At all other times he is following the regular schedule of 
his section. 

Recording—Recording is a very important aspect of diagnostic 
teaching. A detailed, continuing record of each child’s performances 
and progress is kept from the time he enters the remedial group until 
he is dismissed or leaves for some other reason. These records are 
permanent and when completed are filed at the psychological clinic 
A case record is reproduced in Figure II. The entries are somewhat 
abbreviated from the original to conform to limitations of space. 

Interpreting—Not only is the teaching of these children based upon 
an interpretation of their behaviors, but facts of major importance 
are pointed out to the homeroom teachers and the probable significance 
of these facts is discussed. Conferences are arranged for this purpose, 
with the principal and the supervisor in charge also present, and a free 
exchange of ideas is encouraged. Parents and siblings are also inter- 
viewed and helped to understand their part in the process of rehabili- 
tation. 

Homeroom teachers observe the teaching procedures of the diag- 
nostic teacher and are expected to show growth in understanding and 
improvement in their own attack upon disability problems. When 
child is dismissed, the completed case record is available to his home- 








room teacher. Assistance in the interpretation of these children is thus | 


offered thru conferences, demonstrations, and records. The length of 
time required to rehabilitate a child under this plan depends, of course 
upon how deep-seated the sources of his difficulty are, how responsive 





FIG 


all 


up 
Ov: 


ad, 


ade 
ual 
ght 
iffi- 
the 


ngs, 
per- 
ach 
lods 
e of 


stic 
nces 
intil 

are 
inic 
vhat 


1pon 
ance 
ance 
OSE, 
free 
\ter- 
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liag- 
and 
on a 
yme- 
thus 
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urse 
isive 


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amnaneninnentl 


hea al 


epee 











FIGURE II—Cumutative AND PERMANENT Recorp oF A PupIL’s PRoGRESS IN A 
ReMepIAL ReapinG Ciass 





Detroit Public Schools 


File No.__68760 
RECORD OF DIAGNOSTIC TEACHING IN READING 


lo] Lj] 3s to4/ 7] 3 

mo.| day}year mo.j dayjyear 
Grade Age 

School M Admitted 25 ? yrs. 1 mo. 








Dismissed 2A 7 yre. 7 mos 























Name John Doe Date of Birth _9 | 1] 30 
month! dayl year 
Address _ 6423 B St. Name of Parent__ John ~ Ma 
I. Tests 
Di stic . Intelligence 
Date est (See Test Record Forns) I]_ Date Test CA. MA. | 1.9. 
9-29-37 | Monroe Reading Aptitude 12-14-37 | Detroit Learn- 


ing Aptitude 7-3 | 7-0 97 
10-1-37 | Group Test for Reversals 
(Univ. of Mich.) 























_Achier t 

Date Test © 6 Date Test Score|Grade_ 
10-1-37 | Gray's Oral Read- 25-38 | Gray's Oral Read- 

ing Paragraphs i) -1 ing Paragraphs 1 -1 
10-1-37 | Gates Primary 3-18-38 | Gates Primary 

Reading,Type 1 12 1.7 Reading, ‘ype 1 29 |2.47 
10-12-37 Gates Primary 3-22-38 | Gates Primary 

Reading,Type 2 10 1.7 Reading, Type 2 36 13.6 























II. Symptomatic Behavior 


Social Educational 

Very friendly, talkative. Mirror “writing"--prints only. 

Lisps. Reverses words, letters, numbers. 

Likes school and teachers. Confuses b, d, p, q, U, 2. 

Obedient, well-adjusted at home and Substitutes words similar in appearance 
school, and phonetic elements. 

Enjoys simple outdoor gemes, movies Loses his place, points to words, and 
with sidlings, and Dick Tracy radio. repeats worde and phrases. 

Very happy-go-lucky, chuckles a great Sound-blending inadequate. 
deal. Auditory discrimination inadequate. 


Not interested in school work. 





III. Significant Information 


Teachers consider him “very slow,” but head never noticed that printing is mirror- 
wise. Family are considered very difficult with "red" inclinations, looking for trouble 
on slightest provocation and "under the influence” of a friend with radical ideas. 

There are many children but parenthood is doubtful. An older "sister" of J.D. is be- 
lieved to be his unwed mother, and thet the boys of the family are “brothers” is doubted. 
Indulged by aged grandmother. 

House is cluttered and untidy, but comfortable. Early history is negative except 
scarlet fever. Walked, talked at 14 mos. Psychological Clinic reports awkwardness 
with pencil but fair muscular coordination; excellent attentive ability, follows 
directions well; general orientation adequate; space relationships and sense of design 
poor; attention span for letters adequate; word associations limited. 











FIGURE IIJ—Cumu tative AND PERMANENT ReEcorpD or A Pupiu’s Proaress jy , 


REMEDIAL ReapinG Cuiass (Cont.) 





IV. Interpretation (Diagnosis) 


Sources of difficulty appear to be: 
1. Inadequate basic vocabulary of sight words. 

(a) Confused on direction. 
Word-like forms are not clearly imaged. 
Letter forms are confused, also. 

(b>) Frequent absence during early vocabulary-getting stage. 

(c) Low physical tone--infected teeth and tonsils. 
Faulty sound discriminstions, and blending ability. 


2. Overprotection and indulgence at home. 
Not sufficiently eggressive in learning situations. 





V. Treatment 








(1) Teaching Procedures 





General Specific 
Development of basic vocabulary. 1. Use of "Easy Vocabulary” cards 


(Plymouth Press) 
Words: 
a. Matched with pictures. 
b. Shown in isolation on flash cards. 
ce. Unknown ones traced on blackboard, 
written. 
d. Built up with letter cards at desk. 
e. Read in phrases at board. 
f. Used in variety of ways for drill-- 
in notebook. 
Drawing directions. 
Yes-no sentences. 
Classification. 

2. Use of basic texts. (See "Naterials") 
Vocabulary development preceded oral 
reading of story. Procedures c, d, e 
of above usually followed. 

3. Flash card review of old vocabulary each 
lesson. Sometimes retracing necessary 
for relearning. 





Establishing consistent 1. Tracing and sounding words at black- 
left to right direction. board, until able to reproduce without 
copy. (Held hand in beginning to aid 

pattern formation.) 

2. Building words with letter cards. 

3. Use of manual guide. 

4. Developing consonant sounds, and stress- 
ing initial sound of word es directional 
cue. 


Training in auditory discrimination. 1. Listen for given sound in words and 
tell where heard--beginning, end or 
middle of word. 

2. Clap hands when hearing word beginning 
with given sound from random list. 

3. Suggest words beginning with given 
sound. 

4. Listen for words--in list of three-- 
that begin with given sound; or the 
word that did not begin with given 
sound. 

5. Picture dictionary--of words beginning 
with given sound. 

6. Geme adopted from auditory discrimina- 
tion test in Monroe Reading Aptitude 
Tests, using cards. 


Training in sound blending. 1. Teacher began with two-sound words, as 
"m-e," and worked up to five-sound 
words. Child told word made. 








FIC 


IN A 


val 





— 


FIGURE Il—Cumutative AND PERMANENT Recorp oF A Purtw’s ProGRESS IN A 


ReMeEDIAL ReapING Cuiass (Cont.) 





Vv. Treatment (Cont.) 





(2) Interviews 





10-1-37 | With homeroom teacher. Pointed out mirror-printing, and explained sig- 
nificance in relation to reading. 


10-19-37] With homeroom teacher. Asked her to placeJohn's name on school dental clinic. 


11-3-37 | With vice-princiral--who thought John had no real reading difficulty. Ex- 
plained significance of directional confusion. Much interested. 


11-6-37 | With homeroom teacher who came in to observe teaching techniques for John’s 
disability. 


11-11-37] Diagnostic teacher visited homeroom to compare John’s performance with that 
of his group. Recommended use of tracing technique and manual guide. 


2-21-38 | With homeroom teacher who reports marked progress by John in reading. 


3-31-38 | With homeroom teacher to determine if John's progress there would warrant 
his dismissal from diagnostic group. 








10-16-37 | "Easy: Vocabulary” cards 





VI. Summary and Suggestions for Future 


John has reading vocabulary and comprehension ability equal to his grade. He can 
distinguish accurately between sounds; has learned the names and sounds of all the con- 
sonants and diphthongs; can blend five sounds to form word. His directional confusion 
has been elimineted but some evidence of faulty eye-movements still remains. Further 
use of a manual guide for a time, exposing letters of word slowly from left to right 
during development, and tracing of words confused, is recommended. 








ite time 17 hrs. 





11 
Diagnostic Teacher 











638 ELEMENTARY SCHOOL PRINCIPALS 





— 


the child, the parents, and the teachers are, and how accurately the 
diagnosis and proper treatment are determined. The average time hg 
been about one semester or approximately twenty hours of actual 
teacher-child contact. 

As soon as his classroom teacher feels equipped to take over th 
problem and the child is able to compete successfully in the homeroom 
he is dismissed from the diagnostic-teaching group. When the digg. 
nostic teacher has rendered reasonable service in helping other teacher 
in the building to feel more secure with their reading problems and 
to be better equipped to discharge their responsibilities in regard ty 
such problems, and when she has demonstrated that these most difficul: 
children can be taught to read, she is assigned to another building. Se 
patterns of assigning and removing these teachers are avoided. 


IMPORTANCE OF ADMINISTRATIVE COOPERATION 


The plan outlined here is really a cooperative enterprise and, to }y 
successful, must engage the active interest and participation of mam 
persons who have contacts with the child in question. Teachers, par. 
ents, school nurses, physicians, social workers, mental examiners, and 
supervisors may all make constructive contributions. But no sing) 
person is in a position to do more for these children as a group or a 
individuals than the administrative head of the building in which 
remedial-teaching class is organized. Such vital matters as providing 
adequate space and certain supplementary materials are in this admin- 
istrator’s hands. Time for teacher conferences must be arranged }y 
the principal. The morale of the teaching staff and the establishment 
of friendly rapport between the diagnostic teacher and the staff an 
particularly influenced by the attitude of the office toward the whol 
idea of cooperative activity. Finally, the child’s and parents’ accept- 
ance of the remedial class as an opportunity, or their rejection of ii 
as a punishment, may be directly determined by the official adminis 
trative attitude toward the class. Such a class is a major project i 
the school where it is established and administrative support is esset- 
tial to its success. 





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ADMINISTRATIVE AND SUPERVISORY PRACTICES 639 





REORGANIZING THE SPEECH PROGRAM IN A CITY 
SCHOOL SYSTEM 


ELveNA MILLER 
Supervisor of Speech, Public Schools, Seattle, Washington 


of five and eighteen so defective in speech as to require reme- 

dial treatment and training.” * In the typical city school system 
about 7 percent of the children are so handicapped. It has been esti- 
mated that the defects of 85 percent of these children can be corrected 
by standard methods.’ 

In the average classroom children with unpleasant or inadequate 
voices, with faulty or careless articulation, with nervous or cluttered 
speech and an obvious lack of poise, and children who stutter present 
definite problems. A speech handicap means much more than is re- 
vealed on the surface. There is a significant correlation between faulty 
speech and certain reading disabilities.* Grave personality problems 
frequently result from defective speech and a person thus hampered 
is handicapped socially and vocationally. Recent psychological studies 
have indicated that the intelligence quotients of certain children with 
delayed or defective speech were raised as their speech was improved. 
The need of a speech program in the schools has been recognized but 
not all the problems of administering such a program have yet been 
solved. 

Speech correction programs in most public schools are based upon 
one of two different philosophies. Either speech correction is considered 
to be special education and the child is taken out of the classroom for 
instruction that is not definitely coordinated with his regular school- 
work, or such correction becomes a functional part of the child’s phys- 
ical, mental, social, and emotional development and is effected thru 
the integration of speech with other school subjects. Accepting the latter 
philosophy, the Seattle public schools during the past three years have 
undertaken an experimental program to discover how speech correction 
can best be administered in a city system. 

Limitations of the earlier plan—For a number of years prior to this 
experiment speech-handicapped children attended correction centers 


To ARE IN AMERICA 1,000,000 school children between the ages 


1 White House Conference on Child Health and Protection. Special Education: The Handicapped 
and the Gifted. New York: Century Co., 1931. p. 351-57. 

2 Tbid., p. 379. 

’Moss, Margery A. “The Effect of Speech Defects on Second Grade Reading Achievement.” 
Quarterly Journal of Speech 24: 642-54; December 1938. 

*Stinchfield, Sara M., and Young, Edna H. Children With Delayed or Defective Speech. 
Stanford University, Calif.: Stanford University Press, 1938. p. 37-40. 








640 ELEMENTARY ScHOOL PRINCIPALS 








one morning and one afternoon each week. With only three speech 
teachers for a school population of over 54,000 this seemed the best 
way to organize the work so as to serve the entire city. About sixty 
children came regularly to each teacher. Some of the cases were patho- 
logical; others were merely developmental cases that could have been 
handled by properly trained primary teachers in the classroom. The 
speech teachers devoted one day each week to visiting the children 
in their classrooms and conferring with their parents and teachers, 
The work was well done, with a large percentage of rehabilitation and 
correction. However, it was often necessary for children to travel some 
distance, and those below the third grade had to be excluded. This 
meant that bad speech habits were often well established before reme- 
dial work could be given. Parents and principals frequently objected 
to this loss of time, even tho most of the children made improvement 
in their speech and in their regular schoolwork when they began to 
attend the speech centers. Because of the organization of the program 
it was considered special education and could not be definitely coor- 
dinated with classroom work. Teachers readily accepted this philos- 
ophy, and while they tried to cooperate in every way, they felt for the 
most part that speech education was something mysterious and not 
to be undertaken by the uninitiated. 

Introducing the itinerant teacher of speech—Realizing that it is dan- 
gerous for an untrained teacher to tamper with the speech of a child 
who has a defect or disorder, but desiring to integrate the correction 
work more closely with the regular curriculum, the administration 
three years ago released one of the center teachers to do itinerant 
teaching, visiting about ten buildings twice each week. At the outset 
it was seen that in order to serve all the city’s schools in this way, 
more teachers would be needed. However, certain advantages were 
obvious. Children of all grades were reached by the itinerant teacher; 
the need for pupil travel was eliminated; pupils were helped in their 
normal environments and they did not miss much of their regular 
work; the speech teacher in many cases became a guide for speech 
activities thruout the school; classroom teachers could confer with her 
easily and frequently and she could come nearer to integrating her 
speech work with that of the regular classroom. Data assembled over 
the three-year period indicate that the itinerant teacher usually helped 
more children both directly and incidentally than did the center teacher 
and that the percents of correction were about the same. It was dis- 
covered, however, that for the few most serious cases, especially those 
of long duration, the itinerant teacher did not have the time necessary 
to effect a correction. Such cases must be treated at a speech center. 











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ADMINISTRATIVE AND SUPERVISORY PRACTICES 641 





There is also the danger that the itinerant teacher will undertake 
too heavy a case load, thus limiting her effectiveness. This situation 
obtains in many cities which conduct their speech correction work 
under this plan. It is well to remember that the White House Con- 
ference recommended fifty as an optimal load.® 

Initiating a preventive program in primary grades—This program 
of itinerant teaching, altho designed primarily to enable the speech 
teacher to work directly with the handicapped children in their own 
environments, resulted in considerable in-service training of classroom 
teachers. A developmental speech program was soon set up to be 
carried on by the kindergarten and primary teachers with the assist- 
ance of the speech teacher. This plan functioned on the assumption 
(supported by Kopp,° Ringer,’ Fréschels,® and others) that most defects 
and disorders now being treated can be prevented by following a good 
speech-hygiene program with children as they are establishing their 
speech habits. The experience of one speech teacher has shown that such 
a program should be threefold: 


1. Teachers and parents of handicapped children should be given a short course 
in normal speech development and simple speech correction. 

2. Teachers and parents must be given opportunity to observe the speech teacher 
as she diagnoses the child’s difficulty and gives him remedial treatment. Together 
they should work out a program of speech hygiene for the child and outline 
developmental procedure. The responsibility for carrying out this program must 
be placed upon the parents and the classroom teacher. 

3. The speech teacher. must act further as a consultant and should visit the 
child at least once a week. In the most serious cases she will work with the child 
herself, but active cooperation of those who are with him most is essential. 


Certain difficulties have presented themselves in connection with 
this program. One is that at the beginning of such a program the 
regular teachers must be given a certain amount of specific speech 
education. In most buildings a few teachers’ meetings can be scheduled 
for this purpose either at noon or after school, but there is need of a 
uniform plan that will reach all primary teachers in the system. This 
instruction can be given in a large group, thus saving the time of 
the speech teacher for consultation about specific cases. During the 
past year the supervisor of speech, in close cooperation with the direc- 
tor of kindergarten and primary education, conducted a short series 
of all-city meetings for primary teachers to be followed with a number 
of smaller regional meetings. 

Classroom teachers have indicated that they get the greatest help 





5 White House Conference on Child Health and Protection, op. cit., p. 351-57. 

*Kopp, George A. ‘A Philosophy of Speech Correction.” Journal of Exceptional Children 
6: 176-78; February 1940. 

* Ringer, Margaret. Unpublished lecture before the Seattle Council for Exceptional Children. 

* Fréschels, Emil. Speech Therapy. Boston: Expression Co., 1933. p. 205-12. 





642 ELEMENTARY SCHOOL PRINCIPALS 





from observation of the speech teacher at work. The difficulty of find. 
ing time for this has been met in different ways in different buildings, 
Some principals find it possible to teach for the room teacher, while 
others arrange for an older pupil to substitute. However, there is g 
limit to the number of times such arrangements should be made. Since 
primary children in many schools are dismissed from their classes from 
thirty to forty-five minutes before the others at noon and in the after- 
noon, these two periods can be used for the special work in speech, 
Also the speech teacher often finds it advantageous to go into the clags- 
room and work with the child there while all the other pupils are 
engaged in informal activities. Then the room teacher is more or less 
free to observe the speech instruction. 

A third difficulty, that of finding time for speech work in the already 
crowded curriculum, is solved when the classroom teacher recognizes 
that speech education is part of the education of the whole child and 
that it can best be carried on thru integration with reading, language, 
and the activity program. The speech teacher and the classroom teacher 
should work out together carefully-graded methods and practice mate- 
rials to be coordinated with the regular curriculum. It must be remem- 
bered, however, that a few cases will need the daily attention of a 


speech pathologist and should be treated in a clinic or speech center. | 


The results of the ‘speech consultant” plan have been so encouraging 
that the program will be continued, and the indications are that even- 
tually it will be extended to include the entire city. In the schools 
where it has been tried, principals report that the teachers are now dis- 
covering speech problems more readily and are asking for help, that 
more children are being reached, and that actual corrections are being 
made by the room teachers. 

Need for further study—This plan of organization warrants careful 
appraisal. Seattle’s experiment is so recent and so incomplete that it 
is not yet possible to make a final evaluation. The first lessons hav: 
been learned, however, and the interest of the classroom teachers, the 
helpful suggestions of the participating principals, their splendid coop- 
eration, and their willingness to undertake something new have made 
it possible to work more effectively another year. In the meantime, an 
objective study has been started to extend over a period of five years 
At the end of this time it will be known if such a program can result 
in the development of normal speech in most of the children in thi 
primary grades. If the program proves effective the necessity for cor- 
rective work for older children will be lessened. Out of this experimen- 
tation there may develop a comprehensive program, not of speech 
reeducation alone, but of real speech education for all children. 











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ADMINISTRATIVE AND SUPERVISORY PRACTICES 643 





STIMULATING AND GUIDING TEACHERS IN MEETING 
INDIVIDUAL PUPIL NEEDS 


CecitiA UNZICKER STUART 


Chief, Division of Early Childhood and Elementary Education, State Department 
of Public Instruction, Harrisburg, Pennsylvania 


~@ HIS piscussion deals with the efforts of the Division of Early 

Childhood and Elementary Education in the Department of Pub- 

lic Instruction of Pennsylvania to stimulate and guide teachers 
in observing and caring for individual needs. Individual differences 
among teachers in relation to this problem are just as real and complex 
as are differences among children. In a state as large as Pennsylvania 
all stages of educational development are represented in the teaching 
body, and the character and extent of educational needs differ with 
each teacher. For the sake of organization in this article, teachers have 
been grouped somewhat arbitrarily with reference to their development 
and their particular needs for stimulation and guidance. 


TEACHERS WITH SUPERIOR ALL-ROUND QUALIFICATIONS 


Democratic procedures—Some teachers are already aware of the 
facts concerning individual differences and possess the desire and the 
ability to use the necessary guidance procedures. When such teachers 
are a part of a truly democratic school system they have all they need 
in the way of freedom and encouragement to do their best. The im- 
plication is that schools must work from within and promote the 
democratic process so that teachers may be free to think straight, to 
act upon their best thinking, and to take responsibility for their actions. 

Recently the Division of Early Childhood and Elementary Educa- 
tion examined its own program to see whether or not its relationships 
with the various school districts were democratic in every respect. 
The Division recognized that if it were exercising arbitrary authority 
over administrators and supervisors, they in turn would dictate to 
their teachers and so finally would the teachers dominate their pupils. 
The Division has conceived its function to be one of guidance rather 
than of direction. Its method is to help districts or communities to 
develop their own curriculums, rather than to give them predetermined 
courses of study to follow. It distributes guidance materials rather than 
materials which can be used in a stereotyped manner. This guidance 
aim is kept in mind in all field work, in sectional conferences, in work 
on problems of local districts, and in organizing and working with 
curriculum-development groups. The emphasis is upon helping the 














644 ELEMENTARY SCHOOL PRINCIPALS 





—$—____ 


professional staff to analyze its own community in terms of resources | 


and needs, to define its problems in terms of possibilities for advance. 
ment, to work out effective ways for solving its problems, and to evaly. 
ate results and take responsibility for them. Such guidance gives 


more than freedom to the teacher; it gives encouragement and recogni. | 


tion for clear thinking and for intelligent action. If a state depart. 
ment uses democratic procedures in its contacts with superintendents 
and supervisors, it is contributing to democratic local administration, 





Adequate space and equipment—lIn addition, if teachers can be given | 
appropriate equipment and ample space in which to work they will be | 


greatly aided in creating a suitable environment for the development 
of the inuividual child. The Division has worked on this phase of the 
problem in cooperation with the School Plant Division of the state 


department. When plans for a large building program are in proces: | 


in a community, recommendations have been formulated and sent te 
the School Plant Division, to the local superintendent of schools, and 
to the architect. Twenty-five to thirty square feet of classroom space 
per child, a library, an industrial and fine arts room, and a science 
room have been recommended for buildings designed to house 450 or 
more pupils. Sufficient space is one of the prime requisites for meeting 
individual needs among children. 

As to equipment, it is recognized that certain materials are neces- 


sary for diagnosis and guidance even tho they may be expensive. | 


Many school districts spend money for materials which are not par- 
ticularly well suited to their purposes. As members of the Division 
visit classrooms with superintendents and supervisors they frequently 
find opportunities to evaluate equipment in use and to make suggestions 
for desirable changes. Superintendents and supervisors are encouraged 
to make use of the classroom teacher’s judgment in the selection of 
certain materials. 

Freedom, encouragement, and adequate space and materials ar 
the main needs of those teachers who know their children as personali- 
ties and are eager and competent to care for them accordingly. By stim- 
ulating and guiding administrators and supervisors in their efforts t 
promote the democratic process and to provide adequate facilities 
for work, the Division is attempting to meet the needs of these teacli- 
ers who have superior all-round qualifications. 


TEACHERS WHO NEED STIMULATION 


Some teachers are aware of the problems pertaining to individual 


differences among children but they have no particular urge to do} 


anything about such problems. These teachers are somewhat acquainted 


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ADMINISTRATIVE AND SUPERVISORY PRACTICES 645 





with certain fundamental principles but they have not understood 
their significance. For example, they may have learned to recite 
the laws of learning as a part of their preparation for teaching 
without really understanding the learner’s need for readiness and for 
experiencing success. The basic principle of beginning with the learner 
on his own level may not be meaningful to these teachers in concrete 
situations. They have not learned to evaluate their own procedures 
in terms of the philosophy they verbally proclaim. Such teachers need 
more than mere comprehension; they need to interpret what they do 
in terms of what they have learned so that they may see the significance 
of their methods. They need help in judging their procedures and their 
results relative to a sound philosophy of education. Conferences and 
study groups organized among the teachers for the purpose of eval- 
uating their teaching in light of children’s characteristics and needs 
can help to interpret broadly the school program. An urge to “do some- 
thing” may then arise in these teachers who need stimulation. 
Professional study groups—The need for group thinking and action 
is met in part by the Division’s efforts to stimulate and guide com- 
mittee work among teachers and supervisors. One second-class district 


| presents an example of notable progress in this respect. The superin- 


tendent and supervisor invited a curriculum specialist to help them 


' and their teachers to formulate an educational philosophy. When the 


group had decided upon a philosophy based on democratic principles, 
they all studied local conditions and defined their most crucial teaching 


anti & problems. Committees of teachers were organized and guided in work 


tions | 
aged | 
mn of § 


upon specific problems. These groups considered the opinions of the 
best authorities they could find and discussed all problems on the basis 
of intelligent application of the opinions. In discussion periods em- 
phasis was placed on genuine interplay of ideas and the development 


-aret, of group achievement. Problems were considered in connection with 


the following topics: rewards and prizes, homework, departmentaliza- 
tion, manuscript writing, functional arithmetic, other agencies working 
with children in the community, a desirable first-grade program, and 
corporal punishment. As a result of this enterprise each teacher has 
become more alert to her responsibility in applying theoretical knowl- 


' edge to actual situations. The teachers have learned how to work to- 
_ gether and are realizing common purposes. Their continuous develop- 
ment is thus encouraged. Professional study groups of the type just 
described have been started in several districts in Pennsylvania. 
Plans are being developed in the Division of Early Childhood and 
Elementary Education for regional working conferences of elementary 








646 ELEMENTARY SCHOOL PRINCIPALS 





supervisors. A conference of this kind was held recently. There were 
present about eighty persons who are responsible for some supervision 
of elementary education. These persons were superintendents, assistant 
superintendents, supervising principals, directors of elementary educa- 
tion, and building principals from second-, third-, and fourth-class 
school districts of four neighboring counties. A representative from 
each school district and a member of this Division met together and 
planned the conference. The theme chosen was “Social Development 
of the Child thru Supervision.” According to the plans, the supervisors 
divided themselves into study groups, raised problems, discussed them, 
and shared their thought with the entire conference. All participants 
were learning democratic procedures and the processes of group think- 
ing and sharing by actually engaging in them. The assumption is that 
as they use these procedures themselves, the supervisors will be better 
able to apply them to the supervision of their teachers. 

In addition to the stimulation gained from professional group asso- 
ciation, any teacher profits from daily contact with well-qualified, dy- 
namic teachers, supervisors, and administrators. Such educators inevi- 
tably throw out a challenge to others to achieve in some measure the 
professional skills and satisfactions that they have found. 


TEACHERS WuHo NEED HELP ON THE TECHNICS OF GUIDANCE 


Some teachers thoroly understand the significance of individual dif- 
ferences, but they have not visualized how to meet specific problems. 
They have not watched effective procedures and they cannot imagine 
how to undertake individual guidance. If they lack originality they 
are probably teaching as their teachers taught them—by mass methods 
of instruction. The technics of mass instruction and drill are familiar 
to them and the technics of individual guidance are difficult and 
relatively unknown. 

If these teachers are resourceful and ambitious they may find ways 
of meeting this problem. Usually their first efforts amount to working 
out methods of dealing with individual differences in relation to mas- 
tery of subjectmatter. This is due to the fact that more is known about 
subjectmatter education; it is easier to deal with objectively; and 
the organization of the traditional school lends itself readily to com- 
partmentalized learning. The teachers who are aware of individual 
differences but who do not know how to care for them need an oppor- 
tunity for guided observation and study of accepted practices. Only 
in this way will they grasp technics and interpret procedures in terms 
of educational values relative to the growth of the whole child. These 
teachers need to learn how to study and work cooperatively with other 























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ADMINISTRATIVE AND SUPERVISORY PRACTICES 647 





teachers on problems presented by individual children. Especially 
for the sake of these teachers the school program needs to be organized 
to permit emphasis on guidance rather than on mass instruction. 
Observation of good practice—The Division encourages superin- 
tendents to allow teachers unfamiliar with guidance technics to observe 
as much good classroom practice as possible. Often a supervising prin- 
cipal or supervisor reports that she has accompanied a group of teach- 
ers on an observation trip to an outstanding school. Usually arrange- 
ments are made for discussion following these observations. When 
asked, the Division suggests places where an observation would be 
worthwhile. Many of the state teachers college laboratory schools 
have classes in session on Saturdays and the Division recommends 
that teachers in service watch these groups at work. One state teachers 
college conducts regular classes each Saturday for the express purpose 


of making continuous observation possible. 


During the winter of 1938-39 the Division demonstrated desirable 
classroom equipment and procedures in a booth at the State Farm 
Show, where not only teachers but hundreds of laymen came to ob- 
serve. Also the Division has published in bulletin form two illustrations 
of classroom practice. Altho it does not claim direct responsibility, the 
Division’s emphasis on the need for teachers to observe good technics 
of individual guidance has probably contributed to the fact that state 
teachers colleges have lengthened the time required for student 
teaching. 


TEACHERS WuHo ARE CONCERNED CHIEFLY WITH SUBJECTMATTER 
LEARNING 


There are many teachers and administrators who confine their at- 
tention mainly to individual differences in subjectmatter attainment. 
They believe that academic achievement is the all-important goal 
and they have not become sensitive to all the needs of children in 
meeting their problems of living. These educators know little about 
how to study children and guide them toward all-round development. 
They need help in reinterpreting their philosophy of education to 
include a sound conception of an integrated personality. They need 
practice in studying children in all types of life situations. Theirs is 
largely a problem of defining the purposes of their teaching in terms 
of the children they teach. 

During the past few years the department of public instruction has 
worked with many people in the state in formulating a philosophy 
of education for the schools of Pennsylvania. A number of bulletins 
on the subject have been published. This philosophy gives recognition 





648 ELEMENTARY ScHOOL PRINCIPALS 





—. 


to the all-round development of the child and to the concepts rela- 
tive to individual differences. As a result there are noticeable evidences 
of a change in viewpoint in many districts. Teachers who formerly 
emphasized only subjectmatter achievement are now organizing their 
classroom procedures to recognize each child as a personality. 
Adequate reports and records—Some teachers find it confusing to 
judge children on the basis of individual growth and adjustment when 
the report and record systems of the school put emphasis upon grade 
averages in various subjects. A recent Division bulletin on reporting 
pupil progress emphasizes evaluation in terms of the whole child and 
his potentialities for growth. A revision of a bulletin on pupil person- 
nel records is in process of development. It will illustrate types of ree- 
ords to be used in the extensive study of the child and will emphasize 
the value of filing cumulative records in individual folders so that 
a teacher can have ready access to the data concerning a particular 
boy or girl. Reports and records have been discussed by members of 
the Division at various teachers meetings in the state. One address is 
published in the Proceedings of Schoolmen’s Week at Philadelphia in 
1938.1 Record forms prepared in harmony with the philosophy of 
individual differences help teachers to put that philosophy into effect. 


TEACHERS WHO ARE UNINFORMED ABOUT INDIVIDUAL DIFFERENCES 


A few immature teachers have not yet learned the principles of 
individual differences. They need an introduction to these concepts 
thru both direct and vicarious contacts with sources of information 
and with innovations and experiments which furnish the data from 
which conclusions can be drawn. They also need experience in study- 
ing children. 

The Division helps teachers and supervisors by answering questions 
received thru the mail and by furnishing source materials and bibli- 
ographies on the subject. Also, it emphasizes the concept of individual 
differences wherever appropriate, i.e., in bulletin materials, in teachers 
conferences, and in analyzing classroom procedures with teachers and 
supervisors. The Division’s supervisors are helping teachers to recog- 
nize and guide differences in children. 

Courses in the state teachers colleges have been introduced to give 
teachers experience in child study. Many of the colleges have psycho- 
logical, speech, and reading clinics which offer their services to teachers 
of the area. 


1 Stuart, Cecilia U. ‘‘Records in Kindergarten and Elementary School.” Fundamentals in a 


Democratic School. Twenty-Fifth Annual Schoolmen’s Week Proceedings. Philadelphia: Uni- 
versity of Pennsylvania, 1938. p. 291-95. 














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ADMINISTRATIVE AND SUPERVISORY PRACTICES 649 





PRE-SERVICE TRAINING AND SELECTION OF TEACHERS 


The necessity for intelligent selection of teachers who see children 
as individuals and know how to guide them in terms of their needs 
has also been recognized by the Division. In setting up standards 
for elementary schools, the Division has included criteria for the 
selection of a good teacher. The recent teacher tenure law in Pennsyl- 
vania has brought school directors face to face with the importance 
of these criteria. The directors are beginning to see the desirability 
of relying upon the judgment of the superintendent since he is usually 
in the best position to evaluate the qualifications of a particular 
teacher. 

In order that there may be a well-qualified personnel to select from, 
this Division actively cooperates with state teachers colleges. Contacts 
have been established with most of these colleges for the purpose 
of jointly studying the curriculums they are offering for the effective 
education of teachers. In one teachers college a course in curriculum 
building was given by a member of this Division for a picked group 
of teachers. It was organized along workshop lines whereby the teach- 
ers observed and participated in the development of a unit of ex- 
perience along with a group of children. The main emphasis was given 
to child study and to procedures to meet the needs of individuals. 
Following this, a committee of college faculty members was organized 
to guide outstanding teachers in the area served by the college in the 
development of child-centered curriculums. As these teachers were 
planning their programs they met with the faculty committee from 
time to time thruout the year to discuss their situations, problems, 
and procedures. The faculty committee occasionally used the class- 
rooms of some of these teachers as observation centers for the sur- 
rounding communities. 

Recently members of the Division have met with faculty commit- 
tees in a number of the state teachers colleges. These committees are 
making a study of how they are influencing and how they can influ- 
ence the school life of their areas. Also several of the colleges have 
invited aid in analyzing their programs of teacher education. 

The Division believes administrators must go back to the initial 
education of the teacher before many of the problems of the classroom 
can be adequately met. Thus it has taken the foregoing steps to stimu- 
late sound pre-service training of teachers and to encourage their 
wise selection. In addition, the Division has presented to its bureau 
director a set of proposed qualifications for elementary supervisors 
and has recommended that the State Council of Education work toward 





650 ELEMENTARY SCHOOL PRINCIPALS 





— Se 


making it compulsory for one assistant county superintendent ip 
each county to meet these qualifications. 


SUMMARY 


The grouping of teachers in terms of their needs must of necessity 
be artificial. In any stage of development a teacher’s needs may in- 
clude some or all of those which have been specifically designated here, 
Broadly conceived, the stimulation and guidance of teachers in obsery- 
ing and caring for individual pupil needs should include each of the 
following phases: (1) provision of freedom to act, (2) encouragement 
to act as the teacher’s best judgment dictates, (3) opportunity for 
group thinking about problems in actual school situations, (4) study 
to see significant points relative to the learning process and the eval- 
uation of the educational product, (5) firsthand experience in obsery- 
ing and interpreting good procedures, (6) guidance in formulating or 
redefining an educational philosophy, (7) experiences in child study, 
and (8) contacts with sources of pertinent information and experi- 
mental data. The Division of Early Childhood and Elementary Edu- 
cation in Pennsylvania is attempting to help stimulate and guide the 
teachers of the state in all these respects. 


ust as the competent teacher seeks to draw all types of 
J pupils into the class activities for the sake of their devel- 
opment as individuals and as members of a cooperating group, 
so should the administrator seek to include all types of teach- 
ers in the activities of curriculum building. The good teacher 
should be called upon because of the benefits to be derived 
from her superior skill and artistry, and because she deserves 
encouragement and recognition for good work. The mediocre 
teacher should be utilized because of the personal growth she 
will undergo and the possibility of discovering potentialities 
which she has not hitherto revealed——Broaddus, Louise E., 
and Norris, Forbes H., in Enriching the Curriculum for the 
Elementary-School Child, Eighteenth Yearbook, Department 
of Elementary School Principals, 1939, p. 278. 


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ADMINISTRATIVE AND SUPERVISORY PRACTICES 651 





SELECTED REFERENCES 


. Amoss, Harry. “Special Education in Rural Communities.” Journal of Excep- 


tional Children 5: 73-75, 93; January 1939. 


_ ATHEARN, CLARENCE R. Syllabus on Curriculum Construction for the Handi- 


capped. New York: Teachers College, Columbia University, 1938. 152 p. 


. Brueckner, L. J., and orners. The Changing Elementary School. Report of 


the Regents’ Inquiry into the Character and Cost of Public Education 
in the State of New York. New York: Inor Publishing Co., 1939. 
Chap. 2-9. 


. CALIFORNIA ELEMENTARY ScHoot Princripauts’ Association. The Elementary 


Principal As Supervisor in the Modern School. Eleventh Yearbook. Sacra- 
mento: the Association, 1939. 168 p. 


_ Copy, Franx. “How Detroit Provides for Its Atypical Children.” Journal 


of Education 120: 267-70; June 7, 1937. 


. Dimmick, Earu A. “Appraisal of an Elementary School Reorganization in 


Terms of Its Effect Upon the Children Who Attend It.” Journal of 
Educational Research 32: 91-101; October 1938. 


. “Experiments in Reorganizing the Primary School (A Symposium).” Child- 


hood Education 15: 262-71; February 1939. 


. HerFerNAN, Heten. “Supervision Appropriate for Progressive Schools.” Cali- 


fornia Journal of Elementary Education 6: 21-25; August 1937. 


. Kvaraceus, Witt1AM C., and Wires, Marton E. “An Experiment in Grouping 


for Effective Learning.” Elementary School Journal 39: 264-68; Decem- 
ber 1938. 

McGavony, J. R. An Evaluation of the Elementary School. Indianapolis: 
Bobbs-Merrill Co., 1937. p. 221-76. 

Moore, CiarENCE C. “Adjustment in Small School Systems.” Nation’s Schools 
24: 49-51; December 1939. 

NationaL EpucatTioN ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS. Appraising the Elementary-School Program. Sixteenth Year- 
book. Washington, D. C.: the Department, 1937. Chap. 2, “Appraising 
the School Organization,” p. 254-90. 


. NATIONAL Epucation ASSOCIATION, DEPARTMENT OF SUPERVISORS AND DrREc- 


Tors oF Instruction. Newer Instructional Practices of Promise. Twelfth 
Yearbook. Washington, D. C.: the Department, 1939. Chap. 16, “Super- 
visory Techniques Adapted to Newer Teaching Practices,” p. 328-50. 

NATIONAL Epucation ASssocIATION, DEPARTMENT OF ELEMENTARY SCHOOL 
Principats. Newer Practises in Reading in the Elementary School. 
Seventeenth Yearbook. Washington, D. C.: the Department, 1938. Chap. 
9, “Organizing Schools and Classes for Better Reading Instruction,” 
p. 519-76. 


. Nationau' Society ror THE Stupy or Epucation. The Grouping of Pupils. 


Thirty-Fifth Yearbook, Part I. Bloomington, Ill.: Public School Publish- 
ing Co., 1936. Chap. 8-9, 11, 13-15. 


. Orro, Henry J. Elementary School Organization and Administration. New 


York: D. Appleton-Century Co., 1934. Chap. 4-6, 9, and 12. 


. Power, Leonarp. “The Cooperative Group Plan and the Individual.” Educa- 


tional Method 14: 240-47; February 1935. 


. Reavis, Wiii1aMm C.; Pierce, Paut R.; and StruttKen, Epwarp H. The 


Elementary School: Its Organization and Administration. Revised edi- 
tion. Chicago: University of Chicago Press, 1938. Chap. 7 and 10. 


. REINOEHL, CHARLES M., and Ayer, Frep C. Classroom Administration and 


Pupil Adjustment. New York: D. Appleton-Century Co., 1940. Chap. 7, 
“School Grouping and Pupil Progress,” p. 128-54. 


. Wiis, Cuartes F., and otuers. “Promotion of Pupils.” Baltimore Bulletin 


of Education 17: 57-83; January-February 1940. 








RECORDS AND INFORMATION 


The information in this section is of two types: (1) the names of 
officers of professional organizations in which elementary-school prin- 
cipals participate, and (2) the names and addresses of paid-up mem- 
bers of the national Department of Elementary School Principals. 
The list of organizations is divided into three parts: (a) local prin- 
cipals organizations, (b) sectional principals associations, and (c) state 
principals associations. While these lists are not complete, they in- 
clude every organization from which up-to-date information about 
its officers was received in time for publication. The Department 
hopes that all organizations of elementary-school principals or super- 
visors will supply such information regularly for inclusion in future 
yearbooks. 

Membership in the national Department has continued to grow dur- 
ing the year 1939-40. The number of members as this yearbook went 
to press was 6257, including 215 life members. The total number 
exceeds that of a year ago by 156, or between 2 and 3 percent, while 
the number of life members is 24 larger than last year. These facts 
indicate that elementary-school principals and supervisors are main- 
taining their interest and their faith in the work of the Department, 
and that they continue to believe in pooling their resources as a means 
of improving their own professional status as well as the quality of 
education for children. 

The Department looks forward to the opportunity of serving every- 
one in the field of elementary education. This aim can be realized 
only thru continued increases in membership. As we grow in numbers 
and financial resources, we shall be able to reach more and more 
people with a steadily improving quality of work. 


[652] 





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LocAL PRINCIPALS ORGANIZATIONS 653 





LOCAL PRINCIPALS ORGANIZATIONS 


In the following roster the symbol (1) is used to indicate the person reported 
as president and (2) is used to indicate the secretary. 


ABERDEEN, S. DAK.—ELEMENTARY PRIN- 
CIPALS’ CLuB. (1) Sada C. Post, Lin- 
ecoln School. (2) Violet Schrimpf, Sim- 
mons School. 

AKRON, OHIO—ELEMENTARY MEN PRIN- 
cIPALs’ CLuB. (1) John F, Hagen, 267 
N. Firestone Blvd. (2) Esmond V. 
Thomas, 142 W. Burns Ave. 

AKRON, OHIO—WoMEN PRINCIPALS’ 
CuiuB. (1) Hazel B. Sellers, 25 Adelford 
Ave. (2) Mildred E. Stebbins, 247 
Rhodes Ave. 

ALAMEDA, CALIF.—PRINCIPALS’ CLUB. 
(1) Lowell Mell, 2623 Clay St. (2) Mrs. 
Mabel Dye, 2308 San Jose St. 

ALBANY, N. Y.—WoOMEN PRINCIPALS’ AND 
SupPEeRvVISOoRS’ CLuB. (1) Rose T. Hughes, 
118 N. Lake Ave. (2) Mary A. Murray, 
214 Partridge St. 

ALEXANDRIA, VA.—PRINCIPALS’ CLUB. 
(1) Mildred Stead, Maury School. (2) 
Miss Leslie Cox, Washington School. 

ANDERSON, IND.—ScHOoOOoL PRINCIPALS’ 
Cius. (1) Mrs. Ranna Creason Potes, 
933 W. Ninth St. (2) Katherine Langell, 
227 W. 11th St. 

ATLANTA, GA.—ELEMENTARY PRIN- 
CIPALS’ CLUB. (1) Mary Lin, Mary Lin 
School. (2) Lois Hollingsworth, Sylvan 
Hills School. 

BAKERSFIELD, CALIF.—PRINCIPALS'’ 
CLuB. (1) Mary Lavers, 2204 San 
Emidio St. (2) J. Ted Chism, 1514 
King St. 

BATTLE CREEK, MICH.—PRINCIPALS’ 
ASSOCIATION. (1) Leo Shaw, Southwest- 
ern Junior High School. (2) Mrs. Cath- 
erine Daugherty, Wilson School. 

BAY CITY, MICH.—ELEMENTARY PRIN- 
CIPALS’ CLUB. (1) Anna T. Reardon, 
Wenona School. (2) Alta Porter, Wash- 
ington School. 

BEAUMONT, TEXAS—PRINCIPALS’ AND 
Surervisors’ Ciur. (1) Louise Hobby, 
2245 Neches St. (2) Mrs. W. A. Perry, 
2560 McFaddin St. 

BERKELEY, CALIF.—ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) Emery J. Cur- 
tice, 1729 Hopkins St. (2) Beecher H. 
Harris, 1181 Grizzly Peak Blvd. 

BIRMINGHAM, ALA.—ELEMENTARY 
ScHOOL PRINCIPALS’ CLuB. (1) W. T. 
Snoddy, <Acipeo School. (2) George 
Hendricks, Gate City School. 


BLOOMFIELD, N. J.—PRINCIPALS’ CLUB. 
(1) M. A. Bigelow, Carteret School. (2) 
L. J. Kreuger, Demarest School. 


BOSTON, MASS.—ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) Joseph E. 
Lynch, Hugh O’Brien School, Roxbury. 
(2) Patrick L. Geary, Phillips Brooks 
District, Dorchester. 

BRIDGEPORT, CONN.—ELEMENTARY 
ScHOOL PrINcIPALS’ CuLuB. (1) Julia 
Fenton, 135 Benham Ave. (2) Elizabeth 
Roche, 61 Redding P1. 

CAMDEN, N. J.—PRINCIPALS’ ASSOCIA- 
TION. (1) Glenn Ott, Liberty School. 
CANTON, OHIO—PrINcIPrALs’ CLUB. (1) 
L. H. Booker. W. North School. (2) 

Mary Leech, Woodland School. 











CANTON, OHIO—WoMEN PRINCIPALS’ 
CiuB. (1) Mary B. Swope, 335 Fifth St., 
N. W. (2) Esther Karp, 308 High Ave., 
N. W. 

CASPER, WYO.—ELEMENTARY PRIN- 
CIPALS’ CLUB. (1) Mrs. Martha England, 
Lineoln School. (2) Margaret Chambers, 
Grant School. 

CEDAR RAPIDS, IOWA—ELEMENTARY 
PRINCIPALS’ CLuB. (1) Jenna Strahan, 
2342 Grande Ave. (2) Marjorie Dono- 
hue, 516 12th St., S. E. 

CHARLESTON, S. C.—PRINCIPALS’ CLUB. 
(1) Simon Fogarty, Crafts Public School. 
(2) George C. Rogers, Memminger High 
School. 

CHATTANOOGA, TENN.—ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) W. O. 
Hornaday, Cedar Hill School. (2) Susie 
MeNulty, Normal Park School. 

CHICAGO, ILL.—ELLA FLace Youne 
CLus. (1) Marie Mattocks, 914 Gunni- 
son St. (2) Adelaide Lynch, 7934 Kim- 
bark Ave. 

CHICAGO, ILL.—Grorce HOWLAND CLUB. 
(1) Edward E. Keener, 600 S. Madison 
Ave., La Grange. (2) Claude L. Wil- 
liams, 7736 East End Ave., Chicago. 

CHICAGO, ILL.—PRINCIPALS’ CLUB. (1) 
Joseph B. Shine, 9350 Throop St. (2) 
Rena Flanagan, 139 N. Mayfield Ave. 

CICERO, ILL.—ELEMENTARY PRINCIPALS’ 
CLuB. (1) Hobert Bolerjack, Columbus 
School. (2) Agnes J. Holmes, Woodbine 
School. 

CINCINNATI, OHIO—ASSISTANT PRIN- 
CIPALS’ CLuB. (1) Nelson L. Burbank, 
Sands School. (2) William Henry 
Schroeder, Oakley School. 

CINCINAATI, O HIO—ELEMENTARY 
ScHOOL PRINCIPALS’ CLUB. (1) Oscar 
Cc. Martin, Oakley School. (2) Elizabeth 
Guilfoile, Twelfth District School. 

CLEVELAND, OHIO—PRINCIPALS’ CLUB. 
(1) Edna Morgan, 2943 Berkshire Rd. 
(2) Margaret M. White, 11907 Brown- 
ing Ave. 

CLEVELAND HEIGHTS, OHIO—PRIN- 
CIPALS’ AND Supervisors’ CuiusB. (1) 
Albert B. Harvey, Roosevelt Junior High 
School, 1771 Lee Rd. (2) Irene Hess, 
Canterbury School, 2530 Canterbury Rd. 

CLIFTON. N. J.—PRINCIPALS’ ASSOCIA- 
TION. (1) Harold J. Adams, High School 
Annex. (2) Margretta Dobbins, School 
No. 6. 

CLIFTON, N. J.—ScHOOLMASTERS’ CLUB. 
(1) Harold J. Adams, 239 Trenton Ave. 
(2) Charles W. Robinson, 265 W. Sec- 
ond St. 

COLUMBUS, OHIO—ELEMENTARY PRIN- 
CIPALS’ RounD TABLE. (1) Miss Ilo Mad- 
dux, 1535 N. High St. (2) Dorothy C. 
Morris, 558 Lilley Ave. 

CONNELLSVILLE, PA.—PRINCIPALS’ 
Ciue. (1) David C. Guhl, 1214 Syea- 
more St. (2) Dorothy Mathias, 244 Fair- 
view Ave. 

COUNCIL BLUFFS, IOWA—ELEMENTARY 
PRINCIPALS’ CLus. (1) Mary Peterson. 
723 W. Washington St. (2) Anna Ivory. 
128 Glen Ave. 


























654 ELEMENTARY SCHOOL PRINCIPALS 





DALLAS, TEXAS—PRINCIPALS’ CLuB. (1) 
E. W. Muse, Rosemont School. (2) 
Mamie Boone, John Henry Susan 
School. 

DANVILLE, VA.—PRINCIPALS’ COUNCIL. 
(1) W. Harold Ford, Bellevue School. 
(2) Pencie Fulton, 170 S. Main St. 


2)LEMENTARY PRIN- 
CIPALS’ CLUB. (1) Arthur C. Hall, Hayes 
School. (2) Kieth L. Benner, Buchanan 
School. 

DAYTON, OHIO—ASsSocIATION OF AbD- 
MINISTRATIVE WOMEN IN EpvucaTION. (1) 
Maude L. Rupel, 506 W. Norman Ave. 
(2) Maude J. Slaght, 142 W. Second St. 

DAYTON, OHIO—PRINCIPALS’ wt 
TION. (1) D. L. Sollenberger, R. 4, 
Smith Rd. (2) Sue Seybold, 1833" ‘Au- 
burn Ave. 

DENVER, COLO.—PRINCIPALS’ AND Dt- 
RECTORS’ ASSOCIATION. (1) Claude B. 
Pendleton, Cole Junior High School, 
82nd Ave. and Humboldt St. (2) Mrs. 
Minnie McCoy, Berkeley School, W. 51st 
Ave. and Lowell Blvd. 

DES MOINES, IOWA—PRINCIPALS’ CLUB. 
(1) Bessie Bacon Goodrich, 3415 Witmer 
Park Way. (2) Walter O. Allen, 1236 
82nd St. 


DETROIT, MICH.—WoMEN PRINCIPALS’ 
Cuius. (1) Clara Ellen Starr, Box 814, 
Royal Oak. (2) Florence E. Parker, 5474 
Trumbull Ave., Detroit. 


DUBUQUE, IOWA—ELEMENTARY PRIN- 
CIPALS’ CLuB. (1) Grace Ryan, 1265 
Langworthy Ave. (2) Martha Marlin, 
Temple Hall. 


DULUTH, MINN.—PRINCIPALS’ AND 
Supervisors’ CLvuB. (1) Selma Petrich, 
Cobb and Washburn Schools. (2) Alice 
Bradseth, Lakeside School. 


EAST PROVIDENCE, R. I.—PRINCIPALS’ 
CuuB. (1) Carl T. Thompson, 104 Hope 
St., Rumford. (2) Cora E. Welch, 6 
Wheeler Ave., East Providence. 

ELIZABETH, N. J.—PRINCIPALS’ ASSO- 
CIATION. (1) Richard L. Gleason, George 
Washington School No. 1. (2) Henry 
oe Benjamin Franklin School No. 
13. 





EL PASO, TEXAS—ELEMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. (1) Alicia 
Swann, 2931 Aurora St. (2) Gertrude 
Higgins, 1015 N. Florence St. 


ERIE, PA.—ELEMENTARY PRINCIPALS’ 
AND SUPERVISORS’ ASSOCIATION. (1) 
Marie O. Gingenbach, 345 E. 12th St. 
{2) Minnie M. Mullerstein, 721 E. 23rd 

t. 


EVANSTON, ILL.—PRINCIPALS’ CLuB. (1) 
Lois M. Davis, 921 Sheridan Rd. (2) 
Mrs. Grace Richardson, 1119 Maple Ave. 


EVERETT, MASS.—PRINCIPALS’ ASSOCIA- 
TION. (1) Martin Sanborn, Everett High 
School. (2) Mabel M. Gardner, 46 Forest 
Ave. 

EVERETT, WASH.—PRINCIPALS’ CLUB. 
1) W. T. Meyer, South Junior High 
School. (2) Ernest F. Nicolino, Long- 
fellow School. 


FALL RIVER, MASS. ELEMENTARY 
PRINCIPALS’ CuuB. (1) Catherina A. 
Silvia, 589 Division St. (2) Agnes M. 
Malcolm, 1491 Highland Ave. 


FLINT, MICH.—ELEMENTARY PRINCIPALS’ 
ASSOCIATION. (1) Mrs. Cleo Popp, Hazel- 
ton School. (2) Marie Nelson, Martin 
School. 





FORT SMITH, ARK.—ELEMENTARY Prin- 
CIPALS’ RouNpD TABLE. (1) C. E. Beard, 
Trusty School. (2) Mollie Williams, 
Belle Point School. 

FORT WORTH, TEXAS—PRINCIPALS’ AND 
VICE-PRINCIPALS’ ASSOCIATION. (1) Jes- 
sica Lloyd, Alice Carlson School. (2) 
Julia Chrisman, Diamond Hill School. 

FRESNO, CALIF.—ELEMENTARY PRINCI- 
PALS’ CONFERENCE. (1) Jennie BE. Rad 
ley, Route 1, Box 60, Sanger. (2) Mr. 
Lars Barstad, 1335 Safford Ave., Fresno. 

GARY, IND.—PRINCIPALS’ ASSOCIATION. 
(1) John N. Reid, 4388 Roosevelt St. 
(2) = Cc. Bryant, Sr., 2588 Madi 


GRAND. " RAPIDS, MICH.—ELEMENTARY 
PRINCIPALS’ EXCHANGE CLUB. (1) Mrs. 
Lou I. Sigler, Ottawa Hills School. (2) 
3ertha Smith, Sigsbee School. 

HARTFORD, CONN. RINCIPALS’ CLUB. 
(1) Louis W. Batchelder, 87 Cumber- 
land St. (2) Beatrice Silverman, 46 
Capen St. 

HAZEL PARK, MICH.—PRINCIPALS’ CLUB. 
(1) Mr. Lee Clark, Martin Rd., Fern- 
dale. (2) Avis M. Blakeslee, Wanda 
School, Ferndale. 

HOLYOKE, MASS.—WoMEN PRINCIPALS’ 
CLuB. (1) Eva C. Moynihan, 2089 
Northampton St. (2) Lillian M. Dono- 
ghue, 309 Walnut St. 

HOPEWELL, VA.—ELEMENTARY PRINCI- 
PALS’ CLUB. (1) Cashell Donahoe. (2) 
T. Edward Temple. 

HOUSTON, TEXAS—PRINCIPALS’ AND Su- 
PERVISORS’ ASSOCIATION. (1) L. R. 
Center, 1500 Louisiana St. (2) Helen 
Byington, 1500 Louisiana St. 

HUTCHINSON, KANSAS — ELEMENTARY 
SCHOOL PRINCIPALS’ CLuB. (1) Julia 
Peed, Winona School. (2) Wilmie Moore, 
117 E. Eighth St. 

INDIANAPOLIS, IND.—CouncIL oF Ap- 
MINISTRATIVE WOMEN IN’ EDUCATION. 
(1) Mrs. Grace A. Granger, 1918 Car- 
roliton Ave. (2) Mrs. Mildred B. Orr, 
8422 N. Colorado Ave. 

JACKSON, MICH.—ELEMENTARY SCHOOL 
PRINCIPALS’ CLuB. (1) Martha B. Chase, 
808 Bush St. (2) Mrs. Jennie Mandigo, 
318 S. Grinnell St. 

JERSEY CITY, N. J.—MALE PRINCIPALS’ 
ASSOCIATION. (1) Dr. Charles Wolver- 
ton, Public School No. 11. (2) Emmett 
J. Campbell, Experimental School. 

JERSEY CITY, N. J.—TuHE WomeEN PRIN- 
CIPALS’ ASSOCIATION. (1) Mary E. Stone, 
Public School No. 33, Union St. (2) 
Caroline Laverty, Public School No. 24, 
Virginia Ave. 

KALAMAZOO, MICH.—ELEMENTARY 
PRINCIPALS’ CLuB. (1) Eugene Thomas, 
2317 Springhill Dr. (2) Nelson J. Budde, 
613 Campbell Ave. 

KANSAS CITY, KANSAS—ELEMENTARY 
PRINCIPALS’ CLuB. (1) Lucy Jones, 
Gould Hotel. (2) Minnie Martin, 1118 
Haskell St. 

KANSAS CITY, MISSOURI—ELEMENTARY 
SCHOOL PRINCIPALS’ ASSOCIATION. (1) 
A. E. Martin, 1524 White St. (2) U. L. 
Riley, 716 Ewing St. 

KNOXVILLE, TENN.—PROFESSIONAL 
CLuB. (1) Clara J. MecCaulley, 2007 
Lake St. (2) Gerald Bell, 1190 Edge- 
wood Ave. 

LA FAYETTE, IND.—PRINCIPALS’ CLuB. 
(1) Ray V. Linville, Washington School. 
(2) H. E. Sweeney, Centennial School. 


























LocaL PRINCIPALS ORGANIZATIONS 





655 





LA GRANGE, GA.—ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) Kate Floyd, Hill 
Street School. (2) Clara Vaughan, Daw- 
son Street School. 

LANSING, MICH.—ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) C. May Wagner, 
1030 S. Washington Ave. (2) Marion 
Lang, 533 E. Mt. Hope St. 

LAWRENCE, KANSAS—(1) Susan Todd, 
McAllaster Grade School. 

LAWRENCE, MASS.—ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) Lilian B. Hav- 
erty, 297 S. Broadway. (2) Helen F. 
Gainey, 1 Kingston St. 

LAWRENCE, MASS.—GRAMMAR MASTERS’ 
CuLusB. (1) John P. Fleming, A. B. Bruce 
School. (2) James F. Hennessey, Oliver 
School. 

LIBERAL, KANSAS—COoPERATIVE PRIN- 
CIPALS’ CLuB. (1) Harry Carr. (2) Earl 
Stambrook. 

LITTLE ROCK, ARK.—PRINCIPALS’ 
Rounp TABLE. (1) W. F. Hayes, 1813 
Schiller St. (2) Bessie Stevenson, 1726 
Gaines St. 

LONG BEACH, CALIF.—ELEMENTARY 
PRINCIPALS’ CLuB. (1) Arthur W. Cox, 
Edison Elementary School. (2) Ira C. 
Wilson, Signal Hill School. 


LOS ANGELES, CALIF.—Councit or Dr- 
RECTORS AND SUPERVISORS. (1) Edna 
Wiese, Central District, Los Feliz School. 
(2) Jessie Graham, 875 Chamber of 
Commerce Bldg. 


LOS ANGELES. CALIF.—ELEMENTARY 
PRINCIPALS’ CLuB. (1) C. W. Preston, 
206 N. Kingsley Dr., Los Angeles. (2) 
Ella L. Riese, 2801 Walnut St., Hunting- 
ton Park. 


LOS ANGELES, CALIF.—Junior HIscH 
ScHOOL PRINCIPALS’ ASSOCIATION. (1) 
William EF. White, 9301 S. Hoover St. 
(2) Dr. Hazelle S. Moore, 4066 W. 17th 
St. 


LOWELL, MASS.—MaAstTers’ Cuus. (1) 
William W. Dennett, Morey Junior High 
School. (2) John E. Barr, Washington 
Training School. 


McALESTER, OKLA.—ELEMENTARY PRIN- 
CIPALS' CLuB. (1) Ellis B. Richie, Ed- 
mond Doyle School. (2) A. D. Hefley, 
Eugene Field School. 


MALDEN, MASS.—ELEMENTARY PRINCI- 
PALS’ CLuB. (1) Minnie G. Thompson, 
108 Highland Ave. West Melrose. (2) 
Jennie E. Shute, 30 Hancock St., Malden. 


MEDFORD, MASS.—WoMEN PRINCIPALS’ 
ASSOCIATION. (1) Hazel Mulkerin. (2) 
Winnifred Crockwell. 


MERIDIAN, MISS.—PRINCIPALS’ CLUB. 
(1) Mrs. Laurie Mae Carter, 3211 24th 
~~ (2) Annie Bordeaux, 1719 24th 
ve. 

MILWAUKEE, WIS.—ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) William F. 
Buboltz, 3000 N. Murray Ave. (2) Mar- 
garet Leard, 2971 N. Farwell Ave. 


MILWAUKEE, WIS.—Pvustic Scnoor Ap- 
MINISTRATORS’ ASSOCIATION. (1) Ralph 
Chamberlin, 1801 W. Olive St. (2) 
Florence A, Flanagan, 1111 N. Tenth St. 


MINNEAPOLIS, MINN.—PRINCIPALS’ 
Forum. (1) Jane Holtz, Irving School. 
(2) Gertrude Sutton, Hamilton School. 


MOUNT VERNON, N. Y.—ELEMENTARY 
PRINCIPALS’ CuLuB. (1) Josephine W. 
Leighton, Longfellow School. (2) Mrs. 
Edith B. Cordes, Hamilton School. 








MUSKEGON, MICH.—PRINCIPALS’ AND 
SUPERVISORS’ CouNcIL. (1) Ethel M. 
Bowden, No. 5 Hamilton Apts. (2) Eu- 
genie Oole, 48 E. Iona St. 

NEPTUNE, N. J.—ADMINISTRATORS’ 
Grovp. (1) O. J. Moulton, 89 Heck St. 
(2) Guy L. Quinn, 2106 Bangs Ave. 

NEWARK, N. J.—PRINCIPALS’ ASSOCIA- 
TION. (1) Thomas F. McHugh, Wilson 
Avenue School. (2) Harold H. Phillips, 
Sussex Avenue School. 


NEWARK, N. J.—VICE-PRINCIPALS’ ASSO- 
CIATION. (1) Helen Reichert, Cleveland 
Junior High School. (2) Mrs. Mary 
Schneider, Oliver Street School. 

NEW BEDFORD, MASS.—PRIMARY PRIN- 
CIPALS’ CLuB. (1) Joanna Sweeney, 48 
Morgan St. (2) Edith M. Astley, 51 
Norman St. 

NEW BEDFORD, MASS.—PRINCIPALS’ 
ASSOCIATION. (1) Raymond H. Cook, 
303 Maple St. (2) Stella McCarthy, 233 
Middle St. 

NEW HAVEN, CONN.—PRINCIPALS’ CLUB. 
(1) Elizabeth R. Malcolm, 181 Blake St. 
(2) Caroline Jourdan, Eaton School. 

NEW ORLEANS, LA.—PRINCIPALS’ ASso- 
CIATION. (1) Ruth Markey, Frank T. 
Howard School No. 1, 3220 Cleveland 
Ave. (2) Henry M. Vosbein, McDonogh 
School No. 18, 1133 St. Ann St. 

NEWPORT, R. I.—ELEMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. (1) Barbara 
C. Taylor, 9 Pleasant St. (2) Hermann 
G. Patt, John Clarke School. 


NEW YORK, N. Y.—PRrRINCIPALS’ ASSOCIA- 
TION. (1) John F. Conroy, Junior High 
School No. 118, The Bronx, 577 E. 179th 
St., New York City. (2) Charles T. 
Trace, Public School No. 221, Empire 
Blvd. and Troy Ave., Brooklyn. 

NORFOLK, VA.—PRINCIPALS’ ASSOCIA- 
TION. (1) Mrs. E. M. Marx, Robert E. 
Lee School. (2) Roselyn Brownley, Bay 
View School. 

OAKLAND, CALIF.—ELEMENTARY PRIN- 
CIPALS’ CLuB. (1) Fred B. Zimmerman, 
Stonehurst School. (2) Sarah L. Young, 
Parker School. 

OGDEN, UTAH—PRINcIPALS’ ASSOCIA- 
TION. (1) John Junk, Central High 
School. (2) Don Barney, 1157 28th St. 

OKLAHOMA CITY, OKLA.—CouNCIL OF 
OKLAHOMA CITY ScHOooL ADMINISTRA- 
ToRS. (1) Ira Baker, 1100 N. E. 68rd 
St. (2) Mrs. Nina Birkhead, 532 S. W. 
26th St. 

OMAHA, NEBR.—ELEMENTARY SCHOOL 
PRINCIPALS’ CLuB. (1) Edith Isakson, 
5022 Davenport St. (2) Florence 
Brooker, 4529 S. 19th St. 

ORLANDO, FLA.—ORLANDO-WINTER 
PARK ELEMENTARY PRINCIPALS’ CLUB. 
(1) Mrs. Annie B. Lord, 1808 Weber 
Ave. 

OSHKOSH, WIS.—PRINCIPALS’ CONFER- 
ENCB. (1) Charles I. Yule, 110 Grand 
Ave. (2) William N. Skowlund, 17 Sara- 
gota Ave. 

PALO ALTO, CALIF.—ADMINISTRATORS’ 
Cuus. (1) C. L. Suffield, 543 Channing 
St. (2) Mrs. Gladys Harrington, Con- 
valescent Home. 

PASADENA, CALIF.—ELEMENTARY 
ScHOOL PRINCIPALS’ CLUB. (1) De Roy 
F. Cobb, 1485 N. Chester Ave. (2) 
George N. Boone, 1654 Francisea St. 

PATERSON, N. J.—PRINCIPALS’ ASSOCIA- 
pen, 5 Edwin W. Bramhall, School 
No. 23. 








656 ELEMENTARY SCHOOL PRINCIPALS 





PEORIA, ILL.—ELEMENTARY MEN PRIN- 
CIPALS’ CLuB. (1) M. H. Stephens, 737 
W. Gift Ave. (2) Floyd L. Barloga, 1423 
N. Glen Oak St. 

PEORIA, ILL.—ELEMENTARY PRINCIPALS’ 
CuiusB. (1) Joseph Murphy, 309 Fredonia 
ae (2) Corinth Lange, 3875 N. Sheridan 


PERTH AMBOY, N. J.—PRINCIPALS’ 
CuuB,. (1) Royal R. Predmore, 79 Horns- 
by Ave., Fords. (2) Miss Ingford Oksen, 
Public School No. 2, Perth Amboy. 

PHILADELPHIA, PA.—PRINCIPALS’ 
Cuius. (1) A. Reaga Mullen, Cornman 
School, 12th and Melon Sts. (2) Jean 
M. Tweed, Taylor School, Randolph St. 
and Erie Ave. 

PITTSBURGH, PA.—PRINCIPALS’ CLUB. 
(1) Charles A. Gorgas, Crescent School, 
Bennet and Tokio Sts. (2) Elizabeth 
Becker, East Park School, Lockhart St. 

PORTLAND, OREGON—ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) L. E. 
Rinearson, Duniway School. (2) Rein 
Jackson, Beach School. 

PORTSMOUTH, VA.—PRINCIPALS’ CLUB. 
(1)George B. Ish, 58 Court St. (2) A. 
J. Mapp, 200 Maryland Ave. 

PROVIDENCE, R. I—ELEMENTARY 
ScHOOL PRINCIPALS’ CLUB. (1) Fran- 
cesca Cosgrove, 258 Doyle Ave. (2) Mar- 
garet E. Blessing, 12 Blackstone Blvd. 

PUEBLO, COLO.—ELEMENTARY SCHOOL 
MEN PRINCIPALS’ CLUB. (1) M. N. 
Porter, Fountain Elementary School. 
(2) Paul L. Kirk, Keating Junior High 
School. 

PUEBLO, COLO.—Princirats’ Cius. (1) 
Cora May Gwynn, Parkview School. (2) 
Caroline Strack, Edison School. 

PULASKI, VA.—ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) Eva Vaughn, 
Jefferson School. (2) Lillian L. Smith, 
125 Fourth St., N. 

RACINE, WIS.—PrINcIpats’ COUNCIL. 

1) E. W. Zieball, 1219 West Lawn Ave. 
(2) H. B. Temme, 614 Arthur Ave. 

REVERE, MASS.—PrInNcipats’ Cuves. (1) 
Zulette Potter, Liberty School. (2) Mary 
E. Colburn, Abraham Lincoln School. 


RICHMOND, VA.—L&EAGUE OF PRINCIPALS. 
1) L. E. Bush, 3911 Brook Rd. (2) D. 
C. Beery, 1621 Claremont Ave. 
ROCHESTER, N. ¥.—Councin or ELe- 
MENTARY SCHOOL PRINCIPALS. (1) How- 
ard H. Lewis, 465 Seward St. (2) Benja- 
min H. Root, 85 Hillside Ave. 


SACRAMENTO, CALIF.—PRINCIPALS’ 
ASSOCIATION. (1) Perey McChesney, 
Newton Booth School. (2) Arthur Mohr, 
Donner School. 


SAGINAW, MICH.—ELEMENTARY SCHOOL 
PRINCIPALS’ CLUB. (1) Alda Mumaw, 
120 S. Mason St. (2) Ruth Murphy, 121 
S. Mason St. 


SAINT JOSEPH. MO.—ELEMENTARY 
PRINCIPALS’ CLUB. (1) Reuby Moore. 
2220 Eugene Field Ave. (2) Ethel 
Farthing, 1115 Ashland, Ave. 

SAINT LOUIS, MO.—C.Lvus or Women 
PRINCIPALS. (1) Ida M. Hooss, 5330 
Pershing Ave. (2) Nellie McCarthy, 3618 
Lafayette Ave. 

SAINT LOUIS, MO.—ELeMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. (1) Euris J. 
Jackson, 1055 Tuxedo Blvd., Webster 
Groves. (2) E. L. Gooch, 2303 Big Bend 
Blvd., Maplewood. 














SAINT PAUL, MINN.—ELEMENTARy 
PRINCIPALS’ CLUB. (1) Annie Ginsberg 
Phalen Park School. (2) Bertha Dosdalj’ 
Mattocks School. : 

SAINT PETERSBURG, FLA.—E temey. 
TARY PRINCIPALS’ ASSOCIATION, (1) 
Mabel M. Kelso, 111 17th Ave., S. (2) 
Mrs. Gedna Jewel. 

SALINA, KANSAS—ELEMENTARY Pry. 
CIPALS’ CLuB. (1) Carrie Krueger, Haw. 
thorne School. (2) Anna McCormick, 
Bartlett School. 

SALT LAKE CITY, UTAH—PrINCcIPars’ 
ASSOCIATION. (1) I. Daniel Stewart. 
Sumner School. (2) Freda Kiser, Liberty 
School. , 

SAN DIEGO, CALIF.—PRINCIPALS’ aAnp 
SUPERVISORS’ ChuB. (1) Edward ¢. 
Taylor, 4305 Trias St. (2) Mrs. Mary 
I. McMullen, 584 San Antonio Ave. ~ 

SAN FRANCISCO, CALIF.—ELEMENTARY 
VICE-PRINCIPALS’ ASSOCIATION. (1) 
Nellie C. Sullivan, 130 Frederick St. 
(2) Aimee T. Kelly, Sanchez School. 

SAN FRANCISCO, CALIF.—PrinNcipats’ 
CuiuB. (1) Ralph Lehman, Roosevelt Ju- 
nior High School. (2) Carrie Daly, 556 
Larkin St. 

SAN JOSE, CALIF.—ELEMENTARY Priy- 
CIPALS’ CLuB. (2) A. H. Horrall, 408 
Almaden Ave. 

SAVANNAH, GA.—ELeMENTARY SCHOOL 
PRINCIPALS’ AND SUPERVISORS’ C.Luvp. 
(1) William A. Eyler, Jr., Thirty-Fighth 
Street School. (2) Lillian Nussbaum, 
Massie School. 

SEATTLE, WASH.—PRINCIPALS’ Asso 
CIATION, (1) J. Edward Petite, Ravenna 
School. (2) Ray K. Imus, Cleveland High 
School. 

SIOUX CITY. IOWA—ADMINISTRATION 
CuuB. (1) Viola Anderson, West Junior 
School. (2) Susanna Avery, Bancroft 
School. 

SIOUX CITY, IOWA—PRINCIPALS’ CLUB. 
(1) H. E. Van Pelt, Washington School. 
(2) Florence Boles, Board of Education. 

SOMERVILLE, MASS.—ScuHOoOLMEN’S 
CLuB. (1) Daniel J. Cotter, 71 Cherry 
St. (2) Edward G. Giroux, 9 Sunnyside 
Ave. 

SOUTH BEND, IND.—PuBLic ScHOOL 
ADMINISTRATORS’ ChuB. (1) Byron C. 
Kirby, Oliver School. (2) Julia Malone, 
Lincoln School. 

SOUTH PORTLAND, MAINE-——ELEMEN- 
TARY PRINCIPALS’ ASSOCIATION (1) Lula 
M. Gowen, 93 Preble St. S., South Port- 
land. (2) Gwendolin E. Wing, 19 Lewis 
St.. Portland. 

SPOKANE, WASH.—ELEMENTARY PRIN- 
CIPALS’ CLus. (1) Susan M. Lacy, W. 
204 Euclid Ave, (2) Lila Smith, S. 2007 
Grand Blvd. 

SPOKANE, WASH.—WomMEN PRINCIPALS’ 
ASSOCIATION. (1) Pauline Drake, Par- 
sons Hotel. (2) Clara E. Mader, E. 1110 
Fifth Ave. 

STOCKTON, CALIF.-—-ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) Mrs. Ivah 
Capps, 1520 S. Sutter St. (2) Mrs. Alma 
Wood, 205 W. Fremont St. 

SUPERIOR, WIS.—PrINcIpats’ Cuivp. (1) 
J. G. King, 1212 E. Second St. (2) A 
T. Conrad, 709 E. Eighth St. 

SYRACUSE, N. Y.—MEN PRINCIPALS’ AND 
SUPERVISORS’ ASSOCIATION, (1) Kenneth 
P. Drake, Porter Junior High School. 
(2) John V. Meath, Eastwood High 
School. 














W 





SECTIONAL PRINCIPALS ASSOCIATIONS 657 





SYRACUSE, N. Y.—WoOMEN PRINCIPALS 
AND SUPERVISORS’ ASSOCIATION. (1) 
Mabel E. Churchell, 687 Allen St. (2 
Marcella Jones, 511 Cortland Ave. 

TACOMA, WASH.—ELEMENTARY PRINCI- 
PALS’ Stupy CuLus. (1) Elmer T. Thune, 
Stanley School. (2) C. G. Jespersen, 510 
North J St. 

TOLEDO, OHIO—PRINCIPALS’ AND Sv- 
PERVISORS’ CuLuB. (1) Winifred Pitten- 
ger, 661 Lincoln Ave. (2) Mabel Willis, 
9574 Monroe St. 

TOPEKA, KANSAS—PRINCIPALS’ CLUB. 
(1) M. C. Poort, 622 Rockledge Ave. 
(2) Ezekiel Ridley, 624 Western Ave. 

TRENTON, N. J.—ScHooL ADMINISTRA- 
ToRS’ ASSOCIATION. (1) Isabell Hill, 
Junior High School No. 4. (2) Katherine 
Mitchell, Grant School. 

TULSA, OKLA.—ELEMENTARY PRINCIPALS’ 
ASSOCIATION. (1) Paul L. Heilman, 2540 
E. 14th Pl. (2) R. H. Kennedy, 1908 N. 
41st St. 

UTICA, N. Y¥.—PRINCIPALS’ AND SUPER- 
visors’ CLuB. (1) A. Ray Calhoon, 1907 
Brian Ave. (2) Mary A. Dempsey, Wet- 
more School. 

WATERBURY, CONN.—PRINCIPALS’ AsS- 
SOCIATION. (1) John M. Brophy, Driggs 
School. (2) Anna M. Skehan, 81 Water- 
ville St. 








WICHITA, KANSAS—ELEMENTARY PRIN- 
CIPALS’ CLusp. (1) Laura Snyder, 1345 
S. Clifton St. (2) Anna Foreman, 1526 
Parker St. 


WICHITA FALLS, TEXAS—ELEMENTARY 
PRINCIPALS’ CLUB. (1) Esther Berry, 
1409 Taylor St. (2) T. B. Parnell, Regan 
Junior High School. 


WICHITA FALLS, TEXAS—PRINCIPALS’ 
AND SUPERVISORS’ CLuB. (1) J. I. Wood- 
ard, 2300 Tilden St. (2) Gene Forman, 
2202 Taft St. 


WILMINGTON, DEL.—PRINCIPALS’ CLUB. 
(1) Mary C. Dennison, 1106 Jefferson St. 
§2) Mrs. Elva M. Dugan, 1513 W. Ninth 
St. 





WORCESTER, MASS.—PRINCIPALS’ CLUB. 
(1) George B. O'Flynn, 7 Fiske St. (2) 
Elizabeth M. Shea, 15 Montvale Rd. 


YONKERS, N. Y.—PRINCIPALS’ AND Dr- 
RECTORS’ ASSOCIATION. (1) Frank L. 
Baker, 6040 Huxley Ave. (2) Dr. Rich- 
ard F. Hayes, 236 N. Trenchard St. 


YORK, PA.—ELEMENTARY PRINCIPALS’ 
PROFESSIONAL CLuB. (1) Julia C. Spren- 
kel, Madison Elementary School. (2) 
ieee H. Kornbau, 231 N. Richland 
ave, 


SECTIONAL PRINCIPALS ASSOCIATIONS 


These include organizations in counties, districts, zones and similar divisions 


of the states. 


In the following roster the symbol (1) is used to indicate the person reported 
as president and (2) is used to indicate the secretary. 





ALABAMA—JEFFERSON COUNTY DEPART- 
MENT OF ELEMENTARY SCHOOL PRIN- 
CIPALS. (1) Margaret Hanes, 1101 N. 
44th St., Birmingham. (2) Mrs. Kath- 
erine O. Brown, Dolomite. 

ARIZONA—Maricopa CouNTY ELEMEN- 
TARY PRINCIPALS’ AND SUPERINTEND- 
ENTS’ ASSOCIATION. (1) Loren Yaughn, 
Jr., 2222 N. 21st St., Phoenix. (2) Ar- 
thur L. Mercer, Liberty Elementary 
School, Liberty. 

SALT River VALLEY ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) Loren 
Vaughn, Jr., 2222 N. 21st St., Phoenix. 
(2) Arthur Mercer, Liberty School, Lib- 
erty. 

CALIFORNIA—ELEMENTARY 
PRINCIPALS’ ASSOCIATION. 

Bay Section. (1) Carrie Daly, 556 
Larkin St., San Francisco. (2) Eva M. 
Ott, 61 Agnes St., Oakland. 

ButTe CouNTY SCHOOLMASTERS’ CLUB. 
(1) George McIutyre, Chico High School, 
Chico. (2) E. A. Hendrix, Biggs Elemen- 
tary School, Biggs. 

CENTRAL Section. (1) J. A. Thoma- 
son, North Fork. (2) Mrs. Vera Riggins, 
Box 16, Chowchilla. 

CENTRAL Coast Section. (1) J. Paul 
Hylton, Fremont School, San _ Luis 
Obispo. (2) Oda Hogan, Pacheco Ele- 
mentary School, Hollister. 

ContTRA Costa County. (1) Kenneth 
M. Forry, Elementary School, Martinez. 
(2) Genevieve de Simas, R. F. D., Mar- 
tinez. 

FRESNO County. (1) Mrs. Esther Van 
Natta, 1211 Wilson Ave., Fresno. 

Marin County. (1) Neil N. Cummins, 
Larkspur. (2) Clarence G. Herkner, 124 
N St., San Rafael. 

MONTEREY County. (1) Curtis Bell, 
Marina. (2) Mrs. Laura Tarver, 227 
Church St., Salinas. 


SCHOOL 


NortH Coast Section. (1) Emil J. 
Spiering, Ferndale School, Ferndale. (2) 
i A. Patenaude, Korbel School, Kor- 

e 


NORTHERN SECTION. (1) E. P. O'Reilly, 
William Land School, 11th and You Sts., 
Sacramento. (2) Roy Learned, Washing- 
ton School, 17th and E Sts., Sacra- 
mento. 

San Joaquin County. (1) Mrs. Erma 
B. Reese, Route 1, Box 91, Acampo. (2) 
Wendell W. Hoar, 401 W. Tenth St., 
Tracy. 

San Luis Osprispo County. (1) Mrs. 
Frances Judkins, Pismo Beach. (2) Lea- 
land Stier, Cayucos. 

San MATEO County. (1) Walter Jack, 
240 San Mateo Dr., San Mateo. 

SANTA CLARA CoUNTY SCHOOLMASTERS'’ 
Cius. (1) Hugh S. Falchoner, 905 Fre- 
mont St., Santa Clara. (2) D. J. Sedg- 
wick, Cupertino. 

Santa Cruz County. (1) Ada Samson, 
77 Cleveland St., Santa Cruz. (2) Edith 
King, Aptos. 

SonoMaA County. (1) Inez Kaartinen, 
Penngrove. (2) Edith Peterson, % 
County Supt. of Schools, Santa Rosa. 

SoUTHERN Section. (1) Leonard G. 
Hummel, 1020 D St., Chino. (2) Ida 
Iversen, 349 N. Wilton PIl., Los Angeles. 

STANISLAUS CouNTY. (1) James M. 
Monroe, Box 133, Patterson. (2) Maxine 
de Lappe, 915 14th St., Modesto. 

TULARE County. (1) E. G. Rice, Ivan- 
hoe School, Ivanhoe. (2) Bernice Arnett, 
East Lyne School, Box 69, Ivanhoe. 


COLORADO—ELEMENTARY SCHOOL PRIN- 
CIPALS’ ASSOCIATION. 
EASTERN Divisron. (1) Lloyd Gillette, 
Washington School, Boulder. 
FREMONT County. (1) Leo Durkee, 
Canon City. 











658 


ELEMENTARY SCHOOL PRINCIPALS 





FLORIDA—ELEMENTARY 


GEORGIA—ELEMENTARY 


Mesa County. (1) Joe Rigg, Cameo. 
(2) Anna McGinley, Route 2, Grand 
Junction. 

NORTHERN COLORADO ELEMENTARY 
MEN’s CuuB, (1) Charles B. Coxe, Haw- 
thorne School, Englewood. 

SouTHERN Division. (1) J. F. Scott, 
Park School, La Junta. 

WESTERN Division. (1) L. B. Orvis, 
Emerson School. Grand Junction. 


ScHOOL PRIN- 
CIPALS’ ASSOCIATION. 

Duvat County. (1) Katherine Sproull, 
1545 Hubbard St., Jacksonville. (2) 
Mrs. Belle M. Kenniston, 2515 Forbes 
St., Jacksonville. 

East CENTRAL District. (1) Judson 
B. Walker, Orlando. 

GuLF Coast District. (1) Frank Les- 
lie, Inverness. 

Mip-West District. (1) C. L. Cos- 
tin, Wewahitchka. 

PoLK County. (1) Grover J. Carter, 
Davenport. (2) Mrs. Maude Yawn, Ft. 
Meade. 

St. Jouns District. (1) L. L. Dug- 
ger, Macclenny. 2) Mrs. Constance 
Rood, St. Augustine. 

Santa Rosa County. (1) Prof. A. L. 
Gillman, Route 2, Milton. (2) M. Luther 
King, Bagdad. 

SouTHwWEstT District. (1) Mrs. G. B. 
Thomas, Clewiston. 

SUWANNEE District. (1) J. A. Hod- 
ges, Jasper. 

TAMPA District ELEMENTARY PRIN- 
CIPALS’ CounciL. (1) Mrs. Edna Bassett 
Erwin, Oak Park School, Tampa. (2) 
Bertha McDonald, 109 W. Shore Blvd., 
Tampa. 

West Ftoripa District. (1) J. C. 
Word, Milton. 


ScHOOL PRIN- 
CIPALS’ ASSOCIATION. 

First District. (1) W. A. Byler, Jr., 
Thirty-Eighth Street School, Savannah. 
(2) Lillian Nussbaum, Massie School, 
Savannah. 

Seconp District. (1) Florence Wil- 
loughby, Moultrie. (2) Mrs. B. R. Stocks, 
Tifton. 

Tuirp District. (1) Eva Gardner, 
Columbus. (2) Jessie Beard, Columbus. 

Fourty District. (1) Ruth — 
La Grange. (2) Myrtis Field, Griffin. 

FirtH District. (1) Mary Standard, 
Moreland School, Atlanta. (2) Mary 
Russell, Center Hill School, Atlanta. 

SrixtH District. (1) Pendleton Mit- 
chell, Edgehill School, Route B, Gibson. 
(3) Major Silvey, G. M. C., Milledge- 
ville. 

SeventH District. (1) Carrie Mae 
Patterson, Chickamauga. (2) Mildred 
McWhorter, Menlo. 

NINTH District. (1) J. A. Neighbors, 
Chicopee. (2) Herbert W. Robinson, 
Dawsonville. 

Tento District. (1) Clifford Sego, 
Augusta. (2) Mrs. Roselle Toss, Point 
Peter. 

De Kas County. (1) Mrs. J. W. Moz- 
ley, 1824 Briarcliff Rd., Atlanta. (2) 
Mrs. Julian Harris, Stone Mountain. 

Fuiton County. (1) Mrs. Homer L. 
Wilson, Bolton. (2) Mrs. H. O. Smith, 
Alpharetta. 

SAVANNAH AND CHATHAM COUNTY 
ELEMENTARY SCHOOL PRINCIPALS’ AND 
Supervisors’ Cius. (1) Mrs. Laurie 
Clark, DeSoto Hotel, Savannah. (2) 


Margaret A. Murphy, 11 E. Perry St., 
Savannah. 


ees 


ILLINOIS—PrincIPats’ Cius, Districr 
75. (1) Lura Ethel Cloyd, 2108 Sherman 
Ave., Evanston. (2) Philip Jacobson, 
2855 Sheridan Pl., Evanston. 


IOWA—ELEMENTARY SCHOOL PRINCIPALS’ 
ASSOCIATION. 

NorTH CENTRAL District. (1) Lillian 
B. Olson, Spencer. (2) Alice Laun, Spen-. 
cer. 

NORTHEAST DISTRICT. (1) Mrs. Caro- 
line M. Preston, Jackson School, Cedar 
Rapids. (2) Anna Steimetz, Franklin 
Elementary School, Dubuque. 

SOUTHEAST District. (1) Arthur ¢C. 
Hall, Hayes School, Davenport. 


KANSAS—ELEMENTARY 

CIPALS’ ASSOCIATION. 

DIsTRIcT 1. (1) Elizabeth A. Sparks, 
Central School, Kansas City. 

District 2. (1) Grace Reno, Iola. 

District 8. (1) Ferne Reynolds, 701 
North B St., Arkansas City. 

District 4. (1) Martin Little, Em- 
poria. 

District 5. (1) L. H. Caldwell, 1506 
N. Vassar St., Wichita. 

District 6. (1) Glen Lowry, Beloit. 

District 7. (1) Carl Nufeldt, Sylvia. 

GARDEN City District. (1) Harry W, 
Carr, Liberal. 

Hays District. (1) 
Wakeeney. 

HUTCHINSON District. (1) Kenneth 
Hill, Turon. 

KansaS City District. (1) Ira BE. 
Hunt, 816 Ohio St., Lawrence. 

PITTSBURG DISTRICT. (1) 
Baker, Oswego. 

SouTHWEST District. (1) Oliver W. 
Drussel, Ulysses. (2) Cecil Baker, Sub- 
lette. 

TopPeKA District. (1) Harry Adam- 
son. Manhattan. 

WicuHiTa District. (1) E. C. Wine, 
1147 Perry St., Wichita. 

WYANDOTTE COUNTY. (1) Donald 
Kirby, Bonner Springs. (2) Elsie Wal- 
dron, 2111 N. 29th St., Kansas City. 


KENTUCKY—ELEMENTARY SCHOOL PRIN- 
CIPALS’ ASSOCIATION. 

NORTHERN SECTION. (1) Martha Dean, 
Erlanger. (2) Alice Edelmaier, 10 E. 
26th St., Covington. 

Uprer SEcTION. (1) J. D. Bowling, 
Lothair. (2) M. C. Napier, Hazard. 


LOUISIANA—Cappo PARISH PRINCIPALS’ 
Cuus. (1) Ruth Bryson, 1018 Jacobs St., 
Shreveport. (2) Mrs. Ethel Boyett, 2421 
Highland St., Shreveport. 


MAIN E—ELEMENTARY 
CIPALS’ ASSOCIATION. 
KENNEBEC VALLEY SCHOOLMASTERS’ 
Cuius. (1) Kenneth B. Coombs, 23 Pleas- 
ant St., Waterville. 2) George W. 
Bucknam, 240 Main St., Waterville. 
SOUTHWESTERN SECTION. (1) Paul H. 
McIntire, North School, Portland. (2) 
Richard Barbour, Freeport. 
WASHINGTON COUNTY SCHOOLMEN’S 
CLuB. (1) Supt. LeRoy Moan, East 
Machias. (2) Earle D. Merrill, Machias. 


MARYLAND—ELEMENTARY SCHOOL PRIN- 
CIPALS’ ASSOCIATION, 

ALLEGANY County. (1) Earl F. Brain, 
High School, Frostburg. (2) John F. 
Manley, 116 Wood St., Frostburg. 

MONTGOMERY COUNTY. (1) Miss Rave 
nell A. Monred, 18 Diamond Ave. 
Gaithersburg. (2) Mary Ann Penn, Red- 
land School, R. F. D., Rockville. 


ScHOOL Prry- 


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SECTIONAL PRINCIPALS ASSOCIATIONS 659 





MASSACHUSETTS—ELEMENTARY SCHOOL 
” PRINCIPALS’ ASSOCIATION. 

Districr 1. (1) Mary Molloy, 146 
Veazie St., North Adams. (2) Harold 
J. Millett, 23 Melrose St., Adams. 

District 2. (1) K. Merton Bozoian, 
Center School, Belchertown. (2) Miss 
Mella Boron, 86 Pleasant St., Amherst. 

District 4. (1) Sara E. Chase, Wash- 
ington School, Springfield. 

District 5. (1) William F. Butler, 
Lamartine School, Worcester. 

District 6. (1) Mary Quinn, High- 
land Avenue School, Fitchburg. (2) 
Marie M. Gearan, D. M. Dillon School, 
Fitchburg. 

District 8. (1) Earle B. Tracy, 207 
Middlesex St., North Andover. (2) F. 
Milton Howard, 22 Pleasant St., North 
Andover. 

District 9. (1) Milton L. Fuller, Col- 
lins School, Gloucester. (2) Elizabeth 
G. Harding, Hardie School, Beverly. 

District 10. (1) Morton Seavey, 
Peter Bulkeley School, Concord. (2) 
Bertha E. Forster, 11 Simonds Rd., 
Melrose. 

District 11. (1) A. Irvin Studley, 26 
West St., Attleboro. (2) Gertrude Leigh- 
ton, 120 Temple St., N., Abington. 

District 12. (1) Margaret McGuire, 
Oxford School, Fairhaven. 


MICHIGAN—ELEMENTARY SCHOOL PRIN- 

CIPALS’ ASSOCIATION. 

Recgion 1. (1) Walter Gibson, La- 
fayette School, Lincoln Park. 

REGION 2. (1) George Holzhauser, 
Mt. Pleasant. 

Recion 5. (1) Wellington Huss, Al- 
pena. 

ReGion 6. (1) John Springman, Pierce 
School, Birmingham. 

REGION 7. (1) Myrtle A. Elliott, 1037 
Ashmun St., Sault Sainte Marie. 

HazeEL PARK GRADED District. (1) 
Mr. Lee Clark, Martin Rd., Ferndale. 
(2) Avis M. Blakeslee, Wanda School, 
Ferndale. 


MISSOURI—ELEMENTARY 
CIPALS’ ASSOCIATION. 

CENTRAL MISSOURI GRADE PRINCIPALS’ 
ASSOCIATION. (1) Charles G. James, 610 
W. Maple St., Independence. (2) Cath- 
erine Garmon, 1016 E. Broadway, 
Sedalia. 

CENTRAL SECTION. (1) Dr. Frank H. 
Gorman, Dir. of Experimental School, 
University of Missouri, Columbia. (2) 
Wayne T. Snyder, Fairview School, Jef- 
ferson City. 

KIRKSVILLE DistrictT. (1) Russell 
Bastian, Washington School, Palmyra. 

MARYVILLE District. (1) Harvey 
Rogers, Elmo. 

NORTHEAST Section. (1) C. H. Allen, 
414 E. Normal St., Kirksville. (2) Neva 
Lamb, Marceline. 

R0LLA District. (1) Hugh J. Puyear, 
Washington. 

St. Francorts County. (1) James A. 
Sanders, Leadwood. (2) Nellie Humprey, 
Esther. 

St. JosepH District. (1) Mammie 
Miles, 724 Robidoux St., St. Joseph. 

St. Louris County. (1) Mabel McAllis- 
ter, Home Heights School, Ritnour Dis- 
trict, St. Louis County. (2) Mamie Reed, 
Price School, Ladue. 

St. Lours County MEN PRINCIPALS’ 
Association. (1) Charles C. Kegelman, 
1047 Emma Ave., St. Louis. (2) M. F. 
ot Jackson Park School, University 
ity. 





SCHOOL PRIN- 


NEW 


St. Louis DISTRICT SCHOOLMASTERS’ 
CuLuB. (1) Thomas F. Gentry, 421 Edge- 
wood Dr., Clayton. (2) R. L. Short, 6932 
Amherst Ave., University City. 

SOUTHEAST SECTION. (1) J. E. Brown, 
Caruthersville. (2) Dorothea Miller, 
Sikeston. 

UNIVERSITY SecTION. (1) Harold B. 
Remley, Boonville Rd., Jefferson. (2) Joe 
M. Barnes, Columbia. 


NEBRASKA—ELEMENTARY SCHOOL PRIN- 


CIPALS’ ASSOCIATION. 

District 1. (1) Eunice Preston, Haw- 
thorne School, 130 S. 28th St., Lincoln. 

District 38. (1) Dorothy Tewell, 
Supvr. of Elementary Education, City 
Schools, Norfolk. 

District 4. (1) Gladys Sheridan, Al- 
cott School, Hastings. 

District 5. (1) Bernadette Gale, 905 
BE. Second St., McCook. 

District 6. (1) Lillian Galleher, Cen- 
tral Ward School, Scottsbluff. 


NEW JERSEY—ELEMENTARY ScHOOL 
PRINCIPALS’ ASSOCIATION. 
ATLANTIC County. (1) Hubert H. 


Smith, Board of Education, Hammonton. 

BERGEN County. (1) Charles T. Dief- 
fenbach, Browning School, Tenafly. 

BURLINGTON CoUNTY CONSOLIDATED 
ScHOOL PRINCIPALS’ ASSOCIATION. (1) 
Mrs. Elsie Wright. Wrightstown. (2) 
Mrs. Betty Lewis, Tabernacle. 

CUMBERLAND County. (1) Mrs. Mary 
Lynch, 15 N. Giles St., Bridgeton. 

GLOUCESTER County. (1) Marian 
pay County Helping Teacher, Pauls- 
oro. 

MonMovuTH County ROUND TABLE. 
(1) William Crosley, Manasquan. (2) 
Fred England, Shrewsbury. 

Morris County. (1) Charles Curtis, 
Board of Education, Rockaway. 

Ocean County. (1) Joseph E. Clay- 
ton, High School, Point Pleasant Beach. 

SOMERSET County. (1) G. Harvey 
Nichols, High School, Bound Brook. 

WARREN County. (1) Ira P. Hoffman, 
Board of Education, Belvidere. 


MEXICO—ELEMENTARY 
PRINCIPALS’ ASSOCIATION. 

CENTRAL SECTION. (1) Sister Cather- 
ine Miriam, St. Vincent Academy, Albu- 
querque. (2) Adolfo Chavez, Albu- 
querque. 

Dona ANA County. (1) Haskel Smith, 
835 N. Armijo St., Las Cruces. (2) Mrs. 
Clem Russell, Mesilla Park. 

GRANT County. (1) Marvin Roberts, 
Hachita. 

Lea County. (1) Raymond H. Rob- 
bins, Lovington. (2) Mrs. Mettie Jordan 
Mack, Eunice. 

SOUTHEASTERN SEcTION. (1) Jimmy 
Gammill, Jal. (2) Bonnie Moore, Monu- 
ment. 


ScHOOL 


NEW YORK—ELEMENTARY SCHOOL PRIN- 


CIPALS’ ASSOCIATION. 

CENTRAL WESTERN ZONE. (1) Earle 
W. Nash, Beechwood Station, Rochester. 

CENTRAL ZONE. (1) Anna L. Murtagh, 
Prospect School, Solvay. 

EASTERN ZONE. (1) Mrs. Adelaide W. 
Baker, Loudonville School, Loudonville. 

LONG ISLAND ZONE. (1) Carl Griffing, 
East Quogue School, East Quogue. 

New YorK ZON®B. (1) Margaret A. 
eee, 3844 E. 14th St., New York 
sity. 

NorRTH CENTRAL, NORTH EASTERN AND 
NORTHERN ZONES. (1) Charles E. Flinn, 
Cooper School, Watertown. 








660 


ELEMENTARY SCHOOL PRINCIPALS 








SoutH EASTERN ZONE. (1) Howard G. 
Sackett, Morse School, Poughkeepsie. 

SOUTHERN ZONE. (1) Harry Romayne, 
City Hall, Elmira. 

WESTERN ZONB. (1) Helen I. Brown, 
School No. 80, 600 Highgate St., Buffalo. 

HUDSON VALLEY SCHOOLMASTERS’ ASs- 
SOCIATION. (1) Joseph C. Kaag, 56 
Marion Ave., Poughkeepsie. (2) Wilber 
T. Archibald, 84 §S. Randolph Ave., 
Poughkeepsie. 

Nassau County. (1) Henry Carsten 
Ducker, School No. 3, Baldwin. (2) Lil- 
ae Y. Wells, Brookville School, Brook- 
ville. 

Nassau County SCHOOLMEN’sS CouN- 
cIL. (1) EB . Le Barron, Hicksville. 
a 8 Glenn C. Halladay, Oyster Bay. 

OCKLAND County. (1) Louis L. D. 
Nicolello, Haverstraw. (2) 
Noyes, New City. 


NORTH CAROLINA—ELEMENTARY 
SCHOOL PRINCIPALS’ ASSOCIATION. 
NortH CENTRAL DISTRICT. (1) Mary 
Moore, Virginia Street School, Goldsboro. 
(2) Ruth C. Deaton, Afton-Elberon 
School, R.F.D. 2, Norlina. 
a x & 


Florence 


NORTHEASTERN DISTRICT. 
Gray, Winstead School, Wilson. 

NORTHWESTERN DIstTrRicT. (1) Mrs. 
Kathryn W. Shippman, Oak Hill School, 
High Point. (2) Mrs. Elnora Andersou, 
Lakeside School, Leaksville. 

SOUTHEASTERN District. (1) Mrs. 
J. H. Barrington, Lumberton School, 
Lumberton. (2) Mrs. Gussie Dills Parker, 
Clinton School, Clinton. 

SoutH PiepMontT District. (1) A. W. 
Kelley, Aycock School, Kannapolis. (2) 
Ann Sherwood, Frank B. John School, 


Salisbury. 
WESTERN District. (1) Dean B. 
Pruette, Valdese Elementary School, 


Valdese. (2) Mrs. M. L. Nesbitt, Gladys 
School, Candler. 


OHIO—ELEMENTARY SCHOOL PRINCIPALS’ 


ASSOCIATION. 

CENTRAL Section. (1) F. A. Sheridan, 
Southwood School, Columbus. (2) Eva 
Devanny, Brown Elementary School, 
Dayton. 

EASTERN SECTION. (1) Herbert Dilley, 
Duncan Falls. (2) Lillian’ Brennel, 
Zanesville. 

NORTHEASTERN Section. (1) Paul F. 
Smith, Roosevelt School. Canton. (2) 
Edna McFarlin, Lincoln School, Barber- 
ton. 

NORTHWESTERN Section. (1) Kenneth 
Sanford Clem, Findlay. (2) Sadie D 
Musser, Lima. 

SOUTHEASTERN Section. (1) Wayne 
T. Matthews, 191 N. Congress St., 
Athens. (2) J. C. Yunker, Portsmouth. 

SOUTHWESTERN SeEcTION. (1) John J. 
Bunn, R. F. D.. Middletown. 

BUTLER County SCHOOLMASTERS’ 
Cius. (1) Paul Miller, Seven Mile. (2) 
W. E. Davis, West Middletown. 

GALLIA County. (1) Hobart Niday, 
Gallipolis. (2) Howard Broyles, R. F. D., 
Gallipolis. 

HAMILTON County. (1) Martin D. 
Bishop. Madeira School, Madeira. (2) 
Jane McDermott, Montgomery. 


OKLAHOMA—ELEMENTARY SCHOOL PRIN- 


CIPALS’ ASSOCIATION. 

East CENTRAL District. (1) M. A. 
Hall, Route 1, Okemah. (2) Carl Kniffin, 
1200 W. 13th St., Sulphur. 

NORTHEASTERN District. (1) E. W. 
Claiborne, 1540 Kinley St., Bartlesville. 
(2) Mary Shirley. 1114 Fremont St., 
Muskogee. 


aie 


NORTHERN District. (1) Mrs. Lulu D, 
Moorhouse, 1120 W. Cherokee Ave., Enid. 
ark Ethel Evans, 1502 W. James St., 

nid 

SourHEAST Disrricr. (1) 
Byrd, Ardmore. (2) 
strong, Boswell. 


OREGON—ELEMENTARY SCHOOL Parinc1- 
PALS’ ASSOCIATION. 

CLACKAMAS CouNTY. (1) Walt Krax. 
berger, P. O. Box 11, Gladstone. (2) 
Mrs. Katharine McRae, 524 Promenade 
St., Oregon City. 

CoLuMBIA County ScHoor MASTERS’ 
CLuB. (1) Robert L. Henagin, Rainier. 
(2) Carroll Newth, Clatskanie. 

DovucGLas County. (1) E. S. Hall, 833 
Military St., Roseburg. (2) Ruth Swin- 
ney, 435 Fowler St., Roseburg. 

Hoop River County. (1) Wayne Mce- 
Murray, Odell. (2) Lewis Tiffany, Park- 
dale. 

LANE County. (1) Vernon Meyer, 
Wendling. (2) Mrs. Nina Stutz, Trent. 

MARION County. (1) L. B. McClendon, 
Route 1, Box 31, Salem. (2) Mrs. Helen 
Patton Phillipi, Stayton. 

MULTNOMAH County. (1) J. A. Wick- 
ham, 4930 S. E. 67th Ave., Portland. 

WASHINGTON County. (1) C. W., 
Loose, Tualitan. 

YAMHILL County. (1) Guy L. Lee, 
McMinnville Junior High School, Me- 
Minnville. (2) Grace Duren, Route 1, 
Salem. 

CENTRAL OREGON PRINCIPALS’ Con- 
FERENCE. (1) Kenneth Ramey, Mt. Hood. 
(2) John Root, Hood River. 

EASTERN OREGON SECTION. (1) Arthur 
Kiesz, Box 645, Ontario. (2) Kermit 
Myers, Vale. 

SOUTHERN OREGON PRINCIPALS’ Con- 
FERENCE. (1) Cecil Roberts, Grants Pass. 
(2) Eunice Blodgett, Grants Pass. 

WESTERN OREGON SECTION. (1) Harry 
W. Cameron, Elementary School, Silver- 
ton. (2) Jack O’Keefe, Donald. 


W ayne 
Margaret Arm. 





PENNSYLVANIA—ELEMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. 
ALLEGHENY COUNTY PRINCIPALS’ 


Rounp TABLE. (1) George W. Cassler, 
Coraopolis. (2) Melvin A. Steiner, In- 
gram. 

LANCASTER County. (1) A. Lincoln 
Charles. Taylor Bldg., Columbia. (2) 
Elizabeth Heller, Route 5, Lancaster. 


TENN ‘ESSEE 
CIPALS’ ASSOCIATION, 

East TENNESSEE District. (1) John 
L. Gwin, 2115 Union Ave., Chattanooga. 

INTERMEDIATE DIVISION, MIDDLE SEc- 
TION. (1) Franklin Rigsby, Lawrence- 
burg. 

SOUTHEASTERN SeEcTIon. (1) Roy B. 
Terry. Dept. of Education, Chattanooga. 
(2) Thomas H. Allen, Jr., Box 235, 
Cleveland. 

WEST TENNESSEE DISTRICT. (1) Joho 
George, Bartlett. 


TEXAS—ELEMENTARY 
PALS’ ASSOCIATION. 
District 1. (1) Dr. B. C. Watts, Deer 
Park. (2) Nellie Buttery, Lamar Annex 
Hotel, Houston. 
District 3. (1) J. C. Gates, Beeville 
(2) C. E. Burnett, Corpus Christi. 
District 5. (1) Miss Allye Rich, 
Petersmith School, Ft. Worth. (2) Irby 
B. Carruth, Bonham. 
District 6. (1) J. F. 
of Schools, Ft. Stockton. 
District 7. (1) FE. H. James, Central 


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UTAH—ELEMENTARY 





SECTIONAL PRINCIPALS ASSOCIATIONS 


661 





District 8. (1) Edward Munson Pot- 
ter, 1408 N. Bois d’Arc, Tyler. (2) Mrs. 
Mamie Whitaker, Henderson. 

District 10. (1) W. H. Norwood, 
Supt. of Schools, Corsicana. (2) R. A. 
Armistead, 709 W. Third St., Corsicana. 

DistricT 11. (1) A. L. Stewart, Brady. 
(2) J. I. Warren, Supt. of Schools, Miles. 

CENTRAL DIVISION OF ELEMENTARY 
PRINCIPALS AND SuPeRvVisorRS. (1) R. M. 
Hix, 905 Magnolia St., Hearne. (2) Mrs. 
A. J. Sewell, Belton. 

ELEMENTARY SCHOOL PRINCIPALS’ AS- 
SOCIATION, (1) F. E. Wilks, Taylor. (2) 
Ruby Jones, 927 N. 17th St., Waco. 

JEFFERSON COUNTY ELEMENTARY PRIN- 
CIPALS’ AND SUPERVISORS’ ASSOCIATION. 
(1) Wayne Young, 2010 14th St., Port 
Arthur. (2) Roy Garey, French School, 
Beaumont. 

TRANS-PEcOoS DIVISION. (1) Mary 
Alice Allen, 1210 Los Angeles St., El 
Paso. 


ScHOOL PRINCI- 
PALS’ ASSOCIATION, 


Box ELpeErR County. (1) Leon F. Chris- 


tiansen, Willard. (2) Oleen Palmer, 
Perry. 
CacHE County. (1) Joseph Malen- 


berg, Clarkston. (2) Homer Hyde, Hyde 


Park. 

Davis County. (1) Mark Argyle, 
Clearfield. 

UnitanH County. (1) John Stagg, 


Vernal. (2) Thomas E. Caldwell, Vernal. 
Uranw County, (Includes three school 
tricts—Alpine, Nebo and Provo). (1) 
Fred C. Strate, 733 N. University Ave., 
Provo. (2) H. R. Staheli, Provo. 

WeEBER County. (1) Leland 
Harrisville, Route 8, Ogden. (2) Don 
Carver, Plain City. 

GRANITE Section. (1) A. O. Clark, 
23rd E. 48th S., Salt Lake City. (2) 
W. H. Dayton, 34th W. Seventh St., Salt 
Lake City. 

ParK City, Morcan, N. Summit, §S. 
SUMMIT AND WASATCH SecTion. (1) 
Eugene McCusker, Park City. (2) J. 
Hibbert, Marion. 

SEVIER SeEcTION. (1) J. E. Christensen, 
Richfield. (2) Alma S. Edwards, Joseph. 

SoutH SANPETE District. (1) Clive 
Despain, Centerfield. 


Rhees, 


VERMONT—ELEMENTARY SCHOOL PRINCI- 


PALS’ ASSOCIATION. 

CHAPLAIN VALLEY SECTION. (1) Mrs. 
Thelma H. Jobling, Burlington. 

ORANGE-WINDSOR CouNTY. (1) Carl 
Anderson, Thetford. (2) Charles S. Ris- 
ing, White River Junction. 

SOUTHEASTERN SEcTION., (1) Natt B. 
Burbank, Bellows Falls. 

WINOOSKI VALLEY SECTION. (1) Ariel 
A. Benway, Richmond. 


VIRGINIA—ELEMENTARY SCHOOL PRINCI- 


PALS’ ASSOCIATION. 

CHESTERFIELD COUNTY. (1) Flora M. 
Hill, Colonial Heights School, Colonial 
Heights. (2) Thelma Crenshaw, Matoaca 
School, Matoaca. 

FAIRFAX County. (1) Ethel Sims, 
R. F. D. 2, Alexandria. (2) Mary S. 
Wine, Route 1, Alexandria. 

GILES CounTy. (1) Mrs. C. A. Me- 
Claugherty, Pearisburg. (2) R. M. Fink, 
Narrows. 

PRINCESS ANNE County. (1) Mary R. 
Kellam, Virginia Beach. (2) Thelma 
Commings, Virginia Beach. 

ROANOKE County. (1) Annie Hancock, 
Broad Street School, Salem. (2) Mrs. 
aay McClenny, Mount Vernon School, 
alem. 


WASHINGTON County. (1) Madge 
Leonard, Route 1, Bristol. (2) Virginia 
Thomas, Prospect Ave., Bristol. 

District F. (1) Paul G. Hook, Moody 
School, Clifton Forge. (2) Mrs. Catherine 
de Watts, 1060 Rivermont Ter., Lynch- 

urg. 

District H. (1) Mrs. J. N. Howder- 
shell, Annandale School, Alexandria. 
(2) Eleanore W. King, Robert E. Lee 
School, Arlington. 


WASHINGTON — ELEMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. 
BENTON, KQLICKITAT AND YAKIMA 


CountTIES. (1) Edna L. Keene, Box 344, 
Prosser. (2) A. L. Lawson, Route 7, 
Yakima. 

CowLitz County. (1) Ralph Johnson, 
Woodland. (2) John Fuller, Woodland. 

Grays Harspor County. (1) Claude 
Musgrove, Wishkah Valley. (2) Ann 
Preuss, McCleary. 

SKkaGciT County. (1) John Amend, 916 
S. 11th St., Mt. Vernon. (2) Mrs. Max 
Ford, 521 Nelson St., Sedro-Woolley. 

WHATCOM COUNTY GRADE SCHOOL 
PRINCIPALS’ ASSOCIATION. (1) Gordon 
W. Leen, Acme. (2) Clinton McBeath, 
Everson. 

CENTRAL SECTION. (1) Edna L, Keene, 
Box 344, Prosser. (2) A. L. Rosenhall, 
Bingen. 

DISTRICT ELEMENTARY PRINCIPALS’ 
Stupy CuLos. (1) Elmer T. Thune, 
Stanley School, Tacoma. (2) C. G. Jes- 
persen, Fern Hill School, Tacoma. 

NorTH CENTRAL SeEcTION. (1) John 
Rutherford, Lincoln School, Wenatchee. 
(2) Adrian Douglas, South Wenatchee. 

PuGET SOUND SCHOOLMASTERS’ CLUB. 
(1) M. E. Durham, 2823 21st, W.., 
Seattle. (2) Frank Farrar, 7752 33rd 
Ave., N. W., Seattle. 

REGIONAL DIRECTORS. 
Brock, Frank M., Alki School, Seattle. 
Edmondson, Earl E. E., Rose Valley 
Elementary Sch. ol, Kelso. 


Fitzgerald, Marie, Hutton School, 
Spokane. 

Fowler, Ivan A., A. J. West School, 
Aberdeen. 


Glen, G. V., Principal, Grand View. 

Hardesty, Bonner’ K., Principal, 
Dixie. 

Hemenway, Mrs. Julia S., Elementary 
School, Kennewick. 


tala Wendell, Principal, Du 
ont. 

Pinckney, Paul W., Columbia School, 
Bellingham. 

Rutherford. John, Lincoln School, 
Wenatchee. 

Sharnbroich, Lorraine, Jefferson 


School, Port Angeles. 


TEST VIRGINIA — ELEMENTARY SCHOOL 


PRINCIPALS’ ASSOCIATION. 
BARBER County. (1) C. B. Harvey, 
Philippi. (2) Mrs. Audra Gall, Lambert, 


Belington. 

BRAXTON County. (1) Gilbert Reed, 
Flatwoods. (2) Vaugh H. Duffield, 
Gassaway. 

CaBELL County. (1) A. F. Evans, 
2728 Guyan Ave., Huntington. (2) Mrs. 
Margaret Phillips, 165 Ricketts PIl., 
Huntington. 

CALHOUN CouNTY. 
Grantsville. (2) 
Orma. 

CLay County. (1) Alva M. Bennett, 
Fola. (2) Maxine Downey, Clay. 

DopprRIDGE County. (1) Alton Child- 
ers, Morgansville. (2) Rymer Starkey, 
Ashley. 


(1) Paul Powell, 
Ivah M. Brannon, 








662 ELEMENTARY SCHOOL PRINCIPALS 





AYETTE County. (1) R. E. Caven- 
atch Minden. (2) C. C. Neal, Oak Hill. 
GREENBRIER COUNTY. qi} ¢. FF. Cor- 
ron, White Sulphur Springs. (2) How- 
ard Scott, Ronceverte. 

HAMPSHIRE County. (1) 
Thompson, Three Churches. (2) “5. Ww. 
Judy, Romney. 

HARRISON County. (1) Burlyn M. 
Rector, Church Court, Shinnston. (2) 
— Robinson, Towers School, Clarks- 

urg. 

JEFFERSON County. (1) Fred Wel- 
shane, Shepherdstown. 

Kenawnha County. (1) Paul J. Stev- 
ers, 933 West Virginia Ave., Dunbar. 
(2) Charles Wharton, First Ward School, 
Dunbar. 

Lewis County. (1) Glenn L. Brown, 
Weston. (2) Anice Garriet, Weston. 

LoGan County. (1) Ernest B. Crad- 
dock, Henlawson. (2) Alice Ruth Baker, 
Amherstdale. 

McDOowELL County. (1) E. B. McCue, 
Bartley. (2) E. C. Bailey, Welch. 

Marion County. (1) F. Walter Cox, 
1024 Fennimore St., Fairmont. (2) Lar- 
ney Gump, Monongah. 

MARSHALL County. (1) Roy Yeater, 
805 Fifth St., Moundsville. (2) Ada 
Cummins, Rosby’s Rock. 

MERCER Country. (1) Margaret Easley, 

. 1101 Augusta St., Bluefield. (2) Moody 
Bailey, Matoka. 

MINERAL County. (1) Frank Burgess, 
New Creek. (2) Paul Kalbaugh, Elk 
Garden. 

MONONGALIA COUNTY SCHOOLMASTERS’ 
CuusB. (1) Mrs. Edith Glenn, 345 Jack- 
son Ave., Morgantown. (2) Sylvia 
Lynch, Route 1, Morgantown. 

Monroe County. (1) Roy Ash, Union. 
(2) Ethlene McGuire, Gap Mills. 

OHIO County. (1) Charles Woodruff, 
Elm Grove Junior High School, Wheel- 
ing. (2) Ethel Lee Wallace, 41 15th St., 
Wheeling. 

PLEASANTS County. (1) O. B. Farren, 
St. Marys. (2) C. D. Wagner, Belmont. 

POCAHONTAS CouNTY. (1) Max Pos- 
cover, Durbin. (2) J. K. Arbogast, Cass. 

PRESTON County. (1) Frank Stemple. 
Aurora. (2) J. V. Gainer, Tunnelton. 


RALEIGH County. (1) Hume Vogt. 
Box 1435, Beckley. (2) Mrs. Melissa 
Dickerson, Box 12, Beckley. 

RANDOLPH County. (1) Stark A. Wil. 
moth, Elkins. (2) Margaret Riggleman, 
Elkins. 

ROANE County. (1) Maysel Whiting, 
Spencer. (2) Maxine Carper, Amma. 

SumMMeRS County. (1) Mrs. Ruby H. 
Williams, Box 613, Hinton. (2) George 
Utterback, Clayton. 

TAYLorR County. (1) Howard A 
Walls, 113 Beech St., Grafton. (2) 
Arthur Wolfe, Grafton. 

TUCKER County. (1) Earl Corcoran, 
Parsons. (2) Martha Bomberger, 
Thomas. 

TyLer County. (1) L. O. Lawson, 
Middlebourne. (2) Alden Wince, Wick. 

UpsHuUR County. (1) Russell West 
fall, Adrian. (2) Mrs. Zula Davis, Buck 
hannon. 

WaYNE County. (1) Mrs. Louise 
Hutchison, 1400 Pine St., Kenova. (2) 
Mrs. Beatrice Ward, 732 Jefferson Ave., 
Huntington. 

WEBSTER County. (1) Alva Anderson 
Bergoo. (2) Okey McCourt, Webster 
Springs. 

Woop County. (1) W. E. Lawson, 
2903 N. Avery St.. Parkersburg. (2) 
Austin H. George, Elizabeth Pike, Par- 
kersburg. 

WyYoMmING County. (1) G. B. McGreyw, 
Wryco. 

WISCONSIN—ELEMENTARY SCHOOL Priv- 
CIPALS’ ASSOCIATION. 

ASHLAND AREA. (1) Bessie Alcorn, 
Ashland, (2) Bertha E. Brensike, Asb- 
land. 

CHIPPEWA FALLS AREA. (1) Freda 
Johnson, Chippewa Falls. 

JANESVILLE AREA. (1) Rose Gagen, 
Janesville. (2) J. E. Heffernan, 2112 § 
Ninth St., Sheboygan. 

La CROSSE AREA. (1) Alice M. Byrne, 
812 King St., La Crosse. 

NorRTH EASTERN AREA, (1) J. E. Hef- 
fernan, 2112 S. Ninth St., Sheboygan. 

PLATTEVILLE AREA. (1) Frances Bent- 
ley, 612 Pine St., Platteville. 

STEVENS POINT CENTRAL AREA, (1) 
Lucy Doyle, 503 Church St., Stevens 
Point. 

SuPeRIOR AREA. (1) Josephine Ben- 
son, 202 E. Eighth St., Superior. 


STATE ELEMENTARY SCHOOL PRINCIPALS 
ASSOCIATIONS 


In the following roster the symbol (1) is used to indicate the person reported 
as president and (2) is used to indicate the secretary. 


ALABAMA—DEPARTMENT OF ELEMENTARY 
ScHooL PRINCIPALS. (1) Glenn Barrow, 
Irondale. (2) R. Voyt Hill, 865 W. Fifth 
St.. Birmingham. 


ARKANSAS—ELEMENTARY PRINCIPALS’ 
SECTION. (1) Carter Short, Fayetteville. 
(2) Lela Nichols, Hot Springs. 

CALIFORNIA—ELEMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. (1) Alton E. 
Scott, District Superintendent, San Juan 
Bautista. (2) Edwin Clark, Avenal. 


COLORADO—ASSOCIATION OF ELEMEN- 
TARY ScHOOL PRINCIPALS. (1) Monell 
V. Nelson, Central Platoon School, Ft. 
Morgan. (2) Mrs. Ethel M. Storey, 
South-Central School, Lamar. 





CONNECTICUT—DEPARTMENT OF ELE- 
MENTARY SCHOOL PRINCIPALS. (1) Caro- 
line Gray, C. A. Bingham School. Bristol 
(2) Ralph W. Carrington, Bunker Hill 
School, Waterbury. 

DISTRICT OF COLUMBIA—ELEMENTARY 
PRINCIPALS’ ASSOCIATION. (1) Eva M. 
Trusheim, Congress Heights School. (2) 
Katherine Doonan, J. R. West School. 

DISTRICT OF COLUMBIA—ELEMENTAakRY 
PRINCIPALS’ ASSOCIATION. (1) J. C€ 
Payne, 654 L St., N. E. (2) Mrs. Ruth G. 
Savoy, 1814 Vernon St., N. W. 

FLORIDA—DEPARTMENT OF ELEMENTARY 
PRINCIPALS. (1) Frances Belcher, Clear- 
Zot. A Helen E. Nippert, 1014 Third 
St., , St. Petersburg. 





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STATE PRINCIPALS ASSOCIATIONS 663 








GEORGI IA—ELEMENTARY ScHOOL PRINCI- 
CIPALS’ ASSOCIATION. (1) Mrs. H. B. 
Carreker, Glenwood School, Decatur. 
(2) a? A. Rhodes, 185 Westminster 
Dr., N. E., Atlanta. 


1DAHO—ELemenrany PRINCIPALS’ ASSO- 
CIATION. (1) Ray Peterson, Burley. (2) 
W. C. Sorenson, Emmett. 


ILLINOIS—ELEMENTARY PRINCIPALS’ AS- 
SOCIATION. (1) Otis K. McMahon, Car- 
terville. (2) Don D. Shute, East Peoria. 


INDIANA—ELEMENTARY ScHOOL PRINCI- 
PALS’ DEPARTMENT. (1) Agnes Mahoney, 
4227 Broadway, Indianapolis. (2) Loren 
Reed, Clinton. 


IOWA—DEPARTMENT OF ELEMENTARY 
PRINCIPALS. (1) D. D. Kinser, Jackson 
and Taylor Schools, Davenport. (2) Mrs. 
Leona Wilcox, 1916 44th St., Des Moines. 


KANSAS—ASSOCIATION OF ELEMENTARY 
PRINCIPALS. (1) C. P. Wetlanfer, Hays. 
(2) Ruth Mitchell, Salina. 


KENTUCKY—SvUPERVISORS’ AND PRINCI- 
PALS’ Group. (1) Etta Paulson, More- 
head Teachers College, Morehead. (2) 
Mrs. Lela Vice Powell, Frenchburg. 


SLEMENTARY PRINCIPALS’ 
Section. (1) T. L. Stafford, Opelousas. 
(2) Mrs. G. Martin, Natalbany. 


MARYLAND—ELEMENTARY PRINCIPALS’ 
Diviston. (1) Earl F. Brain, High 
School, Frostburg. (2) Robert Jones, 
Jackson School, Lonaconing. 


MASSACHUSETTS—ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) LeRoy E. Ful- 
ler, Jenkins School, Scituate. (2) Rita 
M. Hiltz, Maplewood School, Gloucester. 


MICHIGAN—DEPARTMENT OF ELEMENTARY 
ScHOOL PRINCIPALS. (1) Glenn O. Lock- 
wood, Ann Visger School, River Rouge. 
(2) O. Dale Reynolds, Sampson School, 
Detroit. 


MINNESOTA—ELEMENTARY PRINCIPALS’ 
Section. (1) Annie Ginsberg, Phalen 
Park School, St. Paul. (2) Lettisha 
Henderson, Dept. of Education, Court 
House, St. Paul. 


MISSISSIPPI—DEPARTMENT OF ELEMEN- 
TARY SCHOOL PRINCIPALS AND SUPER- 
visors. (1) Sallie B. Newman, Supvr. 
of Elementary Schools, Jackson. (2) 
Robert Wayde Ousley, 2424 20th St., 
Gulfport. 


MISSOURI—DEPARTMENT OF ELEMENTARY 
ScHOOL PRINCIPALS. (1) Emma 0. 
Mumm, Hosea School, St. Joseph. (2) 
James A. Sanders, Leadwood Elementary 
School, Leadwood. 


NEBRASKA—DEPARTMENT OF ELEMEN- 
TARY ScHoor PRINCIPALS. (1) Mrs. 
Nellie C. Williams, Sherman School, 
Omaha. (2) Mabel Jackson, Clinton 
School, Lincoln. 


NEW HAMPSHIRE—ELEMENTARY PRIN- 
CIPALS’ ASSOCIATION. (1) James Arm- 
strong, North Conway Grammar School, 
North Conway. (2) Elsa Thunburg, 
Hancock School, Franklin. 


NEW JERSEY—ELEMENTARY PRINCIPALS’ 
ASSOCIATION. (1) Raymond S. ree 
Junior High School No. 3, Trenton. (2) 
Mrs. Mary V. Peters, Ventnor Avenue 
School, Ventnor City. 


NEW MEXIC SLEMENTARY PRINCIPALS’ 
Section. (1) Jimmy Gammill, Box 96, 
Jal. (2) Mrs. Mettie Jordan Mack, 
Eunice. 








NEW YORK—ASSOCIATION OF ELEMEN- 
TARY PRINCIPALS. (1) Mary Lawlor, 
Salem Hyde School, Syracuse. (2) Wal- 
ter A. Le Baron, Franklin School, 
Schenectady. 

NORTH CAROLINA — DEPARTMENT OF 
ELEMENTARY SCHOOL PRINCIPALS. (1) 
Dean B. Pruette, Valdese Elementary 
School, Valdese. (2) Mrs. Verta I. Coe, 
Brentwood School, High Point. 


OHIO—DEPARTMENT OF ELEMENTARY 
SCHOOL PRINCIPALS, (1) Dr. Wilbur A. 
Yauch, Roosevelt School, Euclid. (2) 
—— Morgan, Paul Revere School, Cleve- 
and. 

OKLAHOMA—DEPARTMENT OF ELEMEN- 
TARY SCHOOL PRINCIPALS. (1) H. . 
Stephenson, Whittier School, Muskogee. 
(2) so, Setzepfandt, Barnard 
School, Tulsa. 


OREG SMENTARY PRINCIPALS’ Dkr- 
PARTMENT. (1) C. H. Quicksall, Gres- 
ham. (2) Martin Nelson, Lane School, 
Portland. 

PENNSYLVANIA—DEPARTMENT OF wd 
MENTARY SCHOOL PRINCIPALS. (1) D. J. 
Mahoney, Conyingham School, Wilkes- 
Barre. (2) Dr. William W. Hazlett, Ben- 
jamin Franklin School, Philadelphia. 

RHODE ISLAND—ELEMENTARY SCHOOL 
PRINCIPALS’ ASSOCIATION. (1) Gilbert F. 
Hall, 23 Legion Way, Cranston. (2) 
Elizabeth Baldwin, 209 Newell Ave., 
Pawtucket. 

SOUTH CAROLINA—DEPARTMENT OF ELE- 
MENTARY PRINCIPALS. (1) W. J. Cas- 
tine, Batesburg. (2) Spencer Elliott, 
Walterboro. 


SOUTH CAROLINA—PRINCIPALS’ CLUB, 
PALMETTO STATE TEACHERS’ ASSOCIA- 
TION. (1) William Henry Grayson, Jr., 
Simonton School, Charleston. (2) 
Andrew Simmons, Booker Washington 
School, Columbia. 

SOUTH DAKOTA—ELEMENTARY SCHOOL 
PRINCIPALS’ AND SUPERVISORS’ ASSO- 
CIATION. (1) Etta DeKraay, 303 Fifth 
Ave., S. E., Aberdeen. (2) Adah E. 
Minard. Watertown. 

TENNESSEE—ELEMENTARY PRINCIPALS’ 
Section. (1) L. W. Duyck. Giffin School, 
Knoxville. (2) Lucile Ham, Peabody 
School. Memphis. 

TEXAS—ELEMENTARY SCHOOL PRINCI- 
PALS’ AND SUPERVISORS’ ASSOCIATION. 
(1) Franklin M. Mathis, 212 Lindsey 








Lane, Tyler. (2) A. E. Wells, Glade- 
water. 

UTAH—ELEMENTARY ScHooL PRINCIPALS’ 
ASSOCIATION, (1) Frank Stevens, 
Corinne. (2) Victor J. Bott, Lincoln 
School, Brigham. 

VIRGINIA—DEPARTMENT OF ELEMEN- 


TARY PRINCIPLES. (1) James E. Bauser- 
man, Box 51, Fairfax. (2) Mary S. 
Wine, Route 1, Alexandria, 

WASHINGTON—DIVISION OF ELEMEN- 
TARY SCHOOL PRINCIPALS. (1) W. O. E. 
yo ae Lincoln School, Bellingham. 
(2) C. Ryan, University Heights 
leak Seattle. 

WEST VIRGINIA—ELEMENTARY PRINCI- 
PALS’ ASSOCIATION. (1) W. E. Lawson, 
2903 N. Avery St., Parkersburg. (2) 
Mrs. Margaret Phillips, 165 Rickets P1., 
Huntington, 

WISCONSIN EMENTARY SCHOOL PRIN- 
CIPALS’ ASSOCIATION. (1) Stephan A. 
yg ee 616 S. Ingersoll St., Madison. 
(2) Fred S. Schnell, 2722 Highland Ter., 
Sheboygan, 








LIST OF MEMBERS 


THE DEPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS 


For THE YEAR 1939-40, CorrRECTED To JUNE 1, 1940 


7 Indicates the Life Members of the Department 


One asterisk (*) indicates the City, County, and District Representatives 
of the Department 


Two asterisks (**) indicate the State Representatives of the Department 


§ Indicates those members who are deceased 


ALABAMA 
Ansley, Foster, 2408 N. 12th Bir- 
mingham 
Attebery, J. S., Forrest Hill Dr., Crichton 
Baker, Mrs. Minnie, 3018 12th Ave., N., 
Birmingham 
Ballenger, Fred J., Supt. of Schools, Fair- 


fax 
1731 Fourth Ave., 


Barrow, Glenn, 
dale 

Belser, Birdie A., 103 N. Lewis St., Mont- 
gomery 

Belser, Dr. Danylu, College of Education, 
University of Alabama, University 

Blair, Mrs. J. E., 522 Seventh Ave., W., 
Decatur 

Brown, Eura, 950 Walnut St., Gadsden 

Bryant, Mrs. Fred B., 2025 Leighton Ave., 
Anniston 

Calhoun, E. B., 1127 S. 23rd St., Birming- 
ham 

Carlisle, Mrs. Cecil A., 321 Poinciana Dr., 
Birmingham 

Centerfit, Miss Ininee, 1246 S. Court St., 
Montgomery 

ee Malcolm G., Prin. of Schools, Par- 
rish 


Ave., 


Iron- 


Cox, E. E., Supt. of Schools, Box 365, 
Guntersville 

Cox, George D., 1408 N. 20th St., Bir- 
mingham 


Evans, Wilson, Kate Duncan Smith D.A.R. 
School, Grant 

Flock, Mrs. Elizabeth C., 7 N. Bayou St., 
Mobile 

Follis, Hattie, 3013 Ave. F., Ensley, Bir- 
mingham 

Goldthwaite, Therese, 
School, Montgomery 

Grace, H. T., Supt. of Schools, Enterprise 

Green, Mary Ward, 805 12th Ave., Tusca- 


loosa 
F. D. 5, Box 63-B, 


Hall, William R., R. 
Birmingham 

Hamil, E. Cranston, 22 Macy Pl., Mobile 

Hanlin, J. Paul, 833 McMillan Ave., Bir- 
mingham 

Havard, Bernard V., Junior High School 
and Elementary School, Dozier 

Hendricks, George L., Gate City School, 
Birmingham 

Hill, R. Voyt, Martin School, 1825 12th 
St., N., Birmingham 

Hopper, Jessie, 109 S. Grove St., Hunts- 


ville 

**Johnston, Robert C., 2030 Magnolia 
Ave., S., Birmingham 

Jones, Lenore, 1606 Monterey Pl., Mobile 

Kelly, F. L., The Graymont School, 300 
Eighth Ave., W., Birmingham 


Decatur Street 


Livingston, James A., Gantt 


MeLatchy, Gertrude E., Elyton School, 
100 Tuscaloosa Ave., Birmingham 
MacMillan, Emma, 120 Cramer Ave, 

Montgomery 


Martin, Ralph, 8010 First Ave., N., Bir- 
mingham 

Matzenger, Lena, 1058 Selma St., Mobile 

Mays, J. M., Flomaton 

Meigs, Mrs. Mary S., 1209 Glenwood Ter,, 
Anniston 

Moore, A. C., Supt. of Schools, Atmore 

Moore, Mrs. J. W., Stafford School, Tusca- 
loosa 

Moseley, C. C., P. O. Box 1025, Anniston 

Moss, Dalton, Box 83, Oneonta 

Murphree, Mrs. Myra B., Box 235, Pratt 
ville 

Norton, H. B., Robinson School, 
First Ave., S., Birmingham 

Oldham, Hart, Elementary School, Clover- 


dale 

O’Neal, Edmund J., Training School, 
Waugh 

Pogue, James V., Gibson 
50th St., Birmingham 

Price, N. H., 300 Sixth St., 
mingham 

Reagan, William A., 1736 26th St., Fair- 
view, Birmingham 

Reynolds, Mrs. Nellie Dunn, Northport 

Rives, Janie L., 5 High St., Montgomery 

*Rodgers, G. T., 601 Winona Ave., Mont- 


8400 


School, 956 N 


S. W., Bir- 


gomery 

Rogers, Bettie, Elementary School, Union 
Springs 

Rumsey, Margaret, Elrod 

Sanders, E. O., 2745 Pike Ave., Ensley, 
Birmingham 

Sapp, Ella F., 1511 Fourth Ave., Bessemer 

Sasser, Mrs. Roxie J., Elem., Supvr., 
Shelby County, Board of Education, 


Columbiana 

7Sheffield, Mrs. Frances L., 10 N. Aun St 
Mobile 

Shores, Mrs. Elizabeth, Box 795, Gadsden 

Showalter, Dr. E. R., Prof. of Education 
Alabama Polytechnic Institute, Auburn 

Snoddy, W. T., 1716 31st Ave., N., Bir 
mingham 

Stephens, D. D., 
mingham 

Turnham, Mrs. Esther C., 10 S. 80th St. 
Birmingham 

Upton, Mrs. C. M., Box 737, Wylam 

Vaughan, Joseph T., 5521 First Ave., § 
Birmingham 

Wagner, J. L., Elementary 


1423 N. 24th St., Bir- 


School, Gads 


den 
Wiener, Florence E., 252 S. Ann St., Mo 
bile 


[ 664 ] 





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hool, 
Ave., 

Bir- 
‘obile 
Ter., 


2 
usca- 


ston 
ratt- 
8400 
lover- 
chool, 
6 N. 
, Bir- 
Fair- 
rt 
pmery 
Mont- 


Union 


nsley, 


semer 
upvr., 
ation, 


in St., 


\dsden 
ation, 
uburn 
. Bir- 


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Gads- 
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een a 








List oF MEMBERS 665 
+Williams, J. D., 5708 Sixth Ave., S., Bir- Fearing, Mrs. Ben, Cleveland Avenue 
mingham School, Camden 
Wilson, Josephine, 1203 Leighton Ave., Futrall, Alma, Dept. of Education, Lee 
Anniston County, Marianna 
Woodall, Mrs. J. B., 308 S. Greene St.. Hames, Beulah, Paris Grade School, Paris 


Huntsville 

Wright, Theodore R., Barker School, 1230 
23rd St., N., Birmingham 

*Wricht, W. McK., 2860 20th St., 
Hills, Birmingham 


ARIZONA 


*Benedict, Franklin J., Benson Grammar 
School, Benson 
*Bradford, H. F., Box 442, 
Phoenix 

Brown, Clarence S., Box 68, Ajo 

*Carlisle, O. L., Prin. of Schools, Somer- 
ton 

*Case, Maurice. Box 1476, Miami 

Dexter, Mata E., 108 N. Mt. Vernon St., 
Prescott 

*Doepke, Lydia M., Box 375, Clarkdale 

Hall, Robert T., Box 317, Miami 

Hatch, E. Kay, Pomerene Public School, 
Dist. No. 64, Pomerene 

Hatch, Merrill, Arlington School, Arling- 


ton 
Keen, Julia C.. 1905 E. Fourth St., Tucson 
King, J. W., P. O. Box 2256, Phoenix 
Kinsey, Lura, Box 54, Flagstaff 
Landry, P., Box 3613, Phoenix 
Loper, John D., P. O. Box 2191, Phoenix 
Marley, Sarah, 921 11th St., Douglas 
Mercer, Arthur, Liberty School, Liberty 
Meyers, George L., Keams Canyon Board- 
ing School, Keams Canyon 
Oswald, Edward, School Dist. No. 2, Wil- 
liams 
Porter, M. D., Supt. of Schools. Holbrook 
Reed, Virginia, Clawson School, Douglas 
*Riggs, Edwon L., Dysart School No. 89, 
Peoria 


Route 5, 


Rippey, Dr. Andrew D., Laboratory 
School, State Teachers College, Flag- 
staff 


Schrey, H. E., 26 East E Ave.. Glendale 

Shepherd. Rulon T., Supt. of Schools, 
Box 391, Mesa 

Smith, Harold W., 145 East C Ave., Glen- 


dale 
Howard M.., 


**Soule, 
Phoenix 

Stinchfield, 2230 
Phoenix 

Sullivan, W. R., Elementary School, Palo 
Verde 

*Tate, Martin C., South Ward School, 
Safford 

———. John Q., Supt. of Schools, Flag- 
sta 

Townsend, Salome, Rockruge Junior High 
School, Tucson 

Vaughn, Mr. Loren Jr., Balsz Elementary 


School, 
Rd., 


Osborn 


Bess, Alvarado 


School, Route 10. Box 400, Phoenix 
*Weitzel, Thomas R., 212 S. Beaver St., 
Flagstaff 


ARKANSAS 


Allison, Mrs. Laurine J., 214 Spruce St., 
Little Rock 
**Beard, C. E., Trusty School, Ft. Smith 


Blair, Mr. A. Witt, Peabody School, Ft. 
Smith 

Bustion, Mrs. Paul, Elementary School, 
Magnolia 

Byrd, Portia, Retta Brown School, El 
Dorado 


Calhoun, Carrie, Crossett 
Conte, Mrs. Lelia M., 290 Woodlawn Ave., 
Hot Springs 
Cordell, Thyra, Rogers School, Ft. Smith 
—, Bessie, 1005 McGowan St., Little 
oc 


Bush . 


*Haraway, Jefferson School, 
Helena 

Jinske, Dr. Henry W., Prof. of Education, 
Arkansas College, Batesville 

Jones, Ralph B., Junior High School, Ft. 
Smith 

Lewis, Mary J., Howard School, Ft. Smith 

— M. Justus, 511 Ridgeway, Little 

ock 

Matthews, Jess W., Robert E. Lee School, 
12th and Pine Sts., Little Rock 

*Moore, Fred, 1216 E. Eighth Ave., Pine 
Bluff 

Moore, Rosa E., Box 164, Morrilton 

Root, F. §., Supt. of Schools, P. O. Drawer 
404, Fayetteville 

Shannon, A. G., Supt. of Schools, Stamps 

Spencer, Terrell, DuVal School, N. 14th 
and L Sts., Ft. Smith 

Turner, Winnie Virgil, 1012 W. Ash St., 
Blytheville 

Webb, Victor L., 1514 W. 20th St., Little 
Rock 

Williams, E. Walden, 20 Shady Lane, Hill- 
crest, Ft. Smith 

*Williams, Mollie, Belle Point School, Ft. 
Smith 


Fannie, 


CALIFORNIA 


Abbott, Pansy Jewett, County Supt. of 
Schools, Court House, Redwood City 

Abbott, Robert B., 1043 Glendora Ave., 
Oakland 

Adams, Mrs. Ida James, 10506 Hillhaven, 
Tujunga 

Adams, Lelah M., 429 N. Detroit St., Los 


Angeles 
Alexander, Mrs. Mertie, 4227 S. Hoover 
809 Capitol 


St., 


Hotel Sequoia, Fresno 

Allen, Robert H., Jefferson School, 1400 
E. Lindsay St., Stockton 

Altheuser, William A., 1857 Campus Rd., 
Eagle Rock 

*Amick, Spence, 2779 Freeport Blvd., Sac- 
ramento 

Anderson, Adda, 2511 E. First St., Long 
Beach 

Anderson, Emma Christine, 7830 S. Har- 
vard Blvd., Los Angeles 

ee Sita Mary A., 810 S. Ross St., Santa 
Ana 

Angelo, Ruth V., 925 Gayley Ave., West 
Los Angeles 

Annear, Mrs. Margaret L., County Supt. 
of Schools, Court House, Modesto 


St., Los Angeles 
Alexander, Roxie E., 
Vallejo 
Allan, Mrs. Nan, 


Ansel, Valerie M., Main School, San An- 
selmo 

Appleby, F. J., Blythe 

Ashbaugh, Ruth R., 1423 S. Charlotte 
Ave., San Gabriel 


Ashley, Margaret, Route 3, Box 340, Lodi 
Atwood, Maybelle, 619 S. Kenmore Ave., 


Los Angeles 
Lela W., 1151 109th St., 


Aultman, Mrs. 
Los Angeles 

Avey, Mae M., 1008 E. Santa Barbara St., 
Los Angeles 

Axtell, Clarence L., 1400 Stratford Ave., 
South Pasadena 

Bailie, Mrs. Lorraine, 2624 N. Common- 
wealth Ave., Los Angeles 

*Baker, Ethel I., 1517 40th St., 
mento 

Baltzer. Mrs. Clarinda, 6 Batchelor Ter., 
Petaluma 

Banta, Mrs. Edythe R., 1860 Trestle Glen 
Rd., Oakland 


Sacra- 








666 ELEMENTARY SCHOOL PRINCIPALS 





Banta, R. M., 405 Begier Ave., San Le- 
andro 

Bardarson, Otto W., Box 600, Carmel 

Barnard, Nora Margaret, 757 S. Berendo 
St., Los Angeles 

Barnes, Mrs. Agnes Caldwell, 2415 Hol- 
lister Ter., Glendale 

Barnes, George P., 1120 Oak St., Colusa 

Barnes, Mrs. Jessie Baldwin, 3009 Mar- 
quita St.. Long Beach 

Bartlett, Beulah D., Potrero Heights 
School, Route 2, Box 797, San Gabriel 

Bateman, L. W., Jr., 3575 Andrews St., 
San Diego 

Bates, Elizabeth, 365 S. Highland Ave., 
Los Angeles 

Baxter, Alfred C., 500 Grizzly Peak Blvée, 
Berkeley 

Beach, Mrs. Rachel Ann, 131 S. Ave. 63, 
Los Angeles 

Beal, Mrs. Vio Ross, 2510 Cedar Ave., 
Long Beach 

Beckman, Aneta T., 495 Alvarado St., 
San Francisco 

Bedford, Rowena, San Timoteo Rd., Box 
61, Redlands 

Belk, Mrs. Nancy Lee, 536 Adelyn Dr., 
San Gabriel 

Benner, W. A., 1670 Grand Ave., Piedmont 

Benning, A. Irene, 141 Nieto Ave., Long 
Beach ‘ 

Benning, Mrs. Beth Houston, 720 N. 
Sierra Bonita Ave., Los Angeles 

Berard, Elvina L., 434 Wawona St., San 
Francisco 

Bernard, Lloyd D., Chico State College, 
Chico 

Berry, Bertha Irene, 1261 S. Mariposa St., 
Glendale 

Bert, Reese E., 1202 13th St., Modesto 

Billups, Mrs. Lillian H. B., 454 Landfair 
Ave., West Los Angeles 

*Birch, J. E., R. F. D. 106, Willows 

Bishop, Ethelyn, 612 N. New Hampshire 
St., Los Angeles 

Bishop, Frank E., Dist. Supt. of Schools, 
Corona 

Blakemore, Edith E., 355 E. Alvarado 
Ave., Pomona 

Blanchard, Alice, 235 E. Alvarado St., 
Pomona 

Blanton, Ruth W., 2417 Silver Ridge Ave., 
Los Angeles 

oe, Saaege C., 3432 Guido Rd., Oak- 
an 

Blomquist, C. L., Warner Springs 

Board, Mrs. Lorraine M., 1067 Elm Ave., 
Glendale 

Boehncke, Frieda C., 1320 N. Wilton PIL. 
Hollywood 

Bonsall, Mrs. Marcia V., 3011 Cudahay 
St., Huntington Park 

Boone, G. N., 1654 Francisca St., Pasa- 
dena 

Borneman, Katherine H., 8069 Castro 
Valley Blvd., Hayward 

+Bowen, Wayne F., 403 S. Tamarind St., 
Compton 

———. Robert C., 1657 Beulah PI., Oak- 
an 

Bowman, Samuel Howard, 6917 Converse 
Ave., Los Angeles 

Boyer, Mrs. Edith M., 2438 Altura St., 
Montrose 

Bradley, Anne M., 412 63rd St., Oakland 

Bragg, Mrs. M. Fanny, 1143 S. Parton St., 
Santa Ana 

Breen, Ellen R., Alice Burney School, San 
Diego 

Brems, Edna M., Embassy Hotel, San 
Diego 


4 
Brinn, Mrs. Vera L., 1476 E. California 
Ave., Glendale 
Britto, Ethel A., 425 Eastern Ave., Taft 


Brooks, Lloyd L., Jackson School, Stock. 
ton 


Brown, Guy E., 585 South L St., Liver. 
more 

Buckalew, Harry L., 1019 N. Van Negs 
St., Fresno 


Buell, Charles, Bar-V Ranch School, 
Nuevo 
Burgert, Robert H., 1815 Guy St., San 
Diego 


Burleson, Boletta A., 2036 Bolmer Dr. 
Los Angeles 

Burns, Jane B., Route 2, Box 817, Peta- 
luma 

Burr, Marjorie F., 308 Myrtle St., Red- 


ands 

Burton, Mrs. Katherine D., 1661 Del Valle 
Ave., Glendale 

Bushnell, Rose Janette, 545 Wheeling 
Way, Los Angeles 

Butler, James C., 5945 Hubbard Ave.,, 
Los Angeles 

Buttner, Mrs. Ella I., Homestead School, 
Mill Valley 

Butzine, Fred C., 810 Ensenada Court, 
Mission Beach, San Diego 

— Jessie F., 3956 72nd Ave., Oak- 
an¢ 

Calvert, Aubrey W., 521 Columbia St., El 

_ Monte 

Calvert, Everett T., 2779 Rose Ave., Alta- 
dena 

Carmichael, Bessie M., 348 Louisburg St., 
San Francisco 

Carothers, Alice L., 1920 218th St., Tor. 
rance 

Carpenter, Charles F., 1482 Englewood 
Ave., Fresno 

Carroll, Hazel I., 4947 Melrose Hill, Holly- 
wood 

Carver, Mary H., 3755 Seventh Ave., San 
Diego 

Cavanagh, Neva Mary, 3538 Harold St., Ft. 
Bragg 

Chamberlain, Clarence W., 955 N. First 
St., Banning 

Chandler, Mrs. Myrtle B., 1234% W. 
Fifth St., Los Angeles 

Chapin, Alice C., 610 N. Kenmore Ave., 
Los Angeles 

Chase, Ethel E., 1470 E. Wilson St., Glen- 
dale 

Christensen, Serena P., 661% N. Berendo 
St., Los Angeles 

Clark, Augustina M., 184 18th St., Oak- 
land 

Clark, James Walter, 142 N. Ardmore 
Ave., Los Angeles 

Clayton, Mrs. Rose C., 1821 Pepper St. 
Alhambra 

Clemens, K. F., Box 766, Wasco 

Clifford, Charles A., 2143 W. 74th St. 
Los Angeles 

*Cobb, De Roy F., 
Pasadena 

—_ Carl T., 1209 S. Central St., Whit- 
er 

Cochrane, Mrs. Edith, 1453 26th Ave., San 
Francisco 

*Cokeley, John Wesley, Jr., 505 E. Live 
Oak St., San Gabriel 

TColeman, Mrs. Ida Fulton, 10334 Ten- 
nessee Ave.. Los Angeles 

Colerick, Mabel S., 296 E. Foothill Blvd. 
Altadena 

Colestock, Grace B., Sixty-Sixth Street 
School, 309 E. 67th St.. Los Angeles 

Colestock, Mary Alice, 133 S. Almont Dr., 
Los Angeles 

Collins, Mrs. Eleanor Freeman, County 
Office, Court House, Redwood City 

Collis, Alma A., 3446 Richmond Blvd. 
Oakland 

Colmar, Mrs. Mildred, 620 Jones St., San 
Francisco 


2109 Rose Villa St. 





De 
De 
7D 
De 
De 


De 


St. 
St. 
hit- 
San 
uive 


[en- 


reet 
eles 
Dr., 


ivd., 


San 





List oF MEMBERS 667 





Concannon, Bart R., 553 Vine St., San 
Jose 


Connors, Anne B., 152 N. Alexandria Ave., 
Los Angeles 
2017 Fifth St., San 


Cook, Isabel M., 
Rafael 

Cookman, Mrs. Grace Olive, 618 W. 49th 
St., Los Angeles 

Cooper, D. H., 307 Highland St., San 
Mateo 

Cornwell, L. May, 185 N. Kenwood St., 
Glendale 

+Correll, Vincent I., 1838 McKenzie St., 
Long Beach 

Cotter, M. Elsie, 395 Breed Ave., San 
Leandro 

Cox, Arthur W., 3856 Lime Ave., Long 
Beach 

Craft, Orra L., 2662 S. Catalina Ave., 
Los Angeles 

Craig, Mrs. Mary D. §&., 3680 Colonial 
Ave., Venice 

Cralle, Frank S., 22 Cliff St.. Santa Cruz 

Cramer, Margaret, 925 W. 73rd St., Los 


Angeles 

Crane, Clarence B., 1546 La Loma Ave., 
Berkeley 

Crane, R. L., Jr., 344 Santa Barbara Ave., 
Daly City 

Crapser, Jessamine, 1828 S. Mansfield 


Ave., Los Angeles 

Crawford, B. M., Buttonwillow School, 
Buttonwillow 

+Crawford, Dr. Lawrence T., College 
Elementary School, State College, Chico 

Creedon, Mrs. Elma M., 732 York St., 
Vallejo 

Cress, Carl C., 3450 Ninth St., Riverside 

Crose, Leah, 1411 Monterey Rd., South 
Pasadena 

Cross, Flora, 248 N. Town Ave., Pomona 

Cross, Irvin N., 1520 Van Buren Ave., 
San Diego 

Curley, Laura, 38919 Carrington St., Oak- 


land 

Curran, Eleanore Z., Box 13840, Willow- 
brook 

Curtice, Emery J., 1729 Hopkins St., 
Berkeley 


Curtis, Lawrence C., 565 Chapman Court, 
Santa Clara 

—. Ernest J., 219 Mt. View St., 
aft 

*+Daly, Carrie, 556 Larkin St., San Fran- 
cisco 

Dannemann, Matie, 437 E. Maple Ave., 
Orange 

Dastarac, Frances, 659 W. 18th St., San 
Pedro 

David, Dorothy, 123 Camino Alta, Vallejo 

Davidson, Mrs. Rena M., 305 S. Oak Knoll 
Ave., Pasadena 

Davin, Mrs. Bernice, 3227 Goldsmith St., 
San Diego 

Davis, Barney J., Lakeport Union School, 
Lakeport 

Davis, Burton Elsworth, 1848 Veteran 
Ave., Los Angeles 

— Elizabeth, 143 Jefferson St., Coal- 
nga 

Davis, Percy R., Supt. of Schools, 1333 
Sixth St., Santa Monica 

Davis, Mrs. Vivian Klene, 208 Prospect 
Ave., Long Beach 

Davison, Ben H., 187 S. Bonnie St., Pasa- 
dena 

Dean, Anastasia E., Box 206, Pinole 

Dean, Ray B., 2923 25th St., Sacramento 

7De Fraga, Harold, Ambrose School, R. F. 
D. 1, Box 464, Pittsburg 


Delmet, Don Thomas, 811 Horst Ave., 
Norwalk 
Denlay, Raymond E., 23 Palm Court, 


Santa Paula 
Desmond, Lucile H., R. R. 2, Box 25, 
Madera 


Des Roches, Pauline, 1328 Woolsey St., 
San Francisco 

Dickson, Marie, Vista 7” Vis 

Dierke, Mrs. Dorothy S , 887 Liberty St., 
San Francisco 

Dormeyer, Therese C., 512 W. Cressey St., 
Compton 

Douglass, Sherman H., 6089 Gifford Ave., 


Huntington Park 

Dreier, Mrs. Grace M., 1622 §. Canfield 
Ave., Los Angeles 

Droiteour, Mrs. Georgina T., 2720 College 
Ave., Berkeley 

Dudley, Mrs. Marjorie E., 532 S. Parton 


St., Santa An 
Dunn, Bess A., 6200 Franklin Ave., Holly- 


wood 

Dwyer, Ethel, Route 1, Box 461, Hunting- 
ton Beach 

Dykes, Leonard R., 817 Bedford St., Los 
Angeles 

Edgecomb, George, 1645 S. Date St., Al- 
hambra 

Edwards, Ernest F., 631 E. Mill St., Santa 
Maria 

Edwards, Louis, Corning 

Egger, Walter A., 846 BN. Van Ness St., 
Santa Ana 

Hilers, Johanne, 415 Harwood Pl, 


Ana 

Ellis, Mabel R., 16 Laguna St., San Fran- 
cisco 

Elwood, Miss Roby T., 201 S. Chapel Ave., 


Santa 


Alhambra 
Enfield, Mrs. Celesta Gertrude, 522 S&S. 
Kingsley St., Los Angeles 


Enfield, O. D., 1917 Palmerston St., Los 
Angeles 

mageee, Philip W., 215 Hamlet St., Le- 
mo 

Muavell, Willard R., P. O. Box 998, Cor- 
coran 

Ensign, Olive Leona, 37386 Arlington Ave., 
Los Angeles 

Erickson, Mrs. Hazel, 227 Sherman St., 


Calexico 
*Esser, Edward S., 1030 N. Baker St., 


Stockton 
2028 N. Beechwood Dr., 


Fagin, Jean T., 
Los Angee 
Farnham, N. H., Standard School, Oildale 
Richard Burton, Theodore 
Judah School, San Miguel and D Sts., 


Farnsworth, 
Sacramento 

Farnum, Martha F., 1520 Glorietta Blvd., 
Coronado 

Feazell, Ruby Caroline, 1633 N. Formosa 
Ave., Los Angeles 

Fellows, Millie B., 7573 Shoup Ave., Can- 
oga Park 

+Field, Mrs. M. Elizabeth, 939 S. West- 
moreland St., Los Angeles 

Fifer, Ella McPhee, 1908 Judah St., San 
Francisco 


Fikes, Edith E., 120 Sumner St., Santa 
Cruz 

Finney, Grace E., 1919 W. 21st St., Los 
Angeles 


Fisher, Raymond J., 314 Saratoga Ave., 
Los Gatos 
Maud, 2780 Tenth S&t., 


*Fithian, Mrs. 
Sacramento 

Flint, Mrs. Neah, Alamo School, Alamo 

+Floyd, Mary L., 854 Harbor View Pl., 
San Diego 

+Flynn, Mary C., Route 2, Box 679, El 
Monte 

Foley, Ellen J., Box 157, Benic 

Footman, Meta iss 7028-A Seville St., 
Huntington Park 

*Forry, Kenneth M., Elementary School, 
Martinez 

Foster, Bertha Ellen, Lincoln Elementary 
School, Corona 

Fox, Marjorie M., Banning 

Fox, Maurice E., 687 South G St., Oxnard 











668 ELEMENTARY SCHOOL PRINCIPALS 





Frame, Mr. Dana S., 2140 Marshall Way, 
Sacramento 

Fuller, Mrs. Bina L., Blockman Union 
School, Santa Maria 

Galloway, Mrs. Mae E., 2275 Ben Lomond 
Dr., Los Angeles 

Gamble, Grace, 224 Pearce St., Hayward 

7Gamble, Mrs. Leo May, 3838 S. Hobart 
Blvd., Los Angeles 

Gardner, Elizabeth M., 1227 Paseo Del 
Mar, San Pedro 

Garrison, Dora Louise, 1930 Longwood 
Ave., Los Angeles 

oo. Terence B., 4409 Utah St., San 


ego 

~~ pane L., Jr., P. O. Box 146, Eti- 
nda 

George, Edna, 1409 W. 37th Dr., Los 


geles 
Gibson, J. Ruth, 535 Harvard Ave., Fresno 
Gibson, Robert E., Box 476, Walnut Creek 
Gilbert, Mrs. Edith M., 529 S. Parton St., 
Santa Ana 
Gilbert, Mrs. Evelyn Eads, 716 E. Sunset 
Canyon Dr., Burbank 
Gilson, Dan H., 4030 Sequoyah Rd., Oak- 


land 

Gist, Arthur S., Pres., Humboldt State 
College, Arcata 

Glassbrook, Mrs. Tillie H., 338 Tennyson 
Rd., Hayward 

Glenn, I. Maude, 55 N. Meredith Ave., 
Pasadena 

Glenn, Ray F., 980 Arrowhead Ave., San 
Bernardino ' 

Glover, Mrs. Percy F., Fremont School, 
Fourth and Termino Ave., Long Beach 

Gooch, Roy, 1564 Sunset Plaza Dr., Los 
Angeles 

Goodwill, Glen T., P. 0. Box C-2, Needles 

Graf, Louise, 435 S. Alexandria Ave., Los 
Angeles 

a Roy T., 5961 Sherwood Dr., Oak- 

n 


a 
Gray, Avery J., Dir., School Savings Sec- 
tion, 1205 W. Pico St., Los Angeles 
Greene, Lucy B., 418 E. Jefferson Ave., 

Pomona 
ae B. O., 3070 12th Pl. Los 
n 
Grimsley, Virgil H., 2150 47th Ave., Oak- 


1 

Grinnell, Frances G., 4560 Mullen Ave., 
Los Angeles 

Grover, Charles C., 700 E. 24th St., Oak- 


lan 

Gunter, Sanford C., Yucaipa School, Yu- 
caipa Blvd. and Sixth Ave., Yucaipa 

Haas, Mrs. Nelle M., 2249 248th St., 
Lomita 

Hagaman, Neva Caroline, 518 Cibola St., 
Needles 

Hagenburger, Mrs. Marion A., 4501 Ber- 
nice Ave., Los Angeles 

Haigh, Anne, 1481 15th Ave., San Fran- 
cisco 

Hall, Lee Roy, 569 Michigan Blvd., Pasa- 


Haller, Rena C., 49387 Ben Ave., North 
Hollywood 

Hamill, Jane, 1408 N. Louise St., Glen- 
dale 

Hamm, Max S&S., 2524 Benvenue Ave., 
Berkeley 

Hammat, Hattie May, Heaton School, 921 
Thorne St., Fresno 

jHammond, Mrs. Gertrude Best, 7316 
Crenshaw Blvd., Los Angeles 

Hammond, Ida M., 3004 Champion St., 
Oakland 

Hanlon, Catherine, 946 Ashbury St., San 
Francisco 

fHanna, Dr. Paul R., Prof. of Education, 
Stanford University, Stanford Uni- 
versity 


Hanson, Edith J., 1443 Martel Ave., Los 
Angeles 

*Harding, Ruth Clarke, 2232 A _ §t. 
Bakersfield : 

— Bess, 346 E. 51st St., Los 
Angele 

Harris, Mrs. Alta, 637 47th Ave., San 
Francisco 

Harris, Beecher H., Whittier School, 
Berkeley 

Hart, Mrs. Pearl, 345 W. First St., Oxnard 

Hartshorn, Edna, 1011 W. 70th St.. Los 
Angeles 

Hauselt, Elisabeth E., 2199 California St., 
San Francisco 

jHaw, Harry Huber, Alexander Hamilton 
School, San Diego 

Hawks, William J., 3045 Felton St., San 
Diego 

Hayes, Alice, 556 Ellington Ave., San 
Francisco 

Hayes, Mrs. Mildred S., 10661 Wilkins 
Ave,. West Los Angeles 

Hayward, Mrs. Lucy M., 3416 E. Second 
St., Long Beach 

tHeacock, A. B., 709 IX. Windsor Rd., Glen- 
dale 

Heche, Arthur, 1521 Union St., Alameda 

+Heffernan, Helen, State Dept. of Educa- 
tion, Sacramento 

tHelbach, Merle R., 1543 W. 83rd St., Los 
Angeles 

Helms, W. T., Box 1352, Richmond 

Henderson, Adin D., 1841 Markham Way, 
Sacramento 

Henley, William C., Route 4, Box 564, San 
Jose 

*Herkner, Clarence G., 124 H St., San 
Rafael 

fHerrington, Katie A., 189 East St., Au- 
burn 

Hewitt, Mrs. Ida F.. 6229 Pine Ave., Bell 

Hicks, Eleanor, 4624 Sixth Ave., Los 
Angeles 

Hill, Mrs. Beulah Porter, 152 S. Berendo 
St., Los Angeles 

*Hill, Harold P., Box 255, Brentwood 

Tiill, Willian D., Concord School, Concord 

jHoffman, Mrs. Howardine G., 333 Anita 
Dr., Pasadena 

Holland, Minnie L., 20 E. Los Olivos St., 
Santa Barbara 

Holliday, Guy, 5384 Angeles Vista Blvd., 
Los Angeles 

oe Hazel, 5216 Longfellow St., Los 
An 

+Holmes, Edith M., 1811 W. 41st P1l., Los 
Angeles 

Homan, Rose, 1633 College Ave, Fresno 

Hooker, Ora Whitley, 947 W. 30th St., Los 
Angeles 

Hopkins, Clarence G., 5139 Argus Dr., Los 
Angeles 

Horne, Henrietta, 13830 N. Garnsey St., 
Santa Ana 

House, Edna M., 421 South G St., Tulare 

— Edith L., 790 Calmar Ave., Oak- 
anc 

Howell, Etta H., Roosevelt School, 15th 
and Linden Sts., Long Beach 

jHowk, Charles D., 344 Flower St., Pasa- 
dena 

Huffman, Willa R., 1421 E. First St., Long 
Beach 

Huganey, Ida, 1150 Safford St., Oroville 

Hughes, Mrs. Mary E., 847 Campus Way, 
San Bernardino 

*+Hummel, Leonard G., 1020 D St., Chino 

Huntington, Henriette L., 1206 O St., Sac- 
ramento 

Huntoon, Mrs. Georgie K. Miller, 901 S. 
Kingsley Dr., Los Angeles 

Hurley, Mrs. Josephine E., 231 E. 17th St., 
Artesia 





Jo 





LIST OF 


MEMBERS 669 





Hurley, Morris E., 3144 Claremont Ave., 
Berkeley 

Hutchinson, John L., 1310 Montana St., 
Los Angeles 

Hylton, J. Paul, Fremont School, San Luis 
Obispo 

Hymer, Evangeline, 1209 W. 40th P1., Los 
Angeles 

Ireland, Frances, 2009 Florida St., 
Beach 

Irwin, Kathryn, Primary School. Pittsburg 

yIversen, Ida Christine, 349 N. Wilton P1., 
Los Angeles 

Jack, Walter A., Peninsular Ave., San 
Mateo 

yJenkins, Mrs. 
School, Ross 

Jensen, Elsie M., 2609 E. Glen Oaks Blvd., 
Glendale 

Johnson, Carroll, Oceano 

Johnson, Frank R., Dist. Supt. of Schools, 
Box 426, Guadalupe 

Johnson, Gordon, P. O. Box 95, Laton 

Johnson, Henrietta, 285 Van Buren Ave., 


Oakland 
Johnson, Kenneth H., 1447 Idlewood Rd., 


Glendale 
P., 4690 Victoria Ave., 


Long 


Letha F., Ross Grammar 


Johnson, Ruth 
2009 Buckingham 
Rd., Los Angeles 


Riv erside 
Johnston, Phylis Ann, 
Jones, Mrs. Allene P., Helm 
Jones, Mrs. Anna B., 741 El Morado Court, 


Ontario 

Jones, Clara Ellen, 5211 Edna St., Los 
Angeles 

Jones, Elizabeth A., 1013 Amelia St., Los 
Angeles 

jJones, Mrs. Onorinda, Pleasant Valley, 
Camarillo 

Jones, Shannon M., 1301 Lucerne Ave., 


Fresno 
Jordan, Elizabeth B., 
North Hollywood 
Jorgensen, Mabel. Kettleman City 


10940 Hortense St., 


Joseph, Manuel T., 1201 Ninth St., Mon- 
terey 
Judkins, Mrs. Frances, Pismo Grammar 


School, Pismo Beach 
Kaems, Lester, 841 21st St., San Pedro 
Kahl, Minnie, 2515 College Ave., Berkeley 
Kaler, J. E., 2016 32nd St., Sacramento 
Kelly, Florence M., 1801 New Jersey St., 
Los Angeles 


Kelly, nel Irene E., 2160 Lake St., San 
Francise 
Kelly, Julia Mae, 1801 New Jersey St., Los 


Angeles 
Kendall, Joseph L., 1610 Las Flores Ave., 


San Marino 
Kilton, Inez G., 130 Linden Ave., Long 
Beach 


Kimbell, Gladys, 1014 Belle St., Corona 
*+Kimes, William F., Box 176, Avenal 


Kindy, Virgil R., A. Lincoln School, Bur- 
an 

Kirby, Agatha M., 4245 McClung Dr., Los 
An geles 

Siena, Bertha J., 3655 Broderick St., San 
Francisco 

Kottinger, Edward W., 1526 Webster St., 
Oakland 


Krebs, Mrs. Grace Edith, 3218 Palmer Dr., 
Los Angeles 
Krous, Dr. George T 

Fresno 
Kyes, Mrs. Marguerite D., 
Los Angeles 
+Kyte, Dr. George C., Haviland Hall, 
versity of California, Berkeley 
Lacy, Helen J., 367 Vernon St., Oakland 
Lages, Dora, 311 Lester Ave., Oakland 
Langley, Robert W., Box 45, Bloomington 
Laue, Mrs. Josephine Maxon, 5026 La Roda 
Ave., Eagle Rock 


, 1495 Englewood Ave., 
6211 Beard St., 
Uni- 


Lawrence, Mabel M., 435 S. Alexandria St., 
Los Angeles 

Lawson, C. E., Box 4, San Lorenzo 

Lawson, Mrs. Neva W., 800 Lincoln St., 
Bakersfield 

*Lawson, Oliver C., 914 The Alameda, Ber- 
keley 

+Learned, Roy E., Box 274. Elk Grove 

Le Chien, Elizabeth, 642 N. Newlin Ave., 
Whittier 

M., 


Leonard, Edith 
Levy, Matilda A., 935 Geary St., San Fran- 


Barbara 
cisco 
Clara G., 1662 40th Ave., 


Lewis, 

Francisco 
Libbey, Yale, 1212 W. Willow St., Stockton 
Liddicoat, Roy L., 530 Laurel Ave., Palo 


State College, Santa 


San 


Alto 

Lighton, Mrs. Bertha B., 2318 W. 31st St., 
Los Angeles 

Lindsay, Mrs. Aimee, 2144 Fourth Ave., 
Sacramento 

Lindsay, Elisabeth, 4622 Welch PI1., Los 
Angeles 

a Isabel F., 722 Halladay St., Santa 

na 

Link, Clarence W. B., 623 N. Ave. 64, Los 

Angeles 


Linscheid, Emma, Pittsburg 

Lofthus, Lloyd R., Pleasanton 

Logan, Mrs. Mabelle H., 129 East G St., 
Colton 

Long, Mrs. Vivian L., 4677 San Sebastian 
St., Oakland 

Loofbourow, Dr. G. C., 1820 Wilson Ave., 
Fresno 

Lounsbery, Sophia M., 2713 McConnell Dr., 
Los Angeles 

Lowe, Russell A., Box 488, McCloud 

Lydell, D. M., Supt. of Schools, 122 Lin- 
wood Ave., Monrovia 

jLyon, Harley W., 95 N. 
Ave., Pasadena 

Me ee Edith M., 401 Buena Vista St., 
Ta 

McCarthy, Aileen, Laguna Hondu School, 
Seventh Ave. near Irving St., San Fran- 
cisco 

McCleish, Nellie, 3722 
Riverside 

McDonald, George J., 1802 Wellington Rd., 
Los Angeles 

MecEachin, Mary W., Trinity Hotel, 851 S. 
Grand Ave., Los Angeles 

McGinley, Mrs. Ethel, Box 840, Eureka 

McGivney, Genevieve, 1677 Dolores St., San 
Francisco 

McGraw, Mrs. Margaret A. F., 5187 Angeles 
Vista Blvd., Los Angeles 

MeIntosh, Margery, Box 702, Victorville 

McMahon, Mrs. Minnie M., 1859 Casa Vista 


Sierra Bonita 


Elmwood Court, 


Dr., Box 162, Pomona 

MeMaster J. Floyd, 347 W. Garfield Ave., 
Glendale 

MeMurray, Vera Elena, 2111 Menlo St., Los 
Angeles 

Mace, Velia D., 2468 Hollyridge Dr., Holly- 


wood 
Maguire, S. Edna, 396 E. Blythedale St., 


Mill Valley 
Maher, Mary, 659 Ave. B, Redondo Beach 


Mahoney, Miss Gail, 5272 Hollywood Blvd., 
Los Angeles 
R. F. D., Box 95, 
Manley, Edna T. 
4721 Ninth 
Ave., Los Angeles 
Long Beach 


Maland, Mrs. Emma W.., 
Healdsburg 
H., 1049 S. Mansfield 
Ave., Los Angeles 
Mannatt, Mrs. Earnestyne W., 
*Manner, Carl B., Box 1291, Vallejo 
+Marbut, John W., 3429 California St., 
Marchant, Maud, 400 Montclair Ave., Oak- 
land 





670 ELEMENTARY SCHOOL PRINCIPALS 





Marcotte, Pauline, 83018 Kansas St., Oak- 


land 
Martin, A. H., Burnett School, Atlantic and 
Hill Sts., Long Beach 


Martins, Victor L., 4112 S. Normandie St., 


Holly wood 

Mason, Bessie H., 1005 W. Sixth St., Los 
Angeles 

Massey, Erna §., 902 Alexandria Ave., Los 
Angeles 


Maxwell, Mrs. Hazel M., 624 S. Main St., 
Santa Ana 

May, Hilda M., 754 Third Ave., San Fran- 
cisco 

Mays, Eloise, Box 223, San Rafael 

Meints, Viola, 24 Peyton St., Santa Cruz 

Mennie, Elizabeth E., 230 Vasquez Ave., 
San Francisco 

Miller, Dr. Douglas B., 6601 Liggett Dr., 
Oakland 

Miller, Mrs. Elsie De K., 2850 Hawthorne 
St., San Diego 

Miller, John K., 14805 Valerio St., Van 


Nuys 
Milner, Pearl, 14408 Kittridge St., Van 


Nuys 

=, Sone M., 577 E. Pasadena St., 
Pom 

Mock, Themes M., 2054 Paramount Dr., 
Holly wood 

nt mf Mrs. Edith H., 232 N. Almont Dr., 
Beverly Hills 

Montgomery, Lois J., 1108 Paloma Ave., 
Burlingame 

Moore, Trammell W., Atascadero Elemen- 
tary School, Atascadero 

Moritz, Irene, County Office, Court House, 
Redwood City 

Morris, Mrs. Rae Lee, 795 Grand Ave., 
Pasadena 

Morrison, Daisy P., 1409 W. 37th Dr., Los 
Angeles 

Morrison, Mrs. Isabelle W. C., 14615 Mag- 
nolia Blvd., Van Nuys 

Mount, Mrs. Florence M., 3113 Sparr Blvd., 
Glendale 

Murphy, Jeannie Dean, 1454 W. 92nd St., 
Los Angeles 

Murphy, Mrs. Ursula, Sunshine Health 
School, 25th and Bryant Sts., San Fran- 
cisco 

Myers, N. D., Box 876, Palo Verdes Estates 

Nelson, Mrs. Ada S., Dist. Supt. of Schools, 
Box 215, Los Nietos 

Nelson, Myra Banta, 1643 Catalina St., Los 
Angeles 

Netz, Joseph, 2311 Tenth Ave., Los Angeles 

Newman, Mrs. Ethel B., 333 N. Wilton 
Pl, Los Angeles 

Newman, Laura J., 1015 F St., San Ber- 


nardino 
Newsom, Alfred D., 2541 Honolulu St., 
Montrose 


Nichols, Roy T., 1014 Everett Ave., Oakland 

Niegosch, Dr. Helena G., 6732 Franklin 
P1., Hollywood 

Nordstrom, Jessie, 1842 W. 43rd Pl, Los 
Angeles 

Norton, Ruth Baker, 4155 S. Arlington 
Ave., Los Angeles 

O’Bannon, Mary B., 2340 LeConte Ave., 
Berkeley 

O’Brien, E. H., 1838 Silverwood Ter., Los 
Angeles 

O’Brien, Ellen, 844 Florida St., Vallejo 

O’Connor, Cicely J., Edison School, 22nd 
and Dolores Sts., San Francisco 

Olson, Oscar H., 736 Harvard Ave., Menlo 
Park 

O'Reilly, Edmund P., William Land School, 
11th and W Sts., Sacramento 

Orr, Jane C., 9315% Hickory St., Los 
Angeles 

1. Fred W., 2031 Arlington Ave., Los 

Angeles 


*Ott, Eva M., 61 Agnes St., Oakland 

Overholt, Mrs. Rosalind M. Gates, 246 §. 
Lorraine Blvd., Los Angeles 

Owen, William E., Jefferson School, 1400 
BE. Lindsay St., Stockton 

Paine, Arthur E., 2834 Grand Ave., Hunt- 
ington Park 

Paine, Mae L., 131 W. Ave. 42, Los Angeles 

Palmer, Catherine M., Adeline E. Kent 
School, Kentfield 

Palmer, J. H., Box 277, Placerville 

Palmer, Mabel, 3114% Sherwood Ave., 
Alhambra 

Parker, Bertha Mae, 833-C 14th St., Santa 
Monica 

Parsons, Mrs. Georgia B., 1943%4 
t., Los Angeles 

Patten, Mrs. Nina S., 905 Hickory St., 
Compton 

Patterson, Mrs. Ruth J., 1141 W. 27th St., 
Los Angeles 

Paulsen, Mrs. Lauretta S., 1833 Harrison 
Ave., Redwood City 

Peck, Mrs. Kathryn H., 833-C 14th St., 
Santa Monica 

Peddie, Mrs. Gertrude W., 
Ave., Los Angeles 

Pennycook, Annie, 744 Ohio St., Vallejo 

Peters, W. J., 664 Chapman St., San Jose 

Phelps, Grace L., 2341 Ronda Vista Dr., 
Los Angeles 

Philippi, Carl, 1549 Micheltorena St., Los 
Angeles 

Phoenix, Hattie B., 329 W. Micheltorena 
St., Santa Barbara 

Pillsbury, Pearl M., P. O. Box 506, Red- 
lands 

Plagemann, Dora E., 2121 Sacramento St., 
San Francisco 

Poulsen, Esther R., 1823 Grand Ave., Santa 
Barbara 

Preston, C. W., 5054 Los Robles St., Los 
Angeles 

Pullis, Mrs. Jessica K., 1132 S. Fremont 
Ave., South Pasadena 

Pursell, Arthur L., 738 E. King St., Tulare 

Putnam, Mrs. Mabel C., 900 B St., Peta- 
luma 

Quick, Cyrus F., 420 Monrovia Ave., Long 
Beach 

Racek, Mrs. Josephine Wilkes, 1553 Glen- 
don Ave., West Los Angeles 

Rector, Dr. William G., 5957 Chabolyn 
Ter., Oakland 

Redden, Albert, 8668 Evergreen Ave., South 
Gate 

Reese, Mrs. Erma B., Route 1, Box 91, 
Acampo 

Reinke, Gertrude H., Eagle Rock Elemen- 
tary School, 2057 Fair Park Ave., Los 
Angeles 

Renke, D. R., Route 5, Box 361-A, Bakers- 
field 

Reynolds, Mrs. Christine Marsh, 3111% 
London St., Los Angeles 

Rhodes, William B., 1393 Spruce St., 
Berkeley 

Richards, "‘Merestia L., 1125 Kipling Ave., 
Los Angeles 

Richardson, John M., 
South Gate 

Riddell, A. H., 3720 Pershing Ave., San 
Diego 

Riecks, Eva A., 1521 Prescott St., Monterey 

Riese, Ella L., 2802 Walnut St., Hunting- 
ton Park 

Riggins, Mrs. Mildred E. M., 1607 S. Fair- 
tax Ave., Los Angeles 

Riggins, Mrs. Vera B., Box 16, Chowchilla 

Ritchie, Mrs. Georgina D., 6246 Fishburn 
Ave., Bell 

Ritter, Mrs. Blanche P., 640 N. Normandie 
Ave., Los Angeles 

Roberts, Bertha, 2151 California St., San 
Francisco 


Bedford 


4725 Victoria 


9701 Victoria Ave., 








Sa 


Sa 
Sa 





List oF MEMBERS 


671 





Roberts, Eulia S., 1032514 Orton Ave., Los 


Angeles 

Robinson, Joseph C., 225 Hickory St., San 
Diego 

Robinson, T. M., R. D. 2, Box 196, Ventura 


Root, Dan O., P. O. of, "828. Suisun 
Rose, Jennie, 1427 S. Mansfield Ave., Los 


Angeles 

Ross, Natalie L., 391214 Bluff Pl., San 
Pedro 

Roth, Sten, Ethel F., 2950 Van Ness Ave., 
San Francisco 

Rushforth, Robert N., 1177 Sutter St., 


Berkeley 

+Rusling, “Mrs. Cora S., 
Dr., Topanga Canyon 

Ruth, Clarence, Dist. 
Lompoc 

+Rutherford, H. C., Dist. Supt. of Schools, 
Box 55, Orcutt 

Ryan, ze Lunney, 3551 12th Ave., 
men 

7. “Sane, 1600 Clement St., San Fran- 


19988 Observation 


Supt. of Schools, 


Sacra- 


aon, "ars. Leanta S., 242 E. 
Covina 

Salvin, Mrs. Sophia Tichnor, 6835 Pacific 
View Dr., Los Angeles 

Sanders, Ralph G., Box 111, Guasti 

Sands, Dr. Lester B., 366 Madrono St., 
Alto 

Saylor, Margaret F., 9389 Gramercy Dr., 
Los Angeles 

Schafer, Mrs. Mary B., 1063 Superba Ave., 
Venice 

Scharf, Mrs. Eva Pearl, 834 Nowita P1., 


Venice 
Schmid, Lowell K., 1112 N. Lowell St., 


Santa Ana 

Schmidt, Mrs. Blanche L., Box 426, 
Palos 

Schultz, Mrs. Henriette M., 412 N. Granada 
St., Alhambra 

Schweitzer, Charles G., 
Blvd., Los Angeles 

**+Scott, Alton E., Dist. Supt., San Juan 
Elementary Schools, San Juan Bautista 

Scott, Leta M., 24514 Eureka St., Redlands 

Seavey, Josephine, 1700 Broadway, San 
Francisco 

Segbarth, Stella L. B., 1459 Harding Ave., 
Pasadena 

Sexson, Dr. J. A., Supt., Pasadena City 
Schools, 320 FE. Walnut St., Pasadena 


Center St., 


Palo 


Dos 


5933 Miramonte 


Seyler, Louise W., 1958 Mayview Dr., Los 
Angeles 

Shackelford, Claude L., 1201 IE. Broadway, 
Glendale 


Shepard, Anne L., 5460 Eagle Rock View 
Dr., Los Angeles 

Short, Irene I., 628 S. Los 
Angeles 

Siewert, Walter R., 1022 La Cadena Ave., 
Arcadia 

Singletary, Mattie S., 
1900 Main St., 


Ardmore St., 


Fremont School, 
Riverside 


Sletten, Theresa C., 1541 S. St. Andrews 
Pl., Los Angeles 

TSloane, Boyd Lincoln, 1421 Dominion 
Ave., Pasadena 

Smith, Agnes L., 421 Ninth St., Hunting- 
ton Beach 

Smith, Bernice M., 830 Georgia St., Vallejo 


Smith, Effie F., Frank MeCoppin. School, 
Seventh Ave. and Balboa St., San Fran- 


cisco 
Smith, F. B., 2717 Seventh Ave., 
Smith, Gerald, 115 FE. 


mento 
, J. Merle, 2789 Gainsborough Dr., 
San Marino 
Smith, Mrs. Josephine, 827 Green Ave., Los 
Angeles 
Smith, Lucile, 1118 W. 41st P1., 


Sacra- 


Laurel Ave., Sierra 


Los Angeles 





Smith, Margaret H., 3840 S. Grand Ave., 
Los Angeles 

Smith, Mollie A., 795 Sutter St., San Fran- 
cisco 

Smith, Mrs. Rose M., 695 S. Ardmore St., 
Los Angeles 

Snow, Irene, 2270 Main St., Napa 

Snyder, Peter H., 3844 Belmont Ave., 
Diego 

oe. Robert W., 546 Rosal Ave., Oak- 
an¢ 

Sorells, Hazel M., 1034 Leighton Ave., Los 
Angeles 

Spencer, Mrs. Hattie A., Hotel Mt. Lassen, 
Susanville 

Spencer, Mrs. Irene, Pleasant Hill School, 
Walnut Creek 

Starr, A. G., 1963 Oakview Dr., Oakland 

Stearns, Aletha, 1524 Martel Ave., Holly- 
wood 

*Steelhead, Bert Francis, 523 Clement Dr., 
Glendale 

Stein, Mrs. Laura E., 
Riverside 

Stephens, Ross, 465 S. Marengo Ave., Pasa- 


San 


Magnolia School, 


dena 
Sterry, Nora, 26382 Ellendale Pl., Los 
Angeles 


+Stevens, Mrs. Kathleen H., 1285 Burnside 
Ave., Los Angeles 
*Stevenson, Gordon K., 4722 Bancroft St., 


San Diego 
Stewart, Mrs. 2108 Cedar Ave., 
Stewart, Hugh B., P. O. Box 26, Arcata 


Long Beach 
Strand, Bernard J., 654 Maple Ave., Bell- 
flower 


Emma P., 


Sutton, Lulu H., Marin County, Novato 

ySylvester, Helen Katherine, 8620 Park 
Blvd., San Diego 

Tallman, Norman O., 404 S. Vail Ave., 
Montebello 

Taylor, Leo E., 18 Downey P1., Oakland 

Taylor, Nelle C., 3907 Dalton Ave., Los 
Angeles 

Teach, Charles Elden, High School Bldgz., 


San Luis Obispo 
Thomas, Mr. La Rue, Niland Elementary 
School, Niland 
Thorne, Mrs. Maude B., 
Los Angeles 
Thornquist, Mrs. Marie Hoye, 339 N. Har- 
vard Blvd., Los Angeles 
Tibby, Mrs. Ardella Bitner, Abraham Lin- 
— School, 604 S. Tamarind St., Comp- 
on 
Tillman, Florence, 4111 Lyman Rd., Oak- 
land 
Tingley, 
Canada 
Tipton, Doty, 501 
Troeger, Dorothy 
St., Los Angeles 
+Trott, Frederick L., Jr 


4115 Bronson Ave., 


Grace W., 5120 Earl Dr., La 


S. Virgil Ave., Hollywood 
E., 382% N. Sycamore 


, 145 N. Tujunga 


Ave., Burbank 

Tudbury, Mrs. Ethel W., 1891 San Juan 
Ave., Berkeley 

Turner, Grace M., Albion Street School, 
822 S. Ave. 18, Los Angeles 

Upton, Anne Hale, 5361 Grace PI., Los 
Angeles 

Utter, J. W., Jr., Lowell School, R. D. 1, 
Whittier 

Vail, Vesta E., 444 King St., Santa Cruz 

Van De Goorberg, Wilhelmina, 1606 N. 


Ave. 55, Los Angeles 

Van Noy, Glen H., 908 Rosemead Blvd., 
Rivera 

*Vans, Mrs. Oda Beardsley, 
Ave., Gardena 

Voiles, Mrs. Stephenia Hill, 1982 N. Wilton 
Pl., Hollywood 


1051 Magnolia 





672 ELEMENTARY SCHOOL PRINCIPALS 





Von Hatten, Emma A., 1017 30th St., Sac- 
ramento 

+Wacaser, Mrs. Helen D., 4962 Iowa Ave., 
Fresno 

Waldo, Raymond B., 1509 Weymouth Ave., 
San Pedro 

Walker, A. Roland, 1667 Loma Vista St., 
Pasadena 

Walker, Mrs. Nellie L., 4867 Santa Cruz 
Ave., San Diego 

Walker, Stephen, 420 Saginaw St., Fresno 

Wallace, Maude M., 426 Lee St., Oakland 

Walter, Mrs. Laura Jane, Box 66, Trona 

+Walter, Robert Bruce, 717 Domingo Dr., 
San Gabriel 

Ward, Elbert W., 137 Fontana St., Downey 

Ward, Susie A., 198 Hancock St., San 
Francisco 

Wassum, Clara, 608 W. Main St., Turlock 

Weakley, Guy A., 1200 Main St., El Centro 

Webster, Mrs. Barbara Miller, 716 Virginia 
Ter., Santa Paula 

Webster, Mrs. Mae Van Winkle, 405 Mis- 
sion Blvd., San Fernando 

Weiser, Anna E., Box 263, Bakersfield 

Welday. Samuel O., 2117 Chapala St., Santa 
Barbara 

+Weller, Louise E., 3544 Texas St., San 


Diego 

Wells, Francis J., 485 E. Tamarack Ave., 
Inglewood 

Wells, Frank Howard, 2214 Durant St., 
Berkeley 


Wells, Verna E., Roosevelt School, E. First 
St., Santa Ana 

Wemken, Nellie Opal, 633 Heliotrope Dr., 
Los Angeles 

+Wennerberg, Herbert, Box 153, Big Bear 
Lake 


Whitaker, Forrest M., 314 S. Virgil Ave., 
Los Angeles 

Whitcomb, Mrs. Irene, 2449 Gladstone Ave., 
Covina 

White, Clara H., 2735 Union St., San Fran- 
cisco 

Whitehouse, La Von Harper, 2206 Lin- 
nington Ave., West Los Angeles 

Whitteker, Louise S., 205 E. Park Ave., 
Santa Maria 

Widemann, Grace V., Box 134, Gonzales 

*Wienke, Helen M., 3154 Huntington Blvd., 
Fresno 

Wiese, Edna L., Asst. Supvr., Los Angeles 
City Schools, 1740 N. New Hampshire 
Ave., Los Angeles 

Williams, Nellie L., 407 Warren St., Taft 

Williams, Ruth C., 520 N. Los Angeles St., 
Anaheim 

Wilson, Harlan L., 3233 Denver St., San 
Diego 

Wilson, I. C., 4425 FE. 11th St., Long Beach 

Wilson, J. Fred, 4575 Alice St., San Diego 

Winters, Louise R. V., 143 N. Coronado 
St.. Los Angeles 

Wonders, Winifred M., 333 Esther St., 
Long Beach 

bee 4 Alma C., 205 W. Fremont St., Stock- 
on 

Wood, Miss El Doris, Casa Brea Inn, Brea 

Wood, Thomas P., 3028 Hill St., Hunting- 
ton Park 

tWoolley, Mrs. Cora B., 1051 Magnolia 
Ave., Gardena 

Wright, Helen R., 711 Third St., Santa 
Rosa 

Wright, J. Thomas, 4912 Wishon St., 
Fresno 

Young, A. C., 2225 Van Ness Blvd., Fresno 

*Young, Sarah L., 2451 Seminary Way, 
Oakland 

7Zimmerman, F. B., 3500 Mountain Blvd., 
Oakland 


COLORADO 


Abbott, Irene, 3260 S. Broadway, Engle. 
wood 

Adams, Doris, 61 S. Eighth Ave., Brighton 

Addicott, Dr. Irwin Oliver, University Park 
Elementary Training School, Iliff Ave, 
and 8S. St. Paul St., Denver 

Anker, Clara F., 2086 Grape St., Denver 

Bland, Rose, 627 N. Nevada Ave., Colorado 
Springs 

Brown, Ethel L., 216 N. Cascade Ave., 
Colorado Springs 

*Burley, Laurence C., 112 S. Colorado 
Ave., Brush 

Carson, Mary G., 1229 Cook St.. Denver 

Chapman, James M., 402 N. Walnut St., 
Colorado Springs 

Cordingly, Elizabeth, 
Denver 

Cornish, Lydia R., 935 Lafayette St., Den- 
ver 

*Coulter, Mrs. Elsie, 401 E. First St., 
Salida 

Dairy, Robert L., Bristol School, Colorado 
Springs 

Dynes, John J., Box 753. Gunnison 

Ecton, Lane P., 400 S. Sixth St.. Montrose 

Ellis, Douglas B., 1200 Newport St., Denver 

Erb, Edith M., 4825 W. Hayward P1., Den- 
ver 

Evans, Dave D., 3321 W. 38th Ave., Denver 

Eyer, Myrtle, 307 W. Abriendo St., Pueblo 

**Fitzpatrick, Jessie K., 936 Mapleton 
Ave., Boulder 

Garner, Lester B., 206 S. Ninth St., Lamar 

Gigax, Agnes J., 901 Ouray Ave., Grand 
Junction 

Gillett, Lloyd H., 2937 12th St., Boulder 

Gormley, Celia, 1031 N. Weber St., Colo- 
rado Springs 

*Hamilton, Dwight, Dir. of Elementary 
Education and Curricula, State Dept. of 
Education, Capitol Bldg., Denver 

Hays, Mrs. Catherine D., 2061 S. Washing- 
ton St., Denver 

Henley, M. J., Lowell School, Colorado 
Springs 

Herrington, Eugene H., 1301 Forest St., 
Denver 

Hoffmeister, R. B., 531 Grandview St., R. 
D. 8, Box 607. Denver 

Holmes, Ethel, 2610 S. Sherman St., Den- 


Thatcher School, 


ver 

Hubbard, Louise, University Hill Elemen 
tary School, Boulder 

Johnson, Ellen R., 3860 Idlewilde St., 
Wheat Ridge 

Johnson, Preston, Columbia School, Colo 
rado Springs 

Keller, Elizabeth M., 1410 Grant St., Den- 
ver 

Kirkwood, Helen G., 1413 Mesa Ave., Colo 
rado Springs 

Klein, Louise, Columbian School, Denver 

+Lind, Nellie V., Washington Park School, 
Denver 

McCoy, Minnie, 1089 S. Ogden St., Denver 

McKay, Mrs. Edna A., 728 State St., Ft. 
Morgan 

McKay, W. Herschel, Box 134, Ft. Morgan 

McMeen, George M., 1800 E. Arizona St., 
Denver 

Miles, Helen, 1555 Glencoe St., Denver 

*Milyard, Mrs. Beulah, 511 Main St., Ala 
mosa 

Morgan, Kathryn J., 1101 N. Corona St.. 
Colorado Springs 

Morton, Max D., Thatcher School, Pueblo 

Nelson, Monell V., 800 Lake St., Ft. Morgan 

Noar, Frances, 1101 Columbine St., Denver 

Noce, Lillian, 3726 Vallejo St., Denver 

O’Boyle, Lila M., Box 1706, Denver 

Orvis, L. B., 1140 Grand Ave., Grand 
Junction 











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List oF MEMBERS 673 


Peck, Mrs. Genevieve Simpson, 736 Race 
St., Denver 

*Peter, Robert C., Box 265, Ft. Lupton 

Peterson, Carrie, 75 S. Emerson St., Denver 

Pottorff, Floyd W., Route 2, Box 74, Delta 

Pouppirt, Shirley F., Sec'y-Treas., Douglas 
County School Library, Castle Rock 

Queree, Pearl, 2914 W. 29th Ave., Denver 

Reinert, Charles L., 802 Kimbark St., Long- 
mont 

Reiva, James, 614 Ogden St., Denver 

Richardson, Helen, Empire 

Ricketts, Blanche, 522 Arapahoe Ave., 
Boulder 

Riefkin, Edythe, 1570 Fairfax St., Denver 

Rishel, John B., Barum School, Denver 

*Robinson, Henrietta, Somerlid Elementary 
School, Pueblo 

Roe, Mrs. Myrtle A., 116 Phelps St., Ster- 
ling 

Rose, Winifred, Boulevard School, Denver 

Shute, William C., 2651 Vine St., Denver 

Slavens, Leon E., 1815 Grape St., Denver 

Smith, Esther, Box 538, Arvada 

Smith, Mrs. Margaret Mendenhall, Ebert 
School, Denver 

Storey, Mrs. Ethel M., 411 S. Fifth St., 
Lamar 

Strack, Caroline, 216 EF. Routt St., Pueblo 

Stryker, Mary M., 1622 18th St., Boulder 

Swinehart, Blanche L., 308 W. Grant St., 
Pueblo 

Taylor, Laura, Riverside School, Pueblo 

*Turney, Edna, Sargent Consolidated 
School, Monte Vista 

Volgamore, V. H., 115 Arthur St., Pueblo 

*Walk, Olive M., 406 S. 12th St., Rocky 
Ford 

Watts, Lillie E., 2246 Eudora St., Denver 

Wheatley, George, 730 Columbine St., Den- 
ver 

White, Mrs. Julia M., 1557 St. Paul St., 
Denver 

Williams, Mrs. Addie M., 1629 Walnut St., 
Zoulder 

Yardley, Hattie F., Box 519, Greeley 

Young, Anna G., Paonia 


CONNECTICUT 
Adams, Dorothy R., Long Lots Rd., West- 


port 

Allen, Elizabeth, 516 Columbus Ave., New 
Haven 

Anderson, Ella M., 
Danbury 

Anderson, May F., 396 Main St., Norwalk 

Ayers, Alice M., Edward Morley School, 
345 Fern St., West Hartford 

Bacon, Fred E., 1075 Poquonock Ave., 
Poquonock 

Barnes, Percival S., High School Bldg.. 
East Hartford 

Barrows, Mildred K., 162 Francis St., New 
Britain 

Baumgardt, Maude, 
Hamden 

Beard, Dr. Charles A., New Milford 

Bennett, Ada Gray, 186 Courtland Hill, 
Bridgeport 

Bestick, Grace V., 227 Wells St., Bridge- 
port 

Blackmer, Victor A., 64 North St., Dan- 
bury 

Bowes, Lillian E., 550 Hamilton Ave., 


Mountainville Ave., 


Wintergreen Ave., 


Waterbury 
Brennan, Katharine A., 182 Lloyd St., New 
aven 
Bridgett, Alice E., 654 N. Colony Rd., 
Wallingford 


Brophy, John M., 1 Pequot St., Waterbury 
Brown, Helen F., 412 Main St., Winsted 
Burgess, Bliss M., 147 Stearns St., Bristol 





Butler, A. Louise, 84 Euclid Ave., Water- 
bury 

*Carrington, Ralph W., Bunker Hill School, 
Waterbury 

Collins, Helen T., 41 Fifth St., New Haven 

Collins, May H., 46 Alger P1., New London 

*Condon, Anna A., 74 Garden St., Stamford 

Congdon, Mary E., 219 Woodlawn Ter., 
Waterbury 

Cotter, Hazel A., 33 Avon St., New Haven 

Coulter, Isabel M., Uncasville School, Un- 
casville 

Darrow, Mrs. Harriet L., Box 503. Westport 

Delaney, Mary G., 80 South St., Waterbury 

Denny, Henry C., Coscob School, Coscob 

Desmond, D. Giles, Box 94, Tariffville 

Donovan, Anna C., 32 Girard Ave., Hart- 
ford 

Dorsey, Margaret M., 95 Harmony St., 
Bridgeport 

Dunn, Cleon A., Glenville School, Glenville 

Dyer, Dr. W. P., 35 Sylvan Rd., New 
Britain 

Emhof, Mrs. Margaret J., 59 Burr St., 
West Hartford 

Fagan, Anna E., Slocum School, Waterbury 

Fanning, Mary A., Washington Rd., Wood- 
bury 

Farris, William M., 1871 Poquonock Ave., 
Windsor 

Finnigan, Alice R., 516 Orange St., New 
Haven 

Fisher, Royal O., Nathan Hale School, Box 
810, Moodus 

FitzPatrick, Loretto, 96 Bridge St., Water- 
bury 

Foberg, Anna V., 40 S. Burritt St., New 
Britain 

Fraser, George L. B., Byram School, Green- 
wich 

Freeman, Edward §., 34 Powell Pl., Stam- 
ford 

French, Harold R., John J. Jennings School, 
3urlington Ave., Bristol 

Gallagher, Grace H., 40 King’s College P1., 
Stratford 

Gessner, Elizabeth E., 124 Mansfield St., 
New Haven 

Gilmartin, John G., Duggan School, Water- 
bury 

*Gray, Miss Caro M., 60 High St., Bristol 

Hart, Harry T., 137 Post Rd., Darien 

Hasbrook, Clinton F., 172 Wethersfield 
Ave., Hartford 

Hayes, Josephine A., 624 Orange St., New 
Haven 

Holroyd, Ida G., 83 Dora Circle, Bridge- 
port 

Hunt, Norman R., 300 Post Rd., Darien 

Ide, Mrs. Harriet M., Wilcoxson School, 
Stratford 

Johnson, Abel Edward, Smalley School, 
New Britain 

Johnson, William G., Blue Hills Grammar 
School, Bloomfield 

Jourdan, Caroline C., 102 W. Main St., 
Branford 

Judd, Edwin B., 422 Farmington Ave., 
Hartford 

Keefe, Margaret L., 114 Ardmore St., Ham- 
den 

Kelley, Maude §S., 273 Sherman Ave., New 
Haven 

Kenney, Anna V., 125 Maple St., New 
Haven 

Kirtland, Elizabeth E., P. O. Box 3:76, 
Yalesville 

Kleiner, Leah R., 288 Willow St., New 
Haven 

Knowlton, Lillian D., Benton School, 900 
Whalley Ave., New Haven 

Leary, Mrs. Dorothy L., Elementary School, 
Westport 

Linn, Maynard W., Board of Education, 
Greenwich 











674 ELEMENTARY SCHOOL PRINCIPALS 





Lyon, Louisabelle, Ridgefield Rd., R. D. 36, 
Wilton 

Lyons, John H., 35 Burns Ave., Thompson- 
ville 

McCall, Harold, Springdale School, Spring- 
ale 

*McDonnell, Julia M., 436 High St., Tor- 
rington 

McGrath, Elizabeth M., 
Bridgeport 

Madden, Grace E., New Street School, 
Danbury 

**Malcolm, Elizabeth R., 181 Blake St., 
New Haven 

Mink, Emma Freda, 
Bridgeport 

Monahan, Julia A., 466 Howard Ave., New 
Haven 

Mooney, Mary J., 784 Elm St., New Haven 

Morehouse, Helen B., 84 Mansfield Ave., 
Darien 

Moroney, Helen G., 174 Meadow St., Nau- 
gatuck 

Murphy, Jane A., 

Murphy, Katherine T., 
Stamford 

Murphy, Sister Maria Rose, 267 Franklin 
St., New Haven 

Murray, Jane E., 48 South St., Waterbury 

Noble, Frederick R., Windham _ Street 
School, Willimantic 

O'Connell, Clara, 27 Pleasant St., Bristol 

Rattelsdorfer, Bessie J., 9 Downing St., 
New Haven 

Rickard, Anna E., 361 Brooklawn Ave., 
Bridgeport 

Robie, Everett E., Rice School, Stamford 

*Satterlee, O. Ward, Old Greenwich School, 
Old Greenwich 

Searle, Roger L., Palmer Court, Noank 

Shepardson, Arioul Arthur, 405 Coram 
Ave., Shelton 

Sheridan, Bessie M., 189 Williams St., New 
London 

Sherman, Anne K., 55 Rusling Pl., Bridge- 
port 

Sherman, Jeanette E., Quinnipiac School, 
805 Quinnipiac Ave., New Haven 

Simpkins, Robert, Riverside Elementary 
School, Riverside Ave., Riverside 

Skehan, Anna M., 81 Waterville St., 
Waterbury 

Smith, Florence E., Seymour School, 47 
Seymour Ave., West Hartford 

Smith, Minnie H., 201 Center St., West 
Haven 

Stanton, Lura W., 62 Bunker Hill Ave., 
Waterbury 

Steele, Julia M., 45 Holbrook St., Ansonia 

Steele, Sarah M., 64 Filbert St., New Haven 

Steucek, Regina, Lincoln School, Jackman 
Ave., Bridgeport 

Stevens, Ralph S., Church St., Yalesville 

Strong, Ralph R., 137 Judd St., Bristol 

Thompson, Audrey M., Hindley School, 
Darien 

Tompkins, Mrs. Harriett D., 
Ave., Bridgeport 

Vi ‘anderv elden, Katherine, Woodward 
School, 455 Forbes Ave., New Haven 

Wathley, Rose, Public School Dept., 51 
Memorial Rd., West Hartford 

Williams, Lillian A., Roger 
School, Fairfield 

Williamson, Harry D 
estville 

*Young, Mrs. Ethel Burt, 148 Clifford St., 
Hamden 

Young, John A., 49 Grove St., Bridgeport 


1770 Park Ave., 


214 Palisade Ave., 


566 Elm St., Stamford 
54 Suburban Ave., 


528 Wood 


Sherman 


28 Garden St., For- 


DELAWARE 


Devine, Sarah S., 421 W. 22nd St., Wil- 
mington 


Ratledge, A. Katherine, Prin. of School, 
Townsend 

Short, Clarence A., Dagsboro 

Stahl, H. E., Supt. of Schools, Claymont 


DISTRICT OF COLUMBIA 
Amidon, Edna P., Chief, Home Economics 


‘ 


Education, U. S. Office of Education 
Andrews, Elizabeth M., 1458 Columbia Rd., 
Ww 


Armes, Mrs. Ella D., 3114 16th St., N. W. 

Ballenger, Lou E., 1801 16th St., N. W. 

*Barnard, Caroline F., 1705 Lanier Pl, 
V 


a. We 

Bishop, Mrs. Angella B., 1903 15th St. 
N. W. 

Brawner, Mary Virginia, 4504 Douglas St., 
N. E. 


Brown, M. K., Slater-Langston School, P 
St. bet. N. Capitol and First Sts. 
Brown, Miss hes F., 1923 15th St., N. W. 
Browne, Mrs. Edna S., Anthony Bowen 
School, ae by M Sts., S. W. 
Browne, W. L., 151 Jackson St., N. E. 
Bush, Grace, 15 22 F N. E. 
Clark, Eugene A., wine Teachers College, 
Georgia Ave. and Euclid St., N. W. 
Conway, Mrs. Margarete S., 3900 14th St., 


*Cook, Dorothea A., 4637 16th St., N. W. 

Coyner, Dr. Ruth E., George W ashing rton 
University 

Cramer, Mrs. Bessie Wood, Peabody School, 
Fifth and C Sts., N. E. 

Crook, Ann, 3701 Fordham Rd., N. W. 

Davis, Dr. Mary Dabney, Senior Specialist, 
Nursery-Kindergarten-Primary Educa- 
tion, U. S. Office of Education 

Dilger, Mary A., 3810 Warren St., N. W. 

Doonan, Katharine, The Ontario 

Dore, Bernadette L., 2862 28th St., N. W 

Dulin, Cecilia P., 110 Maryland Ave., N. E. 

**Eaves, Robert W., 4204 46th St.. N. W. 

— Edward J., Jr., 5225 Blaine St., 


N. E. 

Ewers, Alys H., 4610 15th St., N. W. 

Fawcett, Blanche L., 1804 Hoban Rd., N. W 

Fletcher, S. G., Henry Smothe iy School, 
44th St. and Washington Pl., E. 

Foster, Dr. Richard R., Asst S pir. Re 
search Division, Natl. Educ. Assn., 1201 
16th St., N. W. 

Fryer, Thelma E., 3051 Idaho Ave., N. W. 

Givens, Dr. Willard E., Exec. Sec’y., Natl 
Educ. Assn., Set 16th St., N. W. 

Goodall, Mrs. L. W., 4710 New Hampshire 
Ave., N. Ww. 

Goodykoontz, Bess, Asst. U. S. Commr. of 
Education, U. S. Office of Educatior 

om. Mrs. S..E., 1840 Vermont Ave., 


Green, Elsie E., 5414 13th St., N. W. 
Green, Mildred. 5414 13th St. N. W. 
31338 Connecticut Ave 


Hahn, Dr. Julia L., 
N. 


Haycock, = Robert L., 
_ oo 

Hickman, ) Rose Lees Hardy School 
Foxhall Rd. at Q St., N. W. 

1 Mildred M., 2200 Perry St. 
CB 


*Hiscox, Nell F., True . School, Ninth 
and Ingraham Sts., N. 

*Hubbard, Dr. Frank W.., as Dir., Re 
search Divi ision, Natl. Educ. Assn., 1201 
16th me. B. ; 

Hull, George Russell, 2925 Pennsylvania 
Ave., 8S. 

Hunton, ieee. Evelyn L., 1222 Kenyon St., 
i 


1606 Long rfellow 


aN. 


Jones, Herndon B., 654 Girard St., N. W 
Lockwood, Margaret M., Horace Mann 
School, 45th and Ne wark Sts., N. W. 
McCall, Mrs. Mildred L., 1648 Hamlin St. 


Ue 











Re- 
201 
atl. 
ire 


ion 
ve., 


low 
ool, 
St. 
inth 


Re- 
201 


inia 
St. 


W. 
ann 


v. 
St. 





LIST OF 


MEMBERS 675 





McDufiie, apes. Blanche N., 1854 Third 
St., N. 

Mackintosh, Dr. Helen K., Senior Special- 
ist in Elementary Education, U. S. 
Office of Education 

Malone, Mrs. L. S., 654 Girard St., N. W. 

Mildred, Sister M., Our Lady of Angels, 
House of Studies, Brookland 

Minor, J. I., Monroe School 

Moore, Margaret, 908 B St., N. E. 

Mortimer, Florence C., 1141 New Hamp- 
shire Ave., N. W. 

Mulquin, te Donna-Mae S., 2218 Ran- 
dolph St., N 

O'Hara, Elizabeth, 5407 32nd St., N. W., 
Chevy Chase 

*Patterson, Margaret K., 1673 Columbia 
Rd., N. W. 

Payne, John C., 654 L St., N. EF. 

Peeples, Mrs. Elizabeth K., 3420 Garrison 
ae 

Pepper, Margaret R., 1734 P St., N. W. 

Perry, Leon L., = P St. . W- 

Peery ° Mary A., 507 ‘Quackenbos St., 
N. 


pinnes, ‘Cora H., 1302 30th St., W. 

7Pinkston, Eva ‘a., Exec. Sec’y., hank of 
Elem. School Prin., Natl. Educ. ASsn., 
1201 16th St., N. W. 

*Pitts, Clara L., 1705 Kenyon St., N. W. 

_—*, Mrs. Edna H., 1011 Sixth St., 
Ss Ty 


Ruediger, Mrs. Imogene Ickis, 2836 28th 
a 


Savoy, A. Kiger, 217 T St., W. 

Schaeffer, Mrs. ie Be Ruashens School, 
15th and U Sts., S. E. 

Simmons, Effie P., 1817 R St., N. W. 

Smith, Mrs. Josephine Carroll, 1948 Sec- 
ond St., N. W. 

Stafford, Alphonso O., 
13th and Sts., N. 

Syphax, John E., 1338 Q &t., N. W. 

Thompson, M. Caroline, bine Hill School, 
Route 2, Anacostia 

Tolliver, Miss R. E., 920 S St., N. W. 

Trusheim, Eva M., Congress Heights 
School, Nichols and Alabama Aves., 
S. E., Congress Heights 

Turner, Marie A., 413 Varnum St.. N. W. 

had ies cae Mrs. Laura J., 4817 46th St., 


Webb, Mrs. Ruth K., 5111 42nd St., if 
Williams, Edith, Shepherd School, Nac 
and Kalmia Sts., N. W. 


Harrison School, 
Ww. 


FLORIDA 


*Arrington, Mrs. Stella P., 801 Magnolia 
Ave., Sanford 

Atwood, Mrs. Lula A., North Ward School, 
St. Petersburg 

Bainum, Mary I., 5420 First Ave., N., St. 
Petersburg 

Beal, Beulah, 2128 Silver St., Jacksonville 

—— Annie, 1668 Osceola St., Jackson- 
ville 

Benson, Olga D., 1558 S. W. Sixth St., 
Miami 

— Miss Dempsie, The Palms, De 
4an a 

Brock, Mrs. Jessie N., 
Oakland 

*Bulloch, Pearl, 1917 Manuel Rd., Ft. 
Myers 

Byrnes, Mrs. Lorraine G., Coral Way Ele- 
mentary School, 1950 S. W. 13th Ave., 
Miami 

Campbell, Mrs. Emma F., Seminole School, 
Route 1, Largo 

Capron, Mrs. Clara Hunter, 218 Westmin- 
ster Rd., West Palm Beach 

*Carter, Grover J., Central Elementary 
School, Haines City 

Carter, R. L., Box 1424, Tampa 

Clark, Mrs. Myrtice, Plant City 


Elementary School, 


Compton, Mrs. Ruth, Box 1824, Orlando 
*Cone, Mrs. Elizabeth, 3008 Morgan St., 


Tampa 
123 E. First St., Jack- 


Cooke, Nellie E., 
sonville 

Cotton, E. L., P. O. Box 503, South Miami 

Cox, Carl S., Lakeland High School, Lake- 
land 

Cox, Mrs. Estelle C., 253 14th Ave., N. E., 
St. Petersburg 

*Crawford, Mrs. W. H., 422 E. Cervantes 
St., Pensacola 

Culver, Mrs. Lola M.,, 2035 Silver St., 
Jacksonville 

Darby, Mrs. Isabelle, Box 5547, Daytona 


Beach 
Blanche H., Ballard 


Daughtrey, Mrs. 
School, Bradenton 

Davis, Mrs. Leona S., Box 4, Babson Park 

*;Dean, Katie, 412 S. W. Fifth Ave., 
Miami 

Delaney, Mrs. Elsie R., Riverside Elemen- 
tary School, 221 8. W. 12th Ave., Miami 

Devineaux, L. V., Turkey Creek High 
School, Route 1, Dover 

Durrance, C. L., West Central School. 
Orlando 

— Margaret, 710 Floribraska Ave., 
Tampa 

Engel, Mrs. Mae, North Ridgewood School, 
Daytona Beach 

7Erwin, Mrs. Edna Bassett, 812 S. Oregon 
St., Tampa 

Faust, Mrs. Wilda, Morningside School, 
6100 N. W. Fifth Ave., Miami 

Fischer, Mrs. Frances, Macfarlane Ele- 
egg: Bla School, Willow Ave. and Laurel 
st., Tampa 

Fleagle, Mrs. Luneta, 512 E. Frierson Ave., 


Tampa 
Frank M., 404 E. Ross Ave., 


+Foulks, 
Tampa 

Geiger, Albert J., Saint Petersburg High 
School, St. Petersburg 

—. Fens H., 85 N. E. 46th St., 

1n 

Gleason, Mrs. Edna W., Hillcrest School, 
Orlando 

*Gray, Mrs. Florence, 715 Louisiana Ave., 
Tampa 

Gray, Mrs. Mary Lou, 3018 50th St., S., 
St. Petersburg 

*Griffin, Edith, 503 E. Ft. King Ave., 
Ocala 

Gwin, Lillian, 2818 Nebraska Ave., Tampa 

—— Mrs. Mildred, 504 E. Giddens St., 
Tampa 

Hamilton, Cecil, 2126 Avalon Pl, Ft. 
Myers 

Hammond, Mrs. Allie M., 508 S. Oregon 
St., Tampa 

jHartman, Mrs. Anne, 4210 Barcelona 
Ave., Tampa 

Hayes, Mrs. Lora Beile, 2206 Park Ave., 
Ft. Myers 

Helms, Mrs. Mildred, 719 First Ave., S. 


W., Largo 

tHodges, Mrs. Edna F., 1010 Coral St., 
Tampa 

Hodges, Mrs. Kate E., 624 W. 
Lakeland 

Housh, Mrs. Annie Lytle, 2602 Herschel 
St., Jacksonville 

Howard, Alice, Volusia Avenue School, 
Daytona Beach 

egies. Florence L., 816 Oak St., Jackson- 
ville 

Hutzler, Mrs. Lillian M. B., Orsino 

Isern, Dr. Luz Benildes Remond, 1112 
Varela St., Key West 

Jones, A. Quinn, Lineoln High School, 
Gainesville 

Jones, Mrs. R. H., Delaney School, Orlando 

Jordan, Mattie, 2307 Southview Ave., 
Tampa 

*Kelley, J. T., P. O. Box 628, Marianna 


Emma St., 











676 ELEMENTARY SCHOOL PRINCIPALS 





*Kelso, Mabel M., 111 17th Ave., S., St. 
Petersburg 

**+Kent, Mrs. Mary Louise, 2802 Sitios 
St., Tampa 

+King, Ethel, Seffner 

*King, Patti Batey, Box 1299, Ft. Lau- 
derdale 

Kipp, Robert Earl. Sanford Grammar 
School, Seventh St. and Myrtle Ave., 
Sanford 

Lang, William A., 507 N. BE. 108rd St., 
Miami 

Langston, Thomas Hill, 6809 Wellington 
Ave., Tampa 

Lee, Carrie V., 120% Pineapple St., Tar- 
pon Springs 

Leenhouts, Laura, 832 S. Florida Ave., 
Lakeland 

Leifeste, Mrs. Leola S., 2618 McGregor 
Blvd., Ft. Myers 

Lininger, Mrs. Mary, 4244 Second Ave., 
N., St. Petersburg 

*Long, Evelyn E., 110 N. Mills St., Or- 
lando 

Lord, Mrs. Annie B., Grand Avenue School, 
Orlando 

*Loring, Mrs. Ethel J., 127 Grimes St., 
Cocoa 

MecAnallan, Mrs. Marie L., Lakewood 
School, 42nd Ave. and Sixth St., S., St. 
Petersburg 

*McDonald, Bertha, 1510 E. Emma St., 
Tampa 

McDonald, Bessie, Box 174, North Miami 
Beach 

McIntosh, James L., V. M. Ybor School, 
4012 Seminole Ave., Tampa 

McWhorter, Lucile, Southside School, 45 
S. W. 13th St., Miami 

Means, Ethel, R. F. D., Box 805, Tampa 

Mill, Mrs. Lula, Plant City 

Miller, Mrs. Julia P., 507 Howard St., 
Plant City 

+Moon, Robert C., Box 1254, Tallahassee 

Moorer, Sam H., Dixie County High School, 
Cross City 

Morgan, Annie R., 919 Wolfe St., Jack- 
sonville 

*Mott, Mrs. Marie Murphy, 554 Lomax 
St., Jacksonville 

Mounts, F. M., Pierce Elementary School, 
New Port Richey 

Neighbors, Mrs. Annie W., 3576 Pine St., 
Jacksonville 

Nelson, La Verne, 709 S. Delaware St., 
Tampa 

Nelson, Mabel, 709 S. Delaware St., Tampa 

Nippert, Helen E., 1014 Third St., N., 
St. Petersburg 

Norris, Mrs. Edith B., 414 E. Sixth St., 
Jacksonville 

—_! Ray A., 1921 Dewey PIl., Jackson- 
ville 

Patterson, Sue, South Ridgewood School, 
Daytona Beach 

Pattillo, Anne, 616 S. Riverside Dr., New 
Smyrna Beach 

Pelham, Georgia, 222 S. Tennessee Ave., 
Lakeland 

Ransom, Mrs. Bessie Williams, 209 W. 
Ashley St., Jacksonville 

Reed, Alice, New Smyrna 

Rice, Mrs. Ora S., Box 1055, Sarasota 

Richardson, Mrs. Myrtle W., Boston Ave- 
nue School, De Land 

7Shaffner, Gertrude, Towers Hotel, 332 
S. E. Second Ave., Miami 

Shaw, Mrs. Lassie, 6600 Dixon St., 
Tampa 

Sieg. W. L., Geneva 

Smedley, George, Box 921, Orlando 

Sproull, Katherine F., 1545 Hubbard St.., 
Jacksonville 

Stafford. Mrs. Melissa, 909 W. Colonial 
Dr., Orlando 


Stoutamire, Mrs. Dan L., 425 Jones St 
Clearwater 

Swearingen, Olive, 1623 N. Seventh Ave., 
Pensacola 

Upson, Ruth Newell, 828 Oak St.. Jac 
sonville 

Walden, Mrs. Dorrie, Trapnell School 
Plant City 

Weatherly, Hazel, 454 N. E. 38th St 
Miami 

Wheeler, J. A., 223 N. W. Third Ave 
Miami 

Whiteside, Mrs. Roberta C., Eloise School 
Bon Aire, Winter Haven 

Whitney, C. F., Elementary School, Zell 
wood 

Wilcox, Mrs. Kathryn, 320 Jeffords St., 
Clearwater 

Wolverton, Mrs. Ethel G., 1507 De Soto 
St., Tampa 


GEORGIA 


Adamson, Beulah, Goldsmith School, At 
lanta 

Albright, Mrs. T. D., 891 Briarcliff Rd 
N. E., Atlanta 

Askew, Mayme, Box 295, Folkston 

+Avery, Andrew, County Supt. of Schools 
Bainbridge 

Axley, Mrs. Lowry, 210 E. 49th St., Sa 
vannah 

Bailey, Mrs. N. L., 1211 Hunter St., N 
y., Atlanta 

Barker, Mary C., 
Atlanta 

Barnes, Mamie, 416 Adams St., Decatur 

Brinson, Mrs. Russell, 204 N. Church St 
Dublin 

Bruce, Helen, R. F. D., Brunswick 

Burdette, Mrs. H. S., 118 S. Highland Ave 
La Grange 

Burgess, Dr. H. O., J. C. Murphy Junior 
High School, 1425 Memorial Dr., 8S. E 
Atlanta 

Carreker, Mrs. H. B., 722 Clairmont Ave 
Decatur 

Carson, Jessie. Stanton School, Atlanta 

Cates, Mrs. Willie F., 619 Cascade Ave 
S. W., Atlanta 

Chapman, Annie, 345 Gordon Ave., N. E 
Atlanta 

Coleman, M. F., 
Atlanta 

7Collins, M. D., State Supt. of School 
State Capitol, Atlanta 

Conally, Mrs. Louise, 1310 Union St 
Brunswick 

Corrigan, Gertrude, Highland School, 978 
North Ave., N. E., Atlanta 

Cox, Mrs. Winona S., 1129 S. Main St 
Moultrie 

Crawford, Lylete Wilson, 205 W. 33rd St 
Savannah 

Donaldson, George W., Georgia Southwest 
ern College, Americus 

Doster, Mrs. J. W., 1045 Delaware Ave 
S. E., Atlanta 

Downes, Walter, Collegeboro 

Downing, Mrs. Jillie, Isle of Hope School 
Isle of Hope, Savannah 

Duggan, Sarah Mell, Clayton 

Dunwody, Bessie L., 1299 W. Peachtree 
St., N. W., Atlanta 

Eyler, William A., Jr., 619 W. 37th St 
Savannah 

Faver, Kate R., Route 1, Smyrna 

Flanagan, Mrs. W. I., 1333 8S. Lumpkin 
St., Athens 

Floyd, Kate, Hill Street School, La Grange 

Gadsden, R. W., 608 W. 36th St., Sa 
vannah 

Gardner, Eva, 96 40th St.. Columbus 

Glenn; Magdalene, 555 University Dr 
Athens 


908 Penn Ave., N. FE 


1483 Fairview Rd., N. E 





Tr 


ge 
sal- 





List OF 





MEMBERS 677 





—_——— 


Goodman, Mrs. Fielder B., Pearl Stephens 
School, Macon 

Green, Mrs. Hattie L., 448 Gray St., At- 
lanta 

Guffey, H. G., Climax School, Climax 

Hallman, Mrs. L. Y., Route 3, Houston 
Rd., Macon 

Harris, Mabel H., 1416 Oglethorpe St., 
Macon 

Hicks, Cleophas M., 1156 Rosedale Dr., 
N. E., Atlanta 

Hollingsworth, Lois, Sylvan Hills School, 
Atlanta 

Holt, Mamie L., 728 Napier Ave.. Macon 

Hunt. George R., Elementary School, Byron 

Isbell, Marie, Toccoa 

Jarrell, Ira, 619 Cascade Ave., S. E., At- 
lanta 

Jeter, Carolyn V., 9 Sautell Ave., S. E., 
Atlanta 

Johnson, Mrs. F. A., 
S. W., Atlanta 

Johnson, Lulu M., 65 Peachtree Pl. At- 
lanta 

+Jones, Mrs. Richard P., 257 
Dr., N. E., Atlanta 

Jones, Mrs. Stewart D., 320 Orange St., 
Macon 

Kelley, Frank E., Tifton 

Kelly, Martha, First St., S. E., Moultrie 

Kendrick, Margaret C., Joel Chandler 
Harris School, Atlanta 

Keown, Ben D., West La Fayette School, 
La Fayette 

Kingsbery, Lula L., Lula L. Kingsbery 
School, Atlanta 

Kinney, H. E., Maple Street School, Car- 
rollton 

Lanier, Miss Clyde, 211 Forsyth Apt., 
Savannah 

Lansdell, C. Hudson, James L. Fleming 
School, R. F. D. 1, Augusta 

Lin, Mary, 1005 N. Highland Ave., N. E., 
Atlanta 

McCorkle, Ruby, 249 Elizabeth St., N. E., 
Atlanta 

+MecCune, W. W., Asst. Supt. of Schools, 
Board of Education, Savannah 

Malone, Mrs. Kate C., 436 Washington 
Ave., Macon 

Mann, Allie B., 
Atlanta 

*Martin, Pauline, 126 Third Ave., Decatur 

Mathews, C. B., Supt. of Schools, Newman 

+Middlebrooks, Mrs. Rounelle B., 558 Col- 
lege St., Hapeville 

Miller, Caroline E., 110 Duffy St.. E., 
Savannah 

$Miller, Fidelle, 416 Adams St., Decatur 

Monroe, Shelby, Bradley Apt., Brunswick 

Moore, Mrs. Arthur, Hotel Georgian Ter- 
race, Atlanta 

Morris, Avaleen, 777 Williams St., N. W., 
Atlanta 

Mozley, Mrs. J. W., 1239 Ridgewood Dr., 
N. E., Atlanta 

Newton, Ralph, Supt. of Schools, Drawer 
57, Waycross 

Nolan, Lucile, 1872 Monroe Dr., Atlanta 

Nussbaum, Lillian, 603 Forsyth Apt., Sa- 
vannah 

Odham, Miss Araneta, 728 Union St., 
Brunswick 

Osterhout, Mrs. R. D., 1056 Reeder Circle, 

Atlanta 

Outlier, "Mrs. Kathreen C., Southern Ter- 
race, Moultrie 

Peacock, Clayton W., Supt. of Schools, 
La Fayette 

Peters, E. C., Pres., Paine College, Augusta 

Pew, Mrs. B. H., 1020 Columbia Ave., 
N. E., Atlanta 

Pollard, Gertrude, Cox-Carlton Hotel, 
Peachtree St., Atlanta 

tPounds, Edna, 1206 Peachtree St., At- 
lanta 


904 Beecher St., 


9 Brookwood 


858 Springdale Rd., N. E., 


Purcell, B. D., 626 Montrose Dr., East 
Point 

Quinney, Emma A., 916 W. 37th St., 
Savannah 

Rainwater, Hattie, 753 Williams St., N. 
W., Atlanta 

7Rhodes, Maude A., 185 Westminster Dr., 
N. E., Atlanta 

Rice, Jessie, 214 Hines Ter., Macon 

Riley, Romana, 404 FE. Henry St., Sa- 
vannah 

Robertson, Minnie C., Virgil Powers 
School, Macon 

Robinson, Mabel A., 801 W. _ 87th St., Sa- 
vannah 

Rodden, Helen, 1230 Hesilidties St., N. E., 
Atlanta 

a Mary O., 358 Sutherland Ter., 
N. E., Atlanta 

Senkbeil, Anna, Ella W. Smillie School, 
386 North Ave., N. E., Atlanta 

Setze, Adelaide Reynolds, 155 The Prado, 
Atlanta 

Silvey, Elizabeth, 624 Cumberland Rd., 
N. E., Atlanta 

Sistrunk, Mrs. Ruth W., Davis Street 
School, Atlanta 

Smith, Anastasia D., 1029 Second Ave., 
Columbus 

*Smith, Emma O., 280 College St., Macon 

Solomon, Margaret, 1068 W. Peachtree St., 
Atlanta 

Stallings, Lila, 1017 Egmont St., Bruns- 
wick 

**+Standard, Mary, Box 3230, Atlanta 

Stubblefield, H. E., Box 37, La Fayette 

Taylor, May, 458 N. Highland Ave., N. E., 
Atlanta 

Taylor, Rosa M., 227 Bond St., Macon 

—— Mrs. Mon 2720 Memorial Dr., 
S. E., Atlanta 

7Tuck, Sara E., 1010 McLynn Ave., N. E., 
Atlanta 

Upshaw, Mrs. Marie Du Bose, John W. 
Burke School, 2133 Second St., Macon 

Wayne, Mary W., 115 E. 36th St., Sa- 
vannah 

Weathersbee, Mrs. G. G., Southwest La 
Grange School, La Grange 

Wesley, Emma, 995 W. Peachtree St., At- 
lanta 

Wesley, Rusha, 995 W. Peachtree St.., 
Atlanta 

Whitworth, Mrs. R. B., Tenth Street 
School, Atlanta 

Wier, Mary Lou, 149 Cobb St., Athens 

Willis, Mrs. Eugenia, Tybee School, Sa- 
vannah Beach 

Willoughby, Florence, Moultrie 

Wilson, Mrs. Homer L., P. O. Box 35, 
Bolton 

Woods, Mary E., 1071 Madison Ave., 
Athens 

Wootten, Oren L., Fairburn 


IDAHO 


*Bunker, Theresa, 578 E St., Idaho Falls 

Condie, John W., State Supt. of Public 
Instruction, Boise 

Fritcher, Mrs. Nora, Box 727, Twin Falls 

*Johnson, Anna, Box 9238, Idaho Falls 

McCracken, Lester, 1424 12th St., Lewis- 
ton 

*+McSorley, M. Lillian, Lewis Clark Hotel, 
Lewiston 

**Norton, Miss Coral M., 406 Franklin 
St., Boise 

Shoun, H. M., Supt. of Schools, Jerome 

Snyder, R. H., Pres., Albion Normal School, 
Albion 

Stidwell, Charles A.. Box 163, Sandpoint 

Way, Beulah, 403 Third Ave., N., Twin 
Falls 





678 ELEMENTARY SCHOOL PRINCIPALS 





ILLINOIS 


Aaron, Louis E., 904 Walnut St., Eldo- 
rado 

Adams, J. B., 1111 S. Throop St., Chicago 

Allin, Josephine T., 4805 Dorchester Ave., 
Chicago 

Andersen, Will D., 987 N. Harvey Ave., 
Oak Park 

Anderson, Edith V., 203 Sixth Ave.. Moline 

Andresen, Dorothea H., 8210 Kimbark 
Ave., Chicago 

Annan, Isabel D., Gladstone Elementary 
School, 1231 S. Damen Ave., Chicago 

Anspaugh, George E., 1355 8S. Kedvale 
Ave., Chicago 

Astrom, Elsie, 1222 Sixth Ave., Moline 

Bacon, Vivian, 1136 Union Ave., Chicago 


Heights ’ 
jaer, Alice Hogge, 10414 S. State St., 
Chicago 


Barr, H. D., 227 E. North St., Roodhouse 

Barrett, Clarence Burton, Supt. of Schools 
Dist. No. 104, Summit 

7Bartky, John A., 2860 E. 76th St., Chi- 
cago 

Bauerle, Martha M., W. 
Oak Park 

Baxter, Mr. La Rue G., 2382 Klein St., 
Venice 

Beck, Paul H., 706 S. Lombard Ave., Oak 
Park 

Bednar, Christine, 63833 Blackstone Ave., 
Chicago 

Belsly, Josephine 612 S. Cuyler St., Oak 
Park 

Benben, John S., 9860 Prospect Ave., 
Chicago 

*Benham, Morton M., Hawthorne School, 
88th St. and Caseyville Ave., East St. 
Louis 

Bennett, Glenn, 7132 32nd St., Berwyn 

Bielenberg, Emma J., 3634 N. Avers Ave., 
Chicago 

Bixler, Ruy A., Ray School, 5631 Kimbark 
Ave., Chicago 

Blakeway. Herbert N. 
St., Chicago. 

Blazier, Louise F., 
Chicago 

Boland, May F., 952 E. Lincoln Ave., 
Decatur 

*Bolen, William, 405 N. Adams St., West 
Frankfort 

Bolerjack, Hobart, Columbus School, Cicero 

Bone, Paul L., 626 West St., Peru 

Borough, Mary G., 6927 Oglesby Ave., Chi- 
cago 

*Bowman, Flora, 385 Park Ave., Glencoe 

Brigham, William B., County Supt. of 
Schools, Court House, Bloomington 

Brinkman, Harry J., 3311 Vernier Ave., 
Belleville 

Brook, Louis F., 9343 Loomis St., Chicago 

Brown, Guy H., 4710 Saratoga Ave., 
Downers Grove 

Busch, Albert, 2212 Waterman St., Na- 
meoki 

Byrne, Margaret H., 9912 Ave. H, Chicago 

Byrne, Martha A. E., 4220 W. Monroe St., 
Chicago 

*Carnahan, James H., 105 E. Phoenix 
Ave., Normal 

Carroll, Nora M., Mount Greenwood 
School, 10841 S. Homan Ave., Chicago 

Chandler, Turner C., 7814 Cornell Ave., 
Chicago 

Cisne, W. G., 109 Maple St., Carbondale 

Clinton, Catherine M., 6111 Eberhart Ave., 
Chicago 

Cloyd, Lura Ethel, 2108 Sherman Ave., 
Evanston 

Cockrell, Forrest L., 1503 N. Glen Oak St., 
Peoria 

Cohen, Theresa T., 1300 N. State St., 
Chicago 


Irving School, 


8525 S. Carpenter 


2311 N. Sawyer Ave., 


Cohler, Milton J., 1686 Greenleaf Ave., 
Chicago 

Collette, Ernest B., 4510 N. Kildare Ave., 
Chicago 

Collisi, Claudius, Stevenson School, Mel- 
rose Park 

Columba, Sister M., Sisters of St. Joseph, 
8737 Exchange Ave., Chicago 

Conger, Amy L., 143 W. South St., Gales- 
burg 

Cooper, H. E., Utica Public School, Utica 

Cordes, Mrs. Eva C., Lincoln School, 
Main St. and Forest Ave., Evanston 

Coulter, Claudine, Pointer’s Hotel, Granite 
City 

Crisp, Iva J., Lincoln School, 16th and 
Elmwood St., Berwyn 

Cronin, Anna L., 6930 Greenview Ave., 
Chicago 

Cunningham, Rev. D. F., 755 N. State St., 
Chicago 

Curtright, E. F., McKinley School, Gran- 
ite City 

Daggett, Daisy V., 279 W. William St., 
Decatur 

Dague, Mary V., 
Decatur 

Dalin, Judith H., 910 Third Ave., Rock- 
ford 

Darling, D. K., 300 N. Morrison Ave., 
Collinsville 

Davis, Lois Margaret, 921 Sheridan Rd., 
Evanston 

Davis, M. G., Supt. of Schools, Lake Forest 

Dillon, Bessie O., 4520 N. Hermitage Ave., 
Chicago 

Dimmett, Welborn §S., Field-Stevenson 
School, 926 Ferdinand Ave., Forest 
Park 

Dodge, Nettie, 421814 Seventh Ave., Rock 
Island 

Doniat, Thecla, Spalding School, 1628 
Washington Blvd., Chicago 

Dougherty, Earl J., 7542 Colfax Ave., 
Chicago 

Doyle, Margie C. E.., 
Chicago 

Drake, Frank A., 
Springfield 

Draper, Myrtle, 2133 Cleveland Blvd., 
Granite City 

Driscoll, Mary C., 436 Iowa Ave., Aurora 

Duncan, Neal, 810 N. Spring Ave., La 
Grange 

Eastman, Dr. Wesley C., 440 College Ave., 
Carlinville 

Eddy, Bernice C., 6318 S. Maplewood Ave., 
Chicago 

Edwards, Arthur U., Eastern Illinois State 
Teachers College, Charleston 

Edwards, Elizabeth, 412 S. Oak St., Hills 
boro 

Eggersmann, E. H., 6549 S. Peoria St., 
Chicago 

Elam, Elva C., 319 N. Third St., Vandalia 

— Georgia, 216 Fletcher Pl., Dan- 
ville 

Eriksen, Walter B., 1418 S. Tenth Ave., 
Maywood 

Fahy, Mildred, Peirce School, 1423 Bryn 
Mawr Ave., Chicago 

Fidelia, Sister M., S. S. J., Lourdes High 
School, 4034-38 W. 56th St., Chicago 

Fink, Stuart D., Northern Illinois State 
Teachers College, De Kalb 

Fisher, Russell W., 1300 Pennsylvania 
Ave., East St. Louis 

Fitzgerald, Margaret M., Hamilton Ele 
mentary School, 1650 W. Cornelia Ave., 
Chicago 

Fortino, Michael R., 8108 S. Elizabeth St., 
Chicago 

Fox, Elvira, 5300 Jackson Blvd., Chicago 

Franco-Ferreira, Mrs. Marion A., 4257 N. 
Tripp Ave., Chicago 


327 W. Prairie St., 


10911 S. Hoyne Ave., 


871 S. Lincoln Ave., 





He 
He 
He 
Hi 
He 
He 
He 


Hu 
Ht 
{ 


n 
st 





List oF MEMBERS 679 








*Fredeen, Harriet M., 321 E. Central 
Blvd., Kewanee 
oe W. R., 2127 N. Court St., Rock- 


ohhone, Kathleen M., Libby School, 5300 
S. Loomis St., Chicago 

Gliatto, Julia it., 6651 N. Artesian Ave., 
Chicago 

Glomski, Hyacinth, 5251 George St., Chi- 
ca 

eGrant, Lester J., 18 South Dr., Decatur 

Greve, Mabel C., 513 Third St., Savanna 

Grimes, Robert L., 706 N. Lotus Ave., 
Chicago 

Hanlon, Mary R., McKay School, 6901 S. 
Fairfield Ave., Chicago 

Hannan, Grace EB. Lincoln School, 2824 
Geneva Ter., Chicago 

+Hansen, Herbert C., 1045 N. Lockwood 
Ave., Chicago 

Hanson, Ernest E., Box 151, Lake Bluff 

Harding, Helen, 1940 Sherman Ave., Ev- 
anston 

Harding, J. Weston, 544 Linn St., Peoria 

Harrington, Ethel K., 8053 Vernon Ave., 
Chicago 

Harris, Vera G., 225 S. Second St., Mon- 
mouth 

Hauser, L. J., Supt. of Schools, Riverside 

Hawley, R. C., Supt. of Schools, Marseilles 
High School, Marseilles 

Hayes, Margaret A., 6744 Ridgeland Ave., 
Chicago 

*Headley, Mrs. Anna N., Garfield Ele- 
mentary School, Peoria 

Hearne, William P., 3327 S. Western Blvd., 
Chicago 

Henry, Anna, 7332 Coles Ave., Chicago 

Herr, Ross, 8452 Drummond St., Chicago 

Hesselbaum, Caroline, Oakton School, Ev- 
anston 

Hipwell, Mabel E., 610 N. Second Ave., 
Maywood 

Holt, Marx Ernest, 458 W. 61st St., Chi- 


cago 

Hoots, Helen K., 362 S. Fairview St., 
Decatur 

Horine, Roy C., 2218 W. 107th PIl., Chicago 

Hufford, G. N., 153 S. Ottawa St., Joliet 

Humiliana, Sister M., St. Mary of Czesto- 
chowa School, 3009 S. 49th Ave., Cicero 

Hunter, Howard A., 1218 N. Sheridan Rd., 
Peoria 

Igoe, Celestine, 7816 S. Marshfield Ave., 
Chicago 

Jackson, Mrs. Ruth M., 6323 St. Lawrence 
Ave., Chicago 

Jacobson, Philip, 2855 Sheridan PL, 
Evanston 

Jenkinson, Jennie S., 1669 W. 104th PI.. 
Chicago 

Johnson, A. Milda, 1235 12th Ave., Moline 

Johnson, Edith Ingeborg, 901 Elmwood 
Ave., Kewanee 

Johnson, Dr. William H., Supt. of Schools, 
228 N. La Salle St., Chicago 

Kalmon, Sadie K., 5200 N. Sheridan Rd., 


Chicago 

Keener, Edward F., 1018 N. Laramie Ave., 
Chicago 

Kell, Sherman L., 1241 Granville Ave., 
Chicago 


Kimes, Myrtle E.. Plumb School, Streator 

7TKline, Aaron, Pullman School, 521 E. 
118th St., Chicago 

Koehler, Earl L., 120 N. Columbia St., 
Naperville 

Kripner, Mrs. Louise K., 
Ave., Chicago 

Kroeger, Florence R., 415 Anthony St., 
Glen Ellyn 

jLanz, Anna D., 4840 Washington Blvd., 
Chicago 

Larimore, Leona E., 4203 Du Bois Blvd., 
Congress Park 


6534 Stewart 
A 


tLeigh, John V., 3050% N. Laramie Ave., 
Chicago 
Lillis, Mrs. Ida Nicely, 10710 Hoyne Ave., 


Chicago 

Lino, Frank D., 7417 N. Paulina Ave.. 
Chicago 

Liska, Josephine, Barry School, 2828 N. 
Kilbourn Ave., Chicago 

Longfield, Clara A., 2334 W. 121st Pl., Blue 


Island 
Loucks, Mabel R., 3922 N. Lowell Ave., 


Chicago 

Lowry, W. R., 1408 High St., Chester 

Loyola, Sister M., Saint Roman School, 
2639 W. 23rd St., Chicago 

Lyford, Aimee E., 406 Prospect St., _—_ 

Lynch, Adelaide , 7934 Kimbark Ave. 
Chicago 

McCauley, Elizabeth S., 1635 Ridge Ave., 
Evanston 

McClure, Oren B., 305 E. North St., Du 
Quoin 

McDonald, J. W., Elementary School, 
Mooseheart 

McDonnell, Mary R., 1461 Fargo Ave., 
Chicago 

MeGuire, Honora E., 7300 Prairie Ave., 
Chicago 

MeMahon, Mrs. Edna T., 10481 S. Hamil- 
ton Ave., Chicago 

McMahon, Ottis K., S. Division St., Car- 
terville 

MeMath, Kenneth, 121 Washington Blvd., 
Centralia 

McSwain, Dr. E. T., Assoc. Prof. of Edu- 
cation, Northwestern University, Evans- 
ton 

MacConkey, June H., 2811 W. Arthur Ave., 
Chicago 

*+Mack, Helen A., 417 Prospect St., Alton 

Maddock, Alice E., 9648 Vanderpoel Ave., 
Chicago 

Maddock, Rosa G., 9648 Vanderpoel Ave., 


Chicago 
R. K. Welsh School, 


Mandeville, Dorothy, 
Winnebago 

Martin, Marie A., 3826 W. 58th St., Chi- 

cago 


Mason, Grace S., 640 Woodland Park, Chi- 
cago 

Mattocks, Marie M., 914 Gunnison St., 
Chicago 

Mercer, H. J., 121 Broadway, Peoria 

Meyer, Charlotte, Ullrich School, N. Broad- 
way at Orchard St., Decatur 

Miller, Anna, 15 Prairie Ave., Danville 

Miller, Ross M., 110 N. 16th St., East St. 
Louis 

Minogue, Mildred, 612 Ridge Ave., Evans- 
ton 

Mirrielees, Ruchiel, 9830 Prospect Ave., 
Chicago 

Misner, Paul J., Supt. of Schools, Glencoe 

— Ethelyn J., 379 S. State St., 
Nlgin 

Moore, Victor E., 15307 Myrtle Ave., Har- 
vey 

Morris, Emmet L., Irving School, Warren 
St. at 17th Ave., Maywood 

Morstrom, Mrs. Lois C., 6940 Cregier Ave., 
Chicago 

Mullin, Mary M., 1353 Granville Ave., 
Chicago 

Murphy, Joseph, 309 Fredonia St., Peoria 

Murphy, R. R., Melrose Park Public School, 
Melrose Park 

Myers, E. H., 2678 Iowa St., Granite City 

Myers, Vinnie, 312 N. Walnut St., Dan- 
ville 

Nesti, James, 322 W. Minnesota St., Spring 
Valley 

Nyquist, Alice, 1720 11th Ave., Moline 

O’Brien, Margaret G., 517 Fisher Ave., 
Rockford 








680 





*O’Connor, Mary A., 737 S. Float Ave., 
Freeport 

OhIman, A. L., Peoria Heights School, 
Prospect and Kelly Ave., Peoria Heights 

Ott, Mrs. Hazel H., 1000 N. Dearborn St., 
Chicago 

Patrick, Mary L., 6030 Kimbark Ave., Chi- 
cago 

-aulsrud, Alice, 6241 Winthrop Ave., Chi- 


cago 

*Paxton, Agnes M., 206% E. State St., 
Jacksonville 

Pearsons, M. Evlyn, 1031 Dempster St., 
Evanston 


7Peters, Florentine, Garfield School, Chi- 
cago Heights 

Pfingst, C. H., Pulaski 
Leavitt St., Chicago 

Phelps, Ethel, Box 233, Lombard 

Vhinney, Isabelle H., 1128 N. Church St., 
Rockford 

Phipps, George Carl, 8108 Eberhart Ave., 
Chicago 

Pierce, Mrs. Pearl, Washington School, 
11ith Ave. and Washington Blvd., May- 
wood 

Platt, Frank K., 24 N. Jackson St., Batavia 

Postel. Harold H., 7731 Paxton Ave., Chi- 
cago 

*Prater, Belle, Cossitt Avenue School, La 
Grange 

Pratt, Clarence W., Blvd., 


School, 2030 N. 


608 Hamilton 


Peoria 

Price, R. H., Elm Place School, Highland 
Park 

Prost, Mrs. Madeleine, 522 Church St., 


Evanston 
Preat, ¥. O., 
Carlyle 
Reavis, William C., 5819 Blackstone Ave., 

Chicago 
Reeder, Dr. Edwin H., College of Educa- 
tion, University of Illinois, Urbana 
Reynolds, Mary E., 7236 Prairie Ave., Chi- 
cago 


Supt. of Schools, Clinton St., 


Richardson, Mrs. Grace H., 1119 Maple 
Ave., Evanston 
Rickard, Garrett E., 1815 Rosedale Ave., 


Chicago 
Roach, Mary Margaret, 125 N. Edward St., 
Decatur 


Rohrer, Marie A., 6828 Palatine Ave., Chi- 


cago 

*Rowley, Ruby Elizabeth, North Shore 
Hotel, Evanston 

Sampson, Gladys E., 5518 Gladys Ave., 
Chicago 

Sanford, Helen M., 1940 Sherman Ave., 
Evanston 


Sansome, Amerigo R., Sumner School, 715 


S. Kildare St., Chicago 


Schaeffer, Frieda, 103 E. Kelsey St., 
Bloomington 

Schoonmaker, David, 2222 Freemont St., 
Rockford 

Schwede, Charles W., 6336 S. Talman St., 
Chicago 

Scyster, Margaret, 1050 W. College St., 
Jacksonville 


Serviss, Gladys H., 729 Galena Blvd., West 
Aurora 

Sigsworth, Mrs. Lotta 
St., Kewanee 

Simmons, Wiley, 9334 S. 
Lawn 

*Smith, Anne L., 205 Sherman St., Joliet 

Smith, Charles W., H. B. Durfee School, 
Grand Ave. and Jasper St., Decatur 

Smith, George O., Supt. of Schools, Prince- 


J., 304 S. Tremont 


53rd Court, Oak 


ton 
Smith, Willis E., 1126 Maple St., Mt. 
Vernon 


Smoia, Frank Allen, Roosevelt Unit, 1511 
S. 50th Court, Cicero 


ELEMENTARY SCHOOL PRINCIPALS 


Spurgin, William H., 11157 S. 
Ave., Chicago 

Stacy, R. N., Dewey Elementary School. 
22nd and Cherry Sts., Quincy 

Staunton, George E., Lincoln School, Chi- 
cago and Ninth Aves., Maywood 

Steinmetz, Kathryn E., 8045 Drexel Ave. 
Chicago 

Stephens, M. H., Columbia Elementary 
School, Bootz and Virginia Sts., Peoria 

Stephenson, Floyd S., 551 Veronica Ave. 
East St. Louis 

Stoker, Frank W., 9811 Vanderpoel Ave. 
Chicago 

Strange, W. J. B., Cleveland School, 8145 
N. Kildare Ave., Niles Center 


Campbell 


Strawe, Walter V., 3320 W. Hirsch St, 
Chicago 

Stullken, Edward H., 5464 W. Walton St 
Chicago 

Sullivan, Mary M., 6719 Sheridan Rd 
Chicago 

Swane, Mrs. Alma, 9120 Hoyne Ave., Chi 
cago 

*+Swarthout, Walter E., 1809 S. Nintl! 
Ave., Maywood 

Sweet, Mayme, 1227 57th St., Chicago 

Taylor, Lilian, Kenwood School, 4959 
Blackstone Ave., Chicago 

Taylor, Rose L., 4426 N. Merrimac Ave 
Chicago 


Teeple, Constance W., Route 3, Elgin 


Theis, Flora H., 701 W. Mulberry St 
Bloomington 

*Tiedeman, Clara, 216 E. Dearborn St 
Havana 

Tierney, Catherine. Florence Nightingale 


School, 5250 S. Rockwell St., Chicago 
Tietz, Carl G., 5534 N. Artesian Ave., Chi 
cago 


Todd, Henrietta M., North Shore Hotel 
Evanston 
Uhlir, Arthur, 4221 N. Keeler Ave., Chi 


eago 
Ulery, C. B.. 536 S. 
Unnewehr, Charles 

Ave., Chicago 


Chicago 
Lockwood 


Clark St., 
A., 206 N. 


**Vayette, Kenneth E., 204 N. Perry Ave 
Peoria 

Vergowe, Clara S., 5322 Glenwood Ave 
Chicago 

Vigles, Maude E., 932 S. Webster. St 
Decatur 

Waddington, Mattie, 1269 W. Wood St 
Decatur 

Walker, Cilena G., 372 W. Normal Pkwy 
Chicago 

*Walls, Mrs. Mary H., 266 Du Page St 
Elgin 


Wandschneider, Emma, 133 S. Harvey 


Ave., Oak Park 

Watson, Norman E., 1508 Sherman Ave 
Northbrook 

Webster, Mrs. Frances, 819 Madison St 


Evanston 


Wells, Jennie E., 1495 W. Macon St. 
Decatur ; 
Wetherbee, Ralph H., 12206 Princeton 


Ave., Chicago 
Wheelock, Alice H., 713-A 18th St., Moline 


Whitaker, Ruth L., 10862 S. Bell Ave 
Chicago 
White, Mr. J. Kay, 3707 East Ave., Ber 


wyn 
Whittier, H. K., Supt. of Schools, Streator 
Wieland, John A., Supt. of Public Instru¢ 
tion, Room 100, Centennial Bldg., Spring 


field 

Willett, George, 428 S. Spring Ave., La 
Grange 

Williams, Claude L., 7736 South East End 
Ave., Chicago 

Williams, R. R., 7427 Bennett Ave., Chi- 
cago 











tor 
“uc- 
ing- 


ind 


Xhi- 





List oF MEMBERS 681 





Wilson, Elizabeth C., 4000 Washington 
Blvd., Chicago 

Wilson, Irvin A., Pres., Dept. of Elem. 
School Prin., Natl. Educ. Assn., 437 S. 
Stone Ave., La Grange 

Woessner, H. J., 8244 Eberhart Ave., Chi- 
cago 

Wood. Harry W., Alcott School, 2625 N. 
Orchard St., Chicago 

Wright. Clark G., Supt. of Schools, Dist. 
No. 108, Highland Park 

Wright, Mary, 157 E. Court St., Farming- 
ton 

Young, Lovisa A., 12807 Elm St., Blue 
Island 

Young, May E., Cannady School, East St. 
Louis 

INDIANA 


+Adams, Burton Q., Bloomingdale School, 
It. Wayne 

;Alexander, Mrs. Margaret P., 306 E. 
Ewing Ave., South Bend 

Allison, Emma Mae, 2168 N. Capitol Ave., 
Indianapolis 

Anderson, Lillian P., 128 Chapin St., South 
Bend 

santa, Fay M., 2620 N. Alabama St., In- 
dianapolis 

Barnett, Mrs. Jessie R., Jefferson School, 
211 E. Sixth St., Michigan City 

Beavers, William A., Greendale School, 
Lawrenceburg 

Bechdolt, LB. V., Morton School, West 
Lafayette 

Bedford, Anna Pearl, 8439 College Ave., 
Indianapolis 

*Bennett, Madge, R. R. 1, Brazil 

*Best, William F., Lincoln High School, 
Evansville 

a H. Beth, 215 E. Third St., Misha- 
waka 

josse, F. H., 611 Jefferson Ave., Evans- 
ville 

Brier, Mrs. Adelia Skinner, 3490 Fall 
Creek Blvd., Indianapolis 

*Brooks, Elwood E., P. O. Box 390, Salem 

Brooks, Ross, 1015 Taylor Ave., Evans- 
ville 

7Brown, Edythe J., 802 N. Lafayette St., 
South Bend 

jurmaster, Rosa M., 219% S. Jefferson 
St., Muncie 

suscher, Gertrude, 2928 Park Ave., In- 
dianapolis 

Byers, E. A., 1448 S. Ninth St., Terre 
Haute 

*Carmichael, Forrest V., 1526 Franklin St., 
Columbus 

Carter, Charlotte, 6121 Haverford Ave., 
Indianapolis 

Cary, Mrs. Jeannette S., 2027 Boulevard 
Pl, Indianapolis 

Clark, Albert W., 1238 Michigan St., Ham- 
mond 

Combs, Lex V., 3921 Tacoma Ave., Ft. 
Wayne 

*Concannon, Edna L., R. R. 2., West Terre 
Haute 

Cook, Irma, School No. 53, 438 N. Ketcham 
St., Indianapolis 

*Crodian, J. P., 66 W. Sixth St., Peru 

Dahle, C. O., University School, Bloom- 
ington 

Dalman, Murray A., 310 W. 48rd St., In- 
dianapolis 

*Day, Willard J., 1119 Shelby St., Shelby- 
ville 

Deer, Paul J., 249 W. Boulevard, Peru 

Denzler, Verena, 5160 Pleasant Run Pkwy., 
Indianapolis 

Diggs, Elder W., 1908 Highland Pl., In- 
dianapolis 

Drake, Flora E., 2230 Brookside Ave., In- 
dianapolis 


*Dudley, David, 1354 Ravenswood Dr., 
Evansville 

Dyer, Lary Everett, 719 W. Seventh St., 
Bloomington 

Eller, Mrs. Lola Stuart, 3615 W. Walnut 
St., Indianapolis 

Eppert, Geraldine, 3102 College Ave., In- 
dianapolis 

Ertel, Ruby, Sheffield Inn, 958 N. Penn- 
sylvania St., Indianapolis 

{Fields, Thomas, 4325 Fairfield Ave., Ft. 
Wayne 

Fisher, George H., 5920 E. St. Clair St., 
Indianapolis 

Flack, Mrs. Maude M., School No. 23, 
13th and Missouri Sts., Indianapolis 

Flick, E. Perry, 1920 Ridge Rd., Route 1, 
Hammond 

Foltz, Elsie, 2427 Garfield Ave., Terre 
Haute 

oe Nancy L., 5947 Hyslop Pl., Ham- 


mon 

Funk, J. Willard, R. R. 3, Connersville 

Funk, Olive K., 6465 N. Sherman Dr., 
Indianapolis 

Fuqua, Blanche FE., 667 Walnut St., Terre 
Haute 

Galvin, Cecelia, School No. 3, 23 N. Rural 
St., Indianapolis 

Gill, Lela, 2526 College Ave., Terre Haute 

Gossett, W. Harold, 630 E. Slst St., In- 
dianapolis 

Granger, Mrs. Grace A., School No. 46, 
Indianapolis 

Gray, Miss Merle, Dir. of Elementary 
Grades, Board of School Trustees, Ham- 
mond 

Hall, Edith B., 3444 N. Pennsylvania St., 
Indianapolis 

Hall, ~ E., 1219 N. Tuxedo St., Indian- 
apolis 

Halloran, Mona, 2401 Mariposa Ave., Terre 
Haute 

Hamill, Florence, 1230 S. Illinois St., In- 
dianapolis 

*Hamilton, Otto T., Oaklandon 

Hanna, Laura E., 1715 N. New Jersey St., 
Indianapolis 

Hansen, Otilla E., Garfield School, 126 W. 
Sixth St., Michigan City 

Harris, C. M., 1188 E. South St., South 


Harris, Martha D., 208 Potomac Ave., 
Terre Haute 

Hatch, Mrs. Stella, 842 N. West St., In- 
dianapolis 

*Haverstick, Harriet, R. R. 4, Noblesville 

Hayes, George L., School No. 26, 819 N. 
California St., Indianapolis 

Helphinstine, Ida B., 1802 E. Troy Ave., 
Indianapolis 

**tHendricks, Clyde W., 1209 Charlotte 
Ave., Ft. Wayne 

Herbst, Frieda, 966 N. Belleview P1., In- 
dianapolis 

*Herrell, James W., Hatfield 

Hessong, J. B., 6130 Carrollton Ave., In- 
dianapolis 

Higgins, Anna C., 223 S. 13th St., Terre 
Haute 

Hild, Gertrude M., 631 S. Eighth St., Terre 
Haute 

Hill, Adah M., 3444 N. Penn St., Indian- 
apolis 

—— Lowell, 2813 E. Gum St., Evans- 
ville 

Hoverstock, Gertrude, 141 N. Clark St., 
Elkhart 

*Howe, J. Edwin, 4238 S. Grand Ave., 
Evansville 

Hudson, Mrs. Henrietta W., School No. 73, 

. 4100 E. 30th St., Indianapolis 

Humphreys, Grace §S., 503 KE. Washington 
St., Lebanon 








682 ELEMENTARY SCHOOL PRINCIPALS 





Hyte, C. T., 317 Crawford St., Terre Haute 

Ingleright, Miss Allegra J., 228 S. St. 
Joseph St., South Bend 

Irons, J. Ralph, Supt. of Schools, Evans- 


ville 

*Ivey, Edna M., 4215 Alder St., East Chi- 
cago 

Jackson, C. E., School No. 47, 1240 W. 
Ray St., Indianapolis 

James, Emory A., 1306 Finley St., In- 
dianapolis 

Jarvis, Vernah, 335 S. 18th St., Terre 
Haute 

Johnson, Mrs. Hazel Bates, 2709 Highland 
Pl., Indianapolis 

Johnson, W. Bina, 1261 King Ave., Indian- 


apolis 
Jones, Mrs. Rosa A., 4804 E. 30th St., 
Indianapolis 


Jones, Sara, Hoosier Inn, Rensselaer 

Jorgensen, Helen G., Washington Irving 
School, 4727 Pine St., Hammond 

+Kapnick, George C., Hanna School, Ft. 
Wayne 

Keith, Hubert D., 1216 N. 12th St., Vin- 
cennes 

Keller, Mabel, School No. 70, 510 E. 46th 
St., Indianapolis 

Kelley, Mrs. Harriet C., 1401 S. State Ave., 
Indianapolis 

Kenworthy, Loyd L., 2915 Iowa Ave., Con- 
nersville 

Kern, Mrs. Huldah T., 4209 Schofield St., 
Indianapolis 

Kimber, Mrs. Grace W., School No. 47, 
1240 W. Ray St., Indianapolis 

Kirby, Elizabeth, 6021 Bellefontaine St., 
Indianapolis 

Knapp, M. L., Supt. of Schools, Michigan 


ity 
Knight, Homer G., 226 Buckingham Dr., 
Indianapolis 
Knowles, Mrs. Jeannette B., 85 N. Holmes 
Ave., Indianapolis 
Krug, John C., 857 
Evansville 
Kurtz, Mrs. C. T., 740 W. 26th St., Indian- 


Sellemeade Ave., 


apolis 
Lacey, Mrs. Georgia H., 140 E. 36th St., 
Indianapolis 


*Langell, Katharine, 227 W. 11th St., An- 
derson 

*+Lant, Kenneth A., R. R. 5. Evansville 

Lee, Ruby Gray, 1433 N. Pennsylvania St., 
Indianapolis 

*Leeds, Elizabeth, 766 Jackson St., Gary 

**+Lemme, Carl W., 1820 Bayard Park 
Dr., Evansville 

bie BE. M., Columbia School, Evans- 
ville 

Lewis, Mrs. Lillian W., 3540 N. Meridian 
St., Indianapolis 

Lewis, Morton A., Lincoln School, R. R. 5, 
Box 268, Terre Haute 

Linville, Ray B., 714 Hitt St., La Fayette 

Loeper, Helen, 1508 N. Alabama St., In- 
dianapolis 

Lotze, Amanda, 1115 S. 17th St., Terre 
Haute 

*Lykins, Charles E., Harrison Elementary 
School, R. R. 4, Muncie 

McCarty, Adelaide, 3444 N. Penn St., In- 
dianapolis 

*McCormick, Albert T., 2019 Indiana Ave., 
Connersville 

McGee, Mary, Spink Arms Hotel, Indian- 
apolis 

MeGuirk, Mary E., 1610 N. Eighth St., 
Terre Haute 

McLaughlin, Dorothy C., 3107 Cleveland 
Ave., Hammond 

MeShane, John J., Lincoln School, 136th 
and Elm Sts., East Chicago 

Mahoney, Agnes, 4227 Broadway, Indian- 
apolis 


Malone, Julia, Lincoln School, 1425 B&, 
Calvert St., South Bend 

Mangrum, W. V., 764 S. Harlan Ave., 
Evansville 

Marbury, Mrs. Vivian W., School No. 87, 
2400 Indianapolis Ave., Indianapolis 

Martin, Edith, Morton School, 7040 Mar- 
shall Ave., Hammond 

*Moran, H. A., Box 333, Mishawaka 

Morgan, DeWitt S., Supt. of Schools, 
School Administration Bldg., 150 N, 
Meridian St., Indianapolis 

Morgan, Mary E., 717 E. 48th St., In- 
dianapolis 

*Morris, John M., South Wayne School, 
Ft. Wayne 

*Neel, Frederick G., Hunter Elementary 
School, Bloomington : 

Nessler, Augusta, 1034 N. Tacoma St., 


Indianapolis 
Noleox, Matthias, 2866 Highland Pl., In 
dianapolis 


Norman, C. Harvey, Boswell 

Norris, E. L., 3331 Guilford Ave., Indian- 
apolis 

O’Dell, Violette, 130 N. Second St., Elk- 
hart 

Orr, Mrs. Mildred B., 3422 N. Colorado 
Ave., Indianapolis 

Owen, John J., 7544 Madison Ave., Ham- 
mond 

Pennington, Dorothy, 402 N. Meridian St., 
Indianapolis 

*Plank, C. D., 623 Park Ave., La Fayette 

Popp, Freda M., 1821 N. Alabama St., 
Indianapolis 

Price, Maude J., School No. 78, 456 N. 
Sherman Dr., Indianapolis 

Ramey, Belle, 718 E. 34th St., Indian- 
apolis 

*+Rankin, Mrs. Vivian Sowers, 144 Buck- 
ingham Dr., Indianapolis 

Ray, Mrs. Mary S., Marrott Hotel, 2625 
N. Meridian St., Indianapolis 

Reade, Anna R., 4360 Washington Blvd., 
Indianapolis 

Reimold, Crissie E., 1113 N. St. Joseph St., 
South Bend 

Rentschler, Mrs. Cora, 5451 Tenth St., 
Indianapolis 

Rielag, Corinne, 962 N. Pennsylvania St., 
Indianapolis 

Riker, Jeanette, 150 N. Meridian St., In- 
dianapolis 

Riley. Herman M., 4066 Boulevard Pl, 
Indianapolis 

Robertson, Edith C., 401 N. Arlington 
Ave., Indianapolis 

+Robertson, O. Dale, Franklin School, Ft. 
Wayne 

Rose, Birdenia B., 37 Barton Ave., Terre 
Haute 

Rost, Mrs. Georgia S., 1401 E. Tenth St., 
Indianapolis 

Russell, Jessie C., 111 E. 16th St., In- 
dianapolis 

Ruston, Mrs. Elva, Horace Mann School, 
Fifth Ave. and Garfield St., Gary 

*Scheiber, H. J., 1433 N. Jefferson St., 


Huntington 

Schmidt, Mrs. Mabel, 212 E. 46th St., 
Indianapolis 

Scott, Elizabeth H., 3025 N. Meridian St., 
Indianapolis 


Seaton, Mary B., 201 E. Butler St., Ft. 
Wayne 

Shadley, Madison T., 3755 Rockville Rd., 
Indianapolis 

*Sherwood, Hollace C., Burris Consolidated 
School, Mitchell 

7Shriner, Richard E., 4709 Indiana Ave., 
Ft. Wayne 

Smith, Donald V., 816 E. Washington St., 
Covington 








LIsT OF 


MEMBERS 


683 





*Soules, Gertrude F., Deming School, 16th 
St. and Eighth Ave., Terre Haute 


Spice, Mary E., 2303 Brown St., Ander- 
son 
Stafford, Laurence T., 5347 College Ave., 


Indianapolis 
Stahl, Edgar A.., 
Haute 
*Standiford, F. W., 120 Beverly Court, 
Michigan City 


Steely, G. A., 1512 South A St., 


2689 Harrison Ave., Terre 


Richmond 


*Stout, Hazel V., P. W. Payne School, 
Franklin 

Stump, Merlin B., 825 W. 44th St., In- 
dianapolis 

Suchanek, Minnie M., 117 N. St. Louis 
Blvd.. South Bend 


Sunthimer, Charles E., 3358 College Ave., 
Indianapolis 

Swope, Lena, School No. 39, 801 8S. State 
St., Indianapolis 

Thomas, Charlotte, School No. 25, 400 FE. 
Merrill St., Indianapolis 

+Thomas, E. Glenn, 2201 Pleasant Ave., 
Ft. Wayne 

Thompson, Mrs. Rose H., 
PL, Indianapolis 

Thornburgh, John W., 5210 Central Ave., 


Indianapolis 
Torrence, Anna, 3330 N. Meridian St., 
22nd St., 


2824 Boulevard 


Indianapolis 
Van Cleave, N. R., 
Haute 
Viney, Ellen, George Rogers Clark School, 
Whiting 
Vinson, Cecil, 
Haute 
Walker, John S., 301 Queen St., Muncie 
Wallace, Harold W., 1919 W. Eighth St., 


Muncie 

Watson, Mozelle, James Whitcomb Riley 
School, E. Eighth St., Michigan City 

Weld, Mildred, 1508 N. Alabama St., In- 
dianapolis 

Whitaker, H. E., 22 S. 
dianapolis 

Wiles, Eva Y., 748 Bates St., 

Williams, Kenneth E., Emison 

Witmer, Dorothy, Marsh School, 
Wrobel Ave., Michigan City 

Witt, Mrs. Elizabeth R., 610 N. 
Ave., Indianapolis 

*Wolf, Floyd, John S. Irwin School, Ft. 


Wayne 
G., 801 E. Oakside St., 


*Wright, R. 
Bend 
Wendell W., School of Edu- 
eation, Indiana University, Bloomington 


420 §. Terre 


1229 §S. Eighth St., Terre 


Fleming St., In- 
Indianapolis 
2947 


Bosart 


South 
Wright, Dr. 


Wyrick, Adda, School No. 32, 2100 N. Illi- 
nois St., Indianapolis 

Yokel. Mary C., R. R. 5, Box 102, Evans- 
ville 

Young, I. Charles, 2608 S. Boots St., 
Marion 

Youngman, Charles W., 60 Kenmore Rd., 
Indianapolis 


IOWA 
Aarvig, Bertha O., 1284 Second Ave., N., 
Ft. Dodge 
Avery, Susanna, 
City 
Baker, J. Ella, 
Benner, K. L., 
enport 
Beverley, Florence, 313 
Apt., Waterloo 
Bjorklund, Ethel, 
Bloom, Nellie R., 
TBovee, Earl E., 
City 
Bryan, L. C., 127 BE. 
port 


419 Sioux Apt., Sioux 


Des Moines 
Dav- 


1523 23rd St., 
2022 Highland Ave., 


Walnut Court 
Harlan School, Oelwein 
Park School, Harlan 

4315 Orleans Ave., Sioux 


Locust St., Daven- 


Caen, Isabella J., 1201 Maplewood Dr., 
N. Cedar Rapids 

Carey, “Mrs. Nelle G., 1518 Second Ave., N., 
Ft. Dodge 


Cue, Orpha, Elementary School, Lake 

ity 

Chidester, June, 301 W. Washington St., 
Fairfield 


Collins, Alton W., Garfield School 29th and 
Arlington Sts.. Davenport 

eet 908 First Ave., S., Esther- 
ville 

Coon, Hazel, Nora Springs 

Custer, J. Bernadine, 603 N 


. Second Ave., 
E., Newton 
Daggett, Mrs. Mary W., 


200 E. Sheridan 
Ave., Shenandoah 


Davitt, Naomi, Holst Hotel, Boone 

Dennis, Mrs. Elizabeth, 344 19th St., S. E., 
Cedar Rapids 

Dieterich, Hilda, 
buque 

Dolorian, 


521 Seminary St., Du- 
Sister Mary, Holy Ghost School, 


Dubuque 
Dunn, Ethel C., 547 11th Ave., S., Clinton 
—— John W., 1518 S. 11th St., Oska- 
oosa 


Evans, Paul C., 
shalltown 
Ewan, W. B., 


1007 S. Center St., Mar- 


112 E. Parker St., Waterloo 
Finch, Bertha O., 3900 Sixth Ave., Sioux 
City 


FitzGerald, James E., Hopkins School, W. 
Eighth and Panoah Sts., Sioux City 

Follmer, Ellen, 1602 Warford St., Perry 

Foster, Mary E., 1518 Second Ave., N., Ft. 


Dodge 

Frey, Augusta M., 1226 Rhomberg Ave., 
Dubuque 

Friederichsen, Lillie, 417 Fairview Ave., 
Muscatine 

Galloway, Lela, 221 N. 13th St., Ft. Dodge 

Grupp, Mrs. Mabel B., 145 W. Parker St., 
Waterloo 

Hall, Arthur C., Hayes School, Davenport 

Hall, Ethel, 324 E. State St., Mason City 

ee ae Dorothy C., 204 First Ave., 
N Oelwein 

‘ane ‘Hazel D., Colfax 


+Hensleigh, Albert D., 
Iowa City 

Hethershaw, Mae, Monroe and Kirkwood 
Bldgs., S. W. 21st St. and Stanton Ave., 
Des Moines 

Holmes, Ethel M., 717 Fifth Ave., S., 
Clinton 

Horn, Dr. Ernest, W. 107 East Hall, The 
State University of Iowa. lowa City 


426 S. Johnson St., 


Howard, Clara May, 123 N. Adams St., 
Osceola 

Howard, Madiline, 128 N. Adams S&t., 
Osceola 

Johnson, Bess R., 3420 St. John Rd., Des 
Moines 

Johnson, Paul A., 501 N. Jefferson St., 


Ottumwa 


Kelley, D. J., Supt. of Schools, Tipton 


**Kelly, Murva R., 1671 Main St., Du- 
buque 

Kerrigan, Elizabeth, 1216 Scott St., Dav- 
enport 


Kinser, D. D., Taylor School, Davenport 


Kitch, R. ) Oe 456 Burton St., Sioux City 
Kober, Marie, McKinley School, Mason 
City 


+Kramer, Sylvan G., 704 Duff Ave., Ames 
Laing, Otto B., Supt. of Schools, Algona 
Larson, J. L., Supt. of Schools, Ames 
Lee, Amos C., Supt. of Schools, Manning 
Levenick, Herbert C., 2724 41st Street Pl., 
Des Moines 
Lister, H. Eugene, 819 Ogden St., Ottumwa 
Loban, Myra E., 349 Vine St., Waterloo 
Lyon, Georgia West, Bryant School, Sioux 
City 








684 ELEMENTARY SCHOOL PRINCIPALS 





McBroom, Maude, University Elementary 
School, The State University of Iowa, 
Iowa City 

McCall, Flossie P., 524 First Ave., E., 
Newton 

MeFarland, Mrs. Lucille, 1401 8S. Center 
St., Marshalltown 

Marlin, Martha, Temple Hall No. 8, Du- 


buque 

Meredith, Reva Zoe, 515 N. Fourth Ave., 
E., Newton 

Miller, Jennie H., 503 W. 12th St., S., 
Newton 

Miner, Myrtle B., 1411 Sixth St., Perry 

Montgomery, John A., High School, Wel- 
ton 

Montillon, Adeline B., Cleveland School, 
1500 First Ave... N. W., Cedar Rapids 

Norris, Paul B., 1078 22nd St., Des Moines 

Olson, Lillian B., Box 173, Spencer 

Osborn, Charlotte, Irving School, Sioux 
City 

Osborn, Wayland W., Prof. of Education, 
Central College, Pella 

Othmer, A. Marea, 112 W. Sixth St., Mus- 
catine 

Parr, Cora A., 1353 Ninth St., Des Moines 

Peterson, Edna L. E., 1618 E. 18th St., 
Des Moines 

Pfahler, Carrie, 222 N. 
Mason City 

Preston, Mrs. Caroline M., 1421 First Ave., 
S. E., Cedar Rapids 

Pritchard, Ruth B., 3607 Ingersoll Ave., 
Des Moines 

Quigley, Georgia, 928 30th St., Des Moines 

Rasch, Howard C., 220 Ottumwa St., Ot- 
tumwa 

Rehm, Emma, 610 N. Adams Ave., Mason 


Jefferson St., 


y 

Rownd, Nellie M., Edison School, Waterloo 

Ryan, Grace, 1265 Langworthy Ave., Du- 
buque 

Samuelson, Dr. Agnes, Sec’y., Iowa State 
Teachers’ Assn., 415 Shops Bldg., Des 
Moines 

Seott, Eva B., Kirk Apt., Mason City 

Seott, W. F., Lincoln School, Muscatine 

Simpson, Dorothy, 129 Grand Ave., Ot- 
tumwa 

Skovlin, Blanche Dean, 16% S. Adams 
Ave., Mason City 

Smithey, Annie, 1400 Second Ave., S. E., 
Cedar Rapids 

Spitzer, Dr. H. F., College of Education, 
State University of Iowa, Iowa City 

Sprague, Ina L., 1132 Elm St., Grinnell 

Stanley, W. J., 2816 Carey Ave., Davenport 

Stegar, L. A., Supt. of Schools, Sac City 

Steimetz, Anna, 2175 Rosedale Ave., Du- 
buque 

Stephenson, W. D., 320 Lane St., Waterloo 

Stohlgren, Anna, 1918 E. 13th St., Des 
Moines 

Straham, Jenna, Tyler School, 12 Ave. E, 
Cedar Rapids 

Tapper, Inga B., 348 Forest Dr., S. E., 
Cedar Rapids 

Thompson, W. F., Supt. of Schools, Tracy 

Toohey, Blanche V., 3607 Ingersoll Ave., 
Des Moines 

Tucker, Gracia E., 1015 First St., Boone 

Umpleby, Mrs. Frances, 2936 Brattleboro 
St., Des Moines 

Vanderlinden, J. S., Supt. of Schools, Perry 

Van Pelt, H. E., 1004 S. Cornelia St., 
Sioux City 

Walters, Marjorie, 325 16th St., N. E., 
Cedar Rapids 

Wileox, Mrs. Leona, 1916 44th St., Des 
Moines 

Willey, P. H., Jefferson School, Muscatine 

Williams, Louise, 1210 Sixth St., Perry 

Wills, Mrs. Jennie W., 1144 Main St., 
Davenport 


Wilson, Anne G., 1038 Jefferson St., Ot- 
tumwa 

Winzer, Paula B., 327 S. Garfield Ave. 
Burlington 


KANSAS 
Adams, Alice, 1911 Armstrong St., Kansas 


ity 

Adams, Lillie, 422 Parallel St., Kansas 
City 

Allen, Lora, 708 S. Catalpa St., Pittsburg 

Allen, Paul B., 427 S. Cedar St., Ottawa 

Anderson, Melonee, 2115 N. Fifth §&t., 
Kansas City 

Arnold, Viola, Clara Barton School, Kansas 
City 

Bassett, Everett I., Attucks School, 2064 N, 
Fourth St., Kansas City 

Benscheidt, Ella, 227 W. 12th St., Hutchin- 
son 

Berges, William R., 245 N 
Wichita 

Bevan, Pearl, 1031 Blakeslee St., Neodesha 

Boner, Helen A., 3015 Parallel St., Kansas 
City 

Bonwell, W. A., 645 N. 


Oliver St., 


Volutsia St., 


Wichita 

Botkin, Ethel, 1802 N. Walnut § S&t., 
Hutchinson 

Boughton, Nell F., 1808 Exchange St., 
Emporia 

Briggs, P. O., College and Adams Sts., 
Pittsburg 


Brown, Dora, Ingalls School, Kansas City 

Browne, Margaret, Hotel Kansan, Topeka 

Burright, Nina, Martinson School, Wichita 

Caldwell, L. H., 1506 *. Vassar St., 
Wichita 

Campbell, Alice, 214 W. Sixth St., Junction 
City 

Carle, Midget, 918 Walnut St., Emporia 

Casebolt, Grace, Roosevelt School, Hutchin 
son 

Cashman, Lola, 902 N. Sum St., 
City 

Clency, Elizabeth O., 513 N. 16th S* 
Manhattan 

Colyer, Anna B., 624 Poyntz St., Man- 
hattan 

Comer, Mrs. Lena, Emerson School, Kansas 
City 

Comstock, Roy C., Grade School, Sedan 

Conard, Lenore, Lapham Apt., Chanute 

Crump, Leah, Kealing School, Kansas City 

Dicker, M. Alice, 715 Elm St., Lawrence 

Diegel, Mrs. Edna, 1034 Van Buren St 
Topeka 

Dowd, Gertrude, 424 S. 
Wichita 

Drisko, Caroline, 910 Washington St. 
Kansas City 

Early, Mattie, 103 W. Eighth St., Emporia 

Easter, Bruce C., 819 W. Walnut St., 
Salina 

Eastman, Grace, 28 W. Ninth St., Hutchin- 
son 

Edwards, A. Thornton, 531 N. Manhattan 
Ave., Manhattan 

Elliott, Virginia, Lincoln School, Kansas 
City 

Erickson, Anna, Major Hudson School, 
Kansas City 

Erickson, Esther, Frances Willard School 
Kansas City 

Erikson, Etna Q., 1751 Park Pl., Wichita 

Evans, Esther, 421 W. Harvey St., Well 
ington 

**Pvans, Myrtle M., Abbott School, 15th 
St. and Troup Ave., Kansas City 

Fergusson, Kate, 822 S. 22nd St., Parsons 

Fordyce, C. A., 2501 W. 50th St., Kansas 
City 

Foreman, Anna, 1526 Parker St., Wichita 

Glasgow, Mattie M., 429 N. 17th St. 
Kansas City 


Arkansas 


Millwood St 





t- 


as 





List oF MEMBERS 685 





Goering, Milton W., Route 2, McPherson 

Gray, Maude, 236 N. 18th St., Kansas City 

Hardy, Myra, R. R. 8, Arkansas City 

Harris, Wylie Vernon, Elementary School, 
Cottonwood Falls 

Hartford, May, 108 E. 14th St., Hutchinson 

Hatfield, Gertrude, 410 Ida St., Wichita 

Haws, Nina, Skinner School, 21st and 
Hydraulic Sts., Wichita 

Hefflefinger, Lillie, 226 W. Second St., 
Junction City 

Heffiefinger, Neva, 226 W. Second St., Junc- 
tion City 

Henry, Emma L., 323 S. Bluff Ave., 
Anthony 

Hillerman, Vina E., 501 Exchange S&t., 
Emporia 

Hubanks, Mrs. 
School, Wichita 

Hudson, Jane, 502 E. First Ave., Hutchin- 
son 

Hughes, Rees H., Supt. of Schools, Parsons 

Hunt, Ira E., 816 Ohio St., Lawrence 

Jarvis, Claire, Gould Hotel, Kansas City 

Jones, Lucy, Gould Hotel, Kansas City 

Jones, Miss Willie Belle, 3111 Washington 
St.. Parsons 

Kauffman, L. L., Randolph School, 13th 
and Randolph Sts., be me 

Kier, Hazel, McKinley School, Kansas City 

Kinsey, Gladys, 488 N. 18th St., Kansas 
City 

Kiser, Florence, R. R. 4, Lawrence 

Kittell, Mrs. Martha, 1902 Lane S&t., 
Topeka f 

Lamb, Clara S., Gould Hotel, Kansas City 

Lewis, Daniel W., 1204 Everett St., Kansas 
City 

Loevenguth, O. P, 1225 Woodrow St., 
Wichita 

Lowe, Jessie H., 915 N. Spruce St., King- 
man 

McConnell, Mabel, 834 Garfield St., Kansas 


Estella, Harry Street 


McCormick, Anna L., 628 W. Iron St., 
Salina 

McKinley, Bertha, 3111 
Kansas City 

em Lola, Parker School, Kansas 
City 


y 

Mahin, C. A., 1725 Fairmount St., Wichita 

Martin, Minnie, 1118 Haskell St., Kansas 
City 

Meeks, Hazel. Snow School, Kansas City 

Miller, Elizabeth, Grund Hotel, Kansas 


City 

Miller, Elizabeth S., 4132 Rainbow Blvd., 
Kansas City 

Moeller, Myrtle H., The Roosevelt School, 
Chanute 

Moore, Wilmie, 117 E. Eighth St., Hutehin- 
son 

Nelson, Mary C., Bancroft School, Kansas 
City 

Nelson, Sarah H., 3944 Cambridge St., 
Kansas City 

Norton, Leslie L., Alcott School, Chanute 

Obrien, Dr. F. P., Prof. of Education, Uni- 
versity of Kansas, Lawrence 

Packer, Josephine, 542 S. Belmont St., 
Wichita 

Peed, Julia A., Winona School, Hutchinson 

Perkins, Josie, 205 W. 14th St., Hutchinson 

Porter, Mrs. Caroline W., 1624 Washington 
St., Parsons 

Ramsey, Mrs. VPearl, 208 S. 16th St., 
Parsons 

Rebstein, Clara O., 511 N. Belmont St., 
Wichita 

Reynolds, Ferne, 701 North B St., Arkansas 
City 

Rippey, Winifred C., 1900 Central St., 
Kansas City 

Roberts, Grace, Whittier School, Kansas 
City 


Parallel §&t., 


Robinson, Ella V., 1216 Washington Blvd., 
Kansas City 

Scott, Bertha B., 1512 Baker St., Great 
Bend 

Sheffer, W. E., Supt. of Schools, Man- 
hattan 

Simmons, Hazel Lee, Cordley School, Law- 
rence 

Singer, Mrs. Mary J., 341 N. Topeka Ave., 
Wichita 

— Aura, 2007 Sandusky St., Kansas 
‘ity 


Smith, Wallace, Turner 

Snyder, Laura, 1345 S. Clifton St., Wichita 

Sparks, [Elizabeth A., Central School, 
Kansas City 

Sunter, Ethel M., 904 Armstrong St., 
Kansas City 

Taylor, Roy H., 520 W. 25th St., Wichita 

Thompson, Jessie, 2100 W. Douglas St., 
Wichita 

Thornburg, Mrs. Winnie C., College Hill 
School, Wichita 

Tipton, Mrs. Mabel, 308 E. Piankishaw 
St., Paola 

Todd, Susan, 805 Ohio St., Lawrence 

Veal, Dollie M., 913 W. Tenth St., Topeka 

Watkins, Hazel A., 1827 E. Waterman St., 
Wichita 

Wilson, Herbert F., P. O. Box 420, 
I’redonia 

York, George A., Supt. of Schools, Osawa- 
tomie 


KENTUCKY 


Allen, Mrs. Robbie B., 329 S. Seminary St., 
Madisonville 

soyd, Fred, 416 N. Limestone St., Lexing- 
ton 

Brown, G. H., Douglas School, Louisville 

Browning, Mary, Supvr., Kindergarten- 
Primary Zduecation, Administration 
Bldg., Louisville 

Burks, Minnie L., 2406 Valley Vista Rd., 
Louisville 

Caulder, John B., 505 E. Third St., Lexing- 


ton 

Chapman, Edith A., 2441 Carter Ave., 
Ashland 

Claypool, Mrs. G. M., 1111 Magnolia Ave., 
Bowling Green 

Cole, Mary I., Western Kentucky Teachers 
College, Box 236, Bowling Green 

Coons, Etta B., 173 Woodland Ave., Lexing- 
ton 

Cooper, J. Bryant, 2826 W. Chestnut St., 
Louisville 

oy Lalla, West Side School, Hopkins- 
ville 

ede Jewel, 3222 Lexington Rd., Louis- 
ville 

Esch, Bianea, George Rogers Clark School, 
Galt and Payne Sts., Louisville 

Ewan, Mrs. J. V., Kenwick School, Henry 
Clay Blvd., Lexington 

Faulkner, Hattie M., 2765 Carter Ave., 
Ashland 

Fox, Katherine, York Street School, New- 


por 

Galbraith, Milton A., Wallins Creek 

**Gotherman, Edward E., Jefferson Davis 
School, Lexington 

Haney, Mrs. John F., P. O. Box 444, 
Catlettsburg 

Howard, Willis, Harlan Elementary School, 
Harlan 

Johnson, Mrs. Beatrice Wheeler, 122 N. 
Bayly Ave., Louisville 

Kelley, Annelle, Cassidy School, Tates 
Creek Pike, Lexington 

Kelley, Nora S.. I. N. Bloom School, Lucia 
Ave., Louisville 

King, Samuel E., Eighth Avenue Elemen- 
tary School, Dayton 

Lamb, C. G., 1839 Holman St., Covington 








686 


ELEMENTARY SCHOOL PRINCIPALS 





Lancaster, J. W., Garth High School, 
Georgetown 

Long, Stella, Box 266, Frankfort 

McClelland, Bertha L., 3204 Winchester 
Ave., Ashland 

McDaniel, Lottie, 1824 S. Main St., Hop- 
kinsville 

Martin, Pearl, Elementary School, Shelby- 


ville 
Norsworthy, E. M., Loyall High School, 
Loyall 


~— Verna A., Cortlandt Hotel, Louis- 

ville 

Smith, Mrs. Lucy Harth, Booker T. Wash- 
ington School, Lexington 

Smith, R. L., Eleventh District School, 
Covington 

Spurgin, Lucy, R. R. 1, Box 491, Louisville 

Story, Owen B., Consolidated School, Eliza- 
ville 

Stutz, Elsa, 2210 Sherwood St., Louisville 

Tate, Virginia, Madisonville Elementary 
Schools, Madisonville 

Taylor, Mrs. Ellen L., 2329 W. Walnut St., 
Louisville 

Toliver, Mrs. Edna Lanier, Maple Avenue 
School, Danville 

Van Hoose, Richard, Second Street School, 
Frankfort 


Von Donhoff, Ida, 1701 Bluegrass Ave., 
Louisville 
Walker, Mary V., Belmont School, E. 


Seventh St., Hopkinsville 

Ward, Nora H., Southgate Street School, 
Newport 

Weaver, Helen, 1068 Eastern Pkwy., Louis- 
ville 

Weibel, Elise, 2210 Sherwood St., Louis- 
ville 

Whittinghill, R. T., Hazard 

Willett, Mattie M., 2319 Hale Ave., Louis- 
ville 


LOUISIANA 
Aiken, E. S., School Board Office, Alexan- 


dria 

Alford, Mrs. B. H., Pleasant Hill School, 
Bogalusa 

Bailey, W. G., Hodge Elementary School, 
Hodge 

Bains, Mary, P. O. Box 248, Shreveport 

Barrett, Ellen T., 1432 Fern St., New 
Orleans 

Baudint, A. Leonie, 4849 Chestnut St., New 
Orleans 

Bostick, Lucille M., 8232 Panola St., New 


Orleans 
Brandao, Eva A., 1651 N. Fonti St., New 
Orleans 


Browne, A. T., Supt. of Schools, Crowley 

*+Brummerhof, Edna G., 3236 S. Carrollton 
Ave., New Orleans 

Bryson, Ruth, 1018 Jacobs St., 
port 

Buatt, B. B., North Crowley Elementary 
School, Tenth St., Crowley 

Causey, J. P., Asst. State Supvr. of Elemen- 
tary Schools, State Dept. of Education, 
Baton Rouge 

Craton, Ruby, Supvr. of Schools, Minden 

Danner, Elizabeth L., 5910 Laurel St., 
New Orleans 

Dardis, Nora C., Washington School, St. 
Claude Ave. and Alvar St., New Orleans 

Dedeaux, Maude R., 3425 La Salle St., New 
Orleans 

Delaney, J. M., Pineville Grammar School, 
Pineville 

Dieck, Elfrieda, John Dibert School, 4217 
Orleans St., New Orleans 

Dingle, Mary M., 612 Egan St., Shreveport 

**+Dixon, Florence E., 2624 Verbena St., 
New Orleans 

+Doerr, Loretta R., 721 St. Philip St., New 
Orleans 


Shreve- 


Dudenhefer, Mary A., 3136 St. Claude Ave. 
New Orleans 

TFehrenbach, Marguerite C., 4218 Loyola 
Ave., New Orleans 

Ferran, Rose, 3515 
Orleans 

Foil, H. E., Elementary School, Franklin- 
ton 


Napoleon Ave., New 


Goldenberg, Rachel, 1128 Dalzell St, 
Shreveport 
Grehan, Carrie, 1691 Robert St., New 


Orleans 
Hanley, Agnes, McDonogh School No. 23, 
719 S. Carrollton Ave., New Orleans 


Harp, Mrs. Grover C., McGinty School, 
Jones 

Haws, Maggie, 714 S. Washington St., 
Bastrop 


Heap, Helen W., 3620 Dryades St., New 
Orleans 

*Hinrichs, Amy H., 7336 Hurst St., New 
Orleans 

Jones, Lyman L., 704 Park Ave., Hammond 

Keitz, Henrietta C., 2819 N. Rampart St., 
New Orleans 

Lanier, Jack F., Route 2, Amite 

Lea, Herbert S., 8003 Spruce St., New 
Orleans 

Ledet, Edna, Box 328, Raceland 


Lewis, Mrs. M. E., 311 Louisiana Ave., 
Bogalusa 

Limmer, Evie D., 828 Second St., New 
Orleans 


Littlejohn, Augusta Pugh, 1221 Leontine 
St., New Orleans 

Lum, J. L., Bethel School, Longstreet 

McAuliffe, Katherine, Elementary School, 
Port Eads 

McLaurin, W. H., 
boro 

Magendie, Estelle L., 731 
New Orleans 


Supt. of Schools, Jones- 


Dauphine St., 


Markey, Ruth, 6038 Canal Blvd., New 
Orleans 
Marshall, Donald, Beauregard School, 4621 


Canal St., New Orleans 
Moore, Loretta, 2038 General 
New Orleans 


Taylor St., 


Mullings, Gertrude, 529 Virginia Ave., 
Bogalusa 

Murphy, Ellen L., 7301 Cohn St., New 
Orleans 

Nuttall, Mrs. D. J., 2949 Midway, Shreve- 
port 


Poncet, Aimee J., 
Orleans 

Reily, Mrs. Mary P., Johnson School, Mer 
Rouge 

Resweber, L. P., Central Grammar School, 
Bastrop 

*Roger, Rita M., 2815 St. Claude Ave., New 
Orleans 

Rundell, W. C., Elementary School, Jones 
boro 

St. Dizier, A. J., 
Charles 

Seally, L. E., Acadia Parish, Morse 

Sheridan, Mrs. J. H., Central 
Bogalusa 

Short, Alice, 118 E. 73rd St., Shreveport 

Spier, Ruth, East Side Grammar School, 
Bastrop 

Stockley, Callie L., 1817 Calhoun St., 
Orleans 

Storey, L. E., Grand Chenier High School, 
Grand Chenier 

*Sullivan, Violet M., 1105 Jefferson Ave., 
New Orleans 

Sumrall, Jennie, Elementary School, Weeks 

Tomb, Mrs. D. M., Holly Ridge Grammar 
School, Rayville 

Tubre, B., Rosenthal School, Alexandria 

Welch, G. W., 408 Stella St., West Monroe 

White, Maria D., 901 Cherokee St., New 
Orleans 


800 N. Rendon St., New 


Central School, Lake 


School, 


New 





ol, 


rt 
ol, 


Ww 





List oF MEMBERS 687 





Will, Alma V., 2318 Dublin St., New 
Orleans 

Williams, Fannie C., 1922 Louisiana Ave., 
New Orleans 

Wilson, Florence, 8012 Nelson St., New 
Orleans 

Wossman, Julia C., 313 Wood St., Monroe 


MAINE 


Boothman, Leona, 95 Summit St., South 
Portland 

Burke, Sarah T., 23 Pleasant St., Lewis- 
ton 

Burns, Gladys H., Thornton Heights 
School, South Portland 

Comins, Maude §S., 39 Crescent St., Rock- 


land 

Crockett, Mrs. Harriette H., 38 Harrison 
Ave., Dover-Foxcroft 

om William M., 178 College St., Lewis- 


to 

Farr, John C., P. O. Box 112, Kittery 
Point 

Gowen, Lulu M., 93 Preble St., South 
Portland 

— Helena E., 24 Howard St., Lewis- 
ton 

cae. Mrs. Myrtle L., 104 Pillsbury 

South Portland 

oun Alice M., 11 Keswick Rd., South 
Portland 

Pierce, Arthur E., Supt. of Schools, Ban- 


or 

Pratt, Mrs. Edna L., Box 107, Topsham 

Skillin, Ethel T., 876 Broadway, South 
Portland 

Small, Dora L., Roosevelt School, Pine St., 
South Portland 

Teague, Grace L., 137 College St., Lewis- 
ton 


MARYLAND 


Adams, Margaret, 5301 Bosworth Ave., 
Baltimore 

Arnold, Pearl, 4637 Reisterstown Rd., 
Baltimore 

Bannatyne, Kate, Supvg. Teacher, Garrett 
County Schools, Grantsville 

Bassford, ‘Tempie, Elementary School, 


Savage 
Beall, Mrs. Ella S., 424 Westgate Rd., 
Baltimore 


Beckenbaugh, Isabella, 2208 Virginia Ave., 
Hagerstown 

Beetham, Martha E., 1254 Woodbourne 
Ave., Baltimore 

Bell, Mrs. Edna Correll, 29382 St. Paul 
St., Baltimore 

Blonskey, Lulu M., 407 Valley St., Cum- 
berland 

Bosley, Estie, Elementary Principal, Finks- 
burg 

Bourke, Jessie S., East Linthicum Heights 

Boustead, Jessie, 723 W. North Ave., Bal- 
timore 

Bowers, Evan F., Westminster Elementary 
School, Westminster 

Brain, Earl F., Hill Street School, Frost- 


ur 

Becoaine, Mary L., 2 Millbrook Rd., Bal- 
timore 

Brown, William L., 307 S. Market St., 
Frederick 

Burgess, Lionel, Elementary School, Elli- 
eott City 

Carroll, Agnes, 402 Pulaski St., Cumber- 
lan¢ 

Carroll, James G., Elementary Platoon 
School No. 47, Fleet St. and Linwood 
Ave., Baltimore 

*Chell, Myrtle E., 3 Dutton Ave., Catons- 
ville 

Clapp, Mrs. Ruth B., 100 Wilson Lane, 
Bethesda 


Cleaves, Frances M., 221 Howard St., Elk- 
ton 

Collins, Mrs. Gertrude Rowley, Route 4, 
Cumberland 

Cornell, Mrs. Florence N., 6315 Fulton St., 
Chevy Chase 

Coulbourn, Alice Mae, 210 Beckford Ave., 
Princess Anne 

Dashields, Evelyn F., 411 N. Milton Ave., 
Baltimore 

Delaney, Agnes V., Guilford School No. 
214 York Rd. and Cold Spring Lane, 
Baltimore 

Dellone, Augusta, General Wolfe School 
No. 23, Gough and Wolfe Sts., Balti- 
more 

Didier, Claudia B., 829 W. University 
Pkwy., Baltimore 

Dowling, Nellie F., 
School, Westernport 

Freeman, L. Louise, Route 5, Box 24, 
Frederick 

ee Althea R., 830 Greene St., Cumber- 
an 

Gareis, Margaret, 4511 Mainfield Ave., Bal- 
timore 

Gerhardt, Lillian M., 3811 Barrington Rd., 
Baltimore 

Gibson, H. Madeline, Jacobsville School, 
Glen Burnie 

Gilds, Franklin §S., Uniontown School, 
Uniontown 

Glantz, Minnie M., 2002 Kennedy Ave., 
Baltimore 

Griffin, Edna Grooms, 1601 McCulloh St., 
Baltimore 

Griffin, Mrs. Helen Albright, Virginia Ave- 
nue School, Cumberland 

Hanna, Charlotte J., School No. 37, Biddle 
St. and Patterson Park Ave., Baltimore 

Henderson, Elmer A., 2560 McCulloh St., 
Baltimore 

Herman, M. Rosella, 3710 Egerton Rd., 
Baltimore 

Hicks, Ara Lee, Germantown School, Ger- 
mantown 

Higgins, Sarah E., Columbia Street School, 
Cumberland 

Hill, Mary C., 400 Camden Ave., Salisbury 

Hoover, L. Mabel, 1771 Homestead St., 
Baltimore 

*Hopkins, Mrs. Marguerite E. L., 21 East- 
ern Ave., Eastport, Annapolis 

Jenkins, Ella, School No. 62, Walbrook 
and Smallwood Aves., Baltimore 

Jones, Mrs. E. Romaine, 2432 Woodbrook 
Ave., Baltimore 

Jones, Robert W., Jackson School, Lona- 
coning 

*Jones, Rosena C., East Salisbury School, 
Pittsville 

*Krieg, Ella V., Parkway School, Freder- 
ick 


Hammond Street 


ie 

Lord, J. Wilson, Jr., Scaggsville Ele- 
mentary School, Laurel 

McGeady, Loretto, 105 Frederick St., Cum- 
berland 

*Manning, Annie Lee, 3421 Mondawmin 
Ave., Baltimore 

Meese, Mae, Hammond Street School, 
Westernport 

Melvin, Annie G., Public School No. 74, 
Homewood Ave. and 22nd St., Balti- 
more 

Melvin, Ethel B., School No. 60, Francis 
St. opp. Clifton Ave., Baltimore 

Meushaw, Myrtle, 3100 Ferndale Ave., 
Baltimore 

*Monred, Miss Ravenell A., 18 Diamond 
Ave., Gaithersburg 

Morgan, Gertrude E., Grammar School, 
Centerville 

Moss, Margaret Bradley, 146 Prince George 
St., Annapolis 








688 ELEMENTARY SCHOOL PRINCIPALS 





Mundy, Elizabeth A., Supvr. of Elementary 
Schools, Board of Education, Snow Hill 

Neffien, Myra M., Cresaptown 

Nichols, Dorothy V., 6402 Connecticut 
Ave., Chevy Chase 

Porter, Christine, Box 275, Cumberland 

Powell, Nelle R., 33 Water St., Frostburg 

Proctor, William H., 714 N. Carrollton 
Ave., Baltimore 

Purvis, Anna, 5728 Ridgedale Rd., Balti- 


more 

*Reed, Mrs. Catherine T., 438 Washing- 
ton Ave., Riverdale 

*Riggin, Mrs. Marion Nelson, 7 E. Chesa- 
peake Ave., Crisfield 

Roberts, Clarence J., 2323 Ivy Ave., Bal- 
timore 

Robinson, Louise E., 631 Tunbridge Rd., 
Baltimore 

Rockwell, Mrs. Marion, 610 Sligo Ave., 
Silver Spring 

**Rose, Mrs. Anna P., Chevy Chase Ele- 
mentary School, Rosemary St., Chevy 
Chase 

Schaut, M. Grace, 3312 W. North Ave., 
Baltimore 

Schimmel, Goldie, 3304 Oak Field Ave., 
Baltimore 

Schluderberg, George W., S. Playfield St., 
Dundalk 

Sereen, Isabelle, Narrows Park, Cumber- 
land 

Shank, Eleanor R., School No. 88, Wild- 
wood Pkwy., Baitimore 

Shepperd, Anna G., Upper Falls 

Shires, Dorothy W., Box 427, Cumberland 

Smithson, Clara E., 3308 Clifton Ave., 
Baltimore 

Stabler, Mrs. Mary C., 11 Claggett Rd., 
University Park, Hyattsville 

Stein, Edwin, Public School No. 98, Ash- 
ton and Pulaski Sts., Baltimore 

Stevenson, Mrs. Margaret C., 2733 N. 
Charles St., Baltimore 

Stromberg, Helen, 3505 Taney Rd., Bal- 
timore 

Stromberg, Martha, 3505 Taney Rd., Bal- 
timore 

Taliaferro, Sallie C., School No. 83, Lake- 
wood Ave. and Fayette St., Baltimore 

Tilghman, Helen G., School No. 231, Bal- 
timore 

Trice, Otis M., Hurlock High School, Hur- 
lock 

Turnbull, Josephine, 2102 Rosedale St., 
Baltimore 

Tyson, Mildred E., 2709 Hamilton Ave., 
Baltimore 

*Upham, Mrs. Margaret S., 211 Washing- 
ton St., Cumberland 

Waesche, Mrs. Charlotte S., Mitchellville 

Walker, Edith, 529 Oakland Ave.. Balti- 


more 

Walker, Mrs. Louise §S., Alta Vista Ele- 
mentary School, Bethesda 

Weglein, David E., Supt. of Schools, Mad- 
ison and Lafayette Aves., Baltimore 

Wenner, E. Virginia, Middletown Ele- 
mentary School, Brunswick 

Wiers, Mary M., School No. 48, Hollins 
St. and Fulton Ave., Baltimore 

Yealy, Ralph, 42 W. Green St., Westmin- 
ster 


MASSACHUSETTS 


Alderman, Etta L., 39 Hanover St., West 
Springfield 

Allen, Grace Abbie, 25 Bacheller St., Lynn 

Astley, Edith M., 51 Norman St., New 
Bedford 

Atkins, Robert S., 15 Center St., Province- 
town 

Bair, Medill, Carter School, Needham 

Baldwin, Jessie A., Vose School, Milton 


Barrows, Howard F., Maravista Ave., Fal 
mouth 

Barry, Agnes E., 1961 Commonwealth Ave., 
Brighton 

Barry, Mary A., 58 Proctor St., Salem 

Barry, William J., 108 Warren St., Rox 
bury 

Bartell, Madeline E., Primary School, 
Plainville 

Bates, William Lester, Lowell School, Cen- 
ter and Mozart Sts., Jamaica Plain 

Baylies, Stella H., 80 Hanover St., Fall 
River 

Beaumont, Louise M., 13614 Chandler St., 
Worcester 

Beckman, Myra W., 44 Essex St., Saugus 

Bemis, Fanny M., 116 Florida St., Spring 
field 

Bliss, Carrie W., 233 Arnold St., New Bed 
ford 

Bowker, Rosa M., 161 High St., Spring 
field 

Bozoian, K. Merton, Center Elementary 
School, Belchertown 

Brassil, Theresa N., 303 Newton St., Wal 
tham 

Buckingham, Dr. B. R., 15 Ashburton P1., 
Boston 

Burton, Dr. W. H., Harvard University, 
Lawrence Hall, Kirkland St., Cambridge 

Calden, Mary Frances, 58 Maple St., New 
Bedford 

Carbone, Peter F., 84 Essex St., Salem 

Carney, Mary C., 196 Central St., Spring 
field 

Caton, Anne J., 18 Adams St., Somerville 

Chase, Sara E., Barrows School, Spring- 
field 

Cheney, Mrs. Bessie B., Priest Street 
School, Leominster 

Childs, Alice E., 4 Gerrish Court, Spring 
field 

Churchill, C. C., Hyde School, Newton 
Highlands 

Clagg, J. Henry, Centre School, Everett 

Clark, Linna E., 12 Arbella Rd., Dor 
chester 

Clark, Miriam P., 28 Ashland St., Med 


or 

Clueas, Miss Elgie, Michael Driscoll School, 
64 Westbourne Ter., Brookline 

Cook, Louis D., 2 Morgan Ter., New Bed 
ford 

Copland, Janet F., 6 Norwood St., Win 
chester 

Corish, Gertrude L., 86 Mills St., New Bed 
ford 

Corson, Alice H., 406 Belmont Ave., 
Springfield 

Cota, Ardell M., Cary School, Chelsea 

Cragin, S. Albert, 156 S. Main St., Read 
ing 

Cronan, Mary H., Robinson-Valentine 
Schools, Chicopee 

Cunliffe, Bessie, Stephen Barker School, 
Route 57, Lawrence 

Cunningham, Mary E., Tatnuck School, 
Pleasant St., Worcester 

Currier, William G., 370 South St., Hy 
annis 

*Cushing, Lena, 154 Maynard Rd., Fram 
ingham 

Cutting, Abbie E., Westminster 

Daniels, Laura A., 116 Florida St., Spring 
field 

Daniels, Nellie F., 56 W. Elm St., Brock 
ton 

Davis, Bertha S., 43 E. Emerson St. Mel 
rose 

Davis, Blynn E., Supt. of Schools, Little 
ton 

Davison, Margaret J., Samuel Bowles 
School, 24 Bowles Park, Springfield 








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Ha 


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Ha 


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He 
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Hi 
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His 
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Ho, 
Hol 
\ 
Ho’ 





LIST OF 


MEMBERS 





—_—— 


Dean, Mary A., E. J. Shattuck School, 
Fulton St., Norwood 

Dean, Stuart, Collicott School, Edge Hill 
Rd., Milton 

Desmarais, Laura B., Marcy Street School, 
Southbridge 

Dingley, Vivian A., 20 Ware St., Cambridge 

Dodge, Gertrude M., 6 Coventry Rd., 
Worcester 

Donovan, James A., 855 E. Fifth St., South 
Boston 

Doyle, Blanche E., 44 Crosman Ave., Beach 


Bluff 

Dunn, Lillian M., Center St., Pembroke 

Easton, Norman S§., Davis School, Que- 
quechan St., Fall River 

Eldridge, Raymon W., Lawrence School, 27 
Francis St., Brookline 

Emerson, Edith W., Russell School, Med- 
ford St., Arlington 

Enright, Helen A., 84 Palmer St., Arling- 
ton 

Farley, Ethel M., 606 Main St., Wakefield 

Flagg, Sadie E., 114 Dickinson St., Spring- 
field 

Fleming, John P., A. B. Bruce Grammar 
School, Lawrence 

Forbush, L. Mabel, Fitch School, Waltham 

Forster, Bertha E., Brooks School, West 
Medford 

Furber, Mary A., 68 Cochituate Rd., Fram- 
ingham 

Gainsman, Edith A., 2-A Marble St., Wor- 
cester 

Gartland, Emma L., 
New Bedford 

Goodnow, Mrs. Gladys L., 216 Davis St., 
Greenfield 

Goodspeed, Alice L., Capen School, Ded- 
ham 

Gorman, John F., 115 Greaton Rd., West 
Roxbury 

Goulding, Katharine T., 
School, Worcester 

Graham, Elizabeth, Edmund 
Junior School, Fairhaven 

Graham, John H., 15 Huron Ave., Cam- 
bridge 

Grenache, Augusta A., High St., Ipswich 

Haggerty, Margaret, P. E. Bowe School, 
Chicopee 

Hall, Rita K., Payson Park School, Bel- 
mont 

Harding, Elizabeth G., 23 Essex St., Bev- 
erly 

Hatch, Bertha C., 51 First St., Melrose 

Hathaway, Bertha A. C., 43 Ocean St., 
New Bedford 

Haverty, Mary A., Hancock School, Par- 
menter St., Boston 

Hawkinson, Emma §., 29 Crosby St., Web- 
ster 

Hayes, Mary A., 64 Prichard St., Fitchburg 

— Agnes H., Winslow School, Nor- 
woor 

— Jennie M., 57 Birch St., Roslin- 
dale 

Hennigar, Lucy L., 214 Safford St., Wol- 
laston 

Hewitt, Mrs. Clarence N., Box 355, Onset 

Hicks, Edith M., 17 Conomo Ave., Lynn 

Hicks, Florence J., Center School, Long- 
meadow 

Higgins, Effie Grace, 27 Rd., 
Waltham 

Higgins, Ethel G., Hardy School, Arling- 


9 Washington St., 


Upsala Street 


Anthony 


Marianne 


ton 

Hogan, John J., John R. Rollins School, 
Lawrence 

Holman, Hilda, Annie F. Warren School, 
Wellesley Hills 

Howard, Stella M., Chapin School, Chico- 
pee St., Willimansett 


Jackson, Robert C., 101 
Brockton 

Johnson, Ethel M., 11 Burrill Ave., Lynn 

Johnson, Olga A., 9 Falmouth St., Wor- 
cester 

Kanter, Marion R.. R. W. Emerson School, 
Shirley St., Roxbury 

Keller, Roy E., Supt. of Schools, 
chester 

Kennealley, P. T., The Bowditch School, 
Salem 

Kerrigan, Clement St., 
Worcester 

Lahan, Anna F., 51 Birchwood Rd., Me- 
thuen 

Lane, Helen H., Center St., Segreganset 

Latchford, Mary E., 578 Pleasant St., 
Worcester 

Lawlor, Edward A., Gilbert E. Hood 
School, Lawrence 

Legro, Edna S., Washington Community 
School, Blossom St., Lynn 

Leonard, Eliot B., 70 Oak St., Wakefield 

Lusk, L. Elizabeth, 1802 Beacon St., Brook- 
line 

Lyman, Esther S., 5 Carney Ter., Melrose 

Lynch, Joseph E., Hugh O’Brien School, 
Boston 

McAuliffe, Margaret I., 117 Forest St., 
Worcester 

McAuliffe, Mary K., 66 Fruit St., Wor- 
cester 

McGuire, Margaret, 35 Oxford St., Fair- 
haven 

McIntire, Ralph A., 18 Park St., Florence 

McMullen, Charles B., Centerville Estates, 
Centerville 

MacCallum, Mildred, Frederick 
School, Springfield 

Marble, Sarah A., Room 12, City Hall, 
Worcester 

Mathews, Maud A., 71 Philips St., Fall 
River 

May, Nellie C., Roosevelt School, Maynard 

Merriam, George H., 11 Ferdinand St., 
Worcester 

Metcalf, Lucie A., 9 Washburn Ter., Brook- 
line 

Molloy, Mary G., 146 Veazie St., North 
Adams 


Sycamore St., 


Man- 


Katharine E., 2 


Harris 


Moore, Florence E., 227 Pope St., New 
Bedford 

Moore, Harriet C., 485 Grove St., Wor- 
cester 

Moore, Helen F., 227 Pope St., New Bed- 
ford 

Murphy, Ellen M., Charles S. Storrow 


School, Pleasant St., Lawrence 

Newell, Mrs. Elizabeth T., 65 Spring St., 
Medford 

Oliver, Grace E., 81 Millbrook H, Wor- 
cester 

Patterson, Wilhelmina, 266 Pleasant St., 
Marblehead 

Pierce, Arthur E., Supt. of Schools, 25 
School St., Reading 

Porter, Frederick W., 
Greenfield 

Potter, Zulette, 101 Beach St., Revere 

Pottle, Annie C., 89 Adams St., Waltham 

Preston, Alice M., 292 Dodge St., Beverly 

Priest, Maud B., Thomas Hill School, Wal- 
tham 

Ramsdell, Alice E., 94 Massachusetts Ave., 
Springfield 

*Raymond, Ward, Weir Grammar School, 
Taunton 


Supt. of Schools, 


Reddy, Joseph A., William E. Endicott 
District, Glenway and Harvard Sts., 
Boston 


Reid, Gertrude L., 50 Randall Ave., East 
Weymouth 
Remon, Ruth E., 13 Juniper Ave., Salem 








690 


ELEMENTARY SCHOOL PRINCIPALS 





Reynolds, Fordyce T., 96 Chestnut St., 
Gardner 
Richardson, 
Springfield 
Richardson, Gertrude E., 62 Harvard St., 
Springfield 
Richardson, Mary E., 50 
East Dedham 
Richter, Charles O., Maple St., Kingston 
Riese, Helen M., Plymouth 
Riley, Ellen F., 237 Elm St., Amesbury 
Riley, John C., 17 Roslin St., Dorchester 


Bertha, 199 Belmont Ave., 


Fairview St., 


Rolfe, John J., Supt. of Schools, Hins- 
dale 

Salmon, John J., 27 Blake St., Cambridge 

Sargent, Madeline H., 91 Orchard St., 
Leominster 

Sauer, Edith, Kensington Avenue School, 
Springfield 


Seward, Elsie P., 15-A Jason St., Arlington 

Sheahan, Thomas J., Bigelow School, 
South Boston 

Sherman, Lida F., 81 High School Rd., 
Hyannis 

Silva, Theodore R., 
Schools, Quincy 

Slocombe, Jane W., 123 Ft. Pleasant Ave., 
Springfield 

Small, Lillian G., 165 
Lynn 

Smith, Ella H., Fulton School, Medford 

Stott, Helen Maud, 38 Crescent St., Frank- 
lin 

Stuart, Herman H., Coolidge School, Main 
St., Melrose 

Stuart, Pauline H., 22 Allen St., Arlington 

Sullivan, Annie G., 349 Whipple St., Fall 
River 

Sullivan, Mary V.. 2 Lucian St., Worcester 

Sullivan, Maude H., 29 Holbrook St., North 
Adams 

Swasey, Miss Marion H., 58 Maple St., 
New Bedford 

Sweeney, Agnes G.., 

Sweeney, Joanna, 
Bedford 

Sweet, Emily, 22 Hammond St., Waltham 

Taylor, Charles H., 11 Appleton St., Water- 
town 

Towne, Lillian M., 15 Barrows St., Allston 

Vaughan, Louise W., 20 Nixon St., Dor- 
chester 


Adams and Cranch 


Washington St., 


100 Otis St., Medford 
48 Morgan St., New 


Wainwright, Lottie W., 533 Broadway, 
Fall River 

Wentworth, Florence A., 298 Elm St., 
Walpole 

Wesley, Marian J., Supvr. of Elementary 
Education, Room 14, City Hall, Wor- 
cester 

Whitney, William I., 70 Sandwich St., 
Plymouth 

Willard, Addie I., Edward B. Newton 


School, Winthrop 

ba ~ po Winnie M., 24 Bertram St., Bev- 
erly 

Wilson, Sara E., 25 Crandall St., Adams 

**Wingate, Louise, 43 Myrtle Ave., Fitch- 
burg 

Wood, Francis O., 72 Whittier Rd., Med- 
ford 

Woodbury, Charles H., 4 Lakecroft Court, 
Melrose 

Woodward, Mrs. Lovina H., 24 Old Con- 
necticut Path, Framingham 

Yeomans, Rosa A., 118 Atlantic 
Revere 

Ziersch, Anna L., 55 Linden St., Allston 


Ave., 


MICHIGAN 


*Albert, Mrs. Jessie S., 318 Summer Ave., 
Muskegon 

Allmendinger, Walter H., Greenfield Park 
School, 17501 Brush St., Detroit 


Alt, Mary A., 700 Seward St., Detroit 
Althuis, Verna, Froebel School, Holland 
Alward, Miss Marian E., 14359 Prevost 
Ave., Detroit 
Anderson, Elsie I., 
Detroit 
Anderson, Jennie, 222 E. First St., Flint 
Anderson, Mildred, 317 N. Pine St., Lan- 
sing 
Andries, Ida K., 2000 Edison Ave., 


17655 Manderson Rd, 


Detroit 


Arehart, Ira J., 11315 Rosemary Ave, 
Detroit 

Armstrong, Donald C., 1000 Alger St. 
Detroit 


Attwood, Mrs. Wyla Waterman, 1108 La- 
fayette St., Flint 

Avery, Eula V., 1123 Michigan Ave., Ann 
Arbor 

Ayres, Frank M., 285 Main St., Dundee 

Bachmann, Sophie C., 1534 Putnam Ave,, 
Detroit 

Bacon, Meda, 731 Lafayette Ave., S. E., 
Grand Rapids 

Baird, James, Lingemann 
Montelair Ave., Detroit 

Bammel, Romelda, 311 Lafayette Ave., Bay 
City 


School, 567 


Barbour, Julius E., 813 W. Court St. 
Alma 

Barnhart, Helen M., 117 Ferguson St. 
Lansing 

Bastian, Mame, 1723 Lapeer Ave., Saginaw 

Bates, Helena M., 9594 American Ave.,, 
Detroit 

seattie, Grace E., 7710 BE. Jefferson St., 
Detroit 


Beauchamp, George A., Bloomfield Town- 
ship School Dist. No. 5, W. Maple and 
Lasher Rds., Birmingham 

Beck, Carl G., 11846 Wilshire Ave., Detroit 

Begole, Jennebelle, 2933 Chicago St, 
Detroit 

Belisle, John H., 12121 Broadstreet, De- 
troit 

Benson, Margaret V., 2718 Chevrolet Ave., 
Flint 

Bessolo, Abraham Donn, 
Detroit 

Birkam, 
Detroit 

Blackman, Ruth M., United Oaks School, 
Hazel Park 

Blakeslee, Avis, Wanda School, Ferndale 

Bloom, Walter, 700 Seward St., Detroit 

Bolton, Frederick R., Barstow School, 1464 
E. Congress St., Detroit 

Booth, Evelyn W., 70 Alger Ave., Detroit 


7553 Grand River, 
4875 


George, Greenway Ave., 


Boston, Fannie E., 987 Emerson Ave., 
Detroit 

Bott, L. Helen, 12027 Pinehurst St., 
Detroit 

Bowen, Harold C., 8938 Sorrento St.. 
Detroit 

Bowles, Maude S., 2375 W. Grand Blvd., 
Detroit 

Bradley, Fanny, Kearsley School, Flint 


Brewer, Jessie M., 18 Porter St., Pontiac 
Broehm, Clara, 4833 Ogden St., Detroit 


7Browe, Dr. Herman, 1354 Broadway, 
Detroit 

Browe, Walter A., 6230 Plainview St. 
Detroit 

Brown, Mary M., 5536 St. Antoine St., 


Detroit 

Buckley, Dorothy, 1419 S. University Ave 
Ann Arbor 

Budde, Nelson, 613 Campbell Ave., 
mazoo 

Burgwin, Mignon, 3622 Pulford St., De 
troit 

Burk, Helen J., 
Detroit 

Burns, Helena, 1464 Virginia Park, Detroit 

Burns, Hortense, 2202 Calvert St., Detroit 


Kala 


11131 Kercheval St. 








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roit 


dale 
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troit 
troit 





List oF MEMBERS 691 





Burt, Ethel V., 16611 Lawton Ave., Detroit 

Buxton, Elaine, 188 California Ave., High- 
land Park ’ 

Campbell, Charlotte, 634 Channing St., 
Ferndale 

Carey, go 15083 Monte Vista, Detroit 

Carlson, E. C., 260 N. Perry St., Pontiac 

Carlson, Eileen, 2800 E. Davison St., 
Detroit 

Carpenter, Ralph R., 5723 Hamilton St., 
Detroit , 

Carroll, Agnes W., 1651 Atkinson St., 
Detroit ; 

Carroll, John, 1464 25th St., Detroit 

§Carroll, Mae B., 356 Marlborough St., 
Detroit 

Carter, Winifred J., 20171 Lichfield St., 
Detroit 

Caswell, Inez E., R. F. D. 2, Birmingham 

Charbonneau, Anna M., 18220 Greenlawn 
Ave., Detroit 

*Chase, Martha B., 808 Bush St., Jackson 

Church, Frank H., 94 W. Willis St., Detroit 

*Clark, Lee O., 429 E. Granet St., Hazel 
Park 

clevel and, J. Arlene, Waldron Hotel, Pon- 


tiae 
+Clow, Jennie M., 2924 Ferry Park Ave., 
Detroit 


Conies. Elizabeth M., 2705 Lapeer St., 
Flir 

Coll, , a 
Detroit 

Collar, Lovina, 
trameck 

Collins, Florence, 814%4 S. Johnson Ave., 
Pontiac 

Collins, Oard C., 15440 Littlefield Ave., 
Detroit 

Cooney, Joseph, 7840 Wagner St., Detroit 

Cousins, Esther J., 3318 Whitney Ave., 


19715 Shrewsbury Rd., 
Holbrook School, Ham- 


Detroit 

Crane, Mrs. Mary E., 212 Iowa Ave., Mus- 
kegon 

Creswell, Grace O., 2464 Lothrop St., 
Detroit 

Crosby, Bertha E., 5917 Vermont St., 


Detroit 
Cross, Sydnie M., 8710 Radford St., Detroit 
Crull, Howard D., Supt. of Schools, Board 

of Education, Birmingham 
Crysler, Rose, Courville School, 144 Long- 

wood Ave., W., Detroit 
——. Eva M., 1030 Grand Traverse St., 

‘lint 
Curtiss, Mr. Dale, 14034 Abington St., 

Detroit 
Davis, Ethel A., 

Lansing 
Davis, Irene C., 

Detroit 
Davison, Ethel, 4607 Seebaldt St., Detroit 
Dawson, Edwin, 10825 Fenkell Ave., De- 

troit 
Dell, George, 5220 Spokane St., Detroit 
De Manigold, Mary L. G., 1031 Wayburn 

Ave., Detroit 
Disner, Sol, 2939 Calvert St., Detroit 
Dixon, Walter E., 4846 Trenton St., 

Detroit 
Doherty, Mary C., 5244 Spokane St., 

Detroit 
Donlin, Mrs. Verna M., 11450 Outer Dr., 

E., Detroit 
Donovan, Alice H., 5505 Van Dyke St., 

Detroit 
Dorland, Ida, 301 N. Chilson St., Bay 

City 
Doyen, Gertrude, 1251 17th St., Detroit 
Drouillard, Mary G., 3518 W. Warren Ave., 

Detroit 
Drouin, Alice V., 1063 Beaconsfield St., 

Grosse Pointe Park 
Dunn, Ida, 14906 Biltmore St., 


515 W. Michigan Ave., 


17655 Manderson Rd., 


Detroit 


Durham, Louisa, Lakeview School, 300 
Highland Ave., Battle Creek 

DuVall, Leo, Southwestern School, Dear- 
born 

Eaton, Ruth, Woodward School, Kalama- 


Z00 

Ebaugh, A. Raymond, Starr School, Royal 
Oak 

Edgar, Gladys L., 310 Stockdale St., Flint 

Egan, Nora L., 201 E. Kirby Ave., Detroit 

Egeler, Ethel E., 5611 Rich St., Detroit 

*Elliot, Myrtle A., 1037 Ashmun St., Sault 


Sainte Marie 
2661 Grand Ave., W., 


Elliott, Ferris G., 
Detroit 

Elisworth, Bert B., 1065 Beaconsfield St., 
Grosse Pointe Park 

Ellsworth, Mrs. Edith Shaw, 6533 16th St., 
Detroit 

*Ingler, Marie V., 515 W. Michigan St., 
Lansing 

Estabrook, Eudora P., 511 Ethel Ave., 
S. E., Grand Rapids 

Faner, Kathryn, 709 Grand Traverse St., 
Flint 

Farr, Jean G., Longfellow Junior High 
School, Chevrolet Ave., Flint 

Feaheny, Adele L., 17356 Monica Ave., 
Detroit 

"— M., 712 S. Oakley St., Saginaw, 

Fey, Marguerite, Whitmore-Bolles School, 
Dearborn 

Fine, Huldah, 2970 Blaine Ave., Detroit 

Firestone, Mrs. Myrtle Bevan, 619 E. Uni- 
versity St., Ann Arbor 

Fleming, Jennie M., 1971 Longfellow Ave., 
Detroit 

Ford, Marian M., 9537 Ohio St., Detroit 

en Bertha L., 50 Blaine Ave., De- 
troit 

*Fouch, Mrs. Jennie B., 217 Burr Oak St., 
Kalamazoo 

Irraser, Marjorie F., 15292 Bringard St., 
Detroit 

*Frederick, Magdalene, Quarton School, 
Birmingham 

Froelich, Dorothea E., 504 Hendrie Blvd., 
Royal Oak 

*Galloway, Lyman C., 
Dearborn 

Gasner, Mrs. Helen M., 215 Ft. Dearborn 
Ave., Dearborn 

*Gibbons, J. Winifred, 421 Church St., 
Ann Arbor 

Gibson, Walter E., 1865 Ft. Park Bilvd., 
Lincoln Park 

Gifford, Ilah B., 3250 W. Chicago St., 
Detroit 

Gilday, Jane A., 8900 Cheyenne St., Detroit 

Gill, Cleo B., 13895 Madison Ave., Detroit 

Gladden, Theron A., 11682 Birwood St., 
Detroit 

Gonne, Edythe, 16210 Rosemont Rd., De- 
troit 

Good, Alvena, 815 W. 
Kalamazoo 

Goodell, Benjamin E., Claude J. Miller 
School, 12th and Francis Sts., Ecorse 

Grabman, Mrs. Eunice J., 1406 Field Ave., 
Detroit 

Gragg, Harry H., 12316 Ohio St., Detroit 

Graham, Albert A., 901 Calvert St., Detroit 

Green, Mrs. Minnie Gow, Angell School, 
Berkley 

Green, Tamar, 1280 21st St., Detroit 

Greenbaum, Bertha B., 318 Paris Ave., 
S. E., Grand Rapids 

**Gregory, Arnold, Raupp School, Lincoln 
Park 

*Grishow, Ethel, Prairieview School, Bat- 
tle Creek 

Grodeski, Anthony, 2001 Belmont St., 
Hamtramck 


1247 Garden Court, 


Kalamazoo Ave., 





692 


Guilloz, Mabelle E., Atkinson School, 4900 
E. Hildale Ave., Detroit 
*Hale, Martha, Sumner 


Haley, os Dir. of Elementary Educa- 
tion, 620 S. Jefferson St., Saginaw 
Hall, Isabell, Cerveny School, 15850 


Strathmoor St., Detroit 
Hamilton, Esther L., 16020 Warwick Rd., 


Detroit 
Hanlon, Eunice M., 15369 Gilchrist St., 
16250 La Salle Blvd., 


Detroit 
Hardie, Frances S., 
16636 Wildemere Ave., 


Detroit 

Hardy, Minnie C., 
Detroit 

Harper, Edith, 206 Pendleton St., Bay City 


Harris, Zita A., 8710 Radford St., Detroit 

*+Hartung, Urban, Jr., Hancock School, 
2150 W. Hancock St., Detroit 

Haupt, Hazel, 136 W. 18th St., Holland 


*Hawes, Carolyn, Washington School, Hol- 
land 
Healy, Oliver 
Detroit 
Hedrick, Ethel, 332 FE. 
Arbor 
Leona A., 


Henchey, 
Hilborn, Mrs. Clara M., 


Detroit 
Flint 

Hobart, Herbert L., 1242 Beaconsfield St., 
Grosse Pointe 


B., 13297 Lauder Ave., 
Williams St., Ann 
5130 MeKinley St., 


2005 Francis Ave., 


Hodges, Duncan C., 906 Woodcrest Dr., 
Royal Oak 

Holland, Mary N., 4320 Cortland St.. 
Detroit 

Holt, Miss Gilberte, 8100 FE. Jefferson St.. 
Detroit 


Honeysette, Bethel, 429 Pearl St., Kalama- 
ZOO 

Horgan, Mary, 2700 Chicago Blvd., Detroit 

*Horton, Mrs. Jeannette, Garfield School, 
Superior Blvd., Wyandotte 

Hosner, Marion, 393 N. Main St., Romeo 

jHotchkiss, Lyle E., Salina Junior High 
School, Lowery and Salina Aves., Dear- 
born 

Houghton, 100 Niagara St., Bay 
City 

*Howard, Ervin, 


Alice, 


Asst. Supt. of Schools, 


5757 Neckel Ave., Dearborn 

eee. Evelyn B., 3020 Burns Ave., 
Detr 

ag "san L., Lincoln School, Kala- 
mazoo 


Ihrman, Hermine, 182 W. 15th St., Holland 


James, Elsie E., 922 Belmont St., Flint 
Jennings, Elsie J., 848 Pingree St., Detroit 
Jones, Etta F., 1044 Fairmount St., S. E., 


Grand Rapids 
Jones, Robert W.., 
dotte 
Jose, Mamie E., 301 Summit Ave., Jackson 
Kane, Ruth F., 650 Philip Ave., Detroit 
Kelly, Ethel M., 440 Westcombe St., Flint 
Kemp, Maude E., 2111 Mullane St., Detroit 
ae Inez, 12038 Wark St., N. W., 
etroit 
Kerby, Fred J., Defer School, Kercheval St 
at Beaconsfield St., Grosse Pointe 


85 Popular St., Wyan- 


Kerwin, Sophie, 7350 Southfield St., De- 
troit 

Kilander, Mrs. Pansy, 14149 Coyle Ave., 
Detroit 

King, Dorothea, 17600 San Juan Dr., De- 
troit 


Kinnan, Marjorie, Muske- 


gon 
*Knighton, Edward J., 


Hackley School, 
9047 Beverly Court, 


Detroit 
Konstanzer, Mrs. Mildred Beier, 171% 
Crocker Blvd., Mt. Clemens 


Kraatz. Mrs. Marion Terry, 909 Lawrence 
St., Detroit 


ELEMENTARY ScHOOL PRINCIPALS: 


Krug, Marguerite C., 2270 Leslie Ave. 
Detroit 

Kuhn, Florence E., 5963 Cadillac Ave., 
Detroit 


Kull, Charlotte A., 954 Nottingham Rd., 
Grosse Pointe Park 
*Laing, Earl R., 16265 Westmoreland Rd.. 


Detroit 
Lannen, Julia, 4354 Virginia Pk.. Detroit 
Lannin, Jean, 15721 Ashton Rd., Detroit 
Lawrence, Anna R., 1212 Fifth Ave., Bay 
City , 
Leavenworth, Jay C€., 2020 Myrtle St. 
Detroit 
Le Bost, Mrs. Anna, 16834 Ilene Ave., De 
troit 


Lechler, Rhoda, 19186 Monte Vista, Detroit 


Lennox, Abigail. 1146 Philip St., Detroit 
Leteker, Alice, 3807 Gladstone St., Detroit 


Lewis, Ruth A., 312 Merrill Ave., 

Livingstone, Ruby, Hall School, 
Grandville Sts., Grand Rapids 

*Lockwood, Glenn O., Ann Visger School, 
River Rouge 

Long, Marjorie, Hoover School, 


Muskegon 
Hall and 


Hazel Park 


Lown, Venna A., 13065 Outer Dr., E., 
Detroit 

McAdam, Alice H., 2525 Brooklyn St., De 
troit 


McCallum, Jessie, 
W., Detroit 
McCarthy, Julia M., 


St,. Detroit 


2694 Philadelphia Ave 


16164 Asbury Park 


McConnell, Clara E., 670 Pingree Ave., 
Detroit 

McDevitt, Rosabelle, 734 Delaware Ave. 
Detroit 

McDonald, Margaret, 2545 Virginia Pk., 
Detroit 

McDougall, Josephine, MeKinley Junior 


School, Flint 
4800 Collingwood St.., 


High and Elementary 
McEwen, Vera D., 
Detroit 
McGowan, Margaret C., 
Ave., Detroit 
McGreevy, Genevieve, 
troit 


Atkinson 


oOnor 
aon 


1202 25th St., De 


McGuinness, Mae F., 3918 Montclair St. 
Detroit 
McKenney, Laurence, 15600 State Fair St 


E.. Detroit 


McKinney, Rachel, 5468 Stanton St., De 
troit 

MeMahon, Mary, 13185 Pinehurst Ave 
Detroit 

MeMahon, Rachel, 13185 Pinehurst Ave., 
Detroit 

MeMillan, Irene A., 5161 Charles St., De 
troit 

McSweeney, Mary C., 9271 W. Outer Dr., 
Detroit 

Mackay, Mary B., 1150 Bellevue St., De 
troit 

Maher, Anna, 2592 Coplin St., Detroit 

Mahony, Mary M., 2963 Arndt St.. Detroit 

Malone, Kathryn J., 16835 Sorrento St., 
Detroit 


Marsh, Mrs. Lettie, 1012 Cherry St., Grand 


Rapids 


Martin, Thekla, 925 Harcourt St., Detroit 

Mathieson, James, 18038 Schoenherr St., 
Detroit 

Mayrand, Roland J., 8841 Kimberly Court, 
Detroit 

*Mead, Stephen, Central School, Grand 
Haven 

Menger, Hilda, R. D. 1, Holt 


*Messner, Clarence J., Richard School, 130 
McKinley St., Grosse Pointe 

Michels, Dorothy L., Baldwin St., 
Detroit 

Miller, William C., 
Detroit 

Mitchell, Mrs. Estella, 
Ave., Detroit 


3672 
18112 Greenlawn St., 


14216 Winthrop 








de- 


vit 
iS. 
nd 
pit 
st., 


nd 


30 


st. 


“op 





List oF MEMBERS 693 


Mitzelfeld, Lucy L., 1214 Rademacher St., 
Detroit 

Morth, Mrs. Clemence V., 18098 Cherry- 
lawn Ave., Detroit 

Moss, Helen A., 919 Lapeer St., Flint 

Mumaw, Alda, 120 S. Mason St., Saginaw 

Mumford, Edgar H. E., George W. Ferris 
School, Cortland and Second Aves., High- 
land Park 

*Munroe, Jessie M., 1879 Seward St., De- 
troit 

Munson, Eva, 1015 Coolidge St., River 
Rouge 

Murphy, Anna E., 17345 Cherrylawn St., 
Detroit 

Murphy, Ruth, 121 S. Mason St., Saginaw 

Mygatt, Cynthia J., 420 Seven Mile Rd., 
W., Detroit 

Nehil, M. Ann, 2240 W. Grand Blvd., De- 
troit 

Nelson, Marie, 318 W. Second St., Flint 

Netzorg, Sadie, 12115 Griggs Ave., Detroit 

Newman, Ethlyn, 926 Junction St., Detroit 

— Winona, 11899 Ohio Ave., De- 
troit 

Nill, Louise K. B., 483 Keelson Dr., Detroit 

*Nixon, Boyd E., Kosciuszko School, Flem- 
ing and Burger Sts.. Hamtramck 

*O’Beirne, Gladys, 101 Division § St., 
Petoskey 

Obel, Henry, 1000 Alger St., Detroit 

O'Brien, Edna, 209 N. Linn St.. Bay City 

O’Harrow. Ina, 10 Moss Ave., Detroit 

O'Keefe. Nora, 3250 W. Chicago Blvd., 
Detroit 

Oliver, Jean, 2691 Boston Blvd.. Detroit 

Osborne. Mrs. Agnes W., 18685 Wooding- 
ham Dr., Detroit 

Osborne, Mrs. Catherine W., Jones School, 
7731 Sylvester St., Detroit 

7Otto. Dr. Henry J., W. K. Kellogg Foun- 
dation, Battle Creek 

Page, Florence, 11870 Ohio St.. Detroit 

Page, John S., Supt. of Schools, Howell 

Parker, Helen M., 5474 Trumbull St., De- 
troit 

*Parker, Howard L., 22926 Nona Ave., 
Dearborn 

Parker, Vesta, 1519 Calvert Ave.. Detroit 

*Pascoe, May F., 801 Thomson St., Flint 

Patterson. Laura C., 18947 Pennington 
Dr., Detroit 

Pearl, Norton H., Trowbridge School, 651 
FE. Forest St.. Detroit 

Pearson, Mrs. Carolyn A., 321 E. Newell 
St.. Flint 

Penatling. Ella M., 1666 Atkinson Ave., 
Detroit 

Pettitt, Jay S.. 21532 Curtis Ave., Detroit 

Phillips, A. J., Exee. See’y., Michigan 
Education Assn., Lansing 

ha he Mrs. Lillian H., 111 W. Baker St., 
Mlint 

Pierce, Vernon P., 15376 Hartwell St., 
Detroit 

Pope, Charlotte B., Finney School, Grand 
Rapids 

Popp, Mrs. Cleo E., Hazelton School. Flint 

Porter, Alta, 1607 Fifth St., Bay City 

Price, Maud, 11 W. Second St., Monroe 

Randall, Leo M., 3952 Bewick St., Detroit 

Raynor, Florence, 3347 Wabash St., Detroit 

Reaume, Rhoda, 6141 Stanton Ave., Detroit 

tedman, Mabel M., 75 Avalon Ave., Detroit 

Reeves, Erma L., 5161 Charles St., Detroit 

Renton, Janet M., 128 Woodland Ave., 
Detroit 

Reynolds, O. D., 14909 Cleophus St., Allen 
Park 

tietzkat, Bertha Nell, 3379 Scovel PL, 
Detroit 

Rietzkat, Marie B., Hally School, 2585 
Grove St.. Detroit 

Riley, Mrs. Etta, 4365 Newport St., Detroit 

Robertson, Florence, 1016 Ann Arbor St., 
Flint 





Robinson, Berton W., Supt. of Schools, 
Hartford 

Robinson, O. J., Copernicus Junior High 
School, 11410 Charest St., Hamtramck 

*Robinson, Roy E., 91 McLean St., High- 
land Park 

Robison, Alice E., 103 Hazelwood Ave., 
Detroit 

Roethke, Louise W., 20411 Picadilly Rd., 
Detroit 

Rogers, Alex R., 1981 McKinstry St., 
Detroit 

Rogers, Esca B., 121 Arbor St., Kalamazoo 

Rosenthal, Aimee A., 4261 Kensington Rd., 
Detroit 

Ross, Meta, Route 2, Rochester 

Rouse, Jessie H., 2503 S. Washington Ave., 
Saginaw 

Rudduck, Lillian W., 14920 Grandville St., 
Detroit 

Russ, Marjorie, 235 Buena Vista Ave., 
Detroit 

es Lenora M., 429 Eighth St., Esca- 
naba 

Sage, Marie K., 8100 E. Jefferson Ave., 
Detroit 

*Schafer, Rose K., 130 E. Sixth St., Mon- 
roe 

Schaibly, Colon L., Woodrow Wilson 
School, Kalamazoo 

Schooleraft, Pearl T., 518 Minor Ave., 
Kalamazoo 

—— Mary C., 19185 Bretton Dr., De- 
troit 

Scollay, Lois A., 2281 W. Grand Blvd., 
Detroit 

Seavitt, Roy W., 6420 McGraw St., Detroit 

*Seebeck, Elizabeth, 1008 Harrison St., 
Bay City 

Sewall, Mrs. Mabel, Turner School, Grand 
Rapids 

§$Shattuck, Alice B., 193 E. Iroquois Rd., 
Pontiac 

Sheahan, Stella M., 43811 Avery Ave., 
Detroit 

Sheridan, Margaret E., 1727 Glynn Court, 
Detroit 

Sherman, Ione, 650 Glynn Court, Detroit 

Shirley, Gertrude L., 702 N. Main St., 
Three Rivers 

Short, Mrs. Mabelle I., Washington School, 
Flint 

Siders, Bruce R., 306 Tuxedo St., Highland 
ark 

Sievewright, Agnes, 3421 Chicago Blvd., 
Detroit 

Simmerson, Gertrude, 617 N. Van Buren 
St., Bay City 

Smith, Bertha Frances, Sigsbee School, 
1250 Sigsbee St., Grand Rapids 

Smith, Hattie M., Longfellow School, Royal 
Oak 

Smith, Margaret M., 2214 Longfellow St., 
Detroit 

Smith, Mrs. Mildred S., 2281 W. Grand 
Blvd., Detroit 

Sohn, Clara, MeCullock School, Francis St., 
Jackson 

Spaulding, Marie, 742 College St., 8S. E., 
Grand Rapids 

Speaker, Gaylord, 128 Pine St., River 
Rouge 

Spinks, Grace C., 1310 Military St., Detroit 

Spooner, Janet G., Jacoby School, 13210 
Maine St., Detroit 

Springman, John H., Pierce School, Bir- 
mingham 

Starling, Mabel C., 8811 Quincey Ave., De- 
troit 

Stauch, Rose K., 3385 Norwalk St., Ham- 
tramck 

Staudacher, Ethel, 910 Salzburg St., Bay 


City 
Steeds, Ivah, 4237 Larchmont St., Detroit 








694 


ELEMENTARY SCHOOL PRINCIPALS 





Steele, Frank N., 615 S. West End St., 


Detroit 

Steaee, Gertrude, 114 W. Adams St., De- 
troit 

Stemmelen, Owen F., 2234 Junction St., 
Detroit 

Stevens, Roy W., 18724 Gainsborough Ave., 
Detroit 

Stolson, Anna K., 534 Evergreen St., East 
Lansing 

Stout, Grover, 1851 W. Grand Blvd., De- 
troit 


Strowenjans, Dorothy, 213 W. Tenth St., 


Holland 

Sturm, Mrs. Gladys F., 4261 Kensington 
Rd., Detroit 

Sullivan, Irene F., 2202 Bewick Ave., De- 
troit 

Sullivan, Mary C., 3217 W. Grand Ave., 
Detroit 

Sweeney, Angela, 13 Oakland Park Blvd., 

Pleasant Ridge 


Sweeney, Anne M., 36 Winona St., Detroit 
Taipale, Mrs. Anna, Lindbergh School, 
Dearborn 


Tenny, John W., 7851 Pinehurst St., Dear- 
born 

Thayer, Edith M., 
Ferndale 

+Thomas, John §S., 18295 Oak Dr., 

Thompson, Paul, 816 Lincoln Rd., 
Pointe Farms 

Thomson, Miss Marion, 
St., Detroit 


226 Washington Ave., 


Detroit 
Grosse 


1170 Burlingame 


Trainor, Mary J., Lacey School, Hazel 
Park 

Trombly, Roberta C., 899 Lakepointe St., 
Detroit 


Tucker, Ethel M., 52 Kerby Rd., Grosse 
Pointe Farms 


Van Adestine, Gertrude, 150 Atkinson Ave., 


Detroit 

Van Dyk, Henrietta, 3498 Beniteau St., 
Detroit 

Van Gallow, Helen, 17585 Roselawn Ave., 
Detroit 


Van Norman, Margaret, 6420 McGraw 
Ave., Detroit 

Varty, Violet L., 13115 E. 
Detroit 

Voorhees, James H., 
Detroit 

Walcott, E. Forrest, Northrup Junior High 


and Elementary School, 340 Frazier 


Jefferson St., 


3801 Pasadena Ave., 


Aye., River Rouge 
Walker, Clyde M., 561 Brady St., Detroit 
Walther, Marie, 2225 Janes Ave., Saginaw 
Wareham, Lucille E., 212 Moran Rd., 


Grosse Pointe Farms 
Waugh, Nellie A., 13538 Mendota Ave., 
Detroit 
Weber, Ernest, 
Webster, Elisabeth, 
Grand Rapids 


Training School, “wy 
260 Fuller Ave., 8S. 


Weidemann, Mathilde, 269 Erskine St., 
Detroit 

Welch, Edith, Craft School, 3310 Vine- 
wood Ave., Detroit 

Wenzel, Brigetta E., 5503 Lakepointe St., 
Detroit 


*Weter, Grace E., 513 S. Troy St., 


Oak 
Whistle, Mrs. Retha Clark, 2207 Hills St., 
‘lint 
White, Salzburg St., Bay 


City 

Wilkinson, Muriel M., McKinley School, 
Wyandotte 

Willits, Charlotte A., 
Detroit 

Wilson, Adelaide M., 
Ave., Detroit 

Wilson, Claudia V., 524 W. Greendale Ave., 
Detroit 

Wilson, Grace, 224 Court St., Flint 


Royal 


Carolyn, 706 


6016 Linwood Ave., 


524 W. Greendale 


Wingertszahn, Laura L., 1516 Vinewood 
st., Detroit 

Woody, Dr. Clifford, School of Education, 
University of Michigan, Ann Arbor 

Woolfenden, Grace F., 12920 Wadsworth 
St., Detroit 

*Worfel, Georgia, R. F. D. 2, 

Wuennecke, Laura, Ferry 
Haven 

Wynne, Julie, 3917 McClellan St., 

Yager, Gretchen J., 114 Oak St., 
dotte 


Grand Rapids 
School, Grand 


Detroit 
Wyan- 


Yokom, Merle C., 61 Clairmount Ave., De 
troit 
Young, Mrs. Amelia D., 7364 Churchill 


Ave., Detroit 
Young, Dorah 

Flint 
Yuergens, Ella, 2727 Ellery St., 


Alice, 224 E. Court St., 


Detroit 


MINNESOTA 


*+Becker, Elsa, 1732 E. Fourth St., Duluth 

Berge, Marvin L., 809 Harrison St., Eve- 
leth 

Berning, T. J., State Dept. of Education, 
State Office Bldg., St. Paul 


Boysen, Mrs. Agness, 705 Kenwood Pkwy., 
Minneapolis 

Bradseth, Alice M., 112 N. Sixth Ave., E., 
Duluth 

Brueckner, Dr. Leo J., Prof. of Elementary 
Edueation, University of Minnesota, 
Minneapolis 

Burt, Vinton, Supt. of Schools, Spring 
field 

Carlson, Ida C., 3118 E. 22nd St., Min 
neapolis 

Christenson, Cornell H., Supt. of Schools, 
High School, White Bear Lake 

Cottrell, R. G., Independent School Dist 
No. 131, Frost 

Cross, C. Willard, Supt. of Schools, Fari 


bault High School, Faribault 


Dosdall, Bertha A., 1332 Dayton Ave., St 
Paul 

Drohan, Gertrude, 2716 Portland Ave., 
Minneapolis 

Dunn, Irene E., Drew School, Avon and 
Lafond Sts., St. Paul 


Dutton, Mrs. Jean U., 1222 W. 31st St., 
Minneapolis 

Everson, Helene, 1424 E. Third St., Duluth 

Frank, S. Marie, 319 N. 60th Ave., W., 
Duluth 

Fredrickson, Mrs. 
* Minneapolis 

Ginsberg, Annie, 
Paul 

Gorman, Mary, 727 E. 

Hamilton, Katherine, 615 City 
Paul 

Hamm, Bessie Lucile, 516 
S. W., Rochester 

*+Hanson, Lillian C., Bryant 
Park Point Schools, Duluth 

Harger, Lena L., Route 1, Hopkins 


Claire L., Howe School, 


1744 Laurel Ave., St. 


Third St., St. Paul 
Hall, St. 


Kighth Ave., 


Monroe and 


Haugen, Melvin, Pillsbury School, Min 
neapolis 

Hawkinson, Mabel J., Franklin Grade 
School, Mankato 

Heinrichs, Evelyn K., 38152 37th Ave., S., 
Minneapolis 

Hellberg, Charles F., 4848 Pleasant Ave., 


S., Minneapolis 
Helleloid, Stanley, Alexander Baker School, 
International Falls 


Herrly, Dora J., 712 First Ave., W., Grand 
Rapids 
Holtz, Jennie F., Irving School, 17th 


Ave., S. and 28th St., Minneapolis 


Jasperson, Lillian, 4403 Harriet St., Min 
neapolis . 
Johnson, Jennie U., Hayden Heights 


School, St. Paul 











th 


, e - 


yn, 


E 


ry 


\g- 


in- 


st. 


ri- 


St. 


nd 


nd 





LIst OF 


MEMBERS 695 





Johnson, M. E., North Saint Paul Public 
School, Cor. Helen St. and 12th Ave., 
North St. Paul 

Keckefoth, Ethel H., Bryn Mawr School, 
Cedar Lake Rd. and Russell Ave., S., 
Minneapolis 

Kirk, A. W., Jackson School, Edmund and 
Arundel Sts., St. Paul 

**#Lichtenberger, James F., Windom School, 
Minneapolis 

McAlister, Gladys M., 905 W. 44th St., 
Minneapolis 

MeGouch, Mary E., 1701 James St., St. 
Paul 

MecNaughtan, Edith L., Lindsay School, 
310 Pleasant St., St. Paul 

Mallory, Blanche, 715 E. First St., Duluth 

Malmquist, M. L., Supt. of Schools, Inde- 
pendent School Dist. No. 35, Buhl 

Metag, E. H., Lincoln School, Mankato 

Morray, Pearl, 731 Cherokee St., St. Paul 

Murray, Albert Sherman, 1242 W. Minne- 
haha St., St. Paul 

Murray, L. C., Supt. of Schools, Aitkin 

Newell, Esther, 5315 Russell Ave., S., 
Minneapolis 

Nyhus, Ellen, Curtis Hotel, Minneapolis 

O'Farrell, Margaret G., Logan School, Min- 
neapolis 

Peters, Leone E., 2809 Park Ave., §&., 
Minneapolis 

Peterson, Hulda V., 622 E. Summit Ave., 
Fergus Falls 


Petrich, Selma, 1515 Woodland Ave., 
Duluth 5 

Probst, Ella M., 4601 Stevens Ave., Minne- 
apolis 


Ringdahl, N. Robert, 3220 Tenth Ave., S., 
Minneapolis 

tosa, Irvin E., Supt. of Schools, Owatonna 

+Rossman, Mabel A., Jackson School, Du- 


luth 

Roverud, Ella M., 622 Grand Ave., St. 
Paul 

Sand, Anna, 103 W. 36th St., Minneapolis 

‘Shove, Helen B., 3116 Clinton Ave., §&., 
Minneapolis 

Smith, Mrs. Marion Wiersch, 717 N. 19th 
Ave., E., Duluth 

Staudemaier, W. W., 5612 S. Tenth Ave., 
Minneapolis 

Steffensrud, E. R., 205 W. Fir St., Chisholm 

Taylor, Jessie E., Holland School, Minne- 


apolis 
Trawicky, Rosella M., Douglas School, 
Minneapolis 


Wallar, Beulah H., Greeley School, 26th 
St. and 12th Ave., S., Minneapolis 

Weld, Paul A., Cobb-Cook School, Hibbing 

Wiecking, Anna M., College Elementary 
School, State Teachers College, Mankato 

Wilder, Mrs. Leone, 3424 Park Ter., Minne- 
apolis 

Wilkinson, Sarah H., Whitney School, 19th 
Ave., N. E. and Pierce St., Minneapolis 


MISSISSIPPI 


Archer, Ellie, 1213 20th Ave., Meridian 

Baker, Miss Quintard, Barr School, Jack- 
son 

3ass, L. Myrtle, 103 Calhoun Ave., Yazoo 
City 

Boone, H. E., Columbia 

Bourdeaux, Annie, 1719 24th Ave., Merid- 
ian 

Brewer, Lucile, Elementary School Supvr., 
3ox 984, Vicksburg 

Brown, Virginia, Box 171, Meridian 

Brumfield, J. S., Supt. of Schools, Route 1, 
McComb 

Burney, Georgia L., Vancleave 

Carter, Mrs. Laurie Mae, 3211 24th Ave., 
Meridian 

‘Clement, Bess Rogers, Eliza Clark School, 
Clarksdale 

Cortright, Louise, 252 Griffith St., Jackson 





Darby, Robert R., Route A, Perkinston 
Dempster, Alice, 1607 24th Ave., Meridian 
Dickins, Hattie, Box 172, Leland 

Duling, Lorena, 718 N. Congress St., Jack- 


son 

Gaston, Evelyn, 1615 24th Ave., Meridian 

Gillespie, R. H., 1528 Madison Ave., Oxford 

Griffith, Miss T. C., Prin. of Primary 
School, Columbia 

Harmon, T. L., Route 2, Leggett School, 
McComb 

Horn, Lizzie, 404 College St., Grenada 

**Houston, Miss Gabriel, 111 W. Second 
St., Clarksdale 

Houston, Mattie, 601 Main St., Greenville 

Key, Mary Belle, 321 Dunbar St., Jackson 

Lester, Mrs. Laura R., R. F. D. 5, Jackson 

Lewis, Charles L., Box 292, Amory 

Lewis, W. W., Supt. of Schools, Johnston 
Station 

McKee, Clyde V., State Elementary Supvr., 
State Dept. of Education, Jackson 

McLemore, Mrs. Sallie S., 209 S. 31st Ave., 
Hattiesburg 

Majure, Ursula, 1315 19th Ave., Meridian 

Marshall, Mary R., Charleston 

Matthews, H. R., Laurel 

Merritt, W. T., Cleveland 

Milner, Bessie, 720 E. Beach St., Gulfport 

Mounger, Lurline, Box 117, Clarksdale 

O’Bannon, Mrs. Fred, Starling School, 
Greenville 

Oliver, Jane, Cleveland ; 

Oliver, Joseph W., Hattiesburg 

Ousley, Robert Wayde, 2424 20th St., 
Gulfport 

Ray, Clara N., 909 Franklin St., Corinth 

Redd, J._C., Supt. of Schools, Progress 

Richey, Elizabeth, Office of County Supt., 
Oxford 

Ritch, Alma, 211 Lameuse St., Biloxi 

Robison, Mrs. Janie A., Ruleville 

Rogers, Mae, 209 Mabel St., Hattiesburg 

Simmons, L. L., Supt. of Schools, Route 2, 
McComb 

Smith, Irene, 635 33rd Ave., Meridian 

Sneed, Richard Hays, Webb 

Stokes, Mary M., Box 844. Columbus 

Thornton, Mattie, 2310 13th St.. Meridian 

Varnado, Effie, 612 Washington St., Green- 


wood 

Varnado, Luella B., Robert E. Lee School, 
Jackson 

Wiggins, Mrs. Lulu K., Galloway School, 
Jackson 

Wilson, Mrs. George T., 835 Sixth Ave., 
Laurel 

MISSOURI 

Alger, Ann E., 222 §. Washington St., 

Lebanon 


*Allen, Dr. Cecil H., 414144 E. Normal 
Ave., Kirksville 

Andrews, F. E., 900 BE. Argonne St., Kirk- 
wood 

Annin, Mrs. Anna W., 3815 McCausland 
Ave., St. Louis 

Arnold, Leah, Sandusky School, Liberty 

—, Beulah N., 5031 Potomac St., St. 
souis 

Baker, Linnie C., 209 Pine St., Liberty 

Baker, Olive, Arlington School, 1617 
Burd Ave., St. Louis 

Barley, Ida L., 200 W. Armour Blvd., 
Kansas City 

Barnes, Mrs. Abbie C., 5138 N. Noyes Blvd., 
St. Joseph 

Barnes, Ward E., Normandy Consolidated 
School Dist., 6701 Easton Ave., St. 
Louis 

Bays, John A., 1109 Grattan St., St. Louis 

Bear, Mata V., 1921 Prather Ave., St. Louis 

Benson, J. R., 6131 Magnolia Ave., St. 
Louis 

Bick, Anna, Lowell School, 1409 Linton 
Ave., St. Louis 





696 ELEMENTARY SCHOOL PRINCIPALS 








Blackburn, Helen I., 3401 S. Benton Blvd., 
Kansas City 

Bledsoe, Annie, 221 Meyers Ave., Mexico 

Bower, H. Virgil, P. O. Box 7473, North 
Kansas City 

— Mrs. Bessie, 1229 Amherst P1., St. 
souis 

Brooks, Fred E., 1851 N. Hanley Rd., Uni- 
versity City 

Brossard, Julia E., 240 W. Argonne Dr., 
Kirkwood 

3ruce, Nolan M., Sutton School, 3447 Cam- 
bridge St., Maplewood 

Buchanan, William D., 5511 Vernon Ave., 
St. Louis 

Buckles, P. G., 1801 E. 70th St., Kansas 


Burke, Mary J., 5321 Harrison St., Kansas 
City 

Burress, Lida M., 1420 S. Vermont Ave., 
Sedalia 

Burris, Frances A., 630 N. 23rd St., St. 
Joseph 

Burrus, Helen, 503 N. Delaware St., In- 
dependence 

Bush, Mildred, Board of Education, St. 
Louis 

Capp, Theresa I., 2531 Faraon St., St. 
Joseph 

Capps, Ralph L., Elementary School, Dex- 
ter 

Carroll, Alice P., 312 Independence St., 
Cape Girardeau 

Childress, Lewis E., Elementary School, 
Diggins 

Chiles, E. E., Harrison School Patrons’ 
Assn., 4163 Green Lea Ave., St. Louis 

Cochran, Mrs. Letha G., 624 E. McPherson 
St., Kirksville 

Coleman, Max, 521 S. 1ith St., St. Joseph 

Collins, Anne J., Howard School, 2333 
Benton St., St. Louis 

Connery, Julia M., Central Institute for 
the Deaf, St. Louis 

om Henley L., 2139 E. 24th St., Kansas 
City 


Cramer, Roscoe V., Switzer School, Kansas 
NS tar 


City 

Crawford, Miss Cecil, 709 N. 24th St., St. 
Joseph 

Creek, E. G., 2925 Victor St., Kansas City 

Crook, John Lea, 307 E. College St., In- 
dependence 

Crosswhite, C. C., Richmond Heights 
School, 7330 Glades St., Richmond 
Heights 

Cullen, Blanche P., 5370 Pershing Ave., 
St. Louis 

Curry, A. R., 7302 Penn St... Kansas City 

Deffendall, P. H., 7305 Pershing Ave., St. 
Louis 

Denny, Lillian Vaughn, W. W. Keysor 
School, Kirkwood 

Detwiler, O. L., Central Elementary and 
Junior High School, 906 Center St., 
Hannibal 

De Vorss, Gertrude, Mertland Apt., St. 
Joseph 

Dickey. H. B., 2840 Wisconsin Ave., St. 


Louis 

Dille, G. E., Supt. of Schools, 7539 Man- 
chester Rd., Maplewood 

Ditmars, Thomas, 3802 E. 36th St., Kansas 
City 


it} 

*+Downs, Harold T., Lockwood School, 
Page and Newport Sts., Webster Groves 

Drayer, H. C., Emerson School, 5415 Page 
Blvd., St. Louis 

Edie, John W., 615-A Berthold Ave., St. 
Louis 

Edwards, Anna F., 4232 Windsor St., 
Kansas City 

Elizabeth, Sister Mary, 1275 Boland Dr., 
St. Louis 

Elsbury, E. R., Valley School, 7570 Man- 
chester Rd., Maplewood 


Ewers, A. F., 3411 Pestalozzi St., St. Louis 
Falke, Clara, 806 E. 41st St., Kansas 


Farrar, George W., 2430 Marion St., Over. 
land 

Farthing, Ethel, 1115 Ashland St., st 
Joseph 

Fisher, Hilda Rea, 624 Merriwether St. 
Cape Girardeau ; 

Fleming, C. I., 6605 Neosho St., St. Louis 

Foley, Elizabeth, 101 E. 51st Street Ter., 
Kansas City 

Foristel, Margaret S., 4900 S. Broadway. 
St. Louis j 

Freeman, Kenneth. 9 Price Ave., Columbia 

Fuller, L. R., 83701 S. Broadway, St 
Louis 

Gaeser, Lillian, Central School, Creve 
Coeur 

Gaines, I. A., 604 Bonita Ave., 
Groves 

*Garman, Catherine, 1016 E. Broadway, 
Sedalia 

Gentry, Thomas F., 421 Edgewood Dr., 
Clayton 

*Gilliam, M. J., 4170 Enright Ave., St. 
Louis 

Girault, Miss Leonide M., 921 Bellerive 
Blvd., St. Louis 

Godbey, Walter A., 3825 Utah Pl., St, 
Louis 

Gooch, Emory L., 2303 Big Bend Blvd., 
Maplewood 

Goode, Lenna, Frances Willard School, 
5015 Garfield St., Kansas City 

**Gorman, Dr. Frank H., Elementary Di- 
vision, University of Missouri, Columbia 

Green, G. H., 6189 Kingsbury Blvd., St. 
Louis 

Green, Howard E., 2747 Russell St., St 
Louis 

Griffin, Margery M., 3820 N. 14th St., St 
Louis 

Hailey, J. R., Avery School, Bompart and 
Marshall Sts., Webster Groves 

Hamilton, Edward D., 1118 Aubert Ave., 
St. Louis 

Hamilton, Mrs. Sarah T., 101 Tiffin Ave., 
Ferguson 

Hanson, George W., Goodall School, Chest- 
nut and Percival Sts., Webster Groves 

Harlan, Louis A., Maplewood Junior High 
School, 2400 Sutton St., Maplewood 

Heglund, Selma E., Askew School, 2630 
Topping St., Kansas City 

Hendrick, Louise, 6037 Enright St., St. 
Louis 

Hickey, P. J., Sec’y.-Treas., Board of Ed- 
ucation, 911 Locust St., St. Louis 

*Holliday, Frances, 409 W. Fifth St., 
Maryville 

Hollman, Theodore A., 8608 Forest St., 
Overland 

Hood, E. A., 2504 Clifton Park Ter., St. 
Louis 

Hooss, Ida M., 5330 Pershing Ave., St. 
Louis 

Howard, Joseph E., 600 De Mun St., 
Clayton 

Jackson, Euris J., 2616 Cora Ave., St. 
Louis 

Johnston, Marguerite B., 5455 Delmar 
Blvd., St. Louis 

Jones, Clara F., Samuel Cupples School, 
4908 Cote Brilliante Ave., St. Louis 

Kegelman, Charles C., 7047 Emma Ave., 
St. Louis 

Kegelman, Lillian, 1836 Dyer St., Over- 


lan 
Kenefick, Jane G., Walnut Park School, 
5814 Thekla Ave., St. Louis 


Webster 


Kinder, Leemon N., 311 N. High St., Jack- 


son 

Lamkin, Dr. Uel W., Pres., The Northwest 
— State Teachers College, Mary- 
ville 














List oF MEMBERS 697 





Langston, John M., 2354 Michigan Ave., 
St. Louis 

Large, Grace M., 6236 Waterman Ave., 
St. Louis 

Lewis, Nellie K., 5252 Walsh St., St. 
Louis 

Livingston, Don A., Jr., 630 Westwood 
Dr., Clayton 

Lollar, Ruth Mary, 9217 Lockland Rd., St. 
Louis 

Lomax, Gladys. Humboldt School, Second 
and Cherry Sts., St. Joseph 

+Longshore, William T., 520 W. 40th St., 
Kansas City 

Lovelace, Abigail, 4026 S. Benton Blvd., 
' Kansas City 

Lyon, Miss Percy A.., —— School, 4160 
N. Kingshighway Blvd., Louis 

McCafferty, Estella H., iceiken School, 
1514 Campbell St., Kansas Cit ty 

McCallister, Mabel, 3238 Marshall Ave., 
St. Louis 

McCarthy, Nellie, Taussig Open Air 
School, 1540 S. Grand Blvd., St. Louis 

McDonald, Cora, 719 Picher Ave., Joplin 

McKay, Dr. John P., West Richmond 
School, 1313 Boland Dr., Richmond 
Heights 

McNabb, H. H., Supt. of Schools, Marsh- 
field 

*Marshall, Paul M., 429 E. 65th Ter., 
Kansas City 

Martin, Arthur E., 3448 FE. 62nd St., 
Kansas City 

Mecker, H. H., 4946 Devonshire St., St. 
Louis 

Melcher, George, Supt. of Schools, 224 
Library Bldg., Kansas City 

Milam, Fred S8., 6143 Waterman St., St. 
Louis 

Miles, Mamie, Summit PIl., St. Joseph 

Miller, Fred Normandy Consolidated 
School Dist., 6701 Easton Ave., St. 
Louis 

Milster, Ben C., 5028 Morganford Rd., St. 
Louis 

Moeller, Herbert F., Carr School, 3425 
Halliday St., St. Louis 

Monagan, Roger T., Longfellow School, 
6593 Smiley St., St. Louis 

Moore, Reuby, J. J. Pershing School, 
Blackwell Rd., St. Joseph 

*Mumm, Emma O., 1027-A Felix St., St. 
Joseph 

Murphy, Nora G., Desloge 

Nelson, Minnie, 1315 N. Tenth St., St. 
Joseph 

Neville, Lucy B., Girls Parental Home, 
eg 

Nolan, Marie, 723 N. Tenth St., St. Joseph 

Noland, Nellie, “216 N. Delaware St., In- 
de ‘pendence 

Nowlin, Egbert W., Bristol School, 20 
Gray Ave., Webster Groves 

O’Connell, May, J. C. Nichols School, 69th 
and Oak Sts., Kansas City 

Oliver, Dr. Stanley C., Prof. of Education, 
State Teachers College, Springfield 

Panhorst, Harry E., Elementary School, 
Belle 

Pearson, Anna, 220 E. Hickory St., Neo- 
sho 

Perkins, Bessie, 622 E. Tenth St., Sedalia 

Peterman, May B., 1403 Edmond St., St. 
Joseph 

*Purnell, John H., Marshall School, 4342 
Aldine St., St. Louis 

Quirk, Margaret, Washington School, Fifth 
and Poulin Sts., St. Joseph 

Rader, Eleanor M., 6207 McGee St., Kansas 
Cit 

hader, L. W., 5545 Pershing Ave., St. 
Louis 

Ramsey, Harold T., 205 W. Armour St., 
Kansas City 


a. Arthur W., 4520 Kennerly St., St. 

ouls 

Reed, Mamie, 8012 Delmar Blvd., St. Louis 

*Remley, Harold B., East School, Jeffer- 
son City 

Rennison, A. M., Neely School, St. Joseph 

——_ Leolia, 1109 Fulton Ave., Han- 
nipa 

Rhetta, H., 4541 Garfield Ave., St. Louis 

Ridnour, Roma, 7350 Lindell Blvd., St. 
Louis 

—_: U. L., 3725 Benton Blvd., Kansas 
‘ity 

tobeson, James A., 4147 Montgall Ave., 
Kansas City 

Rossi, Mrs. Helen D., Flynn Park School, 
7220 Waterman Ave., University City 

er Thomas J., 5564 Maple Ave., St. 
4ouis 

Rush, Florence, Woodlawn Hotel, Kirk- 
wood 

a Susan §S., 5089 Washington Ave., St. 
souis 

*Sanders, James A., Leadwood Elementary 
School, Leadwood 

Schrader, Alma, 215 N. Middle St., Cape 
Girardeau 

Scott, James Armstrong, 4342 Cook Ave., 
St. Louis 

Seibert, Lydia M., Creve Coeur 

Seidlitz, Mabel, 5084 Maple Ave., St. Louis 

Seitz, Ray F., Normandy Consolidated 
School Dist., 6701 Easton Ave., St. 
Louis 

Sellman, William N., 7628 Walinca Ter., 
Clayton 

Sexton, L. J., Baden School, 8724 Halls 
Ferry Rd., St. Louis 

Sheets, R. L., 725 N. Henderson St., Cape 
Girardeau 

Sherman, Lucile A., 120 N. Lawn St., 
Kansas City 

Shewman, W. D., Scruggs School, 4611 
S. Grand Blvd., St. Louis 

Shores, Roscoe V., Asst. Supt. of Schools, 
Public Library Bldg., Kansas City 

Short, R. L., Ashland School, St. Louis 

Smith, G. Dewey, Bristol School, 1500 
Northern St., Independence 

Smith, Joe W., Normandy Consolidated 
School Dist., 6701 Easton Ave., 
Louis 

Smith, John Woodson, 765 N. Sappington 
Rd., Kirkwood 

—, Lloyd N., 2638 Terrace Lane, St. 
Louis 

Smith, Margaret J., 2024 South St., Lex- 
ington 

Smoot, Lucy, 4011 Baltimore Ave., Kansas 
City 

Smoot, Viola, 2118 Byers Ave., Joplin 

Snyder, Wayne T., Jefferson School, 1310 
Wabash Ave., Kansas City 

Stephens, C. E., 5550 Page Ave., St. Louis 

Stephens, E. E., Normandy Consolidated 
School Dist., 6701 Easton Ave., St. Louis 

Steuber, F. J., Rose Fanning School, 3417 
Grace Ave., St. Louis 

*Strickler, R. E., 7003 Pernod St., St. 
Louis 

Taylor, Roy E., Herculaneum 

*Thomas, L. Buford, Franklin Elementary 
School, Aurora 

Thomas, Miles C., Greenwood School, 3711 
E. 27th St., Kansas City 

Thompson, Mary A., 1111 McCausland 
Ave., St. Louis 

Thompson, Stella, 1220 Blackstone Ave., 
St. Louis 

Thurman, Ewell §8., Lowell School, Aurora 

Trice, Daisy Mae, 3826 E. 16th St., Kan- 
sas City 

Trumbo, ‘Mabel, 101 E. 51st Ter., Kansas 
City 





698 ELEMENTARY SCHOOL PRINCIPALS 





+Tucker, Isabel, Festus Wade School, 2030 
S. Vanderventer St., St. Louis 

Turk, Genevieve M., The Scarritt School, 
310 Askew St., Kansas City 

Turner, E. W., N. Lincoln School, Thomas 
and Laclede Sts., Richmond Heights 

Van Laningham, L. W., Park Elementary 
School, Jefferson City 

Versen, Marguerite, 3634 Castleman St., 
St. Louis 

Wahlert, Jennie, 2918 Harper St., St. 
Louis 

Watson, Elam, 6701 Delmar St., University 


City 

Wells, Jessie O., 4233 Enright Ave., St. 
Louis 

White, Mabel A., 2607 Faraon St., St. 


Joseph a 
Wickham, Ola, 2907 E. 28th St., Kansas 
City 
Williamson, Ruby M., R. R. 5, Box 207, 
Independence 


Wilson, Albert M., 3630-A Shaw Blvd., St. 
Louis 
Wilson, J. V., 420 Vista Rd., Jefferson 


City . 

Witter, Charles E., 5182 Maple Ave., St. 
Louis 

Wolfe, Inez M., 200 W. Armour Blvd., 
Kansas City : 

Zimmerschied, Ada, 3000 De Groffway St., 
Kansas City 


MONTANA 


Adams, Willard, Elementary School, Tur- 
ner 

Anderson, Katherine, 40 Stuckey Apt., 
Great Falls 

Brown, Maud A., Dir., Health Education 
Service, State Board of Health, Helena 

Chamison, Goldie, Tripp and Dragstedt 
Apt., Butte 

Crossman, Ida, Franklin School, Butte 

Duboe, Jessie L., P. O. Box 205, Dillon 

Flores, Mrs. Zella K., Box 412, Lewis- 


town 
Haines, Keith W., 5 S. Eighth Ave., Boze- 


man 

Kelley, Isabel, Granger Hotel, Butte 

Kurtz, James, 708 S. Grand Ave., Boze- 
man 

Lausted, Alice, 205 N. 26th St., Billings 

Lausted, Hulda, 205 N. 26th St., Billings 

Lewis, H. P., Supt. of Schools, Conrad 

Martin, Eva M., 303 Lexington Apt., 
Great Falls 

Matteson, Pearl, 1510 Third Ave., N., 
Great Falls 

Miller, Ruby A., Supt. of Schools, Choteau 

Neal, Russell Leroy, Randall Apt., Mis- 
soula 

Petersen, Goldie, Lee Apt., Billings 

Quigley, Mary L., 1027 W. Porphyry St., 
Butte 

Rulien, Esther M., Box 28, Bozeman 

Schaefer, M. Louise, 12014 Tenth St., N., 
Great Falls 

Stegner, W. E., Supt. of Schools, Miles 
City 

Thompson, Grace M., 1617 Sixth Ave., N., 
Great Falls 


NEBRASKA 


Amsbury, Mrs. Lucile, Florence School, 
Omaha 

*Anderson, Kathryn, Box 335, Superior 

Austin, Mary N., 43 Drake Court, Omaha 

Baird, Sadie, 1219 S. 26th St., Lincoln 

Baker, Nina, Sheridan School, 32nd and 
Wendover Sts., Lincoln 

Barnett, Linna, 1207 Union St., Fremont 

Basler, Marion, 2864 Mary St., Omaha 

Beal, Mamie G., 2514 B St., Omaha 


Beattie, Merle M., Board of Education 
Office, Lincoln 

Bedell, Bess C., 2922 Jackson St., Omaha 

Bratton, Mrs. Anna M., 3200 Center St., 
Omaha 

Brooker, Florence, 4529 S. 19th St., Omaha 

Chapman, Johannah, 2203 Jones St., 
Omaha 

**Clark, Mrs. Mae T., Hotel Yancey, Grand 
Island 

Cleveland, Jessie A., Box 523, McCook 

Compton, Maude, Saratoga School, Omaha 

Correll, Jesse, County Supt. of Schools, 
Court House, Lincoln 

Craig, Nell, 139 N. 31st Ave., Omaha 

7Denham, Charles T., 306 S. Ninth St., 
Norfolk 

Dixon, Minnie E., 813 16th St., Aurora 

Eldridge, Ethel G., 2221 S. 32nd Ave. 
Omaha 

Ellett, Virginia, 4814 Webster St., Omaha 

Fay, Miss Gaynelle, Beals School, Omaha 

Follmer, Katherine, 1712 E St., Lincoln 

Forsyth, Fannie, Windsor School, Omaha 

Foster, Mary E., 1029 Park Ave., Omaha 

*Galleher, Lillian G., 1701 Second Ave., 
Seottsbluff 

Grant, Josephine, Rome Hotel, Omaha 

Griffith, Grace, 5810 Rees St., Omaha 

Hahn, Altene, 112% E. Third St., North 
Platte 

Hall, Edythe, Adams School, Omaha 

Harding, Dorothy L., Supvr. of Elementary 
Instruction, Grand Island 

Harman, Ethel, 1720 S. 32nd Ave., Omaha 

Healey, Anna T., Venetian Court. Omaha 

Holmberg, Ernest, Howard Kennedy 
School, Omaha 

Holmes, Stella, Central Park School, 42nd 
St. and Grand Ave., Omaha 

Hutton, Mrs. Martha, 3212 Vine St., Lin- 
coln 

Isakson, Edith, 5022 Davenport St., Omaha 

Jackson, Alta M., 2839 N. 46th St., Lin- 
coln 

Jelinek, John G., Edward Rosewater 
School, Omaha 

Johnson, Bessie, Fontenelle Apt., Scotts- 
bluff 

——- Lawrence, 2016 Ave. A, Scotts 


u 

Lynn, Ethel A., 3114 Davenport St., 
Omaha 

McGee, R. R., Kramer High School, Co- 
lumbus 

McGinnis, Helen, 4502 Grand Ave., Omaha 

McNamara, Mary, Benson High School, 
Omaha 

Mason, Margaret M., Box 265, North Platte 

Matthews, Marie, 444 N. 38th St., Omaha 

Mills, Mrs. Clara S., 1012 N. 49th St., 
Omaha 

Morley, Mrs. May, Prescott School, 20th 
and Harwood Sts., Lincoln 

*Morrison, Sadie, Box 555, Broken Bow 

Myers, Fannie, Mason School, 24th and 
Mason Sts., Omaha 

Nelson, J. Arthur, Monroe School, Omaha 

Newell, Mrs. Ethel K., 2555 Ellison Ave., 
Omaha 

Newlean, Jeanette, 914 S. 36th St., Omaha 

Nickel, C. F., 1909 Ave. C, Scottsbluff 

Petersen, Bertha, 144 S. 38th Ave., Omaha 

Peterson, Mrs. Alice C., 820 S. 58th St., 
Omaha 

Phillips, Florence, Broken Bow 

Pollock, Ruth, 3804 Farnam St., Omaha 

Pritchard, Lula, 6334 N. 30th St., Omaha 

Pyrtle, E. Ruth, Bancroft School, 14th and 
N Sts., Lincoln 

Rasmussen, Maren, 671 N. 58th St., Omaha 

Reap, Edna M., 5119 Hamilton St., Omaha 

Reed, Mabel L., 4229 Douglas St., Omaha 








List oF MEMBERS 699 





Rousseau, Maude, 1245 S. 26th St., Lin- 
coln 

Roys, Cassie F., 2609 Bristol St., Omaha 

Shedd, J. E., Supt. of Schools, High School 
Bldg., Scottsbluff 

Shepard, Catherine, Dir. of Elementary 
Education, Union College. Lincoln 

gSmith, Mrs. Elsie M., 5612 Florence 
Blvd., Omaha 

Yewell, Dorothy A., Elem. Supvr., Public 
Schools, Norfolk 

Velte, C. H.. Supt. of Schools, Crete 

Waterman, Mrs. Edna H., 3421 Dodge St., 
Omaha 

Watkins, Miss Marian, 1400 Garfield St., 
Lincoln 

Weldon, Mrs. Dossie D., 1703 W. Koenig 
St., Grand Island 

Wetzel, Marie C., 192 Drake Court, Omaha 

Whitehouse, Pattie, Castle Court, Omaha 

Williams, Mrs. Nellie C., 4216 Meredith 
St., Omaha 

Wilson, Clara O., Teachers College, Uni- 
versity of Nebraska, Lincoln 

Wilson, Gladys, 320 S. Locust St., Grand 
Island 

Zwiebel, H. G., 1018 W. Louise St., Grand 
Island 

NEVADA 


Gleason, Mrs. Martha F., 614 E. Telegraph 
St., Carson 
Ryan, Sadie, Elementary School, Moapa 


NEW HAMPSHIRE 


Beaven, Theodore, 58 Ash St., Manchester 

Bushnell, Almon W., Supt. of Schools, 
Meredith 

De Gross, Mary E., 263 Rockland St., 
Portsmouth 

Goodwin, Alice D., 16 Abbott St., East 
Rochester 

Gray, Wayne Sherman, Plymouth Teachers 
College, Plymouth 

Hicken, Blanche E., 81 Pennacook S&t., 
Manchester 

Janvrin, Charles F., South School, Sea- 
brook 

Keir, Jean, 12 Front St., Rochester 

Lewis, Della I., 145 Clinton St., Concord 

Rhodes, Ethel W., Box 664, Portsmouth 


NEW JERSEY 


Achenbach, Anne, 61 Hawthorne Ave., East 
Orange 

tAdams, Mrs. A. Virginia, Cunningham 
School, Vineland 

Anderson, Amy, 219 FE. 21st Ave., Wild- 
wood 

Atkinson, Bertha I., Summit Avenue 
School, Pitman 

Atkinson, Viola E., Mt. Holly Rd., Burling- 
ton 

Ayres, Malcolm B., School No. 8, Linden 

Barrie, Margaret J., Lincoln School, Haw- 
thorne 

Bateman, Edyth J., Madison Avenue 
School, Atlantie City 

Beck, Ferdinand L., School No. 3, S. Grier 
Ave., Linden 

Beck, Richard T., 182 Mt. Ave., Ridge- 
wood 

*Bigelow, Merrill A., 159 Williamson Ave., 
Bloomfield 

Blackwell, Anne K., Boylan Street School, 
Newark 

Boney, C. De Witt, Nassau School, 330 Cen- 
tral Ave., East Orange 

Boone, Dr. George C., Grant School No. 7, 
Summer St. and Myrtle Ave., Passaic 

Bosshart, John H., Supt. of Schools, South 
Orange 

Boyer, B. J., Fifth St., E., Bound Brook 


7Brady, William, Washington School, 175 
Sanford St., East Orange 

Bramhall, Edwin W., 685 20th Ave., Pater- 
son 

Brandenburg, Edna A., Brayton School, 
Summit 

**;*Brearley, Mrs. Helen C., 57 Princeton 
Ave., Princeton 

Brinkerhoff, George I., Webster Street 
School, Newark 

Brown, Gladys D., Box 82, Dunellen 

— Jennie V., 610 N. Fifth St., Cam- 
aen 

Buchanan, Margaret, 53 S. Windsor Ave., 
Atlantic City 

Budd, Francis H., Franklin School, New- 


ar 

= EB. A., 86 Linden Ave., Bloom- 
jel 

Burdge, Mrs. Ella M., 2 Edgewood Court, 
Lakewood 

Bush, Fred §S., Fairview School, Bloomfield 

Bustard, Joseph L., Board of Education, 
Roselle 

Cadoo, Sarah Elizabeth, 5 Parmley Pl., 
Summit 

Carter, Lucina G., 174 §S. Orange Ave., 
South Orange 

— Lloyd S8., Supt. of Schools, Free- 
10 

= Mabel M., 341 Union St., Jersey 
it 


y 

Castle, Mabel C., Pennsylvania Avenue 
School, Atlantic City 

Chase, Dr. Lawrence §S., County Supt. of 
Schools, 314 Hall of Records, Newark 

Cline, Anne V. A., 115 Francisco Ave., 
Rutherford 

Cole, Alice K., Marquis De Lafayette 
School No. 6, Julia St. and Adams Ave., 
Elizabeth 

a R. Pearce, 429 Haddon Ave., Cam- 
en 

Conry, Mrs. Mary M., 64 S. Clinton St., 
East Orange 

Crane, J. Ernest, Summer Avenue School, 
Newark 

Cressman, Alice M., Franklin School, 
Lyndhurst 

Crosley, W. D., 195 Broad St., Manasquan 

Curry, Mrs. Malcolm, 173 Hawthorne Ave., 
Glen Ridge 

Danufsky, Myer E., Avon Avenue School, 
Newark 

David, Vivian O., 36 W. Franklin St., 
Bound Brook 

Davis, Courtland V., 1003 Madison Ave., 
Plainfield 

De Baun, Mrs. Nelle W., 21 Thrumont Rd., 
Caldwell 

Deeker, Bessie, 180 Lake Ave., Boonton 

Dengler, C. F., 514 Rahway Ave., Wood- 
bridge 

Dennis, Emma T., Farmingdale School, E. 
Nottingham Way, Trenton 

De Puyt, J. Hobart, Fairmount School No. 
4, Hackensack 

Desmond, Anita, 47 Broadman Pkwy., Jer- 
sey City 

Dickinson, Florence M., 249 Windsor Ave., 
Haddonfield 

Dietz, Charles E., 61 Boyle Ave., Totowa 
Borough, Paterson 

Dixon, Sadie H., R. D. 1, Rockaway Neck 

Donnelly, Andrew J., Jr., 172 Lakeview 
Ave., Paterson 

Dorsey, Belle E., School No. 1, State St., 
Perth Amboy 

Dowling, Mrs. Verna, 114 S. Broad St., 
Penns Grove 

Dransfield, J. Edgar, 1340 Sussex Rd., 
West Englewood 

Duffy, Marcella L., Florence School No. 1, 
Front and Walnut Sts., Florence 








700 ELEMENTARY ScHooL PRINCIPALS 





Duplak, Nellie P., 321 Harrison St., Pas- 
saic 

Egan, Mary B., 719 Morgan Ave., Palmyra 

Elmer, Marian A., Forest Avenue School, 
Verona 


Emmet, Martha M., 76 James St., Engle- 


wood 

Fenimore, Mary A., 215 N. Fourth St., 
Camden 

Ferraro, John A., Roosevelt School, Fair 
Lawn 


*Fiedler, William G., 
Union City 

Finger, Mary H., Gregory School, Ruther- 
ford Ave., Trenton 

Flory, Floyd C., Myrtle Avenue Junior 
High School, Irvington 

*Flower, Frank R., C-1 Albany Apt., At- 
lantie City 

Floyd, James R., 1231 Thornton Ave., 
Plainfield 

Forester, Dr. John J., Bradford School, 
Upper Montclair 

Francis, George B., 916 Bay Ave., Point 
Pleasant Beach 

Freeland, Grace A., 38 Elm St., Summit 

Fries, H. C., Grant School, South Plain- 
field 

Funston, Augusta R., 
sey City 

Gannon, C. E., 135 Garner Ave., Bloomfield 

Gerlack, Luella, 110 N. Second St., Mill- 
ville 

Gerow, Aline, 555 Bramhall Ave., Jersey 
City 

Gough, Kathryn G., 183 Fourth St., Jer- 
sey City 

Graffam, Anne E., 
hurst 

Gregory, Mrs. Angie, Washington School, 
Lodi 

Gremont, Helen C., 370 South Ave., 
Bridgeton 

*Gronde, Franklin J., 
Bradley Beach 

Haines, Jennie F., 59 Elmwood Ave., Union 

Hambright, John B., Maple Avenue School, 
Newark 

Hammell, Ethel C., Massachusetts Avenue 
School, Atlantie City 

Hammond, D. Stanton, 309 E. 42nd St., 
Paterson 

Hardiman, Agnes, 
Amboy 

Harding, Dr. Ernest A., Asst. Commr. of 
Education, Dept. of Public Instruction, 
Trenton 

Hargrove, W a B., 
School, Newark 

Hartman, Dr. A. L., 104 Haddon Pi., Upper 
Montclair 

Hartman, Richard M., 183 Franklin Ave., 
Midland Park 

Harvey, Mrs. Loretta, Woodrow Wilson 
School No. 19, Edgar Rd., Elizabeth 

Hayward, W. seeeee, Elmwood School, 339 
S. Burnet St., East Orange 

Hegel, Lizzie C., 66 S. Tenth St., Newark 

Heller, Lillian, ‘South Seventeenth Street 
School, Newark 

Hermann, Catherine B., 137 Roosevelt 
Ave., Carteret 

Hermanni, Edwin G., 530 Ramapo Ave., 
Pompton Lakes 

Herron, John S., Asst. Supt. of Schools, 31 
Green St., Newark 

Hice, May, 431 E. Second St., Plainfield 

Hogan, Mrs. Anna F., 800 N. Third St., 
Millville 

Howard, L. Frances, 
field 

Hudson, Mary S., 229 W. Main St., Mill- 
ville 

Hughes, Elsie E., 31 Hillside Rd., Mt. 
Holly 


921 Cottage PIl., 


2560 Boulevard, Jer- 


459 Page Ave., Lynd- 


218 Fourth Ave., 


School No. 8, Perth 


Charlton Street 


25 Salter St., Spring- 


*Hulse, Henry S., Jr., 650 Parker St,, 
Newark 

Hummer, H. Myrtle, 28 Wall St., Trenton 

Hunt, Mary E., R. D. 1, Penns Grove 

yHusselman, H. Heyns, Prin. of Schools, 
Haledon 

Ireland, Ruth Anne, Tuscan School, Maple 
wood 

Jacob, Dr. Walter, Jr., Public School No. 3, 
Bright St. near Jersey. Ave., Jersey City 

Jacobus, Mrs. Frieda, 68 Park Ave., Bloom- 
field 

Jenkins, Albion U., 357 E. 
son 

Johnson, Alberta M., 8 N. 
Ave., Atlantic City 

Johnson, Sara G., Rand School, Montclair 

Johnston, Ruth S., George Washington 
School, Ridgewood 

Keller, Ethel M., 711 Glen Ave.. Westfield 

Kelly, M. Agnes, 269 Chestnut St., Nutley 

Kimberlin, Lillian, Overbrook Ave., Mill 


37th St., Pater 


Providence 


ville 
Kineaid, Stella M., 88 Essex Ave., Glen 


Ridge 

Kinney, Laura M., 305 Ardmore Ave 
Trenton 

Klein, Mrs. Anna L., Public School No. 1, 
Guttenberg 


Klick, Marvin W., Woodport Rd., Sparta 

Knause, Winifred C., 124 KE. Main St 
Moorestown 

Knowles, Mrs. Margaret A., Madison-Mon 
roe School, North Ave., Elizabeth 

Koerner, Grace E., Seth Boyden School 
Maplewood 

*Kurtz, Louise, 126 Kingsland Rd., Nutley 

La Vance, Laura F., School No. 8, Dela 
wanna 

Lawrence, Edgar P., 
School, Irvington 

Leach, G. Sidney, 
Newark 

Lee, Ethel M., 673 Fairview St., Camden 

Lehlbach, Emma, 394 S. Belmont Ave., 
Newark 

Lewis, Mildred A., Maple Avenue School, 
Morristown 

Lilley, Edna J., Yorkship School, Camden 

Logan, Mary G., Box 106, Kingston 

Long, John A., School No. 4, Columbia 
Ave., Cliffside Park 

**McConnell, Ralph C., Texas 
School, Atlantie City 

*McKendree, FE. Wallis, 
Ave., Camden 

McLean, William, Mount Hebron School, 
Upper Montelair 

McTamney, Mary Cecelia, 1444 W. State 
t., Trenton 

*Mackay, Jean F., 722 Montrose St., Vine 
land 

Manfred, Ethel B., Columbus School, Lodi 

Mason, Florence S., Abraham Lincoln 
School No. 14, Grove St., Elizabeth 

*Maxwell, Mrs. Doris E., Roosevelt School, 
Lodi 

Meade, Mary P., School No. 7, Paterson 
St., Perth Amboy 

Mercer, Mrs. Sara C. W., 
Lodi 

Michael, Raymond, Junior High School No 
3, W. State St., Trenton 

Miller, Mrs. Eva P., Spring Garden School, 
Nutley 

— "eee. 

Milligan, Dr. John P., State Teachers Col 
lege, Newark 

Mitchell, Edith D., 215 Pine St., Millville 

Mitchell, Kathryn A., 46 Maple Ave., 
Trenton 

Mombert, Fleanor, 313 15th Ave., Paterson 

Morris, Charles A., County Supt. of 
Schools, Court House, Toms River 


Berkeley Terrace 


Bergen Street School, 


Avenue 


1482-B Kaighn 


Wilson School, 


Henrietta, Lincoln School, 





Mc 


Me 


Mi 
Mi 


Se 
Se 
Se 


Se 


ice 


air 
on 
ald 
ley 
ill- 


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In 


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mn 





Morrison, Howard D., Hamilton Township 
Schools, S. Clinton and Park Aves., 
Trenton 

Mosby, Rosa M., 231 Washington St., Mt. 
Holly 

Moulton, O. J., 
Ocean Grove 

Muller, Anna M.. Sayreville 

Munson, Ruth W., First Street School, 
South Orange 

Myers, Robert S., 17 Roosevelt Ave., East 
Orange 

Neulen, Lester N., 360 Warwick Ave., 
West Englewood 

Nickum, C. Edith, Irving School, Highland 
Park 

Oakes, Grace S., 337 Bellevue Ave., Ham- 
monton 

Ordway, Paul B., Publie School No. 22, 
E. Seventh St., Paterson 

Orr, Ethel M., Board of Edueation, 22 
Valley Rd., Montelair 

*Owen, Katharine E., Robert 
School, Cross Ave., Elizabeth 

Parks, Leonard R., Cedar Grove Public 
School, Cedar Grove 

Parliment, C. W., Kensington Ave., Nor- 
wood 

*Patz, Gustav, 2033 Balmoral Ave., Union 

Peeling, Albert S., Chestnut School, Roselle 

Penn, Mrs. Ruth K., Kelly Ave., West 
Creek 

Peters, Mrs. Mary V., 22 S. 
Ave., Ventnor City 

Petersen, Anna J., 10 Suydam St., New 
srupswick 

Petty, Letitia, 160 Orient Way, Ruther- 
ford 

Pollard, Louise E., 1899 North Ave., Eliz- 
abeth 

Pomeroy, Mrs. Elizabeth Moore, George 
Washington School, Montclair 

Powell, Mrs. Lou B., Roseland School, 
Roseland 

Predmore, Charles T., Washington School, 
Plaintield 

*+Predmore, R. L., 79 Hornsby Ave., Fords 

Pringle, Adeline H., 175 Harrison Ave., 
Jersey City 

**Quinn, Guy L., 2106 Bangs Ave., Nep- 
tune 

Rathbun, Mary B., 35 Delawareview <Ave., 
Trenton 

tend, Helen Pitman, 125 Bayard St., New 
Brunswick 

Redding, Anna D., Washington School, 
Union Ave., Bound Brook 

Rein, Marion Batchelder, Riverside 

Remster, M. Elizabeth, P. O. Box 72, Allo- 
way 

Reynolds, Emily C., 1812 Nottingham Way, 
Trenton 

Richards, William F.. School No. 3, Belle- 
ville 

Ricketts, Ella S., F St.. Belmar 

Rosenberg. Dr. R. Robert, 174 Jewett Ave., 
Jersey City 

Roth, Mary E., Ringwood 

Sailey, Mrs. Alice B., 1894 Brunswick 
Ave., Trenton 

Sanderson, Ethel H., 110 Laurel Ave., 
Arlington 

Savage, Sue F.. 1280 Salem Ave., Hillside 

Schmitz, E. Winifred, Memorial School, 
Madison St. und Gregory Ave., Passaic 

Schwieg, Rhoda C., South Seventeenth 
Street School, Newark 

Scott, Anna C., 215 N. Central Ave., Engle- 
wood 

Scott, Dorothea A.., 
Rochelle Park 

Serven, Edward J., McKinley School, New- 
ark 


Neptune High School, 


Morris 


Baltimore 


Midfand School No. 1, 





List OF MEMBERS 701 


Sexton, Wray E., 
wood 

Shaner, Deborah, Robert Stacy Junior 
School, Burlington 

Sheninger, Albert H., Sigsbee Ave., Alpha 

Sheppard, Irene B., 232 High St., Burling- 
ton 

Sherman, Eugene F., R. F. D. 1, Sewell 

Shoe, John M., Middlesex County Voca- 
tional School No. 2, Perth Amboy 

Shotwell, Fred C., 1 School Plaza, Frank- 


23 Hoffman St., Maple- 


lin 

Shrider, Este G., 324 Mulberry St., Mill- 
ville 

Sickler, Edna F., 61 Pitman Ave., Pitman 

*Simons, Mrs. Myrtle H., 67 Salem Ave., 
3urlington 

Sloan, Mrs. Ida M., Brielle 

Smith, Eric S., Ramsey 

Smith, Mrs. Flora H., Public School No. 5, 
Merseles and Fourth Sts., Jersey City 

Smith, Frank J., R. D. 1, Whippany 

Smith, William R., 270 Highland Ave., 
Newark 

Snavely, Francis B., Miller Street School, 
Newark 

Southard, Mrs. Maude B., 425 Trinity Pl, 
Elizabeth 

Sozio, Pasquale, 99 Clifton Ave., Newark 

Stalter, Ethel, School No. 2, Montvale 

Steward, Harold D., 124 Fairbanks St., 
Hillside 

Stiles, Hazel B., 122 Wildwood Ave., Pit- 
man 

Stone, Mary E., 15 Clarke St.. Jersey City 

Stover, William R., 1932 Hollinshed Ave., 
Merchantville 

7*Stratton, Mason A., 
School, Atlantie City 

Strohoefer, F. K., 813 Ave. C, Bayonne 

Stuart, Byron D., 601 N. Chestnut St., 
Westfield 

Stull, Anna G., Lafayette School, High- 
land Park, New Brunswick 

Suerken, Ernst H., The Newton School, 
Newton 

Sullivan, John P., State Home for Boys, 
Jamesburg 

Summers, Mrs. Katherine W., William 
oe School, Union Ave., Eliza- 
etn 

Taistra, Mr. Lucyan J., Public School No. 
8, Seventh and Adams Sts., Hoboken 

— Nellie E., 2 Woodside Ave., Tren- 
on 

Thatcher, Alfred W., 1231 Martine Ave., 
Plainfield 

Thomas, Gwendolyn, Long Hill Rd., Mill- 
ington 

Trostle, Luther S., 600 Manor Rd., Beverly 

*Troy, Ann A., 293 Chestnut St., Nutley 

Tufts, Mrs. Kathleen C., Essex Fells Pub- 
lic Schools, Essex Fells 

Turnbaugh, E. L., Clinton Avenue School, 
Irvington 

*7Twichell, William S., Jr., 
School, Totowa Borough, R. 
Paterson 

Van Anken, William D., 102 Bamford Ave., 
Hawthorne 

= Ness, Paul H., School No. 1, Scotch 
*Jains 

Van Syckle, Blanche, Public School No. 9, 
Lawrence St., Perth Amboy 

Ventres, Shailer W., Hamburg Turnpike, 
R. F. D. 1, Paterson 

Viemeister, Edmund H., 10 N. 12th St., 
Hawthorne 

Waggener, Dr. G. 
Englewood 

Walton, Rebecca Eyre, Moorestown Friends 
School, Moorestown 

*Wamsley, Mrs. Jessie M., Walls School, 
Pitman 


Brighton Avenue 


Memorial 
7, De 


E., Liberty School, 





702 


ELEMENTARY SCHOOL PRINCIPALS 





Warwick, Raymond, Bradley Park School, 
Neptune , 


Weigle, Charles 
West Orange 

Wein, Dorothea M., Boyd St., Cape May 
Court House 

—— Agnes, 334 Stephen St., Belle- 
ville 


Fairmount School, 


Whitlock, Sarah O., 88 Lawrence Ave., 
New Brunswick 

Wieder, Homer W., 949 W. Eighth St., 
Plainfield 


Wilde, Anna A., Union Street School, 174 
Union St., Ridgewood 
Willey, Edith W., Westville 
Winkworth, Jessie L., 220 

Haddon Heights 
Witteman, Anna M., 39 N. 
abeth 
vee Herman, 63 Palisade Ave., Union 
t 


y 
Woolf, Kenneth A., Maugham School, 
Tenafly 
Worrall, Lillian, 
Swedesboro 
— Charles L., Supvg. Prin., Lambert- 
ville } 
Wright, Mrs. 
Byrd School, 


Roce 
Wright, Norman A., South Avenue School, 


Ninth Ave., 
Reid St., Eliz- 


621 Kings Highway, 


Ethel V. T., ‘Richard FE. 
640 Doremus Ave., Glen 


Bridgeton 

Wright, Stella J., 154 Welton St., New 
Brunswick 

Wylie, Mary T., Oliver Street School, 
Newark 

York, Mary G., Jefferson School, Ridge- 


wood Rd., Maplewood 
Young, Mary H., Laurelton 
Zapf, Claudine, 192 Nassau St., Princeton 


NEW MEXICO 


Arledge, Mrs. Ellen, 121 S. Ninth St., 
Albuquerque 

Bobo, Mrs. Irma, 309 Buena Vista Ave., 
Albuquerque 


Calkins, Fred M., John Marshall School, 
1500 S. Walter St., Albuquerque 

Clegg, J. T., 519 S. Jackson St., Tucum- 
car 

Corrigan, Mrs. Grace J., Supt. of Public 
Instruction, Santa Fe 

Curtis, Orial, 113 N. Kentucky St., Ros- 


we 

Curtis, Ward, Elementary School, Willard 

*Gammill, Jimmy, Box 96, Jal 

Gray, Howell, Box 111, Farmington 

Henderson, R. E., Box 808, Gallup 

Hogrefe, Harry L., 415 S. Yale Ave., Al- 
buquerque 

**Kiker, Stella, 240 S. Fifth St., Raton 

Linthicum, J. B., 1006 W. Tijeras St., Al- 
buquerque 

McCollum, J. R., 1126 E. Silver Ave., Al- 
buquerque 

Mack, Mrs. Mettie Jordan, Eunice 

7Mills, Charlies L., P. O. Box Y, Hobbs 

Ming, Eric, Box 331, Central 

Pedersen, Harald A., Elementary School, 
La Mesa 

Pruett, Arthur C., Lindsey Goode School, 
114 Arizona St., Portales 

Robbins, Raymond H., Box 83, Lovington 

Roberts, Zelotes, Box 253, Santa Rita 

Russell, Mrs. Clem, Mesilla Park 

Schupp, Ona E., 223 N. High St., Albu- 
querque 

Sides, R. F., Hot Springs Elementary 
School, Hot Springs 

Terry, L Box 242, Melrose 

Tireman, Dr. L. S., Prof. of Education, 
University of New Mexico, Albuquerque 

Watson, Dorothy, Pinos Altos School, 
Pinos Altos 

Whitney, M. P., P. O. Box 201, Las Cruces 


NEW YORK 
Abbott, Ruth M., 90 E. Main St., Port 
Jervis 
Adams, Norma A., 406 Turin St., Rome 


Adelmann, Mrs. Florence G., Public Schoo] 
No. 129, Queens, 128-02 Seventh Ave, 
College Point 

Alexander, Dr. Carter, Teachers 
Columbia University, New York 

Allen, E. K., Central Elementary 
Owego 


College, 


School, 





Allen, W. Paul, Fox Meadow School, Sears. | 


dale 

Alt, Florence, Van Duyn School, Syracuse 

Anderson, Ellen R., State Normal School, 
Potsdam 

Andrews, W. B., Van Hornesville Central 
School, Van Hornesville 

Antell, Henry, 1304 New York Ave., Brook- 


yn 

Arend, Mrs. Elizabeth D., 28 Ardmore Pl, 
Buffalo 

Arnold, Mary L., Saint John School, Ithaca 

Arnson, Harriet, Hyde Park School, Hyde 
Park Blvd., Niagara Falls 


Avery, Faith B., 178 Broad St., Catskill 
Axel, Tamah, 2435 Dickens Ave., Far 
Rockaway 


Ayres, George R., 305 Union Ave., Mamar- 
oneck 

Baker, Harold V., Daniel Webster School, 
Glenmore Dr., New Rochelle 

Baldwin, Helen L., Public School No. 130, 
42nd Ave., Bayside 

Banks, M. Alberta, 
New York 

Banta, Katherine A., 65 Wesley Ave., 
Chester 

Barber, Elon 
Falls 

Barr, A. MacArthur, Brick Church School, 
Monsey 

Barth, Mark, 45 W. 81st St., New York 


180 Calerini Blvd., 


Port 


L., 16 Burrell Apt., Little 


Battershall, Minnie J., 1012 Albany St., 
Schenectady 

— Helen B., 192 Broadway, White- 
1a 

Becker, Helen L., 2324 University Ave., 
New York 

Beggs, Frances E., Thirteenth Street 
School, Niagara Falls 

Behnken, Erna L., 19605 110th Ave., 
Hollis, Long Island 

Benedict, Mildred F., 5 Poole Ave., Glov- 
ersville 

Bernstein, Louis, Public School No. 80, 


W. 19th St. and Neptune Ave., Brooklyn 


Bigall, Anna R., 8548 150th St., Jamaica 

Bigley, Curtis F., School No. 19, New 
Scotland Ave., Albany 

Bildersee, Dorothy, 415 E. 120th St., New 
York 

Blair, Mary M., Publie School No. 20, 
Heberton Ave., Richmond, Staten Island 

Blickstein, Harry, 705 Montgomery St., 
Brooklyn 


Blood, John L., Kemble School, 1604 Kem 
ble St., Utica 

Bloomgarden, Saul, Public School No. 54, 
195 Sandford St., Brooklyn 

Soecker, Alexander, 296 Sterling PL, 
Brooklyn 

Borgeson, Dr. F. C., School of Education, 
New York University. New York 

Bormann, Henry H., 109 Fonda Rd., Rock- 
ville Centre 


Sorrell, Victorine E., 148 Loring Ave., 
Buffalo 4 
Bostick, Eva Gibbs, Rochambeau School, 


White Plains 

Boyd, Ambrose J., 79 Orchard St., Kings- 
ton 

Braucher, H. S., Sec’y, 
tion Association, 315 Fourth 
York 


Recrea 
New 


National 
Ave., 





Port 
ne 

‘hool 
Ave, 
lege, 
hool, 
“ars- 


cuse 
1001, 


tral 


0ok- 


ort 


ttle 


ica 
ew 


20, 


Ww 





ie 





List oF MEMBERS 


703 





Harry C., School No. 55, 
182 N. Broadway, 


Bricker, Dr. 
Brooklyn 
Brogan, Helen A., 
Yonkers 

Brown, J. Lela, 88-09 163rd St., Jamaica 

Brown, Zadie, 67 Bond Ave., Malverne 

Brownell, Mrs. Winifred E., 1445 S. Salina 
St., Syracuse 

Bruck, John P., 218 Potters Corners Rd., 
Buffalo 

Buck, Loretta L., 8526 109th St., Rich- 
mond Hill, New York 

Buckley, Mary M., 1632 West St., Utica 

Bugbee, Mrs. Nellie A., R. D. 2, Oneonta 

*Bullock, Caroline M., Cleveland Avenue 
School, Niagara Falls 

Burger, I. Victor, 160 Douglas Rd., 
son Hill, Staten Island 


Emer- 


Burns, Suzette, 949 West End Ave., New 
york 

Butler, Orval T., 314 Irvine PI., Elmira 

Butts, Franklin A., Benjamin Franklin 
School, Poughkeepsie 


Caesar, Irving, 1619 Broadway, New York 

Calhoon, A. Ray, Roscoe Conkling School, 
Utica 

Carl, G. Harold, 300 Easton Ave., Buffalo 

Carlin, Joseph E., 273 Newport St., Brook- 


lyn 
+Carlson, Clara H., The Belmont Boule- 


vard School, Elmont 
Carney, Elizabeth, Washington School, 
Oswego St., Utica ‘ 
Carpenter, Mary, Lincoln School, Scotia 
Carroll, William L., 462-A Eighth St., 
Brooklyn 


Casey, Fiorence R., Public School No. 122, 
Manhattan, 1! 50° First Ave., New York 

Cates, Winifred Welch, Prospect Hill 
School, Pelham Manor 

Chambers, A. Frances, 541 Congress St., 


Chemie, George R., Barnard School, New 
Rochelle 


Chatfield, Hazen, Dist. Supt., Public 
School No. 102, 1827 Archer St., New 
York 

Chichester, Jesse K., Jr., Nicolls Rd., 
Wyandanch 

Churchell, Mabel, Montgomery School, 


Syracuse 

Clair, Sister Mary, Immaculate Heart of 
Mary School, William and Kennedy Sts., 
Buffalo 

Clark, L. May, Francis Parker School No. 
23, 170 Barrington St., Rochester 

Clarke, Bertha E., 24 Columbia Ave., 
Binghamton 


Clarke, Martha H., 60 W. Broad St., Mt. 
Vernon 

Clifford, Mrs. Barbara M., Nathan Hale 
School, S. Sixth Ave., Mt. Vernon 

Cochrane, Lyda_ S., Brooklyn School, 
Batavia 

Cohan, Ella, 1319 Union St., Schenectady 


Cohen, Fannie R., 
Brooklyn 

Cohen, Jacob, Public School No. 
Lott Ave., Brooklyn 

Coleman, Georgia Avis, 
Pelham 

Colton, Merrill L., Greenport Grammar 
School No. 1, Hudson 

Connolly, Minuie, 156 Sidney St., Oyster 


Bay 

Conroy, John F., 2416 Morris Ave., 

York 

Conroy, Marie R., 75 Mountainside Rd., 
Stapleton, Staten Island 

Cook, Mrs. Marjorie L., 46 Highland Ave., 
Geneva 

Coon, Leon H., 172 Milner Ave., Syracuse 

#Cooper, George W., Theydore Roosevelt 
School No. 43, 1305 Lyell) Ave., Roches- 
ter 


135 Prospect Pk., W., 
165, 76 


Colonial School, 


New 


ag Mrs. Jessie A., School No. 19, West 
bany 
Cordes, Mre. Edith B., 287 Rich Ave., Mt. 


Ver 

Costello, "aliens A., School No. 2, 

Coulson, Dr. Austin R., Supt. of 7 
Administration Bldg., Albany 

Craib, Mrs. Mildred Hull, Dist. Supt. of 
Schools, Berlin 

Graig, Christine, 14 Elm St., Whitesboro 
Cree, a J., 160 Prospect PL, Pearl 


Rive 
Crist, “Ams Ball, Goodwill School, Mont- 


gomery 

Crittenden, Harold C., Armonk Public 
School, Armonk 

Cropsey, Mrs. Helen MacGregor, George 
H. Nichols School, Endicott 

Crump, Grace L., Wolden Arms, Wolden 


Rd., Ossining 

Da — Anna, 169 First Ave., Glovers- 
ville 

Dailey, Irene M., Public School No. 187, 
1172 Herkimer St., Brooklyn 

Dalton, Kathryn H., School No. 5, Troy 

Daly, John J., Sands Point School, Port 


Washington 
Danaher, Alice, 205 E. 69th St., New York 
200 William St., Water- 


Dano, Anna M., 
town 

Davidson, Mrs. Flora T., 1565 New York 
Ave., Brooklyn 

Davis, Grace Lenora, Lincoln School, E. 
Lincoln and Archer Aves., Mt. Vernon 

Davis, Victor H., 201 Grand Ave., Pough- 


keepsie 

Dawley, Miss Marion, Public School No. 
— Manhattan, 107 Suffolk St., New 
or 

oy. S eas E., 39 E. 79th St., New 


De Kay, Mrs. Grace Evans, Glen Head 
School, Glen Head 

Delaney, Mary C., School No. 8, 157 Mad- 
ison Ave., ‘Albany 

Demmon, Ruby G., 21 Mechanic St., Balls- 
ton Spa 

Dempsey, Mary A., 1121 Summit Pl., Utica 

De Quetteville, Marion, 29 Elizabeth St., 
Port Jervis 


——- Addie E., 357 W. 35th St., New 
or 
Devine, Mary J., 19 Clinton St., Norwich 


DeVinney, Mabel A., 2200 §S. Salina St., 
Syracuse 

Donnelly, Ella Marie, 
Pelham 

Donohue, John J., 4550 Carpenter Ave., 
New York 

Dorr, Maude L., Mead Street School, Wa- 


Hutchinson School, 


tertown 
DuBois, Leonard, 19 Verplanck Ave., 
Beacon 
Duffy, Fred H., George Washington 


School, Kenmore 
Duggan, Mrs. Norma §&., 
Watertown 
Dwyer, Mrs. Mary M., Patterson 
Ebeling, Elsa, Public School No. 208, Ave. 
D and E. 49th St., Brooklyn 
Eckhardt, Florence, 45 Lake St., Hamburg 
Edgerly, Alice L., 4145 Park Ave., New 


York 
— Charles G., School No. 202, Brook- 


yn 

Eldred, Gertrude M., Laurens 

Elliot, Elizabeth M., 33 Loudoun S&t., 
Yonkers 

Elsbree, Dr. Willard S., Prof. of Education, 
Teachers College, Columbia University, 
New York 

English, Amy A., Junior High School No. 
! em 490 Hudson St., New 

ork 
Erdwurm, Lucy, 430 E. 86th St., New York 
Ernst, Christine C., 366 Quail St., Albany 


116 Sterling St., 











704 ELEMENTARY SCHOOL PRINCIPALS 





Esakov, Ida, 245 Sullivan Pl., Brooklyn 

Evers, Catherine 626 Sterling Pl., 
Brooklyn 

i Amelia, Jefferson School, Syra- 


Finerty, John J., 40 Lafayette Ave., Kings- 
Finkelstein, Mary E., 71 Hester St., New 


7Fitzgerald, Dr. James A., Fordham Uni- 
versity, 233 Broadway, New York 

Fitzgerald, Mary F., School No. 3, Troy 

Flanders, Jesse K., 36 W. Seneca St., 


Oswego 

Fletcher, Mrs. Eudora, Public School No. 
99, Ave. K and Tenth St., Brooklyn 

Flinn, Charles E., 1152 Harrison St., 
Watertown 

Flynn, Margaret E., Fifth Street School, 
Niagara Falls 

Forssell, Alva E., 119 College Ave., Staten 
Island, New York 

Fox, Benedict, 11 Oxford Pl., Rockville 
Centre 

Fox, Henry W., Public School No. 74, 
189th St. and Crotona Ave., New York 

Frail, Jennie <A., Theodore Roosevelt 
School, Johnson City 

Fritz, Elizabeth K., School No. 49, 329 
Fargo St., Buffalo 

Frye, Betty B., 90 Caryl Ave., Yonkers 

Fuchs, Carl L., 503 Walnut St., Linden- 
hurst, Long Island 

Gannon, Edmund J., 400 Clinton Ave., 
Brooklyn 

Gardner, Willard B., 320 Mulry Lane, Law- 
rence 

Gates, Dr. Arthur I., Teachers College, 
Columbia University, New York 

Gedney, Hilan, Dir. of Elementary Educa- 
tion, Montrose 

Genske, Emma, School No. 4, 752 Central 
Ave., Dunkirk 

George, Raymond, McKinley School, Syra- 
cuse 

Gewirtz, Max, Public School No. 230, 
Albemarle Rd. and McDonald Ave., 
Brooklyn 

Gifford, Mary E., 
Yonkers 

Goldin, Myron R., Public School No. 187, 
65th St. and 12th Ave., Brooklyn 

Goldstein, Henry M., Public School No. 
— E. Eighth St. and Ave. P, Brook- 


ly 
Goldwasser, David, 31 W. 116th St., New 


ork 

Geodnes, Katherine M., 233 Fulton St., 
Jamestown 

Goodwin, Nellie L. R., Public School No. 
105, The Bronx, Brady, Cruger and 
Holland Aves., New York 

Gorham, Mary E., 308 N. Brandywine Ave., 
Schenectady 

Gorthey, Miriam, 127 Market St., Am- 
sterdam 

Gottlieb, Mrs. Ida R., 122 Bay 26th St., 
Brooklyn 

Gould, Clifford M., 20 Kenwood Rd., Ken- 
more 

Gouldin, Henry C., 650 Madison St., Syr- 
acuse 

7Graff, George E., 39 Lenox Ave., Hicks- 
ville 


59 Beechwood Ter., 


Graham, Minnie S., 357 N. Fulton Ave., 
Mt. Vernon 
*Greenberg, Joseph, 449 Second St., Brook- 


yn 

Gregory, Julia B., 102 Highland Ave., 
Yonkers 

Grine, Ambrose A., School No. 1, Buffalo 

Guerry, G. Mercer, 74 Lynmouth Rd., 
Malverne 

Haggerty, Marie, Barry Avenue School, 
430 Barry Ave., Mamaroneck 


Hall, Ava M., 3 Cherry St., Oneonta 

Halligan, Thomas C., Hudson View Gar- 
dens, Pinehurst Ave. and 185th St., 
New York 

Halpin, Mary A. C., School No. 13, Troy 

Hamburger, Hilda, 165 E. 179th St., New 
York 

Handley, Mrs. Myrtle C., Robert Morris 
School, Batavia 

Hardy, Ruth Gillette, Public School No, 
oe ‘Manhattan, 418 W. 28th St., New 


ork 

Herin Daisy M., 1826 Valley Dr., Syra- 
cuse 

Hart, Ronald E., 25 Union St., Le Roy 

Hartley, Edith D., 747 Warburton Ave., 
Yonkers 

Hathaway, Edna E., 12 Second Ave., 
Gloversville 

Hawks, Burt D., 2645 Oneida St., Utica 

Hawxhurst, Mary K., Public School No. 
124, 515 Fourth Ave., Brooklyn 

Hayden, Mrs. Rena C., John Lewis Childs 
School, Floral Park 

Healey, Gertrude M., 1011 Walton Ave., 
New York 

— Margaret C., 214 E. 58th St., New 

ork 

Helterline, Mrs. Emily G., 7 Hoosac St., 
Johnstown 

Hemstreet, A. Earle, School No. 60, 238 
Ontario St., Buffalo 

Henrickson, Mrs. Velma W., East Public 
School, Neptune Blvd., Long Beach 

Herald, Mamie V., 1080 Warburton Ave., 
Yonkers 

Herber, Howard T., 69 Lexington Ave., 
Malverne 

Hershon, Jerome L., 1708 E. Second St., 
Brooklyn 

Hickok, Mary C., 1 Ward St., Ilion 

Hinderland, Laura J., 14 Beach Rd., Great 
Neck, Long Island 

Hirschbeck, Loretta M., 365 Putnam Ave., 
Port Chester 

Hirsdansky, Simon, Public School No. 4, 
1701 Fulton Ave., New York 

Hixon, Edna M., 65 Elmdorf Ave., Ro 
chester 

Hoagland, Mrs. Mathilde S., 1217 W. 
Church St., Elmira 

Hoffman, Josephine L., Carthage School 
No. 8, 233 Conkey Ave., Rochester 

Hogan, A. Elizabeth, 22 Judson St., 
Albany 

Holdford, Anne, Elem. Supvr., 
Central School, Delmar 

Holub, Jules A., 46 Flower St., Hicksville 

Hopkins, Amelia M., Sacandaga School, 
Scotia 

Hopkins, Johanna M., Public School No. 
148, 8902 32nd Ave., Jackson Heights, 
New York 

Horsch, Antoinette, 24 Richmond Ave., 
Batavia 

Howe, Madeline B., 20 Westminster Rd., 
Brooklyn 

**Howes, Florine Helen, Central School, 
Mamaroneck 

— Arthur, 1412 Caton Ave., Brook- 
yI 

Hull, Gladys M., 400 Sunnycrest Rd., Syr- 
acuse 

Hyde, Ellis B., 62 Py ~ St., Dansville 

jJanuary, E. L., 43-08 41st St., Sunny- 
side, Long Island 

Jenks, Elsie L., 63 Noble St., Lynbrook 

Jenney, Orlo K., Roosevelt School, New 
Rochelle 

Johnson, Laurence C., Orchard Park 
Schools, Orchard Park | 

Johnson, Marguerite A., 
Great Neck, f,ong Island 

*Johnson, St¢jjq V., 115 Prospect St., 
Jamestowr. 


sethlehem 


2 Crampton Ave., 








List oF MEMBERS 


705 





Johnston, Sara Woods, Maple Avenue 
School, Niagara Falls 

Jones, Mrs. Edna Steve, 118 Elmdorf St., 
Rochester 

Joyce, Charles W., 223 Deerfield Dr., 
Rochester 

Kane, Dennis P., 40 Rosary Ave., Lacka- 
wanna 


Kane, Elsie R., Public Sehool No. 241, 
President St. near Classon Ave., Brook- 
lyn 

Kasper, Alice, 606 W. 113th St., New 
York 


Kayfetz, Dr. Isidore, 340 St. Johns PL, 
Brooklyn 

Kelly, Mary L., School No. 17, Troy 

Kent, Anson E., School No. 5, Cedarhurst 


Ave., Cedarhurst 


*Kenyon, Mrs. Lillian B., Montgomery 
School, Johnstown 

Ketcham, M. Kathleen, Central School, 
Tonawanda 

Kidney, Glenn H., 82 Poecantico Rd., 
Ossining 


Kiley, Mary V., Union Free School, Nedrow 

King, Marion K., 60 Caryl Ave., Yonkers 

King, Mary T., James M. Grimes School 
No. 8, S. Tenth Ave. and Second St., 
Mt. Vernon 


Kingsley, Emma E., 660 N. Main St., 
Elmira 
Kline, Ira M., 177 Gibson Ave., White 


Plains 

Kline, Pearl, 1154 State St., Watertown 

Kornfeld, Louis B., Public School No. 30, 
165 Conover St., Brooklyn 

Krakower, Miss Ray, 152 E. 94th St., New 
York 

Kuhl, Anna S., Church Street School, Port 
Jervis 

Lafferty, E. M., The Mohonk School, Mo- 
honk Lake 

Lahey, John V., 87 City Ter., Newburgh 

Lansing. Hugh H., School No. 1, Troy 


Larry, Eva M., Public School No. 78, 
Manhattan, 3862 Pleasant Ave., New 
York 

Lawlor, Caroline E., 4217 167th St., 
Flushing 


*Lawlor, Mary, Salem Hyde School, 450 
Durston Ave., Syracuse 

Lawrence, Mrs. Sara W., 22 Notre Dame 
St., Hudson Falls 

Layman, Arthur E., 39 Tillinghast Ave., 


Menands 
Leary. Elizabeth I., 827 Parkside 
Walter A., 1185 


Buffalo 

Le Baron, 
Ave., Schenectady 

Leighton, Josephine W., Longfellow School 
No. 14, S. Fourth Ave. and Seventh St., 
Mt. Vernon 

Lewis, Carl E., 13 Eastman Ter., Pough- 
keepsie 

Lewis, Howard H., 465 
Rochester 

Lindquist, Margaret A., 180 Cabrina Blvd., 
New York 

idppaee, Simon L., 1562 Union St., Brook- 
yn 

Lisle, Herbert, School No. 12, Troy 


Ave., 


Van Curler 


Seward St., 


Lodato, August, Public School No. 167, 
1025 Eastern Pkwy., Brooklyn 

Lodge, Emma L., 126 Donaldson Rd., 
Buffalo 

Long, Mrs. Agnes L., 41 W. 72nd St., 


New York 
Loretan, Joseph 0., Public School No. 5, 


Manhattan, 122 Edgecombe Ave., New 
York 
Lortcher, Mrs. Dorothea K., 3309 Lake 


Ave., Rochester 
Lotz, Christine L.. 
No. 44, Rochester 


Lincoln Park School 


McAtavie, Margaret M., 102-35 129th St., 
Richmond Hill 

McCarthy, Helen A., 22 Ave., 
Lancaster 

McCarthy, John W., 164 Tyson St., New 
Brighton, Staten Island 

McCausland, James M., 7 McClellan Ave., 
Amsterdam 

McCulloch, Mrs. E: Olive Barber, 110 N. 
Main St., Gloversville 


Cayuga 


McElroy, Edith L., Prin., Elementary 
Schools, Nyack 

McLoughlin, Helen M., 44 Mt. Pleasant 
Ave., Mamaroneck 

McNamara, Mary E., 58 Caryl Ave., 
Yonkers 

MeNeill, George A., 261 Joseph Ave., 


Rochester 
MacDonald, Donald B., 
Lawrence, Long Island 
Mackay, Eleanor C., 230 S. Second Ave., 
Mt. Vernon 


120 Monroe St., 


Mackin, Mary, 3 Neversink Ave., Port 
Jervis 
*Mackintosh, Margaret C., 1224 Ditmas 


Ave., Brooklyn 

Madden, Margaret E., School No. 38, Sar- 
atoga Springs 

Maguire, Matilda E., Merrick School, 526 
South Ave., Syracuse 

Major, Clare Tree, Chappaqua 

— Anna E., 12 Second Ave., Glovers- 
¥: e 

Maloney, Mary H., 142 Stowe Ave., Troy 

Manheim, Mrs. Sophie C., Public School 


No. 61, Manhattan, 610 E. 12th St., 
New York 

Mara, Dorothy, 255 W. 108th St., New 
York 


Margeson, A. E., Barnard Union School, 
588 Stone Rd., Rochester 
Marie, Sister Thomas, O. S. F., 42 Fifth 
St., New Rochelle 

*Martin, Earl F., 724 W. Gray St., Elmira 

Martin, Preston H., Central School, 
Whitesboro 

Mason, Irene, 770 West Ave.. Buffalo 

Maynard, Mabel A., 2521 Sunset Ave., 
Utica 

Merritt, Mrs. Lillian H., 1305 N. Madison 
St., Rome 

Miller, Dr. Clyde R., Assoc. Prof. of Ed- 
ucation, Teachers College, Columbia 
University, New York 

Miller, Morris, Mohawk School, Scotia 


Miner, Harley A., 39 Roosevelt Ave., 
Kingston 

Mitchell, Jessie, Munsey Park School, 
Manhasset 


Molony, Mrs. Vera B., Public School No. 
yar The Bronx, 1827 Archer St., New 
or 

Monahan, Jane E., Public School No. 92, 
The Bronx, 700 E. 179th St., New York 

Moore, Dr. Clyde B., Graduate School of 
Education, Cornell University, Ithaca 

Morey, Anna A., School No. 14, Troy 

Morrison, Ida M., School No. 38, Cheek- 
tawaga 

Morrison, Dr. J. Cayce, Asst. Commr. for 
Research, State Education Dept., Albany 

Morrow, Lillie F., 14 Morris Crescent, 
Yonkers 

Mossman, Dr. Lois Coffey, Teachers Col- 
lege, Columbia University, New York 

Moyer, Ellena C., Sanford Street School. 
Glens Falls 

Moyle, William D., 
Seely Pl., Searsdale 

Mulford, Ward S., 60 Gilbert Pl., Yonkers 

Mummert, Ira C., School No. 13, Wheeler 
Ave., Valley Stream 

Munro, Mary, 8 Mill St., Cazenovia 

*Nash, Earle W., 145 Midland 
Rochester 


Edgemont School, 


Ave.. 





706 


ELEMENTARY SCHOOL PRINCIPALS 





Public School No. 


Nathan, Caroline K., 
Ave., Kelly 


39, The Bronx, Longwood 
and Beck Sts., New_York. 
Nelson, Amanda, 1231 N. Main St., James- 


town 

Newman, Louise B., 451 Clinton Ave., 
Brooklyn 

Newton, Arthur E., Supt. Union Free 
School Dist. No. 10, Baldwin 

Nichols, Clara T., 228 E. 57th St., New 


York ; 
Nichols, May A., 110 W. Seneca St., Ithaca 
Nichols, Roy E., Brandegee School, Jay 

St., Utica , 
Nickles, George F., The Children’s Village, 

Dobbs Ferry 
Bureau of 


Nifenecker, Eugene A., Dir., 
Reference, Research and _ Statistics, 
Board of Education, 500 Park Ave. 
New York ; 
Norris, Bessie, 315 E. Main St., Batavia 


Obermeier, Minnie, Public School No. 101, 
Manhattan, 245 W. 107th St., New York 

Obourn, Lewis C., East Rochester Schools, 
East Rochester 

O’Brien, Edward W., School No. 18, Troy 

O’Connor, Mrs. L. C., 3 Carlton PL, Bald- 
win 

O’Connor, Mary FE., Mary Street School, 
Mary St. and Jefferson Ave., Utica 

O’Day, Constance, 110 Meadow Rd., Buf- 


alo 
O’Keefe, Emma M., 353 Congress Ave., 
Rochester 
Olmstead, Helen M., 150 Oxford Ave., Buf- 


falo 

Olson, Bettie A., 211 Prospect St., James- 
town 

O'Malley, Margaret, Public School No. 66, 
Tacoma and Parkside Sts., Buffalo 


O'Neil, Stella M., 579 Hazelwood Ter., 
Rochester 


Orr, Mrs. Mabel L., 200 Lexington Ave., 
Rochester 

Orr, Marion C., 
Syracuse 

*Ostrander, Anna K., 101 N. Marvine Ave., 
Auburn 

*Owen, Reba FE., 77 Monroe St., Geneva 

Paine, Olive A., 986 Genesee Park Blvd., 
Rochester 

Painter, Fred B., State Education Dept., 
Albany 

*Palen, Louise H., 66 Verplanck Ave., Bea- 
con 

Palmer, Gertrude A., Public School No. 59, 
The Bronx, 182nd St. and Bathgate Ave., 
New York 

Paris, Florence E., 32 Linden Ave., Buffalo 

Park, Ford R., 99 Maple Ave., Hamburg 

Parker, Dr. Beryl, New York University, 
New York 

Parsons, Miss Marion, Rd., 
Syracuse 

Patterson, Charlotte, Washington School, 
270 Washington St., Hempstead 

Patterson, Robert E., 180 Varick St., New 
York 

Pearson, Mrs. Georgia King, 6 Lewis Pkwy., 
Yonkers 

Pease, Ethel G., 187 Roslyn St., Rochester 

Penfold, Arthur, 332 Beard Ave., Buffalo 

Petri, Dr. Lucie A., 67 Hanson PIL., Brook- 


230 W. Lafayette Ave., 


303 Cherry 


lyn 
Phillips, Ellen M., Public School No. 188, 
Manhattan, 131 Lewis St., New York 
Phillips, Joseph, 3744 Bedford Ave., Brook- 


yn 

Pitts, Fred L., 104 Buckingham Ave., Syra- 
cuse 

Plantz, Nina, Miller Rd. and Sunset Ave., 
Hicksville, Long Island 

Pois, Cecelia, 2910 Grand Concourse, New 
York 


Powell, Mary E., 42 Attorney St., Hemp. 
stead, Long Island 

Powers, Katherine B., Horace Mann School 
No. 18, 81 Hickory St., Rochester 

Prentiss, G. D., Box 566, White Plains 

Priddis, Milton R., 500 Webster Ave, 
Rochester 

Pugh, Sterling B., 95 Clove Rd., New Ro- 
chelle 





Pugsley, Chester A., State Teachers Col- 
lege, Buffalo 

Quirk, Florence J., 136 Bank St., Batavia | 

Radley, Arthur A., 367 Putnam St., Water- 
ville 

Rado, Alfred, Public School No. 89, The 
Bronx, 980 Mace Ave., New York 

Ramsdell, Florence R., 230 Atlantic Ave, 
Lynbrook 

Raphael, Selma, 569 W. Chester St., Long 
Beach 

Ratcliff, Frank B., 112 Henry St., Kings- 
ton 

Raynor, Bertha L., 
Syracuse 

Reigart, John F., 

Reilly, Frederick J., 61 E. 
York 

Reiser, Charles W., Public School No. 151, 
Queens, 31st Ave. and 50th St., Wood 
side 

Reiss, Ottillie M., 


1512 W. Colvin St. 


81 Euclid Ave., Yonkers 
86th St., New 


Public School No. 147, 


Queens, 219th St. and 116th Ave., St 
Albans 
Reynders, Louise V. W., 446 W. Clinton | 


St.. Elmira 
Rhoads, Luke C.,, 
Vernon 


258 Gramaton Ave., Mt 


Rice, Thomas W., Locust Valley Junior 
High School, Locust Valley 

Riley, Ruth V., Big Cross Street School, | 
Glens Falls 

Robertson. John W., Bellerose School, 
Floral Park 


Robinson, Franklin, Vestal 

Roe, Jennette G., School No. 18, 
and Bertha Sts., Albany 

tomayne, H. C., Dir. of Grades, City Hall 
Elmira 


Hurlbut 


Ronnei, Herman L., 146 Columbus Ave. 
Valhalla 

ftosen, Frances A., 114 Park Pl. East 
Aurora 

Ross, Lazarus D., 775 E. 19th St., Brook 
lyn 

Rowley, Mary V., 119 Academy St., Pough 
keepsie 

Rutherford, Kenneth L., Monticello Higl 


School, Monticello 

Sallen, Benjamin, Public 
157 Wilson St., Brooklyn 

Sands, Eugenie C., 220 81st St., Brooklyn 

Sawyer, Gertrude, 55 Talcott St., Owego 

Schaadt, Samuel B., Supvg. Prin., Broad 
and Brookline Sts., Hawthorne 

Schatteles, Mrs. Ruth, 466 West End Ave 
New York 

Schoedel, Frederick, 3324 167th St., Flush 
ing 

Schorr, Margaret A., 1102 E. 
Brooklyn 

Schriber, Edgar R., Pine 

Schroeder, Emma, 187-39 
Albans 

Schultz, Frederick, 346 N. 
falo 

Selby, Miriam F., 
Staten Island 


School No. 16, 


sist St. 


Island 
121ist Ave., St 


Park Ave., Buf- 


16 Ross Ave., New Dorp 


Shack, Jacob H., Halsey Junior High 
School, 635 Evergreen Ave., Brooklyn 
Shaw, Helen V., 94 South St., Auburn 


Public School No 
172nd St., Queens 


Shea, Mrs. Lillian M., 
131, 84th Ave. and 
Jamaica 

Shelton, Hugh B., 100 Herkimer Rd., Utica 





ers 
ew 


51, 
od- 


47, 
St. 


ton 
Mt. 
ior 
ool, 


ool, 


but 
fall, 
ve., 
Dast 
»0k- 
igh- 
ligh 
16, 
<lyn 
40) 
road 
ive., 
ush- 


St. 


St. 
suf- 
orp, 


High 
yn 


No. 
PENS, 


Jtica 








Pear 





LIsT OF 


MEMBERS 


707 





*Sherrard, John P., 141 Parkside Ave., 
Buffalo 


Sherwood, Mae, 1502 E. Main St., Endi- 


cott 

Short, Katharine C., 272 S. Broadway, 
Yonkers 

Shufro, Jacob J., 940 Grand Concourse, 
New York 

Sicklick, Isabelle, Publie School No. 94, 
The Bronx, King’s College Pl., New York 

Silverman, Estelle L., 675 West End Ave., 
New York 

Simmons, Harry S., 16 Bay View 
Newburgh 

Simpson, Mrs. Emily C., Public School No. 
19, The Bronx, E. 237th St. and Ka- 
tonah Ave., New York 

*Slater, Freda R., 113 Ferris Pl., Ithaca 

*;7Smallenburg, Ella, 370 McKinley Pkwy., 
Buffalo 

Smallwood, Winifred, Pere Le Moyne 
School, 1540 Le Moyne Ave., Syracuse 

Smith, Florence A., Terrell Avenue School, 
Oceanside 

Smith, Sim Joe, Asst. Supt. of Schools, 131 
Huguenot St., New Rochelle 

Smith, Vernon G., Supt. of Schools, Box 
128, Scarsdale 

Snapp, Jennie F., 204 Lincoln Ave., Endi- 


Ter., 


eott 

Spacht, Charles A., Mayflower School, New 
Rochelle 

Spear, Arthur P., Jr., 3138 Park Hill Ave., 
Yonkers 

Specht, Louise F., Kew Hall, Talbot St., 
Kew Gardens 


7Spencer, Cecil F., 113 Gabriel Ave., 
Franklin Square, Long Island 

Spillane, Katherine, 98 Brookfield Rd., 
Rochester 


Spurgeon, Mrs. Grace H., 112-29 175th St., 
St. Albans 


Stanton, Clifford <A., 101 Barton Ave., 
Utica 
Steel, Mary E., Public School No. 149, 


Queens, 93rd St. and 34th Ave., Jack- 
son Heights 

*Steele, Flora E., Egbert Bagg School, 
Mandeville St., Utiea 

Steiner, Fredericka, 945 West End Ave., 
New York 

Sterner, L. C., Elem. Prin., Wantagh, Long 
Island 

Stevens, Francis L., Burnt Hills-Ballston 
Lake Central School, Ballston Lake 

Stewart, Ruth A., 37 Vanderburg Ave., 
Larchmont 

Storm, May H., 180 Amsterdam Ave., New 
York 

Sullivan, Lois A., 7 Third St., Great Neck 

Sumner, Bertha E., 110 W. Main St., Ba- 
tavia 

*Sumner, St.. 
Syracuse 

er <p Evelyn H., 376 Urban St., Buf- 
alo 

Sweeney, Agnes L., Ashland Avenue School, 
Niagara Falls 

Swift, Charles B., 130 S. 
Snyder 

Taber, Marjorie, 50 Kemphurst Rd., Roch- 
ester 

Tanzman, T. Nathan, Parksville 

Taub, Irene §S., 210 Riverside 
York 

Taylor, E. D., 100 E. 42nd St., New York 

Tenrosen, Mrs. Dorothea, 140 Eighth Ave., 
Brooklyn 

Terrell, Mrs. Madelaine H., 84 Cedar Ave., 
Patchogue 

Thiel, Mary M., North East Ave., Johns- 
town 

Tholl, Anna C., 361 Delaware Ave., Albany 

Thomas, M. Josephine, Hope Farm School, 
Hope Farm, Dutchess Co. 


S. Clayton, 356 Kennedy 


Harlem Rd., 


Dr., New 


Thomas, Ralph E., Selden, Long Island 
Thomas, Rufus G., 138 Hertford St., Syra- 


cuse 

Thomas, William, Lincoln School, New 
Rochelle 

Thorp, John H., Central School, Eden 

Tierney, Mrs. Virginia W., Stephenson 
School, Stephenson Blvd., New Rochelle 

Tiffany, Pearl M., 154 Radford St., Yon- 


kers 
Anna §., 225 W. 106th St., New 


Tobin, 
York 

Topping, Eva Z., 199 Bleecker St., Glov- 
ersville 

Trace, Charles T., 7606 60th Lane, Ridge- 
wood, Brooklyn 

Traphagen, Martin H., 39 Parkway E., Mt. 
Vernon 

bs Mrs. A. R., Lakeside School, Spring 

alley 
Tripp, Mary E., 37 Sullivan Ave., Port 
Stephen L., 


Jervis 
Dist. Supt. of 
Schools, Branchport 


Underwood, 

*Van Aller, Pauline M., 333 N. Brandywine 
Ave., Schenectady 

Van Arnum, Eugenia, School No. 15, Troy 

Vaeeraees, H. W., Elba Central School, 
T1ba 

*Vincent, H. D., School No. 16, Troy 

Vilymen, Henry T., Public School No. 81, 
Queens, 559 Cypress Ave., Ridgewood, 
New York 

Waite, Edna A., 395 Clinton Ave., Brook- 
lyn 

Wallace, Agnita C., 260 Valentine Lane, 


Yonkers 
Wallstein, D. Daniel, Edgar D. Shimer 
Junior High School, Linden Blvd. and 
Jamaica 


142nd St., 


Walsh, Herbert S., Public School No. 13, 
161 Hylan Blvd., Rosebank, Staten 
Island 


Walsh, Mary A., 1287 Third Ave., Water- 
vliet 

Wamsley, Paul, 281 Hartwell Rd., Buffalo 

Ward, Evelyn K., 221 Locust St., Buffalo 

Warne, Eva M., 26 Wall St., Amsterdam 

Warner, Stanley F., 352 Summit Ave., Ce- 
darhurst, Long Island 


Watson, Alice E., Public School No. 7, 
Queens, Astoria Square, Long Island 
City 


Webster, George, 486 Washington High- 
way, Snyder 

Webster, Dr. 
School, Rye 

Weed, Leola D., Francis W. 
School, Mt. Vernon 

Weinberger, David, Public School No. 28, 
1001 Herkimer St., Brooklyn 

Weiner, Mrs. Ethel N., 1849 58rd St., 
Brooklyn 

Wende, Mrs. John A., 175 Berryman Dr., 


Snyder 

Werner, Mrs. Edith F., Robert Fulton 
School, Union Lane, Mt. Vernon 

West, Dr. Parl, 93 Main St., Potsdam 

Wexler, S. David, 248 Brooklyn Ave., 
Brooklyn 

Whelan, Katherine C., 92 Hamilton Ave., 
Yonkers 

White, Edith C., 73 De Sales Pl, Brooklyn 

Wilcox, L. Dudley, School No. 42, 3330 
Lake Ave., Rochester 

Wilde, Mrs. Josephine Reddy, 156 Clarkson 
Ave., Brooklyn 

Williams, Marvin C., 33 


George E., Rye Grammar 


Pennington 


N. Washington 


Ave., Hartsdale 

Williamson, Pauline Brooks, 1 Madisun 
Ave., New York 

Williamson, Robert D., 45 E. 17th St., New 
York 

Wilson, Mrs. Leulah P., 8 Ridge Ave., 
Walden 





708 


ELEMENTARY SCHOOL PRINCIPALS 








Wing, Donald H., Box 238, Portville 
Wood, Ethel M., 210 Martine Ave., White 


Plains 

Woodard, De Witt S., 507 Loder Ave., 
Endicott 

Wright, Mrs. Louise J., 54 Elmwood Ave., 
Geneva 


Wrlie, Anna, 2223 Whitney Ave., Niagara 
Falls 

Yeager, Fern M., Nott School, Schenectady 

Youker, Bliss J., 224 Sterling Ave., Buffalo 

Young, Dr. William E., Dir. of Elementary 
Education, State Education Dept., Al- 
bany 

Zimmerman, Julius, Public School No. 25, 
787 Lafayette Ave., Brooklyn 

Zimmerman, Martha R., 601 Pelham Pkwy., 
N., The Bronx, New York 


NORTH CAROLINA 
218 N. Torrence St., 


Holland 


Alexander, Hattie, 
Charlotte 

Ancrum, Boyd L., Annie W. 
School, Box 5, Rocky Mount 

Barker, J. K., Haw River High 
Haw River 

Barnette, R. W., Midway School, Route 4, 
Mebane 

Battle, Mrs. R. S., 72 Madison Ave., Ashe- 
ville 

Baxter, E. B., Claxton School, Asheville 

Boon, Sue M., 212 N. Seventh St., Wil- 


School, 


mington 

Bostian, Annie E., 328 E. Bank St., Salis- 
bury 

sridgers, Mary H., 1201 S. Andrew St., 
Tarboro 


Brimley, Ralph, Central School, Winston- 
Salem 

Brock, Sarah Lee, 
School, Madison 

Brown, G. C., Box 6145, Asheville 

Brown, R. W., 901 E. First St., Winston- 
Salem 

Burch, Mrs. Eva H., 317 E. 
Charlotte 

Carr, Howard E., David Caldwell School, 
503 Asheboro St., Greensboro 

Carson, Miss Queen M., 19 Soco St., Ashe- 


Madison Elementary 


Boulevard, 


ville 

Cheatham, Ida May, Elementary School, 
Weldon 

Collins, Inda, Roxboro 

Conn, Emma D., 106 W. Jones St., Ra- 
leigh 

Connor, Leon N., 184 Chestnut St., Ashe- 
ville 

Cornwell, Laura, 116 Grover St., Shelby 

+Cox, Herbert R., Route 1, Box 103, Sea- 


grove 

Daughtry, Mrs. Thelma, Box 68, Roanoke 
Rapids 

Denson, C. A., Rutherfordton 

Edwards, Charles T., Box 467, Rocky 
Mount 


Ensor, Mrs. Ruth, Cherokee Indian School, 
Cherokee 
Farthing, James 
Greensboro 
Few, Miss J. R., 45 Short St.. Asheville 
Fitzgerald, Ruth, 308 Aycock St., Greens- 


A., 315 Murray St., 


boro 
Fuquay, Wade F., Eli Whitney School, 
Koute 1, Snow Camp 


Greenlee, Mary M., Box 236, Mooresville 

Harden, J. T., Altamahaw School, Route 2, 
Elon College 

Hearne, Clara, Box 68, Roanoke Rapids 

Helms, H. A., Central Junior High School, 
Greensboro 

Herring, Annie W.., 
Wilmington 

Hinson, Addie, 2021 E. Fifth St., 


1901 Chestnut St., 


Charlotte 


Hobgood, Scotia S., 702 N. College St 
Kinston 

Hollowell, Miss Orene B., South End 
School, Reidsville 

Holman, Elizabeth F., 209 E. Morgan St 
Raleigh 

Holman, Mary B., 209 E. Morgan St., Ra 
leigh 

Jamison, Florence, 908 W. Fourth St | 
Charlotte ; 


John, Margaret, Box 127, Sanford 
Johnson, Gordon G., Box 61, Weaverville 
Johnson, Mrs. R. F. J., 904 Carrick Ave 





High Point 

Jones, Mrs. Almonte, Box 353, 
ville 

Jones, Pauline, 203 Oakridge Ave., F; 
etteville j 

Latham, R. H., Supt. of Schools, Box 690 i 
Asheville 

Lindley, W. A., 
2, Graham 

Lowder, Mary, 719 Roanoke Ave., 
Rapids 

Lowery, Annie 
Salisbury 

Lowrance, Annie Laurie, Fairview Scho 
Winston-Salem 

McAllister, R. Brown, Coltrane Grammar 
School, Mt. Pleasant 

McConnell, Thomas L., 
ville 

McCoury. Mr. Zelzah, Elk 
dated School, Elk Park 

McDearman, Bessie, 605 
Rocky Mount 

McDonald, Crummell Howe, 301 Queen St 
Wilmington 

McIntyre, Kate A., Central School, 
burg 

McKee, Dr. W. J., Prof. of Education, The 
University of North Carolina, Chap 
Hill 

McKenzie, Mrs. R. L., Box 643, Rocking 
ham 

MeNairy, Ethel, 507 Arlington St., 
boro 

Maybry, Lillian, Erlanger St., Lexington 

Miller, David, Elem. Supvr., State De; 
of Public Instruction, Raleigh i 

**Miller, J. E., 428 W. Second St., Was i 
ington 

Monroe, Mrs. Ella B., 12 Blair St., Ashe 
ville 


Hendersor 


Saxapahaw School, Route 
Roanoke 
R.. West 


Side 


Heights i 


Route 1, Ashe 


Park Consol 


Sunset Ave 


Lauri 


Greens | 





Pannill, Florence D., 600 Magnolia St 
Greensboro 
Parker, Mrs. B. C., Central Elementary 


School, Albemarle 


Parker, Mrs. Gussie Dills, Box 213, Clir 
ton 

Paylor, Ivey, 1006 Johnson St., Higl 
Point 


Peeler, A. H., J. C. Price School, 901 § 
Cedar St., Greensboro 
Phillips, Coy T., Waughtown School, Win 
ston-Salem 
Phillips, Dr. Guy B., 
Pruette, Dean B., 
School, Valdese 
Reid, Florence M., Box 299, Lexington 
Reynolds, U. S., Fourteenth Street School 
Winston-Salem 
Robbins, George B., 
Route 2, Graham 
Robinson, Mrs. J. A., Durham City Schools 
City Hall, Durham 
Scarlette, Mrs. M. L., 409 High St., Greens 
boro 


tox 810, Chapel Hil 
Valdese Elementary; 


Schoo 


Alexander 


Sherwood, Ann V., 106 S. Fulton St., Salis 
bury 

Sherwood, Mrs. M. B., 214 E. Morgan St 
Raleigh 


Shipman, Mrs. E. M., 535 Parkway, High 
Point 


*¥ 





ille 


on- 
ay- 
90, 
ute 
ke 
Its, 
ol, 
nar 
he- 


oli- 


The 


ary 


lin- 


bas 





List oF MEMBERS 


709 





Souders, Mrs. Floyd B., 321 Green St., 
Fayetteville 

Stafford, Susie F., 604 E. 
lington 

Tait, Elizabeth, 
Rapids 

Thayer, Lloyd Y., Elm Street Elementary 
School, High Point 

Tillman, Amanda, 614 Hamilton St., Roan- 


oke Rapids 


Davis St., Bur- 


Coltrane Hall, Roanoke 


Von Glahn, Katherine, 304 S. 17th St., 
Wilmington 

Wahl, Frances, East Carolina Teachers 
College, Box 302, Greenville 

Watson, Mrs. Margie Marsh, Aycock 
School, Greensboro 

Wells, Mrs. Edwina L., 105 S. Pine St., 
Wilson 


Williford, L. R., Pleasant Grove School, 
Route 3, Burlington 
Char- 


Willis, Miss Gay, Bethune 
lotte 

7Wilson, Mrs. A. R., 1700 Lakewood Ave., 
Durham 

Woods, Mrs. Gladys Davis, Jacksonville 
School, South St., Greensboro 

Wortham, Frances, 310 Corona St., Win- 
ston-Salem 

Yoder, Edwin M., Elementary School, Meb- 
ane 


Young, W. 


School, 


A., Graham School, Graham 

NORTH DAKOTA 

Blair, T. H., 1033 12th St., N., Fargo 

Brandt, Ivy, 914 Fifth Ave., S., Fargo 

Brown, R. D.. 911 13th St., S., Fargo 

Champine, Jennie L., Agassig Grades, 
Fargo 

Eininger, H. J., 1037 Second St., N., Fargo 

Hanson, Miss Signe, Jefferson School, 16th 
St., S., Fargo 

Hartney, Eleanor M., 416 Eighth St., S., 
Fargo 

Hoag, Gertrude E., Box 208, Fargo 

Johnson, Hobart A., Box 7, Cannon Ball 

fLobben, Clara H., 902 Eighth St., N., 
Fargo 

‘Phillips, Adelaide, 1417 Sixth St., S., 
Fargo 

Schroeder, Elroy H., 
Grand Forks 

Sinclair, Glynn, Box 297, Minot 

*Waldron, Kathryn M., No. 6 Ellison Apt., 
Minot 

ih hn Mrs. Sadie A., 303 Eddy Court, 
yargo 

Whiteley, Katherine A., Y. W. C. A., Grand 
Forks 


Supt. of Schools, 


OHIO 

Adams, Mrs. Jennie H., 87 Eber Ave., 
Akron 

Adams, Mina L., 537 E. Buchtel Ave., 
Akron 

Adel, Mrs. Edna Perrill, 25 N. 21st St., 
Columbus 

Alberts, Glenna, McDonald 

Alderman, Lovira, 654 Mahoning Ave., 
Warren 

Allen, Cora F., 872 S. Champion Ave., 


Columbus 

Allen, Lora R., 915 Linden Ave., Zanes- 
ville 

Andrew, Ellen B., Kilgour School, Herschel 
Ave., Cincinnati 

Andrix, Edith, 3406 Bradford Rd., Cleve- 
land 

Applegate, Earl H., Westwood School, 
Harrison and Montana Aves., Cincinnati 

Arey, Essie, Hoffman School, Durrell and 
Merrimac Sts., Cincinnati 

Ash, Beulah M., 2049 Cornell Rd., Cleve- 


land 
Bailey, Enola, 26908 Detroit Rd., Bay 
Village 


Bell, Maud M., 520 Park Ave., Miamisburg 

Bertermann, Helen A., 1339 Cryer Ave., 
Cincinnati 

Besancon, Austin, 538 Milford Ave., Co- 
lumbus 

ar Rachel, 1598 Belle Ave., Lake- 
woot 

Bishop, Evangeline, Sowinski School, 7927 


Sowinski Ave., Cleveland 

siszantz, Cina L., 11311 Clifton Blvd., 
Cleveland 

Boardman, Ruth, 550 W. Central Ave., 


Delaware 


Boyee, Donald K., 200 E. Howard St., 


Girard 

~~ en 3215 W. 82nd St., Cleve- 
an 

Brabec, Corinne, 106 E. Hudson Ave., 
Dayton 

Bradley, Helen, 2349 Ashland Ave., Cin- 
cinnati 

3randt, Hazel M.. Upson School, 490 E. 
260th St., Euclid 


Bridgman, Bertha, Box 566, Athens 


Brookes, M. Emma, Windsor, Ashtabula 
County 

srown, Alice, 735 Linwood Ave., Youngs- 
town 

Brown, Anne Wade, County Primary 
Supvr., Mahoning County Schools, 


Youngstown 
Brown, Francis W., Ottawa Hills School, 


Toledo 

Brown, Nell H., 68 W. 
Dayton 

Brown, Winfred Q., Kennedy School, Cin- 
cinnati 

Buettner, Carrie M., 4815 
Rd., Cleveland 

*Bunnell, John H., 805 W. Tallmadge Ave., 
Akron 

Burbank, Nelson L., 5735 Wintrop Ave., 


Cincinnati 
surgess, Anna E., 1940 E. 82nd St., Cleve- 
land 
Burtsfield, J. S., 552 E. Kline St., Girard 
*Butz, Albert G., R. R. 5, Box 100, Lock- 
land 


Norman Ave., 


Landchester 


*+Callahan, C. O., 70 E. Olentangy St., 
Columbus 

Callow, Harriet T., Anthony Wayne Hotel, 
Akron 

Campbell, Bess M., 3375 Glenwood Ave., 
Toledo 

Carlisle, Effie Prentiss, 519 The Plaza 


Hotel, Toledo 

Case, Mary E., 21540 Detroit Rd., Rocky 
River 

Chidlaw, W. M., Sayler Park School, Cin- 
cinnati 

Chinn, Jean T., 17 
Toledo 

Cleland, Lillian A., 2444 Lee Rd., Cleve- 
land Heights 

Clemson, Mary W., Open Air School, 
Hudson St. and Neil Ave., Columbus 

*Conger, J. A., East School, Delaware 

Corl, Ralph L., Broad School, 440 Broad 
St., Cuyahoga Falls 

Cover, John B., 31 Center Rd., Poland 

Covert, Norah, Jane Addams School, 54 
Victory Dr., Dayton 

Covey, Cora L., 384 Grand Ave., Akron 

§$Cox, Helena, Laird Avenue School, War- 
ren 

Craig, Veva Dee, 27600 Lorain St., North 
Olmsted 

*Cram, Mrs. Le Vieve, Lincoln School, 
3131 Bailey Rd., Cuyahoga Falls : 

Cronin, John, Madisonville School, Wara 
and Prentice Sts., Cincinnati 

Crotty, L. M., Sixth District School, Elm 
and Odeon Sts., Cincinnati 

Dallas, Cecil M., 103 Willis Ave., Youngs- 
town 


Englewood Court, 








710 ELEMENTARY SCHOOL PRINCIPALS 





Daly, Margaret, Central Fairmount School, 
Fairmount Ave. and White St., Cin- 
cinnati 

Daugherty, Grace, Garfield School, 13114 
Detroit Ave., Lakewood 

7 ae M., 13857 E. Boulevard, Cleve- 
anc 

Davidson, M. Mabel, 1316 Grand Ave., 
Dayton 

Davis, W. E., West Middletown School, 
West Middletown 

De Chantal, Sister Mary, R. S. M., Sisters 
of Mercy, 1409 Freeman Ave., Cincin- 
nati 

Dennis, S. C., Supt. of Schools, Toronto 

Deublin, Anna F., 11701 Ohlman Ave., 
Cleveland 

De Vanney, Eva M., E. J., Brown School, 
Dayton 

Dietz, Florence A., 1352 W. Clifton Blvd., 
Lakewood 

Diggins, S. Grace, 1690 W. 31st Pl., Cleve- 
land 

Dilley, Herbert A., Elementary School, 
Dunean Falls 

Dingman, Ruth, Taft School, Gibson St. 
and Boston Ave., Youngstown 

Dolan, Edith A., 3376 Reading Rd., Cin- 
cinnati 

*Dombaugh, Alice L., 283 N. State St., 
Marion 

Downing, Georgiana E., 2085 Cornell Rd., 
Cleveland 

Duvendock, Frank A., Garfield School, To- 
ledo 

Edmunds, Catherine, Harding School, Cor- 
dova Ave., Youngstown 

Egan, Bertha, 332 S. Fourth St., Steuben- 
ville 

Eldridge, Amy. Bancroft School, Wych- 
wood Lane, Youngstown 

Ellis, Homer C., Supt. of Schools, Nor- 
walk 

Everhart, Frances E., Lomond School, 
Shaker Heights 

Fennell, Mrs. Bertha A., 
Rd., Cleveland Heights 

Finney, Mary H., Schumacher School, 1030 
Greenwood Ave., Akron 

Fisher, Jessie G., McKinley School, East- 
ern Ave. and Tennyson St., Cincinnati 

Fitzpatrick, Mary, 2022 E. 77th St., Cleve- 
land 

Flessa, H. L., Taft School, Southern Ave., 
Cincinnati 

Fox, Ralph L., Caledonia School, 940 Cale- 
donia Rd., East Cleveland 

Frahm, Olive M., 362 Piedmont Rd., Co- 
lumbus 

Frakes, Thelma, 1125 Ohio St., Zanesville 

Frank, H. P., 1531 Parker Dr., Mayfield 
Heights 

Franz, George F., 109 W. MeMillan St., 
Cincinnati 

Frederick, L. E., 1832 Auburn Ave., Day- 
ton 

French, George J., Portage Junior High 
School, Barberton 

Furlong, Mrs. Ina, 1729 Landsdown Blvd., 
Youngstown 

Gabriel, Florence, Malvern School, Malvern 
and Falmouth Rds., Shaker Heights 

Geis, Harry E., Glenwood Ave. Extension, 
Youngstown 

Gericke, Meta, 3182 W. 14th St., Cleveland 

Giessler, T. A., 220 W. Second St., Van 
Wert 

Gill, Claudia E., 1320 St. Clair Ave., East 
Liverpool 

Gingery, Stanley L., 2567 Glenmawr Ave., 
Columbus 

Godfrey, Susan E., 2421 Parkwood St., 
Toledo 

Goodyear, Harriet L., 1648 St. Charles 
Ave., Lakewood 


3305 Tullamore 


*Gorman, Clara, Lewis Rd., Olmsted Falls 

+Graham, Florence M., Murray Hill School, 
2026 Murray Hill Rd., Cleveland 

Grant, Bessie M., 559 Liberty St., Con- 
neaut 

Greene, Edwin H., R. R. 15, Lockland, 
Cincinnati 

Griffiths, Ethel, 1530 Clarence Ave., Lake- 
wood 

Grimes, Ruth, 378 W. Glenaven Ave., 
Youngstown 

Grodin, Merrill, 132 Ludlow St., Hamilton 

Guelker, Herbert, Webster School, Findlay 
and Republic Sts., Cincinnati 

Haddow, Mary A., J. G. Butler Junior 
School, West Rayen Ave., Youngstown 

Haldane, Jean A., 3040 Berkshire Rd., 
Cleveland Heights 

**Hammond, L. Daisy, 111 Oakwood Ave., 
Oakwood Village, Dayton 

Hannum, Laura A., 236 N. Mead St., 
Zanesville 

Hanthorn, Alice, 45 E. 212th St., Cleve- 
land 

Harry, Dr. David P., Jr., Graduate School, 
Western Reserve University, Cleveland 

Hart, Helen A., Chase School, Toledo 

Hartley, yertrude, Elementary School, 
Quaker City 

Hasemeier, Margaret E., Peaslee School, 
Woodward St. near Main St., Cincinnati 

Heiser, Bess M., 11 Wroe Ave., Dayton 

Henning, Vera, 2926 Rockwood P1., Toledo 

Henschen, Laura H., 3444 Marvin Ave., 
Cleveland 

Hess, Irene, 2587 Kingston Rd., Cleveland 
Heights 

Hetzler, E. F., 1926 S. 
Youngstown 

Hicks, H. Craig, Box 63, Groveport 

Hill, Charles J., 603 Bellflower Ave., S. W., 
Canton 

Hohnhorst, Lillian E., 1913 Revere Rd., 
Cleveland Heights 

Holcomb, Ernest A., 
ington 

Hollahan, Catherine F., 
Dayton 

Hoon, Clara Gottschalls, 1743 Clifton Ave., 
Columbus 

Hoskinson, C. E., Stambaugh School, Don- 
ald Ave., Youngstown 

Howser, Elma B., 325 Franklin St., Marion 

Hoxter, Truman, 78 May Court, Chagrin 
Falls 

Hulbert, Ruth, 111 Wood Row, Bedford 

Hutt, Martha K., 33828 Euclid Ave., Cleve 
land 

Irey, Ferne, 528 Warren Ave., Youngstown 

Jack, Mary E., 2493 Norfolk Rd., Cleve 
land Heights 

Jackson, Jessie, 197 Washington St., N. E., 
Warren 

Jacobs, F. Rudolph, Carson School, Glen- 
way Ave. near Sunset Ave., Cincinnati 

Johnson, Alma E., 2095 Northland Ave., 
Lakewood 

Johnson, Charmian, R. R. 2, Box 280-A, 
Toledo 

Johnson, Edward T., 905 W. Fifth St., 
Dayton 

Johnson, Eleanor M., 400 §. Front St., 
Columbus 

Jones, Eleanor E., 5817 Mayfield Rd., 
South Euclid 

Jones, Violet K., Box 225, East Liverpool 

Kaefer, William, 407 Ludlow Ave., Cin- 
cinnati 

Karp, Esther, 308 High Ave., N. W., Can- 
ton 


Heights Ave., 


Box 225, New Lex 


2004 Wayne Ave., 


Kennedy, Helen C., 3099 Midgard Rd., Co- 


lumbus 
Keys, Mary F., 1906 E. 82nd St., Cleve- 
land 





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St., 


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List oF MEMBERS 711 





King, Dorothy D., 81 N. Warren Ave., Co- 
lumbus 

King, Ella B., 911 Salem Ave., Dayton 

Kingsborough, Hazel, 1427 E. 111th St., 
Cleveland Heights 

Kinker, Minnie L., 1242 Broadway St.., 
Toledo 

Kleinsmith, Sylvia N., Taft School, Lake- 
wood te 

Knight, N. T., 241 Lowell Ave., Youngs- 
town 

Kocher, Walter L., Grant School, 1201 
Grant Ave., Cuyahoga Falls 

Kuehn, Nita E., 2708 Clark Ave., Cleve- 


lan 

Lawler, Katherine, 1911 Trinity Ave., Day- 
ton 

Layland, Ethel E., 1485 W. Third Ave., 
Columbus 

Lee, Donald A., 1658 Grace Ave., Lake- 
wood 

Lee, Nancy B., 7629 Lorain Ave., Cleve- 


land 

Lightell, Mary E., 1940 E. 82nd St., Cleve- 
land 

Logue, Leona W., Stewart Avenue School, 
Stewart and City Park Aves., Columbus 

Loos, Leonard E., Shore School, Euclid 

Losch, Adela M., 2559 Channing Rd., Uni- 
versity 

Loudon, Agnes V., Oxford School, 914 Ox- 
ford Rd., Cleveland Heights 

Lowary, O. H., 685 Delaware St., Youngs- 
town 

McAllister, L. H., 144 8. Huron Ave., Co- 
lumbus 

McCarthy, Catherine, 2333 Glenwood Ave., 
Toledo 

McCreery, Susie, Elem. Supvr. and Prin., 
W. 54th St. and Bradley Ave., Parma 

MecDannel, Amos A., 1122 Cleveland Ave., 
N. W., Canton 

McFadden, Agnes, 2285 Lamberton Rd., 
Cleveland Heights 

McGuire, Gertrude H., 1835 Belmore Rd., 
East Cleveland 

McHugh, Agnes E., 9218 Miles Park Ave,. 
Cleveland 

McLaren, Mrs. Mae, 2473 Overlook Rd., 
Cleveland Heights 

MacDonagh, Eva, 245 E. Main St., New- 


ar 

Maddux, Miss Ilo, Main Street School, Co- 
lumbus 

Manchester, Lulu, 40% Virginia Ave., Day- 
ton 

Mapes, June, 2853 Parkwood St., Toledo 

Markowitz, Martha B., 2600 Hampshire 
Rd., Cleveland 

— W. B., 774 Rarig Ave., Colum- 
us 

Martin, Oscar C., Oakley School, Madison 
Rd. opp. Gilmore Ave., Cincinnati 

May, Laura M., 1877 E. 112th St., Cleve- 
land 

Meehan, M. Jeannette, 1536 Lewis Dr., 
Cleveland 

Militzer, Edith M., Irving School, 2905 
118th St., Toledo 

Miller, C. L. Garfield School, Elmore and 
Beekman Sts., Cincinnati 

Mills, G. S., 452 S. Wheeling St., Curtice 

Moffett, V. B., County Supt. of Schools, 
Court House, Ashland 

jMorgan, Edna, 2943 Berkshire Rd., Cleve- 
land 

Morgan, Elizabeth, 2401 Hollywood Ave., 
Toledo 

Morgan, Margaret, Kyles Corners School, 
W. Indianola Ave., Youngstown 

Morris, Dorothy C., Northwood School, 
Columbus 

Morrison, Janet, George Barber School, 
Akron 

Morton, Ralph, 1034 Nicklen Ave., Piqua 


Myers, Mary E., 85 S. Adolph Ave., Akron 

Neeley, Helen J., Central School, Berea 

Nelson, Jessie K., Liberty Center 

Norris, Mrs. Dorothy E., Administration 
roe ., BE. Sixth and Rockwell Sts., Cleve- 
anc 

Norton, Catherine, 2331 Hollywood Ave., 
Toledo 

Oechsler, Hazel, Nathan Hale School, Shen- 
andoah and Foster Sts., Toledo 

*Offerman, Kate M., Asst. County Supt. of 
Schools, Pemberville 

Ohlemacher, Helen E., 526 Hancock St., 
Sandusky 

Orr, Estelle B., 11706 Chesterfield Ave., 
Cleveland 

Overturf, Anna L., 6195 Broadview Blvd., 
Parma 

Pacella, D. J., 30 Bright Ave., Campbell 

Peaslee, L. D., Hartwell School, Cincinnati 

Perkins, Alma, Haselton School, Youngs- 
town 

Perkins, Hugh V., 3235 Euclid Heights 
Blvd., Cleveland Heights 

Perry, Sarah M., 2153 Dorr St., Toledo 

Peters, Edith C., 654 E. 124th St., Cleve- 
land 

Pettit, Joseph E., Mayfair School, 13916 
Mayfair Ave., East Cleveland 

Phelps, Grace Clarke, 88 Linwood Ave., 
Columbus 

Piper, Helen M., 4140 Central Ave., Shady- 
side 

Pittenger, Winifred, 661 Lincoln Ave., 
Toledo 

Pluckebaum, Dorothy E., 347 Wood Ave., 
Cincinnati 

Poe, Hilieary W., 3617 Ravenwood Ave., 
Cincinnati 

Preston, E. M., 
Cleveland 

Propst, James H., 923 Cumberland Ave., 
Dayton 

*Quirk, William A., Heberle School, Day- 
ton, Freeman and Banks Sts., Cincin- 
nati 

Ranft, Aleda V., 12505 Edgewater Dr., 
Lakewood 

Rebert, Ruth E., 255 E. Midlothian Blvd., 
Youngstown 

Reszke, Felix E., Sands School, Cincinnati 

Reynolds, Sadie, 3930 Berkeley Dr., Toledo 

*Richards, R. H., Walhalla House, Wal- 
halla Rd. at Indianola Ave., Columbus 

Richey, R. C., 7501 Fair Park Ave., Cin- 
cinnati 

tider, Bess D., 2493 S. Taylor Rd., Cleve- 
land Heights 

Rider, E. H., Box 86, Luckey 

Riely, Genevieve, 352 Islington St., Toledo 

Riffell, Orville F., Clayton 

Riggs, Charles W., 817 Pleasant Ridge 
Ave., Columbus 

Robinson, Glen L., 511 W. Third St., 
Mansfield 

Robinson, Ruth Mills, 1906 E. 105th St., 
Cleveland 

Roemer, Edna L., 519 Plaza Hotel, Toledo 

Rogers, Florence M., McKinley School, 
1351 W. Clifton Blvd., Lakewood 

Rowland, Sheldon, 820 Central Ave., San- 
dusky 

Ruhlman, Frank H., Librn., Albert Eman- 
uel Library, University of Dayton, Day- 
ton 

Rupel, Maude L., 506 W. Norman Ave., 
Dayton 

Sanderson, A. E., Tod School, Robinson 
Ave., Youngstown 

Scheuerman, Alfred A., North Fairmount 
School, Baltimore Ave. near Seegar St., 
Cincinnati 

+Schroeder, Esther L., Raschig School, Elm 
3t. and Central Parkway Blvd., Cin- 
cinnati 


Prospect School, East 








712 ELEMENTARY SCHOOL PRINCIPALS 





Schuh, Bell, 2104 Brookdale Rd.. Toledo 

Schullian, Augusta M., 1497 Mars Ave., 
Lakewood 

Secrist, Chester C., South Hills, Mansfield 

Sellers, Mrs. Hazel Pruitt, 25 Adelford 
Ave., Akron 

Seybold, Sue, 1833 Auburn Ave., Dayton 

Shane, Harold G., 3928 Willys Pkwy., 
Toledo 

Sheridan, F. A., Southwood School, Co- 
lumbus 

Shively, Arthur W., LeRoy Consolidated 
School, Painesville 

Showers, Ada B., R. D. 1, South Zanesville 

Siefert, Ella, Station L., R. R. 3, Cincin- 
nati 

“ee, Anna L., 19917 Frazier Dr., Rocky 

iver 

Siringer, Meta L., 1451 Lincoln Ave., Lake- 
wood 

Slaght, Maude J., Grace A. Greene School, 
503 Edison St., Dayton 

Slawson, Sara E., 19413 Argyle Oval, 
Rocky River 

Sloane, Mary S., 10803 Lake Ave., Cleve- 
land 

Smith, Helen H., 19287 Henry Rd., Fair- 
view Village, Rocky River 

Smith, John H., 3847 Drakewood Dr., Cin- 
cinnati 

Smith, W. W., Bagley Rd., Olmsted Falls 

Snodgrass, C. B., 794 Roslyn Ave., Akron 

*Snyder, Belle, Jefferson School, Youngs- 
town 

*Snyder, Catherine, 825 N. Union St., Fos- 
toria 

Snyder, John W., Fairview School, Warner 
and Stratford Aves., Cincinnati 

*Somerwill, Grace, 608 Mahoning Ave., 
N. W., Warren 

Spence, A. Marie, 1908 Hampton Rd., 
Rocky River 

Stewart, Ethelyn, 2255 
Cleveland Heights 

Stewart, Martha A., 1777 Carlyon Rd., 
East Cleveland 

Still, Edna E., 108 Webster St., Tiffin 

Stough, Elizabeth, 2000 Cleveland Ave., 
N. W., Canton 

Stover, James D.,.3302 Mannington Ave., 
Cincinnati 

~~ panene Elsa, 3311 Dover Ave., Cleve- 
and 

Stull, Letha M., 2332 Edgerton Rd., Cleve- 
land 

Sullivan, Ellen F., 42 Belvidere Way, 
Akron 

Suter, W. E., 6615 Forest Ave., Cleveland 

Sutherland, Nelson L., Hubbard School, 
Bellefontaine 

Swope, Mary B., Hartford School, Canton 

Tannehill, Eleanor F., 367 E. Taylor St., 
Zanesville 

bao 9 George W., Prospect School, Mans- 


Rexwood Rd., 


e 

*Tefft, Edna, Watertown Rd., Marietta 

Terrill, Maymie I., 2130 Surrey Rd., Cleve- 
land Heights 

Thomas, Bess, McGuffey School, 1032 Web- 
ster St., Dayton 

7Thomas, Crilla Belle, 125 W. College St., 
Oberlin 

Thornton, Charles A., 3662 Lynnfield Rd., 
Shaker Heights 

Tittle, Ruth A., 731 Torrington Dr., Day- 
ton 

Tole, Isabel, 110 Far Hills Ave., Dayton 

Tracy, Kathleen, Morgan School, Ellen, 
Kilgour and Finn Sts., Cincinnati 

Traenkle, F. L., Oak Street School, 
Youngstown 

Trew, Bessie Duff, 1125 Cleveland Ave., 
N. W., Canton 


Tucker, Ethel M.. 1634 Gould Rd., Toledo 

Ullum, Helen, 1376 W. 112th St., Cleve. 
land 

Ulrich, Robert P., 1106 Hawk St., West 
Toledo 

Vance, W. H., 160 E. Norwich Ave., Co- 
lumbus 

Van Gorder, Henry H., 510% Arden Pl. 
Toledo 

Vaupel, Jean, Sequin School, Findlay St, 
near John St., Cincinnati 

Viets, Vivian Vera, High Ave., Cortland 

Voldan, Edna F., 3191 W. 31st St., Cleve 
land 

Volk, Amanda M., 3325 Daisy Ave., Cleve- 
land 

Von Engeln, Dorothy, 140 La Belle St. 
Dayton 

Wales, W. V., 1224 Shehy St., Youngstown 

Walker, Hazel M., 2204 FE. 79th St., Cleve 


lan 

Walker, Helen, 1330 E. Broad St., Colum- 
bus 

Warnking, May. Twenty-third District 
School Vine St. and University Ave., 
Cincinnati 

Watkins, Paul E., 412 N. 
Bellefontaine 

Watts, M. P., Gibbs Avenue Junior High 
School, Canton 

Webb, A. Lucile, 5817 Mayfield Rd., South 
Euclid 

Weber, George F., 558 Aqueduct St., Akron 

Welch, Adelia, North School, Delaware 

Wells, Bessie F., 258 E. 208th St., Euclid 

Wells, Lucy B., 937 Steubenville Ave., 
Cambridge 

Welty, Clarence, 19902 Mountville Dr., 
Maple Heights, Bedford 

White, Mrs. Ethel S., 2628 Brookford Dr., 
Toledo 

+White, Margaret L.. Supvr. of Elementary 
English, Board of Education, Cleveland 

White, Margaret M., 11907 Browning Ave., 
Cleveland 

White, Mary Jane, 331 Northern Ave., Cin- 
cinnati 

Whitworth, Eugene, 34 Elmwood Ave., 
Dayton 

Wilbur, Ralph G., Withrow Junior High 
School, Cincinnati 

*Wilcox, Flora J., 1244 
Lakewood 

Wiley, Alice, 4912 E. 106th St., Cleveland 

Will, Montgomery, 221 Kilbourne St., Belle 


Madriver St., 


Virginia Ave., 


vue 

Williams, Ann Carol, 743 Lake Dr, 
Youngstown 

Williams, Gertrude M., 2061 E. 96th St., 
Cleveland 

Willis, Mabel C., 2574 Monroe St., Toledo 

Wine, N. B., Asst. Supt. of Schools, Day 


ton 

Wright, Pearl M., Clifton School, Clifton 
and McAlpin Aves., Cincinnati 

Wyles, Paul, Canal Fulton 

Xavier, Florence E., Milford School, Cleve 
land 

*Yauch, Dr. W. A., Roosevelt School, E. 
200th and Monterey Sts., Euclid 

Yunker, J. C., 5548 Kentland Ave., Ports 
mouth 

Zapf, Sophie L., 1190 Carlyon Rd., East 
Cleveland 

Ziska, Agnes L., 3344 Meadowbrook Blvd., 
Cleveland Heights 


OKLAHOMA 


Adrean, Toner H., 804 Garfield St., Sand 
Springs 

Akin, Emma E., 118 S. Creek St., Drum- 
right 








edo 
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Co- 
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POO es, 1 ae ae 


——— 








List oF MEMBERS 713 
*Bagley, Mrs. Jessie W., 708 E. 17th St., Keeling, A. J., Lowell School, Tulsa 
Ada d Kelly, Anna K., 506% N. W. 25th St., 
Bailey, Willis B., 711 S. Knoxville St., Oklahoma City 
ulsa **Kennedy, Ralph H., 1908 W. 41st St., 
Bates, “. C., Lincoln Elementary School, “ulsa 
El Reno *Kniffin, Carl, 1200 W. 13th St., Sulphur 
Benfer, Mabel C., 417 Osage Ave., Bar- Koonce, B. E., 1415 S. Delaware PIl., 
tlesville Tulsa 
*Berkey, Mildred, 602 E. Bridge St., “ae, Roy M., 212 N. Eighth St., Dun- 
Blackwell ca 
Blakeslee, Opal, 1305 E. Broadway, Enid La Mar, Esther, Roosevelt School, Ok- 
Bowles, G., 1223 S. Columbia S&t., mulgee 
Tulsa Lamer, Mrs. C. D., Box 284, Mounds 
Brookes, Virginia Jane, 733 Culbertson Leach, W. T., Washington School, Okla- 
Dr., Oklahoma_City homa City 
Calkins, May, Broadmoor Apt., Drum- *Ljebhart, Ethel M., 1809 N. Cross St., 
right =. Oklahoma City 
Callihan, Cordia, Houston School, Musko- Love, Mrs. Anna Burks, 1122% N. W. 
gee 5 
Chapman, Mrs. Jewel, 2300 N. W. 15th McCall, oe << Lontdiow School, Mus- 
St., Oklahoma City koge 
Claiborne, E. W., McKinley School, Bar- Motnene. Ed, 1128 N. E. 16th St., Okla- 
tlesville “r= homa City 
*Coffman, George W., 225 E St, S. E. meLeod, John A., 1641 E. 19th St., Tulsa 
Conner, J. Carl, 2215 N. Walker Ave., ™¢Millan, Bthel, 81 N. W. 14th St. Ok- 


Oklahoma City 

Coppers, A. E., 114 N. Tacoma St., Tulsa 

Costley, C. E., 2600 N. W. 15th St., Okla- 
homa City 

Couch, Mrs. Mary D., 1130 N. W. Tenth 
St., Oklahoma City 

Cowan, Clintice L., 2410 Pine Ave., Mus- 
kogee 

Cunningham, Myron A” Box 3883, Depew 

*Dale, Etta D., 505 S. Rock Island Ave., 
El Reno 

Daniel, Walter, 619 E. 
McAlester 


Seminole St., 


*Daniels, W. W., 1005 S. Wood St., 
Hominy 

7Denney, Earl C., 1502 8S. Troost Ave., 
Tulsa 

~— James H., Supt. of Schools, Carter 
Nine 

*Drewry, Mrs. Agnes Mayo, Box 452, 
Wagoner 

Duerksen, Bertha, 1206 E. Broadway, 
Enid 

Evans, Ethel, 1502 W. James St., Enid 

Fritzson, Edith L., 2138 N. W. 16th St., 


Oklahoma City 


*Garrison, Harrell E., 717 N. Tenth St., 
Durant 

7Giles, O. A., 13848 S. Florence Ave., 
Tulsa 

Gilmer, Juliette, 1106 N. W. 14th St., 
Oklahoma City 

Gingerich, Inez, 2109 W. Broadway, Enid 


Greene, W. A., Supt. of Schools, Guthrie 

Griffith, Harriet Louise, 414 N. W. 24th 
St., Oklahoma City 

Griggs, O. C., 3627 S. Wheeling St., Tulsa 


Grove, Edith, 2646 N. W. 12th St., Okla- 
homa City 

Hamilton, Kate, Woodrow Wilson School, 
Shawnee 

a Pearl, Broadmoor Apt., Drum- 
right 

Heilman, Paul L., 2540 E. 14th Pl., Tulsa 

Herndon, V. E., 1421 N. Santa Fe St., 
Tuls 

Higdon, Alex, 4415 N. W. Tenth St., 
Oklahoma City 

—— Ether, 1701 E. Cyprus St., 
ini 

Hodges, Dr. J. H., 3512 E. Archer St., 
Tulsa 

Hooper, George J., Bryant School, Tulsa 

— Jess S., 1523 S. Evanston St., 
Tulsa 


*Jester, C. L., 1412 E. 35th Pl., Tulsa 
Johnson, Joe, Ponea City 


Jones, T. E., Irving School, Muskogee 


lahoma City 

Magee, 
Tulsa 

Mason, Charles C., Asst. Supt. in Charge 
of Elementary Education, Board of 
Education Bldg., Tulsa 

— Mrs. A. E., Edison School, Mus- 
ogee 

Meare, T. E., 2415 N. Boston St., Tulsa 

*Moorhouse, Mrs. Lulu D., 1120 W. Che- 
rokee Ave., Enid 

Morton, Mrs. Hallie D., Franklin School, 
Muskogee 


Maurice, 1115 §S. Evanston St., 


Mosier, Mrs. Lotta, 317 S. W. 26th St., 
Oklahoma City 
Nance, Leon C., 1141 S. W. 26th St., Ok- 


lahoma City 
Newman, Jennings B., 1112 W. Wade $8t., 


El Reno 
— Mrs. Bonnie T., 508 N. W. 27th 
Oklahoma City 
Pe "A. V., 1343 E. 35th Pl. Tulsa 
Patman, Mrs. Carrie, 1021 S. Hoff St., 
El Reno 


Pauly, Frank R., 807 S. Jamestown St., 
Tulsa 


Payne, Mr. J. Win, a Cit 

Phillips, Evert J., 1900 N. w. Tenth St., 
Oklahoma City 

*Pitts, Lena, 408 Beauclair Hotel, Ok- 
mulgee 

Price, Mrs. Fern, 1002 W. Maple St., Enid 


Ramsey, Alice, Route 6, Box 140-R, ‘Tulsa 

Redman, Clara, Box 356, Antlers 

Richards, A. L., 1901 S. Gary Pl., Tulsa 

*Richie, Ellis B., 911 S. Tenth St., 
McAlester 

Riechel, Adolphine, 422 E. 12th St., 
Okmulgee 

Risher, —— 316 W. Wallace St., 
Shawn 


Roads, Elsie, 420 W. State St., Enid 

Roberson, L. G., Cherokee Junior High 
School, Box 388, Turley 

Roberts, D. M., Emerson Elementary 


School, Tulsa 
Robinette, Allie, Creston Hills School, 
2240 N. E. 19th St., Oklahoma City 


Setzepfandt, A. O. H., 1547 S. Delaware 
PL, Tulsa 
Shaw, Edmund C., Bacone College for 


Indians, Bacone 


*Shirley, Mary, Sequoyah School, Mus- 
kogee 
*Smiley, Mrs. Eva M., 1405 S. Eighth 


St., Ponca City 
*Smith, A. J., 115 E. Wallace St., Shaw- 
nee 








714 ELEMENTARY SCHOOL PRINCIPALS 





Smith, Mrs. Levia Meyers, 3408 N. W. 
26th St., Oklahoma City 

Stanford, Ruth, Pryor 

Stephenson, H. H., 1169 Chestnut St., 
Muskogee 

Swan, Oliver J., Adams Hotel, Tulsa 

Vrooman, Lula E., Box 124, Weatherford 

Walkup, Lydia, 408 Beauclair Apt., Ok- 
mulgee 

Walt, Margaret Peebles, Box 265, Wood- 


war 

*Watson, Isabel, 706 Jennings St., Bar- 
tlesville 

Watts, Winifred, 408 Beauclair Apt., 
Okmulgee 

Whorton, Duty E., 210 W. Navajo St., 
Cleveland 

*Wilson, R. G., 704 Lincoln St., Sand 
Springs 

Wise, Lillie Dean, 1518 N. Robinson St., 
Oklahoma City 

*Wood, Linnie R., Box 202, Bristow 

Wright, Mrs. Elizabeth E., 414 S. Elm 
St., Ponea City 

Wright, Karl V., Box 566, Tishomingo 


OREGON 


Alden, Joseph Allan, Box 107, Kinzua 

Bain, Dr. V. Dir. of Curriculum and 
Elementary Education, Dept. of Edu- 
cation, Salem 

—, N. A., 1817 S. E. 46th Ave., Port- 
anc 

Bennett, Mildred E., 903 Jackson St., 
Pendleton 

Bork, Edith L., 316 Hargadine St., Ash- 
land 

Boyd, Charles H., 5825 N. E. Rodney 
Ave., Portland 

Brookhardt, Harry B., Multnomah 

Brown, Elmer, 3535 N. E. 27th Ave., 
Portland 

Childers, J. M., 1524 S. E. Rex St., Port- 
land 

Cram, W. Arthur, 4503 N. E. 28th Ave., 
Portland 

De Graff, Grace, 2312 S. W. Sheffield Ave., 
Portland 

Dodson, Mrs. Audrey B., Bunker Hill Sta- 
tion, Box 1108, Marshfield 

Dorman, Hugh B., 5625 S. E. Morrison 
St., Portland 

Engle, Samuel, 259 N. Third St., Hills- 
boro 

Ferguson, C. E., 3833 N. E. 77th Ave., 
Portland 

Finnie, Mrs. Alice, Box 354, Marshfield 

“—e W. I., 2645 N. E. 38th Ave., Port- 
and 

Freel, A. O., 4920 N. E. Cleveland Ave., 
Portland 

Griffith, John S., 3014 N. E. 36th Ave., 
Portland 

Hanna, Mrs. Blanche E., 941 S. BE. 55th 
Ave., Portland 

~~ W., 3546 N. E. 27th Ave., Port- 
an 

Hoskin, Elbert L., 1511 N. E. 45th Ave., 
Portland 

Hull, Bruce H., Route 1, Box 444-A, 
Klamath Falls 

Hull, Mrs. Gussie, 1108 Jackson St., Ore- 
gon City 

Keeney, Henry G., 3043 N. E. 32nd Ave., 
Portland 

Kenney, R. A., 1635 N. E. 51st Ave., 
Portland 

Lewis, Charles E., 2122 N. E. Alameda 
St., Portland 

a J. Parker, Avondale Apt., Cor- 
vallis 

Long, W. A., 3021 N. E. Fremont St., 
Portland 


*Loose, C. W., Tualatin 

Means, T. J., 410 W. 13th St., The Dalles 

Nelson, M. V., 7430 S. W. Miles Rad. 
Portland ; 

— W. A., 714 N. E. Jarrett St., Port- 
anc 

**Painter, W. C., 425 S. E. 45th Ave. 
Portland 

Pelley, James, 2801 N. E. 35th Pl., Port- 
land 

Perry, C. E., Ockley Green School, 1315 
N. Ainsworth St., Portland 

Peters, Ralph, 785 Alameda Ave., Astoria 

Petteys, W. A., 4007 S. E. 64th Ave. 
Portland 

Poynter, James W., Supt., District No. 7, 
Hillsboro 

Prideaux, A. J., 5915 S. E. Taylor St., 
Portland 

7Rinearson, L. E., Route 10, Box 479, 
Milwaukie 

Roberts, L. D., 2930 N. E. Bryce St., 
Portland 

Rush, Mabel E., 200 N. School St., New- 


berg 

Sherwood, H. M., 141 S. E. 65th Ave., 
Portland 

Smith, John E., 5740 N. Williams Ave., 
Portland 

7Smith, Stephen E., 2732 N. E. Fremont 
St., Portland 

Spooner, Julia A., Route 3, Box 592, Port- 
land 

Swinney, Ruth, 435 Fowler St., Roseburg 

Tallman, H. C., 6511 N. E. Fremont St., 
Portland 

Tate, Roy M., 1217 S. E. 52nd Ave., Port- 
land 

Thompson, Anna, 2336 N. E. 23rd Ave., 
Portland 

Thompson, Cecil T., 3735 N. E. Wisteria 
Dr., Portland 

Tracy, Verlie, 436 S. Stephens St., Rose 
burg 

Waddill, D. T., Central School, Lakeview 

Webb, Horton E., 3740 S. E. Tenth Ave., 
Portland 

Wyman, P. H., 4141 N. E. Alameda Dr., 
Portland 

+Zook, Carl S.. Woodmere School, S. E. 
Duke St. at 80th St., Portland 


PENNSYLVANIA 


Applegate, Florence W., 1911 Flagler St., 
McKeesport 

Arnold, Thomas G., 1016 Morningside 
Ave., Pittsburgh 

Baker, Ira Y., 152 Hanover St., Gettys- 
burg 

*Barker, H. B., 124 S. High St., Fayette 
City 

Bartine, Helen W., Ethan Allen School, 
Robbins and Battersby Sts., Philadel 
phia 

Beacham, Mabel, 1601 Edgmont Ave., 
Chester 

Beard, Mary E., 307 Peebles St., Sewickley 

Beatty, C. Evelyn, Frick School, Thack- 
eray St., Pittsburgh 

Beatty, Mary E., 301 Kelly Ave., Wilkins- 
burg 

Beery, Dr. Althea, 274 Normal Ave., 
Slippery Rock 

Beichler, Mrs. C. M., Llanerch School, 
Haverford Twp., Llanerch 

Benton, Sarah M., 2000 W. Ninth St. 
Chester 

*+Berman, Samuel, 5336 N. Sydenham 
St., Philadelphia 

*Best, Burns F., 534 Dudley Ave., Nar- 
berth 











LIST OF 


MEMBERS 715 





+Betts, Dr. Emmett A., Research Prof. 
and Dir. of = ae | Clinic, Pennsyl- 
vania State College, State College 

Biswanger, Wilhelmina A., Edwin Forrest 
School, Cottage and Aldine Sts., Phila- 
delphia 

Bjork, Ellen D., 37 Belleview Ave., Brad- 
ford 

*Blake, Celia J., Liberty School Bldg., 
Ambridge 

Bonner, Rt. Rev. Msgr. John J., J. . 
Hallahan Catholic Girls’ High School, 
19th and Wood Sts., Philadelphia 

Bounds, Clyde E., 320 Grant St., South 
Fork 

Bowers, Florence C., 426 S. Line St., 
Lancaster 

Bowers, Frances L., 1906 W. Tioga St., 
Philadelphia 

Breeze, Mary P., 325 N. Craig St., Pitts- 
burgh 

Breitwieser, William, 201 Summit Ave., 
Pittsburgh 

*Brewer, Karl M., 231 Dixon Ave., Du 
Bois 

Bright, Nellie R., Joseph E. Hill School, 
Rittenhouse and McCallum Sts., Phila- 
delphia 

Brinser, Ira S., Supt. of Schools, Sunbury 

Broderick, Dan J., 212 S. Winebiddle Rd., 
Pittsburgh 

Brubaker, Ella M., 418 Biddle Ave., Wil- 
kinsburg 

Bryant, Charles N., 2434 N. Washington 
Ave., Scranton 

Bucher, Caleb W., 1250 Lititz Pike, Lan- 
caster 

*Burley, Mary M., 1216 Logan Ave., Ty- 
rone 

Byers, Benjamin H., Supvg. Prin. of 
Schools, Box 88, Elizabeth 

Caldwell, Florence L., Wilson Apt., Penn- 
sylvania Ave., Tyrone 

Chambers, Raymond L., 24 W. Logan St., 
Philadelphia 

Choate, Ernest A., Kenderton School, 15th 
and Ontario Sts., Philadelphia 

Cochrane, George C., Thomas Jefferson 
School, Fourth and George Sts., Phila- 
delphia 

Cole, Mrs. Anna Allen, 909 Northampton 
St., Easton 

*Cole, Ray M., 710 E. Second St., Blooms- 
burg 

Collins, Bessie Eleanor, 4910 Larchwood 
Ave., Philadelphia 

Collins, Mrs. Edythe Sampson, 3703 Huey 
Ave., Drexel Hill 

Collins, Henrietta, 50384 Griscom  St., 
Philadelphia 

Corbin, Margaret, 708 Madison Ave., 
Warren 

Corey, Carolyn F., 557 Chestnut St., 
Meadville 

Coster, Ethel M., 488 E. Phil Ellena St., 
Philadelphia 

*Craig, James C., 211 N. Sprague Ave., 
Bellevue 

Creys, Lavina E., Harding School, Lin- 
coln Ave., Erie 

Crist, Mary E., 1204 19th Ave., Altoona 

Critchlow, G. V., Langeloth 

Crumrine, M. Ella, 917 Chislett St., 
Pittsburgh 

Dager, Mrs. Frances G., Dir. of Elemen- 
tary Education, Beaver College, Jenkin- 
town 

Dale, Ralph B., 1127 S. 52nd St., Phila- 
delphia 

Dannels, William A., 434 Eureka St., 
Pittsburgh 

Davenport, Ralph F., 136 Drexel Rd., 
Ardmore 


Dean, Rodney G., Sterrett School, S. Lang 
and Reynolds Sts., Pittsburgh 

*Deery, Edward B., Walnut Street Ele- 
mentary School, Sixth and Walnut Sts., 
Darby 

De Shong, W. W., 29 Park St., Pittsburgh 

—— BE. A., 207 Mabrick Ave., Pitts- 
yurgh 

Dobbins, Thomas J., 531 Hansberry St., 
Philadelphia 

Donahue, Kathryn M., Frazer 

Donaldson, Katherine R., Beechwood 
School, Rockland St., Pittsburgh 

Dougherty, Laura U., R. D., Glen Mills 

Doyle, Florence A., Room 207, Adminis- 
tration Bldg., Parkway at 21st St., 
Philadelphia 

**Dunleavy, Joseph M., 1426 Pittston 
Ave., Scranton 

Eckard, Elizabeth T., 1957 69th Ave., 
Philadelphia 

Edgar, Robert H., 531 Orchard Ave., 
Bellevue 

Edmundson, Clifford A., 607 13th Ave., 
Munhall 

Hichler, G. A., Supt. of Public Schools, 
Northampton 

Enterline, Myers B., 110 Myrtle St., Mil- 
ton 

Euwer, Mrs. Ora, Clayton School, Clay- 
ton Ave., Pittsburgh 

Evans, Abel J., 5215 Chester Ave., Phila- 
delphia 

Evans, Mark M.,_ Brownsville Grade 
Schools, Brownsville 

Evans, Walter P., 7246 N. 21st St., Phila- 
delphia 

Farra, Dorothy Benison, 117 Dean St., 
West Chester 

Farrell, Beatrice C., 9388 EB. 22nd St., Erie 

Fels, Maurice, Garden Court Apt., 47th 
and Pine Sts., Philadelphia 

—_ Florence A., 21 Menlo Ave., Glen- 
side 

Flinn, May, 1025 McKean Ave., Donora 

Foote, J. Wesley, 6312 Sherwood Rd., 
Philadelphia 

*Frank, T. Russell, 212 Jericho Rd., 
Abington 

Frankenfield, Ira M., 637 Center St., 
Bethlehem 

French, Kathleen R., Wilson Street Pub- 
lic School, Etna 

Fries, Mary, 1614 11th Ave., Altoona 

Fromuth, Carl L., 808 W. Sedgwick St., 
Mt. Airy, Philadelphia 

Froyd, Edna C., 218 Walnut St., Clearfield 

Fugett, Joseph R., 120 E. Miner St., West 
Chester 

Funk, M. Estelle, 8313 Tulpehocken Ave., 
Elkins Park 

Galter, Israel, 3133 W. Columbia Ave., 


Philadelphia 
310 S. Brown St., 


Geedy, Calder B., 
Lewistown 

Geiss, Newton W., Asst. County Supt. 
of Schools, Oley 

Gibbs, Mary S., 350 W. Duval St., Ger- 
mantown, Philadelphia 

Gilland, Dr. Thomas M., Dir. of Teacher 
Training, State Teachers College, Cali- 
fornia 

Gingenbach, Marie O., 345 E. 12th St., 


Erie 

Goll, Dr. Reinhold W., 1830 W. Lindley 
Ave., Philadelphia 

Gorgas, Charles A., 963 Wellesley Rd., 
Pittsburgh , 

Goriup, Hildergarde, 234 Marion S&St., 
McecKees Rocks 

Graham, Lillian W., 3257 Middletown Rd., 
Pittsburgh 

Greenwood, Ella L., 308 Washington Ave., 
Charleroi 








716 ELEMENTARY SCHOOL PRINCIPALS 





ogee, Pomenee E., 1484 W. Market St., 

*Grunizer, W. F., 301 Vine St., Johns- 
town 

*Gustafson, Mrs. Inez, 2017 West St., 


Munhall 
magerty. Jean B., 307 Maple Ave., Drexel 


oy Ella J., 829 S. 58th St., Phila- 

e 

Hand Elizabeth, 224 N. West St., Shen- 
andoah 

Hanlon, Beatrice, 121 lLenowee Ave., 


Monessen 
Hanning, N. W., 451 Lincoln St., York 
Hardy, Marjorie, 221 Winona Ave., Ger- 
mantown, Philadelphia 
Hay, Charles K., Alice Cary School, 88th 
St. and Tinicum Ave., Philadelphia 
Hazlett, J. Roy, 1314 Hampshire Ave., 


Pittsburgh 

Hazlett, William W., 1029 Kenwyn St., 
Philadelphia 

Heck, Mrs. Lillian, 110 W. Brady St., 
Butler 


Heffernan, Elizabeth P., Fort Pitt School, 
Hillerest St., Pittsburgh 


nee. Mary ‘McC., Hi- Thorpe, R. D. 7, 

Hinkle Thomas L., 576 James St., Hazie- 
to 

Hirth, Alice, 317 E. Tenth Ave., Home- 


stead 

Hood, Ralph S., P. 0. Box 28, Ambridge 

Hood, Mrs. Vivian P., 529 Turner Ave., 
Drexel Hill 

Hostetter, E. Juliet, 226 N. Franklin St., 
Hanover 

House, Ralph W., 132 S. Barnard St., 
State College 


*Husted, Mrs. Bessie S., Shoemaker 
School. Elkins Park 
Jacks, William L., Paxtang Borough 


School, Paxtang 
Jackson, Mrs. Syivia Hawkins, 
St., Philadelphia 
*Johnson, A. Bessie, 109 Wayne St., 
Warren 
Johnson, W. I., Dunkard 
Schools, Waynesburg 
Jones, Mary F., Highland Park School, 
Upper Darby 
Judelsohn, Samuel J., 1547 W. 66th Ave., 
Philadelphia 
5143 N. 16th St., Phila- 


Katz, Samuel, 
delphia 
Kell, Jane F., 622 Linden Ave., York 
Preston School, Mar- 
Bryn Mawr 


Kelley, Florence A.., 
tin Ave., 
Kelly, Ralph L., 1209 Pierce Ave., Sharps- 
ville 
Pitts- 


25 N. 40th 


Township 


Kelso, John S., 2824 Crosby Ave., 
burgh 

Kemp, A. F., County Supt., Berks County 
Teachers’ Reading Circle, Court House, 


Reading 


Kemp, Grace K., 2020 S. 16th St., Phila- 
delphia 

Kerns, Morey V., 2526 S. Cleveland St., 
Philadelphia 


Kirk, Mabel E., 205 E. Beaver Ave., State 
College 

Kirk, S. Elisabeth, Garrettford School, 
Drexel Hill 

Klingel, Emma L., 314 E. 28th St., Erie 

Klopp, J. Harold, A. E. Stout School, 
Tenth and Spruce Sts., Reading 

Kohne, Emma M., 5715 Elmer St., Pitts- 
burgh 

Krah, W. Edward, 346 Oak Rd., Glenside 

*Krall, Helen, Boas School, Green and 
Forster Sts., Harrisburg 


Kramer, Alice, 203 Nichols St., Clearfield 


Kreider, Emma K., B. B. Comegys School, 
5ist St. and Greenway Ave., Philadel: 


phia 
Landis, Wilmer Myers, R. D. 1, Souderton 


Lantz, W. W., 519 Penn Ave., Turtle 
Creek 
**Laramy, William J., 2452 Merwood 


Lane, Upper Darby 
Larson, 2503 
McKeesport 
Larson, L. H., 324 Olive St., 
Laubach, Helen M., 2423 W. 


Cleveland  St., 


McKeesport 
Fourth St., 


Williamsport 

Lauretta, Sister M., 54 Park Ave., Wilkes 
Barre 

Law, Aura, 307 E. Union St., Punxsy 


tawney 
Lawley, Albert M., 5530 Whitby Ave., 
So ay 
Leslie, R. . 505 Moore Ave., New Castle 
Linn, Eva" E., 829 N. 6: srd St., Phila 


delph 

Liver one, Alice K., The 
Spruce St., Philadelphia 

Lotz, Carrie E., 1357 Perkiomen Ave., 
Reading 

Lowman, Margaret Jane, 468 S. 
Indiana 

Lowry, Homer M., 357 E. 
Washington 

Lyle, George, 415 N. 53rd St., 
delphia 

Lynch, Catharine I 
Upper Darby 


Drake, 1512 


11th St., 
Maiden St., 
Phila 
, 407 Elizabeth Manor, 


Lytle, Annie, 745 N. Negley Ave., Pitts 
burgh 

McClure, E. Isabella, 1964 74th Ave., 
Philadelphia 

McCormick, Ethei M., 208 Third Ave., 
Altoona 

McCutcheon, Lyda B., Kirkwood Hotel, 
Pittsburgh 


McDowell, Stella D., 112 Race St., Edge- 
wood, Pittsburgh 
McHale, Katherine, J. W. 


School, Shenandoah 


Cooper High 


MeMorris, Edith M., 113 Cricket Ave., 
Ardmore 

MacLaren, Roland T., 685 Fourth Ave., 
Williamsport 

Mahoney, Anna B., 589 sSaldwin St.., 
Meadville 


*Mahoney, D. J.. Conyngham School, 50 
Westminster St., Wilkes-Barre 
Maris, Mrs. Edith C.. R. D. 2, Oil City 


Martin, Jane B., 261 N. Dithridge St., 
Pittsburgh 

Mason, W. E., 3308 Versailles Ave., 
McKeesport 


*Mates, Dr. James W., Burgwin School, 
Mansion St., Pittsburgh 

Mathews, Elizabeth A., Newportville 

Maxwell, Nelle P., Allison School, Wil- 
kinsburg 

Mendenhall, Dr. Georgiana S., 
ton St., Philadelphia 

Merkel, Roy T., Supvg. Prin., 
Spring 

*Miller, Frank M., 4619 Upland Dr., Erie 

Miller, J. Ross, 538 N. Mary St., Lancaster 

Miller, Madge E., 320 Laurel St., Edge- 


wood 

Miller, Paul D., 
delphia 

Mills, Russell J., Elm Pl., Honesdale 

Mitcheltree, Nannie L., Mahoning School, 
New Castle 


1010 Clin- 


Sinking 


7113 Boyer St., Phila- 


Moore, J. F., 2346 Beaufort Ave., Pitts- 
burgh 
Morgart, John, Rose School, Rose and 


Charles Sts., Pittsburgh 
Morley, Christine C., Cardington Stone- 
hurst School, Upper Darby 














List oF MEMBERS 717 








Morrison, Dora, 1802 Freemont St., Me- 
Keesport 

Morse, Melvin F., 507 W. 28th St., Erie 

Muellerstein, Minnie M., 721 E. 23rd St., 


Erie 
Mullen, A. Reaga, 518 Wellesley Rd., Phila- 


delphia ee 
*Musecalus, John A., 107 W. Ninth St., 
Bridgeport 


*Neill, John A., 420 Electric Ave., Lewis- 
town 

Nelson, Mary F., John M. Conroy Ele- 
mentary School, Page St., Pittsburgh 

Newman, Raymond S§., James Campbell 
Publie School, Eighth and Fitzwater Sts., 


Philadelphia 

Noe, Elizabeth T., 3234 N. 16th St., Phila- 
delphia 

Notz, Hulda M., 4331 Dakota St., Pitts- 
burgh 


Nunn, Grace Adelaide, 1158 W. Eighth St., 


Erie 

Oberlin, Evelyn, 4601 Bayard St., Pitts- 
burgh 

O'Connor, Mary. 501 Sassafras St.. Erie 

Onney: Ethel, 56 W. Corydon St., Brad- 
fore 

Parker, Sarah J., 612 E. 14th St., Chester 

Parry, Samuel D., 541 Pelham Rd., Phila- 
delphia 

Parson, Mrs. Edna Gray, 521 Maplewood 
Ave., Ambridge 

Payne, Edna P., 989 East End Ave., Wil- 
kinsburg 

Pearce, Milton O., MeClure School, Sixth 
St. and Hunting Park Ave., Philadelphia 

*Peirce, Elizabeth N., 1380 E. Chestnut St., 
West Chester 

Pierce, Charles B., Moore School, Brent- 
wood, Pittsburgh 

Porter, Hugh L., Chatham School, 227 
Bonvue St., Pittsburgh 

Pregler, Miss Hedwig O., 821 Maytide St., 
Pittsburgh 

Price, A. W., Colver 

Queripel, Mrs. A. W., 608 Lineoln St., 
Milton 

Quinn, William B., 5353 N. 16th St., Phila- 
delphia 

*Raup, Zura FE., 128 Hepburn St., Milton 

Reagan, Mary M., Custer City 

Reisse, George B., 5366 Wingohocking Ter., 
Germantown. Philadelphia 

Rial, David W., Brashear School, Pitts- 
burgh 

Rice, Pearl F., 840 Williams St., Easton 

Ridge, W. W., Fernwood School, Lans- 
downe 

Riebsaamen, Mary <A., 507 Dock St., 
Schuylkill Haven 

Riegner, Rebecca W., Muhr-Thomas Public 
School, 12th St. and Allegheny Ave., 
Philadelphia 

Roberts, May, Indianola 

Robson, William K., 6614 N. Seventh St., 
Philadelphia 

Rogers, William C., 6688 Ardleigh St., 
Philadelphia 

Rohrer, Mary M., Hamilton Court, Ard- 
more 

Ross, Anna, 310 Washington Rd., Pitts- 
burgh 

Russell, Margaret S., 2105 Jenny Lind 
Ave., McKeesport 

Russell, Mary L., Horace Mann Sehool, 
Indiana 

+Sacks, Solomon, 4827 N. Tenth St., Phila- 
delphia 

Sanders, Elizabeth, 1117 Chestnut St., 
Lebanon 

Sauerbier, May M., 409 N. Fifth St., Read- 
ing 


Saul, Marie A., 3611 Massachusetts Ave., 
Pittsburgh 

Sauvain, Walter H., 1413 W. Market St., 
Lewisburg 

Schartung, Joseph A., 554 Dawson Ave., 
Pittsburgh 

Scheel, Elizabeth A., 242 W. Tabor Rd., 
Philadelphia 

Schillinger, Alberta, 130814 Louise St., 
Munhall 

Schlegel, Albert G. W., Supvg. Prin. of 
Schools, Red Lion 

Schrader, Mrs. N. Blanche, 519 Lincoln 
St., Milton 

Schrite, J. E., Stonehurst Hills School, 
Ruskin Lane and Millbank Rd., Upper 
Darby 

Seorer, Sadie Mae, Box 404, Homestead 

Seaman, Anna G., 1305 East St., Honesdale 

Sensenig, E. Susan, 149 E. Chestnut St., 
Lancaster 

Shannon, James E., Forbes School, Forbes 
and Stevenson Sts., Pittsburgh 

Sharlip, Mr. Lou N., 5058 N. Eighth St., 
Philadelphia 

Sharpe, Mildred J., 304 Birmingham Ave., 
Ptitsburgh 

Sheaffer, C. C., 1512 Coursin St., McKees- 
port 

Shelly, Colsin R., 301 Ruby St., Lancaster 

Shires, Beulah M., 1413 Logan Ave., Ty- 
rone 

Shoener, Elizabeth S., 154 W. Abbottsford 
Ave., Germantown, Philadelphia 

Smyth, Mary M., 415 Highland Ave., Mor- 
ton 

Soffel, Catherine A., 16 Greenbush St., 
Pittsburgh 

—— C. B., 458 N. West St., Car- 
sie 

Spangler, Thomas B. F., Jr., 6108 N. 
Seventh St., Philadelphia 

Sprenkel, Julia C., Madison Elementary 
School, Madison Ave. and West St., York 

Squires, Howard G., 1033 Cedar Ave., 
Ambridge 

Stack, Katherine I., 4733 Cedar Ave., Phila- 


delphia 
Staneruck, Bessie E., 654 E. Summit Ave., 
Philadelphia 


*Stanley, Jane L., 235 Oak St., Butler 

Stauffer, Minnie K., 5935 Pulaski <Ave., 
Philadelphia 

Steadman, H. L., Perry School 29th and 
Cascade Sts., Erie 

Steel, W. R., Troy Hill School, Claim and 
Hatteras Sts., Pittsburgh 

Steinberg, David L., 723 Glenview St., 
Philadelphia 

Stevenson, Martha C., W. F. Harrity 
School 56th and Christian Sts., Phila- 
delphia 

—* Ann, Aronimink School, Drexel 
Hill 

Stewart, Laura E., 123 E. Agnew Ave., 
Pittsburgh 

Storey, Dr. Bernice L., 5728 Baum Blvd., 
Pittsburgh 

Strine, Hazel R., 164 S. Front St., Milton 

Stuart, Cecilia Unzicker, Chief, Early Child- 
hood and Elementary Education, State 
Dept. of Public Instruction, Harrisburg 

Symons, Wilfrid L., Manor School, Haver- 
ford Twp., Upper Darby 

*Tennis, Marguerite, 38 N. Harwood Rd., 
Upper Darby 

*Thomas, Alfred, Administration Bldg., 
Lancaster 

Thomas, Oscar D., 6160 Webster St., Phila- 
delphia 

Thompson, Irene A., 1149 King Ave., Pitts- 
burgh 





718 


ELEMENTARY SCHOOL PRINCIPALS 





Thornley, Mary, 5 Somerton Ave., Phila- 
delphia 

Trabue, Dr. M. R., School of Education, 
The Pennsylvania State College, State 
College 

Trimble, Horace H., 703 Ninth Ave., Mun- 


ha 

Truby, Charlotte C., Humboldt School, 
20th and Sarah Sts., Pittsburgh 

Turek, J. Arthur, 31 Fern St., New Castle 

Tweed, Jean M., Taylor-Wright School, 
Randolph St. and Erie Ave., Philadel- 


phia 

Wagner, C. K., Supvg. Prin. of Schools, 
Sharon Hill 

Walker, James, Jr., 60389 Washington Ave., 
West Philadelphia 

Warshaw, Harry A., General George A. 
McCall Public School, Seventh and De- 
lancey Sts., Philadelphia 

*Watson, Jennie A., 3301 Walnut St., Mc- 
Keesport 

Webb, ElJa P., 1525 Christian St., Phila- 
delphia 

Wetherhold, Katharine A., 918 N. Front 
St., Reading 

Wetter, Allen H., 
delphia 

Whitlow, Effie H., 1404 Swantek St., Pitts- 
burgh 

Wickersham, Mrs. Lillian M., 106 W. Oak- 
dale Ave., Glenside 

Wilkins, Ann L., Washington School, 21st 
and Sassafras Sts., Erie 

Williamson, Anna, 1061 Blackridge Kd., 
Wilkinsburg 

Williamson, Edith E., 1061 Blackridge Rd., 
Wilkinsburg 

Willis, Minnie C., Emerson School, Tenth 
and Cascade Sts., Erie 

Wilson, Jennie, Greentown 

Wolf, M. Elizabeth, 581 
Pittsburgh 

Wright, Louise, King Edward Apt., 4609 
Bayard St., Pittsburgh 

Ziegler, Florence L., 364 W. Louther St., 


1324 Tyson St., Phila- 


Moorhead P1L., 


Carlisle : 
Ziel, Hermann A., 37 S. Linwood Ave., 
Pittsburgh 
RHODE ISLAND 
Barry, Ursula M., 60 E. Manning St., 


Providence 

Boden, Herbert H., Broad Street School, 
1450 Broad St., Providence 

Bray, Miss Marion B., 248 Webster Ave., 
Providence 

Burton, Caroline A., Harmony School, Har- 
mony 

Crouter, John Yale, 520 Hope St., Provi- 
dence 

Gauvin, Helen M., 101 
Cranston 

Gillespie, Isabelle, Hope Valley, Richmond 

Louise, Sister Mary, R. S. M., St. Xavier’s 
Convent, 60 Broad St., Providence 

Lyon, Bessie C., 494 Lloyd Ave., Provi- 
dence 

McEvoy, Alice H., 
dence 

MeNally, Wayne W., Bridgham 
High School, Providence 

Monahan, Catherine E., 20 Summer St., 
Providence 

Moran, Laura A., 
Providence 

Murray, Elizabeth R., 55 
Ave., Jamestown 

Murray, Katherine 
Providence 

O’Connor, Margaret A. T., 282 Williams 
St., Providence 


Magnolia St., 


49 Irving Ave., Provi- 


Junior 


Putnam Street School, 
Narragansett 


M., 25 Hanover St., 


**+Patt, Hermann 
School, Newport 

Phelan, Julia A., 16 Chapel St., Newport 

Quirk, Mary V., 15 Wheaton St.. Warren 

Roberts, Jack D., 200 Harris Ave., Woo: 
socket 

Stahle, Pauline W., 52 Elm St., Westerly 

Taylor, Barbara C., 9 Pleasant St., New 
port 

Thornton, Grace E., 11 Squanto St., Proy 
idence 


George, John Clarke 


Tobin, Annie M., Ferncliffe, Hope St., 

Bristol 
SOUTH CAROLINA 

Aleorn, Maurice, Hyatt Park School 
Columbia 

Blanding, J. Douglas, 1 Law Range. Sum 
ter 

Brockman, Clara, McMaster School, Co 
lumbia 


Brooks, J. F., County Supt. of Education. 
Court House, Spartanburg 

Castine, W. J., Grammar School, Bates 
burg 

Chapman, R. C., 406 
Greenville 

Connor, Lila, Box 138, Chester 

Daniel, J. C., 1389 North St., Darlington 

Dickson, J. L., Rosenwald School, Society 
Hill . 

Flora, A. C., Supt. of Schools, 
tion Bldg., Columbia 

**Fogarty, Simon, 151 
Charleston 

Frick, C. B., Clifton 

Goforth, Preston C., 408 Bennett St., Mt 
Pleasant 

Goodwin, W. B., Route 2, Box 50, Navy 
Yard 

Madden, Cresswell W., 
Columbia 

Major, Nannie I., 
Greenwood 

Mundy, Carol, Hamrick School, Columbia 


Arlington Ave., 


Administra 


Moultrie’ St., 


Howard School, 


Magnolia Street School 


Orr, J. R., 306 Dauphin S Westminster 

Planck, Carl G., James Simons School. 
Charleston 

Potts, John F., Waverley School, Colum 
bia 

Stoney, S. David, Bennett School, Charles 
ton 


Varn, Guy L., Schneider School, Columbia 
Voigt, Caroline, Logan School, Columbia 


SOUTH DAKOTA 


Anderson, Laura B., 120 N. Duluth Ave., 
Sioux Falls 

De Kraay, Henrietta, Box 1145, Aberdeen 

Fastenau, Anna J., Box 311, Spearfish 


Flanagan, Maude, 200 W. ‘Third Ave., 
Mitchell 
Haas, Grace, 1615 S. Minnesota A\ 


Sioux Falls 
Johnston, Maude E., 414 11th Ave., S. E., 
Aberdeen 
Leistikow, Lydia M., 
S. E., Aberdeen 
Leyson, Elta, 112 
Aberdeen 


204 Seventh Ave 


Ninth <Ave., S. W.., 


Nelson, Nan M., 615 S. First Ave., Siouy 
Falls 

Newkirk, Rachel, 817 W. 11th St., Sioux 
Falls 

Royhl, Ella M., 820 S. Prairie Ave 
Sioux Falls 

Sanger, hora O., 200 W Third Ave 
Mitchell 

Sell, Dora, 600 E. 21st St., Sioux Falls 

Stallman, Elsie, 203 Prairie Ave., Sioux 
Falls 


Stapleton, Mrs. B. T., S. Dakota Ave., 


Sioux Falls 








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List oF MEMBERS 719 





Thorpe, Cleata, 205 Colorado Ave., S. W., 
Huron : 
Venoss, Mabel P., 600 E. 21st St., Sioux 
Falls . 
Wagner, Ruth, 704 S. Edmunds S&t., 
Mitchell : 
Welker, Jean A., Irving School, Sioux 

Falls 
Williams, Mary Ann, 619 N. Lincoln St., 
Aberdeen 
TENNESSEE 


Adkisson, Grady L., Supvr. of City 
Schools, Greenville - 
Anderson, John A., Box 312, Tracy City 
Arledge, Eliza, 2534 Blakemore Ave., 
Nashville 

Bailey, Carrie, 500 Walnut St., Paris 

Ballard, H. T., Staub School, Rose Ave., 
Knoxville 

Bell, Gerald L., 1190 Edgewood Ave., 
Knoxville 

Bell, Nellie, 616 E. Brow Rd., Lookout 
Mountain 

Biggs, R. O., Beaumont School, Beaumont 
Ave., Knoxville 

Blanton, J. Richard, 606 Benton Ave., 
Nashville 

Brown, Emily P., Hemlock School, H. P. 
and E. 12th St., Chattanooga 

Bruce, W. B., Lonsdale School, Louisiana 
Ave., Knoxville 

Buckner, J. L., 162 Webster Ave., Mem- 


his 

Burke, Lottie C., 2715 Lombardy St., 
Memphis 

Campbell, Edith L., South Side School, 
Johnson City 

Cardwell, Robert H., 4658 Holston Dr., 
Knoxville 

Carpenter, Clara E., 564 W. Shadow- 
lawn Dr., Chattanooga 

Cartwright, Priscilla, Germantown 

Downer, Mrs. E. M., Sam Hill School, 
Route 1, Knoxville 

Dreyfus, Florence, 195 Angelus PIL., 
Memphis 

*Duyck, L. W., Giffin School, Beech St., 
Knoxville 

Forrest, Bertha, Lucy School, Lucy 

Galloway, D. M., 2418 Parkview Ave., 
Knoxville 

Gardner, Mr. Gale, 3510 McCalla Ave., 
Knoxville 

Gennoe, Nannie, 1601 W. Clinch Ave., 
Knoxville 

Gilbreath, Mrs. Claudia, Central Ele- 
mentary School, Colville St., Chatta- 
nooga 

Gore, Lillian L., 1601 W. Clinch Ave., 
Knoxville 

Ham, M. Lucile, Peabody Elementary 
School, 2086 Young Ave., Memphis 

Harris, Luther B., 3500 Ashland Ave., 
Knoxville 

Haun, A. J., 923 W. Main St., Franklin 

Hickerson, Mrs. Jessie H., 4514 Alabama 
Ave., Chattanooga 

Hinton, Janie, George R. James School, 
Collierville 

Hogle, Elizabeth B., 1605 16th Ave., S., 
Nashville 

Hooper, Anna E., 1311 Clay St., Nash- 
ville 

Howard, Fan M., 1909 Chamberlain Ave., 
Chattanooga 

Johnson, Mrs. Iris H., Powell Station 

**Johnston, Thomas N., Selle Morris 
School, Washington Pike, Knoxville 

Leavell, Dr. Ullin W., Prof. of Education, 
George Peabody College for Teachers, 
Nashville 

Lotspeich, Mrs. R. D., 83322 Windsor 
Court, Chattanooga 


Love, Alonza, 1100 Mississippi Blvd., 
Memphis 

Lynk, W. A., 503 Alston Ave., Memphis 

McGinnis, H. E., Cumberland Gap 

McNulty, Susie, 611%4 Houston St., Chat- 


tanooga 
Markey, Pearl, Cummings School, Mem- 
phis 


Morris, Mrs. Berta, R. F. D. 1, Goodletts- 
ville 

Morris, H. H., 1432 Faxon Ave., Memphis 

Nicholson, W. S., 228 Cansler St., Knox- 
ville 

O’Neal, Robert, P. O. Box 242, Clarksville 

Pate, Florence, Lawler School, Memphis 

Powell, L. R., 116 N. Bellevue St., Mem- 


phis 

— Cc. R., 2009 Terrace Pl., Nash- 
ville 

Rudisill, Zelia I., 1571 Humber S&St., 
Memphis 

Rutherford, Prof. John, Route 1, Clinton 

Sanders, E. B., Blountville 

Seale, Ada, Flenniken School, Vestal Ave., 
Knoxville 

Smith, Biva, 235 Academy St., Erwin 

Smith, Ervin, 244 N. Main St., Carthage 

Smith, Thomas B., Bell House School, W. 
Main Ave., Knoxville 

Southall, Dr. Maycie, George Peabody 
College for Teachers, Nashville 

Sterling, Nancy, Mynders School, Pearl 
Pl., Knoxville 

Sugg, Mrs. Martha Horton, Westover Dr., 
Nashville 

Sugg, Tom T.. 807 Center Ave., Dickson 

— D. Alfred, Rosemark School, Kerr- 
ville 

Underwood, R. H., 720 Parkway Ave., 
Fountain City 

= Sallie, 1663 Peach Ave., Mem- 


phis 

Waters, G. H., 902 N. 14th St., Nashville 

Welcker, Annette, 141 Gibbs Rd., Foun- 
tain City 

Wells, Miss Word, Poplar Pike, R. F. D. 
5, Memphis 

Woodward, Blanche, Glenwood School, 
Park Dr. and Kilmer St., Chattanooga 

— Mrs. Robert, Anderson School, Bris- 
to 

TEXAS 


Allwine, Belle, Box 575, Lufkin 

Anderson, Nellie, 810 Center Ave., Brown- 
wood 

Arrington, Mrs. Empress, 3118 Douglas 
St.. El Paso 

Austin, Frank D., Franklin School, Tenth 
and Mobile Sts., Port Arthur 

Bailey, John F., Supt. of Schools, Breck- 
enridge 

Banks, Lucy, 622 W. Agarita St., San 
Antonio 

Barrow. Mamie Dell, 1910 Nueces St., 
Austin 

*Baskin, Mildred, 724 Baltimore Ave., San 
Antonio 

Berry, Esther, 1409 Taylor St., Wichita 
Falls 

*Bird, Nettie, 2023 Mitchell St., Waco 

Bittle, P. B., Supt. of Schools, Eastland 

Boone, Mamie E., 132 E. 12th St., Dallas 

Bowden, M. G., 2100 Newton St., Austin 

Bowles, D. Richard, 1002 W. 22% St., 
Austin 

Bowlin, H. C., 1608 Ave. O, Lubbock 

Boyles, Ola E., 807 Fairmont St., Amarillo 

Boyles, Reba S., 1201 Gray St., Houston 

Bridwell, Myrtle, 4009 Ave. G, Austin 

Bright, J. B., 211 Forest Ave., Cleburne 

Brightwell, Mamie, 3736 Lipscomb St., Ft. 
Worth 














720 


ELEMENTARY SCHOOL PRINCIPALS 





Brotze, Emma Mae, 515 W. Burleson St., 


Marshall 

Brown, Mrs. C. J., 543 Heights Blvd., 
Houston 

Brusse, Mrs. Bun Bates, 2702 Carolina 
Way, Houston 


Budd, Harrell, 6210 Reiger Ave., Dallas 

Burgess, Kate, 1208 Scott Ave., Wichita 
Falls 

Burk, V. C., 28 Waugh Dr., Houston 

Burke, Margaret E., 720 W. Poplar St., 
San Antonio 

Bush, Andrew S., Woodlawn School, 1700 
N. Magnolia St., San Antonio 

Bushman, W. W., Winnetka School, Edge- 
field and Clarendon Sts., Dallas 

Butler, Mrs. C. U., Box 67, New London 

Buttery, Nellie, 2120 South Blvd., Houston 

Campbell, Mrs. N. E., 226 W. Gandy St., 
Denison 

Caradine, Jane, 1416 Isabella St., Houston 

Carraway, Alleen, 724 W. First Ave., Cor- 
sicana 

Carruth, I. B., Supt. of Schools, Bonham 

Carruth, James, 2120 Caples St., El Paso 

Cernosek, Stanley F., Supt. of Schools, 
Moulton 

The 


Chapman, L. L., Highland Park 


School, 24th and Walnut Sts., Texar- 
kana 
Childress, Mary Belle, 1818 W. Summit 


Ave., San Antonio 
Chute, Mary, 1029 S. 
Worth 


ort 

Clayton, W. G., Columbus 

7Clifton, H. Lee, Supt. of Schools, 
furrias 

Clifton, Mrs. Minnie, 2734 Federal St., El 
Paso 

Cobb, Mrs. Sallie E., Bruni School, Bruni 

Coffey, W. L., Hayter Apt., Olney 

Cook, C. R., 130 Melton St., Longview 

Cooper, William E., 1104 W. Sycamore St., 
Denton 

Cox, Jewell, 1103 Samuels Ave., Ft. Worth 

*Cunyus, George G., James Bowie School, 
Seventh and Lancaster Sts., Dallas 

Daniel, Maud C., 2425 MeFerrin St., Waco 

**?+Darnell, W. L., 201 E. 34th St., Austin 

Darrow, Harriet, 715 N. 15th St., Waco 

Davis, Eva Margaret, River Oaks Ele- 
mentary School, San Felipe St. and 
Kirby Dr., Houston 

a. J. M., 2945 Seventh St., Port Ar- 
thur 

Davis, W. L., 2110 Hutchins St., Houston 

De Chaumes, Helen C., 2203 San Jacinto 
St., Houston 

Dent, Charles H., 6759 Avalon St., Dallas 

Dickson, J. F., Wilson School, Childress 

Donovan, D. W., 2114 Tangley Rd., Hous- 
ton 

Dougherty, Dr. James H., School of Edu- 
cation, Texas Christian University, Ft. 
Worth 

Douglass, Mrs. Louise, 1918 Rosewood St., 
Houston 

Duke, R. L., 821 S. W. Sixth St., Perryton 

Eaton, Mrs. Fronia S., 621 W. Euclid St., 
San Antonio 

Eddins, A. W., 400 Kirk P1., San Antonio 

Eppler, Mamie, 2325 Lipscomb St., Ft. 
Worth 

*Evans, J. S., 821 Florida St., Amarillo 

Faubion, Margaret M., 3911 Speedway, 
Austin 

+Fertsch, L. M., Route 5, Box 211, Austin 

Fisher, G. N., 1012 Annin St., Ft. Worth 

+Foster, A. N., Box 1105, Baytown 

Gay, H. L., Route 3, Abilene 

Gibson, Louise, 1044 W. Huisache 
San Antonio 

Gideon, S. E., 1906 Bennett Ave., Dallas 


Henderson St., Ft. 


Fal- 


Ave., 


Glass, Nina B., Overlook Heights, +-Waco 

*Gorbutt, Catherine, 1001 Prospect St. 
El Paso 

Grady, Margaret, 5403 Gaston St.. Dallas 

Grafton, E. G., 3916 Worth St., Dallas 


Graves, Harold, 2806 Wilkinson St., Ft. 
Wort 

Greer, Loula, 1351 Washington Blvd., 
Beaumont 

Gregg, Lucille, MacGregor Elementary 


School, 4801 La Branch St., Houston 

Griffin, Vallie C., Route 1, Box 245, Sher 
man 

Grizzard, Eva F., 711 W. Main St., Waxa 
hachie 

Grizzard, Mabel Youree, 711 W. Main St., 
Waxahachie 

Gross, H. R., Faculty Club, Edinburg 

Gulledge, W. D., 326 Jeanette St., Abilene 

Gustavson, Ruby, 402 W. Henrietta Ave., 
Kingsville 

Hall, Susan J., Ben Milam 
School, San Antonio 

Hamilton, William Anderson, Mirabeau B. 
Lamar School, Corinth and Gould Sts., 
Dallas 

Hare, Mabel, 207 Ave. G, N. W., Childress 

Hargrave, Mrs. Edna M., 1514 W. Alabama 
St., Houston 

Harris, J. F., Highland Park Junior High 
School, 3520 Normandy St., Dallas 

Harris, Robert H., 4202 Shell Rd., Corpus 
Christi 

*Harvey, A. D., P. O. Box 1255, Kingsville 

Harvin, Mrs. R. R., County Dept. of Edu- 
cation, North Street Station, Nacog 
doches 

Hawkins, R. M., Supt. of Schools, Hunts- 
ville 

Haynes, Ida, 301 FEF. Brown St., Ennis 

Hazley, Curtis D., 903 East Ave., Austin 

Heilig, Irma, 815 W. Craig Pl. San An 
tonio 

Herring, L. R., Box 605, Tyler 

Higgins, Gertrude, 1015 N. Florence St., 
El Paso 

Hill, Thurman §., Route 1, Electra 

Hirsch, Herman, 719 Ogden St., San An 

tonio 

Hix, Richard Milton, 905 
Hearne 

Hobby, Louise, 2245 Neches St., Beaumont 

Holden, P. H., 1820 Live Oak St., Houston 

Holman, Sarah, 1505 W. Park Ave., Cor- 
sicana 

Houston, Josephine, 2828 Pearl St., Austin 

Howard, Mrs. Lily, 541 W. Missouri St., 
El Paso 

Hubach, Mrs. Elizabeth H., Eastview Ele 
mentary School, Kilgore 

Huff, Dr. Z. T., Howard 


Elementary 


Magnolia St., 


Payne College, 


Brownwood 

Hybarger, D. L., French High School, Beau 
mont 

jJacobs, R. C. T., 6419 Velasco Ave., 
Dallas 


Jacquet, J. Martin, Arlington Heights 
School, Ft. Worth 

James, Bertha, 1601 Henderson St., Ft. 
Worth 


James, Everett H., Box 844, Vernon 
Johnson, Mrs. Maureen, Provident Heights 
School, Waco 


Johnson, W. L. D., 2900 Holman Ave., 
Houston 

Johnston, Minnie L., 1524 Buena Vista 
St., San Antonio 

Jones, Richard H., 2736 Bellaire Ave., 
Houston 


Jones, Ruby, 927 N. 17th St., Waco 

Jordan, Roland C., Box 563, Texas City 

Jordt, Elsie B., 320 Maverick St., San 
Antonio 


Wr 











List oF MEMBERS 


721 





Keeney, Mabel, 1903 N. Raynor St., El 
Paso 
Kelly, J. F., 1134 N. Clinton St., Dallas 


Lakey, M. D., Supt. of Schools, Fabens 
Lamb, H. L., ‘Grim Se hool, Texarkana 
Langford, Nora, 721 Dickson St., Ft. Worth 


Lantrip, Dora B., 4525 McKinney Ave., 
Houston 

*Lauderdale, R. D., 685 Palm Ave., Beau- 
mont 

oLee, R. . 1808 Sixth St., Brownwood 

Lemmond, Guy, Box 493, Taleo 


Lewis, A. B., 3408 Taylor St., Amarillo 
Lloyd, Jessica, 515 College Ave., Ft. Worth 
Lloyd, S. M., 6126 Goliad St., Dallas 

Loos, Alfred John, 1615 Garden Dr., Dallas 


McBride, Clara ‘Agatha, 510 Sixth St., 
Orange 
McCarty, B. W., Route 1, Box 129, Austin 


McCorkle, Nelle, 6120 Gaston Ave., Dallas 

—_ F. E., Kilgore Heights School, 
Kilgor 

McFarland, Adaline, 25 Courtland PL, 
Houston 

McGhee, Mildred, Box 345, 

MeMillan, Mr. Kay W., Jr., 
Ave., Ft. Worth 

MeNeill, Flora, 725 Ogden St., 
tonio 

Mabrito, Dora, 217 S. Zarzamora St., San 
Antonio 

MacMunn, Fannie, 723 Seventh St., 
mont 

Marie, Sister Adelaide, Our Lady of the 
Lake College, San Antonio 

Martin, Dr. Cora M., Assoc. Prof. of Ele- 
mentary Education, The University of 
Texas, Austin 

Martin, Howard H., Roger Q. Mills School, 
Waco Inter. and Lynhaven, Dallas 

Massey, Jackson, 1212 Monroe St., Com- 
merce 

Masten, Reese, Box 883, Plainview 

Mathis, Franklin M., Gary School, Tyler 

Mayhall, Temple B., P. O. Box 366, Austin 

Meek, Mrs. Florence A., 1226 Eighth Ave., 
Port Arthur 

Melear, Grace, 1618 N. 15th St., Waco 


Borger 
1327 Missouri 


San An- 


Beau- 


Miller, — 2001 Western Ave., Ft. 
Wo 

Miller. ‘acksey. 515 W. Elmira St., San 
Anto 

Miller, Ww {liam J., Supt. of Schools, Forest- 
burg = 

+Montgomery, Florence, 1506 Branard St., 
Houston 


+Moore, C. L., 1102 E. Tenth St., Austin 


Moore, W. M., 1421 Washington Ave., Ft. 
Worth 
Morris, Meman H., 3625 Shenandoah St., 


Dallas 

Morse, Mrs. Alberta H., 
El Paso 

Moynahan, Bess, 902 W. Martin St., San 


Antonio 
Muse, E. W., 124 N. Edgefield St., Dallas 
Mount Auburn School, E 


Myers, M. M., 
Grand and Mt. Auburn Sts., Dallas 
Namendorf, Lavinia, 1508 Kane _ St.. 


Houston 
Nash, Mrs. Bess Seale, 201 Parland P1., 
San Antonio 
Neal, Elma A., 
Antonio 
Newby, W. B., Box 545, Temple 
Nichols, Dr. Claude Andrew, Southern 
Methodist University, Dallas 
Nottingham, Fredda, Wilson Junior High 
School, Dayton 
Odom, I. N., 1425 S. Eighth St., Waco 
Orr, M. Louise, Box 234, Panhandle 
*Park, J. E., Alamo School, Wichita Falls 


1000 Noble St., 


510 E. Dewey Pl. San 


Parker, Lulu, 1420 W. Humbolt St., Ft. 
Worth 

Pass, 8S. E., 1025 Meander St., Abilene 

Payne, Mrs. Bertha §S., 225 W. 21st St., 


Houston 
211 W. Rio Grande 


Payne, Mrs. Eunice R., 
St., El Paso 

Perry, Mrs. William A., 2560 McFaddin 
St., Beaumont 

Peyton, Agnes, Box 387, Marlin 

Phillips, Lillian, P. O. Box 1428, El Paso 

Pierce, Thomas E., Box 3664, T. S. C. W. 
Station, Denton 

Piland, Effie, 3396 Highland Ave., Beau- 
mont 

Pipes, W. O., 6404 Richmond St., Dallas 

Pool, Helen, 2495 Cable St., Beaumont 

— Mary Jo, 650 College St., Beau- 
mon 

Porter, H. A., 600 Texas Ave., Austin 

es Eleanor J., 1215 Brown St., El 
aso 

Pugh, L. L., Route 1, Box 207, Houston 

Purl, Annie, 510 W. 12th St., Georgetown 

Ramsey, Bennis, Elementary School, 
Timpson 

Reagan, G. H., 1910 Mayflower St., Dallas 

Reaves, Mrs. Grace, Box 124, Iowa Park 

Rice, F. R., 1609 E. Seventh St., Austin 

Rice, Miss Klifford, 1117 Hilton Hotel, El 


aso 
Rich, Allye, 2104 Hill Crest, Ft. Worth 
Riddle, Marie Sue, 1210 Washington Ave., 
Waco 
*Roberts, G. M., Box 179, Lamesa 
Robinson, O. M., Dunbar High School, 
Mamie Elsa, 


Temple 
1615 Washington 
Ave., Waco 


Schaper, 

Scott, Nell J., 608 W. 28rd St., Austin 

Sellers, Mary, J. S. Hogg School, Madison 
and Dallard Sts., Dallas 

Shelton, E. D., 702 Fouts St., Gatesville 

Shulkey, B. C., 3245 Waits Ave., Ft. 
Ww orth 

Sides, Wesley K., Palestine 

Smart, Mrs. C. K., Magnolia School, Beau- 
mont 

Smart, H. R., Davy Crockett School, Gal- 
veston 

Smith, Clell, Elementary School, San Saba 


*Smith, Ella J., 13816 Clover Lane, Ft. 
Worth 
Smith, Dr. Raymond A., Box 278, Texas 


Ft. Worth 
Wroxton Court, 


Christian University, 
Standish, Ella, 1722 
Houston 
Steele, Helen C., Edgar Allan Poe School, 
Houston 
Stephenson, 
mont 
Stephenson, Zach T., 2240 Wroxton Rd., 
Houston 
Bess L., Austin School, 


2617 Yupon Dr., 


Roy, Amelia School, Beau- 


Stewart, Wichita 
Falls 

Stewart, Mrs. Emaline O., 
Houston 

Stone, Grace, 1600 N. 17th St., Waco 

Stovall, Fanjane, 2240 Alston St., Ft. 
Worth 

Studley, Mrs. 
San Antonio 

*Summerlin, Edgar, Jacksonville 

Swann, Alicia, 2931 Aurora St., El Paso 

*Tate, Willis M., Alamo Heights Ele- 
mentary School, San Antonio 

aay Robert Theophilus, 711 Poplar 

Beaumont 

Pt ag William B., 
Rd., Austin 

Thomas, Mrs. Alma, 

Thomas, Lilla, 625 W. 
Paso 


Hattie, 685 Thompson P1., 


1313 Fredericksburg 


30x 1362, Midland 
Yandell Blvd., El 





ELEMENTARY SCHOOL PRINCIPALS 





Thompson, C. N., 520 E. Main St., Nacog- 
doches : 

Thorne, Carl, 1511 McKell St., Dallas 

ome, L. Z., 1018 Fillmore St., Ama- 
rillo 

Trigg, Mrs. J. T., 1715 27th St., Lubbock 

—" John L., Elementary School, Phil- 
ps 

Vincent, Joseph J., Jr., South Park Ele- 
mentary School, Beaumont 

Watson, Jennie A., 330 W. Munson St., 


Denison 

Weatherly, Eula Mae, The Whitaker 
School, Texarkana 

Wells, A. E., 200 Longview Rd., Glade- 
water 

Whitman, Florence E., 404 Sul Ross Ave., 
Houston 


Whitmire, Mrs. Ruth R., 1701 Maple St., 
Houston 

Wignall, Flavia, 405 Front St., Orange 

Wilks, F. E.. 521 W. Tenth St. Taylor 

Williams, H. S., 4107 Ave. H, Austin 

Williamson, Sarah B., 418 E. Huisache 
Ave., San Antonio 

Willis, S. T., 615 Missouri Ave., Ft. Worth 

Wilson, Miss Edgar Ellen, Deputy State 
School Supt., Austin 

*7Wilson, Frank W., 404 W. 40th St., 
Austin 

Wilson, Helena, 1202 Francis Ave., Hous- 
ton 

Wilson, Mrs. Olga P., 519 Los Angeles St., 
El Paso 

Winniford, Mrs. 
Blvd., Houston 

Wolff, Rufus D., Richardson 

Woodard, John I., 2300 Tilden St., Wich- 
ita Falls 

*Woods, Mrs. Mabel T., San Jacinto Hotel, 
Houston 

*Wright, Mrs. Edith D., Hawthorne School, 
1417 Houston Ave., Houston 

Yerwood, Mrs. Beulah A., 1109 E. Terrell 
Ave., Ft. Worth 

Yoder, Harlan A., Woodrow Wilson School, 
Pampa 

7Young, Miss Wayne, 2010 14th St., Port 
Arthur 


May, 4909 Harrisburg 


UTAH 


**Anderson, Lois, 1085 Military Dr., Salt 
Lake City 

Anderson, Sylvester C., Millville 

Bailey, W. S., Box 193, Hyrum 

Bott, Victor J., Lincoln School, Brigham 

Brewer, Eva M., 1838 South 15th E., Salt 
Lake City 

Brown, Florence G., Polk School, Ogden 

Cooper, Henry R., 312 W. Center St., 
Logan 

Fenton, Frances B., P. O. Box 26, Fillmore 

Folsom, H. B., R. F. D., Farmington 

Forrester, Bertha F., 375 S. Sixth, East, 
Salt Lake City 

Frye, Clifford L., 255 E. South, 
Brigham 

Green, Eva May, 344 N. Second, West, Salt 
Lake City 

Gunderson, J. D., 
School, Garland 

Hansen, Vernon L., Fielding 

Harris, J. J., 93 U St., Salt Lake City 

Harris, Mr. Marion L., 1337 McCelland 
St., Salt Lake City 

Jensen, N. Howard, 45 N. 
Tooele 

Kelsey, Ella M., 656 S. Fourth, East, Salt 
Lake City 

Kendell, Edith E., 928 E. 21st, South, Salt 
Lake City 

Layton, Margaret, Lowell School, 119 E 
St., Salt Lake City 


First, 


Garland Elementary 


First, West, 


Light, Edith M., 541 23rd St., Ogden 

Meldrum, Albert, R. F. D. 3, Tremonton 

Merrill, Ray S., Elementary School, Pleas. 
ant Grove 

Morgan, Margaret E., Wasatch School. 
1155 East South Temple, Salt Lake City 

Morris, Zeta, 223 W. North Temple, Salt 
Lake City 

tNielson, Lester J., 724 Windsor St., Salt 
Lake City 

Noall, Matthew F., Highland Park School. 
1452 E. 27th, South, Salt Lake City 

Nyman, Mr. Emil, 946 E. 17th, South, Salt 
Lake City 

Paxton, W. A., Supt. of Schools, Fillmore 

Peirce, M. June, P. O. Box 566, Ogden 

Poulson, Frank G., 1521 S. Ninth, 
Salt Lake City 

Poulson, Fred N., Hawthorne School, 1632 
S. Seventh, East, Salt Lake City 

Ryberg, Edith, 1836 Michigan Ave., Salt 
Lake City 

Steele, Jesse F., 18 S. First. East, Tooele 

Stevens, Frank, Corinne School, Corinne 

Stewart, I. Daniel, 1885 Butler Ave., Salt 
Lake City 

Sutton, David W.., 
Oakley 

Webb, N. H., 
Lake City 

Wilcken, Inez, 879 S. 
Lake City 

Wiscombe, Ronald, 
School, Roosevelt 

Young, Sara H., Ensign School, Salt Lak 
City 


East, 


Elementary School, 


1311 Stratford Ave., Salt 


Seventh, East, Salt 


Roosevelt Elementary 


VERMONT 


Cartier, Catherine C., 153 Park St., Bur 
lington 

Gleason, Mabel H., 50 S. Main St., 
land 

Hoyt, Margaret S., 100 Harrington Ave., 
Rutland 


Rut- 


Hunt, Lyman C., Supt. of Schools, Bur- 
lington 

Sargent, William A., 166 N. Main St., Rut 
land 


Sterling, William C., Fairlee 


VIRGINIA 
yAdair, Cornelia §S., 3208 Hawthorne St 
Richmond 
Akers, R. V., 166 High St., Salem 
Allen, Mary L., Christiansburg 
Bauserman, James E., Box 51, Fairfax 


Beale, Elizabeth, 1128 N. Stuart St., 
Arlington 

Bennett, George E., Baker School, Rich- 
mond 

Bibb, Mrs. E. K., 506 Moore St., Bristol 


Binford, Linwood T., 213 Nelson St., Cov 
ington 

Bleight, W. Carter, Chimborazo School, 
33rd and Marshall Sts., Richmond 

Bosley, Mrs. Elsie D., Supvr., Fairfax 
County Schools, Fairfax 


Brewbaker, J. J., 422 Westover Ave., 


Norfolk 
Bryant, Alice G., Hampton Institute, 
Hampton 
*Buford, Florence, 1021 W. Main St., 


Charlottesville 
Burnley, Carrie C., 920 E. 
Charlottesville 
Butler, S. R., 1806 Farragut Ave., Norfolk 
Carey, J. H., 117 Key Rd., Portsmouth 


High St., 


Carey, Mary, Woodrow Wilson School, 
Arlington 
Carmichael, Omer, John Wyatt School, 


Lynchburg 


























LIsT OF 


MEMBERS 723 





Chew, Lloyd M., Thomas Jefferson Gram- 
mar School, Staunton 

7Clark, Norris B., Booker T. Washington 
School, Newport News 

Clarke, S. H., 1129 County St., Portsmouth 

Coakley, Bettie S., 50144 Hanover St., 
Fredericksburg 

Coffman, Clara, 1302 N. Jackson S&t., 
Arlington 

Cogbill, Carolyn, 702 High St., Farmville 

Coleman, Elizabeth, 1644 N. McKinley Rd., 
Arlington 

Collins, Kate, 254 Florence Ave., Waynes- 
boro 

Cox. Jane Leslie, Mount Vernon School, 
Alexandria 

Crawley, Mrs. Janet P., 620 S. St. Asaph 
St., Alexandria 

Dadmun, Charlotte, Lafayette School, Ra- 
cine Ave., Norfolk 

Davis, Jack M., Powhatan School, Rich- 
mond 

Davis, M. Gertrude, 121 35th St., Newport 
News 

DeBerry, Nena, 429 N. St. Asaph St., 
Alexandria 

Dennis, Mrs. Marion M., Route 2, Salem 

Dunaway, C. H., John B. Cary School, 
Richmond 

Dyer, Louise A., 620 Belleville Rd., 
Roanoke 

*Edgerton, R. O., Thomas _ Jefferson 
School, Portsmouth 

*Ellis, Mrs. Elsie B., 3412 21st Ave., N., 
Arlington 

Erwin, T. C., 2116 Marshall Ave., Newport 
News 

Farrar, Mrs. Esther H., 967 Avenel Ave., 
Roanoke 

*Fary, Oscar W., Jr., 2235 Monument 
Ave., Richmond 

Fisher, Mrs. Bertha C., Airlee Court, Route 
2, Roanoke 

Fraine, Mrs. Lucy B., 1112 Wise St., 
Lynchburg 

Gardner, Virginia, 37 E. Bellefonte St., 
Alexandria 

Givens. C. B., Helen Dickinson School, 
2ist and T Sts., Richmond 

Glenn, F. B., 461 Chestnut Ave., Waynes- 
boro 

Goodwin, Mary A., 1507 Hanover Ave., 
Richmond 

*Gorham, Mrs. Pauline C., Lee-Washing- 
ton School, Alexandria 

Hall, Charligne M., 209 Sherwood Ave., 
Roanoke 

*Hancock, Annie, Broad Street School, 
Salem 

Hanks, Hattie, 2702 Mosby Pl, Alex- 
andria 

Harper, Mrs. Frances S., Route 7, Box 
32, Roanoke 

Harris, Mrs. Mary M., 2502 Taylor Ave., 
Alexandria 

Harrison, Lucille, 406-A N. Sheppard St., 
Richmond 

Harvey, M. Lizzie, Garland-Rodes School, 
Lynchburg 

Hillenberg, Gertrude, 302 Front St., Ab- 
ingdon 

Holt, Lucy Mason, Ocean View School, 
Norfolk 

Hood, Madge, 125 Liberty St., Petersburg 

*Hook, Paul G., Moody School, Clifton 
Forge 

Howdershell, Mrs. Josephine N., R. F. D. 
3, Alexandria 

Hubbard, Mrs. Mary Ann B., 104 High St., 
Salem 

Huddleston, Mrs. Myrtle, 721 Denniston 
Ave., Virginia Heights, Roanoke 

Hurt, Jemima C., 512 W. Campbell Ave., 
Roanoke 


Ish, George B., 58 Court St., Portsmouth 

Jennings, Mrs. Lillian, 111 Court St., 
Williamson Rd., Roanoke 

———— Lou Anna, 121 Mars St., Peters- 
burg 

Johnston, Miss Ila, Box 1458, Richmond 

***+Johnson, Lillian M., 404 Chestnut St., 
Norfolk 

Jones, Bettie, 445 S. Mason St., Harrison- 


urg 

*Jones, Miss Marce T., 315 Harrison St., 
Lynchburg 

*Jones, William J., Whaleyville High and 
Elementary School, Whaleyville 

*Joynes, Mrs. Edith B., 410 W. 14th St., 
Norfolk 

Keeling, Lucy G., No. 2 Dunmore Apt., 
3819 W. Bute St., Norfolk 

Kellam, Mary R., Virginia Beach School, 
Virginia Beach 

King, Eleanore W., 946 N. Glebe Rd., 
Arlington 

Kizer, Elizabeth B., 226 Norfolk Ave., 
Lynchburg 

Lawson, Lena E., 906 Campbell Ave., 
S. W., Roanoke 

Leonard, Mabel, Catawba 

*Leonard, Madge, Highland View School, 
Route 1, Bristol 

Lewis, Mrs. Virginia S., Dupont School, 
Hopewell 

Livermon, Ruth, Meadowbrook School, 
Norfolk 

Lohmann, Mrs. Florence Minor, 2019-A 
Grove Ave., Richmond 

McCary, Harry W., Centerville School, 
Clifton Station 

McClenny, Mrs. Gay, Route 4, Box 259-C, 
Roanoke 

McGavock, D. G., Robert E. Lee School, 
Portsmouth 

Malloy, Mary L., 538 High St., Petersburg 

Marx, Mrs. Ellie Marcus, Robert E. Lee 
School, Norfolk 

Massey, Mabel C., 405 Lincoln Ave., 
Roanoke 

Massoletti, Lillie, 1713 N. Bryan St., 
Arlington 

Menin, Alice M., 320 51st St., Newport 
News 

ag ee Berta C., 301 Fauquier St., Lynch- 
urg 

Moran, Sarepta A., Venable School, Char- 
lottesville 

Morton, Oscar A., 1113 W. Moore St., 
Richmond 

Musick, A. R., 54 Aylwin Rd., Portsmouth 

*Nash, Ethel H., 724 William St., Fred- 
ericksburg 

Neale, A. D., Madison School, Falls Church 

*Nevitt, Frances Elizabeth, Oakton 

Nixon, John L., 609 E. Leigh St., Rich- 
mond 

Orr, E. P., R. F. D., Vienna 

Overby, Mrs. Ethel Thompson, 1000 W. 
Marshall St., Richmond 

Pettus, B. P., Cook Street School, Ports- 
mouth 

Pilcher, Ethel, A. P. Hill School, Halifax 
St., Petersburg 

Pitts, Elizabeth, 
Sparta 

Porter, Harriet B., Blandford Teacher 
Training School, Petersburg 

Pride, R. H., Div. Supt. of Schools, South 
Norfolk 

Richardson, H. R., Jefferson School, Alex- 
andria 

Riley, Edith, Route 7, Box 7, Roanoke 

Ritner, Mrs. Ida W., 912 Court St., Lynch- 
burg 

Robbins, Mollie S., Henry Clay School, 
Norfolk 


Elementary School, 











724 


ELEMENTARY SCHOOL PRINCIPALS 





Robertson, A. Zuleime, Nathaniel Bacon 
School, 35th and O Sts., Richmond 


Robinson, Clarence L., 4213 Newport 
Ave., Norfolk 
Rucker, D. H., William Fox School, Rich- 


mond 

Saffelle, Mrs. Meta G., 212 E. Mason St., 
Alexandria 

Scott, C. P., Nellie Custis School, Arling- 


ton 

*Scott, Katherine K., 3301 Stuart Ave., 
Richmond 

*Scott, Lannie V., Stonewall Jackson 
School, Petersburg 

Scott, Mrs. Luella T., Vinton 

Shafer, Garfield, Jr., Route 1, Hopewell 


Sheppard, Miss Calista V., 826 Lexington 
St... Norfolk 


Simpson, Blanche A., Belmont School, 
Roanoke 

Simpson, Harriet L., West End School, 
Roanoke 

Sims, Ethel G., Route 2, Alexandria 

Sinclair, Katherine L., City Point Court, 
Hopewell 

Smith, Lillian L., 125 Fourth St., N., 


Pulaski 
Smith, Mary, 4400 18th St., N., Arlington 
Smith, R. L., Harrison School, Roanoke 
Snead, Janet W., 236 Boston Ave., Lynch- 


urg 

*Starritt, Bertha W., 1320 Chapman Ave., 
S. W.. Roanoke 

Steed, Mildred E., Maury School, Russell 
Rd., Alexandria 

Taylor, Ethel L., Box 463, Newport News 

Thompson, James C. A., 3954 Fauquier 
Ave., Richmond 

Thompson, T. Roger, 854 Hampton Ave., 
Newport News 

Tipton, Mrs. Ossie L., Manassas 

Truitt, Dorothy, B and 22nd Sts., South 
Norfolk 

Truitt, W. J. B., 2930 Henrico St., Norfolk 

Tucker, Margaret Lewis, Route 3, Box 
166-B, Roanoke 


Urquhart, Helen D., T. C. Miller School, 


Lynchburg 
Vaughn, Eva, Jefferson School, Pulaski 
Waters, Mrs. Lenore K., 1861 Link Rd., 
Lynchburg 
Watts, Mrs. Catherine P., 1060 River- 


mont Ter., Lynchburg 

Whitesel, Vada, 420 E. Market St., Harri- 
sonburg 

Willis, W. H., 820 Clifford St., Portsmouth 

*Wilson, Elsie E., Magruder School, New- 
port News 

Wine, Mary S., Route 1, Alexandria 

Yowell, Robert W., The Plains Elementary 
School, The Plains 


WASHINGTON 
Allbaugh, Jack H., W. 2718 Dean St.., 
Spokane 


Allen, Nell B., Box 35, Hoquiam 

Allen, Mrs. Viola, Lincoln Elementary 
School, 41st and Daniels Sts., Vancouver 

Allen, Zella E., 519 W. Roy St., Seattle 

Blair, William A., 2712 33rd St., S., Seattle 

Blauert, Arthur, Regal School, Spokane 

Boyington, Jo Mae, 1115 -W. Tenth Ave.., 
Spokane 

Brislawn, Maurice J., 620 22nd St., Long- 


view 

Brock, Frank M., 10511 21st St., N. E., 
Seattle 

Caughlan, James C., J. J. Smith School, 
Enumclaw 


Chamberlin, L. B., Nob Hill School, R. R. 
4, Yakima 
Crowe, William 
Snohomish 


Ernest, P. O. Box 7, 


Curtis, George R., University Place School, 
Route 5, Tacoma 

Denman, Howard W., E. 303 
Spokane 

Dimmitt, A. W., P. O. Box 239, Renton 

Dimmitt, Myrvin, Box 501, Concrete 

Drake, Pauline, Parsons Hotel, Spokane 

Durham, M. E., Pacific School, Seattle 


29th St., 


Edmondson, Earl E. E., P. O. Box 218, 
Kelso 

Elder, Raymond W., 820 E. 8lst St., 
Seattle 


English, Elsie, Willard School, Tacoma 

Erickson, Howard, Green Lake School 
Seattle 

Evans, E. H., Lincoln School, 25th St. and 
Colly Ave., Everett 

Farnsworth, Mabel V., W. 
Spokane 

Farrar, Frank. Adams School, 7752 33rd 
St.. N. W., Seattle 

Ferguson, Carl T., W. 1017 Frederick St., 
Spokane 

Fitzgerald, 
Plateau 


2015 Third Ave 


Marie, Hutton School, 901 
Rd., Spokane 
Forsyth, Lydia E., Dunlap School, 46t! 
Ave., S. and Cloverdale St.. Seattle 
Fowler, Ivan A., A. J. West School, Aber 
deen 
Gladsjo, Martin S., Box 4438, Republie 
Glover, O. K., Summit School, 1811 Shelby 
St., Seattle 
Goldback, H. K., 
Seattle 
Graham, 
Seattle 
Granger, Warren C., Route 5, Mt. Vernon 
wriest, J. R., E. 504 27th Ave., Spokane 
Guthrie, Viletta H., Stevens School, 418 
Fifth St., Wenatchee 


6822 32nd Ave., N. E 


Charlotte, 1007 E. Marion St 


Hambert, Nona C., 1216 W. 13th Ave., 
Spokane 
Hanson, Lelia B., 303 N. Baker St.. Mt 


Vernon 
Hardin, Clifford W., Box 69, Dishman 
Harvey, Barbara, W. 1025 Cleveland Ave 


Spokane 
Hawthorne, Matthew L., 1894 Shelby St 
Seattle 
Heaton, O. E., Logan School, Spokane 
Hebeler, Amanda, Central Washington 


College of Education, Ellensburg 


Hemenway, Mrs. Julia S., Elementary 
School Bldg., Kennewick 
Hemphill, Lena E., Martha Washington 


School, 6612 52nd St., Seattle 


Henderson, Frank D., Whitworth School 
46th Ave., S. at Dawson St., Seattle 

Henderson, Grace Clara, Loyal Heights 
School, 3938 Corliss St., Seattle 

Henry, Austin L., 411 W. Garland Ave., 
Spokane 

Herren, Mrs. Dora §S., 121 E. 54th St 
Seattle 

Holt, Mrs. Flora M., Washington School, 
Auburn 

Horrall, Pansy, Bemiss School, Bridge 


port and Stone Sts., Spokane 

Hungate, John A., Franklin School, Van 
couver 

Irelan, Oliver, Winlock 

**Johnson, Elsie Marian, Normandy Apt 
Vancouver 


Keene, Edna L., Box 8344, Prosser 
Klausler, George, E. 108 Bridgeport Ave 
Spokane 


Knutson, K. J., T. T. Minor School, Seattle 

Lacy, Susan M., W. 204 Euclid Ave., Spo 
kane 

Langley, Rosa A., 
and Freya Sts., 


Sheridan School, Fifth 


Spokane 














——— 


1001, 
St., 
iton 
cane 
pe 
218, 
St. 


a 
ool, 


and 
ve., 
3rd 
St., 
901 
6th 


ber- 


‘on 
ry 
on 
ol, 


its 


ol, 


re. 
re 








LIsT OF 


MEMBERS 725 





Larrabee, Emma D., F. A. MeDonald 
School, Latona Ave. and E. 54th St., 
Seattle 

Loop, Alfred B., 2709 Valencia St., Bell- 
ingham 

Love, G. A., 2301 Virginia St., Everett 

Lowman, J. Guy, Whittier School, 5703 
Palatine St., Seattle 

McDonnell, E. L., Jefferson School, 2807 


31st St., S., Seattle 
1483 38th Ave., 


Mellravy, Frank D., 
Seattle 

McKinney, Nellie, 1214 W. Yakima Ave., 
Yakima 

MeMillan, J. C., Elementary School, Ritz- 
ville 

Macintosh, John J., Webster School, 30th 
N. W. and W. 67th Sts., Seattle 

Mader, Clara E., E. 1110 Fifth Ave., 
Spokane 

Mahon, Ada J., Bailey Gatzert School, 942 
27th Ave., Seattle 

Martin, Sarah A., 1920 Broadway, Van- 
couver 

Matheson, Anna May, 900 Queen Anne 
Ave., Seattle 

Mattern, H. V., Interbay Elementary 
School. 6021 34th St.. N. E., Seattle 

Meyer, Florence L., S. 1323 Browne St., 
Spokane 

Most, Ida D., 607 Cleveland Ave., Spokane 

Neiswender, J. A., Route 8, Box 636, 
Seattle 

Nettleton, Lulie, 2815 Boylston St., N., 
Seattle 

Oliver, Fred L., Route 2, Box 20, Kelso 

O'Neil, Helen, W. 2012 Third Ave., Spo- 
kane 

Palmer, J. Lee, 2015 W. Third Ave., Spo- 
kane 

Parker, Isabelle C., S. 180 Cannon St., 
Spokane 

Petite, J. Edward, John B. Allen School, 
7012 50th Ave., N. E., Seattle 

Pinckney, Paul W., Columbia School, Bell- 
ingham 

Pratt, Dr. Orville C., Supt. of Schools, Spo- 


kane 

Radcliffe, W. O. E., Franklin School, Bell- 
ingham 

Reeves, Lester L., 6847 18th Ave., N. E., 
Seattle 

Reid, J. Raymond, Route 4, Box 186, Mt. 
Vernon 

Richardson, Margaret, S. 180 Cannon St., 
Spokane 

Robinson, Beatrice, Monte Cristo Hotel, 
Everett 

Roblee, Lester R., 3401 Charles St., Seattle 

Ross, Alan, 612 17th St., Longview 

Ryan, William C., 506 N. 71st St., Seattle 

Selby, Kenneth, John Muir Elementary 
School, 8036 14th St., N. E., Seattle 

Shannon, James F., Rainier School, 23rd 
Ave., S. bet. King and Lane Sts., Seattle 

Sharnbroich, L. W., 224 W. Sixth St., Port 
Angeles 

Smith, L. Emmett, 602 Ave. A, Snohomish 

Smith, Lila, Audubon School, Elm St. and 
Jackson Ave., Spokane 

Stanton, Edgar A., 3302 E. Mercer St., 
Seattle 

Steinke, E. L., Supt. of Schools, Edwall 

Stoecker, Mamie B., 7125 44th St., S. W., 
Seattle 

Strite, Adelaide, W. 207 23rd Ave., Spo- 


ane 
Summers, Mabel, Elementary School, Con- 
solidated Dist. No. 15, Colville 
Swedine, Elmer, 4105 Brooklyn Ave., 
Seattle 
Thomson, John A., 604 Fourth St., N., 
Renton 


Thune, Elmer T., 3115 N. 29th St., Tacoma 

Towner, Earl M., 6856. 3ist St., N. E., 
Seattle 

— F. A., 1812 W. Sixth St., Aber- 
een 

Turner, Bess, Franklin School, 17th and 
Mt. Vernon Sts., Spokane 

Vetting, Ida F., 2502 E. Lynn St., Seattle 

Warren, J. S., Garfield School, ay ne 

Weisman, Frances, Willard School, . 4316 
Wall St., Spokane 

Weisman, Sara E., bpd School, 1716 


Seventh Ave., — 
Welden, Carrie R., 03317 Audubon St., 


Spokane 
Wendling, Elsie, 505 Garden St., Belling- 


ham 

Wilson, Mabel V., Route 38, Box 285, 
Seattle 

Witt, Lena E., Roosevelt School, Spokane 

Worcester, Eleanor §S., Lincoln Platoon 
School, Spokane 


WEST VIRGINIA 


Arbogast, J. K., Elementary School, Cass 

— Raymond, Carr School, Morgans- 
vi 

Auvil, G. G., Mercer School, Princeton 

Bailey, Lilian, 653 Jones Ave., Morgan- 
town 

Baker, Ruth, Amherstdale 

Barber, Sarah C., 915 Crescent Rd., 
Charleston 

Barker, E. L., Mallory 

Black, ’s. J, Central ‘School, Lesage 

Boggs, Mrs. Inez T., Box 1442, Charteston 

Bolte, Basil M., Kayford School, Kayford 

Brabban, Melissa K., Edison School, Third 
Ave. and E St., South Charleston 

Brown, Glenn S., Weston Intermediate 
School, Weston 

Brown, Scott M., 229 Bradford St., Charles- 


ton 

Brown, Stanley, 155 Camden Ave., Buck- 
hannon 

Burgess, W. A., Route 2, St. Albans 

Burke, Mary, Coalburg 

Burnette, Ethel, West Virginia State Col- 
lege, Institute 

Cain, Mrs. Alice P., 1802 Darst St., 
Charleston 

= H. E., 1305 Sixth St., Mounds- 
ville 

Carper, James S., Walton 

Carper, Maxine, Newton 

Chapman, Clara B., Box 103, Milton 

Chapman, Guy M., 1829 12th Ave., Hunt- 
ington 

Childress, Emma, 1670 Fifth Ave., Hunt- 
ngton 

Christian, Walter V., 2714 Highlawn Ave., 
Huntington 

Clark, Guy B., Box 118, Clendenin 

Clark, Oscar C., Paw Paw 

Click, Glada, Sissonville School, Sisson- 
ville 

Colabrese, Felix A., Douglas School, Al- 


er 

Cooke, Cecil D., Stoco Elementary School, 
Lego 

Copenhaver, Delphia, Route 5, Box 261, 
Charleston 

Cottrell, Mrs. Martha J., Horace Mann 
School, Charleston 

Covert, G. R., Chapmanville 

Cubbon, K., Norwood Junior High School, 
Nutter Fort 

Cummings, G. M., Kettle 

Daniel, Theron H., Surveyor 

Dean, Charles W., Jr., Gary Grammar and 
Junior High School, Gary 














726 


ELEMENTARY SCHOOL PRINCIPALS 





Dent, Mrs. Geraldine S., 305 Cobun Ave., 
Morgantown 

Dickerson, Mrs. Melissa, Box 12, Beckley 

Dodd, M. R., Asst. Supt., Kanawha County 
Schools, Charleston 

ae = Margaret, Preston School, Blue- 
eld 


Evans, A. F., 6700 Mill Rd., 
Lesage 
Fizer, M. Z., Culloden School, Culloden 


Branch 


Forsythe, Genevieve, Washington School, 
Huntington 

Founds, Henrietta, Central School, 
Moundsville 


Fravel, Mary, Red House School, Winfield 

ie ae Alice, 241 12th Ave., Hunting- 
on 

Freeman, F. A., 139 Clyde St., Beckley 


Gardner, Josephine, 323 Bellengee St., 
Hinton 

Garrett, Mr. Denzel R., McGwigan School, 
Charleston 

Gates, Cecil R., Second Ward School, 
Morgantown 

Goodall, Elizabeth J., 524 Nancy St., 


Charleston 

Gore, Alvin B., Logan 

Goudy, Robert, Jefferson School, 13th and 
Plum Sts., Parkersburg 

Gray, Rex C., West Union Grade School, 
West Union 

Grizzell, Kendall, Decota School, 

*7Grose, Mary V., Webster Springs 

Hagerty, Mary, Mercer School, Charleston 

Hall, M. L., Brown School, Route 2, 
Independence 

Harden, Hattie, Bristol 

Harmon, Maude E., 13819 Sixth St., 
Charleston 

Harold, K. S., Newton 

Harvey, Mrs. Elva W., Box 132, Institute 

Hensley, Myron B., 220 Seventh Ave., 
Huntington 

Hogg. G. W., Tiskelwah School, Charleston 

Hought, Joseph, Grantsville Grade School, 
Grantsville 

Hutchinson, L. H., Holden Central School, 
Holden 

Hutchinson, Mrs. Louise, 1400 Pine St., 
Kenova 

Jackson, Ethel, Glenwood School, Glen- 
wood Ave. and Grant St., Charleston 

James, E. W., Box 52, Lawton 

Jeffers, Ruth A., 107 Arlington 
Charleston 

Johnson, Virginia Gordon, Spencer Graded 
School, Spencer 

Jones, Jarrett, Gandeeville 

Kellar, Maynard H., Levi School, Malden 

King, Alice, 509 Lee St., Charleston 


Decota 


Ave., 


Kinney, J. A., Boyd Elementary School, 
Institute 

Kline, David H., 2142 Ninth Ave., Hunt- 
ington 

Lawson, L. O., Middlebourne School, 
Middlebourne 

Lawson, W. E., 2903 N. Avery St., 
Parkersburg 

Licklider, Bessie B., Kanawha _ School, 


Charleston 

Lilly, Floyd E., P. O. Box 294, Milton 

Lilly, Franklin, Grandview Elementary 
School, Grandview 

Lilly, Paris I., 1404 N. Walker St., Prince- 
ton 

Logan, Lee, Coalburg 

— Minnie K., 2143 Market St.,Wheel- 


ng 
McCallister, Lucille, Valley Bell School, 
Culloden 
McCue, E. B., Thorpe Elementary School, 
Thorpe 
MeCutcheon, Clay School, 
Clay 


Vada, Grade 


McDermott, H. A., 
Milton 

McElfresh, Eloise, Standard 
lagher 

McIntyre, Donald, Marmet School, Marmet 


Milton Central School, 


School, Gal- 


McKinney, Charles S., Route 1, Beckley 

McKinney, Clarence, Bridgeport School, 
Bridgeport 

McKisson, Elsie A., Main Street School, 


Sistersville 
Mace, Mr. Alva S., P. O. Box 51, Eskdale 
Major, Anthony J., Dunbar High School, 
Weirton 


Martin, John T., Bethel School, Okonoko 


Matheny, Charles L., 1414 19th St., 
Parkersburg 
Melton, S. Charles, Route 4, Box 46, 
Charleston 


Moler, James, Charles Town 

Moore, Mrs. Iva L., 2751 
Huntington 

Morgan, W. H., Lex School, Lex 

Morris, F. E., Barboursville Elementary 
School, Barboursville 

Morris, Wesley O., Point Harmony School, 
R. F. D. 3, Charleston 

Morrison, Glen, Walnut 
Milton 

Morrison, Mrs. Launa, Teel School, Callo 
way Heights, Beckley 

*Mowry, Hazel S., 9 Riverside Dr., South 
Charleston 

Nappea, W. J., Institute 

**+Newman, Winifred H., 211 
gard St., Charleston 


First Ave., 


School, 


Grove 


Beaure 


Odgers, H. E., 804 Fairmont Ave., Fair 
mont ; 
O’Neal, Golda, Big Sandy School, Welch 


*Porter, Sarah, 210 Ash Ave., Moundsville 


Powell, Arel E., Sherwood School, Mor 
gansville 

Preston, Edna B., 2577 Collis Ave., 
Huntington 


Ralston, Mrs. Grace, New Cumberland 

*Robinson, Fred D., 308 Kirby St., Grafton 

Robinson, Lucy A., 126 Williams Court, 
Clarksburg 

Rogers, Fred S., Box 85, Athens 

Sanford, Alice W., 1111 Fifth St., Mounds 
ville 

*Scharf, Estella M., 37 
Wheeling 

Scharff, Dora W., 425 11th St., 
ton 

Shaffer, Mary F., 1414 
Charleston 

Smith, Rex M., 300 McLane Ave., 
town 

Spencer, Myles, Clover 

Staats, Harry A., Neale School, 
burg 

Stark, Mrs. Elma Stover, 444 Third Ave., 
South Charleston 

Stevers, Paul J., 935 West Virginia Ave., 
Dunbar 

*Stover, E. C., Crab Orchard 


Greenwood Ave., 
Hunting 
Oakmont Rd., 


Morgan 


Parkers 


*Strong, Mrs. Ella H., Graded School, 
Inwood 

Sutton, Mary, Weirton Heights School, 
Weirton 

Varney, W. J., Main Bldg., Williamson 


Warner, Hansel Earl, 65-35 E. Kanawha 
Estates, Charleston 
Westfall, D. T., Chamberlain Grade and 
Junior High School, Charleston 
Wetzel, Forest E., Central Station School, 
West Union 
Wharton, Charles, 
Dunbar 
Wheeler, Mrs. Pearl 58., 
South Charleston 
White, B. F., Man 
Whiting, Maysel, 


First Ward School, 


218 Sixth Ave., 
School, 


Reedy Spencer 











LIST OF 


MEMBERS 727 





Whiting. Olive H., 704 Virginia St., W., 
Charleston 
Wilmoth, Stark A., 461 Central St., 


Wilson, Mr. Gorda L., Emerson School, 
Parkersburg 

Wilson, Grace, Gallager Elementary 
School, Huntington 

*Wilson, Mae Cox, 696 Stratton St., Logan 

Wilson, Rachel E., 621 First St., Hunt- 
ington 

Wood, Walter A., R. F. D. 3, Grafton 

Wright, J. Leo, 1814 Sixth Ave., Hunt- 
ington 

Wyatt, Miss Marion, 1428 Fifth Ave., 
Huntington 

Zeiler, Melissa, Box 67, Vivian 

Zimmerman, Carrie, 900 Caldwell St., 
MeMechen 

WISCONSIN 


Aleorn, Bessie L., 721 Third Ave., W., 
Ashland 

Amundson, Mrs. Helma T., Route 1, Box 
22, Iola 

Andrencetti, Adele M., 3432 W. Clybourn 
St., Milwaukee 

Armstrong, Miss Nano E., 921 Meinecke 
Ave., Milwaukee 

Atwood, Abbie A., 209 S. Jackson St., 
Janesville 

+Axtell, Annie D., 229 Clifford Court, 
Madison 

+Ballou, Ethel L., 2338 Ogden Ave., 
Superior 

Beaudin, Lawrence H., 1812 Roosevelt 
St., Wausau 

*+Benson, Josephine E., 202 E. Eighth 
St., Superior 

Bentley, Frances, 612 Pine St., Platteville 

Berto, Thomas J., 3336 N. Oakland St., 
Milwaukee : 

Best, Margaret M., 214 N. Wisconsin St., 
Port Washington 

Bickler, Peter, 3330 N. Gordon Pl., Mil- 
waukee 

Birong, V. T., 2222 N. 71st St., Wauwatosa 

Bishop, Fred G., Washington High School, 
Two Rivers 

*+Boyce, Thomas W., Cass Street Rotary 
School, 1647 N. Cass St., Milwaukee 

Brener, Mrs. Olga, Lincoln School, Sha- 
wano 

Brensike, Bertha, 715 Sixth St., W., Ash- 
land 

Brockman, Fred H., Box 213, Woodruff 

Broderick, Mary, 3327 W. St. Paul Ave., 
Milwaukee 

Brooks, George F., Merrill High School, 
Merrill 

Buboltz, William F., 3000 N. Murray 
Ave., Milwaukee 

Bush, Maybell G., 522 N. Pickney St., 
Madison 

Byrne, Alice M., 812 King St., La Crosse 

Campbell, Sue, Hogan School, 807 East 
Ave., S., La Crosse 

Carroll, Walter P., 1914 N. 49th St., 
Milwaukee 

Chapin, Daisy W., Cunningham School, 
Beloit 

Christensen, Olive, West Wright Street 
School, 5522 W. Wright St., Milwaukee 

Clark, John A., 4504 W. Montana St., 
Milwaukee 

Cleary, Margaret E., Washington School, 
West Allis 

*Clock, Lucile, 1626 Madison St., Madison 

Colbert, Cecilia A., 2325 N. 50th St., 
Milwaukee 

Coreoran, Daniel W., 3239 N. Ninth St., 
Milwaukee 7 

Crawford, Roy D., 3547 E. Van Norman 
Ave., Cudahy 


Crow, Ralph H., 908 Portland Ave., Beloit 

Curran, Mary, Fort Howard School, 520 
Dousman St., Green Bay 

Curtiss, Brinton C., 1508 N. 49th St., 
Milwaukee 

Daley, Frances C., Sixty-eighth Street 
School, 3054 N. 68th St., Milwaukee 

Dearborn, Frances R., 1008 Main St., 
Stevens Point 

Derse, Robert M., 6610 W. Capitol Dr., 
Milwaukee 

Dickeman, Fred A., 3434 N. 42nd St., W., 
Milwaukee 

Dunn, Elizabeth, Supvg. Prin., Price 
County Schools, Phillips 

Eggert, C. L., County Supt. of Schools, 
Kenosha 

Ehbets, Pauline, 5411 N. Shoreland Ave., 
Milwaukee 

Ehlert, Edward, 1827 New York Ave., 
Manitowoc 

Engelke, Walter W., 621 Crandall St., 
Madison 

Evans, Katherine, Lincoln School, Fond 
du Lac 

Evraets, Stella, Whitney School, 215 N. 
Webster Ave., Green Bay 

Evrard, Pauline, Chappell School, Sha- 
wano and Fisk Sts., Green Bay 

—— Sarah L., 868 Doty St., Fond du 
sac 

Faith, Emil F., 2418 N. Maryland Ave., 
Milwaukee 

Flanagan, Lulu C., 811 Western Ave., 
Fond du Lac 

Fleming, Vera A., 800 Wisconsin Ave., 
Beloit 

Florisenda, Sister M., O. S. F., 1501 S. 
Layton Blvd., Milwaukee 

Fritschel, Max C., Jr., 1516 W. Forest 
Home Ave... Milwaukee 

Gaffney, Grace E., 2505 N. Prospect Ave., 
Milwaukee 

Gallagher, Katharine, 1108 Mississippi St., 
La Crosse 

Gardner, Ethel M., 816-A S. 21st St., 
Milwaukee 

Green, Ida, 1102 Fifth Ave.. E. Ashland 

Griewski, Earl S., 4610 W. State St., 
Milwaukee 

Guequierre, Magdalene, Silver Spring 
School. Milwaukee 

Hahn, William H., Thirty-eighth Street 
School, N. 38th and W. Clarke Sts., 
Milwaukee 

Hawkins, E. T., Supt. of Schools. Seymour 

Heffernan, Jesse E., 2112 S. Ninth St., 
Sheboygan 

Hein, Fred W., 1657 S. Third St., Mil- 
waukee 

Hogan, Nora, Elmore School, 919 Elmore 
St., Green Bay 

Hoole, Patricia, 932 S. 60th St., West 


Hopkins, Helen, Todd School, Beloit 

Joch, Margaret, 1221 Wisconsin Ave., 
Beloit 

Jones, Harvey A., 10291%4 E. Gorham St., 
Madison 

Jones, Renette, 410 W. Wilson St., Madi- 
son 

cam. F. W., 1215 Wilson Ave., Menom- 
onie 

Kaiser, Paul L., Supt., Dodge County 
Schools, Court House, Juneau 

Kappelman, Mary, 1312 N. 27th St., Mil- 
waukee 

Karst, Walter Fay, 7314 W. Wright St., 
Wauwatosa 

Kavanaugh, Katherine B., 122 E. Center 
St., Milwaukee 

Kellar, Laura E., 2121 E. Capitol Dr., 
Milwaukee 





728 


ELEMENTARY SCHOOL PRINCIPALS 





Kibbe, Delia E., State Dept. of Public 
Instruction. Madison 

Klett, T. C., 2132 N. 70th St., Wauwatosa 

Knoelk, William C., 1111 N. Tenth St., 
Milwaukee 

Kobler, Beulah Delight, 4045 N. Downer 
Ave., Milwaukee 

Koelsch, Joseph F., 3304 S. New York Ave., 
Milwaukee 

Kolb, Philip A., 1850 N. 73rd St., Wauwa- 


tosa 
Kottnauer, Annette, 4038 N. 24th Pl, 
Milwaukee 


Krause, Clarence C., 2816 W. Clarke St., 
Milwaukee 

Krebs, Iva M., 4310 N. 16th St.. Milwaukee 

La Budde, Frank, 1535 N. 40th St., Mil- 
waukee 

*Lacy, Mrs. Mabel V., 305 Goodwin Block, 


eloit 
Lantry, Alice F., 1924 E. Park Pl., Mil- 
waukee 
Leard, Margaret, 
Milwaukee 
Lee, Dr. J. Murray, Asst. Prof. of Educa- 
tion, Dept. of Education, University of 
Wisconsin, Madison 
600 N. 


Lefebvre, Alice, Nicolet 
Irvin Ave., Green Bay 

Leiser, Else, 1242 N. 16th St., Milwaukee 

*Leistikow, G. R., Prin. of Schools, Win- 
neconne 

Lindsay, Blanche, 720 New York 
Manitowoc 

*Lokken, Theodore C., 316 15th Ave., W., 
Ashland 

Loveland, 7121 
Wauwatosa 

*Lowe, O. H., 502 Bluff Ave., Sheboygan 

Lowert, Alma A., Norwood School, 1306 
S. Norwood Ave., Green Bay 

Luening, Edwin G., 2160 N. 60th St., Mil- 
waukee 

Luther, E. W., Supt. High 
School, Mayville 

Lutze, Charles F., 801 S. 15th St., Sheboy- 


gan 

McCabe, Amber, 721 Oakland Ave., Wau- 
kesha 

+McCormick, Elizabeth R., Howe School, 
Cor. 23rd St. N. and Banks Ave., Su- 
perior 

McIntyre, Franklin, 
Grades, Schofield 

Mann, J. P., Supt. of Schools, Memorial 
Square at Pine St., South Milwaukee 

Marks, Hannah, 3360 N. Sherman Blvd., 
Milwaukee 

Matthies, M. F., Asst. Supt. of Schools, 
901 Jefferson Ave., Sheboygan 

Maurer, Charles H., 2476 N. 
Milwaukee 

Millmann, Anna, 6035 W. Adler St., Mil- 
waukee 

Milnitz, Lillie L., Fratney Street School, 
3255 N. Fratney St., Milwaukee 

Moeck, Arthur H., 301 E. Armour Ave., 
Milwaukee 

Moffet, Mae, East Hartford Avenue School, 
2227 E. Hartford Ave., Milwaukee 

Monson, Eva C., County Supt. of Schools, 
Court House, Oshkosh 

Morse, Alice C., Dover Street School, 619 
E. Dover St., Milwaukee 

Mumm, Edna E., 911 Emerson St., Beloit 

Nelson, Lena, 1705 69th St., Kenosha 

Nevers, Della, 113 W. Third St., Ashland 

*Newby, Ethel, Jefferson School, Fond du 


Lac 
Nichols, William E., 387 Waugoo St., Osh- 
kosh 


Nodolf, Clement E., 214 Branch St., Hart- 
ford 


2971 N. Farwell Ave., 


School, 


Ave., 


Lena, Milwaukee Ave., 


of Schools, 


Prin., Schofield 


60th St., 


O’Brien, Kathryn, 811 Seventh Ave., W., 
Ashland 

O'Connor, Hazel, 228 Merrill Ave., Fond 
du Lae 

Olson, Landa R., 733 Georgia Ave., 


gan 

Osterberg, Lydia S., 1217 S. 15th St., Mani- 
towoe 

Owens, Sadie I., 820 F. 
waukee 

Parizak, Liel, 803 Derby Lane, Route 6, 
Green Bay 

Parsons, Emily R., 15 N. 
Madison 

Peterson, Harold W., 1618 W. Keefe Ave., 
Milwaukee 

Peterson, N. A., 


Sheboy 


Knapp St., Mil- 


Webster St., 


1503 W. Hopkins St., 


Milwaukee 
Pierce, A. K., 5320 W. Rita Dr., West 
Allis 


Powell, Harley J., Clintonville 

Pranke, Helen M., 1915 N. Prospect Ave., 
Milwaukee 

Pratt, Miss Velmer D., 2303 E. Washing 
ton Ave., Madison 

Rabehl, Floyd, 3360 E. Van Norman Ave., 
Cudahy 

Ralph, H. Thoburn, Washington 
2166 N. 68th St., Wauwatosa 

Regan, Julia A., Greenfield School, 
S. 35th St., Milwaukee 

Reichert, C. Lorena, 2134 
Madison 

Rintelmann, Ernst A., 3433 BP. 
man Ave., Cudahy 

Roepke, Laura, 1112 Huron St., Manitowoc 

*Rogers, Barton J., 26 S. Locust St., Oco 
nomowoe 

Rood, Mrs. Alice E., 10 N. 
Madison 

Rothlisberg, 
Merrill 

Rowe, Henry C., Route 2, Kenosha 

Schleck, Leo P., Emerson School, Madison 

**7Schnell, Fred S., 2722 Highland Ter., 
Sheboygan 

Schwan, Arthur, 8508 W. Becher St., West 
Allis 

Schwartz, Carrie E., 
Milwaukee 

*Senn, Florence, 1109 S. 17th St., Manito 
woe 

*Shaw, George E., 801 
Superior 

Sieker, Lillian . Thomas Jefferson School, 
1029 N. Jefferson St., Milwaukee 

Sims, Clyde C., 3290 N. 49th St., Mil- 
waukee 

*Sosted, Harold A., Parker School, Port 
land and Fifth Sts., Beloit 

Speerschneider, Mrs. Ethel, Lincoln School, 
1105 Shawano Ave., Green Bay 

Sperling, Hugo E., 1311 Maryland Ave., 
Sheboygan 

Steinbach, Rose M., Route 2, Manawa 

Tabert, Anna H., 1810 W. Wisconsin Ave., 
Milwaukee 

Thies, Lillian C., 
Milwaukee 

Uber, Cyril C., 1316 Yates Ave., Beloit 

Ulrich, Louis E., 2430 N. 59th St., Mil 
waukee 

Vieth, Arnold, 2727 N. Sholes Ave., Mil- 
waukee 

Walecka, John A., 1741 Wauwatosa Ave., 
Wauwatosa 


School 
1711 
Keyes Ave 


Van Nor 


Spooner St., 


Priscilla, 430 Grand Ave., 


3230 S. Adams St., 


Third Ave., E., 


2500 N. Stowell Ave., 


Weiss, Mrs. Edith, 100 N. Prairie St., 
Whitewater 

Weltzien, Lena M., 1548 §S. Second St., 
Milwaukee 


Wiczynski, Bernard C., 3313 8S. 11th St., 
Milwaukee 














List oF MEMBERS 729 





Wiesler, Earle H., 2035 N. Seventh St., 
Sheboygan 

Zeiler, Edward J., 5340 N. Santa Monica 
Blvd., Milwaukee 


WYOMING 


**Chambers, Margaret J., Grant School, 
Casper 

+Dean, Blanca, Box 330, Rawlins 

Dunlap, Mrs. Nona Udell, Willard School, 
Casper 

England, Mrs. Martha Shelby, Lincoln 
School, Casper 

Kuiper, Thomas E., Supt., District No. 2, 
Box 110, Buffalo 

McLaughlin, Eleanor, McKinley School, 
Casper 

Robertson, Edith, Box 620, Green River 

Stinson, Adelle T., Jefferson School, Casper 

Woodle, Mrs. Mozelle, Harding School, 
Casper 

Worthy, H. D., Elementary § Training 
School, University of Wyoming, Laramie 

Wright, C. C., Grade School, Frontier 


ALASKA 


Bloom, W. H., Supt. of Schools, Fairbanks 

Clifton, R. L., Kodiak School, Kodiak 

Fabricius, George J., Supt. of Schools, 
Wrangell 

Feldman, T. C., P. O. Box 406, Anchorage 

**Karnes, Anthony E., Commissioner of 
Education, Box 1841, Juneau 

Kelly, Hobart R., Supt. of Schools, Box 
2109, Ketchikan 

Leise, William K., ‘Territorial School, 
Bethel 

Ludy, R. S., Angoon Government School, 
Angoon 

Norris, D. W., Territorial School, Unga 

Robinson, E. C., Supt. of Schools, An- 
chorage 

Ryan, Ambrose A., Supt. of Schools, Nome 

Thuma, Harold L., Supt. of Schools, 
Palmer 

CANADA 


Campbell, H. L., Dir., Summer School of 
Education, Normal School, Victoria, 
British Columbia 

King, Dr. H. B., Curriculum Adviser, 
Dept. of Education, Victoria, British 
Columbia 

McCulley, Joseph, Headmaster, Pickering 
College, Box 200, Newmarket, Ontario 

Stafford, Harold D., Inspector of Schools, 
Drawer 12, Prince George, British 
Columbia 

Wheable, G. A., Board of Education, 
London, Ontario 

Wood, C. B., Dept. of Education, Uni- 
versity of British Columbia, Vancouver, 
British Columbia 


HAWAII 


Abrahamsen, Mrs. Elizabeth, Kalihi-uka 
— Kalihi and Laumaile Sts., Hono- 
lulu 

Angus, Myra W., Pohukaina School, Po- 
hukaina and Keawe Sts., Honolulu 

Auld, Lily K., Star Route Box 1, Naalehu 

3enson, E. C., 2326 University Ave., 
Honolulu 

pa Rebecca C., 317 Lehua S&t., 

ilo 

Brown, Elmer A., Kuhio School, Honolulu 

De La Cruz, Mr. Miguel M., Pahoa School, 
Pahoa, Puna 

Desha, Mrs. Lorna J., Waiakea-Kai 
School, Hilo 


Dostal, Joseph, Pahala Elementary and 
Intermediate School, Pahala, Kau 
Dyson, Clarence B., P. O. Box 53, Aiea, 


Oahu 

——_. Mary Ella, 1706 Kealia Dr., Hono- 
ulu 

Faulkner, Robert Mardis, 3405 Koohinaui 
Dr., Honolulu 

Fennell, Lillian K., P. O. Box 525, Wai- 
pahu, Oahu 

— John A., Kihei School, Kihei, 
Mau 

— Mary Elspeth, Paia School, Paia, 
Mau 

Glick, Mrs. Dorothy R., Kaunoa School, 
Spreckelsville, Maui 

— A. L., 1227 Pensacola St., Hono- 
ulu 

Hendry, Mrs. Robert W., 3015 Kalakaua 
Ave., Honolulu 

Hobby, Mrs. Eleanor C., Box 255, Eleele, 
Kauai 

Kanda, Mr. Sanae A., Elementary School, 
Pukoo, Molokai 

Kellogg, Eleanor A., Ewa School, Ewa, 
Oahu 

Lai, Mrs. Carlotta Stewart, Hanamaulu 
School, Hanamaulu, Kauai 

Lecker, George Theodore, Nanakuli 
School, Nanakuli, Oahu 

**+Luiz, John C., Waialae School, 19th 
and Harding Aves., Honolulu 

Marcallino, Mrs. Mina M., Kekaha School, 
Kekaha, Kauai 

Morimoto, Mrs. Marjorie Y., P. O. Box 
166, Holualoa, N. Kona 

Nobriga, Francis J., Liholiho School, 
Maunaloa and Ninth Ave., Honolulu 

Peterson, Francis, Supvg. Prin., West 
Hawaii Schools, Kealakekua 

Powell, Mrs. Velma S§S., Kaahumanu 
School, Honolulu 

Scobie, Mrs. Bessie, Aliiolani School, 
Seventh and Waialae Ave., Honolulu 

Scott, Mrs. Ada M. B., Kilauea School, 
Kilauea, Kauai 

Sheldon, Mrs. Louisa P., Olohena School, 
P. O. Box 236, Kapaa, Kauai 

Silva, Anthony C., Koolau School, Kil- 
auea, Kauai 

Soares, Anna, P. O. Box 763, Hilo 

Takamune, Thomas, Hookena School, Kai, 
Malino 

Thomson, Mrs. Myrtle H., Robello School, 
951 Robello Lane, Honolulu 

Troeller, Mrs. Edith S§S., Elementary 
School, Lihue, Kauai 

Webling, G. H., P. O. Box 2897, Honolulu 

Wise, Cosmo Clyde, Wahiawa School, 
Wahiawa, Oahu 

wens. James Heen, Fern School, Hono- 
ulu 


INDIA 


Phelps, Carl W., Kodaikanal School, Ko- 
daikanal, South India 


IRAQ 


Ismail, Dr. K., Director General of Edu- 
cation, Ministry of Education, Baghdad 


PHILIPPINE ISLANDS 


Flores, Timoteo, Baler Elementary School, 
Baler, Tayabas 

Santos, Eugenio S., Caniogan, Pasig, Rizal 

Uichano, Miss Efigenia B., Epifanio De 
Los Santos Elementary School, 807 Sing- 
along, Manila 

Villalino, Pacifico M., Anahawan Ele- 
mentary School, Anahawan, Leyte 





730 


ELEMENTARY SCHOOL PRINCIPALS 





PUERTO RICO 


de Baez, Antonia G., Box 62, Rio Piedras 
De Cianchini, Angela Anselmi, Box 87, 


Coamo 
De Ramirez, Francisca C., Martin G. 
Brumbaugh School, Stop 7, Pta De Ti- 


erra, San Juan 


Murphy, Clara Perez, Escuela Segundo, 
Ruiz, Bolivs, Hormigueros 
Rodriguez, Antonio, Jr., University of 


Puerto Rico, Rio Piedras 

Rodriguez, Mrs. Marina F., Palacios St. 
No. 3, Monteflores, Santurce 

Segarra, Mrs. Carmen J., P. O. Box 35, 
72 Agustin Calimano St., Guayama 

Vigo, Rufino, P. O. Box 207, Humacao 


LIBRARIES AND EDUCATIONAL 
INSTITUTIONS 


es penaet, 
dale, Ariz. 

Phoenix Junior College, Phoenix, Ariz. 

General Library, University of Arkansas, 
Fayetteville, Ark. 

— Pacific Union College, 


District No. 44, Avon- 


Angwin, 


Lange Library of Education, Haviland 

a University of California, Berkeley, 
alif 

Burbank Unified School District, Superin- 
tendent’s Office, 320 W. San Fernando 
Blvd., Burbank, Calif. 

Library, Chico State College, Chico, Calif. 

Fresno County Nig Library, Sarah EF. Me- 
Cardle, Librn., Fresno, Calif. 


Library, Fresno State College, Fresno, 
Calif. 
Administration Library, 411 E. Wilson 


Ave., Glendale, Calif. 

Teacher's Library, Board of Education, 715 
Locust Ave., Long Beach, Calif. 

Library and Textbook Activities Section, 
Elem., Attn. Librn., 1205 W. Pico St., 
Los Angeles, Calif. 

Los Angeles Public Library, Serials Di- 
bho or ge 530 S. Hope St., Los Angeles, 

ali 


Manhattan Beach City School, 801 Center 
St., Manhattan Beach, Calif. 

Contra Costa County Free Library, Jessie 
A. Lee, Librn., Hall of Records, Room 
119, Martinez, Calif. 

Monterey ald Schools, Box 27, 
Monterey, Cal 

Administration Building, Teachers Library, 
Room 201, 1025 Second Ave., Oakland, 
Calif. 

California Elementary School Principals’ 
Association, F. B. Zimmerman, Pres., 
3500 Mountain Blvd., Oakland, Calif. 

Oakland Free Library, 659 14th St., Oak- 
land, Calif. 

Pasadena City School District, 320 FE. Wal- 
nut St., Pasadena, Calif. 

Westridge School for Girls, 324 Madeline 
Dr., Pasadena, Calif. 

Library, University of Redlands, Redlands, 
Calif. 

The San Mateo County Elementary Princi- 
pals’ Association, Clara L. Bolei, Sec’y.- 
Treas., 235 Hopkins Ave., Redwood C ity, 


Calif. 
California State Library, 
Librn., Sacramento, Calif. 
Library, San Diego State College, San 
Diego, Calif. 


Mabel R. Gillis, 


Library, Santa Barbara State College, 
Santa Barbara, Calif. 

Lee. College of the Pacific, Stockton, 
Calif. 


Curriculum Laboratory, W. K. Cobb, Edu- 
eation Bldg., Ventura, Calif. 

Ventura County Free Library, Elizabeth 
R. Topping, Librn., Ventura, Calif. 
Library, University of California at Los 
Angeles, 405 Hilgard Ave., West Los An- 

geles, Calif. 

Teacher’s Library, Central School, Boulder, 
Colo. 

Professional Library, Board of Education, 
Greenwich, Conn. 

Department of Education Library, Yale 
University, New Haven, Conn. 

Library, Wilson bg: hers College, 11th and 
Harvard Sts., W., Washington, D. C 

Publie Library, Herlodival Division, 455 
Pennsylvania Ave., N. W., Washington, 


University of Georgia Libraries, 
tion Division, Athens, Ga. 

Georgia Education Association, Ralph L. 
Ramsey, Sec’y., 403 Walton Bldg., At 
lanta, Ga. 

Library, Emory University, 
sity, Ga. 

Library, Eastern Illinois State 
College, Charleston, Ill. 

Chicago Public Library, Accessions De 
partment, 78 E. Washington St., Chi 
eago, Ill. 

John Crerar Library, J. C. Bay, 
E. Randolph St., Chicago, Il. 

Library, Board of Education, 228 N. La 
Salle St., Chicago, Ill. 

The University of Chicago Libraries, Pe 
riodical Division, M. 22 Harper, Chicago, 


Acquisi 


Emory Univer 


Teachers 


Librn., 86 


Library, National 
Sheridan Rd. 
Evanston, Ill. 

Library, Northwestern University, Theo 
dore Wesley Koch, Librn., Evanston, Ill. 

Library, Western [llinois State Teachers 
College, Macomb, Ill. 

Library, State Normal University, 


College of 
North of 


Education, 
Isabella St., 


Eleanor 


W. Welch, Librn., Normal, Il. 
Bradley Polytechnic Institute, Library, 
Bradley Hall, Peoria, Ill. 


Illinois State Library, General 
Division, Springfield, I11. 

Board of Education, District No. 39, 738 
Tenth St., Wilmette, I11. 

Indiana State Library, 140 N. Senate Ave., 
Indianapolis, Ind. 

Library, Purdue University, W. M. Hep 
burn, Lafayette, Ind. 

Library, Iowa State College of Agriculture 
and Mechanic Arts, Ames, Iowa 

Professional Library, Administration Bldg., 
1001 Harrison St., Davenport, Iowa 

Colby Community High School District, 
Colby, Kansas 

Library, Bethany Collegé, Lindsborg, Kan 
sas 

Fayette County Board of Education, Court 
House, Lexington, Ky. 

Library, Order Department, 
Kentucky, Lexington, Ky. 

Library, Eastern Kentucky State 
College, Richmond, Ky. 

Bangor Public Library, Louis Felix Ran- 
lett, Librn., Bangor, Maine 

Library, University of Maine, 

Enoch Pratt Free Library, 
partment, Baltimore, Md. 

Library, Johns Hopkins University, Charles 
and 34th Sts., Baltimore, Md. 

Teacher’s Library, Olive Street 
Hyattsville, Md. 

Teacher’s Library, Upper Marlboro High 
School, Upper Marlboro, Md. 

Public Library, Milton E. Lord, Dir., Bos- 
ton, Mass. 


Library 


University of 


Teachers 


Orono, Maine 
Periodical De- 


School, 








lu- 
‘th 


408 
in- 


nd 


yn, 


Pr- 
TS 


de- 
hi- 


86 


a. 


70, 
mn, 
1O- 


ll. 
rs 


List oF MEMBERS 731 





Library, Smith College, Northampton, 
Mass. 
Library, State Teachers College, Salem, 


State Teachers College, 486 Chandler St., 
Worcester, Mass. 

General Library, University of Michigan, 
Ann Arbor, Mich. 

Detroit Public Library, Woodward and 
Kirby Aves., Detroit, Mich. 

Library, Western State Teachers College, 
Kalamazoo, Mich. 

Library, Board of Education, 315 City 
Hall, Minneapolis, Minn. 

Minneapolis Public Library, Hennepin Ave. 
and Tenth St., Minneapolis, Minn. 

Library, State Teachers College, St. Cloud, 
Minn. 

Nativity School, Sister M. Cecile, Prin., 
Stanford and Prior <Aves., St. Paul, 


Minn. 

St. Paul Public Library, Order Depart- 
ment, Fourth and Washington Sts., St. 
Paul, Minn. 

Library, State Teachers College, Mildred 
Engstrom, Librn., Winona, Minn. 

School Sisters of Notre Dame, Sister M. 
Charissa, S. S. N. D., St. Mary of the 
Pines, Chatawa, Miss. 

Lets, oo of Mississippi, Univer- 
sit 

saree Be Southeast Missouri State Teach- 
ers College, Cape Girardeau, Mo. 

Kansas City Public Library, Kansas City, 
Mo. 

Teachers College, 1840 E. Eighth St., Kan- 
sas City, Mo. 

Elementary School Principals’ Associa- 
tion, Miss Percy A. Lyon, Treas., 4160 
N. Kingshighway Blvd., St. Louis, Mo. 

Library, arris Teachers College, Julia 
Kohl, Librn., 1517 S. Theresa Ave., St. 
Louis, Mo. i 

St. Louis Publie Library, Traveling Li- 
braries Department, Olive, 13th and 14th 
Sts., St. Louis, Mo. 

Library, Montana State Normal College, 
Dillon, Mont. 

Department of Education, Nebraska State 
Teachers College, Kearney, Nebr. 

Library, Nebraska State Teachers College, 
Miss Floy Carroll, Librn., Kearney, Nebr. 

Nebraska State Teachers’ Association, Ar- 
cher L. Burnham, Exec. Sec’y., 605 S. 
14th St., Lincoln, Nebr. 

University of Nebraska Libraries, Margaret 

Smith, Head, Periodicals and Ex- 
change, Lincoln, Nebr. 

State Board of Education, State House, 
Concord, N. H. 

Free Public Library, Ave. C and 31st St., 
Bayonne, N. J. 

Chatham Public School No. 1, Chatham, 


State Teachers College, J. J. Savitz, Glass- 
boro, N. 

School No. re George E. St. Thomas, Broad- 
way, Hackensack, Nd; 

School No. 6, Attn. Miss Hennes, Jack- 
son Ave., Hackensack, N. J. 

Free Public Library, Beatrice Winser, 
Librn., 8 Washington St., Newark, N. J. 

Seton Hall College, Newark Division, St. 
Patricks School, 72 Central Ave., New- 
ark, N. J. 

Library, State Teachers College, Paterson, 


N. J. 

Library, Lily M. Dodgen, Librn., State 
Teachers College, Trenton, N. J 

Gloucester County Teachers’ Library, Box 
581, Woodbury, N. J. 

Library, St. John’s University, 75 Lewis 
Ave., Brooklyn, N. Y. 


The Grosvenor gy Franklin and Ed- 
ward Sts., Buffalo, N. Y. 
La St. Lawrence University, Canton, 


ie 

State Normal School, Fredonia, N. Y. 

Main Library, State Normal School, Gen- 
eseo, N. 

The Queens ‘Borough Public Library, Pe- 
riodicals Division, 89-14 Parsons Blvd., 
Jamaica, N. Y. 

Board of ‘Education, 200 E. Fourth St., 
Jamestown, N. Y. 

Charles E. Merrill Company, 381 Fourth 
Ave., New York, z. 

— New York University, Washing- 

on Square, New York, : 2 

Public School No. 10, Manhattan, 117th 

St. and St. Nicholas Ave., New York, 


MR. 
—— State Normal School, Plattsburg, 


Main Library, Potsdam Normal School, 
Potsdam, N. Y. 

Rochester Public Library, Order Division, 
115 South Ave., Rochester, N. Y. 

Woman’s College’ Library, University of 
Rochester, Rochester, N. Y. 

Superintendent of Schools, Union Free 
School District No. 2, High School 
Bldg., Scotia, N. Y. 

Library, Syracuse University, Wharton 
Miller, Librn., Syracuse, 

Library, East Carolina Teachers “College, 
Greenville, N. C. 

ns. diate Teachers College, Minot, 

a 

Library, Ohio University, Athens, Ohio 

Library, University of Cincinnati, Peri- 
odical Division, Cincinnati, Ohio 

Publie Library of Cincinnati, Periodical 
and Serial Department, Vine St., Cin- 
cinnati, Ohio 

Teachers College, Athenaeum of Ohio, 28 
Calhoun St., Cincinnati, Ohio 

Board of Education Library, Helen B. 
Lewis, 1380 E. Sixth St., Cleveland, 


Ohio 

a, Ohio State University, Columbus, 

1io 

Headquarters Library, Board of Educa- 
tion, 1470 Warren Rd., Lakewood, Ohio 

Toledo Public Library, Order Depart- 
ment, Toledo, Ohio 

Library, Southern Oregon College of Ed- 
ucation, Ashland, Oregon 

Library, University of Oregon, Eugene, 
Oregon 

School District No. 49, Medford, Oregon 

Library, Oregon College of Education, 
Monmouth, Oregon 

Library Association of Portland, Order 
Department, 801 S. W. Tenth Ave., 
Portland, Oregon 

Administration Office, Salem Public 
Schools, Salem, Oregon , 

Oregon State Library, Supreme Court 
Bldg., Salem, Oregon 

Altoona Publie Library, K. Virginia Krick, 
Librn., Roosevelt Junior High School, 
Altoona, Pa. 

McCartney Library, Geneva College, 
Beaver Falls, Pa. 

Library, State Teachers College, Rena M. 
Carlson, Librn., Clarion, Pa. 

Connellsville Public Schools, Connellsville, 
Pa. 

Department of Public Instruction, Mary 
L, Abraham, Librn., Room 312, Educa- 
tion Bldg., Harrisburg, Pa. 

Library, State Teachers College, Indiana, 
Pa. 

Library, State Teachers College, Lock 
Haven, Pa. 








732 


ELEMENTARY SCHOOL PRINCIPALS 





Library, 160 Administration Bldg., Pitts- 
burgh, Pa. 

Library, State Teachers College, Shippens- 
burg, Pa. 

Library, State Teachers College, Slippery 
Rock, Pa. 


Library, State Teachers College, West 
Chester, Pa. 
Westinzhouse Memorial High School, 


Wilmerding, Pa. 

Library, Brown University, Providence, 
ee 4 

Providence Public Library, 229 Washing- 
ton St., Providence, R. I. 

Claflin University, Dr. J. B. 
Pres., Orangeburg, 8S. C. 

Library, East Tennessee State Teachers 
College, Johnson City, Tenn. 

Lawson McGhee Library, Knoxville, Tenn. 

Howard School, Nashville, Tenn. 

Library, Agricultural and Industrial State 
Teachers College, Nashville, Tenn. 

The Library, George Peabody College for 
Teachers, Nashville, Tenn. 

Library, University of ‘Texas, 
Texas 

Library, West Texas State Teachers Col- 
lege, Canyon, Texas 

Publie Library. Ft. Worth, Texas 

White Rural School Library, % County 
Supt., Court House, Palestine, Texas 

Library, Temple Junior College, Temple, 
Texas 

Sevier Pinte Elementary 
sociation, Alma SS. Edwards, 
Treas., Joseph, Utah 

Board of Education, Cache County School 
District, 179 N. Main St., Logan, Utah 


Randolph, 


Austin, 


Principals’ As- 
Sec’y.- 


Board of Education, 2324 Adams Ave., 
Ogden, Utah 
Department of Public Instruction, State 


Capitol, Salt Lake City, Utah 
Library, University of Utah, Esther Nel- 
son, Librn., Salt Lake City, Utah 
Rutland Public Schools, W. W. Fairchild, 
Supt., Longfellow School, Rutland, Vt. 
Hampton Institute, School of Education, 
Hampton, Va. 
cavaey. State Teachers College, Radford, 
a 


Library, State Board of Education, Rich- 
mond, Va. 

Andrew Lewis High School, Z. T. Kyle, 
Prin., Salem, Va. 

Library, Western Washington College of 
Education, Bellingham, Wash. 

Library, Eastern Washington College of 
Education, Cheney, Wash. 


Central Washington College of 
Education, Ellensburg, Wash. 

Library, State College of Washington, 
W. W. Foote, Librn., Pullman, Wash. 
School District No. 3, P. B. Hanawalt, 

Supt., Box 327, Puyallup, Wash. 

Seattle Public Library, Periodical’ De 
partment, Seattle, Wash. 

Spokane Public Library, Mrs. Gladys S§. 
Puckett, Librn., Spokane, Wash 

Library, State ‘Teachers College, Fair- 
mont, W. Va. 

State Teachers College, Glenville, W. Va. 

James E. Morrow Library, Marshall Col 
lege, Huntington, W. Va. 

Library, Shepherd State Teachers College, 
Stewart E. Arnold, Librn., Shepherds 
town, W. Va. 

Kewaunee Union 
waunee, Wis. 

State Department of 
State Capitol, Room 
Madison, Wis. 

Library, The Stout Institute, Lillian M 
Froggatt, Librn., Menomonie, Wis. 

Library, State Teachers College, Milwau 
kee, Wis. 

Public Library, 814 W. 
Milwaukee, Wis. 


Library, 


Free High 


School, Ke 


Public 
147, North 


Instruction, 
Wing 


Wisconsin Ave., 


Library, State Teachers College, Plaite 
ville, Wis. 
Racine Public Library, M. Louise Hunt, 


Librn., Racine, Wis. 

Sheboygan Falls Public Schools, F. F 
Finner, Supt., Sheboygan Falls, Wis 
Library, State Teachers College, Lucy E 
Thatcher, Librn., Whitewater, Wis. 
Wisconsin Elementary School Principals’ 
Association, G. R. Leistikow, Treas 

Winneconne, Wis. 

Department of Education, Esther L. An 
derson, Cheyenne, Wyo. 

New Brunswick Government, Department 
of Education, Provincial Normal School, 
Dr. H. H. Hagerman, Prin., Frederic 
ton, New Brunswick, Canada 

The Library, Periodicals Division, The 
University of British Columbia, Van 
couver, British Columbia, Canada 


Teachers College Branch, University of 
Hawaii Library, Mary P. Pringle, 
Librn., Honolulu, Hawaii 


Library, University of the Philippines, 
High School, Manila, Philippine Islands 

Philippine Normal School, Manila, Philip 
pine Islands 

The Superintendent City Schools, Pru 
dencio Langcauon, P. O. Box 772, Ma 
nila, Philippine Islands 





‘ol- 


Ke, 


1e 








INDEX 


ABILITY GROUPING, comprehensive plans BiLock, VIRGINIA Leg, 560 
of, 614-20, 621-25, 626-30: of slow learn- BOSTON, MASSACHUSETTS, 320-25 
ing children, 437, 444, 449, 451, 458-59, BRESNEHEN, ELLA L., 320 
464, 474-75, 615, 617, 626-30, 631-32; BROOKLYN, New York, 515-20 
of superior children, 383-87, 388-90, Bruce, CLARIBEL E., 349 
897-98, 407-08, 409, 423-24, 615. 617; BURLESON, BOLETTA A., 580 
tests as basis for, 296-97, 313-14, 320-23, Butter, ISABEL McCook, 489 
880, 389-90, 398, 614-15; to facilitate ad- CARDIOPATHIC CHILDREN, general provi- 


justment of transient children, 553-54 ; 
within heterogeneous classes, 335, 341- 
42: within primary grades, 335, 341-42, 


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


415. See also Grouping of pupils, Meas- Case Stupies, in developing attitudes and 


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, 


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, 432-33; showing effect 
of rest program, 511-14, 597-602 


406, 413; program for testing, 614-15; CHICAGO, ILLINOIS, 416-21 


ways of measuring, 276-77 
Activiry Units, for developing attitudes 
and appreciations, 371-73; for person- 


CLASSIFICATION OF PUPILS. See Ability 


grouping, Grouping of pupils, and 
Measurement 


ality development, 356-60; for slow- CLEVELAND, OHIO, 397-406 
learning children, 440-42, 461-63; for su- CLUBS, for developing personality, 360-61 : 


perior children, 385-86, 392-94, 399-402 ; 
stressing adequate food and rest, 537-40 ; 


for superior children, 383-84; reading, 
475 


stressing personal cleanliness, 540-43; CocHRAN, EpITH, 428 
writing group poems, 343-48. See also COMMITTEES, for superior children, 416- 


Creative activities, and Social studies 
ADMINISTRATION AND SUPERVISION, demo- 
cratic procedures in, 643-44; 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, 
418-14; of program for measurement 
and conservation of hearing, 504-06; of 
program for remedial reading, 475, 631- 


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 


38; of program for retarded upper-grade Connor, Mary L., 363 
pupils, 626-30; of speech program, 639- CREATIVE ACTIVITIES, class newspaper, 


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 

Bacon, CLARA SPRINGSTEED, 574 

Baker, Harry J., 530 


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 


BALTIMORE, MARYLAND, 437-42 DANIELSON, Cora Lex, 388 
Basic SKILLS, arithmetic, 338-39, 439, DeAF AND HARD-OF-HEARING CHILDREN, in- 


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; 


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 


measurement of achievement in, 276-77. DEARBORN, MICHIGAN, 497-98 


See also Reading DEMING, Leon J., 621 
BAxTerR, EpNA DorotTHy, 355 DENVER, COLORADO, 343-48, 536-43 
BIRMINGHAM, ALABAMA, 407-15 DETROIT, MICHIGAN, 422-27, 603-10, 631-38 
BLAIR, GLENN MYERS, 380 DIAGNOSTIC AND REMEDIAL PRACTICES, for 


BLIND AND PARTIALLY-SEEING CHILDREN, 
general provisions for, 495; responsi 
bilities of regular class teachers for, 
499-500; special classes for, 484-85 


[ 733 ] 


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 





734 


ELEMENTARY SCHOOL PRINCIPALS 





reading, 324-25, 8387-38, 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, BEATRYCE, 474 

FREEMAN, FRANK §&., 235 

FrReEsH AIR Rooms, for generally under- 
privileged children, 544-51; for physi- 
eally 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 

GLENCOE, ILLINOIS, 305-12 

GoEeTZ, PEARL W., 437 

GRAND RaPips, 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 

GuIpANcEe. See Individual guidance 

HarTI.y, 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 childreu 
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 
HoutMES, ETHEL 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 
300, 308-10, 583-84; thru homeroom 
committees, 363-69; use of tests in, 
295-97, 309-10, 3813-14, 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, ETHey, 305 

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

LEARNED, Roy E., 552 

LELAND, BERNICE, 631 

LIND, NELLIB V., 225 

LORETAN, JOSEPH O., 458 

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

Lucas County, OHnI0, 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 Loy, C. H., 260 

MEASUREMENT, and interpretation of phy 
sical status, 264-71, 490-92; instruments 


363-69, 


443-48, 


Personality 


for mental, 275-79 ; observation of motor 
reactions 
capacities, 


during mental, 593-94: of 
interests, and achievements, 

















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, 
813-14, 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 ABILITY. 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 cardiopathie 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 
elass instruction, 349-54; 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 
PuBLic 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, 
827-29; 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., 229 

PRIMARY GRADES, 320-24, 329, 335-45, 443- 
48, 458-65, 537-43, 614-16, 621-25, 641- 
42 

Prosects. See Activity units 

PROMOTION OF PUPILS, from occupational 
classes, 442; in classes for slow-learning 
ehildren, 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, 543, 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, 
631-38; 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 
eardiopathic children, 518-19; for chil- 
dren possessing fatigue susceptibility, 
595-97; for transient children, 555; for 
underprivileged children, 539-40 

RETARDED PuPILs. See Slow-learning chil- 
dren 

RICHARDSON, H. R., 474 

RICKARD, GARRETT E., 416 

RIKER, JEANETTE, 521 

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

ROSENSON, LILLIAN, 544 

RurAL ScHOOLS, individual guidance in, 
326-31 

SACRAMENTO, CALIFORNIA, 552-56 

St. Louis, Missouri, 626-30 

SALEM, OREGON, 370-76 

SAN FRANCISCO, CALIFORNIA, 428-33 

SCARSDALE, NEw York, 313-19 

ScHMITT, CLARA, 589 

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

SEATTLE, WASHINGTON, 564-66, 639-42 

SEGEL, Davip, 273 

SELECTION OF PuPILs. 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 

SpecraL 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, 3825, 437-42, 
443-48, 449-57, 458-65, 474-80, 615-19; 


See Diagnostic and 


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 proyisions 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 

STREITZ, Rutu, 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 and 
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 ; 
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 MetuHops. 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 Heaith, Physically 
handicapped children, and Underprivi- 
leged children 

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

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

VISUAL ARTS, 
277-79: providing for 
unusual ability in, 422-27 

WALSH, Sara A., 504 

WEBSTER, ELISABETH, 335 

WILLS, VIVIAN W., 428 

WILSON, IRVIN A., 230 


spe- 


character- 
544-46 ; 


school 


ability in, 
with 


measurement ol 
children 

















inf Fo 7. 
Aw 4499 


The NATIONAL ELEMENTARY 


RINCIPAL 


BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 
NATIONAL EDUCATION ASSOCIATION 








MEETING SPECIAL NEEDS 
of the INDIVIDUAL CHILD 


NINETEENTH 
YEARBOOK 


JULY 1940 
Vol. XIX, No. 6 








THE NATIONAL ELEMENTARY PRINCIPAL 
BULLETIN OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


All elem principals—edministr 
‘nthe ent. The 


meetings of the department, to hold 


Published in October, December,.F hell, Jewk, ond Sely bs 
Elana School Pinibalf he Nation! Paenon Amoi H 


the Department 
nited Stetes. -_ 


, and teaching—ere eligible to active 


ation of the 


ve of $3 dues entitles active: members to attend all 
to vote, and to receive the Bulletins. 


Associate membership — be had by all) members of the National. Education Association 


school work by 


paying the regular membership fee 


who are actively engaged in any phase of 
of $3. They are entitled to "all ph vost except the right to vote and hold office. 


yy my to non-members is $3 
of the Bull 25 centetoucept ithe 


ay Bay se of the Yearbook, $2; single copies 





second-class matter November 20, 1922, at the postoffice at Washington, D. © C 


Entered as 
under Act a August 24, 1912. Acceptance for 
for in Section 1103, Aen of October 3, 1917, authorized 


for mailin al - b ost id 
Ba oe 0 18, - stage provi ed 





Executive and Editorial Offices beg Poe Street, Northwest, Washington, D. C. 
Yearbook sehen by Mr thond Committee 





OFFICERS OF THE DEPARTMENT, 1939-40 


President, Irvin A. Wilson,. 437 S. Stone 
Ave., La Grange, Ill. 

First Vicepresident, Maude A. Rhodes, 185 
Westminster Drive, N.E., Atlanta, Ga. 


Second Vicepresident; Robert. H: Edgar;, 


Bedford School, Pittsburgh, Pa 
Third Vicepresident, Sarah L. Young, Parker 
School, Oakland, Calif. 
Fourth Vicepresident, Lester J. Nielson, 724 
Windsor St., Salt Lake City, Utah 
Fifth Vicepresident, Marjorie Walters, Har- 
rison School, Cedar Rapids, Iowa 
Executive Secretary, Eva G. Pinkston, 1201 
Sixteenth St., N. W., Washington, D. C. 
Executive Committee 
Ira M. Kline, 177 Gibson Avenue, White 
Plains, N. Y. 


Arnold. Gregory, Raupp School, Lincoln 
Park, .Mich. 

Isabel Tucker, Festus Wade School, St, 
Louis, Mo 

Elizabeth: R: Maleolm, Truman Street 
School; New Haven, Conn: 


Certification Division, Cassie F. Roys, Di- 
rector, 2609 Bristol St., Omaha, Nebr. 
Life Membership Division, Herbert C. Han- 
sen, Director, 1045 N. Lockwood Avenue, 

Chicago, Ill. 

Professional Relations Division, Mason A. 
Stratton, Director, Brighton Avenue 
School, Atlantic City, N. J. 


Retirement Division, M. Emma Brookes, 
Director, Windsor, Ashtabula County, 
Ohio 





The contents of this yearbook are listed in the Education Index. 





Chairmen of Committees 


Editorial Committee for 1940 Yearbook, 
Cecelia: Galvin, Indianapolis, Ind. 

Conference Committee, Maude A. Rhodes, 
Atlanta, Ga: 


Radio Committee,. Jane Monahan, New 
York, N. Y. 


Safety Committee, Mrs. Edith B. Joynes, 
Norfolk, Va. 


Visual Education Committee, 
Haw, San Diego, Calif. 


Committee on School Gardens, Hattie Rain- 
water, Atlanta, Ga. 


Harry H. 





nty, P 


ti 








YEARBOOKS OF THE 
DEPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS OF THE NATIONAL EDUCATION 
ASSOCIATION 


Eighteenth Yearbook 


ENRICHING THE CURRICULUM FOR THE 
ELEMENTARY-SCHOOL CHILD 


480 Pages 1939 Price $2 
CoNTENTS 


The Nature and Significance of Curriculum Enrichment 

Approaches to Curriculum Enrichment 

Making Learning Concrete and Purposeful 

Developing Appreciations and Creative Abilities 

Enrichment thru School Materials and Equipment 

Making Use of Community Resources 

Measurement and Guidance in Relation to Curriculum Enrich- 
ment 

Vitalizing the Curriculum under Various Types of School Or- 
ganization 


Seventeenth Yearbook 


NEWER PRACTISES IN READING IN THE 
ELEMENTARY SCHOOL 


480 Pages 1938 Price $2 
CoNnTENTS 


Desirable Scope of the School Program in Reading 

Reading Readiness 

Beginning Instruction in Reading 

Cultivating Appreciation and Good Taste in Reading 

Study Reading in the Content Fields 

Diagnostic and Remedial Practises 

Providing Reading Materials in the Classroom 

Using School and Public Libraries 

Organizing Schools and Classes for Better Reading Instruction 
Other Administrative and Supervisory Procedures 


Address communications and make checks payable to 
DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 
1201 Sixteenth St., N. W., Washington, D. C.