l-B 
 
 (013 
 
 of &e Pdblie Schools 
 
 " 
 
 
 ■■ ; , . ! . . ■■ ■ ■■ .. 
 
 ■ ;■,;;■,;:■■: j :,-,: ...:■■ ,, 
 
 ■ - , ■■■ .. ;. ■ ■ ■ ' ■ i 
 ,,.;., .-■:■ ■ ,; ■ ■■: ■ ■■ .. ■■• . . 
 ■: .■■'■.■ :.-.■■ ;■;■.:•■ -■I 
 
 .; ■ . : .. ■..>:'.■■■■' 
 
Cornell University 
 Library 
 
 The original of this book is in 
 the Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924030583128 
 
Cornell University Library 
 LB1121 .N5 1913 
 
 Notes on the problems of extreme Individ 
 
 3 1924 030 583 128 
 olin 
 
Notes on the Problems 
 
 of 
 
 Extreme Individual Differences in Children 
 of the Public Schools 
 
 by 
 
 DAVID SPENCE HILL, PH. D. 
 
 r 
 
 A report to the Superintendent of Public Schools con- 
 cerning a preliminary study of the problems of exceptional 
 children and of certain related questions. An inquiry be- 
 gun through the cooperation of teachers, principals, phy- 
 sicians, social workers, psychologists and public school 
 and university officials in New Orleans. 
 
 Department of Educational Research 
 
 3)*. fat. b V "=<-"-ip e i'v'w1<s-n<Ae.nce., 
 
 NEW ORLEANS.PUBLIC SCHOOLS 
 August 15, 1913 
 
 vp 
 
LB 
 N5 
 
 
Part I 
 IDEALS AND MEASUREMENT OF RESULTS 
 
 Part II 
 INDIVIDUAL STUDIES OF CHILDREN 
 
 Part HI 
 REMEDIES AVAILABLE AND PROPOSED 
 
Parti 
 
 IDEALS AND MEASUREMENT OF RESULTS 
 
 In the study of the central tendencies in school of large 
 masses of children by modern statistical methods, New Or- 
 leans has little that is new to report in the way of convenient 
 statistical methods or of results. It should also be under^ 
 stood that no claim is herein made that the procedure created 
 in New Orleans for co-ordinating practically the efforts of 
 many kinds of workers in behalf of the individual study of 
 exceptional children is more than a successful, experimental 
 demonstration of a sound principle, in application capable of 
 improvements and wider use. In these notes summarizing 
 the work of a year no excessive emphasis is intended upon 
 the scientific value of the concrete individual studies pre- 
 sented. It is believed, aside from considerable benefits 
 which have accrued indirectly to taany unfortunate chil- 
 dren, and aside from the intelligent public interest aroused 
 in the educational problems which are centered about the 
 extremely exceptional child, that it is worth while to make 
 this permanent record of what is becoming known as the 
 New Orleans procedure for studying exceptional children. 
 The number of individual cases studied during the year is 
 too small to warrant elaborate subdivisions and analysis of 
 these concrete cases into types. In each case thoroughly 
 studied, however, where all the desired data as planned 
 have been collected systematically from parent, teacher, 
 physician, psychologist and sociologist, and then summar- 
 ized, a more nearly truthful statement of the child's con- 
 dition and the causes leading thereto has been made than 
 could possibly have been drawn by psychologist, physician, 
 teacher, parent or sociologist working alone. In the fol- 
 
Facts are needed 
 
 lowing memoranda, in order to present clearly the numer- 
 ous aspects of the educational and social problems brought 
 into strong light by these studies, we shall group our topics 
 under three general divisions : first, concerning our definite 
 educational ideals or aims, and in contrast the apparent 
 tendencies of large masses of children with reference to 
 maladjustment, repeating and elimination — evils that are 
 involved in the problems of the exceptional child; secondly, 
 a somewhat detailed explanation of the methods used in 
 New Orleans in studying cases of extreme individual varia- 
 tion ; and, finally, a discussion of certain obvious and other 
 proposed remedies for our educational troubles. ' 
 
 The general facts about conditions in some of the 
 larger cities of the United States with regard to retarda- 
 tion, repeating, elimination, and the problems of the excep- 
 tional child are becoming well known. Owing largely to 
 the labors of Ayres, Thorndike, Strayer, Hall, Witmer and 
 Goddard, great advance has been made in attacking these 
 problems. Instead of seeking new devices for research or 
 striving to discover new and startling aspects of our edu^ 
 cational status, many a city needs rather to repeat locally 
 some of the pioneer statistical and educational studies made 
 by these men. This should be done periodically in order to 
 ascertain the specific facts regarding the local school sys- 
 tem and each school in the system, as well as to subject 
 every method to the fire of actual trial in which measure- 
 ments are made of results. 
 
 To conduct scientific inquiries and to interpret and 
 apply the results for the people is the price of progress — &a ^ in~ education: 
 whether in conserving health, promoting economic changes 
 or eliminating waste in formal education. The purification 
 of water for drinking, the conquest of yellow fever in New 
 Orleans, of diphtheria and smallpox throughout the world, 
 are the results of the labor of the investigator. In busi- 
 ness the utilization of hitherto unrecognized values in the 
 use of cotton seed, in the chemical salvage of garbage, and 
 the series of profitable industries based upon the coal-tar 
 products — all these are results of the scholar's efforts. In 
 the field of human education relatively slow progress has 
 
 Research reraos 
 verbiage In business 
 
been made because we have depended too much upon au- 
 thority, precedent, or upon pedagogic debate — mere 
 verbiage— for the truth, rather than upon the application 
 of the principles of measurement that have accomplished 
 wonders in hygiene and in industry during the past twenty- 
 five years. The facts that the day of the "eminent educa- 
 tor" without specific training or record of real achievement 
 is passing, that there is unrest in the worlds both of the 
 university and of the public school, that more and more 
 are made appeals to research, and the increased literature 
 upon the problems of education, containing data carefully 
 gleaned and conclusions cautiously applied — are some of 
 the signs that the hour for truth in education is near at 
 hand. 
 
 our present metn- The unprecedented massing of population in schools 
 and the difficulties facing the educational authorities in the 
 United States call urgently for such methods. It matters 
 not at what angle of difficulty one approaches the educa- 
 tional situation, nearly every difficulty is found to be inter- 
 woven with many other issues. We hope to present clearly 
 certain data from New Orleans and elsewhere that bear 
 upon the question of exceptional children and some imme- 
 diately related topics, such as retardation, repeating and 
 elimination, and also to accompany this data with some at- 
 tempt at interpretation and plain analysis. It will be seen 
 quickly that an analysis of any one of these topics involves 
 attention to the whole nexus of conditions — social, racial, 
 physical, industrial, financial as well as to the strictly peda- 
 gogical. 
 
 Agreement regard- Much has been said about the disagreements and con- 
 tradictions in pedagogy. Alas, there are many, just as 
 there are in medicine and theology. However, points of 
 difference are more commonly discussed than points of 
 agreement, and there are happily some fundamentals undis- 
 puted by trained educators. It has become a commonplace 
 in education to declare that the school must be made to fit 
 the child, and not the child to fit the school; that a child 
 is not a miniature adult, since that unreal being — the aver- 
 age child — differs markedly both in physical and mental 
 
traits from that equally mythical being, the average -man; 
 or woman. The true significance of this doctrine has been 
 impressed well upon this generation. Amid the confusion- 
 of practices and aims in our schools so rapidly grown, it 
 is also pretty well agreed, whatever may be the how, the 
 method of education, that the why, the ideal of public edu- 
 cation, is "to produce the efficient human being — one able 
 to bear his own burden, one who at least will not interfere 
 with other normal persons in the pursuit of happiness, one 
 who will also make some contribution to the sum total of 
 human happiness." At last the competing educational ideals 
 of the past seem reconciled by a working agreement. The 
 citizenship of the Romans, the culture of the Greeks, the 
 discipline of the Ascetics; the encyclopedic knowledge of 
 Aristotle, Bacon and Comenius, the unfolding growth of Na- 
 ture according to Rousseau and Froebel, the morality of 
 Herbart, the social regeneration of Pestalozzi, the utility of 
 Spencer — in each of these motives are elements to be em- 
 phasized in changing children into efficient men and women. 
 We believe that in a synthetic ideal in behalf of efficiency 
 emphasis will be laid according to the best needs of the 
 individual as a social element, and of time and place; that, 
 if the school is to conform to the needs of the child, content 
 and methods are to be utilized with knowledge of the indi- 
 vidual differences of the children. 
 
 The concept, the average child, is indispensable, but „^ dlvlanal mfler 
 every competent study of groups of children, at any age — 
 say, ten or twelve years — has proved that no one child is 
 like another. Studies of weight, height, grip, of sense or- 
 gans, of mental functions, have revealed coincidences here 
 and there but in every kind of valid test, physical or men- 
 tal, we have found with the age-averages also individual 
 variations within each group. One of the most important 
 tasks of educational science, when we view education as a 
 process of adjustment of environment, and the individual in 
 physical, mental, and social aspects, may be resolved, in the 
 last analysis, into that of describing and explaining the na- 
 ture, significance and treatment of individual differences. 
 Familiar to the biologist are the terms variation, mutation, 
 
 ences. 
 
differentiation, plasticity — concepts referring to aspects of 
 individual differences. At this point, if our discussion were 
 prolonged, consideration should be given the question how 
 individual variations as received at birth may be changed 
 by the agencies of human education. We believe in the 
 modification of inborn capacities by means of the manipula- 
 tion of environment, else our work of education to change 
 human beings is in vain. The interests of the practical 
 administrator and of the student of childhood and of sta- 
 tistics unite at the issue of -individual differences. 
 
 orH^pt&'F'chu: Centering about the problem of the child who exhibits 
 dren extreme variation — the exceptional child — are found a 
 
 score of difficulties confronting the administrators of our 
 public schools. The historical development of the movement 
 • to study and protect defective children may have led the 
 
 public into a too common acceptance of the term exceptional 
 as applying only to defectiva children — to the blind, deaf, 
 stammering, crippled, insane, imbecile, idot, and the crimi- 
 nal. The historical importance of the work of the Portu- 
 guese Jew, Pereire, and of the Abbe de l'Epee in behalf of 
 the training of the deaf, during the eighteenth century, the 
 labors of Doctor Itard, and during the nineteenth century of 
 Ltoctor Edward Seguin, in behalf of feeble-minded children, 
 have gained the attention generally of physicians, teachers 
 and psychologists in the study of defective types. Atten- 
 tion to defective children has been further intensified by the 
 adoption of medical inspection of school children within hun- 
 dreds of American city school systems. In succeeding pages 
 we shall endeavor to emphasize strongly the overlooked im- 
 portance of the problem of the gifted, able pupil considered 
 as an "exceptional child." We have found ourselves probing 
 persistently for the presence and causes of abnormalities in 
 defective children, with surprising indifference to the pres- 
 ence and possibilities of exceptionally able children. There 
 are, in addition to the above elements, persons who allow 
 themselves to indulge a morbid sympathy for the unusual, 
 a keen pity for suffering that is afar, while they overlook 
 greater and crying evils lamiliar because always present. 
 These reformers may lead us astray in evaluating measures. 
 
The issues at band no longer should be the sole interest of 
 "individual Hotspurs" and enthusiasts, but should command 
 the calm deliberation of our wisest counsellors and citizens. 
 
 One defective child of extreme type, representing irre- of G ; ™ T d e ef ^n»J c c a h n i g 
 pressible problems that are classed under the general rubric ta school, 
 "individual differences," may be very potent in bringing 
 evil upon himself and the school group* and the teacher by 
 his presence. To what extent such children are actually 
 causes of technical retardation in the thousands who are 
 not defective we cannot measure. One can think only with 
 pathos of the conditions of such a child. 
 
 The imagination will aid in estimating the ultimate re- one extreme «- 
 
 ample. 
 
 suits to himself and society of the presence of such an un- 
 fortunate child in the classroom and on the playground. 
 Here follows a condensed record of one of our studies of a 
 boy nearly thirteen years of age, in a second-grade class of 
 our schools during 1912. The identity is concealed. He is 
 maladjusted to his grade some four years, and represents an 
 extreme individual variation among school children. The 
 paragraph on school report is abbreviated from reports and 
 observations by his teaehers. That on home and personal 
 history similarly is the product chiefly of the labor of social 
 workers. The medical data are condensed here from written 
 reports from medical inspector, the neurologist and psychia- 
 trist and the clinicians of the Touro. The paragraph on 
 psychological findings is the result of application of tests at 
 the Callender Laboratory. The tentative [omitted] conclu- 
 sions were formulated according to the judgment of the 
 writer and assistants. The details of procedure of the en- 
 tire method of study of individuals it is one of the purposes 
 of this report to describe later. If data were available, it 
 would be pleasanter to read the record of a normal child, 
 in accord with our ideals of childhood and youth and more 
 fortunate in environment. 
 
 SCHOOL REPORT: This boy is described as being cheerful, 
 good-tempered, easily managed, very stupid, awkward, very slow. His 
 teacher says: "He lacks expression. He does not care about playing 
 with children of his own age, but seeks the company of younger ones. 
 He is not troublesome. He seems to like liquor {detected odor on 
 breath after 4unch). He gets along very nicely with his companions." 
 
10 
 
 He can do errands, name all the letters, count objects, add, multiply 
 and divide. He reads fairly well in the second reader, writes poorly; 
 Cannot take dictation, play on musical instrument or sing. He is poor, 
 in industrial work and gymnastics; does not take part in athletics, 
 gets along slowly in all school work. He is best in arithmetic 
 and worst in writing. Lack of muscular control, in the opinion 
 of his teacher, prevents his doing better. He plays very little, is 
 seclusive in his play, does not take the lead or make believe in play; 
 does not think what to do in emergencies. He shows willingness to 
 try and co-operate when aided. He has achieved individual attention 
 from special teacher which resulted in improvement in reading. 
 
 HOME AND PERSONAL HISTORY: The child is one of a 
 family of fourteen children, all of whom are dead but three — viz., a 
 girl of twenty-two, another of sixteen, and the boy himself. He was 
 brought to the laboratory by his sixteen-year-old sister, who was un- 
 able to give much information concerning the early life of the boy 
 and the family history. It was therefore suggested that a young 
 lady would call on the mother for the purpose of obtaining these data. 
 Suggestion favorably received. Sister reported that child did not 
 talk until six years of age. She says in disposition he is industrious, 
 cheerful and affectionate, that he laughs a great deal; that he is 
 
 very nervous. The family are parishioners of Church. 
 
 Boy was to have taken his first communion this spring, but could not 
 learn the catechism. Boy spends much of his time when not at school 
 in and about a grocery near by, where he is given jobs. Mother very 
 stout and suffers with palpitation of the heart. 
 
 The social investigator's report is as follows: This case brings 
 a record of tuberculosis, alcoholism and syphilis for both father and 
 mother. The father acquired tuberculosis and syphilis from his 
 father and was himself a hard drinker. He belonged to two fraternal 
 orders from which he was expelled for violating their "rules of right 
 living." The notice of expulsion does not state the content of these 
 rules. The father has been dead for several years and these societies 
 of which he was formerly a member have contributed toward the 
 support of his widow and children. Through the agency of one of 
 these societies, two daughters, ages- sixteen and seventeen years, were 
 taken away from the mother and placed in an asylum. This was due 
 to the fact that the mother was at that time a resident of the red- 
 light district. Two years later she reformed and the girls were per- 
 mitted to return to her. Meanwhile one of the daughters had devel- 
 oped consumption while in the asylum and died a few months after 
 her return home. At the time when the two girls were put in the 
 asylum an elder sister was, and still is, living in the restricted district. 
 
 In addition to syphilis in the advanced stages, the mother has 
 valvular heart trouble and drinks heavily. She worked in a moss 
 factory until excessive flesh made this impossible. She has had five 
 miscarriages and fourteen cnildren, three of whom were born dead 
 and seven died in early infancy. This entire family is leading a de- 
 graded existence. The mother is living an immoral life with her 
 "lodger," who pays all the household expenses. Neighbors assert that 
 "it's the girl he's after," but it has not been substantiated. The 
 house is small, dark, over-furnished and dirty. 
 
 The mother seems not wholly bad. She is a kindly woman, gen- 
 erous to those who will accept, and good to animals. The boy is sin- 
 cerely devoted to his mother, never lets her get out of hjs sight when 
 it is possible for him to be at home, waits on her, and pets her con- 
 
11 
 
 stantly. The bey says that his mother has "spells, when she shuts 
 herself up and cries something awful." Why? "Just gets to thinkin'." 
 The boy was an exceedingly small baby until he was about three 
 months old, when ne began to "pick up." He was slow in learning 
 to walk, "about three years old" his mother thinks, and he was six 
 years old before he talked at all. Then he began to talk in sentences. 
 When he was about three years old, "just while he was getting his 
 teeth," a skin disease appeared on his neck and back of his ears. 
 "Looked like someone had laid him open and jt would not heal up — 
 just kept raw like." He Has had mumps and pneumonia and the 
 family physician states that "all the children have syphilis — there is 
 not a family in this town worse off." 
 
 MEDICAL: General medical examination shows caries of teeth; 
 hypertrophied tonsils, right and left; enlarged cervical glands; occa- 
 sional headaches. General development, good; nutrition, good; con- 
 dition, very nervous. Speech, indistinct; facial expression, happy; 
 posture, erect; gait, normal. 
 
 Examination at Touro gave negative results, save weight was 
 twenty-two pounds excess. Wasserman, negative. The physician 
 there recommends the following: "The overweight of this boy with 
 his gross features suggest the advisability of administering thyroid 
 extract, and therefore believe it would be well to refer him to his 
 family physician with such recommendations; or, in the event they 
 prefer to visit the Touro clinic, we shall De glad to look after him. 
 Notwithstanding the negative Wasserman, I would feel disposed to 
 give this boy the benefit of anti-luetic treatment, if for no other rea- 
 son than that eleven of his brothers and sisters are dead apparently 
 of indefinite ailments." 
 
 A neurologist commented on feminine type of physique with over- 
 developed breasts. The thyroid cannot be palpated. Thyroid extract 
 might be given here with benefit, as physical condition suggests hypo- 
 tnyroidism. Mental condition is high type of imbecility. Will not 
 admit of much education. 
 
 PSYCHOLOGICAL: Attitude in laboratory was good. He is 
 not inclined to exert himself, though he seemed at all times to try 
 to do with good spirit, though sometimes with considerable precau- 
 tion, what he was asked to do. He would often whisper to himself 
 the answers to questions that were addressed to him before giving 
 his reply. His lips seemed always to move when he thought. Visual 
 memory did not appear to be defective. His mental grasp does not 
 appear to extend beyond very simple matters. His range of ideas is 
 circumscribed, though his mental content, so far as it goes, is sys- 
 tematized. His mind is sluggish. He is not actively curious about 
 things around him. He seems to be a child that would be better 
 satisfied if let alone. ,The comparison test for the eight-year age 
 he did not seem to understand. He ventured- several absurd answers 
 to this. His facial expression especially during muscular effort is 
 rather old. He makes frequent use of terms that show a rather pre- 
 mature stereotyping of habits, such, e. g., as : "I seldom ever play," 
 etc. According to the Binet tests, there is some three years of mental 
 retardation. 
 
 RECOMMENDATIONS: (Incomplete). 
 
12 
 
 men y t pl0 in "New^o*- ^he numDer °f maladjusted children — whatever may be 
 leana - the causes — that our teachers must deal with in New Or- 
 
 leans is hereby illustrated ; the enrollment in the first grade 
 of the white schools during 1911 was: 2498 children six 
 years of age, 1794 seven years of age, 695 eight years of 
 age, 281 nine years of age, 212 ten years of age, 60 eleven 
 years of age ; 30 twelve years of .age, 16 thirteen years of 
 age, 9 fourteen years of age, 8 -fifteen years of age, 4 six- 
 teen years of age, 5 seventeen years of age, 3 eighteen years 
 of age. 
 
 One encouraging feature in New Orleans is that during 
 the past three years a slowly increasing number of children 
 relatively are found in the upper grades and a relatively 
 decreasing number in the lower grades. 
 • A teacher cannot be fully effective under the present 
 
 conditions of retardation, says Dr. Strayer in his survey of 
 scores of cities: "The situation demands grouping on the 
 basis of maturity and educability rather than on the basis 
 of ability to solve arithmetical problems or to spell words 
 not commonly used in the written expression of children." 
 tituSS. deceptlve at " Perhaps the following should be better understood by 
 the average citizen. There is an opinion prevalent that 
 children in our schools are classified uniformly by age and 
 grade; that at stated intervals there is reclassification in 
 which the vast majority of children of a given age, say 
 twelve years, are promoted, while a very few at twelve linger 
 in lower classes. This fictitious rule (which might not be 
 so bad as pictured) has been attacked as a vicious system, 
 comparable to the lock-step progress of convicts, who move 
 together, machine-like and numbered. Another obsolescent 
 attitude is that represented by the state superintendent of 
 a western state, who, upon being questioned mildly by the 
 writer regarding the extent of administrative retardation 
 in the towns of his state, replied promptly: "An inconsid- 
 erable amount. You know there are many college graduates 
 in our population. Our school conditions are excellent." 
 However, he was not able to give one statistical fact re- 
 garding actual conditions in any city of his state. The stu- 
 dies of Maxwell, Bryan, Cornman, Falkner, Ayres, Witmer, 
 
13 
 
 and Van Sickle and other progressive city superintendents 
 during the past ten years have utterly disproven notions 
 such as the above two concerning typical American cities. 
 Economic and educational evils as well as many excellencies 
 that cannot he ignored have been revealed by the newly ap- 
 plied methods of analysis. 
 
 For example: Throughout the United States the estab- re £^r a ftge ' grade 
 lished age-standard for the eight grades is based upon the 
 supposition that by the seventh birthday most children will 
 enter the first grade ; that if a child is promoted one grade 
 each year he will have completed the eight grades and be 
 ready for the four years of high school by his fifteenth birth- 
 day. Normal ages thus defined are as follows : 
 
 
 TABLE I. 
 
 
 Grade. 
 
 
 Age. 
 
 I 
 
 
 6 to 8 years 
 
 II 
 
 
 7 to 9 " 
 
 III 
 
 
 8 to 10 " 
 
 IV 
 
 
 9 to 11 " 
 
 V 
 
 
 10 to 12 " 
 
 VI 
 
 
 11 to 13 " 
 
 VII 
 
 
 12 to 14 " 
 
 VIII 
 
 
 13 to 15 " 
 
 Although curricula and methods as organized are based Actual status, 
 upon the above supposition, investigations have shown con- 
 trary results well-known to-day but startling five years ago. 
 In one recent study of the median percentages of boys and 
 girls who are of normal age, over-age and above age, in 
 their respective grades, of 132 cities of 25,000 population 
 and over (a census taken in December, 1908), the results 
 show 38 per cent, of boys over-age and girls 32 per cent; 
 boys under-age four and girls also four per cent, respec- 
 tively. The superintendent's studies of age-grade distribu- 
 tion in New Orleans for 1911-12 give the following: 
 
 TABLE II. 
 
 Percentage Over- Age (1911-1912). 
 
 White. 
 
 Grade 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 Total. 
 
 Boys 
 
 25.5 
 
 42.3 
 
 56.7 
 
 64.4 
 
 64.3 
 
 58.8 
 
 48.8 
 
 45.6 48.8 
 
 Girls 
 
 21.4 
 
 31.4 
 
 48.5 
 
 60.1 
 
 58.5 
 
 55.4 
 
 53.3 
 
 42.1 44.2 
 
14 
 
 
 
 TABLE III. 
 
 
 
 
 
 
 Colored. 
 
 
 
 
 Grade 
 
 Boys 
 
 Girls 
 
 1 
 56.9 
 55.3 
 
 2 3 
 83.5 85. 
 73.1 83.6 
 
 4 
 88.5 
 89. 
 
 5 
 87. 
 89. 
 
 6 Total. 
 
 88.4 75. 
 88.4 73.8 
 
 n 
 
 ni 
 
 Grades 
 iv v vi yii vm 
 
 Figrure 
 
 Retarded (over-age) children in the srrades of New Orleans, 
 portions represent retarded children. 
 
 Shaded 
 
15 
 
 It is evident, in spite of our old assumption of the 
 suitability of a grade for an age, that the actual status of 
 age and grade exhibits extreme maladjustments, whatever 
 may be at the bottom of these conditions. 
 
 Figure I is drawn proportionally to the grade distribu- 
 tion in New Orleans for 1911-1912. A study of the diagram 
 reveals three important facts : the total number of children 
 in each of the eight grades; the shaded portion represents 
 the number of maladjusted or retarded children in each 
 grade; the part in outline the percent, of normal-age chil- 
 dren. The figure represents white children only. 
 
 The actual causes of age-grade maladjustment, no one 
 can assert truthfully without specific study of each school 
 and individual involved. By collecting from teachers writ- 
 ten replies to questions, Dr. Edmund Moss obtained the 
 following tables, which are suggestive of causative condi- 
 tions of retardation in New Orleans. The figures are for 
 the elementary schools during 1908-9. 
 
 TABLE IV. 
 Total, Number of Children, 29,406. 
 
 Number of Pupils above the Normal Age. Boys. Girls. Both. 
 
 Unfamiliarity with English 150 172 322 
 
 Age upon starting...! 1111 1212 2323 
 
 Absence 848 828 1676 
 
 Slowness 1446 1469 2915 
 
 Dullness 506 492 998 
 
 Health 307 377 684 
 
 Physical defects 207 149 356 
 
 Mental weakness 89 37 126 
 
 4664 4736 9400 
 
 Causes. 
 
 In general, it is evident, as indicated by Ayres, that the 
 status of maladjustment of age-grade in a school is the 
 result of (1) late entrance by the pupils, of (2) slow 
 progress (which may be due to factors in the school, in 
 the home or in the child) or (3) the result both of late en- 
 trance and of slow progress. 
 
 The fact that these conditions are being disclosed so careies* criticism 
 generally by the application of simple, scientific methods 
 is alarming some well-meaning persons throughout the 
 country to careless abuse of present school officials who, it 
 
16 
 
 should be remembered, have only recently received for fu- 
 ture betterment or injury, the school systems. Our schools 
 to-day we possess with all the accumulated defects of years 
 and with the increasing burden upon us of constant re- 
 adjustment to meet the necessities of population and im- 
 provement. Some critics with bias for or against certain 
 particular causative elements are misled by erroneous 
 analysis of statistical facts. For example, again and again 
 extreme and contradictory statements have been published 
 concerning the relation of physical defects to school prog- 
 ress. During 1911 a tabulation was made of the records 
 of some 7,608 children of New York who had been exam- 
 ined by school physicians, and the surprising fact was re- 
 vealed that 80 per cent, of the children of right age for 
 • their grades had certain physical defects, while only about 
 
 75 per cent, of those maladjusted to grades were similarly 
 defective. At first glance, maladjustment and slow prog- 
 ress had no relation to physical defects. Retabulation of 
 the data disclosed a marked diminution in the number of 
 defects from the age of six to fifteen — with the exception 
 of -defective vision — and this diminution was not due to the 
 dropping out of school of the older children with defects. 
 Recasting the percentages for each age, from ten to four- 
 teen, inclusive, according to the arbitrary division — dull, 
 normal and bright — figures were found by Ayres which con- 
 clusively demonstrated for the first time a real relation 
 between physical defects and school progress. 
 
 TABLE V. 
 
 Percent, Suffering From Each Sort of Defect. 
 7608 Children. 
 
 Defects. Dull. Normal. Bright. 
 
 Enlarged glands 20 13 6 
 
 Defective vision 24 25 29 
 
 Defective breathing : 15 11 9 
 
 Defective teeth 42 40 34 
 
 Hypertrophied tonsils 26 19 12 
 
 Adenoids 15 10 6 
 
 edSiauo ™ ments ' n One source of misinformation with regard to some 
 of the causes operative in administrative retardation is the 
 cataloging of conditions found by means of searching study 
 of merely a few unfortunate and defective children, and to 
 
17 
 
 allege the causes found in them to be effective for non- 
 prtiniotibn in the majority of other children. It is true 
 that one child who is physiologically and psychically re- 
 tarded may be an inevitable obstruction for other children 
 and the teacher. If we are to discover for each school, 
 however, the predominant factors of retardation, in the 
 sense of maladjustment to the grades, *t would be neces- 
 sary to consider analytically the data of both the promoted 
 and of the non-promoted pupils of each age. Arranged in 
 cdfrtrasting columns, the data will then reveal for each 
 group the relations between the causes and the non-promo- 
 tions. These examples illustrate the necessity of adequate 
 facts periodically obtained concerning school conditions, so 
 that these may be placed at the disposal of administrators 
 and make possible the elimination of various kinds of edu- 
 cational waste. One would not think of conducting a rail- 
 road or bank without constant supervision by means of 
 accurate records of every activity. The school needs as 
 close scrutiny of processes, costs, and results. The rapidly 
 growing literature upon these topics is evidence of the rec- 
 ognition of the method of research in educational admin- 
 istration. Numerous reports are noteworthy for accuracy 
 and simplicity. 
 
 The exceptionally backward child is usually a repeater Stow progress, 
 in the grades, but it is agreed that the waste in mass-educa- 
 tion because of repeating is only in part due to the back- 
 ward and the feeble-minded. The repeating of work may be 
 due to causes inherent in the child, the home, the teacher, 
 the crowded and unsanitary room, or the course of study, 
 etc. 
 
 We may be able eventually to trace the career of every ye ^° re to tha c n om ^* 
 child by means of simple card records and to ascertain how ortean? ades in New 
 long it really requires most children to pass through the 
 allotted eight years of work in the grades. If we consider 
 children in grade-groups, some surprising facts appear. 
 Suppose, for example, we subtract from the average age of 
 children in the fifth grade during September the average 
 age of the children in the first grade, the result will ap- 
 proximate the number of years it takes the average child 
 
18 
 
 to complete four grades. If the child proceeds at about the 
 same rate until the eighth grade, it is possible to estimate 
 from these data also the average time it takes the average 
 child to pass through the eight grades. 
 
 Using as the enrollment that published in the New Or- 
 leans superintendent's report for 1911-1912, it is thus 
 found : 
 
 TABLE VI. 
 Average Age, Enrollment, and Estimated Progress. 
 
 Grade I. Grade V. Years to Complete 
 
 No. Av. Age. No. Av. Age. 4 Grades. 8 Grades. 
 
 White 5615 7.02 3394 12.02 5 10. 
 
 Colored 2566 8.18 493 13.55 5.37 10.7 
 
 These figures apply to the majority of children, but 
 are, of course, only approximately true, for several reasons. 
 The first grade contains many pupils who are repeaters 
 and older than beginners. This factor tends to make our 
 estimate a little too low. On the other hand, the percent- 
 ages of promotions above the fourth grades in New Or- 
 leans are somewhat higher than the percentages of pro- 
 motion below the fourth grade. This factor tends to make 
 our estimate too high for the children who survive to the 
 final grades. What probably happens is that the excep- 
 tionally able children, according to the standards of school, 
 remain after the fifth grade, while a host drop out — 
 throughout the country, some fifty per cent, by the eighth 
 grade. 
 
 The estimate thus obtained, that in New> Orleans it 
 would take the average beginner some ten years to com- 
 plete the eight grades if he proceeded at the average rate 
 for the first four years, is a safe one. Hundreds of pupils 
 exceed this rate during the first years. According to Ayres, 
 eight grades in ten years is the rate of progress in the 
 typical American school system. 
 
 It is probable that if trial were made of this rule for 
 each school in Ne"w Orleans there would appear schools in 
 which the time would be longer than ten years ; in others, 
 less than ten years. Unpublished data prepared on this 
 basis by Misses Ray Abrams and Elizabeth Pagaud indi- 
 
19 
 
 cate that among certain good schools there is considerable 
 variation in this matter. It should not occupy the average 
 children, the majority of children, ten years to complete 
 work that has been planned to occupy eight years — what- 
 ever may be the cause of the slow progress. 
 
 The significance of the repeater in our city schools is Re P eaters - 
 serious. One cannot estimate in figures the cost of doing 
 work over in terms of heartache of children and parents 
 and teachers. In business we would not tolerate the ex- 
 penditure year after year of millions of dollars paid for 
 the repe+ition of work which should be done once and 
 well. The Sage Foundation study declares: "In the coun- 
 try as a whole about one-sixth of all the children are re- 
 peating, and we are annually spending about $27,000,000 
 in this wasteful process of repetition in our cities alone." 
 
 If a conservative ten per cent, of the amount expended 
 in New Orleans during one year for the public schools 
 ($1,200,000) were spent on account of repeaters, the an- 
 nual cost would be $120,000, an amount large enough to 
 build new schoolhouses and raise the salaries of teachers 
 from time to tiine. These startling statements should 
 arouse each city to inquire annually into the amount and 
 caues of repeating in the grades. However, money in be- 
 half of repeaters is not always wasted. We are very likely 
 to run astray in our conclusions about these matters un- 
 less we analyze closely the present conditions of retarda- 
 tion and repeating, considered both as symptoms and as 
 causes. Administrators and teachers to-day find they have 
 inherited some schools where retardation and repeating in 
 enormous proportions have been the rule for years. Re- 
 tardation may be a resultant of a series of causes difficult 
 to detect and remove. 
 
 A statistical enumeration made. by the superintendent **£l£! inB ln New 
 in New Orleans during 1910-1911 showed that some 35 
 per cent, of the children had consumed more than the nor- 
 mal time in reaching their respective grades. This meant 
 that 35 per cent, of the school children had been at some 
 time in their school life repeaters. It does not show the 
 number of children repeating at the time of the inquiry, 
 
20 
 
 and therefore the tendency of the table is to exaggerate in 
 the reader's mind the amount of repeating at present, 
 promotions. During 1911-1912 in the white schools the percentage 
 
 of promotions was 84.8 per cent, for girls and 80.1 per cent, 
 for boys. The highest percentage of promotions for both 
 during the school year was 96.8 and the lowest 63.6. In 
 the negro schools the percentages of promotion were : boys, 
 66.4; girls, 65. Highest percentage, 85.5; lowest, 46.8. 
 
 records 6 ° f toaiTi(iual ^ wou ^ seem a simple undertaking to require each 
 teacher to report the nujnber of beginners*, and also the 
 number repeating the work of a grade for the first, second 
 or third time. But the latter number gives results decep- 
 tively favorable, since it omits the repetition of lower 
 grades. Where individual record cards of pupils are kept, 
 . it is possible to prepare periodically for each grade a table 
 
 which exhibits at a glance the children who are of normal 
 age and have made normal progress, those who are of 
 normal age and have made slow progress after early en- 
 trance, those who are over-age entering late, but who have 
 made normal progress, and, finally, those who are over-age 
 and have made slow progress — data which^ are of service in 
 the adaptation of the school to the needs of 1ftie child. 
 
 materiai in l %a a" Factories, refineries and smelters keep track of the 
 
 product. amount of raw material at the beginning of the processes. 
 
 Until recently few school officials have been able to state 
 from year to year the number of beginners, the raw ma- 
 terial, in each grade of our schools. Having these figures, 
 the numbers of beginners for years, it would seem easy to 
 subtract from the total of each grade and compute the num- 
 ber of repeaters present, and also the survivors in the final 
 grades. Such printed data for a series of years is lack- 
 ing in New Orleans, as it is in most other cities. To ap- 
 proximate the annual number of beginners it is necessary, 
 to resort to computation. Three well-known methods are 
 in vogue, those of Thorndike, of Ayres, and of Strayer. 
 (U. S. Education Bulletin, 1911, No. 5, page 6.) 
 
 riefilJckiB 1 !! Mst0 " Tne determination of the questions as to the percentage 
 of pupils retained at each age and grade and as to elimina- 
 
 *This has been done. (See page — of this report.) 
 
21 
 
 tion, turns upon the number of beginners year by year. The 
 final results of these three methods do not markedly dis- 
 agree concerning the great drop in attendance of pupils 
 in the grammar grades, but no one of these methods is free 
 from error. We can never ascertain exactly "the tendency 
 of elimination in the city until large groups of individual 
 histories extending from the years, say, seven to eighteen 
 have been studied in connection with the environments con- 
 cerned — social, intellectual and physical. 
 
 The task of estimating the percentages of actual be- naaonTnaccS™te ml " 
 ginners persevering to each grade is complicated by all the 
 factors that affect present school enrollment, such as im- 
 migration, emigration, death, increase of population by 
 birth, retardation and elimination. Uncorrected for these 
 errors, the true percentage of pupils retained in each grade 
 would not be accurately represented by the percentage 
 which the pupils of a grade are of the number of begin- 
 ners in school for one year. However, as the results ob- 
 tained by the method of Ayres seem more conservative, as 
 compared with the estimates made by the method of Thorn- 
 dike, and also since the status of retention and elimination 
 in New Orleans calculated by its use for the year 1908 has 
 been published widely by the Sage Foundation, we may 
 use the formula again for the sake of comparisons. Ayres 
 found by trial that the average sums of the generations 
 of children between the ages of seven and twelve closely 
 approximate in certain cities the annual" number of begin- 
 ners. On September 25, 1911, in New Orleans, the enroll- 
 ments for these ages were : 
 
 TABLE VII. 
 
 White. Colored. 
 
 7 years 3237 684 
 
 8 years 3111 821 
 
 9 years 2985 899 
 
 10 years 3199 945 
 
 11 years 3118 1024 
 
 12 years 3064 980 
 
 6)18714 6)5353 
 
 3119 (Beginners) 892 (Beginners) 
 
22 
 
 natto£™ an &w"ot- The % ures » 3119 (white), 892 (colored), represent 
 leans - the number of beginners on the basis of published statistics 
 
 for 1911-12 in New Orleans, computed according to the 
 method of Ayres. ( Stray er's method gives 3237 and 1024, 
 respectively, as the numbers.) If we calculate now the 
 percentages of beginners represented by the enrollment 
 of each grade in New Orleans, we have, by both methods : 
 Ayres (1), Strayer (2), the results in Table VIII. 
 
 TABLE VIII. 
 
 Percentages in Each Grade of Annual Number of Beginners in School. 
 1. 
 
 Ayres. 
 
 2. 
 
 Strayer 
 
 12345678 
 
 White (1911)... 180 152 145 137 109 73 52 41 
 
 (1908) 228 159 143 117 79 54 39 26 
 
 Color-d (1911). .287 218 174 112 55 29 
 
 (1908) 329 174 173 92 52 
 
 White (1911)... 173 147 140 132 104 71 50 38 
 Colored (1911).. 250 190 151 98 42 25 
 
 It would seem from these comparative percentages that 
 in New Orleans the tendency in the white schools is for 
 less than half of the beginners (41 per cent.) to remain 
 until the eighth grade. Heavy elimination follow the 
 fourth and fifth grades. The first, second and third grades 
 for the year are evidently burdened with repeaters. 
 
 In the schools for negroes the tendency is for begin- 
 ners to remain until the fourth grade, when rapid elimina- 
 tion occurs. Less than a third remain to the sixth (last) 
 grade at time of census. The first two grades seem to be 
 crowded with repeaters. Since 1908 there has been some 
 improvement in New Orleans elementary schools as to re- 
 tention in the grades. Figure II exhibits (heavy line) the 
 tendencies of retention and also of elimination for white 
 children only in New Orleans for the year 1911-1912 ac- 
 cording to our estimate. The percentages published by 
 Ayres for 1908, and obtained under somewhat different con- 
 ditions, are indicated by the light line. 
 
23 
 
 per 
 
 I 
 
 11 
 
 in 
 
 Grad 
 
 IV V 
 
 as 
 
 VI 
 
 VII 
 
 VIII 
 
 
 
 ecni- 
 
 
 
 
 
 
 
 
 
 
 
 200 
 
 
 
 
 
 
 
 
 
 
 
 1S0 
 
 
 
 
 
 
 
 
 
 
 
 160 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 120 
 
 
 
 
 
 
 
 
 
 
 
 100 
 
 
 
 
 
 
 
 
 
 
 
 80 
 
 
 
 
 
 
 
 
 
 
 
 60 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure z 
 
 General tendency of elimination and retention of white pupils in 
 elementary schools, New Orleans. Heavy line represents percentage 
 ofbeginners in grades during 1911-1912 ; light line, during 1908-1909. 
 
 A widespread opinion seems to be that the retarding Relative aiacui 
 forces of the lower grades, one to four, are greater than 
 those of the upper grades, four to eight. Thorndike has 
 pointed out that certain pupils are not retarded in grades 
 six, seven or eight for the "sole reason that they are not 
 there to be retarded — they have been eliminated." * * * 
 
24 
 
 Possibly the same pupil would spend a longer time in grades 
 six, seven and eight than in grades two, three and four/' 
 Studies of Thorndike covering some one hundred cities in- 
 dicate that the median percentages of June enrollment 
 which show failure in promotion are slightly higher in the 
 last three grades than in the preceding three grades of the 
 elementary schools of these cities. 
 
 o?ieans 0tlons in New -^ consideration of the percentages of promotion in the 
 New Orleans schools (1911-1912) reveals our tendency, 
 both in thp schools for white and the schools for colored. 
 The percentages of failure in the grades above the fourth 
 are, as a rule, lower than the percentages of failure in the 
 first four grades. The records for promotion for elementary 
 schools in the New Orleans report (1911, page 24 et seq.) 
 t are original data bearing upon the general problem of re- 
 
 tardation, and merit more careful analysis and compari- 
 sons. It is not safe to assume that, as a rule, each of the 
 eight fractions (grades) of the elementary course is of 
 equal difficulty for the respective ages ; that one year is the 
 normal time for all pupils and all grades alike, 
 interest of New Statistics such as have been used as the basis of this 
 
 Orleans in educa- . 
 
 tic nai research. discussion have been issued by the superintendent of the 
 New Orleans schools for three years. Tho ^^niftfanno. o£- 
 the problems of ex ceptional child rjnhasatt racted more and 
 _____-mere-atteTfEion[ It has been a policy of Superintendent 
 Gwinn gradually to increase facilities for study of these 
 problems. iHeJias_r ealized th atjin the_past edu cation ha g 
 ~h geTT~g"uided in j iverv large me asure bv^ opinion, but that 
 to-day we are forced tojtependupon scientific methods if 
 ouPl^caTion^Ciystem i^jtp^fe~b^St^ntal¥Sst&nti^mai^ 
 ner and" to^ecurja-permanent and _ gojoiL results. During 
 1911 irrthe PsychologicaTBulletin there appeared an advo- 
 cacy by Hill of bureaus of educational research to be estab- 
 lished in the South as first steps for child welfare by our 
 municipal and state authorities. The interest in this phase 
 of educational science in New Orleans developed into the 
 establishment by the Board of School Directors of New 
 Orleans, during the summer of 1913, of a new Department 
 of Educational Research within the public schools. This 
 
25 
 
 step is perhaps one of the most advanced steps in educa- 
 tion undertaken by any city of the South, and is one satis- 
 factory culmination of the preliminary work of the last two 
 years. The Department is in accord with the modern ten- 
 dency to organize efforts of study in behalf of child wel- 
 fare, as begun in Chicago, Philadelphia, Rochester, Balti- 
 more, Washington, Seattle and other citjgs. 
 
 During the years 1912-1913 the present director of the„ B °a rd of Educa 
 
 t-v j- Ti • it. ii., « tlon-Tulane co-opera 
 
 Department or Educational Research, while a professor m a ^ undertaking. 
 Tulane University, united with Superintendent of Schools 
 Joseph M. Gwinn in organizing and directing what has been 
 known as the "Board of Education-Tulane Cooperative Un- 
 dertaking." The threefold task undertaken in 1912 was: 
 (1) Statistical study ; (2) investigation of typical cases of 
 exceptional children by systematic co-operation of teachers, 
 parents, physicians, social workers and psychologists; (3) 
 instruction of prospective teachers of markedly exceptional 
 children. 
 
 The remainder of these notes will contain memoranda 
 and discussion of the results obtained during the past school 
 year. The formal agreement between Tulane University 
 and the Public Schools for the year has ended. It is fitting 
 that now, (August 1913), just before the new Department 
 of Educational Research of the Public Schools is launched, 
 this summary should be made of activities during the year 
 1912-1913, under the agreement then existing. 
 
 These pages show that, in spite of inevitable difficul- fo A^pian of attack 
 ties facing the organization and conduct of such a diffi- 
 cult experiment during one year, the results were good. 
 It has been found necessary, for the sake of avoiding con- 
 fusion in administrative control of the work in New Or- 
 leans, for the public school authorities to take over entire 
 control of the undertaking, in somewhat changed scope. 
 
 The original undertaking as planned in detail during co-operation. 
 1911-1912 by Messrs. Gwinn, Moss, Hill, Wellman and But- 
 terworth was supported loyally in execution by the teach- 
 ers of New Orleans, by medical men— Drs. Dyer, Fein- 
 gold, Wellman, Joachim, Butterworth, Van Wart, Hum- 
 mell, Mcllhenny, and several others; by sopial and statis- 
 
26 
 
 tical workers-^-Misses Railey, McMain, Gillean, Mrs. Mc- 
 Connell and other interested workers, business men and citi- 
 zens. The New Orleans Educational Association, the Pub- 
 lic School Alliance, the Parents' Cooperative Club and the 
 Press aided in the formation of healthy sentiment. The 
 Alliance especially contributed to the good work by publi- 
 cation and wide distribution of the report of its commit- 
 tee on exceptional children during March, 1913. This lat- 
 ter report contains some account of the distribution of the 
 joint sum contributed from the Newcomb Fund and by the 
 Board of School Directors for the year's work. A para- 
 graph from this report will suffice here : 
 
 "It is a right of the public to understand both the source of 
 maintenance of this co-operative work between the Board of School 
 Directors and Tulane in behalf of exceptional children, and also the 
 • distribution of the fund. A copy of the agreement is published in 
 
 the superintendent's report. For the threefold undertaking, the New 
 Orleans Board of School Directors last year appropriated $1,500 and 
 the Tulane Board $1,500 from the Newcomb fund, together with the 
 use of buildings, equipment of Newcomb College and services of spe- 
 cialists from other departments. The $3,000 is expended as follows: 
 $2,200 for the services of an assistant professor of experimental and 
 clinical psychology, brought to New Orleans to assist in this work; 
 the remainder of the money ($800) falls short by $200 of paying for 
 a secretary and for necessary sociological work, student assistance 
 and printing. The services of the following gentlemen are contributed 
 without extra compensation: Superintendent Gwinn, Medical Inspector 
 Moss, Doctors Dyer, Wellman, Butterworth, Feingold, Joachim, 
 Van Wart, Mcllhenny, Hummel, Professor Hill, and also thaee of 
 Miss Susan K. Gillean, a social worker." 
 
 gau<mii stlcal lnvest; ' The superintendent publishes in the current general 
 report later statistics gathered by him. The most impor- 
 tant special investigation undertaken jointly by him and 
 the writer with aid of teachers and principals was a pre- 
 . liminary census of the number and location of markedly 
 exceptional children in the grades, tabulated according to 
 the opinions of teachers and principals. 
 
 Te^ re Sc ml exceptio 9 Dai A young university man who seemed to lack under- 
 chiiaren. standing of the term "exceptional child" remarked "that he 
 
 was so much interested in normal school children that he 
 had no time to consider the problems of the few extremely 
 defective children." There are persons with no acquaint- 
 ance with the statistics of retardation, repeating and elimi- 
 nation who do not feel that many children who present ex- 
 
27 
 
 treme individual variations can be found in the schools. In 
 order to ascertain in what schools or grades such children 
 may be found, and also the kinds of extremely exceptional 
 children in the grades as judged by the teachers, this pre- 
 liminary census or survey was organized. It was hoped 
 also that the inquiry would help to direct the attention of 
 teachers more seriously both to the exceptionally defective 
 children and also to the exceptionally able children as ob- 
 jects of intelligent effort and sympathy. . 
 
 The following is a copy of the letter of direction sent How conducted. 
 by the superintendent to each grade teacher before making 
 the census. It was printed in the left page of a sheet 
 (12x9Vfe inches) . On the right page blank ruling enabled 
 each teacher to insert conveniently the required data. Fig- 
 ure III (A) shows the sheet in reduced size. 
 
 Preliminary Census of Exceptional Children. 
 
 NEW ORLEANS PUBLIC SCHOOLS, 1912. 
 To the Principal and Teachers: 
 
 1. Please fix clearlv in mind the five kinds of exceptional chil- 
 dren tentatively classiued below. 
 
 2. Let every teacher, with the assistance of the principal, fill in 
 carefully upon the accompanying blank all the required facts for her 
 grade. 
 
 3. Let the principal collect the blanks from each grade and enter 
 all the figures upon the blue blanks for principals. 
 
 PLEASE RETURN PROMPTLY ALL THE BLANKS TO THE 
 SUPERINTENDENT. 
 
 It is understood, of course, that tna opinions of the teacher or 
 principal, though given carefully, are unofficial and are merely pre- 
 liminary to more scientific studies which may be made afterwards 
 in individual cases. 
 
 Such studies of children will be made only with the consent of 
 parents, approval of superintendent and by appointment made at 
 Newcomb Laboratory of Psychology and Education. 
 
 CLASS A.— Feeble-minded or insane children who should be un- 
 der institutional or home care, rather than in the public schools. 
 
 CLASS B. — Backward children (not in Class A.) or those who 
 urgently need special educational methods in special classes within 
 the public schools. 
 
 CLASS C. — Exceptionally able or gifted children. 
 
 CLASS D. — Incorrigible, habitually vicious children. 
 
 (a) Who seem to be of defective mentality, 
 (b) Who seem to be of normal mentality. 
 
28 
 
 CLASS E. — Children of apparently gpfid intelligence, biff; suffer- 
 ing: obviously from some serious physical defect, temporarily or per- 
 manently unfitting them for the work of the grades. 
 
 (1) Defective vision. 
 
 (2) Deaf and semi-deaf. 
 
 (3) Suffering from speech defects. 
 
 (4) Crinpled children. 
 
 (5) Epileptic. 
 
 Joseph Maer Gwinn, 
 
 Nov. 21, 1912. Superintendent. 
 
 The data was compiled promptly by teachers and prin- 
 cipals, was cqllected and then checked for errors by thp 
 recorder, Mrs. McCoimell, and the social investigator, Miss 
 Railey. The results for the entire school system were 
 printed upon a specially ruled blank (34x11 inches), with 
 accompanying explanations. Much reduced in size, the re- 
 port is shown in Figure III (B) . A brief summary of this 
 complete exhibit was prepared for the use of the Public 
 School Alliance and was printed in its report, afterwards 
 reprinted in the Graduate Magazine of Tulane University. 
 This abbreviated form is seen in Figure III (C). 
 
 The complete returns in the large sheet were placed in 
 the hands of every principal in the City of New Orleans 
 and otherwise given publicity, 
 practical grouping. ^ ny attempt to erect an accurate classification of all 
 kinds of children who exhibit extremes must result in an 
 elaborate and lengthy enumeration. We may cite, by way 
 of example, those classifications proposed for exceptional 
 children in the U. S. Educational Bulletin, 1911, No. 14. 
 This grouping was proposed by its authors only as a tenta- 
 tive effort for the purpose of assisting in clarifying the 
 thought of those who are interested in the treatment of ex- 
 ceptional children. 
 
 INSTITUTIONAL CASES. 
 
 (To be dismissed from the oversight and care of the public school 
 
 authorities.) 
 
 1. Morally insane children. 
 
 2. Violently insane children. 
 
 3. Demented children. 
 
 4. All feeble-minded children below the grade of middle-grade im- 
 
 becile. (Barr's classification.) 
 
 5. High-grade moral imbeciles. 
 
B 
 
 , i. . —,,11 1. Libhuilr 
 
 • 
 
 
 
 
 
 
 
 
 PRELIMINARY 
 
 
 CENSUS 
 
 OF 
 
 
 EXCEPTIONAL 
 
 
 CHILDREN, 
 
 1 
 
 ELEMENTARY 
 
 PUBLIC 
 
 SCHOOLS 
 
 
 OF 
 
 
 ^JEW 
 
 
 ORLEANS 
 
 
 
 
 ,. 
 
 
 ,«,- 
 
 "* 
 
 
 
 
 W 11 IT E TOTAb , 
 
 COLORED 
 
 TOTAL, 
 
 ORAND TOTAL. 
 
 
 
 I 
 
 J 
 
 1 
 
 i 
 
 r 
 & 
 
 i 
 
 
 1 
 
 j 
 
 1 
 
 s 
 i 
 
 1 
 
 | 
 
 I i 
 
 i 
 
 1 
 
 I 
 
 i 
 
 1 
 
 J 
 
 o 
 
 i 
 
 i 
 
 J 
 
 t 
 
 I 
 
 j 
 
 i 
 
 1 
 
 o 
 
 I 
 
 i 
 
 ; 
 
 I 
 
 J 
 
 z 
 
 1 
 
 ft 
 
 / 
 
 ^ 
 
 1 
 j 
 
 * 
 
 ! 
 
 i 
 
 i 
 
 l 
 
 J 
 
 1 
 
 i 
 
 1 
 
 i 
 
 
 J 
 
 
 j 
 
 1 
 
 i 
 
 i 
 
 1 
 
 i 
 
 I 
 
 1 
 
 i 
 
 1 
 
 i 
 
 1 
 
 | 
 
 j 
 
 ^ 
 
 1 
 
 I 
 
 I 
 
 i 
 
 1 
 
 DC 
 
 3 
 
 » 
 
 i 
 
 I 
 
 j 
 
 
 i 
 1 
 
 1 
 
 j 
 
 
 
 ■i 
 
 i 
 i 
 
 J 
 
 s 
 
 i 
 
 1 
 
 1 
 
 1 
 
 5 
 
 I 
 
 i 
 
 i 
 
 1 
 
 i 
 
 | 
 
 j 
 
 1 
 
 I 
 
 1 
 
 i 
 
 I 
 
 | 
 
 J 
 
 j 
 
 j 
 
 j 
 
 J 
 
 1 
 
 i 
 
 j 
 
 5 
 
 j 
 
 i 
 
 3 
 
 J 1 
 
 ,1 
 
 I 
 
 
 -1 
 
 ^. 
 
 •" 
 
 '•' 
 
 a 
 
 -a, 
 
 n 
 
 
 "I 
 
 - 
 
 * 
 
 IIT 
 
 >M , 
 
 
 -i 
 
 T 
 
 •■ 
 
 " 
 
 - 
 
 
 '": 
 
 ■- 
 
 ■■ 
 
 
 l« 
 
 
 - 
 
 m 
 
 ». 
 
 
 
 ,., 
 
 
 
 
 
 
 
 ., 
 
 n 
 
 
 ... 
 
 IH 
 
 
 .>. 
 
 
 ,- 
 
 i- 
 
 "j 
 
 ,,. 
 
 ., 
 
 , 
 
 .* 
 
 
 
 
 M 
 
 
 * 
 
 ,» 
 
 
 
 IV, 
 
 
 .,. 
 
 
 ., 
 
 
 
 ~ 
 
 
 r-w. 
 
 a 
 
 
 ^ 
 
 ,.. 
 
 ,, 
 
 T 
 
 ,, 
 
 
 „. 
 
 -.«, 
 
 .„ 
 
 
 ... 
 
 ... 
 
 
 ,i, 
 
 >,» 
 
 
 
 
 ,..»„ 
 
 
 "'" 
 
 
 -1 
 
 H.-,. 
 
 ' 
 
 ' 
 
 
 
 
 
 
 
 
 
 
 
 
 
 i 
 
 
 
 
 
 
 
 " 
 
 
 
 
 
 
 
 f- 
 
 
 
 
 
 — 
 
 
 
 , 
 
 
 j!i 
 
 
 
 li" 
 
 
 |ll 
 
 Jt 
 
 Si. 
 
 — - 
 
 1 
 
 
 
 jl 
 
 
 
 . 
 
 I 
 
 
 
 
 '-- 
 
 
 
 
 
 
 _!1L 
 
 JH. 
 
 
 
 — ii«£t_ 
 
 ■'" "' i 
 
 B 
 
 
 ifi. 
 
 1 
 
 . 
 
 , 
 
 
 
 
 
 
 . 
 
 
 , 
 
 
 
 - 
 
 . 
 
 
 
 •■ 
 
 
 „ 
 
 
 - 
 
 
 1 
 
 n™ 
 
 
 
 
 
 * 
 
 
 ,. 
 
 
 , 
 
 ,, 
 
 , 
 
 , 
 
 
 
 
 
 , Y 
 
 
 , 
 
 
 i 
 
 
 - 
 
 
 
 
 
 -H- 
 
 
 
 
 
 — 
 
 — 
 
 — 1-± 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 i-i 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 x_ 
 
 i 1L-, 
 
 " 
 
 __LL 
 
 
 —L 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 — 
 
 ^7 
 
 
 — £ - 
 
 
 ^ii 
 
 
 - 
 
 „ 
 
 
 1 
 
 OV 
 
 1 
 
 
 .. 
 
 . 
 
 
 . 
 
 
 |i 
 
 
 , 
 
 
 ^J- 
 
 
 ,. 
 
 
 * 
 
 
 
 , 
 
 
 
 „ 
 
 „ 
 
 ,. 
 
 
 „ 
 
 
 „ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 „ 
 
 
 
 
 in 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 , ., 
 
 
 
 
 
 
 
 „ 
 
 „ 
 
 
 
 „ 
 
 ,. 
 
 ., 
 
 . 
 
 
 , 
 
 ,. 
 
 ,, 
 
 r 
 
 „, 
 
 «, 
 
 '■■ 
 
 "., 
 
 
 
 77 
 
 1 
 
 la; 
 
 
 
 
 
 *. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 , 
 
 M 
 
 
 
 
 
 
 
 V 
 
 
 ,-. 
 
 
 i» 
 
 
 i 
 
 
 - 1 
 
 w* 
 
 
 
 - 
 
 
 
 
 
 
 
 . 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 ,, 
 
 , 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 ■«. 
 
 
 
 
 ,, 
 
 
 
 , 
 
 
 
 
 
 
 ,. 
 
 
 
 
 , 
 
 
 
 „ 
 
 i.j 
 
 ,, 
 
 ., 
 
 
 «n 
 
 ■■ 
 
 1.1 
 
 "refflJ 
 
 n,„. 
 
 1 
 
 
 
 
 ■ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 , 
 
 
 , 
 
 
 , 
 
 . 
 
 
 , 
 
 , 
 
 
 
 
 
 
 
 u 
 
 . 
 
 
 ■ » 
 
 
 T 
 
 
 wuJn. | 
 
 .;„i. 
 
 ' 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ( 
 
 
 
 
 . 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 , 7 
 
 
 , 
 
 
 ,. 
 
 ■A 
 
 . 
 
 * 
 
 'TOSH 1 
 
 (i-.,. 
 
 1 
 
 
 
 
 ii 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 i 
 
 
 „ 
 
 „ 
 
 
 
 
 
 
 
 „ 
 
 
 ,,, 
 
 
 »j 
 
 
 
 
 ~».W1II| J 
 1-1- <l.' | 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 M 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 , 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 „ ■ 
 
 u 
 
 , 
 
 -, 
 
 V 
 
 ■u 
 
 J 
 
 .7 
 
 D..,. 
 
 1 
 
 1 
 
 
 
 H 
 
 
 ,, 
 
 
 M 
 
 
 . 
 
 
 , 
 
 , 
 
 - 
 
 
 „ 
 
 M 
 
 
 ,, 
 
 - 
 
 
 
 
 
 » 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 ■ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 . 
 
 , 
 
 
 
 4 
 
 « 
 
 
 
 
 1 
 
 , 
 
 K 
 
 „ 
 
 
 
 
 n< 
 
 !'■' 
 
 
 
 
 
 
 
 i 
 
 
 rj 
 
 
 .« 
 
 . 
 
 • 
 
 K 
 
 
 
 „ 
 
 
 H 
 
 
 ., 
 
 
 „ 
 
 ,.. 
 
 
 
 ,. 
 
 
 
 
 ,, 
 
 
 
 
 
 
 , 
 
 
 
 
 
 ,, 
 
 
 
 , 
 
 
 
 
 , T 
 
 
 
 
 
 , 
 
 
 „ 
 
 , 
 
 
 , 
 
 
 , 
 
 
 ., 
 
 ,,, 
 
 
 
 
 ,, 
 
 
 
 
 .V 
 
 Iji 
 
 
 ,, 
 
 .. 
 
 
 
 ,. 
 
 , 
 
 , 
 
 
 
 
 
 , 
 
 , 
 
 
 ■ 
 
 :■ 
 
 TT 
 
 .•<* 
 
 >ii 
 
 .■ 
 
 1-1 1 
 
 s ^ 
 
 ...« J M 
 
 1 1 
 
 ~;s., | 
 
 lag 
 
 
 . 
 
 
 
 .., 
 
 
 . 
 
 
 
 1 
 
 
 
 
 
 
 
 I 
 
 , 
 
 
 , 
 
 
 
 
 
 
 . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ,, 
 
 
 . 
 
 
 , 
 
 
 
 
 ■ N 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 , 
 
 ,4 
 
 
 i 
 
 
 ■* 
 
 1" 
 
 
 
 r ull . 
 
 
 
 
 . 
 
 
 
 
 
 
 
 , 
 
 
 
 . 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 i 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 ,, 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 d 
 
 
 
 
 
 
 
 
 , t , 
 
 HI 
 
 
 
 
 
 
 , 
 
 
 
 
 
 , 
 
 ., 
 
 
 
 
 . 
 
 
 ,., 
 
 U 
 
 <-* 
 
 
 , 
 
 ■q 
 
 *" 1'' 
 
 
 W | 
 
 ■07* 
 
 - 
 
 
 
 
 .i 
 
 
 i] 
 
 
 > 
 
 
 , 
 
 
 
 ■ 
 
 
 
 , 
 
 ,, 
 
 , 
 
 ■t 
 
 , 
 
 
 
 
 , 
 
 
 
 
 ,. 
 
 
 
 
 
 
 
 
 
 ,. 
 
 
 
 
 
 
 
 
 HI 
 
 , 
 
 
 
 , 
 
 
 
 
 „ 
 
 
 „ 
 
 
 ,. 
 
 
 ,, 
 
 „ 
 
 
 , 
 
 
 
 , 
 
 
 
 »* 
 
 
 .1 
 
 
 
 
 , 
 
 . 
 
 
 . 
 
 
 
 ,. 
 
 „ 
 
 
 
 
 , 
 
 
 ., 
 
 V 
 
 
 >.« 
 
 
 «'» ■ 
 
 I" 
 
 
 QM. 
 
 ., 
 
 
 . 
 
 4 
 
 
 
 
 
 , 
 
 
 , 
 
 
 
 
 
 
 , 
 
 | 
 
 
 
 
 
 
 .. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 , 
 
 , 
 
 . 
 
 
 
 
 
 , 
 
 , 
 
 
 
 
 
 , 
 
 
 
 
 
 , 
 
 
 
 
 
 , 
 
 
 
 
 *w 
 
 *« 
 
 
 
 , 
 
 
 
 , 
 
 , 
 
 
 
 
 , 
 
 l« 
 
 
 
 
 , 
 
 
 
 n 
 
 „■. 
 
 ., 
 
 
 Ml 
 
 fa. 
 
 >7 
 
 12 
 
 
 IV,. 
 
 , 
 
 
 
 
 
 
 f, 
 
 , 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 . 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 ! 
 
 
 
 
 , 
 
 „ 
 
 
 , 
 
 
 i=I 
 
 
 - 
 
 
 cm^*d ] 
 
 ,-.,.,. 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 „ 
 
 i« 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 . 
 
 M 
 
 „ 
 
 ■ 
 
 . 
 
 T» 
 
 .,. 
 
 • 
 
 •■ 
 
 ! 
 
 ,L.„ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 a 
 
 
 
 
 rt 
 
 • 
 
 « 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 ■ 
 
 '"> 
 
 ., 
 
 ■' 
 
 
 
 
 
 
 
 
 
 
 ' 
 
 
 
 
 
 
 
 * 
 
 
 
 
 " 
 
 11 
 
 "' 
 
 W 
 
 EXPLAJJATORY NOT«8 
 
 M L 1U|rvlbci i"lh [■jrhokivUb Fl«.h. 
 
 r iioimoNU cniiDiLKH 
 
 
 APfCNDK L— Sumit «f PfiUmia^r Ctrai of E.«pti«J Oild»«, EltnaUfr Pnblit Sclaoli of N<v Orlcui. 
 
 
 
 K.n 
 
 -».,, 1 
 
 
 •**■ 
 
 01 
 
 
 
 
 
 
 
 
 
 
 Total WhlU 
 
 Total Colored 
 
 T-.l Wkil. 100 Ultrd 
 
 
 NUWBBRS 
 
 
 NUMBRM | 
 
 KUKBBBB 
 
 
 
 $ 
 
 1 
 
 i 
 
 ] 
 
 3 
 i 
 
 1 
 
 j 
 
 s 
 
 1 
 
 1 
 
 I 
 
 J 
 1 
 i 
 
 ! 
 
 3 
 i 
 i 
 
 ] 
 
 3 
 i 
 
 i 
 
 1 
 
 Tnru Jbnoutmr . . 1 
 
 BMi 
 
 t*Mt 
 
 wu 
 
 rM* 
 
 44*1 
 
 ..... 
 
 ..- — 
 
 >».w 
 
 »*. 
 
 -«. 
 
 Cum A t 
 FWUhIiM. inlaid 1 
 
 ■on 
 
 V 
 
 
 J 
 
 „ 
 
 ' 
 
 . 
 
 
 „ 
 
 
 m 
 
 " 
 
 J> 
 
 cujii . 
 
 ^X 
 
 ' vrf 
 
 
 *| 
 
 M 
 
 W 
 
 u 
 
 
 ., 
 
 ■An 
 
 
 vi 
 
 77 
 
 C1.4-C 1 
 
 lap 
 
 l(u 
 
 _ 
 
 
 , 
 
 (1 
 
 
 .. 
 
 , 4 
 
 
 .^ 
 
 
 U 
 
 
 i. r.i.i... j 
 
 i. DhI >nd 
 
 ■op 
 
 ; 
 
 ..-: 
 
 ; 
 
 A 
 
 ;; 
 
 „ 
 
 ; 
 
 > 
 
 
 is 
 
 ! 
 
 * 
 
 > .u,,.. (haan* - 
 
 !«,. 
 
 "" 
 
 il) 
 
 , 
 
 , 
 
 ;; 
 
 a 
 
 
 
 ™ 
 
 » 
 
 , 
 
 J 
 
 
 loji 
 
 „, 
 
 •71 
 
 
 >, 
 
 ,1 
 
 n. 
 
 !• 
 
 ,, 
 
 ™ 
 
 .... 
 
 11 
 
 .. 
 
 
 IV,. 
 
 14. 
 
 l>» 
 
 " 
 
 ... 
 
 z 
 
 
 ; 
 
 , 
 
 m 
 
 . 
 
 " 
 
 . 
 
 Cub R 
 Wild abrtau phjnkll 
 
 1.,,, 
 
 M 
 
 <»t 
 
 " 
 
 ,1 
 
 ; 
 
 
 
 , 
 
 ■"* 
 
 ■u 
 
 *. 
 
 II 
 
 
 :::; 
 
 . J 
 
 ton 
 
 
 , 
 
 ■ 
 
 „ 
 
 j 
 
 
 ", 
 
 
 * 
 
 i 
 
 
 "V, 
 
 " 
 
 
 :i 
 
 .. 
 
 1 
 
 
 ■■ 
 
 - 
 
 
 
 "■ 
 
 UV 
 
 Figure III 
 
 Forms used in making provisional census. (A) Blank for teachers; 
 (B) Summary for city; (C) Abbreviated summary. 
 
 Preliminary Census of Exceptional Children 
 
 NEW ORLEANS PUBLIC SCHOOLS. 191J. 
 
 l> 
 
 EXCEPTIONAL ClttLOREN. 
 
 Tu the Principal and Teacher; 
 
 the five i- 11..1 . o( i i.-. ,.!i-... .I children 
 
 BMUtnnce of the principal, All in car*- 
 lully upon rie'aci»mp»nyLo« blnn. oil th, rtqutrtJ facli for htr |radf. 
 
 3. 1 .i ii,. prlncLpiil coIIki tlw blanks (rom aach grade and eotor all 
 the nfuna opon the blue blanks lor principal*. 
 
 PLEASE RETURN PROMPTLY ALL THE BLANKS TO THE 
 BtTPERlNTENDENT 
 
 C.i.. .|...i i ■ " ■ I. ■ ■"'■ "■' 
 more acicatlAc >tud.ca »bl 
 
 may br made afurwaid 
 
 .• only with th* ■■ 
 
 . individual 
 
 Such .ni.ii.-. of ehildron will be a 
 parento, approval of Supaxlntendent *nd by appoint 
 comb Payeholoclcal Laboratory 
 
 CLASS A— Feobl*. oilndtd or inaano children "ho anould ba under 
 Inatitutlonal or home ran. rather thao in tbe public achoola. 
 
 CLASS B.— raekw»rd children (not of Claai A I or Uiooe who 
 urvraUf need apodal educotional meOiod* In ipeeial elaaaea wlihln the 
 publlt acboola. 
 
 CLASS C — Eaorpllonalt) able or «tft*d children. 
 
 CLASS D-— Incorrurible. h»bltuall» vteurut children 
 (a) Who n-i-m to be of defective manUUty 
 if normal mantallty. 
 
 <bt Whoaec 
 
 CLASS E.~Chlldr* 
 
 obviously frvm aonw «orraii 
 
 .mini ii, j tiirm for the worl 
 
 r. but auflerina* 
 jr permsnentiv 
 
 Defertlv* vision. 
 
 Deaf and ■ ■ '■" ■'• ■■•' 
 
 : urt. mij from ipeech dcfecla. 
 
 Cripplrd children. 
 
 Kpllaptlc 
 
 Joairu Ham Cwinn, 
 
 Supmnlndtni. 
 
 , jw^ n, esa 
 
 
 
 ■«. i| : 
 
 i < ^ 
 
 1 
 
 ■ 
 
 
 T.L 
 
 .... 
 
 »S If 
 
 ttii/li 
 
 
 
 33J- 
 
 »"«-■"» 
 
 ,:,„. 
 
 U. ifl 
 
 tiitiilai 
 
 
 
 3»> 
 
 ylV ,— 
 
 .... 
 
 
 
 
 
 J- 
 
 v ::l!."i!.-i. 
 
 
 
 
 
 
 
 «* * ,.,«™ 
 
 .... 
 
 /i /• 
 
 ti'U 
 
 
 
 ii 
 
 'Utij«»£i5. 
 
 u,„. 
 
 A 9 
 
 i & i_i 
 
 
 
 H/ 
 
 .toe 
 
 *... 
 
 
 
 
 
 
 * : \7»iP 
 
 c ,„. 
 
 / 
 
 
 
 
 J 
 
 *SSu 
 
 
 
 
 
 
 
 . IMMSH 
 
 «... 
 
 / 
 
 
 
 
 / 
 
 -«u™ 
 
 .I. h 
 
 
 
 
 
 
 ***** 
 
 r-,. 
 
 i, 
 
 
 
 
 / 
 
 JTX 
 
 ..... 
 
 
 2. 
 
 
 
 •I 
 
 "3fS^ 
 
 
 
 
 
 
 
 
 fc » 
 
 Jt-i 
 
 
 
 
 t 
 
 °".ZL" 
 
 ,.,„. 
 
 J A 
 
 j, j » 
 
 s 
 
 
 /* 
 
 
 ^,. 
 
 li 
 
 
 
 
 J - 
 
 '^!— 
 
 ...... 
 
 . A * 
 
 2_ / 
 
 
 
 /» 
 
 
 a.,. 
 
 
 X. x 
 
 
 
 /* 
 
 »•—•-•" 
 
 ..... 
 
 a l 
 
 1 
 
 
 
 . 1 
 
 
 a.,. 
 
 3 1 
 
 ± X 
 
 
 
 V 
 
 ten** 
 
 .,.,. 
 
 J / 
 
 
 
 
 * 
 
 
 .... 
 
 
 
 
 
 
 1 •"«"' 
 
 """ 
 
 / 
 
 - 
 
 
 
 / 
 
 
 
 r ,, h ». OaM- 
 
29 
 
 6. Severe cases of epilepsy. 
 
 7. Cases of contagious and infectious diseases. (Some to be dis- 
 
 missed temporarily; some for prolonged periods.) 
 
 8. Children helplessly crippled or suffering: from revolting physical 
 
 deformity. 
 
 II. CHILDREN FOR SPECIAL CLASSES OR SPECIAL IN- 
 
 STRUCTION IN THE PUBLIC SCHOOLS. 
 
 1. Foreign. 
 
 2. Late entering. 
 
 3. 'Backward but capable of rapid erstoration to normal grade. 
 
 4. Dull and feebly gifted. 
 
 5. Children requiring vocational training. 
 
 6. Children of precocious physical development, especially of pre- 
 
 cocious sex development. 
 
 7. Exceptionally gifted or able children. 
 
 8. Children suffering from various physical defects of minor char- 
 
 acter, but interfering with their progress and unfitting them 
 temporarily or permanently for the grades. 
 
 9. Speech cases. 
 
 10. Social cases; those whose retardation is chiefly due to home con- 
 ditions calling for the services of a social as well as a special 
 teacher. 
 
 III. CHILDREN OF UNCERTAIN CLASSIFICATION, INSTITU- 
 
 TIONAL OR SPECIAL CASES. 
 
 1. Blind and semi-blind. 
 
 2. Deaf and semi-deaf. 
 
 3. Delinquents, including persistent truants. 
 
 4. High-grade imbeciles. (Barr's classification.) 
 
 5. All. feeble-minded children of higher grade than high-grade 
 
 imbeciles. 
 
 6. Crippled children. 
 
 7. Children suffering from epilepsy in mild degree or from nervous 
 
 or other diseases rendering them difficult or improper members 
 Of ordinary classes. 
 
 Another tentative grouping is proposed by Healy and 
 Fernald. This classification has reference to the scale of 
 mental ability and has been used by the Juvenile Psycho- 
 pathic Institute of Chicago in dealing with cases from the 
 Juvenile Court. Say Drs. Healy and Fernald : "It is only 
 rarely that we feel unable to decide between two classes in 
 the following schedule, although we still conceive it to be 
 entirely tentative." (21 -> 
 
 (a) Considerably above ordinary in ability and in- 
 formation — the latter estimated with reference to age and 
 social advantages. 
 
 (6) Ordinary in ability and information — the latter 
 estimated with reference to age and social advantages. 
 
30 
 
 (c) Native ability fair and formal educational ad- 
 vantages fair or good, but very poorly informed. 
 
 (d) Native ability fair and formal educatinoal ad- 
 vantages fair or good. 
 
 (e) Native ability distinctly good, but formal edu- 
 cational advantages poor. 
 
 (/) Native ability fair and formal educational ad- 
 vantages poor. 
 
 (g) Native ability poor and formal educational ad- 
 vantages poor. 
 
 (h) Native ability poor and formal educational ad- 
 vantages good or fair. 
 
 (i) Dull from known physical causes, including epi- 
 lepsy. 
 
 (/) Subnormal mentality — considerably more edu- 
 cability than the feeble-minded. 
 
 (k) Feeble-minded, Moron. 
 
 (I) Imbecile. 
 
 (m) Psychoses. 
 
 "(Estimation 'formal educational advantages poor' in- 
 cludes no implication of cause; it may be due to chronic 
 truancy or to faulty environment.)" 
 
 For our practical purpose of a mere census, the five- 
 fold grouping embodied in the above letter of Superintendent 
 Gwinn was adopted. Experience shows that, with slight 
 modifications, the form is, quite satisfactory for the purpose 
 of a preliminary tabulation. 
 
 In this plan the teachers are not presumed to have the 
 judgment of clinical experts and are only required to give 
 the numbers of children who seem obviously to belong to the 
 respective five kinds. Indications point to the fact that 
 many teachers were conservative in their estimates. The 
 census covered an enrollment of 37,824 children — 30,214 
 white and 7,610 colored. 
 
 orfeans ts and tt ™u- In Class A, feeble-minded, unfitted for the public 
 
 deipma contrasted schools> the teachers pointed out 107 children, 81 white, 26 
 
 colored. The percentages are: 0.28 per cent feeble-minded; 
 
31 
 
 white 0.27 per cent., colored 0.34 per cent. In both white 
 and colored races more boys than girls are indicated in this 
 class. It is interesting to note that the figure 0.28 per cent, 
 found by study of 37,824 children in New Orleans coincides 
 exactly with the percentages found by teachers of Philadel- 
 phia in the reports of 1909 in their study of 157,762 chil- 
 dren. The percentages regarding "Incorrigible, habitually 
 vicious children, apparently of normal mentality" for New 
 Orleans, and "Truant, incorrigible, etc., fair mentality" for 
 Philadelphia, nearly agree. The coincidence of figures is 
 shown in Table IX. 
 
 TABLE IX. 
 
 Total. Incorrigible, etc. Percentage. 
 Philadelphia, 1909 
 
 (Cornell-Corman) 157,762 1,131 0.71 
 
 New Orleans, 1912 
 
 (Gwinn-Hill) 37,824 255 0.67 
 
 In New Orleans a slightly higher percentage is re- 
 ported for "Incorrigible, habitually vicious of apparently 
 low mentality" than in Philadelphia, 0.4 per cent and 0.3 
 per cent, respectively. If we combine the two classes "Back- 
 ward" and "Dull" of the Philadelphia grouping, the result 
 given is 6 per cent, in this group. The New Orleans teach- 
 ers designated 7.7 per cent (2,925 children) as belonging to 
 Class B — "Backward children requiring special classes in 
 the public schools." 
 
 The actual presence of these children in the grades, SoclaI outcome, 
 whether of the "feeble-minded," the "merely backward" or 
 "habitually vicious" classes, renders the problem of their 
 variation from mental, physical and social norms a prac- 
 tical and urgent issue. — ^ 
 
 The significance of the feeble-minded child from the I 
 
 standpoint of the school — of the majority of pupils and of 
 the teacher — already has been illustrated in the one case de- j 
 
 scribed in preceding pages. He is found uniformly in the j 
 
 lowest grades, of the school, is retarded, a repeater and a 
 detriment or a menace to little boys and girls, until elimi- i 
 
 nated. While not educable, often such children are capable 
 of elementary training in certain manual arts by which, 
 under fair conditions of protection, some feeble-minded folk 
 
32 ^ 
 
 may in after years be made self-supporting. The presence of 
 feeble-mindedness among inmates of pauper homes, jails, 
 hbiises of detention and Upon the streets, attests the tendency 
 Of this class to become social parasites. There is j^heayy 
 taxation burden due to feeble-minded paupers, criminals^ 
 prosffittttes-a nd illegitimat e ch JWTenr-~-- — ; r== == ^' 
 
 Mental deficiency. rp^ di scuss ions upon mental deficiency (Seguin, Barr, 
 
 Tredgold, Davenport, Shuttleworth, Binet, Goddard, Wit- 
 mer, etc.) contain refined distinctions between the different 
 grades of the feeble-minded which is a term used roughly to 
 designate idiots, imbeciles of high and low degree and even 
 border-line cases. In a more restricted sense, persons who 
 are of backward or arrested mental development, whose un- 
 foldhient of mental power has been cut off in an infantile 
 or childish state, who are not able because of mental defi- 
 ciency to compete with their fellows, are termed feeble- 
 minded: Barr writes this : 
 
 "Feeble-mindednesS, including idiocy and imbecility; is 
 defect, either mental or moral or both, usually associated 
 with certain physical stigmata of degeneration. Although 
 incurable, its lesser forms may be susceptible of ameliora- 
 tion and of modification, just in proportion as they have 
 been superinduced by causes congenital or accidental." 
 
 The British Royal Commission on the Feeble-minded 
 adopted definitions that differentiated idiot, imbecile and the 
 feeble-minded upon a sortlewhat economic basis. An idiot 
 is a person so deeply defective in mind from birth, or from 
 early age, that he is unable to guard himself against com- 
 mon physical dangers. An imbecile, while "capable of pro- 
 tecting himself under usual circumstances, is incapable of 
 earning a living." The feeble-minded, "while capable of 
 earning a living under favorable circumstances," is in- 
 capable of "competing on equal terms with his normal fel- 
 lows." 
 
 oia B rifioation C Sf feeble Disregarding in this paragraph numerous attempts of 
 anatomists, physiologists and pathologists to classify the 
 feeble-minded, we will reproduce one attempt at educational 
 classification (BarT's) in order to illustrate more fully the 
 
33 
 
 practical scope of the term "feeble-minded." < 2 •> Readers 
 who are interested in intensive study of the subject are re- 
 ferred to authorities. < 29 . 81 - ^ 2 - *■> 
 
 EDUCATIONAL CLASSIFICATION OF THE FEEBLE-MINDED 
 
 Asylum 
 Care 
 
 Cugtodjal 
 Life and 
 Perpetual 
 Guardian- 
 ship. 
 
 Profound 
 
 Superficial- . 
 
 IDIOT 
 
 Apathetic 
 
 Excitable 
 
 Apathetic 
 
 Excitable 
 
 IDIO-IMBECILE 
 
 Unimprovable 
 
 Improvable in self-help only. 
 
 Improvable in self-help and helpfulness. 
 Trainable in very limited degree to assist others. 
 
 MORAL IMBECILE 
 
 Mentally and morally deficient. 
 
 Low Grade: Trainable in industrial occupations; temperament 
 
 bestial. 
 Middle Grade: Trainable in industrial and manual occupations; 
 
 a plotter of mischief. 
 High Grade: Trainable in manual and intellectual arts; with 
 
 a genius for evil. 
 
 IMBECILE 
 
 Long Appren- f Mentally deficient. 
 
 ticeshipand Low Grade: Trainable in industrial and simplest manual occu- 
 
 Colony Life I pations. 
 
 Under Pro- Middle Grade: Trainable in manual arts and simplest mental 
 
 tection. acquirements. 
 
 High Grade: Trainable in manual and intellectual arts. 
 
 BACKWARD OR MENTALLY FEEBLE 
 
 Trained [ Mental processes normal, but slow and requiring special train- 
 
 for a J ing and environment to prevent deterioration; defect immi- 
 
 Place in nent under slightest provocation, such as excitement, over- 
 
 the World. I stimulation or illness. 
 
 The causes of mental deficiency, whether of extreme 
 feetole-mindedness or of marked dullness, may be looked 
 for in heredity, syphilis, alcoholism, ill-health and environ- 
 ment in its many aspects. With regard to heredity, the last 
 word has not been said. Biologists following the work of 
 Lamarck, Darwin, Weissman, De Vries, Mendel and Galton 
 
34 
 
 are not of one accord, and experimentation continues. Cer- 
 tain data, however, point to the fact that heredity is a 
 powerful and frequent cause of mental deficiency. The 
 studies of Davenport and Goddard, of both the physical 
 and the social heredity of mentally deficient children, are 
 evidences of this fact. Our own individual cases about to 
 be reported, although not sufficient in number or complete 
 enough for statistical tabulation, suggest also the same 
 causes in some instances. 
 
 Davenport's testimony concerning genuine imbecility is 
 as follows: "There is, so far as I am aware, no case on 
 record where two imbecile parents have produced a normal 
 child. So definite and certain is the result of the marriage 
 of two imbeciles, and so disastrous is reproduction by an 
 • imbecile under any condition, that it is a disgrace of the 
 first magnitude that thousands of children are annually born 
 in this country of imbecile parents to replace and probably 
 more than replace the deaths in the army of about 150,000 
 mental defectives which this country supports. The coun- 
 try owes it to itself as a matter of self-preservation that 
 every imbecile of reproductive age should be held in such 
 restraint that reproduction is out of the question." (10 > 
 
 Factors of ill-health, both prenatally and after birth, 
 possibly effecting mental deficiency are very numerous. 
 Syphilis and drunkenness are often found in the ancestry 
 of the feeble-minded, and tuberculosis is sometimes asso- 
 ciated with it. In the expectant mother there may be injury, 
 disease, shock; accidents at time of birth probably cause 
 some mental deficients. There may be faults in secretion of 
 the thyroid gland, injuries of the head by falls and bumps, 
 malnutrition or partial starvation, diseases in early child- 
 hood that have produced deterioration of heart and brain. 
 
 In regard to the environmental factor it is difficult to 
 disentangle from the effects purely attributable to physical 
 transmission, that due to contact with human beings or so- 
 cial heredity. It is our hope that the educational process, 
 considered as the manipulation of environment to change 
 human beings, will be successful in mitigating the condition 
 of congenitally feeble-minded children, as well as to protect 
 the majority of other children. 
 
35 
 
 It should not be forgotten that an "idiot girl, even should d egeneracy pauperl8:B ' 
 she not herself seek cohabitation, is at the mercy of every 
 villain, and, even when at the lowest of the scale, without 
 any intelligence whatsoever, may produce offspring that will 
 be necessarily a curse to society." Well known are the sta- 
 tistics of the notorious Jukes family. Another well-known 
 study made at the New Jersey Training School concerns the 
 family connections of a feeble-minded g irl. Consideration 
 of the tabulated record of this family suggests the potency 
 both of heredity and also of environment in this appalling 
 breed: 
 
 Feeble-minded : 176 
 
 In institutions 27 
 
 Died before2 years of age 87 
 
 Died before 7 years of age. 17 
 
 Died between 7 and 21 years of age 14 
 
 Miscarriages 5 
 
 Illegitimate 62 
 
 Grave sexual offenders 40 
 
 Tubercular 19 
 
 Epileptic 8 
 
 Insane 12 
 
 Alcoholic ' 26 
 
 Killed by accidents 14 
 
 It is evident that the original records in our hands census" 1 " Talues of 
 would permit of finding the relative percentages in the dif- 
 ferent grades of various types of extremely exceptional chil- . 
 dren pointed out by the teachers. This further analysis per- 
 haps would furnish clues to the evils of retardation and eli- 
 mination so far as they are caused by these children. 
 
FIGURE IV. 
 
PART II 
 
 INDIVIDUAL STUDIES OF CHILDREN 
 
 Before attempting any other use of the results of the Beginning lnaiv <j 
 preliminary census, an organized effort was put into opera- ual stuffles - 
 tion for studying as individuals all of the white children 
 designated in Class A, Feeble-minded, unfitted for the pub- 
 lic schools. With the exception of a few schools, all of the 
 schools for white children in which children of Class A 
 were reported, were visited by the director, who explained 
 to the principals the procedure to be followed, and left with 
 them and teachers the proper blank forms. It was care- 
 fully explained that in no case would a study of a child be 
 undertaken except upon written request of a parent. Prin- 
 cipals and teachers cooperated promptly and intelligently. 
 
 No marked contribution to the number of mental or Distinctive teat- 
 other tests known in education, psychology, or medicine was leans study. 
 made during the year. A distinctive feature, however, of 
 the cooperative undertaking was insistence upon something 
 more than routine tests or one psychological examination, 
 in making even a tentative classification of the mental status 
 of children. In every possible case, the tasks of obtaining 
 data about a child were shared by parents, teachers, medi- 
 cal inspectors, medical specialists, sociologists, psychologists. 
 The data thus obtained were put in writing, the separate 
 reports of the cooperating persons being condensed and 
 summarized together for each case. The two features most 
 worthy of note in the New Orleans experiment seem to be : 
 d) The actual (rather than the theoretical) obtaining and 
 co-ordination of such different data, with minimum 
 dependence upon psychological tests; (2) The hearty and 
 systematic cooperation of high-class medical men, social 
 workers, teachers and parents working harmoniously ac- 
 cording to a prearranged plan. 
 
38 
 
 It is accepted by psychiatrists and 'by profound stu- 
 dents of mental deficiency that every obtainable item of in- 
 formation—whether of heredity, personal history. and hab- 
 its, present and past physical condition or social* and eco- 
 nomic environments— is desirable for accurate diagnosis. 
 The simplicity and popularity of the Binet-Simon and form- 
 board tests, however, is perhaps endangering the movement 
 for psychological clinics in behalf of children, in that some 
 enthusiastic amateurs and a few newly-fledged doctors of 
 philosophy throughout the country desire to subject hun- 
 dreds of children to these "tests of intelligence" for the sake 
 of "tentative classification." From the first, the director and 
 the superintendent in New Orleans have rejected the sug- 
 . gestion that by means of form board and Binet tests ad- 
 
 ministered in the school buildings by students and others, 
 there could be separation even tentatively of the feeble- 
 minded from the intelligent. These tests, like the simple 
 knife of the surgeon, are both simple and valuable, but in 
 dealing with the mentality, and the reputation and future 
 of supposedly feeble-minded children, as well as with human 
 bodies, there is no place either for the amateur or the 
 fanatic. The original scale of Binet and Simon (1905) has 
 undergone numerous changes and severe criticisms. The 
 criticisms of Decroly and Degrand in France, of Goddard, 
 Ayres, Kuhlmann, Terman, Bell, Healy, Fernald and others 
 in America, are becoming pretty well known. The need of 
 local standardizations, the intrinsic difficulty in measuring 
 native ability and intelligence rather than the effect of 
 school or home training, the subjectivity of the examiner, the 
 enthusiasm in some quarters — tempt us to discard alto- 
 gether this one of many useful devices. 
 The psychological During the year practically every child brought under 
 dies. 0> l the conditions of investigation described above was sub- 
 
 jected to the usual form 'board and Binet tests at the Cal- 
 lender laboratory of Newcomb College. These tests were 
 supplemented by use of a few of the Healy tests. The 
 Healy test No. 11, Special Picture Puzzle, is designed to show 
 primarily the apperception of the relationships of well de- 
 fined and easily recognized parts to a given whole. Beyond 
 this it, of course, roughly demonstrates sensory discriminia- 
 
39 
 
 tions of form and color. The "Aussage" test comprises sim- 
 ply the taking and analysis of testimony after showing a 
 picture. It is designed to throw some light upon the ability 
 of the subject to report accurately what he has seen, and 
 incidentally upon sense perceptions, suggestibility, imagina- 
 tiveness, powers of dramatization, moral make-up of indi- 
 vidual, etc. It is fair to Drs. Healy and Fernald to quote 
 their statement, that : "it is to be distinctly understood that 
 we ourselves regard our tests and methods as strictly ten- 
 tative." <»■) 
 
 The well known form board now used by Witmer, God- 
 dard and others consists of a board with openings into which 
 a child may fit blocks of geometric designs. A good observer 
 with its use can gain some idea of the child's perception of 
 form, neuro-muscular co-ordination, ability to learn by ex- 
 periences of success and error, etc. Some of the Healy tests 
 combine the form board with the picture puzzle, because of 
 the elements of interest introduced and of various mental 
 complexes brought into play. As the cases multiplied, some 
 attempt was made to introduce an "adaptation form board," 
 certain association tests, a new perception-imotor test and 
 certain other methods, but no adequate, standardized data 
 are at hand in New Orleans with which to draw up quantita- 
 tive comparisons with regard to the mental performances. 
 Through the services of Miss Mary Griffith some three hun- 
 dred children attempted the above perception-motor test, 
 with a view of establishing a crude norm. The results of this 
 study may appear later. , 
 
 The form board used is that one of weight and size th ^ a p^dure. d """ 
 made by Stoelting. The Binet test sheets used were pur- 
 chased at Vineland (Goddard version, 1911). In order to 
 establish in New Orleans some standardization of the form- 
 board, Miss Mary Griffith, a student of psychology and 
 principal of the Danneel School, and Mrs. Ada H. Arlitt, a 
 student at Newcomb College, during 1911-1912 subjected 
 some 160 children to this test, each for three trials under 
 controlled conditions. It is hoped that this study may also 
 be completed. With regard to the Binet tests, no attempts 
 have been made to try them on large groups of children in 
 
40 
 
 New Orleans. It is confidently believed with the above pre- 
 cautions observed rigidly while the writer was director, as 
 to the consideration of pedagogical, family, personal and 
 medical histories, together with anthropometric measure- 
 ments and the psychological tests made at the Callender 
 laboratory, that no 'undue weight was attributed to the 
 rough measurements made with the Binet scale. A mini- 
 mum of two visits to the laboratory was made the rule for 
 each child. As a rule, at least two written reports were 
 asked of teachers at intervals of weeks. In addition to all 
 the above precautions, every child suspected of being feeble- 
 minded was sent to a psychiatrist or neurologist for special 
 medical examination, besides the general medical examina- 
 tion by Inspector fir. Moss. The director and the super- 
 • intendent agreed that in pronouncement of feeble-minded- 
 
 ness upon a child no amount of labor in reaching a safe 
 diagnosis is too great. There is no valid, psychological 
 test of general intelligence in existence, and a procedure 
 somewhat like the above, that actually obtains data from 
 every point of view practicaoie, is believed the only kind, 
 both humane and of scientific integrity, for the ultimate 
 classification of markedly exceptional children. 
 Anthropometric ana Anthropometric measurements were made of each 
 
 special medical tests. ^ 
 
 child brought to the laboratory by parent or teacher. 
 Weight, sitting and standing height, grip of right and left 
 hands* vital capacity and circumference of head were re- 
 corded. The equipment described in Whipple's Manual Was 
 used. .Colored sticks afforded tests for color discrimina- 
 tions, Snellen cards for vision. 
 
 Suspected cases of eye defect were sent to Dr. M. Fein- 
 gold ; of ear and throat to Dr. O. Joachim. The audiometer 
 was used hardly at all. Blood tests', examination of urine, 
 feces, etc., were made at the Touro Infirmary under the 
 supervision of Dr. W. W. Butterworth. The psychological 
 tests at the Callender Laboratory of Newcomb College were 
 administered uniformly by Assistant Professor John M 
 Fletcher with the help of a student assistant. 
 
 meidatfo"!' con?™: All of the findings from parents, social worker, teach- 
 ence - er, physicians and psychologists were collated by the re- 
 
41 
 
 Figure V 
 
 Blank forms used in making- individual studies of exceptional 
 children upon request of parents and by co-operation of teachers, 
 parents physicians, social workers and psychologists. See also, 
 Figure VI. 
 
ed. 
 
 42 
 
 corder, Mrs. McConnell, the whole summary being reviewed 
 finally by the director in charge, Professor Hill. After 
 wards a conference was called between the staff of the 
 laboratory, teachers, principal, parent and superintendent 
 of schools, where the summary and recommendations in the 
 case of each child were discussed as tactfully and frankly 
 as possible. Superintendent Joseph M. Gwinn presided at 
 all of these conferences. The records show that in many 
 instances the parents were appreciative, attentive to the 
 recommendations made, and often grateful. 
 proc°ednre ati mnstra£ The cooperation of numerous volunteer professional 
 workers in these studies was due in the first instance to 
 interest and a good combination of scientific and philan- 
 thropic spirit. In practice it was found that a series of 
 blank, printed forms facilitated the getting of daa. This 
 series was formulated according to certain steps, in the case 
 of each child subjected to the thoroughgoing procedure origi- 
 nally planned. The aim of these notes is not to publish or 
 to expose minutely every detail of fact ascertained about 
 each child. A minute analysis of original data in a suffi- 
 cient number of cases would be of scientific value. It 
 suffices for our present purpose to explain briefly the work- 
 ing procedure for these studies, and in this connection to 
 utilize appropriate examples of the data from our various 
 sources. A summary of all that was done in each case is 
 on file at the superintendent's office. 
 
 Figures V and VI display in Iminiature a set of the 
 forms used. Let us consider the steps in connection with 
 each appropriate printed form. (See b-c-d-e-f-g^h, Figures 
 V and VI). 
 
 FORM A. 
 
 This has already been illustrated and described (Figure 
 III) . It was for the teachers' and principals' use in making 
 the preliminary census. 
 
 FORM B. 
 
 Application Blank for Clinical Study. 
 This card is filled out in duplicate by principal, teacher 
 and parent, and presented to the superintendent, who ar- 
 
43 
 
 MEDICAL INSPECTOR'S LAST RECORD- 
 
 P fi'- t*^j Qui. I 
 
 * c - D-™. 
 
 S'J»PLEMENTAfiy DATA 
 
 
 
 «« J) D LE«N J)l_..I>._ 
 
 ComlRiBuk- 
 
 Figure VI 
 
 Remaining- blank forms used in making co-operative studies. See 
 
 Figure V. 
 
44 
 
 ranges an appointment for psychological examination. In 
 the same building the parent and child find the medical in- 
 spector. 
 
 FORM C. 
 
 Medical Inspector's Last Record and Supplementary 
 
 Data. 
 
 If the child is found in need of special medical examina- 
 tion he may be referred by the inspector to a specialist — a 
 psychiatrist, an oculist, dentist, orthopedist, etc. Supple- 
 mentary blanks, Figure V, Cl and C2, contain respectively 
 the findings of the specialist and a card of notification to him 
 for the appointment. 
 
 We pause here to cite typical results obtained from these 
 medical reports. The paragraphs are condensed from the 
 original data. 
 
 Case No. 1782. Medical Report: Boy, seven years, 
 three months. First Grade* 
 
 General medical report gives caries of teeth, mouth 
 breathing, enlarged cervical glands; general development 
 fair; nutrition good; history of measles; smokes; is easily 
 led by other boys ; speech clear ; facial expression intelligent ; 
 posture, erect; gait, normal. Special medical report gives, 
 right tonsil considerably enlarged^ left tonsil moderately so. 
 Anterior and lateral cervical glands enlarged. Further spe- 
 cial medical examination by neurologist points to feeble- 
 mindedness; "cause cannot be determined, probably con- 
 genital." 
 
 Case No. 1541. Medical Report: Boy, five years, eleven 
 months. Kindergarten. 
 
 General medical report gives caries of teeth, irregular 
 teeth, mouth breathing. General development, good; nutri- 
 tion, fair. History of measles, whooping cough; tubercu- 
 lar history in family. Speech, indistinct and slow; facial 
 expression, happy. Special medical examination reports 
 slightly merged tonsils, large adenoids, nasal membrane 
 tending to atrophy; removal of adenoids and tonsils recom- 
 mended. Examination of urine shows indican. Wasserman 
 — negative. 
 
45 
 
 Case No. 1963. Medical Report: Girl, seven years, 
 three months. Kindergarten. 
 
 Medical inspector reports strabismus, valvular disease 
 of heart, enlarged cervical glands, good general develop^ 
 ment, good nutrition, right foot turns in, family history 
 good ; very nervous and restless ; history of measles, fracture 
 of clavicle. Indistinct and inarticulate*speech, stupid ex- 
 pression, unsteady and clumsy gait. 
 
 Special medical examination gives "extreme relaxation 
 of the joints — hypotonia of muscles. Tips of fingers en- 
 larged and bulbous. Nails slightly blue ; teeth in exceedingly 
 bftd condition, scarcely a good tooth in her head. Congenir 
 tsj cardiac lesion ; a transmitted murmur-rrprobably perma- 
 nent lesion, which would preclude operation on nose and 
 throat under an anaesthetic. No enlargement of liver or 
 spleen." Physician recommended that on account of bad 
 condition of teeth, which prevents proper mastication, all 
 of child's food, such as potatoes, peas, beans, cereals, etc., 
 should be passed through a strainer. Teeth should be at- 
 tended to and mouth wash used daily. Detailed directions 
 as to preparation of food and the mixing of chlorate of pot- 
 ash mouthwash given mother. As child is suffering from de- 
 ficient oxidation of the blood, fresh-air school is suggested. 
 On account of cardiac condition, play must be in modera- 
 tion. 
 
 Further medical examination at Touro gives negative 
 Wasserman test, but recommends: "Notwithstanding the 
 negative Wassserman blood test for lues, this child's physi- 
 cal findings suggest the advisability of treatment for this 
 condition. This little girl has gained one and one-hajf 
 pounds in weight in one week while under treatment." 
 
 Special examination of nose and throat gives : "Roof of 
 mouth highly arched. Tonsils very large, adenoids moder- 
 ate, external nose flat, membrane of nose decidedly atrophic, 
 discharge offensive in smell and excessive in quantity. Both 
 ear canals clogged with wax. General speech defect." Rec^ 
 ommendations : **That this child should have tonsils removed 
 and teeth attended to. The latter primarily. Ear canals 
 
46 
 
 should be freed from cerumen with great probable benefit to 
 hearing and for giving opportunity for examining membr. 
 tymp." 
 
 Case No. 3073. Medical Report: Boy, fourteen years. 
 Second Grade. 
 
 General medical examination shows caries of teeth, 
 mouth breathing, enlarged cervical glands and a suspicious 
 condition of nose and throat which were examined. Speech 
 is indistinct and slow and in a constant low tone. Facial 
 expression, happy ; posture, erect; gait, normal. 
 
 Special medical examination by psychiatrist gives the 
 following: "Low-grade imbecile (congenital). Physical ex- 
 amination shows no evidence of organic acquired disease. 
 Convulsions in infancy." ' Recommendations : "School for 
 feeble-minded." 
 
 Special medical examination of nose and throat gives : 
 Persistent mouth breathing, without anatomical cause. Post- 
 auricular gland present, submaxilary gland on left side en- 
 larged, also post-cervical glands on both sides; tonsil en- 
 larged and inflamed. 
 
 Case No. 3565. Medical Report: Boy, eleven years, 
 seven months. Fifth Grade. 
 
 This report indicates that nutrition is good, general de- 
 velopment fair; hypertrophied tonsils, right and left; ade- 
 noids have been removed; enlarged cervical glands; fre- 
 quent headaches; very nervous. History of measles and 
 convulsions. Speech is clear and fluent; expression is intel- 
 ligent; posture, stooping; gait, normal. 
 
 Special examination of nose and throat revealed tonsils 
 "enormously enlarged," adenoids absent, nasal septum de- 
 viated, respiration impaired, hearing slightly deficient. Re- 
 moval of tonsils was urged. 
 
 Examination by oculist resulted in prescription of 
 glasses for constant wear. 
 
 Clinical examinations at the Touro gave as findings: 
 Blood negative for Plasmodia and the count normal. Urine, 
 S. G. 1016; indican, otherwise negative other than it shows 
 that at times he suffers from eating excessively of meat, 
 
47 
 
 eggs or milk. Feces negative for ova and parasites. A posi- 
 tive Wasserman reaction means that he needs treatment 
 for congenital lues (syphilis) . It was advised that the boy 
 be ref ered to a physician or medical clinic for treatment. 
 
 A last report from a neurologist states, in substance: 
 Child had chorea at the age of five, but recovery seemed to 
 be complete. Examination showed slight heart murmur, 
 with enlargement of this organ and of tonsils. The child 
 is afflicted with a very mild choreiform affection of the up- 
 per extremeties, face and tongue. "I am of the opinion that 
 this is a case of incomplete recovery from chorea. Am un- 
 able to see any after effects of the convulsive condition. 
 Mentality seems to be good. The choreiform condition 
 should be treated by a competent physician, but it does not 
 seem to be imperative to remove the child from school at 
 present." 
 
 FORM D. 
 
 Entry Record Blanks. 
 
 This is a card for convenient use in the office. It con- 
 tains names, date, case number, etc. 
 
 FORM E. 
 
 Anthropometric Tests, Etc. 
 
 This form contains two columns in which are recorded 
 the measurements of the actual and of the average child. 
 The norms of grip, dimensions of head, etc., for New Orleans 
 children have not been ascertained. The results of Smed- 
 ley, Boaz, West and McDonald were tentatively used for 
 comparison. Measurements dealing with the proportions 
 and physical characteristics of the human body are interest- 
 ing in studying individual development, the effect of en- 
 vironmental influence and of special training, as well as 
 in the attempted differentiation of races and peoples. Un- 
 questionably the matter of anatomical and physiological 
 growth in children is of fundamental importance in educa- 
 tion. 
 
48 
 
 Careful anthropometric measures may point to stig- 
 mata and to clues otherwise overlooked by teachers and 
 parents interested in retarded, individual progress. The 
 popularity and apparent simplicity of physical measure- 
 ments have ted not a few students into error. For example, 
 Professor Boaz takes note of the fojlowing : "A considerable 
 number of tables and averages and of 'percentile grades' 
 have been published, in which the measurements of each 
 individual are so placed that the per cent of individuals 
 of the whole series are given who have Jower values of the 
 measurements than the individual in question, and it is then 
 assumed that he should be in all respects on the same per- 
 centile grade — an assumption that is entirely inadmissible," 
 
 We print herewith a table of most of the measurements 
 made during the year upon exceptional children. (See 
 Table X.) 
 
49 
 
 TABLE X 
 
 ! 
 
 a 
 
 1541 
 4453 
 1963 
 1782 
 2542 
 1221 
 2315 
 1421 
 5437 
 4516 
 3860 
 1018 
 4761 
 1313 
 5022 
 4619 
 1811 
 8922 
 4938 
 1672 
 5214 
 3751 
 4215 
 3565 
 3617 
 4111 
 3123 
 1111 
 4322 
 5125 
 2713 
 7111 
 4031 
 2232 
 3943 
 3073 
 3272 
 2835 
 5355 
 2631 
 2119 
 ,3309 
 '2018 
 2924 
 
 < 
 
 5.9 
 
 6.9 
 
 7.3 
 
 7.4 
 
 7.4 
 
 8.0 
 
 8.0 
 
 8.2 
 
 8.4 
 
 8.4 
 
 8.5 
 
 8.5 
 
 8.7 
 
 9.5 
 
 9.8 
 
 9.8 
 
 10.0 
 
 10.0 
 
 10.6 
 
 11.0 
 
 11.0 
 
 11.0 
 
 11.2 
 
 11.7 
 
 11.9 
 
 11.9 
 
 12.0 
 
 12.8 
 
 12.8 
 
 13.0 
 
 13.0 
 
 13.2 
 
 13.5 
 
 13.5 
 
 14.0 
 
 14.0 
 
 14.4 
 
 15.0 
 
 15.0 
 
 15.0 
 
 15.0 
 
 16.0 
 
 17.0 
 
 21.0 
 
 O 
 
 K 
 
 1 
 
 K 
 
 1 
 
 1 
 
 1 
 
 K 
 
 1 
 
 2 
 
 2 
 
 1 
 
 A 
 
 1 
 
 2 
 
 2 
 
 1 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 3 
 
 1 
 
 5 
 
 4 
 
 3 
 
 4 
 
 2 
 
 2 
 
 2 
 
 1 
 
 A 
 
 5 
 
 2 
 
 3 
 
 3 
 
 1 
 
 5 
 
 6 
 
 2 
 
 9 
 
 2 
 
 6 
 
 S 
 
 3-0 
 
 bw 
 
 D | b 
 
 52.8 
 52.6 
 
 5276 
 
 50.5 
 
 54.4 
 
 51.0 
 
 50.0 
 
 50.7 
 
 51.7 
 
 53.5 
 
 48.0 
 
 50 
 
 53.5 
 
 50.0 
 
 50.3 
 
 55.5 
 
 51 78 
 51.6 
 51.0 
 52.6 
 51.5 
 51.5 
 54.0 
 53.0 
 54.0 
 55.0 
 54.0 
 54.0 
 54.7 
 50.5 
 53.0 
 51.0 
 52.0 
 54.0 
 53.0 
 54.5 
 50.8 
 53.5 
 57.0 
 52.5 
 52.5 
 53.4 
 
 - = 
 
 17.3 
 17.2 
 16.9 
 17.6 
 15.9 
 16.8 
 16.1 
 16.6 
 16.8 
 17.0 
 17.8 
 15.2 
 16.0 
 17.7. 
 16.0 
 16.2 
 18.1 
 16.1 
 16.0 
 16.7 
 15.4 
 16.6 
 16.7 
 16.0 
 17.2 
 16.9 
 17.3 
 18.5 
 17.7 
 17.4 
 18.1 
 17.3 
 17.0 
 17.5 
 15.9 
 18.4 
 16.7 
 17.2 
 16.8 
 17.2 
 18.2 
 17.3 
 16.6 
 17.2 
 
 fflW 
 
 13.0 
 12.9 
 11.9 
 13.7 
 12.9 
 13.6 
 13.5 
 11.6 
 12.6 
 13.2 
 12.6 
 11.2 
 13.2 
 13.7 
 13.0 
 13.3 
 13.4 
 13.4 
 14.2 
 12.2 
 13.9 
 13.4 
 12.7 
 13.4 
 13.4 
 13.4 
 13.6 
 13.5 
 13.6 
 13.5 
 13.3 
 12.1 
 13.1 
 12.6 
 13.2 
 13.4 
 13.5 
 13.6 
 12.2 
 13.7 
 14.5 
 13.0 
 13.5 
 13.1 
 
 II 
 
 115.1 
 117.4 
 118.5 
 119.0 
 117.0 
 126.5 
 120.4 
 132.7 
 120.5 
 130.2 
 123.1 
 116.7 
 132.9 
 124.4 
 131.6 
 128.2 
 137.7 
 118.1 
 140.0 
 136.0 
 135.6 
 138.8 
 143.6 
 146.6 
 134.0 
 155.2 
 141.4 
 149.4 
 152.1 
 145.7 
 145.3 
 143.8 
 153.7 
 145.2 
 161.4 
 163.0 
 159.1 
 153.0 
 153.4 
 164.0 
 174.6 
 167.6 
 167.5 
 164.7 
 
 -g a> 
 iaX 
 
 61.8 
 60.5 
 64.0 
 64.5 
 63.5 
 66.1 
 64.2 
 67.9 
 64.3 
 68.0 
 66.6 
 63.0 
 67.2 
 66.2 
 69.2 
 66.4 
 71.3 
 69.6 
 74.7 
 70.7 
 69.5 
 71.7 
 78.3 
 72.8 
 69.0 
 78.0 
 73.7 
 77.3 
 79.5 
 75.5 
 75.0 
 75.7 
 81.1 
 77.5 
 85.3 
 87.0 
 81.8 
 75.5 
 81.5 
 80.0 
 88.6 
 88.2 
 87.0 
 86.8 
 
 f£ 
 
 kilo 
 
 23.4 
 22.2 
 21.7 
 24.0 
 21.2 
 30.9 
 21.7 
 24.7 
 25.0 
 27.7 
 22.8 
 19.4 
 27.1 
 25.7 
 25.1 
 22.2 
 42.4 
 27.5 
 46.0 
 29.5 
 25.4 
 33.7 
 34.4 
 31.8 
 30.8 
 32.8 
 36.6 
 40.3 
 48.2 
 36.0 
 36.7 
 34.5 
 39.5 
 34.3 
 48.4 
 51.8 
 45.3 
 39.8 
 42.9 
 49.0 
 64.5 
 47.2 
 47.8 
 61.0 
 
 OK 
 
 kilo 
 
 7.4 
 
 8.0 
 
 3.3 
 
 11.5 
 
 f 
 10.0 
 9.3 
 8.7 
 12.9 
 12.5 
 10.7 
 7.5 
 8.5 
 15.3 
 13.7 
 4.6 
 14.0 
 14.0 
 15.6 
 19.5 
 6.5 
 15.5 
 19.3 
 14.8 
 13.0 
 19.5 
 19.3 
 15.5 
 21.5 
 15.5 
 25.0 
 11.8 
 23.6 
 18.0 
 29.5 
 32.5 
 22.1 
 18.3 
 18.8 
 23.5 
 48.0 
 30.0 
 23 .8 
 51.5 
 
 IS 
 
 kilo 
 
 7.9 
 9.1 
 3.2 
 9.5 
 f 
 
 8.6 
 8.5 
 6.7 
 13.2 
 11.8 
 8.8 
 6.5 
 9.5 
 14.2 
 12.8 
 4.0 
 11.3 
 14.0 
 15.5 
 17.3 
 4.4 
 14.0 
 16.0 
 12.8 
 13.2 
 15.0 
 19.0 
 17.5 
 19.8 
 14.3 
 24.0 
 11.4 
 22.7 
 15.0 
 31.4 
 30.8 
 18.5 
 19.8 
 20.5 
 28.5 
 38.0 
 27.4 
 22.5 
 47.5 
 
50 
 
 FORM F. 
 Binet Test Blank (Goddard, 1911). 
 
 It has been explained that the Binet and form board 
 tests were used in connection with other psychological ob- 
 servations for practically every case. Typical reports from 
 the examiners, as included in paragraphs of the summaries 
 delivered to the superintendent, suffice to illustrate this part 
 of the studies. 
 
 Case No. 4761. Psychological Report : Boy, aged eight 
 years, nine months. First Grade. 
 
 "This child is markedly inferior in the performance of 
 all the tasks assigned him. In the form board work his time 
 was abnormally slow and showed no improvement in four 
 trials, either in time or the elimination of errors. Absurd 
 blunders were repeated. He seemed to be incapable of form- 
 ing and proceeding upon a method. The adaptation test 
 was a partial failure. In the picture completion test he 
 worked nervously and hard, but again wholly without 
 method. He shows scant ability to adapt means to an end. 
 He proceeds in a wholly haphazard style. His apparent lack 
 of co-ordination seems to be due to lack of ideation rather 
 than to lack of muscular control. He finally failed in the 
 picture completion tests, leaving many small pieces in the 
 largest spaces without appreciating the misfits. His speech 
 is a stammer. According to Binet tests, his mental age is 
 about five years." 
 
 Case No. 8922. Psychological Report: Girl, aged ten 
 years, three months. Ungraded class. 
 
 "The laboratory tests show a mental age of seven; 
 chronological age, ten. Her interest was keen and she mani- 
 fested some ability at interpreting the significance of the ma- 
 terial put into her hands. She has fair visual memory for 
 objects, and also good auditory memory for the simple rote 
 tests. Her attitude in the laboratory was good ; she showed 
 a normal interest in what was being done, and at the same 
 time a creditable distrust of herself. The form board 
 showed steady improvement; she was very careful and 
 her errors were very few." 
 
51 
 
 , Case No. 1035. Psychological Report : Girl, aged eight 
 years, six months. First Grade. 
 
 "Two examinations were made of the child at the clinic, 
 and each indicated a mentality, according to Binet, of four 
 years; chronological age being eight and a half; this condi- 
 tion represents a mental retardation of four and a half 
 years. The picture completion tests show lack of apprecia- 
 , tion of both form and significance. Square blocks were per- 
 sistently put in wrong holes, etc. There was scarcely any 
 ability to profit by experience. She is easily discouraged 
 and proceeds altogether by random trial and error method. 
 The form board showed lack of improvement. The second 
 laboratory test of this kind was less favorable than the 
 first, both in point of view of improvement and elimination 
 of error. Attempts at copying geometrical forms were fail- 
 ures. She showed a lack of comprehension of the task in 
 hand andalso uncontrolled associations. In matters of sim- 
 ple routine she was willing to do her best, but her mental 
 grasp is so poor that it precluded success. In certain tests 
 concentration and attention is bad and the ability to dis- 
 criminate is slight." 
 
 Case No. 3476. Psychological Report: Boy, ten years, 
 three months. First Grade. 
 
 "Attitude and interest good and well sustained. Visual 
 object memory normal; Healy tests show fair discrimina- 
 tion of forms and were successful in all but finer points. 
 Speech shows stammering and lisping. The Aussage tests 
 show a tendency to give name of objects rather than inter- 
 pretation. Definitions were in terms of use only. Much 
 subject to suggestion in giving answers. Range of informa- 
 tion fairly good. Some mental alertness in handling of toys. 
 Study as a whole shows mental retardation of some two 
 years. This, taken together with the history of trauma and 
 certain health conditions, tend toward a diagnosis of re- 
 tardation rather than feeble-mindedness." 
 
52 
 
 FORM G. 
 School Report. 
 
 This form, modified after Huey, contained spaces for 
 data, supplied by teachers, concerning the child's character- 
 istics, habits, morals, discipline, progress in studies, capaci- 
 ties, play, intelligence, interests, co-operation. Abbreviated 
 reports thus obtained are illustrated in the following para- 
 graphs and others farther on. 
 
 Case No. 1221. School Report: Girl, aged eight years. 
 First Grade. 
 
 This child is described by her teacher as being in dis- 
 position cheerful, active, good-tempered, excitable, neat, 
 cleanly, talkative, obedient, laughs without cause, awkward, 
 very slow, noisy. "She learns superficially and apparently 
 makes no definite headway." She can do errands, name 
 some of the letters, count objects, add a little, but can neither 
 multiply nor divide. She reads poorly in the first reader, 
 apparently by heart, but can write fairly well. She does 
 poorly in all branched. Her best work is in penmanship. 
 She gets overexcited in play. After having been coached 
 in the afternoon by kindergarten teachers, she was placed 
 in the Auxiliary Class, but she remained in this class only 
 two days and was then transferred back into the grades 
 where her teacher reports she iis improving, and is now able 
 to keep up .with her class. 
 
 Case No. 4215. School Report: Boy, aged eleven 
 years, two months. First Grade. 
 
 The boy is described as being morose, quarrelsome, 
 active, moody, excitable, changeable in mood or character, 
 resentful, slovenly, talkative, lacking in self-control, awk- 
 ward. He differs from others in being more restless, fussy 
 and inattentive. He is most troublesome in annoying 
 others; uses vulgar language. He can do errands, name 
 some of the letters, count objects, but can neither add, mul- 
 tiply nor divide. He can write fairly well, but cannot read 
 at all. He does nothing in manual or industrial work; is 
 good in athletics, poor in entertainment work; is best in 
 writing and worst in reading. His teacher says : "Mental 
 
53 
 
 deficiency prevents better work." He plays very little, does 
 not take the lead ; shows interest in dramatizing stories ; is 
 easily confused and loses control. He is chiefly interested 
 in writing and story work, as is shown by his attention dur- 
 ing story period. Does not show willingness to co-operate 
 when aided, but will copy lesson from neighbor. Last year 
 was helped by special teacher, with no fesults. 
 
 Case No.. 4111. School Report: Girl, aged eleven 
 yeari, eleven months. Third Grade. 
 
 This child is described by her teacher as being in dis- 
 position cheerful, quarrelsome, active, obstinate, good-tem- 
 pered, excitable, changeable in mood or character, lazy, 
 talkative, heedless of danger, inclined to laugh without 
 cause, emotional, lacks self»control easily managed, awk- 
 ward, very slow, nosy. Her teacher says : "If things around 
 her are not clean and harmoniously arranged, she is greatly 
 distressed, and causes disturbance in class by wishing to 
 straighten out things herself. She is very antagonistic to 
 her companions who litter their desks, and disturbs the 
 teacher by calling attention repeatedly to this. She wishes 
 to entertain her teacher and companions during school 
 nours with news that she gathers in her neighborhood. She 
 does well in copy work and is fond of copying. She learns 
 easily (by rote) memory gems and Class recitations. She does 
 manual work well and likes to do it; she is especially fond 
 of drawing. She takes no interest in gymnastics, but all 
 entertainment work appeals to her. We think that she suf- 
 fers from eye strain. At times, her eyes are bloodshot, and 
 lids very much inflamed; pupils of eyes seem occasionally 
 abnormally dilated. She appears to suffer also from phy- 
 sical weakness, becoming sometimes very pale, with dark 
 circles under the eyes. There is also some speech defect. 
 She delights in play, especially with little children. She 
 does not seek those of her years, and in temperament is as 
 young as a child of five years of age. She leads only when 
 she is with little children. She likes to play school and is 
 then very domineering. When excited she is incoherently 
 talkative." * * * "She is willing to try and co-operate 
 when aided. She has been coached for some months, but 
 with no results." 
 
54 
 
 A second school report, dated a month later, says the 
 child seems stronger physically. "She seems more inter- 
 ested, and shows more anxiety to learn than before. Her 
 progress, however, is still very slow. This may be due to 
 the nonwearing of glasses prescribed by oculist for constant 
 use. They are either broken or forgotten at home." 
 
 Case No. 3272. School Report : Boy, aged fifteen years, 
 five months. First Grade. 
 
 This boy is reported as being unable to carry on 
 the studies of the first grade. He does not know the 
 alphabet; he does not show any particular interest in 
 anything; seems to be well, but is unable to do the 
 work of the other children. He has been given extra 
 attention in school, but without success ; his ability to write 
 is poor; he plays very little, but manifests some interest in 
 the play of others. In disposition he is reported as being 
 sensitive, good-tempered, neat, cleanly, silent, obedient, 
 easily managed, very stupid, very slow. He has changed 
 schools a number of times and has been a constant repeater. 
 
 FORM H. 
 Home and Personal History — Social Report. 
 
 This blank, also modified after Huey, is for the record of 
 facts obtained by questioning parents and others who know 
 the child well. In many cases this information was obtained 
 by the social investigator after repeated visits to the home. 
 
 As an addition to the blank we devised a simple chart to 
 be printed on the back for checking essential facts regarding 
 heredity. This chart is shown to the right of Form H in the 
 picture, Figure V. Examples below of reports obtained from 
 social investigators are in condensed form. 
 
 Case No. 2631. .Social Report: Boy, aged fourteen 
 years, three months. First Grade. 
 
 This boy was brought to the laboratory by his father, 
 who is an Italian and a barber. The father presents the 
 appearance of being an energetic and strong-minded man. 
 He is apparently successful in his work and seems keenly 
 interested in his son, but in the laboratory he wafe uncertain 
 
55 
 
 as to the details of the early history of the child and was 
 unable to give the facts of heredity that were needed for 
 that side of the study. There was even some uncertainty 
 as to the age of the child. The father, however, reports con- 
 vulsions at the age of five or six, also fainting spells and lack 
 of nervous control. He also reported miscarriages of the 
 mother and that she now is suffering wityi "chilliness" on one 
 side, which requires massage. The mother was unable to 
 nurse the child. As a baby the boy was a light sleeper — 
 easily frightened. Chorea is reported. He is reported to 
 have been struck by a street car at the age of six. From the 
 father's report this accident does not seem to have been se- 
 rious. No fracture of skull or unconsciousness was reported. 
 The child remained in the hospital only one day. At home 
 the boy seems to be very unreliable in the discharge of little 
 tasks that are committed to him. On being sent on errands 
 he forgets and returns several times for the commission to 
 be repeated to him. He is unable to count change or tell 
 the time of day, and does not know the alphabet. In general 
 appearance the boy is rather awkward and flabby in muscu- 
 lar control. As to disposition, the child presents some anom- 
 alies. His father reports that he is good-humored and good- 
 hearted (note the fact that whenever he gets any money at 
 any time in any way he always take's it to his mother) , and 
 yet he is a fighter and given to fits of temper. He is gossipy 
 and tends to laugh without cause, is lazy and untruthful and 
 seems to lack a sense of shame at home. He is generally 
 troublesome, rather by reason of his incapacity than by 
 reason of his disposition. 
 
 Case No. 1313. Social Report : Boy, aged nine years, 
 six months. Second Grade. 
 
 "Boy, only child of German-American laborer and wife, 
 an Irish girl. Mother died when child was two months old. 
 Father, always wild, has become a confirmed drunkard, and 
 is now dying of consumption, almost bed-ridden. Child 
 cared for by paternal grandmother, who on first visit of so- 
 cial worker was found too intoxicated to give reliable infor- 
 mation. When sober, however, she seems to be good- 
 natured, industrious, ignorant, but ambitious for the Child. 
 
56 
 
 The family are on the charity list of the 
 
 Church, tfhe home is a small cottage, scrupulously clean. 
 There are evidences of poverty, and grandmother complains 
 of difficulty of feeding invalid son and growing boy. 
 Grandmother says child is neat about the house, a willing 
 worker, takes pride in keeping shed clean and wood box 
 filled. The child was born at full term, walked, talked and 
 got his first teeth at average age. Has never had any -se- 
 rious illness, and is apparently in good health, though, per- 
 haps, a little underfed. The child reads everything he can 
 get; attends Sunday school and is very fond of his teacher. 
 Grandmother resents any implication in regard to the health 
 of the boy. Partly because of this and partly because of 
 her inability to leave her invalid son, the child has not been 
 to the Touro for general physical examination, though ap- 
 pointment was made." 
 
 Case No. 3113. Social Report : Boy, aged twelve years. 
 Fourth Grade. 
 
 Information about heredity lacking. Instruments were 
 used at birth. Began to walk at nearly two years. Has 
 been under treatment for worms. Ran away twice. Re- 
 cently expelled from school; has been taken back again on 
 promises. Social investigation revealed the following : The 
 parentage in this case is good, middle-class English stock. 
 There is no record of any malignant disease in the family, 
 nor of any confirmed habits. Parents were both born in 
 England, and have been in America a little over ten yearis. 
 Both parents and children seem unusually healthy and 
 robust. The father is a worker in the cotton mills of an- 
 other state, where he has been since the closing of the mills 
 of New Orleans, now nearly three yeans ago. He is an Odd 
 Fellow, an active churchman, and a steady workman. He 
 sends a monthly remittance toward the support of his fam- 
 ily, and by neighborhood verdict is "a good man and 
 steady." The home is unusually well furnished, almost 
 luxurious for a home of this type, and is scrupulously kept. 
 The children are always well dressed, clean, and in manner, 
 at least, show careful training. The mother has a violent 
 temper and is abusive to children and neighbors, although 
 
57 
 
 "she is that soft-spoken to her betters!" Of fourteen chil- 
 dren, the mother has lolst three in babyhood. Of the sur- 
 viving eleven, it has been impossible to obtain detailed data 
 for the older members of the family,, the mother merely 
 stating that they are all healthy, married, living out of town 
 and "never gave her a moment's trouble." The record of 
 those who are in town lays this last statement open to 
 question. One daughter, twenty-nine years old, it is said, 
 leads an immoral life and (outwardly, at least) is coun- 
 tenanced in this by her mother. A younger daughter, twen- 
 ty-three years old, is abusive, deceitful, dishonest, totally 
 lacking in sense of gratitude— yet possesses .to an unusual 
 degree personal charm and a surface gentleness. A son, 
 aged seventeen, seems to have almost a dual personality. 
 He sings in the church choir, is regular at rehearsal and 
 service, has a good record at school, and seems anxious to 
 "keep straight." He is easily appealed to — easily influ- 
 enced. Yet, at intervals, he "breaks out," apparently 
 against his own will, and during these periods will do the 
 most abominable and unexpected things. In the opinion of an 
 intelligent neighbor who has persistently befriended them, 
 "there is something rotten about the whole family." The 
 boy is a bright, intelligent boy, anxious to excel in school, 
 although disliking study and resenting authority in any 
 form. He can neither be coaxed or driven, but responds to 
 straightforward treatment and is at times most affectionate. 
 He is mischievous, a good mimic, and his impertinence 
 savors of bragging rather than insolence. He is a leader 
 among his fellows, has initiative, and is resourceful. Two 
 years ago he organized and led a strike at school, in which 
 the principal and teacher finally capitulated. He both 
 smokes and drinks when possible (although necessarily not 
 to excess), and has been implicated, but not convicted, in 
 several petty larceny offenses. He is a sturdy, bright-faced 
 boy, exceedingly restless and nervous. He has had a severe 
 case of measles, but the mother knows of no after-effects 
 from the disease. He sleeps badly and seems to find it hard 
 to keep still, even at table. In other respects he is apparently 
 normal. 
 
58 
 
 Case No. 1963. Social Report : Girl, aged seven years, 
 three months. Kindergarten. 
 
 Social investigators report as follows: "Both parents 
 are American born and in good health. Nor is there any 
 record of disease or any abnormality for the last two gen- 
 erations at least on either paternal or maternal side. There 
 are five children, of which this child is the third. An older 
 son has a very pronounced case of valvular heart trouble. 
 According to the family physician, this boy's heart has 
 grown to his backbone, and that he should be living at all 
 is a miracle. This trouble is the result of a severe case of 
 measles, during which the family physician treated him. 
 The other children are normal, intelligent and hardly ever 
 sick. The youngest child, however, has a very large head, 
 peculiarly shaped — prominent, broad forehead, with nar- 
 rowing face and pointed chin. The family live in a very 
 attractive cottage with a pretty yard. The mother does her 
 own work most efficiently, keeping her house immaculate 
 and her children well dressed and clean. She has been told 
 that she cannot raise either the older boy or this little girl, 
 but trusts implicitly in her physician and her religion. The 
 father is a little impatient with this child and a little 
 ashamed of her, and this hurts the mother keenly. She 
 understands the child, in spite of a decided speech defect, 
 and encourages self-expression in her. No exceptional con- 
 ditions at child's birth, nor was there anything unusual in 
 her pre-natal history. The family physician, however, is 
 convinced that the heart trouble is congenital, though he 
 has never been able to find any specific cause for it in im- 
 mediate or past heredity. In addition to heart trouble, child 
 has a decided case of adenoids, defective speech, badly de- 
 cayed teeth, a cast in one eye and is pigeon-toed. Her loco- 
 motion is very poor. At times she talks rather distinctly, 
 but is an exceedingly nervous child. She is responsive, 
 however, soon gets over her timidity with strangers, and is 
 apt to be most demonstrative. She is acutely aware of her 
 retardation at school and is most anxious to advance. She 
 is devoted to her teacher and wants to win her approval. 
 
59 
 
 She likes manual work, and brings with great pride to her 
 mother the things she has made at school. She has, how- 
 ever, very little control over her bands." 
 
 Some of the formal requests from teachers resulted in 
 unfinished studies, owing to the close of the school session 
 and termination of the Tulane-Public Schools agreement. 
 The reports of the teachers upon thelse children were re- 
 ceived, but the medical, sociological and psychological re- 
 ports are not complete. Here are three of these children; 
 the paragraphs are condensed from the teachers' reports. 
 These pupils all are over-age for grades. These typical 
 eases present some additional problems of exceptional chil- 
 dren, as viewed by the teacher or parent, at wit's end. 
 
 Case No. 6240. School Report: This boy is fifteen 
 years of age, and is in the First Grade. 
 
 He is described by his teacher as morose, quarrelsome, 
 obstinate, good-tempered, changeable in mood, slovenly, 
 talkative, obedient, heedless of danger, mouth usually open, 
 anxious, lacks self-control, easily managed, superstitious, 
 very stupid, generous, gossipy, awkward, very slow, truant. 
 He differs most from other children in his unusual appear- 
 ance, awkward manners and movements. Most trouble- 
 some by his truancy and obstinacy. Never troubles any of 
 the other children except to talk too much to them. He can 
 do errands, name some of his letters, count objects, add a 
 little, but can neither multiply nor divide. He cannot read 
 at all, but can write very large. Does not do well in any 
 kind of school work or in school studies of his class. His 
 best work is in simple number work; worst work in read- 
 ing. His feeble mind and defective vision prevent him 
 from doing better, together with the treatment he receives 
 at home, and the time spent on the streets. He does not 
 play at all ; his time is spent wandering the streets or stand- 
 ing around Union Station ; not able to speak correctly when 
 excited. Can count money that he earns selling papers. 
 His chief interests are selling papers and carrying grips in 
 the Union Station. Gives very little co-operation. Efforts 
 have been made to help him by Judge Wilson of the Juve- 
 nile Court with very little results. 
 
60 
 
 Case No. 5336. School Report : Girl of sixteen years, 
 in Sixth Grade. 
 
 She is described as "cheerful, quarrelsome, sensitive, 
 neat, silent in schoolroom, talkative outside, obedient, cries 
 and laughs without cause, lacks self-control, fearful, stupid, 
 awkward. She does not take part in any class discussions 
 or class activities. When asked a question during a lesson, 
 her answer shows plainly that she is unable to follow what 
 is being said. If anything funny happens in the school- 
 room, she does not laugh with the other children, but seems 
 to understand what has happened. If either a pupil or the 
 teacher looks directly at her, she becomes very much ex- 
 cited. This is shown by an automatic pulling of her sleeve, 
 hiding her face, laughing and crying alternately. Aside 
 from the extreme sensitiveness, she is not troublesome. She 
 is an exceptionally good child at school. She can do er- 
 rands, name all the letters, add, multiply and divide. Reads 
 rapidly in the sixth reader, but seems not to understand 
 what she reads. The little manual work done at school is 
 not very successful, but she does some work at home, such 
 as washing dishes, sweeping, etc. In gymnastics she is a 
 failure, for she is unable, to interpret commands and seems 
 to have difficulty in even the simplest movements. In en- 
 tertainment work she is hopeless. It would be impossible 
 to get her to relate a story or recite a poem. She is a very 
 excellent speller, and her penmanship is exceptionally good. 
 She is able to memorize a limited number of words, but has 
 only a vague idea of a number of rules of grammar, with 
 a fair degree of accuracy. In history, geography, arith- 
 metic and literature she is a failure. Her general informa- 
 tion is very meagre. She does not enter any games with 
 other girls. She does not take the lead in anything, but 
 tries to be as conspicuous as possible. She becomes very 
 much embarrassed if singled out as an individual, and al- 
 ways cries if attention is directed to her for a few minutes. 
 When confused, the automatic movements of the arms, de- 
 scribed on the first page, begin. Her head is usually bent 
 forward and she laughs senselessly whenever she notices 
 someone looking at her. She loses control very readily ; and 
 
61 
 
 seems incapable of thinking at all. She tries to do well in 
 everything, and will co-operate as far as she is able. She is 
 very anxious To make the average required for promotion. 
 After having answered a question, she asks one of the girls 
 near her if she missed. She cannot judge whether her 
 answer is inferior to the next answer given. She has been 
 coached, particularly in arithmetic, before and after school 
 hours, but with very poor results. The child entered 
 
 School at eight years, a Catholic school at eleven 
 
 years, and returned to at twelve years." 
 
 Case No. 552. School Report: A boy, seven years, 
 nine months, in First Grade. 
 
 "Cheerful, quarrelsome, lazy, slovenly, talkative, de- 
 structive, laughs without cause, mouth usually open, anx- 
 ious, lacks self-control, apprehensive or fearful, very stupid, 
 awkward, very slow, noisy. 
 
 His attention cannot be held even by stories. He is most 
 troublesome by not being able to concentrate or occupy his 
 mind for any length of time. Does not use handkerchief, 
 Masturbator. Continually fights with others. Seems to 
 be bordering on chorea. 
 
 He cannot do errands, but can name some of the let- 
 ters. Can neither multiply nor divide. Can neither read 
 nor write at all. He is not able to grasp any manual or in- 
 dustrial work, gymnastics, etc. Does not do work of any 
 kind. Plays continually. Not seclusive. Does not take the 
 lead, nor make believe in play. Does not think what to do 
 in emergencies. Bites finger nails when excited. Gets con- 
 fused and loses control on any occasion. He is most inter- 
 ested in games that call for a great deal of running. No 
 special efforts have been made to help him." 
 
 During the year there were some sixty-seven formal re- 
 quests by parents or teachers for individual studies. Some 
 of these were hurried solicitations upon the part of parents 
 for advice about difficult problems concerning their chil- 
 dren. Steadily the director of the laboratory was forced 
 to resist the importunities of parents and others for pre- 
 mature judgments. These cases, which could not under the 
 
62 
 
 circumstances be studied thoroughly, present elements of 
 pathos. Some of the cases do not come within the province 
 of the school. Consider, for example, the following para- 
 graphs, which describe several of these instances. Here are 
 unsolved, concrete problems of extreme individual differ- 
 ences. 
 
 A letter from a mother solicited help in giving sugges- 
 tions concerning the educational development of her in- 
 fant, a boy of seven months, who suffered as follows: Due 
 to early cerebral hemorrhage, and after surgical attendance, 
 the right side of the body was affected, causing partial 
 paresis. The surgeon had explained that nothing medical 
 would be of benefit to him; that the problem was for the 
 parents to assist with external stimuli the development of 
 the brain centers affected. The mother and the father visited 
 the laboratory, and on two occasions counsel and advice 
 were given as well as possible under the circumstances. 
 
 A prominent citizen called for consultation regarding 
 relative, a boy of nineteen years. The boy has failed in 
 several schools, and is having difficulty in holding an ordi- 
 nary position in a commercial establishment. Our methods 
 were explained as stressing complete personal, medical, so- 
 ciological and school history, as well as the use of psycho- 
 logical tests. The relative agreed to return after consul- 
 tation with the mother. Nothing further heard. 
 
 A mother called with son, age six, upon request of 
 physician. The child is a stutterer and seems choreic 
 Upon a second visit we were compelled to ask the mother 
 to wait until the matter could be approached through the 
 procedure being prepared for use in the schools. 
 
 Another case brought before the organization was in 
 position to study same adequately, was of a boy of nine 
 years, brought by his guardian. He suffers from a speech 
 defect. He has been in a special class for the deaf. The 
 mother died at child's birth and the father died a few years 
 later of pneumonia. Child is easily managed. Attended 
 school for mutes last summer, but lip reading is not suited 
 to his needs, and he cannot use fingers for sign language. 
 The teacher wrote of the case as a pitiful one, as the boy's 
 mind seems unaffected by disease, and recommends that 
 
63 
 
 the guardian and the aunt be persuaded to get someone to 
 teach the boy privately. It was reported that the child can- 
 not feed or dress himself or tie a shoe lace. Manages limbs 
 badly, drips at mouth, cannot speak, but seems to under- 
 stand general conversation. Right hand and tips of fingers 
 and lower jaw seem paralyzed. Child is sensitive when ap- 
 pearance is noticed, and for this reason does not like to 
 play with other children. There is no school class suited to 
 his defect. A psychiatrist to whom the boy was sent re- 
 ported hemiplegia with aphasia, and that his aphasia is of 
 a type not usually amenable to treatment. He suggested, 
 however, a trial by a special teacher in speech defects. The 
 psychiatrist went over the case with a competent teacher 
 and outlined the course of treatment. She reported the 
 work discouraging, but at last account was continuing her 
 effort to be of service to. him. 
 
 No complete study was made of a youth of twenty, who 
 was brought to us by his mother, laboring under great anx- 
 iety. Thorough medical examinations were desired, but not 
 obtained. She reported that a psychiatrist had declared 
 him to be a high-grade imbecile. The boy smokes excessive- 
 ly and is cultivated by boys of his own type where company 
 does not seem profitable. Is selfish, ill-tempered, violent, 
 inattentive. Failed at school, but has some talent with vio- 
 lin. Has some ability with mechanical contrivances and 
 likes telegraphy. At age of ten burned a small animal in 
 fire and laughed. The mother is sorely troubled about the 
 failure of the boy, fearing that he will marry ; that, when 
 of age, he will not take care of an inheritance ; that he will 
 get into serious trouble before long. The boy seems to love 
 his mother. 
 
 A letter of inquiry from Shreveport concerning a little 
 girl who has never spoken. Questions answered and advice 
 given in our reply. A prolonged study under observation 
 necessary for anything more than suggestions. 
 
 Another case, hardly falling within the scope of our 
 undertaking, was brought at the urgent request of a step- 
 mother, who, according to our information, seems to be the 
 only person really interested in the welfare of the boy. No 
 systematic study has been made further than as follows: 
 
64 
 
 "He is a young man of almost sixteen years of age, and for 
 some time has manifested a tendency to steal. The cursory 
 mental examination and the nature of the articles stolen, 
 usually money, together with the extreme provocation 
 within the home, make it seem doubtful that this is really 
 a pathological case. The father is a drunkard and is fre- 
 quently abusive and sometimes cruel in the method of pun- 
 ishing his son. The boy has recently been driven from 
 home, and has taken into his companionship the type of boys 
 that would tend to lead him astray rather than correct his 
 habits. He has stated that he has joined "the gang." The 
 report comes from the stepmother and from the boy that 
 his plan is to join the navy, but until one month hence his 
 age will not permit his doing so. The stepmother states 
 that the boy has had some positions in stores, but, in one 
 case particularly, he lost his position on account of stealing 
 various articles from the store. He has attended a private 
 high school in the city and failed, not on account of mental 
 deficiency, but on account of his conduct meeting with the 
 disapprobation of the school authorities. He was particu- 
 larly untruthful and unreliable in his attitude toward the 
 teachers, and was expelled from the school. On having his 
 attention called to his misdeeds, he is reported to show no 
 indication of remorse. Whether this is due to a stolid in- 
 difference and a hardening against unfortunate treatment, 
 or whether it is due to a real lack of moral sensibility, it is 
 impossible to say at present. He is a cigarette smoker, 
 spending his evenings away from home. His reading, so 
 far as reported, seems to be confined to detective stories and 
 a low type of novels. In physique the boy seems well de- 
 veloped and well nourished. The story of an injury to his 
 head on account of falling on a tack which penetrated his 
 skull to within a quarter of an inch of his brain hardly 
 seems to bear any relation to his present habits." 
 
 "It seems inevitable that this young man is a criminal 
 in the making and will drift possibly into the clutches of the 
 law, unless some strong and manly control is taken over 
 him." 
 
65 
 
 A subsequent visit of the stepmother to the laboratory 
 on behalf of her stepson gave us warrant for advising on 
 the following points : 
 
 "1. In view of the fact that a reported investigation at 
 the Naval Office shows a spinal curvature which unfits the 
 young man for the navy for at least a year (the naval au- 
 thorities are reported to say that, witti proper treatment, 
 the curvature might be corrected within a year) , it was ad- 
 vised that the most urgent 4ieed for the present is a com- 
 plete separation of the boy from his present environment. 
 There appears to be a possibility of the boy's being sent to 
 live with kinsfolk on a farm. 
 
 2. It was thought best to investigate the report is- 
 sued at the Naval Office to ascertain whether or not there 
 were other objections to the young man besides the spinal 
 curvature. 
 
 3. It seemed best to urge that if further study be 
 taken up at the laboratory, the boy's father be present at 
 the next investigation." 
 
 The stepmother called more than a month later. Says 
 boy has stolen again and again. "She says he has taken 
 her own rings. She tried to recover them through a de- 
 tective, but failed. Says boy has associated with negroes 
 a great deal. Suspects some woman in the case. She called 
 in an officer, and Judge of the Juvenile Court had boy taken 
 to Reformatory (Waifs' Home) . Swore he would get away, 
 etc." 
 
 A few weeks later father died suddenly. Through the 
 efforts of the widow the boy has been sent to relatives on 
 a farm. She is working hard to prepare for making a live- 
 lihood. 
 
 More questions than answers have appeared so far in unanswered ques- 
 these discussions, whether about masses of children re- 
 tarded and repeating, or about individual cases thoroughly 
 examined by co-operating teachers, parents, physicians, so- 
 ciologists and psychologists. The gravity of the problem 
 before us and the comparative darkness in which we stand, 
 appear plainer. A friend, who cursorily looked over some of 
 our data, remarked with interest: "Well, now we have 
 
 tions. 
 
66 
 
 investigated everything, what is the remedy applicable? Let 
 us apply it." The fact is, we have barely inaugurated the 
 
 method of systematic investigation, and we shs L^er find 
 
 a cure-all. Our educational difficulties are too intricately 
 interwoven to be met by any one remedial effort, and the 
 slow element of time must also work. We only know that, 
 as in scores of other cities, with the growth of population 
 there also multiplies in New Orleans the number of edu- 
 cational problems for which there is available no precedent 
 
 Remaining groups. Our preliminary census calls attention to the five 
 general classes of exceptional children classified arbitrarily 
 for reasons explained. Our individual studies, of which 
 examples have been given in preceding pages, began in the 
 middle of the past school year, and it was proposed that 
 for the year there would be offered opportunity only for 
 individual study of children in Class A. (Feeble-minded, as 
 judged by teachers.) There remains the issue, what shall 
 be done by citizens and school authorities about these and 
 the other various groups of children in our schools, who 
 present such extreme individual differences as to be pointed 
 out by the teachers who deal with them daily? 
 
 The merely back- In addition to children designated in Class A there 
 are 2925 children, seven (7.7) per cent., in Class B who are 
 called backward children, or "those who urgently need spe- 
 cial educational methods within the public schools." Doubt- 
 less a few of these children are feeble-minded. With re- 
 gard to the greater number of them it would be desirable: 
 (1) to ascertain the causes of their backwardness; (2) to 
 adjust our school machinery to their needs with the ideal 
 before us of developing most wisely whatever latent or un- 
 discovered capacities for efficiency these children may pos- 
 sess. The causes of backwardness are identical with some 
 of the causes of repeating and slow progress, whether they 
 be lack of physical or mental capacity in the child, ill health 
 and defects, economic conditions, wrong home conditions, ir- 
 regular attendance, smoking, excessive coffee drinking, in- 
 sufficient sleep, poor teaching, unsuitable course of study, 
 lack of interest and of "old-fashioned virtues of industry, 
 regularity, promptness, patience." Some of these children 
 
67 
 
 doubtless suffer from remediable physical defects, as of\ 
 vision, hearing, adenoids, malnutrition, malaria, etc. It has \ 
 not been proved that when you remove adenoids, supply 
 glasses and give medicine to a child a miracle of school \ 
 progress invariably follows; but the already proven general \ ' 
 relation between such defects and the appraisal of intelli- \S ' 
 
 gence demands careful attention to such defects. Not a few 
 of so-called retarded children may be victims of faulty 
 classifications made at the beginning of school. Our stand- 
 ards may be artificial, gauge too few aspects of the child's 
 capacities, allow not for individual variations or unrecog- 
 nized potentialities. Some of the "backward" children may 
 eventually belong to that well-known type of successful busi- 
 ness men, writers and celebrities who, in childhood adjudged 
 backward and dull by some pedagogue's standard, after- 
 wards, according to the standards of efficiency, were fa- 
 mously able. Such are some of the problems presented to 
 us by the presence of these children who are called laggards 
 by the schools, and whose actual condition is the resultant 
 of so many factors out of school and in school. 
 
 In New Orleans about 407 children among 37,824, or ^ te T C chUten * U y 
 one per cent. (1.2), were designated as exceptionally able 
 or gifted by their teachers. A comparison of the percent- 
 ages of children thus designated as exceptionally able with 
 the statistics of children under-age for the grades during 
 the preceding year shows unmistakably that very few chil- 
 dren in New Orleans are considered of exceptional ability, 
 if they are to be ranked either by the criterion of being 
 able to be in a grade above that usual for a given chrono- 
 logical age, or by the classifications of the teachers — in fact, 
 less than two per cent. (See Table XI:) 
 
 Table XI. 
 
 Children Exceptionally Able or Gifted. 
 
 — Percentages — 
 White. Colored. 
 
 Preliminary Census — Class C 1. 1.5 
 
 (N. 0. 1913) 
 
 Age-Grade Census — Under-age 1.9 0.1 
 
 (N. 0. 1911-12) 
 
68 
 
 If we seek quantitative evidence of the relative num- 
 bers of exceptionally bright children usually found in other 
 public school systems, we find that evidence is rare. 
 Strayer's study of American cities shows a median of about 
 four' per cent for children who have reached their grade 
 one or more years earlier than the allotted age. Ayres 
 shows that for certain cities the number of children mak- 
 ing more than normal progress is from one to five per cent, 
 of the membership. Goddard tested 2000 "normal" chil- 
 dren by the Binet scale, and found about four per cent more 
 than one year ahead of "mental age" measured by that 
 standard. The above and other evidence reviewed by Messrs. 
 Vian Sickle, Witmer and Ayres (36) is the basis of the fol- 
 lowing rough classifications offered by them of all chil- 
 dren found in public schools : 
 
 Talented 4 per cent. 
 
 Bright ) 
 
 Normal) 92 per cent. 
 
 Slow ) 
 
 Feeble-minded, capable of some training 
 
 in special classes of public schools 3% per cent. 
 
 Genuinely mentally deficient V£ per cent. 
 
 We should be able to ascertain why so few pupils are 
 termed "exceptionally able" in New Orleans; what are the 
 predominant physical and mental characteristics of our 
 gifted children; how and to what extent their seeming gifts 
 might be nurtured by special means for the good of so- 
 ciety. It would be interesting also to know if any of them 
 resemble the savant idiot type of genius; or if they are ex- 
 ceptionally able only to the extent of some special memory 
 or other ability which may exist with low degree of gen- 
 eral intelligence; or whether, masters at formal grammar 
 or school arithmetic, they are mediocre at anything else, 
 and, therefore, their high evaluation is purely fictitious. 
 Possibly some of these children are just average children, 
 who, under high stimulus of competition or reward, have 
 surpassed their fellows at the expense both of extra effort 
 
69 
 
 and of loss of their health. It may be also that amongst the 
 407 designated as exceptionally gifted, out of 37,824 chil- 
 dren, there are potentially great men and women. 
 
 The need in this phase of our situation made bare by 
 our preliminary study is widely recognized, and to direct 
 the consideration of teachers, parents and officials to this 
 point seems necessary. In the March number of a Northern 
 magazine a well-known popular writer, whose attention to 
 our work evidently had been drawn by the Bulletin from 
 the United States Education Bureau at Washington con- 
 cerning our New Orleans undertaking, voices his sentiments 
 in the following manner, although he misapprehends our 
 larger interpretation of the term "exceptional child" — by 
 which we designate any child who exhibits conditions 
 markedly different from those of most children : 
 
 "Fixing on the Affirmative." 
 
 "In medicine, the truth seems to be that the study of 
 the abnormal prevails. Pick up any medical journal — of 
 which there are about forty published in America — and you 
 will find that the diseased, the abnormal, the monstrous, 
 the peculiar, the unusual, the toxic, afford a theme for both 
 writers and artists. 
 
 In school teaching we have had studies of the abnor- 
 maL The defectives have been given great space and spe- 
 cialists assigned to look after their needs. 
 
 But one of the distinctive signs of the times is a 
 bulletin sent out from the United States Bureau of Educa- 
 tion giving memoranda of a plan that is being tried in the 
 public schools of New Orleans to give information in ref- 
 erence to the pupils who are exceptional. 
 
 And this word 'exceptional' applies to those who are 
 exceptionally talented, not those who are exceptionally dull. 
 
 They are studying the apparently exceptional child 
 and finding out why he is strong and well and happy and 
 cheerful and helpful and progressive — a joy to his teacher 
 and a joy to his parents. 
 
 So it will be seen that the whole purpose of this most 
 excellent plan is to fix the attention of teachers, school di- 
 
70 
 
 rectors and parents on the exceptional, and to fill their 
 minds with the ideal, if possible, to the end that these con- 
 ditions that environed the exceptional child may be re- 
 peated. 
 
 Such information massed over a period of years Would 
 do for the world what Darwin's 'Origin of Species' did for 
 science. Darwin simply collected a vast amount of informa- 
 tion in reference to animals and plants, with a multitude of 
 significant facts. 
 
 There is no doubt at all but that if we had, say, just 
 one book containing brief and accurate data in reference to 
 one hundred exceptional school children, it would be of im- 
 mense value, and would be studied with great interest by 
 parents, teachers and scholars themselves. Holding the 
 ideal before the public, instead of the abnormal, is certainly 
 a thing much to be desired." 
 
 If emphasis should be placed upon helping gifted, ca- 
 pable, strong pupils rather than upon forcing dull, weak 
 pupils, then it is suggested that a practical beginning in 
 our schools would be possible by experimenting with some 
 of the plans in use elsewhere and adapting same carefully 
 to our own conditions. Lincoln, Nebraska, makes provision 
 for gifted children by placing them in a special room after 
 the completion of the sixth grade. In this school during 
 two years they complete the work of the grades, also one 
 year of the high school. In Rochester, New York, capable 
 children of eighth grade earn high school credits in certain 
 studies. In Harrisburg, Pennsylvania, Superintendent 
 Downes tried intensive group teaching at recess or for a 
 half-hour or so after school by teachers, who were encour- 
 aged to give such pupils individual attention both during 
 and after school hours and to enlist the parents in the pro- 
 ject. This plan he abandoned because of deleterious effects 
 upon the vitality, health and efficiency of the teacher, as 
 well as because of injustice to the majority of pupils who, 
 he thinks, are entitled to her best mental and physical vigor. 
 In Harrisburg, therefore, during 1910-1911, three special 
 ' schools were opened for exceptionally gifted pupils. The 
 pupils were expected to cover the eighth and ninth grades 
 
71 
 
 during one year. Lately Mr. I. Shaer, of Manchester, Eng- 
 land, has described a practical plan for special classes for 
 bright children in an English elementary school. These 
 activities are examples of practical efforts being made to 
 meet this need. It should be noted, however, that there ap- 
 pears in some of the contemporaneous schemes to heip gifted 
 children, more of a tendency to facilitate for the child a 
 conforming to the unquestioned curriculum of the school 
 with its accumulation of fallacies than a tendency to modify 
 the curriculum and the school wisely to meet the needs of 
 the child as a social organism. 
 
 Two other large groups are called to our attention in 
 this census: Class D, incorrigible, habitually vicious chil- 
 dren; Class E, children with obvious physical defects, but 
 of good mentality. 
 
 The teachers in the schools for white children designate incorrigible or ha- 
 bitually VICIOUS. 
 
 294 children in the class of "habitually vicious." Do any 
 of these belong to Class C, exceptionally able ? The 294 are 
 subdivided into two groups, those of (a) apparently de- 
 fective mentality, 107; (b) apparently normal mentality, 
 187. About 60 per cent of the white schools report such 
 children. 
 
 From the colored schools the number of children re- 
 ported is 118; 50 are apparently of defective mentality; 68 
 of apparently normal mentality. About 70 per cent of the 
 schools report one or more of these children. 
 
 It is difficult for us to agree these days upon the mean- 
 ing of the terms vicious, incorrigible. If the teachers are 
 conservative in these estimates, it is a grave question as to 
 the moral influence of these children scattered in more than 
 60 per cent of our schools. Of the white children thus 
 designated, 246 are boys, 48 are girls. Of colored children, 
 84 are boys, 34 girls. A few of these cases were offered 
 for individual study, but so far the data in hand are meagre. 
 At this point we are at the tap roots of many of our social 
 evils, penetrating into every condition and phase of the life 
 of a city. Hand in hand with ameliorative efforts, by means 
 of reformatories, juvenile courts, the public playgrounds, 
 the churches and benevolent societies, may go our studies 
 
72 
 
 Children with ob- 
 vious physical de- 
 fect. 
 
 Vision. 
 
 Deafness. 
 
 Speech defects. 
 
 of the exceptionally bad boy or girl, still in school before it 
 is too late. Since there is no one remedy for ill doing, faults, 
 crime, vice, sin, we might improve upon our dismal failure 
 of the past in dealing with these irrepressible questions by 
 painstaking study of the origins of specific evils in the con- 
 crete boy or girl. Eventually we may be guided to some 
 effective effort at prevention rather than cure. 
 
 The remaining large group called to our attention for 
 study and action (Class E) offers problems especially to 
 the skilled physicians and to philanthropy. The group or 
 class is subdivided into five : (1) Defective vision ; (2) deaf 
 and semi-deaf; (3) speech defect; (4) crippled; (5) epi- 
 leptic. 
 
 The figures concerning defective vision are not satis- 
 factory, as at least crude tests should have been made. 
 There was no differentiation of cases "with" and "without 
 glasses." If even only the most obvious and serious in- 
 stances of eye trouble were noted, it is significant that 4 168 
 children are so designated. 
 
 The same criticism applies to the data concerning the 
 deaf and semi-deaf. Some 401 cases were reported. In 
 connection with the maintenance of the class for the deaf 
 it is important that the nature and number of reported cases 
 be looked into. The result should indicate to what extent 
 this disability is serious among our school children and help 
 to suitable enlargement and adjustment of such classes. 
 About the same number of boys and of girls are reported 
 deaf or semi-deaf; total percentage, one per cent. 
 
 Double as many children are reported with speech de- 
 fects, some 842; total percentage of enrollment, 2.2 per 
 cent. ; boys, 2.7 per cent. ; girls, 1.7 per cent. The designa- 
 tion "speech defect" is very general, and may include stam- 
 mering, stuttering, faulty articulation or modulation, 
 mutism, lolling, aphonia, etc., or aphasia as a whole. The 
 ability to speak is a highly complex capacity involving ac- 
 cording to Baldwin (a) capacity to think or formulate ideas; 
 (b) ability to recall and construct words expressive of the 
 
73 
 
 ideas; (c) the actual articulation of conventional sounds. 
 Ability to understand speech involves brain, eye, ear, mus- 
 cles, a recognition of the particular sounds used and "in- 
 telligence and training sufficient to appreciate their sig- 
 nificance." The need increases of special teachers scien- 
 tifically trained both in the physiology and the psychology 
 of speech defects, as well as in most # approved pedagogical 
 methods of remedying such difficulties. Each child presents 
 a complex of difficulties challenging jointly the best efforts 
 of the teacher, physician, parent and individual himself. 
 There are cases of apparent mutism which will yield to 
 skillful training, and apparent miracles of results have been" 
 obtained, as in the case of Miss Keller. 
 
 Stammering and stuttering in adults, where the defect 
 or habit is fixed,, present both tragic and cruelly ridiculous 
 aspects. No one can analyze accurately the mental condi- 
 tion of a youth who has not overcome this distressing con- 
 dition. Says Dresslar : "But there are certain fundamental 
 aspects of emotional stress that can be somewhat clearly 
 made out. He is keenly sensitive concerning his weakness ; 
 he is in the grip of a fear that he cannot dispel; he is 
 largely a slave to a suggestion that he cannot overcome ; he 
 fears he cannot speak without hesitation, and that he will 
 balk if he tries. In his calmer, intellectual moments the 
 power and vividness of this suggestion is at its minimum. 
 But with the advent of some emotional stimulus the ghost 
 of this fear is ever present and doubly forceful. Just as 
 objective ghosts, if this appellation can be allowed, are seen 
 only at night, so subjective ghosts appear in the mind un- 
 der the stress of emotion. * * * But it is one of the 
 highest gifts of a teacher to look out through the eyes of 
 her pupils, to hear with their ears, and understand with 
 their hearts. Blessed is the unfortunate stammerer who 
 has the help of a teacher with such insight and willing- 
 ness to undertake an intelligent correction." 
 
 Edward Conradi, writing from the standpoint of a 
 teacher and scientist, summarizes these points concerning 
 speech defects in school children, after reviewing the stu- 
 
74 
 
 dies of Sigismund, Hall, Schultze, Gutzmann, Ament, 
 Meumann, Arndt, Mygrind and many others : < 7 > 
 
 "1. Inheritance seems to be a predisposing factor. 
 
 2. Anything that disturbs the nervous system of the 
 child may be an immediate cause, especially acute disease. 
 
 3. Suggestion is a factor in the spread of the disease. 
 
 4. Stuttering is a children's disease. 
 
 5. Second dentition and puberty are periodte that fa- 
 vor stuttering. 
 
 6. Boys are more subject to the trouble than girls. 
 
 7. It probably retards pupils in their school work. 
 
 8. Stutterers are not (naturally) mentally inferior. 
 
 9. Speech defects are often the source of severe 
 psychical depressions. 
 
 10. The seriousness and the spread of the trouble i3 
 such that it deserves more attention from the public and 
 the specialist than is given to it in this country at the pres- 
 ent time. 
 
 11. Stuttering and stammering are, with probably a 
 very few exceptions, curable." 
 
 me crippled. One-half of one per cent, of the school children, white 
 
 and colored, are crippled. To describe and name the de- 
 fects adequately could be done only by patient and skillful 
 physicians. Some of these children are obviously not handi- 
 capped very seriously. Others may be curable through 
 hygienic care, surgery and fresh air. Still others, if neg- 
 lected, doubtless will grow to be dependent upon the com- 
 munity—unhappy beggars and invalids. In some parts of 
 the world it has been found possible to prevent much of the 
 dependence and misery of cripples in adult life, as well as 
 to reduce the cost of maintenance, by affording appropriate 
 training with the aim of fitting crippled boys and girls to 
 go out into the world self-supporting. 
 
 In the New York public schools there are about twenty- 
 three classes for crippled children. In Chicago during 1911 
 the two schools of the system had an enrollment of 195. 
 There are many private institutions for such work in the 
 United States. The model school of Europe for crippled 
 
75 
 
 men, women and children is said to be the one founded in 
 Copenhagen, Denmark, in 1812. According to Miss Gold- 
 smith's analysis the divisions of the institutions are : 
 
 (1) Workrooms. Bandage, mold and corset making, 
 saddlery, forging, shoemaking, are taught, the articles made 
 being for the use of cripples. Schools of handicraft and 
 manual work consisting of wood carving, bookbinding, 
 brush making, joinery, dressmaking, weaving, needlework, 
 housekeeping, cooking and office work. Age of pupils, from 
 14 to 26 years. 
 
 (2) Child's School. Rudimentary branches are 
 taught, with emphasis upon music. 
 
 (3) Clinic, where patients are treated and bandages, 
 wooden legs, boots, etc., are supplied. They are made by 
 pupils at the order of surgeons. 
 
 (4) Home, where pupils from the country live dur- 
 ing apprenticeship. The furnishings are made by the chil- 
 dren. 
 
 (5) Recreation Home, at the seashore, "for the most 
 diseased patients." 
 
 It is claimed that about 90 per cent, of the pupils 
 who attended the Munich Institute for cripples from 1877 
 to 1902 were able afterwards to earn a livelihood. In 
 Sweden stress seems to be laid upon "a good general educa- 
 tion rather than a training for the trades." In Norway, 
 at the "Sophie Minde" of Christiania intricate designs in 
 furniture, elaborate and exquisite lace and other handi- 
 crafts are produced by cripples. In England such schools 
 are part of the public school system. There are schools in 
 London, Liverpool, Glasgow, Birmingham, Manchester, etc. 
 
 Thirty three children, about equal numbers of boys Epileptics. 
 and girls, were said to be epileptics by their teachers. Only 
 by scientific means can we diagnose true epilepsy, and its 
 import is so significant that only tentative diagnoses should 
 be made by anyone other than a specially trained doctor. 
 Dr. Martin W. Barr writes : "Epilepsy, as undefinable as it 
 is baffling, may yet be described as an imperfect or an en- 
 feebled condition of certain nerve centers, producing an in- 
 
76 
 
 sufficient or an ill-regulated supply of nervous energy 
 which is given off in explosions at irregular intervals ; evi- 
 denced in temporary suspension of motor co-ordination, in 
 convulsive movements, ordinarily associated with loss of 
 consciousness — total or partiaWand often followed by gen- 
 eral prostration (more or less excessive or prolonged) of 
 the entire nervous system, tending to a gradual but cer- 
 tain diminution and degeneration of mental, moral and 
 physical powers. Among the most ancient of recorded dis- 
 eases — coeval almost with the history of man — epilepsy, 
 like a haunting shadow, has through ages dogged the foot- 
 steps of successive generations. * * * No, there is no 
 cure. Epilepsy is due to a something so subtle and elusive 
 that it has so far escaped us; a poison, so to speak, for 
 • which we have no antidote." 
 
 Epilepsy, or the "falling sickness," is generally char- 
 acterized by a tendency to occasional convulsions accom- 
 panied by loss of consciousness. It is a name denoting a 
 disease or diseases closely resembling one another. It is 
 of many varieties. The causes of epilepsy are not fully de- 
 termined, but heredity appears to be an important factor. 
 There have been cases noted, however, which at about the 
 time of puberty followed convulsions of childhood due to di- 
 gestive and dentition disturbances. Manifold causes are 
 suggested by different authors; epileptic conditions have 
 been found associated with the following possibly exciting 
 causes: intoxication from alcohol, lead, morphine; general 
 irritability due to eye strain, nasal obstructions, bad teeth, 
 intestinal parasites, uterine diseases. 
 
 care of epileptics. xhe epileptic is not properly a problem for the ordi- 
 nary public school since severe cases should be cared for at 
 home or in a colony under carefully provided conditions for 
 hygiene, morality and occupation. To crowd such unfor- 
 tunates into hospitals or asylums for the insane is unjust 
 to the custodians, and also a wrong to the epileptic in 
 coercing him into hurtful associations and in removing him 
 from possible congenial and useful occupation. In the pub- 
 lic school the child epileptic may cause panic both to pupils 
 and teachers during an attack. It seems that a good noitte- 
 
77 
 
 care with proper occupations is the best that can he done 
 for these unfortunates. Some ten or twelve states have pro- 
 vided colonies for epileptics. 
 
 Of interest to the teacher are the following short ex- 
 tracts from a summary on epilepsy prepared by Shepherd 
 I. Franz, Ph. D., Scientific Director and Psychologist, Gov- 
 ernment Hospital for the Insane (15 > • 
 
 "The nervous factor is undoubtedly the important one. 
 In fact, it has been found that the initial epileptic attack 
 has been produced by mental injuries alone. The epileptic 
 attack may take one of three forms : grand mal, petit mal, 
 and the psychic equivalent. The grand mal type is com- 
 mon, and consists of violent motor disturbances; the petit 
 mal type is often associated with the grand mal, and con- 
 sists of temporary unconsciousness with slight or no motor 
 hyperkinesia ; and the psychic equivalents are less frequent 
 than either of the other types, and consist of mental de- 
 rangements of a periodic and temporary character. 
 
 It is 'almost impossible to describe the psychic equiva- 
 lents of epilepsy on account of their great variety and their 
 inconsistency. They usually consist of abnormal acts, in- 
 cluding speech, with an amnesia for the period during which 
 the attack persists. During such an attack an individual 
 may assail, and even kill, a friend, may become capricious 
 and indecent, and in general do all kinds of unlawful acts. 
 This condition may last for only a few minutes or hours, 
 or it may continue for several* days, to be followed by a 
 normal period with an amnesia for the time of the attack. 
 It is of interest to note that migraine is believed by some 
 authors to be a sensory equivalent of epilepsy. 
 
 Mentally, epileptic children may be bright, even ab- 
 normally so, but usually they are dull and behind the chil- 
 dren of their age. The periods of confusion and of stupidity 
 following convulsions make the child unfit for any mental 
 work, and there is produced a condition of retardation on 
 account of the loss of instruction and of the inability to 
 make up the lost time. This is an added reason why such 
 children should be segregated, for their mental wants may 
 be best taken care of where their mental and physical con- 
 ditions are best understood." 
 
Part III 
 
 REMEDIES, AVAILABLE AND PROPOSED 
 
 no panacea. No one of the difficulties and evils we have enumerated 
 
 is isolated entirely from the others. From Plato to Hall, 
 the long list of pedagogical recipes reveals no one cure-all 
 for our conditions. It is a good sign that we are not com- 
 placent, that we perceive along with the good results un- 
 deniable in our school system also need for the elimination 
 of waste and for better adjustment of the school to life. 
 Live schools unceasingly need readjustment. 
 
 obvious remedies. Lack of a general remedy and the further need of in- 
 
 tensive research do not excuse us from doing the obvious,, 
 easy things well known to make for betterment. For ex- 
 ample; parents can secure more serious cooperation with 
 the school, on the part of well-to-do people in their homes 
 in matters of instruction of children, of sleep, clothing, 
 play, morals, manners, ideals, and more intelligent atten- 
 tion to remediable physical defects. There is altogether 
 too much tendency to throw the burden of the home upon 
 the school teacher. There are evil symptoms found in the 
 school and in the family that may be traced directly to de- 
 plorable economic conditions — where poverty, child and 
 woman labor, idleness, bad housing conditions, etc., are 
 , pulling against the efforts of the school teacher. Trained 
 nurses — womanly and scientific. — to supplement the work 
 of the medical inspectors are plainly needed. It is obvious 
 also that we need better pay for efficient teachers and more 
 liberal financial support of the enterprises of the schools 
 by our citizenship. 
 
 Assuming that school authorities earnestly attempt to 
 improve conditions found in the schools when delivered into 
 their keeping, it seldom fails that prompt and caustic criti- 
 
79 
 
 cism arises when they err, and they cannot always obtain 
 commendation and help from their critics when they hon- 
 estly attempt to solve some of our difficulties. In American 
 cities the public schools are often confronted by such trou- 
 bles in our schools as these : a heterogeneous and increasing 
 population, mixed racial, religious and commercial inter- 
 ests ; confused and inconstant source? of revenue ; politics ; 
 evasion of school laws ; importunities of those who think the 
 school is the place for fads and cure-alls ; tenure of incom- 
 petents who are wage-earners rather than professional 
 teachers; heedless, destructive criticisms by exploiters of 
 self; the opposition of certain narrow types of college and 
 university men who selfishly cherish a delusion regarding 
 the fabulous educational value of their own specialty and 
 are indifferent or hostile to the needs and values in the edu- 
 cation of the thronging thousands of children. 
 
 We all agree that we need also humane and scientific measure 1 ? c * cticaL 
 means of caring for the feeble-minded boy or girl who has 
 not adequate home protection. There are surgeons who ad- 
 vocate, as preventive measures to protect society from an 
 increasing volume of mental defectives, oophorectomy in 
 the female and testiectomy in the male, or the less radical 
 operation of vasectomy. Laws for asexualization have been 
 passed by some state, and undoubtedly should diminish 
 the production of idiots. However, in the present state of 
 our knowledge, we do not err in establishing training 
 schools for the feeble-minded, where, instead of depending 
 upon surgery, we may isolate these unfortunate girls and 
 youths for the fourfold purposes of, (1) segregation for hu- 
 mane care; (2) protection against evildoers and evildoing; 
 (3) training in manual occupations and farm work for self- 
 support at the institution ; (4) scientific observation and re- 
 searches into the causes of their condition. 
 
 Remedial changes and adjustments by school admin- edi ^ s isc ^ o a p n o e s e » s rem 
 istrators are peculiarly difficult because of our lack of 
 knowledge of true conditions and of the size and complexity 
 of the school organization. Reacting from the so-called 
 lock-step, eight-grade system, reformers have made nu- 
 merous proposals, a few of which in trial have been good, 
 
80 
 
 while others are puerile in conception. To lessen especially 
 the evils of retardation and slow progress there are a score 
 of suggestions. One impracticable proposal is to make time 
 spent upon a subject the criterion of promotion. Another 
 is to reduce the standard of the passing limit, which would 
 probably lessen effort. Adjust the pace to the weaker pu- 
 pils rather than to the average, says one. More attention 
 to physiological rather than to chronological age, is urged. 
 Still another is to disregard certain branches in promoting ; 
 the question arises immediately, "Which?" In Cleveland 
 it was found that the studies causing greatest slaughter in 
 nonpromotion were grammar, arithmetic, Latin, algebra, 
 geometry. 37 A Texas professor in a small college ad- 
 vocates the making of Greek compulsory to relieve condi- 
 • tions. There are demands to reduce the size of the class 
 
 group, to appeal to parents to stop "molly coddling," to 
 segregate boys and girls, to have more teachers, to do noth- 
 ing but "let things go on easily and quietly." Definite plans 
 to increase flexibility of promotion and adaptation of the 
 work to the pupil have been practically demonstrated in cer- 
 tain cities. "Every plan must be modified to meet local con- 
 ditions. In many cities several modifications and even sev- 
 eral different plans are needed." 
 
 erim™i°i stratlve ex " Tlle most ind i vidual istic plan is probably that of 
 Pueblo. It is provided that each pupil shall advance as rap- 
 idly as he can accomplish his work. In some cities, as New 
 York and Chicago, the "large school plan" has been tried. 
 There are three or more classes in each grade. Each class 
 completes the grade as soon as possible. The North Denver 
 plan provides opportunity for the brighter children to do 
 more "extended, more intensive and more individual work 
 than the other members of the class." The Batavia plan 
 endeavors to secure equality of progress by the coaching of 
 slow pupils by an assistant teacher. 
 
 suggestions of Pub- What immediate steps should be taken as relief meas- 
 
 lic School Alliance e 
 
 ures pointedly in behalf of children who exhibit extreme 
 individual differences in the schools is a question pressing 
 upon all cities. In the report of a committee of exceptional 
 children adopted recently by the Alliance certain suggestions 
 
81 
 
 were embodied. Considerably abbreviated, they are here re- 
 produced in substance: 
 
 I. Teachers of New Orleans who have demonstrated ability and 
 intelligent sympathy with the work of attacking the questions of re- 
 peating, elimination and maladjustment in the grades should be fur- 
 ther encouraged to better preparation and effort. It is recognized 
 that efficient teachers of all kinds should be protected from undue 
 anxiety and hardship incident to low compensation, a danger immi- 
 nent, owing to the financial deficit of the year and the policy of re- 
 trenchment. 
 
 II. Common observation as well as the results of some indi- 
 vidual studies already in hand indicate that home environment is an 
 inevitaDly potent factor in the progress of the school child. 
 
 III. The immediate installation of any supposedly complete sys- 
 tem of educational devices intended to solve the problems centering 
 in the exceptional child is not recommended by this Committee. 
 
 IV. However, the above paragraph does not mean that the 
 gravity of the issue involved is to be forgotten. Repeating, elimina- 
 tion and maladjustment in the grades, where there are 40,000 chil- 
 dren, means the unrecognized cost of thousands of dollars and the 
 loss of countless effort. The Committee therefore urges continued 
 interest in these questions and particularly for a consideration of 
 certain measures. The quick adoption of the whole plan about to be 
 outlined, it would be Utopian to urge. Eventually it may prove eco- 
 nomical to put into operation a reorganization including some such 
 elements as follow (1 a-b-c). Such of these as may appear imme- 
 diately available should be adopted as soon as practicable, in order 
 to relieve the conditions revealed by the reports of the teachers and 
 principals in the preliminary census. Measures recommended for 
 special consideration are the following: 
 
 (a) The health of all the children should be safeguarded. 
 
 (b) Our course of study should never become static, but should 
 be subjected to incessant revision by competent persons, looking to 
 the especial needs of the great majority of children and not only of 
 those exceptionally bright in mere book work. 
 
 (c) The exceptional child is of significance as affecting all of 
 the children. It seems that some such measures as are included in 
 the following typical scheme should be gradually adopted by city 
 and state authorities, measures intended especially for the markedly 
 exceptional child. To put into effect some of the measures here 
 indicated would involve much less expense than would appear at first 
 readinc. 
 
 1. (a) School for the Training of Feeble-minded Children. For 
 the protection, segregation, self-support and study of feeble-minded, 
 imbecile and idiotic children who have not adequate home care, one 
 institution is needed in the state, to be conducted scientifically and 
 humanely without undue political or sectarian influence. 
 
 (b) Hospital Schools. For another class of children there 
 should be hospital schools in the city, where, under favorable environ- 
 ment — physical, social and educational — certain children could be kept 
 under observation while being given a chance to improve their physi- 
 cal and mental status. ,,.,,, 
 
 (cl Parental Schools. These are similar to. the hospital schools, 
 except that they are intended for disciplinary cases, for the incorri- 
 gible boy or girl for whom there remains hope and whose age and 
 
82 
 
 possibility of betterment should prevent his or her being committed 
 to a reformatory or penitentiary. Parental schools should, of course, 
 have agriculture and industrial features and should utilize some of 
 the pedagogical principles of the Junior Republic. 
 
 2. Special Day Schools. 
 
 (a) For truants and incorrigibles — disciplinary cases. 
 
 (b) For extremely backward children. 
 
 (c) For the deaf and mute. 
 
 (d) For the blind. 
 
 (e) For the hopelessly crippled, to aid them toward self- 
 
 support. 
 
 3. Auxiliary Classes Within Our Present School Buildings. 
 
 (a) For coaching the temporarily backward or handicapped 
 
 boy or girl. 
 
 (b) For special attention to children reported as exception- 
 
 ally capable or gifted. 
 
 V. The Alliance should work for the permanence of the method 
 • of educational research in attacking these problems." 
 
 Betterment in the schools of New Orleans and many 
 other Southern cities is slowly coming about by attempts at 
 improvement all along the line— as to buildings, teachers., 
 courses of study and health conditions. Inadequate utterly 
 are our existing special means, as auxiliary classes, special 
 schools, etc., but a beginning in New Orleans has been made 
 in the auxiliary classes (two), a class for the deaf, a kind 
 of disciplinary school — the Waifs' Home — enlargements of 
 manual arts and science in the upper grades, and other 
 changes in prospect. The activity in behalf of improved 
 health conditions and supervised play has grown markedly. 
 
 supplementary ed- The conservation of the health of teachers and pupils 
 
 ucanon of teachers. _ xr l' 
 
 is recognized as basal to success in education. The psycho- 
 physical parallelism of mind and body, and common obser^ 
 vation, attest that education, as learning to know and to do, 
 avails little, if health be shattered. During the year 1912- 
 1913, under the Board of Education-Tulane agreement, op- 
 portunities for instruction of New Orleans teachers in scien- 
 tific hygiene were unusual. Dr. Creighton Wellman, Dean 
 of the School of Hygiene and Tropical Medicine of Tulane, 
 delivered thirty lectures in the New Orleans Normal School. 
 He explained school hygiene from the standpoint of the phy- 
 sician interested in the detection and prevention of commu- 
 nicable diseases. His lectures were accompanied by appro- 
 
83 
 
 priate demonstrations and some microscopy and were en- 
 thusiastically received by the Normal students. Dr. Well- 
 man gave a similar course of ten weeks as a part of 
 Professor Hill's thirty weeks' course for teachers at New- 
 comb, the basis of the latter being the contents of Shaw's 
 School Hygiene and Ayres' Laggards in the Schools. At the 
 Normal School, Wellman was followed, by Hill in thirty lec- 
 tures on school hygiene in two more aspects: (1) adminis- 
 trative; (2) hygiene of instruction. Assistant Professor 
 John M. Fletcher completed the thirty weeks' course at the 
 Normal School by a series of lectures during ten weeks, deal- 
 ing principally with the mentally deficient child. Using as 
 a basis Tredgold's "Mental Deficiency," a similar but more 
 prolonged course was also offered by him to teachers at New- 
 comb, in the extension courses of the University, and was 
 attended by more than a score of city teachers. It has been 
 arranged by the superintendent to continue for the year 
 1913-1914 the course in educational hygiene at the Normal 
 School, under the supervision of the director of the new 
 Department of Educational Research. 
 
 In addition to these co-operative efforts to promote Prospective medi- 
 cal inspectors. 
 
 among teachers a scientific school hygiene, an attempt was 
 made by Messrs. Wellman and Hill to introduce systemati- 
 cally to the problems of educational science, senior medical 
 students of Tulane, some of whom are prospective medical 
 inspectors. The great dearth of training of most physi- 
 cians in educational science has been made a matter of in- 
 vestigation. It is known that at certain commpn points of 
 training, skilled physicians and trained, progressive teach- 
 ers may co-operate in preparing to care for the welfare of 
 the individual child and of the community. To make a be- 
 ginning, it was arranged therefore to have a series of lec- 
 tures delivered before the advanced medical students of Tu- 
 lane, to be delivered by the university professor of psychol- 
 ogy and education. The lectures were prepared in syllabi 
 and were received in an encouraging manner by the stu- 
 dents. We reprint the announcement of the series, which 
 suggests the scope of the lectures. One was delivered dur- 
 ing each of five weeks. 
 
84 
 
 SOME EDUCATIONAL PROBLEMS 
 
 Of Interest to the 
 
 MODERN PHYSICIAN AND SANITARIAN. 
 
 A Series of Five Lectures by 
 
 David Spence Hill, ph. d. 
 
 Five of the following topics : 
 
 I. 
 
 introductory: Psychology, Philosophy and Pedagogy, Scope of Each 
 and Practical Relations. 
 
 II. 
 
 Elimination, Retardation and Repeating in the Public Schools of 
 America. 
 
 HI- 
 
 The Argument for and Conduct of Medical inspection. 
 
 IV. 
 The Discovery, . Significance and Educational Treatment of the Ex- 
 ■ ceptional Child. 
 
 V. 
 Psychological and Practical Aspects of Habit. 
 
 VI. 
 
 Mental Work and Fatigue. 
 
 The movement en- Encouraging as is the movement for 'betterment of our 
 
 d 3 n ff p rsd 
 
 schools by centering interest on problems that radiate about 
 the education of the exceptional child, there are dangers. 
 One is to make our school system even less pliable by adopt- 
 ing some new form of organization, and by crystallizing 
 the new system into a rigid mold. Another danger is ex- 
 treme conservatism, found here and there, and adherence to 
 one's prejudices and preconceived opinions in the face of 
 fact-^-which. will keep us stationary or else lead us into 
 waste. It is difficult enough to steer a straight course, even 
 with a sufficient ballast of facts. One of the pioneers of 
 America in this work said to the writer that the movement 
 in behalf of exceptional children was threatened by extinc- 
 tion because of two evils : One was the loading up of aux- 
 iliary classes (intended merely for backwaixi children suf- 
 fering from more or less remediable handicaps) , With im- 
 beciles and idiots who belong at home or in an institution. 
 The second danger is from half-baked students in psychology 
 and pedagogy, Who after a summer school course here or 
 there go abroad as "clinical experts," arid professing esoteric 
 
85 
 
 knowledge in classifying and training children. In this work 
 there is no place for the quack in teaching or in medicine, for 
 the egotistic type of administrator, exploiters of self, or for 
 the mere politician. 
 
 We are trying with our ideals for social efficiency to schools fan with 
 make boys and girls successful. What boys and girls do or the eliminate<1 
 think most frequently with attention, easily becomes fixed 
 as a tendency to repeat, as habits and* character. The ques- 
 tion has been raised seriously whether, in tolerating condi- 
 tions necessitating so much repeating and slow progress in 
 the grades, we are not training thousands of children to the 
 "habit of being unsuccessful." We cannot deny that for 
 those who are eliminated early the school is a failure. 
 
 What becomes of the ninety per cent of boys and girls 
 who enter the elementary schools and fail to graduate in the 
 high schools of our American cities, cannot be answered 
 without more numerous and careful studies than those that 
 have been made. Important are the questions : Why do chil- 
 dren leave school? Is it poverty, ill-health, to go to work, 
 lack of interest, inappropriate curriculum, factors at home 
 or in school? 
 
 It has been found that the introduction of industrial er S E !?oflt e abi e e. of otl1 ' 
 education, of studies and opportunities radically different 
 from those of the well-known conventional type of high 
 School, has resulted often in large enrollment and better 
 preparation of boys and girls, otherwise eliminated from 
 formal education. New Orleans and smaller southern ciies 
 have the great advantage of being able to profit by the ex- 
 perience of other cities before adopting some of these meas- 
 ures. We might as logically think of inventing de novo and 
 of ourselves making at home an electric motor whenever we 
 need an electric fan, rather than to purchase easily the fin- 
 ished product of a thousand hands and minds, as to dis- 
 regard what is essentially needed locally and to ignore what 
 has been done, and is being done, elsewhere, in introducing 
 vocational education. Only thus can useless waste of effort, 
 of hopes and money be diminished. 
 
 The citizen needs to see more clearly and in their r ela-i oe la%on diUons k wei7 
 tions the chief features of the local educational and economic 
 
86 
 
 situation. It would be of advantage to survey minutely as 
 practicable our present educational system in order that 
 we may know more definitely its organization, attendance,, 
 distribution of educational centers both public and private, 
 elimination, preparation that pupils actually get for the 
 work they take up. Systematized information would be 
 useful about the general character of the people around each 
 center and their use of leisure time. Facts regarding in- 
 dustries need formulating; regarding local commercial, 
 manufacturing, agricultural or mining activities; local or 
 outside capital ; products and markets ; skilled and unskilled 
 labor employed and wages paid; attitude of employers 
 toward 'boys trained in industrial and vocational schools and 
 toward part-time system ; kinds and number of different oc- 
 cupations and trades. In these considerations a score of 
 questions arise, for example : Number of children and adults 
 employed ; health conditions of workers ; demand for work- 
 ers and pay ; tools and value ; need of academic training ; how 
 do beginners learn ; how long remain in certain occupations ; 
 workmen owning own homes ; married ; problem of dull sea- 
 sons with regard to possible use for vocational classes. 
 Trade unions ; organization ; methods ; relations to employer ; 
 attitude toward industrial and vocational education. < 27 > 
 Types of schools. With better comprehension of our local conditions we 
 
 may then look abroad for the practices elsewhere found use- 
 ful. In America, intended to meet different aspects of the 
 needs for vocational and industrial education, are evening 
 schools, technical schools, manual training, trade schools, 
 preparatory trade schools, part-time and co-operative plans ; 
 apprenticeship and corporation schools, etc. The record of 
 the "older" countries — Germany, England and France — may 
 be contemplated also before we attempt to launch a system 
 comprising, if possible, the best of experience, but adapted 
 skillfully to meet the deep needs of our own population. 
 
 The philanthropy it is hoped that a consideration of these noteisi and ob- 
 
 or Delgaao. 
 
 servations will promote still more of the unselfish spirit of 
 cooperation already manifested in many citizens and offi- 
 cials toward solving the difficult questions of public educa- 
 tion. We are approaching an extensive adoption of voca- 
 
87 
 
 tional and trade education because of the opportunity af- 
 forded by Mr. Delgado. The philanthropy of Mr. Isaac Del- 
 gado in bequeathing nearly a million dollars for the estab- 
 lishment of a central trade school for boys in New Orleans 
 is both an example to philanthropists of New Orleans and 
 other cities and also a challenge to educators to see that the 
 best results to our people may be asSured upon this noble 
 foundation. 
 
 The scope of this brief study does not include consider- n0 ^ t ^e. 9Cl1001 
 ation of the thousands of boys and girls who pass through ' 
 the schools successfully and become efficient, happy men and 
 women. The pessimist cannot make us believe that the pub- 
 lic school is an utter failure. Let us not forget that the 
 public schools of America are performing the most stupen- 
 dous educational task of any age of the world. 
 
 REFERENCES. 
 
 1. Ayres, Leonard P. 
 
 Laggards in Our Schools. (Revised.) 1913. 236 p. 
 Relation of Physical Defects to School Progress. 
 
 Pamphlet 61, Russell Sage Foundation, New 
 York. 
 The Binet-Simon Measuring Scale for Intelligence. 
 
 Psychological Clinic, Vol. 5. 
 
 2. Bare, Martin W. 
 
 Mental Defectives. 
 
 Blakiston's Son & Co., Philadelphia. 1904. 
 368 p. 
 
 3. Bell, J. Carleton. 
 
 Recent Literature on the Binet Tests. 
 
 Journal Educational Psychology, Vol. 3. 
 
 4. Binet, Alfred. 
 
 Nouvelles Recherches sur la Mesure du Niveau In- 
 tellectuel Chez les Enfants d'Ecole. 
 Annee Psychologique, 17, 1911. Pp. 145-201. 
 
 5. Bloomfield, Meyer. 
 
 The Vocational Guidance of Youth. 
 Miflin Co., Boston, 1911. 124 p. 
 
88 
 
 6. BURT, C. 
 
 Experimental Tests of General Intelligence. 
 British Journal of Psychology, Vol. 3. 
 
 7. Ooneadi, Edward. 
 
 Psychology and Pathology of Speech Development 
 in the Child (with bibliography) . 
 
 Pedagogical Seminary, Vol. 11. Pp. 328-380. 
 
 8. Cornell, Walter S. 
 
 Health and Medical Inspection of School Children. 
 Davis Company, Philadelphia. 1912. 614 p. 
 
 9. Crampton, C. Ward. 
 
 The Differences Between Anatomical, Physiologi- 
 cal, Psychological and Chronological Ages as 
 Causes of Derailment. 
 Proc. Nat. Assn. for Study and Education of 
 Exceptional Children, 1910. 
 
 10. Davenport, Charles B. 
 
 Heredity in Relation to Eugenics. 
 
 Holt & Co., New York, 1911. 298 p. 
 Eugenics. 
 
 Holt & Co., 1910. 35 p. 
 
 11. Decroly, O., and Mlle. Degrand. 
 
 Le Mesure de 1' Intelligence Chez des Enfants Nor- 
 maux d'Apres les Tests de MM. Binet et Simon. 
 Archv. de Psychol. January, 1910. 
 
 12. Dresslar, Fletcher B. 
 
 School Hygiene. 
 
 Macmillan, New York, 1913. 369 p. 
 
 13. Exceptional Children in the Public Schools of New Or- 
 
 leans, Committee Report, Public School Al- 
 liance, 1913. 
 
 Mrs. Joseph E. Friend, Miss Eleanor Riggs, 
 
 James Hardy Dillard, Norman Walker. 
 
 Joseph Kohn, David Spence Hill, chairman. 
 
 14. Financial and Statistical Report, Board of Education, 
 
 City of New York, 1907-1911. 
 
89 
 
 15. Franz, Shepherd Ivory. 
 
 Hand Book of Mental Examination Methods, 
 " Nervous and Mental Disease Monograph No'. 
 10. New York. 1912. 165 p. 
 Epilepsy. 
 
 Cyclopedia of Education, ed. Monroe. Vol. 2. 
 
 16. Gesell, A. L. and B. C. 
 
 The Normal Child and Primary Education. 
 Ginn. 1912. 342 p. 
 
 17. Goldsmith, Evelyn M. 
 
 Education of Crippled Children. 
 
 Cyclopedia of Education (Monroe). Macmil- 
 lan, New York, 1912. 
 
 18. Goddard, Henry H. 
 
 Four Hundred Feeble-Minded Children Classified 
 by the Binet Method. 
 
 Pedagogical Seminary. Vol. 17. 
 Two Thousand Children Tested by the Binet-Simon 
 Measuring Scale for Intelligence. 
 Pedagogical Seminary. Vol. 18. 
 
 19. Great Britain Royal Commission on the Care and Con- 
 
 trol of the Feeble-Minded. 
 
 8 v. Wyman and Sons, London. 1908. 
 
 20. Gwinn, Joseph Marr. 
 
 Annual Report of the Superintendent of Schools of 
 the Parish of Orleans. 1911-1912. 166 p. 
 
 Function of Superintendent in Educational Re- 
 search. 
 
 Proc. Southern Educational Assn. 1912. 
 
 and David Spence Hill. 
 
 Preliminary Census of Exceptional Children in 
 Elementary Schools, New Orleans. 1912. 
 
 21. Healy, W., and Fernald, G. M. 
 
 Tests for Practical Mental Classification. 
 Psychological Monograph. 1911, No. 54. 
 
90 
 
 22. Hill, David Spence. 
 
 First Measures Needed for Child Welfare Upon the 
 Part of Municipal and Educational Authorities 
 in the South. 
 
 Psychological Bulletin, "Vol. 8. 
 The Co-operation of Educational and of Medical 
 Departments of Modern Universities. 
 Science, Vol. 36. 
 Retardation: Its Causes and Remedies. 
 Southern Medical Journal, Vol. 4. 
 
 23. Huey, Edmund B. 
 
 The Binet Scale for Measuring Intelligence and 
 Retardation. 
 
 Journal of Educational Psychology, Vol. 1, 
 No. 8. 
 
 24. KUHLMANN, F. 
 
 Binet and Simon's System for Measuring Intelli- 
 gence of Children. 
 
 Journal of Psycho-Asthenics. Vol. 15. 
 
 25. Legislation for the Last Three Years in Vocational 
 
 Education. Rupert R. Simpkins. School Re- 
 view, June, 1912. 
 
 26. MEUMANN, E. 
 
 Uber Eine Neue Methode der Intelligenzprufung 
 
 und Uber den Wert der Kombinations Methoden. 
 
 Zeitschrift fur Padagogische, Psychologie und 
 
 Experimented Padagogik. 13 Jahrg. 
 
 Heft 3. 
 
 27. Righter, Leonard. 
 
 Educational Survey Preparatory to Organization 
 of Vocational Education. 
 
 Teachers College Record, Vol. 14, No. 1. 
 
 28. Sakaki, Yasusaburo, Imperial University, Tokyo, 
 
 Japan. 
 
 Some Studies on So-Called Abnormally Intelligent 
 Pupils. 
 
 Psychological Clinic, Vol. 6, No. 1. 
 
91 
 
 29. Seguin, Edwabd. 
 
 Idiocy: And Its Treatment by Physiological 
 Method. 
 
 Wood & Co., New York, 1866. 457 p. 
 
 30. Shaer, I. 
 
 Special Classes for Bright Children in an English 
 Elementary School. • 
 
 Journal of Educational Psychology. Vol. 4, 
 No. 4. 
 
 31. Shuttleworth, G. E. 
 
 Mentally Deficient Children. 
 London, 1895. 140 p. 
 
 32. Squire, Carrie Ransom. 
 
 Graded Mental Tests. 
 
 Journal Educational Psychology.. Vol. 3, Nos. 
 7 and 8. 
 
 33. Strayer and Thorndike. 
 
 Educational Administration. 
 Macmillan, 1913. 391 p, 
 
 34. Terman, Lewis M., and Childs, E. G. 
 
 A Tentative Revision and Extension of the Binet- 
 Simon Measuring Scale of Intelligence. 
 
 Journal of Educational Psychology, Vol. 3, 
 Nos. 1, 2, 3 and 4. 
 
 35. TREDGOLD, A. F. 
 
 Mental Deficiency. 
 
 London, 1908. 391 p. 
 
 36. U. S. Bureau of Education Bulletins. 
 
 1907, No. 3, B. Maennel, Auxiliary Schools of 
 Germany. 
 
 1907, No. 4, Edward L. Thorndike, Elimination of 
 Pupils from School. 
 
 1911, No. 14, James H. Van Sickle, Lightner Wit- 
 mer, Leonard P. Ayres, Provision for Excep- 
 tional Children in Public Schools. 
 
 1911, No. 5, George Drayton Strayer, Age and 
 Grade Census of Schools and Colleges. 
 
92 
 
 1912, No. 3, Report of Committee on Uniform Rec- 
 ords and Reports. 
 
 1912, No. 32, Arthur McDonald, Bibliography of 
 Exceptional Children and Their Education. 
 
 1913, No. 27, A. C. Hill, Prison Schools. 
 
 37. Wallin, J. E. Wallace. 
 
 Rationale of Promotion and Elimination of Waste 
 in the Elementary and Secondary Schools. 
 Journal of Educational Psychology, Vol. 1, 
 No. 8. 
 Present Status of Binet-Simon Graded Tests of In- 
 telligence. 
 
 Alienist and Neurologist, May, 1912. 
 
 38. Whipple, Guy Montrose. 
 
 Manual of Mental and Physical Tests. 
 
 Warwick and York, Baltimore, 1910. 534 p. 
 
 39. Whitley, Mary Theodora. 
 
 Empirical Study of Certain Tests for Individual 
 Differences. 
 
 Archives of Psychology. Vol. 20, No. 1. 146 p.