dill • AS- DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1921. No. 10 THE VISITING TEACHER By SOPHIA C. GLEIM FELLOW IN THE RESEARCH DEPARTMENT OF THE WOMEN'S EDUCATIONAL AND INDUSTRIAL UNION BOSTON. MASS, WASHINGTON GOVERNMENT PRINTING CmCE 1921 ADDITIONAL COPIES OJ? THIS PUBLICATION MAY BE PEOCXJUED FEOM THE SUPERINTENDEST OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 5 CENTS PEE COPY LETTER OF TRANSMITTAL. Department or the Interior, Bureau of Edtjcation, Washington, September 4, 1920. Sir: I am sending herewith for publication as a bulletin of the Bureau of Education a manuscript on " The Visiting Teacher," pre- pared by Miss Sophia C. Gleim, fellow in the Eesearch Department of the Women's Educational and Industrial Union. With the attempt to make the schools more effective for all classes of children, both native and foreign born, and to make the oppor- tunities for education to all children as nearly equal as possible, it has been found necessary to employ many agencies not originally found in the best school systems. As the functions of the school are extended, a need for a closer relation between home and school and of a more active knowledge of home conditions than teachers usually have becomes evident. Some States and cities are attempting to meet this need by providing for visiting teachers who, having no duties as regular class teachers, may give their time to visiting the homes, as- sisting the parents, interpreting to them the requirements of the schools, and giving special attention to children who must work and live under abnormal conditions. This plan is in its experimental stage, but it has been tried far enough to make its value felt suffi- ciently to justify a careful study of it and the presentation of its method in such a summary as is contained in this manuscript. Respectfully submitted. P. P. Claxton, 0 ommissioner. The Secretary of the Interior. 3 THE VISITING TEACHER. INTRODUCTION. One of the first attempts to provide education for neglected chil- dren was made in Germany in 1695 in a school founded by August Hermann Francke. A century later a like effort to educate destitute children and to save them from vagrancy and crime was made in Eng- land, when " ragged " schools, supported by voluntary contributions of private organizations, were founded. These earlier schools were con- ducted by persons who had an intimate knowledge of the home life of the children and were prepared to adapt or supplement the class- room work so that their educational efforts would meet the needs of neglected children. English educators recognized the necessity of continuing this personal care after the education of children of all classes was provided at public expense. Children's care committees composed of public-spirited men and women were organized for cooperation with school officials in giving personal attention to chil- dren whose wholesome development was endangered by the igno- rance, neglect, or destitution of their parents or guardians. Similar activities were undertaken by residents of social settlements in the United States. These volunteer workers have shown the need of such supplementary care and have developed methods and standards of work. Like other pioneer efforts ^ of private associations for furthering the ideals of the schools, the work is now winning the support which promises to result in its general adoption as a part of the public-school system. The present investigation was undertaken for the purpose of discovering the extent of this tendency and for the gathering of information which would show the functions and methods of work of this new school official. SOURCES OF INFORMATION. Reports of visiting and home teachers from California and various cities - were the chief sources of information. The executive secre- tary of the visiting teacher staff of the New York Public Education Association and the chairman of the survey committee of the Na- tional Association of Visiting Teachers furnished statistical data; this was based on a questionnaire ^ sent out by the committee. Per- sonal letters from visiting teachers, school principals, and school 1 Cabot, Ella Lyman, Volunteer Help to the Schools, p. 105. 2 Cbicago, Kansas City, Rochester, Mount Venion, New York, and Boston. ' Sixty-five were sent ; 57 returned repiorts. 6 THE VISITING TEACHEK. superintendents supplemented this material. Field work with the visiting teacher in Chicago, case records in three public schools,"' and jpersonal interviews with visiting teachers in Kansas City, New York, and Boston were the remaining sources of information. SCOPE OF THE WORK. The largest numbers of visiting and home teachers were found in Los Angeles, Oakland, and San Francisco, and in New York City, Boston, and Minneapolis. The significance of the numbers reported varies, since the name of " visiting teacher " is sometimes given to school officials whose work may supplement, overlap, cooperate with, or supplant that of the attendance officers,^ vocational assistants, after-care teachers of special classes,^ and coordinators of high schools.'' The visiting teachers may give full or part time, de- pending usually upon an official connection with the public-school system or with a private organization. Thirty-six visiting teachers " stated that they were officially connected with the public schools; 21 stated that they were working under private organizations. In New York all (16) are full-time workers, 9 of them employed by the board of education " and 7 by the Public Education Association, a private organization. This is true also in Minneapolis and Chi- cago,^" where the visiting teachers are employed by the board of education and serve as members of the attendance or vocational guidance departments. In Boston 5 full-time workers and 12 part- time workers are employed by social settlements and other private organizations. In addition to these visitors, 45 academic teachers in the Boston continuation schools give half as much time to home visiting as to teaching, 4 vocational assistants in the trade school for girls give half of their time to home visiting, and one " after-care " teacher gives all her time to visiting the homes of the mentally de- fective and subnormal children.^^ In Newark and Glen Eidge, N. J., the workers give only part time to home visiting. In many places where the numbers employed are small, volunteers do home and school visiting. In Gary, Ind.," and Lincoln, Nebr.," regular *Thls work was done in 1917-18 in the Wells, .Tones, and Haines Practice Rdioois. ' Tbe social work o£ tliis nature in Baltimore, Md., Is done largely by the attendance ofiicei'S. 5 See table of special classes, giren later. ' Seattle, Wash,, has one man who is a coordinator between the high schools and in- dustries and one woman who Is a coordinator between the schools and the commercial interests. They are found also in Charlestown and Boston. 8 These were from 16 different cities. » steps are being taken to increase this number sixfold. When she is specifically known as a " visiting teacher " or " home teacher," and her salary is paid by the board of education, full time is usually given to the work. " Six of these are settlement workers. ^ Kindergarten teachers generally visit in afternoons. IS Bui. No. 23, Pub. Ed. Asso., p. 8. " Note 7 of table. THE VISmSTG TEACHER. 7 schoolroom teachers are responsible for visits to the homes and for the treatment of cases of maladjustment to school, home, and neigh- borhood conditions. Persons reported doiny ornanlsed Jiome and school visiting and their titles, by States and cities. states and cities.i Title. Visitors employed. Total. Number in city. United States . . California 2 Connecticut Hartlord Iowa Des Moines Illinois Chicago Kentucky Louisville ^ Massachusetts Boston ^ Newton ^ Spruigfleld Worcester Minnesota Minneapolis Missouri Kansas City New Jersey Counties e GlenEidgo'':.. Montclair Newark Nebraska Lincoln ' New York New York" Mount Vernon . Rochester Utica North Carohna Raleigh J Rural districts . Ohio Cincinnati ^ Do Cleveland i» Columbus" Youngstown it. Pennsylvania Philadeli^hia . Wisconsin Milwaukee Varies Home teacher Visiting teacher do do do do do Social worker do Varies Home and school visitor . . Visiting teacher do Supervisor of attendance . Visiting teacher do do do Varies Helping teacher Visiting teacher do do Room teacher do Visiting teacher do do do do Varies Visiting teacher Perambulant teacher Varies Visiting teacher Home visitor Visiting teacher do Extension teacher Visiting teacher do do do 206 40 3 17 1 1 1 12 "i 22 1 1 4 1 In two States rural communities are included. Gary, Ind., has one register teacher in each district. 2 "Only one home teacher is employed in the smaller cities, such as Lon^ Beach, Pomona, and Sacra- mento."— Letter, assistant superintendent of public instruction, May 14, 1920. 3 "This number includes one social worker m the high school; one visitor of the homes of every labor permit appUcant who has not finished the eighth grade; one trained nurse who visits the homes of anemic children; one woman physician who visits the homes of the malnutrition cases; and one home visitor who ■\asits in a district for unfortunate people and supervises the shower baths." — Letter, superintendent of schools, April 10, 1920. < Places where the work is carried on by private organizations apart from the public school system. 6 Reports varied from 4 to 17; 12 answered questionnaires. « Names of counties. New Jersey School Report, 1918. ' Annual Report of the Commissioner of Education, 1916, vol. 1, Chap. XVII, p. 293. 8 Seven visitmg teachers in New York City and one in Columbus, Ohio, are working under private organ- izations.— Letter, Dorothy Griggs, formerly visiting teacher, May 8, 1920. » One hundred and four kindergartners and their assistants give eight hours a month to visiting homes. The visiting teachers are in three high schools; one home visitor works in connection with the special school; the other home visitor has been taking up, for only three months, the pronounced cases of social maladjustment under the auspices of the Associated Charities of the city.— Personal letter, Vocation Bureau, Cincinnati Pubhc Schools, June 14, 1920. 10 "Two in the department for the blind, one for backward and defective children, one special teacher of orthopedics for crippled children, one teacher of hygiene qualified as a nurse, for tollow-up work due to absence on account of illness."— Letter, superintendent of schools. May 8, 1920. " One of these is full time. In addition a corps of social workers are working with three psychologists in three schools. Every child in the kindergarten and primary grades is studied individually.- Personal letter. Children's Service Bureau, June 10, 1920. 12 These teachers work in the homes for crippled children. 8 THE VISITING TEACHER. California is the only State where a statute providing for home and school visitors was reported. The California home teacher act makes it permissible for boards of school trustees, or city boards of educa- tion to employ a "home teacher" for every 500 units of average daily attendance. The State board of education is definitely com- mitted to a stimulation of thorough Americanization programs in all schools. This means an increase in the number of home teachers employed.^'^ New Jersey has a statute^'' that created the office of "helping teacher" in the rural schools. The many-sided activities of these women include home visiting, and community work to secure closer cooperation of parents. It is becoming more common for State agricultural experiment stations to send field agents to farmers' clubs; they become visiting teachers in the farm hotme.^' In North Carolina the "perambulant teacher" works among the illiterate whites in rural communities.^^ It is doubtful whether the term " visiting teacher " should be applied to all of these new school workers, but the fact that they have been found necessary is evi- dence of the growing realization that public education should not be confined to the schoolroom, but should be applied wherever it will be most effective in remedying evils or in promoting health, happiness, and efficiency. THE FUNCTION OF THE VISITING TEACHER. The function of the visiting teacher is the " adjustment of condi- tions in the lives of individual children to the end that they may make more normal or more profitable school progress."" This ad- justment of conditions makes the visiting teacher a link between the home and many independent agencies. She first goes to the school, then to the home, and lastly enlists the cooperating agency necessary in solving her specific problem ; thus she gathers up the loose threads, focusing them upon the school and the home as centers. Thus the home teacher of California serves as a vital link between the com- munity with a foreign population and the social settlements. Young Women's Christian Association, Council of Jewish Women, Daughters of the American Eevolution, the Mothers' Congress, and Parent-Teachers' Associations, and other private and municipal agencies.^" Fifty-three visiting teachers in other States reported that they cooperated with various relief societies; 49 worked witli childrens' courts or substitutes; 48 with recreation centers, 48 with 1= Assistant superintendent of public instruction, personal letter May 15, 1920. '«N. J. Sch. Rept, 1917, p. 52 ; 1918, p. 53 and 58. " Journal of Home Economics, vol. 7, p. 279-283. Surrey, Apr:. 19, 1919, p- 52, " Bringing the School to the Home." " Johnson, Harriet M. The Visiting Teacher In New York City, p. 3. '"A Manual for Home Teachers, 1919. California Commission of Immigration and , Housing, p. 17-18. THE VISITING TBACHEB. 9 childrens' societies; 48 with girls' clubs; 48 with probation officers of juvenile courts; 4^5 with psychiatric clinics; 44 with church societies ; 44 with boys' clubs ; 33 Avith parents' associations ; 32 with employment bureaus ; and 22 with probation officers for adults. The extent of cooperation with agencies outside the schools depends lai'gely upon resources of the communities in which the visitors are working. An effort was made to discover the specific relation of the visiting teacher to the foUoAving agencies inside the school : (a) Attendance department; (6) vocational guidance department ; (cr) school nurse and child study department; (d) special classes. (a) Attendance department. Three out of 54 visiting tcachera reported that their Avork had no relation to the attendance depart- ment; 9 rexDorted it to be a part of this department; 1 made no report on the subject ; the activities of the 41 visiting teachers Avho reported cooperation varied from the giving of slight assistance to the sup- l^lanting of truant officers. (l) Vocational guidance department. More than half (34) of the reporting visiting teachers work in schools having vocational guid- ance departments. Five of these are doing all the vocational guid- ance Avork in their districts, 5 reported their work as parts of the vocational guidance departments, 4 made no reports of a relation, 18 reported cooperation Avith these departments, and 2 reported no re- lation. (c) School-nurse and child-study departments. Seven visiting teachers Avorked in schools having no nurses, and of the remaining number only one reported that her Avork bore no relation to the school nurse. Forty-six of the replies indicated very close coopera- tion between the school visitors and the nurses. This also was true of the relation of the Avork to the child-study departments or depart- ments for subnormal children. Of the 47 visiting teachers working in schools having these departments, 36 reported cooperation, 1 worked entirely Avith these departments, and 1 cooperated for mental tests only. The Avork of 3 visiting teachers bore no relation to these departments and 6 made no reports on the subject. (d) Special classes. One aftercare teacher Avorks in the homes of the mentally defective and subnormal children of the 79 special classes maintained by the Boston School Committee. The work is similar to that of a visiting teacher but distinct from that of the Boston home and school visitors. A special study made in New York City reported that the number of visiting teacher cases in the over-age group of children in the special classes Avas 35 per cent greater than the number of those found in the regular classes. The SI The term " luimanity teacher " was suggested for the friendly typo of sei-vice rendered. 54100°— 21 2 10 THE VISITING TEACHER. extent^- to which the visiting teachers make use of special classes is shown in the accompanying table which summarizes reports from 16 cities obtained by a survey committee of the National Association of Visiting Teachers. Use of special dosses hy visiting teachers in IS cities. Type of class. Total teachers reporting. Mentally clcfective , Vocational Anemic or tuliereular. . . Deaf Blind Number of visiting teachers who re- ported use of specitiod classes. Type of class. Crippled Sight conservation Special defective ^ Rapid advance 2 Discii^linary and probationary Miscellaneous ^ Number of visiting teachers who re- ported use of specified classes. 34 31 17 10 6 7 1 Six reported classes for defective speech but a larger number of visiting teachers make use of these classes. 2 The chauman of the survey committee stated "about 16." 8 This group includes the following: Epileptic, 2; cardiac, 2; opportunity, 2; retarded, 1. TECHNIQUE. 1. Number of schools visited. — Over half (32) of the reporting teachers visited 1 school, 10 visited 12 or more schools or the entire city, 4 reported that they were caring for 2 schools, 6 for 3 schools, and 5 for a number varying from 4 to 7 schools. Visiting is done regularly or occasionally as the conditions demand. Fourteen teach- ers visited one school regularly,-" 5 two schools, 4 three schools, and 4 four schools. The consensus of opinion of the visiting teachers is that the work is done more satisfactorily when they confine their activities to regular visits to one large school. 2. Grades visited. — The grades for which the visiting teachers' services were considered neeessai-y varied in the different cities as follows: The largest number (19) visited in the homes of children in the kindergarten grades to the 9b grade,-* IC visited in the homes of children in " all the grades," 12 in the grades 7a-12,^" 1 in grades 1-3, 1 in grades 1-6, 1 in grades 6-12, 1 visited the families of the kindergarten children only, 1 tliose of the ungraded classes, and 1 made no report. 3. Required nmnher of hours of work per day. — The required num- ber of hours of work per day varies from 5 to 8.^' Over half (19) of Johnson, Harriet M. The Visiting Teacher in New York City, p. 28. Forty-nine reported on this pai-t ol: the question. ^ Ten visited in the homos of children in the' kindergarten to eighth grade, 8 in grades 1-8, and 1 in grades la to 9b. 25 One of these reported " any tliat aeed " ; 1 reported " 1-12, high school part time." " Four were high school ; 3, grades 9-12 ; 2, junior high school ; 7, grades 8 and 9 ; 1, grades 7a to 10b ; 1, lilgh school, and cdghth grade girls not planning to enter high school. ^'Visiting teachers find it necessary to make home calls evenings, Sundays, and holidays. THE VISITING TEACHER. 11 the reporting visiting teachers worked 7 hours per day. Five re- ported that there was no specified number of hours required and 10 made no rei>orts. 4. Average number of days toorked per yearP — Most of the visit- ing teachers reported that they worked throughout the school year.^" This varied in length from 188 to 280 days. One reported that she worked " all year and on Saturdays " and one reported that she worked " all the year round," as she was employed in a place having a 12-month school year. 5. AveroLcje naiiilier of cases per year. — Almost half (23) of the reporting teachers made no reports on this question. The significance of the terms " cases " ^'^ and " visits " was confused. One visiting teacher stated that 3,000 visits per year was a conservative estimate; one reported that she made from 300 to 325 calls. The number of cases ranged from 30 (for a part-time worker) to 1,200; 4 reported 100 cases or less; 8 Avorkers said that tha average annual number ranged from 100 to 200 cases; 5 reported from 200 to 300 cases, 7 from 300 to 800 cases, 4 from 800 to 1,000 cases, and 1, 1,200 cases.^^ 6. Schedules and records. — The working and permanent record'*'' used by the visiting teachers employed by the New York Board of Education is a 5-inch by 8-inch card. Space is provided for the fol- lowing: (1) Source and reason for inquiry; (2) identification; (3) school record; (4) health record; (5) personal history; (6) out-of- school activities; (7) home conditions; (8) special difficulties; (9) agencies intei-ested ; (10) actions taken and result. A 5-inch by 8-inch folder of four pages is used by the visiting teachers employed by the New York Public Education Association. The following items of information are found: First page — {a) identification, (&) source of and reason for inquiry, (c) school record, {d) mental and physical condition; second page — (a) environmental influences, (6) general characteristics and tendencies; third page — (a) treatment, (&) final estimate ; fourth page — supplementary information. Preliminary to these working and permanent records, 3 by 6 inch cards'*'^ are filled out by the class teacher or principal and usually filed by the visiting teacher in her office. In Boston a 4 by 6 inch card is used 28 Thirty-seven reported on this subject. One part-time visitor was required to wort: 2 J liours; 1, three hours; and 1 stated that she worlied from 12 to 14 hours per day. » Forty-six reported on tliis subject. ™ Interpa'etation of tlie scliool year varied as follows. : 20 days for 10 months ; 20 days for 95 months; and 30 days for 91 months; " sdiool year for 8 months," "5 days per week," 188, 190, 196, 200, 207, 230, 27D, and 280 days were reported. »i By " case " is meant the technical term used in social work. =2 One reported " 250 cases and specials." »=Can be supplied on request A similar card is used in Chicago. " Supplied on request. See also .Johnson, Harriet M., The Visiting Teacher in. New York City, pp. 14-19. 2* The items of information are: (1) Class, (2) name, (3) address, (4) father's name, (5) reason for referring to visiting teacher, (6) date, (7) date of birth. 12 THE VISITISG TEACHEE. by the visiting teachers and filed in the offices of the school prin- cipals. The form provides space for the name of the child, date of birth, attendance, scholarship, conduct, personal neatness, " home- roona " teacher,^" date, and information required. With this in- formation given by the regular room teacher the visiting teacher adds on the back of the card other desirable information. She also makes a private record of the majority of her cases. The working and permanent records used by visiting teachers in other cities are similar to those in use in New York and Boston. Eeports are made to a committee or to the board of education. The plan of the reports varies as the need changes. The monthly reports usually contain statistical summary records of cases, notices of conferences held with teachers, principals, or social agencies, and general comments. Details are sometimes given of remedial or preventive agencies enlisted, the relief furnished, and the placement work done.^^ 7. Salaries^ duties^ and quali-flcations. — The chairman of the survey committee stated that the figures given in the reports of the salaries are no longer true.*" Three different visiting teachers reported 4, 7, and 10 as the required number of years necessary to reach the maxi- mum salaries in their respective cities. As compared with other teachers' salaries, one visiting teacher reported that her salary was less than that of the regular teachers, and four reported their sal- aries more than those of the elementary teachers ; three reported them the same as those of the regular school-teachers. One visiting teacher reported that her salary was equal to and another that hers was greater than that of the special teacher; four stated that there was no fixed salary schedule. The " home teacher " of California is legally licensed ; in addition she should have the following qualifications:" (1) Experience in teaching and in social work, (2) good health, (3) ability to speak the language of the largest foreign group in the district, (4) complete loyalty to the principal of the school, (5) tact and patience for a deli- cate task, (6) ingenuity in adapting all circumstances to the main purpose, (7) an incapacity for discouragement, (8) comprehension of the reasons for and objects of the work, and, finally, (9) a sym- pathetic attitude toward the people, which involves some knowledge of the countries and conditions from which they come and what "America " has meant to them. The New York and Chicago viciting » The homeMTOom teacher is the teacher in charge ot the study room. ^ These are monthly, annual, or both. »8 The relation, oi the visiting teacher to her committee is similar to that of the associated charities visitor. » Case, Emma G., Rochester, N. Y.„ May, 1916, report. " The minimum salary reported was $600, vphich was the current teacher's salary in that locality ; the maximum, $2,300. "ii Manual for Home Teachers, p. 13. THE VISITING TEAOHEE, 13 teachers are required to secure a visiting teacher's license. This license is granted after a satisfactory examination has been passed. Experience in teaching and in social work for four years is required in New York. The supervisor of attendance in Worcester, Mass., is required to pass a civil-service examination. The Boston home and school visitors are required to have experience in social work. The visiting teachers of New Jersey are taken from the regular teaching force. Normal-school and social-service training are required in Rochester, N. Y. The normal and academic training of the Minneap- olis visiting teachers must be supplemented by training along social and vocational lines. The qualifications and requirements of visiting teachers in the remaining places vary in proportion to the extent to which the work has deA'eloped.*^ Visiting teachers of Boston and Chicago Avho lack the normal-school training and teaching experience regard both the educational and social-service training and experi- ence as being necessary qualifications in order to do the work most satisfactorily. DESCRIPTION OF THE CHILDREN UNDER THE VISITING TEACHER'S CARE. 1. American and foreign l)orn.^^ — Of the 46 reporting visiting teachers, 5 said that the approximate number of their English- speaking cases was between 75 and 100 per cent; 2, between 50 and 75 per cent ; and 8, between 25 and 50 per cent. One devoted herself exclusively to the Negro school. These reports indicate that visiting teachers work chiefly with the foreign population. The Jewish and Italian districts were the centers of work of the largest number of visiting teachers. When making their visits, they urge the parents to attend English classes. They sometimes organize girls', boys', mothers', and men's clubs, hold meetings in homes, and often refer the cases to the specific Americanization committees that have been established in their districts. The California Americanization ac- tivities are the chief aims of the home teacher, whose work deals largely with training foreign-born hou:sewives. 2. Normal and defective. — The majority (44) of those reporting worked in the homes of both normal and defective children, 8 vis- ited regularly in the homes of defective children, 3 took such cases *2 The visiting teaeliers that reported on the prerequisites of the work were from 16 cities. « Nine of the 54 visiting teachers who replied made no report on this question. Six visiting teachers reported the majority of their cases were Italian ; nine reported Jewish including Enssian Jews ; eight reijorted Jewish witJi one or more of the following : Irish, Austi-ian, Polish, Italian, Scandinavian. Other nationalities reported were Slavic. Assyrian, Bohemian,, Armenian, Indian, Swiss, Danish and Finnish, Japanese, Chinese, French, German, Greels, and Syrian. *^ Two Cleveland visiting teachers in the department for the blind, and 6 Milwaukee visiting teachers working in the homes of crippled children, have been added to the number reported by the New York survey committee. 14 THK VISITING TEACHEB. in emergencies,^" 3 made the preliminary investigations " of defec- tives, and 3 visited only in the homes of normal children. 3. Distinctive types— Among the 90 cases read,*** the largest num- ber were children " irregular in attendance " and children " failing in scholarship." The type of service rendered to children in the first group is chiefly preventive,*^ and differs from that of the regular truant officers in that it is divorced from police functions. Children failing in scholarship were the most numerous of the cases reported by the visitor of Boston Girls' High School. The frequency of tlie number of children of this class in other j)laces is shown by the fact that 38 visiting teachers gave information about " specified meth- ods ^° of improving scholarship." Other predominant classes of children coming under the "nsiting teacher's care are working chil- dren, adolescents in need of special care, children whose home life needs readjustment, children in need of suitable recreations, queer, restless, slow, retarded, and neurotic children — misfits, truants, and delinquents. CASES. Spectacular cases of the above types are frequent, but the visiting teacher aims to diagnose the symptoms and prevent their further development. The following are illustrative of the work: 1. Three cases of infringement of the cliild labor law were dis- covered by the visiting teacher. The right of schooling was insured to the children through her cooperation with the child labor com- mittee. 2. The demand for working papers of girls in the upper grades of one school was lessened when one year of visiting teacher service was added to that given by the regular school-teachers. 3. One overworked boy slept frequently in class. The visiting teacher found him v/orking from 3 to 6 a. m. and from 4 to 7 p. m. The proper home adjustment was made. " One of these worked in a deaf school and one cared for cases of normal children occasionally. Springfield, Mass., where the visiting- teacher works in connection with the director of the psychological laboratory, is included. Springfield, Mass., Public School Report, p. 21, 1918. Thirty-flve were read in Boston, 25 in Chicago, 20 in Kansas City, and 10 in New York. •«> In New York City tlie visiting teachers are careful not to do the work of the regular attendance officers. In one school, Mount Vernon, the visiting teacher uses the slightest excuse for entering the homes; thus the families look upon her as a real friendly visitor and not as one coming always to render a complaint. Personal letter, Januai-y 4, 1918. The number of visiting teachei-s reporting for each method was as follows : Coopera- tion with parents, 38 ; betteruig physical conditions, 34 ; bettering home conditions, 32 ; stimulating interest, 31 ; mental tests, 25 ; promotion suited to mentality, 23 ; extra help with lessons, 20 ; demotion, 16 ; cooperation of teacher, 2 ; secui-ing a part-time job, 1 ; change of course, 1. THE VISITISTG TEACHER. 15 4. A pregnant and heartbroken daughter of a widower"^ was found to be the cause of a younger sister's neurotic condition. Home adjustments with the father were made, and the reputation of the family was saved by placing the older daughter in a suitable home. 5. In one family two children who alternated in absence from school in order to care for the two babies were found motherless. The AHsiting teacher made a satisfactory home adjustment and the children came to school regularly. 6. One child refused to stay at home in the evening, but after each call by the home and school visitor the periods of improved behavior increased in length. 7. Poverty at home prevented a boy from completing his school term. A scholarship was secured and the term was completed at the usual time. 8. The continued tardiness of a little girl was corrected by an ex- planation to the mother of the necessity of being on time. 9. An orphan child under the care of a questionable stepmother was placed in a home where suitable guardianship was insured."^ 10. Physical cruelty was inflicted upon one child by a mute mother. This ceased, the child was of a happier disposition, and freed from former terrors after the visiting teacher served as mediator between the mother and child. 11. Interpretation of the school to the home and the home to the school secured greater interest on the part of both toward one child who was dull and listless. The child became brighter and happier. 12. A little girl was poorly nourished. Religious views of the family prevented her older sister from accepting a position which would have brought an increase to the family income. The situation was relieved by finding a position in a Jewish business firm. 13. A 6-year-oId Italian girl was habitually absent. Her father had ordered her to admit no visitors. A call was made when the father was home. She was found caring for an insane mother and four small children. Her mother was removed to a sanitarium and provision made for the care of the children. After a short time the family was reunited in a new neighborhood. 14. The parents in a family of 10 children were unfit guardians. The Society for the Prevention of Cruelty to Children was notified, and the children were placed in homes. 51 For the seriousness of tbis proWem, see the uupuMished report on " The Neglected Children of Widowers," try Anna M. Ely, Research Department of the Women's Eduea- tiontil and Industrial Union, 1920. »2 This child was also placed in a special grade school. ^ Three children were mentally defective, one girl was sexually immoral ; one girl was deformed, one boy was of the Mongolian type, and Jennie was referred to the visiting teacher because she repeated *' I A and IB" several times. 16 THE VISITING TEACHEK. 15. A widower's daughter was earning $17 per week as a factory girl. She was persuaded by the visiting teacher to take her mother's place in the family in order, to care for the younger children. The teachers, school principal, and neighbors assisted in developing her interest in home duties, so that she became a tidy housekeeper and took pride in her new position in the home. The following table is a summary of 10 typical cases : f Two children, boy and girl. Statement made by teacher or principal. Bad previous truancy record and conduct .suspicious. Children alone, mother works, and poor diet. Stealing from mother Case continued from previous year. False standards of pleasure and dress. Hangs around streets. Half-day absences Questionablecompaniofls. Wants to be a nice girl. Acts childishly, mentally defi- cient, probably duo to physical condition. Home conditions responsible, not poverty. Below grade Action taken by visiting teacher. Personal supervision of family and agencies. Super\'ision of children by neigh- bor, mother works less and relief given. Referred to Juvenile Protective Aid Society. Personal interest and supervision. Personal supervision and coopera- tion with outside agency. Personal supervision. Girl joined club and improved her work. Physically handicapped. Pcaf- ness discovered. Cooperation of mother secured. Physical attention given and pro- motion followed. The value of the visiting teacher's service is further illustrated by the fact that in one city 76 eighth-grade pupils who had left school returned after calls made by the social Avorker in the schools.^* The following story of the B family shows the role played by the visiting teacher in rescuing children from a demoralizing home : Henry was an Italian boy of 6 years, and was frequently absent from scliool. The mother eloped with a former boarder and lodger in the family A home visit revealed that the boy and two younger children were being cared for by the godmother of the baby. At first this woman took care of the children dur- ing the day, but later accepted the position as permanent housekeeper. She became the subject of neighborhood gossip, but endured it for the welfare of the children. Her own family became unfriendly to her later and she and the father resorted to drink. When these conditions prevailed at home the absence of Henry from school followed. Assisted by the friendship of tlie visitor, the godmother struggled against the drink habit for six montlis and then joined the father in a long debauch. The Society for the Prevention of Cruelty to Children was notified, but the a.gent ariived too late to find e\ idences of neglect. " Louisville, Ky., 1010-20. Personal letter, superintendent of schools, Apr. 10, 1020. For the seriousness of this problem, see unpublished report, " The Neglected Children of Separated, Divorced, and Deserting I'arents," by Sophia C. Gleim, Eesearch Department, Women's Educational and Industrial Union, 1920. THE VISITING TEACHER. 17 Again, a month later, similar conditions prevailed; the aid of the policeman on the route was enlisteouisville, Ky. Report of the Girls' High School, December, 1916. p. 40-41. Massachusetts Society for the Pi-evention of Cruelty to Children. The visiting teacher. Thirty-seventh annual report, 1917. p. 33. » Culbert, J. F. Unpublished report, " A Digest of the Proceedings of the First Na- tional Conference of Visiting Teachers," 1917, pp. 5-12. Thirty-seventh Annual Report of the Massachusetts Society for the Prevention of Cruelty to Children, 1917, p. 33. i» Abbott and Breckinridge. " Truancy and Nonattendance in the Chicago Public Schools." Ch. XVI, p. 226. THE VISITING TEACHEB. 19 Mount Vernon, N. Y. Board of Education. Annual report of public schools, 1915. p. 56-58. Annual report of public schools, 1916. p. 47-4S. National Conference of Charities and Corrections. Neighborhood development in Philadelphia. By Martha P. Falconer. Proceedings, vol. 41, 1914. p. 393-395. ^ — Visiting teachers and their activities. By J. F. Culbert. Proceedings, 1916. p. 592-598. National Education Association. Worlsing plans for the liome teachers. By A. M. Chase. Proceedings and addresses, 1915. p. 698-702. Work of visiting teacher. By R. True. Proceedings and addresses, 1916. p. 856-8.58. • Why a visiting teacher? By Ij. H. Hodge. Proceedings and addresses, 1917. p. 223-226. New Jersey. Board of Education. School report, 1917. Work of the helping teachers, p. 52-71. ■ School report, 1918. Helping teachers, p. 48-67. New York City. Department of Education. Report on the work of tiie visiting teachers. By Andrew W. Edwin. ■ Visiting teachers. In Eighteenth annual report of the superin- tendent of schools, 191.5-16. p. 121-138. See also Reports for 1914-18. Work of visiting teachers employed by the Public Education Society. By Nathalie Henderson. In Thirteentli annual report of the superintendent of schools, 1910-11. Public Education Association of the City of New York. Another stitch in time. Bulletin, June 21, 1919. ■ Home and school visitors. 1909. 10 p. Pamphlet. ' Report of the visiting teachers of the Public Education Association for the year 1911-12. By Mary Flexner. Bulletin No. 15, 1913. Truancy ; a study of the problem of nonattendance. By Elizabeth Irvin. Bulletin, June, 1915. The schools of Gary. By Harriet M. Johnson. Bulletin No. 23, 1914. Report of work done by visiting teacher, Jones School, from March 1 to June 1, 1916. (1) Statistical review of case work; (2) the neighborhood environment of the Jones School; (3) essay on methods, scope, and value of a visiting teacher's work. Ten typewritten pages on file with the association, with replies to questionnaire. Springfield, Mass. Board of Education. The visiting teacher. Report, 1913. p. 36-39. : ■ The work of the visiting teacher. Report, 1916. p. 26-27. United States. Department of Labor. Children's Bureau. The visiting teacher. Children's Year Leaflet No. 11, 1919. (Bureau Publications, No. 55.) Department of the Interior. Bureau of Education. Education in the home. By Mrs. Frederic SchofC and Ellen C. Lombard. In Report of the Commissioner of Education for the year ended June 30, 1916. Chapter 17, p. 289-302. 20 THE VISITING TEACHER. Worcester, Mass. Board of Education. Report of the supervisor of attendance, b,v Editli M. Dixon. In Sixty-second annual report of tlie public schools, 1910. p. 1085-1087. • • 111- t<)xty-third annual r'eport of public schools, 1911. p. 1116-1118. In Sixty-fourth annual report of the public schools, 1912. p. 728-729. MAGAZINE ARTICLES. Bringing the school to the home. Survey, 42 : 118-120, April 19, 1919. Davis, John N. The work of the bureau of attendance. New Yorlc City schools. Journal of the National Education Association, 1 : 853, April, 1917. Flexner, Mary. The visiting teacher in action. Survey, 30 : 179-182, May 3, 1913. ■ The work of the visiting teacher among difficBlt children. World's - Work, 23 : 505-510, March, 1912. Hersey, Mrs. H. J. The parents' obligation to the school. In National Educa- tion Association. Addresses and proceedings, 1909. p. 1012t Introducing visiting teachers. Journal of Education, 74 : 595-596, December 7, 1911. • Johnson, E. H. Social service in the public schools. Survey, 30 : 173-178, May 3, 1913. Johnson, D. D. The special child and the visiting teacher. In National Educa- tion Association. Addresses and proceedings, 1917. p. 593-597. Klapper. Paul. The Bureau of Attendance and Child Welfare of the New Yorls: City public school system. Educational Review, 50 : 369-391. Louderback, J. L. The function of the visiting teachers. Survey. 42 : 253, May 10, 1919. McNaught, Mrs. M. S. The home teacher. Journal of Education, 84 : 242, Sep- tember 14, 1916. McManus, Elizabeth. Social .service in the public schools. In Journal of the National Education Association, 1 : 792-796, April, 1917. National conference of visiting teachers. School and Society, 4 : 607-608, October 14, 1916. Public school and the home ; the part each should bear in the education of our children. Craftsman, June, 1909. p. 284 et seq. Redfern, H. L. The visiting teacher. Modern Hospital, 10: 354-355, May, 1918. Results attained by visiting teacher. Outlook, 104 : 395-396, June 21, 1913. Snedden, David. The peculiar psychological conditions and social needs of the seventh and eighth grades. Journal of the National Education Association, 1 : 395-400, January, 1917. Terret, Mildred. Visiting teachers for crippled cliildren. American Journal of Care for Cripples, 5 : 189-191, September, 1917. Veitch, M. M. The visiting teacher in the farm home. Journal of Home Economics, 7:279-283, 1915. Visiting teacher. Outlook, 104 : 238-239, May 31, 1913. THE VISITING TEACHEE, 21 Visiting teachers. Psychological Clinic, 10:238-240, .Iiuuiiiry 15, 1917. Walter, Charle.s T. Social service in the schools. Service, December, 1914. Mr. Walker is directoi- of Social Sei-yice House, 624 S. 10th St., Philadelphia.. BOOKS. Abbot, Edith, and Breckinridge, Sophoulsba P. Truancy and nonattendance in the Chicago schools. Chicago, University of Chicago Press, 197. Alderman, L. R. School credit for home work. Boston, Houghton Mifflin Co., 1915. Ayres, May, Williams, Jesse F.,