f f. -f !?>;'* \ ' ' , I .^^' ,0- '%- lem, and give the adequate supervision which is so seriously needed. In such schools grading would be possible. The lowest grade cases, for whom little can be done, could be put in one group, and the teacher in charge would only be 62 Training of Defective Children required to keep them happy, train them in simple habits, and do for them what their condition allows. Those who are a little higher could be put together in another class, and so on up to the highest class, which might well be a class of border-line cases. Of these, some might get back into the grades. The question of supervision would thus be largely solved; and the solution of the question of trained teachers would be greatly helped, since it would be possible to obtain at once as principals of these schools persons who are effi- cient and well trained, and it would also be possible to obtain a few teachers who are equally well trained and capable of leading the work. The other teachers, by ob- servation of their more experienced associates, would learn a large part of the methods that they need. Every effort should be made, however, to secure opportunities for these teachers to study large groups of defective children as they are found in institutions. The new Letchworth Village should become a training school for these teachers, and other institutions that may be established in the vicinity of New York should be planned with the same thing in view. These teachers could also be paid an ample salary, enough at the start to induce them to take up this work, with an ample increase to those who prove effective, who show by their zeal, enthusiasm, and willingness to study the problem, that they are of the right kind. At least two states (New Jersey and Michigan) are pro- posing a salary scale such as the following : The teacher of the ungraded class who comes properly qualified, to receive a bonus of $ioo the first year, $200 the second, $300 the third, and so on, until it becomes $500— this in addition to the regular salary of the grade teacher. To those unfa- miliar with the work this may seem a large bonus. Few people realize the special ability, skill, and training required. These teachers have to be specialists, and, therefore, ex- perts. Again, few realize the nerve-racking work, the dis- couragements, difficulties, and even dangers the teachers The Solution of the Problem 63 have to face. An adequate salary is the least we can do for them. Not only could the schools established on this independ- ent and free basis devote themselves, so far as necessary, to manual work and vocational training, but this work could be so systematized as to have high educational value — a thing which the present manual work in the ungraded classes, as a rule, does not have, because of lack of grading and systematic development. They would also be able to control the Cj[uestion of material and provide what was needed for their work. Ultimately these schools would develop into home schools, keeping the children as many hours as possible, many of them even over night. And, finally, they should develop into city institutions for defectives, thus largely solving the problem. THE COST OF A SEPARATE SYSTEM AND SPECIAL SCHOOLS I shall not in this volume work out the details of the sys- tem. It can be seen in its perfection at the Institution for Feeble-minded in Waverley, Massachusetts, where children of lower grade than any usually found in the ungraded classes are trained to wonderful skill in doing things, and toward earning a living. At this point the question of expense is forced upon us. There is only one answer to the question of cost. What- ever it costs, it must be done. This problem is as funda- mental to our social well-being as our courts, our sewerage system, or quarantine service. In addition to what it will do for these children themselves and for society as a whole, we must not forget the value of the work to the children in the normal grades. The regular classes are relieved of the burden of these defective children, the teachers are able to do vastly better work, and the children receive the benefit. But more than that. When we consider this problem, as we have done, from the social standpoint, and realize what 64 Training of Defective Children it may mean to have these children properly cared for and trained, we see that we can ill afford not to expend large sums for the sake of saving them from becoming public nui- sances. Therefore, the question of expense must not enter into the consideration. We have these children. They can only be dealt with in one way, and we must do it, whatever the expense. We must appropriate large sums of money to care for them, in order to save larger expense in caring for them later in almshouses and prisons, to say nothing of their numerous progeny. Every State Institution for the feeble-minded should con- duct a training school for teachers. If these institutions have not the material facilities for doing this, the State should make proper provision therefor. If they have not the teachers or experts in pedagogy to attend to this, con- nection should be made with the State University, whereby its educational department should cooperate in this matter. Failing departments of education in the State University, some of the State Normal Schools could very well make this connection and help the State to solve its problem in this way. It is becoming every day more evident that the special school, separate and independent from the regular school, is the wisest solution of this matter. Every accepted prin- ciple in school management and in school hygiene points to the necessity for a complete separation of the normal and the defective. Daily more cities are trying the separate school plan and always with eminent success. Only those who fail to grasp the problem in all its phases still maintain the advantage of the class or the group of classes in schools for normal children. DIFFICULTIES TO OVERCOME IN ESTABLISHING SPECIAL SCHOOLS There are, it is true, some difficulties to overcome in the establishment of special schools, in place of the present un- The Solution of the Problem 65 graded classes. But the advantages are so great that meth- ods of overcoming the difficulties should be found. In many places, where the regular schools are now so close to- gether, it would be easy to fill a new school with these men- tally defective pupils, without involving any long journeys for any of them. In other places that would be more diffi- cult, and it might involve the transportation of some of them, as the cripples are now conveyed. This would of itself be quite a problem, because the defective children are more difficult to handle en route than are the cripples. Nev- ertheless, that would not be an insurmountable difficulty. The difficulty in transporting defective children as com- pared with cripples is, first, that they are able to move about more and make more disturbance in any conveyance in which they are placed; second, they are mischievous, and sometimes because of previous bad treatment, even mali- cious; and third, and most serious of all, there are very grave sexual dangers either when the opposite sexes are together, or even between children of the same sex. This means that they would have to be transported under very careful supervision, but as said above, this difficulty is by no means insurmountable and in many cases it would pay well to transport them, even at the added expense of super- visors to care for them en route. It is sometimes thought that it would be more difficult to get parents to allow their child to attend these schools than to allow him to go into a special class while he attends the same school that he has always been attend- ing. This again, is a fictitious argument of those who fail to grasp the true nature of the defective child and the pos- sibilities of the special school. People make no objection to sending their children to manual training schools, voca- tional schools, or trade schools, even though in the minds of many people it is a distinct reflection on the child's abil- ity to send him anywhere except to a classical school. Make these special schools trade schools, occupational schools, schools where something is done and accomplished 66 Training of Defective Children by the child, and parents will be as willing to have their children placed in them as they now are to place them in vocational or trade schools. Parents can easily be convinced of the many advantages of separate schools. These advantages have been pointed out by various principals. In such schools the defective children are away from the normal children and escape the bullying and teasing to which they are liable. To obviate this under the present regime, the ungraded classes are now called and dismissed at different times from the regular school. If the term "ungraded class" has come to have such a significance that parents or children are apt to regard it as synonymous with "crazy class" or something equally unpleasant, an entirely different name could be chosen. Moreover, the character of the school, because of the work and the trained principals and teachers, would soon free it from any odium that might otherwise attach to it. The success that many of the children would have in going to work after they left school would soon make it appeal to the parents. The question of what children should be sent to these schools is one of the most difficult of all. The present method in New York City, as has been pointed out by the inspector of ungraded classes and the superintendents of schools, is entirely inadequate. One examiner cannot at- tend to so much work. There should be several assistants ; and, when the full size of the problem is recognized, it will be understood that there should be a considerable number of them. Indeed, it is entirely probable that, under ideal conditions, we should examine by the Binet scale, or any that may prove more efficient, every child that enters school, and, from time to time, all children who are not doing their regular work understandingly. Still another thing that will need to be seriously studied, and which is now ignored, is the fact that many children do not show their defects until they are about nine or ten years old. The consequence of this is that the children often get The Solution of the Problem 67 into the grammar school before showing any serious defect. Then they begin to slow down in their development, and before they get through the grammar school they are de- cidedly deficient. Under the present system these children are often not discovered at all because some principals un- derstand that no child is to be recommended for the un- graded class who has progressed beyond the primary school. The result is that there are many children in the seventh and eighth grades who are repeaters for two or three years, and are really mentally defective (although they would generally be of high grade — morons). DEFECTIVE CHILDREN AS WAGE-EARNERS In regard to working papers, it probably would not be difficult to have the law so modified that children who are recognized as belonging to this type should have (quali- fied) working papers, which would enable them to take such place as they could without being required to come up to the standard now required of normal children. The whole question of the defective child going to work is one which at first sight seems to have many difficulties. Probably the wise thing to do is simply to exempt entirely from any law, those who are feeble-minded. This will not subject them to the evils of long hours and sweat-shop prac- tices, because the feeble-minded child cannot be sweated. It is but rarely that he can be employed in the regular way at all. He is unable to earn enough to make him a profit- able employee. The importance of the point raised is that in many cases these children are no longer getting anything profitable in school ; and in some cases they can do work at home for their mothers or fathers who may have some lit- tle business of their own where they can employ the child. In a few cases, some other employer may, for one reason or another, be induced to take these children on and give them a little something in the way of wages which contri- butes to the family support, but most of all it gives the child 68 Training of Defective Children pleasant employment and makes him happy. We have found many principals and teachers of these classes who have asserted that, were it not for the child labor law, they could provide for certain children much better than can be done in school. It is to provide for just such as these that the above proposition is made. Under the present condi- tion these children, as has been said, are either in school doing nothing profitable, or, still worse, are on the street. So far as the welfare of the child and the community is concerned, nothing is gained by making him amenable to the present law, but rather very much is lost. In connection with the labor of these children, comes up another problem of more or less serious proportions. It is quite possible that we may find in course of our attempts at industrial training, that there are certain kinds of piece work that these children can be trained to do; something that is simple and uniform and does not require a great amount of judgment or intelligence. Such things should be tried out and the children trained along these lines. Then they become wage-earners in this direction. Even if they are in school, they may do this work; they would then be earning something and, which is much more im- portant, would be happy in doing something. It is suggested that the labor unions would object to this kind of work with the feeble-minded children. One can- not refrain from expressing the conviction that any labor union that considers it necessary to be afraid of the com- petition of the feeble-minded is deserving of the ridicule that it would likely receive. Recommendations CHAPTER IX RECOMMENDATIONS IN view of the importance of this problem and the future welfare of our people, I should recommend a radical enlargement and extension of the work of the ungraded classes: I. By the appointment of a Superintendent of Schools and Classes for Defectives. The name of this officer is immaterial. The term "super- intendent" here used is intended to convey the idea of a person in complete authority, an expert who organizes and administers a system of education and training for these children just as our best superintendents of schools admin- ister the schools for normal children under their care. In- deed a large city like New York should select some success- ful superintendent from a smaller city, and put him in charge of this work. Because a two-headed system is almost always unsatis- factory he should be in a general way subordinate to the superintendent of schools. That he may be unhampered in his work by the necessity of justifying his every action to any committee or individual, experience will have to deter- mine largely what responsibilities and authorities shall be given to this individual. There is nothing to go by at pres- ent, since no city and no country in the world has yet taken a large view of this problem and dealt with it accordingly. Such a person, call him what you will, — superintendent, su- pervisor, director, inspector or manager, — should have probably the following powers : 71 ^2 Training of Defective Children a. Complete authority to decide what children belong in the classes for defectives. b. Authority to provide accommodation for these classes — buildings and rooms. c. The selection, examining and appointment of teachers. d. The establishing of the curriculum or course of training to be followed. 2. By greatly increasing the appropriations for the work in accordance with the needs, as determined by those in charge of the problem. 3. By the appointment at once of at least four asso- ciate inspectors of ungraded classes. This number is based upon an estimate of the number of associate inspectors believed to be needed at the time this report is made. Experience may prove that more are needed, and as the number of schools and classes increases more certainly will be required. The same is true of the next recommendation. 4. By the appointment at once of five more examiners (psychologists and physicians), whose duty it should be to determine what children shall be placed in these classes. Additional examiners should be appointed as needed. All repeaters and over-age pupils, together with all pupils now in any of the special classes C, D, E, and ungraded, should be tested by the Binet-Simon scale in the hands of experts trained in its use (as is done in Rochester, New York; Cleveland, Ohio; and other places, with signal benefit to the school system). 5. By the establishment as fast as possible of special schools to take as many as possible of these ungraded classes out of the regular schools, to the end that the chil- Recommendations 73 dren may be more adequately directed, supervised, graded, and instructed in appropriate manual training and voca- tional work. 6. By the appointment of a number of special assistants — six or eight — whose business it should be to follow up the history of defective children after they have passed through the schools. After a few years such histories would throw much-needed light on the value of the meth- ods used, and would point the way to further steps toward protecting society from the future incubus of these irre- sponsible persons. 7. It is certainly the duty of the Department of Educa- tion to see that the present method of administering sup- plies is revised, so that the ungraded classes shall not be hampered in their work by the difficulty of obtaining the material and equipment which they need. (Many of the teachers at present spend practically all their bonus in purchasing supplies which should be furnished by the city.) 8. A substantial increase in the bonus paid to teachers of these classes (or schools) should be provided; this bonus should be graded, increasing year by year up to a certain limit; teachers should qualify for this increase annually, and only those who show proficiency and growth should be eligible to the advance. 'fe' 9. Suitable steps should be taken as rapidly as possible to provide training classes for teachers of defectives. In addition to the class work and theoretical instruction, teach- ers in training should have access to model schools. These could perhaps be secured at Letchworth Village, or at other institutions for the feeble-minded. It is important that such model schools for the teachers in training should be in institutions for the feeble-minded. Only in such schools do the teachers see that the children are distinctly feeble- minded. If they see only the children in the ungraded 74 Training of Defective Children classes or special schools, they tend more or less to retain the impression that the children are really normal, or will yet prove normal; and this impression (or conviction) is a serious handicap to their work. 10. The child labor law should be so modified as not to apply in its present form to children who have been de- clared mentally defective. These children should be al- lowed to go to work as soon as those in charge of the schools or classes conclude that it is more profitable for them to be under the direction of their parents or in regu- lar work than in the schools. However, this should apply only to such cases as cannot be placed in an institution or colony for the feeble-minded. 11. That appropriate domestic, industrial and manual training be made the principal subjects in all these classes ; such work in reading, writing, and numbers as is taught should be given as far as possible, in connection with the hand work. CONCLUSION I find after careful investigation of practically all the un- graded classes in New York City that, while a great work is being done, a work which cannot and must not be stopped because of its value to the children who are in the regular grades, yet, for lack of funds, and for lack of adequate help to carry out the plan, the work is very far from being what , it should be. Many children are not getting what they might get because of lack of equipment and material in the classroom. Many children are not in the classes who ought to be in them, because they cannot be passed upon and transferred to these classes, owing to the lack of help to make the examination. Many defective children are still in the grades unrecognized. The entire treatment of de- fective children is very inadequate, owing to the failure to recognize the high-grade type of mental defective. Much Recommendations 75 time is wasted in teaching children reading, writing, and. counting who will never be able to make any use of them. The whole movement is handicapped for lack of trained teachers; and this is largely because of lack of sufficient financial inducement to good teachers to go into the work. In this report I have only touched the most important aspects of the problem. It is useless to go into details until these are considered. In my recommendations I have men- tioned only the most important items. Many minor ones will follow inevitably if these larger and most important matters receive due consideration and lead to proper action. Pending the adoption of the larger and better system rec- ommended herein, it is possible to make many improve- ments in the present classes in accordance with the sugges- tions given above, and this should be done at once. I cannot conclude this revision of the report for a larger audience without an appeal to all thinking citizens and all educators to study seriously this problem of the defective. Approximately 2 per cent, of our school population are so defective mentally that they will never be able to live an independent existence in the world, and a vastly larger num- ber are so dull and slow in their school work that the or- dinary classroom routine is unprofitable for them. It is clear that such a condition is no trivial matter. It is worthy of the attention of the largest minds and deserves the most careful study. The education of the more than 700,000 normal children in New York City is being made more ex- pensive and less efficient by the presence among them of the 15,000 defectives, while the defectives themselves, in- stead of being usefully trained and educated to the extent of their capacity, are being positively injured, and are al- lowed to leave school a distinct menace to society. Those cities that attack the problem in a large way and establish a complete and intelligent system of dealing with defective children will soon find that many other problems, both educational and social, are greatly reduced in serious- ness. Appendix APPENDIX Examination Questions Set for Candidates for the Position of Teacher of Ungraded Classes in New York City and for the Position of Assist- ant Inspector of Ungraded Classes The following are sample lists of questions set for the examination of teachers for ungraded classes. They are presented here not as models but as data for the study of the situation in New York City. The purpose of examinations is supposed to be to elim- inate the unfit and to ascertain those who have the necessary attainments for doing the work covered by the examination. Unless examination questions are so formulated that they accomplish, to some slight degree at least, this result they are, of course, useless. One who studies these questions carefully may be in doubt as to whether they are likely to accomplish the desired re- sult. Some of the questions call for information which does not exist ; some are based on a discarded psychology ; others call, not for general information, or statements that can be learned from textbooks, but instead that which is special and peculiar to some individual instructor. The question could be thus answered by pupils of that instructor but by no one else. A few others call for abilities not required to teach an ungraded class even under the widest interpreta- tion of "general culture." In view of the fact stated in the text, that there are now many teachers who are certified for the ungraded classes who are totally unprepared for their work, and on the other 79 8o Training of Defective Children hand a number of substitutes who have failed to pass the examination were found who were doing most excellent work, we can but raise the question whether a better system of examination would not produce better results. Department of Education, City of New York Examination for License to Teach Ungraded Classes April 15, 1909. Methods Time, Two hours. Candidate's No .... 1. (a) Describe two kinds of speech defects to be found in ungraded class children. (6) '(b) Outline a series of exercises for the curative treat- ment of each kind. (10) 2. Describe the form board, and the method of using it. 3. Make a plan for a lesson the aim of which is to lead to the recognition of the figure 8. (12) 4. Describe two exercises designed respectively to culti- vate motor control in respect of : (a) inhibition, and (b) co-ordination. Give reasons for the choice of exercises. (24) 5. Show how story-telling may be successfully used for specific moral ends. (Specify stories and indi- cate methods.) (24) 6. Give three illustrations of how to make "busy work" effective. Indicate clearly with respect to such work the duties of the teacher. (12) Examination for License as Teacher of Ungraded Classes, December, 1909. History and Principles of Education Time, Two hours. Candidate's No .... I. Enumerate, in separate classes, ten common causes of mental deficiencies. (5) License to Teach Ungraded Classes 8i 2. In what ways does the nervous system of an eight-year- old child differ from that of a five-year-old? What dangers are incident to the state of ner- vous development of an eight-year-old child? How may the child be protected from these dangers? (8) 3. Define memory. Describe tests for determining (a) type of memory; (b) impressibility of memory; (c) retentiveness of memory; (d) accuracy of memory. (10) 4. (a) Explain the following terms: adenoids, hypertro- phied tonsils, malnutrition. (3) (b) What symptoms in the child should lead a teacher to suspect the presence of the conditions or de- fects named in (a) ? (6) 5. What is the scope of the co-operation which must be established by the teacher outside of school if ungraded class children are to have every chance to improve? How is this to be attained? (8) Examination for License to Teach Ungraded Classes May, 1911. Principles Time, Two and one half hours. Candidate's No. . . . 1. What are the characteristics of Mongolian idiocy? What is the present day theory of the cause of this type of mental deficiency? (10) 2, Name the physiological functions the development of which throws light on the probable mental con- dition of a child. Show how this knowledge may be practically used by a teacher. (8) 82 Training of Defective Children 3. Name the types of memory. Illustrate how each type may be tested and how each may be trained. (8) 4. Define the following : squint, puberty, eugenics, thyroid, dentition, chorea. (6) 5. What are the Binet Tests? (8) Examination for License to Teach Ungraded Classes May, 191 i. Practical Tests Time, One hour. Candidate's No .... Sewing I. On the material provided illustrate: (a) Buttonhole stitch (b) Overhanding (c) Hemming (10) Examination for License to Teach Ungraded Classes May, 191 i. Practical Tests Time, One hour. Candidate's No.... Drawing 1. Make as for the blackboard two series of drawings showing (a) the germination of beans or corn; (b) the development of buds of the horse- chestnut or pussy willow. (5) 2. Make a working drawing of a color box having six 4"x4"x2" compartments. Use ^" stock. Draw to ^ scale. (5) License to Teach Ungraded Classes 83 April, 19 13. Principles Two and one half hours. 1. What are the characteristics of Mongolian idiocy? What is the present day theory of the cause of this type of mental deficiency? 2. Name the physiological functions the development of which throws light on the probable mental con- dition of a child. Show how this knowledge may be practically used by a teacher. 3. Name the types of memory. Illustrate how each type may be tested and how each child may be trained. 4. Define squint, puberty, eugenics, thyroid, dentition, chorea. 5. What are the Binet Tests? Practical Tests One hour. 1. Describe in detail a method of testing the power of imagination in defective pupils, stating the ma- terials used. Of what specific use to a teacher is such testing? 2. Describe the form-board. Tell just how by the use of this board the mental ability of defectives may be determined. 3. Indicate the relation between intuition and mental power. Illustrate. Sewing (a) Buttonhole stitch (b) Overhanding (c) Hemming 84 Training of Defective Children Methods of Teaching Two hours. 1. State in the order they should be taken — the types of work for the correction of stuttering. 2. Outhne an example which presents 3 types of work given designed to promote neuro-muscular co- ordination, 3. Describe kind of construction work that should be given to a choreic child. 4. What is meant by objective method? How may it be properly used in teaching number ? Under what circumstances is it necessary in teaching number ? — illustrate. 5. Suppose a child has difficulty in discriminating sounds (m) (n). Describe a way to help it. Principles of Education Time, 2^ hours. / 1. Define the following: eugenics, sterilization, neurotic, amentia, apperception, neurosis, segregation, echolalia, verbal memory, paranoia. (10) 2. Name 5 instincts — evidences of which may be seen in school children. What use should a teacher make of them? How? (10) 3. "By occupation is not meant any kind of busy work or exercises that may be given to a child in order to keep him out of mischief or idleness, when seated at his desk. By occupation I mean a mode of activity on the part of the child which reproduces or runs parallel to some form of work carried on in social life." — John Dewey. What activities in good ungraded class practice repre- sent the occupation referred to in the above quotation? (10) License to Teach Ungraded Classes 85 4. Classify the English consonant sounds. State clearly the bases of your classifications. (8) 5. Describe the characteristic marks of cretinism, Mon- golianism, moral imbecility. (12) Examination for License to Teach Ungraded Classes April, 19 13. Time on drawing, i hour; on sewing, i^ hours. Candidate's No. . . . Drawing 1. Illustrate as for the blackboard, one of the following: (a) May-pole Dance. (b) A Farm Scene. (5) 2. Make working drawing of a color box i2"xS"x^". Material used is %" white wood. (5) Sewing 1. On the material provided, illustrate: (a) Hemming. (b) Backstitching. (5) 2. With the materials provided, make a basket, the bottom of which is to be three inches in diameter. (5) The following have been given at various times: Practical Tests 1. Make a pencil sketch to illustrate one of the following: Little Tommy Tucker, Simple Simon, Old Mother Hubbard, The House that Jack Built. 2. Imagine a table with a chair to the left and touching the table. The group is below the eye-level. Draw in outline the group as it would appear. 3. Illustrate, as for blackboard work : (a) Even basting stitch. (b) Combination stitch. 86 Training of Defective Children 4. Join two pieces of material with a running seam, and finish edges with a hem j^" in depth. 5. Practical test. Principles of Education 1. (a) State five facial or cranial marks or signs indica- tive of defective mentality. (b) State two characteristic physical marks or signs of idiocy. (c) State two characteristic physical marks or signs of cretinism. 2. Make a classification of mental defectives, indicating clearly the basis of the classification. 3. What is instinct? What is attention? Explain how in- stinct may be used in cultivating attention. Il- lustrate. 4. State the principles upon which a daily program for a defective class should be made. 5. (a) What features of school environment may react on the child in an unfavorable way? (b) Show how hygienic conditions may be promoted in the classroom. Methods 1. (a) In what respects may the senses of mental defec- tives be trained? (b) Describe briefly typical exercises designed to train each of the senses, respectively. 2. Describe three exercises in physical training particularly suited to mental defectives, and indicate the value of each exercise. 3. Give three illustrations of how to make "busy-work" effective. Indicate clearly with respect to such work the duties of the teacher. 4. Show in detail the way in which "The Ugly Duckling," "The Three Bears," or some other story should be taught to a class of middle grade children. License to Teach Ungraded Classes 87 Make a plan for a lesson on the study of germination of the bean, indicating the work of the teacher and the work of the pupils. (a) What is meant by muscular co-ordination? (b) • In what respects may muscular co-ordination be cultivated ? (c) Describe briefly four exercises designed to improve muscular co-ordination. (d) Indicate the sequence to be followed in these exer- cises. Principles of Education (a) Name the characteristic marks of the Mongolian type of mental defective. (b) Define moral defective. Explain in detail what is comprehended under the term "stigmata of degeneration." (a) Make a program of a day's work for a class of mental defectives in a public school. (b) State your reasons for your time divisions, se- quence of work. (c) State the principles according to which group work should be carried on. Define crisis of development and state, in detail, how this knowledge would influence your work. What is habit? Explain habit formation. Show how play should be used in the development of a mentally defective child. Practical Tests Drawing Make a working drawing of a marble board ii><" x 2^'' X 5/s" having four openings for marbles iji" X i>4". Scale K'"- Make sketch as for blackboard to illustrate: "Red Riding Hood," or "The Sweet Pea Plant," or "The Horse Chestnut Twig." 88 Training of Defective Children Basketry 3. Make three blackboard illustrations to be used when teaching how to make a reed basket. Methods 1. Discuss speech defect in its relation to mental defect. Describe typical exercises for the cultivation of distinct articulation ; of pure tone. 2. Outline an exercise in physical training based on the principle of imitation. What value has imitative work? 3. (a) Discuss formal sense training as to its scope: and (b) Show how the muscular sense should be trained. 4. (a) Name five kinds of forms of manual training that you would use with a class of mentally defective children. (b) Arrange these in sequence, on the basis of the degree of motor control found in a given child. (c) Give reason for your answer to (b). 5. How would you treat mind wandering; lack of initia- tive; obstructed will? 6. How should a lesson in subtraction be conducted with mentally defective children? 1. (a) Describe in detail a method of testing the power of imagination in defective pupils — stating ma- terials used, (b) Of what specific use to a teacher is such testing? (10) 2. (a) Describe the form-board. (b) Tell just how by the use of this board the mental ability of defectives may be determined. (8) 3. Indicate the relation between nutrition and mental power. Illustrate. (8) 4. Describe the De Sanctis tests. (8) License to Teach Ungraded Classes 89 5. Define the following: cretinism hysteria nystagmus strabismus moral imbecile tics (6) 1. To develop the "number sense" the teacher must be- gin with the indefinite unit. Indicate in detail the proper procedure in this regard. (15) 2. Outline as to material and as to method a course in formal sense training. (5) 3. Indicate the right educational treatment for a child who is characterized as a motor dullard. 4. Enumerate the various kinds of expressive work which should be found in ungraded classes and state the special use of each. Describe in detail a method of treating monotones — mentioning helpful devices. Drawing 1. Make a blackboard drawing appropriate to Thanks- giving. ^ 2. Make a working drawing of a key rack. 3. Raffia basket — use lazy squaw stitch. 4. Make a buttonhole. Examination for License as Assistant Inspector OF Ungraded Classes December 18, 1912. (a. m.) Methods of Teaching and of Class Management Time, Three hours. Candidate's No. . . . I. Outline a system of formal sense training; the outline should indicate the materials and the methods of presentation. (14) 90 Training of Defective Children 2. State explicitly the bases of human speech; show by diagram the action between these; indicate on the diagram the location of the disturbances which result in the more common pathologies of speech. Upon what principles must the teacher proceed to effect the cure of defective speech? Show the application of these principles in two types of speech defect. (24) 3. Taking each of the following topics in turn, write a paragraph of about twenty lines regarding it, including principles, methods and suggestions : (a) Relation between motor dullness and mental effi- ciency. (b) Ways and means of developing in ungraded class children the power of inhibition. (16) 4. Outline in accordance with the sequence to be observed in teaching, a series of exercises for motor train- ing to be given to a child whose neuro-muscular coordination is very poor. (14) 5. Make a program of one day's work for an ungraded class of sixteen children which will indicate what you hold to be the proper distribution of time and will also indicate the particular occupation of each child at any given time. (20) 6. Describe what you regard as a good method of teach- ing reading to ungraded class children. Give one reason for each feature of the method de- scribed. (12) Examination for License as Assistant Inspector OF Ungraded Classes Psychology Time, Three hours. I. Describe three series of tests of intelligence (8) and state the specific merit claimed for each series and the objections to each. (8) License to Teach Ungraded Classes 91 State explicitly three different classifications of feeble- minded individuals. What is the principle of classification in each case? What advantages for the teacher has each classification which you have presented? (24) Taking each of three of the following topics in turn, condense into a paragraph of about ten to fifteen lines the chief points that should be made re- garding it. (14) (a) Ductless glands. (b) Mendelism. (c) Form board. (d) Montessori. Make a topical outline of an article on a scheme for the cure of mentally defective persons. The out- line should show your development of the topic; it should state the principle and the limitations of these principles. (12) ''Whatever we want a child to do or whatever might be otherwise our special training to that effect, there are certain moral conditions as necessary to our success as the technical ones." Seguin. Examine critically this statement as a criterion for judging the work of a teacher. State two of these moral conditions. (20) State in detail the information regarding any given child in an ungraded class, which the teacher should have, in order that the proper educational treatment may be preserved. (14) Index INDEX Abstraction, children lacking in power of, II. Abstractions, incapable of dealing with, 6i. Assistants, special, to follow up after- history of defective children, 73. Associate inspectors, 72. Automobile needed, 31. Backward, merely, xvi. Bathroom, 22. Bed, 22. Benches, piled together, 14. Binet-Simon Measuring Scale of In- telligence, xviii, 6, 43, 66, 72, 102; must be used by persons who have been trained, 6. Blackboards, 21. Board of Education, 15. Bonus, increase in, 73. Book work largely wasted, 9; practi- cally useless, 61. Border-line case, 6; a source of an- noyance, 58, Brain, association fibers of, 11. Bullying and teasing, escaped, 66. "C" Classes, 47; number of children in, 48. Cases for storing work and materials, 21. Chairs for ungraded classes, 21. Charities department, 57, 58. Child labor law should be modified, Children should be tested for mental deficiency, 5; number of, in_ one class, 20; have never been examined, 38; 2% of, defective, 43; not in the public schools, 54; which, should be sent to special schools, 66. Citizenship, training for, 56. Classes vs. schools for defective chil- dren, 38; examined, 44. Classification, xv; difficulty of, 3; reasons for, 3. Classroom routine unprofitable, 75. Cleveland, Ohio, 72. Coaching classes, 52. Colonies, 55. Colonization, argument against, si- lenced, 60. Commission, special, on the defective, Compensation, not sufficient, 39. Compulsory education law, 60. Cost of care, 60; a separate system and special schools, 63. Courts, the, 57, 58. "Crazy Class," 66. Cretins, 4. Crippled Children, 48. "D" Classes, examined, 45; number in, 46. Defective child cannot understand symbols, 12; in other than public schools, 54; a separate school sys- tem for, 60; as wage-earners, 67; often unrecognized, 74. Defectives, history of care of,_ xix; classes for, picked out by simple observation, 5; psychology of, 11; and manual work, 12. See also Ungraded Classes. Defects, not shown until nine or ten years old, 66. Department of Education, 13. Desks, cannot be taken out, 14; crowded, 14. Diagnosis, mistaken, 4. Domestic science, 22. 95 96 Index "E" Classes, 3; not well classified, xvi; tests made in, 45; contain a high percentage of mental defec- tives, 52. Educational department, must en- large its scope, 57; system, not necessarily prepared, 57. Equipment lacking, 13; slow in com- ing, 13; for ungraded classes, what it should consist of, 19. Examination for mental deficiency, xviii. Examinations required for teachers are unsatisfactory, 38; sample questions, Appendix. Examiner, medical, and feeble-mind- edness, 6. Examiners, additional, should be ap- pointed, 72. Feeble-minded children shut out of the schools, 48; incapable of avoid- ing ordinary dangers, 52; cannot be sweated, 67; exempt from child labor law, 67. Feeble-mindedness, incurable, xviii; importance of determining, 51. Fool class, XX. Grades, children sent back to, 4; regular,^ tested, 46. Grading would be possible, 61. Grammar school, 67. Gynmastic apparatus, 22. High school, five cases in, examined, 46. Hilfsschulen of Germany, 9. Hydrocephalic, 4. Inspector of ungraded classes ap- pointed, i; duties of, i. Institution, distance of, from the child's home, 55. Institutional cases, 37. Institutions for defectives, city, 63. Intelligence, levels of, 5; defect of, 11; confused with memory, 11. Judgment, defect of, 11. Juvenile Court, 12, 58. Labor unions, 68. Language, difficulty of learning often means mentally defective, 47. Laundry, 22. Law, evading child labor, 53. Letch worth Village, 62, 73. Letter of principal in regard to equip- ment, 13. London Special Classes, 10. Manual training, 9, 12, 60, 74. Manual work seldom satisfactory, 14; present, does not have high educa- tional value, 63. Material, poor and inadequate, 13. Mats, unraveled, 13. Memory of defectives, 3, 11. Menace to society, 75. Mental capacity, range of, in un- graded classes, 15. Mental defect, often obscured by a physical condition, 48; is hereditary. Mental defectives, xv; can never earn a living, 5 1 ; should be segregated, 59. Mentally defective children, defined, xvi; not necessarily defective in memory, 11. Mentally deficient'children, the num- ber of, in New York City schools, 44; the exact number of, should be obtained, 53. Microcephalic idiots, 4. Mongolian type, 4. Moore, Dr. Anna, 55. Morbid heredity, 51. Morons, xvii, 4. Napoleon's census, xix. New York City, number of defectives in, 44. Normal grade, easy to get back to, 61. Occupation, need of, 56. "Over-age" pupils, 5. Parents must be won, 56; to be paid for the work of child, 56. Parrot work, 9. Part time, 19. Index 97 Physician, the, and feeble-minded- ness, 6. Piece worlc, 68. Principal of the school, no oflBcial responsibility, 31; testimony of, ignored, 39. Principals, interested, 31; suggestions from, 37. Psychology of the defective child, need of knowing the, 27. Public school must deal with the problem, 57. Randall's Island, 55. Reading and writing, 9. Reading involves abstraction, 12. Reading, writing and counting, time is wasted in teaching, 75. Recommendations, 71. Records, should be kept, 10; few, 12. Repeaters, 67. Rochester, New York, 72. Room, standard for ungraded class, 20. Rugs, unraveled, 13. Salary scale, a, 62. School records would be available for court cases, 58; plant, must be elaborated, 59; special, the wisest solution, 64; population, 2% men- tally defective, 75. Schoolroom for ungraded classes, 19. Schools vs. classes, 38; separate, 61; home, 63 Segregation, 53; is wisest, 54; colonies for, 55- Special class pupil, xv. Special classes, first started, xix; methods of selecting children for, 4; perhaps accomplish Uttle, 60. See also Ungraded classes. Special difi&culties to overcome, 64; schools, 72. State University, 64; Normal Schools, 64. Sterilization, 53, 59; more knowledge of, needed, 54. Stigmata of degeneration, 6. Suggestions by principals and teachers, 37. Superintendent of schools for mental defectives, a, 61; and classes for defectives, 71; and classes for de- fectives, powers of, 72. Supernormal child, xv. Supervision, inadequacy of, 31; bet- ter plan needed, 38. Supervisor of ungraded classes, quali- ties and duties of a, 32. Supplies, better method of distribut- ing needed, 38; method of adminis- tering should be revised, 73. Tables for ungraded classes, 21. Teachers, unqualified to decide men- tality of the child, 2; the supply of trained, 25; character of, in New York, 26; of defectives, qualifica- tions of, 26; of ungraded classes, best way to secure, 27; of special classes, problems of, :is ; suggestions from, 37; principals could select, 39; lack of trained, 75. Tools, 21; lacking, 14. Training school for teachers, 64; classes for teachers of defectives, 73- Transportation of pupils, 65. Transporting defective children, the difficulty of, 65. Tribunal which would decide all doubtful cases, 57. Ungraded class pupil, xv. Ungraded class, in New York, i;'how children are chosen for, in New York, 2; children, after-history of, 10; a standard room for, 20; super- vision of, 31; enlargement and ex- tension of the work of, 71. See also Special Classes. Wanamaker, remnants begged of John, 13. Waverley, Massachusetts, children of low grade trained, 63. Work benches for ungraded classes, 21. "Working paper classes," 52. rking papers, children should be given, 37; the law modified, 67. o > N^\s.«,^;*^;o^" -,6 «.'b. lldmm 2»^.Nc. ■V^HI^ N. MANCHESTER, ^TJki^ INDIANA LIBRARY OF CONGRESS^ 021 303 399 2