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LC
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C968
TORAG
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LIBRARY
MIMILANIE
VERITAS
UNIVERSITY OF MICHIGAN
ALMUSIQUE UBUNT
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CIRCUMSPICE
VATRININ JAMAIKUSAN
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FEB 14 1927
THE VISITING TEACHER

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By
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JANE F. CULBert
Secretary, National Committee on Visiting Teachers
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0968

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Reprinted from The Annals of the American Academy of Political
and Social Science, Vol. XCVIII, No. 187. November, 1921
UN
2006
eric
Joint Committee on Methods of Preventing Delinquency
50 East 42d Street, New York
.
The Commonwealth Fund Program for the
Prevention of Delinquency
THE COMMONWEALTH FUND initiated in 1921 a five-year Program for the Pre-
vention of Delinquency, the purpose of which is to promote the better under-
standing and guidance of problem children. The Program consists of a group
of related activities made possible by grants from the Fund to cooperating
agencies, each of which administers independently a division of the under-
taking.
DIVISION I.
The New York School of Social Work offers courses and fellowships for the
training of psychiatric social workers, visiting teachers and probation officers;
maintaining in this connection a clinic known as the Bureau of Children's
Guidance which seeks to demonstrate the potentialities of thorough psychia-
tric study and treatment as applied to problem children, and also provides
opportunities for field work for students in training.
PORTER R. LEE, Director, 105 East 22nd Street, New York
DIVISION II.
The Division on the Prevention of Delinquency of the National Committee for
Mental Hygiene provides demonstration psychiatric clinics in selected cities
and a field consultant service with the object of bringing about the establish-
ment of permanent clinics under local auspices to serve children referred by
schools, social agencies, juvenile courts, and parents.
Dr. Ralph P. TRUITT, Director, 370 Seventh Avenue, New York
DIVISION III.
The National Committee on Visiting Teachers affiliated with the Public
Education Association of New York City, provides visiting teachers in the
public school systems of thirty communities throughout the country in order
to demonstrate the value of their work in the adjustment of children whose
behavior, environment or mental condition prevents them from profiting fully
from their school opportunities, and to promote the permanent establishment
of such service, locally supported.
HOWARD W. NUDD, Chairman, 8 West 40th Street, New York
DIVISION IV.
The Joint Committee on Methods of Preventing Delinquency, which includes
the executive heads of all divisions, is designed to promote the unity of the
Program and to interpret its purpose, methods, and results to specially inter-
ested groups and to the general public.
GRAHAM R. TAYLOR, Executive Director, 50 East 42nd Street, New York
Joint Com. on methods of Parenting Delinquency
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11-9-1926
?
THE VISITING TEACHER
By JANE F. CULBERT
Secretary of the National Committee on Visiting Teachers, New York City
of the
ising developments within the public
schools during recent years is the work of
the visiting teacher. This work was intro-
duced to meet a need that was felt alike by
educators and social workers. The latter
realized that many of the problems of ju-
venile delinquency, industrial inefficiency
and other social maladjustments could and
should be anticipated in the school. Educa-
tors were aware that even in schools repre-
senting the most advanced methods of
teaching with the auxiliary service of
attendance officer and nurse, there were
children who did not progress as they
should, and that the efforts of the teachers
were being brought to nought by undermin-
ing influences at work outside the school
walls or by the faulty connection between
the training within the school and the life
outside. Too frequently, even, the home
and school, through lack of acquaintance
and misunderstanding, have unwittingly
worked against each other, thus thwarting
rather than stimulating and reinforcing the
best efforts of the other toward the chil-
dren's development. It was realized that
for the effective education of the child, as
well as for the prevention of those ills of
childhood—and indeed of adult life that
have made social work necessary, two con-
ditions were essential: First, the school
must comprehend the whole child, the child
mental, physical and social; and second,
the home and the school must be brought
into mutual understanding and coöperation.
Someone was needed within the school
system whose duty it should be to know the
conditions under which the pupils live and
play, and their consequent educational
needs, to become acquainted with the indi-
vidual child in his home and school rela-
tions, to discover handicapping factors and
¿
to bring about the adjustment of his special
difficulties through the coöperation of
home, school and social agencies. To assist
the school to prevent later social wreckage,
and make sure that each child's individual
problem is seen and that his educational
and social needs are met, the visiting
teacher has been added to the school staff.
Those not familiar with school problems
or the problems of school children have only
to glance at the fact that a child spends but
five or six hours a day, or less than 15 per
cent of his entire year, in the school-room,
to be convinced that the school cannot af-
ford not to take into account how the out-
of-school hours are spent, or fail to draw
into effective coördination all the educative
forces of home, school and community.
With the complexity of our modern city
life, teachers may readily fail to realize the
conditions under which their pupils live,
eat, play, study and work. With the large
classes, too frequently the pupils are not
real twenty-four-a-day Toms and Dicks,
but just pupils. This should not be con-
strued as criticism of the teacher. Lack of
time and energy, pressure of class work,
preparation of lesson material, after-school
activities, often prevent teachers from
knowing the homes of the children. The
time consumed in large cities in long trips
to and from school also constitutes a limit-
ing factor. With the reduction of the size
of classes and the lightening of the teaching
load, and with the development of a greater
social consciousness through the addition of
courses in social work as part of the teach-
er's training, teachers will in the future, it is
hoped, be able to do more friendly visiting
and to become better acquainted with ex-
isting social conditions and their effect on
the children. Even then, visiting teachers
will be needed to adjust the difficulties and
[3]
ар
the limiting conditions which the class
teacher has discovered through her home
visiting. The adjustment of all but the
simpler cases requires the technique of so-
cial work, as well as time for calling during
school hours to see the mother alone, or at
night to talk over with the family group the
problem of the child; time for follow-up
work, and, indeed, time to meet all the exi-
gencies of the duties of a child's case worker.
THE RANGE OF SCHOOL PROBLEMS
The influence and opportunities of the
school period cannot be over-emphasized.
The school has now come to be recognized
as the logical place from which to work for
the prevention of delinquency and other
social problems. In more than one city the
work of the visiting teacher has been
initiated by those who wished to push back
the treatment of delinquency further than
the children's court. The school has signal
opportunity to detect symptoms of child
maladjustments as they appear in school
dissatisfactions, poor school work, indif-
ference, in persistently troublesome or
erratic behavior, in rumors of undesirable
companions or unwholesome interests, in
apparent neglect, in environment or home
conditions that are dangerous or predispos-
ing to delinquency. Children showing any
of these symptoms are referred to the visit-
ing teacher by the principal or teachers,
sometimes by parents or neighbors, or a
social agency. In fact, the visiting teacher's
major work is concerned with just such indi-
vidual maladjusted or problematic children.
The children who claim her attentions in-
clude those for whose failures and behavior
the school cannot account, the repeater, the
restive and the over-age, who are struggling
for the day of their release into what ap-
pears to be the haven of industry, the vio-
lent-tempered, the irritable, the worried and
repressed, those who show tendencies to de-
linquency, the neglected or the over-worked.
B
A study recently made under the aus-
pices of the National Association of Visiting
Teachers and Home and School Visitors
shows that the most frequent reasons for
referring children to the visiting teachers.
are as found in the table on the next page.
The study further continues:
school to grapple with a wide range of proble-
matic children who need an intensive and ex-
tensive study of their individual needs and
capacities which it is not reasonable to expect
from the class teacher.
As they come under her care they fall
naturally into two large groups:
First, there are those demanding a more
thorough knowledge and understanding of
the child's personality, and of the condi-
tions under which he lives, so that the
school may more intelligently meet his
needs. Second, there are those needing
some definite social adjustments such as a
change in home conditions, treatment for
physical disability, opportunity or whole-
some activity.
THE APPROACH OF THE VISITING TEACHER
To meet the needs of either group, the
visiting teacher's first object is to establish
friendly relations with the child and the
family, and to get what light she can on the
child's problem. Through conversation
with the mother or other members of his
family, through informal, friendly inter-
views with the child at home or school,
through observation of him in his class and
at play, she finds out the important facts
about his heredity, his early history experi-
ence, his home life, his attitude toward
school, his play and companions, his inter-
ests and ambitions, his dislikes and his diffi-
culties. From these she tries to discover the
cause of the child's trouble and forms a plan
of correction.
Sometimes the solution of the child's
problem involves long and painstaking
change of attitude on the part of the family
toward the child. It may require a change
of régime, a change from harsh to wise dis-
ciplining, increased supervision, change of
diet and hours of sleeping, an increased in-
terest in his success or failure at school.
Frequently the desired result is effected by
changing the child's attitude toward his
own problem, through explanation of his
conduct and its consequences, through
encouragement and supervision, through
substitution of wholesome activities for
harmful, as, for instance, some stimulating
form of athletics to take the place of the ex-
citement of picking pockets, or stealing
junk.
From this summary table it is quite evident
that the visiting teacher is called upon by the
[4]
REASONS FOR REFERRING CHILDREN TO VISITING TEACHERS
Specific Reasons
Referring Children
for
1. Maladjustments in scholarship:
(a) Subnormality.
(b) Retardation.
(c) Deficiency in lessons.
(d) Precocity.
2. Adverse Home Conditions:
·
(e) Cruelty..
3. Misconduct:
(a) In school.
(a) Poverty.
(b) Neglect..
(c) Improper guardianship.
(d) Immorality.
•
(b) Out of school.
(c) Involving morals.
4. Irregular Attendance:
•
•
(a) Suspicious absence.
(b) Due to home conditions.
(c) Half-days absence.
• •
•
•
•
·
Total No. of
V. T.'s naming
this reason as
occurring among
their cases
50
49
48
34
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48
47
39
32
45
4I
38
42
38
37
COOPERATION WITH OTHER AGENCIES
Many times the visiting teacher calls in
the aid of a social organization. The lists
used by visiting teachers in various parts of
the country show considerable similarity.
Practically all are assisted in their work by
family agencies, employment bureaus,
nurseries, child protective associations, pro-
bation officers and Big Brothers, recreation
and playgrounds, libraries, settlement
clubs, medical and psychological clinics.
Of great importance also are the adjust
ments made in the school. When the school
sees what the actual situation is and be-
comes aware of the real need of the child, it
can often modify requirements to the newly
seen limitations: a change of class, a trans-
fer to a special school, a shifting of emphasis
from one phase of school work to another,
a new approach, a closer connection of the
school work with the child's outside inter-
ests. The visiting teacher constantly co-
operates with the various departments of
the school system and when the situation
requires the service of school nurse, voca-
tional counselor or Child Study Depart-
Number of V. T.'s naming this reason as
occurring first, second, third, etc., in order
of frequency among their cases
Ist
II
112
ннан
"
II
29
26
17
7
0
33
IO
6
17
20
9
2nd
6
31
IO
2
14
19
8
5
I
4
20
16
13
15
13
3rd
26
5
8
8
4∞
8
16
8
6
{
8
II
16
2 3
12
*
15
4th
721
I
23
♡♡not
•
3
3
5
6
14
5th
*"The Visiting Teacher in the United States," June, 1921, p. 25. Lateness and physical condi-
tion were also given among other general reasons for referring cases.
I
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3
13
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ment, she refers the child to that particular
agency.
Many times, as all case workers will
anticipate, the satisfactory outcome in-
volves the combined help of family, school
and social agencies as well as the re-direc-
tion of the child's interests and energy, as
the following case will illustrate:
William's teacher and parents made almost
simultaneous complaints at the principal's
office. The latter complained that the boy
stayed out late at night, hanging on the street
corners with "loafers," that he was disobedi-
ent, that he used the money given him to buy
the baby's milk for cigarettes and for gam-
bling; the teacher said that he was doing
nothing in class but making trouble, that he
wasn't interested in a blessed thing." The
parents wanted to have him "put away," and
the teacher wished to have him "demoted
until he learned to behave."
The visiting teacher found William a tall,
overgrown, awkward boy, all arms and legs,
who felt as big as a man, and had no feeling
but resentment against the school for refusing
to give him his working papers so that he
"could go to work like a man." He was in a
lower grade than most boys of his age because
[5]
he had come to America only a few years be-
fore. Becuase he had to "stay in school with
the kids," he took it out on the teacher. He
neglected his lessons, bothered the other boys
and was a constant drag on the class. He car-
ried his grudge out from school and tried to do
all the grown-up things he could think of, and
cultivated the acquaintance of the older group
of "loafers." His road was leading down-hill
precipitately.
The visiting teacher explained the working
paper situation to the boy, found out the kind
of work he wished to go into, showed him the
advantage for that trade of further education,
and made him see that his recent conduct had
been babyish rather than manly. The teacher,
of course, gave him a new start, and the par-
ents were made to realize that the boy needed
wholesome recreation and association with
older boys. Arrangements were made for him
to join an athletic club at a nearby settlement
where he was tried out in a position of re-
sponsibility which seemed to him worthy of
his age and mettle.
William's remaining seven months of school
were profitable to him and not a drawback to
his classmates. When he left school, he had
lost the grudge and had gained a feeling of
fair play and loyalty. His relation to his par-
ents was helpful, his friends were the kind of
which they approved, and his conduct no
longer a source of worry.
GROWTH OF THE MOVEMENT
The first visiting teachers began work in
the year 1906-1907 in New York, Boston
and Hartford, Connecticut. In these cities,
and later in other places, as has frequently
happened in other educational experiments,
the impulse came from outside the school
system. Private organizations-in Boston,
settlements and civic organizations; in New
York, settlements and the Public Education
Association; in Hartford, the director of the
Psychological Laboratory-saw the need of
providing a specially equipped worker to
help the schools, and developed and pri-
vately maintained the work until the school
board became convinced of its value and
incorporated it as part of the school system.
In other cities, like Rochester and Mount
Vernon, New York and Cleveland, Ohio,
the work was introduced directly by the
board of education. At present in all but
four cities the work is part of the city pub-
lic school system. The movement has
grown until at present the work has been
extended to twenty-nine cities in fifteen
states. In some of these "school visitor"
or a similar term is used instead of visiting
teacher.
In 1919 the National Association of Vis-
iting Teachers and Home and School Visit-
ors was organized. It plans, through inter-
change of experience and study of methods
and common problems, to develop stand-
ards of work among its professional mem-
bers, and through publications and the
interest of its associate members, to pro-
mote the development of the work and to
assist those endeavoring to establish it in
new communities.
It plans to hold an annual conference
meeting alternately with the National Con-
ference of Social Work and the National
Education Association. It has recently
made a survey of the work of the visiting
teacher in this country, a report of which
has been published by the Public Education
Association of New York, under the title,
"The Visiting Teacher in the United States."
Although in various places the work has
differed in origin, some cities having ap-
proached it from the standpoint of com-
munity welfare and child welfare, others
from that of school efficiency, and although
the character of the work has naturally
been modified by the original impulse and
by local conditions, yet it has developed
along comparatively similar lines in all
places, and certain definite standards have
evolved.
METHODS OF WORK
The majority of cities have adopted as
the most satisfactory method, the assign-
ment of a visiting teacher to a single school
or to two or three small neighboring schools.
This enables her to become identified with
the interests of the school and neighbor-
hood, and better to act as representative
and interpreter of one to the other. As has
been pointed out, studying the neighbor-
hood, knowing its resources, its lacks and
potentialities, its traditions, ambitions and
dangers, is an essential part of the visiting
teacher's work, while, as a member of the
school staff, she is of course familar with
the school's facilities and possibilities.
When a visiting teacher works on the
whole-city plan, she usually calls at a
school on the request of the principal.
When she is assigned to one school, as a rule
[6]
she has daily office hours, and where her
work covers several schools, she usually
holds office hours at the school where her
major work lies, and visits the others less
regularly. The office hours are uniformly
found to be of great advantage, and an
office where she can see children and par-
ents alone and hold conferences with teach-
ers and social workers, is considered essen-
tial. Usually the visiting teacher's office is
in the school building so that parents and
children and teachers may find easy access
to it.
In most cities the visiting teacher's hours
approximate the school day, though they
cannot correspond exactly, for the nature
of the work makes necessary calls at night,
in the early morning, or at other irregular
times, in order to find working parents or
the family group at home, or to observe the
neighborhood at night that she may find
out important facts about the recreation
and other phases of the neighborhood life.
Beyond the office hours it is hard to out-
line the visiting teacher's day. She has no
fixed schedule or procedure. Her time has
to be free to meet emergencies that con-
stantly arise. However, part of almost
every day is spent in school, conferring
with the teachers about the new cases re-
ferred to her; finding out the facts of the
present situation from the child's previous
school history and his teacher's observa-
tions; observing certain children in their
classes; hearing from the teachers about the
progress of others, or the results of a new
plan which may recently have been worked
out together by visiting teacher and class
teacher in the light of personal environ-
mental facts which the visiting teacher has
brought to the teacher's knowledge. “Re-
porting back" to the school and to the
teacher directly the "conditions found,"
constitutes a very important part of every
visiting teacher's work. As soon as the
school's view of the child has been supple-
mented to include the background, there
results almost immediately, a change of
perspective in which factors which before
loomed large seem less dominating. Fur-
ther, the completion of the picture serves to
individualize the child, however large the
class, and "to individualize a child means
seeing what he needs and trying to supply
it."
A large part of the visiting teacher's day
is spent in calling at the homes of the chil-
dren. Sometimes the visits are made dur-
ing school hours to talk over serious prob-
lems with the mother when she is alone and
comparatively undisturbed, especially such
problems as might involve criticism of the
family's attitude toward the child or the
school. Other times, the visits are made
after school so that matters may be "talked
out" with mother and child and, again, at
night or holidays, to find working parents
or the whole family at home.
In the homes the visiting teacher fre-
quently assumes the rôle of interpreter,
explaining away misunderstanding about
school requirements, interpreting the
school's aims and demands and the child's
needs. When these are realized, the par-
ents give their coöperation to the school
with a quickened sense of responsibility
and a clearer vision of their duty. Many
times the visiting teacher finds herself
faced with the task of giving, in the simplest
possible form, lessons in habit formation
and child psychology. She has frequently
to interpret to the children the attitude of
their conservative parents.
Visits are also made to playgrounds and
other gathering places to observe the child
at play and with his mates, or to get better
acquainted with him or his "gang." Fre-
quently, though not daily, the visiting
teacher confers with social agencies to
work out plans for individual children or
for families when the family situation is the
limiting factor in the child's problem. It
is the policy of the visiting teacher almost
invariably to refer to social agencies all
cases requiring their special assistance. She
does not then close the case, but works co-
operatively with the agency, keeping track
of the child's school work and development
and coördinating the work of the school and
social agency. Much can be accomplished
by close coördinating of the social agency
and the school, if one has as an aim the
securing of maximum educational value for
the child out of the family or special situa-
tion.
The following case shows how, out of a
bad family situation, real educational cap-
ital was made for a head-strong, irrespon-
sible girl of fourteen who hated school and
thought she wished to go to work to help
[7]
1
Į
her family. Knowing the reaction of the
home situation on the girl's school life, the
visiting teacher worked out a special plan
with the family agency to which she had
referred the family. She advised that the
money required for the family budget be
paid in the form of a weekly scholarship to
the girl. The conditions stipulated were
that she attend school regularly and keep a
budget. She was transferred to a special
class and given a special course providing
an unusual amount of household training—
the one school subject which seemed to her
to serve any useful purpose. The personal
interest of the domestic science teacher was
enlisted in the girl's home situation, and
she not only advised about the budget but
encouraged the girl to make the most of her
scanty home furnishings. A tutor was pro-
vided to help with the academic subjects.
Through this weekly-payment plan the
girl was made a partner in the family situa-
tion, and her sense of responsibility de-
veloped. Her budget book served as the
most effective arithmetic text book she had
ever used. Incidentally, she learned much
about food values and purchasing.
FOLLOWING UP CASES
"How long are cases followed up" is a
question frequently asked. No definite
No definite
time can be given: but as a rule, until the
situation for which the child was referred
has been corrected, or until the child seems
to be sufficiently adjusted at school and
home to warrant thinking that he can more
than hold his own with the ordinary super-
vision of the family or the social agency
with which he has been connected. As a
matter of fact, it is very difficult for a visit-
ing teacher really to close a case, for she
invariably retains her interest in the chil-
dren as long as they remain in school, and
is frequently consulted about situations as
they come up.
acteristics; the action taken by the visiting
teacher in the home and the school, with
recreational, family or other social agencies,
and an estimate of the results of the case
and of the fundamental trouble.
"Through individuals to the group is the
approach of the visiting teacher," and as
the result of her knowledge, derived from
case work, new types of classes have been
organized, school clubs, or other means to
make the school fit the newly discovered
need. Study rooms have been opened,
school recreation centers organized; par-
ents' clubs, courses in domestic training,
special trade courses, school lunches and
other extensions have been started as a
result of the visiting teacher's view of the
neighborhood. In this way her work be-
comes of value to the school as a whole.
She acts as a scout bringing back a more
definite knowledge of the lacks in the neigh-
borhood, educational, social and moral,
and of newer demands on the school that
have arisen because of changing social and
industrial conditions. This relation accords
with the ideas of modern educators who
believe that the connection between the
school and the community life cannot be
too closely integrated.
On the other hand, the visiting teacher's
acquaintance with the families and the
neighborhood brings about social results.
Through her work, various communities
have been stimulated to provide scholar-
ship funds, nurseries, community houses,
homes for neglected children and other so-
cial activities. Hidden danger spots are
not infrequently brought to her attention
by parents who have not known what to do
about the situation or have been afraid to
report to the proper agency or official. In
this way the work assumes an additional
preventive aspect, and results in such im-
provements as better policing and lighting
of parks, better provision for playgrounds,
closing of improper movies, etc., checking
of traffic in drugs to minors and the re-
moval of similar insidious conditions,
All visiting teachers keep records of their
cases. The majority use a printed form
designed to take a minimum amount of
time and to record those items which will
be of service to the school in its treatment
of the child. The items usually noted are:
reasons why the child was referred; signi-
ficant facts about his previous as well as
current school history, his home conditions
and environment, his interests and char-
The visiting teacher's position as a
member of the school staff makes for cer-
tain advantages. She gets in touch with
cases at an earlier stage than would an
outsider. Teachers and parents consult
her about suspicious cases which they
would not feel justified in referring to a
7
[8]
social agency. As representative of the
school, the visiting teacher is free from the
suggestion of philanthropy, and of all
visitors she has, perhaps, the most natural
approach to the home, going as she does in
the interests of the child. It is a very rare
thing for a visiting teacher to experience
an unpleasant reception. Further, she is
in a position to follow the child in school
from year to year. Where the home carries
a serious handicap, she may anticipate the
difficulties of the younger children, help
them avoid the false starts made by the
older brother or sister, and also assist the
school to reinforce the children against the
inroads of the family handicap.
Her presence in the school means not
only that she can follow her cases from day
to day at critical periods, but also that she
is at hand whenever an emergency comes
up in the principal's office that demands the
advice of a social worker or of someone
familiar with the social conditions and re-
sources of the neighborhood. Thereby, too,
loss of time is avoided in getting the case
started. Her work serves to coördinate all
the social forces of the school and commu-
nity. Further, as a teacher and member of
the school force, she naturally looks for the
educational possibilities of every situation,
and on the basis of her experience with
numbers of cases she is in a position to make
suggestions for changes or extensions of the
school work, as has already been pointed
out.
THE VISITING TEACHER'S PREPARATION
This educational possibility brings up
the point of the preparation of the visiting
teacher. Answers to a questionnaire sent
out by the National Association of Visiting
Teachers show that a majority of visiting
teachers have had both teaching experience
and social work. Almost all have had spe-
cial training or experience in the latter.
They have almost uniformly supplemented
their previous experience with courses in
child psychology and other branches of psy-
chology or mental hygiene. This need has
been particularly felt because many of the
special school problems which gravitate
toward the visiting teacher require special
analysis, insight and patient understanding
of behavior problems. Ability to speak a
al
foreign language is a great advantage. A
visiting teacher needs to know the nation-
alities of the children's parents, their cus-
toms, traditions and interests, so that she
may have a sympathetic approach.
The work has passed the experimental
stage, but it is still growing in scope and
method. Up to the present it has been
largely concerned with maladjusted chil-
dren. In certain cities, however, visiting
teachers have coöperated in an attempt to
get in touch with the school children before
they become problems, through early study
of their ability and social backgrounds.
•
The results of this work cannot be mea-
sured entirely in statistics. Studies made
from time to time show that a large percen-
tage of the children referred to visiting
teachers have improved in conduct, atten-
dance and scholarship. All the results,
however, are not reported. Frequently they
are cumulative: mothers who have been
shown the reason for one child's failure re-
member the mistake to the profit of their
younger children. Those who have studied
the field of child welfare and who are turn-
ing to the school as the logical place for the
detection and study of child maladjust-
ments see in the growth of this work, great
promise. They look forward to the time
when each child shall be dealt with as an
individual: when he will be properly
graded, his task fitted to his capacity.
They anticipate the time when all the
forces at work upon the child may be har-
nessed to pull toward one goal. Then, as a
natural outcome, it is hoped that retarda-
tion will become negligible; nervousness
and mental disorders will be guarded
against; juvenile delinquency will be re-
duced to a minimum, and industrial ineffi-
ciency will be greatly lessened, because
each child will go out, not prematurely and
handicapped by inadequate training or the
sense and habit of failure, but equipped and
able to realize his potentialities.
[9]
Up
The National Committee on Visiting Teachers
HOWARD W. NUDD, Chairman
Director, Public Education Association of New York
New York City
JOHN H. BEVERIDGE
Superintendent of Schools
Omaha, Neb.
M. L. BRITTAIN
President, Georgia Institute of Technology
Atlanta, Ga.
EMMA G. CASE
Director, Department of Visiting Teaching
Rochester, N. Y.
R. G. JONES
Superintendent of Schools
Cleveland, Ohio
ANNA B. PRATT
Director, White-Williams Foundation
Philadelphia, Pa.
BARBARA S. QUIN
Assistant Director, Commonwealth Fund
New York City
HENRY W. THURSTON
Department of Child Welfare, New York School of Social Work
New York City
GRAHAM ROMEYN TAYLOR
Executive Director, Joint Committee on Methods of Preventing Delinquency
New York City
FRANKWOOD E. WILLIAMS, M.D.
Medical Director, National Committee for Mental Hygiene
New York City
JANE F. CULBERT, Secretary
Executive, Visiting Teachers, Public Education Association
8 West 40th Street, New York City
[10]

245
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