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 Dfi3 
 
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OF THE 
 UNIVERSmr 
 
 OF 
 C'ALIFOR^^ 
 
 HDOCAIIOH LIBR. 
 
p- 
 
 TBS CASB imSllOD IIT TSO3CMtX0lKm 
 
 nmsAsm jus l^rpucaaa) ^)<»^t^ i 
 
 A*B.(lfaiver -ity of Callfbrnla>1914, 
 
 M.^U 1919. 
 
 sultaitted in partial satisfaction 
 of the require-icnt a for the dQ£prG« 
 of 
 
 DOCTOR OJ" HlILOGOHBr 
 in 
 ISRKJiSPIOH cffid BCOIK>lIICS. 
 
 THB imiVKRSmr of CALIK>R2IIA, 
 
 
Ill 
 fjuoM COP comwnB^ 
 
 Introduction, ...... VI 
 
 .ptor I. The iieed for tlio Case i-Urtl^il in i^ucation . « • . • 1 
 
 Lor^e nuabers of student e and lone period of coupulooiy 
 
 training* 
 
 Dwiiind for training in oore dlTeraiflod fields. 
 
 Difficulty of adiustnent in a oore conplox onviroruient. 
 
 The Siciiool'a reapuuailJility in tru,iuinc for citizenoMp. 
 
 Individual differences anong pupils* 
 Shapter II.T^ie Psychology Upon Which tlie Cam* Metliod in Sdoeation 
 
 is Based 12 
 
 ZlMi teeinnln^o of personality. 
 
 Variations in honon eapeteities. 
 
 IBiat io n»3ont tgr intelli(^enc«» 
 
 The oeasttreDent of intcllir^nce, 
 
 Voxuation of liaMts. 
 
 Satisfaction and dioaatlofaction as sprinc^s mi action* 
 
 Heed for mi tmderstonding; of outside influences. 
 
 The ehiof prcrequioitos in the proeess of education* 
 
 :iiapter III.3iie0Mt<Ml Outline for a Complete Cane 3tuc^ IS 
 
 Ti<Btifio;^tion> 
 
 Health . 
 
 Intelli:.enco. 
 
 Other noiital conditions* 
 
 Soliool history » 
 
 Sooiol and ant i social reaotiona. 
 
 ABauseuents. 
 
 Associates . 
 
 Worklnc history, 
 yaciily hint cry. 
 
Digitized by the Internet Archive 
 
 in 2008 with funding from 
 
 IVIicrosoft Corporation 
 
 http://www.archive.org/details/casemethodineducOOnortrich 
 
IV 
 
 Honie condltioTUi* 
 
 I^eiglibozhood conditions , 
 
 Hisiozy 8ul>8«<|tMnt to leading scliool* 
 
 .jutoT IV, Hofw to Make a Case Study *0 
 
 Vaar« aaA Umbss 
 
 Careftilly fornni -'tod tent-tlv© outline* 
 
 Stiiiid£i:rdised soalon for jieasurlng desired po'\ t^tt> . 
 
 Phygieal p o ints and nedlcal «xaaciination» 
 
 3>ata from School office files . 
 
 Personal olMserfationo and estinates of teachers. 
 
 Personal conferenes with the pupil. 
 
 fione Tisitation* 
 
 Visit to place of eB9l«fynenl 
 
 yollew-up of additional references* 
 Points to Guard Agfeteait 
 
 .^sisiing a wrong aental attitude. 
 
 Giving the apj.^eajrvnes ef an investicntor. 
 
 yori.ettinc the excessive sngeestiMlity of cliildron 
 
 Drawing conclusions froci insufficient d^ita* 
 
 Prejudice and ^jrnioisn. 
 
 Forcing one*B opinion upon the pupil. 
 
 Slavishly following an outliiie. 
 
 llakinc a ease otuc^ in its entir^y at any one tine. 
 
 AUowing oane hictorioo to be used ty tliose who are 
 not directly concerned in helping the pupil. 
 
 jRxpectine to coraplotely understand a pupil even Jifter 
 nalcing a caae ntu^» 
 Who Sliall MaJce the Case Study. 
 
taiapier V. Tlic Use of the C«ae 3iud^. 49 
 
 79T 9br«fit8, 7each«r9* aad School Prinoijiais: 
 
 In iielpine toachcro tliiiik in temo of pupils and 
 
 their developaent* 
 X n discoveriflig oattses of failure in oohol^ir^iip. 
 In groiqiine pupils into claaocs. 
 In tmderntandin^ mapile and in suitiilf SMlheds t» 
 
 tiieir needs* 
 Xn detoXQlnine the oeaount of work tliat a pupil is 
 
 eapaKle of doing* 
 Ib eecurint' the eorxii^wnai ef JuTonile defect i yob 
 
 to proper inotitutlona. 
 Other ueeo. 
 J?or Scliool Adainiatrcvtorai 
 
 Xn the foruulation of edueational policies, aa re- 
 eairda type^ of schoulo to be establiohed, and the 
 neekinc of special problaia 3uch cms health, Aiier- 
 ieanisation, and extrtt^nural cooperation. 
 (hapter VI Qmmaxy and Concluoions 123 
 
 3ibliocra3pifr • • • 1^5, 
 
XHfRODOCriOH. 
 ptiraatt *«a8e xietltod** has tw9 eonaotatlons; In the atud|y of 
 ■ubjects which are derelopinc: instead of static, it is often used as a 
 BOtliod oi' instruction, av. in luu or u2«dlcine; out for the purposes of this 
 thesis, the ee«« method to uoed in its other connotation, \7!iich is a nod« 
 >f diocoTerinc th e n««d8 of cm individual* 
 
 It io in thio asaam sen«f« thit the ]^ira89 *eaa« oetlMd** is U8«d 
 Ln varloug r^linRoo of nooial relief wox^« Here, a 8«pfla«t« etut^ ie nadle of 
 iooli iiiuividual Buffering adToreity and such trG;:tnent io n.^n)liod,Trhich^ 
 Ln the li{ht of all f .ctora dlscovored, eAfltti fitted iMet to adjust the 
 Lndivldii^a to all pliooeo of Iii« Mivixwonent • Case studies torn ths Itosis 
 
 Intcllicent relief ly phyalolans, lay charity ore ^nii'.at ions, ly ponal 
 Mid refoznatoxy InBtitutions, tj^ institutions for amial defectives^ and 
 y boards of voc -tionij. viiitution* 
 
 Until recently an individual has received little ntuc^ as a dis* 
 >inot personality, imless he t»ers so poorly adajAsd to Ms environiicnt th it 
 le L/oc^>.e oitlicr an inotitutiuual or an out-relief coos* 
 
 Ihile the aim of education ia often defined as adaplkation to on" 
 rironiient, tac ocliool ha heretofore ttode little atut^f of tlie yrocess of 
 adaptation for a L'iven pupil. The prevolline nothod has been to talco little 
 ificount of the assets and liabilitioo of the indivi dura rvunll. Witliout 
 
 ion, the eletientriry school received all children or the clironoloc- 
 ciO. are of six, the developed and the \indevel«ped, the sick and the v-cll, 
 .. -. oijle-ninded and the nonat-JL into the some class, '^lere all were GXm 
 pectod to •swtaisw* at the s^aat rafc« a certain ojioimt of inctruction, ThoMr 
 f.o mirvive*, and only a SEsall per cent did, entered high school. Hers 
 
 -in, littlo or no account "sas taken of indlviduril differences; as a re- 
 ^lULt the percentage of school fatalities lias been Ofxoeedin{::ly liic^* 
 
 In inatoncMi tdtere different liAiea was xaads, it \r-in done liy the 
 
VII. 
 
 »bseryatloncLl aethod, often lay tmoiaimra lackin;; in th« rnufwer of rliocrlnina- 
 
 jA. Opinions conoeminG pupils vi&re fozEted in a ooro or 1«88 haphazard 
 Lanncr. A child was •good*or •■bad*, or "ottipid* or "bpi^t", yid tho iiattcr 
 faa too oX't CH consldemd settled. The tendency mio to aceepi %im *aeadeiiio 
 
 les" rather ungracioualy aa 'neeesaar^ phenoiiwm of t3ie norcua curve 
 »f distributiun" or olae oueBaarlly to disniGs tli«a oa a geuor:^! charge of 
 Ijicoi.petency, A very euperior pupil, on tii« other hand» waa often not 
 liotlnrnialied fron the madioceT*, and timrtttfvm net (tlvon t mining to develop 
 oitioB to their full extent. Individualization of oducationiil 
 
 4SPooia denaade the caae aatliftd* 
 
 / 
 In the field of eduoation, oaa* oethed neqr ^ dftflned '^ ^ ode 
 
 >i 'locovcringthe eduoationol needs of on individura child. It ijticludes 
 
 i L^tudjr of tlie pliyoical, aental oad eocial |diae«e of each pupil •» life, with 
 
 ifae idea of diaoovorini Individu.-U. needa and e«|MM»itiee eo t.ut training 
 
 iflQr "oe offered muta. as tfill bring about ia CQS3$LLete an adjustnetit to all 
 
 jf nin enviretttsent aa the lndiYidual*8 native endewiaents will pemit. 
 
 ?rou tho autIior*a viewpoint, each ln<IiviUu;il inipil Is a '*eao**, fwwa the difr 
 
 le rc^^^iatcre, all i2iaJi«i of vliouc individual dereloieietit uust be conaldared 
 
 Lf ho ic to receive the LiaxioLoa Itelp fjPOQ the ecliool. 
 
 iSliiie tlie oliief uoe of the oaea sietliod in ediMWition \7ill be for "^ 
 
 iiaonootic purposee, the result of the iadividuallsatiGHa of e^oationcA 
 
 lliii;iu;jia '.yill uiidouutedly be chaif^^ in curricula* in notliode of preaent- 
 
 sttbJCK^t natter, and in adciinistrative policica. 7lie apeoiaX need foor 
 
 ;he caaa EMithod in edaeation io dieesaned in tho follavinc ete^eor* 
 
1. 
 
 CIIAEPSR I. 
 
 TIES smciAL TTanp ron tus cask itspnoD iir .-roncAffiou. 
 yam Biia^T 9t t?^^<^^ntfg.^jBOftajs.jioyAa4 9t trato3>Bg» ^^^oe the 
 
 tirly di^8 in tliis countiy» edaoation has been intended, at leant tlieorcticallM 
 or c%ll csocial groupe* lUmerer, in pr ctliw, it io only in recent years that 
 « havo been lible to approach that ideal. Hov education i3 cwapulsorsr for 
 tixe children of all the people for a period of tirie that io being con- 
 t .ntly extended* The vast niujtors involved are ahown "b^ the report of the 
 kuKfeifitticca l>i vision ef tint .Bureau oX jiducation,^ v^>.<±i £;ave the total 43nrol«- 
 pjll of the public schoola of the United 3tates for tlie yoar 1917-1918 as 
 0,841,204, In California, tlie rapid increano In the hi-^ scliool enroll icnt 
 
 the pj.at ten yearo io particiaarly Qi(jiifiCcmt. For the ye.ir 1909-1910, 
 Ik total enrolaent for the hi^ acliools of Coliforaia** wa« 39,115; for tlie 
 e r 1919-1920*^^ it vr ac 102,650 or 415 per cent of what it was ten yearo 
 
 Yious, Since the yoar 1920, vhen the cori^^ulooiy Part-Tine Education Ltjw 
 Wft into effect, the hi^ ocliool enroli.ient has "bo en further incroased ty 
 Wglf tlioueando. The increaaing m£.ibcro of otudento in our b<^ioo1« luia been 
 Iphepanied by a loDOGninc of the lnonledce of the ochool in refjard to the 
 jv. e conditionc and the peeuli^^ir problOBie of each pupil. A Ejore conscioun 
 jjitific study of each has becooe neccosaiy. 
 
 ^ tt^nim JmmSaiA in Mflft ^k^m^Ln^xAJX^iSL* At one tiiae, edw 
 
 Iwlon prepared alnost excluoively for the r'i'ofeseions. In fact, the eulj- 
 wicto tauGht iffere of euch a nature that the longer a boy went to scliool, the 
 
 r csera^ he traa txtxa. all vocaticmo except the TTofeoniorio. Ilorrevcr, with 
 tie br<i;.j:uoUTj oi the ap, renticeeiilp sfysteLi* xs.iica cuiiJinated in tlic early 
 
 vice, there rirose a oerious oocial problea. The quention o.aae up as to 
 IO aiiould jKxy the coot of induotrial and vocational education. The labor 
 riioas held tliat the Stato flhould pegr the coot; the enployers held that 
 
 ^ 
 
 I' T^cvi^y-Tourth Biennial Report of the 3upt. of Public In3traction(l910)p,27 
 "it. of Interior, bureau of Education IkAllctin, 1920, IJo« 24, Statlatica 
 
 KX T^enty-nintll .*of Public Inotruction(l9'^'^)p,109 
 
2. 
 
 parents sliould pay for educating UmMIt «im chlldron but no other children, 
 
 HJpi passage of federal aad State Aeto, providinc noney for Tocational cdii- 
 cation li.u rucoffiised and labeled it us a national and a state xurol^ea. The 
 e.:tQnt of th© probloo is aha^m Icgr the fact tliat approximately nincty-nina 
 ^ r cent of the p opulatlon do not pass throuc^h the courses of collegiata 
 or proxesslanal selieols. Tet tills ninety-nlne per cent cmat iso trained to do 
 tl. r part of the industrial, coiaoercial, doncDtic and agricultural 
 
 work w^ <.u9 nation. It has bewnaa a part of tlio problen of tlic acliool to 
 help the youth in liic selection of one of the tliouaands of occupations opsa 
 todsy, as -well as to aanint in hia training for that affiliation, nuch help 
 n ij© civon to graotost auvaniage only JTter a casa atud^ of ench pupil is 
 
 the education needed to jaovit the leas conplex industrial conditions was not 
 . opeciallsed, i\irtlieriiore, a child could tiien adjust hizsaelf aort grate* 
 ally to liia social environaent • Ua grew up with a Imawledee of the nature 
 of the occup.it ion 3 in 1U.S snail coouunity and GradaalOy beoiSM skilled in 
 
 3 of tl]«a as he vos able to share in the trork, jSov, at a tine «3ten spa* 
 
 ciawlaation (;. ocial qualiiicotiono includlne special training) is required 
 
 r saacaas in nary and oomplax fields^ not only the problem of vocational 
 
 tr.'vinine* but also help 1^' the goidanoe of youth in the oeleotiou of voca» 
 
 jnal object iTTea and piacera«it Is being referred to the public aohaol. The 
 
 vion of this last problaa re<|ulvas thit the pnQiil ba azpooed to an on* 
 
 Yirorcient irarled enou^ to develop difforwit intercnt«. Out of t;ic::o co a 
 
 ;a1 interests* irtiioh* tacetlior with f.icto conccmlnc different vooatimia 
 lialp. to nake choice on tlie port of tlM npil ^'osaible, Tew***; to^ather 
 th oboervtitlonal records of instructors, are also coninc to plc^' a part 
 Wgk the pupil*s selection. The problem of lidjustiaent in the presoit coimlf^x 
 industrial order is further coaplieated ly the fact that the St^ite oannot 
 tifi'ord to have its citizons trained ncriely as vozkers in aozae trade, indue* 
 tiy, or even professl<A« 
 
lione und tlie clxurch foxnerly ti— a«d th« gM«il4Kr park of the rosponsibility 
 for training in ideals, oociol conociouaneaa, citiscnnhlr) nnd arroenstion; 
 Tlio noi(;;ii>orhood, the ciiurcli and tiie iioioe, in a siiiplor state o: ; -Jet- , vo^e 
 for Um laest part adeciiat* socializing; orcono, IIcrmTer, in the last ccntuzy« 
 "-■ naa. have be«a drmm into laiQf»r and laiv*^ fftou]^, the new a^Kiial ifrder 
 
 3 presented sueb difficulties of MtflAl ad^usiBttiks ttM* the piNMiMit daor 
 child la searcely aisle to fit into it^ and live a sntisf .f^torr life, unless 
 til i;a relations arc u^da a store «oaiioiou8 elCEsent in his foxaaX 
 
 training* Tba e^rsaiast problem that the school faess tod.M3r is him to prc- 
 
 ior ths eosfdascy econonic and cirie life in a dsBSCincgr, v^imt 
 do: u Le of rislnc to the level of abstract theit|^ mA sons ars 
 
 not. This preparation re<:^lrco training for vrork, training; for he:\Lth, 
 training for pamathood, training; ss that p^jO-e trill havs leisure (an<l rrhan 
 
 qy ]iij.ve it, g«t both, enjoyraent oiid profit from It) and traininr; for social 
 
 rticlpations. 7he training in thess natters received in tho public schools 
 will not only ba Toricd in kin a, uut oleo in crtaantity, for no two pupils are 
 
 kctly alilce. 
 
 IiBlliilL'rtftMlJL f lii tirtiUmHH JMiM mmtnili ^^^ nmA tor the sana netliod 
 in edoaatlon Is broucht out lasst stTiklaglsr «htB «»« «>nslders the Indl- 
 'riUu :i ^ ifferenees aaong pupils* Ths heoe and social enTironncnt of t>ie 
 ittuucnts In ooQr sohaol is axtreiieily di versified* Sbr ecRssqpls, recently, on 
 registration djo^ at a hl||i scliool, oaa i4(udent vt}u> enrolled tms a littis 
 iock-sved Italian tsrlth a nlnchr fnwss, Alrlgr htmSm^ and soiled clothing* 
 lie llstsA his fatlier*s occupation as that of seavonror. 7}io hone adAMMW 
 t]: gioirm xmm In tho poorest district in the city. In a nsichborhood 
 
 Icnown to the school eliiefly baeaniss of its lev azaawsnsaits aad ganca of 
 rt :. Tills youth explained in no uncertain teins that he cane to 
 
 ucliool bsMuiss the lam «Ma^«llsd Mn to, aad that hm Sixpected to staQr only 
 until he \7an old «Bon|#t to u>t^ a fxill-tlne voxking psrralt* He aok d to 
 
4. 
 
 /c : loul jfW^enm arraac«d tliat ^vould pex&it hia to finlrdi his woxic 
 ily at an eaUy hour in the afternoon, «o that h« would have a lons«P 
 ti-iO to e«ll paporo. 
 
 The n«xt in line to register trae a bc^, well deTeloped, «ell- 
 Iprooncd, and courteous in aHHnmr* Be listed Me father's occupation as 
 
 .at of a mirewon* The registrar reoognised the father's nasie as that ef 
 one of tlie foreaost opocialiats in the country. The addxttee itioved tlMI 
 the hon* «as located in a eel^^ residential diotrict. Tliia boy esq^lained 
 that he waa preparing for the Collide ef Hedicine, and nae anxious to Imew 
 ii' he had sel^rted the pareper xaatriculation subjects, 
 
 ao<di e3aHQ»lee as these » showing -vnyiatlon in hone rmA eooial on* 
 vironneiit, can \m laaltijAlWi in aagr elass in a large city seteel* Thene are 
 yr;.riations vhieit xanst be conoidcred but ti^iich can be expressed in only rel::^* 
 tive tezns» Hevererf there are individuaX differ«»e8 that oan be ex» 
 preaoed uat ha lati colly, ^one the»« are age» height, wei^^ and quality 
 and quantity of prcrlous aeadNnie teewup lialBaent , as ehewn ^ school rrt^dMi* 
 l>i liorottoes in gtsMomX intellic^nce, in so far an thegr cum ha Beamred iQr 
 pret^ent Ca^ ncatal teote, can aim be expressed aatheraatic;aiy. 
 
 Xer sxaE^le: The eaneral intelligence (as sliotm ^ rroup in- 
 tclii^tttea q|uoti«Eits ol^ainod froa the Teman Group toats designed for diil- 
 tlren of Hi£^ Scliael age) of one hundred and twenty-six low tenth f^rade boys, 
 iBitcrizig the Bezlcelegr Hi(jh School on Januazy '^S, 19^2, raogeA fsecsi 74 to 142. 
 Ithe facts are presented in %hm grafl^ on page 6. Tho groups show Prof. Terw 
 Bian'a rating ef level f? of matetol intellig«iee front yeiy inforior(in tliis 
 ' ^e there vore uo students in this greuy)* sXii^ly below ateraffSt srerage, 
 Hlijitly aboTe sweraes, to superior and vcxy superior. The vertical red 
 3.inoo in thie and the three suooeediaff gn^plis. repreomit group divisions, 
 ivad the vertical black lines, zaedians* , 
 
 IPlie age ef these saoeie one hmdred ;^d twmtty-aix boye ranf^A front 
 13 yrc, i30. to IC yrts, 4 uo. T le nonaal pedagogical nge for lew tenth 
 
Btudents is from 15 yra. 9 no. to 10 yra, 9 rjo, (»«• eraph on page 7.) 
 Sitico prcKJotiona occur in the B&tkeley aclioola evoiy lialf year, in nalcing 
 the :;rapli the boyo were {arranged according to age in croupa, vaiyinc Igr 
 six aonthe* 
 
 The hei^bd and treicht of these maam one hm^red and tees^SFMiix 
 boys nua^d froti four feet aeren inclica to aix feet ttjo inchea, imd 
 oixty-oix potmdB to one hiBid»ed and ninety-two pounda, respectively^ (i 
 CXarim on pages 8*9) 
 
 The variation in quality aad qaiantlty of one year'a previous 
 :conpli3lirient (aa t^iujmn Tsgr sehool nax^a) of the t-wo htmdyed and sixty- 
 ' i low tenth c^ade pupila (boys and ci^rla) entering the Senior Hic^ School 
 jfrori the Berkeley Junior Hi^ SehooXa on Jcinuaty ^,\ 19S2, in ohorni in the 
 
 ule on p;\fre 10. The correlation lietxreen rjsneral intellifjehce ( as 
 aeasureA ty a group teot), a&B, and both quality and quantity of aoaderiie 
 Bcoouxjlidteeni (aa msaaured ly aohool credits) is oi^^nificmt. 
 
TryTTTrnr 
 
 ^ 
 
 
 CM 
 
 c\ 
 
 2^ ^ 
 
 ^ 
 
 Vi 
 
 fr> 
 
 -frf+1iifrtf4i^i-H4H44H4ti44^^ 
 
 'L 
 
 ^ 
 
 ^ 
 
 --it 
 
 i 
 
 ■±t 
 
 hrtTl 
 
i^!rrllTi|-iriril-':i:i-nirliiiiil7ifh-rtti-tiiilifiri-ii-rrlThiiri-irl-HTlffiTr^TffiH 
 

rr;T-:r :'-i"T-~i 
 
 r -1 1 -1 TT"-r-' . rrr:-'-:^ " " t ^' ■■ t-rr, rt !--^-r-t h- ' j-i rn ^; t rtirrt^-t-rrt : j-rt ■ 
 
Table SSLiomU\& ^o. of 3tud€aitQ, Chronol&i^leal «i««, 
 
 ^anXitgr ea& qMantity of 'JSa^Twac^ Cvsdit of a l^etaX 9£ 
 Low Tenth Pupils, Rated on a Seroa foint Seale 
 
 10. 
 of Oener.-il 
 
 ate 
 
 sr^ 
 
 Xat6llic;(»ice* 
 
 S on 
 ii iit«vea «f 
 
 ^e of donts 
 oeneral In- 
 
 1itiiili4fitP ff*[ f 
 
 =F 
 
 141-130 
 
 CSuPonologleaX Ae0 
 
 13 
 
 60 
 
 129-116 
 
 OS 
 
 te 
 
 E>4-05 
 
 J.;. 13 yro, 9 
 k» 14 yra. 4 
 
 %^^* 14 yra. 
 il^Toraee Ac^i 
 
 %HiU^ of Credit 
 
 vnXtm of 2*1 
 
 ^Him^t±ty of 
 Cjpodit (Ave«. 
 
 (... ., for 
 
 eaeh ciectbeKr 
 
 0.iri4 yra! 4 .S Ifll urtttn of I'mn ^S I iS 
 
 ii. 14 yro. 9 lao 15al ° * Il^a -*^ 9/l Q 
 i. . " . a a». 44^ • •III'b-a4»A> 
 
 i£^ 
 
 67 
 
 U.^» 14 : ra. V .o» 
 
 11* 15 yra, i.io* 
 
 J^9% 15 yra. 6 i^o* 
 
 tl. ^. 14 yro, 11 o.SBfr viMito of 1*3-^^3^ 
 
 tmite of l*i 
 
 4,004 imit« 
 
 4*^S wilts 
 
 4,674 unite 
 
 . 15 yrs, 4 lao 114% « 
 
 ^.»'i* 15 yre, 11 no 
 
 ^ 
 
 "tJ,'^,. 15 "rs, d iao'. 
 
 41 
 
 I. 16 yrs. lae* 
 !•• U IC yre, 6 at* 
 
 33SSA. 
 
 ^ 
 
 loii 
 
 " lI*o-6iLsJk 
 
 
 ' 3 w-t^t'n of I^8» 
 
 1» •♦ -II'8-:iL_ 
 
 4«^ tmite 
 
 4,050 units i 
 
 ik4-70 
 
 10 
 
 and 
 »low 
 
 iIV^, 15 yrs. 10 '50 
 M, IG yrs, 9 rso. 
 I.*<1« IT yrs. 4 -JO. 
 
 ■—^-t 
 
 3,37 Tuiits 
 
 S^xe vore no unusual clroiaieteoeee inoid<mt to the pgnneiion of 
 8 class frod the Junior to the Senior High School. Tet the fisatwrs of it 
 e i' "ner-a intelH^eoce f«Bi 70 C.I.t|, to 141 G.I,q,; in chronological 
 froti 13 yre. 9 luo. to 18 yra, 3 liio; in (}uality oi crodit i"roa 100 >& 
 KlI«o*to 100 >>l»oy and in quantity of credit froti three unito (the niniiaai 
 
11. 
 
 nuuber required for entrance) to soTen imlts* 
 
 tlam pr«o«dlnc g^apiie and table illttatr ite atxae of the dlfferenoos 
 between Indiyidttol pupils in a single class, Thay also oorvc to show how 
 vide is the mbs* 9t variation. Tliis eatiiiot be mttma 8» oXearly in th« toA^ 
 ter of lntoreats» aubition, htoam and eocial environiaent and ftiture plrma* 
 Ho-werer^ pMr«mal confUnranme with mangr of these earae etudente led to tlie 
 belief that the range of variation vae quite a« gf u t hKf, mm for the 
 f Victors wliieh have been charted. This eervea to show hem neeosoaxy it ie 
 for the eehool to roco{^a« tltesM and JBaflgr «ther uixferenevs if it irtta^ilg 
 to ncet adequately the needs of «aeh pupil* 
 
 faitiniTT* - T^ ^aae n«thod in edx»ation is needed bueanse ff (l) 
 the Taat increase in tJio public scliool enrolnent, (2) the lonpor poriod of 
 coupulsory acliool attendance, (s) the brealdng deim of the appront icoohip 
 syattm. ond the d«sand tlmt the public school offer training In no re 
 diversiflod occupational fields, (4) the difficulty of adjuatawit in the 
 couplex environriont of tlie present, and the reoponcibility that is beinc 
 placed upon the school in helping soIts the problaa of selection of voc.>. 
 tionul object iven and the problem of placeacnt, (5) the constantly crowine 
 dOLi vid u on the school for tr Ining in citizentfiip and (g) the increased 
 reuijuiiuiuiiity of the ocbool in .lootinc the nental, physical, social and 
 recreational needs of stndents* 
 
 All of these additional responaibilities of tJw public sehool, 
 •Iteupled with the now reoognisad individual dif f«3rfflicfts wjong atfteol chil. 
 flaren. xsalce a easeful ease stu^ of aaoh individnal pupil naeesoory* 
 
I 
 
12. 
 
 CHAPTBR II. 
 THB PSYCHOLOGY UPOH WHICH THB CAUS MBTHOD IH KDUCaTIOH 13 BASSD. 
 
 The scientiflo basis for many individual differences, and 
 for the understanding and deTelopment of the ohild are found in 
 certain psychological principles. 
 
 The beginnim;8 of personality . — In the beginnings of in- 
 dividual life human personality consists of tne following inheri- 
 tances: (1) the sensory systems, through wiUoh the enrlroninent acts 
 on the individual; (2) certain simple but all important tendencies, 
 instincts and appetites; (3) certain capacities wiiich are wiiolly 
 latent at first but come into action with development; (4) sii-ipls 
 powers of muscular action by which responses are made; and (5) a 
 sense of sAtlsf action or dissatisfaction growing out of action. This 
 neans that all human beings have the same qualitative make-up; how- 
 ever, it does not mean that all have the saas quantitative make-up. 
 
 Variations in au man capacities . — Differences in sensory 
 and neurological equipment, in fact slight differences in the total 
 oriiianic equipment are now, for the most part, taken for granted. 
 According to the widely accepted theory of tiie original nature of 
 man. every individual at birth Is as different in the construction 
 of the cell combinations that aaks up the nervous system, as he is 
 in external bodily features and c/iaracteri sties. Consequently it 
 is reasonable to believe that there are both possibilities and limi- 
 tations in the development of any one normal brain. 
 
 Hiat is meant bv intelligence . .. According to Goddazd, "Ths 
 chief determiner of human conduct Is a unitary mental process which 
 ws call Intelligence; that process is conditioned by a nervous 
 mechanism that Is inborn; the degree of efficiency to be attained 
 by that nervous meciianlsm and the consequent grade of intelligence 
 
II 
 
 13, 
 
 or mental level for each individual is determined by the kind of 
 chromosomes thait come together with the union of the germ cells; 
 it is but little affected by any later influences, except such ser- 
 ioW« accidents as may destroy part of the mechanism," Stem, on 
 the other hand, defines intelligence not as a unitary mental pro- 
 cess but a8*a general capacity of an individual consciously to ad- 
 Just his blinking to new requirements."^*^ Very similar to the latter 
 is Dearborn's definition, namely, intelligence is "the capacity to 
 learn or profit by experience." According to Teraan,^ an individ- 
 ual is intelligent in proportion as he is able to carry on abstract 
 thinking. 
 
 The mea surement of intelligence. — During the paat few 
 
 years, the expression in psychology that has been repeated perhaps 
 
 most often, is, "The measurement of intelli^^ence. " While some 
 
 psychologists affirm that general intelligence cannot be measured, 
 
 the majority are of the opinion that its most important phases can 
 
 be measured. All admit the diversity of intellecual capacities. 
 
 yy 
 According to Binet, tixe child differs from the adult, not only 
 
 in the degree and quantity of his intelligence, but also in its 
 
 form. Psychological studies of school children by means of standaxdk 
 
 ized intelligence tests have shown that there are aauij grades of 
 
 intelligence, ranging from idiocy on the one hand to genius on the 
 
 s 
 other, Terinan sxiows that in testing a thous^ind or more children 
 
 of the same chronological age, it is to be expected that the range 
 
 X Human Efficiency and Levels of Intellifcjence. lage 1. Goddard. 
 XX Intelligence and its i'easureraent: A Symposium. V.A.C.iienmon. 
 
 pp. 196-199. Journal of iid. Pey. , Llay, 1921. 
 y The Intelligence of iJchool Children. Terman. pp. 317. 
 yy The Development of Intelligence in Ciiildren. Binet - oemon.pp.lSS 
 z The Ueasurement of Intelligence. Terman. Cjiapter I, 
 
14, 
 in mental age will extend from tiiose who are tiiree or four years 
 retarded to those who are three or four years accelerated. This is 
 in agreement with 3tarch, who states that mental abiliUes (includ- 
 ing general intelligence) range without break from the lowest to the 
 highest* 
 
 Q^her individual d ifferences. — Children arc firot of all 
 indlTl duals and not types. "In the physical Ciiaracteri sties of the 
 sense and motor organs, in the strength of instincts and capacities, 
 and in the nature of their preTious experiences and inborn and ac- 
 quired interests — no two children are exactly alike.** By the 
 time oi^dldren enter the public school, they differ from one another 
 not only because of different starts at birth, but aUo because of 
 early development, training, and home influences, as well as factors 
 of personal hygiene. The general causes of individual differences 
 may be suoMd up as heredity, growth, disease, environmental faotorf 
 and practice. 
 
 How to understand the individual cr^ld. — Together with 
 mental tests, we need the case history of a cxUld, including an 
 analysis of the determining factors and special Individual tendencisi 
 Out of this may come an understanding of needs and capacities of 
 tne individual, and, am a result, a just treatment of each pupil. 
 
 yormation of habl^a. .. The chief problem in the education 
 of an individual is to bring about the desire and the ability to 
 make the right Ciioice of responses under all combinations of stimu- 
 lation and internal desires. An acquired habit, from the physiologi- 
 oal point of view, is nothing but a new pathway of discharge formed 
 in the brain, by which certain incoming currents ever after tend to 
 
 X Bduoational Psychology, otarch. pp. 23-26. 
 XX Principles of Teaching. Thomdike. pp. 68. 
 
15, 
 
 eaeape. In other words, /labits are paUiwayo tiwough nerre centers. 
 The duty of the school includes the proper encourageiaent of certain 
 emotional assets, interests, curiosities, ambitions (both vocation- 
 al and aTocational), likes and dislikes, as well as of purely in- 
 tellectual assets or knowledge. Fortunately, many of the instincts 
 and eiootions are paired and the type of stimulus which the scuool 
 offers determines which one of the paired instincts and emotions 
 will respond and, by repeated responses; build up habits, riabits 
 transfer into life controls or ideas, and these in turn into ideals 
 which make for a better society. The case study will reveal some 
 habits that need to be broken and others tnat need strengthening. 
 Satisfa ction and dissatisfaction as springs of action. — 
 Whether or not an action will be repeated voluntarily depends almost 
 entirely on wnether the result of the action is "satisfying to trie 
 organism," rience tiie need for the teacher to recognisse by personal 
 approval right actions on txie part of the individual pupil. (Too 
 often misconduct only is noted). The part tiiat ernotion plays in 
 the formation of habits must not be overlooked, for it is easy for 
 an eraotion^(to^:eV«itJ beoomo a satisfaction in itself. To illustrate: 
 Occasionally a morbid girl actually enjoys tears and the blues. 
 This is particularly true if the effect of her "miserableness" 
 on other persons reaults in coddling wxilch flatters her sense of 
 importance; or if hysteria gains coveted ends at the price of pre- 
 venting a "scene." However, it is only by knowing and understand- 
 ing the hidden springs of action of each student that one can draw 
 correct inferences. 
 
 Keed fo r an understanding of outside influences . — It is 
 necessary not only to know in a general way the capacities of each 
 pupil, but also to know sonetiiing of the forces that are acting 
 upon his life. A study of the pupil's home and neighborhood en- 
 vironment shows to a certain extent w/iat sort of stimuli tiie child 
 
16. 
 
 is exposed to during the nineteen nours of eaoii day timt iie is not 
 in school. If these stixauli are such as to call out the lower in- 
 stincts and eiootions, it say be Tery difficult for txie school to 
 offer strong and continuous enough opposite stiiuuli that will pro- 
 duce better habits. However, a knowledtje of hoioe conditions and 
 the pupil's own attitude toward life will at least offer the school 
 a basis for the selection of those stimuli that will encourage the 
 growth of ideals fostered in the better class hoxoe, or counteract 
 to soiae extent the influence of bad home environment. 
 
 The chief prereoui sitca in the process of eduction. — 
 Assuming that work assigned is commensurate with mental capacity, 
 then interest in work, attention, and apperi^ratiTe basis gained from 
 contact with life are the prerequisites in education. Associa- 
 tion explains recall and attention, hence the need for the teacaer 
 to express her subject matter in terms of the experiences of her 
 pupils. At the same time she oust remember that, "The old, UiC 
 near, tiie accustomed, is not that J^ which but that with wnieh w 
 attend; it does not furnish the material of a problem, but of its 
 solution.* Hence we see that the first condition of instructing 
 pupils is to know them. This necessitates the making of a oas« 
 study of each pupil. 
 
 l^yamfX* — 7^ psychology upon which th*ea«« nethod in 
 education is based, is founded largely upon the theory of indiTidual 
 differences. These differences are in quantitative mke-up, in 
 the construction of cell combinsjtions making up the nervous system, 
 in grades of intelligence and in results of environment and ex- 
 periences. Hany of Uie individual differences, needs, and capaci- 
 ties may be discovered by a ease study. .Then such factors in each 
 
 X iiow We Think. Dewey, pp. 222. 
 
17. 
 
 pupil »8 life are known by the soiiool, tne training of tiie indiridual 
 pupil for the formation of certain desired habits, for making the 
 best use of his motives, environment, and influences, is also based 
 upon certain psychological principles. 
 
 Ik 
 
v 
 
zxx. 
 
 waoeBgrnjai otsuaa nm ja xesimsxm am Banmr, 
 
 18, 
 
 While tho following outline la serey followed in its tmtiroly for 
 ^e ease Iiiotoiy of any cam a^ool clilld, it is piirposejy £iade ireiy extensive 
 in order that it naor be a source of data free which to s^eet points to be 
 eonsi^red in tuycing s briel ease sliii^ to nest f^i^ecial needs* (See 
 apter IV, liow To Jfeke A Case Study), She Inotruetions for Uslne this 
 iiggeste* Outline ajee «n ^mem 40-48* All toples whi^ are sientioaed 
 
 ere ur© siailced in tho outline with a "c** 
 
 OutliiMI 
 
 Cese Slti%'» 
 
 
 3. ^elejlMHMi,,,,,,...^ 
 
 7* Prerl^am 
 
 IRLae^ 
 
 4. 8«c 
 
 §• Sate of Birt h o Plac^ 
 4* lationalit v e 
 
 Tine 
 
 i;«. 
 
 A. Ciiiicol iIistoxy:c 
 
 1* unusual pvenatol conditions and ewadltious incident to l>irth 
 
 ith of father 
 
 UothcT 
 
 3« Whiah relativos ^ave or liay«> }iad: 
 
 3h»ilei>gy ,o {J^sneeo^ 
 
 Bsaxt fiissai^ 
 
 4* Op«rations_,_ 
 
 mm II I I II I 
 
 Tuberculosis. 
 
 ,^ Ag% 
 
 5. ^'•^-'^ftcit gKier^a >lth: 
 
 i ofjo neals tlfjiily ,.....^^. _^ 
 
 II * i m iifcia ^ tt— 
 
 After effaot^ 
 
 i.it betweea seals. 
 
Health, cont'd.' 
 b. S:i<;ep 
 
 »• 
 
 AHon^ 
 
 ^Indowq, 
 
 ^M^^l^ 
 
 A» CJironi© CoagtlBation 
 
 C» %Mi|i(4sa« of oeryofuaagaa , ^ 
 6« ^3erlou8 Xllii«i»e«s 
 
 
 lton.nl on 
 
 jiU;:iT/i[ 
 
 lnnu«i."ji\. 
 
 7. > atcsintlc !53wrcin« - 
 
 8. :^ciintrn.-i.tionl Int i^tmainNI C««i 1 
 
 dttr:'.tl(W4^„ 
 
 
 ^ flballport. 
 
 esnmaslm 07 g^sft^^ 
 
 -^.^ i RasulaTityij. 
 
 : 3cv.n'<^_^,., 
 
 9. Addltiv.n.il H.Ti.ii*^ 
 
 1. nxfi 
 
 5. no i5i€ad.on 
 
 3. ^-v^cai...,^,^^^ 
 
 &• i1«c© and Tlupoat. 
 
 6. "SunailB 
 
 >•— ■^<«^' ^— W iMWi a w 
 
 JJerolopuent 
 
 0* Bsort Rate 
 
 
 10, %oo<S VsnamLv e 
 
 12« glafaa a _ 
 
 IS W^mih awhitMu r, 
 
 14. Aetimoidfi 
 
 
 t 
 
 loi* cllitiaul i. 
 
 fj, .*wne ol* t^ 
 
 ciaZ:lne 
 
 JOTU - { of f 
 
20. 
 
 1. 3^t<u 
 
 Ion: 
 
 Krtani rtacf. 
 
 2* -V:e_ 
 
 3. 
 
 11 • Glrtlia: 
 
 »oTri?JL 
 
 * contracted. 
 
 ^mxpaatloon of lioth tiM aV>ve -«dth 
 
 9064107* a noTEia« 
 
 oixaaiialon ^ ^ ^ 
 
 4. JUmg capacttgr. 
 
 fi%h TLh nosenal 
 
 5. H«i£:ii,r. — -itm-^.-^ing 
 
 Jbqfttztsion , . „ 
 
 Waiat 
 
 'Q' ', — C-40;..W_ 
 
 10 
 
 abdonaK\_^ 
 
 Oftl^pft&l« ijiaeMttination: 
 
 !• X>afco 
 
 i«SL 
 
 2. Lateral Siagaoala , 
 3* Posture 
 
 arrj^ 
 
 Afttarior 
 
 4. Ccrraetiots^. 
 
 6. i:'ii!,.-i:Acerient , . 
 
 ■^1—1—1 »iiW -WMQIWMWfc^ 
 
 0, I'lexioi'.lity^ 
 
 p^-%. i i^>ij» . — <a n » 
 
 Hci^b!^ 
 
 TviiSt 
 
 j)i «pic4Aj v^-.^-. . ;> ., ^ ,^ , 
 
 12, Al?#OE»infdL lausole c . ^ , , 
 
 13, -...i^i uii-' ^-^.ti^vc TvJL n , , 
 
 14, iJcet iVo«ation: 
 
 Ooyraetia n 
 
 j'ijiuXt^/ud 
 
 foai^ 
 
 Am^* AW> 4 A«» A-m>Vi 
 
. 21. 
 
 P«et Prb nation, <foniirmod 
 
 Disability, 
 flhoe s 
 
 1. ]lMHM&NBt«Btii tjf gxmv 417 indivictual t«st»t 
 SKke of taa t 
 
 Score wtfim \^ Hbp H 
 
 Intelli^enc© quotiafi t 
 *>ciEiiner*© ooML:<«fc ^ , 
 
 ^. UnususX drroloixittttaJL foots. 
 
 ttO«t_ _____ 
 
 Q^l*ff> Bm^ilifn 9aw4^f laaff C^-eorrible eoid (%ifa.vor ule Irroculai'ltica of 
 
 (ion x^rtmlia* 
 a. Thoso vihmtinc pa^eb^H«m or mxprmrntoriB of netivt ysitelo^cal pro* 
 eessos which as* not pe aaanw t t a»<t ilsoNI altoTutiona of tlio nin&« 
 
 !• it^rau Jiavo "b^mk seleetod ly tho r afior ttro yoaro* Qxperi«ieo 
 
 workizi with isantal '--♦a^ ait4 aflex ouuforrine with otcigiiltinc 
 
 po\c.ao o i;;ta Of tho B:. .. dopurfkaonto and directors o* ac>»ol renaaroh 
 
 h 
 
 ia rfoctlon of tito ottttiiM tm» -prt^axnd ftgr S*r. J. Harold WiiiiaB» 
 of the Ca3.iforaia Bureau of Jtrranilc Bfc>ac.i:?ch, 
 
22 
 
 
 9» (^BftidLatite irrldenoe of Ttorsims thovonghS^ tarilllar with the in* 
 
 4* Xrifliieneos la^iicli alleviate er dotSttct ilnjia the uiAial osntaX ooi** 
 
 *^^ ■ -I • I ' • - T I III I 1. .11 1 I ■ 1 ■ I II 
 
 ft* IlluatvotlTe mA&Tialt Oanples of tlie fiqpil*8 convoreutiim or 
 letter TfTiting vhleh would Indieate a tvadmuasF temurd al>«rratioB 
 
 1* A^ «i (Baaterint: ectiool^ 
 
 2. Iluaaber of differetxt eehools att«ade^ 
 
 3. Pre ent frtmdm ia ■olio*''! . , 
 
 (ill ease of p; • isMt eeliool m?p-'l) 
 a. OraOe r««ohed at txi<a biue of l<«fwini; full tine acl'bool^ 
 
 fiode of leoTing „__ 
 
 b. Loci^ion of 3ehool la»t atteosded* "^ CJLty« Toian or I>i8tyi(^ and 
 •t^ite _ _^^ _, 
 
 c. ReaaK» Tor lAtaVtm;; 8ohoo3»„^ ^, 
 
 4. ikiomit of p«(ia^4;xcal acceleration or retardatio n , . ^ ■ ^ j . ■ ■ l . * 
 
 5. Gsadee i^pped(l.e» low third etc) . , Oradea ^*epeaft«^ 
 
 flttl^eete ialcen flgmto e vae^'Wds 
 
 C. nccord of aoljoli^re. i>^: 
 
 I 
 
 (In the case of the olmmn^tvxy wAool child: fteenlts of ^tandeardised 
 c anal tents) 
 
3 
 
1 
 
 Scliool iIi:ttory, continueO * 
 
 35. 
 7. 3uli3cc ;-lled in (i.e. Uiatoiy, ote.) ___ e 
 
 C. oi; vjocta iculty or least intejreot 
 
 9* ^ of ceri .sliip faliures (Opinions «f class ten^chors, 
 
 " ^^tpil< and parents) ,,„„ •i.«.,,«»«»>«.. 
 
 10. Attendance: 
 
 Total ntaaber of da9« iapcs«it dovtaic «8C^ t«m or fraction of tern 
 "" • - « ab»«it • ••••»« 
 
 4 
 
 !!♦ A;Tiaication or «fiort,___ ^ Sibaipoir p 
 
 12. Tcodiers* epini'dns or cMl(i»a ubllitT 
 
 13, I'tirtiistoot aj^eeiia interest or si^g^erior XLCCC«91iate»mt« noted ty 
 t«Qtite»» in tyse fielc-o of t fn) manl e ; (l)HlafcbCRatict, 
 
 (c) ocieoce or iiatiuc •i-.' v. . ? (d) MeclK-jiiesa mafttulto. 
 
 {e)Dr..f;inc; or loRlnttr ut | (f) I)rBat\tlee ^ 
 
 14. x-UtUKS UO.^JOl PXiOkB 
 
 B(»td: %• tlie tlae Urn child lv»« ixucMuu aigh sciMjoi, wiia aaouid ln« 
 eluile ouch itciad as t lie roliowingi 
 
 ► — • 
 
 ii&aeaal .x^Iiool? : »jcltoQl1 
 
 •M»*i»a'-> 
 
 Jlooyital Xor iiurt'.io? ,..,, ^ , Xntiuaferial fielri? 
 
 Ilbte: Thece tonics Hixvfi hemt aelocted ^ tho ?>.nt>Jor niter ttm r<»n"f8 
 b^ o' cr^pcrionce in puolle odiool vrork, An ixvth «2€rs€mt'\*3r and 
 
 IB 8«««ndax3r •(dioolu* 
 
Z 244 
 
 1« J^uvor^iac reaetlonntd 
 
 CouKiTnte incidents ocouvrizii!: *»•* frequently, or outotandiag wvmats 
 Blioviag J 
 
 ReGjrect for property of others 
 
 Heapeet for the ri^ht* of othcr c 
 
 Ronw^jt for lim an^ order 
 n Re^drd for spiritual r luoi? 
 
 iW # ■» fc a»- H | i| ^ iiM J » a**.. 
 
 ■'«*i'Wi>Wi><F^ W» «.r^. 
 
 S • 3>*?3 in 'nt.«»TTv 
 
 '^ " ■■ — — »— MiM<»».' Ill ■ m tiaii 
 
 1. ?hoB« in vhieh tho ^»pii p .rtlclp-^t*a ^th oth??rs:c 
 
 S'Got'bnll ; tcaiiia .„; daneoiU 
 
 noTioo __^: ca; ining ^^; «to 
 
 2. Th»a# in ^M.cii tha mipil partiolp tt<;« /ilone:<j 
 
 ^^^^in;..^__ ^j bool:a ejo^od isogt , » 4K0WJiM« of 
 
 taJ.Qnt such aa cttstc y , , -uX^ __, otc. 
 
 5. Bo^sitiuno hold en terjaa 
 
 |Ma*^*^MM«» ««flMfl[h*««qtal 
 
 U I^ea^s of nrowss , ^ 
 
 Ls OQction of the otit3Lin<j msf) t»r«p-ir«d V tli« aitthor, .%ftor rrrimrtnc 
 rocordw of •Social tmrt Morrxl C'arjrriet eristics* rinfl ♦»Confiimfi" vfxidh ytev 
 Lly /pradod '.a •Cond*, "Sftir** -.^d ^Poor", .v-f r- i '> . : tjio reader no 
 
 ^Inita wnclorot;indi«g of t:ac pu:;il»a social ajid ai»ti»aolal rQa<ftion«, 
 In proporinfj oections Til , VIII, IX ami X of the al»w ottt line, the autJior 
 drew fron her CiHi exi^srt^nce, bui alao rovl.iwod tlio racoit! foaew 
 j^ tiuitjy public acJiools, Juvoill© ylfic«r>'mt bur^-iU's, T<*fomat o rlon, and 
 ionoa rc'joaroh faureaaa. Th«i after vi^^inB a t«ntatlT« outlina, uii^ c i 
 rod ^ith pui>lic ociaool •fficiala as to the faue af muih point liatod. 
 
1. 
 
 ^^^^ -MflHfflikftfr^ff* (see note TpagB 24) ^^* 
 
 G«&«ral attitude of the individual toifard Mogpaniono: Inclined to 
 be oolitarv • to have only one or tiro close elaaa e : to 
 
 be a ueuber of a ca^ic or clinu e r or to havo nixt^ conpcuiione.. 
 
 S* Deocription of cliuias with whon pupil openda moat tin <| 
 
 b. Younrer 
 
 Sane uo* 
 
 ,; Older. 
 
 3. Influence (if it can be aiio\m tpr specific facts). 
 PC Mtffe->-^i, iM-gtftyy,. (see note pac^^ 
 
 1. A^e at be£:innin£ woafl g 
 
 2. Rca»ns for going to work «....«_.»...^....,....,.„„^ 
 
 3. occu-uitional experience: 
 
 Uaae of 
 Jfina 
 
 City, Tawi [Exact title 
 
 or County 
 imd otate 
 
 lot job 
 
 i job 
 job 
 job 
 
 Eth job 
 
 of pserroii 
 job, or na- 
 ture of w&wlu 
 
 nrs, 
 per 
 
 
 
 Sate" 
 of 
 
 pay 
 
 — im^^ 
 
 Reasons Att i- 
 
 for 
 leaving 
 
 tude to- 
 ward tliiis 
 work, e 
 
 1 
 
 4. Preoent Job: 
 
 a. nature of tlic tmrk 
 
 b , Prot^ p p Bec ord 
 
 i»ate of JBntoring 
 
 I>ate of Transfer 
 or Proiriotion 
 
 Length of 
 Tiiac on Jo^ 
 
 eason for 
 ransrer or 
 
c. Training, offered on the .lob ^* 
 
 JL 
 
 6* Opportunity for 
 
 •• SoBM of iBo^layer^ 
 
 t, Haneo of dept# iMiad or 
 
 g, Sapl«7er*8 ot foreman* a estinate of pupl\. 
 6. Vocational Anbitia n 
 
 6, Reoult of Trad« and Ability Test 
 A* Bbsm and deserlption of test. 
 b. Student's score 
 
 e* Xxauinora* coti;ient « 
 ^y Ijiatorv; (eee note pace 24) 
 
 1* Saa» •X fkthfl r Afidreo o 
 
 8. ftrtienality of fathe r If deccaised, date, 
 
 S* llbmm •f Motlie r A<idrea a 
 
 4* Hotionality of nothc r If decea8ed» ditt^ 
 
 5. Hane of legal £;uardian (if other tlirin T^arenta ) 
 
 6. Health of parents: S«« clinical history of child, pocs* 1^. 
 
 7. Idterafly of parental 
 
 a* Tears In the tbiited State s 
 
 b. First or Second Woturalization naxtBr a 
 
 c. Speak, read or write Itttairf ^ 
 
 d. Read and ^^rite natiT* tongue. 
 
 •# A^a affld cTada wSt. lenrlne ocliool^ 
 
li, ..LL-i.cx- u^ eblldren In tho fanily 
 
 27. 
 
 Idat in order of af^, eldest flrat. 
 
 Sex 
 
 car oi' ">lrt]9i 
 
 amjiui>-^..« 
 
 ion 
 
 ass 
 
 sea: 
 
 Grade cor^loted on Z^ee^Uls 
 Sclwxl, or, Prosent Orade 
 
 M All JJtMWliii ■„,.,„,■.,,.,.. 
 
 ssrs 
 
 >«■>»>«■«•>•««« 
 
 f* OeciQAtien of parents: 
 
 Bother (if anpl<^e4. 
 
 _^ Ho* of hours awagr tfon hxaae eaoh 
 
 da y , ^ 
 
 Houaenrork dono "by?^ 
 
 10* Pathor's epeeiol intoreoto, I^iobbles or aoceeaplifliicient^ 
 11« Uother*o epw^lal intereots, hobbioo or acc(HapIifliB30iiA|^ 
 
 12. I*08itioiia of honor, truat, or recognition hold lay father or twfeher: 
 
 1* 9tand::rd of liringl 
 
 Ai'proxiji te income 
 
 Type of house Dwolli na^ 
 
 Baaenent 
 
 Apartnemt. 
 yiat.„^. 
 Hotel 
 
 He. of rooms 
 and approxinate 
 size of OTCh 
 
 Ho* tosAroons. 
 
 Ids^tin^;! direct ounlleJit(at least one out si do iilnderv in each room ) 
 
 ,.„ „ , „..,. .,; indirect natural lifht( licJit from an inside Trindow) • 
 
 artificial liiht. 
 
 i careful Tcviev of standard of living ettrds, f-iu^tory inspection blsnlcs and 
 i. ittier ^ioos ItoAiiii; SkMkls «aa m-ide. Jhean tliese and fro^ her &9» e^qser^ 
 
 i j.n Tioitine the hataes of school children, the author selected the 
 
 oove point 3 ao the onoa nioat vital to the ocliool, and the ones concorninc 
 /-dch aoro or leas ,te inforuation ctm be gained* 
 
Ventilctio n: Outaidis ^renh ai1», 
 olosed air 8Uaft_ 
 
 .; open air ethaft^ 
 
 28* 
 
 .; air only tlirouf^ another 
 
 roor ^ 
 
 Cleanlineaasx R«acH»nal3)l3r cleaH*^ (sfnae dust Twit no rubbish). 
 
 ■ 
 
 Sot* absence of flies* groaa«« decoraposlng refuso* leu^ 
 of earlMiet diapoaal, etc* 
 
 Pltonbins: 
 
 Toilcjt 
 
 Sink 
 WashtubB 
 
 J^iluyEteL. 
 
 R^Pftliff 
 
 JSXmiakiSSSL^. 
 
 rital eondltiont {l) Both par«nta in the latmmt yem^ 
 
 noL 
 
 Parents separated: yeit 
 (2) Pupil: ointact 
 
 ^ ^; n o ; Par«ttt8 divorced : yca^,, j;io 
 
 .; marrlG ^ ; divoree d 
 
 3. Parents' interest in and cooperation ^tli the scloool and ooouuni^l 
 interatite d e Indifferen t c heat lie . e 
 
 4. Religio n 
 
 b. Parental auT^ervisJo n , 
 
 II 
 
 Thlo blank will bs uaed onjy when concrete facte, that tvould be help- 
 ful tu the ocliool, can be giTca* 
 
 1. neatness. Sanitation, inprov^aenta: 
 
 a. nJTfUtUMEMB t _-«—.— ».»,^ 
 
 Tlote! The author baG aoooptod the Wliittier Scale for Grading lleicl^borliood 
 
 ditiouo. T3» above outline shows tlie points conGiderod. B'or definition 
 
 ems, directions a3 to ualnc the outline and for a Standard Score Sheet 
 
 provides xtn ifoim objective standards of e<Mapario*n aeei A Ouide to tlui 
 inc of liei^iborhoodo.W .W.Clark and J. Harold Trillions, ^Thittier 3tate 
 
 Stehool. fl9l9) pp 1-S5 
 
 3CX 
 
 Ci n is a relative tc».i and a concrete statetioit of facts nay troll 
 
 I he. .:.^£.tited for it. 
 
b. Cleunllneso. 
 
 29* 
 
 e. Hoadwac^s^ 
 
 d. highi Qoici vater 
 
 e» Tranapoirtation aztd Connun lent ioi 
 
 2» Recreational facilitioo: 
 
 a. Houe 
 
 b« CoDineiheia^, 
 
 c. Pli^eroiand frscllitles. 
 
 d* Otbmx pulOie fcicllitiea 
 
 •• Us«i^ 
 
 3. Xriotitutions and establlidtttatsi 
 
 a. iiducatioual 
 
 *• lavorablt_ 
 
 «• Unfavorably 
 
 d. ind»rtna3,.„,.,_^ 
 
 «• ^olaasifiod. 
 
 I 
 
 4. Sooiia St .tua of revidwite: o 
 
 a* -:^ducc;.t io: i . ^ 
 %• Maamlit v 
 
 e. Oocupatios^ 
 
d. Dili, onciU- 3Q^ 
 
 e, Cundag t . 
 6. AT«rac« quality of hosiL'stusinc propositus* home aa a ba«io» oatiiiiite 
 
 proi)ably proportiwi of noro favorable and leao faTorable horaea in the 
 !■ noirjbboxhood) 
 IXV. Illatorv 3abB«mi«it t^ i^fVTtoig fll?IBali 
 
 !• QucoesB In lii^er aoliool a ^ 
 
 2. Succeoe in induotxy • 
 
 I Bote: It is oas«atial tliat eveiy school keep a record, for tlio firct yejir 
 G ic at, of Its prodncty naaely its (pra<baates anu arop^outs* Their suc- 
 joeja in hi^er ocliools or in fields of industxy oMWurs to a £ren,ter or les» 
 ! extent the efficiency of a particular soliool* 
 
sx« 
 
 IH3TKUCTI0NS FOR USING THI5 3UGG35STI8D OUTLIia 
 FOR AN SXTSNSITB CASS STOBT. 
 
 Items in the Outline tiiat need merely to be eiieolced or 
 answered by a statement of fact (such as an address), or by Yes 
 or No, are not discussed here. 
 
 I. Identification. 
 Names , should be recorded vith last naae first. 
 Date of birth should be recorded in the order of year, month, day, 
 
 as in the following illustration: 1912 - 3 - 23. 
 Under Nationality record the naiae of the country in which the parent 
 
 was bom. 
 Under Previous Residences, the time should be given in years or, 
 
 if less tlian a year, in months. 
 
 II. Health. 
 Clinical history should be obtained at the time of the medical, 
 
 physical, &nd ortiiopedic examinations. These should be given 
 by specialists, opeoially trained physical education directors 
 will base tiieir corrective exercises directly on the results 
 of these examinations. 
 
 Name the inaatediate relatives who have, or have h:id, epilep*^ 
 •y and heart disease. This gives a clue to hereditary tenden- 
 cies. The noting of the presence of cancer and tuberculosis 
 in the home is important, for occasionally suggestions need 
 to be given as to the proper care and precaution against in* 
 
 fection and contagion. 
 
 Where Wenereal disease is known to exist, note siiould 
 also be ouuis of it here. 
 
32* 
 
 III. Intelligenoe. 
 
 M— ttjfmants. .. Mental tes&s axujuld be given only by special- 
 ly trained workers and should be interpreted and used with caution. 
 The examiner* 8 ooniraents s/xould include not only a statement of the 
 points in wnioh the pupil soor«d particularly hi<sh or low, but also 
 the pupil* 3 attitude toward the test as a whole, and wnether the 
 conditions under w/iioa Xiie test was given were favorable. 
 
 Unusual developmental facta. — TiMse facts can usually b« 
 obtained by conferring with parents, when occasion arises where a 
 knowledge of them is helpful. All stateiaents regarding oental 
 development Siiould be concretely illustrated with incidents to \m 
 valiiable. The rate of a student's school progress is often explain- 
 ed by facte regarding iiis premature or slow mental developmrait. 
 
 T—aiMr*s estimate . — This should be based on a knowledge of 
 the pupil *8 reactions to practical life problems, including aoad«aie 
 accompli shiaent. It should not be prejudiced by a score in any mental 
 test. The latter oay help to confirm a teacner*s estimate; or it 
 may cause her to make aore careful observations w;iich will lead her 
 to au>dify kier first conclusion. 
 
 IY« Other Mental Conditions. 
 
 The average teacher will usually be able to note cases of ir- 
 regularity of mental development, but siie will not be able to diag- 
 nose them. She Siiould refer these cases to a trained psyoiiiatrist. 
 Some of the larger cities have already established mental hygiene 
 clinics as part of their public sonool health work. 
 
 Tt ^mi natl on results . — These results of a psyohiatrial exami- 
 nation should be carefully interpreted by the psychiatrist giving 
 the examination. K>he can often suggest ways by w}iich the scjiooI 
 can cooperate in treating oases of mental abbcration. The sciriool, 
 in tum^oan furnish data that is helpful in explaining the meaning 
 
;*i«jJ«^W»Jt?». 
 
33* 
 
 of tae examination results. 
 
 V. Soiiool History. 
 
 ^irtaiff feioal acceleration or retardatlojii. — It is etssuned that 
 the pupil entered tiie first grade at approximately the age of six 
 years although the normal age for entering is often taken from 
 fire ye j.rs nine monUis to six years nine montiis. If the pupil 
 iMkes normal progress (one full grade each year), then by the time 
 he reaches, say the seTenth grade, he will be approximately twelve 
 years old. If he reaches the seventh grade when he is only ten, 
 tnen he is pedagogically accelerated two ye^rs; if, on the other 
 hand, he is fourteen when he reaches the seventh grade, he is ap* 
 proxiioately pedagogically retarded two years. 
 
 8tt|^.1ect3 expelled . i n. — Academic recoxtis will indie -te laore 
 or less cleiirly both subjects excelled in and those of greatest 
 difficulty and least interest. The records, however, snould be 
 supplemented by tae pupil *s omi statement. 
 
 Applicatiop or effort and behavior . — Statwients regi^rding 
 these have to be given merely as observations and estimates, as 
 well as do teachers* opinions of cniltdren^s abilities. 
 
 This word of caution snould be noted. T^ach teacher should 
 form her judgments as independently as possible of tnose recorded 
 by previous teachers. It by no means indicates an error of one or 
 the other teacher wnen the estimates do not coincide. Children 
 are not fixed quantities. They often show lourked changes from 
 term to tex^o. Incidentally these changes may show what the school 
 is doing, or is not doing, for the pupil. Such relative tezms as 
 •good," •*fair" and "poor* should be avoided; in their place use 
 brief statements of fact or observation. For example, a much 
 clearer idea of a pupil's application or effort is gained by such 
 statements as. Pupil wastes no time in sciiool; Comes to class with 
 
^ 
 
 lessons well prepared; or. Starts trork but seldom finisiies it, — 
 tiian one oould possibly get from a grade of "good" or "poor." In 
 describing beharior, it is also bf?tter to give a brief statement 
 of tne individual oiiild*8 outstanding acts and motives, as tiiey are 
 observed from montli to montii. 
 
 Teacner*s opinions of pu>il*3 ability ,* -- Here the teacher 
 suould cocapare her Judgment of ability with that of class records. 
 Frequently school marks and judgment of ability coincide, but in 
 many instances they do not. ?or example, a teacher may know that 
 an able cuild is doing only average work because of home responsi- 
 bility or because of poor health or worry. In such an instance 
 the aoadeaio record will show only indifferent school marks; the 
 teacher *s estiraate of superior ability will show that she thinks 
 the pupil not fairly represented by his academic record. In other 
 eaeee a child of inferior ability may do aver^ige work up to a 
 certain point because of ambition, diligence, and help at home. 
 These estimates laay be expressed as follows: ability superior to, 
 equal to, or infex>ior to academic accomplishment. 
 
 VI. Social and Uoral Reactions. 
 
 Favorable reactions. — These include both the attitude of 
 the pupil and his behavior. Stateoents sijould be made only where 
 tiiey can be backed up by concrete incidents. These siiould be given 
 in every case, or else the point in question should bo ommitted. 
 Such a record is far xaore satisfactory than subjective estimates 
 in relative terxzis or a long list of personal characteristics, such 
 as: honesty, sociability, consideration, initiative, leadership^ 
 neatnes'j, cheerfulness, and courtesy. 
 
 Delinquency . — > Under tnis heading naJce a record with the date 
 of only real misdemeanors such as repeated use of vile and profane 
 language, stealing, persistent lying, iiabitual truancy, violence in 
 
35. 
 
 school, or obscenity. If the pupil is under toe care of the Jure- 
 nile Court, record that fact. 
 
 Many teachers hesitate to record such facts because they feel 
 that they are tiiereby condemning the pupil, or depriving him of a 
 possible chance of making good later on. If these records were ac- 
 cessible to others than thoae who are directly and vitally concern- 
 ed in helping the delinquent pupil this might be true. However, 
 school officials are learning to practice the same code of profes- 
 sional ethics as do the physician and the lawyer. Furthermore, 
 they would no more think of condemning the pupil because of past 
 delinquencies than would the teacher who may hesitate to make the 
 record. The dates of the record will show to what extent the school 
 is helping the pupil to overcome his special weaknesses and tempta- 
 tions. If he has not overcome these when he leaves to go to work, 
 the school finding a position for him must remember that he needs 
 to be helped and safeguarded. For exairiple, a school placement 
 secretary recently secured a position in a bank for a boy who, un- 
 known to her, had a record of dishonesty. He immediately misap- 
 propriated some of the funds of ti^ie bank, was arrested and discharg- 
 ed. As a result, the bank refused to cooperate further witii the 
 school placement bureau. 
 
 In filling out this record of delinquency care should, of 
 course, be taken to record only well established faeta, not mere 
 suspicions. In this way no injustice can be done the pupil. 
 
 VII. Amusements. 
 The rating, by the pupil nimself, of both lists of amusements -- 
 those in which the pupil takes part with others and those in which 
 he participates alone -- in the order of their importance to him, is 
 often significant. 
 
36. 
 
 A comparison of the iengtli of the first list with that of the 
 second may also give some idea of the pupil's social adaptability. 
 
 VIII. Associates. 
 
 Influence . -- Snap judgments should not "be made as to the in- 
 fluence of a child's associates; in some cases they laay exert a 
 atrong influence for good or evil, but in other cases will have 
 little influence. 
 
 Age . — Older associates sometimes exert a dominating influ- 
 ence; for this reason the age of associates should be noted. 
 
 IX, Working lii story. 
 
 Attitude toward this work . — Tuis record should include a 
 statement not only of the employed youth's present attitude toward 
 the jobs which he has held, but also his attitude toward them as 
 possible permanent occupations in the future. For example, a 
 messenger boy's attitude toward his work may be expressed as follows 
 Likes the work, but does not want to make it his permanent employ- 
 ment. 
 
 Present .job, nature of the work . — List here the major tasks 
 and the outstanding requirements of knowledge necessary for their 
 performance. In the case of the employed youth, attending part- 
 time sciiool, tnis will offer the basis of training to make him 
 more efficient for his job. 
 
 Training offered on the .job . — In visiting the youth's place 
 of employment, the coordinator should note carefully the kind euid 
 amount of training offered on the job, and compare it with that 
 which a job analysis snows is necessary for efficiency and promo- 
 tion. This will show whether or not the school should supplement 
 the training offered on the job. 
 
37. 
 
 Opportunity for advancement . — Since adyancement depends upon 
 tiie indiridual worker as veil as upon tiie type of organization of 
 a businesn, note can profitably be made of only outstanding cases 
 where no opportunities are offered for advancement, or where un- 
 usually good opportunities are offered. 
 
 Vocational ajiibition . — A child's vocational ambition during 
 the elementary and secondary grades may have no sliyiificance. It 
 may change from year to year and represent nothing but a fleeting 
 interest. In many instances, however, during the high school course 
 a definite vocational ambition emerges which proves to be determin- 
 ing. The record from year to ye .or will show whether any such fixed 
 interest and ambition has appeared. 
 
 X. y»mily History. 
 
 Baaber of children in order of age . — A knowledge of what 
 older brothers and sisters are doing, how much education they re- 
 ceived before leaving school, and how other children of the family, 
 still in school, are progressing, throws light on the economic and 
 educ-itional background of the child. It helps the school to judge 
 how much education on a full-time basis he will probably be able to 
 obtain and how nach his family may consider necessary for him. 
 
 Father's occupation . — This should be recorded as explicitly 
 as possible, i. e., list exact title of payroll Job. It gives 
 some idea of the family Income, and may suggest the vocational 
 Interest of the boy. 
 
 toother's occupation^ -- TiriS ^item here is the amount of time 
 that the mother is absent from home. Delinquency and truancy can 
 often be traced to the mother's absence from home. It may also 
 mean that the responsibility of the housework is left to the child- 
 ren, and may explain the cause of their absence or tardiness. 
 
38« 
 
 XI. Uorae Conditions. 
 
 Hn^ber of rooms and approxlnate size . — By coiiiparing tills 
 number with tlie size of the family (see Family History) the con- 
 gestion of occupancy can be determined. Less than four rooms for 
 each five occupants is usually considered below the minimum health 
 standard. 
 
 Parents* interest in and cooperation with the scuool and neigh- 
 borhood . — Definition of terms: 
 
 Interested: Send children to school regularly; meet requests 
 of school promptly (such as furnishing legitimate ex- 
 cuses for pupils tardiness and absence); carry out 
 suggestions made by the school to help the child; see 
 to it that the pupil does the home worlc assigned; hold 
 membership in parent-teacher association or in civic 
 organization of the neignborhood. 
 Indifferent: Show no interest in, or spirit of cooperation 
 with, either the school or other neighborhood organiza- 
 tions. 
 Hostile: Opposes the school in Its policies and upholds the 
 pupil in doing the same. 
 
 XII. Neighborhood Conditions. 
 
 Social status of residents . — Complete and accurate data 
 regarding many of the points listed in the outline under this topic 
 will not be obtainable in some cases, liowever, the elementary 
 school in the neighborhood usually has opportunity to estimate the 
 social status of residents rather accurately. 
 
89. 
 
 XIII. History Subsequent to Leaving School. 
 
 Success in higher schools . -- This is best measured by a report 
 of the actual scholarship grades made by the pupil during his first 
 term in the higher institution. Most senior high schools and col- 
 leges are very willing to send these reports, 
 
 Suooens in industry . -- Tills is best answered by concrete 
 statements such as the following: Has been steadily employed by the 
 same firm; discharged because of incompetency; salary has been rais- 
 ed, etc. 
 
40. 
 
 oumR iv. Hov TO mim a oasb firtwr. 
 
 Ik 1' 9fl3rtlMXT fttlWIIrtffln Uttlfttllt OWlAiljlgt 
 
 Ik ttm points to b« inoliid«d la aqgr east slitdr viXl b« iHioMlnsd Xarge* 
 
 TSr ly tht pwvposc for vhieh %im •»•• slwdlsr &• Bckde* and the tea(Aiev*B 
 
 i^otheoie ue te the beet tnre ef odoeMpaHiiAag tbail pwrpoee* la othev 
 «ox*de# the epeeiaX need to 1m aMt ehieli erefsr ehild iHPiiure to tlie eeheol* 
 ^d the Doeoiiae voere of aeeliiir it* will deteaslne iMLeh pointe ilioiild be 
 xuc&uu js.ro£i the ousipioto oaaewBiudr etttliae saeeeeiieA in QMkyiev iil» 
 
 XiivstyatiTe aMO&eef 
 (!)• iaJli»iamT fflliilinTW tf littftXIM viieliMw e s«pii Mmmkia ve0» 
 c r for rcc:uiar or eemM»tiTe flpatte«lieet liMthev tee irtunild 0» la fw 
 renuouo athletie actlTitiee} liMlliey Metteal or denied t y e ^iiea t ie 
 ^Bded| ehetlicr the vtfiiX ie atveac mtmtfii te oangr %he full eeeAMAe W9» 
 
 ill ehetbey olMieaDeUgr elew atiPWMttlet ia^ev^eotieae ia eiMli mmmml weik 
 lnB h:ixidvi*ltitt|7, fmd even the (motint of trill -out forth Aiid tho r»ed esdiiMt* 
 a > Kjt be due te a peev HMeemer eeaditieii eiOtti oaK^reyjriAke e evsiee 
 oerroot) lAiether tlie eehoel ie nakiae anueuaX deMMie vpen the ehild *e 
 life (reeent eKperlBoate Iwrt tfiew hew deXeterieue emielsr mt ^ 
 eieoiisr); meHkear eyeeial Heeltli laire 0mA4 be elyeeeed} elielher the 
 impii oiiouid emrell ia epeeial mttvitieii oXaeef aad •eeaeieneaJiar liiether a 
 v^l eoiuiet be helped ir fteeiag him tnm the feav ef a dieeaee (ehioii a 
 ptiQrBieal ewiaetioa rcvoole ae traee ef )i but ntdtth ftadl^r tradition ha« 
 itQde hla fool th«^ he ie deanad to hare;*** ta deeidtnif flwoo aad ^lailav 
 nuoetieas* tiui «Uilam >aaepetii<ir vlii inoxuue avAdXvieieae X2 (peiate A,B, 
 ^iad D) oBd XX (pointo 1» 5 cad 5l ef the e«9Xele entXiae* 
 
 H( ^^tiToe, the eaee etudlsr will inelude enoh peiate aet 
 
 l«hiid* i l^aturo pl^o (v,l^}, intetivte (V,13)* provlotie eeheeX aeeennXieb* 
 
 )ia«nt (V,fe), iateXXAsmoc (IXl, l), health (U, 6), u!.> o«tr.i ;o aipiosnjcrtt 
 
1 41. 
 
 I (X. 4). 
 
 liote: It nay \m that the latter Is makine meh Iotro .d«Biand» upon 
 lie pupil that h« cannot cariy a full school procrom, A study of tho Job 
 uay also show lA&at subject s ahoiad bo taken to mike tho ttudsnt noro 
 efXiciont In Jilo \7ork« 
 
 (3)« In dateriaiiiififf vfppj^/|infii m^if^^^Ty and "'"YtlHlinli tin OM« 
 ■tudy will include points: of Gens3ral health (II, A.^-^ intelligence 
 (III, 1 aid 3), seheeT hiotoxy, partioularay stateacmt of special interests 
 tuid axjcomplishaonts ( 5, 3, 7, 8, 9, 11, JJj), aooial and antisocial reactions 
 (VI,f,l), workinc hiotoJqr (tX, 3, 4, 5), and hOB« ©onditions (XI, l and i,). 
 It is nseessasy not on2y to knonn the youth, but also the roquirenonta and 
 opportunities of the Job into rvhich he eses* Hence tho case stu^ mtst %e 
 stt|f9X«Bentod tigr «t lesst a partial Job aaaSgrsis. 9he facta revealed \^ 
 the latter ma^ dissuade the pupil frou enterinc a Job that apparontly has 
 little to offer in the viQr of future adroncflment or training* A higher 
 Tocational objective nagr cause the pupil to deeide to stsQr longer la 
 school, and thus prevent premature SBpleyaent and a waste of unusual 
 ability wliich cones frim lack of loncer traininc. In ether eases, the 
 reverse aoy be true, and the youth will be better of, if mployed port of 
 the tine. 
 
 vac case stuil^ will include tho follewins nlnintaa points! ]^reoont {leneml 
 health, including ^gnaptoiaa of nervousness if any (II, A. ^'^S), intelligence 
 (III, 1, 3), peculiar mental conditions if aaor (IV, i, 3), attitude toward 
 stiidy ()/, j| ), outatandlne social rrnd rooral traita (VI), aooooiates (VIII), 
 BsmseLients (^'), and last but lay no aeaiis least* hens eenditlons (XI, 1, 3, 
 . 5). 
 
 (5)* In prevent ln;:r Amr±nn^»n^r^^ the ease stttdr will Include points 
 very sinilar to the above, and will be begun at the tine of the f;frg^ 
 ^serious lallure in ochool conduct; i^r practical procedure docs not lie In 
 
 ;.ijcri3 anu letters indicate subdivisions of auccested Outline for a 
 - ipicto Case 3tu<fy, See Chapter IV. 
 
4S. 
 allowing thtt court to establish first the fact whether « Tsoy or cirl Is so 
 
 >jcct ©f seeial control. And in the ease of the arerace child the pre- 
 rention of dolinqucnoy is a snioh easier task than the rccroofeine of the 
 life and habits of a delinc!Uont« 
 (6). Por further examples of points to be included in ease studies 
 -?ect p.-rticular problono see Cha^^ter V , The Use of the Case ^udy* 
 5. 3taadardi«iiA a«al— fe» ■a^iiylr./r d^itiii^ ^±wkm. 
 
 Whenerer it Is adzainistrativeSy pessible and a standardised sea&t 
 real wnrit is araiiabie, that esof ^ opyliaA mowJtat^ly and quickly, it 
 sliould be usod, for it affords u unifozn tatis of Jttd^Mnt* In the bImmbm 
 of standards, an aotual statemtst of existing faots, together with the 
 
 dnt of Tiew of t)M SKaniner recording the facts, aliould be made. Thia is 
 a leng|]9' preeess and Is not alvsgrs 8a;llsfactory; yot it is ^tter than 
 '.sureoMBts 1|r a Male tliat dees not measure, and is nut standardised. 
 
 L 
 
 4* Mi tim jamti 9frtflt yiim 
 
 Becure all available data froii oohool office filoo suoli xs:(l) 
 larship recoTf*3(for the elenMitary sehool ehild include records of 
 
 i^rds 
 
 ■ JHJiltots); (*')att«ii44«t# recordn, (3)r«ei8tratlun 
 ; (4)recoT plyeical ji / -^i 1 saananatienst (c)nental toot 
 
 d .t cards; one' (o) reports en luiuo risits lofr s<Jhool attendanoe officer 
 d the hqiic teacher* 
 
 If rOl theae separate cisattlatiTS record oaMs wer* aett»ily kept, 
 «iid were filed In a separate folder for each dhlld in a eentral ofilce, a 
 a V cljlal case 3tu<^ wpuld be the reault, with no extra clerical work in- 
 ^ , occasionally the mistake is mads of kocpin;: the pJrQraioul and aed- 
 IBal exacunation reoults in one office, the scholorohip records in another, 
 \mi tal test data oards in still another. The result is tlmt no con^ 
 
 'o±P, v^ioture of the pupil is aTilable; cind often the Tolue of eaoh separ* 
 e record is lessened because of a lack of tlio knvsaedg* of extenuating 
 
 I 
 
43, 
 -t . contained on other recorda, 
 
 UnTortunately at present nany aohools have only attendance and 
 sohol rahlp records, with posslbay a tena record of ono *teaohcr*a eatlimt^ 
 oi iiiie pupil •• health and conduct, 
 
 Teaehera who see the sotue pupil day ax tor day hare opportunity to 
 oaenro hie traits of character. Interests^ and aoconpllahnonts and foaa 
 otloates l>aaed upon cwaulatlye oxpcrlonce. A reoord of thoi^e obaerratlon* 
 nd atittolos should be Jcept. It not only helps a olaso toaohcr to think 
 laorc clearly In texas of a pupil's deTOlApmsnt, but also onables her to 
 ire a more definite and helpful report conoomlng a pupil. Heretofore 
 uany teaohora' r;itin60 of atudonts in "departiaent" and "conduct" have been 
 their own personal reactlono to aoro or less unpleasant experiences with 
 the atuaenta. A description of the individual child's acts, notives, do. 
 airea and tendenciea la nuch nore illui.ilnatinc. 
 
 ?or exanpie: "If a cirl aecDo to havt the idea that the world is 
 a( Inat hor and shows it by repelling friendly advances frora hor claoa* 
 , that is a nore inportant fact than that her departncnt la "poorS * 
 Since auch records are available In only a few schools, the data 
 i3t be secured ^ a personal donfcrenee with claoa teachers. The roac- 
 tiona of u pupil to the porsonalitioa of different teachers, teaching dif- 
 ferent subjects and using different netiiods are often very illiffiiinatinc. 
 Thoglviaer, cqpselor, or opocial teacher laaklnc the oasa stu^y 
 aot svaltt&te the judgement and poraonallty of the teacher of ferine the dati^ 
 and oecide whether in particular caaes it la bl:>jied by prejudice or riis* 
 deratanding, Obooivations and estioatss of several daao teachoro ahoiild 
 IB eeoured wherever poaaiblo* 
 W Social Diaenosia Pace 226. niohtaond. 
 
 6. PqgMnill Conference with the Put.il. 
 
 Personal conferencea with pupil o by sone faculty nonbor (who be- 
 
^ 
 
44. 
 
 cause of hla undBrBtonding of student life, position and reputritioii ixi the 
 iHUooI iias the y ap t rt wnd eeiifid«io« of the student ho^jr) thro^ nuoh ili^t 
 IB individual needs. In oases of failure in either scholarship or oonduot, 
 ^B 9upll*s own statement should alwaQrs be heard. 
 H These etnferenoeo are nutuall?r beneficial. The teadinr c^ins 
 
 ipful data, and it aeQr be that in return, she belierea in the student, 
 ;jid lets luu i^ov that she dooS| and this gives hia stiff iciont stanina to 
 ovorcouo posDibiQ indifferonoe at hono or jteirsonal handioaps, until finally 
 inner controlo ef chartwter are estibli^od and suoceoe is achiered. 
 7. Hy, ,Q VJHttBi 
 
 The indiTiduolizfition of educational diacjaAsia cannot be aooon* 
 pliahed witliout a Imovlodgt of the etnenl soeial lerei represented by tho 
 xe, and tlio e^:tent to iriileh it is favorable^ on tho irtiolo* to the beat 
 
 t vcreuto of the pupil* 
 
 i bt 
 
 Jai account of hocie conditions to^ooourato should bo based upon a 
 
 uiol vioit, and when spooieCL problems arise, the sohool vioitor per« 
 
 IBltas a Toxy roal oevrioe in interprotinr the ochool to the hono, and tho 
 
 IHko to tho school, Rofjularity of atteadttioe, ana longer attendrj co t 
 
 [school, and a better quality of work on tlie part of tho pupil, are ootmonly 
 
 out c one of a rioit to the bono. £lirthemoro, as teoehors loam of hone 
 
 ficulties thigr are noro qgnapathetic in their attitude. 
 
 Bore and aore sooiol relief ^rork, partioulc^ly for children, is 
 
 to bo done through tho a^sncy of the public school. Sineo by law, 
 
 tically every child conos under the ourveillnnoo of the rmblio school, 
 
 latter is often the firot to l&nxn of oases of illneos, of incipient 
 
 inquonoy, and of ncijleot, and of want. 
 
 Throuc^ the children, the school has a veiy definite iwint of con- 
 
 '^ ct with the hoiae. And a eonstruetive interest sliown Iqr tlio sohool, in 
 
 F majority of oases, leads the hone to be riore ready to oooperato with 
 public ochool tii.m any other social acency. 
 
6« YXpXI tf9.MilPlWi !Al,A'V^9^7]9I^' 45. 
 
 In til© ea«« of the eraployed youth, the Lug of a oa«e 8tu<33r 
 nliould InoXudo a ri9i% to th« plac« of «ciploynent. The sreport of tlils 
 visit tfiould Includttt (l}naturQ of the witk in vAiich the youth is rni^c^A; 
 
 ijapooiol training that the eohool mt^ offer to nake him nore efficient 
 hie Job and put hin in a position for pvoaotlon, and (3) eciployor*s or 
 Itoon's estimate of the pupil. In toiae eaeet the latter ne^ be nore 
 ijl^liEieBtazar to the boy thoa that of his olase room toooher. Vhethor this 
 or thu roTorse io true, the sohool coordinator oon perfona a real tervioe^ 
 lotting either the teaeher or the oiplogrer know of His suooess on the 
 4ob or in school* 
 
 fnrthonaere^ the intcreot shown tgr the school coordinator in Tisit- 
 :: the 'olaee of «cipla?nent often quickens the intere^ of the employ or or 
 ^ttaan in tiie y outli* 
 
 Ooeaeionally it is neeessaxy to follow up additional references^ 
 incd incidentally fxon parents or te lehers, to seoure the infornation 
 fneedcd* These additional souraea riay Includes Mtheol attendanee officers, 
 !3c:i )ol imrscB, forj.ier oaployQra, directors of boys and girls oluba with 
 
 the pupil is affiliated, relatiTos, occasionally probation officers^ 
 Juvenile court records, J5PC, 
 
 1* AaeiMtitg ^ wyppy *iHlftl ittilllU'^f I irftTlfltHlflyai T ^^V^^ p^ renting ae* 
 SlJULM^ P^tlsanftUTftil flgltgmi a proper nontax attitude is Just a» eei* 
 itial to the sttoeeos of a teacher in applying the case netliod in the field 
 
 • education as it is for the social cose worker* The attitude, described 
 llaxy S« Ricliraond as requisite xor the ouccoss of the social worker, is 
 iiloo the attitude that should be assumed tig^ a teacher, eeeldne to under- 
 at. uid and neet the needs ef the individual child* Miss Richnond writes thaA. 
 "When we face M^oh situation of our work with a mind alert to receive and 
 How ssggsstionSy alert to utilixs eocperience, and to make, tzy and test 
 
wae horpotheoio after another, wu«n we stask out with ©ntire villincnooo to 
 
 rove or dlaproT* our every inferonco, then the wH t«st«<l infcrono© ro- 
 
 •eals new fact, and now fact auggests now inference until ^raduall^ our 
 
 work ac quires a etrong, oloeely woyen texture and our ooae hlstorioa 
 
 doouiaenta iliat will well ropiQr stu^ (Sooial Diacnoais, Pa(!e 99 • 
 
 Maxy jS« Riohroond, ) 
 
 2« %kfXAr, %M flOT^aranot atjaLJjaXU6tXep'%3JLi KuV of the reol explana* 
 I tioua ;*u^t get at the yeiy root of the pupil 'a difficult ieo ore intiiiate 
 ad poraonal. The wiao adviser and teacher appreciate thia fact, and da 
 I not oncroach ur»on the aacrednosa of the pupil 'a inner life. The Q^i?-4*p 
 PQrgoaallty la to ba atudiad and rean^ot^ 
 
 The diaffiaaae-^ laental, x^^sical^ond aocial are nada entirely for 
 e benefit of the atudant and not for the inforroation of the odTisor or 
 ur, oava oa that inforaation will bo of direct uae to thm in helpini; 
 
 Pll pupil. In isaEQT problens that arise, to l>a helpful genuinely, the ad* 
 aer nust gat at the inaide aa wall aa the out aide of the student. Hawarer 
 
 io never done directly, but ly the indireet method and ly winning and 
 opoctine the pupil^a confidence. 
 
 Thia aana attitude zouat \)o ahown toward parent a and mployoro. 
 ^* JT-Qf/etting the itacaaaaiTa aitgtf^itibiTifcw o f eh^3,drey^i Care nuot ba 
 , -Jcen to evaluate tha data ei^«n l^r children, for often thiy ue^ what tJiay 
 
 ink v;lll be pleaaing to the advioer or tca^hor; or the latter'o aueceo* 
 tions nacT color thoir reciarka. 
 
 ^* ^^iwinn oonolmiiflna i^pon inmify^«4^| ^\^ t Judgine a ohiid^a nontal 
 nacity ontirely f*on hia rating in a group intellifronee tost is a ?aa*ing 
 e-anple of cueh an error. Another aiataka ia the auppoaition that the 
 
 uses of all opaeoh dafaata are phyaioal. 3)r. Ullian liartin, Conoulting 
 Pt^/c toloclat of tha Saa Vrnnaiaoo Sehoola, statea that a epeech diaturbanoa 
 io often a aiffaol, as it were, that nantally, not alona p^T-aicolly, aoei»» 
 
 n(3 is decidedly wrong— (conplofltea aa^ lie at tha teaa 9t aone apeeoh dis- 
 turb^coa)— it is, oo to opadc, a eall for aid in oolvine one'a aooial 
 probl«o and shouiu often be attaoJced alnost entireO^r frou thio standpoint. 
 
5. Prclttdiflft Mid awmifliti In liattnine to caae after cane of otudente* 
 needs and failuroa and handicap! one can easily get the feelinr that nil the 
 vorld is MMMWhat vavped* Btv«T«r, faith in hmum natiixs, m its oapaoitl^ 
 its past ocliioYOuents, and its future ideals, io of just as ereat iaportance 
 1^ the guidoBoe of youth a« is a knowledge of heredity, 
 
 H 6. gii>«ing one'e aninAea wma tha tmniH Vhio is a thing that haypm* al- 
 ' moot unconsciously* unless the adyiser or teaoher gaards againgt it{ and it 
 muut be t;uarded against. For tanaylai The aore nearly motivation and Tooa- 
 tional plaeanant becoaa a giTiae of informtion and not a forcing of the 
 ill of the tc !,e hor (but her eta»ouragaE«Biifc after the pupil has laade his 
 I own decision) tuo ijore nearly it ai>i>ro .o i. In Muae eaaos, the 
 
 icisioa Qsy he ne^atiyej for the cose histosy naor rereol faots thc^t vill 
 1mm the pupils* time Igr tihtmime. liiit lAuit h* is not fSttsd for, thou{^ hs 
 Urn aspirs to it* 
 
 ■ 7. tUniltay t'QllB^^R^^ m ^tttUnt* a worthwhile cass study Should not 
 ■p so standardized that It results in a foaaal arra^ of fasts dsToid ef in^ 
 Ksrest* In {^tlieriag data, the qfusstionnalre is to be aToided, «Aier«f«p poe 
 ^|t>le, for the sams reason* VurthMMsre, no routine questioast oSked for 
 1^ sake of filling out a fass sard and leading nowhere, Should he allowed 
 m interrupt a teaxthor^s busy di|r« 
 
 liould bs a hietor^s l*e» a oontinuinc: proosss, poxt of the d :ta being ob* 
 ^ned at one tlue, irihiea the need for it is present, and pari at onothor 
 ^Iqs, wtaum a new need arises* One cuat bear in nlnd also that a child's in- 
 l^rssts and elriaracteri sties are subject to frequent change* The euraulativw 
 lata are waat are signifieaiit* 
 
 1 9. TftUiyinK <?qq^ hjLff^(?yj^^ff %q lyf ^PA W IftfUfft ?^ft ft^f ^9^ ^^^y^CllT 
 m T^VAlT f<M»I»fA to ^^WRfi Vm m»AA» personal infomatlon iiu.it be 
 llnfidentlnl* Bsts that all nanes of pupils and plcioes have been either 
 ■aagsd or v^lthlield, (datatf an Intimate cliaracter has been likswlse with- 
 leld} in all llluotratlono of actual hlstorlGO oitnd; 1*«imhwr« imt* adHT* 
 
tlic aaae prof»aalonaa rthtfls on tM« point ao d» ii^- 
 
 10« Itentcting to Mapl9ttly>«a«riiiiS^ ttipll ww after naiiyuc ^ 
 £ri.J^4il3Ls V« lauflt not b«e«0M opinionated* Vhile the oa«« cuithod is the 
 !3t scientific uetliod ef neeting the needs of youth^ we are not all^-^nm^ 
 
 tour Jud0sente are not infallible* i^urthenaore, our data nill in seae 
 ee be Texy inoomplete* Hewerer^ the ease taetliod pre8U]ppo8e« that «e ob* 
 ve, rofiect^and oeispare before drsirine angr eenelueione. lluoh of the 
 te "' r»» roi sunder standing of pupils vould be eliminated if her jud^Tient in 
 oTory oaM were based <m this method* 
 
 IdealOy, m ijxc area(^ been eoEpiaiAed* tlis oass studgr viXl bs a 
 ivQ ease history, developinc out of a new and isore ooaq^viiMnsiTe 
 ! Btu<^ of individual difforences and ^etem of record keepingg bseause of a 
 7 Yior; point, naBMOar that of tlie inriividunlisation of e^ieationa& 
 a^iosis* 
 |c V!hon that Tiev->polnt beooies eenevol, ull those iriia s«m in con* 
 
 tact with the student, naaely olass^teaohers, epssisX adriseret att«tdanoe 
 officers, sehool nurses and pfei^rsieians, pIiT^nleal dirootors, hase -rlnitorn, 
 atid coordinators, will cJl. ooitriuite carel'iaiy d ted records (partial case 
 studies which they hays mads ts nest theiy particular needs) of a unifom 
 size that con be bound tocsther to foxa a ^Ni^lete case Mstory, that will 
 be }i( li)i'ul in the work of orvch and all of those oakinc it* 
 .! The riQking of these ease histories and the uss of theo will re» 
 
 •4n^<> tliat in all our oolioola of education, a thorou^»esing course in 
 social work be included* with the thought in nind tlmt one of the essential 
 T)arto of teaching is overoirht, care, and guid;mi;e of t*ie hinan nBfcerial 
 cu . ittod to the charge of Uxa soiiool, ao v/cl.. .: noroiy assi^Txinc and 
 hi jsons* And even the latter v/ill take on now Meaning as indi- 
 
 vIuujI needs are considered* 
 
 Until teachers are thus trained, oase atudies will have to be mads 
 V pcroo2i-<ol coixiittcoo or special teachorc, advisere, or counselors* 
 
TSB OSB OP THTS C4SS S!riID7. 
 fl» oaM sttt^sr ^ao the followinf rmxy definite uses in the field of 
 at ion, 
 A* »or JParcmt»^ T«ach«ra» and Jcliool l*rincipaa»: 
 
 1. In helping t«ach«rs think in terns ef pfopila and their devGlop- 
 aant ruthcv than eliiefly of lessons. 
 
 2, In diocovoring eoiises of failure in ncliolojpohip. 
 5* In ivouptns pupils into cImmms* 
 
 4. In understaitAine pupils and in suiting Hethods to their nsste* 
 
 5. In detenoininc the atiount of tn>xfc that a studsnt is ea|Mda« of 
 doinj;. 
 
 C. In aoourias ths 4>sinirttmiiwft of Juvenile dsfeetir^s to the pmpmt 
 
 ittstitutieits* 
 7. In himdiiae yjpstatts sf attirtiinai a&d discipline. 
 8* In ahBBiiwfl cmrsss sf stui^x 
 
 a» Gteios of typ^ of sohaoX* 
 
 1>. 3sSUetion of free sXeetiTss. 
 
 c. Ltn^ith sf tios that the ntudesit saa aset yirefitiibay apind 
 
 I in fUll*ti£ie school* 
 
 9* In finding haalth iteedis. 
 10. In viraTSBtiag dalitHmatwy^ 
 
 11. In intaipMtlae tlia aiSiaol to the h«Ba,si^ the hoew ta the aaliaol. 
 
 12. In dot waiainc oocupationol olsiJeetiTes sn4 jlrmaifint . 
 
 13. In ooaparatiag with m$Ji/t^eTa» 
 
 14. in diaaaTorine asd iMiytag pupils to ej ot sueh adaptive diffi- 
 MiltiGs as: tip aaa h dafects^sxtrorie ol^imoGu^inottantioa^ 
 ta—itivs n aa a to critioicn, dsQr rtTSMiiljiu, ate* 
 
 15. In neQtlnr the student's nociol aad at>seational needs. 
 
 (16. In ooopaamiinG visoly with other social agsnaies if financial 
 status or health of the fsciily or ot mr opeciea aaatfa tmrrant 
 
no, 
 
 17, In <iMiililliic a oollecG tm «dc for, aid m Miieol to (sire, a 
 
 definite aiui helpful re^port on a csadl&a^e*B qualifications. 
 18« In offorin{j ideas tliat will help in the oolution of sirallaar 
 adaptive difficult ico in other caooo, 
 B* Xmt ^%}hool Adiainiotratoro: 
 
 A nnaaxy of case I&istoriee of cliildrcn in a given group dvcs 
 flMdwol administrators a d<Mtailed and ooewrate picture of their 
 re ^p o naibilit iee and ep|>orttmlil«e« and offers then a seientifJo 
 haeie for their fmh^nuent T>lan8 ^mA aeti«Mi# (This Instead of 
 TTiiit la owiwiwwly «aed« nmmJ^i a iaa npwrtfii> foots durrounded 
 \3^ a cloud of general iiaprccaioyo, or an initation of t^ork dime 
 in other plocoe, or troditienal fozwi aeaeyt ed witliaut mntstion). 
 
 tratore^ 
 
 !• In the foxoulation of . ed«ie«li«Mtl pelioiea« ae xesaaMs Itarpes of 
 «tfu>ol8 to be eiAabiliaiMd* a»d tbt meetlnc of special prob- 
 leras mtAk ami health, x'ticrioaniaasllenitindusti*!!)! effioleniBr» 
 civic reepcmeibility* extrnirsiTHl o— peratlon, etc. 
 
 2, In detoxuining ^te oounseo of st\i^ Imat suited for a particu* 
 lar dlotrict or eoRRiunlty* 
 
 3* In the foxxsulatioa of nev units of instruction* 
 
 4* In tlie selection of specitil t emiili e i 'K %• iMMd 8pecit\l needs* 
 
 &• In dotcmiitiac %im leoation rmA Jsours of classes for part-tiae 
 students* 
 
 6* In detemininc the beat ntfUieds of cooperating vith lovlr and 
 lli^^r soliools, with Induct Z3r, and vlth social ageasles* 
 
 7. In preacntine specific needs to lecislitivo bodicn,in order to 
 seeure appropriation of funds adequate to meet tbe needs 
 vereaXed ly the case studies; er to secure provisions fMr 
 training of special teaxUiers, etc* 
 
3ine# apace <!••• n©t pefKdt the inclusion of illuatration© of all 
 the twenty-five uoeo of th« case otu<!ty llgftud above, the follotTlng 99fm% 
 yd be«n eeleeted as the onee arlsiBS xa«Bt futquently in the eocperience of 
 le author, and IMDOO fron wfiich she had the laxgest ftmd of aetual concrete 
 j^iol to rialte her selection. 
 
 Xa aany instaneee eehools have oaiplMwisvd subject ci?itter at the 
 
 clGveloiaaont , to over cone tais is one of the purpooce in nak- 
 -uae study of eaoii individual pupil, 
 
 fhe avesBfie teaeher, tousy, eiien aeked «taat ie the ideal vhicti she 
 B educator, holds for eaoh of her pupils, would, I iMlieve, in the najo* 
 of mmam^ wmtmeri "The ooaplete develoinent of each child to the naxi- 
 of his peeeibilitiec," However, few tixtimre have yet re?ili»ed that, 
 to approach feliio ideal, it is neceesaiy to know eaeh indivldnal child, 
 his streng&h, liio weekaess, his aspirations, and his linitatione. In 
 
 words, we »ii«t nsiDe a eeieatific stu<^ of what we hai» te start Tritli, 
 ily the pupil, liiEJoclf ; and then plea hew we eaoi J»lp that particular 
 t^upil to help hinoolf, so tliat he can £:o out to laeet life in teims of his 
 own beet selT* 
 
 Aa a oom^imt ^leck, we need a careful, dsaalative record fron 
 jooatii to L'lonth and year to year of laaqr points other thoa eeholaraliip, which 
 the one ^eaerallar k«P* at present, and which, as a result, is apt to give 
 prominence to the school ou^oct over the pupil, 
 
 The following •record cards" * ef a part-tine scliool pupil slww tint 
 ieaeher, laaklns the records, haa aooi^t to brine to the surface indi* 
 lual needo ana ways of neetin(^ theae* Uncenociouoly sZie haa pointed a pio» 
 
 :e ill oociiil ada^ation, 
 
 t^ Hotel T]ieso record cards are included not as sanples of case 
 records Co-*' ~ inc to the prepeaed blank In Chapter III in any partlctil.ar. 
 ^^ 08 -ive cise stu^ ohowinr une of the info mat ion gathered to 
 
 aid in t oial adjustment of the child. 
 

5S« 
 
 Part-Tino Gcliool. 
 
 fi«port of ProcyesB, 
 _: /a ice Loclc. 
 Attltud« Twmffi ItaplovELent ; Ubsatlsfactoxy (^/anta a better Job)* 
 Attitude Toward achool fiotkt QatiutactoTy , 
 Attitude Totrard Society t Satisfjxctory 
 
 Book-keeping* SWI ief ao t o ly • 
 
 Typing* Sgliofactoxy, 
 
 Ifete: The rating i» either: Satisfactory, or 
 iisfactoTy* 
 
 This particular teacher sends reports such as the above to parents 
 and erarloyers upon request* A student lariy also see his arm report vjhen 
 he dcoires* 
 
 The fellotrin(^ io a soaple of a second record tdiich the tecicher 
 keeps of each pupil for her own private use; and for the use of others who 
 ^® ^JiyggUY concerned with tlie personal welfare of the student* 
 ^VLice Lock. 
 ;e of birth; Ucc. 10,1903* 
 tionality t itaericnn. 
 
 le Conditiomtt laree fanily; nother not well; father a carpenter, 
 for noinK to work : financial Heed* 
 Place of gap^ fp|ffB|> Star Shirt Factoty* 
 
 ooent Wa^ i llS.OO per week* 
 Vocational Acibitio)i: To be a business wonan* 
 
 u- ide Hoached at Tine of Leaving IJ^ill-tiae School ; 9 A* 
 fatcred Rirt-Tine School ; S«ft, 5, 1020* 
 
 -%^eots Elected in Part-tiue Sdiooi ! Book-ke^^iag and Typing* 
 OutBtanding Personal Trait o ; Old and settled for her ace* Needs outlet 
 
 for her acibition* 
 
S3* 
 
 Oct • 3, 1920. Loot Job in aliirt factory because of harins t« ttl* 
 tend part-tli^ School* Went to ^rork in fnilt -packing el^ed, 
 
 Hov. 20, 1920. Truit s«aAon over. Girl in school four hours a dagr, 
 wosking imrd vn teok^kefopijig and typing and eae«7 to (^et a 
 MWTatarifld ^-w nit ion. 
 
 9tb. 1» 1921, f^ecuTGd a tenporary position for her in a candy store. 
 Tliis itas her first opportunity to oeet the public in a ^ntsiness 
 VGQr; for in the factory and fruit-sliiSA 9iim did not coim in con- 
 iset vith the eonouiaer* 
 
 Xwroh 1, 1931. BsssBnssdsd her to a point dealer^ who asked for socie 
 one trith coixion sense and vocie knowledge of book-keeping and 
 typing. 
 
 Magr, 1921. 2uployer hurt in an amieEialiila aMrtdsnt. Girl kept twenty- 
 one non buAQT on trork that was started; and with seaae aasi stance 
 flSB tt^loycr's 4(Mi£^er ran the store. 
 
 Jxme, 1921. Giyeai entire eharga of books and busin^m letters. In- 
 tensely interested in the paint-store Uisiness. A^ed to drop 
 her teok-keepiag and typing (in which she was getting a large 
 aoount of practical esipurience) and instead take up Interior 
 I>eooration and SalsMDanshlp at the Fart-tiiie 3c^ool« Is derelot)- 
 inf^ in self-reliaiw« and an undeirstandin? of buslnees ixrineiples. 
 ilapiy and enthusiastic. 
 
 Oct. 1921. Part-tiiiie tei^tchor Tisited tlie h(»3e« and decided tlist be- 
 eottse of the nother^e poor health, and the unl^gienic conditions 
 under which the family were living, she would txy and interoot 
 tht girl in a Red Croos couroe in Hone Hursini:- and }lt?^c:ione, of- 
 fered at tiis Part-time Sciiool. Girl «irolled in the couroe» 
 
 Vmh* 1922. Reeeired Red Cross Dipltaia. itothcr prevailed upon lof 
 
 iier diu£vliter to t^^ike tre<%lnents, w?iich the firt decla^^wl the Red 
 Crono course in aursin/; h..i tau{/Jit her ^/ere advisable. 
 
2. 'Tho ^^ ftf tti fiitf fftaif to ?4ffMrftf;irPr ca^^Mm §X Mlm^ ^* 
 
 In order to diseoTor th* 4Mitual ^m»^s for the failure of ^^-^e^* 
 vcxy ^tuioiit in t}ie Berkel^^ lliiji Oeliool wlio foilod In t<7o er rwr# 
 tB dusifltft tto fall tosu ef 19S1«SS* and to ati«tair^ to brine about 
 .ui adjust..ient, suited to Ms paxrticul.^ aaeds^ ^liereby tho failure 
 would not reeoovur« tho author ma&9 a oarefol individu^a stu^^ of each 
 cane. Out of a «l«d«fit«>b»^ «f approxiiaatftly fifteen hundred, there 
 \iore i;Qvo:.ty-'Uixi3^ stuitoita vlio XaiXftd to do half » or tnove. than h<af , of 
 the ii..^sn.i^ v^^oiait of vork* 
 
 % ooxiBultint:; 8022«eX £Mdr«^, Igr a peraouol osonforenoe* with each 
 l^udcnt, hie advieer^ and in fiuuBQr eases Me t«aehe»i and purents, prac- 
 icn.11^ all the points listed in tho followinf? eudline were obtained for 
 iach case* 
 
 Outline for Case 9tu^ ef Student Valine in Scholarsliip* 
 
 1. -bxie t 
 
 2. '.m , 
 HpNds in Seheol^ 
 e«seval latelligenoe, «m Usasnr^d 't|r C^roup Test* 
 
 ate BecQXd o^ i>reTiouo Scnolajtzkn.^ 
 Aaater of tenus etuait in Berkel«!!r 81^ Sehsel* 
 
 CondUiOt imd aeaociutea* 
 K i^udcnt ^^ttTitlea participated in. If :jr^» 
 [%0* Beaaojic for i!:J.^\^rm aidviineed Tagr t^MKhem and parente* 
 
 L* BectssttS ^^ran t^r the pupil, in vritinr^ for hie pgaaant fnilusre; hie 
 attltudti touord it; a 0€»iax>lote stuta^c x i to iicnv he plans to p o- 
 rmkt f^iiluTG in tho future. 
 
 Sotes Before the above f^aterimit -sae writtm, the selwol coun* 
 iMlor in pt^raonal conference with eoxtli indi'Tiduol stvdeni* eMg^ratsd te 
 hiu %ly^ a though ful busineas aan, wftio foiled, analyzed o^urefully the 
 
etwaten of Ma foilttrtt aad adjtulttd his busiaeM in the future in the 
 xi^it OS thaj^ aoalysis. 7h« stttdflnt .a* aA«d to do the oisie* 
 I 12* Hoao Conditions, 
 
 13. SHiture Vlcoie: Sxpeet to coiaploto M^^wihool coartset Preparini^ for 
 ■^ oollogof Spooial Vocational ae&bition? 
 
 ■■Ito %>«eial Interests. 
 Hp* Present Outside ftaplijriiiit if an:?* 
 pi6, Vvvt&nm sf sehool subjects for tlie ensuing year. 
 
 Hste: Hi lirht «f t^e alJOPte fn«to, this tr^e nade oxxt ^ the pupil 
 in oonferense with Ms aaviasr «r the sshool csimMlor. In a.-u^- 
 cuoou, tile 3tu< ISO conferred with hit? p-vx^mts* 
 
 ?« Counselor's n^^s fin to special deiTsets, elMUBseter traits as re* 
 
 Tealed durias i»x' conference, points to be taken up with advisors 
 imd iixdiTidual tiiatwrs, end needs th«t ahotad be eareftilly fol- 
 1^ loved up* 
 
 Hp« Sciiolarsliip record for the first period of ssTsn weeks sf the now 
 
 tcrtii, 
 19. ^ubseviu«Bi Betes* 
 
 JtiJMtbHtttitUSKtk* ^^® follevine is an illustration of 
 R whai sutth a eaMiNAMr &• the above reveals* 
 
 ■Mrft^l\^tlJ^ft?AI, (7) (l-)* \ J> is an ot tractive, - tronr* witl-built, 
 
 . lo -iiy appearing bey^ aged IC yrs, 6 ra>., nnd just finioldnfr the 
 |B|v 'i^entxi grade* 
 
 B iiiBttia Inteliiiis^fflii (o)(ls} In the Tstean Oroup Tent of Ccnoral 
 
 IBatalllgexme for >ii^ seheol students, givran in aept. 19!*1, he scored lucf 
 
 -uio, occoruiuG to Jir. Terpon, io tke e^ivalent of a uentnl age of ., l.^.y^.^"'0' 
 
 ^Qiote: Tlie nuabem in pareothasis correspond to the nusibera given 
 the inforoants. dee pas* 59 for this list* 
 
Hs&i^li^ 
 
 Ic I neans that the boy has a G.I.q. of 117, and rank« in the nentally 5^. 
 mpiirior" i;roup) 
 
 jj: (9). Hl8 tMiholfxrshlp record in the loca inteiMediate 
 )ol wa« "thoroughly aaticf ctory". Ilis record for the lov tfenth 
 bde (hia first tern at the 3«aior High School) wae as follOT?8: 
 
 L 10. J&neXiiix IV (i'^ailure), 
 Lo^ Sconoiaic. Ge^grapliy II (Satisfactory) 
 L. 9. Algebra III (Pioaeing) 
 
 L. 9. StanegjraplQr (Dropped before the end of the texu) 
 ^d ^k^aaciat^e (4)(9). Conduct, excellent, including at* 
 tendance. Aasociatos: boya ef 0»ed reputation of his esn ags* 
 
 9liiMlfil ftf ^Unrr ^^imtH \r '^nfV^fi*^ ^^ Parentei (5)(C). Ac^ 
 cording to teachera, tiie cauoeo of the past tern's failure were: lock of 
 cQordinafciAk iMrt^veen loind and liand (tliio thegr gsre txa tlie reason for 
 Alure in typing and steuograply). Siovn»es8, inattention — plain in- 
 iility. (ri)(3) Ilio parsbts explained the failure as lack of intereat in 
 subjects, frenuent and wide chanre of plans as to future vooation, 
 a preference for a jolly good time to li^ird stuclly* 
 
 yha 1kwr»« | fl || 1\ iiimi|T (l).*The one and only reason that I can 
 tnd for failing in all but tiso subject o is, thiit I did not take ry 
 )1 seriously, and therefore I did not otud|y or e-vea apply myself in 
 >ol or at hone, 
 
 ''Aluo I as, until the last f«» veeks of sehool, undecided as ta 
 future vocation. Tliis last cause is more i»Q»ortant than uir^t be sup- 
 ►sed at first tlioucht . W]icn the oeuester l}e68n, I had tlie idea in r^f 
 id tluit 1 would like to take a short hi£;>»8Cliool course in counereiol 
 lects and try to raake a success in business without a*^ colloj-e train- 
 ig. To ti.is end, I took up: typing, shorthand, econouic geocraphy, and 
 
 iercial iiiitilish* 
 
 •I had hardly started the semester whan sseieone told ne that I 
 »uld .iiut , I a4£ra«d with iiin; and at first ly fai.iily also agreed. I 
 
considered it, therefore, a foregone conclusion that I ims to becon© a 
 conuercira artist • Iiioir«T«r, laQr selX confidence was won idiatteved^ azid 
 I tliat I should probalily follow a coiarrjGrcial lino of Tw>rk« 
 
 |> *Zn the neantixM, I had heen planniag to take all the art and 
 
 l^norliie olTtainable in school, tolce a f«v general suhjects, such astliis* 
 I toiy^etc, smd then attend art school. With this prograci in victr, I ha4 
 not .ccn ; C'ii ixuch p.irticalar attention to ly work in sdiool, imd hsfw 
 inc dropped behind in ahertlmnd, X dropped it, 
 
 **! continued tl^ms, until sqt adviser oa»e to the house; and I wa» 
 induced to folXov «Uat I bov consider the saner plant tliat ef entering 
 lie Collcee of C«aQcrce at tlie Iftiiveroity of California. It xras Inr that 
 line too late to rectify sqr atistakes of the past soEiester -« the result 
 jf vrhioh wm ham trnwit 
 
 **But, going deeper than mere indecision in the laatter, the \i»tole 
 ase revolves around the oatter of lock of sttH^f* Bad X studied ev^t a 
 odorats araount for aost of the ssRMster, X oi^t have passed in erezy- 
 exoept shorthand. (This requires special otud^). 
 •As to reasons wijy X did not stu^, aside from sheer lasineso, I 
 tliink of onOy tore, Tirst, lack of interent, for the reasons already 
 ated; second, a sort of reaction froaa ochool trork, brouf^ on l;y tmi 
 periods of sluggiag eX sozasthlne that I could not uake r^crself interested 
 in, as it lae only a purposeless grind leading newliere, and certainly not 
 
 I, Um direction in vrliich X vas at tliat tine interested, 
 ^i^r present ieolin£;B laay be f :J.rly well luagined tiy r^r previous 
 at«3entc* ^Qille I blacie cyself for n^r present position, and hcivo not 
 triad in any way to saEBWS* ayself , X havs tried to faithfully record rflr 
 St .te of olnd during tlie list sSBSStor. Mf disaijpointnent in scrself is 
 
 ..ue uore keen tQr the fact that X had been pleassd to consider c^roelf 
 practicrilly infallible, only h^iving failed in one subject (previous to 
 lant q«Be0ter) during tsgr v^mle school life. Xt m^ easily bs •s«d tlMi* 
 I uu in A asod pretty well suited to t:io taidc X have in hmd — that of 
 
58. 
 
 regaiuine mhat mi^it be called nor self respect. 
 
 •I do not anticipate a great danl of trouble in nalcine nood thie 
 jGEieoter, althoiicii I oliall certainly use sy full power e to do so in su<^ a 
 faoiiion tliat I will be well eatiefied with r^ work, I anticipate bettor 
 oucceos tliie eeaeeter becauae I have now a definite course of action, 
 lanned for oe by ty parents and cff adYiser* 
 
 •With the scliool and the hone, trorlcine toward a definite coal in 
 isy interest, it ou|^ not to be hard for me to foxti the third pnrt of tlie 
 triangle by ruiking a eaceees of cgr woric, I ao alee thorou^a??^ convinced 
 ! tlmt the course of action I an followinc is the best that I can do; and tm 
 ■- shall throw c^rself into vvr work with a seat that wae XmtSsine last eeraesterf 
 
 HniM CnndifefrMn«» (4) The adriscr, on ri siting the boy •a horae^ 
 r ited it aeone the best in the city. (On the imittier Scale it scored S5) 
 It it! located in a residential diotrict ''^here the building reotrictione are 
 i hit>u {4) The fatlier is not a collece graduate, but is a suooeosftil 
 
 usinees man. Both the father and the nother are exoeedingly Intereoted in 
 eir ciiilciTen^s future, and arc willine to give theta all the education they 
 ' "ill tci]:e. L >B older brother is a senior In __^ Coiierc, and 
 
 an utmsually high scholarship record, 
 
 ^u^u^ed Progxsa and Subsequeiit Scliolarship record, (fl) 
 3ub.1ecta Tatef^ JgCBdl.. fixplonatlon of Or ados: 
 
 1. Saglish X lOOCC • 90% - Z 
 
 2. Spanish III+ ao^ • 8Q^ • IX 
 
 3. Aleebra XS irVjC 70% . Ill 
 
 ^ ^ W^ • «^ • IV 
 
 4* Be«nonic Geogzaply II Below 60 - V 
 
 ^^eflttMit Hot eat (la) The boy is hapigr and enthueiaotic about 
 
hie achool wox9c* 
 
 lias OF is»omjmQ. 
 
 (l). Propo8itua« 
 
 (2)» »«fther. 
 
 ($}• luothor, 
 
 (4). ociiool AdTiaer* 
 
 (6), Teacher of I^vrll^h. 
 
 (G), TeachGP of atimflttnujl^l «id Typing. 
 
 (7)* fliSiMKl B«ei«tration Caard. 
 
 (8), ItaBtaX Tetst Dska Card. 
 
 (o), Gcholarnlilp Record Card, 
 (10). nccords of School Attendance rtmiitln. 
 (11). iJtudent Activity Hocord* 
 (12 )• Soliool Counaclor. 
 Value of tha a«»an.ar^ nf Dnfn, 9^|n|«Y *^^ ||H^ ^-TfmUt ^ 
 
 «Teiy hi(jh ecliool a cw»up of students fall in ochol; jrohip «adh y«ar* SaA 
 principal is concerned, not do nucli TYitli CQii»e« of falltir© in scholarship 
 in ccnorra, as irtth the o natf of failure in his particular school, Za 
 his ochool, is failure in ocholaWhip due to lack of capacity on tlie ptirt 
 of students? poor teaching? poor hone conditions? or overpjirticipac 
 tion in student activities? TlW8« sad aany •Inilar (Tueotions can only b« 
 fino /ored ly nakinc an individual otti^ Sf each case of failure and 
 suouurisine the data* 
 
 The followinc is an illustration of the point in question. 
 
 y 
 
 ttq.l^ailinff in Sehttl<inihiT> lit th^ Hmf^tn^mw 
 
 airh >3choQl xor the ifn.ll Tmsh of iQoi«] , p^^ , 
 
 1# IbmOamt of cirls: 21 ^ 
 
 Anibcr of boys: 5g 
 Total: 73 
 
 ( 2. G«neral Intellifjeiice on the hasis of G.Z.q. U.q, 104-^ ) 
 
 see next pase. 
 
2. General Intelllg«3c« on tlie ba«ls of G.I,^* U.^. 104 ^ 
 
 M. 100 — C 
 
 L. ). 91 ~C- 
 
 Beto: teet <Lvta 
 
 ar. 
 
 jle in 63 o9mmmm 
 
 pablo Slumliic t&© Aitlne In a«3icral Intelligence on a SoTon Point Scale, 
 
 Hatirif^, 
 
 [a (i30 cmd up. Vexy Superior) 
 |b (12^-115 ^mrtor) 
 
 3pluo( 114-105 Sii£^itsy abere 
 (l04-t>8 ' 
 
 (94-88 subtly lieliov «▼«{«[«•) 
 
 >. (04-74 Inferior) 
 
 (?$ an4 liolov. Very inferior) 
 
 n». of 
 
 0. 
 9 
 U 
 
 30 
 
 8 
 
 
 Per Cent of the 
 to^.tq 63 tee^^,... 
 
 0* 
 
 7.95 
 17.46 
 47.09 
 
 14,?^ 
 12.70 
 
 
 Bete: 27;^ of tiie oaeea are heiUm arreraee intelXlgaiee. 
 ASf^ ate of juat average intelligeue* 
 It^ are ali^^ly above areruge intoliicewce 
 0^ afe of aiiperior intelll^eae** 
 
 f. Ta'ole Shoving CbxomiMgiAai. J^ and Per Cent of P«(i«eieical JkK;eleiB<» 
 tion and Retardation \^ 6s^de» 
 
 (•ee tiext pa(-e) 
 
Table Showiiie Glironolocical A^ and Per Cent of 
 P«dB£osie«il Aooelcration and Rttardation l:y Grad«» 
 
 61. 
 
 ^- wr- 
 
 of 
 Grade stu- 
 dents 
 
 Bangs of Aga 
 
 V*(i* III. L»q» 
 
 KO] 
 
 1^ yr1il6 2 5 yro 
 
 Low 10 25 
 
 i ^ 
 
 'lllcli 10 6 
 
 yrs 
 
 Pada- 
 gagloal 
 Ac* 
 
 ^da^ogiaal 
 
 8 QO. 
 
 i 
 
 15 yra, 
 3 ijo,*- 
 
 16 3rra, 
 3 no* 
 
 3^ yri IG 15 yra 15 yrs 
 
 lRidaeogico3r 
 
 of JTo . of I 'Percent of 
 
 re on 
 Adealera- Ptiplla 
 tion in retard- 
 
 16 
 
 4 uu* 
 
 Utm 11 
 
 21 
 
 17 yr 
 10 
 
 yra. 
 
 ST 
 
 11 n»i 9 mo.«|- 
 16 yrs» 
 9 aa* 
 
 > yrsi 9 rao 
 4 
 no* 
 
 16 yrbTlG yrsj 
 
 18 yrfB 17 
 
 3 i30*4« 
 17 yrs, 
 
 9 U4}« 
 
 ili(jli li 10 
 
 2 no 
 
 12 
 
 .oaa- 
 ■tlo -3 
 
 jill 
 
 • yra 
 
 17 yrsTlG yro^ 
 iL 9 JM*f* 
 
 •^1 yrs 18 
 yra 
 3 
 aa* 
 
 29 
 
 Rcttardation 
 in crtuia* 
 
 10 
 
 17 yral % 
 9 m* 
 
 20 
 
 iTy 
 
 9 EM 
 
 17 yis 17 yraj, 
 
 18 yrii, 
 
 3 craJ 
 
 
 WyT 
 3 mb* 
 
 ij 
 
 4 
 
 50 
 
 50 
 
 57 
 
 21 
 
 1 
 
 4 
 
 100 
 
 I 
 
 a #1: The above table sliowa tliat only 12 pupils, or 16^ oi the tpta 73 
 l«tiKient8 (alio failed to do nore than one half of the reiulrad woric for the 
 in) 'uexn peda6»ei4Maiy aocel orated; vhile 32 pupilo or ^3/^ were retarded* 
 
 ta #2l A closer study of the r;in{re of ages in the looser qunrtile of e ich 
 da shoved tliat in only one oasa did the pedaeosioal aecelerati<m aoount 
 one yca.r; all other cases of aoealernttlon wore leee thnn one ye.-ir. Tliia 
 wo that "forcine", i.t« advancinc students too rapidly, oannot be aa«- 
 rribed as the cause of liter failure in acholarsliip in the ^mjority of cases 
 „-t the Berkeley Hi^h School* 
 
6S. 
 
 Per cent of tot a grades that ver* I*s : ^»4 
 •»•* • * « •II»«: 17.4 
 
 • " « • • • • lii»81 20.5 
 « « • « • • • iv«s : 15.1 
 » « • » • • * V»« J 37.7 
 
 • • • • » • • Inc*s: 3.7 
 
 Note #1. Grades below III are not passing, 
 Sotftt 4^. -> Lttti tliaa 1^ of the ^l!fc is of *r%ommi&a^ne^ eKmOmi 
 
 j%% tH« oajorlty of thes* vtUftontt d«el4yr« that th«r ar« prvparlng 
 for collBG*. 
 liote: ;^3. — Zh«8# tsilforml^ Isw gradiMi siunr lack of i;«Dorca ae« 
 qiwajplliliiiont, rather tium lack of osQr fl|pMlfi« aecoQ^liataciont. 
 t^pyua •f falimro in ScholRrehlB thyit hfid alio l>Mn aiffOtT>linfgnr 
 
 out of the 51 f;irl8 failing in odiolarolilp, had bean before 
 tho ftttouoaose oocxaittoo* 
 
 out of the 52 bogr» failing in oebAloro^iip, had been before 
 the atten^etfiee CMSEiittoe* 
 The grailc of these dlociplincvijcaeee is as foUervs: JLow Ten -> ooooe; 
 tev XleT«i — 4 caoco; Hicjh Kle^f«B — 4 easeej Low Ttyclve ~-l caoe. 
 fhe eenerul intellieenee ef these dieolpllnoi'^eaeee is as follemi: One 
 •operior; four uvorsMgii; one ali^tly below areraf^e; and one 
 inferior. 
 fjg^r ^^r^-^r:^r^*^Ti^ <" afcpMkmt Afltivltiea: 
 
 Only five out of the oeventy-tliroo students failing in acholoiv 
 sliip, took part in student sctiTrities durine the tern; only one 
 otudeut £ave tills as a factor contributine to iiia failure in sciiolfir*» 
 ship. 
 
 Thirty-throe cftses or 46.ajS of tho total ssrcnty-three 
 
 The hoBie conditions are as follovst 
 
]}. Father dead; pupil lives with ijother, 27 cases. is« * 
 
 2y Mother dead; pupil lives with father and older sister in ' 
 
 5 cases. 
 3). Mother dead; pupil keeps house for father, 1 case, 
 4)t Father and nother both dead; pupil lives with foster parents, 
 
 1 case, 
 5), Father dead; mother reiaarried; pupil lives with widowed 
 
 granduother, 2 cases, 
 6), Mother dead; father lives in another part of the state; pupil 
 
 lives with grandraother, 1 caae, 
 7), Father and nother separated; pupil lives with nother, 6 cases, 
 &^ Father euid aothor separated; pupil livoo trith friends, 1 case, 
 9> Father and mother live in another county, state or country; 
 
 pupil lives with older brother or sister who is in College or 
 
 High School; 4 cases, 
 19»5'ather*8 business calls him away from home for the greater 
 
 ■part of the tine; pupil lives vtith. nothejr, 3 canes, 
 i:J.Mother teaches in another part of the state; pupil lives with 
 
 father, 1 case. 
 ll^,Piipil stated that t lere was so nuch dissention in the hone 
 
 that stucfy- was impossible, 1 case, 
 8. Six Sub.lects in which the Greatest llunber of Students Failed — > 
 
 Subj ect 
 
 liuraber of Failures 
 
 Mathenatids 
 
 Algebra 
 
 Pj. . ane Geo : ietjQr 
 
 Chemistry 
 
 History 
 
 jpani sh 
 
 ;liah 
 
 lyrench 
 
 46 
 
 .2SL 
 .-SSL 
 
 19 
 
 
 Humber out of the 
 73, t.a king 8ub,1ect , 
 
 51 
 
 20 
 24 
 31 
 62 
 
 14 
 
 Per Cent of 
 Failures. 
 
 99 
 
 95 
 
 ,83, 1/5 
 
 -6J 
 
 .26 
 
«• fhm Caus«8 of yciiiur© which the student 3 tJima^Tw gKwm ia writing *** 
 o auB follotni: 
 3). '*Lae]c of stu^**: Jgl cases « 
 
 2) '^•BT to BexkeliQr Schools; lunr »urroundln©i «id differant standards 
 of TTork and so^ol octivltiss asds adjitstrisnt difficult*: ^ eas«s, 
 
 3) ♦♦Poor att«idanc« and nissing as cmch olassi^wexfc that I gst Ixflilnd 
 and lost intercut*; XSi casss 
 
 4). "Lack of intoxest in scliool in ceneral or in particular subsjects^t 
 
 2£, casoo. 
 
 5). "Lack of concentration, olieor lazineso, xaattestion in class**: 
 
 2S CO-UOS, 
 
 6)i "^ent out on too nany seliool nlehts*: ^ eases. 
 
 7). "Too long hours of outside ojploynent l*ft no tine or enorcy for 
 8ttt4sr*: A caoes, 
 
 Coi^naclor 'o notot Sleven out of the 73 otudints ^ilio failed vore «a- 
 plograd daily^ either during the afteameon or ersiixie* and in soot 
 mtMmu Ijoth* Wliile only 4 students e^vc tliis as a reaiK>n for fall* 
 ure in school work, it is very possible that it was an indirect 
 cause in saveral other inataacea« One nirl, wiiila not «aployed 
 outside the hoiae^ had the sntira responsibility of the house ^TOX1c 
 as her not her w:!ia dead. 
 
 B), *l31ness of the student or illness in the hone": JJ eases. 
 
 9). "Weak «yes; inability to do close w»tk*i Z oa««s. 
 
 1£^* "Lata entrance": X c-ioon, 
 
 ll)» "Inability to ercisp the oubjecto": jg cases 
 
 Counselor»3 note: Wille only two pupils gawa this as a reason fter 
 their failure, teadicrs would un doubt od3y pJLro it in a nwaber of 
 other oasses* 
 
 isy "llorvouonoss": A oaaes. 
 
 13V "Inability to eet alone with a certain teacher" : J^ cfuies. 
 
 l€), "Lack of coaparation on part of teacliers": 2Lfimmm9m 
 
66* 
 
 1^ •Prolonced cut tine*: Z — — ♦ 
 
 16^ "Attondaiwe at ni(^ «ebool as inAI am do^ school Xmi to falliur* 
 
 in tiie Xatter": X case* 
 17), "Indecision na to ccr future 7oeatlon esma^ ne to elunsfs* Ey plan* 
 
 tfrice rturl'Tr the vaeMster: i case. 
 1^ <*CliiHSliiie JUi rinal flOHlaiilion*' : JL o^se* 
 19], "Spent too ijucli tiiio on qgr Iw'blyi j^ eao*^ 
 
 Coimsclor*o note: TTiis boy*s hoblagr i« «lr<a.«ss» 
 20l "Spent to* vmtSi tine on stu otivitios*: X, «^um* 
 
 9nm all the oferv* dsta one u nelueion tliat the cMef 
 
 mm of failure in ilM .Sttskcley Hi(^ School ior the I?all tena »f 1921-22 
 re:(l) lack ef interest, otxudtf flBd MCtoumieaB of purpose on the port of 
 ^it8;(2) lack of previous training -sJiich civ»» the student a lack of 
 tlon £ftr Ms present ymTk^ aX«o poor ao t ho^o aii4 iiaMts of t?ox%; 
 ( nta eeniiig tttm mmm snail rural sehools or private aohools tinA. ad* 
 
 justnent in a large city school (Ufficult. l*oo fre<|iMBt (^fln^ea af scliouls 
 also bemd to oMioa r^arc!atlon);(3) broken haciaa and henes that laolc 
 al cooper at ion nnd mipertlsion; (4) a T^rofTao net fitted to the 
 Gat*a indiviOuaX capacity and intaawla (too little vmrlc is m laaA as 
 nuch);(5) a WBtSs. ohoanieter not direetod Hgr a controlling ideal, or 
 'eatnealnoss of pixrposo and ifiU to do**, or f\ te&^natin^ voOftAlomal In- 
 teroot, (peroonal iwMiiMIMHtfi with tJMMM students led the mitlior to beliere 
 tlM* a la^rgo imibor are driftevs and oan ho •wrQrod for ^sod or for evil); 
 Xaok of iastato AutalUcnco or leazniafi oapaoity; (if tlils f»ictor is 
 ng to ea^ oonaidoz^ble ooctoot, the stadsnt is bound to loll to a 
 
 r or loss degree in rosttlsar Meli scitool work); (7) outside interests 
 icuiarly thoao i^oh take tlie 8tuc(^t mn^ fssn hocie on school ni^ts; 
 (C) too lone liouro of eripl«QnwMit (9) lack of eciotional otability and 
 IpOiility to ®sl along with people; (lO) poor health; and (ll) late entrance. 
 
 a^rtr to o»!ff^imtn« fm^m %H Q,affm»> 
 
t)7, 
 A 1«VK« ^Ammmtrixy eehool In OiWiiiid^ California, is aa cxaiplo of 
 #Mro puplla ar« gSM9«d In olassea, aoooM^Mff to clironoXo^oaX and amdftl 
 ageo, toaelier»* MMiittat«8 •f •aoh pupll*s ability, fmd ability aa flbham Igr 
 preyious porfoznanci of •ofeMwl «ox9fi* 7hrox2£^ tli« ooiateii^ of tlia TttpmtV- 
 nsnt of Bas^rch rmd Cmid xice of thm tttHftmnA kiliooln, tlm KiUior had 
 iHjrtunity to vor: o^ t Zlie interquartile nw^o atoAimdlsn for the ohx«no* 
 
 logical AiB* wbA thm wmMtX ts» •^ maah, of the nineteen elmmmmt in tills 
 
 5uvu-<;^ on page, (^9 ; 
 
 SoJiool. ^iiia^is yeprecfiBt«t craphicaiay on the folltwtog diast^ ■Wift it -^ 
 8ho«8 out efficiently the principal oad tmixiimjim luA fljBtup ii d th«ir pupila 
 iuto claHM»* 
 
 lioto that for rrvigr grate fron the Special Liaiied 1 A (i^ /('irt^) 
 tc 6 B (Mf*^ 5ixth} there ie a eSic^t increase in eumlal a^* If there were 
 no pedapHgloal aecelerati«si or ret^irdation, thie roriatiott la both mental 
 and chronolocical ag^ would \m «lJE months for each ssaMi» 
 
 I^ ring ^km j« i *i e B and interquartile mnewi COn tlie cliart,L*<U 
 
 is lov«* quart ile, H is mediem (Utd n*V i* u?P*t ^euortile) of both the 
 aent^a and chronolocical agee for a particulaar gf4a» the anount of poda 
 fiocioal acceleration or retasialiMi ito Mfeift garad* is seen* 
 
 ^te that x«r tJte a«v«s <*8P9cial liiiitcd olMaaair* t3m mwrtml aipos 
 «M in line, (as thigr should be if the pupils are pgptperl^r olnaitffisil 
 ascordini; to laentnl oa|^actltgr maA ability to d» b«^s^ ^ssiIe), but the 
 ehronologifial a^as aara dasid«d2y out of line. This Qhaira «hat '*iii8fits* 
 Xhe-Ji children rroiad hsTO ba«ii in a ra^^alBr class; for being "orer ae©" 
 they arc very louch lai^er than the nemol pupils in tbs particular 
 to idiich they Tiilang 7he fact that Uiey are much l«««r in 
 intollieenoe is ^unm ly the foXlsviag taiae. 
 
XTUfe^r 
 
 ^ttit^ae%o T."-^. 
 
 1 
 
6d« 
 
 Table Sfaowing itedian and Interquartile %y[|gM of General 
 Xiit ft l l lgwce of nineteen J^tmentasy CXaj««s, Aanaaeed 
 
 IV Grade* 
 
 apeciol Liziitcd I A 
 
 a^cial Li3i3ite4 Z A 
 
 m M 
 
 1 A 
 
 1 B 
 
 ajpeclal Liuited 2 A 
 & 2 B 
 
 M \sL 
 
 JEhhb 
 
 3 B 
 
 88 Syeeial Xdnitod 4th & 
 
 6tJi 
 
 98 101 JLOl 
 
 4- 
 
 4 A 
 
 97 I 09 jllO 
 
 4 B 
 
 t 
 
 2ft 
 
 n»« (^ 
 
 
 9t 
 
 2S 
 
 95*5 
 
 103 
 
 
 8a»& 
 
 loa 
 
 96 
 
 uo 
 
 1<^ 
 
 2^«5 
 
 2 A 
 
 2 B 
 
 ?!!« 
 
 5 A 
 
 f9 (lAl iO» 
 
 in 
 
 5 2 
 
 90.5 i 97 Il07*5 
 
 Specivl Lluited 3 A! 
 & 3 B 
 
 97 \ 101 104 
 
 
 special iiiidLle<! i JOST^ 
 
 I Vf 
 
 + 
 
 97 1107 
 
 6 B 
 
 \n I £i«£ m 
 
 Speeial Idaited 6tli ft 
 
 7*;h 
 
 SSL I U 
 
 M 
 
 94 I 103 1107 
 
 « A 
 
 O. 
 
 M. 5 1 104 
 
 6 B 
 
 162.5; 94.5! 103.5 
 
 %tG: .':i.<c lntolli4(uco quotiontu llaied la VM &l«v« ta^A were eblaiaed in 
 evexy ease liy eft iadividiial ieet. 1%ie teift given wae the Stanford 
 Revision o f th« Blaet*8SEioa Oenena IntelUflMMie TMt* 
 
I 
 

 
 ■t ■* 
 
 
 
 
 
 
 
 ?S 
 
 
 
 
 
 i ? 
 
 
 
 s 
 
 : i 
 
 
 
 
 
 
 
 ■8 
 
 J, 
 
 I 
 
 1 
 
 3 
 
 
 ^ 
 
 I 
 
 I ' ' I ' ' ' ' ' ' ' • ' i ' • ' ' ' T' I I ' 1 1' 
 
 1 
 
 ' ' ' ' I ' ' 
 
 iii7lriiitn":r;i" i-l 
 
 «•• 
 
M^ > 
 
 B Accord! ng to Jolm Detrov, "Tlio actttal success of a t«aeher depends 
 
 a large taeasure upon her m^mfiitT to state her sul}^«ct xoatter of in* 
 Btructioii in tenas of the experience of the childron** 
 
 To state sutoject nattor of instruction in tezne of the experience 
 of ar^ group of children neoeaoitatee* not oiUy underotandinc cMld life in 
 ! renoral» lut undorstandinc ixidifidual cMldreai in a specif io (rrotip* 
 
 The following ease illustrates tlie point in (fuestion. A principal 
 a Part'tine Scliool in a asalX tofvn in northern Colifomift waited to ciake 
 .-jt inistruction tie up as far as possible vith the "nronflnt job of erjch t5u- 
 pll» or rdth tlie Job for ladiich he tras preparing* Sbm alas tmntod her lc»» 
 sons in hciath and citizensiiip to actually fonction in the lirea of the 
 ildren. 
 
 To aoeoeiplicdi thls^. prerious to the oneninr. of the IFort-tiric School 
 I slu: nr.dG a mirrcsf of thtt OMoeapBilty. Thin included the following points: 
 I (l) ApproTtnaf nuEiber of youths affect«4 ^ thm fart-tio* cdMPati^n law; 
 ("') nationality; (s) ^ploycieont in idiieh Juroaile voxkers wer€ ODyiloyed} 
 
 f Sonet Jiinc of tlie type of hoiacs in '«^i<^i the?,' lived* 
 On r«£::i8trati<»i dcqr tliia prjrt^tine tsaolWF mmtewmd. vith c;ich 
 pull. At the close ef tbm daor, her "case-record'* eardsf? for twonty»five 
 xl&, contained the data listed otn the follovins chart* 
 
 itc: These •aords were made lay the principal for her o\?n priv-.te use, and 
 thai reason she <&ddeA socMi itams under General Social Data vhioh Trere 
 lly her «m Ixrpressiewi otated in ralatiTt texBis« These trere of only 
 ;>oraxy help to Iicr in dec i dine on an iiaaediate plan of orcaiiisation for 
 ■voitkt and were not included in her perBianait records* The autlior 
 Lttdes tlxio eliart, not as a sanplo of case reeerds conforriinG to standard 
 J, but to s ov; that casa records are helpful to toacSicrs in ouitine 
 iliods to pupils' needs* 
 
■^J^ ^ " <. " w»'"J'- —■- J 
 
 #.«n 
 
 M*trft3- 
 
 tttSMtix 
 
 4»4 [.£«« 
 
 
Charts ilMwiilfl 9mmary 9f Data trea Case Records of Twenty* 
 yiTe Pupils in the .. Purt»Tine School. 
 
 7JU 
 
 Ret Sex: 
 
 iissi 
 
 i 
 
 m .III ii i I 'i I' 
 
 ity or 
 
 SnMMitt 
 
 GtaOm 
 Reached 
 at the 
 tiia* 9t 
 lerivlni; 
 
 Subjocte 
 i^lccted 
 in Part- 
 Tiiae 
 School: 
 
 ■ ll^*<1>llW I 
 
 =! 
 
 General Social 
 Data 
 
 ,-)! G. 
 
 17 
 
 ZtaXion 
 
 TolepiionG 
 Co* 
 
 X&^th 
 
 Undecided 
 "bct-ween 
 
 'B. ' li 
 
 iinn€ 
 
 •i 
 
 juolKjy 
 
 ^ for 
 
 iKe3rr 
 
 8iJE^ 
 
 iBC 
 
 JiBiid Sowissra* 
 style, 
 
 ine; 
 
 flaaUy ds. 
 •id«A sn 
 
 spelling 
 
 'iiVcirircd t^t he 
 was interested 
 la Bothiii^ that 
 the rart-Tlas 
 
 aalMSl offered* 
 
 .'TL'VTTisar«"> 
 
 !C one 
 
 desire was ts 
 
 iduct 
 
 13}' a. ' 17. 
 
 fc 
 
 r 
 
 Italian 
 
 Helper era 
 a e2ii.cks& 
 
 ranch. 
 
 J3m 
 
 Busutese 
 
 ssrrespond- 
 
 ence. 
 
 ■^ 
 
 16. 
 
 ^htmxoh 
 
 17 
 
 Gexnfiia | J^aijiter*o 
 htt.pear 
 fwevfcs t^T 
 
 father)* 
 
 rtdj"^ 
 
 TT 
 
 ^taliSR 
 
 Xssys heose 
 
 Insthers. 
 
 iinieked 
 
 Ki^iith 
 
 n^onduct exei 
 incay rou^; 
 tried to break 
 
 idiat ths sill 
 needs ooet is 
 eeciidt aad nsztal' 
 
 ^li.hth 
 
 laiiislnysss 
 
 ^oiper in 
 A r<>^tr^ur• 
 ant. 
 
 afini^^ied 
 
 jHsadiag^^^ 
 Vrit0ig,aiid 
 
 aritlwiet ic . 
 
 
 mbSk^9U 
 
 tttt put ;4lt of 
 
 the full-tins 
 Sfl^ol becatme 
 Sf incorribil>il» 
 ity •Wants to 
 stild^ the aub* 
 leols sleeted ss 
 as to handle his 
 fath«r*s ^in» 
 ass cs r r o^psBB* 
 
 IS!t, 
 
 seel in llontsnp 
 fifty uilon f 
 a ruil»ro • 
 d Wd LsUtf to learn 
 .Appsare to be 
 rmxr slow 
 
 liiwm<U3iyi 1 
 
** t-- -■*''. '^■' ';, 
 
 , U- 
 
i»o: •■'G.-^i 
 
 m 
 
 Ag«l 
 
 itgr Mr 
 
 np 
 
 1- . . - . 
 
 (7) G. 
 
 R" 
 
 -o chod 
 at the 
 tia» of 
 
 i; 
 
 irlc 
 
 i<aaploy» i 
 
 ievontli 
 
 17 ; Pole 
 
 -iolivexgr 
 croeeiy* 
 
 KGoeiv«A 
 
 i^. i IS Italian 
 
 i«>«»-Mi^ 
 
 )U. Ut 
 
 Wri 
 
 ,il}. 0, ,17. 'iriah 
 
 ^■iiiiii i l l 
 
 ).; G, 16 
 
 ilolpor 
 la Ms 
 «ncle*s 
 trarit 
 
 JBOBBMkMmm 
 
 keopor 
 «t liorio. 
 
 tttatlon 
 
 Sixth. 
 
 niST 
 
 tialOGLii'l : i-'liiiaiiod 
 
 Ift Gatidy 
 
 /ii.lG] 
 
 iTT 
 
 
 Sinth* 
 
 3^3 f>ct 3 
 Bleetod 
 
 Till© 
 School: 
 
 !ȣ; and. 
 tjrpinc. 
 
 "SSSSjSx* 
 
 j>9i,%im«^ii^ 
 
 3«wing« 
 
 SSL 
 
 General Social*" -: 
 Date'. 
 
 for 
 
 lanoral conduct* 
 oonditions 
 
 SDBLJttSX 
 
 Jkther and xaother 
 
 Qmxmem and 
 PolliAi,biil 
 
 r^ 
 
 3^ of 10V 
 
 cientality. 
 
 '-^e.iinQ. 
 
 ricao IStlMdPjr 
 
 G, 17 
 
 i 
 
 Italian 
 
 in jPancy- 
 
 Orill 
 
 )/^>. 17 Ujeric. Ji ; T«|^" 
 
 'j driver 
 /' for 
 
 m 
 
 rr^ 
 
 ii«nth. 
 
 SumiinH* 
 in 
 
 liS#r 
 
 telling 
 
 Uinth 
 
 3SSJ 
 
 oa 
 
 \ Paol:lne 
 Jietory Sistli 
 
 Goja*l,Arith, 
 
 i*ather a plast* 
 erer.lcnGim no a 
 (temblor. Ton 
 children in the 
 faiiiljr, Thi« 
 •''■^"' kept at 
 
 to care for 
 '^ounner 
 o..ii. - -•,'7!iiie 
 the 1 • (:o^» 
 
 out to do liotBW 
 
 Xb «a|Ea(;ed to 
 
 )M» Barricd; 
 
 to fit her 
 for hor 
 
 'SSt 
 
 es fnunJc^jr 
 tlttk% li«r eMef 
 «Bl)ition in life 
 la to hare a 
 e»od tiiie. 
 
 Al^eors to i>e 
 l^iA of rather 
 lare& pogsibil- 
 
 Parent : : OT 
 to 0< 
 
 1^1 iah 
 
 \Wttm «1X appeafw 
 
 Oouposition. iMMiee a li-ve 
 
 pro bl eta in jVaor- 
 
 **W>«|M«MKMW«I 
 
 ■lUlMil 
 
^«j>,f^w— Kifc^a w wi »"x «»» ^ i miifmmmim^^'^ 
 
 ,o: 
 
 Oii^i^ w iiM n il 1^1— ^iiia.i^ W i^p'.w —■■Mil 
 
 lonal« 
 eiit : 
 
 ■i III ■ ■ i^i> i»ii 
 
 } a. !M I Italiaft 
 
 iftafCUQqMnts 
 
 k 
 
 17) C, 1"? 
 
 Mamgimm 
 
 MpHwUyfei 
 
 iT?nr 
 
 SilSSSffiEKSr 
 
 lii U. 17 
 
 T 
 
 "ST 
 
 Graiie 
 
 at tlie 
 
 tijBMi «dr 
 
 t9HWBwM» 
 
 m 
 
 fUnnBtiXtk 
 
 a* 
 
 Awa SxSO 
 I".!!, to 
 
 11 P»M« 
 
 
 an^aota 
 ^laeted 
 
 ol: 
 
 tsfaxMsiiMi 
 •ffaanid is 
 
 73. 
 
 General Social 
 Data- 
 
 gTBflii 
 
 t &iWt<>y« 
 
 ed 
 
 
 ^aaric 
 
 ^fiJilor 
 
 «S.^pH»M 
 
 ui 
 
 iCrocersr. 
 
 17 Uf!3«rloan 
 
 
 is saatlan 
 picture 
 
 after* 
 naoiw and 
 
 KS^SS^ 
 
 jntvKk nay aim 
 story, her 
 erwB^act xHsatfs 
 WF9 aflfa»<?i(^"» 
 
 llntTlctd* -^ 
 
 Mwomit JiivB no 
 int»Tef't in 
 her liOB», !ier 
 woTfe or In t^^gr 
 subject ol'for- 
 ad in .>cJiooi, 
 Haaia life la 
 
 Whmt askad 
 irfMI idka iieaa 
 
 IMNHNMit-ad la 
 f*io rryplied 
 
 dleaavv 
 
 iWlth iu=,. 
 
 loai; oonf *;r- 
 
 *^ see 
 
 f. In a 
 
 Xttgh^pmei ha 
 
 Tctumed to 
 
 SPlort.'XT 
 
 5w|j^ 
 
 WorJcin; to 
 help her hu»» 
 iKuid tnacT a 
 lioiae»Mblt ioue ; 
 ne^iftn friendly 
 
 
 lor. 
 
 V 1 one 
 
 ♦o ' ■ ion the 
 rtVuility of 
 eontinulngr 
 her present Jobj 
 
?v 
 
 
 A«jil|x«iionp.?« 
 
 Pre3«at i©»ad« 
 
 'Ubjaots 
 
 General Social 
 
 M^— ' 
 
 
 il7 «3r 
 
 3^pleyn«itt 
 
 Iteaohed 
 
 I -^'X@ot0(i 
 
 
 1 
 
 
 
 l^MomAi 
 
 
 tjbw vf 
 X«ttvltt« 
 
 School 1 
 
 Data 
 
 K. 
 
 
 1 
 
 
 Sttk^l* 
 
 
 
 \i9l)\ B, 17 jlriah jpelivoiy 
 
 3«nrii^i 
 
 
 yf\\ indicate am 
 
 : 
 
 
 
 Soy Tor 
 
 
 
 prGier«w« for 
 
 ■ 1 
 
 i 
 1 
 1 
 
 
 
 &K«g aiMXlB 
 
 
 - 
 
 Part*tias« School 
 
 1 
 
 
 
 
 
 
 
 %mtwt9d in 
 
 1 
 
 
 
 
 
 
 ■ 
 
 Hi—fine oxT and 
 
 
 
 
 
 •- 
 
 
 
 sfttixtg ailly 
 
 
 
 
 
 i}\ a. \ le 
 
 It .alia 
 
 
 
 issBSssssi a" 
 
 1 
 
 
 
 
 haviiag t« oon» 
 
 i 
 
 
 
 «mll 
 
 hotel* 
 
 
 
 bbIi»1» ^*ztn; 
 
 
 
 
 
 
 
 
 tflM» iitttidii hctath 
 
 
 
 
 
 
 
 
 and jwwljg 
 
 
 6. 
 
 li 
 
 ItaUaii 
 
 i'rc-ich 'r>lxth 
 
 B«adinc 
 
 
 
 
 
 anJcwy 
 
 SOTtng 
 
 i^-' -."!•» 
 
 
 
 
 
 la liiater* 
 
 
 »c. • for a 
 
 
 
 
 
 CaimMqr 
 
 
 
 16 i- .t least 
 
 l^^^^p ' 
 
 
 
 
 ia 
 
 
 
 trill oonaiot of 
 
 
 
 
 
 flRsmcr. 
 
 
 
 
 ^1 
 
 B. Ifi i Itallcm 1 
 
 "wrtDploy 
 
 1liii& 
 
 iah 
 
 Soiit to l^rt- 
 
 1 
 
 
 
 
 «A* 
 
 
 viiiluaetic 
 
 Soliool principal 
 utaa «Afcd he tms 
 
 ^K 
 
 
 
 
 
 
 
 ttzvatltt emfi in^ 
 
 1 
 
 
 
 
 
 
 
 corrlf-lble.Ha* 
 ixzoiaisod to vork 
 iMle la th« 
 Piirt«4i»i Miittcl 
 •• that hAMir 
 b« rooowi*^'''^ 
 for a jol, 
 jBOBt m rs 
 
 ^m 
 
 
 
 
 
 
 la tiiis Xvw«aity 
 
 ^K 
 
 
 
 
 
 
 gfiwm )8fodicsNnc9 
 io begra roeoa»» 
 
 ^H 
 
 
 
 
 ! 
 
 
 B' 
 
 
 
 
 
 
 ■ 
 
 ended Igr the 
 
 ^K. 
 
 
 
 
 
 
 
 oe have soeso 
 
 ~ I 
 
 1 
 
 
 
 
 1 %hj- % Jk ^M* <k^i| M In^i^ 
 
Sex: 
 
 73. 
 
 Ag»t 
 
 17 
 
 
 Amo 
 
 JP2*«««»I 
 
 3srr 
 
 G 
 
 for ■ 
 
 BXQTOUth 
 
 at i^ 
 tJUaft of 
 
 ■ W» »«i I ■< »»• *»■ 
 
 I 
 
 Sio^a^ot* 
 
 in Pari» 
 
 c. ijol; 
 
 
 General Social 
 Data 
 
 i'auiiy Hair© 
 ■uf f orod f innt* 
 
 a&4 need IM^"^ 
 
 to x<Jtur«i t« 
 luXl-tirie hlf^ 
 achooX next tosaa 
 Mftt the £^thex>* 
 Wornad hor of 
 
 don/rora of tlva 
 boards |MreXti4m« 
 n^ ft«l8 that 
 h« oati te 
 
 Tho fir at QQuolxxBioa. that the part«tiB» toaoter* horeiaf* d?««r £ma 
 
 tkar 
 «u«; .oove d^ii^a was ^^1 foxuaX saatlkodt of cl^iaa-inot ruction \T»uX<i Tor tlie i^st 
 
 /e to bo HTiowd«n>rt and individual instruction ivon, bMumae of th» 
 
 vriation in iMiiMiilrtlilliiiHiit iai prorioira wdioorl m»A:, in rurosmit «»• 
 
 »» interest 8» and nooda of thm putpils conftAxncd. 
 
 Her aocond o«aoluslon «ra« thaK tliitoo bri«f "eaMMToeords" nould ha^ 
 
 enlarced iQ>on «Bd a aoro ««ai?l«t« vtw&y imd« of «a^ ladividuaj 
 
 kt« in order tliot oho mX^ stiit Her to^ioliinc to their lUMda* 
 
 Xa eajM» irtwro a atvdMtt io knovs to he in poor hMiSi^ or yi^txm 
 do«aii4» aro aad* upon his t tea lioffiwiiiw of otttoicte oraplosnaont, or 
 'jorlher worth»«3&iI« interosto* there i» elvta^m a ^WMiioa «« t« viiether a full 
 hool rtTncx&n idiould be attonplad* A stutfy of each individual oaao la 
 sy to decide tiio (luestion* 
 
.LJ^. 
 
 iftfar-T' 
 
76 » 
 
 tWrnmrnvcT, in tlMt «T«yag« Mc^school the nmAber of th«s« oae«8 i« 
 caall In o«rapariaon rrith the nm1»er of studMits irantlng to tak« norm 
 the noisua OBount ottmtkp ncv^el^r fivdeor six subject a* 
 
 The adrieability of oHo^nr th^aa to do thie has lonr be«m n 
 ooted question. Seme teachers haTS argued that superior students trould 
 do bettor iffork if they lusid more to do •>- that four subjects left thera trith 
 a surplus of enerry that mig^t iieXl b« dstvted to Eu>re 3tu<%r* Sons have 
 even rouLd that tte sMdl«cre student could carry eoctra trork because of the 
 -tra driTS and noDcntum tliat he seuXd derelop in ciTlng up sobhi s^f his 
 Hpfcsids aetirities and drrotlns oere time to work* 
 
 Other teaohers Imrm avguod tliot no otud«it iftiould be allOTred to 
 t . .ai four subjects, elaiainn that a student could not do real 
 
 ^. ' ice to c . ion t^ixj nuuucr; thut aXXosiiag Mq to taks oore resulted in 
 li. s the scholarship standard^ emA prevented sum students fzwi receivixi^ 
 
 "r ding grades*; or that if the mctk in five or nore subjects w«>''e done 
 
 thorrau^jhSy the student did not have anou^ tine for recreation. Still othev 
 felt that the reasons offered Igr etudents for susliine throu^^ high sehool 
 - (?re nut sufficient to warrant the lack of assizsilation oi tiie subjects 
 utudied, and that it -sas part of the speed mania of the daor* 
 
 Since no data wers available to prove or dioprovo these arcunents, 
 or (^:ive a basis for couuaoliac studttits in the future, durinr; the ?all Tcxn 
 ■ 1921-22, the autlior Biads on individu^ ease stuclly of 505 students in the 
 Brkeley Hi^ School carxyin^ five subject »• The follenri^g outline xtaM 
 
 %* Jia&e of student, 
 
 8« Mtam of student's faculty adviser* 
 
 3. Orads in aohoul 
 
 4. Ceneral IntelliEe&ee as measured tgr Gnsup Test* 
 
 ft. Previous Record in SclioXarship, SatisffWtory or Unsntisfacto^ 
 
 ^te: To be sstisfoctoxy, soholareliip loist avera^ second Seetien er bettov 
 
 on a five point ncnle, and at lonnt four subjects c .rriod Br^xih tem. 
 
77« 
 
 6. P«>eTaBi of BUtJocts for ■nrecent tena, 
 iBOimt of credit ci.vcn for eaeli 8u1:(ject, i.e» -| imlt or :^ uiiit. 
 
 I tho latter io a one period sul^ject and requires no outside prerparation 
 Scliolarahip gradee for first period and for the term, 
 
 7. Hittilier of Study Periods at School, 
 
 8. ^uaber of periods spent at the Hi{^ School eadb. dogr* 
 0. la a fxill forty-nlnute limdti period provided for in the student's 
 
 pro0Paat 
 
 10. Student's otm stntement in vrritine iQ to why he wished to take nors 
 
 tliSB the nonn .1 iiount of \9ork* 
 
 11, Student fustivities participated in if any. 
 
 12, Subseciuent notes: Such as, health; eubjeets dropped if wogr, tmA 
 
 reasons for failure* 
 
 At the end of the first period of oeven ws^ls, when the 3c)iolarahip 
 
 cradea ior tuat period had be«i recorded, the author s^reeated these oas* 
 
 records into two croups. The first group Group I, included all tlione otu- 
 
 dents vTiio were areracing •II-" or better in oc3iolarsliip rtited on a five point 
 
 •caleP^. Tr/o "Ill's" or a "IV" or a "V, autorintically tlirow the student int© 
 
 o second ©roup Group II. Personal conferences were hold with each neraher 
 
 wA this seeond c'oup to dStezninc the cause of his failure and adjust his 
 
 pro^r;.!u if neeessaxy* 
 
 A^ter uakinc a careful study of the sOBBBozy of all the data con- 
 Ik. 
 IBned in the five hundred and five cane- records of these "five-subject" 
 
 jstuionts, the followiiic conclusions wore readied, 
 
 L^ 1. Hi£^ School otudents of superior capacity, as neaaured I^y eroup 
 
 IH^s of concr^'l intellieence and previous accwapliolsaont in school wozk» lAm 
 
 are ambitious and pl^roically stronc, and who are not eeiploycd oiibide of school 
 
 hours, will ('o satisfactoiy work in five subjects. The Hollowing data ahem 
 
 jt this frroup does a better quality of work tlian the "four-subject" croup. 
 
 Alio- ring a student to tnJce no re than the noxxoal aciount of woric io one wagr of 
 
 ||Miajig the needs of the superior child. 
 
 .See Mis»S .56 
 
7B, 
 
 jaokoa little or no differanoc lAiathor tlie fifUt aaloijQet le n on« period 
 lisabject, requlrin^^ no hHM fon^arsttloii, or a douMe porlod siuUJoct* 
 
 3« ilBtbitlotifi studonts do find tisM to pr^ipar9 thoir itoric outsido of 
 oiiool hours, isSien their oi^teool paogXMt does not pro'i^dc etxxSsr periods* 
 
 4* Caansring five sulsjects does not prevent tlio oapable otud«sit fros 
 participation in student octiTitios* 
 
 5* Amtumkag i3m^ the student ve<$m^Ugm ^« iall* ^^^^ suttjeets is 
 in i^ood health and has no outside interooto thai SMiee taxgit d^MMids vpm his 
 J, the first faiOtors that the ailviser moat consider before grimtinc the 
 : quest aist 
 (l). Previous aeeei^lifltaMBt • 
 
 ^'his — ttsmres jsere or loss aeewratelgr MIAts of study, foundation 
 for the present «efllc« sad emmfwaX inteiiicence, 
 (2)« The child's ec^eeitgr as stasm tfr * asntal test* 
 
 Tills cives a clue to the aaount of effort tlmt the stvderti had te 
 exert to earn lils provious giadbM in eidiolnrship, llhile tiie BMtttaX test 
 seasures oapacity, it does not mcrjtsure habits of applicant ion. iXeanoe it 
 Bust be consitered together vtith the record of school acconpli Jssit , for 
 students of the Mas ja«ital level,, as m^tsured 1^ t^romp tests* de not aXSBQni 
 do the saae qsallty or ^psKtity of work* 
 
 Of the *fi-fie<Niubjcct" 4;roup studied forty out of the forty-t'ns 
 students she tested belsv average In emiavaX intelligence, agaA lAiese pvev* 
 iouB scholaraJiip was not tlioroucIiGiy satisfactory, failed in nearly 12^ of 
 their xrori: and reeeived only veiMKisg gfsdes in 33*4^ «»«•• Clearly these 
 etudcmts were not fitted to uodsrtalce 'Siore than the noiaual aciount of hi^lw 
 scioool \7ork* 
 
 f) . a'Iio reaiMn that Uie child offers for vantinc to take maA'Ok «avk» 
 This is found to be vezy sl^ilf leant* Ssq^nense shews tluit a 
 special intereot in a certain ouhject, love of Trorlt, rmd tsiMftlmi as* 
 iui ortant factors in school suecesa, vhile offirelgr nai.lnc up a forcter de<* 
 
it is often a tretimw 
 
 "ci acy is not. 
 A, lone incontive, 
 
 liile this is a difiioult fuetor to 
 (tons force. 
 
 Tb* «ttltttd« of the hone tovorda •dneation, school, acadenio oec* 
 — '-:'l'*'.n«!jt, and pride and snbition ore subtle factors Taut very potont ones. 
 6. In ovciy imtaflMe no roquest to take moro than the iior!!ia3. aciouit 
 «f worlc iSumlA be 0n«l«d aiQr hin^sehool student, withuut first nakine a 
 $Ktet'Ml stuCy of the ea^« Vhile avmamxiem iraeh as the followin;^ shev 
 
 f»eral trends, an appeal to ^ cane hiotoTy of the indiiridual child is the only 
 ftasihlQ ntethod of estinatine the aignificanee of any one eletient,iih«*ther 
 toolth, iiuiate al}ility, interests, previous ooomafUMmmntm or i^at not. 
 
 of Cos* R#eerd8 of All Fire-Subjoct rjtudents in the 
 Berkelegr ^0t> School for the li'all Texri 1921-19?>2. 
 
 I, The total nuEiber of iierkelagr Sidi MteoX •tudents carrying five or uore 
 
 subject* vaa 50S out of a student bod^ of approxinately 1420, 
 2* Tlie nudber doinc satisfactoiy work at the end of the first period; avcr- 
 
 ai4.nc •II-* or bettor, (&roiq» I), una ^7 or 52.87/^ of the total 506« 
 3» The aMOMr doinc unsatiefactoiy work at the end of the first 3>©riod,aver- 
 
 aciae lo*» tliMl «IX-* (Group II) traa 238 or 47.12/^ of the total &05. 
 U The maaibers according to classes vers as fslle^at 
 
 Table ESioslne So. of Students, and the licdiaa and Xnterttuartils 
 Bance of General Intelligence of the Tiro Groups, Ajpraatssd ly 
 
 Classes* 
 
 Group I 
 
 Gro\ip II 
 
 Class 
 
 10 
 
 Us. of 
 
 38 
 
 GensvaX 
 
 Class 
 
 V^%* 130 
 
 H. 116 
 
 L*%. 110 
 
 Lotr 10 
 
 ]Ss« of n-eneral 
 Students ^tell^ jmyy,, 
 
 30 
 
 u.a.118 
 
 Ul 96 
 L.q. 88 
 
I 
 
80. 
 
 4. 
 
 ftr Acoordinc to Clas0«« (Continued) 
 
 sezsa 
 
 asm 
 
 (^roup I 
 
 G3P0^ XX 
 
 Wm» of f General 
 
 'MSL 
 
 He, of 
 
 General 
 
 SlauL 
 
 iiil^ 10 
 
 38 
 
 H. 11?> 
 L.q. 104 
 
 Hiih 10 
 
 81 
 
 O.^ 117 
 H» 105 
 
 >n 11 
 
 74 
 
 fc 
 
 U.q. 117 
 
 M« 107 
 
 X.,^. 100 
 
 Low 11 
 
 C7 
 
 U.Cl. 112 
 
 il. 104 
 
 L.<1. 07 
 
 £^ 11 
 
 22 
 
 U«(i« 118 
 
 H* 103 
 
 L.q. 97 
 
 &i£^ U 
 
 40 
 
 U*%. 105 
 
 M. 101 
 
 U%* 97 
 
 >w 12 
 
 12 
 
 69 
 
 U.(i* 128 
 U, 121 
 
 L.a* 109 
 
 I«w 12 
 
 52 
 
 U»%, 120 
 tt« US 
 
 L.(l. 103 
 
 28 
 
 U,a. 125 
 il. 123 
 
 llif^ 12 
 
 U,q, 115 
 U. 108 
 
 x»«q* 101 
 
 te: The alcnif leant point in th,e alaovv table is tliat» vitli one 
 tion, the Qodian and Inter^qtiartilo rnnf;« of ewMOMl intollleono* 
 for evexy cmdt was reiy nuch higher in Group I tlian in Oroup II* 
 Is, The general intellicenco of the tvo gMnqtw is as follows: 
 
 (Gbroup I (249 atudwits) Group II (207 otudoattB) 
 
 U.q. 125 0«a» 115 
 
 21. 113 H. 106 
 
 L.«^. 103 L.a# 9& 
 
 Tablo alio^n{s z^. of Studonts.ond Perevstaeo of ooch Group, m e-zkcKSv^^^ix^A^;, 
 o^ tht ScTon-Point Scalo of 0«i«ral Intelligcncos 
 
 iting 
 
 Group I heT)' 
 
 Group II (239) 
 
 ho . Student a 
 
 130 or bctt* 
 
 0-115 
 114-105 
 104-95 
 94-( 
 
 A 
 B 
 
 c- 
 
 34 
 87 
 61 
 43 
 
 23 
 
 JUL 
 
 ijjiii^^fij^i, 1. 1 
 
 Ko* Student p | Percentage 
 
 13.6 
 34.9 
 24*4 
 
 17.2 
 
 9«2 
 
 a 
 
 51 
 63 
 M 
 34 
 
 3.06 
 24.63 
 26.60 
 
 2C.08 
 16.44 
 
15. «ieral Intelli(ience of t j l jo /rroupa (continued.}. 
 
 81. 
 
 
 AWitinc 
 
 Oiaijffi. I- ^2G7l 
 
 
 
 !! 
 
 
 Ho*>^tudents 
 
 Pere«mta(^e 
 
 of gTOttp 
 
 Ho .student 8 
 
 Petcent ->..' -e 
 of Group 
 
 
 ;4— 70 H 
 1 — belotf S 
 u* not tested 
 
 3 
 
 
 
 16 
 
 1.1 
 
 0*0 
 
 7 
 
 
 
 31 
 
 3.38 
 
 0»0 
 
 ote: 72.9/-' of the student o in Croup I teot above averag« Ib g«ieral 
 
 intclliLencc, 
 
 &4.9/^ of the students in Group II test alsore arera^e ia etCMral in* 
 
 t2llit;ence. 
 
 6* iiuuucrs in the two £:,roup8 takias Masio or a ^ credit subj^jt as their 
 filth sul)jeet« 
 
 Bote: Uaagr students aii^Bue tliat m fifth ou'bject that roqixires no outside 
 preparation is no eo^ra Intrden* 
 
 Tal»le Shewing He* of Students in Group I and Group II, 
 
 Listed According te lOttther Th^ are Taking as 
 ITifth Suljject Ifusir er a i Credit Sul^eet* 
 
 oubj (ict 
 
 Be* ef Students i» 
 Group I .t akin?: the subj* 
 
 aansBB 
 
 »0« C 
 
 saKR 
 
 _ _ of i^tudento in 
 Group II t:tlcinr: he nul^j 
 
 X.Printing U credit) 
 
 2» Chorus 
 
 3. ' jid 
 
 4, orchestra 
 
 5. V plied iiuaic H credit} 
 
 6. lupine (i credit} 
 
 7,Ui6ht Singing 
 
 8. Glee Ciuh 
 
 Q.PenuansIiip (i credit} 
 
 Totca 
 
 4 
 22 
 
 5 
 21 
 15 
 82 
 
 4 
 
 
 
 132 
 
 4 
 
 17 
 14 
 14 
 11 
 38 
 
 2 
 
 4 
 10 
 
 114 
 
 Botes The sio^iificant fact in tlie abere table is that both croups did prac- 
 ■^ ticall^ tlie aaios kind of vork»s« that the difference in s^iolanihip 
 
 ^B of the t«o grsiaips could not be asevlbed to this. 
 
 Vnve 
 
 
 la c«roup 1,132 or 49^ (of the total 269} took cmsic or a ^ credit 
 •ttb^eat as their fifth subjoct* 
 
 In Group II, 114 or 47.o;2 (of the total 238} took nuaic or « i credit 
 subject as their fifth subject. 
 
 hundred and forty six or 48,7iyi of the total 505 student o corryinc 5 or 
 or Liore cubjects to^ lausic or a i ersdit subject us their fifth subject. 
 
\ 
 
 I 
 
 t 
 
 i 
 
T 
 ' 82, 
 
 ,7. Scliolaritiiip of Oroup X (for first period of T vreeka), separated into 
 
 tve exoxxpm mt th» tasis of i^wIImbp stakUmte oairried 5 or bi»t« "solids" 
 (a ^ orwUt sttl>Jeet), sr 4 "solitis* and a i unit sul>Jeot or lattsie. 
 
 
 ior 130 iJtuaentB U'or 132 titudents 
 Carrying or riore ICarryinn ^' or nore 
 •Solids". '♦aolido" plus i unit 
 
 Sublect av mtelA. 
 
 1 
 
 [Percent ago of Total Grades I'b 
 
 27.33 
 
 24.11 
 
 ^rcentage of Total Grades II •» 
 
 58.27 
 
 M.es 
 
 Hrcentoce of Total C-radeo III*s 
 
 13.09 
 
 1C.80 
 
 Broentr^re of Total Grades XV*s 
 
 00.00 
 
 00.00 
 
 Krcj J of Tstal Qwmtm T«8 
 
 00,00 
 
 00,00 
 
 l^rc entice of Totil Grades Ino'o, 
 
 1,29 
 
 1.99 
 
 Htcentace of Total Qfadss 1*8 &;II*t: S5,60 
 
 ao.td 
 
 ^tal nunber of crrAeez \ 680 • 6TO. J 
 
 |jiiete: The cignifioaat fact rsrmiled Igr tlie alx>vo table is that the otudents 
 carryine five •sslids" aads a larger pcrcoitfiee of "I'e" and "II 's" 
 than thosQ coriyinc only 4 "Solids" and nusic or a -^ credit subject. 
 
 •• ocholarahip of Croup XI (for first period of 7 weeks )» ssparated into 
 
 two grsiSMi on the liasis of whetlier studttats sarried 5 or nore "solids" 
 or 4 "Solids" and iJuoic or a i credit subject. 
 
 Bel lolcjj* ship 
 
 X 
 
 for 124 Students 
 Carxyinp 5 or nore 
 "Solids". 
 
 Ferccntac© of Total Grades I»s. 
 HmoitAes of Total Grades II *• 
 Percentage ef Total BWi—s IXI*s 
 Perceafta@e of Total Grades IV •• 
 Peroeata,-;* of Total Grades V«s 
 PercenlaiTS of Total Grades Inc's^ 
 Psroentags of Total Gradss I*s It 
 fetal ifuaber of Grades: 
 
 II*s 
 
 5.6 
 
 40.4 
 
 10.4 
 
 1.7 
 
 6.4 
 
 40.8 
 «25.0 
 
 Vor 114 Students 
 Carnring I or jiorc 
 "Solids* plus iausie 
 
 mat BttMtfili 
 
 flg i ft 
 
 C.4 
 37.4 
 41.2 
 7.3 
 1.02 
 C.3 
 
 43«8 
 
 578.0 
 
 leto: Xhe significant fact rcTeoled bEv thtj abOTO table is titixt the students 
 in Group II oariyin{; a li^^ter prograa aads •aSy sli^tly better 
 trades in scJiol Jshlp tlian thoee canyiag a pr sg ra i sf £> "aolids," 
 
 9. iiiaibsr of periods spent at the Hi^ School each d^ and the msabflr st 
 atudy Periods which "fiTe-subJect" students had« 
 
83. 
 
 Table Showing Ho. of Students in Group I and in Group XI Arrcoiead 
 According to th« Lencth of Tint Spent at School and Ho. of Ctudy 
 
 Periods. 
 
 jjIiMiLth of Tine 3pent at Gcliool and Ho» 
 of Study Periods 
 
 f^roup I 
 (2C7 pupils) 
 
 , Hroup II . 
 ('538 pupils). 
 
 9 Periods with no 3tu(^ Period 
 10 Periods with ao Studgr Period 
 
 9 Periods with One Study Porlod 
 
 !• Periods with One Stuc^ Period 
 
 \M Periods with Two Stu^y Periods 
 
 95 
 
 It 
 
 117 
 
 littc: 49.1>.' of the students in Group I (267 students), carryinf^ xive or nore 
 subjects and doing thorouc^Uy satisfactory work, spent 9 or 10 periods 
 daily at the lli&i School and had no study periods* 
 
 50*43/' of the otudcnts in Group II (f?38 students), carrying five or 
 nore subjects and doinc unsatisfuctozy work, wpmtX 9 or 10 i>eried8 
 daily at the Ilioh Scliool and had no study periods. 
 
 Since the pertentage ef each croup hayinc no study periods was praotieal3y 
 the sane, t^iis cannot be ascribed as an inportant cause for the great 
 difference in scholarship of tlic two ^rroups* 
 
 1* 
 
 i 
 
 10, Difference in the reasons offered by the students in the two groups for 
 wanting to take five or more subjects* 
 
 The chief reasons offered Igr Group I were: 
 
 (l). "To get throufi?i in a shorter tine.* 
 
 (2). '*To c'et in nore subjects than are required, and to get all X 
 
 can out of r^r 1U.{^ School course*** 
 (3). "I thoroue^ily enjoy the rrork.* 
 
 The chief reasons offered by Group II were: 
 
 (l)« "Beed credits for gradttation." 
 
 f Hote: In ansgr eaiMs this aiMnt tliat the student h^^d failed in 
 
 f one or nore subjects previously and was talring extra work to 
 
 auike up for the failure. 
 (2)* "Heed roc's." 
 Bote: Tliis neont that the student loclsed credits of a quality 
 . that would penoit hin to be rccoBweniied to the Unilrersity. 
 
 (3). "To get throuc^ in a shorter tinte.* 
 (4). "I enjoy the work." (In case of cmsic). 
 
i 
 
n5. 
 11, The followinc slf^iificcint faets are to be noted in the table 
 shoving; the subdlvlBione of Group II: See page 84 
 !• Students iriw dropped subjects during ttie Moeeter, or failed in one or 
 
 uore, rated lower in {^enertil intelligence than tliose 1*10 did not* 
 2, A'iie fact that the CO students, who dropped subjects during the sflCMster 
 couplet cd on the averace 3.9 subJiKsts instead of 5, nay explain their 
 reliitively hifjher grades in scholar oliip, 
 Scventy-t«B «tiad«Bt«» or 97.3;^ of the 74 students tested, lAiese preriotis 
 iwrttelftrehip was thorouc;liJy 8.'itisfactoiy (all 1*8 and II *s and at least 
 4 subjects carried each seeMstcr) tested aiwwTtn;e or abeve aTerage ia 
 enteral intelUgene** 
 Xlc^ty-live students, or 69 •G;^ of the 122 students tested, lAieee xnrevious 
 seholaroliip was not thorouc^hly satisfactoxy, tested awera^ or abeve 
 overaee in general intellir^ence* 
 These facts indicate that a student who exeells in school work will rate 
 hi{^ in the prooent rwjntal tests; but that the converse tgr no necins 
 follo'c^B autonatlc^^lly• 
 Of the 40 students (out of this 230} w3ie carried fire subjects for the 
 te33i and did not receive more than one rrade of III, the preylowi 
 •ehelarship of 31 cases (or 77 .5^) was alee thoroxK^ily satiofactozy* 
 The r '.tine in mental test was arerac© or superior in 06*1;^ of these 
 eases* 
 
 12* The following sicnificant facts htq to be noted in the table 
 shewing the subdivisions of Group I* Sisevjtoge eeo^j 
 li Xn evexy ease the hi^er the rating of a group in ewttaeol intelligenee^ 
 
 as sl»3wn ijgr a svev^ t«8t, the hi(^er the scholarship is for that fproup* 
 Zl Orxly 7 students, out of the total 260 tribe carried 5 or 6 subject s for 
 
 the term, otood low in both uental test and previous scdtielaridti]^* XIts 
 
 iliould undoubtedly not have atteErpted so heavy a pu p sgw . Judging fnM 
 
 the results of their tern's vrorlc. 
 
86. 
 
 o 
 
 n 
 
e7. 
 
 ;\ i^i{j^ity-nine per cent (or 191 out of 215), of tho studmita vAm earried G 
 I or 6 Quli^eota veiy cxxccossfulijr for the ^all T«ia 1921-1022, had 
 
 tliorouLlily 3atlaXi:!x:tory scliolansiilp records in the past* 81*3/^ of 
 lift these students also testod cither average or superior in f^eneral in* 
 IB tclllcence* 
 
 13. Study of iitudents Viho Carried Six 3ul)Jccts: 
 
 ?abl« Sboviitg Itoiian and Xnterqaartile Baa£« of Q«M>«a Int«lli|l«n*#» 
 3eholaraIxip, and Utmimx 9t Students Carxyioe Six dutsjeots* 
 
 ■Oix-oiroject" 
 Students 
 
 !«0. 
 
 ^ 
 
 SXA 
 
 L 
 
 Total 
 
 Jfrori Croup 1 
 fro© Ciroup IX 
 
 4« 
 24 
 2S 
 
 12d 
 
 107 
 
 
 Ill 
 
 119 
 
 10? 
 
 TotnJL 
 Urades 
 
 ^-<tf,wlPty^],Uu ,Xyi ^^ ?ft»;;^, I??. 
 
 1 Per PerTPer IPer ! Per 
 
 96 
 
 111 
 
 92 
 
 265 
 
 142 
 123 
 
 Per 
 
 Cent 
 
 •t 
 
 S3.t 
 SS.8 
 12.2 
 
 CentjCtioit 
 of I of 
 
 Per ! Per 
 Cent I Cent 
 of !of 
 
 ^As22jk 
 
 i;i's lil*gjIV«aiv»g 
 
 5?»» 
 
 14.7 
 
 61.2 4.2 .7 I .0 
 62««26.7 3.2 4.0 
 
 I II II I I II I 4 ■ 111 ■ III 4 i m ■ ■! i« 
 
 1.9 { X.9 
 
 Per 
 
 Cent 
 
 of 
 
 .3 
 
 .0 
 .8 
 
8J. 
 1^ Simber of stttdAots carrying: five or uore aubJiootB who part id- 
 
 yated In student actlyitics* 
 
 Durlnc th« JTaXl Texm of 1021*^^2, o>it of a student bo<%r of appr«x» 
 
 iziUitely 1420, 317 stttAtBts parlioipatod in student aotivitlea; 150 of these 
 
 our >. led iTiYe saUJoets* 
 
 Ifll Coi^aarison of ocholanmp, for first period of mvrmk ve«ks and 
 
 for the texm, of the 505 students carxyinc f^vo mlO(|«et8» with the iKsholor* 
 
 sAiip of 505 "four-su'ojGct* students* 
 
 Hetet These 609 "f our-subj ect " 8tud«tits were an unsolocted crevg^, 
 as a "control*' r:roup« 
 
 Table ^Slowing Scholarship of 505 Five»2ubJoct Students Contrp.nted 
 rith t3ohoXar£diip of 505 Four*3ubJect students for the I'irot Period 
 of Sersn Weeks and for the Terc^ arranged iUscordinc; to the Per- 
 c«itage of Total Grades That V/ere X*8, 11*8, 1X1*8 etc* 
 
 Scholuroliip 
 
 ]?or 505 "D-^ubjGct" 
 
 »er Pirst 
 Period oi" 7 
 
 iiUldlBfcJL 
 
 Por Teua 
 
 j^'or i-'irnt 
 Period of 7 
 
 "or 505 ••4-Subijoct 
 
 For Tex& 
 
 vcontaijO of Totiil 
 
 Grades 1*8 15.86 
 
 rcontace of Total 
 
 Grades II 's 46*92 
 
 Percentage of Total i 
 
 Grades III*8 I 27.38 
 
 jj.>-rcentaee ef Total I 
 
 Grades IV "s 4*42 
 
 lercentore of Total 
 
 Grades V*s •6S 
 
 Percentage of Total 
 
 ' rades Inc*s 3*99 
 
 PercoBtage of Total 
 
 Grades I*s & II*tB t2.78 
 
 Porcentaee of Total 
 
 Grades failures 5.10 
 
 Tot; a Ho, of Grados 5554.00 
 
 2SLSL 
 
 AmI 
 
 *I& 
 
 2384.00 
 
 12.47 
 
 43*66 
 33.61 
 
 6,39 
 
 .94 
 
 2*92 
 
 56.13 
 
 7*33 
 2020.00 
 
 51.3 
 53.9 
 
 XJiSL 
 
 6.68 
 1841.00 
 
 Bote: 
 
 Ik 
 
 rho significant foots in the ;\boTe table ore (l) that the scholar- 
 ship of both (groups is considerably higher for the tezei than it Tras 
 for the first period of seyen veeks; (2) trUt ■flftftllTlh^n tr]ir9lrtW«1i 
 

 A clooer sti^uly oX tba entire "four-subject" i^eoxx^fm 
 
 SaJale ^aoving Boaber of 3tud«xt0, a»A Sc^iolaxahip for 506 '*S'our*SubJeet'* 
 Stirtenfts for ).>all T«m xg;>l«192S, Gxx»u9«d i^eording to a S«v«» 
 Point Soiae of G^iora Intelli gew* 
 
 IB v'. oeven 
 
 IfoTojT 
 
 donto. 
 
 jjeholaraailp 
 
 ''ot.'\l 
 Grades 
 for the 
 '■ roup* 
 
 Cofit 
 
 of 
 
 Cent 
 of 
 II •» 
 
 of 
 Ill's 
 
 «p> 
 
 of 
 IV»o 
 
 Per 
 
 Cent 
 
 of 
 
 7»» 
 
 r 
 
 no*** 
 
 A, i;50 or bettor 
 Ye .V superior 
 
 22 
 
 83 
 
 33.T 
 
 50.6 
 
 10.8 
 
 1,2 I 3.6 
 
 .0 
 
 3. 1^9 - 115 
 
 105 
 
 390 i 24.1 ,03.8 '17.2 
 
 •H^W 
 
 .V a^s 
 
 i»s 
 
 C 314 - lOD 
 iSii^ntly above Av. 
 
 loS. ! :;-?3 
 
 10.2 152.2 ' 23.5 
 
 Uf 
 
 3.4 
 
 *0 
 
 C. 104 • 99 
 
 108 
 
 8.7 55.2 25.6 
 
 1«2 7.2 i 1.8 
 
 C- 04 - 85 
 Slif^itly bslow J^ 
 
 • 
 
 72 
 
 249 
 
 14.8 
 
 D. 04 - 70 
 Inferior. 
 
 80 
 
 45.8 I s^.a 
 
 67 
 
 t.4 143.3 ? 38.8 
 
 3.2 
 
 8.4 l.S 
 
 4.4 
 
 4.4 I 1.5 
 
 K. G9 • below 
 Vei^' inferior 
 
 -i- 
 
 Bot tested 
 ■■.■ ^ ■i 
 
 40 i 142 
 
 1 '■ r~ 
 
 13.5 i45.0 j 30.0 ; 4.3 | 7.1 , 
 
 il ■ I »iii.iiii ■i.iMi.iii 11,4 nil iiKiMili 
 
 •0 
 
 Kote: l^m elgHtlficrust facts in the ::ove table are: 
 
 (l). There is a eensocutiye drop in the qaslity of irozSk done l^^ studwats 
 according: to their levels of {^scwmsa JKttlllnWi wnw Mfd «n a 
 seim point seale isgr « gftmp tm^» 
 
 (2^ Children teotinc "rery inferior" do not reach the senior hi^^ 
 
%te: Tlie sicnif leant facts In tlie alWTO talil* ar«t 
 
 j]^. There is a coioecutive Orop, ijoth in quality and qunntity of troiflc 
 done y the otudenta, accordinc to tlielr lerels of ceneral intelli- 
 £ettc«» on a oeren point »culc \^ a group test 
 (2), Childnm testing very inferior in general intelllccne« do not rttsudi 
 
 tlie Senior hi^h scliool 
 Isi Of tho8« testing l>8lo«r arerag^^ the percentage IcaTine school or car* 
 rying less than the noroal caaount of tjork is vciy nuch hlf^or than for 
 those tcutine otrorage or above. In Groups "C-* and "D", the author 
 hu8 also found the largest nisftter of *repoatora*« This latter fact 
 uB^ be one of the reasons for apparezitiately 51 perowit of the etsulea 
 of the •2>* group bcinc "I's" and "II 's"* A second reason is un» 
 doulJtodly the fact timt 25^ of these students eavried only three oub- 
 jocts for the tcm» 
 (4|. Since the Berkel^ Hi h School requires that T5f} ef a student's ^rortc 
 be First er Second Section to be reoonnendod to college^ Judging froB 
 the terra's "votk censldered, stvdents testing •aTeftige*, "ell^t3gr 
 l>Glo(W aTerage" aid •inferior" will not receive college recocnendations 
 unless their vork inprercs. Judging froia the large mmtmr carrying 
 less than the aei&al «seunt of vozic, and the per cent of failures^ it 
 is doubtful if tliose vesy xauth belenr ovcara^ een finidi }ii(^ school. 
 II'^. A closer study of the entire "five mibject* group, rated on a seven point 
 e of general intellitiCiico. See page 91, 
 
 This otu^ mui oade in order to see hov elesely two groups of 
 ts of the 9aam aentol levels (as tawmn ^ group test) trould rank in 
 lurship* 
 
 Ztvill be rencDbered tJiat of the 505 "five-aubjcot** student 8» mam 
 of 367 etudents (Group I) did "tliorou^^Hy satisfactory" work for the 
 period of sevoi weeks, while a —oosoA group of ?Z0 otudents (Croup II) 
 not do n.n trell* Tliesc two groups are rated on a seven r^oint -^rale of 
 cal iziteiliccnce, and their scholarship gsades lifted in the following 
 
 0- 
 
tl« 
 
 H 
 H 
 
 O 
 O 
 
 5* 
 
 © 
 
 «* H 
 
w 
 
 I 
 
 Hi 
 
^2, 
 
 7!h« preceding taiblc tdiovs ▼•zy ffOK^biMwHj the wide Tariation in 
 
 Ibholamixip saaonB otwAmAB ot the mmM mental lenrol as neamire^ tgr fStma^ 
 tests* 
 
 Thm 9ai}^ a^yMPeirti eag^aaatlon for tlia great aiff«r«iee in ecdiolaxw 
 ahip for tlM JTall Tern af 1921-1922 of croups X and IZ, Tor ereiy Imrmk «i 
 t: en point Bcsil9 of cttnexrCL intcllicence is that Vw sMobera ef <rroup 1 
 
 applied thmnetnlYnff to their sohool \rozk xiueh ciore than did tlio^ of Group 
 II, Tliio is also bunie out Tcy tJioir prcviouo acliolarahip record. The 
 
 ttter aagr also be an indlej^lon of a poorer ioun(kition for the present 
 rk. ' oto that at oveigr Icvol, the pere«iti3fcge of siiulonts vdioso prvrlotui 
 cholrArslUp record is *thorou^(il7 satisfaotozy'* is iraiQr smch Iii c^r (in 
 c-oLie instasioeft several tiaos as 2ii^) for nroup I as for GTo\xp IX* 
 
 Hm tablo also iftUMMi Ukttt for both i^roups* (as w^Ll as for the 
 tiBO combined) there is a very consist ant drop in the rpslity of the 8<^iol<» 
 rship (oa a.o ii jy tlie peresBtafiS of 'Is mid II's) for each lerel on the 
 o'tile of nental rating. 
 
E 9a» 
 
 UTho Xior of the 3tat« brinca praetiealSJ^ orvry child UBdur the ausr- 
 • of tlio public school* It is only xec&atlj that tho «ehool hma 
 Qcnocd tha csif^itttdft of this rosponsiVilli^* 7ov «Eac^«« yn nam reali£0 
 Uu^ Vhe ole.iOUv^^xy scliool la tlie place c;]i< ro uciital defeota i^o^O^ iM dia» 
 covered, ilcretoi'ore^ sustataXly defective pupil s» t?Iio oouX4 not oonfona to 
 the estoiaiahod aohool rttcixM wore oithojr «3cludo4 or curexq^ ou^ of thoir 
 volition. Sow iho odiutol either uammmm tlio responsibility of eoriiM; fmv 
 t: • or Ddmsn the itfMt is too s^Mt* 9i oMias to it tiiat the 
 
 pr ro tokoa to ^^to theei ceouittftd to the proper institutions 
 
 lK>iora tii /o Im&gm i nouto* g^ji>^ 
 
 . follcnrine lo an ootnal case tnSton fmm tho mOiooI reQ«rd«« 
 
 ...«. liJ-ii t. ■^. 7-1; I.Ct:<51; DoSto of T«Bt • ^aB 18, 1020, 
 C^A* 13-0; i:»JU 8»&s I»a;Cl; Prccc'nt »ate - .iaroh 1<? ;5* 
 
 flfflMMJli "litiBlTI 
 
 3^, , , „ . ,, „ lo ucrvouc* orratic iinc. ix .fiwyuuuxuxu. la a discipline 
 
 eaoo aA ecliooX and at : ic an liabitual truant; and ooiaotittos otoe^a* 
 
 Hio ;|^is^»i04Sil condition ia fair* 
 
 HoocUod tUo }ii£h ^rd ^adOw ]%itored tho Aly|»ical Claoo Ao^ot 23» 
 1920. Pru4^ :?<-nputiMi woro poor; vae a "roipoaior*; aad wam rexy 
 
 tro;*Iilettono« 
 
 jftWi'VilT ^f iotftry ; 
 
 2)oth parent 8 axo i^ortucuoo** JTathcv is aiapli^oA Iq^ tlto 3outlifl»n 
 i-fia '^TTnyongr ■ ttotner is oplley^ic: has fits ond camtot bo left oXono 
 thmm Afo oloT<aa idilldrea in the faciily* Sons trairanc is cmodt «oid' laac 
 
 t; J cc:oi i 1 . ort »«1>« S0, 1921 froa tho At3rpical Class and 
 
^oyjitix, 
 
94. 
 £ron Mih!M»l bseauso oX his pcrpotuoX tru»iM|pr aad \airu3:y coiKKict. 
 
 Vtui or^ordd i9 stay at hem%^ J^lie:^tion im SLdridg* 9ttmtB Ik»ie 
 
 V14S liled, 7li® cliild was lat«]r eoerdttad to that in at it tit ion* 
 
 '^* yiie. ««• M ,li^ 9,^^^ ^^.^^ay jln i^flMBrtnliir flUrlnliiirfMliVTi Mlitliffitfc 
 
 of student e la of vexy reaJL imlue to sohool iiHitnlgtratora in s^otxrinn a 
 clear-cut pl0t«pe of the noodo to 'im ad* In aMMVlnr t)ia cf f ioienegr of 
 prooent poUciee, in tlio foXEaulatiou of ■MlMmniiinl yolici. u, i^i d - ^ e •.■; dning 
 tho couroQ oi 8tu4r ^^ apoeiia g»iQ^» in the fiUlMQiiitliii of »«r VRlto o^ 
 
 Inst ruction^ and in the eeleetion of special toatthars to zoaat optoial needs. 
 Che OalOsiid U^ieol i>apastiMnt is ono of the tev ]p3.ac«s in tlie Tftsitad 
 cat OS viMStt sucli _ is anmiln¥lirt toad thate on^y for atyple<«ae* I%»ler 
 tho ulrcotiou of tiie Ookl uro£.u of Rsa—awh oatd Oaldaace, t}irou(^ the 
 
 rcBiatn of teeto of eftii«^ral iiiteIll(!tiru3o« taken t«eittNar «tt]l tlia t«aiAMir*s 
 ostiraate of tlio pupll*u — ii.a ^j^ ilqrBiMft Aility^ pupils in «aA gl«d* 
 are g^ovg^d into Tcycious seetions: aocely, t]» aa< s l>3ft xted» the vegMXaVt 
 the lialtod^ (fliA tha algqKl«^a3>* itooa the atjrpleal dhild is the ereatesi 
 nisfit in tlto xfffOmx |flMiH«> •f thm piibxio «aiioal» he ie not eaSgr yitt in 
 a epeeiaX elao8» \Kit is AlMlitd laoT •pacially trained teacher a » yAvo ttsks a 
 
 Cf ul oMHiOativa camm sttic^ of mmA fnqpH* 
 i'ha *^11l"-^ points ^'trmnfin ia t«a hwitTirt> and ninoty-cix of those 
 histories of cJiildreii itm had at mte tins Men in atypical claoaes 
 ' (but viM aow are either in regular elitsaes, or iusvm dropped out of 8ch»»l), 
 vrcr ; listed 'ijf vwjtkMTu of the Oakland Buoreau of Hciiaareii sad Guidance under 
 I the direction of I>r* Virgil 3* 7>Ufkm» aSB& Hiss Ileaxriotta A, 
 foUovin;; points )sore considered: 
 
 !• nm—KtiiOihl /^e on June 1» 10 ri, 
 
 2* ttioital Ae«« 
 
 3* Intelligence. 
 
 4* Hationality of Parents* 
 
 6. Occupation of Father, 
 
99. 
 
 #• MttMt Ikivironnent • 
 
 ?• IJiialrar of Children in ^kxeds, R(HM»» 
 
 •• apical Condition* 
 
 t* Avifcer of Bit>lc«ci Boiftes* 
 10* Uereditazy 'J^«ft4«neie«* 
 11. GhajetvotoT Ti'oits* 
 
 IS* IKMlher of I'oms Spent in Atypical Cla»a« 
 
 14 » ABAttequont lUotoxy in Hoi^xlor or Xd&iited Claa«« 
 
 i5« .idiool Progress* 
 
 IG* ^>c}iool C«iittct* 
 
 !?• fxort in ^y>h ool» 
 
 10* c;>u'onoXo^;inal A(St «i Xtosrviug School* 
 
 19* Later lUotoJcy: 
 
 
 d* A« BoiM, 
 
 !>• Unloioim* 
 
 e* l»Mffmv 
 
 0* ila-rriod* 
 
 X, i;oe«s««d. 
 
 20. .. i 
 
 21* v<'orlcin£; Iliotoiy* 
 
 22* £t«ittution li«BUi «»& Xnetitutionra Uocox-d* 
 The followiae is a iwiinyy •f the %!«» Iiundrod and fiin«ty*«iz 
 Ksliicli tJam autJbiov 2mui otng^ilod tmlar t)Mi hIwvq ti^enty heodin^B* 
 
 9t g^^ C>o» HiatorioB of 
 
 At Qa» Tina B>ia ia JJaraital Claasog in the QaiaaiTa City Scliooiafc 
 i:^: laS «l3Rt»; l*m boye. 
 
 1 • S* Out of these 296 eaMm iAi» kanre at one time been in the 
 atypical elaases of the Oaklwul City Schools, 77 cases of scliool ae« (ko* 
 eluding inctltutiOtiaX eaiMs) have dropped out of dchool and are still 
 living; in Ociiaand* Pifty-four eases (out of the 29€) itfi* were foiticrly in 
 the atypieal olasoes are now in Hegtilnr or Idmited Classes* 
 
 Tlui follo\7i»e taltae shows tlM iraxir.tion in clironoli^i^ltfaX a0**sMRt4l 
 
> lli « 
 
 .ssmmmmmmmis^ 
 
 t ■ w 
 
96. 
 
 To%l« Stidwiiie Medioft and Xtii4»iQ|ttMPti3Le DaaGe •f C»A., H«A,, mid 
 
 Z«q. for tlia Total 296 Qmmm, Tt "D^rap-outsj." a»d 34 Cases Il«tuz»«4 
 to B«s^ar o« 
 
 «■■• 
 
 T7 "Xirop^^Cftrts" • 
 
 IP '? K«i» In 
 
 ■fcuu 
 
 o^ 5.oal 'Ujd 
 
 (GiTQn ill 2C7 e68«s) 
 
 1? yra, 
 
 8 aat 
 
 12 yre. 
 
 CK). 
 
 Ii6 yra. 
 
 13 yr». 
 
 7 !M^* 
 
 JSiftibM >w*^*4ifeSSklW>« 
 
 1& y:r£i« 
 ISO. 
 
 4. 
 
 ^•utal Ago 
 
 (GiTen in 262 
 
 
 10 yro. 
 
 11 yra. 10 yr*. I 9 yrc. 
 
 ■ ,. i ^ i^ft, ,.|. ABS^t. 
 
 ,. ..... ' 
 
 xt: 
 
 Given ill « 
 
 01 «7 7? 
 
 3 yro, j 9 yrs. ilO yra, 
 5 lao* 4 dO. i 5 no. 
 
 CO 09 n 
 
 65 72 7ft 
 
 Qoo of tJte ^c*^*^*-*^ polflte to IM iiOt«d in tho olbBVO WHi» is thivt 
 uac aedl :2 1* %* ot tjaooe otill in oohool is 72; \a3Ule tte wpi^ian X* ^ of 
 tbooo «!io a3P« M 2«aiov la ochool is 05. Also %^ aodian ciironoj. 1 cvge 
 
 •f th« ^MOMor group is 16 yro» 6 sioi uliilo that of tho lixtttor gxvup Is X3 
 yrs. 7 £io« Z^oso tvo faots in<lt<ot> that the otyjtioal ehild drojm out of 
 Mi»»ol i>«itrily booaai»e of clironole^iioril a^o anA ibanikility to stsocmmMU 
 
 ' ' - ?-* -out fia&ine in relation to tho Vttzt«!PlH» S^ool lo that 
 MTOnty per oont of tho •asoo of 77 **dro» #«t«* earn % » tiiouu tJie (dironulQ{;ienl 
 •000 of 15 yri3« 4 no* an& 17 yru* 7 £u>.; and st^etvon o o t i M i o a it are hoftvoaR 
 the 10 yro» aai& 15 yrs* 3 £io» 
 
 Of the 52 eaiMa itis are nov in Hoiniliur or l4»itod» forty-ols pKt emik 
 are betTrocm tho ohronologioal ai^m of 13 yrs* 8 no* sioA 16 yrs* 3 ao* 
 In cuuiy ««aos ths y undou'utodiy foxci an *trtmt*me!i^ wmm la those olaMWO* 
 «• %^ttf^^a^tY tf gftftt^i* (<^ivoa %A 886 oftoo«)« 
 
 (l)* Uoth parents taretm in 17^ oaott»« OJT in §3£ja^ ell parent o 
 
 •f «lfidj«a oiaidren* 
 (2)* Mother fo««i0ft» foA&ogp jhoeriean in j| mums* 
 (3)* JTMhocr foreigB, aothoy MMXiMsm in XC cases* 
 
 I 
 
97, 
 
 (4)* One of thm p«f«nt8 forftlgn in j^ of the total 
 
 (5), One or l>oth poreattf £»v«X&a la j|B|^jif the total <mo«0* 
 
 (6}« lioth parents Bortucoese In 21^ of the total ^UB«9* 
 
 CT)* Bttli parents Zti&lian in 14^^ of the total ommhi* 
 
 (6)* Both paxonts South«m Smamj^^oA in S8*9$$ «f th« total 
 
 TiO^ "hnianir 2i«. of Si^Ukeni a^ iSo. of ^th«r8 im «mAi •£ th* 2S 
 
 )i^ fiiiir«M(ta af Algrptlaal Children. 
 
 vtioncaitiea 
 ^lerloau. 
 
 *"X\oX 
 
 ilo. of 
 
 natiU«aiitt4< 
 
 T^o.cf 
 
 1 ''rjihwn 
 
 No. Oli 
 
 94. 
 
 105. 
 
 MMicaii. 
 
 4. 
 
 s* 
 
 gww 
 
 3i6. 
 
 lo. 
 
 uSOtwl. 
 
 » 
 
 t* 
 
 ortl|0iHM 
 
 GO. 
 
 «1* 
 
 Htfi-liw 
 
 3, 
 
 a* 
 
 Itlian 
 
 ae. 
 
 30. 
 
 ltowia»> 
 
 3. 
 
 i» 
 
 - • 
 
 IS. 
 
 IG. 
 
 ^iss* 
 
 S* 
 
 &• 
 
 Iri3h 
 
 14^ 
 
 •• 
 
 ilWqWfillBii. 
 
 2. 
 
 2. 
 
 ^^ieli«h 
 
 1 
 
 14. 
 
 ^» 
 
 Saxwag!lflti'» 
 
 X» 
 
 ■ 
 
 1 
 
 poniflSt 
 
 £. 
 
 7. 
 
 Hn—Kim 
 
 «♦ 
 
 3* 
 
 ]>aiilflh 
 
 ft* 
 
 »♦ 
 
 auiippinoos 
 
 1. 
 
 0. 
 
 Austrian 
 
 4* 
 
 8* 
 
 Piji lalandar 
 
 1. 
 
 •• 
 
 ffreiich 
 
 4, 
 
 3. 
 
 South JtmitiGim 
 
 1. 
 
 u 
 
 Swedish 
 
 4. 
 
 3. 
 
 Vttioh. 
 
 U 
 
 •* 
 
 ite: It is s^KaifSftfait that* aren tbo«^ OeXLsnd is a Snalflc Coast eify» 
 not a aittgle OrJUntal is enrollod 
 
 OcCl^pfiAl^iM of 
 
 
 GvattpaA iaescdiae 
 
 la 
 
 of Oiildran la /t^ypicol 
 Vff«a«flia42 74, 
 tl»s Ooanpattana af 9a*Iism af iiyp **«3 - Ghll^^res 
 ta 'SammU^H Yiva Ittist asala^ tha W i wit i g 
 and tlfts List af Ocut^utiaaa In Sash Grmiy* 
 
.V 
 
Jteelneor 
 
 
 1* 
 
 ptote: TiUs le tha lHtfi»t group naa twi3»d«»mi» yfgfi— tm, «iftBi««A 
 
 cl. idols, po3)lic ?!nd prlvntd, in p«Bltiuu9 «f XMpmoiliility and 
 po-w^r, and ■wmictwn in indu«Mgr»* 
 
 
 U'/-^ 
 
 Corix;r. .._ . 
 
 "i 
 
 
 1* 
 
 J;\^.,j1 JteBM^lflML 
 
 £^»Riit«ir« JD«aX«r 
 
 ye t9r tho 
 Cctar 
 
 Tctal in Vtov^ II « SO* 
 
 
 iMi^^iitioimt 
 
% 
 
 ^-.-.i^sK^aat- 
 
 ,M 
 
 if9X^ , ■r-'-v?^^ 
 
9©, 
 
 jt of Occupation* t 
 
 r 
 
 store- ., rj 
 d-xaapectora 
 .ur:ince A^ent 
 
 ''^- ".tractor 
 
 MM 
 
 
 ft 
 
 • 
 
 Mat of Oeou^tiwns 
 
 •:i 
 
 O 
 
 S«a Haptain 
 
 I'umituro Dealer 
 
 I .^ for tko 
 
 Cj.„^. ^^w-»rd of HoiiltlJ 
 
 Car (^iductor 
 
 Uadertiiker 
 
 Total in Group II, dO, 
 
 to IflBH ,. 
 
 1 
 
 X 
 
 1 
 
 Koto: Group XX includes "tbm clerical or a«ai-intelle«%««l occupations 
 ol "-: 3» boo^oepors^ 0aleeBa«n* Biaall tradiri— «b, rallvraQr oenda*tora» fo 
 ...perintofi dents, etc*. 
 
 <mouP HI 
 
 to- c\;cupatio 1 sJ 
 
 iO. enp-. ed 
 
 12 
 8 
 3 
 
 2 
 2 
 2 
 
 1 
 
 1 
 
 List of OccuTMitions 
 
 Potter 
 
 Flunber 
 
 J^roLum 
 
 QmamA VorlMrs 
 
 Stviag SaoMns 
 
 Oporatoto 
 
 Baparer of Water* 
 
 iiaters i 
 8i^ Pialntors 
 
 TotrJL in Grou-n IIlJ 44 
 
 Ho en, 
 
 in 
 
 1 
 1 
 1 
 « 
 
 1 
 2 
 
 )lDte: In Group III belong the alcllled v mfto iM« ''It inclttdea tlks iiliole 
 fance of occup3,tion* tsftiere there is need for a sure egra, a faaill.ority with 
 lioois, and « daft and trainad 2»and** 
 
Idut of Occujpations 
 
 era 
 
 3i)j.o t;n- keepers 
 Pedctlere 
 
 tliihaiicis 
 leXt era 
 
 Daiiyiien 
 
 BoJcers 
 
 lc€uaa 
 
 naltcr 
 
 k^A WUbWJLA 
 
 
 
 5 
 3 
 2 
 2 
 
 a 
 s 
 
 9 
 
 1 
 
 1 
 
 IT* 
 
 Liot Oj. OccuT>ntion» 
 
 100. 
 
 
 Siitd^er 
 C4»al««3aii 
 liuek-driver 
 Carpet oeleaiMfr 
 Bottler 
 
 Janitor 
 
 Total in Grotip IV, 56 
 
 2 
 
 2 
 
 1 
 1 
 3 
 
 1 
 1 
 
 1 
 
 1 
 1 
 
 S 
 
 Bote; Gro p IV incXude8*'tliose tlxat d* not aeod apeciallsad aldllt T^ 'bwof 
 •one roapouaiuillty, and ouot IiaT* WHsa olextnewi af rdnd*** Tausoie; 
 £;iv o L^s @xaxapleo: siotoaMm on sitroo<»railvaQr8» aAMaatm, and faetoty trotk* 
 ers. ITor tlilo group, waB^w are paid ^ the weele taihor than lay tiM day* 
 
 Lict of vccup.it ions 
 
 Ikijf Lalx>rers 
 Boot-block 
 
 SoaTengers 
 
 3teT«der« 
 
 Driver of Junk-wafison 
 
 Porter 
 
 Pact o xy*irorker 
 Hailroad Construction 
 Iron voxkem 
 
 i^ot @ : In Craiiqp' V are 
 factory voikers t^iooe 
 
 Ho. 
 
 . ir,.! . ■ 
 
 ^^ ,^-iffiti 
 
 72 
 10 
 
 6 
 
 4 
 4 
 2 
 
 5 
 
 t 
 2 
 
 S 
 
 Lict of 0ccu}Vition8 
 
 no 
 
 Preaoer in Pap@rw:till 
 4IUN9^-4ierder 
 
 Kiney 
 mn^tmrlcer 
 
 . ensafjed 
 
 Ckfurdincr 
 
 Saltan vexker 
 
 Total in Croup V, liy 
 
 1 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 1 
 
 1 
 
 ^&tie difjgere and dclYers* *it jncludoa tiioo'e ' ' 
 awrk iB af tlM al^leot sort, and the d;iy-la.borero.* 
 
siBiu\ny oj i'ASii^iHs* occup^ajiuiis 
 
 OooMpailonaX Oroup Bo* included in it 
 
 Croup X 
 II 
 III 
 IV 
 V 
 
 c 
 
 20 
 44 
 96 
 
 117 
 
 TQt^t^^i 
 
 XCl, 
 
 Note: TX% of these woi^obtb fall vitMn rrom>« IV and V, the Icmefjt 0tovcpm 
 in the occupational 0calQ» and Uau6M In tJae social scale. 
 6. Hon* ftrvirwawmt: (Given in S45 cases) 
 JfeBooll«ak in X 9»um 
 
 Poor 
 
 in ^ caaoB 
 in J£ casm 
 in JEQ[ oa»«s 
 
 !Tote* The points corsidered in rating 
 these hones were: necessities, clean- 
 liness, and parental supervision. The 
 author regret that the final result is 
 stated in relative terms. However, these 
 ratings do represent the judgnent of 
 specially trained teachers. 
 
 Very poor in ^ caaeo. 
 Porcei^age of Tiosses rated as •fair", •poor*' or "rcxy poor" z 72jS 
 Porcefl&ai^ oi .1^ w rated as *pQ«r** amx '*Tcry xK)or**: 41 ; 
 7. Ho. of eiiildr«9i in tike hocie: {Qirmi in 244 caoos)* 
 
 £x.:u. : 
 
 • i G M'. .a ;'i .-v ^' ' i; c; imo.:. ovr to poosffasra CHiUDRsai. 
 
 
 Hunbef^sf^h^ldjen 
 
 ^^'^i^^fii ^^ik^i^'^^IS^mx. 
 
 
 Bens C«ypiians,in 
 
 
 
 
 tfvs eaMSs) 
 
 
 
 ons 
 
 33 
 
 
 two 
 
 4T 
 
 
 three 
 
 52 
 
 
 four 
 
 V» 
 
 
 five 
 
 35 
 
 
 six 
 
 f»2 
 
 
 aenm 
 
 12 
 
 
 eicht 
 
 • 
 
 
 nine 1 4 i 
 
 
 ten 
 
 4 
 
 
 elsren 
 
 a 
 
 
 tvemr* 
 
 9 
 
 
 tuirte<»i 
 
 
 
 
 fourteen 5 
 
 (1) Tlie ajyqriaf^e nuiibcr of children in sach hone is betvettn 4 and j| 
 
 (2) The total noB^r of ehildren in !^4S hooes is SStk* 
 
 (3) 22^ o^ theas facdliea hiive Si ore nore diildren, i.e., SSL follies out 
 
'^^rf-St 
 
102. 
 of ti).e ' ^ . ^%2 f orallieo listed hare ^ or .jore cliildreii, Tliio immm tJwfc USaSf 
 
 or 430 clilldren out of the 994 ehlXdbr«a in these hooee oe&« faron fsEiili^i 
 
 :avinc si-x er caore fttmhwu 
 
 ('!) 5^ , 8^ or 14 f agallieg out of the 2iS lifted hair« y^if or no , i^ i^iildren* 
 
 Xhi.» i»eait« th«t Iftg or 150 children out of the SJW involved cone frora 
 
 hoHtts liiere thez^ are nine or Lorc children. T^ j o fimiliee h.xv« 14 eftilteif i 
 
 apiece* 
 
 Hunber vt 4^1* 
 
 cijfQ^ i^ ^¥<P*I 
 
 HatioBBi ^/- 0^ l^&nili« 
 SsTii ie StsalMr 
 
 lunber of Sraallies 
 
 / 
 
 FertugoMM 
 
 
 
 ihaejriowi 
 
 
 
 Itiij^tatt 
 
 
 
 Jegro 
 
 4» 
 
 Jhiglitfi«JB£rican 
 
 X 
 
 
 JPrniwii 1 IwericGn 
 
 % 
 
 
 I r i ali-Po rt u^wo oe 
 
 
 
 IrenclioGerBMii 
 
 Ocotoli-Ji^Kjliab 
 
 Iriah-iiielitfli 
 
 \ lussir 
 
 
 American 
 
 ^ 
 
 
 T'n rtiiMii 
 
 
 
 Iri* 
 
 <A 
 
 
 Italiim 
 
 
 •» 
 
 Sattoh^Iriflh 
 
 
 
 Xegvoes 
 
 
 
 X«3cican»Qpani ib 
 
 
 
 ittstriaB 
 
 
 
 
 
 
 <!•»«» 
 
 
 
 AMnrieaii-»Port«@Be8« 
 
 \ ajs^ 
 
 
 CoaaMvi 
 
 ^■" 
 
 
 i^otoli 
 
 . , ^ XrtiA^lg t 
 
?* tns^ 
 
of Childron in th« Btiait (Continued) 
 
 i03. 
 
 UEna 
 
 Hmtber «t Chil- 
 
 6« 
 
 AH 
 
 ffljTtnr Witt 
 
 »BBlili«« 
 
 ItaUatt 
 
 iaaricua 
 
 Iluncjarian 
 
 flfMni 3h-?ronch 
 JIlMtrian 
 
 r of Fanilieo 
 
 4 
 
 4 
 
 t 
 X 
 % 
 
 1 
 t 
 % 16 3?07«l|9l 
 
 Tot^a • 22 
 
 ?• 
 
 PortU0IMNM 
 tIaliaB 
 
 i^strion 
 
 4BWSlea&*PoytiiBiM«« 
 
 S 
 
 s 
 
 t 
 I 
 & 
 
 1 
 
 t jp. yT«iqi 
 
 II i«JKBfliLiiJi.jML 
 
 a. 
 
 It aiaa 
 Portufjiwfj© 
 Aacricaa 
 Iriab-iWaerleaB 
 
 9v9dlflll 
 
 a 
 t 
 
 2 
 
 1 4 ^rei^ 
 iBsilies 
 
 1 T«tal - a 
 
 Umlian 
 3wis»»G«»tK3n 
 
 1 4 Vmeelm 
 * Total - 4 
 
 10* 
 
 n. 
 
 IriiAk 
 
 foxtiiga«»« 
 
 1 4 9^r«i^ 
 « iBoilimi 
 
 Tot/a « 4 
 
 2 411 ^oreigH 
 
 12. 
 
 Italian 
 
 1 JQJ. ]»'oroi< 
 
 fi 
 
 13. 
 
 Tione 
 
 14. 
 
 X 
 
 1 
 
 1 
 
 Bote: Of tlic 120 fntilies having froia 4 to 14 cltildrcnt 92 ar« foreign. 
 
dc>? 
 
 a.' 
 
 'Oa«^ 
 
 rf ' : 
 
 »**,: 
 
 M 
 
 lit.. 
 
 >*l 
 
104. 
 The Hatlonalitiee Itavlng the laorgMt fasillies are: ]^ jf | j| fyin!tft. 
 
 M» Ifegr^etal Cendltiono of the ^^typlool Child. {GiT«n in 236 C9m^m)m 
 
 ^tUlK 
 
 I 
 
 •Geod" 
 
 *3?00X* 
 
 %>, <il P 
 
 96 
 
 40 
 
 ;ien of tcTTiigi "Good" Includes tliose claauifled aa QOisgaX^ atyonfi, 
 mad ^ell« "Peer** includes those classified as wsHe^ iia4« mMi3 P i sh^»ia>d»>» 
 «lsed, uelieate, frail, vexy nervous, epilefitjN, tuDtMnpeular, ^srxftillitic, 
 Iffid orippled, 
 :^^*S JSI& ot %li999 afcypioal flliildren are in "Poor** pliysical condition* 
 
 ^g'ft^ oif these a^rpi«al ohildren «r« in only "AUr" p^oical 
 condition* 
 
 r of iireken Hones: Y«tal He* 47* 
 
 iKcUier dead in J^ cases* 
 
 Jfetho; de«iA in 2JL c .nes* 
 
 Slather anA MsUier botli dead in 2k e«is«i* 
 
 Itother and sethor separated or divoreed in XL oases* 
 
 (Step^father in ^ eases; Step^^oetlior in J^ oases) 
 
 (Hote: In sot*' !q the zxumw dst« wui nst ^ren, so the 
 
 •f brelcen herac^ ^^uy have been lamii laa^pr)* 
 
 10, 2leredltary 
 
 Ihnbtr of Ca*^ listed for liaoh Hereditaiy 
 the Mmm ef the T^idency* 
 
 H^EMi ef 'i^endMioy 
 
 £{o. ef Cases Listed 
 
 I.* Alcoholie 
 
 2* Hiehly Herrous 
 
 3* X«VIISBtality 
 
 4* Insanity 
 
 5* Tuheroulosis 
 
 6. Imorality 
 
 7* iipilepsgr 
 
 8* Dunlmess a«d DmOni&wm 
 
 •• 8hiftlem«es« 
 
 8; m^^" 
 
 8 
 
 11 
 
 70 (In a msil»er 9f 
 eases iiaheeility 
 
 7 
 ft 
 S 
 
 « 
 
 4 
 2 
 
ivmtt*^ 
 
13U caMOaoiAr Traittt of <d^|fy&t<a CliiXdis'ai List«d iQr Class T«MiMrfl4 
 
 1M» 
 
 12. 
 
 Trait 
 
 ]So« ef Coses 
 
 X* '\ffeotlonate 
 
 xt 
 
 
 2« iiet-t«q^r«d «ad ^pturrAsesM 
 
 S4 
 
 
 S* Servotts and Si^ Stnac 
 
 24 
 
 
 4» Shy, quiet, r«tirinc and secret I've 
 
 35 
 
 
 5, 3oci.-l, ploaoant lui > irod 
 
 39 
 
 
 6« Sensitive, la^ •f co/tj^Auunov, and eanll^^ 
 
 
 
 dlsco«Kic«d 
 
 16 
 
 
 T# Siolld and Ba«0Batle 
 
 17 
 
 
 •« ]|«11«I»X« and Xnaustrlous 
 
 XX 
 
 
 •« meam mavuus^ 
 
 13 
 
 
 ld« Brratlo 
 
 18 
 
 
 It* Stubborn 
 
 8 
 
 
 Ht* Orally dqttiKfVd and Fota-caeuthed 
 
 U 
 
 
 X3« Obllgtas 
 
 < 
 
 
 ;U« 7z»o«a^« «ad B^sponsire 
 
 ft 
 
 
 »« SmI^ XnfXuenetd «kI ItoHaia* 
 
 12 
 
 
 10* CrueX and lirutal 
 
 4 
 
 
 Xlf, 0r«»-/iere8»lv«, 3elf-C<mfldont and In«oX««l| 8 
 
 
 tl8# RelHilXlous and InoorrlelbXs 
 
 2 
 
 .^ 
 
 »»ts #X« 
 
 Oil^ 5 out of ths 1© cJi^Tn*t«r traits listed sve f^od; 
 eanaldofftwg tUNi avsNop a:? oases pessesalss %lie«e traits, 
 1«sit ft— ill tmiia HHkt juaB4 'g«>*''>™i«<y-> 
 Siete §^ VhlXe It is oft on dlf^'lcoi.t to n uio tlie outltindlnc; 
 
 ohaBMterlstlcs ef aiQr OiiiXd (sinoe thegr are constantly 
 dirveXoplne) It isntet t»e XttiMiberod t2iat tlmno atyploal* 
 iMire been ebserred Ijy sp^laXly trained tea^iers^ flT» 
 
 day fer f Ito dn^rs a veeic^ end nest of tluHi 
 aonUis, The trait a listed atwre cupe. In the Ji 
 ef these teciohers, the donlnant ones In each oase* 
 
 chlXdren 
 
 (ttid In sons eases eflosplleted} l:y 
 (siT«n In 234 cases)* 
 
 Gra.de : 
 
 nrot 
 
 Third 
 
 mifim i r i " i.'/. ' ' "< . ; :.: 
 
 Be* of py^lls RetiClilng 
 
 5aSv 
 
 Slsmi 
 
 Seventh 
 
 j'^'i^faijyi 
 
 47 
 
 »f 
 
 41 
 36 
 SO 
 
 T 
 
 4 
 
x.c 
 
 ■ r 
 
 U.- 
 
 ^ 
 
Bote: 87/^ (or 203 out of tlie 234 eaare© "nhare grade re^^olMd is listed) 
 
 of these children had net igmt iMgrond the Tlfth gy«d*,l9ef«rtt 
 onteiing a^Tpioca claflMMM* 
 
 Itoiber of ter^e epent ^qt children in ^'^pieal Clasii* 
 
 aEBB 
 
 Lcwth ef tiaie: '£ 
 
 •:? I" ? ' ■ ■'<■'» ■ ■ I 1 1 ■ • i» n 
 
 2««e than 1 tem 
 
 1 textt 
 
 2 tenaa 
 
 3 teiaui 
 
 4 terras 
 
 5 teXDHT 
 
 6 texni 
 
 7 teias 
 
 '49* ef 
 30 
 
 ft 
 X 
 
 6 teztsQ 
 
 • %9XBm 
 
 10 teaw 
 U tea 
 12 tei 
 IS t( 
 
 14 tei 
 
 15 to] 
 IS 
 
 Ifo. of 
 
 ft 
 
 4 
 1 
 
 5 
 
 2 
 
 
 1 
 
 2 
 
 1 
 
 Bote: The arerace len^rth of ttee spent Ty ecich pupil in atjrpical 
 elase has been between S «i^ 4 tenaa* 
 
 14. SflHiolarahip Reeord in Be^oiay Qradft or in Llnited Class» follofviitt 
 indflc in a^rpioal elaM« (Oiren iM lft9 •«•«•)« 
 
 &nam 
 
 1^* of l\tpil* 
 
 nece.lvinf^ it. 
 
 "Good" 
 
 lift 
 
 •yalr" 
 
 S3 
 
 •Inferior* cr 
 •*Ve2y Poor" 
 
 J57 
 
 Explanation of terms: 
 
 "Good" - 100?^ - 85% 
 "Fair" - 8A% - 70^ 
 "Inferior" - 69^ and 
 beloViT 
 
 Sete: 43 per cent of the ca««« lieted do "Pair* or *i 
 
 following their diQr in atypical oloes; 5? per cent d« 
 "laferlMf* •» »ir«igr »«Mr" work. (The grade "Hair* is In 
 aetaQr ecuiee «nnMd beewBM ef effort and seed ooztduct rritlier 
 than accoc^liaivriont )• 
 
 15. iJciiool APftgresst 
 
 In onay j^ inotancee did ar^y^ ^lil4 aiice 
 following hie enrolliaent in the aliTpieml olooo. 
 ommtm aare airmx aa eonapleex 
 
 ¥h» f^lewing 
 
lOT. 
 
 
 Stt^nvcftMCt P.ecȴ4 la 
 
 L-4 
 
 ■■ ■ ■' '■ ■ ■' 
 
 4tfa a«»tef 
 
 Ii.7 
 
 I 
 
 l0^ «Mii*. 7e^ Poor 
 
 OtK 
 
 3 
 
 «^1«Sl*fc,gr " ^ 
 
 1^7 
 
 r> 
 
 P^ 3^«JLar. ▼esey 
 
 5th 
 
 I 
 
 In Re^^ular Grade. 
 Doing 9alr* 
 
 H-l 
 
 2 
 
 311*3 yniling 
 
 6th 
 
 3 Bonthe 
 
 X: Oar ffntdft. I3i»«» 
 
 
 
 dk>4A« vonc 
 
 I IW3 t 
 
 Vm Ve«ic» 
 
 B.^ jraiT 
 
 Sih 
 
 1 
 
 lit Tegular <hf&&9* tiom 
 :3hxXT to Poor ^oxlc. 
 
 isi 
 
 1 
 
 JfaLiure in Hogwlar 
 
 StA 
 
 1 
 
 Qttlturc at TmaatJ^* 
 
 JU5 
 
 4 
 
 L«t Bicolar ftfatite.l^aiy 
 
 SIh 
 
 3 
 
 In regiaar ^wik. Pz«-» 
 zaoted on oi^kmcror. 
 
 4th 
 
 3 
 
 Valv in Ho^lnJf Vesk 
 
 3r(i. 
 
 1 
 
 fair in Regular Weirtc 
 
 1^6 
 
 3 
 
 ViKKur Poor in Reg. -wmIp 
 
 Src 
 
 4 
 
 Poor verk 
 
 X 2 
 
 1 
 
 X«>4 Lir^ted. P^ir wox% 
 
 4th 
 
 8 
 
 Boor 
 
 X g 
 
 2 
 
 negstlar H-4. ^latk fair 
 te poor* 
 
 Sard 
 
 H 
 
 T«fy i>oor. 
 
 2nd 
 
 2 
 
 V«8y poor* 
 
 filh 
 
 8 
 
 BUS r^^jlar. Doea lit- 
 tlfli ■ ■ l work* 
 
 4th 
 
 10 
 
 ¥»:^ iM*ojf 
 
 X 3rd 
 
 1 
 
 S*4 :tec^a7.Boer Work* 
 
 L^ 
 
 e 
 
 l#»8l^r*Fdr in h.'md* 
 
 ^wrk. 
 
 4tk 
 
 8 
 
 IU4 liiiitod* 
 
 X i*a 
 
 2 
 
 I*»5*Tri©« oomostly. 
 
 1^2 
 
 2 
 
 Ii-3 Reeulfir. Tries 
 
 L.4 
 
 3 
 
 Li»4 Linlt eel. Fair isoik 1 
 
 1^3 
 
 3 
 
 ) Um4 Refill nr Class* ] 
 
 Lndic:itc£ tlioae uakinij re. 
 
 ..;rot:ref58» 
 
 
/•l 
 
 . i» ' ^i 
 
note: The oajorlty of pupils s»Xati tWHa %hm Atypic a Claaoes Ikock to 
 IG. Sciiool ?t of i^arpical C}iiiayen: C^dBtcd In 215 easeo)* 
 
 108. 
 
 ss»a 
 
 Omkim 
 
 Good 
 
 Jair 
 
 Peor« ov V«qr 
 Troublestta* 
 
 Ho. of CI li 3 dren ReeeiTlne it. 
 
 1 
 
 
 I 
 
 I 
 
 .ote: 75 x>dr c nt of %M i4gryteal ehiid7«8i <«»»« groAsA Iqr ta a B lmra aa 
 "ij'air* or "Good* In oomlmtl^ which means thatthey gave little or no trouble. 
 
 24 p«y ceiit irere e^^adcd a» "Fooip* «* "Voxy 7roubI«sert«»" 
 17. ' on of Atypieal Clilidron in 8eh«ol:(0nly lioted Igr teaelMSs i» 
 
 7S ccorj) 
 
 iititiuia 000^ tried in Jg caami* 
 Indolent « did not txy, in Jj|| oaseai* 
 
 61 per eent •f iJl^ni^MtaX ehildr<m -w^r^ raited om *mo& in attitude ^mA 
 effort* 
 10« Qoronol^ieal A(^ on ^a^ing ll<iH»BXt(Me»»A 1m 99$ ■ «■ <■!» 
 L*(^* 12 yrs. 8 cmo* To«B0e«if 6 yre* 
 
 ll» 14 3rr». 2 wore Oldeet: 19 yro, 8 raon. 
 
 10. Later Uiotoxy, X»^.> lazoxy 4£ter lioaTing flMbu>ol« 
 
 X«^er m.v 
 
 . r CasQC* 
 
 X* BoTod Avagr 
 
 3* iZaanried 
 
 4. At VuivTm 
 6* T<oafl«g 
 6» !>ee«a««d 
 7» Aaployed 
 
 m 
 
 XA 
 
 xs 
 
 34 t 
 7 
 4 
 
 Ca«e vorld-ac 
 
 Kobe: 20 per cant i»t ths. tot«M. 2M^ vli(*ut= ^^UkiXvitXMxAm e«n te tra<N4» imim 
 already ooved ovosr* Ve oonclude tlu^t tliis typm ia a oliifting pqeitlation* 
 
20* Special interest* eX At3r|4ea3L OUl^Mn* These are teachers' judgnfl^l^ 
 b'.sed on ooserv ations, extending over a period of sever ■'' '-onths or no 
 
 re, 
 
 flieciJl Xnter«0t 
 
 So. . 
 
 -^i^^ee. 
 
 !• Iloacli^^wx^ 
 
 S4 
 
 
 2* iimm Mtfmmiiom 
 
 It 
 
 
 S* Brasing 
 
 12 
 
 
 4* U3iO 
 
 10 
 
 
 
 10 
 
 
 6* m&Ua^ 
 
 a 
 
 
 T« VmeSaemt99X 
 
 
 
 
 ft* C^upft of ikme 
 
 5 
 
 
 9. Caro &f Yova^ Caairtren 
 
 ' "' ' 4 ' 
 
 
 10«Ant]3cctie 
 
 4 
 
 
 
 4 
 
 
 K 4 
 
 
 13 <a»tiirentiiig 
 
 4 
 
 
 14 C^ur# «i' Aninale 
 
 9 
 
 
 16 Writia« 
 
 3 
 
 
 I6.0€ograj4v 
 
 1 
 
 
 l7.PX27ixis ftOl «i4 i^a«U<ni 
 
 6 
 
 • 
 
 I9*li«lpiiii; iwuxtiiX 
 
 1 
 
 
 ISmtT^emA 
 
 % 
 
 
 20.:Jurnlne 
 
 t 
 
 
 21. -i-i'oictja . 
 
 X 
 
 
 22«Sra!.iatica 
 
 2 
 
 
 S3JNa4iAC Love dtarlos 
 
 1 
 
 
 S4.2i«fn« 
 
 it 
 
 
 Bsrtet THe pire^otainatine 1 " rts a»e mrnxv^sJi* 
 
 We mmt?tltm tSte ?!tn*aR««t «l** 17 liaro intofv^ In ft i » tftOig . If 
 it is ;»>, it \7<>ald eeeti to edura lack ef expoaiKPe to differ«it tyiHia or 
 vetk, or c low »ontalit7# 
 
l^iO^fty 
 
110. 
 Ihtti uuaio, drawing x^adine^ Sft^^ngfaQr, •i«* ar« llstsd a* 
 
 speelal interouto, it does not tsmtm tba^ thA pupil hoa unumaal ability 
 
 or int«r««k in those lin«»« iMl that his work in thmra a ii m — t M 1« iMttor 
 
 thin that in other school subjects, wMcli in naiy eas«a i« T«xy inferior. 
 
 21. Workiag Hiotozy of ^^ty^«al Children: 
 
 iiecords thm that 64 atypical children hare i}«eB fioiaagred since imerlia^ 
 Mbool. 
 
 TabX« asiflfving B»« A^pZ«gr«A «i AmAi Job« Vag« n«* 
 ••iTsd, aad Xhmm of laha Held* 
 
 Jobs hold 
 
 HnRm 
 
 So. ISbploysd 
 «f this Job 
 
 JiossMigoy 
 
 M^per in Kitchen in 3.P» 
 Dliier 
 
 B«M8tiO 
 
 7sl49lMfi«Offioo 3.7, 
 Moot*** Ship Yard 
 SriTiac ^^»^^ TxuQk for 
 
 J4nb4IT Cose^OHQT 
 
 Xogr Balloon i'actory 
 Boot •black on JTerzy BMt 
 Voi&s in :?ather*8 Gardes 
 IMksrer at PaaiaflM 
 l>^iT6r8 Papom 
 ]/actoxy 
 
 Boiler - laker •s Helper 
 Calif. Sash anA Boor Co. 
 
 Baksxy 
 
 Capwell^s Art Bept. 
 
 Cotton Kills 
 
 8. P. Pipe asft 9kmm Vitte^ 
 
 Suit house In 3. ?• 
 
 iaeriean Con Co. 
 
 S« J'»!rie Tliiiiill, S.7. 
 
 Bqgr Point Ship Yards 
 
 X 
 
 I 
 
 t 
 
 11 
 
 1^ 
 % 
 
 1 
 
 1 
 
 X 
 4 
 
 1 
 
 3 
 
 4 
 X 
 
 9 
 1 
 X 
 
 X 
 
 X 
 
 % 
 
 f 
 
 i 
 
 f 
 
 |8i per «k. 
 
 ? 
 t 
 f 
 
 f 
 
 » 
 
 t 
 
 t 
 
 Wtm 3 ? ^iov 
 X • #15 p«r lilt* 
 f 
 
 H9 X f V^atX 
 «ii| per Ik; ^or 
 X * W por «k* 
 
 t 
 ♦is per «k. 
 
 t 
 
 T 
 #9*99 per diigr 
 
 t 
 
 
ar-tf^ 
 
 ;i; 
 
 'J€Mf»<fy 
 
k. Working ill story { Cont inuecl ) 
 
 m. 
 
 J0I3S iUiXd. 
 
 ^'^^Zf 
 
 Wago 
 
 QB If sum 
 
 z 
 
 ? 
 
 AbbH to School Janitor 
 
 % 
 
 f 
 
 JuAson Iron W«z9cs 
 aMmfaeturing Co* 
 
 1 
 
 1 
 
 |Ml*40 per wk» 
 Out of ^»j1c a 
 iproa* a«a« 
 f^ p«V veolc* 
 
 Tos«Bii« Lamndxy 
 
 1 
 
 t 
 
 Iteohino Shop 
 
 X 
 
 t 
 
 Lincoln Can^ Shop 
 
 1 
 
 teO.per w««k* 
 
 Battan %RMl 
 
 1 
 
 t 
 
 BotU3.el!flBi Ship ]IUi«* 0»« 
 
 1 
 
 t 
 
 Xb Jfotlier** Bofcc^isr SSiep 
 
 1 
 
 |ft«00 per «Mk 
 
 Pacific Pipe and Tank Co* 
 
 1 
 
 $15*00 p«r «k« 
 
 Steok Girl • Mrmhelm ft Msaor 
 
 1 
 
 $3yo»p«y wooar* 
 
 disoharc^d* 
 
 ContnMit»Y*s fielpor 
 
 1 
 
 t 
 
 V«xldBg (J3ut Jol) not Icnotm) 
 
 23 
 
 t 
 
 R.K* Larson Co* 
 
 1 
 
 $3LX»p«r vtt^* 
 
 Drivor 
 
 1 
 
 
 Hote #1: iipparonilsr no partioiaar lino of votk is opon to tlieoo 
 
 children. 71m cppvaiest maabor eraplogrod in any one plaeo is 
 
 e.{In the CiHif. Cotton llillo)* Aa far as tliA records tfuMl 
 
 !• aro attending part^tiao aahool* Ul are obskcbbA in loir^ 
 fvade •oottpstions, with a po«»liae exoaption of those V9ii:« 
 
 lag In the ohip yards* 
 
 Hote iZt Theoe children hare gone into 37 difirer«!it J*1>e* 7h«f« is 
 o nly one ^ob for v/hlch the wdlAia. w^r ^▼e offered 
 definite, speeific training, nmuOsy^ the donestic* 
 
 22. J^tontion Sotte and Inetitutlonal Eeoords* 
 
 T«^ia« aMWine ^«s« C.a.» I*ci., M*a*» Par«!itage«B«i« amrironrient^and 
 Institutional Record of Badb Caae Haying a Detention llone Record. 
 
 
 l3e- 
 
 fin^f¥8n- 
 
 Inaiit'u 
 tldsoal 
 
 Detention lloxae 
 Kecord 
 
 C.A. 
 
 I*(^ U*A« 
 
 PiupeBtagtf 
 
 l.iici(^borhood Annegrvoce 
 
 13-0 1 06 8-7 
 
 I- I 
 
 Italian Vexy 
 poor 
 
 B0B« 
 
i^^tm^ 
 
 » ( 
 
22, Detention 
 
 and Institutional Rocorda (Continued). 
 
 112. 
 
 j..ii .'.1 . I'.i.'" i 'f I'l ' Sa 
 Detention llfirie 
 Record 
 
 2 .Potty Theft a 
 
 5. Petty Theft 
 
 4« Par«it£a Hoglect 
 
 6. £^i«ataX Difflciaties 
 
 6. Petty Theft 
 
 I 
 
 '7. GfSftBA Th^!% 
 
 .. Institutional CatsEiit* 
 
 nont 
 
 ll.l^BW MmgLmt 
 %3<»aial Difficultie* 
 
 J.Theft 
 
 b. XncorrigiMli^ 
 ^•Vli9 mA IProfaae Iian<» 
 
 ^o.J^kTcntal A«glddt 
 17. Theft 
 
 .Theft 
 
 •Parental H^gXeet 
 
 t^UKfffiettal Ilecleot 
 •BBur«atal ilejloot 
 
 '.Sexusa Difficult le» 
 
 .S«30tal Dlx'ilcultioa 
 
 kAurwital iJeclect 
 
 LTheft 
 
i 
 
 \ 
 
'2, I>etontion Hcm9 and Inetitutional Records (Continu«d) 
 
 113« 
 
 T ys sK 
 
 
 ■"•!■«*#*■<** -*-«i':» -•■I 
 
 ■Detention iiome 
 Record 
 
 26*rxuanoy 
 
 28. Theft 
 
 29*In3titut 
 nont 
 
 50. Institutional C(M^tnit- 
 
 32. Theft 
 33.'I?heft 
 
 34» Incorric;ibility 
 
 O.Instltution^al ConKtit* 
 nent 
 
 36 .Theft 
 
 '.Theft 
 
 UBureBtal X«i^«et 
 I .Parental B«c3.Mt 
 
 40 .Institutional Co^sait^ 
 ment 
 
 41.aexual Difficulties 
 
 42, Theft 
 
 43.ae3aua Difficulties 
 
 Sex 
 
 B. 
 
 B* 
 
 B* 
 B. 
 
 0. 
 
 0«A« 
 
 X«^ 
 
 I1-4 
 
 X4-0 
 X4-7 
 
 79 
 
 as 
 
 81 
 
 13^ 
 
 45 
 &1 
 
 3» 
 B« 
 
 B. 
 
 B« 
 B* 
 
 12*8 59 
 
 M^A, 
 
 ISB3Nmtr)^e 
 
 8-10 JetriaH 
 
 9-8 
 
 10«9 
 
 9*0 
 
 ■BelUBftiaii 
 ■teeslean 
 
 Home '■ Inatittt* 
 i3nviron- t ional 
 H 
 
 9*3 
 
 6-0 
 
 
 Qee4 
 
 Good 
 
 Veiy 
 £oor 
 
 LiTed at 
 
 Chil- 
 
 Bmm 
 
 BflOM 
 
 Xene 
 
 Sonswi 
 
 Stat« 
 
 Hon* 
 
 Sonoija 
 Stata 
 
 V^iJP 
 
 «aa4l 
 
 Iriah-i%3« Good 
 
 9-4 Italian Poor 
 
 24-9 
 
 ) 
 
 4i 
 
 7-5 I Zt&Iian Vexy 
 
 3?oor 
 
 Porti2{rufla^ Texy 
 
 !" 
 
 44,IIeic:^il30i^iood ^%t»aWilHI 9 
 
 I 45*X}tef| 
 
 I 
 
 46 .Neighborhood ihii 
 
 B. 
 
 12-11 61 
 
 18-9 
 
 17->3 
 17*3 
 
 19^ 
 
 89 
 «9 
 
 88 
 
 Portu- 
 cueae 
 
 Portu- 
 
 0IMHM 
 
 Portu- 
 
 10-8 
 
 6-a 
 
 7-8 
 
 11-0 
 
 10-1 
 9-9 
 
 9-3 ' Portu- 
 1 giteaa 
 
 10-1 Portu- 
 I guese 
 
 9-1 Portu- 
 
 Biox 
 le noiir aiarried 
 
 1>4NIY 
 
 ▼aisr 
 
 Vexy 
 :Poor 
 
 Aaeriofja ii''air 
 
 I 
 
 Portu- il''air 
 
 Bear 
 
 atata 
 Bona 
 
 Hono 
 Biaaa 
 
 atat« 
 
 lana 
 
 Maam 
 
 f 
 Bona 
 
 Bteia 
 
 Xetia 
 
 Bone 
 Beaa 
 
1 
 
 4' 
 
I>ctcntiun xiwmc and Xnotit 
 
 Hecords {Continued) 
 
 114, 
 
 Botcntion H 
 iUworcl 
 
 mi ail 
 
 9, Parent aX 
 
 O.Theft 
 
 ot 
 
 U Running 
 
 ►Tnmncy 
 
 Din'ictaltics 
 
 ►Vacranoy 
 [.Parental Hegle ct 
 
 Difficult ieo 
 
 UTheft 
 
 Ik' 
 
 t«Par«ataX iiG^Xi^t 
 
 k.Yhoft 
 
 k.HMft 
 
 GO.Pjrrontal S«{^«et 
 ;7,rhoft 
 66, Heix^lieziM^d 
 
 S«x 
 
 0. 
 
 V 
 6 
 
 B 
 B 
 
 B 
 
 B 
 
 a 
 
 G 
 
 B 
 
 B 
 
 B 
 
 B 
 
 B 
 B 
 
 C,A, 
 
 16-T 
 
 z«q* 
 
 K,A« 
 
 713 I 0-6 
 
 «B 
 
 to 
 
 10^ 
 
 Portugttos* 
 
 lortu 
 
 SnTironf 
 zscnt 
 
 Xnotitu- 
 
 tlmial 
 
 BeeoTd 
 
 XI«tf XtaUcM 
 X0»3 jPortti^dwa* 
 
 xe-0 
 
 XB«S 
 
 C5 9-1 
 
 90 
 
 n 
 
 59 
 
 
 13^ 
 
 U«4 
 11*1. 
 
 Xrtifti^ 
 
 Poor 
 
 3?alr 
 
 lie 
 
 Stother 
 
 Vair 
 
 Very 
 pMr 
 
 Very 
 
 Hone 
 
 wjiittisr 
 
 i lytton 
 
 Porttt£ea«M 
 
 Orphatt- 
 
 IBaly Bum 
 
 Bo!,'B»Aid 
 ^KJiety 
 
 Whitti«r 
 
 Bm« 
 
 Bon* 
 
 Sonoeia 
 
 [Still* 
 
 vngr 
 
 Bfetir 
 
 Bmv 
 
 Itone 
 
 •- ^ztagu0«« 
 
 I 
 
 M lu-4 ixtiaiott 
 
 IWft 4n»rican 
 TO jiO^B Spani«h 
 
 Poor 
 
 ( 
 
 ? 
 
 <S 
 
 •• jPortttgttfiMI 
 
 ittorican 
 
 ▼«ty 
 Poor 
 
 Poor 
 I\)or 
 
 ataU 
 
 Rccs* 
 
 SonoiBA 
 
 State 
 
 IWLttior 
 
 Hone 
 
 9t • 
 Vincents. 
 
 Hone 
 
 Bone 
 Pvest eit 
 
r 
 
 . i>etM(tidii Bm^ mnA Iiiatituftlonta EeoordB (ContiiaM4)« 
 
 115. 
 
 1 .JiamL.- ,, — 1 
 
 X>etdntion Hocie 
 Record 
 
 Seiz. 
 
 c.A. I. a. 
 
 i'^. • A« 
 
 PoTffiitai* 1 
 
 §P*^ 
 
 
 69. 3«scnal difficulty 
 
 70. Parental SmgLt^ 
 
 B 
 
 n 
 
 1 
 
 — 
 
 Seei<s2v-JBtig 
 
 Go<id 
 
 BiUB 
 
 71. ^Parental Sa^sot 
 
 B 
 
 <•»•» 
 
 — 
 
 — 
 
 Bqv norrlM 
 
 4»M» 
 
 Iteaa 
 
 72. .V nn 
 
 B 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 BiMMI 
 
 73. V oft 
 
 B 
 
 17-7 
 
 65 
 
 10-4 
 
 Acnerie^l 
 
 .- 
 
 B«nii 
 
 74. Parents Hegioct 
 
 B 
 
 
 
 89 
 
 *- 
 
 Irlah-Botf* 
 
 (^od 
 
 B«w 
 
 75. Theft 
 
 B 
 
 lft-5 
 
 •B 
 
 BoS 
 
 Foriii0tMM 
 
 BB«r 
 
 H^xm 
 
 76. oitcil Mci.J.ect 
 
 B 
 
 14-5 
 
 66 
 
 9-4 
 
 Acierieaa 
 
 Poor 
 
 xioue 
 
 , BurcvlGxy 
 
 B 
 
 — 
 
 ^ 
 
 — Qezstfiot 
 
 Poor 
 
 Bona 
 
 7G. iiijjfcitutioual 
 79, Petty Tlielt 
 
 B 
 B 
 
 11-10 
 1&-4 
 
 Bt 
 
 68 
 
 ^7 
 
 10-4 
 
 ^ortagB«M 
 
 Good 
 
 t 
 
 fioiie 
 
 • Parental lioijilcct 
 
 a 
 
 17-7 
 
 i« 
 
 »«4 
 
 S'rwMdi 
 
 Vexy poo 
 
 rTeai a* 
 
 not, know 
 where* 
 
 81 • Tli«n 
 
 G 
 
 16«6 
 
 W 
 
 13^ 
 
 Xtfiliaa 
 
 Poor 
 
 B«i« 
 
 82. Harming Ava^ freet 
 es. Theft 
 
 G 
 B 
 
 16-11 
 
 16-5 
 
 65 
 ▼B 
 
 lS-0 
 
 Trendi 
 Ittataa 
 
 YoiTpoor 
 
 Poor 
 
 Yea(B«m*i 
 B(^8* Aid 
 
 &4» Xnatitioual 
 
 CoiSL itsient 
 B5. Poo* Boen 
 
 
 
 B 
 
 17-0 
 15-10 
 
 ^2 
 
 61 
 
 6-7 
 ♦-7 
 
 XtOiaB 
 PortuffMa' 
 
 P»or 
 » B»or 
 
 PoroethialS 
 Bone 
 
 BC, iaroiital Beglect 
 
 B 
 
 13-11 
 
 63 
 
 8-6 
 
 Nfelaiw^. 
 
 ▼erjr TffoT 
 
 l^one 
 
 ini ■ 1 II 1 iili ■■ 
 
 suir ioer Qv wsFxsficm sboms HMsemtst 
 
 Bteiiizifi JfiHdNHr 9t Ak99B»«3l JNpil 
 
 fh* eibise of IBa^li Xeeerd* 
 
 Causes for Petontica BaoM Beeerd: 
 
 ilo. of Cases* 
 
 
 1. TJjon 
 
 32 
 
 
 
 ^ 
 
 
 B. Sexoal Difficulties 
 
 9 
 
 
 4* Xnstitutioaol Cewmlitiaowt 
 
 7 
 
 
 B« 5«i0liboxHo od .^lsaaM!« 
 
 6 
 
 
 6^ ftosglazy 
 
 3 
 
 
 7. Incorrifiibillty 
 
 2 
 
 
'si^^^H 
 
^ 
 
 All 
 
 '■***• '-^k *-<■-■.■■« 
 
 •J. Ago £Uf»d In- 
 
 ce ^ootiait ex 
 vjjid XntvrquartUJLe 
 
 
 ■a» -V •>• > » iy»ii^^c-ii#-to a 
 
 60, of the 
 
 t\/oQii 14 yr«» and It yr«. 
 
 IK} 8* 
 
 8 
 
 10 
 
 ' Intellicenco Q^otienl 
 
 — (!uw»at, m 
 
 X^wer ^»rtlie &8«& 
 
 11 ItedisB 67. 
 
 iM^Mt, 92} 
 Ur>T)«r %MMtil« 73»S 
 
 P 
 
 l^d^ Of thm 
 1 11 yT9t 1 s»« 
 
 
 ix^alMW*' 
 
 3 
 
 Fable Sbovliig 3UAi^(ma3Llty of J^rcnto of all Alypioal OiJUdyvn Raving 
 
 Intention llocte BeeoYds* 
 
 
 
 BatioBallty 
 
 Bci» ^f €•«•« 
 
 itoMBltffVi 
 
 22 
 
 PoTti4pa««* 
 
 » 
 
 IlsOJbai 
 
 10 
 
 jfe^uum^ 
 
 3 
 
 9«gZ*^ 
 
 2 
 
 YMBMb 
 
 2 
 
 (all difiorent) 
 
 18 (l case In 
 
 t&HoMwn 
 
 9 
 
 .,. iP*-'»:i5 96 J 
 
 Sl9iifle«aSl f^nts to be noted in tlie ai^rc mi. js 
 
 1. Of th« 77 oaass *Sid»ir« partBUfta^t is knooa} having detention hosm ««cord8 
 JX >^ ^^^' <>^ foreign p^-7€ail«0(iu Tliia is in eontrost to j^^ por eont of 
 £Mr«il!^ pft yml i ili« for tho total eiroup of 30# aftrpi^^al ooftm* 
 
 2. lielitysix ohildrran or J22. pe^ ©«»* *i" tJae a>6 ofaildren* ift*o iifere foTw 
 iMfily in utypioal eXa«»«s« liave ebBl«atli>n Itana yoeords* 
 
r 
 
 i 
 
BvmAaxy of I>et ntion BoaM 
 
 11?. 
 
 Catts«a lor i>e^!tloa Hone Record 
 
 >-~ ».><MMta 
 
 8. Truancy froa 
 
 9. lUmning Mnsf t99im Boes* 
 
 10. Wrer\u«atlnQ BqoI Bona 
 11 • Vai^rimcgr 
 
 12. Vile and ProXnae 
 13* Unknown 
 
 uo. of CaaeB 
 
 S 
 
 t 
 
 1 
 1 
 
 I 
 
 1 
 
 Total: 86. 
 
 8«x of Bet coition ilQ;>e Cases. 
 
 Boye: jfiJi,. 
 
 Girls: ^ 
 
 4 JPTinoipal CNMttoo^or j^s Bftiae 
 
 a Prinoi£^ Cau^a for Girlo 
 
 
 1. Theft 50 e«ooo 
 
 1. n»«nt«a £Eoclect 10 eaooo 
 
 
 2. Parental Hoglect 10 * 
 
 2. Seacuiil Uifficultioo 5 " 
 
 
 5. Institutional 8 * 
 
 Coii-ltiient 
 4. Bexoal difficult loo 4 • 
 
 4. theft a • 
 
 
 
 B« Institutional S * 
 Cos dti ient 
 
 
 azy of liatiuc of Uoam SBYlVOnaent of Detent ion lUmoi 
 
 L)le %»«iiiC So. of Caooo of x^elxnqumtt Mypioalo A^ith Jtou^s Hating as 
 
 •Good*, "y.riir*, "POor»» and "Vexy Poor**. 
 
 The points considered in 
 rating these hones were: 
 necessities, cleanliness and 
 po-rental super^d sion. The 
 author regrets t/iat an ob- 
 jective result was not given 
 instead of a teacher's judg- 
 ment, expressed in relative 
 terms. 
 
 %to; Of * '" 74 easeoifSero the ^jsJc rating: of clilldron haTing 4o*«ition liono 
 3 la Icnoea* 85 iper cent io •Talr'*, "Poor* or ♦'Vory Po r.* (Or»- 
 
 KKBOaKOo vero Included trith the hoeieo rated oo "Fair**. 
 ■ite ,f?.. The total nimbcr of oases having hoth Dotention Hone and Inotitu« 
 
 tion^ HocorOs is: 2Sk* 
 
 Bating 
 
 Bo. of C*oe« 
 
 "Go d" 
 
 11 
 
 •rair« 
 
 14 
 
 »B»or« 
 
 27 
 
 "Vcxy Poor" 
 
 22 
 
 Bo% KhflfHB 
 
 1« 
 
It la eic^iiiic iit to aote tliat of tMo year's ol/^h nyad« griwJuates, 
 out of a totwJl iiitut-ur of 342» o^i^' ij^ uy 15 p©y ueut ':.'. "o oi i 
 
 ncan^ twla^ MA tnemak mn it f «a«m/^ ^WM **¥ •* ^^mi ' 
 So Xlehty-riT« per eent of th« hoacs sf <l«t«lilion boa* muimi «r« rat«d a* 
 
 •»air*, "fiwr^, aad "Voay Pte»r"; iir}i&ftc only 72 i^fer eent of the honvis of 
 tli8 iot^a group of 2t6 alsrpleals aro rate4 as "lair? •^or*, and "Toxy 
 BB#r*. J^orsr hemm conditions are undoubtedly partly ro3pon8i"bl0 fo:p 
 dolineiacncy* 
 
 Jtetirs Groiq^i C*A* 1& yra^ 4 }30S* 
 iltsAiflOl • M«A« 9 yrs. 6 iass« 
 !• i. 67 
 Pelinfwit croup: C.A. IS yrs. 4 uos* 
 tfrtlBTl * %*Am 9 yrs. 11 mos* 
 
 Thim voold seen ts sitggsst tiw possibility tlmt noot of this atypies& 
 
 roiip are sf the %3n^ that would £;» the dsswm rd or the iqpward psAh^ 
 liftpsadiag upom the sPTlroMisiiial inflit«HMs that ohoiMsA to surround 
 
 th«B« 
 
i 
 
 I 
 
JhfJT oam •f t2i«3«J8|^ olilXdren t?ould h9 *>^3fit@** in a rocular flaLam^ 
 not cmJLy iMceattse of (l) lo*^ rientality &n& l*^) 0T«ix«»{&f!:«» bat alim bo* 
 eaaise of <tit^7 poor it Ita, .;:.>< iuxiaul onotionaX tralta* or tmA coo* 
 duct, tills Miaoluaio ue out ly the r^tet tlu^it anlgr a 7€Ty, 
 
 Tory few '%ake good* In r«€sla3r els^eeo ©▼«» ^Tter thigr h"W« np«it one 
 or ijoro teztao i:i the atyplc ;! olaa*ee« ushers en •ffiirt ha» l>e«n aade 
 to ueet adapt Ire dlfficiatiea. H«mm atypicisl aaiaaw^B are ewHsitial 
 for the !jood of tiiose tinfortimatoo, and for tiie prop^cm© of the nor- 
 QftX one sl^^^ ^^Eva idkoa ihi^- htxn te^ attgresofted* 
 
 A »erlonn A-jsrlrtrtrtlnatinn proU2m^i In nrntjfjntnd Iw the lar"*^ riirrnantJige 
 of i'oraiii3U«i>ortt t/namxta «• h <.ai.Tloult i>jcoi/i«« becnx^oe of the low 
 iEMRft-lity cf the ehil^trm* eon<»pmed, 
 
 A serious ocv.*.^ probl'> ^ ' •»?^^-'ented in the XaTi^ie inHil)eT of Tory low- 
 gfftO* lttiaeii» aad In the Xaxue mmber of broken liones« and in t^n* 
 deneiGs llotod, ^leh are cit-irootcjfized Icjr vice or blojaleli* 
 
 Sijice u large perum^i^a^ of the forel@:i^teXB par«ita are Seut^tozn 
 B|]S»pens&« ikgrticua^iTl^r '^ j^ua mtd Xtuliao* it is denir:\ble tliat 
 
 tnr'i^hnm 9t atyal'^-""^ ol . inf?.*??: ''.xTcn a atn-V n? thm« Tacoo to SKHne «»■ 
 tout, ill order to v iai eiuiraoterioti«8# 
 
 ICtiie o .ly ^^ Guiiini li.AV» (kiiic to tlMj riotico ©f the »f}UH'l, thmx thie 
 pcirtic'i. ^ ;>udy, evory hone frc" - -'•h f. dh of theoo u u .-, :.i.v9 
 
 an aTei»i^ ef 4 cr S children In it; *& total of ^4 c , One 
 
 hundred and fcitr hones hare fron five to fctirtcwi chi3?tT«n (inoh. M-» 
 cordiiig to tnc .sodiiiii l;iw tliore is lilcelllyjod ef nany c^ theoe alee 
 hariMc low ii«itality» 
 
 Since 13 out of the IB c'luraeter tr'><^« lirstod fer at^-^f^ "» «-hildrc»» 
 am p«jriiicioua or unsocial, the nood for uorcil and aoci 1 tr^inirvf^ is 
 -vexy ijrcat, and rcquiroa i;>ooial 3tut^ for Ita 30luti<:in, 
 
 Proviaioii l. .. .^.^ ^ide to k- .-i- u-^c ^oajority of these childyera in 
 
Atypiccil classMi f«r the -Teitcr part of the ttoe tlugr are in nchool. 
 Tlie wmamm Xmif^ of tin* sp«it 'tiy the 296 «««•• studied vius j^SEUi 
 teraa; Axt cTen that did not bring abotrt soeial adapt Rt ion in tlie 
 Majority of oa— « ♦ 
 
 8. The percentfl^tt of %lbomm grekSoi as "poor" in effort, i^hmm t}mt evwi 
 
 the uoiuxioci ourriciaua of the a^rpieal cloaa fleas mt% alms's win 
 their intorcat* 
 
 9. The epeeial interetfle noted l^y t eattfisw ore alaert entiroly Msmal— 
 
 in onily 2Jk QMW» ie any sssipnie subject listed* JIaaidwork, including 
 aMMHab^yatolnc, cooking mmAnth 4nMl»8* paint ins» 0sardenia8» aaaw 
 ef hooe, earo of yems «hildren« aad aare of aninols pre^tenlnata* 
 A l^iTc'e uaswtt of tlie training offered the atypical child should doubt- 
 less be alone; the sUnnm ar sistilar lines. In every cane it aiG»t tia 
 itswmtmmirTt n to, or i.t least not exseed^ tlks aapwrity of the i^irticu* 
 Xar child reoeivinn it • The mp^ar ■ssiiilu naxk af ilw p r as«» 
 ourriouluci is by no nems suited to this e7a«p» 
 
 Wa aamlsr itfMlher it is lock ef stuc^ on the part of tiimliirs iHm^ htm 
 jBlftled to rerefil aiiQr special interest in the ease of Xl children, or 
 idiather it ic luck of exposure to a vttRiialgr of tgnpes of rm'xfk that has 
 vaaulted in no sysaial interasi being developed tgr the children, 
 
 10, Since the «Matl as^ovity of the parents are mime^ in Imm-iffaidm 
 
 occupations, tmA alnoe t&a naddUai I* (I* of thenc children is JSlt^''^ 
 since 87/* have not cone b^ond the fifth grade in school, and since 
 their interests ava aanual, it would saos that the dutioo ef tha 
 sataaol toward then are: (l) to develop cood habits, (n) to offer ooelal 
 guidance, (:;) to trrxin thOBl for iiidustrisA ipsxkr, and (4) to attenpt to 
 secure «* .: ;)ioyi.iGat ror then tjhen they axe oltiUk0«i to co to work either 
 firoa fintuKjial noceoaity or beasMie they can no longer profit ly 
 school training. Both of these reaswfis will operate very osplHstioally 
 aecordlnc to tlia 4ata oozipiled, 
 
 II* Sinee ei^ty-six atypical children^ or 29 per cent of the 296 cases 
 
1P\. 
 studio, alrtadsr haevm ctAm&tton iimie roeordst It would seco to Indi* 
 
 cate titaX tiieoe clU.I^«i ax« to 'be our future crimintxls, uraeoe the 
 
 auilc aoimol succeeds in Luikla^; laa»-abidin4: oltli&miB out of tiian. 
 
 Training In 0»od citizenship, in th« ferumledge of rl^it and ^nmg, in 
 
 hon8ii«xrt3cing *• in oil tlioi^ standards that Aucricm idcrOLe commtm, is 
 
 ./livt is iioat nQcdofi* The fact tli<it ly far the 1 .rf-cr i-)' rooiit Jif-e of th|l 
 
 ot oat Ion Vun^e eases ooiss froci foreigiB luaaes, tind that 0^ of thsss 
 
 were iMted .a •Pair", "Poor", aid "Very Pool*, and that twenty out of 
 
 the eigiity-four c.ioco :fi.;ted were for j; rerxt^ nenlcct, i&wm a «aak*> 
 
 nesB in the Texy fuundj.tion of socletr, m^iOy, tlie ht)ue, Hianer of the 
 
 eases vjiua scxphasize a Yet^ glaxXnQ need for a tventy*four liour dsQr 
 
 Parental i^ciiool. 
 
 12. The 40 nstitution records s^iow th£^ the ^ote (and ehoirlty organize- 
 tiuns) is early rv Guaing the Durden of caring lov thcuo cliildren, froa 
 idbaa in seiae casss it oaa «3qs»ect imt little in the fistiurs* 
 
 13. Theae children, ninvi. tlUQr 00 to worli, enter lov- ^^ -^^ o-^cupa^lons. An 
 Atiolyais of lanjQT of tlieee oecupations sliould he n;:^uo, to sse if trziin- 
 inc can be developed for tlie»» 
 
 14 • Plaoaaoot and folAov-up voxk shouxci og dereloped, for tlois group e^ft* 
 not '^s^iift for tlunselTea.'* It is far b«lter to present tliie stroB 
 of lUBaanlty froa fullinr into the ch^^SRi of crln«, imfsrTrilo?<m«nt and 
 porerty, than it is to let it fall, ruid t'lon l.uioriouoly t.t>r---* to 
 puanp it Itack throui^ Refoza ScOiools, Hospitals, Prisons, uiiicipaS. 
 Lodging Houses, and Detention Homes* 
 
 15. The facto presentsd e^w thi^t In a certain iMUHRcre, the qpality of the 
 out-put ef the public Sfl^osl is lizaited, and limited rexy dafinitely 
 lay the (puu.xty ef the pupils tha^ coacs to it* 
 
 \Rill« wmm MSefm that the^ sehov>l idisuld stop short of no histaR 
 Means in tlie ooias^ete develeisuitt of erezy pupil, we xaust raesgni^i 
 tliat the lav ef diuiniishing returns functions in education cfuite as 
 definitely ao it dses in eeononic life* The State has a waiy definite 
 
I 
 
responsilsility in the training of the atypical child, init it is not 
 econo^oicol to @o to the «xtr«cui of overeducating it, moA at the noam 
 tiiatt ne^eot the opeoinl tr^iiiiinc of the Toigr Miperior child, 
 16* The q[UGstion of the control of feebl0'4:ilndedB«8S is ono th^it school 
 adainistrators cannot evade, but laost Join ^ith otlier civic and aocial 
 trorkcro in oolvine the problOQ* The public oohoel attoiipte, at tre- 
 Bisidoua effort coid eacponee to aaiko the atypical cdiild as neaxly liko 
 the noxoaX child ao pooslblc. It io oirtircly fitting that this bo done 
 vithin ILiito* ^But at the s^^uio ti e, ooliool odninistratore zmst realize 
 that such e ffort in naror oaoes vill not henefit society for all tine; 
 
 for unfortunately acquired clioracteri sties and habits are not 
 
 to 
 on/the next eencrition as surely eatd. as definitely as are heroditaxy 
 
 ten^.cncioo, lor tixe fozuer have to 6o devoleped following birth. In 
 
 other tyordo, in many cases the jnillinc up of another eMctoration of 
 
 a^rpicals tovard noznaX has to ho rei>eated* 
 
 17. avDatios of sueh ease studios mm atoot* lAiov that the putaio oetaMl 
 
 mist eidapt its progron to neet the individual neote of i^ill the chil- 
 
 dr«i of all the people; oad that it can only cjo this as it discovers 
 
 the spooific aoaoto and liabilities of each child. At the Mne tiuo, 
 
 that the school in neet lag these, sehool adninist rotors imst c^vs 
 
 serious oonoideration to naiQr far rooehinc oocial problono, i»3iich the 
 
 3tuc|y of individual eases brings to th^a. 
 
i 
 
1?.3 
 CHAIfER VI. 
 
 wamusr ahd cojiclvsigss. 
 
 Tlic case uetiiod as applied to education io defined as the iu>de 
 oi discoveriii£; tlie educational needs of an individual. The neceouity for 
 the c ae nethod ef attacking slnilor problems in the field of social relief 
 points to the conclusion th^it the case zaethod ohould be applied to problotis 
 in odUGL^tion. That ouch a nethod of stuc^inc those urito are to be educated 
 is of Tital iiaportance io evident ifticn m consider that the public ocliool is 
 beinc held responsible uore and nore, not only for a constantly increasing 
 
 nrc of te:ctobook inctruction, but also for finding and ncotinCt to a 
 (TO tcr or less oxtont, vocational, health, and recreational noodo, pre- 
 iition of delinquency, cooperation with cnployors, and the lielplng of 
 ;:ucient8 to overcoiae naB(sr adaptive difficulties* 
 
 Individual differences are found to he inJieront, iO Tvell as qc» 
 ired throuc^ environ' -ent and easporience, and therefore nuat be considered 
 in jxct oclierae of uuuuiibion. To discover the nature and extent of individu- 
 al differencoD in a civon croup, a case study involvine Infornation on all 
 do t coiitributinr f-.ctors oust be nade for e \ch neabet of the f-roup« 
 
 Training in ea^horint such data io as needed in education as in other fields 
 ere the cace act hod is uoed* 
 
 The problens wliooe intellicent aolution depend upon tlie data in 
 cose Qtuc^, or a coiopilation of ease studies, are legion. In eveiy jjbamm 
 curriculuu buildinc* in handling student probl^as of "11 kindo, perstHial 
 HT in (roups, in claooification of pupils, in adninistrative problci:is, 
 lelnc frori location of school 'cuildincB to fomul ition of educitional 
 ilicies -• in fai these vaQrs and in raarflr etSiers — caae studies should In 
 fom be a detemining factor. 
 
 Bandall T, Condon, Superintendent of the Cincinnati Public Schools, 
 the foreword of tlie 1919 Manual of Instructions for keeping the HhQraical 
 
1 
 
ic, and Social R«eord of ruplls in tht ^mamAa'ty Schools of Cinoin- 
 . iti, zaalRjfl a strong statetient for tlie utm wt eaae recorvis« **Careful, 
 raMid«2iie» ^iiQrsleal and social records are to be kept for all oMldren at* 
 I tending ttm eleaentaxy schools* • . . T!i#0e records should load to a nors 
 Ptiacrlninating stu^ and sjnapathetic underotanding of children; they ahould 
 ■ afford a valuabls index to tlieir ability, needs and aptitudes; alioidUl 0i<-> 
 PlAle teachers and school officials to offer ouch .dries and suioistance as 
 will lu3lp yoymi people to nake a hotter une of their sdttsatioaal opportuni- 
 ties; should lead to a v^ariation of opportunity asrs nearly adapted to in- 
 dividual needs and capaciticfs; and sho -Id result in a nore intellifont choice 
 occupation, vrith a better scliool pr^taxatlon in anticipation of the r-.> uic* 
 **Sut the teaoJbiag and the :adTice nuot be ^iven with a ^xxop^eAcf* of 
 the social factors \^ich nffsct a pupil*s life, Mthout this kno^Xedes 
 ve arc woxkinc in ths da>!k{ «• fail to imdsrstand his nssds and we are un- 
 ae to ci^e th« adrios and asslstlsiise i&ioh will he noot helpful. Tlis 
 achor lauot know her xjupiXs if Sbs is to teach thoa* Sb« oan not know them 
 eoa she knows the haaes fron which they owas* The s<^ool and the ]io3:e, 
 the toriclier and the prirents are forces in sdtesation T7"iich nu 't not bs 
 diTided. 
 
 "The school io Tsa^ine out it a hoids to ovcry field r^ere tfiildren 
 Ik Mid play and stu<^. It is takine into account all the influences idiich 
 
 daand affect child lifs; it io trying to u Ify these forces, and, 
 ,ercver necessary, to riodiiy then in the interests of the children, 
 
 •Such records as are proposed^ are absolutely nosMiaaJcy in tliis 
 rcer conception df education and of the relit ion of the scliool to the 
 
 ity. If criTGfiaiy kept rmf". vrinely used they rtiould be of creat ao- 
 st.jace in tho solution of educational, social and vocational prohlens." 
 
 Ssos Kanuol of Instructions. Phycical, -Icaderaic and Social Record of 
 
 Pupils in the iSicuentaiy Scliool o, Cincinnati Public Schools, 1919. 
 
1.25. 
 
 mSXJLOmASBIm 
 
 Jane. Thm %lrit of Youth suid the City Streets. llBiiiiim ii 
 
 BwfYork, X909. pp. 1 - 162, 
 
 Affleck, G, B, A Mlnisnsa Set of I'ontative HiyDical Standards for 
 
 Qiildron of ^o}iool ^V;<^» PedaotffUwl Siiaincjy XXVIZ« 
 Dec, 1920. pp. 324 • 354. 
 
 BmOanm, Julie ^2, The I?lrfjt Practical Gtopo in Selecting Gifted 
 
 Children in a Larce Oit;-' School. Contlnentul 
 Printinc Co. Hew Yoik. 1921. pp. 1-22, 
 
 tablet » A. & Sinon, T, The Devele|iaent of Intellif-Gncc in Children. 
 
 WllllcuiiB & Wiiklns Co, 33alti},iore. 191C, pp. 01 - - -^- 
 
 f ■ -» 
 
 Bronnor, A.F, IndiviJu.a Variitlono in 'tontr,! ^.quipiaent • Hatlonal 
 
 Conference of Social ^'ork. 1920, pp. SSI • 9, 
 
 Cabot, R, C, Th« I>»6ter and i»oolca worlcer. Hou^^hton ITlfflin Co. 
 
 S»stoa, 1919, pp. 1 - 108, 
 
 Cliapin, 7. Stuart. Field Uork and Social Reamvrch* C iiim y Co* 
 
 York. 1920, 
 
 Chspin, F, Stuart, Standard of Li vine in »•» York City, Hew Yoxk 
 
 Cli^rities Puiaicatlon CoKtlttee, 1909, pp. 154*lS6i 
 173; 102 - 185. 
 
 Cole, L, W, Prcrentlon of Lockotep in Scliools, School and Society, 
 
 Vol. XV, Ho, 374. iol>. 25,1922. pp. 211 - 217. 
 
 I>ewgr, i^elsm. Child, ;4al3y, Buul^ a«irdol«y. Hethodo m^. Heoulte 
 
 of Testine S^iool Children. S, F. Ihitton Co, 
 Hew York, 1920, W9» 135 . 170. 
 
 Dewey, Joim. Hew We Think. D. c. Heath & Co. Hew York. 1910. 
 
 pp. 214 - 224, 
 
 Dewqr, June K. luting for Intellic^w* end Wlii«T«!peraRient , School 
 ^ and Society 12: S9S • 4, 
 
 SAm», Irwin, Ilunan Traltn nnd their Social Sifinlflonnce, Houston 
 
 Mifflin Co, Boston, 19«. »p, 1 - 459, 
 
 Federal Beard of Vecotlonal Edueatlon* BvOletln H»« e4, Induetrlal 
 
 RcAlbilitutlon oerlM Bo. 2, tmOmr-xl k> rd nf 
 Voc, '4, yhtAint^on. 
 
 itemuokp RiQrjuuid. AeconpliotaiGnt (^uetlont, Tesehers College Record. 
 
 Vol. 21. IJov, 1920. pp. 432 - 440. 
 
 4 
 
 Goddord, H. n. Ir'eefe^lflBiiidediiews; its Cavm^m and Conneitueneee. 
 
 Maenillan. Hew Yoxk, 1914. pp. 548 - 557; 575. 
 
 Goddard, H. H, Huoan j^fficiency and Levele of Intelligence. Princeton 
 
 University Press, Princeton, 1920. pp. 1 - 120. 
 
I 
 
126, 
 
 Goddord^ H, H, What Can tlw VubXle 3<diool do for th« 
 
 Children. Natioattl Sdottationol Asooeiation Pro #t e*» 
 • ingSy 1910. i)p» 91S -VIS* 
 
 Gialch, L. H, fhar S5,000 children ^it tIot\, ^orld»8 Wortc. Anrll 
 
 1910, XX, pp, 13285 - 9, 
 
 IIall*>Q|te8t» $m %m attperriSAd Stu^. Il-icnillon, 1016. pp, 33 • 61, 
 
 Ilart, Joseph K* Th« Clvie BaalE g y wmd oT a School, 3urviQr, Jan, P.2, 
 
 1921. pp. 9» • 601. 
 
 Httaly, William. The Individual Delinquent, Little* Bxwm & Co* 
 
 Boston, 1915, pp, 18 • 29; 120, 135, 185, 296. 
 
 Ileatherincton, H.J.W, ^uoation for Citisemdiip, Journal of 
 
 iaxperinontal Puycholoijy, Vol, VI, No, 3. l>eo. 1921» 
 pp. 175 - 183, 
 
 SiRDon, V, A«C, Xntelllgenee end it« MMMDMserit, A Sgneapoaiueu 
 
 Journal of Educational Ps^cholo£Sjr* HcQr* 1.9SX, 
 pp, 196 • 199, 
 
 Boae, X* S. Th» Health Index of Children, ^VhitQ3c«r A B^gMflecJA Co, 
 
 1910, K>» 1 - 1S6, 
 
 iJelllummwit h, Lcta 3* PiQrcholoclcal Clinics in the IMited States, 
 
 T^MilMVi Colle£:e fieeord, Ik^^ l?*?!* pp. 221 • 225* 
 
 llolineo, 0, W, The Contion Low* Little, Brovn & Co» Boston, 1881, pp 1, 
 
 Jones, Arthur J, V?ho is the Retarded Child? S<^ool ?md Stwiety, 
 
 Vol. XI, So. 270, Feb. lO*?©. VV* 241 - 246. 
 
 Sltsen, H, D, T}ie Scientirio Stucfy of the Collece fJtudent, Pigrcholor- 
 
 ic-a SfHiesmih, Voi, xxxii, ifo. i. i9i7. yp. i - ni. 
 
 VmSmm , I. li. Interpreting J^rtULirrsiMBt ia Sohool in '^exns «r 
 
 IntelligMW*. IWiit tiiml, Itelnlstratifln and 
 Si^Grviaion, Vol, VII. Ho. 6. Sept. 1921. 
 pp. 544 - 347. 
 
 ■srrlMn, H. C. Public ^7elfare and Fublle Stfuools. Conf«»RM of 
 
 3ooial loift. X9S3.. rrP* 24 • 25. 
 
 Buna, BosEttnond. The OtI^^^ Hiotoiy, and Conpililtet of the Case- 
 
 Booi<. Latr Libraiy Journal, Vol, XI7, ITo, 1. >^ril, 
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 Hichcaond, Haxy 1* Social Diatnosis. Snesell Sage Seundotion. Sev 
 
 York. 1917. 
 
 Beot, Wiiiiaa 7, A 8oeio«Pqreholc ' udy of 5S aitpeSBe»3Ql 
 
 Qiildren, PsyeL__- _ i ouorraph, JIo. 133. 1921. 
 pp. 1 • 4, 122 - 134. 
 
^ « 
 
127. 
 
 » H. Is til* BiiiBe of Huetan Character Practlcal>le? Journal of 
 BAucitionril PiQreholOiy. Vol, XIII, ]^, 1, Jan, 1922. 
 pp, 30 '- 42, 
 
 fciith, SsfiMM Bondolpli. Teachers KmimI of the Park School ^stei 
 
 of Pupil /^nalysifi, C, ¥. Bordeen Co, iJ^rocuBe, 1920, 
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 Starch, Baniol, l'<duoat ionol l^cholo;^, MiMMiinmii X«nr Y«i9e* 1920, 
 
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 , jr, W, Principleo of iiconffliiico. Vol, II, Maciiillrin Co, 1911, 
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 , L, II, %giene of th« School Child, Hm^^on Ilifflin Co, 
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 lim K. Intellicence of r>chool CJiildren, Ilourrhton Ilifflin 
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 Hmtmn^ !•, n. Thm Mottsuronsnl of Intellissneo. VmatffaSkmn Kifflin Co. 
 
 Soston, 1919, pp. 1 - 313. 
 
 Thomdlke, S, L, Correlation Botvoon Interests oad A3>ilitioo in 
 
 CollQgs Student n. Pnyoholoric.a n^rlew. Vol. f»0. 
 Ho, 5, Sopt, 1921, pp. 374 - 376. 
 
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 f«asb«rs College. Columbia University. Vcv 7oz^. 
 1914. pp. 152 • 168, 315 - 300, 
 
 Xhoxndlko» H* !•. The PexnaiMBes of Interests aaA their Rel&ti<»ishlp 
 
 to Abilities, I'opuljxr jci«i^ Hontlily. Vol, 81, 
 Sov, 1912. pp, 449 - 456. 
 
 Tred«old, JU P. liental i-*cficicncy. W. Wood ^^ Co. »«Br York. 1915. 
 
 pp. 123 • 146, 341 - 356. 
 
 Wile, Ira 3. Lasinoso in Sciiool Cliildren, Mental %sl«no. Vol. VI. 
 
 Ks, 1, Jim, 1922, pp. CO • 02, 
 
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 Stats School. VHilttior, Colifomla, 1918, pp, 1 - ?!1, 
 
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 ^Ihlttier Stats Sehool. ^iihittier, California. 1918. 
 fP. 1 • 21. 
 
 Wlliians, J. Harold, Oocial Case History UbumhI. California 
 
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 I9S31. pp. 1 - 98. 
 
 Wilmans, Beatrice. A Real Invest icat ion. flifirvv. Vol, 44, Oct, 23, 
 
 1920. pp. 132 - 133. 
 
■ * 
 
 I 
 
12d. 
 Wooll€y, liolen Thonpson, Hlillllini, Qilldhood in Clncimiati. rmrragr* 
 
 Vol, 30. incMt 10X3. pp, eoi - 6. 
 
 VeolIigr» Helen ThosqMM^n* Xmmlnc v/oj^iag l^zaito and its BMerli^ on 
 
 Other Qoliool Probleirui* WjtfcMl and Soeiety* Vol, I. 
 Mir 82» 1^15. w 726 - ?3S, 
 
 WttXlV* ^l«n Tlioiopson. Mind of a ik/y, Somiy. Vol« XX^CVXI* IioT» 
 
 4, 1916, pp. 122 • 1S5. 
 
 W»olli^» Helen IhmpBonm Working Children of Cincinnati and 
 
 JSdMittkiMttX ProuleciB. ISleaaantazy School tmaibmt* 
 Vol. XIV, pp. 50-72, 132 - 139, 
 
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