children as the subnormal is upon the normal child. A psychological test before placing that child would have prevented his assignment to a room where he was obviously a misfit.

In order to be of the greatest value to a public-school system, the psychological clinic must be well organized, with adequate equipment. Provision must be made for a physical and sociological examination, as well as for a mental examination. The staff of the clinic must be both trained and experienst. A set of standardized tests do not constitute a psychological clinic, altho they are a valuable aid to diagnosis. Mentality is very complex and cannot be measured by a yardstick or weighed on a scale. The use of standardized tests in a slide-rule fashion is productive of much harm. To be of value, the test must be interpreted. The purpose of the examination is to make a mental analysis of the child similar to the analysis the chemist makes of a chemical compound. The mental analysis should discover what assets and defects the child has, and on the basis of this analysis the examiner can prescribe the treatment best adapted to the child's needs and best directed to secure the maximum mental development for that child.

That principals and teachers do not know the various types of subnormal children is shown by the investigation undertaken by the psychological clinic this year. Four rooms for children pedagogically retarded but believed to be normal by teachers were examined, with the following results: Of the 202 children examined, 64, or 32 per cent, were normal; 62, or 31 per cent, were dull; 76, or 37 per cent, were feeble-minded or border-line.

The psychological clinic examined 1620 cases this year. These cases are reported to the clinic by the school principal or teacher as candidates for special classes of various types. Of these, 10 per cent were normal and 35 per cent dull. Only 55 per cent, or a little over half, were found to be border-line or feeble-minded children.

That the psychological clinic is of inestimable value to a public school system is thus easily demonstrated.

WHAT AND HOW TO TEACH DEFECTIVES

CHARLOTTE STEINBACH, SUPERVISOR OF SPECIAL CLASSES,
CLEVELAND, OHIO

Our first business is teaching what is necessary to bring the pupil more nearly in line with normal children in appearance and conduct. If he is dirty, slovenly, rude, and indolent, we must train him to habits of cleanliness, neatness, and politeness.

Then comes initiation into the "what and how" to do best those things that must be done in every schoolroom to keep it presentable, orderly, and

clean. These things must be taught to a greater or less extent to nearly every special pupil upon entrance to the class.

The curriculum for special-class pupils places most emphasis upon hand training, beginning with simplest exercises for those of low grade or those with weak coordination, and progressing to the departmental work carried on in the schools for morons. With the high-grade classes undoubtedly the best work can be done where specialists are provided to teach the different lines of work, such as domestic science and manual training, sewing, weaving, brush-making, and work with reed. Those moron pupils who have had several years of experience in such training centers generally develop considerable skill.

As much academic work should be given as can be profitably used by the pupil: simple number work closely correlated to life's problems, reading as advanst as can be appreciated, and, most important perhaps, oral and written language, enabling the pupil to express himself as well as possible.

As to how we should teach defectives, that depends upon the special make-up of each child. Each teacher must work out her own salvation, studying her charges individually.

A short time ago a regular grade teacher of domestic science visited one of our girls' centers and spent some time in the sewing-room. Later she made this criticism to the directing teacher of the center: "I saw some excellent work in the room, but some of the girls were holding their work in awkward fashion and one girl actually held her needle in her left hand." The directing teacher replied, "After the girls have been with us for some time their ways will improve, but as for the girl you saw with the needle in her left hand, we are glad she'll hold a needle at all. For the present, in fact, I would be happy (knowing her as I do) if she would work with her toes, if we couldn't do better."

Do what you can in any way you can go as far as you can, is a fair motto for our special classes.

OVERCOMING THE OBJECTION OF PARENTS TO THE
SPECIAL CLASS-CAN IT BE DONE?

HOW?

H. E. BLACKMAR, SUPERINTENDENT OF SCHOOLS, OTTUMWA, ÌOWA Any program for improvement of school work must begin with the teacher. Of course every teacher should be patient, sympathetic, energetic, progressive, and resourceful; but the teacher who gets real results with subnormal children surely must have all these qualities in the highest possible degree.

The subnormal child lacks the incentive of completing the school course, which is such a strong factor in keeping the normal child in school and in keeping his work up to the required standard. He sees little or no relation of the school work to his future needs; so the teacher, while keeping

the future of the child in mind, must make her appeal almost wholly thru the accomplishments and the satisfaction of the day. This child lives largely in the present, and the small tasks accomplisht and the word of praise given mean much more to him than to the one who is accustomed to success. Only the most resourceful and tactful teacher discovers what task to assign and how to get the best possible response.

The course of study for a subnormal room-if it may be called by that name should be made as different as may be from the regular work of the class, first, that it may be better adapted to the needs of the children, and secondly, that it may prevent comparison with the regular work, which may be a source of dissatisfaction to both pupils and parents. Different textbooks are used, definitely graded books are avoided. The teacher has a smaller number of pupils, a greater variety of work is given, and pupils are not held to any definite accomplishment. Some class work, however, is more satisfactory to pupils and gets better results because it stimulates rivalry.

The parents of subnormal children are not especially critical of the associates or the environment of their children, and their educational ideals are not of the highest. The camouflage of ungraded room, specialhelp room, or opportunity room is sometimes revealed by the pupils who use the plain term "dummy room." This may annoy sensitive parents, but they can easily be persuaded that such terms are not so humiliating to the child as is the constant comparison of his class work with that of children who can accomplish so much more than is possible for him. The low educational ideals of such parents make them indifferent to the loss of regular classification, because the purpose of finishing a definite course is lacking, and they do not appreciate the value of the organized work of the grades as a foundation for further educational progress.

The number of subnormal children whose condition is due to causes other than heredity is comparatively small, and if they are sent to the public schools their parents must be dealt with as individuals. Such parents more readily appreciate the handicap of their children and their need of special help than do parents whose mental condition is more like that of their children.

Parents of subnormal children are not different from the average parents in that they give comparatively little attention to the school life of their children as long as the child is contented and happy; and a special room for subnormal children, properly conducted, cannot fail to make the children happier and more contented with their work. Most human beings have more or less ambition to do something better than other people can do it, or at least to appear to do so. The only chance for the subnormal child to excel is to compete only with his kind. As long as the child is happy and is able to display some accomplishments and some successes, however small they may be, the parents are satisfied.

OVERCOMING THE OBJECTION OF PARENTS TO THE SPECIAL CLASS-CAN IT BE DONE? HOW?

ANNA M. KORDSIEMON, SUPERVISOR OF SPECIAL SCHOOL, QUINCY, ILL. In the important task of overcoming the objection of parents to the special class much depends upon the tact and personality of the person with whom the parent has the interview.

If the transfer from the regular grade to the special school is made only after a careful investigation of the case, a scientific test, and perhaps a physical examination, then the teacher or supervisor is fairly well equipt with facts to show that the child's welfare is being considered. I have found that meeting the mother in her own home usually brings the best results. Here the sympathetic teacher may meet the mother on her own ground, and often the mother will confide in her and give her exactly the information needed in the care and training of the child in school.

Every argument should be used to show that the change is being considered for the child's good, and that it is not a matter of ostracizing the child. The smaller groups in the special school permit more individual observation and instruction, and the child may be able, by special effort, to regain his place in the grade. It may be pointed out that this is frequently done. The hope of reaching a higher grade sometimes proves an incentive to the retarded child, and in the special school his weak points may be more closely studied and he may be able to make reasonable progress. A child is rarely equally deficient in all branches of study, and here he is permitted to advance as rapidly as possible in those particular lines in which he has ability, while he is given special time and attention in those in which he is "short." In the special school progress in even a single branch will mean much in the way of encouragement to the child and the parents. Children feel that they have been promoted when permitted to do higher work, regardless of grade rules.

For those physically handicapt, as well as for those of slow mentality, the special school should be a help. Sometimes, thru repeated failure, the child has become discouraged, and the parents are in despair. Here the optimistic teacher has the opportunity of pointing out some special bent of efficiency (be it ever so little) in the child; she may show that thru industrial or other special work the backward child may be stimulated to renewed interest and may even excel in some line of activity.

The child in the special school escapes the ridicule of more fortunate children while working with his equals. He is happy in his work, and we all know that happiness is the great essential in child life. Here in his own little world he is given the opportunity of bringing out the best that is in him and of working out the problem as he sees it. He may have encountered years of failure and, because he is a misfit, have suffered undeserved censure; for such a child the special school is certainly the most

desirable place. Parents generally desire to see their children happy, and this desire often proves the "open sesame."

The greater freedom given these children is a help, both physically and mentally, especially in the cases of restless, irritable, so-called nervous, children-all the types with but little emotional control. Here due allowance is made for their limitations. Sometimes the attention of parents may be called to a physical condition that may be improved or entirely corrected by expert treatment. Many children improve both physically and mentally under special care.

I believe that many of the younger children may be saved from retardation or deficiency if taken in the early stages of development. Sometimes slight deafness has been neglected or eye defects ignored; sometimes it is a matter of malnutrition or imperfect dentition. Parents are often surprised to learn that there is something out of the ordinary in the physical condition of their child.

When parents send their children to school they intrust to the teacher's care their most precious possessions. How very essential it is then that there should be a perfect understanding between parents and teacher. Many parents have never even made the acquaintance of the teacher. In some cases it is a feeling of indifference; in others a spirit of antagonism, because the child has not made progress with his comrades. Friction always has a bad reaction. One friendly visit to the home may help to eliminate much of the difficulty.

Sometimes a parent gives a half-hearted, reluctant sanction to the transfer of the child from the grade school. Such a parent, in noting signs of improvement in the child, is usually convinst in a short time that the child is in his proper place. If the sympathetic, helpful, optimistic teacher is able to gain the confidence of the parent (usually the mother) and to awaken a response in the inert, backward child, much has been accomplisht toward

success.

Looking at the case from every viewpoint, never forgetting that the parent has the right to wish the child placed in the most desirable environment, the teacher must be ready to point out every advantage to be anticipated by the change. She must pave the way for a constant, harmonious working together of home and school, with every effort made for the welfare of the child, and with the ideal always leading onward.

The child's happiness in his work and the parents' conviction that everything is planned and carried out for the child's improvement physically, mentally, and morally, must work toward overcoming the objection. Even the "least of these" who come under our care is worthy of our special attention, and every valid incentive must be brought forth to overcome the objection to the special school, so that parents and teachers will work hand in hand, a united force for the welfare of the child.