On the basis of a study of 404 children in grades two to eight, the author concludes that "it seems that the influence of defects upon academic performance and intelligence has been somewhat exaggerated in the past. . . . In fact, no association of any kind appears in these data between physical health and achievement. Even comparatively serious defects do not necessarily entail poor achievement." The writer takes issue with the methods used by Mallory, who secured a positive association between physical defects and school retardation. (See Mallory, Jasper N., p. 26.) Bibliography.

VII. SIGHT DEFECTIVES

A. THE BLIND

(United

Allen, E. E. Special features in the education of the blind during the biennium 1918-1920. Washington, Government printing office, 1921. 14 p. States Bureau of education. Bulletin, 1921, no. 16)

Calls attention to the most notable events affecting the status of education of the blind, including increased interest arising from the needs of the war blinded; the adoption of Braille as the uniform type and an increased governmental appropriation for printing; the growth of the movement for special teaching of partially sighted children; the widening interest in proper classification of pupils; and the beginning of a teacher-training program.

Brown, Lela T. Insurance underwriting; a study of the business in its relation to blind agents. New York, American foundation for the blind, 1928. 52 p. (Vocational research series no. 1)

A survey of insurance selling as an occupation for the blind. Concludes that it is well adapted to blind people who are otherwise properly qualified for the work. Considers the necessary qualifications for success and the adaptations to the job which the blind person must make.

Osteopathy; opportunities for the blind in training and practice. New York, American foundation for the blind, 1929. 50 p. (Vocational research series no. 2)

A survey of the vocational possibilities of osteopathy for the blind. Discusses the science of osteopathy, its requirements and rewards, the economics of the profession, and the practice of blind osteopathic physicians, pointing out the special qualifications, difficulties, and demands involved in their experience. Urges that "in order to reduce the number of vocational tragedies among blind youth, some comprehensive plan of counseling should be evolved and scientifically applied."

Canada.

Stand concessions as operated by the blind in the United States and New York, American foundation for the blind, 1930. 72 p. "Stand concessions for the blind offer an occupation of rapid and promising development." This report presents "what has been accomplished in stand placement together with a critical analysis of what is necessary for future progress."

French, Richard S. The education of the blind. Berkeley, Calif., California school for the blind, 1924-1925. 2 v. Part I, 1924, 56 p.; Part II, 1925, 119 p. A historical and critical survey of the education of the blind. Includes discussion of special methods used, vocations and avocations as related to their education, and social aspects of the problem.

Hayes, Samuel P. Preliminary study of the influence upon school success of the age at which vision is lost. Watertown, Mass., Perkins institution and Massachusetts school for the blind, 1923. 8 p. (Department of research. Publication no. 1)

Nearly 600 pupils, arranged in groups according to the age at which their vision was lost, were given tests adapted to the needs of the blind. The fields tested included various school subjects, general intelligence, and specific mental functions. "In every test the attainment of those who lost their vision in the early years measured up to the median attainment of the whole number tested, in most cases no upward trend is shown with increased years of visual experience, and in all tests a considerable per cent of the highest scores were made by pupils of the early blind group."

Hayes, Samuel P. Self surveys in schools for the blind; a manual for the guidance of teachers. Overbrook, Pa., The Pennsylvania institution for the instruction of the blind, 1921. 60 p. (Publication no. 2)

Discusses the application of intelligence tests and of standardized educational tests to blind pupils. Gives directions for administering, for scoring, and for interpretation of results. Contains bibliography on tests for schools for the blind.

Ten years of psychological research in schools for the blind. Overbrook, Pa., The Pennsylvania institution for the instruction of the blind, 1927. 16 p. (Publication no. 4)

Discusses progress which has been made in the psychology of the blind, in the development of their greater social usefulness, and in the adaptation of tests and measurements to their special needs. Includes bibliography.

Lende, Helga. Reading lists on phases of the education and psychology of the blind. New York, American foundation for the blind, 1931. 40 p.

A classified bibliography including extensive periodical material as well as books and bulletins, and foreign literature as well as that published in the United States. Considers curriculum, recreation, vocational guidance, social problems, and psychological aspects.

Maxfield, Kathryn E. Adaptation of educational tests for use with blind pupils. New York, American foundation for the blind, 1927.

56 p. (Bureau

of research and education, series III, educational measurement, no. 1) Considers the value of educational tests in the teaching of the blind, and gives in full the directions for giving, scoring, and interpreting the results of the Stanford achievement tests in reading and spelling and the Gray oral reading check tests, as used with blind children.

The blind child and his reading. New York, American foundation for the blind, 1928. 215 p.

A handbook for teachers of primary Braille reading. Considers the mechanics of Braille reading, phonics and speech correction, present methods of beginning Braille reading, projects that may be used to accompany reading, special reading difficulties among blind children, and adaptation of standardized tests to blind children. Lists materials for use in teaching primary Braille reading; includes a bibliography for teachers and a list of books for children.

Present status of instruction in primary reading in residential and day-school classes for the blind. New York, American foundation for the blind, 1926. 41 p. (Bureau of research and education, series II, curriculum and instruction, no. 1)

Discusses the significance of reading in the life of the blind and the importance of giving to the primary child the adequate incentive for learning to read. Presents methods used, with samples of introductory reading lessons. Gives list of books used and bibliography.

Merrill, H. G. and Oakes, L. W. Your vision and how to keep it. New York, G. P. Putnam's sons, 1930. 145 p.

Outlines the underlying anatomical facts involved in the care of the eyes, describes the more common diseases of the eyes, and explains the reasons for the need of glasses. Written in non-technical language for teachers of sight-saving classes and others interested in the general care of the eyes.

Merry, Frieda Kiefer. Suggestions for motivating primary Braille reading. New York, American foundation for the blind, 1929. 31 p.

Discusses the Brailling of simple reading material, the choice of material suitable for constructive seat work, motivated material suitable for large or small groups, and poems and stories for class use.

Parkhurst, Helen and Ritchie, J. M. The Dalton laboratory plan in a school for the blind. New York, American foundation for the blind, 1926. 17 p. Presents the underlying principles of the Dalton plan and their application to the education of the blind in a school in London. "The plan was adopted at Swiss cottage three years ago and experience gives a verdict in favor of its retention."

Rand, Loretta S. Agencies for the blind in America. New York, American foundation for the blind, 1926. 347 p.

Supplements printed in 1927 and 1928.

A comprehensive directory of activities for the blind in the United States and Canada. Information is given regarding State schools and city schools and classes for the blind, as well as for other agencies included.

Sargent, Ruth F. What can the blind do? Overbrook, Pa., The Pennsylvania institution for the instruction of the blind, 1924. 31 p. (Publication no. 3)

A study of 500 former pupils of the institution yielded the material for this report. Findings point to the importance of more attention to training for vocational efficiency. Many lines of work are open to the blind; they enjoy many of the same recreations that normal people do; belong to the same organizations; and "in spite of blindness find their niche in the world."

Sheldon, Dorothy Dean. The blind child in the world of nature. New York, American foundation for the blind, 1929. 8 p. (Educational publication, series II, no. 3)

A report on a nature study project used with blind children, which discusses "the best means of adapting nature study materials so as to arouse for it the same interest and enthusiasm among blind children as is experienced among those with full sight."

Smith, Josephine Mitchell. Which hand is the eye of the blind? Worcester, Mass., Clark university, 1929. 39 p. (Genetic psychology monograph, vol. 5, no. 3)

The writer conducted an experiment to determine: (1) Which hand when used alone is better for reading pointscript; and (2) whether flexion or extension of the arms is more efficient. She used a subject who was entirely inexperienced in reading pointscript and exposed her to various methods of learning. Results pointed to the conclusion that, "in reading blind script, extension is very slightly superior to flexion, and, the more significant conclusion which can be drawn, the left hand is decidedly superior to the right when used as a sense organ." Bibliography.

Speakman, Martha T. Recreation for blind children. Washington, Government printing office, 1927. 76 p. (United States Children's bureau. Publication no. 172)

A survey of recreational possibilities for the blind. It includes games for little children and for older boys and girls, with consideration also of music as recreation. Lists equipment that may be used on the playground, in the playroom, and in the gymnasium. Contains bibliography.

United States Bureau of education. Schools and classes for the blind, 1921-22. Washington, Government printing office, 1923. 12 p. (Bulletin, 1923. no. 51)

A statistical report of schools and classes organized for the blind at the time of writing. 1926-27. Washington, Government printing office, 1928. 7 p.

(Bulletin, 1928, no. 9)

A statistical report of schools and classes organized for the blind at the time of writing.

Villey-Desmeserets, Pierre Louis J. The world of the blind. Tr. by Alys Hallard. New York, The Macmillan company, 1930.

403 p.

The author has been blind since he was four and a half years old. In this book he describes the world of the blind person and how he deals with it. Gives numerous examples from his own experience of the development of perceptions for those who can not see. Valuable as a psychological study.

West, Bessie Brooks. Report of an experiment in nutrition at the California school for the blind. Sacramento, Calif., State department of education, 1929. 35 p. (Bulletin no. D-2)

A study of the nutritional needs of institutional life, together with a report of the procedure used in changing an unsatisfactory institutional feeding regimen to a satisfactory one. The experiment was carried on at the girls' home of the State school for the blind.

B. SIGHT SAVING

Cook, Harriet B. Evaluating the lighting system in the public schools under nursing supervision. New York, The National society for the prevention of blindness, 1929. 7 p.

Since "12 per cent of all our school children are found to have vision defects," it is important to consider the part lighting in our public schools should play in conserving sight and preventing eye defects. This pamphlet discusses the fundamental principles involved.

Dunlop, Gladys L.

Sight-saving in the schools. New York, National society

for the prevention of blindness, 1929. 4 p.

Brief description of the necessary equipment for sight-saving classes and of the procedures used in their maintenance.

Hadley, Hazel C. Sight-saving classes in the public schools. New York, National society for the prevention of blindness, 1927. 90 p.

A manual on the methods used in the sight-saving classes organized in the State of Ohio.

and Hathaway, Winifred. Sight-saving classes; their organization and administration. 2nd edition. New York, National society for the prevention of blindness, 1929. 35 p. (Publication no. 30)

Describes the administrative aspects of establishing and maintaining sight-saving classes.

Irwin, R. B. Sight-saving classes in the public schools. Cambridge, Mass., Harvard university press, 1920. 31 p.

One of the earlier studies dealing with the importance of sight conservation among the partially sighted and with the possibilities inherent in sight-saving classes.

Kerr, James. School vision and the myopic scholar. London, George Allen and Unwin, 1925. 156 p.

A book designed for teachers and school workers discussing the common defects of the eye, with special reference to myopia, and to the school's responsibility in making special provision for children having subnormal vision.

Lawes, Estelle. Methods of teaching sight-saving classes. Revised edition. New York, National society for the prevention of blindness, 1931. 64 p.

A manual on the methods of conducting and teaching sight-saving classes, with consideration of the equipment required and of records and reports that are needed. Lists names and addresses of manufacturers from whom supplies may be obtained. Levy, Harry H. Vision survey among a group of pupils of Syracuse schools. New York, National society for the prevention of blindness, 1928. 9 p. Presentation of findings in a cross section of the Syracuse school population. Gives statistical data.

Lighting the schoolroom. New York National society for the prevention of blindness, 1925. 4 p.

A brief statement concerning the lighting of schoolrooms, based on the American standard code of lighting school buildings.

London County council.

County council, 1926. 4 p.

Education of myopic children. London, London

Outlines the principles upon which the education of myopic children should proceed, and gives suggestions to teachers for the conduct of the classes.

Myers, Edward T. A survey of sight-saving classes in the public schools of the United States. Philadelphia, Pa., University of Pennsylvania, 1930. 105 p. A comprehensive survey of the facilities offered by public-school systems for special attention to children with impaired vision. Bibliography.

National society for the prevention of blindness.

Sight-saving classes in

school systems. New York, National society for the prevention of blindness, 1926. 4 p.

"A concise statement regarding the function, value, and operative requirements of sight-saving classes."

National society for the prevention of blindness. The vision of preschool children. New York, National society for the prevention of blindness, 1930. 37 p. (Publication 66)

An analytical study of 982 children of preschool age, "begun in 1925 and continued for several years. This study seems to indicate that almost as large a percentage of children of preschool age have eye defects requiring careful study by ophthalmologists as have children of older-age groups. The only striking difference that stands out clearly in this study is the higher incidence of hyperopia and the lower incidence of myopia in the preschool group."

Newmayer, S. Weir. A survey of the semiblind school children in the city of Philadelphia. New York, National society for the prevention of blindness, 1927. 29 p.

A statistical study of the children in Philadelphia requiring sight-saving class work. Royer, Jessie R. Testing the vision of preschool children. New York, National society for the prevention of blindness, 1928. 12 p. (Publication 49) Presents methods of testing the vision of the young child which are "simple enough for the child to understand what he is to look for" and "interesting enough to induce him to see it as well as he can." The play element is introduced to appeal to his interest. Wood, Thomas. Conserving the sight of school children. A program for public schools. Revised edition. New York, National committee for the prevention of blindness, 1929. 56 p. (Publication no. 6)

Report of the joint committee on health problems in education of the National education association and the American medical association with the cooperation of the National society for the prevention of blindness. The purpose of the report is "to supply to teachers, school officials, and all others concerned with this problem, information, advice, and practical directions which will promote the conservation of eyesight of all school children." Considers importance and extent of defective vision among school children, present practices in conserving vision, and knowledge essential to teachers, and others concerned with the child.

VIII. SPEECH DEFECTIVES

Anderson, Lewis O. Stuttering and allied disorders; an experimental investigation of underlying factors. Baltimore, Md., Williams and Wilkins company, 1923. 78 p. (Comparative psychological monograph, vol. 1, serial no. 4) Reviews the accumulated literature on stuttering and allied disorders, which "has yielded little more than contradictions and confusion." Attempts to find out if some of the contributing factors in stuttering and allied speech defects could be discovered by means of tests in other fields of behavior. Administration of specially devised tests seemed to indicate that "stuttering and allied disorders are something more than defects of speech," and that the associated factors might in themselves be the underlying cause of the speech defect. Extensive bibliography.

Appelt, A. Stammering and its permanent cure. 3rd edition. New York, E. P. Dutton and company, inc., 1930. 227 p.

A psychoanalytic approach to the problem of stammering along the lines of "individual psychology." Holds that "all forms of speech drill can be done away with and that stammering can be treated solely by psychic means."

Bluemel, Charles S. Mental aspects of stammering. liams and Wilkins company, 1930. 152 p.

Baltimore, Md., Wil

Presents the author's concept of stammering as an impediment of thought and outlines methods of training for its correction. Gives directions for speech training in kindergarten, grade school, high school, and with adults.

Borden, R. C. and Busse, A. C. Speech correction. New York, F. S. Crofts and company, 1925. 295 p.

A book designed to "make possible the accurate diagnosis and effective treatment of all ordinary speech defects." Gives major attention to a consideration of the mechanism of speech, analysis of sound units, defects of foreign or provincial dialect, of carelessness, of infantile preservation, and of organic nature. "Neurotic defects" (i. e., stammering) are considered only very briefly. Includes bibliography.

Cable, W. A., ed. Cultural and scientific speech education to-day. Boston, Expression company, 1930. 206 p.