Russell Sage foundation.

Backward children. New York, Russell Sage

foundation, 1923. 4 p. (Bulletin no. 57)

A selected bibliography on the nature and education of atypical children, primarily the mentally subnormal.

Report of the survey of the specially handicapped children in the State of Illinois. Springfield, Ill., State department of public welfare, 1925. 30 p.

A report made by the Illinois Institute for juvenile research in accordance with a legislative act "providing for a survey and report of the numbers, location and types of specially handicapped children of school age within the State of Illinois." Two representative counties were selected for intensive study. Data are given regarding results of physical and psychological examinations, social analysis, and psychiatric study. Recommendations for a State program are made.

Stecher, William A. Physical training lessons for backward classes. Philadelphia, Pa., John Joseph McVey, 1923. 38 p.

A manual of games and exercises designed for the use of teachers of mentally-retarded pupils in promoting their physical development.

Tredgold, Alfred F. Mental deficiency. 5th edition. New York, William Wood, 1929. 535 p.

A comprehensive treatise on the subject of mental deficiency from the point of view of medical, psychological, and educational conditions.

United States Bureau of education. Schools and classes for feebleminded and subnormal children, 1922. Washington, Government printing office, 1923. 22 p. (Bulletin, 1923, no. 59)

A statistical study for the year 1922, giving data as to number of schools, enrollment, expenditures, etc.

1926-27. Washington, Government printing office, 1928. 21 p. (Bulletin, 1928, no. 5)

A statistical study for the year 1926-27, giving data as to number of schools, enrollment, expenditures, etc.

Vanuxem, Mary. Education of feeble-minded women. New York, 1925. 75 p. Columbia university, Teachers college. (Contributions to education, no. 174)

Outlines the program of education followed in the Laurelton State village, Pennsylvania, which cares for feeble-minded girls and women of child-bearing age. Studies of personality, intelligence, academic achievement, industrial capacity, and moral training were carried on, as a basis for building an educational program suited to the needs of those in the institution. Bibliography.

Walker, Helen M. and Shauffler, Mary C. The social adjustment of the feeble-minded; a group thesis study. Cleveland, Ohio, Western Reserve university press, 1930. 220 p.

Represents a summary of the findings of 18 different theses based upon a group study of 898 feeble-minded individuals known to Cleveland social agencies. The findings indicate that "a large majority of the subnormal individuals, both children and adults, in families known to Cleveland social agencies are maladjusted in their relationships to family, school, work, neighborhood, and community. . . Variation of mental level has little relation to successful or unsuccessful adjustment. Emotional factors, training, and environmental conditions are what make for success or failure."

Wallin, John E. W. The achievement of subnormal children in standardized educational tests. Oxford, Ohio, Miami university, 1922. (Miami university, bulletin, series 20, no. 7, 1922)

This study includes consideration of achievement in spelling, reading, and arithmetic. Standardized tests were used for the analysis, and achievement of subnormal children was compared with that of normal children in the various processes.

Studies of mental defects and handicaps. Oxford, Ohio, Miami university, 1924. 177 p. (Miami university bulletin, series 22, no. 5, January, 1924)

A collection of reprints of articles appearing in various scientific and educational publications, growing out of the author's experimental investigations in the field of

clinical psychology. The articles included deal with problems of diagnosis, psychology, causation, treatment, education, and allied subjects in their relation to mental handicaps. Whipple, Helen Davis. Making citizens of the mentally limited. Bloomington, Ill., Public-school publishing company, 1927. 375 p.

Discusses the subject matter to be taught to subnormal pupils in segregated special classes of public schools. Places emphasis upon those materials which meet a present need of the pupil and appeal strongly to his interests. Adds to the work in the three R's practical application of the manual arts, citizenship, character, and health education. Woolley, Helen T. and Hart, Hornell. Feeble-minded ex-school children. Cincinnati, Ohio, The Helen S. Trounstine foundation, 1921. 264 p.

A study of children who have been students in Cincinnati special schools. Analyzes the mental, educational, and social status of special school children, and follows them into industry and other types of afterschool life. On the basis of findings, the author emphasizes the importance of selecting children for special classes as early as possible in their school careers, in order that adequate habit training may be possible.

X. STATE AND CITY SCHOOL BULLETINS

[NOTE: The publications listed below comprise all those printed bulletins which have been sent to the United States Office of Education in answer to a request for material describing local programs of education of exceptional children. In addition to those listed, reference should be made to mimeographed circulars issued by public-school systems, to the general annual reports of State and city school superintendents which embody a presentation of all activities of the school system, and to the annual reports of superintendents of State residential schools. All of these give much valuable information, but are not included under the specifications set up for this bibliography.]

CALIFORNIA

California. State department of education. Analysis of State laws governing the education of physically handicapped children. Sacramento, Calif., State board of education, 1928. 8 p. (Bulletin no. D-1, 1928)

Gives legal provisions made for the various types of physically handicapped children, with an interpretation as to State aid available.

Eager, Nellie V. Course of study for atypical classes. San Francisco, Calif., Board of education, 1926. 68 p.

Includes

An outline of activities and subjects used with mentally defective children. academic subjects and manual work, as well as health education, art, music, and other fields. Bibliography.

A handbook for teachers of opLos Angeles, Calif., Department 44 p.

Los Angeles, Calif. City school district. portunity "B" and adjustment "B" rooms. of psychology and educational research, 1926. A manual of information regarding the three types of opportunity rooms organized in Los Angeles: (1) Opportunity "A", for pupils of superior mental ability; (2) opportunity "B" rooms, for pupils who fall approximately within the range of 70 to 85 I. Q; (3) adjustment "B" rooms, "for pupils of normal or approximately normal mental ability, who are educationally retarded or maladjusted." Information is given concerning general regulations, equipment, selection of pupils, method of instruction, and curriculum.

Open-air sun rooms. Los Angeles, Calif., City school district,

Division of health and corrective physical education, 1928. 4 p.

An outline of the purpose, organization, and program of the open-air sun rooms in Los Angeles, Calif. The open-air sun room is defined as "an ungraded school room where a physically subnormal child may have special educational advantages and, at the same time, become well and strong."

Oakland, Calif. Board of education. Handbook of suggestions for use in atypical classes. Oakland, Calif., Board of education, 1923. 39 p. (Bulletin, Course of study series, no. 54)

A preliminary suggestive outline of course of study material for mentally deficient children. Considers both academic work and manual activities, as well as other types of projects suited to the mental level of the children concerned.

CONNECTICUT

Connecticut. State board of education. A discussion of the methods and results of the biennial enumeration of educationally exceptional children in Connecticut. Hartford, Conn., State board of education, 1928. 55 p. (Special education and standards bulletin 2, series 1927-28)

Gives procedure and results of State census made of various types of exceptional children, including the mentally retarded, the bright, the hard of hearing, the sight defective, the speech defective, the crippled, the epileptic. Also considers the educational program for such children with regard to the organization of special classes, the need of State aid, and desirable developments in the work.

Graded shop problems in five units for special-class chil

dren. Hartford, Conn., State board of education, 1930. 109 p.

A course of study "prepared for children below the average in mental ability," representing "the result of several years of experience and experiment." An ordered sequence and progression in difficulty have been followed in presenting the problems. Includes printed patterns.

Handicapped children. Hartford, Conn., State board of education, 1923. 22 p. (Special education and standards bulletin 1, series 1922-23) A group of papers discussing the needs of "the halt, the lame, and the blind," the mental defective, and the subnormal incorrigible.

Doll, Edgar. A special-class catechism. Hartford, Conn., State board of education, 1926. 16 p. (Special education and standards bulletin 1, series 1925-26)

Asks and answers questions regarding the nature and needs of the special class, the qualifications of teachers, and principles and practices involved in their organization and administration. Deals particularly with classes for children of subnormal intelligence. Gesell, Arnold. What can the teacher do for the deficient child? Hartford, Conn., State board of education, 1923. 47 p. (Bulletin no. 5, whole no. 454.) A manual for teachers in rural and ungraded schools, including questions and answers on mental deficiency, illustrative case studies of deficient school children, and suggestions for a special program for the deficient child.

COLORADO

Denver, Colo. Board of education. Courses of study in arithmetic and reading for the slow-learning. (Elementary grades 1 to 6) Denver, Colo., Board of education, 1930. 209 p. (Course of study monograph, no. 29, 1930) Considers the general principles underlying the differentiation of courses of study for the slow-learning, the needs of the slow child in reading and arithmetic, and application to instructional methods, materials, and standards of attainment. Bibliography.

ILLINOIS

Bruner, Frank G. An outline of health lessons in use in the open-window rooms of the Chicago public schools. Chicago, Ill., Municipal tuberculosis sanitarium, 1923. 51 p.

The lessons include consideration of food and eating; posture and exercise; rest, sleep, and ventilation; oral hygiene; personal hygiene and clothing; health habits and self control.

Chicago, Ill. Board of education. Course of study: Schools for the deaf. Chicago, Board of education, 1924. 91 p.

A course of study based upon the oral method of instruction entirely." Emphasizes the acquisition of language as a psychological background for speech acquirement. "Provides for the special language and speech needs of the deaf child up to the time when he has overcome his handicap and is ready to carry on the regular work required of hearing children in the intermediate and grammar grades of the elementary school." Manual of exercises and methods: Schools for the deaf.

Chicago, Board of education, 1924. 47 p.

An attempt "to bring together the different methods of teaching speech to the deaf, select the best in each and organize a method of approach which all our teachers shall follow."

Report of the director of special schools for the school year,

1922-23. Chicago, Ill., Board of education, 1923. 178 p.

Considers provisions made for exceptional children in special schools and classes in prevocational schools and for corrective speech and oral hygiene.

IOWA

Iowa. State department of public instruction. Census of handicapped children. Des Moines, Iowa, State department of public instruction, 1930. 15 p. (Research bulletin no. 4)

Outlines the method used in effecting a State enumeration of various types of exceptional children. Gives the results of the census, with an estimated number of each type in the State.

MARYLAND

Wallin, John E. W. A brief survey of special education in the public schools of Baltimore. Baltimore, Md., Department of education, 1929. 57 p.

Describes the procedure followed in the Baltimore school system for the education of exceptional children, the administrative and supervisory organization, training and experience of special class teachers, and character of pupil material. Gives major recommendations for the development and improvement of the program.

MASSACHUSETTS

Massachusetts, Commonwealth of. Department of education.

Regulations

for determining the number of children three years retarded in mental development. Boston, Mass., The Commonwealth of Massachusetts, Department of education and Department of mental diseases, 1926. 29 p.

A bulletin giving State regulations regarding selection of children for examination and type of examinations given. Lists available clinics providing examination facilities. Worcester, Mass. School committee. Special classes. Worcester, Mass. School committee, 1930. 24 p.

Considers local organization of special classes for mentally handicapped, sight-saving classes, classes for the deaf, hospital class for convalescent children, classes for foreigners, and fresh-air classes.

MICHIGAN

Berry, Chas. S. The education of handicapped children in Michigan. Lansing, Mich., State board of education, 1926. 56 p.

Considers provisions made for the blind and partially-sighted, the deaf and hard-ofhearing, the crippled, the speech defective, and the mentally retarded. Includes also citations of the Michigan laws relative to the education of physically handicapped children.

Detroit, Mich. Board of education. Consonant exercises for speech improvement, Books one and two. Detroit, Mich., Board of education, 1929. 2 v. Book one presents reading selections designed to develop correct position and emission of consonants, distinct articulation, pleasing voice, and other qualities of good reading. Limited primarily to single consonants and the simpler combinations of consonants. Book two, continues the subject giving combinations of a more difficult type.

Course of study in speech improvement.

Board of education, 1925. 90 p.

Detroit, Mich.,

A course of study originated and revised by those working in the division of speech improvement. Is developed under eight main headings: Poise of body and mind; breath control; speech mechanism; the voice; position and emission of sounds; reading; activities for development of good speech; and activities for the correction of lisping, nasality, cleft palate, foreign accent, and stammering.

Detroit, Mich. Board of education.

Course of study for special classes.

Detroit, Mich., Board of education, 1926. 95 p.

Course outlines in reading, arithmetic, geography, history, civics, spelling, and handwriting for the mentally retarded. Lists teachers' reference books and pupils' textbooks. The department of special education. Detroit, Mich., Board of education, 1925. 39 p.

Describes the organization of the Department of special education in Detroit as it existed in 1925.

Pupils' guide to speech correction. Detroit, Mich., Board of

education, 1929. 47 p.

A manual for pupils' use, containing exercises for speech improvement.

MINNESOTA

Kuhlman, F. Outline of mental deficiency for social workers, teachers, and others in Minnesota. St. Paul, Minn., State board of control, Research bureau, 1925. 80 p.

Defines mental deficiency and feeblemindedness, gives important psychological facts regarding the feebleminded, discusses the problems involved in their care and education, and suggests a State program for Minnesota. Lists selected reading references.

Minneapolis. Board of education. Visiting teacher number, Educational bulletin. Minneapolis, Minn., Minneapolis public schools, 1926. 70 p. (Educational bulletin, no. 9)

Considers the place and the work of the visiting teacher in relation to school and social agencies of the community, particularly as they affect the exceptional child.

MISSOURI

Kansas City, Mo. Department of education. Under-privileged childrenmentally, socially, and morally handicapped. Kansas City, Mo., Department of education, 1930. 29 p. (City school service bulletin, vol. 2, no. 4, March, 1930) A description of the school opportunities offered in Kansas City public schools for children who are underprivileged on account of mental, social, or moral handicaps. It sets forth the organization and aims of the special schools.

Under-privileged children-physically handicapped. Kansas City, Mo., Department of education, 1930. 19 p. (City school service bulletin, vol. 2, no. 3, January, 1930)

A description of the school opportunities offered in Kansas City for the deaf, the crippled, the sight defective, and other physically handicapped children.

NEW JERSEY

New Jersey. State department of public instruction. [A report of the proceedings of the annual conference of the Commissioner of education and superintendents of schools] Education bulletin, vol. 17, no. 7, March, 1931. 168 p.

The topics discussed were concerned with the provision of maximum opportunity for pupils in terms of their mental ability and the provision of special educational opportunities for children who are handicapped by mental or physical defects. The work done in various school systems of the State is reported in detail.

NEW YORK

Cornell, Ethel L. Mental hygiene, its place in the classroom. New York, University of the State of New York, 1927. 19 p. (Bulletin no. 875, May 1, 1927)

A bulletin designed to help the teacher in the understanding of mental hygiene principles as she meets the problems of childhood. Points out the factors that need to be considered in analyzing behavior difficulties.