Statistics of Land-grant Colleges and Universities

A study of the literature relating to the abilities of Negro and white children compared, followed by a comparative study of a group of gifted Negro children compared with a control group of Negro children in school achievement, in scores on a test of musical talent, and in ability in art.

4109. Work, John Wesley. The folk songs of the American Negro. Master's, 1930. T. C., Col. Univ. 40 p. ms.

A discussion of the origin, growth, and nature of the folk songs of the American Negro (spirituals, blues, work songs, and social and miscellaneous songs). Findings: Although many of the songs show traces of African influence, and a few of them, the influence of prevailing American songs, nevertheless they are essentially original creations. These songs also reflect the life and thoughts of the American Negro of the period in which they developed. So far as the singer of these songs is concerned, the rhythmic figures of the music are of far greater importance than the meaning of the words.

See also 176, 545, 625, 641, 3420, 3554, 3740, 3756, 3761, 3778, 4360, 4363.

EXCEPTIONAL CHILDREN

4110. Chalaron, Claire. classes. New Orleans, La., 4111. Davis, Robert A.

The Gorham press, 1930.

Study of 100 cases recommended to opportunity
Orleans parish school board, 1931. 12 p.

Mentality of orphans. Boston, Richard G. Badger, 182 p.

The present investigation attempts to arrive at a tentative conclusion as to the mental status of orphanage children and to determine some of the factors which influence that status.

4112. Forsythe, Hazel Lees. fective children. Master's, 1931. A study of the education provided for mentally and physically defective children as revealed in educational surveys of city systems. Gives a summary of special instruction for various grades of mental defectives, and for anaemic and tubercular, blind, partially blind, deaf, partially deaf, crippled children, and those with defective speech.

Education for mentally and physically de-
Chicago. 202 p. ms.

4113. Halverson, Henrietta R. The State and special types of children in Maryland. Master's, 1931. Maryland.

Traces the development of state provision in Maryland for orphans, the deaf, the blind, the feeble-minded, the juvenile delinquents, and crippled children. Findings: During the nineteenth century the State of Maryland began to make provision for the education and care of special types of children but it failed to develop a clearly defined policy. Gradually, however, the State subsidized private institutions and established State institutions for these children. In 1930 the State maintained four institutions and assisted in the support of 39 private agencies for the care and education of special types of children. A small amount of State supervision of these institutions and agencies has been established. 4114. Heminger, Sara Elizabeth. The care of dependent children in California, 1850-1879. Master's, 1931. Mills.

4115. Iowa. State department of public instruction. The status of state programs of special education. [Des Moines, 1930.] 6 p. ms. (Research bulletin, no. 3, September 1930.)

4116. Martens, Elise H. An annotated bibliography on the education and psychology of exceptional children. Washington, United States Government printing office, 1931. 48 p. (U. S. Office of education. Pamphlet no. 23, July 1931.)

The bibliography was limited to those books and printed bulletins and pamphlets, published in the English language and issued since 1920, which deal exclusively or primarily with problems of exceptional children. All of the books included have been examined personally by the author. The bibliography has been divided into 12 sections. 4117. Parks, James Edward. The efficiency of orphanage and public school pupils. Master's, 1931. Colorado.

4118. Ritter, Martha D. A study of the Albany orphan asylum. Master's, 1931. N. Y. St. Coll, for Teach. 25 p.

This is a survey of the intelligence and the achievement of the children in the institution named in the title. Results are made the basis of recommendations. These have to do especially with further testing of the children, the filing of records, and the organization of activities in such a way as to furnish better advantages for study.

4119. Spiess, Henry Richard. The organization and administration of an exceptional school unit. Master's, 1931. Stanford.

4120. Warner, Roger B. The number of students in need of special education and plans for a central school in Delaware county, Ohio. Master's, 1931. Ohio.

A survey of physically, mentally, and socially handicapped children in Delaware county rural schools made by a personal visit into each district and interviewing principals and teachers of each district. Findings: Among 3,843 students in county system, there were 1 blind, 17 with defective vision, deaf, 15 hard of hearing, 16 cripples, 23 anaemics, 72 feeble-minded, 44 with defective speech, and 27 socially handicapped or delinquent.

4121. Worcester, Mass. Public schools. Worcester public schools-special classes. Worcester, Mass., School department, 1930. 23 p. (Reprint from annual school report for 1929.)

History, aims, and work of the special classes.

See also 127 (11), 2071.

GIFTED CHILDREN

4122. Hall, John J. How does your school rate in providing for gifted children? A score card. Journal of educational research, 22: 81-88, September 1930.

A questionnaire was submitted to a group of graduate students and professors at Stanford university. Since the study is a self-rating score card there are no conclusions. 4123. Hennessy, William Daviess. An evaluation of an adjustment school for exceptionally bright pupils. Master's, 1930. Indiana. 95 p. ms.

The study describes the founding, organization, and methods of instruction of the Columbus adjustment school, compares it with other comparable schools, and measures the outcomes of its instruction for exceptionally bright pupils. Findings: Pupils from the adjustment school did better work in high school with less social maladjustment than did pupils of the same range of IQ who had not had adjustment school experience. The adjustment school pupils studied have gained 13 months in their school career. A great amount of freedom given to the child of high IQ seems to stimulate him to greater and more sustained effort rather than to encourage him to indolence and misdirected effort. 4124. Holland, Carol M. A study of gifted students in two normal schools including a survey of some of the literature dealing with the gifted. Master's, 1931. New York. 81 p. ms.

4125. Hollingworth, Leta S. Do intellectually gifted children grow toward mediocrity in stature? Pedagogical seminary and Journal of genetic psychology, 37:345-60, September 1930.

The study follows 47 gifted children (IQ's above 135 S-B) for seven years in measurements of stature. Findings: Gifted children (above 135 IQ) maintain constantly, as a group, a mean stature between 5 per cent and 6 per cent above that of the generality. 4126. The achievement of gifted children enrolled and not enrolled in special classes. 1931. Teachers college, Columbia university, New York, N. Y. 10 p. ms.

and Gray, Howard A.

A 3-year study of a comparison between two groups of children testing above 130 IQ (S-B), the one segregated for instruction, the other heterogeneously grouped. Findings: Segregation makes no difference in educational achievement of the gifted.

4127.

[1930] 8 p. ms.

Birth months of intellectually exceptional children.

Shows the distribution of birth months for 193 children testing above 130 IQ (S-B) as compared with 207 children testing below 70 IQ (S-B) all of New York City. The distribution is similar for both groups.

4128.

Juvenile achievement as related to size. Teachers col

lege record, 32: 236-44, December 1930.

Fifty gifted children, in competition with one another for two years, were studied to see whether Adler's theory of "inferiority" would hold. Findings: Scholastic achievement is no greater for small children than for large children, IQ being equal.

4129. Lazarus, Isabel. Similarities of bright and dull children. Baltimore, Md., Department of education, 1930. Baltimore bulletin of education, 9: 7-11, September 1930.

A comparison of X, Y, and Z pupils in the primary grades in test results, age, and progress through the grades.

4130. Lewin, Lillie. Success of superior under-age pupils in the low first grade, spring term-1931. San Francisco, Calif., Public schools, 1931. 3 p. ms. (Bulletin no. 32.)

4131. McMurry, Vera Lucile. An investigation of a group of children of superior mental ability in a six-year high school of Los Angeles. Master's, 1931. Southern California. 92 p.

A study of attitudes, interests, personality traits, personal histories, and educational background of a group of high school pupils with IQ's over 130, compared with a control group selected at random.

4132. Remmers, H. H. Distinguished students-what they are and why. Lafayette, Ind., Purdue university, 1930. 36 p. (Purdue university, Division of educational reference. Studies in higher education, 15.)

The general problem of the present study consisted in obtaining an answer to the question, "In what measurable ways do distinguished students differ from their nondistinguished fellow-students?" As much material as possible was brought together for all students who had appeared one or more times on the list of distinguished students for the years 1926-27 to 1929-30, inclusive. This total of 531 students was contrasted with approximately 300 students who had failed to achieve distinction.

4133. Stone, Violet Gooch. A study of the organization and administration of a class for gifted children. Master's, 1931. Southern California. 64 p.

4134. Terman, Lewis M., Burks, Barbara S., and Jensen, Dortha W. The promise of youth, follow-up studies of 1,000 gifted children. Stanford University, Calif., Stanford university press, 1930. 508 p. (Genetic studies of genius, vol. 3.)

See also 734, 1278, 1288, 1616, 2464-2465, 4108.

SUBNORMAL CHILDREN

4135. Abts, Dorothy Mary. A study of personality traits in a group of feeble-minded boys. Master's, 1931. Catholic Univ. 19 p. ms.

4136. Aldrich, Cecelia Gorsuch.

Incentive as a factor in problem solving among idiots. Vineland, N. J., Training school, 1930. 6 p. (Reprint from the Training school bulletin.)

The subjects of this study were eight boys of the Training school, whose mental ages ranged from 19 to 38 months, and whose life ages were between 8.6 and 11.9 years. Data indicate that there is only a relatively slight relationship between mental age and the value of incentive.

4137.

and Doll, Edgar A. Comparative intelligence of idiots and normal infants. Pedagogical seminary and Journal of genetic psychology, 39: 227-57, June 1931. (Reprint.)

The idiot subjects of the investigation included 12 boys at the Training school at Vineland, classed as of idiot grade. These subjects are high-grade idiots, and nearly half of them are at the borderline of low-grade imbecility. According to Kuhlmann-Binet mental-age scores, their mental development will not exceed 3.5 years. The control group of normal infants consisted of 12 children from private families in Vineland, selected on the basis of life age as compared with the Kuhlmann-Binet mental ages of the idiot subjects. Three genetic scales, Kuhlmann-Binet, Gesell, and Stutsman, were administered to each child of both groups. All three scales were administered in one examination period. The complete examination required from 30 to 60 minutes, depending on the ability of the child and his attitude toward the examination. Findings: Idiot chil

dren displayed inferiority on the Kuhlmann-Binet scale. The gross scores on the Gesell normative summaries were equal, but there was a greater spread of abilities among idiots than among normal infants. Idiot children were superior to the normal infants on the performance tests of the Stutsman series, revealing greater manual dexterity. Language fails to develop among idiot children in relation to their other abilities. The manual superiority of idiot children leads to the expectation of training possibilities which have been demonstrated in the training of children of this grade of disability.

4138.

Problem solving among idiots.

psychology, 12:137-69, August 1931. (Reprinted.)

Journal of comparative

The subjects of this study were eight feeble-minded boys of idiot level, ranging in life age from 8 to 12 years and in mental age from 19 to 38 months. The purpose of the study was to compare the behavior of anthropoids and idiot children in the same situations and to point out similarities and dissimilarities between them as groups, in the hope that such comparison would throw light on the theoretical aspects of idiocy.

4139. Balthaser, William A. Administrative provisions for mentally handicapped pupils. Master's, 1930. Pennsylvania. 105 p. ms.

4140. Bennett, Annette. A comparative study of subnormal children in the elementary schools. Doctor's, 1931. T. C., Col. Univ.

A comparative study was made of a group of subnormal children in the regular elementary grades matched in chronological age, mental age, and intelligence quotient with children who had profited by one year or more of instruction in special classes for mentally retarded children to determine if there were any important factors in educational history, school achievement, physique, personality make-up, or adjustment to the social régime which differentiated the one group from the other. Fifty children in the special classes of the Baltimore city school system were matched in chronological age, mental age, and intelligent quotient with 50 children from the elementary schools. The children were all given a Binet test. Findings: There are more than twice as many boys in the special classes as girls. The special class group was markedly inferior to the grade group in vision. The grade group excelled those of the special group in reading, arithmetic computation, arithmetic reasoning, and in spelling. Children from the two groups came from homes of approximately the same economic status. In average number of physical defects reported by the school physicians there was a difference of only 0.5 of a defect.

significance of scattering in the Master's, 1930. Iowa.

4141. Beumer, Oliver Chester. The psychometric test of scores of abnormals. 4142. Bryant, Samuel Milton. A study of teratology and its relation to mental defect. Master's, 1931. Temple.

4143. Doll, Edgar A. Department of research. Annual report 1929-1930. Vineland, N. J., Training school, October 1930. 7 p. (Department of research series 1930, no. 7.) (Reprint from the Training school bulletin.)

4144. Gillam, Dorothy. Temperamental differences of 30 subnormal children. Master's, 1931. Cincinnati.

4145. Kilmer, Elmer Kinsey. A survey of children and adolescents who are patients in certain state hospitals for the insane. Doctor's, 1931. New York. 187 p. ms.

Case records of 754 children and adolescents of school age, committed to four mental hospitals in greater metropolitan district of New York City, were studied. Findings: The most frequent mental diseases occurring in children and adolescents are dementia praecox and manic-depressive psychoses.

4146. Kuenzel, Myra W. The hemoglobin indexes of 200 feeble-minded 66 children." 1931. 5 p. (Reprint from the Training school bulletin, Vineland, N. J., March 1931.)

The hemoglobin indexes of 150 boys and 50 girls ranging in age from 5 to 49 years were tabulated from the medical reports on file at the Training School at Vineland, N. J., in order to compare them with normal persons. The hemoglobin indexes of feeble-minded "children" range from 50 to 100 which is below the standard accepted as normal. Correlations between hemoglobin index and life age or intellectual status do not appear to be significant.

130618-32-26

*4147. Kunzig, Robert W. Public school education of atypical children. Doctor's, 1931. Pennsylvania. Washington, United States Government printing office, 1931. 160 p. (U. S. Office of education. Bulletin, 1931, no. 10.)

The scope of this study embraces the legal basis, the cost, and the extent of development of special educational facilities for atypical children under local school board control in the 68 cities of more than 100,000 population (1920 census).

4148. Martin, M. F. Newspaper reading of subnormal children. Los Angeles, Calif., City schools, 1931.

A study to ascertain whether or not subnormal children can profit by newspaper reading.

4149. Massachusetts. Department of education. Survey of special education for atypical children, January 1, 1931. Boston, 1931. 27 p.

4150. Norris, T. Ethel. A study of a group of 25 cases at Roselle, N. J., that were promoted on a chronological basis rather than on achievement records. Master's, 1931. New York. 34 p. ms.

Findings: For abnormal cases chronological promotion tends to create markedly superior attitudes in comparison to those created by promotion on achievement records. 4151. Unger, Edna W. and Burr, Emily T. Minimum mental age levels of accomplishment. A study of employed girls of low-grade intelligence. Albany, University of the State of New York, 1931. 108 p.

The material forming the basis of this study, including the mental age, chronological age, type of job and length of time on the job, was collected from 2,649 cases. Findings: Work can be found for girls measuring as low mentally as 5 years.

4152. Weiler, Warren O. Legal provisions and common practices for the education of mentally deficient children. Master's, 1931. Temple.

4153. White, Dorothy. Supplement to a survey of classes for atypical children. Louisville, Ky., Board of education, 1931. 15 p. ms.

Libros

Statistics of Land-grant Colleges and Universities, Tema 16