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 Lockman, O.K. 
 
 The visiting teacher in the- jiinior 
 high school. 
 
 Master's thesis in education, 1925 
 
THE VISITING TEACHER IN THE JUNIOR HIGH SCHOOL 
 
 By 
 
 Clouds ley Morlngton Lockman 
 B. S. (Kansas State Teachers College) 1917 
 
 THESIS 
 
 Submitted in partial satisfaction of the requirements for the degree of 
 
 MASTER OP ARl'S 
 
 in 
 
 EDUCATION 
 
 in the 
 
 GRADUATE DIVISION 
 
 of the 
 
 UNIVERSITY OF CALIK* NIA 
 
 Approved . .fTl.y.'.HeC-jt 
 
 Coramittee in Charge 
 
 Deposited in the University Library .VrvVv^; . . . . ."i 
 
 Date Librarian 
 
TABLE OF COBIENTS 
 
 • • • 
 
 List of fables i. 
 
 Chapter I. 
 Introduction !• 
 
 Chapter II • 
 The fiackgroxmd of the istoveaent . 5. 
 
 Chapter III • 
 The Situation at the Sheraaa <%znlor High School ° 10. 
 
 Chapter IV. 
 How the Visiting Teaohsr Org^mised the Work ... 14. 
 
 Chapter V. 
 The Manner in Khioh the Visiting Teaoher Handled 
 
 the Cases .- •• 17. 
 
 Chapter VI. 
 findings of the Visiting Teacher's Wortc 24 « 
 
 Chapter VII. 
 Office Hecords Studied ^^ • 
 
 Chapter VIII . 
 Case Stories 66* 
 
 Chapter IX. 
 Observations by the Teachers and Others 63. 
 
 Chapter X. 
 Conclusion 67. 
 
LIST Of lAliLiS> 
 
 I* hm^Movm glTCB fbr K«f«rrlng oasos to the 
 
 26 
 Viaitiag Taaehar 
 
 29 
 
 II. AuadMiMnxt&l LLffteulUM Found by tto ^sitiag laaohar • 
 
 III . TrwtUMnt PTMcrlbed for ths CasM m Ibund by th« 31 
 
 Visiting Teaehar 
 
 IV. llomt BffMtdre TrMttaant Ibund for ths CasM as Baportad 
 
 S7 
 to tha Vialtlx^ Taaehar 
 
 39 
 ▼• OutooiM of Caaaa Aftar Traataaat 
 
 42 
 
 VI. Bstont Caaaa vwre Adjustad 
 
 VII. Attituda of Pupils and ParonU Towards the Visltli^ 
 
 44 
 Taaohar 
 
 46 
 VIII • l^istributlon of Pupils Reported as to Bacea 
 
 47 
 IX. Distribution of Pupils fiaported as to Iluailiaa 
 
 60 
 X* Pra~dalizMiuaata vesrsus Delinquents • 
 
 XI. Attendance, proLiotiong feiliirea, Arop-outs for the 
 
 53 
 entire aohool over a period of five years .... 
 
 XII . Age sr*uie tablea far the entire sctiool over a period of 
 
 56 
 three years 
 
 • • « 
 
I. 
 
 life studiM are tmdm of th» 
 of priaons, it ftiipears owr and ovar 
 apdn tha^ thmy did cot gat alox^ wall i& 
 aohooX* lh«y wara ioaubordifiata^ iala, tmaOt^ 
 ato« ••• It aoold aa«fa as if tha achool had tha 
 powar, if it bad ti^>a wisdom, lorgaly to praevnt 
 tiw d— a^Ioi<»ant of oriaa Ma& ovlJBiMa.a. ••• Ibe 
 a«tool alraady kmra too wall tha p<Mu^ld.a futura 
 of th» boy vltt grova raatlaaa in tbo third grtuia, 
 atoala la tba iburth grade, playa truaat in tfaa 
 flith grada, and baocMiaa a ganaral odaaaaa ia 
 th9 aijcth grade* It is oaiva to suj^poae that all 
 the boy MMda ia puA^tmmtu and atrineaot disoip- 
 Una. Ho neada help, and halp of the kind vhicli 
 mpAagp zxyt ooly frtm eood vill and kind intan- 
 tiraa, altfamii^ thaae* too« are naoeasacy, but 
 £rmb B«S.an^llo loualed^e of huaan Botivaa and 
 
 ••" (3) 
 
 b^Avior." 
 
 In rtaallne aith ohildran in school, taaofaara froan tha 
 aaarlioat tinas of idiich vo have sjn^ reooru, used tha rod as ta 
 iaRtnaMot of (ttaoiplina^ It was not only cs^doyad to develop 
 idll, aeoikaranse, and salf>uoiitrol, Uit it vas also resorted to 
 fbr treat&og (^lysiaal illness and disease* The social xisfit, 
 the pupil of low naotolity, tlis oydld froex the uncooperative 
 I, and the boy aufferine Aron aona lusuapeoted ailaaot 
 often subjected to pitileaa and severe puzdsh- 
 MMDde* A certain Genaaa teaohar boasted of "having adiuinistared 
 
9U,S27 blowi vlth his oano, 7,905 tozes on the eer* and 1,115*800 
 slaps on th9 h«8d«"/gxio one will ever Imov how many siok, n^- 
 aonaal, and peerly adjusted ^ildren «ere among his ▼ictlRS. 
 
 Car Aserican childrMs to-day are not the target ef tinB 
 school tnaater's cwae nor the puncMng b&s for his stroess ri^ 
 K«, y^ in SOEM) respects their treatstent is no less herA* The 
 poerly adjwtad child who taksa his j^sioal body to school day 
 after di^- Init allows bis aiol to vandor bssob^ his intermit £mr 
 ajfield; the pupil «bo is retailed beoauae of soae illaess of nhioh 
 his teacftiMr is uanmre; or the youth n^ is on tl>e wrge of delinqu^iey 
 because of sob» nsntal or soolal failure. would gladly take a beat- 
 ing if that would only drim out the trouble that haunts his* 
 Sw^ afflictieaa caaaet be drivwi out vi^ the rod« neither can they 
 be dispelled ifith £i cutting roprir»ad« A sick, diaoouragod, or 
 scalad^Mted child mist have the treatsiOTt ahioh bis case deBsads, 
 tet au^ treatrsent should be adainistared before the child pass^ 
 into iif stag* of del ing — M e y » Too often the teaohcr does net 
 «faat is «r(»tg with the pupil, therefore she is tma^le to 
 libm proper treetneni and he drift* wx end en ucitil 
 he arrives in the Jwreolle court or s«bo other undesirable stopping 
 piece. 
 
At one tinci our schools vere siaall «nd •«ch iOAOher kn«v 
 her pupils intinately but to>day, l^rge claasos haw decreased 
 that close association «hich is to inportant in pupil guidaace* 
 It is little tisie that the average teacher has fV>r visitix^ the 
 pupi? in his heaao or outside oC Iho class room* Her knav~ 
 ledge of individual liloss, dislil»8« ills, and aspirationi are 
 too liadted to be of rnuoh assistance in dealin«sith problem 
 eas^. She is also untrained in hene Yisitation and in diagnosing 
 Oasea. 
 
 The visiting teacher TBovtsaent vas inaugura^ied to assist in 
 the solution of this vital problea* Working on the aa8URq>tien 
 that "It ia easier to prevent dclingi»n(^ than to cure ii^*! and 
 at the sai<» tiae eodeavor to save boys and girls froa seae of the 
 agonies of Bal-isdjustiiMnt, the novensnt is rapidly eorkii^ its 
 way into the schools over the country* 
 
 In 1922, one of the thirty visiting teacher deraonstrations 
 under the direction of the Conneneealth TvaA program for the PreventiMi 
 of DelinquMoy was established in Hutehinson, lansas. This report 
 
 deals wite the w>rk of ^visiting teacher in the Sheraan Junior Ui^ 
 School of that city, over a period of three years* The writer 
 was closely connected with the work sinoe he was principal of the 
 school for five years, including the three years during which the 
 
deraonstration «as in progress* The porpose of this investigatian 
 mad ootapilation of the findings is to ascertain ^ethmr or not the 
 Board of Education is Justified in taking over the visiting teacher 
 «ork as a part of tJ^@ school's own program. 
 
 The information furnished by the visiting teacher in 
 dealing wi'Ui one hintdred and five cases is the principal source 
 of data, 
 
 "The Visiting Teachor Itevenent, l?ith Special aefercnce to 
 Adrinistrative lielationahips," by Julius John Oppenhelaer of 
 Stephens Jtaiio" College, Columbia,, ^lissouri is the chief source of 
 secondary data. 
 
Chapter II . 
 BACKGEOUND OF THE MOVEaiEMI 
 
 In 1921 the visiting teacher movement wets well on the 'H&y, 
 but since that date the idea has gone fonrard loore rapidly than 
 ever before* In that year the public schools had so well estab- 
 lished the work that the National Association of ibaae and Scliool 
 Visitors and Visiting Teachers thought seriotisly of discontinuing 
 the visiting teacher program in New York. The C(jinmonwealth Rmd 
 asked that the National Association continue its work and assist 
 with the program in the prevention of delinquency* The stlBulus 
 that the Conmonwealth fVmd added to the movement gave- it the proper 
 impetus for sm increased program* The sudden extension of the work 
 carried it in many directions . This was brought about by funds 
 
 being made available to add additional members to the visiting 
 
 to 
 teacher staff* The plan of their program was inoculate the 
 
 whole country with the idea of using visiting teachers in the 
 
 public schools • 
 
 A five year program for the prevention of delinquency 
 
 had been adopted by the Commonwealth Fund, Nov«nber 9, 1921* 
 
 "The program included fo\ir related phases: (l) to 
 establish psychiatric clinics through the national 
 committee of ffygiene, for the study of difficult 
 
pre-'dcllnquent and delinqtient children in the 
 BCiioola and ixi the javsnile courts and to develop 
 BottTid notliods of treatT^ant based on such studyj 
 (2) to iievQlop through the Rihlio Bduontion 
 /^eoclation of the City of New York, the trork of 
 Zii<i -;i3ilirig teacher, whereby the iznrnluablo ec^rly 
 contacts T>iiich the school Bystem nakes possible 
 with evsry child nay ha utilized for the under- 
 Btc.nding and developiment of individual children j 
 (S) to prov5.d9, through the New York School of 
 Social TJoi'k, oTOirees of trainin g aloJ^ eoimd lines 
 f6r tliose who are qtialified and ivl-.o desire to do 
 TTork 5.n the f ie l ds o f vi'8 iTrng''^£eac T^rg', " 
 
 psychiats-lc sooYal" workers and probation officers; 
 and (4) to extend by various educational efforts the 
 knosrl«lge and the rise of siethods, through tlio Joint 
 Cosmittee on Tfethods of Preventing Delinquenoyj coirt- 
 prising, ar^ong others, tl» executives of the other 
 three divisions." /^\ 
 
 The follofriLng statement sets forth the objectives of the 
 
 ComiBonsrealth Fund in dealing with delinquents : 
 
 "Only very recently has there come to be some 
 conception that early study of the individual 
 who is out of adjits-fenentj, and scientific 
 diagnosis of his social difficulty, may n&ke 
 possible a considerable degree of prevent! on j that 
 carefully differentiated treatment — plTysical, 
 tiental, and social ~ based on such a diagnosis, 
 may produce results quite salutary, as vjay be found 
 in tl:e phj'sician's practice — nay even direct r-iiny 
 a yowng offender on the pathway tovrard good citizen- 
 ship instead of tcfrord the life of the 'repeater' > 
 
 "T« the CtteraontTealth Fund it has appeared that for 
 the child vrho is tending twrard t.he delinquencyi 'vrho 
 fr.ils to *get along' in his school, home, or neiglibor- 
 hood environnent; who is troublesoae cr 'different' 
 
or 'oal-ad justed; ' who comes for the first time before ti.e 
 juvenile court " for him the greatest single need i^ tliat 
 he be accurately and adequately tinderstood; that his prob- 
 lems, difficulties and motives be appreciated — in short, 
 that the decisions as to what is the best thing to do for 
 bin be based on a thorough-going knowledge* >i /p^ 
 
 Under the Connoiarealth Kind prograa visiting teachers 
 were placed in as many different cononudties for a three year 
 deuonstration* The purpose of this project was to locate these 
 dOBWBBtrations in as varied social, industrial and educational 
 •nvironBents as possible, some in rurcd conmnities, some in con- 
 gested districts, and others in average situations* They were to carry 
 on the visiting teacher work for a period of three years with the 
 Idea in mind of denonstrating "the value of their work in the ad- 
 jtxstment of children whose behavior, enviroraaent or mental condi- 
 tion prevents thea from profiting fully from their school oppor- 
 tiuiities, anu to perndt the permanent establishment of such service, 
 locally supported." The Consaonsrealth fUnd pays two-thirds of the 
 salaries of the visiting teachers and the local boards pay one third > 
 The danonstrations are carried on through the Boards of Education, 
 under the general supervision of the superintendents of schools 
 bixt the technical supervision of the work is under the direction of 
 the exeeutlve staff of the National Coaaoittee* 
 
 £r. Howard W. %dd. Director Public Education Association 
 of the City of liew York is chairaan of the tiational Cosadttee 
 
8 
 
 of Visiting Teachers for the Prevantion of Delinquency. 
 
 The places chosen for the thirty denonstrations "?rere: 
 Berkeley, California; Birningham, Alabassa; Bluafield, litest Virginia; 
 Boone Couniy, LS-ssoiiri; Burlington, Verrxont; aitte, !5>ntanaj 
 Cliarlotte, North Caroline; Chisholn, I'ijineeota; CoatsTille, Pennsyl- 
 vania; Colmaljus, Geiargia; Detriot, I*ichigan; Durhan, Ilorth Caroline; 
 Eugene, QBregon; Hitchinson, Eauieas; Baron County, Ohio; Kalanazoo, 
 Michigan; Lincoln, Nebraska; Ifonrnouth, Ifefvr Jersey; Chaha, Nebraska; 
 Pooatello, Idaho; Eacine, "Wisconsin; Richmond, Virginia; Rochester, 
 Penn^lTaiiia; Rock Springs, Throning; San Diego, California; Sioux 
 City, Iowa; Sioux Falls, Swith Dakota; Tuecon, Arizona, Tulsa, 
 Oklahoma; and V;arren, Ohio* 
 
 As stated in tlie stu^ made by Dr» (^penheiner, the visitinj 
 t«aoher "srwk prior to 1921 had been established in r»ny schools. 
 Since the placing of the visiting teachers for tlie CocuaonnBalth pro- 
 gram EEi^'- other school sj.'steniB have added the i^ork to their 
 progi'ans. The -iTriter has been unable to find out h<m manjr of 
 the deraonstratione that have been in operation three years have 
 been taken orr&r by the schools. In sotie oases the full tine has 
 not expired. 
 
 The outstanding cliaracteristics of the novoiasnt now lead us 
 to believe that a wider expansion is before us. If even a part of 
 
9 
 
 the thirty denonstratioiis is succassful in influeiicing the 
 Boards of Education to continue tho ifork, it meane that ths 
 visiting teacher movenxi&nt tsIII be in operation in many pax^s of 
 th© United States, The place that has been giv«n to the work in 
 the public schools and the recognition it lias rscei-ced from the 
 Administratiwa force have mad© its eff 9ots fan reaching. The 
 iji^ortanoe of the work is making greater demands for efficient visit- 
 ing teachers* Jixch of the success of the movement depends upon 
 the ability of the force seat out to do the Tfxork. 
 
 Hitchinson, Kansas, ... -with a population of 23,000 -mB one 
 of the thirty coraKHinities selected for a demonstration of the visit- 
 ing teachers work. In tlie fall of 1922 Miss Patiline Fairchild was 
 sent there to beoorae the visiting teacher, working under the 
 C<*aaonir7eclth progran. ?lie result of her three years wrk 
 influenced the Board of Education in voting to take aver this wori: 
 and also in idding an eLdditional trained visiting teacher to the 
 sohool force. 
 
10 
 
 Chapter III 
 THE SITUATION AT THE SHERfiAN JUHIOl. HIGH SCBOOL 
 
 The Sherman Jxmior High Gchool was erected in 1915 on 
 the site of the first school ever built in Hutchinson, Kar.«s.s. 
 It is located in the older part of the city with three railroads 
 h«Bming it in and with the heart of the business section of the 
 city less than three blocks aray. Tiie district is bounded on 
 the south by the Arkansas river, on the east by large maniifactvir- 
 ing plants J on the west by negro and Mexican settlements, and on 
 the north by the newer rtsidental section of the city. There 
 are a few blocks of residences within these boundaries that are 
 considered 8<s7ie of the best of the whole city, but for the most 
 part the Sherman district Is populated with the laboring class. 
 There are sone negro and Mexican families that contubute to the 
 school enrollment -fhich during the period of the visiting teacher 
 demonstration averaged six hundred pupils. Of that number five 
 percent was negro and three hundredths percent was Mexican. 
 
 The environment of certain sections of this locality is not 
 conducive to ideal school conditions. Little shacks almost ready 
 to tumble dovra stand on eithiar side of the three railroad lines 
 passing through the city. Along the river banks are families 
 
living in tents, cook shacks, and poorly constructed huts. IT 
 cheap rent is to b© had anywhere" in the city it is within the 
 Sherman boundaries. This attracts the transients and the poor 
 class of people. In the spriiig semester of 1924 a check was rr&de 
 to ascertain rrhat percent Ox the pupils enrolled in January remained 
 till the close of school. The findings showed that twenty five 
 percent had woved from the city, transfezred, or dr^fjped cub. 
 The monbhiy reports in 1922 showed a high percent of tardiness, absenc 
 absence, truancy, and failures* Many cases of discipline were con- 
 fronting the teachers and the principal every month. Investi^tions 
 made attributed much of the trouble to broken homes, to those ■?*io 
 ■were "here today and gone torrorro^," and to those who were out of 
 adjusrtraent either in the home or in the school. Punishiiienbs %vere 
 not employed to any great extent because jnost of tise cases demanded 
 other treatment. 
 
 The size of the school and the extent of its boimdaries 
 HB.de it practically irapos'jible for the teachers and the principal 
 to meet the situation T/ith any degree of adequacy. A health nurse 
 visited the building one half day per week and rendered valuable 
 service in health case% 8^ sometL-iies gave side lights on other 
 individuals, but the bqivooI needed some one to treat 'hose -who 
 were sviffering from other ailnents. The whole school was feeling 
 
12 
 
 the effects of individuals who v-ero out of adjustrpent 
 cither at home or at school. The City Superintendent was 
 aware of oil of these facts when he assigned ! iss Fairchild 
 to the Shenian Juiiior High School for two dgys each veok 
 during her three year demonstration period. It was >i0t the 
 idea of those in chorge of the work that the whole situstion 
 could ;'e cleared up in three yecrs, but it wss bolioved 
 that the Sherman School offere . sn ideal field in w'nich the 
 Commonwealth Fund proj^raw for the Prevention of Delinquency 
 might carry on its \7ork. The liinited time allot-jient and the 
 advanced stage of many of the cases hgndicapped the work 
 considersbly . In fact iss Fairchild spent so much of her 
 tiire on a few of the chronic delinquents tliat pre-delin- 
 quent cases suffered to a great extent. 
 
 A aympatheti ; corps of tv/enty three teachers cooporoted 
 with .iss Fairchild in dealing with the proi'lem cases in the 
 school. These teachers had managed adaiirably in v/orking 
 with cases in the past, L>ut there v/ere too isny underlying 
 difficulties v/hich they could net reach. The teachers had 
 been largely responsible for the developi^ent of the fine 
 school Spirit that existed in tVie institution. They vcade 
 use of e vory (activity in fostering a better feeling and 
 exerted evory efi'ort to help those v/ho vera out of adjust- 
 uent . 
 
 The school curri culum viras flexible enough that Individ- 
 
13 
 
 ual ueods could be vtqII to'^en core of« e^^d the proper 
 adjustnent j'etle as soon as the needs v<are diseovored . 
 Besides the acadeajic subjerta, classes ®oro orf^anized 
 in s©ay lines of pro-vocational traioinj?. Facilities for 
 • xtro-curriculo.r activities t-sade it possible tc -'^^1 • the 
 interest ond keep sony of the older an<i rotardea parils 
 in eoheol - 
 
J.* 
 
 Chapter IV* 
 
 HOSf THE VISITENG TEACIIER (XJOAOTZED TOB. V:ORK. 
 
 ]lfi.8« Fairchild took up her duties as visiting teacher in the 
 Sheman Junior high School early in the fall tern 1922, She did 
 not plunge blindly into case work, but first became familiar with 
 the school in natters of policy and routine. i^i'ter several con- 
 ferences with the principal she becane acquainted with the records 
 and also gained much infornation regarding individuals in the 
 school who were to be studied. /:t a special meeting of all the 
 teachers the purpose of the work and the plans for carrying it 
 out were placed before them. The teachers displayed lauch interest 
 in the new novenent and expressed a desire to be of assistance* 
 At tte first neeting the principal asked for the cooperation 
 of all the teachers* Ife stated that he knew they had been looking 
 for relief in n&ny of their extrene cases, l-ut to not expect the r 
 relief to corse mrsediately because it would take tine to diagnose 
 a case, reconrjend treatment, and bring about an adjustment* 
 
 The plan devised for reporting pupils gave the visiting 
 teacher a good method of checking nil cases. v.'hen a class room 
 
15 
 teacher found in one of her classes a boy or girl who imt 
 
 causing trouble, failing., or wcs difficult to handle in tny vmy, 
 she was first to exhaust her crttn efforts to bring about an ad^^ust- 
 ment but if she failed she vras to report the case to the pj-incirEl» 
 This was done by filling out a three by five form made especially 
 for such a report* The card carried the following information: 
 classification, pupils naiiie, date of birth, address, father's 
 name, date of the report, and the reasons for referring the case 
 to the visiting teacher. 
 
 After this card was handed to the principal, he invest i^-^ated 
 to see if the case should be carried to the visiting teacher. If 
 he deemed it iynportant enough to be taken to her he added any avail- 
 able inforr.mtion that the office had to the card before sending 
 it to her office. This plan not only gave the visiting teacher a 
 good outline of the case before going into it, but it also prevented 
 a teacher from reporting a case with out first using every means 
 to correct it herself. It was clearly understood that the teacher 
 still remained the responsible pai-ty that she was before the move- 
 ment was inaugurated, 
 
 KnovTlng that the visiting teacher had .iust two days per week 
 to devote to cases in Sljerman, and since there were over six 
 hundred pupils on the roll, it was decided that none but the most 
 urgent cases of delinquent and pre-delinquents were to be handed to 
 Miss Fairchild, This nerr scuroe of help did not mean that the 
 
16 
 
 principal could shift the disciplinary responsibility of the school 
 over to the visitins; teacher. In fact it increased his responsibility 
 because the cases were to bo diagnosed, treatment recomnended, Dnd 
 a follow up made to determine the extent of the adjustment. It 
 was the principal's duty to see that the facilities for this work 
 ■were ipade as favorable as posGible. The i.ml-ad,iusted pupil trs-s 
 no longer considered an incurable and permitted to draft out of the 
 school as an easy means of dismissing the whole affair. Tiie new 
 idea that the delinquont or the pre-delinquent child was afflicted 
 with some derangement that frais responsible for his condition became 
 the paramount thought in connection with disciplinary cases. 
 Knowing that delinquency is easier to prevent than to cure the 
 principal and the teachers were tirged to be constantly on the 
 watch for pupils who should be labeled pre-delinquents. This not 
 only prevented a further drift towf.rds the juvenile covirt but it 
 also opened up a bigger field of responsibility with a challenge 
 that made the principal and the teachers think in broader terms of 
 problem children. 
 
xt 
 
 Chapter V. 
 
 THE IIANMER IH WHICH TliE VISITING TEAOlER liAJTOLED TIIE CASES 
 
 During the three years when the visiting teacher, 
 working under the CominonBrealth Fund program was demonstrating 
 to the citizens of Hutchinson the need for such a vork in the 
 schools, a totcl of one hundred five Shemen Junior High School 
 pupils T/ere studied l>y ^^or. To some this number say seem too 
 sriall, while to others it may seem too large* Thin makes an 
 average of thirty-five pupils per year or about one per week 
 since the school year consisted of thirty-six waeksy Tcro days 
 eaoh week, inclusive of time for monthly and annual reports were 
 given over to Sherman pupils. One who is familiar with the. 
 work of the visiting teacher knows that two days is a short time 
 in which to diagnose a ease, make arrongemente fo r treatnent, and 
 then keep check on the results* Ifiss Fairchild believes that too 
 many cases were undertaken to get the best results* She maintains 
 that more intensive work should be done in the future. 
 
 Ihe following oixtline of the case work procedure v/ill reveal 
 the cause of the demand for intensive study and the need of 
 liberal time allotment* 
 
18 
 
 VYhen a case had been spproved Dy the principol and 
 referred to the visiting teacher she l>egan at once adding 
 data to the infor 'oti n on the c-.Td. She first explored the 
 office records and consultod the princij-al nbout the general 
 attitude of the p il in school previous to t'no time of beini; 
 reported. She th^r. consulted each of the child's teachers 
 in order to -et in f orinatioij in ref^^^rd to his olsas room atti- 
 tude, oha aext r^iio arranrrement s to reet the child in her 
 office. This meoting v»89 planned st g ti 8 trhen it ■ ould 
 least interfere with clessi work. 
 
 x\ie cordial ottitade of the visiting if ^n'Gr, the dis- 
 play of interest in hi;-, and the coa-forts o i' Liie office 
 usually won him over so th: t he showed no fe^jr or rasent- 
 i;Bnt. iiis whole situ^jtion was approached throu,<r;h c conver- 
 sation about his likes and dislikes, his pet hohbiea, his 
 favorite subjects tuid teochers, snd the KJjnner of Spending; 
 ills loxj^i ,. uj. o. The •jssur'iince i'-.ai, was given the child 
 by the visitinf^ te&cher that she would not divulf-e any 
 of the conversation they carried ^ ined his confidence 
 5.nd openeu up tiev! yvfjnues of in f oneati on . e r/as not told 
 that soiio teacher iiad r jpcrtea hi;.! as a case • but he 
 
 v/as made to reel thst a friendly intereat wju veinc 
 shovru in iiiiS . The visiting teacher expressed a desire to 
 meet his parents and the child v/as c^iven the Ojjportunity 
 to mrjke the yrmn^reriients for the visitinf^ teacher 
 
19 
 
 to conto to the h(s^. Tiie ehlld wb.8 usually less resentful if 
 he was pcronched aboi^ his own situation before ftiry r«ntlon of 
 it had bean ands to his parerjts. ttpon boing dismissed fro-; the 
 first conferenoe ho mis uaunlly con^ilted s.s to plan fcr tnothor 
 laeetir^ in ♦■!■» Aiture. 
 
 The hoae» and in naiiy e&sos tbe ffector that held tlxi Irey 
 to tlT« vhole sit'jstion, wao nea± in liue for invest irr.tirjn. 
 tactful approach was evan aore necoss&ry in entorinr the hoine 
 ti^fiB in di»lin5 with tbo pupil* o raftny faronts were unwilling 
 to adbit thet there yr&a tftsiythiji^, wi'onf< with their children. Others 
 adnited that tho child iras a problem and gladly - n*ered intr: t rle.n 
 tc help* It rocpiired a lot of diplon»icy to de£.l vith the parents 
 of one hunth-ed five probl«» ehildi-en in nddition to the children 
 thvaselves* 7bo evidence often proved thi t the parents were a 
 greater problem than tiic child* In siairy instances tlis pai^cwits Yad 
 beoot^ bitterly opposed to the school after liatoning repeatedly 
 to the eoaiplaints of a r»ladjusted bo;/ or flrl* In otter ci>aes 
 ©oono^io presaure bed wo if 'bed down so unc ^S/' r.ly, that the ft; t her 
 and nsothor had a diatorted vies? of li^^o in Kon«.r';l. Occ: sicnallv 
 a benrt broken uother jA^n lad had gi*ent dreams of & future for hor 
 •en or daurS^er wouls- tell Imv pathetic itory* ,>orae honwJi sjiowed 
 evldeaeas of coofort and plenty while otbors were no sore than a 
 rocf . These and tmny other aituationu oonfionted the viaittrig 
 
20 
 
 teacher in her work. Discouraging as thing* seecied at tSjaes she 
 worked for three srears to prove that her work was needed in th« 
 sohool. This little posia by Aaanda IJatthtfws Chase, Hone TM.oher 
 .taalia Street School, Lob Angeles, California, expressed the atti- 
 tude of the visiting teacher. 
 
 "HoKie teacher am I, 
 A district my donaia . 
 I walk its lexxgth and breadth 
 As one vfo can, to help. 
 As one who can, to teaeh* 
 Sonatinas I weary. 
 Heart wearies, soul wearies 
 Ah weariness. 
 
 Close rot the door between any district 
 and By doaiain* 
 
 "^Ignoranos I neet 
 And qua&flt culture, 
 Gleexts aadd the sordid. 
 Salvation and deviltries, 
 ScaltatioBS and ni series* 
 SometiBies fibith goes laas, 
 Lbbw and foot sore* 
 ih halting fi&ith. 
 
 Close not the door between ay district 
 aad ny doasdn* 
 
 "Wonderful it is 
 To know intinAtely 
 Streets and streets of souls, 
 Who fling into my lap 
 Their sorrom euid oatastrophhes • 
 Soaetiaes I fail for laok of Ioto, 
 Lovinglb not always easy* 
 Ah lazing love. 
 
 Close not the door between siy district 
 and ny droaa*** 
 
 10. th the diagnosis completed reeoomendations were Rtado 
 
 for an adjustment. It required an ingenioixs person to plan 
 
 treatment for somc of the peculiar cases tliat were discovered. 
 
21 
 
 Us« «as laade of all out site stgmeier. that eould be ctyl cy< A» Tte 
 civic cltsbs, t1-.e ch'.irchca, th« heclth clini<-», the asaocia^ed 
 charities, art4 prl's*© citixens -were oalled v^n to r«nd»r e 
 particular aerrlce as it tms needed. Withl*J the school the 
 teachers ard the principal rendered auflii itrviM as spooibl 
 eiqpenrialon, read.lustsient of prcrf^paiE, spoclul eciu'ses of atxsdy, 
 and In a few oases furnished limc^^s for sorae of the poor childrec* 
 
 Follovlng is c. liat of aoste of the ooncreto thlnp-a the 
 ▼Islting tsQcher did in her -^nrk* 
 
 (1) Assisted under privileged teye in gettljig Into the boy scouts 
 and t^ Y. U, C« A* 
 
 (2) Vias able to secure positions for pupils vr\to needed tnrk. 
 
 (S) Fouaii boraes taar three children who needed bettor hoeie Influ^ieea* 
 
 (4) £nooure.§sd the Xteanls Club to sponaor ttaree delirqxient beys* 
 
 (5) Kneouragsd the Cooparative Club t« sponsor one boy una send bin 
 to school ■ 
 
 (6} In one follov? \xp ease errcn After the f,lrl had been out of 
 
 solMcl and frtxi under l^iss Fialrohlld*s eare for several months 
 a» en d ea vor vas nad* to got her entablinhed in a positlcn* 
 (7) Coof^rwted with tho nurse and tnde arnmijB—Hfs for clinical 
 treataent in nuiy oases. 
 
 (6) Took efetit in laotfaers of :'<or90 probl^a ohlldren <^rt; for a ride 
 in the country* 
 
 (9) lielped girls to get Into the Olrl ieserws when they t»ere 
 tumble to maintain Mmbershlp* 
 
22 
 
 (M) Hide arrangeaenfcs with Ajndny School teaohers for pupils to 
 gat (itairfeed to Sunday services, 
 
 (11) fftll»d befor* all of the clvlo clubs one or more tines expl&lr- 
 Ing h«r field of work* 
 
 (12) Co<H5©r«»ted with the prcbetion officer in handling delinquent 
 
 (1?) Cooperated with the asaoclated Charities in rendering aid to 
 B se dy fanilies* 
 
 (14) Interviewed parents in refiiard to chlldrens* porsoual history, 
 ImbitSy tc a pe wa wnt, and Interests* 
 
 (15) /nalyzad the child's neic^hborhoed enwlroranerft. 
 
 (16) Solicited the fsailly's cooperstion wjnsrc the child was falllDg 
 below the school's standards. 
 
 (17) /^ided Mothers in planning hoBR work for e^.lldrcn jo that it 
 would not handicap and hinder thes* 
 
 (18) Advised parents cf c<»ffiaxnity e^encles that would assist th®a 
 in tl«ir difficult lea, 
 
 (If) Secured the services of tlse city health nuise In eases wtiere 
 anabers of a family were seriously ill* 
 
 {to) Cooperated with the health officers by reporting cases of 
 CCTitaglous disease* 
 
 (21) Conferred with parents in regard te iBDroper associates of 
 their children. 
 
 (22) Eeported immoral influences of a neigihborhood to the proper 
 autlmrities. 
 
2S 
 
 (23) Investigfttad the hone oonditions of pupils trying to secure 
 work papers* 
 
 (24) Baooonended changes in classes and in programs for individuals 
 out of adjuetaMXt* 
 
 (25) yade suggestions regpurding prouotiona of certain pupils • 
 
 (26) Assisted the prinolpel in jtMxy eases not atentioned atooBg the 
 one hu33dred five, specially in intermittent attendance oases* 
 
 (27) furnished inf!»naation to the teachers in dealing vith proUen 
 oas«s and adrised than as to methods of procedure in dealing with 
 certain pupils* 
 
24 
 
 Chapter VI . 
 FINDINGS OF TI!H VISITING TKACHi^jR 
 
 The records of the visiting teacher show that the 
 one hundred five cases sent to her were referred for tlie 
 following reasons: 
 
 (1) Scholarship 
 
 (8/ Conduct 
 
 (3) Home conditions 
 
 (4) Attendance 
 
 (5) Health 
 
 The meaning of each of the five causes just named is, 
 (1) Scholarship includes: 
 
 (a) Su norr-ality 
 
 (B) Retardation 
 
 (c) Deficiency in lessons 
 
 {d) Precocity 
 
 (e) Prograu'. adjustment 
 
 (f) Other scholarship reasons, such as danger of 
 renaating f^rades, misapp ortio.iont of time 
 on subjects etc; 
 
 (2) Conduct and behavior -- i:ot incidental ehavior 
 or conduct whicVi is peculiar, unusual, and 
 
25 
 
 aiffer«nt vhieh include: 
 
 (a) ^iscottduct in ond out of )c oi 
 
 (b) SuSi:icion of esrol dellnquoncios 
 
 (c) Igtbov-'ISAy traits which include the 
 dirficuit Gidld, the neurotic, tho queer 
 8.;d uosocifil child; 
 
 (3)'Ho:'fe conditioao vTiioh include: 
 
 (a) i ovoriy 
 
 (b) Isiproper .guardianship 
 (a) i'areniai C'^'-oleasness 
 
 (d) Leak of eoopar^ition "^ith the school; 
 
 (4) Atteadauco end tardiness which include; 
 
 siployj.'rent of child 
 \k>f i<aton<»S3 sud iutomittoni atiecidenoo due to 
 houie conditisas that require edjustsient, and 
 
 (5) Health, ^hieh includes: 
 
 (a) Specie^ defects «hieh require speei 1 treQt> 
 
 "^ r// 
 
 laont but ore not nurses' cosos. ' '^ 
 aucxc :<o#i- shov'fS tiie distri.>ui.i v.. ay nui2. ers arid sex- 
 of reasons gives by the principal nn^ the cioas rooe teschera 
 in rcforria-' rai ;ilQ to the visiti rt trioe'nr. ?orty oi -ht 
 boys a-iu iii'iy i*t^v©i. ,',iri3 v-'orc ro.. crtod. Iht? 
 aui&feer included ^ipchtean boys and t«'entX"H^^''~!^tri8 , Tho 
 gre^.^test iti> -her referred for eny a a rtnu«A wris forty seven 
 
Table llo, I . 
 
 iiocoo.ia c^iven by the toachera >>ntl the prineipol for 
 roforrinf^. pupils to the visitinrt teoohor. 
 
 Shewinr; tho dioiribution by nunbcro ond ofx ©f 
 
 eosons 
 
 UOvn 
 
 Oi 
 
 Lrls 
 
 
 total 
 
 Percent 
 c*f tots 
 
 1. Soholarship 
 
 9 
 
 ^^O.i.) 
 
 n 
 
 \ ,•} 
 
 Ij 
 
 l^^.S 
 
 2« Hofso conditions 
 
 & 
 
 :.:ii .? 
 
 
 64.3 
 
 14 
 
 13.3 
 
 li, uonduet 
 
 If. 
 
 5t .:: 
 
 IX 
 
 4:^.7 
 
 •?7 
 
 ?5.7 
 
 4. Atteadance 
 
 lb 
 
 36.3 
 
 29 
 
 ni. 
 
 
 44. t; 
 
 5. r.oalth 
 
 
 
 :).o 
 
 2 
 
 00 •(> 
 
 3 
 
 1.9 
 
 Total 
 
 4G 
 
 
 57 
 
 
 10 b 
 
 loo. 
 
27 
 
 for 8ttend9-:;ce . This number included oi'-'jhteen boys and 
 fcv/enty nine .^irla. The lar;^6 number comiar^ in this item 
 was due to the fact thsL in many oases poor health, scholsr- 
 ship, conduct, and ii0..o conditions contributed to poor attend- 
 ance. A more careful study of the eases before referrinr; 
 them to the visiting teacher, no doubt would hB e caused a 
 different reason to be sciven in some instoncos. 
 
 The next highest number was charged dth poor conduct. 
 The number of iioys in this iteni exceoab uhe nu'i er of ^irls. 
 However, a few of the ^irls reported for this roaoon «?ere 
 some of the most difficult cases handled, and it was impossibl 
 to bring about an adjustment in such coses in some inotaace::^. 
 
 The number listed under scholarship vas fifteen, nine 
 boys and six girls. This shows that poor class room r/ork 
 was n:t one of the tvo m^ij or difficulties that the teachers 
 were encountering. There were others who rrere doing poor' 
 work but attendance, coaduct, and health were stated as the 
 direct causes of tho poor recora. 
 
 "Home conditions" was fourth on the list with fourteen, 
 five boys and nino rirls. This differonco can be accounted 
 for by the fact that girls of junior high school age need 
 more home attention than do boys of the S'smo a'f,e. Girls 
 are more apt to reveal their home circumst^m oes thpn ore 
 b oys . 
 
 Health is credited with the srnallest nu her in the 
 list of reasons. Tvro rrirls and no boys vrsre rc_ orted. The 
 
28 
 
 underlying cause of some of the other c?33es was poor healiii 
 yet the teachers had only seen the outward results. 
 
 In some respects the findings in the Sherman Junior 
 High School coincide with those of Llr. Oppenhoimer in Viis 
 investigation, ie found that twelve percent more girls 
 than boys were dealt with. Us havo found that eipht and 
 aevon truths percent more girls than boys wore reported 
 to the visiting teacher. I'e found that in comporing the 
 reasons for refercvico by sexes when the pereents wit-iin 
 each sex were taken, there was little difference except 
 in the case of conduct and health. In this report there 
 is a K^Q^'ter difference. In soholarshi) the boys uade up 
 sixty percent of the c^ses ??hile the '<irls totaled only 
 forty percent. The f^irls ref^istered twenty oi,?,ht and six 
 tenths mors cases of ho:ne conditions than did the boys. 
 In conduct the boys were eiT;hteen and six tenfis higher 
 than the girls. The difference in attendance v?as twenty 
 three and four tentlis more p,irl3. One hundred percent of 
 those reported for health were girls. 
 
29 
 
 TABLE lio. II. 
 S«asons pupils vera referred to ▼isitlng teacher and the fundaiaental 
 difficulties found. Showing the variation of the fundamental difficulties 
 which the visiting teacher found vmderlying the cases which were r^ortad 
 for some apedfio reason by the taachars and the principal. 
 
 i^uuianental 
 difficulties 
 found by the 
 Visiting 
 Teacher 
 
 HeasooB given to visiting teacher when cases 
 were referred. 
 
 School mal- : 
 
 Scholarship 
 
 ibne Conduct 
 Conditions 
 
 Health 
 Attendance 
 
 Total 
 
 Percent . 
 
 adjustment . : 
 
 B 
 2 
 
 
 
 
 £ 
 
 
 G 
 
 
 fi 
 7 
 
 G 
 2 
 
 B 
 7 
 
 G 
 1 
 
 B 
 
 
 G 
 
 
 
 B G 
 16 S 
 
 18.1 
 
 Hgucily un- 
 cooperative ; 
 
 
 
 
 
 1 
 
 2 
 
 
 
 
 
 1 
 
 3 
 
 
 
 
 
 2 5 
 
 6.7 
 
 Unfavorable : 
 
 1 
 
 
 
 
 
 2 
 
 4 
 
 8 
 
 4 
 
 19 
 
 
 
 2 
 
 9 31 
 
 S8.1 
 
 emriroxBaent : 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Scholastic 
 
 6 
 
 3 
 
 
 
 
 
 2 
 
 
 
 1 
 
 e 
 
 
 
 
 
 9 S 
 
 11.4 
 
 irtibility 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Little or no' 
 
 
 
 
 
 2 
 
 4 
 
 2 
 
 
 
 2 
 
 2 
 
 
 
 
 
 6 6 
 
 11.4 
 
 hoae super- 
 Tision 
 
 
 
 
 
 
 
 
 
 
 
 ' 
 
 
 Financial 
 
 
 
 
 
 1 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 1 
 
 1.9 
 
 need. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Health 
 
 . 
 
 s 
 
 1 
 
 
 
 1 
 
 1 
 
 5 
 
 4 
 
 
 
 
 
 5 8 
 
 12.4 
 
 Total 
 
 6 6 9 16 11 18 29 2 48 57 100 
 
 (Grand Total (105) ) 
 
30 
 
 DIFFICULTIES FOU .D BY VISIIING TSACKER 
 
 Table Ho. il checks the difficulties found by the v 
 visiting teacher aRainat the reasons for vhich the pupils 
 v;ere referred to hea^. This table reveals the mistaken 
 judge:T}ents of the teschors in msny coses. it also impress-. 
 «s ^pou one the nocessity for more then surface findings 
 ill dealing with problem children. That old aqying, "you 
 cannot toll by looking; at 6 frog how far he czin junp" might 
 be restated for school v/oi'k to rcod, "You i.:annot tell by 
 looking at © problem child what is the I'sttor with hiu." 
 The fundatiental difficulties found by the visiting teacher 
 were, 
 
 (1) School mal-adjustment 
 
 (2) Faciily uncooperative 
 
 (3) Unfavorable enviroume t 
 
 (4) Scholastic inability 
 
 (5) Little or no homo supervision 
 
 (6) Finencial need 
 {") "oalth 
 
 The teachers reported fifteen cases for reasons duiS 
 t^ scolarship, but the visiting teacher discovered that 
 tv/o of these were caused by school mal-od j ustwent , ono by 
 unfavorable environm-ont , three by health and the other nine 
 by scholastic inability. 
 
31 
 
 TAliLE Mo. III. 
 TKEATIiIEMT presoribed for the cases auB found hy the visiting teacher < 
 Showing the number receiving added attention in the six methods of 
 treatment • 
 
 Added 
 
 attention 
 
 to 
 
 Class work 
 
 CASE AS PDUaC BY THE VISITING 1 BACKER 
 
 Conduct 
 
 Attend- 
 ance 
 
 Health 
 
 Mental 
 Attitude 
 
 Homo con- 
 ditions 
 
 : School 
 
 Ptoily 
 
 Bad en- 
 
 Scholas- 
 
 Little 
 
 Finan- 
 
 Health T . 
 
 ja. 
 
 : rnal-ad- 
 
 uncoop- 
 
 viroa- 
 
 tic in- 
 
 or no 
 
 cial 
 
 
 
 
 ::just- 
 
 eratMe 
 
 aeat 
 
 ability 
 
 liome 
 
 need 
 
 
 
 
 : nient 
 
 
 
 
 Super- 
 vision 
 
 
 
 
 
 : 3 
 
 1 
 
 2 
 
 11 
 
 
 
 
 
 1 
 
 18 
 
 17.1 
 
 : 4 
 
 
 
 6 
 
 
 
 
 
 
 
 
 
 10 
 
 9.6 
 
 : 2 
 
 4 
 
 8 
 
 
 
 2 
 
 
 
 
 
 16 
 
 16.3 
 
 : 
 
 
 
 
 
 
 
 
 
 
 
 9 
 
 9 
 
 6.6 
 
 ; 
 
 : 3 
 
 
 
 6 
 
 
 
 1 
 
 c 
 
 3 
 
 12 
 
 11.4 
 
 : 7 
 
 2 
 
 19 
 
 I 
 
 9 
 
 2 
 
 
 
 40 
 
 38.1 
 
 Total .. 19 
 
 40 
 
 12 
 
 12 
 
 13 
 
 105 100 
 
6Z 
 
 Only fourteen cases were received, charged witli un- 
 favorable hoae conditions, but the visiting teacher found 
 that there were seven where the fsnily was uncooperative, 
 forty Vfith unfavorable environ, ent , two witli finencisl need, 
 and twelve with little or no home supervision. These four 
 classes might be grouped top.ether for study. They comprise 
 more than fifty percent of the entire number under obser- 
 vation. This is evidence that a better adjustiflent is necess- 
 ary betv/een the school and the home. 
 
 Proof that i.ore than circumstantial evidence is need- 
 ed isi dealing rith ^jroblem C3i:es is shown by the fact that 
 the teachers reported just two health cases while the 
 diagnosis by the visiting teacher discovered thirteen who 
 v/ere in need of health supervision. Six of the additional 
 eleven had been charged with poor attendance, one with home 
 conditions, and three with scholarship. 
 
 Treatment Prescribed. 
 
 Table No .III shows the treatment prescribed by the 
 visiting teacher for the fundamental difficulties found. 
 Added attention v;as reconuaended in 
 
 (l) Glass work, v/hich includes: 
 
 (a) readjustment of standing 
 
 (b) Change of subjects 
 (G) Special supervision 
 
 (2) Conduct .which includes: 
 
66 
 
 *«) Attitude tovsrds teacher 
 
 (b) Giassa roo; conduct 
 
 (c) Attitude out of school, «nd 
 (D) Attitude towards the sohool; 
 
 (3) Attondsnes ^'hieh includos: 
 
 ( e) ferdinees 
 
 (b) Absence t>nd 
 
 (e) Parents* pert in .attend cacc ; 
 
 (4) Health, which includos: 
 
 (a) Clinic ('.or© 
 
 (b) Proper diet 
 
 ( e) Better eiething 
 
 (d) f^'ora re;3uiarity 
 
 (e) Pleaty of sleep 
 
 (5) aeatal attitude, which includes: 
 
 (a) Idea of ii.feriority 
 
 (b) uelief thot ill health pursues 
 
 (c) idea that teoehers itold ^rudrro, end 
 
 (d) Thet sehool work ia too hm-'d 
 
 (6) Herae conditions which include: 
 
 (a) i oor annlt'T 
 
 (b) Uaeooparwtive ho.e 
 («) Improper food 
 
 (d) Finanoi^, a -.iatus 
 
 (e) Social !*rouy of nei'^hborhood , end 
 
34 
 
 (f) Broken Hosie a.:^ noed of supsi-vision* 
 The folloving data show lov many received added attention and in 
 vhat vay it vas given: 
 
 (1) Sohool sffis.i-Hdjustme7A: 
 
 (a) Glass worJc, tliree 
 
 (b) Conduct, four 
 
 (c) Attendance ^two 
 
 (d) Mental attitude, three 
 (9) iisae ooiMiitioaSf seven 
 
 (2) Ifeusdly uncooperative 
 
 (b) Class votk, one 
 
 (b) Attendance « four 
 
 (c) fiome conditions « tne 
 
 (3) iBtid enviromeni 
 
 (a) Class work, two 
 
 (b) Conduct, six 
 
 (e) Attendazice, eight 
 
 (d) Mental attitude, five and 
 
 (e) Hoae conditions, IJineteen 
 
 (4) Scholastic iimbility 
 
 (a) Class workf el«v«i 
 
 (b) Borne conditions, one 
 
 (5) Little or no hoaie supervision 
 
 (a) Attendance, two 
 
 (b) Mental atUtude. 
 
35 
 
 (c) Home osnditi ons , one 
 (7) He?!lth 
 
 (a) Cla3s work, one 
 
 (b) Health attention, nine, gad 
 
 (c) Mental attitude, three* 
 
 These findings show that more than thirty oi^ht per- 
 cent of oil those treated had added attention given to their 
 home conditions. The cnses ligndled in the other fivo v/ays 
 were rather evenly distributed. 
 
36 
 
 Most iil ffectiv e Treatmen t 
 In many cases these first recowmendations were found 
 to be insufficient and other means were souglit. The raost 
 effective treatment administered in the one hundred five 
 cases reported to the visiting teacher is shown in table 
 
 No. IV. The five raost effective measures used in dealing 
 «Lth the pupils wore personal supervision, cooperative 
 
 agencies, adjusted prograi.s, fa-dly cooperation, and the 
 
 juvon il9 court . 
 
 The findings are over v/holffiin.C5ly in favor of personal 
 supervision and family cooperation as the most effective 
 aeasures in dealing v/ith cases as found by the visiting 
 teacher. The former was applied in thirty seven and one 
 
 tenth percent and the latter in twenty six ynd seven tenths 
 
 percent of the total number of cases. Cooperative ardencies 
 helped raost in eii^hteen and one tenth percent, vfhile adjusted 
 programs relieved the situation most in eif^ht and six tenths 
 percent of cases. The juvenile court was appealed to in 
 line and five teith percent of cases. In some instances 
 
 when all other agencies were appealed to and failed to bring 
 ebout results, if the child w re incorrigible the juvenile 
 
 court w 3 used as a last rosort. In some juvenil* court 
 
 cases noticeable improvement was made. 
 
37 
 
 TABLE NO. IV. 
 ANALYSIS of final ostiniate of measures found aost effeetlTe^ 
 showiag measures which the -vlsitlne teacher found to be most 
 effeoti'va, analyzed by Aindamental difficulty found. 
 
 PUHMidENTAL MFFICULTIBS POUND BY VISITING TEAjCHEE 
 Measures : Soholas- Ruaily Biad in- School Health lAttfte Jin. ¥7 
 
 found ef-i tic in- incoop- viroa- aal ad- 
 
 fective 
 
 ability ormtive ment justaent 
 
 Personal 
 supervision 
 (Teacher 
 & V.T. ) 
 
 CooperatlTd 
 agencies 
 
 Adjusted 
 Procrams 
 
 Fatailj co- 
 operation 
 
 Juvenile 
 court 
 
 15 
 
 8 
 
 S 
 
 or no need 
 hone 
 Super- 
 vision 
 ft 
 
 39 37,1 
 
 8 
 
 10 
 
 6 
 
 7 
 1 
 
 19 lea 
 
 9 8.6 
 
 28 26.7 
 
 10 9.5 
 
 Total 
 
 12 
 
 40 
 
 19 
 
 IS 12 
 
 2 105 100 
 
38 
 
 The Outcome oif Cases 
 
 The outcome of the cases is the important part of the 
 whole program. Table lio, V. shows what had become of the 
 one hundred five coses at the end of the three year denonstra- 
 tion. Korty ono, or thirty nine percent had quit school; 
 twenty seven^ or twenty five and seven toiiths percent had 
 left the city -- some, no doubt wore in scliool elsewhere; 
 twenty one, or tv/enty percent were still in school at Sherman; 
 eleven^or ten and oiie half percent had been promoted to the 
 senior high school; three, or two and nine tont'is percent 
 had been transferred to another school; two, or one -and nine 
 tenths percent had been sent to the industri-'^l school. There 
 was positive proof that thirty three and four tenths per- 
 cent of the oases v;ere in school some->7here at the close of 
 the period. Of the twenty soven pupils who moved froia the 
 city we have no assurance that they entered school else- 
 where, nor do we have proof that they did not enroll in other 
 schools. It is safe to soy that some did, because tliey were 
 within coiapulsory attendance af^e. However, we do have 
 records to show that forty one pupils dropped out oT scliool 
 entirely. Fifty three percent of those reported for scholar- 
 ship, seven percent of tUos^ reported for home coaditi ns, 
 forty on percent of those reported for conduct, forty 
 five percent of those reported for attendance, and none 
 
of those reported for health had dropped out of school before 
 the three year period was coopletod. 
 
 TABLE HO. V. 
 Outcome of Cases 
 SHOTTING what had becone of the on© hundred five caaas and th» 
 roasons why they were referred to the visiting teacher 
 
 Outoooe 
 
 of : 
 
 REASONS GIVBN 
 
 TO 
 
 VISIIING TEACiffiE 
 
 V,'H2N BEPOKTED 
 
 oasos 
 
 
 
 
 
 
 
 
 
 promoted 
 
 to H.S. 
 
 Scholar- 
 ship 
 
 4 
 
 liome 1 
 con- 
 ditions 
 
 
 Conduct 
 
 Attendanc 
 
 3 4 
 
 Health 
 
 e 
 
 
 
 total 
 11 
 
 Total %. 
 10.6 
 
 Still in 
 Sherman 
 
 1 
 
 8 
 
 4 
 
 7 
 
 1 
 
 
 21 
 
 20.0 
 
 Left City 
 
 2 
 
 4 
 
 8 
 
 12 
 
 1 
 
 
 27 
 
 25.7 
 
 Transferred, 
 to other 
 schools 
 
 
 
 1 
 
 
 
 2 
 
 
 
 
 S 
 
 2.9 
 
 Sent to 
 
 Industrial 
 
 School 
 
 
 
 
 
 1 
 
 1 
 
 
 
 
 2 
 
 1,9 
 
 Dropped 
 out. 
 
 8 
 
 1 
 
 11 
 
 21 
 
 
 
 
 41 
 
 39.0 
 
 Total 
 
 L6 
 
 14 27 47 
 
 2 105 100.0 
 
The iilxtent Cases Were Adjusted 
 
 Table No. VI. shows tho five causes for referring pupils 
 to the visitirif^ teacher, and to whot extent the pupils thus 
 reported were adjusted. In checkinr^ up on each cose there 
 was found to be no adjustmont, a partial adjustment, or 
 a marked improvement. Of the fifteen pupils reported for 
 scholarship, two showed no improvement, ten v/ore p'3.tially 
 adjusted, and two shovred a marked i ^piovement . Two of the 
 home conditions coses wore not improved, four were partially 
 corrected, and eight showed satisfactory results. The con- 
 duct cases resulted in t.-elve failinfi of improvement, ten 
 showed sirens of yeilding to an extent, v/hile five showed 
 gratifyin * results. Eighteen attendance problems were never 
 solved, fifteen saowod soiae results, and fourteen were credit- 
 ed with morked iuiprovomont . One health cose could not be 
 re-established but the other one wys placed in f^ood standing. 
 
 These data show that thirty three and one third per- 
 cent of the entire number showed no improveaient , tViirty seven 
 and one tenth percent sliowed partial itaprovenient , and t'vonty 
 nine and six tanths percent showed aarked iciprovemGnt . The 
 number showing improvement might have been increased had 
 it not been for soiiis moving fro:;' the city before the visiting?; 
 teacher w s given aiuple time to get results froia her v/ork . 
 The status of the pupil at the time h© dropped out or moved 
 
41 
 
 away wos used in clossifying him in tablo VI. In many cases 
 before pupils dropped out or raovod from the city, partial 
 or marked improveraent had been noticed. 
 
 There were no standardized criteria for measuring the 
 extent of improvement. In the case of eacVi pupil, improve- 
 ment had to be estimated.- 
 
 This was done by the visitinr; teacher, the class rooir. 
 teachers and the principal by comparing his stsndin?^ before 
 being reported with his standing after treatraent had been 
 appHed. By watchinp, the pupils* conduct and attitude, and 
 after his records were reviewed he was finally classified 
 as unimproved, partially improved, or jr.reatly improved. Iii 
 a majority of the ca^es showing iiapravement there wjs also 
 an increase over his previous scholastic 3t';indinp;. 
 
42 
 
 TABLE BO. VI* 
 SHQifflBG 03Cient eftsas war* adjusted and the reasons given for reporting 
 the eases to the visiting teaoher* 
 
 Sxtent of 
 Adjtistment 
 
 REASON GIVSH 10 VISITING TE&CHEB WHEN REFERRED 
 
 Scholar- Hose Conduct Health Total % 
 
 ship COB- Attendance Total 
 
 ditiojns 
 
 le inproTe't 
 
 2 
 
 2 
 
 12 
 
 It 
 
 1 
 
 35 
 
 33.3 
 
 meat 
 
 
 
 
 
 
 
 
 • 
 
 ParUal : 
 
 10 
 
 4 
 
 10 
 
 15 
 
 
 
 39 
 
 37.1 
 
 Improvement 
 
 
 
 
 
 
 
 
 • 
 
 llarked : 
 
 S 
 
 8 
 
 5 
 
 14 
 
 1 
 
 51 
 
 29.6 
 
 • 
 e 
 
 • 
 
 
 
 
 
 
 
 
43 
 
 Table iio. Vii 3li.. .,■-,,, .. ^.tJ-t,, L.sis j,-i*;,ij.;.- snd the 
 
 pare&ts tawara the visitiar^ teachor. 
 
 Fifty thrsQ and threo tenths fscreeat 4f the pu;ils end 
 fifty t'^'O »au four toatiia perccat of t.ia p^r-^ai j vroro coopora- 
 tivo« 'i'wenty four and eir»ht tenths pereent of the sjupils and 
 tv&nty Qir'h^ *«<^' si ■ tenths .lorcejat of tho o-jrents ^cr© 
 a«utral ixi thoip avtiiauo. i'i70uty oae aau nine tenths nor- 
 C8s<t pt the {.upiis aad nineteea poro«nt of th« parents w«r« 
 ©»t»gonisti<5. Xn 0onse cases those who \^ero bi»-tt rly o-. -an,-:!! 
 to the work at f j.r,'t r/or© lotor converted to o i^are o&oj>orotive 
 attitude. 
 
 With the i>upll9 the f^rostest percent ohowiiig aat«gonig^^ 
 WQS fsuatl asaeag tho»o reported for ettendanca, while with the 
 psrcats msrs resentsent was dsaonstreted by those whor© 
 hsate conditi .ns ware ;ivGn us the reeoon for refsi* j..»,. the eo-?© 
 to tho visiting teooher. One iiuti<-ir«4 percent of the pupils 
 »ho ■a-.rs rcforrod because of ho<?e coaditl'.ns h«d e eoopera- 
 tive attituao, mo greatest percent cf i:'ironts displeying 
 a cooperative spirit wea fouad where the pupils hod bees 
 referred t'ocKuse of schtrl-rshi . 
 
44 
 
 TABLE K VII . 
 ATTITUDE OF PUPILS AND PAREMTS TOWARDS THE VISITING 1EA.CHEB 
 Shoving reasons for l!eportlng to visiting teaoher and attitude of 
 pupils and parents towards the tI siting teaoher* 
 
 A 
 Attittde 
 of pupils 
 0oopera- 
 tive 
 
 ?l9utral 
 
 Antsigoa- 
 istie 
 
 Total 
 
 : REASON K>R REPORTING TO 
 
 VISITING TE&CHER 
 
 
 : Scholc Home con* 
 : 10 14 
 
 Conduct. 
 13 
 
 Attend. 
 18 
 
 Health 
 1 
 
 Total 
 56 
 
 Total % 
 52 .3 
 
 5 
 
 10 
 
 10 
 
 1 
 
 26 
 
 24.8 
 
 : 
 
 4 
 
 19 
 
 
 
 23 
 
 21.9 
 
 15 
 
 14 
 
 27 
 
 47 
 
 10£ 
 
 100 
 
 B 
 Attitude : 
 of parents: 
 
 
 
 
 
 
 
 
 • 
 
 CooperatiTA 
 
 13 
 
 5 
 
 16 
 
 19 
 
 1 
 
 56 
 
 52.4 
 
 Heutral 
 
 2 
 
 5 
 
 7 
 
 16 
 
 1 
 
 SO 
 
 28.6 
 
 • 
 
 Antagonistic 
 
 t 
 
 • 
 • 
 
 
 
 4 
 
 4 
 
 12 
 
 
 
 20 
 
 19.0 
 
 Total 
 
 15 
 
 14 
 
 27 
 
 47 
 
 105 
 
 100 
 
45 
 
 Race Comparisons 
 
 The findings in table Uo, VIII. show tViat the Mexicans 
 had the largest percent of pupils reported for the percent 
 of anrolliient. They also had the greatest percent showing 
 improvemeiit -- the two Mexicans reported showed mai ke^ iin rove 
 aent . The negroes showed a seventy seven and eight tenths 
 percent of improvement for the siu ber reported. The 
 whites were lowest with only sixty four percent of partial 
 and marked improveiaent for tho number handled. 
 
%6 
 
 TABLE m. VIII 
 RACES KEPORIED 
 Shoeing a distribution of pupils reported to the visiting teacher as 
 to race and percent of improvement for each race* 
 
 Average enrollment 
 per year 
 
 Mwdoaa 
 
 2 
 
 Hegro 
 60 
 
 ?M.t© 
 568 
 
 Percent of entire 
 enrollment 
 
 .03 
 
 6 
 
 95.' 
 
 fiuBber reported to 
 visiting teacher 
 
 2 
 
 9 
 
 94 
 
 Percent shewing 
 some degree of 
 iuprov«Eieat 
 
 1.9 
 
 6*6 
 
 94.1 
 
 Pereezxt shc-'wiag 
 acme degree of 
 iaiproTeaiaiBb 
 
 100 
 
 7? .3 
 
 64.0 
 
47-48 
 
 Faiailios Koprosente d 
 
 The data in table No. IX. shov/ thot nine families 
 contributed nineteen percent of the total nuribor of cases 
 reported to tho visitinj? teacher. In practically ovory one 
 
 <f these nine families the difficulty w»3 found to be in the 
 home. This seems to show that problem eases prevail in 
 certain homes and it is a good policy to watch other children 
 
 coining from a home where one child is already under treatment. 
 
 Table BO. IX. 
 
 PA}flLT EEPRESEIttBD 
 
 Shewing distribution of pupils reported to the visiting; teacher 
 
 as to fBnilles* 
 
 Percent of 
 Mo* of fsBdlies total run* of fasdlise 
 
 One pupil from 
 
 a family 85 90 
 
 Two pupils 
 
 froM a 
 
 fludly T f 
 
 Three pupils 
 
 from a 
 
 laadly 2 '5 
 
Pra-delinquer.-* 3 Versus Delinquents 
 
 49 
 
 The findings in table '.lo. X, show thet tv/enty tvo, 
 or twenty one percent of the pupils referred to i iss Fair- 
 child hed reached the delinquent stsf^e before they wore 
 reported. This tabic? also shows th^at the delinquoiits v/cre 
 either charged with poor attendance or poor conduct. 
 
 Seventy four percent of the pro-delinquent o showed 
 some degree of improvement as contrasted with thirty six 
 and four tenths percent of delinquents, a difference of 
 thirty seven and six tenths percent. 
 
 Of the twenty two delinquent s, thirteen, or sixty 
 percent dropped out of school as contrasted with thirty four 
 percent of pra-delinquent s, a difference of twenty six per- 
 cent, 
 
50 
 
 TABLE 1K>.7^ 
 Gcmparlson of Celinquszxis and Fre-dalinquents as Claasified 
 when reported* 
 
 A* ReeuMBS for being reportt3d* 
 fi. Sxtent of laprereBeat* 
 
 C* Outeome of oas^ 
 
 A 
 
 Scholarship 
 
 Hoae Conditions 
 
 Conduct 
 
 AttendAnoe 
 
 Health 
 
 Total 
 
 Pr e-de 1 i nqueni 
 15 
 
 14 
 
 16 
 
 36 
 
 2 
 
 83 
 
 Delinquent 
 
 
 11 
 
 11 
 
 
 
 22 
 
 
 
 Percentage 
 
 
 Percentage 
 
 
 
 of total 
 
 
 of total 
 
 
 
 predelin- 
 
 
 delinquents 
 
 
 
 quents 
 
 
 
 Mo iBprevenesxt 
 
 21 
 
 26 
 
 14 
 
 63.6 
 
 Partial * 
 
 55 
 
 42.2 
 
 4 
 
 18.2 
 
 iiarked " 
 
 27 
 
 31.8 
 
 4 
 
 18.2 
 
 Promotion to U.S. 
 
 10 
 
 Still at Sherman 
 
 19 
 
 Left City 
 
 25 
 
 Transferred 
 
 2 
 
 Industrial Sohool 
 
 1 
 
 Cropped 
 
 26 
 
 I 
 
 2 
 4 
 1 
 1 
 13 
 
51 
 
 The prevention of delinquency is the paramount purpose 
 of the visiting teacher work.. It. is a difficult, matter. .for c 
 class rooja teachers viho are untrained in social work and the 
 have no set of criteria for testing the symptoais of delinquency 
 to b© able to report cusqb before th^ pass the pra-dellnquant st&ga* 
 It is iapossibl* for tlya visiting teacher to go about the soliool 
 and pi ok out the pre-dQllncpiani oases in the same manner ia which 
 a health mxrse would segregate pupils who show symptoms of aeaales, 
 chicken pox, or other ailiuents • The absence of definite criteria 
 in reporting pre-delinquent c&ses to the visiting teacher resulted 
 in the rejtiction of a fenr cases by the principal, when the ervt.denoe 
 foviad did tot show that the pupil was tending towards incorrigibility* 
 The foregoing tabulation reveals the importance of cheeking the 
 tezsian^ towards deliaqaeney before it beoones chronic* 
 
52 
 
 ChapterVil. 
 OFFICii RECJORDiJ STUDIlilD 
 
 Some people expect too rauch of the visitin.r^ teacher 
 They even believe that her work should affect the records 
 of the whole school. So-vo of the office records have been 
 exa ined to see what effect the visiting teaeher demonstra- 
 tion hfid upon tVieu!. Table Ko. XI. shows the records of 
 attendance, promotions, failures, and drop outs for the 
 entire school for a period for five years. This includes 
 the two years prior to the be-^inninj^ of the visitinrr tescher 
 work . 
 
 In attendance there had been a very egligible i crease 
 in the past three years over the tvo year period previous 
 to thst , Sickness , epideraitts , bud weather, and other thin^is 
 affect attendsnce to such oa e-.tent thvt tho visitin'- teacher 
 would have but little influence upon it in deolin • with 
 such small numbers of pupils out of the entire student ' ody. 
 
 The percent of increase in promotions is sc-orcely v/orth 
 conaiderinr^. Tho saae table shows the t there vras an increase 
 in the percent of drop outs. 
 
53 
 
 feble Ko. XI, 
 OFFICE n-'-'r'-!--nn 
 
 £»h»win2 tho jjorconl. of yttendon e, promotions, foilur«3 
 and drap outs for the whole Pohool over o ngriod of fivo 
 yo- rs, ineiuding tho three yeur dotni.iatrati jii period end the 
 two yoars previous. 
 
 Y@ar 
 
 -ittondonco 
 percent 
 
 I'ro' otiouQ 
 
 ;3r'jc; t 
 
 I'ollurog 
 
 ;iRr ^n..:t 
 
 Drop outs 
 
 V- rcont 
 
 10 20 
 
 9 5.4 
 
 '^4.3 
 
 
 :*.7 
 
 
 .4 
 
 1921 
 
 95. 9 
 
 92,3 
 
 
 7.7 
 
 
 5,1 
 
 19 23 
 
 95.7 
 
 93.3 
 
 
 6.9 
 
 
 -'.2 
 
 1923 
 
 9u.5 
 
 91.4 
 
 
 s.r> 
 
 
 £.2 
 
 19 24 
 
 95.0 
 
 95.4 
 
 
 4.6 
 
 
 S.l 
 
Table Ro. Xii shows the distribution in percents of 
 nornnol, over rxre , and under a.(;e pupils for three years. 
 Records preTious to th'rc tifiS were not available. These 
 figures shovr that the over o<t,o dropped from 57.3' to 48/. 
 in tro yecrs. The norEcl pupils increased from ZG.Of- to 
 37.6;^, while the uv der age pupils increased from n.?/. to 
 14.4;'. The incroaso in under age pupils would more then 
 aake up the loss in ovor y':o. The greatest influence upon 
 these changes was due to the effective work dcno in the 
 elei'ientory schools by the oiementory teac'iers. However, 
 the visitin'; teacher may have brour^ht oc^'out some adjustments 
 that added considerably to the favoro'ile results. She 
 spent tv.'o lays per vreek in one- of the elementary schools 
 that proaotes its pupils to "tne tiherman Junior Hif.h School. 
 There is a greater possibility for her work to influence 
 changes in retardation than in school records mentioned 
 iu table No. XI. Even in -jgo gjrede table changes there 
 is little hope for improven'ent whoa such a few cases are 
 treated. 
 
Table I!o. Xii shows the distribution in perconts of 
 normol, over or'e, and under af;e pupils for three years. 
 Records preieious to that tiiae were n t available. These 
 figures shoi? that the over n^o dropped from 57.3'/' to 48^ 
 in tv'o years. The norocl pupils increased from 35.0)^. to 
 37.6'/, vrhile the uv.dor age pupils increased from 0.7/. to 
 14.4/i. The increase in under age pupils would mora than 
 make up the loss in over a^'e. The greatest influence upon 
 these Ghanfjes vbs due to the effective vrork douo in the 
 elo 'ontgry schools by the nlewentory teac'iers. I'owever, 
 the visitin'^ teacher may have brou.!;ht ;jL^out some adjustments 
 that added considerably to the favorQi>le results. She 
 spent tT.'o Jays per vreek in one- of the elementary schools 
 that promotes its pupils io tne bherman Junior High School. 
 There is a greater possibility for her v/ork to influence 
 changes in retardation than in school records mentioned 
 in table No. XI, riven in ggo grade table changes there 
 is little hope for iraproveinent v/hon such a fev; cases are 
 treated. 
 
^% 
 
 Table Wo. XII 
 Age r.rode iobleo for i'hroo Yoars 
 
 Showing the age (gratia tables ond a diotribution in percent 
 
 oi t'lo n.jrnyl n-o, ovnr o'O, or.d under •"•© pupils during 
 tiXQ tVireti yeyi* period oi' tuo uocionsti'otion* 
 
 Vear ' Tatal f!o. 
 
 studeato liormol «»rro Svor o-o undor oio;b 
 
 19 22 
 
 D80 
 
 19 23 
 
 584 
 
 19 24 
 
 6^1 
 
 SCO 
 
 L.7.3 
 
 ' .7 
 
 37.2 
 
 50.7 
 
 l?..l 
 
 37.6 
 
 48.0 
 
 1-^.1 
 
56 
 
 Chapter VIII. 
 
 C/.RE BTORTBS. 
 
 Throe case stoties are given here to illustrate the three 
 typea of adjustment:- (1) no liaprovenent, (2) lartial inprovenent, 
 and (3) marked ir.provenent : 
 
 Ko« 1, Lucy, age thirteen, reported for cornduct. 
 
 Lucy was promoted froa the grade school to the Junior 
 ia.gh School in the Edddle of the school year at the age of twelTre. 
 She tms eeneraic and appeared older than she really vras. Ffer interest 
 in her school trork vras rather negligible. The teaclere coaplained 
 about her appearance. She wore "frilly" clothes and poodored and 
 painted excessively. She wag "boy stinok", but her attentions were 
 devoted to older >oy8, and those usually not in school. 7br attitude 
 in school was usually better than it vms out of school. Slie vras 
 token to task quite severly by one of the teachers for using rouge 
 and lip stick so freely. This antagonized her and made It hard to 
 approach her teroofter along thxit line. A sister had been sone- 
 ■»hat of the sane type of a girl and was sent to the Girls Industrial 
 Bchool when the father charged her ^slth incorrigibility. 
 
Of 
 
 When the visiting teaoher was asaignod to the school, Lucy '■ff&e 
 one of tho first pupils report^^d to her. A careful investigation showed 
 that ti:e hor;<a was largely r© ponsible for the child's attitude. Eesides 
 th>e sister in the Industrial School, ,a larother had been married but 
 •was later divorced fron his wife, and oame home to live. The father 
 and QOther lived togot'ier only intemittently. The father and the 
 son did little to support the famly so tii© incoiie v/os left to the 
 mother who worked at odd jobs. 'fliey moved often and usually took 
 «n old hcase wfiere rent was cheap and where the neig' bor^.ood environ- 
 Bient was unattractivsa 
 
 lAicy had no appreciation of her mother's efforts to raake a 
 living. She dressed entirely beyond her neans. In school she was 
 given the nane of "Baby vanp". Her attraction for oldor boys caused 
 her to feij^n illness and stay out of schorl to play around with 
 young nen while her mother v/as away working. S>ie finally fell in 
 with a young nan who had been an innate of the state reforiaattay* 
 Bis record after his parole was imsatisfactory and he was re-sentenced 
 for robbery. Uioy would not change her attitude toi/ard him even after 
 that* 
 
 The visiting teacher resomnended a physical examination to 
 determine if Lucy had a good reason for being absent so frequently. 
 
58 
 
 The doctor found nothing that was derioue enough tt^ Iceep her from 
 school. Ihe visiting teacher tried various plans to larouse an 
 interest in school work but Trithout succsIse. Finally V* 
 truancy officer had a conference with he J* ■which lelped foi? awhile. 
 The girl ceased iwing powder and paint a£| before, but ^«r iriind traB 
 al\9Bys wandering far afield. She was in school^- ecaiiso she feared 
 the jitvenile court. 
 
 During the stanoer of 192' while the visiting teaclier was awstj^, 
 the family nwvod to another part of the city. !Tias Pairchild was 
 under the iraprsssion that they had left the city so sl-S3 did not 
 try to trace then. Later in the year she learned of their wherea- 
 bouts and called to sec ■Hiiy Lucy waa not in school. Tto her 
 astonishraent sfie found Lucy lioldlng a baby which had been born only 
 a fev7 days before. Tine nano of the father of the child wa» not 
 divulged. 
 
 T5ie visiting teacher spent Kore time on this one case than 
 on any other case in her three years' vrork- The girl and her 
 family did not respond in a manner that could in any way be con- 
 sidered an iiBprovoJ!i«B-it. She exhausted her store of varied ^/ays in 
 dealing with problen ciiildren without making smch impression. 
 Ho«raver« lAicy did not appear resentful towards Fiss Fairchild. 
 It was a case w) ere the child nould not do anything to help herself. 
 
59 
 
 She soenod self satiBfied and t-onted to look after hor own affairs* 
 Even after the situation had reached a critical stage the visiting 
 t-acher made an endeavor to find a Job for Lucy so that she could 
 help support the fendly. Ihe work that Kiss Fairchild did n«y 
 shov up in Luoy's life out of school "but it brovight about no 
 favorable change In the school. 
 
 Ko*2 :- Bill - reported for scholarship* 
 
 Bill was in the seventh grade and reported becpuse of his in 
 ability to keep pace vrith his class* He was an unforttmate youth 
 of seventeen* The visiting teaohdr traced the cause of his 
 retardation to defective hearing and Icr nentality. las conduct 
 was good in school and his mother reported that he had always been 
 an obedient son at hone* He was large and strot^ and took a great 
 Interest in athletics. The coach discovered that Bill had 
 little difficulty in getting foot ball signals. It xras found 
 later that Sill's auditory apparatus permitted hin to hear male 
 voices better than high-pitched ones* 
 
 A physical eacanination revealed an abnormal condition of the 
 ear that ■would not yield to treetrient. A mental test shonred his 
 low reentality. 
 
 The visiting teacher listened to his mother's story and 
 learned of the son s greut desire to go to college to study 
 engineering. She understood his case and reluctantly but 
 
60 
 
 philosophically abandoned the hope th^t his drean would ever be 
 re&lised* 
 
 The boy's case vnxB pothetio- JJ© could not carry his 
 acad^Jirdc siib;iocts and nake passing grades* Ife becaine 
 despondent when he realized that h* trould be unable to qualify for 
 oollege entrance. ''© li'as urged to take prevoeational studies and 
 onit acaderiic ones but at first he remonstrated. Finally he "Bras 
 given s!ub;j©cts of his choice, iiis teachers \7ere told of the 
 situation and urged to assist hiia as much as possible. Lis interest 
 in physical training brou^t him in contact with the coach and 
 Eiany of t!ie large boys. He showed a greet developcjent in a 
 physical way. 
 
 Bill remained in school a couple of years and gained a 
 little fr(H3 his books. IJovrever, his greatest gain ca:ne from his 
 contacts in athletics. tse finally dropped out of school to dri^re 
 a track for his uncle v-lio was a contractor. I'rlille in school he 
 tried hard ond cooperated well but his physical and nental handi- 
 caps limted his progrefjs. IS.s case "was only partially adjusted, 
 but his life vrill be a little better lived because he had sotae 
 special attention at the tl*ne when his fondest dreaa was tliwnrted. 
 
Oi 
 
 No. S: Stan - referred because of attendance. 
 
 This lad, fwirteen years old and & member of t'le seventh grade 
 class attended school "very intermittently. lie usually brought an 
 excuse frcm his nother ptating that ho had been sick. Various boys 
 reported seeing him ??ith his father at the sand pit. 
 
 ;!is8 Fairchild took the case and learned at o ce that the parents 
 firere not doing; all they could in keeping the boy in school. They 
 lived close to tlie river and Stan preferred u-atchirig the lasn at the 
 sand pit rather thanottending school. He constantl7,'- coinplained of 
 not feeling wbII. jln exeraination revealed that he was much over 
 weight and vms >»ving trouble v/ith inl'eotion on his body. He 
 finally developed a very sore foot which caused him to be taken out 
 of school by the rwree. He was unable to return to school for 
 several months, but he finally recovered frcMn hie ailment and 
 returned. By supervising hia closely he was placed in good standing 
 in his classes and becane one of the most cons^cientious boys in 
 school. Through the visiting teacher's influence he was ©:nployed 
 as a messenger boy at the v.'estern Union during the summer months 
 and caiae back full of enthusiaKa in the fall and finished his 
 eight grade work. Tim noney he had nade was spent for clothes. 
 His contact irith people while in the messenger service and the 
 morale added by his nsw clothes code 'dm a different felloir from 
 
62 
 
 the one we had seen In the seventh g^rade* 
 
 This is a case of narked improvement. It took a lot of tact- 
 ful work to reclata this boy fr<Mn a stat* that would have soon 
 resiilted In a cosnplote break with the school. Ln it turned out 
 he finished the eight g^ade and vrent to v/ork at a fnirly good Job* 
 
 Just last year he \ms very Kuoh out of sorts with s younger 
 brother who had "^obs taken Into the jxivenile court becauae of 
 attendance* 
 
 The City of Ilxtchinaon, or the comiainitiefi in which he make* 
 his hone is going to have n stronger citizen because Stan was 
 referred to the visiting teaoher while in tlie Sherman Junior High 
 School* 
 
Chapter TX« 
 
 O^EE\"ATIOKS BY TE/iCI]ERS AH) OTT^ERS. 
 
 A quostioSnire was ssnt oat to all of the twenty-three teacherr 
 of the Siernan Junior Iligh School after the visitin* teacher demonstr - 
 tlon hsiA been in progress nenrly '■"■?" veers. The most important 
 question aeked «as : •*Do you beliere that t!-;© visiting teacher move- 
 ment is worth eontinEiing in our school?" nineteen of the teachers 
 replied to th© question. Sixtoen of Uiose answering were heartily 
 in favor of contiraxing the movenent; tv/o v:ere indifferent; and one 
 vras opposed to it* 
 
 Following are sone ijfiotations from the ansvrers of the teachers 
 
 n 
 to the questionaire: 
 
 (1) "1 think there should be a visiting teooher for 
 each building, for I <3o not believe that T'lss Fairchild 
 has tine to really carry out the "^ork for which she has 
 been trained. She can only follovf up the vrorst cases, 
 ■while tliere »-ire dozens of children isho could be helped, 
 w};o are not abnornal but just nead a 'lift*. Tlss Fair- 
 child gave 1T& reaeon for a different point of vierr about 
 tv.'o boys in Shoman 1*0 have provoked me to intolerance 
 many tirr^s." 
 
 (2) mI thini: the visiting teacher has been of great 
 value to fihorrxui, in t'at, .•^irrt, she is bringing about 
 t>at contact of school with home for tirhich there lias been 
 a long felt need in idl sciooif?. t-ad, sscc --d, she is 
 
 getting highly conroendable results from that contact. 
 
 ?5Qy I venture these rernark.s vrhioh I deeiTi facts? !'any of 
 
the best results of the visiting teacher's work are 
 intangible. Iter task is a diffictilt one. £>he is 
 pioneering in a field. She hap not come to us trying 
 to force her •work into the line light but she is pro- 
 ceeding cautioiiBly, efficiently, and in all sincerity. 
 She deserves tha cooperation she is getting and more if 
 r>..;'.-es'?'j'7,'-, a.id she n-^eds plenty of tine*" 
 
 (3) "In the tv/-o conferences I have had with the visit- 
 ing teac^Ter I gained s greater insight 5Lnto the hone contt 
 ditio."f? and personal i tie? of the two students discussed. 
 In one case I received advice which has helped me in ad- 
 jtisting th« case*" 
 
 ''-l) "TJ^e Tisiting teacher has been a groat help to 
 Shen!»n Schfool, bct-b in interpreting the aiae and demands 
 of the ecliool to the parents and in bringing hor-e coi^i- 
 tions and the outside interest of the child to the toaohers. 
 Tlspeclally has help been given to pupils, who h^ve been 
 beloTT str.ndRrd in their studies.— and in mar^cases companion- 
 ship Iv s been given to children who have practically no 
 liome life." 
 
 (6) "-o teachers have neither the ti?n© nor the 
 training necessary to carry on such irork efficiently." 
 
 (6) "So far as I am able to ;iudge I can see no 
 value that the visiting teacher has V-eei"; to the school. 
 The most of the cases that I know anything about have been 
 of the t7/pe of boy or girl that the school vfould have been 
 bettsr off without. I feel that tliey have daie more ham 
 to our pure, innocent pwpils than is warranted by the help 
 ^7» have beendble to give th«n. I have received better 
 i*©8u.lts when I have reported to t]:e school nirsie than when 
 I reported to the visitit)g teaoler*" 
 
 (7) "Having a visitiaag teacher in SlTemen lias con- 
 vej/ed clearly to in© sens of th© startling infoirrjation con- 
 cerning the hone conditions and environment of our students. 
 I holieve nors conferences v<rith "iter vtcnxld enable re to 
 understand more of l-.e cases.*' 
 
65 
 
 (8) "I think -.Te have not fiilly >preo?st«d our oppor- 
 tuiiity, but if ive try I believe ^t© can' derive the greatest 
 b«nefit from the work of the visiting teacher." 
 
 (9) "i;5hile it sacsns that too many have dropped out of 
 school, yet I believe t lat nore vnjuld have been dropped had 
 Miss Pairchild not vrorked so persistently to keep them in." 
 
 (10) "I believe tlie visiting teacher can solve problens 
 through her investigations •arhich the teachers would never be 
 able to solve. The teachers just know the ch.ild through the 
 class work wliile the visiting teacher kno^s }:in through the 
 hone in addition to the class room." 
 
 After the deaonstration tod been in larogress tr/o years In Ilxtohin- 
 
 Bon, Kansas, Ur, Howard •• Mudd, Director of Public Eduootion Associt- 
 
 tion of the City of Hew York, attended a \7elfare convention in liitchin- 
 
 s<m. . "hile in the city he investigated the work that vas being done 
 
 by the visiting teacher. He spoke before the Sherman Junior High 
 
 School student body in assenijly one morning and endorsed the work of 
 
 18.88 Fairohild raost heartily. He congratulated the teachers and the 
 
 students of the school on having the opportunity to work with one who 
 
 was so vitally concerned with the welfare of the school. It was his 
 
 desire tfat those who had not met Miss Fairohild should endeavor to do 
 
 so before the close of the tern. 
 
 Superintendent J»W, Govrans of the liutchinson schools v/as largely 
 
 responsible for one of the thirty visiting teachers demonstrations 
 
 being placed in that city. It was he whc sold '^e idea, which was 
 
 an entirely new one in that sohool system, to the Eoerd of Education 
 
66 
 
 and secured tVeir epproval to imrite the Jfetional Coeimittee to 
 
 inaugurate the novenent In lutchinson. It vsls upon hi» 
 
 recoanendation after t.^ie daaonstretion had been In operation over 
 
 a period of three years t'lat the &>ard of Education voted to take ov 
 
 over t e work arvSL add an additional trained visiting teacher to the 
 
 school syetesi* 
 
 Of the work done by the visiting teacher during t!)e three years 
 
 denoninstration period, I ¥«j.?i«. Gorans says, 
 
 "Tlie visiting teacher hv.es ' elped ptfiterialljr in hringing 
 about a hotter relation between the "none and t e school 
 in the bid.ldin£B in xrhich she has 'worked." 
 
67 
 
 Chapter X* 
 
 CONCLUSIONS. 
 
 The viaiting teaoher's work in the Sheran Junior High School 
 registered nart^ mstokes during the three year demonstration period. 
 It was a new idea inaugurated in a school -where the principal and the 
 teachers were not trained for it and knew little about its possibil- 
 ities. Too often, it ■5?ns looked upon as a novenent that TS'ould 
 eliminate problan oases over night, and in some instances when it v/as 
 discovered that the visiting teacher possoBsed no wand with which to 
 oura troublesome oases in an instant there was sore doubt as to her 
 usefulness in the school. There seemed to be a tendency on the part 
 of people to want the visiting teacher to do things in a miraculous 
 way* It must be one ©f the achievements of the movement to get 
 people to consider the healing of nental and social ills in the sane 
 way they view the treatment of physical ailments. In bringing a 
 patient back to partial or narked in^wovenent in health when he is 
 suffering from tubercular trouble vre do not expect the improvenent 
 to be instantaneous. Then why shaild v/e expect a child \rho is 
 affected with chronic inal-adoustinent to "take up his bed and walk" 
 
68 
 
 after t:« vieltlnf, teatfwr he* ^«^ N«r ftmt Interviaw with bin' 
 
 tfa* awudng of th© sl^isn <rf tha CenEsoranBCilth Fund prof^ess for 
 the Prtwentijwi aP Dellnqp»n^ -"It In ©eeier to prervont dellrqueney 
 than to etir« it" has o graator significance enong tl^.o teaclisra of 
 ihm S^iasiaan Jxuilor Tdgh re: ool since they oncountsred rnai^r obstacles 
 in teeXing with cases of in orrigibility oniong those reported to tfs 
 "Visiting toaeJior. 
 
 launy of tl =' one 'ui-stired five ce8a« tl»t ware reported to tlas 
 FisiixTdld etwuld liave "been treated la their pre-delinquenoy. Ihere 
 had been an ajscHrtilation ef oeees till the eohool docket vsne cro5?ded, 
 end -tthea ^lie visiting teaelier arrived t'lese oases eettned so pressing 
 tliat tle^/ orosded oi^t thoee that were less otrvioiui and lees trouble- 
 sore* Ckta third trf* the esitire nEaaber reported shotted no inprove- 
 QSRt* This was largely due to tiie fact t}«t thsy ewre in tl« stages 
 of chronic dolin^wioy wh«i referred* If the work is to ho continuo 
 in the sd-jool this error ean be a"»70ided in Vho future t>y attending to 
 them before tJ:^ roaoh th« corr«sti<»»l stage* 
 
 the siwoy ante aaong the teaohore to deiorains tiieir attit-^de 
 toi/ards the visiting teaeler ^stsrk uncovered 8ois« <rf the short G<»3inf;8 
 of t-e local prooodure. fliere was a ^neral feeling tlicit rsore 
 eooporetlon betaeen ii'jo teaehsr and the visiting teae^^r was needed* 
 
 ■aiey also desired n bettor tou'orstanding of t'seir part in tl» work 
 
 The teaohars were heartily in favor of the work 
 
69 
 
 ■but felt that it could be a greater success if t'ne above sugf;estion 
 -vere practiced aore* 
 
 The ervldences of ir?provenont in two thirds of the cases 
 reported to the visiting teacher is positive proof that her influ- 
 ence VQs felt* Statistics can never reveal tlie value of this 
 inproveraent in tJie lives of the individuals and in their contribu- 
 tions as citizens. It is easy to believe t?iat •Qie city of 
 Eutohinson has had, &n& will have a fmr less cases in the jtivonile 
 court, and in the future Tdll be less apt to contribute to the penal 
 institutions because of tlie seventy boys and girls ■who vrevQ irJ^luenced 
 by the attention of the viriting teacher. ihey are going to live 
 t}-«ir lives a little better and isqoeaee on society a little less. 
 They villadjust themselves in the social groups vith greater ease 
 and avoid some of tVie discj^ointraents of mal-adjustraent in later life* 
 
 The fact that the visting teacher danonstration rme in 
 progress for three years in the sohool caused the teachers and the 
 principal to think of retardation, truancy, cf-ironio non-attendance, 
 dellnqiienoy, and defect more in terms of cause than in terns of bad 
 conduct. Hie literatia-e concerning probleiae cases that was brought 
 into the sohool and •which "i^s read by the teachers; tl« suggestions 
 given occasionally by the visiting teachers and other social workers; 
 
70 
 
 and the awakening vrithin the teaching force gradually bxiilt up 
 a different attiti^e towards thoee dif f icul tie* among the pupils 
 which did not aanifest th^uselves openly. 
 
 For the improvement of the visiting teacher service the writer 
 wishes to recomnend that criteria "be "^orked out that can be used by 
 tiie class room teacher in deternining when a child is pre-delinquent 
 and ready to be referred to tlie visiting toac'er. If teachers are 
 equipped Trith reliable tests that^ can be applied they vrill be more 
 adeq'oately prepared to cooperate with the visiting teacher. 'without 
 sofne standardized way of detecting predelinquency tiie class roouj 
 teachers vary too such in judgment 'sihen the matter is left to them to 
 decide* 
 
 The writer vrould ^rarna gainst the publishing of reports of 
 pupil study cases even though the names, places and occupations are 
 disguised. Puch reports ray reach the liands of persons who will 
 oppose the work of tiie visiting teach«r for fear of publicity. This 
 is not a criticism of the work of 36.88 Fairchild but it is a v/arning 
 to others who h^ve jmblished detailed reports containing confidential 
 inforraation. *ere are dozens <tf sucK reports on tJ» writer's desk 
 at this tine. 
 
 Apparently it is not one of the functions of tie program to 
 follow up coses after they Ipovo school. Ikw/ever, it seens feasible 
 
that close irrotchlng might make the visiting teacher service more 
 effective. In sorae eases 'Ise Falrchild followed jwpils even after 
 they Tsere out of school and "irae able toassist then on ceveral 
 occasions. Teto often pupils drop out at tlie tLne -^hen they are oost 
 in need of personal supervision* A few ninutes spent on saeh coses 
 occasionally cdg^.t tolFter the child tip enough to tide hin over the 
 dangerous period* 
 
 If tl« service is to be continued in the Sherman School the 
 errors of the past thxee j/ears sl.ould be avoided. Biere should be 
 a clearer understanding of the vrork by the entire school staff. 
 Cooperation should be trell established. Ihere should not be a 
 repetition of the act of spending a lorgo percent of tine on cases 
 of incorrigibility at the expense of pre-delinquent cases* The 
 pupils should be vratolied more closely to prsrvent pupils from reaching 
 the delinquent stage before being referred to the visiting teacher. 
 A more complete record of each ptipil should be accessible to the 
 fffincipal and the class roon teacher. 
 
 The writer lias carefully examined the findings of the survey. 
 In some cases it has l:»en necessory to discount the favorable results 
 because of unfavorable findings. Hosever, the balance is still in 
 favor of t'e visiting teacVier work and he is ready to recomnend that 
 the Board of Education take over the visiting teacher tirork, providing 
 
72 
 
 there is some assuranoe that the sarae mistakes vlll not he repeated* 
 
 The etiidy has i^evealed the following farorable reasone for 
 
 continuing the work: 
 
 (1) A school of six Imndrod adolescent terra and girls 
 with an environnent not conducive to ideal school con- 
 ditions has many pupils vho are out of adjustraent and need 
 the attention of soms one who is trained in dealing with 
 problem children. 
 
 (2) A careful diagnosis of the one hundred five cases 
 reported by the principal and the teacher showed that the 
 underlying difficulties "srere varied and -in many instances 
 the pupils ■sere suffering from ccuse entirely different fro- 
 those noted by tiie principal and the teachers* Has showB 
 the inability of untrained individuals in dealing ?riLth 
 problem cases. 'It>o often they misjudge the "onderlying oavse 
 of the difficalty. 
 
 (3) Sixty six and ttro thirds percent of the oases 
 referred to tie visiting teacher sliowed sone degree of 
 inproveoent. A greater percent of those reported in 
 t:eir pre-delinqueney shooed in^ovement than did those 
 who were reported after tliey hod becorne delinquent* 
 
 (4) Tiie influence of the visiting teacher created a 
 watchfulness anong the teachers who sought out pre-delinque; 
 cases and in many instances re-established them isithin o 
 
 6? ort tine- 
 Co) 'tore hcKaee wor« visited and brought into olose 
 relationship with the school during the demonstration than 
 was possible before the visiting teacher seznrice 'eras 
 inaugu]:*ated« 
 
 (6) The visiting teaolier was able to bring the civic 
 agencies of the comainity into cooperation ■eritli the school 
 in dealing with pupils* 
 
( «p 
 
 (7) The demonstration proved that the vieiting 
 teacher work is not a field for a novice, because the 
 visiting teacher nust be able to "arsliol the social and 
 eduootionel forces both within the school and vdthin the 
 comaunity for clear and specific pjrposes. 
 
 (8) The principal and the teachers do not have the 
 tir« aner%kill to deal .vlth difficult probleras that nust 
 be solved t!:rough hone visitation. 
 
 (9) A health nurse is employed to look r.fter Hie 
 health of the pupils but the visiting teacher found eleven 
 pupils v7ho v<-ere suffering from physical ailments and had 
 never been reported to the nurse. 
 
 (10) EHvironnental influences that affect the child's 
 attitude towards Mraself , tormrds others, and tovmrds the 
 opportunities and obstacles of life should be so directed 
 that useful citizenship and right living are the nornal 
 outgroerth. "E-ie visiting teacher can have a big part in 
 bringing this about. 
 
 (11) Ihe majority of tlie teachers who worked with 
 this program have asked for its continuance. Ihey know 
 what it did, and place much faith in its future. 
 
 (12) Dr. Kudd made an investigation of th« work and 
 pronounced it a credit to the school. 
 
 (13) Superintendent J.n. Gowans not only recomnendet' 
 that the work be taken over by the school but also asked 
 for an additional trained visiting teacher. 
 
74 
 
 BIBLIOGBAPii; 
 
 1. Oppen^iei'"®"'* «^li^is Joi^^a 
 
 The Visiting Teacher UoVTOient with Special Referenoe 
 to Ai^nistrative Relationship*. (Thesis. Teachers ' 
 College* Columbia University) • 
 
 2. Culbert, Jeuie ?• 
 
 Ihe "^sitixig Teacher (Pamphlet) 
 
 3. Sales, Uary B« 
 
 The ProblsBi Child in School. 
 4* (Hueok, Berziardf M.B. 
 
 Some Bxtra-Curricular Problasas of the Class Eooa (Pamphlet) 
 5* KLlis, ^hel Brova 
 
 The Visiting Teacher in Boohoster . 
 
 6. HationeLl Confareacs of Cb-arities and Corrections-Proceedings, 1916: 
 
 Pages 592-598. 
 
 7. True, H. "Work of the Visiting Teaoher," in M.E.A. Journal of 
 
 Proceedings aiKl Addresses, 1916. Pp. 856-858. 
 
 8. Hodge, L. li. H 
 
 "Why a Visiting Toachert" in M. E. A. Joxirnal of Addresses and 
 Proceedings, 1917. Pp. 223-226. 
 
 9 . Brinkneyer 
 
 QLsciplinary Methods in Ifl-gh School (Thesis). 
 
 10. Xnglis 
 
 Principles of Secondary Sducation. 
 
 9 
 
 11. Cubberly, Dr.SLwood 
 
 The Principal anu l&s School. 
 
7 
 
 12 . Woodworth 
 
 Cyneunie Psychology. 
 13 * Gates 
 
 Psychology for Students of Education. 
 
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