PILOT STUDY OF A PROCESS TO DISCOVER CHILDREN 
WITH SPECIAL NEEDS
Thesis submitted to the Faculty o f the Graduate School 
of the University of Maryland in  p a r t ia l  
fu lfillm en t o f the requirements fo r  the 
degree of Doctor of Philosophy
19S3
by
Marguerite S. Fogel
L O
3131
' V \ y o c I
F O H O
UMI Number: DP70350
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iACKNOWLEDGEMENTS
*
The w rite r i s  indebted to  Dr* Edwin W* Broome, Superintendent of 
Schools fo r Montgomery County, Maryland, and to  Mr* T. H. Owen Knight, 
Supervisor of Pupil Personnel, fo r permission to  undertake th is  study.
Dr* George Osterwise, P rinc ipa l of Gaithersburg High School, and Miss 
Martha S a tte r f ie ld , P rincipal o f Gaithersburg elementary School graciously 
opened the doors of th e ir  schools and supported the w rite r  in  securing the 
p a rtic ip a tio n  of th e i r  respective fa c u ltie s . Every teacher gave hours of 
work, often  over-tim e, in  order to  make th is  study complete. Mr* Arthur 
McDonald, Counselor in  the high school, was espec ia lly  he lp fu l.
The following "team” of specia l consultants gave e s se n tia l help and 
a g rea t deal of encouragement during the whole study: Dr. Harold M itchell,
D irector of School Health, Miss Louise Dennison, Supervisor of School 
Nurses, Miss P a tr ic ia  R itte r  and Mrs. C harlotte Ayer, Public Health Nurses, 
and Miss Claudia Galiher, Health Educator from the M. C. Tuberculosis 
Association.
Dr. Glen D ildine, f i r s t  advisor, and la te r ,  Dr. I ra  J. Gordon of the 
s ta f f  of the In s t i tu te  fo r Child Study, University of Maryland, gave in ­
valuable advice and assistance throughout the study, as w ell as the other 
two members of the " th es is  commit tee" , Dr. Clarence Newell and Dr. H. G. 
Morgan. Mr. H. H. H iatt was espec ia lly  help fu l in  h is  c ritic ism s of the 
chapter on the s c ie n t if ic  method and the learning process. Miss Judith  
White and Mr. Theodore Webster aided the w rite r  immeasurably through th e ir  
work as stenographers. I f  a "dedication" were in  order, Dr. Ju liu s Fogel, 
the w r i te r ’s husband, would receive i t  fo r h is  continuing encouragement 
and b e lie f  in  the w rite r . ,
1845 jf 7 Marguerite S. Fogel
i i
TABLE OF CONTENTS
I .  INTRODUCTION -  1
1. Statement of the\Problem 1
2» Background of the Study 2
3o Purposes of the Study 6
Hypotheses to  be Tested 6
I I .  FJUNDAMENTAL ASSUMPTIONS 8
1 . The S c ie n tif ic  Method 8
2, The Value of Human Beings 10
3*‘Democratic Right to C onfiden tia lity  10
U. S c ie n tif ic  Causation of Behavior 10,
£• The Process o f Learning 11
I I I .  SELECTION OF A METHOD f 16
1. Survey of Data Available 16
2. Reports Compiled Regularly about Children and Their Families 18
3. Reports Published Regularly . 22
U. Survey of Recvent Community Studies in  Montgomery County 23
4
Survey of L itera tu re  on Other Communities 32
6 . In-Service Training Programs fo r  Teachers in  Current Use 38
7. Professional Personnel Serving Children through the
Board of Education 39
8 . D escription of Methods Used in  th is  Study v "  lt7
4
IV. THE PILOT STUDY ¥ U8
1 . D escription of the Process 1*8
. 2. Examples from Screening Sessions £ l
3* Tabulated Findings ' 71
i i i
V. EVALUATIONS > ' 8k
1 . Voluntary W ritten Evaluations 8U
2. Tabulated Evaluations of Screening Process 8£
3o Evaluative Interviews 86
VI. CONSLUSIONS AND IMPLICATIONS FOR FURTHER RESEARCH ,^ 2
VII. RECOMMENDATIONS ^ 0 $
1. A C entral S ta t i s t ic a l  F ile  of Children with Special Needs 10£
2o Adm inistrative Climate 106
V III. BIBLIOGRAPHY 108
IX. APPENDIX 110
iv
LIST OF TABLES
TABLE I .  ATTENDANCE AND MOTIONAL PROBLEMS 72
TABLE H . LEARNING DIFFICULTIES, AND GROUP TEST RESULTS l l
TABLE m .  SPEECH PROBLEMS 76
TABLE IV. CRIPPLING HANDICAPS, ORTHOPEDIC, TEETH, FACIAL AND
OTHER DISFIGUREMENTS 77
TAKE V. • RHEUMATIC FEVER, CARDIAC, GLANDULAR OR T.B. INVOLVEMENTS 78
TABLE VI* HEARING AND. SIGHT LOSS 79
TABLE VII. FOLLOW-UP REQUESTED BY SCREENING COMMITTEES 80
TABLE V III. ESTIMATED TIME FOR FOLLOW-UP 81
TABLE IX. TOTAL PUPILS STUDIED AND PERCENT SCREENED UNDER EACH
PROBLEM OR HANDICAP 82
TABLE X. TABULATED EVALUATIONS OF SCREENING PROCESS 85
TABLE XI. COMPARISON OF STATISTICS IN PERCENTAGES 96
CHAPTER I 
INTRODUCTION
STATEMENT OF THE PROBLEM 
In accord with American democratic philosophy of education, which has 
become an impelling force to  educate a l l  children, including those with 
specia l needs, the w rite r became aware of four in te rre la te d  problems which 
were o f su ff ic ie n t urgency to impel research.
1 . The f i r s t  concern was to  develop a s c ie n t if ic a l ly  v a lid  method of 
ea rly  screening of a l l  children in  order to discover specia l needs with 
emphasis on prevention of more serious problems.
24 The second concern was the need fo r in -serv ice  tra in in g  o f te a ­
chers in  four areas:
i
(a) to  develop a concept of the meaning o f symptoms and behavior5
(b) to  re lax  within th e i r  own professional lim ita tio n s  as
teachers;
(c) to  know and fe e l comfortable w ith the sp e c ia lis t  help th a t 
i s  availab le  in  re la tio n  to  specia l needs of children;
(d) to  know and fe e l free  to  use the process of r e fe r ra l  to  th is
j help.
; 3 . The th ird  concern was to  find  ways to  apply the ’’team approach”
/
/ among p ro fessional personnel serving children through the Board of
(' '-Education.
U. The fourth  concern was to develop a s c ie n t if ic a l ly  v a lid  method 
by which pro fessional personnel could feed back information and s t a t i s t i c s  
to  the community from which they were gathered, so th a t they might be use­
fu l in  planning budgets and services®
2BACKGROUND OF THE STUDY
The w rite r became aware of the problems ou tlined  above while em­
ployed as A ssistan t in  Research and la te r  as V isiting  Teacher in  the 
Montgomery County School System. I t  was p a rt of the w r ite r 's  work to 
compile repo rts  and re leases to the community and to  work with groups 
in te re s te d  in  gathering information or s t a t i s t i c s  from the school system. 
In 'th e  work as v is i tin g  teacher, the w rite r  attempted to provide specia l 
help of one kind or another fo r children who were causing th e i r  teachers 
concern. Often these problems had been allowed to  develop over a long 
period of time u n t i l  they had reached emergency proportions and only then 
was help requested. Sometimes the problem was so severe th a t  l i t t l e  could 
be done fo r the ch ild  before he passed compulsory attendance age and 
dropped out of school.
Although sp e c ia lis t  help might often  have prevented more serious 
problems from developing, teachers and p rin c ip a ls  sometimes appeared re ­
lu c tan t to c a l l  fo r th is  help. Apparently there were three p rin c ip a l 
reasons fo r th e ir  reluctance: f i r s t ,  fe a r  of appearing incompetent as
teachers; second, re a liz a tio n  th a t  special personnel could not possibly 
answer a l l  the c a lls  which schools might wish to  make; and th ird , genuine 
lack of awareness of the meaning of symptoms through which the ch ild  ex­
presses h is need fo r specia l help.
To s t a r t  with, the w rite r knew th a t there  are system atic methods in  
general use in  Montgomery County and the S tate  of Maryland fo r screening 
c e rta in  types of problems. These w ill  be described in  a l a te r  chapter.
She also  surmised th a t a g rea t deal of objective and c l in ic a l  information 
might be availab le  in  school and agency records, or known to  professional 
persftnnel acquainted with the children. These data then could be
3synthesized in to  a v a lid  diagnostic p ic tu re  su itab le  fo r an i n i t i a l  screen­
ing process* From th is  background the f i r s t  purpose of the research was 
boms
To develop a s c ie n t if ic a l ly  va lid  method fo r screening a l l  children 
to discover those with specia l needs.
While attempting to  implement one democratic r ig h t, the w rite r wished 
to  exercise care th a t  o ther r ig h ts  were not neglected. She was aware th a t 
in  some to ta l i ta r ia n  countries children are ”screened” a t  an early  age, 
c la s s if ie d  and planned fo r with l i t t l e  p a rtic ip a tio n  in  the process e ith e r  
by the ch ild  or h is  family. This puts the ch ild  in  the position  of a 
”puppet” to  be manipulated by the au th o ritie s  in  the educational s e ttin g . 
Therefore, the w rite r was most eager th a t the ch ild  and h is  family be pro­
tec ted  in  th e i r  r ig h ts  to  accept or re je c t each step  in  the process of 
screening; and also  to  accept or re je c t  any re fe r ra l  to  such specia l help 
as might be suggested. This p ro tec tion  in  the screening process i s  es­
p ec ia lly  important in  the m atter of co n fid en tia lity . The ch ild  or h is  
family have a r ig h t to  withhold medical or so c ia l information and ce rta in ly , 
i f  they do give i t ,  they need every assurance th a t i t  w ill not become 
common gossip. The second purpose then was*
To use methods of screening which would maintain adequate democratic 
co n fid e n tia lity  fo r medical and soc ia l information.
The in -serv ice  tra in in g  aspect of such a screening process commended 
i t s e l f  as of prime importance. Not only do teachers need to develop the 
”fe e l” of the meaning of symptoms and behavior and of where to tu rn  fo r 
specia l help, but also  the specia l consultants need to  lea rn  to id en tify  
with teachers.
Many teachers have developed an awareness th a t  there  i s  some s c ie n tif ic
utreatm ent fo r  problems they face d a ily  in  the classroom with th i r ty  or
fo rty  children. However, they often  fe e l he lp less and g u ilty  because
they cannot apply th is  treatm ent. Special consultants need to  11 fe e l with”
teachers in  these s itu a tio n s  and recognize the many o ther demands on th e ir1
time from adm inistrative d e ta ils  and records and from ex tra -cu rr icu la r  
a c t iv i t ie s  with students. Ruth Strang has given a most sensitive  t r e a t -  
ment to  the ro le  of the teacher who wishes to  use the "personnel approach" . 
The th ird  purpose which the w rite r  was most eager to accomplish was:
a
To screen children so th a t the process would have educational value 
fo r the screeners themselves.
%
The w rite r had specia l tra in in g  and experience in  three professions: 
teaching, which included vocational guidance counseling; family and c h il­
dren’s case work; and psychotherapy with children . From th is  m u lti­
d isc ip lin ed  background the w rite r  became aware of two p ro fessional ap­
proaches' which may be used to  help solve problems o f children*
One may be characterized as the "expert-consultant approach”, in  which 
any one p ro fessional d isc ip lin e  fee ls  th a t i t  i s  the center and a l l  o ther 
professions are merely adjunctive to  i t s  plans and goals. A fter p a r t i c i ­
pating in  a conference where one profession has called  on another one fo r 
help in  solving the problems of a ch ild , the w rite r  has been surprised 
and dismayed a t the expressions of supercilious in te r-d isc ip lin e  patronage 
which sometimes reached the poin t of r id ic u le  of one profession by another* 
Cooperation i s  d i f f ic u l t  when p ro fessional defenses are up, and sometimes 
children su ffe r from segmentation as a re f le c tio n  of the problems of th e ir  
helpers.
^Ruth Strang, Role of the Teacher in  Personnel Work, Columbia Univer­
s i ty  Press, New YoricT IJ35. p. UBO.
5The w rite r  has a lso  had experience in  what i s  known as the 11 team 
approach11 in  a c lin ic  se ttin g . In th is  approach no one profession domi­
nates but cooperation i s  developed in  s ta f f  discussions and in te r -d is c i-  
p line  conferences. The c h ild 1s unique needs are the p rin c ip a l c r i te r ia  
fo r assigning p rofessional help. From personal experience the w rite r i s  
convinced th a t th is  11 team approach11 affords the most economical use of 
pro fessional time as w ell as the g rea tes t b en efit to  an indiv idual ch ild . 
The fourth  purpose of th is  study was*
To discover how to  fo s te r  the ”team approach” among professional 
personnel serving children  through the Board of Education.
As hinted e a r l ie r ,  teachers o ften  h e s ita te  to c a l l  fo r  specia l help 
because the consultant personnel are over-burdened as i t  i s ,  y e t the com­
munity h e s ita te s  to se t up add itional serv ices without a s c ie n t if ic  method 
^ o f ju s tify in g  budgets. A number of community groups have attempted to  
solve th is  problem on both S tate  and lo ca l lev e ls . At the present time, 
there are many types of reports required from the schools and o ther commu­
n ity  agencies. During the p ast five  years a number of c it iz e n  groups and 
committees ac tu a lly  have attempted to make studies in  order to ju s t ify  
budget requests. However, when a conmunity wishes to  count and plan fo r 
a l l  of i t s  children, including those with specia l needs, the problem 
assumes almost frigh ten ing  complexity.
Such fac ts  as height, weight, number of days present in  school, liv ing  
or dead paren ts, e tc . ,  have to  be re la ted  to  the way the child  fe e ls  about 
h is heigh t, weight, school, parents and how the s ig n if ic a n t adu lts in  h is 
l i f e  rea c t to  him. Feelings and values become data to be considered in  
such a  study. The question has been raised* Can s c ie n t if ic  consideration 
be given to such data? From search of l i te ra tu re  and from personal ex­
perience the w rite r  believes th is  i s  possib le . Therefore, the f i f th
6purpose was:
To find methods of gathering s c ie n tif ic a lly  v a lid  s t a t i s t i c s  su itab le  
fo r community planning*
PURPOSES OF THE STUDY
The purposes o f the study may be summarized as follows: To do a
p i lo t  study, with a process:
1 . To develop a s c ie n t if ic a l ly  v a lid  method fo r  screening a l l  c h il­
dren so as to discover those with spec ia l needs*
2. To use methods of screening which w ill  m aintain adequate demo­
c ra tic  c o n fid e n tia lity  fo r medical and so c ia l inform ation.
3* To screen children  so th a t  the process w ill  have educational 
value fo r  the screeners themselves.
k . To discover how to  fo s te r  the ’’team approach” among p ro fessional 
personnel serving children through the Board of Education.
5* To find  methods of gathering s c ie n t if ic a l ly  v a lid  s t a t i s t i c s  
su itab le  fo r  community planning*
Correlated with these purposes the w rite r se t up a number of hypo­
theses which would lim it the study and give i t  sharper focus.
HYPOTHESES TO BE TESTED
1. I t  i s  possib le  to  screen a l l  ch ildren  in  public school so as to  
discover those with sp ec ia l needs.
2. I t  i s  possible  to  gather s t a t i s t i c s  about children with specia l 
needs which meet s c ie n t if ic  standards of va lid ity*
3. I t  i s  possible  to  screen and repo rt findings more accurately  and 
comprehensively than i s  done a t  present*
U* I t  I s  possible  fo r a ’’team” of teachers and spec ia l consultant
7personnel to  do th is  s c ie n tif ic  screening.
5. I t  i s  possible  fo r  ce rta in  educational side e ffe c ts  to  accrue to 
the p a rtic ip a n ts  on a “team11 of teachers and specia l consultants screening 
children with specia l needs.
6. I t  i s  possible to  maintain adequate democratic c o n fid en tia lity
fo r  medical and so c ia l information.
7. I t  i s  possible to  discover ways to  fo s te r  the “team approach*1
among p ro fessional personnel serving children in  an educational se ttin g .
8. I t  i s  possible to  gather s t a t i s t i c s  which are su itab le  to be used 
fo r  budgets and community planning.
9* I t  i s  possib le  th a t th is  process of screening children  with specia l
needs should be recommended fo r  use in  o ther schools.
10. I t  i s  possible  th a t th is  process o f screening children with 
specia l needs has value fo r each ch ild  screened,,
CHAPTER I I  
FUNDAMENTAL ASSUMPTIONS
THE SCIENTIFIC METHOD 
As hinted e a r l ie r  in  the Introduction, one of the fundamental assump­
tio n s  which the- w rite r  takes fo r granted i s  th a t the s c ie n tif ic  method can 
be applied to gathering and in te rp re tin g  data about children. Some d e fin i­
t io n  of the term n s c ie n tif ic  method11 needs to  be sta ted :
I t  s ta r ts  with a question or hypothesis so worded as to  suggest a 
means of co llec ting  experimental data which when c la s s if ie d  in  an orderly  
manner w ill  support or invalidate  the hypothesis.
In a study such as th is  where measurable fac ts  have to  be co rrelated  
o r synthesized with values, i t  i s  possible to  modify the s c ie n tif ic  method 
but s t i l l  maintain i t s  important c h a ra c te r is tic s . Douglas Scates says:
The assessment of human values i s ,  in  many respects, no 
d iffe re n t from research of physical science. Physical science 
i t s e l f  i s  not e n tire ly  divorced from values, since i t  re s ts  on 
a se t of objectives and standards which i t  takes fo r  granted.
In sim ilar manner, by assuming goals and c r i te r ia  appropriate 
to  i t s  work, the d ire c t study o f values may also develop in  
keeping with the s c ie n tif ic  t r a d i t io n .1
I t  i s  necessary, therefore , to  recognize two leve ls  of data. The 
f i r s t  includes t e s t  scores, v i ta l  s t a t i s t i c s ,  grades, descrip tive  in fo r­
mation about environment, and anecdotes describing behavior.
The second type of data are value judgments o f children. This in ­
cludes how these fac ts  and methods of behavior look and fe e l  to  the ch ild . 
Another type of value judgment which i s  d ea lt with in  th is  study includes 
the p rejud ices, hab its  of thought and automatic reactions o f teachers and
^Douglas Scates, ’’Some Problems Connected with Evaluation”, Journal 
of Ed. Research, XLV: £99 , A pril 1952.
9other specia l personnel.
The s c ie n tif ic  approach demands th a t the indiv idual or group -which 
attem pts to work w ithin i t s  framework maintain a spec ia l type of awareness. 
He must be aware of what he assumes to be tru e , h is  value judgments and 
p rejudices in  studying cause and e ffe c t. Simultaneously, he must also 
withhold f in a l  judgment during a period in  which he gathers and considers 
da ta , ye t keep in  mind h is purpose — what he would lik e  to do about i t  
— during the whole process. I t  i s  th is  d isc ip lined  awareness which makes 
the method s c ie n t if ic  when dealing with subjective values and a tt i tu d e s .
Since th is  type o f awareness of personal prejudices i s  lim ited in  
every ind iv idual, g rea te r v a lid ity  may be gained i f  a group of such d is c i­
plined indiv iduals agree on the c la s s if ic a tio n  of data.
To summarize, the s c ie n tif ic  method may be id e n tif ie d  by the following 
c r i te r ia :
1. I t  begins with a question which must be worded or delim ited 
so th a t data may be co llec ted  to  answer i t  decisively .
2. Assumptions, o r what i s  taken fo r granted, must be s ta ted  
and kept in  mind throughout the study.
3. Data must be collected  and c la ss if ie d  in  a systematic and 
orderly  way.
U. Data are considered v a lid  i f  co llec ted  according to  p re­
scribed procedures.
5. G reater v a lid ity  may be assumed i f  a group of d isc ip lined  
ind iv iduals agree on the, c la s s if ic a tio n  of data .
t '
6. Findings and conclusions are always ten ta tiv e  and subject 
to fu rth e r research .
7. Findings are considered v a lid  only in  so fa r  as the re s u lts
10
are reproducible by others using the same assumptions and methods.
In accordance with the c r i t e r i a  fo r the sc ie n tif ic  method, i t  i s  
necessary to s ta te  what i s  taken fo r granted before attem pting any study. 
The f i r s t  assumption which the w rite r has already outlined in  the para­
graphs above i s  th a t the s c ie n tif ic  method i s  applicable to the problem. 
Other assumptions are l is te d  below:
THE VALUE OF HUMAN BEINGS 
AH human beings are valuable and worthy of respect. This includes 
the physically  and'mentally handicapped, the emotionally d isturbed, and 
the c u ltu ra lly  o r anthropologically d if fe re n t.
DEMOCRATIC RIGHT TO CONFIDENTIALITY 
One aspect o f respect fo r human beings includes the r ig h t of an in ­
d iv idual o r h is  family to keep medical and so c ia l information confiden tia l 
unless he or they free ly  give permission fo r  i t s  re lease .
SCIENTIFIC CAUSATION OF BEHAVIOR
1. The learning and behavior o f human beings are caused as 
they develop through time.
2. The causes of behavior and learning are m ultip le , complex, 
and in te r- re la te d .
3. At the present s ta te  of research, no methods have been de­
vised fo r  discovering a l l  the causes operating to  produce behavior in  an 
indiv idual a t  a given moment. Neither can one-to-one causal re la tionsh ips 
be estab lished .
U. However, through s c ie n t if ic  synthesis i t  i s  possible to 
a rrive  a t  a statement of what causes may be operating and producing ob­
served e ffe c ts .
11
£. The minimal range of fac to rs  and processes th a t  must be 
taken in to  consideration in  arriv ing  a t  a synthesis of cause and e ffe c t 
in  the behavior of an ind iv idual arei
a . Physical fac to rs and processes*
b. The clim ate of a ffec tio n  in  which the indiv idual liv es  
— re la tio n sh ip  to close re la tiv e s  or family su b s titu te s .
c* His s ta tu s  and re la tio n sh ip  to  h is  peers and s ig n i f i ­
cant groups.
d. His so c ia l background and dynamics, c u ltu ra l pa ttern s
and community.
e . His p o te n t ia l i t ie s ,  cap ac ities , ap titudes, s k i l ls ,  
knowledge, in te re s ts ,  a tt i tu d e s , values and goals.
f* His adjustment processes — how he acts under emotional 
s tre s s  and what s itu a tio n s  create  p leasan t and unpleasant emotions.***
THE PROCESS OF LEARNING
The w r i te r 's  b e lie fs  about the process o f learning are undoubtedly 
colored by her "m ulti-d iscip line" background — education, soc ia l case 
work and psychotherapy. The monumental works of Van Helmholtz, Thorndike, 
Pavlov, Lewin, Dewey, Ebbinghaus, Binet, Watson and o thers are ce rta in ly  
not to  be ignored. However, the w r ite r 's  g rea tes t concern i s  with moti­
vation  and readiness, especially  in  attempting to  promote in -serv ice  
tra in in g  of teachers and to develop the "team approach."
The w rite r  believes th a t psychotherapy i s  e sse n tia lly  a process of 
breaking down hab its of thinking and feeling  reactions and re-education
^These fundamental assumptions about s c ie n tif ic  causation of human 
behavior were compiled by the Commission on Teacher Education se t  up by 
the American Council on Education, and reported by Dr. Daniel A. P rescott 
i*1 Development, Vol. 19, Nos. 1 and 2, March to  June, 191*8.
12
toward new s e l f ■discovered goals and h ab its . The w rite r fee ls  th a t any 
education of adu lts which hopes to touch a ttitu d e s  and values has psycho­
therapeutic  overtones, i f  one accepts the above definition., She therefore 
sees l i t t l e  value in  in -serv ice  tra in in g  goals which are imposed from with­
out on teachers o r other personnel.
During the w r ite r ’s tra in in g  fo r  so c ia l case work and as a psycho­
th e ra p is t, she experienced a g rea t deal o f re-education and re -o rien ta tio n
of concepts and values which brought about changes in  behavior in  re la tio n  *
!
to  pdople. This type o f re-education fo r the w riter had psychotherapeutic 
overtones and took place in  conferences with her supervisors and in  s ta f f
meetings.
/
The f ie ld  o f soc ia l work has borrowed some aspects o f the tra in in g  
process used by psychoanalysts and has developed a type of supervision 
which i s  unique. Supervision in  so c ia l work attem pts to  bring about basic 
character changes in  the supervisee.1 S k ills , techniques and methods are 
ce rta in ly  a p a rt o f learn ing . Many fac ts  are u t il iz e d  in  a rriv ing  a t
i
diagnostic decisions and case planning, but the very personal element of
the needs, defenses, and psychological pa tterns of both the c lie n t  and the
case worker are included in  th is  process of c lin ic a l  thinking through to
the so lu tion  of a problem with the help and support of a supervisor. I t
i s  taken fo r granted th a t the professional person i s  a human being with
dynamic mechanisms which in te ra c t with those of h is c lie n ts , and in  order
to  give serv ice , he not only has to be aware of h is c l ie n ts ’ pa ttern s of
1
behavior but also  of h is  own. 2 In such an educational experience a
^Jordan Hamilton, Theory and Practice o f Social Casework, Columbia 
U niversity Press, New York. Chapter I I ,  p. 2?. ’’the Use of R elationship .” 
1951.
^Margaret Williams, Supervisions P rincip les and Methods, Womans Press, 
New York. Chapter I I I ,  p. o .  fu n c tio n s  of Supervisions Education or 
Teachingo” 1950®
13
tremendous amount o f fac tu a l data i s  absorbed because i t  i s  needed fo r 
use in  re la tio n  to  a specific  case problem, but these fac ts  f a l l  in to  
secondary place in  the view o f the caseworker when compared with the 
changes in  fee lings and a tti tu d e  which accompany th is  process of c lin ic a l  
supervision and support.**-
Along with th is  type of indiv idual supervision, c lin ic  s ta f f  meetings
2serve as another most usefu l educational experience. Here i t  i s  possible 
to  hear many points o f view in  re la tio n  to  one case. Here the d iffe re n t 
p ro fessional d isc ip lin es  bring unique types of awareness in to  focus and 
"educate each o ther."  In a sense, a se ries  of s ta f f  meetings may be likened 
to  group supervision of each p a rtic ip a n t in  which each profession uses a l l  
the other p a rtic ip a n ts  and in  tu rn  allows him self to be used fo r the good
o f the c l ie n t .^
The in -se rv ice  tra in in g  experiences described in  th is  study are an 
attem pt to  modify th is  type of educative process and to  make i t  applicable 
to  groups of teachers and the team of consultants availab le  through the 
Board of! Education.
Ty^es of Learning. Much of the learning described above which the 
w rite r  experienced was through in tro  jec tio n  — catching new thought p a t­
te rn s  and a tti tu d e s  from a professional associate  who had them already.
i
This p ro fessional associate  might be e ith e r  a supervisor or a peer in  
s ta f f  meetings.
; -^"Development of S ta ff  Through Supervision." Family Welfare Associa­
t io n  of America. A re p rin t of a r t ic le s  in  The Family, New York.
2Trecher, Harl^igh B. Group Process in  Adm inistration, Woman's Press, 
New York, 19§0.
^Margaret Williamson, Supervision—Princip les and Methods, Woman's 
Prefes, New York, 19^0.
lu
Another type o f learning occurs through shock or traum atic experience. 
Trauma produces immediate learn ing , a res tru c tu rin g  o f  the perceptual 
f ie ld  th a t  has been sha tte red . I f  the shock i s  strong enough, one is  
forced to  re - in teg ra te  around the trauma. However, i t  o ften  produces a 
repression  of old learning and simply builds a new o rien ta tio n  on top of 
the repressed learning which, in  turn , t i e s  the indiv idual up with un­
solved c o n flic ts . For th is  reason, in sig h t from trauma or d ire c t a ttack  
seldom re s u lts  in  improved objective o rien ta tio n . Much educational super­
v ision  which the w rite r  has experienced has been of the shock or trauma 
v a rie ty  in  which the supervisor o r p rin c ip a l censes in  as the a ll-w ise  
au tho rity  to  hand down c ritic ism s.
The w rite r  believes there are two types of motivation fo r  learn ing . 
One i s  pain m otivation which produces automatic avoidance reactions. One 
learns to duck automatic a l ly  when the teacher speaks in  a ce rta in  tone of 
voice. The o ther m otivation i s  based on pleasure, on the fee ling  of ex­
panding, f u l f i l l in g  one*s s e lf ,  of g rea te r power and worth. This type of 
learning o ften  comes as a re s u lt  o f in s ig h t.
In sigh t which comes as a side e ffe c t o f same o ther a c tiv i ty , such as 
discussing and planning fo r  every ch ild  in  one’s c la ss , i s  le s s  l ik e ly  to 
be thought of as a d ire c t a ttack  o r pa in fu l than o ther types o f d iscus- 
sions in  which the supervisor may make a d ire c t c ritic ism  which can be 
in te rp re ted  as a traum atic experience. Therefore, i t  would seem th a t more 
learning can occur where the individual fe e ls  comfortable. D irect a ttack  
on the b e lie fs  of an indiv idual more o ften  brings grudging'"conformity to 
avoid pain than any genuine learning through in te rn a l re in teg ra tio n .
When genuine in s ig h t occurs, i t  involves a res tru c tu rin g  of the way 
the world looks and fee ls  to the indiv idual, which, in  tu rn , produces
15
automatic changes in  a tt i tu d e s  and behavior p a tte rn s .
Another process of learning i s  through t r i a l  and e rro r . When an in ­
d iv idual i s  attem pting to  lea rn  something as complex as new p a tte rn s  of 
behavior through t r i a l  and e rro r , h is  t r i a l s  are usually  observed as ro le s . 
Children play house. Teachers try  out new ways of d isc ip lin e .
To the observer, ro les or t r i a l s  often  appear insincere and super­
f i c i a l .  However, i f  the experimentor i s  aware of what he i s  doing as a 
t r i a l  and e rro r  process and learns how to evaluate and analyze h is suc­
cesses and fa ilu re s , th is  may be a most usefu l way of learn ing .
Summary of Fundamental Assumptions. The s c ie n tif ic  method may be 
applied to  a tt i tu d e s  and values aB w ell as so-called  fac tu a l da ta , i f
c e r ta in  orderly  c r i t e r ia  are followed. A ll human beings are valuable and
have a democratic r ig h t to  keep medical and so c ia l information confiden­
t i a l ,  There i s  a minimal range of fac to rs  and processes which must be 
taken in to  consideration in  studying cause and e ffe c t o f behavior in  human 
beings. F ina lly , the educative process i s  a gradually  increasing consen­
sus between the teacher and the student regarding the subject m atter, 
which has been mutually agreed upon, and id ea lly  involves re in teg ra tiv e  
changes in  both the teacher and student.
CHAPTER I I I  
SELECTION OF A METHOD
SURVEY OF DATA AVAILABLE
Through the years, in  answer to  the expanding v ision  o f the meaning 
of fac tu a l data, many types of records have been developed in  Montgomery 
County. Some of these are required fo r reports to  the S ta te  Department 
of Education; o thers have been s e t  up e ith e r  through the Montgomery County 
School System or the Montgomery County Health Department; s t i l l  o thers have 
been worked out by the adm inistration and facility  o f an ind iv idual school.
The f i r s t  and most comprehensive record i s  the p u p il 's  permanent 
record card. There are two forms: one fo r grades one to six  (See Appen­
dix A l )  and one fo r grades seven to  twelve (See Appendix A 2 ). These two 
permanent record cards have a wealth of fac tu a l information about the ch ild  
him self and about h is  family background. For example, the b irth p lace , 
c itizen sh ip , education, m arita l s ta tu s  and occupation of paren ts; number 
of brothers and s is te r s  with whom the ch ild  l iv e s , whether paren ts, guar­
dians or o ther; the educational f a c i l i t i e s  of the home, such as lib ra ry , 
magazines, rad io , e tc . ,  and estim ates o f how much work the ch ild  has to  do 
a t home. There are check l i s t s  evaluating personal and so c ia l re la tio n s  
of the ch ild , fac tu a l data about ex tra -cu rricu la  a c t iv i t ie s ,  vocational 
in te re s ts , work experience, and ac tual grades earned, as w ell as the yearly  
attendance record, including names of schools attended. There i s  also  a 
record of standardized te s ts .
Another permanent record which follows the ch ild  through h is school 
career i s  the P u p il 's  Medical Record. (See Appendix A 3) This record 
includes c e rta in  fac tu a l data about the c h ild 's  name, age and family, plus 
a record of immunizations, i lln e s se s , name of family doctor, location  of
17
add itional confiden tia l information in  p riva te  medical f i l e s  and space 
fo r notes from routine medical checks by the school physician. On the 
back, space is  allowed fo r notes on teacher-nurse conferences, parent con­
ferences, home v i s i t s ,  physician conferences, e tc . Aside from th is  medical 
record there  i s  another form called  Teacher's Observation of P u p il's  Health 
(3ee Appendix A U), which may be used as a guide fo r teachers to note and 
check, with dates, e tc . ,  to  help spot symptoms of i l ln e s s  and c a l l  them to 
the a tten tio n  of the proper people. These symptoms are grouped under 
general condition and appearance, eyes, ears , nose and th ro a t, skin and 
scalp, te e th  and mouth, growth, posture and musculature, and behavior.
Aside from these permanent record cards there i s  a separate cumula­
tiv e  fo lder fo r specia l records about each ch ild . Such things as notes 
from parents excusing the child  because o f i l ln e s s  o r other reasons, notes 
about d isc ip lin a ry  measures taken by the adm inistration or teacher, notes
about specia l c rise s  in  the l i f e  of the ch ild , are kept in  th is  f i le .  I t
i s  destroyed a t  the end of the c h ild 's  school career. This cumulative 
fo lder has a wealth of subjective and co lo rfu l m ateria l which gives many 
clues to the c h ild 's  home l i f e  and general c u ltu ra l background, as w ell 
as health  s ta tu s .
So f a r  as fac tu a l records are concerned, there was only one type of 
data which the w rite r  did not find . This was a consisten t record of the 
specia l services to  which the ch ild  was re fe rred , with date and type of 
service mentioned. Such specia l services as pupil personnel, school nurse, 
school psychologist, home teaching, l ip  reading and o ther community se r­
vices such as Mental hygiene C lin ic , Social Service League and Welfare
Board were not noted on a required report form.
Along with the records which are kept ro u tin e ly  by the school and the
18
school nurse there are many o ther types of records "which community agen­
cies keep about children whom they serve. For instance, each c lin ic  in  
the Health Department has an individual record on every p a tien t seen. The
public health  nurses have exhaustive records of fam ilies whom they v i s i t
\
during the year, (See Appendix A 5) The Welfare Board keeps exhaustive 
process records which contain both fac tu a l data and professional evalua­
tiv e  or d iagnostic impressions. The Social Service league also keeps 
sim ila r process records of every family o r c lie n t . The Mental 
C lin ic  records psychological and psych iatric  diagnostic services as w ell 
as extensive so c ia l background data , which are kept in  con fiden tia l f i l e s ,  
about every p a tie n t accepted. A running record of treatm ent progress i s  
also maintained.
These agencies in  a sense are responsible to  the public because they 
are supported e ith e r  by tax funds o r through contributions to  the Community 
Chest. Their records are made availab le  when the c lie n t  o r p a tie n t gives 
permission, and the information can be released  to a responsible, p ro - ' 
fessiona l person.
There i s  also  a tremendous body of unrecorded information known to 
teachers, p rin c ip a ls , nurses, v is itin g  teachers, so c ia l workers and o ther 
personnel which can be o f inestim able value in  formulating the needs of a 
p a r tic u la r  ch ild  i f  a l l  these sources can be tapped.
REPORTS COMPILED REGULARLY ABOUT CHILDREN 
AND THEIR FAMILIES
School System. At the end of the month each teacher i s  required to 
tu rn  in  her re g is te r  which contains a record of each pup il enro lled , number 
of days present or absent, la te  re g is tra tio n s , withdrawals, e tc . At the 
end of the year th is  information i s  compiled in to  an annual report called
19
"P rincipals and Teachers Report of Enrollment, Attendance and Promotions," 
(See Appendix B l )  which, in  tu rn , the county school adm inistration tabu­
la te s  in to  a county report fo r the S tate Department of Education.
Items o f specia l in te re s t  to  the community, which might be picked up 
from th is  rep o rt, are:
1. Source of Enrollment — the number of tran sfe rs  from school 
to  school, in  and out of the county, and even from one room to another*
2. Causes of Late Entrance.
3. Causes of Withdrawal, such as tra n s fe r , committed to  an in ­
s t i tu t io n ,  en tering  the armed serv ices, mental or physical incapacity , 
marriage, economic reasons, e tc .
Li. Causes o f Promotion and non-Promotion, as w ell as the grade 
and sex where these occur.
The School Census. The most comprehensive general report on a l l  
ch ildren  in  Montgomery County, o ther than the national census, i s  the b i ­
annual school census, which the superintendent i s  required by s ta te  law 
to  take of a l l  children between the ages of 6 and 18.^
The S ta te  Department of Education sends out in s tru c tio n s  and pro­
vides the blanks (See Appendix B 2) fo r tabu lating  the data . As may be 
noted, not only i s  the name and address o f every residen t ch ild  required,
but also h is  age, school he i s  a ttending, and information about any handi­
caps he may have, including those which may prevent h is going to school.
The superintendent in  each county i s  a t  l ib e r ty  to  delegate the cora-/
p ila tio n  of the census as he sees f i t ,  except in  Baltimore where the police 
are required by law to take the census. In Montgomery County the o v e r-a ll
■^School Lagws of Md., Vol.! XXVIII, No. 2, A pril 19U8, Baltimore*
S ta te  Dept, of Ed., pp. 26, 32^ , 55, 136-37, 176-77, 179.
$
*
20
supervision of the census i s  delegated to  the supervisor of pupil personnel 
and the p rin c ip a ls  of lo c a l  schools are in  turn  made responsible fo r the 
d ire c t house-to-house check* The p rin c ip a ls  are a t  l ib e r ty  to  c a l l  on 
volunteers from the P. T. A. to a s s is t  in  th is  operation* Rarely are 
teachers called  upon to p a rtic ip a te  in  the ac tual house-to-house v is i ta t io n .
In  each lo ca l community the job is  carried  out with varying pro­
cedures and with great d ifferences in  the f in a l  accuracy of the re s u lts .  
Although the categories fo r c lassify ing  children are reasonably general 
and require  a minimum amount of p rofessional judgment, the use of volun­
tee rs  means th a t a neighbor comes ringing the door b e ll  of the parents of 
a handicapped ch ild  asking very personal questions about h is  handicap, 
diagnosis, and treatm ent. I f  the volunteer i s  reasonably conscientious, 
the questioning i s  l ik e ly  to  become embarrassingly personal. Legally, 
parents are required to  give th is  information to  the census taker. In 
p rac tice , handicapped children are sometimes concealed in  c lo sets or 
hustled  out of s ig h t.
Another disadvantage of taking census in  the present manner i s  the 
rap id  population change which makes the figures obsolete before they can 
be tabulated  and reported. This i s  graphically  i l lu s t r a te d  on Page 21.
Expected school populations in  various areas have to be checked a t4
the minimum of twice during every school year. Even with the most carefu l 
checking of building perm its, v i t a l  s t a t i s t i c s ,  e tc . ,  and the use of 
s c ie n t if ic a l ly  te s ted  formulae, actual re g is tra tio n s  are sometimes 
rad ic a lly  d iffe re n t from p red ic tions.
Since the ac tual data co llec ted  by volunteers i s  so variab le  from 
I
neighborhood to neighborhood and the figures become obsolete within days
21
STUDENT ENROLLMENT 
IN MONTGOMERY COUNTY SCHOOLS
§  EQUALS I.OQQ STUDENTS
1941 "
1942
1943
1944
1945
1946
1947
1948
1949
1950
1951
inning i tmt
| ^ |
iwti 
iiiii tiiii iiiii iiiii if fit iff
From County Manager1 s Report—1951
or weeks a t  the most, the w rite r  questions the value of the school census 
as i t  i s  now taken.
Other Agencies. At the end o f each month the nurse makes a report 
of how she uses her time. This includes the number of p a tien ts  she saw 
with some c la s s if ic a tio n  as to  the type, number o f c lin ic s , number of 
home v i s i t s ,  number o f meetings attended, number of conferences, e tc .
(See Appendix B 2) This in  tu rn  i s  compiled in to  a county repo rt and 
mailed on to  the 3 ta te  Department o f Public Health. (See Appendix B 3)
There are a lso  carefu l s t a t i s t i c s  kept on the number of p a tien ts  seen 
in  a l l  c lin ic s  o f the Public Health Department. However, when the w rite r 
requested some breakdown of diagnostic categories of p a tie n ts , th is  type
22
of s t a t i s t i c  was not available# In other words, a p a tien t may be seen 
and recorded as examined but there the s t a t i s t i c a l  repo rt stops#
The Department of Public Welfare i s  required to  prepare a monthly 
rep o rt and an annual repo rt (See Appendix B U) which contains information 
about number of c lie n ts , number of home v i s i t s ,  number of workers, e tc 0 
The Juvenile Court, another public in s t i tu t io n , prepares s t a t i s t i c a l  r e ­
po rts  regu larly  about the type of ch ild ren ’s cases seen fo r formal and 
informal hearings, types of complaints and the d isposition  made of these 
cases. (No form availab le) The Social Service League prepares a report 
fo r the Community Chest and Council, s ta tin g  number of c lie n ts  and type o f 
service given (See Appendix B 6 ). The Mental Hygiene C lin ic  prepares a 
rep o rt fo r the S tate  Department of Mental Health, as well as fo r the 
Community Chest, which gives ce rta in  types of s t a t i s t i c a l  information 
about i t s  serv ices to the community (See Appendix B 7)#
REP0BT3 .PUBLISHED REGULARLY 
Aside from the repo rts  prepared by the various departments and agen­
c ies  to  be f i le d  with th e ir  adm inistrative superio rs, another type of 
repo rt i s  published by most of them# Some s t a t i s t i c s  are given, but the 
fac ts  and information are in te rp re ted  fo r  public consumption. A ttention 
i s  given to the form in  which information i s  presented# The most compre­
hensive repo rt o f th is  kind i s  published by the County Manager (See 
Appendix C 1). This contains many graphs and charts as w ell as p ic tu res  
of a l l  departments of the county government.
The Board of Education publishes several types o f repo rts . Each 
year the f in an c ia l report comes out in  county newspapers# Communications
4
to  Parents (See Appendix C 2) are sent home a t  in te rv a ls  during the school
23
year. These communications deal with questions and give information which 
the adm inistration fee ls  w ill in te re s t  parents a t  the p a rtic u la r  time of 
pub lication .
The Health Department publishes an a ttra c tiv e  l i t t l e  booklet describ­
ing i t s  serv ices (See Appendix C 3) and the Juvenile Court also puts out 
a sim ilar type of rep o rt. (No complete repo rts  were availab le  to  include 
in  the Appendix but excerpts were duplicated in  Appendix C li)
The Mental Hygiene C lin ic  and the Social Service League of Montgomery 
County prepare reports which are mimeographed and presented a t  th e ir  annual 
meetings. (See Appendices C $ and C 6 ) Other community agencies such as 
the T. B. Association, the Crippled C hildren 's Society, the Cerebral Palsy 
Association, the Lay Health Fund, the Community Chest and Council, e tc . ,  
a lso  prepare reports which are  d is tr ib u ted  to  the public in  various ways.
SURVEY OF RECENT COMMUNITY STUDIES 
IN MONTGOMERY COUNTY 
Community groups have become in te res ted  in  the problem of adequate 
information to be used fo r community planning. In 19U8 the Eastern Subur­
ban Area Study Group made a survey o f unmet needs o f exceptional children . 
This repo rt was presented to  the Board of Education on October 12, 1?U8, 
and may be summarized as follows:
The study was confined to  the 13th e lec tio n  d i s t r i c t .
Sixteen white and four Negro schools were studied under the d i­
rec tio n  of a pupil personnel worker, who worked with a committee 
of p rin c ip a ls , and s ta f f  to  prepare the school questionnaire and 
in te rp re ted  the questionnaire ca re fu lly  to  a l l  school p rin c ip a ls .
The d irec to r of school health  and o ther p rofessional s ta f f  worked 
c losely  with th is  committee o f volunteers. Parents who served on 
the committee and secured the cooperation of each school P. T. A. 
in  the d is tr ib u tio n  of l £ ,0 0 0  questionnaires in  th is  area demon­
s tra te d  th is  same concern fo r children who have specia l needs.
The more s ig n ific an t "Unmet Needs" revealed by th is  survey 
seem to f a l l  in to  four groups:
Z h
I .  Problems of Mental and Bnotional 699 or 9,6% *
Health (including 2»6% mentally 
re ta rded ). These include children 
needing help from mental hygiene, 
special help from guidance and 
pup il personnel serv ice, and special 
program such as work experience 
program, vocational work, e tc .
I I .  Speech Defects 130 or 1.8$ *
I I I .  Reading D iff ic u ltie s  355 o r U.9% *
IV, Children in  Need of In s t i tu t io n a l  36 or .5$ *
care, specia l c lass or other specia l 
education f a c i l i t i e s ,  children who 
are not in  school and therefore were 
not included in  school survey should 
be added to  36 found above, making a 
to ta l  of 77
* Percentages are o f to ta l  number of children studied in  
school, 6500 white and 790 colored.
The l i s t  of recommendations i s  of specia l in te re s t  as some of them
have been carried  out between 19U8 and the present time.
1. Immediate steps be taken to  check the v a lid ity  of 
the figures fo r th is  sample of children by fu rth e r sampling 
in  o ther schools in  o ther areas of the county.
\
2. Further study and investiga tion  be made as to a l l  
the resources of the community, s ta te , and federa l agencies 
th a t may contribute to the a lle v ia tio n  of th is  need.
3. Consideration be given to  fu rth e r p ra c tic a l plans 
and services th a t may be developed in  the schools to  meet 
th is  need.
 ^ The large number (13%) of colored children needing specia l 
c lasses should be noted. This points to  an urgent need to de­
termine the educational requirements o f these children  and to  
secure the f a c i l i t i e s  necessary to provide such a program.
Also, the fa c t th a t only 7 children were reported as in  need of 
help from the guidance and pupil personnel service would seem 
to ind icate  th a t the colored schools have not yet learned to  
use th is  serv ice . I f  such service were made more read ily  
availab le  to the colored schools they would doubtless find  i t  
as he lp fu l as the white schools have found i t 0
I I .  & I I I .  The lack of specia l f a c i l i t i e s  fo r helping 
speech defect and reading d if f ic u lty  cases i s  also a handi­
cap which burdens teachers so as to in te r fe re  with teaching
2$
normal children# These handicaps not only re ta rd  the school 
progress and the mental and emotional development of the a f ­
f l ic te d  indiv iduals during school years but are often  the cause 
o f such fru s tra tio n  and disappointment th a t th e ir  handicaps 
are never overcome.
We recommend, therefo re , th a t adequate diagnostic f a c i l i ­
t ie s  be developed fo r guidance in  the correction  of these handi­
caps, as well as specia l teaching f a c i l i t i e s .  Here again, we 
recognize th a t these specia l serv ices can be developed best 
through long term planning fo r the fu l le s t  use of a l l  school 
* and o ther resources as well as the addition of specia l s ta f f .
IV 0 The fourth  group i s  e ith e r  not in  school or is  p re­
sumably so handicapped th a t fu rth e r  specia l f a c i l i t i e s  should 
be developed fo r them to  benefit from public education. Further 
study of the a b i l i t i e s  and d is a b i l i t ie s  of th is  group w il l  be 
necessary before any specific  recommendations can be made.
Apparently the mentally retarded who should have care in  a s ta te  
in s t i tu t io n  are an unnecessary burden upon the community. The 
cerebral palsy cases have had no opportunities fo r public edu­
cation  unless th e ir  handicap is  s l ig h t.  The development of 
fu rth e r d iagnostic and guidance service i s  a f i r s t  step .
The “number of cases in  the fourth  group p a rtic u la rly  needs 
fu rth e r investiga tion  to deteimine a l l  the cases not now a t ­
tending ' school as well as the children th a t may be revealed 
by the next bi-annual school census.
I
Second IStudy of Unmet Needs. The Board of Education was su ff ic ie n tly  
in te res te d  a t th a t time to request th a t the study be expanded and another 
report was prepared and presented May 10, 19h9« This report may be 
summarized as follows:
Of the 21,323 children studied, 19,17S were white and 
2 , II4.8 were colored. The children were reported by each school 
only a f te r  consideration by a l l  the teachers, and a f te r  
ca re fu l screening by counselors and p rin c ip a ls . The following 
are the to ta l  number of ch ildren  reported as needing special 
help as indicated .
1. These children (who should remain in  a regu lar 
school group) need:
White Colored Total
a. Psychological or 2.6% 5oh% 206% *
psych iatric  help U89 116 605>
b. Help from a speech 1.7% 3o9% 1.956
c lin ic 33$ 8$ U20
26
White Colored Total
c. Help from a reading £.1$ 
c lin ic  10U2
d. Special help from 6.1# 
guidance and pupil 1178 
personnel service
e . Special program such 2.7# 
as work experience 3>Q9 
program, vocational 
work, e tc .
* Percentages supplied by the w rite r,
2. These children who are now in  school should be 
in  a setup other than the regular school system.
They need to  be ins
a« In s t i tu t io n  fo r 17 6
feebleminded
b. In s ti tu tio n  fo r 
delinquents 9 6
c. School fo r  physical 
handicaps 11 U
d. Boarding school fo r 
study and adjustment £8 12 
of emotionally malad­
justed  children
* Percentages supplied by the w rite r.
I t  w ill be noted th a t about 20% of a l l  the children in  
school need special help of one kind o r another. Wig rea liz e  
th a t these figures are based on subjective judgments of 
teachers, but i t  has been found th a t teacher*s judgments 
co rre la te  very closely  with objective te s t  re s u lts . These 
are problems common to  children in  schools everywhere, and 
each school system must work out these problems in  i t s  own 
way. At the present time, teachers are working with each 
child  w ithin the framework of services availab le .
This report continued with recommendations regarding psychological 
and psych iatric  guidance serv ices, f a c i l i t i e s  fo r specia l tra in in g , help 
with reading problems, program for g ifted  children , work experience pro­
gram and vocational work, and regarding the need fo r  in s t itu t io n s  outside
.i*
23
.07*
15
.07*
15
.3*
70
10.0* 6.0*
2li2 128U
3.6* 5.9*
77 1255
8.0* 3.2*
176 685
27
the school system. These recommendations are too lengthy to  be included 
in  th is  summary, but are ind ications of carefu l thinking on the p a rt of 
community groups.
Youth Commission Reports. Another community group -which has in ­
te re s ted  i t s e l f  in  various aspects of the needs of children , i s  the 
Commission fo r Youth fo r Montgomery County, -which was estab lished  in  the 
summer of 19^0 with the immediate purpose of preparing a report to be 
submitted to  the s ta te  and in  tu rn  transm itted  on to  the White House 
Conference.
Seven subcommittees were se t up, composed mostly of p rofessional 
people ac tua lly  working with youth in  the county in  health , welfare, 
family counseling, recrea tion , education, employment, and juvenile court, 
to  compile a report of ex is ting  serv ices, gaps in  serv ices, and recom­
mendations fo r future planning. These reports were called  fo r ea rly  in  
September and the deadline date was October 1, so i t  was impossible to do 
a d e ta iled  research jobj however, i t  i s  the impression of the w rite r, who 
served as secre tary  to  the Youth Coirnnission, since i t s  founding, and acted 
as custodian of these rep o rts , th a t  a g rea t deal of very carefu l thinking 
and numerous sound recommendations were made a t th a t time.
As a method of following up the White House Conference, in  November, 
195>1, the Youth Commission sponsored a Montgomery County Conference on 
Problems of Youth. Approximately 120 persons reg is te red . These de le ­
gates, both youth and adult, had been inv ited  because of th e ir  demonstrated 
in te re s t  and/or re sp o n sib ility  in  re la tio n  to the youth in  the county. In 
preparation fo r  th is  conference and as a summary of ex isting  serv ices, ‘the 
w rite r prepared a D irectory of Services and Organizations fo r Youth. (See 
Appendix D l)
P art of th is  conference was devoted to small group discussions which 
culminated in  a se rie s  of suggestions which were summarized and published 
in  a repo rt of th is  conference. (See Appendix D 2) The committee which 
was appointed to  study these suggestions came back with a report to  the 
Youth Commission in  A pril, 19^2, recommending th a t fu rth er research into  
the needs and f a c i l i t i e s  in  the county was urgently needed before the 
Youth Commission could fe e l free  to go on record as sponsoring any new 
services or adm inistrative recommendations. In other words, there was 
not su ff ic ie n t data available from community reports upon which to  base a 
sound judgment fo r  recommendations.
Nolte*s Thesis. Another study of needs of b7 children in  one school 
was made by Mrs. Margaret Nolte.^ Children in  th is  school are drawn from 
a l l  p a rts  o f Montgomery County and are representative of the Negro popu­
la tio n . The focus o f th is  study was on soc ia l and psychological ra th e r 
than educational problems of ch ildren , although the child*s educational
) I
adjustment was cohsidered.
At the beginning of th is  study, conferences were held with the p r in c i­
p a l and teachers of the school to  determine the kinds of problems which 
would be covered. A questionnaire was then prepared and the teachers were 
requested (but not required) to  re tu rn  the questionnaire fo r each child  
whom they considered to  be a problem.
Each teacher was interviewed about the children whose names were sub­
m itted, to  learn  what he saw as the problem and what services he f e l t  a 
child needed. Information was secured in  th is  way about the child*s be­
havior, h is  soc ia l re la tio n sh ip s, h is  attendance, academic achievement,
% o lte , Margaret, “A Study of U? Negro C hildren,” Unpublished MSW 
Thesis, Howard U niversity, 19^3.
29
and the teacher’s p ictu re  of him. Some of the children were interviewed 
when there  was a need fo r f in e r  c la s s if ic a tio n  of the c h ild 's  problem or 
h is  fee lings about h is  problems in  order to understand what was needed*
The school psychologist could not devote much of h is time to  th is  
p ro jec t but decided he would give one simple t e s t  to the children selected  
who seemed to have emotional problems or who showed discrepancies in  two 
sim ila r group te s ts  or between a b i l i ty  and performance. Children in  whom 
mental re ta rd a tio n  seemed obvious were not chosen.
Findings* Children noted and reported by the teachers fo r study were 
a l l  fa il in g  one or more sub jects. All except two were considered by the 
teacher to  be classroom behavior problems. Twenty-eight or 60# were tru an t. 
In considering causitive  fac to rs , the teachers reported th a t 27 had family 
problems, 17 had health  problems and 13 were emotionally d isturbed.
In  th is  study truancy was considered to be both a cause and a symptom 
of maladjustment in  school. Seventy-one percent of the truan t children 
were also considered to  be mentally retarded . This seems to ind icate  th a t 
truancy i s  closely  re la te d  to the problem which mentally retarded children 
face in  using the present program. In both the tru an t children and men­
ta l ly  retarded children about 7!$ had family problems too* The study con­
ta in s  many case h is to r ie s  and much o rig in a l data with which to  back up 
the conclusions.
Summary of Recommendations. I f  teachers are to help children  find 
some solu tion  to th e ir  problems they w ill need cooperation from the com­
munity. Teachers see the "whole ch ild ,"  but when children have specia l 
problems they need assistance in  iden tify ing  these problems and re fe rring  
these children  to  community agencies when th is  i s  indicated;*
Many children in  th is  study were known to  have had problems from the 
lowest grades in  school on up. Many graduated from jun io r high sbhool
30
without knowing how to  read or w rite . Many have been tru an t since the 
primary grades. Truancy can always be considered an ind ication  th a t some­
thing i s  wrong; yet in  most of these cases i t  has not been possible to do 
anything about the underlying problem. Many children have been behavior 
problems throughout th e ir  school existence. The child  needs to  be helped 
with these problems before they have been buried under layer upon layer of 
f ru s tra tio n  and fa i lu re . When a ch ild  cannot learn  or cannot ad just to
the group, the teacher has a r ig h t to  expect professional help in  learning
*
the cause fo r th is  fa i lu re .
When re fe r ra l  to community agencies seems ind icated , channels fo r re ­
f e r r a l  should be read ily  availab le , and the kind of service an agency can 
o ffe r  should be c learly  understood.
Psychological serv ices within the Board of Education have been very 
much strengthened recen tly ; they are s t i l l  inadequate to  serve the e n tire  
school system. The fa c t th a t so many re a lly  troubled children are not re ­
ceiving help ind icates the lack of diagnostic service and the inadequacy 
of channels fo r re fe r ra l  from the school to  the community.
I t  was f e l t  th a t i t  would be a re a l contribution to  the children and 
to  the community i f  a w ell-tra ined  soc ia l worker could be assigned to  a 
school fo r a period of two years as a demonstration p ro jec t. This worker, 
could help the teaching s ta f f  in  iden tify ing  deviate behavior in  children . 
She and the teaching s ta f f  could study the c h ild ’s problem in  re la tio n  to 
h is  own cap ac ities , h is home s itu a tio n , and h is  school performance, se­
curing the serv ices of the Board of Education psychologist where indicated. 
She could help the teacher to  work with the ch ild , or re fe r the child  to 
the appropriate agency in  the community when th is  seemed advisable and 
such service was availab le . A most important function of th is  worker would
31
be to  point out to the community the gaps in  service provided fo r these 
children, so th a t  the community could begin to  take over i t s  responsi­
b i l i t i e s  to  them*
Special Education Study. In November, 19$1> the superintendent of 
schools received the following l e t t e r ,  which contains information about 
a community study group on the S ta te  lev e l.
To the Cdunty Superintendents of Schools:
Last year the S tate  Board of Education authorized the ap­
pointment of a committee to study specia l education in  Maryland*
The committee, appointed in  September with Mr* George Constable, 
a Baltimore atto rney , as chairman, held i t s  f i r s t  meeting on 
October 11, 19^1- The minutes of th a t  meeting are enclosed*
You w ill  notice th a t the committee decided to  study f i r s t  
what areas should be included in  specia l education and how many 
children  there are in  each area. This task  was given to  a sub­
committee which is  now e n lis tin g  your aid  in  obtaining accurate 
or as nearly accurate figures as you can assemble fo r  your 
county. Please ask the s ta f f  member in  your department who is  
responsible fo r specia l education to  a ttend  to  th is  as soon as 
possib le , We suggest th a t you study the census, contact the 
lo ca l department o f health , and confer with supervisors of pupil 
personnel. The enclosed questionnaire specifies ce rta in  areas 
but they are not a ll- in c lu s iv e . Feel free  to  add any others you 
may have in  your county. The subcommittee i s  most anxious th a t 
you l i s t  a l l  types as well as the degrees of severity  within 
each type.
#
We rea liz e  the d i f f ic u l t ie s  you w ill meet in  making th is  
study, but we ask your cooperation in  producing the best 
figures you can and in  returning the forms to Miss Ely in  th is  
o ffice  as soon as possib le .
Sincerely yours,
T, G. Pullen, J r ,
S tate Superintendent 
of Schools
The superintendent delegated the re sp o n sib ility  fo r preparing th is  
repo rt to  the supervisor of pup il personnel. The w rite r was employed at 
the time as v is i tin g  teacher and was su ff ic ie n tly  motivated by th is  
request to attempt to do a spot check or p i lo t  p ro jec t in  one elementary
32
and one senior high school.
The -writer investigated  the reporting  methods of various committees, 
in s titu tio n s  and agencies as outlined above and became convinced th a t no 
comprehensive, adequate, and continuously up-to-date system of reporting 
ex isted  in  the county a t  the time the study was undertaken.
SURVEY OF LITERATURE ON OTHER COMMUNITIES 
In order to avoid the mistakes which had been pointed out by o ther 
researchers and to become aware of many possible methods, the w rite r made 
a prelim inary survey of l i te ra tu re  which described what had been done in  ' 
some other communities.
The f i r s t  and most comprehensive study was "An Evaluation of School 
Health Procedures"-*-. This study was sponsored by the American Child 
Health Association in  1933 and represented a new approach in  the f ie ld  of 
organized child  health . I t  sought to probe deeper than previous studies 
and to determine the effectiveness of the work as disclosed in  the re su lts  
d e tec tib le  in  the children where various types of health  programs' were 
sp e c if ic a lly  designed. Most comprehensive "health  education te s ts ,"  ob­
jec tiv e  measures of growth and t h e i r ,n u tr itio n  s ta tu s , evaluations of 
te e th  and f in a lly  influence of so c ia l and economic fac to rs on the health 
o f the ch ild  were b u ilt  up and used exhaustively in  th is  research p ro jec t. 
In many cases e n tire ly  new instruments o f analysis were introduced} in  
o thers , old devices were adapted. The body of th is  p a rtic u la r  monograph 
leans toward dogmatic statements based on previous research.
These studies form the basis  fo r curren t p rac tices in  school health  
procedures, including the teacher-nurse conference and health  education
-^American Child Health Association, "An Evaluation of School Health 
Procedures", J . J. L it t le  and Ives Co., New Yorks 1933*
33
of pup ils , teachers and parents,
A second study which the w rite r discovered was called  “Mental Health 
Needs in  a Rural and Semirural Area in  Ohio’*1. This report presents in  
popular s ty le  the main findings o f a nine-month survey of mental health  
needs in  Miami County, Ohio, a ty p ica l ru ra l and sem i-rural area in  the 
western p a rt of the s ta te .  The methods of investiga tion  were those usually  
employed by soc ia l science researchers. Prevalence of personality  d is ­
orders were estim ated from se lec tive  service records, a rough screening
i
of school ch ildren , Juvenile Court records, Adult court records and d i­
vorce court records, as w ell as court records of committments to  mental 
h osp ita ls and s ta te  in s t i tu t io n s .
No attempt was made to  recommend a program to meet a l l  mental health  
needs; however, recommendations were made under serv ice , education, o r­
ganization to  procure le g is la tio n , and research and evaluation. These 
general recommendations were delineated sp e c if ica lly  under Special Service 
fo r School Children, Child Study S p ec ia lis t, Demonstration Mental Hygiene 
C lin ic , as well as Marriage Counseling and Family Living Program.
The Philadelphia study^ which was completed in  19h$ was a survey of 
psych iatric  f a c i l i t i e s  fo r  children, to provide data on which planning fo r 
the future may be based. I t  was a -move to bring some< re a l  thinking as to 
the  present resources in  the community in  the f ie ld  o f ch ild  psychiatry 
and to  organize toward a sound plan of expansion in  view of what Philadelphia
Ta. R. Mangus and John R, Seeley, “Mental Health Needs in  a Rural and 
Semirural Area of Ohio, Based on a study conducted jo in tly  by the Divi­
sion of Mental Ffygiene of Ohio S tate Department o f Public Welfare, Ohio 
S ta te  University, Ohio A gricu ltu ral Experiment S ta tion , Columbus, Ohio, 
February, 1?£0.
2Helen Leland WLtraer, “A Survey of Psychiatric  F a c il i t ie s  fo r Children 
in  Philadelphia and the V icin ity”, December, 19k£«
3U
was going to need in  the next decade*
Facts were studied about present f a c i l i t i e s  fo r children, by whom 
they are being used, what services they are rendering, and the unmet needs 
as seen by schools, courts, so c ia l and health  agencies, etc*
Three tra ined  so c ia l workers co llected  data through the use of p re­
pared schedules, in  personal interviews with the d irec to rs  of p sych iatric  
c lin ic s , and through abstrac ting  data from c lin ic  case records* A th ird  
schedule was used in  a public opinion survey to discover what various pro­
fessio n a l groups thought about the current situation*
Conclusions were th a t  more psych iatric  service should, be provided, 
th a t some means should be evolved fo r making such service more accessible 
and acceptable to  parents and more psychotherapists should be tra ined . 
Suggestions fo r  carrying out these conclusions were discussed by trie w rite r, 
Helen WLtmer. No sa tis fa c to ry  location  fo r p sych iatric  c lin ic s  was recom­
mended but suggestions were made to  e s tab lish  them in  h o sp ita ls , as p a rt 
of ch ild  hygiene c lin ic s  in  the Department of Public Health, as p a rt of 
the public school system or to expand the ex isting  Child Guidance C linic 
with many branches* The survey indicated the need fo r a new kind of 
f a c i l i ty  in  which seriously  disturbed children who required a controled 
environment might be treated*
Miss VtLtmer f e l t  th a t the question of where competent p sy c h ia tr is ts  
are to  be found seemed almost insoluble a t  present, but suggested th a t 
the p sych ia tric  profession needs to  face the question of tra in in g  c lin ic a l  
psychologists and so c ia l case workers, to  p rac tise  as psychotherapists 
with medical consultation* I t  may be th a t such non-medical personnel can 
aid  in  making psych iatric  service more acceptable to parents* However, 
in  view of the apparent impatience of some case workers, nurse3 , teachers,
y>
and others, with parents who do not want to use a c l in ic ’s help, i t  might 
be suggested th a t child  psychiatry should be " in te rp re ted11 to  these pro­
fessional workers as w ell.
She ended by s ta tin g  th a t one of the ch ief needs, not only in  
Philadelphia but everywhere, i s  fo r more research in  th is  whole field*  
Provision should be made for continuous reviews of what i s  being learned 
in  the c lin ic s , close analysis of findings, and fo r th a t steady asking of 
questions and co llec tio n  and analysis of data  on which the advancement of 
science in  a l l  f ie ld s  depends*
"The Four Million"-*- i s  the most exhaustive study of i t s  kind ever
undertaken in  New York s ta te . I t  was se t up under a c it iz e n s1 committee
%
of one hundred appointed by the governor and was organized in to  sections 
of ch ild  care, mental health , education, youth serv ices, ru ra l youth, 
in d u s tr ia l  youth, and prevention and p ro tec tions! care. Seven hundred 
persons, lay  and p rofessional, served as members o f the d iffe re n t committee 
sections. Fact-finding a c t iv i t ie s  of committees and th e ir  techn ica l ad­
v iso rs produced a mass of valuable m ateria l which formed the b asis  fo r the 
recommendations contained in  th is  repo rt.
Some of these recommendations were espec ia lly  in te re s tin g . For in ­
stance, i t  was suggested th a t many ind iv iduals and organizations o ther 
than those d ire c tly  concerned with medicine are playing an increasingly  
important ro le  in  the application  of the best of what i s  known about men­
t a l  and physical health  today.
Personality  t r a i t s  and a ttr ib u te s  should be given as much 
weighting as possible in  the se lec tion  of soc ia l workers and
-^New York S tate C itizen s1 Committee of One Hundred fo r Children and 
Youth, "The Four M illion ,11 Chairman Samuel R. Milbank, Albany, New York.
36
nurses working with fam ilies and children , school psychologists, 
school nurse-teachers, v is itin g  teachers or school soc ia l work­
e rs , guidance counselors, and teachers in  nursery schools, kin­
dergarten, and early  grades of the elementary schools,.
I t  i s  recommended th a t theo log ical seminaries provide 
courses in  mental hygiene p rin c ip le s , concepts of mental health  
and disturbances of human behavior. I t  i s  recommended th a t the 
teacher, the school nurse-teachers, the v is itin g  teachers, 
attendance s ta f f ,  the guidance counselor, and other educational 
personnel receive advanced tra in in g  in  counseling and guidance, 
and in  work with behavior d isorders of ch ildren  and adolescents.
Educational recommendations suggested th a t excessive truancy i s  the 
forerunner of more serious delinquency, as shown in  almost every study of 
delinquent background. The educational problems of children committed to 
S tate  in s t i tu t io n s  appear to  be increasing ra th e r  than decreasing. The 
la rg e r proportion of children who cannot read o r whose reading lev e l i s  so 
low th a t th e ir  en tire  educational development i s  a ffected  was noted with 
specia l concern. More and more s ta te  in s titu tio n s  find  i t  necessary to 
adapt standard cu rricu la  to specialized  educational needs of ch ild ren .
Studies are needed to  determine s c ie n t if ic a l ly  what types of children 
need serv ice , what services are needs, and how in s t i tu t io n a l  programs can 
be developed to  meet these needs. I t  was found th a t  there  was no place 
fo r the extremely disturbed ch ild , the near psychotic ch ild , the child  
return ing  from a mental h o sp ita l, the overt homosexual, and the e p ile p tic . 
Educational programs need to  be expanded to  include remedial in s tru c tio n  
fo r those who were educationally  but not mentally retarded .
The committee recommended an adm inistrative reorganization, tra n s ­
fe rrin g  to a single u n it of s ta te  government the au thority  to  carry out 
a l l  custod ia l treatm ent of youthful offenders, to  conduct comprehensive 
stud ies o f the sociologic, mental and physical components involved in  the 
case of each offender before a ju d ic ia l decision of any kind i s  made.
These very broad functions should be managed by a d irec to r meeting high
37
standards of tra in in g , experience and competency*
The Baltimore study! was made a t the request o f the League of Women 
voters* I t  was concerned with the problems and needs of 131 children 
known during 19^1 to  seven soc ia l agencies in  Baltimore City* Each of 
these children  was described as being seriously  emotionally disturbed and 
fo r whom there were no resources availab le in  the community* The task  of 
the committee was th reefo ld : f i r s t ,  to form an opinion in  regard to  the
c h ild ’s problem and the resources fo r care which the ch ild  needed; second, 
to  id en tify  unmet needs in  the community3 and th ird , to  make recommenda­
tions a ris in g  from these findings. Information for the committee's use 
was obtained on comprehensive questionnaires which were sent to  the agencies 
reporting cases.
There were six  recommendations: (1 ) th a t a closed in s t i tu t io n  be
estab lished  under public auspices which would o ffe r both long and short 
terra in -p a tie n t care, d iagnostic sefvice plus appropriate follow-up, out­
p a tien t and cooperative reh a b ilita tiv e  serv ice; ( 2 ) th a t a re s id e n tia l 
treatm ent center fo r  boys and g i r l s ,  Negro and white, be estab lished  under 
voluntary auspices, in  addition to .th e  Child Study Center; (3) th a t in ­
creased f a c i l i t i e s  fo r o u t-p a tien t psych iatric  c lin ic  care be developed;
(U) th a t increased resources fo r  specialized  fo s te r  home care be devel­
oped; (£) th a t an appropriate agency coordinate a l l  ex is ting  serv ices and 
stim ulate the development of new and responsible services fo r d isturbed 
children; and (6 ) th a t public and voluntary agencies be encouraged and 
supported in  obtaining q u a lified  and su ff ic ie n t s ta f f  fo r dealing with 
troubled children .
^Baltimore Council of Social Agencies, Division of Family and Child 
Care Agencies, ”131 Emotionally Disturbed Children and Resources fo r Their 
Care”, Dr* Paul V. Lemkau, Chairman, December 9> 19^2.
38
IN-SERVICE TRAINING PROGRAMS FOR TEACHERS 
IN CURRENT USE
In order to devise methods which w ill  s a t is fy  a l l  five of the pur­
poses of th is  study of a process to discover children with specia l needs, 
a survey of availab le  data has been made, methods of reporting to  admini­
s tra tiv e  u n its  and to the c itizen s o f Montgomery County have been studied, 
and the l i te ra tu re  te l l in g  of p rac tices  in  o ther communities has been 
surveyed. Other aspects of the lo ca l s itu a tio n  re la ted  to  the purposes 
o f th is  study which must ye t be described are the in -serv ice  tra in in g  
programs fo r teachers and the professional personnel now available to de­
velop the ’’team approach”. These w ill  be discussed in  the next sections* 
Training programs fo r teachers include "major” and "minor” sequences,
A Major program meets a t  le a s t  1$ tim es, approximately every other week 
during the year fo r  l j  to  2 hours a f te r  school. Most o f these are con­
ducted by the supervisors and run very much like  a un iversity  c lass in  
various areas of the curriculum. There is  one o rien ta tio n  course fo r new 
teachers which i s  intended as an indoctrina tion  in  the philosophy and goals 
of the Montgomery County school system.
One of the major programs i s  known as "Child Study", which i s  a 
three-year program se t up by the In s ti tu te  fo r Child Study in  the Univer­
s i ty  of Maryland, u t i l iz in g  consultant service a t le a s t  twice a year, the 
major objective being the understanding of growth and development of 
ch ild ren . Each teacher in  a small group, led  by a se lected  teacher- 
leader keeps an anecdotal record about one child  in  h is c la ss . Along with 
anecdotes which the teacher attem pts to lea rn  to  w rite ob jec tive ly , data 
from the c h ild 's  permanent record, interviews with paren ts, teachers and 
o ther personnel who may know the ch ild  are included, as well as samples
39
of the c h ild ’s own creative  production, such as essays, pain tings, e tc .
Teachers learn  to  c la ss ify  th is  body of information in to  a six -area  
framework based on the fundamental assumptions l is te d  on page 11 under 
”The Minimal Range of Factors and Processes.” T heoretically , th is  type 
of d ire c t study of a child  and analysis of data brings about understand­
ing, in sig h t and consequent changes in  the a ttitu d e s  and re la tionsh ip s 
of the teachers. John Greene in  an unpublished th e s is  has demonstrated"^ 
th a t ac tual changes occur in  p rac tice , espec ia lly  in  the elementary grades, 
as a re s u lt  of Child Study, A program fo r parents, based on the same 
assumptions and using the same consultant service from the In s t i tu te  fo r 
Child Study, i s  also sponsored by the Board of Education of Montgomery 
County.
Another type of in -se rv ice -tra in in g  a c tiv ity  fo r teachers i s  the 
”workshop” . These la s t  from two or three days to  a week or more. Some­
times teachers are excused from th e i r  classrooms to  attend, as in  the 
Betts Reading program. Some are conducted during the f i r s t  and la s t  weeks 
o f school when no regu lar classes are being held. Seme are held during 
the summer, espec ia lly  production workshops to rev ise  cu rricu la . These 
workshops are a l l  planned by the supervisors. Teachers are selected and 
inv ited  to  p a rtic ip a te , although they may ask to be inv ited .
PROFESSIONAL PERSONNEL SERVING CHILDREN 
THROUGH THE BOARD OF EDUCATION
In keeping with the w r ite r ’s pippose to fo s te r  the ’’team approach”, 
i t  was f i r s t  necessary to discover who might be availab le  to work on such
-1-John Greene, ”Changes in  Curriculum P ractices of Teachers Who Par­
tic ip a te d  in  Child Study”, Unpublished Ed.D. Thesis, University of 
Maryland, 19^1.
hO
a team. The w r ite r 's  experience with th is  approach had been in  Mental 
ffy-giene C linics which function in  some ways lik e  medical c lin ic s  and in  
other ways lik e  so c ia l agencies. The "team approach" seems to be im­
plemented in  th ree  ways:
F ir s t ,  through adm inistrative policy , th a t i s ,  routine c lin ic a l  
planning in  regu larly  scheduled s ta f f  meetings. Communication i s  re ­
quired through regu larly  scheduled conferences among p a rtic ip a tin g  mem­
bers o f the team* The adm inistration holds the "team"-as the ideal*
Second, through indiv idualized , s k i l l f u l  supervision of professional 
personnel, so as to  develop su ff ic ie n t in te rn a l m aturity to  work respon­
sib ly  on a team* This type of supervision was discussed more fu lly  on 
page 12. ,
Third, through the v ision  and personal m aturity which team-mates may 
already possess as they work together contributing d iffe re n t p rofessional 
s k i l ls  to help children .
What personnel were availab le , what was the present adm inistrative 
policy  in  re la tio n  to  team work, and what supervisory p rac tices  could be 
discovered, were basic questions to  be answered0 The w rite r  turned f i r s t  
to  the A diainistrational Handbook-5- and la te r  to  a revised Administrative 
Chart (See Appendix E) fo r a statement of who were available  as consultants 
and how adm inistrative policy  and supervision were conducted. The chart 
mentioned above shows the lin e s  of re sp o n sib ility  and also l i s t s  the 
functions of some consultants*
The Consultants most e a s ily  discovered were the School Psychologist,
■^"Administrational Handbook, Guide to the Administration of Schools 
in  Montgomery County, Maryland", September, 19^1, B u lle tin  Ho. U.
la
the D irector of Pupil Personnel and V isiting  Teachers, and the D irector 
of School Health and School Nurses, By carefu l searching o ther services 
were found, but l i t t l e  mention was made of the specia l educators o r super­
v iso rs in  charge of these serv ices. The services are home teaching, l ip  
reading and audiometer te s tin g  program, c lasses fo r slow learners and
k
Cerebral Palsy School, group te s tin g  program, and guidance serv ice . Each 
of these consultants or services w ill be discussed separately .
The School Psychologist: D irecting of the psychological service i s
l is te d  under jo in t  re sp o n sib ility  of A ssistan t Superintendents (See Appen­
dix E U). These services are outlined as follows:
Accepting re fe r ra ls  from pupil personnel, school health ,
Juvenile Court o r other educational personnel) preparing case 
h is to r ie s  from data obtained in  conferences with ch ild , from 
te s t s  of in te lligence  and personality , and from conferences 
with parents and school personnel. Data from these sources 
provide a p ictu re  fo r  diagnosing causes and suggesting so lu­
tions e ith e r  o ra lly  or in  w ritten  form to school personnel.
He also maintains lia iso n  re la tionsh ip  with community agencies 
as w ell as p sy c h ia tr is ts  and psychologists in  p rivate  p rac tice .
He works with fa c u ltie s  in te rp re tin g  the mental hygiene ap­
proach to  classroom problems.
D irector of Pupil Personnel and V isiting  Teachers: These t^orkers are
l is te d  as responsible to the A ssistant Superintendent in  Charge of the 
Educational Program (See Appendix E $) with the following functions:
a. Working with children and parents through home v is i t s  fo r 
needed adjustment of children in  school.
b. Working with o ther agencies such as the Welfare, Social Service, 
Juvenile Court, Mental Hygiene C lin ic , in  providing help fo r children 
where needed.
Co Checking i l ln e s s  of children in  attempting to  discover the causes 
fo r absence.
d. Working with teachers in  adjusting programs required to  meet 
specia l needs of children,,
A diainistrational Handbook, Guide to  the Administration of Schools 
in  Montgomery County, Maryland”, September, 19^1, B u lle tin  No. U.
U2
e. Approving tra n s fe r  to  other schools where the welfare of the 
ch ild  makes i t  advisable.
f .  Counseling with fam ilies and the schools on the solution of 
problems a ffec ting  child ren .
g. Referring as a la s t  re so r t, to  the Juvenile Court Service.
h. Performing o ther services required in  th is  area.
There is  no difference in  function mentioned between the D irector or 
Supervisor and the V isiting  Teachers under him. No mention is  made of 
keeping w ritten  records about the children they see in  consultation, nor
do they f i l l  out any s t a t i s t i c a l  reports concerning the way they use th e ir
/
time. At the time th is  study was made, ne ither the supervisor nor any of 
the v is itin g  teachers had s e c re ta r ia l  se rv ice . Each worker made h is  own 
decisions about what cases he accepted, what records he kept and how he 
spent h is  time. There was no adm inistrative provision made fo r the c l in i ­
c a l appra isa l of work done, such as i s  strongly  recommended by Gordon 
Hamilton^ and Harleigh Trecker.^
Group Meetings: Pupil personnel workers and the school psychologist
met together every two weeks to exchange information about cases and d is ­
cuss mutual problemso They also met with the s ta f f  of the Juvenile Court
on a lte rn a te  weeks fo r the^same purpose. However, no regu lar records were 
kept of the findings of these meetings and there was no adm inistrative
•^Gordon Hamilton, Theory and Practice of Social Casework, Chapter 7, 
"Diagnostic and Evaluative Rrocesses", Columbia U niversity Press, New 
York, 1951. p. 213.
 ______  ,  P rincip les of Social Case Records, Chapter 1,
"Recording and p rac tice  are interdependent and in te r re la te d ;" Chapter 5, 
"The Summary as a great device for organizing and analyzing fa c ts 5" and 
Chapter 7, "Understanding must include Appraising Social Values," Columbia 
University Press, New York, 19U6. pp. 1, 56, & 87-
^Harleigh Trecker, Group Process in  Administration, "Flow of Work", 
’Woman's Press, New York, 1950. p . 185.
U3
sponsorship of the ’’team approach” th a t the w rite r  could discover*
School Health: This program is  administered through the Health
Department and i s  included o ff  in  one corner of the Administrative Chart 
(See Appendix E) showing some lia iso n  with the In stru c tio n a l serv ice , but 
with no one adm inistrative o ff ic e r  responsible fo r in teg ra tio n .
The functions of school health  are l is te d  in  the Adm inistrational 
Handbook.
D irector o f School Health:^ His work consists of d irec ting  the nur­
ses in  the schools; d irec ting  health  programs in  the schools; teaching 
health , which involves conferences or meetings with parents, teachers, 
p rin c ip a ls , and o ther community groups such as Cerebral Palsy Association, 
Mental Hygiene Society, e tc . ;  coordinating health  services in  the schools; 
working with the curriculum d irec to r in  formulating courses o f study in  
health*
School Nurses: 3 Functions of the nurses are l is te d  as follows:
*
Arranges teacher-nurse conferences; a s s is ts  with periodic screening and 
medical examinations in  schools; makes home v i s i t s  when indicated; follows 
up conditions needing medical a tten tio n ; in te rp re ts  health  services and 
p o lic ie s  to  school s ta f f ;  and a s s is ts  in  the general health  programs of 
the schools.
Home Teaching: The w rite r was unable to  locate  th is  specia l edu­
cationa l service on the adm inistrative chart or in  the descrip tion  of
^"Adm inistrational Handbook, Guide to  the Administration of Schools 
in  Montgomery County, Maryland", September, 19J>1, B ulletin  No. lu
^ Ib id ., p. 11.
3Ib id ., pp. 110-23.
hh
functions. This i s  a service provided to children whose physician c e r t i ­
f ie s  th a t they are unable to  attend  school fo r a t  le a s t  three months be­
cause of p ro tracted  i l ln e s s .  C ertified  teachers are employed by the hour 
to go in to  the home once or twice a week and give p rivate  tu to ring .
Lip Reading In stru c to r and Audiometer T ester: The w rite r was unable
to find  th is  in s tru c to r  or the Audiometer Tester l is te d  in  the Admini- 
s tra tio n a l  Handbook except on page 115 under "Screening Tests Supervised 
by the Nursing Services" in  which i t  says th a t Lip Reading In struc tion  w ill  
be provided by the specia l teacher. These personnel, however, are em­
ployed by the Board of Education and in  p rac tice  have been responsible to 
the A ssistan t Superintendent Jji charge of Instruction .
Classes fo r Slow Learners and Cerebral Palsy School: Another type
of specia l educational service i s  the program of c lasses fo r  slow lea rn ers . 
This program is  under the Supervisor of Special Education, who i s  respon­
sib le  to  the A ssistant Superintendent in  charge of Program of In struction . 
Along with th is  service is  the Cerebral Palsy School, and the w rite r fa ile d  
to  find  any ind ica tion  of where th is  f i t s  in  adm inistratively .
D irector of Group Testing Program. This person is  responsible to the 
A ssistant Superintendent in  Charge of the Educational Program, but i s  not 
of th is  date l is te d  in  the Adm inistrational Handbook. The position  has 
been added since the publication  of the Handbook.
Guidance Service: Another serv ice, which i s  not sponsored from the
cen tra l o ffice  but i s  closely  a ll ie d  with the specia l needs of ch ild ren , 
i s  the guidance service in  the junior and senior high schools. The func­
tions o f the guidance counselor are not d iffe re n tia te d  in  the Administra­
tio n a l Handbook; from other teachers, but the w rite r fee ls  th a t the coun­
se lo rs cannot be ignored i f  any comprehensive p icture  of the specia l
b$
services availab le  to  children through the Board of Education i s  to be 
complete* Not only do the counselors a s s is t  in  the general educational 
and vocational program fo r a l l  students, but they are also the f i r s t  re ­
source fo r specia l study and personal in terview s. Many of them do simple 
psychological and personality  tests*
Summary of Special Services: The foregoing ou tline  of health , psy­
chological and personal counseling serv ices, and special education, is
im pressively r ic h  fo r a school system of th is  size* However, duplications 
may be noted, even in  the l is t in g  of the functions of personnel. For in ­
stance, the nurses and pupil personnel workers are both required to check 
on the health  of pup ils . The School Psychologist, school health  serv ices, 
and pupil personnel workers a l l  are supposed to  maintain l ia iso n  with 
community agencies* School nurses, pupil personnel workers, and the School 
psychologist a l l  make home v i s i t s  and do so c ia l h is to r ie s . Administra­
tiv e ly  there i s  no coordination and planning of the ’’team approach” in  
re la tio n  to any one ch ild . In theory, these personnel are expected to  
keep in  touch with one another and to  know what services any one ch ild  i s  
receiving* In p rac tice , the w rite r  has found th a t there are many chances 
fo r overlapping and duplication  of functions, as w ell as g rea t lack of
in teg ra tio n  and continuing re sp o n sib ility  in  re la tio n  to  a given child*
Survey of Research on Administration of Special Consultants. The 
w rite r  made a lim ited  investiga tion  of the l i te ra tu re  in  th is  f ie ld  and 
discovered the following repo rts  o f previous research and recommendations*
Kind of Administrative Organization. Wiens, Schultz, and ifeck 
gathered data in  large school systems which showed the extent 
to  which v is itin g -tea ch e r service, psychological service, 
health  service and p sych ia tric  service had developed along 
with attendance service • • • Schultz, in  h is  in tensive study 
of large c i t ie s  c la ss if ie d  them ’’with respect to  the admini­
s tra tiv e  placement of the attendance department.” He found 
four types of organizations
36
nurses working with fam ilies and children, school' psychologists, 
school nurse-teachers, v is itin g  teachers or school soc ia l work­
e rs , guidance counselors, and teachers in  nursery schools, kin­
dergarten, and early  grades of the elementary schools,,
I t  i s  recommended th a t theological seminaries provide 
courses in  mental hygiene p rin c ip les , concepts of mental health  
and disturbances o f human behavior. I t  i s  recommended th a t the 
teacher, the school nurse-teachers, the v is itin g  teachers, 
attendance s ta f f ,  the guidance counselor, and other educational 
personnel receive advanced tra in in g  in  counseling and guidance, 
and in  work with behavior disorders of ch ildren  and adolescents*
Educational recommendations suggested th a t  excessive truancy i s  the 
forerunner of more serious delinquency, as shown in  almost every study of 
delinquent background. The educational problems of children committed to 
S tate  in s t i tu t io n s  appear to  be increasing ra th e r  than decreasing. The 
la rg e r proportion of children who cannot read o r whose reading lev e l i s  so 
low th a t th e ir  en tire  educational development i s  a ffected  was noted with 
specia l concern. More and more s ta te  in s t itu tio n s  find  i t  necessary to  
adapt standard cu rricu la  to specia lized  educational needs of ch ild ren .
Studies are needed to determine s c ie n t if ic a l ly  what types of children 
need serv ice , what services are needs, and how in s t i tu t io n a l  programs can 
be developed to  meet these needs. I t  was found th a t there was no place 
fo r the extremely disturbed ch ild , the near psychotic ch ild , the child  
return ing  from a mental h o sp ita l, the overt homosexual, and the e p ile p tic . 
Educational programs need to  be expanded to  include remedial in s tru c tio n  
fo r those who were educationally  but not m entally retarded .
The committee recommended an adm inistrative reorganization, tra n s ­
fe rring  to a single u n it of s ta te  government the au thority  to  carry out 
a l l  custod ial treatm ent of youthful offenders, to conduct comprehensive 
stud ies o f the sociologic, mental and physical components involved in  the 
case of each offender before a ju d ic ia l decision of any kind i s  made.
These very broad functions should be managed by a d irec to r meeting high
37
standards of tra in in g , experience and competency.
The Baltimore study1 was made a t  the request of the League of Women
vo ters . I t  was concerned with the problems and needs of 131 children
known during 195>1 to  seven soc ia l agencies in  Baltimore C ity. Each of
these children  was described as being seriously  emotionally disturbed and
%
fo r whom there were no resources availab le  in  the community. The task  of 
the committee was th reefo ld : f i r s t ,  to form an opinion in  regard to  the
c h ild 1 s problem and the resources fo r care which the ch ild  needed} second, 
to  id en tify  unmet needs in  the community} and th ird , to  make recommenda­
tions a ris in g  from these findings. Information for the committee’s use 
was obtained on comprehensive questionnaires which were sent to the agencies 
reporting  cases.
There were s ix  recommendations: (1) th a t a closed in s t i tu t io n  be
estab lished  under public auspices which would o ffe r both long and short 
term in -p a tie n t care, d iagnostic service plus appropriate follow-up, out­
p a tien t and cooperative re h a b ilita tiv e  service} (2) th a t a re s id e n tia l 
treatm ent center fo r boys and g i r l s ,  Negro and white, be estab lished  under 
voluntary auspices, in addition to the Child Study Center} (3) th a t in ­
creased f a c i l i t i e s  fo r o u t-p a tien t p sych iatric  c lin ic  care be developed}
(U) th a t increased resources fo r  specialized  fo s te r  home care be devel­
oped} (£) th a t an appropriate agency coordinate a l l  ex is ting  serv ices and 
stim ulate the development of new and responsible services fo r disturbed 
children} and (6) th a t public and voluntary agencies be encouraged and 
supported in  obtaining q u a lified  and su ff ic ie n t s ta f f  fo r dealing with 
troubled children .
B altim ore Council of Social Agencies, Division of Family and Child 
Care Agencies, ”131 Emotionally Disturbed' Children and Resources fo r Their 
Care”, Dr. Paul V. Lemkau, Chairman, December 9> 19!?2.
38
IN-SERVICE training programs for teachers 
IN CURRENT use
In order to devise methods which w ill s a tis fy  a l l  five  of the pur­
poses of th is  study of a process to discover children with specia l needs, 
a survey of availab le  data has been made, methods of reporting to admini­
s tra tiv e  u n its  and to the c itizen s  o f Montgomery County have been studied, 
and the l i te ra tu re  te l l in g  of p rac tices in  o ther communities has been 
surveyed. Other aspects of the lo ca l s itu a tio n  re la ted  to  the purposes 
o f th is  study which must y e t be described are the in -serv ice  tra in in g  
programs fo r  teachers and the p rofessional personnel now availab le to  de­
velop the "team approach" • These w ill be discussed in  the next sections.
Training programs fo r teachers include "major" and "minor" sequences.
A Major program meets a t  le a s t  l£ tim es, approximately every o ther week 
during the year fo r  l j  to  2 hours a f te r  school. Most of these are con­
ducted by the supervisors and run very much like  a un iversity  c lass in  
various areas of the curriculum. There is  one o rien ta tio n  course fo r  new 
teachers which i s  intended as' an indoctrina tion  in  the philosophy and goals 
of the Montgomery County school system.
One of the major programs i s  known as "Child Study", which i s  a 
three-year program se t up by the In s ti tu te  fo r Child Study in  the Univer­
s i ty  o f Maryland, u t i l iz in g  consultant serv ice a t  le a s t  twice a year, the 
major objective being the understanding of growth and development of 
ch ild ren . Each teacher in  a small group, led by a se lected  teaeher- 
leader keeps an anecdotal record about one child  in  h is c la ss . Along with 
anecdotes which the teacher attem pts to learn  to  w rite ob jec tive ly , data 
from the c h ild 's  permanent record, interviews with paren ts, teachers and 
o ther personnel who may know the ch ild  are included, as well as samples
39
of the c h ild 's  own creative  production, such as essays, paintings^ e tc .
Teachers learn  to  c la ss ify  th is  body of information in to  a six -area  
framework based on the fundamental assumptions l is te d  on page 11 under 
"The Minimal Range of Factors and Processes.*1 T heoretically , th is  type 
of d ire c t study of a ch ild  and analysis of data brings about understand­
ing, in sig h t and consequent changes in  the a ttitu d e s  and re la tionsh ip s 
of the teachers. John Greene in  an unpublished th e s is  has demonstrated^ 
th a t ac tual changes occur in  p rac tice , espec ia lly  in  the elementary grades, 
as a re s u lt  of Child Study. A program fo r paren ts, based on the same 
assumptions and using the same consultant service from the In s t i tu te  fo r 
Child Study, i s  also sponsored by the Board of Education of Montgomery 
County.
Another type of in -se rv ice -tra in in g  a c tiv ity  fo r teachers i s  the 
**workshop". These la s t  from two or three days to  a week or more. Some­
times teachers are excused from th e i r  classrooms to  a ttend , as in  the 
B etts Reading program. Some are conducted during the f i r s t  and la s t  weeks 
o f school when no regu lar c lasses are being held. Some are held during 
the summer, espec ia lly  production workshops to rev ise  cu rricu la . These 
workshops are a l l  planned by the supervisors. Teachers are selected and 
inv ited  to  p a rtic ip a te , although they may ask to  be inv ited .
PROFESSIONAL PERSONNEL SERVING CHILDREN 
THROUGH THE BOARD OF EDUCATION
In keeping with the w r i te r 's  purpose to fo s te r  the "team approach", 
i t  was f i r s t  necessary to discover who might be availab le  to work oh such
-kjohn Greene, "Changes in  Curriculum P ractices of Teachers Who Par­
tic ip a te d  in  Child Study", Unpublished Ed.D. Thesis, University of 
Maryland, 19^1o
hO
a team. The w r ite r 's  experience with th is  approach had been in  Mental 
Hygiene C linics which function in  some ways lik e  medical c lin ic s  and in  
other ways lik e  so c ia l agencies# The "team approach" seems to be im­
plemented in  three ways:
F i r s t ,  through adm inistrative policy , th a t i s ,  routine c lin ic a l  
planning in  regu larly  scheduled s ta f f  meetings. Communication i s  r e ­
quired through regu larly  scheduled conferences among p artic ip a tin g  mem­
bers o f the team# The adm inistration holds the "team" as the ideal#
Second, through indiv idualized , s k i l l f u l  supervision of p rofessional 
personnel, so as to develop su ff ic ie n t in te rn a l m aturity to  work respon­
s ib ly  oh a team# This type of supervision was discussed more fu lly  on 
page 12. ,
Third, through the v ision  and personal m aturity which team-mates may 
already possess as they work together contributing d iffe re n t professional 
s k i l ls  to  help children#
What personnel were availab le , what was the present adm inistrative 
policy  in  re la tio n  to  team work, and what supervisory p rac tices  could be 
discovered, were basic questions to  be answeredo The w rite r  turned f i r s t  
to the Adm inistrational Handbook-*- and la te r  to a revised Administrative 
Chart (See Appendix E) fo r a statement of who were availab le  as consultants 
and how adm inistrative policy  and supervision were conducted. The chart 
mentioned above shows the lin e s  o f re sp o n sib ility  and also l i s t s  the 
functions of some consultants#
The Consultants most e a s ily  discovered were the School Psychologist,
^•"Administrational Handbook, Guide to the Administration of Schools 
in  Montgomery County, Maryland", September, 19£l, B ulle tin  No. U.
hi
the D irector of Pupil Personnel and V isiting  Teachers, and the D irector 
of School Health and School Nurses. By carefu l searching o ther services 
were found, but l i t t l e  mention was made of the specia l educators o r super­
v iso rs in  charge of these serv ices. The services are home teaching, l ip  
reading and audiometer te s tin g  program, c lasses fo r slow learners and 
Cerebral Palsy School, group te s tin g  program, and guidance serv ice . Each 
of these consultants or services w ill be discussed separately .
The School Psychologist: D irecting of the psychological service i s
l is te d  under jo in t  re sp o n sib ility  of A ssistant Superintendents (See Appen­
dix Eh) # These services are outlined as follows:
Accepting re fe r ra ls  from pupil personnel, school health ,
Juvenile Court o r other educational personnel; preparing case 
h is to r ie s  from data obtained in  conferences with ch ild , from 
te s ts  of in te llig en ce  and personality , and from conferences 
with parents and school personnel. Data from these sources 
provide a p ictu re  fo r  diagnosing causes and suggesting solu­
tions e ith e r  o ra lly  or in  w ritten  form to school personnel.
He also maintains lia iso n  re la tionsh ip  with community agencies 
as w ell as p sy c h ia tr is ts  and psychologists in  private  p rac tice .
He works with fa c u ltie s  in te rp re tin g  the mental hygiene ap­
proach to  classroom problems•
D irector of Pupil Personnel and V isiting  Teachers: These workers are
l is te d  as responsible to the A ssistant Superintendent in  Charge of the 
Educational Program (See Appendix E 5>) with the following functions:
a. Working with children and parents through home v is i t s  fo r 
needed adjustment of children in  school.
b. Working with o ther agencies such as the Vfelfare, Social Service, 
Juvenile Court, Mental Ifygiene C lin ic , in  providing help fo r children 
where needed.
Co Checking i l ln e s s  of children in  attempting to  discover the causses 
fo r absence.
d. Working with teachers in  adjusting programs required to  meet 
specia l needs of ch ild ren .
^"Adm inistrational Handbook, Guide to the Administration of Schools 
in  Montgomery County, Maryland", September, 19^1, B u lle tin  No. iu
U2
e. Approving tra n s fe r  to othdr schools where the welfare of the 
ch ild  makes i t  advisable.
f .  Counseling with fam ilies and the schools on the solution of 
problems a ffec ting  children*
g. Referring as a la s t  re so r t, to  the Juvenile Court Service.
h. Performing other services required in  th is  area.
There is  no difference in  function mentioned between the D irector or 
Supervisor and the V isiting  Teachers under him. No mention i s  made of 
keeping w ritten  records about the children they see in  consultation, nor 
do they f i l l  out any s t a t i s t i c a l  reports concerning the way they use th e ir  
time. At the time th is  study was made, n e ither the supervisor nor any of 
the v is itin g  teachers had s e c re ta r ia l  se rv ice . Each worker made h is  own 
decisions about what cases he accepted, what records he kept and how he 
spent h is time. There was no adm inistrative provision made fo r the c l in i ­
ca l appra isa l o f work done, such as i s  strongly recommended by Gordon 
Hamilton^- and Harleigh Trecker.^
Group Meetings? Pupil personnel workers and the school psychologist 
met together every two weeks to exchange information about cases and d is ­
cuss mutual problemso They also met with the s ta f f  of the Juvenile Court
on a lte rn a te  weeks fo r the# same purpose. However, no regu lar records were 
kept of the findings o f these meetings and there was no adm inistrative
^Gordon Hamilton, Theory and Practice of Social Casework, Chapter 7, 
"Diagnostic and Evaluative Processes’1, Columbia tfa iversiiy  Press, New 
York, 1951. p. 213.
__________   , P rincip les of Social Case Records, Chapter 1,
"Recording and p rac tice  are interdependent and in te r re la te d 5" Chapter 5, 
"The Summary as a great device for organizing and analyzing f a c ts 5" and 
Chapter 7, "Understanding must include Appraising Social Values," Columbia 
U niversity Press, New York, 19U6. pp. 1, 56, & 87.
^Harleigh Trecker, Group Process in  Administration, "Flow of Work", 
Woman’s Press, New York, 19K>. p. 185•
U3
sponsorship of the ’’team approach” th a t the w rite r could discover.
School Health: This program is  administered through the Health
Department and i s  included o ff  in  one corner of the Administrative Chart 
(See Appendix E) showing some lia iso n  with the In s tru c tio n a l serv ice , but 
with no one adm inistrative o ff ic e r  responsible fo r in teg ra tio n .
The functions of school health  are l is te d  in  the Adrainistrational 
Handbook.^
D irector o f School Health:^ His work consists of d irec ting  the nur­
ses in  the schools; d irec ting  health  programs in  the schools; teaching 
health , which involves conferences or meetings with parents, teachers, 
p rin c ip a ls , and other community groups such as Cerebral Palsy Association, 
Mental Ifygiene Society, e tc . ;  coordinating health  services in  the schools; 
working with the curriculum d irec to r in  formulating courses o f study in  
health .
School Nurses: 3 Functions of the nurses are l is te d  as follows! 
Arranges teacher-nurse conferences; a s s is ts  with periodic screening and 
medical examinations in  schools; makes home v i s i t s  when indicated; follows
4
up conditions needing medical a tten tio n ; in te rp re ts  health  services and 
p o lic ie s  to  school s ta f f ;  and a s s is ts  in  the general health  programs of 
the schools.
Home Teaching: The w rite r was unable to  locate th is  specia l edu­
ca tiona l service on the adm inistrative chart o r in  the descrip tion  of
^ 'A drainistrational Handbook, Guide to  the Administration of Schools 
in  Montgomery County, Maryland", September, l? £ l, B ulletin  No. U.
^ Ib id ., p. 1 1 .
^ Ib id ., pp. 110- 2 3 .
uu
functions. This i s  a service provided to children whose physician c e r t i ­
f ie s  th a t they are unable to attend  school fo r a t  le a s t  three months be­
cause of pro tracted  i l ln e s s .  C ertified  teachers are employed by the hour 
to go in to  the home once or twice a week and give p rivate  tu to ring .
Lip Reading In s tru c to r and Audiometer T esteri The w rite r was unable 
to  find  th is  in s tru c to r  o r the Audiometer Tester l is te d  in  the Admini- 
s tra tio n a l  Handbook except on page l l£  under "Screening Tests Supervised 
by the Nursing Services'1 in  which i t  says th a t Lip Beading In struc tion  w ill  
be provided by the specia l teacher. These personnel, however, are em­
ployed by the Board of Education and in  p rac tice  have been responsible to 
the A ssistan t Superintendent in  charge of Instruction .
Classes fo r Slow Learners-and Cerebral Palsy School: Another type
of spec ia l educational service i s  the program of c lasses fo r  slow lea rn ers . 
This program is  under the Supervisor of Special Education, who i s  respon­
s ib le  to  the A ssistant Superintendent in  charge of Program of In struction . 
Along with th is  service i s  the Cerebral Palsy School, and the w rite r fa ile d  
to  find  any ind ica tion  of where th is  f i t s  in  adm inistratively .
D irector of Group Testing Program. This person is  responsible to the 
A ssistan t Superintendent in  Charge of the Educational Program, but i s  not 
o f th is  date l is te d  in  the Adndnistrational Handbook. The position  has 
been added since the publication  of the Handbook.
Guidance Service; Another service, which i s  not sponsored from the 
cen tra l o ffice  but i s  closely  a ll ie d  with the specia l needs of ch ild ren , 
i s  the guidance service in  the jun ior and senior high schools. The func­
tions of the guidance counselor are not d iffe re n tia te d  in  the Administra- 
t io n a l Handbook from other teachers, but the w rite r fe e ls  th a t the coun­
se lo rs cannot be ignored i f  any comprehensive p ictu re  of the specia l
hS
serv ices availab le  to children through the Board of Education i s  to be 
complete. Not only do the counselors a s s is t  in  the general educational 
and vocational program fo r a l l  students, but they are also the f i r s t  re ­
source fo r specia l study and personal interview s. Many of them do simple 
psychological and personality  te s ts .
Summary of Special Services: The foregoing outline  of health , psy­
chological and personal counseling serv ices, and specia l education, i s
im pressively r ich  fo r a school system of th is  s iz e . However, duplications 
may be noted, even in  the l is t in g  of the functions of personnel. For in ­
stance, the nurses and pupil personnel workers are both required to check 
on the health  of pup ils . The School Psychologist, school health  serv ices, 
and pupil personnel workers a l l  are supposed to  m aintain lia iso n  with 
conmunity agencies. School nurses, pupil personnel workers, and the School 
psychologist a l l  make home v i s i t s  and do so c ia l h is to r ie s . Administra­
tiv e ly  there i s  no coordination and planning of the 11 team approach11 in  
re la tio n  to any one ch ild . In -theory, these personnel are expected to  
keep in  touch with one another and to  know what services any one ch ild  i s  
receiving. In p rac tice , the w rite r  has found th a t there are many chances 
fo r overlapping and duplication  of functions, as w ell as g rea t lack of
in teg ra tio n  and continuing re sp o n sib ility  in  re la tio n  to a  given ch ild .
Survey of Research on Administration of Special Consultants. The 
w rite r made a lim ited  investiga tion  of the l i te ra tu re  in  th is  f ie ld  and 
discovered the following reports o f previous research and recommendations:
Kind of Administrative Organization. Wiens, Schultz, and Heck 
gathered data in  large school systemswhich showed the extent 
to  which v is itin g -tea ch e r service, psychological service, 
health  service and psych ia tric  service had developed alongf 
with attendance service . • • Schultz, in  h is  in tensive study 
of large c i t ie s  c la ss if ie d  than "with respect to  the admini­
s tra tiv e  placement of the attendance department." He found 
four types of organization:
h6
Type I  i s  an "in tegrated  pupil-adjustraent service in 
d irec t charge of an a ss is ta n t superintendent."
Type I I  i s  an "in tegrated  pupil adjustment service in  
charge of a d irec to r,"
Type I I I  — the "department is  not an in teg rated  pu p il- 
adjustm ent'service but the d irec to r is  responsible d ire c tly  
to the c ity  superintendent".
Type IV — the "d irec to rs  of special services are r e ­
sponsible to  one or more a ss is ta n t superintendents.
With reference to Type IV, Schultz s ta ted : Respon­
s ib i l i t y  fo r helping the maladjusted ch ild  may tend to d is ­
in teg ra te , since i t  i s  d is tr ib u te d  among a number of sepa­
rated  serv ices". He feared, "Since p u p ils 1 problems, in  most 
cases are produced by a configuration of several causes , , ,  
th a t -when several departments handle a case b est re su lts  w ill 
not be secured . . .  since h is  (the maladjusted c h ild ’s) 
d i f f ic u l t ie s  may be seen and trea ted  separately  ra th e r than 
as an in teg rated  whole," He therefore tended to favor Type 
I  or Type I I ,  which he said in teg rated  th e ir  serv ices.
Heck noted d e fin ite ly  th is  change in  emphasis; upon the 
basis of h is  study of the number of pupil personnel workers 
in  c i t ie s  of over 1 0 0 ,0 0 0  population he recommended the de­
velopment of a department or d iv ision  of pup il personnel 
service under the d ire c t supervision of an a s s is ta n t super­
intendent of schools.
Wiens in  19Ul and Baldwin in  19U6 made re commendations 
th a t followed the general p a tte rn  proposed in  Heck’s study, 
Wiens proposed an a s s is ta n t superintendent in  charge of 
pupil personnel serv ice; he defined th a t service in  h is  
organization chart as made up of attendance serv ice, health  
serv ice , guidance service, psychological service and ch ild - 
accounting serv ice. These five  pupil personnel services 
were each to  be headed by a d irec to r; the five services 
were to  include attendance o ff ic e rs , v is itin g  teachers, 
physicians, d e n tis ts , consulting medical sp e c ia lis ts , dental 
hyg ien ists, vocational and educational counselors, placement 
and follow-up workers, deans of boys and g i r l s ,  p sy c h ia tr is ts , 
psychologists and sp e c ia lis ts , census enumerators, census 
c le rks, employm ent-certificate clerks 'and c lerks handling 
pupil records,
Baldwin recommends an almost id en tica l organization; he 
makes d ire c tly  responsible to an a s s is ta n t superintendent in  
charge of personnel services the (a) d irec to r  of the depart­
ment of school census and attendance, (b) d ire c to r  of the 
department of mental hygiene, (c) d irec to r of the department 
o f school health  and hygiene, (d) d irec to r of the department
1*7
of pupil accounting, and (e) d ire c to r  of the educational and 
vocational placement bureau*-1*
i
DESCRIPTION OF METHODS USED IN THIS STUDY 
From th is  survey of data availab le3 carefu l study of the present 
methods of recording and reporting th is  data; survey of the l i te ra tu re  on 
methpds used in  o ther communities; in -serv ice  tra in in g  of teachers and the 
personnel availab le  to work on the p ro jec t; the w rite r devised the follow­
ing methods:
1 . Meetings were held with the fac u ltie s  of the sample schools, 
the purposes of the study were explained, and teachers were informed of 
the type o f p a rtic ip a tio n  i t  was hoped they would give.
2. Group meetings were conducted with teachers and specia l 
personnel who were w illing  to  p a rtic ip a te , in  which the name of each child  
in  a grade or section  was discussed* Factual data recorded in  school and 
health  records and/or known to  the personnel present a t  the screening 
session was organized in to  a c lin ic a l  synthesis of the needs of the child  
and recommendations fo r the follow-up process were made*
3. To show the actual process th a t went on in  the screening 
sessions, the w rite r  attempted to re c a l l  from notes the discussion of a 
few sample cases and to show how various personnel participated*
h* Evaluative questionnaires were used which could be returned 
anonymously and vo lu n ta rily  a t  the end o f the screening sessions*
5>. Individual interview s were made by the w rite r  with pro­
fessional people inside and outside of education in  order to e n lis t  th e ir  
support and cooperation on the study and to evaluate the process a f te r  i t  
4was completed.
■^Encyclopedia of Educational Research, The MacMillan Co., New York, 
1950. pp. 920-22.
CHAPTER IV 
THE PILOT STUDY
DESCRIPTION OF THE PROCESS
As mentioned on page 31, the present p i lo t  study i s  an outgrowth of 
a la rg e r study undertaken a l l  over the s ta te  of Maryland and sponsored 
by the S ta te  Superintendent of Schools*
I The w rite r took the questionnaire which was sent from the S tate 
Office of Education and amplified i t  considerably u n t i l  i t  developed in to  
the ou tline  shown in  Appendix F 1* The questionnaire did not include a t ­
tendance problems or learning d if f ic u l t ie s ,  information about diagnosis 
or suspected symptoms on any of the problems mentioned* Number XVIII,
4
Other Disfigurements; XIV, Previous E fforts the School has Made to  Help;
XX, Follow-up Needed; and XXI, Other Resources Needed, were also added 
by the writer* In the w riter *s view, these were important aspects which 
the school should take in to  consideration in  studying specia l needs of 
any child*
The next problem was to explore the p o s s ib i l i t ie s  fo r accurate r e ­
porting  of diagnosed d if f ic u ltie s*  The w rite r interviewed the A ssistant 
Health O fficer who was most cooperative in  o ffering  s t a t i s t i c s  from c lin ic s  
and o ther inform ation from f i le s  but was somewhat discouraging about any 
s t a t i s t i c a l  breakdown of diagnosis. Individual records contained the 
diagnosis, but i t  was not reported s ta t i s t i c a l ly .
The w rite r also  interviewed the presiden t of the Medical Society to 
ask fo r a sample reaction  about the way doctors would fe e l  i f  they were 
asked fo r s t a t i s t i c a l  information about diagnosed cases* He said  frankly 
th a t any type of questionnaire would land in  the d o c to r 's  waste basket, 
and the p a tien t had a r ig h t to  keep his medical records con fiden tia l unless
19
he f e l t  su ff ic ie n tly  benefitted  by a procedure to  request h is  doctor to 
release  information fo r s t a t i s t i c a l  purposes. The doctor f e l t  th a t the 
only p o s s ib ili ty  fo r anything s ig n ifican t in  the way of s t a t i s t i c s  on 
medical diagnoses would be a spot check, and suggested two or th ree  schools, 
with personal interview s as follow-up.
Selection  of the Sample. The w riter decided to attempt such a study 
in  the school where her o ffice  was located and in  the neighboring elementary 
school. This school was selected  mainly because of i t s  a c c e ss ib ility  to 
the w rite r . The decision , however, was not a l i t t l e  influenced by the 
w illingness of the adm inistration of the two schools to  cooperate. After 
clearing  the p ro jec t with the superintendent of schools and the Supervisor 
o f Pupil Personnel, the w rite r  then presented i t  in  some d e ta il  to  the two 
p rin c ip a ls , who were glad to open th e ir  schools to  the study. These 
schools were patronized by both ru ra l and urban population and enrolled  
l,l6U  pup ils .
y
A fter securing the sanction of the adm inistrations of the schools 
and also the D irector of School Health, who was most en th u s ias tic , the 
w rite r  went to  the nurses assigned to  the two schools and presented the 
idea to  them. They said they wauld be delighted to work on the p ro jec t, 
although i t  would perhaps take more time than they would normally give to 
the schools involved, but they were su ff ic ie n tly  in te res ted  to  experiment 
with the modified teacher-nurse conference, which the w rite r was proposing.
The w riter also talked th is  over with the D irector o f School Nurses, 
a Health Educator who was availab le  to the schools, the School Psycholo­
g is t ,  as w ell as the General Educational Supervisors of the high school 
and elementary school. The educational personnel were permissive in  th e ir  
reaction  and the health  personnel ac tive ly  supportive. The specia l con­
su ltan ts  who were w illing  to  p a rtic ip a te  regu larly  were the school nurses
So
and the counselor.
The next step  was to present the plan to the two fa c u ltie s  in  a 
general facu lty  meeting and secure th e ir  cooperation, i f  possib le . At 
these meetings the w rite r  gave a short ou tline  of the plan, called  on 
the D irector o f School Health, the school nurses involved, and the Health 
Educator, who had assented to  a s s is t  with these meetings, fo r  fu rth er 
background inform ation.
There was some discussion of maintaining adequate c o n fid en tia lity  
a t these general meetings. However, i t  was touched on comparatively 
l ig h tly . I t  was mentioned a t  some of the screening sessions as w ell, 
but there  was no consisten t plan fo r bringing th is  p a r tic u la r  concern up 
ro u tin e ly  a t  every screening session.
At the end of the fo m al p resen ta tion  and discussion by other person­
n e l, the w rite r  handed out mimeographed sheets which gave a summary of the 
p ro jec t (See Appendix F 2) and the c la ss if ic a tio n s  of the types of prob­
lems which the w rite r was looking fo r . (See Appendix F 1) I t  was sug­
gested th a t each teacher keep a copy of the blank, ’’Teacher*s Observation 
of Pupil’s Health1* (See Appendix A I4) on h is  desk s ta r tin g  the day a f te r  
the meeting and check the symptoms he observed in  various students he met 
from day to  day in  h is  classroom.
Time was allowed fo r teachers to ask questions a t  these general 
meetings, but since they were held a f te r  school, the discussion was 
re la tiv e ly  sh o rt«
A fter a t  le a s t  a week had elapsed, the ac tual Screening sessions 
s ta rte d  in  both schools. In the elementary school the nurse, teacher and 
the w rite r  got together and took up each ch ild  in  the c la ss , going over 
any symptoms the teacher had noticed, checking the records of achievement
5 i
and health  to make sure the teacher got a l l  the information about back­
ground th a t was available from the records. Each member of th is  team 
contributed other information, such as home background, specia l circum­
stances and anecdotes, which were then synthesized in to  seme so rt of 
c lin ic a l  p ic tu re  of the needs of the ch ild . These needs were then checked 
by the w rite r  beside the c h ild fs name on the long yellow sheet (See Appen­
dix F 3) The symbols a t  the top of the columns on these sheets are the
same as the symbols in  the ou tline  o f problems to be discovered. (See 
Appendix F 1)
At the end of the screening session, each teacher was requested to
f i l l  out an evaluation blank (See Appendix F U) which could be turned in
\
to the school secre tary  or to the w rite r , as the teacher chose. This pro­
cedure was an attem pt to  make i t  possible fo r the teachers to  give frank,
anonymous opinions without fea r th a t the w rite r would know who gave un-«
complimentary evaluations.
EXAMPLES FROM SCREENING SESSIONS
1. Second Grade Boy Approximately Eight Years Old — Allen Dale.-*-
Teachers He i s  one of my problem pup ils . I  can handle 
him f a i r ly  well in  the classroom in  routine s itu a tio n s , but r e ­
cen tly  I  took him on a f ie ld  t r ip  and I  don*t know whether I  
want to t r y  th a t again or not.
W riter: I t  would not be. su rp rising  i f  th is  youngster gave
you trouble in  the classroom. His mother came to  see me several 
months ago and gave me a long fam ily h is to ry . She fe e ls  th a t 
the fa th e r i s  the source of a l l  the d if f ic u lty  in  the home, th a t 
she has been s i t t in g  on a p o te n tia l volcano fo r  the past twenty 
years. At one time she and her husband were separated, then she
y
^ h i s  record of the screening process was w ritten  from memory a f te r  
the session, but recorded as i f  i t  were verbatim. Names used are 
f i c t i t io u s .
52
went back to him, and they had a family. For a long time she 
stayed a t  home, feeling  th a t i t  was her duty to  take care of 
the children regardless o f the fin an c ia l s itu a tio n  she had to  
face. There were times when she f e l t  her f in an c ia l resources 
were so lim ited  th a t she went to  the Social Service League for 
some supplementation. However, she mentioned th a t her husband 
was keeping a separate apartment in  town and coming home only- 
on weekends, and she f e l t  th a t he was not contributing as much to 
the support of the family as might have been expected. I t  has 
been rumored th a t he was keeping a m istress.
F ina lly , about four years ago the mother decided th a t  she 
couldn’t  stand the economic dependence any longer and decided 
to  apply fo r some domestic work a t  a nearby in s t i tu t io n . When 
she talked  to  the employment person, i t  was suggested th a t she 
take a more responsible position  where she would have to  deal 
with people of some s k i l l .  She was highly f la t te re d  a t  th is  
o ffe r  and has been working in  th is  p osition  ever since. The 
income gave her some fee lin g  of independence and working out­
side of the home, she f e l t ,  had saved her san ity . 8he was s t i l l  
having serious c o n flic ts  about being needed in  two places a t  
once — a t home looking a f te r  the ch ild ren  versus earning the 
l iv in g , but she f e l t  th a t her personal psychological adjustment 
was maintained a t  maximum p o ten tia l only when she was working o 
At the time of the interview , her husband was commuting home 
every day, but some days in  the week the children were l e f t  un­
supervised fo r several hours between the time she l e f t  fo r work 
and the time he came home in  the evening.
Nurse: This boy had an in ju ry  to h is face and has had to
wear a bandage fo r  a few weeks. The mother took him to  the 
doctor when he had to have the s titc h e s  removed, but he went 
in to  such a panic a t  the s ig h t of the instruments and examining 
room th a t the mother had to take him away without having the 
doctor work on him. Later she took the s titc h e s  out a t  home, 
without the g l i t te r in g  u te n s ils  around to  frigh ten  him.
Teacher: This l i t t l e  boy has made friends with the o ther
l i t t l e  boy th a t i s  my biggest problem in  c la ss . I  th ink  I  can 
handle e ith e r  one of them by himself, but one seems to  s t i r  
the other up when they are out together. However, Allen so 
thoroughly enjoyed the t r ip  and seemed to en ter in to  the 
learning experience when we went to  the museum th a t I  would 
h e s ita te  to make him stay  home i f  we went on another t r ip .  I  
fe e l  th a t th is  boy has great untapped p o te n t ia l i t ie s  and could 
be an excellen t student i f  we could help him work through same 
of h is  emotional disturbances.
W riter: I  explored the p o ss ib il i ty  of going to  the Mental
Hygiene C linic with the mother. She had considerable p re ju ­
dice against psychotherapy. However, she had a warm spot in  
her heart fo r  Social Service League and might be persuaded to 
go there  fo r  family counseling. Perhaps our f i r s t  step  i s  to
S3
have the School Psychologist do some so rt of a diagnostic 
evaluation*
Nurse; We have been working with th is  family fo r years 
and would ce rta in ly  lik e  to  see them get more help than we 
have been able to give.
Teacher; This boy i s  not fa i l in g . He i s  doing passing 
work in  school and he i s  not a serious problem to me in  the 
classroom, but J  am worried because I  think he i s  capable of 
achieving so much more than he i s  a t present. He has not 
had any te s ts  except Reading Readiness in  the f i r s t  grade, 
but I  notice th a t he scored high on th a t.
The w rite r  checked the following points on the long yellow sheets: 
IIA, Emotional Problems Suspected; IIIA, Leading Problems Observed by 
Teacher, and Follow-up fo r both Pupil personnel and teacher.
(This was one case th a t was followed up extensively with the help 
of a number of community resources.)
2. Third Grade G irl, Nine Years Old, Susan Mead.
Writers How i s  th is  g i r l  getting  along? The p rin c ip a l 
called  me in  the second week of school because sh$ was crying 
fo r  hours and they couldn’t  seem to find  out the reason. You 
w eren 't her teacher then. I  think she was in  another room a t  
th a t time. How is  she getting  along now? I  d id n 't  have time 
to  work with her the day the p rin c ip a l spoke to  me, although 
I  looked in  the classroom fo r a minute and she seemed to  be 
a l l  r ig h t tem porarily. I  called  back a few days la te r  and 
they said  she had stopped crying, so I  didn’t  do any more about 
i t .
 ^ Nurse; She got a te r r ib le  earache and I  had to  have her
in  the Health Room and put medicine on i t  during the second
week of school. She called  her mother and her mother took her 
to the doctor but he didn’t  find  anything wrong.
W riter: How is  her attendance record?
Teachers She has been absent a lo t .  She always comes 
with an excuse th a t  she has been i l l .
W riter: Is  there any explanation on her medical record
fo r th is ?  j
Nurse; Physical findings are negative except th a t her 
mother repo rts  many colds.
W riter: I  wonder what th a t means. Could i t  be a psycho­
lo g ica l and physiological way of ge tting  out of coming to 
school?
Teacher: She i s  very sweet and cooperative when she is
here, but she has been absent so much th a t I  am re a lly  worried 
about her.
W riter: I  wonder i f  anybody re a lly  found out why she was
crying so hard the f i r s t  p a rt o f the year. The rep o rt I  got was 
th a t there was spontaneous recovery. Nobody knew the cause and 
nobody knew what cured i t .
Nurse: We have a lead on her physical problems. Maybe I
could ta lk  to  the mother a l i t t l e  more in  a home v i s i t  and we
might get hold of something e lse .
- Teacher: She ce rta in ly  is  no trouble in  the classroom and
i s  learning enough a t  le a s t  to pass.
W riter: I  think i t  would be awfully good i f  the nurse
could express some concern about the many absences because of 
i lln e s s  in  a home v i s i t  to the mother, but th is  i s  one of those
cases where i t  i s  hard to  decide ju s t how much time to  give.
The w rite r checked the following on the tabulated sheet: IIA, emo­
tio n a l problem suspected5 IIC, mild emotional problem; and follow-up 
fo r the nurse.
3. Fourth Grade Boy, Nine Years Old, Igor Port sky.
Teacher: This boy seems to be i r r i ta t in g  me more than
any o ther ch ild  in  the c la ss . He ju s t  can*t do anything the
other children do. I f  I  t e l l  the o ther children to s i t ,  he
stands up u n ti l  I  point him out personally  and t e l l  him to  s i t  
down. I f  I  t e l l  the o ther children to get out th e ir  reading
books, he stays a t  the blackboard u n t i l  I  point him out per­
sonally  and t e l l  him to  go to  h is sea t. He t r ie s  to  buy 
favor with the other children by bringing the most expensive 
supplies to the c lass and refuses to use them him self as the 
c lass planned. He always has to  do something d iffe re n t than 
everybody e lse .
Nurse: His health  findings are negative.
W riter: What do you th ink  makes him behave th is  way?
Teacher: He seems emotionally disturbed and I  think h is
mother picks on him too much. She used to  ta lk  to  the teacher 
l a s t  year a lo t  and she was h a lf  crazy with worry over h is 
re je c tio n  by the o ther children . She thinks because the
55
family i s  of foreign ex trac tion  th a t her son doesnft  have much 
chance to  be accepted and liked  by the other children . She 
to ld  me th a t two or three years ago children took him out in  
the woods and stoned him ju s t  because he was a foreigner.
W riter: How have you tr ie d  to deal with him in  class? Do
you think he i s  bright?
Teacher: I  th ink he i s  b righ t but the p rin c ip a l d o esn 't.
I  have t r ie d  to  get him to t e l l  about the customs in  h is  coun- 
t ry  to his classmates, t r ie d  to  give him some place where he 
could be the center o f a tten tio n , but i t  doesn 't seem to  do any 
good a t  a l l .  The more a tten tio n  I  give him, the more a tten tio n  
he demands by finding ways to i r r i t a t e  me.
W riter: As you remember, when you re fe rred  him to me in
October I  made a home v i s i t .  I  had a long ta lk  with the mother 
and found th a t she was In te llig e n t and well educated but needed 
a great deal of time to  ta lk  about her feelings in  re la tio n  to 
the boy and her fears about h is  so c ia l acceptance in  the com­
munity. She fee ls  th a t he i s  very b rig h t and I noticed th a t 
h is l i t t l e  s i s t e r ,  who i s  only three or four, was doing puzzles 
and playing with educational toys on a seven or e igh t year old 
lev e l.
While I  was there , the fa th e r came in  and he seemed to 
ta lk  with sympathy fo r  the boy, sa id  he planned to  get him a 
workshop and help him lea rn  some hobbies, as he f e l t  th a t was 
the so lu tion  to  the whole problem. The fa th e r said  he had 
the same problem when he went to school - -  of being bored and 
j i t t e r y .  He said he had a photographic memory and th a t he 
could look a t  a page and know what was on i t ,  and he was bored 
to  death with a l l  the study guides and routine d r i l l  assign­
ments which teachers were forever demanding. F inally  he worked 
out h is  own adjustment by getting  a whole se t of hobbies and 
working very long hours a t h is  business. He f e l t  th a t was the 
only way th a t a very b righ t person could get along in  our cu l­
tu re . He said  th a t when he got to  high school the teachers 
, used to  l e t  him correct a l l  the papers instead  of doing the 
exercises, but elementary school was a nightmare, as he 
remembers.
Teacher: Well, I  have lived  around here a long time and
I  d o n 't remember him as being so b righ t when I  went to school. 
He was ju s t  pecu lia r. I  think i t  i s  a l l  the paren ts ' fa u l t .
I f  they d id n 't  pick on him so much and expect so much of him, 
he would be a l l  r ig h t, but he brings a l l  th a t tension to 
school from homeo
W riter: When I  v is ite d  the mother, I  ta lked  to  her about
going to the Mental Hygiene C linic and gave her the number to 
c a l l .  I  have heard th a t she did c a l l  and ask fo r an appoint­
ment and i s  now on the waiting l i s t .  I  th ink she has some 
in sig h t in to  her own tension  and anxiety and would lik e  to  get 
some help with them.
56
I  think you are probably r ig h t th a t the boy does catch 
some of h is tension  from the mother, because i t  was ray im­
pression th a t she i s  a very tense person — tense in  her need 
to be a pe rfec t mother, and i s  defeated a l l  too often. My 
guess i s  th a t th is  boy i s  also very b rig h t and gets p re tty  
bored with routine exercises.
Teacher: Well, what am I  to do? He ju s t  has no study
h ab its . He has got to learn  to  do what the other children do. 
In the meantime he i s  driving me’crazy and i f  you don’t  get 
him some help you w ill  need to get some help fo r me.
W riter: L et’s put him on the l i s t  fo r the psychologist
to  study. Maybe she w ill  get to him before the mother gets to 
the Mental Hygiene C lin ic , and with a l i t t l e  more d e ta iled  
te s tin g  and analysis o f h is  p o te n t ia l i t ie s  i t  may be possible 
, to find ways to  make him bearable in  the classroom.
Teacher: Can’t  they put him in  a p rivate  school? I  ju s t
don’t  think he i s  the kind of boy th a t ought to go to  a
public school.
W riter: I  asked the mother about th is  p o s s ib ili ty  when
I  ta lked  to her, but she sa id  they had recen tly  gone heavily
in to  debt to build  a house and simply couldn 't take on any 
e x tra  expense a t  the moment.
Teacher: He is  the only one from h is country in  th is
whole town and I  have even tr ie d  to  make the other ch ildren  
appreciate h is  cu ltu re . He i s  ju s t  so d iffe re n t and fe e ls  so 
d iffe re n t th a t I  d o n 't have any hope. I  ju s t  d o n 't know what 
I  am going to  do with him. I t  i s  a question of h is demanding 
something from me every five minutes a l l  day long and what am 
I  going to  do the next f if te e n  minutes with him.
W riter: His mother Says he i s  very fond of you.
Teacher: He i s  e n tire ly  too fond of me. He i s  a f te r  me
every five  seconds.
W riter: I  know. I  observed him in  the classroom once or
twice and I  could see how being with i t  a l l  day long, could get 
to be quite a burden, but when he came up today and talked to 
me, there seemed to  be something warm and appealing about him 
— lik e  a l i t t l e  puppy looking fo r love.
I t  seems to me your ideas of le t t in g  him be outstanding 
in  as many ways as he can, find  ways th a t he can get the a t ­
ten tio n  he so desperately  needs without i r r i t a t in g  people fo r 
i t ,  and i f  possible  relaxing some of the d r i l l  and routine in  *■ 
h is c la ss  work — w il l  probably help him as much as anything 
we can plan r ig h t now.
$1
Teacher: But he never fin ishes anything. He does one sen­
tence in  a workbook and then he i s  o ff  daydreaming or pestering  
me.
v
’W riter: I  know i t  i s  hard, but maybe we can get you seme 
help before the year i s  out.
The w riter checked the following po in ts: IIA, Emotionally d isturbed;
IIIA, Learning Problems. (Note: This ch ild  was used as a demonstration
case in  which the psychologist collaborated with the Mental hygiene C linic * 
and v e rif ie d  the w r i te r ’s diagnostic thinking th a t he was an extremely 
b righ t ch ild  bored with routine work and disturbed in  h is  family re la tio n ­
ships as w ell.)
High School Screening Process. The high school screening procedure 
was considerably d iffe re n t from the elementary. I t  was possible to  sched­
ule the screening session fo r  the seventh and ninth grades on a day when 
the children were not in  school between semesters. Each section  was taken 
up separately  and boys and g ir ls  in  each section  were screened separately . 
I t  was done th is  way in  order to accommodate facu lty  members who taught 
only g ir ls  or boys, such as physical education and shop teachers, and to  
avoid having teachers s i t t in g  ,by who did not know the student under 
discussion.
Since there were two screening sessions going on a t  the same time, 
i t  was necessary to  have the home room teachers check the tabulated  charts 
fo r the children in  th e ir  home rooms, as the w rite r c ircu la ted  back and 
fo rth  between the two screening sessions. The counselor who was employed 
a t  the beginning of the second semester*had not yet a rrived  fo r th is  f i r s t  
screening process. The school nurse sa t with the seventh grade and the 
supervisor of school nurses sa t with the n in th . The nurse held the medical 
records and the home room teacher kept the permanent record cards. The
£8
cumulative- record fo lders were availab le  when questions were raised*
As each c h ild 1 s name was called , teachers were encouraged to  make 
comments about th e ir  observations of the c h ild ’s educational, emotional 
and health  adjustment. 'When such symptoms as "He looks pale” or ”He 
seems l i s t l e s s ” were mentioned by a teacher, a check of the medical • 
record was called  fo r to  see whether or not any diagnostic findings had 
been recorded which might explain these symptoms. I f  not, some form of 
fu rth er follow-up was indicated  on the charts .
D ifferen t teachers presented th e i r  evaluation of the c h ild 's  learning 
progress,-em otional adjustment, and checked th e ir  opinions against what­
ever objective te s ts  and other data were availab le  in  the f i l e s .  With 
some children there were marked d ifferences of opinion, both about ad ju s t­
ment and learn ing , while with others there seemed to be complete consensus 
of the whole facu lty . In a l l  cases, i f  there was any problem which the 
teachers o r other personnel were concerned about or f e l t  should be inves­
tig a ted  fu rth e r , the person responsible fo r carrying out these recommenda­
tions was designated on the ch arts .
Example of a High School Screening Session: Eighth Grade boy, lU
years old, John Block.
Professional personnel present: Home Room Teacher who taught HCore,n
Shop Teacher, Physical Education Teacher, Science Teacher, Art Teacher, 
School Nurse, Counselor, Music Teacher and the w rite r.
Kane Roam Teacher: He is  one of my problems.
A rt Teacher: I  th ink  he has been doing b e tte r  la te ly .
Science Teacher: Not in  my c la ss . He keeps running out
to  the counselor every five  minutes.
Counselor: He has a regu lar time fo r  appointments and
i f  he gets out o ftener than th a t ,  check up on him. He i s  not
59
supposed to  be coming to me except a t  ce rta in  appointed 
tim es.
Science Teachei*: I  may have to  f a i l  him th is  year be­
cause he ju s t  i s n ’t  consistent about h is  work.
I
Nurses This boy has a heart murmur and we are try ing  
to get him in to  the Cardiac C linic to check on i t .  Maybe 
h is energy i s n ' t  always the same and th a t may be p a rt o f the 
reason he doesn 't always pay a tten tio n  in  c la ss .
W riter: I t  has been nip and tuck with th is  boy try ing
to  keep out of trouble . The p rin c ip a l sent him to me a f te r  
he was suspended fo r the second time and the boy to ld  me he 
thought i t  was p re tty  hopeless th a t he would ever get through 
high school, because here i t  was only the eighth grade with 
two suspensions against him, and i f  he had a th ird  one i t  
meant expulsion.
Science Teacher* > What could you expect from th a t  
family? The whole family Is  ju s t  an eyesore to  the neigh­
borhood and what i s  going on with th a t younger s i s te r  anyway. 
Last year she was * liviiag with th a t older man downtown and 
he was giving her money. The family claimed th a t he was 
some kind of sponsor o r benefactor.
W riter: I  had a long ta lk  with the mother and fa th e r
both, several months ago, and they fe e l  very badly about what 
they c a l l  the commiinity re je c tio n  of the whole family.
Science Teacher: Well, they do everything to get them­
selves d is lik ed , f i r s t  thing the woman did when she arrived  
in  the community Was to have a s tre e t  brawl with one o f the 
neighbors. Somebody kicked the panel out of the fron t door 
about two years ago and they s t i l l  haven 't fixed i t .  The 
mother goes away fo r hours a t a time and leaves the l i t t l e  
pre-school ch ildren  there alone. I  think they were taken to 
court la s t  year about neglecting th e ir  children.
. W riter: Tes, the mother mentioned th a t they had been
hailed  in to  court fo r neglect, but she sa id  th a t  the charges 
were dropped fo r lack of evidence and suggested th a t I  check 
/  with the court and see i f  th is  w asn't so. I  checked with 
the Social Service Department of Juvenile Court because I  
thought they might be able to  help me to  understand John 
b e tte r , and in c id en ta lly , the court made a very thorough check 
about what was going on with the younger s i s t e r  and found 
there  was nothing to  be censored in  the re la tio n sh ip  with 
th is  o lder man to  the daughter. He had proved to be a re a l 
frien d  of the family and helped them out a number o f times 
when they were f ra n tic  with worry and debts and d id n 't  know 
which way to  tu rn .
60
So fa r  as evidence about neglect o f the children i s  con­
cerned, the court investiga tion  showed th a t the family had 
d iffe re n t ideas about ch ild -ra is in g  than some of the neighbors, 
but in  no way. could these d ifferences be in te rp re ted  as neglect 
o r mistreatment of the children . The court trorkers I  talked to  
suggested th a t the community needed a change of heart ra th e r 
than th a t the family needed to be punished.
(Science Teacher opened her mouth to  say something, frowned in  a 
disconcerted way, took a deep breath  and kept q u ie t .)
W riter: What do the r e s t  of you teachers th ink  about the
boy!s progress in  school?
Art Teacher: He i s  in te re s te d  in  my c la ss . He has re a l
ta le n t .  I f  he just, weren’t  qu ite  so j i t t e r y  and nervous and 
could s tick  to things b e tte r , I  think he might even make a 
commercial a r t i s t .
W riter: He i s  carrying a p re tty  heavy emotional load
rig h t now, and needs te r r ib ly  every b i t  of approval and accep­
tance th a t he is  finding in  your c la ss .
Music Teacher: He lik e s  music too. He keeps te l l in g  me
he i s  going to have an instrument to play, but I  haven’t  seen 
i t  y e t.
W riter: He is  buying one on a lay-away plan and has to
earn the money each weekend before he can make a payment. When 
the family i s  too deeply in  debt they take the money fo r the 
payments on h is music instrument to pay fo r the dry-cleaning 
or some other necessity . This hurts him very much because he 
has h is heart se t on owning th is  instrument.
Is  there any chance of organizing a h i l l - b i l l y  band? I  
think we have the nucleus of the group with th is  boy and two 
or three of the o thers . Maybe a couple of g u ita rs , an 
accordian, and a v io lin .
Music Teacher: I  have every period f u l l  and my a c tiv ity
period i 3 completely taken up with the Glee Clubs and orches­
t r a .  I  don’t  know whether there are any other teachers who 
could sponsor i t  or not.
W riter: Does anybody have any suggestions?
Chorus: Everybody i s  carrying a l l  they possibly can in
the way of a c t iv i t ie s  and afte r-schoo l work, and i t  i s  ju s t  
not possib le .
Counselor: What are the main complaints about th is  boy?
Home Room Teacher: When I  gave groups in te llig en ce  te s ts
61
he and h is b ro ther found out how to cheat by looking a t  the 
answers on the back of the paper, so I  d o n 't think h is te s t  
scores are v a lid  a t a l l .  He shows an IQ of 120 but in  ,fcoreH 
he ac ts  as i f  he had about an 8 0 . *
Counselor: I  w ill give him another ind iv idual t e s t  and
re check th a t IQ. However, from ray observation of him I  don 't 
th ink the main problem i s  low in te llig en ce .
/ Shop Teacher: Oh, he i s  a ’'psycho” . L e t's  get on with
thjp next case. Nothing much we can do for him anyway.
| :
' Counselor: "What do you mean — ’’psycho”? Do you mean he
i s  icrazy?
< Shop Teacher: Well, there are a lo t  of these boys th a t 
have ju s t made up th e ir  minds and are not going to  cooperate 
and conform to  any expectations, and you might Ju st as well
drop them out o f school f i r s t  as l a s t .
\I
W riter: Do you have him in  any of your classes now?
Shop Teacher: No, I  had a run-in  la s t  year and I  guess
he arranged not to take any classes from me th is  year.
V ^iter: He i s  not taking physical ed e ith e r , is  he?
Ntirse: We have been try ing  to get John to  get g lasses
fo r  the past s ix  months, as he has already had h is  te s t  and 
p resc rip tio n , but I  think he re a lly  doesn 't want to wear 
g la sse s1 because he manages to work out some excuse, some * 
accident or mistake which keeps him from ge tting  to  the r ig h t 
place a t ; the r ig h t time to get the p rescrip tion  f i l l e d .  Vfe 
have arranged fo r him to have them free , but nothing seems 
to w ork.'i
Counselor: That could have something to do with the way
he gets along in  c lasses. That might account fo r  same of h is 
restlessr^ess and some of h is poor study h ab its .
W riter: What can we say are the main problems which need
to be worked on with th is  boy? What kind of summary can we 
make and who should follow up to  see th a t he gets the kind of 
help he needs?
Science Teacher: I  th ink  h is family needs reforming.
Nurse: He needs medical care fo r  h is  heart and fo r h is
eyes.
Counselor: He needs to  learn  to  lik e  himself b e tte r ,  to
develop more self-confidence.
62
Art Teacher: He needs to  calm down arid get over the
j i t t e r s  so he can carry through on a p ro jec t,
W riter: I  have been attempting to get the family to  go
to the Social Service League fo r  family counseling, which might 
help somewhat with the family s itu a tio n . The nurse can keep 
on working on the health  problems and maybe i f  some of the 
teachers encouraged John a l i t t l e  b i t  more he w ill  be able to  
carry  h is good in ten tions fo r ge tting  the medical care he needs. 
C ertain ly  the counselor should continue to  work with him and 
maybe we can get a consultation  with the Mental Ifygiene Clinic 
to  see what can be dohe about h is nervousness and h is  feelings 
of discouragement and hopelessness about himself.
We w ill  check the following: Emotional Problems, Learning
Problems, Cardiac, Sight Loss suspected and Fbllow-up fo r 
counselor and nurse, with a possible r e fe r ra l  to the School 
Psychologist o r Mental Hygiene C lin ic .
The w rite r also agreed to  continue working with the family a t  le a s t  
fo r  the present, u n t i l  some kind of family counseling could be in i t ia te d .
(Note: This boy was followed up with psychological study by the
school psychologist and fu rth e r  family counseling both from the psycholo­
g is t  and the 'w riter. Since the waiting l i s t  precluded any hopes o f getting  
John in to  the Mental Hygiene C linic fo r treatm ent in  le s s  than a year or 
two, the w rite r  arranged fo r the counselor to discuss the case with the 
p sy c h ia tr is t. Out of th is  c lin ic a l  evaluation, using the case record, 
the psychologist1 s findings and the d iagnostic thinking of the w rite r  and 
the counselor as a basis fo r the discussion, a plan fo r  regular counseling 
interview s with the counselor was "worked out in  l ie u  of psychotherapy.
The w rite r  resigned a t the end of the school year, but checked back in  the 
middle of the second semester of the next year and discovered th a t the 
boy 's re la tionsh ip s both in  and out of the classroom had improved and to  
date he had avoided fu rth e r d isc ip lin ary  complications. He was checked a t  
the Cardiac C linic and the findings were negative, but. he h a sn 't as ye t 
gotten  g lasses .)
‘63
2. Ninth Grade Boy, years old, Joe Hreen. The screening session 
was composed of Home Room Teacher who taught "co re ,” Shop Teacher, Physi­
cal Education Teacher, Science Teacher, Art Teacher, Music Teacher, School 
Nurse, Counselor, and the W riter.
W riter: How is  Joe ge tting  along, anyway? He was re ­
ferred  to  me e a r l ie r  in  the year because he was out of school 
and refused to comply with adm inistrative requirements fo r 
being re in s ta ted .
Home Room Teacher: He i s  d u ll, but he is  getting  along
reasonably w ell.
W riter: What are h is  te s t  scores?
Home Room Teacher: He has an IQ of 90 and achievement on
the low seventh grade lev e l. I  am giving him f i f th  grade Vork 
in  a lo t  of th ings, but he has an awful touchy temper. I t  
would be qu ite  easy fo r him to f ly  o ff the handle and re a lly  
hurt somebody sometime.
W riter: When I  was ironing out the d if f ic u lt ie s  to get
him back in to  school a t the beginning of the year, h is  mother 
recognized th a t he has to be handled with gloves, commented 
th a t he i s  ju s t  lik e  h is  fa th e r, but was also a very good boy, 
re lig io u s . His main recrea tion  i s  church and youth a c t iv i t ie s  
connected with the church. She also said he i s  a good worker 
and liked  by h is  employer and would ra th e r work than go to  
school. However, she has persuaded him to stay  in  school a t 
le a s t  u n t i l  he reaches 16  when he can make a choice without 
specia l leg a l arrangements.
Nurse: His health  record is  almost blank. We assume
th a t h is parents have been looking a f te r  h is  health .
/
Shop Teacher: He i s  healthy enough. With a temper lik e
h is  I  would be scared he would knock me down.
Physical Education Teacher: That must be scans temper to
knock you down.
(The shop teacher was a very w ell developed physical specimen.)
3hop Teacher: He i s  not much in te res ted  in  school.
W riter: I  think i f  he were in te res ted  in  anything, shop
would be h is strong po in t, with h is  working in  a grocery store 
a f te r  school and on weekends.; I t  i s  my impression th a t  he 
enjoys working with h is hands more than working with h is head.
6U
Shop Teachers That i s  ju s t the trouble . He doesn’t  use 
h is  head a t a l l .  He gets i r r i t a te d  a t  the le a s t  l i t t l e  thing 
and fools around with the other fellows and keeps them from 
working. I f  I  ju s t  ignore him, everything i s  a l l  r ig h t, but 
i f  I  t ry  to  see th a t he gets something out of c lass , he im­
mediately gets su llen  and i r r i t a te d .
Counselor: Have you found anything he i s  in te res ted  in?
Shop Teacher: Not a th ing . F ifteen  minutes, maybe, but
i f  he runs in to  anything hard, he q u its .
W riter: Do you think he w ill  pass?
Shop Teacher: Oh, we w ill pass him on attendance, I
guess.
W riter (looking around the room): Will th is  boy pass th is
year, f in ish  ninth grade and be able to graduate from Junior 
High?
Teachers: He w ill  pass, but on attendance ra the r than
performance.
Writer: I t  seems to me th a t here i s  a boy we have fa ile d
to  reach, to  find any educational in te re s t .  He w ill probably 
drop out as soon as he i s  16 and have to  learn  vocational and 
personality  adjustment the hard way, ra th e r than in  the more 
or le ss  p ro tec tive , supportive atmosphere of school. Is  there 
anything fu rth er we can do before the end of the year?
Counselor: I  might t ry  to get hold of him and ta lk  h is
plans over with him.
W riter: Good. Maybe you can give him some vocational
te s ts  and help him with l i f e ’s plans a l i t t l e  b i t ,  anyway.
(Note: Joe continued the precarious adjustment u n t i l  a week or two
before school was out, when he lo s t  hi3 temper and swore a t  one of h is  
teachers, threatened to  h i t  him, and when called  to the p r in c ip a l’s o ffice , 
repeated the same behavior, fo r which he was suspended again. The w rite r 
made another home v i s i t  and by sheer luck and ta c t  managed to get the boy 
to  o ffe r to  go back and apologize fo r h is behavior and get himself re in ­
sta ted , in  order to f in ish  out the year. His teachers reported a f te r  
th is  episode th a t he seemed to  have had a more basic change of a ttitu d e  
than a t any time during the past year. However, i t  was the feeling of the
w rite r th a t th is  boy dropped out o f school without having had h is  needs 
m et.)
3. Ninth Grade G irl, 1$ years old, Betty Jo. Present a t the 
screening session were Physical Education Teacher, Core Teacher, Mathe 
matics Teacher, Nurse and the W riter.
W riter: Ifow is  Betty Jo getting  along?
Physical Education Teacher: I  think she i s  doing b e tte r
a l l  the time, and the more she i s  l e t  alone the b e tte r  o ff  she 
i s .
W riter: Is she s t i l l  having crying spe lls?
Physical Education Teacher: Oh, yes, she goes in to  a
ta i l - s p in  every once in  a while and her g i r l  friend  has to 
take her out of c lass , but she soon ge ts over i t  and comes , 
back, or maybe she has to go home and come back the next day.
But she i s  much b e tte r  than she was a t  the beginning of the 
year.
W riter: How do the re s t  of you teachers find  her?
"Core’1 Teacher: She i s  doing acceptable school work in
my c lass and although she has to be handled with gloves, I  
think th a t she has improved since the beginning of the 
year too .
W riter: Is  there any teacher who fee ls  th a t she is  not
g rea tly  improved?
Chorus: No. '
W riter: Do you think she is  liked  by the o ther g ir ls?
Hath Teacher: The boys seem to  like  her w ell enough.
W riter: A ll the boys, or which ones?
Math Teacher: She seems very popular.
W riter: I s  there any one boy th a t seems more or le ss
permanent?
Hath Teacher: No, there seem to  be about th ree .
W riter: What kind of reputations do they have?
Math Teacher: Well, one or two she went with a t  the
66
beginning of the year weren’t  so good, but the boys she i s  
going with now are nice chaps from nice families*
W riter: Do you th ink  the g ir ls  are jealous o f her and
her popularity?
Physical Education Teacher: I  think they may be a l i t t l e
jealous of her* They lik e  her p re tty  w ell in  sp ite  of i t  and 
she has one g i r l  friend  espec ia lly  who has stuck by her the 
whole year, and she i s  one of the n icest g i r ls  in  the whole 
school and one of the most highly respected*
W riter: I  have been very worried about th is  g i r l  a l l
year long and have been debating in  my mind what I  ought to 
do* She came to  th is  school with a h is to ry  of a g rea t deal 
of emotional disturbance and serious behavior problems* I 
am c erta in ly  glad to know th a t  she seems to be making a reason­
ably good adjustment a t  p resen t. Maybe my choice to  do nothing 
in  the s itu a tio n  was the w isest a f te r  a l l .
(This i s  a case in  which the w rite r withheld a great deal of in fo r­
mation about a g i r l ,  prim arily  because she didn’t  t r u s t  the teachers 
su ff ic ie n tly  to t e l l  them, but also with the idea th a t perhaps the g i r l  
should have a chance to be accepted on her m erits in  the present ra th e r  
than being judged too much by her past*
(This g i r l  was re fe rred  to the w rite r  by the p rin c ip a l a t  the be­
ginning of the year because she came to  h is  o ffice  and complained th a t 
her mother had beaten her up. The w rite r  saw the g i r l  fo r about an hour,
and attempted to  discover the b ru ises and signs of beating which she
claimed were evident, but fa iled  to  see anything serious. The g i r l  f e l t  
she was d is lik ed  by the o ther g ir ls  and th a t they gossiped about her and
the boy she had been dating ju s t  because he had a ’’rep u ta tio n .” She was
sure th a t  the other g i r ls  thought she was immoral and'she f e l t  a soc ia l 
ou tcast.
(She to ld  the w rite r th a t her younger s i s te r  was completely acceptable 
to her parents, teachers and other s ig n ifican t adu lts in  her l i f e ,  but 
th a t she could never liv e  up to  th e ir  expectations about her. The quarrel
67
with her mother had been in  re la tio n  to  keeping a secre t from her s is te r  
which her mother in s is ted  th a t she should te ll#
(The g i r l  said  th a t her parents had moved to  the neighborhood th a t 
year because she had made a dismal fa ilu re  of her l a s t  year in  another 
school in  the county# The pupil personnel worker in  th a t school had 
given her a great deal of time and had attempted to ta lk  th ings over with 
her mother, but the mother had become angry and had refused to see the 
v is itin g  teacher and had given s t r i c t  orders to  her daughter not to  see 
the pupil personnel worker any more# The w rite r  found out la te r  from the 
v is itin g  teacher in  the o ther school th a t the g i r l  was very clever a t  
taking a statement out of context from an interview  and using i t  to  r e ­
inforce her defiance. The v is itin g  teacher thought th a t  th a t caused the 
mother*s f in a l  re je c tio n  of the serv ice .
(The w rite r  f e l t  th a t the g i r l  was looking fo r a p ro tec to r to en ter 
the home and take up the cudgel against her mother, but refused to assume
4
th is  ro le . At the end of the meeting the door was l e f t  open fo r  the g i r l  
to come back i f  she wanted to .
(Upon checking previous records, the w rite r found th a t  the g i r l  had 
a h isto ry  of shop lifting , of receiving expensive clothes as g i f ts  from 
boys, and a continuing p a tte rn  o f disturbed behavior in  classes and in  
other school a c tiv itie s#  The former school had to ld  the parents th a t  th e ir  
daughter would e ith e r  have to have psych iatric  help or be expelled. The 
mother found a p riva te  ’’p sy c h ia tr is t” who recommended immediate withdrawal 
and a v i s i t  to re la tiv e s .
(The g i r l  never returned fo r another v i s i t ,  although the w rite r ob­
served her several times in  the Health Room crying b itte rly #  I t  was the 
w r ite r ’s su p e rfic ia l, diagnostic impression th a t the g i r l  probably needed
68
a specia l school combined with psych iatric  treatm ent i f  any basic and con­
tinuing help were to be given. The parents were fin an c ia lly  unable to pay 
fo r th is  type of school. None were availab le on a scholarship b a s is . I f  
such a resource had been availab le , the w rite r might have attempted the 
many hours of in tensive counseling and in te rp re ta tio n  which would probably 
have been necessary in  order to get the parents to  accept such a p lan ,
(The w rite r  s t i l l  wonders how much d isserv ice  she did to  the g i r l  by 
not pursuing the s itu a tio n  fu rth e r; however, a few more in te rm itten t, stop­
gap measures might have even been seriously  harmful. At any ra te , the 
w rite r  would have f e l t  much more comfortable with her own decision i f  i t  
had been possible to discuss i t  in  a s ta f f  meeting with the former v is i tin g  
teacher and o ther consultants present, to  add to  the c lin ic a l  o b jec tiv ity  
of the decision . Such group decisions f a c i l i t a te  in  se ttin g  lim its  on
time spent w ith indiv idual cases and help immeasurably with fee lings of
\
g u il t  which indiv idual workers might su ffe r when acting without the support 
of the group.
(While withholding a l l  th is  m ateria l a t  th is  screening session, the 
w rite r  re a lly  was making a so lita ry  decision and taking a g rea t deal of 
re sp o n s ib ility  fo r the fu ture  welfare of th is  g i r l ,  and in  th is  instance, 
was not using the team to  a rriv e  a t any c lin ic a l  o r diagnostic p ic tu re .
The chart was checked under Emotionally Disturbed, and i t  was noted th a t 
she was g rea tly  improved under Follow-up.)
I l lu s tr a t io n  of a screening session which went very fa s t  without 
much comment about any one name. Present were Section 12-3 Home Room 
Teacher, English Teacher, Art Teacher, Music Teacher, Physical Education 
Teacher, Science Teacher, Guidance Counselor, School Nurse and W riter.
The Home Room Teacher was ca lling  the names of the g i r ls  (which are
69
disguised in th is  rep o rt) .
Home Room Teacher: Eleanor Bancroft. Okay, anybody any
comments? (Silence followed) No checks, then. Geraldine 
F e lle rs . In my classes sh e 's  ge tting  along a l l  r ig h t. She 
usually  comes to  see me once a day — a t  home in  the evening 
or a t  some other time. I  think sh e 's  doing p re tty  well.
A fter a l l  the hard time sh e 's  had in  the years in  the past, 
th e re 's  a great improvement in  th is  g i r l .
W riter: Any other teachers fe e l th a t something should
be checked fo r th is  g ir l?  (Nothing was answered)
Home Room Teacher: Freda Henshaw. Okay. Dorothy Mensch.
Okay. Betty Mulley. Okay. Geraldine Alfrenda. Okay.
Evelyn Oaks. Nothing wrong with he r. Sheila S a lten ste in .
A ll r ig h t. Freda Stebbins. I  think th is  g i r l  ought to  be 
checked fo r mild emotional disturbances. She s i t s  in  class 
and te a rs  come in  her eyes without any provocation.
W riter: Has anyone e lse  noticed any reasons fo r checking
emotional disturbance?
Physical Education Teacher: She has trouble with spo rts­
manship. Sometimes she gets very angry, but I  think i t ' s  m ild, 
nothing more than you see in  many g i r ls .
W riter: A ll r ig h t, l e t ' s  check her fo r mild emotional
disturbances. Does anyone want fu rth e r follow-up?
Horae Roam Teacher: Well, th e re 's  hardly time before
school's ou t. E lla May Wheeler, Okay. Geraldine William­
son. Gkay. I  have a very nice c lass of g i r ls .  Most of them 
give me no trouble and I  think th ey 're  going to get along 
very well in  the world.
Since i t  was the goal to cover about 30 names an hour, i t  was found 
th a t some things were too d i f f ic u l t  to put on the charts, espec ia lly  
since a new person had to  learn  to  do the checking with each change of 
home room. Therefore, "What the school has done to  help" was omitted 
(Number XIX) and some of the f in e r  c la ss if ic a tio n s , such as those under 
Speech Disorders — "A rticu la tion ,"  "Fhonation," "Rhythm", "Symboliza­
tion" — were not attempted.
The nurse in  both cases recorded the re su lts  of the screening 
session on the health  record and also kept an anecdotal summary fo r
70
her own follow-up procedures. When the counselor came fo r la te r  sessions, 
he recorded anecdotes as p a rt of case-finding techniques fo r h is  own use. 
The w rite r  did not attempt to  keep anecdotal m ateria l on cases re fe rred  
to  her, as she was preoccupied with the coordination and supervision of 
the whole p ro jec t.
At the end of each session a l l  the teachers were requested to f i l l  
out evaluation sheets (See Appendix F U) and they were returned in  a p ile .
Before the w rite r  rea lized  the value of keeping these evaluations 
separated fo r d if fe re n t screening sessions, they had been shuffled  to ­
gether, so th a t s t a t i s t i c s  could not be compared between the screening 
sessions in  the elementary school and d iffe ren t screening sessions in  the 
high school. Figures ind icate  the reactions of the same teachers in  
d if fe re n t sessions of the high school and of only one reaction  from 
teachers in  the elementary school. No one -was required to  f i l l  out an 
evaluation fo r any session, but most teachers d id .
\
Other evaluations were secured, especially  from the specia l person­
nel p a rtic ip a tin g  in  personal interviews a year a f te r  the p ro jec t was 
completed.
A ll the o ther grades and sections had to  be scheduled fo r screening 
sessions a f te r  school from 3s30 to  Us 30. Sometimes only one section  of 
boys or g ir ls  was undertaken, in  order to  avoid holding teachers overtime. 
E ssen tia lly  the same process was used in  a l l  sessions except th a t the 
w rite r was able to be present when only one section  a t a time was being 
screened and to take care of checking the tabu lations h e rse lf , ra th e r 
than assigning i t  to  the home room teacher.
71
TABULATED FINDINGS 
Information About Children. There were 60? elementary school pupils 
screened and $62 in  the high school, making a to ta l  of 1 ,1 6 9  a ltogether.
Table I ,  (See page 72), Attendance and Functional Problems, shows the 
attendance problems which the teachers noted from th e ir  re g is te rs  of d a ily  
attendance. Children who were counted as attendance problems were absent 
. anywhere from 1$ to  60 or 80 days during the year. Legal reasons were 
^  considered excused absences fo r i l ln e s s ,  death in  the family, e tc . I l ­
leg a l was a s itu a tio n  where parents withheld th e ir  children from school 
to worte on the fairn and home, o r where the ch ild  was tru an t from school 
fo r  reasons of h is  own0 The tab le  noted th a t most of the attendance 
problems are leg a l in  the elementary school, although two boys were l is te d  
as being out i l le g a l ly ,  and there is  a marked increase in  both leg a l and 
i l le g a l  attendance problems in  the jun ior high school grades with boys 
g rea tly  predominating over g i r ls .
^ Attendance problems were considered to  ind icate  both causes and symp­
toms of d i f f ic u l t ie s .  Many excused absences for i l ln e s s  meant th a t the 
nurse should explore fu rth er i f  no apparent reason could be discovered in
the records. I l le g a l  truancy was considered to be a symptom of emotional.    ——*•
 ^ d isturbance, or a t  le a s t  some d is sa tis fa c tio n  with school on the p a rt of 
the ch ild  and perhaps an ind ication  th a t some adjustment should be made 
in  the educational program. Numerous absences were also considered as a 
^/Cause of learning d if f ic u l t ie s  and poor classroom adjustment in  some cases, 
because a ch ild  who i s  not physically  present in  the school room, regard­
le s s  of what keeps him away, finds i t  d i f f ic u l t  to cover the m ateria l 
and keep up with the re s t  o f the c la ss .
The n^xt p a rt of the tab le  covers the emotional problems which the
72
TABLE I. ATTENDANCE AND EMOTIONAL PROBLEMS
Attendance Problems Emotional Problems Emotional Problems
I l le g a l  ’ Teachers Suspected Sbcperts diagnosed
Boys G irls Boys G irls
le g a l
Grade Boys Girl3 Boys G irls
Special 1 1 3 1
Kinder 13 12 2
I 6 2 1 9 3
I I 3 2 12 6 3
I I I h 6 1 9 h 1
IV k 5 h
V 2 2 9 2
VI 7 2U 11 5 1
Total
Elem*
36 h2 , 2 68 27 * 5.
VII 13 8 11 2 8 U 2 2
V III 5 h 3 5 9 2 <
DC 16 1 ‘ 1 8 8 2
X 2 1 5 2 2 2
XI 1 l 3
XII 1 2
%
1 1 1
T otal
HS
37 16 16 9 31 18 8 5
Grand
Total
73 E>8 18 9 99 hZ 13 10
* Special c la ss  fo r retarded children
73
teachers and o ther personnel f e l t  should be l is te d  becauseo f the symp­
toms which the ch ild  was presenting in  the school s itu a tio n . I t  w ill  be 
noted th a t there are over twice as many boys in  the elementaiy school as 
g i r ls  and th a t the boys continue to outnumber the g i r ls  in  the jun io r high 
school as w ell. Another in te re s tin g  trend shown on th is  tab le  i s  the de­
crease in  such problems which the teachers noted in  the higher grades.
These s t a t i s t i c s  do not necessarily  present an accurate p ictu re  of 
the re a l emotional problems present in  the school. Seme of them may re ­
f le c t  the teacher’s own projections or p a rtic u la r  emotional concerns. 
Others may represent discrepancies between teach ers1 expectations and de­
velopmental progress on the p a rt of the ch ild . However, since anecdotal 
m ateria l was used in  a rriv ing  a t  these s t a t i s t i c s  and since there were a t  
le a s t  three people who agreed on the meaning of symptoms, they can be 
assumed to represent something serious enough to  cause the teacher anxiety 
and to need fu rth e r, carefu l diagnosis and follow-up in  order to  do the 
ch ild  ju s tic e  in  an educational se ttin g .
The next p a rt of th is  tab le  represents the extremely meager availa ­
b i l i t y  of such diagnosis. Out of lU± children who needed such diagnosis
and follow-up, i t  was possible to secure i t  fo r 23. The experts who were
/
called  upon were the School Psychologist, the Mental Ifygiene C lin ic , and 
in  one or two cases where the parents were able to buy such serv ice , a 
p riva te  p sy c h ia tr is t or psychologist.
Table I I  (See page 7U), Learning D iff ic u ltie s  and Group Test Results, 
ind icates teach e rs’ opinions o f how the children  are assim ila ting  the 
course of study. Here again i t  may be noted th a t more than twice as many 
boys were observed to  have d if f ic u l t ie s  in  both the elementary and high 
school grades. According to the group te s ts  of in te llig en ce , which shows
7k
TABLE II. LEARNING DIFFICULTIES AND GROUP TEST RESULTS
Teachers Cfoserved Group Test In telligence Quotients
Under 7h 75-120 Over 121
Grade Boys G irls Boys G irls Boys G irls Boys G irls
Special 8 5 2 2 6 3
Kinderg. 13 8 18 13 11 9
I 1 1 7 38 32
I I 16 6 3 5U 5U 2 2
I I I 7 6 5 3 23 2ii 3 2
IV 2 1 3 3 22 2h
V 1 5 27 19 6 6
VI 22 2 7 15 l a 29* 6 1
T otal
Elem. 56 22 ho 36 229 198 28 20
VII 8 3 59 65
V III 1 7 3 66 58 k 3
IX 17 13 5 2 31 25 1 3
X 3 1 32 U8
XI 6 1 1 2li 31 1
x ^ i 25 32 1
Total
HS 35 17 13 6 237 259 6. 7
Grand
Total 91 39 53 U2. U66 1*57 3k 27
7$
£3  boys and 1*2 g i r ls  under a score of 7k, there  must be o ther reasons than 
lack of na tu ra l endowment fo r some of these d i f f ic u l t ie s  observed.
Table I I I  (See page 76), Speech Problems, indicated  the complete lack 
of any treatm ent f a c i l i t i e s  in  th is  area of the county a Less than one 
th ird  of a l l  children who were observed by th e ir  teachers to  show symp­
toms of speech d if f ic u lty  had received any medical diagnosis and none had 
been trea te d .
Table IV (See page 77), Crippling Handicaps, Orthopedic, Teeth,
Facial and Other Disfigurements, again shows the preponderance of boys 
over g i r ls  whom teachers observed to  be deformed in  some way. Here the 
p ic tu re  looks much more hopeful, considering the number who had received 
medical diagnosis, but adequate follow-up and treatm ent was again 
disappointing•
On Table V (See page 78), Rheumatic Fever, Cardiac, Glandular or 
T. B. Involvements, medical diagnosis i s  p ra c tic a lly  e sse n tia l in  order 
to  have any sureness of the meaning of symptoms; however, treatm ent was 
again scanty.
Table VI (See page 79), Hearing and Sight Loss, seems to  ind icate  
considerable use of d iagnostic and treatm ent resources fo r hearing and 
s ig h t lo sses; however, educational adjustments in  the classroom are shown 
as meager. Teachers pointed out a specia l need fo r  a sight-saving pro-
i
gram in  the case of a few children .
Table VII (See page 80), Follow-up Requested by Screening Committee, 
shows the person designated to  follow up the various problems pointed out 
by the Screening Committees. There were 230 follow-up problems found fo r 
the nurses, 101* fo r the counselor, 93 fo r the pupil personnel worker, 10£ 
fo r the psychologist, and 1*3 fo r  which the teachers were designated to 
carry  re sp o n sib ility .
76
TABLE i n .  SPEECH PROBLEMS
Boys G irls
Teachers Diagnosed Adequate Teachers Diagnosed Adequate
Grade Observed Medically Treatment Observed Medically Treatment
Spec# 1
Kind# 7 1 2
I 5 h
I I l  l l
I I I
IV
3 3
V 2
VI l
Total
Elem.
18 2 0 10 2 0
VII : • 1 1
V III 2
UC 1 1 1
X 2 1
XI 2
XII 1 1
Total
HS
3 1* 0 £ 2 0
Grand 21 
Total
6 0
77
TABLE IV. CRIPPLING HANDICAPS, ORTHOPEDIC, TEETH, FACIAL AND 
OTHER DISFIGUREMENTS
Boys G irls
Teachers Diagnosed Adequate 
Grade Observed Medically Treatment
Teachers Diagnosed Adequate 
Observed Medically Treatment
Spec* 1
Kind.
I 10 2 1 1
I I 1 1
I I I 1 3 2 k 1
IV 1
V 1 2 1 1
VI 2 2 1
T otal
Elem.
17 9 3 5 8 2
VII 3 2 1 1
VIII 2 1
EC h 1 1' 1
X 1 1
XI 1 1 1 1
XII 2 3 1 3 2
T otal
HS
11 8 2 h 6 3
Grand
Total
28 17 5 9 Hi 5
78
TABLE V. RHEUMATIC FEVER CARDIAC, GLANDULAR OR T. B. INVOLVEMENTS
Boys G irls
Teachers Diagnosed Adequate 
Grade Observed Medically Treatment
Teachers Diagnosed Adequate 
Observed Medically Treatment
Spec. 1
Kind. 1
I 2
I I 1
I I I 1 . 1 1 1
IV 2
V 1
VI 2 2
Total
Elem.
3 9 1 1 2 0
VII 1 5 3
V III 1
IX 2 1 2
X 1 3
XI h
XII 1 2 1
Total 
HS *
k 10 1 2 9 0
Grand
T otal
5 19 2 3 11 0
79
TABLE VI. HEARING AND SIGHT LOSS
Teachers Audiometer Medically Medically Educationally
Observed Diagnosed Diagnosed Treated Treated______
Grade Boys G irls Beys G irls Boys G irls  Boys G irls Boys G irls
Spec. 1
Kinderg. 2 2 1
I 5 3 1 3 1 1
I I 2 1 2 l
I I I k 1
IV 2 U 2 2
V 1 3 6 3 1 3 1
VI 2 1 1 2 2 2 2
Total
Elem.
19 Hi u 6 11 5 u 6 1  1
VII 2 2 , 2
v n i 2 1 1 U 1 . 1
3Z 1 1 1
X 1 2
XI 1 1 1 1 1 1 3 5
XII V 3 1 .1
Total
HS
3 8 2 2 10 h 6 1 0
Grand
T otal
2 i 22 6 8 21 9 9 12 2 1 
•
80
TABLE VII. FOLLOW-UP REQUESTED BY SCREENING COMMITTEES
Nurse Counselors-* Pupil Pers. Psycho log, Teachers
Grade Boys G irls  Boys G irls Boys G irls Boys G irls Boys G irls
Spec. 3 1 l 1 3 2 1
Kind. 5 2 2 7 3 2 2
I 20 11 8 2 5 6 3
I I 9 10 h 2 9 7 2
I I I Ik 12 8 3 k 2 5 3
IV 9 1 2 6 li 3 5
V 9 12 1 h 3 3
VI 13 11 6 . 3 13 8
Total
Elem.
82 60 31 12 5 l 29 22 13
VII 6 k 6 3 6 2 2 1 1
V III 5 9 13 23 12 7
n 11 11* 15 11 8 5 1 1
X 9 .lli 13 11 9 7 9 5 k
XI 5 6 h 1 1 2
XII 2 3 2 2
T otal
HS
38 50 53 5 i 35 15 18 7 2 6
Grand
Total
120 110 53 5 i 66 27 69 36 2k 19
* There Is  no counselor service available  in  elementary school.
81
The w rite r attempted to make some estim ates of the average amount 
of time needed to follow up one of the cases in  order to a rrive  a t  some 
conclusive so lu tion  fo r the problem. This includes what the special 
personnel are able to do fo r the ch ild  themselves, as well as telephoning, 
re fe r ra ls  to other resources, keeping adequate records, reporting  back to 
teachers and other personnel on the team. These estim ates of time were 
made in  consultation  with the personnel involved and the following table 
shows hours and weeks of times
TABLE V III. ESTIMATED TIME
Hours Weeks (UO Hours)
Nurse 1,1^0 29
Counselor 280 7
Pupil Personnel Worker 930 23
Psychologist 630 16
Teachers 86 2 \
Since the study was completed sometime in  A pril in  the high school 
and continued on. through to  the end of the year in  the elementary school, 
i t  was obviously impossible fo r any of the personnel to  complete the 
follow-up before the year was over. However, some rough estim ates of 
how much was accomplished w ill  be indicated  in  the evaluative interview s 
Chapter V.
Table 3X (See page 82) gives in  a graphic manner the re la tiv e  f r e ­
quency with which the d iffe re n t types of problems were encountered in  the 
to ta l  school population.
I t  may be noted th a t the percentage of attendance problems, emo­
tio n a l problems and learning problems are almost the same. The s trik in g
TABLE IX. TOTAL PUPILS STUDIED AND PERCENT SCREENED UNDER EACH 
PROBLEM OR HANDICAP
(Each figure stands fo r 5 pup ils . X -  Boys 0 -  G irls)
Attendance Problems
Ekotional Problems 
Diagnosed
Learning Problems
Group Test of IQ 
Under 7U
Over 121
Speech Problems 
Observed and/or 
Diagnosed
Crippling Handicaps 
Observed and/or 
Diagnosed
Organic Problems 
^Observed and/or 
Diagnosed
Hearing & Sight 
Loss Total
xxxxxxxxxxxxxxxxxxooooooo000000 - 13.556 * 
xxxxxxxxxxxxxxxxxxxxxx00000000000 - 12.356
xxxxxxxxxmxxxxxxoooooooo - 1 1 . 1$ * 
xxxxxxxxxxxooo 00000 - 7 . 8$ -*
XXXXXXXOOOOO - U.8$ *
XXXXXXXOO - 3.856 *
XXXXXXXXX00000 - 5.756 *
XXXXXQOO - 3.3/6 *
XXXXXXXXX000000 - 6.2/6 *
FOLLOW-UP REQUESTED BY SCREENING COMMITTEES
For Nurse
For Counselor 
For Pupil Personnel 
For Psychologist 
For Teachers
XXXXXXXXXXXXXXXXXXXXXXXX
0000000000000000000000 - 19.756 *
XXXXXXXXXXXOOOOOOOOOO -  8 . 8$ * 
XXXXXXXXXXXXXOOOOOO -  8$ * 
XXXXXXXXXXXXXXOOOOOOO -  8 . 8$ 
XXXXXOGOO -3 .2 $  *
* Percent o f to ta l  school population, which was 1,169, of which 598 
boys and 571 were g i r ls
83
con trast between the diagnosis availab le  as shown under "Emotional 
Problems’* (2„7$) and the need as indicated under these three d iffe ren t
4
categories o f attendance, emotional and learning problems i s  s ta r tl in g .
The group te s ts  of in te lligence  showed about the same to ta l  percen­
tage of very lim ited  a b i l i ty  and exceptional a b i l i ty  as the three prob­
lems l is te d  above, a to ta l  of 1 2 .£$.
The re la tiv e ly  small percentage of physical handicaps discovered or 
recorded as diagnosed may ind icate  th a t in  r e a l i ty  there are few of these 
handicaps. However, in  one of the interviews in  which an evaluation was 
requested i t  was mentioned th a t teachers showed much more awareness of
emotional and learning problems than of physical problems. Therefore,
\
the small percentages may show th is  deficiency ra th e r than an actual small 
population. Another point which needs to  be considered i s  th a t severely 
handicapped children in  these' areas are excused from school under present 
regulations.
On the o ther hand, by fa r  the g rea tes t number of requests fo r follow- 
up were routed through the nurse. Therefore, there i s  considerable in -  
d ica tion  th a t teachers and other personnel were in te re s ted  in  having 
fu rth e r screening done in  the physical area. The re s t  of the personnel — 
counselors, pup il personnel workers and School Psychologist — were about 
equal in  desiring  and requesting follow-up of problems. Teachers were 
scheduled fo r follow-up where some p a rtic u la r  personal q u a lif ic a tio n  was 
evidenced in  the discussion of a ch ild .
CHAPTER V
EVALUATIONS
Evaluations were secured in  three d iffe ren t ways: f i r s t ,  the w riter
d is tr ib u te d  evaluation questionnaires (See Appendix F U) a t  the end of 
each screening session and requested th a t the teachers should f i l l  them 
out and re tu rn  them anonymously* F ifty-seven evaluation sheets were re ­
turned and the answers were tabulated  in  Table X (See page 85).
Another method of receiving evaluations was the space fo r suggestions 
a t  the bottom of the evaluation sheet, and the suggestions received are 
quoted on page 8 lu
A th ird  form of evaluation were interviews with p a rtic ip a tin g  per­
sonnel. The w rite r  f e l t  the process could be looked a t in  perspective 
a year la ter*  These evaluative interviews are summarized, beginning on 
page 860
Voluntary W ritten Evaluations. I  would suggest the following changes 
to  improve th is  process:
Five suggested thorough follow-up.
One suggested sessions be a t le a s t  two hours long.
One suggested personal comments be placed on permanent record
cards.
One suggested there be more d e fin ite  leadership to  avoid
confusion.
One thought th a t there was too much ta lk  in  the fora of gossip 
and very l i t t l e  done th a t was not already on record.
One suggested th a t there be more emphasis on the re a l need of
the pup il and spend le ss  time with teach ers1 reactions to how a pupil
8£
TABLE X. TABUUTED EVALUATIONS OF SCREENING PROCESS
I . I  f e l t  the time seemed long 10, short 8 a well used 26, well
used i f  followed up 2, wasted 0« No response 29*
2o I  was in te res ted  most_H0 , some 9> l i t t l e 0 of the time#
No response 8 .
3, I  was bored most  1, some U, l i t t l e  35 of the time. No response 18.
U. I  fe e l  we should have taken more 1$, l e s s lli? same 10 time.
I  f e l t  free 5,2, did not fe e l free  1 t o contribute my ideas.
No response U.
6 0 I  f e l t  my ideas were valued It7 , were not valued 3 by the o thers.
No response 9.
7. I  f e e l  such a screening process is  of some 23> l i t t l e  6 , great  22 ,
great i f  followed up 3 value to  each ch ild . No response 3#
8 . I  f e e l  I  learned a great deal  139 some 2$, l i t t l e  12 about" the
meaning of symptoms• No response 7.
9 . I  fe e l  I  learned a great deal  U, some 26, l i t t l e  18 about community 
resources fo r followup and treatm ent. No response 9.
10. I  f e e l  such a screening process i s  o f some 2£, l i t t l e great^TT^ -
value to me as a teacher. No response 11.
I I .  I  would recommend th is  process for a l l  schools 3$, with m odifications
i
6. |
12. I  would not recommend th is  process fo r other schools 6i 
No response 10. I
(Total number of evaluation sheets returned!
86
hands in  homework; th a t i t  was not sc ie n tif ic  enough, and th a t teachers 
need tra in in g  in  diagnosis.
One suggested teachers be more fam ilia r with the codes.
EVALUATIVE INTERVIEWS 
A year a f te r  the screening p ro jec t had been completed, the w riter 
went back to a number of the specia l personnel and teachers and asked 
fo r  th e ir  honest opinions about the p ro jec t as they remembered i t .
F i r s t ,  they wanted to know i f  there were some specific  questions 
about i t ,  but the w rite r  purposely avoided asking specific  questions 
except to s lan t the interview  in  one way. The w rite r s ta ted  to  each 
person a t  the beginning of the interview  th a t she f e l t  there were many 
flaws in  the process as i t  had been t r ie d  out and was espec ia lly  anxious 
to get the c ritic ism s and negative feelings of the p a rtic ip a n ts .
In order to avoid the p o ss ib il i ty  fo r any p a rtic ip an t to  fe e l th a t 
he might be singled out by any o ther p a rtic ip an t fo r specific  c ritic ism , 
the w rite r  promised to  keep the exact source of the evaluations hidden 
in  the w rite-up. I t  was not even possible to reveal the position  occu­
pied, as only one counselor, doctor and health  educator p a rtic ip a ted .
Interview No. 1. Probably the most important positive  evaluation 
which can be surmised about the whole p ro jec t was th a t the teachers 
volunteerly  requested to  have the e sse n tia l elements of the process re ­
peated again th is  year. I t  has also been adopted in  a t  le a s t th ree  other 
schools in  modified form. Somebody must have spread the word th a t  i t  was 
worth doing. The w rite r did not know th a t th is  had happened u n t i l  i t  was 
brought out in  the evaluation interview .
The process th is  year was modified by om itting the pup il personnel
87
worker, although he was welcome to  s i t  in  i f  he wished to , and was con­
ducted by the counselor in  the school with the cooperation of the teachers 
in  each section  and the nurse. There were no s t a t i s t i c a l  records kept by 
anybody, but anecdotal records were kept by the counselor and nurse.. There 
was much more educational planning, re-assignment of ch ildren  to d iffe re n t 
sections, and adjustment of the school program to  meet the educational 
needs of the children than had been attempted the year before.
I t  was the opinion of the evaluator th a t the teachers were more in ­
te re s ted  and more personally  involved with the process th is  year than la s t .  
Last year i t  was noted th a t several of the teachers were ra th e r  p lay fu l, 
wise-cracking and apparently d is in te res ted , th a t when the w rite r  was not 
present in  a group to ac t as policeman and keep order i t  o ften  broke down 
in to  almost a farce. I t  was suggested th a t the program both th is  year 
and la s t  year might be helped by a coordinator with considerable pro­
fessio n a l s ta tu s  to  point up s ig n ifican t m aterial and to  pursue snap 
judgments with c l in ic a l  questioning. In o ther words, when some teacher 
says "He’s a good k id ,” ”Nothing wrong with him,” and ”There’s no hope fo r 
him; he*s s t r i c t l y  psycho,” someone needs to  ask fo r  anecdotal instances 
on which the teacher bases th is  opinion. This was not completely lacking, 
ye t in  order to  safeguard the ch ild  and also to  develop the c lin ic a l 
awareness o f teachers, th is  function needs to be most carefu lly  fostered  
by some member of the group.
The impression of th is  evaluator was th a t a number of teachers f e l t :  
’’What i s  th is  a l l  about?” They need much more preparation before the 
program is  introduced. I f  they can p a rtic ip a te  in  planning and developing 
i t ,  they fe e l th a t i t  i s  th e ir  program ra th e r  than one imposed by some 
person with enough s ta tu s  to  exp lo it them to  gather data fo r an advanced
8&
degree. Three teachers commented to  th is  evaluator th a t they f e l t  i t  
was imposed by the w rite r fo r an u l te r io r  motive — th a t i s ,  fo r univer­
s i ty  c re d it. (At the time i t  was in i t ia te d , the w rite r had not made a 
f in a l  decision to use i t  fo r a th e s is , but decided to  use i t  a f te r  getting  
in to  the study and seeing i t s  p o te n tia litie s )*
The evaluator commented th a t he had defended the w rite r  to the te a ­
chers by saying th a t most new p ro jec ts  o r research of th is  type were 
o rig in a lly  stim ulated by some very personal need and th a t the re a l value 
should not be discounted because the person who worked hardest on the 
p ro jec t was getting  double reward* However, one teacher resented i t  
su ff ic ie n tly  to speak of h is concern three times to the same person.
In sp ite  of the poor preparation and the apparent boredom of many 
of the teachers, th is  evaluator f e l t  th a t they came a live  with in te re s t  
when one of the children who had caused them specia l concern was brought 
up fo r discussion* The home room group fo r  each teacher usually  held 
h is  in te rest*
I t  was thought th a t the more serious c lin ic a l  approach, which i s  to 
be found in  hosp ita ls  and o ther medical se ttin g s , might gradually grow in  
the school se ttin g  but could not be expected a t  f irs t*
Interview No* 2* This evaluator f e l t  th a t a f u l l  understanding was 
lacking a t  the f i r s t  general meeting* This lack of understanding showed 
up from the adm inistration and a l l  through the facu lty , and the w rite r  
commented th a t probably i t  was p resent in  the in i t i a to r  as well*
There were two important poin ts brought out: th a t the teachers need
to help s ta r t  from the beginning of such a p ro jec t, planning i t  and s e t­
ting  i t  up, and th a t i t  is  important to have i t  scheduled on school time 
and not a f te r  q u ittin g  time when everybody i s  exhausted from the day 's work*
89
There also needs to be strong adm inistrative supervision to back the idea.
Interview No. 3» This evaluator f e l t  th a t too many names were taken 
up during too short a time, th a t the forms were drudgery to  f i l l  out, th a t
the teachers had no feeling  th a t there was any immediate outcome, and th a t
a f te r  the follow-up was done on th is  p a rtic u la r  p ro jec t, there was no re ­
porting  back to l e t  the teachers know what had happened.
On the sim ilar p ro jec t th is  year there was immediate reporting back 
and the teachers p a rtic ip a ted  in  carrying out regrouping of educational 
sections and o ther educational adjustments. This p a rtic u la r  person a t ­
tended screening sessions where she did not even expect to  hear children 
she was fam ilia r with discussed. She would take along o ther work, such as 
grading papers, and keep one ear open fo r fea r she would miss something , 
th a t she re a l ly  wanted to  know. She also thought th a t in  the p i lo t  screen­
ing p ro jec t several of the teachers did not know what they were doing or 
why.
Interview No. li. Another person compared th is  y ea r’s screening 
session with la s t  y ear’s by saying th a t there  seemed to  be a more sincere 
a ttack  on problems, th a t the follow-up was more personal, and th a t there 
was an indiv idual report back of plans and diagnostic work-up.
Interview No. This type of screening ce rta in ly  produces much
\
more case finding or discovery of needs than any o ther type. I t  also 
fo s te rs  good re fe rra ls  from teachers because i t  i s  possible to get a 
consensus o f more than one who have noted symptoms of behavior.
There has been some d if f ic u lty  in  making the in te rp re ta tio n  of needs 
of children to parents and to p rivate  physicians who a t  times are inclined  
to  disagree with the opinions about the meaning of symptoms and pass them 
o ff  as o f no consequence. However, i t  was possible to do routine follow-up
90
fo r children who were too f a t  o r too th in  in  school by giving them some 
in s tru c tio n  about d ie t , check rough screening of th e ir  defects, and 
schedule many of the children with th e ir  parents* permission fo r c lin ic s  
w ithin the Health Department.
The time element made i t  impossible to give adequate c lin ic a l  in ­
vestiga tions to  snap judgments made by teachers and almost prohibited  
much of the educational values which might have been availab le  i f  there 
had been more time.
I t  seemed as i f  lo ca l prejudices were often  confirmed ra th e r than 
ameliorated because there was in su ff ic ie n t questioning of the v a lid ity  
of snap judgments and sweeping generaliza tions. Personal jealousy of 
ind iv idual teachers showed up when one had a good re la tio n sh ip  with a 
ch ild  and another did no t0
Interview No. 6 0 This interview  s ta r te d  with a question! How much 
can you t r u s t  the teachers? I f  you give them confiden tia l information 
which they re a lly  need to know in  order to help the ch ild , how can you 
be sure th a t they won't use i t  to  punish the child? I f  specia l person­
nel revealed lim ited confiden tia l information e ith e r  of medical or soc ia l 
nature, what assurance can they have from teachers th a t th is  information 
w ill not be spread outside of the screening session?
The important values as seen by th is  evaluator were th a t  there was 
opportunity fo r exchanging of many types of information, both among te a ­
chers and the specia l consultants. The tea ch e r 's  c o n flic ts  with the 
children  were p la in ly  pointed up and i t  was possible to  evaluate re la ­
tionsh ips from the anecdotes which were used in  the discussion. All the 
teachers also see the d iffe re n t re la tionsh ip s which the same student may
91
find  in  o ther classrooms* I t  helped to  develop the concept th a t a l l  stan ­
dards are re la tiv e  and to  shock teachers in to  the question: "How r ig id
am I  in  my expectations?" I t  also gave some chance fo r ca th ars is  fo r 
teachers with pet peeves.
Interview No. 7« This evaluator f e l t  th a t teachers seemed much more 
aware of behavior and learning problems than of the meaning of physical 
symptoms and th a t in  the two sessions where he was present attempts to 
develop th is  type of awareness were extremely lim ited .
Another point made by th is  evaluator was the feeling  th a t pressure 
of time probably prevented adequate preparation of teachers fo r the 
p ro jec t. S ta t is t ic s  were needed to  meet a deadline and many prelim inary 
steps were probably omitted which would have given teachers a much b e tte r  
in troduction  to the whole process. Howfever, I t  was suggested th a t nothing 
i s  accomplished i f  one does not t r y  and th a t there were many positive  
values in  sp ite  of the omissions and d efic ienc ies .
CHAPTER VI
CONCLUSIONS AND IMPLICATIONS FOR FURTHER RESEARCH
From the evidence gathered and c la ss if ie d  in  the foregoing chapters 
the w rite r believes th a t the following conclusions may be. supported. These 
conclusions w ill be discussed in  re la tio n  to  the hypotheses as se t up on 
page s ix .
Hypothesis No. 1. 15 I t  i s  possible to  screen a l l  children in
public school so as to discover those with specia l needs. '1
This process did screen every ch ild  enrolled  in  grades one through
twelve in  a public school area. Therefore, i t  may be concluded th a t every
child  in  public school may be screened i f  th is  process i s  used. However,
in  connection with th is  f i r s t  hypothesis, i t  i s  necessary to discuss^ the
second and th ird .
The second hypothesis reads: ! I t  is  possible to gather s t a t i s ­
t ic s  about children with specia l needs which meet s c ie n tif ic  s tan ­
dards of v a l id i ty .“
I t  i s  necessary to  compare the c r i te r ia  fo r s c ie n tif ic  standards of 
v a lid ity  with what took place in  th is  process in  order to  conclude any 
yes-and-no answer on th is  question. These c r i te r ia  are s ta ted  on page 9 .
11 I t  begins with a question which must be worded or de­
lim ited so th a t data may be co llected  to answer i t  decisively ."
This was done in  the statement o f purposes and hypotheses.
Assumptions, or what i s  taken fo r granted, must be sta ted  
and kept in  mind throughout the study."
The w rite r did s ta te  what was taken fo r  granted, but there i s  evidence in
p a rts  of the study th a t i t  was not 11 kept in  mind." For instance, the
assumption about the learning process, th a t the "students must p a rtic ip a te
in  se ttin g  up the purposes,” was not kept in  mind. The w rite r  se t up the
study, informed the fa c u ltie s , so lic ite d  the cooperation of the nurse and
9 3
other specia l personnel, but did not ask fo r ideas, opinions, suggestions 
and m odifications. The w riter fee ls  the process was imposed in  many ways 
and is  somewhat surprised th a t the response was as cooperative as was 
shown in  the findings.
Evidences of th is  reaction  from the teachers were found in  the 
evaluation. The f i r s t  evaluative interview  discussed a teacher who f e l t  
the w rite r was using, the facu lty  fo r an u l te r io r  motive. Another evidence 
was the urgency with which some of the teachers wanted to  rush from one 
name to  the next (page 6 8 ) ,  The process was not th e irs , but was something 
imposed by consultants who came in , the adm inistration who to ld  them to 
go to  these screening sessions, e tc . Therefore, in  one sense, th is  hypo­
th e s is  can be answered negatively. At le a s t  one fundamental assumption 
was lo s t  s igh t o f a t  the very beginning o f the study.
So fa r  as the w rite r ’s own learning i s  concerned, the fac t th a t she 
became aware th a t she forgot th is  fundamental assumption during the pro­
cess is  an important in s ig h t. Perhaps th is  c r i te r ia  i s  u n re a lis tic  in  
i t s  expectations of what one human being can possibly  keep in  mind. The 
study attempted was too broad in  purpose to  keep a l l  the assumptions in  
mind simultaneously. However, there are c e rta in ly  im plications fo r  fu r­
th e r research in  modifying th is  process so th a t a l l  the p a rtic ip an ts  
would lea rn  and have a p a rt from the very beginning in  se ttin g  i t  up.
“Data mustj^e co llec ted  and c la ss if ie d  in  a systematic 
and orderly  waylj
According to  the blanks on exh ib it in  the Appendix, the w rite r fee ls  
th a t the plan was reasonably systematic and orderly , but in  the actual 
process there  was g rea t v a ria tio n  from one screening session to  another 
in  the manner of co llec ting  and c lassify ing  data . In th is  respect the
9k
w rite r does not fe e l th a t the process could be ca lled  thoroughly s c ie n ti­
f ic ,  There were some aspects of the s c ie n tif ic  method present, but th is   ^
p a rt of the process needs much more m odification and rev ision  before the 
w rite r  would be sa t is f ie d  to recommend i t  fo r continued use. Probably 
some simple blank with space fo r • anecdotal m ateria l fo r c lassify ing  
problems a f te r  the sessions are completed would be much more usefu l. I t  
would be more v a lid  i f  the same person could do the c lass ify ing , ra th e r 
than have home room teachers and consultant personnel or someone e lse  do 
i t  a t d iffe re n t sessions. Some one person or several with the same type 
of spec ia l tra in in g  in  th is  process of c la s s if ic a tio n  should do the job 
in  each session in  order to  make the figures thoroughly re lia b le  and 
s c ie n t if ic a l ly  v a lid ,
’’Data are considered va lid  i f  co llected  according to 
prescribed procedures,”
These data were co llected  according to  ’’prescribed” procedures.
The c ritic ism  mentioned under the foregoing c r i te r ia  again apply to
th is  one — th a t  there  was v a ria tio n  in  procedures and therefore the
v a lid ity  of the process could be questioned in  re la tio n  to  th is  c r i te r ia ,
’’Greater v a lid ity  may be assumed i f  a group of d isc ip lined  
indiv iduals agree on the c la s s if ic a tio n  of d a ta .”
This process did include a group of d isc ip lined  ind iv iduals. The 
w rite r  brought three d isc ip lin e s : the mental hygiene c lin ic  approach,
educational approach, and psycho-therapeutic approach. The school nurse 
brought the medical d isc ip lin e  and c lin ic a l  approach. The counselor in  
th is  p a rtic u la r  study made a strong contribution to  the d isc ip lined  ap­
proach. One of the problems mentioned, however, in  the evaluation, was 
th a t the teachers seem to c la ss ify  according to prejudice ra th e r than 
objective observation. Even one of the evaluations from the teachers 
themselves mentioned th a t judgments were too u n sc ien tif ic . The w riter
9$
fe e ls  th a t there was some d isc ip lined  agreement, but th a t much more ex­
perim entation i s  needed before fa c u ltie s  can a rriv e  a t  well d isc ip lined  
consensus of the type now p rac tised  in  many medical and psych iatric  se ttin g s ,
11 Findings and conclusions are always ten ta tiv e  and subject 
to  fu rther research,"
The findings and conclusions of th is  study would c e rta in ly  f a l l  under
th is ,
"Findings are considered va lid  only in  so fa r  as the 
re su lts  are reproducible by others using the same assumptions 
and methods,"
This p a rt of the c r i te r ia  has not been te s ted  sp e c if ica lly  as y e t, 
but the w rite r  believes th a t the process i s  su ff ic ie n tly  described and 
simple th a t i t  could be tes ted  by o thers.
I t  was found th a t information was available  in  the six  areas assumed 
to  be necessary fo r any understanding of human behavior, namely: ( l)
Physical fac to rs and processes, (2) The climate of a ffec tio n , (3) The re ­
la tio n sh ip  to peers, (h) Social and c u ltu ra l background, (£) P o ten tia l­
i t i e s ,  capac ities, ap titudes, s k i l ls ,  a ttitu d e s  and knowledge, in te re s ts ,  
values and goals, and (6 ) The adjustment processes. This information was 
availab le  e ith e r  in  records o r in  the minds o f people present a t the 
screening sessions and was used fo r the synthesis o f a diagnostic p ictu re  
of some of the child ren ,
hypothesis No, 3s 11 I t  i s  possible to screen and report 
findings more accurately  and comprehensively than i s  done a t 
p resen t,"
Present methods of reporting were surveyed ra th e r extensively in  
th is  study. Sample report forms were included in  the Appendix and the 
reports were discussed. Most of these reports cover only one aspect of 
a  c h ild ’s l i f e ,  school or health , and have a tendency to  give a d is to rte d  
or segmented p ic tu re  of some p a r tic u la r  problem, but do not give a comp re -
96
hensive p ic tu re  of a ch ild  as a whole person. Some special studies were 
also surveyed and the s t a t i s t i c s  in  these studies may be compared in  
tabulated  form with those gathered in  the p i lo t  study, as follows:
TABLE XI. COMPARISON OF STATISTICS IN PERCENTAGES
19U8 19h9 P ilo t Study
Need Psychological o r Psychiatric Help 9.6 2#8 12.3
Diagnosed Need (Bnotional) ■* * 2.7
Speech Problems 1.8 1.9 3.8
Learning Problems U.9 6.0 11.1
Refer to Guidance Counselor 
Refer to Pupil Personnel -a- So 9
CO 
oo e
CO 
CO
Mentally Retarded # 2#6 o 1 7.8
Need Special Education Program 
or In s ti tu tio n .5 3.2 it
* Not compiled in  th is  study
# The discrepancy here may be due to using d iffe re n t IQ to  screen;
th a t i s ,  £0 in  19 U8 and *h9, and 7k in  the P ilo t Study#
I t  may be noted th a t the s t a t i s t i c s  in  th is  study show a much la rg e r
percentage under each problem. From a perusal of the methods the w rite r
would conclude th a t th is  study screened much more comprehensively and
accurately  than any o ther method used in  the county a t  present or used by
any lo ca l group fo r  a p a rtic u la r  spot check or repo rt.
/
Since the hypothesis did not s ta te  th a t the process would screen a l l  
children with specia l needs, the w rite r fee ls  safe in  saying th a t i t  
screened children with specia l needs. However, i t  would be possible fo r 
ch ildren  with specia l needs to be missed with th is  screening process#
97
Further research might reveal other ways of screening more accurately . 
C ertainly the process cannot be recommended as proving th a t every ch ild  
with a specia l need was discovered.
However, the w rite r fee ls  th a t th is  study did include a most impor­
ta n t element which seems to  have been overlooked in  most o ther stud ies. 
This element i s  the d if fe re n tia tio n  between diagnosed problems and sus­
pected problems. This type of d if fe re n tia tio n  i s  e s se n tia l fo r a l l  pro­
fessiona l personnel to keep in  mind when dealing with data o r symptoms in  
another f ie ld  of competence.
Hypothesis No. hi MI t  i s  possible fo r a "team” of teachers 
and specia l consultant personnel to  do th is  s c ie n tif ic  screening.”
The specia l consultant personnel are not specified  in  the hypothesis. 
However, from the experiences in  th is  p i lo t  study, evidence shows th a t 
the personnel who p a rtic ip a ted  with the teachers were not su ff ic ie n tly  
strong in  the s c ie n tif ic  approach to  maintain a high degree of c lin ic a l  
thinking throughout the process. The personnel were discussed under 
s c ie n t if ic  standards. The w rite r fee ls  th a t in  c e rta in  ways the standards 
of s c ie n t if ic  v a lid ity  were maintained by the personnel who p a rtic ip a ted  
in  th is  study. Much more research needs to be undertaken in  order to  
discover exactly  which personnel should p a rtic ip a te , what the adm inistra­
tiv e  standing of such personnel needs to  be, and other fac to rs in  the 
process i t s e l f  which might influence the process of screening.
Evidence can be picked up as an example on page 55 in  the statement 
of the teachers
”He was ju s t  pecu lia r. I  think i t  i s  a l l  the p aren ts1 
fa u l t .  I f  they didnft  pick on him so much and expect so much 
of him, he would be a l l  r ig h t, but he brings a l l  th a t tension 
to school from home.”
Here the teacher i s  unable to  look a t  the contributions of the school in
98
re la tio n  to  the problems of the boy* She is  looking fo r a scapegoat and 
maintaining her prejudices in ta c t ,  but i s  unaware of themD Probably she 
would fe e l very strongly threatened i f  the w rite r  made any attempt to 
in te rp re t defense mechanisms a t work.here, but th is  type o f  blame-placing 
i s  anything but s c ie n tif ic .
Another instance in  which teachers displayed lack of s c ie n tif ic  
awareness of the causation of behavior i s  found on page $9 in  the d is ­
cussion of the science teacher,
’’What could you expect from th a t family? The whole 
family i s  ju s t  an eyesore to the neighborhood and what i s  
going on with th a t younger s i s te r  anyway, la s t  year she 
was liv in g  with th a t older man downtown and he was giving 
her money. The family claimed th a t he was some kind of 
sponsor o r benefactor,”
The w rite r  attempted to  d iss ip a te  th is  prejudice, but was unsuccessful.
(Page 60)
” . . .  the court made a very thorough check about what 
was going on with the younger s i s te r  and found there was 
nothing to be censored in  the re la tionsh ip  with th is  o lder 
man to the daughter. He had proved to be a re a l friend  of 
the family and helped them out a number of times when they 
were f ra n tic  with worry and debts and d id n 't  know which 
way to  tu rn .
"So fa r  as evidence about neglect of the children i s  
concerned, the court investiga tion  showed th a t the family 
had d ifferen t^ ideas about ch ild -ra is in g  than some of the 
neighbors, but in  no way could these d ifferences be in ­
te rp re ted  as neglect o r mistreatment of the children. The 
court workers I  talked  to  suggested th a t the community ■ 
needed a change o f h eart ra th e r than th a t the family 
needed to  be punished.”
(Science Teacher opened her mouth to  say something, 
frowned in  a disconcerted way, took a deep breath and 
kept q u ie t.)
This descrip tion  is  evidence of lack of acceptance of fac tu a l information 
as compared to  prejudice and a s c ie n tif ic  synthesis i s  not possible where 
prejudices are playing an important ro le .
99
On page 87 in  evaluation interview s, i t  was noted " th a t some of the 
teachers were ra th e r p lay fu l, wisecracking and apparently d isin terested ..
When the w rite r was not present in  the group to ac t as policeman and keep 
order, the screening sessions often  broke down in to  almost a fa rc e .” I t  
was suggested th a t the program ’’might be helped by a coordinator with 
considerable professional s ta tu s  to  point up s ig n ifican t m ateria l and to  
pursue snap-judgments with c lin ic a l  questioning." Another evaluator f e l t  
th a t there was "a lack of understanding from the adm inistration down 
through the facu lty . There also needs to be strong adm inistrative super­
v ision  to  back the id ea ls  propounded in  the purposes of th is  study."
Hypothesis No. " I t  i s  possible fo r c e rta in  educa­
tio n a l side e ffec ts  to  accrue to the p a rtic ip a n ts  on a "team" 
of teachers and specia l consultants screening children  with 
specia l needs."
There i s  lim ited  evidence on th is .  In the evaluative questionnaires 
approximately 67$ of the teachers who responded f e l t  th a t  they learned 
some, or a g rea t deal about the meaning of symptoms. This in  tu rn  in ­
creased th e ir  awareness of causes of behavior. F ifty -th ree  percent f e l t  
th a t they increased th e ir  knowledge of the community1s resources. There 
was no specific  measurement about the increase o f knowledge of re fe r ra l  
of cases, but the information was present to be learned during the session, 
as w ill  be brought out in  quotations a l i t t l e  la te r .  Forty-six  percent 
f e l t  th a t the time was w ell used. Eleven teachers did not respond to 
th is  question,* which may ind icate  th a t i t  was a poor question or th a t 
they did not wish to  say the time was wasted. E ighty-six percent were 
in te re s ted  most of the time, and only one teacher did not fe e l free  to  
contribute h is ideas. Eighty-four percent f e l t  th a t th e ir  ideas were 
v a lu ed .. The w rite r  concludes from th is  evidence th a t the screening sessions
iM 5 l7
100
were a t le a s t  personally  comfortable to most o f the p a rtic ip an ts  and th a t 
there was some evidence of educational side e ffe c ts .
The w rite r  has already discussed the lack of co rre la tion  between the 
fundamental assumptions on the learning process and the ac tual process o f 
the p i lo t  study. Some of the suggestions fo r improving th is ,  such as 
having the teachers p a rtic ip a te  in  se ttin g  up the study, e tc . ,  would 
probably increase the ac tu a l learn ing .
On page 59 i s  an example where the nurse made an important statement.
’’This boy has a heart murmur and we are try ing  to  get him 
in to  the Cardiac C linic to  check on i t .  Maybe h is  energy 
i s n 't  always the same and th a t may be p a rt of the reason 
he doesn 't always pay a tten tio n  in  c la s s .”
This i s  the type of sc ie n tif ic  in te rp re ta tio n  which was presen t. Another
example i s  made by the w rite r  on page 62.
" I  have been attem pting to  get the family to  go to  the 
Social Service League fo r family counseling, which might 
help somewhat with the family s itu a tio n . The nurse can 
keep on working on the health  problems and maybe i f  some of 
the teachers encouraged John a l i t t l e  b i t  more he w ill  be 
able to carry  out h is good in ten tions fo r ge tting  the 
medical care he needs.”
Resources are discussed here.
On page 52 the w rite r  again in te rp re ts  the function of a com unity
agency in  the following statement:
I  explored the p o s s ib ili ty  of going to  the Mental Hygiene 
C lin ic  with the mother. She had considerable prejudice against 
psychotherapy. However, she had a warm spot in  her heart fo r 
Social Service League and might be persuaded to  go there fo r 
family counseling.”
Other evidence has been mentioned before in  discussions where te a ­
chers maintained th e ir  prejudices, such as the science teacher, on page 
59» However, information was given in  sp ite  of the feeling  of the w rite r 
th a t i t  probably- would not be able to change a deep-rooted prejudice. 
Perhaps some other teachers would be able to see cause and e ffe c t and
101
learn  the information even though one person in  the group would not. In 
one of the evaluative interview s, on page 90 , the statement was made:
The time element made i t  impossible to  give an adequate 
c lin ic a l investiga tion  to  snap-judgments made by teachers and 
almost prohibited  much of the educational value which might 
have been availab le  i f  there had been more time.
I t  seems as i f  lo ca l prejudices were often  confirmed 
ra th e r  than ameliorated because there was in su ff ic ie n t 
questioning of the v a lid ity  o f snap-judgments and sweeping 
generaliza tions. Personal jealousy of indiv idual teachers 
showed up when one had a good re la tio n sh ip  with a ch ild  and 
another not.
On the o ther hand, on page 90 another evaluator mentioned:
. . .  th a t i t  gave an opportunity fo r exchanging of many 
types of inform ation, both among teachers and the sp ec ia l 
consultants. The te a ch e r 's  co n flic ts  with the children were 
p la in ly  pointed up and i t  was possible to  evaluate re la tio n ­
ships from the anecdotes which were used in  discussion. All 
of the teachers also see the d iffe ren t re la tionsh ip s which 
the same students may find  in  other classrooms. I t  helped to 
develop the concept th a t  a l l  standards are re la tiv e  and to 
11 shock” teachers in to  the question: "How r ig id  am I  in  my
expectations?" I t  also gave some chance fo r ca thars is  fo r 
teachers w ith pet peeves.
Evidence i s  lacking on how much change ac tu a lly  occurred in  the 
specia l consultants. The w rite r  fee ls  th a t from a subjective po in t of 
view she learned to  understand teachers b e tte r , to " fe e l with" them a 
l i t t l e  more, she learned more about the school adm inistration and 
processes and learned to work with teachers more comfortably. Evidence 
is  lacking in  th is  area and the w rite r fee ls  th a t much more research 
might be undertaken, espec ia lly  in to  the process of modifying a ttitu d e s  
while maintaining a fee ling  of adequacy in  the p a rtic ip a n ts .
Hypothesis No. 6: " I t  i s  possible to  maintain adequate
democratic c o n fid e n tia lity  fo r medical and soc ia l inform ation."
From the w r i te r 's  point of view, th is  was probably one of the weakest
poin ts of the whole research p ro jec t. C onfiden tiality  was mentioned, but
102
there  was no code of e th ics  drawn up. I t  was very much a s id e lin e . In 
the evaluation there was a lack of t ru s t  of teachers expressed because of 
the fea r th a t  they would not keep the m ateria l con fiden tia l. On page !?0, 
there was some discussion of maintaining adequate c o n fid en tia lity  a t the 
general meeting. However, i t  was touched on comparatively l ig h t ly . I t  
was mentioned a t  some of the screening sessions as w ell, but there was no 
consisten t plan fo r bringing th is  p a r tic u la r  concern up rou tine ly  a t  every 
screening session.
Irf the evaluations on page 90 , the interview  s ta r te d  with the question:
’’How much can you t r u s t  the teachers? I f  you give them
confiden tia l information which they re a lly  need to  know in  order
to help the ch ild , how can you be sure th a t they won't use i t  to 
punish the child? I f  specia l personnel revealed lim ited  confi­
d en tia l information of a medical or so c ia l nature, what assu r­
ance can they have from teachers th a t th is  information w ill not 
be spread outside of the screening session?'*
This problem needs much more research.
Hypothesis No. 7* HI t  i s  possible to  discover ways to 
fo s te r  the "team approach'* among professional personnel serving 
children in an educational se ttin g ."
In the sense th a t the personnel f e l t  th a t th e ir  ideas were valued, 
as shown in  the evaluative questionnaires and th a t the teachers as well 
as specia l consultants f e l t  personally comfortable, the team approach was
probably fostered  by th is  process. However, in  the w r ite r 's  view, the
"team approach" was present prim arily  because of the personal m aturity 
and capacity of the people who worked together, ra th e r than because of 
any methods found in  th is  study which p a rtic u la rly  fostered  i t .  The 
w r i te r 's  own personal fee ling  was th a t the re la tionsh ip  with the special 
consultant personnel was p leasant, warm, cooperative and friend ly . She 
could not have asked fo r n icer working atmosphere than she personally f e l t  
with a l l  the specia l consultants and the school adm inistration. The w rite r
103
would h e s ita te  to evaluate what she personally contributed to  the p leasant 
re la tionsh ip s and how much came from the professional and personal m aturity 
of the other personnel. I t  ju s t  seemed "to  happen." There was no tech­
nique inherent in  the process which d iffe ren tia te d  how th is  happened.
In re la tio n  to the teachers, the w rite r i s  concerned about the ’’team 
approach.” The expressions of lack of tru s t  on^the p a rt o f specia l per­
sonnel and on the p a rt of the w rite r  in  withholding infonnation ce rta in ly  
does not beget the ’’team approach." Trust begets t r u s t .  Yet, special 
personnel who have achieved some degree of the s c ie n tif ic  and c lin ic a l  
thinking in  re la tio n  to behavior are very concerned when they are faced 
with r ig id  walls of prejudice and hab its of thought of such ingrained long 
standing th a t a few minutes discussion could not possibly modify them. In 
the opinion of one evaluator, on page 88, i t  was thoughts
” 0.0  th a t the more serious c lin ic a l  approach, which i s  to 
be found in  hosp ita ls and other medical se ttin g s , might 
gradually grow in  the school se ttin g , but could not be expec­
ted  a t  f i r s t . "
This points up the need fo r research in  th is  area, of developing 
co n fid e n tia lity  and the c lin ic a l  approach, which go hand in  hand.
Ifypo th es is  No. 8 s " I t  i s  possible  to gather s t a t i s t i c s  
which are su itab le  to  be used fo r budgets and community 
planning."
Since the s c ie n t if ic  v a lid ity  of the findings in  th is  study has been 
seriously  questioned by the w rite r  and other evaluators, the s t a t i s t i c s  
gathered by these methods would hardly be su itab le  fo r use in  budgets and 
community planning. However, the w rite r fee ls  th a t with c e rta in  m odifi­
cations in  the process, which would make the s t a t i s t i c s  consisten tly  
va lid , these s t a t i s t i c s  might then be usefu l fo r planning budgets and 
serv ices. I t  i s  only the process of th is  p i lo t  study, with i t s  inherent 
beginning lim ita tio n s , th a t the w riter fee ls  would not be v a lid .
ioU
Ifypothesis No. 9: " I t  i s  possible th a t th is  process of screen­
ing children with specia l needs should be recommended fo r use 
in  o ther schools."
Sixty-one percent of the evaluations returned recommended th a t th is  
process be used in  a l l  schools and the w rite r  found in  the evaluative 
interview s th a t the process had ac tually  been repeated in  the o rig in a l 
school and in  a t  le a s t  two other schools. However, there were c e rta in  
m odifications made in  the process which should be carefu lly  considered 
before any blanket re commendation fo r use in  other schools i s  made. The 
w rite r  fee ls  th a t fu rth er research and refinement, using the recommenda­
tions and findings of th is  study as a basis  fo r the research should be 
made before a complete answer could be given to th is  hypothesis.
I f y p o th e s is  Noo 10: " I t  is  possible th a t th is  process of
screening children with specia l needs has value fo r  each child  
screened."
There was l i t t l e  evidence on th is ,  except the evaluative question­
n a ire s . In No. .7 i t  says th a t 23 f e l t  th a t the process had some and 22 
f e l t  th a t the process had g rea t value fo r  each ch ild » In the w r i te r ’s 
view, the process had value fo r each ch ild , provided c o n fid e n tia lity  was 
not broken and provided c e rta in  m odifications were made to  add to  i t s  
s c ie n t if ic  v a lid ity  and to  the learning of the p a rtic ip a tin g  personnel.
IDS
CHAPTER VII 
RECOMMENDATIONS
From working with the data  and the many discussions not reported in  
th is  study, the w rite r has arrived  a t  c e rta in  beliefs*  These are in  the 
nature of hunches and are ce rta in ly  not fu lly  supported by the evidence 
in  the study, ye t perhaps- point the way to  constructive change. In o ther 
words, i f  the w rite r were in  a p osition  to  carry out p lans, the following 
recommendations would serve as ob jec tives.
1. A c en tra l s t a t i s t i c a l  f i l e  of children with specia l needs. Al­
though many types of repo rts  are cu rren tly  compiled fo r the county and 
s ta te  adm inistrative u n its , and o ther reports to  be released to  the public , 
there i s  no synthesized f i l e  of specia l needs. Such a f i l e  ought to  be 
protected with the most r ig id  e th ic a l codes o f co n fid e n tia lity . Yet re -  ' 
p o rts  of s t a t i s t i c s  need to  be compiled and published back to  the community 
so th a t serv ices and budgets can be r e a l i s t ic  in  re la tio n  to  actual need.
Present methods of reporting and using information allows many c h il­
dren to  be overlooked and neglected. S ta t is t ic s  in  th is  study ind icate  
grave discrepancies in  the need fo r  d iagnostic service and the a v a ila b ili ty  
of such serv ice .
The w rite r  has not thought through the exaGt location  or adm inistra­
tiv e  u n it which should be responsible fo r th is  f i l e .  I t  might be located 
in  the Board of Education, the Board of Health, or a separate s t a t i s t i c a l  
census u n it under the county government. I t  should be se t up so th a t 
information could be\ e a s ily  channeled from the schools, the Health Depart­
ment, public and p riva te  agencies and from other sources who might wish to 
report v o lu n ta rily . Some type of information service connected with th is
106
bureau would e l i c i t  reports from paren ts, p riva te  psychologists, p rivate  
physicians and p sy c h ia tr is ts . Records of in q u iries  fo r help might be 
included in  s t a t i s t i c s  and used in  case finding.
I t  would a lso  seem lo g ica l th a t the school census should be adminis­
tered  through th is  s t a t i s t i c a l  u n it, and the w rite r believes th a t some 
method o f maintaining a current census needs to be worked out. I f  such 
a plan were in i t ia te d , much more a tten tio n  needs to  be given to  the 
s c ie n tif ic  v a lid ity  of figures compiled. The w rite r believes th a t i f  
su ff ic ie n t care were exercised in  the se ttin g  up and supervising the pro­
cedures fo r co llec ting  census data, fewer mistakes might be made in  the 
f in a l  p red ic tions of popular trends.
Further, the w rite r fee ls  th a t a carefu lly  worked out report from 
th is  s t a t i s t i c a l  census u n it should be published to  the community a t 
le a s t  once a year, in  time to use when studying the budgets proposed by 
various agencies.
ADMINISTRATIVE CLIMATE
The w rite r fee ls  th a t fu rth e r screening and research of th is  type 
would best be undertaken under the adm inistrative supervision o f a 
sp ec ia lly  q u a lified  d irec to r with considerable s ta tu s  in  the Board of 
Education. The w rite r mentioned th a t the ’’team approach” appears to  be 
secured through adm inistrative planning and through a unique type of 
supervision. The w rite r was not in  an adm inistrative position  to promote 
policy  in  e ith e r  o f these respects but had to  win cooperation from con­
su lta n t personnel and the adm inistration of the schools as a peer. Several 
of the evaluations brought out the need fo r a coordinator with adm inistra­
tiv e  s ta tu s  who could popularize c lin ic a l  thinking and the ’’team approach,,”
107
The w rite r  would see the following functions.coordinated under th is  
one adm inistrative d irec to r: Attendance, school- health , home teaching,
l ip  reading, hearing te s ts ,  psychological serv ices, p sy ch ia tric  consul­
ta t io n s , supervision of guidance serv ices, c lasses fo r slow lea rners , 
cerebral palsy  school and o ther specia l c lasses as may be organised in
- t
the future* x
x  <
Another function which seems c losely  t ie d  with supervision o f these 
spec ia l serv ices i s  the coordination and supervision of research -in these 
areas and of in -se rv ice  tra in in g  p f  teachers in  the personnel or ch ild - 
study approach, as w ell as parent education*
The research suggested in  th is  study which could be sponsdred by such 
a d ire c to r  might be in  f ie ld s  developing e th ic a l  fee lings o f confiden­
t i a l i t y  in  teachers, the ’’team approach,’* the most e ffe c tiv e  educational" r' \  ' ' *
methods-of in -serv ice  tra in in g , add itional research in to  the adm inistration 
of the specia l serv ices department, such as the most e ffe c tiv e  methods o f 
case reporting , d iagnostic  evaluation, planning fo r serv ices, adequate 
c lin ic a l  supervisory consu lta tion  on cases, how to  avoid dup lication , lack 
of con tinu ity  and how to make sure of continuing re sp o n sib ility  in  re la tio n  
to  an ind iv idual child* Special a tten tio n  needs to be given to  the sup­
porting functions of c le r ic a l  s ta f f s ,  in  o rder to free q u a lif ied  personnel 
to  do pro fessional work*
In spite" o f the many d if f ic u l t ie s  arid need fo r add itional research * 
which th is  p i lo t  study revealed, the w rite r  i s  convinced th a t  the general 
plan ‘has p o te n tia l value fo r  a l l  children and a l l  p a rtic ip an ts  i f  i t  could 
be undertaken w ith the m odifications suggested in  these concluding chapters*
108
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*
Greene, John. Changes in  Curriculum Practices o f Teachers Who P a r t ic i-  
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Columbia 'University Press 1931. pp 3&6.
Heck, A. 0. "Administrative O rganization." Educational Research B u lle tin  
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/
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• Supervision as an Administrative Process Contributing to  S ta ff  Development. 
Bureau C ircular No. 6. Prepared by Division of I'echnical Training, 
Bureau of Public Assistance, Social Security  Board, Federal Security  
Agency, November, 19^0. pp 37 •
Trecher, Harleigh B. Group Process in  Adm inistration, New York: Woman's
Press, 1930. pp .330 . !
Wiens, D. J . Organizations of Pupil Personnel Services in  C ity School 
systems. Doctor' s~Thesie. Western Beserve Univ. l9 h l. pp 2£7<>
Williamson, Margaret, Supervision—P rincip les and Methods. New York: 
Woman's Press, 1956. pp 170.
Whitmer, Helen Leland.' A Survey of Psychiatric  F a c il i t ie s  fo r Children 
in  Philadelphia and the  V ic in ity . December, 19U5.
APPENDIX Page
A. RECORDS ROUTINELY AVAILABLE ABOUT CHILDREN AND THEIR FAMILIES 111
1. Maryland Elementary School Record 112
2. Maryland High School Record 113
3. P u p il 's  Medical Record l i l t
U. Teacher's Observation of P u p il 's  Health 115
So Family Folder, NOPHN -  50 116
B. STATISTICAL REPORTS COMPILED REGULARLY ABOUT CHILDREN AND
THEIR FAMILIES 117
1* P r in c ip a l's  and Teachers* Report o f Attendance,
Enrollment and Promotions 118
20 The School Census 119
3. Daily Report of Public Health Nursing Services 120
U. Monthly Report of Public Health Nursing Services 121
5* Welfare Board Monthly S ta t i s t ic a l  Report of Services 122
60 Social Service League Monthly S ta t i s t ic a l  Report of Services 123
7. Mental Hygiene C lin ic  Monthly S ta t i s t ic a l  Report of Services 12U
C. REPORTS PUBLISHED REGULARLY ABOUT CHILDREN AND THEIR FAMILIES 12$
1. The County Manager's Report 126
2<> The Board of Education Communication to  Parents 127
3 c The Health Department Annual Report1 128
ho Selected Pages from the Juvenile Court Annual Report 129
Mental Hygiene C linic Annual Report 130
60 Social Service League Annual Report 131
D. COMMISSION FOR YOUTH FOR MONTGOMERY COUNTY PUBLICATIONS 132
1* D irectory of Services, Organizations, and Agencies
fo r  Youth 133
20 Report o f Montgomery County Conference on Youth Problems 13U
E. ADMINISTRATIVE CHART OF THE BOARD OF EDUCATION 135
F. FORMS AND BLANKS USED IN THE PILOT STUDY 137
1« C lass if ic a tio n  of Children Needing Help 138
2« Screening P ro ject to  Discover Children with Special Needs 139
3- Tabulation of Children Needing Help lUO
ilo Evaluation of Screening Process llfL
APPENDIX A
RECORDS ROUm£&r AVAILABLE ABOUT CHILnRQI 
AND THEIR FAMILIES
P U P IL
W
C
D ate  o f B ir th M ARYLAND ELEM ENTARY SC H O O L R ECORD 194S
Appendix A-l B
G S o u rce  . . . .  o f B ir th  . . . .  
R eco rd  . . . . . . . .B ib le  H P
F irst Middle (Nickname) Encircle Mo. Day Yr. Birthplace .............. Paren t
r  G uardian
Birthplace
Citizen l~~l 
Naturalized 0  
Alien f~l
Education 
Elem. School 
High School 
College 
Other
□
□
□
□
M O T H ER  or Guardian 
Nam e Birthplace
Citizen 1 1 
N aturalized 1 1 
Alien 1 I
Education 
Elem. School □  
High School □  
College □  
O ther □
3-STA TU S O F H O M E
P u p i l  L i v e s  W i t h
M arital
Status
of
Parents
O c c u p a t i o n  o f E d u c a t io n a l  F a c i l i t i e s  i n  H o m e
Use
of
Public
Library
A p p r o x i m a t e  H o u r s  P e r  W e e k  
S p e n t  i n
P aren t (s), Relative (s), 
G uardian (s), or O ther (s) 
(Specify)
No. of
F a ther or 
Guardian
M other or 
Guardian
Ref­
erence
Books
Daily
P aper
M aga­
zines Radio
Farm  
or Home 
Chores
Care of 
Others 
in Home
Earning
M oney
B
ro
­
th
er
s
Si
s­ te
rs
4 -PER SO N A L, PH Y SICA L AND SO CIA L DEV ELO PM EN T
‘so n a l a n d  S oc ia l R e la tio n s B -P h y s ic ia n s ’ F in d in g s  o n  H e a lth C -P h y s ic a l E d u c a tio n
jach block Area 1 2 I m m u n i z a t i o n svs. d a t e : Game or E v en t K
Skin Smallpox A thletic games
posite sex E a r disease D iph­theria Individual events
ivo; 1 -O n e; N —N one; R—Rejected Hearing Tetanus Relays and  races
Eye disease
2. Fighting 8. W ithdrawing
back
5. Blaming 6. Getting adu lt
others help
8. 9.
Vision
Typhoid
fever S tun ts and  tum bling
Nose
Whooping
cough Rhythm ical activities
T hroat
P a s t  H is t o r y
r e .
Teeth Measles
H eart
2. Music
6. Science 
8. Hobbies 
11. Pleasing 
friends
3. Social 
studies 
6. Clubs 
9. Good m arks 
12.
Abdomen
Whooping 
cough___
Genitalia
Scarlet
fever
Orthopedic
Diph­
theria
Follower
Physical
appearance*
Tonsillec­
tom y
DATE H unting games
M imetics
Story plays
Indicate participation by  + ;  Leadership by  ©
B est physical fitness achievem ent score
Personality
H eight and  W eight 
(Nov. and  M ay)
K
N M N M N M N M N
X -R ay chest H eight (ft. and in.)
3
N M N M
CO DE: V-Abnormal; OB-Observe; N .F .-N o Fol­
low U p; *G-Good; * A- Average; *B-Below Par. W eight
ia l T a le n ts  a n d  In te re s ts K 1 2 3 4 5 6
E -P a r tic ip a tio n  in  O u t-o f-S ch o o l G ro u p s  
d u r in g  schoo l y e a r  a n d  d u r in g  s u m m e r 4 5 6
i
orts
:tivities
rs
6-SUPPLEM EN TA RY  DATA—This card is designed to  be kep t in  a 
folder. Such a  folder for each pupil m ay well contain additional informa­
tion  of th e  following types:
1. E lem entary school report cards.
2. Correspondence w ith  parents.
3. Anecdotal records.
4. D etailed health  record.
5. Details of interviews w ith  pupil and /o r parents.
6. Conduct or discipline adjustm ent.
7. R eports from psychiatrists, social agencies, etc.
8. Profile chart of te st results.
9. Autobiographical sketch._________________________________
T«ELEMENTARY SCHOOL SU BJE C T RECORD* S u m m a r y . f o r  y e a r  f o r  e a c h  n t r c m r r r
Y e ar
A ge
S e p t.
1 G
ra
de R ea d in g L ite r­
a tu re
L a n g u a g e Spell­
in g
W r it­
in g
A rith m e tic
Social
S tu d ­
ies
Science M u sic A rt Phya,
E d .
N am e  of T eacher(a)
19 -19
L9 -19
19 -19
19 -19
19 -19
19 -19
19 -19
19 -19
19. -  *19
♦ E x p la in  C ode
8-PLAN FOR FU R TH ER  EDUCATION H igh  School C ollege O ther T ra in in g  (Specify)
9-A C TIV IT Y  AFTER W ITHDRAW AL
10-RESULTS OF STANDARD TESTS
N a m e  of T e s t F o rm
D a te
G rad e A ge
P u p il’s
N a m e  o f T e s t F o rm
D a te
G rad e A ge
P u p il’i
M o . Y e ar
G rad e
E q u iv .
A ge
E q u iv . M o. Y ear
G rad e
E q u iv .
A
Eq
og
3
ws.CO
S »
i
<5
■<
s>o!5—1
ma
§  ..
HCO
d
iCO
p*8
9|
e  . .  .
ca
3
w
WH
nClg 3 l
£  5 i
o ~
*
g -----------------------------------
z
11-ELEM ENTARY SCHOOL ATTENDANCE RECORD
Y ear School C o u n ty
A ge 
S e p t. 1 K in dof
E n r .
E n tra n c e D ay s W ith d ra w n
G rad e
P rom .
o r
R e t .
C ause
N o n
P ro m .
T ran s . R eside P .  O . AcM o . D a y
C ause
L a te A bs. P res . M o . D a y C au seYra. M os.
19 -19
19  -19
19 -19
19 -19
19 -19
19 -19
19 -19
19 -19
19 -1 9
P U PIL
Appendix A-2
W
C
B
G
D a te  of B ir th M ARYLAND H IG H  SCHOOL R ECO RD  1946
_______.B ir th  Cert.
S o u rce  __ ______ Baptism al Cert.
of B ir th  ......... .. Passport
R eco rd  ________Bible T 1 S
F irst M iddle Encircle Mo. Day Yr. B irthplace . _ .P a ren t
ir Guardian
Birthplace
Citizen □  
N aturalized □  
Alien □
Education 
Elem. School □  
High School □  
College □  
O ther □
M O T H ER  or Guardian 
Name Birthplace
Citizen □  
Naturalized □  
Alien □
Education 
Elem. School □  
High School □  
College □  
O ther □
3-STA TU S O F HOM E
P u p i l , L i v e s  W i t h
M arital
Status
of
Parents
O c c u p a t i o n  o p E d u c a t i o n a l  F a c i l i t i e s  i n  H o m e
Use
of
Public
L ibrary
A p p r o x i m a t e  H o u r s  P e r  W e e k  
S p e n t  i n
Parent(s), Relative(s), 
G uardian (s), or O ther (s) 
(Specify)
No. of
Father or 
Guardian
M other or 
G uardian
Ref­
erence
Books
Daily
Paper
M aga­
zines Radio
Quiet
Room
Farm  
or Home 
Chores
Care of 
Others 
in Home
Earning
M oney
w
1 TO• OJ
CQ IS
o n a l a n d  S ocial R e la tio n s B -P h y s ic ia n s ’ F in d in g s  o n  H e a lth C -P h y s ica l E d u c a tio n
(S pace
fo r
P ic tu r e )
r  each block 7 8 9 10 11 12 Area 7 8 9 10 11 12 Game or E ven t 7 8 9 10 11 12
same sex Skin Basketball
opposite sex E ar Disease Field Ball
1; N-None; R -Rejected. Hearing Field Hockey
Eye Disease Soccer3 by | | |
Vision Speedballw 2. F ighting  3. W ithdraw ing 
back
• 5. Blam ing 6. 
others 
8. 9.
Nose Softball
T hroat Tennis
Touch FootballVere [ | Teeth
H eart T rack  and Field EventsSt. 2. M ath ., Sci. 3. For. Lang. 
5. Prac . A rts 6. F ine A rts 
8. Phys. E d ., 9. Earning 
A th. M oney 
11 12.
!S
Orthopedic Volley Ball ■
Physical Appearance* Indicate participation by X ; leadership by ®
7 8 9 10 11 12 1
F-Follower H eight (ft. and in.)
CODE: V-Abnormal; OB-Observe; N .F .-N o 
Follow-Up; *G-Good; *A-Average; *B-Below 
Par.
W eight
Best Physical Achievement Score ,
ES*
,ils) 10 11 12
6-CLUBS AND O TH ER 
ORGANIZATIONS*! 10 11
12
7-U SE O F O U T-O F-SC H O O L T IM E
H obbies, L e isu re  A c tiv itie s , 
 Spec ia l I n te re s ts !_____ 10 11 1 2 1
cil
ind
horus
ticipation by X ; leadership by ©
of-school organizations, such as Scouts, Y , Church Groups, etc.
t  Indicate interest by  X; unusual interest by
iVON O T H E R  A CCO M PLISH M EN TS
9-VOCATIONAL IN T ER EST S
Pupil Parent
10-W ORK E X PER IEN C E, IN C LU D IN G  SU M M ER W ORK
Em ployer Type of W ork
F r o m
Mo. Yr.
T o
M o. Yr.
Comments
11-F U R T H E R  EDUCATION
istitution D ateEntered
Grade of 
W ork or 
Quintile R ank
D ate  W ith ­
drawn or 
G raduated
Degree
NAME OI< P U PIL
12-SCHOLASTIC RECORD
C G
i>mu3
I 11 III IV V Yr. of 
Grad. Total no. in grad, class 
Pupil’s rank in class 
Quintile rank
Last F irst Middle Encircle Gen.
Name of Elem entary School Completed__ _____________ ______ _____ a t____ _______________  _______
.9 Com. 
°  Voc. -
S u b je c ts
(Show detail and use same 
order as on Subject R eport
Units
Earned
No. of 
Weeks
Periods
per
Week
Length
Period
AVERAGE
S u b je c ts
(Show detail and use same 
order as on Subject R eport
Units
Earned
No. of 
Weeks
Periods
per
Week
Length
of
Period
AVERAGE
Term
1
Term
2 An.
Term
1
Term
2 A
7 th  J r .  19___ to  19____a t ____________________________________________ H igh  School 8 th  J r .  19___ to  19____ a t __________ _____  __________  ____________ H ig h  Scho.
__ _
— _
—
--
---------
_ _
— _
— _
— —
9 th  J r .  o r  I 19___ to  19____ a t _______________________ _ _________H igh  School 10 th  Sr. o r I I  19___ to  19____ a t ____________________________________ H igh  Scho<
English English
------
—
--------- ------
---------
---------
11th  Sr. o r I I I  19__  to  19___ a t _________________________________  -H igh  School 12 th  Sr. o r  IV 1 9 __ to  1 9 ___ a t  ____ ______ H ig h  Scho'
English English
—
—
E xtra  Y ear 19 _ . t o  19___ a t ______________________  . ____________ H igh  School 1 3 -U n itS u m m ary I II I l l IV V Tot.
U n it
S u m m ary I II I l l IV V T
Eng.
Soc. St. —
Sci.
M ath. Art —
Music ------
Phys. Ed. --- —
T o ta l
14-RECORD ON STANDARD TESTS
N am e of Test Mo. Yr. Form RawScore
%-ile
Rank
Grade
Equiv . I. Q. Name of Test Mo. Yr. Form
Raw
Score
%-ile
Rank
Grade
Equiv. I.
_
---------
—
15-H IG H  SCHOOL ATTENDANCE RECORD
Y ear H . S.Year
A g e  S e p t . 1 D ate
Entered
D a y s Cause 
of Long 
Absence
W it h d r a w n
R esid en ce—P. O. A ddress
M il e s  O n e  W a y
In d ii
n e a rYears M onths Absent Present D ate Cause W a lk e d T r a n s ­p o r te d
19 -19
19 -19
19 -19
19 -19
19 -19
19 -19
19 -19
16-COM M ENTS
Appendix A-5
P u p i l s  m e d i c a l  R e c o r d 114
e_______________________________________________________________________ B irth  Date------------------------------------------- Sex------- Race.
L as t F ir s t  Middle M onth Day Y ear
me F ath er's  Name
il guardian if other than  paren ts 
rear of b irth  of brothers and sisters
JNIZATIONS—Keep C urrent—ILLNESSES SCHOOL COUNTY AND STA TE
Y ear Age Age
ial
leted
Boos­
te r
Measles
German
Measles 1. •
---- WhoopingCough Mumps 2 .
Scarlet
Fever
Chicken
Pox 3.
D iphtheria Pneumonia 4.
Tonsil­
lectomy
Rheumatic
Fever 5.
E a r
Abscess 6.
HISTORY LEADS ADDITIONAL INFORM ATION MAY BE OBTAINED FROM : (Confidential file, private M.D., clinic, etc.)
ent
len t
NOTES ON HISTORY, PHYSICAL FIN D IN G S, CO N FER ENC ES, ETC.
is & In ju ries (See directions and code a t top of reverse side)
illness in 
household
eases
abits
mditions
PH Y SIC IA N ’S FIN D IN G S
ize in your notes a t e 
d’s total health—physi
ach exa 
cal, men
mmatio 
ta l and
n your 
social \
impress
vell-beir
ion of 
tg-
Throat
Teeth
i
i & H ernia
& Extrem .
cl. Convulsions
; Lab.
•essure
loral Pulsation P resent—Yes □  No □
... i (Follow—F 2.) Not Exam ined—NE 
itive f I No Fonow—N F 3.) Negative / j T m 1 
dmgs f )  O bserve-O B  Findings \ j Leave BIank
MARYLAND STATE D EPARTM ENTS OF EDUCATION AND H EALTH
JA
N
. 
FE
B
. 
M
AR
CH
 
A
PR
IL
 
MA
Y 
JU
N
E 
JU
LY
 
A
U
G
U
ST
 
SE
PT
. 
O
CT
. 
N
O
V
. 
D
E
C
.
W rite in column date, 
activity, and nam e and 
title  of person entering 
the note
CODE FOR ACTIVITY:
TNR—Teacher-Nurse R eferra l PNC—P arent-N urse Conference 
RMC—Routine Medical Conference HV—Home V isit 
SR—Self R eferral PTC—Physician-Teacher Conference 
TNC—Teacher-Nurse Conf. or Consultation PPC—Parent-Physician Conference
NOTES CONTINUED
NAM E
Appendix A-4
T e a c h e r  s  O b s e r v a t i o n  o f  P u p i l  s  H e a l t h
MARYLAND STATE D EPARTM ENTS OF EDUCATION AND H EALTH 115
F ir s t Middle
rOR TE A C H E R  O B SERV A TIO N  OF P U P IL ’S H E A L T H DATE A NECDOTAL RECORD SIG N A TU RE
rweight
weight
not appear well 
easily 
nic fatigue 
ea or vomiting 
tness or dizziness 
il expression 
ssive breathlessness 
easily
>ry of “growing pains” 
h lips
ssive pallor
; or crusted lids 
ned eyes 
ied eyes
ated headaches
iting, frow ning or scowling
•uding eyes
ry  eyes
ing of eyes
ssive blinking
filing of lids
ng head to one side
large
che
re to hear questions
ng a t ears
ing the head to hear
ng in a monotone
ention
aus expression 
ssive noisiness of child 
iarities of speech
stent mouth breathing 
len t sore th ro a t 
[•rent colds 
lie nasal discharge 
lent nose bleeding 
I speech
'ged glands a t side of neck 
len t tonsillitis
m hair
ual pallor of face 
ual flushing of face 
tions or rashes
;ual scratching of scalp or skin 
of cleanliness
of cleanliness 
i cavities 
ular teeth 
ed teeth 
boils
sive breath
h habits such as thumb sucking
re to gain regularly  over 6 months’ period 
plained loss in weight 
plained rap id  gain in w eight
m ent of shoulders and hips 
ia rity  of gait
us deformities of any type 
ment of spine on standing ta ll 
ila r  development 
ination
f feet in standing and walking
tudious, docile, and w ithdraw ing
ing, over-aggressive and domineering
ppy and depressed
;xcitable, uncontrollable emotions
sring or other form s of speech difficulty, voice tone
of confidence, self-denying and self-censure
accomplishment in comparison w ith ability
• (im aginative or defensive)
of appreciation of property  righ ts (stealing)
monistic, negativistic, continually quarreling______
950
DATE ANECDOTAL RECORD
Ap
pe
nd
ix
 
A
-5
Name (family) Color No.
COrH
Summary of services
Name of 
individual
Date
adm itted
Classification or 
diagnosis
Date
discharged
No. of
visits
Pay
status Remarks
. ..
1
1
1
11
!
Family Folder NO PH N  50— IH^ID E
1EA D  & W H E E L E R  C O ., C H IC A G O . IL L . Family Folder NOPHN 50— ? 9 4 o ID EEXCLUSIVE PUBLISHERS
APPENDIX B
STATISTICAL REPORTS COMPILED REGULARLY ABOUT CHILDREN 
AND THEIR FAMILIES
I -1951 Appendix B-l
PRINCIPAL’S AND TEACHER’S ANNUAL REPORT* ON 
ENROLLMENT, ATTENDANCE, AND PROMOTIONS: 19 -19
118
al
School No.................  School Dist.........
........................................... Teacher
School Name
Source of Enrollment
Kind of enrollment Number enrolled
Boys Girls Total
rst school enrollment this year
ansfer from school attended this 
ar in country other than U. S.
ansfer from public school an- 
ber state
•ansfer from non-public school 
other state
ransfer from Maryland public 
bool outside this county
•ansfer from Maryland non-public 
hool outside this county
ransfer from public school in 
is county
ransfer from non-public school in 
is county
>tal a b c
ansfer from another room in 
is school e f s
3-entry after withdrawal
For Wl, W2, W3, W4, and W7
For other causes
g. See back of report.
an«o« nf IATF FNTRAllfiF for pupils who entered 15 or more cal-411565 Ul LA IC tlllllMNWC ENDAR DAYS AFTER OPENING OF SCHOOL
3e o f  l a t e  e n tr a n c e
o English
amily
ing to place and not 
enrolled in any school
from another school
, employed Illegally
r more, employed
No. Code Cause of late entrance No
E7— Illness or quarantine, before 
entering school for first time
E8— Negligence or indifference 
of child or family_________
E9—Under BChool age
E10— Parents’ fear of epidemics
El 1—Returned from armed forces
Total late entrants
C. Causes of Withdrawal Before End o f Year
Code Cause of withdrawal
W1 —Transferred to public school in same county
W2 —Transferred to private school in same county
Transferred to school outside county without 
change of residence
W3 —Moved out of county
W7 —Committed to an institution
W13—Death
WGr—Graduated before end of school year
W5 —S p e c ia l  c a s e
W6  —A r m e d  s e r v ic e s
W8 —16 Years of age or over
W9 —Mental incapacity
W10—P h y s ic a l  in c a p a c i t y
W ll—Economic reasons other than employment
W12 —Marriage
W14—Compulsory attendance age and suspended
Total withdrawals
WG —Transferred to another room same school
Number
withdrawing
Boys Girls
Attendance Items
Total
no. Month
Average number Per cent of
attendance
n
E. Possible Days o f School^ No. of daysAttending
k
Belonging
m
;ate days of absence Sept. Days open taught by regular teacher
jate days of attendance Oct. Days open taught by substitute
;ate days belonged (g +  h) Nov. Days closed for following reasons:
Teachers’ meetings;ate days not belonged Dec.
days school was actually open* 
instruction Jan. Order of County Board of Ed.
;e no. attending (b -4- j ) Feb. Order of Board of Health
?e no. belonging (i-^-j) Mar. Teacher’s sickness
at of attendance (k-^-m) Apr. Other reasons
May Total possible number of days of school
June t  To be filled out by each teacher but not for the school as a whole.
port shall be prepared by each teacher and each principal having a homeroom or grade under his jurisdiction.
Aggregate days
Elem.
Name of each pupil 
enrolled
Date of 
birth
© ©•aBoys alphabetically 
by grade ° 8
CO ga £
b +  c A OU a» © aNo,
fEnter in parentheses, ahoTe days attended in your classrcom. Total 
days attended throughout the school year, adding in attend­
ance in room from which pupil was transferred to your room, 
unless pupil was transferred from your room.
♦Use Code.
entheses, above 
days 
attended 
in 
your 
classroom
, 
Total 
d 
throughout 
the 
school 
year, 
adding 
In 
attend- 
from 
which 
pupil 
was 
transferred 
to 
your 
room
, 
was 
transferred
 ^from 
your 
room
.
by 
grade
of 
each 
pupil 
enrolled
alphabetically
Month Date of 
birth- Day
Year
Age Sept. 1, 195-----
• Kind of inrollment
Month
Date of entranco
Day
• Cause of late entra nee
o' Absence
i
A
ggregate 
days 
of
% Attendance
.
Belonging 
to schoolO
Not
* to sc
belonging
hool
Month
Date of withdrawal
Day
• Cause of withdrawal
Grade 
Quality of
— ..
work or average
* Promoted or 
not promoted
1
Elem
.• Chief cause of 
non-promotion
■transportation at pu 
expense
blic
Course—A, Q,
C, V, Jr.
Elgh 
school
Graduated
<Parent(s) visited school
<Teacher visited child’s home
Pupils reported in Tables F I , F2, G, and H will equal the to tal number of pupils reported in Table A (items 
c +  g) minus withdrawals in Table 0  for following reaeons: W l, W2, W3, W4, W7, W13, and WG.
Fi. Attendance*
Number of 
days attended
Number of 
pupils
0-19
20-39
40-59
60-79
80-99
100-119
120-139
140-159
160-179
180 and over
Total
d
F2. Transportationf
Number of 
pupils
Transported a t public expense
Not transported a t public expense
Total
d
G. Enrollment in Courses in  
High School (Grades 7-12)
Course
Enrollment
Boys Girls Total
A—Academic
G—General
C—Commercial
V—Vocational
Jr.— Grades 7, 8, 9
Total enrollment
d
H.
GRADE 
in which 
enrolled 
this 
school 
year
Nursery
Kgn., Jr. 1
el. 7
el. 8
Special
class
Total
elementary
7 jr.
8 jr.
9 jr ./I
10/11
12/IV
Post grad.
Total
high
Promotions and Non-Promotions
High school
graduates
Number of pupils
Promoted
Boys Girls
Not Promoted
Boys Girls
Total*
Boys GirlB
Elem entary pupils not promoted distributed 
by chief causes of non-promotion
Chief cause of non-promotion
R1— Personal illness
R4— Irregular attendance not due 
to illness
R2— Late entrance except in 
  Kgn. and Grade I
R2a— Late entrance and/or early
withdrawal in Kgn. and First 
Grade
R3— 16 Years of age or over
R5— Mental incapacity
R6 and 10— Unfortunate home con­
ditions and lack of interest
R7— Inadequate knowledge of English
R8— Transfer from another school
Other causes
Total
No. not 
promoted
Boys Girls
Have cum ulate 
cards for indiv: 
been brought u j 
the year?
Have you had 
Teacher Assn. 
in connection 
school th is yeai
How many me 
been held this
No. of pupils 
en t(s)  or guard 
ed your classr 
more times this
No. of pupils \ 
you visited 0 1  
times this year*
Do you expect t 
mer school this
* The number of days attended for each pupil reported upon w ill he the total 
days attended throughout the school year, whether in one room, in several r< 
same school, or in several different schools, 
t  Pupils are to be counted as Transported at Public Expense if  the County pi 
amount or a partial amount of the cost of transportation, 
d For the Principal’s Summary of Enrollment, Attendance, and Promotions, thi 
Tables F I, F2, G, and H will equal item c in Table A minus w ithdraw als in  
W l, W2, W3, W4, W7, and W13. 
u, v The items marked u and v in Table H on each teacher’s report w ill equal reap 
sum of items a and e and b and f in Table A minus the withdrawals in Tabh 
W2, W3, W4, W7, W13, WG.
For the Principal’s Summary items u and v will equal respectively items a am 
A minus the withdrawals in Table C for W l, W2, W3, W4, W7, W13.
Prescribed by Maryland State Department of Education
TOO—8-52 (buff sheets) 
2003—8-52 (white sheets)
Maryland State Department of Education
SUMMARY SHEET -  SCHOOL CENSUS -  1952 Census Jorm 2
Election DistrictNearest P. 0,County
o> All children under 19 years of age 1. Children not in school
Handicapped 
children 
in school
Not handicapped' HandicappedIn school
Age 
Dec. 31, 
1952
1. Not in school* b. > o t T7> i j  i b. Not. , a. Employed , ,employed employed
Boys Girls I  Boys Girls Boys Girls i  Boys Girls
2. Nonpublic 3. Public a. Employed
Girls Boys Girls Girls GirlsBoys Boys GirlsBoysBoys
U nder
Total
la ,  lb .  ALL NOT HANDICAPPED NON-SCHOOL ATTENDANTS OF AGES 7 TO 16  YEARS
D ate of 73CD 73CD CD D ate of 73CD -aCD 73
le of boy
N am e of Home b ir th CD « 'S "« f i  a oE
H
4A K**
o .2 E xplanation  of non-attendance Nam e of g irl Nam e of Home b irth
O)bo
L
as
t
gr
ad
e
m
pl
et ►>» +> >JO O E xplanation  of non-attendancep a re n t address < * &£ A p< SCD p aren t address
< Pig Pi
M o. D ay Y r. oo H M o. D ay Y r. oo H GCD
lb . A LL NOT H A N D IC A PPED  NON-SCHOOL ATTEN D A NTS OP AGES 7 TO 16 YEARS la ,  lb .. ALL NOT H A NDICAPPED NON-SCHOOL ATTENDANTS OP AGES 7 TO 16 YEARS
Prescribed by
Maryland State Department of Education
20 
(R
E
V
.) 
M
A
R
Y
LA
N
D
 
STATE 
D
E
PA
R
T
M
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T
 
OF 
H
EALTH
 
5
0
,0
0
0
TO
TALS 
AT 
END 
OF 
D
A
Y
1
TO
TALS 
BRO
UG
H
T 
FO
R
W
A
R
D
NAM
E 
OF 
C
A
SE
 
O
R
PERSO
N 
V
ISIT
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D
Z INFANT
(Under 1 year) q
W
M
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z nPRESCHOOL 5  
(1-5 years incl.) §§jo
z SCHOOL >  
(6-17 years incl.) mJO
z ADULT 
(18 years and over)JO
z
HEALTH SUPERVISION
II 
SERVICE 
C
L
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SSIFIC
A
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z
ANTE-PARTUM g
>
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DELIVERY
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G
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A
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z OTHER
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z
DIAGNOSED
SPECIFY 
BY 
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JO
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z CRIPPLED
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Z NON COMM. 
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50
BEDSIDE
III
T
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PE
O
F
V
IS
IT
OTHER
IVSPE
C
IA
L
ST
U
D
IE
S
INEFFECTIVE (Not found, not home)
SUPERVISION OF MIDWIFE
SUPERVISION OF NURSING HOME
R
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T 
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R
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A
R
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OF 
C
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O
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CLASS 
O
R
 
PLACE 
OF 
M
E
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IN
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CLINIC 
C
O
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FE
R
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N
C
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OR 
C
O
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SU
L
T
A
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N
ASSISTED
ATTENDANCE
NUMBER OF PHYSICAL EXAMS. 
(Assistance)
SCH
O
O
L 
W
O
R
K
NUMBER OF PHYSICAL EXAMS. 
(Parents present)
NUMBER OF PUPILS 
INSPECTED
NUMBER WEIGHED AND 
MEASURED
NUMBER OF VISION 
TESTS
NUMBER OF HEARING 
TESTS
NUMBER OF DEMONSTRATIONS 
TO TEACHERS
NUMBER OF NURSE-TEACHER 
CONFERENCES
WITH SCHOOL 
PERSONNEL NUM
BER 
O
F 
C
O
N
SU
L
T
A
T
IO
N
S
WITH PUPILS
WITH PARENTS
SESSION NO.
IF 
SE
R
IE
S
CLASS 
C
O
N
D
U
C
T
E
D
 
OR 
G
RO
UP 
A
D
D
R
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SSE
D
C
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U
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IT
Y
E
D
U
C
A
T
IO
N
A
N
D
O
R
G
A
N
IZ
A
T
IO
N
ENR’LMENT
ATTENDHNCE
VISITS FOR PROMOTION 
OF WORK
NEWSPAPER ARTICLES 
WRITTEN
TIME, IN HOURS, 
INCLUDING TRAVEL
M
E
E
T
­
IN
G
S
A
N
D
C
O
N
­
FE
R
­
E
N
C
E
S
SPE
C
IA
L
ST
U
D
IE
S
*
R
E
M
A
R
K
S 
INCLUDING
 
SUBJECT 
OF 
C
LA
SS, 
M
E
E
T
IN
G
, D
EM
O
N
STR
A
TIO
N
 
O
R
 
N
EW
SPA
PER
 
ARTICLE 
A
N
D
 
PURPO
SE 
OF 
A
T
T
E
N
D
IN
G
 
M
E
E
T
IN
G
D>
Hm
DAILY 
R
EPO
R
T 
OF 
PU
BLIC 
H
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LTH
 
N
U
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SIN
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S
E
R
V
IC
E
S
Ap
pe
nd
ix 
B-
4
02
rH
County:
Territory Covered:* 
N u r se :* -----------------
MONTHLY REPORT OF PUBLIC HEALTH NURSING SERVICES
Month and Year:
Total Hours on Duty:"
Total Families under Care: 
Total Individuals under Care:
VISITS TO AND IN BEHALF OF INDIVIDUALS
AGE CLASSI­
FICATION OF 
ALL VISITS 
AND ALL
CASES
CLASSI­
FICATION
OF ALL
AND
TYPE OF 
ALL VISITS
SPECIAL
STUDIES
INFANT (Under 1 Year of Age)
PRESCHOOL (1-5 YEARS, INCLUSIVE)
SCHOOL (6—17 Years, Inclusive)___
ADULT (18 Years of Aye and  Over) 
HEALTH SUPERVISION
MATERNITY
TUBERCULOSIS
SYPHILIS
GONORRHEA
OTHER COM­
MUNICABLE 
DISEASES
Antepartum
Delivery
Postpartum
Diagnosed
Other (Suspect or Contact)
Diagnosed
Other (Suspect or Contact) 
Diagnosed _________________
Other (Suspect or Contact)
Diagnosed _____________
Other iSuspect or Contact)
CRIPPLED CHILDREN
NON-COMMUNICABLE
BEDSIDE NURSING VISITS
ALL OTHER VISITS TO AND IN BEHALF OF CASES
INEFFECTlVE. Not Home ; Not Fount:
SUPERVISION OF MIDWIVES _____
SUPERVISION OF NURSING HOMES
TOTAL
VISITS
NEW CASE 
ADMISSIONS
X X
X X
REVISITS
X X
X X
COMMUNITY EDUCATION AND ORGANIZATION*
CLASSES CONDUCTED 
OR GROUP ADDRESSED
SUBJECT
IF SERIES
S E S S tO N  NO. E N K  L M '  1
ATTEND­
ANCE
SCHOOL WORK
PHYSICAL EXAMINATIONS (ASSISTANCE)
PHYSICAL EXAMINATIONS (PARENTS PRESENT)
INSPECTIONS OF PUPILS
WEIGHED AND MEASURED
VISION TESTS
HEARING TESTS
DEMONSTRATIONS TO TEACHERS
NURSE-TEACHER CONFERENCES
CONSULTATIONS:
SCHOOL PERSONNEL
PUPILS
PARENTS
NUMBER
x x x x x
CLINIC CONFERENCE OR CONSULTATION*
TYPE IN CHARGE ASST ATTENDANCE
MEETINGS AND CONFERENCES AS PART OF DUTY*
WHERE HELD TYPE OR GENERAL SUBJECT TIME
NO OF VISITS IN PROMOTION OF WORK* NUMBER OF NEWSPAPER ARTICLES WRITTEN*
122
Appendix B-5"
£250 (R e v .l0 /5 l)  Page 1 o f 6
:.J0JTHIZ STATISTICAL REPORT CF SERVICES
/
h _________    -Local department .~~.
UIMLHI OBF REQUESTS FOR INFQPJATION SERVICES
Type of request Number of inform ation serv ices given during month
ss is ta n c e :
# Old age assistance  
. Aid to  dependent children
--------------------------------------------------------
# Pnblie assistance  to  the needy b l in d __________
# Aid to  permanently & to ta l ly  d is a b le d _________
. General public assistance
'• General public assistance  -  Employables ______
ro tec tiv e  service fo r  children
----------------- - ----------------------------------
o ste r care of ch ildren  (Child1s fam ily, 
child or fo s te r  home)
doption service (Child’s fam ily, child  
or adoption hone)
ervice -  Training Schools *
e r t i f io a t io n  as to  e l i g ib i l i ty  fo r  care a t  
S ta te  expense (All types of care)
ervice a t  request of other agency: 
f Public assistance
I
r Other
ocal serv ices
n c la ss ified  ______ ___
o ta l ........
iFW-*530 (Rev*10/51) Page 2 o f 6
OT1THIZ STATISTICAL REPORT CF SERVICES (COOT»D)
>nth______________________________ Local depertnent___ ___________
, SLimny cf assistance
Status
I XI I l l IV ' V J 71 •
Q&A ADC BANB AFTD GEA i GEA-EI
. Pending from preceding month _____
• T ota l received  during month
A pplications
•
• T otal during month
• Total d isposed o f during month __
a . Aooepted for  continuing  
serv ice  (grant approved)
------------
-------------
b . Otherwise disposed of
• Pending at end o f  month .
- - - t
a . E l i g i b l e  aw aiting funds
b . Other
• R eceiving service a t end of 
preoeding month ' ____ _ „
• Grants approved during month
Cases receiv in g  continuing service
• T ota l during month
XXX
------------- -------------
a .  Received a ss ia tm o e  grants ___
( l )  Humber o f e l ig ib le  ch ild — 
ren in  ADC grants XXX XXX XXX xxx
(2 ) Humber o f  e l ig ib le  r e la ­
t iv e s  in  ADC grants XXX XXX XXX XXX XXX
(3) Humber o f  persons in ­
cluded in  grants __________
b • Received no grant _____________
>. Grant can celled  during month
1
>• Receiving serv ice  a t  end o f  
month
• v v  \ i\CV 0 /
MONTHLY STATISTICAL REPORT OF SERVICES (COHT'D)
Month------------------        Looal department
C. SCMMARY OF PROTECTIVE SERVICE. FOSTER CARE OF CHILDREN ASP ADOPTION SERVICES________________________
St#1 tus
I#  Pending from preced ing  month
2 . deceived during  month ____;__
3# T o ta l during m onth________ _
4 . Disposed of during month ..... .
a .  Accepted for" co n tin u in g
s e r v i c e  *----------------—
b . O thenrise  d isposed o f ____
5 .  Pending a t  end of month _____
6* d ece iv in g  se rv ice  a t  end of 
p reced ing  month------------------
7 .  Added d u rin g  month.
8 ,  T o ta l during  month _____ ____
a .  Payment made on b e h a lf  o f 
c h ild re n   -----------------------
b .  No payment made
9 .  S erv ice  te rm inated  d u rin g  month __
I I
Pro tec  t ir e  S erv ice
 f o r  C h ild r e n  .
fam ily
Number of
I I I IV
f e s t e r  Cere o f Children
Child*s 
fam ily
C hild
Agency
f e s t e r
home
 XXX
 _._A205------
23U L__
222L
a . Adapt ion  c o m p l e t e d  _
1 0 . R eceiving se rv ice  a t  end o f 
month _______________
.7. XX.
i e :.
SSL
VI V II V I I I
Adoption S erv ice
C hild*s 
fam ily  H
C h ild
Agency
adoptive
home
IX
Requests fo r  
Adoption 
In v e s tig a ­
tio n s  fo r  
che Court
A p p lic a t io n s
G ases r e c e iv in g  c o n t in u in g  s e r v ic e
XQL.
DCBL.
QSnSL.
XXX.
_2ECh_
JDUL
x n
JS2L.
XXX__
S S L — -..
XXX.
XXX
_js?2l .
XXX
.. jULA—
...JSS2—
XXX
MONTHLY STATISTICAL REPORT OF SERVICES (CONT’ D)
Month____________________ _______ L ocal deportm ent —-----------
D. SCMMARY OF SERVICE TO TRAINING SCHOOLS AND OF CERTIFICATIONS 'AS TO ELIGIBILITY FOR CARS AT STATE EXPENSE
S ta t u e
I  K I I I I I IV V VI V II I V I I I  I IX
S erv ice  -  T ra in in g  Schools C e r t i f i c a t io n  as to  E l i g ib i l i t y  fo r  Care a t  l a t e  Expense
A fte r-c a re  super­
v is io n
Admission
and
d isch arg e
in v e s t ig a ­
t io n s
G eneral h o s p i ta l  ca re S p ec ia l 
type ,  
h o s p i ta l  
care
S ta te  ch ro n ic  
h o s p i ta l  care S ta te
m ental
h o s p i ta l
ca reFamily In d iv id u a l
R ec ip ien ts
o f
a s s is ta n c e
O ther than  
re c ip ie n ts  
o f
a s s is ta n c e
Request fo r  
adm ission
Request 
fo r  reco n - | 
s id e ra tio n  j
1* Pending frcm preceding  month
A p p l i c a t i o n s
•«
2 , Received during  m onth___________
3 . T o ta l during m onth.______________
4 . Disposed of during  month_______
a .  Accepted fo r  co n tin u in g
se rv ic e  — —.......... .......................
b . C e r t i f ie d  anci te rm in a te d _____
c .  Otherwise d isposed  o f ________
5 . Pending a t  end c f  month _______ _
6 , R eceiving se rv ic e  a t  end of
preced ing  month . ................ ...............
7 ,  Added during racn th__ ' __  ____
-------- :---------
-
----------- :------
---------------- --------- :-------- ---:--------------
T-r-* ^rrr
--------------------
m ___
------ XXX...—
___xx x___ _ ___JEQL.____ ------------------ ------------------- --------------- -
C a s e s  r e c e i v i n g  c o n t i n u i n g  s e r v i c e
-------------- ---- ------------------ ____ 222L____
x:x
___jecr____ ---------  ------- --------x z z
x:-:x
,.__zxx_____ _
re-:
-----------------
8 . T o ta l  during m onth-----------------------
9* S erv ice  term inated  during
month_______ ______________ ___
C # Receiving se rv ice  a t  end of
month . ............................ _.. ...................
TTQr TTX ____
. ...-... zsz........
____XX2L____
___ ZiX______
....JSQGL_____
...---------------
........- ...... ........ ------------------ ...... XXX XXX --- --------------
...... xoc ...... ----xcs._____
SBPVi—250 (Rev, 2/51) 
U o n 'th ______________
MONTHLY STATISTICAL REPORT OF SERVICES (CO»T«D)
L ooal departm ent
Page 5 o f 6
S . SHMARY OF SERVICES AT REQUEST OF OTHER AGENCIES AND LOCAL SERVICES
VIIII I I V II IXVI
Lccal serv ices  (S p ecify )S erv ice  a t  Request of O ther Agency
B altim ore C ity  only
Status P ro te c tiv e  
se rv ic e  tc  
a d u lt  
d e l ln q ta n ts
GASI Other
l i  Pending f r e e  p receding  month
2* fteoeived during n c n th __
3 m T o ta l  during  month
4* Disposed of du rin g  month 
c.% 4 cccptcd  f o r  con tin u in g  
Service ____
b .  Otherwise d isposed  o f
Pending a t  end of month
C ases r e c e iv in g  c o n t in u in g  s e r v ic e
6* R eceiving serv ice  a t end of
preceding month  _______
XXX
XXX7m Added during month.
8* T otal during month
9* Sorvicx te rm in a ted  during  n cn th
10# i t c e i r i n g  se rv ic e  a t  end of
______"OSEWU ^ . ... _  ... . ----- ---- --- ----  ------- - j _ ____
to
02
WORKER.
CASEWORKER’S WORK SHEET
MONTHLY STATISTICS O F  FAMILY AND CHILDREN'S
-----------------------------------------------------------  MONTH__
CASEW ORK
CASES OF SERVICE FOR CLIENTS CARRIED OVER FROM LAST MONTH
List cases held on last day of preceding month
Check columns at end of this month
SU R N A M E NO.
CljisancATioii Do not check these cases in following columns
TRANSFERRED 
WITHIN 
DISTRICT TO
STAUS IN THIS MONTH OUTGO FI N A N CI A L  AS SI ST A N C E  IN T H I S  MONTH CM  I L O R E N  in  
own Hones
C A S E W O R K  I N T E R V I E W S
B
R
IE
F-
SE
R
V
IC
E
C
O
N
T
IN
U
E
D
-
SE
R
V
IC
E
B
R
IE
F-
SE
R
V
IC
E
 
R
EC
LA
SS
IF
IE
D
 
A
S 
C
O
N
T.
 
SE
R
V
IC
E
A
C
T
IV
E
INACTIVE
C
L
O
SE
D
TR
A
N
SF
ER
R
ED
 
TO
 
OT
HE
R 
D
IS
T
. AMT. GIVEN BY AGENCY
HOM E­
MAKER
SERV IC E
FOST ER
CARE
PAYMENTS
ctiertT C O U -M T E R A L
N
E
E
D
IN
G
A
TT
EN
TI
O
N
A
C
C
O
R
D
IN
G
 
TO
 
PL
A
N
W
AI
TI
NG
 
TO
 
BE
 
C
L
O
SE
D RECEIVING
PUBLIC
ASSISTANCE
ALSO
OTHER
ASSISTANCE
CASES
u£*<u cK 1*
.Ja.
'i
F
t
£
a .
tt - 
!b 
X 
P «
w
2>
Ulu
MV.
o
J
w
t-
L
3
>
111
o
to
J
p
1 $ $ $ $
2
3
4
5
6
7
8
9
10 2u  ®
. VL.
1 3  H
** P€
15  ^
16
17 -----!00
19
20
21
2 2
2 3
24
2 5
26
2 7
2 8
2 9
3 0
31
3 2
33
34
35
36
3 7
3 8
39 -------------
4 0
TRANSFERRED FROM OTHER WORKERS WITHIN DISTRICT FROM
41
42
43
44
4 5
TOTALS
A P P L IC A T IO N S  F O R  SE R V IC E  F O R  C L IE N T S  AND INTAKE IN TH IS  M ONTH
List names as applications come in. Add applications 
transferred from others within district. Cross off ap­
plications later transferred to others within district.
S U R N A M E  N O .  O R  F I R S T  N A M E S
INTAKE STATUS OU TG O FINA N CI AL  A SSI ST A N C E IN T H I S  MONTH C L A S SI FIC A ­
TION AT END 
O F  MONTH
L M *L D K£H IP
o w n  \W\SS
C A S E W O R K I N T E R V IE W S
A
PP
LI
C
A
TI
O
N
S 
N
O
T 
M
AD
E 
C
A
SE
S
REOPENED
TR
A
N
SF
ER
R
ED
 
FR
O
M
 
OT
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IS
TR
IC
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C
L
O
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TOTALS
C A S E S  O F  SER V IC E F O R  O T H E R  A G E N C IE S
SURNAME NO. OR F I RS T  NAMES SURNAME NO. OR F I RS T  NAMES
CHILDREN S E R V E D  OUTSIDE PARENTS'  HOMES
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MONTH N R, W-? T"
TOTALS
* Check N i f  s e r v ic e  to  c h i l d  o u ts id e  p a r e n t s '  home was g iv e n  f o r  f i r s t  t im e  i n  m onth ; R1 i f  p re v io u s  s e r v ic e  
Wf l g  <ri - i r«n W i t h i n  y e a r s  R2 i f  l a s t  g iv e n  i n  a p r i o r  y e a r ;  T i f  c h i l d  was t r a n s f e r r e d  from  a n o th e r  d i s t r i c t .
CASEWORKER'S SUMMARY OF WORK SHEET 
(D oes n o t  in c lu d e  l a s t  two co lu m n s, t h i s  s i d e  o f  s h e e t ,  u n d e r  ’’w h e re a b o u ts ,"  e t c . )
APPLI CATI ONS FOR SERVICE FOR CLIENTS
1 .  Viade c a s e s
2 .  N o t  m a d e  c a s e s
3 .  T o t a l  a p p l i c a t i o n s  ( i t e m s  1 & 2 )
CASES OF SERVICE FOR CLIENTS
4 7 C a r r i e d  o v e r  f r o m  l a s t  m o n t h
a .  I t e m  1 0  o f  l a s t  m o n t h ' s  r e p o r t
b .  T r a n s f e r r e d  f r o m  o t h e r  w o r k e r s  
w i t h i n  d i s t r i c t
c .  T r a n s f e r r e d  t o  o t h e r  w o r k e r s  
w i t h i n  d i s t r i c t
d . pJoS m t n u i
-serv ice i s  cantu«ue4 service
f .  C a r r i e d  o v e r  a s  c o u n t e d  t h i s  m o n t h
Serxlce.
5 . S e r v i c e  i n a u g u r a t e d
a .  New t o  a g e n c y
b .  R e o p e n e d ,  l a s t  c l o s e d  p r i o r  t o  t h i s  y e t j [
c .  R e o p e n e d ,  l a s t  c l o s e d  w i t h i n  t h i s  y e a r
d .  T r a n s f e r r e d  f r o m  o t h e r  d i s t r i c t s
e .  T o t a l  ( a  +  b  -g c  + d )
6 .  T o t a l  o p e n  d u r i n g  m o n t h  ( i t e m s  7  + 8 d  = 6
7 .  A c t i v e  a t  a n y  t i m e  d u r i n g  m o n t h  ( c a r r i e d  
o v e r  a c t i v e  + t o t a l  i n t a k e )
3 .  I n a c t i v e  t h r o u g h o u t  m o n t h
a .  N e e d i n g  b u t  n o t  r e c e i v i n g  a t t e n t i o n
b .  I n a c t i v e  a c c o r d i n g  t o  p l a n
c .  W a i t i n g  o n l y  f o r  f o r m a l  c l o s i n g
d .  T o t a l  i n a c t i v e  ( a  + b  + c )
9 .  O u t g o
a .  S e r v i c e  t e r m i n a t e d
b .  T r a n s f e r r e d  t o  o t h e r  d i s t r i c t s
c .  T o t a l  o u t g o  ( a  +■ b )
1 0 .  C a r r i e d  f o r w a r d  t o  n e x t  m o n t h  ( 6  -  9 c )
Cases
Con i
S e r v i c e To la  I
XXX
SPECI AL REPORTS ON CHILDREN RECEI VING  
SERVICE DURING MONTH
F a m i l i e s
TOTAL
'Ch i ld r en
o u t s i d e
p a r e n t s
h o m e s
X X X
XXX 
X X  X 
x  x x  
XXX
C h i l d r e n
FI NANCI AL ASSI STANCE IN T HI S  MONTH
1 4 .
1 5 .
1 6 .
1 7 .
F i n a n c i a l  a s s i s t a n c e  
F i n a n c i a l  a s s i s t a n c e ,  e x c l u s i v e  
o f  f o s t e r  c a r e  p a y m e n t s ,  
i n c l u d e d  i n  1 4
F o s t e r  c a r e  p a y m e n t s  i n c l u d e d  i n  1 4  
H o m e ma k er  s e r v i c e  i n c l u d e d  i n  1 4
No  P u b l i c
A s 8 i s
C a s e s
t a n c e
Amo u n t
P u b l i c  A s s i e t -  
a n c e  A l s o  
i a s e s
DAYS'  CARE I N AGENCY'S FOSTER HOMES
I B .  D a y s '  c a r e  p r o v i d e d  d u r i n g  m o n t h  t o  
c h i l d r e n  r e p o r t e d  i n  i t e m  13
a .  A d o p t i v e  h o m e s
b .  F r e e  h o m e s  o t h e r  t h a n  a d o p t i v e
c .  B o a r d i n g  h o m e s
d .  Work o r  w a g e  h o m e s
e .  T o t a l  ( a  + b  + c  d )
Amo u n t
N um b e r  
o f  D a y s
WHEREABOUTS ON LAST DAY OF MONTH
1 9 .  T o t a l  c h i l d r e n  o u t s i d e  t h e i r  p a r e n t s '  
h o m e s  o n  l a s t  d a y  o f  m o n t h  ( s a m e  a s  
i t e m  1 0 ,  c o l u m n  2 )
2 0 .  C h i l d r e n  r e c e i v i n g  s e r v i c e  p r i m a r i l y  
f r o m  r e p o r t i n g  a g e n c y
a .  I n  h o m e B  o f  r e l a t i v e s  o t h e r  t h a n  p a r e n t s
b .  I n  a g e n c y ' s  f o s t e r  h o m e s
1 .  A d o p t i v e  h o m e s
2 .  F r e e  homes,  o t h e r  t h a n  a d o p t i v e
3 .  B o a r d i n g  h o m e s
4 .  Work o r  w a g e  ho me s
5 .  T o t a l  ( 1  + 2 4 - 3  + 4)
c .  I n  a g e n c y ' s  own i n s t i t u t i o n
d .  E l s e w h e r e
e .  T o t a l  ( a  -t b 5  + c  + d )
CASES OF SERVICE FOR OTHER AGENCIES
2 1 .  C l o s e d  e s s e s  r e p o r t e d  o n
2 2 .  I n v e s t i g a t i o n s  f o r  o u t - o f - t o w n  a g e n c i e s
2 3 .  T o t a l  ( 2 1  + 2 2 )
C o n t i n u e d  
A c t i v e
I n t a k e T o t a l
A c t i v e
1 1 .  C h i l d r e n  o u t s i d e  h o m e s  o f  o w n  p a r e n t s  a c t i v e  
d u r i n g  m o n t h
1 2 .  C h i l d r e n  i n  h o m e s  o f  o wn  p a r e n t s  w h o  r e c e i v e d  
i n d i v i d u a l  c o n s i d e r a t i o n  d u r i n g  m o n t h  
( e x c l u d e  c h i l d r e n  r e p o r t e d  i n  1 1 )
a .  R e c e i v e d  p r e - p l a c e m e n t  s e r v i c e
b .  R e c e i v e d  p r o t e c t i v e  s e r v i c e
c .  O t h e r
d .  T o t a l  ( a  + b  -r c )
1 3 .  C h i l d r e n  i n  f o s t e r  homeB d u r i n g  month___________
CASEWORK INTERVIEWS W i t h
C l i e n t s
I o 1 l a t ­
e r  a l
T o t a l
2 4 .  O u t s i d e  o f f i c e
2 5 .  I n  o f f i c e
2 6 .  By  t e l e p h o n e
2 7 .  T o t a l
ACTI VI TY ON OTHER WORKERS' CASES
X *  X
T o t a l
A c t i v e
Appendix B-7 124
THE NATIONAL COMMITTEE FOR MENTAL HYGIENE 
Division on Community C lin ics
MONTHLY SERVICE REPORT
MONTH YEAR
Clinic City State
I .  Report of Case Load Adults Children
1. Cases carried  over from la s t  month ______ ________
2. Intakes a. New cases accepted
b. Old cases reopened______ ______ ________
3. Total cases open a t some time
in  th is  month ______ ________
b. Cases taken from service (closed) ______ ________
£. Cases carried  forward ______ ________
6. Closed cases followed up
(not reopened__________________ ______ ________
H . P rovisional Service C lass ifica tio n  - New Cases 
(.A corrected c la s s i f ic a t io n w il l  be requested 
a t the end of the eitlendar year.) Adults Children
?. Treatment ______ ________
8. Diagnostic ______ ________
9. Consultation ______ _______
I I I .  Sources Referring New Cases
10. Agencies
11. Schools
12. Courts
13. Private physicians
lb . Parents, re la tiv e s , s e l f
15. Other
^ • Summary of Work with or about P atien ts 
By p sy c h ia tr is ts :
16. Interviews with pa tien ts
17. Interviews about pa tien ts
18. Interview s with pa tien ts
19. Interview s about p a tien ts  
By soc ia l workers:
20. Interviews in  c lin ic
21. Interviews outside c lin ic
22. Physical examinations by c lin ic  s ta f f  members
23. Number of cases given i n i t i a l  conference
Total
Total
Total
Total
The National Committee for Mental Hygiene Form MHF 18
Monthly Service Repbrt -  Page 2
V. Personnel Report F u ll time P art time
Regular S ta ff: 2k. P sy ch ia tris ts  _____ '
2^* Psychologists _____
26. Social Workers _ _ .
27. C le rica l workers _ _ _  ___
28. Other (specify)   _____
S ta ff  in  Training: 29* P sy ch ia tris ts  ______ _____
30. Psychologists _____ _____
31. Social workers _____ _____
VI. Educational Services
IT. TEACHING SEMINARS (Under th is  heading w ill come c lin ic  s ta f f  
seminars, teaching conferences, and associated a c t iv i t ie s  th a t are c losely  
re la te d  to c lin ic  s ta f f  development. Do not include time spent in  supervision 
of students or fellows in  tra in in g .)
Number of Seminars Conducted by Professional Groups
33. EDUCATIONAL LECTURES (This would include lec tu res  to  in te rn s , 
medical students, nurses, soc ia l workers, so c ia l work students, teachers, 
medical so c ie tie s , p ro fessional conferences*)
Number of Lectures Conducted by Professional Group
3U- POPULAR PRESENTATIONS (included would be lec tu res  to Parent-Teacher 
assoc iations, luncheon clubs, women1s clubs, church organizations, lay  
conferences.)
Number of Lectures Conducted by Name of Organization
35* PUBLICATIONS AND RESEARCH
*
The National Committee for Mental Hygiene Form MHF 18
APPENDIX G
REPORTS PUBLISHED REGULARLY ABOUT CHILDREN 
AND THEIR FAMILIES
v g s j i  c s i i i i f  s e r v i c e s
C O U N T Y  M A N A G E R ' S  A N N U A L  R E P O R T
1 9 5 2
C O U N T Y  C O U N C I L
LATHROP E. SMITH, Pr e s i d e n t  
KATHRYN J. LAWLOR, S e c r e t a r y  G E OR G E F. NESBITT, P r e s i d e n t  Pro Tem
STELLA B. WERNER J. LOUIS M O N A R C H
HAROLD F. H A M M O N D  GROVER WALKER
DAVID M A CDON AL D,  C o u n t y  A t t o r n e y  DAVID C A H O O N ,  Clerk  to  C o u n t y  C ounc i l
A D M I N I S T R A T I V E  O F F I C I A L S
IRVING G.  McNAYR,  C o u n t y  M a n a g e r
M A S O N  A. BUTCHER, ALEX K. H A N C O C K ,
Di rec t or  o f  Publ ic W o r k s  Di r ec t or  o f  F i n a n c e
A.  M O R T O N  T HOM AS,  JR., ARTHUR E. MILLER,
Di rector  o f  I n s pe c t i on  a n d  Licenses Di rec t or  o f  Publ ic  S a f e t y
DR. V. L. ELLICOTT, FOREST GU ST AF S ON ,
C o u n t y  H e a l t h  Off icer  Di rec t or  o f  Re c r e a t i on
WILLIAM E. ROYER, DR. E DWI N BROOME,
Director  o f  W e l f a r e  S u p e r i n t e n d e n t  o f  Sc hoo ls
GE O RG E  B. MORELAND,  JAMES F. ERVIN,
Di rector  o f  Publ ic  Librar ies  Di rector  o f  Liquor C o n t ro l
C O U R T  O F F I C I A L S
( E l e c t e d )
CI R C U IT  C O U R T
CHARLES W .  W O O D W A R D ,  Ch ie f  J u d g e  
STEDMAN PRESCOTT, J u d g e  CLAYTON K. WATKINS,  Clerk
O R P H A N S 7 C O U R T
MILLWARD C. TAFT, C h i ef  J u d g e
WILLIAM T. PAGE,  J u d g e  CHARLES H. SQUIRE,  J u d g e
WALTER C. CLARK,
Ex Off icio Clerk  a n d  Regis te r  o f  Wil l s
( A p p o i n t e d  b y  G o v e r n o r )
J U V E N I L E  C O U R T  TRIAL M A G I S T R A T E S
ALFRED D. NOYES,  WALTER H. M O R M A N
M a g i s t r a t e  for  J u v e n i l e  C a u s e s  J. FENDALL C O U G H A N
OSCAR J.  SEE
O T H E R  C O U N T Y  O F F I C I A L S
( E lec t ed  )
SHERIFF SURVEYOR
CHARLES S. LAWRENSEN ROBERT K. M A DDO X
STATE’S ATTORNEY
WALTER W .  D A W S O N
( A p p o i n t e d  by  Di rector  o f  E xte ns i on  Service  of  t h e  Univers i ty  o f  M a r y l a n d )
HOME DEMONSTRATION AGENTS COUNTY AGRICULTURAL AGENTS
ETHEL L. BIANCHI O T TO  W .  A NDE RS ON
EDYTHE TURNER O N N I E  L. PRIVETTE
( A p p o i n t e d  by  t h e  M a r y l a n d  P o s t m o r t e m  E x a m i n e r ’s C o m mi ss io n )  
DEPUTY MEDICAL EXAMINER (Coroner)
DR. F. J. BROSCHART
MESSAGE TROM THE MANAGER
IR V IN G  G. M c N A Y R
This is y o u r  C o u n t y  M a n a g e r ’s f o u r t h  a n n u a l  r e p o r t  t o t h e  C o u n t y  Counc i l  a s  
r e q u i r e d  b y  t h e  C h a r t e r  of  t h e  M o n t g o m e r y  C o u n t y  G o v e r n m e n t .
This r e p o r t  d ep ic t s ,  t h r o u g h  t h e  use  o f  f a c t u a l  t ex t  s u p p l e m e n t e d  by  g r a p h i c  
pi ct ur es  a n d  c h a r t s ,  t h e  services  p r o v i d e d  r e s i d e n t s  of  t h e  C o u n t y  b y  a g e n c i e s  of  
t h e  C o u n t y  G o v e r n m e n t .  P er so ns  d es i r in g  a d d i t i o n a l  i n f o r m a t i o n  on t h e s e  services  
m a y  o b t a i n  it b y  r e q u e s t i n g  c op ie s  o f  d e p a r t m e n t a l  a n n u a l  r epo rt s .
The  p o p u l a t i o n  of  M o n t g o m e r y  C o u n t y  h a s  i n c r e a s e d  f rom 1 3 5 , 0 0 0  ( e s t . )  in 
1 9 4 9  to a n  e s t i m a t e d  2 1 0 , 0 0 0  in 1 9 5 2 .  This p h e n  o m e n a l  g r o w t h ,  wi th its r e s u l t a n t  
p r o b l e m s ,  h a s  c r e a t e d  m a n y  d e m a n d s  wh ic h  h a v e  b e e n  met  by p r ov i d i n g  a d e q u a t e  
a n d  e c o n o m i c a l  faci l i t ies  a n d  services.
T h r o u g h  s o u n d  o r g a n i z a t i o n  t h e  pol ic ies  a n d  p r o g r a m s  o f  t h e  C o u n t y  Counc i l  
w e r e  c a r r i e d  o u t  e f fec t i ve ly  d u r i n g  1 9 5 2 .  This w a s  m a d e  p o s s i b l e  by  t h e  c o o p e r a t i v e  
e f for t s  o f  officials a n d  e m p l o y e e s  of  C o u n t y ,  Bi -County ,  a n d  S t a t e  A g e n c i e s ,  a n d  
c i t i zen a d v i s o r y  g r o u p s ,  w o r k i n g  for  t h e  b e s t  i n t e r es t s  of  t h e  r e s i de n t s  o f  M o n t g o m e r y  
Co u n t y .
O u r  local  g o v e r n m e n t  is r e c o g n i z e d  t h r o u g h o u t  t h e  c o u n t r y  a s  a n  o u t s t a n d i n g  
e x a m p l e  o f  g o o d  g o v e r n m e n t .  W e  sha l l  e n d e a v o r  to  c o n t i n u e  to d e s e r v e  this 
r e p u t a t i o n .
IRVING G.  McNAYR,
C o u n t y  M a n a g e r .
P ci g c 1
KA TH RYN J. LAWLOR
Secretary
LATHROP E. SMITH
President
G EO R G E
Presiden!
J. LOUIS  M O N A R C H  HAROLD F. H A M M O N D  GROVER K. WALKER STELLA B. WERfs
CO UNTY  COUNCIL C O U N T Y  M A N A G E R
O perating Expenditures $ 1 3 ,6 0 0  
$ .0 6  Per Capita *
O perating Expenditures $ 2 9 ,8 3 8  
$ .1 4  Per Capita
T he  C o u n t y  Counc i l ,  c o m p r i s e d  o f  s e v e n  e l e c t e d  m e m ­
b e r s — o n e  f r om  e a c h  o f  t h e  five counci l  dist r icts  a n d  t w o  
a t  l a r g e — w a s  e s t a b l i s h e d  a s  t h e  l eg i s l a t i ve  b o d y  o f  t h e  
M o n t g o m e r y  C o u n t y  G o v e r n m e n t  in 1 9 4 8 .  R e p r e s e n t i n g  
all  s e c t io ns  o f  t h e  C o u n t y ,  t h e  Counc i l  by  w e e k l y  p ub l i c  
m e e t i n g s  h e a r d  i n t e r e s t e d  c i t i zens  o n  all  m a t t e r s  o f  pub l ic  
i n t e r es t .  T h r o u g h  d e t e r m i n a t i o n  o f  pol ic ies  a n d  p r o g r a m s  
t h e  Counc i l  r e s p o n d e d  to  t h e  de s i r es  a n d  n e e d s  of  t h e  
r e s i d e n t s  o f  t h e  C o u n t y .
Dur i ng  1 9 5 2  t h e  Counci l  h e ld  1 4 4  r e g u l a r  a n d  spe c i a l  
m e e t i n g s ;  p a s s e d  6 9 2  r e s o l u t i o ns ;  a n d  h e a r d  9 7  r e z o n i n g  
a p p l i c a t i o n s .  At its a n n u a l  M a y  Legis la t ive  Se ss ion  t h e  
Counc i l  p a s s e d  18 bills,  t h e  mos t  i m p o r t a n t  o f  wh i ch  w e r e :  
P a r k i n g  Lot District  Act  
Act  A u t h o r i z i n g  $ 9 , 5 8 8 , 0 0 0  Bond  Issue 
Act  E s t ab l i sh i ng  C o u n t y  B o a r d  o f  A p p e a l s .
O n l y  $ 1 3 , 6 0 0  w a s  e x p e n d e d  for  this c o n s c i e n t i o u s  r e p ­
r e s e n t a t i o n  o f  t h e  p e o p l e ’s i nte res t .
Page 2
The per capita figure used thoughout this 
report is based on a population of 210,000.
The C o u n t y  M a n a g e r ,  a p p o i n t e d  by  t h e  C o u n t  
cil, as  t h e  a d m i n i s t r a t i v e  officer o f  t h e  C o u n t y  Gov< 
w a s  r e s p o n s i b l e  f o r  c o o r d i n a t i n g  a n d  d i r e c t i n g  t h e  < 
o f  all  s taf f  offices a n d  d e p a r t m e n t s  in c a r r y i n g  
p r o g r a m s  a n d  pol ic i es  d e t e r m i n e d  b y  t h e  C o u n c  
C o u n t y  M a n a g e r  s e l e c t e d  wel l  q u a l i f i e d  s pe c ia l i s t s  
s t a f f  offices a n d  d e p a r t m e n t s  so t h a t  t h e  n e c e s s a r  
services  w o u l d  b e  p r o v i d e d  in a n  ef f ic ient  a n d  ecc 
m a n n e r .  This m e t h o d  o f  a d m i n i s t e r i n g  C o u n t y  servi  
v i de d  t h e  r e s i de n t s  o f  M o n t g o m e r y  C o u n t y  wi t h  ir 
se rvices  f or  e a c h  t a x  d o l l a r  e x p e n d e d ,  n o t w i t h :  
r ising c os t s  a n d  r a p i d l y  i n c r e a s i n g  p o p u l a t i o n .
5Sca2!Zd32
1
'JBWTWWI*
TO CO UNTY COUNCIL
O perating Expenditures $ 3 0 ,5 1 0  
$ .15  Per Capita
h e  Clerk  t o t h e  C o u n t y  Counci l  p r e p a r e d  . a g e n d a  
1 4 4  Counc i l  m e e t i n g s  a n d  s c h e d u l e d  6 2  h e a r i n g s .  The 
'k a t t e n d e d  Counc i l  m e e t i n g s  a n d  h e a r i n g s ,  a n d  w r o t e  
o p i n i o n s  i nvo lv i ng  9 7  r e z o n i n g  a p p l i c a t i o n s .  T h o u s a n d s  
ques t ions  b y  t h e  p ub l i c  r e l a t i n g  to Counci l  a c t i o ns  w e r e  
w e r e d .
TY ATTORNEY
THE CLERK A N S W E R IN G  A C IT IZ E N ’S I N Q U IR Y
O perating Expenditures $ 4 0 ,1 1 9  
$ .19  Per Capita
h e  C o u n t y  A t t o r n e y  a n d  his s taff  r e p r e s e n t e d  t h e  
inty in 10 cour t  c a s e s  i nvolvi ng  v i o la t io n  o f  County^ 
i n a n c e s ,  a n d  in a p p r o x i m a t e l y  4 5  civil c a s e s ;  h a n d l e d  
c o l l e c t io n  o f  n u m e r o u s  u n p a i d  p e r s o n a l  p r o p e r t y  t a x  
ou nt s  a n d  c la ims  f o r  r e i m b u r s e m e n t  f or  t h e  cos t  o f  
i ta l  h o s p i t a l  c a r e ;  r e p r e s e n t e d  t h e  A p p e a l  Tax  C o u r t  in 
eral  a p p e a l s  to t h e  S t a t e  Tax  C o mmi ss io n ;  d r a f t e d  23 
s a n d  3 r e s o l u t i o ns  f o r  t h e  C o u n t y  C o u n c i l ’s M a y  Legis- 
ve Sess ion ;  p r e p a r e d  or  r e v i e w e d  a p p r o x i m a t e l y  25 
i n a n c e s ,  ru les  a n d  r e g u l a t i o n s  f or  s ub mi ss io n  to 
Co unc i l ;  r e v i e w e d  all  r e s o l u t i o ns  s u b m i t t e d  to  t h e  
incil by  t h e  C o u n t y  a d m i n i s t r a t i v e  a genc ie s ; ,  pre-  
e d  t en  bi lls f o r  su bmi ss i on  to  t h e  C o u n t y  d'ele- 
ion to  t h e  M a r y l a n d  G e n e r a l  A s s e m b l y ;  a s s e m b l e d  
I e d i t e d  t h e  Laws o f  M o n t g o m e r y  C o u n t y  1 9 5 2 ,  a n d  
1 9 5 2  S u p p l e m e n t  to t h e  M o n t g o m e r y  C o u n t y  C o d e ;  
p a r e d  or  r e v i e w e d  all  d e e d s ,  l e a se s ,  c o n t r a c t s  a n d  per -  
n a n c e  a n d  su r e t y  b o n d s  in wh ic h  t h e  C o u n t y  w a s  in- 
zed;  a n d  a n s w e r e d  d a i l y  r e q u e s t s  fo r  l e g a l  o p i n i o n s  
n e v e r y  d e p a r t m e n t  a n d  a g e n c y  o f  t h e  C o u n t y  g ov-  
men t .
A SI N G
O perating Expenditures $ 1 8 ,0 0 8  
$ .09  Per Capita
!n d e r  t h e  d i rec t  su pe rv i s i on  o f  t h e  C o u n t y  M a n a g e r  t he  
; h a s i n g  Off ice,  t h r o u g h  a w a r d  o f  b id  c o n t r a c t s ,  p u r ­
sed  g o o d s  a n d  services  in t h e  a m o u n t  o f  $ 5 , 1 4 9 , 2 2 7  
’, 0 0 0  s e p a r a t e  t r a n s a c t i o n s .  This c e n t r a l i z e d  p u r c h a s -  
sys te m r e s u l t e d  in s u b s t a n t i a l  s av i n g s  t h r o u g h  sys te -  
ic a n d  e c o n o m i c a l  p r o c u r e m e n t  o f  h igh q u a l i t y  g o o d s  
services.
DISTRIBUTING SUPPLIES FROM  CENTRAL W AR EH OU SE
C O U N T Y  A T T O R N E Y ’S STAFF DISCUSSING CASE
PERSONNEL OFFICE
O perating Expenditures $ 1 9 ,2 9 9  
$ .0 9  Per C apita
Dur ing 1 9 5 2 ,  t h e  C o u n t y  P e r s o n n e l  B o a r d ,  wi t h  t h e  c 
s i s t a n c e  o f  its Execu t i ve  S e c r e t a r y ,  t h e  C o u n t y  M a n a c  
a n d  his P e r s o n n e l  A s s i s t an t ,  c o n t i n u e d  t o f u r t h e r  s t r e n g t h  
t h e  C o u n t y  Mer i t  Sys te m t h r o u g h  t h e  c o n t i n u a n c e  a  
a d o p t i o n  o f  e c o n o m i c a l ,  f l exib le ,  a n d  p r o g r e s s i v e  p< 
s o n n e l  pol ic ies  a n d  p r o c e d u r e s  f o r  t h e  p r o t e c t i o n  a  
b e n e f i t  of  b o t h  t h e  t a x p a y e r  a n d  t h e  e m p l o y e e .
S o m e  o f  t h e  y e a r ’s p e r s o n n e l  act ivi t ies  a n d  a c c o m p l i s  
m e n t s  i n c l u d e d  t h e  f o l l o w i n g :
PERSONNEL BOARD E X A M I N I N G  POLICE APPLICANT 62  C o u n t y  P e r s o n n e l  B o a r d  m e e t i n g s  a n d  h e a r i n g  
61 po l i c e  a p p l i c a n t s  i n t e r v i e w e d  a n d  r a t e d  b y  
B oa r d
7 8 3  a p p l i c a n t s  i n t e r v i e w e d  
6 2 4  e x a m i n a t i o n s  g i ven  
1 64  p o s i t i o ns  c la ss i f ied  a n d  rec l as s i f i ed  
8 7  p e r s o n n e l  job  de sc r i p t i o ns ,  a n n o u n c e m e n t s ,  c 
bu l l e t i ns  w r i t t e n  a n d  d i s t r i b u t e d  
12 p e r s o n n e l  r e s e a r c h  s t ud i es  m a d e .
O t h e r  act ivi t ies  a n d  a c c o m p l i s h m e n t s  w e r e  r e d u c t i o n  c 
t u r n o v e r  r a t e  b y  m o r e  t h a n  5 0 % ;  a d o p t i o n  of  a  ne \  
s a l a r y  s c h e d u l e  f or  al l  e m p l o y e e s ;  a d o p t i o n  o f  a  n e \  
p a y  p l a n  f or  p o l ic e  e m p l o y e e s ;  a n d  t h e  a d m i n i s t r a t i o n  o 
a n  i n- se r vice  t r a i n i n g  p r o g r a m .
PERSONNEL STAFF KEEPING RECORDS UP-T O-DA TE
BRANCH ADMINISTRATIVE OFFICES
As a  c o n v e n i e n c e  t o t h e  8 5 %  of t h e  p o p u l a t i o n  whc 
live in t h e  s u b u r b a n  a r e a ,  t w o  Branch  A d m i n i s t r a t i v e  O f  
ftces w e r e  m a i n t a i n e d  to  ass i s t  c i t izens  wi th  t he i r  publ i i  
se rv ice  n e e d s .  T h e s e  offices,  l o c a t e d  a t  W i s c o n s i n  a nc  
M o n t g o m e r y  A v e n u e s  in B e t h e s d a  a n d  a t  G e o r g i a  A v e n u t  
a n d  Trini ty Pl ace  in Si lver Spr ing ,  h a n d l e d  m o r e  t h a r
6 5 , 0 0 0  service  cal l s  on  r o a d  m a i n t e n a n c e ,  s e w e r  d r a i n a g e  
traffic p r o b l e m s ,  t r ee  c a r e ,  s t r e e t  c l e a n i n g ,  a n d  o t h e  
C o u n t y  act ivi t ies .
CONFERENCE COURSE IN  TECHNIQ UES OF M U N IC IP A L  A D M IN IS T R A T IO N
P L A N N IN G
e P l a n n i n g  Off ice,  u n d e r  t h e  d i r ec t i on  o f  t h e  C o u n t y  
3g e r ,  a s  t h e  t e c h n i c a l  a i d e  of  t h e  U p p e r  M o n t g o m e r y  
ty P l a n n i n g  C om mi s s io n ,  c a r r i e d  ou t  its p l a n n i n g  
ion for  t h e  d e v e l o p m e n t  o f  M o n t g o m e r y  C o u n t y  ou t -  
t h e  jur isdic t ion of  t h e  M a r y l a n d - N a t i o n a l  C a p i t a l  
a n d  P l a n n i n g  Co m mi s s i o n  b y  c o n d u c t i n g  6  s ur ve ys  
m a s t e r  p l a n  s tud i es ;  p r e p a r i n g  3 d r a f t s  o f  z o n i n g  
a n c e s ;  a t t e n d i n g  4 3  m e e t i n g s  wi th  c i t i zen g r o u p s ;  
h o l d i n g  2 6  r e g u l a r  C o m mi s s io n  m ee t i n g s .
CO UNTY  JAIL
O perating Expenditures $ 3 7 ,7 2 8  
$ .13  Per Capita
j r ing  1 9 5 2 ,  2 , 2 7 8  p r i s on e rs  w e r e  c o m m i t t e d  t o t h e  
ity Ja i l .  As a  r esu l t  o f  i m p r o v e d  a d m i n i s t r a t i o n  d u r i n g  
i t  y e a r s ,  t h e  C o u n t y  Jai l  is n o w  r e c o g n i z e d  b y  t h e  
ral  B ur e au  o f  Pr i sons  a s  o n e  o f  t h e  b e s t  o p e r a t e d  
i ty Ja i ls  in t h e  U ni t ed  S ta t e s . UPPER M O N T G O M E R Y  C O U N T Y  P L A N N IN G  C O M M I S S IO N
PRINTING
O perating Expenditures $ 1 0 ,4 3 6  
$ .05  Per Capita
e c e n t r a l i z e d  d u p l i c a t i n g  a n d  p r in t i ng  service  p r o -  
1 b y  t h e  Pr int ing Off ice r e s u l t e d  in a  s a v i n g  o f  a p p r o x -  
; ly 4 0 %  in p r i n t i n g  cost s  o f  t h e  C o u n t y  d u r i n g  1 9 5 2 .
CH EC K IN G  IN  A PRISONER  
A N S W E R IN G  Y O U R  CALLS
CENTRALIZED DU PLICA TING  SERVICE Page 5
DEPARTMENT O F  FINANCE
O perating Expenditures $ 3 0 9 ,3 9 8  
$ 1 .4 7  Per Capita
In o r d e r  to m o r e  ef f ic ient ly h a n d l e  f in an c ia l  a d m i n i s t r a ­
t ion fo r  t hp  C o u n t y ,  t h e  Di r ec t or  o f  t h e  D e p a r t m e n t  o f  
F in a nc e  c o o r d i n a t e d  t h e  act ivi t i es  o f  its t h r e e  Divis ions—  
A s se s s m e n t s ,  R e v e n u e  a n d  D i s b u r s e m e n t s ,  a n d  A c c ou n ts .
$
40.000.000 
?30.000, ooo_ 
t20.000.000_
*
10,000,000
FUNDED DEBT
♦ ZQ 6 8 2 ,4 0 0  ■  t2 8 .6 l5 .S 6 0  ■  13 4 ,8 4 9 ,7 0 0
1949*50 1950-51 1951-52
500.000.000 
$4oqooo,ooo_
s
3 0 0 .0 0 0 .0 0 0
$200.000.000_
t
100,000,000
ASSESSED VALUATION
♦ 417.833,528 ■  U96.727.3I2
1949-50 1950-51 1951-52
A c c o u n t s
O perating Expenditures $ 8 1 ,1 6 0  
$ .3 9  Per Capita
Dur i ng  t h e  y e a r  a  t o t a l  o f  1 , 5 0 0  d i f f er en t  a c c o u n t s  w e r e  
p o s t e d ,  a u d i t e d  a n d  s e r v i ce d  da i ly .
CAPITAL ASSETS
D O L L A R S  IN  M I L L I O N S
I i i i i i i i i i i i i i i i i i i i i i i i i i i i i l i i i i i I i i
JUNE 1949 
JUNE 1951 
JUNE 1952
$ 21,732,485
$ 29,486,296
$ 37,903,517
ADDITIONS,1952 WHICH 
MAKE UP INCREASES 
IN CAPITAL ASSETS
# •
SCHOOLS $ 7,657,239
ROADS & EQUIPMENT 172,810
COUNTY OFFICE BLDG. 4 4 3 , 5 9 7  
OTHER 143 ,573
♦ 8,417,221
R e v e n u e  a n d  D i s b u r s e m e n ts
O perating Expenditures $ 6 7 ,8 6 9  
$ .32  Per Capita
Th is divis ion h a n d l e d  2 1 9 , 0 0 0  t r a n s a c t i o n s  d u r i n g  t h e  
y e a r ,  i n c l ud i ng  t h e  d r a w i n g  o f  2 7 , 5 0 0  chec ks  in p a y m e n t  
f o r  services  r e n d e r e d  to t h e  C o u n t y .
P a g e  6
P O S T IN G  Y O U R  A C C O U N T S
YOUR TAX DOLLAR
RECEIVED 
M 3 ,2 8 2 ,2 5 1
C e n ts  o f  Your D ollar
F ro m
Real Estate Taxes .68 83
Personal-Other Taxes .1 7 1 8
Licenses-Fees .0 4 7 4
Liquor Control Profits .0 5 0 8
Grants-Charges-Fines .0 2 6 8
Surplus Funds .0 1 4 9
tlJOO
SERVICES PURI 
H3.282.2!
Cents of Youi 
For
Education 
Public Safety 
Public Works 
Debt Service 
Public Health 
Finance 
M iscellaneous 
W elfare 
Public Libraries 
Courts-State Offices 
Inspections 8 Licens 
Legislative-Executiv 
Elections 
Law
Extension Service 
Planning 
Personnel 
Recreation 
Zoning Appeals
D E T E R M IN IN G  PROPERTY VALUE
APPEAL TAX COURT HE A R IN G
A s s e s s m e n t s
O perating Expenditures $ 1 0 3 ,7 7 9  
$ .4 9  Per Capita
U n d e r  t h e  d i r ec t i on  o f  t h e  Su pe r v i s or  o f  A s se sso r s ,  t h e  
Division o f  A s se s s m e n t s ,  p u r s u a n t  t o t h e  p rov i s i on s  o f  S t a t e  
Law a n d  r e g u l a t i o n s  o f  t h e  S t a t e  T ax  C om mi s s i o n ,  a s s e s s e d
4 , 0 0 0  n e w  p r o p e r t i e s  a n d  r e a s s e s s e d  3 3 , 0 0 0  o t h e r  p r o p ­
e r t i es  in t h e  f o ur t h  cycle  o f  t h e  five y e a r  a s s e s s m e n t  
s c h e d u l e .  The  a s s e s s a b l e  b a s e  i n c r e a s e d  d u r i n g  t h e  c a l ­
e n d a r  y e a r  1 9 5 2  f rom $ 4 4 5 , 0 0 0 , 0 0 0  t o $ 5 2 2 , 0 0 0 , 0 0 0 .
Since  1 9 4 0  Ihe  p o p u l a t i o n  o f  M o n t g o m e r y  C o u n t y  h a s  
i n c r e a s e d  f r om 8 2 , 0 0 0  to 2 1 0 , 0 0 0  ( a p p r o x i m a t e l y ) wi th  
r e s u l t a n t  c h a n g e s  in a s s e s s e d  v a l u a t i o n s  a n d  f u n d e d  d e b t .
APPEAL TAX COURT
O perating Expenditures $ 8 ,5 4 5  
$ .04  Per Capita
O f  3 7 , 0 0 0  p r o p e r t y  o w n e r s  w h o  r e c e i v e d  a s s e s s m e n t  
no t ices ,  2 , 2 4 0  b e l i e v e d  thei r  a s s e s s m e n t s  w e r e  i n e q u i t a b l e ,  
a n d  a p p e a l e d  t o t h e  C o u n c i l - a p p o i n t e d  A p p e a l  Tax  C ou r t  
o f  t h r e e  m e m b e r s .  The  Co u r t  h e a r d  a n d  r e n d e r e d  d e ­
cis ions  o n  1 , 5 7 0  c as e s .
DEPARTMENT OF PUBLIC WORKS
O perating Expenditures $ 9 3 2 ,6 0 8  
$ 4 .4 4  Per Capita
T h r o u g h  its Divisions o f  H i g h w a y  E n g i n e e r i n g ,  H i g h ­
w a y  C on s t r u c t i o n ,  a n d  Traffic E n g i n e e r i n g ,  t h e  D e p a r t m e n t  
o f  Publ ic W o r k s ,  to k e e p  p a c e  wi th  t h e  r a p i d  g r o w t h  o f  
t h e  C o u n t y :
C o n s t r u c t e d  4.1 miles o f  n e w  r o a d s  
R e c o n s t r u c t e d  18.1 miles o f  ex i s t i ng  r o a d s  
M a i n t a i n e d  8 5 3  miles o f  e x i s t i ng  r o a d s  
I n s t a l l e d  3 .8  miles o f  s l u i m d r a i n a g e  
C o n s t r u c t e d  4 . 6  miles o f  n e w  s i d e w a l k s  
I n s t a l l e d  1 2 . 7  miles o f  c u r bs  a n d  g u t t e r s  
Built 1 n e w  h r i d g e
S u p e r v i s e d  c on s t r uc t i o n  of  1 1 2 . 8  miles  o f  n e w  s u b ­
d i v i s i o n  r o a d s ,  curbs ,  gu t t e rs ,  s i d e w a l k s ,  a n d  s torm 
d r a i n a g e .
M I L E S
PUBLIC WORKS
M  1949
(AGE CON- 
:TED 1952
I AN D 1949
E R  C O N
CTED • 1952
VALKS 1949 
TRUCT-
1952
Roads And Streets M a in ta in ed
M I L E S 100 I 2 0 0  | 3 0 0  | 4 0 0  1 SOO | 6 0 0  I 7 0 0  | 8 0 0  I 9 0 0  
7 4 -9  M I L E S
8 5 3  M I L E S
W I D E N I N G  THE ROADS
V U L C A N I Z I N G  S IGN S FOR LO NGER SERVICE
T h r o u g h  its Division o f  Traffic E n g i n e e r i n g  a n d  D 
o f  Trees  a n d  S t r e e t  C l e a n i n g ,  t h e  D e p a r t m e n t  co  
its e f for t s  t o e n h a n c e  t h e  b e a u t y  a n d  i m p r o v e  t h e  
ness  a n d  s a f e t y  o f  t h e  C o u n t y  a n d  its s t r e e t s  by :
C o n d u c t i n g  3 0  t raff ic  s a f e t y  su r ve y s  
I ns t a l l ing  6 5 0  traff ic s i gn a ls ,  s i gn s  a n d  r o a d  ma r  
A u t h o r i z i n g  i n s t a l l a t i o n  o f  1 , 1 9 2  s t r e e t  l ight s  
j Z l e a n i n g  1 , 6 0 0  miles  o f  r e s i d e n t i a l  s t r e e t s  a n d  prov 
d a i l y  c l e a n i n g  o f  s t r e e t s  in b u s i n e s s  dist r icts 
R e mo vi n g  3 , 0 0 0  t o n s  o f  t r as h  
C a r i n g  f o r  2 0 , 0 0 0  t r ee s  
S p r a y i n g  7 , 0 0 0  t r e e s  f or  insec t  c o n t r o l  
P l a n t i n g  3 , 8 0 0  n e w  t r ee s  in p u b l i c  r i g h t  o f  w a y .
C o u n t y  b u i l d i n g s  w e r e  k e p t  c l e a n  a n d  a t t r ac t i v  
d e p r e c i a t i o n  m i n i m iz e d  b y  a  c o m p r e h e n s i v e  j an i t or i  
m a i n t e n a n c e  p r o g r a m  c a r r i e d  o n  b y  t h e  Division o f  < 
Bui ldings .
IN STALLING  TRAFFIC SIGNALS FOR C O NTRO L A N D  SAFETY M A I N T A I N I N G  C O U N T Y  BU IL D IN G S
Page 8 SU RV EYING  FOR R O A D  L O C A T IO N REPAIR IN G E Q U IP M E N T  FOR LO NG ER USE
1ENT OF INSPECTION A N D  LICENSES
O perating Expenditures $ 1 8 6 ,4 3 9  
$ .88  Per Capita
ing  t h e  y e a r  t h e  D e p a r t m e n t  o f  I ns pe c t i on  a n d  Li- 
; c o n t i n u e d  its p r o g r a m  o f  a d m i n i s t e r i n g  a n d  e n -  
g r e g u l a t o r y  o r d i n a n c e s  b y  c o n d u c t i n g  i n s p e c t i o n s  
i suing l icenses .
o n g  t h e  o r d i n a n c e s  a d m i n i s t e r e d  a n d  e n f o r c e d  w e r e :  
3 Elect r ical  Bui lding
' C o a c h  Pa rk  Do g  a n d  C a t  Ho s p i t a l
H uc ks te r i ng  T a x i c a b s
E n t e r t a i n m e n t  P r iva te  S c hoo ls
N ur s i ng  H om e s  
i e d  d e p a r t m e n t a l  act ivi t i es  i n c l u d e d :
4 0 0  b u i l d i n g  i ns pe c t i on s  
2 4 0  e le c t r i ca l  i n s p e c t i o n s  
0 8 7  l icenses  a n d  pe rmi t s  i ssued
i ns ur e  un i f or mi t y  a n d  a c c u r a c y  in w e i g h t s  a n d  
res  t h r o u g h o u t  t h e  C o u n t y ,  1 4 , 2 4 6  m e a s u r i n g  d e -  
v e r e  i n s p e c t e d  in 1 , 4 1 6  p l a c e s  o f  b us i ne s s ,  i n c l u d i n g  
, g a s o l i n e  s t a t io n s ,  bulk  p l a n t s ,  a n d  fuel  oil t rucks .  
1 4 , 6 3 7  w e r e  c o l l e c t e d  f r om l icense  a n d  p e r m i t  f e es .
C H E C K IN G  PLANS FOR CODE REQUIREMENTS
CORRECT W E IG H T  GUARANTEED!
B U IL D IN G  A N D  ELECTRICAL INSPECTIO N
CO U N TY  BOARD OF APPEALS
O perating Expenditures $9>,659  
$ .0 4  Per Capita
Dur i ng  1 9 5 2 ,  t h e  B o a r d  of  Z o n i n g  A p p e a l s  w a s  a b o l ­
i s h e d  a n d  t h e  C o u n t y  B o a r d  o f  A p p e a l s  w a s  e s t a b l i s h e d  
a n d  b e g a n  o p e r a t i n g  o n  A u g u s t  15,  1 9 5 2 .  C o m p o s e d  
o f  t h r e e  m e m b e r s ,  t h e  C o u n t y  B o a r d  of  A p p e a l s  h e a r d  a n d  
d e c i d e d  a p p e a l s  fo r  v a r i a n c e s  a n d  sp ec ia l  e x c e p t i o n s  
u n d e r  t h e  / . on i ny  u i d i n u n c e ,  b u i l d i n g  c o d e ,  o t h e r  r e g u l a ­
t o r y  o r d i n a n c e s ,  a n d  l icens i ng  l e y u l u l i o n s .
B e fo re  its a b o l i s h m e n t ,  t h e  B o a r d  o f  Z o n i n g  A p p e a l s  
h e a r d  a n d  d e c i d e d  5 7  c a s e s  u n d e r  t h e  Z o n i n g  O r d i n a n c e  
in 1 9 5 2 .  Du r i ng  t h e  l a t t e r  p a r t  of  t h e  y e a r  t h e  C o u n t y  
B o a r d  o f  A p p e a l s  h e a r d  a n d  d e c i d e d  3 7  c as e s .
HACKER PERMIT IN SP EC TIO N
DEPARTMENT OF PUBLIC SAFETY
O perating Expenditures $ 1 ,0 5 9 ,0 4 1  
$ 5 .0 4  Per Capita
Pr o t e c t i on  o f  life a n d  p r o p e r t y  w a s  p r o v i d e d  by  t h e  
D e p a r t m e n t  o f  Publ ic  S a f e t y  t h r o u g h  its d iv is ions  o f  Pol ice  
P i u l e U i o u ,  l i r e  Pr ot ec t ion ,  a n d  Civil D e f e n s e .
Police P ro tec t io n
O perating Expenditures $ 9 4 5 ,2 2 9  
$ 4 .5 0  Per Capita
C A LLING  A  PATROL CAR
PROTECTING PROPERTY
Dur ing 1 9 5 2  t h e r e  w e r e  3 , 6 4 9  a r r e s t s  f o r  l a w  v i o l a l io n s  
o f  all  k inds  ( e x c l u d i n g  traffic v i o l a t i o n s )  wi th  8 1 . 8 %  
re s u l t i n g  in c onvic t ions .
Dur ing  t h e  y e a r  t h e r e  w e r e  2 , 2 9 0  traffic a c c i d e n l s  willi 
I lie luss u f  15 lives,  injury t o 7 7 0  p e r s o n s ,  a n d  p r o p e r t y  
d a m a g e  in t he  a m o u n t  o f  $ 7 0 7 , 8 0 0 .  O f  1 6 , 3 2 5  traffic 
v i o l a t i o n  c h a r g e s  8 8 . 3 %  r e s u l t e d  in c onvic t ion  o r  f o r ­
fe i ture .
The  M o n t g o m e r y  C o u n t y  Pol ice  f o r c e  is o n e  of  t h e  mos t  
p r o g r e s s i v e ,  b e s t  t r a i n e d ,  a n d  b e s t  e q u i p p e d  o r g a n i z a t i o n s  
o f  its kind  in t h e  Un i t ed  S t a t e s .  A c o m p l e m e n t  o f  16 5  
me n  w e r e  p r o v i d e d  wi th  t h e  m os t  m o d e r n  p o l i c e  e q u i p ­
m e n t  a v a i l a b l e  fo r  t h e  p r o t e c t i o n  o f  life a n d  p r o p e r t y .  
The  f o l l o w i n g  t a b u l a t i o n  g i ves  a n  i n d i c a t i o n  of  s o m e  of  
t h e  serv ices  p r o v i d e d :
4 , 1 0 0 , 0 0 0  miles p a t r o l l e d  
1 , 1 6 4 , 2 4 0  m a n  hou rs  o f  po l i c e  p r o t e c t i o n
3 1 , 5 0 0  m a n  hour s  o f  s c h oo l  c ro ss in g  p r o t e c t i o n  
2 6 , 8 0 0  c o m p l a i n t s  a n d  cal l s  for  a s s i s t a n c e ,  r e ce i v e d  a n d  
h a n d l e d .
T h r o u g h  t h e  ef for t s  o f  citiz:ens, t h e  Traffic S a f e t y  C o m ­
mi t tee ,  t h e  Traffic E n g i n e e r i n g  Division of  t h e  D e p a r t m e n t  
o f  Publ ic  W o r k s ,  t h e  A c c i d e n t  P re v e n t i o n  Units a n d  r e g u l a r  
p a t r o l  car s ,  losses  o f  life a n d  p r o p e r t y  w e r e  k e p t  to  a  
minimum.
Assistance Calls Received and Answered
By Police
30.000—
25.000 —
20,000 —
15,000 —
—
10,000 —
5.000 —
1950 1951 1952
INTERROGATING A PRISONER
Fire P ro tec t io n
O perating Expenditures $ 7 0 ,5 8 7  
$ .33  Per Capita
This Division h a s  t h r e e  Fire P r e v en t i o n  I nspe ct or s ,  w h o ,  
u n d e r  t h e  d i r ec t i on  o f  t h e  Fire M a r s h a l l ,  i n s p e c t e d  2 , 3 8 8  
b u i ld i ng s ;  i n s p e U e d  4 4 9  b us i n e s s  e s t a b l i s h m e n t s  h a n d l i n g  
i n f l a m m a b l e  m a t e r i a l s  b e f o r e  i ssuing l icenses ;  a n d  c o n ­
d u c t e d  a  c o n t i n u o u s  fire s a f e t y  p r o g r a m  to a c q u a i n t  b o t h  
c h i ld ren  a n d  a d u l t s  wi lh  fire h u z u r d s  u n d  s i m p le  m e l l io ds  
u f  fire pr e v e n  I ion a n d  c o n t r o l .  Fire f i gh t i ng  a n d  re scue  
w o r k  w e r e  p r o v i d e d  t h r o u g h  t h e  15 v o l u n t e e r  a n d  p a i d  
fire d e p a r t m e n t s  a n d  r e s c u e  s q u a d s  w h o  d e r i v e d  the i r  
s u p p o r t  f r om v o l u n t a r y  c o n t r i b u t i o n s  b y  c i t izens,  f r om 
s p e c ia l  fire t a x  a r e a s ,  a n d  f rom C o u n t y  s u p p l e m e n t s  in 
t h e  a m o u n t  o f  $ 5 0 0  p e r  p i e c e  o f  e q u i p m e n t  p e r  y e a r ,  to  a  
m a x i m u m  of  $ 1 , 5 0 0  f or  a n y  o n e  fire d e p a r t m e n t .
Civil D e fe n s e
O perating Expenditures $ 3 0 ,0 0 0  
$ .1 4  Per Capita
Dur ing t h e  y e a r  v o l u n t e e r  w o r k e r s  w e r e  r ec r u i t e d  a n d  
t r a i n e d  b y  t h e  Di rec t or  o f  this Division.  T r a i n i ng  c l a s s es  
in Civil D e f e n s e  t e c h n i q u e s  w e r e  g iven  t o i n t e r e s t e d  
c i t i zen g r o u p s .
U n d e r  t h e  d i r ec t i on  o f  t h e  C o u n t y  M a n a g e r ,  d e p a r t ­
m en t s  a n d  a g e n c i e s  o f  t h e  C o u n t y  G o v e r n m e n t  w e r e  a s ­
s i g n e d  civil d e f e n s e  d u t i e s  a n d  r espo ns i b i l i t i e s  a n d  w e r e  
o r g a n i z e d  a n d  t r a i n e d  to m e e t  a n y  d i s a s t e r  wh ic h  mi gh t  
st r ike  this a r e a .
IN V E S T IG A T IN G  A N  AC CIDENT
N O  PARKIN G!
Property S to len -R eco v ered  By Police
STOLEN
♦ 334,483
RECOVERED
;?!2.258
RECEIVING A N D  S E N D IN G  A  FIRE ALARM  Page 11
1 1 9 5 0  1 1 9 5 1 1 1 9 5 2
PREVENTING FIRES
DEPARTMENT OF PUBLIC HEALTH
O perating Expenditures $ 3 2 4 ,5 6 7  
$ 1 .5 4  Per Capita
The D e p a r t m e n t  o f  Publ ic  l leul l l i  c u n i e d  out  its p ro-  
fjrn m  t h r o u g h  t h e  c o o r d i n a t e d  ef for t s  o f  its five divis ions:  
Cl inical  Services,  N u r s in g  Services ,  T u b e i cu l us i s  C u n l i u l ,  
S a n i t a t i o n ,  a n d  L a b o r a t o r y  Services ,
Clinical Services
O perating Expenditures $ 4 9 ,9 1 7  
$ .73 Per Capita
T we lv e  H e a l t h  C e n t e r  Cl inics,  l o c a t e d  t h r o u q h o u t  t he  
C o u n t y ,  w e r e  o p e n  a p p r o x i m a t e l y  3 , 0 0 0  h o ur s  to p r o v i d e  
cl inical  services lo C u u n l y  l e s i d o n l s .  Dur i ng  t h e  y e a r  
1 9 , 1 0 0  e>'uminul  i'.uii w e i e  y i ve n ,  i n c l u d i ng  e m p l o y e e  
e n t r a n c e ,  p r e - n a t a l ,  d e n t a l ,  a n d  c r i p p l e d  ch i l dren .
N u rs in g  Services
O perating Expenditures $ 1 7 2 ,6 7 5  
$ .82 Per Capita
T we n ty - s i x  Publ ic  H e a l t h  n u rs es  m u d e  1 5 , 0 4 2  visils lo 
h o m e s  of  n e e d y  p e r s o n s  t h r o u g h o u t  t h e  C o u n t y  lo g ive  
n ur s i ng  service .  Eight  sc ho o l  nurses ,  a s s i s t e d  by  o t h e r  
Publ ic  H e a l t h  nurses ,  s u p e r v i s e d  h e a l t h  n e e d s  of  sc hoo l  
c h i l dr en .
T ubercu los is  C on tro l
O perating Expenditures $ 2 7 ,2 1 3  
$ .13 Per Capita
T h r o u g h  the  c o m b i n e d  e f for t s  of  t h e  t u b e r c u l o s i s  A s ­
s o c i a t i o n  u n d  t he  Division o f  Tub er c u l os i s  C o n t r o l  3 6 . 1 3 0  
p e r s o n s  w e r e  X - r a y e d .  A p p r o x i m a t e l y  2 , 5 0 0  p e r s o n s  
w e r e  u n d e r  t h e  m ed i c a l  s upe rv i s i on  o f  this Division.
V IS IT IN G  NURSE
S a n i ta t io n
O perating Expenditures $ 3 2 ,7 7 2  
$ .15 Per Capita
The high  level  o f  h e a l t h f u l  e n v i r o n m e n t a l  c o n d i t i o n s  w a s  
m a i n t a i n e d  t h r o u g h  e d u c a t i o n a l  a n d  i n s p e c t i o n a l  act ivi t ies  
o f  C o u n t y  S a n i t a r i a n s .  Sc h oo l s ,  d a i r y  f a rm s ,  r e s t a u r a n t s ,  
g r o c e r y  s t ores ,  a n d  m a n y  o t h e r  t y p e s  o f  e s t a b l i s h m e n t s  
w e r e  i n s p e c t e d .  C o r r e c t i v e  a c t i o n  w a s  n e e d e d  a n d  t a k e n  
in 1 , 1 9 5  c as e s  . a r i s in g  f r om 6 , 7 6 4  i ns pe c t i on s .
L a b o ra to ry  Services
O perating Expenditures $ 1 0 ,6 4 8  
$ .05 Per Capita
M o r e  e c o n o m i c a l  a n d  e f fec t ive  h e a l t h  p r o t e c t i o n  a n d  
h e a l t h  services  w e r e  a t t a i n e d  by  t h e  c o n t i n u e d  o p e r a t i o n  
of  a  c e n t r a l i z e d  l a b o r a t o r y  serv ice .  This divis ion r e c e iv e d  
1 0 , 1 7 5  s p e c i m e n s  on  wh ic h  2 5 , 3 9 3  e x a m i n a t i o n s  w e r e  
p e r f o r m e d .
Page 12
D ISC US SING  A HEALTH PROBLEM
INSPECTIN G  FOR CLEANLINESS
RTMENT OF PUBLIC LIBRARIES
O perating Expenditures $ 2 3 3 ,9 2 1  
$1.11  Per Capita
Dur ing  this first full c a l e n d a r  y e a r  o f  o p e r a t i o n ,  t h e  
t h e s d a  Library j o in e d  t h e  D e p a r t m e n t .  By joint  c o n ­
a t i o n  o f  f u n d s  by  t h e  B e t h e s d a  Publ ic  Library A s so c ia -  
n a n d  t h e  C o u n t y ,  a  b u i ld i ng  w a s  e r e c t e d  a n d  o p e n e d  
t h e  use  of  all  C o u n t y  r e s i d e n t s  on  N o v e m b e r  10,  1 9 5 2 .
The t h r e e  b o o k m o b i l e s  b e g a n  o p e r a t i o n  in J a n u a r y  a n d  
j r u a r y  a n d  r e g u l a r l y  vi s i ted 7 4  e l e m e n t a r y  s choo ls  
ubl ic  a n d  p r i v a t e )  a n d  41 c o mm u n i t i e s  d u r i ng  t h e  y e a r  
i n in g  2 6 5 , 3 1 9  b o o k s .  M o r e  b o o k s  w e r e  b o r r o w e d  f rom 
: b o o k m o b i l e  se rv i ce  a l o n e  t h a n  w e r e  b o r r o w e d  f r om all 
; l ib r ar i es  in t h e  C o u n t y  in 1 9 5 0 .
The  D e p a r t m e n i ,  t h r o u g h  its 8 l ib r ar i es  a n d  3 b o o k -  
ibiles:
B O R R O W I N G  BOOKS FOR THE W H O L E  FA MILY
i r c u l a t e d  to
5 2 , 5 0 0  b o r r o w e r s
4 9 , 1 1 9  b o o k s  v a l u e d  a t  m o r e  t h a n  $ 2 , 0 0 0 , 0 0 0  
j p p l i e d  1 7 , 3 6 9  s p ec ia l  r e q u e s t s  fo r  specif ic b o o k s  a n d  
su bj ec t s
) a n e d  its p r o j e c t o r  a n d  films t o  1 0 7  o r g a n i z a t i o n s ,  
r e a c h i n g  a  t o t a l  a u d i e n c e  o f  5 , 5 5 0  
n s w e r e d  m o r e  t h a n  1 2 5 , 0 0 0  r e f e r e n c e  a n d  i n f o r m a ­
t i o n a l  q u e s t i o n s
d d e d  3 9 , 1 2 4  b o o k s  t o its c o l l e c t ion  b y  p u r c h a s e  a n d  
2 2 , 2 1 4  by  gi f t  o f  t h e  B e t h e s d a  c o l l e c t ion ,  b r i n g i n g  t h e  
t o t a l  c o l l ec t ion  t o 1 1 2 , 2 8 4 .
M o r e  b o o k s  w e r e  b o r r o w e d  f rom t h e  b o o k m o b i l e  service  
Dne t h a n  w e r e  b o r r o w e d  f rom all  t h e  l ibrar i es  in t he  
>unty in 1 9 5 0 .
Annual Circulation of Library Books
10,000
0,000
0,000
0,000
0,000
1,022,000
660,000
0,000
160,000
JULY'51 DEC'51 JULY'52 DEC‘52
C H O O S I N G  THE BEST B O O K  TO TAKE H O M E
DEPARTMENT OF RECREATION
O perating Expenditures $ 1 8 ,0 0 0  
$ .09  Per Capita
T h r o u g h  t h e  c o o p e r a t i v e  e f for t s  o f  t h e  R e c r e a t i o n  B o a r d  
a n d  t h e  n e w l y  a p p o i n t e d  Di rector  o f  R e c r e a t i o n  a  C o u n t y -  
w i d e  su rve y  o f  r e c r e a t i o n a l  faci l i t ies  a n d  n e e d s  w a s  m a d e .  
The  r e c r e a t i o n a l  s taff  a s s i s t e d  g r o u p s  t h r o u g h o u t  t h e  
C o u n t y  in o r g a n i z i n g  r e c r e a t i o n  p r o g r a m s .
Page 13
BOARD O F EDUCATION
O perating Expenditures $ 6 ,5 3 6 ,6 1 8  
$ 3 1 .1 2  Per Capita
The  B o a r d  of  E d u c a t i o n  c o n t i n u e d  to m a i n t a i n  a d e q u a t e  
e d u c a t i o n a l  faci l i t i es  a n d  a  h i gh  level  o f  ins t ruc t ion  for  
t h e  r a p i d l y  i n c r e a s i n g  s c ho o l  p o p u l a t i o n .
Faci l i t ies a n d  services  n e c e s s a r y  t o c a r r y  o u t  this  p r o ­
g r a m  o f  e d u c a t i o n  f ro m k i n d e r g a r t e n  t h r o u g h  J un i o r  C o l ­
l e g e  i n c l u d e d :
7 6  S c h o o l s  
1 , 4 9 2  s c h o o l  r o o m s  
1 , 321  t e a c h e r s  
6 7 4  a d m i n i s t r a t i v e ,  c le r ic a l /  a n d  o t h e r  e m p l o y e e s  
3 4 , ? 8 6 , ? ? 0  h our s  o f  ins t ruct ion  
1 2 8  s c h o o l  b u s e s  
/ i n n , 0 0 0  miles t r a v e l l e d  b y  s c h oo l  b u se s .
In t h e  N o v e m b e r  Elect ion,  c a n d i d a t e s  w e r e  e l e c t e d  to 
t h e  B o a r d  o f  E d uc a t i o n  f or  t h e  first t ime a n d  will  t a k e  office 
in 1 9 5 3 .
LE ARN IN G  TO TYPE
KEEPING SC HO OL BUSES ROLLING A C Q U IR IN G  DIETARY K N O W LE D G E  FOR HEALTHFUL LIVI
O N  THE W A Y  TO SC HO OL A  USEFUL H O M E  SKILL
■2 STOP
C A PA CITY  3 4 . 9 5 0
POPULATION 3 8 ,0 9 7
CAPACITY 28,200
POPULATION 33 ,062
CAPACITY 24 ,580
PO PULATION 2 8 .7 6 4
CA PA CITY
17,775
P O P U L A T I O N
21,498
A N I M A L  HUSBANDRY
G O I N G  SAFELY H O M E
Pdge 15
School Populotion And Capacity
SCIENCE STUDIES
DEPARTMENT O F PUBLIC WELFARE
O perating Expenditures $ 2 4 0 ,6 1 3  
$ 1 .1 4  Per Capita
The D e p a r t m e n t  o f  Publ ic  W e l f a r e  c o n t i n u e d  t o g i ve  
h e l p  t o n e e d y  p e r s o n s  w h o  a p p l i e H  for  a s s i s t a n c e .
T y p es  o f  a s s i s t a n c e  g i ve n  i n c l u de d :
Aid to D e p e n d e n t  C h i l d r e n  O l d  A g e  a s s i s t a n c e
Aid to t h e  N e e d y  Blind Foster  c a r e  a n d  a d o p t i o n
Aid to t h e  D i s a b l e d  Ho sp i t a l  c a r e
G e n e r a l  Publ ic  A s s i s t a n c e
S o m e  o f  t h e  se rvi ces  o f  t h e  D e p a r t m e n t  i n c l u d e d :
8 , 5 0 8  h o m e  visits b y  soc ia l  w o r k e r s  
4 , 8 7 2  office i n t e r v i ews  
9 4 4  c a s e s  a s s i s t e d  f in an c ia l ly  
8 6 8  c a s e s  w e r e  p r o v i d e d  wi th h os p i t a l  c a re .
ANNUAL MEETING OF FOSTER PARENTS
DISPENSARY
LOCATIONS
ROCKVILLE •
•  WHEATON
F LOW ER AVESILVER SPRING 
h BETHESDA*
[M ocARTHUR BLVD. C H E V Y  C HA SE
DEPARTMENT OF LIQUOR CONTROL
T he  D e p a r t m e n t  o f  Liquor C o n t r o l  c o m p l e t e d  its first 
ful l  y e a r  o f  o p e r a t i o n  a s  a  D e p a r t m e n t  o f  t h e  C o u n t y  
G o v e r n m e n t  It c o n t r o l l e d  t h e  d i s t r ib ut i on  a n d  s a l e  o f  al l  
a l c o h o l i c  b e v e r a g e s  to  a u t h o r i z e d  l i c en se es  a n d  i n d iv i d ua l s  
wi t h i n  t h e  C o u n t y .
T he  g r os s  sa l es  o f  t h e  D e p a r t m e n t  a m o u n t e d  to  $ 6 , -  
9 8 8 , 0 7 2 .  From t h e s e  s a l e s  t h e r e  w a s  a  n e t  prof i t  of  
$ 7 3 0 , 1 8 4 .  This n e t  profi t  e n a b l e d  t h e  C o u n t y  G o v e r n ­
m e n t  to r e d u c e  its r e q u i r e d  t a x  r a t e  b y  a p p r o x i m a t e l y  15 
c en t s .
OTHER COUNTY AGENCIES 
H o m e  D e m o n s t r a t io n
O perating Expenditures $ 1 0 ,8 1 5  
$ .04  Per Capita
T h e  H o m e  D e m o n s t r a t i o n  A g e n t  a n d  he r  s t a f f  f u r t h e r  
d e v e l o p e d  t h e  p r o g r a m  o f  t e a c h i n g  h o m e  skills a n d  h a n d i ­
c r a f t s  to t h e  1 , 2 1 3  m e m b e r s  o f  t h e  4 8  H o m e m a k e r s  Clubs .
A g r ic u l tu ra l  E x tens ion  Serv ice
O perating Expenditures $ 1 2 ,6 9 4  
$ .05  Per Capita
In d e v e l o p i n g  a n d  i mp r o v i n g  t h e  a g r i c u l t u r a l  e c o n  
a n d  life o f  t h e  rura l  a r e a s  o f  t h e  C o u n t y ,  t h e  C o u n t y  A' 
a n d  his s t af f  e n g a g e d  in t h e  f o l l o w i n g  act iv i t ies :  
1 4 1 9  f a r m  visits
4 2 0  m e e t i n g s  a n d  d e m o n s t r a t i o n s  c o n d u c t e d  
2 2 , 5 1 8  p e r s o n s  q t t e n d e d  t h e s e  m e e t i n g s  
5 , 4 0 0  a g r i c u l t u r a l  b u l l e t in s  d i s t r i b u t e d  
3 1 3  n e w s  a r t i c l e s  a n d  r a d i o  t a l k s  p r e p a r e d  
T he s e  act iv i t i es  w e r e  c o o p e r a t i v e l y  s p o n s o r e d  a n d  
p o r t e d  b y  f u n d s  f r o m  C o u n t y ,  S t a t e  a n d  F e d e r a l  (  
e r n m e n t s .
Elections
O perating Expenditures $ 9 8 ,1 9 4  
$ .4 7  Per Capita
Th e B o a r d  o f  S u p e r v i s o r s  o f  Elect ions  a n d  t h e  Bo a rd  
P e r m a n e n t  Regis t ry  joint ly  a d m i n i s t e r e d  t h e  l a w s  < 
t h e  r e g u l a t i o n s  f or  t h e  r e g i s t r a t i o n  o f  v o t e r s  a n d  for  
c o n d u c t  o f  e l e c t i o n s .
Ci t i zen  i n t e r e s t  in e l e c t i o n s  i n c r e a s e d  t r e m e n d o u s l y  
1 9 5 2 ,  r e su l t in g  in t h e  a d d i t i o n  o f  3 5 , 1 8 4  n a m e s  to 
list o f  r e g i s t e r e d  v ot e r s .
In t h e  N o v e m b e r  e l e c t i o n  8 7 . 5 2 %  o f  e l i g i b l e  vol 
c a s t  t he i r  b a l l o t s ,  a  p e r c e n t a g e  wel l  a b o v e  t h e  n a t i o  
a v e r a g e .
AT THE C O U N T Y  FAIR
Page 16 H O M E  D E M O N S T R A T IO N  G R O U P S H O W I N G  A  N E W  RESIDENT HIS V O T I N G  DISTRICT A N D  PRECI
S t a t e ’s A t to rn e y
O perating Expenditures $ 2 5 ,8 3 3  
$ .12  Per Capita
T h e  S t a t e ’s A t t o r n e y ,  w h o  is e l e c t e d  f or  a  f ou r  y e a r  
m, p r o s e c u t e s  in c r imi na l  c a s e s  a n d  r e p r e s e n t s  t h e  S t a t e  
o t h e r  l i t ig at i on .  S o m e  of  t h e  act ivi t ies  of  t h e  S t a t e ’s 
t o r n e y  a n d  his s t a f f  w e r e  t h e  f o l l o w i n g :
2 0 5  i n f o r m a t i o n s  a n d  i n d ic t me n t s  h a n d l e d  
1 7 4  t r ia l s  o f  i n f o r m a t i o n s  a n d  in di c t me nt s .
STATE’ S ATTORNEY
Sheriff
O perating Expenditures $ 4 5 ,1 9 0  
$ .22 Per Capita
The p r i m a r y  du t y  o f  t h e  sheriff,  w h o  is e l e c t e d  f o r  a  
ir y e a r  t er m,  is t o se rve  s u m m o n s e s  a n d  s u b p o e n a s  for  
th t h e  Circui t  C ou r t  a n d  t he  Trial  M a g i s t r a t e  Cour ts .  
Dur ing  1 9 5 2  t h e  Sheri f f  a n d  his d e p u t i e s  s e r v e d  6 , 7 31  
i p o e n a s  a n d  s u m m o n s e s  a n d  c a r r i e d  ou t  7 6 8  o t h e r  
ia I a c t i o n s  a s  d i r e c t e d  b y  t h e  cour ts .  This r e p r e s e n t e d  
i n c r e a s e  in w o r k l o a d  o f  1 3 . 5 %  o v e r  1 9 5 1 .
Circuit C ourt
O perating Expenditures $ 2 9 ,3 3 0  
$ .1 4  Per Capita
M o n t g o m e r y  C o u n t y  a n d  Freder ick  C o u n t y  c o m p r i s e  t he  
th J ud i c ia l  Circui t  wh i ch  is p r e s i d e d  ov e r  by  t h r e e  j u d g e s  
c t e d  for  t er ms  o f  f i f teen y e a r s .  T wo  of  t h e  t h r e e  
g e s  sit in M o n t g o m e r y  C o u n t y  a n d  h a v e  exc l us i ve  juris- 
t ion o ve r  m a j o r  o f f en s e s  a n d  a p p e l l a t e  jur isdict ion ov er  
d e a m e a n o r  c as e s .
Zases  h a n d l e d  d u r i ng  t h e  y e a r  1 9 5 2  w e r e :
1,141 civil 
3 3 8  cr iminal  
1,011 e q u i t y
' h e  c a s e  l o a d  of  t h e s e  t w o  j u d g e s  h a s  i n c r e a s e d  f rom 
4 4  in 1 9 4 6  to 2 , 4 9 0  c a s e s  in 19 5 2 .
P H O T O S T A T IN G  VITAL RECORDS
Clerk  o f  th e  Circuit C ourt
Elected  fo r  a  f ou r  y e a r  t er m t h e  Clerk o f  t h e  Circui t  
Cou r t  a l s o  se r ves  a s  t h e  R e c o r d e r  o f  D e e d s  t o r  t h e  ( m i n t y  
Dur ing 1 9 5 2  t h e  C l e r k ’s office i ssued  3 , 1 4 5  S t a t e  r e ­
q u i r e d  l icenses  a n d  r e c o r d e d  4 0 , 4 5 1  d e e d s ,  m o r t g a g e s ,  
ui id  oi l ier l e g a l  i ns l mme r i I s  in a d d i t i o n  t o  o t h e r  d ut ie s
O r p h a n ’s C ourt
O perating Expenditures $ 7 ,2 2 8  
$ .0 3  Per Capita
Elec t ed  for  f o u r  y e a r  t er ms ,  t h r e e  j u d g e s  m a k e  u p  t h e  
O r p h a n ’s Co ur t  ( P r o b a t e  C o u r t )  wh i ch  h as  jurisdict ion in 
m a t t e r s  c o n c e r n i n g  e s t a t e s ,  wi l ls ,  a n d  g u a r d i a n s h i p s .
Dur ing 1 9 5 2  t h e  C ou r t  h e l d  1 32  se ss io ns  a n d  h a n d l e d  
4 0 0  c as e s  r e q u i r i ng  1 , 8 0 0  a p p e a r a n c e s .
R e v en ue  d u r i n g  1 9 5 2  t o t h e  S t a t e  f rom this C ou r t  w a s  
$ 1 7 9 , 9 0 6  a s  c o m p a r e d  to $ 1 7 0 , 4 9 5  for  1 9 5 1 .  A p p r a i s e d  
v a l u e  for  p e r s o n a l  p r o p e r t y  a n d  r ea l  e s t a t e  a d m i n i s t e r e d  
by  t h e  C our t  w a s  $ 1 0 , 3 2 2 , 6 2 5  a s  c o m p a r e d  t o $ 8 , 0 2 6 , -  
2 8 3  in 1 9 5 1 .
Page 17
O RPHAN'S  COURT IN  SESSION
R egis te r  o f  Wills
O perating Expenditures $ 7 ,2 2 8  
$ .03 Per Capita
The  Regis te r  o f  Wil t s ,  w h o  is e l e c t e d  fo r  a  f ou r  y e a r  
t erm,  a l s o  se rves  as  Clerk o f  t h e  O r p h a n ' s  Cour t .
This office d ur i ng  t h e  y e a r  h a n d l e d :
3 7 9  wills 
51 c a s e s  c o n c e r n i n g  g u a r d i a n s h i p s
RECO RDIN G  WILLS
Trial M a g is t r a te s  C ourt
Operating Expenditures $ 3 8 ,8 2 8  
$ .42 Per Cnpitn
T h e r e  a r e  f o u r  Tr ial  M a g i s t r a t e s  a p p o i n t e d  b y  t h e  G o v ­
e r n o r .  O n e  o f  t h e s e ,  t h e  Tr ial  M a g i s t r a t e  f o r  J u v e n i l e  
C c u s e ,  is b y  S t a t e  L a w in c h a r g e  o f  t h e  J u v e n i l e  C o u r t .
A I n v e n i l e  C o u r t  C o m m i t t e e ,  a p p o i n t e d  b y  t h e  C o u n t y  
C o u n c i l ,  a d v i s e s  t h e  M a g i s t r a t e  f o r  J u v e n i l e  C a u s e s  in r e ­
l a t i o n  to m a t t e r s  w i t h i n  t h e  j u r i s d i c t i o n  o f  t h e  C o u r t .
D u r i n g  1 9 5 2  thi s  C o u r t  h a n d l e d  1 , 6 0 9  c o m p l a i n t s .
C O N F E R R I N G  O N  J U V E N I L E  P R O B L E M
T he  o t h e r  Tr ial  M a g i s t r a t e s ,  w h o  h o l d  c o u r t  in Rockvi l l e ,  
B e t h e s d a ,  a n d  Si lver  S p r i n g ,  r e s p e c t i v e l y ,  h a v e  civil j u r i s ­
d i c t i o n  o v e r  d a m a g e ,  c o n t r a c t ,  a n d  o t h e r  t y p e s  o f  a c t i o n s  
w h e r e  t h e  a m o u n t  i n v o l v e d  d o e s  n o t  e x c e e d  $ 3 0 0 .
T h e  n u m b e r  o f  civil ,  c r i m i n a l ,  a n d  t raf f i c  c a s e s  h a n d l e d  
b y  t h e  t h r e e  Tr ial  M a g i s t r a t e  C o u r t s  w a s  2 3 , 5 7 5  in 1 9 5 2  
a s  c o m p a r e d  to  1 8 , 8 1 1  c a s e s  in 1 9 5 1 .  T o t a l  r e c e i p t s  
c o l l e c t e d  b y  t h e s e  c o u r t s  a m o u n t e d  t o  $ 1 8 9 , 9 4 2  in 1 9 5 2 .
BI-COUNTY AGENCIES 
P a rk  a n d  P la n n in g  C o m m iss io n
The M a r y l a n d - N a t i o n a l  C a p i t a l  Park  a n d  P l a n n i n g  C 
mission is c o m p o s e d  o f  six m e m b e r s  a p p o i n t e d  b y  
G o v e r n o r ,  a n d  is r e s p o n s i b l e  f or  p a r k  a n d  p l a n n i n g  fi 
t ions  wi th in  t h e  M e t r o p o l i t a n  a n d  R e g i o n a l  Districts 
b o t h  M o n t g o m e r y  a n d  Pr ince  G e o r g e s  C o u n t i e s  b o r d e  
on  t h e  District  o f  C o l u m b i a .
In c a r r y i n g  o ut  its f un c t i o ns ,  t h e  C o m m i s s i o n  in 1 ?
C o n t i n u e d  s t u d y  a n d  p r e p a r a t i o n  o f  h i g h w a y  p 
fo r  t h e  M a r y l a n d - W a s h i n g t o n  R e g io na l  District
Fur ther  s t u d i e d  a n d  re v i s ed  t h e  p r o p o s e d  zor 
o r d i n a n c e
D e v e l o p e d  r e c r e a t i o n  a r e a s  a n d  c a r r i e d  on  a  r e c r e a  
p r o g r a m  for  t h e  ninth c o n s e cu t i ve  y e a r
C a r r i e d  o n  s t udy ,  r e v i ew  a n d  r e c o m m e n d a t i o n  fo r  st 
d r a i n a g e ,  s t ree t ,  prof i le ,  a n d  p r e l i m i n a r y  su b di v i s i on  p 
i n vo lv i ng  p r o p e r t y  in M o n t g o m e r y  C o u n t y .
M O R E  WATER
W a s h in g to n  S u b u r b a n  S a n i ta ry  C o m m iss io n
T h e  W a s h i n g t o n  S u b u r b a n  S a n i t a r y  C o m m i s s i o n  is cc 
p o s e d  o f  t h r e e  m e m b e r s  a p p o i n t e d  b y  t h e  G o v e r n o r  c 
is r e s p o n s i b l e  f o r  p r o v i d i n g  w a t e r ,  s e w a g e ,  s t o r m  drc  
a g e ,  a n d  r e f u s e  d i s p o s a l  s e r v i c e s  in t h e  s u b u r b a n  a r  
w i t h i n  b o t h  P r i n c e  G e o r g e s  C o u n t y  a n d  M o n  t g o m  
County.
D u e  t o  t h e  r a p i d  g r o w t h  o f  p o p u l a t i o n  in t h i s  a  
s i n c e  t h e  e n d  o f  W o r l d  W a r  II, t h e  C o m m i s s i o n  h a s  be 
c o n s t a n t l y  f a c e d  w i t h  t h e  p r o b l e m  o f  p r o v i d i n g  a d e q u  
f ac i l i t i e s  a n d  s e r v i ce s .
D u r i n g  1 9 5 2  t h e  C o m m i s s i o n  c o n s t r u c t e d  a d d i t i o n a l  mi 
o f  w a t e r  a n d  s e w e r  m a i n s  t o  s e r v e  r e s i d e n t i a l  a n d  cc 
m e r c i a l  p r o p e r t i e s ,  a n d  c o n t i n u e d  c o n s t r u c t i o n  o f  a  n 
d a m  l o c a t e d  n e a r  Laure l .  U p o n  c o m p l e t i o n  o f  t hi s  d 
t h e  w a t e r  s u p p l y  o f  this  a r e a  wil l  b e  d o u b l e d .
P a g e  18
CQURT HOUSE, ROCKVILLE COUlNTY OFFICE BUILDING, ROCKVILLE
REGISTERED VOTERS
90.000—
80.000 —
70,000— 
cfinnn—uu.uuu
50.000—
40000 — 
30000—
54,437 59.704
20000—
10000 — 1
1949 1951 1952
it Ha m
CO UNTY  BUILDING, SILVER SPRING COUNTY BUILDING, BETHESDA
ORGANIZATION -  MONTGOMERY COUNTY GOVERNMEN
VOTERS
GOVERNOR
WASHINGTON
SUBURBAN
SANITA RY
COMMISSION
MARYLAND  
NATIONAL  
CAPITAL PARK 
and PLANNING  
COMM ISSIONBOARD OF 
SUPERVISORS  
OF ELECTIONS TRIALM A G I S T R A T E S
JU STIC ES  
OF PEACE JUVENILE
COURT
UNIVERSITY OF MARYLAND  
EXTENSION SERVICE
I
COUNTY AGRICULTURAL AGENT 
HOME DEMONSTRATION AGENT
S TA TE' S
ATTORNEY
SHERIFF
SURVEYOR
BOARD OF 
EDUCATION
CIRCUIT COU
CLERK OF 
CIRCUIT COU
ORPHANS' 
COURT
REGISTER  
OF WILLS
MONTGOMERY
COUNTY
C O U N C IL
APPEAL TAX  
COURT
PERSONNEL
BOARD
UPPER MONTGOMERY 
COUNTY PLANNING 
COMMISSION
COUNTY BOARD 
OF APPEALS
HOUSIN G
AUTHORITY
YOUTH
COMMISSION
COUNTY
MANAGER
CLERK TO COUNTY COUNCIL
COUNTY
JAIL
PURCHASING PERSONNEL
WELFARE
BOARD
L I B R A R Y
BOARD
S A FE TY
BOARD
R E C R E A T IO N
BO A RD
FIRE
BOARD
BOARD OF
L IC E N S E
C O M M IS S IO N E R S
COUNTY ATTORNEY
PLANNING PRINTING INFORMATION 
and RESEARC
DEPARTMENTS
PUBLIC INSPECTION PUBLIC LIQUOR
S A F E TY and LICENSE WORKS CONTROL
HEALTH WELFARE F INANCE LIBRARIES RECREATIOI
This r e p o r t  w a s  p r e p a r e d  b y  J o h n  P. G a q u i n ,  P e r s o n n e l  A s s i s t an t  to t h e  C o u n t y  M a n a g e r ,  a n d  G e o r g e  P. M o r e l a  
Di r ec t or  o f  t h e  D e p a r t m e n t  o f  Publ ic  Librar ies .
P ag e  20
BOARDS, COMMITTEES A N D  C O M M ISSIO N S
( A p p o i n t e d  b y  C o u n t y  C ounc i l )
>rsonnel Board
:WIS B. SIMS, C h a i r m a n  
)ITH A. D I N W O O D E Y  
ALCOLM H. WHITE
pper M ontgom ery  
junty Planning
- IOMAS C. KELLEY, C h a i r m a n  
ARSHALL DAVIS,  V i c e - C h a i r m a n
ife ty  Board
) WA RD  B. LANDRY, C h a i r m a n  
RMAN K. ANDE RSON ,  S e c r e t a r y
>uth Commission
l O M A S  A.  C O N L O N ,  Jr. ,  C h a i r m a n
sp ea l Tax Court
D. HERRON,  C h a i r m a n
W elfare Board
LILLIAN W .  SMITH, C h a i r m a n  
MRS. L. A.  GRAVELLE, V i c e - C h a i r m a n
Housing Authority
J O H N  PRATT, C h a i r m a n
Financial Advisory Committee
CHARLES L. DEARING,  C h a i r m a n
Board of Zoning A ppeals
( J a n u a r y  1 9 5 2  to A u g u s t  1 9 5 2 )
JAMES J. HAYDEN,  C h a i r m a n  
MILTON A.  SMITH, V i c e - C h a i r m a n
County Board of A p p ea ls
( A u g u s t  1 9 5 2  to D e c e m b e r  1 9 5 2 )
MILTON A. SMITH, C h a i r m a n  
JAMES J. HAYDEN,  V i c e - C h a i r m a n
Recreation Board
H. F. BROWNFIELD,  C h a i r m a n  
MRS. D. H. CAMPBELL, S e c r e t a r y
Fire Board
HERMAN M. DILG, C h a i r m a n  
SPENCER B R O W N ,  SR., V i c e - C h a i r m a n
Juvenile Court Committee
PAUL RICHMAN,  C h a i r m a n  
WILLIAM SHERIDAN,  V i c e - C h a i r m a n
Library Board
BOYD LADD, C h a i r m a n  
R, E. IFFERT, V i c e - C h a i r m a n
M edical Care Commission
DOUGLAS WEST,  C h a i r m a n
DR. WILLIAM WELSH,  V i c e - C h a i r m a n
Board of License Commission
DONALD K. STALEY, C h a i r m a n
BOARDS A N D  AGENCIES
( A p p o i n t e d  b y  G o v e r n o r )
BOARD OF EDUCATION BOARD OF SUPERVISOR OF ELECTIONS
TH OM AS  S. J A C K S O N ,  P r e s i d e n t  WILLARD A. KING,  P r e s i d e n t
H. STANLEY STINE, V i c e - P r e s i d e n t  ROSE K. D A W S O N ,  C h i e f  Clerk
BI-COUNTY AGENCIES
( A p p o i n t e d  b y  G o v e r n o r )
MARYLAND N A TIONAL CAPITAL PARK A N D  PLA N N IN G  C O M M ISSIO N
ROBERT W.  WATKINS,  C h a i r m a n  
RICHARD F. GREEN,  V i c e - C h a i r m a n  a n d  Pa rk  C o m m i s s i o n e r
DO NAL D E. GINGERY SYDNEY M. OLIVER
CARLTON PYLES HERBERT W .  WELLS
W A S H IN G T O N  SUBURBAN SANITARY C O M M IS S IO N
ROY W .  BELLAMY, C h a i r m a n  
L. S. RAY J.  N O R M A N  AGER
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r . O M M M N *  A i  O N
B O A R D  O F  E D U C A T I O N  
M O N T G O M E R Y  C O U N T Y
M r s .  B e n  B a y l o r ,  J r . ,  President 
T h o m a s  S .  J a c k s o n ,  Vice-President 
M r s .  D u r w a r d  V .  S a n d i f e r  H .  S t a n l e y  S t i n e
W y l i e  W . B a r r o w  R o y  T a s c o  D a v i s
E d w i n  W . B r o o m e ,  Superintendent
to
P A R E N T S
VOL. I ROCKVILLE, MARYLAND NOVEMER 15, 1951
M ERE is the second “Report to: Parents” issued by the Board of Education this year. Since it includes the annual report of the Board, it is longer 
than the first such! report received by parents at the opening of the school term. It is longer, too, than the two other reports to be made later in the year. 
But don’t let its length stop you from reading it through. It tells the present condition in many phases of the work of the schools, advances made recently 
by.*the Board, and indicates where further progress is desirable to give your child the first rate education he or she deserves.
The following are selected to illustrate where real progress has been made in:
* In crea sed  in te r e st  in , and  su pp ort o f , sch oo ls.
This interest and support has come from individual 
parents, parent groups, such as individual school 
Parent-Teachers Associations, the County Council 
of P-TAs, the County Manager’s office, and thg 
County Council. From the mother who donated 
cookies to her child’s fa ir  to the County Council 
which this year gave the Board of Education for 
operating costs a sum of $5,484,574 to which' was 
added $1,797,400 from the State, and for the capi­
tal expenditure budget $7,300,000, the schools have 
been supported by the people of the county.
•  In crea sed  c o m p eten cy  o f  tea ch ers. In spite 
of a nation-wide shortage of teachers, over 300 
more teachers joined our school system this fall. 
Of the new teachers entering the schools, 146 were 
required for replacements of teachers and 167 were 
required because of increase in enrollment. The 
full salary schedule which was put into effect for 
the first time this year played its part in inducing 
new teachers to come to Montgomery County and 
in encouraging those already with us to remain. 
Despite their already excellent education (over 
27% have advanced degrees), our teachers con­
tinue their education through in-service courses
and brief work periods with experts in various edu­
cational fields.
•  S ch oo l co n stru c tio n . Thirty-three school con­
struction projects, with facilities to take care of 
8,070 pupils, were under construction as of October 
30, 1951. In addition to the thirty-three construc­
tion projects, an appropriation is available for 
thirteen other projects with a normal capacity of 
3,230 children. If  approval for the construction 
and the allocation of materials from the U.S. Office 
of Education can be secured, these projects can be 
contracted. This is not enough, as every parent 
with a child on a double shift or in an overcrowded 
classroom knows, ^ u t there are only a handful of 
school systems across the country which, faced with 
present governmental restrictions, have done as 
well. While the classroom shortage will remain with 
us for some time, the new flexible capital budget 
will enable new projects to be completed as rapidly 
as material shortages permit.
•  C on so lid ation  and co n stru c tio n  fo r  n eg ro  s tu ­
d en ts . Facilities for Negro children, which were 
quite inadequate, have been vastly improved with 
the opening of the Emory Grove Consolidated
School, the Rockville Elementary School, and the 
new Carver Senior High a t Rockville, which also 
houses the Junior College.
•  S p ec ia l serv ices . These are the plus values of 
a school system. They include the school library 
service, headed by a trained librarian, and the en­
larged program of adult education. “Special serv­
ices” also covers the lip reading service made avail­
able to children needing it, the extension of vocal 
and instrumental music to all schools, increased a t­
tention to physical education in the elementary 
schools, and the greatly enlarged provision for 
text-books and materials of instruction.
During the p^st year, the Board has also paid 
particular attention to the program for the gifted 
child, and to the child with special needs. Attention^ 
to the latter has resulted in the establishment of a 
school for cerebral palsied children.
In the central office a t Rockville, the professional 
staff has been increased and strengthened through 
the addition of more pupil personnel workers and 
supervisors, and with the addition of two assistant 
superintendents in charge of the instruction pro­
gram, and the appointment of an administrative 
assistant to the superintendent.
ENROLLMENT v  32,000
ENROLLMENT FOR THE MONTH OF OCTOBER
1941 — 1951
1941 1 9 4 2  1943 1 9 4 4  1945 1 9 4 6  1947 1948  1 949  1950 1951 1952
3 8 0 0 0  
3 7 0 0 0  
3 6 0 0 0  
3 5 0 0 0  
3 4 0 0 0  
3 3 O 0 O  
3 2 0 0 0  
3 1 0 0 0  
3 0 0 0 0  
2 9 0 0 0  
2 8 0 0 0  
2 7 0 0  0  
2 6 0 0 0  
2 5 0 0 0  
2 4 0  0  0  
2 3 0 0 0  
22 0  0  0 
21000 
20000
1 9 0 0 0  
1 8 0 0 0  
1 7 0 0 0  
1 6 0 0 0  
1 5 0 0 0
1941 1942 1943  1 9 4 4  1 9 4 5  1946 1947 1948 1949  S950 1951 1952
------------------------  A C T U A L  E N R O L L M E N T
< = = =  = = =  e s t i m a t e d  e n r o l l m e n t
E N R O L L M E N T  BY 
G R A D E S . O CT. 1951
3 8 0 0  _
-G RA D E I 
-K D G
3 7 0 0
3 6 0 0  _
GRADE 2  
GRADE 33 4 0 0
3 3 0 0  _
3 2 0 0  _
3  0 0  _
-GRADE 43 0 0 0  _
2 9 0 0
2 8 0 0  _
2 7 0 0
-G RAD E 52 6 0 0 _
2 4 0 0  _
-G RAD E 62 3 0 0  _
2200  _
GRADE 7  
-GRADE 8
2100
2 00 0  _
1 9 0 0
1 8 0 0
GRADE 91 7 0 0  _
6 0 0 _
15 0 0  _ GRADE 10
14 0  0
GRADE III 3 0 0 _
1200 _11 00_ GRADE 12
I 0 0 0 _
8 0 0
6 0 0
JU N IO R
CO LLEG E4Q0_
S P E C IA L
& U  CONSTRUCTION beeps pace
Attractive, simply designed, sanitary, and safe buildings are essential for the 
effective education of children.
Schools are located so:
•  elementary children may walk or need little transportation
•  junior high children may walk or need minimum bus service
•  senior high childien need more transportation
Building /plans provide:
•  space for library service
•  space for lunch service
•  space for varied kinds of work
In the past two years the County has built over 100 new classrooms annually. 
We need to accelerate our building program/if we expect to eliminate sub-stand­
ard rooms and to provide for all children entering schools. The County wifl con­
tinue its efforts to house all students adequately.
ey may. LEARN
The parent working with a teacher said, 
“I know my child needs help but I don’t know 
what to do.”
The teacher said, “We’ll have to study the 
child carefully; then we may need the aid 
of specialists to interpret our findings.” 
Schools, with the assistance of authorities, 
have identified needs for special services in 
lip reading, home teaching, six glasses for 
slow learners, a cerebral palsy school. Many 
of these authorities act as counselors in de­
veloping helpful attitudes among students, 
parents, and teachers toward each other and 
toward the particular student handicap.
As we know more about children, we rec­
ognize increasingly the need for these serv­
ices. Progress in special services in Mont­
gomery County should continue, and * per­
haps, in time, be enlarged.
TESTING m odified teach m y
A parent, working with a group of teach­
ers, asks “Do the schools use standard tests?”
“Yes”, the teachers answer, then continue, 
“A standard test in the hands of a teacher 
is like a stethoscope in the hands of a doc­
tor—it’s a diagnostic device.
“The more competent school systems use 
standard tests for purposes different from 
formerly. We don’t compare Johnny with 
Mary—we use results to diagnose our teach­
ing services.
“Test scores give us one yardstick to see 
where each child is. The service of the test 
to the learner comes in the changed treat­
ment of the child by the teacher. Interpreta­
tion of test scores tells us what we might do 
to help each pupil. This is constant, regard­
less of the level of achievement.
“In Montgomery County, we work with 
programs of teaching in helping children. 
Standard tests are only one means of secur-j 
ing full data on each student.”
AIDES le n d  a  h a n d
Bill is 15 years old. He doesn’t do well 
in school. He wants to stop and go to work.
The pupil personnel worker visits the 
school. He talks to teachers and checks 
school records, getting an insight into Bill’s 
problem. He interviews the student. Bill is 
encouraged to express his own feelings, to 
define his own problem. He feels hampered 
because he doesn’t have spending money . . . 
he can’t make a good showing with the girls 
when he goes out on a date . . . his dad com­
plains when he doesn’t mow the lawn but 
the druggist is enthusiastic over liis respon­
sible delivery service.
With the aid of the pupil personnel work­
er, Bill develops a solution for his dilemma, 
one that uses the resources of the home, 
school and community. The personnel work­
er then marshals community and school re­
sources to help Bill carry out his plan of 
actioh.
Working in Montgomery County schools 
are six pupil personnel workers to insure 
that all students have the best possible 
chance for growth and progress.
D L  SCHOOL LUNCH p r o g r a m
offers:
> a nutritionally balanced lunch 
served daily in 15 high schools 
and 45 elementary cafeterias
> opportunities for every pupil to 
develop socially
> Federal subsidy, surplus food, 
and help from PTA’s keep the 
cost of lunches low — 15  ^ to 
30^. The County contributes
nothing toward the purchase of food.
Ten new cafeterias will be opened during 
the sghool year.
HEA TH is a  m u tu a l responsibility
Soft lighting reaches all corners of the 
room; the thermometer stands at 67-70 de­
grees ; children are seated comfortably in 
well-proportioned seats . . .  In a spotlessly 
clean cafeteria, students purchase tempting 
lunches at low cos t . . .  In class periods, chil­
dren study hygiene and first aid, and par­
ticipate in recreational sports under'super­
vision. Schools are organized to contribute 
to the healthful living of each child. Main­
tenance and repairs in schools have greatly 
improved since the appropriation was in­
creased for them.
The Health Department works with 
schools and parents in protecting the health 
of children. It provides school nurses, clinics,
and physical examinations for all first grade 
children and for children referred for physi­
cal examinations by teachers or nurses.
Parents share in the health program by 
helping in cafeteria service, weighing and 
measuring children where necessary, study­
ing the clothing needs of children for com­
fort and health, and providing a balanced 
diet for children at home.
In Montgomery County, protecting v the 
health of children is a cooperative under­
taking among parents, the school, and the 
Montgomery County Health Department. It 
recognizes that health is social as well as 
personal; it makes health a living phase of 
each school day.
TRANSPORTATION is l i y  imsiness
Transporting children to school is con­
trolled by county and state regulations. It ^♦f°r
A
Ix miles ^
I m ile
is big business involving the use of more 
than 100 buses daily. Routes are subject to 
constant revision as new homes are built. 
As sidewalks and safe ways to walk are im­
proved, the need for transportation tends
to decrease. Exceptionally hazardous roads 
require some discretion in the use of bus 
service.
O L  CURRICULUM * J t i U us we
F a c t s
S k i l l s
K n o w le d g e
The E x p e r ien ce s  To which  C h i ld ren  R esp o nd
From The Four A r e a s
L e ad in g  To
I
Con cep ts
G e n e r a l i z a t i o n s
Principles
Laws
C om m unication Social W o rld Physical W o rld O n e ' s  S elf
Musrc Li te ra ture T h e  Family  S o c io lo g y Living Things Bio logy Physica l Education Crafts
Art F o re ig n  L a n g u a g e s Th e  C o m m u n i ty  P sycho logy The Univers e C hem is t ry Free Play Clubs
R e a d in g D ram at ics The U n i te d  S ta t e s  P ro b lem s  of The Earth Physics G a m e s Soc ia l Events
L isten ing Rhythms The W o r l d  D em o cracy Tools a n d M ath e m a t ic s Heal th Pupil T e a c h e r
P.Ut£««,w.g Phys ical  Educa t ion H is to ry  In d us t r ia l  Arts M ach in es Ind u s t r ia l  Arts W ork E x p e r ien ce Rela tions
W r i t i n g  , D raf t ing G e o g r a p h y  O c c u p a t io n s C o n serv a t io n H om e  Arts W ork  H ab i t s H o m e  Arts
L a n g u a g e Civics H o m e  Arts 
Economics
G e n e r a l  S cie nce Music
Art
P e e r  Re la tions 
G r o u p  O r g a n i z a t i o n  
Indus t r ia l  Arts
t
A ccul tu ra t ion— M a tu r a t io n
A t t i t u d e s
A p p r e c ia t io n s
Values
p a re n ts  are PARTNERS
“You mean I can take what I want?”, Jimmy asked. 
The principal smiled. “Within reason, yes. But what do 
you want to do when you leave high school? What do you 
think you need?”
“I haven’t  given it much thought, sir. In junior high 
school, I sorta liked the stories we read in English, and I 
didn’t mind the writing we had to do, either.”
“Well, in junior high you had a chance to find out what you liked, to find a 
special interest. You’ve had courses in math, the natural sciences, core, health 
and physical education. And you mustn’t forget the practical and fine arts.
“Now, Jimmy, we are trying to fit your program to your special needs. In this 
school, we have courses to help you—academic, general, commercial and vocational.
“Suppose you talk over your plans with your parents tonight. Try to decide what 
it is you want to get from high school. Then we can plan a program that fits you.” 
In the main, course offerings in Montgomery County schools are meeting the 
needs of students.
UNDERSTANDING
the stu d en t helps
V a lu e s
A t t i tu d e s
S t a n d a r d s
Each 
i n d i v id u a l  
b e g i n s  wi th  
A n  o r g a n i s m  
P o te n t ia l  c a p a c i t i e s  
Ph ys ic al  fo rc es  
A b i l i t y  t o  g r o w
E n v i r o n m e n t a l  
F ac to rs :  
R e la t i o n s h ip s  
F a m i ly  
S o c i a l  C o n tr o l s  
Sch oo l  
S o ci al  e x p e c t a n c i e s  
A g e  g r o u p s  
In d iv id u a l s
B el on gi ng
S ec u r i t y
A dequacy B e h a v i o r
L e a rn in g s
K n o w l e d g e
C o n c e p t s
Ski l ls
A p t i t u d e s
The 
E n l a r g in g  
w o r ld :  e m b r a c i n g  
n e w  p e o p l e ,  n e w  
c o n t r o l s ,  n e w  
e x p e r i e n c e s
n e w  g r o w th
SUPERVISION Up, teaching.
MA ERIALS a id  instruction
*
The girl in blue searched for a few  
seconds, then turned to her teacher. 
“Miss Smith, we need some more col­
ored paper—we’re about out of 
green.”
Miss Jones, the librarian, looked 
up from her desk at the teacher. 
“This new edition of Hamlet is just 
what we have been looking for to use 
with our special groups. Please order 
65 copies.”
“With three sections of chemistry 
next year, we’ll-need more lab equip­
ment. Mr. Burns, will you prepare a 
tentative list?”
Textbooks, library books, art, lab­
oratory, health supplies—all requests 
for materials of instruction originate 
with students and teachers.
Orders are approved by principals 
and supervisors. They are delivered 
to the schools from a county ware­
house or directly from the supplying 
j company. Special equipment such as 
desks, easels, and tables may be made 
in shops as a part of the regular 
shop class work.
Materials of instruction have value 
only as they contribute to the learn­
ings of children. Increased appro­
priations for materials and textbooks 
have been provided by the County 
Council.
Our children represent the immature stage 
of our society. As they strive for mastery 
in school subjects in successive levels of 
learning, they need help. Such help we call 
instruction. The improvement of instruction 
is the peculiar role of the supervisor.
This year we have nearly 33,000 pupils 
with more than 1,200 teachers. Nearly a 
fourth of these teachers are new to Mont­
gomery County. Our 19 supervisors are en­
gaged in orienting new teachers to their 
present jobs and in helping all teachers to, 
provide better learning. Supervisors work 
with teachers and pupils to help them locate 
and meet their needs. They seek to develop 
with them more effective learnings than they 
could achieve without this help.
TEACHERS dtudi t:oo
The day had been long. The teacher’s 
spirits were frayed and exhausted. Careful 
preparation had gone into each lesson; books 
and related material had been ready for use. 
Yet, somehow, two children had made no 
progress.
Why? The teacher racked her brain !for 
the answer. What could she have done? Then 
she remembered the workshop meeting after 
school. Her spirits rose. Perhaps there she 
could find a workable suggestion. There spe­
cialists would be prepared to give her aid, to 
help her analyze her difficulty.
Montgomery County teachers participate 
in many in-service training programs. These 
include professional work groups, as Child 
Study, Course of Study and Curriculum 
Workshops (on a voluntary basis), univer­
sity courses for higher degrees, and work in 
professional organizations.
M TH0D id im p o r ia n t
Highly Effective Method
The teacher and child work together.
The teache# is an expert in leading chil­
dren to the discovery of values.
The teacher makes a richness of re­
sources available.
The child works on problems tha t he can 
attack successfully.
Resources are used so tha t the child may 
deal with first hand experiences.
The child builds knowledge, values, con­
cepts and understandings through ex­
perience.
The child develops criteria for check­
ing his own achievement.
The child builds skills through prac­
tice in real situations.
Teacher does most of the 
talking. /
The child is told to learn 
but not helped in how 
to do it.
The child has no under­
standing of what he 
learns.
The teacher does the 
purposing and plan­
ning.
The children act on 
the teachers pur­
poses and plans.
Less Effective Methods
The child is allow­
ed to discuss with 
teacher in a limited 
way what he is a t­
tempting.
The teacher dominates 
most of the program as­
signed to the child.
The teacher passes judg­
ment without allowing the 
child to develop standards 
to evaluate his achievement. 
Little first hand experiences 
are permitted.
Resources used in a limited 
way.
We are building a competent school staff.
INVESTING& M U
4
During the 1950-54 fiscal year, expenditures for the regu­
lar day school program totaled $5,729,437, or an average of 
$203r20 per pupil. An additional $152,220 was spent for 
“Other School Programs'’ including Adult Education, the 
Junior Colleges, and School Lunches.
75% of the revenues for current expenses was derived 
from the county, 24% from the state, and 1% from Federal 
funds and other sources. ^
The county portion of this revenue was provided largely 
by the school tax of $1.17 per each $100 assessed valuation. 
Tax for current expenses for this year is $1.28.
Since the end of World War II, Montgomery County has 
appropriated each year a capital expenditure budget for 
the expansion and improvement of school facilities. For the 
present fiscal year, $7,300,000 has been appropriated.
With the exception of a grant from the state for $1,325,- 
000, all of these funds have been provided by Montgomery 
County through the sale of bonds and borrowing from the 
State of Maryland. To provide for the interest dnd repay­
ment of these funds, an annual tax is levied. For the fiscal 
year 1950-51, it was $.25 per each $100 assessed valuation; 
for the present year, this tax is $.24.
EXPENDITURES FOR CURRENT OPERATIONS FOR --------  1 9 5 0 -  51
10% 20% 30% 40% 50% 60% 70% 80%
6E N ER A LC O N TR O L
8 1 9 -------2.8 %
489 76.%
385----  14.1%
5.7%
AUXILIARY A O E N C IE f ft 
F IX E D  C HAR0E8
1.4%187
p u b l ic  schools are the  PEOPLES' Schools
Public schools belong to the people; therefore the people 
are entitled to know what their schools are attempting and 
accomplishing.
Montgomery County affords the public an increasing 
number of opportunities to understand the work of the 
schools. PTA programs, supervisors’ meetings with prin­
cipals and small groups of parents, ^principals’ advisory 
councils, radio and television programs, workshops, the 
press, availability of staff personnel—all keep the public 
abreast of changes and developments in the schools.
Increasingly PTA’s are important. Other organized help 
comes from parent study, social hygiene, “group dynamics”, 
Montgomery County Civic Federation, the Allied Civic 
Group, farm organization groups and women’s clubs. Count­
less groups in the County have a stake in education.
STATE LAW au ides lo c a l  h o a rdC h il l i
“Would you mind explaining the school system?” 
is asked many times by parents moving to Mont­
gomery County. The most direct reply is, “Maryland 
in its constitution provides a State school system.” 
The County is a unit of the administration.
* T h e S ta te  B oard  o f  E d u cation , appointed by 
the Governor, has general supervisory control over 
the schools of the State and has authority to make 
by-laws affecting the State as a whole. The State 
Superintendent is appointed by the State Board. 
Acting through the State Superintendent and his 
assistants, the State certifies all teachers, approves 
school sites and school plans for buildings, provides 
for State supervision, and submits to the General 
Assembly the school budget in which provision is 
made for State aid to the counties. Other miscel­
laneous services are performed by the State De­
partment.
* W h a t are th e  m ain  fu n ctio n s  o f  th e  C ou nty  
B oard  o f  E d u cation ?  The County Board appoints 
a County Superintendent, subject to the approval 
of the State Superintendent. Upon the recommenda­
tion of the superintendent, the Board appoints all 
members of the professional staff in the general 
administration office of the Board of Education, 
with the approval of the State Superintendent.
•  H ow  abou t tea ch ers, jan ito rs, bus drivers and  
oth er  em p lo y ees o f  the sch o o l?  All these em­
ployees are appointed by the Board of Education 
upon recommendation of the Superintendent.
•  W h at o th er  d u ties  a re  p erfo rm ed  b y  the  
B oard  o f  E d u ca tio n ?  Under the guidance of the 
professional staff, the Board plans and erects school 
buildings, purchases school sites and provides 
courses of study, textbooks and materials for teach­
ers to use in their instructional progranj. The Board 
approves by-laws for the conduct of the schools. 
An important function of the Board of Education 
is the preparation of a budget for submission to 
the County Council for school funds.
As in the case of the State Board of Education 
in reference to State administration, the County 
Board performs in a similar way many duties in 
reference to the conducting of a school system in 
the County.
•  T hree tr u ste es  are appointed for each el.e- 
mentary school by the Board of Education. The 
trustees, by unanimous vote, have authority to re­
ject teachers (not exceeding three) assigned to 
their schools. The trustees serve in an advisory way 
in the administration of schools and make recom­
mendations for repairs and up-keep. They have 
authority to grant use of school buildings for public 
functions and represent the community in many re­
lations with the Board of Education.
S tu d e n ts  work on CIVIL D NSE
I As the school work started Monday, Sam asked his teacher,
‘What is this Civil Defense
OBEY these official Civil Defense 
I ©  AIR RAID instrtMctioMU
3 minute wailing siren
or short blasts
fuMHcaiofc oftoekl
I attack ovtr) 3  one m inute b lasts
2 minutes silence between
»W tMBHQ
i
with NO WARNN6
Drop to floor. Get 
under bed or heavy 
table.
Drop to floor. Get 
under desk or work 
bench.
Obey W ardens.
Go to a
Drop to  floor out 
of fine of windows. 
Bury face in arms.
Drop to  ground or 
dive for cover. Bury 
face in arms.
Get outDrop to floor. Buiy 
face in arms.
business I hear so much about?” 
Miss Brown thought a moment 
and said, “We should all learn 
about it, Let us look at the chart 
and think about the following and 
see what we plan to do in our 
class.”
THINGS TO REMEMBER
Defense is a 'personal problem . . . 
Defense is everyone's task . . . First 
Aid is necessary . . . Learn to obey 
signals . . . Prepare for a long period 
of Anxieties . . . Have faith in your­
self , . . Recreation and hobbies will 
help us . .  . Attempt some helpful activ­
ity . . . We have knowledge to use as a 
help . . . Faith in God and in the future 
gives us strength . . . Do not depend on 
future generation§ to make up for our 
failures . . . Discuss with the family its 
protection . . . Learn and practice what 
to do in case of attack now—at home, 
on a bus, at school, on the playground, 
at church, on the street, in a store, in a 
theateh, at night . . . By all means, 
KEEP CALM—ACT QUICKLY.
AUDIO-VISUAL AIDS J .Spart
Quickly, the solitary figures sliding into 
the room, their arms laden with coils of 
cable and a large, cumbersome box, glance 
at the scribbled notice. “Check amplifiers in 
cafeteria . . .  change reels on projector . . . 
operator session after school today.”
The student pulls the crayon from the box 
on her desk. Carefully she applies the color 
to the outline on the etched glass plate.
Montgomery County sehools are equipped 
with the machines which use a variety of
asses
audio-visual materials. Activities range from 
making slides in elementary schools to pro­
jection clubs in senior high schools.
Films, recordings, slides, film strips—all 
audio-visual resources are integrated into 
classwork. They are planned for, they are 
prepared for, they are followed up.
This year, students are learning television 
techniques through planning and partici­
pating in a weekly TV program, EDUCA­
TING YOUR CHILD, presented by Mont­
gomery County schools.
n l  LIBRARY Lina to o l
ADULT EDUCATION ?</p r o g r a m  is variei
Giving people what they want, when and where they want 
it—this'is the goal of the Adult Education program in Mont­
gomery County.
Pottery making, art metalcraft, landscape gardening, fine 
arts, physical education, shorthand, typing, millinery, tailor­
ing, interior decoration, jewelry making, welding, canning, 
woodwork, symphony orchestra—courses in agriculture, 
business, home economics, government, Americanization, 
veteran’s related training, lip reading, hobbies and cultural 
subjects—all help meet the needs and interests of the people 
in the community. The scope is broad; the offerings are 
varied. Last year, 5200 people registered in the program.
Adult Education increases understanding among the par­
ents, the community, and the school. It knits them into a 
closer relationship; it emphasizes the need for continuing 
education for all people. Adult Education is a community 
undertaking.
IS a  wormncj,
Students settle down with shears and 
paste; they fill in cards and carefully outline 
numbers on shiny book covers. They keep 
busy arranging shelves, cataloging, charging 
and receiving books. This may seem strange 
to parents who are used to a library where 
children do nothing except come in 
and take out books. In the student’s 
library, it is not unusual to find par­
ents also working with pupils and 
teachers. In Montgomery County, 19 
elementary school libraries are well 
organized; others are in varying 
stages of organization.
Library service shared by all is 
made a vital part of the life of the 
school.
S
MJC ■ results t e l l  w hy
This month, a graduate of the first class of 
Montgomery Junior College was sworn in as 
a member of the Maryland bar. He has 
graduated from law school, passed his bar 
examination, and is now earning his living 
from his profession. He has his office in 
Rockville
Anothi student this year completes his 
medical training at George Washington Uni­
versity. A member of the first class is now 
completing work on his master’s degree at 
Columbia University. Another is employed 
by the Montgomery County Board of Edu­
cation as a teacher in the system. Still an­
other is employed in the new county library 
program.
In its operation, the Junior College has en­
rolled 1574 students. Over 275 have gone in­
to 46 different colleges. These young people 
have given clear demonstration of the suc­
cess of the transfer curriculums at Mont­
gomery Junior College.
SERVING builds citizens
• Cautiously, the child pushed the bell. “I’m 
from Vision School,” she began as the door 
was opened. “We are collecting clothing for 
the needy children in Korea. Do you have any 
dresses or sweaters which might be used?”
Montgomery County students work in 
their communities; they render services to 
each other and to their families. Boys and 
girls, from kindergarten through senior high 
school, have daily opportunities to learn to 
work together—for the school and the com­
munity in which they live.
Service clubs, patrols, student councils, 
savings bond programs, drives for Red Cross 
and March of Dimes, CARE, class organiza­
tions, Thanksgiving and Christmas oppor­
tunities— all help students to put principles 
of service and citizenship into practice.
m . dease tinrumcm equation - rel in rouy
We are beginning to recognize that music, art 
and literature are important to children because 
they serve as an avenue of expression, and as a 
creative experience.
Drawing, painting, modeling, constructing . . .
1 ringing, listening, working with instruments . . .  
interpreting rhythmic activities in vocal and 
strumental music—children work independently and 
in groups to put across ideas gained in school 
subjects.
Montgomery County- students receive continuous 
encouragement in interpreting their own ideas and 
feelings which enter into every act of living.
h  the RTS
in-
n u i .iyom ery y^ouniy
A school system cannot stand still. As 
we increase in size and scope, we must en­
large the range of our program. We must 
evaluate, fnaking full use of all resources of 
our population to bring the finest educa­
tion possible to our children. We must make 
certain that our professional services are 
of maximum quality and breadth.
In looking ahead, we are working in sev­
eral areas.
•  Continue our study of the teacher’s salary 
schedule. We wish to keep our leadership 
in attracting and holding highly trained 
professional workers. With members of 
the community and teachers, we are 
studying the question of salaries with re­
lation to the increased cost of living.
•  Services to children must stress coopera­
tion and unity among adults. As the ten­
sions of everyday living increase, we need 
to provide stable experiences in which 
our children can mature and develop with 
a minimum of unsettling influences.
•  Safeguard the professional advances 
which have been made in the way chil-
C t*  S c L o L  -  LOOKING AHEAD
dren are understood. We need to hold on 
to the increased public support of educa­
tion and to increase it. We seek improved 
means of sharing and using with parents 
our basic knowledge of how education 
takes place. Education is a continuing 
process in which parents and schools 
work together.
If the better schools are to survive and 
multiply, we should increase the number 
of parent visits to the schools with con­
ferences with teachers. In this way, par­
ents can gain first hand knowledge of the 
work of their schools and can play an in­
creasingly important role in the educa­
tion of our children.
Cooperation is the lifeblood of our schools.
Education is a mutual undertaking shared 
by the Board of Education, the County 
Council, and parents. Cooperation among 
these groups is required for support of 
teachers, for providing for housing, and 
materials with which to work, and for 
financial aid to carry out present obliga­
tions which society owes to every child.
127
Montgomery County
Maryland
HEALTH DEPARTMENT
Annual Report 
1952
ANNUAL REPORT
MONTGOMERY COUNTY HEALTH DEPARTMENT
1952
Why may we assume that the milk coming to our 
door will be safe to drink? . . .  or that a smallpox 
epidemic will not happen here?
Because we, the taxpayers, have provided a 
Health Department with the knowledge and 
the skilled staff necessary to protect us against 
preventable hazards to our life and health.
Individuals cannot do it alone! Protection can 
be attained only by an organized effort and in 
cooperation with other communities.
This report outlines the major health needs in Mont­
gomery County and what our Health Department is 
doing to meet them. Much is being accomplished; 
much remains to be done!
PROVISION OF A HEALTHFUL ENVIRONMENT
We take it for granted that our water is safe to drink, that 
milk is free from dangerous disease germs, that it is all right to 
eat in any of the County’s many restaurants, and that rats, flies, 
mosquitoes and other pests will not become too much of a nui­
sance or spread disease in our community. Safety does not just 
happen, but is the result of concentrated effort on the part of 
many persons including our Health Department personnel.
The Health Department attempts to prevent 
disease and injuries arising from our surround­
ings and to improve our standard of living. The 
approach to these problems is primarily educa­
tional rather than legal. For example, it is more 
effective to teach food handlers the proper way 
to handle food and utensils than depend on prose­
cuting managers when their restaurants fail to 
pass inspection.
Many health hazards can be prevented. Health Department 
sanitarians review plans for new public institutional buildings, 
such as schools and nursing homes. They check such items as the 
water supply, the sewage disposal system, space per person, and 
safety hazards. Water samples are tested in our laboratory for 
the number of bacteria.
Consultation service on how to build proper septic tanks, priv­
ies, and wells is also given to anyone who must provide for his 
own private water supply or sewage disposal unit. Prospective 
housing developments are checked in order to make sure the 
sewage disposal and the water supply will be. adequate before 
building permits may be issued. Building is prevented in areas
\
L in e  d r a w in g s  b y  c o u r te s y  o f  th e  
J o h n  H a n co ck  L ife  In su ra n ce  C om pan y
3
where there are no public sewers and the ground is too swampy 
or rocky to provide for safe private sewage disposal. Regular in­
spections are made of all schools, tourist camps, garbage disposal 
areas, markets, swimming pools, dairy farms, pasteurization 
plants, ice cream plants and restaurants.
Our Health Department is responsible for supervising the in­
stallation of septic tanks and irrigation fields for houses which 
are out of reach of public sewers; also for supervising the recon­
struction of these local plants when they have become a nuisance 
because of the seepage of sewage to the surface of the ground.
To assure the safety and cleanliness of our milk supply, dairy 
barns are inspected by our sanitarians. Our three pasteurization
plants are inspected to make sure that 
all milk is properly pasteurized. The 
refrigeration of the delivery trucks is 
checked to assure the milk being kept 
at a low enough temperature to keep 
bacteria from growing. Milk samples 
are tested by our laboratory staff for 
the number of bacteria, for proper pasteurization and for butter 
fat content. The sale of raw milk is discouraged. Raw milk and 
cream sales have dropped to about six gallons per day—only .03 
of one percent of all milk sold. One of the four dealers who had 
been selling raw milk discontinued this practice in October, 1952.
County restaurants are visited to help them maintain high 
standards of sanitation. It is especially important that every 
food handler understand the importance of the proper storage of 
food and dishes, the handling and serving of food, dishwashing 
practices, and garbage disposal.
4
CONTROLUNG AND PREVENTING COMMUNICABLE 
DISEASE
We have made progress in controlling the infectious diseases— 
typhoid, dysentery, smallpox, diphtheria—which caused so much 
death and suffering in the past. However, we must maintain a 
constant watch for communicable disease. A single case may be 
a menace to many.
The measures for the control of every disease are different, 
depending on the method of spread, possible immunization mea­
sures, and available treatments. Technical public health knowl­
edge is necessary to know what measures to apply in a given 
instance.
Following is a list of the reported cases and deaths from the 
more important communicable diseases during 1951 and 1952:
REPORTED COMMUNICABLE DISEASES
Cases Deaths
1951 1952 1951 1952
Diphtheria _________________ _______  0 0 0 0
Measles ___________________ ________  532 677 0 0
Poliomyelitis _____________ ________  52 64 1 2
Rabies (in animals) ...1______ _______  0 0 0 0
Scarlet Fever ______________ ________  146 96 0 0
Spotted Fever ______________ ________  5 1 0 0
Syphilis ___________________ ________  77 63 0 0
Tuberculosis _______________ ________  305 277 26* **
Typhoid Fever _____________ ________  2 0 0 0
* The provisional figure of 18 was published last year. 
** Final figure not yet available.
We will discuss some of these in detail.
Typhoid Fever
Improved methods in the sanitation of public water supplies 
and the pasteurization of milk have made typhoid fever a rare 
disease in our County.
5
Tuberculosis
Tuberculosis is the most important communicable disease in 
our County. An extensive program, involving case-finding, treat­
ment, rehabilitation and education, has been developed coopera­
tively by the Health Department, the Medical Society and the 
Tuberculosis Association.
Case-finding— Because tuberculosis can be spread by per­
sons who do not even know they are sick, it is extremely impor­
tant to find these unoknown cases. The 
Tuberculosis Association provides a regular, 
service in a trailer unit to X-ray apparently 
healthy persons. 36,279 people took advan­
tage of this opportunity in 1952. In addition, 
anyone with symptoms or anyone who has 
been in contact with a known case of tuber­
culosis is encouraged to come into the Health 
Department Chest Clinic for an X-ray and 
other tests.
T rea tm en t— Under the supervision of Dr. Welte, our Di­
rector of Tuberculosis Control, and the patient’s private physi­
cian, many patients are getting well at home. Public health 
nurses visit the home to assist the family in giving proper care 
and to set up procedures to protect other members of the family. 
Clinics are held frequently in Rockville and once a month in 
Silver Spring. 4,227 people received some kind of clinic service 
last year.
M edical Social W ork  —  Difficult emotional and financial 
problems frequently occur in tuberculosis households. The help 
of the medical social consultant, as well as the public health 
nurse, is of great importance. These workers enable the family 
to plan for the patient’s absence while at the hospital and to plan 
for his care after his return.
V ocational R ehab ilita tion— When the patient’s former work 
is too strenuous for him, training for another job is provided by 
the Division of Vocational Rehabilitation, a unit of the State De­
partment of Education.
E ducation— Our educational programs are designed to em­
phasize the fact that Tuberculosis can be cured and to stress the 
value of periodic chest X-rays.
6
Poliom yelitis
There were 64 cases of polio in Montgomery County last 
year—a few more than in 1951. All received medical care 
financed either privately or through the local Polio Foundation. 
When requested by the doctor, the patients also received public 
health nursing care, physiotherapy, or the services of the Health 
Department Orthopedic Clinic.
Diphtheria
The last case of diphtheria in our County was reported in 
1948. A high level of immunization is maintained in the pre­
school and elementary school population—the dangerous ages for 
diphtheria.
Venereal Disease
The control and treatment of venereal disease has changed 
dramatically in the past few years. Syphilis 
and gonorrhea can now be rendered non- 
infectious within a short period of time.
However, it is still necessary to locate and 
diagnose contacts and to follow up patients 
to be sure they get the necessary treatment.
A clinic is held every Monday evening in 
Rockville, to which 167 people made 341 
clinic visits in 1952. An investigator from 
the State Department of Health works in 
our County four days a month locating contacts and following 
up cases.
Rabies
While we had no reported cases of rabies in humans or animals 
last year, there is a potential danger as long as rabies exists in 
nearby communities. Educational programs were aimed at dog 
owners to get them to immunize their dogs. Vaccination clinics 
were set up by the Health Department with the help of our pri­
vate veterinarians. About one-third of the total dog population 
was immunized.
7
SAFEGUARDING THE HEALTH OF MOTHERS  
AND SMALL CHILDREN
Since 1919, the first year for which statistics are available, 
the death rate for children under one year of age has decreased 
about 75%. With more mothers receiving expert medical and 
hospital care, the dangers at this critical time of life are much 
fewer. Deaths among mothers due to pregnancy and childbirth 
have fallen to a very low level.
Infant and Maternal Mortality, 1919-1951
infant
maternal
1920 1930 1940 1950
An important responsibility of the Health Department is to 
promote medical supervision for all expectant mothers and all 
children. Most of the care in our County is given by private 
physicians. For families which cannot afford it, the Health De­
partment provides prenatal and postnatal supervision through 
its maternity clinics and supervision of well children in child 
hygiene clinics. Expectant mothers and children are usually seen 
at the same clinic sessions, which are held regularly in each of 
the twelve health centers.
Health of the Mother
Of about 6,000 new mothers in our County in 1952, 827, or 
5%, received direct supervision from the Health Department.
8
Each made about three visits to a maternity clinic—two before 
and one after childbirth. The clinic doctor is a private physician 
doing this work for the Health Department on a part-time basis. 
Blood and urine specimens are taken which are examined in the 
Health Department laboratory.
Special consultation service for difficult or abnormal cases is 
available through the Maryland Department of Health. The pub­
lic health nurse in the area helps the pa­
tient to make plans for herself and her 
baby, including hospitalization, adequate 
nutrition for expectant mother and new 
born baby, and the care of the infant. All 
clinic patients are encouraged to have a 
personal physician, for clinics can not and 
should not replace the. medical supervision 
of a person’s own doctor.
To safeguard mothers and infants, the Health Department 
supervises and licenses midwives in order to make sure they are 
well trained. The number of midwives in the County is steadily 
decreasing! There are now only four midwives and one nurse 
midwife.
H ealth of the Child
The child hygiene clinics are held periodically for well children 
only. Parents bring their children (new-born to six years of 
age) and receive guidance and information on how to keep their 
children healthy. These children receive immunizations—an im­
portant step in the control of smallpox, tetanus, diphtheria and 
whooping cough. They may also be seen by the County dentist, 
who gives treatment when necessary. If, by chance, a sick child 
attends clinic, the attending doctor will examine the child and 
will impress upon the mother the importance of seeking imme­
diate medical attention from a private physician.
The Health Department cooperates with the Welfare Board 
in assuring a healthful home environment for all children who 
are adopted or living in foster homes. Our sanitarians check 
on the water supply, sewage and garbage disposal, and safety 
factors.
9
HEALTH PROTECTION AND GUIDANCE FOR
SCHOOL CHILDREN
The primary responsibility for the health of children rests 
with parents or guardians who have the obligation of providing 
adequate medical and dental care and such 
home conditions as are conducive to good 
health. As children mature, they gradually 
assume responsibility for their own health.
The Board of Education and the Health 
Department cooperate with each other 
through the School Health Council, supple­
menting and reinforcing the efforts of the 
home. The Health Department also works 
with parochial and private schools toward 
the provision of a good school health program. Together with the 
parents and other groups concerned, the schools have an obliga­
tion to provide conditions and educational services conducive to 
the good health of our 38,000 school children.
The School Environment
Before a new school is built the Health Department plans with 
the Board of Education to insure a healthful school building, and 
grounds. Consideration is given to health rooms, cafeterias, heat­
ing, lighting, ventilation, safety, drinking fountains, toilets and 
washrooms.
Our sanitarians make periodic visits to school cafeterias simi­
lar to their visits to public restaurants. They make annual envi­
ronmental surveys, and report to school authorities so that im­
provements and repairs can be made in the interest of health 
and safety.
Health Services
The emphasis in the school health program has shifted. In­
stead of examining all children routinely and giving them all 
immunizations, they are encouraged to seek health supervision 
from their own doctors and dentists. School doctors are called in 
to examine those who cannot afford private care, and those need­
ing a medical interpretation.
88628
10
Even before a child begins school, an attempt is made to get 
him off to a gobd start. Pre-school conferences are held each 
spring in elementary schools for children planning to enter school 
the following fall. A health record is begun which will be used 
all the way through school and will provide school people with 
the information they need for individual planning for each child. 
Parents are encouraged to use their family doctors for the neces­
sary examinations and immunizations, which should be com­
pleted in the spring or early summer.
In addition to requiring physical examinations before en­
trance to school, all athletes are required to have examinations 
before participation in competitive sports. Whenever possible 
this is done by the child’s personal physician.
While communicable disease control is not as important in 
schools as it once was, it still remains a necessary part of the 
school health program. The nurse in each school will institute 
such measures as are necessary to prevent the spread of disease. 
Ringworm, measles, chickenpox, mumps, scarlet fever, impetigo 
and other infections still remain problems, sometimes requiring 
exclusion from school for the safety of other children.
Plans are worked out in each school for first aid facilities and 
for the care of children who become sick or injured while in 
school.
Under the supervision of public health nurses, 
many screening procedures are carried out as a 
means of discovering children who may need spe­
cial medical or educational attention. Vision test­
ing, weighing and measuring, and chest X-raying 
are done regularly. Audiometric testing is done by 
the Board of Education once for every child in the 
2nd or 3rd grades. Parent volunteers often help 
with some of these tests. The importance of con­
tinuing these screening examinations is attested to 
by the findings. This year 1,127 children with un­
suspected vision defects were found.
i
3  111
E  111 3
e  a~ui m
u nfe.a 
m u s  e
■ a n s a
11
Teachers play an important part in the health program. They 
have the opportunity to make observations 
which can be extremely important in discover­
ing illnesses or impairments in individual chil­
dren. An important part of the school health
program is carried on through nurse-teacher
conferences. With the nurse and teacher work­
ing together, a better understanding of the 
child is possible, and plans can be worked out 
for handling special health problems.
In addition to help from private physicians, special help in 
meeting problems of adjustment may be obtained from the psy­
chological and pupil personnel workers in the Board of Educa­
tion, *and from the guidance counselors in the schools. Help is 
also available from the Mental Hygiene Clinic, the Juvenile
Court, or from any of the consultation clinics described on
page 13.
Health Education
Health instruction to influence knowledge, attitudes and be­
havior, is a responsibility of the school system. The Health De­
partment cooperates to provide consultation service and resource 
materials to school administrators, principals, and teachers.
Montgomery County’s first health education workshop for cur­
riculum construction on the Jr.-Sr. High School level took place 
in the summer of 1952. Curriculum development is a continuing 
process and last summer’s work should be looked upon as a good 
beginning. The Health Department worked with the Board of 
Education staff in planning for this month-long workshop, and 
several staff members participated in the development of the 
curriculum.
Personnel from the Health Department, Board of Education, 
and other agencies are continuing to work together for an im­
proved health education program in all grades.
12
SERVICES FOR THE HANDICAPPED
In our County there are many persons with physical handicaps 
which keep them from leading a happy, productive life. Recent 
work in the fields of polio, cerebral palsy and other crippling con­
ditions indicate that much can be done in overcoming handicaps 
which were formerly considered hopeless.
The following specialized clinics, established under the Crip­
pled Children’s Program of the Maryland State Department of 
Health and the U. S. Children’s Bureau, were held during 1952.
Cardiac
Prevention of Deafness 
Speech (Diagnostic)
Orthopedic 
Cerebral Palsy 
Seizure
Plastic Surgery
Most of these are consultation clinics designed primarily to diag­
nose difficult or unusual cases.
The Plastic Surgery Clinic was started during 1952. Children 
with disabilities such as harelips, cleft palates, burns, birth­
marks or other malformations may be seen in a diagnostic clinic 
in Rockville. It is planned that there will be two of these each 
year. Surgery was recommended for 19 of the 20 children seen 
in 1952. The operations were performed in Baltimore hospitals.
In addition to the Crippled Children’s Program, two other 
clinics are held for the prevention or correction of handicapping 
conditions in adults as well as children. These are the eye clinic 
and the adult dental clinic. The dental clinic provides treatment 
as well as diagnostic service. Patients are limited to those unable 
to pay for private care.
As far as possible all Health Department clinics are conducted 
by physicians practicing in the County. Fortunately, Montgom­
ery County is now well supplied with specialists needed for most 
of these services. Specialists connected with Baltimore hospitals 
who .formerly visited the County to conduct these clinics are now 
serving as coordinators between the County and State services 
and are advising County doctors in difficult cases.
13
Children are referred in to the clinics by their physicians, 
school personnel, public health nurses, or the staff members of 
community agencies. After diagnostic service at the clinic, plans 
for the treatment of the child are made by the doctor, the nurse, 
and the medical social consultant in case conferences with other 
agencies working with the child, e.g. the Board of Education, 
Welfare Board, Vocational Rehabilitation, the private physician, 
Social Service League, Mental Hygiene Clinic, Polio Foundation, 
Cerebral Palsy Association and the Society for Crippled Chil­
dren and Adults and others.
The public health nurse coordinates all phases of the treat­
ment of the child, always working closely with the family physi­
cian. She arranges for clinic, hospital, so- 
■a  cial service, and laboratory services. She
( j )  evaluates the home situation, and if neces-
f l i  sary, gives bedside care or teaches someone
// in the family to give it. She may make
l l \  arrangements for the child’s education
mm \  through special classes or home teaching.
She tries to help the family and others 
Ilf working with the child to understand the
nature of the handicap and what it means 
to the child.
The medical social consultant works with nurses, other staff 
members and with the family to help them understand their own 
difficult personal and social problems and to aid them in finding 
solutions.
Considerable use is made of our laboratory facilities in this 
program in testing blood and urine for presence of abnormalities.
The number of people in our County with handicapping condi­
tions is not known. As people gradually come to realize that these 
conditions can be improved, the true magnitude of the problem 
will be revealed and plans can be developed for adequate, well- 
rounded care.
14
PREVENTING OR EASING THE BURDEN OF 
LONG-TERM ILLNESS
As we are better able to control the spread of communicable 
disease and to protect the health of mothers and children, more 
people are living to an age where long-term chronic illnesses be­
come prevalent. Medical research has not progressed to the point 
where we can do much about the prevention of such problems as 
heart disease, cancer and mental illness, but we are at least able 
to ease the burden.
P roblem s of the  A ging —  We are
fortunate in having a Committee on 
Aging in our County to study needs and 
make plans for meeting them. So far 
the Committee’s chief accomplishment 
has been to provide recreational oppor­
tunities through clubs and church 
groups.
Dr. V. L. Ellicott, our Health Officer, spent two and a half 
months in Denmark and England to study hospital and medical 
services for the aged and chronically ill. His observations will 
be helpful in developing those County programs which will be 
integrated with the chronic disease hospitals, operated by the 
Maryland State Department of Health. The trip was made pos­
sible through a World Health Organization fellowship.
The following activities are carried on in our County in an 
effort to cut down the dangers of chronic diseases:
H eart D isease— Our cardiac clinic fpr children is attempt­
ing to prevent organic heart conditions, and thus, lessen dis­
ability in older ages.
C ancer— The Cancer Detection Clinics, operated jointly by 
the Health Department and the Maryland Cancer Society, ex­
amine about one hundred apparently well adults each year in an 
effort to find cancer in an early stage when most cases can be 
cured.
D iabetes— To find cases of early diabetes, a detection drive 
is carried on each November. In 1952, 3,908 urine specimens 
were examined. Twenty-seven of these were positive for sugar. 
Further tests are necessary for diagnosis.
15
Nursing Homes
One need common to those suffering from many chronic dis­
eases is good nursing care in a convalescent 
or nursing home. Our Hospital Nurse Ad­
visor and our sanitarians visit our thirty 
nursing homes to help them maintain the 
standards set up by our County and State 
governments. In November, 1952, the nurs­
ing home operators formed an association 
to promote improved standards.
MENTAL HEALTH
The problem of preventing mental illness is a concern of the 
Health Department. In every activity an effort is made to help 
people face their problems realistically and handle them con­
structively.
For persons with severe emotional problems, a Mental Hy­
giene Clinic is operated daily in Rockville. The Clinic is sup­
ported with local Community Chest and Maryland tax funds. Co­
ordination of its activities with those of the Board of Education 
and the Health Department is achieved through a Joint Planning 
Committee.
To avoid the use of the jail for the temporary care of mentally 
distraught persons who cause disturbances at night or over 
weekends, our public health nurses are on call to arrange with 
the police, private physicians, or the Maryland Mental Hospitals 
for some other plan. During the regular work week this is a 
function of the Welfare Board.
MEDICAL CARE
For people whose income is below an established scale—a scale 
lower than that for public assistance—the State Legislature has 
appropriated money for a Medical Care Program. The County 
Health Department, as a branch of the State, certifies patients 
to receive care from their own doctors. In our County 1.3% of 
the population is so certified.
16
Health Department Administration
The Health Department is one of eight departments of the 
County government. At the same time it functions as a branch 
of the State Department of Health. It operates under a physi­
cian trained in public health who carries the title of County 
Health Officer under the County government and Deputy State 
Health Officer under the State. The Health Officer is therefore 
responsible to the County Manager and County Council and to 
the Director of the State Health Department.
MONTGOMERY COUNTY COUNCIL
The elected County Council, along with its many other re­
sponsibilities, functions as a County Board of Health. It is em­
powered to adopt health ordinances and regulations.
George F. Nesbitt, President
Louis A. Gravelle Lathrop E. Smith
Harold F. Hammond Grover K. Walker
J. Louis Monarch Mrs. Stella B. Werner
Irving G. McNayr, County Manager
ADVISORY HEALTH COMMITTEE
To advise the County Council, the County Manager and the 
Health Officer, the County Council has created an Advisory 
Health Committee. This group meets with the Health Officer once 
a month.
J. W. Bird, M.D., Chairman
Allan B. Fay, Vice-Chairman
John G. Ball, M.D. J. R. Heller, M.D.
Mrs. Dexter Bullard Mrs. Parlett Moore
William Ditzler, D.D.S. Walter S. Pratt, Jr.
17
The central offices of the Health Department are in Rockville. 
Because of the large geographical area involved, eleven addi­
tional health centers have been set up throughout the County as 
indicated on the map below.
DAMASCUS
OLNEY
GAITHERSBURGPOOLESVILLE
ROCKVILLE
COLESVILLE
VIERS MILL
KENSINGTON
BETHESDA SILVER SPRING
TAKOMA PARKCABIN JOHN
L ocation  o f  th e  12 H ea lth  C enters o f  th e  H ea lth  D ep artm en t
The Health Department’s part in the total health program is 
accomplished by its staff as described on the last page of this 
report. In meeting almost every community need, the approach 
is necessarily that of a team—medical, nursing, engineering, 
educational, laboratory and clerical skills all playing a part.
18
EXECUTIVE OFFICE
The Health Officer and the Executive Office supervise and co­
ordinate the programs of the five divisions and administer the 
registration of vital statistics. The Health Educator is also a 
part of the executive office as her work cuts across all divisions 
as well as reaching out into the community.
DIVISION OF CLINICAL SERVICES
The Division of Clinical Services operates under the direction 
of a physician, and includes on its staff a physician in charge of 
the school health program, a dentist, a medical social consultant 
and a supervising nurse. Private physicians from the community 
usually serve as the clinicians. The nurses in the health centers 
play an important part in these services.
CLINICAL SERVICES FOR 1951-52
Name of Service Oo
55 Patients Clinic Visits No. of Clinics
1951 1952 1951 1952 1951 1952
Maternity ________________ 378 327 1,245 1,010 229 252
Infant and Pre-school ______ 2,461 2,351 5,097 4,849 292 312
Doctors’ Sessions in Schools _-  3,523 2,407 5,136 2,527 353 283
Dental Clinics ____________ 1,546 1,335 1,725 1,712 238 225
School Inspections _______ 6,955 6,754 39 35
New Patients Clinic Visits No. of Clinics
1951 1952 1951 1952 1951 1952
Cardiac ___________________ 111 115 345 373 23 24
Prevention of Deafness_____ 313 296 856 803 46 41
Speech (Diagnostic) _______ 190 140 200 149 10 11
Orthopedic _______________ 100 104 165 167 4 4
Cerebral Palsy ____________ 19 14 97 73 4 4
Seizure ____________________ 31 32 100 127 12 12
Plastic Surgery ___________ 20 28 2
Eye ----------------------------------- 630 596 1,092 1,104 79 73
Cancer Detection __________ 118 80 118 82 11 9
Venereal Disease __________ 201 100 487 341 60 46
19
DIVISION OF NURSING SERVICES
The nursing division is the largest in the Health Department. 
Some of the public health nurses have special assignments such 
as supervision of nursing homes, civil defense, school nursing, 
supervision of tuberculosis nursing and licensing of midwives. 
Twenty-six work in assigned districts, each responsible for all 
the nursing services in her area.
The average district contains 7,000 population. The nurse: 
(1) works in 3 or 4 schools, (2) gives bedside nursing to one or 
two persons per day, (3) helps in about two health department 
clinics each week, makes arrangements for her patients through 
conferences with Health Department doctors, medical social 
workers and supervising nurses or with representatives of the 
Welfare Board, Juvenile Court, Social Service League and other 
agencies, (4) emphasizes health education in her work with pa­
tients, in meeting with various committees and organizations 
and in her schools. The nurse’s work is not easy. She encounters 
many difficult problems. She continuously receives more requests 
for service than she has time to answer, so she must plan care­
fully, selecting the most needy calls and declining the others.
NURSING ACTIVITIES
1951 1952
Number of Families Receiving Service, Rural  2,205 2,275
Number of Families Receiving Service, Suburban  2,315 2,244
Home Visits, Total, R ural    7,681 6,887
Home Visits, Total, Suburban  8,393 7,844
Sessions in Clinics, Rural    805 961
Sessions in Clinics, Suburban  684 626
Visits to Schools, Rural  856 1,142
Visits to Schools, Suburban  1,236 1,668
Bedside Nursing Visits, Rural__________ ,  936 915
Bedside Nursing Visits, Suburban  1,651 1,521
Average Number of Nurses on Duty___________________ 33.9 39.2
20
DIVISION OF SANITATION
The Health Department’s sanitation service is under the di­
rection of an engineer trained in public health. Five of the sani­
tarians, all except the supervising sanitarian, work in assigned 
geographical areas, meeting any needs which arise. Each sani­
tarian inspects restaurants, 'dairy farms, septic tanks, milk 
plants, schools and swimming pools. The average geographic 
area covered by each is 100 square miles.
SANITATION ACTIVITIES
1951 1952
Total Number of Sanitation Field V is its    6,193 6,736
Average Number of Sanitarians on D u ty ______________ 5.7 6.3
Pasteurization Plants at Close of Year  4 3
Average Interval Between Inspections (days) _______  24.7 29
Milk Samples Examined   89 91
Eating Places Under Inspection at End of Year __   304 384
Places Which Passed Inspections on at Least Three
Out of Four Occasions  234 300
Average Interval Between Inspections (days) _______  124 161
Number of Degradings from A to B   2 0
Septic Tanks Installed Under Permit   424 523
Average Visits Per Installation_____________________ 5 5
Excreta Disposal Nuisances A bated   80 72
Other Nuisances Abated  232 172
Schools and Institutions Under Supervision at Close of
Year _______________________________    177 188
Subdivision Plats Tested and Reviewed.— .._-:,__________ 12 40
Swimming Pool Inspections  98 117
DIVISION OF LABORATORY SERVICES
The Laboratory, also located in Rockville, is a branch labora­
tory of the Maryland State Department of Health. It is headed 
by a trained bacteriologist who is assisted by four others.
LABORATORY EXAMINATIONS
1951 1952
Nose and Throat____________________ ____________________ 873 577
Parasites —_________________________ ,.___________________  3,798 4,248
Tuberculosis ________________________ ____________________ 1,811 1,907
Hematology _________________________ ____________________ 5,147 3,993
Other Clinical_______________________ ____________________ 314 397
Urine ______________________________ ____________________ 7,854 7,425
21
DIVISION OF TUBERCULOSIS CONTROL
The staff of the Division of Tuberculosis Control includes a 
physician, a medical social consultant, a nurse supervisor, and 
two X-ray technicians. The public health nurses are also an im­
portant part of this program.
TUBERCULOSIS STATISTICS
1951 1952
New Cases Reported  305 277
Number of These Cases A ctiv e   89 94
Deaths from Tuberculosis________________________    26* **
Active Cases on Tuberculosis Register at End of Year  203 210
Number of These in Hospitals  67 59
Number of Nurses’ Home V is its___________  ^  2,336 2,248
Visits of Patients to Chest C linics  5,490 4,227
Number of Hospital Patient Days   23,215 23,042
Casework Interviews by Medical Social Consultant  560 562
* The provisional figure of 18 was published last year.
** Final figure not yet available. In the future provisional figures will not be 
published. »
FINANCIAL REPORT
H ealth  D epartm en t B udget 
F or the  y ea r beginning Ju ly  1, 1952
County Amount State and
Division Appropriated Federal Total
Executive Office ____________  $ 31,342.(fo $ 11,670.00 $ 43,012.00
Clinical Services   49,917.00 40,986.00* 90,903.00
Nursing Services __________  172,675.00 32,162.00 204,837.00
Tuberculosis Control ________  27,213.00 6,850.00 34,063.00
Laboratory Services ________  10,648.00 9,242.00 19,890.00
Sanitation __________________ 32,772.00 4,975.00 37,747.00
Totals________________  $324,567.00 $105,885.00 $430,452.00
* Not including $53,818.00 appropriated by State Health Department for Medical 
Care Program.
22
VITAL STATISTICS
Births and Deaths
N ote—1952 births and deaths are not listed because only preliminary 
figures are available. Preliminary figures differ widely from final figures.
Number Rate
1950 1951 1950 1951
Live Births *
Total ________________________________  4,740 5,478 28.4 31.4
White _______________________________  4,402 5,122 28.3 31.3
Colored ______________________________  338 356 31.8 32.9
Deaths Under One Year **
Total   83 93 17.7 17.0
White ________ i_______ r_____________  75 80 17.0 15.6
Colored ______________________________  8 13 23.7 36.5
Deaths All Ages * .
Total ________________________________  1,139 1,223 6.8 7.0
White _______________    1,012 1,103 6.5 6.7
Colored ______________________________  127 120 11.9 11.1
Deaths by Leading Causes
(as listed by the Maryland State Department of Health)
Number Rate :
1950 1951 1950 1951
Diseases of the H eart__________________  380 482 228.0 276.2
Cancer ____ ____________________ ______  186 182 112.8 104.3
Cerebral Hemorrhage __________________  85 115 50.9 65.9
All Accidents ___________________ ______  67 75 40.1 43.0
Tuberculosis, all form s_________________  19 26 11.4 14.9
Diseases of Early Infancy_______ ______  57 61 34.2 35.0
Pneumonia _____________________ ______  29 14 17.4 8.0
Diabetes ________________________ ______ - 38 23 22.7 13.2
Arteriosclerosis _________________ ______  29 40 17.4 22.9
Nephritis _______________________ ______  78 19 46.8 10.9
* Rate per 1,000 population.
** Rate per 1,000 live births.
*** Rate per 100,000 population.
POPULATION
1950 1951 1952
As of July 1st____________________________  166,413 174,462 182,511
23
STAFF
(Full-time Personnel as of April 1, 1953)
E x e cu tiv e  Office
Health Officer—V. L. Ellicott, M.D., Dr. P.H.
A ssistan t Health Officer and Chief, Division of Clinical Services— 
Audrey J. McDonald, M.D.
Adm inistrative A ssistan t— Solomon Gladstein, B.A.
Health Educator—Jeanne E. Wright, M.P.H.
Secretary—Annette Gearhart
Other full-time employees (all clerical) —5
D iv isio n  o f  C lin ica l S erv ices
(Under direction of Assistant Health Officer)
School Health Consultant—Harold Mitchell, M.P.H., M.D.
Dental Clinician—Roy H. Bridger, D.D.S.
Nurse Supervisor—Marion Weber, R.N., B.S.
Medical Social Consultant—Lily Baral, M.S.
Medical Social Consultant (Psychiatric) —Rosemary Crowe, M.S.W. 
Physical Therapist—Helen V. T. Carman 
Other full-time personnel (all clerical) —6
D iv isio n  o f  N u rsin g  S erv ices
Chief Nurse— Sadie Gladwin, R.N., B.S.
A ssistan t Chief Nurse— Katherine G. Johnson, R.N.
Nurse Supervisor—Florence T. Garrett, R.N., M.P.H.
Nurse Supervisor—Elizabeth Jones, R.N.
Nurse Supervisor—Ruth Rokahr, R.N.
School Nurse Supervisor—Louise Denison, R.N., B.S.
(For additional Nurse Supervisors see Divisions of Clinical 
Services and Tuberculosis Control)
H ospital Nurse Adviser—Virginia B. Maxwell, R.N.
Other full-time employees: Public Health Nurses—31, Clerical 
Staff—5
D iv isio n  o f  T u b ercu losis C ontrol
Chief—Karl F. Welte, M.D.
Medical Social Consultant—Emma Thomas, M.S.
Supervising Tuberculosis Nurse— Catherine Crompton, R.N., B.S.
Tuberculosis X -ray Technician—Vacant
Other full-time employees: Assistant X-ray Technician—1,
Clerical Staff—3
D iv isio n  o f  L aboratory  S erv ices
Chief—Ruby H. Manter, A.B.
Laboratory A ssistan ts—4
D iv isio n  o f  S a n ita tio n
Chief—Reinhart W. Koch, M.P.H.
Supervising Sanitarian— Norman E. Pennington, B.S.
Other full-time employees: Sanitarians—5, Secretary—1
24
1 2 8
jr*5*
l  * •<'
129
Appendix C-4
Annual Report of the Juvenile Court
January 1, 1951 to December 31, 1951
COMPARISON TABLE
1950 1951
Complaints received 1,000* 1,201 1,397
Number of formal cases 508 658 900
Number of informal cases 213 5U3 h91
Number of behavior cases 377 7U2 t 971
Number of dependency cases 3Uh U59 1*26
Number of Court hearings 921
Children involved in  Court hearings 765
Adults involved in  Court hearings 23
* 279 complaints were disposed o f upon the i n i t i a l  investigation  and
were not carried  as e ith e r  formal or informal
Complaints
Processed
Complaints 
pending 12/31
Total
TRAFFIC VIOLATIONS 
Under 1$ 1 ^ 1 6  17 Male Female White Negro
7 12 99 172 277 13 277 13
0 7 13 21
7 13 106 185 298
0 20
13 297 1U
D isposition
Pending l / l / 5 l  
Received during year
Placed on probation 
Probation continued 
Cases continued 
Fined
Sentence suspended 
Cases dismissed 
Cases pending
115
19
21
36
79
35
21
1 5
311
326
326
Juvenile Court Report, 1951, continued
DEPENDENCY CASES
Under
6 6-8 9-12
Over
12 White Negro Male Female
Formal 135 7 K 3 1 " 62 233 89 M l 1n r
Informal J l 20 16 15 75 29 U9
Total 188 9U 67 77 308 118 230 196
Area
Upper County Eastern Western Out-of-County
Formal 23$ hi hO 0
Informal 66 27_ v _8 3
Total 301 lh  U8 3
D isposition
Pending l / l / 5 l  7
Received during year U26
1433
Committed to Welfare Board 90
Commitments to Welfare Board rescinded; cases continued 30
Commitments to Welfare Board rescinded; cases closed 36
Commitments to S .S .L . rescinded; cases continued 3
Commitments to S .S .L . rescinded; cases closed £
Support orders 1*8
Support orders rescinded 9
Dismissed £
Committed to in s t itu tio n s  6
Crownsville 3
Rosewood 3
Continued for fu rth er study 89
Referred to o ther agencies ill
Closed a f te r  investigation  and plan made 76
Pending end of year 22
U33
Adult Cases
Number of D isposition
Cases
Contempt of Court 19 19 G uilty
Contributing to Delinquency
of Minors h 1 GuiltyJ 3 Pending
P a tern ity  U 3 P atern ity  estab lished ; 1 cont.
Juvenile Court Report, 1951, continued
BEHAVIOR CASES OTHER THAN TRAFFIC
Under
10 10 n 12 13 Ik 12 16 12 W hite Negro Male
Formal 5 7 18 15 19 38 7U U3 U8 213 5U 211
Inform al Uo 29 27 U6 5o 71 59 1x6 25 358 35 336
T o ta l U5 36 U5 61 69 109 133 89 73 571 89 5U7
Female
56
5 7
D is p o s it io n
Pending 1/1/51 
Received during year
R eferred  t o  o th e r  a g e n c ie s  
C om plaints n o t j u s t i f i e d  
Runaways retu rn ed  home 
Moved from County  
C losed  a f t e r  r e s t i t u t i o n  
C lo sed  a f t e r  in v e s t ig a t io n  
Warned and c lo s e d  
D ism issed
P laced  on p ro b a tio n  
P rob ation  con tin u ed  
Committed to  t r a in in g  s c h o o ls  
Hawthorne Cedar K n o lls  
M aryland T ra in in g  S ch oo l f o r  Boys 
M ontrose S ch o o l fo r  G ir ls  
B a r r e tt  S ch o o l fo r  G ir ls  
Boys V i l la g e  o f  M aryland 
House o f  Good Shepherd  
Spring Grove H o s p it a l - 
Rosewood T ra in in g  S ch o o l 
W elfare Board f o s t e r  homes 
C ontinued by Court a c t io n  
Pending 12/31/51
1
19
1
3
2
1
1
2
33
68
7
5
78
107
95
16
118
16
30
3
81
h9
1x6
660
706
Juvenile Court Report, 1951* continued
BEHAVIOR CASES
Offense
Arson
Upper C<
Assault 5
Auto Theft 3
Disorderly 6
Housebre aking 32
Other 11
Out of Control 28
Runaway 6
Sex Delinquent 6
Shoplifting 2
Theft 28
T raffic 6$
Truancy 61
Vandalism 31
Eastern Western Out-of-County
3
8 3*
7 13 7
5 8 2
11 22 11
7 k
12 8 1
7 6 11
10 h' 2
25 1
hi 32 1U
83 110 53
15 2
68 61 10
130
Appendix C-5
MONTGOMERY COUNTY MENTAL HYGIENE CLINIC 
Rockville, Maryland 
Eighth Annual Report -  A pril 1, 1951 to March 31, 1952
COMPARATIVE STATISTICAL REPORT OF SERVICES
v l/l/^O  to  1/1/51 to
12/31/50 12/31/51
Total Cases Served 221 239
New Cases 108 100
Adults 58 36
Children 55 614.
Cases Served Each Month (Average) 56 56
Persons Given Advice and Information,
on which no case was made 330 299
V isits  to  c lin ic  by pa tien ts  II467 1353
Type of Service on New Cases from l / l / 5 l  to  12/31/51*
Adult Child Total 
Treatment 28 36 6I4
Diagnosis & Consultation 8 28 36
35 3G 100
In a l l  of the above s t a t i s t i c s ,  "children” cases always include one o ther 
member of the family and often several o thers. I f  more than one member . 
of the fam ily comes to the c lin ic  at the same time, i t  i s  s t i l l  counted 
as only one v i s i t .
Sources of Referral
Legal Agencies 17 11
Medical Agencies 31 31 .
Social Agencies 6 5 '
Schools 21 21
Self 11 10
Members of P a tie n t 's  Family 21 19
Others 1 3
3ST SKT
Areas from which New Patien ts Came to C linic
Rockville 19 17
S ilv e r Spring, Takoma Park, Viers M ill Village L6 3k
Bethesda and Chevy Chase 12 20
Kensington, G arrett Park, and Wheaton 5 13
Cabin John, Glen Echo h
Laurel (Montgomery County) X
Upper County 17 15
Out of county and unidentified k 1
T O T O
Respectfully submitted,
/ s /  Christopher T. Bever, M. D. 
Christopher T. Bever, M. D. 
C linic D irector
131
Appendix C-6 
SOCIAL SERVICE LEAGUE OF MONTGOMERY COUNTY 
ANNUAL REPORT
F in a n c ia l  Report 
1952
O perating Income:
Community Chest and C ou n cil 
'o f Montgomery County 
F ees and Refunds 
C o n tr ib u tio n s
T o ta l O perating Income
$ 4 0 ,4 7 2 .6 6
7 ,0 5 0 .8 7
4 1 3 .0 0
$ 4 7 ,936o55
O perating Expenses?
P r o fe s s io n a l  and A d m in istr a tio n a l  
S a la r ie s  
C le r ic a l  and M aintenance  
S a la r ie s
C h ild ren *s Board and M edical Care 
M a ter ia l R e l ie f
M aintenance and O perating C osts  
* O perating B alance
$ 2 0 ,9 3 4 .7 1
5 ,9 7 6 041 
1 2 ,4 7 0 o82 
2 ,6 1 5 .9 1  
5 ,5 4 6 .5 4  
3 9 2 ol4
T o ta l O perating Expense
Fund fo r  R e s tr ic te d  Purposes: 
C arried Forward 
R ece ip ts  
T o ta l
E xp en d itures
B alance
$ 4 7 ,9 5 6 .5 3
. $ 8 4 6 .7 4
56 2 .3 0
$ 1 ,4 0 9 o04
6 5 8 .2 2  
$ 7 5 0 .8 2
S t a t i s t i c a l  Report 
1952
F a m ilie s  Given Casework S e r v ic e  376
C h ild ren  R eceived  Care 65
C h ild ren  P laced  in  A doption 15
Days Care P rovided  in  F o ster  Homes 8 ,6 5 0
Homes O ffered  fo r  F o s te r  Care o f  A daption 182
APPENDIX D
PUBLICATIONS OF THE COM,CESSION FOR YOUTH 
FOR MONTGOMERY COUNTY •
155
Appendix D -l
DIRECTORY OF SERVICES 
ORGANIZATIONS AND AGENCIES FOR YOUTH
O F
MONTGOMERY COUNTY, MARYLAND
P r e p a r e d  b y  V o l u n t e e r s  f o r  
T h e  M o n t g o m e r y  C o u n t y  C o m m i s s i o n  f o r  Y o u t h  
N o v e m b e r ,  1 9 5  *
DIRECTORY OP SERVICES 
ORGANIZATIONS ARB AGENCIES FOR YOUTH
of
Montgomery County, Maryland
Prepared by Volunteers for 
The Montgomery County Commission for Youth 
November, 1951
Copies Available from the Secretary 
Miss Marguerite Stone 
Gaithersburg High School 
Gaithersburg, Maryland 
Price 25p'
IBDEC OP ORGANIZATIONS AND SERVICES
Name   Numbers-*
Admissions
Homes for Unmarried Mothers,................ 8;55;80
Hospitals
Crippled Children.  ................60
Chronic Hospitals (State) . , 5 5  
Mental Hospitals (State)................55
Tuberculosis (State)•••«••....   60;68
Special Cases.  ...........61
Special Schools  ,11-D
Adoption Services
Barker Foundation, ,............. ..... 8
H,C, Dept, of Public W e l f a r e ,55 
Social Service League of M,C, ,,,.,,,,.,.....80 
Adolescent C o u n s e l i n g . , 1 1 - D ; 4 6 ; 8 0
Advisory Health Commission.......   1
Allied Civic Group.....................     2
American Association of University Women.,......,. 5
American Legion.....       3;4
Agricultural Agent.......       .48
American Red Cross, M. C. Chapter  ..........  6
Association of Independent Schools of M. C. ...••• 7
Athletic Regulation in Public Schools.,....... . .,6Q**D
Audiometer Tests.,.«•.....  ,11-H
Audio-Visual Education.  .........   ,11-F
Bedside Home Nursing Care  ..... •••.......  60-C
Bethesda Commuhity Service Council................ 9
Bibliographies.  .... .54
Birth Control.•••••••••••.. . o . 74
B 1 Nai B 1 Rith. . .....................   10
Board of Education of M. C.  .....   11
Adult Education# Vocational Training.... ,...11-E
Adjustment, Attendance, Boundaries ..........,11-D
Film Service (Serves Community Groups).......11-F
General Information......  ,11-C
Home Teaching. ....  .11-G
Lip Reading.......      ,11-H
School Community R e l a t i o n s , 1 1 - C ; - I  
School Health (See M. C. Health Dept.),....,,60-D 
Boarding Homes for Children and Y o u t h . . 5 5 ; 8 0  
Book Mailing Library S e r v i c e ,54
Board of Public Welfare,.......    55
Bookmobile .... ...................... .... .54
Boundaries for School Attendance................ ,11-D
Boy S c o u t s .12 
Business and Professional Womenfs Club............13
■*0rganizations are' numbered in alphabetical order. Page 
numbers are not given.
1
Name Numbers
Camp Counseling and I n f o r m a t i o n . *89;90
Camp Fire Girls•....*14
Cardiac Clinic. f • • •.........  .60-B
Case finding
Mentally and Physically Handicapped*.........11-D
M* C. Health Department...............    ,60~B;-G
M. Co Tuberculosis Association.......... ....68
Catholic S c h o o l s ..... 15
Catholic Youth Organizations........••«•••...... .20
Cerebral Palsy Assocation. ......16
Cerebral Palsy Clinic.............   .60-B
Cerebral Palsy Sitter Service.................. ..87
Child Guidance Clinic..............••••••••••••«.46
Child Study Groups
Parents ......  .26-C
Teachers• 0. • .....     .11-40
Chestnut Lodge Sanitarium...••••••..•............*17
Children and Youth in Institutions
Association of Independent Schools .....t..... 7
Catholic Schools .......•••••.••••*.15
Christ Child Farm (Convalescent)..f..........19
Hospitals .*••....•••..........    17; 59; 84; 88
Seventh-day Adventist Schools  .78
Out of County Admissions Through:
Barker Foundati o n ••••••.... 8
Board of Education. .11-D
Division of Vocational Rehabilitation.•.50 
Juvenile Court••••••••••••••••••••.•••..46
Mental Hygiene Clinic..••«•..*••••••••..46
M. C. Dept, of Public Eelfare ......55
M. C. Health Dept. ••••#•«..••••••••••• .60
National Foundation for Infantile Par...71 
Social Service League.•••..0*••••.••...*80
M• C. Health Fund . o .61 
See also Service Clubs (Page 10)
Children and Youth in Their Own and Foster Homes
American Red Cross..............    6
Barker Foundation    • • • « 8
Board of Education........................ ..11-D
Juvenile Court .......    .59
Mental Hygiene Clinic. ..... .46
LI. C. Dept of Public Eelfare......... ,*.....55
M« C. Health Department.0...................o60
Social Service League........................80
Children and Youth In Trouble
American Red Cross.....................   6
Barker Foundation. ....     8
Board of Education.   ....   ll-D
Children ?s House. .....    ......18
Churches.•••••••••..... .20
Division of Vocational Rehabilitation... 50
Juvenile Court*......................... ....39
Mental Hygiene Clinic  ...... ...46
M. C. Dept, of Public welfare*...............55
M.C* Health Dept.  .......... ...60
Social Service League........................80
2
Name Numbers
Children1 s House• * •...... ....................... 18
Christ Child Society Farm  .............19
Christmas Community Parties • •••«  ...... ...........9; 36
See also Service Clubs (Page 10)
Christmas O p p o r t u n i t i e s ........... .*.79
Chronic Hospital Certification*• * .... •....... *55
Church G u i d e 20
Church Schools.......................   , .20; 15;78
Civic Federations#......................,........  2;9;36;50
Civilian Defense......... ....... ............... 21
Civinettes  ..................................... 22
Civitans ........ .............   23
Clinic Services  ....................60-B
Acute Communicable Diseases
Cardiac
Dental Hygiene
Cancer Detection
Cerebral Palsy
Epilepsy
Eye
Infant and Pres^School
Maternal Health
Medical Care Certification
Mental Hygiene.•.#••..«•••..*»*..••••.......46
Or thop e di c 60~B
Prevention of Deafness
Ringworm
Veneral Diseases
Tuberculosis
Consultants for Study Groups.................... 11~D;52
Committment to State Training Schools*............39
Community Arts Cooperative...............   •••• .24
Community Planning of Human Resources ............*26;50;51;52
Community Study of Human Resources....... ........5;26;43;51;52
Convalescent Home for Children....................19
Cooperative Nursery Schools..................   .53
Council of Homemakers1 Clubs.................... 25
Counseling
Adolescents.  ........   .11-D;46;80
Family  .................... .......... 46;74;80
School (Guidance Counselors).............. ..11
Vocational Guidance ............... . .11; 83
Vocationally Handicapped.••••.............. .30
County Council of Parent-Teachers Associations....26;27
Creative Arts  ...............    .24
Custody of Dependent Children......... ...........39;55;80
Daughters of the American Revolution..............28
Deafness, Prevention Clinic*.......     *.60^B
Dental Hygiene Clinic.#................  .60-B
Deserted Children^-Protection and Custody*........39;40;55;80
Detention H o m e s ......      .39
Diagnostic Testmg.......................•......#«11;30;46;83
Disaster R e l i e f  .....     6
3
Name Numbers
Directories
Board of Education Personnel................11-C
Churches  ................................20
Civic Federations  ............... ..50
Health, Welfare, Recreation,,.# ................29;51;52
M.C# Health Dept. Personnel and Clinics.... 60
M#C. Parent-Teachers Association..... ..26;11-C
Physicians »....••..... ......................63
Women ’ s Clubs .......   ...58
Diversified Occupations Program*............. ....11-E
Division of Vocational Rehabilitation........... 30
Eastern Suburban Area Study Croup••••••••••...•••.31
Educational Services
AAUW.....................................  5
American Red Cross.  .......  6
Association of Independent Schools...........7
Board of Education.  .....  11
Catholic Schools .......... 15
BHTai B ’ Ri th  .......      10
Cerebral Palsy Asso. ........................IS
Children 1s House••••••••.....................18
Civilian Defense.*............  ..21
Community Arts Cooperative...........  24
Council of Homemakers * Clubs  .......   .25
Division of Vocational Rehabilitation........30
County Council of PTA .... .............26;27
Eastern Suburban Study Group.  ......... 31
Boy Scouts ••.    .......    12
Girl Scouts *................   34
Home Demonstration Agent .....     .35
Inter-High Council.«........    .37
League of Women Voters.......................43
Maryland Society for Crippled Children...... 45
Mental Hygiene Society®*...........  47
M.C * Community Chest and Council. .••••••••...52
M.C• Agricultural Agent. ......•....••....•48
M. C .Commission for Youth.  .....   51
M.C. Cooperative Nursery Schools............53
M.C. Public Libraries.......................54
M.C. Dept, of Recreation.   ...... ......56
H*C. Health Department .......     .60
M.C. Federation of Women's Clubs ••••..... ...58
M.C. Education Associations.......... ..... .57;67
M * C . J ewi sh C ommuni ty Center......   62
M.C . Public Lay Health Council. ........ .66
M.C. T.B. Asso.  ... ••••••••••••••••••••.68
National Council of Jewish Women of M.C. ....70 
National Foundation for Infantile Paralysis..71
Planned Parenthood League  .....    .74
Seventh-day Adventist Schools ......  78
Special Education Parents Group  ..... 82
State Employment Service.........  ...83
Sunnyday School .......    85
YMCA........................................ 89
YWCA  ..........     90
4
Name N umbers
Elks  ............... .......................... 32
Emergency Care and First Aid in School...........60-D
Emotionally Disturbed Children
Diagnosis... ..... ............. ..........,11-D;18;46
School for. .  .....    18
Treatment •••••••...... .................... .18; 46
Employment Services (Guidance Counselors).........11
Division of Vocational Rehabilitation.  .... 30
State of Lid. Employment S e c u r i t y .83
Epilepsy Clinic  .... .........................60-*B
Exchange Club ........  ...........33
Family Counseling. ...
Board of Education  ....................11-D
B.C. Dept, of Public V/elfare  .... 55
M.C. Health Dept........    60c;«-E
Mental Hygiene Clinic  ............ ..46
Social Service League........  80
Family Living Committees and Programs ..... .26-fC; 52
Family Planning....  ................ 74
Film Guide to Neighborhood Movies.   ,31
Film Service to Community Groups ........... .11^ -F
Financial Assistance...... ...................... 55;80
Medical....... ............................ .60~E;61;30;68
First Aid Classes.......       6
Foster Home Placement*.................. ........ 55;80
Four-H Clubs........... ..........................35;48
Fund Rai s ing•.
American Red Cross........................... 6
American Cancer Society. ..... 49
M.C. Community Chest...........   .......52
M.C. T.B. Asso*  .........   68
National Foundation for Infantile Paralysis•.71
Girl Scouts ......  .34
Group Leaders--Resource Bureau*•••••••••••••»••...52
Group Leadership Training •••.••••••....... ..26-^ C
Group Work Agencies
Boy Scouts.......  12
Camp Fire Girls.......      .14
Home Demonstration Agent .....••••••..••••••35
M. c. Agricultural Agent.,*..................48
YMCA........................................ 89
XFC A ••  .... ............... 90
Guardianship*and*Custody’of dependent Children....39;55;80
Halloween Community Parties...... ....... ........9;36
See also Service Clubs (Page 10)
Handicapped
Case Finding.....................     ..11-D;60
Counseling...............    .....30
Diagnostic Clinics •••••   .60 ;46
Selective placement and training.....   .30
Specls.l classes and schools..................11-D
Health Cards.......... ....................... .60-B
Health Department.      60
Health Fund.  ............   61
5
Name Numbers
Health Services
American Red Gross,.......................... 6
Cerebral Palsy Association,.. •.............. 16
Board of Education...........................11
Children1 s House  ........ 18
Christ Child Parra.  ......   ......19
Division of Voc. Rehabilitation........ .....30
Hospitals.  ........... ..... ........17159; 84; 88
Lid. Society for Crippled Children........... 45
Mental Hygiene Clinic .......   .46
M.C. Dept, of Public Welfare.................55
M.C. Health Dept..............  .60
M.C. Health Fund........ *.................. .61
M.C . T.B. Asso. ........................... 68
Health Study and Planning....  ..............I;26;52;63;66
Health Education,See Educational Services (Page4)
Holliday Exchange ........ .79
Home Demonstration Agent. ...»...... .35
Home Finding.  .............. 8; 55; 80
Home Nursing Classes................... ••••••...••6
Home Teaching ........ ............. ...... . ll-G
Homemaker Service. ••••.............   ........61
Homemakers ! Clubs  ........................25; 35
Housekeeper Service..............   .61
Hospitals
Chestnut Lodge Sanitarium........   17
II.C. General Hospital  ......... ....59
Suburban Hospital.....   .....84
Washington Sanitarium and Hospital,... ..88
Ineligible Cases (SpejShl Case Committee)..••••...,60-E
Infant and Pre-School C l i n i c s  ..... ,60-B
Infantile Paralysis.................   71
Inner Wheel (See Rotary )«•••........    ,76
Institutions for Children
Christ Child Society Farm.............,.,...,19
See Hospitals (Page 6)
See Church Guide ,.•••.......     .20
See Schools (Page 10)
See State Institutions (Page 11)
Inter-High Council .....  37
Inter-Club Council.  ........     36
Isaac Walton League  .......  38
JeYtfish Community Center,.........   .62
Jev/ish Youth Organizations..........  20
Jewish Women, National Council o f ,70
Juvenile Court..........    39
Juvenile Court Committee........................ ,40
Juvenile Protection Committees ....................26-B;40;
KiWi ves  .....       42
Eiwanis Clubs ....... .41
League of Moment Voters,...........  ...,,43
6
Name Numbers
Legislative Study and Action Groups
AAOW........................................  5
Cerebral Palsy Asso# ..••••••••••......*..•..16
County Council of PTA#••••••••••••..••••••••.26;27
DAR...... .................................. 28
Eastern Suburban Area Study Group.•••*••••••.31
League of Women Voters••••••••••••.•«••••*•••43
Maryland Society for Crippled Children......*45
M. C# Civic Federation................ ......50
M.C# Federation of homers Clubs##..#...#••• .58
M# C. Medical Society......... ...••••••.... 65
M.C# Public Health Lay Council........ ..... 66
M # C • Lduca ti on As so........   57; 67
Special Education Parents Group.............81
Libraries  .................... .......... 54
Bibliographies Compiled 
Bookmobile 
Mailing Services 
Public County System 
Telephone Reference Service
Lions Clubs .......  .......... ...... ........... 44
Lip Reading .....................   il-H
Loyal Order of Moose  ........ . .69
Marriage Counseling
Planned Parenthood League...................74
Mental Hygiene Clinic  ........46
Social Service League....  .80
Maryland Society for Crippled Children............45
Maryland Cancer S0Cj_ety.  ...... ..49
Maryland Medical Care Service#....................60-B
Maternal Health Clinic............................60-B
Medical Family Counseling#••••••.••••••••••..••••.60-C;-E;61;74
Medical Free Care#.*...... ........ ..... ....... 55;60;61
Mental Hospitals Admissions and Social Study#••••.55
Mental Hygiene Clinic............     46
Mental Hygiene Education............. .#26;47;52;11
Mentally Retarded Children
Case Finding. .................    ,11-D;60-B
Classes for................................. 11-D
Diagnosis  ...................       .11-D; 46
Special School Admissions.................. .11-D;60
Parents* Study Group.......•••••••....,••••••82
Medical Relief  .................. •.. • .55; 61
Medical Referrals .......•••••••••.60;61;63
Medical Social Service...................  #55;60;61;68
Medical Treatment of Handicapped................ .30
M. C. Agricultural Agent*.•••    ...............48
M. C• Chapter, Maryland Cancer Society............49
M. C# Civic Federation. .....   .50
M# C. Commission for Youth.........*............. 51
M. C# Council of Cooperative Nursery Schools......52
M# C# Dept, of Libraries..................   .54
M. C. Dept, of Recreation.................   .56
M* C. Dept. of Public Welfare✓. ........55
M. C. Education Association.................  57;67
M# C. Federation of Women*s Clubs  ........ ,.58
M. C • General Hospital............. ..............59
M. C. Health Dept# .........  60
7
Name N umbers
M * C. Health Fund................................61
M. C• Jewish Community Center............ ........ 62
M. C. Medical Society. ..,................. ..63
M. Cf Ministerial Asso.  .............   64
M. C, Park and Planning Commission.......   65
M. C. Public Lay Health Council. ......  .66
M. C• Teachers Asso• (Negro)•••••.......  .67
M. C# Tuberculosis Asso.  ....   68
Moose Lodge............ ........... .69
Movies for Community Education...................11-F
Hational Council of Jewish Women of M# 0. ........70
national Foundation for Infantile Paralysis.......71
Neglected Children, Protective Investigations
Juvenile Court ..................... . .39
Public Health Nurses ..... ......... 60-C
Board of Education, Pupil Personnel..........11-D
Hegro Organizations
American Legion.••••••••••••••••••••.•••••....3-G
County Council of PTA.   ........... 27
Elks......... ................. ............ .32-C
Churches................  ...20
M. 0, Teachers’ Asso.  ....   ...67
Nursery Schools ......     .53
Nutrition Classes ........  ........     6
Occupational Guidance Counseling and Testing
Board of Education— Guidance C o u n s e l o r s .11
Division of Vocational Kehabilitatlon•....... 30
State Employment Service.  .....   .83
Occupational Therapy for T. B. cases...............68
Optimist Clubs ....•••••....   .72
Opti-Mrs. Clubs...........     ..73
Orthopedic Clinics•  .... ............ . .60-B
Out-patient Psychiatric Treatment........... .17;46
Parent-Teachers Asso.  .......26127
Physical Therapist..... ......................... .60-C
Placement
Foster Homes for Children......  ........ 8;55;80
Vocational.  ..... ......... ••••........     .11;3Q;S3
Planned Parenthood League......................... 74
Play I'herapy for Emotionally Disturbed Children ... .18;46
Poliomyelitis.................    .71
Preventive Psychiatry
Mental Hygiene Society  ...... ...47
Child Study Prgrams  .11;26
Family Living Program............. ..........26;52
Private Schools...... ....... .,.............     7;15;78
Probation and Counseling. .....  .....39
Prosthesis •  ......   30
Protestant Youth Organizations.................. ..20
Psychiatric Consultation to Community Agencies.....46
8
Name Numbers
Psychiatric Consultant Available to Staff
Board of Education.,.........  ...11
Children? s House  .......      ,18
M. C. Dept of WIfare........  ...... ..........55
lim C. Health Dept.............................. .60
Social Service L e a g u e . .80
Psychiatric Counseling for Youth........, T........ ,46;80
Psychiatric Diagnosis and Psychotherapy........f..17;18;46
Psychological School Adjustment  ..........,11-D
Psychiatric Services Study Committee.............,11-C;-I;65;1
Psychological & Psychiatric Diag. Vocationally E..30 
Psychological Study for Special School Placement..11-D
Public Health Nursing Service...................... 60-C
Parent Education................................ ..... 26 ;27
Quota Club..  ......     ,.75
Recreation Services
American Legion.......      3;4
Bethesda Community Service C o u n c i l 9
B'Hai B ?Rith.................................... ,10
Board of Education......  ............... .11
Boy Scouts,...................................,12
Camp Fire Girls ...........     .Id-
Catholic Schools ..........................,15
Churches  ......        .20
Civinettes and Civitans......................22;23
Community Arts Cooperative....... ...... ......24
Council of Homemakers Clubs  .....   25
C. Co of PTA,...............................,...26;27
Girl Scouts......     ,34
Home Demonstration Agent. ..........,35
Inter-Club Council.............     ,36
Inter-High Council, .............. 37
Isaac Walton League ......... 38
M. C . Agricultural Agent 0 » •.  ...........   ,48
Li. C. Dept, of Public Libraries.......... ,..,54
M, C . Federation of Women1s ^ l u b s .58
M, C, Jewish Community Center................. ,62
LI. C. park and Planning Commission.......... ,65
h. C * Dept. of Recreation...........   ,56
Seventh-day -adventist Schools........... .....78
YKCA.   ...........     ....... .89
YWCA  .....................   ....90
See Also Service Clubs (Page 10)
Rehabilitation, Counseling and Training..... .*...,30
Relief...............      ,55
Remedial Education, ......   .......11
Resource Materials— School Community Relations ....11-1
Ringworm Clinic      * ,60-B
Rotary International *..........    76
Rotary Women* s Auxiliary (Inner Wheel)  ...... ,77
Scholarships
American Association of Un. Woman,,   5
Civitans— Essay Contest  ......... .23
9
Name Numbers
Scholarships continued
Inter^High Council ............ • •.........37
M. 0 • Educationa As so • • . •......   . .. 57
DAN .................................... ,..*,28
Quota Club *................ .................... .75
Schools
Catholic .  ..............   .•••••.•.15
Nursery. ...............   .........53
Emotionally Disturbed Children.................18
Slow Learners ••.•••.••............  ......85
Private ..........    7
Public................ ................ ..11
Seventh-day Adentist........................... 78
School Adjustment and Special Programs............11-D
Aschool Attendance and Communicable Diseases..... ,11-D;60-D
School-Community Relations Study Groups........... 11-I;26|31
School Counseling (Guidance)........... . .11
School Health....... ........ ................ . .60-D
School Medical Advisory Service................... 60-D
School Health Screening Pests.............  .60-D;26-A
School Hearing Tests.............................. ,11-H
School Nursing Services f........  ...........    ...60-C;-D
Selected Medical Charities (See Service Clubs
Service Clubs
Bethesda Community Service Council........... 9
Civinettes, Civitans........ .,22;23
Elks Lodge  .....     ?32
Exchange C lub  .....     33
Inter-Club Council•  .......   .36
KIwanis and EiDives........... ..41142
Lions Clubs  .....       *44
Moo se Lodge .....   69
Optimi st Clubs, Qptim-Mrs. Clubs............,72;73
Quota Club of M. 0 # .........................75
Rotary International.and .Inner Wheel..........76;77
S or optimist Club of Mi# C #  ...................80
Venture Club of M, C.  .......   86
Seventh-day Adventist Schools.............   #78
Slow Learner’s Classes..............................11-D;85
Social Service Exchange...  .79
Social Service League of M, C. I . #80
Special Case Committee................... ..........60-E
Special Education.  ............ .................. .. *11-Dj-E;85
Special Education Parents 1 G-roup# • ,81
Special Services Committee........................26;52
Specially Selected Projects for Youth............#51;52;26;50;5£
See Also Service Clubs 9Page 10) „
Speakers’ Bureau, Consultants, Group Leaners•••.•.52 
State of Md. Dept, of Employment Security.........83
1 0
Name________________________________     IT umbers
State Institutions
Maryland Training School for Boys..•.•••....•39
Boys’ Village of Maryland (regro)............. 39
Montrose School for tirls•••••.••••••••••••••59
Rosewood State Training School (Retarded)•••.60 
Maryland oc.uool for the D e a f .60 
Maryland Scnool for tne :,iind••••••••••••••• .60
Study Committees on Youth and Family problems
Board of Education..........    •••11-1
Community Chest and Council................... .52
County Council of PTA...*..*   . ,.26;27
Eastern Suburban Study Group•  .....   31
AAUW..............           5
Juvenile Court Committee  ........     .40
Student Aid
Board of Education.......... ..................,11-D
County Council of PTA.,.......     *26-B
M. C • Dept, of Public Vie If are,     ....... . •. ,55
Student .Government••••...........     ,37
Suburban Hospital. •  ......    .84
Summer Round Up.,.........    ,11 j26**A;60-C
Sunny day School  ............     .85
Teachers Associations, •••••............ ,....•••••• ,57 ;67
Training
Child Study Leaders  .............. 11-D
In-Service, of Teachers...............   11-C
Group Leaders..........   .26
Volunteers  ........ .................... 6; 87
Transportation for Medi cal Care •.   ............   .60
American Red Gross..........  6
Division of Vocational Rehabilitation........50
T • B. ^sso...  ....... • •  ........    ,68
Volunteer Bureau •••................ ’........,,87
Truancy, ., •..........................................,11-D
Tuberculosis
Clinics• • • • • • , 6 0
Detection Surveys............   ...68
Home Cure Nursing Service....................60
Hospitalization •••••.......     ,60;68
Medical Social Service......   .....6Q;68
University of Maryland Extension Service     .11-E;35;48
Unmarried Parents
Consultation and Planning.........  ............8;55;80
Adoption Services...  ..........  8|55j80
Prenatal Medical and Boarding Care...........8;55;60;80
Venereal Diseases Clinic..........................60-B
Venture Club of M. C.  .............••....... ..86
Veteran’s Claim Service........  .............. 6
Beteran’s Organization.......  .......3
Visiting Nurse Service......... ............... . .60-C
1 1
Name N umbers
Vocational Guidance and Placement
Board of Ed, (Guidance Counselors and 
Diversified Occupations Program)....• •Ill 
Division of Vocationa Rehabilitation.•.30
State Employment Service............. ..82
Vocational Rehabilitation. ...... ......30
Vocational Training
Board of Education (In Regular H S.....11-E
Of I-I andicapped.«•.   ......   ....30
Volunteer Services
Clerical dork. ..........................87
Nurses Aids   .......   6;26-A
Referral Bureau.,,.  .........  .87
Transportation.*  .......  ,,,6; 87
Washington Sanitarium end H o s p i t a l . .88 
Welfare Department (Welfare Board)........t.55
Welfare Study Committees
AAUW.  .........  5
County ^oune^l of PTA........    26-B
Eastern Suburban Study Group...........31
League of Women V o t e r s .43 
M. C. Civic F e d e r a t i o n . .,50 
M. C. Community Chest ad Council.......52
M* C. Federation of Women’s Clubs...... 58
M. C. Health Dept. (Special Cases).,,. ,60^-E 
Work Experience-*-In-School Program......... ,11-*D;->E
Work Permits (Over 16 See a H.S. Prin)
None issued under 16 
Work Permission, Related to School program..11-D;-E 
y outh Organizations with Youth Membership...
Boy Scouts..,*,,.......   .,12
Camp Fi re Girls.......   14
Church Groups   ..........20
Four-H Clubs..................35; 48
Girl Scouts........   ..,,,..34
Inter-High Council  ........... ,37
M. C. Commission for Youth,..... .......51
YIICA.......................................89
YV.rCA .........    90
See also Service Clubs as sponsors (Page 10) 
Youth Study Groups (Adult membership)
BOard of Education......... ............ ,11-D;-I
Community Chest and Council............. 52
County councix Qf ? T A  .... 26;27
AAUW......................     5
Juvenile Court Committee.*..............40
M. C. Civic Federation.......   ..50
M.C. Federa ti on of '0 ome n ’ s Club....... ,58
Young Men’s Christian Association..........,,89
Young Women’s Christian Association..... ,...90
1 2
ORGANIZATIONS AND AGENCIES 
Name, Address, Person to Call____________ Telephone iiO *
1. Advisory Health Commission
Dr. J.‘ c. bird, Gha'iman
Sandy Spring, Maryland
2* Allied Civio Group
Mr* RoEert Snure, “P re si dent
11050 Old Blandensburg Road
Silver Spring, Maryland
5. American Region
A • Arno Id vTi Ibe r Post 
Ralph Rector 
10417 Mannakee 
Kensington, Maryland
B. Bethesda-Chevy Chase Post #105 
Edward Lo Gogar 
6441 Fairfax Road 
Chevy Chase, Maryland
C* Cissel Saxon Post
William B* McKinney
D* Damascus Post 
Robert Cline 
Monrovia, Maryland
E* Mark R* Stone Post 
Irvin L* Ulrick 
8 Vassar Circle 
Glen Echo, Maryland
F* Gaithersburg Post 
Frederick Stolz 
433 N* Frederick Ave* 
Gaithersburg, Maryland
G* Johnson-Hood Graham Post (Negro) 
Mr* Leslie I. Gaines 
Sandy Spring, Maryland
H* Norman Price Post 
Mr* David Brigham 
Sandy Spring, Maryland
I* Rockville Post
Mr* Robert Slater 
1027 Paul Drive 
Rockville, Maryland
J* Takoma Park Post
Mr* Janie s L. Iverson 
8510 Greenwood Ave*
Takoma Park, Maryland
Ashton 2231
Lockwood 5-2455
1 .
2 .
Lockwood 5-8710
Oliver 8659
Wisconsin 1621
Gaithersburg 215
Ashton 5495
Ashton 2086
Rockville 2316
Sligo 3090
13
Name, Address, Person to Gall Telephone No*
American Legion, Women1s Auxiliary 
A* Cisse1«Saxon Post
Mrs* J. 0* Youngblood 
6918 Willow Street. N. W. 
Takoma Park, D. C.
B. Post #151 (Negro)
Mrs * Florence Marshall 
Spencerville, Maryland
Randolph 6023
Ashton 6791
5. American Association of University Women
A. Bethesda Branch 
Mrs* Clifford A. Betts, President Wisconsin 3725 
16 Winston Drive 
Bethesda, Maryland
B,
C.
Kensington Branch 
Mrs® Everett F. Davis, President 
10209 Connecticut Ave® 
Kensington, Maryland
Silver Spring Branch 
Mrs. Marian P. White, President 
1912 Glen Ross Road 
Silver Spring, Maryland
Oliver 9006
Sligo 1587
Ernest Kendall, President 
Alexander School 
10315 Old Blandensburg Road 
Silver Spring, Maryland
8. Barker Foundation
6900 Wisconsin"Avenue 
Be the s da, Maryland 
Mrs. Gladys Sphubert
9. Bethesda Community Service Council
Carey E. Quinn, President 
114 Del Ray Ave.
Bethesda, Maryland
10. B !Nal B fRith
A • Rus s e 11 1 la lamu t
9204 Glenview Road 
Silver Spring, Maryland 
B. Mrs. Harry B. Solomon 
9612 Wire Ave.
Silver Spring, Maryland
Shepherd 9334
Oliver 0575
Wisconsin 2355
Sligo 2153 
Shepherd 3717
4.
5.
6.6® American Red Cross, Montgomery County Chapter 
1 4 7 Highland Avenue ! TC'
Bethesda, Maryland
Mrs. Margaret Flewharty, Director Oliver 3296 
70 Association of Independent Schools of Montgomery County 7•
8.
9.
1 0 .
14
Name, Address, Person to Call Telephone
11. Board of Education of Montgomery County 
HocEHTIeTTarylanH
A* Mrs* Ben B* Baylor, Jr* Pres* Wisconsin 6661
B. Edwin ¥'. Broome, Superintendent Rockville 3981
C* William B* Evans, Administrative Asst*
D* T. H* Owen Knight, Pupil Personnel
E. William c* Feddeman, Adult, Voc* Ed.
F* Mrs. Louise Walker, Audio-Visual Ed*
G® Mrs. Mary C. Singles, Plome Teaching Whitehall 0280
H. Helen Collins, Lip Reading Gaithersburg 500
I* Mrs. Aaron B. Hade 1,Chairman Shepherd 6836
Committee on School-Community Relations
12. Boy Scouts
400 Sixth Street N. W. National 7963
Washinton, D. C.
Daniel W* Bell, Pres.
Delmer Wilson, Executive Director 
William Condon, Field Director
15 Business and Professional V/omen^s Club
Geneva B* Olds Shepherd 1029
916 Thayer Avenue 
Silver spring, Maryland
14* Camp Fire Girls
1721 Eye Street IT. W. Republic 8363
Washington, D. C.
H* Raymond Gregg, Pres*
Miss Dorothy Finley, Executive Director 
M£s. Grace Albritton, Field Director
15* Catholic Schools
Arch Bocese of Washington Sterling 5240
1418 H. Street N, W.
Viashington, D. C.
Very Rev. MSGR* John S. Spence,
Director of Education
16* Cerebral Palsy Association 
Richard L. Brown, Pres*1'
9204 Woodland Road 
Silver Spring, Maryland
17* Chestnut Lodge Sanitarium 
500 Montgomery Avenue 
Rockvilie, Mary1and
18* Children*s House
7615 Old! Georgetown Road 
B e the s da, Mary1and
15
Sligo 3004
Rockville 3941
Oliver 8191
11.
12.
13.
14
15.
16.
17
18.
Name, Address, ^eraon to Call Telephone No.
19. Christ Child Society Farm 
1 Rockville /Maryland
20. Church Guide
"Washington Federation of Churches 
175 N Street N« V/0 
Washington, D* C.
Oliver 6622 
Decatur 3132
21. Civilian Defense Administration of M. C
County Building 
Silver Spring, Maryland 
General George F. Wooley. Director
22. Civinettes
A. Bethesda
Mrs. Virginia Cerniglia, pres.. 
9614 Page Ave., Bethesda, Md* 
Bo Silver Spring
Mrs. Charles Bates, Pres.
1300 Linden Lane 
Silver Spring, Maryland
23. Civitans
A. Bethesda 
Robert W. Mitchell 
7337 Wisconsin Ave. 
Bethesda, Maryland
Silver Spring 
Charles Bates 
8403 Georgia Ave.
Silver Spring, Maryland
24. Community Arts Cooperative 
2725 Blaine Drive
Chevy Chase 15, Maryland 
Mrs. Lawrence M« Nation
25. Council of Homemakers1 Blubs 
" Mrs. George’Ray *Jr. Pres.
503 Baltimore Road 
Ro ckvi1le, Mary1and
Juniper 7-^ 5252
Wisconsin 6360 
Sligo 6522
Wisconsin 546b
Shepherd 7280
Juniper 7^7098
Rockville 2535
26o Countv Council of Parent-Teachers * Associations
David L. Weed. President 
R 0D. #3^ Box 113, Bethesda, Md.
A© Mrs. Fred Kelly, Health
B. Mrs. George W. Aukier, Juvenile
Protection, Welfare
C. Mrs. Aaron B. Nadel, Parent Ed.
Rockville 3243
Wisconsin 8898
Lockwood 5-1363 
Shepherd 6837
19.
20.
21.
22.
23.
24.
25.
26.
16
Name, Address, Person to Gall Telephone
27. County Council of ParentDPeachers1 As so * (lie gro)
Mr* "Noah' Clarke 
Poolesvilie* Maryland
28* Daughters of the American Revolution 
A' 'Chevy Cha se ' Chapter ' '
Mrs* Prank P* Wilcox 
9121 Burning Tree Road 
Bethesda, Maryland
B« Col, Tench Tilghman Chapter 
Mrs* Rudoph Jo Bopp 
5300 Saratoga Avenue 
Chevy Chase, Maryland
C. Erasmus Berry Chapter
Mrs. Elon G« Salisbury 
61'4 Flower Avenue 
Takoma Park, Maryland
D. Janet Montgomery Chapter
Mrs0 Jc Dunbar Stone 
Glenmorc, Bethesda, Maryland
Poolesviile 3394
Wisconsin 3158
v/i scons in 1309
Shepherd 8511
Wisconsin 5551
29 Directory, Health, Welfare and Recreation 
United 0ommuniby Services Decatur 7330
1101 M Street N. VJ*
Washington, D* C* price 25^
50. Division of Vocational Rehabilitation 
State Dept, of education 
4313 Hamilton Street 
Hyattsvilie, Maryland 
Mr. Merl D* Myers, District Supervisor
Warfield 5892
31 Pastern Suburban Area Study Group 
Mrs o Harold Sampson,’" ’Pres".
Glen Allen Ave, RED #1 
Silver Spring, Maryland
Lockwood 5*?2858
32 * Elks
A. BPQ Silver Spring
C. Robert Gray, Pres,
904 Ellsworth Drive 
Silver Spring, Maryland
Bo Ladies of the
Beatrice Van Hoy, Pres, 
6980 Livingston Road 
Oxon Hill, Maryland
C* Pride of Montgomery (Negro) 
Robert Johnson, Pres, 
Spencerville, Maryland
Sligo 6100
Locust 3-7407
Ashton 5894
No.
27.
28.
29.
30.
31.
17
Name , Address, Person to Gall Telephone No.
53. Exchange Club 
Mr. Thomas Moffatt 
2007 Luzerne Ave.
Silver Spring, Maryland
Sligo 4097
33.
34. Girl Scouts
1712 it Street W*
V/ashington, D. C„ National 0400
Mrs. John E. Dingweil, President
Miss Anne MCLean, Executive Director
Mrs. Martha Moe, Mrs. Rae Walton, Area Directors
34.
35. Home Demonstration Agent 35.
Court house 
Rockville, Maryland 
Mrs. Edythe M. Turner
Rockville 2121
36. Inter-^lub Council 
1 Alger Barbee, Pres.
9809 Capital View Ave. 
Silver Spring, Maryland
Shepherd 4875
36.
37. Inter^High Council 
VJilliam 0!Brien, Pres. 
7318 Aberdeen Road 
Bethesda, Maryland
Oliver 1458
•00to Isaac Walton League 
Mr . Joseph 'R ear don 
956 Thayer Avenue 
Silver Spring, Maryland
Junper 7-6940
38.
39. Juvenile Court 
'Fisher Building 
Ro ckvilie, Maryland 
Honorable Alfi^ed E. Noyes 
Mrs. Elizabeth Mprehouse,
, Judge 
Probation^
Rockville 2121 
Social Service
39.
40. Juvenile Court Committee 40.
Mr* Joseph Guandola 
8202 Old Georgetown Road 
Bethesda, Maryland
Oliver 1647
41. Kiwanis Clubs 41
A* B ethesda
Dallas P. Fry \7isconsin 1207
9108 Old Georgetown Hoad 
Bethes da , Maryland
B. Rockville
J* Sommerviell Dawson Rockville 2077
125 S. Washington Street 
Rockville, Maryland
18
Name, Address, Person to Call Telephone
41. Kiwanis Continued
C. Silver Spring
Rev. Phillip Edwards 
8814 Georgia Ave*
Silver Spring, Maryland
D. Wheaton
William H. Romack 
2808 Jennings Road 
Kensington, Maryland
41.
Silver Spring 0110
Lockwood 5-8788
42 o K1 Wives
A. Chevy Chase
Mrs. Prank daggers 
5707 Wisconsin Avenue 
Chevy Chase, Maryland
B. Rockville
Mrs* Hazel Manners 
c/o Francis 0. Day Co.
7729 George town Road 
Bethesda, Maryland
C. Takoraa-Silver Spring
Mrs. Edward V. Fineran 
1319 Woodside Parkway 
Silver Spring, Maryland
45. League of Women Voters
Mrs. Janies V. Bennett, Chairman 
119 W. Leland Street 
Chevy Chase, Maryland
42.
44. Lions Clubs
ABethesda, Chevy Chase
Carey E. Quinn, Hres* 
114 Del Ray Ave.
Bethesda, Maryland
B. Damascus
Jerry T. Williams 
Daraascus, Maryland
D. Gaithershurg 
Robert Ward 
198 Russell Ave.
Gaithersfourg, Maryland
D. Ken^rag^tnn
Warren Haley
1009 Hopewell Ave.
Takoma Bark, Maryland
Wisconsin 2612
Whiehall 0220
Sligo 5763
V/isconsin 2403
Wisconsin 2355
43.
44
Damascus 6261
Gaithersburg 232-J
Shepherd 1475
19
Name, Address, Organization Telephone No.
44. Lions Clubs Continuted
E. Manor Park
Henry Taylor
7 Great Oak Hoad
Manor Park Silver Spring, Md.
F. Hock Creek
Lewis Hopfenmaier 
8634 Colesvilte Road 
Silver Spring, Maryland
G. Rockville
Mr. William Pyles 
12 Williams Street 
Rockville, Maryland
H. Sandy Spring
Dr. Thomas A. Ladson 
Olney, Maryland
I. Silver Spring
Mr. Loraine J* Milliken 
10 Sherwood Road 
Silver Spring, Maryland
44.
Lockwood 5-3022
Sligo 4422
Rockville 2807
Ashton 2441
Juniper 7-7070
J. Takoma ^ark
Ronald V. PerwiEk 
423 Boyd Avenue 
Taip,a iarl. ,aru;a md
45. Maryland Society for Crippled Children 
"Dr. Austin Rohrbough, 'Pres• ~
104 Chevy Chase Drive 
Chevy Cha s e, Marylan d
Sligo 2860
Oliver 2400
Rockville 3922
46. Mental Hygiene Clinic 
Farmers’ Bank Building 
Rockville, Maryland
Dr* Christopher T. Bever, Medical Director 
Miss Ruth Barron, Chief Social Worker
47» Cental Hygiene Society of Montgomery Gounty 
' Dr. Aaron fe. P ade 1, Presi dent Shepherd 6837
9222 Pine Tree Road 
Silver Spring, Maryland
48. Montgomery County Agricultural Agent 
County Agencies Building 
Rockville, Maryland 
0* YJ. Anderson 
R. W. Whipp, Assistant
Rockville 3737
45*
46.
47.
48.
2 0
Name, Address, Person to Call Telephone No
49. M.C. Chapter, Maryland Cancer Society
Di*. ’Irene Barret " L' — — -
4928 St. Elmo Ave*
Bethesda, Maryland
50. M. C. Civic Federation 
Henry H. Spelling, Pres•
6708 45th St.
Chevy Chase, Maryland
51. M. C. Commission for Youth 
Mr . Wi11 iam' Royer, Ctiairman 
County Agencies Building 
Rockvilie, Maryland
Miss Marguerite Stone, Secretary
49.
V/i scons in 0400
50.
Wisconsin 3986
Rockville 4343 
Gaithersburg 500 
Sligo 7145
51.
52. M. C. Community Chest and Council
 ETT Pershing Drive
Silver Spring, Maryland 
Honorable Stedman Prescott, Pres.
Mr. Virgil J. Shinker, Acting Executive Secretary
52.
53. Mongomery C. Oouncjl of Coopegfcive Nursery Schools 
Mrs. Milton Berliner, President ' 'Shepherd 3808
602 Forst Glen Road 
Silver Spring, Maryland
53.
54. Montgomery C. Dept, of Public Libraries 54.
214 Diamond Ave.
Gaithersburg, Maryland 
Mr. G. B. Moreland, Director
55. M. C. Dept, of Public Welfare 
County Agencies Building 
Rockville, Maryland 
Mr. William B. Royer, Director 
Ask for Intake Worker
G aithersburg 534
Rockville 4343
55.
56. M. C. Dept, of Recreation
(In process' of organization during November
For further information call the County
Managerfs Office) Rockville 2121
56.
57. C. Education Association 57.
Miss Katherine Greaney, Pres. 
Bethesda-Chevy Chase High School 
East-West Highwa y, Bethesda, Maryland
58. M. C# Federation of Women’s Clubs
Whitehall 0001
58.
Mrs. George T. Cordron 
4603 Harling ^ane 
Bethesda, Maryland
Wisconsin 6923
21
Name, Address, Person to Call Telephone  No.
59, Montgomery County General Hospital 59.
Sandy Spring, Maryland Ashton 2311
60, Montgomery County Health Department 60.
Rockville, Maryland Rockville 4321
A, Dr, H, V. Ellicott, Health Officer
B, Dr, Audrey J, McDonald, Clinic Services
C, Miss Sadie Gladwin, Chief Public Health Nurse
D, Dr, Harold Mitchell Director of School Health
E, Miss Lilly Barrell, Medical Social Service
61, Montgomery County Health Fund 61,
104 S', perry'' Street Rockville 2868
Rockville, Maryland
Dr, Byron Olson, President
Mrs, Jessie Bakeman, Executive Director
Takoma Park, Silver Spring, Wheaton
811 Pershing Drive Sligo 7145
Silver Sprihg, Maryland
62, Montgomery County Jewish Community Certer 62
8402 Preyman Drive Shepherd 3436
Silver Spring, Maryland
Mr, Abe Lerner, President
Mr, Louis Neimand, Executive Director
65, Montgomery County Medical Society 63,
Dr, will'i'am 'Welsh, President Rockville 3432
104 S. Washington St,
Rockville , Maryland
64, Montgomery County Ministerial Association 64,
Rev, W. E,r ?irtn President n S^ -Tgo 3311
2620 Colston Drive 
Chevy Chase, Maryland
65, Montgomery County Park and Planning Commission 65,
"8500 Colesville Road Shepherd 1480
Silver Spr ing, Maryland 
Richard F, Green, Commissioner
66, Montgomery County Public Health Lay Council 66,
104 S. Perry S t R o c k v i l l e  2868 
Rockville, Maryland
Mrs, Harold Mitchell, ^resident
67, Montgomery County Teachers1 Association (Negro) 67,
Mrs, Margaret Jones, Pres, Rockville 9882
Rockville Elementary School (Colored)
Rockville, Maryland
2 2
Name, Address, Person to Call Telephone No,
68. Montgomery County 
'i hi Ison ' Lane ’
Tuberculosis Association 68.
Oliver 6718 
Be the s da, Maryland 
Dr. J. W. Bird, President 
Miss Claudia Galiher, Executive Secretary
6 9 , Mosse Lodge 1150
"J"Robert Io Harding, Governor 
6902 East Lane 
Bethesda, Maryland
69 9
70. National Council of Jewish Lpxnen of Montgomery County 70, 
Mrs. Alexander Wolf, esident ' ” Oliver 5295
4502 Harling Lane
B e the s d a, Mary1an d
See a Iso Volunteer Referral Bureau
71. National Foundation for Infantile Paralysis 
" (In pro cess o f organ izati on' in' 'Montgone ry County)
Mr, Charles H, Davidson, Acting Chairman Lockwood 5~Q951 
11 Baltimore Avenue 
Kensington, Maryland
71.
72Q Optimist Clubs
A. Silver Spring 
John An Emory 
c/o Stone House Inn 
Silver Spring, Maryland
B • Takoma Park 
Ralph Lutz 
8502 Haskins Place 
Takoma Park, Maryland
75. Qpti^HrSj Club
Mrs. Robert M. Derrick, Pres. 
911 Philadelphia Avenue 
Silver Spring, Maryland
72,
Shepherd 4198
Juniper 7^6952
Shepherd 2343
73.
74. Planned Parenthood League, Inc. of Montgomery County 74. 
8118 Wisconsin Avenue Wisconsin 3666
Bethesda, Maryland
Firs. Isa bel Loftus, Executive Director
75. Quota Club of Montgomery County 
Miss Lillian Cain, ^res. "
5540 Wessling Lane 
Bethesda, Maryland
75.
Wisconsin 6014
23
Name, Address, Person to Call______________ Telephone
76, Rotary International 
A • T 'Bethes da'~Che vy Chase
Carl Backschmid 
7337 Wisconsin Ave,
Bethesda, Maryland
B, Olney
V/ilbur N. Baughman 
Olney, Maryland
C, Silver Spring
Char1es Graham
C. & P, Telephone Co 
Silver Spring, Mary la:
77, Rotary Auxiliary--Inner Wheel Club
Mrs* George T . Imirie Wisconsin 7286
9515 Georgetown Road 
Bethesda, Maryland
78, Seventh-day Adventist Schools
' Potomac Conf erence of S,:D,AV~ Georgia 5791
411 Cedar Street N. VJ.
Washington, D, C*
H. W, Bass, Educational Secretary
79, Social Service Exchange
Court" ^ ouse ^  1 Rockville 2121
Rockville, Maryland
80, Social Service League of Montgomery County
1 104 S. Perry St, ' " Rockville 3966
Rockville Maryland 
Robert Jones, Executive Director 
Ask for Intake Worker
81 Soroptlmist Club of Montgomery County
Miss Edna Hauclce, Ire's, ' Rockville 3574
1 Park Street 
Ro ckvilie, Maryland
82, Special Education, Parents Group
Howard Johnson, President Lockwood 5-0340
9920 Capital View Avenue 
Silver Spring, Maryland
85, State of Maryland Dept, of Employment Security
Affiliated wi th tJ, S, wimp!'oynienti S'ervic e *
934 Ellsworth Drive Shepherd 1020
Silver Spring, Maryland
Mr, Gilbert S, Brown, Manager
Wisconsin 5465
Lockwood 5^2323
Shepherd 9900
N0»
76.
78
79.
80,
81.
82.
83.
24
ITame, Address, Person to Call________ _____ Telephone_________ ho.
84« Suburban Hospital 84.
860(j Old' Georgetown Hoad Oliver 6700
Bethesda^ Maryland
85* $unnyday School 85,
Mrs. 'David Delo, Director Oliver 1553
4700 Norwood Drive 
Bethesda, Maryland
86* Venture Club of Montgomery County 86.
Mish Pat.'JBellamy, President Lockwood 5-8488
Vtfheaton, Kensington, Maryland
87* Volunteer Referral Bureau 87.
{Sponsored by NatT’Counci 1 of Jewish Women)
Mrs. Naomi Goldberg, Chairman Sligo 7502
9406 Warren Street 
Silver Spring, Maryland
88* Washington Sanitarium and Hospital 88.
Takoma Park1, Maryland Shepherd 8800
89* Young Men’s Christian Association 89,
10111 Cblevsville,Road Sligo 1121
Silver Spring, Maryland 
Mr* Charles N. Graham, Chairman 
Mr. Joseph B. B unker, Executive Secretary
90* Young Womens Christian Association 90*
" '8600 Wisconsih Avenue ~ Oliver 3632
Bethesda, Maryland 
Mrs. Gordon Seger, President 
Miss Polly Bullard, Executive Director
25
154
Appendix D-2
REPORT OP THE MONTGOMERY COUNTY CONFERENCE 
ON YOUTH PROBLEMS
Sponsored by •
The Montgomery County Cor,milssion for Youth 
November 10, 1951
DESCRIPTION 01 THU COUTEREUCE
November 10, 1951, the day of the Youth Conference sponsored 
by the Montgomery County Commission for Youth, was a crisp, sunny, 
autumn day., Registration for the conference began at 8:30 at Leland 
Junior High School in Bethesda, Approximately 120 persons regis­
tered, These delegates, both youth and. adult, had been invited 
because of their interest and responsibilty in relation to youth.
The first session opened at 9:30 a.m., with William L. Royer, 
Chairman of the Youth Commission, presiding, Mrs, Stella Werner, 
Councilwoman, gave a brief history of the Youth Commission, Thomas 
A, Conlon, Jr,, General Chairman of the Conference, introduced the 
dramatized fictional juvenile court skit written by Cass Uevius, 
Youth Commission member, and acted by Bethesda-Chevy Chase High 
School students under the direction of Mrs. Alice Marquez,
Discussion by panel members which followed centered around 
problems arising from the^  skit. In the absence of Dr. Paul Douglas, 
former president of American University, the Honorable Alfred D, 
Noyes, Magistrate for Juvenile Causes In Montgomery County, pre­
sided over the panel. Panel members were Dr. John Lewis, mental 
hygiene consultant of the U, S. Public Health Service; Thomas W, 
Pyle, assistant superintendent of school for Montgomery County; and 
Miss Maisie Rappaport, Supervisor, Division of Protective Services 
in Baltimore,
At the close of the panel discussion, conference members were' 
divided into groups of 10 to 15 persons. The groups met in classroom 
and discussed problems arising from the skit under previously sel­
ected discussion leaders. Discussion in the groups was lively, 
intense and earnest.
A short refreshment break following the discussion period 
en ;abled a committee to summarize the reports of group recorders. 
These Mr. Royer presented to the assembled conference in the clos­
ing session. Panel members, including Dr# Paul Douglas, commented 
on points made by the groups and added suggestions of their own# 
Pertinent comments were made from the floor. Individual evaluation 
sheets were collected from all delegates and the conference ad­
journed at 1:30 p.m.
SUMMARY OP THE SKIT
The skit, presented by the Bethesda-Chevy Chase High School 
Dramatics Club, dealth with a juvenile court case which represents 
the plight of many children brought to the attention of the court 
and other agencies. However, a large per cent of families and 
children in the County either solve their own problems or receive 
adequat help from County resources*
In the skit, John Calhoun, a fifteen-yearrold boy, had been 
brought to Court by his employer for stealing '>200 from the Cash 
Register while he was away one day. The college preparatory cur­
riculum which his parents insisted upon did not appeal to John.
He liked to work with his hands and wanted vocational training. 
Unknown to his parents he had a reading disability, which coupled 
with his disinterest, held him back in his studies.
After securing a job in a neighborhood store he began to 
feel better until he took the money and ran away to North Carolina. 
A hen he returned to H'bntgomery County he got little sympathy from 
his parents. In Court, Mrs. Calhoun revealed that she spent most 
of her time taking care of a younger son who had rheumatic fever. 
John, himself, admitted that he had no inclination to participate 
in any of the recreation or activity programs available to him.
Mr. Calhoun had to work nights in order to make enough to cover 
the medical expenses of the family and had little time to spend 
with them.
The question' before the Court was left open for the delegates 
to discuss: What should be done about John now? Where did Mont­
gomery County Fail? Y^ hat cqn the community do now and what service 
are needed?
DISCUSSION BY THE PANEL 
Members: Honorable Alfred D. Noyes, Dr. John Lewis, Hr. Thomas
W. Pyle, Miss Maisie Rappaport, and Dr* Paul Douglas.
Each member of this family has been struggling along, attempt­
ing to cari’y his end of the load in accordance with traditional 
expectations of American culture. There are many strengths on 
which to build. However, the joy of living, active emotional healt: 
seems to be missing. Each member appears to be Isolated and dis­
tant in his feelings about the other members. Each parent is 
attempting to impose an ideal on John with little awareness or con­
sideration of what his true needs and capacities are at the pres­
ent time .
John had been showing symptoms of his poor adjustment for
years in inferior learning achievement and through lack of group
acceptance. Nobody understood— at least not enough to make help 
available In time. '"John expressed his feelings of inadequacy and 
loneliness through dramatic, anti-social behavior before anyone 
paid attention. He attempted to carry the disappointment of his 
family and It was too heavy for him to bear.
Before the Court can come to a decision as to what is best
for John and his family more aspects of the problem need to be 
studied. What is John’s intellectual ability to learn? Does he 
have an eye defect which may be interefenng v/Ith his reading? Is 
his family open to help from a psychiatric or family counseling 
agency? Y/hat possible special program might be arranged in school 
which would meet John’s needs? What does he want to study? H oy/ 
can he become successful in socially acceptable ways?
These and other questions need to be answered through further 
diagnostic study, such as might be available in a diagnostic study 
center with medical, psychiatric, and social work personnel as well 
as a psychologist. If John needs to be detained while this is go­
ing on, he should have living arrangements which become part of 
the process of study, where his behavior can be observed and used 
to help understand him.
Up to the present John’s family have not known how to surround 
him with the influences he needs for active healthy development.
Ke has not succeeded in becoming a part of a family group, he has 
not succeeded in school, and he has not succeeded in establishing 
group belohgingness with children his own age. How the community 
must step in and find some way to help,
CONCENSUS FROM THE GROUP DISCUSSIONS
Groups were led by the following people: Mrs. Ivan Asay,
Mrs. C. R. P. Cochrane, Miss Claudia Galiher, Mrs. Thomas G. 
Hutton, Mrs, Margaret T. Jones, Mr. T, II. Owen Knight* The 
following points were most frequently mentioned in the reports 
from the group recorders:
Where did Montgomery County fail?
1. First of all, In this Instance, it failed through the 
family* This family was following the conventional pattern for 
family living and was not aware that It was sick In its relation­
ships. No opportunity was provided for them to learn that they 
needed help. No one found a way to communicate this to them In a 
way that they could accept. The county needs more opportunities 
for education in family living through group experience and through 
individual counseling. It needs to think about ways to prepare 
John and other youth so that they will not repeat the mistakes of 
their parents.
2. Second, the county failed through the schools John attendee 
The teachers did not recognize the meaning of symptoms, or If they 
did, they did not succeed In getting him the help he needed. Ke 
was failing and disinterested in his work, Ke was lost from his 
group. Yet no teacher or principal referred him to the Counselor 
for a revised program or to the psychologist or pupil personnel
for special study. If he was referred, then the referral was not 
followed up to the point where he was helped, There is no record 
of special testing to discover the cause of his failure, especially 
his Inability to read. All these services are available to a 
limited extent In the schools, John was not dramatic enough In 
his symptoms to warrant referral and. there Is no systematic screen­
ing of all children.
The school failed to discover the impaired relationships in 
the family and through skilled counseling make adequate help 
attrative and available to the family, The school failed to share 
Its information and ask for other types of information from the 
nurse and family doctor.
3. The county failed through its medical program. The mother 
was overburdened with the care of the younger child with rheumatic 
fever. This impaired relationships In the family and no medical 
person referred the family to services which might have helped.
Routine physical screening had not ruled out possible visual 
difficulties which might have affected his learning, The nurse or 
the doctor did not approach the school with suggestions for a 
revised program and help with group relationships.
3
4. The county failed through the recreation program* ho 
one took the trouble to draw such a shy boy as John into any group 
experience where he could feel accepted. John is the type of boy 
who is not attracted to large groups and athletics, but the more 
quiet, group work approach might have saved him from being over­
whelmed with his loneliness* Even if he wanted some type of recrea* 
tion, was it available in his community or could he have found 
transportation? Was it available all year around or only for a 
month or two*
5* The county failed John through the churches* John did not
belong* He did not belong at home, at school, in a recreation
program, or to a church group. Ho boy his own age invited' him to 
join in with his fellows. Ho ”big brother” took an interest in 
him. He had no opportunity to identify "with an older man whom he 
liked and admired.
6. There was not enough general community concern for boys 
like John and for the needs of his family. The failure of one boy 
is a community failure*
7. The county services are too limited. There are not 
enough school counselors, pupil personnel workers, nurses, nor 
psychiatric, psychological, and family counseling services. The 
county lacks facilites for systematic screening and follow-up of 
every child to ensure that all who need it get help. Too few
parents are reached in the parent education programs. Not only
is there a need for increased personnel in all these fields, but 
also a need for research and constantly improving skill.
8. The services available are not sufficiently coordinated
so as to serve all children in need and avoid duplication* Medical 
educational and other agencies need to think about filing systems 
and administrative processes for adequate sharing of information, 
clearing, and referrals and the teamwork approach. However, in 
doing this, the rights of individuals to confidential records shoulc 
not be didregarded.
SUGGESTIONS MADE TO THE MONTGOMERY COUNTY YOUTH COMMISSION
The following are suggestions for action gleaned from the 
final session of the panel, the discussion groups and the indivi­
dual evaluation sheets:
Adjustment Programs
1. Work toward the “coordination of all services so that a 
total screening program of all children with special needs may be 
developed in a teamwork approach of all professional personnel*
2. Increase all necessary services, particularly school 
counseling, pupil personnel, public health nursing, psychiatric, 
psychological and family counseling.
3. Set up a diagnostic study home connected with the 
Juvenile Court staffed with medical, psychiatric, psychological
and social work personnel which might also be used by other agencies
4. Establish a farm school^treatment center under the Board 
of Education whic]a would have the personnel and facilities nec­
essary to educate and treat emotionally disturbed adolescents.
4
5* Extend and improve other special education programs to 
meet*the needs of all children#
Recreation
6. Extend and improve the county recreation program under 
"both private and public auspices so as to provide adequate recrear 
tion for all children of a type which will meet diversified needs.
Education for Family Living
7. Extend and iraprove progr ams of education for family living. 
These programs should include both parent education and preparation 
of youth for future family responsibilities#
Youth Forums
8. Set up a program of Youth Forums where young people,
themselves, may discuss and arrive at solutions for their own pro­
blems •
Use of Volunteers
9* Study methods of recruiting and training volunteers in 
areas where they may serve effectively#
Mental Health of Professional Personnel
10* Re commend that agencies end institutions dealing with 
youth give special study to personnel practices which will provide 
emotionally mature employees#
Publicity to Existing Resources 
11#Give greatly increased publicity to existing resources so 
that families and professional personnel may know what help exists 
as they become aware of problems and how to ask for and get help#
HISTORY OF THE MONTGOMERY COUNTY COMMISSION FOR YOUTH
On July 27, 1950, the County Council for Mongomery County 
passed a resolution creating the Montgomery County Commission for 
Youth* Alfred D# Noyes, Magistrate for Juvenile Causes, was 
appointed as acting chairman to work with Blair Lee, III, Vice- 
chairman and Park Commissioner, Dr* Audrey J* McDonald, Assistant 
County Health Officer, William Royer, Director of Montgomery County 
Welfare Board, and Dr. Edwin v;. Broome, Superintendent of Schools. 
The purposes as stated In the resolution were as follows:
a. Convene and organize at the earliest practicable date and 
recommend to the County Council the number of persons who should 
serve on the Commission for Youth, the names of any additional 
person whom they feel are qualified to serve, and the terns for 
which they should serve#
b. Study the facilities available in Montgomery County for 
the health, welfare and morals of youth and to make a report of all 
such facilities to the Maryland Commission for Youth and to the 
County Council upon request#
c. Work toward the coordination of youth activities through 
cooperation with the Maryland Commission for youth and other local 
agencies and to sponsor new services for youth*
5
d. Recommend to the County Council and other official agcncii 
within Montgomery County and the State of Maryland new services 
which the Commission feels would he beneficial to the youth of the 
County and steps which could be taken to strengthen present servicer
e. Cooperate with the Maryland Commission for Youth in prepar­
ing a program of participation in the lhite House Conference on 
Youth and youth problems to be held in December,, 1950, in Washing­
ton, D. C*
The first meeting was called September 7, 1950, with Dr# 
Preston Sharp, Director of the Maryland Commission for Youth, pre­
sent as a resource person. The first activities were the selection 
of a delegate to the White House Conference, Dr# hdwin Broome, and 
the appointment of delegates to the Towaan Youth Conference sponsor- 
by the State Commission September 23, 1950f Sub-committees were 
appointed in Ldcuation, Children and Youth in Trouble, Children in 
thier own and foster homes, Children in Institutions, Healthy 
Recreation, and employment, to prepare a county report for the 
White House Conference which was filed with the State Commission 
October 1, 1950*
In December of 1950, the County ^ouncif requested that the 
Youth Commission make a study of the recreation facilities and 
needs of the county. Mr. Lewis Barrett, Consultant to the American 
Association of Health, Physical Education and Recreation, was calle< 
in to work with the Recreation Committee and community groups in 
preparing this report which was presented to the Council April 10, 
1951. The Council passed legislation based upon this report which 
created a Montgomery County Department of Recreation.
In January 1951, the full membership had been appointed, 30 
in all, and Mrs. Helen Bready, Supervisor of High School Education 
was elected Chairman. Mr. Gilbert Brown served as vice-chairman 
and Miss Marguerite Stone as secretary until the terms expired,
June 27, 1951. The present officers are: Mr. Wiliam Royer,
Chairman, Dr. Audrey McDonald, vice-chairman, Hr# Gilbert Brown, 
Treasurer, Mrs. Lois Perry Jones, Public Relations, and Hiss 
Stone Secretary*
Delegates were sent to the Hagerstown Regional Conference 
sponsored by the Maryland Commission for Youth, January 13, 1951; 
and to the Sixth National Conference on Citizenship, held at the 
Statler Hotel Hay 16 to 20, 1951, sponsored by the U. S. Department 
of Justice and the National Lducation Association.
The Co^pssioj! felt that in order to function effectively it 
needed the thinking and support of a wider representative group 
and decided to sponsor this county-wide conference on youth pro ..• 
lems before undertaking any further projects# A county directory 
of services, organizations and agencies for youth was prepared for 
distribution ‘at this conference. This report of the conference 
is to be used as a basis for further study and action by the Com­
mission and is to be submitted to the County Council.
6
APPENDIX E
ADiHMlSTlUTIVE CHARI OF THEI
BOARD OF EDUCATION
135
Appendix E
FUNCTIONAL ORGANIZATION
PUBLIC SCHOOLS, MONTGOMERY COUNTY, MARYLAND
As p u b lish e d  in  a cominunication t o  p a ren ts  
May, 1952
Department o f  
H ealth  and 
N ursing S e r v ic e s
Superintendent
1* A d m in is tr a tiv e  A s s is t a n t  
t o  th e  S u p er in ten d en t
INSTRUCTIONAL SERVICES
j:
A s s is t a n t  S u p erin ten d en t  
fo r  P r o fe s s io n a l  P erson n el 
2*
A s s is t a n t  S u p erin ten d en t fo r  
th e  E d u ca tio n a l Program 
3*
J o in t  R e s p o n s ib i l i t i e s  
o f  A s s is t a n t  S u p er in ten d en ts  
4#
D ir e c to r  o f  
» P u p il P erson n el 
5*
P r in c ip a ls  
& T eachers
S u p erv iso rs
8*
D ir e c to r  o f  
C iv i l  D efen se
O ff ic e r
S t a t i s t i c a l  and  
P erson n el
6*
* The r e s p o n s i b i l i t i e s  o f  th e s e  o f f i c e r s  a re  l i s t e d  on th e  fo llo w in g  
p a g e s .
RESPONSIBILITIES OF OFFICERS
S u p er in ten d en t
a . S erv in g  as th e  e x e c u t iv e  o f f i c e r  o f  th e  Board o f  E d u cation .
b . A ctin g  under th e  p r o v is io n  o f  th e  law  as S e c r e ta r y  and 
T reasu rer  to  the Board o f  E d u cation .
c .  A d v isin g  w ith  th e  Board on s c h o o l p o l i c i e s .
d . Recommending appointm ents o f  a l l  p e r so n n e l on th e  a d v ice  
o f  th e  a s s i s t a n t s .
A s s is t a n t  S u p erin ten d en t f o r  P r o fe s s io n a l  P erso n n e l
a . In te r v ie w  and r e c r u it in g  te a c h e r s  f o r  recom m endation.
b . Recommending fo r  appointm ent, to  th e  S u p er in ten d en t, a l l  
p r o f e s s io n a l  p e r so n n e l.
c .  F orm ulating com m ittees to  e v a lu a te  tex tb o o k s  and m a te r ia ls  
o f  in s t r u c t io n .
d . Recommending te x tb o o k s  fo r  Board ad op tion .
e .  S e le c t in g  m a te r ia ls  o f  in s t r u c t io n  fo r  te a c h in g  s e r v ic e .
f .  C arrying o u t o th e r  s e r v ic e s  req u ired  in  t h i s  a rea .
A s s is t a n t  S u p er in ten d en t fo r  th e  E d u ca tio n a l Program
a . S u p e r v is in g  th e  in s t r u c t io n a l  program in  a l l  g ra d es.
b . D ir e c t in g  th e  s e r v ic e s  o f  a l l  s u p e r v is o r s  in  th e iir  work 
w ith  p r in c ip a ls  and te a c h e r s .
c .  D ir e c t in g  th e  in - s e r v ic e  t r a in in g  o f  t e a c h e r s .
d . O rganizing th e  use o f  m a te r ia ls  o f  in s t r u c t io n  and tex tb o o k s
to  p ro v id e  f o r  th e  e d u c a t io n a l program o f  a l l  c h ild r e n  in c lu d in g  
p r o v is io n  f o r  in d iv id u a l  d i f f e r e n c e s .
e .  D evelop in g  and m odify ing  th e  cu rricu lu m .
f .  D ir e c t in g  summer p r o f e s s io n a l  workshops fo r  te a c h e r s .
g . C arrying ou t o th e r  s e r v ic e s  req u ired  in  t h i s  a rea .
J o in t  R e s p o n s ib i l i t i e s  o f  A s s is t a n t  S u p er in ten d en ts
a . A d ju stin g  p e r so n n e l to  th e  e d u c a t io n a l program.
b . P reparin g  the annual s c h o o l ca len d a r  fo r  the y e a r .
c .  P ro v id in g  f o r  s p e c ia l  c la s s e s  fo r  c h ild r e n  o f  unique n eed s. ,
d . D ir e c t in g  th e  p s y c h o lo g ic a l  s e r v ic e .
e .  P lanning f o r  programs fo r  p r o f e s s io n a l  improvement through  
the use o f  o u ts id e  s p e c i a l i s t s .
D ir e c to r  o f  P u p il P erson n el
a . Working w ith  c h ild r e n  and p a r e n ts  through home v i s i t s  fo r  
needed adjustm ent o f  c h ild r e n  in  s c h o o l.
b . Working w ith  o th e r  a g e n c ie s  such as th e  W elfare, S o c ia l  
S e r v ic e ,  “J u v e n ile  C ou rt, M ental H ygiene C l in ic  in  p ro v id in g  
h e lp  fo r  c h ild r e n  where needed.
c .  C hecking i l l n e s s  o f  c h ild r e n  in  a ttem p tin g  to  d is c o v e r  the  
c a u ses  f o r  ab sen ce .
d . Working w ith  te a c h e r s  in  a d ju s tin g  programs req u ired  to  m eet 
s p e c ia l  needs o f  c h ild r e n .
e .  Approving t r a n s f e r  to  o th e r  s c h o o ls  where th e  w e lfa r e  o f  th e  
c h i ld  makes i t  a d v is a b le .
f .  C o u n se llin g  w ith  f a m il ie s  and th e  sc h o o ls  on th e  s o lu t io n  o f  
problem s a f f e c t in g  c h ild r e n .
g . R e fe r r in g , a s  a l a s t  r e s o r t ,  to  th e  J u v e n ile  Court s e r v ic e s .
h . Perform ing o th e r  s e r v ic e s  req u ired  in  t h i s  a rea .
6 .  S t a t i s t i c a l  and P erso n n e l O ff ic e r
a . R ecording p u p il a tten d an ce  f o r  a l l  s c h o o ls .
b . R eporting to  S ta te  D epartm ent, as r e q u ir e d , a tten d an ce  r e c o r d s .
c .  R eportin g  to  S ta te  Departm ent th e  c e r t i f i c a t i o n  and work o f
ev ery  tea c h e r  in  th e  County as req u ired  by law .
d . Working w ith  th e  c e r t i f i c a t i o n  o f  a l l  te a c h e r s  as th ey  are
appoin ted  to  comply w ith  S ta te  req u irem en ts.
e .  P rov id in g  a card  record  fo r  a l l  em ployees in  the system .
f .  R ecording the days worked, l o s t  tim e and s ic k  tim e fo r  a l l
em p loyees.
g . R eportin g  to  the Pay R o ll  D epartm ent, p r io r  to  th e  pay r o l l  
t im e , th e  in fo rm a tio n  about each  em ployee,
h . D isc o v e r in g  th e  s tu d e n ts  fo r  a p p l ic a t io n  fo r  F ed era l A id .
i .  Perform ing o th e r  s e r v ic e s  req u ired  i n  t h i s  a r e a .
' 7 . P r in c ip a ls  and T eachers
a . I d e n t if y in g  w ith  te a c h e r s  t h e i r  s e r v ic e s  and r e s p o n s i b i l i t i e s  
to  th e  s c h o o ls .
b . E s ta b lis h in g  the work f o r  a s s i s t a n t  te a c h e r s  who have d ir e c t
c o n ta c t  w ith  the e d u c a tio n a l program b ein g  c a r r ie d  ou t fo r
c h ild r e n .
c .  D ir e c t in g  th e  a d m in is tr a t io n  o f  th e  sc h o o l in  r e s p e c t  to  
p aren t r e la t io n s ,  d i s c i p l in e ,  and p u p il - t e a c h e r  r e la t io n s .
d . Working w ith  te a c h e r s  i n  th e  Improvement o f  c o u r se s  o f fe r e d  
to  m eet more a d e q u a te ly  th e  needs o f  c h ild r e n  on a l l  l e v e l s .
e .  Perform ing o th e r  s e r v ic e s  req u ired  in  t h i s  a rea .
8. Supervisors
a . D ir e c t in g  the work o f  te a c h e r s  which i s  concerned w ith  th e  
improvement o f  m ethods o f  le a r n in g  o f  c h ild r e n .
b . P lanning th e  work o f  having te a c h e r s , through s u p e r v is io n ,  
id e n t i f y  problem s to  be so lv ed  by th e  c h ild r e n , determ in in g
th e  problem s, b u ild in g  stan dards o f  achievem ent f o r  th e  c h ild r e n ,  
e s t a b l i s h in g  proced u res fo r  the s tu d e n ts  to  o r g a n ize  t h e ir  own 
le a r n in g .
c .  P lanning w ith  te a c h e r s  fo r  d em o n stra tio n s , f a c u l t y  m ee tin g s , 
v i s i t a t i o n s  to  o th e r  c l a s s e s ,  and g iv in g  d ir e c t  h e lp  in  th e  
cla ssroom s to  te a c h e r s .
d . Perform ing many o th e r  s e r v ic e s  req u ired  in  t h i s  area  o f  work.
APPEIDIX F
F0H-1S AM) BLANKS USED IN 
THE PILOT STUDY
Appendix F - l
CLASSIFICATIONS OF CHILDREN NEEDING HELP
138
I ,  Attendance Problems
A. Per cent of absence this year 
B* Legal (excused for illness)
C* Illegal (cutting)
II* Emotional Problems
A. Suspected
B. Diagnosed by:
1. Mental Hygiene Clinic 
2* School Psychologist
3* Private psychiatrist or psychologist
C. Mild
D. Severe
E. Has had psychotherapy or is under treatment* 
III* Learning Difficulties
A. Observed by teachers*
B* Diagnosed by specialists*
C. Achievement scores:
1. Above average
2. Average
3. Below average
4. Failing
D. Special handicaps:
1. Reading
2. Mathematics 
3 * Other
IV. Intelligence Quotients
A. Group Tests
1. Under 50
2. 50-74
3. 75-120
4. 121-159
5. 160-199
6. 200/
Individual Tests
1* Under 50
2. 50-74
3. 75-120
§• 121-159
5. 160-199
6. 200/
V. Cerebral Palsied 
A* Suspected
B. Diagnosed by:
1. Health Dept.
2* Privated physician 
C* Adequate treatment 
VI * Infantile Paralysis 
suspected
B. Diagnosed by:
1. Health Dept*
2 . Private physician
C. Adequate treatment
1
VII. Orthopedic Handicaps (Crippled)
A. Observed by Teachers
B. Diagnosed by:
I .  Health Dept.
2* Private physician
C. Adequate treatment.
VIII. Rheumatic Fever
A. Suspected
B. Diagnosed by:
1. Health Dept.
2. Private physician
C. Adequate treatment
IX. Other Cardiac
A. Suspected
B. Diagnosed by:
1. Health Dept.
2. Private physician
C . Adequate treatment
X. Epileptic
A. Suspected
B. Diagnosed by:
1* Health Dept.
2. Private physician 
. 3. Grand mal
4. Petit Mal
C . Adequate treatment
XI. Tuberculosis
A. Suspected
B. Diagnosed by:
1. Health Dept.
2. Private physician
0. Arrested
D. Under treatment
XII. Hearing Loss
A. Suspected
B. Diagnosed by:
1. Health Dept*
2. School audiometer tests
3. Private physician 
• 4. Partial
5. Total
C. Hearing aid
D. Lip Reading
E. Adequate classroom protection and consideration.
XIII. Sight loss
A. Suspected
B. Diagnosed by:
1. Health Dept.
2* Private physician 3. Partial. 4. Totally Blind.
C. Glasses
D. Other adequai® treatment.
E. Sight saving Ed. Program.
XIV. Speech Disorders
A. Suspected
B. Diagnosed by:
1. Health Dept*
2. Private physician
3. Articulation
4. Phonation 
5• Rhythm
6. Symbolization
C . Adequate treatment*
XV. Glandular
A. Suspected
B. Diagnosed by Health Dept.
2. By private phsycian.. 
3* Obese
4. Nervous
5. Mongoloid
6. Cretin
7. Other
G • Adequate treatment
XVI. Facial Disfigurement
A. Observed by Teachers
D. Diagnosed by:
1. Health Dept.
2. Private Physician
C. Adequate treatment.
XVIII. Teeth Difficulties
A. Suspected
B. Diagnosed by:
1. Health Dept.
2. Private dentist
C. Adqaate treatment.
1. Braces
XVIII. Other disfigurements
A. Suspected or observed
B. Diagnosed by:
1. Health Dept.
2. Private physician
C. Adequate treatment
XIX Previous Efforts the School has Made to Help
A. Counseling with or examination of child
B. Counseling with parents (or foster parents)
D. Counseling with Guardian (Social Agency)
D. Special program of classes.
E. Work experience program
F. Home Teaching
G. Remedial tutoring class
H. Special class for slow learners
I .  Suspended or withdrawn from School 
J. Personnel who have worked with child
1. Teachers
2. Principal or vice-principal
3. Counselor
4. Nurse
5. Pupil Personnel
6. Psychologist
7. Supervisor
8. School physician
Types of Contacts Made
1. Telephone
2. Letters
3. Home visits
4. Parents came to school for conferences
5. Many
6. Pew
3
XX, Follow-up Needed
Space on the tabulation chart will be allowed to list the 
number of the classification of difficulties and the type 
of help such as further counseling or special school program 
which is indicated, if these are available. The person to 
be responsible for this follow-up will also be listed*
XXI. In the opinion of the Committee the child needs resources 
not available in public school as follows:
A, Farm school with limited verbal program and much out-door 
education.
Hospital school for emotionally disturbed children.
C. Institution for mentally or phsycialiy handicapped.
D. A public school program not now offered:
1. Classes for slow learners in junior and senior h.s.
2. Classes for exceptionally gifted children.
E. State Training school for correction of behavior.
F. A more intensive program of parent education and counseling.
G. Other (specify, what)
Appendix F-2 139
SCREENING PROJECT TO DISCOVER CHILDREN WITH SPECIAL NEEDS
In keeping with the general philosophy of education in the 
United States and Montgomery County that every child has a right 
to an education, the schools are constantly undertaking research 
in methods and processes which will improve present practices and 
more nearly meet the needs as they are discovered. Of neces­
sity, the schools attempt to teach average children in the general 
program of education. Of recent years, more and more emphasis has 
been placed on the individual in the regular classroom. Competence 
in teaching every child varies from classroom to classroom, but 
there are certain types of deviations with which no classroom 
teacher is equippped to deal, and he may actually harm a child if 
he does not refer him to special resources.
Montgomery County has developed a program math many services 
available to children both in the school system and outside. (See 
Directory of Services prepared by Youth Commission). The adminis­
tration has long encouraged teachers and principals to refer child­
ren, especially through the health program In teacher-nurse con­
ferences and through consultation with pupil personnel. However, 
the skill to recognize symptoms of special needs which cannot be 
met In the regular classroom does not always come automatically, 
and up to the present no carefully worked out plan to build and use 
this skill has been set up. This process needs to Include an 
adequate knowledge of existing resources, an evaluation of these 
resources , education in recognition of signs, recommendations 
for referral and for extending and improving resourcese
The State Law which increased the compulsory attendance age 
to 16 has stimulated interest in such a screening process and a 
committee has been set up to study the situation. Other factors 
have also contributed to the present concern with it. Dr. Broome 
recently received the following letter:
November 9, 1951
!,To the County Superintendents of Schools:
SfLast year the State Board of Education authorized the appoint­
ment of a committee to study special education in Maryland. The 
committee, appointed in September with Mr. George Constable, a 
Baltimore attorney, as chairman, held its first meeting on October 
11, 1951. The minutes of that meeting are enclosed.
1
u You will notice that the committee decided to study first what 
areas should be included in special education and how many children 
there are in eafih area# This task was given to a sub-committee 
which is now enlisting your aid in obtaining accurate or as nearly 
accurate figures as you can assemble for your county# Please ask 
the staff member in your department who is responsible for special 
education to attend to this as soon as possible, he suggest that 
you study the census, contact the local department of health, and 
confer with supervisors of pupil personnel# The enclosed question­
naire specifies certain areas but they are not all-inclusive. Feel 
free to add any others you may have in your county. The sub­
committee is most anxious that you list all types as well as the 
degrees of severity within each type#
5,l7e realize the difficulties you will meet in making this stu§t, 
but we ask your cooperation in producing the best figures you can 
and in returning the forms to MiaiEly in this office as soon as 
possible#
Sincerely yours,
T# G. Pullen, Jr#
State Superintendent of Schools”
Since the pupil personnel workers in this county have been 
primarily concerned with special education they are undertaking the 
job of making the report by the end of January * Ho such statistics 
are readily available so some method of estimating them has to be 
worked out# A total screening of one school has been suggested 
as a useful contribution. Other methods will be used also# It has 
been possible to secure the cooperation of the nurse and the admin­
istration in Gaithersburg and now the faculty is approached with 
a request for cooperation*
Pur poses of the Study %
1# To detect sump toms which indicate deviations from normal
through exploring the child’s records and gathering other 
information known to the faculty and. other personnel#
2# To screen out children needing referral for special
attention, so that the child’s school program can be 
adjusted, in so far as present resources are adequate#
3# To become acquainted with signs and symptoms which indicate
special needs and effective referral*
4# To become more aware of what can be done for some of these
needs in the regular classroom*
5# To become acquainted with existing resources#
6# To become acquainted with the process of referral#
7# To experiment with and evaluate one process for achiev­
ing these purposes.
8# To point up needs for other resources not now available#
9. To make recommendations to the State Dept, of Education#
2
It is believed that the teacher is the key person in such an 
appraisal and screening process since in his daily contacts with 
the student he sees him as a total person and can detect symptoms 
of behavior which may indicate the presence of special needs fox’ 
help in organic, mental, oranotional problems*
Methods:
The whole process is planned to be done in the following 
group meetings;
General Faculty Meetings:
General information about resources, signs and symptoms, and 
methods of referral, is to be given in one general faculty meeting. 
Additional information in printed form is available for teachers 
who wish to read further in any area* Consultants are to be present 
to answer questions as follows: the director of school health,
the school nurse, a health educator, and the pupil personnel worker0 
Lists of symptoms and sheets for classifying needs will be handed 
out at this meeting. A week will be given for observation of 
pupils in all classes before the screening committee meetings are 
initiated. Probably another general meeting for evaluation willbe 
hold at the end*
Screening Committees on a Grade Level:
All the teachers for each grade, the principal or vice-principal 
the school nurse, pupil personnel worker, and occasionally the 
school p^rchologist and other consultants are to meet for a series 
of screening sessions. It is hoped that at least 30 names can be 
covered in an hour. Some children who are making a normal adjust­
ment can be dealt with very quickly while others will need to have 
symptoms discussed sufficiently to classify them und.er suspected 
difficulties. All school records are to be available for collecting 
objective data and the peOple present are to add additional inform­
ation to be tabulated on one sheet by the pupil personnel worker.
This will Include recommendations for follow-up or special education­
al planning* The school nurse and pupil personnel worker will be 
responsible for seeing to it that these recommendations are carried 
out in so far as possible before the close of school. Other school 
personnel will be drown into the follow-up as indicated by the screen 
ing conferences. It may be necessary to select a sample for this 
follow-up ifitis completely beyond the limits of tine available.
Report ot the State Department of Education:
The whole process will be writeen up and sent into the State 
Department. This report will Include statistics on special needs, 
time consumed in the study and follow-up, and r©commendations 
of the committees, as well as evaluation of the process* Suggest­
ions as to methods of evaluation will be appreciated from any fac­
ulty member.
3
XX, Follow-up Needed
Space on the tabulation chart will be allowed to list the 
number of the classification of difficulties and the type 
of help such as further counseling or special school program 
which is indicated, if these are available. The person to 
be responsible for this follow-up will also be listed,
XXI, In the opinion of the Committee the child needs resources 
not available in public school as follows:
A, Farm school with limited verbal program and much out-door 
education.
Hospital school for emotionally disturbed children,
C, Institution for mentally or phsycially handicapped,
D, A public school program not now offered:
1, Classes for slow learners in junior and senior h.s,
2, Classes for exceptionally gifted children*
S. State Training school for correction of behavior,
F, A more intensive program of parent education and counseling.
G, Other (specify, what)
Appendix F-3  
TABULATION OP CHILDREN NEEDING HELP
Grade Horae Room Teacher
140
Name of Child B.G. I.A.B.C.II.A.B.l.2.3.6.D*l£.III.A.B*C.l.2*3.4.
ITT i
ITT
Hhr-
TOTALS
• 4 t
i. :
JLL i_
-M-
*4— h
!»it
•m jt*
■ H  imfm
1 ;
• i
■f—<“
1
Other Personnel on Screening Committee
D,1.2.3.IV.A.1.2.3.4.5.6.B.1.2.3.4.5,6.V.A.B.1.2.C.VI.A.B.1.2.C.
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8
Appendix F-4  
EVALUATION OF SCREENING PROCESS
I felt the time seemed long___ short well used wasted_.
I was interested most some_____ little of the time,
I was bored most some little of the time,
I feel we should have taken more less time.
I felt free did not feel free to contribute my ideas.
I felt my ideas were valued were not valued^ by the others.
I feel such a screening process is of some___ little_____ great___
value to each child,
I feel I learned a great deal _some little about the mean'
ing of symptoms.
I feel I learned a great deal some ' little about community
resources for follow-un and treatment.
I feel such a screening process is of some___ little__great
value to me as a teacher.
I would recommend this process for all schools__
I would not recommend this process for other schools 
I would suggest the following changes to improve this process;
141
VITA
Name: Marguerite Martindale Stone-Fogel
Permanent Address: 2800 Woodley Road II. W., Washington 8, D. C.
Degree to be conferred: Ph.D. June, 1953.
D ate o f  B ir th : Septem ber 1 2 , 1912.
Place o f Birth: G raysville, Tenn.
Secondary Education; West Caribbean Training School, Obispo Canal Zone;
Washington Missionary College Academy, Takoraa Park, Md.
C ollegiate In stitu tio n s Attended Dates Degree Date o f Degree
Washington Missionary College 31-3? $A 1937
University o f Maryland 37-1*3 MA 191*3
National Catholic School o f  
S ocia l Service (Catholic
U niversity o f America) UU—U7 MSSW 19l*7
Publication:
"Parental Attitude to Retardation" American Journal o f Mental D eficiency.
Vol. LIII, No. 2, October 191*8.
P ositions Held:
1929-30 Spanish Teacher, West Caribbean Training School, Obispo, Canal Zone.
1937-39 Head o f Commercial Dept., Oshawa Missionary College, Oshawa, Ontario.
1939-1*1 Teacher, Commerce and Spanish, Takoma Academy, Takoma Park, Md.
191*1-1*2 Commercial Teacher, Arlington In stitu te , Arlington, V irginia.
191*2-1*3 Commercial Teacher, Marjorie Webster Schools, In c ., Washington, D. C8
191*3-1*1* Teacher and Guidance Counselor, Philadelphia Academy, P h ila ., Penna.
19UU-U8 (With time out for training) Case worker, S ocia l Service League of 
Montgomery County, Maryland.
191*8-50 Psychiatric Case Worker and Child Therapist, Arlington County 
Guidance Center, Arlington, V irginia.
1950-51 A ssistant in  Research, Board o f Education, Montgomery County, Md.
1951-52 V is itin g  Teacher, Board o f Education, Montgomery County, Md.
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