TION TO VARIOUS POPULATION GROUPS BY ROBERT ALEXANDER FYFE MCDONALD, PH.D. = PROFESSOR OF EDUCATION, BATES COLLEGE TEACHERS COLLEGE, COLUMBIA UNIVERSITY PUBLISHED BY Teachers College, Columbia University NEW YORK CITY PREFACE For numerous suggestions in the prosecution of this study the author desires to acknowledge gratefully his indebtedness to his instructors in Teachers College, including Dr. Henry Suzzallo, Dr. Paul Monroe, Dr. George D. Strayer, and Dr. Milo B. Hillegas. Special acknowledgment is due Dr. Suzzallo, professor of Educational Sociology, under whose supervision the study has been conducted, and whose continued advice, encouragement, and guidance have been a large factor in the preparation of this dissertation. The thanks of the writer are also accorded to the one hundred and fifty school principals, superintendents, and directors who, through courteous and prompt replies to letters of inquiry, have contributed many valuable details embodied in this work. Chapters II to XI, inclusive, contain graphic representations of particular educational movements, and for each of these graphs there is a corresponding appendix. The work of preparing a complete inventory of special schools and classes is a wellnigh impossible task, owing to the difficulty of securing accurate data with respect to a number of schools which very successfully elude being listed. Hence, the appendices at the close of this study cannot be considered exhaustive, but merely suggestive as to when, where, and in what form each general movement has originated and developed. The tributary details have been obtained from a variety of sources, including the annual reports of the United States Commissioner of Education, reports of individual institutions, correspondence, educational publications, and personal observation. By utilizing only such data as seem reliable, the aim has been to designate, in each instance, the year and place in which class instruction in a particular department actually began. In several states legislative enactments have been passed either creating new corporations for educational undertakings or legalizing certain innovations in schools; but the actual developments have not appeared for some time, owing to a lack of necessary resources or administrative provision. 371839 |