VOLUME 53 : ios FEBRUARY. 1957 ; NuMBER 10 “hes Wouth s Couteuts THE SpeEEcH ANp HEARING PROGRAM At THe TRAINING SBHOOL Bernard B. Schlanger, Ph.D. SPEECH THERAPY AND THE MENTALLY RETARDED CHILD Doris Trepel Leberfeld, Ed.D. THE Cuitp Lire DEPARTMENT Book Review Harvey L. Glass, M.A. THE BULLETIN — SEPTEMBER. 1906 PAGE 267 273 275 28] 282 HAPPINESS ...- ALL EL FOLLOWS ‘Dld 49Y10UD fo doysysom sno {O auavs D $l d40}] ‘upsdoid Ss jooyoy Buruisy ayy jo javd jupjiodwi uD pasapisuod Uoag Buo] svy AdDsoy} JDUONDIO A The Training School Bulletin — February, 1957 THE SPEECH AND HEARING PROGRAM AT THE TRAINING SCHOOL* 1D NT Fait oe Speech Pathologist BERNARD B. SCHLANGER, Ph.D. The Training School Would it be a total surprise to you if I state that communication disorders are frequently encountered among a majority of the mentally retarded? I doubt it. Past surveys have indicated that from 60 to 70 per- cent of the retarded have one or more speech deviations; about one in three has a hearing disorder. In a recent survey at The Training School at Vineland 79% of the more than 500 subjects had one or more speech defects. Specifically, 77% had articulatory defects of varying degrees. 42% were voice defective and 18% stuttered. (The largest groups with speech defects, percentagewise, were the mongoloids [95%| and the brain-injured | 84% |.) The mentally retarded range in functioning levels from the help- lessly dependent, devoid of expressive communication to the moron and borderline cases with no speech problems. The deviant speech in itself may be a symptom of the etiology resulting in mental deficiency. As an example, there is the cerebral palsied, retarded child with dysarthric speech. On the other hand, the speech deviation may stem from condi- tions wholly unrelated to those resulting in retardation symptoms. The child with substitutions or distortions of sibilants is an example of this. Pursuing this further, defective or delayed speech may even augment the retardation by adding communication handicaps and resultant anxieties to an already frustrated slow learner. Mental retardation is not an entity in itself. Rather, it is the end result of a constellation of many factors. As such, we realize that speech disorders are not caused by mental retardation per se. Continuing in this vein, we find a far greater incidence of hearing loss among the retarded as compared to normal population figures. Tested audiometrically, 49% of our 500 subjects had normal hearing, while at least 35% had significant losses which indicated a need for conservation or rehabilitory procedures. If you are fast at figures, you * Speech presented at the American Speech and Hearing Association Convention, Chicago, Illinois, November, 1956. 267 The Training School Bulletin — February, 1957 will probably ask, “What happened to the remaining 16% ?” These are the ‘non-testables’ who are usually subjects with a mental age below 5 years, a Vineland Social Quotient below 40, and a personality devia- tion. The fact that such a large percentage of this population has im- paired hearing does not indicate that the hearing losses are a result of mental retardation. The losses are concomitant, derived from as many varied causes as you would find in a mentally normal population. You can see on incidence alone that there is a need for speech and hearing habilitation among the retarded. In the past. these children have not been considered suitable candidates for therapy. In addition to their aberrant characteristics, it was felt that results would be too’ meagre to warrant the years of effort required. However, if the goals are not set too high, if the aim is not ‘normal’ perfect speech. therapy has its place in the over-all problem solving of mental retardation. There have been several studies in recent years demonstrating this point. Today there is evolving a broadening attitude toward mental re- tardation. It is similar to that which has taken place in rehabilitation work with, for example, cerebral palsy. The emphasis is on adjusting the child to live within the limits of his disability and to the hilt of his capacity. Considering the retarded child as multiple-handicapped, the stress is shifting from etiology alone to include the total functioning of the individual. This necessitates the coordinated activities of many dis- ciplines including speech therapists. The Training School Speech and Hearing staff functions as you do in your clinics with this exception: our child is available at all times, his environment more readily con- trolled. : Depending on the level of abilities of the subjects, we attempt to (a) motivate communication (b) develop speech awareness and a lis- tening attitude (c) improve speech intelligibility (d) contribute infor- mation aiding the diagnosis, and (e) refer subjects to specific consult- ants and exchange information with specialists. For instance, an otologist may be consulted about a child with a severe hearing loss. We want to know what remedical procedures should be instituted prior to possible hearing aid recommendation. Although our knowledge of men- tal retardation is growing, we are still at the bottom rung of the ladder in our upward climb, not only for answers, but questions as well. So we are always alerted to research possibilities which might add to or open up other avenues of investigation. 268 The Training School Bulletin — February, 1957 Since we realize that institution living can impede a child’s com- munication development, and that speech and hearing disorders limit the attainment of the child’s potential through their contribution to his mal- adjustment, the diagnosis and therapy of speech and hearing disorders has contributed to the total habilitation program of The Training School for several years. Which child will profit from therapy? This depends to a great ex- tent on a diagnosis made over a period of at least three months. Each child receives speech and hearing examinations in addition to medical, psychological, and educational workups on admittance and at the end of the three month “Observation and Diagnostic” period. The information is reviewed and each child is given a tentative program adapted to his needs. If the child has deviant speech, or a hearing disorder, and gives indications of communication responsiveness, even though limited, then speech therapy is included in his habilitation program. We do not diagnose the retarded child, who is severely delayed in language and speech development, as deficient speech-wise because oi mental retardation. That’s stating the obvious. We try to pin-point the causes. Therefore, each child receives an extensive battery of speech and hearing tests. The means and extent of his communication are ex- plored. We are particularly interested in the relationship of the child’s comprehension to his oral expressive ability, his altitudes toward com- munication, his behavioral reactions such as responsiveness, contact, spontaneity, distractibility, hyper-or-hypo activity, etc. The most difficult subjects to diagnose and the most frustrating to work with are the young brain-damaged children. We have approxi- mately 20 between 6-12 years of age. Both speech and language development are severely delayed, and in almost all instances there are varying degrees of emotional disturbance. They are inconsistent in their awareness of speech, and consistent in their avoidance of oral expres- sion. They hear but don’t comprehend, make sounds but do not use them meaningfully. They seem to have all the equipment necessary for speech to emerge, but it doesn’t. Because of the many puzzling aspects of these cases and the dire need for speech motivation, we generally include them in our therapy program. After two or more years of speech ther- apy, and other disciplinary contributions, we have seen a level of re- sponsiveness approached which is conducive to direct intensive speech habilitation. The longer the delay in initiating therapy, that is, the older the child, the greater is the anxiety the child displays to oral communi- 269 The Training School Bulletin — February, 1957 cation. I stated earlier that if goals are modest and ‘normal’ speech is not one of them. there is a greater chance of the child attaining his opti- mum capacity in speech and in intellectual functioning. For these and other enigmatic problems, diagnostic therapy is in stituted. This gives the examiner frequent opportunities for retesting and observing the child in varying situations. At the same time it enables him to judge how well the child will respond to therapy. It also enables the child to adjust to the examiner and his new situation. Our clinic sessions are usually a half hour in length. Children are seen individually or in groups which may include up to but no more than four children. The most difficult to handle are scheduled individu- ally but even these are given additional group work. We also have speech stimulation and improvement classes for children in the 6-12 age group in which the therapist conducts sessions in the classroom or living quar- ters. This latter arrangement serves several purposes. It offers among other advantages additional contacts for those in therapy and permits continuing observation of the behavioral status of those who were not considered sufficiently adjusted to cope with therapy. You will also real ize that these classes provide material and motivation for the teachers and cottage attendants (the substitute parents). We utilize group therapy whenever feasible for adjustmental pur- poses, for motivation, socialization and a ‘speech in use’ idea. The sub- jects are primarily grouped on the basis of like ages. intellectual abilities, and similar speech disorders. We have an older stuttering group (over 16) and a children’s stuttering group. There is a group of 20 year olds preparing for parole and numerous young delayed speech groups. We also use heterogeneous grouping to give an individual psychological reinforcement, and a measure of self-appreciation. Struc- turing this group serves to modify extremes of behavior. the withdrawn comes out of his shell, the manic calms down. As an example of this modification of behavior through group activi- ty, | would like to illustrate with three 13-14 year old boys with hearing losses whose retardation is based on a Central Nervous System impair- ment. Their hearing losses range from 40-70db in the speech area and are partially compensated by hearing aids. Two of the boys, we'll call them A and B., are aphasoid, with mixed expressive-recentive symptoms. Joth were, and still are, severely delayed in speech and language development. Performance I. Q.’s in some tests are near normal. They have reading vocabularies of 50 to 100 or more words. While 270 The Training School Bulletin — February, 1957 they read simple sentences, they are unable to discuss them, answer questions’ related to their reading, or make themselves understood in spontaneous speech. Boy A makes a valiant effort to communicate. while Boy B avoids oral communication. Boy A was formerly a severe behavior problem, but after three years of speech and hearing therapy. mostly individual, he has adjusted well. Boy B is quite tall for his age and appears older. He is extremely negativistic, and ultra-sensitive about wearing his aid even to the extent of threatening authority figures when asked to put his receiver in his ear. He avoids speaking, and attempts to give the impression that he comprehends fully, nodding vig- orously and saying, “I see’’ — but he doesn’t see. The third boy (C) is well-adjusted, with no language disorder but with many ariiculatory errors, particularly among the high frequency sounds. He is more fluent and more intelligible than the other two boys. He is the pivotal member of the group. The grouping of these three boys has helped, first of ail, in their adjustment to the hearing aids. Secondly, competition in word games, reading, and other activities have motivated them to pui more time and effort into their outside practice. Their speech efforts demonstrate improved intelligibility, and most important of all. more positive attitudes toward communication are developing. This is particularly true in the most disturbed youngster, B, who is vocalizing more, wearing his hearing aid, and becoming more outgoing. It would be nice to say that the speech of the two asphasic boys has improved sufficiently so that they are now readily understood. This has not taken place. However, in time, it is expected that their spontaneous speech will serve their communication needs more effectively. I am not presenting any specific therapy for such etiological groups as the mongoloid, the brain-damaged, or others. Each child is unique. Each has suffered as much from the expectations and anxieties of his family, as from the original pathology. Therefore, stress has to be laid on each child’s self appreciation. The therapist needs empathy and flex- ibility that permits the subject freedom of choice. However, this per- missiveness needs direction and consistency in limit maintenance. What results are achieved? In terms of normal speech, we approach it with some of the children. After all, 21% of our children have nor- mal speech. Statistics can be used to demonstrate significant improve- ment. However, these results obscure our individuals. We are, in many instances, working with pathological cases who are multiple-handi- capped. If we look for improvement, we can find it. Nevertheless, in 271 The Training School Bulletin — February, 1957 proved communication behavior, there have been discernible gains in the majority of children of The Training School who have been selected for clinical therapy. (Remember, that’s loaded. Not every child is chosen.) But at times a child with poor prognosis for speech develop- ment receives therapy to explore his communication potentials. One example is a 20 year old deaf-mute boy with extensive cortica! damage. He has demonstrated skills in such areas, for example, as self- help, manual manipulation and self-direction which far surpass his communication ability. He was taught the recognilion and use of ges- tures, and has advanced from vague to differentiated gesturing. Although he will never progress beyond this extremely rudimentary communica- ° tion system, it satisfies his needs in his present environment. I have several brief tape-recorded samples of speech. These have been selected as representative of the present efforts of children who, two to three years ago, were not talking, or whose speech was completely unintelligible. (Tape recordings were played back at this point). All children, the mentally retarded in particular, deserve the oppor- tunity to develop speaking and listening skills to their ultimate capaci- ties. Speech and hearing therapy can, even in the institution for the mentally retarded, contribute to the attainment of their potentials by motivating and improving their oral communication skills. The Training School Bulletin — February, 1957 SPEECH THERAPY AND THE MENTALLY RETARDED CHILD Supervisor of Speech Clinic, New York Medical College, Flower and Fifth Avenue DORIS TREPEL LEBERFELD, Ed.D. a Mae Ged It can be said with reasonable accuracy that theories of training in language and speech have progressed from the infancy stage to the early childhood stage. Prior to 1950, the opportunity to work with retarded children outside the residential school was extremely limited. Compara tively few were presented for evaluation primarily because of negative social attitudes. In the six years that we have worked with the children enrolled in the Ketarded Children’s Clinic at New York Medical College, Flower and Fifth Avenue Hospitals, we feel that we have achieved some sophistication and that we have progressed towards some basic opera- tional beliefs. The level of language and speech development has long been a ma- jor consideration in the evaluation of mentally defective children. In an article written in 1902, G. Hudson-Makuen said: “Hence it is that if you deprive a person of speech you deprive him at the same time of his most effective means for mental development and it also follows that if you train and perfest his speech you must greatly improve his men tality.””! In an experiment conducted with children enrolled in the Speech Clinic, it was noted that those who improved in language and speech as a result of therapy also improved correspondingly in measured mental ability. It would be impossible to draw any conclusions from this smal! pilot study but it would appear to be worthwhile to continue research in this area in order to further the understanding of the relationship be- tween the development of language and speech and mental abilities. It has beea stated frequently that the retarded child does not profit from language and speech training until he has reached a specific men- ial age. It is the feeling of those of us who have been working in this Speech Clinic ihat the mental age and I. Q. cannoi be used as the sole criteria for introducing therapy. We feel that these criteria are too re- strictive and ‘hat they do not give us sufficient qualitative information about the child. We no longer feel that there is a time when the child 1. G. Hudson-Makuen, “Speech as a Factor in the Diagnosis and Prognosis of Backward- ness in Children,’’ Journal of Psycho-Asthenics, 6, nos. 3-4 (March-June, 1902), p. 81. 273 * The Training School Bulletin February, 1957 t d is “ready” for therapy unless that time be placed at approximately fourteen to twenty-two months of age when the child would have devel- oped speech had he otherwise been functioning normally. By instituting therapy as quickly as the child can be identified and by providing a structured language and speech environment in the home through the training of the parents, we feel that we can make the child “ready.” The danger in waiting comes from the fact that one may miss the moment when the greatest response might have been forthcoming and future progress becomes increasingly more difficult. Furthermore, delay in introducing training may result in further functional retardation since the child’s ability to communicate and to interpret what is com- municated to him is limited. We have found, for example, that the child who has been exposed to a home training program in speech before he begins therapy in the Clinic is much more capable of profiting from professional training. Even though he may not possess any specific skills, he is far more coop- erative and responsive as a result of his home experiences. In addition, the parents feel that they are participating in rehabilitation of the child and this participation will frequently be sufficient to change the total home environment from a passive one to a dynamic one. The concept of language and speech therapy for the retarded child has changed radically from the point of view of emphasis. It is now recognized that it is in the language and perceptual areas that the child has his greatest difficulty. Therefore. in working with these children, stress is placed primarily on the training of language and perceptual functions with training of articulation taking second place. The aim first of all is to provide the child with the ability to communicate and to re- spond to communication and secondarily to make this communication an artistic expression. The global approach to the retarded child would seem the only realistic one if his complex problems are to be cffectively resolved. With the cooperation of the various medical and psychological services, it is entirely possible to establish the etiolozy of the child’s retardation and to assess his abilities and disabilities. An early differential diagno- sis will frequently save many hours of inappropriate therapy and there- by hasten more efficient total functioning. The importance of early precisely planned therapy cannot be sufh- ciently emphasized since this is one way in which the development of maximum potential can be achieved. 274 The Training School Bulletin — February, 1957 THE CHILD LIFE DEPARTMENT A golden-locked lass rushes tearfully to a house mother with a skinned knee; the house father works patiently with the new little boy, trying to interest him in a game; the thud of a gavel signifies the be- ginning of another 4-H meeting; the School hospital wants a report on a child’s new diet, while an anxious mother calls for a progress report on her son. And in the reception room, a young couple wait with their daughter, seeking admission to our School. These are the incidents that fill the day of the Child Life Depart- ment — a day filled with little joys and sorrows of a child’s world, and the more weighty considerations of hospital reports and admissions to The School. These areas, and many more that we will meet later, con- stitute the department’s bailiwick — one, that like other departments concerned directly with the child, overflows into the psychology depart- ment, hospital, academic school, etc. By definition, the Child Life Department cares for the child during his non-school, non-working hours — by way of a more real description, the department is the home of our children. This department is the heart of the child’s “home away from home”. Through the program of the Child Life Department, the social, physical, and recreational phases of the child are rounded, and in concert with other departments, Child Life seeks to develop the child to his optimum, and instill in him the security inherent in the feeling of belonging, desired so much by all of us. The department consists of a hierarchy ranging from the Super- visor to the cottage maids. Specifically, the Child Life Supervisor heads the operation, assisted immediately by six unit leaders, and a very cap- able secretary. Each unit leader has in his charge a number of The School’s 22 cottages. He is responsible to the Supervisor for the opera- tion and staff of the cottages, and development and implementation of a recreational program for the boys and girls. Within each cottage structure there is a cottage mother and father, a cook, and a maid. The duties of the house mother and father? Their duties are those of any parents, with much emphasis on love and affection in a home- like atmosphere. The difference between the duties of the cottage parents and ours lies not in quality of work but in quantity. Two examples will adequately explain the point: consider the work involved in putting to bed and getting off to school 15 to 20 youngsters! The cottage parents 275 * The Training School Bulletin — February, 1957 is “ready” for therapy unless that time be placed at approximately fourteen to twenty-two months of age when the child would have devel- oped speech had he otherwise been functioning normally. By instituting therapy as quickly as the child can be identified and by providing a structured language and speech environment in the home through the training of the parents, we feel that we can make the child “ready.” The danger in waiting comes from the fact that one may miss the moment when the greatest response might have been forthcoming and future progress becomes increasingly more difficult. Furthermore, delay in introducing training may result in further functional retardation since the child’s ability to communicate and to interpret what is com- municated to him is limited. We have found, for example, that the child who has been exposed to a home training program in speech before he begins therapy in the Clinic is much more capable of profiting from professional training. Even though he may not possess any specific skills, he is far more coop- erative and responsive as a result of his home experiences. In addition, the parents feel that they are participating in rehabilitation of the child and this participation will frequently be sufficient to change the total home environment from a passive one to a dynamic one. The concept of language and speech therapy for the retarded child has changed radically from the point of view of emphasis. It is now recognized that it is in the language and perceptual areas that the child has his greatest difficulty. Therefore. in working with these children, stress is placed primarily on the training of language and perceptual functions with training of articulation taking second place. The aim first of all is to provide the child with the ability to communicate and to re- spond to communication and secondarily to make this communication an artistic expression. The global approach to the retarded child would seem the only realistic one if his complex problems are to be cffectively resolved. With the cooperation of the various medical and psychological services, it is entirely possible to establish the etio!ozy of the child’s retardation and to assess his abilities and disabilities. An early differential diagno- sis will frequently save many hours of inappropriate therapy and there- by hasten more efficient total functioning. The importance of early precisely planned therapy cannot be suffi- ciently emphasized since this is one way in which the development of maximum potential can be achieved. 274 The Training School Bulletin — February, 1957 THE CHILD LIFE DEPARTMENT A golden-locked lass rushes tearfully to a house mother with a skinned knee; the house father works patiently with the new little boy, trying to interest him in a game; the thud of a gavel signifies the be- ginning of another 4-H meeting; the School hospital wants a report on a child’s new diet, while an anxious mother calls for a progress report on her son. And in the reception room, a young couple wait with their daughter, seeking admission to our School. These are the incidents that fill the day of the Child Life Depart- ment — a day filled with little joys and sorrows of a child’s world, and the more weighty considerations of hospital reports and admissions to The School. These areas, and many more that we will meet later, con- stitute the department’s bailiwick — one, that like other departments concerned directly with the child, overflows into the psychology depart- ment, hospital, academic school, etc. By definition, the Child Life Department cares for the child during his non-school, non-working hours — by way of a more real description, the department is the home of our children. This department is the heart of the child’s “home away from home”. Through the program of the Child Life Department, the social, physical, and recreational phases of the child are rounded, and in concert with other departments, Child Life seeks to develop the child to his optimum, and instill in him the security inherent in the feeling of belonging, desired so much by all of us. The department consists of a hierarchy ranging from the Super- visor to the cottage maids. Specifically, the Child Life Supervisor heads the operation, assisted immediately by six unit leaders, and a very cap- able secretary. Each unit leader has in his charge a number of The School’s 22 cottages. He is responsible to the Supervisor for the opera- tion and staff of the cottages, and development and implementation of a recreational program for the boys and girls. Within each cottage structure there is a cottage mother and father, a cook, and a maid. The duties of the house mother and father? Their duties are those of any parents, with much emphasis on love and affection in a home- like atmosphere. The difference between the duties of the cottage parents and ours lies not in quality of work but in quantity. Two examples will adequately explain the point: consider the work involved in putting to bed and getting off to school 15 to 20 youngsters! The cottage parents 275 The Training School Bulletin — February, 1957 are the Indians — without them there would be no Chiefs nor School! But more important than this is their loving relationship to our children. The rewards of being affectionately known in the hearts of the children as “Mom and Pop” has its own rewards, known to every cottage parent. Since the scope of the Child Life Department is necessarily exten- sive bringing it into frequent contact with other departments, it presents to us a composite picture of the many facets of The Training School’s program. Tommy came to The Training School just as he passed his sixth birthday. The School, faculty, staff, and other children were strange to him, and, as people often do, he became withdrawn. The School’s staff - team was prepared for this, and swung into action. Their course of ac- lion may have appeared casual, but it was planned to the second. The Child Life’: Department obtained all of Tommy’s medical papers and similar data, and studied them with other members of the staff. His parents were interviewed at length by the Child Life Supervisor and the unit leader to whom Tommy was entrusted. (Photo by Schutzer) “On my honor... !” One of the more important programs of the Child Life De- partment is the character-building recreational project. This department and the academic school sponsor a full scouting program for both boys and girls, at The Training School. 276 The Training School Bulletin — February, 1957 The house mother and father_were familiar with the reactions of new students, and they carefully refrained from disturbing him during the first few days. They ascertained that he was unpacked and settled, but did not intrude upon him in other ways. A clinical psychologist con- ferred frequently during the first weeks with the house parents, receiv- ing from them information as to Tommy’s behavior, and advising them on procedure. The hospital, after an exhaustive examination, consulted with the house parents and dietician, prescribing an initial diet for the lad. After a brief period Tommy’s teacher in the academic school joined this group, and then the unit instructor, after his period of observation, began to work Tommy into the recreational program of the cottage. Slowly, but surely, Tommy learned from the house parents the few rules of the cottage, and began to trust them leading toward an ultimate, complete investiture of confidence. Through the unit leader’s kindly guidance, Tom came to know and love the other boys in the cottage, joining them in games, and in time, taking part in club program. The staff team met with regularity, considering Tom’s advances academic- ally; his behaviour in the cottage toward the house parents and the other boys; his approach toward the recreational and club programs; his physical and mental well-being. The Child Life Department, in this instance, served as a coordinating point for all the.services available to Tommy. As the boy became more adapted, the mectings were held less frequently, but still with regularity. This procedure will be followed just as long as Tommy is a resident at The School. The Child Life Sup- ervisor will review Tommy’s progress and advise his parents at regular intervals. We have cited the important role played by the cottage parents in not only the Child Life Department but The School as a whole. The case of Peggy is indicative of the good work of these people. Peg was almost six when she started residence at Vineland, but she could hardly walk. The efforts of her parents and physicians to teach her tc walk had thus far been successfully challenged. It was determined by the staff team that Peggy wasn’t ready for academic or vocational programs, and so she was tutored in the cottage. The cottage mother labored long and hard to win the little girl’s confidence, while other members of the team performed their duties in relation to Peggy’s needs. As Peg began to respond to this program, the cottage mother with the approbation of other team members, worked to interest Peggy in walking. It was ex- pected by the staff that if the girl could be taught to walk, it would take 277 The Training School Bulletin — February, 1957 Whee: !! Lhe childrens facial expressions range from joy to apprehension as they prepare for a thrilling roller coaster ride! Holiday outings such as this is another of the Child Life Department’s programs. a long time. But Peggy’s trust and love for her cottage mother was strong — strong enough to begin to move two thin legs in step forma- tion. Inside of a year, Peg was walking, a definite sign of progress and another example of the work of the house parent. In our article we have tended toward the heavy side of the Child Life Program, and actually, this is a serious business. But the depart ment definitely has a lighter side, reflected principally in the various clubs. These clubs, conducted jointly by Child Life personnel and members of the teaching staff, include photography, stamps, livestock, all phases of scouting, cooking, weight-lifting, and a complete 4-H pro- gram. To attend a club meeting, observe the boys and girls conduct business meetings in orderly fashion, and pursue their extracurricular interest, is an experience never to be forgotten. (In connection with the Child Life Department’s 4-H program, The Training School has won several prizes in competition with other 4-H groups in New Jersey county fairs.) There is at least one touching and at the same time amusing anec- dote that we want to tell concerning the club program. One of the 278 The Training School Bulletin — February, 1957 young lads, Paul, was named by the Child Life Supervisor to become a charter member of the 4-H club’s fancy fowl section. Paul toiled many hours and his labor was rewarded with ribbons at the county fairs. He grew to love his work and came to consider each chicken as an indi- vidual. A pert, black rooster by name of Inky had the inside track of Paul’s affection for his charges. The club grew, and it was decided to add a meat poultry section, and Paul was promoted to head that unit. Before too long. Paul’s behaviour in the cottage wasn’t too good; his ee Seng, Kot nae & . x tags anand - Ae TE SS Se (r’hoto py pcuutzer) A cheerful smile and a good lunch go a long way in continuing the atmosphere of happiness, the trademark of The Training School. Another of the Child Life De- partment’s programs takes the children to Camp Mento, to participate in a healthy, outdoor camping project. 279 The Training School Bulletin — February, 1957 attention in class waned and hard as it might, the staff team couldn’t uncover the reason. One night at a 4-H meeting, Paul burst into tears and confided to the instructor that while he wanted the new honor with its responsibilities, he also wanted to remain with his pals, the fancy fowl. A quick conference resulted in a satisfactory solution. Paul moved on to form the new poultry unit, but was named honorary president of the fancy fowl section, with the unqualified privilege of visiting the fancy fowl house as often as he wanted! Today Paul is often seen with his old friends, particularly his beloved Inky, and the new meat poultry section prospers under his devoted care. Paul was able to do what so many of us want at least once in a lifetime to move ahead but retain some of the old. Such are the tales that warm the heart, quicken the pace, and lighten the load of the department personnel. From the heart of the Child Life Department comes many wonder- ful and inspiring stories of the children, many of them from the girls’ and boys’ own lips. There is one we will relate that at once captures the tenor of the department and the atmosphere that pervades The Train- ing School. A candidate for a Child Life Department position was walking about the grounds with his wife, trying to decide whether to accept the post. True, the School was well known, the work interesting and chal- lenging, the campus lovely, the working conditions satisfactory, but then there were a number of other positions in larger cities just as attractive. He searched for an element that would persuade him. Presently he came upon a little girl who greeted him with, “Hi, I’m Mary.” The candidate stopped and inquired, “Well, how are you today, Mary’? And the answer was a brief but revealing, “Happy”! And at that moment the young man realized the full meaning of The School’s motto, “Happiness First . . . .”, and The Child Life Department had a staff member new to the institution physically, but already old in its tradi- tion of happiness and peace of mind of the children. The Child Life Department personnel realize the need for objec- tivity in their approach to the problem of mental retardation, but they do not permit the deiails or daily duty to erase the happiness element that supercedes all else. 280 The Training School Bulletin — February, 1957 BOOK REVIEW PSYCHOLOGY: GENERAL, INDUSTRIAL, SOCIAL John Munro Fraser Inasmuch as this book was written for a specific and limited pur- pose, it is doubtful that the work would have much general interest and value for the average reader. It is designed to supplement an academic course provided in Great Britain for potential industrial management personnel: its aim is “ ... to provide an introduction to genreal psy- chology and to illustrate its application in dealing with the human problems of industry and commerce and the management of social groups.” The book is divided into three parts as is indicated by the title. As an introduction to general psychology, it is lacking in information of any practical value. The author forewarns us about his brevity, but he is really at his best when he suggests better introductory texts by name. What is really difficult about the general psychology section is that it is not well incorporated in the two other sections. The chapters on Industrial and Social Psychology are also restricted to outline level of presentation, sometimes resulting in such gross gen- eralities as to appear as little more than common sense rather than the contribution of an accomplished science. Essentially, the book appears to be a handbook rather than a text- book; even then, it has the quality of attempting to orient the industrial manager toward thinking about the psychological aspects of his prob- lems, and nothing more. This latter “propagandizing” seems to be the book’s chief merit. However, as a source of useful information, it is wanting. The reader would be well advised to pursue books mentioned in Mr. Fraser’s bibliography. In passing, it might be noted that it is somewhat disconcerting to have to deal with British cultural expressions when one is not particu- larly used to seeing them in texts in this country. Examples of this are references to “petrol,” “lorry,” and the use of the phrase “Blimey! — Guv’nor!” —Harvey L. Glass M.A., Psychologist 281 The Training School Bulletin — February, 1957 The Training Jchool Entered March 14, 1904, at Vineland, N. J., as second-class matter, under act of Congress of July 16, 1894. No. 31 AUG. & SEPT. 1906. 25c. per Annum. THE TRAINING SCHOOL That which gives the character to the American institutions for feeble-minded — and what is true of American institutions is equally true of those in foreign lands — is the training feature of which the organized school department is the highest exponent. Not infrequently the question is raised as to the advisability of expending money and energy in the training of children who never can be capable of main- taining independent citizenship. This question is not, however, raised as often as it formerly was, and the liberal financial support given to our State training schools and the hearty expressions of satisfaction on the part of the great majority of intelligent observers concerning the methods and policies pursued in these training schools are ample evi- dences of the fact that they have just and proper reason for existence. It is useless to discuss the reasons for and against the plan of tak- ing care of defective children and making their lives as happy and wholesome as possible as compared with the idea of their extermination. Their existence is a sad fact. The promotion of their welfare and happi- ness on a plan consistent with the best interests of society not only appeals to the enlightened conscience of this age, but any other scheme would not be tolerated. After all is said and done the Golden Rule is a very safe guide for directing the affairs of life. The intelligent, normal minded parent into whose family a defective child is born, finds his affection as warm and his attachment as strong for the unfortunate child as they are for his normal brothers and sisters, and he will not willingly accept any plan for the life of that child that does not secure his best welfare and greatest happiness. He yearns to realize a restoration to normal on the part of his child, and eagerly embraces every opportunity that promises improvement in his condition. 282 The Training School Bulletin — February, 1957 What is true of the parent of the unfortunate child is equally true sympathetically on the part of his normally constituted neighbor. In this feeling lies the foundation of the support which the public gives to the training schools for defectives. The fact that a truly feeble-minded child can never be made normal by any kind of training or medical treatment, as some erroneously have been led to believe, does not alter the general proposition. but it does involve a careful consideration of the methods of training and the di- rect purposes of such training. Whatever the child’s limitations may be, so far as he is susceptible of being trained, character and capacity to think and do are the objects to be attained, whether he is to be trained permanently in a colony of his kind or go out into the world and assume the responsibilities of life. Owing to the personal equation of the parent. the preparation for colony life can be made best uuder the direction of the unbiased teacher. The feeble-minded child’s training should certainly be as practical as possible and it is almost axiomatic that his best mental development is attained by the constant mutual training of the hand with the special senses. One thing, however, that is often overlooked is that training must be adapted to the age and characteristics of childhood. Just as the school for normal children is the preparation for the later practical life. whether it be that of a professional or a trade or other occupation, so the feeble-minded child during his period of growth requires prepara- tion for the final practical occupation before he is ready for the latter. If the bov is to become a helper around the farm and garden, his kindergarten training with all the diverse occupations and games are fundamental preparations. The hand and eye well trained by kinder- garten exercises are better prepared to pull weeds and pick peas. Exercises in sloyd training do not make a finished carpenter or cabinet maker, but taken in connection with the other properly arranged train- ing in the school rooms, they lay a foundation for a good workman later whether it be in shop or in field. The best teamsters, plowboys and workers generally among the feeble-minded that I have ever seen have been those most thoroughly trained in the schools. As stated, the teacher must not lose sight of the practical side of the training, but above all things she must not waste her time in the mere verbal transfer of dry facts to the ears of the child. The “doing” method must always be ap- plied instead of the “telling about it.” 283 The Training School Bulletin -— February, 1957 In procuring material for training purposes it is important to se- lect that by the use of which results are obtained; not necessarily the most expensive, very often the most inexpensive in the hands of an in- telligent teacher is the most satisfactory. But the fact that some expen- sive material may be destroyed by the pupil while he is being taught is not the most important consideration. It is results that are desired and all material must be employed for this definite purpose. Two facts are often overlooked in considering the question of training the feeble-minded, namely: That all human beings who do not co-operate in the life immediately around them degenerate; and the work and the influence of every employee in an institution for the fee. ble-minded should stimulate the inmates and pupils under their imme- diate care to a proper degree of physical and mentai activity, according to the capacity of such pupil or inmate. It is foolish to attempt accomplishments beyond the capacity of the pupil; but it is exceedingly gratifying to see our so-called custodial children developing, by training, into lives of usefulness which are also productive of their greatest happiness. A. C. ROGERS, M. D.