Becoming a special educator: Specialized professional training for teachers of children with disabilities in Boston, 1870-1930

Teachers College Record

Volumn 101, Issue 1, 1999, Pages 82-105

  Osgood, Robert L ^a  

^a NONE

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EID: 0033442395     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/0161-4681.00030     Document Type: Article

References (107)

1. Dianne Ferguson, "Severity of Need and Educational Excellence: Public School Reform and Students with Disabilities," in Schooling and Disability, ed. Douglas Biklen, Dianne L. Ferguson, & Alison Ford (Chicago: National Society for the Study of Education, 1989): 49-50. See also Jerry Whitworth and Richard Hatley, "Certification and Special Education Leadership Personnel: An Analysis of State Standards," Journal of Special Education 13 (Fall 1979): 297-305.
2. Dianne Ferguson, "Severity of Need and Educational Excellence: Public School Reform and Students with Disabilities," in Schooling and Disability, ed. Douglas Biklen, Dianne L. Ferguson, & Alison Ford (Chicago: National Society for the Study of Education, 1989): 49-50. See also Jerry Whitworth and Richard Hatley, "Certification and Special Education Leadership Personnel: An Analysis of State Standards," Journal of Special Education 13 (Fall 1979): 297-305.
3. The term "beyond separate education" is taken from D. K. Lipsky and A. Gartner, eds., Beyond Separate Education: Quality Education for All (Baltimore: Paul H. Brookes, 1983).
4. Several sources offer extensive discussions of the development of teacher training in the United States. See, for example, Merle Borrowman, The Liberal and Technical in Teacher Education (New York: Teachers College Press, 1956); Willard S. Elsbree, The American Teacher: Evolution of a Profession in a Democracy (New York: American Book Company, 1939); Jurgen Herbst, And Sadly Teach: Teacher Education and Professionalization in American Culture (Madison, WI: University of Wisconsin, 1989); Donald Warren, ed., American Teachers: History of a Profession at Work (New York: Macmillan, 1989).
5. Several sources offer extensive discussions of the development of teacher training in the United States. See, for example, Merle Borrowman, The Liberal and Technical in Teacher Education (New York: Teachers College Press, 1956); Willard S. Elsbree, The American Teacher: Evolution of a Profession in a Democracy (New York: American Book Company, 1939); Jurgen Herbst, And Sadly Teach: Teacher Education and Professionalization in American Culture (Madison, WI: University of Wisconsin, 1989); Donald Warren, ed., American Teachers: History of a Profession at Work (New York: Macmillan, 1989).
6. Several sources offer extensive discussions of the development of teacher training in the United States. See, for example, Merle Borrowman, The Liberal and Technical in Teacher Education (New York: Teachers College Press, 1956); Willard S. Elsbree, The American Teacher: Evolution of a Profession in a Democracy (New York: American Book Company, 1939); Jurgen Herbst, And Sadly Teach: Teacher Education and Professionalization in American Culture (Madison, WI: University of Wisconsin, 1989); Donald Warren, ed., American Teachers: History of a Profession at Work (New York: Macmillan, 1989).
7. Several sources offer extensive discussions of the development of teacher training in the United States. See, for example, Merle Borrowman, The Liberal and Technical in Teacher Education (New York: Teachers College Press, 1956); Willard S. Elsbree, The American Teacher: Evolution of a Profession in a Democracy (New York: American Book Company, 1939); Jurgen Herbst, And Sadly Teach: Teacher Education and Professionalization in American Culture (Madison, WI: University of Wisconsin, 1989); Donald Warren, ed., American Teachers: History of a Profession at Work (New York: Macmillan, 1989).
8. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
9. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
10. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
11. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
12. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
13. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
14. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
15. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
16. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
17. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
18. General discussions of the development of special education in the nineteenth century include Leo Kanner, A History of the Care and Study of the Mentally Retarded (Springfield, IL: Charles C. Thomas, 1964); R. C. Scheerenberger, A History of Mental Retardation (Baltimore: Paul H. Brookes 1983); James W. Trent, Jr., Inventing the Feeble Mind: A History of Mental Retardation in the United States (Berkeley: University of California Press, 1994); and Margret Winzer, The History of Special Education: From Isolation to Integration (Washington, DC: Gallaudet University Press, 1993). General histories of the deaf and of deaf education include Ruth E. Bender, The Conquest of Deafness, 3d ed. (Danville, IL: Interstate Publishers and Printers, 1981); Harry Best, Deafness and the Deaf in the United States (New York: Macmillan, 1943); E. L. Scouten, Turning Points in the Education of Deaf People (Danville, IL: Interstate Publishers and Printers, 1984); John V. Van Cleve and Barry A. Crouch, A Place of Their Own: Creating the Deaf Community in America (Washington, DC: Gallaudet University Press, 1989). Histories of blindness and education for the blind include Harry Best, Blindness and the Blind in the United States (New York: Macmillan, 1934); G. Farrell, The Story of Blindness (Cambridge, MA: Harvard University Press, 1956); and F. Koestler, The Unseen Minority: A Social History of Blindness in the United States (New York: McKay, 1976).
19. Winzer, pp. 333-334, 225; Van Cleve and Crouch, pp. 29-45, 71-86, 112-113.
20. 6 Van Cleve and Crouch, pp. 87, 88-94, 121-122; Winzer, pp. 225-230.
21. Proceedings and Addresses of the National Education Association, 36th Annual Meeting, 1897, pp. 36-37, 96; Proceedings and Addresses of the National Education Association, 41st Annual Meeting, 1902, p. 828. For a discussion of the roles of departments in the NEA see Edgar Wesley, NEA: First Hundred Years: The Building of the Teaching Profession (New York: Harper & Row, 1957), pp. 274-291.
22. Proceedings and Addresses of the National Education Association, 36th Annual Meeting, 1897, pp. 36-37, 96; Proceedings and Addresses of the National Education Association, 41st Annual Meeting, 1902, p. 828. For a discussion of the roles of departments in the NEA see Edgar Wesley, NEA: First Hundred Years: The Building of the Teaching Profession (New York: Harper & Row, 1957), pp. 274-291.
23. Proceedings and Addresses of the National Education Association, 36th Annual Meeting, 1897, pp. 36-37, 96; Proceedings and Addresses of the National Education Association, 41st Annual Meeting, 1902, p. 828. For a discussion of the roles of departments in the NEA see Edgar Wesley, NEA: First Hundred Years: The Building of the Teaching Profession (New York: Harper & Row, 1957), pp. 274-291.
24. Charles Miller, "What Kind of Qualifications and Training Should the Teacher of the Special Class Have?" in Proceedings and Addresses of the National Education Association, 48th Annual Meeting, 1910, pp. 1061-1066.
25. Robert L. Osgood, "History of Special Education in Boston to 1945" (Ph.D. diss., The Claremont Graduate School, 1989): 37-39, 18-19, 53-55; Stanley K. Schultz, The Culture Factory: Boston Public Schools 1789-1860 (New York: Oxford University Press, 1973); Michael Katz, Class, Bureaucracy and Schools: The Illusion of Educational Change in America (New York: Praeger, 1971).
26. Robert L. Osgood, "History of Special Education in Boston to 1945" (Ph.D. diss., The Claremont Graduate School, 1989): 37-39, 18-19, 53-55; Stanley K. Schultz, The Culture Factory: Boston Public Schools 1789-1860 (New York: Oxford University Press, 1973); Michael Katz, Class, Bureaucracy and Schools: The Illusion of Educational Change in America (New York: Praeger, 1971).
27. Robert L. Osgood, "History of Special Education in Boston to 1945" (Ph.D. diss., The Claremont Graduate School, 1989): 37-39, 18-19, 53-55; Stanley K. Schultz, The Culture Factory: Boston Public Schools 1789-1860 (New York: Oxford University Press, 1973); Michael Katz, Class, Bureaucracy and Schools: The Illusion of Educational Change in America (New York: Praeger, 1971).
28. General discussions of immigration's impact on Boston can be found in Oscar Handlin, Boston's Immigrants 1790-1865: A Study in Acculturation (Cambridge, MA: Harvard University Press, 1941) and Stephan Thernstrom, The Other Bostonians: Poverty and Progress in the American Metropolis 1880-1970 (Cambridge, MA: Harvard University Press, 1973).
29. General discussions of immigration's impact on Boston can be found in Oscar Handlin, Boston's Immigrants 1790-1865: A Study in Acculturation (Cambridge, MA: Harvard University Press, 1941) and Stephan Thernstrom, The Other Bostonians: Poverty and Progress in the American Metropolis 1880-1970 (Cambridge, MA: Harvard University Press, 1973).
30. Marvin Lazerson, Origins of the Urban School: Public Education in Massachusetts, 1870-1915 (Cambridge, MA: Harvard University Press, 1971); City of Boston, "Chronology of the Boston Public Schools," School Document # 7, in 47th Annual Report of the Superintendent of the Boston Public Schools, 1929 (hereafter cited as ARSBPS): 91-126.
31. Marvin Lazerson, Origins of the Urban School: Public Education in Massachusetts, 1870-1915 (Cambridge, MA: Harvard University Press, 1971); City of Boston, "Chronology of the Boston Public Schools," School Document # 7, in 47th Annual Report of the Superintendent of the Boston Public Schools, 1929 (hereafter cited as ARSBPS): 91-126.
32. "Chronology of the Boston Public Schools," pp. 95, 99-117.
33. For a detailed discussion of these and other issues regarding the intermediate schools and ungraded classes see Robert L. Osgood, "Undermining the Common School Ideal: Intermediate Schools and Ungraded Classes in Boston, 1838-1900," History of Education Quarterly 37 (Winter 1997): 375-398. See also Schultz, pp. 268-271.
34. Proceedings of the Boston School Committee (hereafter referred to as Proceedings), 1910, p. 35; "Report of Assistant Superintendent Maurice P. White," in 33rd ARSBPS, School Document # 11, 1914, appendix 189.
35. Proceedings of the Boston School Committee (hereafter referred to as Proceedings), 1910, p. 35; "Report of Assistant Superintendent Maurice P. White," in 33rd ARSBPS, School Document # 11, 1914, appendix 189.
36. "Chronology of the Boston Public Schools," pp. 106, 111, 118; Osgood, "History of Special Education in Boston," pp. 150-155, 171-177.
37. "Chronology of the Boston Public Schools," pp. 106, 111, 118; Osgood, "History of Special Education in Boston," pp. 150-155, 171-177.
38. Steven A. Gelb, "'Not Simply Bad and Incorrigible': Science, Morality, and Intellectual Deficiency," History of Education Quarterly 29 (Fall 1989): 359-379; Osgood, "History of Special Education in Boston," pp. 167, 176-189.
39. Steven A. Gelb, "'Not Simply Bad and Incorrigible': Science, Morality, and Intellectual Deficiency," History of Education Quarterly 29 (Fall 1989): 359-379; Osgood, "History of Special Education in Boston," pp. 167, 176-189.
40. Osgood, "History of Special Education in Boston," pp. 161-164, 173, 184. The quote is from "Report of George H. Conley, Supervisor," in Annual Report of the School Committee of Boston, 1898, appendix 117 (hereafter cited as ARSCB).
41. Osgood, "History of Special Education in Boston," pp. 161-164, 173, 184. The quote is from "Report of George H. Conley, Supervisor," in Annual Report of the School Committee of Boston, 1898, appendix 117 (hereafter cited as ARSCB).
42. Bender, pp. 98-103, 143, 147; Scouten, pp. 63-65. See also John D. Philbrick, "23rd Semi-Annual Report of the Superintendent," September 1871, in ARSCB, 1871, 206; "Report of Committee on School for Deaf-Mutes," in ARSCB, 1873, pp. 282-283.
43. Bender, pp. 98-103, 143, 147; Scouten, pp. 63-65. See also John D. Philbrick, "23rd Semi-Annual Report of the Superintendent," September 1871, in ARSCB, 1871, 206; "Report of Committee on School for Deaf-Mutes," in ARSCB, 1873, pp. 282-283.
44. Bender, pp. 98-103, 143, 147; Scouten, pp. 63-65. See also John D. Philbrick, "23rd Semi-Annual Report of the Superintendent," September 1871, in ARSCB, 1871, 206; "Report of Committee on School for Deaf-Mutes," in ARSCB, 1873, pp. 282-283.
45. "Report of the Board of Supervisors," in ARSCB, 1891, appendix 273-274; Henry Washburn, cited in "Annual Report of the Horace Mann School for the Deaf," in ARSCB, 1890, p. 290.
46. "Report of the Board of Supervisors," in ARSCB, 1891, appendix 273-274; Henry Washburn, cited in "Annual Report of the Horace Mann School for the Deaf," in ARSCB, 1890, p. 290.
47. ARSCB, 1874, pp. 470-471; Scouten, Turning Points, pp. 222-223; ARSCB, 1903, Appendix 100.
48. ARSCB, 1874, pp. 470-471; Scouten, Turning Points, pp. 222-223; ARSCB, 1903, Appendix 100.
49. ARSCB, 1874, pp. 470-471; Scouten, Turning Points, pp. 222-223; ARSCB, 1903, Appendix 100.
50. Enrollment data is drawn from the Annual Statistics of the Boston Public Schools, 6, for each year; 45th ARSBPS, School Document # 12, 1927, p. 53; "Report of Assistant Superintendent Augustine L. Rafter," appendix to 45th ARSBPS, 1927, pp. 197-98; "Report of Assistant Superintendent Augustine L. Rafter," in 36th ARSBPS, School Document # 23, 1917, p. 93.
51. Enrollment data is drawn from the Annual Statistics of the Boston Public Schools, 6, for each year; 45th ARSBPS, School Document # 12, 1927, p. 53; "Report of Assistant Superintendent Augustine L. Rafter," appendix to 45th ARSBPS, 1927, pp. 197-98; "Report of Assistant Superintendent Augustine L. Rafter," in 36th ARSBPS, School Document # 23, 1917, p. 93.
52. Enrollment data is drawn from the Annual Statistics of the Boston Public Schools, 6, for each year; 45th ARSBPS, School Document # 12, 1927, p. 53; "Report of Assistant Superintendent Augustine L. Rafter," appendix to 45th ARSBPS, 1927, pp. 197-98; "Report of Assistant Superintendent Augustine L. Rafter," in 36th ARSBPS, School Document # 23, 1917, p. 93.
53. Enrollment data is drawn from the Annual Statistics of the Boston Public Schools, 6, for each year; 45th ARSBPS, School Document # 12, 1927, p. 53; "Report of Assistant Superintendent Augustine L. Rafter," appendix to 45th ARSBPS, 1927, pp. 197-98; "Report of Assistant Superintendent Augustine L. Rafter," in 36th ARSBPS, School Document # 23, 1917, p. 93.
54. "Report of Assistant Superintendent Augustine L. Rafter," 1917, 94; "Report of the Assistant in Charge of Speech Improvement Classes, Miss Theresa A. Dacey," in 42nd ARSBPS, School Document # 17, 1924, p. 179; 45th ARSBPS, 1927, p. 53.
55. "Report of Assistant Superintendent Augustine L. Rafter," 1917, 94; "Report of the Assistant in Charge of Speech Improvement Classes, Miss Theresa A. Dacey," in 42nd ARSBPS, School Document # 17, 1924, p. 179; 45th ARSBPS, 1927, p. 53.
56. "Report of Assistant Superintendent Augustine L. Rafter," 1917, 94; "Report of the Assistant in Charge of Speech Improvement Classes, Miss Theresa A. Dacey," in 42nd ARSBPS, School Document # 17, 1924, p. 179; 45th ARSBPS, 1927, p. 53.
57. "Report of the Assistant in Charge . . . ," pp. 180-181, 184; 45th ARSBPS, 1927, pp. 51-52; "Report of Assistant Superintendent Walter S. Parker," Appendix to 33rd ARSBPS, 1914, pp. 108, 110.
58. "Report of the Assistant in Charge . . . ," pp. 180-181, 184; 45th ARSBPS, 1927, pp. 51-52; "Report of Assistant Superintendent Walter S. Parker," Appendix to 33rd ARSBPS, 1914, pp. 108, 110.
59. "Report of the Assistant in Charge . . . ," pp. 180-181, 184; 45th ARSBPS, 1927, pp. 51-52; "Report of Assistant Superintendent Walter S. Parker," Appendix to 33rd ARSBPS, 1914, pp. 108, 110.
60. 36th ARSBPS, 1917, p. 38; "Report of Assistant Superintendent Augustine L. Rafter," 1917, p. 96; 45th ARSBPS, 1927, p. 52; Proceedings, 1917, pp. 48, 208; 36th ARSBPS, 1917, p. 39; "Report of the Assistant in Charge . . . ," p. 181.
61. 36th ARSBPS, 1917, p. 38; "Report of Assistant Superintendent Augustine L. Rafter," 1917, p. 96; 45th ARSBPS, 1927, p. 52; Proceedings, 1917, pp. 48, 208; 36th ARSBPS, 1917, p. 39; "Report of the Assistant in Charge . . . ," p. 181.
62. 36th ARSBPS, 1917, p. 38; "Report of Assistant Superintendent Augustine L. Rafter," 1917, p. 96; 45th ARSBPS, 1927, p. 52; Proceedings, 1917, pp. 48, 208; 36th ARSBPS, 1917, p. 39; "Report of the Assistant in Charge . . . ," p. 181.
63. 36th ARSBPS, 1917, p. 38; "Report of Assistant Superintendent Augustine L. Rafter," 1917, p. 96; 45th ARSBPS, 1927, p. 52; Proceedings, 1917, pp. 48, 208; 36th ARSBPS, 1917, p. 39; "Report of the Assistant in Charge . . . ," p. 181.
64. 36th ARSBPS, 1917, p. 38; "Report of Assistant Superintendent Augustine L. Rafter," 1917, p. 96; 45th ARSBPS, 1927, p. 52; Proceedings, 1917, pp. 48, 208; 36th ARSBPS, 1917, p. 39; "Report of the Assistant in Charge . . . ," p. 181.
65. 36th ARSBPS, 1917, p. 38; "Report of Assistant Superintendent Augustine L. Rafter," 1917, p. 96; 45th ARSBPS, 1927, p. 52; Proceedings, 1917, pp. 48, 208; 36th ARSBPS, 1917, p. 39; "Report of the Assistant in Charge . . . ," p. 181.
66. For data sources as well as a detailed discussion of these developments see Osgood, "History of Special Education in Boston," pp. 245-252.
67. David Lincoln, "Special Classes for Mentally Defective Children in the Boston Public Schools," Journal of Psycho-Asthenics 14 (1909/1910), p. 91; Ada Fitts, "How to Fill the Gap Between the Special Classes and Institutions," Journal of Psycho-Asthenics 20 (1915/1916), p. 80; Ada Fitts, "The Value of Special Classes for the Mentally Defective Pupils in the Public Schools," Journal of Psycho-Asthenics 25 (1920/1921), p. 119; David Lincoln, "Special Classes for Feeble-Minded Children in the Boston Public Schools," Journal of Psycho-Asthenics 7 (1902/1903), p. 84; Fitts, 1915/1916, p. 80; Fitts, 1920/1921, p. 117; Special Class Teachers of Boston, The Boston Way: Plans for the Development of the Individual Child, 4th ed. (Boston: Special Class Teachers, 1928), p. 4.
68. David Lincoln, "Special Classes for Mentally Defective Children in the Boston Public Schools," Journal of Psycho-Asthenics 14 (1909/1910), p. 91; Ada Fitts, "How to Fill the Gap Between the Special Classes and Institutions," Journal of Psycho-Asthenics 20 (1915/1916), p. 80; Ada Fitts, "The Value of Special Classes for the Mentally Defective Pupils in the Public Schools," Journal of Psycho-Asthenics 25 (1920/1921), p. 119; David Lincoln, "Special Classes for Feeble-Minded Children in the Boston Public Schools," Journal of Psycho-Asthenics 7 (1902/1903), p. 84; Fitts, 1915/1916, p. 80; Fitts, 1920/1921, p. 117; Special Class Teachers of Boston, The Boston Way: Plans for the Development of the Individual Child, 4th ed. (Boston: Special Class Teachers, 1928), p. 4.
69. David Lincoln, "Special Classes for Mentally Defective Children in the Boston Public Schools," Journal of Psycho-Asthenics 14 (1909/1910), p. 91; Ada Fitts, "How to Fill the Gap Between the Special Classes and Institutions," Journal of Psycho-Asthenics 20 (1915/1916), p. 80; Ada Fitts, "The Value of Special Classes for the Mentally Defective Pupils in the Public Schools," Journal of Psycho-Asthenics 25 (1920/1921), p. 119; David Lincoln, "Special Classes for Feeble-Minded Children in the Boston Public Schools," Journal of Psycho-Asthenics 7 (1902/1903), p. 84; Fitts, 1915/1916, p. 80; Fitts, 1920/1921, p. 117; Special Class Teachers of Boston, The Boston Way: Plans for the Development of the Individual Child, 4th ed. (Boston: Special Class Teachers, 1928), p. 4.
70. David Lincoln, "Special Classes for Mentally Defective Children in the Boston Public Schools," Journal of Psycho-Asthenics 14 (1909/1910), p. 91; Ada Fitts, "How to Fill the Gap Between the Special Classes and Institutions," Journal of Psycho-Asthenics 20 (1915/1916), p. 80; Ada Fitts, "The Value of Special Classes for the Mentally Defective Pupils in the Public Schools," Journal of Psycho-Asthenics 25 (1920/1921), p. 119; David Lincoln, "Special Classes for Feeble-Minded Children in the Boston Public Schools," Journal of Psycho-Asthenics 7 (1902/1903), p. 84; Fitts, 1915/1916, p. 80; Fitts, 1920/1921, p. 117; Special Class Teachers of Boston, The Boston Way: Plans for the Development of the Individual Child, 4th ed. (Boston: Special Class Teachers, 1928), p. 4.
71. David Lincoln, "Special Classes for Mentally Defective Children in the Boston Public Schools," Journal of Psycho-Asthenics 14 (1909/1910), p. 91; Ada Fitts, "How to Fill the Gap Between the Special Classes and Institutions," Journal of Psycho-Asthenics 20 (1915/1916), p. 80; Ada Fitts, "The Value of Special Classes for the Mentally Defective Pupils in the Public Schools," Journal of Psycho-Asthenics 25 (1920/1921), p. 119; David Lincoln, "Special Classes for Feeble-Minded Children in the Boston Public Schools," Journal of Psycho-Asthenics 7 (1902/1903), p. 84; Fitts, 1915/1916, p. 80; Fitts, 1920/1921, p. 117; Special Class Teachers of Boston, The Boston Way: Plans for the Development of the Individual Child, 4th ed. (Boston: Special Class Teachers, 1928), p. 4.
72. Lincoln, 1902/1903, p. 84; Proceedings, 1902, pp. 145-146, 227; Martin Barr, cited in Lincoln, 1902/1903, p. 90; Lincoln, 1909/1910, pp. 89, 92; 22nd ARSBPS, in ARSCB, 1902, pp. 55-56.
73. Lincoln, 1902/1903, p. 84; Proceedings, 1902, pp. 145-146, 227; Martin Barr, cited in Lincoln, 1902/1903, p. 90; Lincoln, 1909/1910, pp. 89, 92; 22nd ARSBPS, in ARSCB, 1902, pp. 55-56.
74. ARSCB, 1904, appendix 118; Proceedings, 1911, pp. 131-132; ARSCB, School Document # 15, 1911, 40; Proceedings, 1913, p. 169; Proceedings, 1915, pp. 169, 178; 36th ARSBPS, 1917, p. 74. On Boston certification examinations see, for example, Boston Public Schools, Board of Superintendents, "Examination Papers," 1926, nos. 239-242. Other years of this publication also list such exams. Information on the yearly number of qualifiers for special class certificates can be found in the annual school document entitled "Candidates Eligible for Appointment as Teachers." See also Mary Burkhardt, "Special Classes in Boston," Training School Bulletin 16 (1919/1920), p. 22.
75. ARSCB, 1904, appendix 118; Proceedings, 1911, pp. 131-132; ARSCB, School Document # 15, 1911, 40; Proceedings, 1913, p. 169; Proceedings, 1915, pp. 169, 178; 36th ARSBPS, 1917, p. 74. On Boston certification examinations see, for example, Boston Public Schools, Board of Superintendents, "Examination Papers," 1926, nos. 239-242. Other years of this publication also list such exams. Information on the yearly number of qualifiers for special class certificates can be found in the annual school document entitled "Candidates Eligible for Appointment as Teachers." See also Mary Burkhardt, "Special Classes in Boston," Training School Bulletin 16 (1919/1920), p. 22.
76. ARSCB, 1904, appendix 118; Proceedings, 1911, pp. 131-132; ARSCB, School Document # 15, 1911, 40; Proceedings, 1913, p. 169; Proceedings, 1915, pp. 169, 178; 36th ARSBPS, 1917, p. 74. On Boston certification examinations see, for example, Boston Public Schools, Board of Superintendents, "Examination Papers," 1926, nos. 239-242. Other years of this publication also list such exams. Information on the yearly number of qualifiers for special class certificates can be found in the annual school document entitled "Candidates Eligible for Appointment as Teachers." See also Mary Burkhardt, "Special Classes in Boston," Training School Bulletin 16 (1919/1920), p. 22.
77. ARSCB, 1904, appendix 118; Proceedings, 1911, pp. 131-132; ARSCB, School Document # 15, 1911, 40; Proceedings, 1913, p. 169; Proceedings, 1915, pp. 169, 178; 36th ARSBPS, 1917, p. 74. On Boston certification examinations see, for example, Boston Public Schools, Board of Superintendents, "Examination Papers," 1926, nos. 239-242. Other years of this publication also list such exams. Information on the yearly number of qualifiers for special class certificates can be found in the annual school document entitled "Candidates Eligible for Appointment as Teachers." See also Mary Burkhardt, "Special Classes in Boston," Training School Bulletin 16 (1919/1920), p. 22.
78. ARSCB, 1904, appendix 118; Proceedings, 1911, pp. 131-132; ARSCB, School Document # 15, 1911, 40; Proceedings, 1913, p. 169; Proceedings, 1915, pp. 169, 178; 36th ARSBPS, 1917, p. 74. On Boston certification examinations see, for example, Boston Public Schools, Board of Superintendents, "Examination Papers," 1926, nos. 239-242. Other years of this publication also list such exams. Information on the yearly number of qualifiers for special class certificates can be found in the annual school document entitled "Candidates Eligible for Appointment as Teachers." See also Mary Burkhardt, "Special Classes in Boston," Training School Bulletin 16 (1919/1920), p. 22.
79. ARSCB, 1904, appendix 118; Proceedings, 1911, pp. 131-132; ARSCB, School Document # 15, 1911, 40; Proceedings, 1913, p. 169; Proceedings, 1915, pp. 169, 178; 36th ARSBPS, 1917, p. 74. On Boston certification examinations see, for example, Boston Public Schools, Board of Superintendents, "Examination Papers," 1926, nos. 239-242. Other years of this publication also list such exams. Information on the yearly number of qualifiers for special class certificates can be found in the annual school document entitled "Candidates Eligible for Appointment as Teachers." See also Mary Burkhardt, "Special Classes in Boston," Training School Bulletin 16 (1919/1920), p. 22.
80. ARSCB, 1904, appendix 118; Proceedings, 1911, pp. 131-132; ARSCB, School Document # 15, 1911, 40; Proceedings, 1913, p. 169; Proceedings, 1915, pp. 169, 178; 36th ARSBPS, 1917, p. 74. On Boston certification examinations see, for example, Boston Public Schools, Board of Superintendents, "Examination Papers," 1926, nos. 239-242. Other years of this publication also list such exams. Information on the yearly number of qualifiers for special class certificates can be found in the annual school document entitled "Candidates Eligible for Appointment as Teachers." See also Mary Burkhardt, "Special Classes in Boston," Training School Bulletin 16 (1919/1920), p. 22.
81. ARSCB, 1904, appendix 118; Proceedings, 1911, pp. 131-132; ARSCB, School Document # 15, 1911, 40; Proceedings, 1913, p. 169; Proceedings, 1915, pp. 169, 178; 36th ARSBPS, 1917, p. 74. On Boston certification examinations see, for example, Boston Public Schools, Board of Superintendents, "Examination Papers," 1926, nos. 239-242. Other years of this publication also list such exams. Information on the yearly number of qualifiers for special class certificates can be found in the annual school document entitled "Candidates Eligible for Appointment as Teachers." See also Mary Burkhardt, "Special Classes in Boston," Training School Bulletin 16 (1919/1920), p. 22.
82. ARSCB, 1904, appendix 118; Proceedings, 1911, pp. 131-132; ARSCB, School Document # 15, 1911, 40; Proceedings, 1913, p. 169; Proceedings, 1915, pp. 169, 178; 36th ARSBPS, 1917, p. 74. On Boston certification examinations see, for example, Boston Public Schools, Board of Superintendents, "Examination Papers," 1926, nos. 239-242. Other years of this publication also list such exams. Information on the yearly number of qualifiers for special class certificates can be found in the annual school document entitled "Candidates Eligible for Appointment as Teachers." See also Mary Burkhardt, "Special Classes in Boston," Training School Bulletin 16 (1919/1920), p. 22.
83. Proceedings, 1912, p. 214; 32nd ARSBPS, School Document # 10, 1913, p. 62; Proceedings, 1914, p. 166; 34th ARSBPS, School Document # 17, 1915, p. 66; 33rd ARSBPS, 1914, p. 35; Proceedings, 1917, pp. 161-162; 36th ARSBPS, 1917, p. 36; 49th ARSBPS, School Document # 7, 1931, p. 25. See also Burkhardt, "Special Classes in Boston," p. 23.
84. Proceedings, 1912, p. 214; 32nd ARSBPS, School Document # 10, 1913, p. 62; Proceedings, 1914, p. 166; 34th ARSBPS, School Document # 17, 1915, p. 66; 33rd ARSBPS, 1914, p. 35; Proceedings, 1917, pp. 161-162; 36th ARSBPS, 1917, p. 36; 49th ARSBPS, School Document # 7, 1931, p. 25. See also Burkhardt, "Special Classes in Boston," p. 23.
85. Proceedings, 1912, p. 214; 32nd ARSBPS, School Document # 10, 1913, p. 62; Proceedings, 1914, p. 166; 34th ARSBPS, School Document # 17, 1915, p. 66; 33rd ARSBPS, 1914, p. 35; Proceedings, 1917, pp. 161-162; 36th ARSBPS, 1917, p. 36; 49th ARSBPS, School Document # 7, 1931, p. 25. See also Burkhardt, "Special Classes in Boston," p. 23.
86. Proceedings, 1912, p. 214; 32nd ARSBPS, School Document # 10, 1913, p. 62; Proceedings, 1914, p. 166; 34th ARSBPS, School Document # 17, 1915, p. 66; 33rd ARSBPS, 1914, p. 35; Proceedings, 1917, pp. 161-162; 36th ARSBPS, 1917, p. 36; 49th ARSBPS, School Document # 7, 1931, p. 25. See also Burkhardt, "Special Classes in Boston," p. 23.
87. Proceedings, 1912, p. 214; 32nd ARSBPS, School Document # 10, 1913, p. 62; Proceedings, 1914, p. 166; 34th ARSBPS, School Document # 17, 1915, p. 66; 33rd ARSBPS, 1914, p. 35; Proceedings, 1917, pp. 161-162; 36th ARSBPS, 1917, p. 36; 49th ARSBPS, School Document # 7, 1931, p. 25. See also Burkhardt, "Special Classes in Boston," p. 23.
88. Proceedings, 1912, p. 214; 32nd ARSBPS, School Document # 10, 1913, p. 62; Proceedings, 1914, p. 166; 34th ARSBPS, School Document # 17, 1915, p. 66; 33rd ARSBPS, 1914, p. 35; Proceedings, 1917, pp. 161-162; 36th ARSBPS, 1917, p. 36; 49th ARSBPS, School Document # 7, 1931, p. 25. See also Burkhardt, "Special Classes in Boston," p. 23.
89. Proceedings, 1912, p. 214; 32nd ARSBPS, School Document # 10, 1913, p. 62; Proceedings, 1914, p. 166; 34th ARSBPS, School Document # 17, 1915, p. 66; 33rd ARSBPS, 1914, p. 35; Proceedings, 1917, pp. 161-162; 36th ARSBPS, 1917, p. 36; 49th ARSBPS, School Document # 7, 1931, p. 25. See also Burkhardt, "Special Classes in Boston," p. 23.
90. Proceedings, 1912, p. 214; 32nd ARSBPS, School Document # 10, 1913, p. 62; Proceedings, 1914, p. 166; 34th ARSBPS, School Document # 17, 1915, p. 66; 33rd ARSBPS, 1914, p. 35; Proceedings, 1917, pp. 161-162; 36th ARSBPS, 1917, p. 36; 49th ARSBPS, School Document # 7, 1931, p. 25. See also Burkhardt, "Special Classes in Boston," p. 23.
91. Proceedings, 1912, p. 214; 32nd ARSBPS, School Document # 10, 1913, p. 62; Proceedings, 1914, p. 166; 34th ARSBPS, School Document # 17, 1915, p. 66; 33rd ARSBPS, 1914, p. 35; Proceedings, 1917, pp. 161-162; 36th ARSBPS, 1917, p. 36; 49th ARSBPS, School Document # 7, 1931, p. 25. See also Burkhardt, "Special Classes in Boston," p. 23.
92. Proceedings, 1911, p. 147; ARSCB, 1911, p. 40; 34th ARSBPS, 1915, pp. 66-67; Burkhardt, p. 23. See also 32nd ARSBPS, 1913, pp. 12-13.
93. Proceedings, 1911, p. 147; ARSCB, 1911, p. 40; 34th ARSBPS, 1915, pp. 66-67; Burkhardt, p. 23. See also 32nd ARSBPS, 1913, pp. 12-13.
94. Proceedings, 1911, p. 147; ARSCB, 1911, p. 40; 34th ARSBPS, 1915, pp. 66-67; Burkhardt, p. 23. See also 32nd ARSBPS, 1913, pp. 12-13.
95. Proceedings, 1911, p. 147; ARSCB, 1911, p. 40; 34th ARSBPS, 1915, pp. 66-67; Burkhardt, p. 23. See also 32nd ARSBPS, 1913, pp. 12-13.
96. Proceedings, 1911, p. 147; ARSCB, 1911, p. 40; 34th ARSBPS, 1915, pp. 66-67; Burkhardt, p. 23. See also 32nd ARSBPS, 1913, pp. 12-13.
97. 43rd ARSBPS, School Document # 9, 1925, p. 70; Proceedings, 1911, p. 73; Proceedings, 1916, p. 4; Annual Report of the Massachusetts State Board of Education, 1928, part I, pp. 54-55 (hereafter cited as ARSBE); ARSBE, 1929, part I, p. 48. Information on these conferences for succeeding years is available in part I of ARSBE for the respective years.
98. 43rd ARSBPS, School Document # 9, 1925, p. 70; Proceedings, 1911, p. 73; Proceedings, 1916, p. 4; Annual Report of the Massachusetts State Board of Education, 1928, part I, pp. 54-55 (hereafter cited as ARSBE); ARSBE, 1929, part I, p. 48. Information on these conferences for succeeding years is available in part I of ARSBE for the respective years.
99. 43rd ARSBPS, School Document # 9, 1925, p. 70; Proceedings, 1911, p. 73; Proceedings, 1916, p. 4; Annual Report of the Massachusetts State Board of Education, 1928, part I, pp. 54-55 (hereafter cited as ARSBE); ARSBE, 1929, part I, p. 48. Information on these conferences for succeeding years is available in part I of ARSBE for the respective years.
100. 43rd ARSBPS, School Document # 9, 1925, p. 70; Proceedings, 1911, p. 73; Proceedings, 1916, p. 4; Annual Report of the Massachusetts State Board of Education, 1928, part I, pp. 54-55 (hereafter cited as ARSBE); ARSBE, 1929, part I, p. 48. Information on these conferences for succeeding years is available in part I of ARSBE for the respective years.
101. 43rd ARSBPS, School Document # 9, 1925, p. 70; Proceedings, 1911, p. 73; Proceedings, 1916, p. 4; Annual Report of the Massachusetts State Board of Education, 1928, part I, pp. 54-55 (hereafter cited as ARSBE); ARSBE, 1929, part I, p. 48. Information on these conferences for succeeding years is available in part I of ARSBE for the respective years.
102. "Syllabus for Special Classes," School Document # 4, 1914, especially pp. 2-5; Special Class Teachers of Boston, The Boston Way, passim; Ada Fitts, cited in "Report of Assistant Superintendent Walter S. Parker," Appendix to 33rd ARSBPS, 1914, p. 106; 36th ARSBPS, 1917, p. 36.
103. "Syllabus for Special Classes," School Document # 4, 1914, especially pp. 2-5; Special Class Teachers of Boston, The Boston Way, passim; Ada Fitts, cited in "Report of Assistant Superintendent Walter S. Parker," Appendix to 33rd ARSBPS, 1914, p. 106; 36th ARSBPS, 1917, p. 36.
104. "Syllabus for Special Classes," School Document # 4, 1914, especially pp. 2-5; Special Class Teachers of Boston, The Boston Way, passim; Ada Fitts, cited in "Report of Assistant Superintendent Walter S. Parker," Appendix to 33rd ARSBPS, 1914, p. 106; 36th ARSBPS, 1917, p. 36.
105. "Syllabus for Special Classes," School Document # 4, 1914, especially pp. 2-5; Special Class Teachers of Boston, The Boston Way, passim; Ada Fitts, cited in "Report of Assistant Superintendent Walter S. Parker," Appendix to 33rd ARSBPS, 1914, p. 106; 36th ARSBPS, 1917, p. 36.
106. Fitts, 1920/1921, pp. 115, 117.
107. Proceedings and Addresses of the National Education Association, 41st Annual Meeting, 1902, pp. 829-830.