School Social Work in Hartford, Connecticut: Correcting the Historical Record

This paper corrects the historical record on why and how school social work began in Hartford and who was instrumental in establishing the new service. The findings, based on a study of primary sources, revealed that a school principal, and not a psychologist as previously claimed, initiated the process that led the Hartford Charity Organization Society to appoint its Visitor, Winifred Singleton Bivin, a social caseworker, to also become the first social worker in the schools in January 1907. The social work profession, which owes its origin to the Charity Organization Movement, is also obligated to the Hartford Charity Organization Society for its cooperative work with the schools, which led to the inception and subsequent development of school social work by the schools and, in 1909, the appointment of Miss Sara Holbrook who subsequently became a national leader in the development of the fledgling profession. ********** This paper corrects the historical record on why and how school social work began in Hartford and who was instrumental in establishing the new service. The inception and early development of social work in a Hartford school, primarily based on an examination of primary source documents, is presented. The prevailing view, as reflected in the historical record or professional literature, is critically analyzed. Finally, the methodological and substantive implications for the profession are discussed. School Social Work in Hartford: Inception and Early Development The decision to seek professional "help and advice" occurred in the fall, 1906, when the principal of the Second North School, Arthur Derrin Call (1907), contacted the Superintendent of the Hartford Charity Organization Society regarding a thirteen year old child, Nellie K., who "had been in the first grade for seven years and still she could not read a complete sentence" (Bivin, 1907, p. 1242). Call had observed a number of "extremely backward children" and believed "that the trouble in most cases was of a physical nature possibly needing medical treatment (1907, p. 12). It was Nellie, however, that "especially attracted [his] attention" that led to his request to contact the Society. Winifred Singleton Bivin, a student at the Hartford School of Religious Pedagogy and the official visitor of the Hartford Charity Organization Society (1906, 1907), was sent to "investigate and assist" the Second North School (Call, 1907, p. 12) and began her work with Nellie (Bivin, 1907). After contacts with the home and parents, a visit to a specialist (who diagnosed "large adenoid growths"), and a subsequent operation, Nellie demonstrated dramatic improvement in hearing, weight gain, and improvement in school work (Bivin, 1907, p. 1242). Call's (1907) enthusiastic reaction, as he noted Nellie's remarkable improvements "was an incentive to the study of a large number of dull and backward children" (Bivin, p. 1243). Four teachers, who were requested to refer children "they considered dull," resulted in a referral of 32 boys and girls, from 9 to 14 years of age (Bivin, 1907, p. 1243). After tests and observations, it was determined that "eighty-four percent had defects of sight, defects of hearings, enlarged tonsils, adenoid growths or nervous disorders of a sufficiently serious nature to definitely hinder progress in school" (p. 1243). Seeking medical attention, the next step, involved home visits to secure parental cooperation and to assess the financial condition of the home, and to offer assistance to parents on behalf of their other children (Bivin, 1907). The assistance that was offered focused on obtaining needed medical attention and prevention of illness. By May 21, 1907, "eighty children were examined by the visitor [Mrs. Bivin], of whom eighty-two percent were found to need medical treatment" and were treated by specialists (Bivin, 1907, p. …