The Birmingham age-herald. [volume] (Birmingham, Ala.) 1902-1950, 1924-04-02
School Psychologists
by H. ADDINGToN BRUCl

A new and promising tendency in educa-
ton is the movement to enlist psychologists
| in the routine work of schools, just as doc,
tors and nurses have already been enlisted.
| As yet, to be sure, this movement Is nd
more than under way. But the few psycholoa
| gists regularly connected with schools have
| proved that they can render exceedingly val
| liable services in solving problems which, left
unsolved, not only hamper the work Of the
ing and inefficiency. -
And the problems attacked by the school
| psychologists are most varied.
1t is not simply question of applying psy-
Geological tests to grade children according
to their Unborn intelligence, and prescribe
special schooling for the weak-minded. 1t il
also, and still more, q question of ascertain.
| ing why certain children of normal intelli
gence do poorly in school and perhaps, be-
sides learning little, try teachers greatly by
misbehavior.
Reproaches and punishments, experience
has shown ever since there first were schools
have had scant reformativs effect ON such
children. What they need is a searching in
curry into the causes Of their retardation and
their misbehavior. This inquiry it is the
special business of school psychologists to
make.
Making ii, they repeatedly bring TO light
significant facts unsupported by teachers and
parents. Take, to particularize, a problem
successfully solved by one school psychologist
Mr.. R. B. W. HUT psychologist of the Mont
gomery School for Boys -5.5.
In this instance the problem was presented
by a small boy who consistently failed in his
studies and was a conspicuous class nuisance.
Various punitive methods had been tried by
the school authorities, various others by his
parents. All were equally inefficacious, and
the case seemed hopeless.
Yet the boy was not, as some supposed 3
mental weakling. Mr.. Hutt's tests demon
strated that he had ample ability for the
work of the school IL he could but be brought
to use that ability Alright. 1t was as though
he were under some malign influence urging
him, on the one hand not to learn, and on
the other to misbehave.
Such an influence actually was found pres
emit.
1t consisted in a deep-seated belief, on the
boys part, that there was no use in his try
ing to learn or to be good because he was
naturally inferior to other children. This
belief in his inferiority amounted to an OBJ
session, and had its origin in ridicule un-
wisely directed against the lad during his
childhood.
Clearly, if he was to be helped this Elm
feriority complex" had to be broken up. For
this purpose Mr.. HUT directed that easy
lessons be set the boy and words of en-.
couragement Havished on him. The device
succeeded. The boys self-confidence rose, he
learned TO like success" he ceased misbe-
having, and ere long was on parity with his
schoolmates.
Had the space could cite numerous sim
liar cases-of different causation-worked out
satisfactorily by psychologists. Every case
worked out means, manifestly, a tightening
of teachers tasks and a distinct social gain
in saving for useful life a child who might
otherwise grow to be serious liability to So
ciety.
Because of this fact 1t would seem safe to
predict that, as knowledge grows Of what
school psychologists can do, there will be d