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Dr. Berry then outlined the Detroit plan in 1923 of departmentalized special education for groups "A" and "B." Group "A" being pupils under 13 years of age and group "B" 13 to 16. One of the essentials of the special class training was habit training. Dr. Berry stated that the habits which were fundamental to success in any vocation are the very ones that are essential to success in schoolwork. He went on to say: "Through the formation of right habits he may do what is right and refrain from doing what is wrong without being able to give any reasons why certain acts are right and certain other acts are wrong. With the mentally retarded child the habits he forms determine his future to a much greater extent than does the knowledge he acquires while in school."

It seems to me that the situation which confronts the special classes today contains many of the same questions that were troubling Dr. Spalding twenty-five years ago and that the basic aims are essentially those of that day. Methods are changing. Two leaders in this field have discussed in detail modern concepts and to a degree the postwar era. They are Mr. John Tenny and Dr. Elizabeth Kelly writing in the March, 1944, issue of the Journal of Exceptional Children.

Mr. Tenny favors a plan whereby the special class child may participate in a cooperative plan of special education with special classes housed in regular schools. The value of the plan being to free the child from stigmatization. In handling the mentally retarded under this plan Mr. Tenny recommends:

"Pupils should not be placed in a group by themselves but treated as a part of the class. Favors, such as less work, should not be granted. Social adjustment should be considered the basic goal." Dr. Kelly in her analysis of the situation states: "If the individual is found, according to accepted scientific measures, to fall below the standard set for potential community adjustment, it may be concluded that he is non-salvageable. If on the other hand, by the use of the same scientific technique, the individual gives promise of development along the lines of social competence and personality adjustment, the school receives a challenge."

The last statement is perhaps the most hopeful for the special class child. Dr. Kelly's plans call for:

1. A complete analysis of the individual case.
2. A period of trying-out of discovered bents and capacities.
3. A prevocational period.
4. A complete guidance program.
5. Preparation for actual work situations.
6. Job placement.
7. Follow up.

The seven points I feel might well be the basic aims of all public school special education in the postwar world. In order to prepare the child to meet the world Dr. Kelly ascertained what personnel managers and directors of employment desired most in the retarded children placed in job situations. These people considered the following work habits as essential:

1. Alertness.
2. Ability to follow directions.
3. Safety-First.
4. Accuracy and neatness.
5. Steadiness and reliability.
6. Ability to take orders.
7. Good character, honesty and good disposition.

It would be of more than academic interest to know the number of special class pupils who have participated in the war effort, both in the armed services and in war industry. It would be of greater value to know how many succeeded and how many failed and what were the essential factors in their success or failure. Such information would be of inestimable value in shaping the future curricula.

Our present problem has to do with what is to become of these special class pupils who return from the war or are released from war industry. Will a place be found for them in civilian life and activity? Will they become a part of the population living on relief?

Dr. Spalding twenty-five years ago raised the question of the cost of special education. That is still under discussion. We have become inured to high figures for war expenses. Perhaps now the time is ripe to present to the public the need as well as the value of an adequate program of special education. It will not be a minor expenditure but it need not be exorbitant. The thoroughness and the adequacy of the program will achieve the results most desired-self-respecting useful members of society.

Next I should like to look with you toward some of the horizons for the institutions. There are many facets to this picture but I shall attempt to view only a few.

First of these are the institutional opportunities for research. It seems to me that it is logical for the major part of research in this field to come from institutions where there are ample facilities for controls and where there is always the factor of twenty-four-hour supervision. The factors that have been lacking in the past are time, men and money to do the work.

A number of institutions have in recent years augmented their facilities for research. At a recent meeting of this Association held in Boston we had the pleasure of being present at the formal dedication of the George L. Wallace Laboratory. Already a great deal of valuable research knowledge has materialized from that institution. Connecticut's newest school at Southbury has made excellent provisions for research. Vineland, Northville, Sonoma, American Fork, Faribault and Letchworth all have given a great deal to the research literature in this field.