Published online by Cambridge University Press: 24 February 2017
Addressing the Atlanta Board of Education at its January 1898 meeting, Superintendent William F. Slaton called for the adoption of a regulation to “prevent children of dull minds and weak intellects from remaining 3 or 4 years in the same grade.” Their presence, Slaton stated, was leading “to the annoyance of the teacher and detriment of the grade.” This call to deal with low achieving students was not the only recommendation to alter existing school policies and programs that the city's Board of Education heard that year or the next. In his annual reports for both 1898 and 1899, Slaton called on the Board of Education to introduce vocational education into Atlanta's course of study to meet the needs of high school students who, as he put it, “are bread-winners early in life and subsequently heads of families.” And during May 1899, the Board of Education received proposals urging it to introduce physical education into the curriculum and to establish kindergarten classes in several of the city's schools. Here were the first stirrings of Progressive educational reform, which would lead in Atlanta, as in other urban school systems, to a differentiated program, including vocational education and guidance, kindergartens, junior high schools, and special classes for handicapped children.
1 Atlanta Board of Education, Minutes, 6 Jan. 1898, 2: 522.Google Scholar
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54 This information could, of course, have been recorded elsewhere, but the manager of the Atlanta Public Schools Record Center was unaware of the existence of any other records for these students.Google Scholar
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56 In 1914, the Atlanta Board of Education adopted the following grading system: A (excellent), 90–100; B (good), 80–89; C (satisfactory), 70–79; D (fair), 60–69; E (unsatisfactory), below 60. In 1918, the board introduced a new grading system: A (excellent), 90–100; B (good), 80–89; C (fair), 70–79; D (unsatisfactory), below 70. See Ecke, , From Ivy Street 101, 129.Google Scholar
57 U.S. Department of Commerce, Bureau of the Census, Fourteenth Census of the United States, 1920: Population (Washington, D.C., 1922), 4: 1053–55.Google Scholar
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60 The cumulative records of thirteen of the Lee Street special class students listed the occupations of their fathers. I categorized those occupations according to Thernstrom's Socio-Economic Ranking of Occupations as follows: high white collar–owner of a furniture factory (1 child); low white collar–foreman (1), insurance agent (1), postman (1), shipping clerk (1), skilled–railroad engineer (1), carpenter (2), plumber (1), semiskilled/unskilled–packer (1), textile worker (2), waiter (1). I combined semiskilled and unskilled because it was not possible to tell from the information on the cumulative record in which of these categories the occupations fell. See Thernstrom, Stephan, The Other Bostonians: Poverty and Progress in the American Metropolis, 1880–1979 (Cambridge, 1973), 289–302 (Appendix B). Although this data set is exceedingly small, I have decided to report the results. I am doing so because after three years of searching records in Atlanta, I have not been able to identify any other special children.Google Scholar
61 To determine the class background of children from Lee Street's regular classes, I selected every fifth unduplicated name for which school cumulative records could be located from the 1921–22 class roster of 591 children and from the 1922–23 class roster of 568 children. Using Thernstrom's Socio-Economic Ranking of Occupations to categorize these students, I found that 15 (12.1%) of the children's fathers held high white collar occupations; 55 (44.4%), low white collar occupations; 31 (25%), skilled occupations; and 23 (18.5%), semiskilled/unskilled occupations. For the population of Atlanta, I again used Thernstrom's rankings with the occupations of white males reported in the 1920 census. This analysis indicated that 6,349 (16%) of white males held high white collar occupations; 17,728 (44.6%), low white collar occupations; 7,511 (18.9%), skilled occupations; and 8,160 (20.5%), semiskilled/unskilled occupations.Google Scholar
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