The Progress of Pupils in an Ungraded Class 1We are deeply indebted to Dr. Truman L. Kelley, Adjunct Professor of the Psychology of Education, University of Texas, for his valuable criticisms, encouragement, and suggestions.

only long enough to satisfy the law. This law also brought back into the schools retarded children who had withdrawn because of inability to progress, or because of discouragement. In the summer of 1916, the authorities of the public schools of Austin took steps to remedy these obstacles to the efficiency of the schools, by instituting three ungraded classes in different ward schools in the city. Special teachers were employed for these classes. It was hoped by this means to help those in need in the branches of study in which they are most deficient, to give them that which they need most, and then to restore them to their respective grades, or to advance them as rapidly as they were able to progress. Thus, instead of holding certain pupils back in a grade for being unable to make satisfactory progress in a certain branch of study, provisions were made to teach those branches that are absolutely essential for efficient citizenship.