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Notes
1 An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education of New York University, 1941. The writer wishes to acknowledge her indebtedness to the members of the committee of New York University who sponsored this study: Professor Ernest R. Wood, Chairman, Professor Paul V. West, and Professor John O. Creager. Grateful appreciation is due Professor Marie K. Gallagher of Hunter College for her assistance in initiating this investigation, and to the teachers of the Department of Education of Hunter College who cooperated in the study.