Veterans Administration position, 204, 205–6
Wiggam meeting with, 149–50
Woodward-Glenwood follow-up encouraged by Havighurst and Gladwin, 222–23, 228, 257
Woodward-Glenwood study contrast group, follow-up, 188, 236–38, 247, 248–49
Woodward-Glenwood study experimental group, follow-up, 236–38, 246, 247–49
Woodward-Glenwood study follow-up, 187–88
Woodward-Glenwood study follow-up report, 243, 247–49, 259, 262
World War II Army Air Force service, 188, 194, 203, 256
and Zerwekh at Davenport Home, 53–55, 97
Skeels, Harold M. and Harold B. Dye, A Study of the Effects of Differential Stimulation on Mentally Retarded Children, (1939), 158, 159, 171, 190
Skodak, Marie (Marie Skodak Crissey)
at AAAS meeting, 170–72
on acceptance of Skeels’s results in 1960s, 250, 251
adoption effects on Davenport infants, 141–44, 207
American Educational Research Association address, 253–54
arrival at Iowa station, 8, 28, 40, 45
assistant psychologist in Iowa, 6, 32–33
BD and CD placed at Woodward State Hospital, 63–64
BD’s and CD’s improvement at Woodward State Hospital seen, 99–100
career choices and challenges, 261–62
childhood, 17
concerns about adopted children, 92–93
on Davenport Home conditions, 49–50, 61–62, 281
at Dearborn public schools, 206–7, 239, 250, 261
death, 263
on deaths of Davenport children, 217
discoveries challenged by McNemar, 178, 179–80
discoveries challenged by Osborn, 143
discoveries confirmed by Speer, 143, 175
on eugenics movement, 72
at Flint Child Guidance Clinic, 144, 149, 171, 193, 206, 250
follow-up on adoption studies, preparation, 228–30
follow-ups on adoption studies, 229, 239–40, 261
higher-than-expected adoptee IQ test results, 95–97, 104
hired by Skeels as assistant, 30–31
IASSIDD address, 254
on inevitable outcomes for the mentally deficient, 25
intelligence as inherited trait, 33
on Iowa’s policy on disrupted adoptions, 57, 94
in Iowa station’s PhD program, 97, 144
Kennedy Foundation award, 252
as lecturer at University of Michigan, 206, 261
life stories of birth parents, 142–44, 180
marriage, 239, 250
Mirsky and, 243
opinion of Stoddard, 40, 43–44
PhD studies at Ohio State University, 21, 24, 25–26, 30–31
on postwar psychological research, 214
on private life of Skeels, 188–89, 190, 221, 256
response to McNemar and Goodenough, 181, 182, 187, 256
retirement, 250
return to Iowa station after war, 203–4
at Rome school, 24–25, 27
Schiff and, 257–58
on Sears’s station leadership, 202, 205
sexual discrimination and, 205, 261–62
on Skeels’s American Association for Mental Deficiency address, 161
on Skeels’s death, 255–56
Skeels’s follow-up report written by, 247, 262
on Skeels’s self-doubt and uncertainties, 163, 246
for Stoddard’s G. Stanley Hall Award, 260–61
studies of adoptees, 9, 46, 141–44, 207
study in Hungary, 20–21
summer job in Iowa (1933), 26–30
testing before finalizing adoptions, 57, 91–95
transport of infants to Davenport Home, 51
undergraduate study at Ohio State University, 15–20, 170
on Wellman’s discovery of IQ score changes, 42–43
on World War II impact, 193–94
“smart John” effect and children of prostitutes, 143, 180
Smyke, Anna, 272
Society for Research in Child Development, 171, 201–2, 215
“Some Preliminary Findings of Three Followup Studies on the Effects of Adoption on Children from Institutions” (Skeels), 240–41
Speer, George, 143, 175
Spiker, Charles C., 215–16
Spiro, Jonathan, 79
Squire, Larry, 245
Stanford-Binet test, 41, 67–68, 218
Stanford Test of Achievement, 129
Station for the Experimental Study of Evolution (Carnegie Institution), 80
sterilization
advocated by eugenics groups, 69, 72, 77
in America, 88, 196
in California, 176
Carrie Buck, 86–87
involuntary sterilization laws, 2–3, 87–88
in Iowa, 58, 60
Viola Hoffman, 2–3
Stern, Wilhelm, 67
Stevenson, Adlai, 198
Stoddard, George
Alfred Binet and, 9, 132
articles published, 162
autobiography, 260
brain changes with experience, 226
congratulatory letters when leaving Iowa, 195–96
death, 261
decision to leave Iowa, 194–95
education, 38–39
Educational Records Bureau address, 147–48
environment influence on intelligence, 8, 101, 146, 220
friendship with Grant Wood, 189–90, 194
G. Stanley Hall Award in Developmental Psychology, 260
head of the University of Iowa’s Graduate School, 45
head of the University of Iowa’s psychology department, 45
job offer from Terman rejected, 39–40
leadership at Iowa station, 43–45, 101, 118, 158, 163
on Lincoln Center board, 260
named as Iowa station director, 38, 40
National Education Association address, 146–47
national kindergarten program proposed, 162–163
national preschool program proposed, 185–86, 243
as New York’s commissioner of education, 195, 196
New York University chancellor, 257, 260
NSSE 1940 meeting and Yearbook, 154, 164–66, 168–69, 174–77
popular press coverage, 147–48, 178
response to Terman attacks, 168, 256
response to withheld McNemar paper, 166, 168–69, 174–75, 177, 182
Simpson on, 183
Skodak’s impression of, 40, 43–44
State University of New York presidency, 195
Terman attacks on, 164, 166–68, 169, 183–84, 192
Terman-Stoddard debates, 166–68, 183–84, 209
UNESCO committee, 197, 198, 260
University of Illinois presidency, 197–98, 260
Wellman’s reports supported by, 132
Wiggam meeting with, 151–52
on Woodward-Glenwood study, 139
year at Princeton, 198, 260
Stravinsky, Igor, 197–98
stress, effect on brain development, 274–76
Study of American Intelligence, A (Brigham), 115
“Study of Environmental Stimulation, A,” 134
“Study of the Effects of Differential Stimulation on Mentally Retarded Children, A” (Skeels), 159
Tabacaru, Cristian, 268, 269
tension between clinical and experimental psychologists, 30
Terman, Lewis
American Psychological Association president, 71, 207
approach to intelligence testing, 39–40, 68, 71
army recruit intelligence tests, 70, 71, 72
attacks on Iowa station results, 10, 90, 178, 256
attacks on Skeels, 189
attacks on Stoddard, 164, 166–68, 169, 183–84, 192
attacks on Wellman, 166
autobiography, 208, 209
Bagley’s criticism of, 113–14
Brigham and, 114–16
Burks and, 173
burn injuries in fire, 207
complaints about Iowans’ public profile, 162
control group use proposed, 112
correspondence with Goodenough, 154, 170, 182–83, 193
death, 208–9, 257
on declining intelligence of the white race, 83
developmental biology ignored by, 89–90
early stimulation effects rejected by, 111
education, 65–66
on eugenics movement and IQ tests, 2, 67, 72, 85
Genetic Studies of Genius, 72, 199, 208
Genius and Stupidity, 66
head of the Stanford’s psychology department, 66, 72, 207
institutionalization for the unfit, 67, 72, 77
on intelligence of children in orphanages, 112, 117
Intelligence of School Children, The, 68
Iowa response to Psychological Bulletin paper, 166, 168–69, 170
letter to Pastore, 208
Measurement of Intelligence, The, 68
“mental test for every child,” 54
National Academy of Sciences, 72, 207
National Education Association address, 166, 167
NSSE 1928 Yearbook, 117, 164
NSSE 1940 Yearbook committee, 164, 165
on NSSE 1940 Yearbook environmental research, 177
Osborn’s article and, 153–54
paper withheld from 1940 Yearbook, 165–66, 168–69, 177
profit from sale of IQ tests, 71, 72
response to Lippmann’s criticism, 112
retirement, 207
revision of Binet’s test, 39, 67–68, 160
Sears and, 199, 208–9
Simpson and, 156, 165
Stanford-Binet test, 41, 67–68, 113, 218
statistical inadequacy of, 156–57, 168, 184, 186
sterilization advocated by, 77, 83
studies of masculinity, femininity, and homosexuality, 190
study of young children rejected by, 111
Terman-Stoddard debates, 166–68, 183–84, 209
theories attacked by Wellman, 146
Wiggam and, 149, 152, 178
theta activity or theta waves, 273
Thorndike, Edward L., 113, 194
Today Show (TV show), 253
Tough, Paul, 276
toxic stress, effect on brain development, 274–76
Trabue, Marion, 113
Trait Book (Eugenics Record Office), 81
Tredgold, A. F., 76
Turing, Alan, 257
20/20 (TV show), 266–67
twins, studies of, 258, 259
UNESCO (United Nations Educational, Scientific, and Cultural Organization), 197, 198, 260
unit trait inheritance, 75–76, 85–86, 90, 116
Updegraff, Ruth, 132
Van Steenberg, Neil J., 59, 143–44
Village of a Thousand Souls, The (Gesell), 77–78
Vineland Training School for Feeble-Minded Girls and Boys, 21, 68
Vining, Elizabeth Grey, 197
Vogel, Amy, 58
Voldeng, M. N., 98
Waddington, C. H., 177
Wallace, Henry A., 185–86, 194
Walters, Barbara, 253
“Wandering IQ, The” (Simpson), 155, 225
war crimes, 84, 214
War of the Worlds, The (Welles), 170
Warren, Stafford L., 242
Watson, James, 86
Watson, John B., 156
Wechsler Adult Intelligence Scale, 127–28
Weiss, Emalyn, 28
Welles, Orson, 170
Wellman, Beth
arrival at Iowa station, 8, 41
cancer, 44, 194
on children who left University of Iowa preschool, 144
on concept of intelligence, 146, 159
Davenport preschool study, design, 132–35
Davenport preschool study, experiences and results, 135–40, 144–45
death, 44, 257
engagement to Bird Baldwin, 41
environmental stimulation influence on intelligence, 132, 147
on higher-than-expected adoptee IQ test results, 97
as Iowa station director, 206
IQ score plateau during summer vacations, 42, 131, 134
McNemar and, 169, 178
NSSE 1940 Yearbook committee, 164
popular press coverage, 145–46, 147, 149, 162
preschool effect on college entrance exams, 146
preschool effect on IQ scores, 8, 41–43, 104, 118, 131–32, 134, 140
publications, 44, 45, 162, 202–3
response to McNemar paper, 182, 256
results reported at AAAS meeting, 145–46, 171
Sears and, 200
Simpson attacks on, 155, 156, 163
Terman attacks on, 166
Wiggam meeting with, 150–51
Weschler Preschool and Primary Scale of Intelligence (WPPSI), 271
Whipple, Guy M., 165, 186–87
Wiggam, Albert E.
environmentalist impact on, 154, 155, 175
Iowa visit, 148–53
popular press coverage, 178
sterilization supported by, 83
Terman and, 149, 152, 178
writing in support of eugenics, 82–83, 85, 148
Williams, Harold M., 132
William, Thomas Chatterton, 88
Wilson, Woodrow, 85
Witty, Paul, 42, 175, 182–83
Wood, Grant, 189–90, 194, 256
Woodward State Hospital for Epileptics and School for the Feebleminded
BD’s and CD’s environment at Woodward, 101–3, 111
BD’s and CD’s improvement seen, 99–100, 103
BD’s and CD’s placement, 63–64, 158
description and programs, 98
observation of BD and CD by Skeels, 101–3
Woodworth, Robert S., 242
Woolley, Helen Thompson, 114
World’s Wonders, The, 65
Yearbook of the National Society for the Study of Education (1921), 113, 164
Yearbook of the National Society for the Study of Education (1928), 38, 114, 117, 164, 165
Yearbook of the National Society for the Study of Education (1940), 164–66, 168–69, 170, 173–75, 176–77, 182, 187
Yerkes, Robert M., 68–70, 84, 115, 175
Zeanah, Charles H., 268, 270–71
Zenderland, Leila, 21
Zerwekh, Roscoe, 53–55, 97
Copyright © 2021 by Marilyn Brookwood
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First Edition
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Jacket photograph: Biennial report of the Board of Trustees of the Iowa Soldiers’ Orphans Home and Home for Indigent Children, Vol. 15, pub. 1895 / The Iowa Government Journals at the University of Iowa Main Library
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The Library of Congress has cataloged the printed edition as follows:
Names: Brookwood, Marilyn, author.
Title: The orphans of Davenport : eugenics, the Great Depression, and the war over children’s intelligence / Marilyn Brookwood.
Description: First edition. | New York, NY : Liveright Publishing Corporation, [2021] | Includes bibliographical references and index.
Identifiers: LCCN 2021005096 | ISBN 9781631494680 (hardcover) | ISBN 9781631494697 (epub)
Subjects: LCSH: Eugenics—United States—History—20th century. | Children of parents with mental disabiliti
es—Intelligence levels—Iowa—Davenport—History—20th century. | Children of parents with mental disabilities—Institutional care—Iowa—Davenport—History—20th century. | Nature and nurture—United States—History—20th century. | Child development—United States—History—20th century. | Child psychology—United States—20th century.
Classification: LCC HQ755.5.U5 B76 2021 | DDC 305.2310973/0904—dc23
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