At the Sunday school a considerable variety of material in the way of illustrated papers is used.

A number of ponies are owned by the superintendent, which the children ride as much as they please.

The trade and labor departments comprise the shops of the tailor, shoemaker and mender, baker, plumber, carpenter, dressmaker, cooking, sewing, ironing, and housework; one may add music. Sloyd is not used. There are five girls' sewing classes and two for boys. This work is rated high, and they pick the boys from the upper classes to make tailors of them. All girls, as far as possible, learn sewing. All the sewing and garment making is done at the institution. Carpentering is done on a large scale. All the unskilled labor in constructing the new buildings is done by inmates. Something like twenty of the brighter graduates are working in setting up mosaic tiles in patterns ready for the workmen, and the entire flooring of the new buildings is to consist of this material. The brick for these buildings was made by the inmates at the farm. The plumbing was done by the boys. The boys do absolutely all their own housework and run the laundry. All the beef, pork, milk, butter, and vegetables consumed by the establishment are produced there by the inmates' labor, with many thousand bushels of grain. The farm boys look happy and healthy. The orchestra, composed of young men and women, play the best classic music in a style which should make them entirely acceptable to a cultivated audience. There are about 27 pieces, well balanced, with a good proportion of strings and wood.

INDIANA SCHOOL FOR FEEBLE-MINDED YOUTH, FORT WAYNE, IND.

Superintendent, Alexander Johnson; assistant principal, Miss Alice B. Scott.

The institution is near the city, which is rapidly approaching it. There is a large tract of land 3 miles distant where some 90 boys till the soil and make large 'quantities of brick. Their number is expected to be increased to 240 before the season of 1903 is over. Total enrollment for 1902, 906. The school comprises 19 classes, 3 of which, with 40 children, are devoted to needlework, drawing, and some manual labor, and 16, with 310 pupils, are in kindergarten and grade work. Seven of the 16 are for boys and 9 for girls.

. The half-time system is adopted, each child having a three-hours' session under control of its own teacher, leaving the room for kindergarten and for gymnastics, which takes the place of recess. All the scholars have outside work besides, and some attend trade or fancy-work classes. The sessions open with a mustering of the children in a hall, after which the boys form divisions and march to their rooms, while the girls remain for half an hour to sing, and brief devotional exercises are held in the class rooms.

The gymnastics are of the Swedish type, very well conducted, and attended by these children as well as by some of lower grade. All the kindergarten classes go daily to the ring games held in the gymnasium, which are also well and vigorously conducted.

Some of the classes are termed "custodial kindergartens" and "custodial primary classes," as they are of an inferior mental type and unpromising, and do not as a rule promote their members regularly; yet some of them, by long-continued effort, have reached the standing of the city grades 1 and 2. Other classes are designated by the number of the corresponding city school grades up to 4.

The five custodial kindergartens are arranged to correspond with the endowments or ages of different types of children and do not form gradations. One contains 17 boys of the lowest intelligence of any admitted, some of whom know the names of colors. They are learning to keep quiet and to reap the benefits of steadying discipline. A second contains 22 boys, from 8 to 12 years old, of the lower-middle grade of feeblemindedness, who were learning the days of the month on a calendar. These two

classes mostly fail to reach the primary grades. The third of these was of a more promising type. Some of the boys have been in school for several years, but have just reached a point where systematic work is feasible of the kind to be described. They are not usually promoted to primary grades, but their progress and their interest were evident and pleasing. They sang a song about washing the hands, with appropriate gestures; and the actual hands, as they were pleased to display them, were marvelously clean. An exercise in Gift 3 followed. The boys named the parts; counted them. They divided the cube at their own pleasure, to start original ideas. Fred has four piles; each pile, he says, is one-quarter. "What do four quarters make?” "One-half." [General laugh among the larger boys.] "If a cube is divided into eight parts, what is one of them?" "One-eighth." A boy speaks up, "I'm a good boy, to study in school; see, I'm learning." One boy, yesterday, showed his first beginning of intelligence in the subject by understanding what one-half implies. The boys eagerly correct a (intentional) mistake of the teacher's in the arrangement of the blocks.

There are two custodial kindergartens for girls. One consists of 17 small, mostly low-grade, girls-Mongolians, etc. The other is a typical group of the custodial class of inmates, comprising 23 girls, up to the age of 16. They were sitting at kindergarten tables, on which squares were chalked, and were placing beans by direction. They can mostly place a bean at the mid-point of a given line. Halves and quarters are understood; one girl understands thirds. Numerals are read and copied from the board. Five can write, but no word work or writing is given. Most of these do not get promotion to higher classes, but a few give "surprises" by unexpected development. The boys' kindergarten primary class looked bright and gave intelligent responses. They had been given the fifth gift for the first time. The teachers said it was beyond them at present; that they found it very hard to resist the divers attractions of the numerous blocks.

The girls' kindergarten consisted of pretty and attractive children, mostly between 5 and 8 years old. There were no repulsive faces; no appearance of low grade. There was a little natural fooling. One girl of 5 years may probably turn out normal, and seems very much so in behavior. This class is one of those whose work approaches most closely to the normal kindergarten type. They were making cubes with clay, and a few did it fairly well.

One of the custodial primaries consisted of girls decidedly too big for kindergarten work. They use the gift work for learning numbers, but the aim is to make it a primary class, not a kindergarten. Most of the pupils have been in the institution a number of years. Some of them write, and some compose their own letters.

Another girls' custodial primary is ranked as in second grade. The girls are rather old. Many have been in the school from five to eight years, and some of them fourteen or fifteen years. They suggested to me early and long neglect. They are considered to have reached their intellectual limit as regards school instruction.

The following is an average letter written by a second-grade boy. The boys in his class are from 12 to 15 years old.

My dear Father-I am glad to write to you We are all well and happy and hope you are the same. * * * My attendant name is Mr. Miss send her love to you all. We are going to had a nice time on Easter day to gether I am going to school every day and I am attend to my books and slate every day, etc.

It happens to be the case that there are no boys of suitable age to fill the first primary grade this year, and the fourth is also wanting, although there are a number of boys who might be in it, but are engaged in the industries, while a good many others have left.

In the third grade the English was better than in the second. The boys formed three groups in arithmetic. The highest, containing four boys, reduced bushels to pints and told orally the number of quarts in 5 pecks and of pecks in three-fourths

of a bushel. In American history they have rather a feeble grasp of the relations of things.

The third-grade girls were being well trained in spelling and easily read easy sentences containing dissyllables. They sang, with gestures, "Sweet and Low" very well and sympathetically.

The fourth grade is a peculiarly interesting class, of the ages of 16 to 19. In this class is included a special set of girls who are expected to leave the institution as graduates. They use an Eclectic American History, which is within the comprehension of children of 11 or 12 years. Their compositions were very creditable. The best was one just written on "Spring," without directions from the teacher, containing nearly two hundred words, in which only three or four were spelled wrong. It was neatly, fluently, and pleasingly expressed and original in quality. Their arithmetic was about equal to that of the third boys' grade.

The special girls referred to entered the school in a very neglected and seemingly hopeless state of stupidity. Mr. and Mrs. Johnson, from daily association with these girls (some for ten years), have now concluded that their very unusual improvement justifies their being sent out to make their own way. There are about twelve of them. They are to be trained for a year longer in domestic duties and general education.

Seven girls of this grade illustrated "rhythmic drawing," in which the strokes of the chalk, giving the outlines of a flower, are accompanied by appropriate songs. One girl sang "Old Folks at Home" while drawing an appropriate landscape. Those who have talent for drawing are taught in crayon and oil studies from casts, etc., with rather surprisingly good results.

There is also a class (including six upper-grade girls) for fancy work in making mats, drawn work, crochet lace, finely matched Japanese silk embroidery, and seven pillows of torchon lace. The work is very satisfactory and pleasing.

Basket work and pyrography are not in use. The practical effect of making a useful article is preferred to that of sloyd as a developing agency.

The entertainments are considered an important educational feature. They are made very cheerful and wide awake, as I had the pleasure of experiencing. An extensive provision of stage costumes is employed for their historical dramas. In this relation the personality of Mr. Johnson finds opportunity to impress itself upon the inmates in a most wholesome manner. And I certainly can not say.less than this of the earnest and encouraging Sunday-school services which he conducts. He arranges these services himself, consisting of 24 different numbers, and comprising prayers, collects, songs, hymns, psalms sung or repeated responsively, psalms recited by divisions, and, in particular, songs by divisions. Each division of the school has a psalm and songs which they are prepared to give on request at these services.

THE SEGUIN PHYSIOLOGICAL SCHOOL FOR THE TRAINING OF CHILDREN OF ARRESTED MENTAL DEVELOPMENT, ORANGE, N. J.

This school is conducted by the widow of the late Edouard Seguin (died 1880), who inherited her methods from her husband. The school at present numbers 23 boarding and 3 day scholars, under the care of 11 teachers, besides governesses for their play hours. The surroundings are rural, the grounds (4 acres) are beautiful, and everything within the house has a wholesome and cheerful air.

The scholars pay for these advantages at a rate corresponding to that of the higher class of girls' boarding schools. Their defects of body are numerous-blindness, cretinism, hydrocephalus, clubfoot, partial hemiplegia, mutism, stuttering in one case, cleft palate--and there are two epileptic boys, neither of whom was supposed at entrance to have the disease. For the benefit of this class of cases special teachers are employed for voice training and for medical gymnastics. The diagnosis of

muscular disabilities is made and the treatment indicated by Dr. E. H. Arnold, of New Haven.

School is in session daily (except Saturday and Sunday) from 9 to 12, and from 1 to 3. The youngest children lie down from 1 to 2. Sessions are divided into periods of twenty or thirty minutes each, the children passing from teacher to teacher, so that one child may be with from five to eight teachers each day. The following is an example of the day's order of one of the smallest boys:

The 8 children under 12 march and do Swedish gymnastics in a group, accompanied by 6 ladies. The older children do very much better work; they execute some of the simpler orders without the teacher's lead; the marching is good. The dancing, at 2.45, was under the guidance of 7 teachers; there were two sets of quadrilles formed, and the result was very pleasing.

The opening exercises were also very pleasant. I came in late and found the school seated on the smooth floor of the gymnasium in a ring. After singing "My Country," attention was called to the portraits of McKinley, Washington, etc., hanging on the wall. A waltz lullaby was played, and a child pointed to a picture which she called "Rock the baby." A piece from Rubinstein was played by a teacher; The Song of the Lark, from "Pippa Passes," was repeated in concert. A child recited pretty verses on the pussy willow, suited to the season. A boy sang "Star Spangled Banner." After this they rose and played and sang in the kindergarten manner, with 7 teachers, a wand game and magic music.

The special problems imposed by deformity and paralysis are often severe, as in the case of a boy with palate cleft the entire length, who was being taught to speak. Another was using a finger machine to strengthen the force of separate fingers, and

of the whole hand. The gymnastic apparatus comprises a walking beam, Swedish stall bars, rope, clubs, dumb-bells, a striking bag, and four sets of pulley weights, etc. The children's manners are most carefully trained, and they are accustomed to the surroundings of well-to-do life and indulged in simple pleasures. They live in a cheerful atmosphere. The work is pretty steady, but did not present the appearance of crowding or forcing. Many learn the piano, but probably do not carry it far. The best performer is a young lady of 21, who executed juvenile pieces with correctness and sang in a very good style several songs in the modern German taste. The standards aimed at are those of good-society manners, and it was evident that Mrs. Seguin succeeds where possible in imparting them. The school is not a custodial institution, and the pupils all are returned to their homes.

Taken as a whole, the children present many defects, and in many cases a low grade of intelligence. One of the most promising can perform in twenty minutes 15 such examples as 375 × 5, or 903 — 309.

The general methods of the school require no further mention; they are of the modern type, and it appeared that the children were generally interested and intent on success. Basket work, now so popular, is very well done. Drawing in line is performed as a disciplinary study.

THE HADDONFIELD TRAINING SCHOOL FOR THOSE MENTALLY DEFICIENT OR PECULIARLY

BACKWARD.

Conducted by Misses Margaret Bancroft and Jean W. Cox.

This school is situated in a retired and beautiful part of the quiet village of Haddonfield, not many miles from Camden, Philadelphia's New Jersey suburb. The grounds are very large, the accommodations those of the well to do, and very cheerful and wholesome. There are eight teachers named in the circular, inclusive of the principals. School work begins at 9 and closes at 1, with a short intermission; the younger children are dismissed at 12.

Among the things brought to my notice, the manual training, the physical exercises, and the music were prominent.

Singing naturally forms a large part of the opening exercises. Most of them took a share in the scale exercise, singing in response to the number called, also reading simple scale exercises from a chart. They sang their songs with much spirit and pleasing effect, as they usually do.

The lowest class, consisting of 3 low-grade children (2 of them epileptic), was seen in a small room with a piano, and were singing scales and learning to place the fingers, in the care of two persons.

A Delsarte class performed movements expressive of sentiments and natural objects. The gymnasium is well provided with the usual Swedish apparatus, besides special apparatus.

In the manual room the highest class, containing some quite grown young persons, were working. They do burnt work, which is considered good hand training. They make objects of use: a box to hold battery cells, a tabouret, etc.; they do color work. The close attention and constant help given by the teachers struck me. In fact, the need of much help was apparent.

The kindergarten class of 5 pretty children were enacting a story of a journey by carriage, rail, car, and boat with their toys; they were in the care of a teacher and a maid. A class in articulation was also seen in charge of a special teacher.

A class of low grade large children were interested in their little picture albums and "Baby Stuart;" they write a short sentence on the board or on paper, and know about coins--that 5 cents equal one nickel. They invent devices in flowers for their book covers, and press flowers excellently, and have little gardens to cultivate. The impression is received that the aesthetic side is cultivated assiduously, with all due