attention to social manners. The classes seen varied in number from 3 to 6 and upward. There was no lack of zeal or attention to the pupils; there seemed to be evidence of close and careful training in the attitude of the scholars. One teacher is employed solely for individual work, taking a child for half an hour at a time for special urging to keep him up to his work.

The Sunday school is conducted by two clergymen of different denominations, without the use of much theology, but with a great deal of appeal to natural interest. Recreations are given to a considerable extent by carrying the children to Philadelphia, where they see appropriate plays.

In summer the school is taken as a body to a beautiful seaside spot in Maine, where they enjoy a good deal of liberty in the open air, with a very small modicum of teaching. It is well known that Miss Bancroft's zeal spares no pains, and she is an ardent advocate of the benefits of great personal individual attention, but she puts school in the background in vacation time.

CLASSES MAINTAINED BY PUBLIC SCHOOL BOARDS,

Dull and defective children have always been found among the intelligent in public and private schools. Public attention was aroused to the needs of this class in Germany, and a very large number of children in that country are now cared for in special schools. In England such are designated as "special schools for feebleminded and backward children," and they are assuming an important position, V

The ratio of these children to the total school population may vary, but the statisties collected in different countries lead to the conclusion that probably 1 per cent are so dull or defective that they can not be taught in the ordinary school classes. The degree of dullness is of all grades, and it is not necessary to attempt an estimate of the number of those who are strictly feeble-minded or imbecile. We are sure that in the classes we are describing a varying proportion are distinctly such, while more or fewer are found normal, though slow.

In Europe it has been considered of importance to prepare such children for selfsupport, and some of the statistics give a very favorable showing in this respect, but in America we have as yet no sufficient body of results from which to draw statistics. Probably a more important function of these classes is that of the prevention of crime and illegitimate births. The children are of a class whose will and judgment are defective and whose passions are not controlled. They are easily brought under bad influences and led into criminal ways, and one of the first effects noted when they are placed in city schools is an improvement in their moral tone. The mischievous and perverse are reformed, the mental habits of the indolent and inattentive are improved, and the foundations are laid for the making of good citizens. The difficult task of following up these children after leaving their special classes has been only begun, in reference to which the paper of Mrs. Ellen F. Pinsent, of Birmingham, may be profitably read. (See the London Lancet, February 21, 1903.) It is not uncommon to find defects of sight and hearing in school children whose teachers and even whose parents are unaware of the defect. Such children are often falsely thought stupid or feeble-minded. It is of the highest importance for the welfare of such children that their cases should be understood; and it ought to be a universal rule that the vision and hearing of all backward children should be tested by specially skilled physicians. The attention of teachers ought to be directed to this source of mental incapacity and their enlightened aid invoked in the needed reform.

a The Report of this Office for 1896-97 contains (Vol. I, pp. 141-160) an article on "Special schools and classes for children of limited mental capacity," In the Report of 1899-1900 is reprinted (Vol. II, pp. 1341-1343) a report made to the Civic Club of Philadelphia on " Backward children in the public schools."-ED.

The number of scholars of this class in Germany is given by Wintermann (1900) as 7,013. In London in 1899-1900 there were 3,700 children in 115 classes.

Schools for the feeble-minded among public-school children have been established in Providence, R. I., Springfield, Mass., Boston, Philadelphia, and New York, in the order given. They go by different names, but their object is the same.

PROVIDENCE.

The first schools for the feeble-minded in America, in connection with a public school system, were established in Providence in 1894. There already existed some classes of backward and troublesome boys, called disciplinary schools; among these boys were some of a feeble-minded type who were then taken out and placed with others selected from the public schools, forming three special classes of 15 each. These classes have remained under the direction of Miss Ellen Le Garde, director of school gymnastics, and are designated as "Classes for backward children." They comprise boys and girls. The correction of bodily weakness is, along with sensetraining, made the foundation of their schooling. The career of those who leave is followed up and several have been earning a living in shops for two or three years past; a very few have been successfully placed in school grades.

SPRINGFIELD, MASS.

The term "special" applies here to two kinds of classes, one of which is intended for simply backward children, and is expected to prepare them for the grammar grades; the children as seen looked bright and promising. The class to be here described is composed of defective children, and corresponds to the classes described under the head of "Boston."

The class was established by the superintendent, Dr. Thomas M. Balliet, in May, 1898. It was at first designated a "School for peculiar children," but that phrase has been dropped. A bad feeling was aroused at the outset by a newspaper cartoon describing a "dunce school," with dunce caps on the children's heads. The class has outlived the attack, and public opinion is now very friendly, though there is an unwillingness on the part of parents in many cases to have their children assigned to it.

The control is principally in the hands of the supervisor of primary schools, and the responsible conduct of the class has been largely left in the hands of the teacher, who is a trained kindergartner. The place is a well lighted, tasteful room in the Hooker grammar school building. The other children in the school show a friendly interest and are surprisingly kind, with a sort of patronizing attitude when they meet them in the yard or corridor. The hours are from 9 to 12 and from 2 to 4. The aim of the class was to train for self-support where that could be looked forward to. Of 30 boys and 5 girls who have been in the class 6 have been promoted to grades, 4 to ungraded classes; the 6 are doing well, from the second to the sixth grade. Nine have gone to work in factories, receiving from 60 cents to $1 a day, of whom 3 are distinctly feeble minded and 6 below the average. One low-grade defective who left school is unemployed.

The number is limited to 15; the entrance age is 6 to 14 years. The car fares are paid by the public, for those living at a distance.

There is much difference between the pupils. One-third compose a sort of training class or prekindergarten. Two-thirds are in reading and number work corresponding to first grade; but one is doing second and one third grade reading; a boy of 13 reads "Seven Little Sisters" easily, but lacks development in other qualities. Some can add 3+4; 2 (of the 9 present) can tell time.

Physical training is a prominent feature and is well conducted. Two-thirds receive the Swedish drill for fifteen minutes a day, and their performance in very simple movements was very creditable. They are visited by a special gymnastic teacher occasionally. They use the “medicine ball” and other kinds in collective

class work to train their defective hand power by tossing, bowling, bouncing, throwing through a ladder, etc. There are dumb-bells and clubs. I understood that they do not at present have opportunity for free play.

In manual training, they have made some of the sloyd articles, but have also made practical shelves and carts. The boys have made the ladder and the balance beam for practice in walking, both of which are much valued. They receive weekly a short instruction in clay work, followed by drawing. They do not practice basket work nor learn sewing. They have the kindergarten hand work (but not the games), and the elementary apparatus for sedentary work at the desk in sensedevelopment is well employed. They have had a small garden for two years; a gift of $10 worth of bulbs was highly appreciated and enjoyed in the planting. Excursions are occasionally made to the country with their teacher.

The class is well and intelligently conducted.

BOSTON.

The credit of the establishment of these classes in Boston is due to Mr. Seaver, superintendent of schools, who, with the sanction of a special vote of the board, engaged a teacher in the autumn of 1898 and placed her over a class of 15 children in January, 1899. Since then the classes have gradually increased to their present number of 7, placed at widely separated points in Roxbury, the South End, the West End, East Boston, South Boston, and Charlestown.

The original plan was very simple, and has been carried out in a conservative way. The best possible teachers were selected-women of experience as teachers, acquainted with kindergarten methods, some of whom had been trained by regular service at Barre and in Mrs. Seguin's school, while others had been sent by the board to spend three months in residence at Elwyn previous to taking classes in Boston. These teachers were practically allowed to act as their own judgment dictated. There was no requirement, scarcely even a suggestion, as to the methods to be used; the work done is very much the same as in State schools for the feeble-minded, and such differences as may be observed between individual classes are chiefly matters of minor detail.

The number of pupils is limited to 15 in each class, and car fares are paid when necessary. The one-session plan has always been in use; at first 9 to 12, now 9 to 1, with 20 minutes' recess for free play with football, etc. Handballs are much used in ́ the rooms, and bars, punching bags, and a few other gymnastic helps are being introduced. Kindergarten games proper are restricted by the absence of assistants, and (except in one room) of pianos; but they are in use.

Previous to the opening of the first class a list of 200 pupils had been secured from the masters of schools as unsuited for regular school work, from whom selection was made of the most urgent cases. A later inquiry revealed more cases, and within the past year about 200 have been carefully studied by Dr. Arthur C. Jelly, in conference with teachers and parents. A considerable number of these have been sent to Waltham, and others placed in the city classes. "Special" is the only designation attached to these classes, although the word is quite inadequate to describe them. They ought to be carefully distinguished from the "ungraded" classes intended for the mass of backward or foreign-born children who need helping on to get them into grade work but are not defectives. The members of the "special" classes are, with few exceptions, defectives.

During the four and one-half remain; 2 have been sent to

The history of the original class illustrates this fact. years of its existence it has had 27 pupils, of whom 15 Waltham, 3 transferred to other classes of the same type, and 2 to private schools for the feeble-minded, while 1 has died, 1 disappeared, 1 left on account of ill-health, 1 for home employment, and 1 on account of reaching the limit of age-16 years. The last has been successful in getting employment in a store. Three years after its foun

dation this class had 2 members who had had rickets, 6 convulsions, 1 epilepsy, 3 were seriously deaf, 4 had difficulty with ordinary movements of walking and skipping, 10 spoke with defective articulation, 2 had deformed palates, and only 3 had good teeth-the whole number being 15.

Though this class has been admirably taught, no pupil can do first-grade primary work efficiently or with an approach to the normal rate of speed, and none are in any single study much beyond the attainments of that grade, except in manual work. Their average age is nearly 12.

There is much difference between classes in ability, physical and mental. In one there is a bright group of half a dozen little ones who contrast surprisingly with three unimprovables, one of whom has to be led by the hand from inability to remember her way about the room. No uniform course of instruction can be laid down where each pupil is a class by himself, as is sometimes literally the case. Grading has not been effected in any case, each class representing the needs of its own district. Most of the classes have been plagued at times with the presence of children of mischievous or obstinate character.

Very little has been done in replacing children in grade work; three or four will be tried in grades this autumn. A few have been tried in regular classes during the

afternoons.

Sloyd is taught, as far as the pupils' abilities go; basket work and sewing have been great favorites, and kindergarten material is used freely, especially at the beginning. Teachers rely greatly on hand work for securing interest, and cases are related where what seemed absolute obstinacy yielded entirely to treatment with basketry, peg board, color study, and the like, and the pupils became good workers in their primers. One class has had superior training in clay modeling for two years. The teacher considers that they, now averaging 11 years of age, have made as much progress in clay work as her third-grade primary classes at the age of 8. This result is far superior to the product of their book work, and is very interesting in itself.

The curriculum may be briefly described as embracing physical training, manual training, music, attention, self-control, with elementary number and primer work, and general facts about the clock, the calendar, animals, plants, etc.

No body of persons outside of the school board has taken any part in the organi'zation or direction of these classes. Private aid has been extended, in the loan of a room, in a gift of money for material, in the placing of ten selected children on a farm for six weeks. Two small groups have been taught gardening.

The teachers make much of keeping up friendly relations with the families of the children, and have succeeded in winning their confidence quite satisfactorily. The relations with other children vary. In one school the pupils can not be induced to enter another room; but in general there is little or no unpleasantness, and in one school the children play freely at recess with the rest. This is a class of girls, the only case in which the sexes have been separated.

It can not be said that the problem of these schools has been solved; no one supposes that. The propriety of the method of training is unquestioned, but there may be doubt as regards the choice of pupils, the length of time they are to remain, the grouping and grading of classes, and some other points. Public interest has been much aroused, but the feeling is one of entire confidence in the management. Trade instruction has not been attempted in these, nor indeed in any public school classes of this sort in America.

Many of these children after a few years' training will go back to kindly family relations, with more or less employment, and will be far pleasanter members of the family than before. Others will be liable to be neglected and led astray. I have in mind several girls who, though interesting to the eye, are distinctly, yes, hourly, in need of protection, owing to their childish and pliable rather than vicious natures,

whose fate it will be easy to forecast if protection be not given-and the family does not always give it. But there is a brighter side to the work, and one sees a number of children in the classes who bid fair to turn out valuable members of society. The academic results are not prominent.

PHILADELPHIA.

The first school of the kind we are considering was organized in the Hollingsworth public school in July, 1899, with the approval of the school authorities. Its establishment was based on a report by the compulsory education committees of the Public School Association and the Civic Club," and was due to the initiative of these organizations, which supported and managed it under the name of the "Philadelphia School for Backward Children." Two teachers were first employed, with an average attendance of 17, under the supervision of the Haddonfield school and the medical care of Drs. C. W. Burr and A. F. Witmer.

Information of importance is given in the reports of the Public Education Association for 1900 and 1901. From the latter we learn that during the year ending March 1 the average enrollment was 11 boys and 4 girls; the average attendance, 11 children; admissions, 23; discharges, 14. Six had been sent to public schools, 5 to institutions, 3 had gone to work. The medical examinations had been very careful, the instruction good. Manual and physical training were emphasized. Excursions were held weekly, and in summer a school was maintained for household work and gardening under substitute teachers for some weeks.

The superintendent of schools had reported as the result of an investigation that 1,122 children were found too backward for the usual class instruction in 1900. The school census taken in the summer of 1902 gave 204,423 children from 6 to 16. In September, 1901, a new law, creating a bureau of compulsory education, went into effect, and the classes are now under its charge, under the name of Classes for Backward Children. Such are now to be found at the "Special Schools" No. 2 (2813 Fletcher street, A. L. Spencer, principal), No. 4 (2109 Iseminger street, H. Clay Borden, principal), and No. 5 (Marvine, below Oxford street, Mrs. M. Cutting, principal).

School No. 5 was visited. It contains two classes of troublesome or truant boys, two of 32 "backward" boys, one of 12 “backward” girls. The principal controls all these, deals with anxious mothers, and makes things seem all right, and also personally teaches woodwork for three periods in the day; this is the subject best loved by the boys. The truant boys have their recess at a different time from the backward; but there is no clashing and no persecution-they are told that the backward are a kind "that require less strict discipline."

The boys were crowded into one room for opening exercises, which were very spirited and cheering, consisting of good and favorite music, which they knew well. Twelve girls were found in one room. This class was established October, 1902, being the first separate one; the principal believed in the need of separation of girls of 14 and over from large boys. All of these girls but one were receiving dictation work in spelling at once, different sections taking different words: "vessel, horse, he, packages," etc.

The class of lower-grade boys were in age from 9 to 14. They are of the defective type. The brightest really knows that 4+3 7. They can not tell time. One spells words of four letters. One is beginning his education by painfully threading

spools.

They use beads, peg-board, pasting, and a good deal of raphia work. The higher-grade boys add columns of four figures, multiply 946 by 84, and divide by 24 by the aid of a written-out table. Some are just adding single digits. They are very carefully taught penmanship by analysis. They may run from third or fourth grade down to early first. Perhaps one or two may return to grade work in

a See footnote p. 2191.