in place of tearing both them and their clothing. You see the teacher was wise enough to utilize the natural activities of the child and divert evil propensities into healthful channels. Had she brought knitting and bright yarn or anything foreign to him first, it would in truth have been fitting new cloth to old garments and the rent would have been widened: his obstinacy would have been aroused, and he would have continued to tear to the end of the chapter.
The imbecile of middle grade receives that fuller presentation of work suited to fuller capacity. Some time is devoted to the three "Rs," as it is found that attention may be aroused and concentrated in the phonetic drills, more especially if associated with pictures, and the drawing of the objects named free-hand; thus eye, ear, and hand are encouraged to work simultaneously. Those who accomplish finally the reading of short simple stories not only enjoy evenings in the library, but may be enabled to glean suggestions for the various handicrafts for which they are being trained. This effort at quick observation and original thinking is further carried forward in the ambidextrous movements of free-hand drawing, designing, and sketching from life – finding ready and practical application in the daily use of tools. The value of the rule and the try-square is tested in the manufacture of the various useful articles in both paper and wood included under the head of sloyd, and "a boy can not learn to take a straight shaving off a plank," says Ruskin, "or to drive a fine curve without faltering, or to lay a brick level in the mortar, without learning a multitude of other matters which life of man could never teach him."
Equally useful to the girl in the workroom as to the boy in the shop is this training of a ready eye, this quick intuition of balance and proportion, this practice of obedience of hand and arm to brain, until it becomes automatic. To both, therefore, the value of such preparation will be incalculable. It is noticeable that boys of this grade turn out as good workers in the ordinary crafts of shoemaking, carpentering, and house painting as those of higher grade who, although capable of grasping more intelligently the details of work, yet do not bring to it that energy and perseverance of one who finds in it "this one thing I do." With the imbecile of high grade, able to accomplish studies equal to about the first intermediate of the public schools, there is a diffusion of interest; the intelligence broadens rather than deepens during the school period in natural response to environment. With greater grasp of numerical values and of letters he attains proficiency impossible to the lower grades in drawing, in music, in printing, and in cabinet work. Other industries will probably be provided for him as the demand increases, for it must be remembered that this is a class whose needs have been the last to be recognized in a work begun, as I have before said, for the idiot. Regarded as queer, unlike other children – unable to keep up – he has, after an unsuccessful trial at school, been kept at home, in some cases an aid, in others a tyrant, to those relatives charged with his care.
Changed conditions of both family and school, fortunately for him, combine to render this no longer possible, as absence of proper training is always certain to result in deterioration. The pressure upon the primary schools in the struggle for higher education leaves no time to contend with dull, backward children. In the family the care-takers grow fewer in proportion as the home-makers become home-winners, and so these feeble ones are a burden instead of an aid in the ordinary household offices.
The next hope is a training school where, with false hopes fostered by ignorance and sensationalism, they are entered, and after a few years, a time all too short for any lasting benefit, a sentimentality equally stupid withdraws them from that guardianship absolutely essential, with just that little knowledge which will render them more dangerous to society, because less recognizable – an evil element perpetuating an evil growth. Under both conditions these unfortunates have suffered from that lack of constant care and supervision which should be theirs from the cradle to the grave.
The separation of backward children in the schools and the placing of them in special classes for special training is the first step in the right direction. Here, after sufficient time for observation and diagnosing by teacher and physician, the defectives so adjudged will naturally drift to the training schools for the feeble-minded; these, if relieved of the odium as well as the care of their helpless population, will then be encouraged to arrange for this brighter class of defectives industries which will provide not only for development and happiness, but will largely aid in maintenance. The recognition of the necessity for this weeding out of the schools, having place first on the Continent, next in England, and later in our own country, marks an era in the national as well as in the special schools. Both will be benefited largely, and formal expression of this, found in the addition to our National Educational Association of a department representing the training of all classes of defectives, is one of the most encouraging signs of the times.
The same experience which dictates the separation of the idiot from the imbecile, the backward from the normal child, urges also that a permanent sequestration would tend alike to the safety and happiness of the normal and abnormal classes. The experiment made of preparing and sending out into the world these irresponsibles has proved, to say the least, not encouraging, and the advisability of their permanent detention has become self-evident.
The heads of training schools here are a unit in urging that provision be made for those who have reached the limit of school progress. That experience has reached a similar conclusion in England is testified in the munificent gift lately made to the Royal Albert Asylum, and by the opinion of its superintendent, Dr. T. Telford-Smith, thus clearly expressed:
"It is yearly more noticeable that the public mind is coming gradually but surely to recognize the threefold value of the work of such institutions as the Royal Albert Asylum. The educational and the custodial aspects early aroused the sympathies of the charitable; but the preventive aspect is another which must force itself upon all who thoughtfully consider the subject. The far-reaching and inexorable law of heredity is written large for those who study the imbecile."
The following paragraph, from a daily paper, shows that, in America at least, public opinion and the acts of the legislature have become ripe for action:
"The State of Connecticut is about to try a curious experiment in social legislation, having passed a law forbidding any man or woman, imbecile or feeble-minded, to marry under forty-five years of age, the penalty being imprisonment for not less than three years; and persons aiding and abetting are also liable. The hope of the legislature is to keep down dégenerate families."
That this experiment is wise and justifiable who can doubt?
To glance at another and sadder, but not less real, side of the same question, can any one doubt but that the adolescent and adult female imbecile needs lifelong care and protection? Surely the noble gift to the asylum by Sir Thomas Storey of a home for forty such cases is a wise, far-seeing, and statesmanlike act.
It is greatly to be hoped that this noble example may be speedily emulated on both sides of the sea, and that each State may shortly possess, in addition to its training school, its own colony farm with all the industries of a village, drawing its workers from the well-directed energies of a carefully guarded community. Cottages, each with its house mother, would insure that sense of home, and that affectionate and sympathetic oversight so essential to this society composed of those who are always children, while measures, which science has already pointed out and experience proved as advisable, might, if protected by wise legislation, permit less vigilance on the part of care-takers and consequent happiness because of greater freedom to its members.
It is a happy coincidence that Massachusetts, the pioneer State in the work among the feeble-minded, should in its fifty-first year celebrate the beginning of its second half century by the inauguration of this most eventful step in the onward progress of the work. The training school at Waltham has lately purchased sixteen hundred and sixty acres of land for the establishment of a colony which is to have natural and healthful growth from the fostering care of the parent institution.
As these colonies increase, drawing from society a pernicious element and transforming it under watchful care into healthful growth, may not in time the national Government,
