A MONTHLY MAGAZINE DEVOTED TO The Science, Art, Philosophy and FRANK HERBERT PALMER, Editor VOLUME XXXI SEPTEMBER, 1910-JUNE, 1911 BOSTON THE PALMER COMPANY 120 BOYLSTON STREET 1911 CONTENTS. Agriculture, Place of in Higher Education. L. H. Bailey Algebra, Suggestions on Teaching Elementary. Ernest B. Lytle Colleges and Public Schools, Duty of New England to. Thomas A. Jagger, Jr. 289 Entrance Requirements Bogy. W. E. Aiken 131 32 French Literary Anniversaries of 1911. Geography, Where lay the Emphasis in High School, How Serve Community. Charles F. Harper 355 High School, Outside Interests and Major Subjects in. Alice S. Botkin 103 Student Organizations in City High Schools. David E. Cloyd 17 Sunday School Curriculum. William C. Ruediger 117 Teacher's Attitude toward his Profession. Edwin C. Browne Teacher, Higher Recognition for the. Walter E. Ranger Teaching, Choosing it as a Profession. W. H. P. Faunce Thread, the Rotten. (Poem) Helen Cary Chadwick Vocational Training for Girls. Idabelle McGlauflin Vocational Training in Elementary Schools. Gustaf Larsson Devoted to the Science, Art, Philosophy and Literature VOL. XXXI of Education SEPTEMBER, 1910 No. I Instruction of Exceptional Children in the New York City Public Schools ANDREW W. EDSON, ASSOCIATE CITY SUPERINTENDENT OF SCHOOLS I N all probability the most striking phase of modern education is the effort to educate and train children who are a little out of step with the masses. The problems to be worked out in the administration of the public school system in every large city are especially perplexing in New York City, owing to the rapidity of growth of the city, the congestion of population in certain quarters, and the many nationalities to be educated. In considering these problems, certain facts have had to be accepted and certain principles of action adopted. Among them are the following: education is the right of every childthe physically and mentally handicapped, the truant and delinquent, as well as the normal child; the state is under obligations to provide an education for all; special efforts should be directed toward making exceptional children happy, selfrespecting, and self-supporting; the cost of education is a productive expenditure of money rather than a charity; and it is economical as well as humanitarian to protect the helpless from want, the irresponsible from ignorance and vice, the family from an unusual burden, and the state from an increase of the helpless and criminal classes. The main reason for establishing classes in the public |