along a line which is incidental, yet of great importance, to the advancement of education. The results that are being accomplished in the education of defectives are making those engaged in the education of normal children conscious that they are not accomplishing as much as they should do. They are taking note of our methods and are applying them in the education of children whose powers of mind are not well balanced. In a number of cities special schools are organized along this line, and I predict that in the near future some modification of the organization of most school systems will be made whereby opportunity will be given for individual instruction where needed.

There is a solidarity of interest among those engaged in special education. Our aim is common and our motives the same. The welfare of the defectives of our commonwealth is and should be our first object of solicitude.

WHY WISCONSIN BELIEVES IN PUBLIC DAY SCHOOLS FOR THE DEAF

FRANK M. JACK, STATE INSTITUTE CONDUCTOR, RIVER FALLS, WIS. The first school, the American School for the Deaf, at Hartford, Conn., was intended for all the deaf children in the United States. When these were found to be too numerous, other schools arose in various states, as "asylums" for the children, to the end that all those in any one state might be gathered into such an asylum. This policy of "centralization" was the prevailing policy of the people up to the time of the adoption of the "Wisconsin law," which is as follows:

Upon application by the board of education of any village or city, made to the state superintendent, he may, by and with the consent of the state board of control, grant permission to such city or village to establish and maintain within its corporate limits one or more schools for the instruction of the deaf mutes who are residents of this state. The board of education of any village or city which shall maintain one or more of such schools, shall, thru its clerk or secretary, report to such superintendent and board annually, and oftener if they so direct, such facts in relation to such school or schools as they may require. There shall be paid out of the state treasury annually, in the month of July, to the treasurer of every such city or village maintaining such school or schools under the charge of one or more teachers, whose qualifications shall be approved by the state superintendent, the sum of one hundred and fifty dollars for each deaf mute pupil instructed in such school or schools at least nine months during the year next preceding the first day of July, and a share of such sum proportionate to the term of instruction of any such pupil as shall be so instructed less than nine months during such year.

This chapter takes the power to organize day schools for deaf mutes in villages and cities from the common council of any city or the board of trustees of a village and gives the authority into the hands of the board of education instead.

It was found, even so late as the year 1900, that the centralization plan of asylums or institutes failed to reach about one-third of the deaf children. What then could be done to save these afflicted children who must otherwise grow up in ignorance and unhappiness? Wisconsin solved the problem by establishing day schools for the deaf as noted above.

The Wisconsin day schools go to the home of the child—to the very door of its home, yes, even into its home, for their influence is felt there, and the bond between the home and the school is strengthened in a way that is not possible when the school is miles distant. This is the chief reason for our belief in them.

Inasmuch as all deaf children will not go to day schools, nor all go to institutes, a combination of the two, as we have in Wisconsin, so that parents can take their choice and send where it best suits them, is sure to produce good results.

In the First Annual Report of the Inspector of Schools for the Deaf, made to the state superintendent of public instruction of Wisconsin, June 30, 1902, is found a very complete, yet concise, history of deaf schools, especially of the Wisconsin system of public schools for the deaf. The Eleventh Biennial Report of the Department of Public Instruction, of the State of Wisconsin, July 30, 1904, contains the account of the origin, growth, and development of these schools.

These and a little tract published in 1905 by R. C. Spencer, of Milwaukee, Wisconsin, are the latest printed information available to date regarding the Wisconsin schools. Copies of these reports may be obtained by addressing the state superintendent of public instruction, Madison, Wis., and R. C. Spencer, president, Spencerian Business College, Milwaukee, Wis. These publications are full of inspirational and instructive material and will prove helpful to those directly associated with educational institutions for the deaf, and who desire the story of the beginning and development and present condition of these schools in Wisconsin. Right here I must call your attention to the new compulsory education law in Wisconsin for deaf mutes. This law was enacted by the Wisconsin state legislature within the past few weeks.

The provisions of this law, chapter 128 of the Laws of 1907, are:

Any parent or guardian having under his control a deaf child between the ages of six and sixteen years who is incapacitated for attending a common school shall cause such child to attend some public, private, parochial, or state school established for the instruction and education of the deaf, for a period of at least eight months during any school year.

Any person who shall neglect or refuse to obey the provisions of this section shall, upon conviction, be punished by a fine of not less than $5 or more than $50, or by imprisonment in the county jail, not exceeding three months for each offense.

During the past three or four years there has been a marked growth in the establishment of day schools in Wisconsin. At present there are twenty of them well organized and equipped. They are located in villages and small towns as well as in the larger cities.

Wisconsin believes in these schools because they stand today for exactly the same underlying fundamental principles that actuated their founders in first. establishing them; because they stand for the same broad principles of education that our public-school system stands for; because they stand, as they should, under the direct control, management, and supervision of the state

superintendent of public instruction, in just the same manner, and for the same reasons, as other public educational institutions of which the state superintendent is the head. Further, these schools stand as a recognition of the sacred rights of the unfortunate children of the state of Wisconsin.

In a general way it may be stated that public schools are established and maintained for the purpose of developing child-powers; put it specifically— to unfold the child to himself; to make him what his Creator intended he should become; to equip him with such power and skill that it will be possible for him to apply his knowledge to the practical problems of life; to make him an honest, intelligent, industrious, God-fearing, and useful citizen; to unfold a being capable of self-government, self-control, self-help; a living, thinking, charactered member of society who can live best for his fellow-men and his God.

The experience of twenty-five years in the organization, growth, and management of the public day schools for the deaf seems to emphasize the feasibility and wisdom of the plan of decentralization; of making them a part of the public-school system. Their increasing popularity today would seem to add greater emphasis. These schools are without doubt an important element of the public-school system, and give a broader view and wider horizon to its construction, power, influence, and accomplishments.

There are advantages and values attached to the day schools as conducted in Wisconsin to which I invite your attention:

First, the same course of study is pursued in these schools as in the schools for hearing-children, with one exception, and that is language. In this subject a special course is prepared by the state department. It is the custom to give a test in language once each year to the children of the deaf schools. It is conducted by the inspector and the papers are sent to the office of public instruction and there kept on file. In this work the oral method only is used. The aim being to make good speakers and lip readers.

Second, the majority of children are at home. Statistics show that approximately 85 per cent. of the pupils in these schools today, whose average age is ten and one-half years, live at home, in the midst of that freedom, that guidance, and that parental influence so significant to the life and character of children of that age. There is no other influence, be it ever so great, that approaches a mother's love and a father's wisdom during these tender years of a child's life. A child has implicit faith in his home. Suppose the child is not in his own home, and statistics show that approximately 15 per cent. are boarding in good homes, yet, in his case, the family is the unit. He enjoys the benefits and privileges of the family life, which is the natural life. We all know that in an institution where a large number are gathered there must be, of necessity, rules and regulations which restrict the freedom and cramp the activities of the children, and narrow the horizon of life's relations, duties, associations, and possibilities.

Third, the public deaf schools bring about closer affiliation with the publicschool system as they are a part of it.

Fourth, the fact that the child is a member of the great public-school system is always with him; he feels it. By this environment he is continually trained to be a harmonious and useful member of society; the atmosphere of the hearing and speaking world in which he lives, cultivates his physical, intellectual, and moral side.

Fifth, the day school is not only a distinct advantage to the child but to the community; it interests the various organizations and social forces of the community in its important work. It is especially instrumental in fostering the spirit of co-operation in the homes and schools.

Sixth, these schools are more economical for Wisconsin. They save the state in round numbers $20,000 a year as compared with the institute plan.

Seventh, not only are these schools more economical, not only is it an advantage to the deaf child to be thrown in contact with the hearing-children, but greater than these material things is the effect of this close relationship upon the character of both the hearing and the deaf.

The school may be likened to a family of ideal type. In such a family the little weak deformed or sickly one is shown special loving care, and so with our little day schools; annexed as they are to the large public schools, they are given the tender fostering care of the school board, superintendent, and entire community. This encourages the deaf children, helps them to gain confidence in themselves, and, who can measure the good to those who extend the helping hand? This annexing of the deaf classes to the public schools, as introduced by Wisconsin, is now adopted by other states. And, as another progressive step, a similar plan has been adopted in various cities for the blind and mentally backward. Wisconsin is so thoroly satisfied with her success in the day-school movement for the deaf, that an attempt is being made to establish similar schools for the blind. Milwaukee has such a school.

A public deaf school appeals to the community, because its work is not only educational but philanthropic. As one of our noted educators has said, it displaces the old-time selfish dictum of "A survival of the fittest," and makes the afflicted child "fit to survive." In this it is the gospel brought to earth; it is Christlike work. It is because of this element in it that every community where the day school is established will not willingly part with that school. It is a continual object lesson to other teachers and pupils. It helps the deaf by enabling them to be like those around them; it helps the hearing by broadening their sympathies and their charity for others. It means the altruistic spirit prevalent in the community.

Knowing that the state inspector of the deaf schools had spent time in looking into and studying the nature and character of the home life and work of the children, I asked her views on the question and quote to you her answer:

As a rule deaf children, in their own homes, enter into its domestic management and life as active members. I have visited nearly all of the homes outside of school hours so that I might observe the home life of the child. I have found the older girls at various occupations; sweeping, dusting, ironing, scrubbing, cooking, making beds, mending,

sewing, doing fancy-work, etc. The boys get in the wood and coal, run errands, split and saw wood, repair fences, build doghouses, carry in water, and frequently help wash dishes, iron, etc. The homes of the majority of the deaf children in our schools are those of the ordinary type, where each member assists in the family work. As a rule the children attend church and Sunday school and their schoolwork extends to the home, so that the bond between home and school is strengthened. The interest manifested by the other members of the family in the schoolwork of the deaf child adds much to his happiness. Coming as these statements do from one in authority and an eyewitness, they are freighted with significant meaning.

Wisconsin believes in the day schools because they are representative of that pure, broad democracy, the corner stone of our public-school system; because, the school improves and elevates the class of unfortunate children (the deaf, hard of hearing, and those having defective speech) and lightens the burdens of men; because, the day schools are an advancement along educational lines. The oral method is a sympathetic response to the life ties in the home. Because, the girls and boys who have gone out from the day schools are equipped to engage in honorable pusuits, are comfortable and happy, and become good citizens who are equal to the responsibilities of life; because, approximately 240 of the 315 pupils enrolled in these schools during the past year lived at home.

It is not necessary to mention more of the many excellent reasons for our belief in the Wisconsin day schools and our loyalty to their maintenance. We believe, most of all, in the Wisconsin day schools for the deaf because they fill so large a place in the very heart of saddened homes.

SELF-SUPPORT

FRANK M. DRIGGS, SUPERINTENDENT OF THE UTAH SCHOOL FOR THE DEAF AND THE BLIND, OGDEN, UTAH

It is with pleasure I address you this morning upon a subject of vital importance, especially to those of us who are directly concerned with the education of the deaf, the blind, and the feeble-minded. With these children the problem of self-support appears more serious than with normal youths. The state, at great expense, undertakes to educate the defective child; how can this process be carried on without pauperizing him? No one doubts that institutions for the education of these classes should be maintained, and yet the question arises, can or should they be made self-supporting? If for some the training afforded by the state does not result in independent citizenship, how may the dependent ones be made to support themselves? The problem. is a grave one when we consider how handicapped our deaf, blind, and feebleminded are. Our responsibilities are made doubly difficult by their deficiencies. How shall we fit them for life's struggle after school? What employment is open to them outside of public institutions?

My remarks on these questions, in so far as they are based on actual experience, will have direct reference to the deaf and the blind only.