As to the first question, "How can we educate the deaf and the blind children to such a degree as to make them self-supporting and valuable citizens ?" We are dealing with boys and girls who, more than other children, need the kind influence and gentle leadership of the teacher. Their training in school should be not only a preparation for life, but life itself with all its problems. Education is growth and development, physical well-being, mental improvement, and moral culture. Life in school is life in all its aspects, or ought to be, and the life lived in school should indicate and greatly determine what the future usefulness of the citizen is to be. The institution which fails to train its pupils to understand that it is as important for them to do as it is for them to know fails to make of the boys and girls intrusted to its care independent men and women.

If we are to educate and not pauperize the child, we must train him not only to do things, but to do them without help. We are growing only when we are free; we are free only when we can assume the responsibility of doing something. There is a consciousness of weakness and a consciousness of power. Children may go to school and not live, or grow, or develop as we would wish. A teacher may teach, and teach hard, and yet not produce growth. Too many of us, I am sorry to say, help to imprison our pupils by doing for them the work we are paid to lead them do for themselves. The teacher who carries home written lessons, and corrects errors the pupils should correct for themselves; the pedagogue who diagrams sentences and solves problems in detail, while his pupils sit in idleness, is a robber, stealing from his boys and girls rights which should be aids to their future usefulness. All agree that self-effort educates, and that the person who is to be educated must put forth the necessary energy to learn, or forever remain in darkness.

The first step in the training of a child for independent citizenship is to let it feel the influences and see the beneficent results of self-support. The whole atmosphere of a school must be filled with the spirit and the love of that useful work which enables man to support himself and others, and at the same time crowns him with self-respect, independence, and honor. We can educate children without making paupers of them only by creating within them a love for work; we must make them understand that it takes work to secure an education, then more work to keep it, and yet more work to use it, and that the reward for those who are willing to work is happiness. Our boys and girls must know that they may succeed in almost any line provided they will labor intelligently, persistently, and honorably. Our children must be made to feel that all they receive from the public fund is given with the assurance that some day it will be returned a hundred fold in manliness and womanliness of the highest type. That individual defectives can be made self-supporting is proved by conditions as they exist today, for the world teems with excellent men and women, graduates and ex-pupils of our schools for the deaf and the blind who are valuable citizens, producers, giving more than they have received.

When you ask whether these institutions can be made self-supporting, I answer, Yes, if you mean by support giving to the nation young men and women who will make the world richer and better for having had the opportunity of attending such schools. If, however, you intend that these institutions shall become workshops where the first thought is financial gain, and that thereby they are to lose their character as schools, I most emphatically answer, No.

The United States stands in the very front rank of the civilized nations of the world today because it provides a free and liberal education for all its children, no matter how poor their circumstances or how defective their capabilities, and at the same time demands that they shall give back citizenship of the most efficient and trustworthy order. Institutions for defectives may be made self-supporting, but why should they any more than our public day schools, our high schools, our colleges, and state universities? All children should be educated, the bright boy and the dull boy, the normal child and the defective child. The state has no right to be partial in its distribution of knowledge, and it cannot afford to be. The state should not educate your boy because he can hear and see, unless it provides similarly for my boy who cannot hear, or see, or speak. It would be an unjust discrimination.

But you may say, "Why must the state furnish these defective children with a home and food and shelter? It does not provide such things for the ordinary child." The reason is plain. The state provides a free education for all its children. For the normal child it places the public school at the very home door; it often consolidates school districts in order to give greater advantages, and when children live at inconvenient distances, frequently transports them to and from school at public expense, because transporting the child to the school costs less than bringing the school to the child. On the same principle, the state finds it more convenient and more economical as well as productive of superior results, to establish and maintain a central school for defective children, paying for their board during the term. The state furnishes a home as a necessity incidental to education, not as an act of charity. Parents submit to the separation from their unfortunate children as a painful sacrifice which they make for the good of the child and the benefit of the state. I do not wish to infer that these children who live in state boarding-schools should do nothing in return for the state's generosity. I would make them feel that the school is their home, and that they are to help take care of it and keep it clean. I would require their assistance in the manifold little duties about the house. Home duties are the vital duties of life. Their performance brings a realization of power to earn, as well as a consciousness of ability to help others. Further, I would insist that they should express themselves politely and gratefully whenever they desire anything given to them, no matter whether it be their own property, something purchased with their money, or whether it be a sheet of paper or a pencil provided by the institution. Too often, I regret to say, we who should set the example forget to say, "If you please," and "I thank you." We cannot be too strict in these matters. In a

public boarding-school where everything seems to be ours for the asking, the thought must be, if we are to train our pupils rightly, that these many blessings are not really ours unless we make ourselves worthy of them.

HOW CAN INDIVIDUAL DEFECTIVES BE MADE SELF-SUPPORTING? First, by giving them an education which shall train not only the mind and heart, but the hand and spirit as well. This is true of all classes.

For their own sake, and for the sake of the pupils in school we must take a practical and helpful interest in our graduates and ex-pupils, watch and advise them when they leave us, and keep the undergraduates informed as to the success of individual pupils. I have found that our boys and girls are deeply interested in the records made by those who have gone out from the fostering care of the school.

Another helpful method is to put pupils on record before distinguished visitors, by requiring them to stand up and answer such questions as: "What are you preparing to do by and by to repay the state for your education ?" "What vocation do you desire to follow?" Inquiries like these lead my deaf and blind boys and girls to think about their future, and to realize that they must do something for themselves.

It is wise to honor the boy or girl who has done well, and to suggest not only to pupils, but to parents and guardians, that young people should be useful at home as well as at school; that they should be employed at profitable work, study, and play, even during vacation. Great was the round of applause one September morning a year ago when, in chapel, I exhibited one of our younger lad's calloused hands, and made the pupils feel that I loved and honored this boy who had toiled and sweat and earned for his widowed mother, while some other youngsters, equally able, had idled the summer away.

By devices of this sort we can teach independence and avoid the danger of overhelping our pupils. I recall an instance, and there are others like it, of a county pupil's appearing at my office door and asking for a pair of new trousers. Only a few weeks before I had purchased for this same boy quite a stock of good clothes and was, therefore, astonished to learn that it was already necessary partly to furnish him. It struck me that a golden opportunity presented itself, and I said, "Walter, you have worn out your clothes too quickly. I am afraid you have not been careful with them. I cannot afford to buy you any more. But Walter, wouldn't you like to earn some money and buy your own trousers ?" It was a happy thought. He did want to earn. He did want to be independent. And that boy worked ten Saturday afternoons to earn sufficient to pay for the clothes. They were his trousers and he knew it, he also knew their value, and six months after he was wearing them for best. He was proud of them, but more proud because he had earned them.

I have recently read in our chapel service two books dealing with the lives of young people, who by hard, earnest toil climbed, step by step, and round by round, self-effort's successful ladder. One of our heroes was an

orphan boy who refused to be a pauper, and ran away from the county poorfarm in his desire to be free and independent. The influence of this story has already been shown. One of my boys who was for years been receiving county aid came to me for assistance to get work. I directed him to certain places. Tho he searched for days he finally secured employment, and is now earning his own way. His face portrays more real joy of life than it ever did, from the simple fact that he respects himself for his own freedom. He is succeeding because of the new spirit that has taken hold of him.

To secure the spirit of independence in the individual we should keep in mind the thought of that eminent educator, Dr. Edward E. Allen, principal of the Pennsylvania School for the Blind: "The training of the spirit is at least as important as the training of the mind." If a boy's spirit is right, his will to do is right, and "Where there's a will there's a way."

EMPLOYMENT FOR ADULT DEAF, BLIND, AND FEEBLE-MINDED OUTSIDE OUR INSTITUTIONS

This is not a serious problem with the deaf, for they are found everywhere in the thickest of the fray, face to face and side by side, with their more fortunate fellows, busy, successful, and happy. With the blind there are greater obstacles and their handicap is bigger. Many blind persons succeed as musicians and piano-tuners, while some do well as writers and as teachers. We hear of successful blind lawyers, elocutionists, and even doctors, but these are the exceptions. The problem is, what shall we do with the majority?

The experiments now being carried forward in Massachusetts, New York, and other eastern states looking toward the alleviation of the condition of the adult blind should be watched with interest. The most successful of these plans will be that which gives the blind increased strength and independence to bear their burden.

From various sources we learn that the feeble-minded, when well and properly trained, are happiest and most successful at work upon the farm and in the garden, or employed in the domestic work about the home. Many of them, if given some friendly oversight, become good teamsters, plowmen, farmhands, house servants, and laborers. There are many more dependent than independent among them, who, as a consequence, must remain forever under the care of the institutions established for their welfare.

I am strongly of the opinion that it is unwise to employ many of our own graduates in the home institution, and that those who are employed ought not usually to be given such positions until they have worked for others and made good. Most of us are inclined to strive much harder for success away from home than under our own roof. And the presence of graduates of the school upon the pay-roll is likely to suggest to the pupils that the school owes them a living. I believe it is the duty of every institution to assist its graduates to get situations, but I think it is equally as important to disseminate the news of individual successes among our former pupils. Nothing succeeds like success, and the knowledge that other deaf, blind, and feeble-minded persons are getting

on in the world is one of the most powerful incentives to place in the hands of our adults and pupils as well. The very fact that one prospector found gold in the desert hills of Nevada, led hundreds and thousands thither to dig out fortunes for themselves, and make of the barren waste a commonwealth, strong and enduring. The information that one of our young people is fighting life's battles manfully and splendidly leads many another to follow in his footsteps.

In conclusion then, there should be no doubt as to the propriety of educating a child at public expense and fitting him for a life of usefulness. When we return to the state young men and women equipped for life's struggle, after years of pupilage in a free public boarding-school, we fulfil our duty to the state. It is economy to maintain these schools, even tho they cannot successfully support themselves. The preparation for life after school must be made by the pupil himself. He must work out his own salvation; but the task of directing that preparation is the teacher's, and it is a gigantic task. She must, by her wisdom and love, plan for her pupils such experience in school as will give them greater power to win their way when they leave her. It is up to her and to us all as teachers, to point out the way, to lead, guide, and direct, to instil into the hearts and minds of our pupils that love for work, that desire for independence, and that spirit for real life, which shall cause hundreds and thousands of defective youths to dig out of life a wealth of happiness by supporting themselves.

THE TRAINING OF THE INCORRIGIBLE

W. A. GATES, SECRETARY, STATE BOARD OF CHARITIES AND CORRECTIONS, BERKELEY, CAL.

I did not select the title for this paper, and if left to my own choice it would have been very different. The Incorrigible! During an experience of several years I have tried to find him on the streets, in reformatories, and in books. For some time past I have carefully studied boys who have been found guilty of crimes, and since this subject was assigned me over a year ago I have made earnest effort to find an incorrigible. I have found delinquent boys and girls, but I have also found the woods full of delinquent men and women, and some of them holding high positions. How few persons have not at some time in their lives broken the law and become delinquent? I will give a few specimen. cases. A boy was sent by a grammar-school teacher and principal to the parental school as an incorrigible. He faced the principal of the parental school in fear and sat down cautiously on the edge of a chair ready to spring out of reach the moment the principal struck. But the latter did not strike. A short conversation restored confidence and the boy was assigned to his room. Some days having expired without any appearance of the incorrigibility, the principal investigated the school from which he had been sent and found as his former teacher a nervous wreck, irritable and petulant, and who was the direct cause, no doubt, of this boy's so-called incorrigibility. Another boy eighteen years old was tried and convicted of murder and had a long