We have found the daily summary of news, as written by teachers assigned to the work, on large wall-slates, one for the boys and one for the girls, a fruitful source of information. This, added to the daily papers generously sent to us free, and the numerous weekly and monthly publications placed in the reading rooms of the pupils, has been a source of entertainment and help, not only in the acquisition of information, but of language as well.

For some years past we have had our pupils keep summer journals, or diaries. A large per cent. of them come back to school in the fall with well-written diaries comprising a daily recital of their experiences during the vacation. Since the practice was initiated we have seldom heard any complaints to the effect that pupils have grown rusty during vacation. The library is well patronized, the older pupils selecting books according to the advice of their teachers, and the various teachers of primary grades selecting books for and directing the reading of their pupils. In all cases teachers are supposed to be familiar with the contents of these books and to discuss them with their pupils. Besides, our pupils have two meetings each month of the Noyes Literary Society under the supervision of the teachers. Their exercises consist of debate, essay, declamation, and dialogue.

Monthly socials are held in the parlors of the institution. To those the pupils of the advanced classes are admitted. On these happy occasions pupils are instructed in matters pertaining to the civilities of life, and such events are looked forward to with much pleasure by the participants.

Monthly lectures in the chapel are delivered to the pupils. Much time and thought are given to these addresses, and they are heartily enjoyed by the audience. Current history of our country and of the world is assiduously studied by the advanced grades. The Companion, with the child's department, is issued weekly. Frequent illustrations for the latter are furnished by our art department. The whole paper is eagerly read by the pupils. Extra copies of the children's page are issued for schoolroom use. The Companion is copied as largely, perhaps, as any of the numerous family of institution papers.

A brief chapel service in signs is held every morning, except Saturday. In addition, on Sunday, classes spend a few minutes in their class-rooms. On Sunday afternoon, a brief lecture is delivered upon Bible history. Pupils of advanced classes are expected to reproduce these lectures in written form and to present them to the teachers for correction. All moral instruction is of a wholly unsectarian nature. Pupils are allowed to attend the churches of the town when parents wish them to do so.

Every pupil in school has instruction in free-hand drawing. Ninety pupils have received special instruction. Teachers are being more and more impressed with the fact that to be able to illustrate, even in a crude

way, is helpful to them at almost every turn in their work. I believe that we cannot think clearly without forming pictures; hence the value of a teacher's ability to make the picture for the undisciplined mind. We are seeking to direct the art training along lines bearing upon the trade of the pupil. In the trades department we may say that the discipline, the mental and the moral benefits incident to this branch of the training of the deaf, is fully acknowledged by all progressive educators. Our work in this line has been fairly commendable. There is much yet to be done before our industrial department can be called ideal. Instructors in this branch should, we think, rank as teachers and receive teachers' salaries. Every pupil has had--the boys, 161⁄2, and the girls, 16 hours a week at work. It will be seen that pupils will have to remain at their trades about five years in order to get one year's apprenticeship. In view of these facts, it would seem desirable that pupils be allowed a year or two after graduating in which to pursue their trade, reversing the time formerly spent in trades; that is, giving six hours to trades and two to literary work.

In the case of those pupils who come from rural districts and who are best adapted to farming, it seemed reasonable to make some provision for them, such as a course at the agricultural school, a branch of the State University. The authorities of that institution have agreed to open their doors to our graduates, the only provision to be made by this institution, in so far as the university is concerned, being an interpreter. As tuition at the school is free, and the actual living expenses are reduced to a minimum, we had hoped that some of our graduates would avail themselves of such an opportunity. As yet none have applied for admission.

There has been the impression that there is a greater tendency among the deaf than the speaking to congregate in the large cities. This is likely true of the deaf of our state. Dr. E. A. Fay, of Gallaudet College, who is perhaps the best authority on statistics of the deaf in America, is responsible for the very gratifying statement that there is a smaller proportion of the deaf flocking to the cities than of the speaking population.

The domestic department is not of minor importance. To say nothing of feeding, washing, clothing, and nursing so many children, the responsibility for the safety of body and character is understood only by those who have undertaken the task. One of our chief duties is to see that our pupils develop correct motives of action. To see that no tares are sown requires eternal vigilance. A little leaven may leaven the whole lump.

Only those who experience it have any correct conception of the magnitude of the obstacles to be encountered in educating the deaf. Tho exactly like other children, they come to us, as a rule, densely ignorant of any regular language. Their English must be acquired largely in the

schoolroom. If it is difficult to build a house without a foundation, so is it to impart language to those who have no foundation in language. This institution has been fortunate in employing almost wholly teachers, matrons, and caretakers of experience. No school of this kind can attain to or preserve a high standard of excellence without absolutely rigid adherence to this policy.

Our methods are eclectic. They admit of every known way. Ours is known as the "combined system." We have no pet theories to advocate, hence we adapt the method to the child. Some pupils can make satisfactory progress by the oral method. Others, equally bright, progress best by the manual. We have never lost sight of the one object - the preparation of the pupil for life's battle. One central thought which dominates us from the time the pupil enters school till his course is completed is to give him a knowledge of the English language, in all cases written, and, where possible, also spoken. A child who cannot acquire spoken language may be just as bright as one who can learn to speak and read the lips, so much depends upon quickness of perception and ability to imitate. Such large claims are being made by the advocates of speech and speech reading that silence might be taken as acquiescence in those extreme views. There is a happy mean. This we have tried to strike. We should, and do, aim to give every pupil the opportunity to demonstrate his ability to be successfully educated orally. We have now six classes taught orally and twelve manually. We have a complete course of study.

The excellence of this institution may be attributed to several causes. Among them may be enumerated: (1) The hearty support of the citi zens of the state; (2) freedom from political domination; (3) the care exercised in the selection of the instructors. I may say that this institution stands for all that is best in preparing its students for taking their position among their hearing brothers.

WHAT MINNESOTA IS DOING FOR HER BLIND CHILDREN B. P. CHAPPLE, INSTRUCTOR IN SCHOOL FOR THE BLIND, FARIBAULT, MINN. The Minnesota State School for the Blind is located at the beautiful little city of Faribault, fifty-two miles south of St. Paul. The school is open to all residents of Minnesota between the ages of six and twentyfive years having defective sight. Board, tuition, and books are provided. by the state without cost to the pupils; the pupils or their friends furnishing the clothing and traveling expenses. It is a school, and not an asylum or home, as none but the young and the teachable are admitted, and then only for a term of years and while pursuing definite work. The work of the school is divided into three departments-the literary, music, and industrial departments.

The literary work extends thru twelve years. In the primary grades (including four years' work) kindergarten work, point reading, point writing, spelling, number work, mental arithmetic, and beginning geography are taught. In the intermediate grades (also of four years) reading, spelling, mental arithmetic, practical arithmetic, geography, grammar, composition, etymology, primary United States history, and physiology are taught. In the high-school grades, of four years, the work broadens, and three courses are offered - the language course, the German course,

and the English course. The courses are as follows:

First year of language course.- - Algebra, physiology, geography, general history, and Latin lessons. In this year the German and English courses substitute advanced English for the Latin.

Second year of language course.— Algebra, civics, and United States constitution, physics, Latin-Cæsar. The German and English courses substitute zoology and botany for the Latin.

Third year of language course.-Geometry, English and American literature, German, Latin-Cicero. The German course begins German, and substitutes botany, astronomy, and geology for the Latin.

The English course makes the same substitutions for Latin, and also political history and chemistry for the German.

Fourth year of the language course.-Solid geometry, political economy, psychology, ethics, German, Latin -Virgil. The German course continues German, and substitutes rhetoric and sociology for the Latin.

The English course makes the same substitutions for the Latin, and also English history for the German.

Work in elocution is elective thru the high-school course, and many students avail themselves of the opportunity to improve their expression, to gain a better appreciation of literary selections, and to store their memories with choice literature that may be used for entertainment.

Thru the whole course the aim of the school is to do systematic, thoro work, that the student, if he stops here, may have a substantial preparation for his life work; if he goes farther, a good foundation on which to pursue a college course.

The loss of sight, it is true, makes it impracticable to pursue into their details such subjects as chemistry, geology, botany, zoölogy, and astronomy; but an effort is made to give the student a general idea of each subject and its relations to other subjects, thereby extending and broadening his ideas of nature and of life.

In connection with their literary work and correspondence nearly all the students learn to use the typewriter, and many of them with considerable facility.

The music department embraces work thru the whole twelve years of the course, giving instruction in vocal music, instrumental music, including piano, pipe organ, violin, and other orchestral instruments; and also in musical history, harmony, musical acoustics, counter-point, tuning, and repairing.

The chorus work begins the first year and continues thruout the course. For this work the junior and senior singing classes are organized, each meeting twice a week for instruction and drill; also all sing together at chapel exercises every day of the school year. In addition to learning to sing, the pupil stores his memory with songs, hymns, and patriotic songs that are entertaining, stimulating, and inspiring.

Piano work is begun the second year of the course, and if the student shows talent and makes profitable progress the instrument is continued thru the course.

The violin is begun about the sixth year by those that choose it. Elementary harmony is taught in the seventh and eighth grades, and advanced harmony in the ninth and tenth grades.

Pipe-organ instruction is given the last three years of the course to those whom it will profit. Musical history is studied two years during the eleventh and twelfth grades. This includes study in epochs of music, research into the origin, development, and merit of the various musical instruments, a study of the lives and works of the leading composers and performers of the world, different kinds of musical composition, etc. Instruction is also given in orchestral instruments, and the school has had a good orchestra for a number of years.

Attention is given in the music department to mechanical work, as the details of piano and pipe-organ construction, practical work in piano and pipe-organ repairing, and special attention to piano and pipe-organ tuning.

The aim in the music department is to make the work thoro, accurate, scientific, and practical, that the pupil may use it not only for his enjoyment and that of others, but that he may put it to practical use as a teacher, a performer, or a tuner, in gaining a livelihood. A number of the graduates are now doing good work in these callings and supporting themselves well.

Work in the industrial department proper extends thru the first eight years. It begins with bead work, which is continued four years. This work consists in stringing small and variously colored beads on brass wire, which is looped and tied so as to form various articles, as vases, pitchers, baskets, boxes, napkin rings, etc.- articles ornamental and more or less useful. But this work is given, not for the value of the product, but for training in skill and deftness of hand and fingers, and attention and patience in accomplishing a definite object in a systematic way.

Bead work is followed by hammock making and netting work. this work both the training and the product are valuable. Then rattan work is taken up, baskets and boxes being made of this material. This work continues the hand training and aids in developing ideas of form.

In the intermediate grades, sloyd is taught, the pupils learning to use tools, as the saw, plane, square, hammer, chisel, file, etc., with some