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Did you think I said millenium? I believe in it, -- because it seems far away is no reason for giving up the fight for it, and surely we who see most clearly the evils that prevent its coming must strive the harder, that many generations hence our work shall have the approval of posterity.

So much for what our work offers society at large. To religion we offer a wider and clearer idea of what charity really means -- the raising up of those who are lowest: the combination of what is most thoughtful with what is most religious, "the strength of the strong and the wisdom of the wise ministering thru God's own laws to help the weak and the foolish."

To the State we offer an intimate knowledge of the fruits of the violation of its laws. We ask its co-operation where ignorant Opposition menaces the social body. We, who know, offer suggestions for the prevention and quarantine of this social disease, which insinuates itself into all classes of its citizenship. We ask for laws which in no uncertain way shall put this class into permanent custody and prevent the marriage and propagation of defectives.

To medicine we offer our institutions as laboratories. Here we have a host of pathological conditions which may be studied under the most advantageous circumstances. The neurologist finds here a field almost second to none for his study. The study of the etiology of feeble-mindedness is but in its infancy and as we "thread its devious paths" great vistas open before us, showing even more clearly the solution of many of the problems of life. For many years the thoughtful physician has availed himself of these opportunities, realizing more and more the value of the knowledge of the abnormal in the treatment of the normal.

I hope to see soon the establishment some one of our great institutions of a pathological laboratory, which shall receive from all of our schools, material to be carefully studied and reported upon, to the advancement of our knowledge and work. It has been talked of for many years. Is not the time ripe now to take it up? We have among our number superintendents who stand high in the ranks of neurologists and pathologists. Where better than with them? It would seem that some young man might be found who as a member of the staff of one of the larger institutions could give sufficient time to this work if we shall all contribute our share, - sending only what we really believe is worthy the study and time of such a man. Time goes rapidly, and it would be but a few years until we as an Association might receive information of inestimable value to the cause.

More careful examinations of the public school children are being held constantly, and on every hand it is found that from two to four per cent of the primary scholars need special treatment and instruction, and that under it some of them may regain their places with children of their own age.

But this examination is bringing to light many other cases who are truly feeble-minded and for them our institutions must open their doors. Many defectives never get into the public schools or at best remain but a few days. These are, particularly, the deaf and blind or the idiotic. But it is those of the imbecile and feeble-minded classes who need weeding out and the influence of our Association and its individual members must be exerted strongly, not only to help single them out, but to take them right away from the public school and give them not only the training they may receive, but the custody' they require.

As we offer a pathological laboratory to the physician so do we offer a psychological laboratory to the child student and the educator. The philologist would find much of value in the evolution of the primitive language of these children, and the ethnologist might see much to interest him even in the original designs of basketry which often closely approximate those of the Indians.

As has been said, our children are, so to speak, under a microscope. Their mental processes are so slow that the careful student finds the solution for many acts which the rapid brain processes of the normal child prevent his understanding.

But few of our institutions are without their staff of consulting physicans. -sic- I plead for a staff of psychologists also, and thus we may hope to give to education as we give to medicine, and like the bread upon the waters, it will return to us, bringing like the good seed in good ground, even an hundred fold.

And now, -- the child. During the past thirty-five years great changes have taken place in education. Girls have been admitted to the schools of all grades. The kindergarten has become a fact, schooling not only little children, but mothers as well. Evening schools, special classes have been formed, until, as Earl Barnes says: "It would be literally true to say that to-day a child could begin school, in a state like California, when two and a half years old; and pass on thru kindergarten, primary, elementary, high-school and university courses which would occupy him until he died of old age, and all the time he would be in schools supported and directed by the State." He might have added: "Here, too, the defectives receive all of the education and training of which they are capable."