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With the exception of the instructors in needle and kindergarten work, the teaching is almost entirely done by men. They receive no special training, but those with special aptitude are appointed from the ordinary schools.

The majority of the congress favored making manual training "obligatory and recommended that schemes of manual instruction should be devised not merely as a succession of mental exercises, but that they should also have regard to the main object in educating the feeble-minded -- to enable him to lead an independent existence in after life." Gardening had not been generally adopted, but was recommended by the congress as part of the course of instruction wherever possible.

Of the children who enter these special classes, about eighty-three per cent at the limit of school age are able to find some employment requiring a minimum of skill, and can in time support themselves wholly or in part. The care of the remaining seventeen per cent, however, is a serious question; they return to the community, "a burden, and a danger." The congress felt this to be wrong and recommended that those who are found to be beyond the scope of the special day classes should be transferred to institutions before they reach the limit of school age.

England. Special instruction for mentally deficient children was begun in England in 1892. It was made permanent by the defective and epileptic act of 1899, which "empowers provision for the education in special classes of children who, not being imbecile and not merely dull or backward, are incapable of receiving proper benefit in the ordinary public elementary schools."

There are certain carefully specified conditions that must be fulfilled by these special classes. They have to do with the school buildings, the admission of the children, their medical supervision, the requirements for the teachers, the number in class, the number of school hours, and the course of study. (3) Besides the usual kinds of manual work, instruction in cookery and laundry work is given to some of the older boys and girls.

"Physically and mentally," the teachers in the London special classes, "strive to make every child profit by the instruction given, so that each according to his ability, may enter the ranks of the wage-earning community." It is felt, however, that about one-third of the children who attend the special classes, after twelve years of age, should be placed in institutions, and that a second third need supervision after leaving the special classes.

On March 25, 1902, in London, there were sixty-one centers for mentally deficient children, with 2,882 on roll and an average attendance for the year of 2,180.

THE UNITED STATES.

Providence. In the United States, Providence, Rhode Island, was the first city to take up the work of day classes for mentally defective children. In October, 1893, three schools for special discipline and instruction were "organized and made a part of the public school system." The teachers in the regular grades-experienced so much relief when their disorderly pupils were removed, that they soon urged the transference of those who were mentally deficient. The latter were tried in the disciplinary schools, but it was found that treatment suited to "active, mischievous boys" was not suited to "feeble, plodding children." The result was that in December, 1896, a special class was opened for those mentally subnormal, followed by a second in December, 1897, and a third in December, 1898. (4)

Feeling that physical development must precede mental with these children, there are daily exercises "to train their muscular systems to a regular and ready response to commands given by the teacher." Other exercises are planned to develop the different senses and faculties. Games are played; they are considered merely fun by the pupils, but each has some educational value. Raffia work, clay modeling, free hand drawing, and kindred branches. form an important part of the daily curriculum. In connection with the work just mentioned, primary work and a modified' kindergarten course are given. The teachers receive no special training for their work.

The sub-committee having the classes in charge, is largely made up of physicians; they are consulted in special cases, but the need for medical examination and supervision is felt by those most interested in the welfare of the children. At present, they are selected by a supervisor who has charge of these pupils in conjunction with the kindergartens.

Out of the eighty-two who had been in the classes between December, 1896, and June, 1900, it is interesting to note that five had been returned to the regular schools; seven, able to do grade work, for some particular reason, had been sent to the schools for special discipline and instruction, and sixteen, over fifteen years of age, were earning their living wholly or in part. "With five exceptions (one a case of paralysis, one of epilepsy, two, too old to be improved, and one too low grade), all had made some improvement, and in many cases, improvement in a marked degree." (5)