signs and the manual alphabet prevail and cause the pupil to relinquish the use of speech and to seek the society of deaf and dumb people.

*

*
*

"Starting upon the assumption that a written language is common to all, one party says: 'We think that the sign language is the natural way in which the deaf and dumb express themselves;' the second, We aim at making the deaf and dumb conversant with our own language and able to express themselves in spoken language;' the third, Why should not you give the deaf and dumb the advantage of both systems?' All these have a common object in view; i. e., to acquire language, the first by manual alphabet in addition to signs, the second by speech alone, and the third by a combination of all three."

The commission think that all the deaf not physically or mentally unsuited for it should be taught to speak and lip-read on the pure oral system, and that all children who are deaf be taught for one year at least on the oral system. But if the oral system is to be carried out, teachers must be provided; for the oral teacher must have a thorough knowledge of the modus operandi of the vocal organs, the function of the tongue, lips, and nose in speech. To obtain this special training requires two years, as in Germany when these two years are additional to the usual teachers' training course.

The commission, however, is very far from advocating the radical changes that the resolutions of the Milan convention1 caused in France.

The number taught on each system of communication in the United Kingdom is as follows:

Number taught on the manual and sign system

Number taught on the combined system....

Number taught on the oral and pure oral system..

1, 026 545

1, 563

3, 134

At a recent conference of those interested in the education of the deaf and dumb the following resolutions were passed:

"Resolution No. 1.-That the provision of the education acts be extended to the deaf and dumb, and power be obtained to enforce the compulsory attendance of children at an institution or day school up to the age of sixteen.

"Resolution No. 2.-That recommendations of the royal commission Nos. 2 and 3 be approved: No. 2. That when the number under any school authority is too small to form a class, or when the child is unable to attend an elementary school, the school authority should have the power and be required either to send a child to an institution or to board out such a child under proper inspection, and to contribute to his education and maintenance such annual grants as would be required to the contribution now allowed to be paid by boards of guardians; and if there should be neither institution nor school available or willing to receive such child, the school authority should have the power, either by itself or in combination with other school authorities, to establish a school or institution for the purpose, and to educate such children under proper inspection. No. 3. That, independently of the position of the parent, a capitation grant, not less than half the cost of the education of such child, with a maximum grant of £10, should be given for all in the same way as in ordinary elementary schools, and that the fees payable by necessitous parents should not exceed those payable in the case of ordinary children, but that in all cases parents should contribute according to their ability.

"Resolution No. 3.-That recommendation of the royal commission No. 4 be approved; that the age of entry should, as far as possible, be seven; that pupils should, as a rule, be admitted only once a year; that the school attendance should be compulsorily enforced for at least eight years without any existing limit of distance from school, and that power should be given to local authority to pay the rail or tram of such children when necessary.

"Resolution No. 4.-That recommendation of the royal commission No. 7 be approved; that technical instruction in industrial handicraft should be under the education department as part of the curriculum in schools for the deaf and dumb after the age of twelve or thirteen, and that this training be continued to sixteen. After sixteen it may be left to institutions to apprentice their pupils or to send them to the technical or industrial schools provided for ordinary children.

"Resolution No. 5.-That this conference regards the establishment of a training college for teachers of the deaf and dumb as of paramount importance, and approves the paragraphs Nos. 19 and 20 of the recommendations of the royal commission in that behalf."

In the Bureau's Report for 1886-87, when speaking of "Workshops for the blind" (p. 838), mention is made of the "Saxon system" of care for the blind-Fürsorge, that is to say, protection.2

1 See p. 821, U. S. Bureau of Education Report, 1886-87.

2 The fund the interest of which is distributed, which was given in 1886-87 as $7,500, was incorrect for that date. The fund is now about $250,000.

The commission finds this to be the system best adapted to the purpose and recommends its adoption for the United Kingdom, under the following conditions: “(1) That a register should be kept of all the pupils leaving the institution; (2) that they should be assisted in carrying on a trade, should they wish to set up for themselves, and in the first instance be provided with tools and material gratis, and subsequently at cost price; (3) that the institutions should endeavor to provide funds to supplement the workman's earnings, grant loans, or afford him assistance in case of illness; (4) an endeavor should be made to interest some influential local agency, with which the institution should correspond on behalf of the blind."

Of course the first request is to obtain a sufficiently large fund, the interest of which would eke out the earnings of the blind workman.

At the conference already referred to, the following resolutions in regard to the blind were also presented. It is thought probable that early legislation will carry the resolutions, both for the deaf and blind, into effect.

"(1) That the time has now arrived when the education of the blind should be put on at least an equal footing with that of the seeing, and that provisions of the education acts and codes be therefore extended to them, with such modifications and further assistance as the conditions require, in accordance with the recommendations of the royal commission on this point, and that consequently those schools and institutions which are willing to accept state inspection should be granted state aid. "(2) That in the case of the blind, whether children or adults, it is also desirable that special technical and industrial training should be added, aided by the education department, in addition to other subjects.

"(3) In reference to the respectable oid and infirm blind the conference thoroughly indorses the recommendation of the royal commission, and also adopts the suggestion contained in paragraph 263 of their report, víz: 'We think that when the industrious and well-conducted blind are unable to work and have to fall back on the assistance of the poor law, the workhouse test should not be applied, and we recommend that there should be a liberal outdoor relief (which should not subject them to any legal disqualifications) given to those who have friends to live with, and that the blind be not forced to go into the workhouse; and in the case of those who are admitted to the house, the workhouse selected for the purpose should be in a town where an institution or association for the blind already exists; the blind inmates, moreover, to be treated in a more generous way than ordinary paupers; and power should be given to the guardians in London or elsewhere to set apart a separate ward or home for the reception of the aged pauper blind, or to combine with other boards in providing a separate home for them. In case of women it might be expedient to place them in a cottage home.""

NOTES FROM CATALOGUES, ETC.

I.-Institutions for the deaf.

Alabama Institution for the Deaf, Talladega, Ala.-The commissioners and principal of this institution are earnestly recommending the establishment of a school for the

colored deaf and blind.

The oral department has been carried on with good results. The institution has secured an additional teacher and intends to enlarge in this direction.

Arkansas Deaf-Mute Institution, Little Rock, Ark.-The north wing of this institution has been entirely rebuilt.

"Articulation and lip-reading and the related branches of auricular instruction have been given the same amount of attention as formerly. All those cases where it is thought there was a chance for sufficient permanent improvement to justify the attempt have been taught, and many cases where the chance seemed doubtful have been given a fair trial."

The great advantages of manual training seem to be thoroughly understood and appreciated in this institution. The department teaches drawing and painting, printing, photography, house-painting, shoemaking, sewing and domestic work. They do job printing, and all the shoes that are used in the school are made by the pupils.

California Institution for the Education of the Deaf and Dumb and the Blind, Berkeley, Cal.-There are 30 pupils in the articulation and lip-reading class of this institution. Ten minutes a day is the time given to each pupil in the class. The friends of the institution are asking for funds to enable them to employ more teachers.

"The deaf are facile in everything requiring a quick eye and dexterous fingers. Drawing, painting, modeling, carving, engraving, are among the branches of fine art in which the deaf mute may and often does excel. Of the mechanical arts none are beyond his reach, and it is only a question of advantage as to which he shall turn his hand to. Up to this time there has not been much choice of handicraft offered in this institution. Wood-working and painting shops have been established, and the results have justified the selection. The boys in both departments have made marked progress, and the cabinet work done at their hands would not discredit journeymen."

Colorado Institute for the Mute and the Blind, Colorado Springs, Colo.-Every pupil on entering the school is placed in the articulation and lip-reading class. Those whose progress warrants success are kept in the class. All the pupils are given instruction in manual training of some sort. In the carpenter shop there are a number of boys that when it becomes necessary for them to leave the institution can make a good comfortable living. The printing office publishes the Colorado Index, which has not only paid all the expenses of publication, but has been a source of revenue to the institution.

American Asylum for the Deaf and Dumb, Hartford, Conn.-"Of the pupils received into this school during the last 4 years 74 per cent. gave sufficient promise of success in acquiring speech and lip-reading to warrant their continued daily instruction in those branches. Of those taught, 47 per cent. were born deaf, 14 per cent. lost hearing under 2 years of age, 24+ per cent. lost hearing between the ages of 2 and 4 years, and 14 per cent. lost hearing at the age of 4 years."

Of the manual training department the principal says: "Instruction in this new department was begun in 1822, and in the following year two large and convenient workshops were erected. From that day to this manual training has been a part of the instruction of every able-bodied boy, rich and poor alike, passing through his school course here. Our former pupils are now at work as cabinetmakers, carpenters, furniture-makers, in many other capacities where wood-working tools are used, and in a variety of occupations which the training of eye and hand and of the judgment here has fitted them to take up successfully."

Kansas Institution for the Education of the Deaf and Dumb, Olathe, Kans.-The opportunity is given to those who show aptitude for the learning of articulation and lipreading, with daily recitations in the class room, in addition to the regular work. In the industrial department the pupils are taught cabinetmaking, shoemaking, printing, and sewing.

Maryland School for the Deaf and Dumb, Frederick, Md.-" We give every child who enters an opportunity to learn to speak. No matter what the mental condition nor how unpromising the case may be, the child is faithfully taught through the first year by teachers who rank with the best in the country in oral teaching. At the end of the year those who have not made sufficient progress to justify their continuance are dropped from the oral classes and from time to time receive their instruction through the manual and sign method."

The principal, in speaking of the industrial department, in his annual report says: "All boys who are large enough are employed about 24 hours daily, either in the shoe shops, cabinet shop, or printing office. They are assigned to one or the other, either by choice of parent of the boy himself, or the principal, and are seldom allowed to change from one to the other. Our boots and shoes are disposed of at wholesale at fair prices and are in constant demand. The shop, however, is not a source of revenue nor can any shop be which is carried on by the labor of pupils whose time is chiefly devoted to school. Our shops are schoolrooms and our foremen teachers whose business is to train workmen rather than to turn off work. cabinet shop does all our repair work except plumbing, makes up such articles of furniture as we require, and sometimes fills orders for fine work for outside parties. We have also made a good deal of cheap work for the furniture stores.

The

"In the printing office we have continued the publication of the Bulletin, a biweekly newspaper for general circulation as well as for use in the school, have printed our own reports and daily lessons for the class use and other miscellaneous work."

The girls have been taught plain sewing and the use of machines. The older ones have also been instructed in dressmaking.

Clarke Institution for Deaf-Mutes, Northampton, Mass.-"In our schoolroom work our first aim is to develop the minds of our pupils and to teach language as an expression of thought. During the earlier years all effort is directed toward this end. The later years are occupied with a regular course of study, although the acquisition of language is always considered of prime importance. The ease with which such branches of study may be pursued is in exact proportion to the knowledge of language previously acquired. This knowledge of language we attempt to give through the oral method, so called. This method teaches the child spoken words first, then written words. Our communication with pupils and all instruction is through spoken or written language. Ability to understand the language of books and the spoken language of the persons with whom one is associated is all that is needed to make unlimited acquisition of knowledge possible. In so far as we can impart this ability to our pupils we furnish them in the best possible way for life among men. If we add to this such training of eye and hand as shall fit our boys and girls to support themselves, we have surely done for them the utmost in our power. With this last object in view, our older boys are employed in cabinetwork under a competent instructor from 2 to 3 hours each day. The girls are taught sewing and light housework, and instruction in wood carving and cast drawing is given to all the older

pupils who, on trial, show any aptness for either. Physical culture is not neglected. Plenty of exercise in the open air is insisted upon, and gymnastic exercises are practiced regularly in the primary school; but the need, especially for our older pupils, of a well-equipped gymnasium is greatly felt.

Michigan School for the Deaf, Flint, Mich.-The chief aim of this school is to give the pupils a knowledge of the English language. To have pupils to elegantly express themselves and think in this language is the great end sought.

No one method is used to the exclusion of others. In the oral classes pupils are confined to lip-reading and speech. The manual alphabet is generally used in all other class rooms as a means of communication.

None but expert instructors in the workshops of this institution are employed. The trades taught are those that the pupils will be most likely to find employment in when they leave the school.

After a five-years' course of study the pupils are given an industrial training-course, each pupil spending four hours daily at his work. Cabinetmaking, shoemaking, printing, plumbing, baking, and farm work are taught to the boys. The girls are taught sewing, dressmaking, ironing, making beds, sweeping, doing dining-room and kitchen work.

Minnesota Institute for Defectives, Faribault, Minn.--On entering this school all the pupils are placed in the articulation class and given a fair trial, and if the teacher is satisfied that the pupil can not successfully be taught lip-reading and speech, articulation is discontinued. Fifteen pupils are taught exclusively speech and lipreading and have no other method of communication with each other and their teachers. More than 10 per cent. of the pupils of this institution have been found capable of receiving permanent improvement in articulation and lip-reading.

66

The progress in the industrial department is very gratifying to the superintendent. He says: The shop makes education practical, not to say profitable. It makes children grow up familiar with work, and when they leave school they do not feel above work."

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"Manual work and intellectual work ought not to be divorced, and when a boy is taught to use his hands as well as his brains, his education is broader, more practical, and more helpful to himself and the State."

St. Joseph's Institute for the Improved Instruction of Deaf-Mutes, Fordham, N. Y.—A new and commodious building has been erected for this school; the entire cost will not exceed $55,000. Strict attention is paid to speech and lip-reading in the more advanced classes. All the lessons are studied until the language is thoroughly understood. The industrial department also receives its full share of attention. Many of the older pupils that have left the institution have been successful in obtaining employment.

Western Pennsylvania Institution for the Instruction of the Deaf and Dumb, Edgewood, Pa. The combined method of instruction is used in this institution. More attention is being given to articulation and lip-reading.

-

A new building has been erected for the industrial department, which has infused new life in this part of the work. The older pupils spend from three to four hours a day in the workshops, the younger ones about two hours. Shoemaking, carpentry, cabinetmaking, and wood carving is taught. All the furniture required for the building is made in the cabinet shop by the boys of the institution. The girls are taught plain sewing, dressmaking, and house work.

Pennsylvania Institution for the Deaf and Dumb, Philadelphia, Pa.-The board of directors of this institution has purchased a new site in the Twenty-second ward of the city of Philadelphia, containing 61 acres, at a cost of $120,000. They hope to complete the new building in about three years. More than $500,000 will be required for all the improvements.

In the oral department of this school there are eleven instructors and one hundred pupils. In the industrial department instruction is given in printing, drawing, tailoring, shoemaking, carpentering, glazing, dressmaking, and cooking.

Institution for the Education of the Deaf and Dumb and the Blind, Staunton, Va.-In this institution the industrial department receives especial attention. It includes carpentering, upholstering, joiner work, house-painting and baking, all under the supervision of competent instructors.

The combined method of instruction is used.

Wisconsin School for the Deaf, Delavan, Wis.-The oral and combined methods are taught in this school. Special oral instruction is given to three classes, and good resuits have been obtained. For twenty years past speech and lip-reading has been taught in this institution.

Two and one-half hours daily are spent in the workshops. The pupils are taught shoemaking, carpentering, printing, baking, sewing, and mending.

II.-Institutions for the blind.

Indiana Institution for the Education of the Blind, Indianapolis, Ind.-The normal department of music is comparatively new in this institution. The aim of this department is to give such instruction in the art and practice of teaching as to make of each pupil a successful teacher.

Great interest is felt in the industrial department of this school. The superintendent says in his annual report to the trustees: "While we do not undervalue in the least degree the many benefits to be derived from intellectual and musical culture, yet we feel that in a school for the blind too much attention can not be given to industrial education, for we recognize the fact that the mental stamina and natural inclination of many blind youths are such that if they are fitted at all by training to earn their own living it must be done by teaching them some useful trade. Furthermore, to be occupied in some congenial handicraft and be able to manipulate the different parts of simple machinery and different kinds of material are not only sources of great pleasure to the blind, but they furnish means by which habits of industry, perseverance, and activity are cultivated. Therefore no scheme for the education and training of the blind that does not provide for a well-equipped and well-regulated industrial department is complete."

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Kansas Institution for the Education of the Blind, Kansas City, Kans.-The superintendent in his report to the trustees speaks of the prosperous condition of this institution and the practical results of the graded system of the school. He says: "Its results have been most beneficial to the pupil as well as the teacher, making the work of both much more easy and thorough, and enabling us to give to the primary department that vigorous training which is so much needed in after life."

Speaking of the results of the point method, he says: "With a thorough knowledge of the point, equipped with all the requirements, a blind pupil will accomplish as much and with nearly the same rapidity as the seeing."

Maryland School for the Blind, Baltimore, Md.-The committee on instruction of this school strongly recommends the higher education of the pupils of the school for the blind.

"(2) Blindness is a physical defect, and always must limit the physical efficiency of the blind man, but his intellectual capability is another thing. The public is too apt to confound the two, while in practice the very fact of the physical defect actually increases the mental power, for it calls into play such faculties as concentration and attention to a higher degree than the seeing can ever need them.

"(3) If the above is true there is no class of our fellow-men who require more the benefit of a higher education. At present the public idea is that a blind man can be educated to a certain point, and at this point his physical defect places the limit. The public utterance in all the schools, thus far shalt thou go, and no farther,' is unfortunately taken up by the blind, for a man is very apt to believe himself to be what his fellow-man declares him, and the blind man with his sense of infirmity is probably more sensitive to such impressions than the seeing. It is not necessary to call to mind a historian like Prescott, a postmaster-general like Fawcett, or a mathematician like Carl; there are numerous instances all around us, lawyers, musicians, clergymen, business men, who have simply become so because they had the means to secure a higher education.

"(4) We are often told that such and such a blind man has failed in the struggle of life, and this is used as an argument to prove that the blind man can not successfully hold his own in this great struggle. I have made it my business to inquire of a large number of superintendents and individuals, and I have yet to meet the first case where the blind man has failed because he was blind. In every instance he would have failed from the same want of character had he been a seeing man, and to step a little lower, I have yet to find in all my experience, with one exception, a single instance of a blind beggar who was not either an imposter, vicious, or profligate, and my experience is the same as that of others connected with the blind.'

Perkins Institution and Massachusetts School for the Blind, Boston, Mass.-This institution has received a bequest of $4,250 by the will of Ann Schofield; also a gift of $38,000 towards the endowment fund for the kindergarten department from Miss Helen C. Bradlee. The gift of Miss Bradlee is the largest thus far the institution has ever received. It will be known as the "Bradlee Fund."

The building dedicated one year and a half ago to the uses of the kindergarten has already become crowded to its utmost capacity. The director of this department has asked the trustees for a second building similar to the first one in size and architecture.

Ohio Institution for the Education of the Blind, Columbus, Ohio.-The superintendent recommends action on the part of the legislature making it compulsory to send children of proper ages and mental capacity to the school provided for then by the State. He also indorses the action of the convention of the American Instructors for the Blind in Baltimore, Md., in reference to the printing of text-books on every subject taught in the various institutions; and believes that the use of text-books will