ideals. Evil tendencies are to be eradicated rather than suppressed. The teacher must have force and health with which to emphasize sympathy and sentiment. Misconduct is often misdirected energy, and the teacher needs both intellectual and moral force to deal wisely with such boys.-W. E. ROBINSON, Detroit.

THE rural school presents the serious problem of American education. It is impossible to lay down lines for all the States. The environment and conditions differ. The vital population, as well as the conservative forces, are everywhere found in the country schools. Not only are the needs greater but the conservative inertia to be overcome is greatest there. We must do much more than has yet been done for rural schools.-STATE SUPT. J. R. PRESTON, Mississippi.

IT is one of the wonders of the age that the Committee of Ten was so unanimous upon every subject and every phase of every subject, upon every grade of work except that in which the majority of the committee had had any experience.-Asst. Supt. NIGHTINGALE, Chicago.

THE kindergarten is impressive, repressive, aggressive, and progressive. To a child well taught in the kindergarten God will speak directly through leaf and sheaf, through hill and rill, through tree and sea. The kindergarten should be entrusted to the school board. Money cannot be secured for the kindergarten work through private enterprises or philanthropic endeavor; it belongs to the public school system.-JAMES L. HUGHES, Toronto.

ALL miscellaneous teaching for exhibition and criticism, without a standard, is vicious. The demand of the hour with city and country teachers is for professional standards. Let the superintendent and supervisor give sample lessons. Let them show standards in the what, how and why.-F. A. FITZPATRICK, Omaha.

THE Report of the Committee of Ten should be used as the textbook in every teachers' meeting. Its positions should be challenged, and carefully discussed. Some skillful teacher should be the leader therein. In regard to each special report each teacher should be expected to answer intelligently and independently these questions: How far am I doing that which the Report says should be done? How far can I eliminate as the Report suggests? How far can I introduce the new things recommended? To what extent can I not do it, and why not? How can I be helped to do this? What can our teachers' meetings do to help me do these things?-COLONEL PARKER.

GENERAL DEPARTMENT

Education of Feeble-Minded Children in California.

BY WILL S. MONROE, STANFORD UNIVERSITY, CAL.

I. HISTORICAL DEVELOPMENT.

Mrs. Robert Bentley took the initiative in the formation of an in stitution for feeble-minded children in California as early as 1878, although an organization was not effected until 1883. Meanwhile she visited the New York institution and subsequently elicited the interest and co-operation of Mrs. H. R. Judah, now of the Bishop Armitage Church Orphanage at San Mateo, Dr. W. P. Gibbons of Alameda, Principal Warring Wilkinson of the Institution for the Deaf and Blind, and Dr. J. H. Wythe of the Cooper Medical College. An appeal was issued through the public press, letters to physicians, the clergy, and by more than one hundred personal calls made by Mrs. Judah, Mrs. Bently, and others, for a meeting to be held at the Palace Hotel, San Francisco, July 24, 1883. Over 200 persons responded to the call. Bishop Kip, Rabbi Elkan Cohn, Dr. Robert Mackenzie, Dr. E. T. Wilkins, Mrs. Sarah B. Cooper, Dr. Warring Wilkinson and others addressed the meeting. A committee was appointed to draw up a plan. of organization and report a week later. At a meeting of July 31st, the articles of incorporation were adopted and a board of directors selected of which the late Leland Stanford was chairman. By the ninth of October $8000 had been raised. During the next few months children in the Sunday schools and public schools as well as private individuals added to this contribution; and on the 22nd of May the institution was opened at Vallejo. Subsequently it was removed to Alameda. In December of that year a bill was presented to the Legislature asking the State to assume control of the institution. It was passed March 18, 1885 and $25,000 appropriated for the purchase of property and $20,000 for its support during the ensuing two years. The private association was disincorporated and the institution turned over to a board of five trustees appointed by the Governor. On the 10th of

December, 1885, the institution was moved from Alameda to Santa Clara.

The Legislature of 1887 gave the institution $25,000 for building and improvements and $20,00o for the current expenses of the two years following. Before the expiration of this period, however, it was evident that the growing demands would soon render the Santa Clara property inadequate. It was accordingly decided to abandon it and seek a permanent site possessing large possibilities. The Legislature of 1889, in accordance with the wishes of the superintendent and board of trustees, appropriated $170,000 for the purchase of a property and the erection of buildings; $15,000 for furniture; $15,000 for waterworks and sewerage and $81,000 for the maintenance of the institution for the next two years. The William McPherson Hill ranch of 1,670 acres near the village of Glen Ellen, Sonoma County, was purchased at an expenditure of $50,000. Work on the buildings began at once and the corner stone was laid November 19, 1890. The Legislature of 1891 appropriated $85,000 for the maintenance and $125,000 for a boys' wing to the main building, engine and boiler house, and additional furnishings. Although the buildings were not completed, they had progressed sufficiently far to be occupied; and, on the 24th of September, 1892, the inmates were removed from Santa Clara to their fine new home at Glen Ellen. The Legislature of 1893 appropriated $98,000 for the erection of a girls' wing of the main building and $100,000 for the maintenance of the institution for the two fiscal years following.

II. GROWTH OF THE INSTITUTION.

When the institution was turned over to the State, December 10, 1885, it numbered 20 inmates; October 1, 1886 there were 69; November 1, 1887, 83; October 1, 1888, 103; November 1, 1889, 118; June 30, 1890, 125; October 1, 1891, 150; September 15, 1892, 248; June 30, 1893, 280; at the present time (Feb. 26), 301. During the year 1891-92, one hundred and sixteen were admitted to the home; eleven were discharged and seven died. Of the two hundred and forty-eight inmates on the 15th of September 1892, one hundred and thirty-three were males and one hundred and fifteen females.

III. HOW MANAGED.

The institution is managed by a board of five trustees appointed by the Governor to serve for terms of four years each. The direct control of the institution is entrusted to the superintendent who is also

the physician-in-charge and secretary of the board of trustees. For the past eight years Dr. A. E. Osborne, a gentleman of liberal scholarship and superior training as a physician and specialist in idiocy, has, with great credit to himself and the State, been in charge of the California Home for the Care and Training of Feeble-Minded Children, Four classes of officers orderlies, trainers, companions and patrolscomplete the managerial force of the institution. The orderlies enforce the observance of standing rules and regulations, execute special orders, have charge of the children in their respective departments, and are held responsible for their personal appearance and the condition of their clothing. The trainers are of two classes-school trainers and manual trainers. The former have charge of the schoolroom instruction and the latter instruct in the various trades and industrial pursuits. The companions rank in importance with the trainers and combine the duties of nurse and governess. The patrols,serve as night watchers.

The Legislature of 1887 repealed all former laws pertaining to its establishment and reëstablished it upon a broader basis. This Act provides that whenever a parent or guardian or any person charged with the support of a child shall desire the same to be admitted to the California Home for the Care and Training of Feeble Minded Children, he may petition the court or any judge in the county where he resides for an order admitting the child to the institution. the duty of the court or judge to inquire into the condition of the child; and, if he is between the ages of five and twenty-five, is incapable of receiving instruction in the common schools, and has been a resident of the state for one year, an order is to be issued for his admission to the home, providing it is not already full, or the funds available for its support exhausted. It is also the duty of the court or judge to inquire into the financial condition of the parent or guardian; and, if he be found able to pay in whole or part the expenses of the child, the amount which he is to pay shall be fixed. These amounts vary according to the grade of the child-from $5 a quarter to $25 a month. The great majority of the inmates, however, are free Private arrangement may be made with the board of trustees for the admission of children younger or older than the above stated age by the payment of such sums as may be deemed sufficient to meet all the expenses of the child. In such cases a commitment from the

cases.

court is not necessary. for life.

Children may be admitted to the institution

V. INFORMATION OF CHILDREN REQUIRED. Before a child is admitted to the home, the parent or guardian must furnish the superintendent a detailed account of the child, giv ing (1) Family history-nativity of child and parents, date of birth of each, number of children in the family, cause of death of parents or grandparents, amount of school instruction given the child. (2) Personal characteristics-height, weight, color of hair and eyes, irregularities in speech, features, and movements, defects of sight and hearing. (3) Capabilities-can he go up and down stairs, dress and undress himself, throw or catch a ball, tie a knot, go on errands, recognize colors, talk, read, count, write, draw, sing, imitate, handle tools, 'do housework? (4) Characteristics-is he excitable, nervous, gluttonous, fond of play, fond of children or fond of animals? (5) Habits -does he soil or destroy his clothing; does he injure furniture; is he dangerous with fire; does he use tobacco? (6) Moralities-is he affectionate, reclusive, truthful, trustful, frank, profane, obstinate, passionate, obedient, noisy, easily managed, religiously inclined, given to self abuse? (7) Diseases-has he ever had epilepsy, St. Vitus dance, paralysis, sore eyes, skin or scalp diseases, diseases of lungs or bowels? (8) Etiological-occupation and age of parents at the time of the birth of the child; was he born in full term; were instruments used; was there deficient animation in the child at birth; was he nourished by the mother or fed artifically; was either parent subjected to special overtax or strain of body or mind immediately prior to the conception of the child, was the mother during pregnancy subjected to any con tinuous anxiety, hardship, or accident; was either parent or grandparent addicted to the use of alcoholic drinks, tobacco, opium; had either parent before the birth of the child been subject to paralysis, neuralgia, epilepsy, chorea, nervousness, or eccentricity; are there cases of feeble-mindness or insanity in the family of the father or mother? In all one hundred and seventy-four questions are asked, and the family physician is requested to fill out the blank, together with the aid of competent friends or relatives.

The inmates of the home are roughly classified in three departments-Imbeciles, idiots, and epileptics and paralytics. To the first class belong those chiefly of arrested mental development-"a weak