The united opinion. [volume] (Bradford, Vt.) 1881-1970, 1892-12-02

MAIN BUILDING, COLUMBUS ASYLUM.
Perhaps the most notable school for
the training of feeble minded children is
in this city. 1t is the largest one in the
country, having nearly 1000 inmates.
1t is beautifully situated, and having
been under one capable management for
good many years has been developed
Systematically, intelligently and stead
lily. The superintendent, DR.. Doren, has
executive ability and the instinct of or
der to marked degree, and with these
qualities combines sympathy for the I'M
fortunate with an intense love of his
work, which is unusual.
The asylum is primarily for imbeciles
that is, children of feeble intellect
who can learn if sufficient care and pa
thence is given to their training. bat who
are utterly unable to advance by the
ordinary methods of education outside
Very often the first thing to be done
with them is to teach them to use their
physical members. Some children are
literally taught to walk who, before
coming to the institution, were utterly
unable to, not from physical disability,
but from natural backwardness and be-
cause no one had sufficient patience to
try to teach them. The hands are made
to do their share of the work, and the
wandering attention is fixed by various
devices, Then, if possible, the pupil is
interested in some simple stories and
games. To these ends his early training
is largely after kindergarten methods.
He is taught color, form and arrange
ment. The molding in clay and sand
done in some of the schoolrooms is really
remarkable, and when one considers the
material with which the teacher labors,
the patience and tact which she must
bring to her work, one realizes that she
is truly a missionary, bringing light and
understanding to the intellectually des-
titute.
After the kindergarten training the
child IS taught to read. To begin with,
he is given words on cardboard-names
of objects around the schoolroom, of
domestic animals and of things about
the farm with which he is familiar. He
learns to name all these cards, point out
the objects to you or tell where they
are in words or-if he cannot talk
by signs. Then charts are given him
with simple sentences illustrated upon
them. Afterward he is put into a
very easy reader, arranged according to
the word method-that is, the words are
taught before the letters. Object teach
ing is necessarily used in the beginning
almost entirely, and largely throughout
his entire course OF study. From the
word method he goes into the first read
er, and thence on his course of study
is very much that of the ordinary child,
but his progress is necessarily very slow.
He must be taught individually al
most everything. 1t is quite impossible
until he has attained some degree of ad-
vancement to put him into a class with
others, and even when so placed he has
to have many little difficulties explained
to him separately. Every device must
be used to attract and hold him to the
subject of study. He is taught counting
by the objects with which he is familiar,
by different colored balls, by buttons,
corn, by bits of cardboard and every
device which the teacher can invent.
There must always be as nearly as pos
sible a material representation of the
Idea which she is trying to convey.
From molding figures in kindergarten
schools he advances in the higher
grades to molding maps, and so gains
better idea of geography than by any
other method. In connection with the
work in the schoolroom, and following
out the manual training idea, the pupil
Is taught to sew. The girls make under
clothing, dresses and bedding. The boys
learn tailoring. Physical culture, too,
receives a large share of attention.
Every child who is not helpless and
crippled is put into a gymnastic class
and spends one-half hour each day in
exercise. The benefit Is incalculbale, for
many of the children are physically
weak and imperfect.y developed.
In the lower classes the child is taught
30 properly lift his feet. use his arms,
follow a leader, obey an order and keep
time. In consequence Of such drill he
advances little by little until he is able
to execute complicated movements in a
remarkably perfect manner The love
of melody is as ol.cu an instinct with
the feeble minded caild as with the
bright one, ami music Is apowerful factor
In his education. 1t attracts and holds
him as nothing else can.
The children sing beautifully part |
songs as well as simple melodies, and |
learn from dictatioH by heart the words |
of all their songs, 80 that they sing fire.
Nuentlv with an abandon not found |