New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1896-06-28

ing: in some the use OF the typewriter is taught.
In the beginning the helpless hands cannot fold a
paper. the scissors put needle into its proper
place take up a stitch in knitting. The teacher
guides the hand. and many weeks pass before the
pupil can do one stitch without help. The ability
to make stitch two without assistance proves
a decided mental advance. Months of training
required to enable some children TO place blocks in
time they learn to distinguish coors and alternate
the colored blocks Some advanced pupils color
pictures delicately with brush pencil. Nothing is
taught by mere theory; object lessons the basis
OF instruction in all the schools
Articulation is usually very defective in the
feeble minded About 80 per cent are unable
artculate distinctly. Special articulation lessons
all but the very low grade learn enunc.ate dis
tinctly marked Improvement is manifested in
Impossible in the very best OF the large public in
stutions to give TO individual habits the almost in
cessant attention that they receive In the private
schools In some Of which the proportion of chill
dren 10 teachers Is ABOUT Two 10 one. me nome
promising cases
TRAINING IN MUSIC
The feebe-minded frequently capable OF be-
ing trained to considerable skill in music; the
orchestral and band music of some of the public
institutions Is most credtable. Useful trades are
taught In the State institutions. At Elwyn Penn
there is a culinary class. attended by boys and
girls They taught to cook and carve meats
cook vegetables. make bread cakes, pastry and
desserts; prepare special diet for the sick and pre-
serve and store fruits and vegetables for winter
use. Those who graduated from the class are
capable OF self-support. but their diosyncrasles
usually render 1t inadvisable that they should go
into the world without supervision.
After training, the feeble-minded occasionally dis
play marked talent In some directions: immense
amount and variety OF manual work be per-
FORMED by them. II II Is planned and laid out for
tnefn; nut their limitations are quickly reached
when they assume the planning for themselves,
They are likely to be specially weak in judg-
ment and Will power. These essential qualities
are strengthened and improved. but rarely reach
normal AS a rule. the pupils from the best in
stltutons are not lifted TO hold their own in the
ton The prognosis relates. not TO the possibnl-
ties of cure. but to the degree OF Improvement
possible In each case. On account of this lack OF
Judgment the superintendent of the State insItu-
engagements, OF permitting the adult boys and girls
10 leave the training schools and take their
chances In the world, and urge the establishment of
permanent custodlal institutions. which might be
self-supporting. The children who attend the prl-
waite schools have as a rule wealthy parents who
can care for them when they leave school
THE WILL POWER DEVELOPED
Happily. in that have appeared al
most hopeless. the child has been so developed I'm
the judgment and will power that usually lack
Ing as to be able to take his place In the arena OF
life. boy of four and half years was entered
FOR three years course at the Seguin School
lie could neither make an artlculate sound nor
understand word addressed to him He could
not play with other children and took no Interest
IN pictures or toys, but his Improvement -
a military school. did well in his studies and was
In every particular thrown his own resources as
the other pupils were
The work OF teaching these unfortunates v