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Besides the cities I have spoken of, there are others that have begun work along this line. In the East, Springfield and Worcester may be mentioned. Those that have been slow to recognize the need for special day classes can now profit by the experiments of other places. If, however, the work is to be a success, there are certain things that have been found to be essential in the care of mentally deficient children.

(1) Classification -- It must be clearly understood that these classes are meant to prevent by judicious training, mental degeneracy, and to remove those who are a hindrance to the well-being of the normal. They must not be considered a substitute for institutions for idiots and imbeciles. But neither must they do the work of the ungraded class, nor receive children who are backward on account of some marked physical defect or those who are morally abnormal.

(2) Medical supervision -- The work of the teacher and the work of the medical expert should go hand in hand. Not only should every child who is admitted to a special class undergo a. thorough physical examination, but his course of school work should be outlined by the physician, and he should be kept under medical supervision.

(3) The teachers -- The teachers should have special training for their work. The plans used in Boston are practical. This, summer at the New Jersey Training School for Feeble-minded Boys and Girls, there is to be a six-weeks' course for teachers. who intend to take charge of special classes. The personality of the teacher should be considered. It is most important that the-best be selected, those who are strong physically, have an infinite amount of patience, have faith in their pupils, and are able to surround them with an atmosphere of love.

(4) The training -- No set course of study can be given; each child must be studied individually. Not only must he receive an education that will develop him mentally and physically, but one which will help him to become self-supporting when he leaves school. Too great emphasis, therefore, cannot be placed on manual training.

(5) The number -- Where there is not grading, the number in a class should not exceed twelve or fifteen. The ideal plan in large cities is to have centers with three or more classes.

(6) The expense -- The question of expense is, of course, a serious one, but shall these children now have the opportunity to become self-supporting or shall we first turn our attention to them when they have joined the ranks of criminals? Some can be saved for the community. Those who cannot will be less of a burden for the training of the special class. Through the special class, it may be possible to transfer some who are more than mentally deficient to permanent custodial homes before they have by a criminal career become an expense to the state. The work of prevention is always the more economical.

With those who have studied the problem carefully, there is no question in regard to the need for the education of our mentally deficient children. Such care, moreover, is no longer considered a charity. We are beginning to see that all children who are educable have a right to instruction in our public schools.