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The middle grade, trainable in varied degree in the useful and mechanical arts, may or may not as an aid in his develop-ment be taught to read and write, but will never use the knowl-edge practically in his work as a good servant or a fairly good mechanic.

The high grade, capable, in intellectual capacity, of ad-vancement as far as the first intermediate, can never, without danger of breakdown, attempt all the studies of that course. His life work must therefore he sought in the various trades and handicrafts to which his development by means of manual training, from the kindergarten up, has always been directed, and life happiness, possibly as a skilled artisan, for him be assured.

Lastly, the moral imbecile found in all three grades, often abnormally bright, may vary intellectually from a brute to a genius, but the moral sense is absolutely wanting. It is from this class that the criminal ranks in all lands are largely re-cruited. His permanent sequestration under close custodial care, with as many ameliorations as possible, is absolutely es-sential to the safety of himself and of society.

In hearing how we strive to arouse dormant faculties, and that manual training is not only the basis but the means and the end in all our efforts, you have probably already arrived at some of the many reasons -- why --

First: Safety for the individual. In dealing with mental weakness, either congenital or accidental, there is always dan-ger, under pressure, of outbreak into insanity or a lapse into idiocy. We must stimulate and arouse the sluggish nature while we quiet and restrain the excitable. Now in the wide field of its varied occupations manual training offers a great advantage over the purely intellectual; an advantage incal-culable to us, forced as we are to consider dot only different grades of mentality but the peculiarities and proclivities of in-dividuals in each grade. Not only does it afford greater selec-tion for the child, but opportunity to the teacher for observa-tion and immediate change according to needs. A diagnosis of intellectual processes under the excitement of class compe-tition is not so easy, and the remedy therefore not infrequently comes too late.

Second: The happiness of the individual; and all true hap-piness must have its root in self-respect. We are dealing with a race that has too long been despised and rejected, and sci-ence, by indicating many hitherto unrecognized, is adding a host bright enough to be extremely sensitive and unhappy un-der such conditions.

To avoid pauperizing and to stimulate self-respect we must offer some avenue for gaining the respect and appreciation of others. This is best done by uplifting and maintaining the dignity of labor, and this for all grades. Even the lowest is made to feel: "Who sweeps a room as to thy law, makes that and the action fine." "Study to show thyself a workman ap-proved" must be our charge to the many, if each is to realize "Not what I have, but what I do is my kingdom." This, more-over, for the moral imbecile who, in close custodial care, must find his only safety in congenial employment if we would avoid that blot upon nineteenth century civilization -- the record of the unoccupied in prison cells.

The social qualities, also, so often dwarfed in the narrow-ness of class competition, expand freely in this natural atmos-phere, where honest work well done is made the true gauge of character.

The moral effect of the daily use of the try square cannot be over-estimated. Egotism, that bane of the abnormal, finds in it a constant check, while altruism is best fostered in the work-room where each is called to admire and consider "not his own but another's good." Furthermore, when the child in the kindergarten, the girl or boy in the work-shop, has faithfully modeled, improved or originated any one thing worthy to be offered as a gift, these children who can know nothing of the value of money, have yet within their grasp that without which the rich man with all his possessions would be poor indeed -- the power and the right of giving. We aim indeed to make this the dominating spirit -- even the acquirements of reading and writing are made tools to this end; those who can learn being encouraged to entertain and assist those who can-not. Music and drawing alike are not to be regarded as mere accomplishments for the individual, but all must minister to the common good.

And wherefore all this for imbeciles! Is it worth it? many may ask.

Ah! between that question and answer lies a hundred years of experience, and the working out by scientists and philosophers of a basis for the coining century to build upon.

Work among mental defectives, having its birth with the nineteenth century, has grown with it, enriched by its thought and discoveries; and adapting itself to its ever-increasing de-mands, it has so modified that its character and aims are alike changed. What in the beginning was a philanthropic purpose, pure and simple, having for its object the most needy, and therefore naturally directed toward paupers and idiots, now assumes the proportions of a socialistic reform as a matter of self-preservation, a necessity to preserve the nation from the encroachments of imbecility, of crime, and all the fateful con-sequences of a highly nervous age.