raffia, creditable work has been done by some of the older children. in knitting, crocheting, and rug making. In 1915-16, one of the teachers taught a millinery class for girls. Several of the older boys have gone for one day each week to another public school building for a special course in manual training.

No high school for cripples.-For the first time since these special classes were formed, the work of the eighth grade was completed by two crippled children during the school year of 1914-15. They could not go to high school because none of the high schools in Detroit. offered the special facilities needed by these children. The director of the school, in her report for the year 1915-16, states:

We earnestly hope that in the event of our having a new building, we may be able to establish a trade school where these older pupils may learn a trade by which they can support themselves in later years.

BALTIMORE.

The city of Baltimore maintains two classes for crippled children in two different public school buildings. The city also supports a class for cripples at each of the three private institutions for crippled children in or near Baltimore, the Kernan Hospital and Industrial School for Crippled Children, the Children's Hospital School, and the Johns Hopkins Hospital School and Convalescent Home for Crippled Children (colored).

The numbers of pupils and teachers appear in tabular form as fellows, in the report of the board of school commissioners of Baltimore for the school year ending June 30, 1916:

Teachers and pupils in the schools for cripples at Baltimore, 1915-16.

The two classes of public school buildings have sessions from 9 a. m. to 2 p. m. The city furnishes a light lunch at 10.30 and a more hearty midday meal. The children are transported between their homes and the school buildings by automobile patrols furnished by the board of police commissioners, but marked "School Ambulance." The children range in age from 6 to 13. Most of them do work in one of the first four grades, with practically the same curriculum as that used for children in regular school classes, except that more handwork is done, including basketry and weaving.

The grade classes taught by public-school teachers at the three institutions cover about the same ground as those in the public school buildings, but the handwork has been further developed at the institutions. At the Kernan Hospital school a special teacher of handwork and industrial handicraft is employed by the institution. Good work is done in sewing, lace making, rug weaving, basketry, chair caning, burnt-wood work, stenography, and typewriting. At the Children's Hospital school a teacher from the Playground Association, half of whose salary is assumed by the hospital school, teaches advanced kindergarten work, basketry, and chair caning.

PRIVATE DAY SCHOOLS FOR CRIPPLES.

An account of public school classes for crippled children in the United States should also include mention of one school whose work is semiprivate, and three which are entirely private, because these schools were pioneers in the development of special educational work for crippled children before any regular public school classes were opened.

The Industrial School for Crippled and Deformed Children, in Boston, has done work of the highest order in the education of crippled children, both in grade branches and in industrial classes. The building was specially constructed for this purpose. It is modern in every particular and has all the equipment needed for the safety and comfort of crippled children. Its classrooms contain 100 desks and seats of the special adjustable sort. Each desk is adjusted at the beginning of the year, under the supervision of the doctor in charge, for the particular child who is to use it. The capacity of the school has recently been increased by the erection of a building for use as an outdoor classroom, which is a model structure for its purpose.

The equipment, which is equal to that in the best public schools, includes slate blackboards, maps, kindergarten materials, shop supplies, and machines for industrial classes. The curriculum closely resembles that of graded public schools, and many observers of this school believe that its teaching standard is above that in most public schools. Much instruction in handwork is given, including clay modeling, basket making and cane seating, sloyd, needlework, cobbling, cooking, typesetting, and printing. There are also special trade classes for cripples over 15 years of age, who give their entire time to the work. The subjects offered at present are needlework, proof reading, printing, basketry, and chair caning.

The children are transported in busses, and free meals are provided at noon, as well as lunches in the middle of the morning. A nurse is in constant attendance at the school and visits the homes of the children on Saturdays and during the summer months. Visit

ing physicians watch over the physical condition of the children and the nurse carries out their instructions, seeing, also, that the children go frequently to the various orthopedic dispensaries at which they are being treated. This school has a long waiting list and considerable time occasionally elapses before a vacancy permits admission of new applicants.

The Crippled Children's East Side Free School, of New York, is a private organization, owning its land and building. The school formerly financed all phases of its work, but the grade teaching is now supported by the city board of education, which furnishes the school equipment and pays the teachers. The classrooms accommodate about 200 children and the number registered is never below the full capacity. There are 163 desks and chairs of the special adjustable variety, and 33 kindergarten chairs. All grades, from the kindergarten through the eighth grade, are included. Classes are held on regular public school days from 9 until 2.30. The teaching very much resembles that in other public schools.

The private organization maintains the handwork and industrial classes, and a workroom for adult cripples where needle crafts of all sorts are carried on. Thirty-six girls and women earn from $3 to $15 per week in this workroom. The school has recently begun a very promising experiment in the teaching of box making as a trade for boys.

The private organization also supervises closely the physical health of all children in the building. It is worthy of note that the windows are kept open, and the air is good at all seasons of the year. A visiting orthopedic surgeon holds weekly clinics at the school. An assistant surgeon and a trained nurse assist in the adjustment of braces, application of plaster dressings, and other treatments. For more important operations the children are sent to various hospitals. Under the supervision of a staff of nurse maids, all the children have baths at the school twice each week. There were 9,703 baths recorded for one school year, and 450 visits were paid to the homes of the children. A summer home at Oakhurst, N. J., houses about 120 children at a time during July and August. Each child's stay varies from two to eight weeks.

The Rhinelander Industrial School for Crippled Children, in New York, represents a combination of private activities. The New York Children's Aid Society furnishes the building and pays the teachers of grade classes. The Brearly League maintains industrial classes. Busses are provided by another private gift.

The building is somewhat old-fashioned and has no elevator. For this reason the classes are arranged on a unique basis. The children able to climb stairs easily are assigned to the second floor; the others remain on the first floor. The two grade classrooms are much like

country schools; each includes work in all the eight grades. Regular class work lasts from 9 until 12 on the five school days each week.

In the industrial classes the girls learn all kinds of needlework, including fancy stitches. The distinctive feature of the school is its jewelry class for boys, taught by an expert jeweler from a high-grade shop. The boys work on a two years' apprenticeship basis. They pay no tuition and receive no pay, except for occasional pieces made to order outside of the short hours of the trade class, from 9 to 3. The boys are taught both the making by hand of artistic pieces and the machine processes which they need to know in order to secure positions in a regular commercial jewelry shop.

The William H. Davis Free Industrial School for Crippled Children, in New York, is a private charity, offering kindergarten and grade instruction under two teachers. A wagonette, with driver and nurse, transports the children. They are at the school from 9 to 4 and receive a free hot meal at noon. The girls are taught needlework, including the making of many fancy articles. A few of the older boys, with a former pupil of the school as teacher, have designed and made artistic pieces in carved wood and tooled leather. The school has a summer home at Claverack, N. Y.

APPENDIX A.

SUGGESTIONS TO TEACHERS IN SMALL CITIES AND IN COUNTRY SCHOOLS.

The number of crippled children is fortunately small in proportion to the total number of children going to school in any community, and separate classes for cripples are possible only in fair-sized cities. Not many towns with a population less than 10,000 have need of a special class for cripples, unless the town has a hospital which takes orthopedic cases. Nearly every town has some cripples, however, and anything that the individual teacher can do to induce such children to come to school and to make their time in school comfortable and profitable is a real contribution.

The following are some of the practical ways in which any grade-school teacher can make it easier for the one or more crippled children who may attend her class. In the first place, she can arrange to give such children a shorter school day by letting them go home half an hour or an hour earlier than the other pupils. If the school has classrooms on more than one floor, the principal should assign to rooms on the first floor all crippled children who can not climb stairs safely.

The teacher should give to each crippled child a seat not attached to the floor, especially if the child wears a brace. It is usually easier for a child wearing any apparatus to take a comfortable position if his seat is movable. If some particular child is badly crippled, a teacher can sometimes induce the board of education to purchase an adjustable seat, or charitable people in the town can be persuaded to buy a wheel chair for him. If the school has any couch or cot, a crippled child may benefit by brief rest periods spent lying down.

It is usually not difficult to arrange for the child to bring his lunch to school. If the child's parents are poor, the teacher can often in some quiet way secure a gift which will make it possible to provide milk or other nourishing food as an addition to the child's lunch. If the child can not walk, perhaps the teacher can persuade a neighbor boy to bring the cripple in his express wagon or some tradesman who drives by the child's home may be willing to take him along.

If the teacher will permit a crippled child to do a large amount of handwork, she will find his interest unflagging. A child who can not run or jump is often unusually skillful with his hands.

Many of these suggestions do not concern the duties for whose discharge a teacher is commonly engaged, but most teachers do not stop with the letter of their agreements. The greatest service that can be rendered by an intelligent and sympathetic teacher to the occasional crippled child in her class is one that can not be easily tabulated. Her friendly interest will keep up his courage, especially during periods of illness. Her championship may prevent other boys from calling the cripple names and treating him with thoughtless cruelty. If the teacher can possibly find time to become well acquainted with the crippled child's mother and visit his home frequently, she can often help his physical cure by suggesting open windows, by advising more wholesome food, and by urging early hours for going to bed. There is scarcely any limit to the influence a teacher may exercise upon the development toward useful citizenship of a crippled child who might otherwise grow up dependent upon his family or upon charity.