of a further loss of power; but parents have learned, by sad experience, that clear, distinct, fluent utterance often passes away with the hearing, and that unless persistent effort is made to help the child to understand the speech of those about him, by watching the movements of the mouth, he will relapse into silence. To these children the school is a gateway to a new life. Teachers trained to know and to help to overcome all the difficulties which the child's changed condition have brought to him, stand ready to guide and to lead him into old and familiar ways of communication and study, and to prepare him to meet life's duties and responsibilities with confidence in his own powers. It is not an exaggeration to say that the eye may serve as a substitute for the ear so perfectly that in the experiences of daily life but little inconvenience from deafness is known. It is hoped that many if not all children who have speech on entering the school will be able, through instruction in speechreading, to become so skilful in the art that they may return to schools with hearing pupils and spend the last years of school life with them. This seems an altogether reasonable hope, for already pupils who have never heard, after studying under this instruction, have taken creditable rank in schools for the hearing. The course in the Horace Mann School provides only for primary and grammar school pupils. Within the last two years three totally deaf pupils, after leaving the school, have been graduated from the high school department of the Berkeley school, and three others are now taking high school studies in different places.

The history of manual training. in this school began when sewing was introduced, in 1877. Private instruction in cooking was given to a class of girls in 1880-81, and in 1886-88 the pupils joined classes of public school children, and shared with them the training given in the cooking school established by Mrs. Hemenway.

The first systematic teaching in the use of tools was received by a boy who was admitted to an afternoon class in the North Bennet Street Industrial School in 1881. The following year a gift of money, from Prof. Alexander Graham Bell, enabled the school to send boys to the Mechanic Arts School, where their interest and skill were so manifest that pupils from the Horace Mann School were received until instruction in

carpentry was provided for the public schools of Boston, and the boys were allowed to attend with the others. From 1886 to 1890 the privileges of the North Bennet Street Industrial School were extended to many pupils of this school, and instruction in clay modelling, sloyd, typesetting and shoemaking was eagerly sought by them. To the very evident ability of the pupils to learn, just as other public school children were learning, how to use tools and to fashion models, the school is indebted for the equipment of its class room in this building, where daily lessons in sloyd are given. Instruction in typesetting and printing has been made possible by generous friends, who appreciate its usefulness as an aid in the school work, and as a preparation for the life work of the pupils. Some results of this training may be shown by the chosen occupations of former pupils as enumerated in a recent report. They are those of the cabinet-maker, carpenter, lather, mason, painter, brass-worker, harness-maker, tanner, stableman, fisherman, farmer, lumberman, diamond-cutter, engraver, tool-maker, compositor and printer, milliner, dressmaker, and ocupations of the various factories, watch, shoe, parasol, tack and rubber.

As one recounts successes which have crowned efforts to help such pupils to lead useful and honorable lives, one is reminded of the noble men and women who have given thought, time, strength and money to the accomplishment of this object. Among the first to recognize the need of a day school for deaf children were Mr. and Mrs. Francis Brooks. The committee on the Horace Mann School had their sympathetic interest, cordial co-operation and generous aid from the inception of the idea of making this school a part of Boston's public school system, until the last day of their lives. Having learned, through the deafness of their own little daughter, the necessity of constant, watchful home care to keep a deaf child from losing the language of those about him, they were anxious to help all mothers and fathers to secure for their children the privilege of living in their own homes while acquiring an education. Twenty-five years ago Mr. Brooks was present at the opening of this school in a building upon East Street, and for more than twenty years he and Mrs. Brooks were actively interested in all that concerned the welfare of its

pupils. To their fostering care much of its present strength is due.

The reverent love with which Miss Annie E. Bond was regarded during the fourteen years in which she ministered wisely and well to the pupils of this school, and which characterizes the remembrance of her, is a beautiful illustration of the power of character. She was a rare woman, and the effect of her loving service to the school is still apparent.

Miss Lucretia Crocker, whose broad culture fitted her to consider all educational questions, was most happily for this school, deeply interested in its work, and grateful record is made of her faithful care for it. She served it first as a member of the school committee of Boston, and afterward, to the end of her life, as a member of the Boston board of supervisors.

The Massachusetts State Board of Education and the school committee of Boston have given to this school every opportunity, consistent with their official duties, to develop and perfect all methods which have seemed adapted to its needs.

The best wish that can be expressed for those who may celebrate the next quarter centennial of this school is that they may still be able to bear testimony to a continuance of the harmony in thought and action which has been present in all the relations of those connected with it during the past twentyfive years.

PERKINS INSTITUTION AND MASSACHUSETTS SCHOOL FOR THE BLIND. M. ANAGNOS, Director.

The sixty-third annual report of this institution, for the year ending Sept. 30, 1894, records 234 blind persons connected with the establishment. Of these, 162 belong to the school proper at South Boston, 59 to the kindergarten at Jamaica. Plain and 13 to the workshop for adults. Those belonging to the school proper may be classified as follows:

Number of Massachusetts beneficiaries during the year ending Sept. 30, 1894,
Number of adults belonging to Massachusetts,

Number of blind persons belonging to other States,

Total,

Number of Massachusetts beneficiaries admitted during the year,
Number of beneficiaries at the present time (Sept. 30, 1894),

The several departments of the institution have been conducted in an efficient manner during the past year, and each has maintained a satisfactory standing. The pupils in the literary department are furnished with the necessary means for obtaining a thorough education. The methods of teaching are those which seem to be best adapted to encourage and promote personal observation and investigation on the part of the students and to insure the right training of the mind.

Every facility is afforded for carrying on the work in the music department in the best possible way, and its prosecution is marked by a spirit of industry, diligence and painstaking effort. Music has special attractions for the blind, and a good degree of proficiency is attained by the pupils in the various branches of this art.

The library and museum have been enriched by many useful accessions, and the supply of illustrative apparatus has been increased as the requirements of the work have made it necessary.

The Howe Memorial Press continues to issue many valuable publications in raised print, and is gradually becoming a most active power in advancing the education, intelligence and usefulness of the blind throughout the country.

The following extract is taken from the latest report of the trustees to the corporation :

The library has received numerous additions during the past year, and has become a great educational source, accessible not only to the blind of New England, but to many others who reside in various parts of the United States. In fact, its treasures are open to all those who are in need of them.

The rapid growth of our collection of books and the increased use made of them are among the most encouraging features in the annual story of the progress of the institution and of the wide diffusion of its advantages.

In order to render our publications accessible to those who may desire to use them, complete sets have been placed in the public

library of Boston, Somerville, New Bedford, Fitchburg, Worcester, Providence, Newport, Hartford, New Haven and Portland, Me. These collections are increased and replenished from time to time free of charge to the libraries. In one case the books were accompanied with a complete list in raised characters, so that the blind may read it, and make their own choice of reading like other people.

Various institutions for blind adults, located in New York, Pennsylvania and elsewhere, have been supplied with our books without cost to them; and to many blind persons residing in different sections of the country, who have applied to us for reading matter, never has been given a negative reply.

At the close of the year a class of eighteen children — nine boys and nine girls — was transferred from the kindergarten to the school at South Boston. This company is the first fruit of the infant institution, and the training which it brings to the larger field of study is both a test of the efficacy of kindergarten methods and a promise of the accomplishment of better results in the education of the blind. The places of these pupils have been filled by the admission of a number of children who have long waited for an opportunity to enter the infant school. The whole number now enrolled is fifty-eight. The kindergarten continues with great success its beneficent ministrations for the improvement of the helpless little children. It provides a delightful home for them, and supplies them with that training of body, mind and heart which is calculated to develop their powers and abilities to the maximum and reduce the consequences of their infirmity to the minimum.

The education of the three blind and deaf children who continue to be under the care of the institution has been laid on such solid foundation that at the present time their advancement is both sure and rapid.

Edith M. Thomas has now for a period of two years been an active member of a class of girls of her own age in the school proper, and the benefit which she derives from this association is seen in increased attention to her various duties, in deepening interest in her work and in a desire to excel in her studies. She has received instruction during the year in the following studies: language, geography, arithmetic, reading, sewing and knitting. Edith finds considerable enjoyment in the pe