The Deaf. Those who are born deaf, and those who lose their hearing before they acquire the art of speech may, if their vocal organs are not also defective, be taught to speak though they cannot hear.

Others, because their

vocal organs are defective, will have to go through life without being able to talk. But these can be taught to use the "sign" language. In specialized schools these unfortunates are taught the trades, as well as how to communicate their thoughts to others. They are thus equipped to earn for themselves the necessities of life, and to appreciate and acquire many of life's advantages as well. Far from being a burden to society, these, like the blind, can become useful and productive citizens.

Of

In 1922, 10,708 pupils were reported as enrolled in state schools for the deaf, 2900 in city day schools, and 716 in private schools. There were others not reported. these, 7545, or 52.6 per cent, were enrolled in the first four grades, and but 1153, or eight per cent, in high-school grades. Over 22,000 of these pupils were taught to speak and to understand the speech of others by lip reading or speech reading.

The Criminally Inclined. The members of this group have no desire to earn their living honestly. To their minds the world owes them a living, and it matters little how they obtain it. To protect the rights and privileges of lawabiding citizens it is necessary to confine these wrongdoers in institutions at public expense. A penitentiary is provided by the state for the detention and training of adults found guilty of crime by the courts. Reformatories for girls and boys are provided separately. County jails and town and

city prisons are conducted under state laws.

Our Aid Must Be Constructive. In the majority of the cases which require public help, actual gifts of money play little part. Most of the handicapped need some training which will help them to conquer their infirmity, and which will start them along a new road of living.

Consider an actual case. A father was blind but earned some little money mending chairs. The mother took in washing. By this means they managed to pay the rent of their tiny home. Gradually their daughter lost her sight.

The names of the countries are given in the raised characters and the boundaries marked in heavy lines. The dotted portion represents water.

They now needed some outside help. The state of New Jersey furnished this help-not in the shape of money, but in the form of a state-paid teacher for the girl. Each week this teacher, herself blind, was led to the tiny house. Through her instructions the daughter learned to weave

baskets, to read the blind script, to do all sorts of work. She proved so capable that in 1922 she was employed by the state of New Jersey to teach other blind people the very things she herself had learned. This aid was constructive. There was no degrading charity about it. Instead, the girl became self-supporting.

The "Community Chest." To obtain constructive aid we must unite our resources. The charitable institutions of many cities have allied themselves into one community association. They have drawn up a budget for this allied association, collected the money at one time, and distributed it jointly. Previous to such plans, a family whose standard of honesty might be low would often receive aid from four or five sources. Such a situation cannot arise when one central group administers the funds of the joint association. Such a federation of charities assures help to all who need it without aiding some more than they need.

Most of our large cities and towns engage in Community Chest drives each year. Canvasses are made from door to door, and tag days are set aside when everyone gets a chance to contribute. Each year the city or town chooses an appropriate slogan for the drive. For instance, such slogans as the following have been used:

Health is the best wealth.

It costs little to keep well.

It costs much to get well.
Learn how to keep well.
Have a Heart.

Be a good Neighbor.

Suppose Nobody Cared.

Local, State, and National Aid. The term "local aid" is a broad one. It may be applied to many private associations as well as to public charity work. City owned pitals, orphanages, and asylums care for local emer

cases. Churches often assume the care of families belonging to their parishes. Women's clubs and men's associations provide funds for general relief. The Young Men's and Young Women's Christian Associations, as well as the Knights of Columbus and the Hebrew Associations, play a

Underwood & Underwood, N. Y.

TEACHING CRIPPLED CHILDREN TO BE

GARDENERS

great part in reaching those people whose moral standards are low, and who, therefore, are dependent on the public because of their inability to coöperate. The Salvation Army has also led in this sort of work.

State aid usually assumes the form of institutional care. The cost of running an institution for the care of the blind or feeble-minded, for instance, is sometimes beyond what many localities are able to support. By bring

Each child has his own little garden plot to ing all the blind of many

plant and water.

counties of a state into one main asylum, this expense is distributed. Each state, therefore, has assumed the care of the blind, and the deaf and mute. Several states also give financial aid where it seems advisable to leave the dependent in his own home.

The United States Government has organized a series of training schools for disabled war veterans, where trades are taught and an opportunity is given for men to earn a living. Research work is conducted to discover the best means of assisting those suffering from various disabili

ties. However, for the most part the training and care of the handicapped center in the state and local governments.

The Junior Citizens' Part. The giving of aid to the handicapped need not be limited to adult citizens. Boys and girls may help also. Social service clubs may become a vital factor in any school program. Aid may be given to the local orphanage. Sewing classes may make dresses for the tiny tots. Woodwork classes may make toys. Church groups also give the boy and girl an opportunity to coöperate. Boy Scouts associations teach the maxim, "Do one good turn daily." Here is an opportunity for carrying out this motto.

TOPICS FOR INVESTIGATION AND DISCUSSION

1. Give your own opinion of Sir Walter Scott's picture of mutual aid quoted at the beginning of the chapter.

2. How may poverty be prevented?

3. How may the schools help to prevent poverty?

4. What is being done by your local community and government to prevent sickness? to prevent poverty?

5. Prepare a report on the location, duties, and number of inmates of the following institutions in your county or state:

(a) Almshouses and poor farms

(b) Deaf and dumb schools

(c) Schools for the blind

(d) Hospitals for the insane

(e) Public hospitals

6. Why have these institutions been established?

7. Can you find out the recommendations made for their improvement by those in charge of these institutions?

8. From the table on page 266 compare your state with other states as to

(a) The number of public schools for the blind

(b) The number of blind pupils in those schools

(c) The number of state schools, of public day schools, and of pri vate schools for the deaf, with the number of pupils in each (d) The number of state schools, of public day schools, and of private schools for the feeble-minded, and the number of pupils in each

(e) Which class of school most of the pupils attend-the state, the public, or the private schools