68 
are of great interest because of the light they throw upon the essential 
relations of feeble-mindedness to delinquency, and many more yet must 
be recorded before the subject will be fuily understood. 
What shall we do with these feeble-minded and delinquent boys? It 
is the duty of society to develop their scant capacities and prepare them 
for things they will be able to do, then to surround them with an environ- 
ment in which they will be able to do their part and thus get the greatest 
happiness out of their narrow lives, while society is freed from the menace. 
There has been for some time a movement on foot in several States 
looking toward the establishment of state institutions for defective 
delinquents where they may be given permanent custodial care. Mas- 
sachusetts now has such a law. and in New York the Governor last 
year vetoed a similar bill. Our reformatories are not feeble-minded in- 
stitutions and can not hold these boys indefinitely. Our feeble-minded 
institutions have more than they can do with a lower class and are not 
suited to the requirements of these. In an institution such as suggested, 
provision could be made for the effective development of the abilities of 
each one. Each could be given duties that could be made to appeal to 
his interests and which are within his capabilities. Removed from the 
competition to which he is not equal, his planning done for him, the cares 
and troubles to which he is subjected in the world eliminated, his life 
could be guided so as to give him the maximum of happiness. Further- 
more, he would be beyond the power of those who seek such as he to fur- 
ther their own ends. And, again, he would no longer be able to bring into 
the world others of his kind, to endure a difficult life and to furnish more 
cases with which society would have to deal. 
But since we do not have such an institution at the present time, it 
is our duty now to do all that we can to assist them with our present 
machinery. Many of these delinquents have special abilities which can be 
developed, if we will find them. Already there have been many instances 
in which the finding of an adaptability has furnished an outlet for the 
hitherto recalcitrant individuality. We must develop them mentally as 
far as possible, teach them to read and write, if they prove able to learn, 
for here some mental interests may be aroused. Closely related to the 
mental defect in many of the cases, is a physical defect due often to mal- 
nutrition and improper care during infancy or early childhood. So far 
as is possible, these physical handicaps must be removed. The training in 
