Iba PROCEEDINGS OF SECTION J. 
No history is taught except Scripture history, in which a great 
many lessons are given to prepare boys and girls for confirmation. 
The subject, however, is too remote from their experience for the 
children really to understand it. I witnessed one whole lesson, in 
which the teacher devoted much time and energy to endeavouring 
to clear up the confusion in his pupils’ minds between the heathen 
and the Christian significance of the Christinas festival—between 
Weihnachtsmenn and Christ. 
Special lessons are given on the business of life, and the teacher's 
desk contains a miscellaneous collection of stamps, railway tickets, 
and small change. 
T have already touched upon the moral effect of these schools, 
It is at once touching and delightful to see the glow of pride as 
the children show, with eagerness, the results of their work ; and 
it is vastly important to the community at large to know that out 
of thirty-five children turned out after eight years’ course at the 
Brunswick school, twenty-nine are at present earning their liveli- 
hood. 
“Was Kostet mehr die Idioten erzichen oder vernaschlassigen 2” 
asks the head of one of these institutions. 
The School Board for London has now instituted, since 1893, 
twenty-five special schools in London. These do not seem to be 
attended with quite as much success as the German Schools, but 
it is as yet too soon to judge ; and even after many years of such 
work the teachers must be prepared for discouragement 
When I gave evidence before the Committee of the London 
School Board, the Chief Inspector of Schools, Mr. Sharpe, was 
anxious to discover in what respect our schools differed from the 
German Schoo!s. I think the difference lies in this: The Germans 
realise, “it is not important what we learn, but what we become 
through education” ; so they lay far less stress on the attainment 
of knowledge and avoid the danger of cram. 
I would urge, then, the adoption of these schools, not only for 
the happiness of the children— 
‘*The mind is its own place, and, in itself, 
Can make a Heaven of Hell, a Hell of Heaven.” 
but for the good of the community, for it does not need a Herbart 
to remind us of the close connection between mental deficiency 
and moral depravity. 
Let us try and find for these poor children “ the right path of 
a virtuous and noble education, laborious indeed at the first ascent, 
but else so smooth and green, so full of goodly prospects and 
melodious sounds on every side that the harp of Orpheus was not 
more charming.” 
Let us build schools that we may demolish prisons ; for it is 
from this class—the intellectually defective—that our criminal 
class is largely recruited. Launched into the world with no sense 
