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C. Judson Herrick 
defect is irremediable, this should be recognized and special pro- 
vision made for the child accordingly. 
From 3 to 20 per cent of the children examined in the public 
schools are found to have defective hearing, though the defect is 
unrecognized in the vast majority of these cases, with the result 
that an otherwise normal bright child is regarded as hopelessly 
stupid. It is estimated that 30 per cent of the children in the 
New York public schools are from one to two years behind their 
proper classes and 95 per cent of these backward children are so 
principally because of defects of eye, ear, nose or throat, which 
could easily be detected and remedied through effective medical 
inspection. Such neglect is nothing short of criminal. 
Opportunity for vocational training should be provided in all 
public schools. The State freely educates at great expense the 
few who expect to become physicians, lawyers, and teachers. 
Why should it not give similar vocational training to the many 
who are to become mechanics, clerks and book-keepers? The 
great majority of our pupils leave school at the close of the gram- 
mar grades or earlier. The following year or two is a critical time 
in the life of a boy. Given at least the rudimentary knowledge 
of a trade and an interest in it, and the victory is more than half 
won. During these years his earning power is small and he is 
apt to drift aimlessly from one petty job to another. For this 
period continuation part-time schools of technology should be 
provided and the employer should be required to allow all minors 
between the ages of 14 and 18 a few hours of daylight in which 
to attend such schools until they become proficient enough to 
earn a full day’s wage at their chosen trades or callings. 
Much progress has been made in various communities along 
lines similar to these, and we may look forward to a further 
broadening of our educational system so as to come into still 
more efficient and intelligent contact with the great vital inter- 
ests of the community, and so, after planting our educational seed 
in the school, we shall ensure by suitable after-culture a more 
healthy crop of men and women. 
In all this we take the child as he is given to us, and after a 
careful analysis of his endowments and capacities endeavor by 
skillful guidance to assist in the formation of character. We 
cannot create that character; we can only help the child to build 
it for himself. But does our educational responsibility end here? 
