tutions. As a part of this activity, and as an extension of the
general public facilities for education to the entire community, we have
also the question of evening schools for adult deaf. There seems to be a
definite need for them in certain centers, and it may well be hoped that
much greater attention will be given to the matter.

All the schools are really parts of the public school system, with the
exception of a comparatively small number of private schools which have
been created in certain communities. In addition, the work in America is
characterized by a national college, which represents the completing
mark in the system of their instruction. By this the education of the
deaf is made not only to stand all along the way parallel with education
in general, but also to assume a place accorded it in no other land.

In the schools one of the great features is the industrial instruction,
and this is rightly emphasized. As much as the need of vocational
training is insisted upon on all sides to-day, with the deaf it is
essential to a greater degree than it can be anywhere else. The pupils
of the schools who have had this industrial training as a rule do well
in the world, and in many cases put their training to most practical
account. It could be wished, however, that we had a careful and detailed
record, uniform over the country, of the former pupils, which would be a
test, demonstrative as well as suggestive, of the efficiency of the
industrial training of the schools, and which would be equally of value
in other spheres of industrial education.

Though in the work of the education of the deaf in America, industrial
instruction occupies a very prominent part, yet in the schools there is
an abundance of "schooling" in the strictest sense. The problems of the
education of the deaf are peculiar, and their instructors have to face
difficulties of a kind not found in any other lines of education. Yet
earnest thought and study are being given to these problems, and efforts
made to solve them as far as it is possible. In the conventions and
conferences of instructors notable work has been accomplished, and these
bodies are insistent upon progress and better results.

For the greater efficiency and success of the schools, the law as well
as public sentiment can be called in aid. Deaf children everywhere
should be prevailed upon or compelled to enter the schools, and should
be required to remain as long as their best int