Cottage for colored boys. Thirty white and thirty colored delinquent boys were transferred to these new homes from the old Industrial School, making the total number of inmates of the five cottages at the new institution 150.

The larger number of cottages and of boys will make a proper segregation possible and there will be a better grouping of the boys in accordance with their age, stage of adolescence, habits, temperament and degree of delinquency.

In April $125,000 was appropriated for the erection of four new cottages at the Bellefontaine Farms. These cottages are rapidly nearing completion. They will be ready for occupancy the first of December of this year. We shall then be able to transfer all of the boys still in the old institution to their new home. One of these cottages is to be a so-called “Receiving Cottage," a cottage like the others with a hospital attached to it. In the Receiving Cottage all the newly committed boys will find a temporary home until the house parents have had an opportunity to become thoroughly acquainted with them and to determine with the Superintendent to what cottage they should be permanently assigned.

It is a matter of high gratification that there are no longer any delinquent girls in the Industrial School. When the Girls' Building was condemned, the number of white and colored girls committed to the institution by the Juvenile Court had dwindled to twelve. Some of these were transferred to the Girls' Industrial School at Chillicothe where they should have been sent at oncesome were sent to private institutions and some were released. The old Industrial School was never a proper place for delinquent girls since it did not possess the necessary facilities to give these girls the care and training they should have. No delinquent girls should be committed to the Industrial School until we have an institution for them which gives them the same opportunities that the Bellefontaine Farms gives the boys.

The Superintendent of the institution moved into his new home at the Bellefontaine Farms in April, and the Assistant Superintendent took possession of the Superintendent's residence at the old Industrial School in April. Since then both institutions have the supervision and control they should have.

The Industrial School and Bellefontaine Farms suffered a great loss when Mr. J. W. Major gave up his work as head of the institutions at the beginning of the year 1917-1918. Under his administration the spirit and atmosphere in the old and new quarters were revolutionized, and the institution became a place in which children who had gone astray, were no longer punished for their

delinquency but were reformed and educated. He loved children. He was deeply interested in the welfare of all who were placed in his charge and knew how to win their respect, their confidence and their hearty cooperation. He was untiring in his efforts to improve the condition of the institution and to give the children the best opportunities for a training that would make useful men and women of them. He was a father, a friend and a guide to all of them and all loved him. His work in behalf of the delinquent and dependent children of our city should never be forgotten.

He resumed his work in the public schools to which he had devoted many years, before he took charge of the Industrial School. He became principal of the Garfield School, but served in this capacity only a few months. A sudden death made an untimely end to his rich and useful life.

THE SCHOOL IN THE HOUSE OF DETENTION.

In March 1918 the Board of Education assigned two teachers, one for white and one for colored children, to the House of Detention, to give regular daily instruction to the inmates of that institution.

The number of boys and girls in the Detention Home varies from thirty to eighty, and the time of their detention from half a day to three months. During the time of their stay their school education should not be interrupted. These children, most of whom come from homes and environments in which the opportunities for proper moral development are not what they should be, should, more than any others, be under the influence of strong teachers who are deeply interested in their welfare and are anxious to help them.

There are two classes of children in the House of Detention, delinquent and dependent. The delinquent child, the juvenile offender of the law, is held in the institution until he is called into the court for his trial. He is either placed on probation and released or, if he has committed a grave offense or has been repeatedly guilty of transgressing the law, is committed to the Industrial School or the State Institution at Boonville, Mo. Girls who are not placed on probation are sent to the Industrial School in Chillicothe for white girls or to the Industrial House in Tipton for colored girls. After their trial boys and girls are sent back to the House of Detention until they can be taken to the institutions to which they have been committed.

The dependent children who are brought to the Juvenile Court are committed to the Board of Children's Guardians and remain in

the House of Detention until homes can be found for them. These children stay but a short time. They are either assigned to homes selected from the list in the office of the Board of Children's Guardians, or are sent to the temporary Receiving Home maintained by the Board.

There are boys and girls in the school of the House of Detention ranging from six to eighteen years representing all the grades of the elementary school curriculum. Even High School pupils are now and then inmates of the institution. As to their mental status, the daily membership of the schoolrooms consists of feeble-minded, borderline cases, very slow, normal, and unusually bright children. These conditions and the fact that some of these boys and girls are at school one day, some for a week or two, and a few for a somewhat longer time, make the task of the teacher an extremely difficult one. The time is too short and the conditions are too unfavorable to enable her to add much to the intellectual development and growth of these children. Her main work must be to get "next to" the boy or girl, to make them feel that she is their friend, to get their confidence, to make them see that, and why they have done wrong and what further wrong doing will result in. One of her chief duties is to help the Judge who is to determine what is to be done for the child to give him the opportunity he needs, through making him feel that the Court does not want to punish him but to help him and through leading him to show the right attitude when he appears before the Judge. The teacher after having had the child with her for sometime and gotten in personal touch with him can give the Judge some valuable information as to the child's moral fibre, his temperament and disposition, his strong and weak points, information that may guide him in his decision as to what is best for the boy or girl.

Academic work in the school of the House of Detention receives less attention than manumental work. The teacher endeavors to ascertain in what the inmates are particularly interested and to give them such work as will enable them to express themselves best, that will give them self-confidence and self-respect.

In order to make the work of the teachers produce the best possible results, however, it is absolutely necessary that the children receive better educational opportunities after school hours. After they leave the schoolrooms they are under the supervision of attendants who simply perform police duty and keep the inmates "out of mischief," and there is not a sufficient number of them to do that well. Especially in the evening more attention should be given the inmates. There should be some one to see that

the boys and girls are properly entertained, that they be given something to do in which they are interested, who will assign suitable reading matter to them or entertain them through reading to them and telling stories, through furnishing music, games and so forth. It is at night when the delinquent child feels that he is away from home, that he is an outcast, as it were, that there is no one to love him or care for him. It is then that he feels his misery, that he begins to brood, and unless he has the proper care then, much of what the teachers have done for him will be annihilated. The House of Detention has no one who could successfully do this evening work. I beg to recommend that two of our teachers who are applicants for evening school work be assigned to the House of Detention for three evenings each at the salary of evening high school teachers, whenever that can be done.

Quite often the number of white boys and girls becomes too large to be handled by one teacher. There should be another schoolroom. The older girls should be separated from the boys. Most of these girls have been brought into the Court because of immoral conduct and should not be with delinquent older boys. The Board of Education is ready to send another teacher but, unfortunately, no additional room in the building seems to be available for a schoolroom.

The schoolrooms are used for other purposes after school sessions, when proper supervision is not exercised. The result is that the property of the Board of Education, books, apparatus, book cases, etc., are not sufficiently protected.

The opportunities for proper recreation and bodily exercise are entirely inadequate. There is an excellent playground on the roof of the building which, however, can not be used regularly because it is not covered. This should be done to protect the children and the teachers against the hot sun or inclement weather.

THE EDUCATIONAL MUSEUM,

During the past two years the Educational Museum has been placed in a position to render more efficient service to the schools. Three factors contributed chiefly to this greater efficiency, viz., the use of a second automobile truck, the securing of a large amount of duplicate material and the publication of a new complete catalogue.

For some years the work of the institution had been greatly handicapped by the limited delivery facilities. The one automobile truck in the service of the museum could not possibly make the

many deliveries made necessary by the constantly growing demand for illustrative material. In many cases the teachers who had learned to depend upon the objects and pictorial illustrations could not have them at the time when they needed them to lend more life and reality to their work and to make it more interesting and intelligible.

Additional Automobile. A second automobile truck was furnished by the Board of Education in January, 1918. The two museum delivery trucks and their chauffeurs have rendered such exceptionally good service during the past year that it has been possible to revise the checking system entirely, resulting in replacing 90% of the "returns" of each day's load on the circulating shelvage before the closing hour of that same day. In other words the checking has been so systematized that material returned to the museum at 3 P. M. one day is on the road to some other school at 8 A. M. the next day, if so ordered. The idle time on the circulating shelves has been reduced to the minimum.

Duplicate Material. Another handicap was the lack of duplicate collections. The material in the museum is as for as possible arranged and grouped in accordance with the course of study. As a result, many schools order the same collections at the same time, and there must be a large stock of duplicate material. Fifteen hundred new duplicate collections consisting mostly of specimens secured at the Panama-Pacific Exposition were made up during the summer, 1917, and five hundred and thirty four collections of duplicate material were added during the year.

New Catalogue. The new catalogue went into the schools at the beginning of the past term. A complete change has been made in numbering the specimens which greatly simplifies the order lists and consequently expedites the work of the museum officials. While in the old catalogue a separate number was assigned to each subdivision of a group subject, the new issue gives but one number to each group subject. By this arrangment, a school ordering the material for any subject will receive all the specimens available for that subject, and the museum staff can facilitate its work by packing the material for the subject in one box. Thus the clerical work connected with delivery and return checking is greatly simplified.

Lantern Slides. The 10,000 lantern slides in the museum have been thoroughly revised. Many slides, the subject of which had become obsolete have been discarded and have been replaced by others of more suitable content. All the slides have been regrouped and arranged in 400 lesson collections better adapted to the course of study.