background of the entire school with its banners, they recited the national hymn. The pageant was most fittingly closed with a dance-the "Golden Future"symbolizing with great beauty the hope

that lies in the future for those from whom hearing has "run away." It was danced by a graduate of the school, and left uppermost in the thoughts of all the key-note of the entire pageant-hope.

WAR APHASIA

In the annual report for 1916 of the Commissioner of Education, Dr. Claxton outlines the splendid work being done in the warring countries in re-educating the cripples, and states that

"The greatest problem which this work of re-education presents is that of men whose mental powers have been partially or, for the time, entirely destroyed by brain wounds or by shock. These cases must be dealt with individually, and require the attention not only of a teacher but also of a physician. Indeed, in the majority of cases, the teacher can do nothing until the physician has in some degree restored the lost powers.

"The types of mental infirmities which

may be treated by educational methods are almost entirely comprised within the meaning of the term aphasia. This may appear as inability to speak at all or inability to understand speech, or both. These symptoms exist in various degrees which have been carefully analyzed by Herr Volk, a teacher in a school for German soldiers in Cologne. In this article. ten types of aphasia are enumerated. These include, besides the types commonly recognized, inability to form correct sentences, which may be overcome by methods similar to those used in teaching foreign languages; inability to read. due to the severance of communication between the visual and auditory centers: inability to write, from the failure to recognize the shape of letters; optical defects, which prevent the patient from understanding what he sees, though his eyes are uninjured. This is treated by exercises in visual observation.* Experience gives hope that in most cases the victim can be restored to the normal use of speech through the efforts of a skilled teacher."

*Herr Volk: Article in Pädagogische Zeitung, January 20, 1916.

N THE tenth of October, 1917. Clarke School stopped for a day to look back over its fifty years of history, to take account of the distance run, and to receive congratulations upon the good accomplished and the progress made through the years.

The morning exercises were presided over by Dr. Franklin Carter, President of the Board and former President of Williams College. The opening prayer was offered by Dr. L. Clark Seelye, President emeritus of Smith College, and papers were presented and addresses made by Miss Caroline A. Yale, for 31 years principal of the school; Dr. Alexander Graham Bell, inventor of the telephone and a foremost benefactor of the

deaf; President Franklin Carter, Dr. Edmund Lyon, of Rochester, N. Y., President of the American Association to Promote the Teaching of Speech to the deaf; and Miss Sarah Fuller, principal emeritus of the Horace Mann School for the Deaf, at Boston.

A goodly number of friends of the school gathered in the Gertrude M. Hubbard Chapel, itself a beautiful tribute to a mother who refused to allow deafness to rob her little daughter of speech, to hear the story of the school and its work. They were privileged in hearing that story told by the one supremely able to present it with complete sympathy and understanding-Miss Yale. It was the familiar tale of struggles and problems