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* ‘k * THE CELESTIAL SURGEON By Robert Louis Stevenson If I have {altered more or less In my great task of happiness; It I have moved among my race And shown no shining morning face; If beams from happy human eyes I Haw.- moved me not: if morning skies, Books, and my food, and summer rain Knocked on my sullen heart in vain: Lord. lily most pointed pleasure take And stab my spirit broad awake. * i * medial reading. speech therapy. 3‘11“th courses for slow learners and many Others- Where these have been used, results show that many children helped in the early stages overcome their difficulties or at least success- fully byâ€"pass them to become regular scholars once more. The less fortunate are not so easily helped. Let us consider here the two types of perilâ€" ously handicapped children: (a) those who go to school and (b) those so limited that they cannot grasp the work done at school, For the latter splendid help is offered by the On~ tario ASSUClallOn for Retarded Children, (See the article. "‘Who says they’ve got no chance?“ in Maclean's Magazine for April 1, 1954). One cannot estimate the feeling of relief and grati- tudc on the part of parents where the burden of such a child is now shared by one of these new schools. Some Institutes are assisting in this new venture. Among the mentally handicapped children who attend school the variation is great. For instance. there is the child with one or two bad subjects for whom frequent failures result in a “don‘t care" attitude. There is the child who makes a good start but finds a few years later that abstract thinking has him stumped. There could be a child whose home environ- mcnt builds up in him a feeling of tension or inferiority. Too often a child for one reason or another stumbles through school, dragging a subject or twu (in which remedial help would have brought him up to average or even better). Then in High School. or before, he fails badly. How valuable remedial help might have been! Perhaps a whole life might have been altered by it. Through Opportunity Classes and Clinics much is being done to readjust and reclaim so-called problem chil- drenâ€"a sound approach to the question of delinquency. Last year at the Women's Institute Conferâ€" ence In Guelph. Dr. McVittie. Inspector of schools for South Wellington, told of efforts made to extend Auxiliary Training in the rural schools there. This year a trained Aux- iliary teacher, Mr. Hincks, travels from school to school in South Wellington working with handicapped rural children. This is pioneer work which we will follow with keen interest Sometimes a School Board. aware of meal 10 need and of the special services available 17 hindered in promoting a remedial progr'an‘; by opposition from the parents thEmse‘lm Unfortunately the attitude toward mew"; debility, like that toward mental illness 5:; be misguided and unkind. Last year thrhuuil Penny Roundâ€"Up, Women’s Institute mcm'beéri made a generous contribution to the wrk 0;. the Canadian Mental Health Association If; this closely related field can we not liC-lp if, break down prejudice and indifference tun-Em; the retarded child in the country school? i In the words of Mrs. Purcell, Past Prudent F.W.I.O. “It is valuable when you an a project to see that you carry it throu.;i._'- In putting this resolution into action the ' iliovn ing suggestions may help: (a) Contact Dr. C. E. Stothers, Inspn Mr m: Auxiliary Classes, Dept. of Education. {Wang Park, Toronto. (b) Invite a speaker suggested . D; Stothers to address a community mE‘Gl‘d‘J, (c) From newspapers and magazin. Cm articles about the handicapped child 1:: make a scrap book fer the Institute. (d) Ask editors for more articles a" etlz. torials on this subject. (e) Attend a meeting of the School logo-d (with another Branch perhaps) to disr . : the advisability of introducing Remedial Any (f) Co-operate with the Federation o "err. bral Palsy Association and with the (I law School Trustees’ and Ratepayers’ Assn. atlon. in their appeal to have the Auxiliary " 5539.: Act become mandatory. (g) Establish a fund to encourage a iv citcr in your district to attend the summer rim] for Auxiliary Training. (h) Create in your community a new dici- est so that the handicapped child ma}; no longer ignored. t * * "Quiet minds cannot be perplexed ‘r frightened, but go on in fortune, or misi tune at their own private pace, like a cli ‘ during a thunderstorm." â€"Roberl Lll' » Stevenson. "In the night, imagining some fear How easy is a bush supposed a bear." â€"Shakespeni THREE GATES If you are lempted to reveal A tale to you someone has told About another, make it pass, Before you speak, three gates of gold. These narrow gates: First, "[5 it true?" Then, "Is it needful .7" In your mind Give truthful answer. And the next ls last and narrowest, "Is it kind .7" And if to reach your lips at 135! It passes through these gateways ll‘tl’L‘t‘. Then you may tell the title, not fear What the result of speech may be. â€"From the Arabian * ‘k * HOME AND COUNT"