s^e^uii7 
Physiological 
por tl?e of Qlpildreq of 
/Arrested fT\ei)tal Development 
370 <?ei>tre Street 
Gratae, pfj. The Seguin School —Main Building-. THE SEQUIN 
Physiological School 
FOR THE TRAINING 
OF 
CHILDREN OF ARRESTED ITENTAL DEVELOPMENT THE SEQUIN SCHOOL 
ORANGE, N.J. 
THIS SCHOOL is situated on an elevated plateau about a 
mile from the railroad station, and in one of the most 
attractive of the residence portions of the city. The 
grounds comprise about four acres, sloping gently away to 
the rear, the house standing at an elevation of over two hundred 
feet above the level of the sea. 
The climate of this section of country is justly renowned for 
its mildness and salubrity, and many persons unable to stand the 
strong salt air of Hew York and Brooklyn have become satisfied 
residents of Orange, the advantages gained in this short distance 
being remarkable, especially in cases involving catarrhal and 
throat troubles. Here we have the pure air and quiet of the 
country, shady trees under which the children may sit and play, 
broad stretches of grassy lawns with facilities for croquet and all 
out-door games, and many pleasant walks and drives in the 
vicinity. 
The outlying valleys and mountains furnish healthful and 
restorative influences which cannot fail to be incalculably bene- 
ficial. All children are fond of flowers and in our green-houses 
they may watch them grow and blossom. The roads around 
Orange are excellent, and every day some of the children are 
taken to drive. 
The work of teaching these unfortunate little ones is peculiarly 
exhausting, and their teachers, to maintain their strength and 
courage and not lapse into that listlessness and perfunctory per- 
formance of duty which is fatal to improvement in the child, 
must be within reach of diversions, amusements, recreations such 
5 as only the large cities can afford, and no location could be con- 
sidered which would isolate them from the outside world, leaving 
them to depend upon themselves for that relief which cannot be 
successfully dispensed with, No obstacles of this kind exist in 
the present case, as Orange is but forty minutes from New York, 
and there are more than forty trains daily each way. 
This accessibility is equally advantageous to parents wishing to 
visit the school in relation to placing children in our care, and for 
those visiting children already here. 
Orange is on the line of the Delaware, Lackawanna & "Western 
Railroad, with stations at Christopher and Barclay Street ferries 
in New York. 
The gymnasium (see illustration, page 7), completed January 
1,1896, a two-story building, thirty-five feet square, stands twenty- 
five feet distant from the main building: to avoid shutting; out 
light and air, being connected therewith by a covered and heated 
passage. The entire building is heated by steam and lighted by 
electricity, a cellar beneath making dampness impossible. 
In the gymnasium Swedish and other gymnastics are practiced 
and special walking and breathing exercises are taught. The 
upper floor is used for sleeping rooms, A large number of sleep- 
ing apartments are requisite, as three children usually occupy a 
room; a teacher always sleeping in a connecting room that the 
children may never be without careful supervision, and that the 
dressing and undressing may be directed by a responsible person. 
Circular loritten hy Dr. Seguin the last month of his life. 
Physiological School for Weak-Minded and Weak-Bodied Chil- 
dren.—As education spreads in the masses it also descends lower in the 
strata formerly devoted to ignorance and inferiority. From the child who 
is belated in his speech, or whose perceptions are obtuse, conceptions slow, 
activity sluggish or unruly, and actions ineffective, to those whose natural 
brightness is their true teacher the distance is small at first, but becomes 
greater every day, for this reason: In children the growth of the incapacity 
is not due to an aggravation of its original cause, be it a disease, ill nutri- 
tion, ill-usage, etc., but to a secondary one, namely, the want of a proper 
education, which is not to be found in the ordinary school, and which is the 
object of the physiological training. 
6 The Seguin SCHOOL.—Main Building and Gymnasium. The Physiological School is intended to develop the functions by the ex- 
ercise of the organs, and to train the organs in view of improving their 
functions. 
This school is intended for three grades of children; 
1. The very youngest, whose primary defects need to be corrected as soon 
as they appear, to prevent aggravation by habit, and the accessory incapaci- 
ties entailed thereby. These children need to be seen and their mothers 
advised at regular intervals. 
2. The children who cannot he educated in ordinary schools must follow a 
regular course, often a long one, of training the functions of relation, and 
of elevating these functions to the rank of intellectual capacities. This is 
the physiological training proper. 
3. Those whose education has not brought any practical advantage may be 
trained in view of finding out and developing some individual aptitude 
which will manifest itself during the course of this physiological training. 
Thus («) In the youngest children the retrograde effects of isolation are at 
once prevented by an early drill of their activity. (&) In children of age to 
go to school the functions of relation are regulated and intellectualized. 
(c) In the older ones the prevalent though often hidden aptitude is studied 
and trained in order to prepare a redeeming capacity, ever so small, for 
some useful occupation. 
This application of physiology to education was the work of my youth, 
and has been the main object of my thought for forty-two years. I give it 
my last years, with the assistance of my wife, meaning to leave her the 
young and clear-headed exponent of the method I have scattered, but not 
exhausted, in many books, pamphlets, and living lessons. 
58 West 57th Street, New York. 
E. Seguin, M.D. 
October, 1880. 
In presenting to the public my claims to be considered a scien- 
tific teacher in a dejiartrnent but little known to the general 
public, and happily of but little interest to the great mass of edu- 
cators, it seems fitting that I should preface this account of the 
Seguin Physiological School by a brief statement of how I 
became associated with it, and why I had the courage to perse- 
vere in an undertaking which is certainly unusual, and in which 
I claim a preeminence which without such explanation might 
justly appear to be presumptuous. 
In 1878 I became associated with Dr. Seguin in his school for 
feeble-minded children, then conducted in Hew York. After 
two years of teaching under his supervision I became his wife. 
8 When, months later, he became aware that his useful life was 
rapidly drawing to its close, the eager enthusiasm which for 
forty-two years had kept him loyal to the cause he had made 
his own did not desert him. He had had the opportunity to in- 
struct me, he was content with the result of his training, and he 
bequeathed to me as a most sacred legacy the care of the children 
whose darkened intellects had already begun to catch some dim 
reflection of his own brilliant mind, illuminated as it was by a 
love which glorified his every thought in connection with them. 
I pledged myself to take up the burden which he laid down 
only with his life, and for sixteen years have faithfully endeavored 
to fulfil that promise. Three times since then has the school out- 
grown the accomodations provided, and so great has been my 
success that I have ventured now to establish myself where I can 
amply provide for as many children as I shall be willing to re- 
ceive at one time, the individual instruction absolutely necessary 
for the best interests of the children sternly prohibiting my 
acceptance of an unlimited number of pupils. 
The following is a brief synopsis of my husband’s life and 
methods, which I trust will prove of interest to those who may 
care to learn more of a school which has perhaps no exact coun- 
terpart in the world, certainly none on this side the Atlantic. 
Elsie M. Seguesl 
Synopsis of Dr. Seguin’s Life and Work. 
While the names of such scientists as Itard, Pinel, and Esquirol had 
previously became associated with the study of the insane and of abnormal 
conditions of the brain, it was not till Dr. Edouard Seguin had decided to 
devote his young life and brilliant talents to the services of the idiot child- 
ren of the Hospice de Bicetre that the scientific study of what is now known 
as arrested mental development took its place as one of the acknowledged 
specialties worthy the exclusive attention of a trained physician. Dr. Seguin 
was at that time a young and already distinguished member of the coterie 
whose philanthropic ardor has made famous the names of Ledru Rollin, 
Pierre Leroux, Louis Blanc, Jean Reynaud, Victor Hugo, and many others. 
This was in 1837. From that time on until his death in 1880 Dr. Seguin’s 
life was spent in ardent devotion to the most utterly helpless, the most 
abjectly forlorn of all of God’s creatures. His treatise on idiocy and the 
lectures delivered by him from time to time and afterwards published in 
pamphlet form are to-day the recognized text books of all institutions for 
9 the training- of feeble-minded children, and it is because of the lucid expo- 
sition of his scientific views as contained in these publications together with 
the powerful influence of his daily life and example that the people of the 
Christian world to-day can enjoy the untold blessings of these institutions, 
and that the people of this his adopted country can boast of the most suc- 
cessful and best-managed schools of this class in the whole world. 
Until Dr. Seguin began his investigations, children who failed to show 
average intelligence were relegated to the class of hopeless patients whose 
brains were either so malformed or so deficient as to defy all attempts at 
amelioration, and to most of them life offered only a dreary waste of neglect 
and often ill-treatment; while to the favored few there remained a seclusion 
which at best secured only bodily comfort and the absence of active unkind- 
ness, the retreat being one where no ray of hope ever illumined the desolate 
outlook. 
After a series of careful and most original experiments with the unhappy 
inmates of the Hospice de there dawned upon the brilliant intelli- 
gence of this most noble philanthropist an altogether new theory of the cause 
and the effects of a condition of mind which for want of more definite 
knowledge was in that day classed as Idiocy. Patient and continued in- 
vestigation by a mind of extraordinary analytical power and of accuracy 
such as has never been excelled resulted in practical information which 
encouraged him to believe that this his chosen work was worthy of jmblic 
attention. After six years of self-denying labor, conducted wholly at his 
own expense, he ventured to ask the Academy of Sciences to appoint a 
commission to examine and report upon his methods and work. This 
commission, consisting of Messieurs Serres, Flourens, and Pariset, selected 
from its most eminent members, examined, critically and thoroughly, his 
method of training and educating idiotic children, and reported to the 
Academy, giving it the highest commendation, and declaring that up to 
the time when he commenced his labors (1837) idiots coidd not be educated 
or cureji by any means previously known or practiced, but that he had solved 
the problem. 
This report called attention to his school, which was henceforward almost 
constantly visited by teachers and philanthropists of his own and other 
nations, and as his methods were thus made known, schools for idiots were 
soon established in England and several countries of the Continent. Two 
years later (in 1846) he prepared and published his great treatise, “ Traite- 
merit Moral, Hygiene et Education des Idiots, et des Autres Enfants Arrieres,” 
which was crowned by the Academy and had a wide circulation. The 
work is a masterpiece. All its methods, instructions, and rules are perfectly 
defined. It has been for forty-two years the text-book for all institutions 
for the instruction of idiots in Europe, Asia, and America. There have 
been some additions of processes, but none of principles. 
These principles may be briefly stated as follows: Idiocy is not the result 
10 of deficiency or malformation of the brain or nervous system, nor, in general, 
is it accompanied by any serious deformity of the body; these ideas formerly, 
and to some extent yet, very generally entertained, have no foundation in 
fact; but idiocy is simply an arrest of mental development, occurring either 
before, at, or after birth, induced in a variety of ways, and by different 
causes; where there is an accompaniment of physical deformity or defect, 
as deaf mutism, blindness, insanity, or epilepsy, etc., etc., the cure is more 
difficult, but in a majority of ordinary cases the arrest of development may 
be overcome and the idiotic child be restored to society and life, if not to 
the highest intelligence, by a careful, patient, and long-continued system 
of physiological training. 
The method seems simple enough, and in Dr. Seguin’s hands was very 
generally successful, though in many cases from three to five years were 
required for complete restoration; but in the hands of those who have at- 
tempted it without his patience, perseverance, and tact, the success has not 
always been so complete. There are now in Europe, Asia, the United 
States, and Canada more than fifty of these institutions, all of them owing their 
existence, directly or indirectly, to his personal effort, or the instructions 
laid down in his books, the “Treatise ” already mentioned, and “Idiocy, and 
Its Treatment by the Physiological Method,” which supplemented the former 
in 1866. Since 1850 he resided in the United States, though with occasional 
visits to Europe, and while at times practicing his profession, his heart was 
always with the idiot children, and his efforts on their behalf were in- 
cessant. 
He diffex-ed from Hally, de I’Epee, and Sicard, the founders of blind and 
deaf mute instructions, not only in his more profound attainments in psy- 
chology but in the fact that while they received remuneration for their 
labors, to which they were justly entitled, his were always rendered gratuit- 
ously, and in many instances his scanty means were expended in feeding as 
well as teaching his helpless pupils. 
He kept himself constantly informed in regard to the progress of the 
institutions for the training of idiots, watching over them with the greatest 
of care, and suggesting, either in his public addresses or his pamphlets, new 
processes, and discussing physiological and psychological questions. He 
was gratified to find that the American institutions were more successful 
than those in Europe; yet it distressed him, in his later years, that the 
restoration to a normal development was so seldom complete. In his earlier 
schools his success had been so great that he believed it possible that 
seventy-five or eighty per cent, could be restored to society and life so far as 
to become respectable citizens, while a few might be found to be endowed 
with exceptional abilities. He found that there were no such results 
now. Even in the American schools, where the best results were being 
obtained, when there were no complications of insanity or epilepsy, and the 
general health of the pupils was good, there were none in which fifty per 
cent, were restored to a normal condition, even by many years of training. 
11 He visited these institutions, examined carefully all their processes, saw 
much to praise, but somewhat also to grieve over, and returned home con- 
vinced that the highest success was only attainable by individual instruction 
and training, accompanied by the association of a few pupils with each 
other. He had suspected this from the date of his earliest efforts to instruct 
these poor children. The power of giving continued attention for a long 
time is so weak and the mental grasp so slight that class instruction, even 
in matters wholly mechanical, failed to interest or improve them. 
“ Why do you make that child try the same motions a hundred times a 
day?” asked the writer of the Doctor one day. “Because she does not 
make them right in ninty-nine times trying,” was the gentle but character- 
istic answer. This constant repetition in a large class is impossible, and if 
it were possible would not produce the desired result. Some of the pupils 
would not work. In individual instruction there is more of the personality 
of the teacher infused into the child; and its ambition is roused, feebly 
at first, perhaps, but in a larger degree after a time. But the teacher must 
be one of a thousand, perfect in courage, in tact, in patience, in persever- 
ance. The great expense is also a serious objection, as is the length of time 
necessary to effect a complete restoration. 
If, now, some rich man or woman would endow such a school liberally, 
the experiment might be made, and prove amply successful. Such is the 
way most teachers, even with large hearts would have reasoned; but this 
was never Dr. Seguin’s way. If he wanted a thing done he did it himself. 
True, he had very little means, and his first pupils must be those who could 
or would pay little or nothing; but he had faith in the principles he had 
laid down, and he had the patience and perseverance to try it. 
So he began with one pupil, and that one of no great promise. His 
success was wonderful. Soon he had two; then three. He needed a 
teacher and found it difficult to find one thoroughly adapted to the work 
out of the many who applied. At last a young teacher came whose tact, 
patience, skill in teaching, perseverance, and faith were all that could be 
desmed. Two years later she became his wife. The Seguin Physiological 
School prospered under their joint efforts, and though not yet paying its way 
bade fair to do so ere long. But six months later Dr. Seguin died, after two 
weeks’ illness. On his death-bed he bequeathed the school to her—he had 
little else to bequeath. She took up the burden and has borne it for sixteen 
years. It is now a success, not only in the restoi’ation of many of its pupils 
to a normal mental condition, but in its thorough organization and main- 
tenance. 
The following points seem to have been settled in regard tO' 
the instruction and training of children suffering from arrested 
physical and mental development: 
12 The Shguin School,—Children’s Playground The best age for the beginning of a course of training and 
instruction is from five to ten years. At a later age progress is 
much slower, and recovery less complete. 
Individual instruction is necessary for the best results, because 
of the different phases of this condition, both mental and physical, 
and the numerous complications of it, such as mutism, want of 
coordinate action of the muscles, difficulty of articulation, habits 
and automatic actions acquired, tendencies to epilepsy, the diffi- 
culty of fixing the attention, etc. 
At the same time, association with others similarly afflicted is, 
to a certain extent, necessary, in order to arouse emulation and 
fix attention. The progress of the pupils is greatly accelerated 
if they observe that those whom they instinctively recognize as 
unfortunate like themselves, are acquiring knowledge which they 
have not yet attained. This is particularly true in gymnastic 
and kindergarten exercises. 
The large institutions though excellent in their way, cannot, 
in the nature of the case, accomplish as good results, nor those 
which will prove as satisfactory to the friends of the pupils, as 
individual instruction and a limited association with other pupils, 
because the teaching in these institutions is wholly by classes, 
and the dullest and least advanced pupil measures the progress 
of the whole class. 
Private home training and the isolation of the child is still 
more prejudicial to its best interests, and is exceedingly 'weari- 
some and discouraging to the teacher. I speak of this from 
abundant observation of the cases in which it has been tried. 
The monotonous repetition of the same word or the same idea, 
often many hundreds of times, is tiresome to the child and the 
teacher, and the former, unaccustomed to fix the attention 
long on a single subject which does not interest, soon tires, 
becomes inattentive, and perhaps stubbornly refuses to attempt 
to master it. 
In the Physiological School the attention is not long fixed 
on one topic, and when the child recurs to it it is presented in 
a new light; emulation, imitation, and observation are brought 
to his aid, and he accomplishes in two or three days what, 
with a private teacher, he would not have learned so well in two 
or three months. 
14 The effort to develop in these children the mental, moral, and 
physical powers which have so long lain dormant can only prove 
successful when love—the love of the teacher for the child and 
the love awakened in the heart of the child for the teacher—is 
in active exercise. While nothing short of the highest qualifi' 
cations of special study and general intelligence, combined with 
remarkable quickness and tact, and an almost infinite patience 
and perseverance, are indispensable to success, without this love, 
with its power over both natures, the teaching will be perfunc- 
tory and there will be little progress. 
In justice to the child and the instructor, a course of not less 
than three years should be insisted upon at the outset. Let ns 
remember that these children are suffering from prolonged in- 
fancy, forget their physical growth, and train them as infants, 
The progress will be slow the first year—it is necessarily so, and 
should be no cause for discouragement—but the rapid strides 
subsequently made will repay the patient waiting. 
And now a word in explanation of the physiological method sa 
eagerly insisted upon by its eminent founder and whose results 
have so fully justified his enthusiasm. 
Dr. Seguin taught that instead of striving to go at once to 
the source of intellectual life, the brain, and there produce a 
certain impression, the teaching should begin with the members 
whose actions the brain should direct. He would train the hand, 
for instance: teach it to perform the offices which to' most 
children are instinctive, by slowly arousing its muscular power, 
its capacity to use this power, and thus stimulate the will. By 
long-continued and patient effort the movements of the hand be- 
come no longer an imitation of the teacher’s motions, but a dis- 
tinctly intellectual act of the child itself, and thus the hrain 
develops as a result of the education of the hand. 
The difficulties of this apparently simple method are greatly 
complicated by the individual peculiarities which make each 
child require special exercises calculated to strengthen the points, 
in which it is particularly wTeak. The short, stumpy fingers with 
brittle nails and soft, lifeless, flabby skin of one child requires, 
15 exercise to elongate and strengthen the fingers, while the stiff, 
unyielding, unsteady hand of another will require long rests 
previous to short exercises of precision. So slight an illustration 
as this will suffice to suggest the immense importance of a teacher 
of wide experience, infinite patience, and endless resource. 
Aext in point of progress, and first in point of importance, 
comes the training of the eye. When the eye is no more capable 
of directing itself than is the mind, the hand can direct it toward 
objects in several ways. What language can do can be done by 
the hand, namely : it can present the objects to the eye in their 
proper light, at the proper distance, at the proper opportunity, 
and with the proper degree of insistance and pertinacity, even 
following the eye in its wanderings till it has compelled attention. 
To create thus in the child’s eye the habit of looking upon the 
hand of the teacher, and upon his own, as a leader of other 
functions is alone an immense stride in physiological education. 
In the same way the eye helps the hand as the latter becomes 
more serviceable, so that at the middle point where the two series 
of exercises meet it is impossible to say which is the main object 
of the training—the hand by the eye or the eye by the hand, 
both being trained for the same end. While an average 
child of normal intelligence picks up information of all sortsj 
often without being quite conscious that he is learning, and 
rarely indeed awrare of how he learns, his opportunities for im- 
provement put the child of arrested development at an immense 
disadvantage. On the other hand the slow and methodical steps 
made necessary by the psycho-physiological method result in 
an accuracy of conception for the less gifted child which is rarely 
the attribute of children stocked from all the various sources. 
With this brief suggestion of the theory on which is founded 
the practice of the Seguin School, a few illustrations of its 
practical application to the children under training here may be 
not without interest. As previously stated the gymnasium is a 
most important adjunct to the school room. Regular exercises 
in walking and breathing under a trained instructor, and physical 
exercises with dumb bells, Indian clubs, etc., are a part of the 
daily routine. All the children are taught to dance and march. 
Music is a pleasant and improving accompaniment to these exer- 
16 cises, which while serving the purpose of lessons result in the 
enjoyment that comes to most children from play. 
Children who need instruction in articulation have twenty- 
minute lessons morning and afternoon. 
The number work, in charge of an experienced teacher 
(Normal graduate), is systematic and practical. 
Nearly all the children learn to draw. First they have straight 
lines, obliques, and curves on the blackboard; then the same 
thing on slates and paper, and finally writing and drawing lessons 
are begun. 
The stiff, unyielding fingers and soft, flabby muscles which 
characterize the hand of nearly every child who comes to the 
school are taught by exercises which are carefully graduated and 
given with special reference to the individual needs of each pupil, 
till careful precision and firm, intelligent touch succeeds to the 
incapable helplessness which under less skillful management 
would leave the child a helpless dependent on the ministrations 
of others throughout its life. As this control of the muscles and 
steadiness of the eye grows under manifold exercises the child is 
made to put to an immediate and practical use the powers so ac- 
quired ; the girls are taught to sew, crochet, knit, and embroider, 
while the boys learn the use of knife, saw, and hammer, and both 
boys and girls use the type-writer. 
Lessons are given every day, to those who can understand it, 
in general information. Such subjects as coffee, tea, sugar, coal, 
gold, silver, wood, salt, wool, cotton, etc., are explained, and 
charts with natural specimens shown. 
At the proper time reading is taught by the word, sentence, 
and phonetic methods. 
Instruction in music is given if unquestionable musical talent 
is shown. 
The New York Tribune in its issue of June 28, 1896, has an 
article on the training of the weak-minded, from which we quote : 
“The Will Powek Developed.”—Happily, in some cases that have 
appeared almost hopeless, the child has been so developed in the judgment 
and will power that are usually lacking as to be able to take his place in the 
arena of life. A boy of four and a half years was entered for a three years’ 
17 eourse at the Seguin School. He could neither make an articulate sound 
nor understand a word addressed to him. He could not play with other 
children, and took no interest in pictures or toys, hut his improvement was 
so remarkable that at the age of thirteen he entered a military school, did 
well in his studies, and was in every particular thrown on his own resources 
as the other pupils were. 
“ The work of teaching these unfortunates is peculiarly exhausting ; the 
same instruction must be repeated to the same pupils for days, weeks, 
months, with little manifestation of improvement ; yet the teacher must 
never become listless, must have her faculties constantly alert, or she will 
fail to arouse interest in her chai’ges. Reward comes at last when dormant 
powers awake, and the result of patient, persistent effort is apparent.” 
During the last five years many children who could not speak 
a word on entering the school are now not only talking in sen- 
tences but reading intelligently in first, second, and third readers j 
and two boys who have been kept at the Seguijst School for a 
shorter time and could not speak on entering now read script and 
print equally well. It would not be difficult to multiply cases of 
children whose real life has only begun under the systematic and 
tender care here received, but enough has been said to illustrate 
the practical advantage of the methods employed. More than 
tin's is undesirable in a circular which is intended simply to give 
information to those who need the help it offers. 
A mother who came to place her little girl in this school 
speaks of her impressions of the school as follows : 
“I have never seen anywhere a more happy, healthy set of children. 
The decorum of the school was so that a visitor might well have 
imagined herself in a quiet private household. No noise, no confusion, 
nothing to indicate the residence of twenty children and half as many teach- 
ers until you stood in the presence of the assembled school. Then, while 
the lack of average intelligence coxdd not but be apparent in the faces of 
these God’s own innocents, there beamed such health from the rosy cheeks, 
such satisfaction in the trustful confidence of the children towards their 
teachers, that I could only feel glad to think of the happy home to which 
they all had come, and where lessons of unselfishness and gentle courtesy 
would be taught, along with acquirements which shall fit them for the quiet, 
unobtrusive corner, and the love and society of their own homes, rescuing 
them from the hideous isolation of an undeveloped mind.” 
18 REFERENCES 
(by permission) 
Lewis A. Sayre, M.D. . . . New York City 
E. C. Seguin, M.D. ... “ 
E. 0. Spitzka, M.D. ... “ 
A. E. Macdonald, M.D. ... “ 
Abraham Jacobi, M.D. . . “ 
M. Allen Starr, M.D. ... “ 
Landon Carter Gray, M.D. . . u 
Charles L. Dana, M.D. . “ 
Frederick Peterson, M.D. . . “ 
Charles Jewett, M.D. . . . Brooklyn, FLY 
¥m. A, Hammond, M.D. . . Washington, D.C 
Rev. Wm. Lloyd, . . , .Hew York City 
Rev. Robert Collyer, D.D. . . “ 
Rev. John Hall, D.D. . . * “ 
Rev. R. S. Mac Arthur, D.D. . . “ 
Rev. R. Heber Hewton, D.D. . . “ 
Rev. Gustav Gottheil, D.D. . . “ 
Right Rev. Henry C. Potter, D.D. . “ 
Rev. R. S. Storrs, D.D. . , Brooklyn, FLY 
19 DIOCESAN HOUSE, 
29 LAFAYETTE PLACE, 
NEWYORK. 
June 15, 1891. 
My Dear Madam 
I know of your work from testimonies of those whose 
children have been jour pupils, and am glad to express my con- 
fidence that for the delicate and difficult task you have undertaken 
you have peculiar and preeminent qualifications; and I am, dear 
madam, 
Sincerely yours, 
Mrs. E. M. Seguin. 
11. C. Potter. 
20