EDUCATION OF THE BLIND.

A brief description of the methods employed in their literary, artistic and industrial education.

I should not consider this work finished without a chapter on the mode of educating those who have been so unfortunate as to be deprived of the readiest medium through which education is imparted—the sight. The systems, although some of them are in use in nearly every State in the Union, are very little understood, and are always inquired into with every evidence of interest by visitors to the institutions, where they often express quite as much surprise as gratification at what they see. I have therefore, in the following, endeavored to give as full a description as possible of the various methods and appliances employed to convey through the sense of feeling, information to which our eyes are closed.

On entering the schools the children are generally wholly uneducated, and have first to be taught the form and value of letters. To effect this the letters are raised, and the pupil learns their form by passing the fingers over them till their forms, names and their use are fully understood. With some this is a long and tedious task, but others master it in a short time. I mastered the alphabet in one day, but I was not a child and had a mind sharpened by experience. By constant exercise the sense of feeling becomes so acute that very slight differences of form are readily detected, and reading by the touch becomes an easily mastered art. Having thus the key of knowledge the subsequent progress of the student is in his own hands, and, to the credit of the afflicted, it must be said it is generally very rapid, one reason for which is that loss of sight shuts off one fruitful source of distraction, and the mind is more easily concentrated. Another reason is that the necessity for education is generally appreciated, and the student is eager to acquire it.

The form and use of figures is taught in a similar manner, but the teaching of arithmetic is largely mental, on account of the difficulty of producing raised figures with sufficient rapidity, and the study of higher mathematics is pursued even more strictly from oral teaching.

The art of writing, which, to those not acquainted with the educating of the blind, is considered the most difficult task, becomes comparatively easy. It is a two-fold art, including the art of writing for blind readers and the ordinary Roman script. Of the "blind writing" there are several systems, but in this I shall be content to describe but two—the pin type and the "New York Point System." The first consists of movable types, the letters on which are formed of pin points, and with which the writer impresses the paper one letter at a time, producing the letter raised on the opposite side of the paper, which, on being reversed, may be read with eye or fingers. The point system is the arrangement and combination of six dots on two lines. Those on the upper line are numbered 1, 3 and 5, and those on the lower 2, 4 and 6. These are made within spaces about three-sixteenths of an inch square each, by a styles which resembles a small, dull awl or centre punch. To prevent the dots being confused the writer uses a writing board, to which the paper is clamped by a metallic guide-rule perforated with two or more rows of these squares. The pupils make these punctured letters with great precision and rapidity, and frequently conduct their correspondence with their friends by that means, giving them the alphabet and key by which to learn to read them.

The writing of ordinary script is performed with more difficulty. A grooved pasteboard is used for the purpose, the grooves being of the width of the smaller letters. The letters extending above or below the line are gauged by the ridge. The right hand is followed close by the left, which guards the written lines from a second tracing of the pencil, and marks the spaces. By these methods correspondence is maintained between the blind and their distant friends, and it is even possible for a blind merchant to keep his own books if necessary.

In writing the common script the pencil is always used, the pen never. Care has to be taken to keep the pencil pointed, or much care and labor may be lost. An incident which Mr. Loughery, founder of the Maryland Institution, used to relate of himself, shows how necessary it is to observe great care in this matter. When a student he wrote a long, gossipy letter to a friend, and in a short time was surprised, and for the time greatly annoyed, at receiving a reply asking him if he had gone mad. It enclosed his own letter, and on examination of it the two words "Dear Ed." were found to be its sole contents. In his absorbed condition of mind he had not noticed the breaking of his pencil, and had proceeded with his writing, as the scratched paper, on which the traces of the wood of the pencil were visible, but not legible, indicated.

The most interesting things seen in an Institution for the Blind are the apparatus for teaching geography, philosophy and physiology. For geography miniature continents, states, hemispheres, etc., are used, in which, the political divisions, the physical conformation and characteristics, the rivers, lakes, seas, etc., etc., are reproduced as nearly as possible. The boundaries are described by rows of raised dots, the capital cities by studs of peculiar shape, the larger cities by studs different in size or shape, the rivers by grooves in the surface, deserts by spaces being sanded on the surface, the lakes, seas, etc., by depressions, and the islands by spots elevated above the seas' surface. Mountain ranges are shown by raised models or miniature mountains, and that volcanoes may be fully understood, separate models of these and of other remarkable formations are used, that the student, by a thorough manual examination, may get a correct knowledge of them. In nearly every school I have visited there were maps, the sub-divisions of which consisted of movable blocks. Supported like a table, these maps would be studied by the pupils taking out the blocks and returning them to their places as they learned their names, etc. It is no uncommon thing to see a pupil throw these blocks into a confused heap, mix them all up, and, then picking them up one by one, put each in its place with as much accuracy as the most accomplished pianist will strike each key in a simple march or polka.

The philosophical apparatus consists of miniature machinery: the spring, the simple and compound lever, the wheel, the cog, the cam, etc., even to the miniature engine are brought into use, and the pupils examine them by themselves, and in their various applications and relations to each other. In teaching those who never could see great difficulty is experienced in conveying the nature and properties of gases, vapors, etc., but with those who have any recollection of what they have seen the task is comparatively easy.

Where the apparatus is possessed the teaching of physiology and natural history are comparatively easy, the pupil handling and examining skeletons, skulls and models of the various parts of the human system, learning their various offices, etc., but many schools do not possess them, while others have fine collections including busts of eminent or notorious personages, zoological collections, plaster models, etc., by which the loss of sight is largely compensated for.

Music is taught by raised notes until the rudiments are mastered. It forms a great part of the course in all the institutions, and is cultivated with great assiduity. When the rudiments have been mastered and the pupil is familiar with the instrument, the music is read to them, the notes indicated by names and value, and they memorize the music. So thoroughly do many of the blind master the art that several are now, within my knowledge, successful teachers of the art to large numbers of seeing pupils. On the other hand much valuable time is wasted in the effort to teach music to those who have no talent for it, and whose time might be more profitably employed in the pursuit of other studies.

In the education of the blind the greatest care is given to the cultivation and strengthening of the memory and the success that is met with is truly marvelous, for the amount and variety of knowledge with which some minds have been stored is to many almost incredible.

The industrial education of the blind is perhaps the most important of all, and all the institutions are provided with workshops, in which the inmates learn some useful mechanical or domestic art. The female pupils are taught to make all kinds of ornamental bead-work, to crochet and knit woolen and worsted goods, to sew by hand and with machines, and some of them acquire surprising skill, though my own experience does not give me a high opinion of the efficacy of attempting to teach sewing, so very few ever practice it after leaving school, though I have found it convenient to sew on a button or repair a rent on occasion. Sewing by the blind, though it may surprise the beholder for the skill acquired under difficulties, will seldom claim their admiration for its own merit.

I have more faith in the efficiency of the industrial education of the boys and men, because, in the course of my travels, I have found numbers of them prospering in the pursuit of the trades learned in the institutions, and some of them carrying on quite extensive operations. Boys are taught to make brooms, brushes, cane seats for chairs, mattresses, door mats, to weave carpets and do many other forms of useful work. It looks strange to be shown a brush in which black and colored bristles are formed into lines of beauty—initials, flowers, etc., and to be told that a blind man made it. It looks like a miracle, but when you learn that the forms were traced on the block by cutting grooves in its surface to form the figures, and that the black bristles were kept in a round box, and white ones in a square box, near the maker's hand, the mystery disappears.

Connected with the Philadelphia Institution are extensive manufactories, in which large numbers of workmen are employed. They are the largest in the United States that are operated almost exclusively by the blind. These shops enable numbers of men to support themselves and their families in decency and comfort.

The great interest manifested in the education and training of the blind, by thousands of noble people and earnest workers throughout the country, deserves the gratitude of not only those who suffer the great deprivation, but of the whole people; for the benefits they have conferred on us by educating and rendering us useful and independent, rank in the scale of beneficence next to giving us sight.