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THE
EDUCATION AND EMPLOYMENT
OF THE BLIND:
AVHAT IT HAS BEEN, IS, AND OCfiHT TO BE.
BY
T. R. ARMITAGE, M.D.,
Kon. Sec. to British and Foreign Blind Association for Promoting the Education and
Employment of the Blind ;
Chairman of Committee of Indigent Blind Visiting Society ;
Chairman of House Committee, Trustee and Vice-President of the Royal Normal College
for the Blind ;
Patron of the Birmingham Institution for the Blind ;
Vice-President of the Sunderland and Belfast Workshops ;
etc., etc.
SECOND EDITION.
PUBLISHED BY
HARRISON & SONS, 59, PALL MALL,
to tke ;
AND BY
THE BRITISH AND FOREIGN BLIND ASSOCIATION FOR PROMOTING
THE EDUCATION AND EMPLOYMENT OF THE BLIND,
33 , Cambridge Square, Hyde Park, London, W.
1886.
LONDON
HAKRISON AND SONS,
PRINTERS IN ORDINARY TO HER MAJESTY
ST. martin's lane.
-ST /.3 /
Fi V ’So. t.
CONTENTS.
CHAPTER I.
PAGE
Historical Sketch of the Means used by the Blind for Reading and
Writing .. ,, .. .. .. .. .. ]
CHAPTER II.
Music. — Writing. — Arithmetic. — Geography. — Geometry. — Algebra . . 24
CHAPTER HI.
On the various Systems of Reading and Writing for the Blind . . . . 37
CHAPTER IV.
^ On Schools for the Blind . . . . . . . . , . , , 49
CHAPTER V.
y On the best Means of employing the Blind , . . . . . . , 58
CHAPTER VI.
To what extent do the Blind trained in our Schools become self-sapporting ;
and what Improvements in the system of Training are desirable ? . . 69
CHAPTER VII.
Census Returns, and Institutions for the Blind of Great Britain and
Ireland . . . . . . . . . . . , . . 83
CHAPTER VIII.
On the Prevention of Blindness .. .. .. ..117
CHAPTER IX.
The Blind of Germany, Austria, Hungary, Switzerland, Denmark, Sweden,
Norway, Holland, and Russia . . .. ,, .. .. 125
CHAPTER X.
The Blind of France, Belgium, Italy, Spain, Egypt, Japan, and China . . 160
CHAPTER XI.
The Blind of America and Australia
79
PREFACE TO THE SECOND EDITION.
Fourteen years have elapsed since the publication of the
First Edition of this work, and many of the most important
reforms then insisted on have now become accomplished facts.
Practical unanimity has been arrived at as to the system of
reading and writing. Good maps and other school apparatus
are now easily accessible, and are used by all well-managed
schools for the blind. The uniformity in these respects has had
the effect of greatly multiplying and cheapening both books and
school apparatus. In the Eeport of the P)ritish and Foreign
Blind Association for 1870 the sales of books and school appa-
ratus for the year amounted to 21. 11s. Qd . ; in those of the three
last years they have averaged 637/. These figures give a
good idea of the improvement in the education of the blind
generally.
The kind of musical education insisted on as essential for
enabling blind musicians to compete on equal terms with the
seeing has l3een thoroughly carried out at the Eoyal FTormal
College and Academy of Music for the Blind, and the results
tliere achieved liave fully equalled the expectations expressed
in Chapter IV of the First Edition.
Although, however, great advances have been made during
the last fourteen years in the education of the blind, many
necessary reforms still remain to be carried out. Some institu-
tions have not yet fully adopted the principles which are now
generaUy approved ; l)ut perhaps the greatest defect now
existing in the education of the blind relates to their technical
training in handicraft trades. This, judged of by the onl}"
reliable test — their future power of self-maintenance — is not
VI
PREFACE.
satisfactory, and means will be suggested by which a change
for the better can be effected in this respect. It is a hopeful
sign that Her Majesty has appointed a Eoyal Commission to
inquire into the condition of the Blind ; this inquiry cannot fail
to draw public attention to the subject, and will probably result
in beneficial legislation.
T. K. AEMITAGE, M.D.
33, Cambridge Square, Hyde Park, W .,
January^ 1886.
PREFACE TO THE FIRST EDITION.
The object of the present work is to put together in an
accessible and condensed form some of the more important facts
relating to the education and employment of the blind. It has
hitherto been extremely difficult for those interested in this
subject to ascertain what is being done at the different schools
in this and foreign countries, and there has been a total absence
of any organized investigation undertaken by men who have
made the education of the blind their special study. It seems
self-evident that the proper persons to decide upon the best
methods of instruction by touch are those who have to rely
upon this sense, viz., the blind themselves ; and that those
among the blind should be entrusted with this work who, from
their education and antecedents, may be expected to approach
so important a cpiestion with the requisite preliminary know-
ledge. These two essential requisites have been kept in view
in the selection of the Executive Council of the British and
Foreign Blind Association, the members of which, with the
exception of myself, are totally blind.
A good education is of extreme importance to the blind,
as by its aid many will succeed in life, who without it would
have been helpless, unhappy, and a burden to their friends or
to society ; consequently the elementary processes by which
this education is to be brought about deserve the most careful
investigation. Uniformity in the alphabet used by the blind
has long been desired by all, but as each system has its own
uncompromising advocates, we are still far from so desirable a
result. The blind have, however, now taken matters into their
own hands, and the closer union between those of different
Vlll
PREFACE.
countries is already bringing about the happiest results in dis-
seminating information, cheapening and improving educational
apparatus, and raising the standard of education, and with it
the happiness and well-being of the blind throughout the civi-
lized world. The extreme importance of good education to
the blind is best known to those who have been most brouo-ht
into contact with them. Even in manual trades, those generally
succeed the best who have had their intelligence sharpened by
proper education, and it will be seen from Chapter Y that
where the requisite talent exists, a high standard of musical
knowledge will enable them to maintain themselves in comfort,
and to become most useful members of society.
For about ten years gradually increasing loss of sight has
incapacitated me from following my profession, and though this
does not amount to blindness, it is sufficient to preclude the
possibility of reading by sight. In judging, therefore, of the
merits of the various means of education used by the blind, I
must depend upon the sense of touch ; and, acting in concert
with the other members of the Executive Council of the Asso-
ciation, who are all totally blind, I have had the advantage of
the constant co-operation of five highly educated blind gentle-
men, who for the most part, like myself, are familiar with every
system^ of embossed printing which has obtained currency among
the blind. If I have at times expressed my views somewhat
dogmatically, I must plead in extenuation that they have been
gradually formed, after long and patient investigation, coupled
with considerable personal familiarity with the processes de-
scribed, and that these views, on most of the essential points,
are shared by the other members of tlie Executive Council, and,
as far as I am able to judge, by most of tlie leaders of thought
among the Idind both in Europe and America.
The belief that I have been able to take my share in this
great work has gone far to reconcile me to the abandonment of
a profession, to the scientific prosecution of which I had hoped
to devote my life ; but the very defect of sight which proved
an insuperable obstacle in the career which I had chalked out
PREFACE.
IX
for myself, has peculiarly fitted me for a new and more extended
sphere of usefulness ; and I feel sure that, if educated blind
men only knew what happiness is to be derived from devoting
their lives to a useful work for which their very blindness
specially qualifies them, there would be no lack of intelligent
workers.
T. E. A.
33, Cambridge Square, I.ondon,
March 2bth, 1871.
“And 1 will bring the blind by a way that they knew not; I will lead
them in paths that they have not known : 1 will make darkness light before
them, and crooked things straight.” — Isaiah, xlii, 16.
THE
EDUCATION AND EMPLOYMENT
OF THE BLIND:
WHAT IT HAS BEEN, IS, AND OUGHT TO BE.
CHAPTER I.
HISTORICAL SKETCH OF THE MEANS USED BY THE BLIND FOR
READING AND WRITING.
Various attempts have been made from time to time to
enable the blind to read by touch. Some of these were
extremely ingenious, such as the adaptation of the string records
of Peru, in which different forms of knots made on a string
stand for different letters, and the blind man was able to read
by running the string through his fingers. But since M. Haiiy’s
happy idea of printing in relief on paper, all other methods
have only an antiquarian interest.
Hauy. — In 1784 M. Valentin Hatiy commenced the first
printing in raised characters for the blind, and founded the
Institution des Jeunes Aveugles, which was the first, and still
holds its place among the best managed schools for the blind in
the Old and New Worlds. The character he chose was the
Italic, or written form of the Eoman letter. This continued for
many years to be used in the Paris school, and was introduced
into this country by Mr., now Sir C. Lowther, who in 1834
printed in it the Gospel of St. Matthew; it has, however,
long since been superseded by other and more suitable
characters.
Gall. — Mr. Gall, of Edinburgh, in 1834, published the
Gospel of St. John in a modified Eoman letter. His plan was
to use serrated lines, and replace curves by angles.
2
FORMS OF ROMAN LETTER.
Alston. — Mr. Alston, of Glasgow, adopted Fry’s idea of
using ordinary Eoinan capitals ; and this, with slight modifica-
tions, is the method still employed in some of the English
asylums, and at Philadelphia, U.S.
Dr. Howe. — Dr. Howe, of Boston, U.S., used, in the main,
small Eoman letters, replacing the curves by angles, as Gall had
done. This method is extensively used in the American insti-
tutions.
Mixed Characters. — Another modification of the Eoman
letter was first embossed in England in 1838 by Mr. Dawson
Littledale, and has since been extensively tried, viz., a combina-
tion of capitals and small letters. This plan is still used at
Bristol, and a Society has been formed at Worcester for printing
in this system. It is also the character used at Vienna, and to
a small extent in the United States. It was formerly used in
Paris, but has now been virtually abandoned.
Stuttgart Character. — The Bible has been printed at Stutt-
gart in Eoman capitals, the lines composing which, instead of
being continuous, are formed by a succession of fine dots.
In consequence of the difficulty of feeling any of these modi-
fications of the Eoman letter, various simpler characters have
been invented, which may be divided into two main classes, viz.,
those composed of lines, and those composed of dots.
We shall first give a short account of the line characters, as
the dot characters form so distinct a group that they must be
considered by themselves.
Moon. — It is most convenient to consider this character
first, as in it we see an attempt to retain the main outlines of
the Eoman letter, as far as is compatible with perfect tangibility ;
this resemblance is real in some letters, not easily to be traced
in others, and in a few does not exist at all. The lines are
bracketed together, a curved line taking the reading finger from
the end of one line to the beginning of the next, which is read
backwards, so that the lines are read from left to right, and from
right to left alternately. The letters in the return line retain
the same absohde position as in the advancing line, consequently
MOON — LUCAS — FKERE.
3
their position, relative to the reading finger in the return line, is
reversed ; of this return line we shall have to speak again in
noticing Frere’s system. Moon’s system is more generally used
in the United Kingdom than any other, organizations having
been formed in most of our large towns for the purpose of
teaching it. The ease of its acquisition, together with the large
size of the type, renders it acceptable to the aged, and to those
wliose fingers have been hardened with work.
Lucas. — Lucas’ system is a stenographic shorthand, intro-
-duced about 1838. It is used by the London Society for
Teaching the Blind to Bead. The characters are altogether
arbitrary, consisting mainly of lines with or without a dot at
one end. The lines do not reverse, but are read uniformly from
left to right.
Frere. — The late Mr. Frere also introduced diis phonetic
shorthand system about 1838. His embossed characters were
only an application of his phonetic system for the seeing, which
he hoped would become general. His characters consist of
straight lines, simple and dotted, half-circles, hooked lines and
angles of 45°, together with a hollow and solid circle. The
lines reverse, a curve taking the reading finger from the end of
one line to the commencement of the next.
Return Line. — The letters in the return line are reversed as
to their absolute position, but retain the same relative position
to the reading finger as in the advancing line ; or, rather,
the finger is always advancing, sometimes from left to right,
at others from right to left, just as a person walking up and
down in a room walks forward in one direction, then turns and
walks forward again in the opposite direction. Or, again, the
letters may be considered all placed on the edge of a long
string, representing a line, which, for the convenience of
packing, is doubled backwards and forwards on itself ; on such
a line, at each reversal of the string, the letters which it bears
are reversed as to their absolute position, but retain the same
position relatively to the reading finger.
Mr. Moon adopted the idea of the return line from Mr. Frere ;
4
REVEPtSAL OF LINES.
but by his retaining the same absolute position of the letters in
it the finger reading backwards really meets the letters reversed,
and a sensation is produced exactly similar to that experienced
in walking backwards.
Fr eve’s Method.
I WILL MAKE DARKNESS
.M3HT 3510333 THOU
Moon’s Method.
I WILL MAKE DARKNESS
.MEHT EROFEB THGIL
"No doubt habit will accustom a person either to walk or
read backwards, but there is an awkwardness about both ; and
when we consider the question of writing, a strong additional
reason will be given for regretting that Mr. Moon departed
from the simpler plan of his predecessor.
General Remarks. — It is also much to be regretted that
the same arbitrary signs used by Lucas, Frere, and Moon stand
for different letters, thus giving rise to quite unnecessary confu-
sion. A glance at the subjoined diagram will show this.
in Lucas T.
in Frere T.
in Moon I.
in Lucas S,
in Frere N.
in Moon T.
in Lucas F.
in Frere D.
in Moon R.
in Lucas R.
in Frere R.
in Moon S.
1
r
j
n
r in Frere F.
I in Moon G.
f in Frere G.
I in Moon F.
f in Frere J.
\ in Moon J.
r in Frere B.
I in Moon B.
o
c
o
o
{ in Lucas P.
in Frere M.
in Moon D.
{ in Lucas D.
in Frere K.
|_ in Moon C.
{ in Lucas N.
in Frere L.
in Moon U.
{ in Lucas M.
in Frere P.
in Moon W.
This kind of confusion runs through the whole alphabet, but
the above examples may suffice.
ALPHABETS USED BY THE BLIND.
K
T'
N
l::.!
tH
✓
1
•
•
•
k
%
A
• •
•
• •
•-
c
a
•
•
>
V
>
•
•
•
&
n
N/
D
•
•
•
H
—
—
1
•
CO
1
o
\
•
•
(4
\
/
# •
•
Cf ,
L
1
•
•
• •
n
c
J
•
•
•
o
o
>
O
a
ft
as
1
z
•
•
s
C
o
r
• •
ji
J
•
• •
Hi
J
o
V
• •
•
•
-
“D
•
• •
•
-
—
J
—
• •
K
r-
a
e
• •
• •
•
0
0
C“
« •
•
•
lx.
/
C-
C-
•
•
a
U
u
L
•
Q
U
o
• •
•
O
0
o
•
ft
ft
n
o
•
•
• •
•<
•
k'
<
ft
•
3
UJ
S
£
o
a
as
NEVK YORK
B 2
•,* Frere’s characters are purely phonetic, hut have been included in this table for the sake of corhparison. The hrst ten signs in the second part of the table are used by Lucas
for numbers. A similar use is made by Moon of Frere’s long and short vowels (with the exception of his long and short 1, which Moon makes to stand for his P and Q respectively.)
LUCAS — FKEKK— MOON — BRAILLE.
O
Printing. — Any of the above-mentioned forms of letter may
be readily printed by movable types, which may be stereotyped
in the ordinary manner, by taking casts in paper from the type
and in metal from the paper casts. Books in the systems of
Frere, Lucas, and Moon are generally stereotyped by a very
simple process, first introduced by Mr. Frere, in which the
letters, formed of copper wire, are laid on a tin plate previously
washed over with a solution of zinc ; when heat is applied to
the under-surface, the letters become soldered on to the plate,
and such plates produce extremely good printing.
Embossed Writing. — Any of the above-mentioned systems
may be written, though in a very imperfect way, by means of
little cubes of wood with the lines of the letter indicated by pin
points projecting from the under-surface. M. Foucault, of Paris,
uses a slight modification of his writing-machine to write the
Ptoman letter raised, but it is a somewhat costly and compli-
cated apparatus.
Braille. — We now have to consider the systems in which
the characters are formed by various arrangement of dots. Of
these, the most important is that invented by M. Louis Braille,
a blind pupil of the histitution des Jeunes Aveugles in Paris. This
was introduced in 1829, and has now become the only method
used in France, both for printing and writing. It is almost exclu-
sively used in every school for the blind in Europe, British E'orth
America, Mexico, Brazil, Australia, Egypt, and in several insti-
tutions of the United States. It has been recommended for
adoption by every European Congress of educators of the blind
since 1878.
Its signs are purely arbitrary, and consist of varying combina-
tions of six points placed in an oblong, of which the vertical
side contains three and the horizontal two points. There are
sixty-two possible combinations of these six points, so that after
the modest requirements of the English alphabet have been
supplied there remain a sufficient number of signs for punctua-
tion, contractions, &c.
Braille Writing-frame. — Eor writing, a frame is used con-
6
BRAILLE WRITING-FRAME.
sisting of a grooved metal bed, containing ten grooves to the
inch ; over this is fitted a brass guide, punched with oblong
holes, whose vertical diameter is three-tenths of an inch, while
the horizontal diameter is two-tenths. This perforated guide is
fixed into a light wooden frame, like the frame of a slate, which
is attached to the grooved metal bed by hinges. The paper is
introduced between the frame and the grooved bed. The instru-
ment for writing is a blunt awl, which carries a little cap of paper
before it into the grooves of the bed, thereby producing a series of
little pits on the side next the writer. When the paper is taken
out and turned over, little prominences are felt, corresponding
to the pits on the other side. The reading is performed from
left to right, consequently the writing is from right to left ; but
this reversal presents no practical difficulty as soon as the pupil
has caught the idea that, in reading and writing alike, he has to
go forwards. The brass guide has a double row of openings,
which enables the writer to write two lines ; when these are
written, he shifts his guide downwards until two little pins,
which project from the under-surface at its ends, drop into cor-
responding holes of the frame, when the writer writes two more
lines, and this operation is repeated until he arrives at the
bottom of the page.
This description applies to the writing-frame used in France
and most parts of the continent of Europe. The English frame
is somewhat different. In it the bed is not grooved, but is
marked by groups of little pits, each group consisting of six.
These are arranged in two parallel lines, and the guide is hinged
on this bed in such a way that when the two are locked the
openings in the guide correspond exactly to the pits in the bed*
When the first two lines have been written, the guide and bed
travel as one piece down the board, which is so arranged as to
give tlie right distances between the lines. Each line is sepa-
rated from the next by a wide interval, which greatly facilitates
reading ; when the first page has been written the paper is
leversed, and the lines of the second page are written in the
intervals between those of the first; a simple mechanical
ENGLISH FRAME — BRAi. LE ALPHABET. 7
arrangement enables a blind person to do this with ease and
certainty. This interlined writing not only makes the writing
far more legible than that produced in the original French
frame, but also effects a saving of space amounting to about
20 per cent.
We will now give a short description of the arrangement of
the Braille alphabet. The group of six, which is the largest
number of points that any letter can consist of, is divided into
upper, middle, and lower pairs. The first ten letters, from “ a ”
to “j,” exhaust all possible combinations of the upper and
middle points. The next ten, from “ k ” to “ t,” are formed
from the first by adding a lower back point to each. Thus, “ a ”
becomes “ k,” “ b ” becomes 1,” &c. The third row is similarly
formed by adding two lower points. Thus, “ a becomes “ u,”
“ b ” becomes “ v,” “ c ” becomes “ x,” “ d ” becomes “ y,” “ e ”
becomes z.”
The fourth row of letters is formed from the first by adding
a front lower point to each of the first row. The only letter of
the ordinary alphabet in this row is ‘‘ w,” which is derived from
‘"j” by adding a lower front point. It will be observed that
w ” comes out of its usual place in the alphabet. This . is
because the original French alphabet has been adhered to ; w ”
not being a letter used in genuine French words, it was
originally placed the last on the fourth row, and has been there
8
BRAILiiE ALPHABET.
THE BRAILLE ALPHABET, WITH CONTRACTIONS.
The l(vrge dots represent the raised points of the Braille letter ; the small simply seroe
to indicate their position in the group of six.
A
B
C
D
E
F
G
H
I
J
but
Christ
every
from
God
have
Jesus
1st line.c
G •
• •
G O
G O
G «
G G
e G
G •
• G
• G
• •
• •
• ♦
. G
. G
G •
G G
G G
e .
G G
' K
L
M
N
0
P
Q
R
s
T
Lord
not
people
quite
right
some
that
2nd line.
• •
• •
G O
O G
G •
O G
G G
O •
• G
• G
1
1 • •
• •
. •
* G
• G
G •
G G
G O
G •
G G
• •
G •
G .
G •
G .
G .
O •
e .
G •
1
' U
V
X
Y
Z
and
for
of
the
with
unto
very
you
3rd line.:^
e •
G .
© G
G G
G .
e 0
G G
0 •
• G
• G
• •
G •
• •
• G
• G
G •
0 G
G G
G .
G G
1
* ^
G O
G 9
0 0
G G
G O
G G
G G
G O
G G
^ ch
sh
th
wh
ed
er
ou
ow
w
child
shall
this
which
will
4th line./
,• •
G •
0 G
O G
G •
O 0
G G
G •
• G
. G
1
9 .
« .
. G
. o
® .
G G
G G
G .
G O
[ . ®
• G
• ®
• G
. G
• o
. G
• G
• G
. G
The signs of the 2ud, 3rd, and 4th lines are formed from those of the 1st by
the addition of lower dots.
'The signs of the 5th line are the same as those of the first, except that they
are written in the middle and lower holes.
9
be con dis
? !
en to
(
his
in was
Only as a separate only as
syllable commencing a prefix,
a word.
Only when a
separate word.
When used as a
prefix it stands
for by.
G •
G • G G G G
G • GG
G G
G >
• G • G
G •
• . . G
.0 G .
G G
GG
G . G G^
st
prefix end of
. for line
ing numbers in poetry
hyphen.
apos- (When used
trophe as a prefix
I
When at the end
of a word, hie.
1 • G
G •
. G * • * ^
. G • O
G G O G G •
Q . • •
/
The signs of the 1st line when preceded by the prefix for numbers stand
for the nine numbers and the cipher.
BKAILLE ALPHABET.
9
retained, as placing it out of its usual position was considered a
far less evil than altering the meaning of the four last letters of
the alphabet. It is of very great importance that the pupil
should remember that, whether reading or writing, he is going
forwards, and the teacher should never allow the expressions of
“ right ” and ‘‘ left ” to be used in describing the relative posi-
tions of the points, hut he should use instead the expressions of
“ upper ’’ and “ lower,” “ forward ” and “ backward,” forward
being always the direction towards which we are travelling;
backwards towards the starting point. Or, taking the three
pairs of points as above described, the upper pair are marked as
“1-2,” the middle as “3-4,” the lower as “5-6,” so that “a”
would be described as “ 1,” “b” as “1-3,” “k” as “1-5,” “u”
as “ 1-5-6,” &c. By adhering to this rule the same description
applies to the letters, whether in reading or writing, and thus a
difficulty which is often felt by beginners is at once cleared
away. The five last letters of the third row, and the nine first
letters of the fourth, are used in French as accented and modified
letters, in English they stand for groups of two or more letters.
By the use of such contractions a saving of space is effected of
25 per cent., while the correct spelling of the words is not inter-
fered with. Beading is also facilitated by the use of a few
simple, well-chosen contractions as, words, being rendered shorter,
the finger has less space to traverse. It must be remembered
that in reading by touch it is impossible for the reader to recog-
nize anything more than the particular character on which the
finger rests, hence the desirability of making words as short as
possible. In reading by sight, on the other hand, the eye can
take in a whole word at a glance, and is even conscious of the
following words, so that contraction is not nearly so necessary
to the seeing as to the blind. This desirability of contracting
will present itself in every language as soon as the blind have
learned the uncontracted system sufficiently well to read and
write tolerably fluently.
In France various systems of contraction have been sug-
gested, but the one likely to be generally adopted has been
10
BEAILLE CONTE ACTIONS.
lately introduced by M. de la Sizeranne. In it, as in the
English system, the contraction is obtained by allowing certain
characters to stand for groups of letters, and by making the
initial letter of common words do duty for the word itself.
The French system, like the English, effects a saving of 25 per
cent., but is necessarily much more complicated, as most of the
signs used in English for groups of letters have already been used
in the uncontracted French for the accented and modified letters.
The Convention of German Instructors of the Blind, which
met in Berlin in 1879, adopted a few contractions for the
German language, chiefly of diphthongs and modified letters.
It is unfortunate that these German contractions were selected
without reference to what had already been done in England,
as the characters in German which now stand for modified
letters in diphthongs are used in English for groups of letters
which occur quite as often in German as in English ; so that
the system of German contractions differs from that used in
England, and so presents a difficulty to readers of both languages
which, though not great, is quite unnecessary. A further list
of abbreviations for German was agreed on at the Congress which
met in Amsterdam in 1885. The introduction of abbreviations
has also been much discussed in Italy.
In adopting contractions for the English language the
British and Foreign Blind Association kept the following points
steadily in view : —
1. Not to omit letters except in some words of very
common occurrence, and where this omission cannot lead to
incorrect spelling.
2. To abbreviate by allowing characters to stand for groups
of letters.
3. Not to let the same sign have two different meanings.
4. To assist the memory by allowing the groups of letters to
occur in alphabetical order.
5. Not to use contractions except in words or groups of
letters which occur very frequently.
6. To allow the initials of common words to represent them.
BRAILLE.
11
Owing to the comparative simplicity of the English method
of contraction, it has been used in all books except those
intended for beginners ; whereas the French system, as printed
by M. de la Sizeranne in his monthly supplement to the
journal “Le Louis Braille,” ought not and probably will not
be used, except in books intended only for advanced readers.
The same may be said of the contractions adopted for the
German language at the Congress held at Amsterdam in 1885,
though the signs for the modified vowels and diphthongs
which were adopted in Berlin in 1879 are used in all books
now printed in Germany,
There is no doubt that, of all methods now knowm, the
Braille is the best for educational purposes. By means of it
the blind pupils can use writing for all the objects to which
writing is applied in ordinary schools for the seeing. Exercises
can be written from dictation, notes can be taken, &c. It also
furnishes to the pupils the readiest way of correspondence, both
with their blind friends and seeing parents. These latter, if of
average intelligence, can learn the system in a very short time,
and can then correspond directly with their children — no small
advantage when children are at school or away from home.
When the pupils grow up, if they do not follow some occupa-
tion which destroys the sense of touch, they continue to use the
system all their lives for correspondence and keeping accounts
or notes.
It used to be frequently asserted that the Braille system,
however suitable for the young, could not be acquired by those
advanced in life. This has been shown by long experience to
be incorrect. Very great numbers of adults and old people
have not only learnt the system, but make constant daily use of
it, both for reading and writing, greatly to their own comfort
and advantage. I know of a blind lady who began the Braille
system at the age of 77. She had no teacher, but soon became
both a good reader and writer, and now that she is 86 she still
continues to read and write, using the contracted Braille. I
may add that this is by no means a solitary instance ; all that
12
BARBIER. — NEW YORK.
seems to be necessary, at any age, is intelligence and the felt
need of the advantages of writing and varied reading. The
expression used by many intelligent blind persons, who have
learnt the system in adult life, is thac it is the next best thing
to restoring them to sight.
Barbier. — Braille’s invention was only an improvement, "
though a very great one, on a previously-existing writing-frame,
introduced by an artillery officer, M. Barbier. Barbier’s frame
was, in principle, the same as Braille’s, but his full number of
points was twelve instead of six, so that his letters were
unwieldy, and the space covered by them inconveniently large.
Braille first soldered strips of metal across Barbier’s frame, by
which means he obtained the power of writing his own more
compact alphabet, and afterwards arrived at the form of frame
which is still used and bears his name.
New York. — A modification of the Braille system was
suggested by tlie late Dr. Buss, of New York, and adopted at
tlie Blind Institution of that city. Dr. Buss objected to two
])oints in the Braille system : — 1st. The arbitrary arrangements
of the letters into four rows of ten, each letter of the lower three
rows being formed by a simple hxed rule from the corresponding
letter in the first row ; 2. His second objection to Braille’s plan
is that each letter occupies the same space, whether consisting
of few or many points. To remedy this defect he suggests that
the letters recurring most frequently in the English language
should be represented by the smallest number of points, and that
the long diameter of the full letter of six points should be
liorizontal instead of vertical (see Table). For writing he used a
modification of the Braille frame, in accordance with the altered
shape of his letters.
During the years 1869 and 1870 I had much correspondence
with Dr. Buss on this subject. His first idea was to adapt his
])oint characters to plionetic shorthand, and he was mucli
interested during a visit to England to see that the late
]\Ir. Hatley Erere had already invented a system of phonetic
sliortliaiid for the use of the blind. Tlie experience gained in
NEW YORK AND BRAILLE.
13
the educational classes of the Indigent Blind Visiting Society,
where Mr. Frere’s phonetic system had long been used, was,
however, very unfavourable to the adoption of any phonetic
system. It was found to be difficult for most blind people to
learn, and it was, of course, destructive of good spelling.
Eightly or wrongly, good spelling is generally considered a mark
of culture and good education ; and the blind who have to earn
their living by any work which brings them into contact and
correspondence with the seeing must be good spellers, if they
are to avoid the stigma attaching to ignorance in this respect.
This disposed of the question of phonetic writing ; but Dr. Euss’
characters had already been applied by him to ordinary writing,
and the main question was whether his or the original Braille
system possessed on the whole the greatest advantages. This
was a very difficult question to decide, and it took the Council
of the British and Foreign Blind Association two years to come
to a final decision. The Council were peculiarly well fitted for
this work, as being themselves totally or partially blind, they
judged entirely by touch on the relative tangibility of the two
systems ; and the main reason that their decision was so long
delayed was that they were determined not to come to any
a priori conclusions, but to test the relative value of the two
systems by themselves writing and reading largely in both.
They were also well fitted for their task for another reason,
namely, that they were all men of liberal education and
independent means, and not connected with any blind institu-
tion as directors or teachers, so that no external influence could
be brought to bfear upon them. It was found impossible to
obtain a New York writing-frame, or even a drawing or descrip-
tion of one from New York ; therefore the first thing to be done
was to construct frames. The first idea was in a strip of brass
to driU two parallel rows of equidistant holes, the distance
between the upper and the lower row being exactly the same as
the distance between the component holes in each row. In
such a frame the New York system could be written, but much
time was lost in finding the holes. The next step was to
14
NEW YORK FRAME.
connect each pair of holes vertically by a slit, so that the guide
now consisted of a row of vertical and equidistant slits. The
next step was to connect each pair of slits by filing through
the division. This made the guide assume the appearance of
a succession of square openings, separated from each other by
thin partitions.
The points were made by carrying paper into little pits in
the bed exactly on the same principle as in the English Braille
frames ; and the first interlining frames that were constructed
were made for the New York system on exactly the same
principle as has since been carried out for the Braille system.
The square openings in the guide and all essential points in the
construction were afterwards found to be the same as those
adopted at New York, but it is generally admitted that these
early Association frames were better than anything that has
since been made in New York. It is also interesting that the first
interlined stereotyped plates made on the principle which is still
adhered to in Braille were made for the New York system, and
a portion of ‘‘ Samson Agonistes ” was printed from these plates.
These details are given partly because they are historically
interesting, and partly because it is important to show that in
the work of investigation no trouble was spared to arrive at the
ris^ht conclusion.
The results of the investigations, which terminated in the
final decision in favour of the Braille system, may be briefly
summed up as follows : —
1. The gain in space of New York over Braille is said,
theoretically, to be 30 per cent. Practically, this was found to
be somewhat over-estimated. This gain in space is the principal
advantage, though there seems also to be a slight gain in rapidity
of writing. There are, however, some serious disadvantages to
compensate for this gain in space.
The New York system does not lend itself so well to inter-
lining as the Braille, in consequence of the difiiculty in distin-
guishing the characters which are composed entirely of upper or
entirely of lower points.
NEW YORK AND BRAILLE.
15
In distiiiQ'uisliin" such characters from each other the
O o
reading finger is guided, to a considerable extent, by the interval
which occurs between the upper or lower points, as the case
may be, and the next line, and, as this is not possible with wide
lines, it follows that interlining is not well suited to the New
York character ; and if we compare the interlined Braille with
the close-lined New York, it will be found that the gain in space
of the New York has disappeared, while the Braille is far more
legible.
2. The New York system is poorer in signs than the Braille,
unless characters four points in length are used, and these are
too long to be covered at once by the finger, which is incon-
venient ; hence, probably, the omission of many punctuation
signs in the New York books, which produces inaccuracy and
ambiguity.
3. The correction of written or printed matter is very much
more difficult in the New York than in the Braille system — a
point of very great practical importance.
4. As the letters in Braille are formed from each other by a
simple rule, this system is more easily learnt than the New
York, where there is no such aid to memory. This is of very
little importance in schools, where children are obliged to learn ;
but becomes of consequence \vhen adults not in institutions are
learning, who readily become discouraged unless the first steps
are made easy to them.
5. As the different letters occur with varying frequency in
different languages, it follows that if the New York system were
generally adopted, each language would have a difierent alphabet,
and the difficulty of reading foreign languages would thereby be
greatly increased.
6. The Braille system is too firmly rooted in Europe ever to
be changed ; and it would be a great calamity to the blind
to have two point systems, unless the new were greatly
superior to the old. This objection applies with still greater
force to the musical notation, which ought to be as universal
among the blind as it is among the seeing. Great numbers of
16
NEW YORK SYSTEM IN AMERICA.
valuable musical works have already been published in Paris,
London, Copenhagen, and elsewhere. These would be illegible
by, and useless to, the pupils of an institution using the ISTew
York system for musical notation, the adoption of which could
only be excused by great superiority, and it is by no means
proved that the New York musical notation is even as good as
the Braille.
Since the publication of the first edition of this work the
Braille system has become universal except in parts of North
America ; there the contest still exists between the Eoman
letter and the Braille and New York point systems. Unfor-
tunately, in America the question between New York and Braille
has never been fairly examined by impartial and competent
men. About seventeen or eighteen years ago Dr. Buss gave his
system to Mr. Wait to be practically tested by the pupils of the
New York Institution. Mr. Wait was then, as he still is, the
Director of that institution. He was at once struck by the vast
superiority of a point over a line system, and became an
enthusiastic advocate of the only point system with which he
had much practical acquaintance. Mr. Wait has ever since
been the principal promoter of the adoption of the New York
system, and has in no small degree contributed to the popularity
which that system has obtained in America. The Braille
system was, and is, practically little known in America except
to individuals, so that the question between a point system and
a line system has in America virtually been between the Eoman
letter and the New York point. If this were the only question,
there could not be the slightest doubt as to the decision which
ought to be arrived at, but the question is not really quite so
simple. Granting the vast superiority of the New York over
the Boston type, is it certain that it is also superior to the
Braille ? The only persons qualified to decide this question are
the intelligent Idind, who thoroughly know, and are practically
conversant with, both systems. These men ought also, if
possible, to be independent, and not to be teachers at any
institution where they might be subject to dismissal if their
NEW YORK SYSTEM IN AMERICA.
17
verdict was not agreeable to their superiors. This kind of
examination has never been undertaken in America. Mr. Wait,
believing enthusiastically in the truth of his cause, has pushed
it with great energy, and has adapted the system to musical
notation. The centralization of printing in America, which has
ensued from the establishment of the American printing-house
for the blind at Louisville, while it has conferred great benefits
on the United States’ institutions, by enabling them to obtain
books without payment, has acted unfavourably, on a calm and
impartial investigation of the subject. The influence there has
been strongly in favour of the New York system, and although,
theoretically, institutions can order books in whatever type they
please, the choice is practically restricted to the New York and
Boston types. An institution, therefore, wishing to use the
Braille system has no choice but to print for itself or to import
from Europe. In either case it has to pay for its books instead
of obtaining them gratuitously, and, in the case of books
imported from Europe, it has to pay a heavy Customs duty
besides.
Another obstacle to the adoption of the Braille system in
America has been the want of unity amongst its advocates. The
little Braille that has been used in America has not been pure
Braille, for “ w ” has been placed in its regular position in the
alphabet as the twenty-third letter, whereas in the French Braille
“ X ” is the twenty -third letter, and this position is universally
adhered to in Europe. The alteration of position adopted by the
Americans necessitated the change of meaning in the four last
signs in the alphabet, the French “ x ” becoming “ w,” the French
“y” becoming “x,” the French ‘Y” becoming "‘y,” the French “9”
becoming '' z.” It is easy to understand what confusion this small
change in the position of w ” has caused. At Boston another
modification has been made ; the Braille frame is used, but the
New York principle is adopted of using the smallest number of
points for the most frequently recurring letters. As each letter
still occupies one cell, it is obvious that there can be no gain
in space. It should also be remembered that the relative
C
18
BOSTON BRAILLE — HUGHES — CARTON.
frequency of occurrence of letters is mucli modified by the use
of contractions. All the advantage that can be claimed for this
modification is a slight gain in the rapidity of writing ; and
against this very small advantage must be set the loss of the
whole literature printed in Brailley.and the inconvenience to the
pupils of using a system not understood by any but themselves.
Exactly the same idea occurred to some of the members of the
Council of the British and Foreign Blind Association during the
early days of their investigation, but was soon abandoned.
The same plan was adopted by the second Conference of the
German Educators of the Blind which met at Dresden in 1876,
but was abandoned in favour of the regular Braille by the
Conference of Berlin in 1879. It is perfectly certain that this
modification will not spread beyond Boston, and that it will
probably before long fall into disuse even there ; but its tempo-
rary adoption has done great harm to the cause of Braille in
America by depriving its advocates of one of the strongest
arguments in its favour, namely, its universality.
Two other point systems were introduced many years ago,
one by Mr. Hughes, which has long since become obsolete, and
one by the late Abbe Carton, of Bruges, who endeavoured to
arrange the points of the Braille letters so as to bear some
resemblance to the corresponding Eoman letters. This simi-
larity, after all, was not striking ; but this modification is still
used at Bruges, and effectually cuts off the pupils from all the
books in their own language printed in Paris.
Interlining. — The plan of printing with lines widely sepa-
rated greatly increases legibility, and enables old people to read
who would have had difficulty in reading with close lines ; it
also much diminishes the fatigue of continuous reading. The
system now generally adopted by the Association, both for
written and printed Braille, is to use both sides of the sheet,
allowing the embossed lines of one page to occupy the intervals
of those of the other. By this means the interval between the
lines is utilized, and a saving of space is effected of 20 per cent.
Printing. — When Valentin Hairy first conceived the idea of
STEREOTYPING.
19
relief printing on paper, lie naturally resorted to movable types
on which the ordinary letters were cast in high relief. These
types were set exactly like similar type used in printing for the
seeing, and the paper impressions were obtained directly from
them. This method, which is still used in some countries, both
for Braille and the Eoman letter, has one great disadvantage,
that when the printing of the book is completed the type is dis-
tributed, and if a fresh edition is required, it can only be printed
by the expensive process of setting up the type again. For this
reason large editions have to be printed, and as embossed books
are necessarily bulky, much warehouse room is required to store
them. To avoid this inconvenience several methods for stereo-
typing have been introduced. Any embossed printing can be
stereotyped by the plan that is often adopted in stereotyping
from ordinary printer’s type. Damped paper is laid over the
type when set, and beaten in with a brush. When dry, this
paper mould is used for casting in stereo metal. Another
method employed for printing Moon’s books is that which was
originally introduced by the late Mr. H. Frere ; in printing
his system, plates of tinned iron are used, which are washed
over with a solution of chloride of zinc; then letters formed
out of copper wire are laid on, and the plate heated. This
causes a partial melting of the surface, and when the plate is
cool, the letters are found to be firmly soldered to it. jSTothing
can well be imagined better than this method for producing
plates to print on the systems of Frere or Moon. The
method used at the American Printing-House is described
on page 195 ; that used at Boston, U.S., for printing from
the Eoman letter is by setting movable type and taking electro-
type casts from this. In Paris most of the printing is
still done directly from movable type, but some books have
been printed on one side from brass plates, on which the
characters have been raised by placing them in a frame
similar to the ordinary writing-frame, the letters being raised
by a punch and hammer. The pits on the back of these plates
are then filled in with solder, and by this means good and
20
STEREOTYPING — BALLU.
durable stereo-plates are obtained. One or two books have also
been produced by a method similar to that used by the British
and Foreign Blind Association. This Association printed their
first books from brass plates prepared in the way already
described, which was suggested by the experience of Paris ; but
to avoid trouble and expense of soldering, the pits were filled
in with cement, and a sheet of paper was glued on to the back.
These plates gave good printing, and have been found durable.
The plates for the “Village Blacksmith,’’ “Advent Hymns,”
“ Sacrifice,” &c., were prepared in 1869. Since then many
editions have been printed from them, and they are still in good
order.
About fourteen years ago the great superiority of interlined
over close printing forced itself on my attention ; and having
constructed frames for interlined writing on paper, which are those
still used, I turned my attention to producing interlined printing.
The frame for producing stereo -plates is very similar to the ordi-
nary interlined writing-frame, only stronger in all its parts. A
sheet of brass folded upon itself is placed in the frame and
embossed by means of a punch and hammer, in a similar way to
that in which a style would be used in writing a single sheet of
paper in an ordinary interlining frame. When the first side has
been thus written, the double plate is reversed, being brought
one line lower by a special arrangement of the clipped pins, and
is embossed on the second side. The page number, in ordinary
Arabic figures, for the guidance of the binder, is now stamped
upon the plate, and it is ready for the press without requiring
any backing. These plates are prepared entirely by the blind.
They are light, inexpensive, and durable, and this process is
probably destined to supersede all others for the production of
Braille books.
M. Ballu, one of the Professors of the Paris Institution, has
suggested a plan of still further economizing space. He
embosses on both sides of the paper, but instead of the lines on
the second page occupying the intervals of those on the first, the
points occupy partly the interval between the lines, partly the
LIFE OF LOUIS BRAILLE.
21
interval between the letters, and partly that between the compo-
nent points of the letters. Theoretically, the saving is one of
100 per cent, over the non-interlined, and of 75 per cent, over
the interlined Braille ; but practically it does not amount to this,
as the intervals between the letters and those between their
component points have to be increased in order to allow of the
intercalation of the points of the second page. This increase of
interval, however, makes the letters more distinct, and therefore
allows of the employment of a smaller character. The idea is
very ingenious, but the nicety of shift in the frame is so great
as practically to offer serious obstacles to its general adoption.
Louis Braille. — As the introduction of the Braille system
was the greatest advance that has ever been made in the
education of the blind, it may be interesting to give a short
account of its author. Louis Braille was born on the 4th
January, 1809, at Coupvray, in the Department Seine-eLMarne,
about 23 miles from Paris. His father was a harness-maker,
and l)otli his parents were well advanced in years at the time of
his birth ; hence the little boy, like Benjamin, became a great
pet. One day, when about three years old, little Louis took it
into his head to imitate his father, whom he saw at work, and,
as generally happens with children, no sooner had this idea
flashed upon his mind than it was put into execution. The
work, however, did not progress as favourably as the little lad
had expected ; the sharp instrument with which he was working
slipj)ed, and, flying up, put out one of his eyes. Sympathetic
inflammation followed in the other, and soon both eyes were
gone. In 1819 he was sent up to the School for the Blind in
Paris. He here progressed well in all his studies — literary,
musical, and mathematical. He learnt to read by the embossed
Eoman letter, which was exclusively used at that time. Towards
the end of his course as a pupil in the institution he began to
study the organ, and he soon became proficient enough to obtain
the post of organist in more than one of the churches in Paris.
His touch was decided, brilliant, and free, indicating faithfully
the whole character of the man. In 1826 Braille was elected
22
LIFE OF LOUIS BRAILLE.
Professor at the institution at which he had succeeded so well
as a pupil. He began by teaching grammar, geography, and
arithmetic ; later on he taught history, geometry, and algebra, and
not only was he an admirable teacher in these subjects, but also
formed many excellent pianists. Every day he became more
respected and beloved by those who were fortunate enough to
be under his instruction. Braille did not confine himself to
oral teaching, but also wrote several treatises, and proved himself
to be no less able as an author than as a teacher. Among other
works he composed an embossed treatise on arithmetic, which is
a masterpiece of clearness and precision. ‘'Our method of
writing and printing,” he said, “ takes up so much space on
paper that the fewest possible words must be used to express
our thoughts.” This habit of condensation occasionally gave a
certain degree of dryness to his writing and to the various
digests of history which he drew up for his pupils.
First as a pupil, then as Professor in the Institution, and
even when at home during the vacations, he gave up all his
spare time to the finding out of a system by which the blind
could write in relief. For this purpose he studied various
methods in which arbitrary characters were used. Of these, the
one which seemed to lend itself best to relief- writing was one
which had been introduced by M. Barbier. This consisted of
points, and Braille devoted all his attention to improving it.
Barbier’s letter contained six points vertically, but although this
gave the possibility of a very large number of combinations, it
was not practical when employed to embossed writing, as the
letter was too long vertically to be covered with the finger.
Braille, however, made the necessary alterations until he arrived
at the simple and beautiful system which still bears his name.
He published his first treatise explaining the system in 1829,
and more fully in 1834, but although the pupils and blind
professors were not slow to see the immense superiority of it
over the Eoman letter, the school authorities would not change
the old system ; though he was allowed to teach it out of
school hours and unofficially. Indeed, it was not till 1854 that
LIFE OF LOUIS BRAILLE.
23
the Braille system was officially adopted at the Paris school.
Braille, soon after adapting his system to ordinary literature,
applied it to musical notation.
Ever since the age of 26 years Braille’s strength was on the
decline. His malady was pulmonary consumption, of which he
died in 1852. He was much beloved ; there never was a truer
or a wiser friend. He was frequently consulted by pupils and
teachers, and was always ready to give valuable advice. His
religion was of an earnest and practical kind, and he was willing
to make any sacrifice of time, money, or health, if he could by
this be of use to a pupil or friend. On one occasion one of his
pupils was about to leave the institution, and yet had not
sufficient means to enable him to live. Braille did not hesitate
to resign an organ appointment that he held in favour of his
pupil. He desired that his friendship should be of some
practical use to those who enjoyed it, therefore he not only
carefully watched their conduct, but was often able to tender
them good advice. Whenever a painful but necessary reproof
had to be administered to a mutual friend, if others showed
hesitation in undertaking so delicate a duty, Come,” he used
to say, I will sacrifice myself,” and forthwith set out on his
mission. He so often performed this duty tliat he became
known amongst his friends as '' The Censor.”
All that was mortal of Louis Braille has long since crumbled
into dust, but the influence of his spirit is more widely felt now
than at any former period. There is scarcely a school for the
blind in the whole world in which his system does not form the
basis of education. It is true that in many of the States of
North America another point system is used. This, however,
is derived from the Braille, and answers much the same
objects.
( 24 )
CHAPTEE II.
Music. — Weiting. — Aeithmetic. — Geography. — Geometry. —
Algebra.
Music. — Many attempts have been made at various times
to supply the Idind with a musical notation. The ordinary
musical notes, with their staff of five lines, were naturally the
first to he tried ; hut in reading them the finger has to travel
up and down the staff to find the notes, so that reading by
means of the ordinary musical notation in relief is a very slow
j)rocess. It is absolutely essential, for rapid reading by the
finger, that all the characters shall be in line, and shall be
readily covered by the finger without the necessity of moving it
up and down. It is, however, necessary that the blind, if they
are to teach the seeing, should be familiar with the ordinary
notation, and for this purpose specimens of this notation in
relief are very useful. For class-teaching, models, on a large
scale, are as useful to the blind teaclier as diagrams are to the
seeing. N'early all those who have introduced special characters
for ordinary reading by touch have also adapted their system
to musical notation : thus, Lucas, Frere, and Moon have each
engrafted a musical notation on their systems ; but none of
these are of any practical value, having been entirely super-
seded by tlie Praille system.
Braille Music. — Soon after Louis Braille had worked out the
system which bears his name, as applied to ordinary writing, he
adapted it also to musical notation. It was gradually adopted
at the Paris Institution, where its introduction was much
facilitated by the circumstance that tlie professors of that
institution were blind; they were, therefore, willing to test
carefully a plan recommended by one of themselves, and, as
they necessarily judged of the value of the system by the sense
BRAILLE MUSICAL NOTATION.
25
of touch, its ultimate adoption was inevitable. There is no
doubt that very much of the success as musicians of the pupils
of the Paris Institution was due to the adoption of a system by
which they were able to read and write music with ease and
rapidity. This musical notation is now used in every civilized
country, with the exception of some of the institutions in the
United States, in which, as has been before mentioned, the ISTew
York system is used.
The basis of the musical notation is the ordinary Braille
alphabet, arranged in four rows containing ten letters each.
The seven last letters in each row represent the seven musical
notes ; those of the first row being semibreves ; those of
the second, minims ; of the third, crotchets ; and of the fourth,
quavers. The sign for semibreve also stands for semiquaver ;
that for minim for demi- semiquaver, &c. This use of the same
sign in two senses presents no difficulty to any one acquainted
even with the rudiments of music, as a bar consisting of one
semiquaver or of sixteen semibreves is an impossibility. The
notes therefore take twenty-eight signs, and for the other signs
used in music there remain thirty-three. Each sign occupies
only the space of a single letter.
This will be better understood from the Table and example
on the next two pages. Music in Braille does not occupy more
space than the same music in ordinary print for the seeing,
taking the usual quarto editions, and it can be produced at a
price not much, if at all, exceeding that charged for ordinary
music to the profession. The plan of interlining, that is, of
printing with wide lines, and occupying the intervals of one side
of the page by lines which appear in relief on the other side,
effects a saving in space of 20 per cent., and very much facili-
tates reading. This plan has been followed in all the musical
works published by the Association during the last twelve or
thirteen years.
26
BRAILLE MUSICAL ALPHABET.
BRAILLE MUSICAL ALPHABET.
c
D
E
F
G
A
B
The notes on "j ®
this line are ^ •
semibreves or [ ^ or J «
•
•
00
0
00
00
0
00
0
0
0
00
semiquavers. }
The notes on
this line are I
^ •:
D
E
F
G
A
B
minims or v i
demisemi- ( j
•
00
00
0
0
0
•
0
00
00
0
00
quavers. ) O' ^ •
•
0
0
0
0
0
C
D
E
F
G
A
B
The notes on
• •
•
00
00
0
0
0
this line are > |
•
•
0
00
00
0
00
crotchets. J ^
•
•
0
0
0
0
0
c
D
E
F
G
A
B
The notes on this f ^
line are quavers, i J • •
•
00
00
0
0
0
w
•
0
0
00
00
0
00
I
2
3
4
5
6
7
Octave Signs •
0
0
0
0
0
0
0
0
0
0
0
(front dots).
+
In accord
2
3
4
5
■with.
Fingering Signs
•
0
•
0
•
•
0
00
0
0
0
0
0
(back dots).
b
Rests
• •
0
0
•
00
0
0
0
00
and Accidentals.
•
00
00
00
0
0
0
2 nd
3 rd
4 th
5th
6 th
7 th
8 th
•
0
0
Intervals.
0
0
0
00
•
00
00
0
00
00
Short
Double
Note.
Shake.
Repeat.
Staccato.
Dot.
Dot.
• •
0
00
00
0
0
•
0
0
00
00
0
0
Double
Bar.
D.C
P.
F.
• •
0
0 0
0 0
0
0 00
•
0
0
0 0
0
0
• •
0
0
0 0
0
Ores.
Treble.
Bass.
• ••
0
00
00
00
00
00
0
00
0
0
0 0
0
0
0
BRAILLE AND ORDINARY MUSIC.
27
O
So
<
z,
)— I
Q
0^
O
Q
<
.-1
<
0^
CO
w
w-1
Oh
§
<
X
w
HI)
o
in
O
in
V.
• •
• •
J
m
"a
• •
• •
• •
• ••
• •
m
• •
• •
• •
• •
• •
• •
• •
• •
••
• •
• •
• •
• •
• •
••
m
®b
TV
^AJ
TT^ TT^
• •
e«
• ••
• •
• ••
• •
• •
• •
• •
• •
• ••
• ••
• •
• ••
• ••
• •
• •
• •
• ••
• ••
TO
%
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
1
“f
TO
28
VALUE OF BRAILLE MUSIC.
It will be observed from the list of publications contained in
the Appendix that the blind have already access to a large
amount of music, and every year increases the number of
printed works. It should also be remembered that the blind
musician can copy out for himself, or cause to be copied, any
musical work or passage which he wishes to learn, and which
may not have been published.
Value of Written Music. — It may not be out of place to
say a word respecting the exact value to the blind of a musical
notation l^y which they can themselves read and write. For
elementary education it seems almost indispensable. The pupil
by it can refer to any music he is learning without the
necessity of always having recourse to a seeing reader. He
can at his leisure study the construction of the piece ; he can
write out exercises in harmony, &c., and the professor can judge
of how he has been employing his time without the necessity
of always standing over him. For singing, where the hands are
free, the value of embossed music can hardly be over-estimated,
and this, perhaps, makes itself most felt in part singing. In
pianoforte practice the pupil is obliged to read with one hand
wliile he plays with the other; consequently, the bass and
treble have to be learned separately, and afterwards combined
by an effort of memory. In the early stages of the course of
musical instruction, before the fingers have achieved much
dexterity, and while mucli of the difficulty experienced by
the pupil lies in understanding the thoughts of the composer,
reading by touch is extremely good practice, and accustoms the
pupil to work by liimself ; but for highly finished performers,
whose time is valuable, it generally be advisable to drop
the slower method of reading for themselves, and to train some'
seeing person to read for them. It does not, however, follow,
because tliey can afford to dispense with tlie ladder by which
tliey have mounted, that this was not of the greatest use to
them in the early part of their studies, and that it is not of
f^reat value to them at all times. Even the most finished
O
musician, with the most retentive memory, will occasionally
PENCIL-WEITING.
29
forget a few notes in a composition which he has not played
for some time. If he has an embossed copy in his library, and
can use it, he can at once refresh his memory, otherwise he
must be dependent upon a seeing reader.
Pencil-writing. — One of the first wants that an intelligent
blind man feels, who loses his sight in adult life, is to have
some means by which he can write to his seeing friends ; and,
in order to accomplish this, he sets to work to contrive some
method by which he can keep his lines straight. The arrange-
ments for this purpose are too numerous to be mentioned, but
they all presuppose that the person has been accustomed to
write before losing his sight. Among the more elaborate
contrivances for keeping the lines straight may be men-
tioned Wedge wood’s noctograph, Thursfield’s writing apparatus,
Pooley’s writing-frame, Levitte’s writing-frame, &c. All these,
however, are more or less expensive. Dr. Moon sells paper
crossed with raised lines, between which it is easy to write.
Probably the simplest, cheapest, and best apparatus is the
pencil card produced and sold by the British and Poreign
Blind Association. This is simply a corrugated piece of card-
board on which the paper is laid ; the grooves are felt through
the paper, and are quite a sufficient guide.
Those who have never been able to write before losing their
sight, or who have forgotten how to write from want of practice,
require guidance in the formation of the letters as well as for
keeping their lines straight. For this purpose Gall used a
square hole in a piece of brass, in which the letter was formed.
Heboid’s frame is very generally used in Germany. It
consists of a guide something like that of the Braille frame, but
with a slight notch on each of the sides of the cell. By means
of this guide the lines are kept straight, and, with a little
training, the blind are able to write fairly well.
The frame which bears the name of M. Guldberg was intro-
duced by him in the school at Copenhagen. In it a single
opening travels from one end of the line to the other, as in
Gall’s frame, but he uses an ingenious method of altering the
so
GULDBERG — VITALI.
shape of the opening to suit the shape of the letter to he
produced. The writing in this is certainly very good.
Klein’s method is rather a slow process of printing than
writing. He used square blocks, from which a number of points
project arranged in the shape of the letters of the Eoman
alphabet. These, when pressed into paper laid upon cloth or
india-rubber, produce the Eoman capital letters, marked by
punctured lines in the paper. These can be fairly well read by
sight, but are not well suited to the sense of touch.
Valentin Haliy used a glutinous ink, with which he wrote in
a very bold hand on paper ; over this writing sand was dusted,
which adhered to the letters and formed a rough sort of relief
writing. It, however, was not very legible, and was extremely
disagreeable to the sense of touch.
Signor Vitali, the Director of the Blind Institution at Milan,
has produced a glutinous ink which, when dry, becomes hard
and smooth. If with this ink characters are traced upon paper
of sufficient size, they can be read by the finger, and as the
surface is smooth it does not produce the disagreeable sensation
of H ally’s sand letters. This method can only be of use for
seeing people to write to the blind. The letters can, of course,
be either the Eoman, Moon’s or any others. To produce writing
legible by touch great care is necessary, and probably it would
not cost the seeing friend much more trouble to write in Braille,
which would be more legible to most blind people. Signor
Vitali’s ink may, however, prove useful for other purposes, such
as for geometrical figures, diagrams, &c.
Stylography. — Under this name Count de Beaufort has
introduced a plan by which the blind are able to learn to write
even if they have never been able to do so before losing their
sight. He takes a sheet of cardboard crossed by strings at
regular intervals, over which he glues a piece of cloth. The
paper is laid on this. The instrument for writing is a blunt
style, with which the blind writer traces the letters on the
paper, which is pressed into the cloth. The strings can be
readily felt through the paper, and serve to keep the lines
STYLOGRAPHY — FOUCAUD.
3i
straight. Writing is effected from right to left, and each letter
in writing has to be reversed ; but this writing is soon acquired
by an intelligent pupil. Stylographic writing, when well done
is easily read by sight — and by touch, if the letters are suffi-
ciently large. The reason why this kind of freehand writing
can be learnt by those who have become blind in childhood is
because the letters are tangible, so that any deviation from the
proper shape is ‘at once detected, and can be avoided at the next
trial.
Foucaud. — Louis Braille and M. Foucaud together worked
out a machine for writing which is still used in France, and
bears the name of M. Foucaud. It consists of a number of
converging wires, which are so arranged that, when pressed
down in varying order, the points strike on a sheet of paper
laid on a carbonized sheet. This gives letters consisting of
dotted lines ; the writing is, however, slow, and not very easy
to learn. A slight modification of this apparatus enables the
blind to emboss Eoman letters, the lines of which are made up
of raised points similar to those of the Stuttgart letter, and
equally unsatisfactory to the touch.
Hughes^ Typograph. — This was invented some time ago
by Mr. Hughes, of Manchester. It produced very good
printing, could be worked tolerably fast, and was easy to learn.
It was, however, expensive, and is no longer procurable.
Type-writers. — Undoubtedly the most rapid and the most
satisfactory way for a blind man to communicate with the seeing
is by means of a type-writer. The most rapid is probably the
Eemington type-writer. By means of this the blind can learn
to write as fast as the seeing. The main objection is the cost.
The HaU type-writer costs much less, but is slower than the
Eemington. Another American type-writer called the Cali-
graph, probably the best of its kind, is also easily worked by
the blind.
All methods of writing which are not tangible are liable to
this objection, that the blind writer cannot look over his work,
and is therefore unconscious of any imperfections. It may be
32
ARITHMETIC.
desirable here to say a few words about machines constructed
for writing Braille, in which the whole letter is brought up at
once. I know of four or five different machines of this sprt that
have been introduced from time to time in different countries,
but none of them are satisfactory, and they are very expensive.
Arithmetic. — Many cyphering boards have been constructed
from time to time to enable the blind to work arithmetical
problems. One of the earliest was that invented by hficholas
Sanderson, the blind Professor of Mathematics at Cambridge.
It consisted of a perforated metal frame, into which ordinary
pins were placed, which, according to their different positions,
represented the numbers. Another frame has square holes, into
which square pins are dropped. On these are cast in relief the
nine Arabic numerals and the cypher. To make a calculation
in such a frame ten different types are required. This involves
the type being placed in as many compartments, from each of
which every number required has to be selected. At the end
of the calculation the pupil has to pick out every type separately
and distribute them into their proper compartments. The time
required for this distribution is, of course, considerable, and is
all wasted.
Pentagonal Type. — To avoid the above-mentioned difficulty,
a board has been largely used with five-sided openings, into
which pentagonal types are dropped, which are all exactly
similar, and have a ridge on one end and a notched ridge on the
other. The position in which the type is placed is at once
recognized by the direction of the ridge, which gives five posi-
tions. By reversing the type the notched ridge gives five more,
so that the nine figures and the cypher are represented by the
same type in different positions.
Octagonal Board. — Undoubtedly the best form of arith-
metic board is that introduced by the late Eev. William Taylor.
The board has star-shaped openings, which may be conceived as
consisting of two squares superimposed in such a way that a
square pin will fit into the opening in eight different positions.
If such a pin bears on one end a raised plain ridge, and on the
ARITHMETIC — GEOGRAPHY.
33
other a notched ridge, it is clear that eight different characters
can be formed when the plain end is uppermost, and eight more
with the notched end. The following diagram will give a better
idea of this : —
9
2
D
0
O
+
4
n
o
6
□
<> □
o □ o □
<>□<>□
Opening in the board for
the reception of the pins.
There are two or three other arithmetic boards which are
used in America ; but, as they are very inferior to the octagonal
board, their construction need not be explained. M. Mattei,
the blind Professor of Arithmetic at the Paris School, makes his
pupils do their arithmetical problems by writing the ordinary
figures on the Braille slate. To do this they have to reverse the
paper several times in some of the operations, especially in long
division. It seemed to me that this method of calculating is
much more complicated than that with the octagonal board.
Geography. — The blind are fond of the study of geography,
and, with proper teaching, are as capable of forming correct
geographical notions as the seeing. The teacher should com-
mence with a plan of the school-room, play-ground, &c. It
will be found very useful to allow the pupils to draw rough
maps on cushions by means of pins and string. This plan was
introduced by M. Heller, the Director of the Jewish Blind
School at Vienna. This kind of map-drawing enables the pupil
to form an idea of countries, river-systems, &c., of which there
may be no relief maps available, and the training which the
hand receives in representing forms conceived by the mind is
in itself most useful education. Large relief globes have from
34
MAPS.
time to time been specially constructed, but are very expensive.
The smaller relief globes made by M. Schott, of Berlin, not
specially for the blind, answer fairly well. The late M. Levitte,
of the Blind Institution of Paris, has constructed still smaller
globes in metal.
Maps. — Most of the detailed teaching of geography, however,
must be from raised maps.
Large wall maps have been constructed in different schools.
The best are wooden dissecting maps made at the American
Printing-House at Louisville, Kentucky, and at the Perkins
Institution, Boston, United States. These are, however,
necessarily very expensive, and moreover are not well suited to
class teaching. In an ordinary class of seeing children the
teacher can illustrate his geographical lesson by reference to a
large wall map, on which his teaching can be followed by the
whole class. This is not so in the case of the blind, for only
one pupil at a time can examine the map by touch, conse-
quently class teaching, in the case of the blind, is impossible
from wall maps. It is necessary that each pupil should have a
map before him, on which he can follow the lesson ; moreover,
as a large number of maps are necessary to a class, they ought
to be as cheap as possible. This almost limits the choice to
relief maps on paper or cardboard. Many rude attempts have
been made, at different times, to construct these. The outlines
of an ordinary printed map have been followed with string or
with a punctured line. The best way of doing this is by means
of a sewing-machine ; but in such maps the difference between
sea and land cannot be marked, and the other physical features
of the country are indistinct. The French print paper maps
from plates in which the outline of the land is marked by a
thick line, and the surface of the sea is distinguished from that
of the land by being crossed by close parallel ridges. The
rivers are marked by plain lines, and the boundaries of the
countries by dotted lines. Maps on the same principle of
construction have lately been printed by M. Kunz, of the Blind
Institution, lllzach. Tliey are cheap in construction, durable,
MAPS — KUNZ — KULL — ENGLISH.
35
and give a good deal of rough information, but the marking of
the sea by ridges and grooves interferes very much with the
coast-line, and where this is at all complicated it is scarcely
possible to follow it with the finger. Added to this, if the coast
is represented by a raised line, this line must have a certain
width, and this width may represent 10 or 20 miles on the
scale of the map, so that accurate geographical representation
by this method is impossible. The Germans have therefore
lately abandoned the old French system of marking the difference
between sea and land, and have adopted the English principle
of raising the land boldly above the level of the water. The
later maps constructed by M. Kunz, of Illzach, as well as those
made by M. Kull, of Berlin, are on this principle. They still,
however, denote rivers by raised lines, which does not seem
satisfactory. Their maps are cheap, but consist only of one
sheet of paper, and have not the names printed on them for
the use of the seeing.
In the maps constructed by the British and Foreign Blind
Association, the principle adopted is to distinguish land from
water by always keeping the water on a lower level. The coast-
line is therefore sharply raised above the sea; this method
allows the most complicated coast-lines to be accurately marked,
and lakes, even on a small scale, to be as correctly represented
as they are for the seeing. Eivers are marked by depressions,
the left bank being shelving, the right perpendicular, so that
the course of the river can always be ascertained at once :
moreover, the perpendicular right bank can very readily be
followed by the finger. This mode of representing the rivers
by depressions makes it possible to use raised lines for political
boundaries or railways.
A moderately small map may have marked on it rivers,
mountains, towns, and either political boundaries or railways,
and yet not be confusing to the finger. It is, of course,
desirable that the pupil should commence on simple maps ; but
it is as essential to the blind as to the seeing to know the exact
relations to each other of all these features.
36
GEOMETRY — ALGEBRA.
Geometry. — Geometrical figures can be constructed by the
blind pupils on cushions by means of pins and string, or by
using wires straight and curved. Figures have also been
printed on paper by Dr. Moon, Mr. Lees, of Edinburgh, and
others both in this and other countries. They can also be
readily constructed by embossing the paper from behind by a
spur-wheel or with a sewing-machine.
Algebra. — The octagonal arithmetic board above described
gives, besides the ten figures used in arithmetic, six algebraic
signs. For pure algebra another pin is wanted, differing from
that used in arithmetic. This gives sixteen additional signs,
which are quite sufficient.
( o7 )
CHAPTEE III.
ON THE VARIOUS SYSTEMS OF READING AND WRITING FOR THE
BLIND.
Those who only know the state of the education of the
blind as it at present exists can scarcely conceive the utter chaos
in which this whole subject was involved before the formation
of the British and Foreig^T Blind Association in 1868. The
usual plan up to that time was for some one who was in compa-
tive ignorance of what has been done by others to start a new
system, which was taken up by philanthropists, who had still less
knowledge of the subject. Subscriptions were raised, and the
Babel of systems was increased by a fresh one. In this way it
had come to pass that the Bible, or the greater part of it, had at
that time already been printed in English in five different
systems, while there was scarcely any other standard work pub-
lished except in the type introduced by Dr. Howe, of Boston,
and this was so small that probably not one blind adult in fifty
could learn to read it with any degree of comfort. The wasteful
extravagance of thus printing the same book in so many
systems was not the only inconvenience arising from this want
of harmony. Another evil was that the blind had to learn to
read by the character which happened to be in favour at the
institution where they received their education, and on leaving
they found that, if they were to obtain the benefit of the few
books that had . been embossed, they had to learn two or three
fresh systems, and perhaps discard altogether the one which it
had taken them years to acquire. The two main causes of this
lamentable state of things seemed to be, as above stated, that
there was an utter want of liarmony of action, and that inven-
tors of systems and managers of institutions generally had their
eyesight, and, misled by this sense, they could not understand
38
liRITISH AND FOREIGN BLIND ASSOCIATION.
or enter into the real wants of the blind. It is a curious
and instructive fact that the two systems which are now
in most favour with the blind themselves, and which have most
vitality in them, are due to two blind men, M. Braille and
Dr. Moon.
Previous to 1868 it had from time to time been attempted to
remedy the state of confusion then existing by holding con-
ferences, the various institutions being represented by their
managers or secretaries. Such meetings never led, and never
could lead, to any good result. Each member was in general
strongly prejudiced in favour of the system which happened to
have come under his own notice ; and the attempt was made to
settle, in a few hours or days, questions which required months,
or even years, of conscientious work for their proper solution ;
failure was consequently inevitable. Among the more intelli-
gent of the blind the opinion had long been gaining ground that,
for any good result to be obtained, the question must not be
settled for the blind, but hy the blind themselves. This idea
strongly impressed itself on the minds of two or three blind
gentlemen, and the result was the formation of the British and
Foreign Blind Association, which, though numbering among its
members many blessed with the inestimable gift of sight, has
remained true to the axiom that the relative merits of the
various methods of education through the sense of touch should
be decided by those, and those only, who have to rely upon this
sense. The members of the Executive Council are therefore
blind, or so nearly so as to be obliged to rely on the sense of
touch, and not on that of sight, for the purpose of reading.
Most members were also able to read at least three systems of
raised letters by touch, and were not pecuniarily interested in any.
Some were able to read by every known system, except when,
from the extreme smallness of the type, there existed a physical
impossibility. Tliey took care themselves to use extensively
the methods which seemed to promise well, and they carefully
noted the views and wishes of all the intelligent blind within
their reach.
MODE OF INVESTIGATION.
39
Several members had very extensive experience in teaching
among the ignorant and aged, as well as among the more
intelligent and young. They approached their work with
various views, according to their greater or less previous
acquaintance with the subject, but with the determination to
spare no pains in arriving at the truth. In England we had
facilities, such as do not exist in any other country, of ascer-
taining the relative merits of different systems of raised
characters ; for, in consequence of the numerous methods in use,
those among the blind, who value reading most, were generally
acquainted with several. They were thus in a position to judge
which of them was the best suited to the purpose of reading by
touch. In order to make use of much valuable information
thus attainable, the Council, at an early period of its labours,
requested the attendance of all the intelligent blind within their
reach. They took much pains to ascertain exactly their views,
and the reasons for the opinions they held. This evidence was
carefully noted down at the time and read over to the blind
person under examination. Two or three hours were often
devoted to a single witness. At the commencement of each
examination the witness was asked by what systems he could
read, and books in these systems were then given to him to test
his ability. He was only allowed to give evidence upon those
systems with which he could thus prove himself to have a
practical acquaintance. It was obviously quite unnecessary to
examine those who only knew one system. The information
thus obtained was of great value, as it represented a sort of public
opinion among those of the blind who had paid attention to this
subject. It was especially useful during the early part of the
inquiry, by assisting the Council to find out the exact points
in each system which required special investigation; and,
in coming to a final decision, the public opinion of the intel-
ligent blind, obtained by this means, has been allowed its full
weight.
Although since 1868 great changes have occiuTed, and the
views put forward in the earlier edition of this work are now
40
READING BY ROMAN LETTER.
pretty generally accepted by the blind and their friends, it
may be historically interesting to reprint the conclusions then
arrived at, as it was only by the persistent advocacy of its
views that the Association has at length secured their general
adoption.
Roman Letter. — “ To take the various systems in the order in
which they have been enumerated, the Council naturally first turn
their attention to the Roman letter, as being that by which all the
members had been educated ; here the wide difference between
the points of view of the blind and seeing was at once manifest.
In spite of the strongest a priori reasons to the contrary, the
unanimous decision was come to, that the Roman character in
all its existing forms is so complicated that it requires long-
education and great acuteness of touch to read it with ease, and
that its universal adoption would be tantamount to the total
exclusion of the great majority of the blind from the privilege
of reading. The Council have never yet met with any intelli-
gent blind person, moderately conversant with the subject, who
was not of the same opinion. The constancy with which the
Roman letter has been advocated by the seeing patrons and
managers of institutions shows how opposite is the conclusion
arrived at by them ; and the incessant modifications of it which
have been tried prove how difficult is the problem of rendering
the Roman character legible by touch. The experience of the
New World is the same as that of the Old. The small angu-
larized Roman letter of Dr. Howe, of Boston, which is used in
most of the United States’ institutions, is probably as good a
form as any, and, if printed in a larger size, would not be difih-
cult to feel ; in its present size, however, it is far too small, and
has signally failed in America.”
Mr. Wait, the Director of the New York Institution,
examined 664 pupils, of seven different institutions, as to their
reading. All these pupils used the Boston type. He found
that out of this number one-third were good readers, one-third
read slowly by spelling out the words, and one-third failed
entirely.
OBJECTIONS TO ROMAN LETTER.
41
“ In the Missouri Institution, where the Braille system was
used, two-thirds learned to 'read fluently, one-third by spelling,
while none failed ; and it must be borne in mind that those who
learn to read by this system also acquire an admirable method
of writing.
“ In the Paris School the blind have had their own way, and
the Roman type is now only regarded as a literary curiosity, not
suited to the every-day wants of the blind. This is, no doubt,
mainly due to the fact that all the professors in this school are
blind. It has often been urged that the blind ought to employ
the same character as the seeing, in order to receive assistance
when reading. This argument might be of some weight if no
simpler character existed ; but where the choice lies between a
character to read which the blind man requires assistance, and
one which is so simple that he can read it by himself, there
ought to be no doubt as to the choice. Another common, but
equally fallacious, argument, is that by adopting a different
character from that used by the seeing there is danger of the
isolation of the blind being increased ; this is not feared by those
whom it is intended to benefit. A man is isolated by every-
thing which renders the acquisition of knowledge difficult and
tedious, and his isolation is diminished by everything which
facilitates his power of self-education. Again, it has been often
said that by means of the Roman letter the bhnd can teach their
children better than if they employed any other system. There
may be a slight advantage in this respect in teaching the mere
alphabet ; but even this is not of much importance, if an
alphabet is used in which the ordinary Roman letter is printed
over the corresponding embossed letter. When the mere
alphabet has been mastered, if the blind parent wishes to
improve his child’s reading, the best plan is to take a book, such
as a portion of the Bible, which is to be found in every cottage,
and is also easily procurable in raised letters. The child reads
from his book ‘ in ordinary print, while his blind parent reads
the same passage in raised letters. The best type for him to use
is evidently that which he can read most fluently and mcst
42
OBJECTIONS TO BKAILLE.
correctly, therefore, in the great majority of cases, it will not be
the Eoman character.
“ Another reason which operates strongly against the adop-
tion of any so-called arbitrary character in our blind institutions
is the trouble that it is likely to give to the seeing managers and
teachers ; for the adoption of such a character involves the
necessity of the teacher taking the trouble to learn it, and in
the case of the Braille character there is this further difficulty,
that reading it is fatiguing to the eye. This objection to arbi-
trary characters is for obvious reasons scarcely ever stated, and
is probably not fully recognized by the managers and teachers
themselves. It, nevertheless, consciously or unconsciously to
themselves, influences their views very materially. Of course,
every one will assent to the abstract proposition that in insti-
tutions for the blind seeing teachers and officials only exist
for the benefit of the blind pupils, and that such institutions are
bound to adopt that method of education which is proved to be
the best for the blind, whether most convenient to the seeing
teachers or not. But, though the truth of such a proposition is
beyond all dispute, we are all apt to dislike whatever gives us
trouble, though we may at the same time be quite unconscious
that the main cause of our dislike is the fear of personal incon-
venience. This is well expressed in the Eeport of the Illzach
Institution by M. Koechlin, its worthy founder. He thought
it necessary to appeal to the charity and forbearance of the
friends and subscribers not to object to the introduction of the
Braille method in consequence of the additional trouble given
thereby to the teachers and those interested in the education of
the blind ; for he thinks that the charity which causes them to
support the institution may well induce^them to adopt in teach-
ing the plan best suited to the touch, instead of insisting that
the blind shall use the Eoman letter because this is most conve-
nient to the seeing.
Moon. — “ Moon’s system has qualities which make it very
generally useful. It is fully spelt, and consequently can be
used for primary education ; and at the same time, in their
MOON — FRERE.
43
present size, the letters can be felt by the dull, the aged, and by
those whose touch has been impaired by rough work, while the
approach of many of his characters to the shape of the corre-
sponding Eoman letters makes the first step more easy. It is
much to be regretted, however, that along with these obvious
merits there are also some serious defects. Many letters are
perfectly arbitrary, and though in some cases this could not
have been avoided, yet in others a closer adherence to 4he
Eoman letter would have been possible. The non-reversal of
the letters in the return line is a serious defect, and the absence
of a sign to indicate a divided word at the end of a line is
inconvenient. Frere uses for this object two parallel vertical
lines, which answer the purpose very well. The adoption by
Moon of Frere’s long and short vowel signs to indicate numbers
is considered objectionable by many of the blind, and has been
abandoned by the British and Foreign Bible Society, who use
the ordinary Arabic numerals. The importance of using a
character as small as is compatible with easy recognition may
be readily understood from the following statement : — The
largest type used by Frere is that employed in the Gospel of
St. John. The character is 4-|-sixteenths of an inch long, and
is about the same size as Moon’s character. The pages occupied
by the Gospel of St. John in Frere are ninety-six. In his
medium type, in which the length of the letter is 4-sixteenths
of an inch, the same matter would go into sixty-seven pages ;
and in his smallest type, in which the length of the letter is
3J-sixteenths, it would occupy a little over forty-six pages. It
has been found, by an experience extending over twenty-eight
years, and embracing many hundreds of individuals of all ages
and conditions, that all those who can read the largest type can
read the medium, and almost all can read the smallest. The
medium type is very generally preferred, as being more pleasant
to the finger ; and many with delicate touch prefer the smallest
for the same reason. Thus it will be seen that, by selecting a
well-devised character, not only can a very considerable saving
be made in the size, and therefore in the cost of books, but by a
44
SHORTHAND SYSTEMS.
diminution of size within certain limits the character is rendered
absolutely more legible. The Gospel of St. John, in Moon’s
type, occupies 140 pages. (Of course, in this comparison the
size of the page is always the same.)”
Shorthand Systems. — “ The advantages of shorthand to the
blind are very great. For rapid and pleasant reading the finger
ought, as nearly as possible, to imitate the eye, by taking in a
whole word at a glance ; but this cannot be done when every
letter is printed ; as from the comparative coarseness of the sense
of touch the letters must be on a large scale, and of these the
finger can only perceive one at a time. Some sort of shorthand
seems to be the only solution of this difficulty ; but the two
forms in use in 1869, when this examination took place, are
unsuitable for educational purposes, as Lucas’ is apt to produce
bad spelling, and Frere’s, being phonetic, disregards orthography
altogether. However desirable it may seem to many to adopt
phonetic spelling universally, the blind, for many reasons, must
not lead the way. All blind children should therefore learn
spelling in the ordinary way ; if afterwards it should seem
desirable, they may in addition be taught shorthand. For the
use of adults neither of the existing systems is quite satis-
factory. Lucas’ characters are not sufficiently distinct, the
dotted -lines and dotted half-circles being too similar to the
same signs without dots. His use of the double letters for
numbers is objectionable, and he has made a great mistake in
not adopting the return line, which adds much to the ease and
comfort of reading. Frere’s characters, on the other hand, are
the neatest and most tangible of all that have ever been
invented for the use of the blind. His return line is perfect,
but his total want of punctuation is a serious objection, and the
rules are too complicated to be understood without oral teaching,
and, as a matter of experience, they are seldom properly learned.
The consequence is that most readers by this system do too
much by guess-work — though to an educated person, well
acquainted with the book he is reading, and only wanting a
slight guide (as in the case of the Bible), there is probably no
DISUSE OF FRERE AND LUCAS.
45
system by which, when it has been acquired, reading can be
accomplished with equal comfort and rapidity.
“ It would be much to the interest of the blind that their
shorthand system should spring out of, and be closely connected
with, the full spelling method; so that it would be easy to
pass from one to the other without having to learn a new
character.
Point System. — “The gveat advantage of a point system
is the extreme facility with which it is vjritten, while it is at
the same time easily read; and a special recommendation of
the Braille method is, that out of the ordinary Braille alphabet
there naturally springs the best form of musical notation in
use among the blind.”
Since the above was written fourteen years ago an autho-
graphic form of shorthand has been ingrafted on it and has been
in general use for about twelve years. The mode of contraction
consists mainly in representing the most frequently occurring
groups of letters by special signs.
By this means a saving of 25 per cent, in space is effected.
There is a corresponding gain in the rapidity of reading, while
correct spelling is not interfered with. Another great improve-
ment has been the utilizing both sides of the sheet, both in
printing and writing, the lines on one side corresponding with
the intervals on the other. This effects a further saving: of
20 per cent, in space, and greatly adds to legibility. This
method has been followed for many years by the Association in
all their publications, whether printed or written. When first
introduced it was asserted by many that interlined printing
would not be durable ; the experience of many years has,
however, shown that when proper paper is used interlined
printing lasts well even in books used as class-books in schools,
which is the severest of all tests.
It is pleasant to note that the state of utter confusion which
existed in 1869 has now to a great extent passed away. The
Eoman letter is all but abandoned in the United Kingdom for
the purpose of reading, and is little taught, except to give the
46
PROGRESS OF BRAILLE.
blind an idea of the appearance of the letters nsed by the seeing.
Frere’s and Lucas’ systems are almost things of the past, while
most of the blind and their instructors are fast becoming unani-
mous in the opinion that, for purposes of education, and for the
intelligent blind of all ages, the Braille system is to be preferred,
while Moon’s system is the best for those whose sense of touch
is much injured by hard manual work, or for those adults who,
from want of previous education, or from any other cause, are
satisfied if they can read, and do not feel the want of writing.
In 1868, when the Association was founded, there was not a
single institution for the blind in the United Kingdom in which
the Braille system was used, and the number of individuals
who knew it probably did not exceed twenty. It is certainly
extraordinary that such complete ignorance should have existed
of a system which might have been seen in full operation by
going over to Paris.
At present, 1885, there is not an institution in the United
Kingdom where the Braille system is not more or less used.
In the best schools it is employed almost exclusively, and
the extent to which it is used forms a pretty good rough test of
the cpiality of teaching in a school. This is not surprising, for
we should at once condemn a school for the seeing in which
writing was not systematically taught to aU the pupils ; and it
is a matter of experience that where the managers of a school
for the blind care so little about the education of the pupils
intrusted to them as not even to teach them writing, other
branches of education are almost sure to be equally neglected.
Some idea may be formed of the spread of the Braille system
since the formation of the Association by the fact that since that
time it has sold about 20,000 styles for writing. Tlie greater part
of these have been used in the United Kingdom, though about
1,000 have been sent to France and Germany. Germany has at
last realized the importance of Braille as an educational system.
In 1873 the first Congress of the Instructors of the Blind was
held at Vienna. I there exhibited specimens of Braille writing,
printing, and maps, and strongly urged the claims of Braille as
SPREAD OF BRAILLE.
47
a universal educational system for the blind. The subject was
referred to a Committee, and at the next Congress, held in 1876
in Dresden, it was decided to adopt a modified Braille, in which,
though the Braille frame was retained, the letters were altered
in such a way that those letters which occurred most fre-
quently in the German language were represented by the fewest
points. The most experienced of the German teachers strongly
objected to this decision, and it was reversed at the Congress
held in Berlin in 1879, which recommended the old Braille
system for universal adoption. This was confirmed at the Con-
gress held in Brankfort in 1882. At the International Congress
held in Paris in 1878 the same conclusion was almost unani-
mously come to. There is now probably no institution in the
civilized world where Braille is not used, except in some of those
in North America; in all of these, however, the great value of
writing is recognized by using some form of point system.
Though the blind have much reason to be satisfied with this
progress, much still remains to be done. Many institutions at
home have not yet taken full advantage of the improvements
made of late years in the apparatus used for the education of the
blind, and there are many hundred thousands of our blind fellow-
subjects in India who ought to be educated, and for whom
scarcely anything has yet been attempted. In China and Japan
and in other parts of the world there is an immense amount of
work to be done. I believe that not only would it be of the
greatest possible advantage to the blind of these countries to
receive a good elementary education, but that the blind, when
taught to read, and when instructed in the Christian religion,
would make most valuable native missionaries and colporteurs.
As far as I know, the only one who has hitherto tried this
experiment is Mr. Murray, one of the Scottish Bible Society’s
missionaries at Peking, and although he has only tried it on a
small scale, it has proved so far most satisfactory. The idea of
a blind man being able to read and write is so new in these
countries that the people crowd round him, and he can obtain a
hearing and sell the Scriptures where no seeing man would have
48
CHINESE BRAILLE
been listened to. Mr. Murray has commenced to print the New
Testament in Chinese by means of frames and plates supplied to
him by the Association. The Chinese writing for the seeing
being a sort of shorthand, there is no objection to using it for
the blind ; and by this means a great amount of space is saved,
amounting probably to over 100 per cent.
( 49 )
CHAPTER IV.
ox SCHOOLS FOR THE BLIND.
Formerly there existed great differences of opinion as to
the best form of school for the blind ; but, as in other matters
connected with their education, those who are most competent
to form a correct judgment are now pretty well agreed on the
subject. The old-fashioned asylum, in which children were
received and kept for life, has now very few advocates, and it is
only necessary to visit one of these embodiments of the ideas
of a bygone age to be satisfied that they do not answer to the
wants of the blind. Ordinary blind children require the same
incentives to work as the seeing. The strongest of these is the
active emulation of school life and the knowledge that their
future welfare and power of self-maintenance depends mainly
upon their compensating their want of sight by superior intel-
ligence. If they know that a shelter is provided for them for
life, independent of their own exertions, they lose the strongest
inducement for work, and become sluggish and idle.
Undoubtedly the best form of school is a well-managed
boarding-school where the children are taken young; begin
with Erobel’s Kindergarten system ; pass on to general school
education, and then to the learning of that trade or profession
by which they are to support themselves in after life. Special
day-schools have been tried with considerable success by the
Indigent Blind Visiting Society of London ; also in Liverpool
and in Leeds. It is found that the children taught in these
classes often receive a better elementary education than they
would have had in many of the old-fashioned boarding-schools ;
they have the advantage of mixing freely with the seeing, and
the home ties are not severed. If the home is a good one, this
is a great advantage, but if otherwise, it is better to remove
E
50
DAY-SCHOOLS.
them from evil influences. This teaching in day-schools is of
course much less costly than in hoarding-schools, but it is often
found that the children cannot work properly owing to their
being badly fed. This, however, can be remedied by giving
them their dinners, which, with proper management, can be
done at a very small cost. When, however, they arrive at an
age to learn a trade, if no convenience for this purpose exists
within easy reach of their homes, it becomes necessary that
they should go into a boarding-school where they can receive
technical instruction for part of the day.
At Leeds and at Sunderland this is attained by the day-
school being held in the same building as the workshop, and
with a little management this might also be done in other
places.
The State has not yet recognized its duty of educating all
blind children, but a commencement has been made in some of
the large towns by the Board Schools receiving blind children as
well as seeing. This system was commenced many years ago at
Glasgow, where the blind children were received into the
ordinary Board Schools, in which they profited by the oral
lessons ; and as better apparatus for reading, writing, arithmetic,
&c., were introduced they were able to take part more and more
in the ordinary school work. A Visitor was appointed by the
Glasgow Home Teaching Society, whose duty it is to visit the
various schools in which blind children happened to be, and
to teach them to read, write, cypher, &c., by the methods
peculiar to the blind. The advocates of this method of educa-
tion expected that it would effect a revolution in the teaching of
the blind, but these expectations have certainly not been
realized. Where the blind child has a good home, and has an
intelligent person to assist him with his home lessons, the plan
answers fairly well ; but there must always be great loss of time
resulting from so much of the ordinary school teaching
appealing to the eye. I was much struck with this in visiting
oce of tlie London Board schools some years ago, at which time
the Glasgow system was followed. The teacher was giving a
BOARD SCHOOLS.
51
lesson in writing; the sentence was written out on the black
board ; the children, at word of command, took out their slates,
and spat on them and rubbed out any former writing; then they
began to copy the sentence. The two little blind girls up
to this point had done precisely the same as their seeing
companions, and now commenced to scribble away with their
slate pencils just like the others, but with this difference, that
being blind they only covered their slates with unmeaning
scratches. Of course they wasted the whole of the time spent
on the lesson. The London School Board has, however, for
some years been working on a more sensible system ; the blind
children, instead of being scattered in the Board Schools all over
London, are collected into centres,'’ of which there now exist
twenty-nine. The blind children are assembled in a small
class-room, and are taught by a competent blind teacher on
certain days of the week. The same teacher has the charge of
several centres, at some of which she teaches in the morning,
and at others in the afternoon. During the time of this special
instruction the children are really well taught. When not
under special instruction they attend the ordinary Board School
with the seeing children. Only female teachers are employed ;
they are five in number, and all of them are blind ; and were
formerly pupils of the Eoyal Normal College ; where they have
been specially trained in the art of teaching. The children
receive a better general education than they would have
obtained at most special institutions for the blind. The best
are generally drafted off into the Eoyal Normal College, and
those who are not likely to succeed as musicians go to other
schools to learn trades. There are now (1885) 120 blind
children attending the classes of the London School Board. The
number varies greatly, as the children are drafted off into special
schools as soon as they can obtain admission to them, and those
who leave are replaced by fresh pupils. Out of the 120 now
attending the classes, 80 have been admitted during the last
two years. Probably this state of things will continue; but
Board Schools will do excellent work if they find out and give
52
BOARD SCHOOLS.
elementary education to these children, developing their
intelligence, and preparing them for higher or technical
education in special institutions. For children in rural
districts, or where no special arrangement exists in Board
Schools for their reception, probably the best thing that can be
done is for them to attend the nearest ordinary school, where
they will profit by the oral instruction, discipline, and inter-
course with the seeing, until they can be admitted to a special
school. The value of this education will be much increased by
the blind child learning to read and write ; the master will
probably have no time to attend to this special education, but
the Braille system is so easy that it can be acquired in a very
short time by an elder brother or sister, or by any lady or
gentleman who can be induced to give up a little time to
teaching the child. This is the plan I have recommended for
many years, and I know cases in which it has worked quite
satisfactorily.
In Sunderland blind children are taught in a class-room
connected with the workshop. They do not attend with seeing
children in the ordinary Board Schools. They are taught by a
competent blind teacher, and have the advantage of being able,
when old enough, to have part of their training in the work-
shop. Dinners are given to them during the winter months,
and this insures their getting one good meal in the day. The
School Boards of Cardiff and Bradford have also recently
commenced educating blind children.
In most of our institutions for the blind the children are
received between 10 and 21. They are taught the ordinary
elementary subjects. Beading is taught by the Braille system,
by Moon, and, in a very few cases, still by the Eoman letter
and Lucas. It is perfectly certain that of these the character
best suited for education is the Braille system ; consequently, it
is found that the best schools use this system almost exclu-
sively. The Boyal Normal College and Henshaw’s Blind
Asylum at Manchester not only have their class-books in
Braille, but have formed very extensive school libraries of
LIBHAKIES — TEACHING IN INSTITUTIONS.
53
manuscript and printed books in that system, which are fur-
nished hy the British and Foreign Blind Association. These
libraries are of the same use to the pupils as school libraries are
to the boys in ordinary public schools. Writing is now taught
more or less at almost all schools for the blind ; the Braille
system being almost exclusively used. For arithmetic the
octagonal slate is generally used, though a few schools still
retain the old pentagonal form. The maps used are mostly the
paper maps published by the British and Foreign Blind Asso-
ciation. Frobel’s Kindergarten system has only been adopted in
a few of our schools ; its advantages, however, are so obvious
that its general introduction cannot be much longer delayed.
Free exercises are now used in many of our schools, and the
value of gymnastics with apparatus is also generally admitted,
though, from various circumstances, it has not always been
carried out. Most of the schools teach music, but have not the
means of giving a thorough musical education. It was pointed
out in the former edition that the general failure of our blind to
support themselves by the profession of music was attributable
to imperfect teaching ; and my anticipations of the change which
would be effected by improving the teaching have been
abundantly realized by the results achieved at the Eoyal
Normal College. Our schools for the blind, besides music,
teach trades ; and these are generally chair-caning, basket-
making, mat-making, brush-making, and bedding-making ;
and for girls, sewing, knitting, netting, crochet, chair-caning,
and brush-making. Most of them have workshops attached, in
which the pupils work for part of the day, and as they become
older they gradually drop the school work proper and spend
their day in the workshops. These observations refer to most
of the blind schools of the United Kingdom. There are, how-
ever, two colleges whose aim is so different from the other
schools that they deserve special mention.
Soon after the founding of the British and Foreign Blind
Association we discovered that, taking all the blind schools of
the United Kingdom where music was taught, only a very
54
FAILURE OF MUSICAL TEACHING.
small proportion of their pupils became able to support them-
selves fully by the profession of music after leaving the
school. It was very difficult to obtain accurate statistics on
this point, but, as far as it could be ascertained, not much more
than one-half per cent, of the pupils who had been educated in
the various schools of the United Kingdom were able so to sup-
port themselves ; whereas, of those trained in the Paris school,
about 30 per cent., after leaving, were able to support them-
selves fully by the profession of music, and about 30 per cent,
more were able to maintain themselves partially in the same
way.
It is important to observe that the Paris pupils are not
selected, except that when a pupil is found to be weak-minded,
or otherwise incapable of education, he is rejected, and this
is precisely what occurs in our schools. The pupils are taken
from the same class in society ; and, according to my experience,
English children are not, as a rule, inferior to French. We were
therefore driven to the conclusion that the vast difference in
results could only arise from the education in our schools being-
inferior to that given in Paris. We were most anxious to remedy
this state of things, but the difficulty was to find any one
capable of effecting the necessary reforms.
It was at this juncture that, in 1871, a blind gentleman
called on me with an introduction from a friend in Berlin. He
had been for thirteen years Musical Director at Boston, and had
made the Perkins’ Institution the best musical school for the
blind in America. He had been for two years in Germany
studying in the Conservatoires of Leipsic and Berlin, and was
now returning to America, intending to spend a few days in
England on his way back. I at once saw that Mr. F. J. Campbell
was just the very man we wanted, and within half-an-hour of
his coming we were planning how to establish a school which
sliould do for the blind of the United Kingdom as much or even
more than the Paris Institution had done for those of France.
After many discouragements, the school was started in the
neighbourhood of the Crystal Palace, and after two years the
KOYAL NOKMAL COLLEGE.
55
Koyal Normal College and Academy of Music for the Blind was
moved to the site which it now occupies.
Large sums had to be subscribed for erecting and lurnishing
the necessary buildings ; and, as first- rate results could not be
expected without first-rate teaching, the best resident and non-
resident teachers that could be had were obtained. With all
these expenses, and without any endowment, it was very diffi-
cult to obtain the necessary funds for educating the poorest
children; but, as it became evident that the education given
enabled the blind to support themselves. Boards of Guardians
were every year more willing to pay for poor children, and thus
to relieve the rates from a permanent burden. In 1881 the
trustees of the fund left by the late Henry Gardner determined
to use most of the funds intrusted to them for educational pur-
poses in assisting poor blind children to obtain an education at
the College. At present (1885) the number of pupils is about
170. The College contains a primary school, where much of
the teaching is on rrobehs system ; a high school ; and also a
technical school, where tuning, repairing, and making pianos
are taught. Those pupils who are able to pass a satisfactory
examination obtain a diploma as organists, teachers, or tuners ;
and such certificated pupils almost always succeed in sup-
porting themselves by their art.
About 120 are now established in various parts of the United
Kingdom and the Colonies. Their aggregate earnings in 1884
were estimated at over 8,OOOZ.* It is found that about 80 per
cent, of the pupils are able fully to maintain themselves after
leaving ; out of these, about 70 per cent, practise music as
tuners, teachers, and organists, while about 10 per cent, follow
other callings, most of them being literary teachers of the blind ;
one is a coal-merchant, another a sugar-manufacturer, another a
farmer, &c.
* In 1884 all the old pupils of the College were invited to make a return of
their earnings; to this, however, only 59 responded, whose aggregate earnings for
the year amounted to 6,111/. It is perfectly well known that many who declined
to make a return are doing quite as well as those who consented.
56
ROYAL NORMAL COLLEGE.
This success depends mainly upon the following conditions : —
1. That the school is situated close to the Crystal Palace,
where the pupils have the opportunity of hearing the best music
rendered by the greatest artists of the day.
2. No expense is spared to obtain a staff of first-rate resident
teachers, and the best teachers to be had in London are engaged
as non-resident professors. The practising pianos, organs, and
harmoniums are all good instruments. The school apparatus in
all classes is the best that can be procured.
3. The situation at the top of a hill is extremely healthy,
and the grounds, covering about 6 acres, afford ample oppor-
tunities for exercise. Free gymnastics, military drill, running, &c.,
and skating in winter, develop the physical strength of the
pupils.
A large covered gymnasium for boys, another for girls, and
a swimming bath, have been added from time to time ; so that,
for physical training, there is probably no public school for the
seeing of its size that is better equipped, or where the average
strength and agility of the pupils are greater. This physical
trfdning was from the first considered of paramount importance,
and every year has confirmed this view. Blind children are
often enfeebled from the sam.e cause which produced their
blindness ; added to which, from their difficulty in moving about
freely, they are not inclined to take the active exercise which is
so characteristic of the seeing at the same time of life ; they
therefore become timid, weak, and awkward ; and these ten-
dencies must be artificially counteracted.
Worcester College. — “ The College for the Blind Sons of
Gentlemen ” was founded in 1869, though it had existed as an
experiment two years previously. Its aim is to give a classical
and mathematical education, so as to fit the blind for a Univer-
sity career, and to enter the liberal professions. One peculiarity
in tlie education is that a certain number of seeing boys are
educated along with the blind, which no doubt tends to enlarge
the ideas of the blind pi\pils. In the last term of 1884 the
number of blind boys at the College was 19, of seeing 12. The
WORCESTER COLLEGE.
57
total number of blind pupils received since the foundation of
the school is 63 ; of these, 19 are still in the school, and 16 have
been to one or other of the Universities. Three of these are
still undergraduates, one has graduated, but is unemployed, nine
are in the Church, and one is a solicitor, who has worked
himself into a good practice. He, though only at the school
for one year, attributes much of his success to his discovery
while there that a blind man can rise to eminence. One is a
master at the Worcester College, another is a master at a school
for seeing boys. The result, therefore, seems to be that out of
63 pupils about 25 per cent, are engaged in liberal professions.
The fact that 75 per cent, appear not to be doing anything
towards their own support has not the same significance here as
in most blind institutions ; for it is to be presumed that in their
case there is not the same absolute necessity for exertion ; and,
as they have received a liberal education, they are certain in
consequence to be happier and more useful members of society
than they would have been without such training.
( 58 )
CHAPTEE V.
ON THE BEST MEANS OF EMPLOYING THE BLIND.
The problem of obtaining remunerative employment is one of
the most important and, at the same time, one of the most diffi-
cult to be solved, of all that present themselves to the blind and
their friends. There is scarcely any trade or profession, except,
perhaps, that of painting, in which the blind have not distin-
guished themselves ; but it will be well, in considering the
various employments open to the blind, to take first the case of
those who have learnt a trade or profession before they lost
their sight. In such cases the general rule is, as far as possible,
to continue in their former or a similar employment in which
the previous training will be of use : thus, if a carpenter, a
weaver, a chimney-sweep, &c., become blind, they would pro-
bably do better by continuing in the same trade than if they
learnt one of those which are generally taught in institutions.
I know of a horse-dealer who continued to conduct a large
business satisfactorily after he had become blind. Another
man was so good a judge of poultry that he was largely
employed by farmers to buy for them. There are many gentle-
men who continue to conduct large places of business and
manufactories, after their blindness, quite as well as they did
before. The late Mr. Fawcett was a conspicuous instance of
this power of adaptation.
But there are many who lose their sight in adult life who
cannot continue their previous work. These must seek that
kind of employment for whicli they show most aptitude. Of
trades, bedding-making is probably that wliich is best suited to
such cases. Sailors often learn very quickly to make ship-
fenders. T know one who, within a year of commencing this
work, was al)le to earn 1/. a-week. Mat-making is not difficult.
TRADES FOR THE BLIND.
50
but is unremunerative. Basket-making is more difficult, but,
when learnt, is an excellent trade. Chair-caning is easily
learnt, and is remunerative under suitable conditions. The
same may be said of wood-chopping, in large towns. Making-
nets can also be recommended if, through the man’s connection,
he has an opportunity of disposing of them. When a poor man
becomes blind, the first idea which almost invariably presents
itself to his mind is a mangle ; and if the wife is clever and
thrifty they can often do very well in this way. Many blind
men take small shops, or become itinerant traders, and when
they have energy and business capacity they often do pretty
well ; though the hawker or pedlar is sometimes tempted to use
his business as a cloak for begging. Finally, there are the pro-
fessional beggars, who have various ways of attracting the notice
and compassion of the passers-by. Men may be seen slowly
wending their way along the streets, tapping the pavement in
front of them in a dull, monotonous manner, often led by a dog,
and sometimes pretending to sell laces or matches. Then there
is the man with a barrel-organ, or some other musical or non-
musical instrument, and the man who sits in some public
thoroughfare reading, or pretending to read, some portion of the
Bible, which he gives out with a loud voice as soon as he hears
a footstep approaching. But the beggar’s trade is not so pro-
fitable as it used to be, since people have found out that they
generally do far more harm than good by giving to such
persons. The only excuse that can be offered is that it is really
difficult, if not impossible, under present conditions, for all
those to find employment who are capable of work and anxious
to do it ; and the free life of the streets offers more attractions
to many of these poor people than the workhouse ; yet it can-
not be too often repeated that begging is in the highest degree
demoralizing, both to the beggar and to the children or others
who assist them.
We now come to the more regular trades in which the blind
can engage. Of these, the principal are : the making of baskets,
brushes, brooms, bedding, mats, ship-fenders, ropes, saclts, chair-
60
TKADES FOR THE BLIND.
caning, and wood-chopping ; and for girls the usual branches of
female work, as, hand and machine sewing, knitting, netting,
crochet, &c. Of each of these it is desirable to give a few details.
Basket-making. — There are few schools or workshops in
the United Kingdom in which basket-making is not carried on ;
yet it is a difficult trade, and to learn well, requires several
years’ apprenticeship. There are few institutions where it is
taught to gii’ls, except at Bath, where the women living in the
asylum make very beautiful and fine fancy baskets ; but this is
only considered a way of employing their time, since it is quite
impossible for the blind to earn anything but the most miserable
pittance on such work. As a rule, rough hampers are more
remunerative than baskets made of peeled willows, which latter
require more skill, and therefore a longer apprenticeship.
Every blind basket-maker knows that one of the greatest
difficulties he has to contend with is the form. In building up
a tall clothes-basket, for example, it is very easy to deviate
from the proper shape; this is instantly detected by the eye,
and such a basket, however well made in other respects, is
unsaleable. The obvious remedy for this is to work all
the regular trade baskets on blocks, that is, if there is any
difficulty in the shape. The blind basket-maker then has
simply to take care that his willows are woven closely and
regularly, and the form comes right by itself. It is extra-
ordinary that in blind institutions there should be so strong a
prejudice against using blocks. Brantford, Ontario, is the only
blind institution that I know where these are systematically
used (see page 204).
The objection that pupils accustomed to work on blocks are
thereby spoilt for free-hand work appears to be quite unfounded.
Basket-making has this advantage, that it can be carried on at
home. I know blind basket-makers working at home who have
for years been able to earn from 15s. to 11 . a- week, though it
must be admitted that these are rare exceptions ; but well-
trained men ought to earn this if working in a workshop, where
they have not the trouble of disposing of their work.
TRADES FOR THE BLIND.
61
Brush -making. — This does not pay nearly so well as
basket-making, but is easier to learn. In institutions where it
is practised on a large scale, considerable numbers of the blind
of both sexes obtain regular employment, though at low wages.
Very few are able to work at home, as the material for the
better kind of brushes is expensive and easily wasted. The
blind also cannot, as a rule, put on the backs, except in the case
of rough brushes. In Germany, where rough scrubbing-brushes,
without backs and tied with string, are used, it is found that
blind women can earn better wages at brush-making than at
knitting, &c. Pitch brooms are also made by the blind, and are
fairly remunerative. It will be seen (page 187) that broom-
making in America is a trade much followed by the blind.
Bedding-making. — Under the name of bedding, it is in-
tended to include all upholstery work. The principal branches
are palliasses, hair mattresses, flock and feather beds. This is
an excellent trade for the blind ; it is easily learnt by adults,
and is remunerative. It is more practised in the Scottish than
in the English institutions, but it is coming more and more
generally into use. It requires so much space that it is quite
unsuited for home work. Women can earn better wages at
sewing the ticking than by knitting.
Chair-caning. — This is easily learnt, and is suited for both
men and women. It is a trade that can be practised at home,
but is not well paid.
Mat-making. — There is so much competition in mat-making
with prison work that it is scarcely worth while making mats,
except to order. Yet the trade is practised at several work-
shops in order to give employment.
Ship Fender-making. — This work has also been introduced
into prisons, and therefore is much less remunerative than
formerly. Still, at large sea-ports it is a trade well worth
following.
Rope-making. — This is a trade only followed in some of the
Scotch workshops. The rope there made is excellent. In
Germany, rope-making is considered quite equal, or superior, to
62
TRADES FOR THE BLIND.
basket-making, as a trade which can be practised at home, and
gives a good profit.
Wood-chopping. — This is extensively practised in London.
At the workshops it is not found to be remunerative, but as
there is a steady demand, it gives employment, and it is easily
learnt by adults. A considerable number of the blind practise
it at home, and if they have a wife or children to tie the bundles
for them they can earn fair wages.
Sack-making. — The sewing of sacks and bags of various
materials is an employment which is more remunerative for
women than knitting and fancy work.
Besides the above-named occupations, there are some that
are followed by the blind in exceptional cases. One of these is
the business of night-caller — that is, calling in the morning
those whose business requires them to get up very early. A
blind man at Newcastle has found this a remunerative occupa-
tion, and he has had several imitators. Several blind men at
Glasgow are employed in cleaning the large screws which are
used in ship-building, and earn good wages. Some others make
a fair living by keeping small stores at the entrance to the
dockyards, where they keep the workmen’s tools. Another
occupation which is suitable to the blind, and where good wages
can be obtained, is chimney-sweeping. For this work a blind
man must be thoroughly reliable, and have a handy boy with
him. I have only heard of two who are following this occupa-
tion, but it seems well worthy of consideration.
Most of the manual trades at present followed by the blind
are those which do not require much skill or trade capital. For
this very reason great numbers of seeing people are engaged in
them, and the work is badly paid. As the blind have lost the
most valuable of all the senses, their only chance to compete
with the seeing is to be superior to them in intelligence. It is
this tliat makes education still more indispensable to the blind
than to the seeing, and in selecting a calling, one should be
preferred in which other senses are as important, or more so,
than the sense of sight. The profession of music is such a
TUNING AS AN EMPLOYMENT.
63
calling, and the conclusion that might have been formed of its
value a priori is abundantly confirmed by experience.
Music. — The piano and the organ are the principal in-
struments by which a blind man may expect to earn a
living.
Tuning. — Piano-tuning is especially valuable as an occu-
pation, because it can be taken up at a later period of life than
other branches of the musical profession. When a boy of 15 or
16 presents himself, whose early musical training has been
defective, probably the only thing that can be done with him is
to teach him tuning. If he has average intelligence, fair
mechanical dexterity, a good ear, and, above all things, perse-
verance, and a determination to succeed, he can almost certainly
in three or four years be made into a good tuner, and would
probably be able in a very short time after leaving to earn from
50Z. to 100/. a-year. This is far more than he could accomplish
by any other trade. There are but few basket-makers who earn
even 50/. a-year, when assisted by being employed in workshops,
and still fewer who are able to earn as much as this when left
entirely to their own resources. But if the blind tuner is to
succeed, he must be not only equal to, but superior to his seeing
competitors, as the prejudice against the blind is still very
strong. It can hardly be a matter of surprise that this should be
so, as, previous to the establishment of the Eoyal Normal
College, most blind tuners were really incompetent ; the public,
therefore, naturally arrived at the conclusion that they were bad
because they were blind. It is quite easy to prove that the
cause of their failure lay in their having been badly taught, and
not in their blindness ; but most people will not be convinced
except from actual experience ; therefore institutions for the
blind where tuning is taught ought to take every means in their
power to prevent those who are not good tuners from following
this calling at all ; as by so doing they will only strengthen the
existing prejudice, and make it more difficult for really good
tuners to succeed.
Tuning as an employment for the blind originated in Paris ;
64
PAEIS SCHOOL — CLAUDE MONTAL.
it may, therefore, be interesting to give a short account of the
School in which it was commenced.
Paris School. — I went over to Paris in 1869, with the purpose
of perfecting myself in the knowledge of the Braille musical
notation, and in order to see what is done there to fit the blind
for the profession of music. Nothing could exceed the kindness
of the two heads of the School, M. Guadet and M. Levitte.
M. Levitte placed his apartment at my disposal for the ten days
I was in Paris, and devoted three or four hours a-day to me.
The same kindness and attention were shown to me by all con-
nected with the School. The staff of the institution, besides the
Director, consisted of M. Guadet, head of the educational
department, M. Levitte, chief superintendent, with four others
under him, and eleven blind professors ; indeed all the teachers
are blind, being assisted in maintaining order by seeing superin-
tendents.
There are about 250 pupils. The great object seems to be
to turn out as many good tuners as possible. The commence-
ment and development of this branch of industry has been due
entirely to the exertions of the blind themselves.
Mental. — About the year 1830 Claude Montal and a blind
fellow-pupil attempted to tune a piano on which they practised.
It, as well as the other pianos in the institution, was kept in
very indifferent tune by a seeing tuner. This man complained
to the Director, who administered a sharp reprimand to the two
blind pupils, forbidding them ever again to touch the works.
Nothing daunted, however, the two friends procured an old
piano, and obtained permission to keep it in the institution.
They practised themselves in taking it to pieces and remounting
it; nor did they rest content, until they had thoroughly repaired
it and brought it into good tune. As the Director had daily seen
them at work, he could have no doubt that the transformation
of this old instrument was really due to the unassisted efforts of
the two blind friends. Struck with the talent which they
evinced, he confided to them some extensive repairs in the organ
belonging to the chapel. They had two seeing workmen at
CLAUDE MONTAL.
G5
their disposal, whose movements they directed. The experiment
proved perfectly successful, as no professional organ-builder
could have done his work in a more masterly manner.
By degrees they obtained permission to keep all the pianos
of the house in tune, and to make wdiatever little repairs were
necessary. The next step was to begin regular instruction in
tuning, and thus commenced the tuning classes which have
made the Paris School famous throughout the civilized world.
Montal soon left the institution, and endeavoured to obtain a
private tuning connection, but the same- prejudice which now
exists in London against blind tuners was then in full force in
Paris. No one liked to trust a piano to the blind man, and for
some time he was glad to be allowed to tune gratuitously.
During all this time he was steadily working at the theory of
tuning. He eagerly studied everything that had been published
upon the subject, and his own talent and thorough knowledge of
the theory of music sDon led him to adopt a better and more
scientific system of tuning than that generally in use. A
circumstance now occurred which was the turning-point in his
fortunes. One of the professors of the Conservatoire, having
heard of the skill of the blind tuner, sent for him, and showed
him two pianos which he had in his apartment. They were of
different construction, and from different makers. It was im-
portant that they should be in exact accord ; and none of the
numerous tuners who had attempted this task had been able to
succeed. Montal said he would make the attempt. He first
carefully examined the differences in their construction, and
making allowance for these, set about his work in a scientific
manner, and the result of his tuning was a perfect success. He
was now patronized by the other professors of the Conservatoire,
and soon was employed by some of the leading professional
musicians of Paris, by whose recommendations his practice and
fame as a tuner rapidly increased. In 1832 he gave a course of
lectures on the art of tuning, which were very well attended.
In 1834, at the Industrial Exhibition, most of the makers had
their pianos tuned by him, and he took advantage of this
F
66
CLAUDE MONTAL.
opportunity to circulate a short treatise on tuning, which was
sold in the Exhibition building, and contributed much to his
reputation as a tuner. He now began, on a small scale, to
repair and to make pianos. This was the commencement of
the well-known manufactory of which he was long the head.
In 1836 he published his full treatise on the art of tuning.
While Mental was pursuing this successful career, and proving
that it is possible for the blind not only to equal, but to surpass,
the seeing in the art of tuning, other blind pupils of the
institution were there developing the course of systematic
tuning. Their pupils on leaving followed in Mental’s steps.
During the first years the same difficulties and prejudices had to
be encountered, but by degrees makers and the general public
grew accustomed to blind tuners, and the obstacles thrown in
their way became daily less. Some makers, indeed, made a
practice of always sending blind tuners to those among their
customers who were most particular ; and, as the instruction at
the institution was kept up to a high standard of excellence,
and care was always taken to give a certificate of tuning to
those only who were really masters of their art, the blind became
more and more popular as tuners. The blind and their friends
became every year more alive to the fact thd.t tuning was the
best and most remunerative employment they could follow, and
a constantly increasing pressure wi^s put upon the authorities of
the institution for admission into the tuning classes. In this
way it has come to pass that in the Paris Institution, at the
present moment (1871) the great object is to turn out tuners.
Amount of Success. — As far as I could ascertain, among
the male pupils who leave the institution about 60 per cent,
follow music as a professioti. Of the musicians, nearly one-half,
or 30 per cent., obtain their diploma as tuners.
We will now proceed to examine their future career. Those
who obtain the tuning certificate are certain of maintaining
themselves in a degree of comfort which is quite unattainable
by the same class at any other trade; 80/., 120/., 150/. a-year
are by no means unusual incomes, while I was told of one man
PARIS — BOSTON — TAYLOR.
67
who makes about 250/. a-year by tuning. Five old pupils are
now established in Paris, and are doing extremely well as piano
manufacturers.
The career of organists and teachers is not considered so
likely to prove successful as that of tuners. The same difficulty
of obtaining remunerative employment for blind organists and
teachers of music still exists in England. The difficulties,
however, met with by the blind in obtaining situations as
organists and teachers of music diminish every year both in
France and England, and will no doubt continue to diminish as
long as the standard of their training is kept to a high point of
excellence. Every pupil in the Paris School, besides receiving
a good general education, is taught theoretical and practical
music ; for it is found that sometimes the musical faculty seems
to lie dormant until it is called forth by education, and the
managers do not wish any child to be deprived of the chance- of
following music as a profession.
When the first edition of this work was published in 1871,
the Perkins’ Institution, Boston, United States, came next
to Paris as a school where music was systematically and suc-
cessfully followed as a profession by the blind. It had been
introduced thirteen years before, and the after success of the
musical pupils there was quite as good as that obtained at
the Paris School. In 1871 the Eoyal Normal College was
founded, and as there are now large numbers of its former
pupils established in different parts of the United Kingdom
as tuners, organists, and teachers, the value of music as a pro-
fession for the blind has now been proved in England as well
as in France. Even before this time there were not wanting
in England isolated instances of blind men becoming first-
rate tuners. Mr. John Taylor, of Birmingham, for instance,
was known as the best tuner in that town. He was trained at
the Edgbaston Institution, and had the advantage of careful
private music teaching as well. He is a first-rate mechanician,
and when I visited him in Birmingham in 1870 I found him
engaged in putting up large clock dials in every room of his
68
MUSIC AS AN EMPLOYMENT.
house, all being electrically connected with his kitchen clock.
The whole of this work he not only devised but executed
himself. He is also a good clock-maker, and has many clocks
intrusted to him to clean and put in order. Such a man is a
genius, and succeeds in spite of the most unfavourable circum-
stances ; but the experience in Paris had proved that not only
isolated individuals, but a very large proportion of the blind, if
taken young enough, can be trained to support themselves fully
by the profession of music. There are still persons who assert
that music is not a good profession for the blind to follow.
Most of such persons judge from the want of success of the
blind who have been trained in schools where almost every
requisite for good teaching was wanting. Facts, however, speak
for themselves. It has been before stated (page 55) that fifty-
nine former pupils of the Royal Normal College make an average
yearly income of over 100/. In France, also, the career of music
continues to be the best open to the blind. In an interesting
pamphlet published about two years ago M. de la Sizeranne
gives a long list of blind tuners and organists who are earning-
good incomes in different parts of France.'*^
M. de la Sizeranne is himself blind, and received his educa-
tion at the Institution NaMonale des Jeunes Aveugles at Paris.
He is now devoting his whole time to the task of raising the
condition of his fellow-sufferers in France.
Les Avenylcs Utiles, par M. de la Sizeranne.
( 69 )
CHAPTER VI.
TO WHAT EXTENT DO THE BLIND TRAINED IN OUR SCHOOLS
BECOME SELF-SUPPORTING; AND WHAT IMPROVEMENTS IN THE
SYSTEM OF TRAINING ARE DESIRABLE?
After the pupil has received his education and left the
school, the real difficulty only begins ; and failure is so frequent
that one is tempted to ask whether this frequent want of
success is owing to the impossibility of the blind, by reason of
their blindness, competing in the labour market with the seeing,
or whether it is due to defective teaching, or to anything
else which can be remedied, so as to make a fair proportion of
the blind self-supporting. The first inquiry naturally is — To
what extent are the pupils who have left our schools able to
support themselves by the trades they have there learnt ? This
question may be divided into two others, namely — What propor-
tion become able to maintain themselves by their trade inde-
pendeiitly of special worksliops, and — what proportion pass into
workshops, and are able by this assistance to earn their living ?
The statistics at our disposal to answer these questions are very
imperfect. Very few of our schools keep up regular intercourse
with their old pupils ; and they cannot, therefore, give a reliable
account of what these are doing ; but, in the absence of exact
statistics, it is tolerably certain that, speaking generally, but few
of the pupils who have learnt trades in our schools even attempt
to practise them after leaving, and that of those who do, few are
able to maintain themselves fully. A large proportion of the
male pupils become small traders, turn mangles, &c., and, in too
many cases, have to be supported by the rates or by their
friends, and often even become professional beggars, so that in
these cases the time occupied in learning the trade has been
wasted. It may be asked : Is this lamentable state of things
70
TKADES AS AN EMPLOYMENT.
inevitable ? That is to say : Is it a fact that the blind, as a
rule, cannot be made self-supporting by any system of training ?
Fortunately, there are strong indications that this state of
things may be remedied to a considerable extent. The first of
these is, that the failure of their pupils after leaving the institu-
tion varies greatly in different schools. In some, failure is
expected, and they, of course, have what they anticipate. Some
years ago I was speaking on this subject with a high official in
one of our blind schools ; he informed me that the pupils, when
they left, hardly ever succeeded ; that they had to be supported
by their friends, or, what he considered still better, they went
into the workhouse. To my observation, that in that case the
school had better be closed, he said, “ By no means. The chil-
dren have had six or seven years of happy life, which they will
always look back upon as a green spot in their existence.”
This is an extreme case, but, to a less extent, this self-com-
placency under failure is not very uncommon among the
managers of our schools for the blind. Another circumstance,
which tends to show that the cause is frequently imperfect
training, is, that it is a very common complaint among the
managers of workshops that the workmen who come to them
from the schools are not thorough workmen, and very often
have acquired bad habits which are not easily eradicated. A
third consolatory reflection is, that previously to 1871 there was
no school in England in which most of the musical pupils, after
leaving, did not similarly fail to support themselves by music,
and it was then said that the reason of this was, that the compe-
tition with the seeing musicians w^as so sharp that the blind
could not, as a rule, compete successfully. In the case of music,
however, the results obtained at the Eoyal ISTormal College have
shown that, with proper training, a large majority of those who
failed under the old system actually succeed now, so that it is
not unreasonable to hope that, with similar reforms in the
teaching of trades, a much larger proportion of those who learn
them will become self-supporting than is the case at present.
Those wlio believed in the possibility of a complete change
CAUSES OF FAILURE.
71
in the condition of blind musicians were greatly encouraged by
the fact that this change had already been effected in Paris ; so
now it is to Dresden that we have to look for proof that much
greater success in trades is possible than that which we see
among ourselves (see page 125). Of course, the objection is
made that the conditions are so different in this country from
what they are in Saxony that no conclusion can be drawn from
the results witnessed there. To this objection it may be replied
that in 1871 we were told again and again that circumstances
in England were so different from those in France that no argu-
ment could be drawn from the experience among the French
blind. I would also remark that I have carefully examined
this question in Germany, and have visited the blind workmen
at their own homes, and that I have come to the conclusion
that the circumstances of the two countries do not materially
differ ; so that, if we adopt the Saxon system thoroughly and
intelligently, there is every reason to believe that the same
happy results will follow here. Another reason to expect this
is, that in other parts of Germany the old pupils succeeded no
better than they do with us until the Saxon system was intro-
duced, since which time the results have been far more satis-
factory. (For the details of this system see page 130.) It will
be sufficient here to say that the essentials are, careful early
training of the hand-s as well as of the brain, beginning with
Kindergarten work and passing on through light manual work
to regular trades. In well-managed German schools it is an
axiom that a ptipil, however early he may enter, is not fit to
encounter all the difficulties he will meet with in actual life
till he is at least 21 years old. In many of our schools,
on the other hand, the pupil can only stay a certain number
of years, so that if this period is six years a pupil who enters
at 10 will have to leave at 16 ; if he enters at 12, he will
leave at 18, &c. At these early ages the character and judg-
ment are not sufficiently formed. In such cases, if the pupil
has to leave the school, he ought to have a few years in a
workshop before starting for himself. But the most distinctive
WORKSHOPS.
72
feature of the Saxon system is a careful system of supervision,
visitation, and (when required) assistance, carried on throughout
life. This supervision forms part of the duty of the director,
who thus looks after, not only the present, but also all the
former pupils who conduct themselves properly.
Workshops. — The establishment of workshops for the adult
blind is due to the late Miss Gilbert, the blind daughter of the
Bishop of Chichester, who in 1856 founded the Society for the
General Welfare of the Blind. The benefits arising to the blind
from this workshop induced many persons to follow her example,
so that there are now few large towns in England which do not
possess a workshop for adult blind. The advantages are ob-
vious : the blind man can live at home and go to his daily work
without the trouble of procuring orders or of finding a customer
for his work. He thus is relieved from much anxiety and loss
of time. On the other hand, if the workshop system were to
become universal, it must be greatly extended in order to receive
all who ought to be employed. Again, it diminishes indepen-
dence and individual enterprise, by which some blind men have
risen from mere workmen to small manufacturers. Further,
although well-managed workshops are a great blessing to the
blind, it is in the nature of things that the management is not
always satisfactory ; so that it is well that the blind should,
whenever possible, not only be good workmen, but understand
how to conduct a business profitably, in order that, in case of
need, they may be independent of the workshop. But, for blind
workmen scattered over the country to succeed, it is almost
essential that they should have some one to give advice and
timely assistance, if necessary. The best person to do this is the
director, or some one officially connected with the school where
tliey received their education, as it thus feels itself responsible
for tlie success of its former pupils, and, in case of their failure,
strives to counteract the causes which have led to it.
At present this work, as far as it is done at all, is carried on
by independent societies whicli look after the blind of all ages,
wliom tliey visit wliether they have been in schools or not. I
VISITING SOCIETIES — MUSIC.
73
would be far better for the schools to do this work for them-
selves for their old pupils, leaving independent societies to look
after the other blind.
The two principal societies of this sort are the Indigent
Blind Visiting Society of London, established in 1834, which
was the pioneer of this sort of work, and the Glasgow Home
Teaching Society. Both of these are missionary societies : visit
the blind at their own homes and, as far as possible, put them
in the way of maintaining themselves. The Indigent Blind
Visiting Society, in addition, educates about 300 in day classes,
and assists those it visits by grants of money, &c.
There are home teaching ” societies in almost all large
towns, but these, as a rule, are merely agencies for circulating
books in Moon’s system. They would be far more useful if
they did not adhere to any one particular system of reading,
but circulated books in Braille or Moon, according to the intelli-
gence and wants of the readei’S. (This is already done to some
extent in a few instances.) They might also with advantage do
more in assisting the blind to start in business for themselves.
Music. — It has already been pointed out that the profession
of music, when properly taught, offers to the blind a better
chance of self-maintenance than any handicraft trades. The
two schools which show the greatest amount of after-success
among their pupils are undoubtedly the Paris Institution and
the Eoyal Normal College. It will be worth while to consider
the points that these two schools have in common, all of which
seem to be necessary to insure a large measure of success
among the pupils after leaving the school.
1. The aim must be to form musical artists who shall not be
inferior to seeing artists trained at the best Conservatoires.
2. The school must contain a large number of pupils, so that
proper classes can be formed.
3. The school must have a very large income, in order to
command the services of the best teachers, and to possess pianos
and organs in sufficient numbers to give each pupil the oppor-
tunity of some hours’ daily practice.
74
REQUIREMENTS OF A SCHOOL OF MUSIC.
4. The Kindergarten and literary work should also be
thoroughly good.
5. Ko person with sight who intends to occupy the rank
of a first-rate professional artist is satisfied with the teaching of
the professors, however good, of the school in which he is
trained. He seeks, in addition, the teaching of the most
eminent artists of Europe. In like manner, the blind need
not only thorough elementary and other teaching from the
music-teachers of the school, but they also require teaching
from the most eminent outside professors that can be found.
This involves considerable expense, and it obliges the school to
be situated at a large musical centre.
6. Eor the same reason the pupils should have an oppor-
tunity of frequently hearing the greatest musical masterpieces
rendered by the most eminent performers of the day.
7. Tuning will always be one of the best employments for
the blind, and this is another reason why the school should be
in or near a large city where large piano manufactories exist, so
that the tuners, during their last year, may tune along with
seeing workmen, and be able to practise on a great variety of
instruments.
M. de la Sizeranne, in a very able pamphlet* lately published
by him, adds to these requirements a full orchestra. Agreeing
as I do with almost all the views expressed by M. de la
Sizeranne in this pamphlet, I must differ from him on this
point. An orchestra is certainly not necessary, provided the
pupils have an opportunity of hearing fine orchestral pieces.
Soon after the foundation of the Eoyal Normal College, instru-
ments were bought and an orchestra formed ; but the great
pressure that existed to make the pupils able to support them-
selves as soon as possible compelled the abandonment of every-
thing that was not absolutely necessary, and the instruments
have been stowed away for years. Yet no one can say that the
pupils have not generally succeeded in maintaining themselves
* Vraie Mission des Petifes P^colos Aveugles, par M. de la Sizeranne,
37, Boulevard des Invalides, Paris.
REQUIREMENTS OF A SCHOOL OF MUSIC.
by their profession. An orchestra cannot, therefore, be con-
sidered necessary, and it is doubtful even whether it is desirable.
There is no doubt that, if time could be spared for practice, the
knowledge of other instruments besides the piano and organ
would have a good effect on the taste of the pupils ; but it is
certain that to have an efficient orchestra, at least two hours
a-day must be devoted to private and concerted practice, and
this time fnust be taken from the piano and organ (which are
the bread-winning instruments) or from general education. I
fully concur, however, with M. de la Sizeranne in his conclusion
that a school which does not possess all the advantages above
enumerated cannot turn out a good average of musical artists,
although a few exceptional men will attain to eminence in spite
of every difficulty.
The conclusion he draws from this, in which I also concur,
is, that in every country there ought to be at least one institu-
tion which combines all the above-mentioned requisites, and
which shall be a National Academy for the training of blind
musicians. As things are at present, it must also give
elementary and general instruction, but this would be rendered
less necessary if schools which do not possess the requisite
conditions for the successful musical training of their pupils
would limit themselves to giving a thorough elementary
training, comprising general education and elementary music.
If this were well carried out, the Central Academy would
become more and more a special musical school, and the other
schools would pass the pupils to whom they had given a good
elementary education to the Central Academy, which would
therefore be able to receive a much larger number of pupils
than at present into its higher classes. The managers of the
small schools need feel no jealousy of the National Musical
Academy. If they do their w“ork well and conscientiously, it is
as honourable to begin as to finish the training which enables
the blind to become good and useful members of society; for,
unless the foundation is well laid, there is no chance of the
structure standing. A good Kindergarten teacher will often do as
REFORMS IN EDUCATION.
much or more for the success of her pupil as the head master of
one of our public schools, or as the professors at our Universities.
To sum up : the plan which it seems to me should be
followed, if the education of the blind is to become what it
should be, is for mothers to train their blind children to do as
much for themselves as possible, to dress and undress them-
selves ; they should be familiarized as far as possible with all
surrounding objects. If they cannot go to a special school, they
might be taught at home to read and write Braille, and they
might attend an ordinary school with other children. The
reading and writing by the Braille method is much easier than
people suppose. An elder brother or sister, or intelligent
friend, could easily learn it and teach it to the blind child.
When the child is 7 or 8 years old it ought to go to a special
school and to receive a good general education, and in all cases
to have an opportunity of learning singing and the elements of
music. If there seems to be a good chance of his succeeding in
music, this should be specially cultivated until he is fit to go
to the Central Musical Academy. As before stated, the old-
fashioned asylum, in which the blind pupils are housed and
maintained for life, if they so desire it, is not the form of
assistance which is likely to do^ niost good. If these asylums
were to let most of their workpeople live at home, they might
convert the dormitories into fine workshops. An exception,
however, exists in the case of girls who have no suitable home ;
and it might perhaps be often advantageous to give them the
opportunity of living along with others, which - would diminish
expense ; but then the home should be as free from restraint
and rules as possible.
One of the greatest difficulties experienced, not only by
individual blind persons, but by workshops, is to dispose of
their work. Government might render very efficient aid in
this respect at a very small cost. All work which the blind
are capable of doing required for the public service might very
well be given to them to execute. Many workshops for the
blind even now frequently obtain Government contracts, which^
UEFORMS IN WORKSHOPS AND WORKHOUSES.
i
though not very remunerative, enable them to give work to a
very large number of their workpeople in brush-making, basket-
making, &c. There is, however, always the danger that a firm
where seeing workmen are employed may tender a little lower,
and so the contract may be lost to the blind. It does not seem too
much to ask that such work as the blind can execute shall not
be put up to public tender, but that it shall be distributed
among workshops for the blind at a fair rate. If this suggestion
could be carried out, there need be little or no loss to the Govern-
ment, while a very large number of blind persons would be
assisted by the State in the way perhaps least open to objection.
Of course the work would have to pass the Government
Inspector as to its q^uality.
No scheme for benefiting the blind would be complete
without taking into account the ca^ of those who, from age or
infirmity, are unable to do anything themselves towards their
own support.
According to my experience, old people generally prefer living
with their friends, and having a pension, to living in Common with
others in an ‘asylum ; but there are always some Who are friend-
less and homeless, and for these some kind of asylum must be
provided. A great reform is possible in our Workhouses. At
present the blind will suffer almost any privations rather than
enter them. The cause of this dislike seelns mainly to be that
persons who, if they had riot been afflicted with blindness, would
have maintained themselves by honest labour, dislike extremely
to be forced to associate with those who have become paupers
through drink or other vicious habits, and whose language and
behaviour shock the respectable poor. Another evil is enforced
idleness. If a separation could be made between those who
have become paupers by the visitation of God and those who
have become so through their own vice or sloth, most of the
objections to the workhouse as an asylum for the aged and
destitute blind would cease, especially if they had suitable
employments provided for them, and received a share of their
earnings as pocket money.
w
SUGGESTIONS ON STATE AID.
State Aid. — It cannot be denied that the State has a direct
interest in providing education for those among the afflicted
classes who, by receiving a proper education, can be made to a
considerable extent self-supporting, and who, without such
education, would have to be kept at the public expense. With-
out considerations of humanity, it is obviously more economical
to educate the blind who are capable of being trained, than to
support them during the whole of their lives. In many
countries, both of the Old and of the New World, the State
distinctly recognizes this duty, and provides liberally for the
education of the blind, just as it does for that of the seeing.
Indeed, education is more necessary to the blind than to the
seeing ; that it is more expensive is no reason why the State
should neglect what it acknowledges to be its duty. In the
United Kingdom, Holland, Italy, and some other countries, the
education of the afflicted classes is left to private charity, and
private charity has responded nobly to the call ; but it has been
found that the resources required for this work are greater than
individuals can be expected to furnish permanently ; hence the
demand for some form of State aid. It has often been said,
that it is contrary to the traditions of this country, for the
Government to undertake work which has hitherto been done
by private societies ; but a precedent has been furnished by
School Boards undertaking the education of seeing children,
and, in some cases also, that of the blind. If the State, how-
ever, should undertake the care of the blind, it should do so in
such a way as not to stop the flow of private charity ; for if it
were to provide for the education of blind children in the same
way and to the same extent as is done by the Governments of
the United States, Germany, &c., the inevitable result would be
that private individuals would no longer consider themselves
called on to support institutions, for which the State provided
all that is necessary.
It may be useful here to offer a few suggestions as to the
mode in which State aid might be given, so as at a minimum
cost to produce a very great result without in the least inter-
STATE AID — SCHOOLS.
79
fering with the charitable support given to existing insti-
tutions.
The blind requiring assistance may be divided into four
periods of life : in the two first they require education ; in the
third, work ; and in the fourth, shelter and care.
I. — Primary Education.
All day-schools should be encouraged to take blind children,
and any blind child should be able to claim the right of being
educated at a Board School. It has been proved by experience
that this can be efficiently done in large towns ; and even in
country districts where there is only one blind child, training in
a day-school is much better than no training at all.
The special teaching required 'can be given out of school
hours by any intelligent friend, and it gives me great pleasure
in such cases to give advice as to how this is best effected.
It cannot be expected that the master or mistress of a large
school will be able to give much individual attention to the
blind child ; but as some extra trouble will have to be taken, it
would only be a fair encouragement to them, to allow the blind
child to earn double the grant that is earned by seeing children
in the same standard.
The education in day-schools would, however, only be
elementary, except in the cases where a good technical training
can be obtained in the immediate neighbourhood of the day-
school ; and except in such cases, day-schools can only be used
as a supplement, not as a substitute for good residential schools.
II. — Residential Schools.
These also should be under Government inspection, and, as
in the day-schools, blind children should be allowed to earn
double the grant that is earned by seeing children in the same
standard. But as the expenses of a well-managed school for
the blind are necessarily very high, something more should be
done by the State, and I think it would be better to pay by
results than to make a fixed allowance for each child; the
results, however, I allude to are not those ascertained by examina-
80
STATE AID — SCHOOLS.
tion. An examiner can only test the proficiency of the child in
reading, writing, &c., and this, it has been suggested, should be
done in the case of all schools; but that kind of education
which enables the pupils to maintain themselves in after life,
cannot be tested in this way ; and this is precisely the training
which is most valuable, and should therefore he most highly
rewarded by the State.
It is by the amount of after-success of its pupils that a
school should mainly be judged. It is certain that, in general,
when a large percentage of the former pupils of a school practise
the trade or profession there learnt, and are thereby able to
support themselves, that the school in which they were educated
has given them a satisfactory training. On the other hand, if a
large proportion of the former pupils do not practise the trade
learnt by them in the school, or have to depend for their support
on public or private charity, the inference is that the training-
given to them has not been good, because it has failed in
attaining the principal object expected from it ; and no favour-
able reports of the school given by inspectors or examiners can
alter this fact. The truth is that there are many points in that
training which leads to after-success, which cannot be tested by
examination. Physical development, force of character, moral
worth, absence of bad habits, knowledge of the world, insight
into character, &c., are all required for success in life, and are
points which an examiner does not generally even inquire into.
It is possible in individual cases that there may be faults of
character which cannot be eradicated by the best training, or
that there may be such inherent incapacity that no education
will prove successful ; but these are exceptional cases, and do
not afiect the general rule. What is meant by success will have
to be exactly defined. If a pupil who has learnt basket-making,
brush-making, &c., finds on leaving the school that he cannot do
much towards his support by these trades, he turns a mangle,
becomes a hawker, or even descends to a street musician. Such
a pupil cannot earn the Government grant for the school in
which he was trained. He must, in order to obtain it, practise
STATE AID — SCHOOLS.
81
the trade lie has learnt, or some other for which the education
he has received has fitted him. It would not be difficult to fix
the minimum sum which the blind ought to earn at their
various trades ; thus, a chair-caner or mat-maker could not be
expected to earn as much as a basket-maker ; a basket-maker
could not be expected to earn as much as a musician. If the
minimum that ought to be earned in each v trade was laid down,
all those who earned this, or any larger sum, would obtain the
Government grant for the school in which they were trained ;
and this grant might vary according to the trade or profession,
and would continue to be paid annually as long as the earnings
of the former pupil reached the minimum amount fixed. It is
perfectly reasonable that the State should assist schools liberally
in this way, as, if such a system were adopted, it would neces-
sarily entail increased expense and trouble to the school. It
would be a strong incentive to our institutions to adopt the
German system of looking after former pupils, and this would
necessarily involve additional trouble to the Director and an
increase in the staff of clerks ; but the result would probably be
a great improvement in the training, and, instead of discouraging-
subscriptions, every step in advance in efficiency would evoke
fresh public sympathy and aid. A fund for assisting former
pupils in temporary difficulties would be easily raised, if the
subscribers could be assured that the former pupils were made
as nearly self-supporting as circumstances permitted. A
Government Inspector would, of course, have to be appointed,
whose duty it would be to visit the pupils who were returned
as having earned the grant, and to vouch for the correctness of
such returns.
III. — Workshops.
The greatest difficulty that most workshops and individual
blind workers have to encounter is the disposal of their work.,
The Government might greatly assist workshops, at a very small
cost, by allowing them to execute all Government contracts for
work which the blind are capable of doing. These contracts
G
82
STATE AID — WORKSHOPS — ASYLUMS.
are even now frequently secured by workshops for the blind,
but they are liable to be lost at any time if a firm where seeing
workmen are employed, tenders a little lower than the workshop
of the blind.
This danger would be avoided by giving out the work at a
fair price. No doubt such Government contracts would not be
very remunerative, but they would employ a large number of
blind workers. It would not be necessary for all the work to
be done in the workshops. If any large contract had to be got
out more quickly than the existing workshops could manage,
part could easily be given out to those blind who work at home.
The work would, of course, have to come up to a certain stan-
dard of excellence, which could, ’as at present, be tested by a
Government official.
IV. — Asylums.
The old and infirm blind can only be assisted by pensions
or asylums. Pensions must be left to private benevolence,
assisted, if necessary, by outdoor relief. It can hardly be
expected that the State would found special asylums for old
and infirm blind people ; but it would not be difficult to enable
them to live in comparative comfort in the workhouses, if the
special objections to these were removed. The principal reason
that the respectable blind so much dislike the workhouse, is not-
so much the scanty and coarse food, as that they are placed in
the same wards as those who have become paupers by their own
misconduct and vice. Such persons use bad language, and
are most repulsive to the respectable poor. The remedy is to
classify ; allowing those who have become poor by the visitation
of God, whether blind or seeing, to occupj^ separate wards, and
not to compel them to associate with those, who have pauperized
themselves by drink or misconduct. It would be far better for
the blind to associate with the respectable seeing in an asylum
than to be all congregated together ; and it would cost less, as
the buildings already exist, and would only require to be
enlarged or adapted.
( 83 )
CHAPTEE VII.
CENSUS RETURNS, AND INSTITUTIONS FOR THE BLIND OF
GREAT BRITAIN AND IRELAND.
Before giving a short summary of the institutions for the
blind of the United Kingdom, it is desirable to give the prin-
cipal facts derived from, the Census Eeturns of 1881.
Census. — The number of blind persons in England and
Wales in 1881 was 22,832, being in the proportion of 879 blind
persons to every million of the population, or one blind person
in every 1,1 38. The proportion of the blind to the whole popu-
lation has decreased with each successive enumeration since
1851, in - which year a special account of the blind was first
taken, but the decrease in the decade ending 1881 was much
greater than in either of the preceding decennial intervals. The
following Table shows the numbers and the proportion of the
blind to the population in four successive Census Eeturns for
England and Wales : —
Year.
Total
Number of
Blind.
Proportion
of the Blind
to each
Million of
Population.
Number of
general
Population
to each
Blind Person.
1851
18,306
1,021
979
1861
19,352
964
1,037
1871-
21,590
951
1,052
^ 1881
22,832
879
1,138 '
This decrease .may be fairly attributed to the progressive
improvement in the surgical treatment of affections of the eye,
and to the diminished prevalence of such diseases as small-pox,
to which a considerable amount of blindness was formerly due.
Another cause of the decrease is probably the improvement of
the health of the community by the various sanitary measures
that have been introduced. The extent of the decrease may be
G 2
84
CENSUS FOR ENGLAND.
stated in another form, thus : Had blindness been as common
an affliction in 1881 as it was in 1851, there would have been
26,523 blind persons in England and Wales, instead of 22,832,
or 16 ‘2 per cent, more than there actually were.
Of the blind, 12,048 were males and 10,784 were females,
being the proportion of 953 males and 809 females per million
of each sex, thus — one in every 1,049 males was blind, but only
one out of every 1,237 females.
In each of the four Census Eeturns in which blindness has
been noted, the affliction has been found to be much more
common among males than females. This is what might have
been anticipated considering the differences between the two
sexes in regard to their occupations, their liability to exposure
to accidents, and their proneness to disease. This natural anti-
cipation is, moreover, confirmed by the statistics of most other
countries concerning which we have the necessary data ; it is
curious, therefore, to note that in Ireland the contrary was found
to be the case both in 1881 and in previous enumerations, and
further, that in this respect Ireland agrees with Finland and the
Scandinavian countries, and differs from the other parts of
Europe. This is shown in the following Table : — ■
Table showing the Humber of Blind Persons per Million of
each Sex.
Country.
England and Wales
Scotland
Ireland . .
Denmark
Norway . .
Sweden . .
Finland . .
(German Empire . .
Hungary
Holland .
Belgium .
France ..
Spain
Italy
Male Blind
per Million Males
in Population,
953
865
1,141
776
1,313
767
1,514
884
1,280
499
982
948
1,242
1,106
Female Blind
per Million Females
in Population.
809
327
1,219
793
1,411
843
2,938
881
1,123
394
641
726
1,011
925
CENSUS FOR ENGLAND.
85
From this Table it may be seen tliat Finland is the country
in wbicb blindness is most prevalent, and Norway follows next.
The proportion of the blind to the population of the same time
of life in England and Wales increases rapidly in the successive
age periods, as is shown in the following Table, and at each age
period, except the last, the male proportion is considerably
higher than the female. That the female rate is exceptionally
higher than the male in the last age period of 65 years and
upwards may possibly be explained, at least in part, by there
being many more extremely old persons, say, of 85 years and
upwards, among women than among men. The apparent irregu-
larity in the series of rates would probably disappear were it
possible to sub-divide this age period into smaller sub-periods.
Table showing the Blind per Million of corresponding Ages.
Under 5 .. .. .. .. .. 166
5 to 15 .. . . .. .. .. 288
15 „ 20 .. .. .. .. .. 588
20 „ 25 .. .. .. .. .. 422
25 „ 45 .. .. . .. .. 641
45 „ 65 .. .. .. .. .. 1,625
65 and upwards .. .. .. .. 6,915
Among the 22,832 blind persons enumerated were 1,958
who, according to the Eeturns, had been blind from birth.”
This term, however, must be interpreted as including not only
those who literally answered to such a description, but those
also who had lost their sight at a very early age, for it appears
to be an extremely rare thing for an infant to be actually blind
at the time of birth.
It has been thought well to give a separate account of those
persons who either never saw or lost their sight before their
education began, because it is a matter of some interest to know
what occupations are open to persons thus heavily weighted in
the race of life. Here and there a person thus afflicted compen-
sates the want of vision by increased attention to the indica-
tions of the other senses, allowing them to follow occupations
which at first seemed incompatible with his or her condition.
One such man, for instance, was returned as ostler at an inn,
86
CENSUS FOR ENGLAND — OCCUPATIONS.
another as engaged in sea-fishing (special inquiries were made
in each of these cases as to the accuracy of the return) ; hut
putting such exceptional cases aside, the occupations open to
those who have been blind from infancy are very few. Among
those of 15 years of age and upwards who have been blind from
early infancy, only 51 per cent, of the males and 19 per cent, of
the females were returned as following any definite occupation,
whereas out of the whole population of England and Wales in
the corresponding age the proportion returned as following an
occupation was 94 per cent, for males and 37 for females.
Of the 436 returned as following definite occupations, 110 were
musicians, including 7 piano tuners. Basket - making gave
employment to 95, brush and broom making to 25, mat-making
to 23, and chair-caning to 14; knitting occupied 44, all of
whom were females ; 10 were agricultural or general labourers ;
18 were street hawkers, leaving only 88 engaged in all other
specified occupations. The Census Table which gives the
occupation of the blind, irrespective of the age at which they
lost their sight, shows a great variety of employments. This
Table, however, is not of much practical value, for the Eeturns
on which it is based did not allow of any separation between
the occupation carried on by the blind before and after their
loss of sight. Many persons have been misled by the Table
just alluded to, and by a similar Table in former Census Eeturns.
They have thus been led to believe that about half the blind of
England and Wales follow some employment, and wonder has
often been expressed at the extraordinary fact that loss of sight
does not prevent the blind from being soldiers, sailors, coast-
guards, &c. We have in the Census of 1881 blind persons who
are returned as painters, photographers, and dentists. Of course
the explanation is that these were the occupations followed by
tliem before they became blind.
There are, however, some occupations in which blind people
engage which are worth mentioning. Thus, a blind man died a
few years ago in London who was so good a judge of a horse
that he was extensively employed in buying horses on commis-
CENSUS FOR ENGLA.ND AND SCOTLAND.
87
sion. Another blind man in Yorkshire was similarly employed
in buying poultry. A man, blind from childhood, successfully
conducts farming operations ; he has about twenty milch cows,
a large number of pigs, and young horses, which he breaks in
as cart-horses. Another blind man has been employed for
years in a market in London to load hay-carts. Another, in
the North of England, to call sailors, clerks, &c., in the morning.
He makes a very good living, and two or three others are
following his example. The case of a blind clockmaker is
mentioned page 67. Such instances show to what extent energy
and perseverance may overcome the natural difficulties caused by
blindness, and we may hope that by cultivating these faculties
such exceptional cases may become more frequent; but the great
majority will always have to follow those occupations which by
long experience have been found best suited to blind persons.
Census Eeturns for Scotland.
The total number of blind in Scotland at the Census of 1881
is 3,158, of whom 1,556 are males and 1,602 females. Of the
whole number, 280 were returned as blind from birth, 134 being
males and 146 females; while 2,878 were returned as becoming
so after birth, 1,422 males and 1,456 females.
The proportion of blind to the population of Scotland is one
in every 1,182 persons. Among the males, one in every 1,156
is so affected ; among the females, one in every 1,208 ; or, again,
845 persons per million of the population are so designated in
the Schedules.
Table showing Diminution in the Proportionate Number of
the Blind.
Persons
Year.
Number of
enumerated
Blind.
to one
Blind Person.
1871
3,019
1,112
1881
3,158
1,182
Note . — The number of blind and their proportion to the popu-
lation in 1851 and 1861 are not given in this Census Eeport.
88
CENSUS TABLE — SCOTLAND.
P
I— I
W
Q
D
H
W
cc
1^
H
O
;z.
<1
m
W
P
oi
• l r-l Gl
•06-S8
...
2
28
67
•S8-08
73
160
•08-Si,
1
82
140
■Si-Oi
r-l CO CO
O CX)
*0i-S9
1
5
123
135
•S9-09
2
3
94
144
•09-SS
3
9
116
108
•ss-os
CO G^ O
1— 1 CO
•os-s^
7
4
98
73
’Sl-Ok
9
8
124
66
•0f-S8
4
9
97
53
•ss-osl S § S
•08-SS
11
13
85
58
•SS-OS
12
20
82
74
•OS-SI
1 r}. O rH
1 r-. r- cr.
•Sl-Ol
17
16
76
53
•OI-S
1
14
14
52
29
•S -tapun
20
9
37
28
OC
.) Female brush-maker, earnings 12/.
(c.) Female principally employed at wood-work, earnings 20/.
(d.) This woman is 40 years old, and lives near Hamburg,
earnings 3/. 10s.
(e.) A rope-maker with wife and four children ; has been
away for a year. He could not get a suitable lodging, so a
house was built for him by the fund, for which he pays 7/. 12s.
a-year rent ; supports his family ; but earnings unknown.
(/.) Eope-maker, supports himself, earnings unknown, as he
sells everything at home ; but had hemp from the institution to
the value of 45/. He left the institution two years ago.
M. Ferchen, in a paper read at the Amsterdam Conference
August, 1885, gives a good summary of what the ‘'Fiirsorge ” for
the old pupils should be. The German word properly means
‘‘ provision for their wants.” He observes that, although the
system in Saxony is the model for this kind of work, it is a
model which should not be slavishly imitated ; but while the
KIEL — FOIIMER PUPILS.
139
essential points must always be retained, details may be changed
to suit varying circumstances. It has been seen that in Saxony
assistance is given to every former pupil. This is not an essen-
tial part of the system, and is not usually followed in other
institutions.
M. Ferchen summarizes thus : —
1. The provision for the former pupils is not to be under-
taken by the State, but by private benevolence.
2. It must be organically connected with the institution, and
the Director should be at its head.
3. The pupils must have learnt their trade tlioroughly before
leaving the institution, which they should in no case do till they
are at least 21.
4. All pupils who have left, and are industrious and well
conducted, should, if necessary, be assisted sufficiently ; so that
they shall not be a burden on the community.
5. A system of organized supervision is not essential.
6. If the pupils cannot sell their work at home, the institu-
tion must sell it for them.
7. Whenever the pupils meet with difficulties, pecuniary or
otherwise, which they cannot overcome, and which have not
been caused by their own fault, the institution must come to
their rescue.
8. It is generally most desirable that between the time of
the pupil leaving the school and his starting for himself he
should go through an intermediate stage, represented by a work-
shop.
9. Those who have behaved well must be comfortably pro-
vided for, when they have become past work from age or
infirmity.
It will be seen that the main difference between the system
followed at Kiel and that at Dresden is, that in the former no
assistance is given, except that which is absolutely necessary.
M. Ferchen goes on to say that the pupil before starting for
himself must not only know his trade thoroughly, but lie must
have a good idea of men and things, how to sell his goods to the
140
KIEL — NEUKLOSTER.
best advantage, &c. This kind of knowledge requires time ; and
it is very seldom acquired before the twenty-first year. The
twenty-first year is, therefore, considered the minimum age at
wdfich pupils should be sent out into the world. This rule alone,
if followed out in our English institutions, would make a vast
difference in the success of the pupils. Nothing is usually
given at Kiel from the fund but the outfit ; this includes clothes,
furniture, tools, and material. It costs, for a basket-maker,
about 15/.; for a rope-maker, double this amount.
M. Ferchen also insists on the necessity of ministering to
the intellectual wants of the former pupils, as without this they
are apt to become lethargic, and their work suffers.
Neukloster. — This institution is the Provincial Institution
for Mecklenburg, that is, it was built and is supported by the
province. I have not visited it, but obtained the following
particulars in 1882 from the then Director, M. Wulf, who has
since been transferred to the Eoyal Institution for the Blind at
Berlin, and who told me in 1885 that no material change has
taken place since he left.
The institution was founded in 1864, and M. Wulf has been
Director from the first. The rule is, for pupils to enter at
10 years of age and leave at 18, devoting the first four years
to study and the last four to learning their trade. M. Wulf
considers this time too short. The trades taught are basket and
rope-making for men, also chair-caning and making rush mats.
The girls learn knitting, brush-making, and chair-caning. The
rope-makers can, as a rule, earn better wages than the basket-
makers. The system of supervision is much the same as at
Dresden, but scarcely any money assistance is given, except at
first starting, as it is desired that the fund should accumulate
so as to be available when the present pupils become old or
infirm. Thirty-four have left ; of these, only one boy and three
girls liave failed to maintain themselves completely. (Another
girl, whose parents are well off, is not obliged to work for her
own maintenance.)
Tlie above three institutions are those in which the Saxon
DU REN.
141
system is most tlioroughly carried out ; but it exists to a greater
or less extent in all the institutions in Germany and Austria.
In the three institutions, an outline of whose operations has now
been given, a fixed idea prevails, that manual trades are the only
ones that ought to be taught to the blind, as a means of self-
support. It will now be interesting to give a short account of
the Diiren Institution, in which the aim is, not only to fit the
blind for manual trades, but to enable them to earn their living
as musicians, and as classical and mathematical teachers. The
following particulars were given by the Director, M. Meeker,
in the Blindenfreund of August, 1883, and, from a personal
acquaintance with the institution, I believe that they give a
faithful picture of its working.
Diiren is a small manufacturing town between Aix-la^
Chapelle and Cologne.
The institution is situated just outside the town, and is
roomy and commodious. It was founded in 1845, and is sup-
ported by the Ehenish Province of Prussia. Number of
pupils, 135. The trades taught are the same as those at the
other institutions mentioned, with the addition of a higher
literary and musical education for those who are destined for
these pursuits. Those who show most aptitude for music are
trained as organists, teachers, or tuners. Some are taught
ancient and modern languages. The work of the girls is parti-
cularly beautiful. There are many Eoman Catholics in the
Ehine Province, and the best workers are much employed in
making lace for ecclesiastical vestments.
There is a w'orkshop in the town connected with the insti-
tution, to which some of the pupils go when leaving, but the
majority return to their homes, and are visited and looked after
from the institution in somewhat the same way, though not so
systematically, as the blind of Saxony.
In 1883 the Director* visited fifty-five former pupils, whose
circumstances are briefly stated as follows : —
* See Blindenfreund for August, 1883.
142
DijREN — -JOEMER PUPILS.
Three have succeeded very well as private teachers ; they
are making good incomes. One of them is married, and has four
children, to whom he is giving a good education. His income
is estimated at between 150/. and 180/. a-year. The second,
who is also a literary teacher, expects soon to have saved enough
to take him for a year to the University; with a view of taking
the degree of Doctor of Philosophy. The third, who has only
lately started, gives fifteen lessons a- week in foreign languages,
at Is. 6c/. a lesson. He not only maintains himself, but supports
some of his relations.
Five are piano-tuners, one of these being also a clockmaker.
Two of them are married, and make a sufficient income. Another
supports an infirm mother ; he has a hard struggle to do this,
but has had no assistance. The fourth has not entirely to
depend on his tuning, as his parents are in good circumstances.
The fifth has only been completely self-supporting for a year,
but there is now every hope of his continuing to make a good
income.
Three are organists, and hold situations of the value of from
22/. to 90/. a-year. They also tune pianos, and give music
lessons. They require no assistance. One of them has a wife
and children.
Nine are engaged in basket-making as their principal occu-
pation. Five of them work on their own account, can get
plenty to do, and make a good living. One of them supports
an old mother and several young brothers and sisters. Two
are married ; one is working as an apprentice to a seeing basket-
maker, with modest wages ; one is about to start as master
basket-maker, and is to teach basket-making at an orphanage.
One was also apprenticed to a seeing master, but is out of
health, and has been obliged to go home. One is a rope-maker,
wlio, though a good workman and diligent, finds it difficult to
compete with the large rope factories of the district. He is
obliged to send most of Ids work to be disposed of at the
institution.
The chair-caners and mat and slipper weavers succeed best at
DU HEN — FORMER PUPILS.
143
Dlisseldorf ; where competition is not so keen as in other neigh-
bourhoods. Nine of them, tliough working by themselves, are
able to earn their living without assistance from the fund.
Four support wife and children, and one his old and infirm
mother. Only one is unable to maintain his family, though he
earns from 16s. to 18s. a-week, probably because his wife is a
bad manager and his children often ill. Several of the chair-
caners earn, besides their proper work, from bl. to 1 21. a-year
by music. One acts as leader of a local band which plays at
fairs and rifie-matches ; two others give piano recitals on
Sunday afternoons at respectable places of entertainment. The
Director does not approve of this kind of occupation, as there is
danger of its degenerating into street music. Only three out of
300 pupils who have left the institution have taken to the
streets; one of these had been badly brought up, and gave
great trouble when in the institution, from which he had to be
dismissed. To another of these three the parish was injudicious
enough to give a barrel-organ. The third was an old and badly
educated man. Four chair-caners, who are employed in a work-
shop for the seeing, cannot support themselves without occa-
sional assistance from the parish and the fund, but, as they do
their best, assistance is willingly given them.
The girls who have left the institution have great difficulty
in earning a livelihood ; four are able to maintain themselves
by lace-making (which brings them in about 6s. a-week) and
chair-caning. Most of the others, who can only do ordinary
wool-work, earn very little. One, who was placed in a family,
earns her board and lodging by making herself generally useful.
Though quite blind, she cleans the house, looks after the little
children, &c. The Director thinks that it is desirable to train
girls to household duties much more than is at present done.
Some of the pupils, who found they were not able to sup-
port themselves by the trade they had learnt in the institution,
started in other lines of business ; thus, one has become a cigar-
maker, and employs four seeing workmen ; another sells these
cigars on commission ; five keep shops, where they sell their
144
AUSTRIA — HOLLAND.
own work and that made at the institution, as well as other
articles ; some sell their work, and other things, from house to
house ; but this is not approved of at head-quarters. It must
be remembered that the Saxon system already described, is not
strictly carried out at Dtiren.
Austria,
There are three institutions for the blind at Vienna. The
Imperial Institution, founded in 1804, has seventy-six pupils.
An asylum exists on the other side of the street, where ninety-
six adult blind are received for life. They do a certain amount
of work ; but the energy and stir of a real workshop are not to
be seen.
The Institution for Jewish Blind is situated on the out-
skirts of Vienna, within easy walking distance of pleasant vine-
yards and wooded hills overhanging the Danube. It was
founded in 1873; and there are thirty-seven pupils. In this
institution great attention is paid to object-teaching, modelling,
and drawing on cushions by means of pins and string. Music is
not taught as a profession. The system of permanent connection
and supervision of old pupils exists, and it produces the same
happy results as those observed in Saxony. (For the other
institutions of Germany, Austria, and Hungary, see Statistical
Table appended.) It will be observed that the workshops are
few, and that the sales are very small as compared with those of
the United Kingdom ; it must be remembered, however, that, at
any rate in some portions of the German Empire, the blind are,
as a rule, far more successful when working at home than they
are with us.
Holland.
In Holland the institutions for the blind are all private, i.e.,
the Government does not assist them. The school in Amster-
dam was founded by the Freemasons in 1808. There are
sixty-one pupils. The building stands in the centre of the
city, on one of the canals. There is no playground, and
next to no physical training. Most of the school apparatus
HOLLAND — DENMARK.
145
is old-fashioned, and educational work is hindered by want
of space ; this, however, will soon be remedied, as a mag-
nificent building has just been erected close to the park, in
the most healthy part of the town. The trades taught are :
basket-making, brush-making, straw mats, and, for girls, wool-
work ; but, besides these, very beautiful game-bags, purses, and
silver-gauze tops to pipes are made. These things, however, do
not pay as well as rougher work. It is said that about two-
thirds of the boys do pretty well after leaving, but I have not
been able to obtain exact facts on this point. No confidence is
placed in music as a profession for the blind. There is a work-
shop a few doors off, in connection with the institution, in which
adult blind, living at home, are received, and are found work.
It is not regarded as a paying manufactory, but it is intended
that no excuse shall exist for begging ; therefore the payment is
not entirely regulated by the work done, but regard is paid to the
wants of the worker, number in family, &c. A primary school
exists in a healthy part of the country, which contains eighteen
pupils. There is also an asylum for adults of both sexes. The
house is new and commodious. There are 91 inmates, 39 men
and 52 women. A good deal of work is carried on, the proceeds
of the sales going partly for their keep and partly to supply the
workers with pocket-money, and this latter is in proportion to
the amount of work they do. This seems to give the necessary
stimulus, and an air of industry and happiness pervades this
asylum which is not commonly met with in such institutions.
The most important workshop for the blind of Holland is at
Utrecht ; forty-six workpeople are employed. The trades prac-
tised are : the making of mats (cocoa, rush, and grass), brushes,
and baskets, with chair-caning. The people are paid by the
day, but seem industrious. The mats are made by a very
simple process, and are both elegant and durable.
Lenmark.
The institution at Copenhagen was founded in 1811. It is
supported by the State. It is well situated near tlie sea, with
146
DENMARK —RUSSIA.
plenty of space around it. There are 100 pupils from the age of
10 to about 18 or 20. The following is the number of the pupils
who are learning different trades : 16 shoe-making; 16 basket-
making ; 5 rope-making ; 4 of the boys learn the organ and
tuning. Tuning is comparatively new, but there are now very
good models of different actions. Some of the girls learn the
sewing-machine, but wool-work, chair-caning, brush-making, and
straw mat-making, are the principal occupations for girls.
There is a printing press, and both literary and musical works
are published in the Braille type. The gymnastic arrange-
ments are very good, as are also the free exercises and dancing.
The gymnasium is a large room inside the building.
There is a primary school connected with the institution in
the town. The building is not well suited for the purpose,
and the play-ground is very small. It is shared by the asylum
for blind females which is adjacent; 36 stay in this for life.
A retail shop exists in the town for the sale of work. There is
a difficulty in disposing of all the work, and when the stock
accumulates it has to be auctioned off. The supervision and
assistance of old pupils is managed by a benevolent society
called “ The Chain,” of which the Director of the Blind School
is Secretary. The old pupils are allowed to send their work to
the shop for sale, if they cannot dispose of it at home. I have
not personally visited the institutions of Christiania and Stock-
holm, but from what I gather from the Directors there is
nothing very peculiar in either.
Russia.
For the Kussian institutions, see Statistical Table.
Valentine Haiiy, when he had to leave France on account of
the disorders caused by the revolution, was invited by the Czar
to found an institution for the blind at St. Petersburgh ; he seems,
however, to have met with no assistance for a long time, but on
the contrary, many obstacles were thrown in his way. When,
at length, his complaint reached the Emperor that he had been
iuvited to Bussia, and no blind children were given him to
RUSSIA.
147
educate, the excuse given to the Czar by the officials was, that
there were no blind in Eussia.
The actual foundation of the institution was in 1807. It is
partly a school, and partly an asylum, and seems to be doing no
real work. The new director, however, has been sent to
Dresden to learn the methods there used for raising the con-
dition of the blind; and it is to be hoped that he will, on
Ids return, be able to introduce the necessary reforms.
Dr. Skrebitzky, wlio is an ophthalndc surgeon at St. Petersburgh,
has published some astonishing statistics as to the number of
blind in Eussia. It seems that the official returns are not
entirely reliable ; and failing these, he endeavoured in various
ways to obtain from other sources the proportion of the blind to
the population. It would appear from his investigations that
the blind are very numerous. In a district of Lithuania where
the returns were made with every precaution to insure
accuracy, the proportion was one blind person to every 235 of
the population.
The estimate made by the Maria Society for the Kiev
district is one in 500, but from the more reliable statistics
derived from the cases of exemption on the conscription lists.
Dr. Skrebitzky thinks it probable that the number does not fall
far short of one in 100 over the whole Eussian Empire.
Taking the population at 100,000,000, this would give 1,000,000
blind. These numbers can, however, only be considered as a
very rough approximation.
There are signs that Eussia is at length endeavouring to
cope with this great evil. It will be seen from the Statistical
Table, that most of the institutions are of recent origin, and that
most of these are supported by the Maria Society, which was
started about three years ago, and owes its name to the late
Empress. It derives its funds from collections made in all the
Churches of the Empire during the “Blind Week” (so called
from the Gospel of the Sunday being the story of blind
Bartimeus ; this usually falls about the end of May). The
central Society is in St. Petersburgh, and it has branches in many
L 2
148
STATISTICAL TABLE FOR GERMANY.
of the provinces. There are in connection with it seven
schools and three workshops. Its total receipts up to the
31st December, 1883, was 489,386 roubles, or about 75,000/.;
the accounts since that time have not been published, but
probably about 22,000/. have been collected since then.
Statistical Table of the Institutions for the Blind in Germany,
Austria- Hungarif, Su'itzerland, Denmo.rk, Sweden and Norway,
Holland, and Russia for the commencement of the year
1885.
These statistics are taken from the “ Blindenfreund ” of
June, 1885. The following abbreviations will be used: —
"A. S Assisted by the State ; that is, an institution founded and kept
up by private benevolence, but receiving SAte aid.
A. Pr Assisted by the province.
E. I Educational institution.
\V. 1 Working institution.
A Asylum.
R. T. Regular teachers ; that is, those whose whole time is given to
the institution.
O. T Occasional teachers ; that is, those who give lessons in the
institution, but whose whole time is not occupied there.
W. T. ... . . . Teachers of work.
Bl. T Blind teachers.
Tr Trades taught in the institution.
B Basket-making.
R Rope- making.
Br Brush-making.
Wv Weaving.
Fern Work peculiar to females, such as sewing, knitting, crochet,
Ac.
Yr. I Yearly income.
Prov. Itist. .. Provincial institution.
Wages.
German Eminre.
1. Barliy. 1858. Prov. Inst. E. and W. I. for Saxon
Province. I^op., 2,312,007. Blind, 1,839. Pupils, 77. Di-
rector, Sclioen. 3 E. T. — 1 0. T. — 6 day scliolars. — 4 W. T.
— Trades : B., E., Wv., Fern. Yr. I., 2,432/. Wages, 55/.
2. Steglitz (near Berlin). Founded 1806. State Inst. E. I.
for Prussia. Pop., 27,000,000. Pupils, 74. Director, Wulff.
GERMANY — BERLIN TO DUREN.
149
5 E. T.— 2 0. T.— 3 W. T.— Trades : Br, AVv., Fern. Yr. I., 2,800/.
Wages, 100/.
3. (a .) — City School for Berlin. Founded 1878. (Day pupils.)
Pop., 1,125,000. 350 blind. 34 pupils. Eector, Kull, 2 E. T.
— 2 0. T. (1 of whom is blind, for music). — 2 W. T. — Trades :
B., AA' V., Fein. AY. L, 557/.
(b.) City Technical School. Founded 1883. (Day pupils.)
20 pupils. Yr. I., 56/. Wages, 39/.
4. Primary school. 1884.
5. Workshop. 12 workpeople.
6. Breslau. 1818. A. Pr. E. I. for Silesia. Pop., 4,000,000.
3,377 blind. 101 pupils. Director, Klose. 3 E. T. — 4 0. T.
(among whom is 1 blind female teacher, for music). — 5 W. T.
— Trades: E., B., Br., Wv., bottle envelopes. Fern. Yr. I., 2,700/.
Wages, 129/.
7. Bromberg. 1853. Prov. Inst. E. and AY. I. for Posen.
Pop., 1,700,000. 1,400 blind. 47 pupils. Inspector, Wittig.
1 E. T— 3 W. T.— Trades: B., Br., Fern. Yr. I., 1,200/.
Wages, 80/.
8. (a.) Dresden. 1809. State. E. I. and AY. I. for Kingdom
of Saxony. Pop., 2,972,505. 2,115 blind.
(5.) Auxiliary Inst, in Moritzburg. 1875.
(c.) Primary School, Moritzburg. 1862.
(d.) Asylum for old and infirm blind in Konigswarte.
(a, h, c) have together 224 pupils. 1 Director, Blittner.
9 E. T. — 2 female Kindergarten teachers. — 2 0. T. — 8 W. T.
—Trades : B., E., Br., Fern. Yr. L, 5,927/. Wages, 256/.
9. Diiren. 1845. Prov. Inst. E. I. for Ehenish Prussia.
Pop., 3,750,000. 3,400 blind. 155 pupils. Director, Meeker.
5 E. T. (blind teacher for music). — 5 0. T. — 7 W. T. — Trades :
B., E., Br., Wv., Fern. Yr. L, 4,900/. WYges, 300/.
10. Frankfort-on-the-Main. 1837. Private Inst. Educational
Inst, and Asylum for the town of Frankfort. Pop. 150,000.
36 pupils. Inspector, Schild. 1 E. T. — 1 Bl. T. for tuning. —
3 0. T. — 1 W. T. — Trades, B., Wv., bottle envelopes. Fern.
AY. I., 800/. AAYges, 300/.
150
GERMANY — FRTEDBERG TO KONIGSBERG.
11. Friedberg. 1850. State Inst. E. I. and W. I. for
Grand Ducliy of Hessen. 26 pupils. Director, Schafer.
1 R T. — 1 0. T. — 3 W. T. (of whom 2 are blind). — Trades : R,
B., Wv., Fern. Yr. I, 872/. Wages, 33/.
12. Geniiind. 1832. Private Inst. W. I. for adult blind
of Wlirtemberg. Pop., 1,970,132 (?). 79 blind (between the
ages of 6 and 15). 54 pupils. Superintendent, Hirzel. 2 R T.
— 1 0 T. — 4 W. T. (of whom 3 are blind). — Trades : B., Straw-
plaiting, Fern. Yr. L, 898/. Wages, 63/.
13. Hamburg. 1830. Private Inst. E. I. and Asylum for
the district of Hamburg. Pop., 500,000. 28 pupils. Super-
intendent, Hey. 1 music teacher. — 1 female assistant. — 2 0. T.
— 1 W. T. — Trades : B., Straw -plaiting, Fern. Yr. L, 815/.
Wages, insignificant.
14 (a.). — Hanover. 1843. Prov. Inst. E. and W. I. for
Hanover and Brunswick. Pop., 2,120,160. 1,618 blind. 100
pupils. Director, Metzler. 2 R T. — 5 0. T. (2 of whom are
blind, for music). — 2. W. T. — Trades : B., E., shoemaking.
Fern. Yr. I., 2,480/. Wages, 1,856/.
(h.) — Waldhausen. Primary School for Hanover. 20 pupils.
1 House Father and 1 Matron. 1 blind E. T.
15. Illzach. 1857. Founded by private charity. Assisted
by district. E. I. for Alsace and Lorraine. Pop., 1,800,000.
1,500 blind. 39 pupils. Director, Kunz. 4 E. T. (3 blind). —
2 0. T.— 4 W. T. (2 blind).— Trades : R, B., Br., straw-plaiting.
Fern. Yr. I., 1,220/. Wages, 232/.
16. Ilvesheim. 1828. State Inst. E. I. for Baden. Pop.,
1,500,000. 50 pupils. Eector, Sommer. 1 E. T. — 2 W. T. —
Trades: B., straw-plaiting, Fern. Yr. I., 1,400/. Wages,
30/.
17. Kiel. 1862. Prov. Inst. E. I. for Schleswig-Holstein.
Pop., 1,250,000. 900 blind. 78 pupils. Director, Ferchen.
4. E. T. (1 of whom is blind). — 2 0. T. — 3 W. T. — Trades :
B., R, Br., Fern. Yr. I., 2,287/. Wages, 150/.
18. Konigsberg. Founded 1846. A. S. E. I. for East
and West Prussia. Pop., 3,091,960. Director, Braudstaeter.
GEEMANY — LEIPZIG TO WEIMAE.
151
3,343 blind. 74 pupils.— 4 R T.— 3 0. T.— 3 W. T.— Trades :
Br., Wv., Fern. Yr. I., 2,300/. Wages, 102/.
19. Leipzig. 1865. Private Inst. E. I. and W. I. for the
town. Pop., 165,000. 102 blind. 17 pupils. Director, Krause.
1 K T.— 1 0. T.— 2 W. T.— Trades: Br., Wv., Fern. Yr. L,
883/. Wages, 33/.
20. Munich. 1826. State Inst. E. and W. I. for Bavaria.
Pop., 5,000,000. 3,990 blind, 93 pupils.. Inspector, Wolff
2 R T. — Pupil-teachers are employed both for males and for
females. — 2 0. T. — 5 W. T. (of whom 1 is blind). — Trades : B., R,
Br., Wv., Fern. Yr. I., 3,268/. Wages, 154/.
21. Keukloster. 1864. State Inst. E. I. for Mecklenburg-
Schwerin. Pop., 600,000. 41 pupils. Inspector, UUerich. 3
E. T. — 2 0. T. — 3 W. T. — Trades : B., E., straw-plaiting. Fern.
Yr. I., 1,182/. Wages, 112/.
22. Keutorney. Founded 1850. Prov. Inst. E. I. for
Pomerania. Pop., 1,540,034. 1,375 blind. 75 pupils. Director,
Neumann. 4 E. T. — 3 W. T. (1 of whom is blind). — Trades :
E., Br., B., Wv., Fern. Yr. I., 2,410/. Wages, 352/.
23. Nurnberg. 1854. A. S. E. and W. I. for Franconia.
18 pupils. Superintendent, Heller. 3 E. T. (all blind). — 3 0. T.
— 1 W. T., half-blind.— Trades : Wv., Fern. Yr. L, 1,393/.
Wages, 1,162/.
24. Paderborn. 1847. Prov. Inst. E. I. for Westphalia
(Catholic). Pop., 2,000,000. Pupils, 50. The Superior and
Teachers are nuns. 1 0. T. — 1 W. T. — Trades : B., Wv., Fern.
25. Soest. 1847. A. Pr. E. I. for Westphalia (Protestant).
46 pupils. Director, Tische. 1 E. T., with female blind
assistant. — 1 0. T. — 3 W. T. — Trades: Br., B., Wv., Fern.
Yr. I, 1,117/. Wages, 20/.
26. Stuttgart. 1856. State Inst. E. I. for Wtirtemberg.
Pop., 1,970,132. 39 pupils. Superintendent, Sackmann.
1 0. T. — 2 W. T. — Trades : B., Wv., Fern. Wages, 97/.
27. Weimar. 1858. State Inst, for Deaf and Dumb, and
Blind. E. I. for Saxe- Weimar. Pop., 300,000. 350 blind.
20 pupils. Director, Oehlwein. 4 E. T. (1 blind). — 4 0. T. —
152
AUSTRIA — VIENNA.
2 W. T. — Trades: B., straw-plaiting, Fern. Yr. L, 1,174/.
Wages, 11.
28. Wiesbaden. 1861. A. Pr. E. and W. I. for the district
of Wiesbaden. Pop., 755,000. 1,261 blind. 28 pupils. Director,
Steinkauler. 1 E. T.— 4 0. T. — 2 W. T. — Trades, B., Wv.,
bottle envelopes. Fern. Yr. I., 664/. Wages, 125/.
29. Wiirtzburg. 1853. Private. Assisted by District.
E. and W. I. and Asylum for Lower Franconia and Aschaffen-
burg. Pop., 585,000. 489 blind. 37 pupils. Superintendent.
Marschall. 3 E. T. — 2 W. T. — Trades : B., Wv., Fern.
Austria and Hungary.
1. Vienna, {a) 1804. State Inst. E. I. for Austria and
Hungary. Pop., 37,800,000. 38,275 blind. 76 pupils. Director,
Oppel. 5 E. T. (1 blind). — 11 0. T. (of whom 4 blind, for music). —
5 W. T. (2 blind, for tuning). — Trades : B., Br., E., Fern. Yr. I.,
3,938/.
(h.) Vienna Asylum and W. I. for adult blind. 96 inmates.
Inspector, Swartz. 2 W. T. — Yr. I., 7,050/.
2. Purkersdorf (Vienna). 1873. State Inst. E. I. for
Lower Austria. Pop., 2,000,000. 1,040 blind. 54 pupils.
Director, Entlicher. 2 E. T. — 6 0. T. — 4 W. T. — Trades : Br.,
B., straw-plaiting. Fern. Yr. I., 2,200/. Wages, 55/.
3. Hohen Warte. 1873. Private Inst, for Jews for
Austria and Hungary. 37 pupils. Director, Heller. 2 E. T. —
3 0. T.— (1 Bl. T. for music.)— 2 W. T.— Trades : Br., B.,
straw-plaiting, weaving, window-blinds. Fern. Yr. I., 1,849/.
Wages, 111/.
4. During 1885 a Primary School for children has been
opened at Unterdobling, near Vienna.
5. Brtinn. 1844. A. S. E. I. for Moravia and Silesia.
Pop., 2,720,000. 2,550 blind. 68 pupils. Director, Schwartz.
4 E. T.— 2 0. T.— 3 W. T. (1 of whom is blind).— Trades : B.,
Br., straw-plaiting, Fern. Yr. L, 1,806/. Wages, 97/.
6. {a,.) Linz. 1824. A. S. E. 1. for Upper Austria. Pop.,
760,879. 560 blind. 41 pupils. Director, Helletzgruber.
A US TR I A — HUXGAR V — SWITZE RL AND.
153
2 K. T. (both blind.) — 3 0. T. (1 blind, for tuning). — 3 W. T.
(1 blind). — Trades : Br., B., straw-plaiting, Fern. Yr. I., 1,041/.
Wages, 38/.
(b.) Linz. 1883. W. I. for girls. 17 pupils. Trades: Br.,
straw-plaiting, Fem.
7. Prague. 1808. Private E. I. and Eye Hospital for
Bohemia. Pop., 5,000,000. 4,031 blind. 61 pupils. Director,
Hasner. 9 teachers (7 of them for music). — 1 female teacher. —
6 Sisters of Mercy. — 1 W. T. — Trades : Straw-plaiting, Fem.
Yr. I., 2,050/.
8. Lemberg. 1851. A. S. E. 1. for Galicia. Pop., 6,000,000.
3,868 blind. 34 pupils. Manager, Makowsky. 4 E. T. (1 blind,
for music). — 1 W. T. (1 blind female assistant teacher). — Trades :
B., straw-plaiting, Fem. Yr. I., 1,247/. Wages, 22/.
9. Buda-Pesth. Private Inst. E. I. for Hungary. Pop.,
6.000. 000. 85 pupils. Director, Dr. Michalyk. 2 E. T.
(2 blind, for music). — 3 W. T. — Yr. L, 6,250/.
10. Graz. 1881. Private Inst. E. I. for Styria. Pop.,
1.186.000. 1,174 blind. 32 pupils. Director Zeyringer.
4 0. T. — (2 of whom blind for music.) — 1 Bl. W. T. for B.
and Br. 2 Sisters for straw-plaiting. — Trades : B., Br., straw -
plaiting, Fem. Yr. L, 751/. Wages, 12/.
Switzerland.
1 . Berne. Private, assisted by Switzerland. Pop., 2,800,000.
2,097 blind. 68 pupils. Superintendent, Hofer. 3 E. T. —
2 0. T. — 2 W. T. — 3 BL T. for music. — 1 Bl. literary teacher. —
Trades : B., straw-plaiting, Fem. Yr. I., 1,440/. Wages, 86/.
2. Lausanne. Private E. I. and Eye Hospital. 30 pupils.
Inspector, Hirzel. 1 E. T.
3. Zurich. 1809. Prov. Inst. A. S. E. 1. and W. 1. also
for deaf and dumb (47 deaf and dumb pupils). 8 blind pupils.
Director, Schibel. 2 Bl. T., of whom 1 is for music. — Some deaf
and dumb teachers. — 1 W. T. — Trades : Straw-plaiting, Fem.
154
DENMARK — SWEDEN — NORWAY.
Denmark.
1. {a) Copenhagen. 1811. State Inst. E. I. for Denmark.
Pop., 2,000,000. 1,294 blind. 100 pupils. Director, Molden-
hawer. 8 E. T. — 4 0. T. — 1 Bl. T. for tuning. — 5 W. T. —
Trades : B., R, Br., shoemaking, Eem. Yr. I., 4,000Z.
(h) Primary School. 1861. Priv. Inst. A. S. 19 pupils,
1 teacher. Trades : Eem. Yr. I., 380/.
(c.) Industrial Home and Asylum. Private. A. S. 1825.
37 pupils. 1 housekeeper. — 1 female assistant. — 1 teacher for
music. — Trades : Br., straw-plaiting. Fern. Yr. I., 860/. Wages,
20/. to 25/.
Copenhagen is the centre for embossed printing in Denmark.
The Braille system is used for music and most school-hooks — a
few of which, however, are printed in the Eoman character.
Sweden and Norway.
1. Stockholm. 1808. State Inst. E. I. for Sweden. Pop.,
4.700.000. 4,000 blind. 60 pupils. Director, Dr. Kerfstedt.
3 E. T. (of whom 1 is blind, for music). — 2 0. T. — 5 W. T. —
Trades: B., Br., carpentering, straw-plaiting, Eem. Yr. I.,
2,350/. Wages, 28/.
2. Stockholm. 1870. Priv. Inst. W. I. for Stockholm.
Pop., 200,000. 15 pupils. Director, Borg. 1 E. T. — 1 W. T. —
Trade : B. Yr. I, 727/. Wages, 150/.
3. Vecio. 1884. State Inst. Primary School E. I. for
Sweden. 300 blind of school age. 12 pupils. Director, Lyberg.
1 E. T. — Trades: straw-plaiting, Eem. Yr. I., 733/.
4. Kristinehamm. 1884. State Inst. W. Inst, for men.
17 pupils. Director, Sikstrom. 1 E. T. — Trades : B., Br. Yr. I.,
350/.
5. Upsala. 12 pupils. W. Inst, for women.
6. Christiania. 1861. Priv. Inst. E. I. for Norway. Pop.,
1.900.000. 2,468 blind. 44 pupils. Director, Mathieson. 4
E. T. — 1 0. T. for music. — 3 W. T. (1 blind for carpentering). —
Trades : B., carpentering, straw-plaiting, Eem. Yr. L, 1,255/.
NORWAY — HOLLAND — RUSSIA.
155
7. Christiania. 1882. Prov. Inst. W. Inst, for men for
^lorway. 11 pupils. Superintendent, Lonrig (blind). 2 E. T. —
2 0. T. — 3 W. T. (2 blind). — Trades : Br., carpentering, turning,
carriage-making. Yr. 1., 3,360Z. Wages, 22/. to 27/.
Holland.
1. {a.) Amsterdam. 1808. Priv. Inst. E. I. and W. I. for
Holland and the Dutch Colonies. Pop., 4,000,000. 500 blind.
61 children and 68 adults in two institutes. Director, Meijer.
3 E. T. — 1 Class Teacher (1 blind). — 5 W. T. (2 blind). — Trades :
B., Br., straw-plaiting. Fern. Yr. L, 2,500/. -1,750/. Wages, 50/.
Workshop covers one-third of its expense.
(h.) Industrial Home and Asylum. 91 inmates (39 M.,
52 F.).
(c.) Bennekom. Primary School. 18 pupils, 2 teachers.
2. Grave. 1859. Private Inst. E. I. and W. I. for Holland.
Pop., 4,000,000. 3,000 blind. 30 pupils. Director, Janssen.
3 E. T. (1 of whom blind) and 2 blind for music. — 5 W. T. (of
whom 3 blind). — Trades : B., straw-plaiting, Eem.
•3. The Hague. W. I. for adults. 13 pupils. Director,
H. Van Strouten.
4. Middelburg. W. I. and Asylum. 12 pupils. Director,
Van den Thoven. 1 E. T.
5. Utrecht. AV. 1. for adults. 46 pupils. Director, C. T,
Barneweld.
6. Eotterdam. 1858. Priv. Inst. W. I. for Holland.
56 pupils, of whom 42 receive weekly instruction. Super-
intendent, Varendorf. Trades : B., Straw-plaiting. Yr. L, 1,255/.
Russia.
1. St. Petersburg!!. E. I. and Asylum, founded 1807 by
Haiiy.
2. St. Petersburg!!. 1879. Asylum and W. I. for Eussia.
156
RUSSIA.
Pop., 81,598,569. 1 50,000 blind. 25 pupils. Superintendent,
Mrs. Dr. Blessig. 1 female teacher. 3 W. T. — Trades: B., Br.,
straw-plaiting. Fern. Yr. L, 940/. Wages, 147/.
3. St. Petersburgh. 1881. (The institutions from 3 to 9 are
supported by the Maria Blind Society.) E. I. for boys for
Eussia. 18 pupils. Superintendent, Treumann. 1 E. T. —
2 0. T. — Trades : Br., straw-plaiting. Yr. L, 540/. Wages, 5/.
4. St. Petersburgh. 1883. E. I for girls. 18 pupils.
Superintendent, Miss Stiinkel. 1 E. T. — 2 0. T. — Trades: Eem.
Yr. I., 540/.
5. St. Petersburgh. 1878. W. I. for men. 14 pupils.
Superintendent, Jeroron. 1 W. T. — Trades : B., straw-plaiting
Yr. I., 420/. Wages, 30/.
6. Kiev. 1880. W. I. for men for Kiev. Pop., 2,144,276.
4,221 blind. 11 pupils. 1 Matron. IW. T. — Trades : B., straw-
plaiting. Yr. I., 300/. Wages, 20/.
7. Kiev. 1884. E. I. for children of Kiev. 10 pupils ;
accommodation for 50. Superintendent, Miss Lipnitzki. 1. 0 T.
— Trades not begun.
8. Eamenetz-Podolik. 1884. W. I. for men for Podolia.
Pop., 2,169,423. 10 pupils. 1 Superintendent. 1 Bl. W. T.
— Trades : B., straw-plaiting.
9. Eeval. 1883. E. I. for children of Esthonia. Pop.,
353,108. 719 blind. 8 pupils. Superintendent, Miss V. Wisting-
hausen. 1 female Kindergarten teacher. — Trades: straw-plaiting,
Eem. Yr. I., 300/.
10. {a) Moscow. 1880. Asylum for children. 20.
(&.) Ditto. 1846. Asylum for women. 130.
( c.) Ditto. 1884. Asylum for men. 15.
These three are under the direction of Mrs. General
Tcherkoff. 1 E. T. — 1 Matron. 25 servants.
11. Eiga. 1872. E. I. for Baltic provinces. 20 pupils.
Superintendent, Nothnagel. 1 Bl. T. for Gen. Ed. and music.
— 3 W. T (1 blind). — Trades : B., Br., straw- plaiting, Eem.
12. (a) Warsaw. 1842. State Inst. E. I. also for deaf
and dumb for Kingdom of Poland. Pop., 6,000,000. 45 pupils.
RUSSIA.
157
Director, Von Paplonsky. 1 Inspector. 4 R T. — 2 Bl. T. for
music. — 3 W. T. — Trades: B., Br., shoe-making.
(b.) Warsaw. Asylum for adults. 53 inmates. Yr. I., for
both institutions, 33,000 dollars.
Since this Table was compiled another institution has been
started by the Maria Society at Kasan for 20 pupils ; and other
institutions will probably soon be founded by the same Society
in various parts of Eussia.
Erom the Table on next page it is evident that in all the
countries contained in it, with one exception, the number of
blind under education has increased. In 1882 the number of
blind under instruction was 3,085, in 71 institutions; whereas
in January, 1885, there were 3,492 blind, in 81 institutions.
Servia.
The Servian Government have decided to establish an
institution for the blind at Belgrade, on the model of that at
Dresden, and have sent two gentlemen, for special training as
Managers, one to M. Blittner, of Dresden ; the other to M. Heller,
of the Jewish Blind Institution, Vienna.
SUMMARY FOR 1885 and 1882,
158
SUMMARY.
GERMANY — AUSTRIA.
159
Most of the embossed books for Germany are printed in
Berlin. The types used are Braille and Eoman, but the Braille
predominates. A monthly journal, the “ Blindenfreund,” in
ordinary type for the seeing, is published at Diiren. Another
monthly journal in Braille, “ Eundschau,” appears at Bromberg.
It is devoted to tales, &c. Another monthly journal in Braille
'is issued by M. Biittner, the Director of the Dresden Insti-
tution, to the former pupEs. It treats especially of subjects
interesting to them, and is not meant for general circulation.
The centre of embossed printing for Austria is Vienna,
where books in Braille and Eoman are printed.
( ICO )
CHAPTEE X.
THE BLIND OF FRANCE, BELGIUM, ITALY, SPAIN, EGYPT, JAPAN,
AND CHINA.
On the Condition of the Blind in France.*
Those who are interesting themselves in the welfare of the
blind in France may he divided into two parties : those who
are following in the steps of Haiiy and of his successors, who
quietly go on improving the methods of instruction and employ-
ment. The gradual tendency of this school of thought has been
more and more towards music as the best profession open to the
blind. Another party has, however, arisen within the last
six or seven years, consisting mostly of men who, without long-
previous training, have thrown themselves into the work with
all the ardour of neophytes, and dispute the suitability of music
as a profession for the blind, believing that manual trades are
more to be relied on.
This idea has arisen from the lamentable fact that many
blind persons who are, or call themselves, musicians, are
unable to maintain themselves respectably, and are driven to
expedients which, if not actual begging, are next door to it.
They conclude that the profession of music is only suitable for
a very small minority of the blind, and that, as a rule, it is
lietter to teach them manual trades. It is, unfortunately, per-
fectly true that cases of failure frequently occur among those
blind who have been trained as musicians ; but, on the other
hand, it is also true that a very large nuraber are actually main-
taining themselves by the profession of music, and making
incomes and occupying social positions which are quite
* Much of the information contained in this section has been kindly furnished
to me by M, do la Sizeranne.
THE BLIND OF FRANCE.
161
unattainable by those engaged in manual trades. The fact is,
that, if we examine the causes of failure, we shall find that these
are not due to the unsuitability of music as a profession, but to
other causes, which may be here briefly enumerated : —
1. The incompleteness of their musical education.
2. Almost complete want of general education.
3. Want of knowledge of the world, and of means of using
their resources to the best advantage.
4. Feebleness of constitution, and frequent illness.
5. Bad conduct.
6. Early marriage.
7. Want of friends to start them, or to assist them at critical
periods of their lives.
Four of these causes depend on the defective organization of
certain schools, and on the mistaken kindness of many teachers,
who, out of pity to individuals, retain them in their classes after
they have discovered that they have not sufficient talent, or
not enough energy, to make success probable. In such schools
it too often happens that a good general education is not given,
and that the physical development of the body is neglected, so
that many pupils — and often the best — break down in health
and continue weak all their lives.
Two causes of failure depend upon the pupil himself, viz.,
bad conduct, which may be the result of early vicious habits,
which have not been eradicated when at school, possibly in conse-
quence of want of sufficient discipline ; or, still more frequently,
from lack of individual attention. The other cause is early
marriage. It is perfectly natural that many blind persons will
seek to relieve their isolation by marriage ; but those who
marry early almost always find the support of a family too
great a strain on their resources.
Misconduct and early marriage are fatal to the success of the
blind, whether workmen or musicians ; the ruin of the former
will, indeed, be more rapid than that of the musicians, inasmuch
as their earnings are smaller, and they must, therefore, sooner
succumb.
M
162
THE BLIND OF FEANCE.
The last cause of failure is the difficulty of obtaining work,
and the want of a little timely assistance at critical periods of
their lives ; but it is evident that this weighs on the workmen
as well as on the musicians ; the latter, it is true, require much
direct sympathy in order to be able to exercise their profession,
while workmen can carry on their trade in a special workshop
without being in direct relation with the public; but the
sympathy of the public is necessary to the workshop which
employs them, so that the rapidly accumulating work may be
disposed of profitably, and that the necessary funds may be sup-
plied for founding the workshop and for carrying it on. In the
matter of sympathy, the advantage is still with the musician,
for a good musician, who is amiable and gentlemanly, is likely
to attract sympathy more than a good workman. It is strange
that those who decry music as a profession for the bhnd seem
to think that to adopt manual trades, in preference to music,
constitutes a substantial progress ; whereas, if they had been
better acquainted with the history of the subject, they would
have known that such a change is a return to a state of things
which existed half a century ago, when the sole object was to form
blind workmen, and, if music was taught at all, it was only con-
sidered as an agreeable pastime, and scarcely any instruction
was given on the piano or organ. A change took place in
1830, and especially in 1840,* since which time the profession
of music has always been considered in France as the best and
most remunerative employment open to the blind, who by it are
able to arrive at results which are absolutely unattainable by
workmen. It is true that there are many blind who have not
the qualities necessary for them to become musical artists ;
these sliould be trained as workmen ; but, with the multiplica-
tion of good primary schools, many children, who would other-
wise have failed, will receive that kind of early training which
will enable them to become successful as musicians.
In speaking of the professions and trades open to the blind
IVI. de la Sizeranne remarks : —
* See J?ik'S Guadet et les Aveucjles, Paris, 1885 ; par Maurice de, la Sizeranne.
THE EJJKD OF FRANCE.
163
“ There is no doubt that a blind man who succeeds in
becoming a barrister or professor of literature or science in a
great University, has a better social and material position than a
musician ; but how many can attain to such positions, and
what difficulties have they not to surmount ? They must, in
the first place, have an amount of intelligence and memory
which are not common ; then they must undertake long and
laborious studies ; they must obtain the coveted appointment ;
and, finally, they must be able to keep it, which is by no means
easy.'’
Institutions. — There are five kinds of institutions for the
blind in France : —
1. Primary Schools, where blind children are received bet ween
the ages of 5 and 13.
2. Schools receiving children between the ages of 9 and 13,
and not keeping them beyond 21.
3. Workshops where the workmen either live in the house
or at home.
4. Eeligious communities for blind women.
5. Asylums in which the blind remain for life.
1. Primary Schools. — Several institutions receive blind
children as young as 5 years ; but the only school which
exclusively receives children between 6 and 13 is the tlcoU
Braille. This was founded a few years ago by M. Pephau, and
now contains sixty boys and girls, who are supported by scholar-
ships given by the City of Paris. It is situated at No. 152, Eue
Bagnolet, and has a large garden, with much open space round
it. The object is to prepare children either for a higher musical
school, or for manual trades. Much attention is given to object-
lessons, Frobel games, and physical development. The instruc-
tion is admirable. The musical pupils leave at 13 for the
Institution Nationale des Jeunes Aveugles. Those who are
intended for manual trades are to be received into a special
technical school, which it is intended to establish in connection
with the primary school. It is proposed to found several other
primary schools, on the same model, in different parts of France.
164
THE BLIND OF FRANCE.
2. Schools retaining their Pupils up to 21. — Of the French
institutions for the blind, this is far the most common form
The Institution Nationale des Jeunes Aveugles in Paris is
the pattern followed by all the others. In all, music holds the
most prominent place, though the provincial institutions do not,
as a rule, succeed well in this respect ; because they have
neither tlie large resources nor the great opportunities of
professional training which are enjoyed by the Paris School.
Manual trades, though taught, generally hold a subordinate place.*
In the Paris School all the pupils learn music. Trades are
not taught, except net-making, which is considered as a good
training for the hand in the case of the younger pupils ; and
wood-turning, which is unremunerative as an employment, but
it increases the manual dexterity of the piano-tuners. Some
exquisite turning is done in this department. AU the girls learn
knitting, crochet, &c.
Formerly the tuners, during the last year or two of their
stay at the school, visited the factories in the town, to have the
opportunity of tuning various kinds of pianos along with seeing
workmen. M. Guadet, in 1869, informed me that this was of
the greatest possible use to the tuners, hut it has for some time
been discontinued. A full orchestra has for many years been a
prominent feature of the Paris School, and is there considered of
the greatest importance in developing musical taste.
3. Workshops and Industrial Homes. — There are at present
five such institutions. In several of these the workpeople, who
are boarded and lodged, do not receive their full earnings ; they
are, therefore, rather industrial homes than true workshops ;
l)ut, in others, the workpeople are paid wages and live at home.
These are, therefore, true workshops. Hitherto, all such institu-
tions in France have had to depend too much on the charitable
element, in the shape of donations and subscriptions.
* See a pain{)hlet, Vraie Mission des Petites Ecohs d' Aveugles, par Maurice de
la Sizerantie, No. 37, Boulevard des Invalides, Paris. The English translation may
he obtained from the British and Foreign Blind Association, No. 33, Cambridge
Square, London, W.
QUINZE-VIKGTS.
165
4. Blind Sisterhood of St. Paid . — The couiinimity which
bears this name is situated in Paris, and consists of Sisters,
some of whom are blind and some seeing. They devote them-
selves to the education of blind girls, who are received from the
age of 5. The girls who have finished their education may, if
they choose, enter the Sisterhood and remain in the convent for
life, where they occupy themselves with knitting, netting, brush-
making, &c. There is also a printing-press, which has already
furnished several valuable books in the Braille system ; and a
monthly journal, the Louis Braille , is also printed here. A
certain number of old blind women are received for life.
5. Hospice des Quinze-Vingts . — This venerable institution
was founded in 1269 by Louis IX of Prance (St. Louis). The
common legend is that he founded it as an asylum for 300 of
his soldiers, who had become blinded in the disastrous crusade
of Egypt. There appears, however, no foundation in history for
this tradition, and the Hospice seems to have been from its foun-
dation, and has continued upwards of 600 years, a civil asylum for
300 blind persons. The Statutes of the founder are still pre-
served at the Hospice, and they make no mention of the blind
crusaders, but simply state the King’s pleasure that 15 times 20
(300) blind persons shall be maintained in perpetuity, by
his endowment. The first mention of the legend of the blind
crusaders dates from the fourteenth century. Up to 1779 it
continued orr its original site near the Eue Sc. Honore ; but in
that year, Louis XVI, wishing to enlarge the Palais Eoyal,
bought the site of the Quinze-Vingts, and transferred the Hospice
to the present site, Xo. 28, Eue Charenton, which had been
built by Louis XIV as a barrack for the Black Musqueteers.
The Government, instead of paying for the old site at once,
agreed to pay a certain sum annually, which is still continued.
In 1789 the superfluous income was devoted to pensions for
the outdoor blind of Prance. At present 1,200 receive 4/.,
GOO, 6/., and, 400, 8/. a-year. The pensioners must be at least
21 years old. At the age of 40, if they have passed through
the three grades of pensions, they may become inmates of the
166
QUINZE-VINGTS — AID TO OLD PUPILS.
Hospice. They receive unfurnished rooms, and sufficient to live
comfortably. They are allowed, if married, to bring their wives
or husbands and children, but the boys must not exceed 15 or
the girls 21 years of age. The building forms four sides of a
large quadrangle. The rooms are of different size, according to
the number in family, but are all extremely comfortable. There
is a public room in which newspapers are read for an hour in
the morning, and some book for two hours in the afternoon.
Each family provide for themselves, and need not mix with any
of the others unless they like ; and in all respects the utmost
liberty is enjoyed compatible with the discipline of so large an
establishment. The seeing widows and widowers of former
blind inmates are permitted, under certain conditions, to remain,
and are lodged in the upper story of the former stables. Lately
an eye hospital has been added at the back of the quadrangle.
There is another, ancient foundation for the blind of Chartres,
dating from 1352, but this foundation has not grown like that of
Paris, and the assistance it now gives to the blind is quite
insignificant.
Aid to Old Pupils. — The SocUU de Flacemmt et de Secours
was founded in 1855, in connection with the Institiotion
Nationale des Jeunes Aveugles. This Society has been of
immense value to tlie former pupils. Its object is to find
situations or work for the pupils who have been educated at the
institution, and to assist them, if necessary, at critical times.
Its scope embraces both musicians and workmen, provided they
are aide, when placed in favourable circumstances, to earn their
living ; the musical pupils are, however, far the most numerous.
When pupils, whether male or female, leave the institution, and
have received sufficient training, the Society adopts them,
assists them to find employment, supplies them with the neces-
sary tools and instruments, and assists them with the money
required for starting in life. As long as the pupil conducts
himself honoura])ly he is sure to obtain effectual moral and
materia] support from the Society.
Tliere is no doubt tliat, without this Society, many perfectly
FKANCE — OLD PUPILS— EDUCATION.
167
capable pupils would fall into want from the difficulty of
obtaining employment by their unaided exertions/or from not
having the necessary means of establishing themselves. This
Society is indispensable to the proper working of the school.
Since 1856 it has been recognized by the Government as one of
public utility.’' Its funded capital is now 5,840/., and increases
every year.
Other French schools for the blind are seeking to found
similar societies for the assistance of their former pupils, but it
will probably be many years before they have accumulated
sufficient capital to give much pecuniary help ; but the moral
support that they can at once give to the pupils will be of
immense value to them.
Education. — The Braille system is the basis of all education
in France. For some years this system has assumed an impor-
tance in education which many instructors of the blind can
scarcely yet comprehend. For fifty years the Braille system has
been extensively employed in Paris, but as long as the masters
who were contemporary with Braille lived, they (though excel-
lent in other respects) followed too much the plan of instruction
by which they themselves had been taught, and this was prin-
cipally oral. There were few school-books, and these were of
the most condensed kind. The master generally possessed the
only specimen, in manuscript, of the text-book of his course,
and the pupils generally had to learn their lessons by heart, so
that the teaching was principally oral.
For the last fifteen years, however, the mode of instruction
has been very different. A new generation of masters has
succeeded, and as in their own school-days they had themselves
made more use of the Braille system, they appreciated its
educational advantages better. Now, in every class, the pupil
has his Braille frame, which he uses as freely as the seeing
pupil in an ordinary school uses his pen or slate, and the blind
professor examines and corrects the exercises out of class.
Mathematics have, up to a recent date, formed the single excep-
tion to this mode of class-work ; now, however, the Braille
168
EDUCATION — BRAILLE.
writing-frame is very generally used in working out arithmetical
problems. The class-books are also much more numerous than
formerly, and each pupil has in his desk a copy of the grammar,
rhetoric, history, geography, arithmetic, geometry, cosmography,
physics, &c., according to the class to which he belongs.
In the teaching of music the Braille system has rendered
similar services. The pupils now no longer learn their music
by ear, but study it from notes, which greatly facilitates the
work of the master, and gives much more precision. In choral
practice each singer has the copy of his part before him, and
sings from notes, precisely as the seeing members of a choir,
though the words are usually learnt by heart ; but an ingenious
and very simple arrangement, due to M. Ballu, allows both
words and music to be read together, the words and notes being
on the same line.
But it is not only when at school that the blind make
continual use of the Braille system ; through life they use it,
whether for ordinary writing or for music, exactly for the same
purposes as the seeing employ writing or use printed or MS.
books. As there are in France very many blind musicians, a
considerable demand exists for MS. music ; this has hitherto
been supplied by private copyists. Lately, however, an office
has been started at No. 223, Eue Lecourbe, Paris, where music
is rapidly copied from ordinary print into Braille, or vice versd.
In most French schools for the blind the professors are
blind, and experience has shown that, on the whole, they make
the best teachers.
The subjoined Table will show in what towns of France
institutions for the blind exist. It will be seen that there are
23 institutions, containing 912 pupils (459 boys and 453 girls),
l)esides the 300 inmates of the Asylum of the “ Qiiinze-Vingts.”
FRENCH BLIND INSTITUTIONS.
FRANCE — INSTITUTIONS.
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170
BELGIUM.
Four special periodicals for the blind exist in France. One
of these, the Valentin Haily, is a monthly magazine for the
seeing. The Louis Braille appears once a-month in the Braille
type, with a fortnightly supplement, also in the Braille type.
These are edited by M. de la Sizeranne. A fortnightly journal
of music is published by M. Ptiquier, of Lille ; and a chatty
journal is also published — both in Braille.
Almost all the books and music that are printed in France
are done at the Institution Nationale des Jeunes Aveugles^
No. 56, Boulevard des Invalides, Paris ; but the Blind Sisters of
St. Paul print the Louis Braille and a few educational works.
Belgium.
All the schools for the blind in Belgium, with one exception,
are united to institutions for the deaf and dumb. This arrange-
ment is undesirable for many reasons, and was condemned by
the Congress of Instructors of the Blind and of the Deaf and
Dumb, which met in Paris in 1878.
All the Belgian institutions, with the above-named exception,
are managed by religious brotherhoods or sisterhoods.
Brussels. — {a) For boys. Blind pupils, 40 (deaf and dumb,
100). System : Braille. Trades : basket-making, chair-seating,
tuning, music.
(5.) For girls. Blind pupils, 33 (deaf and dumb, 146).
System : Braille. Trades : sewing, knitting, crochet, &c., music.
Bruges . — Blind pupils, 48 (26 M., 22 F.) (182 deaf and
dumb). Systems: Carton (a modification of Braille, introduced
by the late Abbe Carton) and Braille. Trades : for boys, chair-
seating in rush, straw, and cane, basket-, mat-, net-, and carpet-
making, making chains from wire ; for girls, knitting, crochet,
&c., sewing, and carpet- weaving.
lA^ge . — Blind pupils, 4 (deaf and dumb, 92, 50 M., 42 F.).
It is intended henceforward to take no blind pupils.
Maeseyek also has a mixed institution for the blind and the
deaf and dumb.
Gldin — Mons {Hainaidt). — Pupils, 73 (44 M., 29 F.) Ad-
BELGIUM — ITALY.
171
mission from 7 years. May remain 10 years. Trades : for
boys, basket-making^ cliair-seating in straw, rush, and cane,
slipper-making from strips of list, and tuning ; for girls, sewing,
knitting, crochet, &c. All pupils learn vocal and instrumental
music.
This institution was founded at hTamur, 1876, by the present
Director, M. Simonon, who is blind ; and transferred to Ghlin,
near Mons, in 1884.
The most remunerative trades for the blind in Belgium are
basket-making and chair-seating.
There are no workshops for the adult blind in Belgium.
Italy.
The Italian institutions are all founded and maintained by
private benevolence. The State does nothing, though that of
Padua is supported by the Venetian provinces, and other
provinces sometimes pay for the maintenance of their pupils in
some institutions. The Braille system is adopted universally,
though the Eoman letter is also taught as an accessory. The
principal aim is to form musicians, though manual trades are
also taught. The organ is generally considered as furnishing
the most remunerative employment.
The most important institution in Italy is that of Milan,
which was founded in 1840. It now comprises three sections.
Milan. — {a) School proper, 1840. Pupils, 90 (50 M., 40 F.)
Age of admission from 8 to 12. The pupils stay 8 or 9 years.
Music and trades are taught, but special attention is given to
music. The pupils after leaving have to look to organ appoint-
ments as their principal means of subsistence ; but these places
are very badly paid in Italy ; not usually more than 10/. a-year
is paid to the organist in country churches, and a man considers
himself fortunate if he can secure two such appointments. The
instrumental playing is very good indeed. Diere are among the
pupils first-rate artistes on the violin, violoncello, and the various
wind instruments, but they have difficulty in supporting them-
selves after leaving. The institution possesses a printing-press.
172
ITALY — INSTITUTIONS.
and prints a good many books, both literary and musical, in the
Braille system. They are printed from movable type and with
close lines.
(b.) Asilo Mondolfo is connected with the school, and receives
those male and female pupils who, having finished their educa-
tion, are not likely to succeed if left to themselves. It now
contains 20 (6 M. and 14 F.)
(c.) A workshop founded in 1884 by Signor Zirotti, who
gave for this purpose 24,000/. There are two classes of work-
people. Those who live at Milan come for the day, and after
three months’ training receive a franc a-day, whether they earn
it or not, and anything more which they actually earn. Those
who live in the country receive the raw material at wholesale
price, and if they cannot sell their work at home, they are
allowed to send it to the workshop, which sells it for them. A
lady has lately presented her large country house near Como to
the institution, at which, in 1885, seventy of the pupils passed
their holidays in good air and better sanitary conditions than
they could have enjoyed at their homes.
It will be seen from the following summary that most of the
Italian institutions are small. The problem of self-maintenance
after leaving the institution seems to be a very difficult one in
Italy, as in most other countries.
The following is a summary of the Italian institutions : —
Milan. — (a.) School, 1840. Pupils, 90 (50 M., 40 F.).
About 16 blind teachers.
(5.) Asilo Alondolfo, 20 (6 M., 14 F.).
(c.) Workshop.
Turin . — Founded about 1875. 40 pupils of both sexes. A
workshop will shortly be opened in connection with the school.
Genoa. — 1870. 30 pupils of both sexes.
Padua. — 1839. 20 male pupils.
Florence. — 1864. 24 pupils (12 M., 12 F.),
Pouie. — {a.) Santo Alessio. 50 pupils of both sexes.
(5.) Istituto Alargherita, which is rather an asylum than a
school.
ITALY — SPAIN.
173
Naples. — ( 61 .) Istituto Principe di Napoli. Founded by Signor
IMartuscelli, 1873. Pupils, 72 (43- M., 29 F.). Age of admission,
4 to 12 for boarders, 6 to 16 for day pupils. Pupils are not kept
for more than 12 years. Of the 43 boys, 7 are day pupils. All
the girls are boarders. The trades taught are turning, carpen-
tering, shoemaking, bookbinding, basket and window-blind
making. The girls learn slipper-making, lace, knitting, crochet,
&c. A workshop is attached, but it is restricted to the pupils
of the institution. It is said that nearly all the old pupils,
whether musicians or engaged in manual trades, are able to
support themselves when they return home; but the tuners,
organists, and teachers of music are found to succeed best in
this respect.
(b.) Istituto Strachan-Eodino. 12 girls.
(c.) Casa di San Giuseppe and Santa Lucia, which is an
asylum for boys, adults, and old people, of whom it contains
about 200.
P)ologna and Eeggio d’Emilia each contain a small school ;
and there are small schools connected with the Sisters of
Charity at Palermo, Como, Pavia, Assisi, and Bologna.
The principal centre of printing in Italy is at the institution
in Milan. Almost all the publications, literary as well as
musical, are in Braille.
A monthly journal, II Mentor e dei Ciechi, is published in
Braille at Florence, as also L’Amico dei Ciechi, in ordinary
print for the seeing.
Spain.
According to the Census of 1880, the blind children under
instruction in Spain were distributed as follows : In public
schools, 119 males and 106 females. In private schools,
18 males and females. In special institutions for the blind,
287 males and 61 females. Total, 652. Among those attending
special schools, there were 140 male and 25 female non-resident
pupils. The special institutions for the blind are situated in
the following towns : Madrid (2 institutions), Barcelona
174
SPAIN — GREECE — SYRIA — EGYPT.
(2 institutions), Burgos, Cordova, Santiago, Salamanca, Seville,
Tarragona, Alicante, and Saragossa. Total, 12. There are no
workshops for the blind in Spain.
Madrid . — The National Institution for the Blind was
founded 1842. Number of pupils, 69 (51 M., 18 F.). 22 hoys
and 5 girls are day pupils. The age of admission is from 7 to
14, and they may remain 9 years. Systems : Braille, Boman,
and for music that of the late blind Professor, Sehor Abreu.
Besides piano, organ, and singing, all the other instruments are
taught, and there is a full orchestra. The extent to which pupils
can support themselves on leaving the institution is not exactly
known, but it is stated that the best remunerated are those who
have devoted themselves to the piano, organ, violin, and flute.
Barcelona . — Founded 1820. 68 pupils (58 M., 10 F.). Enter
from 5 years and upwards ; stay 10 years. Systems : Braille,
and a modification of it by M. Llorens. Education, general and
musical. There is a hand. It is said that most of the pupils,
after leaving, can do something towards their support by music,
but cannot fully maintain themselves.
Greece.
There is at present only one institution in Greece, which is
situated at Corfu, and only contains 1 pupil.
Syria.
There is a department for blind children in the Mission
Schools at Beyrout. Moon’s system is used. Braille is known,
but not ofiicially adopted.
Egypt.
The number of blind in Egypt is very great. According to
M. Onsi, the Director of the Institution for the Blind at Cairo,
aljout 10 per cent, of the population are totally or partially
l)lind. Purulent oplitlialmia is very common, and flies are said
to be a frequent cause of the contagion being transmitted from
EGYrT.
175
eye to eye. Egyptian children are often seen with their eyes
covered by a black mass of flies, which they seem to bear with
perfect patience, never brushing them ofl‘
A special Institution for the Blind was started at Cairo
in 1865. A few years ago a class of deaf and dumb children
Avas added. The total number of pupils now is 65, of whom 50
are blind, 15 deaf mutes. Of the total number, 50 are boys
and 15 girls. They are mostly supported by the charitable
funds from the mosques. The system of reading and writing used
is Braille, and the Koran has been printed in that type. The
trades taught are, for girls, sewing, embroidery, knitting, and
crochet ; for boys, caning and rush-seating chairs, making mats
of all kinds, and turnery. Both sexes learn to weave flne
cotton and silk fabrics, which seem very well done.
Most blind children in Cairo are taught at the ordinary day-
schools for the seeing, and nine out of ten of the blind children
attend these schools, whereas the great majority of the seeing
children do not attend. The reason of this seems to be that a
good education, and especially a good knowledge of Arabic,
is the best preparation for future self-maintenance. As a rule,
the blind of Cairo earn their living by reciting the Koran
at and after funerals, and on various other occasions. It is
usual, after a death, for the Koran to be read through once
a-day for thirty days. The minimum pay for each reading is
Is. to each reader, and three generally read or recite alternately ;
so that after one death three blind men who know their Koran
well can obtain at least Is. a-day each for thirty days. A reciter
with a fine voice, good delivery, and who speaks pure Arabic,
sometimes receives as much as 4 , 1 . for once going through the
book. It is plain that this opens out a wide field for well-
educated blind men ; and blind children, knowing this, are very
anxious to fit themselves for the work. There are a few blind
beggars, but they are mostly lazy fellows who like a vagabond
life. In Egypt almost all the women get married, but when
blind they do not always succeed in this respect. There are not
many intermarriages among the blind,
176
JAPAN.
Japan.
The blind of Japan are an industrious, respected, and well-
to-do class of the community. Perhaps nowhere else are the
blind so well off. The principal occupation followed by them
is that of shampooing. In Japan almost every one is frequently
shampooed, not only for the cure of rheumatism, but for
the relief of fatigue. There is, therefore, plenty of occupation,
and the shampooers are almost all blind, so that to send
for “ the blind man ” or for the shampooer ” means very much
the same thing.
In Japanese towns and villages every evening the blind
walk along the streets, making their presence known by a
peculiar whistle, and in large towns this whistle is so frequent
that it becomes quite disagreeable. The blind also are
frequently musicians; and those who have saved any money
derive great profits from money-lending ; and as the rate
of interest is often as high as 15 to 20 per cent, per month,
the business must be a profitable one. They have peculiar
facilities for this business, as by an old law a blind creditor
takes precedence of all others. A blind beggar is scarcely
ever seen in Japan. The blind were anciently formed into
two Guilds, one by the son of the Emperor who wept himself
blind for the loss of his wife, and the other by a General who
plucked out his eyes that he might be delivered from the
temptation of slaying the generous Prince who, after taking
liim captive, treated him with singular kindness. The Corpora-
tion formed by the latter contains a large number of musicians,
who are to be seen at theatres, weddings, processions, and
festivals. It is interesting to observe that this independence and
power of self Jielp is not owing to asylums and institutions.
One institution for the blind and deaf and dumb, however, exists
at Kiyoto. There were many interesting exhibits from the
Kiyoto School in the Japanese Department of the London
Health Exhibition of 1884. There was a complete set of
sliarnpooing instruments which have been lately introduced
JAPAN — CHINA.
177
at the institution, but I much doubt if the human hand is not
the best instrument for this purpose. There were also well-
made baskets and ladies’ bags made of paper strips beautifully
interwoven, but I was told that the process is so slow as not to
leave much margin for profit. The Braille system has been known
there for some years, but appears not yet to be adopted. The
Japanese letters are even more complicated than our Eoman
letter, and are, therefore, unsuited to the touch ; yet books are
printed with these letters in relief, the lines being vertical
instead of horizontal, as in our books. The form of letters
is taught by models and by tracing the letters with the fingers
on the backs of the pupils.
China.
There is no doubt that the number of blind in China is very
large; blind men, women, and children are everywhere to
be seen, and nothing is done for them. The most common
cause of blindness is small-pox. This cause will, of course,
cease when vaccination becomes general. Next to small-pox as
a cause of blindness is ophthalmia of new-born children. In
China it is customary to wipe and not to wash new-born
children, which custom, of course, increases the frequency of
ophthalmia. Ophthalmia of the adult stands third in the order
of frequency. The blind are mostly beggars or fortune-tellers.
The men in walking along the streets grope their way by means
of a long stick attached to the wrist by a rope to prevent its
being lost or stolen, while a small gong and clapper are sus-
pended from the other hand. The noise from this or from a
flute warns passengers of the approach of the blind man, so that
they may make way for him or call him into their houses
if they should require their fortunes told.
Mr. Murray, one of the Scottish Bible Society’s missionaries,
has started a small school for the blind at Pekin. The Braille
system is used for reading and writing, and the New Testament in
Chinese Braille is printed on the premises. By adapting
Braille to the ordinary Chinese alphabet a very great saving of
N
178
CHINA.
space is effected over English books. It is expected that the
whole Chinese Bible will not occupy much more space than
half of our New Testament. A few converted blind Chinese
who have learned to read and write well have been sent out as
colporteurs, and are most successful, as the people crowd round
the blind man to see his fingers doing the work of eyes, and this
gives him a good opportunity of speaking to them. Missionaries
in other parts of China and of India would do well to take this
hint.
At Hong Kong there is a Foundling Hospital managed by
the Sisters of St. Vincent de Paul. Here blind women are
employed as nurses, and it is said to be extraordinary to see the
dexterity with which they tend and feed their little charges.
CHAPTEE XL
THE BLIND OF AMEKICA AND AUSTEALIA.
The Statistical Table is arranged so as to give the latest
available information respecting the blind of North America.
In one or two cases no returns have been obtained. In the
United States there are twenty-nine schools for the blind, and
thirty-seven States contribute to their support. Seven of the
institutions are dual institutions, i.e., institutions in which the
deaf-mutes and the blind are taught.*
Number of Pupils in Schools.
Alabama, 20: per cent, of the whole number of blind in
the State.
Arkansas, 44 : 4J per cent.
Colorado, 0.
California, 31 : about 4-j% per cent.
Georgia, 61 : per cent.
Illinois, 128 : 4-j% per cent.
Indiana, 128 : per cent.
Iowa, 141 : 10y®g- per cent.
Kansas, 53 : 7 per cent.
Kentucky, 77 : 3y®o^^ per cent.
Louisiana, 23 : 2-j^ per cent.
Maryland, 66 : 7 per cent.
Massachusetts, 123 : 2j®o per cent, of the whole number
of blind in New England. The school in Boston receives pupils
from the six New England States.
Michigan, 63 : 4y^g- per cent.
Minnesota, 36 : 8 per cent.
Mississippi, 35 : per cent.
* For the following statistical information I am indebted to Mr, Lane, the
Director of the Louisiana Institution for the Blind.
180
UNITED STATES — STATISTICS.
Missouri, 90 : 4 per cent.
Nebraska, 25 : 11 per cent.
New York, 382 :
North Carolina, 60 : 3 per cent.
Ohio, 180 : 6 per cent.
Pennsylvania, 170 : 3^ per cent.
South Carolina, 12 : 1 per cent.
Tennessee, 58 : 2y^y per cent.
Texas, 84 : 6 per cent.
Virginia, 32 : l-j^g- per cent.
West Virginia, 32 : 5 j-L per cent.
Wisconsin, 83 : per cent.
Total number of pupils in schools for the blind in 1883,
2,237 ; iu 1884, about 2,400.
Percentage of entire blind population in attendance at
schools, about 4f per cent.
In the Southern States, if the white blind be taken as the
basis of estimate, the percentage is as great as in the Northern
States.
The value of grounds, buildings, and apparatus in use for
educating the blind is nearly 4,000,000 dollars. The appropria-
tions made by the various States per annum for the support of
the different institutions amount to about 600,000 dollars.
In the work-homes there are about 150 blind persons.
Of the white blind in the Southern States, somewhat more
than 5 per cent, are in attendance at schools.
INSTITUTIONS IN NORTH AMERICA.
181
STATISTICAL TABLE OF THE INSTITUTIONS FOR THE BLIND OF
NORTH AMERICA.
Total.
Males.
Females.
Alabama Institution for Deaf, Dumb, and Blind
20
Arkansas, Little Rock
California Institution for Deaf, Dumb, and Blind:
44
Berkeley . . . . . . , .
31
Colorado, Colorado Springs
. .
Georgia, Macon
61
Illinois, Jacksonville ..
128
Indiana, Indianapolis .
128
Iowa, Vinton
141
Kansas, Wyandotte . .
53
• •
Kentucky, Louisville . .
77
• •
Louisiana, Baton Rouge
23
• •
Lower Canada, Montreal
44
‘ 13
Maryland, Baltimore . .
62
„ „ For coloured blind
22
Massachusetts, Boston
120
’*60
’*60
Michigan, Lansing
63
Minnesota, for Deaf, Dumb, and Blind : Faribault .
36
Mississippi, Jackson . .
35
Missouri, St. Louis . .
90
,, Industrial Home for Blind Girls
5
Nebraska, Nebraska City ..
25
New York State, Batavia
155
75
*80
,, City
218
99
119
,, Home for the Blind . .
37
15
22
„ Indigent Blind Asylum
North Carolina Institution for Deaf, Dumb, and
74
74
••
Blind ; Raleigh
60
, .
,,
Nova Scotia, Halifax . .
, .
, ,
Ohio, Columbus
200
, ,
. .
Ontario, Brantford .. ,,
120
60
60
Pennsylvania, Philadelphia
170
109
61
,, Working Home for Blind Men
90
90
. .
,, Industrial Home for Blind Women
31
31
South Carolina, Cedar Springs . .
16
7
9
Tennessee, Nashville . .
56
22
34
,, „ Coloured..
6
. ,
Texas, Austin
75
36
39
Virginia, Staunton
34
22
12
West Virginia, Romney .. ..
32
, .
. .
Wisconsin, Janesville .
83
• •
• •
The above statistics will give a rough idea of the wide extent
of enlightened philanthropical effort which has for its object the
amelioration of the condition of the blind of America. Yet such
tables tell nothing of the working of the institutions, nor of the
conditions which insure comparative success or failure ; yet this
is precisely the information which is of the greatest value, and
182
UNITED STATES.
it can only be obtained by close inspection of the institutions in
their ordinary daily work. It cannot even be obtained by
attending conferences, which, however, certainly possess some
advantages : they bring instructors of the blind together, and by
this contact many small jealousies and prejudices are overcome.
It is also possible in a conference to see in a week the represen-
tatives of institutions which it would take months to visit ; but
the details on which so much depends are not seen, except by
the slower process of visiting each institution.
These considerations induced me to go to America in 1884,
and to visit as many of the principal institutions as could be
seen in two months. I was everywhere received with the
greatest cordiality, and I have to thank my American friends
for having made my visit not only most instructive, but very^
pleasant. The American institutions, as a whole, are palatial as
compared with those of England. The various States have
recognized the duty of providing institutions and educating
their own blind children, and, as a rule, there is a magnificence
and vastness about their arrangements which are quite unknown
in this country. Every child has a right to be educated at the
expense of the State, so that the managers are saved the trouble
and anxiety of raising funds, either for the erection of the
buildings or for the maintenance and education of the pupils.
There is, however, another side to this picture. As the State
Government furnishes the money, it also appoints the officers,
and these, from the superintendent down to the servants, are
the nominees of whatever party is predominant for the time ;
and it too frequently happens that, when a fresh party comes
into power, the whole staff is changed. If the old staff was
appointed when the Eepublican party was in power, the
Democrats, when their turn comes round, must reward their
adherents by giving them places. ' As this is considered legiti-
mate patronage, each party exercises it on its advent to power ;
and tliough instances undoubtedly occur in which superinten-
dents of high standing are allowed to retain their situations, yet
it sometimes happens that even men who have spent a lifetime
UNITED STATES — NEW YORK.
183
in learning their work are turned off to make room for new and
untried men, simply on account of their political opinions.
The institutions of Boston, New York, and Philadelphia
form an exception to this rule. They were founded by private
benevolence, and though the State pays for the maintenance
and education of the pupils, and assists in other ways, it has not
the appointment of the staff.
In the United Kingdom practical unanimity as to the best
methods of educating the blind has been secured through the
efforts of the British and Foreign Blind Association; but in
America different schools use different systems of reading and
writing. The Boston Eoman letter and the New York point-
type are the most widely spread. At Philadelphia, Moon and
pure Braille are used, in addition to the Eoman letter. At
St. Louis, and to a less extent in some other institutions, a
slightly modified Braille is employed ; while at Boston the
Boston Eoman is used for reading, and a local modification of
Braille for writing. The maps and slates for arithmetical calcu-
lation are decidedly inferior to those issued by the Association,
whereas the models for teaching physics, anatomy, &c., are often
most elaborate and expensive.
Having premised these few preliminary observations, I will
now give a brief sketch of the institutions visited by me.
On the 20th April I landed at New York, and shall com-
mence with a short description of the institution in that city.
There are two schools for the blind in the State of New York.
The “ State ” School is at Batavia, and is entirely supported by
the State. The City School was founded in 1831 by private
benevolence. The city has now extended all round it, so that it
has not the advantage of the spacious grounds so characteristic
of many of the newer American institutions. The number of
pupils is 223, the two sexes being about equally represented.
The first room I visited, on the girls’ side, was devoted to
use of sewing and knitting machines. About forty of the
girls learn the former, while a much smaller number learn the
use of the knitting-machine, which is more difficult. The
184
NEW YORK.
sewing-machine almost universally used in America by the blind
is the Domestic/’ which is easily worked, and possesses the
advantage of the needle being readily threaded by the blind.
Both machine and hand sewing were very good ; but neither is
looked upon as a means of subsistence when the pupils leave
the school. Most of the girls return to their homes, where
they are able to turn their skill in machine and hand sewing to
very good account in making their own dresses, and in doing
much of the sewing needed in the family. It is probably better
for blind girls in the state of society that exists in America to
make themselves useful at home than to struggle to maintain
themselves independently by any manual work ; though, if their
education were sufficiently good, many might undoubtedly
support themselves with greater ease than their blind sisters in
the Old World by music and as literary teachers ; but to do
this a very first-rate education is essential.
The literary teaching appeared good, and the house well
arranged. Music does not appear to be generally carried to the
point of excellence which will insure future success in competi-
tion with seeing artists.
The system of reading and writing is exclusively the New
York point system ; and although it is doubtful whether this
form is as good as the original Braille, still no one can go atten-
tively through the classes without being struck with the immense
superiority of the New York point over the old Eoman type,
which it has displaced ; and though we may not agree with
Mr. Wait (the Superintendent) on all points, there is no doubt
that if his pupils are not using the best possible system, they
have at any rate one by which a thoroughly good education can
be procured.
The maps used are large wall maps. The arithmetic slate
has four-sided holes, and is worked with two four-sided pins,
one of which gives eight figures, the other two. This latter bears
an embossed T on one end, and V on the other. Bor algebra,
]\Ir. Wait uses two ptlier pegs, whicfi, by the change of their
position, gives ten more signs ; so that for arithmetic Mr. Wait
NEW YOKK — PHILADELPHIA.
185
has to use two pins, while by the octagonal system only one is
required. Perhaps one reason why so imperfect a board is
retained is that it is also much used for musical composition
with pins bearing raised points, by which music can be written
according to the New York system.
Very much of the class work is done by writing, and the
pupils preserve their manuscripts. All manuscripts, as well as
printed books, are embossed only on one side of the paper, and
are varnished on the reverse side to make them more durable,
the printed books with white, and the manuscript books with
brown shellac.
Not much attention is paid to teaching trades, as Mr. Wait
believes that the blind do far better as pedlars and small traders
than as actual producers. Mattress-making, however, is carried
on, and the sales in this department amounted last year to about
800/. It was not, however, possible to obtain even an approxi-
mate account of what the pupils do when they have left the
school. They are said to scatter all over the country, and to be
generally lost sight of.
There are two asylums for the adult blind in New York,
neither of which I visited. The Home for the Blind ” contains
15 males and 22 females. The Indigent Blind Asylum on Black-
nells Island has 74 inmates. Little or nothing is done for the
outdoor blind, except that the town of New York gives 20,000
dollars a-year to the blind of the town. It is distributed equally
among them, and gives about 38 dollars for each ; they receive
this in one sum, and many of them very soon spend it in the
grog-shops. Enlightened people are, however, becoming con-
vinced that this is not the best way of assisting the blind, and
it is to be hoped before long that workshops will be started, or
rather re-established ; as they formerly existed, but have been
closed for many jmars.
Philadelphia . — The next institution visited was that of
Philadelphia, which is one of the three oldest American insti-
tutions, having been founded in 1834. The number of pupils
now is — males, 109; females, 61 ; total, 170. Eifteeu of these
186
PHILADELPHIA.
are adults, and work in the workshop. There are twenty blind
teachers in the school. On arriving at Philadelphia we went
to the institution, and came in for one of the Wednesday after-
noon concerts. The orchestral music, as also the solo-playing,
was not of high excellence. The songs were mostly ballads.
r)etween the parts the methods of instruction used in the school
were exhibited. Much praise was bestowed upon the old pin-
point writing (see page 5) and the old arithmetic board, in
which the nine Arabic figures and the cypher are cast in relief
upon as many square pins (see page 32). Then came reading
from the Philadelphia Eoman letter, and then a little girl read
one of Moon’s books, through several folds of a handkerchief,
greatly to the wonder of the audience. The P>raille system was
also mentioned.
The building is extensive, and has a free circulation of air
all round it. It consists of a centre, containing the offices and
concert-room, and of two wings, one for boys and the other for
girls. The dormitories are smaU, containing five or six beds
each. The whole building is heated from the basement, like
most American buildings. The system followed almost univer-
sally in the United States is to heat with hot air or steam,
which is laid on in a coil, called a radiator, in every room, and
can be cut off at wiU. American buildings are kept much
hotter than ours, and, as a consequence, are much more
frequently burnt down. Very elaborate precautions against
fire are taken in the Philadelphian institution, and means of
ready escape are provided for the pupils from the upper floors.
The play-grounds are hardly sufficiently large. The systems of
reading used are the Philadelphia Eoman, Moon, and Braille.
The arithmetic board is the old one with Arabic numerals.
This apparatus is so imperfect that here, as in most other insti-
tutions where it is still to be found, it is merely used to give
the younger pupils an idea how to set up calculations ; but,
practically, all actual calculations are mental.
I could obtain no accurate information here as to the future
of the pupils.
PHILADELFUIA— WORKSHOPS — BROOM-MAKING.
187
On the next day, being April 24th, I took the tram down
Lancaster Avenue to visit the workshop of the blind, situated
at its intersection with Thirty-sixth Street. These workshops
were founded in 1874, by Mr. Hall, to meet a very pressing
want.
Mr. Hall, wdio is himself blind, is a tall, strongly-built man,
full of energy and love to his fellow -sufferers, and has evidently
first-rate business capacity, with that kind of faith which can
remove mountains of difficulty and opposition. There are now
90 men employed, of whom 55 live on the premises ; the others,
many of whom are married, reside at home. The inmates pay
10s. a- week for their board and lodging. The principal work is
broom-making.
As this is the manual trade most generally practised by the
blind in America, a few remarks on it may be interesting. The
brooms are what are called ‘‘ whisk,” and are flat. The material
is called in America broom-corn ; the plant grows about 6 or
8 feet high, the stem being about as thick as a man’s finger, and
separating at the top into a large head of fibres, about a foot or
18 inches long. It requires a rich, deep soil, and is mostly
grown in Nebraska and other Western States. The first step
in broom-making is to sort the heads according to their length.
This is a very simple process, and is the first work given to a
beginner. He very soon can earn something at it, which is a
great advantage, as it encourages him to persevere. The next
work is to slit the top of the stalk ; then the tying commences,
first the inside of the broom is tied ; this is composed of the
rough heads of the corn; then the outside, for which smoother
heads are selected. Both are tied round the stick by means of
steel wire. The seeds are now removed by drawing the head of
the broom through a wire comb. The head, when tied, is round.
To make it flat it is clamped in a vice ; and in this position the
fibres are sewn together by a needle and string, which is passed
backwards and forwards through them. Two or three such
rows of stitches are made. Then the head is clipped so as to
make the ends square, and finally the split pieces of stalk are
1S8
PHILADELPHIA — WOKKSHOP.
neatly braided over the wire. The number of brooms sent out
last year was nearly 400,000 ; and, as there is not a household
in the United States which does not require such brooms, and
they are constantly wearing out, there is no fear of the demand
falling off. The only question is, whether they can be sold at a
price which will successfully compete with that of those made by
seeing workmen, and whether the blind can earn good wages
at this work. Both these questions can be answered in the
affirmative. There was scarcely any stock on hand when we
visited the workshop, and the earnings of the men are from
13s. to 25s. a-week.
Another advantage of broom-making as an employment for
the blind is that it is very simple and easily learnt, so that a
man of average ability can earn full wages in a comparatively
short time. Mr. Hall informs me that he gives every encourage-
ment to workmen to start for themselves, but that they generally
find that they cannot earn as much when working on their own
account as when in the workshop, because they have to pay
dearer for material when bought in smaller quantities, and have
the trouble of disposing of their work when finished. It is a
question well worth considering whether this industry could
not be introduced into England.
Mr. Hall, during the year 1884, also made 12,384 brushes,
2,414 yards of carpet, 176 mattresses, and cane-seated 424
chairs, but broom-making is his principal work. A few years
ago he made a very large number of cigars, but gave this manu-
facture up, as it was found that the blind take a considerable
time in ascertaining whether the wrapper is free from holes, a
tiling that the seeing can determine at a glance, and on this
much of the smoking of a cigar depends.
Mr. Hall has purchased some land adjoining the present
workshop, and intends to enlarge his premises so as to accom-
modate 250 workmen. Though the work was commenced as a
])rivate undertaking, it has for some time received a yearly
sul)sidy from Government of 1,000/. This is now to be
increased to 2,000/. a-year, and 15,000/. has been granted for the
nilLADELPHIA — BALTIMORE.
189
building of tlie new workshop. He lias also started a society for
printing and circulating religious literature. The books are
printed at Louisville, one edition in the Boston type and
another in the New York point, and the institutions are allowed
to choose which of these they will take. It is found, by the
increase in demand for the New York edition, that this type is
gradually displacing the Boston.
There is at Philadelphia an asylum for blind women, with
31 inmates, where the usual kinds of sewing, knitting, &c., are
carried on.
Continuing our journey south, the next institution we
visited was that of Baltimore The school is built on high
ground on the outskirts of the town, and stands in several acres
of field and pleasure-ground. On approaching it the smell of
garlic was so overpowering that we thought this must form part
of the diet of the establishment, but we were undeceived by dis-
covering that it proceeded from the lawn, which had been
recently mown, and where the grass appeared to have been
almost entirely supplanted by garlic, which here is a very
troublesome farm weed. The institution is intended for the
young blind of Maryland and the District of Columbia. The
present Director is Mr. Morrison. There are 62 pupils — about
equal numbers of boys and girls — and 4 journeymen, who are
broom-makers, and live at home. Three of them are married.
They earn about 11 . a- week each, and even up to 11 . 8s., by,
working overtime. No charitable supplement is made to their
wages. All the boys learn chair-caning, at which, if clever and
fully employed, they can earn, after they leave, about 16s. a- week.
It is found that the best trade, after leaving the institution, is
broom-making ; very few, however, rely entirely upon their
trade. They find it more profitable to peddle or to become
small manufacturers. Thus, an old pupil employs seven seeing
men at broom-making. He has also a tan-yard, and has bought
a small farm. Mattresses are made at the institution, but only,
to order. There are seven pianos. Only five tuners have
established themselves and are doing well ; they earn 50^.
190
BALTIMORE -NASHVILLE.
and upwards a-year. Four more are going out next term.
N^o organist has yet been trained. Fifteen graduates are
teachers of music, and are doing well ; but among these five are
girls, who live at home, and only earn by their teaching about
20/. a-year. One of the men, however, earns 300/. a-year, and
another blind man at Washington, originally from Wisconsin,
makes about 500/. a-year as organist and teacher of music.
Among the graduates there is one lawyer. Most of the girls
learn machine and plain sewing. Here, as in most other
American institutions, the girls are hardly expected to earn
their living when they leave, the object being rather to enable
them to become useful in their families.
Maryland was formerly one of the Slave States, and it is
much to its credit that the coloured blind are cared for. There
is an institution for coloured blind at Baltimore, separate from,
but under the same management as, that for whites. In this
there are at present 22 blind and 14 deaf and dumb pupils.
Nashv ille, the capital of Tennessee, is a large and flourishing
town. The Blind Institution is well situated in the outskirts of
the town, on high ground overhanging the Cumberland Eiver,
which is a southern affluent of the Ohio. The waterworks are
close to the institution, and pump the muddy water of the Cum-
berland, without filtration, for the supply of the town. The
water is so muddy that, if left in a jug for the night, a deposit
of a couple of inches of mud forms at the bottom. This is an
exception to most American cities, the water supply of which is
generally pure and good. The institution was founded in 1844,
but the building was destroyed, in 1863, at the siege of Nash-
ville, after which 7 acres of ground and a house were given by
Judge Lee, of Nashville, for the purposes of the institution, and
two wings were added, one for boys, the other for girls ; and a
large chapel was built out between them. There are 56 pupils,
of whom 34 are girls. The institution is very roomy, and will
accommodate 120 pupils. The State appropriates 40/. a-year for
each pupil. It is estimated that there are about 300 blind
children, between the ages of 8 and 14, in Tennessee. For
NASHVILLE— FORMER PUPILS.
191
geography, large rough wall-maps are used, in which round-
headed nails do duty for mountains. There are also the large
dissected wall-maps, made at Louisville ; but many of these are
so shrunk that the gaps left between the pieces must be very
puzzling. The arithmetic slate is the Boston slate, with square
holes, and two square pins, one with a point at one angle and a
diagonal ridge and point on the other side ; the other, blank at
one end and with a plain diagonal ridge at the other. This
arrangement is certainly very inferior to our octagonal slates.
Beading is principally by the Eoman letter, though both Braille
and New York are used to a small extent. Mr. Armstrong, the
musical teacher, is^blind, and seems an earnest, intelligent man.
The late Director, Mr. Sturtevant, was also blind. It seems to
be the fashion now, in America, to decry blind Directors, and
it will therefore be interesting to give some statistics of the
pupils who have left during the last twelve years, premising,
however, that the struggle for existence is not nearly so severe
in the New World as in the Old. The following are particulars
relating to the twenty-four boys and girls whose circumstances
are known, and who have left during this period : —
1. Went to the Normal School, where he graduated in honours;
now edits a country weekly paper, and makes it pay fairly well.
2. Also graduated at the Normal School after leaving the
Blind Institution. He is now a teacher in a seeing school, and
receives 8/. a-month, and, in addition, makes about 3/. a-month
by private musical teaching.
3. Graduated in music at the institution ; made 120/. a-year
by teaching music. He then commenced building houses, for
the rent of which he receives 300/. a-year.
4. Graduate in music of the institution ; is an organist, and
earns enough to support his motlier and his family.
5. Became blind after swimming the Mississippi during the
siege of Vicksburg. He came to the institution at the age of
35 ; he there learnt something of music, and is now able to
maintain himself by teaching music and dealing in pianos.
6. Also has done well, but his exact earnings are not known.
192
NASHVILLE — FORMER PUPILS.
7. His father started him as a farmer, and he is doing well
by cultivating strawberries, &c.
8. This youth had very little musical or literary talent. He
bought a store in a country place, from the profits of which he
is able to support himself and his family, and has a good
balance at the bank.
9. Is a claim-agent. The meaning of this term is, that he
conducts claims for compensation made against the Federal
Government for losses sustained during the war. He makes a
good income, and as there are still a large number of unsettled
claims, his business is likely to continue.
10. His father was a farmer, and conducted some corn-
mills. When he died, the blind son continued the business
successfully.
11. A horse-dealer, making a good income.
12 and 13. Tuners, making a comfortable living.
14, 15, 16, and 17. Are preachers.
The girls generally return to their families, and make
themselves useful with the sewing-machine and otherwise, but
the following have gone into situations : —
1. Is a teacher in a seeing school, where she receives 8/.
a-month.
2. Failed as a music-teacher at first, but after a year
succeeded in paying her way, and last year was able to spare
16/. of her earnings for a harmonium.
3. Left eleven years ago, and has maintained herself com-
fortably ever since by teaching music.
4 This young woman died last December. She left seven
years ago, and maintained herself by teaching music.
5. This girl also has maintained herself by teaching music
since leaving the school, where she has just been appointed teacher.
6 and 7. Make a living by the sewing-machine and crochet
work.
Mr. Armstrong, who gave me the above facts, states that he
believes that most of the others who have left are able, at least
in great part, to support themselves.
LOUISVILLE.
19P>
Connected with the institution, and close to it, is a small
school for negro children. It has not long been commenced,
and there are at present only six children.
Louisville . — The next institution visited was that of Ken-
tucky, at Louisville. Mr. Huntoon, the Director of the Blind
Institution, would not hear of our staying at the hotel, so we
took up our quarters at the institution. This is on the out-
skirts of the town, and is charmingly situated in its own
undulating grounds of 25 acres. It is palatial in its size and
construction, and is surrounded by magnificent trees, among
which the sugar maple is conspicuous.
The school is a large square building, with two shallow
wings, one for boys, the other for girls. It is surmounted by a
dome, from which a magnificent view of Louisville and the
surrounding country is obtained. The Ohio Eiver, which is
here about a mile broad, is seen half to encircle the city. It is
muddy, and rushes over numerous ledges of rocks, forming
rapids which are impassable in the dry season. There are about
320 blind children of school age (8 to 14) in the State of
Kentucky ; many of these are coloured, for whom at present no
provision whatever is made, though a separate school is about to
be built for them in the grounds of the institution. The number
of pupils at present in the school is 80. There is a detached
workshop, in which the elder pupils learn chair-caning, broom-
making, and upholstering. They do not, however, make
mattresses except to order. Every bed in the institution is
furnished with a spring mattress, and these have all been made
by the pupils.
The boys, when they leave, either become music-teachers or
traders ; but we found it impossible to get reliable information
as to their earnings. The institution possesses a good organ,
but as it has not been there long, no trained organists have yet
been sent out. Piano- tuning is not taught. The girls learn
plain and machine sewing and knitting ; the object here, as at
other American institutions, is to enable them to become useful
in their families. Girls who have no homes are said to maintain
0
194
LOUISVILLE —AMERICAN PRINTING-HOUSE.
themselves by teaching and needlework. A Kindergarten class
has recently been introduced, and seems very well managed.
The type used in the school is the Eoman letter and the New
York. The arithmetic slates are of an imperfect pattern. No
hand-maps are used, but very beautiful wooden dissected wall-
maps. The pupils wall pick out any State out of a heap of
pieces, and will at once recognize it, and give the rivers,
mountains, and adjoining States. Mr. Huntoon, the Director,
spends much of his leisure time in carving and gluing up these
wall-maps. He has just produced two magnificent models of
the United States, in which veneers of different coloured wood
are superimposed, which indicate different elevations of the
country. He showed me some small hand-maps on which he
was experimenting, but as soon as he saw our maps he at once
recognized their great superiority.
The pupils are also practised in map-drawing, which they do
on their grooved New York slates. The countries have, of
course, to be drawn reversed, but many were fairly well done.
This method of map-drawing, however, seems very inferior to
the ruder method with pins and string on a cushion, with which
the name of Heller, of Vienna, is especially associated. The
cushion-drawing much more nearly resembles free-hand drawing
for the seeing, as the forms produced are always under the
finger. The institution possesses a brass band, and the pupils,
in their leisure hours, get out under the beautiful trees in the
grounds, and blow off their superfluous spirits.
American Printing-house . — The American Printing-house for
the Blind stands near the institution, and in the same grounds.
It was built by the American Government, and receives a
subsidy of 2,000/. a-year. Every institution in the United States
has the right to order books from the Printing-house in pro-
portion to its number of pupils. The institution is supposed to
be able to order books in whatever type it pleases ; but, as a
matter of fact, books are only printed in the Boston and New
York types.
As the metliod of stereotyping is peculiar and very ingenious,
AMERICAN PRINTING-HOUSE — STEREOTYPING.
195
it may be interesting to give an account of it in detail.
Movable type is first set up ; then a mould is made by pasting
three sheets of paper together, the fibre of which has been
partially destroyed by slight chaxring, which is effected by
dipping the paper for an instant into molten stereo-metal. This
is done to destroy any tendency of the paper to shrink. The
paper is then moulded by pressure on the movable type, and
the paper mould is then taken to the flask.” The pitted side
of the paper lies against a diaphragm, then the melted metal is
poured in so as to take a cast of the raised side of the paper
mould (this metal cast only serves as a support for the paper
mould in the next operation). Next the flask is opened ; the
diaphragm is removed, and a thin sheet of tin is laid on the
pitted surface of the paper mould ; a sheet of paper on this ;
the flask is again closed, and about 20 lbs. of molten metal are
poured in, which, when cool, gives a slab about five- eighths
of an inch thick. The sole object of pouring in this molten
metal is to melt the sheet of tin next the paper mould, and the
molten tin running into the pits of the mould, takes an exact
cast of it. The next process is to reopen the flask and remove
the thick plate of metal with the sheet of paper separating it
from the tin plate, the back of which is now exposed, forming
an exact mould of the original paper cast. A stout sheet of tin
is now applied over it, and outside this a protecting sheet of
paper. The flask is again closed, and molten stereo-metal is
poured in as before ; this melts the second sheet of tin, and
firmly incorporates the two together. The flask is again opened,
the stereo-metal plate which was first moulded to the raised
surface of the paper mould, with the object of supporting it
during the subsequent operations, is removed, as also the plate
resulting from the last pouring in of molten metal. These slabs
are again put into the melting-pot to serve for future operations,
and the thin plate of tin is removed, which is now an exact copy
of the paper mould. The edge of this is now slightly bent over
to fit the cylinder of the press. This is worked by a steam-
engine of 3-horse power. The cylinder works against an india-
0 2
196
STEREOTYPING — MISSOURI.
rubber cylinder. Four sheets are printed at a time, and cut
automatically and delivered ready for the binder. The cylinder
makes about fifteen revolutions a minute, which gives a speed
of printing of sixty, sheets per minute, each sheet being about
13 inches by 10 inches. The printing is all done on one side of
the 2 ^apeE, and with the j^i'esent system it cannot easily be
managed in any other way. The books are well bound, and are,
as a rule, much thicker than English books ; the paper is
thinner, so that each book contains a much larger number of
pages. Inconvenience has been felt owing to this great thickness
of the books, as, when the reader is near the end, the heavy
mass of pages on the left-hand side overbalances that on the
right ; to counteract this, Mr. Huntoon is now commencing his
books from each end, so that when the reader has got through
half the book, he reverses it and begins at the other end, both
sections meeting in the middle.
This will be a convenient place to examine into the methods
followed by the three principal printing establishments for the
Euglish-speaking blind, viz., the American Printing-house at
Louisville, the Perkins Institution, Boston, and the British and
Foreign Blind Association, London. At Boston they have a
steam-press with a vertical action, which prints only one sheet
at a time. They stereotype from movable type by electro-
typing. The cost of each plate is about double the cost of our
plates.
The Association plates are made direct by the blind them-
selves, without any intervention of movable type, and without
any aid from seeing persons, or skilled workmen.
Both sides of the paper are printed, and there are wide
intervals between the lines, which much facilitates reading.
— The next institution visited was that of Missouri,
situated at St. Louis, on the right bank of the Mississippi. The
institution was founded in 1852, and the town has quite encircled
it. Not having been provided liberally with play-grounds at the
time it was founded, it is somewhat cramped in this respect.
The building consists of a central portion, containing class-
MISSOURI — JACKSONVILLE.
197
rooms and offices, with a wing for boys, and another for girls.
Each dormitory contains about eight beds, which are comfort-
able, and have hair mattresses resting on chain sacking. There
are 100 pupils, about an equal number of boys and girls.
11 r. Pollock, one of the founders of the institution, still seems
to take the lead amongst the trustees. The types used for
reading are Eoman and Braille, the latter of which is, however,
somewhat spoilt by making W stand as the twenty-third letter
of the alphabet, which position is occupied by X in ordinary
Braille. This alters the meaning of the four last letters, and is
not attended by any advantage. Dr. Pollock did not seem to be
aware that they were not using the common Braille, and said he
would have it altered. The frames are also very imperfect, and
are like pocket-frames, on which four lines can be written
without shifting. The maps are rough hand-made maps,
produced by tracing the boundaries of an ordinary map on
cardboard by a thread, the sewing being done by the sewing-
machine. Some of the maps are similarly made on tin. It is
certainly very short-sighted policy of the American Government
to place such high duties on educational apparatus as practically
to prevent the institutions from availing themselves of the
school apparatus produced in England, which is not only far
better, but much cheaper, than that which they are now using.
Tuning has only been taught for three years by an outside
teacher, who comes twice a-week for two hours each day. A
little printing is done in the peculiar Braille used in the
school.
The males when they leave teach music or are employed in
broom or brush -making, chair -caning, and carpet -weaving.
The girls do hand or machine sewing and knitting.
J ackso nvjillc . — We next proceeded to Jacksonville, where
the various charitable institutions of the State of Illinois seem
to be congregated.
The Blind Institution is close to the railway station, and
outside the town ; it stands in 25 acres of ground ; the part in
front of the buildings is laid out in flower-beds and lawns, to
198
JACKSONVILLE — INDIANAPOLIS.
which the pupils have no access ; indeed, the only part to which
they are admitted is a small play-ground with swings for the
girls, and a similar one on the other side for the boys. A wide
boarded path runs round each of the play-grounds. Physical
training can, however, be fully developed at any time, as the
institution possesses ample space.
The school was founded in 1846, and was destroyed by fire
in 1869. The present wing for boys was then built. The
centre, destined for ofilces, and the girls’ wing have since been
added. It was finished in 1882. There are now 140 pupils, of
whom 20 are adults learning trades. There is room in the
institution for 200 ; but although the Director is anxious to fill
it, many parents cannot be prevailed on to send their blind
children. Boys and girls are kept entirely separate, except in
the highest classes. All the books used at the school are of the
Boston type, although some of the pupils use Braille for them-
selves ; they have, however, only the very imperfect St. Louis
pocket-frame. The only slate used for arithmetic is the old-
fashioned one with Arabic figures ; and, as a natural conse-
quence, all but the lowest classes learn mental arithmetic only.
Almost all the teaching, both literary and musical, is oral. In
the highest class for chemistry the pupils answered my ques-
tions intelligently, but most of the school- work seems to suffer
from the absence of proper school-books and writing. They
have eleven pianos and one harmonium, but no organ. The
workshop is in a detached building. The trades practised are
the making of corn-brooms and of mattresses, also chair-caning.
The male pupils, when they leave, generally go to some country
town and follow the above-mentioned trades. The Director
believes that, among the boys, about one in twelve can fully
maintain himself. The girls, when they leave, make them-
selves useful at home, and do hand and machine sewing and
knitting.
Indiana'polis . — The next institution for the blind we visited
was that for the State of Indiana, situated at Indianapolis.
Die teaching here is almost all oral, and the pupils learn
INDIANAPOLIS.
199
their lessons by heart. This institution is a good example of
the results of the miserable system of making the blind, and all
other State institutions, subservient to political purposes.
Mr. Churchman, a blind gentleman, under whose able
direction the institution had long been flourishing, unfortu-
nately did not belong to the political party which came into
power in the State a few years ago ; he, therefore, was dismissed,
along with the teacliers and others employed in the institution,
so tliat the party just come into power might exercise their full
share of patronage. The low ebb which the institution has now
reached is a monument of the folly of such proceedings.
Another Director was appointed in 1883, but has not yet
had time to introduce the necessary reforms. The school was
started in 1847 for 80 pupils ; there are now 120 ; but the
building is not large enough for this number. It consists, like
most American institutions, of a centre and two short wings,
which might easily be extended, as the institution stands in its
own grounds. The workshop is detached from the main
building. It is here that Mr. Churchman tried the experiment
of allowing a seeing manufacturer to occupy the workshop) rent
free, on condition of his teaching the pupils ; and in return
receiving their work. This plan was said by Mr. Churchman
to work admirably. At the time of our visit there were nine
blind at work wiring brooms, and four seeing men stitching them.
Last term, the blind pupils stitched, but these advanced pupils
have now left. Broom-making is the only industry which is
taught at present, chair-caning and bedding-making having-
been give-.n up, as being less profitable to the manufacturer. It
seemed to us that, in this manner of working, there is always
danger of the manufacturer adopting that trade which is most
remunerative, when carried on in a large workshop, to the
neglect of those trades, like chair-caning, wliich, though less
profitable, can be carried on by the blind at their own homes.
There is also risk of his keeping the blind too long at the
simplest work, because the seeing can do certain parts of the
work quicker than the blind. Owing to these considerations.
200
INDIANAPOLIS — CO LUMBUS.
it lias just been determined to teach chair-caning in the school,
as distingTiished from the workshop.
The pianos are all had. Tuning is taught by a former blind
graduate of the institution, who lives in the town. I could
obtain no information as to how far those who have left the
institution are maintaining themselves ; but I heard that many
were doing well as broomrmakers.
Columb us . — We next proceeded to Columbus, Ohio. The
Institution for the Blind is a very fine building, standing in
18 acres of ground. It consists of a centre and two wings. The
front is 120 yards in length, and five stories high ; the wings
run back 54 yards each. The institution was founded in 1837,
and the present building was completed ten years after.
Mr. Sinead, the present Superintendent, began as a teacher, and
has been Superintendent for 16 years.
A short time after our visit, owing to a political change,
Mr. Sinead was deposed, and his head teacher, Mr. Sneider, put
in his place. The number of pupils is 200. The class-rooms,
and all the arrangements of the building, are on a magnificent
scale.
It seemed to me that in the teaching, literary as well as
musical, the pupils were too much dependent on their teacher’s
oral instruction, thereby losing the advantage of independent
work, which is as important to the blind as to the seeing, and
for which writing is absolutely essential ; a little New York
point is, however, now being used in music. I was much
surprised that no one here seemed to have any conception of the
number of educational and musical publications in Braille.
The seeing professor of music, who comes every day from the
town, argued with me, at great length, that the only musical
notation suitable to the blind was the ordinary notation for the
seeing in relief ; of which, he said, there unfortunately exists
very little. It is extraordinary that such ignorance should
exist on the most elementary principles of education, especially
as one of the blind teachers was educated at the school at
Montreal, and is thoroughly conversant with Braille music, and
COLUMBUS.
201
knows its value for educational purposes. There seems to be a
disinclination in most of the American institutions to listen to
the opinions of the blind, who are capable of judging, and
teachers cannot maintain strongly their own convictions in
opposition to the views of the heads of their departments.
It is most unfortunate for the American blind that this
question of type cannot be fairly determined on its own merits.
The advocates of the New York system are persistent in their
endeavours to procure its general adoption. Those who know
the Braille system thoroughly are few and far between ; the
heavy import duty practically excludes the numerous musical
and other publications that are printed in Europe, so that the
question before American educators of the blind is not so much
which is the hest, Braille or New York, but which is the best,
a point system or a line system. The answer to this question is
obvious, and as the New York is the only point system with
which the majority are acquainted, this will probably come to
be generally adopted. In the present transition stage of most of
the American institutions, those who prefer Braille cannot get
books in this type, as the Custom-house stops their entrance
from Europe, and the American Printing-house prints only in
the Boston and New York types ; so that if they want to get
their books free, and do not like the New York system, they
are forced to adopt the Boston, to the great loss of their pupils,
as, whatever may be thought of the relative merits of Braille
and New York, there can be no doubt that either is far better as
an educational system than any line system. No slates are used
for arithmetic, and they have no small hand-maps, the maps
used in the school being all large wall-maps. The blind teachers
in arithmetic and geography were delighted with our arithmetic
slates and maps.
There are eighteen pianos for practising, and six for tuning ;
the latter business has only been taught for the last three years.
Their models in this department are very imperfect, but they
hope soon to obtain better. One tuner has already left, and is
doing well on a country round. The institution possesses a full
202
COLUMBUS.
band of wind and string instruments ; the professor trains it five
times a-week, for fifty minutes at a time. It takes each pupil
about an hour a-day to prepare. There can be no doubt as to
the value of orchestral training in cultivating the sense of time
and precision of ear ; but it may be a question whether about
two hours a-day taken from the piano and organ, which are the
two most remunerative instruments, is not too high a price to
pay. There is, however, of course, another side to this question,
as an orchestra certainly gives the public a favourable impres-
sion of the musical work done at the school. Most persons who
are not musicians are much struck with orchestral performances,
and either do not know, or do not stop to consider, that the
power of playing well on any instrument, except the piano and
organ, can only have a very indirect bearing on the great
question of self -maintenance. I am quite aware that in
America there is more opportunity than in Europe for per-
Ibrmers on wind instruments to turn their art to practical
account. In the States it is not uncommon for singing in
places of worship to be led by a cornet, and where a blind man
can do this well, it gives him the same kind of musical introduc-
tion to the congregation that he would have if presiding at the
organ. Still, if the orchestra takes up the time that is required
for thorough training on the piano and organ, its value is
questionable.
Mr. Sneider, the head teacher, who has since become Super-
intendent, has an advanced class of both sexes. One young
lady gave us an elaborate lecture on the anatomy of the skin,
illustrating it by very good models of the glands. I examined
her on various points on which she had not touched, and she
answered well and intelligently. A young man gave a very
good address on electricity. Mr. Sneider has a splendid collec-
tion of models and chemical apparatus ; among other things he
lias a blow-pij)e, worked by a treadle, and throwing a jet of
ilame about a foot long. This has just been mounted, and is to
lie used by the blind for chemical experiments ! The greatest
jirecautions will be necessary if the blind are to conduct
COLUMBUS — BRANTFORD.
203
chemical experiments, involving as they do such dangerous
agents as the blow-pipe, strong acids, &c. It will be interesting
to see whether the blind, when well trained, as they undoubtedly
are at Columbus, in physical science, will be able to obtain
remunerative employment as lecturers or professors.
There is a large Kindergarten class ; the modelling in clay
and the bead-work are excellent. The outside gymnasium is
small for so large a school ; there are two horizontal bars and a
swing, with rings for the hands. The free gymnastics, done to
music, were good. There is a workshop behind the boys’ wing,
wdiere broom-making is carried on ; boys and girls cane chairs.
The girls do hand and machine sewing ; they cut out and make
their own dresses. Some use a loop of thin wire for threading
their needles ; others thread them without assistance, feeling the
eye with the tip of their tongue. Visitors are constantly passing
through the classes, as the institution is always open for inspec-
tion ; seats are provided at the end of the class-room for them,
and they do not disturb.
Ontario . — The next institution visited was that of Ontario,
Upper Canada. It is situated in Brantford, to the west of Lake
Ontario. The institution is outside the town, and stands on a
hill. The grounds are 83 acres in extent, and are farmed by the
Superintendent. There are seven cows, which give aU the milk
that is wanted. All the potatoes and vegetables consumed in
the institution are grown on the place, and nearly all the
willows. There* is a fine spring in the lower part of the
grounds, from which the house is supplied with water. The
boys have a boarded walk all round the grounds, and the girls
have also a long boarded walk. The institution was built and
is maintained by the province, and the Superintendent informed
me that all his demands are promptly and liberally responded
to. The institution was founded in 1872. The present number
of pupils is 120, though the institution is large enough to
accommodate 150. The numbers of boys and girls are nearly
equal. About twenty are Eoman Catholics. The pupils are
admitted between the ages of 7 and 21, but, under exceptionally
204
BRANTFOED — ONTARIO.
favourable circumstances, adults are also admitted. Of all the
blind of school age in Upper Canada, about 70 per cent, are
under instruction here. The type used for reading is the
Boston and New York point. The frames for writing the New
York type are made on the model of those made by the British
and Foreign Blind Association in 1869. Drilled holes are used,
and not grooves ; the guide contains three rows of openings, and
is not intended for interlining. They are the best New York
frames made in America. The only maps used are rough, home-
made, dissected wall-maps. Nothing but mental arithmetic is
taught. There are eight pianos for practice. The grand piano
in the chapel is by Schumacher, of Philadelphia, and is a very
fine instrument. There is one organ, which has been lately
acquired, and four harmoniums. Three pianos are used for
instruction in tuning.
Of the pupils who have left, about twelve maintain them-
selves as teachers of music, but several of them are girls, who
live at home, and are assisted by their parents.
Four tuners are supporting themselves. After leaving the
school, they go to a piano factory at Toronto, where they are
trained and employed.
Adjoining the institution is a large detached workshop of
two stories, both of which are employed as basket-shops. A
little chair-caning is also taught to the boys. Basket-making is
not taught to the blind at any other institution in North
America. Most of the baskets are made on moulds, as also are
the wicker-work and cane chairs. They make most beautiful
rocking-chairs of woven cane, which certainly no blind man
could make without a mould ; and the chair, when made, is
left on the mould to dry, which allows it to retain its perfect
shape.
Small covered market baskets are made in great numbers,
and tlieir perfect regularity could not be attained without a
moidd, except by well-practised and clever basket-makers. The
luould used for these baskets is made of several pieces of wood
wedged together. The manager of the basket-shop told me that
BllANTFOKD —MONTREAL.
205
by this method boys are able to produce accurate and saleable
work long before they could have done it without a mould. He
also told me that he finds that this use of moulds does not in
the least spoil the blind for free-hand work. Is the prejudice of
English institutions against the use of moulds well-founded, or
is it merely an a 'priori notion ?
The basket-shop is large enough to allow thirty to work in
it at one time. The work sells readily. The pupil receives no
part of his earnings, but, on leaving, an outfit of the value of
80 dollars (16/.) is given to each pupil, consisting of tools,
moulds, and willows. He also receives cuttings of willows to
enable him to make an osier-bed at home. There are about
twenty former pupils who are maintaining themselves by basket-
making. When fully employed a man can earn about 245.
a-week, though from 125. to 155. would be nearer the average.
Montreal . — The next institution visited was at Montreal,
which is the only institution of Lower Canada. It is situated
in St. Catherine’s Street, and was founded in 1872 by the Grey
Nuns, who still manage it. There are forty-four pupils; thirteen
are boys. Only about seven of the whole number speak
English as their native language, and most of the instruction is
given in French. They obtain most of their books and educa-
tional apparatus from Paris. The nuns are very poor, and do
not receive much from the Government; last year, however,
they received 1,500 dollars (300/.), which was about double the
sum they ever had before. Braille is used exclusively. The
pupils write out all their own books. The boys learn chair-
caning, music, and tuning. I heard the pupils sing their
“ solfege ” exercises, which they did extremely well. Some of
the advanced pupils played fairly well, considering the great
difficulty they labour under from the want of almost everything
required for a musical school. The great secret of this success
is Braille, and the devotion of the good nuns and M. Letondal,
an old pupil of the Paris School, who is a first-rate musician,
and gives his services at a nominal rate. Fortunately, com-
petition is not so keen as in England. About ten boys have
206
MONTREAL — BOSTON.
finished their education and left the institution. Of these, seven
are tuners, four of whom are supporting themselves fully. The
kindness and self-devotion of these nuns cannot be too highly
praised. Besides the tuners sent out by the Montreal Institu-
tion, there are two educated at Boston, who are settled at
Montreal, and are doing well. M. Letondal left the institution
in Paris in 1852. Since that time he has been at Montreal
giving music lessons, and is doing extremely well. He teaches
a few of the more advanced pupils at the institution.
Boston . — The next school for the blind we visited was the
Perkins’ Institution, Boston, Massachusetts. This was founded
in 1832 by charitable efforts, and is therefore not a pure State
institution, like most other American schools. It is the institu-
tion for all the Hew England States. The payment for each
pupil is 60/. a-year; but if the parents or friends cannot pay the
whole or any part of this, the difference is made up by the
State in which the pupil lives. There are 120 pupils, of whom
one-half are girls. The girls’ quarters are in detached houses at
the back of the main building. When the Perkins’ Institution
was founded, it must have been in a charming situation. It is
at South Boston, close to the sea, and separated from the main
town by an arm of the harbour. Since that time, however, a
large suburb has sprung up all round it, and, unfortunately, the
founders did not secure sufficient ground to give the large play-
grounds which are now considered essential for the training of
the blind. Still, as compared with most European institutions,
the school is well situated, and being close to a large musical
centre, offers great advantages for training professional musicians,
f The literary teaching seemed very good throughout. There is a
large Kindergarten class which is doing excellent work. The
modelling in clay and bead-work is particularly good. ' The
present Director, Mr. Anagnos, married a daughter of the first
Director, the late Dr. Howe. He seems fully alive to the
advantages of Erobel’s system of teaching as applied to blind
children. The higher class for geometry was working from
Spencer’s Inventional Geometry. They had no diagrams, but
BOSTON — MODIFIED BRAILLE.
207
constructed them for themselves by means of wires which they
fixed by pins on cusliions. As in other American institutions,
geography is taught exclusively from wall-maps, although they
have the English hand-maps in the museum. The cyphering
board is very inferior to the octagonal board ; it has already
been described when speaking of the Nashville Institution.
The type used for reading is the Boston Eoman letter. A
modification of Braille is used for writing. The principle of
this is, while retaining the Braille frame, to use the smallest
number of points for the most frequently-recurring letters.
This idea was worked out and discarded by the British and
Foreign Blind Association about sixteen years ago. It was
afterwards adopted for Germany by the Congress of German
Educators of the Blind at Dresden in 1876 ; but it found little
favour amongst practical men in Germany, and was discarded at
the Congress held in Berlin in 1879.
This plan was introduced by Mr. Smith, the head of the
tuning department, a few years ago into the Boston School, but
has not spread beyond it, and is not likely to do so. It effects
no gain in space, the only advantage being an increased rapidity
of writing, owing to fewer points having to be embossed ; but
this slight advantage does not at all compensate for the immense
disadvantage of the Boston pupils being separated from the
blind of the rest of the civilized world. To them the numerous
books that have been printed and written in Braille are useless,
and they have no literature except that in the Boston Eoman
letter, which, as is well known, is vastly inferior to the Braille
system.
The old cloth slate is still used, in which the letters are
formed by indenting them on the surface of the cloth. There
is, however, another frame, similar to that described at St. Louis,
which is in principle a pocket-frame writing eight lines con-
secutively.
There is a very great objection to this kind of frame, viz.,
that it requires a constant effort of attention to remember which
was the line last written ; it also costs 6s., as against 3s. 6c?. the
208
BOSTON — MUSICAL INSTRUCTION.
cost of the small English interlining frame, which is in every
way superior.
Scarcely any music is taught by written notes, and of course
the whole teaching suffers much from this cause. The singing
of the pupils was very good. Miss Black, the blind organ-
teacher, is a very good performer, and several of the pupils
played most creditably on the piano. There is a band. I found
here, as at Columbus, that the practice necessary to keep this up
takes about two hours a-day.
Mr. Beeves, who is blind, is the head teacher of music, and
he, as well as the other blind musical teachers, seem to be
thoroughly up to their work, although they are hampered by
the pupils not having embossed musical books. It is, however,
certain that, to obtain first-rate results in music, the services of
the very best masters must be procured, and at Boston this
would not be difficult ; in fact, this principle is already recog-
nized here with regard to some instruments. A cornet-master
from the town comes for two hours once a-week. Outside
instruction is also given on the violin, clarionette, flute, and
oboe, and a lady from the town teaches singing for six hours in
the week ; so that the piano and organ, which are the most
important instruments, are the only ones which are not taught
by first-rate outside teachers.
The employment of the best outside teachers that can be
obtained in the town was commenced by Dr. F. J. Campbell,
now Principal of the Boyal Normal College, who was for
thirteen years musical director at the Perkins’ Institution.
There is no doubt that, to obtain first-rate results, the blind
must be made real artists, and to do this they ought to have at
least as good instruction as is found necessary by those gifted
with sight. In the first place, a musical notation that can be
readily written, and in which a large selection of standard music
exists, is absolutely essential ; without this the pupil never does
really independent work, and always has to employ a* seeing
reader. Such a musical notation exists in Braille, but the
Perkins’ Institution has not yet availed itself of it.
BOSTON.
209
Every seeing student of music who expects to achieve pro-
fessional success knows the importance of having lessons from
the very best artists. He will go to the best foreign Conserva-
toires, and will spare no time or expense in obtaining such
lessons. Is it likely that men who are deprived of the sense of
sight can dispense with this kind of teaching ? Yet the piano,
organ, and harmony teaching is left entirely to the resident
professors. These are no doubt fully competent for their proper
work, but it is unreasonable to expect blind teachers to do
what would not be expected from a resident seeing teacher.
It cannot be too often repeated that, if blind musicians are to
achieve success, the standard of education cannot be too high.
The Perkins’ Institution already contains so many elements of '
success that it seems most desirable that the musical education
shall be made as complete as possible.
Tuning Department — This department is actively carried on
under the management of a blind gentleman, Mr. Smith, and
another blind tuner is appointed to do the outside tuning.
The institution has a contract to keep 132 pianos in tune in
the various public schools of Boston. During the last nine years
about twenty tuners have graduated, and these are all said to
be doing well. As far as I could ascertain, during this period
none have left, who are teachers or organists, without being also
tuners.
Among the former pupils, however, many such are to be
found. This fact corroborates the view before expressed, that
the present teaching of the organ and piano does not aim
sufficiently high ; as it is a matter of experience that, where
the blind become first-rate pianists, organists, and teachers, they
can earn far more in this way than by tuning.
The Perkins’ Institution should be a kind of musical Con-
servatoire for the blind of the Hew England States ; and it
would be a great advantage if the separate States would start
small elementary schools, from which those qualified to become
professional artists would pass on to Boston.
The Perkins’ Institution possesses an extensive library.
p
210
BOSTON — PRINTIN G.
This contains a large number of books, especially in the
Boston type. There are also some very beautiful and expensive
^ anatomical figures from Dresden.
The workshop accommodates sixteen men and five women,
who live at home. The making of bedding is the principal
occupation of both sexes ; indeed, with the exception of chair-
caning, it is practically the only trade taught.
There is a retail shop in the town. When going through
the mattress-room I saw an old blind Scotchman, named Pringle,
who was brought from Edinburgh about fifty years ago by
Dr. Howe, to teach mattress-making.
The press-room is situated over the laundry. The press is a
steam-platen with vertical up and down motion. It only
prints one plate at a time. The type, after it has been set, is
electrotyped, and the printing is done from these electrotype
plates. The paper impression is extremely good. The process
is much more expensive than the method used by the Associa-
tion. All the books printed are in the Boston type, and
Mr. Anagnos has lately raised a sum of 20,000/. to print books
in this type. It is curious that this is exactly the sum which
the late Eev. William Taylor sought to raise for printing in
the Eoman letter, which scheme was stopped by the British and
Foreign Blind Association about 1869.
It is interesting to see the scheme which proved abortive in
England actually carried out at Boston. Only a very small
proportion of the blind can read the Boston type fluently, so
that this large sum, which, if properly managed, might have
proved the greatest blessing, not only to the blind of America,
but to all those who use the English language, is practically
almost wasted. This has not been for want of protest from this
side of the Atlantic.
The following letter to the Trustees of the Perkins’ Institution
is a good summary of the objections to printing exclusively in
the Eoman character, but it seems to have produced no effect.
Mr. Anagnos, in conversation, said he would willingly intro-
duce Braille music, but the heavy customs duties prevented his
BOSTON — lettp:r to trustees.
211
importing it; and he had no one sufficiently well acquainted
with tlie system to put up the type. Hereupon I made the
following proposal, which I had already made many years ago,
to the late Dr. Howe, viz., that we would stereotype any music
lie liked, and send him over the plates ready for printing, at cost
price, which is about half of what they would cost at Boston.
And as Mr. Anagnos might not like to issue music which
would he recognized as not having been produced at Boston, I
proposed that each work should be marked as published by the
Perkins’ Institution, and that we would do the work just as any
commercial house, with this exception, that we would make no
profit on it. As, however, this offer has evoked no response, it
is evident that the difficulty of introducing Braille music at
Boston is not due entirely to the difficulty of having it printed.
Copy of letter written by the Council of the British and
Foreign Blind Association to the Director of the Perkins’
Institution for the Blind, to be submitted by him to the Trustees
of that Institution : —
“ 33, Cambridge Square, London, W.,
“ Sir, March 18th, 1882.
“We beg to express to you our sympathy in your scheme
for printing educational and other standard books for the blind.
As the future welfare of the blind depends in a great measure
upon the completeness of their early training, it is scarcely
necessary for us to say how deeply interested we are in the
success of the benevolent work in which you are engaged ; for
Ave feel sure that increasing the number of embossed books is
one of the best means of promoting the welfare of the blind.
It, however, happens in this case, as in so many others, that the
success or comparative failure of the effort depends in no small
degree on the way in which it is carried out. The first question
is, what system of embossed printing is best for educational
purposes ? You have, no doubt, paid some attention to the
great question, which has for some time been debated in
America, as to whether a line system or a point system is best
212
BOSTON — LETTER TO TRUSTEES.
suited to the blind. This question has been under discussion
in Europe for the last thirteen years, and has at length been
decided almost universally in favour of the point system,
although the prejudices of seeing teachers are always in favour
of a system w^hich they can read without special study or
trouble. An attempt was made about thirteen years ago in
England to raise a sum of 20,000/. for the purpose of providing
the blind with ‘cheap literature’ in the Eoman character. This
scheme was vigorously opposed and defeated by this Associa-
tion, as we well knew that to give the blind generally books in
the Eoman character would not meet the wants of the great
majority of the adult blind, and was not the best way of pro-
moting education amongst the young. The Braille point
system is that which, after the most careful investigation, was
recommended by this Association, and it is now more or less
adopted in almost all the schools of the United Kingdom.
The School Board for London, who are teaching many blind
children in ordinary day-schools, for a long time resisted the
introduction of a point system; but the managers have been
convinced for some years that they were wrong in coming to
this decision, and the Braille system is now used in all their
classes, as it had long been in the other London day-schools for
the blind; and if it is found advantageous to use it in day-
schools, where blind children are more or less associated with
the seeing, it is still more applicable to boarding-schools, where
all the arrangements are made for the special advantage of the
blind.
“ In France the point system has long since superseded the
Eoman letter ; and probably for this reason, that in Paris nearly
all the professors are blind, so that the blind have themselves
been able to decide this question in France. In England the
blind had very little power of choice until the formation of this
Association about thirteen years ago. The members of the
Council are all blind, or so nearly so that in reading they have
to substitute tlie sense of touch for that of sight.
“ At a Congress of Instructors of the Blind, held in Paris in
BOSTON — LETTER TO TRUSTEES.
213
1878, and very largely attended from all countries of Europe,
an almost unanimous decision was come to in favour of the
Braille letter.
“ Another Congress of Instructors of the Blind of Germany
and Austria was held the next year at Berlin, when the decision
was unanimous in favour of the Braille character.
“We wish now briefly to draw your attention to the reasons
for this decision.
“ 1. The Braille character is much more legible by touch
than the Eoman letter. Though it is perfectly true that most
intelligent blind children learn to read by the Eoman letter
when properly taught, yet there are many who never learn to
read it fluently, but soon become fluent readers of Braille when
they take it up after leaving school.
“ 2. The great superiority of a point over a line system con-
sists in this, that it is easily and rapidly written, and that such
writing is extremely legible by touch ; whereas, as you are well
aware, the Eoman letter cannot be rapidly embossed by hand,
and such embossing is very indistinct to the touch. The power
of writing is quite as important to the blind as to the seeing ;
and in a few years it will be considered as disgraceful for a
blind school not to teach writing as it is now in the case of a
school where the pupils can see. The power of writing intro-
duces dictation exercises, which alone produce good spelling,
and allows blind children to write exercises, translations, &c.,
independently of the master. It needs no argument to show
the importance of this in school work.
“ 3. Though rapid progress is being made towards supplying
the blind with a suitable literature, there are many valuable
books the demand for which will never warrant the expense of
printing. These are now being written out in England by a
number of blind scribes, so that for a blind person to obtain any
book he may require is now only a question of expense.
This writing out of manuscript books has become a very con-
siderable industry, especially in London, where this Association
is constantly producing manuscript as well as printed books
214
BOSTON — LETTF.B TO TRUSTEES.
for general circulation, and for the libraries of the various
institutions.
''We understand that it is contemplated to use the funds
now obtained to print largely in the Boston type. We would,
however, beg you to pause before doing this, and especially to
take the blind themselves into your counsel. They are the
persons who will use the books, and for whose advantage they
are intended. It is therefore right that they sliould have a
voice in determining this question. It is, however, scarcely
necessary to say that those only among the blind are competent
to give an opinion who are tlioroughly conversant with some
point character as well as with the Eoman letter : and we are
much mistaken if, among blind people so qualified, you will not
find a general preference for a point character.
" The question as to what kind of point type is the best,
though it is important, is of secondary interest. This Council,
during the infancy of the New York type, examined it most
carefully, and constructed frames for wulting it, as we were
unable to procure any from America. We also printed it, and
more tlianone of our members could write and read it as fluently
as Braille. It took nearly two years of careful investigation for
us to come to the decision that it was best to adhere to the
original Braille. This will show you that our conclusion was
the result neitlier of ignorance nor of prejudice.
" We, however, attach comparatively little importance to the
particular form of point system used. Both are vastly superior
for educational purposes to any line system, and you will earn
the gratitude of your blind fellow-citizens if, after full con-
sideration of this subject, you decide in favour of a point
system.
" In conclusion, we hope that you will excuse any expres-
sions used in this letter which you may think strong. Accept
our assurance that they are not due to any want of respect to
the opinions of those who differ from us, but are prompted by
an earnest desire for the welfare of the blind on both sides of
tlie Atlantic. If wliat we have now said should induce you to
BOSTOX — lao — MEXICO — AUSTRALIA.
215
make a careful investigation of the whole subject, aided by the
practical knowledge of the most intelligent blind within your
reach, we have no doubt that the decision you will arrive at will
tend to the true welfare of the blind of America.
I remain, on behalf of the Council,
“ Your obedient Servant,
“ T. E. Armitage, Hon. Secretary
“ to British and Foreign Blind Association!'
Eio Janeiro.
The Institution for the Blind at Eio Janeiro is at present the
only one in South America. There are 57 pupils (35 males,
22 females). The house is small, but a much larger building
has been commenced. This institution is arranged on the
model of that at Paris. The Braille system is exclusively used,
but too much of the teaching is oral. Music is considered the
best career to follow.
It is probable that an institution for the blind will soon be
started at Buenos Ayres.
Mexico.
Blindness seems to be common in Mexico. The Blind Insti-
tution was founded in 1870 by private individuals. It soon
afterwards became a State institution. There are 80 pupils
(40 boys and 40 girls). The pupils are not admitted after 14,
and are kept eight years. Tlie Braille system is used. Music
and various trades are taught.
Australia.
Melbourne . — There is a large institution for the blind at
Melbourne. System : Braille.
Sydney. — (a!) New South Wales Institution for the Deaf,
Dumb, and Blind. Age of admission, from 7 to 15 years.
Blind pupils, 18 (8 M., 10 F.) ; deaf and dumb, 63. Systems :
Braille and Moon. Subscriptions and donations, 1,882/, ;
interest, 412/.; Government grant, 450/.
216
SYDNEY — ADELAIDE — BRISBANE — MACKAY.
(b.) Workshop, Boomerang Street, Woolloomooloo. Bounded
1879. Age of admission, 16 and upwards. Number of work-
men in 1883, 10, of whom 2 were mattress-makers and 8
basket-makers; in 1884 the number was 16. The men are
paid 15s. a-week for the first year, if they do their best ; but if
their earnings amount to more, they are paid their full earnings.
The two mattress-makers average 20s. a- week, and two of the
basket-makers average 25s. a-week. Wages to workers, 392^. ;
cost of material, 230^. Donations and subscriptions, 902^.;
Government grant, 1,081Z. ; sales, 395/. It is intended shortly
to enlarge this workshop considerably.
(c.) New South Wales Mission for Teaching the Blind to
Bead. — Founded 1877. Number visited, 201, 115 being under
instruction, and 86 are read to by the blind teacher, but have
no desire to learn to read for themselves. Most learn by Moon’s
system, and a few by Braille. Donations and subscriptions,
115/. ; grant from Colonial Treasury, 197/.
(d.) Home for Indigent Blind Females. — Founded 1884.
Number of inmates, 7. Trades taught : chair-caning, mat and
halter-making, knitting, netting, and needlework.
Adelaide. — (a.) School for Deaf, Dumb, and Blind. A few
l)lind children are received at this school Systems : Moon and
Braille.
(5.) Industrial Home. — Founded 1884. In July, 1885, there
were 18 out-workers, all learners ; 40 blind visited by home
teacher. Systems : Moon and BraiUe.
Brisbane . — Home Teaching Society. 200 blind in Queens-
land. Blind teacher, whose salary is partly paid by the Colonial
Government. System : Moon. The blind are started in simple
trades when possible.
Mackay [Queensland) Institution . — Founded 1885. System :
Braille.
lI.VilUlSON AWO SONS, I'lllNTJiKS IN OHDINABY 10 llilR MAJKSTY, ST. JIAKHN’s LANK.
§ntis| niiir Jorfigii §IiMir ^ssormtioir,
FOR PROMOTING THE EDUCATION AND EMPLOYMENT OF THE
BLIND.
The following Appliances and Books may be had of the Honorary
Secretary, T. R. Armitage, M.D., 33, Cambridge Square, London,
W. j and from the Secretary to the Indigent Blind Visiting Society,
27, Red Lion Square, London, W.C.
The prices quoted do not include carriage or postage.
When sending payments for books which are to be sent by post, it is par-
ticularly requested that sufficient may be sent to cover it. Parcels rate : 1 lb.,
3d. ; 3 lbs., 6d. ; 6 lbs., 9d. ; 7 lbs., Is.
Post-Office Orders to he made payable at Hyde Park Square Post-Office, London, W.
Frames, &c.
s. d.
Large Interlining Frame for
writing Braille 5 0
Small ditto ditto . . 3 6
Pocket frame 2 0
The Interlining Frame can he
sent hy Parcels Post for 6d.
Style 0 1
Tool for erasing 0 6
Clip Folios for binding embossed
writing, large size 2 0
Ditto small size 1 0 i
s. d.
The Education and Employment
of the Blind, by T. R. Armi-
tage, M.D 2 0
Arithmetic Boards 3 6
Ditto, double size 7 0
Pegs for ditto, 2s. per lb.
Card for Pencil Writing 0 6
Embossing Paper, Qd. per lb. : large
size, 10 by 13 inches ; small size,
10 by 7^ inches.
I (In ordering, size should he quoted.)
Books Embossed in Braille Type.
The Books are printed with the contractions sanctioned by the Association ; those marked
* have no contractions.
Those marked t are printed with close lines, and on one side of the paper only.
Key to Braille Reading and
Writing, in ordinary type,
for the seeing 0 Oi
Primer 0 6
^Isaiah, Chapter xl 0 6
t*Hymns for Advent 0 .6
t*Anecdotes of Dogs 0 6
t*John Gilpin 0 6
t^Village Blacksmith and
Psalm of Life 0 3
f *The Sparrow’s Nest, &c. ... 0 3
t*The Poplar Field, &c 0 3
fThe Sacrifice, &c., by Geo.
Herbert 0 G
f Birds of Passage & other Poems 0 6
Braille Alphabet 0 0^
Multiplication and Addition
Tables 0 2
Table of Contractions 0 2
*lst Royal Reader (Nelson’s
Series)
1
9
2nd
do.
in 2 vols
4
0
3rd
do.
in 2 vols. (Vol. 1)
3
6
Do.
do.
(Vol. 2)
3
6
4th
do.
in 3 vols. (Vol. 1)
3
6
Do.
do.
(Vol. 2)
3
6
Do.
do.
(Vol. 3)
3
6
5th
do.
(Vol. 1)
3
6
o
English Grammar 3
Spelling Book 4
English Synonyms, by G. F.
Graham. (Vol. 1)
Do. (Vol. 2)
History of England (Vol. 1). .
Do. (Vol. 2)..
Do. (Vol. 3)..
Do. (Vol. 4) . .
Outlinesof the World’s History,
by W. Swinton : —
Egypt, Assyria, Baby-1
Ionia, &c /
Vol.l
Vol. 2 Greece
Vol.3 Kome
fThe Koman Empire,
Vol.4
Vol.5
Medieval History,
Charlemagne.
The Feudal System,
The Papacy, The
Crusades, The Ger-
Vol.6
Vol.7
Vol.8
man Empire, &c.
Fall of the Eastern
Empire, Kevival of
Learning, Charles V.,
Henry VIII., Thirty
Years’ War, &o.
^ Louis XIV., Great
Names of the 17th
Centur 3 '-,theGeorges,
Frederick the Great,
Russia, French Re-
V volution.
/'Great Names of the
18th Century, The
Consulate and the
Empire, Modern
English Politics, ) 4
Unification of Italy,
German Empire Re-
stored, Great Names
of the 19th Century.
Heroes of History and Legend —
r Gorman Gods & Heroes I
Vol.l The Roman Emperors 1 5
t and Christianity J
[Migration of Races "I
Vol. 2 Ostrogoths, Visigoths, 5
[ and Lombards I
/Religious Movements
’ \ Foundation of States /
Queen Elizabeth and her Times
(from Green’s Short History
ofthe English People) Vol. 1 4
• Do. Vol. 2 G
4 0
4 0
4 0
4 0
4 0
s. d.
1 Character of Philip II., from
j Motley’s Dutch Republic . . 2 0
j The Talisman, abridged from
Sir Walter Scott 2 6
Ivanhoe do. do.. 2 6
Alexandria, being the number
of “Progress” for Nov.,
Macbeth 5 0
Hamlet, in 2 vols 10 0
Merchant of Venice 6 0
Much Ado about Nothing .... 6 0
King Lear (Vol. 1) 5 0
Do. (Vol. 2) 3 0
As You Like It 6 0
Twelfth Night 6 0
King John 6 0
Romeo and Juliet (Vol. 1) .... 4 6
Do. (Vol. 2).... 5 0
Milton’s Paradise Lost (three
first books) 5 0
Milton’s Samson Agonistes . . 5 0
Milton (Short Poems) 0 9
Byron (Mazeppa, Selections
from Don Juan, The Cor-
sair, The Giaour, and Childe
Harolde) 5 0
Selections from Macaulay’s
Poems (Horatius, Battle of
Ivry, and the Armada) .... 1 6
Gray (Elegy, and the Bard)'\
Tennyson (The May Queen,
The Lotus-Eaters, and \ 2 0
Charge of the Light Bri-
gade) j
Longfellow (Short Poems) .. 0 10
Selections from Whittier’s
Poems, reprinted from
“ Progress ” 0 6
Coleridge (Ancient Mariner,
and Hymn before Sunrise) . 1 0
Our Father’s Care, by Mrs.
Sewell 2 0
There’s Help at Hand, by Mrs.
Sewell 2 0
Pilgrim’s Progress, in 2
vols 12 0
Faithful Promiser 2 0
100 Selected Texts, published
by the Irish Church Missions 1 0
Selections from Rev. W. H.
Aitken’s Mission Hymn Book 0 G
Prayer-Book Collects 2 0
8
s. d.
Prayer-Book Canticles, pointed
for Chanting (Ouseley). .. . 1 0
Cathedral Psalter, being the
Prayer- Book Psalms, pointed
for Chanting (7 vols.) .. ..12 0
Schiller, Burgschaft( German) 0 6
Progress, a Magazine in Braille
Type, is published every two
months as a means of infor-
mation for the Blind, on
subjects in which they are
specially interested. Sub-
scription, for the United
Kingdom, 3s. a year, post
free, payable in advance.
For transmission abroad,
the Magazine is packed in
firm rolls, and the subscrip-
tion is 4s.
Progress, for each year, bound :
1881
4
0
1882
4
0
1883
4
0
1884
0
A large number of MS. books in the Braille type are in circulation. Any author can be
printed in this way at a short notice.
Scriptures.
The Books of the Bible are now published by the British and Foreign Bible Society, Queen
Victoria Street, E.C., from plates prepared by the Association.
Genesis, in 2 vols 5 0
Exodus, in 2 vols 4 3
Leviticus 3 0
Numbers, in 2 vols 4 6
Deuteronomy, in 2 vols 3 9
Joshua 2 6
Judges and Ruth 3 0
I. Samuel 3 0
II. Samuel 3 0
I. Kings 3 0
II. Kings 3 0
I. Chronicles 2 4
II. Chronicles 2 7
Ezra, Nehemiah, and Esther ... 2 7
Job 2 3
Psalms, in 2 vols., with special
contractions 5 2
Proverbs, Ecclesiaste.s, and Song
of Solomon 2 6
Isaiah, in 2 vols 5 2
Jeremiah and Lamentations, 2
vols 6 0
Ezekiel, in 2 vols 5 0
Daniel, Hosea, and Joel 2 6
Minor Prophets from Amos .... 2 9
Gospel according to St. Matthew 2 9
„ „ St. Maik ..2 0
„ „ St. Luke .. 2 11
„ „ St.John ..2 6
Acts of the Apostles 3 0
Romans and Corinthians 3 2
Galatians to Philemon 2 G
Hebrews to Jude 2 4
Revelation 2 0
Geography.
Geography of England (Isbis-
ter) 4 6
Elements of Geography, com-
piled from Sullivan’s Geo-
graphy Generalized 1 6
Map of Eastern Hemisphere . . 1 0
Map of Western Hemisphere . . 1 0
f Guide to Hemispheres ........ 1 6
Map of Europe 1 0
Do. plain 0 6
f Guide to do 1 0
Physical Map of England .... 1 0
Guide to do .... 0 6
Map of Ireland 0 4
fGuide to do 0 3
Map of Scotland 0 6
fGuide to Map of Scotland .... 0 6
Prance 1 0
Guide to do 0 6
United States 0 6
fGuide to do 0 G
Holland and Belgium 1 0
Guide to do 0 G
Map of Australia 1 0
Do. plain 0 6
fGuide to do 0 3
Map of Palestine 0 4
fGuide to do 0 2
Countries visited by St. Paul . . 0 9
fGuide to do 0 G
Globes (made in Berlin) 30 0
4
Music.
Piano.
s. d.
Musical Alphabet 0
Embossed Key to Braille Musi-
cal Notation 0 6
Ditto, in ordinary type for the
seeing 0 2
Musical Characters used by
the seeing, embossed 0 G
fBraille Index to do 0 6
Banister’s Music, Harmony,
and Counterpoint, in 5
vols 20 0
Vol. 5 contains Glossary and
Exercises, and may be
had separately 4 0
f Selections from Hamilton . . 0 9
fSeven Hymn Tunes — Ancient
and Modern 0 6
Hunten, Instruction Book for
the Piano (first lessons) .... 0 6
Hunten, rran9ois, Hondo (from
Cenerentola, Op. 30) 0 6
Hunten, Repos de I’etude .... 0 3
Bertini, Complete and Pro-
gressive Method for the
Piano.
Thirteen Lessons from do.,
comprising Lessons 7 to
13 0 6
Bertini, 25 Studies for the
Piano, Op. 29 2 6
Burgmiiller, 25 easy progres-
sive Studies, composed and
fingered expressly for small
hands 2 0
Kullak, Theodore, Youthful
Days, 12 original pieces ... 1 0
Beethoven, Sonatina and
Romance, Sonatina and
Rondo 0 6
Beethoven, Sonata Pathetique,
Op. 13 3 0
Beethoven, Sonata Quasi una
Fantasia, Op. 27, No. 2,
C sharp minor 2 0
Beethoven, Sonata, Op. 31,
No. 3, E fiat major 3 0
Beethoven, Op. 26 2 6
f Czerny, Op. 821 1 0
Czerny, 40 Daily Studies, Op.
337 0
Czerny, 101 Daily Exercises,
Op. 261 3 0
s. d.
Czerny’s V^locite, Op. 299 .... 3 0
Cramei’’s Etude for the Piano,
edited by Von Billow —
Vol.l 3 6
Vol. 2 4 6
Plaidy,Louis,TechnicalStudies
for the Piano, in 2 vols 9 0
Kuhlau, Sonatinas, Op. 20 . . 2 0
Mendelssohn’s Songs without
Words, Vol. 1 4 0
Ditto Vol. 2 2 9
Clementi, Gradus ad Paimas-
sum, 2 vols 8 0
Raff, 30 Progressive Studies 4 6
Monk, Hymns Ancient and
Modern, 3 vols 13 6
Bellini, March from Norma,
arranged for piano by F.
Beyer 0 3
Bellini, Airs from Norma, ar-
ranged by F. Beyer 0 6
Donizetti, La Favorita, ar-
ranged by F. Beyer 0 6
Donizetti, La Fille du Regi-
ment, arranged by F. Beyer 0 6
Weber, Fantasia from Oberon,
Fitz Spindler, Op. 285 .... 0 6
Bennett, The Fountain. Op.
10 0 6
Dreyschock, Un doux Entre-
tien. Op. 92 0 6
Dreyschock, La Fontaine.
Op. 86 0 6
Dupont, Chanson Hongroise.
Op. 27 0 9
Durand, Chacone. Op. 62 . . 0 6
Durand, Pompoimette. Op.
Delibes, Sylvia, or La t
Nymphe de Diane )
Dussek, La Consolation, fin-
gered by J. T. Trekell 0 9
Handel, Harmonious Black-
smith, Variations in E. H.
von Billow 0 6
Handel, Chacone in F. H. von
Billow 0 6
Herz, Le Movement Perpetual,
Op. 91, No. 3 0 6
Herz, ’Tis the Last Rose of
Summer. Air with varia-
tions 0 6
5
s. d.
Mayer, Romance Italienne.
Op. 134 0 6
Ravina, Petite Bolero. Op. 62 0 6
Scarlatti, Sonata 0 2
Spindler, Wellenspiel. Op. 6. 0 G
Spindler, Wiesenblumen. Op.
65, Book 2 0 6
Spindler, Klange aus Suden.
Op. 148 0 6
Spindler, Knospen. Op. 56.. 0 6
Concone, Ten Recreations for
Piano 0 9
Dorn, Break of Morn 0 6
Roubier, March des Trouba-
dours. Op. 32 0 4
Clendon, I Zingari Polka .... 0 4
Coward, Merry little Drummer
(vocal polka) 0 6
Reeves, Mephisto Polka .... 0 4
Wheeler, Sea-Breeze Polka . . 0 4
Bucalossi, Sweet Violets Waltz 0 6
Bucalossi, Simpatica Waltz . . 0 6
Camors, Bid me Good-bye
Waltz 0 6
Crowe, See-Saw Waltz 0 9
D’Albert, Patience Waltz, on
Sir A. Sullivan’s Comic
Opera 0 6
Gautier, Claire Waltz 0 6
Lowthian, Fahrvvohl Waltz . . 0 6
Waldteufel, Les Fleurs Waltz 0 6
Tugginer, Grelots Galop .... 0 4
Coote, Old London Lancers , , 0 6
Godfrey, Royal Edinburgh
Lancers 0 6
Streabbog, Fleurs de Mai. Op.
99. Six pieces 0 9
Organ.
Voluntaries arranged from the
Works of the Great Masters,
by E. J. Hopkins, Esq 2 0
Voice Miisic.
Concone, 50 Lessons in Singing
for the middle register —
voice part 2 0
Concone, 50 Lessons in Singing
for the middle register —
piano accompaniment .... 3 6
s. d.
Concone, 40 Lessons in Singing
for bass and baritone — voice
part 2 0
Do. piano accom-
paniment 3 6
Greenwood, Two-part Exer-
cises in Singing for Choirs
and Schools 2 6
Songs for Soprano Voice.
Lullaby. — Johannes Brahms ..
Last Night. — Halfdan Kjerulfs
Let me wander not unseen. —
G. F. Handel
Knowest thou the Land. —
Beethoven
My Mother bids me. — Haydn
Bid me discourse. — Sir Henry
Bishop
Ave Maria. — Schubert
May Dew. — Sterndale Bennett
I will sing of Thy great
Mercies. — Mendelssohn ....
Jerusalem. — Mendelssohn. . . .
Where the Bee sucks. — Dr.
Arne
Rose softly blooming. — Spohr
3 6
Songs for Contralto Voice.
There is a green Hill far
away. — Ch. Gounod
But the Lord is mindful of His
own. — Mendelssohn
0, Rest in the Lord. —
Mendelssohn
When I was young. — Henry
F. Chorley
Go where you will. — F. E.
Bache
A lonely Arab Maid. — C. M.
von Weber
The Meeting of the Waters.
—Edward F. Rimbault ....
The Asra. — Rubinstein
Oh ! the Oak and the Ash, and
the bonny Ivy Tree. — Sir
George Macfarren
The Minstrel Boy. — Louise
Sauerbrey
The Willow Song. — Sir Arthur
Sullivan
3 0
G
s. d.
Songs for Tenor Voice.
Oft in the Stilly Night.— TA
Moore
Only for Thee. — J. L. Koeckell
The Garland. — F. Mendels-
sohn
To Chloe. — Sir W. Sterndale
Bennett
The Violet. — Mozart
My Heart and Lute.— Halfdan
Kjerulfs
Would you gain the Tender? ^
Creature ?(Acis and Galatea)
— Handel
Where’er you Walk. — Handel
His Salvation is nigh them
that fear Him. — Sir W.
Sterndale Bennett
Recit. and Air. In Native
Worth (Creation). — Haydn
Be thou Faithful unto Death
(St. Paul).— F. Mendels-
sohn j
6
Songs for Bass Voice.
The Wanderer. — F. Schubert;
The Angry Bard. — F. Schubert
Wolfram’s Romance (Tann-
hauser). — R. Wagner
In Sheltered Vale (German
melody). — Karl Formes ....
The Search. — Halfdan Kjerulfs
The Brave Old Oak. — E. I.
Loder V 3 6
The Two Grenadiers. — R.
Schumann
What is it nerves the Hunts-
man Bold ? (Amour et Cour-
age). — Louis Spohr
Nazareth. — C. Gounod
O ! God have mercy (St. Paul) .
. — Mendelssohn j
Eight Songs hy Sir W. Sterndale
Bennett.
Musing on the Roaring"^ q
Forget-me-not
Gentle Zephyr ...... j ' )
Winter’s Gone lon*! '9 0
Dawn CxontloFlowei-. I^P-f
Sing, Maiden, Sing. ... J >
Maiden Mine (Op.
Sunset j 47. /
s. d.
Mendelssohn’s Tivo-part Songs.
I would that my love
The Passage-Bird’s Farewell
Greeting
Autumn Song
0 wert thou in the cauld blast? ) 2 6
The Maybells and the Flowers
Can I light-hearted be ?. . . .
The Sabbath Morn
The Harvest Field
' Selected Madrigals.
Flora gave me fairest flowers.
— J. Wilbye.
Sweet honeysucking bees. —
J. Wilbye.
The Lady Oriano.— J. Wilbye.
My bonny lass, she smileth. —
Morley.
I follow, lo, the footing. —
Morley.
Lo, where with flowery head.
— Morley.
All creatures now are merry.
— J. Bennett.
Flow, 0 my tears. — J. Bennett.
Down in a flowery vale. — C.
Festa.
Die not, fond man.— J. Ward.
Round about her chariot. —
E. Gibbons.
As Vesta was. — T. Weelkes.
In these delightful pleasant
groves.— A. Purcell.
0 sleep, fond fancy. — J. Ben-
nett.
When the twilight’s parting
flush. — H. Lahee.
Flora now calleth forth. —J.
S. Smith.
Blest pair of Sirens. — J. S.
Smith.
Let me careless.— T. Linley.
0 snatch me swift. — Dr. Cali-
co tt.
First Soprano 2 0
Second do 1 6
First Alto 2 0
Second do 0 3
First Tenor 2 6
Second do 0 6
First Bass 2 0
Second do 0 6
7
THE BRAILLE ALPHABET, WITH CONTRACTIONS.
The large dots represent the raised points of the Braille letter ; the small simply serve
to indicate their position in the group of six.
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The signs of the 2ud, 3rd, and 4th lines are formed from those of the 1st by
the addition of lower dots.
("The signs of the 5th line are the same as those of the first, except that they'
are written in the middle and lower holes.
be con
dis
en to
his
in was
5 th line.'.
Only as a separate
syllable commencing
a word.
only as
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Only nhen a
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for by. 1
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end of
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in poetry
hyphen.
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6th line.
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W'hen at the end
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. O .0 0
. o • ©
o 0 0 0 © *
o • 0 0
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The signs of the 1st line when preceded by the prefix for numbers stand
° for the nine numbers and the cipher.
BRAILLE MUSICAL ALPHABET
c
D
E
F
G
A
B
The notes on "] i • •
this line are ^ •
semibreves or ( ^ or J • a
0
0
00
0
00
00
0
00
0
0
0
00
semiquavers. J
The notes on "I
this line are
D
E
F
G
A
B
minims or L i
0
00
00
0
0
0
demisemi- j _ I _ f' •
quavers. J 21? ^ O
0
0
0
0
00
0
00
0
0
0
00
0
c
D
E
F
G
A
B
The notes on .
00
o
00
00
0
0
0
this line are ?■ |
0
0
0
00
0 0
0
00
crotchets. ) ^
0
o
0
0
0
0
0
The notes on this ■) k
line are quavers. ) ^
c
D
E
F
G
A
B
0 0
0
00
00
0
0
0
O
0
0
00
00
0
00
1
2
3
4
5
6
7
Octave Signs
0
0
0
0
0
0
0
0
0
0
0
0
(front dots).
+
In accord
2
3
4
5
with.
Fingering Signs
0
0
•
0
•
•
0
00
0
0
0
•
(back dots).
a
b
Rests
00
0
0
•
00
0
0
0
00
and Accidentals.
0
00
00
00
0
0
0
2nd
3rd
4 th
5 th
6 th
7 th
8 th
0
0
0
Intervals.
0
0
0
00
00
0
00
00
0
00
Short
Double
Note.
Shake.
Repeat.
Staccato.
Dot.
Dot.
00
0
00
00
0
0
0
0
0
00
00
0
0
Double
Bar.
D.C
P.
F.
i
K 0
0
0 0
0 0
0
0 00
i
0
0
0 0
0
0
0 0
0
0
0 0
0
Cres.
• • •
• •
Treble.
• •
Bass.
• • ••
0
o
MANUSCRIPT BOOKS.
ck3>8><00 —
The British and Foreign Blind Association has had the
following Books embossed by hand, as there is not yet a
sufficient demand for them to make it desirable to print them.
The usual plan followed is only to make a certain number of
copies which are mostly absorbed by libraries. All the Books
in the list are not kept in stock, but any Book not on the list
can be written out to order, so that the reproduction of any
desired Book in the Braille type is only a question of cost.
The number of Books increases rapidly, as about 30 seeing
volunteers and about 50 paid blind copyists are constantly
engaged on this work.
Shakespeare — Julius Csosar.
Jlie Taming of the Shrew, 2 vols.
Othello, 2 Tols.
Henry lY.
Henry Y.
Richard III.
Two Grentlemen of Yerona.
Midsummer Night’s Dream.
Macaulay — Loi’d Holland.
Madam D’Arblay.
Pitt, 2 vols.
Dr. Jolmson.
Clive, 2 vols.
Warren Hastings.
Frederic the Great.
Third Chapter of the History of
England.
Scott — The Antiquary, 8 vols.
Goldsmith— The Yicar of Wakefield,
3 vols.
Addison — Sir Roger de Coverley.
Lamb— Essay on Roast Pig.
Tales from Shakespeare, 7 vols.
Grube — Heroes of History and Legend.
Bird, Miss — The Ainos of Japan.
Stories from German History
The Kings of Judah.
The Kings of Israel.
French Revolution, 5 vols.
Thirty A’ears’ War, 4 vols.
History of English Literature, 2 vols.
English Kingdoms (from Green’s History
of the English People), 2 vols.
Puritan England, ditto, 2 vols.
Historical Lectures.
Historical Characters.
German Emperors.
Farrar, Canon — Seekers after God.
Marcus Aurelius, 3 vols.
Seneca, 2 vols.
Epectitus.
Life of Christ (not finished).
Dickens — Cricket on the Hearth.
Old Curiosity Shop (not finished) .
Pictures from Italy.
Sketches by Boz.
Dr. Marigold.
Sun, Moon, and Stars, 2 vols.
Political Economy (Macmillan’s Primer) ,
2 vols.
Moore — Lalla Rookh.
Yirgil, 2 vols.
Greek Tragedians.
Church — Stories from the Iliad.
Stories from the Odessy.
Arrival of Man in Europe.
Csesar de Bello Gallico, Books III and lY,
(Latin).
Sallust, Catiline (Latin).
Horace, Odes (Latin) .
Schiller, Selected Poems (German).
Chardinal, Exercises (French).
French Tales, 5 vols.
Dante, La Divina Comedia (Italian).
Mediaeval Church, 7 vols.
History of our own Times (Justin
McCarthy), 2 vols.
Readings from English History, 2 vols.
Macmillan’s Historical Primers — Rome,
2 vols. ; Greece, 2 vols. ; France, 2 vols.
Y^onge, Miss — Cameos from English
History, 2 vols.
History of the Crusades, 3 vols.
Swinton — Chronology of Events since
Christian Era.
Bishop Jewell.
Neal Dow.
Frederick Stokes.
Fawcett.
President Garfield.
President Lincoln.
F. J. Campbell.
Hermann.
Canon Tristam.
John Knox.
St. Chiysostom.
St. Augustine.
Martin Luther.
Bishop Usher.
Gustavus Adolphus.
Henry of Navarre.
( 2 )
BIOGRAPHIES.
Father Mathew.
Sir W. Ealeigh.
Grace Darling.
Oberlin.
Samuel Walker.
Philip Henry.
Albert Durer.
Eemarkable Women.-
General Grant.
Handel.
Sir Harry Parkes.
Sir Matthew Hale.
Sir John Eichardson.
Bishop Hall.
Sir J. Newton.
TRAVELS.
Cruden.
Columbus.
Montgomery.
Sir Henry Lawrence.
General Gordon. ,
Whitefield.
Heber.
Bunyan.
Samuel Johnson.
Isabella of Castile.
Prince Bismark.
Biographies of Blind Men.
Addison.
Miss Havergal Memoirs,
2 vols. (abridged.)
N ewfoundland.
Tlie Lapps.
The China Inland Mission.
The Arctic Eegions.
The Esquimaux.
Country Life in Italy.
The North East Passage.
The Cruise of the “Eevenge.”
The Unknown Land.
The Soudan, 2 vols. (Mrs. Speedy).
The Industries of Commachio.
Voyage of the Sunbeam (Lady Brassey).
The Hebrides (Miss Gordon Gumming).
China, 2 vols.
Algiers.
Norway.
Stockholm.
The Lake of Geneva.
Character of the Hindoos.
The Congo, 3 vols. (Johnson).
Eastern Life.
The Giant Cities of Bashan (Potter).
Lake Eegillus (Macaulay).
The Jackdaw of Eheims.
Guinevere.
Geraint and Enid.
Lancelot.
Gareth and Lynnette.
Dora.
The Last Tournament.
In Memoriam.
The Eevenge.
Locksley Hall.
Enoch Arden.
Holy Grail.
The Vanity of Human Wishes (Dr.
Johnson).
The Lady of the Lake, 2 vols.
Eokeby, 2 vols.
jMarmion, 2 vols.
Pope’s Poems, Selections from.
Evangeline.
d'ales of a Wliysidc Inn, 2 vols.
Wliitticr’s Selected Poems.
Deare Cbildc (Stone),
fi'he Ecctory Farm (Stone).
Songs of the Holy Land.
Selected Poems (Goldsmith).
Selected Poems (Milton).
Paradise Lost (Milton).
Paradise Eegained (Milton).
Lj'cidas (Milton).
Comns (Milton).
POETRY.
Society on Stanislaus (Bret Harte) .
Selected Poems (Bret Harte).
Eejected Addresses. '>
Ingoldsby Legends — Selections.
Ballads (Bon Gaultier).
Selected Poems (Eliza Cooke) .
Legends and Lyrics (Miss Proctor),
Selected Poems (Byron).
The Corsair (Byron).
The Bride of Abydos (Byron).
Selected Poems (Browning, E.).
Selected Poems (Browning, Mrs.).
Selected Poems (Aytoun).
The Golden Treasury, 3 vols...
The Sermon in the Hospital.
Songs of the Holy Land.
American Gems of Poetry.
Wordsworth’s Poems.
Selected Poems (Campbell).
Selected Poems (Burns).
Selected Poems (Cowper).
Selected Poems (Shelly).
Selected Poems (Hood).
Selected Poems (Mrs. Ilemans).
Most of her Poems (Mrs. Sewell).
Selected Poems (Willis). .
Keble’s Christian Year.
Hymns Ancient and Modern.
Hymnal Companion.
Moody and Sankey’s Hymns.
Metrical Psalter (Scottish).
Ned Dolan.
Cinderella.
Sam Franklin’s Savings Bank.
The Lost Child.
Hans in Luck.
Miriam’s Primrose.
The Old, Old Story.
The Captive Chief.
Madge’s Delusions.
Three Temperance Tales.
Bachael Hunter.
The Long Sum.
Bob’s Talking Leg.
The, Eagle’s Nest.
The Last Penny.
Christy’s Old Organ.
Jessica’s First Prayer.
Little Meg’s Children.
Alone in London, 2 vols.
A Trap to Catch a Sunbeam.
Friends till Death.
The Miller’s Wife.
The Mother’s Prayer.
Widow Hayne.
Led by a Ciiild.
Jack.
Anna Lee, 2 vols.
Angel’s Christmas.
The Rusty Sword.
The Bellringers.
The Cabman’s Wife.
The Mason’s Home.
Thet. Fever Stricken.
The Drummer Boy.
Almost Wrecked.
Datf and Her Charge.
Eabb and His Friends.
' Tabby’s Travels.
The Cottage on the Shore.
German Stories.
Otho, The Lion.
Caves of the Sea.
. Fast in the Ice.
The Old Man’s Storj^
Bjay your Own Cherries.
Miily’s Mission.
Words of Comfort,
Desert Flower. ,
Man of Sorrow.
Children’s Friend.
Children at Home.
Happy SchoolfelloAvs.
The Converted Sailor.
Basket of Flowers.
Picciola.
The Little Captive Ring.
The Neighbours.
Magna Charta.
Grimm’s Fairy Tales, 2 vols.
Dog’s Cleverness.
Always Do Your Best.
( 3 )
TALES.
The Young Cockle Dredger,
Brave Bobby.
How Appletree Court was Won.
Little Animals,
Whiter tlian Snow.
Angels’ Visits.
Ruth Bloomfield.
Susan Stubbins’ Sinkings.
Losing Our Play Time.
Snow King.
The Two Brothers.
Effie.
The Ill-used Postman.
The Soldier’s Child.
The Basket Women.
Peter Perfect.
The Schoolboy’s Leap.
The Milkmaid.
Rasselas, 2 vols. (Johnson).
Miss Toosey’s Mission.
Lady Anne, 2 vols.
Pussycat’s Story.
Bessie.
Contented Plarry.
Alice Bunson’s Trials.
The Happy Schoolfellows.
The Crossing Sweeper.
The Pussycats’ Tea Party.
Wayside Jottings.
Strathmore.
The Indian Jackall,
The Herschels.
The Lighthouse.
Perseverance.
Lips of Truth.
The Wanderer.
Home Words.
Short Words.
Thrift.
Hedgerow Teachings.
On Hawking.
The I/ad Who Deserved the Victory.
Brothers of Mercy.
Sidroc.
God’s Silver.
Pay son.
Jackanapes.
A Pilgrimage.
The Beautiful Home.
An Old Chest.
A Pig-hunt.
J ohn Pounds,
The First Grave.
Millionaires.
Gay’s Fables.
Fragments from Various Authors.
Provincial Schools for the Blind,
Principle and Circumstance.
Chalk.
St. Kilda.
English and Scotch Proverbs.
( 4 )
TALE S — continued.
Brigands.
The Three Cats.
Conroy, 2 yols.
G-athered Grain, 2 vols.
Tom’s Texts.
The Two Beggar Boys.
Michael, the Miner.
Little Pearls.
The Oiled Feather.
Poor Prim.
Jack Skip.
The Dog and Kitten.
The Clockmaker of Lyons.
Christina, 2 yols.
The Haryest Home.
The Ugly Duckling.
Tom Bourne.
Bobbie.
Kellie’s Easter.
The Eye-Doctor.
Cleopati’a’s Keedle.
A Night amongst the Mountains.
Poppington Station.
Janet’s Bepentance (George Elliot), 3 vols.
Little Pat and the Parson.
The Discontented Cat.
Robinson Crusoe, 2 vols.
The Bloodhound.
Lost Gyp.
Rosebud.
Half-hours with Old Humphrey.
Old Humphrey’s Strolls.
Tales of Greece, 2 vols.
The Town Pump.
Patch, the Cat.
Out of the Deep.
The Sleeping Beauty.
Beauty and the Beast.
Little Dot.
Winter in the East.
Alice.
Gough’s Orations.
The Dancing Princess.
Icebergs and Boulders.
Eastern Life.
The Red Children.
Canton.
Constantinople.
He’s Overhead.
Conscience Makes the Cow^ard.
Put on the Break.
The Man that Carried the Baby.
Croaking Kate.
The Talking Fire-irons.
The Wonder-working Bedstead.
The Childhood of the World.
The Fall of the Hats and Caps.
Guide to London, 4 vols. (Ward and.
Lock) .
RELIGIOUS.
Spurgeon’s Sermons.
The Sword.
Selections from Hymns and Poems in
“ Home Words.”
The Gospel.
Salvation.
Ezekiel.
The Light of Life.
Advice to Young Converts.
On the Lord’s Prajer.
Loyal B espouses.
Clirist in Zacheus’ House.
Notes on the Prayer Book, 2 vols.
The Gateway into the Kingdom.
Sarah, the Wife of Abraham.
Brief Thoughts, 2 vols.
God’s Tithes.
Short Tracts.
The Revised Old Testament.
Kept for the Master’s Use, 2 vols.
Moses.
The Christian’s Guide.
Such a Blessing.
God’s Benefits.
Gospel Narratives, 2 vols.
Emmanuel, 3 vols.
Bishop of Bedford —
Plain Words, 3 vols.
Fraser, Donald, D.D. —
Synoptical Lectures on the Bible, 12 vols.
Stanley — ■ ■!
Lectures on the J ewish Church, 6 vols.
Yonge —
Scripture Readings (Kings and Pro-
phets).
Bayley, Rev. Sir E. — On tlie Collects of
the Church of England — Prayer Book —
Psalms.
Thomas a Kempis — Imitation of Christ,
3 vols.
Rev. J. H. Adams — Shadow^ of the Cross.
The Lord’s Table (a preparation for
receiving the Lord’s Supper).
Harrison ^ tSons, Printers in Ordinary to Her Majesty, St. Martin's Lane, London.
From “TRAINING COLLEGE RECORD,” February, 1910.— “A good many people
wanting to obtain some out of print book on Education have applied to Mr. JOHN
DAVIS, of 13, Paternoster Row, and have seldom applied in vain.”
No. 26 D. September, I9I
BOOKS —
ON THE
Principles, Practice and History
OF
EDUCATION.
Most of the folloiving Works are noiv out of print, and only single-
copies can be obtained.
s. d.
Abbott— The School Boy; or A Guide for Youths (1839)... 1 6
Impediments of Speech, Stammering-, &c., &c. .. ... ... 1 6
Abbott, E. A. — Hints on Home Teaching- (1883) ... ... ... ... 3 0
How to Parse (1882) ... ... ... ... ... 2 0
Abbott, T. and C. Mayo — The Teacher, or Moral Influences (1834) ... 3 0
Abercrombie — Philosophy of Moral Feelings (1833, 1839 and 1865) each 2 6
The Culture and Discipline of the Mind, and other Essays ([862)... 2 6
Abstract of the Minutes of Committee of Council of Education (1856) ... 1 6
Academic Errors or Recollections, by a Cantab, Dean of Westminster
(1S17) 2 6
Academic Correspondent and Magazine of Education, X'^olume E,
No. 1-6, July- December, 1832 ... ... ... ... ... ... 3 6
Acland and Smith — Studies in Secondary Education (1892) ... ... 6 0
Adams — Elementary School Contest in England (1882) ... ... ... 7 6
The Free School System of the United States (1875)... ... ... 4 0
Adamson, Professor — Pioneers of Modern Education, 1660-1700(1905) 4 0
Adkins, F. — Tekel, A Study of Educational Problems of To-day (1905) 3 0
Adele et Theodore — Ou Lettres Sur I’Educalion, 3 volumes (1807) 5/-,
and 4 volumes (1804) ... ... ... ... ... ... .. 8 6
Adele et Theodore, Volumes 2 and 3 (1783) ...
Adler — The Moral Instruction of Children (1900) ... ... ... ... 4 0
Advancement of Learning, by Francis Lord Bacon (1828) ... ... 1 6
Advice to a Governess ( 1827) ... ... ... ... ... .. ... 1 6
Alma Mater ; or Seven Years at the University of Cambridge, by a
Trinity Man ; two volumes in one (1827) ... ... ... ... 5 0
American Education— No. i September and October 1880, 1 / 6 ; Sep-
tember 1886. 1 / 6 ; December, 1886 ... ... ... ... ... 1 6
Educational Review, New York — Volumes 25-38, 1903-1907, in parts,
14 volumes ... ... ... ... ... ... ... 60 0
For completing volumes No. 4, 67, 91, 92, 95, 102, 106,
115, 116, 119, 120, I2I, 125, 126, 154, 156, 157, 158, 160,
161, 162, 170 and 172, each ... ... ... ... ... 1 6
Journal of Education, edited by Barnard, Volumes 1-8 £ 0 , and
rr, 12, half calf, paper sides ... ... ... ... each 12 0
Journal of Education, Volume i, black cloth binding (1856) ... 10 6
Institute of Instruction Lectures (1887) ... .. ... ... 2 6
School, for the Deaf, Histories of, 1817-1893, 3 Vols. ... ... 7 6
JOHN DAVIS (successor to Thomas Lauriey, 13, Paternoster Row, London,
2
Books on the Principles and Practice of Education.
s. d.
Amie, Martin — The Education of Mothers of Families, translated by
Edwin Lee, 1842 and i860 ... 5 0
Amos — Four Lectures on the Advantages of a Classical Education, and
a letter to Dr- Whewell upon his pamphlet “On Liberal Education,”
(1846) _ 5 0
An Essay on Female Education by Countess De Brunetierre, Tallien
translated by Lord Brougham ... ... ... ... .. ... 2 6
Andersons — Boarding Out System in Scotland (1871) ... ... ... 2 G
Antrobus — The Prison and the School (1871) ... 1 6
Appleton — Early Education (1821) ... ... ... ... ... ... .I 0
Private Education (1816) ... ... ... ... ... ... ... 4 0
Arnold, M. — Reports on Elementary Schools, 1852-1882 (1889) ,, ... 3 0
A French Eton ; or Middle Class Education and the State (1892) ... 3 0
Thomas and Mathew, by Sir Joshua Fitch (1897) ••• ••• ••• ^ ^
Arnold, W. D. — German Letters on English Education (1852) ... ... 3 0
Arnold, Thomas — Education of Deaf Mutes, volume 2 (1891) ... ... G 0
Armitage — Education and Employment of the Blind ( 1871 ) ... ... 2 G
Ascham, Roger — The Schoolmaster, showing A Plain and Perfect
Way of Teaching the Learned Languages, by James Upton (1743)
full calf, clean copy ... ... ... ... ... ... ... 8 6
Another Copy, margin of the title torn off (1711) ... . . ... 5 0
The Schoolmaster, edited by J. B. Mayor {1907) ... ... ... 2 6
The English works of ; 400 pages (1815) ... ... 5 0
Ashe — Medical Education and Medical Interests, The Carmichael ;^ioo
Prize Essay ... ... ... ... ... .. ... ... ... 2 G
Autopeadia or Instructions on Personal Education, by J. McCrie,
630 pp., cloth (1871) ... ... ... ... ... ... 4 0
Babington — A Practical View of Christian Education (1841) 3 0
Bache — R.eport of Education in Europe to the Trustee of the Girard
College of Orphans, 680 pp. (1839) ... ... ... 6 0
Bailey — Oral Teaching in Infants’ Schools 2 0
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Bainbridge^ — Early Education (1881) ... ... 3 0
Baker, J. — Report on Technical and Commercial Education in Prussia 1 0
National Education and National Advancement (1904) ... ... 1 0
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Tribute to Gallaudet. A discourse in commemoration of the Life,
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Bardeen — Commissioned House ; A Story of New York Schools’
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Barnett — Common Sense in Education and Teaching- ( 1899) ... ... 3 9
Barrow — A Few Notes on Public Schools and Universities of Holland
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Bartley — Schools for the People, 600 pp. (1871) ... ... ... ... 5 0
Beatty — Education in a National Town (1907) ... ... ... ^ ^
Bell — Religious Teaching in Secondary Schools (1897) .. ... ... - ^
Bell, Rev. Andrew — Southey, Life of the Rev, Andrew Bell, and the
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3 volumes (1846), 2,000 pp., cloth binding ... •.« ... 20 0
Bentley, G. — State of Education, Crime, and proposed National Training
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Beren’s — Advice to a Young Man at Oxford f 1832) ... ... ... 2 6
Biber, Dr. — Christian Education (1830) ... .. .. .•• 4 0
Memoirs of Pestalozzi and his Plan of Education ; being an account
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Bird — Higher Education in Germany and England (1884) ... ... 2 0
Blackie — On Self Culture (1874) ... ... ... ... ... ... 2 0
Blackwell, Dr. Elizabeth — The Moral Education of the Young (1884)... 2 0
An Introduction to the Study of the Classics (1719) ... 2 6
Blake — A Visit to Some American Schools and Colleges (1867) ... ... 3 0
Blakiston — The Teacher, 1895 ... ... ... ... ... ... 1 6
Blow’s — Letters to a Mother on the Philosophy of Frobel (1900)] ... 4 0
Bombay University Calendar, 1903-4 ... ... ... ... ... 2 6
Boiough Road Schools — Handbook to (1854) ... ... ... ... 2 6
Boston Board of Education Reports, 1866, 1867, 1873 ... .. each 3 0
Bourmot— Canada’s Strength and Weakness. A Short Historical and
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Brabazon, Lord— Some National and Board School Reforms, half roan
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Prosperity or Pauperism. Physical, Industrial and Technical
Training (1888) ... ... 5 0
Braun, T. — Cours Complete de Pedagogie et Methodologie, 950 pp.
(1885) ... ^ 6 6
Bramwell — Training of Teachers in United States (1894)... ... ... 2 6
Bray’s Education of the Feelings ( 1849) ... ... ... ... 3 0
Breul, Karl — The Teaching of Modern Foreign Languages ... ... 2 0
Bremner — Education of Girls and Women in Great Britain (1897) ... 3 6
British and Foreign School Society Educational Conference (1844) ... 1 0
Browning Educational Theories (1881) ... ... ... ... ... 3 6
Brougham, Lord— Commission Concerning Charities of England for the
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Brown — Child Life in our Schools; A Manual of Method... ... 3 0
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Cambridge University Calendar, (1905-6) ... ... ... ... ... 2 0
Cambridge University Commission (1852), Report of ; The State
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Cardwell — The Story of a Charity School : Two Centuries of Education
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Carlisle — Defence of the National System of Education in Ireland (1838) 1 0
Nicholas, Endowed Grammar Schools in England and Wales,
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half tree calf, 20 s ; half calf ... ... 15 0
Carpenter — Juvenile Delinquents, Their Condition and Treatment (1853) 3 0
Reformatory Schools for Children (1851) ... ... ... ... 3 0
Principles of Education (1820) ... ... ... ... ... ... 4 6
Casson and Whiteley — The Education Act (1902) fully explained, with
Sections of Education Acts, 1870-1900 ... ... ... ... ... 5 0
Catalogue of the Educational Division of the South Kensington Museum
(1858), thick volume ... ... ... ... ... ... ... 3 0
Central Society’s Papers on Education, 3 volumes ; Essays on Practical
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&c., (1837) 7 6
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Chapone — Letters on the Improvement of the Mind, 2 volumes, buckram
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Letters on the Improvement of the Mind, i volume (1801 and 1808),
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Chapman — A Treatise on Education and the Author’s Methods of
Instruction (1790) ... ... ... ... ... ... ... 6 0
Hindoo Female Education (1839) ... ... ... ... 3 0
Charities — Lord Brougham’s Commission of Inquiry Concerning the
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Chesterfield, Earl — The Elements of a Polite Education to his Son, edited
by G. Gregory, 450 pp. (1800) ... ... ... ... ... 4 6
Chicago Institute Journal, Course of Study, Volume I, Nos. 4, 5, 6, 7, 8,
9. 10 3 o
Chichester, Raleigh — On Schools, (Catholic School System) (1880) ... 2 6
Childs, Mrs. — Mother’s Book of the Management and Education of
Children (1841) ... ... ... ... 2 0
Child and Child Nature, by Baroness Bulow (1879) ... ... ... 3 0
Child Life — Quarterly Kindergarten Magazine, January 1899 to October
1905, in parts ... ... ... ... ... ... ... ... ... 25 0
Clark — International Languages, Past, Present and Future (1907) ... 3 0
Codes, Hellers — 1902, 1903, School Board Chronicle, 1894, 1895, 1896,
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Collins — Notes on School Management ... ... ... ... ... 1 6
Collar and Crook — School Management and Methods of Instruction
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Collier — An Essay on the Principles of Education (1856) ... ... ... 3 0
Combe — Lectures on Popular Education (1837) ... ... ... ... 2 0
Principles of Physiology, as applied to Education (1841) ... 4 0
Combe, George — Education ; Its Principles and Practice, edited by
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Commercial Education in High Schools, by T. O. Crissy, New York
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Rules of Life, Pamphlet, 24 pp. (1865) Ob
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A Sketch of his Life and Educational Ideas, by Paterson (1892) ... 1 0
Conference on Education, edited by Cowper, International Health
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Connop, Thirlwall — Letters on Education in New South Wales (1861)... 1 0
Conversations at Cambridg-e, 300 pp. (1836) ... ... 2 6
Copner — Hints on the Education of Childhood (i860) ... ... ... 1 0
Cousin, Victor— Elements of Psychology ; A Critical Essay on Locke’s
Essays on Human Understanding ( 1838) ... ... ... ... 4 0
Report of State of Public Instruction in Prussia, translated by
Sarah Austin ; 1834, cloth, 3/6 ; 1836, half calf 4 6
Leonard Horner— On the State of Education in Holland, as
regards Schools for the Working Classes and the Poor (1838) 5 0
Cotterill — Suggested Reforms in Public Schools (1885) ... ... ... 2 0
Cowham — Oral Teaching and Oral Training ... ... ... ... 1 6
Coulton — Public Schools and Public Needs {1901) ... ... ... ... 3 6
Cox and Macdonald — Practical Methods (1902) ... .. .. ... 2 6
Craddock — ^Rosseau, as described by himself and others { 1877) ... 2 b
Craig — The Philosophy of Training and a Normal Education (1847) ... b 0
Craik — The State and Education ( 1884) ... ... 2 6
Creasy — Technical Education in Evening Schools (1905)... ... ... 3 0
Crichton-Browne — The Training of the Hand ... ... ... ... 1 0
Croeus’ Minor — His Education and its Results, by Pember (1888) 2 b
Crosby Hall — Seven Lectures on Education (1848) 2 G
Currie’s Common Schools Education ... ... ... ... ... ... 3 0
Currie’s Infant School Education 3 0
Cutler — The Philosophy of Intellectual Education (1842) .. 2 6
Dale — Teaching of English Reading ( [898) ... 1 6
Dallaway — Observations on the Most Important Subjects of Education
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Davies — Higher Education of Women (1866) 3 0
Davids — The Sunday School ; An Essay (1849) 2 6
Dawes — Suggestive Hints towards Improved Secular Instruction ... 2 0
D.C.L. — The Education Craze and its Results, and School Boards and
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Deaf — Education of the, by Gordon (1892) 2 G
De Garmo — Interest and Education ( 1902) 3 6
De Morgan — Elements of Algebra (1835 and 1837) each 3 0
Elements of Arithmetic (1840) 3 0
Dick Bequest — Trust Report, by S. S. Laurie, 1890-04, 3 0
Menzies, Report of Twenty-one Years of Experience of (1856) ... 4 G
Discipline, Manual on (1879) 0 9
Dictionnaire Historique de Education, 2 volumes, (1771)... ... ... 6 0
Donaldson Lectures on the History of Education in Prussia and
England (1874) 3 G
Domestic Education, Thoughts on, by a Mother (1826) 3 G
Douglas — Scottish Education Reform (1903) ... 2 6
Dunns — Principles of Teaching (1839) ... ... 2 G
Popular Education, Normal School Manual (1837) 2 0
Discourses on Public Education, by Wordsworth (1844) ... 3 0
Dymond — Education in the United States and Canada, Mosley
Commission of Teachers, (1906-7) ... ... ... 1 0
Early Education, Hints on, by Mrs. Hoare 1820, 1841, 1846, 1853 and
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Education in England and Wales (Report by Earl of Kerry) (241 pp.)
(1835) folio. ..
Education Inquiry, Abstract of the Answers and Inquiries to an
Address of the House of Commons, July, 1834, relating to the
number of Schools and Children taught therein in Scotland, 750
PP* (1837)
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Education, Especially cf the Young Gentleman (1683, 1687 and 1699) each
Education of Man, by a member of the New Zealand (1873)
Education of Mothers of Families, or the Civilization of the Human
Race of Women, by Amie Martin and Edwin Lee (1842 and
i860) ... ... ... ... ... each
Education of the People, by J. D. St. John (1858)
Education of the Poor in the Eighteenth Century, by D. Salmon
Education of the Poor in England and Wales, by J. Kay (1846) ...
Education of the Poorer Classes in England and Wales, complete with
Evidence and Index, folio, buckram binding (1838) ...
Education in Scotland in 1836-7. Forty Questions circulated in 1838
by the Education Department to every school in Scotland. Answers
made by the Schoolmasters and Schoolmistresses to the questions.
A thick folio volume, 1100 pp. (1841)
Education and Training, by Hawkesley (1869)
Educational Aims and Methods, by Sir S. G. Fitch (1900)
Educational Annuals, by Johnson (1889-1890) ... .., ... each
Educational Exhibition Lectures, St. Martin’s Hall (1854)
Educational List and Directory (1885)
Educational News, volumes 5, 6, 7 (1880-2)
Educational Outlines, by a Lady (1850)
Educational Review, (New York) Volumes 25 to 37, 1903-1908, in parts,
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Educational Review — 4, 67, 91, 92, 95, 102, 105, 115, 116. 119, 121, 122,
125, 126, 154, 156, 157, 158, 160, 161, 162, 170, 172, 176, 177, 184, each
Educational Review (London), 1899 in parts
1898, 1899, 1900, various odd parts ... ... ... ... each
Educational Times for 1879-1901, in 14 volumes, red cloth binding £7
Publisher’s Binding, i89(-4, 1896 and 1899 ... ... ... each
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1907 ... ... ... ... ... .. ... per year
October 1853 to December 1854, volume 7
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Educational Subjects — Special Reports on, volumes 1-23, all in stock
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Elementary Education Report (Cd. 315) Return, showing under County
Boroughs and Administrative Counties, for each Public Elementary
School inspected in England, in England and W’ales, 1,100 pages,
paper covers (1901) .. ... ...
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Education, by J. Wood (1840)
P 2 dinburgh University Calendar, 1906-7
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Education, Intellectual, Moral and Physical, by Spencer (i86i),.. ... 2 6
Ellis — Education of Character, with Hints on Moral Training (1856) ... 2 *j
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Elementary Education Bill, Debate in Parliament, 1870 3 <>
Parliamentary Debate 1876 ... 4 0
Elementary Education Acts (England and Wales) Royal Commission,
Lord Cross. Complete set, 10 volumes folio, ( 1888) ... ... ... 00 0
Endowed Schools Acts, 1869; Report of, for 1873, folio 4 0
Endowed Grammar Schools of England and Wales, 2 volumes (1818) see
“Carlisle” Schools Inquiry Commission, complete set, 21 volumes
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English University Education, by W. Whewell (1838) 3 0
English Teacher, volume i. Nos. 1-14, 1888-89 ... 3 0
Enfield — The Speaker and an Essay on Elocution, 454 pp. full calf ... 3 0
Ensor — National Education ( 181 1) ... ... ... 4 0
English Journal of Education, edited by Moody, volume 1-4, 1843-1846,
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Ewing — The English Learner for Young Readers (1824) 16
Elementary School Teacher, Vol. 3, No. 3, November 1902 ... .. 1 0
Essays and Reviews (1861). Contains the Education of the World, by
F. Temple, 50 pp ... ... 3 0
Essays on Practical Education, selected from the works of Ascham,
Locke and Butler, 2 volumes (1836) ... ... ... 4 0
Farrar and others — Essays on a Liberal Education, buckram (1867) ... 0 0
Faradays Observations on Mental Education (1854) ... ... ... 1 0
Fearon— School Inspection, 1876, 1877, 1880 and 1887, each 2 0
Felkin — Technical Education in a Saxon Town (1881) ... ... ... 3 0
Fenelon — De L’Education Des Filles, buckram (1861) ... ... ... 3 fi
Felton, H. — Dissertation on Reading the Classics (1709)... ... ... 2 0
Findley, T. T.— Teaching as a Career for University Men (1889) ... 2 0
Findlay — Principles of Class Teaching (1904) ... ... 2 6
Fitch, T. G.— Notes on American Schools and Training Colleges (1890) 3 0
Lectures on Teaching (1881) ... ... 3
The Art of Teaching and Securing Attention 1 6
Educational Aims and Methods (1900) ... ... ... 3 6
Fitche, Johann — Memoir of, by W. Smith (1848) 2 0
Vocation of the Scholar, translated by W. Smith (1847) 2 0
Flexner — The American College ; A Criticism (1908) ... ... ... 3 0
Flux — Scholarship School Management, buckram ... 2 0
Forbes — The Danger of Superficial Knowledge (1849) ••• ••• •• ^ ^
Fortescue — Public Schools for Middle Classes (1864) ... ... ... 2 0
Founders Day, (1908) ; The Carnegie Institute, Pittsburg 1 0
French's Form Study and Drawing in Common Schools ... ... ... 1 0
Frobel — System of Education, The Principles of, by E. Shirreflf (1876)... 2 0
Explanation of the Kindergarten (1875) ... 1 0
Frobel, P\ — Autobiography of, by Michaels and Moore, buckram ... 2 ()
Fry’s Principles of Education (1833) 1 <>
Fry — A Memoir of the Life of Elizabeth Fry, by her two Daughters,
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P'urnival — Education in Early England (1867) ... 2 0
Gaelic Schools Society, 25th Annual Report for the support of (1836) ... 2 0
Gall— Nature’s Normal Schools, The True Model for a National
Education (1862) ... 3 0
Practical Inquiry into the Philosophy of Education (1840) 3 0
Galloway — Education, Scientific and Technical ( 1881) ... ... ... 6 0
Garfit — Some Points on the Education Question, and a brief outline of
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German Universities for the last Fifty Years, by Dr. J. Conrad (1885) ^
German Letters on English Education, by L. Weise and L. Schmidt,
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Gibbs and Edwards — The New Code (1876)... 2 0
Gill’s System of Education (1876) ... ... ... ... ... ... 3 0
Gill’s Introductory Text Book to School Education and Management,
1859, 1861, 1869, 1874, 1875, 1882, 1883, 1886, 1889 each 2 0
Gilbert — Elizabeth, and her work for the Blind, by Martin, buckram
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Gilderdale — Disciplina Redivina, or Hints and Helps for Youths
leaving School (1S06) 2 0
Girls’ School Year Books 1906-7-8 .. each 1 0
Girard College and its Founders, by H. W. Arey (1857) 2 0
Gladman — School Methods ... ... ... ... ... .. ... l G
School Works, Organization and Principles of Education (1898) ... 3 0
Glasgow — University Calender, 1906-7 ... ... ... ... ... 2 0
Glasse — Advice from a Ladj' of Quality to her Children (1786) 3 0
Glenrock Sunday Schools, Simple Methods of Religious Instruction
(1830) 2 6
Godkin — Education in Ireland (1862) ... ... 3 0
Gordon — Education of the Deaf (1892) 2 6
Governess — A Book for Governesses, by a Governess ... ... ... 2 0
Gouin — The Art of Teaching and Studying Languages (1892) 3 6
Grants — History of the Burgh Schools of Scotland (1876) GO
Grasby — Teaching in Three Continents (1891) GO
Greaves — Letters to. On Early Education, by Pestalozzi (1827) ... 5 0
Graves — Rice Wiggan, The Elementary School Manager, 1877 and
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Gregory — ^Elementary Education, Some Account of its Rise and
Progress (1895) ... 3 0
Gresham University Commission, 1894, 3 volumes folio, paper covers,
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Grey, Maria and Emily Shirreff — Thoughts on Self Culture, 2 volumes
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Griffiths — History of Free Schools and Colleges of Birmingham (1861) 5 0
The Free Schools and Endowments of Staffordshire and their
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Griffiths and Ellis — A Manual to the Intermediate Education Acts,
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Guthrie — Seed Time and Harvest of Ragged Schools, or a Third Plea
(i860) 2 G
Guyan — Education and Heredity (1891 ) ... ... ... ... ... 2 G
Hagman — Reform in Primary Education (1906) ... ... ... ... 2 0
Hall, Stanley— Methods of Teaching History (1889) 4 0
Hamilton — Institutions of Popular Education, Manchester Prize Essay
1845, 1846 and 1865 each 3 (>
A Series of Popular Essays, 2 volumes, full calf (1813) ... ... G 0
Letters on the Elementary Principles of Education, 2 volumes {1803) 5 0
Another copy, 2 volumes (1824) ... ... ... ... ... ... 4 G
I.,etters to a Daughter of a Nobleman (2 vx)lumes) (1806) 4 0
Hampton — Scholastic Directory England and Wales (1900-1) ... ... 3 G
Ham’s Co. — Education of the Mind and Hand ... ... ... ... 10
Hannak —Training of Teachers in Austria ... ... ... ... ... 1 0
Hanus — Educational Aims and Educational Values (1899) ... ... 3 0
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Hancock, Essay on Instinct, and its Physical and Moral Relations,
550 pp. (1824) ... 4 6
Haughton — First Principles of Reasoning-, and an Analysis of the
Human Mind (1839) 3 6
Hart’s German Universities (1874) ... ... ... ... ... ... 5 0
Harmony of Education, by Miss Jolly 1848 and 1861 .. ... each 2 0
Hassell’s Play in Work and Work in Play (1888) 2 0
Havet — Philosophical Treatise Concerning the Weakness of Human
Understanding (1725) 3 d
Hawkins, The Countess and Gertrude, on Modes of Discipline, 4 volumes
(1811) ... ... ... ... 10 0
Hawtrey— Reminiscences of a French Eton (1867)... ... ... ... 2 0
Hayward — The Secret of Herbart, An Essay on Education (1904) ... 1 0
The Critics of Herbartianism ; A Study of the Herbartian Question 3 0
Hazlitt — Schools and Schoolmasters (1880) 8 0
Heinroth — On Education and Self Formation (183S) ... ... ... 3 0
Hewitt — A Treatise on Pedagogy for Young Teachers (1884) ... ... 2 0
Hill and Cornwallis — Two Essays on Juvenile Delinquency (1853) .. 3 0
Hime — Home Education, or Irish Versus English Grammar Schools for
Irish Boys (1887) ... ... 3 0
A School Master’s Retrospects, or 18^ years in an Irish School (1885) 2 0
Hints on Early Education and Nursery Discipline, 1836, 1841, 1846 each 2 0
Hints on forming the character of Young Princes, 2 volumes (1805) ... 3 0
Hints Relative to Native Schools, with an Outline for their Extension
and Management (1816 and 1817)... ... .. 2 6
Hinsdale, Horace Mann, and Common School Revival (1898) 3 6
History of Education by Clough {1904) ... 1 6
Hodgson, W. B. — Report of an Educational Tour in Europe, by Horace
Mann (1846 and 1857), paper covers, 2 /- ; cloth .. ... ... 3 0
Life and Letters by G. M. Meiklejohn (1888) ... ... 4 0
Hoare, Mrs. — Hints on Early Education (1836 and 1872) each ... ... 2 0
Holland — Proposed Arrangements for a Primary Education (1870) ... 3 0
Home Education by Isaac Taylor (1838 and 1858) each ... 3 0
Hood — Self-Formation, or Aids and Helps to Mind Life (1885) 3 0
Hooper — Rational Recreations ; principles of Numbers and Natural
Philosophy, with a number of Plates, 4 volumes, (1787) ... 10 0
Our Nurseries and School Rooms (1873) 2 0
Hornsey, Thomas — The Child’s Monitor (1819) 2 0
Hughes — Schools at Home and Abroad, Essays and Addresses (1901) 3 0
Hugh O’Donnell — The Ruin of Education in Ireland (1902) 4 0
Hungary, Report of Education in, 260 pp., paper covers, (1908) ... 2 0
Hygiene Congress — Report of the Seventh Congress, parts 1-13,
complete (1891) 20 0
Hygiene, School — Second International Congress on, London (1907)
3 volumes, paper covers .. .. ... ... ... ... ... 8 6
Infant’s Education from Two to Six Years of Age, by W. & R.
Chambers. (1837, 1840, 1852,) each 2 0
Index Scholasticus, or Sons and Daughters, by Kemp Phillip (1872) ... 2 6
India — Progress of Education in India 1897-1901-2 (1904), 2 volumes 7 / 6 ,
and Report, 1902-1907 (1909) 2 volumes ... ... ... ... 7 6
Ingham, Education in Accordance with National Law (1902) ... 2 0
Intellectual Education and its Influence on the Character and
Happiness of Women, by Emily Shirreff (1858) ... ... ... 3 5
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International Health Exhibition Literature (1884) —
Lectures and Conferences on Health, Healthy Dwellings, Health
in Diet, Health in Relation to Civic Life, General Hygiene,
Organisation of Elementary Education, Technical Teaching,
Organisation of University Education, Training of Teachers,
Organisation of Intermediate and Higher Education, in 19
volumes (1884) cloth binding. Published price is 6 15 /- ... 80 0
Introductory Lectures, Delivered at the University of London (1829) 3 0
Ireland; History of the Education of the Poor in, 181 1-1831, by J. K.
Moore, {1904) ... ... ... 5 0
Report of a Plan of Education in Ireland, and Progress and
Operation of the same, 3 volumes folio, paper covers (1837),
25 /-, bound in cloth binding ... ... 37 G
Report of Select Committee on Foundation Schools and Education
in Ireland 1835-6, complete, one volume cloth ... ... ... 12 6
Report of Royal Commission of Public Instruction in Ireland, two
volumes, folio, paper covers (1835) ... ... ... ... 20 0
Report of Royal Commission on University Education in Ireland,
(1900-1903), 9 parts complete, paper covers, 15 /( 5 , and if bound
in buckram binding, 2 volumes ... ... ... ... ... 25 0
Reports of the Commissioners of National Education in Ireland,
Reports One to Eight, 1834-1842 folio, buckram ... ... 9 0
Japan ; The Educational System of, by W. H. Sharp (1906) ... ... 7 G
Jardine — Philosophical Education and Philosophy in Glasgow
University (1818) ... ... ... ... ... 4 0
Jarrold — Instinct and Reason, Philosophically Investigated with a View
to the Science of Education (1736) ... ... ... ... ... 4 (5
Jenkin — Education ; Its Nature, Import, and Necessity (1848) 2 0
Jelf — The Education Act (1902) with Notes 2 /-, and the Second
Edition, with London Education Act (1903), with Notes 2 0
Johnnot — Principle and Practice of Teaching, 1880, 1883 and 1891, each 4 0
John«!on — Universities of Britain, their History, Life and Aim (1897) ... 0 0
Universitis Aberdonensis Illustrissimac Academise Aberdonensis
Alumni (1899) ... 2 0
Tolly — Harmony of Education (1848 and 1861) each 2 0
Jolly, W. — Education ; Its Principles and Practice as developed by
G. Combe (1879) 10 6
Joyce — Handbook to School Management and Method of Teaching
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Journal of Education and Educational Reporter, volumes i and 2, 1876-7 5 0
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Kay, Joseph — The Social Condition and Education of the People of
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JOHN DAVIS (successor to Thomas Laurie), 13, Patemoster Row, London.
Books on the Principles and Practice of Education.
Kay, David — Education and Educators (1883)
Kensington Hall — Syllabus of Lecture, by W. Johnson (1855)
Kent — Special Report, on Higher Education in the County of, (1906) ...
Kelts — Elements of General Knowledge, 2 volumes, 950 pp. (1803)
Kiddle and Schemm — The Cyclopedia of Education (1877)
Kindergarten Essays — Frobel Societ}' Lectures ( 1887)
Kindergarten Guide, an Exposition of Frobel's System of Infant
Training, by T, and B. Ronge. 4to, 1858, 1863, 1873, 1878 and
1883 ... ... each
Kindergarten Guide, by Louis Bates (1898) ...
Kindergarten Guide, by Maria Kraus Boelts and John Kraus, 10 parts
Kindergarten Magazine, Volumes IX., X., XL, XIL, XIII. (1896 —
1900- 1 ), in parts ... . . ... ... ... ... ... each
Kindergarten Songs and Games, by Berry and Michaels
King, Lord — The Life of John Locke, with frontispiece, 2 vols., 900 pp.
(1830), buckram
Kingsley — Health and Education (1874 and 1875) each
Kirkpatrick — The University Historically Conceived, 1857
Knight — Handbook for Members of Local Government Authorities —
Education Acts, 1902, included (1903) ...
Knowledge — Volume XL (1886), Memorial Number of R. A. Proctor,
the Editor ... ... ... ... ... ... ... ...
Knox — A Practical Treatise on a Liberal Education (1782 & 1784), each
Lambert — Letters to her Sons and Daughters on True Education,
translated by Rowell, (1749)
Lancaster — Improvements in Education of the Poor (1806), full calf ...
Landon — School Management, &c.. See. (1889)
Lang — The Principles of Religious Education, Three Sermons, St.
Paul’s (1906) ... ...
Latham — Handbook to the English Language (1863 and 1864) ... each
Ditto, 600 pp. (1850)
Lawson — John Bull and his Schools ( 1908) ...
Laurie, S. S. — Lectures on Language and Linguistic Methods (1890
and 1893)... ... ... each
The Training of Teachers and Methods of Instruction, 1882, 5 /-,
and 1901 ...
Institutes of Education : An Introduction to Rational Psychology,
1892, . 3 / 6 , and 1889, enlarged...
Teachers’ Guild Addresses and Registration of Teachers (1892) ...
John Amos Comenius, his Life and Educational Work, 1S81, 1885,
1893 1899 each
Primary Instruction in Relation to Education, 1869, 1874, 1883,
1890, cloth or buckram ... ... ... each
Philosophy of Ethics : An Analytical Essay (1866)
Occasional Addresses on Educational Subjects (1888)
Notes on Certain British Theories of Morals (1868)
Report on Education in the Parochial Schools in Aberdeen, Banff
and Moray (1865)
“Dick Bequest,” Trust Report by S. S. Laurie (1890-1904)...
Laurie, J. S. — Kindergarten Manual ... .
Infant Education and the Kindergarten System
Lectures on Education, delivered at Crosby Hall ... ...
Lectures on Education by Whewell, Faraday and Tyndall (1885)
Lectures— Educational Exhibition, St. Martin’s Hall (1855)
Lectures to Ladies on Practical Subjects (1857)
Lectures on Education, delivered at College of Preceptors by Joseph
Payne, Rev. Abbott and others
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900 pp., buckram (1830) ... 7 6
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Other Editions, 1728, 1732, 1738, 1745, 1772 and 1800 each 3 0
Another copy, large margin, full calf (1709) ... ... 5 0
Works in 10 Volumes. Tenth Edition, full calf, clean copy ... 20 0
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London School Board Annual Reports, Nos. 13 and 14 (1899-1900) ... 2 0
London University Calendar (1897) ... ... ... ... ... ... 1 0
London at School ; Story of the London School Board (1870-1904) ... 3 C
Lorimer —Universities of Scotland, Past, Present and Possible (1854) ... 3 0
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Magnus, Laurie — National Education (1901 ) ... ... ... ... 6 0
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Major — Notes on Lessons for Infant Schools ... ... ... ... 1 6
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Malleson — Early Education of Young Children ( 1884) ... ... ... 2 0
Mann, Mary — Guide to the Kindergarten (1877) ... 3 0
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Report of Educational Tour in Europe, 1846, (1857), paper covers 2 /-
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Manual of Writing, founded on Malhauser’s Method (1844) ... ... 2 0
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Mansfield’s American Education, its Principles and Elements of, 1851,
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Books on the Principles and Practice of Education.
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Evolution of the Massachusetts Public School Sy.stem (1904) ... 4 6
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Marshall, Mrs. — Modern Education, A Sketch ( 1840) ... ... ... 2 0
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Endowed Schools in Ireland (1859) ... ... ... ... ••• 2 0
Mason — Home Education, Series of Lectures, 1885-6 ... ... ... 3 0
Maurice — The Representation and Education of the People : Chapters
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Maurice, Rev. F. D. — Lectures on National Education, buckram ... 3 6
Mayo — Lesson on Objects, given in a Pestalozzian School (i8.:;8) ... 2 0
Practical Remarks on Infant Education, 1827, 1828, 1841 and 1849,
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Maxims and Aphorisms on Education, 170 pp. of Pott’s Liber Cantbri-
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McCrie— Instruction on Personal Education (1866) ... ... ... 4 0
McCombe — On Education in its Constituents and Issues (1857) 3 0
Menet — Practical Hints on Teaching (1872 and 1880) each 2 6
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Meston Practical Essay on Education in Scotland {1825) ... ... 4 0
Middle-class Education and Class Instruction in Mechanics’ Institutions
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Mill — What is Industrial and Technical Education ?{ 1871 ) ... ... 2 0
Millar — The School System of the State of New York (1898) 3 0
Miller — My School and Schoolmasters; My Education (1858 buckram
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Model Lessons for Infant Schools (1846 and 1857) ... ... ... each 2 0
Modern Themes ; or, Education : the People’s Right and the Nation’s
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Modern Language Review — April and July 1908, Jan. 1909 ... each 2 0
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^Monographs on Education, edited by Nicholas Murray Butler. 2 vols.,
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Schools for Boys, Training of Teachers in Austria. Domestic
Economy in Public Education. Form Study and Drawing in the
Common Schools. Graphic Methods in Teaching. Manual
Training in the Public Schools of Philadelphia, Manual Training:
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Hand. The Training of the Fland. Manual Training in Public
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Monographs on Education in the United States, Edited by Nicholas
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Moore, Hannah — Strictures on the Modern System of Female Edu-
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Essays on Various Subjects (171 1) ... ... ... .►. : 2 0
Life and Correspondence of, W. Roberts, 3 volumes, 1,350 pp. ,
cloth (1834) 7 6
Moore — The Education Brief on behalf of the Voluntary Schools (1890) 2 6
The Training of Young Children (1872)... .., 2 0
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u
Books on the Principles and Practice of Education.
Moore, King-smill — History of the Society for the Education of the
Poor of Ireland i8i 1-1831, (1904)
Morrison — Manual of School Management for Pupil Teachers (1859
and i860) ... ... ... ... ... ... ... ... each
Morley— Studies in School Boards (1897) ...
Moseley — Education Commissions to America (1903), paper cover, 2 /- ;
buckram
Mott — On Education and the Duties of Civil Life ...
Observations on Education of Children (1819) ..
Mozley — Reminiscences, chiefly of Towns, Villages and Schools (1885),
2 volumes
Munro — The Educational Ideal (1895) ...
Munroe — Comenius and the Beginnings of Educational Reform (1900)
Museum, The : An English Journal of Education, Volumes I. to V., and
the New Series, \"olumes I. to III., 8 complete volumes in all
(1882-1889). cloth binding, 25 /- ; half-calf ... ...
Myers — Remarks on a Course of Education, 32 pp. (1818), and Chap-
man’s Treatise on Education, 300 pp. (1790) ...
National Education Association ; Addresses and Proceedings, Reports
of, for 1899, 1900, 1901, 1902, 1903, 1904, 1905, 1906, 1907, 1908
(1903 and 1900 imperfect) per volume
Index to the Publications of the National Education Association
1857-1906...
National Education Union, Report of (1869), 266 pp.
National Education League ; Education Bill 1870, Debate in Parliament
Ditto ditto ditto 1876 ditto
Newnham — Principals of Education, Physical, Intellectural, Moral and
Religious, 2 volumes (1827), calf, full calf or buckram, ... each
Necker, Madame — Progressive Education (1839), 2 volumes
Ditto, volume III, (1845)
New York Board of Education Report for 1863, 1864, 1866, 1867, 1868,
and loth Report, 1908 ... ... ... ... ... ... each
New Code, by Gibbs and Edwards ( 1876) ...
New College, I.ondon — Introductory Lectures (1851 )
Newman — Discourses on University Education (1852)
Newton — University Education (1726)
Norris — The Education of the People, our Weak Points and Strength
(1867)
Norman — A Schoolmaster Drill Assistant, Manual of Drill for
Elementary Schools (1871)
Notes on Lessons, and How to Write Them, by Amner ...
Occasional Reports (No. 4), Indian Education Office, (Calcutta 1906)
O’Donnell, Hugh — The Ruin of Education in Ireland (1902)
Of Education ; Especially for Young Gentlemen, 1683 and 1699 each
Oliphant — The Educational Writings of Richard Mulcaster, 1532-1611
(1903) ^ _ ^ ••• . •••
On Education ; A Dialogue, After the Manner of Cicero, Philosophical
Disquisitions (1811) ... ... .. ..
Ontario — Report of Minister of Education, 1880-81
Oppler — Three Lectures on Education, 1870 and 1873 ••• ••• each
Organ— Laws Relating to Schools and Teacher (1900) ...
Oral Method in America ; The Story of the Rise of, by G. G. Hubbard
(1898)
Organization at Hazelwood Schools, Items for the Government, and
Liberal Instruction of Boys in Large Numbers, drawn from
experience, 1822, reprint (1894) ...
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15
Books on the Principles and Practice of Education.
Our Public Schools — Eton, Harrow, i>cc., and Public School Education
A Manual of Observations, on our (1847)
Outlines of a System for National Education (1834)
Owen — Elementary Education Act, 1870-3-4 (1875)
Elementary Education Acts Manual, i8th Edition, 1870-1897,
(21/-) new
Elementary Education Acts Manual, 1870-1873 (1874) 3 /-, 1870-76
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Oxford University Commission, 1852, Complete Report. The State,
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Oxford, 770 pp. folio, paper covers, 8/6, half calt or buckram
Oxford Universities Commissioners, the Recommendations of the, with
selections from their Report by J. Heywood, 550 pp. {1853)
Oxford and Cambridge Universities Education Bill ; Report of the
Select Committee, folio, neatly bound (1867) ...
Oxford and Working-Class Education (1908), paper covers 1 /-, cloth ...
Oxford Students Handbook to the Universities and Colleges (1866)
Over-pressure of Work in Public Elementary Schools, Report on, by
Crichton-Browne and J, G. Fitch, folio, cloth (1884) ...
Overberg, Bernard — Memoir of, with a short account of National
Education in Prussia (1838)
Page — Theory and Practice of Teaching (1867) ..
Letters to Lord Ashby on National Education (1843)
“ Paidologist,'’ the Organ of Child Study, Volumes 1 . to IX. (1899 to
1909) ... ... ... ... ... ... per volume in parts
Palmer — The Science of Education (1877) ...
Pamphlets on National and Popular Education, by Fletcher, Wilkinson
and others, 7 in all (1851-57) ... ...
Papers for the Schoolmaster (1865)
Paradise of Childhood, by Weibe, Revised Edition
Parent’s Friend ; or. Extracts from the Principal Works on Education,
2 volumes (1802) ... ...
Parents’ Review, Edited by Charlotte Mason ; Magazine of Home
Training ; volumes for 1891, ’92, ’93, ’9.^, ’97, ’98, ’99... ... each
Park — The Teacher: Manual of Object Lessons ... ...
Parker — Essays on Woman’s Work ( 1865) ...
Parsons — Education, the Birthright of Every Human Being (1884)
Pascoe — Everyday Life in our Public Schools (i88r)
Schools for Girls and Colleges for Women (1879)
Practical Plandbook : Principal Schools in England (1877 and
1878) each
Pattison — Suggestions for Academical Organisations, with especial
reference to Oxford (1868) ...
Payne, Joseph — Lectures on the Science and Art of Education (1883),
publishers’ cloth, 10/6 ; another (1880), cloth
A Visit to the German Schools (1876)
Payne, W. A. — Contributions to the Science of Education (1886)
Pauper Children — Report upon Training, of 1841
Peabody — The Home, Kindergarten and Schools (1887) ...
Pestalozzi and his Principles, by Mayo (1873)
Extracts from Letters on Early Education (1828)
Letters on Early Education to J. P. Greaves (1827) ...
Memoir of, and his Plan of Education, by Dr. Biber (1833), 4 ^° PP-?
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Pellett — Public Schools and Public Opinion (1904)...
Pember — Croesus Minor, his Education and its Results (1888) ...
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i6
Books on the Principles and Practice of Education.
s.
J^erry, W. C. — German University Education (1845)
Phelp — The Teachers’ Handbook for the Institute and Class Room
(1874)
Female Students’ Lectures on Female Education (1836, 1837), each 3
Philip — Index-Scholasticus Guide to Educational Institutions (1872) ... 2
Philpot — London at School : Story of the London School Board, 1820-
1840 ... 3
Philosophy of Education — On the Principles and Practice of Teaching,
J. Tate (i860) ... ... .. 3
Pillan — Rational Discipline in High Schools of Edinburgh (1852} ... 3
Contributions to the Course of Instruction (1856) ... ... ... 6
Plato — Education of the Young in the Republic of, 1907 ... .. ... 2
Polite Lady ; or, a Course of Female Education (1785) ... ... ... 3
Popular Education in England, by R. Vaughan (1846) ... ... ... 2
Potts — Liber Cantabrigiensis : An Account of Aids, Encouragements
and Rewards to Students in the Universities of Cambridge, 5SO pp.
(1855) ^ - 3
Potter and Emerson — The School and the Schoolmaster (1842)... ... 3
Practical Education —Essays on, selected from the Works of Ascham,
Milton and Locke, 870 pp. ... ... ... ./. ... .. ... 4
Practical Hints on the Moral, Mental and Physical Training of Girls,
by Madame De Whal (1847) ... ... ... ... 2
Practical View of Christian Education in its Early Stages, second
edition (1815), full calf ... ... ... ... 3
Practical Teachers — Volumes I., II., III., V,, VL, VII., VIII., IX.,
XII., XV. and XVL, half-calf, cloth sides each 7
Also Volumes XII., XIII., XIV., XV. and XVIII. to XXVIIL, in
publishers’ binding ... ... ... ... ... ... each 7
Plenty of odd parts ; enquiries requested.
Practical Teachers’ Art Monthly. Have a quantity of odd volumes
and parts ; please forward enquiries.
Preceptors, The ; the Academy of Science and Art on the New
Preceptor^ containing a complete system of useful and accomplished
education as well as general knowledge ; 2 volumes, with 60 plates
and maps, 1,600 pages (1810) ... ... ... ... ... .. 7
Preparatory Schools Review, quarterly, April 1890 to March 1906,
No. 12 to 33, parts ... ... ... ... ... ... ... ... .I
Prescott — Moral Education (1883) ... ... ... 3
Preston — Elementary Education Act (1870) ... ... ... ... 2
f’riestley, J. — Miscellaneous Observations relating to Education, more
especially the Conduct of the Mind (1788)... 6
Observations relating to IMucation and an Essay on Liberal
Education (1780) ... ... ... 6
Priaulx — Outlines of a System of National Education (1834) ... ... 3
Principles of Physiology as applied to Health, and the Improvement of
Mental and Physical Education, G. Combe (1838) ... ... ... 3
Principles of Training in Elementary Schools, by a Lady (1874) ... 2
Princes — Course of Studies and Methods of Teaching (1888) ... ... 3
Prussia — Report of the State of Public Instruction in, by Victor Cousin
and Sarah Austin (1834) ... ... 3
Public Charities Commissioners — i. Analytical Digest of the Reports 2 ;
Digest of Schools and Charities for Education 3 ; Returns of
Charities to be Distributed to the Poor, 2 thick volumes, folio ... 18
Public Education as effected by the Minutes of the Privy Council Com-
mittee 1846-1852, by Sir J. Kay Shuttleworth (1853) ... 3
Public School Commission (Lord Clarendon) (1864), 4 volumes, buckram S.")
Public Schools Bill, (H. L.) Report, folio (1865) 4
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JOHN DAVIS (successor to Thomas Laurie), 13, Patemostep Row, London
Books on the Principles and Practice of Education.
Public Pearls on Education — The People’s Right and Nation’s Glory,
two Lectures (1844) ...
I’upil Teacher ; Monthly Journal of Practical Education, volume I (1857)
2/- ; and volumes I., IT, III., 1857-60 ...
Pusey, Rev. E. B. — Collegiate and Professional Teaching and Discipline
(1854)
Preparatory Schools Review Quarterly, April 1890 to March 1906, No.
12 to 33, parts
Public Education, by the late Dean of Westminster (1817)
Pycroft, Rev. — The Collegian’s Guide or Recollections of College Days,
setting forth the Advantages and Temptations of a University
Education (1845) ... ... ... ...
Quain — On Some Defects in General Education (1870)
Quick’s Educational Reformer’s, 1868 4/(3, 1891 2/(3, 1893 and 1895 red
buckram ...
Rev. H. R., Life of, by H. Storr (1899), new copies ...
Quarterly Journal of Education, volumes 1-4, Jan. 1831-Oct. 1832, half
calf ... ... ...
Recollections of College Days, by Rev. Pycroft (1845)
Ragged Schools ; Conference on, held at Exeter Hall (1883)
Raikes, Rev. — Remarks on Clerical Education (1831)
Rawlings and Townsend — Free Churchman’s Guide to the Education
Act 1902 ...
Raue — The Elements of Psychology on the Principle of Beneke (1871)
Read win — Observations on Education and Mis-Education (1839)
Reddie, Cecil — Abbotsholme 1889-1899, or Ten Year’s Work in a
Educational Laboratory (10/6 net)
Reid— The Principles of Education (1854) ... ...
Rein — Outline of Pedagogics ( 1893)
Recent Measures for the Promotion of Education in England (1839) ...
Record of Secondary and Technical Education, volumes I. to XV.,
complete set, half leather ... ... ...
Reflections upon Learning, by a Gentleman, 286 pp., (1738), full calf,
nice copy
Rice-Wiggan and Graves’ Elementary School Manager, 1879-1881
each
Richards and O’Neill’s Manual Training in Public Schools of
Philadelphia... ... ... ... ...
Richards Domestic Economy in Public Education ...
Manual of School Method, 1854 and 1858 ... ... ... each
Richardson — Principles of Training in Elementary Schools (1874)
Richter, Levana, or the Doctrine of Education (1848)
Rig’S" — National Education in its Social Conditions and Aspects, and
Public Elementary School Education, English and Foreign (1873)
Roifrey — Private Education or Observations on Governesses (1836)
Rhys— The Education of Girls in Bavaria (1905)
Robinson’s Manual of School Method and Organization (186^) ...
Self Education, or the Value of Mental Culture (1845)
Robins — The Church School Master ( 1850)
Robson — School Architecture, being Practical Remarks on the
Plannings Building and Furnishing, of School-houses, 300
Illustrations (1874) ...
Rogers — Education
(1861)
Rooper — School and
Topics
A perception (1897)
in Oxford ; Its Methods, its Aids and Rewards
Home Life, Essays and Lectures on Educational
s. d.
2 0
G 0
8 G
5 0
2 G
3 G
3 0
3 G
4 G
10 0
3 6
2 0
3 0
2 0
3 0
3 0
8 0
3 0
2 C
2 0
150 0
3 C
2 6
1 0
1 0
2 0
2 0
3 6
G 0
3 0
1 0
3 0
2 0
2 0
10 6
3 G
4 6
2 0
JOHN DAVIS (successor to Thomas Laurie), 13, Paternoster Row, London.
Books on the Principles and Practice of Education.
s. d.
Rossall — School ; Its Rise and Progress (1894) ... ... ... .. 2 6
Ross — Papers on Teaching, and on Kindred Subjects (1859) 2 0
How to Train Young Eyes and Ears (1874) ... ... ... ... 1 C
Ronge— Practical Engli.sh Kindergarten, Guide, 1858, 1863, 1873, 1878,
and 1883 ... ... ... ... ... .. each 3 6
Rousseau — As Described by himself and Others, by Craddock (1877) ^
Emilius, or a Treatise of Education, 3 volumes (1768) ... ... 8 6
Ditto ditto 4 volumes (1763) buckram ... 10 0
Ditto ditto 4 volumes (1767) ... ... 10 0
Royal Commission on Elementary Education, 1886-8 ; A Summary and
Final Report, by Lyon ... 2 0
Ruskin — On Education; Restated and Reviewed by W. Jolly (1894) ... 2 0
Ryland — An Address to the Ingenious Youth of Great Britain and a Plan
of Education (1802) ... ... ... ... ... 2 6
Russell — View of the System of Education in Scotland (1813) ... ... 3 0
Sadler — Report on Secondary and Higher Education in Essex (1906) ... 7 6
Report on Secondary Education in Liverpool (1904) ... ... ... o 0
Secondary and Higher Education in Newcastle-on-Tyne, Birken-
head and Sheffield ... ... ... 3 6
Special Reports on Education, see list 26B.
Salicis — Manual Training in France, and Carter’s Suggestions for
Teaching of Colour... ... ... ... ... ... ... ... 1 0
Salmon, D. — The Art of Teaching ... ... ... ... ... ... 2 6
Education of the Poor in the i8th Century ... .. ... ... 1 0
Joseph, Lancaster: his Life and Educational Work (1904) ... ... 1 6
Some Impressions of Education in America (1899) ... ... ... 0 6
Sandford — Parochialia ; or. Church and Parish (1845) ... ... ... 3 6
Savin — The Civil Coach to Examinations (1892) ... .. ... ... I 6
School and the Schoolmaster, by Potter and Emerson (1857) .. ... 4 0
School and the World : Practical Essays on i'ducation (1872) ... ... 2 6
School and College Guide for Parents ; or. Liber Scholasticus ... ... 3 0
School Board and Attendance Directory, by Gowing (1874) ... ... 2 »)
School, The : Edited by Laurie (Magnus) Vol. I. (Jan. to June, 1904) ... 4 6
School, The : Monthly Journal. Volumes I. to VIII (Jan., 1904 to Dec.,
1909), in parts, 24 /- ; bound ... ... ., ... 40 0
School World, The : Monthly Magazine of Educational Work and
Progress. Volumes I. and IX., publishers’ binding, new, clean, each 5 6
Volumes V., VL, VII. and VIII., publisher’s binding,
presentation copies ... ... ... ... each 3 6
Volumes I. to X. (1899-1908), in parts, per year ... ... 4 6
Schoolmasters’ Year Book (1903) ... ... ... ... ... ... 1 6
School Hygiene Congress, 3 V^olumes (1907) ... 8 6
Schoolchildren: The Better Way of Assisting Them (1893) ••• 1
Schoolmaster, The : Educational Journal. Vol. II., Nos. 1-26 (1829-30) 4 G
Scotch Educational Difficulties, by A. Craig and Sir Alexander Grant.
Endowed Hospitals of Scotland (1870) ... ... ... 3 0
Scottish Journal of Education. Volumes I. and II. (1870-71). Complete,
all issued ... ... ... ... ... ... ... ... ... 5 0
Scottish Education Reform, by Douglas and Jones (1903) buckram ... 2 0
Scott, Rev. — Addresses on Education to Wesleyan Students (1869) ... 3 6
Scott-Russell — Systematic Technical Education for the English People
(1869) ^ 3 0
Scotland — Religious Institution in, 3 volumes, folio, 1835-37, 2,000 pp.
cloth binding ... ... ... ... ... ... ... ... ... 25 0
Secondary Education ; Report of Cambridge University Conference
(1896) I 0
Report of Royal Commission, in 9 volumes, (1895) complete ... 19 0
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19
Books on the Principles and Practice of Education
s. d.
Secondary Education ; Studies in, by Acland, Smith, and Bryce (1892) G 0
The Journals of the Private Schools Associations 1901-1905, in
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Science and Art, Journal for Teachers, volume I, (1887) ... ... ... 3 6
Seeley — German Schools and System (1890)... ... ... ... ... 2 0
Sedgwick — Discourse on the Studies of the University (1835) ••• ••• ^ ^1
Another Copy, fifth edition, and Preliminary Dissertation, 810 pp.
cloth (1850) ... ... ... ... ... 3 6
Sellars — Manual of the Education Acts for Scotland (1872) ... ... 2 G
Ditto, Revised and Enlarged (1876) 500 pp. ... ... ... ... 4 0
Self-Instruction — The Young Man’s Best Companion and Book of
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Senior, Nassau — Suggestions on Popular Education (1861), 400 pp. ... 4 0
Seven Years at Eton 1857-1864, by Brinsley-Richards (1883) .. ... 4 0
Sheridan, Thomas — Lectures on the Art of Reading Prose and Verse
(1805) ^ 2 6
British Education ; or the Present Defective System of Education
(1756) -- G 0
ShirrefF— The Kindergarten ; Principles of FrobePs Systems (1880) ... 2 0
Intellectual Education (1858) ... ... ... ... ... ... 3 C
Shuttleworth, Sir James Kay — Four Periods of Public Education, 1S32,
1839, 1846. 1862 ... ... ... ... ... G 0
Public Education. 1846-1862 .. ... ... ... ... ... 4 G
Kay — The Social Condition and Education of the People in England
and Europe,. 2 volumes ( 1850) ... ... ... ... ... 9 0
Education of the Poor of England and Europe (1846) ... ... G 0
Shuttleworth, Sir James Kay — Thoughts and Suggestions on Certain
Social Problems, 432 pp., (1873), (150 pp. on Education and Training
Colleges)
Sight and Hearing in Childhood, by Carter and Cheatle ... ... ... 2 0
Simpson — Philosophy of Education, a System of Popular Education
(1834 or 1836) 3 0
Skeat’s Popular Education in England (1861) ... ... ... 2 0
Sluy’s Manual Training in Elementary Schools, part 2 ... ... ... 1 0
Smedley — Boarding Out and Pauper Schools, Reprint of the Principal
Reports on Pauper Education (187^4) ... ... ... 3 0
Social Science — Transactions of, for Promoting Social Science, 1859,
1862, 1873, 1880 each 3 G
Sonnenschien Code Reform — Comparison of Various Educational Codes
(1882) ... 2 0
Spenser — Education ; Intellectual, Moral and Physical, large edition
(1861) 2/6, (1892) 1 (}
Spenser — Chapters on the Aims of Practical Teaching (1897) 4 0
Spurzheim — Elementary Principles of Education (1828) ... ... .^. 3 6
State Education of the People, by Wilson Hunter, E. M. Hance, Philip
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Statesmen Year Book, 1877, 1892, and 1897 ... each 2 6
Statuta, Universitatis Oxoniensis, 1858. 1866, 1S85, and 1888 ... each 2 0
Staunton — Great Schools of England (1869) 3 / 6 , and (1865) with
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Stedman —Oxford ; its Social and Intellectual Life { 1878) 3 Q
Stevens — History of the High Schools of Edinburgh, and a Plan of the
System of Education, 270 and 220 pp, ft 849) 4 Q
Memoirs of G, Heriot, and an Account of Heriot Foundation
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Stodart — Principles of Education Practically Considered (1844) 2 6
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20
Books on the Principles and Practice of Education.
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Bible Training for Sabbath Schools ... 2 0
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Moral Training and the Training System (1841) ... ... ... 3 0
Student’s Guide to Cambridge University (1862 and 1866; ... each 1 6
Handbook to the Universities and Colleges of Oxford (1876) ... 2 0
St. Louis — Public Schools 16th Annual Report (1870) ... ... ... 2 6
Suggestions on Popular Education, by Nassau, W. Senior, (one of the
Commissioners on the Commission of State of Popular Education
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Suggestions to the Managers of Public Elementary Schools (1879) ... 2 0
Sunday School Convention, Report of ; The Principles and the
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Surtees — Education of the People (1846) ... ... ... ... ... 1 0
Symon’s School Learning, or Best Modes of Teaching (1852) ... ... 1 6
Systematic Technical Education for the English People, by Scott-
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Systematic Education ; or Elementary Instruction in Various Depart-
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Carpenter, 2 volumes (1817) ... ... ... ... ... ... 6 0
Tanner — Jack’s Education (1882) ... ... 3 0
Tarver Essays on Secondary Education (1898) ... ... ... ... 3 6
Some Observations of a Foster Parent {1899) ... ... ... ... 3 6
Tate — Philosophy of Education ; or the Principles and Practice of
Teaching ( 1857) .. ... ... 3 0
Taylor's Elements of Thought (1833) ... ... 2 0
Taylor, Isaac — Home Education (1842) ... ... ... ... ... 3 0
Teacher’s Manual of Science and Art of Teaching ... .. ... 3 0
Teacher’s Assistant, Volume I. (1876)... ... ... ... ... ... 2 0
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Technical Education — International Conference, 4 Volumes (1884) ... 20 0
Tekel— A Study of Educational Problems (1905) 2 6
Temple, Sir W. — Miscellaneous, Survey of Constitution of Sweden,
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The State and Education, by Craik (1884), buckram 3 0
The Universal Spelling Book, by Fleming (1830) 1 0
The Education of the Young in Republic of Plato (1901) ... 2 6
Thring — Education and Schools, 1864 and 1867 .. ... ... each 3 6
Uppingham School Songs and Book Lyrics (1887) 16
Thirteen Essays on Education (1891) ... .. ... 3 6
Thomson — The English School-room, or Thoughts on Private Tuition
(1865) 3 0
Thompson — Day Dreams of a Schoolmaster (1864) 4 6
Thornton — Harrow School and its Surroundings ( 1888) 6 6
Thoughts on the Importance of the Manners of the Great (1788) ... 1 6
Thoughts and Study in p]urope from the Foundation of Universities
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Books on the Principles and Practice of Education^
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The Sunday School Teacher (1848) ... ... ... d
Tod — Hand-book to the Education Act of Scotland ( 1872) ... ... 2 (5
Todhunter, W. Whewell — An Account of his Writings and Letters, two
volumes (1876) ... ... ... ... ... ... ... ... 5 0
Training Colleges for Schoolmistresses, by Barnes (i8qi ) ... ... 2 6
Training System, Moral Training Schools, by David Stow (1854) ... 5 0
Training of Teachers in the United States, by Bramwell and Hughes
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Trench— English, Past and Present (1859; ... ... ... 2 0
Trevelyan — The Education of the People of India (1838^ ... ... ... 3 b
Trimmer, Mrs. — An Essay on Christian Education (1812)... ...3 0
The Teacher’s Assistant, Volume I. (1855) ... ... ... ... 2 0
Guardian of Education, Volume II. only (1803) ... ... ... 3 0
An Account of the Life and Writings of, two Volumes (1814) ... 5 0
Trinity College Calendar, 1879-80 ... ... ... ... ... ... 2 0
Trumbull — Observations Upon Liberal Education, 464 pp. full calf (1742) 7 6
Tuckfield — Education of the People (1839) ... ... ... 2 (i
Turnbull — Hints on Child-Training (1891) ... ... ... ... ... 3 0
Twining — Science for the People ( 1870) ... ... ... 2 0
Technical Training ; A Suggestive Sketch of a National System of
Industrial Instruction (1874) ... ... ... ... ... ... 4 6
Unwin — The Primary School (1862) ... ... ... ... ... ... 2 0
Ufers — Introduction to Herbart, edited by DeGarmo (1894) ••• •••
University Extension Journal, Volumes 1. and IL, 1895-7 ... ... 4 0
University Pamphlets, Volume of ii Pamphlets, 1858-60... ... .. 3 0
University Review, No. 1-7 May-November (1905) ... ... ... ... 3 G
Universities of Britain, their History, Life and Aims, by J. W. Johnson,
Volume I, (1897), only Volume published, buckram ... ... ... G 0
University of London Calendar, 1903-4, ’04-5, ’05-6, Volumes 1 . only,
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Universities of Scotland, Carnegie Trust, Seventh Report, 1907-8 ... I G
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V’ocation of the Scholar, by Johann G. Fitche, translated from the
German by W. Smith (1847) ... ... ... ... 2 0
Vincent — American Sunday Schools ( 1887) ... ... ... 2 6
Walker — Hand-book of Object Lessons ... ... ... ... ... 2 0
Walker, O. F. — Education, especially of Young Gentlemen, 1683 and
1699 ,,, ... ... ... ... ... ... ... ... each 7 6
Warner — The Study of the Children and their School Training, 1904
and 1905, New Copies ... . .. each 3 9
Warwick, Lady — Progress in Women’s Education (1898) ... ... 4 G
Watts — Thoughts on Education, 80 pp. (1907) .. ... 1 0
The Improvement of the Mind and the Education of the Children
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Warren — The Intellect and Moral Development ( 1853) ... ... ... 2 0
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Ditto ditto Volume IL ( 1784). full calf ... 2 0
West Riding of Yorkshire, Fourth Report of Education in, (1908) ... 1 0
Weston — School Manual, compiled by A. Browning ... ... ... 1 6
What is Secondary Education, edited by R. P. Scott (1899) ... ... 3 G
Whewell — English University Education (1838) ... ... 3 0
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22
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Whewell — English University Education and Sedgwick on Studies
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Of a Liberal Education in General, with particular reference to
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1850 ... ... each 4 0
Whytehead — College Life, Letters to a Undergraduate (1845) 2 (i
Wiebe — Paradise of Childhood, Guide to Kindergarten ... ... ••• 6 0
Weise — German’s Letters in English Education ( 1877) ... ... ... 4 0
Wilkinson — Education; Elementary and Liberal, Three Lectures (1862) 2 b
Williams — Education ; A Manual of Practical Law (1892) 3 0
Education ; Disciplinary, Civic and Moral (1903) ... ... ... 2 0
Willm — The Education of the People, by Nichol (1847) ... 3 0
Willmot — A Few Words on Education (1870) ... ... 1 0
Wilson — Pedagogues and Parents (1904) ... ... ... .. ... 4 0
Manual of Methods of Teaching (1892) ... ... ... ... ... 2 6
Wilderspin — Infant System for Developing the Intellectual and Moral
Power of All Children, from i to 7 years, 390 pp., 1840 and 1852
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Manual tor the Religious and Moral Instruction of Young Children
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The Importance of Educating the Infant Poor from i8 months to
7 years, 300 pp. (1825) 3 6
A System for the Education of the Young (1840) ... ... ... 4 0
Willymont — Peculiar Use of Certain Words in the Latin Tongue, 380 pp.
full calf (1705) ... ... ... ... ... ... 3 6
Winch — Notes on German Schools and Methods of Teaching (1904) ... 4 0
Problems in Education (1900) ... ... ... ... ... ... 3 0
Wisdom — Three Books written originally in P^rench, by Sieur de
Charron, with an account of the author, translated by G. Stanhope
Dean of Canterbury. 3 Volumes, third edition corrected, full calf
(1734), 1,600 pp. ... 8 6
Woman’s Rights and Duties, by a Woman, 2 \"olumes (1840) ... ... 4 6
Women on Education — Educational Section of the International
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Woods — Essays on Mental Culture (1877) ... ... .. ... ... 2 6
Woodward — Manual Training in Education ... ... ... ... ... 2 P
Wordsworth — Occasional Sermons on Education ( 1852) ... ... ... 2 6
Worboise — Life of Thomas Arnold ( 1859) ... ... ... .. ... 2 0
Writing Manual — Mulhauser’s Method of, (1844) .. .. 2 0
Wright — History of Education and the Parish Schools of Scotland (1898) 5 0
Yorke — Elements of Civil Knowledge (1880), 330 pp. ... ... ... 2 6
Youman —Modern Culture; Its True Aims and Requirements for a
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Zincke — Some Thoughts of the School of the Future (1852) .. ... 2 0
Zimmerm — Methods of Education in the United States (1894) ... ... 2 6
REPORTS, GOVERNMENT BLUE BOOKS, &c.
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Endowed Schools Act 1869. Report 1873, (254) 4 0
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Ditto ditto 1869, Index 1886, (191) .. ... ••• ... 1 3
Ditto ditto 1869, Report 1887, (180), and Index for same 2 3
Endowed Schools Commissioner’s, Report to the Plouse of Lords (C524)
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Returns Relating to Elementary Education in Civil Parishes (1871)
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This note applies to “ Review of Reviews ” onlu
24
^ ■
i
j Books on the Principles and Practice of Education.
i
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(. 1879-80,1/10; 1 88 1 -2, 2/- ; 1882-3, l/AO J 1887-8,2/6; 1899-00, 3/6 ;
j 1900-01, 3 /- ; 1901-02, 3 /- ; 1902-03, 3/0 ; 1903-04, 3 /- ; 1904-05,
I United States — Bureau of Education, Circulars of Information, 6
1 volumes of, from No. 5. 1879, 8, 1889, calf,
[ Washington
; Special Report of the Educational Exhibition at the World’s
Industrial and Centennial Exposition. New Orleans, 1884-85.
1 Part I, Catalogue of Exhibits. Part 2, Proceedings of Congress
! of Educators. Part 3, National Educational Association —
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j binding ...
Report of Commissioner of Education, 1873, ^878, 18S5-6, and 1889-90
! to 1909, in publisher’s binding, a “run,” or any volumes
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The price asked for the foregoing is just published price, which is cheap,
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PAMPHLETS ON EDUCATION.
Oakley — “ The Conscience Clause,” its History, Terms, Effect, and
Principle, 74 pp. (1866) ... ... ... ... ... ... ... 1 6
Kay — Shuttleworth — Memorandum on Popular Education, 84 pp. (1868) 1 6
Middle-Class Education, (i) Scheme of Examination Papers and Prizes,
(2) Examination Papers, (3) Report of Results of Examinations
by Rev. F. Temple. 160 pp. (1857), four pamphlets 3 0
Sinclair — On School Rates in England and America (i860) ... ... 1 0
Maurice, Rev. F. D. — Queen’s College, London, its Objects and
Methods, 32 pp. (1848) ... 1 0
Lyttleton, Lord — Address on Education, 40 pp. (1868) ... 1 0
Brandreth — On Modern Education (1868), 40 pp. ... ... 1 0
Bruce, Right lion.— Speech on the Second Reading of the Education
of the Poor Bill, 48 pp. (1867) 10
A Letter to, on Compulsory Education, by E. Potter, 40 pp. (1868) 1 0
Monro — Agricultural Colleges and Their Working, 72 pp, (1840} ... 1 6
Occasional Papers on Middle Class Education, 52 pp. (1858) ... ... 1 0
Coleridge — The Education of the People, 32 pp. (1861) ... ... ... 1 0
Sadler — The School in its Social Relations, 16 pp. (1904) ... ... ... 0 6
Sadler — Owen, Lovett, Maurice and Toynbee, 16 pp. (1907) 0 6
The Ferment in Education on the Continent and in America, 16 pp.
(1903) ••• ^ , , 0 9
Salmon — Some Impressions of American Education, 32 pp. (1899) ... 0 6
Education of the Poor in the i8lh Century ... ... • • ... 1 0
National Education, by Charles Carves, Lord Bishop of London, 48 pp.
(1838) ... ^ • 1 0
Education of the People, by Rev. Scott Surtees, 60 pp. (1846) .. ... 1 0
Fitch, J. G. — The Free School System in America, P'rance, and Belgium
(6391) (1891) ... ^ ... ^ ^ _.. ... “ ... 0 6
Pamphlets on Edifcation — Volume containing 10 Scottish pamphlets
(1869), Reports by National Education Union Conference at
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Review of Reviews — A complete run of Volumes i to 36, 1890-1897,
with Titles and Indexes £6 Ss , and if bound in 36 uniform dark
green buckram volumes, the price is £9 lOs.
t - -
s. d.
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20 0
G 0
4 0
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Books on the Principles and Practice of Education.
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Manual and Practical Ijistruction in Ireland (1898), in 8 parts ... 14 0
Technical Instruction, First Repoit (1882) ... ... ... ... ... 0 h
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11., 3/10 ; IV., 2 / 10 , and V. 6 0
Report of Statements of Building- Grants (1336) 1902, ... ... I 9
Administrative County of Kent, Endowed Charities for Elementary
Education (3768). 1907 ... ... ... ... ... ... ... 1 9
Prisoners’ Education Committee, Report on Education and Moral
Instruction of, (8155), 1896 ... ... ... ... ... ... 1 3
Syllabus of Religious Instruction, Diocesan and Church of England
Schools (3074) 1906 ... ... ... ... ... ... .. ... 1 0
Public Elementary Schools in Single Parishes (3990) 1908 ... ... I 0
School Inquiry Commission, 1868-9. Complete Set, 21 volumes 10 0
Children Under Five, Reports, 1905, 9 d., 1908 ... ... ... ... 0 9
State of Popular Education in England (1861), Volumes I., 5 /- ; II., 3/6 ;
111., 3 / 6 ; V.. 2/6 ; VI 3 0
Report of Royal Commission on Secondary Education (1895), 9 volume^ 19 0
Technical Instruction in Germany and Switzerland {1869) .. ... 2 0
Medical Inspection and Feeding of Children, Report of, Volume I. (2779)
1 / 3 , Volume II. (2784) 1905 ... ... ... ... ... ... 3 0
Statistics of Public Education (Board of Education) 1903-4-5, 2 /-, 1904-
5-6, 2/6 ; 1905-6-7, 2 /- ; 1906-7-8, Part I 2 3
Pupil Teacher System, National .Society, Complete Report ( 1899) ... 2 0
Pupil Teachers — General Report on the Instruction and Training of
Pupil Teachers, 1903-7, with Historical Introduction (3582) 1907 7 6
Elementary Education Acts, Lord Cross Commission 1886-8, a complete
set of 10 Volumes ... .. ... ... ... ... ... ... 06 0
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Board of Education, Reports, .Statistics, and Returns from Elementary
Schools, 1900 to 1908-9, all volumes can be supplied ; —
1900, 328, 6d. ; 329, 1 / 3 ; 330, 3/6
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1902, 1275, 6d. ; 1276, 1/3 ; 1277, 2/3 ; 1139, 6d.
1903, 1763. ; 1751, 1/3 ; 1490, 1/5 ; 1476
1904, 2271, 6d. ; 20! I, 2 /- ; 2000, 4 d.
1905, 2338, 1/3 ; 2783, 5 d. ; 2782, 2 /-
1906, 3270, 6d. ; 321^5, 2/G
1907, 35 'O. 3/4 ; 3862, 6d. ; 3886, 2/-
Minutes of the Committee of Council on Education in England and
Wales, folio, paper covers, 1840-1, 2 /-, 1841-2,2/6, and 1839-40, part
2 only ... ... ... ... ... ... ... .. ... ... 2 6
Religious Education, Teaching in .School Boards ( 1895) folio ••• ••• 4 6
Scientific Instruction, Report of the Select Committee, by Mr.
Samuelson, folio (1868) ... ... ... ... ... ... .. 4 g
Teacher’s Registration Council, Report for 1902 and 1903, folio... .. 2 0
Public Schools Bill [ILL.] ; Report of the Select Committee, folio (481)
(1865) _ ... ^ 3 c
Report of the Select Committee on Education in England and Wales,
complete folio (241 ), paper covers (1835) ... ... ... ... 4 0
Report from the Select Committee on Education in Manchester and
Salford, complete 600 pp., Maps and Plans, folio, papei covets.
No. 499 10 0
Report of Board of Education upon School Attendance of Children
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Reports of the Board of Education, 1899-1909, complete set ... ... 6 0
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i
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