manner, with a due regard to home comforts, and with surroundings befitting their position.
The course of education projected by Mr Blair was such as would convert the pupils into intelligent home companions, if no other object were desired. But a conviction, based on personal know ledge, that the blind were capable of the highest competition with the seeing, lay at the root of this gentleman s endeavours. Self- helpfulness and usefulness in the ordinary affairs of life is therefore but one of the first results which reward the teaching of the blind ; and it appears that blind men can be made reproductive also, not only in the particular instance, but in the bulk, and that the arts of teaching and lecturing, acting as deputations, translating, presiding over blind or other institutions, the law, and in the most favoured cases the church, are fully within the capacity of the well-educated blind. A prejudice has hitherto existed against the employment of blind men, owing to their supposed incapacity, and certain other drawbacks resulting from neglect. Let this impres sion be removed, and there will be an increase in the number of positions open to them.
For an entrance into these walks of life, the training must be such as to enable its recipients to compete for university distinc tions. The objections to this course, if they are entertained, will be removed by a little reflection on the nature and uses of a univer sity; and the difficulties which in the idea of inexperienced persons a blind man has to overcome, are greatly diminished by being met and grappled with in early years, and are actually being materially lessened by the earnest efforts now made by blind instructors and investigators.
It is impossible to rule definitely at what age the school educa tion of a child born blind should begin. Children vary as much in natural quickness as parents in the power of educating. A quick and resolute child will, through the clumsiness of nurses or the carelessness of a parent, early acquire tricks which it takes years to eradicate, and acquire habits and ways of thought and action which may have a profound effect on his after life. The sooner, therefore, a child can consistently with his health and other considerations be admitted to cheerful and active society, where his character can have free play and find sympathy, yet be quietly trained, the more easy will his education be afterwards. For those who have become blind from accident or disease, in childhood or towards the age of adolescence, one word of advice may be given. As soon as it is ascertained that the blindness is past remedy, the child should be sent to school, so that the habit of study may be remitted as little as possible. It is in the highest degree impolitic to allow the faculties to degenerate through several years disuse, as is often done ; and it is in reality kinder to a child or youth to send him away to pick up strength and consolation by the example of his cheerful and patient fellows, and to distract his grief by learning the instruments which he will ultimately need in his education, than to keep him in the indulgences of home, brooding over his misfortune, or buoyed up by a hope which will not be realized.
No claim to exclusiveness is asserted in the use of English types. There are useful works to be found in all; and when a pupil arrives who has been educated in one or other form of type, he is never discouraged from its continued use. But as uniformity of class- books is desirable, and one system must be employed as a basis, the Eoman form, in which are printed books suitable for higher educa tion, is adopted for class purposes. Dr Moon s type is read by some for recreation or private study, and the American Bible, which is the most portable yet printed, and is beautifully executed, is read by those whose dexterity, acquired by long practice, enables them to master this somewhat difficult, because small, type. After some years of practice the desire for smaller type seems to become a passion for those possessed of a quick and nimble touch.
Dr Moon s type is large and easy, and comprises the Bible, Prayer Book, and a large number of religious and devotional works, together with numerous stories, biographies, and other works suit able for the young and aged. Dr Moon has also several educational works of a very useful character; but his plan of action has not yet led him to enter largely into the production of higher literature."
The Royal Normal College and Academy of Music for the Blind has for its object the affording of a thorough general and musical education to the youthful blind of both sexes vho possess the requisite talent, so as to qualify them for self-maintenance. The Report of the institution states that
"As without previous trial it would in many cases be difficult to determine whether an applicant for admission has sufficient capacity for the kind of education given at the college, candidates will first be received as probationers for a term of three months, or less. If, at the end of that period, they are found to possess adequate ability, they may become permanent pupils.
With a view to adapting the methods of instruction to pupils of different ages and capacities, the following classification has been adopted, viz. : A. The elementary section, the instruction in which is designed especially for children from seven to nine years of ngc ; B. The intermediate, for pupils from nine to twelve years of age : C. The junior, for pupils from twelve to fifteen years of age ; D. The senior, for pupils from fifteen to twenty-one years of age. Exceptional cases over twenty-one years of age can only be ad mitted by special vote of the committee.
The college embraces three distinct departments 1. General edu cation ; 2. The science and practice of music ; 3. Pianoforte timing. The department of general education embraces all the ordinary branches of a sound English education. Special care is bestowed on the intellectual training of the pupils ; for experience has shown that in order to qualify the blind for self-support, it is essential ,o afford them a thorough general as well as musical education.
In the musical department both vocal and instrumental in struction is given, according to the improved methods which have been employed during late years with marked success in the leading institutions of France and America. This department embraces the culture of the voice, the study of the piano, organ, and other solo instruments, harmony, counterpoint, composition, the history of music, and the ail of teaching.
In the department for training the pupils in the art of regulating and tuning pianos, pupils are instructed who have passed the age at which they might have become qualified for remunerative em ployment in other departments. Though a superficial knowledge of the art of tuning may be readily acquired by those deprived of sight, a prolonged course of careful training is necessary in order to enable them to become thoroughly successful.
Experience has shown that the blind can seldom fully support themselves merely by manual labour, and the great majority of those who have been trained to industrial trades continue to require charitable assistance during their whole life.
It is well known that many of the blind possess musical talent, yet only a small number in the United Kingdom have ever been qualified to earn their living by the profession of music.
Such was formerly the case in other countries, but during recent years great improvements in the general and musical education of the blind have been effected abroad, particularly in France and America, and large numbers of this class educated in the institu tions of those countries have been enabled to maintain themselves fully by various pursuits, especially as skilled organists, teachers, pianists, and pianoforte tuners.
In view of the practical results of the improved education of the blind in other countries, the Normal College and Academy of Music was founded in order to afford similar advantages to the youthful blind of the United Kingdom.
The college was opened in March 1 872, under the direction of a committee, including members of the governing bodies of various metropolitan societies and institutions for the blind, with an experienced principal, and a staff of highly-trained teachers.
Upwards of seventy pupils from London and other large towns have been under instruction ; a number have already left the college, and are now regularly employed as thoroughly competent pianoforte tuners."
As it will be impossible in this article to give any lengthened account of the institutions on the Continent and in America, we will briefly sketch the plan of working in a few of the most progressive.
The following extracts from addresses delivered at the first European Congress of Teachers of the Blind at Vienna in 1873, will best give an insight into the schools of Saxony:—
Herr Eeimer, superintendent of the Preparatory School for the Saxony Blind at Hubertusberg, pointed out that, "even among the families which are not very poor, blind children often grow up without learning to wash or feed themselves, with hands hanging soft and helpless at. their sides, and thus become more incapable than the poorest, who are forced to exert themselves by the neces sity of the case.
If they are not taught to help themselves at home, it is very difficult to teach them at school, and as the existing blind institu tions cannot admit young children without injuring the education of. the older ones, they ought to be taught in preparatory schools or Kindergarten separately, which should be established by the State.
In the preparatory school at Hubertusberg in Saxony, the first thing aimed at is the strengthening of the limbs, then to make the children use them properly, to make them help themselves instead of relying on others, to correct their bad habits and to improve their mental condition, arousing in their minds the love of God and of truth as well as conscience. All this must be done methodi cally, and each lesson must be given separately and repeatedly as well as most patiently.
The change wrought thus is wonderful, if the teachers are ex perienced. They must be encouraged to move about as directe I, and the Frobel play and exercises will be found useful. Plaiting
