Vol. II.—
Published monthly (for
ten months of the
year) by the Alumni
Association of the
Perkins Institution
for the Blind, Bos-
ton, Mass.
Terms One Dollar per
year, payable in ad-
vance. Single copies
twelve cents.
All communications
should be addressed
to J. W. Smith, Sec-
retary Publishing-
Committee.
Office,
37 Avon Street.
Entered at the Post-office at Boston, Mass., as second-class matter.
CONTENTS.
I. J. H. Meyer. Translated from " Der Blindenfreund" . 121
II. A Visit to the Dr. Blessig Institution for the Adult
Blind . . . 125
III. The Rheinland Provincial Institution for the Blind . 128
IV. Hints to Undergraduates. T. Reeves . . . .-* 133
V. Reading for the Adult Blind. Katharine G. Allen . . 137
VI. Type-writing as a Vocation for the Blind. E. H. Fowler 142
VII. Never get in Debt. L. B. F. 144
VIII. Thorough Preparation necessary for Success. H. A.
Hall 149
IX. The Tuning of Pianos. Translated from " Le Valentin Haily" 150
X. A Fellow-feeling 151
XI. At Home and Abroad 152
California Kentucky
England Maryland
France Michigan
Iowa Ohio
Pennsylvania
XII. Editorial Notes 159
S. C. CHECKERING & CO.,
Manufacturers of First-class
Upright Pianos.
WAREROOMS
158 Tremont Street, Boston, Mass.
The S. G. CHICKERING UPRIGHT PIANO is unsurpassed in thoroughness of con-
struction and excellence of finish; and the tone is clear, solid, and resonant.' Awarded
Prize Medal at Massachusetts Charitable Mechanics' Fair, 1890, and also at Vermont State
Agricultural Fair.
J. H. MEYER,
DIRECTOR DER BLINDENUNTERRICHTSANSTALT IN AMSTERDAM.
"Den B linden ein Frettnd bis in den Tod.'''
THE MENTOR
Vol. II. APRIL, 1892. No. 4
J. H. MEYER.
[Translated from " Der Blindenfreitnd.'n\
Unexpectedly, there has come to us the sad tidings that
J. H. Meyer, director of the Institution for the Blind in
Amsterdam, died January 16, after a short illness. Death,
in removing him, has again robbed the foremost rank of
instructors of the blind, and left a vacancy which cannot be
filled. Numberless friends, far and near, lament the loss
of this excellent man; and the blind of Holland mourn
with his family at the grave of their protector. This sor-
row affects us all, when we remember that in Kiel, only a
little while ago, that noble presence, the picture of health
and strength, was in our midst, and now he will never-
more share in our labors and our councils. How kindly
his dark eyes flashed, when a new idea for the benefit of the
blind was brought out in the transactions! How persua-
sive he was in speech and manner, when, before the assem-
bly or in private conversation, the affairs of our proteges
were discussed! What he said was not merely devised in
the brain, but was also felt in the heart. Behind his words
was the man, with earnestness and enthusiasm personating
all that is beautiful and good. He was no hired servant,
but a noble, generous, inspired friend of the blind, whose
deepest heart-need was to labor for and protect the unfort-
unate. In him, if ever, was verified Plato's saying: "In
I22 THE MENTOR
a beautiful body can dwell only a beautiful soul." His
was the spirit of Nathanael, devoid of guile. Those who
associated with him were irresistibly attracted by his affec-
tionate manner. Therefore, we can truly say that he had
many, many friends, and not a single enemy.
Johann Heinrich Meyer was born in Amsterdam, in
183 1. By taste and talent early destined for the profession
of teaching, he zealously devoted himself to the study of
modern languages; and, when scarcely eighteen years of
age, he passed the public examination for intermediate
school teacher with high honors. Afterward, for practical
thoroughness, he spent some time in London, Paris, and
Heidelberg. In 1858 he became teacher in the Royal
Athenaeum at Maastricht, and five years later he was en-
gaged as professor of modern languages in the gymnasium
and the high school at Deventer. With what zeal he
devoted himself to his specialty, several school-books pre-
pared by him at this period bear witness, as the "Manual
of Letter-writing," "Resume de l'Histoire de la Littera-
ture Frangaise," "History of English Literature," "Eng-
lish Grammar."
When, in the year 1875, the office of director of the
Institution for the Blind in Amsterdam was to be filled
anew, the choice of the administration fell upon our Meyer,
who, indeed, was second to none in mental activity and
pedagogic ability. From this time forth he devoted him-
self, heart and soul, to that which he considered his life-
work, and to which he remained faithful to his last breath.
Having made himself acquainted with the best establish-
ments for the education of the blind, at home and abroad,
he proceeded to reorganize the hitherto insignificant insti-
tution placed under his care; and it is due to his efforts
that, with the support and furtherance of a clear-sighted
and high-minded board of administration, he succeeded in
making it one of the best regulated institutions in the
world. When the room in the institution became insuffi-
cient for the ever-increasing number of pupils, at the ear-
/. H. MEYER I23
nest solicitation of the director and in accordance with his
plans, a new building was erected on Vossius Street, which
is a fair specimen of his ability. In this pleasant and hos-
pitable house Meyer ruled with almost unlimited power, —
not as a heartless tyrant, but as a loving father, whose
gracious will all the household, pupils as well as officers,
gladly obeyed. He was a capable teacher, but his effi-
ciency as a director ranked even higher. In passing
through the establishment, this was apparent at a glance.
What splendid order, punctuality, neatness, everywhere!
How bright and lively, yet modest withal, the blind ap-
peared,— kind and obliging to every one, with happy faces,
at work or play! It was evident that they thrived in mind
and heart in the spiritual atmosphere which, emanating
from the head of the establishment, pervaded the entire
household. The pleasant impression which the pupils and
the interior of the institution made upon every visitor
attracted friends from far and near, and awakened and
extended an interest in the education of the blind. Em-
peror, kings, and princes have tarried in this noted institu-
tion, and learned to understand, appreciate, and assist its
work.
After the transformation of the institution, at Meyer's
suggestion a preparatory school for children, from four to
ten years of age, was established, — the "Prinz Alexander
Stichting," at Bennekom. It was one of the first primary
schools for the blind in the world, and has served as a
model for many others. It was one of Meyer's most de-
lightful recreations to go to Bennekom at least once a
month, and spend a few hours with the children and take
part in their merry games. To provide for the expenses
of this establishment as well as to promote the education
and support of the blind in general, he next founded the
Society for Improving the Condition of the Blind of Hol-
land ( Vereeniging tot Verbetering van het Lot der Blindeii),
which has extended throughout the country and deepened
the general interest in the affairs of the blind.
124
THE MENTOR
Far beyond the boundaries of the Netherlands extended
the fame and the activity of this educator. From his en-
trance upon this career until his death, scarcely a meeting
of instructors and friends of the blind has been held in
Europe, in whose transactions Meyer has not been called
to take a prominent part. At our German congresses,
especially, he was a welcome and an honored guest whose
calm, deliberate words had great weight on all questions.
The meeting of the fifth Blindenlehrer Congress, in 1885,
at the centre of his labors, in Amsterdam, and its suc-
cessful proceeding, was due to his energy and his super-
vision. There the polyglot leader in the transactions and
the amiable host was in his element; and, surely, all partic-
ipants in those splendid days at Amsterdam will retain in
memory an impressive picture of the character and capacity
of this indefatigable man. Wherever he could confer a
favor, wherever he could advise and assist, he gladly did
it at some sacrifice. No blind person or friend of the
sightless, be he from China or Mexico, ever appealed to
him without being received in the kindest manner. His
opinion and advice were everywhere, even from abroad,
sought and valued. He went especially to the proper author-
ities in Russia, Italy, and Spain, on business concerning
the affairs of the blind. So it came to pass that, in addi-
tion to the cross of the golden lion of Nassau, bestowed
upon him by the king, who was personally friendly to him,
a splendid series of foreign orders decked his breast. We,
his friends and coworkers, will honor him by revering his
memory as a distinguished man, and one of the most meri-
torious typhlophiles, and by assuring his name a prominent
place in the annals of the pedagogy of the blind. May the
portrait which, through the kindness of a friend, we pres-
ent here, refresh and keep alive the memory of the departed
in the minds of our readers! The blind, especially those
of the Netherlands, can dispense with this memento. In
their grateful hearts the remembrance of this benefactor
DR. BLESSIG INSTITUTION 125
will never be extinguished, and future generations, educated
in the schools which he founded or improved, will praise
the works of Meyer. Lux perpeUia luceat ei!
A VISIT TO THE DR. BLESSIG INSTITUTION
FOR THE ADULT BLIND.
Up to the year 1878* Russia did not possess one single
school for grown up blind people. If any poor person, by
some accident, had the misfortune to lose his eyesight, he
was obliged to beg his bread from those who passed in the
streets. The misery of these poor creatures was great,
morally as well as physically: they sank lower and lower,
and ended, generally, in the most miserable way. One of
the great oculists, Dr. Robert Blessig, director of the
Ophthalmic Hospital in St. Petersburg, who through his
practice was brought into daily contact with blind people
of all ages and classes, had for some years entertained the
idea of helping these poor people in one way or another.
Having spent much time in carefully considering how to
help so that as many as possible might be benefited, he
came to the conclusion that a school where blind persons
of both sexes might find refuge for several years, and learn
some trade adapted to their capacities, would be the great-
est benefit to them.
Unfortunately, this good man was taken, in the best
years of his manhood, by the reaper, Death. Typhoid
fever, caught from a patient whom he attended, severed the
thread of life before he was able to execute his great work.
But his idea was not buried with him. His widow and
his friends took it up, and, in remembrance of him, founded
the first institution for the adult blind in Russia. In
1878 the public was called upon to aid this noble undertak-
*In 1877 a working school for the blind soldiers of the Crimean War was founded in accord-
ance with the wish of the empress, but it ceased to exist five years ago.
I26 THE MENTOR
ing; and, the sum of 50,000 roubles having been collected,
the school was opened March 10, 1880.
The establishment is managed by a committee of six
members, one of whom is Mrs. Blessig, who had fitted
herself for this responsibility by visiting several institu-
tions of the kind in foreign countries. At the opening
of the school ten blind persons (five men and five women)
were present; and they were instructed in the plaiting of
chairs, making carpets, basket-making, and the different
kinds of needlework and knitting. Later on was added
brush-making, which was taught to women as well as to
men. At present not less than forty blind persons are
instructed in the institution; and during ten years 135,
89 men and 46 women, have been taught here. They
remain, generally, from two and a half to three and a half
years at the school; but, even after having finished their
education, they are not lost sight of.
Some of them return to their villages, where they are
generally looked after; for not only do they work for them-
selves, but they also assist their parents, and, when they
marry, are capable of maintaining their families. One of
them, who lives in a village near the Lake of Ladoga, is
just now rich enough to have a small house built for him-
self; and all the other peasants treat him, in consequence,
as if he were a prince. Others remain in the city. They
still feel themselves members of the institution, and turn,
with all their joys and sorrows, to Mrs. Blessig, where they
are sure to find a willing ear to listen and a helping hand
in all their troubles.
The institution sells them material, and pays them for
the finished work, so that, if they are industrious, they
need not suffer want. Two shops have been opened in
different parts of the city, where their work is sold; and,
as the goods are well made and durable and are not dear,
the public begins to patronize the shops, and 10,000 roubles
worth of goods have been sold in one year.
The officers of the institution are not numerous. An old
DR. BLESSIG INSTITUTION
127
lady, who looks after the personal welfare of the household,
and teaches the women to be independent of aid in dress-
ing, making their beds, and performing other housework;
a lady teacher, who instructs them in all sorts of needle-
work; two teachers for basket and brush making; and a
general man-servant, who goes out with the blind men and
accompanies them to church, — these, with a cook and a
housemaid, complete the personnel.
The hours of work are from 8 to 12 and from 2 to 8,
except on Saturday, when work ceases at 4 o'clock. In
their leisure hours Mrs. Blessig teaches reading and writ-
ing to the men who wish to learn; while Miss Limm,
teacher of needlework, does the same for the women. It
is a real pleasure to visit the institution during working
hours, for order reigns everywhere and you see contented
and happy faces. Some ladies interested in the school are
giving singing lessons to the blind, and I am sure the
teachers must be fully rewarded by the pleasure and hap-
piness written upon the faces of their pupils. They are
very fond of singing during their work. Other pleasures,
such as lectures and good reading, are not neglected, so
that even the moral standing of the now no longer poor
people is raised to a higher standard.
Christmas is for them a time of rejoicing. On long
tables, presents consisting of articles of dress, reading and
writing materials, cakes, oranges, etc., are piled up; and
a beautifully decorated Christmas tree is the last, but not
the least, of the pleasures prepared for them, — Tor they have
a particular love for their tree. The ceremony on Christ-
mas eve begins with a Christmas carol, followed by some
appropriate words by a clergyman; and then the presents
are distributed. Their joy is not boisterous, but their
thankfulness is real and touching. Among the guests on
this occasion are a number of blind persons who have left
the institution. Neatly dressed in black coats and clean
linen, they make a favorable impression on the beholder;
and, though modest in their demeanor, the thought that by
128 THE MENTOR
their work they are able to support themselves and others,
gives them a certain air of independence. They, too, re-
ceive presents; for no one is forgotten by the committee.
St. Petersbtirg, December, 1891.
THE RHEINLAND PROVINCIAL INSTITUTION
FOR THE BLIND.
The Rheinische Provinzial Blindenanstalt, at Diiren, is
one of the leading institutions for the blind in Germany,
and has one hundred and seventy-three pupils under its
care. Its work, however, is not limited to the education
of these children; but, through the Verein zur Fursorge fur
die Blinden, it maintains a parental interest in their wel-
fare throughout their career, seeking in all ways to encour-
age and enable them to become independent, useful, and
active members of the community; and, for those who
need such assistance, it carries on a workshop for men at
Cologne, and a home for women at Ehrenfeld. An insti-
tution which undertakes so broad a work and concerns
itself with the lifelong interests of its pupils will naturally
adjust its educational methods with studious regard to their
future value to the individual and its course of study,
therefore, merits the careful attention of other teachers
in this sphere of educational work. In his last report Mr.
Meeker has set forth his plan of instruction in the fullest
detail. The following abstract may serve to illustrate the
principles upon which the training is based, and the sys-
tematic efforts to overcome every obstacle to the acquire-
ment of that manual skill upon which the business success
of a large proportion of the blind, as well as of the seeing,
must mainly depend.
Under the title of "General Culture," Mr. Meeker treats
of that part of the education which belongs to the school
THE RHEINLAND PROVINCIAL INSTITUTION
129
proper; and this culture he considers even more needful for
the blind than for the seeing, for, being deprived of one
source of spiritual life and progress, and the struggle for
existence being the harder through their misfortune, they
must be the more strongly armed with physical and men-
tal strength, with moral enthusiasm and an enduring cour-
age based upon religion. Without culture experience
teaches that, with few exceptions, they sink into idleness
and stupidity, sitting at the hearth of relatives from whose
hands they eat bread, or begging by the roadside to live
upon the sympathy of their fellow-creatures.
The institution must therefore recognize the educa-
tional value of all branches of knowledge; for, while they
sharpen the blind student with a keener insight and a
clearer understanding for a business career, and give him
the needful skill in expression and graceful bearing for
intercourse with the outside world, they have a far higher
influence upon his thoughts, his desires, his happiness; for
it is education which opens to him the enjoyment of a new,
an inner world of thoughts and emotions in compensation for
the outer world which is closed to him. He learns that
happiness consists not in outward things, but in a contented
mind, and that he can attain it if he will but curb his
unregulated passions and bring his wishes into harmony
with his circumstances. Self-respect, and the conscious-
ness that there is for him, as for every one according to
his strength and ability, a place and a sphere of activity to
fill, — these are strong forces to restrain him from the high-
way of idleness and beggary. From this awakened con-
sciousness, this contentment with his lot and this mental
activity, proceed courage and industry, which, by well-
directed efforts, lead him to forget his misfortune.
While these considerations show the importance of edu-
cation, they also show that no branch which is taught in
the common schools can be omitted. To these should be
added the branches which are peculiarly adapted to remedy
the mental and physical deficiencies arising from the limi-
130
THE MENTOR
tations of blindness, and especially those which will train
the hand to supply, to some extent, the lack of sight.
That music has a peculiar significance in the education of
the blind is apparent when we consider that, when vision is
wanting, the hearing becomes the chief organ for the influ-
ence of aesthetic culture.
The following branches should therefore be taught in
our schools : — ■
i. Religion; 2. German Language; 3. Arithmetic; 4.
Geometry; 5. Geography; 6. History; 7. Natural his-
tory; 8. Natural philosophy; 9. Music; 10. Gymnastics;
11. Kindergarten occupations; 12. Modelling and drawing;
13. Manual dexterity.
In this course religion has the foremost place. A firm
belief in the wisdom of God reconciles the blind to their
lot, and a glad faith in the Eternal Light makes them
forget the present darkness. But the aim is. not only to
teach moral and religious truth, but, through precept and
example, to inculcate pure religious thought and a strong
moral purpose, which will prepare them to take a worthy
part in the church life of their parish.
Language, the principal means of mental development,
intercourse, and entertainment, has, for the blind student,
a greater significance than for the seeing. To the latter
the world is an open book wherein he ceaselessly reads and
gathers knowledge. To the former this book is closed; and
it must be interpreted to him in a language many of whose
words, based upon sight, are therefore strange and mean-
ingless to him. To remove this difficulty, all attainable
things are brought within range of his touch, hearing,
taste, and smell, that he may get intelligent knowledge of
them. Through question and answer he learns to express
this knowledge clearly, and later he is able to communicate
correctly his own thoughts and feelings. Another hin-
drance to instruction in language lies in the lack of books
and the difficulty of writing. Besides reading-books for
school use, and the Bible, there are but few printed books
THE RHEINLAND PROVINCIAL INSTITUTION 131
for the blind; and writing, the learning and practice of
which costs so much time and trouble, does not assist in
language development as it does in the common schools.
Nevertheless, its great importance should be recognized;
and the pupil, by industry and patience, should attain suf-
ficient skill to make it useful both in and out of school,
and later to suffice for the needs of ordinary correspond-
ence.
Arithmetic and geometry have, in many instances, less
practical value for the blind than for the seeing, their use
in business life being more difficult and the branches of
industry open to the blind giving less occasion for their
practice; yet their value in the development of the powers of
reflection, comprehension, and deduction, ranks the higher
because the means for the cultivation of these faculties is
more limited.
It is certainly difficult, with only the sense of touch,
to comprehend this broad world, and picture to one's self
its changing and beautiful forms; but, if the instruction
leads from the narrow walls of a room of the institution
whose position and surroundings the child can measure
with his steps and his touch, slowly onward from the near
to the remote, his fatherland, with its mountains and val-
leys, its rivers and seas, its villages and cities, will become
known to him. He will measure the divisions of the
earth; and, seeking to span the globe with his arms, he will
marvel at the immeasurableness of the creation and the
Creator. If clear descriptions of plant and animal life, of
natural features and great events, and of the appearance
and manners of the inhabitants of different countries, are
given, the bare surface of the earth becomes clothed with
attractive garments, which help to impress its characteris-
tics upon the memory.
The study of history has the same value as in our com-
mon schools, and presents no especial difficulty.
The study of nature should make the student acquainted
with the organic and inorganic world of which he is a part,
132
THE MENTOR
and should teach him how to use and enjoy it as far as lack
of sight allows. The principal native plants, animals, and
minerals, as well as the human body, are therefore subjects
of instruction. Plants and animals are committed to his
care. He enjoys the fragrance of the flowers, the song of
the bird, the roar of the stream, and the whisper of the
forest; and he learns to revere the wisdom, the power, and
the goodness of God.
Natural philosophy, which explains the phenomena met
in daily life, their origin and laws, as well as the nature
and uses of implements and machines, has a peculiar inter-
est for the blind who are inclined to reflection and investi-
gation.
Music, especially singing, quickens and refines the ear
of the blind student to take the place of the eye. It im-
proves his mind, and excites those perceptions and sensa-
tions which are awakened by the sight of the beautiful
works of nature or of art; and in the education of the blind
it must be used to cultivate the aesthetic sense, as penman-
ship, drawing, and the contemplation of beauty in nature
and art are used in schools for the seeing. All the pupils
take part in singing, and those who have inclination and
ability have music lessons.
On account of their infirmity and from want of proper
training, the blind are often feeble in body; and, having the
fear of injury and lacking the encouragement of sight, they
are inclined to sit still. If they are to become so strong
and dexterous that they can walk with graceful carriage,
endure great exertion, and execute fine work with their
hands, this can only be achieved through a gymnastic train-
ing which excels that of our common schools. It should
be particularly adapted to training the hand, and by special
exercises must develop strength and flexibility of finger,
hand, and arm.
The kindergarten occupations, which in the preparatory
school are pursued in games, correspond in their objects
and tasks to the power of comprehension and the impulses
HINTS TO UNDERGRADUATES 133
of childhood, and contain, in embryo, the educational
forces of modelling, drawing, and hand training.
While through these occupations the scholar gets the
needed help in learning the forms of objects, he is required
to model them from natural or artificial patterns; and, by
reproducing the object with which he has become familiar
through the sense of touch, he learns it as a whole and in
its parts, his conception becomes more clearly denned and
lasting, and his hand gains strength, skill, and delicacy of
touch.
Relief drawing becomes, after short practice, of value in
other branches of study, as geography, geometry, and nat-
ural philosophy.
Manual training, beginning with gymnastics, kindergar-
ten occupations, modelling, and drawing, is continued by the
use of tools. The pupils learn to work with various mate-
rials, according to patterns given. Tools, materials, and
tasks are chosen with reference to future employment. For
this branch of education the institution must allow more
time and care than are given in other schools, because it is
for its pupils the paternal house, supplying home and other
occupations, because blindness presents special difficulties
in technical training, and, lastly, because nearly all the
blind (90 per cent.) must seek their earthly fortune through
manual labor.
HINTS TO UNDERGRADUATES.
When the young blind musician has attained a certain
proficiency in the practice of music and in the principles
of teaching, he is ready to take seeing scholars. The ques-
tion then presents itself, How is he to adapt his knowledge
in each case to the pupil? The way in which he has been
taught is not the way for his pupil to learn. The end is the
same, but the means differ. He realizes that he must enter
I34 THE MENTOR
an untrodden path, and he has a vague feeling of dread and
uncertainty as to the result. It is plain that he should go
through this experience while yet in school, and while
experienced and sympathetic teachers are at hand to give
suitable advice and encouragement.
Let us suppose that a child of nine or ten years is prop-
erly seated before the piano. The first thing to do is to
learn the keyboard. This is taught 'in the same way to the
seeing child as to the blind, excepting that the latter feels
for the keys and the former does not.
Many seeing teachers give several lessons in practising
the fingers on the keys before using the notes in the book.
After the keyboard the lines and spaces of the staff
should be taught ; and it is very important that the correct
numbering should be thoroughly learned, for a great deal
will depend on this. Here the embossed characters in music
for the seeing may be used to advantage by the teacher,
but he must remember they are enlarged three or four fold.
He must be sure that he has before him the particular
edition of the instruction book he wishes to use. For
instance, if it is the "Prize Piano School," by Karl Ur-
bach, edition, White Smith Music Publishing Company,
Boston, he should know that the first lesson is on page 8,
which is on the left side of the book. The introductory
pages of an instruction book are of no use to children in
their first lessons : they merely serve for future reference.
The teacher should also know, word for word, what the
reading is at the top of the page. For instance, in this
case, it is as follows: "Exercises with stationary hands
(Nos. 1-71)." The upper note is for the right, and the
lower note for the left. Before playing with both hands
together, let each hand practise separately. Each number
is to be repeated ten times.
Count aloud, 1, 2, 3, 4.
A. Both hands — similar keys. (Numbers 1-19.)
Count 1, 2, 3, 4, etc.
Out of the ninety-one characters in " Musical Characters
HINTS TO UNDERGRADUATES
135
used by the Seeing," which are embossed (I refer to the
Boston edition), only eight are used in the first exercise:
the staff, which extends across the page; the G clef,
which is at the extreme left, and which crosses the staff
vertically; next a capital C through which the third
line runs, and which stands for common time, and which
the child must not be allowed to mistake for the
note C; near that is a whole note in the third space;
then the first bar, which shows the end of the measure;
then the whole notes, D, E, F, G, F, E, D, separated by
bars; after the last D is a double bar with two dots at the
left of it, which indicates a repetition; then comes the
ninth or last measure, C, a whole note, followed by a
double bar. These nine measures extend across the page.
Notes for the left hand are written in the same staff,
commencing with the first added or leger line below it, and
are written under the notes for the right hand, measure by
measure. It would be advisable for the teacher, with the
aid of his music-reader, to trace out with his fingers the
position of the staff, and the reading above it, and find how
far from the top of the page the music begins. In fact, he
should have a perfect transcript of the appearance of the
first page in his mind, and particularly all that relates to
the first lesson; for this is the crucial test in coming to an
understanding with his pupil. If he is thus equipped, he
will experience no difficulty in teaching the child to read.
The pupil should be carefully practised in counting the
measures; for, in looking away from a page, the place is
lost, and, as the teacher cannot point to the exact measure,
the place is found by counting the measures, which after a
little practice comes to be a very easy and simple matter.
The only new character in the second exercise is the
half -note; and so on, through the book, new characters are
introduced very gradually. It is not necessary for the
teacher to draw or describe them to the pupil : he only
needs to know where they occur.
The seeing teacher often takes hold of the pupil's
I36 THE MENTOR
fingers and hands, in order to put them in the proper
position. The blind teacher must do this more frequently,
but he should do it with innate delicacy and politeness.
He can many times show the position by placing his
own hand and fingers on the keyboard, and calling the
attention of the pupil to it. Bad fingering can frequently
be detected by ear; but, when this is not the case, the expe-
rienced teacher can, by the slightest touch of the hand,
detect where the trouble lies. Some pupils naturally finger
much better than others. The greatest care should be taken
in this respect with all, from the very beginning. As a
safeguard against bad fingering, the blind teacher should
naturally be very thorough in the multifarious forms of
scale and chord practice, and in explaining the principles
and rules of such fingering.
In teaching any given piece, he should, from his own
experience in playing it, know where the pupil would be
likely to go wrong. If there were no printed fingering, he
could, with the aid of his music-reader, mark such pas-
sages with a pencil, or, if there was little of it to be done,
it could be marked from dictation by the pupil.
The teacher must be sure that he has the full attention
of the pupil, especially when he is making explanations.
Children often look away from the music and the piano;
but the teacher can easily detect by ear where the child is
looking, especially if he is counting or reciting. The
teacher himself should not forget where to direct his voice
when he is talking; that is, he must remember to face the
music. The development of this theme might be con-
tinued, but there are ten chances to one that a blue pencil
would be drawn through it by my friend, the editor; nor
could I complain of this, for I am also in favor of brevity
and conciseness.
T. Reeves.
READING FOR THE ADULT BLIND 137
READING FOR THE ADULT BLIND.
Recently there have come to my knowledge several
cases like the following. A man living near Boston, forty-
five years old, has just become blind. His wife, his grown
children, and his friends are unacquainted with the ways
of the blind. They read to him, walk with him, and do
everything they can for him ; but they have duties which
require part of their time, thus leaving him many weary
hours, which would be bright and happy if he could only
read. A friend of his became interested in our school, was
surprised to learn that the blind can read for themselves,
and wanted me to teach her the alphabet, that she might, in
turn, teach her blind friend. Which alphabet of the four
or five practical ones shall I teach? After studying the
question as fully as I can, I have decided that the Moon
alphabet is without doubt the' one for me to teach.
It is to bring before the readers of The Mentor what may
be to some of them a new idea, to show the arguments
which led to my decision, and with the hope of reaching
some blind who do not read, either because they have tried
to learn one or more systems and have failed, or because
they are ignorant of the existence of the Free Circulating
Library Association for the Blind, that I ask room in your
pages for the following.
In the year 1840 Dr. Moon of Brighton, Eng., having
lost his sight, found to his sorrow that there was then no
system which could be read with comfort and with accu-
racy by men who, like himself, had become blind when
beyond the school age. He therefore set himself at work
to construct one. That he was wonderfully successful I
shall show farther on.
In the March, 1891, number of The Mentor 'there is an
article on "Learning to read at the Age of Fifty-one," in
which the writer says : " For the first three months I la-
bored diligently, early and late, upon the easy spelling and
138
THE MENTOR
reading lessons in the primer, often spending entire days
and evenings in fingering a single page. By the exercise
of an amount of patience which would have done credit to
Job of old and perseverance enough to surmount almost
any difficulty, I managed to get through that never-to-be-
forgotten primer, and to master the Morning and Even-
ing Services and the Litany of the Protestant Episcopal
Church, with which I was not familiar, in about eighteen
months, during all which period I spent little time in
recreation." Afterwards he tells of spending a whole day
in trying to master a single passage, of becoming frantic
over the likeness of the us" to the ue," of "a" to "o,"
and of "t" to "1."
When I read this account, I could not but admire the
wonderful patience and continued effort of the man; but at
the same time I felt what a terrible, terrible waste of nerve
and energy there was in the struggle. Why should a man
at his years try to read the line type, which, to be sure,
has its merits (is better liked by those who can read it
than any other, is most condensed of any system, is most
like seeing print), yet which all children cannot learn to
feel, and which those who once read well say they lose the
power to read if they once get out of practice. There is
no doubt that Braille, so universally used in European
schools and to some extent in this country, is most desira-
ble for schools for the young blind. It can be both written
and read, and is essentially an alphabet for the blind, not
as has been said of the line, "An adaptation of the fingers
of the blind to the alphabet of the seeing " ; and whereas
perhaps sixty per cent, of the pupils in a school can read
line, one hundred per cent, can read Braille. No point
system, however, is considered a rival of Moon.
Let me from the start be understood to set forth the
merits of Moon solely for those blind not in schools, who
have become blind after reading much in seeing print, and
whose fingers are either hardened by work or are unrespon-
sive to differences of form because they have never been
READING FOR THE ADULT BLIND
139
used for that purpose. The greater part of the blind be-
long to this latter class. In the United Kingdom it is
claimed that five-sixths of the blind are adult.
A man who loses his sight after he is thirty or forty is
very likely to lose his courage, too. So many who inquire
at the institution, here, what they shall do, if given a book
in line or in point, say, "Oh, I can never read that: I have
not the courage to attempt it." They need a system not
that is the best system which can be devised, but that is the
easiest learned and the easiest felt. The time one needs
to learn to read is not taken up in learning the alphabet,
but in learning to feel the letters separately. The Moon
alphabet is very simple. In most cases, the character re-
tains a form like enough the ordinary letter to be recog-
nized. Eight are unaltered, fourteen have parts left out of
them, and five new and simple forms take the places of the
more intricate letters. They are printed so large and so
far apart that each letter under the finger is distinct from
every other one. The finger can at no time cover two.
There are no curls and turns on the letters to embarrass
the finger. Every word is spelled in full, and the system
is of universal application. (Embossing has been done in
two hundred and fifty-one different languages and dialects.)
Then, lastly, there is a greater variety of books in Moon
than in any other one system available to the blind in this
country.
The system was first tried with a lad who had endeavored
five years without success to read other systems, and who
in ten days could read easy sentences in Moon. To quote
in substance from " Light on Dark Paths " : " Moon, so far,
has no competitor in the homes of the blind, where five-
sixths of the whole are found. Some of the teachers have
a few clever pupils who read Braille; but Moon is the sys-
tem of the Home Teaching Society in the country, and
without which the work would be impossible." A man
sixty years old, who had been blind forty-five years, wrote to
Mr. John P. Rhoads, Secretary of the Library Association
I4-Q
THE MENTOR
of Philadelphia: "A lady friend of mine, returning from
Bridgeton, N.J., brought me two books printed in the
Moon type. To my surprise, I find that I can read, though
I could do nothing with other embossed type.'" And another
wrote, "I also read in three other systems, — namely, the
Braille, Roman, or line, the point, or New York system;
but of the four I consider Dr. Moon's by far the easiest,
as it took vie only aboiit thirty minutes to master it." He
continues in substance: "It seems to me that any one
should be able to learn it, no matter how hard he may have
worked in former years. The characters are very easily
traced, whilst those of the line are very difficult. My ob-
jection to the point system is the fact that it benumbs my
fingers. I consider myself capable of judging, as I had
reached the age of manhood before I lost my sight. ... I
then went to the Iowa College for the Blind, where I
learned to read the old system, which required a long
time; and up to this time I am unable to read it as well
as I do the Moon system." These are extracts from two
alone of many similar letters that Mr. Rhoads is con-
stantly receiving. In Dr. Moon's "Light for the Blind"
he gives hundreds of instances of persons learning to read
his system under most serious disadvantages, and among
these readers are many who learned between the ages of
sixty and ninety years.
From the Philadelphia Times, August 14, 1882 (a few
weeks after the starting of the Lending Library here), I
extract the following: "According to the Census of 1880
there are over 60,000 blind in the United States. The
number in Pennsylvania is 3,907, of whom 968 are resi-
dents of this city. Of the latter number there are but 292
in the several institutions, the rest living in privacy. To
reach these is the object of the founders of the library,
which will open with 1,000 volumes." The teachers in this
city found, so the same article goes on to say, that a large
majority of the blind at home are fifty years of age. The
number between sixty and seventy years old "exceeds that
READING FOR THE ADULT BLIND 141
of all other decades." Then, too, some even over ninety
years, as long as they are in possession of all their facul-
ties, learn by this system as readily almost as the younger
class.
Last year there came to the Philadelphia Institution a
telegraph operator, fifty-two years old, who had just become
blind. He was the blindest of blind men. His misfortune
had completely unfitted him for anything. He could not
learn to read in school. He could not learn music or
broom-making or any shop-work. Some one had to lead
him from his room to prayers and to the dining-room. He
was here three or four months, and was finally discharged
as incapable of deriving any benefit whatever from the
school ; and yet he was found one day, to the surprise of
every one, to read Moon for pleasure.
Finally, to convince myself, I took the Moon alphabet,
and, after a few minutes spent in learning it by sight, sat
down to read with my fingers. I found that in half an
hour I could read very fairly, though I had never before
read by the sense of touch. If any of the readers of this
article are still unpersuaded, I ask simply that they will
try for themselves, as I did.
The catalogue of books in the Free Circulating Library
for Adult Blind is as follows : the entire Bible, a large
number of single chapters and Psalms, fifty-four volumes
of religious works, sixty-seven of biography, fifty of poetry,
forty-nine of history, thirty-nine of educational works, six-
teen of scientific works, and fifty-seven of tales and anec-
dotes. Every book contains an alphabet sheet.
Blind persons can have free use of this library. The
book selected will be mailed to any part of the world, to be
read and exchanged for another. Persons selecting books
are expected to pay postage, but the Association will pay
the outgoing postage if the borrower is unable to do so.
Those who desire to own some portion of the Scriptures, but
cannot pay for them, will be supplied without charge by the
Bible Society; and Mr. John P. Rhoads, 701 Walnut
142
THE MENTOR
Street, Philadelphia, Pa., will gladly furnish catalogues
and answer any inquiries addressed to him.
Katharine G. Allen. _
Philadelphia, Pa.
TYPE-WRITING AS A VOCATION FOR THE
BLIND.
The substitution of machine work for hand work in
recent years, while seeming to close some avenues of in-
dustry to the blind, has thrown others invitingly open.
This is pre-eminently true of type-writing. No one now
doubts that the blind can make profitable use of the type-
writer, but that they can make it the means of gaining a
livelihood is not so universally recognized. I know of no
blind person who gets his living wholly by type-writing;
but I know of several who have done so in part, while fol-
lowing other vocations, and have given a good degree of
satisfaction. Opportunities to do type-writing would be
offered to blind people oftener if the standard of excel-
lence among them were higher; but a specimen of work or
a private letter of which the best that can be said is, " I
guess he can make it out," has frequently lowered the
estimate put by the seeing upon the ability of the blind
to do this work. Perfect work, needing no correction or
erasure, is the goal that should be striven for. I do not
say that it can be reached in every case, but it can be in
nearly every one. The keyboard of a piano is much less
convenient than that of a type-writer; and yet musicians
memorize and play correctly scores of difficult composi-
tions, notwithstanding the requirements of rhythm and
expression. Surely, much less practice will enable one to
write correctly from dictation.
The would-be operator should select a machine that he
can easily manage, and should make himself familiar with
its mechanism, so that, in case it gets out of order, as it is
TYPE-WRITING FOR THE BLIXD
H3
sure to do, he will not be wholly dependent upon others.
The keyboard should be compact, or it should be marked
off in such a way that the operator may strike with cer-
tainty any desired key. Even with a keyboard so compact
as that of the Remington, it has been found helpful to have
the two middle keys in each row of ten raised slightly
above the rest. A systematic method of fingering should
be adopted from the first. Beginners can hardly do better
than to adopt the rules laid down in " Practical Type-
writing." It may frequently be found necessary to brush
up in spelling, punctuation, capitalization, etc.
In employing a dictator, it will be poor economy to choose
one deficient in education or intelligence.
The difficulty that appears most formidable is that
which presents itself to the blind in every calling, — that
of obtaining work. The blind operator cannot use short-
hand, and the market for his labor is thereby considerably
narrowed. But there are occasional public speakers who
prefer to read their speeches from print, lawyers whose
practice does not require them to employ an operator per-
manently, and many other classes of employers whose copy-
ing is generally done from manuscript.
A large proportion of the blind lose their sight after
school age. Most of these, it may be supposed, have a good
knowledge of English as it appears in print. It frequently
happens that the services of a dictator can be obtained
without going outside the family. To such type-writing
would seem a promising field.
In devoting time and effort to this branch in our schools,
it is well to bear in mind that in the work of education
some sort of mechanical appliances for writing must be
used, and that, whatever may be the future vocation of the
pupil, the knowledge and skill acquired in practice with
the type-writer will be worth all they cost.
E. H. Fowler.
Worcester, Mass.
!44 THE MENTOR
NEVER GET IN DEBT.
Old Joe was as much a part of the institution as one of
the pillars of the dear old west veranda where we girls used
to promenade with our arms encircling each other's waists,
confiding to one another our trials and difficulties, discuss-
ing the events of our school life, or talking with glowing
cheeks of our plans and aspirations for the future; for we,
had hopeful hearts and high aspirations in those days.
Visitors, who sometimes attended our society meetings to
listen to our debates, essays, and other literary exercises,
used to smile to hear us, some of us little more than chil-
dren, discoursing so gravely of the battle of life. It is a
pleasant thought, the recollection of a group of little girls,
heads brown and black, golden and flaxen, sitting in the
old rockaway in the rosy sunset light, — for the sunset
hour was our favorite time for recreation, — sometimes
merry, sometimes grave, talking of the great world, and
the mighty problems of life and love and destiny, each year
finding us a little more earnest, a little less merry, but
always full of bright hope and dauntless resolution.
But I have forgotten old Joe, having lost myself in the
pleasant mazes of reverie. To return, then, from this
digression : Old Joe was as much one of the fixtures as the
old bell whose silver tongue called to us so often and so
sweetly, though not always in welcome tones, during our
school-days.
If I am not mistaken, Joe was one of the first to claim
the advantages of the Iowa Institution, when it was in its
infancy. When the institution was removed from Iowa
City to Vinton, Joe was carried along, I believe, like a
stone transferred from one wall to another. Some better
historian than I may question the accuracy of my state-
ment; but, at any rate, when I and my associates came to
the institution, old Joe, the little, bent, brown, wrinkled
old man, had become a tradition, not dead like most tradi-
NEVER GET IN DEBT 1 45
tions, but living, — and a well-defined personality he was,
too.
I think it must have soon become apparent to his instruc-
tors that Joe would never distinguish himself in any line
of art, science, or literature. I do not know at just what
period of his career it was decided that old Joe had im-
bibed all the learning that he was capable of absorb-
ing. Neither do I know what were the peculiar circum-
stances which induced the authorities of the institution to
employ him as wood-carrier, potato-peeler, slop-emptier,
and general assistant of the kitchen girls. It was not mere
charity ; for Joe was a man of some property, probably in-
herited. Like many another whose hands have been en-
gaged in humble tasks, Joe was a philosopher; and, like
many another sage, he was fond of expounding his philoso-
phy to others. He would sometimes grow very eloquent,
and soar into the hazy heights of rhetoric and poetry, so
that the sense of the discourse was usually quite obscured
by the misty metaphors. Often, when some performer on
our society programme failed us, or the programme prom-
ised to be dull, the entertainment committee would invite
Joe to make a speech, which invitation was always accepted
with avidity. He needed no time for preparation. The
words flowed from his tongue in an unfaltering stream, with-
out effort and without forethought, — words, words, words!
I regret that no record was ever made of any of these ora-
tions, for they were so quaint, and the orator nothing short
of some of Charles Dickens's best-wrought characters.
Yet I doubt not, if they were read detached from the
personality of the speaker, his high, cracked voice with
its peculiar lisp, the grotesque, dried-up little figure, the
ludicrous gestures, and all the aroma of individuality which
surrounds such a character, they would lose much of their
charm, like flowers detached from their perfume. I can-
not recall even a few fragmentary sayings of our philoso-
pher, but very vivid in my memory is the occasion of his
last speech of the year previous to my own graduation.
146
THE MENTOR
Commencement in our school was always a very impor-
tant and solemn occasion; and the preparations for it were
carried forward with great gravity by all concerned, and
with a good deal of sadness by the graduates themselves and
their most intimate friends. We called it, with a kind of
pathetic humor, the "funeral"; and the commencement
dresses "shrouds."
The commencement of the class preceding my own was
approaching. Two of my room-mates and most intimate
friends were numbered among the graduates. " Our crowd,"
as we called it, were plunged in mourning. A friendship
of years was about to receive the shock of an indefinite
separation. We would sit together for hours in the still
evenings and on Sundays, holding each other's hands like
lovers, and talking very low and earnestly, sometimes in-
dulging in a few girlish tears, vowing that neither time nor
change, nor principalities nor powers, should ever diminish
our friendship. We would love one another with unfailing
constancy, and write to one another with unremitting regu-
larity. Alas for those vows!
It was in the midst of such circumstances and emotions
as these that the graduates received word that old Joe
desired to address them. It would never do to wound Joe's
feelings by a refusal to give him audience. So it was that
the graduates and their most intimate friends assembled in
the chapel to listen to the farewell admonitions of the
little old philosopher. This was his theme, "Never get
in debt." On this occasion Joe was severely practical and
prosaic. He gave his text no spiritual interpretation, but
the discourse throughout was strictly what the text indi-
cated it would be. He told the graduates that they were
now going out into the world to begin the battle of life,
and that the all-important thing to be remembered was
"never to get in debt." The most fatal mistake they could
make was to get in debt. The secret of success was to
keep out of debt. Notwithstanding the sadness of the
occasion, we could not repress some mirth as we listened
NEVER GET IN DEBT
147
to this solemn admonition delivered in a tone and manner
as impressive as if it were indeed a funeral oration, with
solemn reiterations of the text on which few changes were
rung.
It was recalling this farewell address of old Joe's that
suggested to me that a more spiritual interpretation might
be given to these words, "Never get in debt."
Let us avoid being in debt to humanity. When we are
compelled, as we all often are, to accept acts of kindness
from our fellow-men, let us teach ourselves to think that
we have borrowed from the World's Mutual Exchange
Bank; that we are indebted, not to any individual, but to
the World's Bank, and at this bank we must discharge the
debt. Too often, when we are obliged by force of circum-
stances to receive a kindly act, we regard ourselves as in
the debt of the individual from whom it comes, and give
him a mortgage on our independence, which becomes an
oppression and a humiliation, and robs us of our self-
respect. Whenever we do an act of kindness, we have pur-
chased a share, and have thereby become a stockholder in
the World's Bank; and we ought not to ask or desire any
return from the individual benefited, except our dividend
as a stockholder in the World's Bank, that he hold him-
self in readiness to do a like kindness to any one else in
like need. In like manner, when we are the recipients of
favors, we should not feel under any special obligation to
the bestower. A gracious, appreciative manner, with a
simple "thank you," by way of receipt, is the only personal
return we should feel bound to make. I say bound to
make, because it is often sweet and pleasant to be helpful
to those who have helped us. We should feel boimd only
to do what we can for any member of the human family
who may need our aid. In politics, in society, in private
intercourse, many an individual has allowed himself to
become virtually the slave of another, simply by becoming
the recipient of favors. Many an individual has acted con-
trary to his conscience, his reason, and his judgment, pass-
148
THE MENTOR
ing by those who really need his favors, to bestow them
on one who does not need them, in order to repay a so-
called "debt of kindness."
I fear that I have not made my meaning perfectly clear,
but I believe that most of my readers will interpret me
rightly. This is the gist, then, of what I have been
trying to say. Do not let people assume arrogant and
patronizing airs toward you, because it has been nec-
essary for you to accept acts of kindness at their hands.
Preserve your independence, no matter what benefits you
are compelled to receive. Only resolve to pay the debt,
sometime, somehow, at the World's Mutual Exchange
Bank. I am not counselling ingratitude: that is a graver
fault ; but a courteous, appreciative manner, with a gentle
"thank you," ought to satisfy any person acting from right
motives. Those who are not thus satisfied are not acting
from motives of kindness and sincerity. They are seeking
to acquire a reputation for philanthropy at your expense,
or, worse still, they are endeavoring to secure a mortgage
on your independence, in order that they may exact hard
and usurious interest from you.
"Sweet is the help of those whom we have helped," says
Mrs. Browning; and this is often true, but the help of one
whom we have helped becomes an oppression and a degra-
dation to him who gives it, and should have no sweetness
for us who receive it, if he gives it because we have bound
him, and not because his judgment and conscience direct
him to give it.
L. B. F.
Chicago, III.
THOROUGH PREPARATION NECESSARY
149
THOROUGH PREPARATION NECESSARY FOR
SUCCESS.
It is cause for much congratulation that the fields in
which blind people may find useful and profitable employ-
ment are broadening so rapidly year by year. Not so very
long ago to be blind was to be an object of charity. To
live, one must either beg or be supported by friends. In
the early part of this century, through the efforts of a few
noble men and women (among whom was Dr. Howe), a
wonderful change was wrought. Through their efforts a
way was opened by which blind people might enter fields of
usefulness, and that, of course, meant to them a great in-
crease of happiness. As a matter of course, the fields
which were at first made available were very few. If one
would enter a professional life, he must become a teacher
of music or a tuner of instruments ; or, if he sought a busi-
ness career, almost the only things open to him were the
seating of chairs, making mats, mattresses, etc.
Within the past few years all this has been changed ; and
it is now held, both by blind people and their friends, that
there is a large number of professions and employments
which they may enter successfully, and the good work
which The Mentor is doing will cause this to be understood
far more widely than it has formerly been. For the blind
children who are now in school there are grand possibili-.
ties, of which their predecessors knew but little; and my
appeal is to them, and to those who instruct them. Do
not rush unhesitatingly into this profession or that, or into
this business or that. Study well to know for what you
are especially fitted, and then strive with all your might to
fit yourself most thoroughly for the work which you pro-
pose to undertake. Would you become an author? Re-
member that you will be overshadowed by those already in
the field unless you can take your place among the very
best. Have you a taste for a business career? Success
I50 THE MENTOR
can only be achieved by a thorough knowledge of that busi-
ness. I am well aware that there is a great deal to be
learned after one has entered actively upon his life-work,
but from earliest school-days until success has been se-
cured leave no stone unturned which will help toward the
result for which you are striving. It has been said, over
and over again, that we ask not charity, but only a fair
chance to compete with our seeing companions. If this is
strictly true, as it surely is with all high-minded men and
women, we can only hope for success by fitting ourselves
thoroughly for it. Then let not the fact that a much
larger number of opportunities are open to us ever tempt
us to do poor work, with the thought that, if we succeed
not in this, we may turn to that ; but let our resolve be
that, whatever we undertake to do, we will do so thoroughly
and so well that success of the very highest order must
come.
H. A. Hall.
Rutland, Vt.
THE TUNING OF PIANOS.
[ Translated from " Le Valentin J/auj/."]
Monsieur Le Directeur, — Permit me, through the
Valentin Haiiy, to call the attention of the friends of the
blind to a serious danger.
It is often stated, and with reason, that "the tuning of
pianos is an excellent vocation for a blind person." Con-
sequently, some institutions, whose pupils have had diffi-
culty in earning a livelihood by manual labor, have
decided to fit them for tuners. Accordingly, they have
devoted one of their old pianos to this purpose, and have
engaged a tuner of the neighborhood to come, from time to
time, to give lessons to a portion of the pupils. But what
are occasional lessons, with only a single old piano, in
THE TUNING OF PIANOS
151
educating a tuner? and how can a blind pupil, taught in
this way, really be able to gain a living?
It is pernicious from two points of view: first, because
these blind persons give to the public (which does not fail
to judge from these deplorable specimens) a false idea of
those blind tuners who are really competent; and also be-
cause it encourages a delusion in these unfortunate pupils,
who think they have gained a lucrative occupation, when
they have nothing. The teaching of tuning demands more
than this; and we should take care that, while working
with good intentions, we do not bring to the blind more in-
jury than benefit.
A Subscriber.
A FELLOW-FEELING.
He had been standing for hours upon the east side of the
Bowery, near Houston Street.
In his hand he held a tin cup, and from his neck was sus-
pended a sign which bore the simple legend : —
I am Blind and Dumb.
In the crowd which swept by, many glanced curiously at
the beggar; but the chink of the charitable copper in the
little tin cup failed to follow.
Sturdily stumping his way along, came a rosy-cheeked man
with a crutch and a wooden leg, who carried in the rim of
his hat a small placard, which read as follows : —
Please Help
The Only American Survivor
of the Charge of the Lite Brigaid.
A more arrant swindle never deceived the public. But
he had been successful, and the result of his day's begging
had lined his pockets well. He saw the blind mute, paused,
and, drawing out several bits of silver, dropped them in the
cup. The blind man smiled, and mumbled his thanks. The
gentleman with the wooden leg blushed violently, and hob-
bled rapidly away. — New York Commercial Advertiser.
AT HOME AND ABROAD.
CALIFORNIA.
The California Institution for the Deaf and Dumb and
the Blind recently gave its first public concert in the hall of the
institution. A thousand invitations were issued, and the novelty
of the occasion brought a newspaper reporter to the scene in
advance. The result was a lengthy account in the San Francisco
Chronicle, describing the method of teaching music in this school.
The New York musical notation is used ; and the pupils write their
music from dictation, if the selections required for study are not
already in print. Mr. Fleissner, the professor of music here, con-
siders it easier to teach the blind instrumental than vocal music,
because here the sense of touch can be more helpful to the student
than in his singing lessons. A sighted pupil is often required to
practise singing before a mirror, in order to study the proper posi-
tion of the features and to correct grimacing. A blind pupil cannot
have this assistance. Nevertheless, he can succeed in achieving
the same results, though it must be at the cost of greater effort.
ENGLAND.
Worcester. — Rev. Charles E. Medhurst, M.A., has written an
account of the life and work of the Rev. Samuel Strong Forster,
M.A., late head master of the College for the Blind Sons of Gen-
tlemen, whose death in 189 1 is a grave loss to the institution, to
which he had given nineteen years of his life, and whose success
has been mainly due to his self-sacrificing efforts in its behalf.
As a master, he truly sought to draw out the faculties, and
strengthen by feeding them. Nor did he believe in the education
of the mind alone. He appreciated the importance of physical
exercise, — bathing, rowing, walking, gymnastics, — and drill was
an essential feature in his plan of educating blind boys. Public
speaking he considered another essential, and debating societies
and declamations were helpful adjuncts to the course of instruc-
tion. The Gardner bequest for the benefit of the blind gave a
AT HOME AND ABROAD 1 53
fresh impetus to Mr. Forster's long-felt desire to establish the
college on a firm basis. A fund of £6,000 was all that was asked
for the accomplishment of this plan. With the gift of ,£1,000
from the Gardner trustees and £500 from the Cloth workers' Com-
pany the fund was started, and by Mr. Forster's unremitting labor
was carried so far toward completion that it is a painful regret to
his friends that he was not permitted to see the full fruition of his
efforts ; for, of the modest sum which he attempted to raise, £1,800
is still lacking. This college has educated twenty-two blind pupils,
and five sighted boys have studied here, making a total of twenty-
seven which it has prepared for professions at the universities and
sent out to useful walks of life. Mr. Forster's first efforts in sup-
plying embossed foreign classics was made in 1871, when he
adapted the Roman letter to the French language ; but, when he
attempted to apply it to the Greek alphabet with its double letters,
elisions, and accents, he found it totally inadequate for the tangi-
ble expression of all these difficulties. In consultation with some
of his older pupils, the Braille system was adapted to this language,
and holds its place as the fit mode of expressing the Greek letter.
It was Mr. Forster's intention to found a National Press for the
publication of embossed literature, and to seek aid from the gov-
ernment through the Education Department, his intention being
to print in the Roman, Braille, and Moon systems. He was ever
an earnest advocate of the higher education of the blind. "Give
them the opportunity and the means, and they can do anything,"
he was wont to say ; and his success with boys led him to hope
that a similar school for girls might be established.
In the peaceful churchyard of Cowleigh he was laid to rest, and
in grateful memory of his unobtrusive labors others will continue
the work which he has begun.
West Brighton. — The Braille Book Society (3 Victoria Man-
sions, Grand Avenue) is established for the double purpose of
purchasing books copied by the blind and bestowing them upon
libraries and institutions for the blind. Members are asked to give
subscriptions varying from one shilling to a pound, and these sums
pay for translating the books into Braille. Selections for these
books are made from a large number of popular magazines, Eng-
lish and American.
154
THE MENTOR
FRANCE.
The Valentin Hauy for February announces a musical competi-
tion under the auspices of the Valentin Hauy Association, for the
purpose of diffusing a knowledge of the best works of blind com-
posers. A' benevolent typhlophile has given ioo francs to this
association to publish a musical work selected by competitive ex-
amination. The association will own the first edition, and its
profits will be devoted to the publication of another composition ;
and so the work will be continued. The selection (which must be
of only medium difficulty) may be for piano only, or it may be for
singing, with piano or harmonium accompaniment ; the manu-
script, correctly written in ink, should not exceed five pages ; the
author will receive ten copies of his work.
IOWA.
Iowa College for the Blind. — Mr. McCune, in his last
biennial report, has given a sketch of the origin and development
of the education of the blind, preliminary to the question, Why
should the blind be educated 7 That it is to prepare the young for
earning a livelihood he believes to be neither the direct nor indirect
object of our educational system, but rather to perform a duty of
society to raise continually the standard of civilization • and every
intelligent member of society has a right to "demand that provi-
sion be made for his mental and moral needs." Mr. McCune con-
siders that the best solution of the problem involved in the " higher
education of the blind "• consists in the establishment of endow-
ment funds for the support of blind students in colleges for the
seeing. While general education in schools for the blind has
been expanding in the last twenty-five years, technical training has
been contracting in like proportion ; and existing business methods
will always forbid the blind and seeing from working promiscuously
together, save in exceptional cases. While he believes that there
is almost nothing that the blind may not learn to do well, — such as
working in wood or metal, type-writing, telegraphy, etc., — except
as educational forces, such accomplishments are of little value ; and,
just in proportion as intellectual training is given, the field of em-
ployment for the blind enlarges.
The aim of the college is to make the blind useful members of
society, and this is pursued along two general lines : —
i. Co-education of the blind and seeing.
AT HOME AND ABROAD
155
2. The adoption of the methods and the courses of study used
in the public schools of the State.
KENTUCKY.
The report of the Kentucky Institution for the Blind for
the year ending Oct. 31, 1891, contains a brief sketch of the
history of that school, which was opened May 9, 1842, with 5
pupils, and last year had an enrolment of 121, of whom 25 be-
longed to the colored department. The land held by the State
for the use of the blind forms a park of twenty-five acres, upon
which are four buildings which have cost $110,000. They are the
American Printing House for the Blind ; two buildings for institu-
tion purposes, one of which is devoted to boarding and educating
white children, and the other to the colored ; and a small structure
used as workshop and stable. The annual cost of maintaining the
school is rated at about $20,000.
MARYLAND.
The twenty-ninth report of the Maryland School for the
Blind is made for the year ending June 30, 189 1. In 1868 the
State made an appropriation of $15,000 per annum for the educa-
tion of its blind children. There were then only 38 children in
the school. The number has now reached 86 ; and, though some are
paying pupils from other States, there has been an average attend-
ance of 65 Maryland pupils, while the allowance only pays for
50. An increase of the appropriation to $21,000 per annum is there-
fore asked. Mr. Morrison briefly and forcibly speaks of the value,
the necessity, of education to the blind ; and, since they enter upon
the struggle for existence " with the odds so fearfully against
them," he evidently thinks that the great cost of their education
should not count to its hindrance in the slightest degree, — a senti-
ment which we think all experienced educators will cordially in-
dorse.
The School for the Colored Blind and the Deaf is under
the care of the same superintendent, but is located quite apart
from the main school. It numbers 21 blind and 20 deaf pupils.
The literary work is similar to that in the common schools, and
the usual trades are taught in the industrial department. As an
incentive to industry and economy, the pupils are allowed the
profits on the custom work which is done in the shop. A school
savings-bank has been opened. Each pupil who makes a deposit is
I56 THE MENTOR
furnished with a book in which the sum is entered, and the
principal keeps the bank account. Thus the pupils are encouraged
to save their earnings, and most of the withdrawals have been for
the purchase of clothing.
MICHIGAN.
School for the Blind, Lansing. — A large and appreciative
audience assembled in the school chapel on the evening of March
3, to listen to an entertainment given by our pupils. The literary
and musical departments had prepared an elaborate programme,
and the proformers entered into the spirit of the occasion with
considerable zeal. Their efforts were appreciated, and were re-
warded by a flattering notice in the next day's issue of the State
Republican.
On Friday evening, March n, under the direction of Miss M. E.
Costello, they gave another micsicale at the Franklin Street Presby-
terian Church, under the auspices of the Ladies' Literary Club of
North Lansing, the object being to raise money for the support
of the Industrial Aid Society of Lansing. The church was well
filled, and the audience appreciative.
OHIO.
Columbus, February 26. — In response to the invitation issued
by Dr. Fricker, superintendent of the Institute for the Blind, for a
special entertainment last evening for the State officials and the
members of the General Assembly, the chapel of the institution was
filled with these gentlemen, with their wives and friends. The
platform was decorated with pots of blossoming lilies and hot-
house plants. After a grand rendition of the "Thousand and One
Nights " by the orchestra, which was applauded so enthusiastically
as to compel a second selection, Dr. Fricker announced the exer-
cises would not be so much in the order of an entertainment as an
illustration of the school work. An exercise was given by one of the
pupils in charge of seven different teachers. There was a recita-
tion in reading, geography, arithmetic, history, physics, besides
kindergarten exercises and exercises in calisthenics.
The pupils acquitted themselves in a manner that did credit to
their teaching and caused Dr. Fricker to glow with pardonable
pride. The programme was interspersed with music, vocal and in-
strumental. Each number was worthy of special mention. The
closest attention was given each exercise, and a number of encores
AT HOME AND ABROAD
157
were responded to. Governor McKinley was present ; and at the
close of the programme Superintendent Fricker thanked him and the
members of the General Assembly for their presence, and stated he
was anxious it should be known just what use was made of the ap-
propriations for the Institution for the Blind. — State Journal.
PENNSYLVANIA.
Philadelphia. Drexel Institute Organ Recital. — It is
to the credit of the fine audience that assembled in the audito-
rium of the Drexel Institute that they grew enthusiastic over the
performance of David D. Wood, who rendered a master pro-
gramme in a masterly way. Mr. Wood needs no introduction to
musical Philadelphians. His reputation as an organist of the
highest class is strengthened each time the artist appears before
the public as a soloist. . . .
Bach's music finds no better interpreter in Philadelphia, not to
speak of musical centres like New York and Boston, than Mr.
Wood. His playing of the splendid fugue in B minor was worthy
the writing. In the larghetto from Mozart's clarinet quintet,
opus 108, Mr. Wood displayed the advantage to which abso-
lute music can be heard on a grand organ interpreted by an
artist. The melody was beautifully sung, with its graceful trills
and turns, and the accompaniment in the bass subjected to the air
in true musicianly style.
Guilmant, probably the most famous of the Old World's organ-
ists, and a composer of modern music of the most pronounced
type, occupied the third number of the programme. The selection
was the scherzo in F, from opus 16. It abounds in a wealth of
melody in thirds, rich in character, which leave upon the thought
a delightful impression. This work also afforded the organist an
opportunity to display the excellence of the organ as adapted to
staccato work.
The sixth sonata of Mendelssohn was the finest number on the
programme. Mr. Wood played but two movements, the chorale,
with variations, and the andante, omitting the fugue. It is a great
work, and is written in Mendelssohn's finest style. Ponderous
effects and grand chords are its features, and the organ in such
capable hands showed magnificent power in the work. Haydn's
symphony in D was drawn upon, the andante being played. In
this number Mr. Wood was also heard to an advantage, as indeed
he was in all his selections. He turned the organ into an orches-
158
THE MENTOR
tra by playing the overture to " Semiramide," one of the most Italian
of Italian works. Mr. Wood supplemented the slender threads of
silver melody with fine accompaniment, and rendered the familiar
work which we are accustomed to hear at all Patti farewell con-
certs, to the evident satisfaction of his audience. — Philadelphia
Public Ledger, February 16.
Western Pennsylvania Institution for the Blind. — Plans
for the new building for this school have recently been completed
and approved, and the work of construction will be prosecuted
rapidly, so as to insure its completion within a year, if that be
practicable ; for, although good work is being accomplished in the
present limited quarters, applicants for admission must now be
refused for want of room.
The Pittsburg Co?nmercial Gazette gives a description of the
magnificent building projected, at an estimated cost of somewhat
over $100,000. It is to be built of brick and stone, and in its
exterior suggests the Carnegie Library. It will be erected on that
splendid site of five acres of land presented by Mrs. Schenley, of
London, and will have a frontage of 200 feet and a depth of 170
feet. Massive stone steps lead to the main entrance, which is
sufficiently elevated to admit a half-story basement. Broad ve-
randas (12 feet in width) extend down the building on either side,
on a level with the first floor and accessible from its halls. These
halls leave a central square, 65 x 40 feet, which will be used as a
dining-room. On one side of the main entrance are a large recep-
tion-room and business offices, while on the other side are double
parlors. Extending back, but separated from these rooms by halls,
is a series of recitation-rooms. Behind the dining-room are the
kitchens and their accessories, from which stairs ascend to the
domestics' dining-hall and to their sleeping-rooms. This wing
forms a home of its own, devoted exclusively to the use of the
servants ; and in the upper stories it is shut off from the main build-
ing. On the second floor the apartments on the front will be
used by the superintendent and teachers, and the rooms on either
side extending toward the rear will serve as music-rooms and for
industrial work for girls. The central space over the dining-room
becomes a chapel, which will be furnished with a pipe-organ. The
third floor is appropriated to dormitories, the space being evenly
divided between boys and girls. Staircases lead directly to the
chapel, whither the children will repair the first thing in the morn-
ing and the last at night. The basement, which is nearly two-
EDITORIAL NOTES
159
thirds above ground, will be fitted up with workshops for boys and
a gymnasium.
EDITORIAL NOTES.
Many of our readers will rejoice with us at the success of Miss
Almeda C. Adams. It will be remembered that in November last
was mentioned her brave effort to earn the means to fit herself for
the profession of music by obtaining 1,000 subscribers for the
Ladies'1 Home Journal before Jan. 1, 1892. For this she was to
receive one year's tuition at the New England Conservatory of
Music. She visited the large cities of Ohio, and was indefatigable
in her efforts to win the prize, which meant to her not only a year
of profitable study, but ability to labor for the support of those who
have hitherto toiled for her. Some of the Ohio journals seconded
her efforts. Early in December, although the results were en-
couraging, she was far from reaching the required number. How
great, then, were her surprise and gratitude when, in the last three
weeks of that month, subscriptions poured in so rapidly that by
January 1 she had 2,100 names! For this she is to receive two
years at the Conservatory instead of one ; and she now proposes
to enter at the beginning of the next year, in September. Mean-
while she is earning the necessary outfit, including travelling ex-
penses and the cost of a music-reader. In a letter to the Cleve-
land Leader she expresses her gratitude to those who aided her in
that city, closing as follows: "To each of you personally let me
say that through all coming years I shall hold you in grateful
remembrance, striving in some humble measure to render to other
lives the kindness which you have shown to me, that, thus multi-
plied, it may bring forth fruit perchance an hundred-fold."
The American Association of Instructors of the Blind has
accepted the cordial invitation of Mr. A. H. Dymond, principal of
the Ontario Institution for the Blind ; and the next biennial conven-
tion will meet at Brantford, on the 5th, 6th, and 7th of July next.
i6q THE MENTOR
A working model of the point-writer invented by William M.
Smith, of St. John, N.B., has been received at this office. It is
constructed for writing Braille, is provided with six keys and a
spacer, prints upward, and the writing can be read without remov-
ing the paper. It is twenty-one inches in length by four inches in
width. The keys are at one end, and a whole character is made at
a single stroke. The spacing for letters and for lines is automatic.
It can be adjusted for writing on one side of the sheet only or for
interlining. It is safe to say that the ideas worked out in this
machine are entirely original with the inventor, and we understand
that the model was constructed entirely by him. Its workmanship
is creditable to any mechanic ; and, as the production of one who is
entirely blind, it is a greater triumph of inventive genius and
mechanical skill.
We venture a suggestion in regard to the location of the keys.
Instead of bunching them together at one end, we would bring
them to the front and place them in one horizontal row, thus en-
abling the writer to use both hands freely and to better advantage
than with the present arrangement. We bespeak for Mr. Smith
the success he so well deserves.
# * #
We extend our cordial thanks to those of our subscribers who
promptly renewed their subscriptions at the beginning of the year,
accompanying their remittances with generous and encouraging
words. Will the few who are in arrears, remembering that our
terms require payment in advance, kindly remit at an early day?
WANTED — A home and a position to teach a blind child.
The applicant is a recent graduate of the Pennsylvania Insti-
tution for the Blind, and has had experience in teaching. She is
an exceptional young woman, exceptionally well qualified to teach
and be a companion.
For further particulars address Edward E. Allen, Principal of
the Pennsylvania Institution for the Blind, Philadelphia.
March 10, 1892.
SANTA LUCIA.
A high-class magazine in Braille type, price 2s. monthly. Edited,
published, and embossed by Janet Hodgkin, Mariaeella Eliot
Hodgkin, Elizabeth Howard Hodgkin, Childwall, Richmond-
on-Thames, England.
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MATTRESSES, FEATHER BEDS, ENTRY MATS, ETC.
Made by the Blind. Sold Wholesale and Retail.
Also Chairs Cane-seated, Sofas and Parlor Chairs Re-upholstered. Old Mat-
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A strong endorsement of the efficiency of these tuners appears in the testimonials
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Orders addressed to Tuning Department, Perkins Institute for the Blind,
South Boston, will receive prompt attention.
The
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