SECOND BI-ENNIAL
REPORT
OF THE
TRUSTEES AND PRINCIPAL
OF THE
TENNESSEE INSTITUTION
FOR THE
INSTRUCTION OF THE BLIND,
TO THE
\
GENERAL ASSEMBLY.
NOVEMBER 1,1847.
NASHVILLE, TENN:
B. R. m'KENNIE, PRINTER, WHIG AND POLITICIAN OFFICE.
1847.
REPORT.
To the Honorable Legislature of Tennessee, now in Session:
The Trustees of the Institution for the Instruction of the Blind,
established in this city, would hereby inform your honorable body,
that since their last Report to a preceding Legislature, they have, in
consequenee of the resignation of its former Principal, Mr. Wm.
H. Churchman, been compelled to appoint a successor in his place.
Their choice has fallen on Mr. E. W. Whelan, a gentleman, in their
estimation, fully equal to his predecessor in his general qualifications,
and in many respects far better suited to the station to which we
have assigned him.
Accompanying this Report of your Trustees, they would submit
to your respectful attention, the biennial Report of Mr. Whelan—
from which you will learn not only his general views of the Institu¬
tion, from the time be became acquainted with it, the manner in
which he has conducted it, together with its present condition and
prospects, but also his opinions respecting its present wants. His
whole Report will especially commend itself to your most favorable
consideration, as having been entirely dictated by one, deprived him¬
self almost entirely of vision, and as being wholly indebted for its
penmanship to the skill of a young amanuensis.
It gives much pleasure to remark, that, under the wise and judicious
supervision of Mr. Whelan, the Institution is happily regulated in all
its present system of advancement, and bids fair to accomplish, under
your fostering kindness, all the great benevolent designs of its first
establishment.
In our own mutual exertions to answer the just expectations of
our appointment, we have had but one mind: nor has that mind, at
any period since our appointment, been otherwise affected, than by a
constant desire, not only to meet the confidence reposed in us, but to
make the best possible use of the funds entrusted to our control.
4
In common with our gratitude for the harmony which has prevailed
in our counsels, and in our endeavors, we should do violence to our
own sense of propriety, to say nothing of the claims of justice, if we
did not specially and gratefully refer to the Lady Managers associated
with us, for the efficient aid which they have given to the objects of
our selection. For their appropriate efforts—their prudent oveisight
of the domestic affairs of the Iustitution—their obliging co-opera¬
tions—and their unwearied and affectionate assiduities in their own
important sphere of action—we would hereby express our most hear¬
ty acknowledgments.
Suffer us, in conclusion, to call your marked attention to a few par¬
ticulars respecting this Institution for the Blind.
The first is, that a large majority of the Blind are found among the
poorer classes of society, and are therefore necessarily unable to pay
for their own education and support.
The second is, that their education is much more expensive than
that of the seeing, as will be seen in the argument of our Principal
touching this point in his Report.
Our third particular remark to you is, that the stability and pros¬
perity of our Tennessee Institution for the Blind, most emphatically
demand the purchase of ground, on which suitable buildings should
be erected as soon as practicable, for the accommodation of all the
Blind in our State, who can be induced to enter them, and who are
capable of being taught.
Our fourth suggestion is, the importance of uniting the States
around us in our enterprise, in order to accomplish its permanent es¬
tablishment.
And, lastly, we would intimate, that our Board, instead of consist¬
ing, as at present, of four clerical members, would, in our judgment,
be more useful should it be made to consist of seven individuals, three
of whom, at least, should be men of secular employments.
All which is respectfully submitted, by order of the Board.
J. T. EDGAR, Chairman.
November 1st, 1847.
OFFICERS OF THE INSTITUTION.
TRUSTEES.
Rev. J. T. EDGAR, D. D.
Rev. R. B. C. HOWELL, D. D.
Rev. J. T. WHEAT, D. D.
Rev. A. L. P. GREEN, D. D.
LADY MANAGERS.
Mrs. JOHN BELL;
Mrs. MATTHEW WATSON;
Mrs. JOSEPH H. MARSHALL;
Mrs. WILLIAM H. MORGAN;
ATTENDING PHYSICIANS.
Dr. R. MARTIN;
Dr. R. C. K. MARTIN;
Dr. W. A. CHEATHAM.
DENTISTS.
Dr. L. T. GUNN;
Dr. T. B. HAMLIN.
PRINCIPAL.
E. W. WHELAN.
ASSISTANT TEACHER.
J. RAMSEY.
PROFESSOR OF MUSIC.
E. KING.
MATRON.
M. A. E. WHELAN.
ASSISTANT.
Miss E. L. SNYDER.
REPORT
of the
Principal of the Institution for the Instruction of the Blind.
To the Trustees of the Tennessee Institution
for the Instruction of the Blind:
Gentlemen:—
The following Report on the progress, condition, and means of the
Institution, is respectfully submitted:
Notwithstanding the many difficulties by which our School has,
been surrounded, and the frequent interruptions consequent on those
diffiulties, the pupils have made a respectable degree of progress.
The following is a list of studies pursued in the school:
Reading, Spelling and Definitions, Grammar, Mental and Written
Arithmetic, Geography, History, Biography, Geometry, Algebra,
Natural Philosophy, Vocal and Instrumental Music.
One hour per week is devoted to Miscellaneous Lectures.
The appended prograipme will show that the pupils are usefully
engaged from 6 a. m. to 8 p. m.
Mr. J. Ramsey, who was engaged in January last, entered upon
his duties as teacher in the Institution on the first of March. The
progress of the pupils under his direction is highly satisfactory, and
shows the perseverance and assiduity with which he has devoted
himself to the interest of the school.
Mr. Edward King, (Professor of Music,) under whose able instruc¬
tion the pupils have made most satisfactory progress, continues to
labor with unabating zeal. Much of the happiness of our pupils is
doubtless attributable to their practice of this delightful art.
It is to be regretted, that, notwithstanding handicraft employments
constitute one of the important branches of the education of the
Blind, we have, in consequence of very limited means, been able to
pay but little attention to this department. Coarse brush, and segar
8
making, are the only trades that have as yet been introduced in the
male department: the females have been engaged in knitting and
plain sewing, and in the manufacture of a variety of fancy articles,
of beads and worsted.
I regret to report that the health of the school has not been good.
This is partly attributable to feeble constitutions which many of the
Blind are found to possess; but more particularly to the want of that
exercise, which is so essential to the preservation of health.
Since my connexion with the Institution, (a period of fifteen months)
three cases of serious illness have occurred, one of which terminated
fatally.
Eli S. McCampbell died on the 22d of June, 1847, after a short but
severe illness. He was a young man of fair promise, esteemed and
respected by all who knew him. The tears that filled the sightless
eyes of his companions, and the sorrow and sadness of those faces
that had just learned to beam with hope and joy, are the strongest
testimonials of his qualities as a companion and friend.
The following is a list of all Books, School Apparatus, and Musical
Instruments now in the Institution:
1 copy of Bible in 8 volumes;
3 " New Testament in 2 vols.
If " " 4 vols.
4 " Book of Psalms, in 1 vol.
1 " Book of Proverbs in 1 vol.
1 " Book of Ruth and Esther in 1 vol.
1 " Book of Psalms and Hymns in 1 vol.
3 " Church Music, 3 vols.
1 " Universal History, 3 vols.
2 " Philosophy of Natural History, 1 vol.
1 " English Reader, 2 vols.
2 " Howe's Geography, 1 vol.
2 " Political Class Book, 1 vol.
2 " Constitution of the United States, 1 vol.
2 " Guide to Spelling, 1 vol.
3 " Atlas of the United States, 1 vol.
2 " P. Melancthon, 1 vol.
6 " First Child's Book, 1 vol.
6 " Second Child's Book, 1 vol.
6 Writing Boards;
2 Alphabet on blocks;
5 Cyphering Slates;
1 Vienna Printing Box;
1 Map of the United States;
1 " North America;
1 " The World.
MUSICAL INSTRUMENTS.
1 Piano Forte;
1 Double Bass;
1 Guitar;
1 Violin;
1 French Horn;
1 Cornet a Piston;
1 Trumpet;
1 Trombone;
4 Clarionets,
1 Flute.
9
Since the opening of the School on the first day of April, eighteen
hundred and forty-four, twenty pupils have been admitted, of whom
fifteen are still in the Institution—thirteen are beneficiaries of the
State; one from Alabama, respecting whom no specific arrangement
has been made; and one pay pupil from Louisiana.
The following is a list of their names, showing the counties in
which they reside, the date of their admission, and also the cause of
their blindness:
NAMES.
James S. Henderson,- •
Joseph Campbell,
John Cardwell,
Ammon D. Allen,
Louisa F. Cathey,
Mary Sullins, ........
Jesse A. Shaw,
Sarah Jones,
John Calvin Fuqua,- • •
Wilson H. Shasteen,- • •
Lycurgus Rives,
Finis Hooberry
John B. H. H. Hernden,
Epraim W. Stark.- • • •
Amand McGuire,
WHEN ADMITTED.
April 12,
" 24
May 18,
June 13,
" 14,
« a
Feb. 17,
June 2,
JuR 13,
Sept. 1,
Nov'r 2,
M'ch 2,
« 4
May 3l',
June 27,
1844,
1845,
1846,
1847,
RESIDENCE.
Rutherford co.
Franklin "
Smith "
De Kalb "
Bedford, "
Cannon, "
Wilson, "
Washington co.
Davidson "
Franklin, "
Fayette "
Rutherford "
Davidson "
Iberville, La.
Tuscaloosa, Ala
CAUSE OF BLIND
Congenital.
Accident.
Congenital,
do
Small Pox.
Congenital,
do
Cataract.
Accident,
do
Congenital.
Accident,
do
Congenital.
Cold.
10
PROGRAMME OF STUDIES.
TIME.
TEACHERS.
6 to 6.20'Every morning, reading Scripture and
Prayer, • • •
6.20 to 7 Mondays, Wednesdays, and Fridays,
whole school reading Embossed
Books,
to 8 Breakfast and Recreation,
to 9 Campbell, Cathey, Henderson, Rives—
Geometry,
Allen, Cardwell, Hooberry, Jones, Mc-
Guire, Shasteen, Shaw, Stark, Sul-
lins—Maps,
9 to 10 Allen, Campbell, Cardwell, Cathey,
Henderson, Hooberry, McGuire,
Rives, Sullins—History,
Hernden, Jones, Shasteen, Shaw, Stark
—Elementary Explanations,
10 to 10.45 Whole School—Geography,
10.45 to 11 Intermission,
11 to 12 Vocal Music, by the Class,
Private Instrumental Lessons,
12 to 1 Band Lesson,
Females—Lesson on the Piano,* • •
6.20 to 7 Tuesdays, Thursdays and Saturdays—
Spelling and Definitions,
7 to 8 Breakfast and Recreation,
8 to 9 Campbell, Cathey, Henderson, Rives—
Natural Philosophy,
Allen, Cardwell, Hooberry, Hernden,
Jones, McGuire, Shasteen, Shaw,
Stark, Sullins—Arithmetic,
9 to 10 Allen, Campbell, Cardwell, Cathey,
Henderson, Hooberry, McGuire,
Rives, Sullins—Grammar,-
Hernden, Jones, Shasteen, Shaw,
Stark—Spelling and Definitions, • • •
10 to 10.45 Cathey and Rives—Arithmetic,
Campbell & Henderson—Piano pract.
Allen, Cardwell, Hooberry, Hernden,
Jones, McGuire, Shasteen, Shaw,
Stark, Sullins—Reading Embossed
Books,
10.45 to 11 Intermission,
11 to 12 Vocal Music,
Instrumental Lessons,
12 to 1 Band Lesson,
Females—Lessons on Piano,
From two to five o'clock every afternoon in the week, except Sat¬
urday, is devoted to handicrafts, or the practice of Instrumental
Music.
J. Ramsey.
J. Ramsey.
E. W. Whelan.
J. Ramsey.
J* Ramsey.
E. W. Whelan.
J. R. &E.W. W.
J. Ramsey.
E. King.
E. King.
J. Ramsey.
J. Ramsey.
E. W. Whelan.
J. Ramsey.
J. Ramsey.
E. W. Whelan.
J. Ramsey.
E. W. Whelan.
J. Ramsey.
E. King.
E. King.
J. Ramsey.
11
Three evenings per week (from seven to eight o'clock) are devoted
to miscellaneous reading; one to the practice of the Band; and one
to the exercises of a Lyceum, which the pupils have formed among
themselves. Saturday evening is set apart for washing, and other
preparations, previous to the Sabbath.
ACKNOWLEDGEMENT OF THANKS.
Our thanks are due to Drs. R. Martin, R. C. K. Martin, W. Cheat¬
ham, T. B. Hamlin, and L. T. Gunn, for their gratuitous attendance
during the past two years. Also, to the publishers of the South¬
western Christian Advocate, Tennessee Baptist, Republican Banner,
Nashville Whig, Daily Union, and Daily Gazette, for their papers,
which are regularly sent to us free of charge. We hope they will
continue to make us the recipients of their respective favors. We
are also indebted to Mr. M. Snider, of Philadelphia, for a valuable
collection of Music printed in raised characters; it consists of about
one hundred and seventy-five Psalms and Hymns, with appropriate
Music, selected from the standard books of the different churches.
We believe Mr. S. to be the first whose efforts to print Music for the
Blind have been attended with entire success. This is the source of
so much pleasure and utility, that we regard the invention as supply¬
ing a desideratum in the education of the Blind; and we sincerely
hope that the demand for the books already printed, will be such as
to justify the speedy publication of others.
THE CLAIMS OF THE BLIND ON THEIR FELLOW-MEN.
In presenting the claims of the Blind, the following questions
naturally suggest themselves:
1st. What are the condition and wants of the Blind?
2d. Can their condition be ameliorated and their wants supplied,
and by what means?
3d. Is their education practicable, and to what extent?
4th. Is the number of the Blind (susceptible of education) suffi¬
ciently great to justify the expense of establishing and supporting
schools for their instruction?
5th. What are the permanent benefits likely to result from such
schools?
That the Blind are, under ordinary circumstances, the most unfor¬
tunate of human sufferers, is abundantly proved by the following
considerations:
They are deprived of that organ, which is in itself the noblest in
man, and its effects the most delightful of all the senses. The visi¬
ble universe, which spreads out all its glories in exquisite and bound¬
less profusion before us, is to them a blank. Light, the first and the
most glorious of the creatures of God, is to them annihilated; and all
the infinite variety of its beauties and wonders, are to them shrouded
in impenet rable darkness. E very other class of sufferers have miseries
lessened or mitigated by a participation in this pure, this delightful,
this constant source of pleasurable enjoyment. In every condition
of life there is naturally such a love of light, and such a dread of
darkness, that no enjoyment can be relished without the one, and
every evil is increased and embittered by the addition of the other.
12
The endless variety of the objects presented to our observation by the
eye, afford us unlimited scope for both instruction and amusement:—
for, by comparing and contrasting their several aspects, the mind,
while it is pleasantly and almost insensibly occupied, is at the same
time cheered and invigorated by the exercise.
But the sufferings of the Blind are aggravated, and their priva¬
tions multiplied, by a circumstance that is seldom regarded.
Man, who derives almost his entire store of knowledge, as well as
his pleasure and amusement, through the medium of sight, is prone to
regard the eye as the only avenue of communication between the
mind and the external world. Hence the long and cold neglect
which the Blind have suffered, and which, in its effects, is often worse
than blindness itself; for it is to this neglect that the awkwardness
and helplessness which usually characterize the Blind are mainly
attributable. But this mistake does not stop here; in it originate
most of the difficulties that retard the progress of the education of
the Blind. Men, who believe that the Blind are beyond the reach
of effectual and permanent relief, are unwilling to appropriate either
private or public means for (what to them seems impossible) the moral,
mental and physical culture of the Blind. Indeed, I am fully con¬
vinced that such is the idea of wretchedness and misery connected
with blindness, that there is, perhaps, not a legislative body, nor even
an individual in the United States, that would not cheerfully contri¬
bute for the establishment of Hospitals and Asylums for the support of
all the blind in the country; and yet this error respecting sight renders
it difficult to obtain means for educating a few. The same error will
also explain much of the reluctance which parents manifest to plac¬
ing their unfortunate offspring in our Institutions.
The following consideration, though simple in itself, will throw
more light on the condition of the Blind, than the most elaborate
argument:
To assert that the Blind are the most dependent of our fellow-
beings, will excite no surprise; and yet there is perhaps none, except
those connected with Institutions, who can form any adequate idea
of the utter helplessness of the majority of those who have been blind
from childhood. That they are usually awkward and unseemly in
their bodily movements, is known to all; but who is not astonished to
learn, that, to walk, to dress, and even to feed themselves properly, are
often the first, and by no means the easiest, things taught in our Insti¬
tution. These things are not the result of inability on the part of the
Blind, but of incredulity and neglect on the part of their parents or
guardians.
If, then, we find that their physical training is so deficient, as to
render them unable to discharge the most common offices of life for
themselves, can we reasonable expect to find their minds in a higher
state of cultivation? Alas! it is here that the misfortune of the Blind
appears in its most aggravated form. Those who have proved faith¬
less or incompetent stewards of the body, will seldom possess the de¬
sire or the ability to awake and lead forth the immortal mind. No;
under such circumstances there is no hope of moral or mental cul¬
ture: the Blind are doomed to live within themselves, shrouded in ig¬
norance, and a prey to4.heir own unrestrained passions. Are they not,
then, pensioners for life, condemned to be their own tormentors? fn
13
short, we believe the Blind to be the most helpless, the most depend¬
ent, and the most ignorant of our fellow-beings; and, consequently,,
the call on the sympathies of a generous and enlightened public, to
remove, at least, a part of their sufferings, is proportionably strong.
To argue that the Blind are susceptible of moral, mental and phy¬
sical culture, and that their condition is thereby improved, would be
a reflection on the wisdom of those benevolent individuals, and en¬
lightened legislators, who have already expended such large sums
in establishing schools for their eduation.
The whole number of Blind in this State, according to the census,
is two hundred and fifty-five; but there is strong reason for believing
the actual number is much larger. From the knowledge which we
already possess, we may fairly estimate that the number under twen¬
ty-one years of age in this State, is not less than two hundred. The
majority of these could, no doubt, be benefitted to a greater or less
degree, by a wholesome and well-directed education. I may here
suggest another consideration in favor of the permanent establish¬
ment of an Institution in this State. Its favorable relation to the
South, (in which there are no Institutions,) would no doubt induce the
States of Louisiana, Mississippi and Alabama, to educate their Blind
in this school.
Of the benefits resulting from educating the Blind, the most striking
proofs are afforded by the fact, that of the twelve or fifteen legisla¬
tive bodies that have already made provision for this subject, not one
has yet seen cause to withdraw or diminish its patronage: on the con¬
trary, the annual increase of appropriations, shows that its impor¬
tance continues to commend it to public attention and favor. As I
am not in possession of full reports, I am unable to state how many
have been honorably discharged from all the Institutions in the United
States, and how many of these are supporting themselves. Within my
own knowledge, however, during the last year, sixty-five (this is doubt¬
less far below the real number) from the different Institutions, were
supported by their own industry, and enjoyed the fruits of their own
labor. I will add but one more item on this subject. The sales of
articles manufactured in the Boston Institution, amounted to (during
the past year) upwards of $10,000.
Of the moral effects of educating the Blind, it hardly seems neces¬
sary to speak. If mental cultivation be a means of improving and
elevating those who are blessed with all their senses, how immensely
important must it be to those who are deprived of at least one half
of the advantages enjoyed by their more fortunate fellow-men? The
darkest and the most barbarous age our world has ever seen, does not
show a greater and more striking contrast with the present, than is
presented by the Blind, when they enter, and when they leave our
Institutions.
Of the extent to which the Blind can be educated, let history speak.
Cornelius Afidius, a Roman citizen, who lost his sight in his early
youth, distinguished himself by the study of the belles-letters, and
wrote a Grecian History.
Eusebus, of Asia, who became blind when but five years of age,
made great attainments in a variety of learning, and taught with
much success.
Didimus, of Alexandria, who lived in the fourth century, and was
14
deprived of sight when five years of age, was celebrated for his gen¬
eral acquirements, distinguished himself as Doctor of Divinity, as
well as by his writings, and reared several pupils to distinction.
N. Van Der Veorde, of Mechlin, who lived in the fiftenth century,
and was blind from his third year, was highly esteemed for his exten¬
sive information. He became master of so many of the sciences as
to be considered a .prodigy. He was public lecturer at the University
of Cologne, on canon and civil Law.
John Fernanda, of Begium, the son of a poor Spaniard, was blind
from his infancy. Notwitstanding his discouraging circumstances, he
became a Poet, Logician and Philosopher, as well as an excellent
Musician.
John Knie, born at Esfurth, in Prussia, now Superintendent of the
Institution for the Blind at Breslan> in Silesia. He received his educa¬
tion at the school in Berlin, and afterwards attended the University
at Breslan, and instructed, with great success, in Mathematics, a
large class of seeing boys in a college there. On this science, he has
written several works, which have been introduced into many schools
in Germany and Russia.
Saunderson, who was totally blind from infancy, contended suc¬
cessfully with every difficulty, until he attained the Mathematical
Chair in the University of Cambridge, which he filled with credit and
ability for many years. Sir Isaac Newton (with whom he was well
acquainted) regarded him as an able Mathematician and Philosopher.
I am aware it has been urged that these are instances of a few, who
possessed superior mental powers and great energy, and cannot there¬
fore be regarded as any evidence of what the majority of Blind per¬
sons are capable. Could any thing be more weak or false than this
argument? Does it not apply with the same force to the seeing as to
the Blind? In short, would it not destroy the whole system of educa¬
tion, because the majority of men are not eminent scholars.
The Blind are possessed of all the faculties with which the Creator
has endowed mankind; and the fact that their faculties are more diffi¬
cult to develope, and that they cannot be applied exactly in the same
way, when developed, is no reason why the development should not
take place, and will not justify a community in turning a deaf ear to
the claims of this unfortunate class.
Music, whether regarded as a science or art, is wholly within the
reach of the Blind. Their hearing (like their touch) is constantly
exercised. It is by this means that they gain a knowledge of the dis¬
tance or proximity of those objects that are placed beyond the extent
of their arms: to this, also, they owe much of the facility with which
they move from place to place. I am aware that the blind man's
cane is generally believed to be of no other service than merely to
feel the path, or to point out those obstacles immediately within its
reach. This, however, is a mistake; for by striking it gently on the
pavement, or against the foot, (as the Blind are often observed to do,)
the sound apprises them of objects at a much greater distance. It is
also by the faculty of hearing, that they judge the character of those
with whom they mingle. To the Blind, the voice is the index of the
thoughts and feelings, the passions and emotions of their fellow-men.
In short, the Blind may be said to live in sound, ps the seeing do in
light: it cannot, therefore, be surprising that they should be passion-
15
ately fond of music. Its endless changes and modulations—its infi¬
nite variety of melody and harmony, open to them a source of inex¬
haustible enjoyment. The hours which the seeing spend in miscel¬
laneous and light reading, are devoted by the Blind to the study and
practice of Music; but it is not only* the pleasures it affords, and the
refining and elevating tendency of its effects on the mind, that marks
it as a study of peculiar importance to the Blind: the energy, indus¬
try and perseverance with which they study and practise it, often
insures a proficiency, which qualifies them for able and successful
teachers, and thus secures them a means of a respectable and com¬
fortable living. In view of these considerations, I regard Music as
one of the important branches of the education of the Blind, and
worthy of much careful attention in all our Institutions.
While it is true, that many of the Blind may be so well educated as
to be able to gain a livelihood by literary pursuits, and others by the
teaching and practice of Music, it is equally true, that a large num¬
ber will have to look to something else as a means of support. In
pursuance of this, much care has been taken to develope the mechan¬
ical powers of the Blind. Many instances might be related, where
they have produced astonishing specimens of Mechanisn; but it will
perhaps serve our present purpose better to mention some of the
trades taught in the Institutions of this country. The following is a
list of the most important for males, viz: brush making, mattress and
cushion making, willow work, (including all kinds of baskets, chil¬
dren's carriages; chairs, cradles, etc.,) bandbox making, mat making,
weaving, rope making, and shoe making. The females nre instructed
in plain sewing, all kinds of knitting, netting, bead-work, and the
manufacture of many articles, both useful and ornamental, from
crewel, such as reticles, children's bonnets and caps, socks, lamp mats,
fancy card-baskets, artificial flowers, etc. In some instances they
work, also, at bandboxes, and the filling of fine brushes. Segar ma¬
king has been recently introduced in this institution, and thus far
promises success. The large quantities of the above articles manu¬
factured annually in the different Institutions, show that manual em¬
ployments are destined to be of great importance to the Blind. As
Institutions continue to multiply, necessity and experience will doubt¬
less suggest facilities and apparatus by which the Blind will be able
to engage successfully in many other trades.
I would here suggest that it might be of importance to the Blind, if
each of the Institutions would contribute towards the establishment of
a fund, for the purpose of offering rewards or premiums for any tools
or aparatus, by which the blind may be able to learn new trades, or
follow those already learnt with greater facility and ease; also, for any
improvement by which the education of the Blind can be in any re¬
spect facilitated, or their knowlege applied to greater advantage.
For example: a blind man can now make a shoe, but from the slow
manner in which he works, he cannot compete with the seeing; if,
therefore, some tool could be invented by aid of which he could work
with greater speed, his difficulty would be removed, and his trade,
of course, wohld be of more advantage. The Blind may also be
qualified as teachers of Music and Literature, and yet the constant
use of a black board, by the seeing tsacher, is an obstacle to their
success; if, therefore, a plan can be suggested by which they can
16
write Music and draw diagrams, their knowledge can be applied to
greater advantage. This fund, to be placed in the hands of the
trustees of the most central Institution, to be used as directed by a
majority of the Institutions in the United States.
THE WANTS OF THE INSTITUTION.
The limited means with which this Institution was commenced,
and with which it has thus far been couducted, has materially retard¬
ed its progress, and confined its benefits within very narrow limits.
Four years have elapsed since its establishment, and yet it has never
numbered more than fifteen pupils. It is true that the progress of
these has been such as to excite the wonder and astonishment, and
elicit the admiration and praise, of those who have witnessed it for
the first time; yet, with our knowledge of the subject, we cannot shut
our eyes to the fact, that, as a public Institution, it has fallen short of
what might be reasonably expected in the time.
I have already endeavored to show, that Literature, Music, and
Mechanics are within the reach of the Blind. Indeed, these are con¬
sidered so important, that much attention is given to each of them in
all our well regulated Institutions. Hence it will appear that the
course of education in other Institutions, consists of three separate
departments, each of which (in order to insure success) requires its
appropriate teachers. As the instruction of the Blind is principally
oral, they require more teachers than the same number of seeing
pupils. The books, maps, and school aparatus of every description,
also the tools used by them, (being peculiar;) are essentially more
costly than those in general use. It must also be remembered, that
the majority of blind persons have learnt nothing (not even to wait
on themselves) previous to entering schools; the complement of ser¬
vants and persons to take proper care of them, must be proportionably
large. Another important consideration may here be offered. Among
the seeing, there are schools for every age and capacity; suitable estab¬
lishments, where a knowledge of every profession and calling of life
can be obtained. For the blind, there are no such advantages; the
child and youth, the mind and the body, are cultivated and trained
in the same school: here they enter, in a majority of cases, the most
ignorant, the most helpless, and the most dependant of our fellow-
beings; and are expected to leave, not only with their minds well
stored, but possessing within themselves the means of independency
and self-support.
The above suggestions, though very general, may serve to show
why the education of the Blind is more expensive than that of the
seeing. The following suggestions are peculiar to this School:
Our limited house-room not only renders it impossible for us to
increase the number of pupils, but also prevents us from affording
proper facilities to those already admitted. For example: the me¬
chanical department, to which the majority must look for a means of
support, cannot be successfully carried on, for the want of suitable
work-shops. Our play-grounds are defective, in as much as they are
too small to afford apportunities for that exercise which is so essential
to physical health and mental activity. If bodily exercise can possibly
be of greater importance to one class of individuals than another, it
17
is t° the Blind—debarred, by the very nature of their misfortune, from
the thousand plays and amusements, from which childhood and youth
derive their health and happiness; and conscious that their slow and
awkward movements are subjects of merriment and sport for their
more fortunate companions—the Blind, sorrowful and sad, seek se¬
clusion in the most retired apartments of the house or obscure cor¬
ners of the room, from which they seldom move, unless urged by the
imperious call of necessity. Unfortunately this disposition is encour¬
aged by the false notions, and the misguided kindness and sympathy
of parents and guardians. Thus they spend months and years with¬
out employment for mind or body* Who then can be surprised, if
they contract habits of idleness, and if to them exertion of any kind
should be painful and disagreeable? Indeed, I believe it is as difficult
to induce the blind child to play, as it would be to keep his seeing
companions from it. With these facts before me, I cannot but regard
extensive and well arranged play-grounds, with every possible means
of innocent amusement, as indispensable requisites to an Institution
for the Blind.
House rent, which is already an important item of expense, must
necessarily become greater, if we increase the number of our pupils.
As the pupils become more acquainted with the Institution, more will
be expected of it; by the majority of persons, its utility and importance
will be rated as much by the number, as by the progress of its pupils.
In view of the above considerations, it would seem almost imprac¬
ticable to increase the institution, or even to continue it advantage¬
ously, with our present resources. I would, therefore, respectfully
urge the necessity of petitioning the Legislature for such an appro¬
priation, as will enable us to increase the number and facilities of the
pupils; also, to aid in the purchase of ground and the erection of
suitable buildings.
In consequence of many peculiar difficulties by which this Institu¬
tion has been surrounded, I have been unable to make any reliable
estimate of what the minimum expense for each pupil is likely to be.
Our present charge for those of other States, and those who are able
to defray their own expense, is one hundred and fifty dollars per an¬
num. Judging from the comparative expense of living in this and
in other States, and also from an average of that, in other Institutions,
I do not believe that any number short of fifty can be supported at a
less expense, while for any number below forty it would be greater.
Believing that the period has arrived, at which some decisive steps
should betaken towards the more permanent establishment of our
Institution, I would suggest, that an address be published, calling on
the citizens of the State to aid in carrying out this benevolent enter¬
prise. Also, that an efficient agent be appointed to travel and solicit
subscriptions, for the purpose of erecting a building. I may here
state, that south and west of this, the subject of educating the Blind
has not yet been agitated. If then we can offer equal advantages
and on as favorable terms as the northern Institutions, I see no reason
why the neighboring States may not be induced to educate at least a
portion of their Blind in this School. In view of this, I would recom¬
mend that some of our advanced pupils, in charge of a suitable per¬
son, visit as many of the Legislatures as practicable, during the pre¬
sent winter. ^ w WHELAN, Principal
18
Dr. The Trustees of the Tenn. Inst, for the Instruction of the Blind,
1846. To cash expended during quarter ending Sept'r
30, as follows:
Groceries and Provisions, $138 75
Fuel, 26 00
Servant Hire, 30 50
Rent, 100 00
To cash expended during quarter ending Dec'r
31, as follows:
Groceries and Provisions, $200 25
Fuel, 91 30
Servant Hire, 30 50
Rent, 100 00
1847. To cash expended during quarter ending March
31, as follows,
Groceries and Provisions, $210 75
Fuel, 108 05
Servant Hire, 20 00
Rent, 100 00
To cash expended during quarter ending June
30, as follows:
Groceries and Provisions, $216 50
Fuel, 40 30
Servant Hire, 20 00
Rent, • • • 100 00
To cash expended during quarter ending Sept'r
30, as follows:
Groceries and Provisions, $219 05
Fuel, 24 00
House Rent, * 100 00
Servant Hire,
Services of Principal and Matron,
" Assistant Teacher,
" Female Assistant Teacher, ■
" Teacher of Music,
" Teacher of Segar Making,-
Repairing Piano,
Embossed Books,
Lot of Beads and Wire for girls' work,-
Expenses of tour to West Tennessee, - ■
Balance,
$3,569 05
19
In Account with E. TV. Whelan, Principal,
Cr.
1846.
July 1. Balance in Treasury at this date,* •
1847.
Feb. 4. State appropriation,
From Subscription Committee,
" Eli S. McCampbell,
Receipts for Girl's Work,
From Richard Rives,
Donations from Clarksville,
" from Murfreesborough,
" at Examination before the Methodist
Conference,
" in Box,
" at Sommerville, Bolivar, Lagrange &
Memphis Exhibitions, in each place, total rec'ts
$559 75
2,500 00
227 00
25 00
83 80
79 00
26 50
15 15
31 50
2 85
18 50
,569 05
Balance,
This being the amount in the Treasury at this date
E. O. Ex.
E. W. WHELAN, Principal
October 1,1847.
$269 10
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