Class _Mj£Ml Rnok M^ GopyiightN°. COPYRIGHT DEPOSm The Achievements and Abilities of the Blind BY Prof. James W. Welch A Graduate of the Ohio Institution for the Blind Price, One Dollar and Fifty Cents COLUMBUS, OHIO Fred. J. Heer, Publisher 1905 Copyrighted 1905 by JAMES W. WELCH V^'' r. V^- ^.V^ [K LIBRARY of COWGRESS Two CoDies Received 'JAN 18 190b Copyright Entry CLASS fx XXc, No. COPY B. Sy pq TABLE OF CONTENTS. Introduction . Dk. Edwin N. Brown Preface . Chapter I Chapter II Chapter III Chapter IV Chapter V Chapter VI Chapter VII Chapter VIII Chapter IX Chapter X Chapter XI Chapter XII Chapter XIII Chapter XIV Chapter XV Chapter XVI Chapter XVII Chapter XVIII Chapter XIX Chapter XX Chapter XXI Chapter XXII Chapter XXIII Chapter XXIV Chapter XXV Chapter XXVI Chapter XXVII PAGE 1 3 7 9 . 12 15 . 18 21 . 25 28 . 30 32 . 36 40 . 43 46 . 49 60 . 65 72 . 79 86 . 91 95 . 99 105 . 109 114 . 119 488 (iii) G. L. Smead, Retiring Superintendent Ohio State School for the Blind Who served thirty years as teacher and Superin- tendent of said School. INTRODUCTION. My experience of nearly twenty-nine years in the education of the bhnd leads me to the conclusion that the blind have the ability to acquire an equal educa- tion with the same number of seeing persons selected from the same rank in life. Their advancement in study is slower than that of the seeing, but with suffi- cient time allowed they can attain as great proficiency as other students of the same ability. Those studies in which sight is required for illus- tration and experiment are more difficult for the blind, yet by the use of tangible apparatus a fair degree of attainment may be secured even in the natural sciences. Of late years the sharp competition in the profes- sions and trades and the use of machinery have made success in life a more difficult question for the blind. Yet in spite of these hindrances many of the blind of the country have succeeded in maintaining them- selves. A good number of the graduates of the Ohio Institution are occupying worthy positions in life aS teachers, piano tuners, and broom makers. Some have maintained themselves as dealers in musical instruments and other commodities. The same qualities of energy and character are necessary for the blind as for the seeing in order to meet the hard con- ditions of life. I esteem it one of the happy things of my experience that !^^have known so many persons who have met these hard conditions . and conquered them, and by their victory have made themselves bet- ter and stronger men and women. Among those who have profited by the advantages 2 INTRODUCTION. of the Ohio State School for the BHnd the author of this book occupies a worthy place. By his energy and business ability he has been able to care for himself and family, and occupy an independent position among his fellowmen. Conspicuous examples of successful pupils of the Ohio School for the Blind are: Walter L. Campbell, A. L. Bohrer, J. Frank Lumb, and Misses Lena Ern- stand, Clara Austin; also James McCombs, Edward Roberts, Wm. Dalgarn, Chas. Extine, James Foster. These are but a few of the many men and women who are an honor to the Ohio Institution. Doubtless other states have a proportionate number of blind people who have been educated in the several institutions of the country and who have lived worthy and efficient lives. Surely there are examples enough in the coun- try of successful blind persons to prove conclusively that the education of the blind is not only feasible, but worth all the expense that the state incurs for this purpose. G. L. Smead. Ohio State School for the Blind. DR. EDWIN N. BROWN. When, upon the retirement of Rev. Smead, the Board of Trustees began to cast about for a suitable successor, there were three important requisites uhich they kept constantly in view : First, that he should be a man of such experience and character as to com- mand the confidence and respect both of the school and of the public ; second, that he should be not merely a good executive officer, but an educator of such standing and qualifications as should enable him wisely to direct the educational side of the work and give proper emphasis to the idea that the institution is a school and not an asylum ; third, it was carefully provided that he should be a man of such natural sympathies and friendly, though stalwart, traits of' character as should enable him not only to win the esteem and affection of the pupils, but to inspire and direct them along ascending paths of acquisition and achievement. Of all the names suggested for the place, that of Dr. Edwin N. Brown, at the time Superintendent of the Public Schools of Dayton, Ohio, was the one which most strongly attracted, the attention of the Board of Trustees. He was therefore selected for the place, and since entering upon his duties, September 15, 1905, no one has for a moment doubted the wisdom of the board in Dr. Brown's selection. He was born in Lansing, Mich., in the year i860. He attended the public schools of his native county, from which he went to the university at Ann Arbc and graduated in the classical course in 1883 with the (3) 4 DR. EDWIN N. BROWN. degree of A. B., and in the year following, doing po.st- graduate work, was awarded the degree of A. M. Entering at once upon the work of teaching, he was engaged first as instructor of languages at Elkhart, Ind., and later as principal of the high school at Jones- ville, Michigan, and still later, in the year 1889, as superintendent of schools at Allegan, Michigan. Meantime he had studied law during the sum- mers, been admitted to the bar, and, returning to the University of Michigan, had completed the regular law course, receiving the usual law degree, LL. B. Finding, however, that his tastes and interests lay in education rather than legal lines, he continued his for- mer profession and in 1892 was called to the superin- tendency of the city schools at Hastings, Neb., where he served efficiently for seven years until 1899, when he resigned to travel abroad for educational purposes. After visiting the chief cities and educational centers of England and Scotland, he proceeded to Germany, where he remained for study in the University of Leip- sic for about a year and a half, gathering materials from original sources and European libraries, chiefly pedagogy and philosophy, in recognition of which his alma mater in 1902 conferred upon him the degree of Ph. D. In the fall of the same year he went to Day- ton as superintendent of the public schools of that city, which position he occupied up to the time of his election to the superintendency of the Ohio State School for the Blind. Dr. Brown is a man of pleasing address, slightly above medium height and weight, tender and sympa- thetic in nature, yet firm and decisive in the execution of regulations which he believes to be for the better- ment of those concerned. He believes strongly in the DR. EDWIN N. BROWN. 5 cultivation of right habits of thought and conduct, and therefore emphasizes the discipHnary and character side of education. He was married in 1889 to Miss Lura Corbett, of Jonesville, Mich., who, during all his subsequent years of educational work, has been a worthy and efficient helpmeet. They have one daughter, Florence, born in 1895. They are members of the Methodist Episcopal Church and have always been active in church and social work. They have been received in their present position in a very cordial manner, and are taking up the work in a way that betokens both a pleasant and promising future for the institution of which they have been placed in charge. Dr. Edwin N. Brown, Present Superintendent Ohio State Institution for the BHnd, Mrs. Edwin N. Bkown, PREFACE. It is not the design of the author in introducing this work to the pubHc to create or awaken a feeHng of pity in the minds of its readers in behalf of the Wind, but to remove, as far as possible, the prejudices that exist in the minds of those who can see, concern- ing the ability of those deprived of sight to do any- thing worthy of note. Were they left alone to the cold charities of an unfeeling world, without an edu- cation, destitute of any means of support, cheerless and sad indeed would be their condition, but praise be to Him who provideth for the wants and happiness of his creatures for the ways and means placed within their reach , enabling them to compete successfully with those who can see, in fighting the fierce battle of life. Kind, intelligent reader, as you peruse these pages, let a spirit of true admiration and genuine appreciation spring up within you for those blind men who are proudly and nobly taking their places side by side with those that can see. Permit me, before bringmg the preface to a close, to introduce to the reader Doctor Edwin N. Brown, the present Superintendent of the Ohio State School for the Blind, who is without doubt the right man in the right place, and also his wife and Mr. Austin V. King, the present financial ofificer, and his wife, whose photographs here appear. And we do most earnestly bespeak for them the hearty support of all who are interested in the educa- (7) 8 PREFACE. tioii and welfare of the blind. If they receive the sup- port which their labors deserve, the school will soon rise far beyond what it has been for years and its interests will be promoted to the highest degree. Austin V. King, Present Financial Officer Ohio State School for the Blind, Successor to R. W. Bell. CHAPTER I. This world is one vast theater, and each inhabi- tant an actor upon its stage. In the great Drama of Life, some are tragedians and others comedians. The acts and scenes are as varied as the characters of the actors. The author's part in this play began about September lo, A. D. 1835. The first few years were uneventful. In early childhood I contracted a cold which settled in my eyes. At the age of 4 years I lost one eye. I retained the. sight of my right eye until about the age of 10, when other complications set in, caus- ing opacity of the cornea. I could see to discern colors until 13 years of age, then I had the measles, which almost entirely deprived me of sight. I entered the School for the Blind at Columbus, Ohio, October 6th, 1846. Here my life began anew. Hope sprang up and the light of knowledge, with its genial rays, spread joy and happiness along my future pathway. My schooldays were spent very much in the same manner as most boys spend their schooldays, viz., in study and mischief. My studies were Reading, Writing, Arithmetic, Algebra, Geometry, Trigonometry, Natural and Men- tal Philosophy, Chemistry, Astronomy, Geography, physical and descriptive ; English Grammar, Physiol- ogy, Botany, and Latin Language. I also took a thor- ough course in music. I succeeded well in all my studies. Music was most difficult for me to conquer, but by everlasting perseverance and many a lick from my (9) 10 THE ACHIEVEMENTS AND old preceptor (Mr. Machold) I finally mastered that branch. During my continuance in school we had three different Superintendents — Mr. A. W. Penni- man, who served from October, 1846, until May, 1848, then Mr. George McMillin, from May, 1848, until May, 1852, when Rufus E. Hart was appointed. He did not take charge of the school however, until Octo- ber of that year. The first two mentioned were excel- lent Superintendents, but Hart was a failure, both as a man and as a superintendent. He continued in office until 1856. It was during his first year that I gradu- ated, on June 9th, 1853. In the year 1850 (while at home) I gave two con- certs, the first one at the Clarkes Run schoolhouse, the other at the Yellow Springs. Aly receipts were five dollars and seventy-five cents the first night and six dollars the second night. We were taught trades in the work department at school, making brushes, baskets, and brooms. The girls were taught all kinds of needle and bead work. We were allowed to take manufactured articles home with us to sell during vacations. By this means I clothed myself from the time I was 15 years old. When I graduated, I prepared myself for business by purchasing a melodeon, a horse, and a buggy. Having an ambition to do for myself, I began life in earnest. I bought the melodeon of Mr. Penniman for sixty-five dollars, payable in 90 days. My horse cost $100, my buggy $75, payable in one year. I suc- ceeded in paying for the whole outfit ; this I did by giving concerts. The two concerts which I gave in 1850 consisted of a few songs, accompanied by the violin and exhibiting the manner of reading, writing, and cvphering. T now added to my program a variety ABILITIES OF THE BLIND. II of songs, patriotic, amusing, and sentimental, also violin solos, still retaining the reading, writing, and cyphering. My entertainments pleased the people and that pleased me. CHAPTER II. In all ages of the world there has existed a class of people very smart in their own estimation, and they still live. While yet a boy I was as- sailed by one of this class at my second concert, which was given at the Yellow Springs. This egotis- tical, self-conceited specimen of learned humanity chanced to be the teacher of the Yellow Springs school at that time. While I was explaining the manner of cyphering, he gave me several examples which I answered readily ; then thinking to have some sport at my expense he propounded this question: If a duck costs a shilling, what will a hog weigh? I promptly replied : Sir, if you will walk with me over to the scales, I will tell you. He got very angry at my answer and threatened to lick me, but was told he had better let that alone. The audience cheering me and hissing at him, was more than he was able to stand, so he with- drew from the crowd, swearing vengeance on the blind boy. From the time I left school until April, 1854, I spent in giving concerts in Greene, Clinton, Clark, and Montgomery counties. On April 13th, 1854, I started on an extended trip through Indiana. Mr. Arthur Johnson of Greene County, Ohio, accompanied me. We gave entertainments until the last of June, at which time he returned home to help harvest and I spent the summer visiting friends and relatives in Montgomery County, Indiana. Our experience in traveling over Indiana roads was simply huge. One day we only struck two pole bridges, each one sixteen (12) AI5IL1TIES Ul'" TllK 1!L1ND. I3 miles long". Wc broke down twice (1 mean the buggy, not the bridges). 1 had a very pleasant time visiting that summer. I made my headquarters at my uncle Noble Welch's in L'arkersburg, Montgomery County, Indiana. While here I had my first experience in horse trading. The horse which I bought when I started out was a fine four-year-old bay. I traded him for a three-year-old and did well. Sometime after this, my cousin. Miss Amanda Welch, and I went on a visit to her sister, Mrs. Elizabeth Powell. While visiting there Mr. Powell bantered me for a horse trade. He had a three-year-old, a very nice colt, better calculated for the road than my colt. I asked him $10.00 to boot. He agreed to the proposition, so I gave him a whirl. I returned to my uncle's very proud of my trade. My uncle made fun of me ; he called my new horse a sheep, which made me sick of the trade. I said nothing, but determined to have my horse back again. So acting upon this determination, I asked cousin Amanda to go with me up to John Powell's. She consented, so we set out on horseback to ride a distance of 15 miles. I told her, in answer to her inquiry, that I had impor- tant business with Mr. Powell. We arrived safely and I proceeded to business. I told Mr. Powell I was afraid the horse which I got of him would not stand my work. I offered him his $10.00 and another $10.00 if he would trade back. He said he would, just so I was happy once more. But ah, how fleeting are boyhood's joys! When I returned my uncle laughed worse than before. He said to me : My dear boy, the horse which you took back is worth $25.00 more than this one. They all laughed at me and called me the baby horse trader. I became considerably worked up over this 14 'J^'HE ACHIEVEMENTS AND trade and a little mad withal and resolved to be my own judge thereafter and take my chances. So from that time on I never rued bargains with any one, no matter who was beaten in the trade. CHAPTER III. Mr. Johnson returned to me in September and we again started on the road. We gave concerts through Tippecanoe, Carroll, Cass, and Miami counties. We were having good times and reasonable success, when a fatal shot struck Mr. Johnson. An arrow from Cupid's bow, steeped in the afifec- tions of a certain young lady, pierced his heart, and in November we dissolved partnership and he took another partner. Miss Belle Delzell. I was persuaded to organize singing classes and teach that winter. This I accordingly did, making my headquarters with Mr. and Mrs. Philip Leffel. I had three classes, with fifty scholars to the class. I also had a few melodeon scholars. This gave me employ- ment which I enjoyed. I took a week's vacation dur- ing the holidays and went home. On my way home I fell in company with a young lady on her way to Bellefonte, Pa., to attend school. We became acquainted and I proposed to her that we continue our acquaint- ance by corresponding with each other. To this she agreed. I returned to my teaching, my eldest brother accompanying me on a short visit. Everything went on nicely with me and my scholars, also between me and my lady friend. Letters came and letters went ; time sped on and winter drew to a close, still my busi- ness flourished. And so did my hopes in another direction. I asked permission to pav my lady friend a visit at the close of her school term. She granted my request, but particularly described the manner in (15) l6 THE ACHIEVEMENTS AND which she wanted me to dress. This dispelled all feel- ings of regard. My hopes were vanquished and I deter- mined to have revenge. I purchased a suit of clothes, such as she had described, and sent them to her, to- gether with a letter by express, telling her I was mis- taken, that it was not me whom she wished to see, but a suit of fine clothes, so I send them to you, hoping you may live to get a man whom they will fit. She returned the clothes with the most pitiful letter I ever heard. I continued teaching until April, 1855, when I took a short tour through the following counties : Miami, Wabash, Grant, Blackford, Delaware, Randolph, and Jay. I had a young man by the name of I. M. Huf- man with me on this trip. He was one of my scholars and lived near my boarding place, three miles north of Chili. He assisted me in singing, which added somewhat to the entertainment. We had a grand good time, lots of fun, and made some money also. We returned to Miami county in June. I rested then until in July, when I started on a tour westward through Cass, White, and Jasper counties. Then we struck Illinois. Momence, in Kankakee county, was our first concert in Illinois. (I had a man by the name of John Curtis from Jay county, Indiana, with me on this trip. He was a brother-in-law to Mr. Leffel, with whom I boarded in Indiana.) We traveled westward from Momence through Kankakee county, thence into Grundy county, as far as Morris, the county seat. At this point we were both seized with that bone-aching, tooth-shaking, head- splitting malady known in those days as ague. We were compelled by the force of this attack to lay ofi for three weeks. This was the hardest blow I had yet ABILITIES OF THE BLIND. I7 received since I left school, far from home and friends, sick and partner sick also. At the end of three weeks we were able to start out. I asked Mr. Clark, the landlord, what his bill was. He replied : "You two men and two horses have been here twenty-two days ; your bill is $110.00." I paid it and told him the devil would never get him for not charging enough. This took all the money I had but fifteen cents. CHAPTER IV. We started for Joliet, Will county, a distance of sixteen miles. When within three miles of that town I began to shake with the ague. We arrived in Joliet about 9 o'clock A. M. I told Curtis to go at once and procure a hall for a concert that night. He said : "You cannot do anything to-night." I said: "You go ahead and do as I say and all will be well." There was a man and his wife at the hotel where we stopped, by the name of Holmes. Mrs. Holmes had a blind brother in New York. While Curtis was looking for a hall she came to me (I was shaking with all my might) and asked me if there was anything that she could do for me. She said she had a blind brother and she felt like helping the blind whenever she could I told her she could help fill out bills when my man came in. Curtis returned about lo o'clock and said he had procured the town hall. I told him to proceed at once to fill out and distribute bills for a concert that night. I continued shaking until noon, when the fever set in, which lasted until 4 o'clock P. M. I knew some- thing had to be done, for I had but fifteen cents, and Curtis had ten cents and the blues fit to kill. I never gave a concert before or since under just such circumstances. The hour arrived for the enter- tainment, and with it a large crowd. Our receipts that night were $67.75, which made us feel somewhat better. This was on Monday, September 15th, 1855. We remained and gave another concert the next night with good success, (18) ABILITIES OF THE BLIND. 1 9 From here we went to Crete, a small town about twelve miles east of Joliet. We arrived at Crete about noon Wednesday. We found the people very kind and anxious for a concert, so we advertised that after- noon for Friday night. On Thursday morning I sent Curtis to advertise on ahead, through Lake and Porter counties, Indiana. I remained at Crete until the next Monday. I gave two concerts there on Fri- day and Saturday nights with good success. Mr. Curtis took no part whatever in the performance, so I did not miss him. I had two young ladies to assist me on Saturday night, which pleased me wonderfully as well as the audience. I was invited out to dinner on Sunday. The druggist of the place invited me to dine with himself and family (he was the father of the young ladies who assisted me), I accepted the invitation and we had a grand dinner and a jolly good time. We spent the afternoon in singing and playing the piano and violin. They (the old folks, I mean, not the girls) persuaded me to stay for supper. I stayed, and after supper we (one of the girls and I) took a walk. We spent the evening with some friends of hers, after which (with her consent) I returned home with her and spent some few hours. I received a letter from Curtis on Monday morning stating that he had billed me for Crown Point, Lake county, Indi- ana. This was about twenty miles distant from Crete. The appointment was for Tuesday evening, so I stayed in Crete until Tuesday morning. Curtis had borrowed a saddle from Mr. Wood, the landlord at Crete, and left one horse and buggy with me. On Tuesday morning I settled my bill with Mr. Wood (which was very light), and asked him to get me a man and horse to take me to Crown Point. 20 THE ACHIEVEMENTS AND He sent Mr. Pulver (his hired man) with me. He also furnished a horse. He taxed me one dollar and fifty cents (which I thought was very reasonable). We arrived at Crown Point about noon, Mr. Pulver returning that afternoon to Crete. I gave a concert that night and the next day went to Valparaiso, Por- ter county. I performed there that night with moder- ate success. From thence we traveled in a south- easterly direction through the following counties : Por- ter, La Porte, Stark, Pulaski, and Cass, back to Miami, giving a few concerts and having the ague between times. CHAPTER V. When we returned to Miami county Curtis was tired of the business (having the ague every few days) so we dissolved partnership. He returned to his home in Jay county and I remained in Miami. It was now getting well along in October. Mrs. Leffel's health was poor, so I took up boarding with Mr. Thomas Smith, about one mile from Chili. Here I remained until January, 1856, giving concerts occa- sionally and having singing school once in a while. I passed the time very pleasantly, but not very profit- ably, financially speaking. On January 15th, 1856, I started for my home in Clarke county, Ohio, having sold horse, buggy, and melodeon. I arrived at home the next day. Home had always been dear to me, but never half so sweet as now. I had learned much about the world and the people in it. How I appreciated home and friends can only be realized by those who have passed through the same experience. I remained at home until March, when Mr. John Murphy pro- posed traveling with me. He was an old friend and neighbor of ours when we lived in Greene county. T purchased another melodeon ; he furnished horses and carriage. My father took me and my melodeon down to his house on March 12th. We gave a few concerts around at neighboring towns and school- houses with marked success. Then we devoted some time in preparing a brief history of my life, which I had published, intending to sell the pan;phlets at our concerts. We gave a few entertainments after we pre- pared the little book, then we concluded to travel by (21) 22 THE ACHIEVEMENTS AND rail and steamboat. We had proceeded only as far as Cincinnati when I was again taken sick. This thwarted our plans. I returned home as soon as I was able. I did not do much of anything the remainder of that summer. After I recovered sufficiently to get around I went to visit some relatives living near New Jasper, Greene county, Ohio. Here I remained nearly all summer. I drilled the Jasper Sabbath-school in sing- ing for several Sabbath-school conventions and car- ried off the prize each time; also came very near fall- ing in love with a very pretty girl. I was invited to attend a wedding as best man and she as bridesmaid. The wedding took place on the seventh of August (on Thursday evening). The bridegroom (late from California) wanted the party to take a trip to Niagara Falls, but I told him that would be impossible for me at that time, so he con- cluded to take a trip to the Shaker villages and Leb- anon. Arrangements were made and we started on our journey (three couples of us) on Friday morning in buggies. We stopped at Spring Valley for dinner. The party had been very solemn all forenoon. I managed to stir up a little mirth at the dinner table. The landlord asked me which was the married couple. I told him it was we three boys, which set all at the table to laughing. After dinner we set out on our journey, solemn as a funeral procession, the bridal pair in the front buggy, my girl and I in the second, and the other couple in the third. We had gone about three miles when I heard a wagon coming. Meeting us, I asked my girl if that was not a threshing machine. She replied that it was. I told her I wished to speak to the man on the wagon, so when we were ABILITIES OF THE BLIND. 23 even with him I stopped my horse and said, "How do you do?" He said, "How are you?" I replied, "I am well; how is your father?" He said his father had been very sick, but was better. I told him I was glad to hear that. Then he said, 'T believe you are ahead of me." I replied, "Don't you know me?" He answered, "I believe not." I said, "Neither do I know you." The other two couples had also stopped to hear the conversation ; they all laughed heartily. From that time on I kept them constantly laughing. We visited the Shaker villages, then we went on to Lebanon to stay all night. When we arrived at Lebanon it was about 9 o'clock at night. We drove up to the best hotel in the town and called for supper for six. The landlord said he and his wife would do the very best for us that they could under the circum- stances, their help having all gone to a ball. I told him we did not wish to put them to any extra trouble ; we would be satisfied with ham and eggs, biscuit and a cup of coffee. They got us a good supper and we sat down and ate heartily. One of the young men and 1 tried to see who could drink the most coffee. After drinking three or four cups apiece, calling for more, the landlady said the coffee was out as she thought we only wanted a cupful apiece. I told her that was true and we intended to have it if we had to drink a gallon of water to get it (this was said in fun and it caused quite a laugh). When supper was over I asked the landlord if he had any musical instrument in the house. He said he had a new piano upstairs in the parlor. I asked if there would be any objection to us using it for a short time. He said, certainly not. He showed us to the room where there was a good piano. We locked the door, then I sat down to the instru- 24 THE ACHIEVEMENTS AND ment. The three ladies and two of us gentlemen were good singers, and having sung one or two songs some one knocked at the door. I arose and opened it and found the landlord was there. He said there were some friends who would like to come in and listen to our music. I told him to wait till we sang one more song. He said all right. We sang another song, then opened the door and invited them in. When they were seated each fellow took his girl and we marched out and took a promenade over town, returning in about two hours to find the guests all gone. The next morning we had an excellent breakfast. (On starting out on this trip the groom had given me the purse and told me he would depend on me to settle all bills.) After breakfast we called for our rigs. I asked the landlord our bill. He said, "As you are clever chaps, I will only charge you $14.00." I paid it and told him we expected to pay first-class fare, but if he was satisfied we were. We drove back to Xenia for dinner that day, having considerable fun on the way. After dinner we had our pictures taken, then returned to the bride's home. There were a large number of friends waiting to greet us. We had a pleasant time — one long to be remembered by all present. CHAPTER VI. 1 returned to my home in September, after having a very pleasant visit. 1 concluded to teach that fall and winter, so accordingly I organized three sing- ing classes, one at Tremont, one at Terre Haute, and one at Westville. I also got about twenty instrumental scholars. I boarded that fall and winter with Squire Barton in Enon, Clark county. My success was remarkably good that season. I studied law with the Squire at my leisure time, which proved very profitable to me in after years. In April, 1857, I started a broomshop in Enon. I worked at broommaking until October, 1857, having also a few scholars. On the twenty-fourth of Octo- ber I closed up my business in Enon and made prepa- ration to start on a tour of concerting. Having formed the acquaintance of a certain handsome young widow, I determined to try my hand in more than concerting. I started out, therefore, with two objects in view, in both of which I was successful, for on December 13th, 1857, I was united in matrim.ony to Mrs. Lucinda C. Reed. I had made the most valuable acquisition of my life. She was not only handsome and loving but also a grand singer (the best I ever heard). I dis- missed my hired hand, as I now had a partner, and needed no one else. We were married at Lumberton, Clinton county, Ohio, on Sunday evening. On Mon- day morning I left her with her cousin (where we were married) and went to fill three appointments which I had out, one of which had been recalled before (25) 26 THE ACHIEVEMENTS AND I got there, on account of a death in the vicinity, so I returned to Lumberton on Wednesday. I spent Thanksgiving at home. When I started out on my trip mother asked me when I would be at home again. I rephed as soon as I got married. We (that is my wife and I) started on Thursday morn- ing for my father's house, a distance of thirty-five miles. We stopped at Dr. Folck's for dinner (he and his wife were old friends of mine). Here we had a good time and arranged to meet at my sister's (about three miles from there) on the next Tuesday evening. We started about three o'clock from the doctor's for home and we arrived at father's at 8 o'clock at night. The night was very dark and there was a very narrow place where we had to turn off of the main road to go in to father's barnyard. There was a very narrow place for about four or five rods, then a square turn to the left into the creek, then up the channel about five rods, then turning to the right into the lane, at the end of which there Avas a gate opening into the barnyard. I had described this to my wife before we reached there. It was so dark and foggy that she could not see the horse. I told her not to fear for I knew I could make it all right. When I had gotten about to the turn I stopped and called for someone to come with a light. I thought no one heard, so I said, "Hold your breath, here goes." I started the horse and we had gone but a few steps when I said, "We are all right." I pulled the left line, made the turn, then turned up the creek and into the lane. When we got to the gate, my sister was com- ing with a light. I waited till she got to the gate. She asked if it was Will. ' I answered, "Yes." She opened the gate and as I was driving through she ABILITIES OF THE BLIND. 27 said, "Who is with you?" I replied, "My wife." She said, "Don't tell me a lie." I drove up to the house and mother came out. I got out of the buggy, mother shook hands with me and said, "Who's with you?" I said, "My wife." This was a great surprise to her as well as to my sister who had met us at the gate. Father was at prayer-meeting and my younger brother at writing-school. When they came home we had a warm time for a while. Mother got supper and we all ate heartily, then followed explanations and jokes until midnight, when we retired. The next morning the news spread far and wide and many friends came in to congratulate us. CHAPTER VII. We spent the time from Friday until next Tues- day at home and visiting friends in the neighborhood, when, according to previous arrangements, we started for my sister's, near the Yellow Springs, Greene county. My sister was the wife of Samuel J. Flatter. We arrived in good time and found a jolly good crowd awaiting us. We had a grand supper and a sound serenading, which all enjoyed. After spending a pleasant night and forenoon of Wednesday, we started for Burlington, a distance of eighteen miles, where we were to give a concert that night. We had a very large audience — upwards of 300. When I intoduced my wife as one of the per- formers it took the audience by surprise and they cheered for about ten minutes before I could get atten- tion. When the house came to order we opened with a solo by Mrs. Welch. When she had finished the audience gave an overwhelming applause. Before leaving the next morning we sold 100 of the pamphlets of which I spoke in a previous chapter. This was our last concert for a while. We returned home on the following Saturday, after visiting some friends in Lumberton and Xenia. We remained at home until the holidays ; then we went on a visit to Darke county, where my elder brother lived (he had married and moved out there in March, 1857). We spent some time in looking around. My father and younger brother had rented a farm out there the fall before and the family wanted us to settle near them. Father and family moved out in March, 1858. We made our (28) ABILITIES OF THE BLIND. 29 home with them until April 15th, 1858, when we went to housekeeping for ourselves. (I omitted to state that my wife had a daughter by her first husband, who was four years old in July before we were married.) Our family consisted of three: My wife, Lizzie (the little girl), and myself. We began Hfe now in good earnest, determined to prove to everybody that we could make a living for ourselves and family in spite of all opposition that might present itself along our pathway, which we also did, as the sequel will prove. Our married life began happy, loving, and joyous, and so it continued. I organized three singing classes that spring, one at Palestine, one at Mt. Zion Church, and one at Nyswander's schoolhouse. This gave me profitable employment during the spring and summer. We also raised a good garden, which added to our com- fort and labor. I spent my idle time in training Lizzie in singing. She was a natural singer and had sung for Sabbath-schools when but three years old. She was an apt scholar and attracted much public attention. Her voice was sweet and her winning ways made her a general favorite. Time rolled on and we kept pace with it. That fall I concluded to try a project, namely, attending county fairs with a canvas, giving musical entertainments. I attended two fairs, one at Greenville and one at Jamestown, Greene county. My success was much better than I had anticipated. My younger brother and I took a short tour that fall, giving concerts, after which I took charge of a select school in Westville, Preble county. My wife assisted me. We boarded with Dr. Weist and continued in this business until the next March. CHAPTER VIII. We had purchased forty acres of land five miles west of Greenville in June, 1858. We took possession in March, 1859, and went to work now in good earnest. We bought a cow, raised chickens, planted corn, sowed oats, and planted potatoes. I had taken a boy to raise, who was 14 years old. He was quite a help to me in doing my work. We rolled and burned the logs and brush off of five acres of ground that spring. We had a hard frost that year, on the night of the 4th of June, which damaged the oats and nipped the corn slightly. We had a reasonable good crop, however, and every- thing went on nicely. That fall I attended four fairs, namely, Wilming- ton, CHnton county; Greenfield, Highland county; Troy, Miami county, and Greenville, Darke county, with good success. We sold our farm in October of that year, but remained on it till the middle of Decem- ber. We had an addition to our family, in the person of a little daughter, born November 4, 1859. Now we felt new obligations resting on us and new inspirations awakened in our hearts. Life seemed brighter and more joyous than before. About the 15th of Decem- ber we moved on Jacob Miller's place, three miles west of HoUandsburg, Darke county. We remained there until March 13th, i860; then we moved on a farm four miles southwest of Greenville, with my father and younger brother. Here we planted and raised six acres of corn, one of potatoes, and one-fourth of an acre of sweet potatoes. We now had two horses, four hogs and a cow. We sold our hogs, crop of corn, potatoes, and sweet potatoes that fall, and moved to (30) ABILITIES OF THE BLIND. 3I Highland county (persuaded by some of my wife's rela- tives to do so, but it was against her will that I con- sented to go, and it proved to be the worst move we ever made). We rented a farm five miles south of Hillsborough for cash rent, and I hired a hand at eigh- teen dollars per month, for nine months. We now had three good horses. I sold one to my wife's cousin for $300.00, which we never got, and his son (my hired hand) killed one worth $150.00. My corn crop was very poor, my oats crop was good for those parts (about fifteen bushels per acre), and a half- crop of Hungarian grass. One year was enough for me, so we concluded to buy ten acres from her brother. This we did, and built a house. We lived on it till (the ten acres I mean) April ist. 1862, when we lost the whole business in consequence of her brother los- ing his whole farm by the foreclosure of a mortgage. We had ours all paid for and got nothing. We then rented a house of Isaac Standforth, three miles west of where we were living (this was the second year of the Civil war). I engaged the district school and taught that spring and the next fall and winter, and the next spring until May 21st, 1863, when we were called to Darke county on account of my father's death (we had lost our dear little daughter on January 20th, 1862). We had planted four acres of corn that spring, which had the third ploughing when we were called away. We arrived at Greenville May 23d, in the evening, father having been buried that afternoon. As mother and the family wanted us to move back to Darke county, we concluded to do so. Accordingly my wife went back to Highland, settled up our affairs and returned to Darke County after shipping our goods. CHAPTER IX. Family History and Miscellaneous Matters. A short sketch of family genealogy may not be out of place. My grandfather, Henry Welch, was born in the state of Delaware, 1768. He lived there until he was married, which was about 1792, when he removed to Kentucky, where his wife died about ten years later, leaving eight children. In 1803 "he was married" to Miss Sarah Moffett. To this union were born three children, Elisabeth, James and Susan, James (my father) was born April i8th, 1805. Grand- father moved to Clinton county, Ohio, in 1809, where he entered eighty acres of land, near what is now the village of Lumberton. The following year my grand- mother died. He then rented his farm and went to Xenia, Greene county, Ohio. Here he engaged in the tailoring business, as a partner with a Mr. Hutchison. This was the first tailor-shop in Xenia. In 1812 "he was married" to Jemima Correll. To this union were born seven children. He then moved back on his farm, where, in December, 1827, he died. On the 23rd of March, 1828, my father was mar- ried to Miss Agnes Clemmons. She was the daughter of Christopher and Polly Clemmons, and was born in Washington county, Virginia, January 9th, 1813. She, with her parents, emigrated to Greene county, Ohio, in 1818. Here, in 1825, her parents both died, leaving four children, two boys and two girls, of which my mother was the youngest. To this union were born eleven children, eight girls and three boys, two of the girls dying in early childhood. The names of the (32) ABILITIES OF THE BLIND. 3'3 children are: Mary, born January ist, 1829; Susan, born June 24th, 1830; Sarah Ann, born February 9th, 1832; Gasper Leroy, born July 21st, 1833; James William, born September loth, 1835; Okey Clawson, born August i8th, 1837; Martha Agnes, born Novem- ber 16, 1839; Hannah Elisabeth, born October 29th, 1842; Amanda, born May 22nd, 1848; Emily, born April 29th, 1 85 1, and Barbery Alice, born May 9th, 1854. I was therefore the second boy. I have already given a sketch of my life. The two oldest girls died in childhood. Sarah A. was married to Samuel Flat-, ter, March 6th, 1851 ; Gasper L. was married to Miss Barbara Flatter, March 5th, 1857; O- C. was married to Miss Mary M. Wagner, December 25th, 1862; Amanda to J. E. Hawse, February 15th, 1871, and Emily was married to Alfred Humphries, 1878. Mar- tha died, April loth, 1875, and Alice has been cottage matron in the Soldiers' and Sailors' Orphans' Home since 1876. While I was quite young my father took great pains in reading to me out of the Bible, and having me memorize chapter after chapter. I would go to Sun- day-school and repeat as many as 400 verses, without having to be prompted. This was thought to be won- derful, and the little blind boy was looked upon as a great monstrosity. This mental training continued on until I started to school, in 1846, and to that I owe much of my mental power and development. Mathe- matics was my favorite study, and in this I excelled. I have been called the lightning calculator. In traveling, I am often asked to solve some intri- cate problems, and I have never yet failed, and some- times some smart "book-worm" will give me a prob- lem or question as a gag, thinking to get the laugh on 34 THE ACHIEVEMENTS AND me. I have given an example in the second chapter of this work. Another was given to me in Momence, 111. During the entertainment I was explaining the manner of cyphering as practiced by the blind ; a law- yer who thought himself very shrewd, after asking a number of questions, propounded the following: "If beef costs ten cents per pound, and pudding five cents per yard, how many potato skins will it take to shingle a meeting-house?" I told him I did not think I had type enough for the solution. He replied, "You are a smart lad; can you not give me the rule by which the solution may be obtained?" I said, "Certainly I can. By simple proportion having three terms, given to find the fourth. Multiply the pudding by the meet- ing-house and divide by the beef, and you will have the answer in potato skins." Over which the audience had a hearty laugh at his expense. Many other ques- tions of a similar nature have often been propounded, for each of which I have had a prompt answer, which invariably produced laughter at the expense of him who propounded the question. I made up my mind when I started out in the world to treat everybody with respect, but not to let anybody get ahead of me and stay ahead. I have adhered strictly to this determination so far through life. I have always been fond of innocent sport, espe- cially where others were partakers of the mirth with me. I have often had persons hold a light while I would read or fix a violin string or clean an organ reed. On one occasion I had the landlord in Martinsville, Clinton county, Ohio, hold a light for me while I cur-* ried my horse. On another occasion I had a minister hold a light while I fixed an organ reed at a concert g-iven at Middlepoint, Van Wert county, Ohio. There ABILITIES OF THE BLIND. 35 were about 300 people present, and when I had fixed the reed he asked if that was all. I said, "No," and taking hold of his arm turned his face towards the audience, and said, "You can tell this audience that you have had the exquisite pleasure of holding a light for a blind man to fix an organ," which caused a great laugh. After the concert he came to me, and said, "Professor, I never saw a blind person in my life but what I pitied, but I don't pity you a bit ; you seem to enjoy life as well as anybody I ever knew." i CHAPTER X. Miscellaneous Remarks. I have achieved quite a reputation in different lines of business. It has been my aim to do something out- side the regular routine of business followed by the blind. I have taught school, pleaded law, bought and sold horses, and also traded horses quite a number of times, always using my own judgment in regard to horses, with the exception of color. Here let me -cor- rect a mistaken idea which is prevalent in the minds of many who can see concerning the ability of the blind to tell- colors. This is a great mistake, for no one can tell color by feeling. Color is a certain reflection of light, and light is perceptible alone through the optic nerve. It is just as impossible to tell color by feeling as it would be to tell sounds by sight or the taste of food by hearing. But the seeing public are nol wholly responsible for this false idea. I (as well as others) have given grounds for this belief. There are many ways in which this has been and can be done. For instance, I was in the Cincinnati horse market in the year 1869. I had four head for sale, among which was a span of match bay mares. I was stopping with Fox and Wakeman, and had the match team standing in a double stall, next to the office door. A man called at the stable for the purpose of buying a span of driv- ing horses ; he caught sight of my match team (I was sitting in the office, with the door ajar), so he said to Mr. Fox, "There is a team that will suit me, if they are all right; to whom do they belong?" Fox replied, "They belong to a blind man from Clinton county." (36) ABILITIES OF THE BLIND. 37 He said, ''What is a blind man doing here with horses? He can't tell anything about a horse." Fox replied, "He can tell as much about a horse as you or I." The man said, "I will bet you $10.00 that he can't tell the color of a horse." Fox replied, "I will take that bet; come into the office and I will introduce you to him." I heard the conversation, and thought if there was $10.00 in it I might as well have it as anybody. They came in, I was introduced to the man, and Mr. Fox told me about the bet and wanted me to go through the stable and tell the color of different horses. I replied, "I am in somewhat of a hurry just now; I must go over on Third street on business, but I will tell you, gentlemen, what I will do : I will be back within an hour, then I will tell the color of every horse in the stable for $10.00; if I fail, he can have the $10.00." They accepted my proposition. All the business I had on Third street was to drill the young man whom I had with me. I told him they would expect him to lead me to each horse, and I wished to drill him a little bit. I said to him, "When we come to a gray horse you give a light pinch on my arm ; if a dark gray, a hard pinch ; if a dapple gray, a light and a hard pinch, and so on with all the variety of colors the correspond- ing kind and number of pinches. We practiced about an hour and then returned to the stable, where I told the color of eighty-seven horses, and got $10.00. This was a contract, yet it was a deception and misled them to believe that I did it by feeling. I could relate numerous other instances where other blind persons have practiced like deceptions, which have misled people to think that we could tell colors by feeling. On the other hand, any one who would stop and think for one moment would know that, 3^ THE ACHIEVEMENTS AND color being only a reflection of light, could only be seen and not felt. This goes to prove, however, that people are willing to believe that we blind can do impossible things, and are slow to give us credit for what we can do. (I meant to say other blind persons, as well as myself.) One of the chief aims of this work is to remove, as far as possible, all prejudices and mistaken ideas from the minds of the seeing, and inspire the bHnd to act upon the highest and most noble principles of man and womanhood, thereby bringing them in closer touch with each other. This, if accomplished, will give mutual confidence and thereby remove the disadvan- tages under which the blind have heretofore labored, and the many obstacles with which they have had to contend will thereby be removed. There are many occupations in which the blind may engage with equal success with seeing people. They can become success- ful lawyers, traveling salesmen, insurance agents, mer- chants, editors, authors, music teachers, piano tuners, members of boards of education, and fill public offices. I do not wish to be understood to say that all blind persons are capable of filling these positions, neither are all of the seeing. I freely admit that it often requires a greater amount of energy on the part of the blind to achieve success in some of the avocations men- tioned than it does for those who can see. The educa- tion of the blind should therefore be conducted with the greatest care, as well as the greatest degree of pro- ficiency, so as to enable them to fight successfully the great battle of life, remembering that it is not always the amount of money gained that measures the degree of success, but the amount of good accomplished and the degree of eminence attained. Therefore, every ABILITIES OF THE BLIND. 39 blind person starting out in life should equip him or herself with the necessary qualifications requisite for the vocation in which they expect to engage, thereby insuring their success. It is the opinion of the author that if the foregoing suggestions were strictly followed, the success of the blind would be more marked and their appreciation by the public greatly increased. Many blind persons have achieved great distinction in different avocations, so may others do the same by everlasting perseverance and a firm determination to accomplish whatsoever they undertake. CHAPTER XI. We now return to where we left off in Chapter VIII. I omitted in Chapter VIII. to state that we had a son born to us on July 31st, 1861. We remained in Darke county until March, 1864, during which time we had considerable sickness, my wife having an attack of lung fever and I and the children the ague for a change. We gave quite a number of concerts, how- ever, the next winter, with good success. We moved to Greene county in March, 1864, bought a house and one acre of ground northwest of the Yellow Springs, and lived here until October, 1866. On this place, having added to it three more acres of ground in the fall of 1864, we did some farming outside of our own ground. I rented four acres of a neighbor, and raised our own corn and potatoes, fattened our own hogs, and I also, while here, engaged in selling musical instru- ments for Mr. D. P. Otis, of Springfield, Ohio, of which I made a success. I also attended a few fairs in the falls of 1864 and 1865, with good success. Our third child was born on October 13th, 1865. I engaged that fall to travel for Taylor & Angel, of Michigan, to furnish music for an exhibition of the scene of the assassination of President Lincoln, con- sisting of life-sized wax figures of all the characters con'cerned. I was to receive $100.00 per month for my services, payable every Saturday ($25.00). I was to furnish my own organ and violin, they to pay all expenses, including my fare and transportation of organ from my home to Mt. Clemens, Mich., which amounted to $17.00. I received in all from them (40) ABILITIES OF THE BLIND, 4I $42.00. I stayed with them until January 21st, i{ We had exhibited at Bay City on Saturday night, Janu- ary 20th. I asked Mr. Taylor for my pay up to that time. He gave me $30.00 and said he wanted me to attend to my business and he would attend to his. I told him I would take his advice, and said to him, "Here is where I quit." He said, "No, you can not quit, for we are billed for ten nights ahead." I said, "Sir, I will not strike another note for you." A. J. Dewitt (one of the performers who had not received his pay) and I entered into a partnership, leaving the wax fig- ures standing in the hall where we had exhibited last. We went to work in earnest, taking with us their advertiser, Dewitt furnishing the team and wagon and I the organ and violin. We met with good success, and continued in the business until about March 20th, 1866. After having not only a profitable but also a very pleasant time, we dissolved partnership and I returned once more to home, family and friends, again to engage in selling instruments and farm work. I continued at this until October of that year, when we rented our little place out and moved tO' Xenia, where we engaged in selling sewing machines. We did very well for about two months, when I was taken sick, on account of which we were obliged to close up' business. It was in January, 1867, before I was able to do anything. I then took a short trip, giving concerts, my younger brother accompanying me. We traveled through Darke county, Ohio, and Randolph and Jay counties, Indiana, returning home in March, 1867. We then rented a house and lot four miles from Dayton, near Bevertown, until October of that year, our place being rented until that time. I now tried something new to 4;^ THE ACHIEVEMENTS ANt) me : I bought the right for six counties on a patent cutting-box, for which I paid $300.00, and made noth- ing out of it. This satisfied me on this score. CHAPTER XII. We moved back to our little home in October, 1867; I then procured the assistance of Charles E. Hoover, a blind gentleman of rare musical skill, to travel with me, as I had concluded to give concerts that fall and winter. We began in October of that fall and continued till the next spring, when I again went to teaching music. We traveled through Clarke, Champaign, Logan and Shelby counties. While we were at Degraff the citizens requested me to come and teach music there and in that vicinity the next spring, so accordingly we rented our place until the next Feb- ruary and moved to Degraff, where I began teaching in May, having traveled up to that time. I continued teaching until September of that year, when, with my wif€ and Mr. Hoover, I again went to attending fairs. We attended four fairs, Jamestown, Wilmington, Blanchester, and Bantom, and had reasonable success. We bought a house and lot in Westboro, Clinton county, to which we moved that fall. Mr. Hoover remained with us until the next spring. We gave quite a number of concerts that fall and winter, meeting with good success. In the spring of 1869 I began selling music and musical instruments for John Church & Co., Cincin- nati, Ohio. I continued in this work until fall, when my wife and I again went to giving concerts. We trav- eled through Clinton, Green, Clarke, Madison, Fay- ette, and Pickaway counties, having an exceedingly pleasant as well as a profitable time, returning home in. March, 1870. I again resumed teaching music. I (43) 44 THE ACHIEVEMENTS AND now received as many scholars as I could attend to. We were happy, prosperous, and contented with our- selves and those around us. Our fourth child, a daughter, was born July 21st, 1870, thus increasing our responsibilities with our happiness. I continued teach- ing and selling instruments until September, 1872. We sold our property in Greene county in the fall of 1870, when we sold out in Westboro and moved to Martins- ville, Clinton county. Here we lived until March, 1873, when we bought in New Vienna, Clinton county. I still followed teaching music until August, 1874. On August 14th, 1873, we had a son born to us, our fifth child. (I omitted to state that on March 15th, 1 87 1, Lizzie, my wife's daughter by her first husband, was married to W. R. Hammer.) In the spring of 1874 I was called to Greenville, Darke county, Ohio, to teach Normal Music School. I taught there till the last of July, then went in partner- ship with my younger brother and S. L. Downey in a drug store for manufacturing and selling medicines. We moved to Greenville in August of that year. Downey and I went on the road with the medicine wagon and my brother and Downey's son attended to the store. We had a large platform spring wagon, with an organ in it. W^e would play and sing and then scatter our bills and sell from the wagon. We attended several fairs that fall and summer, selling in this way. Our success was good after fair time and we went from town to town selling in the same manner. I was called home in November, on account of the illness of our eldest son, who died November 15th, 1874. This was a heavy stroke and it made some changes neces- sary. I went back to Marion, Ind., where I had left ABILITIES OF THE BLIND. 45 our team and wagon. We continued to sell in towns on our way home, arriving there about December ist, 1874. -*^>-. sv CHAPTER XIII. I now determined to dissolve my partnership with Downey, he having purchased my brother's interest, so accordingly I told him of my intention after learn- ing that he had already beaten me out of about $200. He did not want to dissolve, saying that he could not run the business alone. I told him that I thought I had suffered enough loss already, without running my chances of losing any more by continuing with him longer. He and hi? son had contracted debts contrary to the terms of the partnership. I did not know this until we arrived at home in December. I had sent money to my wife by him, in October, which he failed to deliver ; this I also learned, and told him of it. He said he intended to make that all right. I said, "Yes, I think you will." We accordingly invoiced. When I found out what rascality he had practiced on me I was surprised at his wanting to continue with me after my knowledge of his dishonesty, so I said to him, "You have received about $300.00 more than your share; what do you propose to do about that?" He said if I would continue with him he would pay it all back. I replied, "No, sir; I will not." I lost as a partner over $200.00, besides what money I had sent home by him. The death of our boy was the greatest shock we had ever received, as he was a great help to me in many ways. From the time he was six years old I could depend on him to watch the road for me to drive. When he was only nine vears n^ -jge I took him and drove from our home in Westboro to Columbus, a dis- (46) ABILITIES OF THE BLIND. 47 tance of ninety-five miles. He was always watchful, as well as careful, and I was never afraid to depend on him. I closed up business with Downey and in Janu- ary, 1875, went on a trip through Indiana, giving con- certs and selling medicine, meeting with good success. I continued at this until April, 1875, when I again went to teaching music. This occupation I followed till Octo- ber, 1876. During this time I had as many scholars as I could attend to and as interesting scholars as I ever taught. I took a short vacation in February and March of 1876, and went to Iowa on business, taking our little daughter Viola (who was in her eleventh year) with me. While out there we gave several con- certs with excellent success. I bought three horses while I was in Iowa and shipped them home. I also made some money in this transaction. While at the stockyards in Chicago, in company with Mr. Allen, president of the C. B. & Q. R. R., there was some curiosity manifest concerning my handling horses and my ability to judge of the quali- ties of a horse. When I told them I was willing to risk my own judgment, they asked if I could tell the color of horses. I frankly told them no, but that I could tell everything else about a horse. When the chief of the fire department asked me if I would go with him to the department barn, I told him I would. We went, Mr. Allen going with us. When we went into the barn, the chief said he wished to show me some fine horses as I had shown him my fine stock. He showed me three or four very fine head, when he led me into the stall and said. "Here is the finest one I have shown you." I examined the horse very minutely, then said, "Yes, sir, this is a fine horse; 48 THE ACHIEVEMENTS AND what a pity it is that he is blind." He said, "How can you tell?" I answered, "His eyes may look natural, but they do not feel that way." He said the horse had been blind for two years, and I was the second man that had been able to tell it. I have had several tests on that score. It is only when the optic nerve is dead that the eye remains full, but there is an unnat- ural coolness in the eyelid and also in the hollow imme-. diately above the eye, which is perceptible to a very sensitive touch, and it is sometimes hard for one that can see to tell that a horse is blind in a case of this kind. I have by my experience and practice achieved great notoriety as a judge of horses, as well as in handling them successfully. I have never found a horse so wild and vicious but that I could handle him with ease, and work him any place. I have worked the worst of kickers, without any trouble and I can train a horse to do almost anything I wish him to do. These statements may seem doubtful to some skeptical- minded people, but they are true notwithstanding, as many living witnesses will testify. Hon. Walter L. Campbell, Late of Washington, D. C. CHAPTER XIV. A Sketch of the Life of Walter L. Campbell by a Friend of His. We will now let the reader have a change of subjects for a short time. Hon. Walter L, Campbell Has Passed From Life. Was One of the Most Remarkable Men of the Age. Honored By All. In Apparent Good Health When He Retired Tues- day Night. Attacked by Apoplexy. He Sank Rapidly and Died Within an Hour — Was Formerly Mayor of the City. Hon. Walter L. Campbell is dead. The rapid cir- culation this morning of the report of his sudden demise conveyed to the majority of the citizens of Youngstown, and especially the older ones, a feeling of personal loss. The announcement was a decided shock. Mr. Campbell had been at the home of his sister, Mrs. Reuben McMillin, 218 Spring street, for ten days or two weeks. To those of his friends whom he had seen he had expressed gratification at his rapid recovery from several strokes of apoplexy suf- fered last fall and summer while he was in New York and Washington. Having 4 (49) 50 THE ACHIEVEMENTS AND ALMOST COMPLETELY RECOVERED from the effects of that illness, Mr. Campbell had expressed himself of the belief that his trouble had been something other than apoplexy. On Monday afternoon he was down town and had called on and shaken hands with scores of people. Yesterday he was not down town, but not because of any indisposition. He took dinner with Mrs. Robert McCurdy and spent the afternoon there. Yesterday evening he retired at the usual time and apparently in his usual health. About i o'clock this morning Mr. Campbell was seized with a SEVERE ATTACK OF COUGHING. With it came the fourth and last stroke of apoplexy. He was at that time alone with his sister, Mrs. McMil- lin, and her help. Drs. C. R. Clark and H. E. Welch were called. Mr. Campbell's condition became rap- idly worse. He lost the use of his arms and then the greater portion of his body. Within an hour and a half after the arrival of the physician he had lapsed into unconsciousness. J. Harris McEwen, who had* always been a warm personal friend, was called, arriv- ing at the bedside about 4 o'clock. At that time the sufferer was unconscious. At 4: 30 o'clock he died. Mrs. Campbell, wife of the deceased, and their two children, Allen R., an attorney, and Miss Mary Rebecca Campbell, are in New York City, where, for two weeks past, Mrs. Campbell, who IS AN INVALID^ has been taking treatment under the direction of specialists. Mrs. Campbell will not be able to come ABILITIES OF THE BLIND. 5I here for the funeral. In all probability her daughter will be required to remain at her side. The son, Allen, has been informed of the death of his father and will probably reach here some time to-night. Until his arrival no arrangements for the funeral will be made, but the body will lie at the home of Mrs. McMillin. Several days ago Mr. Campbell chanced to speak of his wishes in connection with his funeral and expressed the hope that he would be buried at Salem, where the bodies of his mother and one brother lie. Since his early childhood Mr. Campbell retained his many friendships in Salem. That was the town of his birth and of his early childhood. All that he was ever per- mitted to see of the world was Salem. There he lost his sight at the age of five years, and his recollections of things seen have always had their scene there. A BRILLIANT MAN. Most Remarkable Character by IViioui Yonngstown Has Been Honored. Walter L. Campbell was easily the most remark- able character with which the citizenship of Youngs- town has been honored. Losing his sight at the age of five years, he secured rudimentary education at the institution for the blind in this state and in Pennsyl- vania. Then he took an academic and collegiate and post-graduate law course and was admitted to the bar in Boston. Subsequently he became United States Commissioner in Wyoming. After serving as Com- missioner for some years, he went to Youngstown, O., and purchased an interest in the Mahoning Register. That was in 1874. For eight years he moulded public opinion, following the Register in its changes attend- ant on its advancement in importance and prestige 5^ THE ACHIEVEMENTS AND resulting from his wise management. In 1884 Mr. Campbell was elected mayof of Youngstown. Fol- lowing the expiration of his term of office he led a more or less retired life and AMASSED CONSIDERABLE WEALTH by dealing in western mining stocks. During the period of his retirement he wrote a sociological treat- ise on plutocracy which bore the title of "Civitas." Two years ago Mr. Campbell and his wife moved to Washington, D. C, where they purchased a home at 1 82 1 M street. They lived comfortably until two weeks ago when, on account of her suffering, Mrs. Campbell was taken to New York, where she was placed under treatment. She is attended by her daughter. After arranging for the comfort of his wife Mr. Campbell came to Youngstown on a visit and since his arrival has been enjoying unusual health, until his sudden taking away last night. child's THOUGHTLESS PRANK. Cost Mr. Campbell the Loss of His Eyesight — How He Was Educated. The thoughtless prank of a child playmate resulted in the loss of Walter L. Campbell's sight when he was only five years of age. His parents, John and Rebecca (Snodgrass) Campbell, lived at Salem, where Walter was born. His father was a saddler. Walter and several children were one day playing at some childish amusement about the barnyard in connection with the Campbell home. One little fellow threw a clod which struck Walter in the eye. Inflammation set in and the sight of that eye was lost. In a short ABILITIES OF THE BLIND. 53 while the other developed inflammation and it too became sightless. That was in 1847. The Ohio Insti- tute for the Blind was then more or less an experi- ment. Training for blind children had not become such a science as at the present time. But when he was nine y^ars of age Walter was entered at the Institute and DEVELOPED A WONDERFUL CAPACITY for learning. In addition to the regular course he studied many useful branches, one of them being music. He became a master on the organ. When he was sixteen he left the Ohio Institute and secured admission to the Pennsylvania Institute at Philadel- phia, where a more advanced course of music could be followed. There his ambition was fired and he determined to abandon 'his musical career and devote more time to a classical course. With that end in view, he returned to Salem, completed his high school course, and entered Western Reserve College. During his four years there he won distinction notwithstanding the handicap of sightlessness. As a freshman he won a prize for the best written translation in Latin. In his second year he took the prize for the best English composition, and at the junior exhibition he delivered the philosophical oration. When he graduated in 1867, standing second in a large class, he delivered the salu- tatory oration. For one year following this he studied law with Judge Jacob M. Ambler, at Salem, and then, for a vear, ATTENDED A LAW SCHOOL at Harvard University. Graduating from there, he passed the law examination given by the supreme court 54 THE ACHIEVEMENTS AND of bar at Boston, June 17, 1869. Just at this time Wyoming was made a territory and J. A. Campbell, an elder brother of Walter's, was appointed governor. Talented men were needed in the new country. By this time the handicap of blindness was no longer con- sidered. Walter Campbell entered the contests of life on an even footing with men in possession of all their natural powers. Going to Wyoming, he was made United States commissioner, which office he filled for several years. This constituted the greater portion of his law practice. Returning to Ohio, he soon located in Youngstown and assumed the editorial management of what was then the principal newspa- per. His work was not permitted to interfere with the continuation of his studies. HIS EDITORIAL WORK was dictated to an amanuensis or was written by him on a typewriter with rapidity and accuracy. What he lacked in sight was made up in mental activity. He traversed the streets of Youngstown without hesita- tion and with his cane as a protection went wherever he liked. Buildings and doorways were located with- out mistake. His knowledge of Youngstown was little more remarkable than his knowledge of all other cities where he visited. Within recent years Washing- ton correspondents have given him wide publicity on account of his abilities to get around notwithstanding his affliction, and his scholarly attainments. THOUGHT FOR HIMSELF. Espoused the Cause of Bryan and Free Silver — Till Then He Was a Republican. For many years before Bryan made free silver a national issue. Air. Campbell was a staunch advo- ABILITIES OF THE BLIND. 55 cate of the policy and in 1896 he espoused the cause of free silver and Bryan, although heretofore he was a Republican, having been elected mayor of this city on that ticket. Mr. Campbell made many speeches during 1896 and was a familiar figure in politics dur- ing the Bryan campaigns. ACQUIRED WEALTH. Moz'cd to Washmgton, hut Salem and This City Were First in His Affections. During the last years of his life, after he had acquired wealth out of mining stocks, Mr. Campbell decided to make his home in Washington, because he considered that the most delightful city in the country for one who depended on his hearing for his pleasures. There he frequented the halls of Congress and the chamber of the Supreme Court, finding con- genial acquaintances among the scholars and states- men. Youngstown and Salem, however, occupied first place in his affections for places. He never forgot his boyhood days in Salem and often visited the old friends he retained there. His mother, whose death occurred about fifteen years ago at Canfield, at the home of Mrs. McMillin. was buried in Salem, as was a brother. Their resting places were regularly visited by the devoted blind son and brother, and his wjsh was that he be placed beside them. The father died when Walter was quite young. He is buried in the west. THOUSANDS OF FRIENDS. In This City, the Scene of His Greatest Activities — Those Who Survive Him. Youngstown was the scene of Walter Campbell's activities of maturer years. Here he has thousands of 56 THE ACHIEVEMENTS AND friends, although his only relative here is Mrs. Mc- Millin. He has a brother, A. B. Campbell, who moved to Spokane, Wash., in 1888, and who is now engaged in extensive mining operations. His brother J. A., who was governor of Wyoming, was subsequently consul to Basle, Switzerland. He died several years ago at Washington, where his wife now survives. Another brother, Newton, who was a major in the Federal Army, and was well known in Youngstown, died a couple of years ago in Spokane. Several other brothers died many years ago, but were not known in Youngstown. The only son of the deceased is a junior member of the law firm of Goldsborough, Wer- ner & Sykes, 42 Broadway, New York. He is unmar- ried, and with him his sister and mother, the invalid widow, are now making their home. Walter Campbell and Helen La Gourge were mar- ried in this city on October 4, 1877. She had been a resident of Cleveland. Her present illness is of a critical condition. ILLNESS AND DEATH. Mr. Campbell Suffered His First Stroke of Apoplexy During Past Summer. During the past summer Mr. Campbell suffered his first stroke of apoplexy. This was at his home in Washington City. It was of such mild form that his physician consulted others in an effort to determine definitely whether or not it was apoplexy. There was always a difference of opinions. This stroke had a visible effect on Mr. Campbell. His speech suffered an impediment. He lost the ease of motion of his hands and arms. For a considerable time he was con- fined at home. ABILITIES OF THE BLIND. 57 After some weeks he recovered and was again able to move about when he suffered two additional strokes. Neither was of the severity of the first. From these he also recovered. Then came the illness of his wife and the necessity two weeks ago of remov- ing her to New York. Mr. Campbell lost sight of his troubles and was apparently as active as ever in her behalf. After she was comfortably located, he decided to make a visit to Youngstown. Here he was inspired by the renewal of old friendships. He was delighted with the advancement of his good health. In the middle of the night the last attack came on him. His agonized coughing attracted the attention of other inmates of the house and they and other attendants vainly sought to give him comfort and relief. SOCIAL ORGANIZATIONS Held No Attraction for Mr. Camph ell — Believer in the Szmdenhorgian Faith. Aside from membership in a Greek letter frater- nal society Mr. Campbell had no connection with social organizations. He was a believer in the Swedenbor- gian faith. For years he was organist at the First Presbyterian Church and presided at the organ in evangelistic and other public meetings. He had no membership in public or charitable enterprises other than having served from 1887 to 1890 as trustee of the Working Home for the Blind, an appointment for which he was honored by Governor Foraker and which he accepted because of his interest in and sym- pathy for those who suffered an affliction similar to his own. Mr. Campbell loved his books and his faithful friends. On the street he would have a cheerful greet- 58 THE ACHIEVEMENTS AND ing and would call by name any acquaintance who first spoke to him. His faculty for distinguishing voices was remarkable. As a chess player Mr. Campbell engaged the most expert players in the city and unless his opponents were skilled and alert he was liable to defeat, for Mr. Campbell's skill was more than ordinary. J His personality was characterized by a strong will with determined and fixed views on almost every ques- tion which he had first inquired into. He was to an extreme degree kind and was interested in the human phase of people and things, with little sympathy for the artificial and frivolous. In all, Mr. Campbell was a strong character whose life, despite the handicap suf- fered, will form an important part of the history of Youngstown. WAS TO HAVE SPOKEN. Nezvspapermen Had Expected to Hear an Address from Mr. Campbell at Their Banquet. Hon. Walter L. Campbell had been selected by the newspapermen's recently selected committee, who are to hold a banquet on February 2. Albert Van Fleet is a member of the speakers' committee and was on his way to Mrs. McMillin's residence this morning to invite Mr. Campbell to deliver a short address at the coming banquet when he first heard of the death. THE CHRONOLOGY OF THE LIFE OF A REMARKABLE MAN. 1842 — November 13 — Born at Salem. 1847 — Lost sight of one eye by accident and shortly afterwards became totally blind. 185 1 — Entered Ohio Institute for Blind at Columbus. 1858 — Completed course in Ohio Institute for Blind. ABILITIES OF THE BLIND. 59 1858-1859 — Taught music. 1859 — Entered Pennsylvania Institute for the BHnd at Philadelphia for purpose of completing course in music started at Columbus Institute. 1859 — Returned to Salem and entered High School to prepare for entrance to college. 1863 — Entered Western Reserve College at Hudson. 1867 — Completed course at Hudson. 1 867- 1 868 — Studied law with Judge Jacob A. Ambler at Salem. 1868-1869 — June 17 — Admitted to bar of Massachu- setts by supreme court at Boston. 1869 — Went to Wyoming territory, then just organ- izing and of which his brother had been ap- pointed governor. Was there appointed United States commissioner and practiced law for some time. 1873 — Returned to Ohio. Admitted to bar at War- ren in May, same year. 1874 — May — Purchased interest in Mahoning Reg- ister at Youngstown and remained editor of Register and corporate successors until 1884. 1877 — April 4 — Married Miss Helen C. La Gourge. 1 884 — Elected mayor of Youngstown. 1887 — Appointed trustee of the Working Home for the Blind by Governor Foraker. Retained office for three years. 1896 — Left ranks of Republican party and espoused the cause of Democracy. 1903 — Took up his residence in Washington, D. C. 1905 — January 25 — Died unexpectedly from stroke of apoplexy. CHAPTER XV. A Short Sketch of the Ofe and Death of Charles E. Hoover, a Most Noted and Worthy Blind Gen- tleman with Whom I was Most Intimately Ac- quainted and Whom I Had in My Employ for Several Years. He leaves two blind brothers, Eli and William, who are also worthy of more than a passing notice, which we will give farther on. The old adage that death loves a shining mark has had many illustrations in the vicinity of Union, Ohio, during the last few months. Many prominent land- marks have been swept aside with relentless hand, involving striking changes in the community. One of the prominent citizens of this number to respond to death's call was Charles E. Hoover, who passed away February i8, 1905, at the age of 58 years, 5 months, and 14 days. He was the youngest son of Daniel and Susan Hoover and was one of a family of eleven children. Five of these eleven children were blind from birth and upon reaching the proper age were sent to Columbus to be educated in the school for the blind. They developed a marked aptitude for music, both vocal and instrumental, and much time was devoted to its study. iVfter completing their edu- cation they went upon a visit to friends in Indiana. While there they were induced to give an impromptu entertainment, which proved to be a delightful suc- cess. They were met by a full house and from that hour they started upon a musical career extending over a period of many years. Almost every church (60) Mr. and Mrs. Charles E. Hoover, Prof. Hoover — a man of rare musical talent and skill. ABILITIES OF THE BLIND. 6l and schoolhouse for miles around has resounded time and again with the strains of music from this gifted family. Charles Hoover was the youngest of this group and he played a leading part in all their work. He possessed a clear, melodious voice and was skillful in the use of violin or organ. There are hundreds, and even thousands, who cherish delightful memories of the musical recitals given in Ohio and Indiana by this charming family. The acme of happiness was reached in Charles' life on April i6, 1895, when he was united in marriage with Mary Catharine Curtis at the old homestead near Union. A great company of friends witnessed the ceremony, which was pronounced by Rev. I. C. Way- mire, of Englewood. She was a devoted companion and accompanied him upon his musical tours. Last October they started for Oklahoma to visit relatives and friends in that distant state. They passed many weeks in a delightful visit among people who lived in sod houses, and Mr. Hoover gave a number of rehear- sals in schoolhouses built of prairie sod. In that prim- itive country he found the people alert to the beauty and charm of music. From Oklahoma they returned to Kansas and it was while giving entertainments in that state that he was suddenly stricken with the mal- ady that proved fatal within a few weeks. As soon as the affliction was observed he canceled all his engagements and together they started for their Ohio home. The old, trite saying that "There is no place like home" is true in time of health, but it is doubly true in time of sickness. But this was a sad home- coming to Sister Hoover. He sank slowly under the relentless hand of sickness and at last his strong, vig- 62 THE ACHIEVEMENTS AND orous frame succumbed and he passed peacefully to his rest. His last song was sung in the Sunflower state — his last song on earth. But we fondly believe that the corridors of heaven have already resounded with strains of melody and praise more glorious than any that ever burst from his lips here. He would swiftly join the angelic chorus in rendering thanks- giving and praise to our God forever. But his depart- ure took from earthly friends one who had filled many a heart and many a home with brightness and sun- shine. His life was a benediction, not only of song, but of all those graces of heart and life that made him the Christian gentleman he was all through life. In all his musical renderings there was to be seen and felt a religious spirit, a moral tone that made the people better for having heard the song. Thero was truly a Gospel in his song that touched men's hearts and inspired them to a better life. And while his voice is forever still here, the music of his life rolls on and will continue in men's hearts while life shall last. The funeral service was held in the M. E. church at Union, where his voice, had been heard for many years. A large concourse of people were in attend- ance with profound sympathy for the immediate fam- ily in their common sorrow. The service was con- ducted by Rev. O. P. Furnas, of West Milton, assisted by Rev. Rinebarth and Rev. I. C. Waymire. He leaves his beloved companion, one sister, and four brothers to mourn his departure. Two of the surviving brothers are of the number who were blind from birth. A great company of relatives also survive our departed brother, both in Ohio and Indiana. Those from Indiana attending the services were as follows : Rev. Hugh Carmichael, Rebecca Carmi- ABILITIES OF THE BLIND. 63 chael, and Andrew Younce, Kennard, Indiana ; Charles Byrket, Lotta Byrket, Tiffin Byrket and wife, Mar- shall Byrk^t, Ed. Byrket, Earl Byrket, and Belle Van- derbark, Knightstown, Indiana. I wish to call attention to some mistaken ideas which are prevalent in the minds of a great many people. First. It is thought that blindness is the worst affliction that can befall any member of the human family; this is a great mistake. If you will reflect for one moment you will change your mind on this sub- ject. Sight is very desirable indeed, but the greatest amount of real happiness comes to the human mind and heart through the sense of hearing, the sound of human voices, the music of nature, the roaring cat- aract. In all of these you find and feel sublime pleas- ure, but take away the hearing and retain sight ; then you hear no voices, no music, social intercourse is cut off, and when you are in the dark you are shut out from the external world. Again, to be hopelessly insane is far worse than blindness ; or to be a helpless invalid, or to lose both arms or both legs. I might men- tion many other conditions but these are sufficient. Our happiness is what we make it. If we go forth in life with the determination of being happy and mak- ing others happy, we will succeed ninety-nine times out of one hundred. I know by my own experience that our greatest happiness is produced by aiding and adding to the happiness of others. If in any condi- tion of life we were to look on the dark side only we could make ourselves miserable. The true philosophy of life is not to fret or worry over anything or any condition that is beyond our control, but to make the best use of all means placed within our reach for our 64 THE AGHIEVEMENTS, AND well-being and the happiness of those with whom we are associated and for humanity at large. The educated and cultured blind as a class are happy and industrious. I have had people say to me, "I don't see how you can be happy; why, I would rather be dead than to be blind." I say to such people, "You do not know exactly what you are saying." A mind that is so small that it can receive and enjoy nothing but that which is seen, is of but little benefit to itself or to the world. If we can do nothing for the happiness of those with whom we come in contact we should at least strive to do nothing which would tend to diminish their pleasure or add to their miseries. It has been my motto, since I started out in life for myself to scatter sunshine along life's pathway that others might be made glad and happy. M CHAPTER XVI. The horse was the subject of the latter part of Chapter XIII. I said I had achieved notori- ety as a horseman, not only in training and break- ing but as a rider and driver of all kinds of horses. I have been called on to break runaway horses and kicking horses for men who had good eyesight and I never failed in a single case. I broke one horse in the summer of 1867, which the horse tamers had charge of, at the Yellow Springs, Ohio for three weeks and gave him up as unmanage- able. My brother traded for him and he asked me if I would break him. I told him I would try it. I took him in hand, my wife and I hitched him to the buggy and drove him for two or three weeks and he became gentle. I could give a great number of such cases, but will let what has been said suffice for the present at least. It is thought to be a great achieve- ment for a man with eyes to become an expert horse- man and trainer ; what is it then for a blind man ? I am aware of the fact that some men will be inclined to doubt some of these statements, but their doubts cannot change facts. I have bought horses for men who could see. They said they would rather risk my judgment than their own. This I have done many times and I always took it as a compliment to my judgment. While we are talking about the horse I wish to correct some false ideas and impressions which have crept into the minds of some people concerning my horse-trading. It has frequently been said that if a 5 (65) (^ THE ACHIEVEMENTS AND man traded with Professor Welch he was sure to get badly cheated. I wish to say right here that I never cheated a man in a horse-trade ; if he was cheated he cheated himself. I take my own judgment and allow every man to do the same. I have been most woefully cheated a few times, but I said nothing about it, but watched for a good chance to get it back off the same man. I will relate one instance: In the fall of 1870, while I was living in Clinton county, I sold a mare and colt to a certain man for $100.00 and was to take $50.00 in wheat. When I sent my hand for the wheat he sent me fifty bushels of very musty wheat. I said nothing, but waited. The next spring he took a con- tract on the Cuba and Clarksville turnpike. He came to me to buy a horse. I had a very fine bay horse which I had gotten of Mr. Darby. He wanted that horse. I asked him $160.00. He said, "Will you hold him until Thursday at that price?" I said, 'Tf I have him then you can have him at that price." I traded the horse the next day for one that was very uncertain about work and was not as sound as he was recommended. I was badly cheated. The man who wanted to buy came over on Thursday. I went with him to the stable; he looked at the new horse, think- ing it was the Darby horse. He said, "How will you trade this horse for the mare and colt?" (meaning the mare and colt which I had sold him). I said, "Give me $90.00 and I will trade." He said, "Is that the best you will do?" I told him it was. He said, "Will you take $75.00 of it in corn?" I told him I would. We traded; he paid me the $15.00 and I sent my hand home with him and got the corn home. In about a week he came over to see me. He said, "You cheated me in this last trade." I said, "How is that?" He ABILITIES OF THE BLIND. 67 said, "I did not get the Darby horse." I said, "I knew that at the time of the trade." He said, "I thought I was getting the Darby horse." I said to him, "Sir, when I sold you that mare and colt I thought I was getting good wheat." I said to him, "Had you acted honorably with me about the wheat I would not hav? permitted you to have deceived yourself in regard to the Darby horse." I told him that if he wished to trade with me he must be square if he wished square dealings. I will relate one more trade to illustrate the point in question. While I lived in New Vienna there was a certain man, a sewing machine agent and also a preacher, who came to me and wanted to trade horses. He told two of my neighbors if he could get me to trade with him he would cut my eye-teeth for me. They told me to be on the lookout for him. I said to them, "Just watch !" He was after me for a trade every day for a week. I had a dappled gray horse, about nine years old, which was a little thick- winded. He had a black mare four years old. As I said, he had been after me for a week and I had not examined his mare, so one morning he came down to my house carrying a sewing machine. He said, "Well, I thought if I could not trade horses with you maybe I can sell you a machine." I replied, "No, sir; you can not." He said, "Will you go up to my stable and examine my mare?" I said I would. We went to his stable and I examined his mare. He said, "How will you trade?" I answered, "I will take your machine and your mare for the gray hose." He replied, that the machine was worth eighty-four dollars. I replied "That is the best I can do." He said, "Will you insure the horse to be sound?" I answered, "I 68 THE ACHIEVEMENTS AND will insure nothing; you can see all that is on the outside and I have not been on the inside. If we trade, each man. must rely on his own judgment." We traded and I hooked the black mare up to the buggy, to start out on my daily round of teaching. My wife said to me, "I would keep that mare if I were you; she is so nice." I said to her, "Bid her farewell, for I don't think I will drive her home to-night." She said, "Why not?" I said, "That preacher thinks he has done me, but when he hooks Dick up to his wagon he will find out who is done and he will be back to rue." That day I traded the mare for a three-year-old mule and got $60.00 to boot. I came home about eight o'clock that evening. While I was doing up my feed- ing I two of my neighbors came to the stable. I sat down and we were talking when I heard a footstep. I said, "Boys, there comes that preacher." Sure enough it was he. He came up to, where we were sit- ting and said, "Professor, I want to speak to you pri- vately." We stepped aside and I said, "What is it?" He said, "That horse is thick-winded and I don't want him ; you can let your little boy ride the mare up to my stable and bring the horse back and no one will know anything about it." I said to him, "Sir, I do not do that kind of business ; besides, if I wished to do so, I could not, for I traded the mare off to-day." He said, "You was in a hurry to trade." I said, "Yes ; when I get started it is hard to tell when I will stop." He said, "Well, I don't want the gray horse." I replied, "Neither do I." He said, "You will have to do something. I can not stand this." I replied, "Oh, I guess you can." I then and there said to him, "I understood you told certain parties If you could get ABILITIES OF THE BLIND. 69 me to trade with you you would teach me how to trade horses; you said you would cut my eye-teeth for me. You did it, sir, but whose mouth are they in?" He said he would sue me. I told him to go ahead and I would be with him. He got very angry. I told him to be careful when he traded and not threaten what he would do. He did not sue, but everybody laughed at him for cutting my eye-teeth and having them to come through in his own mouth. A little more horse talk and a few promiscuous remarks and we will have finished this chapter. The most thrilling experience which my wife and I ever had in breaking runaway horses was with a horse belonging to Jacob Leady of Darke county, in the fall of 1875, while we were living in Greenville. Mr. Leady had bought the horse in Indiana in the spring of 1875. He brought him home and worked him a few times when the horse concluded to run away. He did it so thoroughly that Mr. Leady concluded he was too much for him. He sent me word in Sep- tember to come and get the horse and break him or kill him. We went out and got the horse and took him home with us. Mr. Leady said the horse had not been out of the stable for more than two months and he was afraid to undertake to lead him out. I told him I would bring him out. He said, "I am afraid he will hurt you." I told him I would risk that. I went in and bridled him, then put a strap around his body and tied up one forefoot and led him out. We got safely home with him. The next morning I hooked him up to the buggy and we started out on our daily round of giving lessons. We lived on the southeast corner of Main and Ludlow streets. We started on Ludlow street, to go south to Fourth street. Just as we had 70 THE ACHIEVEMENTS AND started my wife saw a man coming leading a cow. The horse was frightened at the sight. My wife said to me, "You had better get out and take him by the bit." I jumped out on the right hand side and grabbed the bit just as he was in the act of whirHng to the right. I caught him with my left hand, he reared, and I threw up my right hand and grabbed the left bit-ring. My wife was in the buggy holding the strings. He went up the alley about six rods, carry- ing me with him, but it was a little too much for him. My wife was doing her best to hold him. She said to me, "Hold to him, Mr. Welch." So I did and with our combined efforts we stopped him. The scene caused a great excitement; a large number of people were gathered, some hollowing to my wife to jump out, others telling me to let go or I would be killed. As soon as we had stopped the horse I turned to the people and said, "Gentlemen, please keep quiet, my horse is not used to town and town ways." I tied him securely, then walking back to my stable (about half a square) I got a double twisted scissor bit which I had made some time before. I went back to the scene of action. When I got there I found a still larger crowd than when I left to get the bit. They were trying to persuade my wife to get out of the buggy and never get in behind that horse again. She replied, "I am not afraid as long as Mr. Welch has hold of him." I put the scissor bit in the bridle, then got in the buggy. When I went to start some one said, "You had better have somebody lead the horse." I said, "When I want anybody to lead I will call on somebody to do it." I spoke to the horse to start and he attempted to jump, but just then he learned something which surprised him as well as ABILITIES OF THE BLIND. 7I those that were watching. No sooner had he made the spring than I gave him a severe yank which threw his hind feet from under him and his head up in the air. I then held him firmly and gave him a few severe cuts with the whip (a remedy which I always keep on hand for such cases). When I called on him to go, he went, but before we were out of town he tried again to run, when I brought him to a stand- still as before. We got out of town. We had eight miles to drive to our first stopping place. The road was newly graveled; he wanted to go and I told him to go. We went that eight miles in one hour. When I said whoa, he was ready to whoa. When he would scare at anything I would bring him up to the scare- crow and he soon learned to obey every word that I said to him. I would always speak to him in the same firm, commanding tone of voice. We worked him for six months and had no more trouble with him. Mr. Leady was well pleased with the way in which he was handled. He became perfectly safe as a driving horse, although he had never been driven single before I took him to work. CHAPTER XVII. The reader will forgive me for talking so much about horses, but I am as proud of my record in this line as in any other. We will now return to where we left off a few chapters back. After I returned from Iowa I resumed teaching and followed that pursuit until the fall of 1876. We concluded to try our luck once more at giv- ing concerts, so accordingly we started out in that busi- ness for the winter. We traveled through Montgom- ery, Greene, Clarke, Clinton and Miami counties with good success. We returned home in March, 1877. I did but little teaching that spring and summer. I trav- eled and sold medicine part of the time, repaired or- gans and pianos part of the time ; anything that would bring in an honest dollar. On the 5th day of October, 1877, our youngest child was born, a daughter. In November of that year I started in company with a blind man to take a trip through northern Ohio and Michigan giving concerts. We did well until we reached North Baltimore in Wood county. There I was taken sick. My partner came to my sick room on Sunday, after I was taken sick on Friday night, and said to me, "Professor, I got a letter from my wife and I am obliged to go home to-morrow morning and I want some money." I told him I had no money to spare. He said he could get the money of Mr. Porter, who had just sold out his drugstore, if I would say so. I asked him what was his rush to go home. He said his wife had written for him to come and see about a cer- tain note, which was coming to them and if he did not (72) ABILITIES OF THE BLIND. 73 go they were likely to lose it, I asked him when he would be back and he said, "Not later than next Satur- day." I told him to bring Mr. Porter up and I would talk the matter over with them. They came up to my room and I said to him, "George, how much money do you want?" He answered, "Fifteen dollars." I said to him, "It will not require that much to take you home." He said, "No, not quite; but I will bring back what I don't use." I then said to Mr. Porter, "On what con- dition did you agree to let him have the money?" He said, "I told him if you would stand good for the money, he could have it." He further answered me, saying, "Your organ and wagon and team are here and they will not be likely to go away until you are able to go with them." I said to George, "Now I will tell you what you can do; you can get the $15.00 and use what it costs to get your ticket home, then call at my house and give the remainder to my wife and tell her to come up here at once." He got the $15.00 and started home on Monday morning. He stopped at my house and told my wife that I was sick and wanted her to come at once, but never said anything about the money. My wife and babe came up to North Balti- more on the next Tuesday, but I never met George from that day to this. I had to pay the $15.00. My wife remained with me until I was able to sit up, then she returned home and sent our daughter Viola (the same one who went with me to Iowa), who remained with me until I was able to go home, which was not to be for some time yet at least. Mr. Foster, who lived about two miles from the village, came in to see me quite frequently. About a week after my daughter arrived he came in and invited us to go home with him, which we did. After we had been there over 74 THE ACHIEVEMENTS AND night he said to me at the breakfast table, "Professor, why not let me bring your team, wagon and organ out here and stay until you are able to travel ? My family would like to have you and your daughter stay with us instead of staying at the hotel in town." I thanked him for the invitation and told him I would as leave stay with him and pay him as to pay the hotel. He replied : "It will cost you nothing; my girls want to take some lessons on the organ and if you will help them it will pay us." I said, "All right." He went to town after breakfast and brought the whole outfit home with him. I went the next day and settled with the hotelkeeper. We were well pleased with the change for various rea- sons — the family was very pleasant and kind and very intelligent. We had been at Mr. Foster's about a week when I concluded I must be doing something, so I proposed to him that we would advertise and give some concerts. He agreed and accordingly we went to work and advertised for three concerts on the following Thursday, Friday and Saturday nights. All went well until after the concert on Saturday night, Mr. Foster's two sons and two daughters, my daughter and I went to give the concert last mentioned — my wagon was a covered spring wagon) , as we went to the concert we passed a sand pit which was very close to the road. I said to the boys, "You must (as we are returning) watch very closely as we go back or we will get into that pit." As we were returning, I said, "We are nearly to that sand pit ; you had better keep a little to the left." Corwin, who was driving, said, "We are all right," (the three girls were seated on the chairs in the back part of the wagon). He had no sooner spoken the word when over went the wagon into the pit. I sprang out and got hold of the mare which be- ABILITIES OF THE BLIND. 75 gan to kick. I called on the boys to come and hold the team until I could rescue the girls. The boys came to hold the horses as soon as they could. The curtains were all fastened down. I went to work to get the girls out. I succeeded in getting them out. When I went to take the chairs out I found my right hand re- fused to do duty. I asked if any of them were hurt; they said, "Not much; only badly scared." Then my little girl said, "Pa, are you hurt?" I said, "Not badly; my shoulder is dislocated, that is all. They were all badly scared and confused, but I was perfectly calm and said, "Boys, see what is broken about the wagon." We found that one spindle, two springs and the tongue were all that was broken. I told the boys to take the team and go back to the next house and see if they could get a wagon. They went and succeeded. We loaded organ and all into the wagon and started (we had about three miles to go), and it was after midnight when we got there. When we got in the house 1 founa I had broken a shoulder blade. Mr. Foster wanted to go at once for the doctor. I said, "No; wait until morning," but after 4 o'clock I called him and told him he might go for the doctor; my shoulder was paining me so badly. The doctor arrived in about one hour. He said I should have had my shoulder attended to at once ; it was badly swollen. He went to work to set the dislocated joint and with the help of Mr. Foster and one of the boys he succeeded ; then he set the broken shoulder blade. He said I would have to carry my arm in a sling for at least four or five weeks (this was Sun- day morning). Mr. Foster and the boys went on Mon- day and took my wagon to the shop for repairs. I made arrangements to start for home the next week, so ac- cordingly on Wednesday of the following week one of y6 THE ACHIEVEMENTS AND the boys and I went after my wagon. I intended to start for home the next morning, but as I had not recovered fully from my first sick spell I was really not able to be at work at all. Mr. Foster had promised a neighbor that his family and my daughter would spend an evening with them before I went home. We went to fulfill his promise on Wednesday evening. I was feeling very badly, but said nothing about it. We stayed until ii o'clock. It rained on us as we went back. I remarked after we had reached Mr. Foster's, if I did not feel better I would not be able to start home the next morning. Mr. Fos- ter said, "You had better postpone going until next week." I said, "No ; I must go as soon as I can." But^ alas, how the plans of man are thwarted ! That night about 2 o'clock I was seized with pneumonia. I lay for two weeks in a semi-conscious condition, hovering be- tween life and death. Doctor Henry, who was attend- ing me, called in consultation Drs. Eaton and Mc- Clarin (so I was told afterwards) ; they decided that I was in a very critical condition, one lung gone and the other nearly so. They told Mr. Foster I could not pos- sibly live more than three or four days at most. Mr. Foster ( either the same day or the day following) aroused me from the stupor which had hung over me for two weeks, except when they aroused me to give medicine. He said to me, "Had I not better send a tele- gram to your wife to come up here? The doctor says you will not be able to go home soon." This went through my mind like a flash of lightning. I said, "No ; you will do' no such thing. I know what you think ; you think I am going to die ; maybe I am, but I will not die here. I am going home." He said, "You cannot go home." I said, "I can and I will." I was ABILITIES OF THE BLIND. ']'J very weak, but a strong determination took hold of my mind and I acted upon this determination, I told him I was going to start home to-morrow. He answered me by saying, "How can you get to the depot?" I said, "I will get there ; if you do not want to take me some one else will." He said, "How can I take you?" I answered, "Put a bed in your mud-boat and put me in the bed." After much' persuasion and useless arguing he agreed to do as I suggested. So' the next afternoon they loaded me in the mud-boat, having placed a straw- tick and a feathertick for me to rest upon, then they covered me up. He had hooked my team to the boat. My daughter got in and drove. Mr. Foster walked (for the team could not go out of a walk on account of the bad condition of the road). We arrived at the depot in good time. Many who had visited me while in the village and others who had visited me at Mr. Foster's, were there to say farewell ; among others Doctor Henry and Eaton were there. When the train arrived they fixed a bed for me and carried me in and laid me down, then bade me farewell. I arrived at home safely the next morning. I was not able to sit up for two weeks after getting home. It was four weeks afterwards that my daughter and I went back after my team and wagon. When we got off the cars at North Baltimore Doctor Eaton was the first man to speak to me. He said, "Well, here you are; I never expected to see you on earth again. It was no medical skill that brought you through, nothing but your indomitable will and your determination not to die that saved your life." I said, "Be that as it may, here I am." Mr. Foster met us at the depot, and took us to his house. The whole family were surprised and glad to see us ; then Mr. Foster told me what the doc- ^8 THE ACHIEVEMENTS AND tors had said about me. They had told him that I could not live but a very few days, that one lung was entirely gone, and the other one was nearly gone. I want to say right here, that they made a great mistake, for my lungs are just as sound to-day as they ever were. We rested two or three days before starting home. I was still very weak. We drove through in three days — this was in the latter part of March, 1878. We moved to the Yellow Springs, Greene county, Ohio, in April following. As soon as my health would permit I went to teaching. I succeeded in getting about fifty scholars for that season. Here I also gained noto- riety in the legal profession — as a pettifoger I had work enough in this line to take up about one-half of my time. I had at different times the best attorneys in those parts to contend with, which was greatly to my advantage. I also had a great deal of sport in some cases which came up. I will give an account of some of them hereafter for the benefit of my readers. I continued to improve in health, also in business. After being absent from this vicinity for eleven years, it seemed really like getting back home again. Here were the friends of other years and the associations of my childhood were brought back to memory very vividly. CHAPTER XVIII. I spoke in the preceding Chapter about my child- hood days. It was near the village of the Yellow Springs that I spent most of my childhood. My father was among the early settlers of Greene county. 1 was raised within three miles of the above-named village. You will not then be surprised at me for saying that it seemed like getting back home again. My father moved from Greene to Clark county in March, 1853. Children that were children then had grown to man and womanhood, but the associations of childhood re- mained fresh and strong. Let me say just here, that the friendship formed in childhood is strong and dur- able through life. Well, to return to where we left off. My business in the way of teaching went on without much inter- ruption until the spring of 1879, when a certain man, a professor of vocal music (who had a daughter who wanted to try her hand at teaching organ and piano music), tried to do me a little dirt in regard to my ability to teach. There were certain ladies who had called at my house to learn my terms for giving les- sons. This teacher of vocal music, hearing of the ladies wishing to take lessons, at once made it his business to go and interview them on the subject. They told him they' had been to see me about taking lessons. He said, "You had better get my daughter to give you lessons." They asked him why. He replied, "No blind person can understand music, much less teach it; it would be nonsense to waste your time and money with him. You had better employ my daughter." They told (79) 80 THE ACHIEVEMENTS AND him they had heard my scholars speak very highly of me as a teacher and they would try me. So they did. After I had given them several lessons, one of them told me about the conversation they had with Prof. L. and what he .had said about me. It always gives me exquisite pleasure to convince my opponents with a knock-down argument, one which they cannot refute. I said nothing about the matter to any one except my wife. I determined at once not only to convince the said professor, but all who were working against me that the blind could not only understand music but could teach it successfully also. My plans were imme- diately matured. I concluded to give a public concert and procure the labors of competent blind performers. I wrote to Miss M. A. Nation and Mr. Windel Schield. Miss Nation was noted both as a teacher and a performer; she possessed an excellent voice, she could sing to E, the third added line above the treble staff with ease and clearness. Mr. Schield was teach- ing music . in the public schools of Cincinnati at that time and had been for two or three years prior to this time. I received an answer from both of them that they would be glad to assist me. I did not tell them what my object was. I advertised extensively for two concerts to be given on the nights of the 7th and 8th of June, 1879. The first concert would be on Friday night and the second on Saturday night. My parties arrived in due time and we practiced and prepared our- selves for the coming event. On Friday, Mr. L. came to me and said, "Professor, I want to ask a favor of you." I said, "What is it?" He said, "There are six of us who wish to attend your entertainment tonight, and I have not got the cash ; will you trust me until next week ?" I replied, "Most certainly" (I would have ABILITIES OF THE BLIND. 8l given him the tickets rather than missed having him there). I let him have six tickets. I had secured the Christian Church, the largest pubhc room in the village. Friday night came, and with it a very large audience. When the time came to open the entertainment I made an explanation. Before I introduced my performers I said, "Ladies and gentlemen, I pre- sume you are somewhat surprised at my going to the expense of engaging musicians from a distance to assist in giving two concerts. I have a rea- son for so doing, as I do nothing without a good reason. My reason is this : I wish to convince Prof. L. that the blind can both understand and teach music successfully." I then introduced my assistants. We had a very large as well as an appreciative audience both nights. On Saturday night, just before we were ready to close^ Judge Mills arose and asked permission to say a few words. I told him to speak. He said, "Ladies and Gentlemen : — I want to say that I have attended all musical entertainments that have been given here since this has been a town. I have also at- tended concerts in large cities, and I wish to say that Prof. Welch and his two blind friends have given us the greatest, grandest musical treat that it has ever been my privilege to enjoy and I think they deserve great credit." My point was clearly and conclusively gained. I felt as though I had achieved a victory over my adversary in an honorable way, besides giving the community a grand musical treat. About this time I began to have considerable busi- ness in the legal profession. I had been pleading (or pettifogging) for the past year, but about the time of which I speak, there arose a suit between two parties brought about by a certain young Limb of the Law, 6 82 THE ACHIEVEMENTS AND Mr. D., a late graduate. (I had never met the gentle- man until this suit came up. I was employed by the defendant. (It was before the justice of the peace.) When the case was called I made verbal motion for the plaintiff to amend his bill. Mr. D. asked that I file my motion in writing. I told him I guessed not. He ap- pealed to the Court. The Court told him that I had a perfect right to make a verbal motion. He said, "Then we will argue the motion." I said, "Very well ; remem- ber it is my motion and therefore I have the opening and closing arguments." I arose, addressed the Court and stated the grounds of my motion, cited the law, made a few remarks, occupying probably five minutes, then sat down. Then he arose and spoke as folows : "If your Honor please, I am surreptitiously and teetotal- istically surprised at your Honor in permitting a blind man, an ignorant man, a man who cannot read, to get up in your Court and attempt to plead law against a graduate. It is an outrage against an intelligent com- munity and against the legal profession, but I can ex- cuse your Honor. I presume it is through pity for the poor afflicted man that you permit him to come here for pastime." He kept on in this line for ten or fifteen minutes, then sat down. I arose (with a grin) and said, "Your Honor, I shall attempt to answer no argu- ment, for the learned gentleman has advanced none. But I will answer him. He is surprised ; so am I. The day of miracles is not over. By miracles I mean any- thing which is beyond human power. We will revert back to history. When the children of Israel crossed the Red Sea dry shod and their pursuers essayed to follow them they were swallowed up by the water. This was a miracle. Again, when Moses smote the rock and it gave forth water to quench their thirst, this was ABILITIES OF THE BLIND. * 83 a miracle. We follow history on down ; we find a blind man who had been betrayed into the hands of his enemies ; he was brought forth to make sport for them at a certain feast. He asked the Lord to give him strength once more that he might avenge himself of his enemies. He was heard and answered. He grasped the pillars of the mighty building, and overthrew it, killing a great number of people. (I do not know whether or not there were any graduates among the slain.) This was a miracle. Continuing down this historical line we find an avowed Prophet of the Lord starting out ostensibly to bless the children of Israel, while his real purpose was to curse them and receive reward from a certain heathen king. He rode, on this occasion, a long-eared animal (the name of which I dare not men- tion in this polite assembly). As he was about to start the animal opened its mouth and rebuked the rebellious Prophet. This was certainly a great miracle. But lo, there is a greater miracle seen in Yellow Springs, Miami township, Greene county, Ohio, to-day, namely, a male descendant of that same animal attempting to plead law in your Honor's Court." (Great laughter.) My motion was sustained by the Court. He was forced to amend. We then proceded with the case after the jury was sworn. We got through with the witnesses. I asked him whether we would submit the case without argument, or should we argue the case. He said, "Sub- mit it." I said, "Agreed." So the case went to the jury without argument. They were out a very short time when they reported to the Court that they were ready with theii* verdict. We were called in — the jury had found in favor of my client. This was a signal vic- tory for me. He was careful how he handled me for some time. 84 THE ACHIEVEMENTS AND but being very egotistical, he concluded to try his hand again. Several rnonths after this, we were engaged in another suit, he for the defendant and I for the plain- tiff. He kept objecting to my manner of examining witnesses, especially cross-examining his witnesses. I would let him state his objection, then I would submit it to the Court. The Court in every decision of that nature in that trial rendered in my favor. When we were through with the testimony, I asked him as before whether or not we should submit the case without argument. He answered, "No." He interrupted me several times in my opening argument. I took it all calmly, but when it came to my closing argument I concluded to put a stop to that kind of work. While I was reciting the testimony he pitched into me sharply. I stopped and waited till he was through with his re- marks. Then I said, "Will the Court bear with me for one moment? I wish to teh the gentleman something that will save him some wind as well as some time. It is this : You have been trying during this trial to insult me. I wish you to understand that you cannot do that thing. It takes a gentleman to do that." This put a stop to his interruptions for that time at least. We had thirty-two cases that year, he on one side and I on the other. He gained two and I gained thirty, as the records will show. Besides these thirty-two cases I had quite a good many others with prominent attorneys with whom to contend. I always admired a foeman worthy of my steel. In all my law practice as well as in other debates, I never would begin sarcasm or satire on my opponent, but when they began on me I always gave as good as they sent. I have narrated the above incidents to illustrate my method of handling egotists when they put themselves up as a mark for me ABILITIES OF THE BLIND. 85 to shoot at. I consider politeness an essential to good character, but there are some persons who cannot al- ways be reached by it, then we must resort to their own weapons of warfare in order to reach them. That is just what I did with Mr. D. in those cases which I have recited. I could give many more like cases, but will let these suffice for the present. CHAPTER XIX. In our last chapter I gave an account of my expe- rience in law practice. I will now relate another inci- dent in which the power of memory was brought into requisition. It was in a suit between two citizens of the Yellow Springs, one a nurseryman and the other a sawmill man. Mr. C, the nurseryman, was mayor of the village and a law graduate. Mr. M., the saw- millman, was handling all kinds of lumber and was a practical business man. These gentlemen had been dealing with each other for five or six years, without any settlement. Neither one of them had kept an accu- rate account of their dealings. So when they attempted to settle each one thought the other owed him. They finally fell out with each othet, and a law suit was the result. Mr. M. claimed that Mr. C. owed him $298.00 and Mr. C. claimed that Mr. M. owed him $275.00, a difference of $573.00. Mr. M. concluded he would sue Mr. C. So he went to work and filed his bill with Mr. H., J. P., and then came to me to get me to attend to his case. I had only four days to prepare myself for the fight. In those four days I committed seventeen solid pages of law from four different volumes. I also committed to memory the plaintiff's bill of particu- lars, which was very crudely drawn and filled three sheets of legal-cap paper. Mr. C. did not file his bill until the day before the trial. When the case was called, I demanded a jury. The parties agreed to an adjournment until nine o'clock the next day. This gave me time to commit his counter-claim, which was as lengthy as Mr. M.'s bill. The next morning I was (86) ABILITIES OF THE BLIND. 87 ready. There were forty-two witnesses to be exam- ined. The trial began on Wednesday and closed on Friday evening. There were twenty witnesses for the plaintiff and twenty-two for the defense. I committed all of the testimony, including questions and answers. When the testimony was closed I asked Mr. M. if he was willing to submit the case to the jury without argu- ment. He answered, "No, I am not." "Well," I said, "then here goes." My opening argument occupied about one hour, then Mr. C. spoke about an hour and a half. My clos- ing argument occupied two hours, in which I rehearsed the testimony of both sides, quoted law from each page which I had committed, giving volume, page, section and clause. The case went to the jury about five o'clock Friday evening. While the jury were out, a gentleman said to me, "What will be the verdict?" I answered, "It is hard to tell, but if I knew what they would do about that $50.00 which my client claims he paid on March 19th, 1876, I could come very near tell- ing what it would be." He asked me what I thought. I told him if they did not allow that $50.00 we would get a verdict for $125.00. After two hours' deliberation they returned, ready to report, and we were called in. When the Court asked if they had arrived at a verdict, the foreman answered, "We have," then gave their verdict to the Court, and it was read. Before the reading I was asked to pay the jury. They found for the plaintiff against the defendant, in the sum of $150.00. This was a great victory for me. After the Court had adjourned, 'Squire Hamilton (the Justice before whom the case was tried) said to me, "Welch, I would give $1,000.00 if I had such a 88 THE ACHIEVEMENTS A]Sfi3 memory as you have. I never knew a man with such a memory ; it is certainly wonderful." I thanked him for the compliment, and said it was by cultivation that I had acquired such mental development. It is often remarked by those having sight what a wonderful memory the blind possess. They seem to think that it is a special gift. This is a great mistake ; it is only developed by constant practice, which is essen- tial to their success in any avocation in life. What is mostly needed to enable the blind to be more successful in the great battle of life is for their seeing friends to become more thoroughly acquainted with their abilities and place more confidence in them as men and women, and not regard them as doubtful factors of society. Many brilliant minds have been driven into almost total obscurity because their ability to do anything of merit was continually doubted without being given an oppor- tunity to demonstrate what they were able to do. It requires a vast amount of geuine pluck for a blind man or woman to overcome these obstacles, but it can and must be done; and I would say just here to those who have the advantage of sight, "You can do much in this line by giving your aid in the proper direction, that is to say, make yourselves acquainted with their ability in their respective avocations, then give to them whatso- ever patronage you can, and use your influence in their behalf in your vicinity, not through a feeling of mere charity but through a feeling of merit, and recognize them as worthy of patronage on account of ability and true merit. Thus you can render material aid and assist them to achieve greater success in life than they possibly could without this greatly needed help." To bring about this greatly desired end is my chief object in putting this book before the reading public. ABILITIES OF THE BLIND. Sq If by any means I can accomplish this end I shall feel that I am amply repaid for all my trouble in preparing the work. I am fully aware of the fact that many will say that the public will take care of the blind. To such I reply, the educated blind will take care of them- selves if you will stand aside and permit them to go on in their pursuits without trying to hedge up their way by stumbling blocks thrown by you in their path- way. A feeling of mutual confidence and the mutual respect for the abilities and rights of each other is abso- lutely essential between the blind and the seeing in order to insure the greatest harmony as well as the greatest amount of good to be derived by each class. By united efforts in the work of life, in the manner mentioned, the minds of the seeing will be divested of those prejudices which have so long stood as moun- tains in the pathway of the blind and also will give the public the benefits of their education and labors and thus will great good be accomplished to all concerned, both blind and seeing. I wish right here to correct a mistaken idea which is widely prevalent concerning the education of the blind. It is commonly thought that the school for the blind is purely a benevolent and charitable institution. This is not true; the state provides schools for the see- ing children, provides for building school-houses, pay- ing teachers, provides books, establishes central high schools, and in every particular provides for their needs in an educational line. Does it do any more for the blind? It is true that the blind have their board and washing found, but you must consider this, that the school for the blind is a central point for all of the blind of the state, and the expense of board and wash- ing is nothing to compare with the expense of pro- Q6 The ACHfEVEMEN'TS ANf3 viding the means of learning for each blind child in its respective locality throughout the state, so you will readily see that it is no more a benevolent school than the schools for the seeing children of the state. CHAPTER XX. A successful life is not to be measured by the amount of money, or property accumulated by the blind or seeing, but by the amount of good accomplished and the amount of real happiness produced. We should remember that happiness is the greatest treasure which we can possess, either in time or eternity, therefore we should seek it, not for ourselves only, but for others also. He who lives to and for himself alone 'twere better he had not lived at all. Every man and woman owes a duty to their fellow-beings which no one else can pay. There is a saying that the world owes every one a living. This is a great mistake. The world owes you nothing, but, on the contrary, every one owes the world, and your debt is measured by your opportu- nities. If you possess ability, and do not use that abil- ity, you are not only doing yourself a wrong but you are defrauding society. I said that a successful life was not measured by the amount of money acquired, but by the amount of good accomplished. Money is all right as a necessity of life, but not an essential to a noble character. The happiest people we find are not those who have the greatest amount of money, but those who seek to make everybody around them happy, therefore wealth is not happiness of itself. I know whereof I speak. I have had more than fifty years of personal expe- rience. I have made money and I have lost money, but I can truly say that there is no one who enjoys the real happiness of life more fully than I. I have lost over $3,000.00, and I never suffered an hour over any (91) 02 THE Achievements and financial loss. Nothing but sickness or death ever caused me to feel sad or gloomy. To stop and grieve over what has past illy fits us for coming duties. Were we to have continual sunshine we could not appreciate its value, so if we had only prosperity we could not feel truly for those who were less highly favored. We should all remember (both blind and seeing) that there is no degree of excellence attainable without labor, either mental or physical. There are those (both among the seeing as well as among the blind) who are always waiting for something to turn up before they can do anything ; but he who turns things up as he goes along is the one who makes his mark in the line of success in life's fierce battle. I wish to speak now to the seeing public just a word concerning the abilities of blind men and women. What they need to make their abilities known is a chance to demonstrate to you what they can do, there- fore give them the same opportunities that you would freely give tO' your friends who have the advantage of sight. Then give them full credit for what they can do. Never say to a blind person, "I will let you have this job because you are blind." Neither say, after a job is done, "That is pretty well done for one who is blind." The blind workman, in whatsoever line of labor, would rather not have your patronage than to receive such a compliment, for he feels as though you did not consider his work worth much, but that you were willing to give the price merely because he was blind. It is worth something to be appreciated, and it gives pleasure to know that our abilities are recognized. I do not say that every blind person is worthy of patron- age, neither is every seeing person. There are frauds in both classes, but by their works shall they be known : ABILITIES OF THE BLIND. 93 I am firmly of the opinion that if the pubhc were fully aroused to the true state of these several points men- tions their prejudices would vanish as the clouds before the morning sun. Much has been done along this line, and there still remains much to be done. Sixty years ago it was almost a miracle for a blind child to do anything in the way of helping him or herself in any way, either by getting about home without help or doing any kind of work. Parents were, in a great measure, responsible for this. They thought it was cruel to have the poor afflicted child do anything, and they would have the other children wait on them, and thereby make the blind child feel helpless and dependent. And let me say just here that this error still exists with some parents. It is a great wrong. Every blind child should be taught at home to do anything that he or she can do. They should also learn to get about by them- selves, thus giving them a feeling of independence and self-reliance which will be of great value to them when they start to school and also in after life. Right here let me call attention to some facts that are worthy of notice both of the blind and seeing. There are to-day in the State of Ohio more than 1,200 blind children of school age who have never been sent to the State School for the Blind.. Some parents think it cruel to send a blind child away from home to go to school. They do not seem to think what a great wrong they are doing the child. They seem to think that they will always be with the child to take care of it. This is a great mistake. It is the imperative duty of every parent to see to it that their blind child is educated and properly equipped for a useful life, not only for the good of the child but for the good of society. And 94 THE ACHIEVEMENTS AND another point is the need of a primary school for blind children from six to thirteen or fourteen years of age. And still another point of vast importance is to get the school out of politics. These errors can and must be overcome before the blind of the state can enjoy the full benefits which belong to them. Let me say also that the members of our alumni (graduates of our state school) can do a great de^l in bringing about the desired results by their personal efforts in the proper direction. We should employ every available means to accom- plish the desired results. The public mind should be educated on these points, and the proper way to bring this about is to agitate the subject and get the people to thinking. The 1,200 blind children need educating; the state owes them an education just as much as it does the same number of children who have the advan- tage of sight, and in order to do this there is needed another building for that purpose, and, as I have already said, it should be strongly impressed on the public mind that the school for the blind is no more a charitable institution than the school for the seeing children of the state. These facts should be kept con- tinually before the public mind. This can be done most successfully by the blind graduates themselves, by interviewing their respective members of the state legislature and have them agitate the subject in the general assembly. The true method of educating the public on any important question is by constant agita- tion. Let every reader of this work, whether blind or seeing, awaken to the great interest of the blind and resolve to do all they can to bring about the much- needed good. CHAPTER XXI. Continuing the subject of tlie last chapter still further, in regard to taking the school for the blind out of politics, it can and should be done. There are various reasons why this should be done. Without going into a detailed discussion of this subject just now, I will say that one great reason is this : As long as the school is used as a political machine its offices will be filled with those who care more for their polit- ical friends than they do for the education of the blind. And again, the fluctuating changes bring with them new teachers and new officers who know but little, if anything, about the educating of the blind, and it requires time for them to become acquainted with the methods needed and the schools must suffer loss of time, with other disadvantages incident to such changes. As I have already said, the school should be taken out of politics and provided with first-class teach- ers in every department. The superintendent should be a thoroughly educated man, with a life-time certifi- cate and a character to correspond — an up-to-date man in every particular. The teachers in the several depart- ments should be equally qualified for their respective positions. Then the school would move on in the way of progress without interruption. There is one way in which this can be done, viz., by having a non-partisan board, composed of six members, all of whom should have sufficient education for teachers. At least two or three of this number should be graduates of the State School for the Blind. Then the interests of the school would be looked after with the greatest care and earnestness. (95) ' - 96 THE ACHIEVEMENTS AND I Spoke in the last chapter about a primary school for the blind. There are only about one-fifth of the blind children in the state who are in attendance at school, and the school is full to its utmost capacity, therefore an- other building is needed to make room for all blind children in the state. When a town or city has more scholars than their school-house will accommodate, they go to work and build, and thus provide for the educa- tion of the whole number of children within their lim- its. Are not the blind children entitled to just as much consideration? We think they certainly are. Then why not agitate this subject until we have accomplished the desired end? We should not neglect the life-time interests of the blind who are yet to be educated. (I have been speaking especially to the members of our alumni.) I submit this matter to the careful considera- tion of all candid, deep-thinking people, whether blind or seeing. There is another point which deserves at least a passing notice. That is, compelling parents to send their blind children to school. Until the state provides ample school room for their education, they should be sent to school with their seeing brothers and sisters. In this way they could gain a knowledge of spelling, geography, grammar and the elementary principles of arithmetic, which would be greatly to their advantage when they enter the school for the blind. I will prob- ably not refer to these particular points again in this work, as I wish chiefly to bring the achievements and abilities of the blind before the public, and urge their claims on society for recognition, on account of true merit and not through pity. When this is done then both blind and seeing will be vastly benefited. Then will the pathway of life be more pleasant as well as ABILITIES OF THE BLIND. 97 more useful for the blind, because they will feel that they are recognized as worthy as well as useful mem- bers of society. I wish now to speak to the members of our alumni association in particular. Much good has been accom- plished within the past thirty-one years through our untiring efforts, but there remains much more work to be done, and it must to a great extent be done by the blind, or not be done at all. We should be keenly alive to this fact, and be ready at all times to give our aid in every possible way to do whatsoever we can in the advancement of the interests of the blind so as to make them valuable members of society and worthy citizens, capable of filling positions of honor and trust. In order to do this we should look diligently after the best interests of the school. We can do a great amount of good by submitting our views to the newspapers, and thus bring into public discussion those questions which need public ventilation. We have solved several diffi- cult problems, and there are still some to be solved by us or our successors. Let us be alive to duty, and shake ofif the spirit of timidity and fear and go boldly into the fight, determined to win or die in the attempt. True excellence of character, nobleness of purpose, with a firm will, energized by an untiring perseverance, are valuable weapons in this warfare. Here I will leave these matters for your considera- tion and acceptance or rejection. I do not wish to be understood as dictating for any one, but I wish to stir every one up to think and act for themselves. Remem- ber, you have a right to your opinion, and also a right to express that opinion, verbally or through the public press. Do not be afraid to speak your honest convic- tions to any one, let him be teacher or legislator or gov- 98. THE ACHIEVEMENTS AND ernor. I will say just here, had the proceedings of our several alumni meetings been published to the public at large, my candid opinion is that a greater amount of good might have been accomplished. Trusting my remarks will be appreciated for their worth only, I will close on this subject for the present at least, and in the next chapter take up where I left off in Chapter XIX. CHAPTER XXII. I continued teaching and the practice of law in and around the Yellow Springs until April, 1883. In 1879 the Unitarian denomination of the United States were preparing a new hymnal for publication. Elder Choan and Prof. Weston were the committee on music. They came to me and asked if they could procure my services. I asked them what they wanted me to do. They replied, "We want you to arrange the music for our new hymnal; we want it arranged with all four parts throughout." I told them they could have my services if they would pay the price. They asked'what that would be. I answered, "$5.00 per day." After a short consultation they said, "We will give it; when can you begin?" I answered, "This is Wednes- day. I can be ready by next Monday morning." They said, "All right; come up to Elder Choan's Monday morning, we want you to arrange all of the music for the new hymnal." I was to do the work at Elder Choan's house, he to furnish my dinner each day until the work was completed. I went to work according to agreement and completed the work in about two weeks. It was sent to Boston, Mass., for inspection and correction. It came back without a single correc- tion. By their request I composed a tune and arranged it with four parts and also a duet. The name of the tune is Yellow Springs, composed by Prof. J. W. Welch for the Christian Hymnal, 1880. I also led the choir and played the organ for the Christian Church for a year, for which they paid me well. I have related this transaction merely to demon- (99) lOO THE ACHIEVEMENTS AND strate what can be done by the bHnd. This is the only way in which we can prove to the public our abilities. When we have done that, we have gained a point in our favor. And this we should do when- ever an opportunity presents itself. During my stay in Yellow Springs I sold quite a number of organs and pianos in connection with my teaching. We had, while living there, a very pleasant as well as a pros- perous time. Just here permit me to correct a mistake which I made a few lines above. In referring back, I find that I was about four weeks and four days, instead of two weeks, in arranging and harmonizing the music for the Christian Hymnal. I will say right here that blind persons can be successful as authors of music and of poetry as well as of other literature. We have a number of blind authors and might have many more were it not that the lack of self-confidence prevents many from doing what they are fully competent to do along this line, (remember, self-confidence and self- conceit are two different qualities altogether). Miss Fannie Crosby is well known throughout the world for her poetical and religious talent. She certainly deserves great credit. She is worthy of all the praise she has received. But let me say we have lady mem- bers of our alumni association who are just as talented and brilliant as she. We also have men whose genius and talent are unexcelled by their seeing friends. All that is needed is to give them the publicity that has been given Miss Fannie Crosby and others whom I might mention, and they will shine with as much bril- liance. Not only would they shine with as great bril- liance but they would be (as some of them already are) powerful factors in society. ABILITIES OF THE BLIND. lOI In the fall and winter of 1880 and 1881 my daugh- ter Viola and I traveled through the adjoining coun- ties, giving entertainments differing somewhat from those given by us prior to this time. I had a horse which Prof. Large wanted. He came to me and said, "I would like to trade you my art optician for that Bill horse." I asked of what the apparatus consisted. He said, "I have as good a panorama as ever was shown ; my screen is nine feet high by eleven feet long. I have 399 views which are first-class. Now how will you trade?" I answered, "I cannot say until my wife and daughter have seen the concern set up and see how it works." He replied, "Come over to my house to-morrow evening and I will give you a complete show of the concern as you call it." We accordingly went over the next evening and enjoyed the exhibition of the professor's skill as well as of the panorama scenes. The following day he came to me and said, ''What did your folks think of the concern ?" I replied, "They seemed to think it was very nice." He then asked me how I would trade. I asked him how much his panorama was worth. He replied, "Three hundred dollars." I told him I would not give three hundred dollars for the best panorama ever made. He asked, "Why?" I told him because I did not need it that badly. He said, "How much difference will you give between the panorama for your horse?" I replied, "All I can get." He said, "What difference will you give between the panorama and the horse?" I replied, "Not a dollar." He replied, "I think you might give me one hundred dollars difference." I told him there was no harm in him thinking that, but that did not make it compulsory on my part to give it. He then asked me asrain what I would do. I said to 102 THE ACHIEVEMENTS AND him, "Professor, if you want the horse even for the panorama, bring it over and take the horse home with you." He said, "I will do that if you will let me pick out one hundred views." I said, "No, I will not do that; if you want any of the views you had better keep all of them." He said, "You are the hardest man to trade with that I ever saw." I told him that might be, but I could do no better than to give the horse for the panorama and all views belonging thereto. He replied, "I will study over the matter." I told him he might study as long as he wished, but my proposition was done as soon as he left. He said, "Won't you let me have a day or two to study on the trade?" I answered, "I have told you the terms, if you do not want to trade that way it is all off." He replied, "Well, I reckon if I want to trade I had bet- ter bring the whole shooting-match over immediately." I said, "Do as you please, but I want you to under- stand one thing, that is, if you are dissatisfied with your trade, you must not blame me." He remarked, "All right, I will take you up on your proposition." We traded and both parties were satisfied with their bargain. We both did well, he with the horse and I with the optician. My daughter and I used it in our entertainments for about six months. It gave gen- eral satisfaction -to the peopfe and that satisfied me. In the summer of 1881 I sold the panorama to David Trotter from Illinois. He was traveling, selling territory for a patent churn dash. He hired me to go with him. I was to have half of the sum. I was with him about two months. We sold about $1,000.00 worth, the most of which we took in notes. We took one horse worth $175.00. He got the notes cashed, sold the horse and said to me, "I must go to ABILITIES OF THE BLIND. IO3 Blanchester in the morning to see a man who wants to trade for the State of Pennsylvania." He went and I never heard from him from that day to this. I did the most of the selHng and he got all of the money. He was a very thick-tongued, smooth talker. My wife said to me, "You will have to watch that fellow or he will play you a trick." I was about forty miles from home when he left me. This was in November, 1881. I sent for my daughter Viola to come to me. She came and we gave concerts for nearly three months, then we returned home, and I resumed teaching again, somewhat wiser in some respects, at least, than when I started out with Trotter. I relate this transaction merely to demonstrate the fact that when a man offers to make you rich in a hurry and he be at all the expense, that fellow is a rascal and needs watching. I continued teaching around Yellow Springs until the fall of 1882, when we were engaged to give concerts at Lawrenceburg and two at Northampton, for the benefit of the German Reformed churches at those points. I had closed up teaching for the winter, expecting to travel. While we were in Clarke county giving the con- certs mentioned, I was persuaded to take a class of forty-eight scholars in music for that winter. I went home with my wife and daughter, who had assisted in giving concerts. I made arrangements to go at once to my work. I began teaching on my new work in November, 1882, but did not move from the Yellow Springs until the next April. I would drive home once about every two weeks. After I had been teaching there about one month I was requested to come to Springfield every Saturday and give lessons on the piano to six scholars. This I did, which gave I04 THE ACHIEVEMENTS AND me fifty-four scholars for that winter. Everything went on nicely until the 26th of January, 1883, when I fell on the ice as I was going out to the stable to attend to my horse after my day's work was done. I broke my right arm and dislocated my ankle, which put me past going for six weeks, but my scholars came to me at my boarding place and I gave from eight to ten lessons per day for those six weeks. I moved near Northampton in April, 1883, and contin- ued teaching in that vicinity for nearly two years with grand success. During this time I sold quite a number of organs and violins to my scholars. I sold for John Hamilton of Springfield at a good per cent., which paid me well. I also dealt in buying and selling horses the last year that I lived there. I also taught a singing class at McKendra Chapel during the spring, summer, and fall of 1883. I did considerable law practice during my sojourn in Clarke county. Taking all of these things together I was kept pretty busy. I continued in Clarke county until January, 1886. Our alumni association met in June, 1885, when I was appointed on the committee of three to see after the establishment of a working home for the blind. CHAPTER XXIII. Our first move was to form an incorporation. This we did by securing the names of thirteen persons as incorporators. We met on the 4th of July in 'S. S. Rickley's bank, Columbus, Ohio. We organ- ized by electing a board of trustees. Said board were G. W. Hoadley, S. S. Rickley, F. C. Sessions, Gen. John Beatty, D. K. Watson, O. C. Brown, and myself. We then proceeded to further organize by electing the following officers : Governor G. W. Hoadley, Presi- dent ; S. S. Rickley, Vice-President ; Gen. John Beatty, Treasurer, and D. K. Watson, Secretary. Then the board appointed O. C. Brown Superintendent and J. W. Welch Assistant, with authority to proceed to see after the establishment of the much desired Work- ing Home- for the Blind. Mr. O. C. Brown (blind man living in Columbus), then traveled through dif- ferent parts of the state lecturing on the subject of the home. In the meantime I closed up my teaching and other business affairs, preparatory to going to work in earnest in the interest of the said home. Among other places, O. C. Brown visited Iberia, Mor- row county. He wrote me to meet him at that place August 31st, A. D. 1885. This I did. We found a very large audience there in the chapel of the O. C. C, which was located there. I gave them some music and Mr. Brown then gave them quite a talk on the home question, after which I was called on to speak on the subject. This I did in a way which seemed to inter- est as well as please the audience. We remained there over night. Before leaving the next morning I was (105) I06 THE ACHIEVEMENTS AND requested to come back again and give a musical enter- tainment, which I agreed to do. While we were here there was some talk of having the home located at this place. About the ist of October, 1885, I wrote to Dr. Robb, President of the O. C. C, and told him if it was desired I would come up and give them a con- cert and talk over the matter concerning their want-- ing to donate the five acres of ground and the build- ings thereon for the location of the working home. I received an answer requesting me to come. There- upon I sent bills for them to advertise a concert for October 23rd. My wife and daughter Minnie, Mr. Charles Hoover, and myself went at the stated time and found a very large audience waiting for us. This was on Friday night. The people wanted us to give another concert the following evening. We gave another one on Saturday evening, having a very large, attentive audience both nights. I explained the nature of the contemplated home, then the board of managers of the O. C. C. proposed to donate the college build- ings, library, piano, and all the belongings, ground and all, to the home. We were requested to stay and give several more concerts at different points in the county, which, after some consultation, we concluded to do. Mr. Hoover, my daughter Minnie and I remained, but it was necessary for my wife to return home to take charge of affairs there. She went home on Monday. I accompanied her as far as Columbus, where I met our board and reported the proposed donation. We talked the matter over and concluded that it was a good thing, and I was authorized to so report to the college board, which I accordingly did. We continued giving concerts through the county and agitating the subject of the home. The proposi- ABILITIES OF THE BLIND. IO7 tion of donation was finally accepted by our board and the establishment of the working home at Iberia decided on. I will not enter into the minutiae of the proceed- ings concerning the establishment of the home; time and space will not permit. Suffice it to say, however, that we concluded that it would be better as a state institution, so we submitted the proposition to the leg- islature. J. Dwight Palmer, a blind gentleman, a member of the House from Cleveland, introduced a bill for the establishment of a Working Home for the blind. He championed the bill. I did about three months' lobbying. The bill finally passed after many changes had been made. It became a law May nth, 1886. When the bill was introduced. Governor For- aker sent me a telegram requesting me to come to Columbus on January 26th, 1886, to address the two houses on the nature of the Working Home and the need of such a home. I went and was introduced to the two houses convened together by Governor For- aker. I proceeded to explain the nature and need of such a home. I had written to every county infirm- ary in the state and also to every city infirmary and had received a list of all blind persons within said infirmaries, which list showed that there were at that time over 400 blind persons in infirmaries that were able and willing to work, but had not the means to buy machinery and working material. I also stated that if the state educated them only to become inmates of infirmaries, it were better that they were not edu- cated at all. Then they would not feel the humilia- tion so keenly. We only asked for an appropriation of $1,000.00. This was to make such changes as were needed in the buildings to fit them for working I08 THE ACHIEVEMENTS AND shop and bedrooms, etc. This was granted and the buildings were put in shape. As I have already stated, the bill became a law May nth, 1886. The needed changes were made that summer and the machinery purchased, then everything stood still until the next spring. There was as yet no superintendent appointed. In March, 1887, the Board of Trustees appointed J. C. Tressel, of Cleveland, superintendent. The law pro- vided that the superintendent should be a man versed in the different trades followed by the blind. This man knew nothing about the blind or their trades. The home opened on June 20th, 1887, with twenty workmen, of whom I was one. Brooms were the only articles manufactured. I worked in the shop until September of that year, then I was appointed agent for the home, to travel and sell brooms by sample. This I did for about six months. I received twenty- five cents per dozen as my commission, I to pay my own expenses. The $1,000.00 had been exhausted by the ist of October, 1887, and the legislature would not convene until January. The receipts from my sales kept the institution going until the legislature made their next appropriation of $2,500.00. Thus it moved along notwithstanding the many disadvan- tages with which it had to contend. The workmen received pay for their work and paid for their food. We may have something more to say on this line hereafter, but for the present we will pass on. We shall give more particulars in the next chapter. CHAPTER XXIV. We will merely give a sketch of the home without entering into the details of its management. In doing this it is our object to show what such a home would be for the blind under proper management. Those who tied brooms received twenty cents per dozen, and those who sewed one-half cent per seam. So in four- seamed brooms they would receive twenty-four cents per dozen. Each paid two dollars and fifty cents per week for board. This gave the slowest workman a small profit after paying his board. This made them feel as if they were independent men and citizens. The superintendent and hired help were all paid out of the public fund, while the provisions and the workmen were paid from the proceeds of the shop. While Tressel was superintendent there were almost as many seeing hands as there were blind workmen. The seeing hands were paid from one dollar and a half to two dollars per day, while he would not permit a blind man to make more than one dollar per day. Thus matters moved along until in 1890, when he was superseded by Mr. Burkley. Then there were some changes for the better. The interests of the workmen were looked after more than they ever had been. The number of workmen also increased and business moved along with more general satisfaction. I will say just here, that the room for accommodation was very much limited. If the room had been sufficient there would have been a great many more workmen employed than what were. The workshop was enlarged and a barn built, but the sleeping department was neglected, therefore it was im- (109) no THE ACHIEVEMENTS AND possible to accommodate more than thirty or thirty-five at most, whereas if there had been sufficient room there could have been at least three or four hundred work- men employed. The interests of the blind workmen were looked after with more care after the appoint- ment of Walter L. Campbell, a blind man of Youngs- town, on the Board of Trustees in 1887. He served un- til 1890, when George Deweese was appointed. He was also a blind man, living in Cleveland. He served until the home was abandoned in 1896. Mr. Burkley was superseded by H. G. Palmer in 1892. The home flour- ished under the management of him and his most ex- cellent wife. Mr. Palmer and his wife took particular interest in the welfare of the blind and they were highly appreciated by the inmates of the home. Thus things moved along harmoniously until October, 1894, when through carelessness of some of the seeing em- ployees, a fire broke out and destroyed the workshop and the sleeping department, together with all of the machinery and all of the clothing and other belongings of the blind workmen. There was at that time a suf- ficient amount of money on hand from the sale of brooms to rebuild, but there was need of new ma- chinery. The legislature was asked to appropriate a sum sufficient for this purpose. Two men were sent to Co- lumbus to interview the legislative committees on this subject, but there was no action taken until the last day of that session, when the legislature (be it said to their shame) abandoned the home and donated the property to the special school district of Iberia. Thus the inter- ests of the blind were ignored and the property which had been given for their benefit turned over to the school for the seeing. This was simply an outrage ABILITIES OF THE BLIND. Ill without parallel in the history of the state of Ohio since its existence. If the state would dowhat it should do, it would at least give for the establishment of an- other home the worth of the property which was do- nated for their use. This was valued at $15,000.00. The object in relating the history of the Working Home for the Blind is simply this, to demonstrate the fact that the blind are able to support themselves when they have a chance to do so. The great objec- tion raised against the establishment of such a home was, it will be a burden upon the taxpayers of the state. My argument to offset that was, and is. What indus- trial or educational institutions have we which are not kept up by taxes? Our roads, court houses, school houses, and all of our public buildings, whether state or county, our state and county officers, in fact every- thing that pertains to our state government is kept up by the taxpayers. I wish to eradicate from the public mind forever the false idea that the blind are and should be considered objects of charity. They are, and should be considered worthy men and women, capable of filling their respective places in society with credit to themselves and to those with whom they are asso- ciated. The fact that one or two men can carry on broommaking or any other business and make it a success is sufficient evidence that a larger number could do much better, for the following reasons : The work- ing materials could be purchased at wholesale prices, and the expense of getting the articles to market would be no more than it would be for one or two workmen. Again, the provisions for boarding a large number could be purchased at a greatly reduced price. The Working Home, had it been continued, would not only have been self-sustaining, but it would have been able, 112 THE Achievements AND after a short time, to establish another home for those who had become old and infirm and not able to work, thus lessening somewhat the great burden of the tax- payers. Were these questions rightly looked into and properly investigated, there would no longer be any doubt on these points, neither would there be any diffi- culty in having such a home established. As I have already said, the abandonment of the Working Home at Iberia was an outrage. It not only deprived the inmates of their means of livelihood, but it took from the blind of the state that which was given them for their benefit in creating for them a home wherein they might gain their own living, independent of their friends or taxpayers. It was a mistake in locat- ing the home at Iberia or any other out-of-the-way place. But this could have been corrected had not the legislature abandoned the home and donated the prop- erty to other parties. I hold that in justice to the blind the state should give to them for the purpose of a home the value at least of the property so donated. Then there could be a home started on a different plan and made a success. This matter should be looked after by the blind, for their own interests are at stake. We have probably said enough on this matter for the present, and we trust that this matter will be looked after by those who are interested in their own welfare as well as that of the blind in general. The achieve- ments of the blind in the different walks of life depend largely upon the diligent and proper use of their sev- eral abilities. We see where perseverance and energy have been diligently used, success has been the result. As I have already remarked, there is no excellence at- tainable without labor, either physical or mental. Let us by every possible means educate the public mind ABILITIES OF THE BLIND. II3 not only to comprehend, but fully appreciate the abili- ties of the blind and thus enable them to accomplish the greatest amount of good to society and to them- selves, thus making their lives not only pleasant to themselves, but also a blessing to all with whom they are associated. CHAPTER XXV. In this chapter we will refer to some of the work accomplished by graduates of the Ohio State School for the Blind. Samuel Bacon graduated in 1847. He went to Illinois in 1849, and founded a school for the blind in that state. He was appointed superintendent. He served several years in that capacity. From there he went to Iowa and founded the Iowa Institute for the Blind. He also served as superintendent there for a number of years. From there he went to Nebraska and founded a like institution, where he was superin- tendent for ten years. Since he resigned his position in the last-mentioned school he has been engaged in farm- ing and mining pursuits with success. He is now past eighty-four years of age, still living in body and mind. John Churchman graduated in 1845. I^i 1848 he founded the Indiana Institution for the Blind and was superintendent for a number of years. Mr. Sterling Neuel graduated about the same time. He was appointed professor of music in the Indiana School for the Blind. This position he filled for about twenty years with credit to himself and benefit to the school. Joseph Axtel graduated in 1849. Some years after he went to Wisconsin and founded an institution in that state and was superintendent until his death, which was several years after. John McClerry graduated in 1849. He went a few years after to Bluffton, Ind. Here he was elected school director; then he was appointed county school (114) Dr. Samuel Bacon, Entered school, 1840. Graduated 1847. Was Founder of Three Institutions for the BHnd, viz., Illinois, Iowa, and Nebraska, serving a term of years as Superintendent of each. _, ; ' ABILITIES OF THE BLIND. IIS examiner, then county superintendent, and after having served in all these positions with general satisfaction he was chosen superintendent of the Bluffton high school, where he served for more than five years. John Burkett graduated in 1848, afterwards at- tended the Indiana institution for two or three years. After leaving that school he became a minister in the Christian church. He became an able minister of the Gospel. Eli Hoover, who graduated in 185 1, has made a success of both broommaking and carpet-weaving. I presume he has made as many brooms as any one blind man in the state, and also woven more yards of carpet. He is not only a scholar, but a workman as well. About the time above mentioned the following persons graduated and started out in life : William Mclntire, Lyman Jones, Joel Jackson, Jackson Parker, Horace D. Collins, Washington Thornton, Thomas H. Hopkins, Morrison Heady, Joannah Donoven, Mary A. Tipton, Jennie Ingersol and many others. All of these have made a success of life. Later on we find the following persons starting from the school-room out into the busy world : Henry Campbell, John M. Bigger, John Syler, Warren Con- nett, Walter L. Campbell, Charles E. Hoover, George Gore, " Wesley Milbourn, H. N. Couden, Wendel Schield, James McCombs, A. L. Bohrer, J. Frank Lumb, Maggie A. Nation, Lucy Ross, Mary E. Wain- wright and Flora Kilzer, and many others whose names we might mention would time and space permit, but suffice it to say that almost all of those mentioned have met with success. Many have occupied high and hon- orable positions in their respective avocations, some as teachers, some as ministers, others as merchants. Il6 THE ACHIEVEMENTS AND H. N. Couden is a noted minister and has been chaplain of the lower house of Congress for several years. Wesley Milbourn (who is now dead) was at one time chaplain of the lower house of the Ohio legisla- ture. Walter L. Campbell was United States commis- sioner in the territory of Wyoming, and afterwards was an editor of note in Youngstown and was mayor of that city from 1874 to 1876. We are proud to say that many of those we have named, as well as others not here mentioned, have done nobly in their respective lines of work, and have been a credit to the school which gave them their start in life. Among those last mentioned, A. L. Bohrer was the first to introduce piano tuning as a trade or occupation for the blind. He was the teacher in that department for ten or fifteen years, then was succeeded by E. Rob- erts, who fills that position at the present time. J. Frank Lumb has been second teacher for about twenty-seven years, James McCombs has been professor of music for nearly twenty years. Among the later graduates we find E. Roberts, James Foster, William Dalgarn, John Bitzer, Charles Estine. These last five named have positions in the State School for the Blind. George DeWeese (now dead) was a successful life insurance agent and a fine musician. F. A. Bartholo- mew is a successful insurance agent and a piano tuner. H. Cross, E. D. Hosier, G. Wollensnyder and many others whom I might name are thriving broommakers. There are also many lady graduates who are and have been filling worthy positions as teachers In schools, and music teachers, and some have made a success as housekeepers. ABILITIES OF THE BLIND. II7 Mr. Samuel Farmer and some others have suc- ceeded as merchants. We will give further on the literary productions of many that we have already named, as well as of a large number whose names have not been mentioned, but will appear with their respective production. We have devoted this chapter chiefly to the achievements as well as the abilities of those mentioned. There are many others whose abilities will be appreciated when the sketches which they have written are read. Many papers, addresses, and essays, written for our Alumni Association will appear in this work, with the writer's signature. Thus we purpose to let the public know something of the nature of the work being done by and through our Alumni. It is one prime object of our Association to look after the interests of the blind, both in school and out of school. That is to say, we seek to do all we can to promote the best interests of the school, so as to give the students the best possible education and preparation to go out into the world well equipped for the warfare which awaits them, and also to encourage those who have started in the battle of life. We have already accomplished a great deal in these lines and hope to accomplish still more in the near future. When we look back forty-five years (that was when our first reunion was held) we can see what has been done by and through our combined eflforts, both in our Association and by the imceasing and untiring labors of our members in their respective fields of la- bor. The progress has been wonderful, but there is yet a great deal to be done. There are several subjects along this line which I would like to bring up to be publicly discussed, both Il8 THE ACHIEVEMENTS AND for the benefit of the Wind and the seeing. For I do feel as though I would like to do all within my power to advance the interests of the blind in preparing the pub- lic to look upon them as men and women worthy of public patronage on account of genuine rnerit, thus breaking down the wall which has already stood in their way to success. It may be that I will devote a special chapter to this subject later on. Before concluding this chapter, permit me to say that there are many worthy blind men and women who have done and are doing nobly in their labors, whose names I have not mentioned, but they were not omitted through any feeling of partiality, but simply because time and space would not permit, therefore I hope I will not be unjustly criticized on this score. CHAPTER XXVI. This chapter will be devoted to miscellaneous mat- ters pertaining to the blind and their proper education, and the causes of failure with some who start out in life with bright hopes and lofty aspirations. We have in a previous chapter spoken at some length on the edu- cation of the blind. A person with eyesight can pro- cure a moderate education and start out to take part in the battle of life, and if he or she finds that there is some particular qualification essential to their success they can take that requisite up at their leisure and go right along with their business. Not so with one who is deprived of sight. He or she must equip themselves properly before making the start or be subjected to severe criticism and loss of time to make the necessary preparation, or else must suffer the dreaded humiliation of signal failure. In order to obviate these results it is best to as thoroughly as possible qualify the blind while in school to successfully meet the difficulties which are most likely to demand his or her greatest energies. The first requisite is an ambition to do something of note and merit. This, coupled with a fixed determination not to be discouraged by any obstacle which may present itself in the way of success, will win, provided always that the vocation chosen is within the scope of the abihty of him or her making the undertaking. The prime cause of two-thirds of the failures of blind persons is a lack of ambition or of self-confidence. The manner of their education is responsible, in a great measure, for these deficiencies. Those having charge of the (119) 120 THE Achievements and schools for the bhnd are, as a rule, persons unac- quainted with the essential necessities of success in their education, therefore are unable to inculcate into their minds those elements which they so much need. For this reason alone, if for no other, the school for the blind (in this state and in every other state) should be taken out of politics. Then, to procure the very high- est and best results, there should be at least one or two competent blind persons on the board of trustees^ I will say just here that the blind could do a far greater amount of good toward properly educating and prepar- ing the blind students for what awaits them, in the capacity of trustees, than they possibly could as teach- ers of the blind. There are various reasons for this statement. I would not in the least discount the abilities of any blind teacher. But I do take the position that the blind do most positively need teachers who can see, for there is no blind person who possesses a memory (no matter how great that memory is) sufficient to retain all of the lessons which are necessary for the requirements of his scholars. Therefore, they must suffer loss of time as well as of that thorough knowl- edge which they so much need. The present method of appointing trustees, superintendents and teachers, for these schools for the blind in most of the states is simply abominable. It is an outrage, practiced at the expense of the blind. Our state school for the blind, as well as those in other states, are spoken of as the machinery, a cheap method of paying petty politicians for good services rendered. One makes a few speeches, another writes a few articles for the news- papers in favor of his pet candidate, others are related in some way to those who were elected. Thus in divers Abilities of the blind. i2t ways they get positions as superintendents, officers and teachers, whether they possess any other quahfications or not aside from belonging to the poHtical gang in power. They seek the position for what money is in it. It is often that they possess nO' other cptahfications, as I have already said. This matter should be looked after by the taxpayers .and the blind of the state, and remedied as soon as possible. It is thought by a great many who have sight that, if a blind man or woman can make a scant living, that is all that is necessary for them, and if they cannot do this they can go to the county infirmaries. Those who hold such views are most contemptibly ignorant, and not worthy of the name of American citizens. It is from this class that the blind receive the least patronage and the greatest opposition. They possess no merit of themselves and therefore can see none in others. But such is life, and we must prepare to meet these conditions and over- come them if we would make life a success for our- selves as well as for others. The present system of appointing officers and teachers for the school for the blind is an injury to the blind, for it deprives them of advantages which, under other conditions, they could possess. The officers and teachers of the present day are interested in their own pecuniary gain, and not in the proper education of the blind. They watch the political skies lest a sudden political cyclone should strike them, and thus they should lose their place. Whereas, if those places were filled by those who were thoroughly qualified for such positions and had no fear of political changes, the progress in the work of education would be marked. The scope of education for the blind would be enlarged and greater facilities for their advancement would be 122 THE ACHIEVEMENTS AND brought forth, and their chances for success increased to a wonderful extent and the scope of their labors widened. By placing the state school for the blind on a purely educational basis, free from political influences, with a competent board of trustees and a corps of highly qualified officers and teachers, there would be a very marked improvement in the progress of the stu- dents in many ways. The board should be composed of well educated men or women, and, as far as possible, these should be selected from the parents of the blind children. The parents of seeing children have a voice in choosing their respective school boards, why should not the parents of blind children have something to say in the management of the schools for the blind ? I say schools ; I have mentioned in a previous chapter the absolute necessity of the erection of other buildings for the purpose of educating those who are of school age and cannot be sent to school for the lack of room to accommodate them. There being at present over 1,500 blind children in the State of Ohio who should be in school, and only accommodations for about one-fifth of that number, there certainly should be something done at once to give the remaining four-fifths an edu- cation. If this subject were brought properly before the state legislature, I think that honorable body would take action forthwith. In my humble opinion, there should be three more buildings erected, viz., one at Cincinnati, one at Cleveland, and one at either Dayton or Toledo. Then divide the blind children as follows : Those from six to ten years of age in one building, those from ten to fourteen in another, those from four- teen to seventeen in the third, and those from seventeen to twenty-one years in the present building, thus giv- ABILITIES OP THE BLIND. 123 Ing the advantages of a graded and high school to the blind as well as to the seeing children. All of the buildings should be under the supervision of one board, but each building should have its own corps of officers and teachers. By this method I think the highest and greatest benefits would be derived. In addition to what has already been said con- cerning the education of the blind, I would suggest the enactment of compulsory laws for the parents and guardians, compelling them to keep blind children (of whom they have charge) in school from the time they become of school age until they arrive at the age of twenty-one years. Under the present system a child deprived of sight can go to school when he or she feels like going and quit when they please to do so. From this cause alone many a blind person is left with a meagre education. There are some other important points which might be considered with profit in regard to the educa- tion of the blind of the present time. First, I will men- tion the slate and its use. The use of the slate was abandoned in the state school years ago. This I con- sider was a great mistake, for several reasons. Those who never used the slate can not comprehend its value, but the older graduates who used it in their early school days know what it was worth to them in acquir- ing knowledge of Arithmetic. By its use the child learns the proper manner of not only stating the example, but also the manner of solving. This knowl- edge I consider to be very essential, for without it it would be utterly impossible for him or her to teach others how it was done. Had I not possessed this knowledge I would not have been able to teach school for the seeing successfully. I also taught all of my 124 THE ACHIEVEMENTS AND children to cypher before they were sent to school. It is not only possible but practicable for blind persons to become teachers in schools for the seeing, if they pos- sess the requisite education. The use of the slate will give them knowledge which they cannot obtain in any other way. Another mistake which is about to be made is the abandonment of the line-print, and adopt- ing the point-print exclusively. This should never be tolerated by the blind and those who are interested in their proper education. The line-print gives the child a knowledge of the shape of letters, which the point- print does not. Again, the point-print is much harder on the nerves than the line-print. There are still other reasons for continuing the line-print. Were it aban- doned, all of those who never learned to read the point- print would thereby be deprived of all newly-published books and Sunday-school leaves. This would be a great loss to many blind persons. Our government appropriated a sum of money for the establishment of a printing house for the blind. This house is at Louis- ville, Ky. It costs more to print books, as well as other periodicals, in line-print than in point-print, hence the desire of the managers of the business to abandon the line-print and thereby increase their profits, regardless of the interest of the blind, for whose benefit the print- ing house was established. I believe, as far as I can learn, the management is by those having eyesight, therefore they do not understand nor care for the con- venience or inconvenience of the blind. Whereas, if these matters were under the control of those who are interested in the proper education of the blind and not so much in money making for themselves, the results would be far greater in favor of the interests of the blind. AIULITIES OF THK BLIND. I25 I have given briefly a synopsis of not only my views on these points, but also the views of other prominent members of our ahinmi. I ilo not condenni the point-print, but hokl that the line-print should be taught to all children, after learning to reatl, then those who desired to learn point-print could do so. There are one or two things yet in regard to the school which I wish to mention. Firsts in regard to the teaching of spelling. This important element of etlucation has been sadly over- looked in the school. It is one of the necessities and one that cannot be too well understood. Secondly, the art of writing with pencil and paper I understand has been done away with, and writing in point substituted instead. This is all right as far as one blind person writing" to another is concerned, but if a blind person wishes to write to one who can see it does not do so well as the former method, therefore I wt)nld be strongly in favor of continuing the art of writing with the pencil. Third, I would recommeiul the teaching of Ger- man instead of the Latin language. The reasons for this change are. first, there are but few blind persons who would acquire sufiicient knowl- edge of the Latin language to become teachers of it, while the (ierman language would add to the qualifica- tions of the blind in every day business. They could procure positions by having a knowledge of German where they could not without that knowledge. I think it would be advisable to teach the brush and basket trades in the work department. There are many other items of importance which might be mentioned in this connection, but time and space will not now permit. Some will doubtless ask 126 THE ACHIEVEMENTS AND " what have these things to do with the achievements and abilities of the bhnd. My answer to all such questions is, they have a great deal tO' do with the development of the faculties which go to making and perfecting the abilities. If the plan of which I have spoken concern- ing the erection of other buildings were adopted it would give great advantages over the present school facilities in more than one way. It would furnish opportunity for all blind children in the state to obtain an education. It would also divide them in classes according to age. The children of each respective building would be nearly of the same age. It would afiford opportunities for those who might desire to take up some special branch to do so without interfering with the rest of the school. Students could then have the advantages which otherwise they would have to attend some college to obtain. The studies of elocution, stenography, typewriting, theology, law, and many others not here mentioned, could be introduced to great advantage, and thus enable the student to follow that for which inclination, genius and tact best qualified him or her. I do not v\^ish to be -Understood as speaking disparagingly of what has been done in the way of educating the blind. Be that as far from me as the east is from the west. On the con- trary, I am exceedingly proud of our school and of those who have gone forth like men and women to fight the battle of life nobly. I can, in my own expe- rience, look back fifty years and then glance at the present and behold the wonderful strides which have been made in the way of advancement in the hewing down of public prejudices which stood as monsters in the way of success of the blind in life's fierce struggle. I behold these changes with pride and admiration. I ABILITIES OF THE BLIND. 12/ can also in fancy look forward fifty years, and behold the grand achievements of the blind in the various pathways of life as yet untrodden by blind men and women. There has be'en much done, and there still remains much to be done. Let every facility be given and every advantage improved to bring about the grandest and noblest results for those who are deprived of sight that the world may see and know that, although deprived of sight, men and women can and will fill their respective places in the business world with credit and honor to themselves as well as to the school which gave them their start in life and the qualifications to perform their part well in its different vocations and callings. We are living in a fast age, an age of progress and wonderful improvements. Rapid strides are being made in all branches of business and in almost every voca- tion of life ; let us, therefore, be up-to-date in all quali- fications which are requisite for success, that we may keep pace with those who have sight, that we may not fall in the background but push to the front and demon- strate to the world that the education of the blind is not a farce but instead is not only a source of joy and benefit to themselves but of pleasure and usefulness to others. I earnestly hope that those who are interested in the education of the blind will consider what has been said on the subject, and do all within their power to promote the advancement of the same in every possible manner, and, if I am wrong in any of my ideas, let them be corrected. I am in favor of any method or means which will facilitate the success of the blind, let it be brought about by whomsoever it may. I long for the time to come when every blind man and woman of 128 THE ACHIEVEMENTS AND energy, ambition and industry, will be able to take their place in the different callings and vocations in the business world with honor to themselves, benefit and profit to the public, and credit to the school which gave them their start. Then, and not until then, will fiddling and hand-organ grinding on street corners and other public places cease. I am aware of the fact that there are those who do not possess sufficient education to fill any higher posi- tion, but whose fault is it ? I answer. It is partly theirs and partly the fault of the state. Theirs, because they left school and did not care to finish their education; the state's fault, because there is no law compelling the blind to attend school longer than they choose to do so. These sad mistakes should be speedily remedied, for the sake of those who are yet to be educated and fitted for active, useful lives. I will conclude this chapter, and after introducing many members of our alumni and their respective papers written on various subjects, together with the able discussions, I will write the closing chapter of this work and send it on its mission to do what it can in the way of hewing down those barriers which have here- tofore stood in the way of success and progress of the blind. The following papers, which were written and read by their respective authors, and their respective discussions at our different alumni associations, will be of great interest to the reader and will also give some idea at least of the abilities of the blind in various ways. The depth of thought, the clear expressions of the ideas in words full of meaning, and the very mas- terly way in which they are arranged will command the admiration of the reader as well as show the ability of the respective authors. I will also intrgduce some ABILITIES OF THE BLIND. I29 articles written expressly for this work, which will also be read with great interest. There are several who promised to contribute articles who have not sent them in, therefore I cannot give them to the reader. I trust that each article will be carefully read and con- sidered by every one who may chance to read this book. If this is done, I feel assured that if there has been any doubt in the mind of the reader concerning the abilities of the blind, all such doubts will vanish for genuine admiration ; read and reflect is my earnest request. THE REUNION OF 1860 AND 1874. We herewith submit sketches of the above- mentioned Alumni Reunions. We doubt not they will be valued both for the instruction they contain and also for the memory of former times which they will suggest to the former pupils of the Institution. We submit them with sketches of the report of 1880. Hop- ing they will form a chain which shall bind the present to the past and unite the pupils of the Ohio Institu- tion for the Blind into one band, together doing what is noblest and best for themselves and for the world. THE REUNION OF 1860. The long-contemplated Reunion of the officers and pupils of this Institution took place, as expected, on the 4th of July, i860. The former officers and pupils, the present members of the Institution, and invited guests, assembled in the chapel at half past ten A. M. After singing by the choir, the exercises were opened with prayer by Rev. Dr. Randall. The opening ad- dress was expected from Rev. Dr. Hoge^ who was, for the first fifteen years, President of the Board of 9 130 THE ACHIEVEMENTS AND Trustees; as he had not arrived the Superintendent, Dr. A, D. Lord, briefly sketched the circumstances of the opening of the school with five scholars on the 4th of July, 1837. Since that time 383 pupils have received instruction. The former officers and pupils were then ad- dressed. "We welcome you to these pleasant and ample grounds, secured for the Institution by your foresight and liberality; to the shade of these trees planted and nurtured by your care; to this building erected under your direction; and to this reunion of those who have in successive years, for nearly a quarter of century, watched over the Institution, and the pupils who now come from nearly every part of our own, and from several other States, to this building so long your cherished home, in which the light of knowledge first dawned on your minds, and where those pur- poses were formed which have raised so many of you to positions of usefulness and respectability. It is a most gratifying fact that since Ohio first put her hand to the work of educating her Blind, she has never for a moment faltered in its prosecu- tion; the necessary appropriations for the current ex- penses of the Institution have cheerfully been made ; and, though this building has long needed enlarge- ment, and the accommodations it was intended to pro- vide for sixty or seventy, are by far too small for its present enrollment of 120 pupils, still, such has been the disposition of its inmates, that all, of suitable age and character, who have applied for admission, have been promptly received and cordially welcomed to such accommodations as the Institution afforded. " ABILITIES OF THE BLIND. I3I ADDRESS. BY MR. CHAPIN. Read to the Alumni Association, July, 1860. Fifteen years ago, at one of the annual comme- morations held by the teachers and pupils, it was resolved that the survivors would meet again on the 4th of July i860. The time designated was in the distant future, when the children of that day would be grown men and women, officers and teachers would show signs of advancing years, and in the probable course of events, few would be found living and acting within these walls, even of those who should survive. That number was indeed reduced to three. This is an occasion full of interest, and of joy- ous associations, and calls for an expression of gra- titude to Almighty God for His goodness in sparing the lives of so many now present, when the scenes, the hopes, the trials, and the triumphs of so many years, seem to be concentrated into a single moment. It has been a happy thought of the pupils in the former commemorations, that they" were celebrating their own independence in a peculiar sense : the founding of this institution on the Fourth of July, 1837, was to them the dawn of that light, which was to emancipate them from a worse than physical blindness, the deeper darkness of ignorance and dependency. Allusion was then made to the great practical idea, on which benevolent and just policy of Ohio and other states, which recognizes the claim of the bhnd, equally with others to the benefits of instruction. It was to develop hidden talent, and train it for action and usefulness. It was to prepare the blind in noble 132 THE ACHIEVEMENTS AND spirit which characterizes so many of them for teach- ers, for organists, pianists, and for industry and self- support, to remove the real disabilities of blindness, and give them fair play in the battle of life. This was the idea. The speaker went into an examination of the question, how far this had been realized by practical results in the experience of the institutions of our country thus far. He referred to the improved means of instruction, and the facility of advancing the child born blind, in all the branches taught in our best schools, to their fine musical education, and to the fact that in all these respects our institutions are in advance of those in Great Britain, and equal to any in the world. A good number of the pupils educated in our institutions had become principals, and in other institutions teachers in the literary and musical branches, and successful as church organists and piano teachers in the community. Mr. Chapin then discussed at some length, the subject of mechanical instruction and its results, the trades best adapted to the blind mechanic and his future success. This he considered a very important part of the system of instruction with a practical peo- ple. Everybody, blind and seeing, must become a producer of something that the community must or will have. That branch of industry most suitable to the blind, is that which the workman can begin and finish with his own unaided labor — something also that is in demand in every part of our wide country. Broom, brush and mattress making were attended to as favorite branches, of which the first was most com- mended for those living out of the large cities, and available everywhere. ABILITIES OF THE BLIND. I33 It has become a problem, how far the institutions should consider themselves responsible for the employ- ment and future welfare of the graduate blind. Some succeed well, others not so well, and still others, though industrious and faithful, fall behind as slow workers, or failing in tact and native energy need some little aid or direction. Our institutions should have the facilities for employing wholly or in part, those who fail else- where after an earnest effort. None know so well the capabilities of the blind as superintendents of these institutions. No other workshops are open to receive them, as for seeing persons. The whole policy of our institutions in this respect, should be carefully con- sidered, and this object persevered in. The following propositions Mr. Chapin considered entitled to consideration and adoption as soon as prac- ticable : 1. x\ll institutions for the blind should continue to manifest a lively interest in the future welfare of their graduates. 2. All blind persons over ten and under twenty- one years of age, should be received for instruction in the school department, and all eligible adults under forty for a limited period of one or two years, to learn a trade. 3. Graduates should be encouraged to leave the institution for self-support, with an outfit to purchase musical instruments, machines, tools, etc. 4. In certain cases of industrious but feebler workmen and workwomen, where such persons fail of self-support, the institution should make an efifort to employ them. 5. A home for the industrious blind who are 134 THE ACHIEVEMENTS AND homeless, should be provided as soon as suitable means can be secured for that object. 6. Finally, provision should be ultimately made for a quiet retreat for infirm and superannuated grad- uates of good character. The blind are few in num- ber, bearing by a natural law, a certain small pro- portion to the whole community, not in the United States exceeding one in 2500 persons. The actual number who will ever be forced to accept the shelter of such a benevolent provision, will be comparatively small indeed. In the Pennsylvania institution, a Home of In- dustry has already been in existence nine years, and is working happily and successfully. The number of inmates there is less than twenty, male and female. They are employed by the institution, pay a reduced rate of board, and thus support themselves. This de- partment has the hearty support of the distinguished President of this institution, Hon. Samuel Breck, and of its able board of managers. It has already received several bequests and others are confidently expected. The speaker considered that the whole resolves itself into the simple question in regard to those who do not succeed by their own unaided efforts, shall not the community by a well organized system of instruc- tion and employment, secure for them and society the benefits of all their available industry, and bless them at last with the comforts of a quiet home with con- genial associations? There are millions of wealth yet to be bestowed by those who "devise liberal things." Let it be invoked in behalf of a cause of such undoubted Christian philanthropy. The duty of action in this direction belongs first to the institutions themselves; if they ignore it, no others will tough it, ABILITIES OF THE BLIND. I35 MR. LINDSAY'S ADDRESS. Pupils of former times, we of the present greet your return. We welcome you to our common home, which is endeared alike to your hearts and ours, b)i a thousand fond recollections. We welcome you to this home of filial and fraternal love, where the truths of the Bible are taught and illustrated, and the teach- ings of sciences are unfolded ; to this home where were developed your vocal powers, and your intel- lectual and moral natures, and under whose training you were skilled to make the useful broom, to weave the tiny beads, to teach the art of music, to trace the unseen page, and gather the treasures of literature — by all which you were prepared for self-mainte- nance, and fitted for respectable positions in society. We welcome you to halls which have resounded with your merry laugh, to school rooms in which you have passed many quiet hours in the acquisition of knowledge, and to this chapel in which your voices have mingled in the joyous song, or, blending with the deep tones of the organ, chanted the praises of God. Years ago you gave this place the name of Ed- dington. We welcome you, now, to Eddington, with its spacious grounds ornamented with trees and flowers, and traversed by pleasant walks and shaded paths which have been familiar to your feet. We on whom devolves the duty of giving you this public welcome, rejoice that we are permitted to offer it, and our kind officers and teachers, ever solicitous for your welfare as well as ours, and desirous that all your anticipations of happiness on this occasion may be realized, most cordially unite with us in greet- ing your return. 136 THE ACHIEVEMENTS AND Many years since, on one of those days of recrea- tion which from time to time enliven our institution, the Superintendent, sportively, we are told, proposed this reunion in i860. The pupils, however, and some of you were among the number, treated it more in earnest, and soon began to anticipate the pleasure of that then distant occasion. As term after term passed away, those who were to return no more as pupils parted from each other with the promises, and we, who greet you earnestly hope that the pleasures may fully equal your most sanguine expectations. Our common infirmity, our common associations with this place, our common interests and hopes, all combine to strengthen the chain of friendship which now binds our hearts together. We only regret that all are not here. Of the absent, not a few are gone to their long home ; and among this number are some of those who were most beloved and most highly gifted with intellectual endowments. Let us cherish the memory of those who so tenderly loved this place, and who had so fondly hoped to meet you at this time. And now, while song and greeting, and social pleasure rule the hour, let us remember that eighty- four years ago to-day the fathers of our Republic, in Congress assembled, boldly declared our national in- dependence. Let us participtate in the emotions of patriotism which to-day warm the heart and inspire the genius of our country. Pupils, who are to us as elder brothers and sisters, and for whom we entertain the liveliest feelings of regard, we again most cordially welcome you home to Eddington. ABILITIES OF THE BLIND. l^J WELCOME TO THE OLD HOUSE AND FAREWELL. BY G. L. SMEAD. To the Alumni assembled June, 1874. Fonncr Pupils and Officers of the Ohio Institute for Blind: It will be the duty of another to give a more formal welcome to the new house, but it may not be amiss for me in a few words to bid you welcome to the old home of precious memory. Welcome to the old homestead with its old recollections of friendships formed long ago and cherished since. I know others will pardon me, if I speak especially to those present who, fifteen years ago, met me as pu- pils in the old south school room. I call to mind your kind reception of me as your teacher. I remember your faithfulness in duty, your kind appreciation of my instruction. I remember some who greeted me then, who are not here to-day. They have gone from earth to a higher and a better reunion. I could call their names, and their faces come before my mind as clearly as though they sat in those seats. I am glad to welcome you. I am glad to welcome my predecessor. Dr. Lord, whose example of Christian manhood went before us for many years, and still goes before us, having its blessed influence. But upon an occasion like this, sadness is not inappropriate. We meet in the old house for the last time. We are as- sembled, as it were, to look for the last time upon the face of a dear, departed friend. We say that the friend is dead, but we know the soul lives. The old recollec- tions, these dear friendships, the good influences you 138 THE ACHIEVEMENTS AND have received are after all the soul of the old house, and they are not dead, they are immortal. And now, as we go from the old house to the new, let us engraft within it all the old recollections that are good, pure and noble, and there let them grow, and blossom, and bring forth fruit as long as those stone walls shall stand, as long as those towers shall point to heaven. Then all left the beloved old house, with its preci- ous memories, and proceeded to the old chapel of the new house, where Mr. Walter L. Campbell, Esq., the president of the day, made the opening address as follows : My Friends : I have just been informed that at a meet- ing of the pupils and graduates held this morning I was chosen to preside over the deliberations of the day. It would not be consonant with the sacredness or dignity of the occasion to allude to the personal satisfaction I feel in being thus honored. I can but thank you for it. We are here to-day (to do what I have hitherto thought very rarely desirable) to consider ourselves pupils and gradu- ates of the Ohio Institution for the Blind as in a sense a sort of special class, a kind of peculiar people with trials and triumphs and aspirations and defeats different from those of other men. We may, however, for once shut out the active, busy world around us and review our own past, consider our own present, and peer it may be, into the future. Memory and hope to-day claim our obedience while they lead us whithersoever they will and gladly let us sub- mit to the gentle guidance. We are indeed but now to the new, from the shadowy past to the very threshold of the dawning future, and stand- ing here we can look back upon the past full of hallowed associations, and forward to a future, bright with alluring prospects. Those halls to which we but now bade farewell, how full, how suggestive they are of inspiring reminiscences; though empty, they seem thronged with busy youth pursu- ing with ardor learning's difficult path; though silent, they ABILITIES OF THE BLIND. I39 seem filled with the harmony of wonderful music. Tear down those walls if you will, memory will build them up again, not indeed of crumbling brick and mortar, but of her own imperishable materials. Into this memory-made Institution, all will be sum- moned; and there once more will be heard the noisy tramp of many feet, the hum of many voices, the confused murmur of many instruments, the revered teacher instructing, the kind officer admonishing, the choir and its anthem, the morn- ing and the evening prayer. Think it not strange that the associations which memory martials around yonder deserted building, draws us backward toward it with a power though gentle, still strong, still irresistable. It was there that we were first born to a love of learning, there that we were first inspired with an ambition for intellectual and moral powers. There that we felt those vague longings of the soul to realize to the utmost the undiscovered possibilities of our manhood, there that we caught the first glimpse of the priceless worth, the incomparable sublimity of even one honest, earnest, active human life. Now does some one ask, "is sentimentalism like this, all that can be returned to the state of Ohio for her vast expenditure in our behalf?" I answer it is enough. To have generally diffused among the blind a love of learning, a desire for intellectual and moral excellence, a determination to make the most of themselves, a sense of personal responsibility and power, is an ample return for any expenditure, however great. He who holds sentiments like these as a part of his very being, woven into the very woof of his soul as it were, as the strong, fadeless threads of it strengthening and coloring the whole, blind though he be, though hungry and ragged, and shelterless to-boot, stands forth from among his fellows, even in this commercial, money-making age, a man, "every inch" a man. This, though return enough is by no means all. There are scattered throughout the State, blind men of con- sideration and influence in the community where they dwell, earning a livelihood and holding their own in the jostlings .of business life. Many of them make livings, few fortunes, and all the families to which they belong the happier, and the circles of society in which they move the pleasanter for having been there. I40 THE ACHIEVEMENTS AND While this is true, still there is a view of this matter that I would not disregard myself nor have overlooked by others. Our history thus far has been very largely experimen- tal, and although the possibility of doing something by the blind man has been proved, the field for his usefulness is still very circumscribed and narrow. To enlarge this field, to dis- cover new paths, must be for some time yet pur endeavor. We must attempt this or that calling, pursuit or profession, until the limit of usefulness for the blind has been reached. This I apprehend will not soon be. In the division of labor now . going on, affecting as it does every calling and pursuit, I see in the future, boundless possibilities of use- fulness for the energetic, though righteous man. We still need pioneers to press forward into these new fields, bold, brave men, who will take the chances of failure that they may succeed; for, be assured that though you and I should sacrifice our lives in a vain endeavor to make ourselves useful outside our sphere, still there will follow those, who studying our defeat will learn to achieve victory. In my views of the economy of things, in my understanding of providence, there must be a place, a use for all, and there- fore, each seeming failure is in the great plan an indis- pensable step towards universal success. I am however, talking too much. We are here to-day, dedicating in a manner a new and beautiful temple to learn- ing. I am sure that from this attestation of satisfaction with the work of educating the blind, that this new building evinces on the part of the people of Ohio, we shall gain confidence in ourselves, and we shall all go away with better hope and higher purpose for the future. ADDRESS. BY DR. AWL. Delivered to the Alumni Association of the Ohio State School for the Blind, June, 1874. Dr. Awl stated that the attention of the people of this state was called to the importance of esablishing ABILITIES OF THE BLIND. I4I a school for he blind by a clause in the call for a medical convention which assembled in this city in January, 1835. During the session of that convention a public address upon the subject was made by Dr. Drake, of Cincinnati. His own attention had been aroused to the subject while in the City of New York as a director of the lunatic asylum, where he witnessed an exhibition by the pupils of the Institute in that city, and that he then remarked to an associate director who was with him that "Ohio must have such an institu- tion." This idea his associate discouraged, but in his own mind he determined that the thing should be done. Accordingly he prepared a resolution appointing three trustees to collect information in relation to the instruc- tion of the blind and to make a report to the Legisla- ture. The original draft of this resolution he then showed. As it provided for no expenditure of money, it was passed by the Legislature on the nth of March, 1836, and Dr. James Hoge, Col. N. H. Swayne, and Dr.. Wm. Awl were appointed. For the purpose of obtaining the required infor- mation some 2,000 circulars were printed and sent to the justices of the peace in all the townships in the state. To do this work was no trifling matter. A party of young ladies was made for the purpose of folding them, and it took all the time the doctor could command from his other duties for two weeks to direct them. To pay postage on them and on the replies, at six, twelve, eighteen, and twenty-five cents each was another little item of some account, at least to a poor man, for, be it remembered, the trustees were not provided with one dollar of money. Many amusing incidents connected with these replies were then 142 THE ACHIEVEMENTS AND related. One blind lady was reported aged eighty years, and the justice gravely adds, "She entirely refuses to come to your school." Another, aged sixty-seven, had but a small farm, and a family of small children dependent upon him, and the magistrate says, "You can judge yourself of the probabihty of his being able to pay for teaching him the mechanical arts, or the art of forming letters." Another justice regarded the whole scheme as an outrage, and says, "We have plenty of seeing children down here to be taught, if you have any money to throw away." To produce an impression upon the Legislature, the trustees invited Dr. Howe, of Boston, to deliver a lecture and make an exhibition in December, 1836. This was done with most satisfactory results. Dr. Howe had consented to come for his traveling expenses only; but when they asked for his bill they were told it was $600.00. Yet the trustees had not a single dollar. After much deliberation (having borrowed a part of the money,) Dr. Awl, with many misgivings, stated the case to Governor Vance, and that good man at once paid the whole bill from his contingent fund. During the winter the trustees made their report to the Legislature. The returns made to them from fifty- nine counties enumerated 287 blind persons, at least sixty of whom were thought to be proper subjects of instruction. In April, 1837, the act for establishing this insti- tution was passed, an appropriation for commencing the building was made, the trustees were authorized to rent rooms, to employ a teacher, and open "a school. These steps were taken and on the 4th of July follow- ing the school was opened. Even after the school had been commenced it was no easy matter to induce many ABILITIES OF THE BLIND. I43 parents to permit their children to enter it, while on the other hand the readiness of some to avail them- selves of its opportunities was extremely gratifying. One mother walked with her daughter all the way from Wooster, Wayne county, to bring her to the school, and others, though over the prescribed age, begged so hard for admission that the trustees ven- tured to bend the law and receive them. After recit- ing many other incidents, the doctor inquired who that labored for the founding of the Institution expected that it would ever benefit the people of China? And yet it had furnished instruction to two blind chil- dren of that remote country. He closed by saying that it was his firm belief that, much as has been done for the blind, and other classes of the unfortunate in our land, the time would come when some one of their beneficiaries would arise, who should, by his genius or the development of some pecu- liar talent, originate some invention, or make some con- tribution for the benefit of mankind, which should abundantly compensate for all the labor and all the ex- penditure which the education of all these classes shall have cost. His remarks throughout were interspersed with sallies of wit and strokes of humor, or touches of pathos, which kept the audience wreathed in smiles or ready for tears, as the scenes were rapidly changed or the incidents varied. To report it fully is utterly im- possible. 144 THE ACHIEVEMENTS AND INAUGURAL ADDRESS. BY H. N. COUDEN. Delivered to the Alumni Association, June, 1880. Ladies and Gentlemen: For the honor you have conferred upon me in mak- ing me your presiding officer, I tender my sincere thanks and, beHeve me, I do regard it as an honor. In accepting the position, I am not unmindful of the many perplexing questions that may arise in our deliberations for me to pass judgment upon. I shall in all prob- ability err, not willingly, but through lack of knowl- edge. I shall, however, decide promptly, impartially and without prejudice. Our time is limited and there is much work to be done. Let us, therefore, immediately proceed to busi- ness. Allow me, however, to suggest that a committee be chosen from our body for the purpose of drafting, with a view to their publication, a set of resolutions suitable for the occasion. I also take the liberty of suggesting that one of these resolutions be a statement of our views in refer- ence to placing a blind man on the Board of Trustees of this Institution, for among its graduates there are not a few who have distinguished themselves in a va- riety of ways. And being better acquainted with the needs of the blind, everything else being equal, it fol- lows that a blind man could do the work more efficient- ly than a seeing man. I would advise also a resolution condemning the action of the political party late in power in this state, for attempting to reorganize this institution on merely partisan grounds. It is high time that the institution should pass from the sway of poli- ABILITIES OF THE BLIND. I45 tics and be regarded as a child of the state, to be nour- ished and fostered with tenderest care. In conclusion, allow me again to thank you for making me your President. Any business pertaining to our organization is now in order. SELF-DEPENDENCE AND THE NOBILITY OF LABOR. BY MISS MARY WAINWRIGHT^ OF 1880. In the schools of the land and in our school we are educating and training citizens for the state, to understand and bear successfully the burdens of our government. In no country but ours is such ample provision made for securing the intelligence of its citi- zens ; but to be a good, useful and worthy citizen one must possess these three qualities : intelligence, moral uprightness of character and self-dependence. To be able to bear the burdens of the state, one must first bear his own burdens. With this view of the subject let us now consider the workings of our school and examine and estimate results. We find that intelligence, the first quality of a good citizen, is almost universally secured by the pa- tient efforts of our teachers in the literary department. Working from four to five hours a day, six days in the week, forty weeks in the year, from seven to ten years in the school life, what thoughtful pupil could fail to gain a wide and general intelligence ? With our daily devotions, weekly Sabbath-school lessons, other religious services, moral training from day to day by the Superintendent and teacher, the form 10 146 THE ACHIEVEMENTS AND of moral uprightness of character is nearly always ob- tained ; but in this case we dare not be satisfied with mere form ; this quality must possess both life and power, for from its life-blood poured out shall arise — self-dependence. Looking- again at our school work, the last and best result of education — self-dependence — is not nearly so often obtained, partly because society does not expect it, our friends do not require it, we do not always expect it of ourselves and in our school life we do not make it the governing purpose. Society, from its er- roneous notions of our abilities and capabilities, would have us take no part in active pursuits or enterprises. Our friends, out of the kindness of their hearts, do not wish to see us toil, think and plan for the future while they can do it for us ; but we must not submit to popular prejudice, nor yield to the solicitude of our friends, for it is often mistaken kindness at the expense of our individual manhood and womanhood. Notwithstanding our difficulties and in spite of our limitations, we must stand in our own personality as men and women, taking our places in the community, as persons whose counsels should be heeded and whose example should be emulated. We should stand as trees whose beautiful foliage pleases the eye, and whose grateful shade rests the weary traveler, and whose rich and abundant fruit feeds the hungry, rather than cling as leeches sapping the veins of society. And now let us consider this question from that higher plane of moral obligation. What does the Lord of heaven, the Creator of men and women, hold forth as the best method of filling up our measure of being? His word is this, — not in the sweat of thy father's face, not in the sweat of thy mother's face, nor thy ABILITIES OF THE BLIND. I47 sister's, nor thy brother's, nor thy friend's — but "in the sweat of thy face shalt thou eat bread." This com- mandment includes physical exertion and personal vol- untary effort ; you can see we are to be working men and women. Again as to the habit of working, six days of every seven shalt thou labor ; every day must be a full day and every stroke of the hand a fair honest stroke : "Not slothful in business." We have considered this ques- tion with reference to the commandments ; but there are several Scripture reasons given for these obliga- tions, which should be named in this connection : First — We should work that we may have no time to meddle with other persons' affairs. Second — That we may live honestly toward all men. Third — That we may have lack of nothing. Fourth — That we may have to give him that needeth. Let us make the application of the foregoing prin- ciples to the daily and yearly workings of our school. We have two departments, musical and work, whose special objects are to make our graduates inde- pendent and self-supporting. They are not rivals, but two parts of the same unit. Just at this point many persons make a fatal mistake. Through false ideas of respectability and social position, they suppose the prac- tice and profession of music is the only thing worthy of their special attention. They assume that to earn money by a learned profession is the only way in which to secure a position in the world. This hypothesis will soon lead us into interminable difficulties, for accord- ing to an estimate recently made not more than twenty per cent, of the persons who enter the music depart- 148 THE ACHIEVEMENTS AND ment will ever make successful teachers or musicians, and if we add to this the number who do not study music, we have a very large proportion of the school. What shall we do with these scores of persons ? Shall we say there is no self-dependence for them ? Yes, ac- cording to the received ideas of respectability. It is the common experience of the teachers in the work department to hear such remarks as these : "Why, F. is in the work department this year; how strange. It is not a case of necessity; her friends are persons of means." And again, "The superintendent wished S. to take the work this term, but she says she doesn't wish to-; it will spoil her hands, and anyway it isn't quite respectable to work ; but I think she ought to try to learn something of that kind ; you know she hasn't any home." And again one of the literary teachers will say : "I have W. in my class ; he is slow and gives me a good deal of trouble and will be a great draw- back to the class. I hope I can persuade the superin- tendent to put him in the shop. That, in my opinion, is where he belongs." All this is void of reason and the very reverse of sound practical sense. The work de- partment is not a cool, dry cellar where the failures in the musical and literary departments and the very desti- tute are to be stored for safekeeping and nothing more. We must not expect to have our occupation chosen for us. We must choose it for ourselves ac- cording to the best estimate we can make of our ability. If it be work, let us select one or more of the trades taught in the school and, putting under our feet all false notions of respectability, let us espouse it as a life pursuit. No one succeeds in business by accident, but when one looks at his future as at a great problem, and by careful, earnest, faithful, persistent effort, pre- ABILITIES OF THE BLIND. 140 pares himself through a course of years to take up its solution, success is assured. No pursuit or occupation fails to attain respectability if honorable in itself and pursued according to the principles of uprightness. Epaminondas, the greatest of Theban generals, was once called to an account for his command too long. To humiliate him he was afterward elected street scavenger. He accepted the position as though it had been the chief magistracy of the city ; and when he had effected a thorough cleansing of the city and showed the Thebans that he was still the same great man, said : "If my office will not bring me honor, then I will bring honor to it." And in this connection I would mention Mr. Hayes, now our much revered President, who, when he was Governor and visited our Institution, did not fail to bring the sunshine of his presence into the workrooms, and by his affable man- ner and encouraging words, indicating very clearly that he thought to teach our pupils some useful work was of first importance. Many of our students from time to time have threaded their way through the fog of false respectability and the mist of mistaken propriety, into the light of common sense and clear reason. Standing there in the morning of personal responsibility, they have seen life as earnest struggle and fierce contest, and putting under their feet all aimless, purposeless living, have seized the possibilities of manhood and womanhood and gone right forward to victory. Having made a success of life, they are now in their places in our great and growing state, as useful and honored citizens, to whose labors have been added the blessings promised in the Scriptures : "The Lord shall command the blessing upon thee in thy store- house and in all that thou settest thine hand unto." 150 THE ACHIEVEMENTS ANt) Again : "The Lord shall open unto thee His good treasures, the heaven to give the rain unto thy hand in his season, and to bless all the work of thy hand, and thou shalt lend and not borrow." Again : "Let the Lord be magnified, which hath pleasure in the pros- perity of His servant." OUR OWN EUTERPE, OR, THE PROGRESS OF MUSIC IN THE UNITED STATES. BY H. J. NOTHNAGEL. Forty-three years ago, when first I made the acquaintance of music in this country, the impression she made upon me was that of a little, naive, rustic maiden, in short dress, without shoes and stockings, dancing where'er I met her, and singing quaint and simple ditties with the air of a first-class European prima donna. "Well," thought I, "can this queer little creature be one of the nine sisters whose names Herod- otus attached to the nine books of his history? Can this be Euterpe, who, with the rest of her sisters, Cal- liope, Clio, Erato, Melpomene, Polyhymnia, Terpsi- chore, Thalia and Urania, inhabited the heavenly man- sions and whom Hesiod, in his Theogonia, invoked in these words : 'Tell, ye celestial powers, how first the gods and worlds were made ; the rivers, and the bound- less sea, with its raging surge. Also, the bright shin- ing stars and wide-stretched heaven above, and all the gods that sprang from them, givers of good things ?' " Again and again I asked this question, but no answer came. I was perplexed, and wondered if ever, in my life on earth, this question could be satisfactorily answered. ABILITIES OF THE BLIND. I5I The more, however, I learned to know this queer Httle maiden, the more I did Hke her. There was something so innocent, and yet so earnest and deter- mined about every act and motion of hers, that reminded me of the poet's words : "There is a majesty in simphcity which is far above the quaintness of wit." I resolved to watch and follow her closely. From this resolve I did not swerve for a single moment during these forty-three years, when circumstances compelled me to part company with those who labored in her service ; I could but watch her from a distance. Thus time rolled on, and our little rustic maid grew gradu- ally up into a fine and sprightly lassie, improving in dress and manners, and daily gaining friends and admirers. Ten years previous to my making her acquaintance, I had been accepted and initiated into the service of music in Europe, and detailed to the house- hold of Euterpe, of Germany, a wealthy and regal dame, dressed in purple and bedecked with costly jew- els. Her court was distinguished from those of her namesakes of Italy and France by its unusual splendor and power. The most brilliant galaxy of high-priests that had officiated in her numerous and gorgeous art temples — Bach, Handel, Gluck, Haydn, Mozart, Beethoven, Weber, Schubert, Spohr, Mendelssohn, and others — this splendid galaxy was rapidly setting. The greatest of them all, Beethoven, had just exchanged the tran- sient for the eternal life, and the court, as well as the many temples of art, wore still the drapery of mourning. The philosophers and scientists, at that time, had just discovered that music had claims fully equal, if not superior, to those of the other fine arts ; and they 152 THE ACHIEVEMENTS AND all felt that the secret of her power had been left entirely unexplored. But, unfortunately, a violent and dangerous epidemic soon seized the minds of these men, and gradually impaired their judgments to such a fear- ful extent, that their pretended wisdom culminated in the absurd superstition that this most wonderful uni- verse had no intelligent cause, but was simply the pro- duction of matter. They discarded the study of Meta- physics and made the study of Psychology needless by reasoning the human soul out of existence. They, so to say, sensualized and finely materialized the spiritual and emotional part of the human soul, and thereby greatly injured the cause of the arts, especially that of music. When the draperies of mourning had been finally removed from the art-temples of Germany, French frivolity and Italian superficiality found many admirers among the courtiers of German Euterpe. An eminent courtier of Italian Euterpe, a Signor Paganini, during a visit at the courts of Germany and France, spread an epidemic, called Virtuosi-fever, to a fearful extent among courtiers and retainers of both. This disease in its symptoms strangely resembles the St. Vitus' dance, which is an affliction attended with irregular, involuntary motions of different muscles, particularly those of the face. The patient cannot walk or stand steadily; his gait resembles a jumping and starting, and often hysterical fits do accompany these symptoms. However, this Virtuosi-fever was more terrible in its effects and ravages, especially among the retainers of the once sober and solemn Euterpean courts of Ger- many than St. Vitus' dance possibly could be. The contortions of face, the rolling of eyes, the shaking of heads with lengthy, curly hangings, the ABILITIES OF THE BLIND. I53 twists of elbows, the jerks of arms, and the rocking and reeling of the body of these stricken Virtuosi, were really a sight awful to behold. The ravages it caused, especially among piano strings and piano actions, has been super-enormous, and kept the manufacturers of those instruments in a perpetual stew. Yet, if we con- sider the great mischief which this epidemic has done to the art of music, raillery ceases and indignation will take its place. But when — why should we fly into a passion? What could we expect of human beings without souls, who had every reason to boast of a Dar- winian ancestry? The injury which virtuosity has done to the cause of music is too vast and serious a subject to be satisfactorily discussed in a short time; and I fear I have nearly consumed the time which has been allotted to a speaker on this occasion. Let us rejoice that the avalanche of virtuosity has rolled down from its high mountain peak, and finally settled in the valley of better taste. The little good it has done in improving and extending the technique let us gratefully acknowledge; the injury it perpetrated in vitiating the popular taste for classical music, cor- rupting forms and canons of the art, infusing into it a spirit of selfishness and coxcombery, let us deplore and endeavor to remedy as far as it lies in our power. And now let us speedily return to our own Euterpe, who, when we started on our European tour, had grown up into a fine lassie, and was rapidly gaining friends and admirers. Let us throw but a hasty glance over the short period of the last ten years, and look at the glorious and really marvelous achievements which have been made in this land of the free and the brave ; and then tell me whether it is exaggeration to say that she has completely conquered the hearts of the people. 154 THE ACHiEVEMEiSTTS AND and will, ere another half century passes by, take the lead in musical matters on this globe? Follow me to the Queen of the West, Cincinnati. Behold the mag- nificent temple, recently erected there in her honor, in addition to the hundreds scattered throughout this vast country, from the Atlantic to the Pacific Ocean. Whoever is familiar with the lyric poets of Germany will admit that they love to sing of the beau- ties and delights of the month of May. Our own youthful Euterpe seems to have caught the inspiration. In the months of beauties and delights, in the year 1873, she summoned her disciples and followers to meet her at Cincinnati, and then and there to produce a cer- tain number of master works of some of the most prominent high-priests, who once officiated in the gor- geous temples of her namesake in Germany. Seven hundred vocalists and one hundred and eight instru- mentalists assembled, and placed themselves under the baton of Theodore, called Thomas, who, for many years, worked with unusual zeal and perseverance in the cause of our youthful Euterpe. They held a festival of four days' duration, and, at its close, in imitation of the Grecian Olympiads, they instituted Euterpiads. In accordance therewith, in 1875, in the month of beauties and delights, a second festival was held. For the third festival, the time of the Euterpiad, which is two years, had to be extended to three, on account of the erection of the beautiful art temple, now one of the greatest in the world. The third festival, there- fore, took place in the month of May, in 1878. Five weeks ago the fourth festival closed, which, beyond doubt, was the most successful of all, and established the fact that our youthful Euterpe stands on an equality with the matronly of the Old World. ABILITIES OF THE BLIND. 1 55 And now, my friends, let this fact be an incentive for every blind musician. Let those who already are following the profession of teaching music not rest sat- isfied with that degree of proficiency which they may have acquired, but let them continue to studv in order to understand its philosophy. Let those who are yet students of the art be determined, zealous and faithful ; but, above all, let both teachers and students beware of this abominable plague — the Virtuosi fever. Some remnants of the vitiating influence of virtuosity are still extant. We meet them in the opera, in the concert, and in the saloon, among so-called professionals and amateurs, and especially in amateur societies. I shall mention but one appertaining to what is generally called style. In teachers and pupils who received their edu- cational finish, as it is called, in a five or six-weeks' ses- sion of a musical normal school, it manifests itself in the merely mechanical drill in the dynamics, pianis- simo, piano, mezzoforte, forte, and fortissimo, which is to such persons the non plus ultra of a good perform- ance. Let me warn you, my friends, not to commit this fault. It betrays superficiality, and almost every instance conjures a smile upon the face of the connois- seur. These dynamics are all right and good in their place, but are liable to be misunderstood or exagger- ated by every one who can not see beyond the mere letter and can not dive into the spirit or emotional depth of the composer's conceptions. A mere parrot-like drill can never accomplish it. With a pupil who has no other foundation than a certain degree of profi- ciency in the technics of his instrument, only time and repetition will accomplish it; provided, the pupil is in possession of a sufficient amount of native talent, taste and judgment, and the teacher has the faculty of giving 1S6 THE Achievements Aisrb timely hints, with regard to the conception and inten- tion of the composer. Long dissertations from the teacher, in such cases, are generally out of place, because they are apt to perplex more than they enlighten. Consider, my friends, that a work of art, in its highest perfection, is not produced by mere genial, artistic instinct, but by genius and knowledge combined. Only by earnest study the composer acquired the knowledge of expressing his ideas truth- fully and representing the same in a beautiful bodily form. If he has accomplished this, his production will be a real work of art. But the attempt of a performer to render such a work correctly by merely observ- ing the dynamics which its composer has marked must result in failure, for only then, when the mind of the composer and that of the performer commingle, the latter will be able to render the idea of the former cor- rectly and effectively, because the performer now clearly comprehends the composer and has caught his inspiration. He is not now an acting parrot, but an artist, in the fullest sense of the word. MEMORIAL ADDRESS. DR. A. D. LORD AND MR. T. H. LITTLE. Delivered to the Alumni Association, June, 1880. While we greet with joy to-day the smiles and voices of loved ones, with whom we have spent many happy hours, we cannot sing the song, "All together once again," for since our last reunion death has entered our circle and severed some of our dearest ties. Yes, mingled emotions pervade our minds, for ABILITIES OF THE BLIND. I57 there are voices silent to-day that leave in our hearts a painful vacancy none others can fill. First among these are a beloved Superintendent, Dr. Asa D. Lord, and a faithful teacher, Mr. Thomas H. Little. But ours is not all sorrow, for we are assured by their lives of Christian faith and their works of Christian love while with us here that their joys to-day are infi- nitely greater than ours ; they have reached that haven of rest to which we are journeying; freed from the fetters of the body, they are now rejoicing in the sun- light of God's presence ; they have joined the blood- washed throng who serve the Lord day and night in his temple. Then, were it ours to choose, would we have them with us here to-day? The poet Cowper well expresses our feelings : "Might one wish bring them, would I wish them here? I would not trust my heart — the dear delight Seems so to be desired, perhaps I might — But no — what here we call our life is such, So little to be loved, and thou so much. That I should ill requite thee to constrain Thy imbound spirit into bonds again." Let us rather rejoice that their trials are over and they already entered upon their rich reward. Following the footsteps of their Master, while they here lived for the good of others, it may be truly said of them, "They were the salt of the earth," and fol- lowed the injunction of the Savior, "Let your light so shine before men, that they may see your good works, and glorify your Father which is in heaven." They sought neither wealth nor distinction, but most clearly was verified to them the promise, "The ser- vants of the Lord shall be honored," for their lives 158- THE ACHIEVEMENTS AND were replete with positions of honored responsibihty, and how perfectly they filled such positions is familiar to us all. Like Paul, they counted not their lives dear unto them, so they might benefit those for whom they labored. Some of us recall with fond recollection the father's tenderness and a brother's interest they coun- seled and advised. Unlike many who have deep sym- pathy for us, and yet are ever reminding us of our loss, and ready to apologize for everything because we are blind, these dear friends endeavored to lead us to forget our loss, and their constant aim was to elevate and put us on an equality with seeing persons. Their interest in us was too true to allow our imper- fections or mistakes to pass unreproved, but we always recognized in the reproof the promptings of a loving heart. They held prominent an idea we love to think upon — that this affliction is not of the immortal nature, only of the tenement in which we dwell. They taught us that even though we labor under difficulties, yet, with energy, perseverance, and a firm trust in the help of God we should conquer. By their teachings, their lives, their prayers, they led many of us to walk in the paths of truth. We remember how reverently they read the word of God, and how earnestly they endeavored to impress those precious truths on the young hearts under their care. From their lips we learned that He who is mindful of the sparrow will not forsake any who put their trust in Him ; they told us of the constant friendship of Jesus ; from them we learned to reverence the Sabbath and "call it delight the holy of the Lord." They were faithful, earnest sowers of the truth, and we doubt not that already fruits of their labor are swelling the song of praise ABILITIES OF THE BLIND. I59 to the Lamb of God. We would here adore the Author of all good that our lives have been blessed with such hallowed associations. May God grant that while America has afflicted children there may be found noble-hearted, self-sacrificing spirits to labor for their good, as Dr. Lord and Mr. Little did for ours. Blessed memories, though no longer cheered by their presence and benefited by their holy lives, are ever present to strengthen and encourage us. But must we feel that friends so dear are separated from us forever? Oh, no ; we close these reflections with the joyous hope that there will be a reunion where Dr. Lord and Mr. Little will not be absent. Yes, blessed hope ! we shall meet again in our new home, where there will be no partings. Never — no, never. MEMORIAL ADDRESS. BY FRANK W. SYLER. Read at the Alumni Association for the Blind, June, 1880. Mrs. Sarah (Button) Penfield and Miss Libbie Carlisle. Ladies and Gentlemen: For a long time past I have been indulging in glad anticipations of this reunion. For months I have been making mere stepping stones of the intervening weeks of labor, and, arm in arm with fancy, have often viewed this scene. To-day, the bright reality falls not short of the picture I had painted. Happy meetings with old friends, the cordial sounds of long-lost but long- reraembered voices, and, above all, the warm, vigorous l60 THE ACHIEVEMENTS AND hand grasp in which we feel the very pulse of friend- ship, all mean more of joy to me than I can tell. Here the nobler aspirations, the grander aims, the stronger, sterner, truer life, and the higher joys of manhood and womanhood come back as children to their home and kneel in loving reverence at the knee of alma mater for a welcome and a blessing. But, friends, the mer- riest laugh is often followed by a sob; the brightest smile is often gemmed with a tear, and reunions such as this must have vacant chairs. It is my office to recall the names of two of those dear ones which fills every heart with a "tender sad- ness, a sweet regret." Since your last gathering in this place. Miss Libbie Carlisle and Mrs. Penfield (for- merly Miss Button) have passed into the "sunshine of death." They are gone, never more to return, and we miss them. Yet we can scarcely grieve at their absence or speak of their ends as untimely, for they have been called to a higher, holier reunion than ours. Here, their names are wreathed in mourning ; there, they are transcribed in letters of light on the roll of the redeemed in heaven. The story of their lives is not, cannot be, told in the height of their epitaphs, nor in any poor sentences of regret or eulogy which I could pronounce. No; the record is freshly and better pre- served in your own memories ; the work they did is manifest in your own lives and characters. Both these ladies were officers under that good, great man. Dr. Lord; and should I stop right here and speak not another word of praise, this would be enough. These departed friends were pure, gentle, generous, loving, lovable, good women. In their respective positions, their duties were always performed conscientiously; always with energy and efficiency. In childhood we ABILITIES OF THE BLIND, l6l loved them. As we grew older, they commanded our true respect and excited our emulation. Such lives make men and God seem better. As a crystal raindrop from the skies shatters white sunbeams into seven-fold beauty, so a pure soul multiplies the rays of divine love and casts a bow of promise on many a clouded heart — an art of light beneath whose end is really hid the Pearl of Price, which (searching as a little child) one will always find. Our friends are gone, and we miss them sadly for this reunion. But our loss is their gain ; for we can not doubt that they are happier, more blessed to-day than we are. Richter says, "The grave is not deep; it is the shining tread of an angel who seeks us." Is this not a beautiful thought and full of consolation ? Time is but the first drawn breath of eternity. The world is the nursery, where the Good Father places His children for a little while, ere they sit down with Him to the marriage sup- per of the Lamb. The death angel bears the message, "Come up higher." These swelling mounds that heave the green sward of our cemeteries are heaven's emer- ald door-knobs, taking hold on which our dear ones have found, and myriads more shall find, the "Beauti- ful gates ajar." AN ADDRESS. Delivered to the Alumni of the Ohio School for the Blind, June, 1880. BY HORACE D. COLLINS. Mr. Chairman, Ladies and Gentlemen: I stand before you with mingled feelings of regret : Pleasure, because I meet so many friends of former 11 l62 THE ACHIEVEMENTS AND years, and again live over, as it were, my school life and the happy days of my childhood. Regret, because so many who would be with us to-day have passed away into eternity, and because the old building, fraught with so many hallowed associations is no more — every nook and cranny of which, from basement to attic, is vividly impressed upon my memory. In the year 1837 ^y father removed from the state of New York to Ohio, and in a few weeks there- after, before I had reached my eighth birthday, I was taken, as it were, literally from the arms of an indulgent and loving mother, and sent to the Ohio Institute for the Blind. My parents, finding that I could not receive my sight by medical treatment, determined to do the next best thing, and give their sightless child, on whom they doted with almost idolizing fondness, an education to compensate as far as possible for the loss of the in- valuable sense of sight. I graduated from this institu- tion in 1846, but remained here until 1849 ^s an assist- ant teacher, at which time I received the appointment of organist in St. Paul's Church, Chillicothe, O., and re- moved to that city, where I began my career as a teacher of music. Since that time I have been actively engaged in the practice of my profession ; and though I have not laid up much of this world's goods, yet I have met all the success I could reasonably expect or desire. I think it is the experience of most of our grad- uates that there is a prejudice existing in society against the blind. That this is the case is indeed from many causes not remarkable. Many in every community are ignorant of the true object of this institution and what it seeks to accom- plish for those consigned to its care ; besides, many who leave this school do not make a proper effort for self- ABILITIES OF THE BLIND. 163 maintenance. To overcome this prejudice, is the duty and entirely in the power of every bhnd person. I would say to the Alumni Association as well as to the pupils in the institution, have a oneness of aim in all you undertake, and success is yours. In conclusion permit me to bear testimony to the high rank which this institution deservedly occupies. From the examinations just closed am I not justi- fied in saying that the Ohio Institute for the Blind compares favorably with any seminary of learning in the land? Great credit is reflected on the worthy Superintendent, Mr. G. L. Smead, and his co-laborers in this work of Christian philanthropy. Feeling that I have already trespassed too much upon your time, I will now give place to others. RAISED PRINT. BY MISS FLORA KILZER, OF COLUMBUS^ OF 1880. In presenting this subject let us begin by consid- ering some of the reasons why those who can read no other should learn raised print. First, then, all will admit that books are indispensable to true culture and nobility of thought, but who shall read to us often as we desire? In the busy whirl of life about us many are so absorbed in the pursuit of happiness, or getting gain that no time is found to turn from their own bright visions and peer into the shadows. Others are forced to spend all their strength and energies in bearing the burdens of life and providing for its neces- sities. Thus only now and then some great heart has dwelt in the shadows until it has learned how precious 164 THE ACHIEVEMENTS AND are the sunbeams when they enter there will take pains to discover and minister to our inner needs ; but when such lights do break in they are like the meteor's flash, brief and rare, carrying sunshine into many lives. But even while they are leading us through the gardens where the thoughts of great authors bloom and cull for us the richest and rarest, how difficult it is for our frail fingers to retain them in all their grace and beauty. Sometimes when the friendly voice is silent and the kindly eyes are closed in restful sleep, we ' remain in eager wakefulness, trying to recall the beautiful thoughts whose fragrance still lingers about us while the forms elude our grasp. This brings us tO' our second reason — the diffi-* culty of remembering what we hear. But were read- ers abundant and our memories perfect, there is still another reason why we should desire to read some things for ourselves. We refer to the pleasure of meet- ing an author face to face, as it were, and gathering his own thoughts without the lights and shades cast upon it by a human voice. Especially is this true in the study of the sacred Word, whose precious mes- sages of hope, comfort, and peace thrill through our souls most sweetly when quite alone with the great heart that inspired them. Who, then, will refuse to read with the fingers because it is so peculiar and unlike other people ? We might as well choose our peculiarities in the least important things, since we cannot avoid them; better in the use of the fingers than in the furnishing of the mind. But there are graver difficulties in the way of those who would gladly read, and we turn to them with regret. Our books are so expensive that few of ABILITIES OF THE BLIND. 165 US can afford to purchase, and they occupy so much space that we should find it difficult to care for any considerable library of them, even if we possessed it. The much-talked-of spelling reform has been sug- gested as one way of reducing bulk and thereby expense, but this is not likely to come into general use for some years at least, and until it does we are reluc- tant to have it introduced into raised print, since we are so liable to write as we read them. Smaller type does not seem practicable, as few would be able to read it, and thinner paper would not retain the impres- sion. In our anxiety on this subject we note with pleasure the appropriation made by Congress to the Louisville printing house, and hope that many more such donations may be made, as this seems the only means of placing raised print within the reach of those who need it most. Who will undertake this work for us with daunt- less courage and faith unwavering? Concerning the various kinds of type in use there seems to be little choice between the Louisville and Boston, as each wins preference where most used. We have consulted with numbers of persons upon one point, and that is that the Louisville type is peculiarly trying to the fingers, though it is difficult to say why or to describe it. The Boston print would be more desirable if capital let- ters were introduced. We are glad to see point print coming into such general use, for we regard it as a treasure of inestimable worth. One more phase of the subject and we have done. What kind of literature shall we have — does it pay to publish class-books or stories in raised letters? Perhaps so ; but certainly not to the exclusion of higher literature. We notice among the publications l66 THE ACHIEVEMENTS AND a few — a very few — like "Paradise Lost," or R, A. Procter's "Wonders of the Firmament." We hail their appearance with gladness, hoping they are fore- runners in whose train shall follow volumes of the best lectures, sermons, and poems known to the literary world ; for since we can have so few books' we are anxious that they shall be the very best. We want no peculiar literature, but only such as would inter- est and benefit any cultured mind and heart. Fancy leads us into the future and presents to our gaze even this pleasing vision — a weekly news- paper in raised print, containing the most interesting items of general information, the choicest selections of poetry, and lectures, such as those of Joseph Cook, giving us the best scientific and religious thoughts of the age. If this is a fanciful vision, which we may not hope to realize in our generation, let us at least, by mingling freely in general society and proving our interest in these things, as well as our ability to make intelligent and practical use of them, awaken the right kind of interest in the minds of the people, thus scat- tering seeds of good, which shall spring up into a bountiful harvest by-and-by. "It may not be our lot to wield - The sickle in the ripened field; Not ours to hear on summer eves The reaper's song among the sheaves ; Yet where our duty's task is wrought In unison with God's great thought, The near and future blend in one, And what soe'er is willed is done,^ And ours the grateful service whence Comes day by day the recompense, The hope, the trust, the purpose stayed, The fountain and the noonday shade." ABILITIES OF THE BLIND. 167 This was followed by a discussion of this subject. Mr. Lumb endorsed the opinion that the Louisville print was more trying to the fingers than the Boston. Mr. Sniead asked how it compared with the point print in this respect. Mr. Lumb thought it was not so trying as the point. Miss Hicks expressed a wish that the Sunday-school lessons might be printed in raised type. Mr. Smead asked for the opinions of others in regard to what should be printed. Miss Wainwright spoke of the desirability of having Cook's lectures printed. As it was late, a motion was now made to adjourn, which was carried, and the convention adjourned until 9 A. M., Thursday. THE HERITAGE. BY MAY LOWELLj OF I The rich man's son inherits lands And piles of brick and stone and gold, And he inherits soft white hands. And tender flesh that fears the cold, Nor dares to wear a garment old; A heritage, it seems to me. One scarce would wish to hold in fee. The rich man's son inherits cares; The bank may break, the factory burn, A breath may burst his bubble shares, And soft white hands could hardly earn A living that would serve his turn; A heritage, it seems to me. One scarce would wish to hold in fee. The rich man's son inherits wants. His stomach craves for dainty fare; l68 THE ACHIEVEMENTS AND With sated heart he hears the pants Of toiling hands with brown arms bare, And wearies in his easy chair; A heritage it seems to me, One scarce would wish to hold in fee. What doth the poor man's son inherit? Stout muscles and a sinewy heart, A hardy frame — a hardier spirit ; King of two hands, he does his part In every useful toil and art; A heritage it seems to me, A king might wish to hold in fee. What doth the poor man's son inherit? Wishes o'er joyed with humble things, A rank adjudged by toil-won merit. Content that from employment springs A heart that in his labor sings; A heritage, it seems to me, A king might wish to hold in fee. What doth the poor man's son inherit? A patience learned of being poor, Courage, if sorrow come, to bear it, A fellow-feeling that is sure To make the out-cast bless his door; A heritage, it seems to me, A king might wish to hold in fee. O, rich man's son, there is a toil That with all others level stands; Large charity doth never soil, But only whiten soft white hands, — This is the best crop from thy lands; A heritage, it seems to me. Worth being rich to hold in fee. O, poor man's son; scorn not thy state. There is worse weariness than thine. In merely being rich and great ; Toil only gives the soul to shine, And makes rest fragrant and benign; ABILITIES OF THE BLIND. 169 A heritage, it seems to me, Worth being poor to hold in fee. Both heirs to some six feet of sod, And equal in the earth at last; Both children of the same dear God, Prove title to your heirship vast, By record of a well-filled past; A heritage, it seems to me. Well worth a life to hold in fee. ADDRESS OF WELCOME. BY D. L. WADSWORTH. Delivered to the Alumni Association, June, 1885. Esteemed Friends, Members of the Alumni: Welcome, welcome. I am called upon at this time, as President of the Board of Managers of this institution, to perform a most pleasant and pleasing duty, namely, that of bidding you all a kind and cordial welcome. Not that I am well fitted to perform this duty, but that the happiest moments of my Hfe are when i am welcoming and receiving my friends ; and while there are but few ingredients in my composition given to apologies, for my motto in life is and has been to accept the situation, grapple with and surmount as best I could every obstacle coming in my pathway, but justice to you, and more especially justice to myself, demands at this time, if not an apology, a few words of explanation. A day or two since, as I was seated at my desk in my office, turning over sonre loose papers lying thereon, I found a letter addressed to me from one of the officials of your alumni, written some time previ- I/O THE ACHIEVEMENTS AND ous. Perusing its contents, I discovered that I was expected to deliver an address of welcome to you here to-day. The first thought that flitted across my mind was, impossible, impossible; I, a business man, with- out time for thought and preparation, and my whole life been devoted to commercial and financial interests, rather than literary attainments, or fitting for the ros- trum, and I was about forming my refusal and excuses when the words came ringing in my ears that I used to hear so often sung, way back, back in my boyhood days, at the good, old-fashioned Methodist camp- meetings in the woods, "Take me just as I am," and so, instead of framing my refusal and excuses, I said to my friend Lumb, "Yes; if you will take me just as I am," and so, kind friends, you have me to-day with- out manuscript, or but little thought given, and I rely on your magnanimity and the generosity of your hearts to excuse my shortcomings and inability to do you or myself justice on the occasion; and I will say first that the few brief remarks I shall make will be characterized with plainness and simplicity, rather than well cut and carved sentences. And now, on behalf of myself and my worthy associates of this Board of Trustees, whose highest aim and best thoughts are devoted to the success and welfare of the institution and the greatest advance- ment of those under our care; and now, on behalf of each and all of us, we extend our kind and heartfelt greetings, greetings that the heart alone knows and feels, but my words do but feebly express, and we wel- come you, one and all, members of the alumni, with a joyous, cordial welcome back to your former home, where you have spent days, weeks, months, yea, years, in fitting and preparing yourselves to go out into the AJBILITIES OF THE BLIND. I7I world to battle with life's stern realities. How well you have succeeded in accomplishing and harvesting the fruits of your labors, amid the many trials and dis- couragements that must of necessity have crossed your pathway to impede your progress we hope to hear and learn from your own lips, ere you go out from us, or to take the parting hand to say the kind good- by again. These reunions are of vast importance, profit, and pleasure to you all, and must be to us highly gratify- ing and entertaining, and I would say that they might be more frequent, and that in the near future we might meet again together with those that go from us and join your number this year, and enjoy the pleasures and blessings resulting from these meet- ings, for I regard them of great value and the accom- plishing of much good. But if, in the wisdom of Divine Providence, we are any of us deprived of the privilege of meeting again at your next regular con- clave, then my heart's desire and prayer to God is that our lives may be such that we all may meet in one grand, happy reunion on the other side, where Heav- en's music charms and the grand Superintendent of the universe presides. And while I am a stranger to most of you, as doubtless are most of the members of the board, there is a bond of sympathy and good will permeating oui] whole beings towards you. For our connection with the institution and its work, knowing, feeling, and appreciating the numerous wants, needs, and necessi- ties of the unfortunate under our care, our hearts should be likened to ribs of steel or the adamantine rock, were not our sympathies in their full vigor and all better elements of our natures aroused and 172 THE ACHIEVEMENTS AND enlisted in their and your behalf; yea, more, and we declared unfit for and unworthy of the high and sacred trust reposed in us by our wise, noble, and patriotic Governor, whose heart is ever full to overflowing with kindness and goodwill, whose arm is ever out- stretched to save and protect the unfortunate of every class within the borders of our beloved state. And while we greet you to-day with all the joy and glad- ness of our enthusiastic natures, yet, as I look and behold you deprived of <^.-, of heaven's choicest bless- ings, my heart is pained, and a vein of sadness comes unbidden and mingles sorrow in the cup of joy. Still, as I look over the great State of Ohio, and see its numerous gigantic benevolent institutions, and its grand army of workers in humanity's cause, I can but exclaim, God bless our noble state, God bless the good work begun, and help us to carry it on. And I am proud to-day to know that my lot has been cast within its borders, that I am a citizen of its great com- monwealth ; for I do not believe there is another state among the galaxy of states that can so justly boast of their great charitable institutions, and their most excellent management as can our own ; and I care not whether you look either within our own or the one so near, the Deaf and Dumb, where its inmates are deprived of one faculty most dear that is so kindly reserved to you, or to the insane asylum, where the greater business pressure is, so tenderly and care- fully cared for by ever faithful attendants. Or turn to that magnificent structure and superbly fitted grounds, the Imbecile. There, too, you find the faith- ful. Christian band, strengthening and disciplining the minds, better fitting them for life's duties and enjoy- ments. Or within the penitentiary walls, we look and ABILITIES OF THE BLIND. 173 see those who have outraged humanity and society ; still we find the best talent, the best thought of all parties concentrating to solve the problem how best to elevate those that are again to mingle in society, and to deter others from the commission of vice and crime. Or, if we turn for a moment to the industrial schools, or Reform Farm, there we find devoted workers devel- oping noble manhood and virtuous, self-sustaining womanhood. I care not where you look, you find the same good work going on under the beneficent, fos- tering care of our great state ; and while our schools are educational, they should be governmental and dis- ciplinarian, for in thorough discipline lies the great- est element of success ; without it, habits become loose, lax, and life's journey will prove a failure. In conclusion let me say that you have great rea- son for rejoicing to-day, for while you have one fac- ulty dethroned you have the noblest of all, reason, enthroned and can say in the language of Tupper : Place me on some desert shore. Foot of man ne'er wandered o'er; Lock me in a lonely cell, Beneath some prison citadel ; Still here, or there, within I find My quiet kingdom of the mind. Nay — mid tempest fierce and dark, Floating on peril's frailest bark. My quenchless soul will sit and think And smile at danger's dizziest brink, Wherefore, God my God, is still King of kings in good or ill. And where He dwelleth, everywhere Safety supreme, and peace are there; And where He dwelleth, all around, Wisdom and power and love are found ; And reconciled to Him and bliss, 174 THE ACHIEVEMENTS AND We all can exclaim : My mind to ine a kingdom is. Again I say, welcome, thrice welcome. Kind adieu. PAPER READ AT THE ALUMNI ASSOCIATION. BY MR. HENDERSON, JUNE^ 1885. Mr. Brice : I had intended to read my own paper, but was prevented from some cause, and at my request Mr. Homer Henderson will read a very able paper in a very excellent manner, Mr. Henderson said that like Mark Twain he preferred to introduce himself, and after a few happy remarks Mr. Henderson read the paper on "General Education and Methods" : The committee might have selected an abler per- son to address you on so important a subject as the education of the blind. Therefore the consciousness of this fact brings me before you with some misgiv- ings as to my ability to present the subject in an instructive an entertaining manner. The ideas which I shall present to you have been gathered by observa- tion and investigation extending through a period of at least twenty-five (25) years, and as they are arrived at chiefly from the testimony of graduates from this and other institutions of the country they should be entitled to your serious consideration. Some of my views may seem extreme to many of you ; but I beseech you not to judge me hastily. Let careful reflection help you to make your decision. When the idea of educating blind persons first suggested itself to philan- ABILITIES OF THE BLIND. 175 thropic people they met with certain grave problems which were necessary to solve before perfection could be reached: First. Should the blind be educated? Second. Can they be educated? Third. To what end should they be educated? Fourth. By what means should this end be reached ? The first of these problems may seem to us in the latter part of this enlightened nineteenth century trivial and not difficult to solve; but it was not so to those who first conceived the idea. Previous to that time it was looked upon as an impossibility to train and enlighten the minds of those whose visual organs were destroyed. But in the latter part of the eleventh century Duke Welf, of Meiningen, in Saxony, who was called Duke the Mild (he should have been called Duke the Bold), through his philanthropy and wisdom solved the first problem. He solved the second by the establishment of the first institution for the education of these people. The next problem was more difficult. "To what end should blind people be taught?" The Abbe Hauy, in the first part of the eighteenth century, conceived in a faint and imperfect manner the idea that the blind might be taught some of the useful arts, but it was left to the pioneers in America, John D. Fish and Dr. Howe, to conceive and set in operation the grand scheme of making blind people self-supporting by the fruits of their own industry. In 1828 the first insti- tution, namely, the Perkins Institution of Boston, was founded by these gentlemen. Then arose the most difficult problem of all — by what means shall this object be accomplished? While 176 THE ACHIEVEMENTS AND there have been giant strides made toward the accom- plishment of the desired result, this problem has not yet been perfectly solved. The education of the blind may be divided into three parts — industrial, musical, a,nd literary. It is held by many educators that these three branches stand equal and co-ordinate with each other, but I hold with Mr, Chapin, of Philadelphia, if any distinc- tion be made in favor of either of these departments it should be made in accordance with the rule, the great- est benefit to the greatest number. He says, "I have long been convinced that the most important duty before us, and as yet almost entirely ignored, is to give the fullest industrial training to those who are inevitably destined to manual work." The industrial field has been materially widened in the last few years. Tun- ing and repairing pianos is taught with success in many of our institutions. The successful use of the sewing machine has now become a fact. While piano tuners and repairers can earn a good competency with their trade, the sewing machine as yet does but little more than render valuable assistance in the household. The question suggests itself, Is there not a field in which our girls can earn a good subsistence with their sewing machines ? I believe there is such a field, which if properly managed, and were competent instructors employed, would enable a majority of the ladies to compete favorably with a large class of sewing women. I refer to tailoring, or making men's clothing, which is now largely done by women, who do not only earn a subsistence, but in many cases, some of which have come under my own observation, have supported families, and even bought homes for them- selves. You will not find in the tailor shops now tables ABILITIES OF THE BLIND. I77 full of cross-legged stitchers, only a cutter and perhaps coatmaker of the masculine order is now employed. This trade is divided into three branches as follows : Coat, pants, and vest making. The garment is cut out, and the pieces pinned together by the cutter, indi- cating where they are to be sewed. Then the garment is sent out, if it be pants, to a pantsmaker; if_ a vest, to a vestmaker, and an ordinary workman, in making pants or vests, can easily average from $1.00 to $1.50 per day. I have known some women who, with slight assistance, have made $3.00 per day. Young ladies, behold the bright prospects before you ; bend your ener- gies to master the mysteries of the sewing machine. I asked a teacher once, who, by the way, was one of the most cojnpetent teachers in this department I have ever known, if, in her opinion, the girls could be taught tailoring successfully. She said she had not. Would not the coarse twist used in making button- holes in cloth, in connection with the heavy goods, make it much more easy to adjust the threads by the touch ? She replied that no doubt it would. Now, my friends, the buttonholes alone stand between you and that state of independence from which you have hitherto been barred. If the managers of institutions would interest themselves in this very important branch and employ good, practical tailoresses as instructors, the merchant tailors in the vicinity could be induced, by a little effort, to send their work to the institution to be made up. Let me recommend to the graduate ladies who have learned to use the sewing machine, that they go to some tailor in their neighbor- hood and learn one of the branches of this trade. I am positive they would succeed. In the other mechan- ical branches — broommaking, cane-seating, etc. — 12 178 THE ACHIEVEMENTS AND there is need of very thorough instruction under com- petent teachers. The pupil learns to tie corn on a broomstick and complete a broom perfectly; he learns how to put the cane on a chair seat, but too often this is all he knows, until sad experience teaches wherein he is lacking and pecuniary loss results, disgusting and in some cases entirely discouraging from any further attempt. When a pupil enters an institution the superintendent should discover, as soon as possible, the peculiar bent of the individual. If he has more taste and talent for some mechanical trade than for anything else, then his time and attention should be directed to the acquirement of this trade in all its minutiae. It is not enough to know how to make a broom or seat a chair in order to go to work successfully on leaving the institution. A broommaker should know how to buy seed, how to prepare the ground, and how to plant it, how to cul- tivate it, when and how to gather, cure, and clean the brush. He should know how to judge good corn from bad. He should know, on examining a bale of corn, whether the short would work up the long, the tex- ture of the brush. He should know if it is too old and too brittle. He should know where to buy corn and the prevailing prices. He should know the prevailing custom in regard to working up broom-corn on the shares. He should know how much corn to use for different kinds of brooms. He should know where to buy corn, and the prevailing prices. He should know how to select good handles, wire, and twine. I once bought a half ton of corn, set up my machine, and went to work. I found after getting into the corn that there was very little hurl, so I con- cluded to make stock brooms. I found great difficulty, ABILITIES OF THE BLIND. 179 owing to the rottenness of the corn, but I succeeded in making nine dozen. When I took them to market they were so short and such a bad color that I could get only half price. This ended my broommaking. Had it not been the lack of knowledge on such appar- ently trifling points, I might have been to-day, ladies and gentlemen, a nabob. One young man related his experience as fol- lows : "I left the institution full of enthusiasm, deter- mined to carve out my fortune by making brooms. I secured corn, handles, twine, etc., and energetically went to work. I had worked the whole summer, and as the market was not what I thought it would become later I stored my brooms in the loft over my shop, but was horrified, when I was ready to sell, to find my brooms had all moulded and were rotten. I had never been taught that such would be the result if I packed brooms away damp. Though somewhat dis- heartened at this failure, I went bravely to work again, and remembering the lesson so dearly learned I took the precaution to dry out the brooms thoroughly before packing them away. Some months of extremely hot weather elapsed. I found a market and was ready to sell, but lo ! I found that my brooms had all fallen off the handles." The handles, like himself, had gone into the broom business too green. He never resumed that branch of industry. A few years ago a piano-tuner related to me a little of his experience. He had learned the tempera- ture and otherwise put a piano in tune, to put on strings, and something about the mechanism of styles. During one of his first trips he came across an instru- ment different in the arrangement of the action from any he had before seen. He seized hold of the handle l8o THE ACHIEVEMENTS AND of the action, and, as it refused to come out easily, gave it a wrench, when, alas ! smash went an octave of hammer pins. He had been taught that he should take the precaution to see that none of the hammers were up before removing the action. I do not hold that instruction can be so perfect as to prevent all mistakes, but I do maintain that a much higher degree of perfection can be reached than we see at the present day. In none of the departments is the lack of system- atic and efficient instruction so much felt as in the musical. The same rule holds in this as in other departments. If a pupil manifests a special talent and taste for music, then his chief energies should be given to acquiring such a knowledge of the subject as will best serve in after life. If he intends to be a teacher he should learn how to teach what he knows in the best manner. It is impossible to teach music thor- oughly without sight or its equivalent. Of course blind people depend entirely upon some other means than that of sight, and with efficient teachers these means are at hand. In the first place, by teaching nota- tion perfectly, not as it sounds, but as it is written on the page. Orally, a half note is equal to two quarters; written, it is an oblique O, with a stem extending up and down. When a pupil has finished his course in an institution he should have not only a thorough knowledge of the different branches of music, but he should know every character and abbreviation, its situation and its office, so that when a pupil describes to him certain lines and characters he will know at once and without a doubt its name and its relation to the music. Without this knowledge it is impossible for a blind musician to succeed as a teacher. No ABILITIES OF THE BLIND. lOl teacher should be employed in an institution who is not thoroughly acquainted with the best methods in technique and expression. There should be one sys- tem adopted and all the teachers should follow it. No new teacher coming in should be allowed to make a change. More attention should be given to voice cul- ture. There is a greater demand for good teachers in this than any other. A pupil needs not possess an extra good voice to enable him to become thoroughly acquainted with the subject. He needs only a compe- tent and conscientious teacher. The pupil may not become a singer himself, but he can become so thor- oughly acquainted with the vocal organs and their offices that he can readily distinguish correct tones from bad ones. This should be a department by itself. The teacher should not be expected to devote himself to anything but voice training. In making up a pupil's repertoire, too much care can be given by the teacher in regard to the style and kind of music a pupil should learn. While I do not depreciate or detract from the value and importance of the higher classical music, I do say too much time and attention is devoted to its study. If the graduates expect to succeed they must depend upon the good- will and patronage of the people where they locate. To secure this they must teach and perform such music as can be appreciated and enjoyed by those people. Don't think that a teacher can go out into the world and place himself upon a high pinnacle of classical exalta- tion, and say to the people, "Come up to me," at one step. It is his privilege, as well as his duty, to do all that he can to elevate the musical tastes wherever he may be, but it must be done gradually, step by step. Therefore, you must go to the people. l82 THE ACHIEVEMENTS AND The idea that is so prevalent among our people, that all music that is not severely classical is trash, is fallacious, and is a great stumbling block to their suc- cess. Why, I know teachers to whose sensitive organi- zation, produced by false teaching, the sound or the mention of a gospel hymn is a musical stench. Until teachers divest themselves of these false ideas they will never succeed. Let me give one illustration of the effect of these erroneous ideas : A young lady has finished her course in an institution. She has given much of her time and attention to the study of music, and understands and can perform that which she has been taught well. Soon after she returns to her home, the village church organist fails, from some cause, to make her appearance on Sunday morning. The prospect is that the church will be without music during that ser- vice. But Deacon Smith, who has the welfare of the church at heart, being a man fertile in expedients, bethinks himself of the daughter of neigh- bor Jones, who has just returned from the institution, and is an accomplished musician. Deacon says to him- self as he steps over to Jones : "A lucky thought of mine ; Jones' girl will fill the bill, and we'll have music after all." Miss Jones consents, and hurriedly makes ready to accompany the Deacon. They reach the church just in time for the service to begin. The choir sits expectant, and Miss Jones, as she takes her place on the organ-stool, is agitated. The leader selects a tune and asks if Miss Jones can play it — she never heard it. The gospel hymn book is gone through with, but alas, the few tunes which Miss Jones can play the choir do not sing, and not one of the many that the choir do sing can Miss Jones play a note of. The ABiLltlfeS of THE fiLiND. 1^3 service is conducted withopt music, the Deacon is humiliated, and the congregation is disappointed. Miss Jones leaves the church, feeling that an im- portant part of her education has been neglected. Dis- couraged and disheartened, she goes home to brood over her failure, and the congregation leave the church with a doubt of her musical ability. Had she been able to play such common hymns as are usually sung in village churches, she would have made a patron of every member of the, congregation, and her success as a music teacher would have been then and there as- sured. My friends, it is just such small matters which make or mar us. The same general rule should apply to the conduct of the literary department. The main object in educating the blind is to prepare them to enter upon a life of usefulness and independence. Seeing pupils, when they finish their education for life work, their time is almost unlimited for their purpose ; there- fore, the variety of studies which they pursue may be much greater, and the extent to which they are carried unlimited. Not so with the blind. When they have finished their limited course in an institution, they ought to be ready at once to begin the vocation they have chosen, and with success. But, if so much of their time is taken up by studies, which only discipline and develop the mind, it is impossible for them to per- fect themselves in those branches which are necessary for the accomplishment of the great object. The custom which prevails in many of our institu- tions, of compelling the pupils to take a course of study of three or four years in the sciences, when the object is only to assist the pupils to a state of independence by perfecting them in such studies as will be of practical 184 THE ACHiEVEMEiSTTS AnG use to them, is nonsense. Will the discipline and knowl- edge acquired in the study of botany, geometry, geol- ogy, psychology, astronomy, and the dead languages, help a man to make a broom or a girl to sew a hem? If it does not, then much valuable time has been wasted. Only that part of physics which will have a practical bearing on every-day life should be taught. Not more than one year should be spent in any of these studies. A fair knowledge of history and litera- ture will be of great assistance, and enable one to con- verse intelligently, and this ability always gives dignity to the professor, and commands the respect of his fel- lows. There are a few which might pursue these studies with success, but their number is so limited that it is criminal to waste the time of the many for the few. If the educators of the blind would, in their biennial convention, discuss these subjects in a practical manner, with the end to be accomplished in view, and decide upon some uniform methods to be followed in the sev- eral institutions, instead of wasting time on arbitrary notation, point print, versus line print or braille, and other like matters, the blind pupils of our country would profit by these conventions. In selecting teachers, a high standard of learning should not be the most important requisite. The abili- ty to teach what they do know in a systema'tic manner is of far more importance. A teacher should have his heart in his work, or he will never succeed. Money cannot pay an individual for the labor and anxiety ex- pended in sufficient work. I believe more good is ac- complished when blind teachers are employed in con- nection with the seeing. One of the drawbacks to 'the greatest prosperity Abilities ot the blind. 185 of the institutions of this country is the practice of put- ting our institutions, because they are under the govern- ment of the state, in the same manner Hst of the clerk- ships and other offices, to be used by the party that is in power for the ignoble purpose of paying off political debts, regardless of the disastrous effects it may have upon them. Mr. Anagnos says in an article on this subject, "that the disastrous effects of this contemptible practice are so enormous that it would be very difficult to exaggerate them." Teachers and officers who have become skillful in their departments as teachers and directors are unceremoniously turned out for no higher purpose, or better cause than, says Mr. Anagnos, "to make room for corrupt politicians, and to gratify the hunger for office of their henchmen and satellites, who are howling on the confines of party strife." There are no more charitable institutions than our public schools. They are founded and supported by the people's money, and the people ought to look at it, and I believe the day is not distant when they will say with a loud voice, "We pay our money to make these people self-supporting and independent citizens, and politics and ]X)liticians shall not interfere to make inef- fective and abortive our efforts to accomplish this glori- ous end." My friends, let me say to you who have gone out into the world and taken your place as citizens, that you have a great duty to perform, namely, to do all in your power to elevate the class to which you belong, and to this end all your influence regardless of your political opinions should be brought to bear against the pernicious practice which interferes with the prosperity and successful workings of these institutions. The blind people in Ohio number several thou- 186 THE ACHIEVEMENTS AnO sand, and their dwelling places are scattered, more gen- erally, throughout the state than any other class of people. The influence that they can bring by them- selves and through friends, if they will think together, would prove a power not to be despise^l. The first law is self-preservation, therefore we should have no poli- tics that do not look to the interest of ourselves and our class. Vote for no party that ruthlessly tears down and uproots the prosperous workings of our institu- tions. Mr. Bodle arose and made a few remarks. He called attention to the fact of how much value was placed upon a scientific education, and thought there were many present who could not understand the many trials that the people of the institution had had to con- tend with. In five years he could see many improve- ments, both in the institution and outside. He spoke of the telegraph and the wonders of the telephone, the ease and satisfaction with which the messages could be transmitted through the latter. He thought the insti- tution was improving, was building up, and would con- tinue to build. One of the gentlemen wished to reduce everything into the practical. He never expected to be a practical teacher, nor a practical mechanic. If the blind could accomplish an object as well as o'ne who could see, it would certainly tend to give the seeing person a higher idea of the mental capacity of the blind. The mind is the pleasure of the man to-day. He desired to clear the institution of any accusa- tion that had been against its methods. A scientific education did not interfere with a musical education. He could do one as well as the other. He had had two Abilities of the blind. 187 or three hours a day to devote to music if he wished. He thought the old methods were giving place to the new. The institution had drawn a newer life from the old. He thought the time was but short when all would be on a level. In closing, he stated that he held the diploma of the institution, and was proud of it. Mr. Campbell: I congratulate Mr. Brice upon giving me a few practical ideas. I am going to work upon that idea for the reason that humbugs succeed. I was elected mayor because 1 v/as a humbug. I am a kicker by profession. I loathe talking of the blind as a class. I am a man, and every one of you here ought to be a man or a woman. I believe we are not here as blind persons, and we don't go out in the world as blind. Don't talk of ourselves as blind persons ; I never allow anybody to talk to me as though I were blind. Don't pretend you can see, but go everywhere, and do your work as a citizen of Ohio. Be independent as you can. li anybody talks to you as if you were blind, receive it as kindly as you can, but never act as if you were a diiTerent class. This paper is just on the idea that blind people are radically different from other people. It is not true ; it is altogether untrue. You are in this world, and I am, just as my wife and my neighbor and other people are in it, and we are to do our work just as well as other people. I wish to im- press upon those listening to me, the conception of some dignity, some manhood, about us. If we can do this thing, or that thing, it is a matter of surprise to our friends ; we talk around and somebody says, it is wonderful. Don't let them say it. We want to get people around us to say that we are just the same as they are. We don't want their sympathy ; we want their consideration ; we don't want their patronage ; loo THE ACHIEVEMENTS AND we want to go among them just as they go among us. If we want to get up the idea we are a different class, and get up a bHnd vote and run somebody for gov- ernor, we make a mistake. I want every one to stand on their manhood and womanhood. The idea should be to make men and women. Mr. Bliss : I had not intended to say much on this subject, but my friend rather draws me out. I am pleased to hear his speech, to know there are some who think the blind are not a class by themselves. We do not wish to be classed as a party, distinct from all others. We wish to mingle with the people and know them as they know us. I wish to say of this part of the general education we are referring to, that where all are equal we don't wish to be classed by ourselves. I desire to say to the people here, that when we go out into the world and mingle with the people, we wish to impart education to them as well as they to us. The idea was in the paper that educaton is for the sake of remuneration. I wish mine to be for something else. I started my education here. I am still trying to get one. We never complete it. If we get an education for music and stop there, how can we expect to talk with our neighbors on different subjects? How can we be men and women among men and women ? Mr. Brice : I think the aim of Mr. Campbell was all right, but the whole tone of his remarks was to crush my paper, and give you a wrong idea, and the extent of it was, that I wished to put leading strings to blind people and make them a helpless class. Blind people are a class. Blindness makes a class ; it is a peculiarity. If a man is blind, and that is a fact, what is the use of denying it? But it is not necessary to hold it up to the people and cry for sympathy. But if blind- ABILITIES OF THE BLIND. 189 ness lessens their opportunities for acquiring an educa- tion that seeing people have, those opportunities should be made as much of as possible. A man goes out into the world with his mind, and wants food for it, but he also goes out with a stomach and wants food for it. (Cheers.) My idea is, while I want education in all higher branches, the first thing to do is to make blind people self-sustaining. Give them an education and teach them in such a manner as will make them inde- pendent, as nearly as possible, for their education will end with this institution in a great many cases. Mr. Campbell thinks a blind man ought not to admit he is blind. I believe one of the best requisites to be a man is to be truthful. If he lives a lie, and says he is not blind when he is, he is not truthful. Mr. Bohrer : This whole question is being evaded. The question is, Is our school the same as other schools ? I think it is not. The object of the public schools is to prepare the pupils who attend there to get an education. Mr. Welch : I return the compliment of the gen- tleman, and rise to a point of order. Mr. Bohrer : I appeal to the chair. The Chair: I think the gentleman is in order. Mr. Bohrer: This is the object of ordinary schools, but this school has an additional object. It has the object of preparing blind people to make a liv- ing, where the other schools do not. If this were sim- ply a school for preparing us to go to college, and we had some other places to go afterwards, where we could learn a trade, or if we had a music school to go to afterwards, the requirements of this institution would be different. This is a different matter. The question is, with the facilities we have, which is the most im- portant ? This thing of making men and women is all 190 THE ACHIEVEMENTS AND very well, but I imagine myself going to the meat mar- ket and saying, "I am a man ; I can tell you all about the heart and lungs, and where they are situated, and what their functions are, and all about the beef, and what they do with hides, and how they prepare them ; I can tell you all this because I am a man, and I want a pound of porterhouse, but have no money." My knowledge about the beef might be all right ; it would not help me get the steak. I took the scientific course in this institution, and have never found that it helped me very much in procuring a living. Mr. Campbell has been very much favored ; he had money to back him, and friends to put him in position, and we con- gratulate him on his good fortune ; but there are dozens of us' to whom these aids have not come. I would ask whether a school of this kind should be adapted for the few, or the many? It should benefit the greater num- ber, so far as a class is concerned. The fact is Mr. Campbell is a blind man, and no amount of theorizing will get him away from that fact. If he sits down to a strange table, and wishes to know where his butter has been placed, he must ask, and when he is told he must make similar inquiry for bread, water, etc. In nearly every circumstance in life he is under obligations for some sort of assistance, which would not have been needed if he were not blind. This simply proves that we are not the same as other people. A man is foolish to try to make himself believe he is not blind because he does many things other men do. He has to accept the fact and deal with it. I do' not say the school should not teach the sciences, but I know there are other things of more use. A knowledge of the sciences is good to have. Mr. Campbell asks blind men to learn every- thing; to learn science, music, literature, and mechan- ABILITIES OF TIIK BLIND. I9I ics. Everything. That is the trouble with this school ; it tries to teach too many things. A man usually gets a common education, and then devotes himself to a specialty. Give a man music, if he wants it, after he has an ordinary education, then he has the means with which to make himself a man. Mr. Harper : I want to speak of that part of the production read in our hearing, where the reference is made to broommaking. I am glad to say that is my trade or profession, and I am proud of it, because I have made it a success. I object to the way the gentle- man put it in the paper read in reference to that. It seemed to me that he was jeering at the idea; rather thought it could not be a success. I am very sure with the experience that I have had in the business, that it can be a success if pursued in the right way. I be- lieve in every avocation of life ; in a man doing the very best in his power ; and whatever he may be called upon to do, to do it well. I left this institution twenty- six or twenty-seven years ago, and went into the broom business ; thought I could make it a success, and I have done so. I believe every other man that pursues that branch of business, if it is his calling, can make it a success. He spoke of the knowledge a man should have of the business in order that he might be able to select his corn, and select his seed, and I do understand it. That may be well enough, but the idea the man holds as to how he ought to be able to make the shorter work the longer, I don't understand. I think he ought to have common sense enough to know how to make the longer work the shorter. The gentleman may think that can be done, but I don't see how it can. I was go- ing to say, without speaking boastingly, I have made it a success, and I am proud of the fact that I am a broom 192 THE ACHIEVEMENTS AND manufacturer, and go out and sell my brooms just the same as any other man. I have just as many thousands now as I had dollars when I commenced, and I have made it all. fairly and squarely in the broom business. Mr. Couden : It seems to me that instead of dis- cussing the question before us, we are getting away from it. The question is upon education. Now, we must admit this, that education in its highest sense is to develop all the powers that lie within the mind and soul of man, but when we come down to the education of the blind, and speak of what is best for them, that is another matter. I think the best speech by far that has been made upon the subject has been made by Mr. Bohrer. I think that speech was practical and to the point. The great trouble with our education here is that we have not time, and we have not the facilities. There has been a good deal said about the improvements, the advancements in the methods which assist in the education of the blind. I remember when I first en- tered the institution there was nothing, hardly, in the way of getting an education. The man who was the principal teacher in those days, Mr. G. L. Smead, chafed under that, and endeavored to get the things for his pupils, but the state of Ohio had not been educated up to that point and the pupils were denied what they have to-day. I believe through that man's efforts the institution has ben able to give the young men who are here to-day a better education than I received in my day. I believe this discussion is productive of good in these particulars: If we" can bring before the people of Ohio the ideas advanced here to-day it will be the means of educating the people, so they will understand better the needs of the blind. To bring a man here for seven or eight years and expect to educate him also so Abilities of the blind. 193 that it will enable him to cope with the world is simply absurd. Whereas, we must take into consideration, also, that he is deprived of sight, and it does take him longer to learn than it does those who can see. I used to think, when I first came here, it was so strange that blind people thought they had better minds than people who can see. I have heard the most absurd remarks about it ; people who thought they were going to set the world on fire when they went out, and they were mistaken. I have not had much success in the world, although I have had some. I never prate about my blindness. I do my work as much like a seeing person as I can. I have taught the people of my denomination when they are talking or writing about me to leave the word out. It is true that I am blind, but I don't wish to have that for a prefix. The one thing I try to do is to hide it from the people ; I don't wish them to dwell upon that fact. We must look at things as they are. "We must stare fate in the face, and your heart will be easy if it is in the right place." We must recognize the fact that we have not the facilities that other people have. The idea of these discussions is, that we may improve these methods. I have come a thousand miles ; we have come from all parts of the United States to lend our aid in accomplishing that. I came here to see and to enjoy my friends ; then I came laden with experi- ence. If perchance, I may help some one that is looking to help himself. But I have come to this reunion with the idea of giving all the help I can in increasing the facilities of educating the blind pupils who are to come after us. We know wherein we have failed ; we know wherein we have come short, or the means fallen short. Can we help them ? I say this discussion must be pro- ductive of help ; the ground is well taken, that we 13 194 THE ACHIEVEMENTS AND have not time, have not facilities. I believe the blind ought to be educated first, just as other people are; then I believe there ought to be a place where they could be trained in an occupation, then go out into life. I agree that all the qualities and powers of the mind ought to be developed, and then the man will be bet- ter qualified to make terms, if he understands chemistry and the sciences, than if he did not. Mr. Welch : Mr, President, I am in favor of giving those deprived of sight a mathematical course, a scientific course, and training them in all things, and then let them select from the store on hand that which will be best calculated to bring the greatest amount of good to the most people. Somebody said a while ago, that if Mr. Campbell was going along the street with his child's carriage, and should spill it in the gutter, and somebody came along and picked it up, he would be under obligations to that person. I deny the assertion. I say that every man owes those things to his fellow- man, regardless of his physical condition. Whenever we can be of help to each other, whenever we can be productive of happiness to others, it is our duty, and we should do it. We are under obligations to each other for all the attention we receive, blind or seeing. I tell you there are none so blind as those who will not see, and I am proud of the position of Mr. Camp* bell. I am proud of the position, and I am proud to know that some of those who have been deprived' of sight have the normal courage and mental force to present this before the world, rising far above that old 'prejudice, that because a man or woman is deprived of sight, they are lower than the human family. Mr. Couden tries to hide it. To say a "blind preacher" would be out of place, because he would be teaching ABILITIES OF THE BLIND, 195 those who can see. These prefixes are a habit of those who use them without meaning harm. Let us try to remove such things, and place ourselves, as far as pos- sible, by our merits, among the best of the world, grasp anything within our reach, and use that which is most beneficial. The mind is capable of great expansion and developmnet. Let us use every possible available means of reaching the highest degree of mental de- velopment and culture that is attainable. Let us use it to the best advantage, always striving to accomplish that which will be of the greatest good to the most people. Mr. Campbell : The remarks of Messrs. Bohrer and Couden seem to refer to this education only as it re- lates to the blind. It was on the broader question of the day. The question is, Should we turn our schools into industrial establishments? Should we single out our children there to be fitted for a trade? They say that when we are discussing education, we are doing so with reference to the blind, and therefore this industrial question is peculiar to the blind, because they must be fitted to take care of themselves. I say the question is. Shall all our schools be turned into industrial establish- ments ? Shall we fit a man with a trade to make him a good citizen? I take the negative of the question. Is blindness a fact? Of course it is; and a blind man is nothing else than a blind man ; but it is not necessary for me to think of myself all the time as one. Men need to think of what they are doing, what they are going to do for the world, not of themselves. I have observed that pupils who go out as pupils, and return as teachers, get to thinking of the blind and of nothing else. I thank God I never wanted to come, and I would have been thankful to anybody that would 196 THE ACHIEVEMENTS AND have kept me out if I had wanted to come. Blindness is a fact with me. I have been a candidate for office ; it was not in the way. The whole town was hallooing at me. The electioneering dodge was that I was blind and could not perform the duties of the office. I did not use it. Mr. Bohrer has said that I have been par- ticularly favored. How? I don't know that I have been any more favored than any other pupil of the institution. We have all been favored. There is not a man who can not look back and see where he has been favored. I have gotten everything by fighting. I don't ask favors, don't intend to ask them; if you begin to play a game of chess, and take odds, don't take it to heart if you lose. (Cheers.) True, I have been backed by friends, but I have had enemies that have dogged every step that I have taken ; I thank God for it. I am proud of my enemies ; I say a man leaving this institution at the age of sixteen or seventeen, with a purpose of making something of himself in whatever line is open to him will not be a failure ; or in journal- ism, or in whatever line is open to him, will be able to make a living. He may fit himself for law, and make a living. He may fit himself for law and make a failure; or in journalism, or other things, but he will always find something to do. If Mr. Brice had stuck to the game of trading, with which he started out, he would have been a rich man. I went to him one day with a splendid pocket-knife, and he traded me out of it. I had a meerschaum pipe, which he said he would like to have, and I asked him what he would give me for it. After fishing around in his pocket for a while, he pulled out something, and I asked what that was ; he said, "An old set of teeth." He insisted on the trade ABILITIES OF THE BLIND. I97 until he had the pipe and I had the teeth. (Laugh- ing.) If he had stuck to that, don't you suppose he would have been rich? Mr. Lumb : I cannot understand the assertion of the gentleman from Youngstown, touching the grad- uate teachers of this institution. He repeated the same thing here five years ago. He stated that the gradu- ates, who have returned as teachers, are always talking about themselves and the blind. Now, on behalf of my associate teachers, I resent and repudiate that part of the gentleman's statement in which he says that we are always talking about ourselves. In reference to the latter part of his charge, in which he says we are always talking about the blind, I am proud to plead guilty. That is what the State of Ohio employs us for, to talk to and to talk about the blind. Any man who is interested in his work will talk about it — about the best means to be employed in doing his work well. That is one reason why we are talking about the blind now. Above all other subjects, it is the one which should engage our attention the most. Every hour in the day we should talk about, and seek to learn some- thing about, this great work of educating the blind, in which we are engaged. I entirely agree with the author of the paper that in a school like this we would be intensely practical. It is of the utmost importance that the pupils should be able to earn a living when they leave the institution. I believe that the ladies and gentlemen of this convention will bear me out in the statement that any one of our graduates is far bet- ter off when he leaves the institution if he has a good common school education and knows how to make a broom, tune a piano, how to give a music lesson, or how to do anything by which he can earn a living, than 198 I THE ACHIEVEMENTS AND he could possibly be with a theoretical knowledge of the sciences, such as chemistry and physics, and not possessing that more practical knowledge to which I have referred and by which he must earn his bread. Our mistake in the past has been that we have been too idealistic and not sufficiently practical. You will pardon me if I refer again to Mr. Camp- bell's remark touching the blind. It does not follow that we are brooding over our condition if we do talk a good deal about it. I do not think it well that we should be overly sensitive upon the subject of blind- ness. My friend from Youngstown is known all over the state as a blind man. Some years ago, a prominent citizen of Cincinnati asked me if I was acquainted with the blind editor of Youngstown. A former governor of this state spoke to me of Mr. Campbell as the blind politician. And so it is, everywhere I go throughout the state, north, south, east and west, I hear the gen- tleman referred to as the blind politician, the blind editor, the blind mayor. A member of the legislature from the Western Reserve said to me, last winter: "Mr. Campbell has demonstrated to the people from Youngstown that a blind man can fill an executive office, and fill it well." I rejoice in the reputation which he has made for himself, and I am proud of him. Mr, President, in conclusion, I repeat that we must not be too sensitive upon this question. Mr. Brick: Moved that the discussion be post- poned until afternoon, and that the house adjourn, which was carried. Association met as per adjournment, and was called to order by the President at 2 :30 p. m. Discus- sion of educational papers continued. Mr. Welch : It has been intimated that there ABILITIES OF THE BLIND. I99 lias been sufficient said concerning the paper, but there is one thing which has been thus far totally over- looked, if not forgotten. That is, the early training, the laying foundation for the future education of the boys and girls, especially of the boys as they enter the institution. The training of the morals and habits, how to reach that which is evil in their disposition, or evil in its tendency, and inculcate that which will lead to the path of honor. It is not an easy task for those who have charge of the boys of seven to fifteen years. It is no light task to shape the morals and habits of these boys. To this one point I would call your atten- tion in particular. If the proper foundation is laid, the future structure can be erected with some security against the storms of immorality and future habits. It is the habits formed, the impressions made in early childhood, that shape the characters of men and women in after life. There are exceptions, but the excep- tions are scarce. The idea has been hinted at here that a mere maintenance is all that is necessary. Some think to make money merely to acquire bread and but- ter. I think that is a mistake. Mr. Van Cleve : The topic, as I understand it, is how to make the education of the blind practical. I believe the question of making the education of the blind serviceable is one great question that must occupy the attention of every teacher in this school and every interested blind person. We have to encounter two opposing ideas — one we must ignore, and the other make less of. The idea of calling us a class is always offensive. I could never understand why, I always regarded myself as a class, at least, as part of one, and regarded myself as an interesting investigation. I have found in my observations of society in general 200 THE ACHIEVEMENTS AND that, in dealing with all classes of people, the sympathy we receive from them is about the same. I met a man in the street-car one cold night, who, in a broken accent, said, "Don't you want to come over here and sit down by the fire ?" I sat by the stove to please him. Another party says to me, "I just want to tell you, whenever I see a poor blind man I want to patronize him." Every seeing person feels that way. There seems to be something in the lack of sight that appeals to the tender feelings. There are some afflictions that make you afraid of people, but it is not sO' with blindness. I think the practical question is, How blind people can be made useful in the world. I consider it my duty, my Christian duty, to undeceive people when they are inclined to give me sympathy, for I consider myself a humbug sometimes. If you will take people from the laboring classes to the highest society, the very same questions will be put to you by them, the only difference being that refined people have different ways of doing it. I know a man who is quite a society man — very much of a favorite in society, who has the fault of being very sensitive. He always gets angry when any- body asks- him how he tells time. If I had a dollar for every time I have been asked that question I should be independently rich. I have been amazed to know that people of culture will ask such silly questions. That blindness brings a peculiarity is inevitable, and perhaps not undesirable. A part of the education must be taken into the consideration. We must not expect the blind to be better or smarter than other people. There is not a lawyer breathing who simply, by his brain and pluck, can make a liv^ing before he is thirty or thirty- five years old. How can blind people, then, inside of ABILITIES OF THE BLIND. 20I ten or seven years, accomplish the same results ? There- fore, it is no disparagement to say they need more time. The English education is purely realistic. The American, on the other hand, makes it too ideal. It makes them long for things they cannot have, and they are not fitted to procure the means by which those enjoyments can be obtained. Blind people are more emotional than seeing people. I have never heard a blind player who did not play better than a seeing one, other things being equal. The blind have certain pre- dominant weaknesses, which may be understood by the generality. If you are going to make the blind prac- tical in anything, they must be fitted for what they are going to do ; for instance, a newspaper man must have quickness. I found when I got on a newspaper that I had to learn those things. You cannot learn them in school. All education is a smattering ; there is no such thing as being complete for life ; the way to learn to live is to live. I believe the graduates of this school should be able to do something. They should be able to teach music as well as the corresponding seeing people. It is not fair to expect of us any more than they can do. I believe one mistake is, that we allow too much of our time to go out to things that are pleas- ure. We should spend a certain amount of time in drudgery. I can bear testimony that the blind don't like drudgery. We should not resent assistance, and, if necessary, should ask for it, but do not ask for what you do not need. People are not so much to oppose as they are to distrust us. ]\Ir. Welch moved that the discussion close, and the regular programme be proceeded with, which was carried. 202 THE ACHIEVEMENTS AND Dudley, Mass., May 30, 1885. Henry Snyder, Jr., Esq. Dear Sir : Your letter of invitation to attend the fourth reunion of the officers and Alumni of the Ohio Insti- tuition for the Blind came duly to hand. It would afford me unspeakable pleasure to revisit the scene of my labors forty years ago; there to witness the progress that has been made by its succeeding superintend- ents and general managers, which I am happy to learn, by current report has been commensurate with the lapse of time and the enlarged accommodations, which have been freely furnished by the people of Ohio and the liberality of the State Legislature, even from the day of the first formation of the school down to the present time. I rejoice at the benign spirit of charity that has ever manifested itself in works of philanthropy, in the shape of charitable institutions, designed to mitigate the misfortunes of the affiicted, who, from any cause, enjoy less than the most fortunate of mankind; and I have only to regret my inability to accept your kind invitation, and thus renew my kindly associations with the officers named, and also those on the committee of reception, with whom I have had the pleasure in the past to be on the best of terms. I salute them most cordially, as I do others that may come to participate in these pending festivities. I should be happy to greet yourself personally and the other officers — • present officers of the Institution, and canvass awhile the current history of its affairs, as well as that of the personal life-report of individuals named in the published catalogue of your school for now nearly fifty years. Please be assured that my interest in its welfare has never faltered, and that while some of its officers in the past have fallen at their post of duty, I rejoice that young and vigorous men and women ever stand ready ,to enter the list and carry on the work till they rest from their labors and their works follow them. In conclusion, permit me to say, that I shall ever rejoice to hear that your Institution is in a prosperous condition, filling the measure of its usefulness to the full to those for whom it was designed. Respectfully yours, A. W. Penniman. ABILITIES OF THE BLIND. 203 Davis City, Iowa, June 1, 1885. Mr. Snyder. Dear Sir: You will please accept thanks for the gen- erous invitation given to attend the re-union at Eddington, and permit me to say, that nothing would give me more pleasure than to do so, but I fear that it will be impossible at this time. However, I will make an earnest effort to come. I have long desired to visit the Institution, and par- ticularly on occasions of this kind when I should hope to meet some of my old friends. Since I left school I have never met any of my teach- ers or schoolmates, but they are not forgotten, and will ever hold a place in my m.emory till time with me shall be no more. I send warm greetings to all, and will just say that I should like to hear from any who remember me. If the proceedings of this re-union are printed will you please sei.d me a copy. Yours, with respect, Salina R. Craig. MY MORNING PAPER. BY CARRIE E. LYON. Read to the Alumni, June, 1885. A written essay is not much to be demanded of one, and I seat myself comfortably, pencil in. hand, blank sheet before me, prepared, as I confidently sup- pose, to produce the required article in the short leisure hour at my command. But confusion awaits me at the outset. To write an essay one must have a theme, undeniably, and I have none; the lack confronts me suddenly, and I am daunted thereby. There is no scar- city of themes to complain of; they are everywhere about me, legions of them ; they lie hidden in the books 204 THE ACHIEVEMENTS AND upon my table, and look out from the pictures on my walls, they may be found in any of the sights and sounds outside my window — above, below, in cloud, on leaf or tiniest blade of grass that bends to the pass- ing breezes, or in the sweet sunshine that fills all the space between. Themes? They are more plentiful than blackberries down by the old wall in August. My dilemma is worse than that of the avaricious guest to whom the Lydian king displayed his treasures ; it is the embarrassment of riches, and I am perplexed. The moments are hurrying by, my allotted hour short- ens perceptibly. As I ponder one subject after an- other, only to reject -each for one more promising, a shrill voice, faint and far up the street, tells me of the newsboy's approach. Nearer and nearer comes the oft-repeated, "Morning paper," till I hear the well- known step upon the bricks below, and then, with a whiz and rustle, my daily paper is flung in at the open window and falls at my feet. My theme, I say, as 1 take it up, damp and odor- ous still from the press ; each of its eight closely filled and printed pages rustles out a pleasant promise as I unfold and glance over them. Telegrams, cablegrams, communications and reports, rumors of wars to come, politics and gossip, stocks and markets present them- selves in rapid succession. What an institution it is to be sure which thus enables one to take a run over the world and exchange morning greetings with his friends at the antipodes before breakfast. A luxury which princes but a few years ago might have sighed for in vain, but one with which to-day any poor man may flavor his coffee — nay, it has already ceased to be a luxury, and ranks now among the common necessaries of life with all well regulated citizens, who could as ABILITIES OF THE BLIND. 205 easily dispense with the coffee itself or the sun or any equally time honored institution. We Americans are proud of our institutions. We set them up in high places wherever we can reach, and not content with our own lavish appreciation, challenge loudly the admira- tion of our neighbors. The newspaper is undeniably a well established institution, and a great one. True, it can claim no exclusive nationality ; it is cosmopolitan or nothing ; but its American representative has an individuality so marked, yields a power so peculiar, as almost to stamp it with a distinct nationality. I look upon my Herald with increased respect as I begin to realize its importance in the public economy. Yester- day, but a few hours ago, it was but a blank, meaning- less sheet of coarse paper ; to-morrow it will be but paper again, its proper place the waste basket — for who cares, nowadays, for yesterday's paper. But to- day it is a living, active power; a forceful, resounding voice will be heard and heeded. I am holding in my hand a great national educator, a type and outgrowth of liberty, the very index of our colossal civilization. Journalism, which to-day ranks both as an art and a great industry, throughout the civilized world, has sprung Titan-like into being within a single century, not that the newspaper was an unknown quantity in the social problem prior to the eighteenth century. So natural an outcome of the art of printing could not fail almost immediately to follow its invention. But, when in 1 78 1, the first newspaper was established in the United States, journalism as an art was in its puny infancy. The close of the nineteenth century finds its nursling a power whose reach is wide, whose force is well-nigh immeasurable. This is especially to be said of the American press, whose growth and develop- 206 THE ACHIEVEMENTS AND ment has been going on under the walls of the temple of the American Moloch — liberty — the interpretation of which is license. Free speech and free press is at once the watchword and the boast of the greatest peo- ple under the sun, and, fostered thus, the seed sown by Franklin in 1781 and scattered broadcast has sprung up in every corner of our territory till the actual amount of reading matter given to our public is enormous ; nay, the number of newspapers alone — daily, weekly, secular and non-secular, political and social — is almost incredible, while journals, magazines and periodicals are no whit behind in number and importance. All this cannot fail to fix the taste and mould the character. We are pre-eminently a race of newspaper readers, to the no small neglect of a less ephemeral and more instructive literature; hence, the newspaper, with its sister periodicals, is rapidly becoming the chief educa- tor of our people, superseding, nay, it has already superseded, those older and safer guides, the pulpit, the platform, the drama, almost the school and fireside. I look more carefully over the contents of my morning paper, as the great scope of the work and its influence is borne in upon me ; surely, I say, the teaching which is thus sent broadcast over our land, to enter and color the minds of young and old, should be pure and whole- some; surely, it were suicidal to mingle poison or impurity with our mental food. Alas, my eyes fall upon records of shameful crime, told with more shameful detail ; upon tales of scandal, and columns of coarse or profane wit, upon political recriminations and personal controversies, attacks upon all that men hold most sacred — reputation, religion and home ; all this, and much more, speaks to me through the columns of my morning paper, of the ABILITIES OF THE BLIND. 207 corruption and dire evils of our present system of jour- nalism, and of the pressing need of cleansing and reform. Where will this evil stop, what can cure the well-nigh irreparable mischief already done? The remedy is plain to see, simple to state, but also hard to apply, for prophets of reform are without honor in their own country, and the multitude are deaf ; yet salvation lies that way, and a pure, wise legislation, which will restrain the license of a free press, and guide its liberty into good and healthful channels, will alone lay a sure foundation upon which will be built a high, ennobling public sentiment. Here is a wide and worthy field for the journalist, a work, which, if properly done, will call into requisition every power at his command. A man who would first grace, then ennoble his profession, must be no laggard; and the journalist no less must do with its might whatever his pen findeth to do. His responsibilities are not light ones ; his oppor- tunities can scarcely be over-estimated ; much is re- quired of him to whom much has been given ; yet, will the reward be commensurate with the labor done, and success follow close upon effort. My paper dropped from my hand long since and lies now upon the floor at my feet ; my leisure hour is more than spent, and still, as I reflect, my subject broadens and deepens. I begin so late to realize the magni- tude and importance of the theme I have ven- tured to touch upon, and my own inadequacy. This matter is too difficult for me, I say, and laying by my useless pencil with a sigh, I lift my fallen paper once more from its humble resting place upon the floor. 2o8 THE ACHIEVEMENTS AND AN ADDRESS ON PRACTICAL MUSIC TEACHING. BY T. H. HOPKINS. Read by Mrs. T. H. Hopkins at the Alumni Association, June, 1885. Dear Friends of Our Alumni: I am invited by your committee to give you an address or to prepare a paper on practical music teach- ing. Had you desired me to compose or arrange for you music, I should have accepted with less reluc- tance. Addresses and essays have not been in my line of work. There were two reasons, however, leading me to accept — one my earnest desire to help in making our reunion pleasant and profitable ; the other, I liked the subject you gave me, have thought much tipon it, and am glad of this opportunity to express my views. "Practical music teaching" — three good words. "Practical, something that can be performed," as against "theoretical, something existing in the mind only." The work of the world, in all ages and in all places, has been performed by the practical man, while the men with theories only as to how it might be done are brushed aside and forgotten. Music, "melody, harmony" ; how much of the thought of mankind the word covers. Its influence can no more be estimated than can the influence of this beautiful June sunshine and air, which fills us with new joy and thanksgiving. Music will touch the lowest and most ignorant with an uplifting influence, and a great king acknowledged the power of the simple melody of the shepherd lad's pipe to exorcise his evil. Can we conceive what this world would be if now ABILITIES OF THE BLIND. 209 all music could be stricken out of it, not a lark soar- ing toward heaven, singing as he flies ; no more the little bluebird telling us his happiness in his morning song; Beethoven, Handel, all gone and their incom- parable music with them ; no more to hear our little children singing their Sabbath hymns ; all our great singers hushed. Thanks to our common Father, this can never befall us. He will go on working his mir- acle of music in nature, and it may be our great privi- lege in our sphere to make more music to gladden and comfort mankind teaching this beautiful art. For thirty-four years I have been striving to teach prac- tically. Looking back I can see my successes and fail- ures, but never a time when I have regretted adher- ing to a resolve made at the beginning of my work, to be thorough and practical. I have everything to thank this Institution for. This dear home and the kind teachers who taught and cared for me. Dr. Mar- shal has said. "The word 'know' stands central in the law of the teacher." "Knowledge is the material we work with." First. To be a practical teacher one must be a thorough musician. This implies a knowledge of nota- tion, all the varieties of intervals and scales, harmony, rhythm, with all its varied forms of accentuation, transposition, modulation. He must be able to classify human voices, and have a good knowledge of the (qual- ity, power, and temperament of the instruments used. Second. The teacher must study the capacity of each pupil and be able to adapt his work to the peculiarities of each. Only in this way can he impress upon them his personal desire that they shall succeed, remembering that the success of the teacher depends upon the success of the pupil. 14 .. 210 THE ACHIEVEMENTS AND Third. The teacher to work at his best must have a prescribed course of study, working toward a defi- nite point. In my view it is a question of work accom- plished, not the time spent in the study which should write finis upon it. There is a great advantage in frequent public exhibitions of the pupil's skill as he advances in exe- cution to encourage confidence and overcome embar- rassment, the latter being a great hindrance to success. Fourth. I believe we should labor so to cultivate the ear that the pupil can name the tones when heard. This is difficult, and thought by some so difficult as to be impracticable, but "that which has been done can be done." It may be the work of years, and to be accomplished the pupil should be exercised daily with this object in view, and all instruments used be tuned at a uniform pitch. Instruments of bad action and out of tune should not be allowed if we desire the best results from our teaching. So rarely do we entirely succeed in this point of perfect cultivation of the ear that when it does come the world astonished cries, "It is a gift of nature," "a natural musician." Absurd ; when we use our common sense and the traf- fic in worn-out, worthless instruments ceases, and we stop the idea that "anything will do for children to practice upon," then the thorough teacher will hope and rejoice. Then we may hope for success ; now we need not be surprised at failure. We are train- ing teachers who will take our places. It will be evi- dent to you that so carefully cultivating the ear they will have the advantage in every way over those less thoroughly taught. Fifth. To make the daily drudgery of practice attractive must be the study of every thorough teacher. ABILITIES OF THE IILIND. 211 This requires judgment in the selection of exercises. I would not confine the pupil almost wholly to finger exercises, as many teachers do, but would intersperse these with pleasing melodies and harmonies, cultivat- ing the taste in and love for music while improving execution. This daily practice needs especial super- vision ; it is here that bad habits are formed. The general principle that "it is easier to form a good habit than a bad one" is especially true in music. I have found it an advantage with beginners for the first few weeks of study to allow the pupil to practice only in my presense and with children would make this a rule. A good position at the instrument is established if daily attended to. A right system of fingering must be our care, and our pupils be made acquainted with the best works on fingering as they advance. Sixth. We must cultivate a taste for pure music. Our country is Hooded with musical trash, and many of our pupils' tastes are perverted before they begin the study. The literature of our songs is much of it something of which to be ashamed. Philanthropists have, with some degree of success, attempted to improve the reading matter for our sons and daugh- ters ; is it not time for some one having the "love of mankind" to inveigh against the low, silly, senti- mental trash of which our songs are largely accom- plished ? It is here a teacher must exercise a teacher's right to judge what is best for a pupil and adhere to a rule to use that which will elevate and improve. I would discourage simplifying the works of the old masters or mutilating any fine composition that it may be put into the hands of beginners. There is enough that is good within the capacity of pupils of each grade ; let them wait and look forward to the 212 THE ACHIEVEMENTS AND time when by earnest perseverance they may study these works in their original perfection. Seventh. I look upon voice culture as one of the most important branches of our work, requiring skill and care. The voice is the most perfect music we have. "God sent His singers here upon earth i With songs of sadness and of mirth, That they might touch the hearts of men And bring them back to heaven again." In training the voice, intonation, pronunciation, enun- ciation, compass, quality, and breathing must be con- sidered. Gardner says, "There is an art in taking the breath." I have been asked, "What is the most important point in music teaching?" and have answered, "That the beginners be rightly instructed." The idea (very prevalent) that a person who has studied music a little and would earn money to study a little (or buy a ribbon or a gown) is the proper per- son to instruct our young people and little children in the elementary part of this difficult art, is entirely wrong, and from this source come the waves of dis- cord which vex the cultured ear at every turn. It does not follow that a good performer will therefore be a good teacher. A good teacher may not be a brilliant performer. The idea I wish to bring is this : We may not judge a teacher by his execution, but should have examinations as in other branches of edu- cation, and our standard should be so high that it will elevate the study of music out of the low plane it occupies in most places in our country, giving it the dignity it merits. He or she who would teach in our public schools must pass an examination on ABILITIES OF THE BLIND. 213 the whole curriculum of study, and then perhaps begin in a primary grade, but the preparation is necessary and not to be escaped. This is just as necessary in our profession, and I think we will not advance, as a whole, musically until we insist upon this and per- sist in our efforts to bring it about. The subject grows upon me as I write and contains themes for many essays. I would like to take up each branch of the sub- ject, to give you my whole thought on teaching. Dynamics, on graces, on movements, these three, very important in perfect rendering of a musical composi- tion, much neglected, not well understood by many teachers, and depending largely upon the taste and judgment of the performer; and on rhythm, who of us has not recalled Shakespeare's line, "How sour sweet music is wlien time is broken." I would like to write at length my views on violin teaching, on orchestras of string and wind instru- ments, but I shall hope to hear all these themes dis- cussed in our convention. This is an outline, the groundwork merely of my views on music teaching — conclusions I have arrived at largely from my expe- rience as a teacher ; as such I submit them to you, asking your forbearance, looking upon this as an essay, but believing in the rules it contains, if worked out with energy, patience, enthusiasm, and a real love to teaching, to make true musicians. Thomas H. Hopkins. Ashtabula County, Ohio, June 3, 1885. Mr. Hopkins. I would like to ask that one or two practical music teachers should be heard as to 214 THE ACHIEVEMENTS AND whether they have anything new. If you have any- thing good, introduce it at once and help those who are trying to make a hving. Mr. Van Cleve. I wish to say, with reference to Mr. Hopkins' last remark, that it was a good one, with a great many exceptions. I suppose one is asked how they are able to keep up with the new music without having sight. I am profoundly grate- ful for having lost my sight, because I don't have to keep up with newspapers and new music. I think it is a great mistake, this eternal fumbling around for something new. Anybody who neglects Bach can't know Beethoven. Anybody who does not know Beet- hoven can't play Rubenstein. If you must be getting something new all the time* you must get a new set of exercises. My observation is that over a tenth of what is new is not fit for anything. You can't know Czerney too well ; don't be afraid. The technique of the piano is different now from what it was fifty years ago. Mr. Hopkins : I think you hardly understand me. I did not mean you need take up everything new — every piece of sheet music, or every new book that comes out. I have made out to keep up with the times. I could tell you of some academies and schools I have visited, where they are using old books that were used forty years ago. I did not mean everything new, but anything that should come up and be bene- ficial. Mr. Bigger. I have had some little experience in music. I love to hear men talk about the old mas- ters. I like to hear about the music of fifty years ago. I know the study of Beethoven is a very easy matter. I know this idea of progression is a very beautiful Abilities of the blind. 215 idea, but, at the same time, you must not ignore all of the so-called music that in the country is so lovely. I don't throw away a piece of music because it has an old musician's name to it. I don't throw away a whole book because there is something newer. We have got as far as Richardson on our parts. One great diffi- culty with a blind teacher is the fingering exercises. You will find a particular passage of music fingered in a particular way. You have to depend upon the pupil. The majority of the old music is fingered in the old German way, and the new American music is fingered in the American way. These things are very annoying. I never picked up a piece of music in my life that I did not learn something new from it. The gentleman from Cincinnati can use music that is suited to the pupils that call upon him. In the country we have to have music that is suited to the pupils that call upon us. After you have trained a pupil a long while in pieces, you think you can give them exercises. It is dififerent in the Institution for the Blind. There the pupils are obliged to take the lesson the teachers assign to them. It is dififerent in the country. You are obliged to be the pupil yourself, and they are the teacher. I had gotten up a reputation over there, as a music teacher^ by being able to play on al- most any instrument that came along, and a lady brought her daughter to me with an instrument that looked like an old hat. She made some peculiar mo- tions to play it. She says, "I want you to give my daughter lessons on this instrument ; it was presented to her." I says, 'T never played on that kind of an instrument." She says, "Well, well ; I thought you played on anything." Mr. Van Cleve : I want to put myself on record ^l5 THE ACHtEVEMENTS AnS as saying, it is sheer nonsense that bhnd people can't teach fingering. You can't teach people to play on the piano if you can't teach fingering. It is impossible to phrase properly and finger badly. I had a curious case in a party who took lessons from me. He was born awkward. I knew he was playing with the wrong fingers and told him so. The notes were G, A, B, C. He had the first finger on G, fourth on A, fifth on B, and put the first on C. It is curious about the finger- ing ; there is no such thing as wrong fingering. What is wrong in some phrases is right in another. So many forms of phrasing are developed that some one has said, "Know phrasing well, and you will finger well." Mr. Hopkins : Would you commence every scale with the first finger? Mr. Van Cleve : Dahl teaches the other finger- ing, keeping his first finger down on the first key. There are so many instances in which you have to use the thumb on the black keys. I heard a young lady say that in her first lesson from a celebrated teacher, he told her to finger the F sharp scale with the first finger. Mr. Bitzer: I did not intend to say anything, but expected to give way to our older friends, as it is proper we should all take an interest in the discussion. I think the music teachers, as a rule, should impress upon the mind of the pupil the magnitude of the sub- ject which he is about to study. He should under- stand that music is a science from which he may derive a benefit and mental improvement equal to that derived from any other source. He should understand, per- haps, that music is an art which ranks always among the fine arts. This once thoroughly impresed upon the mind of the student will cause him to devote his mind ABILITIES OF THE BLIND. 2Jf to the subject with an untiring energy. Having once understood the magnitude and the nature of the subject, I think it is necessary for him to understand its use. I think the majority of the people are too apt to regard music as a mere hixury, a thing only fit to excite un- necesary emotions ; therefore only fit to be indulged in by the wealthier classes. This, of course, is a very greatly mistaken idea, and the sooner it is removed from us the better. Music should be regarded as an indispensable part of the education of everybody. I think music is, perhaps, the medium through which the soul expresses itself, and it is more thoroughly in- timate with the mind and should be more thoroughly understood. Mr. Welch : The gentleman who last occupied the floor thinks that the teacher should, in the begin- ning, impress upon the mind of the pupil the magni- tude of the work. I differ with him. I have had about twenty-three years' experience in music teaching, and the idea of impressing the magnitude of something upon the mind before that something is in the least comprehended is to me absurd. It would be just as sen- sible to impress the child with the magnitude of the English language when you begin to teach him the alphabet. It has always been my method in teaching when I began with a student not to assign an extra large or long lesson. It was never my object to see how much could be accomplished in one lesson, but how well. The musical education must be carried on, if successfully, item by item. If it were possible to get such an idea into the mind, and have it accepted, it would be destruction to the mind. There is one little incident in my experience. Some years ago I was called upon to assist a gentleman in a concert. There 2l8 THE ACHIEVEMENTS AND was a duet which he and I played upon the vioHn, and which we were requested to form. It took us twenty minutes to play it. I said to him, "I did not know how it would take, but I felt rather afraid it would not be acceptable to the audience." As we were doing what we thought pretty good execution, a voice from the back of the house said, "My Lord, are they never going tO' get through tuning their instruments ?" Mr. Bitzer : I know we lay the foundation before beginning at the top, but we can picture out in our minds what is to be done. My idea that we must pic- ture out the course of the art we are to study is to clear away from the minds of the parents the ideas they have on the subject of music. They think it is simply to tickle the ear, it is nothing in the way of science or art, and all that is required is to be able to play a little piece. I say we must impress upon the mind of the beginner these facts ; prepare them for a life of study, for the trouble which they are to go through, that they may not be discouraged. If the parents lose courage, any effort on the part of the teacher will be almost useless. Mr. Hopkins : A teacher has a very discourag- ing subject when he speaks of parents. Half the par- ents don't know anything about music, and have not the least conception of it, especially in country places, where they have no concerts and don't know anything about them. We can't have first-class teachers if they are to wait for the parents. We ought to have begun with the parents years ago. Mr. Welch : I would say this ; I would adopt this idea: Try to educate the parents from this up, beginning with the pupil, and on the thinking child before beginning the instrument. Instill drop by drop ABILITIES OF THE BLIND. 21^ into the minds of the pupils, and then wash these things out of the minds of the parents. Mr. Bitzer: It is a difficult matter to let the pupils go, if you are in a small town, and the parents would tell you to go if they are not satisfied with you. It is necessary to impress upon the mind of the child the necessity of hard study. Mr. Brice moved to proceed to the next subject, which was carried. Air. O. C. Brown was then introduced, and read a paper upon "The Needs of an Industrial Home foi the Blind." The paper was taken up and discussed. Mr. Couden : I have nothing to offer particulaly on this subject, only this : As a member of the com- mittee which was appointed this morning to act for the Alumni in this matter, I would be glad to hear from quite a number of the Alumni in regard to their opin- ion. I will say this : There is no one who is more in- terested over any project that will assist any blind peo- ple in getting on in life than I am, and if this In- dustrial Home is a means to that end, I am ready to work for it. and help everybody else in any way I can. Mr. Welch : As a member of this committee, I am anxious to hear the wishes of as many of the Alum- ni as possible, and also, I feel a deep interest in any- thing that can be done for the benefit of the people — for the trial of any project that can result in good. As a member of that committee, I am willing to co- operate to the best of my ability with those sugges- tions, and to carry out those suggestions, and I hope every one will have not only an impulse but an interest in the work. Miss N. Smith : I have never had the pleasure of 220 THE Achievements AnD being before the Alumni, but would like to make a few remarks in regard to this home. It is a noble idea — one I have often thought of, but never could have carried through. I think if I were turned out in the world, among those who are not acquainted with me, I might not succeed so well as I have. I am not strong, and am naturally slow in getting around, and when I did teach my health did not permit me to do much. I had to do general work or go to my friends. My friends are very good to me, and willing to take care of me, but then I would feel more or less as though I were independent. I know I am not as I ought to be. I know I have a spirit of pride. I feel easily hurt at. my position, but after all I don't feel it as much as I would to be dependent upon somebody else. Now if there was a home where the blind could find employ- ment at that which would suit them best, I perhaps might be one to go there and be able to support myself, and assist some one else who is not so well able as I am in that way. I might lay up something to take care of myself when I am old and not able to do any- thing, should I be permitted to live to that time. As we blind are more sympathetic than other people, it makes it more difficult for us to get a place. We are timid; we know people are making remarks ; we feel it and have all this to bear in connection with our dependency, and that makes it harder. For this reason, if we had a home of our own, we could do much better ; we could be there among our own and those who would control the establishment, and we would be able to do double and perhaps treble the work we now do. And at the same time there would be no inclination to go around and ask alms, as is sometimes done now. I feel if our people had a home where they could help themselves, ABILITIES OF THE BLIND. 221 they would prefer to do it than to go and ask alms. We know where these blind people must go, who go from the institution here, and have no home and no one to care for them unless some kind friend takes them. If we had a home like this, they might be happy in it and be doing something to fit themselves for the next world, and in this way how much good could be done. I do sincerely beg of everybody to consider this, and not think it is degrading. On the contrary, it is noble, and I say all praise to the mind that first developed the idea. Remember, if you have not employment at home, you can go there and make use of your time and talents. Mr. Jacobs : Mr. President, Ladies and Gentle- men — My heart swells within me for those who have been educated in this institution, and have gone out and been unable to find business. There ought to have been many years ago an institution of the kind created in the great state of Ohio. With many, very many who might have been enjoying happiness there, what was the result? They were compelled to go to the county infirmary and there spend the remainder of their lives. I am proud that I have made my home in the state of Ohio, a state that is second to none in benevo- lence to all those afflicted. I remember always I was once a pupil many years ago. When I was here a pupil, in 1847, it was thought of great importance that an in- stitution should be built where the blind, who were not able to take care of themselves, might be supplied with material that they might gain an independent liv- ing. I have known several persons who, since I came away, have left the institution without means and were compelled to go the county infirmary and are there to-day. I think it was useless for the state to educate 222 THE ACHIEVEMENTS AND them. It only makes it that much harder for them to go down with the most degraded of the state. I have thought of this matter from time to time ever since I left the institution, not because I needed it my- self, for I have been able to make an independent liv- ing and a home for myself. This I have done by my own industry, but there are others who, when they leave the institution, for want of means have to settle down in obscurity. I know one man in particular, who had to go to the infirmary of Adams county, and who is there now. A man with a meager capital don't have much chance. He can't afford to invest in material and wait to sell. Broommaking was the only trade taught at the institution years ago. Now we have the stock companies, with large capital, and they are able to in- vest when stock is low, and then when prices ad- vance, they can hold their brooms at low prices, and it is impossible for a man with a limited capital to make a broom to compete with the prices of the manufac- turers. I think anybody can see those things. I have been driven from the broom trade, but if I can't do one thing, I can do another. I sank three thousand dollars in the nursery business, but that was not my own mis- management. A storm destroyed five hundred dollars' worth for me, and the cut-worm took my plants until I did not realize a fourth that I should have done. Still I am independent to-day and have a home and a wife, and expect to have. I urge upon this Alumni the necessity of building an industrial home. Mr. Henry Campbell: The question was agi- tated twenty-five years ago. I think the way would be to go about it systematically. Get a petition to take home, and explain it and get signers, and then come Abilities of the blind. 223 back and present it to the legislature for an appropria- tion. If we don't, there is no use in consuming time. Mr. Bohrer : I find that blindness is becoming quite popular. An increase of from 20,000 to 50,000 in ten years is a proof that it is. I am a little conserva- tive over the matter of this home. If it is a good thing, I would have certain ideas in regard to it. The qu'estion arises, Will an industrial home for the blind encourage pauperism among them to a-ny extent? It has been stated that blind men are lazy. I think, if so, it is by education. The question has to be considered as to how it should be run. I should prefer it would be a private enterprise ; then if the state wishes to pay something, well and good for the persons sent there. We should be able to get up enough money to start it or something of the kind, then I think it would be time enough to ask the state for whatever was needed. I am not opposed to an industrial home. I have not de- cided what is in the thing. We should consider the thing carefully before making any movement. Mr. Couden : There seems to be a wish on the part of some to get over this discussion. I consider this one of the most important questions before the Alumni. I am growing to be very much interested in the matter. These, as I said here this morning, are some of my experiences. I entered the institution on the 6th of October and was 21 in November. I learned broommaking, went home. and went to work. I am not a lazy man, and don't believe blind people are lazy. I believe they are the most industrious people in the world. I believe it is nonsense to stand up and say blind people are lazy. The fact is, what they have ac- complished in the world shows it is not true. I worked hard at the broom trade, and found I could not make 224 THE ACHIEVEMENTS AND it pay. I had not the money to lay in much of a stock, and I had to do all the work myself. If there was an industrial home established, all those things could be bought by the wholesale, and the work could be put on the market by somebody interested in selling. I could stay in the shop and do the work, and I liked the work, but when it came to going and selling the brooms I could not do it. I remember I convinced a man that a broom I had in my hand was made of green corn when it was made of red. I sold the broom. I hated that part of the work; I neglected it. I say in this practical way, I could see how this home might be made a good thing for the blind, and I hope there may be a good deal of thundering on this subject. Mr. Bliss : I do not understand that this indus- trial home means a place for those to go who do not work, or do not intend to work, but for the blind to go who have no place or chance to work at their homes. If they can earn an honest living, it is ex- pected they won't go there. It is not a place for lazy people. That place, I suppose, is the poorhouse. I am anxious to see a place on purpose for those who want to earn an honest living and cannot. I remember when I entered the institution, the first thing I learned was the broom trade; I reached here about twenty- four hours before I was twenty-one. When I went home', I thought I would work at the broom trade. I found something more lucrative and worked at it. But if I had not found a better employment, I should have been anxious to find something, for I am not lazy. I am anxious to see this project carried through. Mr. Bohrer : I do not want to be understood as opposing anything of the kind, but if we go into the thing we want to go in with the purpose of making it Abilities of the blind. 225 a success. I do not charge any of my friends here with being lazy, but I do say I have been for years acquainted with as large a proportion of blind people as anybody here, and I do say they are apt to be lazy. They don't have to help themselves ; everything is done for them. They are taught by friends at home that they cannot do anything, and consequently they become idle. I do not disparage anything the blind can do, and think they deserve the more credit for it, but I do not think they are apt to be lazy and indolent. I suggest that the committee that was appointed this morning be em- powered to do anything they may see fit in regard to this matter. The suggestion was seconded. Mr. Brown : We all may be dead in five years from now. I object, and want it while we live. Mr. Bohrer: We can't act upon this matter as an association ; we are not together all the time ; but the committee can act any time in the next five years, or five minutes, if they wish. We shall expect some- body to report on this matter at the next meeting. This association can't act on the matter after to-mor- row, and I believe it would be wise to put it in the hands of the committee. I am willing to rely upon their judgment. It was moved and seconded that the committee re- port to-morrow. The Chair stated the question to be, that the com- mittee be instructed to act upon the matter of the indus- rial home. Mr. Brown : Does that express that they shall have control of the matter ? Mr. Bohrer : If this association refers that mat- ter to that committee, and instructs them to handle it 15 226 THE ACHIEVEMENTS AND for the association, and they do what they beheve is best with it, I am wilHng to rely upon their judgment. I am wihing to put my shoulders to the wheel and do all I can for it, whether in the shape of a private institution or a state institution. I mean tO' refer the whole mat- ter to them without any instruction. Mr. Couden : I think the motion before the house gives us a wide range. I have not met the com- mittee. I am only trying to get a little instruction. You must not trust too much our judgment. We can- not carry on a thing of this kind without a good deal of trouble and expense perhaps. Calls for question, which was called and carried. THE VALUE OF SCIENTIFIC EDUCATION FOR THE BLIND. BY SUPERINTENDENT SNYDER. ' Read to the Alumni Association, June, 1885. And Its Discussion. Various are the aims of men. One delights in his well-filled barns, another in the hum and clanging sounds of shop life, while another would plunge into the busy marts of the world. The joy of some comes from the touching of the harp's string, drawing the bow or breathing into the hollow flute the pure, true soul of melody ; that of others comes from seeking, finding and spinning the fibres of truth into threads of thought, to be woven by the loom of the mind into general laws, which at the beginning of creation were stamped into the very nature of things ; laws, in harmony with which the branch does put forth and nourish the bud, burst- ABILITIES OF THE BLIND. 22^ ing into beauty and growing into tlie perfect fruit of, maturity, in accordance with which force acts upon the wheel, drives the axle and does the drudgery of the world. The harmony of music, the infinite beauties of nature, the grandeur and sublimity of the universe itself are but the unfolding expressions of the laws, which it is the delight and work of the scientist to seek after, discover and weave into garments of thought, fit for the plain and simple, satisfying to the most pro- found and subtle minds of men. Good people, let us pause and consider whether our great family can be materially benefited by the study of those subjects which have been demanding and receiv- ing so much attention during the last few decades. One grand object of our institution is to so strengthen and unfold our powers, faculties and characters, that we may become useful and honored members of society. In order to achieve this end we must recognize the demands of the outside world, feel the tendencies of the times, and cluster our courses of study and work with the most valuable and essential elements of strength. This intensely practical age is busy in pre- paring, handling and exchanging, the commodities of life. It deals with the useful. I am now handling seriously the realities of the age and am passing the popular fallacy which results in accomplishing and over-estimates the exterior adornments granted by an education. Science is simply applied to analytical and synthetical common sense. Science seeks the atom, that indivisible portion of matter ; notes the sum of the qualities ; directs a stream of force against or upon it, then watches its action ; demonstrates its indestruct- ibility and studies the very object of its creation. Science begins with the atom and ends with the uni- 228 THE ACHIEVEMENTS AND verse. Science, or, if you prefer it, common sense, does certainly teach that all of the powers and faculties of the individual should be fully, harmoniously de- veloped. The body, engine-like, utilizes food, drink and air ; takes possession of and stores up within itself energy to be used under the direction of the nerv- ous system. Since this energy is a definable and lim- ited quantity, it does become us to use it in the most economical manner in order to bring about a given, a desirable result. The engine builder strives to avoid undue friction, leakages and a division of force ; surely the pistons of his engines work harmoniously to and for a common end. How is it with ourselves ? Do we not oftimes hurriedly eat a meal, in itself wrong, and then rush to our class rooms and become dull and sleepy while tempting work, which should not be done at that time. Yes, the digestive tract, by nature's decree, demands a copious supply of blood in order to accomplish its legitimate work. We err, therefore, by attempting to send the same supply tO' the brain. We are not practical ; we are at those times causing the one piston to work against the other. When a division of attention is allowed in our class rooms, the same thing is true, for the ideas then formed are not so clearly cut ; the thought has not the proper texture, nor can a maximum amount of work be performed. The currents of nerve force must not be divided against themselves, if you would work and live as nature directs. We are blunt, indeed, if we fail to note the loss of time, happiness and usefulness caused by the weak- nesses and diseases of our bodies, brought about by over-taxation, insufficient nourishment, or other wrong tendency incident to school life. In our institution are many children predisposed ABILITIES OF THE BLIND. 229 to weakening tendencies. Many of them inheriting or accumulating diseases which are constantly gnawing at their vitality and making less their chances for a vigorous bodily or mental existence. Fine-spun ideas of mental training must give way in their cases to the common sense idea of strengthening and building up the mind and body. Bread, butter, beefsteak, good air, cleanliness, exercise, and other wholesome hygienic regulations stand unmistakably first for their welfare, their very existence. They have a double effort to make. They must overcome their bodily diseases; they must build up their bodily strength before they can even call a sure existence their own. The same is true of their more favored sisters and brothers, for without strength and health mental training becomes a burden, a failure. I therefore venture the thought that the health department of this institution does contain the germ capable of giving health and happiness to the uncounted many of the future. The one element of gymnastics unwarps the un- natural figure ; develops the muscular system ; gives tone power to the nervous system ; rests the wearied brain ; strengthens the power of breathing, thus giving possibility for strength and lungs ; battles with disease, and becomes a most healthful school tonic and vivify- ing influence. Having thus laid the corner-stone, let us pass to a broader foundation. The mind is more than mere memory. Science points out and cultivates other equally great, possibly superior, faculties. The faculties of observation of our people, feeble, owing to natural conditions, should become sharp, well defined, and a knowledge power by itself. Experience con- stantly demonstrates that the simplest things are un- known to our people. More than that, they have hazy 230 THE ACHIEVEMENTS AND ideas about many common objects, frequently examined and thought of by them. They are too apt to copy from others without examining and thinking for them- selves. We need to constantly weave into thought impressions from the external world. The mere ex- pressions of other persons' impressions will not do ; we must feel, hear, in a word, know for ourselves. The person who has been trained to be a keen, intelligent observer, becomes more and more independent in thought ; places a higher and more intelligent esti- mate upon all that is around about him. He detects differences and similarities in matter and force un- known to others, and consequently lives in an atmos- phere of thought, fresh and invigorating. The power of observation grows with the individual. It enforces attention and assists in utilizing time and energy to the best advantage. A single example may assist in fixing the point. An orchestra pours intO' the uncultivated ear rippling streams of feeling, sweet and delicious in its melody; knit with the very soul's life by the depths of its harmony — but all is lost, that the ear has not the power of analysis ; it has not been trained to observe, to catch the elements making the whole. The cultivated ear has the same to hear, but how infinitely greater are its accumulated powers. Not a tone nor the coloring of a tone escapes it. The very souls of the players seem to be breathed forth, not as a mass of unorganized sounds, but each stands apart and yet is harmoniously blended into one glorious, magnificent, soul-melting unit, unending in its variety and unequaled in its grandeur and sublimity. The method of training the faculty of observation must be based upon the systematic, scientific seeking after, collecting and analyzing of facts. Moreover, ABILITIES OF THE BLIND. 2^1 experiment is so firmly welded to observation that the two must needs go hand in hand. In making an observation we simply note results and conditions as they actually exist, but in experiment we have full con- trol over the conditions and trace the chain of relations between cause and effect. The differences and yet simi- larities may be noted in the case of the violin player who approaches the tone of the trumpet, or nears that of the clarionet by simply causing the bow hair to act at less or greater distances from the bridge. The harp string, so full of feeling, breathes out like effects when properly plucked. The artist so vivifies the piano by his touch that floods of sympathy seem to stream from every string. Observation can go no further. Experi- ment is called upon to point out the reason and satisfy the anxious mind that even here physical law reigns supreme. A simple, truthful questioning of the realities develops the fact that quality, timber or clayey tint of a tone depends upon the overtones formed and blended with the fundamental — overtones that are ever present and are formed in accordance with the natural laws controlling the formation of all sounds. Thus as the bridge of the violin is approached the higher overtones predominate, while an entirely different series is brought forth by the bow as it touches a point nearer and nearer the middle of the string. Once saturated with the love of experiment and observation, the human mind diligently seeks the useful in nature, is constantly fed by new thoughts, grows stronger, becomes more mature and better capable of grasping and handling the practical problems of life, for modern life is being constantly molded by the applications and influ- 232 THE ACHIEVEMENTS AND ence of scientific knowledge. The farmer seeks the secrets of the soil, and, by the aid of science, strengthens his growing crop, betters his flocks, pre- serves his forests, and lives a fuller, completer life. The manufacturer increases the products of his facto- ries, makes more perfect his processes, devises new articles of service and assists in employing and better- ing the countless masses of humanity. If further evi- dence is needed, consider the telephone. Although in its infancy, it has changed the methods and possibilities of business, it has bound whole communities together as a common unit. How much more does training in science do for the judgment, the master faculty of the human mind. Dealing with final truths its places knowledge on an universal basis ; it builds con- fidence in conclusions, causing the student to become self-reliant and able to collect, classify and place a right estimate upon not only natural phenomena, but the actions and lives of men. Science does the same for our people as for the world at large : it strengthens, evolves and makes perfect our mental fac- ulties ; it especially adapts us for the industrial activi- ties of life; it gives us confidence in results and our ability to seek after and recognize the truth, the actual in nature; it drives dreamy reveries from our minds and supplies substantial realities worthy of thought, time and attention ; it weaves system into the texture of our minds, causing us to economize time and energy, and make the most of life ; it causes an intense desire for the truth in nature, in life ; it demands that the body shall have maximum health and energy ; and, in a word, teaches us how to live and make the most out of life. ABILITIES OF THE BLIND. 233 The President remarked he hoped the discussion of the paper would be largely participated in, and that the remarks would be brief. Mr. Walter Campbell: I understand that a paper is about to be read that is similar to the one just read, and I suggest the paper be read at once, and the discussion of the two be at the same time. Mr. Bohrer: I object. I don't think the two can be thoroughly discussed together. The President ruled the request out of order. Discussion opened by Prof. J. W. Welch. This paper, as I understand it, from its very nature, is intended not only to please the ears but a far higher and nobler purpose was the intention, and it ought, therefore, to reach the depths of the mind and to energize every blind person to the higher and holier ambitions of life, which undoubtedly are essential to our well being here and our happiness hereafter. Let us then consider carefully the remarks to which we have listened, and make a personal application as far a:s possible. Let us engraft into our very nature the truths contained therein, that it may be a guide to our future life, ever acquiring as far as possible that good, but the good of all with whom we are associated ; that we may work not against each other, but that we may work with each other, thereby hewing down the wall of prejudice that has been in the path of the blind man and woman. Let every mind be energized with such motives, backing up a determined will which nothing can overcome, which asks not the charity but the encouragement of men, and claim only that which we are entitled by mental and moral worth. Let us place our standard high and then work valiantly, that we may achieve that to which we have aspired. 234 THE ACHIEVEMENTS AND Mr. Bohrer. I rise to a point of order, I should like to know what relation that has to the paper that has just been read. Mr. Welch : I understand the discussion is as to the utility of the paper, and I appeal to the Chair. The Chair supports that view of the paper. Mr. Bohrer : Of course, it is very nice, but I fail to see much in it pertaining to the paper, although it has been a good speech and very able. Mr. Welch : Ofttimes the kindly showers of heaven fall upon the thirsty world, and the leaves of some trees fail to receive a drop (Laughing and cheers.) Mr. Bohrer: I enjoy that remark, but wish to say that sometimes people get tired of rain. (Laughing.) Mr. Welch : The paper itself, and the paper and its author, I shall discuss both ; now, the paper without the author would be a blank sheet. The paper is an able production, and is a production that is rarely to be found, and I must insist on the position I have taken, that we should profit largely by it. There is no criticism which I could offer against the paper. There are no exceptions which I, in my self very weak judg- ment, could find to the paper or its acception. I think we all endorse it ; we accept with grateful hearts the sentiments of that paper, and I for one feel the need and the importance of a scientific education. Having been somewhat interrupted in my first train of thought, I will close, thanking you. Mr. Brice: Moved that the discussion on this and the following papers be limited to five minutes, which was seconded. Mr. Couden : I think that a good suggestion^ ABILITIES OF THE BLIND. 235 and if any one is speaking and giving us good food, we can extend that time by consent. Mr. Bigger : Moved to amend and limit tlie time to three minutes, and the amendment was carried. Mr. Couden : I have a few words to say upon the question. Emerson says : "There is one mind common to all men ; every man is a part of the same ; he that is once admitted to the right of reason becomes a freeman of the wtole estate. What Plato has thought he may think ; what a saint has felt, he may feel ; he may feel at any time as a devil. He that hath access to this universal mind has had access to all that is or can be done." I believe it fully, and to educate the mind we are to touch upon these principles which lie unfolded within. It has ever been my delight to unravel the mysteries of nature ; it is that which inter- ests and holds every mind, and this motive applied is calculated to develop those principles which lie un- folded within the mind. I was particularly interested in this paper this morning, because I think it broad and comprehensive. The intention of the paper was to reach this very point — to teach all the faculties and powers of the soul in the school room, that they may be unfolded and developed to their fullest capacity. I believe a scientific education is calculated, above all others, to develop the mind, and without this the object of the education must fail. Mr. Walter L. Campbell: Mr. President, Ladies and Gentlemen — I would like to say a word or two with reference to the paper, but cannot do it without discussing somewhat the general object of edu- cation. It was for this reason, and no other, that I suggested discussing both of these papers at the same time. Some time ago I received a letter from a gen- 236 THE ACHIEVEMENTS AND tleman, requesting me to write an article for the news- paper, with the view of showing that the great object of the education of the bhnd should be to fit them to living, as the world goes. I did not answer the letter ; did not write the article. If I had answered the letter, it would have taken me a step farther than I cared to go, to tell why I declined. If I should have written for the newspaper, I should have taken a different view from that desired by my correspondent. I believe the object of- education is to make a man a man and a woman a woman. It is not simply to make you earners of bread ; to fit you to make money. What are men for ? What are women for ? We are to grow up and make the very best we can of ourselves. Mr. Bohrer : I don't know about that. Mr. Campbell: You will find out, if you live long enough. The tendency, not only here, but in all our schools, is to^ make our men machines, send them out for laborers, for the purpose of making money; whereas, the great object of education is to fit men to fill positions in the world and society that they are best capable of filling. I want to have this institution as good as our academies, our colleges, for the purpose of fitting our- selves for any department of the universe that may open to us. I make no distinction between the blind and those who can see. We do not go to school simply to come out and make a living. We want to grow and make something better than machines : If that were the case, do you suppose there would have been any Coudens in the ministry? Do you suppose there would have been any Van Cleves in journalism? Do you suppose, if the whole object of education was to make men earners of bread, these men would have ABILITIES OF THE BLIND. 237 reached their degree of usefulness? It would have been impossible. I say there is something better than making money. Milton only got twenty-five dollars for his "Paradise Lost," and it was all it was worth at that time. But the good it has done, the inspiration to higher ideas it has given to us, all the comfort it has given to our souls — can it be estimated at twenty-five dollars? The most valuable things in all the world are not things you can sell for dollars and cents. The most distinguished men in the world have not been distinguished for money making. The teaching of the Lord himself would be counted nothing in the world now. He would be called a quack doctor, because he healed without charging anything. His ministers would be laughed at for preaching for nothing. This thing of talking about education is to develop the mind, the moral character, and keep the attention strained to the utmost, in order to be able to embrace any oppor- tunity that may offer. I would take hold of the sci- ences if I could ; I would endeavor to take philosophy, I would endeavor to be proficient in music, I would endeavor to take everything that was going on in the world, that when I got through I could look around and see where my powers could be exerted in the greatest degree, in order that every moment I lived I could become more useful and more of an ornament to society. Mr. Couden enters the ministry, has a charge, and fills his vocation better that way than any other. Here is a Bigger, who has become a professor of music, an instructor. There is Mr. Hopkins in the same line. There is Van Cleve, who is in another line. It comes to each one of us, because we had here a general edu- cation that fitted us to grapple with any opportunity and make the most of what came to hand. Suppose 2;^S THE ACHIEVEMENTS AND the object of this institution was to give us a way of getting a living? For that reason I was glad to listen to that paper. Let me say to the young people of this institution to-day, if I were a child here and somebody would say to me, "I would try to immortalize myself," I would say, from this minute, I am going to think, think, think. I am going to get some idea that is of mankind, and am going to work it out, if it is only a half-dozen lines, and then I am going to publish it to the world and leave it as my legacy. It may take me ten or twenty years to get these ten lines in order, but if it is only twenty-nine lines, it may bring immortal fame to myself and be of countless value to the ages to come. And, though your eyes be closed, you can sit down and think of something that will be oi value to the rest. You may not be able to use it any more than Milton could his "Paradise," but it may be of inestimable service to yourself and others. Learn your trades and your music, and seek all knowledge this world can give you, and then think, think, for ever think. Mr. Bohrer called for Mr. Hopkins and Mr. Biggs. Mr. Couden moved that the other paper be taken up and the discussion on this closed, which was carried. 1885 REPORT OF COMMITTEE ON PIANO TUNING. Appointed by the Alumni Association of the Blind at Their Fourth Reunion. Ladies and Gentlemen: Messrs. Boesch and Ware were appointed at the last session of the Fourth Reunion as a committee to make a report of the proposition that was advanced, ABILITIES OF THE RLIND. 239 namely, that we should not use mutes in our tuning, because we were obliged to handle the strings of the pianos, and this is said by so many to be the reason why the blind should not do piano tuning, for handling the strings rusts them. After a very careful considera- tion of the svibject committed to our care, we respect- fully ask your attention to the following REPORT. Piano strings are made of the best of steel wire, and when they become rusted we ask ourselves what is the cause of it? This is a question often asked and never satisfactorily answered. We see pianos where the house seems to be quite clamp, and others where there seems to be comparatively little moisture, and on investigation they seem about equally rusted ; then again we see pianos not more than a year old with their tuning pins and strings so badly rusted that we can remove a heavy coating of the oxide. There is, we suppose, no doubt that the dampness or moisture has a tendency to rust the strings, but is there anyone who can tell by the tone of a string whether it is covered with all the rust that it can hold ? I say no one can tell by the tone whether a string has a heavy coating of rust or is perfectly bright. What, then, is the objec- tion to a rusty piano string ? It is simply this and noth- ing more : Steel wire, when rusted, becomes robbed of its elasticity, and is generally more liable to break. It is an undisputed fact, and all tuners and manufac- turers will admit it, that all piano strings break in one of four places ; very rarely at the hitch-pin or right hand bearing, oftener at the left hand bearing, especi- ally if it be an agrall, generally they break just where they leave the tuning-pin. 240 THE ACHlEVEMEiSTTS AND All tuners use a mute or wedge near the center or at sufficient distance from either bearing of the string and between them, so that the mute will not interfere in the least with the remaining string, allowing it to pro- duce a good, clear tone. Let me say just here that a tuner's mute is a wedge of iron, leather, felt, wood or rubber, if hard, covered with leather or cloth, and it is used by good tuners to stop the vibration of one or two strings, as the case may be. It is generally conceded that the best way to work is to attend to one thing at a time. Now suppose we are tuning a piano with two or three strings to the unison. We will suppose that we have not a very good unison to start from ; we must tune all notes from the first one. Now suppose we are raising the pitch of a tone. We have a lower or fundamental note to which we propose to tune an octave. Our lower unison is good, which is the best help to a start. Our upper note has two strings, and as it has been six months since the piano was thoroughly tuned (or perhaps six years), the upper tones, as we are working on a poor, cheap instru- ment, are not in unison. One string is a quarter of a tone below the other, both are somewhat below the others, or note already tuned. The two strings are be- fore us ; which is flat and which is sharper ? With a wedge that would make no difference, but without one we must experiment, and ten chances to one be wrong. Of course,, we can use one finger, which, however, is not so convenient, but as I said before strings never break where we may handle them, if we made a practice of handling strings, but we do not. A few blind tuners do make a practice of handling the strings. Some time since a gentleman told me while I was at work at his instrument that a tuner came around and he permitted ABILITIES OF THE BLIND. 24I him to try tuning his piano, and in return he got an un- satisfactory job, not because he did not hire me, but because he hired a poor tuner. He remarked that he generally had a blind man to tune his piano. The tuner told him that he (the aforesaid blind man) would ruin his instrument arid rust the strings. After having blind tuners for several years, of course this remark was not believed. The gentleman said that he had been watch- ing me, and that I did not handle the strings any more than the other tuner, if I did as much. As further example we quote a letter from Stein- way & Sons on this subject, received by us, and we will also note letters from William Bourne & Son, and Dyer Brothers, which may be introduced' at this point : New York, June 24, 1885, Mr. H. E. Boesch, 92 Euclid Avenue, Cleveland, Ohio. Dear Sir : We are in receipt of yours of the 21st inst., and beg to reply to your inquiries as follows, viz : It seems to us, with reference to blind tuners, that where one of the senses is lacking, either one of those remaining is more developed, which, in case of the blind, should, we presume, be the senses of hearing or feeling. As far as our blind tuner, Mr. Arnin Schotte, is concerned, would say that he has been in our employ a number of years, is rapid and very efficient. In wedging, he touches the wires with the v/edge. thereby sounding them. He does not touch the wires with his fingers, which would, especially in warm weather, be injurious to the strings, as the hands and fingers are then more or less moist from perspiration. Mr. Schotte is one of our principal tuners. Yours trul}^, Steinway & Sons. Boston, Mass., June 30, 1885. EnwARD E. Ware, Cleveland, Ohio. Dear Sir : Your favor of 22d inst. received. In reply, Mr. Joseph H. Wood has been in our employ for more than 16 242 THE ACHIEVEMENTS AND twenty years, and this in itself we consider sufficient evi- dence of his ability to fill with satisfaction all requirements. Our experience in the past thirty years has been quite large with the blind, and as yet we have never received report where a good tuner ever did injury to a piano. Respectfully yours, William Bourne & Son. St. Paul, Minn., June 27, 1885. Mr. Edward E. Ware^ Cleveland, Ohio. Dear Sir : We are in receipt of your favor of June 24, and replying beg to state that' we have never had any trouble with pianos tuned by Mr. O. C Caldwell, our blind tuner. In fact we have several customers who prefer to have him tune their pianos. He uses a wedge in tuning, and of course is obliged to handle the strings more or less. It would be a difificult matter to state how rapidly he tunes, as some instruments require much more than others. Yours very truly, W. J. Dyer & Bro. Respectfully submitted, H. E. BoESCH, E. E. Ware, July I, 1885. Committee. A RESPONSE TO THE ADDRESS OF WELCOME- Delivered by G. W. DeWeese, at the re-union of teachers and Alumni at the Ohio Institution for the Blind, June, 1890. Mr. President, Ladies and Gentlemen: It is impossible to describe the variety of emotions that take possession of us upon an occasion like this. ABILITIES OF THE BLIND. 243 We have gone forth from the benevolent shelter of these walls to become units in the world. We have gone forth to identify ourselves with civic affairs. We have gone forth, perhaps, to meet with failure; but let us hope success will be the ultimate reward. And now, after the lapse of five years, we return to find the doors of this magnificent structure thrown open to receive us. The voices of officers and teachers ring out with notes of kindly welcome. In behalf of the visiting Alumni, whom I have the honor to represent, I thrice thank you for your cordial welcome. Within the scope of the nine- teenth century all classes have responded to the music of universal progress. What was once regarded as impos- sible has become real. Men no longer wrestle with the chimera of theosophical theories, for the world now de- mands action. We, as a class who labor under natural disadvantages, have made remarkable progress. That class who one hundred years ago were regarded as mere indigents, eking out a miserable existence upon the charity of others, have been transformed into useful men and women, honorable citizens and valuable mem- bers of society. Their minds have soared above the clouds and learned to comprehend the movements of the celestial systems. They have walked in the profound ways of science. They have been represented in various departments of literature. They have become creators and interpreters in the divine art of melody. The ques- tion naturally presents itself, what are the causes of this remarkable transformation ? It is due to the earnest labors of those men and women who have devoted their lives to one of the noblest departments of education. It is due to the inculcation of the fact that the mind can break away from any physical disability. It is due to the faithful co-operation of teachers and pupils* 244 THE ACHIEVEMENTS AND which will permit the instructor tO' exalt the mind of the scholar. These reunions are valuable in many ways. Old bonds are again reunited. Old friendships, which have almost become ideal through separation, are again made tangible. Half dreamily our minds carry us back to the period when, in the full vigor of girlhood and boyhood, we responded joyously to the call-bell of duty. Such reflections strengthen us to meet the far sterner demands of life. While these reunions serve to cement old friendships, they still have a higher and more prac- tical aim. The great principle underlying success is, to acquire the experience of those who have made life worth living. We are assembled here for the mutual exchange of ideas, for in the grand republic of the intellect there is no tariff, but a free interchange of knowledge.. We return to you with feelings of pleasure. We return, bringing with us those honored pioneers, who first went forth into the forests of adversity and battered down the barricades of natural prejudice. We come back to those instructors who were once associated with us as companions, bringing the same fraternal spirit as in the past. We are here, knowing that the gentleman who is at the head of this household holds the banner of duty far above the sword of authority. We know that the honorable gentlemen who have been elevated to the legal custodians of this institution have its inter- ests lying next to their hearts. The pessimist tells us that the past is a forgotten emptiness, the present a blank and the future a per- petual melancholy. Let our past be bright with the associations of this institution; our present, enjoyment and benefit ; our future, success. ABILITIES OF THE BLIND. 245 Again we thank you for our hearty reception ; and if you take but half the pleasure in mingling with us as we do in meeting you, the success of the reunion of 1890 is already accom]:)lished. ADDRESS OF MISS RIDENOUR. Response to the addresses of welcome. 1890. Honorable Board of Trustees, Superintendent of this Institution, and Resident Graduates: We, the returned Alumni, tender you our most hearty and sincere thanks for the cordial reception and kind manner with which you have welcomed us back again to our dear old Edington. The pleasant greet- ings, the warm grasp of the hand, the fond kisses of the lips of friendship, together with the familiar accents of our names, all combine to revive the old ties of friendship, to renew fond threads of acquaintances, and to bring us back again into the pleasant and balmy at- mosphere of long gone by school-days. Carrying us out of the busy world, as it were, and bidding us relinquish for the time being all of our many various and respective pursuits, bringing relief from the pressure of finances, relaxation to the stretched nerve and weary brain of the mental laborer, rest to the tired limbs and muscles of the mechanical worker, dispelling sorrow and harrassing perplexities from the depressed and care-worn heart, and uniting us again as of yore in the pleasant bonds of friendship and happiness, and thus cloistered back again into the heart of our dear Alma Mater, we- meet to enjoy each other's society, to recall reminiscences of the past, eager to hear the ex- periences of each other since last we met, and to glean 246 THE ACHIEVEMENTS AXD whatsoever knowledge we can that shall redonnd to our future benefit and profit. Honorable Trustees of this institution, the return- ing- Alumni are heartih- grateful to you for the time and labor you have expended, for all the sacrifices 3-ou.have made, and for all the inconveniences 3-ou may have undergone in your judicious management of this insti- tution ; and especially we thank you for the free heart and hand you have given to the furtherance and eflrect- ing of this pleasant, and we hope profitable, reunion. And, gentlemen, through 3-ou permit us to tender to our beloved state the same inexpressible gratitude for the noble work she is performing for her sightless chil- dren. ^^'e thank her for the founding of this institu- tion, for the liberal support and generous care she has always bestowed upon it. Through it, she affords the facilities of so cultivating the four senses as to supply the deficienc3' of the missing one, thereb3- accomplish- ing a vast amount of inestimable good and blessing. AIan3- a strong heart, broken and crushed under an al- most insupportable weight of despair, at the privation of one of the most valuable senses with which God blessed man, has here been alleviated, making cheerful and happ3* in itself, and instead of being an object of miser3- and pity, has become a source of comfort and blessing to its many friends. j\Ianv a noble mind, pent up in the dark recesses of uncultivated brain and senses, has here been brought out, expanded, made beautiful with lofty thoughts and fertile with ideas of the good and beautiful, and has been able to go through the world and equally com- pete with those who enjo3^ the full use of all the physical senses. Many a brave and aspiring spirit, struggling 'neath the pressure of dependence, and a longing thirst ABILITIES OF THE BLlNt). ±\'J to accomplish some good in the world, has here been taught the way to free itself, and has become not only self-reliant and self-supporting, but has been able to accomplish its good by its exertions of utility for the good and improvement of others. For all these, and numberless other blessings our dear noble state merits and possesses the life-long gratitude of her blind. Officers, teachers and laborers of this institution, your visitors are well aware of the excessive time and labor you must have spent, of the much worry, anxiety and perplexity you must have undergone in preparing such comfortable and commodious quarters for us, such rich repasts and such grand entertainments, for all of which you have our most grateful appreciation. These reunions have become stepping-stones in our lives. They are not only fraught with pleasure, happi- ness and amusement, but they afford much valuable and useful knowledge, gained from the experience of each other ; they revive the ambition, strengthen the timid, and impart encouragement and give new im- pulses to greater efforts of improvement, with inspira- tion to higher aim and loftier endeavor. Though only a school-girl of a few years and very young in mind and knowledge, at the time of our first reunion in i860, yet we have a pleasant remembrance of much that transpired at that time. The long since sainted voices, with their familiar tones and accents, come to us vivified and fresh this afternoon, like strains of musical melody made sweeter, softer and more en- dearing by the lapse of years. In particular, we remember the addresses of wel- come delivered by Dr. Lord and Mr. Lindsey. The kind and earnest advice of the first, concerning our conduct toward visitors, and with regard to the be- 24S THE ACHIEVEMENTS AND havior of visitors toward each other and toward the friends they were visiting; these and many such Hke admonitions have clung" to us during the long inter- vening thirty years of varying life and changing inter- ests; and to-day are still laden with abundance of good fruit. And thus, each successive reunion adds a link to the golden chain, each being set with its specific gem of pleasure, value and merit. We thank you for the interest you have taken, for all the efforts you have made, for all the exertions you have put forth, and for the good free will you have manifested in participating with us in the celebration of this, our fifth, reunion. Resident graduates, we thank you for the friendly welcome you have extended toward us, for the hospitable invitation you have given us to make your rooms our own, and for the obliging accommodations you are so freely bestowing upon us. We acknowledge our indebtedness to you for the time and labor spent in preparing a programme, in procuring reduced traveling rates, and for many other very ac- ceptable conveniences. We thank you for the general interest you have taken in every way to make this re- union a positive success. And our kind and beneficent Father, who is the first cause and source of all our pleasures and blessings, we tender a never ending tribute of thanks, with the earnest petition that this may be the happiest, most pleasant, and most prolific of good fruit, of any re- union we have ever enjoyed together. ABILITIES OF THE BLIND. 24i) MR. SHAFFER'S PAPER ON THE HIGHER EDUCA- TION OF THE BLIND. Mr. Cliainiian, Ladies and Gentlemen, Fellow Gradu- ates and Students: With pleasure I have accepted the duties devolv- ing upon me hy the acceptance of the honor bestowed upon me by your most honorable committee. In rec- ognition of this distinction allow me publicly to express my thanks to them. Upon occasion of this kind words are inadequate to express the deep feel- ing and emotion which swell up from the depth of our hearts in response to the honor bestowed upon us. Such an inadequacy do I find in the language at this time. I therefore hope that my actions toward you will be a proper index to my feelings. We have gath- ered from all parts of the state to form new acquaint- ances, renew old friendships with all the joy we are capable of bestowing upon each other, but the prime object of our assembling here is for the purpose of discussing subjects which are of vital importance to us, which are intimately connected with our welfare and prosperity. Having these facts clearly and vividly before our minds, we will endeavor with the time allotted to us to set forth the superior advantages afforded us by a higher collegiate education. Not having sufficient time to thoroughly discuss and elab- orate this absorbing question, we will principally deal with abstractions and generalizations, permitting you to make your own applications. It might be well perhaps at this point in our dis- cussion to direct our attention for a few moments toward the difficulties and obstacles which lie in our pathway. I will simply call your attention to some 2^(3 I'HE ACHtEVEMEiSTTg AnD of the most obvious hindrances which present them- selves as we enter the active duties of our Hfe. By following this line of thought for a short time we will be able to understand what must be done before we can expect to meet with any marked success. The first thing to which we will direct our mind this morn- ing is that all the necessaries and comforts of life in this institution are furnished us without any effort on our part, which is a detriment to us. Our intercourse is principally with those in our own condition, depriv- ing us of the opportunity of becoming acquainted with the manners, customs, and habits of the people. The education and development which we receive within these walls are insufficient in their scope of thorough- ness to enable us to enter immediately upon a life of usefulness and self-support. We simply receive suffi- cient mental culture to show to us the utter impossi- bility of competing with those having a superior ad- vantage. We must either receive a higher education or forever relinquish the hope of making a success of a professional life depending upon a literary educa- tion. From these deficiencies we pass to others which are as damaging in their effects upon us as those just considered. The false sympathies which are prof- fered as we mingle with the masses are so disagree- able to the majority of us as to discourage many of our graduates, especially those having a highly sensi- tive nature. A genuine sympathy with all our work and efforts would be accepted, but we are conscious that it is insincere as we go forth to seek employment for our sustenance, and support and meet with refusal upon refusal. If not refusal, expecting us to perform the work for half the price ordinarily paid to those ABILITIES OF THE BLIND. 25I being blessed with five senses. I want it to be dis- tinctly understood in this place that I do not wish the sympathy and pity which is so lavished upon us, but what I demand is to be treated as a man. Perhaps one of the greatest obstacles which presents itself to us is the erroneous opinions of the people concerning the nature, kind, and number of things which we are capable of performing, many having an idea that we are limited to music with its kindred and allied profes- sions and occupations, such as teaching music, tuning and repairing organs and pianos, giving concerts, play- ing for dances, and that most abominable and beg- garly occupation, turning hand-organs at fairs and on the street corners. We have now pointed out some of the things with which we have to contend and which must be overcome by some means. The question now presents itself, Where must these hindrances, be overcome? Shall we go forth among the ignorant masses who have wrong impres- sions of our abilities and who are incompetent to form a correct opinion of the capabilities of the human soul with our meager and limited education? Doubt- less some of these impediments which I have noticed must be overcome where these erroneous ideas exist, yet it seems to me the thing which we could do before attempting to correct these errors would be to thoroughly equip ourselves for the work, and as we have seen we are far from having the necessary equipments. We naturally ask. Is it possible for us to receive this necessary training? If so, where? I answer that it is possible to receive the requisite training. Were I to answer it any other way I would be guilty of denying actual experience, also man's capabilities. In furnishing 252 THE ACHIEVEMENTS AnD authority for these statements we will point you to those who have received the training, such as Messrs. Campbell, Milburn, and others. Since we have seen that it is possible to thor- oughly prepare ourselves to meet the difficulties under which we are laboring, the mind involuntarily asks, Where can we receive the discipline? From three years of my own experience and from the examina- tion of the experience of others, I am enabled to answer that in a college for the seeing is the best ■ place to receive this preparation. I say the best, because everything we get must be obtained by our own efforts, giving us a preparatory training to meet the realities of life. Furthermore, our intercourse is not limited to a certain class, but we have an opportu- nity to mingle with all grades of society, from the highest to the lowest, becoming acquainted with their ideas, sentiments, and habits. We have not received sufficient mental instruction in this institution to bring us on an equality with those whom we have to compete with. By continuing our course of study with the seeing we receive the same kind of instruction and discipline which is given to them. By receiving the same instruction we are not laboring under a disad- vantage in their direction. We can apply our knowl- edge to as great an advantage as our schoolmaster. I have discovered by what little experience I have had that I must have a superior education to those with whom I associate. By this additional instruc- tion the inequality is removed^ If we show the people that we are capable to perform all those things which are done by them, the false sympathy and the wrong ideas of which I have spoken will be removed without much difficulty and with much ABILITIES OF THE BLIND. 253 less effort if we are thrown among educated people. I think we have offered reason enough to prove that we must be educated with the seeing if we expect to hold our own in seeing society. We will now try to point out to you where to make the favor- able impression upon the educated class. We must rely upon ourselves to go from place to place. We dare not make ourselves dependent, as you will become obnoxious to your classmates. We have now reached a place where we must bend all our energy to the accomplishment of one object, that of demon- strating to them beyond a doubt that we are fully competent to make as fine a record in the schoolroom as anyone in the class. This can be done with con- siderable ease if our lessons be well prepared. Here we have the advantage. We have cultivated our mem- ory to such a degree that we can retain our lessons with but little effort ; they, not having this advantage, must of necessity fall below us. The same arguments may be applied in a con- siderable degree to literary work. If our class in soci- ety work has been equal to the majority of the mem- bers, we have convinced and enlightened a class of people that we are not in such a helpless condition as they supposed. These persons, having a knowledge of the things that we have done, will, as they go to all parts of our country, tell what has been done in college by one of our number ; thus they unconsciously fight our hardest battles by giving the masses of the people correct information concerning us. This is not all of the benefit which we may derive from them. These students will become men of influence and power. Being acquainted, we may secure their sup- 254 THE ACHIEVEMENTS AND port, in this way assisting us to lucrative positions, which will enable us to live comfortable and happy. Now, having noticed some of the impediments with which we have to deal, shown that we can over- come them, designated the best place for this work, given the reasons for this belief, and pointed out the benefits which we may derive from our student friends, we will now endeavor to show what we can do after we have passed through college and received a liberal education. The question has often been asked me. What can you do after you have finished your college course ? The answer which I have given is that we can enter nearly all the occupations, callings, and pro- fessions which are open to receive those having their eyesight. My purpose now is to furnish sufficient rea- son to prove the statement which I have made. The first proof which we will furnish will be of a historical character, beginning with those who have figured prominently in the different vocations of life anterior to the dark ages. The first of these, and perhaps the greatest, is Homer, the father of epic poetry. We need to say no more concerning him, as all are more or less acquainted with his achievements. By the study of sacred history the name of Didymus, who figured prominently in the theological discussions of his age, is discovered. The names which are promi- nently illustrious in the realms of literature are Milton, Marston, and Prescott, who accomplished their achievements after their misfortune. In English poli- tics and economics but few are the peer of Henry Faw- cett. As an orator and jurist Judge West is not excelled by any in our grand old state. From the examples furnished we have shown that those of oiir members having a sufficient education ABILITIES OF THE BLIND. 255 having made themselves conspicuous as authors, theo- logians, politicians, economists, orators, and jurists. By data furnished us from the experience of the past and by physical investigations, the fact has been estab- lished beyond a doubt that by additional efforts • the difficulties arising from the deprivation of some of the senses may be overcome to a great degree. This being true, we have the assurance that our labors will be crowned with success, and having once overcome our misfortune we will have gained a mental power which more than compensates us for the loss of a physical organ. We have proved our authority that we are able to obtain an education in colleges for the seeing, that this is the best place in which to receive additional instruction, that we may enter nearly all the voca- tions of life and be successful in them, that the obsta- cles, apparently insurmountable, may be overcome by us. We will notice what part of our number have been successful. It is self-evident that those could not receive the higher education who were deprived of this opportunity owing to financial embarrassment ; hence they could not be successful ones. We must, there- fore, conclude that they who receive pecuniary assist- ance from some source were the ones who were enabled to override the difficulties under which they were laboring. Now, having shown this requisite to be true, it surely becomes each and every one's duty to endeavor to secure this requisite assistance for those who are unable to secure it for themselves. The state has been and is doing a great deal for us, but it seems to me that the legislators of our com- monwealth could not expend a few thousand dollars of the state's finances for a better cause or to a greater ^.dvantage than to appropriate it to the use gf our 256 THE ACHIEVEMENTS AND number who have the energy and abihty to make life a success after they have secured the proper mental culture and discipline. Let us therefore petition that most honorable body to appropriate a sufficient sum, which will enable our graduates to receive a college education. Again thanking the committee for the honor and the audience for their kind attention, I will leave the discussion of this absorbing question to those who are more competent than the one who has just addressed you. Mr. Bixon : I have a few remarks to make upon this paper, and I come to you fresh from the halls of one of the largest universities of the State of Ohio. I have succeeded there as well as any blind man could succeed, and better than a great many seeing students, and I say it in confidence. There are two points in this paper to which I wish to call your attention : One to the remarks made in regard to the Institution for the Blind at Columbus. It furnishes a good education to the average blind person, and I would particularly mention our president, Mr. Brice, and our vice-presi- ident, Mr. Albert Sparks, and hundreds of other self- supporting men, and some who are supporting fami- lies. Whatever higher education demonstrates, or however it is regarded by some, it is to this higher education the paper calls our attention. Several of us have succeeded in doing it, and all it requires is an ordinary amount of pains and an extraordinary amount of work; with these two qualifications we can get a higher education. The main point I will make is the point concerning the means for this education. ABILITIES OF THE BLIND. 257 Our old Superintendent, Mr. Smead, has hit the nail on the head when he said we shall not work for public money — we are not regarded as much more than beg- gars or paupers. If we want to go to college, I think the state has done as much for us as for seeing per- sons, better than for many seeing persons. Don't ask the public for it. Many poor boys go to college, and all they have to do is to show the ability. What you have to do is to show your ability ; as soon as we show ourselves capable we can go to this rich man or woman, this church or that church, and say, "Educate me for three years and I will pay you back your money ; I will earn my own living." Then the blind will rise to the eminence and position they deserve in this world. As long as we ask this and that from the state, no matter what we get, there will be a stigma on the blind people. We know what the soldiers have done for the country, how they fought, bled, and died, and when a soldier asks any attention a hundred thou- sand people in the country are ready to assist and sym- pathize with him. It is different with the blind people ; they have done nothing for the state but live on it for years. If we go out in the world, let us go out in the world as seeing people ; let us go to college as seeing people. I have succeeded, not by ability, I don't think, but by doing the work, a thing which is applicable to all our class. Mr. Shaffer : There are a few remarks I would like to make in this place, affecting the beginning of the article, and some general remarks made upon the claim that it was derogatory to the Institution of this state. He has endeavored to point out to you that such has been the impression made by this argument. It seems to me, or at least I endeavored to make it plain, 17 r 258 THE ACHIEVEMENTS AND that I did not mean to cast any reflection whatever upon this Institution or upon the development we receive in these, but I stated that we cannot and do not receive the mental culture and discipline which we need ; and when we are hedged in by ourselves and kept here, we do not come in contact with seeing people, with whom we have to come in contact when we leave the Institution ; and another thing, we do not receive the kind of training we receive in colleges. One thing is possible — from the experience in the method of instruction, to have the instruction the same as at seeing colleges. We are better able then to go forth in the world with seeing people ; must come down to work or we cannot be successful. A great many people will be ready to assisting ourselves. We have got to educate ourselves, get better educations. To the majority of people we labor under a disadvantage; we must put ourselves on an equality with them, show them that we are capable to do that. That is what I was going to say — we can bring ourselves on an equality. I do not doubt the ability or energy of our students, but we are not on an equal footing and we cannot bring ourselves on an equal to them without this Institution. Mr. Bost: I would Hke to make a few remarks in reference to the paper just read. I cannot see where this comes in only in a few cases. So far as your school goes, the higher branches may be different — ■ the lower school is just the same as any other college. It is proper for the blind to have higher education; the difference, as explained, between the blind and see- ing people is not so great as people imagine. If we want to have higher education, it is not right to go to the state and ask to have the money set apart for ABILITIES OF THE BLIND. 259 US. The State has already provided for us. It is our duty to obtain it some other way and not ask the state for it. Mr. Bohrers : I want to say that we agree about this method of education, and I want to ask this ques- tion. I think the question is, Is there any difference, and if so what is it, between a bhnd man's method of thinking and the method of those who see? I think you have taken the wrong side of the question entirely. There is a difterence, absolutely a difference, between the method of thought in a blind man and the method of thought of a man who can see. There is consider- able difference in his education, in the way he has learned to think. Think the matter over and give an answer to the question. I am glad JMr. Smead has talked the way he has on the matter; this theory of getting money is all good, but I have my theory, and I want to tell you. Higher education is a good thing, and the most practical way to get it is for this Asso- ciation to put its shoulder to the w^heel and get it. Appoint a committee to go to the Legislature next winter and say, "Gentlemen, our people are capable of higher education ; we want a law to carry such pupils as are worthy and capable through the colleges of the state — those who are qualified. A boy can go through school for $250.00 a year, and you can do this — carry the pupils of the state already carried for three or four years, and probably four or five a year." If the blind people are capable of higher education and would receive the most benefit from it, it is well to start at the bottom. What a number start without anything, handicapped through life, because they started wrong when small children. I would suggest that this Association appoint a committee, a strong 26o THE ACHIEVEMENTS AND committee, who will solicit aid from the people for the establishment of a kindergarten for children, so that they can be trained in a much better way than in this school. If we can't do both things, let us take the higher education. I know a score of ladies and gentle- men who will put down a thousand dollars, and we can in this manner raise a considerable amount for a kindergarten for the blind children, or to send others to the colleges of the state. I know with good work we can pass a law that will give our people a higher education. Mr. Welch : I heartily endorse Mr. Bohrer's opin- ion on this. I am most decidedly in favor of higher education for the blind and the early education of blind children. The early laying of the foundation I think has struck" the right direction in the kindergarten, aside from this school as the early training or laying the foundation for the education for the blind children of the state. The method he has spoken of I take with cordial endorsement, not only for myself, but for the majority of the persons. The higher education most especially is not only practical but necessary, and had it been possible for some of the older pupils of this Institution to have the advantages that are now being spoken of it would undoubtedly have made a great difference in the tenor of our lives. Some of the older pupils will call to mind Mr. John McCleary, who passed through this institution here and entered college. He taught for years in Bluffton school, and competed suc- cessfully with those who had the advantage of sight. It was not that he had any more talent than any blind man or woman now present, but he had the advan- tage of money at his command at that time and the advantage of higher education. I hope the alumni ABILITIES OF THE BLIND. 261 will act upon the suggestion of Mr. Bohrer. If we would become swimmers we must have the advantage of the water to swim in. Mr. Bohrers : I move that the Chairman of this Association appoint a committee whose duty it shall be to use whatever influence they can with the Legis- lature to arrange whatever they can in their best judg- ment to educate boys and girls. Mr. DeWeese : I suggeM that the committee con- sist of more than the ordinary number, because there will be considerable lobbying to be done. Miss Ernst : I want to make a remark : It seems to me we ought not to be hasty ; there are some prac- tical matters to be considered before we go to higher education. Mr. Bohrer 's motion was put and carried. Mr. Bohrer : I move the chairman be authorized to appoint a committee whose duties it shall be to fol- low the plan as suggested by Rev. Smead, and in get- ting funds from the wealthy people of the state to found a kindergarten. Motion seconded, put, and carried. (Paper on "Happenings Since the Last Reunion" by Miss Tipton was then read.) A PAPER IN THE INTEREST OF THE INDIGENT BLIND. » BY MISS JENNIE HICKS. While we feel devoutly grateful to God that He has put it into the hearts of the people to make pro- vision for the education of those deprived of sight, 262 THE ACHIEVEMENTS AND there is yet a want that is not met, a want that we think a very pressing one. We spend but a short period of our hves at the in- stitution while acquiring an education; then, when school days are over — what of life? When students blessed with sight finish their education they may hope in the course of time to enter business, secure the means of support and form unions and become the happy heads of families. The blind should not hope for such unions, nor homes secured. We do not object to the marriage of a blind gen- tleman, when he can get a worthy woman who is able to assume the responsibilities of a wife and mother. We are aware that just here we are to meet a very strong element of opposition. We learn from the pa- per of "Happenings," to which we listened with pro- found interest this morning, that several ladies have, since our last reunion, entered the married state, and among the poetical expressions the writer used was this : "The golden bells pealed out future happiness." We deny the truth of this, for we cannot believe that a blind wife is on the way to temporal happiness when she assumes the responsibilities of married life. We say decidedly that total blindness unfits a lady for such a life. While we do not think it advisable for the blind to marry, we see no reason why they may not become useful, active members of society, with a little assistance from the seeing, and it is for that little see- ing assistance we come to talk now. We don't mean for the blind as a class, but for those of our number who, having finished their school days, find themselves homeless and unable to earn a living by anything they can do. And, dear friends, while we may differ in judg- ABILITIES OF THE BLIND. 263 ment as to the manner in which this assistance shall be rendered, I am sure we are one at heart in this interest. You want these persons cared for ; so do we. You ad- vocate that they be collected together and supported as a separate class. We advocate that they be supported, but distributed among seeing persons. You will say that the expense will be much greater if the individuals are thus assisted than if kept as a separate class. At first thought this might seem true, but on careful con- sideration you will find the difference will be but little, if any. You designate a place where this class should reside as a home. I do not. There is no dearer word in the English language to me than the word home. What constitutes a home ? Can any place in this world be called home, where the inmates are not bound to each other by natural ties of affection ? We think not, but for convenience we will call this institution you speak of a home. In order to have this home estab- lished there must be a standing fund, for you intend the support to last through life. Count up carefully the expenses of one year, the salaries of officers and help, the house and furnishings, the table fare and all other expenses, and then consider my suggestion to place this amount in the hands of a competent, reliable person, a man of deep and warm sympathies, a man whose heart is fully consecrated to God, and let it be the duty of this man to seek out the homeless, indigent blind and secure homes among seeing persons for them, pay- ing a fair sum for their board, with opportunity for them to work where they can, and thus maintain some degree of independence. While the moon keps in sight of the sun she per- forms a very useful mission. But of what use in the world would the moon be if there was no sun in ex- 264 THE ACHIEVEMENTS AND istence. Thus, while the blind are associated with see- ing persons, they can utilize their abilities to the best ad- vantage, and it will be found that many, yes, very many, can give full satisfaction for their board by the work they do, and do well. Others more dependent will need full support and must have their board paid. Where homes or board could be secured at one place for two who were congenial, we would suggest that it would be done, and also that those needing this aid should be consulted as to where they were to be located and their wishes regarded as far as possible. Oh, seeing friends, when you have done all that is in your power to better the condition of the blind, their burden is still a very heavy one. May we also suggest that worthy Christian widows would be most likely persons to take such boarders. We have been requested to state our objections to placing the blind, as a separate class, in a home. This we very cheerfully will try to do, and if you can satis- fy us that we are mistaken, we shall lay our objections aside and acknowledge ourselves in the wrong. We cannot deny that, in a sense, we are inferior to seeing persons, and it should be the duty of educators of the blind to train those under their charge so to use the faculties they possess that cultivation of the mind shall open the eyes of the understanding and enable the stu- dent to stand, as nearly as possible, on a level with those who possess physical sight, and also to train the mind to desire independence and self-support. Now, when pupils enter this institution for educa- tion and do not possess any great degree of energy, would not the idea of having a permanent home pro- vided when the school days are over tend to check their ABILITIES OF THE BLIND. 265 ambition and leave them without any incentive to ex- ertion? We think it would. Another question : While there are some of these homeless ones among the very worthy blind, rendered thus dependent by disabled bodies in addition to loss of sight, you will agree with me that many, if not the majority, would be persons of weak mental powers or lacking good principles, and we ask, would it not be very disagreeable for those who are worthy, to be thrown into the intimate associations of a home with such uncongenial companions? It most certainly would. Another question : If the blind were relieved from all care with regard to their own interests, with noth- ing to engage the mind, with no aim in life, would it not have a tendency to weaken their mental powers? We think it would. We could give instances to prove this assertion if we had time. Another question : As the majority of the inmates of the home would be persons of starved affections, would not the association of the sexes lead to unhappy attachments and distress ? We say yes. Other objections might be given, but we shall take time for but one more, which we esteem the greatest of all. Would it not interfere with the mission which God has given to each life, if thus shut out from active con- tact with the world ? Can we not glorify God in our affliction by showing the power of His sustaining grace in our hearts and lives, as we meet the members of different households of which we form a part? Dear friends, we trust that you will give the plan we have suggested an honest and earnest investigation before you cast it aside, then if you prove there is no 266 THE ACHIEVEMENTS AND merit in it, adopt your own ; but we entreat you to care for and provide in some way for our needy blind. Mr. Brice: We must all acknowledge that we have listened to a very able paper, and one very elo- quently delivered. There are some views in the paper that I might take exception to. It is very strange sometimes how two people, from the same standpoint, will think very differently upon the same thing. This idea of blind people marrying being all well enough for blind men but not for blind ladies is erroneous. I think it is just as important for blind ladies as for blind men, and they should not be deprived of that happiness because they are blind. There might be some great difficulties in the plan Miss Hicks suggests. Blind people could not always find congenial families where they could be boarded and taken care of and be happy. While I believe there is some disadvantage in having a home, and she speaks of the association with people not congenial, yet they could enjoy life a good deal better, it seems to me, under those circumstances, than if in families where they would be compelled to stand aside and not be treated well ; besides, blind people in association with each other are happier and enjoy themselves better than they otherwise would. While I don't suggest aggregation to any extent, in the case of a home for blind persons old and infirm, I think that were preferable to any other plan. Mrs. Penfield: ' I am one of the blind married women, and I want to say there is nothing in reference to housework or a wife's duties that a blind lady cannot do if she is determined to learn. I think I can do al- most anything about a house; it just takes will and ABILITIES OF THE BLIND. 267 determination and energy. If I didn't have a husband to support me and a home in a beautiful place, I have a lot of relatives and I would go there and work for my board. If I could tell you now what I can do, you would be astonished. When I was here at the institu- tion I was told, "Oh, the blind can't cook." I can cook. "The flies will drop into your victuals." They don't drop into my victuals. I can turn over beefsteak as nice as anybody ; I wish you would come and see me. I get indignant on this question when they say a blind woman is not capable of being a wife and mother; I think she is. Miss Hicks : I should not have said they cannot be a wife and mother; I think they can be wives, but not mothers. I think little hands need some watching. I can cook, but I wouldn't want to have to keep the things away from the little hands. Mrs. Penfield : Put the things out of the reach of the little hands, that is the way to do it. Miss Ernst: I can't make a speech. I have a great many ideas in my mind, but I can't express my- self. I would like to have those who know these things tell us. We can't get over the fact that there is a certain amount of sympathy among ourselves and that we accept sympathy from other people. We have peo- ple here who from one term to another go out to poor- houses and infirmaries for the summer and are sur- rounded by the class of persons who make their home there. I think that is a. very bad state of affairs. There are persons in this institution who have not a single relative to care for them and who are not able to keep house. It seems to me if there were a home established where such persons could go and not have to go to the poorhouse, it would be so much better. This higher 268 THE ACHIEVEMENTS AND education does not break the prejudice of the world; it exists in the best educated minds ; it is hard to- break it down. We all know there are many persons who can- not learn to be self-supporting, but who, in some place of that kind well managed could do something to make life pleasant. I don't think it would require very much expense to keep up a home ; persons there could get along by helping in the work. I would like to hear some views on the subject. Miss Smith : I think this idea of a home for the blind is a good one. A great many who can't make their own living have no home and must go to the in- firmaries ; they are not independent ; they must mope around and have hard lives to no purpose. They could be taught how to do something and learn to support themselves. HISTORY OF THE OHIO INSTITUTION FOR THE EDUCATION OF THE BLIND. BY G. L. SMEADj, OF 189O. The Ohio Institution for the Education of the Blind was the fourth in order of establishment in the United States. The institutions in Boston, New York, and Philadelphia preceded that of Ohio hy a few years. Among the subjects considered at a state medical convention held in Columbus on the 5th of January, 1835, was the establishment of public asylums for the reception of the insane and for the instruction of the blind. During the sessions of 1834 and 1835 the legis- lature authorized the Governor to obtain statistics of the unfortunate of the state. In his message to the ABILITIES OF THE BLIND. 269 Thirty-fourth General Assembly, Governor Robert Lu- cas reported that from fifty-five counties the number of blind persons was 202. The whole number of blind in the state was then estimated at 250. On the nth of March, 1836, the legislature by resolution appointed Rev. James Hoge, N. H. Swayne, Esq., and Dr. Wm. M. Awl a board of trustees to ob- tain information in relation to the instruction of the blind, together with the probable expense of commenc- ing school. This board was required to report to the next General Assembly. The trustees ascertained that in fifty-nine counties there were 287 blind persons. It was estimated that about sixty of these were proper persons to receive instruction in a school. From in- formation secured, the trustees estimated that there were at that time five hundred blind persons in Ohio. The board concluded that the sum of $1,500 was nec- essary to commence the school. Upon invitation of the board. Dr. Samuel G. Howe, the director of the Boston institution, with several of his pupils, visited Colum- bus. On the 23rd of December, 1836, Dr. Howe addressed the legislature on the subject of the educa- tion of the blind, and exhibited the proficiency of the pupils who were with him. In view of the facts ascertained, the board recom- mended the immediate establishment of a school for the blind. Dr. Wm. M. Awl, of Columbus, drew up the resolution which gave existence to the institution and it was passed by the legislature on the 30th of April, 1837. The same board was appointed to secure land, commence the building and proceed with the school. In pursuance of this purpose the trustees secured, for the site of the building, nine acres of land east of the city limits of Columbus, on the north side of thf Na- 2^0 THE Achievements and tional road. The price of the land was contributed by citizens of Columbus and the deed presented to the state. The board appointed N. B. Kelley, of Columbus, architect and superintendent of construction, de- termined upon the plan of the building, and directed Mr. Kelley to make contracts for material and prepare for commencing work the following spring. The house of Mr. Joel Buttles, on South street, was rented at once for the use of the school. But soon there was need of larger accommodations and one of the "Eight build- ings" on Town street was secured and used until the completion of the building erected by the state. On the Fourth of July, 1837, the school was in- augurated. The opening exercises were held in the First Presbyterian church. There were present five pupils. This number was increased to eleven before the close of the year. Mr. A. W. Penniman, who was educated in the Boston institution and afterward assistant teacher in the Philadelphia institution, was selected as the first teacher. Mr. Isaac Dalton was the second steward and Mrs. Dalton the first matron. The trustees showed their intelligent appreciation of the wants of the school by expending $256 for books and apparatus procured from Boston and Philadelphia. Among the items pur- chased were a box containing the alphabet, figures and punctuation marks, made of pin points, $30; forty-two pounds of type, $21 ; an alphabet cut in wood, $2.60; eight arithmetic plates and type, $40; two dozen writ- ing boards, $2.50; maps of the world and of the Unit- ed States, $36. Among the books in raised print were the New Testament in four volumes, Baxter's Call, The Dairyman's Daughter, geographies, grammars and ABILITIES OF THE BLInD. 27I Spelling books. The sum expended for salaries an'd current expenses for the first year was $1,707.15. The studies of that year were reading, writing, arithmetic, geography, grammar, and music, both vocal and instrumental. Music was recognized as of so great importance that $229.50 were at once expended for a piano. In these early days of the institution the girls were taught housework, knitting and sewing, while the boys were endeavoring to learn the trade of shoemaking, in which, as the third report says, ''several of them have made very good proficiency. The first building was occupied October 15, 1839. It was intended to accommodate from sixty to eighty pupils, with the necessary officers and teachers. In it were provided school-rooms and workshops. There was expended in the construction of this house and the outbuildings about $34,409. For the first three years the school was under the direction of the principal teacher, Mr. Penniman. In May, 1840, Mr. William Chapin entered upon his du- ties as the first superintendent. In those days it was especially necessary to make the existence of the insti- tution known and to demonstrate the practicability of educating the blind. For this purpose both Mr. Penni- man and Mr. Chapin made frequent visits to the cities and towns of the state, taking with them several of the pupils and giving exhibitions of their proficiency in literary studies and in music. These exhibitions ex- cited great interest and called forth many expressions of approbation from the citizens of the state. Also vis- its were made to the capitals of Kentucky and Indiana and exhibitions given in those cities before the legisla- 27^ THE ACHIEVEMENTS AND tures, resulting in founding institutions in both those states. March lo, 1838, an act was passed fixing the tui- tion and board at $100 per year for residents of the, state, and $120 for non-residents. This act permitted the admission of twelve indigent pupils who should be boarded and instructed at the expense of the state for five years. By an act passed in March, 1843, the trustees were authorized to admit, free of charge, as many pupils as they thought proper ; to continue for two years longer those who were too young to be dismissed and to admit free for two years indigent persons over twenty-one years of age for the purpose of learning a trade. This last provision was the beginning of the adult depart- ment, which has continued, with modifications, to the present time. March n, 185 1, the distinction between indi- gent and pay pupils was abolished, and all of proper age, character and mental capacity were admitted free to receive board and tuition at the expense of the state. Thus the institution became and has been ever since a free school for the blind of Ohio. In 1845 Mr. Chapin visited Europe and made an examination of various institutions for the unfortun- ates. Upon his return he made a full report of his observations, which added very much in those days to the information concerning the education of the blind. This information was published in the ninth report of the institution. At the end of the fiscal year, October, 1846, Mr. Chapin resigned his position as superintendent. The school, during his last year, had enrolled seventy-three pupils; 124 had, to that time, enjoyed the privileges ABILITIES OF THE BLIND. 273 of the institution. Mr. Chapin's administration was eminently successful. He was a man of earnestness and intelligence. His heart was in the work of the edu- cation of the blind and he gave much thought to im- proving methods of instruction. Especially was his at- tention given to increasing the facilities in the indus- trial department. He also contemplated and advised the establishment of a working home for the adult blind, to be situated in Cincinnati, or in one of the large cities of the state where a market could be found for the manufactured products of the home. Mr. Chapin was in 1849 appointed superintendent of the Philadelphia Institute for the Blind, where he showed the same persevering zeal and ability which were of so much value to the Ohio institution. In Phila- delphia, Mr. Chapin was permitted to fill out a career of usefulness and philanthropy granted to very few. His sympathies and practical benevolence extended beyond his special work to various institutions for ameliorating the condition of suffering humanity. He remained at the head of that institution to a good old age, keeping up his interest in the work and attending the conventions of educators of the blind even when age might have excused him from the service. When too old too bear longer the care and burden of the institution, he was retired upon a living salary to rest for his remaining days amid the scenes of his life's work. A fit recognition of a useful, faithful life. A fit prelude to the heavenly rest upon which he entered September 20, 1888. Upon Mr. Chapin's resignation, Mr. Penniman was made acting superintendent and continued in that position until the spring of 1848. In April, 1848, Mr. George McMillen, of London, Madison county, Ohio, 18 274 THE ACHIEVEMENTS AND took charge of the institution. Mr. McMillen was an experienced teacher and entered upon his duties with earnestness. The work of the school was kept up to a high standard. To him is due the suggestion that the distinction between indigent and pay pupils be abolished and that all blind persons of proper age be admitted and instructed free of charge, and during his administration this important change in the institution was made. Mr. McMillen continued in office until his death, July 25, 1852. The committee ad interim of the board of trustees, in their report of that year, speak of Mr. McMillen as follows : "The close of the last session was saddened by the de- cease of George McMillen, Esq., the late superintendent of the institution. For more than four years he had faithfully and honorably discharged the duties of that honorable post. Under his control the institution com- manded public confidence and continued to fulfill the ardent anticipations and benevolent designs of its founders and friends. He exhibited by his energy and assiduity a laudable devotion to the interests of the state and to the duties of his calling, and contributed much by his talents and intelligence to sustain the reputation and develop the adyantages of the school, and success- fully guided, by his salutary teaching and exemplary life of morality and religion, the pupils committed to his care in the pursuit of life's highest and holiest aim." Until 1852 the institution was under the direction of a separate board of trustees. By act of April 28, 1852, all the state institutions were placed under one board of nine trustees. This policy continued until April 8, 1856, when the institutions were again re- stored to the management of separate boards. ABILITIES OF THE BLIND. 275 Sixty-nine pupils were enrolled the last year of Mr. McMillen's administration, and by his last report one hundred and ninety-nine had from the beginning been connected with the school. By the census of 1850, nine hundred and twelve blind persons were reported in the state of Ohio. In May, 1852, Mr. Penniman, so long a faithful teacher and at times performing the duties of superin- tendent, resigned his position and terminated his con- nection with the institution at the close of the term. His resignation was much regretted by the board of trustees and by all connected with the institution, and he has always been held in grateful remembrance by those who came under his instruction. In the summer of 1852, R. E. Hart, Esq.. of Mari- etta, was elected superintendent. His administration was, so far as we know, marked by few events out of the usual course, the school pursuing the even tenor of its way. Mr. Hart, was an advocate of the higher education of the blind. He proposed a plan of two departments in the school, the academic and the collegiate. In the academic department he would have the pupils pursue the common English branches. To the collegiate department he would admit, at the com- mencement of each year, such students as had mani- fested ability to learn, and who should pass satisfac- tory examination in the required preparatory studies. The studies in the collegiate department should be, in his opinion, the English, Latin and Greek languages, and literature and such other studies as are usually pur- sued in colleges. He claimed that such an education would afford a higher degree of culture and also fit the students to fill higher positions in the profession of teaching ; positions better adapted to the blind than 276 THE ACHIEVEMENTS AND the lower grades in that profession. Such was his Une of thought, as expressed in one of his reports ; and perhaps these opinions shaped somewhat his direction of the studies of the institution. Mr. Hart's adminis- tration of four years ended in July, 1856. July 4, 1856, Dr. A. D. Lord assumed the dutiea of superintendent of the institution. In the appoint- ment of Dr. Lord the trustees showed an intelligent appreciation of the purpose of the institution as a school for the education of the blind. Dr. Lord was eminently an educational man. He was by nature, by duration, and by experience, a teacher ; a teacher not only of students, but a teacher of teachers. In the twenty-second year of his age, he became principal oi the Western Reserve Teachers' Seminary, at Kirtland, Ohio. There he remained for eight years, having each year under his charge nearly three hundred students, many of whom went out as teachers to all parts of the state. In 1843, ^^ Kirtland, he inaugurated the first teachers' institute ever held in Ohio. When such insti- tutes became common, he was often called to conduct them. In these gatherings of teachers he made his influence felt in the cause of education, and hundreds of teachers imbibed his enthusiasm and went forth to their work with a loftier appreciation of the responsi- bilities of their high calling. Dr. Lord was one of the pioneers in improving the public school system of Ohio. By his influence the system of graded schools was established in Columbus. In 1847 he was appointed superintendent of the schools of this city, in which posi- tion he remained for nine years. He edited different periodicals, The Ohio School Journal, The Public School Advocate and The Ohio State Journal of Edu- cation. With such preparation and experience, com- ABILITIES OF THE BLIND. 2/7 bined with a love for his calling and a heart responsive to the needs of humanity, Dr. Lofd came to the super- intendency of this institution. With no reflection upon others, his administration may be said to mark a new era in the history of the institution. Circumstances were favorable. He was assisted by Mrs. Lord, who was the mother of the institution, as he was the father. He had generally associated with him a corps of officers and teachers who were in harmony with his spirit and methods. The mutual confidence of himself and the board of trustees secured unity in the purpose and management of the school. His reputation throughout the state attracted pupils and secured the confidence of parents. And freedom from political interference enabled him to look forward with assurance to the fulfillment of his plans. The moral influence of Dr. Lord's method of discipline was peculiarly effectual ; effectual, first, because his methods were fine ; and, second, because behind his methods was the presence of a man of pure life and tender heart. The annual attendance of pupils during this administration of twelve years increased from sixty to one hundred and fifty. In August, 1868, Dr. Lord resigned to accept a similar position in New York State Institution for the Blind, at Batavia, N. Y. The school there was not yet organized. He established it upon a firm basis of usefulness, and con- tinued to be its superintendent for seven years, till March 7, 1875, when his useful life was cut short by death and he passed to the better life, leaving in two institutions and in two states many sorrowful and loving hearts who have ever cherished the memory of his noble character as an inspiration to better lines and higher usefulness. 278 ♦ THE ACHIEVEMENTS AND Upon Dr. Lord's resignation, G. L. Smead, who had been the senior teacher in the institution for nine years, was appointed to succeed him. For many years it had been reahzed by those in charge of the institu- tion that the building first erected was too small for the growing wants of the school. It was built to accommodate about sixty pupils. Some addition had been made to its capacity. One hundred and thirty pupils had been crowded into it. So many inmates involved much risk of health. Several applications to the legislature were made for relief, but the finances of the state in those days did not justify. the expendi- ture. The war from 1861 to 1865 was an effectual bar to any increase of the capacity of the building. In 1866, permission was obtained to erect quite an extensive addition to the house, but when the plans came to be devised it was deemed unadvisable to make further additions to such a building with the prob- ability that in a few years the growing institution and the developing taste of the public would demand an entirely new building. Accordingly the trustees deter- mined to abandon the project of adding to the old building and go to the legislature asking an appropria- tion for a new house. In 1867, the legislature passed an act authorizing the board to erect a building to accommodate three hundred pupils, with the necessary ofificers and teachers, at a cost not to exceed $175,000. Plans were secured, but it was found that a suitable building could not be erected for less than $330,000. The trustees being unwilling to enter upon the con- struction of a building whose cost should be greater than the sum fixed by the legislature, decided to wait and present the matter again to the General Assembly. By act of May 6, 1869, the trustees were directed to ABILITIES OF THE BLIND. 279 erect a building at a cost not to exceed $275,000^ William Tinsley, of Cincinnati, who had prepared the plans, was employed as architect. The plans were modified to bring the building within the required cost, and in the spring of 1870 the foundation was laid. Four long years of watching and waiting were consumed in its construction. May 21, 1874, the new building was occupied by the school. The pupils became accustomed to their new quarters, and the work of the classes went on as though no change of place had been made. The new house w^s commenced in the trusteeship of H. C, Noble and F. C. Sessions, of Columbus, and Stillman Witt, of Cleveland. It was completed and occupied under H. C. Noble, Thomas Bergin and John G. Dunn. The cost of the new build- ing, according to the report of 1874, was about $358,477.92. Later, a new boiler and coal house was added, which, with the new workshop and barn, made the present buildings aggregate the sum of $376,477.92. During this administration some new kinds of work and method of instruction were introduced, viz., the use of the sewing machine, the knitting machine, the typewriter, cane seating and mattress making; also the New York point-print was introduced and the kin- dergarten established. The tuning department, after some interruption, became a fixed fact and has been a valuable profession and means of livelihood for many who have gone out from the institution. Quite an addition was made to the apparatus of the institution. A pipe organ was placed in the chapel, and the number of pianos was largely increased. From 1868 to 1885 the institution advanced from the old house, crowded and ill-adapted to the uses of the school and poorly furnished with apparatus, to a 2§0 THE ACHIEVEMENTS AND . well-equipped school with ample resources for doing the work for which it was established. Mr. Smead served the institution twenty-five years — nine as teacher and sixteen years as superintendent. He was succeeded in January, 1885, by Henry Snyder, at that time the senior teacher. He held his position until July, 1885. Mr. Snyder was followed by Dr. H. P. Fricker, of Ashtabula, Ohio, who occupied the position during the remainder of Governor Hoadley's adminis- tration. At the close of the term ending in June, 1886, Mr. C. H. Miller became superintendent, and was in office at the end of the first fifty years of the history of the institution, in 1887. In 1837, the first year of the institution, there were eleven enrolled pupils. The expenses that year are recorded as $1,707.15. By the last report, November 15, 1889, there were enrolled 283 pupils and the expenses were $48,328.72; 1,502 pupils in all have been connected with the school as students or in the workshop; $1,786,321.66 have been expended, $510,086.40 for permanent improvements and $1,276,235.26 for maintenance. Dividing the whole expense by the whole number of pupils, we have the sum of $1,189.22 expended for each person taught and supported by the institution. The employments taught in the institution during its history are as fol- lows : The making of shoes, baskets, brushes, carpets, door mats, brooms, mattresses, cane seating, hat braid- ing, bead work, hand and machine knitting, hand and machine sewing, crocheting, house work and piano tuning. The number of officers and teachers, from the beginning to the present time, is as follows : Trustees 55 Superintendents ^ 9 , Teachers 94 ABlLiTIliS OF THE BLIND. 281 Stewards 11 Matrons 12 Assistant matrons 12 Housekeepers 3 Physicians 11 In this brief sketch I know that the most important part of the history of the institution has not been writ- ten. Statistics and figures can easily be given. Events may be readily chronicled. But this institution was founded to produce results upon life and character, and these results can not adequately be expressed in words. I may describe a beautiful flower to you. I may give its scientific name and structure, and the order to which it belongs ; but you must touch it to know the soft delicacy of its petals ; you must smell it to perceive it^ sweet fragrance. So effects upon character must be experienced in order to be known. The work of this institution has been wrought into your lives by a Mas- ter whom I can not hope to imitate. What you did while in the institution, what you have done since, is a part of its history to each one of you. The results of your training here have been reproduced in your daily lives. So the institution can say to you, "Ye are our epistle, known and read of all men." I have sketched a few events of the past. My task has been the easier one. While I have written history, you have made it. The harder task has been yours. But the past is fixed, no change can affect it now. The question for us to answer is, What shall the future chronicler write? That will depend upon what history shall be made by ourselves and those who come after us. Then let us take our experiences, whether fortunate or unfortu- nate, our opportunities for education, our ability to do good, and with them make in the days to come a his- 252 The Achievements and tory more full of the best fruits of character than the past has been. If we work out in our lives that which is best and noblest the real result may never be put upon paper, but it will be written upon the soul, and what is worthily written there will last forever. The first fifty years of the work of the institution are with the past. Has its work been well done? What better shall it do in the future ? What we write to-day matters but little, but it matters much what those in charge of this institution shall do in the future, what training shall be given and what influences re- ceived by those instructed here. Let us remember that the institution is a sacred trust, to be administered for the blind of Ohio. Your work as teachers is a sacred trust committed unto you, to be done not for yourselves but for your pupils. And your education and training as pupils is just as sacred a trust to be sought for, and earnestly and faithfully used for what you may do in the world, and for what you may be in the highest development of yourselves. So will you make a history which you will not blush to have written ; which shall be a deeper and higher joy to you than any pen or pencil can delineate. Question from the Question Box. Is the field of law ever practicable for a blind man? » Mr. Lumb : I move the rules be suspended, and Mr. Campbell be given ample time to answer that question. Motion seconded, put and carried. Mr. Campbell : Why, Mr. President and friends, ABILITIES OF THE BLIND. 283 I am sure that I ought not be called upon to answer a question like that. I would like to say to these peo- ple here, although in my utterances I sometimes say that the business of each and all of us is simply to do what we can, that we must succeed if possible, to the end that those who come after us may find an avenue open in which they may gather a harvest which we have failed to secure. You know, my friends, that the great accomplishments of the world have been over the bodies of those who have tried and failed. It was hard for them, but great for those who came after. Do you not remember that the great champion of his day, Gustavus Adolphus, had but to die that his army might win the victory ; he had to lie in the grave, lie bleeding and dead, to inspire his soldiers with the ne- cessity of the struggle that was necessary to victory. Now you ask me to say to you whether the field of law is a desirable one for those who see not. I am not going to say, for the reason that there where I have failed others to come after me, profiting by my mistakes, my neglect, my incompetency, my lack of learning, my weakness of speech, might build up profitably, and, taking lessons from what worrying I have done, suc- ceed in what I have failed to accomplish. So far as my own experience goes, now and then, from time to time I have turned, as necessity required, my attention to law. I have made a fair income, and yet I would not advise any young man to pursue it if he came to me and asked for advice. But if, of his own inclina- tion, if of his own desire to make a path for himself, he came to me and said he had determined to study law, I should not utter one word of discouragement or throw one stone in his way. But if he came as an honest inquirer and said. Do you think it a desirable 284 ' THE Achievements and thing for a blind man to study law, with a view of practicing? I should say to him, My friend, I would not. If he asked me if it was a desirable thing to study law for the discipline it gives the mind, I should reply to him as my friend. Prof. Romans, a scholarly man in the profession, replied to me when I said to him, "Now, Professor, I suppose that if I should never practice the law, it would be a desirable thing to study for dis- cipline for the mind;" said he, "Now, I don't know about that. I think the law does for the mind what the grindstone does for an axe : it sharpens it, but it makes it pretty thin ;" and nothing was more truthfully uttered, nothing more exactly speaks of a continual application to the principles of legal conclusion than the utterance of the professor. Now, so far as under- standing the principles of law and as mastering them thoroughly is concerned, a blind man can do that just- as well as anybody and perhaps a little better than a great many people. We have a very successful professor i-n our town, who said one day to a friend of his, "John, your pro- fession is law ; you want to sit down and study law." "Well," says he, "I will do it ;" so he got down Black- stone and tried it, and he sat in his rocking chair and rocked backwards and forwards and backwards day after day and week after week, for five or six weeks. During that time he checked off as much as some ten or a dozen pages of Blackstone. Finally the professor turned to him and said to him, "There is just as much law in you as in the leaves of this tree. Get out of here." So after he had worked away all these days that he might understand Blackstone, he carried it across the room, opened the book-case door and, reach- ing away up to the top shelf, put it in, saying. ABILITIES OF THE BLIND. 285 "There, now, stay there ;" says he, "I take notice that I can make just as much money as lots of those fellows who have read that book clear through." Now, if mastering the fundamental principles, if grasp- ing what is really the question, substantially in the laws, was all that was required of a blind man he could do that just as well as anybody. But I want to tell you, my friends, that in the law, as in most everything else, you have to be able to meet the clap-trap by which cases are won. A blind man can stand in the higher walks of the profession, and deal with the great ques- tions that call for the consideration of the lawyer ; if that were all that is required, there would be no diffi- culty at all, not a bit. But providence had ordained, or circumstances at least require that the progress of a man through this world should be from beginning to the end ; starting at the bottom, and ending as nearly as he can at the top. Now, if you have never started at the bottom, if you need have nothing to do with the justice of the peace, you would get along very well. If you could step at once into the ofifice of the supreme court there would be no difficulty. But courts and juries are uncertain; you can give an absolute quota- tion in the exact words of a decision that has been ren- dered, of testimony that has been given, of a statute that has been made ; you can, just as well as any one, stand up and say to the court it has been decided so and so, and his honor, from the bench, may say to you, "Where is it?" You may be able to give the exact citation, the title of the case, the form of the report and the number of the page ; but if you have any prac- tice that will enable you to make a living, you cannot and will not have time to memorize the exact words to be used, and it is the exact words of the decision that 286 THE ACHIEVEMENTS AND make their impression on the court and jury, although the jury has no business to pay any attention to it at all; yet you and I know, or you would know if you gave any attention at all to the trial of a case, that these opinions are read to the coujt with a view of making the jury decide the law as well as the facts of the case. Now you cannot memorize the exact words of the decision, at least I could not if I had a considerable number of cases on the docket or if I had in each case ten or twelve or twenty of the decisions to refer to. Now that is the great difficulty in entering upon the practice of law for blind people, in the lower walks of the profession. If you get higher, if you get into the supreme court, if you could furnish a brief, and if you could make your citations in writing, there would be no difficulty at all. This world don't run that way ; you don't get to the top unless you start at the bottom ; it don't miake much difference what it is. You can go farther and fall to the bottom, unless you start at the bottom, unless 3'ou be a jewel, I don't know ; there are lots I have met I wouldn't suspect of being jewels. If you are a jewel that is all right, you go right into the top at the very first attempt. Then another difficulty is, you have to be largely dependent upon a partner, unless you get sufficient practice in the beginning to warrant you in employing help. Then your partner finds the revenues coming in and that he is indispensable to you, and that you can't get along without him, and he will begin to require more and more of the proceeds of the office ; therefore, you can't depend upon a partner, or anybody else. The only partner sure to be depended upon is your wife, and you can't do it there even, unless you have struck it right. That is the difficulty in the practice, and that ABILITIES OF THE BLIND. 28/ is the difficulty you will have to encounter in the law. There is a department in which a blind man can emi- nently succeed, and I state it here for the encourage- ment of anybody who thinks of entering that pursuit, that path of labor, that there is in this field if he has intellect : he can examine witnesses, although there are cases in which we think it a very necessary thing to see the witness, to see the manner of man and the cir- cumstances surrounding. Still, a man might do it, and if he came to the argument of the case to the jury he might succeed. I have -argued a number of cases to the jury in my time, and what effect they have had I don't know ; I don't think that anybody knows what effect an argument has either to the court or to the jury. What I say to every blind man who comes to me to talk about studying law or to talk about pursuing any particular kind of busi- ness or trade or industry, is simply this : My friend, go in and do the very best you can. Succeed if pos- sible, for the good of those who come after you ; fail if you must, but remember all the time that your great business is to develop a manly character and a worthy citizenship. If you fail, if fortune should be against you and you should have made a mistake in the busi- ness of your life, let this be your consolation and let it go down with you to the grave, that your failure is but a stepping stone to another man's success ; and so act that your heart, for I believe in heart, and your brain — and I believe in brain — shall suffer no cor- ruption, and that you may know that you have your work in this world and will receive the reward belong- ing to you in the life everlasting, 288 THE ACHIEVEMENTS AND ADDITIONAL EMPLOYMENTS OF THE BLIND. BY MR. J. P. HICKEY^ OF 189O. Mr. President J Ladies and Gentlemen, and Members of the Alumni: To acknowledge that I have had but little practical experience in the unmeasured world of thought and action is to admit the possible existence of otherwise inexcusable and perhaps fatal errors in the few sug- gestions I am about to offer ; but since there are those among you whose noblest act of pen and mind has ever been the elevation and general improvement of those suffering with like affliction, I do not doubt but that such errors will be detected and dealt with accord- ing to their respective demerits. Upon noticing my name affixed to the programme for this reunion I must confess that for some time I entertained serious misgivings as to my fitness to discharge the duties as becomes the urgent requirements of this occasion. Even now I approach the subject with not a little hesi- tation. I am convinced from what investigations I have been able to make that to do justice to my paper, personal experience, my own or that of another, is an indispensable qualification. That most blind persons who have received a thorough course of instruction in one or all the branches taught in our institutions are, with little or no assistance, and should be, self-supporting men and women, I firmly maintain ; not because they would otherwise lack the necessities of life ; not to shun the mortification of being a burden on others, but for the sake of developing the powers God has given us in ABILITIES OF THE P.LIND. 289 common with the remainder of mankind. One who works only that he may eat and be clothed is a dis- grace to humanity. Yes, we lower the dignity of labor when we esteem it the disagreeable means of minis- tering to our natural wants. It is remarkable, as well as erroneous to what extent people believe happiness depends in not being obliged to labor. Honest, hearty, contented labor is the only source of happiness, the only guarantee of life. The gloom of hypochondria is not only a great destroyer of the happiness we might have, but imparts its deadly effects with lightning-like rapidity and almost incurably to life itself, bringing the most robust constitution to premature ruin and desolation when its loathsome germs once infest the system. Idleness and luxury, so prominent in this and other lands, are crowding the human family into untimely graves with much more momentum than many trades regarded as the most exhausting and fatal to longevity ; not to speak of penal crimes, the inevi- table result of the one, and class distinction, though despised by Americans, yet the unborn principle of the other. Labor, in general, instead of shortening the term of life, actually increases it. It is the lack of occupation that annually destroys so many of the wealthy, who have nothing to do, play the part of drones, and like them make a speedy exit, while the busy bees work out their time in usefulness and honor. Let me confine 'myself more directly to our own people. The graduates of our schools who have at- tained to anything in life will concede it is in great part due to the fact that they were early forced to depend upon their own resources. Money, or the 19 290 THE ACHIEVEMENTS AND expectation of it by inheritance has been the cause of many failures, while the necessity of being- frugal and industrious has furnished others with a productive cap- ital that no man can wrest from them. Many of our students go out into the world fully convinced that their blindness is an insurmountable impediment in the way of success. We are indirectly, if not openly taught that there is a wall of prejudice high as the very heaven and firm as the solid earth, which we must batter down. In order to avoid this imaginary obstacle, cer- tain trades, varying from one to a dozen, are selected for us, supposed to be the only ones adapted to our condition. Even though we were equal to the demands of other fields of labor, we are emphatically told, "The world will not accept your work." It is false; ability and skill were never ignored. I will admit, however, with all persons present, that there is no calling, perhaps, wherein sight is more essential than in the manual labor pursuits. In the rude ages of the past, when semi-barbarism reigned supreme, there existed then an unquestionable possi- bility of the blind being able to compete successfully with the seeing, all articles of utility and ornament being produced by the hand, and but little capital required ; but in an age like our own, when steam and water and electricity and all the natural agencies brought in separate or combined action in the various forms of machinery that now bless our land, have usurped muscular power, and even visual perception, this possibility appears at first view to have vanished, leaving us without hope or the means of gaining a livelihood. The ease and rapidity with which seeing man can perform his work, the boundless extent of the same, the modern inventions which aid him and ABILITIES OF THE BLIND. 29I remove from labor its drudgeries you will say widen the chasm daily between the seeing and the blind and make the opportunities of the latter almost hopeless. Yet I think that if the proper course were taken this inequality might be largely overcome. In the production of an article requiring frequent and careful change of position, where many parts must be brought into one whole, a blind person will lose more or less time in selecting, using, and replacing his tools. Again, if the article is one of extreme deli- cacy, there may be certain defects which would escape his notice. However, with a few seeing persons to do the more difficult part, I think a blind man capable of engaging with much success in this kind of work. That we are ingenious and can obtain a perfect knowl- edge of anything that comes within our reach no per- son in the least acquainted with a single blind man will question. History is replete with examples of illustrious men laboring under this deprivation, who have in all ages occupied nearly every position in life with honor to themselves and their country equal to the noblest in the land. There are but few branches of manual labor which h.ave not been at one time or another perceptibly improved or worked in with distinction and profit to themselves and others by the same individuals, from the much envied art of sculpture to ditch digging. Facility is what we have lost, not skill. In large manufacturing establishments, where the labor is divided in such a manner as to give each one a distinct portion of the work for his share, I think many of our men and women could engage with ])rofit and perform their part with but little more trouble than the other laborers. Were establishments 292 THE ACHIEVEMENTS AND of this nature erected in connection with our institu- tions, where the mechanical abihty of our people could be brought out and cultivated, it is certain there are many of us now who are in indigent circumstances who could be gaining for themselves an honest live- lihood. Productions of the most entangled combina- tions of shape, size, and color and all- the other quali- ties that enter into complicated mechanism, instead of frightening them ever appear to have been their choice when their talents were not perverted by men who were as honest as they were ignorant. Had Johnson directed his views in accordance with the notions of those in authority, one of the most important pages in the world's history would now be a blank. Saunderson, the eminent successor of Sir Isaac Newton in the chair of mathematics at Cam- bridge U'niversity, would never have been known in that science were it not that his dauntless courage and resolute disposition ever led him upward and onward to a higher and nobler end, while his friends endeav- ored by every means within their reach to impose music upon him as a life profession. Medclefif, the celebrated English civil engineer, in his attempts to convince the people of his ability to act with efficacy in that field of labor, for a long time succeeded only in creating an almost universal belief among those of his acquaintance that he was stricken with insanity; in fact, many efforts were made to have him placed in the straight jacket, but, fortunately for him and the world at large, madhouses were not as accessible then as they are to-day. Hence time crowned his efforts with fame and glory. Did time permit, examples of a similar nature might be cited in nearly every branch of business the ABILITIES OF THE BLIND. 293 world has ever known. The accomphshments of the bhnd, Hke those of their more fortunate seeing broth- ers, have been obtained after years of manly, uphill struggle and heart disappointments, not brought on by their deprivation, but by the ignorance of those in authority. Not the slothful, not the tiring Shall obtain the golden prize; But the earnest, the aspiring Shall alone to greatness rise. Mighty men renowned in story, For their noble act sublime, Did not step at once to glory, But by earnest efforts climb. Every age and every nation • Teems with great men, great of heart, He is great who fills his station, Acting well his destined part. Lo; a host of sightless heroes, who have nobly braved the strife, Some have conquered, some are struggling On the battle field of life. Some have made a nation wiser, Some have gained a world-wide fame, Some have simply done their duty, And in Heaven inscribed a name, You may never frame an epic, Lead in council or command; But you may fulfill your mission with the noblest in the land. Whoso'er with single purpose, Be his object wise or vain, Perseveres through every trial May at length his end attain. Now, ladies and gentlemen, I am forced to con- clude, from what I have thus far said, that for such persons as can not obtain a practical knowledge of the 294 THE ACHIEVEMENTS AND different industrial branches as now taught in our institutions, or who can not become musicians or teachers in hterature and science there is still a wide opening, requiring but a little courage, ingenuity, and skill to make it profitable and a manly character to make it honorable. It would be well, I think, if many of our students were made better acquainted with the nature and appli- cation of some of the simpler forms of sharp edged tools. I have known young gentlemen among my schoolmates who have made articles of workmanship by the means of a penknife which would do credit to the best of our cabinetmakers of the city. I make this assertion without lowering in the scale of merit the ar- tistic productions of these latter gentlemen. Satisfied of this talent in many of our good people, for some time past I have examined carefully many varieties of household furniture and toys for children now in use, calculated to amuse and afford the little ones healthful exercise, and have found the patterns very simple and requiring but little tools for their proper construction. I see no reason why a blind man could not become a successful cabinet organ maker — in short, where the prevention lies making it impossible for him to construct almost any musical instrument in common use with profit. It has~ been done before scores of times, which is our best guarantee that it can be done again. Of course there are certain parts which would necessitate too much time and useless labor to form nicely by hand, but there are now manufacturing establishments prepared to furnish applicants any and every part of musical instruments at very little cost. Will some individual or individuals test the value of my suggestion? If so, put your heart and soul ABILITIES OF THE BLIND. 2g^ into your work, act with your whole will, and like Plutarch of old, time will crown your efforts with glory, and, what is better, put money in your purse. Did time permit, a detailed account of some of the most eminent blind persons in the manual labor pursuits might be given, which would not fail to be of interest and instruction to many of us. Their attain- ments, in spite of this almost overwhelming depriva- tion, should inspire us with an irrepressible determina- tion to do our utmost at all times and do it well, not- withstanding our station may be the humblest and the world at large move on in seeming or actual igno- rance of our ability or even our existence. Biography in all ages has been the guiding star of the intelligent ; an inexhaustible storehouse of wisdom for the faith- ful investigation of truth. It gives vitality to the highest aspirations of human greatness and assigns causes for the pursuance of any particular course of action or belief. But I must hasten on. At the beginning of the school year of 1888 and 1889 a class in stenography, consisting of two members, myself and Mr. Hill, was organized in this Institution, with the view, I believe, of ascertaining whether or not that branch of science could be made of any practical value to the blind. To place the question beyond dispute, I requested and received permission to take the machine to my home the following vacation, where I might practice at my leisure. But unfortunately my thoughts were soon directed in another channel, so I was unable to make the test as thoroughly convincing as I at first had hoped. The results of my labor, however, are con- clusive in my mind that the stenograph in connection with the typewriter opens a new and lucrative field 296 THE ACHIEVEMENTS AND of labor for the future graduates of this school, pro- viding, of course, its manipulation be taught with accuracy. ' Permit m6, if you please, to call your attention to the following facts, as they have some bearing upon this subject: The average public speaker employs from ninety to one hundred and twenty-five or thirty words per minute; the latter figure rendering a dis- course almost incomprehensible, and is rarely or never used. Daniel Webster, except when very enthusiastic, never exceeded one hundred and ten. Patrick Henry is said to have frequently reached one hundred and twenty or more ; but the nature of his orations, being largely patriotic, demanded force, energy, and veloc- ity of thought in a measure not essential of lectures in general. Henry Clay varied from ninety-five to one hundred and five; Edmund Burke from ninety- eight to one hundred and twelve. Lawyers and judges content themselves with figures much under these. Ministers of the gospel in rare cases exceed ninety words per minute. Politicians have never been clas- sified ; were it attempted, one writer says, they would convince you of a miscount. At the close of last vacation and expiration of my allotted time for the use of the instrument I had attained a speed of from eighty to ninety words per minute, writing from eighty-eight to ninety with com- parative ease. To gain this speed I devoted but little more time to the study than three hours a week for a period of seven or eight months. Had I been in a position to secure greater amount of practice, the increase of speed would, I conceive, be in about the same proportion. However, the fact remains that a lack of sight is not a prevention in obtaining a thor- Abilities of the blind. 297 ough knowledge of the stenograph, bat the question arises, Can it be made practical? Had not fortune favored me in another branch of already well tried industry, I would have placed this question, too, on the shelf ; but, as it is, we will have to work for some time to come largely upon supposition and demonstrate to the satisfaction of all its value as an employment for the blind. It is certain we can acquire a velocity equal to the seeing operator's ; it is also certain we can reproduce our work in print by means of the type- writer. Where now are we at a disadvantage in compari- son with persons blessed with sight? True, the work of the stenographer, when engaged in large business houses, consists in a great measure in keeping up the correspondence of the establishment ; here, then, appears our first and greatest difficulty ; but, as has heretofore been mentioned in connection with other pursuits, persons possessed of sight may be had to act as readers at little expense, leaving still a very nice salary for the stenographer. Our ladies, too, can participate with success in this field of labor, thus making an important addi- tional advantage to gain an honorable livelihood and promising to bring them before the notice of the public in a way they have never thought of. With these facts before us, incomplete as they are, it is to be hoped that in the future nothing which can in any way tend to test the science to us will be omitted, and if such investigation prove the instrument to be anything like what is claimed for it, that its study be introduced into this Institution as one of its regular classes. Before bringing my paper to a close, I wish to test your patience a few moments longer and ask your 2g9> The achievements and kind consideration on one more calling in life, namely, the study of the science and art of elocution and ora- tory as an additional field of action for blind ladies and gentlemen, which I have every reason to believe will afford an easy and honorable employment to any blind person who feels himself equal to its mastery and possessed of talent in that direction. I have thor- oughly tested the respective merits, from a financial point of view, of this vocation and the branches of education now taught in this Institution, and have found in every case the almost incredible superiority of the former. In the discussion which follows I will relate some of my experiences, hoping it may act as an argument to assist in instituting its study in this school. It was taught, I believe, for some time in the Philadelphia Institution for the Blind, but with what success I have never been able to learn. I am slightly acquainted with a blind gentleman in Pittsburg, Pa., who for a number of years has made a fortune as a successful teacher in the science of elocution and ora- tory. The senior teacher in the American Institution of Elocution and Oratory a few years back was a bHnd lady, who taught and performed with all the efficacy of her more fortunate sisters, and to-day there are seated in the American Congress men who are proud to acknowledge her the source of their greatness. We need but look into the past history of the blind to assure ourselves of the truth of all I have said. They have had a marvelous record behind them, which is of itself a great inspiration to every blind person to do his best. Look at their triumphs over this almost helpless hindrance. They have an imprint upon the culture of both past and present. They have done their share ABlLlTlIiS Ot' THE BLIND. 2gg of labor ; it mattered not what the difficulties attend- ing it might be. Theirs has been a triumph and suc- cess that entitles them to a citizenship in the republic of letters and muscular skill. Their past, so eloquent, is our fullest warrant, if warrant be needed, for the most enlarged methods and tireless endeavor in bring- ing the largest area of tlie best thought of the past within the sphere of their touch and mastery. Their representatives have ever stood forth as crowned kings. Why, then, in this age of progress, should a single iota of doubt linger in the breasts of laymen or statesmen as to our capabilities? Why should we ourselves hearken to the voice of ignorance, convinced, as we must be, that true ambition can never be smoth- ered by our misfortune, if we but choose a vocation and then work in it with our whole will? Think what spirits of our number, Tearing of? the veil of night, Roamed at will the vast creation, Scanned the very laws of light; Followed in the wake of planets Flying through the realms of space. And with wrapt ecstatic vision Gazed on Heaven's starry face. Mr. Sparks : I wish to say on this question a word as to teaching music in the public schools by per- sons totally blind. I believe that this is a field which is open to graduates of this institution. When I went to Logan, I conceived the idea of teaching it — it had never been taught there ; I got the position and taught one year, then the finances of the board gave out and would not permit them to hire a teacher. The only rea- 3Q0 THE ACHIEVEMENTS AND son I am not there now is because of finances. There were matters of greater importance than music to be attended to. I don't use a blackboard in the room. I compare the charts outside and use examples teaching young pupils — have them written on maps before go- ing in the school room, suspending this map before the children. It saves time and answers just as well as putting up a board. I introduced books and use them for more advanced pupils ; I think this field deserves the attention of our people. Mrs. Melotte : While we were in Colorado, a young lady visited there who was a graduate from Illinois ; she had a new line of work, but I don't know whether very many would make a success ; she has made a grand success of it. She goes around giving concerts, goes to the dififerent villages ; not the large towns ; to towns where there are no schools. She gets permission from the people to have the pupils and train them, of course ; gives light entertainments that do not require much training, gives a few songs that the chil- dren are capable of singing, and sings herself ; does all the work herself of fixing for tableaux. She said peo- ple had asked her a great many questions, and she told me in confidence she had averaged, the last five years, twenty dollars per week. Mr. Van Cleve : I believe the blind could pursue successfully newspaper writing. A great many blind persons have a free flow of language and all have mem- ories beyond the ordinary. If you have anything like an average memory, bank on it. If people think you have not sense enough to go into the house when it rains, or to dress yourself without assistance, they all think you have a memory. If he has a particular knack for journalism, I don't know why a man without sight ABILITIES OF TIIK BLIND. 301 cannot go to the top of the professon. Of course it takes talent. One of the most successful newspaper- men in the United States is Henry Watterson, of Louisville, a man almost entirely blind. He is spoken of as a man of genius. When I was on a paper in Cin- ciimati, one day they wanted some one to report a ser- mon, it was out of my line, but I thought I could do it, so I went and reported the sermon in magnificent style. The editor-in-chief sent for me and said, "Mag- nificent." I went away smiling. Soon after I asked for an increase of salary, but I never got it. Never do a stitch more than you are paid for. Don't do too many things free — it is all well enough to do one piece of work. I wrote four articles for the Cincinnati paper in 1877, then I wrote criticisms of the May Fes- tival in 1888, and I had a salary, too, from the news- paper work. I don't know why people, if they have good memories, can't do the work. I did tuning when I was fifteen years old, but I was utterly unfit for tuning. Music was music to me, and the tuning de- partment became very efficient. I want to say some- thing that is a direct compliment to one of your gradu- ates, and I don't say it from sheer brotherly feeling; I mean every word of it, based on solid rock. I have been in Cincinnati eleven years and have had business relations with our principal houses. There are seven tuners from solid houses and Mr. L. Roberts, a recent graduate of your tuning department, is eight, and he is the best of the whole lot — he is absolutely the best. I saw him do something one morning every one of them failed to do. I had a new piano which got out of order and sounded like a chicken-coop. I sent for a tuner; he came and went away, sure it would be all right in half an hour. I sent for another and another, and 302 THE ACHIEVEMENTS AND finally Roberts came, worked one morning from half past nine until twelve. He took the action out several times entirely alone, found out what the defect was, which no one ever before had done and the piano was perfect. I continue to tell everybody in Cincinnati that if they want a thoroughly reliable tuner, to employ Mr. Roberts. Mr. White : Some little has- been said about newspaper work, and in that connection I will tell you about the typewriter ; with a little assistance from a seeing person, the capitals can be arranged so as to be used readily. Mr. Boesch : Most people are doing away with stenographers and employing typewriters ; most blind .people can do as well as seeing persons ; I know those who can do as well as seventy words a minute. There is no reason why blind persons cannot be employed by persons who employ stenographers ; they can do this as successfully as seeing persons. Small letters can be used and, by underscoring, will do as well as capital. I think we should all have the same system of lettering, and we could write fifty, sixty or ninety words a min- ute; Mr. McCO'Mbs : We have with us to-day a gentle- man who has been interested in this institution a great m.any years. He served to excellent purpose on our board four years or more, and I am sure you will all be glad to have a word of greeting from him. I pre- sent to you Rev. James Poindexter. Rev. James Poindexter: I do not like to take a moment of your time, but will say I am very glad to meet you here and welcome you to the city of Colum- bus ; as an old trustee, too. I am not speaking too much when I say that if I cannot tell what lips might, ABILITIES OF THE BLIND. 303 I can give you as good a heart as any. I thank God you are as capable of learning as any men who live. Our friend who introduced me spoke too flatteringly of me ; he should simply have said, "here is a man who served four years on the board." I want to say there is noth- ing that pleases me more than to know that although it has pleased Providence that some should be deprived of sight, yet that God in His wisdom has been pleased to let us know that although you are afflicted with want of sight, yet you are capable, and the world is under obligations to you for as many improvements as if you were blessed with sight. I am connected with school boards, colleges and different institutions, and I came to see what is going on here. I have marked the exercises, and I thought that in every respect these people who are deprived of sight compare more than favorably with those who are blessed with sight. Not that they do very well ; I speak no exaggeration when I say they do better. I listened to a talk by Bishop Watterson from this stage a short time ago, and he gave fact after fact showing how many blind persons had put the world under obligations, what they had done for themselves, and what the world had done for them. I find in the Scriptures that a blind man was met with, and the disciples asked who had sinned, himself or his parents. "Neither," said Jesus, "but for the glory of God." When asked why so many were deprived of sight, I too would answer for the wisdom of God. Mr. Hill : It seems to me these discussions are one-sided ; I never like to see a person go into a thing unless they know what they are going to do. I never like to see a person think he is going to make a fortune when you know he is going to make a failure, I 304 THE ACHIEVEMENTS AND worked at stenography three or four months, so many hours a week. So far as the machine was concerned, I think there is no doubt but that a man can learn it, but when it comes to copying the notes, who can do it? He has to use the typewriter for copy, and he must be a shorthand writer, for if he has anything at length he must write that down. Mr. Hickey : It is acknowledged that a blind person cannot manipulate a stenograph as well as a person who can see. If a person had not a sensi- tive touch he could not read it very well. The dots are raised like point print. In reproducing the work, you read a sentence from the little slip of paper and tear it off, and remember it long enough to write it on -the typewriter ; then read another. I could do it very well, and I would be working with the typewriter to-day if I were not doing something else. I could secure twenty-five or thirty pupils in oratory at twenty- five or thirty cents a lesson, and have them all come at once, making two hours a week ; I could do it in dif- ferent places where I was not known, even places of 4,000 to 6,000 and sometimes 10,000 population. I would advertise that I was blind to see if it would in- terfere ; it did not affect the number at all to amount to anything. In some places I have been the first blind man that has been in that part of the country to engage in work. I have not found the prejudice I have heard spoken of at all. In my tuning I have had to work against three of the best tuners in Pittsburg, but I beat them every time. I think newspaper work is good, too. Typewriting should be taught in the institution. There is nothing to prevent a blind person from writ- ing rapidly. ABILITIES OF THE BLIND. 305 MUSIC AS A PROFESSION FOR THE BLIND. BY J. S. VAN CLEVE, OF 189O. Friends, Associates, Fellozv Members of the Alumni of the Ohio Institution for the Education of the Blind: It is with mingled feelings of alacrity and dis- trust, of eagerness and embarrassment that I assume . the task of filling this hour with the preliminary paper whose title you have heard announced. Music for the blind would seemingly be the easiest and most fruitful of topics; fruitful it doubtless is, but easy to handle in a manner profitable to you or satisfactory to me, it certainly is not. It has been readily believed by the world that persons robbed of sight but still possessing the sense of hearing, that most spiritual of the sensuous faculties, might attain, great excellence in music, but the difficulties of the sub- ject arise from the necessity of being plain and explicit and at times severely and diametrically critical of the present methods employed — to speak more strictly, I should say of the shortcomings and limitations of the present methods, excellent though most of them are. The topic is not music as an education, music as an amusement, music as a refreshment for the blind, but music as a business for the blind. Music when turned into a business at once falls under the c(xnplex and conflicting laws which govern business of all kinds ; what I may term the cosmical laws of com- merce. The rude and general expression, "supply and demand," forms the double-barreled opera-glass with which our minds are accustomed to look.at the greatest 20 3o6 THE ACHIEVEMENTS AND " economic problems, but the chief solution of intricate difficulties supplied by this pet formula of the political economist, "supply and demand," reminds one of the time-honored and apposite if somewhat hackneyed illustration of Alexander loosening the Gordian' knot which puzzled so many before him by simply cutting it in two with his sword. Those who would see this mode of disposing of intricate subjects and knotty questions, the tangled skeins of life, who would see this, I say, admirably satirized, may read Dickens' chap- ter on "Podsnappery" in "Our Mutual Friend." In order to present my subject fairly I shall be required to divide it into two hemispheres; the one which I will turn for your view and inspection first is music to the blind undergraduate — that is to say, music as we practice and teach it in our Institution. The second hemisphere is the blind man's music when presented to the world, or brought into the market. Please here permit a parenthesis or apology by way of deprecating any undue resentment which may arise in the minds of those who themselves being actual, practical teachers now exercising their pro- fession, may fancy that my criticisms savor of arro- gance or needless exhortation. Allow me to reassure them that three years in this school and four years at Janesville, qualify me to comprehend their difficul- ties at least, if not to give a full and complete explana- tion of the way out. Under the first heading, therefore, "How Shall the Blind Study Music?" the first item of importance to which I shall call your attention is after all the great difficulty, and one difficulty, viz: the memory. Here there is a profound misapprehension on the part Xiot only of teachers and students, but of the world at ABILITIES OF THE BLIND. 307 large. It is commonly supposed, though without the slightest vestige of reason that I have ever been able to discover, that all blind persons, in virtue of their lack of sight, acquire extreme acuteness and retentive- ness of the memory. Having made thousands of care- ful experiments on my own brain and those of my stu- dents during the last twenty-five years, I am prepared to assert that memorizing is a very difficult art, and that it requires all the patient labor demanded by other arts, viz : persistence, intense concentration, and cease- less, daily, life-long exertion. It is an axiom which scarcely needs repetition that to the blind memory is all important; memory takes the place of eyes in par- ticular and general respects. The key to the perpetual wonder which we receive from the general world, or, let me say, from the sighted world, in reference to this matter .of memory is the fact that a man with eyes carries on no part of his mental activity, however com- plex, whether applied to business, art, science, or lit- erature, without the constant accompaniment of the open visual orb. He no more thinks of reading, writ- ing, talking, walking, or transacting business with the eyes shut than he would think of leaping to the moon. Indeed, it is an Irish bull to him, the very suggestion of doing any one of these things, for it seems to him quite as difficult to walk with his eyes shut, or to talk business with his eyes shut as to read with the lids of the book down. Now in consequence it seems absolutely marvelous to any "sighted" person that one whose eyes are per- manently closed should be able to co-ordinate intelli- gent ideas, and especially able to put together con- nected ideas in reference to things of sight. It is a fact, however, that blind people are constantly making 3o8 THE ACHIEVEMENTS AND more or less distinct reference to such objects as the "sighted" at least, always speak of in their visible forms, and that the idea which the blind have of such objects is often surprisingly correct. When an orchestra musician or a "sighted" pia- nist encounters a blind musician, the very first puzzle and bewilderment which strikes him is how the blind could possibly read; and when he ascertains that it is not the reading of notes, strictly, but that it is an exer- cise of the memory, this seems to him little short of the miraculous, even though it were only a question of remembering eight measures of a waltz tune or a vulgar march with all its rhythmical bones sticking out like the ribs of a lean horse. When I tell such musicians, as I sometimes do, that to my certain knowl- edge one year in the Institution at Columbus, under our revered Professor Nothnagle a company of eigh- teen or twenty boys, who constituted the orchestra, actually knew by heart and played more than a dozen of long, elaborate works of the classical repertoire — such things as the first movement of Beethoven's First Symphony, the overture to Fidelio, by Beethoven ; Rossini's Tancred, the opening allegro of Mozart's G Minor Symphony, and a long array of similar works — I can hear the strain and creaking of his faith faculty as it expands and stretches under the enormous Munchausen story which I am pouring into him. This, however, I am ready to assert as a posi- tive fact; indeed, in that memorable year we had so much orchestral music, and it was put on to the last concert with such lavish abundance, that the hour of eleven arrived before we had quite reached the middle of our program, and had we finished it according to the ratio designed, the domestics of the various fam- ABILITIES OF THE BLIND. 309 ilies from which our audience came would have found it necessary to delay breakfast for the patient ones returning from the concert. Suffice it to say that the concert was incontinently broken off. I mention this extreme merely to illustrate the fact that not only extraordinary blind persons, but even those of average intelligence, under good, studious conditions and with sufficient prolongation, can amass an enormous accu- mulation of memorized music. Such extremes are not necessary to arouse wonder and a certain degree of admiration in our sighted friends which (shall we confess it?), owing to the' universal weakness of humanity, does form a pleasant, titillating odor of incense for our individual nostrils. It is only necessary to memorize with compara- tive quickness one or two sentences of music to com- pletely prove to any local professor that the blind mem- ory is a marvel of human evolution. This kind of wonder, however, is, in my opinion, one of the great drawbacks to the success of the blind. And now to turn our thoughts more immediately on the actual status of musical education in our Insti- tution. Can we claim that the average memory of a blind student is extraordinary in its quickness, extraor- dinary in its retentiveness, or extraordinary in its accuracy? Is there no room for improvement in each of these directions? I will not here digress into any facts or statistics in reference to the possible speed of literary or musical memorizing, because I do not con- sider mere speed as the primary question ; but by all means let us insist upon accuracy, accuracy, accuracy. The very first condition of accurate memory is clear comprehension, and I believe that no clear comprehen- sion of music as a mental concept is possible so long 3IO THE ACHIEVEMENTS AND as we in a semi-lazy manner assist ourselves by too much reliance, either upon the tactual help of fingers by exerting each measure as' it is read, or upon the ear in getting the audible impression of the music. Either learning by finger or learning by ear is a most slovenly and imperfect mode of memorizing. It might be useful and practical, if we were studying to make our living as strolling street musicians or as players for dances, but as we are striving to become educators in music the very first condition of our being effective is that the in- tellectual powers be rendered luminous, acute, many- sided, and penetrating. While I was a teacher in this Institution I strove with great zeal, but I regret to say with not as perfect success as I hoped or desired, to es- tablish among my students the habit of learning music away from the pianoforte and in precisely the same manner as a poem would be learned, or the condition of a geometric or algebraic problem. The plan was an entirely original invention of my own at that time, and I applied it to my own study with ever increasing sat- isfaction, and I continue it to this day, and after twenty years with it I am ready with the most positive emphasis to assert the habit, as was customary in my boyhood here of memorizing the music with the fingers on the keyboard or with the violin in hand, and of play- ing each measure or clause of the music two or three times over after its being read, is absolutely harmful. It is absolutely confusing, and I never do it at all ex- cept when I am making an effort to get in the shortest time a mere slovenly sketch or quick outline of a com- position which I mean to drop and forget as soon as it is used for the nonce. Whenever music is of such intrinsic merit as to be of permanent teaching or playing value, I carefully ABILITIES OF THE BLIND. 3 II abstain from hearing it till the mental masonry has been not only comlpeted but solidified. I do not mean by this that one should learn every note in an entire and elaborate work — say a whole movement of a sonata — before practicing any of it, but that some integral part of the work, at least one complete muscial sentence, still better a period group or divi- sion, such as are marked in the orchestral scores by the letters A, B, C, etc. — that one complete sec- tion of that sort should be memorized and thor- oughly digested before any sound of it or any mechan- ical exercise upon it is permitted. But you say, "Is not this very severe ; does it not take great concentration of mind?" Certainly it does. But earning a living by teaching music is a mental occupation, and consequently whatever tends to make that mental exercise acute, searching, satisfactory, will tend to improve the business. Another thing which I wish to commend most heartily is the recent custom in most institutions of hiring one or more persons to do the reading. This heavy drudgery should by no means be laid upon the teacher in addition to his labors as an instructor. Whenever it is, the teaching itself is crippled and amounts to very little more than harmonizing the lengths and pitches, with possibly the fingering of the actual notes of the piece into the student's memory, by which process the pupil becomes a mechanical barrel- organ with all the pegs properly set but without life, .soul, expression, or artistic intelligence of any kind. There is an infinite amount beyond the mere knowl- edge of the tones in the art of musical expression, and that which is required of the teacher is that he should brood over the student's mind like an invisible creative 31^ THE ACHIEVEMENTS AND spirit, working from that student's mind whatever latent possibilities of feeling and poetry it may con- tain and dissecting these possibilities into the varied growths and perfect forms with which the genius of hundreds of musical composers has enriched humanity. A teacher of the blind should never wear out his throat or consume one moment of his time in the mere work of reading notes. The validity of this opinion will be proved by a moment's reflection, when you con- sider that the "sighted" student has done for himself by his eyes, all which in early times was done by our teachers before he comes to the lesson, or at least before he ever takes lessons of any advanced teacher, because the printed notes and their various meanings are all explained, practiced, and drilled before he comes to the teacher at all. Despite the fact, therefore, that my experiment left comparatively little trace on the sandy seashore of my students' minds, I believe in it, and use it, and advise it. One additional consideration under this head of memory I will also add, viz: That the first acquiring of a distinct idea of tones which I have thus glanced at is only the beginning of trouble. Let anyone exam- ine his own mind attentively and he will find that what is clear as crystal to-day, luminous as the morning sunbeam, and familiar as the gravel pathways of his native kitchen garden will be murky in a month, veiled in clouds of semi-forgetfulness and washed into a dim, undistinguished track by the waters of oblivion before a year has passed. It is an old saying that the price of liberty is eternal vigilance ; to adapt it I shall say that the price of knowledge is daily review. It is necessary, therefore, for the blind musician to have some means of keeping his memory green, and here ABILITIES OF THE BLIND. 313 I recommend with equal emphasis the use of some form of tangible mordant for the memory, some kind of mechanical physical stay for the mobile, ever- changing mental picture we must have. For years and years I disregarded the use of tangible writing as being too clumsy and too slow, but as the years rolled behind me, and I found the acquisitions of ten years back muffled in mist, I became convinced that some form of tangible writing by which music can be recorded and referred to by the individual is good. My friend, Mr. Perry, of Boston, the successful concert pianist, despises tangible writing and says that it is quite useless, merely wasting time, for the same number of hours he would spend in writing out the notes could be spent with his "sighted" reader in doing a much larger amount of work. This is per- fectly true, but we must not forget the standpoint of Mr. Perry and also the conditions. He looks at a blind man's work as a pianist, from the standpoint strictly of a concert player. Now it may not be known to the general public, but it is true that players seldom if ever know more than a dozen pieces at a time. A repertoire of a score of good-sized pieces would be an ample supply for years. A man does not need to carry more than four repertoires to be rated of large acquirements, and yet, four repertoires would scarcely equal the amount that a beginner in teaching abso- lutely must have at his fingers' ends and at the tip of his tongue. After twenty years' experience in teaching I find it is true that the more familiar paths have grown so familiar and beaten down so hard, that no fungus growth of forgetfulness can strike root into them and they remain distinct ; but there is a critical period in 314 THE ACHIEVEMENTS AND the memorizing- of music when it begins to be some- what trite and wearisome to the mind, and just at that point decay begins to set in. After a while it may be necessary to call this music up again, and to the mortification and annoyance of the musician it is found he must go through the entire labor of re- reading it. Now in any such unfortunate case if we had an ample supply of "sighted" readers able to read flu- ently and at any required moment, point print would indeed be superfluous and to be discarded just as a man with' strong and supple limbs would discard the crutch; but unluckily such a happy conjuncture would not occur in the case of one blind musician out of a hundred ; therefore I say, to some degree use point print. Write down the music when it is first read to you, file it, classify it carefully, and then, however many times you may forget it you will be able with- out assistance of anyone, without any expenditure of money for a hired reader, or any cutting into time valuable for other purposes, you will be able, I say, to refresh yourself upon it. And one more point : It may often happen that a composition does not fade utterly out of the memory, but only in a spot or two, a single measure, a single beat, a single note. How vast the convenience, how great the economy, both of time and money, if a par- ticular teacher, needing to keep a complete assortment of graded music of all kinds and styles in his head, should have such a "familiar" at his elbow to prompt him, such a good spirit as a neat collection of care- fully printed documents whose thick texture of manilla paper reminds him of his own past industry and patient toil, ABILITIES OF THE BLIND. 315 In the next place I must glance for a few moments at the mechanical character of our teaching. By the mechanical character I do not mean to say that the playing of blind musicians is devoid of expression, though I have heard this assertion made by eminent sight teachers ; but I mean in general the playing of the pianoforte or the violin or the organ, or the sing- ing which is taught in our schools from the standpoint of mechanical requirement, and here I am compelled, alas, to make a very broad and very sweeping' state- ment, viz., that our teaching, so far as I have observed, in all institutions for the blind is lamentably lax, loose- jointed, and unreliable as to its mechanical finish. Mechanical finish is very hard to acquire, it is true, but it is not harder, I believe, for a blind person than for a "sighted" person. I have not time to argue this point, but must merely assert and pass on. There is no reason why a boy who is blind, with a thousand hours' practice, should not have his runs and scales, his arpeggios and trills as even and as pure as those of the same boy if his sight "were restored, and yet how many times do we hear notes dropped out and the runs sounding like a dilapidated pavement of flagging stones, or still more like a sidewalk of soft bricks laid in the Middle Ages and largely consisting now of mud holes. What possible excuse is there for any advanced students when, as is too often the case, out of twelve notes to be played in a run, seven or eight speak, then the pedal goes on and a confused jumble swallows up all the rest? What does this mean? It means one thing — laziness. It means just the same with "sighted" people. It means laziness, laziness, laziness ; inaccuracy, inattention, a lack of that careful thrusting up of the gauge and forcing 3l6 THE ACHIEVEMENTS AND the student to a high level of ideal excellence. Under certain healthy conditions I believe that the establish- ment of prizes and of musical race-courses -^ that is to say, the putting of one talent against another in the form of rivalry — might be serviceable in rousing us from our lethargy and in stimulating us over the rough places of difficulty which we encounter like others, and a;bove all in shaking off the torpor of that opiate influ- ence which comes from being secluded from contact with the rest of the world. The vitalizing power which comes from the rough and tumble, the hurly- burly, the struggling and contest, the comparison and failure, indeed, which we find in competition with "sighted" musicians of itself imparts power, or at least gives occasion for the exercise of power if nature has given us any. As to the second hemisphere of my subject little need be said, as I understand the duty required of me was chiefly to point out methods of remedying exist- ing evils. As to the music which we should study, there is absolutely no difference between us and others. When Berlioz was asked whether he liked clas- sical or modern music, he said, "I like music." This, being interpreted out of the French brightness and pity antithesis of bon mot, means that he, like all liberal minds and widely educated souls, admired everything which reached an ideal, everything which was good of its kind ; consequently it would be the height of insanity for us to imagine because blind people are fettered with infirmity that they are likely never to rise much above a mediocre level and that it is therefore best to teach them music of a cheap and shallow character. I say this would be the height of insanity, for the very instant they would enter the ABILITIES OF THE BLIND. 317 smallest community in our progressive land they would be brought into contact with those who have studied in the greatest schools of some large metropolis in our own country or in the centers of European education. Rivalry, competition, comparison, contrast will be set up at every turn, and the only thing for the blind musician in a blind school or elsewhere to do is to study exactly the same kinds of music, the same vari- eties, and as nearly as possible in the same degree as other people. But you say this is impossible. It is impossible for a blind person to equal with his memory the sight of the "sighted." In certain ways, yes; and certain kinds of music I would recommend blind persons to eschew. No blind musician, except under the rarest conditions, should worry himself with the learning of concerted music; that is, I mean, the pianoforte part for a trio with piano, violin, and 'cello, or a solo even of a concerto with grand orchestra, or, in a word, any long, elaborate work of this character. There are two good reasons for this. The first is that it is very diffi- cult music to remember, because it is thought of as an integral part of a large, elaborate composite in the composer's mind, and secondly the opportunities to play it are very rare. In such a composition a blind man would be hopelessly distanced by even a medi- ocre player who could read at sight ; but when it comes to solo playing, whether the solos be little child pieces or large sonatas and rhapsodies, here I believe the blind man could hold himself to exactly the same standard of excellence, and that with the same amount of careful analytical work he can attain the same per- fection as others. When brought into competition with the world, 3l8 THE-.-ACHIEVEMENTS AND the first thing I recommend is courage ; timidity and sensitiveness belong to all beginners and are height- ened in the case of every blind beginner by the utter strangeness and newness of the waters in which he finds he must now swim. It is no longer a calm, transparent, unruffled lake. Monastic seclusion with the standard of comparison conveniently lowered to one's ability, with affectionate friends ready to find excuses for every delinquency, and, most of all, with an admiring public to come at regular intervals and applaud rapturously everything, good, bad, or indif- ferent alike, but it is now a stern and hard competition, for when people are asked to pay out their money they begin at once to be critical and to examine the goods. But courage should be tempered by good sense ; when courage becomes mere audacity, when self-confident knowledge and laudable self-esteem are turned into mere garish pretense, and the sounding brass of self- vaunting boastfulness, they operate as a check, as a drawback, and not as a help. A man must assert his merits, but must have the merit. No instrument is more valuable than the silver bugle, but see to it that the bugle be of silver, and when you play upon it do it skillfully ; let us not have any false notes, and above all things let us not blow at inopportune moments. Every business man will tell you that two-thirds of his success depends upon the way in which he advertises, the time, the amount he spends, and the cleverness and ingenuity which he employs. The same is exactly true of any musician. The art of introducing yourself, I may say of. insinuating yourself successfully is very important, but the greatest difficulty which we encounter is not the lack of sympathy, not the lack of admiration; in fact, both sympathy and admiration are often times a ABILITIES OF THE BLIND. 319 very serious harm to us ; but it is that general unbelief or rather non-belief on the part of inexperienced "sighted" people that the work which bHnd people do is really of the same intrinsic money-bearing value as the work of others. This general conviction in the minds of men, I fear, will not be removed in my day or in yours, but is a part of the cross, part of the burden which we are called upon by the Divine Father to carry, and in the carrying of which we are assured not only that we shall gain strength of character but His approving smile and that best of all things, that element of which Carlyle has spoken with such eloquence, that something which is better than happiness, namely, blessedness. Like one who toils through a drift of snow which at once softens and obliterates his path, which muffles the footfall, yet renders the stepping toilsome ; snow seemingly so white, so innocent, so fragile, falling out of the bosom of heaven — like such a drift of snow is this innocent ignorance in the general mind as to our powers of doing actual money-bearing work. The snowflake is the frailest of things in nature; a touch of the warm finger-tip causes it to melt and vanish ; the faintest whirl of air drives it zigzag, yet myriads of snowflakes may serve to check an express train, and to derange the pulses of commerce. So the little word of distrust uttered by a father or a mother, the sym- pathetic fears which cause your brother to insist on going with you down street or that you shall stay at home until he can go with you, the eagerness with which any casual stranger rushes to set you right, and of course sets you wrong, confusing his right hand and his left hand and plunging you into the gutter or against the lamp-post or into the house door, when he 320 THE ACHIEVEMENTS AND is trying- to clear the middle of the pavement — all these things are hindrances and not helps. ^ Nevertheless, courage; when we are good musi- cians, when we are tactful business men, when we are well balanced Christian gentlemen, we are certain of success of some healthy kind and to some satisfying degree, for God is the Father of the blind as well as of the "sighted." Mr. McCombs : I have nothing to say in addition to what the gentleman has said in relation to the mat- ter. I desire to say in starting that I voice the senti- ment; he has not tramped on anybody's toes and has not pinched anybody. We are a thousand times obliged to him for what he has said. I think we are not perfect, and am glad of any suggestion from our friends in the interest of the Institution. The points are well taken, and no one knows that better than we do. Mr. Van Cleve: I would like to hear the topics discussed a little. May it not be made the order of the day for some special time this afternoon. Dr. Fricker: I wish to say I listened to the last address with as much pleasure as anything I ever lis- tened to and think it should be written in letters of gold. HAPPENINGS SINCE THE LAST REUNION. BY MISS TIPTON. As the duties of historian have been assigned to us, we shall endeavor to the best of our ability to give a brief account of the happenings of the past five ABILITIES OF THE BLIND. 32I vears. We speak only of those incidents which relate to the Institution and of persons more or less inti- mately connected with it. The first noteworthy item which suggests itself is the appointing of a new Superintendent. Dr. Fricker, of Ashtabula, was called to succeed Mr. Henry Snyder in that office in August, 1885, which position he held until the following June. At that time, the public mind having changed its political hue, a change in the administration of the Institution was demanded, and Col. C. H. Miller, of Columbus, was given the superintendency and Mr. James McCombs the charge of the musical department. Mr. George Heinlein was appointed on the musical corps, and Miss O. M. Brown was reappointed matron. At the end of Colonel Miller's second year Miss Brown and the assistant matron. Miss M. L. McKib- ben, resigned. Miss Brown was soon called to take charge of the '"Business Woman's Home" in Cleve- land, which place she still holds. She is very happy in 'her work and enjoys the reward which she richly deserves, the highest esteem and love of those for whom she so faithfully labors. During the past five years a number of students have graduated and gone out from the Institution, re- ceiving diplomas of merit. Many of them have gained a foothold in the busy world, which reflects much credit on their perseverance and ability. Four of them have entered college and are still pursuing the path of knowledge in search of higher literary attainments. Miss Anna Griffiths, of the class of '89, entered Adel- bert College, Cleveland ; Miss Gertrude Leininger, of the same class, entered the musical conservatory at 21 322 THE ACHIEVEMENTS AND Oberlin; Mr, Frank Bixoii, also of the class of '89, entered college at Granville, Ohio, and Mr. Clarence Shafer, of the class of '87, the Normal School at Ada, Ohio. These young people, notwithstanding the dis- advantages under which they labor in competing with their fellow students, are proving themselves equal to the difficult task. Mr. Albert L. Sparks, who graduated in 1885, has had a success which is very gratifying to his friends and should be a source of great encouragement to the timid ones who have yet to cope with the difficulties of the world. Mr. Sparks has, in connection with a musical class, a good tuning business and is engaged in the piano and organ trade. Mr. Fred Eichenlaub has obtained a position in a sister institution in Minnesota. Two of our young men have gone to the far west, Mr. Henry St. Helen to Oregon, where he is estab- lished as a tuner and dealer in organs and pianos, and Charles Donovan, in California, who is engaged in a similar business. Doubtless there are others who have struggled bravely in the battle of life and who may have achieved a high degree of success, but as we have not the facts we will let this suffice by way of illustration. Mr. Smead, our former and most esteemed super- intendent, as you remember, severed his connection with the Institution a short time previous to the last reunion. He went with his family to Massachusetts, his native state. After deciding to enter the ministry, he began a course of theological study, which com- pleted, he returned to this state and was ordained a minister of the gospel. He accepted a call to the Pres- byterian church in Savannah, where he remains the beloved pastor. Alill.lTIES OF THE BLIND. 323 The idea of a working home for the blind was mooted at the last reunion, but was thought to be visionary, perhaps a foreshadowing of something which might be realized in the far distant future. r>ut someone deserves the credit of giving the impe- tus to a good thought, for which we are indebted to our friend, Mr. Sparks. Five years, though but a span of time, has wrought many changes among us. The hand of death has touched several dear friends who once went in and out among us, and their kind, familiar voices are hushed forever. But amidst the tolling of funeral knells we hear the mellow wedding bells, golden bells, what a world of happiness their harmony foretells ; "for the gay will laugh, the solemn brood of care plod on, and each one, as before, will chase his favorite phantom." Hymen hath indeed had many votaries during the short period now under consideration. No sooner had the good-byes of the last reunion died on the air than John Bitzer, what does he do but take unto himself the lovely Miss Irwin to be his lawfully wedded wife for weal or woe ; and ere months had sped away, did not H. N. Couden, the preacher, swoop down again upon the Institution and carry off the gentle Miss Dunbar? She resisted not, but went, a blushing, smil- ing, happy bride, to his home by the "deep, heaving sea." Before the next June roses had faded a bridal wreath was twined to grace the brow of another sweet girl, and James McCombs was the happy man who led Miss Nettie Flowers to the altar. Then there is Albert, with that suggestive "Sparks" ; no sooner was he out of schoolboy waistcoats than he must straight- wav go and spark Miss Anna Smith, and now they 324 THE ACHIEVEMENTS AND are both Sparks. Who next but J. S. Van Cleve — he wasn't going to let those fellows get ahead of him ;. no, indeed, not he. We are not sure of the time, but we think it was in the merry month of May, when, amid the singing of birds, the playing of fountains, the ringing of bells, he led Miss Kate — or vice versa , we are inclined to think the latter — however, they went together to the hymeneal altar, and they twain were made one. Next came Albert Bohrer. They used to say he was hard to catch, but he was caught fast enough that time, and Laura gave him her hand and heart besides and vowed she would ever be true ; and we know she will, too. Then Peter and Anna, after twenty years' deliberation, concluded to unite their destinies and 'share each others' joys and sorrows. We hear a word from them now and then, 'mid the orange groves of the sunny south. On the 8th of June, 1887, Miss Lil- Han Butler was married to Mr. S. W. Mellott; in 1888, Mr. Fred Penfield to Miss Hattie Eisenhart; in August, 1889, Mr. H. St. Helen to Miss Irene Sum- merville; in September, 1889, Mr. George De Weese to Miss Ella Malotte. Previous to all these was the marriage of Miss Clara Myers to Mr. Gortner. There may have been some omitted in this category ; if so, we hope they will forgive the unintentional slight. Before closing we will state that the Institution has passed through another political change, and on the ist of May last the superintendency reverted to the very worthy gentleman who now holds that hon- orable position. We close with the hope that this history of these five years' happenings may prove both pleasing and -instructive to our hearers. ABILITIES OF THE BLIND, 325 Mr. White : I think I might be able to say a few words to encourage and help some of our pupils who have left the Institution. I am a minister. In 1886, when a pupil in school, I had an indefinite notion that probably sometime I would preach the gospel ; but the thought was not sufficiently clear in my mind to shape my study. I took every study that came in my way, for I thought I would need every item I could get while in school. I have used everything I got here and have tried to make up for deficiencies in things I did not learn. I use a Remington single typewriter, use the New York point, and have an alphabet of sounds of my own that I use for writing notes with, though no one can read it but myself, and I can't always when it gets cold. My little knowledge of music has stood me in good stead, for sometimes I have been my own organist and sometimes even my own chorister. I found it nec- essary not only to be able to do the singing, but to re- member the number of the hymns, so as to be able to announce them. I think I am a good reader for a blind person. I read my own Scripture lesson. Mr. Van Cleve : I don't propose to give an out- line of my career the last sixteen years, but I wish to ask if the gentleman who has spoken so encouragingly and so helpfully has ever had to be his own audience. I don't wish to give an outline of my career, not from any reluctance to speak of myself, because that is not my failing; but there is one thing I wish to relate that may stimulate any who may wish to speak in public. The first experience I had was when I was a boy of fifteen. I went to town and found some boys and got up a show, and I played the organ at th.e show and sang and lectured. From that day to this the music lecturing business has alwavs come out on the ris;ht side. On one 326 THE ACHIEVEMENTS AND occasion, after two days' hard work and a scant living, we came out with twenty cents. Another experience of my career, and not a very old one either, was one raw and gusty afternoon last winter. I rose in my place in the College of Music in Cincinnati to deHver my thirteenth lecture of a course of lectures I was giving there. My voice resounded to echoes and emptiness, and I found upon inquiry that two solitary men and five women composed my audience. I said, "Do you want me to go on?" "Certainly," they said, and I went on, was taken up with my subject, and I never spoke with more satisfaction to myself. Miss Smith : I have very little to say, but would like to say a few words to encourage the ladies. I have supported myself since leaving the Institution in 1 86 1. The first year I left the Institution I made my home ; with the second year I taught in school ; then 1 went as a governess in a family ; then I attempted a select school and had quite a number of scholars. My health failed, and I was obliged to give that up. I went to work again after that and did housework for a couple of years ; then I took care of a house, got along very well, and have been working at housekeep- ing principally ever since. I have not accumulated any wealth, but have kept myself and have kept out of debt. Many may think this is not a very high position, but there must be some one to do this work. Ladies need persons for it, and if we do it to the best of our ability it is just as important as any other feature in our education. Miss Bertha Alvis : After leaving the Institu- tion I went to Cincinnati and went to a friend's house and did not consider for a few years that I was compe- tent to make a living; then I took some courses in AElLixiES OF THE BLlNi:). ^^7 housework, as I would in school, and had to learn what my teacher thought best. After three years time I went forth to battle with the world at large and feel now that for three years I have been competent to make a living. I am grateful for the education I received here; it has been a benefit to me. I am grateful to my Heavenly Father and afterwards to this Institution that I am competent to make ^ living and have been for the length of time I have mentioned. Mr. James Harper: In speaking and giving ex- periences it looks as though we had to go out boast- ing, to tell what we have done and what able to do. I will say that the broommaking business, if well fol- lowed, is a business that can be made successful. Would say further that so far as my own experience goes I have made out of the broom trade a success, or I presume you might call it so. I have accumu- lated some little means ; perhaps between two and three thousand dollars out on interest ; have one of the nicest, if not the nicest, little home in the village, and I suppose as well furnished as you might see, and I feel as though I have made a success of the broom trade. I want to say that, for I wouldn't do anything that would be a disgrace to this Institution. Thank- ing you for what it has done for me, I expect to try to live and act and work in such a way that will bring honor to it. Mr. Hoover : I have no speech to make. I can do better by sitting down quietly and telling what 1 have been doing than to get up and tell it in a place like this. When I entered the Institution as a child, I did not think much about an education. My object at that time was to get hold of something by which I could make a livelihood. I took hold of broommaking 328 THE ACHiEVEMENTg Al^D and served the full term, five years. I did not care anything for arithmetic, grammar, or geography ; yet I received a moderate education. I devoted the time principally to the broom-shop and to learning carpet weaving and have made a success in both of them. I have woven a gteat many yards of carpet, rag carpet Gf course, also made a great many brooms. I com- menced business in 1881 and have run it steadily ever since. I just got out of a loom last Friday. Mr. McCombs : I want to call for another gentle- man you are all acquainted with, whom we are glad to have with us, and for whom we have the highest respect and esteem, Mr^ S. A. Hagerman. Mr. S. a. Hagerman : My experience the past years, perhaps, has been but little different from that of others. My life has been somewhat checkered, meeting with success and reverses, but I have never faltered, realizing after leaving the Institution that pluck and energy were all required for success. Mr. Sparks : I have had some experience in dif- ferent ways. I left the institution in 1885 and went to Logan to teach music for a living. I knew no one there but a brother who went a few months before I did. I got hold of a "kid" and waltzed him around town and asked for music scholars. I got three scholars out of forty-six inquiries. People seemed to act as though I was infringing on their rights ; they had never seen a blind man and thought it absurd. I got three good scholars and went to work to make myself a living, and now I have the trade in music and selling instruments. I was peculiarly for- tunate in striking that locality. I struck a young lady down there who seemed interested in me, and I became interested in her and made her my friend. She made AP.TLiTtES OF THlE BLlNb. ^29 me her friend; then I made her my secretary; then we concluded to make a partnership. The firm is suc- cessful to-day, undoubtedly prosperous. ADDRESS OF WELCOME. BY HON. C. L. SEDGWICK, OF 1895. Mr. President, Ladies and Gentlemen: Upon me as President of the Board and in behalf of the trustees, officers, and teachers, devolves the pleasant duty of bidding one and all a cordial welcome to the hospitalities of this Institution. I confess my inability to perform that duty as I should like. I real- ize that before me I have an intelligent and cultured audience. It was not my privilege to get much of an education, except in the bitter school of experience in the great battle of life. At the time that I ought to have been in school I felt it my patriotic duty to give my boyhood days to the cause of my country. I there- fore hope you will cover my imperfections as a public speaker with the broad mantle of charity. It is said that the ties formed during school days and upon the tented field are the strongest, outside of those of the family, of any this side of the grave. Of the former I can not speak, never having had much opportunity for testing it, but of the latter I can speak from expe- rience and with confidence. I take it that these reunions are to the alumni of this institution what the reunions and the camp-fires are to the boys who wore the blue. If so, happy indeed will be the few days you will spend together here. I am glad to see so many of the former pupils of the Institution spared to meet 330 THE ACHIEVEMENTS AMD and greet one another once more this side of the silent tomb. Some who met with you at the reunion in 1890 are sleeping their last long sleep; but methinks they are looking down from their shining seats on high,, not with sightless eyes, as was their lot while sojourn- ing here below, but with bright, sparkling ones, upon this scene and are rejoiced to see you enjoy this occa- sion. Some changes have taken place here since last you met as an Association. Prof. George Heinlein and Miss Munnell have gone to join the silent major- ity, and their places are filled with others. In the death of Mr. Heinlein, who was born and reared in my own county, near my own home, and in whom my people felt a deep interest, the Institution sustained a great loss. It seemed to be his chief aim to do the greatest good for those placed under his charge. We miss his great, bright, cheery smile, his kind, sympa- thetic words. With him "life's fitful dream is o'er" and he sleeps well. Peace to his dust ; fragrant be his memory. With Miss Munnell I was not acquainted, only as I saw her move so quietly about, and of her long connection with the Institution I cannot speak, but will leave it for others. DISCUSSION. Mr. Jesse McMillen spoke of a new invention for teaching music to the blind by means of object lessons. Mr. VanCleve approved of writing music in point print for teaching, and not depending so much on the memory. He discouraged the idea of acquiring speed in committing, argued in favor of rather committing thoroughly. He urged the reading of the current mu- sical jouriial, thus keeping in touch with the new ideas. Abilities of the blind. 33 1 Mr. White recommended the use of the point l)rint stenograph. ADDRESS OF WELCOME. BY SUPT. S. S. BURROWS. Delivered at the Alumni Association, June, 1895. Ladies and Gentlemen of the Ahiinni Association: The whirhgig of time has at last brought us face to face with that epoch in the history of the Ohio Institution for the Education of the BHnd, when its ex-])u])ils and graduates hke the Moslems of old in their pilgrimages to Mecca — return to their alma mater — to grasp again the cordial hand of old time friend- ships — to rehearse the story of bygone days spent in this Institution — to live again, in reminiscence at least, the happy, joyous hours of love and labor left behind you here. After the cordial welcome extended to you by the President of our Board of Trustees, it might seem tautological to repeat the hearty greeting with which we receive vou all. Suffice it to say, that the good people of the State of Ohio, through their representatives to the General Assembly have generously appropriated the needed wherewith — the "almighty dollar," with which to contribute to your care and comfort while in attend- ance upon the sixth Alumni Association meeting con- nected with this Institution. With our genial steward looking after our temporal wants : our affable porter hovering about the outer portals, with his accustomed urbanity : our matron with grace and affability pro- viding comfortable quarters for you all : our Ernst Henderlick catering to initial wants, with a-lumb-nigh 332 THE ACHIEVEMENTS AND at hand to grace the occasion with his presence — and our vigilant night-watch ringing the curfew bells, call- ing the weary sojourner to the fourth floor sleeping apartments, where the voice of revelry was never heard and the aroma of tobacco smoke never pene- trated, — the accustomed stillness inviting its occu- pants to "nature's sweet restorer, balmy sleep." May we not hope to foster the good opinion of you all, making this Alumni meeting an oasis in the desert journey of life long to be remembered. Innumerable are said to have been the advantages derived from these quinquenial gatherings not the least of which, judging from the history of the past, is the power of cupid's darts, to penetrate the callous epidermis of some of our bachelor teachers and alumnists, on these occasions, transforming their hitherto uneventful, lone- some, weary, wayward lives to the more congenial clime of matrimonial felicity. We have no apologies to offer for appearing be- fore you as the ninth superintendent of the Ohio In- stitution for the Education of the Blind. The wheel of political fortune turns us up, or turns us down, at the pleasure of the party in power. It is no fault of mine that I happen to be the ranking officer of the Institution at the present time, nor no disparagement to our predecessor, for whom we have the highest regard. With what success the school has been conducted under its present management we leave to the judg- ment of others, — contenting ourselves with this nega- tive indorsement, that we have escaped the unfriendly criticisms of the press, in the main, and have pur- sued the even tenor of our ways unheralded and" in comparative obscurity. Our work has been the quiet ABILITIES OF THE BLIND. 333 drill of pupils, in class, in music, in industrial work- room and in tuning departments, where our faithful and efificient corps of teachers have acquitted them- selves with marked ability and assiduousness. If, as intimated by our worthy President of the Board of Trustees, our policy, at the first, was too lenient, we concede that our heart has never been subjected to the hardening process, as was that of Pharaoh of old, and we have been more willing to believe pupils disposed to do right and obey the rules, than to be guilty of infraction of them. If we thought them angels in disguise, at the first, as suggested by our President of the Board, — there is this much justifica- tion for the assumption, especially on the south side of the building, where the balloon prominences, project- ing from the shoulders and arms, if not confirmatory of the belief, at least, raised a strong presumption that wings were actually sprouting from the acromion end of the scapula and humerus. Seriously, we can but believe that our school will compare favorably with other non-seeing educational institutions in this or any other country, and that our pupils in all that pertains to mental activity and development are fully the equals of those in our seeing schools, nor do we believe they fall behind other institutions of like character in moral and intellectual training. In conclusion we can only say that we believe this Alumni meeting is fraught with mingled emotions of gladness and sadness. Glad to meet again the loved ones with whom you walked up and down these corridors in olden times ; to hear once more the melodious voices, with which your own may have blended in harmonious song : to tell of by- gone hours spent "within these walls : sadness to know that some with whom you mingled here, and whose 334 'i'HE ACHIEVEMENTS AND memories are still fresh and green are not with us to- day. The fingers that thummed the piano key board with such magic skill, and so deftly drew the bow have forgot their cunning, and the voice of melody that once thrilled the heart, has been hushed in death forever. The muse insists on giving you the peroration in verse, so here it is : You have come from the east, you have come from the west, You have come from the land that we all love the best; From the north and the south, brave hearts strong and true, Your old-time friendship again we renew. We welcome you here, and bid you God-speed, Endeavoring our best to supply every need; Ever hoping and trusting, you never will find The hours misspent that are passed by the Blind. Then lay off your wraps, and Jje of good cheer. Our home is your home while tarrying here; Be happy and gay, nor think of the end, 'Till time's on us called' that together we spend. And when the sad hour of parting must come. You've said the farewell, and left for your home. May this be our solace, 'till death gives us rest. We'll meet over there in the land of the blest. INAUGURAL ADDRESS OF JOHN BITZER. Elected President of the Alumni Association, June, 1895. Ladies and Gentlemen: To be elected President of the Alumni Association of the Institution for the Blind in the hearty manner I have been this morning, is certainly a great honor. ABILITIES OF THE BLIND. 335 and I sincerely thank you for the conipHment. You have expressed in no uncertain tone your confidence in my abiUty to discharge the duties of the office. I sincerely hope you may not be disappointed. Person- ally, I feel incompetent, as I am not unmindful of the responsibility which the honor carries with it. I am inexperienced in the practice of parliament- ary laws, therefore I will ask you to be patient with me when I make mistakes and give me your hearty support whenever the occasion requires it. I shall endeavor to give due consideration to the wishes of each individual, and render every decision fairly, upon its merits, without prejudice or partiality. We have assembled here this week from all parts of this and many other states. We have manifold reasons for coming. We expect to profit by the recreation and social enjoyment, making new friends and talking of the "long ago" with old friends and to have a good time generally. But the prime object for which this Association was established, was to give us an oppor- tunity to meet once in five years and discuss the vari- ous subjects which are of vital importance to us in our different vocations. When we remember how carefully the interests of the various occupations of our seeing friends are watched, that annual and semi-annual conventions seem necessary to protect the same ; we feel that five years is almost sufficient time for us to forget that we have any interests in common. Our aim and object is, of course, to deal with seeing people as near as possible as they deal with each other. But from the very nature of things our methods of procedure must be somewhat diflferent. Like all classes of people, there are those atnong us 336 THE ACHIEVEMENTS AND that have been more successful than others, because the business tact and energy they have displayed were of such a character as to make failure impossible. The experience of such persons freely expressed will no doubt be of great importance to us in our business pursuits ; while on the other hand, the disappoint- ments and discouragements of the less fortunate brother if told in the same way, may give some one a chance to ofifer valuable suggestions that may prove to be just what he needed to lift him out of his diffi- culties and make traveling easy. I hope each member will take part in the dis- cussion of the various subjects which will be brought before us. Let no one excuse himself on the ground that he is not a linguist. This is not an occasion for oratory or eloquence. Your plain, every day talk carries more weight and is what we want. Let each member be generous and contribute something for our edification, and also be determined to receive the greatest possible benefit from the contributions of others. Let each member have a due consideration for the opinion of the other, re- membering that a difference of opinion — no matter how wide the difference — is his right as long as it is his honest conviction. If this be borne in mind, I think our deliberations will be free from bitterness, a con- dition of things always to be desired in every deliber- ative body. I hope this re-union will excel all its predecessors in every particular, so that we may feel that it is good for us to be here ; so that we may return to our tread- mills feeling stronger and better prepared for another five years' effort to do our best. Again I thank you for the personal consideration Edward Roberts, Present Teacher of Piano Tuning Ohio State Institution for the BHnd. Anir.iTlKS OF run blind. 337 you have shown me, and again I assure you that with your assistance I will do everything in my power to make this re-union a great success. AN ARTICLE Written by Edward Roberts, a Blind Gentleman Who Teaches Piano-Tuning in the Ohio State School for the Blind. READ BEFORE THE ALUMNI ASSOCIATION OF THE BLIND OF OHIO IN SESSION AT COLUMBUS, JUNE, 1895. Mr. President, Ladies and Gentlemen of the Alumni Association: It seems I stand in the same relation to this paper as the man in connection with the Tartar, when he had captured him. ''Hey, I have caught a Tartar," he said. "Haul him in," was the response. 'T can't," he cried. "Well, then, let him go." "But he won't let me go." Ladies and gentlemen, I have actually caught a Tartar in this paper. I would gladly let him go (whether I shall succeed in hauling in this fabulous Tartar by whom I fear I have been captured, you shall be the judges), but he won't let me go. You will allow me to preface my remarks with a short story that was clipped not long since from a magazine of widespread circulation. Several years ago a well- known eastern college offered a prize of considerable magnitude for the production of an essay within whose lines could be found the best and briefest account of the Mexican war. Among the many applicants who contended for this prize, the winner was one who wrote like this: "Subject, Mexican War, Chapter 22 33^ THE ACHIEVEMENTS AND First, Cause of the War, Texas. Chapter Second, Results of the War, Taxes." This is indeed brief, and at that time was thought to be precisely to the point. A subject upon which many would have written vol- umes under other circumstances is answered in two words — Texas and taxes. If our question to-day was answered with so much brevity, I fear but little credence would be given to its veracity ; and yet, strange to say, it can be answered with twice the brevity. Our subject under discussion, "Has Piano Tuning Proven a Profitable Field of Industry for the Blind?" is a pertinent question and one that no longer enshrouds itself in the garb of doubt. Hence my answer to your query can not be other than simply, "Yes," and in face of the facts which are daily confronting us I can not understand how anyone can take exceptions to its truth. Having seen the fruit of our handicraft, the world at large has long since departed from the idea that owing to our afflictions we are wholly incapacitated, and having eradicated this thought from the minds of our fellow- men, we have awakened in them an interest to such an extent that no one state in the Union is willing to be surpassed by another in the perfection of her schools and systems of training. We believe that the world owes no man, but that every man owes his service to the world. In view of this fact we are glad to proffer to the many communi- ties of our commonwealth our services in the form of literary and musical attainments, together with industrial pursuits. For more than a half century schools for the blind have been in existence in the United States, and within the last decade or two great strides have been made in the way of industrial addi- ABILITIES OF THE BLIND. 339 tions. Chief among these is the ever cherished and well adapted art of piano tuning. It was to us as the manna to the Jews in the wilderness, for prior to this innovation willing hands were outstretched and found hut little to grasp. No line of work has proven itself so well adapted to sightless men as this. To-day from the Atlantic to the Pacific and in foreign lands as well, whether it be the Fatherland or sunny Italy, in bonnie Scotland or the Green Isle, it is fast becoming the watchword of our success. It is true, however, that not all sightless men can become successful tuners ; but this is no more a lamentable fact with us than it is with other men in other walks of life. Before undertaking this task I made it a point to solicit the opinion of those whose experience was greater than my own, and according to the information thus gathered from reliable sources throughout this and other countries, I feel that I need not hesitate to say that piano tuning in its adaptation to sightless men stands at the head of all modern enterprises, and if the opinion of the tuners of Ohio were weighed in the balance I am confident it would not be found wanting in support of this statement. Since tuning is a work that appeals to the ear rather than the eye, the sightless man, having developed a keen and sus- ceptible ear, may successfully enter the arena of com- petition. The possession of the pianoforte at one time meant almost untold wealth, but to-day it is' not only found in the palaces of the wealthy, but in the dwellings of the humbler classes. As the use of the instrument increases so does the field of usefulness widen for the tuner. The fact that so many of our number are now tuning and are successfully keeping 340 THE ACHIEVEMENTS AND pace with their seeing competitors is evidence enough that it is a profitable field of industry. The states of the Union in which we have recog- nition in this way of a school and those where the population is sparse and the number of blind insufifi- cient to justify the mainenance of such an institution, but who have ready access to those of their neighbor- ing states have representatives in this field. We hear of them on every hand. Fast as it has multiplied and as readily as it has been taken up and cherished, yet we quietly ask, "Has piano tuning proved a profit- able field of industry for the bHnd?" When the first locomotive was invented it was thought by many of that day to be the product of an insane mind. How utterly absurd it was to think that the old time stage coach could be superseded by a new fangled steam engine. In short, the absurdity was so apparent with reference to this iron monster that one more confident than the rest of his fellow-men that it would fail declared that if it even kept pace, to say the least of outrunning the cumbersome and lumbery stage coach, he would eat a stewed car wheel. Well, the machine was finished, set upon its wheels upon the rails, and the race began. Though unlike our modern locomo- tive, noted for its beauty and symmetrical construc- tion, it was accurate enough to result in a complete victory and at once introducing new and better means of transportation. Then I presume the man who had declared he would eat a stewed car wheel well wished he had chosen something more edible. When piano tuning was first thought of in con- nection with the blind, it met with similar opposition. Not that the people of the time were prejudiced and unwilling for them to have a new industry, by which ABILITIES OF THE BLIND. 34I means they might increase their possibiHties for earn- ing a Hvelihood, but it was reasonably supposed that the multiplicity of tuning pins would only tend to confuse them, which would result in the breaking of strings, a difficulty, perhaps, which, after all, never would be overcome. This, together with the delicacy and intricacy of the action, if not at first would finally frustrate all attempts at tuning, when repairs would be needed. The drawing of two or more strings to the same tension was not the obstacle that stood in the way, for that was admitted as being feasible pro- vided the right pins could be set upon. They knew that tuning in itself was a matter of detecting and adjusting sound waves and appealed to the ear alone ; and so far as the eye was concerned in determining its success it could play no greater part than could the sense of smell or taste. Pictures, land- scapes, and monuments and edifices of whatever description are attractive embellishments for the eye ; music and tuning, whether it be of instruments, bells, whistles, or other sounding bodies are the outward .embellishments that please the ear. Since from neces- sity we are compelled to keep a sharp lookout through the sense of hearing, we become well fitted for the work under discussion. Like the absurd inventor of the locomotive, we were given a trial, and happily met with a grand success. We not only learned to put our hammer upon the proper pin and work skill- fully and artistically, but we have been able to under- stand and adjust the delicate mechanism of any and all actions. This brings us to a point where we might with impunity compare the action parts of the fast receding square piano to those of our modern upright. In the 342 THE ACHIEVEMENTS AND action of the square we have six working parts, while in that of the upright we find at least ten, and in some makes more. This we can readily see would only tend to make the work of the tuner more complex; yet we have been able to cope in a mechanical way with the demands of such an action. Our tuners are not unlike the sighted tuner. Most tuners have some musical ability ; in fact, having a musical ear led them to choose this as a profession, and having musical ability they, too, often lack mechanical, for not often does the same person possess both in the same degree. We would not have you understand that our skill in a mechanical way knows no rival, but, strictly speak- ing, as for tuning in itself, we claim without blushing the topmost round in the ladder of tuners' fame. At this juncture let us hear the report from Nova Scotia. Seventy-seven per cent, of the graduates of this school are successful in one kind of business or another. Twenty-eight per cent, of this number are engaged in teaching music, eight per cent, in the field of piano tuning, and in this school the industry has been taught for the past twenty-two years, which time is but two years short of its entire existence. So you will notice that even in this remote country tuners make a favorable showing. You will allow me further to add in connection with this school, though it is rather irrelevant to my paper, that light electrical work has lately been intro- duced there, and it is proving to be quite feasible for young men who have a bent in this direction. Since it has been proven that not all can learn to be tuners, any more than all can follow the calling of the three black graces, it might be well to give it a trial in Ohio, as I think we have as many brainy fellows here ABILITIES OF THE BLIND. 343 as elsewhere. Says Edward Quincy Norton : "Tun- ing and regulating is more than manual labor; it is an art." We are steadily growing in our ability to accomplish action regulating and minor repairs, and the doubt that at one time prominently stood out against us with regard to this particular phase of the work, and which doubt, I may add, has not yet wholly disappeared, happily is vanishing from the horizon of our success. From Boston we receive the most encouraging report, and many thanks to Mr. J. W. Smith for the same. He says piano tuning here is regarded as one of the most available trades for the blind. We can to-day point to many more successful tuners than successful teachers. While competition is sharp among tuners, still it is not so strong as among music teachers. For eighteen years the tuning department of this institution has had the entire care of the pianos in the public schools of the city of Boston. There are nearly two hundred instruments, and our contract requires us to see each piano every six weeks. He further adds : I believe a tuner who can repair the action and put it in good working order will please more people and give better satisfaction than one who can simply tune well. If a sighted tuner does a bad job, it is attributed to his want of skill, while if a blind per- son fails in any particular it is attributed to his want of sight, and they naturally conclude any person would make a similar mistake under similar circum- stances. Hence we learn from this experience the importance of turning out none but the most compe- tent. Mr. W. H. Glascock, superintendent of the Indi- ana Institution, writes, "Our tuners are going out and 344 THE ACHIEVEMENTS AND are meeting with greater success than we had at first anticipated." He beheves the percentage of success- ful bHnd tuners is as great as it is of those who see. We find but very Httle prejudice because of their bhnd- ness. In summing up the reports from the following- institutions, Royal Normal College, in Upper Nor- wood, England; Canada, Kentucky, Wisconsin, Iowa, and Colorado, we have this as their unanimous opin- ion, that piano tuning is one of the most available trades for the blind. Since it is the custom that the opinion of judges shall render the decisions of cases in litigation, and as this question requires mature judg- ment, the opinions that have thus far been brought before you cannot reasonably be doubted, for, having appealed only to competent judges, men who are in position to know and whose testimony I regard as being expert, they believe piano tuning for the blind, when mechanical and musical ability is equal to the demand of such a pursuit, to be the most feasible and to result in the most practical employ of the branches of labor that has ever yet been introduced into our schools. It is a business which requires no capital nor building for location, and with the neces- sary requisites properly applied it becomes a con- genial and lucrative field of employment. If this is not conclusive evidence, then I have but to cite you to yourselves ; for in our own state, from center to cir- cumference, are found representative tuners, with whose success and individuality you have long since become acquainted. "The world may seem to stand and still it moves," and we who are ofttimes singled out as being helpless and dependent have kept creditable ABILITIES OF THE BLIND. 345 pace vvitli the long procession that has marched down the ages. We have learned to tune, can tune, and we mean to continue to tune, and to acquit ourselves creditably in every detail that comes in a tuner's line. Success in this art is arrived at only by a small per cent, of those who aspire to the calling, and even in those cases its mastery demands the most diligent applica- tion, together with natural aptitude. Carlyle says, "He that will not work according to his faculty, let him perish according to his neces- sity. There is no law more just than that work is the mission of man in this earth. A day is ever strug- gling forward, a day will arrive in some approximate degree, when he who has no work to do, by whatever name he may be named, will not find it good to show himself in our system. Let wastefulness, idleness, improvidence take the fate which God has appointed them that their opposites may also have a chance for their fate." These reunions are for mutual improvement, and this is the time and place to suggest and discuss such matters as will be of interest to us. Gentlemen, there is still room for the expenditure of money and thought, and as we are paying you a fair rate of interest in the way of satisfaction for your past acts of kindness I am more than confident you look for better results in the future. Gentlemen, trustees, superintendents, stewards, and all other attaches, who have been con- nected with this institution from its very beginning down to the present day, we are indeed truly thank- ful for the many blessings and kindnesses you have so constantly heaped upon us. You have spared no efforts ; you have brought us out of chaos ; you have 346 THE ACHIEVEMENTS AND let the sunshine into our hearts. We gratefully accept these benefactions, and we will still look forward to the time when we can enjoy the comforts of life on still higher planes. WHY THE STATE SCHOOL FOR THE BLIND SHOULD BE TAKEN OUT OF POLITICS. BY HON. E. T. DRAYTON. Read before the Alumni Asociation of the Bhnd of Ohio, in session at Columbus, June, 1895. Mr. President and Members of the Alumni Associa- tion of the Institution for the Blind: It affords me great pleasure to meet so many of you on the sixth anniversary of the alumni of the Institution for the Blind, to exchange greetings with you. It brings back pleasant recollections of the years when we were more closely associated in our relations to this institution, and though the years have come and gone since then, working their changes, and while some of those who were associated with us have been released from the cares, turmoils, and anxieties of this life, it is gratifying to meet so goodly a number of you who are still engaged in the struggle that life presents, and it is with great pleasure I look back to the days, months, and years that I was permitted to be associated with you in the humble relations I sus- tained to this noble Institution and here take occasion to tender my thanks to Superintendent, steward, and all who are in any way connected with the Institution for the very cordial reception I have always met in my visits to the Institution. But as there was a special topic assigned me for this occasion, I will now call ABILITIES OF THE BLIND. 347 your attention to it for a very short time. The ques- tion is, "Why PoHtical Interference with the Institu- tion for the Education for the BHnd is Detrimental to its Best Interests." This is purely an educational institution. It is the outgrowth of that compassionate Christian senti- ment which prompts us to exercise a tender regard for the interests of the unfortunate and afflicted, love for mankind, recognizing no distinction of race or religion or politics. It knows only our common humanity. So Jesus of Nazareth taught us in that beautiful parable of the Good Samaritan. Well has Shakespeare written : "The quality of mercy is not strained, It droppeth as the gentle rain from Heaven upon the place beneath, It is twice blest upon him that gives and him that takes." Naturally it follows, then, that the Institution for the Education of the Blind should be as free as pos- sible from the taint of any partisan political atmos- phere. In the admission and treatment of its pupils there should be no discriminations on account of political views or connections. No offensive partisan- ship should be tolerated, but every pupil should enjoy the right without constraint or embarrassment of hold- ing and properly expressing his or her political views without fear or favor, so far as its pupils are con- cerned. It is evident that such a condition could be secured only under a non-partisan management. If this Insti- tution is to be made in the highest possible degree a blessing to those for whose benefit it was planned, the management, instruction, and moral influence should 34^ THE ACHIEVEMENTS AND be of the highest character attainable. We may men- tion a few indispensable conditions of efficiency. First, the Superintendent, steward, teachers, and all other employes should be selected solely on account of their superior fitness for the positions they are to fill. They should be specialists in every line ; they should possess the peculiar abilities for their work, the mental gifts, the educational training which qualifies them eminently for their work. They should be of pure character and capable of exerting a strong and salutary influence over the pupils under their care. Above all, their hearts should be in their work. It should be to them not a means of livelihood or of gain, but a labor of love. Secondly, when good men and women are found to fill these offices they should be retained permanently. There is an efficiency that comes from experience and which can not be gained in any other way. This is particularly the case in an institution which deals with a class so peculiarly afflicted. The blind live in a world of their own ; their methods of perception, habits of thought, and conception of life are peculiar to them- selves. It takes long familiarity to understand them intelligently and aid them efficiently. With frequent changes truly efficient service is impossible. Here we see how political interference must inevi- tably prove fatal to the best interests of the institution. If its officers are to be held as part of the spoils which belong to the victors in each political contest, it would follow that appointments would be made not on account of peculiar fitness, but as a reward for party service. The men and women best qualified to fill these offices are not likely to be prominent in the polit- ical world and would be almost sure to be passed by ABILITIES OF THE BUND. 349 in favor of some eminently unfitted for the work, but possessing political influence. Moreover, every new administration would be likely for political reasons to discharge old and efficient employes to make room for its own favorites, and thus the permanence and con- sequent efficiency of the service would be destroyed. We hold, therefore, that in the management of the Institution for the Education of the Blind a strictly non-partisan policy should be pursued, no inquiry made into their political preferences, and no favoritism shown on account of political opinions. We hold that in the selection and appointment of superintendents, officers, and teachers the question of the politics of the appointee should be entirely ignored and superior fitness for the position should be alone considered. The institution should be conducted in the interest of its pupils, and not in the interest of the dominant political party. Appointments should never be made for political reasons or as a reward for party service. Such a policy would secure to the pupils of the Insti- tution that unembarrassed freedom of political opinion to which every American citizen is entitled. It would secure a corps of officers and instructors of the most eminent fitness for their work. It would retain effi- cient incumbents permanently instead of exchanging them frequently for the unfit and inexperienced. It would conduct the institution not in the interest of party politics but in the interest of humanity and would make this institution worthy of a great Chris- tian state. Mr. Welch heartily endorsed the sentiments of the paper and trusted a non-partisan board might be secured. 350 THE ACHIEVEMENTS AND Mr. White thought a board of two business men, two educators, and two blind men most practical. Mr. Van Cleve called attention to sympathy with the work as exemplified in the late Superintendent, Dr. Lord. Mr. De Weese recommended a woman to be mem- ber of the board ; she would have greater sympathy with Institution matters and could not be bought and sold in political jobs. HAVE THE CHANCES OF BLIND PEOPLE IN THE RACE OF LIFE BEEN IMPROVED? PAPER BY MISS CLARA GORTNER, A GRADUATE OF THE OHIO INSTITUTE FOR THE BLIND. Read to the Alumni Association, June, 1895. In the race of life there are many prizes. As to what constitutes a prize opinions widely differ. The vast majority in this plutocratic age desire wealth, wealth above all things. As accumulators of riches the blind never have been very successful. But, as wealth is of doubtful attainment by but few in any sphere of life, none, much less the blind, need consider them- selves out of the race if they win^ merely a comfort- able existence. And such an existence is a prize not to be despised when one thinks how difficult it is to win. Blind persons enter the race of life handicapped, and unless they are more talented or put forth greater efforts they can not hope to win the race with seeing persons. One of the greatest obstacles which has to be overcome is the idea which has always prevailed among people generally that the lack of vision entails ABILITIES OF THE BLIND. 35 1 a greater degree of helplessness than a closer acquaint- ance would usually prove. Many apparently think that the blind are also deaf, and some have thought them necessarily deficient in intellect. But these erroneous ideas are gradually becoming less apparent, as the masses become more intelligent and as they more fre- quently see the blind demonstrating the practicability of competing with seeing persons. There are two classes of blind persons who are more or less successful in life — those who lose their sight in the prime of life, after having accumulated knowledge and experience as seeing persons, and those who have been born blind, or have become blind at so early a period of life that the short duration of their vision had little or no effect upon their education. As an example of the former class may be men- tioned John Milton, and an early example of the lat- ter class was Blind Harry. Little is known of him but that he was blind from infancy; that he wrote "The Adventures of Sir William Wallace," a poem of 11,858 lines, and made a living by reciting it, or parts of it, before company. It was written about 1460, so Blind Harry was an early pioneer in educating the public to the knowledge of the possibility of the blind accomplishing something in the higher walks of life, while at the same time he began teaching that public that with a little opportunity a person deprived of sight from early childhood was not necessarily depend- ent upon their charity for subsistence. John Milton was forty-four years of age when he lost his sight. A man of great genius, exquisite taste, a talent for music, educated with the greatest care, living in a time full of events that naturally pro- duced the deepest thought and speculation the mind 352 THE ACHIEVEMENTS AND could sound or compass ; traveling and meeting phil- osophers, wits, and artists, and viewing the galleries of Italy when they were full of the greatest, religious works that had ever come from the brush; his mind the most earnest, conscientious, reflective, and pro- found of his age ; his soul most courageous ; his will indomitable; always a man of thought, with the rich- est and deepest experiences of life ; when he had become blind vision had done about all it could do ; blindness was little more than the closing of the eyes to recall the visions of a vast memory or to paint in imagination grand scenes unmixed and untarnished with common- place surroundings. He lost the last rays of sight in writing his "Defense of the People." He had lost his political office at the downfall of the Commonwealth, so noth- ing was left but for him to devote the remainder of his days to literature. He had long cherished the hope of accomplishing a work that would perpetuate his fame. His mind was stored with all the material for his "Paradise Lost" and "Paradise Regained." His two daughters were at hand to make any necessary references and to handle the pen. In view of these facts of his life and character, it is certainly a logical conclusion that his blindness affected but few lines of his grand epics, and if it did, it has lightly affected them for the worse as for the bet- ter. The epics would have been written had he retained his sight. Yet some persons have asserted with positiveness that these epics never would have met the public eye had not their author become blind. He proved to the world by the diligence with which he continued his literary pursuits that his want of vision should not interfere with his work. Thus ht ABILITIES OF THE BLIND. 353 also served to educate the public that blindness should not be an excuse for idleness or exclude the possi- bility of accomplishing many of the ends of life. By such examples governments were brought to perceive the possibility of greatly improving the opportunities of the blind. The state gradually took upon itself the duty of trying as far as possible to educate those whose affliction was so great as that of Blind Harry till that affliction should be no more severe than in the case of Milton. It has been but little over a century since the first successful efforts were made to enact laws whereby the education of the blind should be given special attention. Previously beggary had been almost uni- versally accepted as a consequence of blindness ; but as civilization advances beggary as a profession wherein those who have some physical disadvantage are tne most successful workers is on the decline. Year by year the idea grows that a proportion of the people of the earth shall become self-supporting, and in order to do this it is necessary for each and all to strive earnestly to overcome all difficulties. To become a useful and intelligent citizen, an education is the first essential, and since the education of the blind is comparatively of so recent date the necessity for improvement is so much greater to right the injus- tice of centuries. All children in the Uinted States are entitled to a free education, and why is a child who is blind given less than one who can see? But such had been, unfor- tunately, the case, though the educational advantages which are now offered the blind are more nearly equal to those of seeing persons than ever before. A much larger proportion of the pupils who attend the schools 83 354 I'HE ACHIEVEMENTS AND for the blind complete the course of study than of those who start in the primary grades of public schools; therefore, the bHnd pupils are entitled to a larger financial outlay for their education. There are many persons who claim that the state does in pro- viding an institution like this, where pupils are boarded free as well as provided with books, while the fact is it is done as a cheap arrangement whereby the state saves thousands of dollars, sending its blind pupils to one school, whereas otherwise the state would be compelled to have a school for the blind in each district wherein one or more blind pupils resided, in order to furnish the blind pupil or pupils with instruction equal to that of seeing neighbors, as the state is in duty bound to do. Could the blind 'and seeing pupils be educated in the same schools, colleges, and universities, it would be a great advantage to both, as the seeing stu- dents would then grow up realizing that the loss of one sense, even though it be such an important one as that of sight, does not debar one from the pleas- ures and duties of life, while the blind would not acquire the impractical ideas of life which attending a separate school is likely to induce, owing to the fact that the cost of living and the expense of an educa- tion are not discussed as they would be in the unre- stricted schools. It is to be regretted that more has not been done toward educating the blind among the seeing. Im- provements that should have been made in the past may be argued from the hopes of the future. Profes- sor John Clark Ridpath, the historian, claims that probably in one hundred years from now very little instruction in schools will be given in such a way as ABILITIES OF THE BLIND. 355 to necessitate the use of the eye; that the eye will then be used for long range — for viewing Niagara Falls, the Rocky Mountains, and natural scenery gen- erally — and that the ear will be the channel of com- munication to the brain for most instruction, thus strengthening the memory in order that people may be less dependent upon their continual accessibility to encyclopedias, dictionaries, prayer-books, and Bibles. There are marked and unnecessary differences in schools for the seeing and those for the blind. In the latter trustees are sometimes appointed whose edu- cation has not been such as to fit them for the work with which they have been entrusted, while state uni- versities are under the trusteeship of men who are quick to advance the interests of those institutions. In public schools for the seeing, teachers are employed who are carefully examined as to their qualifications, and each year a higher standard is required. It is no longer considered wise to neglect phys- ical development while cultivating the mental facul- ties. Physical training and development are now receiving much public attention in public schools, while little has been done toward this end in schools for the blind, where this need is much greater, for the blind pupils have not the same advantages out of school, as they cannot benefit by the sight of athletic sports. While some of the foreign schools for the blind are somewhat ahead of the schools in this country in gym- nastic equipment, none have been to the extent the possibilities of the times would allow. It is certainly a gross neglect that has so long failed to supply every appliance practicable for the athletic exercises among the blind, and every means should have been sought whereby that which may seem 356 THE ACHIEVEMENTS AND impracticable could be accomplished. Placing the blind as nearly as possible on equal footing with the seeing in physical development would give themselves confidence and be of inestimable advantage in lessen- ing the differences between them and the seeing. In manual training, schools for the blind excel other schools, since in them a number of trades are taught thoroughly, among which may be mentioned the making of mattresses, hammocks, horse nets, bas- kets, brushes, brooms, and ropes, carpet weaving, cane seating, hairwork, and piano tuning. Instruc- tion is also given in mat making, beadwork, crochet- ing, knitting, hand and machine sewing, though none of these are taught with sufficient thoroughness to be properly called a trade. The art of cookery is now receiving much attention in schools and clubs, and there is certainly nothing that adds more to the com- fort and well-being of the home than well-cooked food. "We may live without poetry, music and art; We may live without conscience and live with- out heart; We may live without friends; we may live with- out books; But civilized man cannot live without cooks." And the demand for those who can cook well has never been supplied. A department for instruction and practice in the art of cookery should be an adjunct to all complete schools for the blind. Cookery is an art in which the blind may become very successful, from the fact that they are inclined to follow rules and recipes with great exactness, which is the first requi- site to good cookery. The chances of the blind have been improved by literary and social societies, which ABILITIES OF THE BLIND. 357 are among the most important features in all advanced schools and colleges, as these societies develop conver- sational powers and give ease of manner and self- ])OssessioiT, which few acquire in any class that they attend. An opportunity to study character is here afforded as nowhere else in the school, demolish- ing exalted impressions born of an idle fancy. The instruction of the blind in elocution and ora- tory has not been given half the attention it deserves. It is most important that they should receive thorough training in these branches. As good elocutionists they would be afforded many social advantages and would learn facial expression, giving them control of the features. Music ha-s always been given special attention in schools for the blind and has always been considered for them the most profitable field of employment. In no other free school can so thorough a musical edu- cation be obtained as in the schools for the blind in the United States. The chances for the blind might have been improved had their schools never been called asylums. The word naturally conveys a wrong impression, and one can but feel surprised that it should ever have been printed on so progressive a thing as an electric street car. On page 870 in the Encyclopedia Britannica, in the article under the word "Blind," F. J. Campbell, of the Royal Normal School for the Blind, says, 'The institutions of America are not asylums, but in the truest sense of the word educational establishments." The social and educational advantages afforded the blind in the United States are superior to those of any other country; consequently they have engaged successfully in a greater variety of occupations. 35^ THE ACHIEVEMENTS AND ^Although France was the first to recognize that it was the duty of the state to educate the bhnd, she now holds the second place. As in the turbulent times of the great French Revolution of 1793 that nation did not forget the blind and demanded that they should become wards of the state, so in the French exhibit of paintings at the World's Fair in 1893 a conspicu- ous canvas was one by Auguste Zwiller, of Paris, entitled, "A Lesson at the Institution for the Blind Children at Ilzach." Many things which have been invented with no thought of the blind are as well adapted to their use as if they had been specially made for them. Among those are the typewriter, the , phonograph, and the double tricycle. As soon as the education of the blind began to be considered of sufficient importance to be given special attention the invention and manufacture of materials for use in teaching them began to occupy the minds of those interested in their advancement. Like all things in this inventive age, many improve- ments have been made in this line, the most important of which are the manufacture of books in raised print and point print slates. The cheaper production of paper has materially lessened the cost of books. It would be tedious to give an account of the rise and growth of institutions for the blind, though such an account would all bear on this subject. In the discussion which will follow this paper doubtless there will be brought out many facts, gathered through personal experience and by observation, which will show that the chances for the blind have materially improved. Abilities of the blinI). 359 A STATE HOME FOR THE BLIND WOMEN. PAPER BY MISS NELLIE SILVUS. Read to the Alumni Association, June, 1895. In regard to the advancement of those who are not considered among the seeing many are the ques- tions that have been brought forward for discussion. Some, when beheld with the mental vision, are, as it were, transparent. Therefore only a passing glance is required to discern what course ought to be pursued concerning them. But few in number are such ques- tions when compared with those that are environed by a network of doubts and arguments, so closely woven that they are not even translucent. That the wisest and best methods may be adopted in regard to these questions, slowly, carefully, thread by thread, this thread network must be unwoven, and a tedious task this is indeed ; for many tangles are formed which admit of no further progress until the confused threads have been separated one from the other and each restored to its proper position. Knots also there are which to loosen careful study and thorough research are required ; so tedi- ous is this process of unweaving that valuable time is oft consumed in divesting them of the dark, chaotic wrappings by which they are surrounded. The ques- tion to which a few moments our attention is espe- cially directed is one about which are clustered many perplexing arguments. There are, I believe, weighty ones that can be brought forward in support of the establishment of a state home for blind women. For them the paths of life are in many instances more difficult of ascent than for their neighbors. Boulders of prejudice and misunderstandings are often 360 THE y'^CHlEVEMENTS AND encountered that must be rolled aside ere they can continue their journey with which the seeing never meet. How difficult it frequently is for women whose sight is seriously impaired to obtain employment, due to an erroneous impression which is, alas, so preva- lent, that they are utterly incompetent to take their places among the seeing in the business and turmoil of active life, that instead of assisting they only cause additional labor for those by whom they are sur- rounded. This failure of the masses to comprehend the great susceptibility of the other senses to education is to be regretted; but that it is true can not for a single instant be doubted, and truths, though they would sometimes be passed by unnoticed because of their unpleasantness, must be met courageously and without hesitation. Through perseverance and energy sightless women can without doubt fill with credit many positions that constitute employment for our sex. There are, how- ever, some in the fulfillment of which sight is neces- sary ; others that can not be properly filled without special arrangements being made. This cannot be expected, for so swiftly flows life's restless current that many would hesitate to spend time in making such arrangements, and for this reason alone to occupy such positions others would be selected. This want of understanding, together with other reasons tends to lessen in number for such women the avenues of success that are open to their fortunate sisters. Throughout our land many homes have been pro- vided for those who because of sickness, failure to obtain employment, and various other reasons are without means of support, since for those in question ABILITIES OF THE BLiNt). 361 tlie journey of life not infrequently lies in i)athways that circumstances over which they have no control have rendered especially steep and rocky. Is it not just that a home he provided for those who do not succeed in removing from their paths the impediments with which they meet? Those there are who would thcrehy be shielded from great privations. Some are obliged to enter those with whom they have simply nothins: in common, fall in truth ; not among the bet- ter classes is the majority of their associates. They spend their lives with perhaps never a ray of sunshine finding its way through the dark clouds of sorrow that envelop them. If anything, more keenly do they feel their condi- tion than the majority of persons admitted into these establishments, for from observation I have learned that in general more sensitive are they who behold not the works of man and nature with the physical vision than they who do. In but little less trying circum- stances are others, although they are received into the homes of, it may be, near relatives'. If for the sup- port of those whose welfare we are considering a home were established, not greatly increased would be the expenses of our state, for with proper manage- ment but very little assistance would be required in the performance of household duties ; all whose health would permit ought to be expected, yes, required to be as nearly self-supporting as practicable. Cane seating and basketmaking would, I believe, be found not unprofitable occupations, and various kinds of needlework would doubtless be salable. But the question arises. Would such a home, taking all things into consideration, be really productive of good? Being a state institution, soon would it find its way 3^2 THE ACHIEVEMEN'TS AnlI into the political world, and let not politics enter into the government of this or any other institution of its kind. To be truly successful, it, like all others for the same purpose, must be under the control not of those by whom the necessitous are looked upon with contempt, or even indifference, but of those whose desire it is to cheer and assist God's needy children. In selecting its managers due consideration of their fitness to occupy such positions would not always be taken into consideration by the state officials, partly because of many other duties demanding their attention and partly due to its being one of the smaller and perhaps considered one of the less important state establishments. If for any reason it should prove a failure, better by far that it never be estab- lished. Detrimental to our people would it be, by making it even more difficult to procure for the indi- gent blind any assistance. The purpose of its estab- lishment would in all probability not be thoroughly understood by many not interested in such institu- tions. Is it not probable that most people would con- sider it a home provided for all blind women instead of only those upon whom fortune hath not smiled? Were this the general impression formed, less interest might be taken in some instances to procure for them employment. That this is sometimes the experience of those not of this class is, alas, only too true. Is it unreasonable, then, to conclude that with blind as with seeing the same rule should hold ? In every question brought forward for discussion, in every decision rendered this object ought to be steadily held in view, the more perfect union of the two classes, the blind and seeing. When, this is accomplished, when there no longer exists any misunderstanding, when the inter- Aliir-tTiES OF THE BLIND. 363 ests of one are the interests of the other, then indeed will a i^reat work have been done. Hilt would this step, if taken, bring together the two classes ? Would it not rather tend to increase in width the breach by which they are already sepa- rated by calling forth additional misunderstandings? No; this certainly could not be the result, for all dif- ferences that would arise by the failure of those not particularly interested to comprehend the purpose of its establishment would affect individuals only ; soon all erroneous impressions would be dispelled ; within a few years it would itself set forth its object; it would bring beneath the notice of the public this truth, that independent and self-supporting is a large major- ity of the hundreds of blind women throughout our state. This would ultimately join those forces that are working to place the two classes side by side. True, if allowed to drift into the political world the same success could not be attained that if other- wise controlled ; but, being the smaller state institu- tion, the legislature might be prevailed upon, were the matter placed before this body, to throw it out of politics. Even if this could not be accomplished, without doubt materially improved would be the con- dition of those for the benefit of whom it would be provided. This, like other projective movements, admits of many arguments, both pro and con, and as a very careless observer can readily perceive it has not been even properly introduced in this short paper ; but those in favor of this establishment of a state home for blind women have in my opinion the ascen- dency, for can it be doubted that it would ultimately prove beneficial rather than injurious? Let us weigh the arguments carefully and we do not find that on 364 The achIeVjemeMtS AMD one side are largely taken into consideration the tem- porary inconveniences of the few, while on the other the ultimate good of all needy blind women. Which ought, then, to be taken into consideration, the present interests of the few or the everlasting welfare of the many? Justice hasteneth forward, as always she does, to proclaim, Heed ye not temporary inconveniences, for soon will they be borne away on the never falter- ing wings of time into the past. But look ye, O my friends, to the permanent good to all. DISCUSSION OF MISS SILVUS' PAPER. Mr. Deweese doesn't know why the states haven't provided for the weaker sex before providing for the men. If such a home was formed purely on a benev- olent basis it would only add to the laurels of the state in her benevolence. Europe is far superior to the United States in benevolent homes. Miss Hill said it took grit to get along in this world, whether blind or seeing. A larger per cent, of the indigent in the state are seeing. If people won't work, they may go to the infirmary, where they are well provided for. Mr. Couden understands the paper to mean, Shall homes be established for women as well as men ? He believed that men and women who will work can earn a living. We live in a day of combines. It is impossible for men or women to go out and compete with large institutions. What these homes are for is to establish a place where material may be bought wholesale and men and women can work and compete with larger establishments. If such a working home is founded, no one should be admitted except those who are willing: to do their best. The industrial home Dr. H. N. Couden, , Elected President Alumni Ohio State School for the Blinc June, 1880, who is and has been for several years Chaplain of the Lower House of Congress, Washington, D. C, U. S. A. ABILITIES OF THE BLIND. 365 and not a home for indigents. If there can be any steps taken to establish a home of- each kind, he would be strongly in favor of the movement. Miss Powell thinks Miss Hill too severe. All are not born with equal ability and dispositions. She thinks women are ready to do all they can to support themselves, and a place to get work would be most desirable. Miss Hill defends her statement ; says she meant to encourage blind in saying that the seeing have as much difficulty in securing work as the blind. Miss Austin : It belongs to the blind as a class to look after their own dependents. Those who have music as a profession have the best chances ; but women who have to depend on a literary education do not have the same opportunity. The fact that the pupils here have been given a high school education does not imply that they are equipped to earn a liv- ing. The very fact that they have this education makes their situation more deplorable when they have to enter infirmaries, and if a home could be established, afford- ing work for those who could work, admitting those also who were not able to work, it would be "a con- summation devoutly to be wished." ADDRESS BY REV. H. N. COUDEN. FORMER GRADUATE OF THE OHIO STATE SCHOOL FOR THE BLIND. Delivered to the Alumni Association of the Blind, June, 1895. The reunion of this Alumni Association may be compared to the home coming to the family after 366 THE ACHIEVEMENTS AND . years of separation, since it carries with it all the deep and tender emotions incident to such gathering. The saddest thing in all the wide world among the inevi- tables is the breaking up of a happy home. As the children grow up and go out one by one into the activi- ties of life, for as time sweeps on in its ceaseless flow and the shadows of life lengthen, home with all its environment becomes the dearest spot on earth. When will these familiar lines be emptied of their significance and grow old — "How dear to this heart are the scenes of my childhood, When fond recollections present them to view ; The orchard, the meadow, the deep tangled wild-wood, And every loved spot which my infancy knew. The wide spreading pond, and the mill which stood by it, The bridge and the rock where the cataract fell; The cot of my father, the dairy-house nigh it And e'en the riide bucket which hung in the well. The old oaken bucket, The iron bound bucket. Which hung in the well." But where is the orator, the master, the genius who in fitting language can portray the deep and tender emotions of that family gathered once more under the parental roof, round the fireside or well spread board? What scenes, what reminiscences, what mem- ories of childhood and youth spring from the foun- tain of the heart, welding in a deeper love the ties which time nor space can sever. Yet, amid the inde- scribable joy a vein of sorrow comes, unbidden it may be, yet it comes to mellow, to deepen, to sanctify with its presence. ABILITIES OF THE BLIND. 367 "There is no flock however watched and tended, But one dead lamb is there, There is no fireside, howsoe'er defended But has one vacant chair." We come to this institution in childhood and youth, and in the very nature of the case the long series of years required to complete the course, it becomes to most of us home, and as we graduate and go out to meet the duties and responsibilities of life and make ourselves fortune, fame, a name commensu- rate with the longings, the hopes, the aspirations of true men and women, in defeat or victory, in joy or sorrow, our hearts turn back to this our alma mater, nay, our home, and when the white winged messenger bids us to the "reunion," a torrent of memory flows back upon the heart and our whole being tingles with delight, and we live over the old days, not only in memory but in our dreams, and as the time draws near each old, familiar form, each well remembered voice, each scene becomes intensely realistic, and finally when all are gathered once again under this old roof, I repeat, where is the artist, where is the genius with chisel or brush or pen or score who can fittingly por- tray the profound emotions of the hour. But, alas, it is not all joy. We listen for the familiar step, the tender voice ; we wait the warm clasp of a hand ; yes, in the language of our beloved Whittier, "We long for household voices gone, For vanished smiles we long, But God has led our dear ones on And He can do no wrong. I know not what the future hath Of marvel or surprise, Assured alone that life an4 death His mercy underlies. 368 THE ACHIEVEMENTS AND And so beside the silent sea I wait the muffled oar; No harm from Him can come to me On ocean or on shore. I know not where His islands lift Their fronded palms in air; I only know I cannot drift Beyond His love and care." Is it a stretch of imagination, or do I actually feel the presence of our dear ones whose feet have touched the strand of those celestial shores, whose finer instincts, now enhanced by contact with the Master, have somehow divined our purpose, or by some sub- tile power w-hich deep in our being lies hath reached their souls and drawn them hither to make divine and more sacred still the purpose of this reunion? In the language of Mrs. H. B. Stowe, "It lies around us like a cloud, A world we do not see; Yet the sweet closing of an eye May bring us there to be. Sweet hearts within us throb and beat Sweet helping hands are stirred, And palpitates the veil between With breathings almost heard. The silence — awful, sweet and calm They have no power to break ; For mortal words are not for them To utter or partake. Scarce knowing if we wake or sleep. Scarce asking where we are, ' We feel all evil sink away, AU sorrow and all care," ABILITIES OF THE BLIND. 369 O sacred presence, hallowed be thy memories, dear thy hopes, thy longings, thy aspirations fulfilled ; let thy benediction fall upon us ere thou departest to thy abode of bliss. We wreathe in our minds to thy memory chaplets of flowers, garlands of roses, and bedew them with our tears. Science tells us that the falling of a pound weight through space a distance of two or three feet only sets every atom of matter vibrating throughout the entire universe, so delicately and so nicely are they adjusted. If this is true of the material universe, what of the spiritual realm? Does not Paul express a universal truth when he says, And whether one member suffers, all the members suffer with it, or one member be hon- ored, all the members rejoice with it? This conclusion, however, may be too broad, too sweeping for us to fully comprehend as finite beings, at least in our fleshly limitations ; but this one thing I do know, that each life with which we come in contact becomes a part of our own being; not the eating, drinking, counting man, but the soul itself, which is the man before which we reverently bow, and whenever soul touches soul the impress is lasting ; nay, it is fixed and becomes an inte- gral part of our being. Let me illustrate: Many of you were pupils of this institution when our sainted Dr. Lord was its Superintendent. You know him. You will never forget him, because he has become a part of your being, and the more you have of that life the larger, the nobler, the grander is your own life. Thus it is a give and take world ; each must take and each must give; hence it becomes extremely important that we use the utmost care in giving and taking. Evil communications, says Paul, corrupt 24 . 370 THE ACHIEVEMENTS AND good manners. But I am not here to preach a sermon, though the force of habit will assert itself; but I am here to speak in memory of those who have passed from this existence to that larger life. Since the last reunion many of my school friends, my classmates, have joined the innumerable throng. I can not dwell upon each in fitting tribute ; time for- bids. Peter Thacher, Mattie Bigelow, Julius Bliss, Lettie Terrill, each possessed elements of greatness, which by the force of circumstances were not permit- ted full fruition in this life, yet each life bore fruit and has added something of joy and worth to those who knew them. I would gladly linger upon the memory and endearing associations of each, but Superintendent Burrows requested me to speak of the late and our lamented Prof. George Heinlein. This, too, is a pleasure, since I knew him as few were per- mitted to know him. Most men have doors to their hearts, and many leave them open to all ; some men, however, are timor- ous, retiring, and open the door only to their most inti- mate friends. Such a man was Professor Heinlein ; his characteristics, modesty, gentleness, and humiHty. He never intruded himself where he felt he was not welcome ; he was not a recluse, he was fond of society, but it must be genial. He was not a conversationalist, yet in the presence of those whom he honored with his friendship the door of his heart was open and he talked fluently, never frivolously, but was always to a purpose ; he would not enforce his opinions ; he advanced ideas for your candid criticism, that he might be informed, though no one could listen to him upon his favorite themes, politics, music, religion, without being the gainer. Musically he was a genius, and AHTLITIES OF THE BLIND. 37I though he had given much time to the development of the musical side of his being, yet it was not to the neglect of other powers of mind. He was really well rounded out, symmetrically developed, though, as I have said, to appreciate him fully you must know him. I think all who knew him appreciated him and loved him ; but those who knew him best appreciated and loved him best. He had the highest conceptions of moral excel- lence. There never was a more honest man ; his word in the dark was as good as his paper in the light. I never knew him to deviate from the truth. He never stooped to antagonize or to mean advantages under any "circumstances. Frank in his avowals, firm in his convictions, gentle in all his intercourse with men, no man felt more keenly the sting of unjust criticism; yet he did not rail, but with a patience born of hope he waited, feeling that time would improve his position. He was a natural gentleman, always generous, kind, and considerate, "with malice toward none and char- ity for all," he was, though not a member of any church, a Christian. Like most of us, he had his faults ; but no man strove with greater courage and perseverance to cor- rect them. He was, as I have said, a musical genius and a master of that art or science so far as he was permitted to investigate, analyze, classify, and arrange. No one will doubt this who had the fortune to come under his tutorship or who had the privilege of an audience when he presided at ^lis favorite instrument, the piano. It was as though he were a part of the instrument ; his soul took possession, and every tone was instinct with life and intelligence. You were absorbed ; he took possession of you and carried your 372 THE ACHIEVEMENTS AND thoughts; your heart throbbed with all the deep emo- tions, tender pathos, and profound meaning and inten- sity of the theme ; your soul touched his soul, and you were lifted up, as it were, from self, away from care, borne aloft to the regions of the blest; you were ennobled, purified in a torrent of melody and harmoni- ous combination of sounds; you could see the land- scape with all its varied scenes, the villages, the hills, the mountains, the rivulets, the cataract, the brook, the deep, flowing river, the woodland, the meadows, the rugged rocks, the lofty peaks, the headlands, the great ocean itself, the blue, ethereal, the sky with its myriads of stars, the shimmer of the moon or the sun itself, illuminating everything with a halo of glory. You could hear the lowing of the herd, the tinkle of bells, the song of birds, the music of the brook, the roar of of the cataract, the deep bass of old ocean, all blending in one great harmony. He could lead you through all the activities of life by the hum of machinery, the tramp of feet. He could take you to the quiet of the home or lead you by the sound of bell to the peaceful Sabbath scene around the altar erected to God and lift you by its devotion to the realm of the blessed. Lord Chatham said of Mendelssohn, "There was something finer about this man than anything he ever did," and this may be said with equal propriety of Prof. George Heinlein. In this thought is the earnest of that hope which burns in every man's breast, the hope of immortality. In this life we are shut in by fleshly limitations ; our longings, our hopes, our aspi- rations are never satisfied. The acquirements of yes- terday but quicken the desires for to-day's achieve- ments, says Emerson. The philosophy of six thousand years has not ABILITIES OF THE BLIND. 373 searched the chambers and magazines of the soul. In its experiments there has always remained in the last analysis a residuum it could not solve. The incom- pleteness of this life necessitates and proves existence to that other life, where the soul, freed from its earthly environment, may move on to its perfection. Again, the material universe is bound together by unseen forces — molecules, atoms, worlds, and systems of worlds, so we are bound together by ties of affection, by that subtile, unseen something we call love, which is more enduring than any material thing, and which eternity alone can satisfy. Pull down the stars of yon- der heavens and place them in the balance and one drop of love will outweigh them all, says George D. Prentice. It cannot be that earth is man's only abiding place. It cannot be that our life is a bubble, cast up by the ocean of eternity to float another moment upon its surface and then sink into nothingness and darkness forever. Else why is it that the high and glorious aspirations which leap like angels from the temples of our hearts are forever wandering abroad, unsat- isfied ? Why is it that the rainbow and the cloud come over us with a beauty that is not of earth, and then pass off and leave us to muse on their faded loveliness ? Why is it that the stars which hold their festival around the midnight throne are set above the grasp of our limited faculties and are forever mocking us with their unapproachable glory? Finally, why is it that bright forms of human beauty are presented to the view and then taken from us, leaving the thou- sand streams of the affections to flow back in alpine torrent upon our hearts? We are born for a higher destiny than that of earth. There is a realm where the 374 THE ACHIEVEMENTS AND rainbow never fades; where the stars will be spread out before us like the islands that slumber on the ocean, and where the beautiful beings that here pass before us like visions will stay in our presence forever." "But oh, what revelations will the future bring forth. Every misunderstanding will be made plain ; every misalliance and entanglement will be unraveled ; the dark will be made bright ; the homeliest will in His own good time be made fair. Now we see through a glass darkly, but then face to face ; now I know in part, but then I know even as also I have been known, and now abideth faith, hope, love, these three : but the greatest of these is love." "When the mists have rolled in splendor, From the beauty of the hills, And the sunshine warm and tender Falls in kisses on the rills, We shall read love's shining letter In the rainbow of the spray, We shall know each other better When the mists have cleared away." HOW SHALL THE PUPILS OF THE STATE SCHOOL FOR THE BLIND BE TAUGHT MUSIC TO BEST FIT THEM FOR TEACHERS OF THE SEEING? PAPER READ BY ALBERT SPARKS, Former Graduate of the Ohio State School for the Blind, June, 1895. Mr. President, Fellozv Members of the Aluinni: I call upon you to aid in the solution of the above named problem. I desire in the outset to emphasize ABILITIES OF THE BLIND. 375 this fact, viz. : that this subject to which we respect- fully call your attention for a short time is second in importance to none which has been or may be dis- cussed during the deliberations of this association. In fact, I have but little hesitation in affirming that it is the important topic on the program, the ques- tion which greatly perplexes me and no doubt you, is, why one so small is called upon to handle a subject so large. There is but one explanation that seems in any de- gree satisfactory. Our good friend tried and true Deacon J. F. L. no doubt was a factor in the prepara- tion of this program, and being strictly of a biblical turn of mind, he has endeavored in this appointment to fulfill the Scriptures which saith the weak things of the world shall be chosen to confound the mighty. You will not expect a brilliant display of elo- quence from one fresh from the region of black diamonds. Therefore I will not consume your time with rhetorical flourishes or flowery figures, for I have long ceased to be poetical and of late years have become decidedly prosy. My remarks therefore will be of a plain and I trust a practical nature. It has been said that much importance is attached to this question. In support of this statement allow me to give you a reason : the vocation of music teaching is one to which our pupils are peculiarly adapted. A field in which they can work with comparative ease and achieve success, please do not understand me tO' say that this is the only road we are permitted to travel, that we are con- fined within the narrow limits of this one occupation ; on the contrary, I will not be contradicted when I say that many honorable positions in life have been Z7^ THE ACHIEVEMENTS AND successfully filled by blind people. We have with us on this occasion ladies and gentlemen representing various callings of life. Allow me if you please to introduce you to the minister, the lawyer, the teacher, the lecturer, the critic, the composer, the journalist, the merchant, the business man, the mechanic. These are all here and others that might be mentioned. However, I think that the most of you will agree with me when I say that a large majority of the graduates of this and other institutions of a like nature, will engage in the profession of teaching music as a means of their support. It is therefore highly im- portant that this school shall give its students that kind and that amount of musical training that will enable them to go forth and successfully compete with their more fortunate competitors. And when this end has been accomplished this institution has in a large measure fulfilled the mission for which it has been created. In order to be a successful teacher of the seeing, it is necessary first to become a reasonably good per- former on the instrument we propose to teach. It is not within the province of this paper to discuss the point whether or not a skilled performer is essential to a skilled teacher, but I do wish to say that it is of vital importance that, when we appear on the scene to solicit patronage that we shall be able to execute well. How blind people can teach music is a profound mystery to most of our seeing friends. There is no explanation which can be offered, no argument so convincing, no way of gaining their confidence so com- pletely, as to be able to sit down to the instrument and render a selection of music in a creditable manner. ABILITIES OF THE BLIND. 377 Your ability as a teacher is measured largely by your ability as a performer. It is therefore important that we make our pupils good performers. It is the key- note to success. It now follows to answer the question how can this be done. I answer, first we must have teachers abreast with the time and wide awake to the interest of the pupils. The pupil must be energetic and will- ing to apply himself to the work. I consider one of the chief essentials to a good performer, an abund- ance of time for practice. Could I live over again my institution life, I would insist on more time to devote to my musical studies. As I now see it I con- sider one of the chief hindrances to my progress, in- sufficient time for practice. My practicing hour for two years was immediately following the supper hour. Having devoted all day to other pursuits my body and mind were so fatigued that my practice resulted in little good. In a school like ours, composed of three departments, the strength of the pupil is taxed too heavily. Great care should be exercised in assigning that work and that amount of work which is calculated to result in the greatest good to the pupil. It is my humble opinion that, when a pupil manifests a degree of musical talent and expects to make the music busi- ness his future business, his musical studies should have the preference. Far be it from me to discourage the pursuit of any branch of knowledge taught in this insti- tution, for I think I realize to some extent at least the value of a well balanced mind with all the faculties properly developed, but if I understand the object of this institution it is not so much to give its patrons a col- legiate education as to instruct them in what is com- 380 THE ACHIEVEMENTS AND of financial benefit it brings our pupils before the public and advertises them as nothing else can do. It also introduces them to the best society and gives them a standing and prestige in the community. Therefore I say if the pupil expects to locate in a small city or country town it is to his advantage to general- ize, that is, to learn to play and teach a number of different instruments. But if he expects to locate in a larger town he must specialize, that is to say he should not use his time in studying many instruments but confine himself to one or two things. The larger the city the more are specialists in demand. We now come face to face with the knotty part of this prob- lem, how to facilitate the work of preparing our les- sons for seeing pupils. The difficulties to be overcome which have been before mentioned sink into utter insignificance when compared with this obstacle. It has been my custom to go before a pupil perfectly familiar with every note, sign and term contained in the lesson to be taught. We may occasionally teach a light composition without such thorough preparation ; but as a rule if you would succeed you must prepare the lesson thoroughly. Any small mistake our seeing competitors may be able to find will appear in their eyes a thing of immense mag- nitude. Therefore, I maintain that in order to be a successful teacher of the seeing, we must have some means of knowing whether or not the pupil is stick- ing to the text. The seeing student is able to take more music at a lesson than the sightless student ; therefore, it is exceedingly laborious and consumes much valuable time and expense of a music reader, and, by the way, a good music reader sometimes cannot be obtained for ABTLITIES OF THE BLIND. 381 love or money ; however, 1 did get one for love, as f had no money. During my last term of school I obtained a limited knowledge of the New York system of musical notation. When my class increased in numbers I secured the key to this system and studied it. Instead of committing my music I wrote it in this system. By going over the lesson a time or two I could go before my pupil and as he played I could follow him and easily detect any mistake. In this way I was able to attend to a large class with comparatively little labor. I do not know how extensively this system is used, either outside or inside the institution. I know this, that I could not have succeeded with my large class without the help of this system. I believe it is practical and would advise all blind teachers to use this method. I would recommend its general adoption by all schools for the blind. The pupil could write his lesson before memoriz- ing it. By this means he would get his music in a tangible form. By following this plan till he gradu- ates and goes out in the world to teach the seeing he will have a method and a course of instruction and a large quantity of music prepared ; in other words, he will have a large capital to commence business. He will be more independent and not so much at the mercy of a music reader. I would encourage a wide publica- tion of music in this system. The larger the better. In learning a new composition always write it, then you will have it in shape to use again. Allow me to mention one more point and then I will turn my sub- ject over to those who are better qualified to discuss it. Blind people seem to need experience and practice in playing in public. I have experienced much em- barrassment along this line and I have heard many of 382 THE ACHIEVEMENTS AND our graduates express themselves in a similar manner. This difificulty, it seems to me, can be overcome to a large degree by having recitals. Divide the musical department into different grades and call upon each at certain periods to give a recital in the chapel, to which invite the public. This will give the students this needed experience and also be an incentive for them to practice and attain a good degree of perfection. But I fear I am trying your patience. Much more might be said on this topic but time forbids. I de- sire that you will remember that this is an important subject and that you will all discuss it freely and thor- oughly. I have in the foregoing simply stated my opinions, recognizing the fact that it is your province to accept them as your better judgment may dictate. I shall be very sorry if I do not hear from one who will take exceptions to what has been said. I thank you for your attention. A LETTER FROM ALMEDA C. ADAMS. FORMER GRADUATE. i Read to the Alumni Association. Lincoln Normal University, Normal, Neb., 27, 1895. Friends of former days, stranger friends of the fellowship of those who walk in the sacred shadow land, where vision is not, I, a companion in your pil- grimage, send you greeting. Others at this anniversary time will turn back- ward the leaves of life and review with lingering ten- derness the chapters which comprise the history of ABILITIES OF THE BUND. 383 our institution days. Others will recall with laughter and tears the mingled sunlight and shade of that land wherein as youthful seekers after truth we walked together. It is not in the province of this brief letter, therefore, to touch upon that past, yet I would not have you ignorant, my brethren and my sisters, how that I have greatly desired to come to you and am even now with you in spirit. I could wish most of all, how- ever, that this little word might bear with it some message of hope and courage to those members of the alumni who are about for the first time to try the uncertain ways of the world ; and first let me say frankly to you, dear graduates of '95, that it is no easy path. If they tell you that blindness is no serious obstacle in the way of success, that if only you are persevering and determined you can not fail, that only the weak or idle or selfish blind person need ever live on the charity of others, then tenderly and with all earnestness let me say that I believe they are mis- taken ; kindly so, perhaps, but most utterly mistaken. Blindness is a fetter of iron, a bond not to be broken ; but the chain may be transformed into a fetter by which to hold to your own life the real conquering forces of the world. Nevertheless, it is well to look fairly and frankly at the situation, not as rose colored fancy or even tender love, desirous to shield, may paint it, but as it really, truly exists. People will not believe in your powers easily. A person without sight should, I deem, possess, either in himself or by his preparation, some marked and real advantage over seeing teachers in the town or cummunity where he seeks to gain pres- tige to counterbalance his one great disadvantage. A 3^4 THE ACHIEVEMENTS AND careful self-culture will do much toward furnishing this advantage. I have found in my own case that it was necessary to guard with ceaseless vigilance against peculiarities of speech and manner, to beware of a too dominant habit of expressing my own opin- ion, to seek to crush out and keep down egotism, which — will you forgive me, dear friends ? — is, I think, the bane of our lives as a class, and not strangely so, for seeing people do their best to make us so, con- sidering that all that we do is so wonderful, so "remark- able," so "oh, beyond all comprehension, don't you know," until we begin to think that we must certainly be the most brilliant young men and women ever graduated. Please remember that, being a member of the family, I dare speak with freedom of a fault which I recognize chiefly because I saw it so plainly in myself. To know our own weak points, know them thoroughly, seek to strengthen them conscientiously, is, it seems to me, most necessary for us. On the con- trary, we, more than any of that vast number seeking for place and a means of livelihood in these days of financial depression, need to respect ourselves, to know with absolute certainty that which we do know, mod- estly, gently, courteously certain, but certain beyond the possibility of doubt, that we can teach the things which we undertake to teach, or can do that life work, whatso- ever it be, which we choose for our own. A word or two about my own experience, not because I can fancy that you will find any interest in it for my sake, for perhaps I have grown a stranger even to those who once knew me, to expect that, because it is perhaps typical in its small way. First, nothing could have been so good for me as the study AHIIJTIKS OF TTIP: IU.TND. 385 of two years in a seeing school among students, under seeing masters. I thank (iod every day and hour of my life that I ever with fear and trembling under- took to win that Home Journal scholarship which took me to Boston. Let me say here that I found the publishers honorable to the last degree, and nothing which they could do for me was withheld. It was through their influence that the conservatory, at first so utterly determined not to receive a blind student, was prevailed upon to permit me to enter. This past year proves that this prejudice, thank God, is con- quered, for when Miss Lillie Smith, a young lady from the Illinois Institution, applied for admission this year she was welcomed cordially and without hesitation. Under God I believe I owe my success in that enterprise to my rflother and to my beloved friend and second mother, our own Miss Brown, whose encour- agement, aid, and ceaseless wisdom of counsel did for me what she herself will never know. Oh, dear classmates, we know we never had a better, a nobler friend, and may heaven's answer to the prayers of her devoted and loyal children, descend upon her in bless- ing beyond measure. It was not without more fear and trembling than even my first days in Boston ever witnessed that I left the alma mater where God has given me so many loyal friends to come to this land of prairie and wind and pitch my tent toward the land of teacherdom. I expected beyond a doubt that nine-tenths of the stu- dents would turn up their western noses at the idea of learning aught from a blind teacher, and the other tenth would undertake with much hesitation to prove 25 . . . . 3^6 THE ACHIEVEMENTS AND whether such a thing were possible. Owing perhaps largely to the fact that this is a small school and that the friend through whose influence I received my appointment is beloved and trusted most thoroughly throughout her connection by both faculty and stu- dents, I have never in a single case been made to feel that any student doubted my ability to teach and do so thoroughly and well. I have been treated with unchanging respect, have neither been embarrassed by needless questioning or wounded by distrust. My financial success during this first year has been noth- ing to boast of, but I have supported myself, and that is something. Of course it is not what shall ever satisfy me. I teach voice culture, musical theory, sight singing, and music in public schools. I firmly believe that the latter would provip a most available pursuit for teachers without sight. One thing I have found, namely, that it is neces- sary to know exactly what is before your students. The point system helps in this matter, but it must, after all, be made a memory. Nothing is so reliable, so sure, or so practical as that which you carry about in your box. As my piano teacher expressed it, "Dat is best vat you have right in your central office," by which he meant your mind. I doubt not but that this letter, which I intended to make so brief in the beginning, will two-thirds of it be culled and omitted by the reader, and I do not blame her at all. It is twice too long. My adieu shall be brief at once. Dost thou look out upon thy life as upon a gray, desolate landscape, where no flowers bloom ? Hast thou no possession in the world save the graves where the hopes of thy youth lie buried ? Then take unto thyself the interests of other lives^ making ABILITIES OF THE BUND. 387 them thy possession ; so shalt thou learn at length to thank God most for those things He hath denied thee. Almeda C. Adams. Lincoln Normal University, Normal, Neb. HOUSEKEEPING AND HANDIWORK FOR BLIND WOMEN. BY MRS. HENRY CAMPBELL. Read to the Alumni Association, Ohio State School for the Blind, 1900. Mr. President and Members of the Alumni: Let me tell you that it is with the greatest pleas- ure that I look forward to the alumni meetings, and I think you will agree with me when I say we have to pay the price asked for a good thing. So I felt when I sat in perplexed study for the purpose of say- ing something to-day that might be helpful. In my first enthusiasm in reading the invitation the com- mittee did me the honor to write me, I overlooked every obstacle and said I would respond; but I am afraid this will be but too convincing proof of how unequal I am to the task. There are many of us, how- ever chance may have placed us, who go through life with hardly the consciousness of having made one soul happy. With that in mind I accepted my present posi- tion and have held it for ten and one-half years. I will be plain with you. I do not take the posi- tion that we can be all' things to all men. But it is one thing I shall proudly say, that our women are as capable of superintending the management of a bouse by careful study as those who see. In assum- 3^8 THE ACHIEVEMENTS AND ing the care of a home we cannot help but feel the responsibility more than those who see; but through promptness and a disposition to make housekeeping a success will be able to find ourselves entering into the needs, hopes, and joys of a home. It is not only our privilege to be housekeepers, but homekeepers. There are a great many obstacles, too, that may have to be overcome in order to make home all we wish it to be. When I look back ten years and a little more, I remember how ignorant I was in regard to the social part of housekeeping. When I had visitors I fre- quently forgot to ask them to be seated or to remove their wraps. When a girl growing up I would absent myself from the room when strangers were present, which, my dear sisters, I feel now to have been a great mistake, and would this afternoon be happy if I could teach you the lesson I have been learning all these years. To meet people and greet people, that you may have their help and encouragement. There are some of us who feel capable of doing their own cooking, and I have a friend who can make excellent bread, as good as I ever ate. She said she could make good ginger cake also, but to the sample I could not pay a very high compliment, as I never pay a compli- ment at the expense of truth. I think, nevertheless, one who can make good bread can make good cake as well. I have another friend who writes she milks, churns, etc. There are so many things that we can do to make ourselves useful at home, in the church, and in society. I believe encouragement along this line should be one of the branches taught in our schools. Let us have pluck. Some one has said, A pound of pluck is worth a ton of luck. As we study ABILITIES OF THE BLIND. 389 the possibilities along this line the training we gain is worth all it costs. Let us trust God may choose some method through which we may overcome the burdens which so sorely tax us. We cannot hope to all be Helen Kellers, any more than all women are Frances Wil- lards or Susan B. Anthonys. So let us be wise and learn by example. Experience teaches us that we are often thrown upon our own resources, and then we think of our handiwork, which I feel is limited. I am not in a position to know the progress that has been made along this line. The sewing machine was introduced into our schools after I left. I received a letter from the Indianapolis school, telling of the progress made there in knitting, hemming, crocheting, etc., and I see independence coming and lifting our hands and saying, "This is the way." God has given us the ability, and let us see Him through the race as well as at the goal. Let us not strive to do all things that lie beyond us any more than to sit idly and allow some one to do for us what we can do for ourselves. In all conditions of life we find we are dependent one upon another. The night is mother of the day, The winter of the spring. And ever npon old decay, The greenest mosses cHng. Behind the clonds the starlight lurks. Through showers the sunbeams fall, For God v/ho loveth all His works Has left His hope with all. '39° THE ACHIEVEMENTS AND PAPER ON VOICE CULTURE AND CHORUS TRAINING. Read to the Alumni Association, June, 1895. BY MISS ROSINA ERNST. While I am convinced that the gentlemen of the committee on arrangements doubtless could have made a far better selection as to writer, I am equally con- vinced that they could not have made a better choice in the selection of subject. The reason for my first statement will be so well demonstrated by the time I am through proving the second that I shall not harass my audiences with lengthy apologies or explanations, but trusting to your charitable consideration, shall pro- ceed to the subject in question. The interest in voice culture and chorus training ' is rapidly growing throughout our country, and thus it is that the fields of labor in this direction are daily enlarging. The surprising fact to me is that so com- paratively few of our graduates who make music their calling give this work any great attention, and 5^et it is a work to which the blind are especially adapted. In order to teach the art of singing an acute and cor- rect ear is an important and requisite qualification. Those of us who do not possess this as a natural gift must of necessity acquire it; therefore, as a rule, we are more apt in detecting correct or incorrect tone than the majority of sighted persons. However, aside from an acute and correct ear, other qualifications are needful — for example, voice, love and taste for music, natural intelligence, a well trained judgment, and a thorough knowledge of the great underlying principles of tone production. Without these we are ABILITIES OF THE. BLIND. 39I not prepared to teach singing, either individually or collectively, in a truly conscientious manner. It is not necessary that the teacher possess an exceptional voice, but that he should be able to present the true principles in a strong and tangible manner, giving his pupil a reason for every step taken, encouraging him to think for himself, and ever inspiring him with love for an art so deep that he will pursue it with untiring patience, immense determination, and unflagging ap- plication. "It is not enough to know the rules of an art, but he who would master them must make them his own." In the accomplishment of this we may mention three periods, first, the mechanical, second, the mental, and, third, the spiritual or emotional period. In the first lies the greater part of the drudgery, that of acquir- ing the principles. In the second we become conscious of applying these principles, and in the third the prin- ciples have become our own, and we express our inmost feelings spontaneously. "Verdi, in speaking before the congress in Naples on the decay in musical art, maintained that the necessity was imperative for the return to old systems of the development in sing- ing." This return is rapidly taking place. More seri- ous attention is now being given to tone building, which is the foundation of voice culture, and this revives the long sadly neglected art of respiration and legato singing. "He who learns to control his breath and to pronounce well can sing." The great fathers of the art of singing, Paccharotti, Marchesi, were all of the opinion "that apart from natural gifts a thor- ough study of respiration and pronunciation was neces- sary to insure success in the art." The famous Lamperti emphasizes the fact that the 392 THE ACHIEVEMENTS AND natural method of breathing is abdominal, and that an equilibrium must be established between the actions of the inspiratory and expiratory muscles. This he terms the vocal struggle ; on the retention of this equi- librium depends the just emission of the voice. He furthermore states that "the voice emitted should be less in force of breath which supports it" ; in other words, he warns us against the common and danger- ous error of forcing. The apparatus of the voice proper, the throat, should remain in a perfectly loose and unconscious state. The current of air directed slowly and steadily by the diaphragm is in the larynx wholly converted into sounds and should gain its reso- nance not in the throat but in the mouth, the chief resonating chamber. Here it should be so well placed that it impinges on the entire palate, vibrating toward the back of the head, thus resulting in a pure, free, mellow, carrying tone. In legato singing there should be no suspension of the breath between the tones, but they should be well sustained and almost impercep- tibly blended. It has been said that "he who does not sing legato does not sing at all." As for pronuncia- tion, the faulty emission of tone detracts largely from its purity and elegance. The vowels should be pure and well emphasized and the consonants clearly enun- ciated. Mr. Otto Engwerson, a successful and well known teacher of this city, has this to say relative to the foregoing principles of tone production : "Such use of the voice never fatigues, never causes huskiness, and allows that complete control and manipulation of the organ that is a delight to the hearer, that spinning of the note to an impalpable thread that is yet audible in the farthest corner of the largest hall, that lyric ABILITIES OF THE BLIND. 393 sweetness that is characteristic of Italian singing." Thus we see that the fundamental idea of the Lam- perti or Old Italian method is not alone the develop- ment but the preservation of the voice. While I am not in a position to assert positively that this is the only method, still I am strongly inclined to think that it is. The true principles underlying the art of voice culture should be instilled into the mind at an early age. While the training of children's voices collec- tively in our schools is a very commendable idea, much harm results from the present system, where at every step the teacher cries out, "Sing louder." This results in forcing the tone, which with added years becomes a settled habit, so detrimental that it is the ruination of many beautiful voices. How essential, then, that the teachers selected for chorus training among chil- dren should be well equipped with the knowledge of the art and imbued with a keen appreciation of their responsibility. Aside from requiring children to force their voices, another grievous mistake is an easy and limited range. The decadence of good singing is due not only to incompetent teachers, but also to indifferent com- posers, who too often neglect acquiring a practical knowledge of the capabilities of the instrument. They write music that the average human voice can not compass. The great aim should be not so much for wide extension, but rather for the preservation and strengthening of the medium, which is the singing part of the voice. At the present day the striving for extreme high and low tones can not be too severely criticized. It is very important that our young people should 394 THE ACHIEVEMENTS AND receive careful instruction in respiration, solfeggio, correct intonation, scales, pure enunciation, time, sight reading, phrasing, and expression. Such prepa- ration will insure for the future better voices in larger numbers and lay the foundation for work of greater excellence, approaching more nearly the artis- tic ideal. The principles which should govern the teachers of choruses of young voices are equally applicable to directors of choruses of matured voices. As I have devoted a large part of this paper to the discussion of individual voice culture, a lengthy elucidation of the subject of chorus training will be unnecessary, as the fundamental principles of both are the same. The ele- ments of finished chorus work are so admirably enu- merated by our versatile writer, John S. Van Cleve, in his criticism of our late May Festival that I cannot refrain from quoting them here: "First, as to its vol- ume of tone ; second, as to its quality ; third, as to bal- ance of parts ; fourth, as to the purity of intonation ; fifth, as to all matters of rhythm and time, such as attacks, accents, and the like ; sixth, as to phrasing, that is, the judicious divisions and separations of the tonal flow into punctuated sections, that the composer's ideas may stand out ; seventh, as to shading, that is, the emotfonal question of intensity ; eighth, as to enun- ciation of the verbal text, a matter of paramount importance scarcely ever brought out to a reasonable perfection by a choral body." I have already stated that the blind are especially adapted to the work of voice culture and chorus train- ing, because of their generally acute and correct ear. The whole subject of voice culture is at best a diffi- cult one to teach, for the muscles, the mechanism of ABILITIES OF THE BUND. 39$ the voice are for the most part invisible, and a thor- ough knowledge of their use can be acquired by the pupil only by constant introspection. One great argu- ment in favor of this as an occupation for the blind is that they are at so slight a disadvantage, and fur- thermore that this can be so easily overcome. This disadvantage lies in their inability to judge of facial expression, and yet after the mechanical period, that of acquiring the principles and applying them, and the third period, v^hen we have made the prin- ciples our own and can express our inmost feelings spontaneously, then it is that his facial expression, so important to the production of tone, becomes almost second nature. The disadvantage of the director of a chorus lies in indicating the bars in which mistakes are made and hence in designating those portions which must of necessity be repeated. A good director must have all of the qualifications of a teacher of voice culture. He must have executive ability, must be a good disciplin- arian, have discrimination and sound judgment, and in addition he must have a large repertoire of sacred, popular, and classical music from which to draw. In conclusion, I would say that singing, the expression of thought in rhythmic words, is a form of oratory. Oratory and singing are co-ordinately related and interdependent, for the orator possesses much that is required of the singer, and one who can sing is on the dream border of oratory. So the words of the late Professor Shoemaker, of Philadelphia, rela- tive to oratory, can be quoted here as embodying the nucleus of voice culture and its product, song: "The orator, next to God himself, needs to possess the world, and to possess the world he must first possess 39^ THE ACHIEVEMENTS AND himself, his hand, his foot, his eye, his breath, his body, his mind, his soul; then art shall have linked itself with Divinity." THE IBERIA HOME. BY WILLIAM NOONAN, OF 1895. Ten years ago at the reunion here the question of establishing a Working Home for the Blind was discussed at considerable length. Finally it was decided to bring the matter before the Legislature. In the sixty-seventh general assembly of the Ohio Legis- lature, through the efforts of J. Dwight Palmer, a bill was passed, establishing the working home. The lands, buildings, etc., were donated by the Elliot Stock Company, of Morrow county, being duly incorporated with the Secretary of State. The com- pany deeded the state of Ohio all its rights in the lands and buildings now held by the Working Home for the Blind. It is located in the suburbs of Iberia village, one mile from what is known as the Big Four Railroad and about fifty miles northeast of Columbus. The object of founding an institution of this kind was to give employment to blind men of the state who had learned the trade of broom making at Colum- bus, and especially for those who were willing to work but were not able financially to start in business alone. The place is conducted by a board of trustees, superintendent, and foreman. The number of inmates at any time has not exceeded thirty-five, and their attention has been entirely devoted to broom making. When working full time "the number of brooms turned out daily was about forty dozens, which would make eighty-five cents per day for each man, out of which AinLlTlKS OF TUE Br.lND. 397 lie paid $2.50 a week for board. The quality of the work turned out proves beyond question that blind workmen can compete with the seeing. The variety and workmanship compares very favorably, and in many cases surpasses the products of other factories. From the beginning there was not room enough to accommodate a great number. Therefore the bene- fits of the home could be extended only to a small per cent, of those who were entitled to admission. If there had been room enough so that other trades aside from broom making could have been introduced, there is no doubt the place would have been much more successful. If blind persons have the opportunity, there are many trades that are practical for them. This has been demonstrated beyond a doubt. The home was founded purely on an experimental basis. It was the first enterprise of its kind established in the state; hence it is not surprising that it has met with opposi- tion on all sides. It is a well known fact that any new enterprise, especially when out of the ordinary, meets with unpopularity for a time at least. The Iberia home has been no exception to the general rule. Extensive broom manufacturers throughout the country from the beginning have been antagonistic and in many cases have used their influence to the detriment of the home. Like other institutions, the Working Home has sufifered more or less from political controversies. The cost of running the institution has been entirely too great. First, the superintendent should have had a practical knowledge of broom making, so as to be able to manage the whole concern without the aid of a foreman. This item alone would have greatly reduced expenses. Again, the manner of dis- posing of the brooms, through a traveling salesman, 39^ THE ACHIEVEMENTS AND has been an expensive one. The cost of selling gen- erally exceeded forty-five per cent of the selling price. No business, either private or public, could long with- stand such a drain on its resources. Expenses reduced no doubt would have warranted greater financial results. The trustees could have secured the- services of a man who would dispose of the products of the institution for seven per cent, of the selling price. But of course this would do away with a political place that was to be filled. The pres- ent condition of the home is gloomy, although last year a good showing was made financially. At the close of the fiscal year there was on hand nearly $3,000.00 to the credit of the institution, notwithstand- ing the unusual expenses occasioned by the fire. The 20th of October last, everything on the grounds that could burn was destroyed by fire. The broom plant was rebuilt as soon as possible, but it still remains unoccupied, owing to the lack of capital with which to begin business. The dwellings are only tem- porary, and nothing remains for the inmates but to patiently await the action of the legislature. We hope Ohio will follow the example of other states in aiding those most needy, finishing the work she has begun by generously responding to this additional tax upon her benevolence. Mr. White thinks nothing more detrimental to our success than a feeling of uncertainty. The Home meets a much felt want in giving a blind man a place to plant himself in business. We hope a resolution may be passed asking the legislature to rebuild the Home. ABILITIES OF THE BLIND. 399 Mr. Deweese said Pennsylvania has a home for the blind, a model institution of this kind, not self-sustain- ing, but which is accomplishing a vast amount of benefit to that state. It remains with our people to encourage this Home by lending such financial aid as will permit it to be re-established on a firm financial basis. Mr. Fellers says the price of Iberia Home brooms hurts the sale of brooms of private manufacturers. Mr. Deweese : The Ohio penitentiary does under- mine private sales, but a small institution like the Ibe- ria Home could not possibly do so. Until Ohio cor- rects her system of broom trade at the Ohio peniten- tiary, we do not feel that the Home is hurting the business by selling below cost to the state. Mr. Hosler: The establishment of the Home would be one of the grandest works that could be accomplished. Mr. Deweese said he felt that if constituents would inform their respective senators and representatives of the necessities of the case, that there would be an over- whelming vote at the next legislature to rebuild the Home. Mr. Bartholomew : The independence of the individual enterprise is interfered with by the Iberia Home ; he thinks blind people ought not to seek either in broom making or piano tuning, for charity's sake. Mr. Hosier says the confidence of the public must be gained before patronage can be secured, and odds are against private enterprises. 39^ f HE ACHIEVEMENTS AND has been an expensive one. The cost of selling gen- erally exceeded forty-five per cent of the selling price. No business, either private or public, could long with- stand such a drain on its resources. Expenses reduced no doubt would have warranted greater financial results. The trustees could have secured the services of a man who would dispose of the products of the institution for seven per cent, of the selling price. But of course this would do away with a political place that was to be filled. The pres- ent condition of the home is gloomy, although last year a good showing was made financially. At the close of the fiscal year there was on hand nearly $3,000.00 to the credit of the institution, notwithstand- ing the unusual expenses occasioned by the fire. The 20th of October last, everything on the grounds that could burn was destroyed by fire. The broom plant was rebuilt as soon as possible, but it still remains unoccupied, owing to the lack of capital with which to begin business. The dwellings are only tem- porary, and nothing remains for the inmates but to patiently await the action of the legislature. We hope Ohio will follow the example of other states in aiding those most needy, finishing the work she has begun by generously responding to this additional tax upon her benevolence. Mr. White thinks nothing more detrimental to our success than a feeling of uncertainty. The Home meets a much felt want in giving a blind man a place to plant himself in business. We hope a resolution may be passed asking the legislature to rebuild the Home. ABILITIES OF THE BLIND. 399 Mr. Deweese said Pennsylvania has a home for the blind, a model institution of this kind, not self-sustain- ing, but which is accomplishing a vast amount of benefit to that state. It remains with our people to encourage this Home by lending such financial aid as will permit it to be re-established on a firm financial basis. Mr. Fellers says the price of Iberia Home brooms hurts the sale of brooms of private manufacturers. Mr. Deweese : The Ohio penitentiary does under- mine private sales, but a small institution like the Ibe- ria Home could not possibly do so. Until Ohio cor- rects her system of broom trade at the Ohio peniten- tiary, we do not feel that the Home is hurting the business by selling below cost to the state. Mr. Hosler: The establishment of the Home would be one of the grandest works that could be accomplished. Mr. Deweese said he felt that if constituents would inform their respective senators and representatives of the necessities of the case, that there would be an over- whelming vote at the next legislature to rebuild the Home. Mr. Bartholomew : The independence of the individual enterprise is interfered with by the Iberia Home ; he thinks blind people ought not to seek either in broom making or piano tuning, for charity's sake, Mr. Hosier says the confidence of the public must be gained before patronage can be secured, and odds are against private enterprises. 4^0 THE ACHIEVEMENTS AND PRESIDENT FOSTER'S ADDRESS OF 1900. Ladies and Gentlemen: "Out of the abundance of the heart the mouth speaketh," and I want to express to you my deepest appreciation and unmeasured thanks for the distin- guished honor you have conferred upon me. I consider it a great distinction to have been called upon to pre- side over the deliberations of this honored association. I want to congratulate most heartily the members of the Alumni, Board of Trustees, officers and teachers, and the committee on programme, not only upon what has been done, but upon what is going to be done, for I believe this reunion gives promise of being the most successful one that has ever been held in the history of our Alumni Association. This is as it should be. The reunion of nineteen hundred should be just as far superior to the reunion of eighteen hundred and sixty as there has been prog- ress in all the departments of knowledge during this period of time. I feel sure, after the results of this meeting have passed into history the good derived will be lasting and will sink deeper into the minds and hearts of the mem- bers of this organization than any words of mine. In reviewing briefly the history of this association, covering as it does a period of forty years, six reunions have been held : i860, '74, '85, '90 and '95. This, as you all know, constitutes the seventh. In 1874 it was decided that the reunions should be held every five years, beginning in 1880. At these meetings many interesting and instructive papers have been read upon a variety of topics. Many brilliant and animated dis- cussions have taken place upon questions of paramount James Foster, President of Alumni. Elected, June, 1900. ABILITIES OF THE BLIND. 4OI importance to our people. Many committees have been appointed for this and that object. Now, for what purpose has all this mental energy, time and money been expended ? There is but one an- swer, namely, to so blend and harmonize the differences existing between the seeing and the sightless that it will be difficult to tell where one begins and the other ends. The aim, work and duty of the members of our association must be along this line. We should have a more effective organization. We should be more thoroughly united and at all times we should combine our efforts unselfishly to promote the best interests of our people. Bring to these reunions your best culture, energy, tact, talent, courage and a noble purpose, and we shall be able to make our Alumni Association a great power for good. What to-day is merely a fond dream in the hearts of a few may be secured as a per- manent result to the many, and future reunions shall gather a harvest so rich and abundant as to prove a blessing to all our people. Now, in conclusion, my friends, I want to thank you again for the honor and ask your indulgence and undivided support as your presiding officer. You all know that I am not a trained parliamentarian, and if I should make mistakes, and doubtless I shall, I pray you to remember that they are mistakes of the head and not of the heart. In all my rulings I shall endeavor, as far as possible, to decide all questions with malice towards none and justice for all. My friends, in all that we do let us bear in mind the thought of Horace Mann, who has said : "Bene- ficence is God-like, and he who does the most good for his fellow-men is the master of masters, and has learned the art of arts." 26 402 THE ACHIEVEMENTS AND Miss Ernst calls attention to a point-print journal, the Milwaukee Weekly Reviezv, published at 334 Thir- ty-sixth street, Milwaukee, Wis., by Mr. Gokel. She also wishes the matter of taking line print out of use before the Association. Mr. Van Cleve moved that a committee of three be appointed to discuss the matter and bring their opinions before the convention. Carried. Committee: Miss Ernst, Miss Silvus and Mr. DeWeese. Reassembled promptly at 2 p. m. Dr. Alfred Robinson, President of Board of Trus- tees, on behalf of the Board, and Supt. R. W. Wallace, on behalf of the Institution, delivered addresses of wel- come. ADDRESS OF WELCOME. BY DR. ROBINSON, PRESIDENT OF THE BOARD OF TRUS- TEES, 1900. The very pleasant duty of acting on behalf of my associates on the Board of Trustees of this Institution in tendering to you on their behalf a hearty welcome to our midst has devolved upon me, and I assure you I appreciate the honor. We are as glad as you to be greeted. No doubt you are delighted to be here to- day. There are persons, I presume, that walk out of the doors of the schools of tlieir youth and never desire to return. There are some plants that have hardly any roots ; you may tear them from their native nook of rock or wall and just lay them over your orna- mental flower pot and they blossom none the worse. Bvit they are scarce, as are the persons. ABILITIES OF THE BLIND. 403 There may be schools, also, whose faculty forget the brood they launch upon the sea of life. But I judge they are scarce. I know that this Institution can plead not guilty. We enjoy your coming, and I am sure you are glad to come. Images of the past sweep before you with almost the vividness of actu- ality. Memories that lie too deep for tears are awak- ened as you think of days gone by. It is almost liter- ally returning to your old home, as I judge you were all or nearly all once students under this roof. We hope you like the weather we have ordered especially for your benefit. The poet says there is nothing so rare as a day in June, and this is one of the rarest we could get. It is a day that pulses with life atid health, and our meeting begins under the most favorable auspices. This is one of two occasions. This is either the last alumni meeting of the dying nineteenth century or the first one of the twentieth century. You can pay your money and take your choice. I am not going to try to decide the question. Life is too short, and besides I do not think a discussion of this kind pertinent at this time. But I want to say this, if it is the last alumni reunion of the nineteenth century we owe it to the memory of the glorious deeds of the last one hundred years that we make it a "Cracker- jack" with a big C. We especially want to do this for the excellent reason that the history of beneficent effort like this we are engaged in has its brightest pages illumined by the acts of those years. Contrast this institution to-day, with its 340 students and a well equipped corps of teachers, with what you had thirty years ago, or even fifteen years ago, and you see the marked change. 404 THE ACHIEVEMENTS AND If we decide, though, that this is the first meet- ing of the twentieth century we insist that the infant of to-day must exceed the full grown man of yester- day, and the more reason exists for making it a red- letter, beginning. So, friends, make up your minds to rub out all past records, and let us make this the grandest, most impressive affair that has transpired within the walls of this useful institution. Turn on a full head of steam, hang the monkey-wrench on the safety-valve, and on to Manila. Don't be bashful. If you fail to see what you want, ask for it, and our genial financial officer, Mr. Bell, who has been here all through the nineteenth cen- tury, and who, we hope, will stay here clear through the twentieth, will see that you get it. You will notice by the program that we are running a double header, as the railroad people say, on this welcome business. I belong to the pioneer corps. It is my duty to go ahead and blaze the way and touch the high places. I am a sort of Baptist forerunner. There is to come after me whose shoes I am not worthy to unloose. I am to welcome you first, and Dr. Wallace, he of the silver tongue, will follow me, and add all the welcome I forget. This alone shows this to be an extraordinary reunion. Excuses nowadays have to have three rings to be in the push, and an up-to-date alumni meeting needs two welcome addresses. The old men of the Jewish captivity wept with a loud voice when they saw the foundation of the new temple, because its gldry, in their eyes, in comparison with that builded by Solomon, was as nothing. But the prophet assured them that the desire of all nations should come, and ABILITIES OF THE BLIND. 405 that the glory of the latter house should be greater than the former. So say we. We want no weeping over the lost glory of past alumni meetings. The latter house is here, and we want to welcome you to it as you were never welcomed before. Walk on the grass, make yourselves thoroughly at home, be just as happy as possible, for after all life is measured best by happi- ness given and bestowed. We are sure to have a great time listening to the reading of papers full of wisdom with which this programme teems, and participating in the discussions following the reading cannot but prove profitable and interesting. I see the ladies have been well taken care of in the assignment of subjects. I am glad of this. I am a woman's rights man. This reunion, devoid of your presence, ladies, would be a dry aifair. In fact it would be a poor old world, were it not for your gra- cious influence. Woman is a success any place you put her except throwing rocks at a cow. As a sister she's a solace ; as somebody else's sister she's a thing of beauty and a joy forever. As a mother she is the influence that molds us in childhood for good or ill. The hand that rocks the cradle rules the world. As a wife she is the whole thing and sews on your buttons and makes the fires when she wants to. Still I believe in reciprocity. I told my wife last year, after we put in the natural gas, that I was now willing to take my turn at making the fires. As I said before, I am glad ladies have been liberally provided for in the make-up of the program, and I am not surprised at this either. You will understand it, also, when I remind you that that courtly and polished gentleman. Prof. Frank Lumb, is chairman of the programme 406 THE ACHIEVEMENTS AND committee. He is perfectly willing and anxious to thrust honors upon you, ladies, in the mass, but when it comes to manifesting a decided personal preference for one of your number he is as shy as the bachelor member of your board, Mr. Flumerfelt. They make a good pair and ought to be yoked up together, with Mr. Flumerfelt on the off side. I am sorry I was not consulted in the arrangement of this program. I would have had Miss Rosina Ernst or Miss Gray or Beaton slated for a paper with the following title, "Ought Bachelors to be Allowed to Act as Trustees or Teachers of Public Institutions?" Of course this sort of catches Mr. Foster, but there's hope for him. The other two are past recovery. I hope the fair por- tion of my audience will take free part in the discus- sion, and if you can get in a few back handed licks at these two unregenerate reprobates you have my permission as President of the Board to do your worst. But to return to the consideration of the papers. They cannot help but be good. Then we are to have a grand concert, the whole to wind up in a blaze of glory with a gorgeous banquet. We are sure to be filled both physically and mentally. In the enjoyment of these varied writings we will be profoundly impressed by their constant, ceaseless exhibition of mental prowess and everywhere confronted with eager and incomparable intellects. It will be a serious ques- tion whether we can comfortably stand the pressure. We may need the services of our old friend, the immortal J. N., to lift the veil. The whole will form a No. I communication from the select few to the receptive many. What is there, I may ask, in the air of Ohio to breed such solid intellects as will be mani- Abilities of the blind, 407 (est here? We extend our heartfelt welcome to you, then, tinged with a spirit of pride, laudable in its nature. This Institution, your alma mater, greets you gladly, believing firmly that your presence sheds luster upon her. I do not hesitate to say that this meeting has been as much if not more heralded than any other previous feature of the Institution. It ' is the first meeting of this Institution that has been honored by my presence on its august Board of Trustees. For me it is an unexplored country. I am glad you are here. I believe I have had occasion to tell you that three or four times already, but I will repeat it once more. Good things bear repe- tition. That's why we are repeating this reunion every five years — because we have tried it before, know it is a good thing, and want to push it along already. I will now have an opportunity to verify the truth of the boastful stories told me of the success of past meetings. I only wish I were like the girl in the fairy tale who could not speak without dropping pearls and diamonds. But, believe me, my speech, though rough, is sincere, and standing here as first welcomer I want to tell you that the folks are mighty glad to see you. If you don't have a good time it's your own fault. There's plenty cooked, we just churned this morning, and you want to line right up to the pie counter and ask for what you want. If you need money, see Mr. Bell. He runs a bank here that never breaks nor pays. The idea behind these reunions is a noble one. We not only welcome you for yourselves alone, but for what you bring us from the great storehouses of every-day experience. I am especially anxious to hear 4oS THE Achievements AND what you have to tell us along the line of industrial education. It is needless to eulogize the work this institution is already doing. It was a revelation to me. When I first came on this board I knew practically nothing about this institution. The word "asylum" has been the misnomer to me that it is yet to many people. The public knows too little about the real scope of the' work intended to be accomplished here. The more they know about our aims the better they are pleased, and they should be kept enlightened. The mission of this school is a grand one, and the heart of every true lover of his race is lifted up as he dwells upon the good resulting therefrom. "Am I my brother's keeper?" is being answered by an affir- mative that affirms. We all love the glorious theme of the Fatherhood of God and the brotherhood of man; and it is being worked out all along the line of beneficent efifort leading up to the perfect day of per- fect service for the gracious Master. "As ye have done it unto one of the least of these my children, ye have done it unto me." We want to feel to the full all the meaning there is in these words of the Mas- ter ; for if in doing our duty by these children we can catch the ennobling inspiration that we are doing the work of the Master, life is broadened in all its out- looks. Yet our work here is a grand one. Yet none of that grandeur need be lost by making it more prac- tical. All can not be music teachers; all can not be literary teachers. Why not, then, train the hand along with the mind, for we all must live, and skill in some handicraft helps to keep the wolf from the door. I want my child to know how to get through this world as well as to know Latin. I heard one of our young Abilities of the blind. 409 men here demonstrate a geometrical problem before an intelligent audience last winter, composed largely of our lawmakers. He did it better, probably, than any one of his audience could ; but I would enjoy nuich more seeing demonstrated publicly some handi- craft acquired, showing the doer could do something or make something that required skill, the product being something that the world uses and needs. I hope that this meeting will have something new to offer. Outside of piano tuning, broommaking, and beadwork, we have nothing to give instruction in. "What Additional Trades Can be Taught in Schools for the Blind?" I am anxious to hear that paper. I want to say to its author that I am with him. In the sweat of thy face shalt thou eat bread, says Holy Writ ; and yet the child deprived of its most useful sense knocks at the door of this Institution, asking for bread and we give it a stone. The child says. Feed my mind and also equip me that I may be able to feed my body. He says, I want to go out from here fitted to take up some avocation, that I may earn an honest living. Critics are not wanting who find fault with the conduct of public institutions along these lines. Let me say to you I believe the burden of their complaint has a measure of justice in it that we cannot afford to ignore. I believe in the practical side of things. The first thing to do is to catch your hare. The par- ticular mode of cooking can follow afterward. And I would not minimize the importance of a well culti- vated mind. My opinion is the bitter sting of pov- erty can be soothed by the philosophy of learning. Let us keep our literary standard, but add to it the 410 t'Hfi Achievements AnD benefit of manual training, and thus provide a meariS of earning an honest Hving also. Have I failed to say the thing I ought or said what had better been left unsaid? If I have, the error is of the head and not of the heart. Dr. Wallace will no doubt atone for my deficiencies when he arises to address you in his classic style. Should we both for- get anything vital to a complete welcome, we can be seen privately after the ball is over and stand ready to make proper amends therefor. Some one said once that language was invented to conceal our thoughts. But to-day we are trying by feeble words to lay our hearts bare and show you the depth of our delight at your presence among us. We want to be honest with you. We are proud of this institution. We think there is no other like it in all this broad land. Let us say to you that we do not consider it perfect. Perhaps we would not admit this to the world at large. But we do admit it to you, and for what reason? For the all-sufficient reason that you are able to contribute, as I have already indicated before, by giving us through the discussion that will follow the papers read your ideas culled in the school of experience. If you fail to do this, the sin will be on your own heads. How to train these children so as to get the best results really is the live issue. I want them to go out from here helped to the degree of being able to take care of themselves. They are not born with silver spoons in their mouths. Many of them take their leave regretfully, having no fixed abode to go to. They are handicapped by their loss of one of the most necessary senses. Surely it seems as though we want to thoroughly equip them to take part in life's ABILITIES OF THE BLIND. 4tt struggle. I believe when I deal with this question I am pleading a noble cause. Shakespeare says, "Thrice armed is he who has his quarrel just." If in my out- cry against this apparent wrong I have nothing deci- sive to suggest, I have at least a clarion note for your incitement, and thus my mission is that of a reformer. The day that brings this reform in this institution is a day that should be marked with a white stone. ADDRESS OF WELCOME. Delivered to the Ohio State School for the Blind. BY REV. R. W. WALLACE, SUPT. Mr. Chairman, Ladies and Gentlemen, Fellow-citizens and Students: I come before you in response to a call made by your distinguished committee and with due apprecia- tion of the honor conferred I give you greeting. To address a body of men and women, graduates and ex-students from the grandest Institution for the edu- cation of the sightless, it stands an honor to the State of Ohio. It is with pride that I can say some of the most distinguished men and women of the world have gone out from this school and because of the careful training received, added to the natural gifts and talents, have achieved greatness. Upon an occasion of this kind words are but feeble to express the deep feelings of my heart. It is one of the greatest honors of a lifetime. I am here, ladies and gentlemen, to extend to you the open hand of welcome. The Institution is yours ; the doors are all open ; every pleasure or comfort which you may be 41^ THE ACHIEVEMENTS AND able to extract from its capacious resources you are welcome to. In saying this I am voicing the senti- ments of all our officers and the faculty of the Institu- tion? I would to God that we had more conveniences, greater comforts to lay at your feet. The Institution is yours, and as a most valuable compensation for our hospitality all the knowledge, the breadth of your larger experience shall be ours. We give you wel- come ; we are your servants. Had we the gift of God, we would give sight to every darkened eye and fill you with all the blessings of a beautiful world. It is with a sense of gratification that I am able to say the advance in both musical and literary attain- ment in proportion to the population of the blind com- petes if not exceeds the seeing class. Your minds seem to grasp the deepest and most difficult problems of life, and with your eyes closed to the outer world you see farther into the hidden mysteries, and many things not discernable to the seeing class are yours. Men and women of sterling worth of character and trained faculties have gone out from this institution to grapple with the bread and butter question, with never a penny to help them, who have not only achieved honors, but have gained homes and the com- forts of life that come not to any for the asking. Some are in the profession of law ; others are in the ministry ; some are prominent in state and national affairs, and large is the number who are prominent as educators in our schools of learning. The unseeing are just like other people. An indolent boy who is deprived of sight will never make a suc- cess of anything, nor wjll his seeing brother. The rule applies to each alike. "Stick-to-it-iveness" and pluck ABILITIES OF THE BLIND. 4I3 arc the only elements that go to make up real manhood and womanhood of whatever name or condition. This Institution to-day should have four tim^s its present capacity. We have in this state to-day 1,500 blind persons who are of school age, while we have about 351 enrolled. Who is to blame for this neglect? We are none of us guiltless. I would to God I might sound the trumpet call in every ear and urge them to the necessity of a cultured mind and trained hands. There is no excuse for ignorance in this enlight- ened age. We have opportunities ; all we need is the will power, for wherever there is a will there is a way. The thing most to be regretted in our institution is that we have so few industries. All cannot be great scholars, but all may be taught to do things that go to make life less lonely and useless. There are few who may not learn to do something whereby they may help, at least, to earn a livelihood. We think we have an excellent corps of teachers and are willing to com- pare this school with any among the seeing of the same grade in the state. We are assembled here for an interchange of ideas. I trust and feel sure that it may be for our mutual benefit. Let us shake hands in the good, old- fashioned way, the hand clasp that shall be full of the warmth of human sympathy and kindness, the hand clasp of fellowship that shall impart a new inspi- ration and courage for the hard places of life's path- way. There is a hand clasp that sends a chill to our very souls and makes us wonder if the person who inflicts the ceremony upon us be not bloodless and of the brotherhood of ghosts, instead of the living, throb- bing fraternity of mortals. Put your souls into your greeting and it will bring its own reward. I trust 414 THE ACHIEVEMENTS AND that your stay with us as our honored guests may be fraught with the best good to all and the remembrance of it may be sweet to you all. Again, ladies and gentlemen, let me bid you wel- come, a thousand times welcome. Mr. Bodle read an original poem, entitled "Ed- dington," which was highly appreciated by the alumni. EDDINGTON. Like drops of water which a cloud Has poured in sparkling showers of rain Into their fountain head again — So, after many years, do we Return, O Eddington, to thee. As some lone wanderer hears afar The thunder of the harbor bar, ~" And stoutly bends the creaking oar To gain his childhood's home once more — So nurse and alma mater, we Have heard thy voice and haste to thee. Thy hall-ways echo to our tread, The old-time scenes around us spread. Old friendships, dormant in the heart. Now into fullest blossom start; While countless hopes and dreams of yore From memory's mystic caskets pour. We come from north and south to-day; From east and west we wend our way. Our hearts, with gladness running o'er, We clasp the hands we held of yore. But still our band is not complete. And there is bitter with the sweet. AHILITIES OF THE BLIND. 415 For some there were whose lives begun In an entrancing unison, And grew and gathered gloriously Like some tremendous symphony, But failed and died 'mid cadence strong, Like Mendelssohn's unfinished song. And some there were whose weary days Were spent in treading thorny ways; Days by the world's discordant din — ' Darkness without and gloom within — With many a sob and heart-wrung prayc They struggled on they knew not where. Disconsolate, but not alone; For one there is, who knows his own. God's finger touched them in their night; God's voice rang out, "Let there be light' , God's hand removed the anointing clay; God's smile revealed the perfect day. And these are gone, the good and pure, Too fair, too fragile to endure ; Like lily blooms of Paradise, Or Astral blossoms from the skies. And still the place is far more dear Because we know they once were here. Oh, well beloved and honored place. Our love for thee shall naught erase. And if when ends life's troubled span We drift and dream in Devishan, Our choicest visions there shall be, ^ Oh, cherished Eddington, of Thee. 4l6 THE ACHIEVEMENTS AND MEMORIAL ADDRESS. j ; BY DAMARIS IRWIN. 1 ' To the Alumni Association, 1900. In the closing year of this most remarkable cen- tury we certainly deem it a highly esteemed privilege to be permitted to attend the seventh reunion of this Alumni Association. These reunions have been very fitly likened by our friend, Rev. , "to the home coming of a family after years of separation." Words are inadequate to express the great joy with which we received the cordial invitations extended us to meet once more those with whom are asso- ciated so many pleasant memories in the happy, bygone time of our schooldays, and an unutterable longing takes possession of us to hear once more the sound of familiar voices and realize again the strength of the bond of sympathy existing between us conveyed by the friendly clasp of the hand. For in all our intercourse with the world we have never found any who could so thoroughly understand, so deeply sympathize with, and who were so kindly anxious to help us attain the highest aspirations of our souls as the much beloved and unchanging friends we have found here in the happy days when we were seeking for knowledge that would fit us to assume the grave responsibilities of life. And our souls are filled with an intense delight when we think of the kindly greetings, the helpful interchange of thought, and the renewal of old friendships which await us at this glad home coming. These reunions are the bright links which form the golden chain of reminiscences that binds us closer ABILITIES OF THE BLIND. 417 and yet closer together with each succeeding year. They bring to us not only inexpressible pleasure, but also afford golden opportunities for gathering new ideas from the practical instruction given that will be helpful to us in any line of work in which we may be engaged, imparting fresh zeal and courage, thus enabling us to cope more successfully with the dif- ficult problems of life. And so it is that in the summing up of all the benefits we have gained by the coming together of this association we find that it will prove to be a source of never ending delight to us while life shall last. One of the most wonderful blessings that God in His boundless mercy and infinite wisdom has bestowed upon the children of men is the gift of memory. In its spacious storehouse we are continually stowing away precious treasures, which we gather while pass- ing through this life, priceless gems of knowledge, inspiring thoughts, little words of kindness, and little deeds of love. Each has its respective niche in the chambers of memory. And oft when our feet have grown weary And the struggle of life seems in vain, It will rest us to live in our fancy The happy past over again. Or, as Thomas Moore beautifully expresses it : "Let fate do her worst, there are relics of joy. Bright dreams of the past which she cannot destroy, That come in the night time of sorrow and care And bring back features which joy used to wear. Long, long be my heart with such mem'ries filled Like the vase in which roses had once been distilled; You may break, you may shatter the vase if you will. But the scent of the roses will cling round it still." 27 4l8 THE ACHIEVEMENTS AND And it is ever thus, amid the changing scenes of life, these cherished memories come to comfort and bless us, to strengthen and cheer. It has been said, however, "that in this life there is no joy without its corresponding grief, no pleasure without its accompanying pain"; and so it seems, for even in this most joyous time there comes to us a thought with sadness in its train of those who never in this world will meet with us again. And to me has been given the sacred privilege of expressing our feelings of sadness and heartfelt grief for their loss on this occasion, and to speak in memory of the loved ones who since our last meeting have crossed the silent river of death and have gone, we hopefully trust, to possess the mansions which Jesus has pre- pared for those who love Him, in that eternal home where pain and death can never come. Since our last reunion more than a score of our beloved schoolmates have been called away from earth to try the unknown realities of eternity. The fol- lowing is the list of names, so far as I have been able to learn, of those departed : Belle Bliss, William Hen- son, Wendell Shields, Maria Wells, Hattie McCabe, Miranda Philips, Henry Snyder, Mrs. Dr. Burrows, Claudius Wilson, William Noonan, James Calahan, and wife, Edward West, William Crippon, Edward Lehman, Edward Noel, Henrietta Titus, Ida New- burn Mosier, Miss Stella Wright, Susie Umbenhaur, Bently White, Jessie Francis, Nora Brennan, Richard Tage, Charles Donovan, Charlie Vaughan, John Weekly. Not a missing note in the rhythm Of music so sweet and grand, No blighted hopes, no fading flowers Will be in that Holy Land. ABILITIES OF THE BLIND. 419 No cruel misunderstandings, No perplexing doubts or fears, No broken ties nor aching hearts, No anguish and bitter tears. There, the thoughts we have vainly striven To weave into praise for our King, Will be spoken and set to glad music Which we may joyfully sing. In these thoughts there is blissful rapture That falls like a soothing balm Over the troubled spirit, Bringing peace and holy calm. And if in these happy re-unions We may meet our friends no more, 'Tis joy to think they are waiting For us on that beautiful shore. Around each name as we read it A cluster of memories cling. Like the fragrance of sweet spring blossoms Are the thoughts to us they bring. We would gladly have given to the Association a brief sketch of each life if we could have obtained the necessary information and time would permit, but, as it is, we can only offer as a loving tribute to their memory the following poem : Over the joy of the present A shadow of grief is cast, When we think of the absent friends Who met with us here in the past. Their voices we miss from the chorus, We miss the warm clasp of the hand, But we trust they are free from all sorrow. Safely housed in the heavenly land. Where sin and death cannot enter. No sickness or thought of distress; But peace and joy beyond measure Our loved ones may ever bless. ; 420 THE ACHIEVEMENTS AND For them disappointments are over, They have crossed the swelling tide. The souls here so full of vague longings Over there shall be satisfied. For one of the most precious thoughts Of heaven that conies to me Is the blessed thought of its completeness Throughout all eternity. We remember their words of kindness, Their influence good and pure Has made impressions upon our minds That we know will e'er endure. We are giving and taking daily, In these earthly lives of ours, And the seed if good which here we sow Will bring forth beautiful flowers. Let us strive then to prove a blessing To every one we meet; That many of these precious blossoms Our going home may greet. And there in that happy re-union Where parting shall never be. We'll meet with those who have gone before On the shore of the crystal sea. We'll enter the heavenly mansions In that beautiful home of the soul. To dwell with our blessed Redeemer While endless ages roll. MUSIC TEACHING FOR BLIND WOMEN. PAPER BY MAGGIE C. m'gRATH, I9OO. I have been requested to write my experience as a music teacher, and it is with a mingled modesty and confidence I assume the role allotted me, knowing as ABILITIES OF THE BLIND. 421 I do how far I fall below the realization of my ideal instructor of the youth of our land in that heaven- horn, God-given necessity — music. Some one may care to know something of my early life before I was numbered with the throng of human beings who must absorb the sunlight so perfectly that they in turn may unconsciously transmit the soul light to those with whom they come in contact. I was born near Somerford, Madison county, Ohio, and attended school there until I was eight years old, when I went to London, Ohio, being then in the third grade. Fond memory reverts to those happy, childish days, when I was so joyful and care free. I remember the flowers, the children, the sky, and the whole world as I then gazed upon it. A slight illness and overdose of strong medicine by an intoxicated physician put an end to all worldly beauty for me as acquired by mortal sight. On recov- ering health I came to this city and to this Institution, where I was warmly welcomed, befriended, and encouraged by Dr. and Mrs. Lord. My love for my teachers filled me with ambition to master music, and as the days rolled by I was aroused to the possibilities open to me to make something of myself creditable to my Maker. My native energy and pride for inde- pendence supported and spurred me onward in my chosen pursuit, as I remember many who far exceeded me in natural ability who swooned by the way and gave up the fight. Yes, it was a fight, as life with people is usually a fight from start to finish. My first music class consisted of eleven pupils, but soon I found I could increase the number by going to them, so I engaged a driver and soon had as many pupils as I could manage conveniently. By the way, 422 THE ACHIEVEMENTS AND I have worn out two horses and am now on my third. My largest class numbered forty-two and kept me very busy. I have thirty-two pupils at present, which makes a very nice sized class. I study the child with whom I am associated, his temperament and inclinations as well as his musical ability; by so doing I soon find myself truly in touch with his ideas and am prepared to direct him in the most profitable and thorough manner. Children are so different from their elders, yet they have many of the same characteristics. If the child is not attracted to the teacher by personal appearance, voice, and man- ner, then the opposite feeling possesses him, and he surely and steadily, if not suddenly, becomes antago- nistic, and the current of his opposition can not be successfully stemmed. Therefore, first, last, and always, I endeavor to gain the good will of the child. Occasionally I have found it expedient to give a pupil up when I have ascertained that he is not inter- ested in anything, not even mischief, as I do not wish parents to incur the expense or lead them to believe the impossible will in time be achieved by their child, as the spark of music is occasionally omitted in the make-up of human beings ; also, one's reputation is at stake and must be guarded. Pupils blessed with sight sometimes possess an uncanny feeling towards those bereft of vision. At first it is something akin to fear, but by mingling with people I have found the strained attitude of children towards me has changed to one of friendship, and those most reticent have realized we are all human beings, here for some good purpose, and the feeling has reversed to that of real comradeship. Abilities of' the blino. 425 I drill especially the fingering, rhythm, and read- ing, and firmly insist upon practice, practice. I endeavor to stimulate the innate energy, so that prepa*- ration of exercises for recital will not be too irksome. A pupil should be awake and in earnest while at his lessons or much time will be needlessly wasted. An hovir's practice when awake to his task is worth many hours consumed in a meaningless, haphazard way. I think there may be several reasons why I have been so readily employed. These old maxims might be called the key to my success, if you so please to style it success. When one is among strangers it is well to remember : "Don't talk your religion too freely; be careful of politics, too, For there may be some wise ones around you who know more than you. Don't give your advice till it's called for; criticise lightly the small, Remember as you go through life, sir, praise suits the taste of us all. Again, people, noting my zeal for the work, feel that I am capable of enthusing others. They know music is the only channel through which the thought and soul of some of us seeks utterance to fellow-man. Every energy is bent and strained ; the whole mind is concentrated on that subject, leaving the outside world and its cares to others ; thus the musical spirit within us is liberated and untrammeled. Knowing we must be up and doing to sustain our independence, we do with our might what we find to do, saying, as Francis Osgood has so beautifully said : 424 THE ACHIEVEMENTS AND "Pause not to dream of the future before us, Pause not to weep for the cares that come o'er us, Hark, how creation's deep musical chorus Unintermitting goes up into Heaven." "Never the ocean wave stops in its flowing, Never the Httle seed stops in its growing; More and more richly the rose-heart keeps glowing, Till from its nourishing stem it is riven." "Labor is life, 'tis the still water faileth. Idleness ever despaireth, bewaileth; Keep the watch wound for the dark rust assaileth. Flowers droop and die in the stillness of noon. Idle hearts only the dark future frightens; Play the sweet keys wouldst thou keep them in tune." I am glad I can say to my old classmates and friends that I find this a very good world in which to spend my time, and I hope and trust I am using my time for a purpose and in my own way am accom- plishing much good. I am blessed with health, plenty of friends, and some energy, and I am hoping my mission here will not be a failure, knowing well we rise by exercising our own energy or fall by neglect- ing the opportunity of to-day, saying with Holland: ''Only in dreams is a ladder thrown From the weary earth the sapphire walls ; But the dreams depart, and the vision falls, And the sleeper wakes on his pillow of stone." "Heaven is not reached at a single bound, But we build the ladder by which we rise From the lowly earth to the vaulted skies, And we mount to its summit round by round." Hoping the future may be pleasant for each of you, I remain yours truly in the work. ABILITIES OF THE BLlND. 4^5 HOME FOR THE BLIND WOMEN. BY MISS C. A. HANNA, A GRADUATE FROM THE OHIO STATE SCHOOL FOR THE BLIND. With regard to this subject my notions may be incorrect, but the giving" of these ideas will at least furnish paving stones for the road to discussion. In the given subject I find these important points : Is such a home needed? Should all non-seeing women be received to this home? How should this home be supported ? First. Is such a home needed? Every human being needs a home. The noble people of our beloved country, acting upon the truth of this assertion, have adorned the proud bosom of America with many beau- tiful gems called homes. Among these are found homes for the special orders and homes for the good of the populace. The hands of mercy are clasped in span from the prattling babe to the weary pilgrim, asking for showers of blessings extending from the cradle home, where a tiny bit of life and beauty lies nestled in the bosom of sweetest care, out to the home where those "who like a vine long taught to climb and weigh its native branches with the ripe fruit," rest the hoary head in peace freed from toil and care. The sweetest, dearest place on earth is the parental, family home ; but, alas, in the going by of a few swiftly roll- ing years this palace of the human life is bereft of its loving heads. Then fragment by fragment the whole structure is torn away and carried to the four quar- ters of the globe. Perchance the home had a sightless member, who, on account of her affliction, was thought incompetent to exercise skill in transacting business, and for this 426 tHE ACHIEVEMENTS AND reason was placed without means in the care of numer- ous natural but uncertain, fragile ties, and at last forced to wander from pillar to post, hopeless and alone, until heart-sore, broken in spirit, and anxious to meet the coming life. Such persons, with those made destitute from other causes, are needing the fostering care of a peaceful, unbroken home. It is my opinion that many non-seeing women can be found within the limits of our own state who in true worship would offer the sacrifices of praise and thanksgiving to the Almighty Father if the wail- ing burden of life were canceled by such a home. Destitution does not rest only on non-seeing persons, for many among the seeing, having enjoyed great and numerous advantages, are passing from trades, are passing from professions to lowly, destitute circum- stances, and through these circumstances to a home that has been prepared for them. Let me lead you to view for one moment the home to which I belong, and see from what sources of employment and from what positions in life its members came. In my short acquaintance here I have noticed four ex-teachers, one stenographer, one lawyer, one deacon, one clergyman, and a compara- tively large number who attracted cash with a sew- ing needle. At present the home has forty-one mem- bers. Among these are four non-seeing persons. The remaining thirty-seven, having used all of their oppor- tunities on chosen pursuits, are resting with us under the care of a beautiful home. And in all probability many non-seeing women as well deserving of a good home must remain outside, being unable to pay the required entering fee or to find vacant rooms. The rapidly increasing demand on such homes lays before ABILITIES OF THE BLIND. 427 them an utter impossibility of receiving all persons who apply for admission. Applicants are left wait- ing and almost wishing for death to make rooms vacant that themselves might be provided for. It causes an unpleasant feeling to be hurried, as it were, from the stage of life by some one crowding in behind us and to know as our last breath dies away that somebody's wish has been granted. Then let us labor most earnestly and unceasingly to establish and maintain a home wherein non-seeing women may live and die without this unpleasantness. By way of throwing additional light upon the part of the subject, I will speak just once more of the home to which I belong. This home has been in operation about fourteen years. When I entered it, about four years ago, I made the twenty- fourth member and occupied the last spare room. Since then the house has been enlarged by thirteen rooms, four of which are double ones, and the parlor and the library have been changed to double private rooms and a partition across an end of a hall has made an additional single room. In these four years our number has been more than doubled. Nine persons have gone to eternal homes and two to homes of shorter duration, and yet not one room is vacant. We can still hear the foot- steps of seekers rapidly approaching the door, but where will they go? For I am told that these circum- stances are occurring at most such homes. Then why should non-seeing women be left to wait, hoping to enter homes already urged beyond their capacity? More homes are needed in Ohio. Necessity demands them. Let us prepare to open the 428 The Achievements and first additional one, making it for the exclusive use of non-seeing women. Second, should all non-seeing women be received in this home? With regard to admission, a constitu- tion and by-laws must decide many questions. It is a difficult task to draw lines of distinction, and a deli- cate matter to speak of character. If under influence of this Institution from childhood to womanhood a good character and correct habits are not formed, there can be no hope of a bettered condition in after life wrought by earthly means. Each county of our state supports a home for poor people, and I have heard of intelligent, refined, highly cultured women spending their last days in such a home, surrounded by its disagreeable belongings. How shocking to the delicate, well trained, sensitive nature is such a condi- tion. It is a sin to place such ladies in any home with the lov/ bred, foul mouthed, profane, loose character. I know of but one way whereby all grades can peacefully enjoy the benefits of one home. In the use of cottages, as a few homes have been arranged, unpleasantness arising from personal peculiarities could be avoided. With regard to admission a few thoughts should be given to entering fee and age of applicant. The requirement of an entering fee elevates the tone and character of any home. In the case of non-seeing per- sons this fee should be small and the same for each such individual admitted from our state. Age of applicants should range from twenty-five years to any age in the period of mortal existence. It is my peculiar notion that all members of this home having sufficient ability should be privileged to perform labor from time to time outside of the home ABILITIES OF THE BLIND. 429 as well as within it. Also that homeless children should be cared for here through the months of school vacation, when homes are not opened to their need. Third, how should this home be supported ? I do not favor the idea of making this home a state insti- tution. It should be established and maintained on the same plan by which hundreds of similar homes have been opened and provided for. Notice, for instance, the twelve homes in Ohio for old ladies, com- fortably supported without financial aid from the state. The work was begun and carried forward through earnest, unceasing efforts on the part of man- aging boards in resorting to labor and soliciting. Under the care of well organized boards consisting of deeply interested members, no fear need be felt for the safety of a home established for the benefit of non-seeing women. The rich are no poorer and the poor are no worse off for what has been given to the multitude of homes supported throughout our vast country, and the loving heart of our ijoble people seems no less willing now to respond than when it was first sought. The great home work of our land is a broad field of useful labor. Planted with the seeds of love and watered from the living springs of Christian faith, it is budding and blooming with beautiful deeds and bearing perfected fruit. PHYSICAL CULTURE. READ BY MARY C. HARDING TO THE ALUMNI, I9OO. Education to be complete is three-fold, mental, moral and physical. All are of equal importance. We believe that the latter is the foundation upon which to 430 THE ACHIEVEMENTS AND build the other two. Both the quantity and quaUty of the work done by the mind is dependent upon the healthy condition of the nerves which receive their vitality from other tissues of the body. Anatomy and physiology teach us that parts grow when used, and when not in use become weak and shrunken. The conditions of growth are all parts shall be exercised and supplied with food. This is true not only of every muscle and nerve of the body, but of the mental and moral faculties. Physical exercise is necesary in all periods of life. Without it the circulation of the blood through the interior of the body, especially through the liver, be- comes feeble, the heart weak, and the lungs expand and so work less perfectly. Each organ has its special stimulants, which excite its action. The activity of the voluntary muscles is necessary for the perfect working of all circulation, for- mation and destruction of the blood are influenced by the voluntary muscles. Hence, regulated physical train- ing is essential for the physical growth and develop- ment of the body. The body is not an end in itself, but must be trained to be the able and obedient servant of the mind, then it becomes a thing of power and dignity. The educational principles of the ancients, which were so in harmony with the constitution of man, have until recent years been almost abandoned. They understood far better than we the harmonious devel- opment of the mind and body. With them bodily exercises were celebrated in song and glorified in the annals of history. All classes were continually prac- ticed in the gymnasia, and the heroes of the public game enjoyed an almost idolizing adoration. Both in ABILITIES OF THE BLIND, 43 1 Greece and in Rome physical education was regarded as the foundation of physical, mental, public and pri-^ vate welfare, and the soundness of this view is shown by brilliant results. The student of history must observe that, while mankind has made rapid strides in civilization in gen- eral, it has in some respects gone backward. This is especially true in the line of physical education. Notwithstanding much has been done (even in our own time) for the furtherance of intellectual develop- ment, that one thing seems to have been overlooked, that man has a body which stands in need of develop- ment as much as his mind. While this neglect is ap- parent among people in general, it is still more obvious among the blind. They as a class, in consequence of their affliction and sedentary habits, possess only im- paired vitality, and unless this can be increased the development of the mind will be arrested. And it is useless to think of fitting them for success in the strug- gle for existence, when they will need an extra supply of energy and strength to compete with the world at large. With these facts in mind, should we not begin the work of educating the blind at the true foundation, that of developing the body? Properly regulated exercise forms then, one of the essential rules of the educational period. On entering our school our students, particularly our young men and women, should have their time so arranged that out of the twenty-four hours, eight or nine should be spent in sleep, three or four devoted to meals and rest, and the remaining time spent equally in mental and bodily exercise. Such regulations might not be suitable for all individuals, but for the TOQSt of 432 THE ACHIEVEMENTS AND our students I believe it would be a profitable and bene- ficial course of procedure. Physical culture should alternate with mental cul- ture. Experiments have been made by educators, which show that short periods of mental work are productive of better results than more lengthy ones, where the mind has become wearied. I truly believe that to pass long hours in the school room, as is the case of the younger pupils of our school, who are confined five hours in succession, without regu- lated or out-of-door exercise, is productive of manifold evil. The majority of our children are not as strong as seeing children, and personal experience will permit me to say that the physically strong ones will soon overtake the weaker in mental work, though perhaps the former may not seem so alert in the beginning. We have cases come under our observation of chil- dren with very active minds, who in the first few years show an almost abnormal mental development, but after a time the nervous tissue upon which mental activity depends breaks down from the lack of nutrition, which is necessarily derived from fresh air and exercise of the muscles. With such a weakening of nature's forces the mind becomes less active, with a tendency -in some cases toward imbecility. With these cases in mind, am I putting it too strongly when I say that our first thought should be for the care and development of their tender bodies ? Ros- seau said : "If we wish to work upon the understand- ing of a pupil, we must first work upon the forces which it is to control. Exercise the body, render it healthy and strong in order to render it wise and reasonable. Let him work, run, shout, and be in constant motion. ABILITIES OF THE BLIND. 433 Let him first be a man in animal spirits, and he will soon be one in reason." Our children ought to bring cheerfulness into our school unless their spirits have been suppressed by sick- ness or other unnatural means. Such dispositions ought to be cultivated and encouraged among our stu- dents, but it can never be done by long and fatiguing hours of study. Since the growing period is the time to form healthy habits and teach a greater reverence for the sanctity of the body, we should begin the care and train- ing of the physical being of our pupils with their en- trance into school. We should aim to instill their minds with a kind of bodily worship, a love for the pure and beautiful, a pride in bodily strength, and a control over habits, appetites and other vices which tend to degrade. The mind must be awakened and made to feel and appreciate the need of a good body. This can be done by telling children stories in which the care, cleanliness and health of the body play an important part. They should be told of cripples and invalids who became such through neglect, and make them feel thankful that they are healthy and strong. We must teach the child that his body is the dwelling place of the mind and soul and the ipedium through which they give ex- pression. Mottoes such as "Actions speak louder than words," "Watchful eyes watch our motions" and "Mo- tions tell our thought," will help to impress this thought upon his mind. It is the general opinion among kindergartners that free play in addition to the games used in that depart- ment is sufficient exercise for young children. This is probably true among sighted children, but it is not suf- 28 434 1"HE ACHIEVEMENTS AND ficient for the blind, who though young come into our schools with faltering step and timid movements so unnatural to children of their age. The loss of sight has deprived them from participating in many of the frolics of childhood, and in order to work off the sur- plus nervous energy, which they possess in consequence of their inactivity, they fall into some mode of motion such as swaying from one foot to the other, or rocking to and fro. These habits make them appear awkward, and with other defects such as stooped shoulders and drooping heads, make them very conspicuous, and the more noticeable objects of pity, which to them is so dis- agreeable. Nothing will improve or remove these conditions but a thoroughly regulated course of gymnastics in which every pupil in our school should be compelled to participate. Such instruction would necessarily call for a large, airy, well-equipped gymnasium under the direc- tion of a competent instructor, who with the aid of a physician would ascertain the bodily defects and special need of physical development in each pupil. The students should then be divided into classes according to age, strength, ability, and disposition. The timid should be separated from the fearless. Those who do not consider exercise necessary to their existence should be compelled to participate. Every effort should be made to interest and encourage them. Strength tests and chest measurements will do much toward arousing an interest in boys. Most boys take pride in cultivating strength and there are but few girls who do not aspire to attain health, grace and beauty. The physically weak ones should be given a light course in medical gym- nastics, which is beneficial in cases of paralysis, curva- ture of the spine and other diseases. These exercises ABILITIES OF THE BLIND. 435 are performed by means of apparatus for this pur- pose, with which every well equipped gymnasium is supplied. A gymnasium for the blind should be built with a slight inclination of the floor of about three feet around the entire building to guard the sightless from bumping into the wall. It should contain a swimming pool, which would not only furnish much pleasure and amusement, so essential to life, but afford a means of one of the most valuable exercises. Swimming is said to be one of the most natural exercises in which one can indulge, for it brings into action every muscle of the body. It is especially valuable in developing the chest and straightening the neck. The apparatus used in a gymnasium for the blind need not differ much, if any, from that for the seeing, for we learn from those who have had years of experi- ence in the work that there is scarcely an exercise or anuisement in which their pupils have not indulged, and in the performance of which they have attained skill, while deriving much pleasure therefrom. Miss Bennett, who has had charge of the girls' de- partment of physical culture for twenty years in the Perkins Institute for the Blind at Boston, says that her girls, in addition to practice with dumbbells, wands, In- dian clubs and other apparatus, are trained in dancing, basket ball and various running games. As a result they possess not only strength, poise and graceful move- ment of the body, but a marked degree of attention, precision, and above all cheerfulness. These qualities not only improve their manners and dispositions, but make them more ambitious to attain great mental power. Miss Bennett's experience is only one of the many 436 THE ACHIEVEMENTS AND that we may quote. We have similar reports from Iowa, Wisconsin, Illinois, North Carolina, Nova Scotia and other schools of North America. Mr. William T. Stead, in speaking of Mr. Camp- bell and his wonderful work among the blind at Nor- wood, England, says : "Nowhere can there be found so complete a gymnasium and playground. Here one can hardly realize, as he saunters through the play- ground, that the students swimming, diving, rowing, cycling, dancing and skating, are deprived of their sight." Nowhere has he ever seen such grace of move- ment as the young ladies display on their roller skates. He also tells us of a remarkable fact concerning a young lady of that school, who as yet is the only one who has won the two star badges in the second figure contest of the National Skating Association. If other countries and states of our own country can do so much for their blind, why should Ohio, the grandest and best state of all, stand back, when a little effort and money might secure the construction and equipping of a gymnasium that would enable her school for the blind to send forth in the future young men and women, not only improved in health and appear- ance, but possessing a greater degree of mental power and a higher standard of morality. Mr. Roberts led the discussion. Education as much as possible should connect every step of instruc- tion with some kind of bodily activity. As the hand is the chief instrument of work, it should be especially trained to perform quickly and accurately all the mo- ABILITIES OF THE BLIND. 437 tions needed in the ordinary affairs of life. This train- ing the hand to do, while training the mind to think, is one of the distinctive features of the kindergarten system. That man has had a liberal education who has been so trained in youth that his body is the ready serv- ant of his will, and does with ease and pleasure all the work that as a mechanism it is capable. In the attain- ment of physical well being four distinct factors are to be considered — intelligence in regard to the laws of life ; sensibility as to the observance of them ; the dis- position of educational appliances so as to conform to them ; and the formation of habits which lead to an unconsciousness of them. Mr. Bartholomew and Miss Powell both favored gymnasiums in schools for the blind. Miss Powell said the gymnasium is one of the best features of the school in Illinois. They consider that it has much improved the health and attitude of their pupils. Mr. Bodle and Mr. Chambers favor outdoor marchine as exercise for blind students. PIANO TUNING. BY OWEN HOLMES. Read to the Alumni Association of 1900. The subject of this paper is at the present time of more practical interest to us than any which is being discussed. I believe, perhaps with the exception of music teaching, there are more blind persons engaged in this calling than any other. I can not hope to pre- sent to those engaged as piano tuners any new phase of this work. I think it necessary for those persons who teach music to understand something about the 43^ THE ACHIEVEMENTS AND development of the pianoforte, as well as the scale for which it is considered as the excuse. The pianoforte was invented in the year. 171 5. It was! in the form of what is known as the grand piano, and had a compass of five and one-half octaves. It has now seven and one-third octaves, and in the general mechanism of the sounding board and action it is almost perfect. Pianos are tuned according to what is known as the temperate scale. It is a substitute for the true scale, in order that the requirements of execu- tant music might be satisfied. What is known as the scale is formed by those notes which are agreeable to the ear or bear simply mathematical relations to one another. These have been obtained by mathematical calculation and their consonance has been demonstrated by experience. If the fundamental tone of a scale is represented by a certain number of vibrations the suc- ceeding tones will be expressed by the fractions, 9-8, 4-3, 3-2, 5-3, 15-8, and 2, or the octave, which is the fundamental note doubled. It has been proven that, no matter what the num- ber of vibrations which the fundamental note makes, the relations of it to the other notes are the same. This is the major scale. In the minor scale the third is rep- resented by the ratio of 6-5 and the minor sixth by 8-5. In modulating from key to key, it is necessary to either raise or lower one or more of the notes one or two semi-tones. Mathematically this is done by multiplying it by 25-24 to raise, or by 24-25 to lower it. If this is done for every tone of the scale, there will be created a large number of new tones. To lessen the difficulty of execution the temperate scale was invented. This scale proposes to divide an octave into twelve parts or semi-tones. This is the scale of the piano and ABILITIES OF THE BLIND. 439 organ, while orchestras and choruses use the perfect scale. In order to tune a piano to the temperate scale the ascending fifth and the descending fourth are flat- tened, or the ascending fourth and the descending fifth are flattened. By this means the true scale, which comprises 14 semi-tones, is divided into twelve equal parts, the two extra semi-tones being distributed throughout the octave, not according to any accurate calculation which is made but as nearly as the tuner's ear may determine. When two notes are tuned almost in unison, or an octave, fourth, fifth, or any other interval is tuned almost perfectly what is known as waves or beats are produced. This phenomenon is taken advantage of in tuning the piano. Several different methods are used. I will give two: The first is by fifths and octaves. From middle C tune below, then G above, then D above, then D below, then A above, then E above, then E below, then B above, then F sharp above, then F sharp below, then C sharp above and C sharp below, then G sharp above, then D sharp above, then D sharp below, then A sharp above, then E sharp or F above, then F below. This F must be a little sharper than a perfect fifth to middle C. By this method an octave and a half is tuned. The octaves are tuned perfectly and the fifths are tuned sharp. Books on tuning seem to give this method the preference, but the second method, I think, admits of more accuracy because there are more tests and because in the octave which is tuned the beats are more easily defined. This method is as follows : From middle C tune G below, then D above, then A below, then E above, then B below, then down to F sharp, then up to C and 44° THE ACHIEVEMENTS AND down to G sharp, then up to D sharp, then down to A sharp, then up to E sharp or F, which must be a little sharper than perfect with C. It will be found that if these notes are tuned correctly the beats of the descend- ing third as D flat, F, CE, BD sharp, etc., will increase. This is also true of the sixth. It will also be found that some of the major sixths have almost the same number of beats as some of the major thirds. Thus GE beats about the same as the third, A flat C. These are only some of the many tests that may be used. I would recommend these tests to be used constantly. In tuning octaves, such as middle C with C below, the fourth GC and its comple- mentary fifth CG should beat the same number of times. This is true throughout the piano, if the octaves be perfect. A wish has been expressed by different persons to abandon this defective scale and, with this end in view, Dr. S. A. Hagerman, of Cincinnati, has had a piano constructed by the Chickering Piano Com- pany which can be tuned perfectly. He calls it a per- fect intonation piano. In action and general construc- tion it resembles the upright piano. The changes of key are affected by lengthening the vibrating part of the strings by means of a movable metallic bridge on which strings rest firmly. These bridges are just below agraffe, or the bridge nearest the tuning pin. These bridges are attached to metallic strips, which extend upward and are fastened to rods extending back over the top of the piano. At the farther end another strip extends downward. This strip is fastened to a horizontal bar of wood, running the length of the piano. There are twelve of these bars, one for each tone of the scale. It is so arranged that one rod con- trols the same tone in all the octaves. Extending from ABILITIES OF THE BLIND. 44I the wooden bars are small pins. Running to the bot- tom of the piano are wooden rods connected with the pedal arrangement. When the pedals are pressed the perpendicular rods are pushed upward. At the upper end of these rods is a metal prong. In moving upward this presses together two movable jaws, which grasp the small pins extending from the wooden horizontal bars, moving them in different lines. This motion is communicated to the bridges by the intervening mech- anism. The piano is tuned to any key, and by the use of the pedals the bridges are moved up or down so as to throw it in any other key. If C be taken as the basis, E can be tuned as a perfect third, then G, then D, then A to E, then B to E, then F to C. All these intervals are tuned perfectly. The white keys have then all been tuned. By pressing the pedal which throws the piano into R natural or D flat, the black keys may be tuned. It will be found that if the piano is in the key of C, the second fifth DA will be rough, the A being flat with the D. This is also true of the complementary fourth DA. It will be found that the minor third DF will not be per- fect. The invention is at present in process of con- struction so that it has had a fair trial. The simple major and minor chords are much purer, besides one can hear very distinctly the harmonics or resultant notes. It is a question whether the pedals can be so arranged as to make rapid modulation easy. At pres- ent there are five pedals corresponding to the five black keys. By pressing the C sharp pedal straight down it throws the piano into C sharp. If it is pushed to the left or the right before pressing it down, the piano is thrown into C or D. The greatest difference in the two scales lies in the major third. 442 THE ACHIEVEMENTS AND When it is considered that changing the major third 5-4 to the minor third 6-5 changes the whole char- acter of the composition, it will be acknowledged that even the small difference of 2 and 2-3 vibrations, which existed between the temperate and the true third will sensibly affect the character of the piece. It is said that in writing his piano compositions Beethoven always had the orchestra in mind. It could hardly be expected that the piano, with its defective scale, could give entirely the same idea to a piece which would be given by the orchestra, with the true scale. The defects of the temperate scale are not so easily recog- nized, because in the piano the notes can not be sus- tained. Dr. Hagermann has written at much length in the Music Courier Journal on this subject. This is the only invention of real importance which has been made in the last few years. With some small improve- ments excepted, pianos are constructed about as they were ten or fifteen years ago. The principal difference between pianos lies in their material and workmanship. In the best pianos one often finds bad strings and cross wood in different parts of the action and other small defects, which might be remedied by expending a few cents, thus sav- ing several dollars and unnecessary inconvenience. In cheap pianos we must be troubled with all these de- fects throughout the entire piano ; such things as poor wood, bad felt and defective wire cannot be improved by the tuner. The best thing is to buy a good piano. If the piano does not stay in tune it is generally attrib- uted to the tuner. This is sometimes true if he draws the string above the tone and lets it down to its proper place. The hammer should always be stopped on the upward pull. If the pitch of the piano is either ABILITIES OF THE BLIND. 443 raised or lowered it has a tendency to return to its for- mer pitch, and it must be tuned two or three times before it will settle. Pianos should be pounded well when they are tuned. In cheap pianos the wood in the pin block being not well seasoned, the pins slip. The only remedy for this is either to veneer the pin holes or to insert new pins. Pianos ought to be tuned two or three times a year. Some pianos are badly out of tune in a few weeks. It often happens that the pianist will pound the piano out of tune in an evening. Pianos will get badly out of tune before persons will notice them. Defects in the action, such as keys sticking and rattling, are much more easily perceived. Dampness is a great enemy to the mechanism of a |)iano, and causes the piano strings to rust and the felt and wood to swell, making the hammers and keys stick. I think that heat is perhaps a worse enemy to contend with, especially in cheap pianos where the wood is not well seasoned. To enumerate all the dif- ferent flaws to which the piano is heir would be impos- sible in such a short time. Great stress should be laid on this part of the work in teaching blind persons tuning. There are some remedies for these defects of which a person must be told. Experience is too dear a teacher when, in obtaining knowledge, one loses his reputation, which we blind persons are still making. No person can become a practical piano tuner unless he has some mechanical ability. While tuning is done by means of beats, it is true that a deli- cate ear is not required to perceive this ; still, in order to tune well, one ought to have some ear for music. I have found that, since I began tuning, both my ear and my musical taste have improved very much. The idea that good tuners do not play is wrong. A 444 THE ACHIEVEMENTS AND piano ought to be sounded throughout when it is tuned. SHght flaws in the temperament may be remedied with a little musical judgment. A great amount of ignor- ance is shown by persons who are not musicians and by those who are, about the piano. Ladies are as sensi- tive about their pianos as about their babies, and they let the piano go its own way as much, except on spe- cial occasions, when it is cleaned up and put on its good behavior by the tuner, whom the lady informs that there is nothing she detests so much as a "tin panny" piano. Music dealers take advantage of the ignorance of people in selling pianos, telling alf sorts of imaginary .lies. A tuner's judgment is about the surest thing in selecting a piano. Piano tuning has been considered one of the leading occupations in which persons who do not see are engaged. All blind persons are not musical, neither can all persons who are musical learn to become practical piano tuners. While I acknowledge that we sometimes make mis- takes, I think that we can come up to the average in point of excellence. That we tune as well, I do not think anyone will doubt. If the key sticks or there is a rattle after the piano is tuned, the man who sees is blamed for carelessness ; if the tuner does not see, the defect is said to be due to that cause. In several of our cities blind persons have been employed in stores. This is perhaps the best place for them. This is not in Cincinnati, which most people call a very conservative city ; consequently, we have had a rough road to travel. Notwithstanding this fact, we are progressing slowly. I feel that there ought to be some endeavor on the part of the institution to obtain for its graduates positions not alone as piano tuners, but in any calling for which they may be fitted. It is hard for anyone to ABILITIES OF THE BLIND. 445 build up a business, "especially in large cities where competition is so strong. It has been the practice of several institutions for those who see to look after the future welfare of their graduates. i will close this, hoping that this institution will show a more active interest in this direction than it has done in the past. VOICE AND VOICE TEACHER. BY MISS ALMEDA ADAMS. Read to the Alumni Association of 1900. When music, that mysterious queen of arts, essays to bring her message to mankind, she bids the organ's mighty diapason awake his soul to worship; or, if she would address his intellect or charm his ear, she sum- mons to her aid all the varied tone colors of the or- chestra. But when she ventures to approach the portal that guards the hallowed sanctuary of his heart, then every instrument by man devised avails her less than that divinely tuned to sound the keynote of the heart itself, the human voice. A careful observation of the voices of children leads to a growing conviction that the gift of song is in measure included in the dowry of almost every child. That the measure of its bestowal is far greater in some instances than in others is perhaps no more true of this than of any other gift. With the voices, as with other endowments, the influences of heredity and environ- inent, with their resultant physical and mental condi- tions, determine the limitation of power. Yet it is the writer's belief that scarcely any child born under modern conditions is wholly without the 446 THE ACHIEVEMENTS AND ability to sing. Even among the queens of song, few indeed have been born Hke the nightingale with the true tonal instinct. For the multitude the gift is tram- meled by much that is unfavorable in environment as well as by those personal limitations which beset human attainment at every point. It is the mission of the voice teacher to release the imprisoned song angel, leaving her free to seek the realm, whether lyric or dramatic, for which heaven de- signed her. Nowhere are the foes to pure tone pro- duction more manifold than in America. The singer born under Italian skies finds himself heir to genera- tions of the purest vocal tradition. In America such tradition, when it exists at all, is generally wrong. The climate tends to produce catarrh and similar destructive physical conditions. Above all, the screaming, which in most of our public schools masquerades under the name of song, tends to destroy not only every true ideal of tone quality in the child's mind, but also' the voice itself. As a result of these unfavorable conditions, throaty voices, nasal voices, and overstrained voices whose sweetness is marred long before they reach maturity, abound. Here, as elsewhere, the most effectual method of dealing with evil consists in its prevention. In these days most of our public schools have spe- cial teachers of music. But it would seem that the only requirement for these positions is a knowledge of some system of solfeggio. Thus the most delicate musical instrument is constantly entrusted to the care of those wholly ignorant of its use. Who may say what em- bryo Patti may have been defrauded of her birth by reason of this lack of wisdom in the selection of teach- ers. One who would undertake the department of ABILITIES OF THE BLIND. 447 music in our public schools should be not only a mu- sician, but a vocalist. He should understand both the child voice and the child nature, and understanding, should love them. Given other requirements, the lack of sight need be no grave obstacle in the way of one desiring to enter this field. Next to the difficulty of convincing a school board of this fact, perhaps the gravest problem which presents itself is that of the dis- cipline. Ability to control is not, however, a matter of sight, but of personality. That it is possible to demon- strate to a school board the ability of an unsighted per- son to fill such position, is proven by the fact that the writer was for some time teacher of music in the schools of Normal, a suburb of Lincoln, Nebraska. In the light of this experience she would venture to suggest that a thorough mastery of the seeing musical notation is absolutely essential to success along this line. Also that it is infinitely better to copy the songs and exercises used in teaching some system of point notation. The advantages of this method over that of memorizing each lesson, as required, are manifold. First, it saves that constant tax upon the memory which is involved in the committing of numberless little exercises, whose very simplicity renders them the more difficult to retain. Second, when once copied and well shellacked the books or charts become a permanent possession. This in itself is ample compensation for the manual labor involved in copying them. Above all, one is saved the danger of that sud- den lapse of memory which, in spite of most careful preparation, is liable to overtake one amid the vicis- situdes of the schoolroom. If the lesson be once care- 44^ THE ACHIEVEMENTS AND fully read before its presentation, it is easy to sing it at sight, that is, at touch. It is not the design of this paper, nor would it well serve the spirit of the hour that it should pre- sent or champion any particular method of voice train- ing. Regarded objectively, indeed, there can be but one method of singing, that designed by nature and departed from only when we impose unnatural con- ditions. Viewed subjectively, however, that is, from the standpoint of the requirement of the individual student, it would almost seem that the teacher must needs devise a new method adapted to the peculiarities of each voice and temperament under his care. That which appeals most vividly to one is often meaning- less to another. Nowhere is truth so subtle or so diffi- cult to impart as in the art of singing. Wisely chosen words may aid the student in understanding the phys- ical conditions which must proceed from pure tone production; but the most careful explanations often serve to mystify rather than to enlighten the student. The most direct avenue of appeal is the musically trained ear. Art is imitative. The constant hearing of beautiful tones awakens the longing to reproduce them, and desire becomes the mother of power. First of all, then it is essential that the voice teacher should be a singer whose own tone production shall be in keeping with the ideal which he demands of his students. I am aware that this is a view which at first sight the past history of the art would seem not to justify. That great singers have been pro- duced by teachers who were not themselves such must, of course, be admitted. We do not maintain that in order to be a great voice teacher one must possess a great voice ; but it seems impossible that any teacher ABILIxfks OF THE BLIND. 449 should properly impress upon his students principles which he could not himself illustrate both correctly and artistically. The gravest obstacle to the advancement of the vocal art in America is to be found in that spirit of criticism wnich almost universally characterizes the attitude of the members of the profession toward one another. Considerable study with leading teachers both of the east and west has led to the conviction on the part of the writer that the true exponents of the art de canto differ but slightly as to its vital principles, although most widely in the manner of their presen- tation. The latter differences have, through profes- sional jealousy, been exaggerated and misconstrued until it is unusual to find a teacher who speaks well of his professional compeers. That there are in the profession numberless fakes who possess not the least knowledge of the voice is undeniable. Nowhere do these more abound than in New York City. Indeed, the metropolis of the nation affords the best and worst in the way of voice teachers as well as along other lines. The student who dares to seek a teacher in this Mecca of the vocalist should indeed be well grounded in certain fundamental truths of the art, in which case he may safely trust the testi- mony of his own ears above that of prejudiced per- sons or the advertising columns of musical journals. There are certain results at "Vhich all true teachers must aim, however widely they may differ as to the surest and speediest means to their attainment. The principle of deep breathing and high control, or what Lamperti calls "the Lutte Vocale," the lowered position of the larynx so necessary to a well opened throat, the fine forward resonance only to be attained by properly 29 45° THE ACHIEVEMENTS AND directing each tone against the sounding-board suppHed by the teeth and cavities of the head and face, the flexible mouth and right shaping of the hps, alone will secure clear enunciation. These constitute the essen- tials of correct vocal technique. In spite of Rosin's assertion that the first element of a singer is voice, the second voice, and the third voice, experience has proven that voices scarcely above the average, when carefully trained along these lines and coupled with musical temperament and pleasing personality, may win for their possessors both wealth and fame. On the contrary, many a voice great in promise has met with professional defeat and early loss of power because of false training. No place in the musical world seems to me so practicable for a blind person possessed of the proper endowment as that of voice teacher. The acquisition of a repertoire sufficient to keep pace with a number of seeing students in piano or pipe organ is a herculean task. Music for the voice is far less complex and more easily retained. Most seeing teachers employ an accompanist, often repaying this service 'with lessons. It is desirable that a teacher should be able to accom- pany his students when necessary. The old Italian masters made great singers long before the laryngoscope was conceived. A teacher's inability to look at the student's throat would signify nothing so long as he thoroughly understood its anatomical structure. There is no shadow of reason why a blind person gifted with a superior voice should not take place with other church and concert singers. Mr. B. F. Chase, of Cleveland, is tenor in one of Brooklyn's largest ABILITIES OF THE BLIND. 45 1 churches. In spite of these evidences in favor of voice culture as a field for the blind, both as singers and teachers, it is beyond comprehension that a large major- ity of the schools designed for their education make no attempt at voice culture. When a representative insti- tute like that of New York City has no vocal depart- ment, it is not surprising that younger and smaller schools have failed to realize the importance of this work. We have reason to be proud of the position which our Alma Mater holds in this as in many other re- gards. Let us hope that she may send out many gradu- ates whose success along this line shall become an in- spiration to other schools. Yet let none dare lightly to approach the task of training this, at once the great- est and the most delicate of instruments. Oh, matchless power of song, divinest gift to mor- tals e'er entrusted ; they who would win thee must upon thine altars lay a life consecration, an intellect of high and noble powers, and a soul whose fires shall burn an incense worthy of so pure a shrine. POLITICS AND PUBLIC INSTITUTIONS. I'APEK READ BY MR. BRICE TO THE ALUMNI, I9OO. My subject, namely, "Politics in Our Public Insti- tutions," covers such a wide field that to do it any sort of justice would require more time than could be devoted to it in a short address. Therefore I shall s])cak of it only as it applies to our public educational institutions, and more particularly to those institutions which are under the immediate control of the state authorities. 452 THE ACHIEVEMENTS AND The object of our public schools is to prepare our youth in the most perfect manner possible to take upon themselves the duties and bear the burdens as worthy citizens of the commonwealth. It has been the con- stant study of our educators to devise methods, whereby the highest degree of perfection could be reached in the brief time allotted to them for this pur- pose. The object to be attained is of such vast import- ance that large sums of the people's money are ex- pended yearly for this purpose, and there is no assess- ment paid by them more willingly. When this money ceases to produce the best pos- sible results, then the guardians of the people's inter- ests are to blame, and they should be held responsible. If the appointing powers give places in these institu- tions for the purpose of paying political debts or to secure supporters for the second term, without consid- ering the fitness of the appointee for the position, then the money is misappropriated and the main object of the school is ignored. What I have said applies in general to all our public schools. I shall now speak more particularly of those educational institutions which are under the direct control of the state authorities, such as this institution and the School for Deaf and Dumb. In institutions like these, where the time is so short for the pupils to complete that education which is to fit them to take their positions in life as self-supporting and worthy citizens, the appointing power should take great care to have the managing board composed of practical educators, men who have the welfare of the institution at heart. They should do something more than merely audit accounts, O. K. bills, and settle such questions ABILITIES OF THE BLIND. 453 as are brought before them. They should acquaint themselves collectively and individually with the work- ings of all the departments of the institution, and they should personally know from observation whether this or that department was properly managed or not. In selecting officers and teachers there should be hut one standard, that of merit. The superintendent, above all, should be a man with executive ability, a thorough educator, if possible. His character should be such as to command respect from all with whom he comes in contact. His moral status should give tone and dignity to the whole school. Without such a man at the head of an Institution of this kind it cannot prosper. The teachers should be in accord in every respect with such a man. When it should be found that a teacher was labor- ing only for the money that was in it, he should be allowed to depart forthwith. A teacher's whole heart must be in his work or he will not be successful. Now let us see for a moment how politics inter- rupts and retards the successful progress of a school. Teachers must be able to concentrate uninterruptedly all their energies on their work to produce the best good. When a school is under the domination of poli- tics there comes a period at every change of adminis- tration and even at every state election when the minds of the teachers are distracted by anxiety and doubt regarding the prospect of losing their positions. This usually lasts several months, during which time the teacher is unable to concentrate his energies on his work, and consequently the pupils must suffer. This time to them is almost entirely lost ; it is time lost forever, time which they cannot regain. And this loss of time affects deleteriously the rest of their lives. 454 THE ACHIEVEMENTS AND This is the necessary result of poHtical interference with the appointments in these institutions. The fact that the teachers know when . they take positions that they are liable to be dismissed at any time without cause prevents them from entering upon their work with that earnestness and devotion which they should feel if this bugbear were not constantly before their minds. The same ill effects are produced among the officers and employes ; they are distracted from their legitimate work by the necessary attention which they are compelled to give in the effort to hold their positions. If the other party comes, they are rea- sonably sure that they must go, and the result is a loss of interest in their work and indifference as to whether their duties are performed or not. And again, the interest of the school must suffer. Any relaxation of duty on the part of officers or teachers reflects perma- nently and disastrously upon the pupil. Suppose that our colleges and universities, Har- vard, Yale, our own State University, our medical and law schools and theological seminaries had been sub- ject to this political interference ; would it have been possible for them to have reached the high eminence in learning which they have attained ? Let us imagine that the high places occupied by the professors in these institutions of learning, after they had spent years of study of the sciences, literature, and the pro- fessions, were given to incompetent persons for the sole purpose of rewarding them for their political log- rolling in some party. Where would be that high per- fection that our professors have reached? Where that great advance of science and literature of the nineteenth century ? Gone — irrevocably gone, and ABILITIES Of THE BLlNt). 45^ reigning in their stead would be ignorance, incompe- tency, and corruption. The effect of this influence is just as disastrous upon the lower schools, where the foundation of a higher education is to be laid. If it is not thorough, the subsequent education will be defective. Will there ever come a day when the appointing powers will have strength of moral character that will enable them to carry out their duties to these institu- tions conscientiously and honestly, looking solely to their good and not to the building of their own politi- cal popularity ? God grant that it may be soon. While this Institution is still under the thralldom of this political interference, I must say with pleasure that the trustees and those in power have shown commend- able and creditable wisdom in their management of the teachers' department. They have for the most part exercised good judgment in their selection of teachers. And be it said to their credit that they have, regardless of political affiliation, tenaciously held on to good teachers. I believe from what I know of Governor Nash that he will encourage and sustain the trustees in this course as applied to all the depart- ments of the Institution so far as lies within his power. I quote him when I say that he does not believe in making political "foot balls" of these educational insti- tutions. When these good intentions are manifested on the part of the powers that be they should be sup- ported, encouraged, and sustained by those to whom the welfare of this Institution is most dear. And it behooves us to use all the influence in our power to aid the trustees in keeping good teachers in their posi- tions. We should avoid making applications for posi- 45^ "THE Achievements And tions where there are no vacancies, when the teachers are known to be doing good work; we should avoid making complaints and unnecessary criticisms. One of the most despicable acts I can conceive of would be the attempt of one of our graduates or a pupil to sup- plant any teacher in the Institution who was known to be doing good work, either on the grounds of belonging to an opposite political party, or that of personal necessity. The world is wide enough to give occupation without trying to take away from one of our brothers a position which he has earned and holds through meritorious work. We should be able to rejoice with all our hearts at the success of our blind brothers or sisters. Nay, more, we should be willing and glad to lend a helping hand. Men are appointed on these boards of managers for the supposed political pull they have. It may be for the reason that they are prominent in some religious body, or that they belong to a peculiar nationality, or that they edit some county paper, or that they are prominent and have influence in the local politics of their section. My friends, we, the blind people of the state of Ohio, could, if we were united in the one purpose of benefiting our fellows through this Institution, by eradicating this political interference, bring an influ- ence to bear which would be not less powerful than that spoken of. There are some eight or ten thousand blind persons in the state, and those blind persons have several thousand more friends whom they could influ- ence. I do not advocate a new party or the interfer- ence in the least with any political party, only so far as it may interfere with the legitimate advancement of the school. If we were determined and persistent AblLtTtES Ot^ THE BLlNb. 45^ we could create a sentiment against these political practices by talking with our friends that eventually would be a power. We would have a wily enemy to combat in the professional politician, whose ways are devious, and, unlike the highway robber who demands your purse at the sound of a pistol, he shakes hands with you and smiles and smirks while he filches from you your good name. There is no tie so sacred that he will not violate it to accomplish his purpose. He is the most urbane, accommodating, and courteous individual you could imagine when he wants your vote, but after the election ask him a favor ; you will find a heart as cold and stony as the adamantine rock. In regard to this individual let this be your prayer: "God grant that I may never be so fond as to trust a professional politician on his oath or bond." All ofificeholders are not politicians, but they are neces- sarily influenced more or less by the professional poli- tician. This is a day of combines and unions for self- protection, and there is no reason why we should not unite in the noblest work of all, that of helping our fellow-creatures. 400 East Main St. Batavia, New York, August 23, 1905. Mr. J. W. Welch. Dear Sir: Your letter of July 17, has recently been for- warded to me by Mrs Little. It would give me pleasure to comply with your request to prepare a paper on the "Achievements and Abilities of the Blind" for your book, but I am obliged to say that the condition of my health makes it impracticable for me to do so. I trust Mrs. Little may see her way clear to comply with your request. 45^ th£ AcpiIeveMentS anD I shall wish to purchase a copy of your book when it is published. The memory of the recent reunion at Colum- bus will long be a source of exceeding pleasure to me. Be- lieve me, \7 • 1 ' Yours smcerely, Mrs. Asa D. Lord. House of Representatives, U. S. Washington, D. C, Sept. 8, 1905. Prof. J. W. Welch, Mt Gilead, Ohio. Dear Friend : Your letter requesting me to contribute an article for your forthcoming book was received a few days ago. First let me thank you for considering me among those worthy to contribute for such a work, but it is extremely doubtful whether I shall be able to comply since first I have other matters at hand which must be first disposed of, sec- ond, the time is rather short to prepare an article of that character for publication; if however I can I will forward something by the 20th. If you do not receive it by that time you will understand that I have not been able to do it. With kindest regards, I remain cordially your friend, Henry N. Couden. Kansas City, Sept. 18, 1905. Prof. J. W. Welch, Mt. Gilead, Ohio. Dear Sir: With regard to the writing which you de- sired me to do, wish to say that I have been traveling for some time past, and will continue to do so indefinitely, and it will be impossible for me to comply with the request. I should be pleased to contribute, and deeply regret being situated as I am in the matter. With best wishes, I am, T. B. Runyan. ABILITIES OF THE BLIND. 459 Columbus, Ohio, August 24, 1905. Mr. J. W. Welch, Mt. Gilead, Ohio. Dear Sir : I write to say I have been out of the city fc.- several weeks. Now as to your request, I want to say I appreciate it very much, but I can not comply with it I am sorry to say. There are many reasons which I will not now take time to explain. I might suggest a name or two who might have the time to do what you want. Mr. Roberts, Mr. E. D. Extine, Mr. Bitzer, Miss Ernst, Miss Austin, or Miss Harding. Thanking you again, I am. Very respectfully yours, James E. Foster, 805 East Main Street. Columbus, Ohio, August 12, 1905. Mr. J. W. Welch. Dear Friend : Yours at hand. Much obliged for your invitation to contribute something for your book, but my time is so limited and the time given is so short that I shall be obliged to decline. You can easily fill your book, no doubt, with people of more varied occupations. I could only give you the experiences of a music teacher which perhaps would make less interesting reading than ex- periences of men in other professions and occupations. This is the way it looks to me. I wish you shining success with the enterprise. Yours sincerely, John W. Bitzer, 153 S. Monroe Avenue. Washington, Sept. 20, 1905. Prof. J. W. Welch, Mi. Gilead, Ohio. Dear Friend: Your letter which reached me several days ago has been almost constantly in my mind, but I find it impossible for me to settle myself to write for your book. 460 THk ACHiEVEMENTg AnD Many calls upon my time, ill health and sickness in my family are the reasons, though I am sure the book will not suffer in its mission if I am left out, yet I should have been glad to have had my say but circumstances have ruled other- wise. Thanking you for your kindly remembering me and trusting that the work will be of great good, I remain most cordially and sincerely, Henry N. Couden. Marietta, Ohio, July 31, '05. Mr. James Welch. Dear Sir : I received your first letter after a ten days' delay because the initials were wrong and there was no number, I reached home June 10, full of cold and neuralgia and have been using for common beverage doctors' medicine ever since. My great delay was the getting my picture taken — something that I never intended to do but by much per- suasion I finally consented to. If I had received your second letter before I did your first one, my article would have been much different from what it is, but as I had it completed before I got the second one, I will not take time to write another. If it isn't satisfactory, find room in the waste- basket. I will gladly assist you in your undertaking and en- closed please find the two dollars ($2.00), I will help furtlier if it is necessary. g. W. Farmer, 911 Fort Street, Marietta, Ohio. WHEN OUR SCHOOL DAYS ARE OVER. BY SAMUEL FARMER. "Whatsoever thy hand findeth to do, do it with thy might." When a pupil leaves school and enters S. W. Farmer, Merchant in Marietta. ABILITIES OF THE BLIND. 461 upon the struggle of life he imagines that there is noth- ing to do but to let it be known that he has finished his education and is ready to accept a position, supposing that there are people waiting to give him or her a posi- tion in their profession or trade, which ever it may be. But days pass on and no one comes to employ them. Days, weeks and months pass away and still they remain unemployed, still living off the parental fund. They become discouraged. They speak with one friend, then another, saying, "It seems strange that some one does not come to employ me. I would work cheaper than others in order to get a start." This holds good with the seeing as well as the blind and an example I will relate : "A friend of mine graduated from one of the most prominent colleges of this state. After this he wasted a great deal of time waiting for some one to employ him. A year had passed away and employment had not been received. He began to tell his friends that he was hard up and would be will- ing to work for $2,000.00 a year. One day as he was telling a friend of his how he stoocf in need of money and how he wanted to get employment, he said he thought that there would have been many after him if they had only known of his ability. His wishes were asked for and he answered, "But I stand in need of money now and a few dollars would help me, but I do not want to ask my parents for it, for they educated me so that I might have an opportunity to make my own living." His friend turned to him and said, "Why don't you be a whatsoever man ?" "What is that ?" he asked. "What you find to do, do it." There is noth- ing for me to do," he answered. "There is a large cher- ry tree, full of cherries, pick and sell." He was horri- fied with the idea at first, but his friend who saw that 462 THE ACHIEVEMENTS AND pride was the trouble, urged and at last persuaded him to do it. This was the beginning of his career. Step by step he avanced until now he has reached the goal of his ambition." After an educational course- my troubles partly re- sembled these. Years of time I wasted, but at last I resolved to do something for myself. The first was to saw a load of wood for my neighbor. From that time I went step by step until now I am supporting myself, mother and sister. One of the greatest troubles of our pupils is "pride." They cannot follow what they edu- cated themselves for, consequently they will live upon some friend or charity fund, fearing to do such little things as peddling matches, pencils, writing paper, as it might lower them in the estimation of their friends, but I know by my own experience that it will elevate you in the estimation of all good thinking people and they will help you to advance and in this way it may be pos- sible to obtain the profession that you had prepared yourself for. , But there is one thing we should never do and that is to stand upon the street corner and play the hand- organ, for that will disgrace you, as that is the work of the lower and lazy class of people. "Whatever thy hand findeth to do, do it with thy might," but let your moderation be known to all men. Columbus, Ohio, August 1, 1905. Prof. J. W. Welch, Mt. Gilead, Ohio. My Dear Mr. Welch : Your letter with reference to a chapter in your proposed book is with me, and its reply has been awaiting my return to the city. Now my friend, to come to this matter briefly and to the point, I should be ABILITIES OF THE BLIND. 463 most happy to contribute a chapter to your book if such ability were mine. I am not given to the ink pot and pen, and for me to attempt to write anything of authority for broadcast publi- cation and general reading could certainly end in none other than a failure, and would therefore be consigned to the waste basket. If it is your pleasure I would like to make a suggestion. I am now looking over the papers which were read at the reunion, they are now in my hands to be returned to the writers. If I have a correct understanding of what you want I would suggest that Miss Nellie Sylvus's paper on "Things Worth Thinking About" would make a very fitting chapter for the book. It is especially prepared to show what blind people can do. Miss Nellie Wright of W. Farmington has also a paper on "Music Teaching for Blind Women" which is ably written and might serve your purpose to a nicety, provided they would consent to have them used. Mr. Frank W. Syler's paper on "Equipped for Success" is a masterly production, as is also Mr. Bixon's paper "Over Confidence of Youth." If these papers are desirable, and you can secure their consent to use them you would have in them upwards of oO pages of subject matter. I am now sorting them out to return to the writers, and I shall be glad to give you their correct addresses should you care to correspond with any or all of them. As for my contribution, Mr. Welch, I beg to be ex- cused for I am convinced that any word of mine would not add to the credit of your book. While I thank you for the place you offer me and have a full appreciation of your kindness, still I must waive the invitation, as not being within the ken of my pale or ability. I do not want you to understand me as being unkind or unwilling to do this work for you, but I really can not. Hoping that I have made myself clear on this matter, and that success will finally be yours, I remain as ever, Yquxs respectfully, Edward Roberts, ■' -'^ ,.,- , . m S. Ohio Aye, 464 THE ACHIEVEMENTS AND CAPABILITIES OF THE BLIND AND METHODS OF TEACHING. Most people regard the blind as a distinct species of the genus homo. They think that by losing one of the organs the others are more or less quickened ; that, therefore, the intellectual powers are made especially acute in some one direction. That "special acuteness," as usually regarded, is for music. Some have hopes that the child will develop into a musical prodigy like the famous Blind Tom ; others think the fields of litera- ture will become green pastures and a special talent for producing poetry and prose will be developed. These fanciful imaginations, no doubt, prey upon the child's mind when he is first awakened to the new life, in the mastery of the various subjects which he studies in his school. This influence often leads some into the belief that the world is only waiting for them, and their productions will soon become as popular as Uncle Tom's Cabin. All such should be at once advised and made clearly to understand the truth. All young people have their day dreams. They see in phantasy the whole world spread out before them in panoramic visions. Their wishes become the father of them. Sooner or later they will realize that "to be" is sterner than "to seem." By these miscalculations on the part of the parents, friends, and often teachers, the child becomes confused and afraid to venture. When failure pre- sents itself on one hand they, like drowning men, "grasp at straws" and end in utter failure so far as real education is concerned. This failure brings disap- pointment to the parents as well as to the young man Geo. a. Chambers, Former Senior Teacher Ohio State School for the BUnd, ABILITIES OF THE BLIND. 465 or the young woman ; and, as a result, they often give up and sit down to do nothing. I am to discuss the capabilities of the blind. To those who do not understand my relations to the blind, 1 will say that my experience covers over five years of teaching in the Ohio State School for the Blind. As a preparation for this work, I was a teacher for twenty years in the public schools of our state. The capabilities of the blind depend upon certain conditions. There are two general classes of blind chil- dren, the defective and the non-defective. The non- defective blind children are those whose loss of eye- sight has not in any way impaired them. They are simply defective in sight. In other ways they are normal. The bodies and minds are perfectly sound and active. As such, they are to be regarded in every way as any other children who are physically and mentally balanced. The defective blind are those whose loss of eye- sight has left them impaired either physically or men- tally, or both. We have been made to believe that a sound mind cannot exist in a weak body. These are to be regarded in the same light as seeing children whose organisms are impaired. They are defective blind and are not normal in their activities. They should be so regarded by teachers and parents, who should not ex- pect them to walk shoulder to shoulder with the non- defective blind. These two classes include all grades of defective eyesight from totally blind to those with fair eyesight. There is another subdivision, the experienced and the unexperienced blind. All physical conditions being equal, in general, the totally blind have equal advantages with those of partial 30 466 THE ACHIEVEMENTS AND eyesight, and their capabilities are to be considered equal. In this discussion, sight is not to be considered. Sometimes a little eyesight has a tendency to lead away the mind to depend upon the little sight rather than upon the deeper subconscious sight with which, not only the blind man sees, and sees clearly, but it is also that sight which those who have good eyesight must use, if they would thoroughly appreciate and under- stand the true and deeper meanings. Those who are born blind and those who have lost their eyesight when quite young, are few compared with those who once had good eyesight, saw the light and understood color. The remembrance of this sight is an experience in common with the seeing teacher and the great world at large, and it is a great help in eluci- dating certain branches of study. The next subdivision includes those who are ex- perienced and the unexperienced. 'By the experienced I mean all those who have entered into the various ac- tivities of life in the home, in the community in which they live, in the church and in the school ; those whose parents from their childhood have taught them to take care of themselves by assisting in the occupations about the house. They are made to do as much as possible like other children with whom they should freely asso- ciate in their play, in their games and in the common school. You may ask, "Why send them to school?" For the very purpose of acquiring all the experience that is possible. Here they will absorb from the teacher and the other children much information. Give them all the experiences that are possible. Then, should they be put under special teachers, they will have a store- house from which the teacher may draw inexhaustible supplies for illustrating the various subjects. ABILITIES OF THE BLIND, 467 The unexperienced are those who are almost total- ly lacking in the experience of the above named class. They are those whom the indulgent parents have ex- cused from all manual labor and the care of themselves. The parent has become the body servant of the child. They have done all for the child without ever attempt- ing to develop its originality or individuality. They have done everything to teach it dependence and noth- ing to develop its independence. The child is thus made completely blind. Having had no experience in com- mon with others, he is circumscribed and very much limited in his ability to comprehend what his more ex- perienced associates have learned by contact with their fellows. The first thing, then, to be done with these is to begin to develop the rudimentary condition. Give them all the experience possible. The child, seeing or blind, which has the greatest amount of proper experi- ence of muscle, mind, and spirit, possesses the greatest capabilities. In the manual trades suitable for a blind man to follow, much depends upon the mechanical experience the child has received before he begins his trade. It shortens the time of learning and makes him a better mechanic. The same is true of the student in music as well as in the learning of other branches. In order that the students in the schools for the blind may be aided in getting these experiences, the gymnasium serves a good and noble purpose. The various exercises with the different kinds of apparatus, the movements under the director teaching him the different movements, drills and exercises, all tend to teach him how to execute the different commands, and, above all, it teaches him to obey. The objective experiences react in a psychological 468 THE ACHIEVEMENTS AND manner upon his subjective mind, giving him a perfect memory and recollection. As a very necessary begin- ning for the child, the kindergarten with its games and plays is one of the most helpful departments for giving the child just what I have been advocating. Here be- gins the cultivation and development of his construc- tive imagination and the beginning of his language de- velopment. There are capabilities in every child of which the parent and teacher has not yet dreamed. If we could regard him as having other than the mere physical and intellectual natures ; if we could think of him as having a soul as well as a mind ; that he needs love and sym- pathy instead of cold facts and mechanical methods; that he is capable of an unlimited development; if we but thoroughly understood him, then we would be bet- ter prepared to train him in the way he should go. But it is so often the case that he has been hampered and stunted by his home environment that his capacity is so limited that the best of teachers may fail in awakening him. That matter-of-fact attitude towards him so often used by teachers, hinders the proper exercise of his faculties. His capabilities develop most rapidly under wholesome influences in the home, in the school, and in society. Every parent and every teacher should give the child such a divine impulse that he would desire to do well for the sake of doing well. That he may become more capable for the best citizenship, the church should do its part. In his "Simple Life," Wagner says, "Edu- cation is to make free and reverential men, who shall be individual and fraternal." The same arguments for developing the blind may obtain for the seeing. Ex- cepting sight, all other things being equal, their cap- abilities are the same. ABILITIES OF THE BLIND. 469 METHODS OF INSTRUCTION. As I am to tell of my own methods of teaching the blind, I shall be limited to the advanced work in the high school. When the students came to my classes they had passed the intermediate grades and some of the high school classes. They consisted not only of those who had passed through the lower grades of the school for blind children, but also of those who were too old for these classes because of receiving their blind- ness after having had training in the other public schools of the state. They, then, consist of these three classes : Those prepared entirely in the school for the blind ; those partially prepared in the school ; and those who have been prepared in the common day schools. This gives one a fine chance to make comparisons with what is done within and without this school, in special preparation. I shall not offer any of these in particular. Very little distinction was made in these different classes when they came into my department, except in so far as to give special attention to the indi- vidual as it was needed in the course of instruction. Under all circumstances the better we know the student's previous training, the better we can under- stand him and, hence, the better can we teach him. In accordance with this, it has been my plan so to familiar- ize myself with each one's personal history that I may take due advantage of his habits of thought and pecu- liarities. Starting with what the student already knows as a foundation, other and better foundations may be reared. If the student and the teacher do not under- stand each other, it is the duty of the teacher to find out what is the student's standpoint and take him upon his own ground and lead him, step by step, to the truth we wish him to perceive. 470 THE ACHIEVEMENTS AND Without this common foothold no one can edu- cate another. Education is the leading forth of the mind from a lower to a higher plane by means of the experiences which the student and the teacher possess in common. The inductive and the deductive processes are not to be ignored. The synthetic and analytical methods are always at hand. In general the methods of dealing with the blind are not dissimi- lar to those employed to-day by the best teachers in our public schools. The operations of the human intellect are the same in all men, and the laws of mind apply to the blind as well as to the seeing. Ped- agogical laws are as applicable to the one as to the other. If this is true, then the best teacher for the blind is the one that has had the widest possible expe- rience in teaching and a special pedagogical prepa- ration for his work. No novice, seeing or blind, should be thought of as a teacher for a seeing child, much less for the blind. In the study of literature and history it is not enough to know the bare facts of dates and events. The philosophy of history and the problems that moved men to do and to write gives the student a working foundation. In these branches the blind stu- dent will excel the seeing student because of his tech- nically trained memory. The mere committing of facts and dates may be a good means of exhibiting one's class to the visitors or the school committee, but it is not the highest kind of training for the student. In literature the main object is to become ac- quainted with the leading authors. This can only be done by study of their masterpieces. This study of a few masterpieces of literature will give the student ABILITIES OF THE BLIND. 4/1 a mental and a spiritual uplift that no array of facts can do. In mathematics the blind student should be led by easy inductive steps through the underlying prin- ciples, so that his familiarity with them will become instinctive. Then they will not forsake him under any circumstances. Without this thorough grounding the way will be rough and steep, and the continuous falling back will discourage and finally cause the stu- dent to give up in despair. On the other hand, he will grow and develop until he can climb up to the sublime heights of the subject. With an expert teacher, algebra or geometry may be accomplished in ten months' time. Each year of my teaching of the blind plane geometry was done, and well done. Two classes did in addition to plane geometry, solid geometry the same year. I believe their conceptions of the subject were equal to any seeing classes I have ever taught. Geometry is a subject for the reason and not for simple eyesight and mechanical construction, I am convinced that the subject of arithmetic can be so introduced to the blind student, step by step, that he will become as proficient in it as his seeing brother. One illustration will suffice from my own experience. 'A young man could not apparently learn square root. The rule had been memorized according to custom immemorial. He could recite it glibly enough, but, for some reason, he could not solve the problems. The matter was referred to me, and I invited him to come to see me, that I might test him, and, if possible, find out wherein his distress lay. The first day or two did not reveal the obstacle in his mind. Finally I asked him what was the reason he 472 THE ACHIEVEMENTS AND became confused about the "trial divisor." He replied that it did not seem to him to be like the rule said. I asked him in what respect. Then he told me the real difficulty, "The trial divisor seems to me to be on the 'right' side instead of on the 'left' side." This fact was a source of annoyance to him. He saw it in his mind on the "right"; the rule said the trial divisor should be on the "left." I told him not to pay any attention to the language of the rule. He had the principle in his mind, and the trial divisor could be anywhere he chose to see it. From that time on he began to solve his problems with some degree of skill. We must see with each other if we would help each other. David could not battle in Saul's armor, but his shepherd's sling and a few small stones could slay the great giant. In physics we experience very little difficulty in understanding the hypotheses and theories. Atoms and molecules, the laws of the pendulum and falling bodies, friction, heat, and electricity are as easily understood by the blind as by the seeing. In order to make plain the mechanics of the dif- ferent departments of the subject apparatus was used freely and the tactual sense responded in about the same degree as did vision. The main difference is in the time it takes to examine it and get a true con- ception of all the parts. The experiments in heat and electricity always awakened a new thought and thus broadened the vision of the material universe and made things under- standable to them. The revelations of the principles of sound in connection with musical instruments and the human voice was another source of pleasure and profit to them. In this branch the more apparatus one ABILITIES OF THE BLIND. 473 has the easier it is to illustrate the ideas. Apparatus should be made as strong as possible, and it should be put together in parts, so that it could be taken apart and put together by the student. Thus the steam engine, the dynamo, specific gravity apparatus, and other contrivances would become more instructive to the student. The part the student takes in his recitation, in the handling of apparatus, does more to fix the sub- ject in his mind than anything else the teacher can do. The fact that he did it himself stimulates the mind and fixes indelibly the principles. ♦ In regard to languages I would say that when the student applies himself from the start to the mas- tery of each lesson he is sure to become proficient in that study. It is true in the study of Latin, German, or Greek, and other languages, the blind student always has one advantage over the seeing, and that is his technical memory. He has another advantage, and that is his concentration of mind. The blind stu- dents do on an average in a year's time as much in Latin as the average high school class in the same time. I made comparisons every year with classes in many of the high schools of the state, and, in most cases, we accomplished more in the year than they did. Every year Collar and Daniel's beginners' book was completed, and from eight to twenty chapters in the First Book of Caesar's Commentaries were read. I know this is extraordinary. But our students are not to be classed altogether with the average high school boy or girl. Our students are much older, and should be classed with young men and women in the academy or in the college. Then, in the School for the Blind, they have little else to occupy their minds but study. 474 THE ACHIEVEMENTS AND while those of the public schools have much outside of school hours to occupy their attention, all of which is distracting and checks the progress of the classes. What I have given is but an outline of the work that can be done among the blind. Much more could be done if the school were put on the civil service basis and completely differentiated from politics. This having been accomplished, with a conscientious and thoroughly competent school man at the head, one who is capable of seeing all things present and to come, backed up by a corps of teachers who hold their places because they are themselves competent and trained, and not because they have a "pull" with somebody, then, and not until then, can our public schools reach the highest development possible, much less the schools for the education of the blind. We have many examples of the capabilities of the bhnd. All we have to do is to point to our illustrious alumni, whose successes have been marvelous. They have become masters and living examples to the world that they are capable of managing business, superin- tending institutions, filling the pulpit, standing before courts, and even sitting as judges, filling seats in the legislative halls, practicing medicine, teaching, and many other things. All these and more should be- come an inspiration to the thousands of others less unfortunate than the blind, who are now toiling in their youth with noble ambitions to make a success '" ^'^^- Geo. a. Chambers (A. M.) Columbus, Ohio, October 3, 1905. ABILITIES OF THE BLIND. 475 THINGS WORTH THINKING ABOUT. We who, at the beginning of the twentieth cen- tury, are called upon to assume the duties and respon- sibilities of life have a more difficult problem to solve than any other preceding generation. The machinery of civilization, as it has been called, has undergone a wonderful transformation during the past hundred years. The spinning wheel, the stage coach, the few scattered sailing vessels have given way to immense manufactories, steam and electric railways, and regu- lar ocean highways with mighty steamers, villages, as it were, hurrying to and fro with every conceiv- able kind of freight. We have telegraphs and tele- phones and wireless telegraphy. Truly the whole world is, comparatively speaking, a neighborhood. Out of the old log schoolhouse, with children as many as it could hold all crowded together on long wooden benches, where they received very indifferent instruction in reading, writing, spelling, and cipher- ing, ofttimes under the direction of teachers whose principal qualification seems to have been their unfit- ness for other vocations, has grown our present sys- tem of free popular education, extending from the kindergarten to the university. True, in the old days there were colleges — Harvard, Yale, Princeton, Williams — but they were for the few, not for the many. The importance of giving the youth in general of the present generation the advantage of special training, that they may attain the highest degree of success in the various walks of life is now generally understood. Hence we have business colleges, regular courses in domestic science, agriculture, science, and the arts. 47^ THE achiev|:ments and Truly the truth of the survival of the fittest is being demonstrated now as never before. Only the strenuous life can hope to accomplish anything. In the complex life of to-day scarcely a vestige of the simplicity of our forefathers' mode of living remains to us ; our necessities are more numerous than their luxuries. Indeed, the problem of obtaining the real necessities is becoming an increasingly serious one. One trembles for the masses when one considers that the increase of the cost of living during the last ten years has been greater than that of the income of the average wage- earner. The indications are that do- mestic economy is destined to occupy no small place in the thoughts of intelligent men and women. I sometimes wonder if a part of the solution of the whole matter does not lie in leading both the simple and the strenuous life, simple in taste, in food, in dress, in pleasures ; strenuous in thought and labor. How shall we, flung as we are into the very midst of a veritable caldron containing the striving, strug- gling throng of bread-winners, with limitations, suc- ceed in not being completely overwhelmed? What method shall we pursue; what vocations follow? How can the way of life be made plainer both to our- selves and to coming generations of the blind? Just here my heart and head fail to act in uni- son. I do so want to make some practical suggestion, say something that will be really worth thinking about. But inclination and ability to do a thing are not infrequently at great variance. I am more and more impressed with the idea that a strong national, if not international organization, such as the H. E. & G. I., which meets in Saginaw, August 2 1st to 25th, is intended to be, would be the ABILITIES OF THE BLIND. 477 most effective means of simplifying many of the ques- tions at issue, as it would bring our people into closer bonds of sympathy with one another and enable us to ascertain the needs of and what is being accom- plished by the blind in different localities. Delegates should be sent to these conventions and reports of their proceedings read and discussed at the meetings of our alumni associations. Then, too, a well-regu- lated, progressive organization of this character should have its periodical, quarterly, perhaps, devoted exclusively to the discussion of subjects pertaining to the interests of the blind. Under the same management is needed a well- equipped employment bureau. This problem of employment is indeed a knotty one to solve ; neverthe- less, after careful consideration and some investiga- tion, I am persuaded that the correct method of solu- tion, namely, a greater variety of occupation, has been discovered. But the working out of the details bids fair to be a somewhat tedious process. It has been demonstrated both here and elsewhere that massage can be successfully practiced without sight. Here is an opportunity that must not be neglected; but there is a broader field that may be developed, that of the attendant or companion in cases of confirmed invalid- ism, or, indeed, in all cases of illness except, perhaps, severe attacks of fever, where temperature is required. Even this difficulty might possibly be overcome, to^a great extent at least. The greatest obstacle in the way is the training necessary for proficiency in this special branch of labor. This must be a practicable suggestion, coming as it does from a physician who has had ample opportunity to understand the capa- bilities of the blind. 47^ THE ACHIEVEMENTS AND The professional and business world is more dis- posed to give us the right hand of fellowship than ever before. This has been brought about by ener- getic, persevering, intelligent men and women going forth as pioneers, and by actual demonstration proving their ability and compelling recognition. I am somewhat surprised that more of our num- ber are not engaged in mercantile pursuits. The ave- nues of employment for the agent and the commer- cial traveler are continually widening, and those who feel that they must earn a livelihood by manual labor will find their sphere of usefulness growing broader instead of narrower. The improvement in modern machinery makes it possible for many kinds of ma- chines, such as the box corner cutter, the automatic bolt and paper bag machines, to be run so nearly automat- ically that their successful operation depends upon close application rather than sight. This one fact must be constantly borne in mind, that the education of the blind has not progressed many steps beyond the experimental stage. It is scarcely a century and a quarter since the good priest. Abbe Hauy, in 1784, conceived the idea that the blind, if educated, could become useful factors in society, and through his influence the Royal French Academy was established, a school which has always occupied a prominent place among the institutions of its kind in the old country, while our education in Ohio is not yet three score years and ten old. Much has been ac- complished ; more remains to be done. It has been proved beyond a doubt that a normal blind child enters life on precisely the same footing with a normal seeing child, except sight. The late William Chapin got at the heart of the matter when he said : "The education ABILITIES OF THE BLIND. 479 of the blind is simply the results obtained by all rational systems of instruction. With intellectual fac- ulties equal in every respect to those of seeing persons and as capable of acquiring a knowledge of the useful and liberal sciences and of the mechanic arts, they stand forth with the rest of the human family rational, intelligent, responsible beings. They ask not the chilling voice of pity, not the pittance of cold charity, but that their present opportunities may be continued to them of maintaining their independence by their own talents and industry, and thus, by full and proper development of their energies, moral, mental, and physical, of enabling them to take an equal station in life on the same platform with their fellow beings." Ossian King says: "The purpose of real educa- tion have found a new meaning in the newer and more comprehensive ideal of training for social efficiency. From time to time, therefore, changes in our school curriculum must be made, that the growing needs of the pupils may be met. The foundation is being made for a broader language study. As teachers of lan- guage the blind are less handicapped than in many other occupations. Those who manifest ability in that direction should be given special training in jour- nalism. A short, comprehensive business course should be introduced. It is unjust to our young men and women to permit them to leave school without a knowledge of the actual requirements of the business world. We must have systematic instruction in do- mestic science, that our girls may comprehend the true dignity of home keeping and be in a position, when going forth from the institution, to be such use- ful members of any household that their presence there will be considered a privilege, not a burden. 48g the achievements and Just here I want to emphasize the importance of becoming skillful in the use of the needle. Every nor- mal blind woman can do practically all her own sew- ing. No special talent is required, simply patience and perseverance. In other schools for the blind throughout the country hammock and net, carpet and rug weaving, willow and Sloyd work are being suc- cessfully taught. Under existing conditions our dear old O. S. S. B. and the School for the Deaf will never be given their proper places among educational institutions; the best results cannot be obtained, neither will their graduates receive due recognition from the public at large. They must be removed from among the seven- teen charitable and penal institutions of the state and made a part of the common school system. In the State School Laws, paragraphs 354 to 356, the duties of the school commissioner are defined. He is sup- posed to have direct supervision over all educational institutions supported by taxation. What is our alma mater? A home, a hospital, an asylum, or a school? All our most prominent educators unite in saying that the greatest obstacle in the way of the highest devel- opment of any school for the blind or deaf will be removed when it is placed on the same basis with other schools. May we not all be of the same mind on just this one point and make a combined effort to bring this about? Several years of constant contact with all sorts and conditions of people have imprinted indelibly — burned with fire, as it were — this thought upon my mind : that the blind, above all others, need to culti- vate courtesy and refinement of manner, because any eccentricities in manner or in dress are noted^ com- J. Frank Lum, President Alumni Ohio State School for the Blind. Elected June, 1905, for a term of Five Years. ABILITIES OF THE BLIND. 481 merited upon, and attributed to lack of sight, and no small part of our allotted task seems to be the impres- ing upon the mind of the public the idea that normal blind men and women have the same interests, the same hopes and aspirations, the same responsibilities as their seeing brothers and sisters. Philip Sidney defines gentlemanliness as "high, erected thoughts, seated in a heart of courtesy." After all, the chief end in life is the development of worthy character. We want to be such straightforward, honest, upright noble men and women that our fellow citizens can not but have confidence in and respect for us. Shake- speare expresses the thought better than I can : "This above all; to thine own self be true. And it must follow as the night the day, Thou canst not then be false to any man." Nellie C. Sylvus. WHAT ARE THE RESULTS OF EDUCATING THE BLIND? It is the aim of all schools for the blind to make their graduates independent and self-supporting. In Ohio seventy per cent, of our graduates are partially or wholly self-supporting. In this connection I wish to quote the language of the Rev. George L. Smead, who lor thirty years was the superintendent of the Ohio school, and who, by common consent, was ac- corded the first place in the American Association of Instructors of the Blind. Mr. Smead says: "Our graduates will be found in this state and in other 31 482 THE ACHIEVEMENTS AND states succeeding in supporting themselves wholly or partially by the trades and professions for which their training here has fitted them. Some have had pecul- iarly good success in business; some have gone on with their education through college with marked abil- ity; many have succeeded as teachers of music and literary studies. Some have failed, of course; many persons with sight fail in the struggle of life, but a fair average will show that the graduates of these institutions stand well in the world as men and women of intelligence and character." There are some things, to be sure, which blind people can not do. They can not paint portraits, run express trains, or succeed in long distance gunnery; but there is a surprisingly large number of things which, when supplemented in some slight degree by the services of those who have sight, the blind can ac- complish with a satisfactory degree of perfection. Their work in almost every field, when all elements are considered, is on a par with that of their seeing competitors, for what is lacking in mere outer mechan- ical work is over and again compensated for by the keenness, quickness, and thoroughness of the inner or abstract side of the work. They are to be found in every vocation, taking their places beside those who enjoy the advantages of sight — advantages which can not be computed. Were I disposed, I could recite to you in proof of the foregoing statement a list of our blind heroes reaching from Homer, the bard of an- tiquity, down to the present blind chaplain o'f the American Congress. The education of the blind is of a twofold charac- ter. On the one hand, our students are to be prepared Jjy careful training for the practical business of life, ABILITIES OF THE BLIND. 483 and on the other hand we must in some way educate the seeing world to appreciate and understand what the bhnd are capable of doing. The per cent, of self- supporting blind would be greater were it not for the erroneous notion that for centuries has possessed the world that blind people are in consequence of their infirmity helpless and unable to perform their part in the duties and business activities of life. Our people excite more sympathy and genuine kindness than any other class. No respectable blind man ever goes out upon the streets or rides any distance on a railroad train that he is not the recipient of many courtesies. Humanity has its good side, and that is the side that is ever turned towards the blind. It is not because the public is not benevolent and even generous, but because the world does not understand the conditions of blindness and what is being done in the way of educating this class, that often makes their path thorny and steep. It is so hard to inspire a community with the idea that a blind man is capable of assuming the respon- sibilities of citizenship, unless it is when he awes his neighbor a debt or wishes to make a purchase. My experience has been that the public is always ready to demand as much or more from me than it demands of the man with sight who stands beside me; but if I ask for patronage there is a very great distinction in my seeing brother's favor. My experience is only that of every blind man who tries to earn a livelihood either by head work or by hand work. I do not mean to complain. No one is to blame. It is the result simply of the social conditions under which we live. We ask merely that when a blind person of intelli- gence and character seeks support and patronage in- 484 THE ACHIEVEMENTS AND business transactions that he be given equal considera- tion and an equal chance with his seeing competitor. An ex-governor of Ohio once said that he failed to see the good results of educating the blind, as so many of them might be seen on the street corners begging. Such a remark shows that the ex-governor did not understand the question. In the first place, a very small per cent, of those who are unfortunate enough to lose their sight ever get into a school, and the blind whom we see on the street corners are not graduates of the Ohio institution. In the next place, the benevolent institutions of our own and other states are in a measure damned by being in the hands of partisan politicians and place hunters. One of the evil consequences is that many of those admitted into these institutions are in no sense qualified to receive an edu- cation. They are admitted contrary to law to please some person who has political influence, and thus it is that we have a class of pupils who in no way exem- plify the work done. Politics in our public institutions is the sure poison of their life blood. In reviewing the question, "What are the results of educating the blind?" let me say that it is found by actual computation that large as the sums of money are, expended in founding and maintaining schools and institutions for the blind, the education which makes a fair proportion of them self-supporting is a great saving to the state. I repeat that the fruits of our work in the American schools will abundantly jus- tify the efforts put forth and the money expended in this direction. We are making independent and useful men and women of a majority of our pupils. These schools and institutions of learning are a great boon to this ABILITIES OF THE BLIND. 485 portion of suffering humanity, for through them the glories and joys of literature and art are unlocked for thousands of our blind people whose lives would other- wise be unspeakably dark and wretched. The value of the results which such institutions are securing can not be measured by any earthly standards with which we are familiar. So long as education has any mean- ing, so long as it is worth while to make a practical application of Christianity, so long as progress is ad- visable, just so long there will be incalculable good in the results of educating the blind. J. Frank Lumb, Second Senior Teacher, Ohio School for the Blind. EXPLANATORY REMARKS. I have given the foregoing addresses, papers, essays, and discussions as examples of the abilities of their respective authors. I have also inserted mat- ters of those to whom I had written for articles, and there are quite a number of others to whom I have written who have not answered. I did expect to give some of the productions of our last reunion (held in June last). I wrote to several of the authors for this purpose, but failed to get any response to my letters, so you see I am compelled to omit them because of not having them to insert. I deeply regret this, as there were some most excellent and able productions which would have not only been read with great inter- est, but would have illustrated the talent and ability of their respective authors as well as of the doings of our association. There are many ways in which these 486 THE ACHIEVEMENTS AND reunions could be of great benefit to not only the blind but to the seeing, in helping both classes to be- come more closely united in their business relations as well as in their social relations with each other. One particular way in which these results could be brought about is to have the proceedings of our association published throughout the state in the county news- papers, article by article, from time to time, as it might be convenient. This would (I think) create and keep alive an interest in the minds of the readers which would aid materially in eradicating from their minds those prejudices which otherwise might remain, I also regret not having received photographs of differ- • ent members of the alumni to be inserted in the book. It would not only have been of interest to the readers in general, but would have been a source of great pleasure to the friends and relatives in years to come. In making the various selections from the differ- ent reunion reports, I have endeavored to choose those which would give to the public the greatest amount of correct information concerning the abilities of the blind, in literary production as well as in their respect- ive business pursuits. There are quite a number of those who have gone forth from our school and entered in the race and conflicts of real life and have been suc- cessful, whose names are not mentioned, from whom I have endeavored to obtain some account at least of their personal experience and success, but I have failed to. get any response to my inquiries. I trust that no one of our members will think that I have used partiality in regard to my selections or in anything which I have said or done. I extended a public invitation at our last reunion for individual contributions in the way of written articles for the ABILITIES OF THE BLIND. 487 book, but few responded, for which I am truly sorry, as they would have added to the interest of the work as well as been greatly encouraging to the blind who are about to start out in life's struggle. • But what we can not procure we must do without. I would have been better satisfied, however, if I could have received the written contributions and photographs which I tried to get. I will now proceed to write the closing chapter, which will contain some interesting points on different subjects, which will, I hope, awaken the minds of both blind and seeing to the facts which have heretofore almost escaped notice, but which are of vital importance to the public at large. CHAPTER XXVII. I have given briefly in previous chapters the achievements of the blind, but it must be remembered that there are many blind men and women in other states and in other nations whose achievements and abilities are as great and noteworthy as those of our own state. If it were practical, I would recommend a national alumni of the blind, their reunions to be held at least once every five years. Such an association could do much in many ways to advance the general interest of the blind. The education of the blind is no longer an experi- ment but an established fact. Not only has it been successfully proved to be possible but absolutely a necessity. The highest walks in life are attainable for them if they are properly equipped for the struggle which awaits every contestant who enters the race to win. It therefore behooves each one of us to use every available means within our reach to do every- thing possible to advance the more perfect education of the blind as a requisite to usefulness and success. Do not let the almighty dollar loom up before you as the only incentive to stimulate you to exertion. There should be something higher and more noble and grand to urge you on in the pathway of duty and usefulness in your life's work. If success is measured by dollars and cents alone, then the robber and the murderer deserve more credit than any others who have striven honestly to fight life's battle. But, hap- pily, such is not the case; money is a necessity, but not the only thing worth living for. (488) ABILITIES OF THE BLIND. 489 Usefulness to others and our own happiness, as well as the happiness of others, are great incentives to a useful and happy life. To enjoy true happiness one must be conscious of doing good to others as well as affording them pleasure. Our greatest degree of happiness is attainable only by promoting the general good and happiness of others. Therefore we should seek after the most perfect education of the blind that these ends may be successfully gained. It may be in order just here to say a word to the pupils in school. It is not only absolutely essentia that you be diligent in the pursuit of your studies, but that you also have a fixed purpose in view respecting your life's work after your schooldays are over Choose that avocation for which your abilities most eminently qualify you. Then with a firm determina- tion enter upon your life's work, not stopping to give heed to the many discouragements which your friends mav tRrow in your way. By so doing you will strengthen your own energies, surmount difficulties atid overcome obstacles with which your pathway will be strewn. Then vour achievements, whatever they mav be, will reflect credit and honor upon you, and vour friends will see what your condition m life would have been had vou given heed to their advice. \ word to the teachers of the blind. It should be vour highest aim to diligently study the abilities and the necessities of your students, and give most attention to the improvement of the most prominent talents and so direct their mental development that their success in future life may be certam so far as vour efiforts can secure it. ' To the graduate I would say : Let not your hopes and aspirations carry you away into fields of imagi- 490 THE ACHIEVEMENTS AND native bliss, but make up your mind to meet all opposi- tion with courage and determination to conquer. Be earnest and honest in your work, respecting the rights of others, and thereby gaining their respect for yourself, thus laying a firm foundation for a grand and noble character, which is the greatest essential to usefulness and success, remembering always that God helps them who try to help themselves. Be kind and courteous to all, exercising patience at all times and under all circumstances, for you will find by so doing you will succeed far better than you otherwise could, for you will come in contact with all varieties of people, some highly educated, and cul- tured, others kind hearted but not so well informed, and still others very egotistical as well as very igno- rant. You may have business with all classes, so you must make up your mind to take them as they come, rendering equally good service to each in their respec- tive requirements at your hand. Before bringing this chapter to a close I wish to say for the benefit of those who have met with reverses and are possibly on the verge of giving up all hope of achieving success, that during my fifty years of public life I found the great secret of success was energy. Never quit ; never give up ; never look on the dark side. No matter how dismal the prospect seemed or how rocky the path had been, I never allowed myself to become disheartened or in any way discour- aged. The average man is too willing to let well enough alone, instead of making his business a constant study with a view of devising some new method of conducting it, he is liable to sit down with a self- satisfied conviction that so long as he is holding his ABILITIES OF THE BLIND. 49I own he should be satisfied. No man can make a greater mistake than to adopt these old fogy ideas. The idea of being satisfied with their lot, I believe, has kept many men from progressing. It requires no energy whatever to let well enough alone; it is a very easy resolution to make and not a hard one to keep, and like the bad luck excuse is likely to afford much satisfaction to those who are not ambitious to push ahead. I believe every man should build up his hopes and aspirations, not to extremes, but so far as to elevate his ideas to a realization that a mere living should not satisfy him through life and nothing short of the best paying and most prominent position would gratify him. The young man starting out in life who for a while succeeds in holding his own, or possibly meets with reverses, should be manly enough to find fault, but he should be too much of a man to remain satisfied with a bare living. I have perhaps dwelt at sufficient length on this subject, hoping that what I have said will be encour- aging to those who have met or those who may meet with obstacles in their pathway as well as stimulate others who are already fighting bravely the battle of life. Remember, if I have said anything or made any suggestion which does not meet the approbation of the reader, you have a civil right to differ with me, for every one has a right to his or her opinion. Experi- ence is worth something in life. I have had more than fifty years, from which I have drawn the foregoing conclusions. I have aimed in all that I have written to promote the highest interests of the blind as well as to eradicate all prejudices from the minds of the see- ing. I will now revert back to where I left off in the 49^ THE ACHIEVEMENTS AND sketch of my life. In 1892 I returned to Clarke county and resumed music teaching and giving enter- tainments occasionally. In 1895 our two remaining daughters were mar- ried. Alta May was married to Stanley R. Smith, Sep- tember 1 8th, and Minnie Floy was joined in wedlock to Fred E. Pinyerd, December 25th. This left us with but one child at home, our only living boy, John William. We engaged in buying and delivering hay, oats, corn, and potatoes for the Dayton market. This we followed till 1898, when we began manufacturing and selling condition powders, and later in the same year we purchased one of Edison's home phonographs and again went to giving public entertainments, using the phonograph merely as an auxiliary, the main object being to demonstrate the almost infinite inven- tive genius of the human mind. It is most certainly the greatest and most wonderful invention the world has ever known. Permit me to state in this connec- tion that a blind person can learn to manipulate the phonograph or the graphophone as well as one who can see. We continued in this business until 1902. Our youngest daughter died, June 29th, 1901. My wife and I then went to the home of Minnie and Fred in Mt. Gilead, where she remained until June, 1902. I stayed there till October, 1901, when my son and I resumed traveling. We met with good success. We followed this business until the following April, when I returned to Mt. Gilead to join my wife, and John W. went to Darke county to work on a farm. He had had a very strong attraction in that direction for two years previous to this time, the magnet being the person of Miss Christena May Stocksdale, the daughter of Larkin Stocksdale, one of th"e foremost ABILITIES OF THE BLIND. 493 farmers of that county. Her mother, Mrs. Nancy Stocksdale, formerly Miss Nancy Miller, we had known for a number of years prior to her marriage. Time rolled on, and love grew stronger, and on the 4th of July, 1902, John W. and his best girl went to Newport, Ky., and were then and there most happily joined in wedlock. This left us for a time without a child at home. But there was a change soon in the number of mem- bers in the family. Our son and his wife came home to live. This was very fortunate for us, for my wife's health had been failing for some time, and we thought by resting she would recover her usual strength ; but we were doomed to disappointment. She gradually grew weaker, but was able to be about, and would do what work she could, although we tried to keep her from work of any kind. She was naturally of a bright and cheerful disposition, which had a tendency to brace her up. On the 24th of December, 1902, I was taken ill with an attack of what is commonly called la grippe, from which I did not recover till in February. My wife was taken sick about the middle of January, 1903, with the same disease and was not able to be up until in February. We, together with our son and his wife, moved to Morrow county on the i8th of February, 1903, on a farm two miles north of Mt. Gilead, where we lived till the next December. My wife's health somewhat improved for a time, but the death of our daughter still preyed on her mind so much that she constantly worried, which prevented her gaining much strength. On the I St of August, 1903, there was a new comer in the family in the person of a fine nine-pound boy, born to John W. and his wife, whom they named 494 ^HE Achievements and James Varner Welch. On the 22d of July, 1903, there was born to Fred and Minnie a fine daughter about the same weight. These new comers had the effect to cheer my wife up. For some time she would go to and fro to see the grandchildren. We moved to Mt. Gilead the ist of December, 1903, our son having received an appointment as rural mail carrier on Route 3. We were all getting along nicely when, about the middle of February, 1904, my wife was again taken sick. She was confined to her bed for a short time, but was not able to be out of doors for several weeks, but she gained strength as the weather moderated and spring opened up. We began to hope for the best, as she seemed to grow better. She was able again to walk back and forth from our home to that of Fred and Minnie. Our daughter-in-law, my wife, and I arranged to have a surprise on Mrs. Pinyerd on the 22nd of July, which was her birthday. My wife went down to Minnie's on Wednesday, July 21st (we lived about nine squares apart), which was the little granddaugh- ter's birthday (she being named Floy Catherine, Floy for her mother and Catherine for her grandmother) ; so you see the surprise was rather a double affair. The crowd gathered about half-past ten o'clock, tak- ing Minnie and Fred both completely by surprise. We had a grand good time, my wife taking part in sing- ing and the general festivities of the day. She sang as w-ell that day as I ever heard her sing. This was on Thursday. She remained there, intending to come home on the next Sunday, but when Sunday came, as she was preparing to start home she was taken sud- denly ill and was not able to sit up again for nearly three months. She did not get home until the first ABILITIES OF THE BLIND. 495 week in December. She remained at home until about the first of January, 1905, when she returned to Mrs. Pinyerd's to stay with her for company. Her husband (who is a carpenter) went to the country to work. He expected to be gone from Monday morn- ing till Saturday night. She intended to come home in the course of two or three weeks, but before the time for her coming home had arrived she was again taken worse and never was able to get home again. She got so she could sit up for some time, but not able to go out of the house. On the 29th of Jan- uary, 1905, she and I, with the two little grandchil- dren, our namesakes, had our pictures taken, which are inserted in this book. The artist came to the house to do the work. That was the last day that she was able to get to the table for her meals. She sat up a few times afterwards, but a very little bit at a time. She had all the medical attention that could be given, but to no avail ; the physicians could not determine any organic disease ; a general nervous prostration was the great trouble which sapped the vitals of Hfe. She continued to grow weaker daily, but she would insist on reading for me as I went down every day to see how she was getting along. This- she kept up until within three weeks of her death. About that time I went down and stayed the most of the remaining time that she lived. About the 8th of March I 'phoned to our daugh- ter Viola, who lives at New Carlisle, for her and Liz- zie, who lives in Dayton, to come up if they wished to see their mother alive. They came that night and remained until she died, which was on the 20th of March, 1905. She suffered intensely during her last illness, but was constantly talking of a better home 49^ THE ACHIEVEMENTS AND on high and exhorting each one of us to live so that when we were done with the toils and cares of life we should meet her in heaven. Her faith and Chris- tian strength never failed her. Just a few evenings prior to her departure she wanted us to sing. We sang two or three of her favorite hymns, "The Land of Beulah," "Take the Name of Jesus with You," and "Give Me the Wings of Faith to Rise," and she joined in singing, which did not appear to worry her in the least. Her unwavering faith and confidence in God and in her Savior, Jesus Christ, were with her till the last moment. She left a testimony of the goodness of God and His power on earth to forgive sins which can not be gainsaid by the most skeptical. We deeply feel the loss of one whose Hfe had been a great blessing to all of us. As a wife she was most devoted. She was more than wife to me; she was eyes for me; she was my counselor and in many things my guide, never flinching from whatever duty devolved upon her as wife or mother. She was a consistent Christian from her childhood. We had lived together for more than forty-seven years. We mutually shared each other's joys and sorrows. Words are entirely inadequate to express the great sorrow which I suffer in conse- quence of her departure; but while I miss her more than words can express, I know that she is beyond sickness, sorrow, pain, and death. She exhorted each member of the family to meet her in heaven, and each one made her a solemn prom- ise to do so, which greatly rejoiced her amid her pain and suffering. Her death was tranquil in the highest degree; not a struggle, but she drew her last breath and quietly fell asleep in Jesus. ABILITIES OF THE BLIND. 497 I will insert her and Aide's obituaries on this page. Before closing, I wish to say that R. W. Bell's obituary will appear in this book. As he had been the faithful Steward of the Ohio State School for the Blind for a number of years, he had by his kind acts and words endeared himself not only to the students, but also to the greater number of the members of our alumni. Therefore I thought it proper to insert his oibtuary, together with other remarks written to his memory, knowing they would be read with pleasure by all who knew him. OBITUARY OF MRS. LUCINDA CATHERINE WELCH. Mrs. Lucinda C. Welch was born in Highland county. May 6th, 1835, the youngest daughter of Wil- liam and Margaret Higgins. She joined the Meth- odist Episcopal Church at the age of twelve. She was married to Rev. Joseph C. Reed, a member of the Cincinnati Conference, September 14th, 1852. To this union was born one daughter, Mary Elizabeth Reed, who is now Mrs. W. R. Hammer, of Dayton, Ohio. Rev. Joseph C. Reed died, December 226., 1854, She was united in marriage to Prof. J. W. Welch, December 13th, 1857. To this union were born two sons and four daughters, one son and two daughters preceding her to the better land. Her life was one of practical Christianity, full of loving words and deeds of kindness to all with whom she was associated. As a mother her love to her children knew no bounds. No task or labor was too difficult for her to perform 33 498 THE ACHIEVEMENTS AND for their comfort and benefit. As a wife, most de- voted, kind, and affectionate, always smoothing the pathway of life with words of cheer and comfort and acts of kindness. For some years she had been in deli- cate health, yet she never lost sight of her dear Re- deemer and his precious promises, and during her last sickness she rejoiced in hope of immortality and eternal life, of joining with her children in singing the praises of God. She exhorted her husband and chil- dren to meet her in heaven, her language being most impressive. She passed peacefully away, March 20th, 1905, aged 69 years, 10 months, and 14 days. She leaves a husband, three daughters, one son, two sons- in-law, one daughter-in-law, eleven grandchildren, and two great-grandchildren to mourn her loss. Farewell, thou most precious mother, Farewell, thou beloved wife; Thou art only just another Gone to share Eternal Life. We will follow in thy foot-steps. All along life's rugged road. And remember all thy precepts, Teaching us to trust in God. O thy memory we will cherish, And thy acts and words of love; Not a thought of thee shall perish Till we meet in Heav'n above. The above obituary was the loving tribute of her bereaved husband. The funeral services were con- ducted by the Methodist Episcopal pastor, Rev. Per- sons. Scripture text. Psalm 23, was encouraging to and promotive of a triumphant life and death. She rests in Rivercliff Cemetery, Mt. Gilead, Ohio. ABILITIES OF THE BLIND. 499 OBITUARY. Alta Mae Smith, daughter of Prof, and Mrs. L. C. Welch, was born at West Baltimore, Ohio, Oc- tober 5th, 1877, was reared under religious influences, and when but a child was a great lover of the Sabbath- school and also the public services of the church. This grew and stayed with her through childhood, and in womanhood. She learned early in life to pray at her mother's knee ; the habit of secret prayer she kept up through life. She was of a cheerful disposition which soon won her a host of friends wherever she was known. To know her was to love her. She was united in marriage to Stanley R. Smith, September 18th, 1895, and to this happy union there was born one son, Russel Hays Smith, on July 13th, 1896. Their married life was one of joy and pleasure, both being frugal and industrious ; the future loomed up brightly before them. For some time past she had been ailing, but without much complaint, until on the night of the 26th of June, when her suffering became intense. Her husband, father, and mother gave her all the attention possible. The next day, June 27th, she ap- peared better and assisted some in the household duties. On Friday she appeared worse, and the phy- sician was called. From that time all was done that medical skill could do, but the will of God was other- wise, and at seven o'clock Saturday evening, June 29th, she passed from the world of sorrow and suffer- ing to one of eternal joy and bliss. She bade husband, child, and mother farewell, and told them to kiss the rest good-by for her and tell them to meet her in heaven. She then put her arms around her husband's neck and made him promise to meet her in heaven; 500 THE ACHIEVEMENTS AND then she said to her mother, "Oh, ma, everything looks so bright and cheerful over there," then kissed them again and passed peacefully away, conscious to the last breath. Thus ended the life of a kind, dutiful daughter, a gentle, affectionate sister, and a loving, devoted wife and mother, aged 23 years, 8 months and 24 days. Alta, darling, thou hast left us And thy loss we deeply feel, But 'tis God who hath bereft us And to His will we all should kneel. Kneel in grateful adoration,- To thank Him for His gift to us. Christ, the hope of our salvation. Who is our joy and righteousness. Yes, Alta, darling, we all will meet you. On that bright celestial shore Meet to part again? No, never; Where good-bye is said no more. — By her father, James W. Welch. IN HONOR OF R. W. BELL. Late Steward of the Ohio School for the Blind, Colum- bus, Ohio. Mr. Bell was born in Richland county, at Bell- ville, in 1834. The town of Bellville was named for Mr. Bell's grandfather, who must have come to that section of the country in very early times. His parents were William and Susan Bell, who were united in marriage in 1830 and settled on a farm near Bellville, where the subject of this sketch was born. The mother, Susan Bell, came from Maryland, and R. W. Bell, Late Financial Officer Ohio State School for the Blind. AHII.niKS OF TIIF. BLIND. S^I though never enjoying robust health, she possessed remarkable patience and affability of manner, qualities tliat were conspicuous in the character of her son. William and Susan Bell continued to reside on the Richland county farm until 1841, when they removed to a farm at the head of Riley Creek, in Han- cock county, Ohio. I have heard our steward say that when his father moved to this farm the improvements consisted of a comfortable log cabin and five acres cleared and fenced; otherwise everything was in a wild state, and neighbors were few and far between. Here the parents with their children toiled and struggled with all the difficulties of pioneer life in the wilderness. During these years of farm life the boy, Rezin, attended the public schools and sometimes was able to give only about three months of the year to school, while the other nine months had to be given to the farm work. Notwithstanding these limited op- portunities for getting an education, he became well grounded in the common branches and acquired knowledge which he turned to good account in the business of life. The hardships of pioneer life devel- oped in him those sterling qualities of character which ensured success in later years. In 1847, while still residing on the Hancock county farm, the father died, and the family was broken up for a time. Rezin was apprenticed to a tinner and learned the tinner's trade. Rezin was nat- urally mechanical and attained a high degree of skill in this branch of mechanical art. In 1857, when Mr. Bell was twenty-three years old, he resolved to seek his fortune beyond the rockies. Joining himself to a company of friends and neigh- bors, he went by the overland route to California. 502 THE ACHIEVEMENTS AND For some time he worked at his trade in San Fran- cisco and San Diego. Later he engaged in the mining business in Calaveras county, where he was very suc- cessful and amassed considerable wealth. In 1861, at the outbreak of the Civil War, his headquarters were at Mokelumni Hill, the county seat of Calaveras county. Here, at the outbreak of the Rebellion, he organized a military company called the Mokelumni Rifles, for the protection of the Pacific Coast. He remained the active leader of. the organization until the close of the war. In 1863 Mr. Bell quit the mines and accepted a position as clerk in the hardware store of Mr. Piatt, at Mokelumni Hill. Mr. and Mrs. Piatt had no chil- dren, but possessed a large fortune. They took their new clerk into their own beautiful home, and it was not long before an intimate friendship sprang up between the Platts and Mr. Bell. They came to look upon him as a son, and I know that until the last hour of his life he held Mr. and Mrs. Piatt in tender memory. In 1866, when Mr. Bell had been in the Piatt hardware store three years, he received a letter from his mother, who was in Bellville, Ohio, stating that her health was poor, and that she very much wanted to see him. She pressed him to come home immediately, as she was likely to die at any time. This letter decided his course, but he broke the news as gently as possible to his beloved employer, Mr. Piatt. The venerable, gray-bearded merchant, looking steadfastly upon the clerk, remarked: "I am loth indeed to part with you and would gladly make you the heir to my entire estate, if you could remain in my home ; but I realize that your first duty is to your mother." AfelLlTIEg OF THE BLlNt). gd^ Here let me quote the Calaveras Chronicle, a daily paper published at Mokelumni Hill. The Chron- icle, under the date of September 22, 1866^ says: "Mr. Bell, who for several years has had charge of Mr. Piatt's hardware store in this city, will leave to- morrow for the eastern states. Mr. Bell, by his steady habits and strict adherence to correct principles, has won a reputation which any man might envy. We wish for him a safe journey, a happy reunion with friends in the east, and a speedy return." Mr. Bell took ship at San Francisco for the Isth- mus, crossed the Isthmus on horseback, and on the Atlantic side re-embarked for New York. After a stormy voyage of several months, he landed and arrived safe in Bellville in December. Almost imme- diately he entered into a partnership with his older brother, George, in the dry goods business, and for eleven years he was one of the genial proprietors of the Bell dry goods store, of Bellville, Ohio. In 1871 Mrs. Traxler, Mr. Bell's sister and the youngest of a family of six, died on a farm near Bell- ville. On the thirty-first day of July, 1872, Mr. Bell was united in marriage to Miss Kate Bonar at the home of the bride's mother in Bellville, the ceremony being performed by the Rev. John Mitchell, pastor of the Methodist Episcopal Church. Mr. and Mrs. Bell were very active church workers. Some time after his marriage, Mr. Bell was elected trustee of the Meth- odist Episcopal Church. He taught a large Sabbath- school class and sang in the choir. In examining several copies of the Bellville pa- pers issued under different dates between 1866 and 1877, the period of Mr. Bell's residence in Bellville, S04 "THE ACHIEVEMENTS ANB I find many notices of pleasant social gatherings at his home. On the occasion of Mr. and Mrs. Bell's return from their wedding trip, a company of friends and neighbors entered their new home, prepared a fine supper, sent an escort with a brass band to the train to bring the bride and groom to the house, and thus their home-coming was the occasion of a pleasant social evening long to be remembered by those who were present. To show how highly Mr. Bell was esteemed by the people of his native village and his influence among them as a church and Sabbath-school worker, let me mention another incident. One evening when he returned home from his store he found a large num- ber of his Sabbath-school scholars there. In the course of a social evening Miss Jennie Green, a member of the class, called the house to order and spoke as fol- lows : "This we can say of you, dear teacher : By your kind regard and affection for us, your Sabbath-school class, you have won the esteem of us all ; and to mani- fest our appreciation I present you in behalf of our Sabbath-school class Scott's Commentary on the Bible, hoping you will accept the ofifering as a token of our heartfelt wish for your present and future happiness." On August 5, 1875, Mrs. Susan Bell, mother of our steward, died at the home of her daughter, Mrs. C. H. Dewey, of Omaha, Neb. Her death was a severe blow to Mr. Bell, for he idolized his mother and after his return from California had devoted him- self assiduously to her comfort and happiness. In 1877 Mr. Bell was appointed to a position in the United States Senate. He and his brother sold out their dry goods store at this time, and the brother was appointed steward of the state hospital at Colum- ABlLtTTF.S OF THE TiLlNn. 50$ bus, Ohio. Mr. Bell resided in Washington two years, when he returned to Bellville. A few months later, in the early part of 1880, he was made steward of the Ohio Institution for the Education of the Blind, which position he has held ever since, with the exception of two terms served by Democratic gover- nors, Messrs. Hoadley and Oampbell. Under the Campbell administration the Democratic Board of Managers of this Institution, then presided over by the Hon. A. D. Marsh, of Celina, were reluctant indeed to ask for Mr. Bell's resignation and allowed him to hold over almost a year. In the early eighties Mr. George Bell, brother of our steward, died in Washington, D. C, where for a number of years he had been engaged in business. One of the most brilliant social events in the Institution during Mr. Bell's stay among us was the marriage of his daughter and only child. Bertha Bonar Bell, to Frank Clinton Henry, of Washington, D. C, on the evening of November 6, 1901. During his term of office Mr. Bell was the founder of the Buckeye Republican Club, of Colum- bus. He was a thirty-second degree Mason and a Shriner and gave his best efforts to the work of the order. For the past four or five years he took a deep interest in bowling, thinking the exercise beneficial to his health. Only a few months ago Mr. Bell went to southern Illinois to attend the funeral of his sister, Mrs. Evarts. The death of our beloved steward took place at ten minutes after nine p. m., on February 18, 1905, after an illness which lasted but forty-eight hours. A short, impressive funeral service, attended only by the members of the family and of the Institution 5o6 THE ACHlEVEMliNTg ANti faculty, was held in Mrs. Bell's private rooms at half- past eight o'clock Tuesday morning, February 21 ; it was conducted by Superintendent George L. Smead. Later a service for the general public was held in the chapel of the Institution, conducted by the Masons. The floral offerings were rich and abundant. At 1 1 : 40 an escort composed of Knights Templars, members of the Buckeye Club, and Institution friends accompanied the remains in a private car to Bellville, where interment was made at 3 o'clock. Who can measure the boon of a noble human life like that of Mr. Bell? I could speak at length of his faithful and efficient discharge of public duties, of his wisdom and sagacity as a business man, of his devotion to the blind children of our institution, of his high character, and of other phases of his life and work, but I will leave these topics to others. Mr. Bell as I Knew Him. BY G. L. SMEAD. Rezin W. Bell was peculiarly fitted by his expe- rience and by his kindness of heart for the position of steward of this Institution. His experience as a mer- chant gave him a knowledge of the prices and quali- ties of all kinds of goods which are used in a house- hold like this, and his mingling with all kinds of people developed his natural social qualities, which, with his integrity, gave him the confidence and good will of those with whom he had to deal. Mr. Bell was an expert accountant, a qualifica- tion very necessary for the bookkeeping of the Insti- tution and for the accurate reports which must be ren- ABILITIES OF THE BLIND. 507 dered monthly to the auditor of state. His annual reports were models of neatness and clearness. Mr. Bell commenced his duties as steward, De- cember 25, 1880, and his first annual report was made November 15, 1881. For twenty years he held his position in the Ohio State School for the Blind and held it justly and honorably. My own association with Mr. Bell commenced with his first induction into office in 1880. Four years of most pleasant relations followed. When we were both superseded our cordial regard for each other did not cease. Most delightfully have I been entertained at his home in Bellville, and when he was once more in position as steward most kindly has he welcomed again and again me and mine to the hospitality of the Institution. It was my greatest pleasure when I again came into official position in the Institution to have for the financial officer one so tried, so experienced, and so honest as Mr. Bell. My reliance upon him for the last four and a half years has been help and confi- dence. Mr. Bell was loyal to the interests of the state and of the school, keenly alive to the good of the blind of Ohio, a true friend, ready to do anything at any sacrifice for those whom he esteemed. To me he was like a brother, and the touch of his kindly heart will ever abide with me as one of the good influ- ences of my life. It seems as though I must see him in his office or at the table opposite me in the dining room. His beneficent influence remains with us. Let us cherish it. Intimate contact of the best in us with the best in our friend is an influence that reaches into the eternities. ^ ^ o G. L. Smead. 5o8 THE ACHIEVEMENTS AND R. W. Bell. A CHARACTER SKETCH FROM A BUSINESS MAN's VIEW-POINT. One of the state's important positions of trust has lost a bright, particular star, R. W. Bell. The memory of his many virtues, his acts of kindness, and his genial personality will not soon fade from the minds of his legion of friends. He was first of all a gentleman in the truest sense of the word, in social or business life. If no marble shaft were raised to commemorate his name, his good works would truly perpetuate his fame. He looked upon the pupils of the school much as he would his own children and gave them the atten- tion and care only a loving parent would be apt to give. He developed a high degree of excellence as steward, his executive ability being unquestioned. In the purchasing of supplies he was direct, straightfor- ward; no beating about the bush; thoroughly honest himself, he demanded the same square dealing from those firms who were favored with his business. Goods purchased must be right — no shoddy, nothing but dependable merchandise. He entered into the business of the State School for the Blind with his whole heart in the labor. No private business could have been more successfully conducted. Exceptionally well posted as to values, he commanded the best proposition extant. Not "penny wise and pound foolish," he always bought an article upon its merit. His keen insight and knowl- edge of "quality" in goods and their fair price gave him unusual advantage and purchasing power. Noth- ing within reason was too good for his people; he ABILITIES OF THE BLIND. 509 bought those things that would give his charges the most direct benefit and pleasure. His life's work o'er, he has been called to the long rest and higher reward He alone can give. A. E. Pitts. Mr. Bell in Politics, My associations with Mr. Bell for many years have been so intimate and so friendly that I know that any weak words I can command will fall short far of expressing the regard I entertained for him while Hving or the deep sorrow I feel because of his death. In politics Mr. Bell was always an ardent and loyal member of the Republican party. He thor- oughly believed in those great principles for which and upon which that party was founded, and often expressed the opinion that the party of Lincoln, com- posed, as it ever has been and is now, of the leaders having the greatest genius for administration, must ultimately be the agency for the proper solution of all governmental problems. His closest political associates were the young men of the party, and his active interest in all that concerned them caused them to think of him as one of them. They never thought of him as one journey- ing down into the shades of life's evening and whose days had run into the allotted three score years and ten. It was as a member of the Buckeye Republican Club that Mr. Bell found his favorite field of political labor. Year after year he was chosen as a member of the board of directors. His counsel was always sought and was at all 510 THE ACHIEVEMENTS AND v times wise, conservative, and honorable. He was intensely interested in all efforts to build up the club, to increase its efficiency, and make it a more power- ful instrument for aiding in the campaigns of the party. He always worked arduously in the move- ments to take the club to the annual campaign open- ings, took a pride in having it appear to the best ad- vantage, and never missed the opportunity at the meet- ings to offer his words of commendation and encour- agement. When his final illness came upon him he was, with his usual zeal, engaged in making the ar- rangements for the Buckeye Club to attend the inau- guration of Roosevelt. He was taken away before he could know of the triumph his beloved organiza- tion won on that occasion, much of which was due to his labor. Love to his memory. W. C. Kennedy, President of the Buckeye Republican Club. Columbus, Ohio. Mr. Rezin W. Bell as a Man, Companion and Friend. My acquaintance with Mr. Bell, while it extended over only a few years, speedily ripened into a warm friendship, and I am glad of an opportunity to pay a tribute to his memory. It is not my purpose to speak of his political or official career. Others are more familiar with that. So far as it is concerned, it is enough for me to know that during an exceptionally long term of public ser- vice, in positions where distrust is easily awakened, against his honor and integrity the tongue of slander never dared to move, and that upon his death politi- cal opponents united with his party associates in say- ABILITIES OF THE BLIND. 5II ing that our state never had an official in similar positions of more genuine worth or honest record. I early recognized his devotion to official duty ; to the careful discharge of his obligations, not only to the state, but to every association, whether of a public or private nature, with which he was connected. He was while I knew him advanced in years and of not over robust health, but he never permitted this to be an excuse to shirk any work or responsibility which fell to the position he held. He was diligent, careful, and painstaking, and whatever he was called upon to do he did promptly and well. But, beyond all this, what attracted me the most was the qualities as a man displayed by him in his per- sonal relations with other men, and it is of this I would speak. For several years prior to his . death it had been my good fortune to meet him at least once every week at a social club of which we were both members. His quiet, manly bearing and the evident kindliness of his nature attracted me at the beginning of our acquaintance, and, as I came to know him better, esteem grew into admiration, regard into warm affec- tion. We usually walked home from the club together, and it is the memory of these walks at night that will live longest in my recollection of him, for it was then he gave the full expressions of his tastes, his alTections, his purposes, and his ideals that revealed the high- minded, honest, brave, and kindly spirit he possessed. He was distinctively a just man, more solicitous of the rights of others than of his own, and while hold- ing himself to the strictest account was ever forbear- ing as to the faults and foibles of others. Of strong convictions on political and economic matters, which 512 THE ACHIEVEMENTS AND he was always ready to defend, he never questioned the sincerity or intelligence of those who differed from him. His unvarying good nature made him always welcome. Everybody who knew him liked him. His entrance into the club I have mentioned was invariably hailed with outspoken delight, his absence always remarked upon, and when his death was made known there the words of one who loved him, "It will never be the same here again," were echoed by every one who heard them. He was a friend to be trusted in all things. He delighted in speaking well of others, and no scandal was ever spread by him. His language was always pure. In all my acquaintance with him I never heard from his lips a profane, impure, or vulgar word. He was a gentleman in spirit and in deed. It falls to the fortune of few to be so universally esteemed as he was by all who came into companionship with him, as an honest and faithful public servant and as a good, true man. He died as he had lived. In spite of growing years and failing strength he faithfully performed every duty to the very last, and to the last "let only sunshine radiate from his face, only helpfulness from his hands." James Kilbourne. An Appreciation. BY THE REV. JOHN HEWITT, RECTOR OF ST. PAUL's EPIS- COPAL CHURCH, COLUMBUS, OHIO. , I knew Mr. Bell through all of nine years ; knew him so well that it seemed as if I had known him all my life and longer. His life entered into mine in a ABILITIES OF THE BLIND, 513 way that it can never pass out again. Though now absent in body, yet in a very real sense he remains with me, and I feel that in certain respects I am a better man for having known him. He was a sincere man, and there was an enthu- siasm in his sincerity which seemed so natural that it inspired confidence in him on first acquaintance. Men sought his friendship because he was so genuine ; because he gave himself, his good sense, his kindness, his heart, when he gave them his word or anything else he had to give. And he gave always cheerfully and generously of the best that was in him, never any- thing that was harmful in himself and harmful to others. He could not be sincere without being faithful in the discharge of every duty in every relation of life. His family, of course, came first; but the quality of faithfulness was never discounted in any other rela- tions. His clean record as steward of the State Insti- tution for the Blind reflects his standing as a citizen and as a man among men. He was a Free Mason of the best type, and this means that he not only accepted high ideals of man- hood, but tried to live them. It means, too, that he was tolerant and charitable in his judgment of others, as well as ready with a helping hand for the weak and erring and needy. He never made enemies, but was always making friends. Wherever he went, whether bent on business or pleasure, he was always heartily welcomed. He well deserved the hosts of friends he made, and besides these all the happiness which the world could give him. I hope for him far greater happiness in "that bourne from which no traveler returns." «33 5*4 TiUE .ACHIEVEMENTS. AN£> Mr, Bell in His Home. A home is a sacred place, and it is not fitting that the doors of one should be rudely thrown open for the idle inspection and comment of the curious and the uninterested. This, however, is written and will be read by those who knew Mr. Bell best and loved him most. To niost of theni it will be but the putting into words of things already known and held as a privilege to have been a part of. Mr. Bell's affection for his mother has already been told, and the tie between the scattered sisters and brother was always a very strong one. His own home life began in 1872, some time after his return from California. On July 21st of that year he was unite;d in marriage to Miss Kate Bonar, of Bellville, Ohio, by the Rev. John Mitchell. They were to live in Bellville, and before the day of the wedding the home was ready^ furnished and waiting, many of the decorations and conveniences having been added by Mr. Bell's own hands. As has already been stated in the sketch of his life, the first home coming of Mr. and Mrs. Bell was greeted by a gathering of friends and well wishers. To the newly wedded bride nothing before or since has ever seemed quite so beautiful or perfect as that first glimpse of her home, bright with light and cheer and filled with loving, welcoming faces. Thus was instituted the hospitality that has always been such a feature of this home and which made it a social center in a quiet way at Bellville, in Washington, and for so many years at the Institution here. Mrs. Bell has never been very strong bodily, and Mr. Bell's devotion to her comfort and welfare and his anticipa- ABILITIES OF THE BLIND. 515 tion of her least wish or need was the noblest trait in a character admirable in so many ways. In return, her influence over his life, her sympathy with his am- bitions, and her loyalty to his interests have been an inspiration to his efforts and a bulwark to his success. In countless ways did he always depend upon her advice in matters of the greatest importance and upon her tact and gentle influence for right and harmony in the little crises. While keeping her and their only child carefully shielded from any contact with his public life and business cares, he was the first always to acknowledge his dependence upon her counsel, say- ing many times that it was just the sort of help a man in his walk of life most needed. For the last twenty years, with but a short inter- val of absence, Mr. and Mrs. Bell have lived in this Institution. During that time their hospitality has been the nucleus of the home atmosphere of the Insti- tution family. Within that space of time there have been many changes around them among the officers, trustees, and faculty of the school, but living in the most cordial harmony with all, there was always room in their hearts for the new friends, and the old were never forgotten. Until her marriage three years ago to Mr. Frank Clinton Henry, of Washington, D. C, their daughter Bertha was a bright addition to the family circle and a greatly missed factor in the social life of the Institution. Since that time the Bells and Mr. and Mrs. Henry have usually spent their sum- mers together, traveling or in some place desirable for rest and recreation. Mrs. Bell will now make her home with her daughter in Washington. The readers of this book have been given a sketch of Mr. Bell's life and an insight into his life as a busi- 5l6 THE ACHIEVEMENTS AND ness man, a citizen, a Mason, and a friend. These sketches have been written by those working side by side with him in these different phases of his Hfe and best fitted to know. It remains only to add that he was a genial and unselfish host, a loving husband, and a true, devoted father, thus filling out the measure of a well spent, well rounded life. Pauline G. Gray. RESOLUTIONS. Whereas^ God, in His great wisdom, has seen fit to remove from our midst our most beloved friend and steward, R. W. Bell, be it Resolved, That the death of Mr. Bell is not only a deep loss to our school as a whole, but that it is a personal loss felt by each and every pupil of the school. Resolved, That in him we found a heart to feel and know the needs of every one with whom he came in contact and one that responded to every call for sympathy, advice, or friendship. Resolved, That we as pupils feel his administra- tion, which has lasted for so many years, may well prove an example that can be followed, and never bet- tered by those who come after him. Resolved, That by these resolutions we express the feeling which in this hour of grief we share with the immediate family and all his friends, but most of all with her to whom he gave a lifelong devotion as pure and perfect as it was beautiful. ABILITIES OF THE BLIND. 517 Resolved, That a copy of these resolutions be presented to the family, read in chapel, and printed in the special memorial number of the Ohio Harp. Grover Reel, George D utter, Clarence Geringer, Pupils' Committee on Resolutions. RESOLUTIONS FROM THE MASONIC BOWLING LEAGUE. IN MEMORIAM. For the first time in our existence as a pleasure association we are obliged to relinquish the compan- ionship of an esteemed brother, Rezin W. Bell. In the evening of a lifetime full of experience and commingling with brother man the Father sum- moned him to his rest. While we keenly feel the loss of a charming companion, we cannot in our limited vision divine the wisdom that deprives us, but our faith accepts it as an omnipotent plan, the inexorable law. Resolved, That in the death of our brother, Rezin W. Bell, with whom we so often touched shoulders, we lose a most esteemed factor, a choice character, a sterling citizen, all in one ; a brother who had and was worthy of the love of our entire circle. He lived a useful life that shed a radiance of good cheer and sound principles upon all so fortunate as to walk side by side with him. He was blessed with a kind coun- tenance that registered the comfort of good health, and possibly Death was the kind guardian that spared him future inevitable ills and misfortunes. 5l8 THE ACHIEVEMENTS AND Resolved, That we would, with the bereaved widow and daughter, bear our portion of grief, assur- ing them that were it possible to lighten their burden our affection for them would so prompt us. Chas. C. Reel and Dave T. Logan. Columbus, Ohio, March ii, 1905. M t8 1906