At the beginning of the Nineteenth Century institutions for the blind, mainly fashioned after the model set by Hatiy, were established in various parts of Europe. The Vienna Institution was founded in 1SO4, Dr. Klein, a blind man, being its director for about fifty years. That of Berlin was established under the superintendence of Herr Zeune in lS06. Hatiy having paved the way for it on his way to Russia. In 1808 three institutions were established—one in Amster dam by an association of Freemasons, one in Prague by a charitable society, and one in Dres den. In 1809 Daily put the school in Saint Petersburg in operation, and Dr. Hirzel organized that of Zilrieh. In 18'11 the Society of the Chain, an organization similar to the Free masons, started an institution in Copenhagen, and many others were founded soon afterwards. All the principal countries of Europe have spe cial institutions for the instruction of the blind in the rudiments of learning, in music, and in mechanical arts. There are more than 150 of these on the Continent, many being under Gov ernment supervision or control.
In the United States of America the education of the blind rests on a different basis. As soon as their claims to a share of the benefit of coin mon-sehool learning were urged, it was conceded not as a matter of charity. but as a matter of right. The most valuable distinctive feature of the American institutions is that they consti tute an integral part of the educational system of the country. The right of the blind to partici pate in all the educational benefits provided for every child in the Commonwealth is acknowledged by the State in its sovereign capacity, and since they cannot be taught in the common schools, an express provision is made for their instruc tion. This policy has acted very favorably upon the blind, and has inspired them with self-respect and a worthy ambition to be independent.
The general system adopted in the American schools is as follows: (I) to give to all pupils the same sort of instruction. and to the same degree, as is given in the Lest public common schools; (2) to teach them the elements of vocal and instrumental music; (3) to train them in some sort of simple handicraft by which to earn a livelihood. Owing, however, to the prevailing desire of the young in America to strike out in new directions, to the general preference for brain-work rather than hand work, and to the disadvantage at which the blind do mechanical work, comparatively few, hardly two-tenths, it is said, practice for a living the handicrafts which they have learned at the sev eral institutions. :Most of the graduates resort to various brandies of the musical profession, teaching the elements of vocal and instrumental music, playing upon organs, tuning pianos, or trading in musical instruments. Some graduates take petty agencies, and with a guide go about the country- peddling on their own account. Others, favored by friends, find employment in some of the establishments where hand-work com bined with a certain amount of head-work is re quired. A few work diligently at their trades, and earn an honest and comfortable livelihood. The general condition of the graduates is affected by the prevailing feeling of compassion, which, it must be said. is often abused by the blind. Upon the whole. however, the general effort made to lift the blind out of the pauper class has had very satisfactory results. There is doubtless a greater proportion of really self-supporting blind persons in the United States than in any other country. This is owing mainly to the public institutions for their education and training, especially to the pioneer school, the Perkins In stitution, on which the others are modeled to a great extent, and to. its director for forty-five years, Dr. Samuel Gridley Howe. Dr. Howe, the flatly of America, possessed not only the human ity and inventive genius characteristic of the famous Frenchman, but also great executive ability.
The first school for the blind in the NCNV World was founded in Boston, Mass., chiefly through the efforts of Dr. John D. Fisher, a young physician, who had visited the French school. It was incorporated by Act of Legisla ture March 2, 1S29, as the New England Asylum for the Blind. The State granted its aid from
the beginning, this being proportioned at first to the number of beneficiaries received and edu cated, and active work was commenced in 1831, when llowe was engaged as director. Exhibitions of the pupils were given before the Legislature at an early date, and much interest and en thusiasm were aroused. Col. Thomas H. Per kins gave his mansion in Pear] Street to the in stitution, which was renamed in his honor, as the Perkins Institution and Massachusetts Asylum (now School) for the Blind. The other New England States promptly took measures to se cure for their blind children the advantages of instruction; but instead of erecting institutions at home, they sent their beneficiaries to the Massachusetts school.
Instruction in the literary department included not only the simple branches of a common-school education, but also some higher mathematics, astronomy, and natural philosophy. The study of languages, too, was introduced at an early date; but, of course. the main emphasis was laid on a solid English education. In addition to vocal music and instruction upon the piano and organ, the foundation for an orchestra was im mediately commenced. The tuning of piano fortes, taught as a practical employment, has proved to be a lucrative one. The pianos of the public schools of Boston have been tuned and kept in repair by the blind for the past twenty live years. Physical training, both in the gym nasium and out of doors, has always been in sisted upon, and the pupils are gently stimu lated to run about and play like other children. The Perkins Institution soon surpassed the Euro pean institutions, and has long been the best school of its kind in the world. Aprititing-pwss was started at an early date, and many im provements in the apparatus for the education of the blind were made. A detachment of pupils visited various parts of the country, and they were exhibited before the legislatures and people of twelve different States for the purpose of inducing them to make provision for similarly afflicted persons within their own limits. These exhibitions were so effective that “provision for the education of the blind was made in those States before the representatives of the people had time to wipe the tears from their eyes." In 1S37 Dr. llowe began the education of Laura Dewey Bridgman, a child seven years old, who had become blind, deaf, and dumb from scarlet fever at the age of two. It had been supposed up to that time that a person in Laura's condition could not he taught the use of language: and Dr. Ilowe's success elicited great interest. his reports detailing the progress of his pupil being translated into several European languages. Ilis methods, which remain the standard ones, may be thus briefly stated: Upon articles in common use. such as spoons, forks, and keys, labels were pasted, containing their names printed in raised letters. Laura felt of these earefully. and soon distinguished the differ ence between the crooked p o on and k c y. Then small detached labels containing the same names were given to her, and the child. observing their similarity, laid these on the arti cles thus designated. The same process was re peated with all the articles she could handle. After a time the labels were cut up into their component letters and these were arranged side by side. They were then mixed in a heap, and a sign was made to her to arrange them herself. The meaning of these exercises now dawned upon her mind. and the important step was taken. Laura's education was continued until she was twenty. She learned to converse fluently in the manual alphabet. to read easily, and to write well and correctly. She studied arithmetic, algebra, geography, history, and elementary physiology. She was an expert needlewoman, could sew on the sewing-machine, and knit fine lace. With Oliver Caswell and other blind cleat mutes, Dr. Howe began first with the manual alphabet, instead of with printed labels. The Perkins Institution has maintained as a specialty the teaching of blind deaf-mutes. Helen Keller having begun her education under the direction of this school.