Chapter II: Part 2

In the special class, the children are trained to speak intelligently of things which they do not see with the physical sight, so that they may be able to converse naturally upon ordinary topics, and need not have to plead ignorance, on the ground of never having seen this or that object. Their minds are filled with a love for all beautiful things, especially flowers and pictures, and they are frequently taken to parks and museums. They are told about the stars, the blue sky, sunsets, the majesty of the ocean, and all the other wonders that enchant the eye; and they are taught to speak of "seeing" these things, because they really do see them with the mental vision, keener, in many instances, than mere physical sight. The boys of the polytechnic high school made a wonderful doll house for the children--a house of four rooms, fully furnished throughout. The children made their own rugs and baskets, tables and chairs, and one boy modeled a bathtub of plasticine, perfect in design. The house has a sloping roof, and it is thatched, and I must confess that my first real knowledge of roofs was gained from examining that one on the doll house. It has a chimney, too, and a stovepipe, and so the children learn a great deal from this miniature home of their dolls.

In their special classroom, the children are taught Braille reading and writing, and a great deal of time is given to these branches. They are taught all sorts of handwork, basketry, weaving, knitting, modeling, and chair caning, and, when old enough, they are sent with the other children to sewing, cooking, sloyd and music classes. As soon as possible, they recite with the regular classes, their lessons being previously read or explained by the special teacher. This gives them the contact with normal children, so necessary to the development of the blind child. Those not in favor of special classes claim that this competition is too severe a strain, and that it is unkind and unwise to place blind children with those whose physical advantages and opportunities for study are greater. But we have found that the plan works admirably. The special teacher trains her pupils to be self-reliant and helpful, insists that they join in the games of the others, assuring them that, with greater effort, they, too, may play, and it is delightful to watch them at recess or at noon, each blind child affectionately led by a seeing child, the latter calling the teacher's attention to the successful performance of some feat on the part of his blind playmate. In the classroom, too, the spirit is the same, the blind child remembering things for the one who sees, and the seeing child using his eyes for the one who is blind. The special teacher trains the memory of her pupils to the highest possible degree, impressing upon them that their minds are vast storehouses in which to keep all sorts of knowledge tucked away for future use, and that it is disastrous to blind children to forget. In mental arithmetic, they usually lead the class. Their presence in the school is of the greatest help to the others with whom they work in class. Their success in overcoming difficulties is a stimulus to the pride and an incentive to the ambition of the seeing child. The presence of the blind children is a constant reminder to them of their superior physical advantages, and they are ashamed to have them outstrip them, as they so often do, in intellectual work. And so the presence of the blind child is sure to result in untold good, not only to the child so handicapped, but to the entire school, removing as it must, the belief, now, alas, so general, that when eyesight is lost, all is lost. Trained side by side with its sighted companions, doing the same work as well, if not better, the later success of the young blind seeker after knowledge is practically assured; for, as I have said, in mental attainment, at least, the blind child is the peer of the child with eyesight,--here, beyond cavil, the chances are equal.

To my mind, the coeducation of the blind and seeing is a step in the right direction--a very forward step, since it will ultimately bridge the gulf of misconception and skepticism now separating these two classes--a gulf which must be bridged if we hope to arrive at a sane and satisfactory solution of the problem of finding employment, not only for the returned blind soldiers, but for the thousands of intelligent blind men and women who are waiting eagerly, hungrily, for a chance to prove their ability, a chance to earn their daily bread. When blind and seeing children are trained side by side, from the kindergarten, through the grades into high school, and on to college, perhaps, the barriers dissolve, the blind boy and the seeing boy are comrades--they have played together, worked together, and together they have planned their future. The seeing boy knows the blind boy will succeed because he has seen him victorious in many a mental skirmish. Just this May, right here in the University at Berkeley, a blind student graduated fourth in a class of more than one thousand seeing students. It may be interesting to note, in passing, that there are seven blind students now attending the university, and that the state provides three hundred dollars a year to defray the expense of a reader for each student. New York was the first state to provide readers for blind college students, and this was brought about through the efforts of Dr. Newel Perry, a blind graduate of the University of California, now a teacher of mathematics in the California School for the Blind. Dr. Newel Perry was largely instrumental in the passage of a similar bill in this state, and so once again, the blind are indebted to a blind teacher for advancement.

But all the children in the special classes will not care to go to college, and for those who do not, other work will be provided, manual training given, and all sorts of trades encouraged. Here, too, they will have the added stimulus of studying side by side with their sighted companions. It is my earnest hope that some day this state will establish a technical school for the blind. In such a school, a deft-fingered intelligent blind boy could learn electric wiring, pipe fitting, screw fitting, bolt nutting, assembling of chandeliers and telephone parts, trained as a plumber's helper, and taught to read gas and electric meters, by passing the fingers over the dial--in short, a variety of trades and occupations could be pursued with profit to the school and to the students. But while waiting for the establishment of such a school, there is much to be done by way of preparation. We must prove the truth of Clarence Hawkes' assertion that "blindness is, after all, but a 25 per cent handicap in the race of life." But it _is_ a handicap, no matter what profession is adopted. I analyze the handicap thus: 24 per cent of it is the prejudice and unbelief of the public, and the other 1 per cent is the lack of eyesight. I believe this is not too strong. In speaking of the handicap, Clarence Hawkes continues: "a blind person, in order to succeed equally with the seeing, must put in 125 per cent of energy before he can stand abreast of his seeing competitor."

But in order to prove blindness to be but a 25 per cent handicap, we must train our blind children from their earliest infancy. We must not sidetrack them. We must plant their feet firmly on the highroad of life, encourage their first, faltering steps, teach them to go forward fearlessly, with head erect and shoulders squared, warn them of pitfalls and hidden thorns, show them the wisdom of making haste slowly when the path is steep or uneven, impress upon their minds the importance to others of their success, and, above all, train them to have confidence in themselves, teach them to realize that, because of their struggles and limitations, they have a mental equipment and reserve force possessed by very few of their more fortunate fellow beings. Thus trained and fortified, our young blind people will work like Trojans to prove their ability to those who doubt it, and succeed in removing one obstacle after another, until they stand ready to take equal chances with any who may be pitted against them. The hand of the sightless worker is steadier, and his courage greater, because of the years of struggle and constant effort of which his sighted competitors can form no conception.

And so those in charge of the education of the blind, whether in residential schools or public school classes, have a herculean task before them, but if their hearts are in the work, if they are alive to their wonderful opportunity for service, and if they have faith in the ability of their pupils, the future success of these handicapped young people is practically assured. As with the nation today, so with those interested in the welfare of the blind--we look to the children for the fulfillment of our highest ideals, and hope, in their advancement, to see our "dearest dreams come true." I am often called visionary, and I am proud to confess that I have a vision, a wonderful vision of the future of the blind. It may not be realized during my lifetime, but if some of the children I have inspired will take up the torch, and carry it on unfalteringly, I shall be satisfied. Meantime, I walk by the light of my vision along rough roads, across strange streams, up hills that are steep and rock-strewn; and, though my courage sometimes fails, and my strength seems unequal to the task, the light shines clear and steady, and I go forward, in the glad assurance that one day my vision will be realized, my cherished dream for the emancipation of my people, the emancipation of the blind, _must_ "come true."

THE RE-EDUCATION OF THE BLIND ADULT,

With Special Reference to the Blinded Soldier.

"A voice came in the darkness
And lifted the curtain of Mind;
I saw that fingers could be
Also eyes to the blind.
I touched, I thought, I saw,
And the dark shades rolled aside.
And to you my heart pays tribute.
Dear teacher, friend and guide."

These lines were sent to me by one of my blind pupils after he had learned to read and write the Braille characters. They express the purpose of re-education, and indicate the means by which it may be attained. Rehabilitate, reconstruct, re-educate--these are familiar terms in this hour of stress and world conflict. To the minds of many, these words may present problems that are entirely new, but to the social worker, and those whose lives have been spent in the service of the handicapped men and women of our civil communities, the problem presented is no new one, the only difference being that, whereas, hitherto, only a few recognized the problem, today, stirred by the knowledge of war and its frightful consequences, every one is eager to share in the rehabilitation movement now sweeping over the land. The re-education of the blinded soldier is, after all, only the re-education of the blind adult, and he has been with us, lo, these many years! Adult blindness has increased alarmingly in the past half century, and the problem of providing for this unfortunate class has assumed proportions. The prospect of having to care for thousands of blinded soldiers has led to a consideration of the blind and their possible rehabilitation, and much good should result from the united effort. We extend a cordial invitation to all to "come over to Macedonia and help."

The California State Library has been engaged in the re-education of the blind adult since it opened its Books for the Blind Department in December, 1904. At first it supplied books to those who already knew how to read, but soon it became evident that its field of usefulness could extend to the adult suddenly deprived of eyesight, and not eligible to a school for the blind. And thus the need for home teaching became apparent long before the State Library could employ such a teacher. I realized this need, even before leaving school, and it was my privilege to teach as a volunteer for twenty years prior to my appointment as home teacher for the State Library. During that period I taught the blind of this and neighboring states, and, before books were made available by the State Library I copied stories and poems suited to the tastes of my individual pupils. In this way I came in close touch with the blind and their problems, and my every waking moment was devoted to their service and although there were

"Heavy burdens in the load,
And too few helpers on the road,"

I clung to the belief that some day help would come, and I should be permitted to enlarge my scope of usefulness, and reach all who needed re-education. And this hope was realized in July, 1914, when the State Library asked me to accept the position of Home Teacher of the Blind of the state.

As early as 1890 Pennsylvania started home teaching in this country, but its work was privately maintained. Since then other states have established such departments, Massachusetts, New York, Ohio, Illinois, but these have special appropriations for carrying on the work. Our State Library is doing it out of its general appropriation, and as a phase of its extension. It is the only state library maintaining such a department in connection with regular library work. Some of the large cities have reading rooms in their public libraries, where books are loaned on application, and where reading is taught to those who can go there for lessons.

The duties of the State Library home teachers are manifold. This department has steadily grown in importance until now it is recognized as the very bone and sinew of work for the blind in this state. Some of the teacher's duties are, first, to teach raised type to all who can not see to read ordinary print, (a person need not be totally blind in order to read in this way, as many learn who can see to go about alone): second, to search for, and when possible, place either in the school at Berkeley, or the special class in Los Angeles, all blind children who have reached the age of six years; third, to conduct a campaign for the prevention of blindness and conservation of vision in adults and children; and, lastly, to set forth the needs of the blind, convince the public that its attitude toward them is often an added affliction, and correct a few of the many mistaken ideas concerning those deprived of eyesight, who are, necessarily, somewhat handicapped in the race of life. The importance of this last duty can not be overestimated, and so my next lecture will present this subject in its many phases, with the hope of creating a better understanding between the blind and the seeing--an understanding which will not only help the blind adult now in our midst, but aid materially in the re-education of the blinded soldier. My task is not an easy one, but I love my work and my pupils, and I have come to know that the public needs, not so much to be instructed, as to be reminded.

Our first borrower was a lady of ninety years, and so we realized at once that there was practically no age limit in this work, thus proving the truth of the well-known saying, "we are never too old to learn." A man of ninety, with hands toil-worn and crippled from rheumatism, was able, after a few weeks of study, to read with pleasure, his only regret being that he had not learned twenty years before, when blindness first came upon him. When it is considered that, during all those years, the man had not read a single word, his progress is truly remarkable, and the fact that he is reading has stimulated others who, on account of their advanced age, hesitated to study the raised types. The requirements for study are simple--a love for reading, persistent application, and a determination to succeed. If a person did not care to read with his eyes, he will certainly not be willing to learn with his fingers. This is a fact not well understood, and it is very generally supposed that all blind people want to learn to read. Among our elderly borrowers are doctors, judges, ministers, teachers and authors, and to them the reading has given a new lease of life. There are invalids among our elderly people--men and women in wheel chairs, with crippled limbs, sometimes deprived of the use of one hand--but they are reading, and their pleasure is beautiful to see. One woman of eighty-seven, who has not walked for four years, and blind one year, learned to read last January, and since that time she has read twenty books, besides knitting squares for the Red Cross.

The type read by the elderly borrowers, and those with toil-hardened hands, or suffering from some nervous affection, was formulated by a blind man, Dr. William Moon, of London, about 1845, and is called Moon type. The characters are large and distinct, many of them being shaped like the ordinary printed letters. They are easily learned, and this type is invaluable, not only for old people, but in cases where, in order to restore lost confidence, a quick return is imperative. Dr. Moon lost his eyesight in early manhood, and spent the remaining years of his life perfecting his system, printing books and pamphlets, and going about teaching the poor of London, thus inaugurating home teaching for the blind. Moon type books have been printed in many languages, and thousands of men and women have been blessed and brightened by the unique philanthropy of this blind man. His son, Robert Moon, brought the type to Pennsylvania, and that state and ours lead in the number of Moon books in circulation. Often when a borrower has read Moon for six months or a year, he is able to learn the Braille, his fingers being trained by the Moon to remain in a proscribed space, and his confidence in their ability fully established. This is a potent factor in mastering a dotted system, as the progress is generally slow and laborious, especially for elderly people.

The fact that an adult can learn to read with the fingers seems very wonderful to the uninitiated, and, indeed, it is a long step forward, but the ability to substitute fingers for eyes is only one of the marvels wrought. Helen Keller has truly said that "idleness is the greatest burden of the blind," and this is why our work with them is so acceptable, though the reading is, after all, only the means to an end. While training the fingers to perform their new functions, I strive to renew hope and courage in the hearts of the pupils, assuring them that they may still do many things that were possible before their blindness. Self-reliance and helpfulness--minus self-pity--this is the formula I use when urging the pupils to make the most of life; for when a man is sorry for himself, he is on the road to despair, and his condition is well nigh hopeless. When the pupils are able to read and write once more, after having given up all hope of ever doing so, their confidence is restored, and a way is opened to new and hitherto undreamed-of possibilities. Old aims and pursuits, relinquished when the eyesight failed, are once more remembered and discussed, and, in many instances, resumed, thus bringing back the light, not to the eyes, but to the mind, through work. John Newton says: "You can not shove the darkness out of a room, but you _can_ shine it out." I see this miracle performed every day, yet to me it is ever new, ever wonderful, stimulating me to greater efforts for my people--because the blind _are_ my people, and their joys and sorrows, triumphs and defeats, find an echo in my heart.

When the raised alphabet is mastered, books are sent from the State Library to the homes, through the mail, free of cost, and thus there is no expense incurred, and as this service is tax-supported, there is no element of charity connected with it. At present, the State Library employs two home teachers, and the number will be increased as the need arises. One of these, Miss Catharine J. Morrison, is stationed at Los Angeles, having been appointed to take my place there when I was transferred to San Francisco last October. The arrangement for this transfer was one of the last official acts of the late State Librarian, my well-loved chief. Mr. Gillis was devoted to the blind, and extended the service to this section at the earliest possible moment.

The State Library selected me as home teacher, not only because of my years of experience with the blind, but because, blind from early infancy, I was familiar with the handicaps and discouragements that overwhelm the adult but recently deprived of eyesight. The pupils have confidence in a blind teacher, because they know that every step in their difficult path is familiar to her feet. The qualifications for a home teacher are, briefly, these: personality, adaptability, tact, a sense of humor, a broad, comprehending sympathy, a strongly hoping heart, unlimited patience, and a determination to do what is best for her pupils, no matter what the opposition, or how hard the task may be. "He who can plant courage in the human soul is the best physician," and this is one of the chief duties of the home teacher. Some knowledge of nervous diseases is also essential, and it is often necessary to exercise the greatest care and patience in giving the first few lessons, as an unwise word, or a failure to understand conditions, may lead to untold misery. This is especially true in cases of sudden blindness, as the pupil is often afraid to move about his own room, confused by the altered conditions, and bewildered by a multitude of sounds hitherto unnoticed. It is absolutely necessary to have the co-operation of the family, and I am often obliged to insist that changes be made in the household arrangements, in order to help a pupil through the trying period of readjustment. This is sometimes fraught with difficulties for both pupil and teacher, but the latter should never lose sight of the comfort and benefit of her charge, and should care nothing for unreasonable objections or selfish protests.

The blind adult is in need of some one who, while recognizing the undeniable calamity and loss, is yet ready to lend a steadying hand, encourage the uncertain feet to their old, free movements, lead the troubled thoughts into other channels, and find new methods of doing old things. Thus encouraged, the blind adult will soon resume his normal attitude, realize that much good work may yet be done, and that others have blazed a trail which he may follow, if he will. But if his family and friends feel that, because eyesight is lost, all is lost, and tell him that, because of his affliction he can do nothing, he will do nothing. But if they tell him he has a handicap, and that they will help him to work it off, all his fighting blood will come to the rescue, and he will say, with Emerson, "the king is the man who can." I give this sentence to all my pupils, and their spirit leaps to the call, and, holding to my hand for the first few, uncertain steps, trusting in my assurance that very soon they will find their way along this new path, the bent shoulders straighten, the bowed head is lifted, the darkness is dispelled by the light of purpose, soul sight replaces physical sight, and the pupil is ready to face life again, undaunted and unafraid. What a wonderful privilege, what a rare opportunity for service, to the teacher alive to the possibilities of her unique position! "When the song goes out of your life, you can not start another while it is ringing in your ears; but let a bit of a silence fall, and then, maybe, a psalm will come, by and by." To live by a song is all very beautiful and wonderful, but to live by a psalm is braver and worthier. And, in the case of the blind adult, the readjustment period may be called the interim between the song and the psalm.

During these trying months, the blind adult should not be left alone, to fight his way "out of darkness, through blood, into light." He should have immediate and competent care at the hands of one who is familiar with his needs, and familiar, too, with the possibilities of his altered condition. An occupation, however light, is an absolute necessity. Enforced idleness is an added affliction, and one not easily borne. The government realizes this fact, and its program for the blinded soldier includes many forms of handcraft, to be taught in the hospitals. Netting is taught, and the soldiers are encouraged to whittle. I was glad to see this latter occupation included in the "first aid" program, as I have recommended it for many years. When a man whittles, he whistles, maybe not just at first, but some day, almost before he realizes it, he finds himself whistling, and he is then well on the road toward a sane acceptance of the new conditions. I have found whittling to be as soothing to masculine nerves as knitting or crocheting to feminine ones. The ability to use the hands in some light work, removes the feeling of helplessness and enables the adult to keep his mind on his fingers; and this effort at concentration is often the means of preserving reason, and reviving in the soul the desire to take up the struggle of life again.

At this stage, the adult should be induced to learn to read raised type, and to write letters to his friends. There are several writing devices by means of which a blind person can once more use pencil or pen, and the ability to do this marks another milestone in his progress.

When the adult is able to read and write once more, perhaps to use the typewriter, he feels encouraged, and begins to ask what other blind men are doing, and to wonder what avenues of usefulness still remain open to him. Whenever practicable, I induce the men to resume their former occupations, or suggest other lines of work suited to their altered condition. One young man who was an electrical engineer before his blindness, now wires houses in Los Angeles, his work always passing the inspector, despite the opposition of sighted competitors. He has his own shop, and there he assembles chandeliers, repairs motors, and charges storage batteries. It takes him longer to do the work than formerly, but its character is the same, and his heart sings with the joy of the task, and he is working off his handicap, in the hope that others may follow where he leads. In May he cleared one hundred and fifty dollars, above all expenses. Another young man supports two small children raising poultry, designing his own roosts, coops and troughs. Another man is making good selling janitor and sanitary supplies to hotels and apartment houses. Two of the men are doing well in a house to house canvass for brushes of various kinds. Several men are in the real estate business, and one has bought a home and is supporting his aged father. Another does expert work with the typewriter and dictaphone.

I encourage the women to knit, crochet, sew and cook by proving to them that this is possible without eyesight, and I feel certain that, through such efforts, many a domestic tragedy has been averted. I induce the older men, or those who can not take up any line of business, to work in the garden, chop wood, cut lawns, go to the near-by stores, and make themselves a necessary factor in the household. The possibilities of our work, and the real good accomplished, can not be told in words, but its effects may be seen in many homes where men and women, strengthened and encouraged, are once more assuming their rightful places in the household, sharing the work and the responsibility, just as in the days before blindness came upon them.

In order to bring the work within reach of those to whom it is not possible to give oral instruction, we have a correspondence course for pupils in this and neighboring states. In this way, we are reaching people from Humboldt to San Diego county in this state, and the list includes persons from Arizona, Washington, Nevada and Oregon. This course is well known to every county librarian in the state, and even custodians of very small branches send us the names of blind persons in their vicinity. Among the correspondence pupils is a man who was superintendent of a power plant before losing his eyesight, and he still holds the position, despite his handicap. He tests meters in three power houses daily, walking a distance of three miles in order to reach them all. I taught him to read and write two systems, to use a writing board, and he has now mastered the typewriter. He is a brave man silently fighting his way along the dark trail, and I am privileged in being permitted to guide his unaccustomed feet over the rocks and crevices I have long since learned to avoid. Another of the pupils is in the insurance business, and is also one of the Four Minute men in his country's service. I could give you many more instances of the splendid courage of these men and women who, though deprived of the most important of the special senses in adult life, are cheerfully doing their best, wasting no time in straining after the fruit just over "Fate's barbed wire fence."

Our work carries us into hospitals and almshouses, and, through the co-operation of charitable organizations, we find the poor and, in addition to teaching them to read, we endeavor to better their condition, and the charities are always glad to second our efforts. The teacher in Los Angeles goes regularly to the County Hospital and County Farm, and up here I teach in the San Francisco Hospital, Relief Home, and in the San Leandro Infirmary, and it is a great joy to minister to these lonely, friendless souls. In the Relief Home I have a splendid class, and I go there once each week, and read to all the men in the ward, blind and seeing, before giving the lessons. Two of the men are knitting, one is making squares for the Belgian baby blankets, and the other a muffler for the Navy League. When I asked for volunteer knitters, one old colored man said, "Madam, my hands are not steady enough to knit, but I can hold the yarn for some man to wind."

I am also teaching in the State Industrial Home for Adult Blind in Oakland, and I look upon the afternoon spent there as the redletter day of the week. I go from there each Tuesday with a fresh supply of courage and inspiration. The men collect funny stories to tell me, and the women show their appreciation in countless, little ways. The State Library is proud of its borrowers in this institution, and not long ago had some pictures taken, showing the men reading[1] and the women knitting. It is an inspiring sight to see the men waiting for their lessons. They come in from the shop, where they have been sorting broom corn, sewing or tying brooms--young men and old--all eager to avail themselves of the services of the teacher, anxious to learn everything possible that will help to broaden their outlook on life--fine, brave fellows, all of them. Many have become blind within recent years, victims of industrial accidents in factories, quarries or mines. The thought of the blinded soldier has roused these men to renewed effort, in the hope that their success as broom makers may encourage other blind men who must learn a trade after the war. And their broom shop is a wonderful place to visit, with seventy blind men, and a blind foreman to inspire and encourage the workers. The business of the institution is principally wholesale, although some of the blind men have worked up a good retail trade in Oakland. The sales of the institution average $6,500 per month, and with increased capital, more material and a larger plant, it could handle three times its present business. The board of directors will ask the legislature to increase the appropriation, to enlarge the plant, and to provide an industrial teacher to go into the homes of the blind, teach them weaving, basketry, chair caning and knitting, the Home to market the products, deducting the cost of material from the amount paid to the workers. This industrial teacher is greatly needed, and it is hoped the legislature will make it possible for the Home to enlarge its sphere of usefulness and provide employment for many who are not inmates, but who need to contribute to their own support.

[Footnote 1: See illustration, p. 4.]

The men of the Home are not alone in their desire to help in the hour of their country's need. More than a dozen women are knitting for the men in the trenches. They are an Auxiliary of the Navy League, and their work is the finest of any turned in by the thousands of knitters in the bay region. They knit socks and sweaters, helmets and mufflers. One of the women made five pairs of socks in one week, with never a dropped stitch anywhere. This same woman made three sweaters in ten days, all perfect garments. The wife of the superintendent is the teacher, and two of the blind women help the others by picking up dropped stitches, straightening puckers, and suggesting easier methods to the inexperienced workers. Those who can not knit, snip rags for the ambulance pillows, hem Red Cross handkerchiefs, and sew on hospital quilts. In addition to this, a blind invalid in San Francisco rips up work poorly done by seeing knitters, and the members of our wonderful auxiliary make perfect garments from the used wool. This stimulates them to do their very best, for they know they are proving to the public that the fingers of the blind worker are deft and sure, and that, given the opportunity, they can knit as well, and often better, than their more fortunate sisters. They feel, too, that they are doing their best to promote the comfort of the soldiers, doing it evenings, after working in the shop all day, where they cane chairs and make toy and whisk brooms. I am sure we need not go to the hospitals of France in search of blind heroes--we have them right here in our midst, and are proud of them. The State Library permits me to devote all the time necessary to keep the women supplied with wool, and return the garments to the Navy League. The library regards this as a part of its campaign of enlightenment, and it is confident untold good will result, both to the public and to the blind. In addition to their work, both men and women read a great deal, and dozens of books are mailed to and from the Home each day.

And so the State Library is doing its share toward the re-education of the blind adult, has been doing it for the past thirteen years. It provides the best books available in the various types. It has over eight thousand books in circulation, and its list of borrowers numbers more than one thousand. The keynote of this department is Service, and each borrower is made to feel that his success is of vital importance to the Library, and when a new reader is added to the list, a note is usually sent, welcoming him to the family circle. For we are all like one large family circle--with common aims, common interests and a common goal--namely, to spread far and wide the gospel of home teaching, to do our best in order to help others similarly placed, and to prove ourselves worthy of the help so generously given by the State Library.

Another potent factor in the work of re-education is the Matilda Ziegler Magazine, a periodical in raised type published since 1907, through the generosity of Mrs. Matilda Ziegler, head of the Royal Baking Powder Company of New York. This magazine is printed in New York City, and sent to the homes of more than twelve thousand persons in the United States and Canada. It is like any other magazine, with current events, timely articles, short stories, poetry, a woman's page, and a page of humor. In addition to this, every month there is an article telling of the success of some blind person, the account written by the man or woman in the form of a letter to the editor. And the manager, Mr. Walter G. Holmes, is a man with a heart of gold; he has his finger on the pulse of the blind of the country, and he believes in them, loves them, and brings out the best that is in them. Every number contains a map of some of the warring countries, and so the readers are kept in touch with all the vital issues of the day. Many a man is induced to learn to read raised type just to read this magazine. And so Mrs. Ziegler's philanthropy can not be too highly commended, and her name and that of Mr. Holmes are enshrined in the hearts of the blind. Her service to them is incalculable.

The government is making extensive preparation for the re-education of our blinded soldiers, both in the hospitals of France and the hospital school at Baltimore. The grounds and some of the buildings of this school were given to the government by Mrs. T. Harrison Garrett of Baltimore, and no expense is being spared in providing every care and facility for the training and comfort of the blind soldiers who are to be rehabilitated and returned, not to the battlefields of France, but to the battle ground of life. The government plans to begin the re-education in the base hospitals, to continue it at the ports of embarkation, and complete it in the hospital school at Baltimore. The training in this school is to be patterned after that of St. Dunstan's in London, where the work of re-education, under the direction of Sir Arthur Pearson, himself a blind man, is meeting with the greatest success. The Red Cross Institute for the Blind is on the same grounds as the Hospital School, and is supplementing the work of the government in a most able manner. Typewriting, dictaphone, switchboard operating, telegraphy, osteopathy, massage, and salesmanship are to be taught to those who are fitted for these branches; and trades and occupations, including piano tuning, winding coils for armatures used in electric motors, joinery, mat and mattress making, broom and basket making, rug weaving, and shoe cobbling are to be taught to those who are not fitted for the professions. The government will send over to France at least one blind teacher for each base hospital, for his inspirational value to the men during the first trying months of the readjustment period. Blind teachers will be employed in this country, too, and the government is already looking about for those best qualified for such positions. All blind soldiers will be given an opportunity to learn to read and write the raised system, and provision is being made for an enlarged circulation of books, and for newer publications to be embossed in the universal Braille system. In this work, the volunteers who learn to write Braille can materially assist, by copying short stories, timely articles, and nonsense verse to be distributed among the blind of their communities, and for the pleasure of the returned soldiers.

When the men have been a sufficient time in the hospital school, they are to be returned to their own cities and towns, and the government, through its agent empowered to find employment for handicapped soldiers, will endeavor to secure work for them in existing industrial institutions and plants in the various states. It is also planned to place capable blind men in shops with the seeing, whenever possible. I say whenever possible, for it will take time and much effort to persuade employers to include blind men among their employees. But the day is not far distant when the public will see the wisdom of providing work for its handicapped men and women, and condemn those who fail to co-operate with the government in securing positions for those qualified to fill them. The government is generous in its appropriation of funds to carry on this re-education, but it does not include the civilian blind in this program. The blind adult in civil life must be employed or cared for by the civilian population, and this brings me to the discussion of the attitude of the public toward the blind since three-fourths of the blind of America could be gainfully employed right now, if the public would only believe in them, would only give them an opportunity to prove their ability. With his remaining faculties keenly alert, with a courage and fortitude born of many trials, the blind adult is prepared to face life squarely, undaunted and unafraid, asking only to take his place on the firing line, to march shoulder to shoulder with his seeing brother, and to do a man's work in the world.

THE ATTITUDE OF THE PUBLIC TOWARD THE BLIND.

In discussing this subject I realize I have a most difficult and delicate task before me--a task which only a blind person can adequately perform. I approach it with no misgiving, with no unkind feeling, for, as I have previously stated, I believe the public needs, not so much to be instructed, as to be reminded, and I believe it will be glad to have some of its mistaken ideas corrected, and thus bring about a better understanding between the two classes.

In the first place, I wish to mention some popular fallacies concerning the blind. Chief among these is the idea that all blind people are so much happier than sighted people. This belief seems very general, and comes, I suppose, as a result of the feeling of the average human being that, if deprived of eyesight, he could never be induced to laugh again. The blind adult soon realizes that "humor is a shock absorber," and that "mirth is the soul's best medicine." When my pupils fail to recognize the efficacy of humor, I establish a rule that they must laugh at least once during each lesson, and very soon they agree with Charles Lamb that "a laugh is worth a hundred groans in any market." One of my foreign pupils said to me when I spoke of his cheerful attitude, "Madam, I laugh that I may not weep." And this is the key to much of the cheerfulness of the blind, whose philosophy is not often understood by their sighted friends. There is nothing really remarkable about making the best of a trying situation, unless it is the small percentage of persons who do so. People feel so sorry for the blind that they are often unable to address them at all, or, when they do speak, convey a whole world of well-meant but misdirected sympathy in a few ill-chosen words. This misdirected sympathy is one of the hardest things the blind adult has to bear, and often when I urge a man to go out among his friends as he did when he could see, he answers, "I can't do it just yet. I can't bear the pitying tone. It would make me lose my grip, and I must not let go." And sometimes I go to his friends and explain the situation, and persuade them to call on their friend, take him out with them, talk to him of the ordinary, commonplace happenings, keeping their sympathy well disguised, or, rather, showing a comprehending sympathy, a sympathy that recognizes a brave man's effort to accept his fate unwhimperingly.

Another popular belief is that the blind are naturally very religious. Unfortunately, this belief seems to be shared by those who selected many of the books to be printed in raised types, since about one-half of the books selected are of a religious character. The blind are naturally introspective, and their power of concentration is greater than that of the average person, but I have not found them to be unusually religious. I do not think that blindness increases or decreases the religious tendency.

A third fallacy is that the blind can tell colors by feeling. This is absolutely impossible. I have heard of men who could tell the difference of color in horses, but, upon questioning them closely, I found that the texture of the hair varied in light and dark colored animals. Of course, there is an odor about some colored dyes, such as black and indigo blue. Some of the blind are themselves responsible for fostering this belief, but they do it to test the credulity of the public, and they do not know the real harm they are doing to the cause.

It is a common belief, too, that all blind people like music, and are especially gifted in this art. I do not believe that the percentage of really musical blind people is greater than that of persons who see. Sometimes a blind man or woman will study music either as a pastime, or in the hope of making a living, but the lack of eyesight does not increase or diminish one's musical ability.

In the lecture on the psychology of blindness, I endeavored to prove that the blind were not possessed of greater faculties than their seeing fellows, but that loss of eyesight made it imperative to cultivate the remaining senses to a very high degree, and that such cultivation led to a greater keenness in the interpretation of the information furnished the remaining senses. When told that the blind do many things well and quickly by employing methods different than those who see, the information comes as a shock, when it is not entirely discredited. There is an idea prevalent among so-called well informed men and women that a loss of eyesight carries with it a loss of mental vigor, and a total inability to engage in any of the world's work. This belief, and the many foolish notions which it breeds, presents one of the greatest difficulties to be met, and, if possible, overcome, by the blind man or woman obliged to earn a livelihood. So potent is eyesight considered that, without it, some people think it impossible to perform even the simplest duties, and the person obliged to substitute fingers for eyes, and memory for pad and pencil is regarded as a marvel of intelligence and skill, and as possessing a sixth sense. Anything done by the blind, from recognizing a voice to remembering a street number, is considered wonderful by the average person, and this attitude is very trying to the blind adult who is striving to adjust himself to new conditions, and train his remaining faculties to the highest possible degree of efficiency. The commiseration and incredulous words of his friends is one of the greatest trials which the blind adult is called upon to bear, and it is not strange that he is often embittered and discouraged, and unwilling to subject himself to the thoughtless comments and undisguised pity of his former associates. These associates do not realize that their attitude has changed or that they are adding another burden to the already heavy load borne by their friend. They are sorry, honestly sorry, and want so much to help, but to their minds blindness is the greatest of all afflictions, and loss of eyesight is accompanied by a corresponding loss of physical ability and mental vigor, unless the person so afflicted is unusually gifted, and, in that case, he is regarded as the marvel of the age. Unfortunately, the percentage of gifted people is no greater among the blind than among the seeing, and so it is not strange that many of the former class are unable to cope with the difficulties and discouragements that blindness entails, when thousands of seeing people succumb to what they consider the unequal struggle for existence. As a class I honestly believe that blind people are more courageous than seeing people, and I am sure that a greater demand is made upon their stock of courage. This demand will be lessened when the public learns to look upon blindness as a physical, not a mental handicap, and when, instead of compelling persons so handicapped to sit on the side lines holding their broken swords, it leads them forward, places a new sword in their hands, and brings them the glad tidings that they are needed on the firing line. Loss of eyesight is always deplorable, but it is not so terrible as the isolation which generally follows it, an isolation due, in large measure, to misconception, lack of information, and misplaced sympathy on the part of the public, generous to a fault in bestowing alms, but slow to believe in the ability of the blind, and the wisdom of employing them. If the public could be brought to look upon the blind, not as an isolated class whose affliction entitles them to the pity and generous alms of those more fortunate, but as men and women, with normal aims and desires, just as full of hope, just as eager to work, and just as interested in things as when they saw them through the natural medium, their handicap would be lessened and their lives much happier. Most people think all that can be done for the blind is to divert them, amuse them, provide for them in institutions, or encourage them to accept private charity. This lack of understanding on the part of the public is the greatest drawback to the advancement of the blind, and often leads to untold misery. Occupation the blind should have, must have, if they are to enjoy any degree of happiness, or retain their self-respect. Loss of eyesight does not deprive a man of his desire to earn his daily bread, or to provide for those dependent upon him. He is willing and eager to work, and should be given the chance. A French physician, himself without eyesight, said: "So long as the blind can still bring their stone, however small it may be, to the building of civilization, or of bringing happiness to their kind, they feel that they live; and whatever be the wounds received, they are not out of the battle of life--the inequality of arms only increases their ardor." This inequality of arms should, and usually does, act as a spur to the courageous man or woman, but to the mind of the average sighted person, this inequality seems to apply inability, and so very little is expected of the blind, and little thought is given to their possibilities. Senator Gore, the blind Senator from Oklahoma, says: "It is a mistake to tell the sightless their loss is insurmountable or inconsequential. It is neither. The sightless confront a situation, not a theory. We ought to study their problems, and help them to lessen their burdens, to smooth their path, and to multiply their resources, to enable them to adapt themselves to a new and sometimes a strange environment; to help them to adjust themselves to a new set of circumstances, which presents a different problem, as it presents a different situation from those who possess the sense of sight." "And," the Senator concludes, "the greatest service we can render to the blind is to help them to help themselves." And this is where the public can help, though, as I have said, in its mistaken kindness, it more often hinders, and encourages the blind to accept alms, instead of making it possible for them to become self-supporting, self-respecting men and women.