INSTITUTIONS FOR THE BLIND 99 



thought hy spopoli Inkos tlio plaoo in somo mnisuro of sip;lit. 

 If the ccluciilod blind man can not soo the form and features of 

 his friend, he ean by exchanging thought in conversation enjoy 

 the more interesting, inner Hfe of his friend, and he calls this 

 seeing his friend. Much of the enjoyment of life is in the in- 

 telligent conversation of congenial minds, and the blind are not 

 shut out from this means of happiness. 



Then too there is the expression of thought in written 

 language, and in ])ublic speech. Instruction in correct speak- 

 ing and writing should be a specialty in our education. Equal 

 in importance to the power of expression in good language is 

 th? ability to readily understand what is written or spoken, to 

 grasp the spoken thought quickly and retain it permanently. 

 The multiplication of text books in raised print of late years is 

 a valuable addition to our means of education. They relieve 

 the teacher of some work and add to his efficiency. But it 

 would be a mistake to depend too much upon the raised printed 

 page. Such is the expense of raised printing, that we find it 

 difficult to keep up with the times in text books, and pupils 

 will not get the best results if depending upon books alone. 

 Also we grade scholars according to scholarship and not ac- 

 cording to ability to read raised print ; especially in the higher 

 grades there will be a great difference in this respect. Hence 

 oral instruction should have a prominent place in schools. 

 Such teaching gives to the blind pupil the needed stimulus 

 and training for acquiring knowledge. The enthusiastic 

 teacher can impart his own enthusiasm to his class by the 

 spoken description, by holding up before the students in all 

 their meanings and bearings the principles and rules of the 

 science which he is teaching. So much must be imparted by 

 oral instruction in the literary department, in music, and in 

 teaching handicraft, that it is of the utmost importance that 

 pupils from the beginning and progressively be trained to 

 seize at once upon the spoken thought. Much of the pleasure 

 and profit in after life will come to pupils from being good 

 listeners. Upon this ability will depend the pleasure and 

 profit which they will derive from music, conversation, ser- 

 mons, lectures, and speeches, in after life. 



Usually the most influential citizens are those who can 



