ugh watching his elders.
They have no consciousness that their habits are disagreeable, and the
earlier unsightly mannerisms are corrected the better. It is a fallacy
to suppose that the other senses of the blind are naturally sharper than
those of the seeing. It is only when the senses of hearing and touch
have been cultivated that they partially replace sight, and such
cultivation can begin with very young children.

Blind children have a stronger claim upon the public for education than
other children, because they start at a disadvantage in life, they carry
a burden in their infirmity, they come mostly of poor parents, and
without special instruction and training they are almost certain to
become a public charge during life.

Public authorities should adopt the most efficient plan for preparing
blind children to become active, independent men and women, rather than
consider the cheapest and easiest method of educating them. We cannot
afford to give the blind an education that is not the best of its kind
in the trade or profession they will have to follow. There are many
seeing persons with little education who are useful citizens and
successful in various industries, but an uneducated blind person is
helpless, and must become dependent.

The surroundings of the blind do not favour the development of activity,
self-reliance and independence. Parents and friends find it easier to
attend to the wants and requirements of their blind children than to
teach them to be self-helpful in the common acts of everyday life. A
mistaken kindness leads the friends to guard every movement and prevent
physical exertion. As a rule, the vitality of the blind is much below
the average vitality of seeing persons, and any system of education
which does not recognize and overcome this defect will be a failure. It
is the lack of energy and determination, not the want of sight, that
causes so many failures among the blind.

Physical training.

A practical system of education, which has for its object to make the
blind independent and self-sustaining, must be based upon a
comprehensive course of physical development. A blind man who has
received mechanical training, general education, or musical instruction,
without physical development, is like an engine provided with everything
necessary except motive power.

Schools for the blind should be provided with well-equipped gymnasia,
and the physical training should include various kin