lture, must be addressed to the
mind, not merely to the ear. This is the only possible method by which
musical training can be made of practical use to the blind. The blind
music teacher or organist must have a well-disciplined mind, capable of
analysing and dealing with music from an intellectual point of view. If
the mental faculties have not been developed and thoroughly disciplined,
the blind musician, however well he may play or sing, will be a failure
as a teacher. The musical instruction must be more thorough, more
analytical, more comprehensive, than corresponding instruction given to
seeing persons. In 1871 Dr Armitage published a book on the education
and employment of the blind, in which he stated that of the blind
musicians trained in the United Kingdom not more than one-half per cent
were able to support themselves, whereas of those trained in the Paris
school 30% supported themselves fully, and 30% partially, by the
profession of music.

Royal Normal College.

To provide a better education and improve the musical training of the
blind, the Royal Normal College was established in 1872.[3] Its object
was to afford the young blind a thorough general and musical education,
to qualify them to earn a living by various intellectual pursuits,
especially as organists, pianists, teachers and pianoforte-tuners. From
the first, the founders of the college maintained that the blind could
only be made self-sustaining by increasing their intelligence, bodily
activity and dexterity, by inculcating business habits, by arousing
their self-respect, and by creating in their minds a belief in the
possibility of future self-maintenance. A kindergarten department was
opened in 1881. In July 1896 Queen's Scholarship examinations were held
at the Royal Normal College, for the first time, for blind students, and
the institution recognized by the Education Department as a training
college for blind school-teachers.

Educational needs.

From the first day a pupil enters school until he finishes his course of
training, care must be taken to implant business habits. Blind children
are allowed to be idle and helpless at home; they do not learn to
appreciate the value of time, and in after years this is one of the most
difficult lessons to inculcate. Having drifted through childhood, they
are content to drift through life. The important habits of punctuality,
regularity and precision should be cultivated in all the arrangemen