eir gratitude towards their fellow-creatures is not afforded
them. I believe this to be the cause of much apathy or
irritability, as the case may be, among them. One remedy for this
result of the school system would be the multiplying of schools; as
then a greater number of the blind would have opportunities of
attending as day scholars. From all I can learn from others, and
from the little I have seen myself, I believe there is one great
evil at the root of the system of education in blind schools, which
is, that each institution wishes to take rank as the first in
importance, and is therefore more bent on making such an appearance
before the public as will secure its own reputation, than upon
practically benefiting the pupils, so far as lies in its power.
This is one reason of the pupils being taught to make things for
sale, which do not really help their progress in their trade, but
which please and attract visitors, and are on that account often
purchased, though in themselves utterly useless. Indeed I have
heard it remarked what very useless things are made in blind
asylums, and in other charitable institutions.

Anderson says that one prominent feature in institutions for the
blind is, the desire to carry forward the pupil at any sacrifice,
to accomplish such pieces of work as may call forth the mere
surprise of the passing visitor. If this is bad in an asylum where
it is very little practised, it is far worse in a school. The time
of a pupil ought to be considered most sacred, and as much as
possible appropriated to the acquirement of that which he will be
able to perform and find a ready sale for, on his leaving the
school.

There is, however, one thing to be urged in excuse of this practice
in blind schools, viz., that the funds of most of them are not
equal to their expenses, without the aid of the sale of the pupils'
work. I believe that every such school, in order to be efficient,
ought not to derive benefit from the work of the pupils; as when
this is the case, the learners are often hurried over the different
steps of their trade without due care being taken that they should
each be able to take such steps securely when entirely unassisted.
Thus on leaving the school the blind man often finds himself at
fault when left to his ow