Library Collections: Document: Full Text

As Stated by Michael Anagnos, Superintendent of the Perkins Institute and Mass. School for the Blind, South Boston, Mass.

The following article consists of extracts from an article published by Michael Anagnos, Supt. of the Perkins institute, and Mass. School for the Blind, South Boston, Mass. The italicized headings, are editorial, and where passages are omitted the fact is indicated.

Through Education to Independence

His tongue was framed to music,
And his hand was armed with skill;
His face was the mould of beauty,
And his heart the throne of will."
-- Emerson.

When Ajax was surrounded with dense darkness and could not discern his enemies and smite them, his most fervent supplication to the gods was for light and nothing more. This he deemed amply sufficient for the accomplishment of his bellicose purpose. "Give me to see," was his piteous cry, "And I ask no more."

The Blind in these days are as eager in their petitions for light to enable them to surmount all obstacles in the pathway of their advancement and to fight the battle of life successfully, as Ajax was; but the illumination for which they plead passionately differs in character from that for which he begged. They do not ask for impossible things, for chances in the laws of nature, which nothing short of a veritable miracle can effect. They stand on the positive point of the magnet and, being aware that the sullen cloud of never-ending night which envelopes them is indissoluble, they do not consume their energies in useless implorations for its dissipation. They know that, when the mechanism of the eyes is destroyed or hopelessly impaired, the power of vision is irrevocably gone from them, and they do not "batter the gates of heaven with storms of prayer" for its restoration. Instead of feeding on illusive hopes and of giving way to nebulous desires and unrealizable longings they yearn for that which it is perfectly possible to give them, for what indeed is their birth-right, for a broad and liberal education, which in their case is a real source of intellectual, moral and spiritual enlightenment, and which alone can release them from the bondage of dependence and link their lives to a dynamic power able to life them to the highest levels of usefulness and happiness.

In the advanced civilization of our era the imperfectly taught and insufficiently trained blind persons are at a greater disadvantage than ever before.

In this country, as well as in Europe, the old order of things has been fast disappearing of late years and a new state of affairs has been taking its place. A momentous crisis is confronting us. Manual labor is steadily decreasing in value and has in many instances ceased to be remunerative on account of the extensive employment of machinery in almost every department of human activity. The wide spread of knowledge of every kind and the rapid increase of general intelligence, the stupendous progress made in the development and utilization of the physical sciences, the marvelous success of the unremitting efforts to harness the forces of nature and to subjugate them to the service of man, the universal tendency to effect gigantic consolidations of manufacturing and commercial enterprises and to concentrate capital and control prices, accompanied by the financial and political consequences that follow in the train of such concentrating, the steady propagation of the spirit of democracy and the wonderful feats which are constantly accomplished in the domain of invention, all those combined together have transmuted thought and have brought about a social transformation and an industrial revolution, which have changed most of the adjustments of the past and of the relations of life, have created new conditions and requirements, and have given rise to various occupations and numerous combinations in business. Indeed, economic arrangements are incessantly shifting from their old foundations and the scientific evolution of human society, is the order of the day.

Owing to their great dependence upon simple manual occupations and mechanical arts for self-support, it is evident that the blind are more seriously affected by these radical changes and developments than any other class of people, and that the problems, which in their case press for solution, are very grave and of momentous significance.

In view of this state of things the chief duty of our school is to take into account the demands and exigencies of the times and to bring its pupils into harmonious relations with their environment, physical and social, as well as intellectual and moral. We must leave behind the past, which is "but the dim shadow of humanity thrown backward by the eternal sunlight," and look steadfastly into the illimitable future, which stretches before us and which is in some degree to be moulded by our own efforts. We must follow the light of progress and break the shackles of tradition and prejudice which hinder the blind from becoming fitted to make the best of themselves and which narrow their sphere of usefulness and helpfulness. We must enable them to keep open their communication with the base of supplies while they are fighting the battle of self-maintenance.

Page 2:

We must secure for them the means for a broader intellectual foundation, a greater development of the inner forces of thought, feeling and action, a more extensive and thorough training in the practical affairs of life, a deeper appreciation of the sacredness of all moral and legal obligations, and last but not least a greater power of self-reliance and self-direction, which will save them from being tossed "helpless on fate's torrent as a straw."

Man is his own star; and the soul that can
Render an honest and a perfect man
Commands all light, all influence, all fate.

The spirit of true philanthropy and fraternal kindness is prevailing to a degree never reached before, and there is no danger that the blind will be neglected and left unassisted in their efforts for independent, manly and womanly self-support. One of the most hopeful signs of their condition appears in their disposition and eager desire to go forward and seek the proper ways and means for rising above the clouds of their infirmity, as well as in their ardent wish to learn to rely upon their own exertions so far as possible. There are not a few among them, who, instead of clinging in timid helplessness to a seeing leader, or letting themselves sink in the waves of dependence and misery, are striking out and learning to swim across the river of misfortune. They feel the need of a life preserver. If it is not best to procure one ready-made for them, let us enable them to find the needed help in their mind and muscle, in their courage and in their enterprising spirit. But let it be distinctly understood, that we cannot provide for them the right kind of assistance by building for their benefit immense asylums and by supplying the inmates of these abodes with food and shelter. This sort of aid will prove injurious rather than beneficial.

Every measure of relief which operates to weaken the motives for self-help and the sense of dignity must be condemned and avoided as fostering the degrading habits of indolence and idleness, as paving the way to gentle beggary and as tending to block the road to permanent improvement. * * *

It is not by dispensing charity to them or by smoothing their pathway of life with the pavement of alms but by clarifying their mental and moral vision and by stimulating their power of independent thought and enlarging their sources of self-help, that we may render them active and productive members of society and not passive and idle consumers. Assistance given to them in any form which tends to enfeeble the moral fibre, to paralyze every motive of self-reliance and remove all incentives to activity is both unwise and harmful and proves a curse rather than a blessing to the recipients.

How to train the blind and equip them adequately for the active duties and occupations of life, preparing thereby their way to self-maintenance and independence, has always been and still continues to be one of the most serious of all the problems with which their educators have had to grapple.

There was a time in the early history of our schools when it was much easier and less expensive for them to educate their pupils in a practical way and fit these thoroughly to earn their living through their own exertions.

Industries for the Blind.

Then the industrial department was one of the prominent features of institutions for the blind, and, as it was very lucrative to work at one or more simple trades, the majority of graduates found it very wise to do so and to provide both for themselves and for those who depended upon them. But now all this is a thing of the past. The mechanical or technical pursuits in which persons bereft of the visual sense can profitably engage are very few in number. Their circle, although limited already, is becoming smaller every year, and all the eager efforts that have been put forth to enlarge it have proved futile.

Most of the institutions for the blind in America have tried to experiment of introducing one trade after another with a view of securing gainful employment for their graduates and apprentices, but with out avail. Such industries as seem to give promise of fair profit have in turn been taken up only to be dropped after a few years' experience as inadequate and unprofitable.

Thus every attempt to utilize various mechanical arts and render them reliable sources of income, even to a limited number of men and women of average ability, has failed. That broom-making, or seating cane-bottomed chairs, or mattress-making, or up-holstery and willow work are still carried on in some places with a small gain or without great loss furnishes no solid proof of the value of any of these occupations and no strong arguments in favor of their continuance. A careful study of the matter shows, that in every instance of unquestionable success the result is wholly due either to the superior skill and natural business cleverness of an individual or to special local advantages and peculiarly helpful circumstances. Those who are free from the bias of selfish motives and able to take a broad outlook over the general field of the employments of the blind cannot but see that so far as industrial pursuits are concerned the prospects are far from being encouraging. Indeed, on account of the division or specialization of labor and the universal use of machinery which cannot be safely handled without the guidance of the sense of sight, it is simply a question of time when those who are deprived of this faculty will cease to travel the road of mechanical trades in competition with ordinary workmen. In the natural course of things this is inevitable, and sooner or later it will come to pass. It cannot be otherwise.

Page 3:

Brain Work.

Unmoved by clamor and undisturbed by the demands of indolence and selfishness, we must show, in dealing with a most serious problem, uncompromising moral courage and unflagging honesty of purpose. We must consider and measure the need in all its phases and proportions and then strive to meet it fairly and in the best possible manner. The great task confronting us is not how to house and feed and pension a limited number of sightless individuals, nor how to gratify the wishes of those among them, who, aspiring to attain ease and comfort for themselves at public expense and without much exertion on their part, are indifferent as to the fatal results of their gain and indulge such low views of life and in such perversions of their destiny as bring in their train demoralization and degradation. Our task is more serious than this. It is how to uplift the blind as a class, how to strengthen them and render them self-reliant and how to secure for them an appropriate place in the social ranks, in the esteem and the activities of the communities in which their lot may be cast. In other words, it is our solemn duty to do everything in our power which will enable those of our fellow-men who live in never-ceasing darkness to see through their mind's eyes, to think rationally, to judge correctly, to imagine sanely, to decide rightly, to plan wisely, to execute promptly, to sympathize broadly and to be prepared to conform with the demands and conditions of modern progress.

In endeavoring to accomplish this purpose first and above all we must realize the fact that the liberation of the blind from the captivity of dependence and debasement cannot be effected by means of manuel -sic- labor or of any kind of handicraft. It is brain work that will do this. It is not technical skill nor ability to work successful at one or more of the usual trades that will obliterate the most conspicuous effects and check the train of consequences of the loss of sight, or bring about the higher development of its victims and turn the current of their lives to a favorable direction. Verily, it is not this that will raise them in the scale of humanity and place them on terms of equality with their fellow-men, but broad intelligence, mental alertness, thorough acquaintance with the principles and rules that govern business, a firm and comprehensive grasp of affairs, general versatility and adaptability, and a power of discernment and penetration in all things. A comprehensive and liberal scheme of education is necessary for this purpose, on which will enable the recipients of its benefits to

Rise to their task, and, be it small or great,
Shine on it till their smile has made it bright.

This system must begin with the kindergarten and end with a completely equipped high or secondary school, bringing our graduates inside of the gates of the colleges and universities of the country for seeing young men and women. It should provide not only for physical, intellectual and ethical culture, but also for training along scientific, aesthetic and humanitarian lines, and should procure for the blind, both male and female, such superior advantages as would best fit them to share in the activities of life, to enter the liberal professions, to respond to the ordinary requirements of business and to discharge successfully their duties and obligations to society in whatever sphere they may be placed. It is this alone that, by equipping each individual to reach out toward his highest and largest life, will help to create the best possible types of manhood and womanhood, and thus make a long step toward approaching the ideal which Emerson portrays in the lines quoted at the head of this article.

It is obvious, from what has been said in these pages, that we owe to the blind not merely an ordinary elementary "schooling" and some kind of technical training, or the opportunity of being drilled in a mechanical occupation and facilities to exercise it advantageously, but a rounded development of character and of their best and largest capacities, -- an education which will render them strong and vigorous both physically and intellectually as well as morally will train their senses to keenness, widen their horizon of knowledge, nurture their natural aptitudes, foster their individuality, broaden their sympathies, chasten their feelings, warm their hearts by the contemplation of noble deeds, introduce them into the ethical world and into new fields of duty, instill in them a helpful spirit and enable them to attain a wide range of mental vision and a great power of thought and of varied expression, so that they may become better prepared and more fully equipped to solve the problems of life and act nobly their part in its drama when they shall enter upon the stage of practical activity. This sort of education will be for the blind a central sun of vast illuminating power, from which they may gather light and warmth and blessing.

The Blind Among the Sighted.

Page 4:

It may be well for us to consider in this connection the question whether it is right and best to found and support a separate college or university for the exclusive use of the blind, or, it if is not, where their higher education should be prosecuted.

Experience, reflection and sound philosophy all lead to the conclusion, that persons suffering under a common infirmity are liable to certain unfavorable and undesirable consequences, flowing from their abnormal condition. These are undoubtedly aggravated by the close association of the sufferers in considerable numbers and for a great length of time, while they are lessened by constant intercourse with ordinary and normal persons. The reasons for this are obvious. The loss of sight is not merely a bodily infirmity; it effects all sides of the human organism, the intellectual and moral no less than the physical.

It is beyond question that the largest possibilities of the success of this class of our fellow-men in whatever they may undertake to do depend upon their ability to enter on the arena of the competitions of life with those whom they will naturally meet in the home, the neighborhood, the social and religious assemblies and in the world of business.

For these reasons it is of the utmost importance that, as soon as our graduates are fully prepared and thoroughly fitted for a course of higher academic and scientific instruction or of training for one of the liberal professions or for a business career, they should be scattered among the ordinary institutions of learning and not gathered again into another sort of receptacle of darkness and gloom, established for the special benefit of sightless persons, which may be known by the name of colleges and universities for them. Indeed, instead of a blessing, it would be an unmitigated misfortune for the blind to be kept by themselves for an additional period of four or five years, apart from those of their fellow-men among whom the work of their life lies. The best and most vital interests demand that they should be placed in one of the leading colleges or best professional and commercial schools, in which every state abounds, and should be thrown with seeing young men and women. They must be put in a position to compare themselves with others of their own age and to measure accurately their ability so that they may avoid the fatal error of overestimating or underrating it. They must be brought in touch with the great forces of the world, which make progress and civilization possible, and learn something of the part that each has to play in the drama of human existence. Whether they desire to devote themselves to commercial pursuits, or to become teachers, ministers, lawyers, business men, or practitioners of massage, they must be educated and taught and trained side by side with those among whom they are destined to exercise their calling or vocation, and must acquire a knowledge of the practical affairs of life and of the manners, notions and usages of society. They must come in contact with the great and moving world and hear and know more of its customs and interests and shape their own mental habits and modes of thinking and motives of action more in accordance with those of the people with whom they are to live after the completion of their education.

In no institution of learning, which may be built and maintained solely for the benefit of a class of children and youth laboring under a common physical disability, can any of these precious, practical lessons be learned. Hence the adsolute (sic) necessity for funds to provide for as many scholarships as eligible candidates for higher education may require.