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In 1871, in a paper submitted to the American Association of Instructors of the Blind, he said, "With a view of lessening all differences between blind and seeing children, I would have the blind attend the common schools in all cases where it is feasible.... Depend upon it, one of the future reforms in the education of the blind will be to send blind children to the common schools, to be taught with common children in all those branches not absolutely requiring visible illustrations, as spelling, pronunciation, grammar, arithmetic, vocal music and the like. We shall avail ourselves of the special institutions less, and the common schools more."

It was not until 1900, however, that any formal steps were taken to make provision for blind children in the public schools in any city. Scattered instances of blind children attending public schools prior to that date could doubtless be found.

In the late 1890's there was considerable agitation in the city of Chicago to get the Board of Education to set up an institution for the blind in the city so that sightless boys and girls in Chicago should not be compelled to go several hundred miles away to the Illinois School for the Blind in Jacksonville for their education.

Those promoting the establishment of such a school for the blind naturally thought of a segregated school somewhat like the state schools in existence. Frank H. Hall, then superintendent of the Illinois School for the Blind, who had a high standing in the state as an educator, went to Chicago several times to persuade educational authorities of the city not to set up a special institution, but rather to open the regular classes in the school buildings to blind children making only such special provisions for them as was necessary to enable them to carry on their work. Mr. Hall felt that through such a plan the boys and girls could grow up in contact and competition with the young people who in the future would be those with whom they would live and work. In a statement made to the committee of the Board of Education of the City of New York, March 24, 1909, he said, "Three cities have inaugurated the wise plan of teaching blind children in classes in the public school. I think the method of segregating the blind, keeping them together for twelve years, as they do in some schools, letting them forget their homes, keeping them not with the class with whom they will live after they leave school, cutting them off from society, is the greatest mistake that was ever made. The public school is the place to educate a blind boy, associating him with the people with whom he will associate when he leaves school."

John B. Curtis, a blind graduate of the Illinois School for the Blind and later a teacher in that institution, was employed as the first supervisor of classes for the blind in the public schools of Chicago. The plan which he evolved for handling this work has been copied by many other cities. It was to divide the city geographically into several large districts setting aside a room for blind children in some conveniently located building in each of these districts. The teachers placed in charge of these home rooms not only taught the pupils to read braille, the use of the typewriter, etc., but also watched their charges to see to it that they got full advantage of the education offered.

The pupils in Chicago did most of their work in the regular grade rooms, somewhat more so even than is done in most other day school classes. Mr. Curtis gave much personal attention to individual pupils in the grammar and high school grades, contributing greatly to the success of his students both while in school and in later life. He was one of the most devoted and admirable characters the education of the blind has produced in the United States. Sincerity, modesty, devotion and good judgment were his outstanding characteristics.

He was interested in every phase of work for the blind, especially those having an academic aspect. He was a valuable member of the Uniform Type Committee in its early days and later of the International Committee on Braille Mathematical Notation. For many years he did the final proofreading of books on mathematics and advanced science of all kinds for the American Printing House for the Blind. The high standard which he set for the practical application of the Taylor braille mathematical and chemical notation long had a profound influence on the correctness of books prepared for high school and college students in this country. He never sought personal honors but the manifest joy and satisfaction which he derived when the American Foundation for the Blind awarded him the Migel Medal for Outstanding Service to the Blind in June, 1945 made everyone realize how much quiet pleasure he got from recognition of the services which he performed in an unostentatious way.

In 1905 Cincinnati followed Chicago in establishing day school classes for the blind. Unfortunately, the Cincinnati school segregated its pupils in a special building. This arrangement sacrificed those advantages to blind children which grow out of mingling and competing in school with seeing boys and girls of their own age. In 1907 Miss Carrie B. Levy, one of the teachers in the Chicago classes for the blind, was instrumental in organizing classes for the blind in Milwaukee. In 1909 Cleveland and New York opened day school classes, all following the plan of sending the pupils into the regular classes for seeing children for as much of their work as seemed practicable. In 1913 Cincinnati reorganized its classes and adopted the coeducational plan of training blind and seeing children together.