Our observance of Armistice Day was most impressive. At 11:40 the school assembled to the tolling of one of its great bells and, after saluting the flag, listened first to a talk on the significance of the day and then to the rolling of a drum and the playing of taps, all by uniformed men whom the school realized to be veterans of the late war. Everybody here stood with the nation at attention during the two minutes of pause at noon, when they joined in singing "The Star Spangled Banner."

New York, Virginia, Kansas, Port Rico, Holland and Hawaii,-each has contributed a student to the course on the Education of the Blind, which we are conducting for the Graduate School of Education of Harvard University. These six, who are young women, live at Perkins Institution where they read, observe and do practice teaching. The others enrolled are a blinded ex-soldier and his wife, a student of social affairs and three teachers of local semi-sighted classes. Abundant reading of blindiana is required, and fortunately there is plenty at hand.

The Junglegym above (or already) mentioned is something new in playground apparatus. It is like four eight-rung ladders of galvanized piping laid side by side and repeated in four stories, two feet apart,-the whole structure resembling the metal framework of a miniature building, standing ready for the masonry. Our whole household of thirty kindergarten boys at once can and do

133

climb in and out and up and over it, while some of the more daring hang by their legs or even "skin the cat."

The primary boys deride the Junglegym as being too babyfied and fool-proof for them; but they were willing enough to perform on it for the moving picture man who told them that the film would soon be shown all over the country.

The Bureau of Education has recently issued "Bulletin, 1921, No. 16, being Special Features in the Education of the Blind during the Biennium 1918-1920," by Edward E. Allen. Copies may be procured from the Superintendent of Documents, Government Printing Office, Washington, D. C., at five cents apiece.

The Howe Memorial Press has issued in American Braille a final list of all the publications available in American Braille and sells these as follows:-Fiction, 20 cents; non-fiction, 30 cents; both postpaid.

Last year our teacher of science to the boys put in a wireless receiving apparatus and thereby uncovered for us one of the very best means imaginable of putting the shut-in indididual in touch with the world without. Blind people—especially men—who happen to live in the country in the winter season, when they are likely to be more or less housebound, may get into a bad way unless able to resort at will to pastimes like visiting by telephone, reading, writing letters, listening to the phonograph, playing the piano or the fiddle, playing at table games, and trying day after day to make all the house clocks strike together. Let such a man add a simple telephone and telegraph wireless receiving outfit, and he has but to "rub his Aladdin's lamp" and behold, he is back in the great world again.

PENNSYLVANIA THE PENNSYLVANIA INSTITUTION FOR THE INSTRUCTION OF THE BLIND (OVERBROOK)

NELLIE G. MCINTYRE, CORRESPONDENT Overbrook School reopened on the thirteenth of September with a registration of 220; about one-eighth being new pupils. Among the number are eight advanced students. Three of them attend the University of Pennsylvania; one is taking a course in Manual Training at Temple University; one studies music with a professional teacher in the city, while the re maining three are having vocational training.

They live by themselves in a building, formerly used as a hospital, but now converted into a very pleasant home, presided over by Mr. and Mrs. Chambers and Mrs. Palmer.

A little more than a year ago, Bible study became a part of the regular work of the Girls' School. Membership in the class is entirely voluntary. Old Testament History from Genesis to Second Samuel was studied last year, chapter by chapter. This year, guided by Kent's Historical Outline, topics will be studied in chronological order.

Oi Chan, a little Chinese girl, known to us as Joy Redemption, was brought here in October, 1919, by Mr. and Mrs. Smith, missionaries then located at Kwai Ping, China, and remained with us as a pupil until May, 1920. In her character, Joy seemed to be the living embodiment of her name. She endeared herself to all, and awakened in many of the pupils the spirit of service.

After her return to China, the girls of the Christian Endeavor Society decided to send twenty dollars a year for Joy's support, and assumed this responsibility for an indefinite period. The money for the first year was raised by means of a social, but this year the girls have decided that the money for their "China Fund" must hereafter be the result of voluntary giving by themselves alone. Great pleasure is taken by them in preparing presents for Joy's Christmas box.

Several members of the Chapin Society competed for the five-dollar gold piece offered as a prize for the best Code of Morals, judgment to be passed by an outside Committee. The prize was awarded to Miss Willie Fay Linn and presented by the Principal.

was

The Elizabeth Roe Dunning Club, which originated among the Alumnae, and named in honor of their much loved teacher, continues to work actively to raise money for a Fund, intending to use it to supplement the otherwise too high expenses of blind working girls; thus enabling them to provide themselves wtih homes not too far from their places of business, and to procure guides or any other help necessary to insure their success. The Fund now totals more than six hundred dollars: the money having been raised by a Shakespeare play, a Teachers' Auction and a Song Recital given by Miss Mahan.

Of the activities of the Camp Fire Girls, Miss Brown writes: "The Hapovgi Camp Fire of Overbrook is starting on its new year with much promise. The girls returned to school with many happy memories of a delightful camping trip made just before school closed in June, and plans are under way for another excursion next June.

The Fire this year numbers eighteen-sixteen girls, a guardian and an assistant guardian, just a comfortable group to work with. We have several names on our membership waiting list; for Overbrook girls have come to know that Camp Fire means good times for all within the circle.

"A crisp October night, a short time ago, lured our girls off on a five-mile hike in the moonlight, from which we returned with appetites sharpened to enjoy hot cocoa and sandwiches.

"Plans for the coming months include a play in the form of a clever sketch of camp life, and a lawn fete in the spring to help meet the expenses for this year's camping trip."

On Hallowe'en, you would have looked long among the many scenes of happiness before finding a brighter picture than that of Overbrook at play.

In the gymnasium, the Principal, with almost the entire Faculty assembled to view the girls' grand march with its endless variety of costume display: conspicuous among them may be mentioned an inhabitant of the Fijl Islands, and the characters of the girls' first French play, including the monkey, Joli-Coeur.

Merriment ran rampant in the cottages of the Boys' School, where a great variety of stunts were in progress: such as, airship excursions, peanut hunts, matching Braille mottos. "The Gruesome Tale of the Murder of Mr. Smith", followed by an examination of his brains, his hair, his eyes and his very ghost, was listened to with rapt attention, for, "It is a truth and not a myth, that once there lived a man named Smith."

WESTERN PENNSYLVANIA INSTITUTION FOR

THE BLIND

Mr. McAloney took a course in Educational Measurements at the Summer Session of Columbia University.

Mr. Smith, for several years our boys physical director, is now in charge of the Department of Hygiene in the Bellevue Public

Schools. He is succeeded by Mr. Lester Showalter.

Miss Bertha Wilcox, teacher of the first and second grades, resigned to complete her Library course. Her successor, Miss Ella Buckley, comes from Massachusetts where she taught in the public schools for several years.

The school lost a valuable friend in the death of Mr. Henry Kirke Porter, for many years President of the Board of Directors, who passed away April 10, 1921. He is suc

ceeded by Col. J. M. Schoonmaker, former Vice-President of the Board.

Four of our pupils graduated at Schenley High School last June, one completing the course with honors and another with high honors.

The first meeting of the Alumni Association of the school was held June 15-18. A large number of the graduates returned and all thoroughly enjoyed the reunion. Mr. William H Long, who has just recently died, was elected the first President of the Association.

STATEMENT OF FEDERAL ACT

The Industrial Rehabilitation Act passed by Congress a little more than a year ago provides for the cooperation of the American government with the States in the re-training of disabled persons for vocations in which they may establish their independence and become self-supporting, self-respecting and useful member of their communities. An appropriation of $750,000 was made for the past year, ending June 30, 1921, which increases to $1,000,000 for this year, next year and the year following. Allotments from the fund are made to the various States in the proportion which their population bears to the total population of the United States, the minimum allotment to any state being $5,000, upon condition that for every dollar of Federal money used, there shall be spent an equal amount of money secured within the State. The work must be carried on under the direction of the State Board for vocational education, and the legislature of the State must formally accept the benefits of the Federal Act in order for the State to be certified as eligible to receive federal funds.

BLIND ONE CLASS OF ITS BENEFICIARIES

This constructive piece of legislation measures its importance economically and socially by the vast numbers touched by its proferred benefits.

Paper read before the American Association of Workers for the Blind-Vinton, Iowa, June 25, 1921.

In Jan. 1922, Mr. Carris became Field Secretary of the National Committee for the Prevention of Blind

ness.

The law applies to every class of disabled persons, defining them in the following terms: "Persons disabled shall be construed to mean any person who, by reason of a physical defect or infirmity, whether congenital or acquired by accident, injury or disease, is, or may be expected to be, totally or partially incapacitated for remunerative occupation."

Obviously this definition includes the blind, whether congenitally blind, blinded in childhood, or, in adult life, and it is the desire, as well as the duty of the Federal Board to extend the benefits of the Federal Act to all disabled persons capable of being re-established in productive work.

There are at present in the United States approximately 75,000 blind persons, and a large proportion of this number should have the opportunity for re-training along lines which will lead to their self-support. It is clear that under the terms of the Act, the activities of the Federal Board must be directed only to such training as can be given to persons who have reached the age of employability, as the purpose of the training provided is the re-establishment of the disabled person in remunerative occupation. Blindness does not constitute a bar to employment. It has been proved that a blind person can do many things formerly considered impossible for them. As a matter of fact he can perform "any operation in which judgment based on sight is not necessary."

OBLIGATION ON PART OF STATE

In thirty-nine of the forty-eight states there

are institutions for the education of blind children; the other States and the District of Columbia make provision for sending blind children to schools outside for their training. In all but four of these States, the schools are owned by the States and controlled by the legislatures.

The greater number of schools expressly prohibit the admission of the adult blind as it has not usually been found feasible to train children and grown-ups in the same institution. A few of the State institutions make provision for the training of the adult blind, some through summer schools, some through home teaching, while a very few states have opened workshops where the blind are taught a trade and afterwards permanently employed in the shop.

The problem of training the adult blind is prartically untouched, a very small percentage of them have been reached by the efforts made so far; consequently, a large number are dependent upon others for all or part of their support and through no fault of theirs they are deprived of that satisfaction which comes only through independence of thought and life.

It has been estimated that two-thirds of the total number of blind persons lost their sight after they were twenty years of age. This throws a burden of responsibility upon the States for the retraining of this class of its citizenship not met by the provisions for the education of the blind of school age.

The lot of the blind has been a hard one; the public has grown accustomed to giving them charity freely. The blind mau is in some instances trained through the sentimental attitude of the sighted to regard himself with pity and to accept a remuneration for his idleness as a right. Except for the sense of sight the blind man is like his fellows with sight, and like them leads a happier life when he is usefully employed and when he contributes to his own support through his own efforts in a service for which he can secure a remuneration based upon real value.

WHAT THE FEDERAL BOARD EXPECTS TO DO FOR THE BLIND UNDER THE ACT

The Industrial Rehabilitation Law provides for three types of service from the Federal Board for Vocational Education; (a) the administrating agency of the Act; (b) the promotion of industrial rehabilitation; (c) and the investigation of the whole problem.

The first function of the Board is to provide for the promotion of industrial rehabilitation within the States. To this end federal funds are distributed among the States in designated proportion, to be used under the supervision and control of the State board for vocational education.

The Industrial Rehabilitation Act is one of a series of Acts which have been passed by Congress within the last few years providing for federal aid under certain conditions; (1) the Smith-Lever Act, (2) the Good Roads Act, (3) the Smith-Hughes Act, (4) the Chamberlain-Kahn Act. These laws show a growing tendency in American legislation to enlarge the government functions to include these activities which vitally affect the welfare of the nation, as better farming, good roads, vocational training and questions of public health. It was a natural step in such a sequence for the government to realize its obligation to cooperate in the rehabilitation of those of its citizens who through injury or disease were vocationally handicapped, and who without such training could only look forward to a life of dependency either upon relatives and friends, or upon public charity. Of no class of disabled persons is this condition more likely to be true than of the blind.

Statistics indicate that comparatively few of the blind are economically independent. It is encouraging to read of the successful physician who is blind, of the brilliant record recently made by a young law student, who was blinded a short time ago, of the blind men who have made good in business ventures and of the blind women who hold positions of responsibility in libraries and educational institutions. There is a bit of inspiration in the example of the blind man in a middle western state who lights the street lamps of his own town every evening that others may see. But after all the list of selfdependent blind men and women contains but a small proportion of the names of those whose sight is gone.

Dr. Samuel Gridley Howe, that great pioneer in the work of educating the blind, believed that blindness sets "no limits to the range of culture and of scholarship", and advocated the highest possible development of mental and spiritual attainment for persons who had lost their sight.

The Federal Board, dealing entirely with

the State Boards for Vocational Education, encourages the States to undertake this form of service so necessary to the public welfare. It suggests standards of efficiency in rehabilitating the disabled and cooperates with the state workers in carrying out the purposes of the Act.

The second duty, that of administering the law, need not be discussed in this paper, except to say that such regulation is reduced to a minimum, the real work being done by the state.

The third duty placed upon the Federal Board by the Act is that of "making studies and investigations and reports regarding the vocational rehabilitation of disabled persons and their placements in suitable or gainful occupations." A few of the problems to be investigated may be outlined as follows: A. Inquiries to be undertaken:

(1) A survey of occupations to determine jobs which the blind could carry on with sighted people: Occupational opportunities for the blind are needlessly limited. An analysis of occupations would undoubtedly reveal additional opportunities for employment in which production by blind persons would equal that of the sighted. Such a study would necessarily include a study of those blind persons who are successfully carrying on in occupations with sighted. The survey might cover a thousand or fifteen hundred cases.

(2) A study of Special Workshops for the Blind:

In several states and cities workshops have been set up which employ the blind in productive activities. The aim of this study would be to determine the best methods of conducting such workshops and also to encourage the establishment of additional ones of the best type.

(3) A Study of Vocational Education in State and Private Institutions for the Blind:

The experiences of the country in vocational education have special value in the field of work for the blind Such a study would probably reveal additional vocations which could be taught successfully in such institutions.

(4) A study of Appliances used by the Blind:

The object of this study would be to gather

information concerning appliances which are in use by the blind, to suggest improvements and to promote invention.

(5) Methods of Teaching Blind Chil

ren:

No body of knowledge concerning the best methods of teaching blind children exists. There are, for example, almost as many different methods of teaching arithmetic as there are schools. It is evident that the success of an adult who is blind is peculiarly dependent upon the scope and quality of his general education.

(6) A study of the Best Methods of Teaching Newly Blinded Adults: Approximately 60% of the blind population lose their sight after reaching majority. It is evident that the methods of teaching these people to adjust themselves to a new environment will differ materially from the methods of teaching blind children. No body of information is now available for those engaged in this work.

(7) A study of the Prevention of

Blindness:

The peculiar importance which is attached to the problems of the blind demands an enlarged program for research in this field, limited only by the lack of sufficient funds in its development. The government's activities in this respect should supplement and assist the work of any agencies, public or private, engaged in the prevention of blind

ness.

FEDERAL AID

The advantages of the Federal-aid system outlined by Paul H. Douglas, in "The Development of a System of Federal Grants-inAid", may be specifically applied to this proposed aid for the vocational re-training of the blind. He elaborates the following points:

"1. Federal aid divides a burden which is often too heavy for a state to bear unaided.

"2. It insures a certain national minimum standard to which all states that accept Federal aid are held.

"3. It insures relatively economical expenditure of Federal funds and prevents their misuse.

"4. It creates no centralized bureaucracy but instead grants initiative and autonomy to the states.

"5. It affords a clearing house for information, permits of centralized research and distributes the results of investigations and experiments.